Unit 16 Firms and factories

Objectives Focus Warm up 16.1 Saying what you’ve done 16.2 Visiting a factory 16.3 The company report Sum-up Assignment

Objectives

When the learners finish learning this unit, they should be able to

show visitors around a company or factory warn visitors of dangers while in factories describe recent events in a company

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Focus

How to show the visitors around a factory

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Warm up Introduce some background information about visiting the supplier’s

factory: In business world, it is very important to visit our suppliers and their

factories. There are two main reasons for this. The first is that we can see if the goods we are buying are manufactured to the best possible standard, and also we can show the supplier that we are taking an active interest in what they do.

Some people do not count visiting the suppliers very much and they think purchasing could be settled down just at the table. But that may be wrong. Buying goods from suppliers is not just a question of knowing the price of the goods. A buyer should know something about the manufacturing process. Business is always easier if a buyer understands the problems that a supplier might have. On the other hand, knowing how and what in the manufacturing site can help a buyer for future development.

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16.1 Saying what you’ve done

A. Listening and presentation

This listening is used to present the present perfect. As its use is very complex in English, the focus here is limited to talking about the past when interested in the result, rather than when something happened.

1. Read and complete the memo.

Suggested answer:

1) explain,

2) show,

3) introduce,

4) arrange

2. Listen to the recording and tick the things the assistant has done.

Suggested answer: 1 and 2

B. Listening and writing (second listening)

This listening is aimed to give learners an introduction to the form of the present perfect tense.

1. Listen and complete the e-mail.

2. Check the answer.

Suggested answer:

1. have done

2. arrived

3. explained

4. showed

5. haven’t introduced

6. haven’t arranged

7. have left

C. Language focus The language box contrasts the present perfect

with the past simple.

1. Ask learners to look at the examples and elicit the different uses of the present perfect and the past simple. Remind them that they need to use the past simple if they say when something happened.

2. In pairs or alone, learners underline the correct tense. Ask them to justify their answers by pointing out the use of time markers for the past simple.

Suggested answer:

1) saw,

2) I‘ve just come,

3) arrived,

4) haven’t had,

5) I‘ve been

D. Speaking In this activity, one learner takes on the role

of boss with a list of tasks; the other learner has a diary with a list of completed tasks.

1. Pair work: learner A looks at File 49 on page 121 and learner B looks at File 50 on page 122.

2. Demonstration (2 pair)返回返回

16.2 Visiting a factory

A. Presentation

Introduce situational language likely to occur when showing a visitor around the factory.

1. Guessing: ask learners to look at the situation in the picture in the text book and think about what the guide might say.

2. Matching: learners read the six situations and match them to the appropriate expressions.

Suggested answer:

1. e

2. c

3. b

4. a

5. f

6. d

B. Listening Practice: listen to Henry Lee, a visitor from china,

visiting the Pack Ex factory. (Reinforce the expressions used in visiting a factory.)

1. Predict: ask learners for suggestions about what they think the visitor and the company representative might say to each other.

2. Play the recording and ask learners to check their answers to the preceding exercise.

3. Extra exercise: sequence the actual packing process:

Puts a cap on the bottles (5) Sorts the tablets (1) Counts the tablets (3) Puts the tablets into bottles (4) Labels the bottles (6) Inspects the tablets (2)

C. Language focus

Focus on differences in register when giving warnings ---- how to shorten the phrase according to the situation (desperate situation / pre-warning situation), and politeness.

1. Study the examples.

Q1: What expression is less abrupt? (You have to pay attention…/ It’s important

not to touch the machinery.)

Q2: What expression is more direct? (Watch out!/ Please be careful!/ Stand bac

k, please!/ Stop!/ Don’t touch that！ / Get back!)

2. Elicit when you would use less abrupt expressions and when you would use the more direct.

Q1: When did Diana Skinner sound like she was making a polite request?

Q2: When did she sound like she was ordering Mr. Lee to do something?

D. Speaking This activity involves organizing a tour and then showing

the visitor around. Ideally, it would be used as preparation for a real tour that the class gives of a certain company.

1. Establish who the visitors are (overseas colleagues, customers or suppliers, etc.).

2. In groups of three or four, learners arrange a day’s program for the visitors. This can include various departments or people they should meet.

3. Make sure they can say something about the different places they intend to show their visitors. Review the useful expressions.

4. Put learners into pairs and get them to “SHOW” their visitor around.

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16.3 The company report

A. Reading Most companies are required by law to produce

an annual report which is then sent to shareholders, explaining what the company has done during the year.

1. Check that learners understand what a company report is and then brainstorm the kind of information they would expect to find in it.

2. Learners read the text and match each paragraph to one of the topics in the box in the textbook.

Suggested answer: 1) sales, 2) new business, 3) personnel, 4) new developments, 5) investments

3. Find out the good news and the bad news in the report.

Suggested answer: Good news: Cargo division/routes have been

successful. Agreement with new suppliers of information technology. Hong Kong's new airport is a success.

Bad news: Passenger numbers have fallen. The airline has had to make staff redundant. Five 747 aircraft removed from service.

B. Listening Three managers talk about recent developments in

their departments.

1. Get the learners to look at the topics in the box and decide what each person will talk about.

2. Play the first talk and establish which topics the Marketing manager talks about (market research, advertising).

3. Do the same for the Personnel manager (about employees) and then the Quality Control manager (about passenger services, maintenance, costs).

Suggested answer:

Marketing: market research, advertising Personnel: employees Quality Control: passenger services, maintenance,

costs

4. Read the notes about the companies.

5. Play the recording again section by section for learners to complete the blanks on the textbook. Let the learners compare their answers when finished.

Suggested answer:1) competition, 2) (over)45%, 3) 70%, 4) 7%, 5) new airport,6) 1,000 7) 18, 8) services, 9) improved

C. Speaking

Learners practice giving their own news: give news about developments in our college (teachers, projects, etc.)

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Sum-up

In this unit, the learners learned how to describe past experience and how to describe the experiences which have effect on current situations; they also knew how to give warnings when visiting factories in accordance with their right forms; at last, the learners got basic ideas about what an annual report look like and how to talk about the developments in a company or an organization.

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Assignment

Prepare to guide a group people to visit a factory. Focus on giving proper warnings and general producing process in the factory.

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