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Exercise 4. Ask students to write a report based on following

information:

You work for a market research company. Your client, a soft drinks company,

want to launch a new flavoured drink. You tested two possible flavours with

focus groups. You also asked people to compare normal and diet versions

of the two drinks. You have been to write a report on your finding and make

recommendations to your client.

Ask students to look at the graphs and write the report.

Exercise 5. Ask students to work in pairs. Give them some time to

match the verbs with suitable nouns. Tell them that there may be more than one

possibility in some cases.
Unit 7

LESSON ONE: WORKING WITH DRAFTS

Affirmations for you and for your students

Dialogue: Can give clear, systematically developed descriptions and
presentations, with appropriate highlighting of significant points, and relevant
supporting detail.

Monologue: Can give clear, detailed descriptions on a wide range of subjects
related to his/her field of interest.

Can develop a clear argument, expanding and supporting his/her points of

view at some length with subsidiary points and relevant examples.

Can construct a chain of reasoned argument:

Can explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options. Can give a clear, systematically developed
presentation, with highlighting of significant points, and relevant supporting
detail.

Can depart spontaneously from a prepared text and follow up interesting

points raised by members of the audience, often showing remarkable fluency
and ease of expression.

Reading: Can understand lengthy, complex instructions in his field, including
details on conditions and warnings, provided he/she can reread difficult sections.

• 
  Study skills: Speaking for academic purpose.
  
• 
  Reading for information and argument;
  

Exercise 1. (5 min) Put students in small groups. Organize a game with
students on Listening and Performing Actions and Operations.

Ask students to draw a picture, figure, or design something what they like.

Locate routes of specific points on a map by selecting or identifying a picture
of a person, place, or thing from description of the students.

Ask them what picture became on the map.

Ask them now to carry out steps in a process, such as steps solving a math
problems, a science experiment, a cooking process.