market_leader_3e_-_intermediate_-_teachers_book (852197), страница 9
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... CHANGEExercise B1 reorganised2 restructurerelocating4 downsized5 retrain6 relaunch37 upgrade8 decentralise9 redevelop10 update11 deregulate12 reassessaExercise C1 the office layout was reorganised2 restructure the companyrelocating their operations4 downsized its workforce5 retrain all sales staff6 relaunch (the product)7 upgrade the computer system8 decentralise the decision-making process9 redevelop the disused car-park site10 update the whole image11 deregulate the industry12 reassess the situation3Put students into pairs.
If possible, get them to workwith someone from another organisation. Studentsexplain to each other a change that has happened intheir particular organisation.Go round the room and help where necessary. Checkthat students are using change vocabulary correctly.Bring the class to order and get one or two pairs totalk about the changes they discussed.
Again, workon the correct use of change vocabulary.0 i-GlossaryGeoReading: Mercedes, shining starStudents read about problems at Mercedes and how itschief executive has turned the com pany round.Introduce the subject by asking students about theirperceptions (teach this word) of the Mercedes brand.Some may mention the quality problems that itsuffered about eight to ten years ago.Put students into pairs. Get them to read the first twoparagraphs quickly and decide if the statements aretrue or false.1 False2 False3 False4 TrueGaDo this as a quick-fire whole-class activity.1 dramatic (line 2)2 decade (line 5)3 breaking down (line 8)4 trailblazer (line 22)5 rival (line 23)6 enviously (line 24)7 turnaround (line 29)8 the bottom line (line 47)Work on pronunciation and stress (e.g.
TRAILblazer,aTURNaround).Get students to cover the article with a piece ofpaper. Then get them to do the exercise, calling outthe answers as a quick-fire whole-class activity.1e 2a 3d 4h Sf 6b 7g 8cAgain, work on pronunciation and stress(e.g. fuel-eFFICient) .e0Get students to look at the task and get them to readthe article again in pairs to find the answers.013, 6, 7, 10, 1 1 , 12DDo as a whole-class activity. Students might mentionsome of the things that the leaders of their ownorganisations have done to increase productivity andprofitability.e:J Text bank (pages 122-1 2 5)aListening: Helping companies to changeStudents listen to Anne Deering, Head of TransformationPractice at international management consultants ATKearney, talking about ways of bringing about change,and an example of this from two organisations that shehas worked with - Nokia and Siemens.113 -4)» (01.14GeoGet students to focus on the person they are goingto listen to by asking what consultants do.
(They gointo companies and give advice on how to improveperformance in specific areas.)Get students to read the short text before playingthe recording. Explain any difficulties (without givingaway the answers, of course).Play the recording in chunks, stopping at key pointsto allow students to complete the gaps.27UNIT 3... ...CHANGEPlay the recording two or three times in this way ifnecessary. Then get students to call out the answers.e.... ..····r ··�·······��·��·�· ��··�h�·�·��············· .·4 i�i·t� � ��� ��d......... ... .5 themselvesj 2 measure that change31.. ��.�-�.-�.U..�.��-�.���·�·-·· ........................... � .
�� �.��-� · ·· ·· ·· ··· · ... .. .......· · · ·· . ........ . . . ....................... ...,e...D �>» co1.1sPlay the second part of the recording, stopping at keypoints as above.Elicit the answers and explain any difficulties(e.g. fatigue, aligned).1 change fatigue2 getting leaders engaged and aligned around thechangermU)U)a0zzo�mU)Get students to work on the exercise in pairs.Go round the room and help where necessary.With the whole class, elicit the answers and discusswith students why each answer is the correct one.1 has been/gone2 has experienced3 introduced4 permitted5 abolished6 has recently become/recently became7 has shown8 declared9 has also madej 10 becamej 11 have appearedj 12 wasoB �>» co1.16Play the final part of the recording a couple of times,again stopping at key points so that students cananswer the questions.Elicit the answers.! 1 to create better value I a future for the organisation jthe number of people involved in the1,_= 2 a) developmentstage of the projectb) the number of hours over which this'conversation' took placeIf there is time and interest, get students to talk :about the 'values for the future' they would like tosee in their own organisation or school.&:J Resource bank: Listening (page 190)0 Students can watch the interview withAnne Deering on the DVD-ROM.0: • • • • • o o o o O o o o o o o o o o o o o o o o o o o o o o o o O O o o o o o o o o O O o O O O o o o o o o o o o o o o o o o o o • • • O + • • " * " ' • • • • o o • o o o oo o o o o o o o o o o o o o o o o o o o • • o • o o o o o o o o o o o o o oo o o o o o o o o o o o o o o o o o o o o o :1.
. �.�. ����..�.��.�.���....................................................................................................Tell students to discuss the question in pairs andthen report back. Go round the room and help wherenecessary. Insist on the use of the correct tense.With the whole class, get some examples from two orthree pairs and write them up on the board, gettingstudents to explain the tenses they use.0; • • • • • • • • • • • • • • • • • • • o o • • •• • • • • • • • • • • • • • • • • o o o o o o o o o o " '' ' ' " " ' ' ' ' ' ' ' ' " ' ' " ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' " ' ' ' ' " " ' ' ' ' ' ' ' '' ' " ' ' ' ' ' ' ' ' " ' ' ' ' ' ' ' ' ' ' ' ' " ' ' ' ' ' ' " ' " ' ' !:0:<D: . .
. . . . . . . . . . . . . . . . . . . . .. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .aLanguage review: Past simple andpresent perfectSkills: Managing meetingsThis section looks at the language of managing(chairing) meetings.Tell students that they are going to work on thelanguage of managing or chairing meetings.Ask them about their experiences of successfuland unsuccessful meetings. Be tactful, especially ifmanagers and the people who work under them arepresent in the same class!0eStudents compare and contrast these two tenses anddevelop their awareness in a sequence of exercises.oWrite up the two example sentences on the boardand comment on the difference between them.Tell them that the giveaway in each case is theexpression that they are used with: In 2002 andSince 2005 respectively.Do as a quick-fire whole-class activity.: ··········· ············ ··········· ········ · ········· ······· ···································· · ..
·····················"''''"'''''''''''"''''''"':j Past simple: in 2010, yesterday, last year, six months ago lj Present perfect: since 2009, yet*, everj Both: this week, recently* Unless you are teaching an American English class, don'tget bogged down in differences between British Englishand American English. It's true that in American Englishthe past simple can be used with yet, as in Did you eatyet?, but only confirm this if a student mentions it.o28..Ill �>)) (01.17Get students to look through the questions and clearup any difficulties.Play the recording two or three times and getstudents either to note down the answers or to callthem out orally.... .
.. .. .. . . . . . .. .. .i 1 Smokers have been leaving cigarette ends outsidethe building.2 To allow smokers to smoke on the balcony outside! the restaurant.j 3 Because non-smokers like to use the balcony to relax. j·j 4 To allow smokers to have a longer break in themorning so that they can go to the park for a cigarette.
�0e... . . . . . . . . . . . . . . . ........... . . . . ......... .. . . . .... ............ .. .. . .. .. . . . . . . . . . ... . . .... . . . .... ....... . . . . . . . . . . . . . . ..... ..! . �. �.��..!..�.� .�.=�.���.��..�-�..��.��.��.�.=�.�........................................................:. ..oWork on any remaining difficulties (e.g. postponed)... .....!I �>)) CD1.17UNIT 3 ... ... CHANGEGo through the expressions in the Useful language box.Then play the recording again once or twice and getstudents to tick the expressions that they hear.The purpose of this meeting is ...How do you feel about ...?What do you think?Could you let [Mitsuko] finish, please?I think we should move on now.To sum up, then ...Work on pronunciation and intonation of keyexpressions.Gorrntntn0zzS!lrntn0mGo through the role-play situation and explain anydifficulties.
Explain that students will be usingthe language of managing meetings to discussthe problems faced by the managers of a chain ofclothing stores.Put students into threes or fours and get them todiscuss the problems. (If there is not much time,allocate just a couple of problems to each group.)Go round the room and monitor the language beingused.
Note down strong points and points that needcorrection or improvement, especially in relation tothe language used to manage meetings.When students have discussed the items, bring theclass to order. Ask some of the groups to say brieflywhat their group decided in relation to the issues.Then praise the strong points that you heard andwork on points that need correction or improvement,getting individual students to say the correct thing.Write up key points in your 'permanent' list at theside of the board.c:l Resource bank: Speaking {page 1 77)0oeee29UNIT 3....CHANGE�CAS E STU DY- -'-'..�'�'_,·:�Acquiring Asia EntertainmentFor example:An international media group has to find ways tointegrate the new Hong Kong-based company it hasrecently merged with.
Students role-play managersfrom both companies who discuss the problems andpropose solutions .Asia Entertainment (AE) seems to be a suitablecompany for Decker to buy because it's strong in theareas that Decker wants to develop.However, there may be a clash between Australianand Chinese ways of doing things.Background•Get students to focus on the case study by lookingthrough the information in the company profile.•Write the headings on the left-hand side of this tableand elicit information from students to complete theright-hand side.Decker GroupScott Henderson, though fluent in Mandarin, may beseen by AE as an assertive outsider.Interview with Scott Henderson.
........... .. ...... . ........t....······················.·-·� ))) CD1.18Reiterate that Scott Henderson is the new CEO of thecombined company. Play the recording a couple oftimes and get students to express Scott Henderson'sideas in their own words.•�For example:Diversified media group withinterests in broadcasting,entertainment and Internet' services�Asia EntertainmentTakeover by Decker of AsiaEntertainment• Stop at this point to work on n umbers, especiallyfour point six billion Australian dollars and to explaindiversified - a diversified company is one with a lot ofdifferent interests, i.e.
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