✯✯✯ Gifts Differing Book Report

Wednesday, June 23, 2021 3:11:40 AM

Gifts Differing Book Report

Schedule is pronounced 'skedule' i n American English, and 'shedule' Gifts Differing Book Report British English, Gifts Differing Book Report stick to the former, as students are being given it as the American English equivalent Gifts Differing Book Report timetable. Ask and write them on the board. Play the Gifts Differing Book Report twice, or more often if necessary, pausing occasionally to give students time to tick the items in where did julius caesar live list Gifts Differing Book Report are mentioned. Turn off Gifts Differing Book Report phones and Gifts Differing Book Report polite and attentive. Ask students: 6 wait 7 offers 8 exchange ls Angela Ahrendts German? Check Gifts Differing Book Report students Gifts Differing Book Report using change vocabulary correctly. Although it has many admirers, Gifts Differing Book Report ban is not entirely successful because the satellite television Gifts Differing Book Report that broadcast from outside Sweden Gifts Differing Book Report free to Gifts Differing Book Report children as much as they like. The third session in the Unit moves into the real world and considers the four types Gifts Differing Book Report abuse: sexual, physical, emotional and Gifts Differing Book Report.

Book Review - The Girl with All the Gifts

Cuomo, said in an email. She will be the first woman to hold the office. By Michael M. CNN went into red-alert mode on Tuesday to cover the stunning resignation of Gov. Andrew M. Cuomo of New York, carrying his remarks live and patching in Empire State political veterans by phone. He is off this week on what he described as a planned vacation for his birthday. Chris Cuomo has regularly spoken with Governor Cuomo by telephone over the past week and advised his brother to resign, said two people who requested anonymity to describe sensitive private conversations.

That distinction is unlikely to placate critics who say CNN erred in allowing Chris Cuomo to keep broadcasting his 9 p. It was a difficult situation for the network and its president, Jeff Zucker, who had criticized Fox News when its prime-time hosts were enmeshed in former President Donald J. The governor repeatedly appeared on the program to discuss his response to the nascent pandemic, and his intimate, lengthy on-air conversations with Chris Cuomo, who had fallen ill with the coronavirus, riveted viewers. The New York Times reported last week that CNN executives had also offered a temporary leave to Chris Cuomo if he wanted to formally advise his brother, with a promise that he could return to his show.

He declined to take a leave. CNN declined to comment on Tuesday beyond its past statements about its anchor. But Chris Cuomo has received some sympathy from one Fox News host. On his Monday show, Tucker Carlson said he would not criticize the CNN anchor for wanting to help his brother in a crisis. Carlson said. Your loyalty should be to your family above all else. Shane Goldmacher. Though she submitted her resignation on Sunday, she did so without a date.

By Jonah E. Lindsey Boylan , the first of nearly a dozen women to accuse Gov. Cuomo of sexual harassment, reflected Tuesday on his decision to resign. Boylan first made her accusations in December. After Mr. Cuomo denied them, a second accuser, Charlotte Bennett , came forward, saying that Mr. Cuomo had sexually harassed her, too. More accusers followed, including Brittany Commisso , who became visibly emotional after watching the governor deny touching anyone inappropriately during a news conference, prompting her to tell colleagues what had happened.

In the spring, the New York state attorney general, Letitia James, opened an investigation into their allegations. And on Tuesday, a week after Ms. Cuomo said that he would resign. Debra S. Katz, a lawyer for Ms. Bennett, echoed Ms. Bromwich and J. David Goodman. A day before Gov. Cuomo announced that he intended to resign, members of the State Assembly met to lay the groundwork for impeachment proceedings against him. On Tuesday afternoon, it was unclear whether the State Assembly would move forward with its impeachment process.

If Mr. Cuomo were impeached and convicted, he would be barred from holding state office again. The judiciary committee, which is leading the investigation, is set to meet on Aug. Some lawmakers said the process should continue, while privately others wondered whether there was any reason to go forward with the inquiry. Other members said that the process should undoubtedly go forward. Yuh-Line Niou, a Democratic member of the Assembly whose district includes parts of Lower Manhattan, said on Twitter and in an interview that it was important for the legislature to hold the governor accountable, regardless of his intention to resign. But Ms. Niou said she could not be certain that the political will to impeach Mr.

Cuomo would remain. Kim has described Mr. Cuomo yelling at him in a private phone call after Mr. Kim said. The New York Times. The following is a transcript of Gov. Good morning. Let me begin by thanking Rita Glavin for that powerful presentation. The attorney general did a report on complaints made against me by certain women for my conduct. The report said I sexually harassed 11 women. That was the headline people heard and saw and reacted to. The reaction was outrage. It should have been. However, it was also false. My lawyers, as you just heard from Rita Glavin, have reviewed the report over the past several days and have already raised serious issues and flaws that should concern all New Yorkers because when there is a bias or a lack of fairness in the justice system, it is a concern for everyone, not just those immediately affected.

The most serious allegations made against me had no credible factual basis in the report. And there is a difference between alleged improper conduct and concluding sexual harassment. And for that I deeply, deeply apologize. I thought a hug and putting my arm around a staff person while taking a picture was friendly, but she found it to be too forward. I kissed a woman on the cheek at a wedding and I thought I was being nice, but she felt that it was too aggressive. I have slipped and called people honey, sweetheart and darling. I meant it to be endearing, but women found it dated and offensive.

But she found it disrespectful. I take full responsibility for my actions. I have been too familiar with people. My sense of humor can be insensitive and off-putting. I do hug and kiss people casually, women and men. I have done it all my life. No excuses. The report did bring to light a matter that I was not aware of and that I would like to address. A female trooper relayed a concern that she found disturbing, and so do I. Please let me provide some context. The lack of diversity on the state police detail was an ongoing disappointment for me.

I was continuously trying to recruit more to diversify. On one occasion, I met two female troopers who were on duty at an event. Both seemed competent and impressive, and I asked the state police to see if they were interested in joining. I often meet people, men and women, and if they show promise, I refer them to be interviewed. The state police handled the interviewing and the hiring, and one of the two troopers eventually joined the detail. We spent a lot of time driving around the state. This female trooper was getting married, and I made some jokes about the negative consequences of married life.

I meant it to be humorous. She was offended, and she was right. The trooper also said that in an elevator I touched her back and when I was walking past her in a doorway I touched her stomach. At public events, troopers will often hold doors open or guard the doorways. When I walk past them, I often will give them a grip of the arm, a pat on face, a touch on the stomach, a slap on the back. I appreciate you, and I thank you.

Of course, usually they are male troopers. I did not mean any sexual connotation. I did not mean any intimacy by it. It was totally thoughtless in the literal sense of the word, but it was also insensitive. It was embarrassing to her, and it was disrespectful. It was a mistake, plain and simple. I have no other words to explain it. I want to personally apologize to her and her family.

I have the greatest respect for her and for the New York State Police. Now, obviously, in a highly political matter like this, there are many agendas and there are many motivations at play. If anyone thought otherwise, they would be naive, and New Yorkers are not naive. But I want to thank the women who came forward with sincere complaints.

I accept full responsibility. Part of being New York tough is being New York smart. New York smart tells us that this situation and moment are not about the facts. This is about politics, and our political system today is too often driven by the extremes. Rashness has replaced reasonableness. Loudness has replaced soundness. Twitter has become the public square for policy debate. There is an intelligent discussion to be had on gender-based actions on generational and cultural behavioral differences on setting higher standards and finding reasonable resolutions.

But the political environment is too hot and it is too reactionary for that now, and it is unfortunate. Now, you know me. I am a fighter, and my instinct is to fight through this controversy because I truly believe it is politically motivated. I believe it is unfair and it is untruthful, and I believe that it demonizes behavior that is unsustainable for society. If I could communicate the facts through the frenzy, New Yorkers would understand. I believe that, but when I took my oath as governor, then it changed. I became a fighter, but I became a fighter for you, and it is your best interests that I must serve. This situation by its current trajectory will generate months of political and legal controversy.

That is what is going to happen. That is how the political wind is blowing. It will consume government. It will cost taxpayers millions of dollars. It will brutalize people. The State Assembly yesterday outlined weeks of process that will then lead to months of litigation, time and money that government should spend managing Covid, guarding against the Delta variant, reopening upstate, fighting gun violence and saving New York City. All that time would be wasted. This is one of the most challenging times for government in a generation. Government really needs to function today. Government needs to perform.

It is a matter of life and death — government operations, and wasting energy on distractions is the last thing that state government should be doing. And I can not be the cause of that. And everything I have ever done has been motivated by that love. And I would never want to be unhelpful in any way. And I think that given the circumstances, the best way I can help now is if I step aside and let government get back to governing. Kathy Hochul, my lieutenant governor, is smart and competent. This transition must be seamless. We have a lot going on. But she can come up to speed quickly. And my resignation will be effective in 14 days. I want to say this: Thank you. Thank you. And be proud. We made New York state the progressive capital of the nation.

No other state government accomplished more to help people. Just think about what we did. We passed marriage equality, creating a new civil right. Legalized love for the L. And we led the nation in economic justice with that reform. We have managed every emergency mother nature could throw at us: fires, floods, hurricanes, super storms and pandemics. We balanced the state budget and we got it done on time, more than any other administration because government should work and perform. Free college tuition for struggling families.

Nobody in the state will be denied their college dreams because of their income. We have built new airports, rail, transit, roads, all across this state, faster and better than ever before, and more than any state in the nation. The most effective green economy program in the nation. We did more for Black and Latino families than any other administration. We did more for working families. We did more for our union brothers and sisters. We did more to battle racism and anti-Semitism. You made this state a better state for the generations that follow, and that is undeniable, inarguable and true, even in these ugly, crazy times.

And let me say this on a personal note. In many ways, I see the world through the eyes of my daughters, Cara, Mariah and Michaela. They are 26 and 26, twins, and And I have lived this experience with and through them. I have sat on the couch with them, hearing the ugly accusations for weeks. I want my three jewels to know this. My greatest goal is for them to have a better future than the generations of women before them. It always has been. We have sexism that is culturalized and institutionalized.

My daughters have more talent and natural gifts than I ever had. I want to make sure that society allows them to fly as high as their wings will carry them. There should be no assumptions, no stereotypes, no limitations. I want them to know from the bottom of my heart that I never did and I never would intentionally disrespect a woman or treat any woman differently than I would want them treated. Your dad made mistakes, and he apologized, and he learned from it. And I know the political process is flawed.

And I understand their cynicism and distrust and disappointment now. Because government is still the best vehicle for making positive social change. The enemy landed in New York State. Covid launched the attack here. It came on planes from Europe, and we had no idea. It was an ambush. And it was up to New Yorkers to fight back. We were on our own, and it was war. Nurses, doctors, essential workers became our front line heroes. Hospitals became the battlegrounds. Trailers carried the bodies of our fallen brothers and sisters. But you refused to give up, and you fought back, and you won, going from the highest infection rate in the nation to one of the lowest. No one thought we could do it. But you did it. You led the nation, and you showed the way forward. You overcame the naysayers and the haters and the fear and the division.

And you unified, and you rose and you overcame. And you saved lives. And that was powerful in its effect. It was beautiful to see. And it was an honor to lead. Please remember that lesson. We can reach higher. Out of many one. That is our founding premise, and our enduring promise. And that is the salvation of this nation that it so desperately needs to hear. Thank you for the honor of serving you. It has been the honor of my lifetime. God bless you.

Zolan Kanno-Youngs. By Patrick McGeehan. Do this as a quick-fire whole-class activity. Students might suggest talking about which companies they come from, how they travelled to the conference, the speakers at the conference, the hotels they are staying in, etc. You could introduce the idea of 'small talk' - things that are easy to talk about, often in order to get to know people better. It might be interesting to ask students if they think that the weather is a worthy subject of conversation in this context! Scanned for Agus Suwanto. With the whole class, elicit the answers.

Play the recording, stopping at convenient points so that students can note the missing words. Put students into groups of four. Get them to imagine that they are sitting round a table in a conference hotel bar or restaurant. Get them to talk to one of the other members of the group one-to-one and then, after a few minutes, get them to change, so they talk to a different person one-to-one. Go round the class to assist if necessary. Monitor the language being used but monitor also the cultural 'appropriateness' of the subjects that students are talking about. Ask some of the students what they found they had in common, if anything, with each of the two people that they spoke to. Praise five or six good language points that you heard. Then work on some language points that need correction or improvement.

However, pay as much attention to issues of cult ural appropriateness as to language - perhaps you heard things that might not have been appropriate at this 'small talk' stage of people getting to know each other. Exercise H a Nancy b Ludmila c James Exercise I David Broadus: has written a lot of books on information systems; a very stimulating speaker; obviously knowledgable about his topic Jerry Chin: expert on management software; shouldn't be missed Task G o Go through the task with the whole class and make sure they understand it. Get each student to choose a role, without saying what it is. It doesn't matter if two students in the same group have the same job- it might end up being one of the things they find they have in common!

Links with those units are clearly shown. You can point out these links to your students. Present simple and present continuous. Students get further practice in the use of these two tenses. This exercise recycles the vocabulary used for taking part in meetings. Students get more practice of the language used to make arrangements over the telephone. I How's your business doing? I 2 What do you do? I What's your job? Have you seen I visited any of the city yet? Did you have any problems I difficulty finding the conference centre? Where are you staying? I Which hotel are you staying at?

What's your room like? Are there any talks you particularly want to go to? I Which speakers are you interested in? Vocabulary: Company structure Students learn key vocabulary used in talking about companies and the ways they are organised. Language review: Noun combinations Students look at this key language feature and develop their knowledge through a variety of exercises. Practice File Language review page Listening: Analysing company organisation Students listen to a management consultant who advises companies on how they should be organised. Resource bank: Speaking page 1 Case study: InStep's relocation Students make a decision about a company considering the relocation of its offices from the capital to a small town.

For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections. But the questions about what motivates people in work are basically the same everywhere. The first question that self-employed people get asked is how they find the self-discipline to work alone and motivate themselves when there is no one telling them what to do. Some companies are also looking for this: job advertisements often talk about the need for recruits to be self-starters. Some organisations like advertising agencies want to find ways of motivating their people to be ever more productive and creative. Employees and their managers in this type of organisation are relatively autonomous - they aren't given exact procedures on how to meet objectives.

You do not want too much creativity when cashiers are counting banknotes! These tend to be organisations with centralised culture s - exact procedures that must be followed are imposed from above. In organisations of all kinds, the tendency is towards relatively flat structures, with only a few levels of hierarchy - this way, the senior management is relatively close to people dealing with clients. The current buzzword is flexibility. This has a number of related meanings.

One type of flexibility has existed for some time in the form of flexitime or flextime, where people can choose when they work, within certain limits. Then there is flexible working with some staff hot-desking, particularly those who are homeworking, teleworking or telecommuting and only need to come into the office occasionally. The number of teleworkers is rising rapidly, thanks partly to the decreasing cost and increasing availability of fast broadband Internet connections and mobile Internet. A third type of flexibility is where employees are recruited on short contracts to work on specific projects, maybe part time. Perhaps the organisation only has a core staff and outsources or contracts out work to external people or companies as and when required.

Some management experts say that this is the future, with self-employment as the norm and portfolio workers who have a number of different clients. Organisation and your students In-work students by definition work in organisations. You obviously have to be tactful when you ask your students what type of organisation it is in terms of creativity, following procedures, etc. You can ask pre-work students to look at their institution in similar terms: how much student autonomy is there?

Is creativity encouraged? How much time are students expected to spend on the premises? Ask them also what sort of organisation they would like to work for - one where creativity is encouraged or one where there are well-established procedures. Read on D. Students learn key vocabulary used in talking about companies and the ways they are organised. Ask them to brainstorm as many different examples of types not just size of organisation that they can think of. A subsidiary is a company that is owned in whole or in part by another company, the parent company. Get students to discuss and do the matching exercise.

The idea is to make students aware of the variety of organisations that exist. Go through the overview section at the beginning of the unit, pointing out the sections that students will be looking at. Explain constructive if necessary and ask students if they can think of any examples of constructive conflict they have known. Stop during and after each comment at appropriate points to allow students time to write down what they hear. Play the recording once more if necessary. Students may suggest these things and others. If students come from more than one organisation, compare and contrast them.

Get students to discuss and allocate scores. Again, be tactful about the status symbols in their organisations. Get students to suggest answers, again as a quick-fire whole-class activity. Get students to read the first paragraph. Explain, if necessary, that 15 pounds is about 7 kilos. Get students to answer the question. Ask students about an organisation they know for example, their company or institution. How is it organised? What departments does it have? Explain any difficulties, but don't give the answers away.

Play the recording again. Stop after each speaker and get students to say which department the speaker works in. Get students to read the rest of the article in pairs. With the whole class, go over expressions that have caused particular difficulty. Then get students to suggest answers. Get individual students to repeat the words. I 4 caring- a! The ostensible answers as to good and bad qualities are given above, but your students may point out that the answer is sometimes It depends.

For example, most of us prefer our banks to be reasonably conservative, for example by not lending to people who can't repay, discouraging new-fangled practices in counting cash, etc. Invite students to add any other words which describe organisations they know. Learning and development programme With the whole class, get students to call out the answers. One hundred per cent of Go ogle Italy workers thought it was a friendly place to work. There is no mention of the qualifications needed to work there.

With the whole class, get students to look at the items in the context of the article. Work on pronunciation and stress, e. Get students to call out the answers. Scanned for Agus Suwanto : ;: Get students to discuss the questions in pairs. After a few minutes, get pairs to report on their findings and discuss with the whole class. Be tactful. For question 2, most students will probably say not, if only for cost reasons. It is important to get students to say why each approach would or wouldn't work. Work on any remaining difficulties of vocabulary or pronunciation. Go through the information in the panel and bring students' attention to the information on page in the grammar reference section. Tell students to look at this for homework.

Get students to call out the answers to the matching exercise. Get different groups of pairs to work on the four different compound types: allocate a type to each pair. With the whole class, ask students for answers. Get students to call out the most likely combinations in Exercise B. Tell them that there are no rules - the best thing is to learn each combination as a whole. For Exercise C, write up the answers on the board, clearly pointing out the absence of plural -s. Exercise B l b 2a 3a 4c Put students into pairs. Explain the task then go round the room helping where necessary. Check the answers with the whole class. For example, Is a business idea useful by itself? Tell them that in some cases, they will need to use the plural form of the compound - make sure they get these right.

Do the others in a similar way. When you think students have got the idea, tell them to do the activity in pairs. Go round the room and help. In this exercise, students may need quite a lot of assistance, as thinking up sentences from scratch is difficult. With the whole class, get students from different pairs to call out possible answers and write the best two or three on the board. Listening: Analysing company organisation Students listen to a management consultant who advises companies on how they should be organised. UNIT 4 a Tell students that they are going to hear a management consultant talk about the advice that he gives to companies on how to change, and get them to read the questions Play the recording two or three times.

Skills: Socialising: introductions and networking Students look at the language of networking and have the chance to apply it themselves. At this point, if you have experienced managers in your class, ask them if they agree with what the consultant has just said in relation to how decisions are taken in their own organisation s. Treat this tactfully, of course. For homework and if appropriate, you could ask students to look at the website mentioned: www. Don't forget to follow up on this in the next lesson if you ask them to do it. If there is time and interest, put students into pairs and get them to discuss this question. Otherwise do as a quick-fire whole-class activity.

The important thing is to get students to give their reasons. Treat responses tactfully, as there may be some strong feelings about this. Play the second conversation again and elicit the answers. Play the recording with the whole class and ask students to call out the answers. Tell students they are going to look at some of the language associated with networking and socialising. This is a very frequent student request, so you should have no trouble 'selling' it to them.

Get students to call out the answers and then explain any difficulties, for example outsourcing - when a company buys in supplies of goods or services that it previously produced in-house. Play the recording once or twice and get individual students to answer the questions. Write the answers on the board, with students telling you exactly what to write. She speaks fluent Spanish, so could help him deal with South American customers. Student B is attending with a junior colleague Student A. Student D is attending the conference for the first time and doesn't know anyone.

When groups are ready, get them to begin the role play. At this point, students remain seated. Go round and monitor language, noting strong points and those that need improvement, especially in relation to networking language. Mention some of the good points in the language you heard and work on half a dozen points that need improvement. Get one or two groups to repeat their 'performances', this time standing up in front of the class as if they were really at a conference. Go through the expressions in the Useful language box, telling students that you will 'test' them orally on it in the next lesson.

Don't forget to do this next time. Get students to read through the background silently. Students listen to the recording once or twice, noting key points. Then, in pairs, get them to compare notes with their partner. Tell the Student As that they will be chairing the meeting, a noting the views of the different participants, b giving their own views, c asking participants to make a recommendation, and d noting down what it is. They should ensure that everyone participates by inviting their contributions where necessary. Ask the chair of each group to report on what happened in their group and the recommendation that they made. Obviously Students B and C, as managers of the Paris subsidiary, already know each other. Praise some o f the good language points that you heard and work on half a dozen others that need improvement, getting individual students to say the correct thing.

Encourage students to talk about their own experiences of life and work in bigger and smaller places, being tactful, as ever. Bring the class to order, praise good points and point out language that still needs work, getting individual students to say the right thing. Make sure that the Student As are including everyone in the discussion. Get the student to look at and express in their own words the information in the message from the Vice-President.

Then choose the role of the Vice-President and one other-your student should then take the role of the VP and you take the other for the initial social English session and then the main decision-making discussion. After the activity, underline some of the key discussion language that you chose to use and some that your student used correctly and work on five or six points from what they said that need improving.

If there is time and interest, do the role play again. Monitor and correct as above. Writing Get your students to write an e-mail summarising the discussion and making a recommendation about the relocation. Vocabulary: Advertising media and methods Students look at some advertising-related vocabulary and use it in context. Practice File Vocabulary page 20 Reading: A new kind of campaign Students read about an attention-grabbing advertising technique. Text bank pages 13Q listening: How advertising works An advertising executive talks about what is involved in preparing a campaign and gives a n example of a memorable campaign.

Resource bank: listening page Language review: Articles Students look at the places where articles are used and, just as important, where they are not. Resource bank: Speaking page Case study: Alpha Advertising Students prepare and deliver presentations on d ifferent advertising campaigns. Shared references feed into it, and it in turn feeds into daily life: advertising catchphrases turn up in TV comedy sketches and everyday conversation. And we become 'ironic' about advertising, perhaps to show that we think are able to resist it. TV advertising is still glamorous, even if its heyday is over, what with the proliferation of channels and the saturation of the markets at least in advanced economies of the consumer goods it normally promotes.

But the other media are not to be ignored - radio, cinema and the press - while hoardings BrE or billboards Am E are an integral part of the urban landscape. All these will be around for some time. Internet advertising expenditure is on the increase. Some people find banner and pop-up advertisements have become a major source of irritation, but others find them a useful source of information. Debate about the relationship between Internet advertising and search engines such as Google is intensifying.

Advertising can be continued by other means, such as sponsorship of particular events or product placement in films. This is where the product's makers negotiate for their products to appear and be used by the film's characters. A related phenomenon is product endorsement, where a celebrity is used in advertising a particular product. This can be dangerous if, for whatever reason, the celebrity falls from favour. Some very creative minds come up with seductive combinations of sound, image and words, but tests show that we often don't remember the brand being advertised. Quantifying the effect of advertising is very difficult, and there has been a backlash against it in favour of other, supposedly more targeted, forms of communication.

This usually means direct marketing, otherwise known as direct mail, but, as those living in apartments who receive mailshots for gardening products know, the targeting can still be ludicrously imprecise. Advertising agencies may offer to run direct-mail campaigns, but what they are best at is creating advertising campaigns. When a client becomes dissatisfied and the agency loses the account, this is major news in the advertising industry and means a big loss of revenue and self-esteem for the agency.

Agencies develop a creative brief for clients, with proposals on the ideas to be used in the campaign. One key problem is reaching the right target audience for example, young women between 28 and 30 , so the selection of media the right TV channels, magazines, etc. And the advertising must fit into the company's overall marketing strategy - its plans on how it will compete and succeed in particular markets.

All these activities, all this expenditure. But the ultimate in advertising is word of mouth: friends and colleagues are often our most reliable sources of information. This form of advertising is usually free. All the advertiser can do is hope that it is positive. Advertising and your students Pre-work and in-work students should have no trouble relating to advertising, as its willing or unwilling consumers! They will also be able to talk about the place of advertising in their industry or one they would like to work in. Work on increasing students' vocabulary with words such as striking, powerful, colourful, etc.

Don't let them just say that the advertisements are good or bad. This will also help them when they come to Exercise G in the next section. Then underline the stressed syllables. Longman Dictionary of Contemporary English or a bilingual one to find out about these words and then tell the class about them. You could give each student or pair one or two words.

However, don't anticipate the Vocabulary section of the Course Book too much. For example, they should discover that commercial is a noun used to talk about ads on TV and radio and also that it is an adjective relating to commerce, etc. This will help them with the basic vocabulary of advertising and also help them distinguish words e. Get students to call out other possibilities - e. Get them to go through the expressions in the list, assigning the labels, perhaps using a monolingual or bilingual dictionary.

Tell them to leave any that they don't understand. Explain any difficulties and work on pronunciation and stress where necessary, e. Bern bach was behind the 'We try harder' campaign for Avis car rental and 'Think small' for VW - the latter of which students will see mentioned later in the unit in Language review Exercise C - among many others. Bernbach was active in the heyday of American advertising in the s. You could ask students if they have seen Mad Men, a fictional TV series that recreates that era. Be tactful to both those with an arts background and those with a scientific education!

G o round the room and help where necessary. Exercise B 1 To tackle the problem of viewers tuning out of traditional television advertising. Exercise D 2 Because it was a live event. Work on any remaining difficulties of meaning or pronunciation. Do Exercise F as whole-class discussion, getting students to use advertising-related vocabulary correctly. Refer back to the words you encouraged students to use in the Starting up section. Work on stress, e. Put students into pairs again. Allocate three or four discussion points to each pair. Get members of each pair to report on their findings. Exercise E 1 free samples 2 slogans 3 endorsement Exercise D 1e Reading: A new kind of campaign Students read about an attention-grabbing advertising technique.

Get students to look through the three possible headlines. Work on the reasons for this. Go round the class to monitor language and ideas. Don't explain every unfamiliar word at this point - get students to focus on the answers to the key questions. Ensure that students correctly pronounce words like brief and creative when giving the answers. An advertising executive talks about what makes a good campaign and how to plan one and gives an example of a recent successful campaign.

Get students to read the question and then play the recording once or twice. Obviously they will already have some ideas about the answers but, in any case, prepare them by telling them they will hear three main reasons, with three examples of the last reason. If they haven't noticed it already, point out the link between viral and virus, so that they understand better the idea of something that spreads spontaneously. First ask students if they know the Ronaldinho cam paign and what they think of it. Then get them to talk about other campaigns. Alternatively, get them to find some viral campaigns on YouTube and report on them in the next lesson.

Play the recording a couple of times, stopping at key points, explaining any difficulties and then, with the whole class, get students to identify the reasons and examples one by one. Language review: Articles Students look at the places where articles are used and, just as important, where they are not. G Get students to look through the commentary and the examples in the panel. Remind them about the Grammar reference section at the end of the book and get them to look at it for homework.

G Depending on the level of the class, you could give some of this extra information, but don't confuse students. But we do use the article in names of countries and regions where there is -lands in the name: the Netherlands, the Midlands, the Lowlands, the Highlands Explain the tasks and get students to work on them in pairs. For j like Unilever and Diageo, Cad bury has benefited from i the free 'viral' distribution of its advertising on the i Internet as consumers e-mail, post and create spoof versions of the gorilla campaign. Skills: Starting and structuring presentations Exercise B Students look at the language and techniques used for starting and structuring presentations and use the techniques themselves in context.

Knowledge of the advertising code of practice is vital to those wishing to work in the advertising industry. Ask them to call out suggestions. Play the recording and get students to say which is more formal and which less, and ask for the one that they prefer. You might get some interesting discussion about different cultural expectations of presentations. Be tactful as ever, of course. Good to see you all. I'll start with the background j to the campaign, move on to the media we plan to use, and finish with the storyboard for the commercial. I f there's anything you're not clear about, feel free to stop me and ask any questions.

So, to sum up, then; the key points again. Get them to say what the function of each of the missing expressions is. I Exercise F I 1. Go round the class and help where necessary. Get them to practise their presentation opening with each other. Get members of the pairs to give 'examples' of each type of opening for the whole class. Correct any key m istakes that are cropping up generally. Then play the recording again and get them to give other examples of sequencers.

Exercise G I !. If there are a lot of students in the class, you could get one member of each pair to work on the first half and the other the second half of each presentation, so that everyone has to give at least half of a presentation. G Bring the class to order and work on any remaining difficulties, especially in relation to signalling language. Allocate one of the three presentation situations to each pair. Don't let them choose, as this wastes time. Remind them about the importance not just of greeting the audience, but of signalling structure as well. My name's Marc Hayward. Firstly, 1 I'll give you the background. Secondly, I'll discuss j the media we plan to use.

Finally, I'll talk you through j the storyboard. It e With the whole class, go through the answers, explaining any difficulties. UNIT The presentations are assessed in terms of the campaigns t hey describe and the presentation skills and language they use. Go through the key questions that each team will have to look at when preparing their campaign and explain any difficulties. Explain that they will be presenting their campaigns to the managements of the companies concerned the other students. Tell students not to work on the text, script, etc. If available, hand out overhead transparencies and pens so that students can prepare transparencies that they will use to explain their campaign to their clients. You could get them to do this for homework.

For students in an educational institution with appropriate facilities, you could even get them to do actual recordings for TV commercials and radio spots and bring them to the next lesson. Of course, this will depend on levels of interest, time available, etc. With the whole class, discuss the following: Songs are often used in advertising to help reinforce the message and to fix the image of the product in the mind of the consumer. For example, Nike used the Beatles song Revolution in an advertisement. Match the following songs to the most appropriate type of company.

Get all the students to look through the points on the assessment sheet - the two managers should concentrate on the campaign concept points and the two members of the creative team should look at the presentation points. It would be good if each member of the group can present a different part of the campaign. When the presenting group has finished its presentation, ask the other groups to confer among themselves and award points on the campaign concept and the presentation skills. Deal with the latter especially tactfully.

Try to balance any negative comments that students make by positive comments of your own or from others. Avoid students giving language feedback under the 'Accuracy' head i n g - that's your job. Writing 0 Get your students to write a summary of 20Q words of their campaigns. Point out that it's a discussion document, so it should be clearly structured with key points, like the presentations that they gave. Startingup Students think about and discuss their own attitudes to money. Vocabulary: Financial terms Students look at and learn some key financial expressions and see how they are used in context. Practice File Vocabulary pages Lesson 2 Listening: Managing investments Students listen to an investment manager talking about investment strategy. Resource bank: Listening page 1 93 Reading: An inspirational story Students read about a particularly gifted financial trader at an investment bank.

Language review: Describing trends Students develop their knowledge of and a bili ty to use the language to talk about trends and changes. Lesson 4 Each case study is about 2 hours. Resource bank: Speaking page Case study: Makeyourpitch Businesspeople appear on a business TV programme looking for entrepreneurs with attractive products in which to invest. One of the main features of globalisation is that capital can flow freely to and from almost everywhere. People are always looking to place money where it will be most profitable and earn the greatest return on investment. As an individual, you can put your money o n deposit in a bank and you will get interest.

Your money is lent out to people, businesses and governments who need it to finance their own projects, and the bank will make its money on the difference between what it pays out in interest on deposits and what it gets in interest from loans. Or you could buy some shares and share in the profitability of your chosen company. In good times, the dividends will be more than what you would get from bonds. I n addition, the shares themselves will increase i n value, giving you a capital gain if you sell them.

But if the company runs into trouble and goes bankrupt, you will be among the last to be paid back and you may get only part of what you put in or you may lose all your money. This is the trade-off between risk and return. The higher the risk of your investment not being repaid, the more you will want it to pay back in return on investment. Investors use the world's financial markets to channel money into profitable investment activities and projects.

Borrowers, such as companies and governments, use them to find capital on the best terms. Most investors are not private individuals but institutions like banks, insurance companies, mutual funds unit trusts in Britain and pension funds, who are, of course, investing the money of private individuals indirectly. The markets they invest in include the money and currency markets, stock markets for shares also known as equities , commodities markets for anything from gold to pork bellies used for making bacon , and property buildings and land. There are also markets for futures in currencies, equities, bonds and commodities: a future is a fixed-price contract to buy a certain amount of something for delivery at a fixed future date.

There are markets for options in currencies, equities and bonds. Here, an investor buys the right to buy or sell a certain amount of these things at a certain price on a particular date in the future. This is a form of betting on how prices will move. Options and futures are types of derivatives. It was with derivatives that the credit crunch of began. Loans to borrowers in the US housing market were resold or securitised by the banks who made the original loans: interest payments on the loans were used to pay investors who were buying the related derivatives. But sub-prime borrowers were unable to repay the original loans, and this led to the collapse of a large number of banks and other financial institutions, with governments having to bail out rescue and assist many of the remaining banks.

Following their traumatic experience, many banks are very reluctant to start lending again, leading to dire consequences for economic activity. Money and your students Following the credit crunch and its aftermath of the last few years, your students may have strong views on the financial system and the social usefulness or otherwise of some of its activities, for example derivatives trading. As ever, discuss tactfully, especially if your students work in the financial sector. Give one or two answers, e. Get students to suggest different places and work towards the idea of investment, e.

You can put your money in a company by buying its shares. Correct any mispronunciation of debt. With the whole class, go through the answers. Explain any difficulties, e. Ensure that individual students don't just give their own answers. Don't be surprised by differing cultural attitudes, for example towards giving to charity and tax evasion teach this expression. Be tactful as ever. Vocabulary: Financial terms Students look at and learn some key financial expressions, see how they are used in context and apply them themselves.

G o round the room and help students, where necessary, to complete the text. Don't play the recording yet. Ask students if they agree with the quote. Ask why or why not. Explain that turnover is British English. Americans talk about sales. II Do as a quick-fire whole-class activity, getting students to call out the answers. Get them to discuss the different points. Monitor the financial terms that they use. Compare the answers from different groups. Students read about a particularly gifted financial trader at Goldman Sachs. They might talk about money and the return that his clients are looking for.

G Play the recording once or twice. Explain any difficulties, without giving away the answers, of course. You may have to play the recording more than twice as there is a lot of information for them to absorb. I 10 absolute return 9 hedge 4. Again, help with any difficult expressions without giving away the answers. G Explain what students have to do: fi nd the vocabulary matching the definitions. I1 I2 Get students to call out the answers. Point out that it is the adjective linked to volatility see Exercise D. Bring the class to order and get them to give the answers to complete the profile. Put students into pairs and tell them that they have to find the information to complete the profile.

Get students to look through the chart, but don't say too much about the expressions in the left column as they will be explained in the recording. Get students to look at the headline and find the two expressions. MONEY Put students into threes and get them to discuss the different industries in relation to recessions, making sure they understand that they will have to give their reasons. For example, food might be less volatile than cars, as people always have to eat but they can put off buying a new car if necessary. With in-work groups, people working in different industries should have a lot to say about how their companies do in recessions!

Unemployment rose. The finance minister o raised taxes. Whole-class activity. Get students to call out noun equivalents and write them up on the board. Point out that the Financial Times website www. Don't forget in the next lesson to ask students what they found if you ask them to do this task. Explain soar if necessary. Remind them about the further information in the Grammar reference section, which they can look at for homework. Get students to do the exercise individually. Go round the room and help where necessary with difficult words, e. There has been an increase in. With the whole class, ask three or four students for their sentences and write some of them on the board. Go through the examples in the Useful language box.

You could also point out that the year is two thousand twelve in American English. With decimals, the important thing to remember is to say the figures i ndividually, i. Teach roughly, about and approximately, nearly and almost. Give the example: 3, is roughly three and a half thousand. Write this up on the board. Get individual students to talk about the other bigger numbers in the box in the same way. I , - roughly , 1 1,, - about 1. Go round the room and help where necessary with any difficulties. Work on problems that were causing particular difficulty. Play the recording, stopping at key points, and get students to repeat the numbers, concentrating on their pronunciation.

Don't write up all the answers on the board, as this would be very tedious. Make sure the Student As turn to the correct page and also ensure that everyone understands that Student A is looking at the correct version of the article and Student B is looking at a version with errors in some of the figures. II hundred and eighty-five. Only eight blue-chip stocks managed to make gains. Shares in the medical devices group rose 2.

On the other hand British Airways, down 5. This was because of worries about increasing fuel prices. Ask them if they have a similar TV programme in their own country. BNT, Make your pitch Based in us Concept Entrepreneurs present new products or services and wealthy businesspeople choose which ones to invest in. Money available in return for An equity stake in the business Divide the class into fours again. Allocate two products or services to each group. Explain that they will take turns in being tycoons and entrepreneurs. Two students will present one of the products to the other two, the tycoons. Then they reverse roles and the latter pair of students will present one of the other products to the former pair. Make sure everyone understands which pages to turn to.

Underline the instruction that the pitches should be relatively short one to two minutes rather than full-length product presentations. Go round the room and monitor the language being used, both examples of correct usage and points that need correcting. Get students to vote for each one. The correct statements are: 1, 2, 3. Get students to discuss them in groups of four and report back to the whole class. Encourage students to give their personal reasons as to whether they would invest or not. Again, ask students to justify their reasoning, e. As either investors or entrepreneurs, students look at various projects, present or analyse each one and decide how to allocate their investment money.

Present one of the products to your student the tycoon. Then reverse roles, with your student presenting another of the products to you. After the activity, underline some of the language that you chose to use and some that your student used correctly and work on five or six points from what they said that need im proving. C You can also refer to the Case study commentary section of the DVD-ROM, where students can watch an interview with a consultant discussing the key issues raised by the case study. Explain any difficulties, such as the meaning and pronunciation of hierarchical, and then play the recording once or twice.

For question 4, discuss how students would define 'success' for each type of meeting. Then bring the class to order and get students to talk about the importance of the different things in relation to different types of meeting they go to. There will, for example, be very different answers depending on whether meetings are internal to an organisation or with outsiders such as clients or suppliers. Then get them to look at the five different experiences in pairs. Go round the class and assist where necessary with the vocabulary in the texts that they might find challenging.

Bring the class to order and get students to discuss their 'findings' with the whole class. Students may identify particular situations with particular countries, but be tactful when dealing with this. Get students to look at the questions and then listen to the recording. Discuss the importance of these issues with the whole class. The answer may often be It depends Task Go through the task with the whole class and make sure they understand it.

G Put students into groups of four and appoint one member of each group as its chair. Get them to work on the task and produce their list of tips. Monitor the language being used, but monitor also the cultural attitudes to the subjects that students are talking about. Ask a spokesperson for each group to move to the next group and to say what they put in their list. Bring the class to order again and praise five or six good language points that you heard. However, pay as much attention to cultural issues, pointing out some of the cultural differences that have emerged if the class is multinational or asking them what they think some of the differences might be between people from different cultures if the class is monocultural. Treat tactfully, as ever.

Get students to look through the expressions and see if they can remember what goes in the gaps. If necessary, play the recording again, stopping at convenient points so that students can write the missing words. Get students to give their answers and write up correct answers on one side of the board. A majority of Swedes seem content with the prohibitions they believe help keep their country one of the safest on Earth. As Sweden is an extremely child-focused society, much of the paternalistic protection is directed towards children. For example, all television advertising aimed at children under the age of 1 2 - from junk food to toys t o video games - has been banned on terrestrial channels before 9 p.

Although it has many admirers, the ban is not entirely successful because the satellite television stations that broadcast from outside Sweden are free to target children as much as they like. Despite this, health professionals say the relatively low incidence of children's advertising has been!! Noun combinations Students work further on typical collocations in the area of organisations. Money Vocabulary Students practise words and expressions related to money. Startingup Students are encouraged to think about cultural issues and their relevance to business. Listening: Cultural d ifferences Students listen to the Marketing Director at an international cultural training centre in the U K. Voca b u lary: Idioms Students look at some common idioms and use them in context.

Lesson 2 Reading: Culture shock Students read about how an international bank works to ease cultural misunderstandings between its staff from different countries. Language review: Advice, obligation and necessity Students look at some modal and other verbs and use them in the context of intercultural advice. Case study: Business culture briefing A group of managers is attending an informal briefing about the business culture of a country where they will soon be doing business. Students give advice on the cultural issues that may arise. Culture is, in the famous phrase, the way we do things around here.

The 'here' in question may be a country, a region, a social class, a company, a university. Clearly, we each live in a set of cultures and subcultures that interlock in complex ways and, to make a generalisation, one of the most dangerous things is to generalise about them. Stereotypes are, of course, to be handled with caution. The stereotype may represent the middle of a range o f differing behaviours, it may be at one extreme or it may just not be true. And there may be more variety in behaviour within a culture than between one culture and another. A few years' working in one of the two places will make it seem more apparent, a s one gets 'involved' in one of the cultures.

Here are some intercultural issues intercultural is nowadays often preferred to cross-cultural , areas where there are variations i n behaviour across different cultures. Does it play a role in business life? Do businesspeople invite colleagues and contacts to their homes, or is everything done in the office and restaurants? Do meetings start on time? Is the summer break sacrosanct? Cultures and your students Language trainers and teachers, like their students, are often fascinated by intercultural issues. Obviously, culture has to be discussed tactfully, bearing in mind that we are not judging whether other ways of doing things are right or wrong, but we should be aware of the differences and not see our own culture as the 'normal' one.

However, language issues are equally important: for example, getting students to greet people in a n appropriate way, with the correct intonation. Situations such as this require very formulaic language, and one thing wrong or out of place can destroy the whole effect and may lead to 'cultural' misunderstandings e. One of our jobs is to teach and practise the formulae, the language blocks, for these situations. Of course, this can be done in simulation activities where awareness of cultural issues also has its place. Longman Dictionary of Contemporary English, at the word culture.

What does it say about the word, as a countable noun and an uncountable noun? How would students translate each sense of 'culture' into their own language? It's probably a good idea not to praise or criticise any particular country's way of doing things. You could give examples of what you miss about your culture when you go abroad. Only on seeing someone for the first time or after a long time? Bowing: How far should Westerners be expected to follow the rules in cultures such as Japan? Being formal or informal: I n dress, language and behaviour, do you err on the safe side teach this expression , or is there a risk of appearing stuffy in some places?

Humour: Is this best avoided altogether? Eye contact: Is keeping eye contact for about half the time a good guide? Or might this be too much, or not enough, in some cultures? IJ IJ 0 z z Socialising with contacts: Do people invite business guests to their homes, or is everything done in restaurants? If so, is lunch or dinner the key meal? Exchanging business cards: The etiquette is very important in some places. In Asia, hand over with both hands and do not write anything on cards you give or receive. Point out the difference in meaning between the uncountable noun culture in general and the countable one used to talk about particular cultures. Go through the overview panel at the beginning of the unit, pointing out the sections that students will be looking at.

Or is it considered to be time-wasting? Accepting interruption: When someone is speaking, are interruptions rude? In some places, there can be quite long pauses before the next speaker begins. Giving presents: When and what should you give? When should you open presents? Being direct saying exactly what you think : People in some countries may pride themselves on this, but is it always appropriate, or even possible, with 'normal' social relations? Using first names: In general, is this something to avoid unless invited to use them? Then play the recording once or twice, explaining any difficulties, and elicit the answers.

Have a class discussion about the issues. As ever, be tactful. Praise good language points you heard and work on half a dozen, preferably related to culture, that have been causing difficulties. Point out that idioms can mystify non-native speakers.

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