Extra practice Before doing Exercise G, you could look back at the four people presented on page 66: Sam, Josie, Parveen and Kate. Students think of solutions for their motivational problems and describe ideas for what they, their managers and their companies could do. Students brainstorm in pairs or groups and report to class. Find out at the end of the activity which solutions the class favours and why.
Possible answers
Sam: His Practice Manager can vary Sam’s role so he does a different part of the job on different days, or give Sam more responsibility for hospital liaison. Josie: There are many other jobs that need to be done in a practice. Give her the opportunity to do some of those. Parveen: Give her knowledge/training; perhaps Parveen can improve the procedures used – make the process faster/easier, etc. Kate: The manager could delegate more responsibility to her.
G
This activity checks that students can apply the knowledge from the lesson to new contexts. Before students start the activity, you can elicit and write on the board some useful language for the task: X’s manager should … The organization can … or …, X needs …, That’s a good idea. I agree. I’m not sure. How about this …?
Divide the class into groups of four. Monitor while students discuss their ideas, but as it is a free activity, avoid correcting. You may, however, have to help students to phrase their ideas. Make a note of common errors for later feedback.
Ask a spokesperson from each group to report their ideas. The point may come out that it is not easy to see ways to use the ideas from this lesson, but that is true in real life.
Answers Students’ own answers.
What makes you tick?
Read for specific information Understand long objects in sentences Use a diagram to help understand an article
Introduction Focus on the title of the lesson: elicit whether the students know what the expression means. The verb tick in this context means ‘motivate’, so the title means: What motivates me? Divide the class into groups. Each group makes a list of things they think are important in a job or career, e.g., job satisfaction, suitability for a job, adventure, etc. Ask them to make a list of their most important needs. Elicit ideas, and summarize the activity. Make a distinction between ‘wants’ and ‘needs’ if this is helpful.
A
This activity reviews ideas from earlier in the unit. Students tick and compare.
Answers Students’ own answers.
B Focus students on the article on page 69. Read the title, the headings and the introductory paragraph with the students. Ignore the green highlights. Elicit ideas as to what the article might be about. Ask: Which two groups of people are the focus of the article? (Answer: workers and managers.) Then focus on the words in blue in the left column of the article. Students read this column and match the motivation words with the statements in Exercise A.
Answers I can do a job well.
I want a career for life.
Sometimes my job is exciting. I learn something new every day. I like a salary and bonuses. I feel right for the job. I like working.
confidence goals
emotion interest reward
suitability mood
Reading skill: Reading for specific purposes
Focus students on the Reading skill box and go through the information. Explain it is often not necessary to read every word in a factual text – this takes too much time. Focus. Remind students to only look at the relevant parts of the article. With weaker classes, you may need to use a visual medium to highlight the relevant sections of the text. After one minute, elicit answers.
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