market_leader_3e_-_intermediate_-_teachers_book (852197), страница 52
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1 bn and this will givethem a 50-per-cent share in the joint venture.f) Best Buy and earphone have announced a tie-upin the form of a joint venture.g) earphone Warehouse made a successful entry inthe PC market last year.h) Best Buy plans to open stores in Mexico andTurkey, but has none at the moment.166h) incentiveroll-outi)d) complicatede)lie at the heart off) tech stressBreaking up monopolies1 a) Cemexf) focus solelyg) rethoughtf) formatg) launchpadb) No names givenc) Comexd) Telcel2 a) Falseb) Truec) False3 a) distortionsb) privatisec) competition4 a) behaviourb) operationc) privatisatione)Telmexf) No names giveng) TV Azteca, Televisad) Falsee)Falsef) Trued) consideratione)behavef) operated) consideratione)distortionsf) competition5 a) Privatisationb) competitionc) considerationd) Companies' behaviour and operationse) Distortions6 a) afterthoughtf) regulationsg) regulatorsb) improvementsc) weaknessh) observersd) the public interest i) sectorse) academicsj) the regulated7 Being able to compare products from different banksmore easily and being able to take your phonenumber from one network to another.�.
_,"Resource bani<TEAC H E R'S N OTES·-- �=;\.···-==·-�-·'•IntroductionThese Resource bank activities are designed to extendand develop the material in the Course Book. TheResource bank contains exercises and activities relating to:SpeakingEach Speaking unit begins with an exercise that picksup and takes further language from the Skills section ofthe Course Book unit, then applies this language in oneor more activities. The speaking units are best done inthe classroom. You have permission to photocopy theResource bank pages in this book.
In some units, you willgive each student a copy of the whole page. In others,there are role cards which need to be cut out and givento participants with particular roles. These activities areindicated in the unit-specific notes which follow.ListeningStudents listen again to the interviews from theListening sections in the Course Book, and do furtheractivities on comprehension and language development.These activities can be done in the classroom, but theyhave been designed in a way that makes it easy forstudents to do them on their own as homework. Makephotocopies for the students. Follow up in the nextlesson by getting students to talk about any difficultiesthat they had. You could play the recording again in theclassroom to help resolve problems if necessary.Writing:::cI'TIV')0c::::cnI'TIOJ>z"IA model answer is given for the writing task at the end ofeach case study in the Course Book.
There are then twoor three extra writing activities. These can all be done ashomework. Again, make photocopies for the students.After correcting the writing exercises in class, go over keypoints that have been causing problems.longer, and longer than you planned: in this case, dropone of your other planned activities and d o it anothertime, rather than try to cram it in before the end of thelesson. If you then have five or 10 minutes left over,you can always go over some language points from thelesson again, or, better still, get students to say whatthey were.
One way of doing this is to ask them whatthey've written in their notebooks during the lesson.Revising and revisitingFeel free to do an activity more than once. After one runthrough, praise strong points, then work on three or fourthings that need correcting or improving. Then you canget learners to change roles and d o the activity again,or the parts of the activity where these points come up.Obviously, there will come a time when interest wanes'but the usual tendency in language teaching is not torevisit things enough, rather than the reverse.Fluency and accuracyConcentrate on different things in different activities.
Insome role plays and discussions, you may want to focuson fluency, with learners interacting as spontaneouslyas possible. In others, you will want to concentrate onaccuracy, with learners working o n getting specific formscorrect. Rather than expect students to get everythingcorrect, you could pick out, say, three or four forms thatyou want them to get right, and focus on these.Clear instructionsBe sure to give complete instructions before gettingstudents to start.
In role plays, be very clear about whohas which role, and give students time to absorb theinformation they need. Sometimes there are role cardsthat you hand out. The activities where this happens areindicated in the notes which follow.Parallel and public performances (PPP)Resource bank: SpeakingGeneral notesThe exercise at the beginning of each Speaking unit inthe Resource bank can be used to revise language fromthe Course Book unit, especially if you did the Skillssection in another lesson.
In any case, point out theconnection with the Course Book Skills material. Theseexercises are designed to prepare students for the roleplays or discussions that follow, and in many cases canbe done in a few minutes as a way of focusing studentson the activity that will follow.CD'DJn::rI'D""'I,.VI::s0I'DVIA typical two-person role play might last five or 10minutes, followed by three to five minutes of praise andcorrection.
An animated group discussion might last168In pairwork or small-group situations, get all groups todo the activity at the same time. Go round the class andlisten. When they have finished, praise strong points anddeal with three or four problems that you have heard,especially problems that more than one group hasbeen having. Then get individual groups to give publicperformances so that the whole class can listen. Theperformers should pay particular attention to these twoor three points.One-to-oneThe pair activities can be done one-to-one, with theteacher taking one of the roles.
The activity can be donea second time reversing the roles and getting student tointegrate your suggestions for improvement.RESOURCE BANKUnit 1 BrandsTaking part in meetingsGWith the whole class, look again at the expressionsin the Useful language box on page 11 of the CourseBook and get students to read them with realisticintonation.oThen get students to close their Course Books andwork on the exercise here.eWith the whole class, ask for answers.1 feel2 do 3 your 4 think 5 about6 Maybe 7 agree 8 too 9 don't 10 suree@Divide the class into pairs and hand out the role cards.0Begin the role play in parallel pairs.
Go round theroom, assist where necessary and monitor thelanguage being used. Note down strong points andpoints that need correction or improvement.Go�If this is the first role play you are doing, beespecially careful about structuring the activity.Explain the situation, highlighting any potentialdifficulties, e.g. retail banking.When most pairs have finished, bring the class to order,praise good language points from the role play andwork on half a dozen points that need improvement,getting students to say the correct forms.If time permits, get one of the pairs to do a publicperformance for the whole class, integrating thecorrections.Unit 2 TravelTelephoning: making arrangementsoBefore the class, photocopy and cut up the •turns' onpage 1 76 of this book.
Make as many photocopiesas there will be groups of three. Don't mix theconversations, as this will cause some surrealexchanges! (You could make additional photocopieswithout cutting them up, and hand them out after theactivity as a •key' .)eGet students to look again at the language formaking arrangements on the telephone on page 19of the Course Book.eGet students to work in groups of three onrearranging the turns.eGet groups to read their telephone conversations inparallel. Get students to sit back to back to read thephone call or, even better, get them to use real phoneextensions.oWhen the groups have finished, bring the class toorder and work on any intonation or pronunciationproblems.aGet one or two of the groups to read the conversationagain.ePoint out that this activity relates to the earliertelephone conversation that Jake mentions in his callto Maria in Exercise A.eGet the students to work in pairs on the conversation.Go round the room and monitor the language beingused.
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