Make it better
Use new techniques for making notes for a talk Use appropriate body language when giving a talk
Give a short talk from notes about an area of motivation
A
As a review of the previous lessons, students think about what motivates and demotivates them at work. They tick, individually, and then compare in small groups.
Extra practice Students order the items in A1 and A2 in order of importance for them, and compare with fellow students. You could, as a whole class, create a Motivation matters matrix, showing the most important motivation and demotivation factors in the class.
B
Focus students on the photographs on page 66. Check that students understand the job titles. Then ask: How does/do Sam/Josie/Parveen/Kate look? Elicit: He/She looks sad/angry/fed up/bored/demotivated/tired.
1. Students read and summarize the motivation problems in pairs (i.e., say it in their own words). After two to three minutes, elicit ideas: What is X’s problem? Check understanding of vocabulary: qualified, boring, uploading, interested.
2. Give students a few moments to match the quotes to the motivation problem. Feed back, but do not confirm or correct to avoid pre-empting the next part.
Answers
1. D (Kate) 2. B (Josie) 3. C (Parveen) 4. A (Sam)
C
This exercise highlights four ways of increasing motivation among workers: job enlargement, job enrichment, job rotation and empowerment. All of these will occur in the next recording. Students look back at the situations in Exercise A, the motivation problems in Exercise B, and match these with a solution. Do not confirm or correct at this stage.
Answers Solution
a. Get people to do different jobs at work (job rotation).
b. Motivate workers to use all their skills (job enrichment).
c. Workers give opinions about their work and the manager listens (empowerment).
d. Workers get more different tasks to do (job enlargement).
Writing skills: Making notes
These are some generally accepted guidelines for making notes. Students may add their own variations. Go through the information in the box. Ask students if they use similar symbols or abbreviations when making notes in their own language.
D
Focus students on the information in the rubric and check that students understand the context for the talk.
1. Focus on the notes and explain they are in three stages: the problem, the solution, the definition. Elicit ideas for sentences for ‘the problem’, e.g., Sometimes there is a problem that workers can’t make decisions about their work. Receptionists, nurses or lab technicians often have this problem, for example. Check that students understand the abbreviations in the remaining notes. Help students with pronunciation of the word empowerment. Then divide the class into pairs to continue the activity. Monitor and give help where necessary.
2. Play the recording once all the way through. Play
the recording again, pausing after each sentence or section. Ask students to look at the notes again and tell you exactly what Liu said. Drill some of the sentences if you wish.
3. In pairs, students take turns to give Liu’s talk. Give them ample time to prepare and rehearse. They could then either perform the talk live or make a recording on their phones or computers. Monitor and make a note of common errors for later feedback.
Transcript 077
Hi. I’m Liu. My talk is about motivation at work. I work in the healthcare sector, in an oncology clinic, and motivation is the subject of my talk. Many organizations have problems with motivation. I’m going to talk about one type of motivation problem today. The problem is – workers sometimes can’t make decisions about their own work. I see it every day: the medical receptionist can’t make decisions about the patients she wants to book in. The
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