Market leader elementary third edition teachers book


 

3rd Edition. Elementary. AR KET. LEADER. • Business English Teacher's Resource Book. Irene Barrall .. Business Grammar and Usage book, and the Market. ENGLISH** Market Leader 3rd edition (Total size is about G) Edition: Elementary Course Book - 40 M Teacher's Book - 44 M. ruthenpress.info Market Leader Elementary Audio CD · Market Leader Elementary Teacher's Book Market Leader Pre-intermediate Teacher's Book. Intermediate.

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Market Leader Elementary Third Edition Teachers Book

Items 1 - 7 Market Leader accompanying audio CD. offers teachers and course planners a . units in book has been revised and updated for the Third Edition. Market Leader 3rd Edition Elementary Teacher book. Jecil Tabotabo. rsnn Education Limited n' urgh Gate aw -sr,,,;l CM20 2JE E:ruthenpress.info '',id Associated. Market Leader 3rd Edition reflects the fast-changing world of business with thoroughly Digital Teacher's Resources are available for this title. Coursebook with DVD-ROM Elementary (3rd Edition) Student Book Unit 8 pp 81 (View.

To browse Academia. Skip to main content. You're using an out-of-date version of Internet Explorer. Log In Sign Up. Market Leader 3rd Edition Elementary Teacher book.

Abe maintained pressure on the Bank's governor, Masaaki Shirakawa , who was reluctant to set specific targets, into agreeing to the policy. In February, after Abe publicly speculated that the government could legislate to strip the bank of independence, Shirakawa announced he was leaving office prematurely before his term expired.

This was interpreted as a response to disappointing economic figures in the aftermath of the increase in the consumption tax to 8 percent, inflation having fallen to 1 percent from its peak of 1.

The bill to raise the tax had been passed under the previous DPJ government, but the final decision lay with the Prime Minister. While this was expected to affect economic growth in the quarter following the rise, Abe also announced a 5 trillion yen stimulus package that aimed to mitigate any effects on economic revival.

The government did however, commit to a primary surplus by , and pledged to review its strategy in if the primary deficit had not fallen to 1 percent of GDP by that time. He cited reforms of agriculture, energy and health sectors as evidence of this, and pledged to push forward with the TPP, a Japan-EU trade deal and tax, corporate governance and planning reforms.

These new measures included corporate governance reform, the easing of restrictions on hiring foreign staff in special economic zones, liberalising the health sector and measures to help foreign and local entrepreneurs.

Abe cited the "womenomics" ideas of Kathy Matsui that greater participation by women in the workforce, which is relatively low in Japan, especially in leadership roles, could improve Japan's GDP and potentially fertility rates, in spite of declining population figures.

The Abe cabinet has introduced measures to expand childcare and legislation to force public and private organisations to publish data on the number of women they employ, and what positions they hold. This move was partly in response to the Fukushima disaster , and the bill faced little opposition in the Diet. The governing coalition enjoyed a two thirds majority in the lower house that allowed it to override the upper house's veto, but this requires a delay of 90 days.

This situation, known as the "Twisted Diet", had contributed to political gridlock and the "revolving door" of Prime Ministers since This is a ten-year program to increase international student attendance in Japanese universities and hire more foreign faculty. There is also funding for selected universities to create English-only undergraduate programs. Interviews with business people and experts develop listening skills, such as prediction, listening for specific information and note taking.

Open discussion exercises for groups and pairs. Skills section for teaching career-related skills. Useful Language Box provides phrases for role play situations in the workplace.

Working Across Cultures sections develop cultural awareness. Four revisions units in each Course Book. Self-study practice activities allow students to revisit problem areas and reinforce classwork. Activities provide language-recycling opportunities with instant, personalised feedback.

MyEnglishLab MyEnglishLab is designed to improve student results with rich, interactive exercises that correspond perfectly to each unit of the Course Book. Helpful feedback and immediate grading ensure students are highly engaged and motivated as they experience meaningful language learning outside the classroom. Unlimited access for students allows online course materials to be used as homework?

Put students in pairs and ask them to make the sentences negative You don't hove an office. She Some students may prefer to write the questions doesn't live in Milan.

They don't work for Microsoft. Make the first sentence into a question Do you hove Encourage students to ask you the questions. Check an offrce? Encourage students to say the question the word order and the form of do.

Point out or elicit that the answer to a question starting with the verb do is 3 Where do you work? Exptain that when questions begin with a question 5 How often do you work at the weekend? Give students time to read Point out that a conversation often starts with one or their rote cards. For example: A Demonstrate the activity with a confident student, A: Do you like sport?

What sports do you play? Tennis and footboll. Circulate and help where needed. List one or two things that you have in the classroom. Encourage studenis to catl out suggestions.

Do we hove a photocopier in the cla5sroom? Eticit No and say: We don't have o photocopier. U1 agree about money. Engtish and is also correct. Ensure students understand the sentences and ,: He has an iPad. He doesn't have a are false. He has some great colleagues. Circulate and monitor, making sure that students are formi ng negatives correctty.

He has a laptop. If you feet students can cope with it, ask them to join 2 I often work in teams. Remind them that a positive sentence with a negative sentence needs buf, whereas two positive 4 I like giving presentations. Yes he does; Does he have an iPhone? Students work in pairs to compare their answers No, he doesn't. Look at the exampte together and comptete the second question with the ctass.

Get students to complete the questions. Check answers with the ctass. Do you hove o Ask students to compare their answers with a sat-nav? Ask students to prepare Check the answers with the whole class. Tetephon ing: Students listen to a call where a person gets through Ptay the rest of the ca[[s and have students comptete on the phone and asks for information.

They then listen to four short phone calls. The Useful language box the exercise individuatty. Play it again and get the whole class to answer the questions.

Write the name on the board. Ptay the recordings and tetl students to tick the expressions they hear. Look at the audio script with the whote class and check the phrases. Ptay the recording again and get students to check the phrases on the board.

Ask students to look at the audio script on page to check. As students become more confident, l've got a probtem. Note any areas that may , U1 Sorry about that. Thanks for your help.

Speaking page m Good morning, Which modetis it? Catt 4 Can I speak to Sorry about that. On the board, write: Speok slowly, please. Do you speak Istudents'tanguage]? Ask students to decide which phrase they can use if: This would be a good point to tell students how important it is to prepare before making telephone calls in English. You could compile a list of useful tetephone vocabulary with the ctass which students can keep at work, either on their desk or in a drawer for easy access.

On the board, write the headings Sales Representative and Customer. The customer tetephones the sales representative to exptain the problem. Ask the ctass to suggest what the problem could be. Eticit some phrases that the sales representative and the customer cou[d use. Ask students what sort of and say what is different. Ask students Eticit ideas and write them on the board. I what facitities they expect to have in an apartment. Point Write on the board the headings Monager at High- to the picture of the apartment and ask students to Style Business Rentqls and Guest.

Ask students suggest adjectives to describe it. Ask students to suggest what each word or phrase Circulate and monitor. Writing rs Get students to identify the adjectives in the brochure. Would they this very straightforward after doing part 1 of the like to stay there? Remind them that this is an internaI e-mail, so ,s Now ask students to listen to the comments made by does not have to be formal. High-Styte guests and make notes. This is important when travetling complete the examptes individuatty, or doing business with people from different countries.

OK to arrive for dinner up to i n and respond. Get students to work in groups and discuss the Seating Germany: Tariq's i3r How much to Norway, Mataysia, Singapore: Egypt, China: Body i G"r. Leavrng i China, common to leave soon after: Can they add any other advice? Give students time to prepare their talk.

They can use Ask students to suggest some topics that the the notes or make their own notes, using the topics speaker might talk about. Ptay the recording and ask students to listen to see if their ideas are mentioned. Students take turns to give their tatk to their partner. Writing Suggested answer Skitts i My office has six desks, a tabte and 10 chairs.

When do you finish work? Cultures 1: Eating out ; 6 How many hours a week do you work? A 1d 2h 3g 4a 5f 6c 7e 8b llvriting B1e2d3c4f5a6e7b8a. I tive in loreolandI , come to work byltransportl. They go to the international schoot. I like , playing sports. At the weekend, I ptay golf or go swimming. I don't enjoy watching sports, though. Lesson 1 Starting up Practice File t- m Eoch lesson excluding case Students talk about things they like and don't Vocabulary page 16 studies is obout [ike when travelling on business.

TraveI details odministration and time spent Students practise saying flight detaits and match goi n g th ro ug h homework. Students listen and answer questions about traveI information. Lesson 2 Listening: Resource bank listening Language focus 1: Text bank Reading: Business hotels pages Students read about facilities in the Hilton Tokyo. Makine bookings and checking Resource bank Speaking arrangements page Students listen and answer questions about booking a hoteI room before role-playing a similar situation.

Lesson 4 Case studv: The Gustav Conference Centre Resource bank: Writing Eoch case study is about 30 A Manager and Assistant Manager attocate page minutes to t hour- conference rooms to three companies. Practice File Writing Writing page 18 Students write an e-maiI to one of the guests confi rming arrangements. For a fast route through the unit focusing mainly on speaking skitls, iust use the underlined sections. The modern businessperson is more likely to choose ftying as the quickest way of getting from A to B.

Atthough safer than a canoe, this can stilt pose hazards. Frequent fliers are tikety to encounter a number of hurdles that can lead to increased stress levels. First, you have to actually get on the plane. Most airlines overbook to minimise seat wastage and no-shows. This means that if alt the passengers who actualty booked t,J C seats turn up, there could be a shortage of places. The cabin environment ul can be cramped and low in both pressure and oxygen.

Jetlagwas once considered the most U u, unpleasant effect of long-haul travel. Now travelters atso have to contend with worries about DVT 7 deep vein thrombosis , which has been [inked to protonged immobitity in planes, cars or trains. As people become more aware of the naturaI resources consumed in air travet and the pottution it creates, there is pressure for travetlers to timit their journeys and to travel in the most environmentatty friendty way possible.

Many countries are experiencing a slump in corporate travel, causing repercussions in the airtine sector. Some companies are cutting costs by restricting travel or downloading lower fares. Web- conferencing and teleconference technotogy are beginning to be used more widely by companies.

Some airtines are countering by investing in new technotogy that allows business travetlers to work online while in transit, making optimum use of the time spent in the air. But the ftight from San Francisco to Chicago took 23 hours. So, despite any disadvantages, modern air travel remains the quickest option available. Write the places a-e on the board.

Telt students travelled to on business or on hotiday. Divide the class into ,: Play the recordings a[[ the way through and ask m pairs or small groups. Ask students to discuss what students to listen for any of the phrases they noted. Point out that o z, students will hear some of the ptaces more than 2 Overview once. Pause after recordin g L. Give them a few moments to read the tist of Ptay the recordings again. Pause after each one and points. Point to the areas that you are covering in this check the answer around the ctass.

Trave[ details living every doy, but if you travel, you see more, Students practise saying ftight details. Ask students if they agree You may wish to quickty revise the atphabet and or disagree with the quotation.

Ask students to brainstorm vocabulary connected Starting up to train journeys and flights, in particutar things This section introduces the theme of the unit. Students connected to stations and airporis e. Give students time to prepare their answers to the Read the questions with the ctass. Clarifli where questions individuatly. Pause after each one to take turns asking and answering the questions. Ci rcutate and monitor.

Ask the questions again. How many:: Draw attention to times and numbers can the class remember? Open don't mind: Give them time to write L0 short sentences. Ask students to catl out some things n Divide the class into pairs. Students take turns that they can do at an airPort. Do you like checking in? Say the verbs with the whole class and checking in. See what students can remember of any travel words to go with the verbs.

Read the verbs and phrases with the 2 ftight 3 luggage 4 seat 5 passport class and check students' understanding. Do item 2 together confirm 10 bilt B, to look at the information cards and prepare Circulate and help where needed. A business travetter Look at the actions in Exercise B.

Draw students' Students listen to an interview with a business traveller and answer questions. Then ask students which action they think comes next confirm their flight.

The interview is in two parts. Ask students to say what countryAmsterdam and Check the answers around the class and write the Chicago are in rhe Netherlonds ond the USA. Read the questions with the class. Clarify where necesSary. Pause to check the 4 queue at the check-in answers with the whole class. Ask students to say why they think Liz likes doing Hightight the example and do item 2 with the whole these things.

Then ask students to do the exercise individuatly. See if students know ;, Students listen to the second part ofthe interview any other phrases that coutd be used in these and answer the questions from Exercise B. Model how to say the phrases and get students to repeat. Ask siucienis io iry i. Ask and write them on the board. What sentences show they are on the phone? This is ludith Preiss here. Poul, l'm calling about Focus on the examples. See audio script, Course Book page He can speak English.

Eticit the negative He can't speok English. Model the pronunciation of cqn atthe order first and to [ook at the question with con. Contrast with Yes, he can lkenl. Ask them to each write three more questions based on the diatogue. Circulate, monitor and help where necessa ry. Ask the class to catl out the names of languages and ', Students then work in pairs to ask and answer each write them on the board. To make this more diificult, ask Highlight the example.

Encourage students to ask students to cover the diatogue to see ifthey can you similar questions. Tell students to move around the class asking about " Have one or two pairs come to the front to ask and different [anguages Con you speak? After a few minutes, ask atl Student As to move and sit next to a ffi ' Repeat this two or three times and keep the pace brisk.

Ask the class two or three questions e. Can Lukos Focus on pronunciation and intonation. Ask students to role-play the conversation with a partner. Go through the answers as a class and go over any p Read the brochure again as a whole class. Where areas that caused confusion. UI n 1 can't 2 can 3 Friday 4 can 5 can o z 6 station 7 Can 8 can m z, s Look at the example together.

Eticit what a negative o response would be No, you con't. Tel[ students to use the Divide the ctass into pairs.

Less confident classes prompts to ask and answer questions about the can prepare the questions and answers in same-role Tokyo hotet. Check that students are using Start the rote play. Help if Yes, you can and No, you con'tto respond, rather necesSary. Note that the prompts in the rote cards are o Ask students if they think the Hilton Tokyo is a good intentionally iumbted in order, so that students have business hote[.

What facilities do they [ike? What to work out which response is required.

Market Leader

All rooms have high-speed I internet access. Business hotels: The hotel doesn't have an Students read about a hotel and ask and answer: The hotel has two rooftop courts.

The Musashino serves , apanese food. Ask students to name some hotels that they know. Te[[ students about the kind of hotel you 5 No, you can't. Encourage peopte. Ask students what facilities they expect to find in a business hotel.

You can take the airport limousine direct to the hotel. Look at the facitities tisted. Check students' understanding. Ask students to complete the exercise, comparing m their ideas with a partner.

Have a brief feedback session with the whole class. Get students to read through the brochure again to u find the information. Focus on the photos. Ask students to describe what Ask a student to read each question and briskty elicit they see.

Ask students what country they think the hotel is in. Get students to read the titte and introductory 1 a minute walk paragraph to check Aapqn. Ask students to say some of the facitities at the.

Say a word from the first column and Hilton Tokyo and write ideas on the board. Get students to read the text again quickty to check and add more information where necessary. Students practise the Books closed.

Tett students they have a new job in a language and role-play a conversation. What things do they want to know about the city? Brainstorm and write suggestions on the board.

Books open, Read the information together. Hightight Eticit the negative form of there are there aren't. There qren't any shops in the Divide the class into pairs and start the rote play. Are there any meeting rooms?

Monitor and hetp where needed. Don't spend too [ong on this point, as some I ony are Skitts: Students listen to a classroom using there is, there isn't, there are and dialogue and role-play a conversation between a hotel receptionist and a business travetler.

Ask students questions e. Tell students Simon is booking a hotel classroom? Are there any pictures? Encourage room. On the board, write two headings: Simon and students to respond Yes, there is,Yes, there are, Receptionist.

Ask students what information Simon No, there isn't and No, there aren't. Read the questions with the class and Ask students to comptete the exercise individuatty.

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Check the answers around the class. Pre-teach any words or phrases students may have difficulty with in the recording such as let me check. Ptay the recording while students undertine the 3 There aren't any aiste seats available.

Play the recording again and pause to elicit the answerS. Ask students to turn to the audio script on page 8 Arethere any buses from the airport to the city and practise the conversation with a partner. Go through the phrases in the Usefu[ language box. Hetp with pronunciation and ctarify meaning where necessary.

UI UT Tell students to use the prompts and the phrases o z. What things can they do to hetp communication e. Go through the phrases in the Usefu[ language box and ask students to identify usefuI phrases for booking a ftight. Te[[ students to use the information on their role cards to role-play a telephone conversation.

Give students a few moments to look at the information and prepare. Encourage students to sit back to back to simulate a telephone situation. A conference centre in Vienna, Austria, has requests for conference rooms from three companies. Ask one or two pairs to come to the front and act out one of the conversations.

Market Leader. Elementary. Teacher's Book [PDF] - Все для студента

Circulate and help call with the finalconference organiser. Have a feedback session with the whole class, lf pairs:: How many people are in have altocated conference rooms differently, use this the group from Minnesoto Chemicals? Pre-teach any unfamiliar conference centre. Ask students to suggest what a vocabulary e. Ask students to listen to the conversation and note down what the conference organiser from JooC ,,, Encourage students to suggest an opening Designs wants.

I am writing concerning your conference room booking. Choose a company and ask the ctass to hetp you conference, Slvins a of 65, write an e-mait on the board. Read through the questions in the first part ofthe.

Ask students to work in pairs. They are going to: Encourage students to make notes about their i decisions so that they can use them in the next part: One-to-one of the task. Ask your student to guess which company it is to. They wilt: Now ask your student to read their e-mail in the same way and you 8u9ss the company.

Writing page ,. Attow them to make brief notes if necessary. Food and entertaining J 6r r z - Lesson 1 Starting up Practice File m Eoch lesson excluding case Students talk about the kind of food they tike Vocabutary page 20 studies is about and match dishes and countries.

Eating out odministrqtion and time spent Students look at food groups and different parts go i ng thro ug h ho mewo rk. Fast food in lndia Text bank Students look at how fast-food chains changed pages their menus in order to be successfut in lndia. Practice File Language focus 7: Entertaining clients Resource bank: Listening Students listen to an interview with Jeremy page Keeley where he tatks about business contacts and his favourite entertainment.

Countable and uncountable Practice File nouns Language review page 21 Students identify countabte nouns and complete Course Book Skitts exercises using a lot of, mony or much. Makine decisions Resource bank Speaking Students took at language for agreeing, page disagreeing, giving opinions and making suggestions.

Which restaurant? Resource bank Writing Each case study is obout 30 Students decide which of three restaurants to page minutes to t hour. Writing page 22 Writing Students write an e-maiI inviting a customer to dinner and giving details about the restaurant. For a fast route through the unit focusing mainly on speaking skitls, just use the underlined sections, For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students.

UNIT 5. The fashion for eating out in restaurants was adopted by the upper classes during the French Revotution. Many Engtish words relating to eating out are adopted from the French hotel, caf6, menu, chef, elc. Later, the migrations of the 20th century proved fertile ground for mingling cuisines, arrd a knowledge of the vast variety on offer is viewed as a mark of modern cosmopolitan taste.

TE Codes of eating vary from culture to culture.

An American wit[ be amused to see a British person Iz struggting to balance peas on the back, rather than the curve, ofthe fork. A European witl retain rn.

The order in which food is served also differs from country to country. The diners serve themselves by transferring smal[ amounts of food from communa[ bowts onto their own plates. Anthropotogist Robin Fox believes that 'doing [unch' has tittte to do with business and everything to do with status. The traditional concept of a business [unch or dinner has broadened to encompass other meals.

First there were breakfast meetings, fottowed by a trend in the USA to have meetings over afternoon tea. Whatever the context, it is important to check what etiguette is expected and what behaviour is acceptabte. Turn off mobile phones and be polite and attentive. Food ond Culture: A Reader, Routledge, second edition http: I , breokfost o With the whole class, run through the countries in o z supper the box and ask the students to make adiectives from them.

Discourage students from using English as the z o lunch ad jective for the UK. Keep this brisk. What time do they eat it? What time do they eat the other meals? Do they usuatty have lunch? You may wish to tell students that with the more How long is the normal [unch break in their country?

I like Chinese, I love ltolian. Tell students that you are going to look at [anguage for food and entertaining today. Ask them to look itu tua at the Overview section on page Poinl to each heading and eticit or exptain a littte about each.

Point rl: With the whole ctass, match the dishes and to the sections you wilI be covering in this lesson, adjectives. Hightight the exampte sentence, then do item 2 together to demonstrate Snoils are a French dish. Quotation ,; Read the quotation with the ctass. Check students Ask students to make sentences in pairs. Ask students to say Check the answers around the ctass. Ask spaghetti - ltalian; goulash - Hungarian; burger studenis what happens in their own cultures - are - American; paella - Spanish; sweet-and-sour- conversations kept until after the meat is finished, or chicken - Chinese; faiitas - Mexican do they go on during the meal?

Are there any that students the food and conversation made it a good or bad disagree with? Ask them to think of meals they have Get students to catI out any other typical dishes that had in restaurants with business colleagues, friends they know tett them not to say the country that the or famity.

Write ideas on the board, pausing and asking students to help you spell the words. Ask the rest ofthe class to guess what country each dish comes from. Check students understand business breakfast and entertain. Eating out stuffed tiramisu: You may wish to point out that mutton is the meat rlll ,: See ifstudents can add any more live in the sea, including those that have shells, such items to each category.

Fish con live in rivers, lokes or.! Hightight the example. Describe an unusual food that you have tried. Ask the class to guess which country you tried it in.

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