market_leader_3e_-_intermediate_-_teachers_book (852197), страница 53
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Note down strong points and points that needcorrection or improvement.eWhen pairs have finished, bring the class to order,praise strong points and work on any areas that needimprovement, getting students to say the correct forms.oIf time permits, get one of the pairs to do a publh:performance for the whole class, integrating thecorrections.oPoint out that this is a telephone conversation thathappens a week after the one in Exercise A. This timethe pair consists of Maria's receptionist and JakeDaniel.oTell students to work in parallel pairs again.0Go round the room and monitor the language beingused.
Again, note down strong points and points thatneed correction or improvement, especially in thearea of telephone language.eWhen the pairs have finished, bring the classto order, praise strong points and work on anyproblems.&Get one or two of the pairs to do a public performancefor the whole class, integrating your corrections.Unit 3 ChangeManaging meetingseGet students to look again at the language formanaging meetings in the Useful language box onpage 27 of the Course Book.eThen get students to close their Course Books and dothe exercise as a whole-class activity.1 OK, let's get down to business.2 The purpose of this meeting is ...3 How do you feel about ...
?4 Could you let him finish, please?5 Could you just hang on a moment, please?6 Perhaps we could get back to the point.7 I think we should move on now.8 Can we come back to that?9 Hold on, we need to look at this/that in more detail.OK, let's go over what we've agreed.j tO: . .
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. . . . . . . . . . .:169RESOURCE BANKeWith the whole class, run through the answers.Explain any difficulties.0Again, go round the room and monitor the languagebeing used. Note down strong points and points thatneed correction or improvement, especially in thearea of language used for socialising.oBefore the class, make as many photocopies of therole cards as there will be pairs, and cut them out.eWhen the pairs have finished, bring the class to order,praise strong points and work on any problems.0With the whole class, explain the generalsituation and explain any difficult vocabulary andpronunciation, e.g. pressure and scheme.eGet one or two of the pairs to do a publicperformance for the whole class, integrating yourcorrections.eStart the role play in paralle l pairs.
Go round theroom and monitor the language being used. Notedown strong points and points that need correctionor improvement, especially in the area of languageused to manage meetings.0When pairs have finished, bring the class to order.Praise strong points that you heard and work onpoints that need correction or improvement, gettingstudents to say the correct forms.0Get one or two of the pairs to say what happened intheir role play, and what the outcome was.U nit 4 OrganisationSocialising: introductions and networkingUnit 5 AdvertisingStarting and structuring presentations0Get students to look again at the language forstarting presentations in the Useful language box onpage 49 of the Course Book. Then get them to closetheir books.aWith the whole class, go through the exercise, gettingstudents to point out the unnecessary words.
Explainany difficulties.II � �:,:���::i� �;�i%�i�Ei��:��:��k���2oBefore the class, photocopy and cut up the 'turns' onpage 1 79 of this book. Make as many photocopiesas there will be groups of three. (You could makeadditional photocopies without cutting them up, andhand them out after the activity as a 'key' and to usein Exercise B.)eRemind students of the language for introductionsand socialising in the Useful language box on page41 of the Course Book and work on any difficulties.oExplain the situation and divide the class into groupsof three. Get students to work on putting the turnsinto the correct order.1700I n the same groups of three as for Exercise A, getstudents to start their conversations in parallel.0Go round the room and monitor the language beingused.
Note down strong points and points that needcorrection or improvement, especially in the area oflanguage for introductions and socialising.oWhen the groups have finished, bring the class toorder, praise strong points and work on any problems.eGet one or two of the groups to read the conversationagain, integrating your corrections.eEnsure students understand that they will now beworking in pairs: Frank and Jessica. This is the continuationof their conversation after Carl has left them.oDivide the class into pairs and get them to haveparallel conversations, using the ideas given.It's good to see on you all.� 3 I'm going to tell t-o you about our latest mobile.!',:I4devices.I've divided my ttp presentation into three parts.Firstly, I'll tell you about our latest phones forbusiness users.5 Secondly, I'll discuss ah6tlt consumer devices.·hsibv sin the6 last few months.7 If there's anything you're not clear about, feel sefree to stop me and ask any questions.i� 'ae ti ns!,_ �:���� � �� :�: �;:��= �:�;��:::::,.! ,_: y; ����;t.' '.
������ � :��� :. �� �� � :IoTell students that they will now be working in pairs,each member of the pair making a presentation tothe other.GGet the students in each pair to choose theirsubjects. Explain any difficulties.0When they are ready, start the first role play. Goround the room and monitor the language beingused . Note down strong points and points thatneed correction or improvement, especially inrelation to the language used to start and structurepresentations.eBring the class to order.
Praise strong languagepoints and work on half a dozen points that needimproving, getting students to say the correct forms.oThen reverse the roles in the pairs and repeat theabove procedure on another topic..RESOURCE BANKand points that need correction or improvement,especially in relation to numbers.Unit 6 MoneyDealing with figuresRemind students about the information on figuresin the Useful language box on page 57 of the CourseBook.
Explain any remaining difficulties.eThen with the whole class, elicit the answers to theexercise from individual students.e� :��;,�}t��f1����:i::�:� ���:�:;.� � : iI... two thousand and twelve, two thousand andsixteen, and two thousand and twenty. (BrE) or... two thousand twelve, two thousand sixteen andtwo thousand twenty. (Am E)2 Slovakia joined the European currency at the rateof thirty point one two six korunas to the euro.3 A (or One) hundred degrees centigrade (orCelsius) is ...... two hundred and twelve degrees Fahrenheit.(BrE) or... two hundred twelve degrees Fahrenheit.
(Am E)4 There are two point four seven one acres to a hectare.5 The U K VAT rate was reduced from seventeenpoint five (or seventeen and a half) per cent tofifteen per cent in ...... two thousand and eight. (BrE) or... two thousand eight. (AmE)aBring the class to order.
Praise strong languagepoints and work on half a dozen points that needimproving, getting students to say the correct forms.oThen get one student to read out the informationthey obtained about Peru, and another theinformation they obtained about Bolivia.eCheck the answers with the whole class.Unit 7 CulturesSocial EnglishIIaGet students to look again at the language forsocialising in Exercise B on page 71 of the CourseBook.
Work on the intonation. Then get them to closetheir books.0Students could do the exercise in pairs, reading eachalternative dialogue. (They will hopefully realise thatthe distractors (i.e. wrong answers) are tongue incheek (teach this expression). However, this exerciseis intended to remind them of the importance ofsaying the right thing!aGo through the answers with the whole class.1a9b6 Nine-tenths of the U K population live in towns orcities.7 The price of a business-class return air ticket fromLondon to New York is ...... one thousand, eight hundred and eighty-sixpounds and seventy-eight pence.
(BrE) or... one thousand, eight hundred eighty-six poundsand seventy-eight pence. (AmE)8 An Indian lakh is a (or one) hundred thousandrupees, and a crore is equal to a (or one) hundredlakh or ten million rupees.9 The population of Mexico City is about ...... eighteen million, one hundred and thirty-onethousand. (BrE) or... eighteen million, one hundred thirty-onethousand. (AmE)l 10 Lehman Brothers went bankrupt with debts of� more than ...� ... six hundred and seventeen billion dollars.
(BrE) or.... . .... . . .... . .... .. . ..:�.:..:.i.�l... .. �.��.�.���. ����·�·�·�·=�. �!.�.�!.�.�. ��.��.�.��:.5�.�.��GThe idea here is for students to exchange informationabout two countries: Bolivia and Peru.0Tell students to work in pairs. Hand out theinformation.0Start the activity. Go round the room and monitorthe language being used. Note down strong points2a 3b10 b4bSa6a7bSaaExplain the situation. Then get one pair to do ademonstration for the whole class. Student A mustwrite down the expression that they want to elicitfrom Student B (without showing it to B, of course).aWhen the whole class has the idea, get pairs to dothe exercise in parallel pairs.
Go round the room andmonitor the naturalness of the exchanges.eBring the class to order and get some of the pairsto demonstrate new exchanges for the whole class.(Don't get them to repeat previous exchanges, asthere will be no element of mystery, of course.)Unit 8 Human resourcesGetting information on the telephone:GGo through the expressions in the Useful languagebox on page 79 of the Course Book.GThen go through the answers with the whole class.Point out that they have to find the expression that isnot possible in each case.
(For 1, mention that Goodday is very old-fashioned, and that I wish you a goodday is impossible in this context, at the beginning ofa phone call.).. .· : : :�: ;: : .-.-�. ;,. :·. .:�:.;:.:. :.�:.�: .:·. .�.:;.: .:·:.�.·�: :. -: :·: :.: ·: .-·.. . ·: .-: . . .:. . . . .:. '1....171RESOURCE BANKIf time permits, get one of the pairs to do a publicperformance for the whole class, integrating yourcorrections.aGBefore the class, make as many photocopies of therole cards as there will be pairs, and cut them out.GWith the whole class, explain the general situationand explain any difficult vocabulary.
Work on thepronunciation of apologies and apologise.eStart the role play in parallel pairs. Go round theroom and monitor the language being used. Notedown strong points and points that need correctionor improvement, especially in the area of telephonelanguage.0When pairs have finished, bring the class to order.Praise strong points that you heard and work onpoints that need correction or improvement, gettingstudents to say the correct forms.(Note: this negotiation continues in Resource bank:Speaking, Unit 12.)Unit 10 EthicsConsidering optionsePoint out the link with the Useful language box onpage 101 of the Course Book.eGet students to do the exercise individually or i npairs.oGo through the answers with the whole class.
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