new insights into business teachers book (835558), страница 13
Текст из файла (страница 13)
You may need to explainsome of the more complicated vocabulary, such ascorporate culture, radical environmentalism and soundbusiness practices.Website: www.patagonia.comSuggested questions:How does Patagonia express its ethic of 'radical'environmentalism? orWhat sorts of 'radical' activities are Patagoniainvolved in?Has Patagonia succeeded in making a 10% pre-taxprofit while caring about the environment?How are their products environmentally-friendly?What exactly do the Patagonia people mean by'sound business practices'?What do they mean by 'social good'? or How do theymeasure the 'social good’ they do?Do they recycle their products?2 Encourage students to read the text only for theanswers to their questions.3 Students should now read in more detail.
Askstudents to say where they found their answers. Theymay have difficulties with the following:Vocabulary: fleece (para 1) activism (para 11)sporting (para 12)Idiomatic expressions: takes pains to explain (para 3)the big picture (para 3) green (para 6)KEY:1 Patagonia's customers are loyal because the companyhas a very powerful communication policy.2 Patagonia publishes high quality advertising andcompany literature which contain detailed essays aboutthe environmental policies of the company.3 Patagonia's objective is to convince consumers that it isbetter to buy environmentally-friendly products, even ifthey are more expensive.4 Patagonia publishes the results of its internal environmental assessment.
In it, customers can read about thecompany's efforts to respect both the environment andthe working conditions of their employees.5 Consumers respond very positively to the grantsprogramme and write in to the company to informthem of their personal environmental success stories.Vocabulary1 Encourage students to find the words in the passageand guess the meanings before doing the exercise.Check understanding and pronunciation.29Unit 7 Business and the EnvironmentKEY:2 c catalogs3 b product descriptions4 f organic5 d empower6 a sustainability2 Some students may need more guidance here.c sustained / sustainable / sustainabilityd employed / employment / employer / employee /employableDiscussionEncourage them to look at context, perhaps give cluessuch as the first letter.Encourage students to justify their answers.Students could follow this up with a short written replyfor homework to consolidate the language learnt.KEY:2 knowledgeable3 conventional4 strategic5 linkedLanguage Focus6 contributed7 nationwide8 successes3 This exercise focuses on common 'business'collocations in the text.
You should checkunderstanding with questions.KEY:2 e doubt claims3 c publish results4 a conduct business5 b raise awareness4 This provides practice of the collocations in 3. YouExpressing contrast1 You may wish to do this before the discussion sothat students could use the language in the discussion.Introduce this with a simple statement on the board,such as:Buying green is expensive - Good for the environment.Elicit possible words then go to examples in the book.You may want to refer students to the GrammarReference material on page 167 of the Student's Book.could ask students to write more sentences using thenew vocabulary.KEY:2 c3 bKEY:2 conducts its business3 publish the results2 Use students' answers to a andpatterns.4 raise ... awareness5 doubt claimsVocabulary development:word building1 Before looking at the exercise write 'environment'on the board and elicit possible changes to the word toshow the number of possibilities.
Look at the examplesfrom the text and focus on changes in form andpronunciation. If time is short, allocate words to pairsor groups. Go round and help where necessary.KEY:a productionb producerc productived progresse progressivef managementghiiкmanagermanagerialdirectiondirectordirect2 Again, this could be allocated to groups or set forhomework. Encourage students to come up withrealistic, feasible words.KEY:a developed / developer / developing / development /developmentalb committed / commitment304a5db to highlight theKEY:a Although and even though are followed by a subject+ verb.b Despite and In spite of are followed by a noun orverb + -ing.PracticeKEY: (suggested answers only)1 Even though young people are concerned about theenvironment, they can't always afford environmentallyfriendly products.2 In spite of Patagonia's efforts to convince othercompanies to use organically-grown cotton, manycompanies resist because it costs more.3 Despite rising pollution in Paris, people still prefer totake their cars to work.4 Despite the fact that many countries organise separatewaste collections for glass, paper, metal and plastic,many others don't.5 Although most beauty products carry the label 'againstanimal testing' some of the components may havebeen tested on animals.Unit 7 Business and the Environment UThe passiveAgain, you could use a simple example on the board tointroduce the language before going to the examples inthe book.
Encourage students to look at the material inthe Grammar Reference Section on page 167 of theStudent's Book.KEY:A The verb is in the active form. The emphasis is on howoil is saved.В The verb is in the passive form. The emphasis is on thefact that they are recycled, not on how.Practice1 Check students understand the vocabulary in theleaflet. Ask students to look at the pictures and text todescribe the process in active form, then go on to thepassives.KEY:2 is converted3 chopped4 are melted5 are shipped6 are made2 KEY:1 More and more 'environmentally-friendly' products willbe bought.2 Plastic bottles should be taken to the local recyclingcentre.3 150 synchilla garments can be made from 3,700bottles.4 A new item has recently been added to the productrange.5 Green-marketing strategies are being developed bymany companies.Skills FocusListeningату'Ask students to imagine what reasons people may havefor going to the Body Shop.
Pause after each extractand play it again if necessary. Point out that thespeakers were interviewed outside a Body Shop inLondon, and therefore use a very conversational styleand sometimes speak quickly. Ask students what theythink of the reasons given by the speakers and if theirown buying decisions are based on the same kinds ofconsiderations.TAPESCRIPT:Speaker 1:Because I believe that nothing should be tested onanimals and I believe what they do must be havingsome good effect on the environment, so that's why Ibuy them.Speaker 2:Because as I've said, I've been using it for ten years(most of their products for ten years), and they suit myskin and skin type.Speakers 3 and 4:I think that's the major part of it, not testing and thelack of packaging.
It makes the choice easier ratherthan having to read gallons and gallons of packaging.You have a guarantee that it's not tested on animals aswell, because other places, they tell you but you're notquite sure.Speaker 5:Well I like the shops, I think they're very nice, so it'sa nice place to be. So probably, that really, thepresentation, the packaging, the sort of ideas behindthe whole thing.Speaker 6:The stuff's good, and also the packaging's very nice forpresents.Speaker 7:Economi^j^asons, generally they're a fairly reasonableprice.
LikeThe packaging - simple, less waste.Speaker 8:I suppose, you know, the name is quite well establishedand so you go for something that obviously somebodyelse has tried before you, you know.KEY: (suggested information for answers)Customers' reasons for buying Body Shop products:1 This customer buys Body Shop products becauseshe is against testing on animals and alsobecause she feels that the Body Shop is having agood effect on the environment.2 Body Shop products suit this customer's skin.3 and 4 These customers appreciate the lack ofpackaging and the fact that products are nottested on animals.5 This customer finds the shops themselvespleasant to shop in, and also likes the wayproducts are presented and packaged.6 This customer likes the quality of the productsand thinks they make good presents.7 The price and the packaging correspond to thiscustomer's demands.8 This customer buys the products for theirestablished brand name and good reputation.Speaking1 The remainder of the Skills Focus is based on therole of companies sponsoring worthy causes.
Checkthat students understand the introduction, then give orelicit one or two examples to get students started.Round off with ideas on each point.31■ Unit 7 Business and the Enviroment2 This activity offers students an opportunity toconsider the advantages that sponsoring offers acompany. Students should read each project and decidein groups which one most appeals to them. Ensure thatgroups have not chosen the same project. All theprojects could appeal to a computer company lookingfor an event to sponsor and it is for students to justifythat appeal.3 Go through the introduction and checklist, dealingwith vocabulary.The groups should then consider each of the tenquestions provided in the checklist that a companywould use when deciding which project to sponsor. Goaround the different groups checking that this is beingdone in a systematic way.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
