Unit 7 The working
environment
Time 3*90’
Objectives
Focus
Warming up
7.1 Asking people to do things
7.2 Talking about stress
7.3 Giving advice
Sum-up
Assignment
Objectives
When the learners finish
learning this unit,they should be
able to
make and respond to request
express obligation
give advice
Content
Focus
Dealing with problems that arise
in work,
Talking about stress in work,
Content
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
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
2,Look at the pre-reading task
and tick the things they think a
manager usually does.
Content
3.Read the article and answer
the pre-reading questions,
Content
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
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
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
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
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
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
3,Re-group learners to perform
the task.
Content
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
2,Play the first recording and
ask learners to underline any
information which is different,
Content
3,Play the recording again and
get learners correct the
information,Let them compare
their answers with a partner
before discussing their answers,
Content
4,Proceed in the same way with
the other E-mails.
Content
Suggested answers:
1 114 Canal Street,Meriden,
CT06450
2,.,single room with bath
from 21 to 23 July.
3 500 pieces
Content
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
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
B Listening
1,Play the recording,Learners
circle the answers and add up
the score,
Content
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
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
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
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
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
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
6,Learners practice asking and
answering questions based on
their lists.
Content
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
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
2,Learners reread the article
and answer the comprehension
questions.
Content
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
3,Learners discuss what they
find stressful about their daily
life and the effect that this has
on them.
Content
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
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
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
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
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
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
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
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
environment
Time 3*90’
Objectives
Focus
Warming up
7.1 Asking people to do things
7.2 Talking about stress
7.3 Giving advice
Sum-up
Assignment
Objectives
When the learners finish
learning this unit,they should be
able to
make and respond to request
express obligation
give advice
Content
Focus
Dealing with problems that arise
in work,
Talking about stress in work,
Content
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
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
2,Look at the pre-reading task
and tick the things they think a
manager usually does.
Content
3.Read the article and answer
the pre-reading questions,
Content
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
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
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
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
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
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
3,Re-group learners to perform
the task.
Content
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
2,Play the first recording and
ask learners to underline any
information which is different,
Content
3,Play the recording again and
get learners correct the
information,Let them compare
their answers with a partner
before discussing their answers,
Content
4,Proceed in the same way with
the other E-mails.
Content
Suggested answers:
1 114 Canal Street,Meriden,
CT06450
2,.,single room with bath
from 21 to 23 July.
3 500 pieces
Content
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
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
B Listening
1,Play the recording,Learners
circle the answers and add up
the score,
Content
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
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
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
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
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
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
6,Learners practice asking and
answering questions based on
their lists.
Content
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
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
2,Learners reread the article
and answer the comprehension
questions.
Content
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
3,Learners discuss what they
find stressful about their daily
life and the effect that this has
on them.
Content
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
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
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
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
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
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
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
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
