market_leader_3e_-_intermediate_-_teachers_book (852197), страница 20
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Getindividual students to talk about the other biggernumbers in the box in the same way.I 598,347 - roughly 600,0001 1,300,402 - about 1.3 million1...��.!.�.�-=-�-�-���-�-���.?..�!!.��-��.....................................................................Go round the room and help where necessary withany difficulties.eBring the class to order. Work on problems that werecausing particular difficulty.Play the recording, stopping at key points, and getstudents to repeat the numbers, concentrating ontheir pronunciation.aGet students to work on the task individually.Go round the room and help where necessary.eWith the whole class, work on problems that havecaused particular difficulty.
(Don't write up all theanswers on the board, as this would be very tedious.)11:Explain the task and get students to work in pairs.Make sure the Student As turn to the correct pageand also ensure that everyone understands thatStudent A is looking at the correct version of thearticle and Student B is looking at a version witherrors in some of the figures.&e........................................................................ ......................... .......... ..................... ........................· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·aTell students that they are going to hear Student B'sversion of the article, so ensure that everyone islooking at page 5 7 of the Course Book.IIhundred and eighty-five.)ae125 points a hundred and twenty-five points1.8 per cent one point eight per cent:,='� 5,756.9five thousand, seven hundred and fiftysix point nine189.1 points a hundred and eighty-nine point onepoints1 .9 per cent one point nine per centnine thousand, five hundred and9,538thirty-eight2.9 per cent two point nine per cent!,1'=,1!j11!jfive hundred and ninety-nine pence599p5.2 per cent five point two per centnd twenty-five and a225 ' I , p149p�:��;�:��:one hundred and forty-nine pence� ::5.8 per cent five point eight per cento u undred and two and three-quarter402'/, pe c1...?:.�.--�-��--�=.�-�......��.�..�.�!.��.
��= �=� �� ��·-f:l2 50 fell 1 89.1 points or 1.9 per cent to �.Only eight blue-chip stocks managed to make gains.The best was Smith & Nephew. Shares in the medicaldevices group rose 2.9 per cent to .5.2.2Q after U BSupgraded the stock to a 'buy' recommendation.S&N was also supported by rumours of a bidapproach from a Japanese company.:58On the other hand British Airways, down 5.2 percent to 2251/4p, fell even further after MorganStanley cut its target to 149p. This was because ofworries about increasing fuel prices.Tate and Lyle, the sugar and sweeteners group, lost� per cent to 4023I 4P after CityGroup lowered itsforecasts because of rising corn prices. Followingrecent floods in the US, the cost of corn has risen&,S.
per cent.. ....... .... ..... .. ..................... ......... ..... ..... ................. .... ......... ......................... ............. . .......... ...........:..--)- · · · · · · · · · · · · · · · · ·· · · · " ' " " " " " " " " " " " " " " " " " " ' " " " " " "Resource bank: Speaking (page 181)'�IUNIT 6CAS E STU DYMake your pitchI +Get students to focus on the case study by askingthem to talk about the picture on page 58 andexplain the background briefly. Ask them if they havea similar TV programme in their own country.BNT, Make your pitchBased inusConceptEntrepreneurs present newproducts or services andwealthy businesspeoplechoose which ones to invest in.Money availablein return forAn equity stake in thebusinessDivide the class into fours again.
Allocate two productsor services to each group. Explain that they willtake turns in being tycoons and entrepreneurs. Twostudents will present one of the products to the othertwo, the tycoons. Then they reverse roles and the latterpair of students will present one of the other productsto the former pair. Make sure everyone understandswhich pages to turn to. Underline the instruction thatthe pitches should be relatively short (one to twominutes) rather than full-length product presentations.•Start the task.
Go round the room and monitor thelanguage being used, both examples of correct usageand points that need correcting.•When most of the groups have done theirpresentations, bring the class to order.•Praise some of the good language points that youheard and work on half a dozen others that needi mprovement, getting individual students to say thecorrect thing.•With the whole class, talk about all four products andrank them in terms of their investment potential. Getstudents to vote for each one.�))) (01.41, 1.42• Tell students that they will hear an entrepreneurending a presentation of the product.•Play track 41 and elicit the answers.. The correct statements are: 1, 2, 3.• Get students to look through the questions relatingto track 42.•Then play the recording and ask a few quickcomprehension questions to see if students havefollowed it.• The audio is designed to inspire discussion aboutthe four questions.
Get students to discuss them ingroups of four and report back to the whole class.Tycoons might want to ask about previous business experience of the entrepreneurs.Encourage students to give their personal reasonsas to whether they would invest or not.Again, ask students to justify their reasoning, e.g.the fact that particular entrepreneurs would bringtheir expertise and expect to be rewarded for it.'·:;·�-•Rules of the competition• With the whole class, q uickly go through the rulesand explain any difficulties.f•n)>lJlmlJl-1cTask• Write the headings o n the left-hand side of the tableand elicit information from students to complete theright-hand side.TV channel andprogramme''•'"IIGet students to look through the four products thatare on tonight's programme, i.e.
the ones for whichthey will be making pitches about in the task.•Background•MONEYGet students to say what experience and qualitieswould be important, e.g. skill in negotiating withretailers.4Businesspeople appear on a business TV programmelooking for entrepreneurs with attractive products inwhich to invest. As either investors or entrepreneurs,students look at various projects, present or analyse eachone and decide how to allocate their investment money.....�One-to-oneWork on the background to bring out the key pointsabout possible issues when a tycoon invests in anentrepreneur's product or service.Run the task.
Present one of the products to yourstudent (the tycoon). Monitor the language thatyou both use. Then reverse roles, with your studentpresenting another of the products to you.After the activity, underline some of the language thatyou chose to use and some that your student usedcorrectly and work on five or six points from what theysaid that need im proving.C) You can also refer to the Case study commentarysection of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.Writing•Get your students to write en e-mail of 120-150words, outlining their recommendations. Studentscould do this for homework or in pairs in class.c:l Resource bank: Writing (page 209)c:l Writing file, page 1 2 759Internationa l meetings�----- �I ntroductionThis Working across cultures unit focuses on thelanguage of meetings and how people from differentcultures have different ideas about how meetings shouldbe run and what they should achieve.acoo11 -4>» C D 1 .43Get students to look at the questions.
Explain anydifficulties, such as the meaning and pronunciation ofhierarchical, and then play the recording once or twice.With the whole class, elicit the answers.. . .1 . � -��-�-�-� . � ��-��� � ��-�-�-� � ��-��-� � !�.�-�.........................�eDo as a quick-fire whole-class activity and write upwhat students tell you on the board in note form.For question 4, discuss how students would define'success' for each type of meeting..
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... .... . . . . . . . . . . . ..0Get students to discuss with a partner. Then bringthe class to order and get students to talk aboutthe importance of the different things in relation todifferent types of meeting they go to. (There will, forexample, be very different answers depending onwhether meetings are internal to an organisation orwith outsiders such as clients or suppliers.)eGet students to look through the four questions.Then get them to look at the five different experiencesin pairs.
Go round the class and assist where necessarywith the vocabulary in the texts that they might findchallenging.Bring the class to order and get students to discusstheir 'findings' with the whole class. Studentsmay identify particular situations with particularcountries, but be tactful when dealing with this.Get students to look at the questions and then listento the recording.With the whole class, elicit the answers.are crucial; summarise main areas of agreementand disagreement; plan and organise meetings;:.............�.�=-��-��--��-�-�-��-i-��--��-���-�-�-�-.� ��-� �-�-�-�.......
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