я Look at the advert with the class and read out the four kinds of work being offered. Students choose one of the jobs and think about why they are interested in this type of work and what they have done that is relevant to the work.
■ Students write their CV under the headings given in the CV for Maureen and make notes about their experience, skills and interests. Tell students they can invent information about themselves if they wish. Monitor and point out any language errors for students to correct.
я Advise students to refer to Maureen's letter as they make their own notes about why they want the job, their personal qualities and why they would be good at it. Refer students to the Useful Vocabulary section in Writing Help 8 on page 143.
я Look at the Layout section in Writing Help 8 with the class. Students use their notes and CV to write their letter. Monitor and point out any language errors for students to correct. Students refer to the section on Checking in Writing Help 8.
я In groups, students read each other's CVs and letters and decide, giving reasons, if they would select the other group members for the jobs. Monitor but do not interrupt students' fluency.
■ The groups roleplay one or two interviews. The interviewers refer to the information in the CVs and letters of the candidates to guide their questioning in the interviews. At the end of each roleplay, the interviewers tell each candidate if they have got the job (and give reasons if they haven't).
Before you start
■ Read through the questions with the class and check thr students understand the vocabulary.
■ In pairs, students try to guess the answers.
- bio Programme isarose2
m :-.jdents listen to the radio programme and check their
x «esses. If necessary, play the recording twice. ■ pairs tell the class how many correct guesses they tad.
I a. e 2 c, d 3 a, b 4 c, e 5e 6d
■ Give students practice in listening for specific information. Write various topics on the board. Play the recording for students to listen for information about the topics, e.g.:
1 What sort of cities were studied? (business and financial centres)
2 Wages of factory workers? (higher than hotel workers and manual workers in agriculture and construction)
3 Wages of younger women? (closer to being equal to men)
Before you start
■ Read through the Strategies with the class. Ask students if the same Strategies apply to discussions in their own language too.
■ Give students time to look back at the Function Files in Lessons 7, 15, 16 and 27 and to list some of the expressions. Students can then work in pairs or small groups, comparing their lists and practising saying the expressions.
Discussion Stage I
■ Read aloud the instructions, and the list of jobs and points to think about. Students work individually, choosing two jobs which they think should be the best paid and the lowest paid and making notes of their reasons.
■ Students work in pairs, using the Strategies to discuss their opinions and to agree or disagree with their partner. Each pair of students should try to agree on two best-paid and two low-paid jobs. Monitor but do not interrupt students' fluency. Make a note of any general problems to go over with the class afterwards.
ш In turn, each pair tells the class their conclusions and gives reasons. The class can see if there is any general agreement about which jobs should be the best-paid and which the low-paid.
«/ Exercise 3
■ Give students time to read through the sentences. Then play the recording two or three times if necessary for students to complete the sentences.
■ Check students' answers by asking individuals to read aloud the sentences.
1 apartments 2 half 3 twelve 4 lawyers, teachers 5 13, 25 6 two-thirds
|Reported Verb Patterns|
Language Problem Solving 8
This Language Problem Solving deals with reporting verbs, their meanings and patterns. Students should be referred to the Mini-dictionary as well as the Mini- grammar (see 'verbs used for reporting') to check the patterns and meanings of the verbs. Note the structure used with the verbs deny and regret: She denied/regretted having done it.
■ Ask students to look at the picture and give examples of what stuntmen and women do in films.
■ Students read the text silently and then complete the expressions with say or tell.
я Check students' answers and write the patterns on the board. Ask students to read aloud the complete sentences from the text. Point out that if we say who we are talking to, we use tell, e.g. tell the press/his agent/them.
1 say 2 tell 3 tell
■ Advise students to read through the text quickly for general understanding before they start completing the gaps. Students do the exercise working individually.
■ Check students' answers by asking individuals to read aloud the sentences. After checking answers, ask students what they think Mary did when the director mistook her for a stuntwoman.
1 told 2 said 3 said 4 told 5 said 6 said 7 told
■ Read aloud the instructions and look at the table with the class. Tell students to use the Mini-dictionary to help them and to check if any of the verbs fit more than one box in the table.
■ Students do the exercise working individually or in pairs.
■ Write the verb patterns on the board. Add the verbs to the patterns on the board as you check students' answers. When checking students' answers, you may like to point out that a sentence such as He claimed that he knew nothing about it often implies that the speaker/ writer doubts the truth of this.
... (that) + sentence: announced, admitted, complained, claimed
... (not) to do something: agreed, refused, promised someone (not) to do something: advised, begged, asked, ordered
... doing something: denied, regretted Exercise 4
■ Read aloud the instruction and the first answer, together with the first sentence of the text in Exercise 3. Do the next one or two answers with the class and write the original words on the board.
■ Students complete the exercise working individually and referring to the table of verb tense changes in Lesson 30 on page 97 if they wish.
■ Check students' answers by asking individuals to read aloud the original words.
I'm going to retire. I love my job but some of the stunts are getting too dangerous to perform. I'm not talking/going to talk about my private life. I haven't bought a small island on the Pacific. I regret rejecting an offer to perform stunts for Clint Eastwood. I advise all young stuntmen and women to avoid taking unnecessary risks. I beg directors not to put/Directors, please don't put stunt people's lives at risk. Could you tell us about your plans for the future? I'm going to help my fellow stuntmen who can't work any more. I promise/I'm going to set up a foundation whose main aim will be to help handicapped actors and stunt people. I have already ordered my bank to transfer $50,000 to the foundation's account.
■ Do the first two sentences with the class.
■ Students complete the exercise working individually. Students can compare answers in pairs before checking answers as a class.
■ Check answers by asking individuals to read aloud each pair of sentences.
1 to let them/us take photos of his family 2 having ever worked in a sci-fi production 3 them/us not to ask him about his private life 4 that they hadn't used him for the latest James Bond film 5 that he hadn't gone/not having gone to an actors' school 6 to choose their parts very carefully 7 to take part in one more film 8 us/them to write something about his many disabled colleagues 9 that he had been injured many times
■ Ask two students to read aloud the conversation.
■ Students then report the conversation using the verbs in brackets.
Mother warned Sylvia that it was a dangerous job. Sylvia admitted that it was dangerous but explained that she loved risk and excitement. Her mother begged her to think about it again and advised her to look for a job at a bank. Sylvia refused to sit behind a desk for nine hours a day. Her mother complained that Sylvia always had to be different.
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