Unit 7 The working environment

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Unit 7 The working environment 

• Time 390

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• Objectives
• Focus
• Warming up
• 7.1 Asking people to do things
• 7.2 Talking about stress
• 7.3 Giving advice
• Sum-up
• Assignment

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Objectives

• When the learners finish learning this unit,
  they should be able to
• make and respond to request
• express obligation
• give advice

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Focus

• Dealing with problems that arise in work.
• Talking about stress in work.

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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? 

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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.

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

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• 3.Read the article and answer the pre-reading
  questions.

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• 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.

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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

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5. Answer the questions

• Q1 Is this a good use of a managers time?
• Q2 What changes can you suggest?
• Q3 What else does a manager do?

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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.

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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.

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• 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.

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• 3. Re-group learners to perform the task.

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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?

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• 2. Play the first recording and ask learners to
  underline any information which is different.

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

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• 4. Proceed in the same way with the other E-mails.

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Suggested answers

• 1 114 Canal Street, Meriden, CT06450
• 2 ... single room with bath from 21 to 23
  July.
• 3 500 pieces

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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.

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• 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.

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B Listening

• 1. Play the recording. Learners circle the
  answers and add up the score.

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Suggested answers

• l)a1 point
• 2) a1 point
• 3)b2 points
• 4) a1 point
• 5)a1 point
• 6) b1 point
• Total 7 points 

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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).

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• 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.

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• 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 doesnt have to in the third
  person singularmustnt tells you not to do
  things. The third person plural is dont have to.

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• 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.

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• 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.

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• 6. Learners practice asking and answering
  questions based on their lists.

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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

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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

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• 2. Learners reread the article and answer the
  comprehension questions.

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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

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

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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.

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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.

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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.

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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.

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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

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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,

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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.

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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.

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