krzyĹĽĂłwka time to relax key.pdf

.....................................................................

Teacher’s Notes

5 The rise and fall of Enron

Paragraph 2: graduate d , have four years’, compan ies

(experience, G reat Britain)

Paragraph 3: responsible for , Last year I implemented , for

deal ing (system, complaints)

Paragraph 4: would like to , interest ed , opportunity to

(professional, opportunity)

Paragraph 5: you r reference, to come , to make

(enclose, necessary)

3 Ask students to find an example of did for emphasis in

the story. Then briefly revise how this structure is used.

(If necessary, refer students to page 39 of the Student’s

Book.)

4 Look at the linking words and phrases in exercise 2 with

the class, eliciting contexts in which the phrases could be

used. Ask students, in their pairs, to fill in the gaps in the

text. Tell them to work through the story in order, i.e.

starting with paragraph D rather than gap 1. Then check

the answers with the class.

5 In their pairs, students choose five of the prompts in

exercise 3 and create their own anecdote using the five

stages. Monitor, helping with ideas and vocabulary as

necessary. Encourage students to use did for emphasis at

least once in their anecdote, as well as linking words.

6 Combine pairs of students to take turns to tell their story.

Invite several pairs to tell their story to the class.

Answers

Exercise 1

1 D 2 C3 E4 A5 B

Exercise 2

1 In the end 2 but 3 When 4 later 5 Just then

6 Because of this 7 However 8 but soon 9 So

10 and then eventually

9b Making money

Overview

Students read a jumbled text about the history of Enron and

put it in order using discourse markers as a guide. They then

discuss the causes of the company’s downfall.

Preparation

One copy of the worksheet for each student.

Procedure

1 Introduce the topic by asking students to tell you what

they know about the company, Enron. Help with

vocabulary and check/pre-teach: to be appointed, to

launch, to invest, to acquire, to merge, to expand, to

diversify, to lie, to go bankrupt, to be sacked, to resign,

trading, share price, regulator .

2 Divide the class into pairs and give each student a copy

of the worksheet. In pairs, students put the events in

exercise 1 in order. Tell students to first read through the

sentences and decide if they relate to the initial successful

stage of the company or if they relate to the collapse of

the company. This will make ordering the sentences less

daunting as they will be dealing with smaller chunks of

the text. Monitor, helping with vocabulary as necessary.

3 Check the sequence by asking students to read the

history of Enron aloud in the correct order.

4 Look at exercise 2 with the class and explain any

unfamiliar vocabulary. In pairs or small groups, students

discuss the question. Monitor, helping as necessary.

5 Have a class feedback session.

Answers

1 D 2 A3 F4 K5 H6 C7 L8 G9 I0 J

11 B 12 M 13 E

Overview

Students work in pairs and take turns to play the part of

Mr/Ms Money, a financial advisor, giving advice to different

clients. Money verbs and financial vocabulary is practised.

Preparation

One copy of the worksheet for each student.

Procedure

1 Introduce the topic of money by asking students if they

have ever had any advice from a financial advisor. Ask if

the advice turned out to be good or bad. Have a brief

class discussion.

2 Explain that students are going to be financial advisors

and give advice to a variety of clients. Divide the class

into pairs and give each student a copy of the worksheet.

Give students time to read the different situations and to

check any unfamiliar vocabulary. Make sure students

understand the meaning of the money verbs in bold.

(Explain that afford is usually used with can/could ,

e.g. They bought the flat because they couldn’t afford

the house .)

3 Quickly brainstorm some language the students might

find useful when they come to play the role of Mr/Ms

Money, e.g. It’s a good idea to …, Have you thought

about …, I’d recommend …, etc.

4 Ask students, in their pairs, to choose two of the

situations on the worksheet and to prepare to act them

out. Students should take the part of Mr/Ms Money in

one roleplay and the client in the other.

5 When everybody is ready, students act out the

conversations. Monitor the roleplays, helping with

vocabulary as necessary.

7 Away day

Overview

Students choose a venue for a company away day. The

language of comparatives and superlatives is practised.

Preparation

One copy of the worksheet for each student.

Procedure

1 Introduce the topic of an away day by reading out the

opening paragraph of the worksheet to the class. Make

sure everybody understands. Then ask students to think

of other reasons why a boss would want to send his/her

staff on a day out like this, e.g. for staff to get to know

each other better, to improve relations between

departments, as a reward for hard work, etc.

2 Divide the class into pairs and give each student a copy

of the worksheet. Read the rest of the instructions, the

speech bubble text and the adverts for the four away-day

venues with the class. Explain any unfamiliar vocabulary.

3 Ask students, in their pairs, to compare the venues, e.g.

The food and wine course is closer to London than the

health spa. The wine tasting sounds more interesting than

the opera. The adventure farm is the most exciting , etc.

They then try to choose the away day which they think

would best suit everybody in the company. Monitor,

helping with vocabulary as necessary. Encourage

students to use the comparative and superlative forms

when discussing the different venues.

4 Have a class feedback session. Ask pairs to tell the class

the venue they have chosen and to explain why.

9a The idea is easy …

Overview

Students act out a meeting between a bank manager and an

entrepreneur who is asking for a bank loan to develop and

market a new invention. Finance vocabulary and the use of

the Past Simple and Present Perfect is revised and practised.

Preparation

One copy of the worksheet for each pair of students. Cut the

worksheet into two.

Procedure

1 Ask students to imagine that they have just invented one

of the major global brands, e.g. Coca-Cola. Brainstorm

how they would persuade a bank to lend them the

money to launch the product. During this discussion,

pre-teach the following vocabulary which students will

need for the worksheet: launch a product, lend, borrow,

owe, pay back a loan, personal investment, entrepreneur,

sales channel (e.g. wholesale, mail order), sales forecast,

patent .

2 Divide the class into pairs and give each student one half

of the worksheet. Explain that Students A are

entrepreneurs and they have a meeting with their bank

manager, Students B, to try to secure a loan for their

latest invention, a ‘Button Fixer’. Give students time to

read their instructions, check any unfamiliar vocabulary

and prepare for the meeting.

3 In their pairs, students act out the meeting. Monitor,

helping with vocabulary as necessary and making sure

students use the Past Simple and Present Perfect tenses

correctly.

4 Have a class feedback session. Ask Students A how

effective they were at persuading the bank manager to

lend them the money. Ask Students B how much money,

if any, they agreed to lend.

6 Get it write!

10a Time to relax

Overview

Students identify and correct common grammar and spelling

mistakes in a job application letter. This provides practice in

accuracy but also provides a model for a job application letter

in English.

Preparation

One copy of the worksheet for each student.

Procedure

1 Ask students if they always read over something they

have written in English, e.g. an e-mail, letter, etc. before

they send it. Have a brief class discussion about the types

of errors students make when they write in English.

2 Divide the class into pairs and give each student a copy

of the worksheet. Explain that students are going to find

and correct three grammar mistakes and two spelling

mistakes in each paragraph of the job application letter.

Tell them the types of grammar mistakes to look out for,

e.g. tenses, prepositions, single/plural forms, relative

pronouns, verb forms, etc.

3 Students find and correct the mistakes. Monitor, helping

as necessary.

4 Check the answers with the class.

Answers

Paragraph 1: reply to, which was in today’s

(advertisement, Services)

Overview

Students complete a crossword using vocabulary connected

with stress in the workplace.

Preparation

One copy of the worksheet for each student.

Procedure

1 Divide the class into pairs and give each student a copy

of the worksheet.

2 In their pairs, students read the clues and complete the

crossword. Monitor, helping with vocabulary as

necessary.

3 Check the answers with the class.

Answers

Across

3 user 5 relocated 7 disorder 9 exercise

10 pressure 11 deadline 12 economic 14 town

17 repetitive 18 linked 20 morale 21 thirteen

22 complained

Down

2 chief executive 4 severe 5 reduce 6 decisions

8 relax 9 expectations 13 creative 14 turnover

15 workaholic 16 promoted 19 degree

8 Storytelling

Overview

Students read and order a gapped story, completing the gaps

with linking words, then build up an anecdote from prompts

using past tenses, linking words and did for emphasis.

Preparation

One copy of the worksheet for each student.

Procedure

1 You might like to start off by recounting a humorous

short anecdote to your students, based on your own

experience. Then hand out copies of the worksheet and

go through the five stages of a story with the class,

referring them back to the stages of your story.

2 Pre-teach the following vocabulary: improvise, notes,

speech, power cut, clap, translator . Then give students,

working in pairs, five minutes to read the story and put

the five sections in the correct order according to the five

stages. Tell them not to worry about the gaps in the text

at this stage. Monitor, helping with vocabulary as

necessary. Then check the answers with the class.

.....................................................................

138 Resource Materials

Resource Materials 139

Teachers Note’s

Plik z chomika:

Inne pliki z tego folderu:

Inne foldery tego chomika: