market_leader_3e_-_intermediate_-_teachers_book (852197), страница 37
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the meaning of proximity. Getstudents to start to anticipate the cultures that mightbe in the gaps.Play the recording and see if studentst expectationsare confirmed or not. (Explain that East Asia refersprimarily to Chi nat Japan and Korea.)1East Asianst (North) Americanst Northern Europeans2 Southern Europeanst Latin Americans3 East Asians4 Latin cultures of Europe and Latin America5 Venezuelans6 Arab and Latin cultures7 North Americans and Northern Europeans8 East AsiansDiscuss with the whole class whether they agree withthe information or not.0-4>» CD2.41Get students to look through the items 1 to 7.(Explain rhetorical question if necessary: one wherethe speaker does not expect an answer.) You couldplay the recording again with students looking at theaudio script.Elicit the answers.ee1How close do you like to be when speaking with abusiness colleague?How much eye contact are you comfortable with?Are you comfortable with long periods of silence?And how do you feel about interruptions?2 These are some of the questions we will belooking at in todayts workshop on communicationstyles and cultural awareness.3 I've had 12 overseas postingst including BraziltRussiat China and lndiat and I speak four languages.4 By the end of the workshop today, you'll havea better understanding of communication stylesin your own culture and an introduction to thosestyles in other cultures ...
and this is the startingpoint for learning how to deal with culturaldifferences.5 It's worth bearing in mind that ...6 Let me tell you briefly what we are going to covertoday. I'll get the workshop going with a brieftalk. Firstly, I'm going to talk about some ways inwhich we use verbal communication and I'll lookat two areas.
Then I'm going to look at non-verbalcommunicationt again looking at two areas. Andafter that, we'll do some activities looking atcommunication styles in your own culture.t7 Can you put up your hands if you ve already hadan overseas posting?(1)108Go over the language in bold abovet underlining howit is usedt in preparation for the next activity."-·WORKING ACROSS CULTURES 4-�\... ...COMMUNICATION STYLESGet students to discuss this in small groups. (Inmultinational classes, put different nationalities ineach group as far as possible, so that they can shareexperiences.)o Go round the class and assist where necessary.If they are short of ideas, you could suggestthey think about eye contact (is looking awayfrom someone considered rude or polite?), bodylanguage (is leaning back in one's chair acceptable?),interruptions (perhaps interrupting someone meansthat you are very interested in what they are sayingand that you want to respond immediately, which insome cultures is not considered rude), etc.
However,try not to pre-empt the Task activity that follows toomuch.Bring the class to order. Get a representative fromeach group to say what its findings were.TaskGet students to look through the Task description.Emphasise that they should only look at four areasof etiquette in their presentations and that they mustuse the structure that is outlined.G Get them to start preparing their presentations,writing notes rather than a full script. Go round theclass and assist where necessary. (In large classes,get students to prepare presentations in smallgroups. Tell students that only one member of eachgroup will have to present, but they won't know inadvance who it will be!)When most students are ready, get one student togive their presentation.
Tell the other students inthe class to monitor it, checking that the presenteris following the required structure, and monitor ityourself too. Note down good points and those thatneed further work.When the presentation is over, get the other studentsto say how closely the presenter followed thestructure.e Then praise the correct language that you heard andpractise points that need further work.If you run out of time, get students to do some morepresentations in later classes.0oooGa1 09Revision1 1 LeadershipThis unit revises and reinforces some of the keylanguage points from Units lQ-1 2 and from Workingacross cultures 4. Links with those units are clearlyshown.
You can point out these links to your students.VocabularyStudents get further practice in the vocabulary ofpersonality and phrasal verbs.r- ·b�;���� �G1I2I310 EthicsVocabulary0 These exercises provide further practice invocabulary related to ethical issues.1�...... .
. . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . ... . . . ...... ...had tested7 were losing8 realised9 decided6...... ...... . . . .. .. . ... . . ... . .. ................ ....... . ....:...... .... .SkillsStudents get practice in error-spotting.r: - � PI���� fi� d �����h�d �h � �������� � i�i � i� ;� �h�� :1you sent to our Accounts Department last2 week. I am afraid we cannot process it as it is,I because it is incomplete.3 Firstly, we need to know the names of thecustomers that you took for lunch on May 12, as4 well as the name of the restaurant where you took�.!,, them.
We also need to know the reason for5 the £60 that you entered under 'sundry expenses'.�', Finally, we would like to remind you that all! 6 expenses have to be authorised by your manager. !e· ······--···-···-------------··· ··_:.1......... . . . . . . . . ... ..... . . ...... ... . .
. . . . . . .. . . . . . . . . . . . . . . . . . . . . . ... .. . . . . . . . .. . . . ..... .. . . . . . . . . . . . . ..... . . . . . . ... . . .. . . . ...... . . . . . . . . . . . . . . . ..... . :11064come in fordeal with5. . . . . . . . . . . . . . ... . .
. . . . .··················---·····-----···· ·· ···---------------···· ·'················- ······ ·· · · · · · ···· ····.. - . . - - · - - - - · -- · · · · · · ·· · :···recommended to us.Most of the proposals that/which we had putforward were eventually accepted.� 3 The firm, which organised business travel for topexecutives, went bankrupt last month.i,\ 4 What's the title of the talk that/which you aregoing to attend?5 Mrs Martens, who is fluent in four languages,1., ', heads our translation service.: ! 6 Two of the speakers that/who (or whom) we had.
invited were unable to come.7 My favourite manager was a young man who came1_, from Brazil..:'1 8 Where is the report that/which was on my deskthis morning?� 2e··...-··Narrative tensesStudents complete a text using the correct narrativetenses.·· ········ · · · · · · · · · · · ·· ··· ·· · · · · · · ·· · · · · · · ········· · ·· · · · ·· · ···· ·- - · · · · · · ·· · ··diffidentRuthlessconservative5r � ;;� ���� �� �h� �� ;k�h� � �h�� L� h�d.i 54�����--?..�� � � �� ���� r.�Relative clausesG Students get more practice with relative clausestructures...... ...startedheardwas causingwere doingwas happening···· ········ · · · · · · · · · · · · · · · ·· · · · · · · · · · · · · · ·· · · .
. · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·· · · · · · · · ·· · · · · · · · · ·· · · · · · · · · ·· ··· ·· ·· ····approachableencouragingidealistic� Exercise 2\ 1 be up toI 2 hand ini······ ········: · ·· ···· · · · · · · · · · · · ·· ·· · · · ·· ·· ·· ·· ·· ··· ·-j�-Exerci�;-�--- -- ------ -- ----1 money launderingI sex discriminationI animal testingI counterfeit goodsJ price fixingl1 Exercise 2j 1 price fixing4 counterfeit goods5 sex discrimination�.·_- 2 animal testing3 money laundering11I2I3J4-·. . .
. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .... . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... ............ ..... . . . ................UNIT D .... REVISION12 CompetitionVocabularyStudents get further practice with sport-relatedidioms.G1234horsefieldgoalpostsgame5 neck6 seat7 ball::a�ViPassivesStudents get more practice with these structures.-0zc:z0Exercise 11 are tested2 is read3 will be met4 must be reviewed5 have been closed6 is (...) being developedExercise 21 have (...) been accused2 is being/will be sold, is estimated3 are owned4 was founded5 is (...) known, are (...) supplied6 is (...) being discussed�=icWritingStudents work on the cohesion of a written text.0Exercise 11f 2e 3d 4a 5c 6bExercise 22, 3, 5, 4, 6, 1Cultures: Communication styles0Students get further practice in the language used totalk about styles of communicating.Exercise 11 How close do you like to be when speaking with abusiness colleague?2 How much eye contact are you comfortable with?3 How comfortable are you with prolonged periodsof silence?4 How do you feel about being interrupted?Exercise 2Ensure that students' presentations are to the pointand cover all four issues above.111Text ban kTEACHER'S NOTES��·.�'\�IntroductionThe Text bank contains articles relating to the units inthe Course Book.
These articles extend and develop thethemes in those units. You can choose the articles thatare of most interest to your students. They can be donein class or as homework. You have permission to makephotocopies of these articles for your students.Before you readBefore each article, there is an exercise to use as awarmer that helps students to focus on the vocabularyof the article and prepares them for it. This can be donein pairs or small groups, with each group then reportingits answers to the whole class.ReadingI f using the articles i n class, it i s a good idea t o treatdifferent sections in different ways, for example readingthe first paragraph with the whole class, and then gettingstudents to work in pairs on the following paragraphs.If you're short of time, get different pairs to read differentsections of the article simultaneously.
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