1. Unit 2 A Flat World

2.  Objectives Objectives  FocusFocus  Warming up Warming up  7.1 Asking people to do things 7.1 Asking people to do things  7.2 Talking about stress 7.2 Talking about stress  7.3 Giving advice 7.3 Giving advice  Sum-up Sum-up  Assignment Assignment

3. Objectives When the learners finish learning this unit, they should be able to  make and respond to request  express obligation  give advice Content

4. Focus  Dealing with problems that arise in work.  Talking about stress in work. Content

5. Warming up  Q1: Would you please open the window for me?  Q2: Could you make a cup of coffee?  Q3: If you are a secretary, what would you do in your daily life? Content

6. 7.1 Asking people to do things A Reading  1. Discuss what a manager usually does. Review and extend some of the vocabulary introduced in the previous unit. Content

7.  2. Look at the pre-reading task and tick the things they think a manager usually does. Content

8.  3.Read the article and answer the pre- reading questions. Content

9.  4. Reread the article and answer the questions, and correct the statements which are false. Go on a computer course is take a computer course in American English. Content

10. Suggested answers:  1) F (they spend 25% of their time on managing),  2) F (‘computer systems cannot do the work of secretaries’),  3) F (29%),  4) F (39%),  5) T Content

11. 5. Answer the questions:  Q1: Is this a good use of a manager’s time?  Q2: What changes can you suggest?  Q3: What else does a manager do? Content

12. B Presentation and language focus  This exercise presents the language for making and responding to requests. Learners have met some of these before in telephoning. E.g. Could you spell that? Could you put me through to …? etc. Content

13. C Speaking  1. Go through the examples in the language box with learners. Play the recording again to let learners hear some of the examples again in context. In pairs, learners practice few examples of possible requests and responses. Have one or two pairs demonstrate for the class just to check that everyone is clear what to do. Content

14.  2. Divide the class into groups (A and B) and ask learners to look at their respective Files (File 22 on page 116 of the Learner's Book and File 23 on page 118) ． Each learner has a number of requests to make to a partner, who should respond according to whether the request is reasonable or not. With weaker learners, let them prepare their requests in pairs. Content

15.  3. Re-group learners to perform the task. Content

16. D Listening  1. Check learners understand the information in the E-mails by asking simple comprehension questions, e.g. Where should the brochures be sent? When does Ms Axelsson need the room? How many pieces does the factory need? Content

17.  2. Play the first recording and ask learners to underline any information which is different. Content 1 2 3

18.  3. Play the recording again and get learners correct the information. Let them compare their answers with a partner before discussing their answers. Content

19.  4. Proceed in the same way with the other E-mails. Content

20. Suggested answers: 1 114 Canal Street, Meriden, CT06450 2... single room with bath from 21 to 23 July. 3 500 pieces Content

21. 7.2 Talking about stress A Reading  1. Check that learners understand what stress is. Ask them what sorts of things cause them stressed in their lives. Content

22.  2. Learners do the questionnaire individually and add up their scores. Let them compare their answers with a partner before going on to the listening. Content

23. B Listening  1. Play the recording. Learners circle the answers and add up the score. Content

24. Suggested answers:  l)a ＝ 1 point  2) a ＝ 1 point  3)b ＝ 2 points  4) a ＝ 1 point  5)a ＝ 1 point  6) b ＝ 1 point  Total: 7 points Content

25. C Presentation  1. Look back at 7.1, part A. Learners think about what a manager does. Put a list of suggestions on the board, and be sure to include a few items that should definitely not be part of a manager's job (these could be from the reading and might include photocopying, faxing and filing) ． Content

26.  2. Learners categorize the jobs by what a manager has to and doesn't have to do. Learners might disagree on this, but the point is to introduce the concept of has to/must and doesn't have to/needn't. Content

27.  3. Learners look at the examples and make some sentences together about what a manager does. Point out that has to usually expresses an external obligation but must comes from the speakers themselves. Also point out that the negative of must is doesn’t have to in the third person singular—mustn’t tells you not to do things. The third person plural is don’t have to. Content

28.  4. Individually, learners prepare a list of at least five things that they have to do. Encourage them to make sentences about their kind of work or training and feed in any necessary vocabulary. Content

29.  5. Introduce the question form by asking a few learners about some of the items in the table and write on the board: Do you have to + verb? Yes, l do. /No, l don't. Content

30.  6. Learners practice asking and answering questions based on their lists. Content

31. D Reading  1. Brainstorm the kinds of things that make a job stressful and the possible effects. Write these on the board under the headings Cause and Effect and then ask learners to read the article quickly and give the answers Content

32. Suggested answers:  Cause: tempo of work new technologyshift work  Effect: danger to health and safetyproblems with family and social life absenteeism poor work (costly) mistakes Content

33.  2. Learners reread the article and answer the comprehension questions. Content

34. Suggested answers:  1) 1.3 billion  2) because they want to get promoted  3) not working longer than your basic hours  4) because people make costly mistakes Content

35.  3. Learners discuss what they find stressful about their daily life and the effect that this has on them. Content

36. 7.3 Giving advice A Discussion  1. To introduce the activity, ask students to look at the pictures and suggest what Henry's problems are, e.g: It takes him a long time to get to work. His job is very stressful. He doesn't have time for lunch. He works until 8 p. m. He has to spend a lot of time with colleagues. He often takes work home. Content

37. 2. Students describe a typical day. He goes to work by car. It takes him a long time because there's always a lot of traffic. His job is very stressful. He has to make a lot of phone calls and meet many people. He doesn't have time for lunch and often has to work late in the evening. After work he goes to the pub with colleagues. He often has to take work home, too and work at weekends. Content

38. B Presentation  1. Learners match the problem to a response.  2. Play the recording for them to check their answers.  3. Learners practice to give advice in pairs.  4. Students discuss what other advice they can give to Henry. Content

39. C Language focus  1. Learners look at the examples in the box. Point out the different ways of giving advice and their degrees of strength.  2. Students use suitable words or expressions to complete the article. Content

40. Suggested answers  2) should  3) Stop  4) You shouldn't  5) why don't you  6) you should  7) you should  8) why don't you Content

41. D Speaking  This is a freer activity in which learners make their own suggestions far problems.  Role-play. Half the students take the role of the older woman in the photograph to give advice, Content

42. Sum-up In this unit, we learnt:  1. How to make and respond to request.  2. How to express obligation  3. How to give advice. Content

43. Assignment  1. Practice asking people to do things in a proper way, and responding to request.  2. Role play. One acts as a young lady who met a lot of stress or problem. The other acts as an old lady, giving effective advice. Content