market_leader_3e_-_intermediate_-_teachers_book (852197), страница 33
Текст из файла (страница 33)
Ask students if the same slogan i s used i ntheir own languages.)•Get students to look at the question. Then play therecording once or twice and explain any difficultieswithout giving away the answers.II•Before going any further, explain any difficulties ofmeaning or pronunciation. Then get students, still inthe same groups, to match the items.•With the whole class, elicit the answers.• Elicit the answers.A sense of direction, courage, communication,respect, emotional intelligencell �)» (02.33• Again, get students to look at the questions. Getthem to note the expression natural born leader...........................................1a2b3a4a...
. .... ..................................................6a7c9a.........................,10 d5 and 8 are not mentioned.II•Tell students they are going to give a short presentationabout L'Oreal and get them to make notes.Elicit the answers and work on any difficulties, e.g.the pronunciation and meaning of charisma.•Put students into pairs and tell them that they willhear their partner give a presentation about L'Orealand they need to ask a question at the end of the talk.1Charisma, intelligence, ability to influence people2Not usually•Get students to give their presentations and asktheir questions in parallel pairs.
Monitor thelanguage being used. Note down good points andthose that need further work.•Bring the class to order. Praise the correct languagethat you heard and practise points that need furtherwork.• Then play the recording once or twice and explainany difficulties without giving away the answers.•11 �)» co2.34••Get students to look at the statements.Then play the recording once or twice and explainany difficulties without giving away the answers.rm(/\(/\0zz.. . . . ..............................................
. ....• Work on any remaining difficulties.C) Resource bank: Listening (page 200)97UNIT 11o.... LEADERSHIPWith the whole class, get a couple of students to givetheir presentations again, paying special attention tothe improvements you discussed.IIr···�·······i��� .:j2j 3:.4 . �.� .Get students to close their books and do this as aquick-fire whole-class activity. Elicit the answers.G. . . .
. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .... .... . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .. ,.....down from; over; to5 ofwithUnderline particularly the leadership-relatedvocabulary step down and hand over.:I�.... . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.0IIAgain, get students to discuss these questions insmall groups. Monitor the language being used. Notedown good points and those that need further work.0 Bring the class to order. Praise the correct languagethat you heard and practise points that need furtherwork.With the whole class, get some of the pairs to giveand justify their opinions, paying special attention tothe vocabulary that you have covered in this section.t:l Text bank (pages 154-157)00....... .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................... . . . .IIeea>11 - 11Do as quick-fire whole-class activities. Explain anydifficulties.· ··········································! Exercise 8I t which/that; whereI 2 who/that�: 3 which/thatB5who6 who7 which/that45who/thatwho/that. ...
......................... ...................................................... . . . ...... ......... ...................................................ea98Get students to work on this exercise in pairs.Go round the class and assist where necessary.With the whole class, elicit the answers, gettingstudents to explain why they have chosen them.. . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Students looks at some tips and expressions for makingpresentations and put them into practice.Students look at relative clauses and develop theirability to use them.Talk students through the commentary and theexamples in the panel. Write the examples on theboard as you explain them. Bring students' attentionto the extra information in the Grammar referencesection on page 151 of the Course Book and askthem to study it for homework.1 Exercise A1 1 which/that1 2 which/that1 3 who1 4 who.
..Skills: PresentingLanguage review: Relative clauseso····· ···········r ��--�-�-�- ���d ��--��-�������-��������-�-�-��--���-h��h� l� technology industries such as clean energy and� environmental technology. These are sectors where! we have lacked political leadership not just recently,1 but for decades.� The Internet, which enables the open and free! exchange of information, is critical to our future� economic growth.
It has already proved to be vital to! entrepreneurs and America's small businesses, whichj generate up to 80 per cent of new jobs in the US. Butj continuing this record will require a strong federal! commitment to keeping the Internet open.� Technologies such as the Internet can also help� make our government more open and responsive) to citizens. But even those of us who/that are! technology's biggest enthusiasts must recognise its! limitations. In the end, it is people who/that have to� make the decisions.� More than ever, we need a leader who/that will lookI beyond the old thinking and orthodoxies and whoj understands the importance of investment in ideas\ and technology for our future.! This article expresses the personal opinion of Ericwho is the Chief:t Schmidt,..
Executive. . . of Google.. .. .Explain the task and get students to do it in pairs.Go through the answers with the whole class,encouraging discussion. Where your students arefrom more than one country, there may be a varietyof responses.r··s��d··�����;�······························································································��;�-��j a) 2, 10 b) 1, 3, 4, 5, 6, 8 c) 7, 91 1 Can be a good way of building rapport, but be,', careful in unfamiliar cultures with the use and,' type of humour in particular contexts.
If in doubt,,=' , it is best avoided. Serious subjects require a, , serious approach.2 But not too slowly - it can sound condescending.1',(Teach this word.) However, do try to vary the: speedat which you speak.I 3 Occasionally, perhaps, but don't overdo it.� 4-5 Involve the audience by giving a presentation�that they can relate to and are interested in, butyou may want them to keep questions to the endto avoid digressions.Youmay have to adapt if necessary, but if you61,'=;_have researched the audience and what theyexpect, this should not be necessary.Try not to wander around too much, butoccasional movement helps the audienceto concentrate.This is partly cultural - some cultures use moregesturing than others.
Do what comes naturallyto you, but don't overdo it.9 Probably not a good idea - it will soundmonotonous. But there may be key sections,quotations, etc., that it is good to have writtendown. If so, read out as spontaneously aspossible.10 Usually advisable, but it depends on the sizeof the audience. If there are 100 people or thesetting is formal, definitely stand up.
Witha small audience in an informal setting, it'ssometimes OK to sit down. Standing in front of asmall audience can seem intimidating to them.811 �>» co2.3s0eAsk the whole class for their ideas and discuss them.Possible ideasAppearanceBe careful about how you are dressed. This canplay an important part in the overall effect. Thinkabout the level of formality required.
In somecultures, it's not a good idea to loosen your tie orto take off your jacket, even if it's quite hot.Visual aidsMake your visual aids as professional-looking aspossible.Be careful about equipment and possible backups: if a particular audience requires a particularapproach, for example with PowerPoint slides, itwill probably be difficult to improvise anythingthat is satisfactory if the equipment does notwork. If you don't have a back-up computer andprojector, bring the slides also in the form ofoverhead transparencies.If you have spent hours developing slides andthese are necessary for your presentation, it'sprobably not a good idea to leave them in yourhotel room.TimingDo not run over the allotted time.
The questionand-answer session is often where this happens,so allow plenty of time for it. In a large room,repeat the questioner's question, so that everyonecan hear it. Answer the question as politely aspossible, but if you think the answer is not ofmuch interest to the rest of the audience, tellthe questioner that you can discuss it with themafterwards, one to one.Make it clear when the presentation is over bysaying Thank you very much or Thank you forlistening in a final sort of way, otherwise thingscan drag on and people start leaving the room notknowing if it's over or not.ooooo...
...LEADERSHIPGo through the expressions in the Useful languagebox with the whole class.Explain the task and play the recording once or twice.· · · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · ·· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · · ··· · · ·· · · · · · · · · · · ·�'.i Good morning, everyone.I'm going to divide my talk into four parts.First, I'll give you ...
. After that, Next, ... . Finally, ... .I'll give you some background.� As you know, ...1 To sum up, .... ..! Well, that's ali i have to say. Thank you for listening.e If necessary, play the recording again and work onany other difficulties.:�menen0zz..• .:eUNIT 11�m..........................................
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
