market_leader_3e_-_intermediate_-_teachers_book (852197), страница 25
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Working in pairs or threes, studentsthink about selecting three people for a team towork on a new project. They should decide what typeof project it is and agree on the qualities the teamshould have. They can use the ideas on page 75 ofthe Course Book and their own ideas.oGo round and assist where necessary, making surethat each group has identified the type of project forwhich they are recruiting people.oMonitor the language being used. Note down somegood points and half a dozen that need improvement,especially in language used in relation to humanresources.oGet individuals from each group to present theirfindings to the whole class or, if you have a bigenough classroom, you could get groups to presentto each other in parallel.eThe advancement of women in Vietnam"The increasing importance of women inVietnamese businessMajor progress for women in the Vietnameseworkplacerm"'"'0zz�Article BGet students to mark the stress on the words.
Thenplay the recording or read the words out yourself andget students to check their answers.1 creg_tive2 authoritative3 ob�tiveoocreative, but don't pre-empt the next activity too much.c�\Possible headings (some snappier than others!)Article A8h�>» CD2.5HUMAN RESOURCESPut students into pairs and allocate article A or Bto each member of the pairs. Get them to read thearticle quickly and to think up a heading for each.oWork on any difficulties, e.g. the pronunciation of0...
...Bring the class to order. Praise the good pointsthat you heard in the group discussions and thepresentations and work on those that need furtherattention.i-GiossaryReading: Women at workStudents read about women at work in two differentcountries and compare them.oWomen in the driver's seat in JapanoChanging the Japanese way of selling carsWomen lead change in Japanese car-sellingmethodsoDoGet students to work individually to find if thestatements about 'their' article are true or false.oThen they explain their answers to their partner,correcting the false statements, paraphrasing orquoting from the articles.m"'Article A12TrueFalse: Women account for nearly 52 per cent ofthe workforce in the service sector, 50 per centin the agricultural and fisheries sector and 37per cent in industry and construction.34TrueFalse: More than a third (40.2 per cent) ofuniversity graduates are women but slightlyunder a third (30.5 per cent) of holders ofMaster's degrees are women.False: She says that they jointly decideimportant issues in their life, such as work oreducation for their children.
Her husband alwaysrespects her opinions.True56Article B7 True8 True9 True10 False: The number of women managers at Nissan... has risen from 2 per cent to 5 per cent.11 False: The percentage of women managers in theJapanese car industry as a whole is 0.6 per cent.12 False: Men are attracted by big pictures of carsand specifications about performance; mostmothers were attracted by pictures of a familyhaving a great time with the car.73UNIT 8••HUMAN RESOURCES: . . .
. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Students remain in their pairs and exchange informationin order to make comparisons, for example, WomenGin Vietnam make up more than half the workforce,but the number of women in parts ofJapanesebusiness, for example engineering, is very small.With the whole class, get pairs to read out theircomparisons.0rm(I)(I)0zz.....................Via a network of global offices; candidates workj with a Hays consultant who helps them gain ani understanding of the type of role they're looking for,j what type of organisation they would like to work for,j etc. They also work how to present their CV.j Also via the website; candidates can apply for jobs! �.�.� ��� ������ �� � � � ������� ���o Work on any language difficulties..........········.....
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . :�>)) CD2.7�em(I)With the whole class, discuss the issue tactfully.(Don't be surprised if students are not convincedby this statement when talking about the businesscultures from which they come.)o0!1I2Get students to look at the question. Then play therecording once or twice.Elicit the answers, preferably with studentsparaphrasing what they heard.: · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·oGAgain in pairs, get students to identify the words undereach heading. Go round and assist where necessary.With the whole class, get students to call out theanswers.child(ren), mother, housewife, residents,community, husband, family, women, society,government, (university) graduates, PhDs, recipientssales executives, customers, salespeople, boy,women, men, family, graduates, managers,employees, engineers, mothersb) construction, real estate, service (sector),agricultural, fisheries, industry, educationengineering, marketing, salesThen, with the whole class, give examples of one ortwo of these words in sentences.
Get students tothink specifically about their country and industry (orone they would like to work in).Get students to write six sentences in pairs and then,with the whole class, get students from some of thepairs to read them out.Work on any difficulties.� Text bank (pages 142-145)Listening: Finding a jobStudents listen to a professional recruiter's advice aboutfinding a j ob and the latest trends in the job market.�>» CD2.6eo074Focus students' attention on the speaker - CarysOwen, a recruitment specialist - and what they aregoing to hear - a professional recruiter talking abouther organisation's services.Get students to look at the question. Then play therecording once or twice.Elicit the answer.th1�>» (02.7012Play the recording again and elicit the answers.recommendduties34previous experiencedemonstrate�I�>» CD2.8e0o.
. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . ..! � �;;;;; ;;;;���; ; � � �: : :�� ::��� �=a)oLook your best.Research your employer.e f th c ncyee1',.1Get students to look at the questions. Then play therecording once or twice, stopping if necessary tosignal the two changes.Elicit the answers.· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · ·1�.........................................Intervention of online recruitment and websites;need for interim and temporary employeesa i a� h ac��i�����;�;T;�� ;;rr�� � :� � �� ::� ����Do as a quick-fire whole-class activity.
You might getinto the increasing importance of the Internet forrecruitment advertising, but encourage students tothink about all the other possibilities: networking,unsolicited job applications (teach this expression- writing to companies 'on spec' to see if they needpeople), meeting employers at trade shows, etc.c:J Resource bank: Listening (page 195)Students can watch the interview withCarys Owen on the DVD-ROM.e�JUNITS ...
... HUMAN RESOURCESLanguage review: -ing forms andinfinitivesStudents look at and work on those verbs that arefollowed by -ing forms and those that are followed byinfinitives.Go through the panel with the whole class. Show thedifferent structures by writing up some of (not all) theexamples on the board.0EI -BExplain the tasks and get students to work onthem in pairs. Go round the room and help wherenecessary.esExercise A1 b 2a 3b 4c SaExercise B1f 2a 3d 4b Sc 6eWith the whole class, elicit the answers fromindividual students and discuss any problems.IIGDo as a quick-fire whole-class activity.4 offering5 to tell6 makingAsk students individually to write down three or foursentences using the verbs in bold in Exercise B.Go round the class and assist where necessary.Get some of the students to read out their sentencesand work on any remaining difficulties.G0aGet students to look through the conversation andto anticipate what might be in the gaps.
Then playthe recording again and get students to complete theconversation.With the whole class, elicit the answers......m1 I was wondering2 still in time to apply3 I'd also like to know4 notice would you need to give5 just to get this clear6 Exactly7 what the salary is8 Are you saying9 negotiablePlay the recording again to clarify any remainingdifficulties.(/)(/)0zz�m(/)eEnsure students understand the situation. Put theminto pairs, allocate roles and get them to turn to thecorrect page.
Go round the class and assist wherenecessary.When students have absorbed their information,get them to turn back to back and start their phonecalls or, better still, get them to use real telephoneextensions.e Go round the class and monitor the language beingused. Note down some good points and half a dozenthat need further work, especially in relation to thelanguage used when getting information on thetelephone.0 Bring the class to order. Praise good points you heardand work on those that need further practice, gettingindividual students to say the correct thing.Get one or two pairs to repeat their role play for thewhole class.=:l Resource bank: Speaking (page 183)c;,1 working2 to answer3 to callGB �>» CD2.9Skills: Getting information on thetelephoneStudents look at language for obtaining information onthe phone and practise using it in a role play.o0a �>» CD2.9eaeTell students they will be looking at the language forobtaining information on the phone.Get individual students to read sentences aloud fromthe Useful language box.Explain the situation and task to students and gothrough the list of points.
Play the recording once ortwice and elicit the answers.a, d, f75UNITS �� HUMAN RESOURCESCAS E STU DY-: --�--:,�:.... ' .r ·Fast FitnessJob interviewsPeople apply for the job of turning round a chain ofhealth clubs in BraziL Students discuss the candidates,listen to their job interviews and appoint the best one.Background• Get students to focus on the case study by askingthem about gyms and health clubs in their town or city- if they belong to one, how much it costs to join, etc.• Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side........................ ...Health and leisure clubsFast Fitness�ompany..
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