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D. Pre-teach successful, applicant, legal rights.Students read the job advertisement. <strong>The</strong>y decide what he must have (necessary things) to get thejob, and what would be useful (but not necessary).Answers:essentialuseful- fluent spoken and written Burmese and English- management experiencecomputer experiencelegal qualificationsother language skillsE. Pre-teach laptop, translation.Play audio 9.4. Students listen, and complete the chart.Answers:Burmese languageEnglish languageManagement experienceComputer experienceLegal qualificationsOther language(s)yesyesyesyesnoyesStudents decide whether they think Aung Mon will get this job or not, and explain their reasons tothe class.3.4 Jobs and trainingA. Pre-teach essential. Students read the job advertisements. Clarify anything they don’t understand.Ask a few comprehension questions about each job or training, e.g.What languages does the weaving trainer need?Why do you think the trainer needs these languages?What does the teaching job involve?How long does the management training last?Etc.Ask students which of these they might like to apply for.B. Students complete the table with essential and useful skills. This is similar to exercise 3.3 D.Answers:Weaving TrainerMaths Teacheressential- over 35- expert weaver- speak Mon and Burmese- university degree (maths)- speak and write Englishand Burmeseuseful- experience as a trainer- Thai language skills- teaching certificate- other language skills- teaching experienceManagement Trainee- two years’ experience in acommunity organisation- be a community leader, teacher, memberof a women’s or youth organisationModule 99
C. Here are three responses to the advertisements. Students read through the letters. Clarify anythingthey don’t understand. Will any of these applicants succeed?In groups, students discuss each application. Groups present their ideas to the class.Students match the numbers and sentence parts.Possible answers:2 will probably get the job, because she has all the right skills.1 might get the job, if there are no better applicants.3 probably won’t get into the training, because she doesn’t have enough experience.D. Brainstorm a list of questions you might ask at a job interview, and write these questions on theboard.Students work in pairs, and select one of the jobs or trainings.Partner A is applying for this job or training. Partner B is the boss, and is going to interview theapplicant. Give them a few minutes to prepare what they are going to say. <strong>The</strong>n students roleplay ajob interview.If you have time, get a few students to perform their roleplay to the class.Extra IdeaStudents do a research assignment. Individually or in pairs they interviewsomeone in their community about their job: what duties it involves, if theworking conditions and pay are good, why they decided to do this job,etc. You might like to brainstorm possible questions they could ask first.Students present their findings to the class.10 Module 9
Page 2 and 3: ContentsContentsIntroductionCourse
Page 4 and 5: lah blah blah blah blah blah blahbl
Page 6 and 7: Extra activities and exercisesVocab
Page 8 and 9: Some terms used in the Teacher's Bo
Page 10 and 11: 1. Permission, Necessity and Prohib
Page 12 and 13: 1.5 must, mustn’t, have to and do
Page 14 and 15: B. Play audio 9.3. Two counsellors
Page 16 and 17: B. Students read each other’s not
Page 20 and 21: 3.5 Story from picturesA. Students
Page 22 and 23: C. In pairs, students guess the ans
Page 25 and 26: C. Play audio 9.8 again. Students l
Page 27 and 28: 8. Thinking about Learning: Speakin
Page 29 and 30: F. Complete the sentencesPossible a
Page 31 and 32: 1. The Past ContinuousThis section
Page 33 and 34: Extra IdeaThrow the Sentence. Throw
Page 35 and 36: 2. Describing PeopleThis section lo
Page 37 and 38: C. Play audio 10.3. Students check
Page 39 and 40: B. In pairs, students describe thei
Page 41 and 42: 5. Pronunciation: Countries and Nat
Page 43 and 44: 6.2 ComprehensionA. Students match
Page 45 and 46: 7. Writing: An Autobiography7.1 Wha
Page 47 and 48: 9. PracticeThis section has two par
Page 49 and 50: 9.2 Vocabulary reviewThis is a page
Page 51 and 52: 1.2 Forming and using the future wi
Page 53 and 54: 2. Arrangements and ExcusesThis sec
Page 55 and 56: B. Pre-teach surrounded by. Student
Page 57 and 58: 4.2 Listen and respondA. Discuss us
Page 59 and 60: C. This activity does not provide a
Page 61 and 62: 6.3 Final consonant practiceA. Stud
Page 63 and 64: 8. Thinking about Learning: Grammar
Page 65 and 66: D. Geography crosswordEncourage stu
Page 67 and 68: Module Twelve1. The PassiveThis sec
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1.3 Active or passive?A. Students f
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2. The Present Perfect (3)In Module
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B. Audio 12.4 is extracts from job
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Extra IdeaGive each group a large s
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B. In pairs, students choose one pi
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B. Read through the situations and
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6.3 Idiomatic phrasal verbsThis exe
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8. Thinking about Learning: Grammar
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G. Arts crosswordAnswers:Across1. t
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Revision: Modules 9-12A. Adult and
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G. An exciting tripRead about Nang
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Revision Answers: Modules 9-12A. Ad
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Language ReferenceModule NinecanWe
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Ṃodule Elevengoing toWe use going
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88 Language ReferenceIrregular Verb
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90 Language Reference
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Interviewer: And who makes them?Sab
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5. The man next to her is my uncle.
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11.7 - The internetNang Seng: It’
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2.A: Have you ever eaten pizza?B: Y
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Test for Modules 9 and 101. RulesA
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7. Who are these people?Match the d
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Test for Modules 11 and 121. Planni
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8. TravelMary Bufford is a writer.
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Handouts to the Interrogation activ
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3. Recipe 10 pointsA. Fill the gaps
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7. Choose the correct answer. 13 po
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6. 8 pointsGive two points for each
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