For Teachers
10d A good job
Language notes: listening • To date means ‘up until now’.
Suggested answers: 1 worked in communications sector – local radio volunteer; worked as press officer – attended conferences / given talks / coordinated volunteers / set up self-help groups 2 logical step to develop skills; wants to work in non- profit sector / grassroots development / Central America 3 experience in writing promotional materials / running a press office / coordinating groups of volunteer workers; interested in Central America; hardworking, keen and enthusiastic 4 enjoys a challenge; a quick learner; meets tight schedules and deadlines; works well under pressure; sets and keeps to priorities 5 gets carried away; spends too long on one project to the detriment of others 6 not really; new context and bigger job than any she’s had 4 • Pairwork. Students discuss the questions and give reasons for their answers. Functional language: job interviews 1 • Students complete the sentences 1–8 with the phases a–h. • They then look at audioscript 2.18 on page 161 and check their answers.
• A self-help group is a group of people who have a problem or are interested in or affected by a common issue. They get together to discuss and actively try to deal with the issue themselves rather than waiting for help from elsewhere. • A press release is a text document that is prepared by people who work for an organization or business. It is then sent to newspapers, TV, reporters, etc. The aim of a press release is to clearly present the organization’s message and communicate it to a wider public. • A sector is a part of the economy. The non-profit sector is the part that does not aim to make money from what they do, ie charitable groups, social organizations, etc • The question What can you bring to the job? means ‘ What skills or qualities do you have that would be useful for the work or beneficial for the place you are working at?’ • If you run something single-handed , you manage it yourself, doing all the organizational work on your own. • The question What do you see as your strengths? is asking the candidate to list their positive skills and qualities to make them successful in the job. • If you have a tendency to get carried away , you are often easily excited by things and get completely involved in one thing, possibly at the expense of another. • If something is done to the detriment of others , it means that thing is done but other things suffer because of it, eg because there is not enough time or manpower left for them. • When you tackle a problem, you attempt to solve it. 2 2.18 • Students listen to the recording again and complete the interviewer’s questions. • They could then compare their answers with a partner before you check with the class. 1 us something about your work experience to date? 2 you interested in the post of Communications Coordinator? 3 you think you personally can bring to this job? 4 you see as your strengths, Annette? 5 your weaknesses? 6 any aspects of the job that worry you? 3 2.18 • Students listen to the interview one more time and make notes about Annette’s answers to the questions in exercise 2. • You could then put students into pairs to compare their information and add to their notes.
Teacher’s Edition The Teacher’s Book with Teacher’s App provides everything needed for efficient class preparation and delivery, whether teaching in person or remotely. A Teacher’s eBook enables on-screen lesson planning while the Teacher’s App gives access to resources such as a Classroom Presentation Kit, audio and video, and a Test Generator.
1 e 2 c 3 f 4 h 5 g 6 b 7 d 8 a
2 • Students match the sentences in exercise 1 to the four categories.
a) 7 b) 1, 2 c) 3, 5 d) 4, 6, 8
3 • Students write five sentences about their own past experiences in work, their strengths and their weaknesses, using the expressions from exercise 1. 4 • Pairwork. Students work with a partner and show them their sentences. Their partner should advise them on what kind of job they think would best suit them based on the information from the sentences. Language notes: job interviews • Your students may be actively seeking work or interested in the possibility of changing jobs. If you want to offer them some more job interview expressions, here is a handy selection of some common questions: • The new job : Why have you applied for this job? Would you be good at it? What can you bring to it? Why do you want to work for this organization? How good are you at handling responsibility? Do you want to take on more responsibility? Would you be prepared to travel? What salary do you hope to get?
A good job 10d
• Previous and current jobs : What do you do in your current job? Are you good at it? What is your current employer like? Why do you want to leave your current job? What was the high point of your current/last job? What was the low point of your current/last job? Describe your ideal job. Are there any other jobs you are applying for? • Relationships with colleagues : How well do you get on with others? Do you work well in teams? What annoys you about colleagues? What would your colleagues criticise about you? Would you happily work under a manager younger than you? • You, your character and skills : What are your strengths? What are your weaknesses? What hobbies or leisure interests have you got? Should we be worried about your age? Should we be worried about your qualifications / lack of qualifications? 5 • Students look at audioscript 2.18 on page 161 again and underline any other language that they think might be useful in a job interview. Tell them to keep a note of any useful phrases as this will help them with the roleplay in Speaking exercise 2 later in the lesson.
5 At the end, the panel of interviewers should award the job to one of the candidates (and give reasons why the other people weren’t accepted). 6 When finished, you can swap all the roles over and the other half of the class interview their candidates in the same way. • To make a more complex or challenging simulation, simply add some extra elements to this basic plan, eg tell candidates not to be themselves, but to roleplay a candidate whose description you give them. Invent some things that will interrupt the simulation and take it in new directions. Introduce a new surprise character during the interview. Pronunciation: intonation (questions & statements) 1 2.19 • Students read the information and listen to the examples on the recording. 2 2.20 • Students read the sentences as they listen to the recording and decide if the sentences are statements or questions.
■ ■ Methodology Builder (24)
Running a simulation (part 1) – job interviews
Statements: 1; 5; 6
Questions: 2; 3; 4
146
■
2.20
• Although many teachers do pairwork roleplays in class, far fewer offer simulations, despite the fact that they can be very rewarding, extremely useful and not terribly complicated to set up. • A simulation is really just a more complex roleplay. It typically involves more than two participants and often aims to recreate a real world situation. Rather than just having role cards, a simulation may introduce a number of other elements to make the experience interesting and memorable, especially printed documents that students need to read and interpret, often while the simulation is happening. The basic simulation situation itself may even change during the time that the simulation runs. • Let’s look at some ideas for running a job interview simulation as students who have studied lesson 10 d may well want to get practice in doing such interviews themselves. We’ll start with a simple route map for running a basic simulation: 1 Pick out two suitable job advertisements from a newspaper. Give copies to students and discuss them a little, making sure that they are well understood. 2 Divide the class in half. Ask half the class to imagine they are the employers for one of the adverts, and the other half for the second advert. 3 Employers now all work in pairs or groups to prepare a list of job interview questions for the job advert they have been allocated. 4 When everybody is ready, put students into groups of six made up of three employer-interviewers for one job with three candidates (from the other half of the class). The panel of three interviewers can all interview the candidates one by one. Tell students how long to make each interview (this is entirely up to you and how much time you can spare in class).
1 It’s the first time you’ve applied to work for us. 2 You don’t mind us contacting your referees? 3 You’ve already seen the details about pay and conditions? 4 You’re happy with the salary? 5 You would be free to start at the beginning of next week. 6 You’d like some time to think about it. Language notes: intonation (questions & statements) • In colloquial speech many questions have no grammatical marker to show that they are questions. Virtually any statement can be changed into a question by using rising intonation. • In many cases, this kind of declaration as question has an answer that the questioner partially knows or has predicted based on his current knowledge, eg You don’t mind us contacting your referees? (In the recording, the interviewer is probably reading through an application form as they ask the question.) This use is similar to question tags with rising intonation, which aim to get a real answer to a question even though the speaker already has an idea what the answer may be, eg You don’t mind us contacting your referees, do you? • Declarations as questions quite often repeat something that the previous speaker has written or has just said, as if giving it back to the writer/speaker for confirmation or expanding on, eg A: I used to work in Tokyo, then I moved to Paris. B: You used to work in Tokyo?
Straightforward_TB_01_Upper Int_p003-189_1p.indd 146
24/10/2011 16:47
147
Straightforward_TB_01_Upper Int_p003-189_1p.indd 147
24/10/2011 16:47
Teacher’s App A convenient Teacher’s App provides fast and easy access to all the resources teachers need at a click of a button, including: • Teacher’s eBook with a new user-friendly format that allows on-screen lesson planning. • Classroom Presentation Kit with a page-faithful Student’s Book and Workbook view, including interactive activities, audio and video content, and answer keys. • Homework Manager that allows teachers to assign homework and send it directly to the students’ smartphones. • Test Generator with editable tests, helping teachers generate bespoke tests.
ISBN chart
B1
B1+
B2
B2+
C1
A1+
A2
Student's Book with Student's App, Digital Student's Book and Digital Workbook Digital Student's Book with Student's App and Digital Workbook
1202209190101 1202209190102 1202209190103 1202209190104 1202209190105 1202209190106 1202209190107
9781035159451 9781035159482 9781035159529 9781035159550 9781035159598 9781035159635 9781035159666
Workbook and Digital Workbook
9781380042293 9781380042491 9781380042682 9781380042873 9781380043078 9781380043276 9781380043474
Teacher's Book with Teacher's App
9781380042323 9781380042521 9781380042712 9781380042903 9781380043108 9781380043306 9781380043504
Made with FlippingBook Publishing Software