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Careers.pptx
- 4. Course Objectives It is a business English course designed for businesspeople and students of business English. It helps improve your ability to communicate in English in a wide range of business situations.
- 5. Course Objectives It develops the communication skills you need to succeed in business. It enlarges your knowledge of the business world. It helps you become more fluent and confident in using business language, and helps increase your career prospects as well.
- 6. Book Units Careers 1 6 2 5 3 4 Companies Selling Great Ideas Stress Entertaining New Business 7 12 8 11 9 10 Marketing Planning Managing People Conflict Product
- 7. Book Files 1 Writing File 2 Activity File 3 Grammar Reference 4 Audio Scripts 5 Glossary
- 10. Career Moves VOCABULARY Be Aware of your Online Image READING Changing Jobs LISTENING Telephoning: Making Contact SKILLS YouJuice CASE STUDY Modals (1) LANGUAGE REVIEW Agenda
- 11. Objectives By the end of this session, you will be able to: talk about your career plan. discuss your level of ambition. say what makes for a successful career. identify new collocations with Career.
- 12. Many people quit looking for work when they find a job. -Steven Wright- American actor, writer and comedian
- 14. Careers How ambitious are you? Do you have a career plan? Where do you want to be in 10 years’ time?
- 15. Careers Which of the following would you prefer to do? a) Work for one company during your career b) Work for several different companies c) Work for yourself (to have your own start-up)
- 16. Careers
- 17. Careers
- 18. Be Aware of your Online Image READING Changing Jobs LISTENING Telephoning: Making Contact SKILLS YouJuice CASE STUDY Modals (1) LANGUAGE REVIEW Career Moves VOCABULARY
- 19. Vocabulary
- 20. Collocation A collocation is two or more words or phrases that often go together. Make a phone call. () Do a phone call.()
- 21. Career Collocations 1) Career move 2) Career break 3) Career plan 4) Career opportunities 5) Career path 6) Career ladder
- 22. Let’s Play …
- 24. Career Moves Listen to three people talking about their careers. 1) Which person is in the beginning, in the middle and at the end of their career? 2) Which of the collocations with ‘Career’ does each person use? 3) Which of the experiences do you think are common?
- 25. Career Moves Track 1: 1) What did she want at the beginning? 2) What is she going to do? 3) What do her friends think about her?
- 26. Career Moves Track 2: 1) What’s the ‘Chicken and Egg’ situation? 2) Does he have a career plan?
- 27. Career Moves Track 3: 1) Did he work for multiple companies? 2) Describe his career ladder? 3) Was he satisfied?
- 29. Career Moves take make get make get / receive get / go
- 30. Career Moves make a fortune Work flexitime Earn commission Get a promotion Do part time work Take early retirement
- 31. Be Aware of your Online Image READING Changing Jobs LISTENING Telephoning: Making Contact SKILLS YouJuice CASE STUDY Modals (1) LANGUAGE REVIEW Career Moves VOCABULARY
- 32. Reading What social-networking sites do you a) know, and b) use? Why do you use them?
- 33. Reading
- 34. Let’s Play …
- 35. HANGMAN the information about yourself that you share on Facebook Facebook Profile -------- -------
- 36. HANGMAN your ‘personality’ on the Internet as shown by pictures of you, comments you write, and so on Online Image ------ -----
- 37. HANGMAN the opinion people have of you because of what they see on the Internet Online Reputation ------ ----------
- 38. HANGMAN an embarrassing mistake Faux Pas ---- ---
- 39. HANGMAN the image you want people to have of you Personal Brand -------- -----
- 41. Your Online Image Scan the article quickly and answer these questions. 1) What percentage of employers research candidates online? 2) Which social-networking sites are mentioned? 3) Who do Peter Cullen and Farhan Yasin work for?
- 42. Your Online Image Choose the best headline (a, b or c) for the article. a) Complaining about your job could lose you your job b) Facebook profile ‘could damage job prospects’ c) Ambition is key to a successful career
- 43. Your Online Image Should staff be allowed to use social-networking websites during the working day?
- 44. Your Online Image In groups, present a short list of things you should NOT do on your social-networking profiles.
- 45. Be Aware of your Online Image READING Changing Jobs LISTENING Telephoning: Making Contact SKILLS YouJuice CASE STUDY Modals (1) LANGUAGE REVIEW Career Moves VOCABULARY
- 47. Changing Jobs 1) How does Melissa describe her current company? 2) What was her previous job? 3) Why is it easy to move from sector to sector in the finance world?
- 48. Changing Jobs Listen to the second part of the interview and complete this extract. When I was a student, although I was studying …………1, I thought I would like to do something …………2 afterwards, and I actually did a summer …………3 with one of the big ……………4 firms, which was an excellent way to get an ………………5 of what the job would be like. I started off as an auditor, and it was through that …………6 that I got my first job. chemistry different internship accountancy understanding experience
- 49. Changing Jobs Melissa is asked if she has had any good advice during her career. Listen to the third part and number these points in the order in which she mentions them. a) maintain clarity b) be able to see the key point and the key decision you have to make c) do not overcomplicate things 1 2 3
- 50. Changing Jobs Listen to the final part and decide which was the interviewer’s question (a, b or c). a) What is the most interesting question you have been asked at interview? b) What is the key difference between people who work in finance and those who work in research? c) How would you advise people who are starting their careers?
- 51. Careers 1) What do you hope to do in the future in your career? 2) Do you think there is an ideal career for you? What is it? Why? 3) What is the best advice you have been given during your career or your studies?
- 52. Careers What is the best advice you have been given during your career or your studies?
- 53. Video Time!
- 54. Be Aware of your Online Image READING Changing Jobs LISTENING Telephoning: Making Contact SKILLS YouJuice CASE STUDY Modals (1) LANGUAGE REVIEW Career Moves VOCABULARY
- 55. Language Review
- 56. Modal Verbs Modal verbs can be used to: a) make an offer b) make a request c) describe ability
- 57. Modal Verbs Can I help you? Would you like a cup of coffee? Could you say that again, please? Would you mind lending me your pen, please? I can speak Polish and Russian. She could read and write before she was three.
- 58. Could vs. Was able to Could [General Ability] - My grandmother could speak three languages. Was/Were able to [One Occasion] - I was able to meet the president last week. - The weather was sunny, so we were able to eat outside.
- 59. Could vs. Was able to Could [General Ability] - My grandmother could speak three languages. Was/Were able to [One Occasion] - I was able to meet the president last week. - The weather was sunny, so we were able to eat outside.
- 60. Could vs. Was able to 1) When I was young, I ………run a marathon. 2) The weather was sunny, so we ………eat outside. 3) My grandmother ……… speak three languages. 4) During the weekend, we ………do some gardening. could Were able to could Were able to
- 61. Could vs. Was able to 5) I ………contact him, last night. 6) When she was young, my aunt ……… run for miles. 7) We ……… [not] catch the 7.30 train. Was able to could Couldn’t
- 62. Modal Verbs Rearrange the words to make questions from a job interview. Then decide the function of the modal verb in each question.
- 63. Modal Verbs
- 65. Modal Verbs
- 67. Modal Verbs Student A is an interviewer and Student B is an interviewee. Student A: Follow the instructions below. Student B: Answer the questions truthfully.
- 68. Be Aware of your Online Image READING Changing Jobs LISTENING Telephoning: Making Contact SKILLS YouJuice CASE STUDY Modals (1) LANGUAGE REVIEW Career Moves VOCABULARY
- 70. Telephoning: Making Contact What kinds of phone calls do you make in English? What useful telephone expressions do you know?
- 71. Telephoning: Making Contact Listen to three phone calls and answer these questions. 1. What is the purpose of each call? 2. Do the callers know each other?
- 72. Telephoning: Making Contact Listen to the first part of the phone call and complete the expressions on the right so they have the same meaning as the ones on the left.
- 73. Telephoning: Making Contact Listen to the second part of the phone call and complete this extract
- 74. Telephoning: Making Contact Listen to the third of the phone call and choose the phrases the speakers use.
- 75. Role-Play In pairs, study these Useful Language expressions. Then role-play the phone calls in the next slides.
- 76. Role-Play
- 77. Role-Play
- 90. Video Time!
- 92. THANK YOU
- 93. Be Aware of your Online Image READING Changing Jobs LISTENING Telephoning: Making Contact SKILLS YouJuice CASE STUDY Modals (1) LANGUAGE REVIEW Career Moves VOCABULARY
- 95. YouJuice There are three candidates for the position of Sales and Marketing Director. They all work for YouJuice in either Mexico or one of the foreign subsidiaries. The new director will be based in Săo Paulo, Brazil. Read the company’s background, then read an extract from the job description for the position. Discuss the strengths and weaknesses of each candidate. Decide who to select for the vacant position. Note down the reasons for your choice.
- 96. YouJuice Juana Ramos Mexican, aged 30. Married, two children (seven and nine years old)
- 97. YouJuice Chantal Lefevre Swiss, aged 41. Divorced, one child (five years old)
- 98. YouJuice Jeff Sanderson American, aged 54. Single
- 99. Writing
- 100. YouJuice
Editor's Notes
- On day 1, conduct the following in the first part of the session. Step 1: Start the class by breaking the ice (refer to the Icebreakers file). Step 2: After breaking the ice with your class, divide your trainees into 3-4 groups. Give each group a flip chart and ask them to write their expectations about what they are expecting to learn out of this business English course. Step 3: Ask them “If you were a trainer, what ground rules would you set for your class?” Step 4: Ask any of your trainees to draw a big tree on a flip chart. Inform your class that this is called “The Feelings Tree,” clarifying that this is going to be the channel between you and them whenever they have any negative or positive comments, feedbacks or suggestions. They should feel free to post them on the tree.
- 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: Ask trainees to discuss the quotation briefly in pairs. Make sure trainees understand that in one sense, ‘work’ has the same meaning as a ‘job’, but in another sense, ‘work’ also means making an effort.
- Notes for the trainer: Conduct this exercise as a quick-fire whole-class activity. Ask your trainees about the definition of the word ‘Career’. Ask them to suggest different stages in a typical career using expressions such as: ‘go to school’, ‘go to university’, ‘get qualifications in ...’, ‘get a job in a company’, ‘move to an other company’, ‘retire’, etc. >> The word ‘Career’ refers to a person's chosen profession or occupation. Your career includes education, training, and work experience.
- Notes for the trainer: Conduct this exercise as an open discussion. Let trainees talk about their level of ambition and say what makes for a successful career. Since this is your first lesson with the group, this is a good opportunity to get more background information about their future jobs and their English-learning needs in relation to their future careers. You may have trainees whose careers depend on improving their level of English. Praise good language points and work on some areas that need it, especially in relation to career-related language.
- A note for the trainer: Conduct this exercise as an open discussion.
- Notes for the trainer: Get trainees to do this exercise individually or in pairs. Ask them to match each activity to its corresponding area of work. Answers: 1- e 2- c 3- a 4- g 5- b 6- d 7- f - Figures: numerical digits
- Notes for the trainer: Get trainees to do this exercise in pairs or small groups. Ask them to discuss together and agree on the four most important tips from this list. Circulate, monitor and assist if necessary.
- Let’s start with the vocabulary part.
- 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.
- - A phrase: a group of words which is part rather than the whole of a sentence Extra Information for the trainer: - There are seven main types of collocations: Noun + noun (e.g., bars of soap, glass of water) Verb + noun (e.g., have lunch, make your bed) Adjective + noun (e.g., regular exercise, heavy smoker) Noun + verb (e.g., the dog was barking, the plane took off) Adverb + adjective (e.g., highly successful, fully aware) Verb + P.P. (e.g., run out of money, burst into tears) Verb + adverb (e.g., whispered softly, waited patiently)
- Notes for the trainer: Play the ‘Career Collocations Crossword Game’ on: http://bit.ly/2iic3vv Divide your class into two groups. In turns, ask each group to answer a question. OR Conduct it as a laminates activity. Divide your class into groups. Print the ‘Careers’ file located in the ‘Handouts’ folder (based on the number of the groups you divided). Cut the table into chits of paper and put them in an envelope. (Do the same with the rest of the copies you printed) Give each group an envelope and ask them to match each ‘Career’ collocation with its definition. Ask them not to open their envelopes unless you say “Start”. Go round the room and help where necessary. The first team to finish has to shout “Bingo” Check the answers and announce a winner.
- Word Laminates Divide your class into groups. Print the ‘Careers’ file located in the ‘Handouts’ folder (based on the number of groups you divided). Cut the table into chits of paper and put them in an envelope. (Do the same with the rest of the copies you printed) Give each group an envelope and ask them to match each word with its definition. Go round the room and help where necessary. Check the answers with the whole class.
- Audio tracks: 1_1 till 1_3 Notes for the trainer: Play the recording once or twice. Ask trainees to listen to the three speakers. Elicit their answers. Answers: - Person 1: Middle - Person 2: Beginning - Person 3: End 2) - Person 1: career break, career move - Person 2: career opportunities, career path - Person 3: career plan, career ladder
- Audio track: 1_1 Extra Questions (optional to conduct) Answers: 1- She wanted to get to the top and earn as much money as possible. 2- She is going to take a career break, travel for a year, and do some unpaid work. 3- Her friends think she is mad.
- Audio track: 1_2 Extra Questions (optional to conduct) Answers: 1- “Chicken and Egg” situation is a situation in which it is impossible to say which of the two things existed first, and which caused the other. 2- No, he doesn’t.
- Audio track: 1_3 Extra Questions (optional to conduct) Answers: 1- No, he didn’t 2- He started as a trader, associate (assistant), manager, director then a partner. 3- Yes, he was.
- 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. Ex.: 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: Conduct this exercise as an open discussion to grab trainees’ attention. For the first question, you may prefer to write the answers on the board before asking the second question.
- 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 activity as an attention grabber right before going through the reading section. The objective of this game is to facilitate understanding the difficult vocabulary terms. Click on “Click me” hyperlink to take you to the ‘Hangman Game’ PPT. Divide your class into three groups. In turns, get them to play a round of ‘The Hangman’ game. Flip through the slides and project the definitions one by one. Draw a blank line for each letter in the word. Ask trainees to start guessing letters Whenever trainees guess a letter that is in the term, you fill it into the blank where it occurs. If trainees guess a letter that repeats, fill in both letters. For example, if they guess ‘p’, you would have to fill in all ‘p’s. Draw part of the ‘hangman’ whenever the trainees guess a wrong letter. Parts of the body are head, right arm, left arm, body, right leg and left leg. The group wins when they guess the correct term. Each group has the right to guess the word three times only. If Group 1 fails to guess the word, Group 2 can guess it (they have only one chance). If Group 2 fails to guess the word as well, Group 3 can guess it (they have only one chance). If the three groups fail to guess it, share the answer with them.
- Facebook Profile
- Online Image
- Online Reputation
- Faux pas
- Personal Brand
- 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. They 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: 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.
- 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.
- 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 extract. 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: 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.
- 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 in under an hour yesterday.
- 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: 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 practice, 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.
- A note for the trainer: In case you have advanced-level trainees, play the unsubtitled version of the video located in the ‘Media’ folder. - Unwed mother: a widowed, divorced or an unmarried mother with [a] dependent child/ren - Relent: to act in a less severe way towards someone and allow something that they had refused to allow before - Dorm room (=dormitory): a large sleeping room containing several beds - Diverge: to follow a different direction, or to be or become different - Devastating: causing a lot of damage or destruction - Baton: a stick used by a conductor (= person who controls the performance of a group of musicians) to show the speed of the music - Dawn on someone: if something dawns on you, you realize it for the first time - Buttoned-up: carefully planned, operated, supervised, etc. - Biopsy: an examination of tissue removed from a living body to discover the presence, cause, or extent of a disease - Endoscope منظار : an instrument which can be introduced into the body to give a view of its internal parts - Sedated: being very calm or sleepy as a result of being under a drug’s effect
- Notes for the trainer: - Conduct a quick recap. - Invite questions, if trainees have any.
- 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