Unit la Job Descriptions
一、 Objectives
1 • To enable students to talk about jobs 2・ To practise listening for specific information 3. To review the present simple
二、 Teaching Procedures
Step 1 Warmer (books closed)
• T asks Ss how important business cards are to them (their own/other people's) • T introduces the Chamber of Commerce and gives more information if requested
(it is an organization wihich operates on a local basis; it helps business by promotin the area; it offers business opportunities for its members through a varieties for its members through a variety of services and events)
• T focuses Ss' attention on the business cards and clarifies job vocabulary where necessary. Ss listen to six new Chamber of Commerce members speaking and number the business cards in the order in which the people speak Key: 2 Helen Marsden
3 Thomas Kingsley 4 Beth Lambert 5 Richard Saunders 6 Robin Seaton
Step 2 Text and Grammar points
• T focuses Ss' attention on two of the cards・ Helen Marden^s and Robin Seaton5s. T
elicits from the group what they think their duties are.
• Ss look at Helen Marsdon and Robin Seaton5s business cards before listening to the cassette again・ T explains any difficult vocabulary where necessaty・ T uses the feedback to check whether Ss have problems with the third person -s when taliing about peopled jobs
Key to the exercises: Helen Marsdon:
1. Works for a company that produces vaccines and sells them to doctors・ 2・ Discusses new products with doctors・ 3. Deals with designers and printers.
4. Deals with health authorities in central Europe 5. Travels a lot
6. Organises conferences for the medical press Robin Seaton:
1. Recruites people 2・ Writes job advertisements
3. Choose the applicants to interview
4. Interviews the applicants with the department manager 5. Contacts successful and unsuccessful candidates 6. Deals with employee^ problems
7. Informs employees if the management isn't satisfied with their work
• Before Ss look at the Don't forget section, T elicits the form of the present form from Ss. Then T
draws students9 attention to the don't forget section, which focuses on the main problem areas encountered when using the present simple: third person -s and negative and question forms using the auxiliary do. T points out that -es is added to words ending in 一s,・ch, ・sh, or -o (eg. discusses, watches, wishes, does)• T may wish to point out that there are three possible pronounciations or third person -s endings: /s/ /z/ and /iz/. However, only /iz/ is likely to be problematic.
•Ss decide individually (or in pairs) which person each question is fa匚 The exercise recycles some of the vocabulary from the tapescript but also includes some as yet unseen vocabulary, which I may need to ex pain ・ Key: 1・ Thomas Kingsley
2. Helen Marsden 3. Katy Williams 4. Beth Lambert 5. Thomas Kingsley 6・ Robin Seaton 7. Richard Saunders 8. Katy Williams 9・ Robin Seaton
10. Richard Saunders
(Although Robin Seaton works for a packaging company, he works in personnel)
• Ss mingle in order to find out the information・ This activity allows Ss to use the present simple and some of the vocabulary that has already been presented・ It also allows T to monitor the use of the present simple and give further practice where necessary・
Step 3 Talking about their job
• Ss match sente nee halves about Beth. This enables Ss to review some general work-related vocabulary which they'll need in order to speak about their jobs・ Before Ss begin, T elicits what an accountant job might involve. T then ensures that Ss are aware that prepositions are followed by a noun or -ing, eg. I deal with questions, Fm responsible for checking・ T also draws Ss' attention to the fact that involve is followed by a noun or -ing, eg. My job also involves giving financial advice・ T points out that Reading /reding/ is a town in the South of England and that its pronounciation is different from the general reading Key to the exercises:
2. Fm responsible for checking companeies\" accounts /giving financial advice 3・ My job also involves giving financial advice/checking companies' accounts 4・ I deal with questions people have about their accounts 5. As part of my job I have to produce financial reports 7・ Fm based in Reading, not far from London.
• Ss work I pairs to find out about their partner's job in the self-study section. T reminds Ss that they can use the phrases used by Beth Lambert in Ex 17 Step 3 Homework
1. Recite new words and expressions
2・ Finish the exercises of Ss9 Book of Unit la Job descriptions
3. Preview Unit lb working conditions
Unit 1 b Working Conditions
（教学详案）
、objectives:
1、To enable Ss to talk about working conditions・ 2^ To practice reading for gist and for specific information. 3、To review adverbs of frequency.
二、Teaching Procedures
Stepl Comments about work
• Warmer T asks whether they have a suggestions/comments box at work・
If so, what kinds of things do people write about.
If not, T ask what other system they have for dealing with problems/complaints at work. T asks what typical problems they have at work.
• Reading
Ss look at comments made by employees and answer comprehension questions・
Key： 1 x They are rarely for him/her.
2、 They frequently run out of stationery.
3、 They doif t receive overtime pay when they work last. 4^ Equipment breaks down during presentations・
5^ The only people who makes a suggestion as well as a comment is the person who writes about the bonus system .
• Languages focus:
• Ss place adverbs of frequency on a cline according to meaning and review word order of
adverbs of frequency・
• T asks Ss to underline any adverbs of frequency in the comments and checks their meaning. Ss then look at the adverbs of frequency in the exercise and write them in the appropriate place on the cline・ They then compare their order with a partne匚
Key： never rarely occasionally sometimes frequently/often usually always.
• Ss look at the comments again in order to work out the position of adverbs of frequency・ They
then complete the DoiVt forget section.
Key： 1. usually, after, sometimes, never
2、 after
3、 weekly, annually, monthly
Key： Speaking
Ss use the adverbs of frequency to talk about what they do outside/at work. Ss then decide how they would deal with the problems/comments in the comments box・
1 > Ss work in pairs to discuss routines: both work-related and personal.
2、T might wish to get Ss to change partners. Ss look at the comments again and make
suggestions as to how to deal with them.
Step2 Terms and conditions of employment • Vocabulary
Ss match vocabulary in preparation for the reading.
• Reading
1、Ss gist-read a Terms and Conditions of Employment document.
They then read the text again and answer multiple-choice comprehension questions・ 2、Ss read the Terms and Conditions of Employment text for gist and decide what type of work the documents refer to.
Key： 2^ Factory work (shifts, safety regulations, overalls)
1、B B C A
• Speaking
Ss discuss their own conditions of employment.
Ss work in pairs to discuss their conditions of employment. Some ideas have been given but Ss don't have to discuss all of them. They may also have ideas of their own. The pairs
then give feedback to the whole class on what was the same for both partners・
Step3 self-study
1 > Vocabulary Recycling of vocabulary form the unit, word search Gap-fill
exercise(prepositions)
2^ Writing Ss write about their own conditions of employment.
3、Exam practice Form-filling exercise(Reading Test Part7) Step4 Assignme nl
1、 Review new words and expressions of unitl a Job Descriptions. 2、 Recite new words and expressions of Unit 1 b Working conditions. 3、 Finish exercises of Unit 1 b in student^ book 4、 check the answer of unitl a Job Descriptions. 5、 Finish exercises of Unit 1 in student^ workbook・
Unit2 a Company history
(教学详案)
一、 objectives:
1、 To enable Ss to describe companies and their histories.
2、 To practice reading for specific information. 3、 To review the past simple and prepositions of time・
二、 Teaching Procedures
Stepl The histoty of Volkswagen
T elicits any knowledge/experience of VW/Beetles・
T asks Ss if they know what the most successful car ever is: the Volkswagen Beetle.
T then asks Ss what they know about Volkswagen (VW) and VW Beetles. T can ask 讦 any students own/have owned a Beetle and what they thought about the car.
2 Reading
Students do a quiz about Volkswagen in pairs then scan a text to find answers to the quiz. Ss then answer multiple-choice questions・
Key: Ex-2 BBACB Ex-3 CBABC
3 Vocabulary: scan the text again to pick put target vocabulary for detailed
comprehension, searching for specific vocabulary to match a list of definitions. T ensures
that Ss know that the words are in the same order in the text. When Ss report back, T asks for the whole sentence and not just individual words, thus encouraging Ss to use the new vocabulary in context. Only when the feedback has been completed does T invite questions concerning any remaining vocabulary problems from the text. Key: I. talk over
2・ subsidiary
3. public limited company 4. globalization
5・ setting up production facilities
6. turnover
4. language focus: past simple
Ss will undoubtedly be familiar with the past simple; therefore, the Don't forger! Section simply reminds them about the use of auxiliaries in question-forming and negatives・ Teacher should ensure that Ss are confide nt about the pronunciation of past tense ending・ It is probably sufficient for T to point out that most past tense endings do not require the addition of another syllable: /id/ is required only if the verb ends in t or d. T may wish to look at the language note at the end of T's notes for this unit for further information
T could ask Ss to scan quickly through the text about Volkswagen again and put all of the regular past simple verbs into the three categories: /t/ stopped, helped
/d/ received, travelled, returned, arrived, described, rolled, continued /id/ started, founded, described, expanded
5. Speaking: Ss exchange information about their own company's history.
If the class is an in-company group, Ss could pool their knowledge of their
company^ history to present to the class. Alternatively, groups could compete to provide the most information within a time limit, with other groups challenging the accuracy of the information. On the other hand, open groups would suit a genuine information exchange・ T should encourage Ss to ask for information and not just transcribe their partner^ monologue・ If necessary，T quickly brainstonns useful questions that will help Ss compete the task. Step2 Company profile 1. Vocabulary
Ss match company descriptions with definitions
Ss can do the task individually or in pairs・ Subsidiary and public limited company both appeared in Ex4 in the previous section. The exercise is therefore a combination of vocabulary consolidation and input, preparing Ss for Ex2・ Key: 2. a public limited company is owned by shareholders
3. A parent company has a controlling stake in another company
4. A wholly・owned subsidiary is completely owned by another company 5. A holding company only administers other companies in a group 2. Speaking
Ss order cards to make a company organigram then describe the company structure
Ss exchange information a about the present situation of their own companies Details: T explains the task to Ss before handing out the cards. Ss lay out the cards on the table and form a organigram. They then present a organigram on the board. The class challenges anything they are not happy with and reaches necesstiry correction・ The answer appeared at the end of the T's note for this unit.
T encourages Ss to ask their partner a lot of questions・ T also encourages Ss to make notes and present a quick profile of their partner's company to the quick profile could be set as homework writing task. Step 3 elf-study
Language focus Gap-fill exercises( past simple) Vocabulary Sorting exercise
(prepositons of time: in, at, on)
Odd-one-out collocation exercise (verbs and nouns)
Exam practice:
・ Vocabulary matching exercise (Reading Test Part 2) ・ Note-writing exercise
(Writing Test Part I) Step 4 Assignment
1. Review new words and expressions of Unit lb 2. Note-writing exercise
3. Finish exercises of Unit 2a in student^ book 4. Check the answers of Unit lb
5. Finish exercises of Unit 2a in student's workbook. Unit 2b Company Activities
一、 Objectives:
・ To enable students to describe company activities
• To practice reading for specific information
• To raise awareness of cohesion and connectors of addition and contrast • To review the present continuous
二、 Teaching Procedures:
1. Warmer: T introduces the topic and elicits Ss‘ experience and knowledge
(books closed): T asks Ss for examples of companies investing overseas and reasons why. For Ts working in central and eastern Europe, T asks Ss for examples of inward investment and the changes it brings・ T brainstorms car companies and locations they might choose for foreign investment. 2. Reading
Ss look at the visual on P17. T checks vocabulary such as plant, model, van,
assembly and abbreviations such as m and by. Ss then look at the questions and scan the visual for the answers・ T asks Ss to support their answers with relevant information Key: 1. Fiat ($ 1.8 bn)
2. Volkswagen (in Mosel)
3・ Volkswagen (in the former East Germany, Hungary, Czech Republic, Slovakia, Poland)
4. Poland ( $ 3.52 bn) 5. Slovakia ( $120 m)
3. Language focus: Ss review the present/ continuous contrast and stative verbs
This exercise is a reminder of different uses of the present tenses・ Ss sort the uses into two groups・ T asks Ss to give an example of each use.
Present Continuous
General facts Something happening now
Temporary situations Routines
States
Changing situations
T reminds Ss about stative verbs and refers them to the Don't forget! Section. The exception of I think/Fm thinking hints at further complexity regarding the use of these tenses.
However, T neediVt focus on more complex issues beyond the scope of Cambridge BEC preliminary・
4. Speaking
Ss discuss reasons for inward investment
Details: The pair work activity allows Ss to discuss the Unit topic and also acts as a prediction exercise for the text and a chance to introduce some relevant vocabulary. Ss work in pairs/groups and list possible reasons for investment, which can be written on the board. Before Ss do Exl in the text section, they can quickly check their predictions by scanning through the text. Reasons given in the text:
・Cheap workforce
・Generous govemment inward investment grants •Slow economic growth at home ・Strong growth in central/eastern European car markets
・Possible to talk over existing facilities/companies cheaply ・Good locations for exporting to the former Soviet Union
Other possible reasons not mentioned in the text:
•By manufacturing in Europe, Asian and US companies avoid restrictions on imports into Europe •Investing in the area boots local economies and adds to market growth
•Higher returners on investments due to low costs •Shareholder pressure to increase performance Step 2 Driving Eastwards
1. Reading: Ss do a jigsaw reading exercise, before scanning the text to answer Right, Wrong, Doesn^ say9 questions
Details: (1) The jigsaw reading task is not an exam style exercise but introduces the subject of
cohesion. Texts can be made cohesive through the use of various devices・ In this case, the text is made cohesive through, lexical cohesion・(e.g. The mention of VW and Fiat in paragraph 3 refers back to the world's largest car-markets in Paragraphp2). The writer also uses (italicized) connectors of addition and contrast. Ss quickly read through the five extracts (skimming) to establish context and content. Then Ss read the text again and order the extracts. Ss may find the exercise easier if T photocopies the page and cuts up the paragraph for them to re-assemble. When reporting back, Ss explain their descriptions and quote relevant passages T corrects as necessary and invites questions concerning difficult vocabulary in the text. Key: suggested answers:
2. In addition to cheap labor, •…
Key: Present Simple
3. Volkswagen, for example,・・・
4. Companies such as VW and Fiat...
5. However, in spite of all these advantages・・・
(2) T advises Ss to read through all the questions before scanning through the text. Ss should check carefully whether there is enough evidence in the text to declare the statements either \"Right9 or 4Wrong5. If there is not, Ss should choose 'Doesnl say\\ Key: BAACBB 2. Vocabulary
Ss scan the text for connections of addition/contrast then use the connectors to link information from the text
Contrast
but however Addition although in spite of
And
In addition Furthermore Moreover Also Not only...but also
3. Speaking: Ss draw and explain maps of their companies' activities
Details: T asks Ss to draw a map showing their company's markets and activities. T reminds Ss
that the maps are only diagrams and need not be works of art. Ss then mark on important locations and exchange maps with a partner. Ss take it in turns to ask each other what the
locations are and what activities take place there・ Ss should be encouraged to ask follow-up questions・
Step 3 Self-study L Vocabulary
Gap-fill exercise (present continuous) 2. Language focus
Gap-fill exercise (present simple Vs continuous) 3・ Vocabulary
Matching exercise (companies, nationalities and activities)
4. Exam practice
Multiple-choice gap-fill text (Reading Test Part 6)
Step 4 Assignment
(1) Review new words and expressions of Unit 2a (2) Recite new words and expressions of Unit 2b (3) Finish exercises of Unit 2b
(4) Finish exercises of Unit 2 in workbook
Unit 3 Exam focus : Vocabulary
一.Objectives:
1 > To provide Ss with useful Strategies for coping with Unknown vocabulary
2、To present useful ways of organizing and storing new vocabulary 二.Teaching procedures:
Step / Vocabulary in the examination
Warmer : T writes up the words
Vocabulary and grammar to introduce the topic T
ensures Ss understand why vocabulary is an Exam focus unit・
Step2 un derstanding words
Ss identify types of words then label the types of words gapped in sentenced and complete
the gaps・
Ss guess the meaning of potentially unfamiliar words through the use of context.
Step3 storing new vocabulary
1、Ss discus the advantages and disadvantages of five ways of physically recording vocabulary ・ 2> Ss then look at examples of five ways of organizing vocabulary and discuss which they use and how they are useful .Ss then assign groups of storage . Step4 Vocabulary cards
%1 Ss look at an example of a vocabulary storage card and complete cards in a similar way ・ Ss work in pairs and discuss which types of information they would choose to store on cards.
%1 T highlights the use of cards for vocabulary building (collocations, opposites. etc)
Step5 Building your vocabulary
Ss focus on word famous and note ways of changing form through suffixes, prefixes etc.
They then build up words and write example sentences・
For homework/seif-study Ss are asked to identify and store vocabulary from the previous units. Step6 Assignment
%1 Review new words and expressions of Unit 2b・ %1 Recite new words and expressions of Unit 3. (3) Finish exercises of Unit 3 in studcnt/ s book ・
④ Check the answers of Unit 2.
Unit 4a Telephoning
•.Objectives:
1 • To practice telephoning language
(including leaving and taking messages)
2. To practice listening for gist and specific information
二 Teaching procedures :
Step 1 Getting through
1. Listening 1
Ss listen to six telephone calls and match the calls with the correction descriptions .
Details:(D Warmer ( book closed )
T asks Ss about their curvent use of English for telephoning.
This is a chance to check basic vocabulary ( call, caller, make a call , leave/take a
message ). T may wish to lead a brief discussion of the problems Ss expericnce in this area・
② Ss listen to six phone calls and identify their convent
Key : Cal 12: The receptionist connects the caller .
Call3: The other person is not available so the caller will phone again later Cal14: The
caller leaves a message・
Call5: The caller waits for a short time then the reception
Cormects her.
Cal16: The caller was cut off and phones again.
Ss compare answer in pair before・
feedback ・ T clears lip any vocabulary points ( connect, cut off )
Step2 Speaking
Ss produce appropriate responses to telephone phrases. Ss then listen again to identify the actual responses used in the calls .
Details: T ei ther does this as a T-ed exercise or Ss work in pain to produce suitable responses. Ss
are not expected to replicate the responses on the cassette at this stage - but to suggest any possible answers. Ss then listen to the cassette again and compare with what the speakers actually said •
Key :
1・ a person? s name ( e・ g・ Lewis・ Taylor )
2. No, it is all right thank you. T' m cal l back in about ten minutes. 3. Who? s calling, please ?
4. I\" m afraid he is in a meeting.
Can 1 take a message ? 5・ He should be available after lunch. 6・ Right. I? 11 tell her you called back. 7. I’ m afraid the line is busy.
8.Oh,sorry about that. I， 11 try to reconnect you. 3. Language focus
Ss review will for immediate decisions, offers and promised・ Ss then do a matching exercise with phrases with will.
Key:
2. Could I have extension 236,please?
3. The phone， s tinging.
4.1， m afraid he isn' t in the office at the moment. 5・It‘ s Dave Rogers again for Joe West. We were cut off. 6. Could you tell Mrs. Rycroft that I called ?
Answer to 2:
3. 4. 5
.
Thank you I' 11 put you through ・ r 11 get it. It\" s OK. I\" 11 phone back later. Sorry. I’ 11 try to recorinect you.
Yes. of course・ I’ 11 give her your message.
4. Reading
Ss find a telephone conversation in a maze. 5. Speaking
Ss select two items from the maze to make their own telephone・ Conversation・ Step 2 Reasons for calling
1. Listening
Ss listen to a telephone
Receptionist take a message and note down the infotmation before listening again for specific phrases.
Details: Ss listen to telephone
Conversation and complete the phone message form
%1 Name of caller : David Whelan %1 Company : Health and safety council. (3) Massage : Has confirmed
First Aid course week beginning 13 May box can only take 25 participonts
not 29.
In feedback T can as k Ss to compare the teleph one message with their own practice ・ Does Ss
for instance note down other information such as the caller\" s telephone number and time of call? T may need to explain the meaning of First Aid . Before Ss listen again for the relevant telephone phrases, T asks Ss to predict the language・ Key : 1・ Could you sell …?
2・ I，ni calling about---?
3. Sorry, did you say •••? So, thas…
2.Speaking :
Ss do an infonnation-gap activity, giving and taking telephone messages. ( Activity sheets on Pages 125 and 129 )
Details: Ss work in pairs and use the activity sheets on Pages 125 and 129 to give and take
telephone messages. They should check each other\" s messages at the encl of activity・ T may wish to have Ss role-play their conversations to the rest of the group・
Step3 Self-study
1. Reading
Ordering exercise ( telephone convetsation ) Gap-fill exercise ( telephone conversation) 2・ Exam practice
Multiple - choice reading
Comprehension exercise
(Reading Test Pout 1 )
Step 4
Assignment
1. Review new words and expressions of unit 4a.
2. Finish exercises of unit 4。 in student\" s book Unit 4 b International Communication (教学评案)
\\ Objectives.
1. To pi^actice writing memos and e-mails.
2. To review making requests and tacking about obiigation.
二• Teaching procedures.
Step 1 Memos, notes and notices
1・ Warmer ( book closed ): T quickly elicits differences between memos・ Details: T quickly brainstorms the basic differences between memos, notes and notices. Answers can include very basic information about not go into linguistic/stylistic details, which are focused on in Ex3. 2. Reading
%1 Ss sean memos etc・ for general infomiation and answer questions. %1 Ss quickly scan the various forms of communication to get some general
information about the company, its markets and octivities.
Ss are free to interpret the information as they wish, There are no definite
right/wrong answers to these warm-up questions・
Key :
Markets : Brit ain ( Manches ter Head off ice ), Ttdly ( Rome conference ), Spa in (MADRID
OFFTC ), France ( Veronique Leboeuf )
Activities : Manufacturer of office supplies and furniture ( given in rubric ), sells products directly
in Europe
Location : Manchcster ( Head office )
② Ss sea n through the text once more and find the releva nt information ・ During
feedback, Ss identify the passages in support of their answers. Alternatively, T ask Ss read through the texts once more with a time limit. Then Ss close their books and T asks them to answer the six questions from memory. This would involve a different reading strategy as Ss would read for
detailed comprehcnsi on in an attempt to process the con tent of all the n otes ・ Key : 1. 30 Oct to 1 Nov
2. A holiday in Florida 3. Thursday 23 July 4・ Henry Wallace
5. Henry and Paula ( but not Vei^onique Leboeuf )
6. The name and tel ephone number of the customer who phoned about the new seating range
3・ Language focus :
Ss review the language of requests and obligation/ncccssity
Details : Tn feedback, Ss supply the phrases in their pull sentences. Although this
language may seem easy, it is very useful to focus on it to encourage Ss to use such forms in their notes and memos. Key : Requests Obligation/necessity please( go ahead ) you need to
( arrive ) it is essentiol that Please ( send…) Could
(everybody books ) you ( give…) Could we
(salary sheets) should (meet )
(arrive )
4. Speaking : Ss exchange information about internal communication in their own companies Details : Ss work in pairs and discuss the type of in ter nal communicati on they use at work・
They all so express their opinion as to how effective the communication is ・
Step 2 Writing memo
1. Listening
Ss take notes from a telephone conversation.
Details : Before Ss do this exercise, T plays the cassette once for gist and asks Ss what Sarah is cal
ling about. Ss then listen again and take notes in order to obtain the information needed to wri te the memo in Ex2. T may wish not to provide feedback at this point but to have Ss
listen again to check their infotmation after drafting the memo in Ex2・
2. Writing : Ss write a memo from their note. Key :
Suggested answer : To : All Salespeople From : Henry Wallace
Please note that you need to enclose receipts with expenses claims・
Step 2 Writing memos
1. Listening
Ss take notes from a telephone conversation 2. Language focus
Ss review language of requests in memos. 3. Writing (To: Sue )
(From : Henry )
Thanks for your e-mail reminding me about Mike going to Helsinki to morrow.
T spoke to him and we arranged a pricing strategies meeting on Monday morning. Can you let me know if you can come ?
Step 4 Self-study
1. Writing
Ss turn a memo into a
Ss write a short note
2. Exam practice Memo writing (Writing Test Assignment Review new words
Part 1
personal note・
from written stimuli .
Step 5
① ② ③
⑤
and expressions of Unit 4a and expressions of Unit 4a of unit 4b in student' s book
Recite new words Finish exercises
Check the answers of Unit 4a ④
Finish exercises of Unit 4 in student， s workbook
Unit 5a Facts and figures
一.Objectives
1. TO enable Ss to describe trends
2・ To practice reading for specific informalion 3. To review adjectives and adverbs
二 Teaching procedures
Step 1 An armual report
1. Warmer ( books closed )
T introduces the idea of the annual report ( maybe with some examples of some company reports ) and elicits of some company reports ) and elicits from Ss who the report is written for ( shareholders )
Why ( to infomi shareholders of the financial situation-and hence to reassure/attract ) and what type of informalion it contains ( company activities and financial information such as the balance sheet and profit and ( on a count ) • T could ask when the Ss\" own company report is published and what the last one reported . The discussion could
When the Ss' own company report is published and what the last one reported・ The discussion could include how the report is vital for promoting a positive image of the company ,it is usually an extremely attractive and glossy publication・
2. Reading
Ss read extracts from the Millennium Annual Report and answer \"Right, Wrong, Doesn‘ t say ' comprehension questions. Key : A B B C A A B
In feedback T highlights any vocabulary from the Essential vocabulary list for the unit ・ However, T should encourage Ss not to try to understand every word・ Step 2 Describing graphs
1. Reading : SS match sentences about Mil lennium with information in graph and bar chart form.
Details: T asks Ss to look back through the Chairman\" s statement on Page 33 and under line any
language connected with rising and fal ling ・ Rising verbs : rise ,increase; nouns, growth; falling verbs : reduce・
T asks Ss if they can add any more.
Key : F A B E G D II 2・ Vocabulary
Ss complete word families .
Tnfinitive and part simple verb forms and nouns.
Verb
Infinitive Drop Decrease Increase Rise Grow Improve Recover Peak
Noun Past simple dropped
decreased increased rose grew
improved recovered peaked
a drop a decrease aincrease n
a rise growth aimprovcmcrn U
a recovery a peak
In feedback T ensure Ss are aware of the word stress for the noun and verb forms of decrease and in crease ( the stress is on the first syllable of the noun but the second syllable of the verb ) 3. Language focus
Ss review adjectives and adverbs describing degrees of change.
T draws Ss' attention to increasingly dominant as an example of an adverb describing an adjective . Ss then complete the Dor/ t forget ! section. And then finish the exercises. Key : Ex3: nouns
Verbs or adjectives
Ex4:① steady ②sharply ③ peaked ④ slightly
fell/dropped ⑥ recovery/increase/rise ⑦ increase/rise ⑧ steadily
Ex5 : 1. in
2. from*-eto••• 3. by 4. of
Ex6: T ensures Ss don\" t show their graph to their partner・ T rounds off the activity by obtaining one final version of each graph dcscription from across the whole group.
Step 3 Self-study
Key :
Exl. A. fall B・ rise C・ level off D ・ rema in steady
⑤
E・ rover
Ex2. 1. in , of
2. by 3. at 4. from 5. at 6. by, of 7. by 8. in Ex3.
2・ product lauch
3. net income
4. top-seeling brand 5. armual report Ex4. see P47 Ex5. F H GCA Assignmcnt
(1) Review new words and expressions ② Preview Unit5b Performance
UnitSb Performance (教学备案)
—• Objectives:
• To enable SS to tack about company performance
• To practice listening for gist and for specific information • To review the present perfect and past simple
• To practice tacking about reasons and consequences
二.Teaching procedures.
Step 1 Measuring performance
1. Listening performance
Ss listen to a presentation about a privated company and complete a bar dart and graph・ Ss then listcn again and answer comprehcnsion questions. Key : Exl. 1994/1995: 1%
1995/1996: 9.9% 1996/1997: 7%
100% 99. 1%(1993) 99. 3% (1995) 90% 91%(1995) 88%(1996) Ex2. 1. 1997
2. First Group
3. Reduced costs and more efficient sales practices 4. Bad service
5. She hasrf t received the final figures yet・
2. Language focus; grammar
Ss find examples of various uses of the present perfect and past simple tenses in the tape script and describe the use of these two tenses・ Ss match sentences in the present perfect or past simple・
3. Speaking
Ss do a Find someone who…exercise asking questions about previous experiences .
T reminds Ss that questions about what people have done in their life can be good conversation starters ・ T takes Ss through the example pointing out that the start-up question is followed by further follow-up questions which require fairly specific and fal 1 responses , usually in the past simple. Ss each think of three more det ails for each question before they work round the class finding the people. T does feedback at the end of the activity to consolidate the present perfect and the past simple tenses.
Step2 Explaining results
1. Listening 2
Ss lis ten to ques tions asked after the presen tat ion and comple te notes abo ut the rail
company. Ss then listen and complete multiple-choice comprehension questions. Key : 1. B 2. C 3. A
Tn feedback, T elicits the reasons for spending 9m and the consequences of having to pay other companies for track and trains. T his prepares for the focus on reasons and consequences in the Don， t forget section. 2.
Language focus; Ss look at the Dor/ t forget! Section. T ensures that Ss
realize that therefore fends to be more formal than so. Also so ( with this meaning ) fends to be used as a conjuncti on with in a sen ten ce. T elic its fur ther examples of reasons and consequences from Ss, related to their own situation (inflation, exchange rates, rise in salaries, price outs, etc )
Ex3. T gives Ss a few minutes to write down five changes or results T models with one or two Ss
the sort of questions Ss will need to ask their partner e. g. Could you tell me about…Ss will also need to ask follow-up questions. Step 3・ Self-study
Step 4. Assignment
1. Review new words and expressions 2. Preview Unit 6
Unit 6 Exam focus. Reading(教学备案)
—• Objectives
• To familiarize Ss with the content of the Reading Test. • To provide useful tips
• To practice the Reading Test 二.Teaching procedures.
Steps 1 The Reading Test
T gives an overview of the Reading Test 1. Warmer; T asks Ss to work in pairs and find as many types of reading task as
possible that they have done so far in the exam-style exercises in the Self-study sections of the units. T relates feedback to the units, T relates feedback to the overview table about the Reading Test 2. Part 1 Multiple-choice
Ss read a short item then select the sentence which most closely matches the meaning of the original. ( Unit 4a)
A
Key : C ABB
Part 2.Matching
Not tasted in self-study so far・
However, see Unit la, Page 6 for an exercise practicing the necessary skills. Key : G D CHF Part 3 Matching
Ss match sen ten ces with the correc t visuals ( graphs , pie char ts, etc ), There are always
more visuals than sentences. ( unit 5a and 5b )・
Part 4 'Right , Wrong ,DoesrT t say
Not tested in self-study so far .
However , this type of exercise is in the body of the core units ( unit2b, P19. Unit5a . P30 ) Key : not tested in Ihis unit .
Part 5 Multiple-choice and matching
Ss Not tested in self-study so far. However, see unitlb. Pl 1 and Unit2a. P14 Key : C C B C AB
Part 6 Multiple-choice gap-filling
This is the only part of Cambridge BEC Pi^eliminary which specially tests candidates， knowledge of grammar and vocabulary ( Unit la and 2b )
Key : A ABBBCBCABAC Part 7 : Form filling
Ss read two short texts and transfer the infonnation to complete a form (unit 1 b )
Key : not tested
3. T discusses timing and reminds Ss that the papers have equal weighting
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