D


Prepare students for the information-gap activity. Refer student pairs to the Resources on CB pages 155 and 167. When students have read their card, explain they only have half the information. They must ask their fellow student questions to find out more. Monitor while students are working in pairs. Make a note of common errors for later feedback. Use a visual medium to show the completed information.


NOTE Depending on the level of your class, students


can ask the appropriate questions without looking at the ones in the book, or from prompts. Weaker students can simply be asked to select the correct question and read it from the book to their partner.


Answers Meridian Health


Type of company Main services


CEO Started


Number of staff Male:female ratio Typical job


Number of outlets Location


What makes it great?


Allianz Type of company


Main services CEO


Started


Number of staff Male:female ratio Typical jobs


Number of outlets Location


What makes it great?


Health Services Organization


patient-centred healthcare in hospital, community and in- home settings


John K. Lloyd (2014) 1997


10,154 20%:80%


assistant nurse manager, registered nurse


6


headquarters: Neptune, New Jersey


fully-paid healthcare, compressed work weeks


Health Insurance & Financial Services


insurance


Walter White (2015) 1896 1,689 50:50


internal sales consultant, assessor


unknown in 70 countries


on-site fitness centre, telecommuting, job sharing


Motivation matters


Use interview questions to organize notes when listening


Recognize information and predict answers from question word Know more about four main areas of motivation


Introduction Check understanding of the title, Motivation matters. Tell students they will learn more about this statement during the lesson. If you wish, refer students back to the visual at the beginning of the unit. Ask questions, depending on the level of the class, such as: How do the people in the picture feel? Have you ever worked with patients? Would you like to? Why/Why not?


A


1. This activity introduces students to the idea of motivation in different areas of their everyday lives. Check that students have a general idea of the meaning of the word motivation. They will develop a deeper understanding during the lesson. Make sure students realize that the answers beginning They want … go with the questions. Students work in pairs. When they have finished, elicit some of their ideas. Check understanding of the words certificate and challenging. Synonyms for challenging include interesting, exciting and difficult.


2. Students practise the short sample dialogue. Also stimulate them to ask different questions. Students ask and answer in pairs.


Answers Students’ own answers.


Listening skill: Making notes of interviews


Focus students’ attention on the Listening skill box. Explain that the listening in this lesson is an interview, not a talk or a seminar. Go through the information. Check that students understand that the interviewer’s questions will help them understand the topics of the interview.


Use a visual medium to highlight how the questions are turned into row headings for notes. Go through the notes and check that students understand the abbreviations used: diff. = difficult, motiv’n = motivation, etc.


65


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176  |  Page 177  |  Page 178  |  Page 179  |  Page 180  |  Page 181  |  Page 182  |  Page 183  |  Page 184  |  Page 185  |  Page 186  |  Page 187  |  Page 188  |  Page 189  |  Page 190  |  Page 191  |  Page 192  |  Page 193