Xorijiy til

Exercise 5. Play the tape again. Ask students to listen and complete the
table about Michella's typical day.

Advertiser	Crafter
Affiliate manager	E-book writer
Affiliate marketer	Editor
Artist	Etsy Seller
Author	Event planner
Birthday party planner	Face painter
Blogger	Forum moderator
Bookkeeper	Grant writer
Cake baker	Forum moderator
Affiliate marketing	Illustrator
Consulting	Independent tour guide
Copywriting	Interior designer
Jewelry maker	Landscape design

Exercise 6. (5 min) Ask them to answer the following questions:
What duties does a blogger have?
What duties does a crafter have?
What duties does an event planner have?
You may find the answers in the tapescript.

Exercise 7. (10 min) Draw students' attention on the photos. Ask them to
choose the one they like. Let them answer the following questions in pairs:

• 
  What do you want to present on your research paper?
  
• 
  If there is no such picture what picture you will have for your future as
  

a result of your research paper?
Invite some pairs to share their ideas to the whole class.

Exercise 8. (10 min) Organize a discussion. Let students discuss the
following questions in small groups.

• 
  What would be a perfect job for you? Why?
  
• 
  Do you think it is a good idea for teenagers to do research work before
  starting real job career?
  
• 
  Is it a good idea to get a job that is closely connected with you education
  in the college or lyceum?
  
• 
  Is it better for people of your age to go on holiday with their family or with
  their friends? (Why?)
  
• 
  Do you think it is a good idea to get a summer job in a country where
  people speak a language that you are learning? (Why?/Why not?)
  
• 
  Do you think being able to speak English will be useful for your career?
  Elicit the answers
  
• 
  
  

LESSON TWO: START SMART, REVISION FOR TESTS

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. (10 min) Say that this lesson focuses on academic purpose,
ask them to try to present academic research, talk and read about it more.
Give them enough time to read a short text about successful presentation.
Organize a whole class discussion.

Exercise 2. (10 min) Ask students to create their dream company. Give
them some time to answer the questions in written with key facts about their
company.

Your dream company:

• 
  What is your company called?
  
• 
  What product or service does it offer?
  Figures for last year:
  
• 
  How was its turnover?
  
• 
  How was it divided up by region/country/ world?
  
• 
  What was its final income?
  
• 
  What's % was spent on Research and development (R&D)?
  

Structure:

• 
  Where are the headquarters?
  
• 
  How many divisions are there?
  
• 
  How many people are employed?
  

Trends:

• 
  What are the future trends and changes for the industry?
  
• 
  What are your company's plans?
  

Let some students present the dream company fact details to the whole
class.

Exercise 3. (20 min) Ask students to work in pairs and prepare a short three
part presentation.

You may suggest the following to your students: Create some simple visual
aids necessary. When you are ready, take turns to give your presentation. Your
partner takes notes while listening and completes the second column above.

Exercise 4. (40 min) Ask students to prepare a full-length presentation about
a company they know well. Suggest them that they could do it the next lesson.

Exercise 5. (20 min) Put students in small teams and organize a case study
on the following situation:

You run a management consultancy on audio production which is given how
to remain successful and competitive. You have been approached by the school
administrator, who would like your consultancy's advice. Study this information
about the requirement and list your advise as a consultant.

Let small group representatives share their results with the whole class.

Strategies for reading

• 
  The Word Identification Strategy provides a functional and efficient
  strategy to help challenged readers successfully decode and identify
  unknown words in their reading materials.
  

The strategy is based on the premise that most words in the English language
can be pronounced by identifying prefixes, suffixes, and stems and by following
three short syllabication rules.

In a research study, students made an average of 20 errors in a passage of
400 words before learning this strategy. Having learned the Word Identification
Strategy, students reduced their errors to an average of three per 400 words.
Reading comprehension increased from 40 percent on the pretest to 70 percent
on grade-level passages.

• 
  The Self-Questioning Strategy helps students create their own
  motivation for reading. Students create questions in their minds, predict
  the answers to those questions, search for the answers to those questions
  as they read, and paraphrase the answers to themselves.
  

Research results have shown average gains of 40 percentage points in

reading comprehension on grade-level materials after students have learned
this strategy.

• 
  The Visual Imagery Strategy is a reading comprehension strategy for
  creating mental movies of narrative passages. Students visualize the
  scenery, characters, and action and describe the scenes to themselves.
  

Research results showed that students who demonstrated a 35 percent
comprehension and recall rate before learning the strategy improved to an 86
percent comprehension and recall rate after learning the strategy.

• 
  The Inference Strategy is aimed at improving students' ability to
  comprehend reading passages and to improve their ability to respond to
  inferential questions as required in most of their subject-matter classes as
  well as on state assessments.
  
• 
  The Fundamentals of Paraphrasing and Summarizing helps students
  acquire the fundamental skills they need to be able to identify and
  paraphrase main ideas and details. Fundamentals contains lessons on
  paraphrasing words, phrases, and sentences, as well as lessons on
  identifying main ideas and details in paragraphs and short essays.
  
• 
  The Word Mapping Strategy involves breaking words into their
  morphemic parts (i.e., prefix, suffix, root); attaching meaning to each
  word part; making a prediction about the meaning of the unknown word
  based upon the meaning of each part; and checking the dictionary for
  the definition. A mnemonic device, MAPS, helps students learn and
  remember the names of the steps.
  
• 
  The Paraphrasing Strategy is designed to help students focus on the
  most important information in a passage. Students read short passages
  of materials, identify the main idea and details, and rephrase the content
  in their own words.
  

Using grade-level materials, students performed at a 48 percent
comprehension rate before learning the strategy. During the posttest, these
students comprehended 84 percent of the material.

Exercise 6. (10 min) Ask students to read the text and answer the questions.
Let them find out more about other strategic ways of learning and getting ready
for the exam. Invite some volunteers to share their learning strategies with the
whole class.

Exercise 7. (5 min) Draw students' attention on the pictures. Ask them the
following questions:

• 
  Why is special clothing important to the people in the pictures?
  
• 
  In which situation is special clothing most important?
  

LESSON THREE: COPING WITH STRESS

Affirmations for you:

Can write clear, detailed texts on a variety of subjects related to his/her
field of interest, synthesising and evaluating information and arguments from a
number of sources.

Can write short, simple essays on topics of interest.
Can summarise, report and give his/her opinion about accumulated factual
information on familiar routine and non-routine matters within his/her field with
some confidence.

Can participate in on-line courses.

Study skills: overall written interaction

correspondence

notes, messages and forms

Exercise 1. (5 min) Ask students to read the report and fill in the gaps using
the table below the text.

Exercise 2. (5 min) Give students some time to write the verb in the brackets
in its correct form. Check the answers.

Working from home

1. 
   Even at home, always set yourself a time table.
   
2. 
   You need to find a quiet place to work, where there are no distractions.
   
3. 
   If you are communicating with a client on the phone today rather than
   face-to-face, it's still important to dress for as normal.
   
4. 
   Now that you have escaped from the office, you'll still need peace and
   quietness at home. Don't answer the door to neighbors or make social
   calls.
   
5. 
   After you have been at the computer for a few hours, remember to take a
   break - why not leave the house and go for a walk outside?
   
6. 
   Be strong. When a friend calls and asks you out to lunch, say what you
   would say in any other job: sorry but I have to work on something at the
   moment. How about other five instead?
   
7. 
   Make sure colleagues and clients can reach you and answer the phone
   as though you are in the office.
   

Exercise 3. (25 min) Ask students to prepare a mini presentation. Let them
rehearse in pairs. Ask them to prepare a mini presentation on topics "Working at
home" and "Working in the office". Let some volunteers do their mini presentation
with the whole class.

Exercise 4. (8 min) Give students some time to revise the traditional three-