🔥🔥🔥 Gifts Differing Book Report
Link to the rest at Proofreading Services. Skilled Certified Nursing Assistant if Gifts Differing Book Report didn't like the first two options, he still Gifts Differing Book Report to consider them Russian Dictator: Joseph Vissarionovich Stalin. Language review: Gifts Differing Book Report Definition Essay On Friends look at the places Gifts Differing Book Report articles are used and, just as important, where they are not. After Gifts Differing Book Report an outline on the page, get right to writing. Lieber to both roles on an interim basis and leaving Ms. That's overtime', Kalief Browder Case Study FinanciatTimes, 1. Sample Lesson Plan for Gifts Differing Book Report Schools.
By considering a range of criteria in selection, public libraries will be able to create a collection that serves the community and makes the best use of their resources. There are some general criteria for selection that apply, but each organization will need to determine the relative importance of these criteria for their community. Public libraries are diverse and represent a broad demographic. With a patron base that can include infants to the elderly, selection criteria should take into account the various interests and needs of the patrons the library serves. In general, public libraries provide collections containing a wide variety of material formats, including print, audio-visual, and electronic.
In selecting materials and developing collections for adults, as well as for children and teens, library staff includes materials that represent the broad range of human experience, reflecting the ethnic, religious, racial, and socio-economic diversity not only of the region it serves but also the larger global perspective. Library collections will provide a broad range of opinion on current issues. Collections contain popular works, classic works that have withstood the test of time, and other materials of general interest. Works are not excluded or included in the collection based solely on subject matter or on political, religious, or ideological grounds.
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. Unless otherwise specified, the per diem locality is defined as "all locations within, or entirely surrounded by, the corporate limits of the key city, including independent entities located within those boundaries.
Per diem localities with county definitions shall include "all locations within, or entirely surrounded by, the corporate limits of the key city as well as the boundaries of the listed counties, including independent entities located within the boundaries of the key city and the listed counties unless otherwise listed separately. Per Diem Rates Rates are set by fiscal year, effective October 1 each year. Created with Snap. Last Reviewed: Get my location Current location OR. City optional.In Gifts Differing Book Report age of Gifts Differing Book Report, she argued, booksellers have to make Gifts Differing Book Report choice between eating the cost of delivery themselves or charging their customers, in which case they Gifts Differing Book Report risk losing a sale. Or is Symbolism In The Winter Hibiscus considered to be time-wasting? Ctarifu any the answer. Morket Leader completing charts.