English for secretaries and administrative personnel, Teacher's Book

128 Pages·2008·7.66 MB·English

by  Marisela Toselli

portadilla_teachers 16/5/06 13:20 Página 1
English
for Secretaries
and
Administrative
Personnel
teacher’s book
Marisela Toselli
Ana María Millán
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Teacher’s Book Contents
CD-Rom contents ............................................................................................................ 3
Student’s Book contents................................................................................................ 4-5
Introduction...................................................................................................................... 6-8
Objectives and teaching notes
Unit 1 Locating people ........................................................................................ 9-14
Unit 2 People at work ........................................................................................ 15-20
Unit 3 Dealing with numbers ............................................................................ 21-26
Unit 4 Taking and giving messages ................................................................ 27-32
Unit 5 Receiving visitors .................................................................................... 33-38
Unit 6 Forms, envelopes and letters .............................................................. 39-44
Unit 7 Requests .................................................................................................... 45-50
Unit 8 Quotations and orders .......................................................................... 51-56
Unit 9 CVs and application letters ................................................................ 57-62
Unit 10 Inter-office memos ................................................................................ 63-68
Unit 11 Reading skills ............................................................................................ 69-74
Unit 12 Describing qualities ................................................................................ 75-80
Unit 13 Office duties ............................................................................................ 81-86
Unit 14 Office equipment .................................................................................... 87-92
Unit 15 Working with computers .................................................................... 93-98
Worksheets ...................................................................................................................... 99-107
Worksheets answer key ................................................................................................ 108-110
Speaking evaluation chart ............................................................................................ 111
Workbook answer key .................................................................................................. 112-118
Transcripts
Student’s Book transcripts ...................................................................................... 119-124
Workbook transcripts .............................................................................................. 125-128
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CD-Rom Contents
Unit 1 Locating people 1 Making and receiving calls
2 Telephone expressions
Unit 2 People at work 1 Places in a company
2 Description of a company
Unit 3 Dealing with numbers 1 Understanding numbers
2 Number discrimination
Unit 4 Taking and giving messages 1 Taking a message
2 Taking a written message
Unit 5 Receiving visitors 1 A visitor arrives
2 Starting a conversation
Unit 6 Forms, envelopes and letters 1 Looking at formal letters
2 A letter from the bank
Unit 7 Requests 1 Formal and informal language
2 Completing a formal letter
Unit 8 Quotations and orders 1 Booking a hotel room over the phone
2 Confirming a reservation by fax
Unit 9 CVs and application letters 1 Introduction
2 Nora’s résumé (or Curriculum Vitae)
Unit 10 Inter-office memos 1 Read an e-mail
2 The e-mail
Unit 11 Reading skills 1 Talking about buildings
2 Talking about what companies do
Unit 12 Describing qualities 1 Advertising slogans
2 Words that sell
Unit 13 Office duties 1 A job vacancy
2 Asking questions
Unit 14 Office equipment 1 Prepositions of time
2 By
Unit 15 Working with computers 1 A mobile phone
2 Product analysis
3
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Student’s Book Contents
Module Unit Grammar Vocabulary
1
unit one
7-12 Future with will; When a person is not
Locating people Question words; to be available; Spell it!
unit two
123-18 Present simple: ques- Company organigram;
People at work tions, for habit; Frequency adverbs
Possessive adjectives
unit three 139-24 Past tense of to be Cardinal and ordinal
Listening
Dealing with numbers numbers; Numbers in
Maths
4
unit four
25-30 Past simple ; Verb + Time expressions
Taking and giving messages object pronoun
unit five 351-36 Review of grammar in Greetings; Introductions;
Receiving visitors module Offering; Prepositions of
place
unit six
367-42 Punctuation Salutations and closings;
Forms, envelopes and letters British English vs
American English
unit seven
473-48 Present continuous Company advertising
Requests
8
Writing unit eight
49-54 Grammar in context Orders, payments and
Quotations and orders prices
9
unit nine
55-60 Past simple questions Jobs
CVs and application letters
unit ten
1601-66 Grammar in context Requests
Inter-office memos
11
unit eleven
67-72 Grammatical structures Types of text
Reading skills in context
12
unit twelve
73-78 Should Adjectives
Describing qualities
13
unit thirteen
Reading 79-84 Relative clauses Jobs; money
Office duties
14
unit fourteen
85-90 The passive Office equipment
Office equipment
15
unit fifteen
91-96 Comparatives and Computer terminology
Working with computers superlatives
Grammar and language reference 97-105
Glossary 106-112
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Language Focus Cultural awareness Speaking
Polite requests Pronunciation: Social titles: Mr., Mrs. or Miss Survey: Social titles
the /i/ sound
Asking about jobs Pronunciation: Company hierarchy Debate: Hierarchies
/i/ vs /i(cid:2)/
Telling the time Pronunciation: Punctuality Debate: Punctuality
the /ɵ/ sound
Polite questions Pronunciation: Names and gender Debate: Maiden names
the –edsuffix
Small talk Stress and intonation Meeting and greeting in diffe- Survey: Greetings in
rent countries other countries
Common phrases Punctuation Writing style Personal style in writing
Opening sentences; Gerunds Internet abbreviations and Debate: Promotional
Inquiries; Closing respon- acronyms advertisements
ses
Opening and closing sen- E-mail writing E-shopping Debate: Shopping on
tences the Net
Closing sentences in Irregular verbs Body language Debate: Body language
application letters in different countries
Referring to previous Cognates Emoticons Debate: Emoticons
communication; Asking
someone to do something
Using dictionaries Grammatical structu- The English language Survey: The English lan-
res in context guage
Descriptive words Connectors Stereotypes Debate: Stereotypes
Job interview strategies Nominal groups Gender roles in the workplace Debate: Jobs and gender
Asking for help Prepositions and pre- Technology and office jargon Debate: The use of office
positional phrases jargon
Using comparisons Comparatives and Business and the Internet Survey: Favourite websi-
superlatives tes
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Introduction
English for Secretaries and Administrative Personnel is an English course for business
students or people working in business or office-related fields. It is suitable for business
schools, technical / vocational schools, as well as for in-company training programmes.
English for Secretaries and Administrative Personnel has been designed to meet the
needs of secretaries and other professionals who wish to undertake administrative
tasks in English, both orally and in written form. The materials cover topics common to
typical office activities, as well as to more personal areas related to office work, such as
socialising or receiving visitors and making them feel comfortable. The course also aims
to develop the students’ general knowledge of the social customs and attitudes of the
English-speaking world.
The basic aim of English for Secretaries and Administrative Personnel is to develop
language skills (listening, speaking, writing and reading) in English, while at the same
time focusing on the central need of the secretary and office worker: to receive and to
transmit information precisely and efficiently.
Course Components
English for Secretaries and Administrative Personnel is a one-level course comprising of a Student’s
Book and a Workbook, both with an audio component. The Student’s Book is accompanied by a
CD-Rom of interactive business situations. The Teacher’s Book includes step-by-step instructions,
reinforment actvities, answer keys to the Student’s Book and Workbook activities and evaluation
material in the form of photocopiable worksheets.
Student’s Book Pack Teacher’s Book
Includes: Includes:
•Audio CD and CD-Rom •Audio CD and CD-Rom
•Integrated Grammar and language •Student’s Book and Workbook answer keys
reference and Glossary •Evaluation worksheets
Workbook Online Learning Centre
•Listening component available on Student’s
Book Audio CD
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Student’s Book • Focus on Grammar
The Focus on Grammarand Focus on Languagesections
The Student’s Book is divided into three modules of five highlight important grammar or language points related
units each, which cover the four principle learning skills: to the unit topic. In turn, these are cross-referenced to the
• Listening & Speaking: Units 1-5 Grammar and language reference or to the Glossaryat
• Writing: Units 6-10 the back of the Student’s Book.
• Reading: Units 11-15
• Key Vocabulary
This organisationoffers teachers the flexibility to choose the The Key Vocabulary boxes highlight essential vocabulary,
teaching style that best suits the needs of their students. give hints on usage and provide information such as the
Teachers can cover these three modules in different ways: contrast between British and American English, or the
aIn the order they appear in the Student’s Book: starting appropriate register for greetings, etc.
with Unit 1 and continuing through to Unit 15.
• Cultural awareness
bOne unit per module: Unit 1, then Units 6 and 11,
Cultural information, fundamental in learning another
followed by Units 2, 7, and 12, etc.
language, is presented in the form of brief texts in the
c Integrating the three modules: using the Listening &
Student’s Book. These allow students to become aware
Speaking module as the core of the course and
of cultural differences both inside and outside the
introducing material from the other modules.
workplace. These texts provide knowledge of today’s
world, essential to modern business and overall success.
How the modules work
The Cultural awarenesssections act as a springboard to
• Listening and Speaking
class discussion or surveys about stereotypes, body
The aim of the Listening & Speaking module is to develop
language, gender roles in the work place, etc.
the skills that will enable office workers to understand
and produce oral messages in English, thus allowing them • Pairwork and Group work
to communicate effectively by telephone and in person. These activities give students the opportunity to work one
on one or in small groups with their classmates. Students
The practice of oral skills is not restricted exclusively to the
help each other practise important concepts or difficult
Listening & Speaking module. Close attention is paid
language.
throughout the course to pronunciation, spoken fluency
and overall comprehensibility. • Grammar and language reference
The Focus on Grammarand Focus on Languagesections
• Writing
in the Student’s Book are cross-referenced to the nine-
This module focuses on the production of written texts
page Grammar and language referenceat the back of the
related to specific tasks. These include internal and
Student’s Book. This provides a useful self-study tool for
external office correspondence, such as inter-office
those students who wish to find more detailed grammar
memorandum, quotations, faxes, e-mails, etc. Special
explanations or notes on language usage.
emphasis is placed on the typical structures found in
business letters and in formal and informal texts. • Glossary
The main vocabulary and language from the Student’s
• Reading
Book is grouped, by unit, at the back of the Student’s
The main objective of this module is the development of
Book in the Glossary. Students should be encouraged to
reading techniques. The reading texts are divided into two
copy the glossary words and phrases into their notebooks
types: on the one hand, office-related materials such as
and translate them into their own language.
letters, e-mails, CVs, advertisements and memos; on the
other hand, information texts that offer students insight
Workbook
into professional, technological, historical, or cultural
aspects of the English-speaking world.
The Workbook contains 15 units relating directly to the
Student’s Book units. It provides further listening, reading
Student’s Book features
and, especially, writing practice of all the main language
• Organisation points. The Workbook audio corresponding to the
Each unit is made up of six pages. The opening page listening module is provided on the Student’s Audio CD.
starts with a brief introduction to the topic, followed by The answer key to all the activities is in photocopiable
the main objectives to be studied. Two double-page form in the Teacher’s Book.
spreads present and practise the core language, through
typical business situations. The unit ends with a cultural
awareness text.
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Audio CD • Transcripts
The Audio CD transcripts for the Listening & Speaking
The Student’s Book and Workbook audio material from module of the Student’s Book and Workbook are
the Listening and Speaking module is available on the provided in the Teacher’s Book. See pages 119 to 128.
Audio CD. The audio component is intended to be used
• Photocopiable Workbook Answer key
in class, but may be used by the student at home for
The solutions to the Workbook activities are grouped
personal study.
together on photocopiable pages at the back of the
Teacher’s Book. See pages 112 to 118.
CD-Rom
• Student Evaluation
The Teacher’s Book offers three different types of evaluation:
The CD-Rom that accompanies the Student’s Book provides
additional exposure to business-related situations. It offers – Optional speaking evaluations
thirty interactive exercises, two per unit, on a variety of These are a variety of speaking activities students can
topics: letters, phone messages, CVs... These activities also do as an individual evaluation or in pairs or small
provide further practice on key grammar points and lexis, groups. They appear on the last page of every Teacher’s
as well as activities that expand on the Student’s Book and Book unit. They cover important structures, language
Workbook material. or concepts studied in the unit. When evaluating these
activities, teachers can use the Speaking Evaluation
The CD-Rom is easy to use. Students select a unit and
Chartin the Teacher’s Book, page 111.
activity from the main menu on the CD-Rom interface
and follow the activity instructions. Each activity provides – Continuous evaluation
a pop-up window with the answers, so students can Teachers who prefer a more continued evaluation of
check their work once they have completed each task. their students throughout the year, can reuse selected
Student’s Book and Workbook activities to chart
Teacher’s Book progress. These are identified in the Teacher’s Book
with the following icon e . These activities can be
used as spoken or written evaluation.
The Teacher’s Book reproduces the Student’s Book in full
colour in an easy-to-use wrap-around format. It provides – Formal evaluation
step-by-step guidelines for each lesson, suggestions for Worksheets
reinforcement and expansion activities, evaluation There is a photocopiable revision Worksheet every
materials in the form of photocopiable worksheets, and two units. Each worksheet covers the essential
suggestions on how to exploit the CD-Rom. material from the two units in question and can be
used as revision, or as a formal written evaluation.
Answer keys are on pages 108 to 110.
Teacher’s Book features
At the end of each module there is a comprehensive
• Organisation exam that covers the most important elements of
The first page of every unit summarises the language each module. Each worksheet section gives a
focus, key vocabulary and structures. It also lists the suggested score. See pages 99 to 107.
specific business tasks and skills the students will be
• Optional CD-Rom review
practising. Teachers can ask the Warm up questions
These are optional activities to review or test students on
provided to stimulate previous knowledge of the topic of
their work with the Student CD-Rom. These activities
the unit. Detailed lesson plans are provided for the other
appear within the lesson notes on the last page of every
pages of the Student’s Book, and include the Answer key
unit in the Teacher’s Book.
to all the activities.
• Teacher’s file
Online Learning Centre
Teachers with few teaching hours can concentrate on the
main lesson plan activities. Teachers who have classes
The Online Learning Centre provides support for both the
with more hours, or who teach students at a higher level,
teacher and the student. More and more learners are
can consult the Teacher’s file for each lesson where they
becoming autonomous and taking advantage of this
will find the followinginformation:
instructional medium. Teachers will find a wealth of
– Suggestions for optional reinforcement or expansion material to download and use in the classroom.
activities for the Student’s Book activities.
– The exploitation of the Workbook activities.
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1
unit one
Locating people
One of the first, and probably one of the most frequent situations a secretary or office worker has
to face, is that of locating people within the office. This can take the form of direct face-to-face
contact or indirect conversations on the phone.
In this unit, students will find examples of different types of conversations in the office. They will
practise pronunciation, sentence and word stress and intonation, as well as structures that show
courtesy towards the client.
1
Skills objectives
unit one
• To be able to understand the gist of a
conversation
Locating people
• To identify the use of willin listenings and
readings
• To practise pronunciation and intonation
Introduction
• To practise conversations with a partner
One of the first and probably one of the most frequent situations a secretary or an office
Language focus worker has to face is that of locating people. In this unit you will find examples of different
types of conversation that may take place in the office or on the phone.
• The alphabet: revision of pronunciation
• Polite requests using modal verbs:
(Can, Could, May) Objectives
• Will:resulting decisions, promises, offering /
• To talk to new people in the office
asking for help
• To talk to clients on the phone
• Use of question words
• Present simple revision • To spell out words
• Pronunciation of the short vowel /i/ sound • To make polite requests
Key vocabulary • To practise the /i/sound
& structures • To learn common acronyms
• not available; busy; away
• leave / take a message
• abbreviated; refer to
• on holiday / vacation
• Could you spell that, please?
• Good morning / afternoon / evening
• Excuse me...
Business tasks
• To answer the telephone
• To ask people to spell their names
• To talk to clients in a polite and courteous
manner
• To understand and use acronyms
• To address clients appropriately: Mr., Miss,
Mrs. or Ms.
Additional material 7
• Grammar and language reference, pages
97 and 104
• Glossary, page 106 Unit warm-up questions
• Workbook, pages 3, 4 and 5
• CD-Rom, Unit 1 Introduce the unit by asking the class the following questions:
• Optional CD-Rom review, Teacher’s Book,
• Do you like talking on the telephone?
page 14
• How do you feel about talking to people you don’t know?
• Optional speaking evaluation, Teacher’s
Book, page 14 • How do you feel about meeting new people?
• Do you make friends easily?
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1
unit one
1
unit one
Locating people
Locating people
Listening
Listening
1 Students concentrate on understanding the
gist of each conversation.
Play CD 1.1once all the way through.
Then ask students to match each dialogue to
a picture. Which one does not match?
Answers: 2, 4, 1(Picture 3 does not match.)
1 2 3 4
Focus on Grammar
Willis often used in these types of business 1 1.1 Listen to the dialogues and match them to focusonGrammar
situations: the scenes above. Which one doesn’t match?
V= Visitor R= Receptionist C= Client Will
a resulting decisions:It’s hot in here. I’ll turn
A Full form Short form Negative
on the air-conditioner.
V:Good morning. My name is Paul Phillips. May I speak I will I’ll will not
b promises:I’ll call you next week. to Mr. William Smith? you will you’ll (won’t)
R:I’m sorry, Sir. Mr. Smith isn’t in. What can I do for you? we will we’ll
c offering / asking for help:Shall I carry that they will they’ll
for you? Will you give this to Mr. Stevens, B he will he’ll
R:Collins Electronics. Good afternoon. she will she’ll
please? C:Good afternoon. Mrs. Doris Robinson, please. it will it’ll
Refer students to the Grammar and language R:Name, please? Grammar reference, page 97.
C:Henry Higgins. I’m her lawyer.
reference, Student’s Book, page 97. R:Hold on a moment, Mr. Higgins. I’ll put you through.
2 Cover the dialogues and listen again. Which
C
ones use will?
2 Repeat CD 1.1without pausing. Students C:Good morning. May I speak to the Personnel
Manager?
cover the text and say which dialogues use will. R:Who’s calling, please? 3 Choose a dialogue and act it out with a
Read these three sentences and students C:It’s Tim Harrison from K & S Co. partner.
repeat them without reading them. See R:Just a moment, please. I’ll see if he’s available at the
moment. 4 Use willto say things you will do.
Teacher’s file. Example: I’ll call my mother.
D
Answers: B: I’ll put you through. C: I’ll call
V:Excuse me, could I see Mr. Johnson?
back later. D: He’ll see you in a minute. R:May I have your name, please?
V:Tom Blackburn, from New Instant Technology.
R:Please sit down. He’ll see you in a minute.
Workbook, page 3.
3 Give students a few minutes to practise their
e dialogues. To suggest a “telephone” situation, 8
ask them to sit back to back. Volunteer pairs
come to the front of the class and act out their
dialogues. See Teacher’s file.
Teacher’s file
4 Revise different uses of the future tense. Read
Student’s Book Workbook, page 3
the example, showing different situations in
Answer key, p. 112.
which the phrase could be used:We need 2 Read these sentences and ask
someone to help us with this... I’ll call my students to explain if the sentence 1 Students listen and complete the
mother. That’s not nice! I’ll call my mother! with will represents a planned action: dialogues.(Transcript 1.1, p. 125.)
See Teacher’s file. I need some help. I’ll call my mother. 2 Students listen to the dialogue once
It’s Mother’s Day tomorrow. I’ll call and try to answer as many questions
my mother. as they can. If done in class, repeat
3 In pairs, students create a new the recording as many times as
dialogue for the unmatched necessary. Students compare their
picture, 3. answers. (Transcript 1.2, p. 125.)
e This activity can be reused later to 3 Students practise using the correct
evaluate students’ progress. preposition: in, on, at, through.
4 Students practise using will in the
question form.
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