market_leader_3e_-_intermediate_-_teachers_book (852197), страница 13

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .:;:Get students to discuss the questions in pairs.After a few minutes, get pairs to report on theirfindings and discuss with the whole class. Be tactful.(For question 2, most students will probably say not,if only for cost reasons. It is important to get studentsto say why each approach would or wouldn't work.)Work on any remaining difficulties of vocabulary orpronunciation.f:l Text bank (pages 126-129)a0I 2 a five-star hotelI 3 a three-million-dollar budgetj 4 a 20-minute presentatione0Tell students that they are going to look at a commonfeature of English - noun combinations.Go through the information in the panel and bringstudents' attention to the information on page 147 inthe grammar reference section.

Tell students to lookat this for homework.Get students to call out the answers to the matchingexercise.l c 2a 3b 4dExplain the task and get students to work on theexercise in pairs. Get different groups of pairs to workon the four different compound types: allocate a typeto each pair.Go round the room and help where necessary.With the whole class, ask students for answers.l 1 company's university programmes manager2 side effects, Internet company, skiing trips,·=,_1 games rooms, office decorating, team feeling,massage chairs, table-tennis tables, video games,lava lamps, Google offices, university faculty,lunchtime talks3 number of pounds, business of work, type of people,,! degree of independence, culture of autonomy!6cocoeooooa0eDo as whole-class activities.

Get students to call outthe most likely combinations in Exercise B. Tell themthat there are no rules - the best thing is to learneach combination as a whole.For Exercise C, write up the answers on the board,clearly pointing out the absence of plural -s.Exercise Bl b 2a 3a 4cPut students into pairs.

Explain the task then goround the room helping where necessary.Check the answers with the whole class.1 b, c 2 a, c 3 a, b 4 a, c 5 b, c 6 b, c7 a, c 8 a, b 9 a, c lO b, c(I)U)0zz�m(I)Do this exercise with the whole class by giving themthe beginning of a statement and getting them tocomplete it using a noun combination. For example,Is a business idea useful by itself?- No, you need abusiness plan to support it. Tell them that in somecases, they will need to use the plural form of thecompound - make sure they get these right.Do the others in a similar way.When you think students have got the idea, tell themto do the activity in pairs.Go round the room and help. In this exercise,students may need quite a lot of assistance, asthinking up sentences from scratch is difficult.With the whole class, get students from differentpairs to call out possible answers and write the besttwo or three on the board.Listening: Analysing companyorganisationStudents listen to a management consultant whoadvises companies on how they should be organised.lfl -4>» C D 1 .240....B-Dr­mIIe....a 200,000-dollar contracta 150-year-old industrial empirel 5e1 � .

�:���-����--���-�-� �-�-�-�-�--�:.�.�-�-�-��-�--�-�-���-�-� �.:......................:.,..,.Exercise CLanguage review: Noun combinations0ORGANISATION························· . .. ...............................................i&Students look at this key language feature and developtheir knowledge through a variety of exercises.UNIT 4aTell students that they are going to hear amanagement consultant talk about the advice that hegives to companies on how to change, and get themto read the questionsPlay the recording two or three times. Explain anydifficulties and elicit the four areas that Booz & Colook at when analysing a company's organisation.· �- · � � �i-���. �h·�- -d��i·�-i�-�- -���h·�-�-�-· · · · · · · · · · · · · · �r Th f�-���i - -;�� -i��1:the information flows and the incentives• • • • • • • • • • • • • • • • • • • • • • • • • • • 0 .

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2 5oaPlay the second part of the recording.Elicit the answers.39UNIT 4••ORGANISATION...r··�······�·���i·i··��·�·b�� �f·�·��·����·�·�··�b·� ��··���·�·· · ·························:organisationI 2 Answers from about 40,000 other executives3 Patterns that help analysts to say that one1, organisation is like other organisations4 It organises both workshops with the executivesand further research into particular aspects that1,'=. seemto ..be...... particularlinteresting...

..... .. .... . ................... ........ ....... .. .... y.............. ....... ... .......... ....... .... ... .. .... ........... .. ..... ..�r­mLU')en0.G�zz"'U)G......Skills: Socialising: introductions andnetworkingStudents look at the language of networking and havethe chance to apply it themselves.e.At this point, if you have experienced managers inyour class, ask them if they agree with what theconsultant has just said in relation to how decisionsare taken in their own organisation(s).

Treat thistactfully, of course.For homework and if appropriate, you could askstudents to look at the website mentioned:www.orgdna.com and get them to report back onwhat they find there about their own organisations.(Don't forget to follow up on this in the next lesson ifyou ask them to do it.)a �>)) ( 0 1 .27, 1 .28, 1 .29a0Play the first conversation again and get studentsto call out the answers.1 b, d, e 2 Alex 3 MariaQG: .................Ill �>» (01 . 28e:Play the recording once or twice more and getstudents to provide the missing items.j 1 operated4 organisedj 2 made5 regional organisations6 headquarters!. .�.......:.��.��.�.�.��..............................................................................................................If there is time and interest, put students into pairsand get them to discuss this question.

Otherwise do asa quick-fire whole-class activity. The important thingis to get students to give their reasons.Treat responses tactfully, as there may be somestrong feelings about this.� Resource bank: Listening (page 191)A Students can watch the interview withW Richard Rawlinson on the DVD-ROM.0o40companyactivityBob Danvers Clear View outsourcing business;supplies companiesand organisationswith various servicesincluding IT, officeequipment, travel andcleaning servicesKarin Schmidt MCBmarket research0Work on any remaining difficulties from the wholeinterview.Play the second conversation again and elicitthe answers.nameIll �>)) ( 0 1 .26GExplain the situation and get students to lookthrough the different conversation types.Play the recording with the whole class and askstudents to call out the answers.1d 2c 3bB �>» c o 1 .2 711 �>)) c o 1 .26Play the recording once or twice and get studentsto provide the missing items.[ 1 By function2 Manufacturing had responsibility for all the plants.�i:: around the world; Marketing ran all the brands inevery country.l 3 Responding to the local markets1, 4 They considered whether all business units should, .....

... reportor regionall. .. .... ....... . .to. ....the..... . .. ....US............. ............. ..... ...y. ... . . .. ........ .......... .... ................. ... . .....Tell students they are going to look at some of thelanguage associated with networking and socialising.(This is a very frequent student request, so youshould have no trouble 'selling' it to them.)m �>» c o 1.28Get students to look through the conversationoutline, then play the recording again several times,stopping to allow students to fill in the gaps.Get students to call out the answers and then explainany difficulties, for example outsourcing - when acompany buys in supplies of goods or services that itpreviously produced in-house.:····································· ···· · ·············· · · ···················· · ··············· · ······································:outsourcing1 1·················! 2 office equipment� 3 foundedI 4 divisionsI 5 employees! 6 headquartersoe!....!......

. ��.��.:................................UNIT 4... ...ORGANISATIOND �>)) CD1.29Get students to look through the three questions.Play the recording once or twice and get individualstudents to answer the questions. Write the answerson the board, with students telling you exactly whatto write. For example, check they hear the 'd in I'd in0QChristoph, I'd like you to meet Nathalie.123DChristoph, I'd like you to meet Nathalie.She speaks fluent Spanish, so could help him dealwith South American customers.Sailing....'"(I)U)0zz�mU)Explain the situation to students and ensure thatthey understand it: Student A is attending with his/her boss (Student B).Student B is attending with a junior colleague(Student A).Student C is a colleague of Students A and Bfrom a subsidiary who met Student A at the sameconference last year.Student D is attending the conference for the firsttime and doesn't know anyone.Divide the class into fours, allocating roles ofStudents A, B, C and D.Get Students A and B to prepare their roles together,with Students C and D each preparing their rolesseparately.

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