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Carcase ldentification: Category cipher which identifies the Carcase age and sex -YG. Product ldentification: Primal cut description Garton serial number: Serial number is ihe same as shown in the bar code. Halal Approved: lndicates that ihe product has been ritually slaughtered and certified by an d Australian Meat.

Common code ciphercan be applied for customer country requirements e. Establishment number: Plant registered d 5. Alstamp: Australia Federal Government lnspected 6. UCC Bar Gode: Bar code that carton has been held in a controlled chilled ; has been developed and compliant with the condition from time of Packing.

Number of Pieces: lndicates the number of E 8. Packed on date: lndicates the day, month, and time that the produci was packed into the year primal cuts in the carton. Gompany Gode: ln-house identification code for t carton. Company trading name: lndicates the name of the packer of the Product. E accordance with any stated storage condition' Meat marked with "besf before" date can continue Other Label requirements: MSA: Beef only - Et'l' High Quality Beef Labelling requirements for EU E to be sold after that date provided that the meat is not damaged, deteriorated or perished.

Meat and other importing country requirements. Primal cuts are a muscle, or group of muscles, Bone in or Boneless which are defined by detailed cutting res using objective measurements e. Meat lmage Product Description Reflects accurate cutting lines Name of the product cut or item. Unique Product Code Number to detailed specification.

Carcase lrim must comply with all government hygiene regulations that passes a carcase fii for human consumption and lndicates the with the Australian meal induslry agreed minimum trim requirements.

Point requlring specif ication:. Rib number required. Diaohraom removed. Vacuum Packed VAC - lndividual Wrapped Layer Facked Lp and specify that the wrapping be secure with no exposure of meat or entrapment ; of polythene in frozen meat.

Besi E Before date. Carcases eligible for Grain Fed Certification must comply with the following criteria for meat quality assessments. Rations must have an average metabolisable energy ME content greater than 10 megajoules MJ per kilogram of dry matter. A copy of the guidelines can be obtained by for a review of supply chain concepts and methodologies GS'l Australia on or visiting www'gsl au org available to provide this evidence of traceability' and expotl This guideline is intended to apply to the domestic TheEAN.

UCCsystemisaninternationallycompatiblesystem sectors of the Australian Meat lndustry' lt is fully consistent with identification of fortheidentificationofitems,services,logisticunits,assets emerging commercial arrangements for the and locattons traded worldwide There are GS1 Member proOu"cts'tnrough the distribution and wholesale chain' as well companies in as with developments internationally where the EAN'UCC 0rganisations representing over 1 million nations around the globe.

UCCsystemprovidesanopenstandardthatmeets the needs of all industry sectors, including the Australian meat Australian meat industry today are shown below' industry. DaIa carriers to represent the identification numbers in machine readable format; and the captured 3.

Such factors include breed, sex, marbling, age, growth history, carcase quality attributes, processing methods and treatments. Licensees of the MSA Trade Marks and technology are required to have auditable MSA certified beef provides a consumer procedures in place to prove proficiency to the guarantee of eating quality at three quality levels MSA Standards.

The MSA program is operated in conjunction with cooking method. Licensed Enterprises ensure w inat crccedures for use of the MSA descriptions as :a: o'the product description are integrated r:o :ie' aocro'. E E The MSA marbling system provides an indication of the fineness of distribution and the size of marbling pieces. Marbling is the fat that is deposited between individual Mffiffi? Thus the output voltage of the op amp can be expressed as Figure P2. For the amplifier to be ideal, what would you expect the voltage at the positive input to be?

The results are tabulated below. Are the results consistent? If not, are they reasonable, in view of the possibility of experimental error? What do they show the gain to be? Using this value, predict values of the measurements that were accidentally omitted the blank entries. This problem explores an alternative internal structure for the op amp. In particular, we wish to model the internal structure of a particular op amp using two transconductance amplifiers and one transresistance amplifier.

Suggest an appropriate topology. What closed-loop gain would you expect? The output signal of the transducer is sinusoidal of 5-mV amplitude and Hz frequency. Give expressions for v cm , v d , and the total signal between each wire and the system ground. What is the op-amp gain A? Using series and parallel resistor combinations, how many different inverting-amplifier circuit topologies are possible? What is the largest noninfinite available voltage gain magnitude?

What is the smallest nonzero available gain magnitude? What are the input resistances in these two cases? What is the input resistance of your design? Sketch and clearly label the waveform of the resulting output voltage.

What is its average value? What is its highest value? What is its lowest value? Since the current supplied by the op amp is greater than the current drawn from the input signal source, where does the additional current come from? What is the tolerance on the realized closed-loop gain? Assume the op amp to be ideal. Note that a resistor Ra is said to be shunted by resistor Rb when Rb is placed in parallel with Ra. In each case find the value of a resistor RIa such that when it is placed in shunt with R1 , the gain is restored to its nominal value.

Show that perfect compensation is achieved when Rc is selected according to D 2. What is the value of the smallest resistor needed? For the latter use the voltage-divider rule applied to R4 and R2 R3. Specify R1 , R2 , and the minimum A required.

What voltage gain results when the potentiometer is set exactly at its middle value? Assume the availability of a 1. A signal v 1 is connected to two of the inputs while a signal v 2 is connected to the third.

Express v O in terms of v 1 and v 2. Show, by sketching the various circuit configurations, how this basic circuit can be used to implement the following functions: a b c d power supply. Suggest at least two additional summing functions that you can realize with this circuit. How would you realize a summing coefficient that is 0.

Assume that in addition to the sine-wave signal you have a dc reference voltage of 1. Sketch the output signal waveform. Since it is desirable to amplify the Hz component in the process, arrange to provide an overall gain of as well. The circuit accepts a 4-bit input binary word a3 a2 a1 a0 , where a0 , a1 , a2 , and a3 take the values of 0 or 1, and it provides an analog output voltage v O proportional to the value of the digital input.

Each of the bits of the input word controls the correspondingly numbered switch. Note that there are two possibilities. Does the meter resistance shown affect the voltmeter calibration? RP0 Figure P2. Hint: Use a structure similar to that shown in general form in Fig. Figure P2. Assume an ideal op amp. Where does the load current come from in case b? In each case find the percentage error in gain magnitude from the nominal value of unity.

Note that Rin signifies input resistance and R1 and R2 are feedback-network resistors as labeled in the inverting and noninverting configurations. Derive an expression for the gain as a function of the potentiometer setting x. What is the range of gains obtained? What should the resistor value be? What closed-loop gain actually results?

With what value resistor can which resistor be shunted to achieve the nominal gain? What is the input resistance of your amplifier? Find the voltage that will appear across the load if: a The source is connected directly to the load. Also, calculate the percentage by which G falls short of the nominal gain magnitude G0.

What is the input resistance seen by v 1 alone? By v 2 alone? By a source connected between the two input terminals? By a source connected to both input terminals simultaneously? Find the range over which v O can be varied. What is the differential input resistance Rid?

Also, find the CMRR in this case. Neglect the effect of the ratio mismatch on the value of Ad. What condition must apply in addition to the condition in Eq. Find an expression for the worst-case common-mode gain that results. Also, evaluate the resulting CMRR in each case. Neglect the effect of resistor tolerances on Ad.

Specify both the resistor values and their required tolerance e. This is known as the common-mode range of the differential amplifier. What will now be the values of Ad , Acm , and the input common-mode range?

The modified circuit includes a resistor RG , which can be used to vary the gain. Assume that R5 and R6 are much smaller than R so that the current through R is much lower than the current in the voltage divider, with the result that vId Figure P2.

Rather, find a convenient node to connect such a terminal in a redundant way. When more than one circuit implementation is possible, comment on the relative merits of each, taking into account such considerations as dependence on component matching and input resistance. For ideal components, what difference-mode gain, common-mode gain, and CMRR result? What do you conclude about the effect of the gain of the first stage on CMRR?

Hint: Eq. Find the voltage at every node in the circuit. Now find the differential gain and the common-mode gain of the first stage of this instrumentation amplifier and hence the CMRR. It consists of an op amp and precision, laser-trimmed, metal-film resistors. The circuit can be configured for a variety of applications by the appropriate connection of terminals A, B, C, D, and O. Also sketch v O. Specify both its peak-to-peak and rms values. How long does it take the output to reach 0 V?

Show that this is indeed the case, and find for each circuit iO as a function of v I. Comment on the differences between the two circuits. What is the integrator time constant? A sine-wave signal is applied to its input.

Characterize the output that results when a sine 4 wave 2 sin 10 t is applied to the input. What components are needed? For long-term stability, a feedback resistor is introduced across the capacitor to limit the dc gain Section 2. Sketch and label the output waveform that results. At what frequency does the magnitude of the transfer function reduce to unity? Vo Figure P2. Sketch and label the output waveform resulting.

How many pulses are required for an output voltage change of 1 V? What is the pole frequency of the STC function? How does this compare with the pole frequency of the ideal integrator? What is the frequency f0 in Hz at which its input and output sine-wave signals have equal magnitude? What is the output signal for a 1-V peak-to-peak sine-wave input with frequency equal to 10f0? Assuming v O to be zero initially, sketch and label its waveform. What is its value?

What is the associated lower 3-dB frequency? What is its frequency? What is its peak amplitude? What value of R is needed to cause the output to have a V peak amplitude? What are the gains and phase shifts found for this circuit at one-tenth and 10 times the unity-gain frequency?

What is the associated 3-dB frequency? What gain and phase shift result at 10 times the unity-gain frequency? Such a circuit is known as a first-order high-pass active filter. Vo Vo Figure P2. Observe that the circuit performs as an amplifier whose gain rolls off at the low-frequency end in the manner of a high-pass STC network, and at the high-frequency end in the manner of a low-pass STC network. If the input bias current is known to be very small, find the input offset voltage. Find the output when the input is 0.

What is the maximum amplitude of the sine wave that can be applied at the input without the output clipping? What is its input offset voltage? Prepare an offset-voltage-source sketch resembling that in Fig. Be careful of polarities. In what direction does it flow? Estimate the input offset current. Indicate where you would add an additional resistor to compensate for the bias currents. What does the range of possible outputs then become? In order to compensate for the bias current in this case, what resistor would you use?

And where? What values of R1 , R2 , and R3 should be used? What is its output offset voltage? If the offset current is no more than one-tenth the bias current, what is the resulting output offset voltage due to offset current alone?

What should the value of R3 be? Estimate the input offset current assuming zero input offset voltage. What should its value be? Fill in the blank entries.

Estimate values for A0 , fb , and ft. Estimate its 3-dB frequency, its unity-gain frequency, and its dc gain. For each, what are the 3 dB and unity-gain frequencies? What is the 3-dB frequency f3dB of the closed-loop amplifier? What is its gain at 0. What 3-dB bandwidth results? For a particular system application, a bandwidth of 32 kHz is required. What is the highest gain available under these conditions? What is the 3-dB frequency of the follower?

What must the ft of the op amp be? Whatunity-gainfrequencywouldasingleoperationalamplifier require to satisfy her need? Unfortunately, the best available amplifier has an ft of 40 MHz. How many such amplifiers connected in a cascade of identical noninverting stages would she need to achieve her goal?

What is the 3-dB frequency of each stage she can use? What is the overall 3-dB frequency? Comment on the results. Hint: In each case, the other input to the summer can be set to zero—an application of superposition. What is the shortest pulse that can be used while ensuring full-amplitude output?

For such a pulse, describe the output resulting. For a sine wave of the same frequency, what is the maximum amplitude of output signal that remains undistorted? Assume a sine-wave input with peak amplitude Vi. What is the 3-dB frequency obtained?

What is the 3-dB frequency of the overall amplifier? Compare this to the value obtained in b above. Section 3. At each temperature, what fraction of the atoms is ionized? In the steady state, the excess-hole concentration profile shown in Fig. For intrinsic silicon, use the data in Table 3. Table P3. Use the Einstein relationship to obtain the corresponding values for Dn and Dp. With the terminals left open, what is the width of the depletion region, and how far does it extend into the p and n regions?

Also, find the width of the depletion region W and its extent in each of the p and n regions when the junction terminals are left open. Calculate the magnitude of the charge stored on either side of the junction. What is the factor? What continuous current in the breakdown region will raise the dissipation to half the rated value? If breakdown occurs for only 10 ms in every 20 ms, what average breakdown current is allowed?

As a result, the excess minority-carrier distribution in each region is a straight line rather than the exponentials shown in Fig. What is the mean transit time for this junction? In such a junction, the forward current is mostly due to hole injection across the junction. Half-wave rectifiers do this by passing the voltage in half of each cycle and blocking the opposite-polarity voltage in the other half of the cycle.

Full-wave rectifiers accomplish the task by passing the voltage in half of each cycle and inverting the voltage in the other half-cycle. The resulting circuit is the peak rectifier.

To reduce this ripple voltage further, a voltage regulator is employed. Specifically, depending on the polarity of the diode, either the positive or negative peaks of the signal will be clamped to the voltage at the other terminal of the diode usually ground.

In this way the output waveform has a nonzero average or dc component, and the circuit is known as a dc restorer. Section 4. Describe two possible situations that result. What are the diode current and terminal voltage when a the connection is between the diode cathode and the positive terminal of the battery and b the anode and the positive terminal are connected? Sketch the waveform resulting at v O. What are its positive and negative peak values?

Sketch and label the waveform of the battery current iB. What is its peak value? What logic function is X of A and B? What logic function is Y of A and B? For what values of A and B do X and Y have the same value? For what values of A and B do X and Y have opposite values?

What is the peak output voltage that results? What is the average output voltage that results? What is the peak diode current? What is the average diode current? What is the maximum reverse voltage across the diode? What peak-to-peak sine-wave voltage is required? What resistance is required? What peak diode current flows? What peak reverse voltage does the diode endure?

If resistors can be specified to only one significant digit, and the peak-to-peak voltage only to the nearest volt, what design would you choose to guarantee the required charging current? What fraction of the cycle does diode current flow? Select a suitable value for R so that the peak diode current does not exceed 40 mA. What is the greatest reverse voltage that will appear across the diode? Find a suitable value for R so that the current required from each of the input signal sources does not exceed 0.

Note that the lamps can be located apart from each other and that there may be several of each type of connection, all on one wire! At what temperature is VT exactly 25 mV? In terms of IS , what current flows in the same diode when its forward voltage is 0. Figure P4. What is the value of the current? What current will flow in this diode if the junction voltage is raised to 0. If the junction voltage is lowered to 0.

What change in junction voltage will increase the diode current by a factor of 10? For each diode, the data provided are the diode current I and the corresponding diode voltage V. If a current of 1 mA is drawn away from the output terminal by a load, what is the change in output voltage?

What is the effect on the forward voltage of the diode if an identical diode is connected in parallel? The two anodes are joined together and fed with a constant current I.

Find the currents ID1 and ID2 that flow through the two diodes, and the voltage VD that appears across their parallel combination. What relative junction areas should these diodes have if their currents must have binary-weighted ratios, with the smallest being 0.

What value of I is needed? What value of V results? To obtain a value for V of 60 mV, what current I2 is needed? The designer proposes to use this idea to supply two diodes of different junction areas with equal currents and to measure their junction-voltage difference.

Two types of diodes are available: for a forward voltage of mV, one conducts 0. Now, for identical currents in the range of 1 mA to 3 mA supplied to each, what range of difference voltages result? Calculate a small number of points on the diode characteristic in the vicinity of where you expect the load line to intersect it, and use a graphical process to refine your estimate of diode current. What value of diode current and voltage do you find?

Analytically, find the voltage corresponding to your estimate of current. By how much does it differ from the graphically estimated value? However, as the power being dissipated in the diode raises its temperature, it is found that the voltage decreases and eventually reaches mV. What is the apparent rise in 4. A power diode, for which the nominal current at 0. I 10 mA D2 junction temperature? What is the power dissipated in the diode in its final state?

What is the temperature rise per watt of power dissipation? This is called the thermal resistance. The voltage across the string of diodes is to be 3. A designer, considering using a constant-voltage model, is uncertain whether to use 0. What is their percentage difference? Using a 1-mA current source, the designer wishes to create a reference voltage of 1. Suggest a combination of series and parallel diodes that will do the job as well as possible.

How many diodes are needed? What voltage is actually achieved? To what percentage current change does this correspond? Consider both positive and negative signals. For the diodes closely matched, what current flows in each?

What is the corresponding small-signal resistance of each diode and of the combination? Compare this with the incremental resistance of a single diode conducting 0. ENGL 30T. ENGL 83S. First-Year Seminar in English. ENGL T. ENGL S. Women Writers.

ENGR ERM S. ESC FDSC S. FOR S. FORT FR First-Year Seminar in French. GD 1S. GER First-Year Seminar in German. HCDD S. HDFS S. Introduction to Human Development and Family Studies. HIST 1T. The Western Heritage I. HIST First-Year Seminar in History. IE IST S. IT JST First-Year Seminar in Jewish Studies. Fitness Theory and Practice. LA LARCH LER 83S. LST ME Play the recording from beginning to end and ask Check that students know who James Bond is. Speaker t is Emms Schneidef cord B.

Ask students to comptete the exercise in pairs. Play Starting up the recording at least twice and ask them ifthey need to hear it again. Students listen to four businesspeople and match the speakers to their business cards, then practise the Ptay the recording again.

Pause after each speaker atphabet and spetting names. Reassure the class that they wi[[ hear the listening more than once. Each ofthem is going to say 1d 2a 3c 4b a sentence that includes a name that they spell out. Telt students that they wi[[ also hear helped students to decide on each location and write an e-maiI address.

Tett students to take turns to tell their partner about themselves. Circulate, monitor and encourage. This is also usefut to help , , Have one or two pairs come to the front to model; the ctass get to know each other.

One-to-one , For extra practice, ask pairs to continue with names lf this is your first lesson with your student, use the offriends or colleagues. Student A says and spetts exercises as an opportunity to get to know each the name, and Student B writes the name down. You can either do this in chorus. Pay particutar attention to letters that are tikely to cause students problems.

Hightight the endings in each section: -an, -ese, -i and -ish. Once you are happy that students are reasonably confident with the Engtish atphabet, ask them to Point to the first example. Say; 'The country is Brazil, look at the way the letters are grouped in this the nationality is Brazillan. Each group contains the same German, the country is? Point to the next entry in the chart lndia. Ask students to find the nationatity from the box Qndian.

Play the recording, then ask students to repeat the letter groups. Divide the class into groups of three or four. Write your name on the board and ask students to Check the answers together. Point to Shi Jiabao's business card and ask students lo say the e-mail address. W -on v Ask students to say the names of the companies in the box with you. Ask students to suggest a 1 question and answer about the company simitar to z, Itaty Italian o the exampte.

Tetl Student A to turn to vt page and Student B to turn to page Exptain Korea Korean to students that they shoutd take turns to ask a -ese question about a company. Japan Japanese They should use the information in the Activity fite to China Chfnese answer their partner's questions. Have a brief feedback session with the ctass. Ask Kuwait Kuwaiti students to expand on their answers and say what 0man Omani else they know about each company.

Ask students what they notice about the stress patterns ofeach ending with - i an, -i and -ish endings, the stress fatls on the syltabte before Ask students to catl out ideas for famous companies the ending; with -ese endings, the stress is on the Write suggestions on the board. A: She's Brazilian. B: Yes, and he's ftom Brazil, too. B: Yes, and sheS German, too. Check speaker, consultant Jeremy Keeley, introduces himself. Demonstrate with actions where necessary.

Divide students into pairs and ask them to discuss the question. Have a brief feedback session with the rr? Ask students to read ut the instructions carefully and then point to Reading: Angela Ahrendts the photograph and ask: What's his name?

The reading sections in the Course Book give students. Some is optimum. After the initiat listening, it is useful to activities get students to read for general gist, others to pause regularty to eticit whether the statements are scan for specific information or answer comprehension true or latse. It may be useful to treat each paragraph differently. For example, you could read one paragraph with the whole class and get students to read the other parts : L : F He tives in St Atbans.

Depending on time, you could also exploit the artictes : further by focusing on useful [anguage or by asking i3T students to respond to ideas in the text. Ask students; Whqt's the title? From smatt town to gtobat teader and How many paragrophs qre there in the article? Focus on the top photograph and ask: What's her nam e?

Angela Ah re ndts. I how 2 Where 3 What 4 what 5 why Read the first paragraph with the ctass. Ask students: 6 wait 7 offers 8 exchange ls Angela Ahrendts German? No, she's American. Ask the ctass to read the rest ofthe articte to themsetves. Hightight the ffi exampte. They can do this individualty, then compare Ask individuaI students to read out the exampte answers in pairs.

Check the answers around the questions and ask them to find the answers in the class. Write the sentences on the board and eticit how to say them as questions.

They have a three chitdren: one son, Ask the questions and elicit short answers. Where are Burberry's headquarters? Give them a few moments to look at the article and prepare five Read the sentences with the class and check questions.

Make sure that students know that they understanding. Ctarify meaning where necessary shoutd both write the questions on separate pieces globol, teenogers, awoy on business. Circulate and help. Ask students to read the article again and decide whether the sentences are true or false. Go through the answers with the class. Ask pairs what they remember about in London. Angela Ahrendts. Language focus 7: to be 5T Students look at the present simple positive and 6 F She is away on business for about one week negative forms.

To practise, they complete sentences about a woman catled Maristella and listen to the every month. They also work and her famity. Emphasise that to be is usually used to describe This may also be a good point to check what other peopte and things. You could give the examples vocabulary for the family students know mothe4 Burberry is o global company describes a company , fathe4 husband, wife, sister, brothe6 etc. Focus on the form of the present simple.

Highlight the contracted forms of to be. Look at the exampte together. Make sure students 1 she isn't 4 I'm not understand that they should use the short forms. Draw students'attention to the example. Maristelta in Exercise A. Eticit Write the categories on the board. Ctarifu any the answer. Add the information to the board. Demonstrate Give students a few moments to prepare questions introducing yoursetf to a student, using the individuatty. More confident classes can ask the!

Hello, l'n questions without preparation. Ask students to complete the chart about , Divide the ctass into pairs and tetl students to take themselves. Divide the class into pairs. Get students to use the.

Circulate and monitor. They should make notes on what their partner says. Note any probtem areas to Students look at the use ofo before a consonant and ctarify with the class. Ask students to write a paragraph about their the Language focus box with Read the information in partner, using the notes they made in Exercise C.

I like Point out that this exercise is concerned with negative forms of to be. Hightight the contracted forms and eticit the long Go through the example with the class. Then tetl forms e. Encourage the class to check any unfamiliar jobs in a dictionary and modeI pronunciation for them.

Tell students to decide whether each iob is preceded Play the recording again to give students the by a or an. Check answers around the class- o z. Elicit the answer i manager optician on engineer. Note any areas where students , research analyst need more practice. Students listen first for general information and say ffi whether statements are true or false. They then listen for specific information and complete three extracts Quickty teach or revise vocabutary for the famity from the conversations.

Finatty, students use the mother, father, brother, sister, son, doughter, language to practise simitar conversations. Ask a student to read out the example.

Divide the ctass into pairs. Telt students to take turns to tatk about their iob and the lobs of their famity Elicit any phrases students already have for and friends. Get one or two pairs to tell you about the jobs of Play Conversation 1 recording f.

Pause to elicit peopte they know. Nominate Conversation 1. Ask students whether the statements individuats to tell you the iob of someone in the are true or fatse. Encourage students to correct class. Once again, focus 1 F 0im Davis works in sales. Altow [ess- o a 4 F 0onathan Ross is an assistant to Lucy Cotlins.

Praise phrases that students use. Read the phrases together and ctarify any unfamitiar vocabulary. Ask students to compare their answers with a partner. Ask students to read through the three conversations. Ask students: Which conversation is most informal friendly ond relaxed? Encourage students to give reasons for their answers.

The language is informa[. For example, they greet each other with the words Hi, which is an informaI greeting. For exampte introduce and colleogue. Formal language is used to make the introduction. Also Lucy introduces herself formatly, giving her Rositlon in the company- Ask students to choose one of the conversations to read in pairs. Encourage them to copy the intonation from the recording. Ask students to practise the conversations again.

This time, encourage them to include other phrases from the Usefu[ [anguage box. Choose one or two pairs to read out their conversations. Write suggestions on the board.

Finally, Dear, Yours sincerely, Yours faithfully, etc. Clarify where necessary. Refer students to the Writing fite. Spend some time looking at the model together. Where is the job suggested by the ctass. Why are you there? What job do the three young ,. Ask ,s Circulate, helping and encouraging. Hightight the examptes : lf practical, collect in the written e-mails and check for any areas where students may need extra work. Writing fite Course Book page ir:r Get students to tatk about the three peopte.

Encourage them to think of a reason why they chose their candidate. Check that they understand that they can disagree with their partner's choice.

Tett Group A ihat they are employees of Treadlight Fitm Company and ask them to use the prompts to make questions. More confident classes may wish to add an extra question. Tetl Group B that they are job seekers.

Ask them to look at the question prompts and think of answers to the questions. They can base their answers on the people in the profites or use their own ideas. Have a brief feedback session to ask pairs what went well with the conversation and what they would change.

This does not include Vocabulary 1: Days, months, dates Text bank odministrotion and time speni Students practise days, months and dates and use pages goi ng thro ug h ho mework. Afterwards, they tatk about their own work and Ieisure activities. Lesson 4 Case study: Hudson Design lnc. Resource bank Writing Each case study is about 30 Students role-play an interview between a page minutes to 7 hour member ofthe Human Resources department and Practice File unhappy employees of a website design company.

Writing page 10 Writing Students use the information from the case study to write an e-mai[ to the Human Resources team. For afast route through the unit focusing mainly on speaking shilts, iust use the underlined sections.

For one-to-one situations, most parts of the unit lend themsetves, with minimal adaptation, to use with individual students. During the tate 20th century, the concept of a iob for life was targely replaced by short-term or fixed-term contracts. Recent economic upheavats have made many workers feel that their iob security is less secure.

Some find themselves with too much free time on their hands when company restructures lead to redundancies. G' Despite these chattenges, workforce values in the 21st century do seem to be shifting. Employees g are less witling to trade all other aspects of life for purely professional or financiaI gains. Work- 2. The average length of the European working week m is decreasing, from Self-employed workers in Europe. Simitarty, longer hours are more usual in manufacturing with 20 per cent of the workforce working more v than 48 hours a week than in service industries where 15 per cent work more than 48 hours a m week.

E-mait, [aptops and smartphones have intensified the pace of work and altow peopte to be contacted anywhere at any time. However, they have also altowed employers and employees to exptore different ways of working.

Teleworking seems like a naturaI application of modern technology. Some flexible working practices, such as flexitime or part- time work, have also become well established. Some people choose to downshift by moving to a less demanding job or decreasing hours and pay, in order to enjoy a less pressurised tifestyle and to improve their quality of tife.

Work remains an integral and, for most of us, essential part of our everyday tife. We are arguabty armed with more toots and opportunities than ever before to share the time we give to work and the time we give to ourselves and family.

Yet getting that batance right remains a difficult task. Explain to students that certain words previous lessons to help students consotidate lenorreoa often go together to form common expressions. Divide the class into groups. Ask students what words they.

Do the same with the other three sections. Groups take turns to call out countries and tZ nationalities. Write ideas on the board. Check t high salary, long holidays, hetpfut colleagues. Ptay the recording for studenis to check. Teil studentsthat they witt be studying tanguage for work and leisure today.

Focus on the exampte. Point to each heading and elicit or exptain a little about each. Ask students to discuss 2 tong hotidays 3 helpiut cotleagues whether they agree or not.

Encourage students to give reasons v,ihere possible. Check students' understanding of the remaining word partnerships. Starting up This section looks at what people want from work. Write the list on the board. Books ctosed. Write the After a few minutes, divide the class into pairs.

Ask students to compare their lists with a partner and to choose the five most important things from Girre students five minutes to list things that they the combined lists. Encourage them to use dictionaries. Have a Eticit ideas around the class. Compare and contrast brief feedback session.

Students might not be able to contribute much tanguage at this stage; if so, attow them to look at the boxes in Exercise B for ideas. However, it is useful to ask students to attempt this exercise 'btind'at first to ascertain their leveI ofvocabulary in this area. UI u, Books ctosed. Model and drill pronunciation by Hightight the differences between the use of at and o z, asking students to take turns saying the days ofthe on in British and American Engtish. Ask students to call out the preposition that goes with the phrase.

Write Friday 5, Monday 1, Saturday 6, Tuesday 2, some other dates on the board and get students to Sunday 7, Thursday 4, Wednesday 3 say them. Ask siudents to use You may wish to tell your ctass that in Muslim the prepositions to comptete the sentences.

Get societies, the weekend is Friday and the week starts students to compare the remaining answers. Saturday and the week starts on Sunday. Ask students to say the dates ofspeciat hotidays in their country. Go through the months checking that students know the correct order and pronunciation. Ask students to complete the exercise with a partner.

Check students seasons. Ask two students to read the exampte questions and Encourage students to dictate the months that go responses to the ctass.

Answers will depend on the hemisphere that you lndicate that you want students to ask you the live in. April in winter? Students take turns to ask Ask students what their favourite season or month is- and respond to questions about when they are busy and quiet. Note any areas where students I Aprit, May. August October, January, may need more practice. The first two should be fairty straightforward, as Ask students to complete the exercise individualty.

Circulate and monitor, hetping where necessary. The third question may need more thought. Ensure that students understand it and perhaps elicit some 2in 3on 4on 5in 6on 7in examptes e.

Encourage students to me feel Students a a answer yes or no. Ask students to read the article again to find the answer to the first question, Get them to compare This could be a good opportunity to compare Eugene Kaspersky's routine with students' own.

Ask: What clothes To recycle, write the letters CEO on the board and do people usually weqr to the office? As a ctass, discuss questions 2 and 3. Encourage them to brainstorm the sort of daity routine he or she might lf you have time, you coutd discuss whether studenis have and write a schedu[e on the board. Get students to work in smatI groups and discuss. Read the first paragraph together. Point to the 2 ln other countries - the article says Most of the photograph and ask: Whot's his name?

What's compony's soles ore outside Russia. Where is the company based? How many countries does the company have offices in? Does the 3 No - he works hard, but he also thinks it's important to retax. He tries to take two days company have a competitor? He doesn't get up earty and goes to the gym at the end ofthe office day to retax. Give them five minutes for this.

Look at the schedute they wrote in Highlight the example. Seeif Stop and give students the opportunity to compare answers together. Then check the answers around students know any other ways to say this He spends half his time travelling. Ask where he is based when the class. Ask students to identify where in the article they l Get students to say how Eugene relaxes when he's in found the answers. Moscow He goes to the gvm.

F He normatly wears shirts and ieans. He only wears a suit for very important meetings. Write it on the board. F The article says that he doesn't get up early, especiatty after a business trip.

Ask the ctass one or two questions about Darren z. Eticit short answers Yes, he does. No, he doesn't. Ask them to take turns to ask and answer questions about Darren Throop's day. This exercise gives students practice in all forms of the present simpte positive.