market_leader_3e_-_intermediate_-_teachers_book (852197), страница 19
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. . . . . . ..j Focusing on 20 companies1: ..... .. ..... . . . . . . . . . . . . ....... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . ........�.........eExplain any remaining difficulties.oThen get students to give their reactions to the article.GExplain what students have to do: fi nd thevocabulary matching the definitions. Do as a quickfire whole-class activity.I1I2Get students to call out the answers....l1 .. �..e. ... . . . . . . . .
. . . . . . . . . . . . . . . . .. . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .bear markettraders3 financial analyst4 volatility6 equities.······. .. . .. .. ... . . . . . . . . . . . . . . . . .... . .�:. .........:7 research analysis���� ��� � ��� .. . . . . ... .......j......
................. . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . .... . . . .......=.... ............. ..... ..:..Bring the class to order and get them to give theanswers to complete the profile.i. ........................... ............... ...................&;] Resource bank: Listening (page 1 93)Darrell Mercer on the DVD-ROM...... .....Ge11 �>» c o 1 .39Get students to look at the four points.·......Put students into pairs and tell them that they haveto find the information to complete the profile.Go round the room and help where necessary.:.................................e;.
. �. h�;��kf.d............. ...............·e...l:7 commodities8 agriculture2 company··...Get students to look through the chart, but don't saytoo much about the expressions in the left column asthey will be explained in the recording.o·....... ....... ............. .Ill �>» ( 0 1 .38e. ..111 - B: · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · ·e... . .
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. . .. .With the whole class, elicit the answers.G..Get students to look at the headline and find the twoexpressions. Elicit the answers.eExplain t o students that they are going t o listen toan investment manager talking about what he does.G....... ..........8 business sector9 earnings�� . � ������!�:�...···. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .:Explain volatile - changing rapidly and inunpredictable ways. Point out that it is the adjectivelinked to volatility (see Exercise D).UNIT 6 ... ... MONEYPut students into threes and get them to discuss thedifferent industries in relation to recessions, makingsure they understand that they will have to give theirreasons. Go round and assist where necessary.oWith the whole class, get someone from each groupto say what its findings were and discuss them andtheir reasons for them.
For example, food might beless volatile than cars, as people always have to eatbut they can put off buying a new car if necessary.With in-work groups, people working in differentindustries should have a lot to say about how theircompanies do in recessions!oRemind them also that rise is intransitive, i.e.
it isn'tfollowed by an object (e.g. Unemployment rose.)and raise is transitive (e.g. The finance ministeroraised taxes.).Whole-class activity. Get students to call out nounequivalents and write them up on the board.oa declinea gaina dropan increase(rocket does not have a noun form in this context)a plummet (rare, but it does exist as a noun)a doublinga falla halvinga levelling offa triplinga recoverya decreaseIf there is interest, get students to do research forhomework on how particular industries are faringat the moment and how they fared in the lastrecession. Point out that the Financial Times website(www.ft.com) is a very valuable resource for this typeof search.
Don't forget in the next lesson to ask studentswhat they found if you ask them to do this task.ot:] Text bank (pages 1 34-137)Language review: Describing trendsStudents develop their knowledge of and ability to usethe language to talk about trends and changes.o�IeoeWith the whole class, go through the three categoriesof examples in the panel. Explain any difficulties.(Explain soar if necessary.) Remind them about thefurther information in the Grammar reference section,which they can look at for homework.Get students to do the exercise individually.
Go roundthe room and help where necessary with difficultwords, e.g. plummet.a peaka risea jumpe11Do these as a quick-fire whole-class activity.from; to2 by3 ofThen get students to compare their answers withthose of their neighbour.4 at5 of6 ofGo through the exercise with the whole class.2345678101190a fluctuationan improvementdecline, drop, fall, decreasedoublefluctuategain, increase, rise, improve (unless you're talkingabout something bad like unemployment)halvelevel offpeakplummetrecoverrocket, jumptripleRemind students that the other parts of the verb fallare fell (past simple) and fallen (past participle), notto be confused with feel, felt and felt.oTell students to work individually or in pairs to writetheir sentences, using nouns or verbs.
Go round theroom and help where necessary.l Sample answersi Graph 1l Sales rose from just under €5 million last year toj €7 million this year. There has been an increase in. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i sales of €2 million.j Graph 2j Sales reached a low point of €1 million in April.! ��-'.:�--��-�-�-�.: �--�--��-�-�--�-�-�.!. �.��-��.?.� �.�--�-�-��� ........................................o.....With the whole class, ask three or four students fortheir sentences and write some of them on the board.57UNIT 6....MONEYllll -4>» CD 1 .40Skills: Dealing with figuresStudents look at how to say numbers in different contexts.&With the whole class, point out that figures isanother way of referring to numbers.
Go through theexamples in the Useful language box. (You could alsopoint out that the year 2012 is two thousand twelvein American English. With decimals, the importantthing to remember is to say the figures i ndividually,i.e. one point one eight five not one point oneAlso point out that it's rare to say exact figures in full.Teach roughly, about and approximately, nearly andalmost. Give the example: 3,560 is roughly three anda half thousand. Write this up on the board.
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