Notes for the trainer:
Inform your trainees that they will be looking at ‘Careers’.
Go through the agenda, pointing out the sections that trainees will be looking at.
Notes for the trainer:
Inform your trainees that they will be looking at typical noun combinations (collocations) with ‘Career’, verbs used with the word ‘Career’, and verbs used with other career-related nouns (operating verbs).
Since it's the first lesson with the group, point out that memorising blocks of language - typical word combinations (collocations) - is an important part of the learning process.
Notes for the trainer:
Get trainees to do this exercise in pairs or small groups.
Tell them they can use a good bilingual dictionary or a monolingual one such as the Longman Active Study Dictionary.
Circulate, monitor and assist if necessary.
Answers:
1) have 2) take 3) make
4) offer 5) decide 6) climb
Trekking: a long walk over land hills and mountains
Formal qualifications: serious or real qualifications
Notes for the trainer:
Get trainees to do this exercise in pairs or small groups.
Circulate, monitor and assist if necessary.
Answers:
A training course (take)
Progress (make)
A part-time job (get)
A mistake (make)
A pension (get - receive)
An office job (get - do)
Get the sack: to be dismissed from work. Ex.: Two workers got the sack for fighting in the factory.
Hit the sack: to go to bed. Ex.: It’s late. I’m going to hit the sack.
Pension معاش: a sum of money paid regularly by the government or a private company to a person who does not work any more because they are too old or they have become ill.
Time off: to stop work in order to do something else. Example: I asked my boss to have/take time off to go to the dentist.
Flexitime (also spelled flextime): a work scheduling system which allows full-time employees to choose their individual starting and quitting times but within certain limits (such as 'not earlier than 5 a.m.' and 'not later than 9 p.m.')
Anti-social hours (unsocial hours): hours outside of the normal working week (such as late at night, early in the morning, or at weekends)
Notes for the trainer:
Get trainees to do this exercise in pairs or small groups.
Circulate, monitor and assist if necessary.
Answers:
Make a fortune
Work flexitime
Earn commission
Get a promotion
Do part-time work
Take early retirement
Notes for the trainer:
Refer to the Course Book, page 8.
Ask your trainees “Based on the picture, what do you think the reading article will be about?
Inform your trainees that they will be reading an article about how their social networking profile could damage their employment prospects.
Notes for the trainer:
Conduct this exercise as an open discussion.
For the first question, you may prefer to write the answers on the board before asking the second question.
Notes for the trainer:
The idea behind this type of exercise is to get trainees to scan the article without trying to understand everything at the first attempt and to spot similar concepts, even if they are expressed differently.
They can do this individually or in pairs.
Answers:
1- 70%
2- Facebook and Twitter
3- Peter Cullen: Microsoft;
Farhan Yasin: Careerbuilder.co.uk
Notes for the trainer:
This requires an understanding of the main idea of the article, which is found in the first sentence.
Trainees can work individually or in pairs.
After answering the question, debrief by asking them ‘How can social-networking sites make or break your career?’
>> They can make your career because a strong online image could help you land your dream job. The can break your career because a huge number of employers take action against staff for writing negative comments.
The answer:
B) Facebook profile ‘could damage job prospects’.
Notes for the trainer:
Get trainees to do this exercise in pairs or small groups.
Ask them to write a list of things they should not do on their social-networking site.
Follow up with a whole-group discussion to see if everyone had the same ideas.
Notes for the trainer:
Conduct this exercise as an open discussion.
After the discussion, ask for a show of hands for and against using social-networking sites during work hours.
A note for the trainer:
- Inform your trainees that they will be listening to an interview with Melissa Foux, Finance Director of CSC Media Limited, a television company.
Audio track: 1_4
A note for the trainer:
Before playing the first part of the interview, get trainees to read the three questions in this section.
Answers:
CSC Media ltd, part of the Chart Show Channels Group, is the largest independent television business in the UK. It has a mixture of 16 channels, including music, children’s and movie channels.
She was the Finance Director for a chocolate-pudding business.
Because the basic skills you need are the same.
Audio track: 1_5
Notes for the trainer:
Before playing the recording, get trainees to read the text.
Play the recording once or twice and ask trainees to listen for the answers.
Elicit answers from the whole class and correct any mistakes.
1- Chemistry
2- different
3- internship
4- accountancy
5- understanding
6- experience
Audio track: 1_6
Notes for the trainer:
Play the third part of the interview.
Check answers quickly with the class.
Answers:
1- c
2- a
3- b
- Get bogged down [mentioned in the audio]: to become so involved in something difficult or complicated that you can’t do anything else.
Audio track: 1_7
Notes for the trainer:
Play the final part of the interview.
Check answers quickly with the class.
The answer:
c) How would you advise people who are starting their careers?
Notes for the trainer:
Conduct this exercise as an open discussion or in groups.
Circulate, monitor and assist if necessary.
Ask individual trainees to share with the class the answers of other members of their group.
Notes for the trainer:
Refer to the Grammar Reference in the Course Book, page 141.
Inform your trainees that they will be looking at modals used for ability, requests and offers, and do exercises.
A note for the trainer:
- Ask your trainees “What is the function of the modal verb in each of these sentence categories?”
>> Offer – Request – Describing ability
A note for the trainer:
- Before explaining to your trainees what it the difference between using ‘could’ and ‘was able to’, ask them to guess the answer.
Could is used to talk about ‘general ability’. It can be used to refer in general that someone has a skill, e.g.: At that time I could still read without spectacles.
Was/Were able to is normally used to say that somebody did something on one occasion, e.g.: I managed to run 10km yesterday in under an hour.
Notes for the trainer:
Get trainees to do this exercise individually.
Correct answers with the whole class.
Answers:
1- Could
2- Were able to
3- Could
4- Were able to
5- Was able to
6- Could
7- Couldn’t
Notes for the trainer:
Print the ‘Modal Verbs’ worksheet located in the ‘Handouts’ folder..
Pass on the sheets for trainees to answer individually, in pairs, or in groups.
In case you cannot print the worksheet, unhide the next slide and use it instead.
OR
Divide your class into groups, depending on the number of your trainees.
Conduct the exercise as a competition activity.
After answering Exercise A, check the answers with them then allow them some time to answer Exercise B then check their answers and announce the winner.
Answers:
1- Can I get you a drink? [Making an offer]
2- Could I confirm your email address? [Making a request]
3- Can you use spreadsheets? [Describing ability]
4- Can you speak any other languages? [Describing ability]
5- Could you tell us more about your present job? [Making a request]
6- Could you tell me your current salary? Making a request]
7- Would you let us know your decision as soon as possible? [Request]
8- When can you start? [Making a request]
9- Would you like some more tea? [Making an offer]
Match the questions in the previous exercise to these interviewee’s answers.
6 – Could you tell me your current salary?
3 – Can you use spreadsheets?
7 – Would you let us know your decision as soon as possible?
1 – Can I get you a drink?
2 – Could I confirm your email address?
9 – Would you like some more tea?
5 – Could you tell us more about your present job?
4 – Can you speak any other languages?
8 – When can you start?
Notes for the trainer:
Get trainees to do this exercise in pairs or small groups.
Circulate, monitor and assist if necessary, for example by explaining ‘currently’ and ‘notice period.’
Answers:
6 – Can you tell me your current salary?
3 – Can you use spreadsheets?
7 – Would you let us know your decision as soon as possible?
1 – Can I get you a drink?
2 – Could I confirm your email address?
9 – Would you like some more tea?
5 – Could you tell us more about your present job?
4 – Can you speak any other languages?
8 – When can you start?
- Notice period: the time period between the receipt of the letter of dismissal and the end of the last working day. This time period has to be given to an employee by his employer before his employment ends.
Notes for the trainer:
Get trainees to role-play the situation in pairs.
Ask them to act as interviewers and interviewees, following the instructions in the role-play card.
When role-playing, get trainees to use offers and requests questions.
If you have a large class, ask trainees to come up with situations of their own.
A note for the trainer:
Inform your trainees that they will be discussing how they use the telephone in English, listening to three telephone calls then doing exercises based on them and role-playing a telephone call themselves.
Notes for the trainer:
Conduct this exercise as a warm up.
With the whole group, get trainees to discuss the calls they make and receive.
Ask them what they find particularly difficult and bring their attention to points from the following activities that will help them.
Write the telephone expressions trainees come up with on the board, preferably organising them into groups, such as ‘Getting through’ or ‘Asking for someone’.
Audio tracks: 1_8 till 1_10
Notes for the trainer:
Get trainees to listen to the calls once or twice.
Get them to describe the purpose of each call and say in complete sentences whether the callers know each other.
Answers:
1) What is the purpose of the call?
Phone call 1: To ask about a job advert
Phone call 2: To tell Giovanna that he can't make the training course
Phone call 3: To ask for a phone number
2) Do the callers know each other?
Phone call 1: No
Phone call 2: No
Phone call 3: Yes
Audio track: 1_8
Notes for the trainer:
Get trainees to listen again to the first call.
Play it several times if necessary, stopping after each utterance to give them time to note it down.
Circulate, monitor and assist if necessary.
Answers:
2) Hold on
3) I’ll put you through
4) Is that
5) Speaking
6) Phoning about
7) Could you give me
Audio track: 1_9
Notes for the trainer:
Before playing the recording, get trainees to read the conversation and try to guess the words and phrases that will go in the gaps.
Play the second call again and get trainees to write the phrases, making sure that they get the exact words – “Could I speak to Giovanna...” rather than “Can I …”, etc.
Answers:
2) I’m afraid
3) Take
4) message
5) This is
6) Could
7) Tell
8) Make
9) Call
10) Back
11) On
Audio track: 1_10
Notes for the trainer:
Play the third call again and get trainees to choose the correct alternatives.
Get trainees to read the conversation in pairs, using the underlined expressions. Then get one pair to read the conversation for the whole class.
Answers:
You
Word
Let me have
Engaged
Here
Catch
No problem
Notes for the trainer:
Ask trainees to practise, in pairs, the expressions in the Useful language box.
Circulate, monitor and assist with pronunciation and friendly intonation if necessary.
Check that trainees with the A role understand that they will play two different people in the two parts of Role play 1: Jamie Vincent's colleague and then Jamie Vincent. Trainees with the B role card play themselves.
Get trainees to role-play the first call in pairs. Use telephone equipment if available; otherwise get trainees to sit back-to-back.
Circulate, monitor and assist if necessary, especially with expressions relating to making telephone calls and applying for jobs.
Repeat the above steps for the second role play.
Check that trainees with the B role understand that they will play two different people in the two parts of Role play 2: Alex Frantzen's colleague and then Alex Frantzen. Trainees with the A role card play themselves.
Notes for the trainer:
Refer to the Course Book (pages 12 & 13) and the Teacher’s Manual (pages 14 & 15).
Discuss the idea of how internal promotion (internal hiring) is favored over looking for external candidates in some companies, e.g. Vodafone.
Notes for the trainer:
Conduct this case study in three stages:
Trainees choose a candidate for an internal promotion within an international drinks company.
Stage 1 (Background): Trainees will silently read the sections “background” and “a new appointment” including the extract of the job description giving the qualities required for the successful candidate.
>> Print the table in the teachers book (p. 15). Write the left hand column and get information from the class to complete the right hand column.
Stage 2 (Profiles of candidates): Divide the class into three groups and ask them to analyze the data about all the candidates. Ask each group to choose a person to talk about the key points for each candidate without comparing them.
>> Play the recordings. Stop at the recording of each candidate and facilitate. Ask one person in each group to summarize the interview of the candidate.
Stage 3 (Task): Working in group, trainees discuss the relative merits of each candidate for the job. In each group, one person will note down the main points of the discussion and the reasons for the choice of the candidate. The entire class will act as if they are in a meeting. Choose one person to become the chairman and they decide on whom to choose and why (while doing this, take notes about any language mistakes).
Audio tracks: 1_11 and 1_12
Audio tracks: 1_13 and 1_14
Audio tracks: 1_15 and 1_16
Notes for the trainer:
Set the writing task for homework or get trainees to do it in pairs in class.
For more information on how to write formal, semi-formal, and informal e-mails, refer to the Writing File in the Course Book, page 126.
Give a rough maximum number of words for the e-mail - perhaps 150 words, depending on the level of class.
Check the next slide for a model answer.
Writing Task’s Model Answer
Notes for the trainer:
- Conduct a quick recap.
- Invite questions, if trainees have any.
