ORD ENGLISH FOR CAREERS - 2006 | PDF | 96 Pages buihuuhanh@gmail.com OXFORD ENGLISH FOR CAREERS Teacher's Resource Book OXFORD UNIVERSITY PRESS OXFORD ACKNOWLEDGEMENTS UNIVERSITY PRESS mustrations by: Rob Hancock pp.75 Great Clarendon Street, Oxford OX2 6DP Cover image courtesy: Getty Images (Blend Images/Klaus TJedge) Oxford University Press is a department of the University of Oxford. We would also like to thank the foUowingfor pennission to reproduce the following It furthers the University's objective of excellence in research, scholarship, photographs: Alamy Images pp.69 (Business colleagues/Joshua Hodge Photography), Auckland Cape Town Dar es Salaam Hong Kong Karachi 69 (Smiling Business Woman/Nicole Waring), 69 (Businessman/zhu difeng), Kuala Lumpur Madrid Melbourne Mexico City Nairobi 69 (Businesswoman/Anatoly Tiplyashin), 69 (Businessman on phonelJose New Delhi Shanghai Taipei Toronto Luis Villar), 69 (Businessman/Lyle Koehnlein), 70 (Woman at car showroom/ With offices in Willie B. Thomas), 74 (TV reporter/JoseGirarte), 76 (Stack of gold bars/apcuk), Argentina Austria Brazil Chile Czech Republic France Greece 79 (Castle Square in Warsaw/Monika Lewandowska), 79 (Swiss Flag and Lake Guatemala Hungary Italy Japan Poland Portugal Singapore Geneva/Steve Geer), 80 (Musician/Pascal Genest), 80 (Man with laptop/Jacob South Korea Switzerland Thailand Turkey Ukraine Vietnam Wackerhausen), 86 (LaptopsjRafal Zdeb); Oxford University Press p. OXFORD and OXFORD ENGLISH are registered trade marks of The author and publisher are grateJUI to those who have given pennission to reproduce Oxford University Press in the UK and in certain other countries the following extracts and adaptations of copyright material: p.75 Office for National €) Oxford University Press 2011 Statistics www.
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Oxford University Press disclaims any responsibility for the content ISBN: 9780194569941 Printed in China This book is printed on paper from certified and well-managed sources.4 Background, teaching notes, tips, and additional activities 1 Choosingjobs p.ll 8 Stock markets p.4l 3 Company financial services p.16 9 Company internal finance p.26 11 Accountancy and auditing p.3l 12 Insurance and risk p.6l Grammar tests and communication activities Instructions for communication activities p.72 9 Company internal finance p.76 11 Accountancy and auditing p.78 12 Insurance and risk p.90 Grammar tests key p.92 4 Introduction Introduction the form of a spoken presentation to the class or a written presentation, illustrated by screen dumps and extracts Finance covers the basic language and concepts students from the websites they have visited. need in order to be able to discuss and prepare for entry to a range of financial careers. It can be used as Top margin an introductory course for students preparing for the Cambridge International Certificate in Financial English This part of the page contains short texts, facts, statistics, (ICFE) or other pre-entry professional examinations. These are optional extras and can be used to add variety and interest to your lessons, or provide Countdown additional material for strong students who are 'fast finishers '.
This is designed as a warm-up activity to the unit. It often Sometimes they have an associated question, and ways introduces key vocabulary or concepts, and should be of exploiting them include asking whether your students used to get students to focus on the topic. are surprised by the facts and statistics, or whether they In advance of the unit, you can get students to look for agree, disagree, or can identify with the quotes. There advertisements or recent press comments from the are some specific suggestions for how to use these in the financial sector that relate to the topic.
These might come Teaching notes for each unit. from magazines, financial course books they are using There are also definitions for difficult words or phrases at college, from professional journals that the school which are important to understand a text which appears subscribes to (e. The Economist,Business Week), or from Internet searches. on the same page.
(The words or phrases in the text are highlighted in bold.) It's my job Vocabulary These sections are included in each unit, and provide a descriptive text where people working in finance Students meet a large amount of vocabulary during the describe - or are interviewed about -their job. They are course. It is important to encourage good learning skills all based on authentic interviews and sources and are from the start, for example: designed to be used with only minimal tasks (though • organizing vocabulary into categories rather than students with a particular interest in a specific job can simple alphabetical lists • do further research). In 'It's my job', students get to read • understanding the context of vocabulary and whether about a variety of people working in a range of different it is a key word needed for production, comprehension, finance environments and so gain insight into the skills or both and commitment required.
• recording examples of new vocabulary with whole expressions or sentences (so that they can see the Professional skills typical grammar patterns and collocations needed to These sections typically cover topics from the broader use the vocabulary appropriately) 'world of work' and therefore help to give pre-experience • checking and learning the pronunciation of a word learners a broader appreciation of different aspects or phrase. of working life. They typically involve reading and Encourage students to take personal responsibility for discussion of a short text. recording and storing new vocabulary items.
This can be done through a personal Vocabulary Notebook in which Webquest students write down new items along with dictionary- These sections are included in each unit, and provide an style features such as translation, phonetic transcription, opportunity for students with internet access to research part of speech, related grammar, context and example a specific area related to the overall topic of each unit. sentence, and related words. Explain to students at an Students can give the results of their research either in early stage how to use a learner's dictionary to support Introd uction 5 their vocabulary learning and how to search online for Pronunciation definitions of technical words (there is specific gUidance on this in the Teaching notes in this book). This practises aspects of pronunciation which are of importance for intelligibility.
Language spot You can repeat the recordings in the Pronunciation as often as you like until you and your students feel This focuses on the main language points that are confident they have mastered a particular sound or generated by the topic of the unit, and concentrates on feature. their practical application. Encourage students to look for similarities and differences If your students need revision after completing the between their mother tongue pronunciation and that of Language spot, direct them to the Language reference, English. which provides a handy check.
There is also one photocopiable Grammar test for each Checklist unit in this Teacher's Resource Book. This allows students to check their own progress. You may Listening, Reading, Speaking, Writing want to get students to grade or assess how well they can perform each of the 'Can do' statements, e. 'easily', 'with These activities give realistic and communicative practice difficulty', or 'not at all'.
oflanguage skills needed in finance. • In the listening activities, students are exposed to work- Keywords based situations, including dialogues, presentations, These are the main items of finance-related vocabulary and interviews. They also hear a variety of English introduced in the unit. A definition of each of these accents, both native speaker and non-native speaker.
words appears in the Glossary. Students may want to • In the reading sections, students meet a variety of transfer some of the words to their Vocabulary Notebooks. finance- based texts. These cover financial concepts that You should certainly check students' pronunciation, they may be familiar with already from other subjects including the stress, of words likely to be used orally.
they are studying (e. economics, business studies), or that may be completely newto them. Support for the Speaking activities latter is provided in these Teaching notes. There is extra reading practice in the Reading Bank in the middle of This section is at the back of the book, and contains one the book (see note below).
or more parts of the information gap activities from the speaking activities in the main units (see Speaking). • In the speaking sections, try to ensure use of English, particularly during activities involving some discussion. Language reference Encourage this by teaching or revising any functional language students may need. There is also one This can be used together with the Language spot, as a photocopiable Communication activity for each unit in handy check or revision.
It lists and analyses exponents this Teacher's Resource Book. of the key structural and functional areas used in finance, • Writing practice focuses on the types of text that students such as meetings, negotiations, and presentations. will need to produce in different kinds of jobs in finance. Typically outline models are provided and analysed, and Listening scripts students are then asked to write a complete text.
It also This is a complete transcript of all the recordings. Direct allows for consolidation of the topic. students to it for checking answers after they have completed a Listening task, or allow weaker students to Reading bank read it as they listen to a particular recording, perhaps for This is in the middle ofthe book and gives more in-depth a final time. skills practice in basic reading skills for different kinds of finance-related text.
It can be used throughout the Glossary course, either in class, or as self-study or homework. There This is an alphabetical list of all the Key words. Each word is also an introductory set of tips on reading techniques is followed by the pronunciation in phonetiC script, the (especially for exam preparation), and an Answer key in part of speech, and a definition in English. the Student's Book to encourage students to check their work.
The question formats are similar to the ones used in the Cambridge International Certificate in Financial English (ICFE). 6 Unitl Background • team playing, as a lot of work is now done in project The financial sector is a major employer in all developed teams so that the ability to work effectively in teams is important economies today.