new insights into business teachers book (835558), страница 5
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In particular, it vastlyincreases their autonomy. This section is devoted todeveloping reference skills by presenting students withsample entries to study. These are accompanied by a setof points to consider to help them to identify thevarious information that they can find about wordsand how they are used. The activity has been designedto provide a general introduction to dictionary use andas such it does go into a detailed analysis. You maytherefore wish to extend this activity by introducingstudents to the phonetic alphabet or by providing theirown selection of dictionary entries with accompanyingtexts.
The two sample entries have been taken from theNew Longman Dictionary of Business English and aretypical of those in most English learners' dictionaries.Dictionary checklistKEY:1 There is a difference between the pronunciation of thenoun and verb forms. The former has the primarystress on the first syllable while the latter has it on thesecond.2 The word can be used both as a noun and a verb3 One meaning is given for each word form4 No5 No6 The word is used as a verb (line 44).Unit 2 Recruitment ■Vocabulary1 and 2 It is important to point out that it is notalways necessary to go straight to the dictionary whenyou are faced with a word that you don't understand.Encourage students to first try to work out the meaningfrom the context; if that is not possible, they should atleast try to identify the grammatical category that isused.
In this exercise students are first asked to try todeduce as much as they can about live words bystudying the context in which they appear in the text.Although they may be able to find answers to most ofthe questions in the checklist, they will need furtherinformation from a dictionary in order to completeothers.Being able to guess meaning is important for languagelearners and you may want to devote more time todeveloping this skill. They can do this by preparingtheir own texts and assigning a selection of words forsmall groups of students to work on. Each group triesto explain what they think the words mean and thenchecks the other's answers using a dictionary.3 KEY:2 position3 employer4 candidates/applicants5 skills6 behaviour7 competent/suitableVocabulary development:compound nouns1 and 2 KEY:hefbrisk-takercomputer programmerproblem-solveraward winner5678agcdPresent simple and present continuousThis exercise reviews the different uses of the presentsimple and present continuous and allows students torevise the basic rules for these two tenses.
You maywant to refer students to the Grammar Referencematerial on page 164 of the Student's Book.KEY:2 с3 aP. cont.P. simple4 d P. cont.5 g P. simple67b P. cont.e P. simplePracticeYou may want to review the tenses when this activityhas been completed, especially if it has been done forhomework.KEY:feelsis not usingis looking forrealises23456789is growingreadsis livingsays10111213decidetravelsenjoysis attendingSkills FocusListeningThis section deals with one of the ways in whichcompound nouns are formed. In this case the firstelement of the compound is a noun and the secondone is a noun form with er which has been added to averb stem.
There are many examples of such words inEnglish and many new terms that enter the languageare generated in this way. It is important to point outthat such compounds are usually spelt as two separatewords, but can also be one word or hyphenated.1234Language Focuswage-earnerwine importerlaw-breakertroubleshooter3 There are hundreds of possible answers including;trouble maker, law maker, pop singer, news presenter, recordbreaker, film maker, ski instructor.DiscussionThis section simply provides students with an exampleof the questions found in a personality test of the typementioned in the text.Before doing the Listening task it may be necessary toexplain the meaning of certain words such as mothertongue, glamor and gritty. Encourage students to makenotes during the first listening and not to try tocomplete the task at this stage.TAPESCRIPT:Fiona:Hi, it's Fiona here.
I just wanted to tell you that I sawthis great job ad in the newspaper the other day.Friend:You never told me that you were thinking of getting anew job!Fiona:Well, I wasn't until I saw this one. It's exactly what I'vealways wanted to do.Friend:Go on then. Tell me about it.Fiona:Well, it's for a Californian company called Patagonia.I'm sure you've heard of them before.Friend:Oh yeah, they're the people who make outdoorclothing, right?7■ Unit 2 RecruitmentFiona:Exactly. Anyway they're looking for what they call arpublic affairs associate »lt's basically a public relatior^)position.Friend:Do they say what sort of a person they're looking for?Fiona:Well, actually the ad just says that they want someonewho has experience in the press and in PR, and whohas good writing skills. Oh, and it has to be someonewho's pretty good at outdoor sports, you know, likeskiing.Friend:Sounds just right for you.
Don't tell me that if you getthe job you'll be moving to America!Fiona:Oh no. I forgot to tell you, in fact they're looking forsomeone whose .mother tongue is German, because thejob is based in Munich, which would suit me just finebecause, as you know, I've got family near there.Friend:Do you know how much the job pays?Fiona:No ... they don't say anything about money. But I'mgoing to apply anyway.
I'm sure I'll find that out if I getas far as the interview.Friend:When will they be doing the interviews?Fiona:In the ad it says during the last week of February.KEY:1 Public Affairs2 Munich3 PR/press4 writing5678GermanCalifornianoutdoor clothingFebruaryPreparation for writing1 The cu rricu lu m vitaeThis activity offers students an opportunity to studythe layout and content of a curriculum vitae (CV) inEnglish. Furthermore, it will allow students to preparetheir own CVs for future use. It is important to explainthat there are many different ways to prepare a CV,depending on the nationality of the company that youare applying to.
For instance, in the US it is much morecommon to accompany each entry on a CV with adescription of exactly what this involved, whereas inEurope a simple summary often suffices. Similarly, theorder in which different events are presented may vary.The relative importance of extracurricular activities andof references will also vary with national culture. Muchdepends on methods of recruitment. For example,there is a current trend in using recruitmentconsultants, who invite prospective employees to8e-mail CVs direct or advertise themselves on theInternet. In some fields, CVs have recently changedradically by abandoning the traditional chronologicaldevelopment through education and experience, infavour of setting out personal skills acquired in order toentice prospective employers.
You may want to initiatea discussion on the merits of different approaches topreparing CVs.KEY:2 Education3 Professional Experience4 Skills25 Activities6 ReferencesThe letter of applicationThis activity invites students to study the vocabularyand the style of a standard covering letter. As well asbeing a useful model for their personal future reference,it will help students to complete the writing task below.KEY:2 dз g4 c5 e6 a7 h89103 This section can be a discussion activity where pairsof students have the chance to express their views andthen decide whether they think Fiona Scott is the rightperson for the job.
Different opinions can then beshared with the class as a whole.WritingThis activity provides students with an opportunity topractise writing their own CVs and letters ofapplication. Encourage students to read theadvertisement carefully and make sure that they haveunderstood exactly what type of applicant is beingsought. They can then work in pairs to prepare asuitable letter of application. You will need to helpwith the wording. They will need to accompany thiswith an appropriate CV. The CV can be prepared ingroups or given out as a homework assignment.Remind them of issues related to the approach, contentand wording of the CV.Listening1 TAPESCRIPT:Personnel Manager:The most important thing when interviewing acandidate is his character, his ability to react, hisintelligence and his suitability for the position t h a t...which ... for which he is being interviewed.Interviewer:And uh.jto what extent d oes the person's appearanceinfluence your decision?Unit 2 Recruitment ■Personnel Manager:It doesn't influence the decision, uh, but it does havesome^bearinq on .the decision, if you can take thedifference between the two.
It is important that theguy, the person, is well presented, is .neat and .tidy, .andthat he has a good manner, uh, because that shows alot about his personality.Interviewer:Do you expect the candidate to be prepared in any wayfor the interview, or how should he prepare himself forthe interview?Personnel Manager:Well, it's not a question of preparing himself. In theposition in which I am, uh, normally the candidate^had at least one or maybe two interviews with othermembers, more junior, member of staff before he getsto my level, unless the particular candidate is going to.repodj^tcSjtme. and in which case I expect.the persopconcerned to have a fairly good knowledge of: (1) whatthe company does, (2) what he's going to be expectedto do, and (3) who he's going to report to. Thosethings, those three items are very, very important and ifthe candidate, uh, does not give an impression of eitherunderstanding one of those three items, then .obviously.then he g e t s ^ g r lc p H down a r r n r H in q lyInterviewer:How does a candidate go wrong?Personnel Manager:The major wav a candidate goes wrong is by basicallybecoming a/ves-man^r aA’es-womaД and agreeingwith everything you say.
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