2024年4月7日发(作者：道沈)
2) 2.1 Students listen out for five of the benefits and
Useful language from Module 2
incentives in exercise 1. Note that this is a similar task
Wordlist to Part Two of the Listening Test.
branch headquarters promotion Answers
take part in call centre holding company 1 a company car 2 flexible working hours
recognition take seriously cash bonus 3 parental leave 4 an impressive job title
manufacturing research and development
take with a pinch of salt corporation
parental leave distribution centre pension
reward trademark division perks
subsidiary turnover flexible plant
take care warehouse found (a company)
position take on
Expressions
Presenting
Good morning and thanks for coming.
Today I'd like to tell
If you have any questions, I'll be happy to answer them
at the end.
In my brief presentation we'll begin by
First of all / and finally
Then I'll give an
OK, let's move on to
One thing I'd like to point
Take a look at this chart,
Here you
Finally. I'd like to
So that brings me to the end of my presentation.
Thanks for listening.
Are there any questions?
Module 2.1 Company benefits
Benefits and incentives
Vocabulary
1) Ask students to work alone as they rank the ten items
and then compare and discuss in pairs. Make sure they
give reasons.
Extension
In Part Two of the Speaking Test, students might need
to give a one-minute presentation entitled, "What is
important when choosing a job?". Put students in pairs
and tell them to practise a similar presentation, taking
turns to be the examiner or the candidate. Students can
use some of the ideas listed in exercise 1.
5 a pension
2.1 Listening script
Speaker 1 It's great because usually it means my wife
can use the one at home and we even take mine away at
weekends. I work for quite a relaxed company and they
don't seem to mind how I use it for leisure.
Speaker 2 I thought it wouldn't change the way I
worked after the first six months, but as they got older
it actually became more complicated with getting them
to school or if they wanted to do activities in the
afternoon. But my boss has been really good about it
and some days I can do a half day if I want and then I
might work later on other days - or I take work home,
which I don't like doing, but it's the
Speaker 3 It's actually the law now so they had to let
me have it. It was only two weeks but at least I had
time to help my wife out. Mind you, after all the late
nights and crying I was really happy to get back to
work for a while and have a rest!
Speaker 4 I've just been promoted from Assistant IT
Technician to Chief Operational Network Administrator.
It means I get a bit of a pay rise and new business cards
with my name on. I'm not sure if I get my own office
though.
Speaker 5 The problem for me is that I won't have
enough to live on when I'm 60 and I can't afford a
private plan. So I'll probably try and keep working for a
few more years, and anyway, I heard the government is
planning to raise the age
Is working for Xerox too good to be true?
Reading
3) Set students a time limit of about three minutes to
answer the question. The aim is to find any benefits and
incentives, but tell students not to read in too much
detail at this stage.
Answers
opportunities for promotion, training and staff
development, a pension
1
*Note that the article also mentions a "reward and
recognition scheme" which is another form of
incentive.
4) Now students read the article in much more detail to
answer questions 1-5. Refer them to the Exam Success
tip on reading the complete text before answering any
questions.
Answers
1 B 2 A 3 C 4 B 5 C
Expressions with take
Vocabulary
5 As a quick lead-in, ask students to brainstorm
collocations and expressions they can think of with take,
eg take a day off, take a taxi, take a break, take off, etc.
Answers
1 take (Moloney's comments) with a pinch of salt
2 take care of
3 Take (Carole Palmer)
4 took part in
5 takes on
6 takes seriously
Extension
Ask students to write six new sentences using take from
the exercise. They can relate the sentences to their own
work or life, eg I'd take the news of a pay rise with a
pinch of salt. (not so sure, doubtfully)
Module 2.1 Company benefits
Asking questions about jobs
Speaking
1) Tell students to imagine they were the journalist
writing the article on Xerox on the previous page. They
need to create the questions they asked during the
interviews with Kim Moloney and Carole Palmer. The
article offers clues as to the tense needed for each
question. This exercise should be a review for students
at this level and provides some basic questions for
asking about a job.
Answers
1 How long have you been working for the company?
2 When did you join (the company)?
3 What was your first job?
4 What are you responsible for?
5 Where are you based?
6 What would you like to do in the future?
2) Students practice asking and answering the questions.
If possible, try to pair students who haven't yet met in
the class. Make sure the answers use the correct tense
and give feedback.
The Past
Grammar
3) Students match the three verb forms to the correct
tense definitions.
Answers
Past simple: started
Present perfect: has moved
Present perfect continuous: has been working
Refer students to the Grammar reference on page 128.
Suggest they also re-read the information on the present
perfect and present perfect continuous in Module 1.
Remind students that we tend not to use continuous
forms with stative verbs. Also point out that verbs like
work and live can often be used in the present perfect
and present perfect continuous form with little change
in meaning. The main change in emphasis is that the
continuous form emphasises that the action is ongoing.
You could also draw these timelines on the board to
help clarify the meaning:
Past simple
Past Now
X ↑
Present perfect
Past Now
X ↑
Present perfect continuous
Past Now
X ↑
4) Students underline the correct verb form. When
checking answers, ask students to try and explain their
choice.
2
2024年4月7日发(作者：道沈)
2) 2.1 Students listen out for five of the benefits and
Useful language from Module 2
incentives in exercise 1. Note that this is a similar task
Wordlist to Part Two of the Listening Test.
branch headquarters promotion Answers
take part in call centre holding company 1 a company car 2 flexible working hours
recognition take seriously cash bonus 3 parental leave 4 an impressive job title
manufacturing research and development
take with a pinch of salt corporation
parental leave distribution centre pension
reward trademark division perks
subsidiary turnover flexible plant
take care warehouse found (a company)
position take on
Expressions
Presenting
Good morning and thanks for coming.
Today I'd like to tell
If you have any questions, I'll be happy to answer them
at the end.
In my brief presentation we'll begin by
First of all / and finally
Then I'll give an
OK, let's move on to
One thing I'd like to point
Take a look at this chart,
Here you
Finally. I'd like to
So that brings me to the end of my presentation.
Thanks for listening.
Are there any questions?
Module 2.1 Company benefits
Benefits and incentives
Vocabulary
1) Ask students to work alone as they rank the ten items
and then compare and discuss in pairs. Make sure they
give reasons.
Extension
In Part Two of the Speaking Test, students might need
to give a one-minute presentation entitled, "What is
important when choosing a job?". Put students in pairs
and tell them to practise a similar presentation, taking
turns to be the examiner or the candidate. Students can
use some of the ideas listed in exercise 1.
5 a pension
2.1 Listening script
Speaker 1 It's great because usually it means my wife
can use the one at home and we even take mine away at
weekends. I work for quite a relaxed company and they
don't seem to mind how I use it for leisure.
Speaker 2 I thought it wouldn't change the way I
worked after the first six months, but as they got older
it actually became more complicated with getting them
to school or if they wanted to do activities in the
afternoon. But my boss has been really good about it
and some days I can do a half day if I want and then I
might work later on other days - or I take work home,
which I don't like doing, but it's the
Speaker 3 It's actually the law now so they had to let
me have it. It was only two weeks but at least I had
time to help my wife out. Mind you, after all the late
nights and crying I was really happy to get back to
work for a while and have a rest!
Speaker 4 I've just been promoted from Assistant IT
Technician to Chief Operational Network Administrator.
It means I get a bit of a pay rise and new business cards
with my name on. I'm not sure if I get my own office
though.
Speaker 5 The problem for me is that I won't have
enough to live on when I'm 60 and I can't afford a
private plan. So I'll probably try and keep working for a
few more years, and anyway, I heard the government is
planning to raise the age
Is working for Xerox too good to be true?
Reading
3) Set students a time limit of about three minutes to
answer the question. The aim is to find any benefits and
incentives, but tell students not to read in too much
detail at this stage.
Answers
opportunities for promotion, training and staff
development, a pension
1
*Note that the article also mentions a "reward and
recognition scheme" which is another form of
incentive.
4) Now students read the article in much more detail to
answer questions 1-5. Refer them to the Exam Success
tip on reading the complete text before answering any
questions.
Answers
1 B 2 A 3 C 4 B 5 C
Expressions with take
Vocabulary
5 As a quick lead-in, ask students to brainstorm
collocations and expressions they can think of with take,
eg take a day off, take a taxi, take a break, take off, etc.
Answers
1 take (Moloney's comments) with a pinch of salt
2 take care of
3 Take (Carole Palmer)
4 took part in
5 takes on
6 takes seriously
Extension
Ask students to write six new sentences using take from
the exercise. They can relate the sentences to their own
work or life, eg I'd take the news of a pay rise with a
pinch of salt. (not so sure, doubtfully)
Module 2.1 Company benefits
Asking questions about jobs
Speaking
1) Tell students to imagine they were the journalist
writing the article on Xerox on the previous page. They
need to create the questions they asked during the
interviews with Kim Moloney and Carole Palmer. The
article offers clues as to the tense needed for each
question. This exercise should be a review for students
at this level and provides some basic questions for
asking about a job.
Answers
1 How long have you been working for the company?
2 When did you join (the company)?
3 What was your first job?
4 What are you responsible for?
5 Where are you based?
6 What would you like to do in the future?
2) Students practice asking and answering the questions.
If possible, try to pair students who haven't yet met in
the class. Make sure the answers use the correct tense
and give feedback.
The Past
Grammar
3) Students match the three verb forms to the correct
tense definitions.
Answers
Past simple: started
Present perfect: has moved
Present perfect continuous: has been working
Refer students to the Grammar reference on page 128.
Suggest they also re-read the information on the present
perfect and present perfect continuous in Module 1.
Remind students that we tend not to use continuous
forms with stative verbs. Also point out that verbs like
work and live can often be used in the present perfect
and present perfect continuous form with little change
in meaning. The main change in emphasis is that the
continuous form emphasises that the action is ongoing.
You could also draw these timelines on the board to
help clarify the meaning:
Past simple
Past Now
X ↑
Present perfect
Past Now
X ↑
Present perfect continuous
Past Now
X ↑
4) Students underline the correct verb form. When
checking answers, ask students to try and explain their
choice.
2