AutoCAD will now shut down. I have the correct download of Do you know why Revit is not included? So when I put in the Server name of I have retried the same process with AutoCad and it works.
Copied from the install. Add this line in the lic. Friday afternoon? I'll just check my diary. I'm not doing anything special.
There are two flights to Hong Kong on Friday. I'll catch the later one. It's all arranged, we're meeting at five in reception. Next week, we're flying to Munich for the conference.
Students then use these calls as models for role-play conversations. Play the first recording two or three times, explain any difficulties and ask for the answers. Then do the same for the second recording. Get students to read the complete conversation in pairs.
Get one or two pairs to read the conversation for the whole class. Tell students they can refer to the key expressions in the Useful language box. Work with the whole class on common problems. Get two or three pairs to role-play the situation again for the whole class. Praise good points and work on things that need i mprovement.
Allocate each problem to one member of each group of four. The group will then discuss the problem in order to try to resolve it. Monitor and help where necessary, checking they are doing the task correctly. Get students to focus on the case study by asking them about the services that a business travel agency typically provides to companies flights, hotels, car rental, conference bookings, etc.
Explain anything that still presents problems. Point out that product can also mean service in contexts like this. Explain account manager, someone in a company who takes care of particular clients.
Allocate roles and get students to turn to the page with their role. Bring the class to order. Praise good points, and work on any that are causing problems. Go through the information in the introduction with your student. In the task, get your student to read the first problem, making notes so as to be able to s u mmarise it in their own words.
Get one or two of the groups to summarise what they said in their group about some of the problems. Take the role of Account Manager and get your student to take the role of Travel Consultant.
Discuss possible solutions. After the activity, underline some of the language that you chose to use and some that your student used correctly and work on five or six points from what they said that need i mproving. Then get your student to read and sum marise the second problem, swapping roles. Discuss the problem, getting your student to pay particular attention to the corrections you made.
Go through the remaining problems in the same way. Wri ting Again in pairs, get students to change the date of the meeting. Give an approximate number of words for the e-mail, perhaps 50 words, depending on the level of the class. This section gets students to focus on change in their personal lives. Lesson Practice File Vocabulary page 12 Reading: Mercedes, shining star Students read about problems at Mercedes and how its Chief Executive turned the company round.
Text bank pages Listening: Helping companies to change Students listen to a consultant talking about ways of bringing about change in organisations. Resource bank: Listening page Language review: Past simple and present perfect Students compare and contrast these two tenses and develop their awareness in a sequence of exercises. Vocabulary: Describing change Students look at the prefixes used in many verbs relating to change and at how these verbs are used.
Skills: Managingmeetings This section looks at the language of managing chairing meetings. OJ c: J z m J J OJ ;;tJ m '"T'I Companies may downsize and de-layer, eliminating levels of middle management in order to become leaner, flatter, supposedly more efficient organisations.
Often the reasoning was that computer networks allow top managers instant access to information that was previously gathered and transmitted upwards by middle managers, whose other main function was to communicate executives' key messages downwards to the workforce.
In doing the latter, they were sometimes accused of diluting or confusing the messages, or worse. With fewer organisational layers, top managers say they can communicate more directly with front-line employees, the people who actually produce the goods or services and deal with customers.
With less direct supervision, employees have often been encouraged to make more decisions for themselves in a process of empowerment. Change and restructuring will also occur when a company is bought by another as an acquisition or takeover, or when two companies join as equals in a merger.
It may be difficult to combine the cultures ways of doing things of the two companies. Companies may also have to shed staff in periods of economic difficulty: economic downturns.
In all these scenarios, there will be redundancies. The people remaining might feel demoralised, wondering when the next wave of change is going to come and whether it would be their turn to lose their jobs. There has been a realisation that, beyond the sloganeering, a n organisation's most precious asset may well be its people and, above all, what they know.
A company's accumulated knowledge and experience is part of company culture and is increasingly seen as a key to success. The collective knowledge of the core competents the people with the key skills is something to cu ltivate and develop.
It is beginning to be seen that it may be a good idea to have people around with their accumulated years of experience. Some companies have appointed a chief knowledge officer to create systems to make this intellectual capital available to all employees via the company intranet an Internet-type system available only to company employees.
Knowledge management is a new business skill, essential if an organisation is to achieve knowledge capitalisation - the most profitable application of the knowledge available to it. Change and your students It will be interesting to see how your students react. There will be few in-work students who have not seen change in their organisations at first hand. Some people like change, almost to the point of restlessness; others prefer long-term stability.
Be tactful when discussing this sensitive issue. Kotter, Dan S. It doesn't matter if students don't all look at the same dictionary. They can even look in bilingual dictionaries. Then get them to tell you everything they have found about the word. Go round the room and help where necessary, explaining any difficulties.
The answer may be It depends, e. Explain any difficulties and practise stress and pronunciation e. They might mention that people, organisations, etc have to adapt if they are to survive.
If appropriate, ask students if they have seen the film with Burt Lancaster and Claudia Cardinale. You could get students to rate these things on a scale of 1 to to. If the class is not too big, you could write up each pair's score on the board and then work out the average. The main thing is to stimulate discussion. Still in their pairs, get students to work on sentences using a good dictionary such as the Longman Dictionary of Contemporary English.
CHANGE Exercise B 1 reorganised 2 restructure relocating 4 downsized 5 retrain 6 relaunch 3 7 upgrade 8 decentralise 9 redevelop 10 update 11 deregulate 12 reassess a Exercise C 1 the office layout was reorganised 2 restructure the company relocating their operations 4 downsized its workforce 5 retrain all sales staff 6 relaunch the product 7 upgrade the computer system 8 decentralise the decision-making process 9 redevelop the disused car-park site 10 update the whole image 11 deregulate the industry 12 reassess the situation 3 Put students into pairs.
If possible, get them to work with someone from another organisation. Students explain to each other a change that has happened in their particular organisation. Check that students are using change vocabulary correctly. Bring the class to order and get one or two pairs to talk about the changes they discussed. Again, work on the correct use of change vocabulary. Introduce the subject by asking students about their perceptions teach this word of the Mercedes brand.
Some may mention the quality problems that it suffered about eight to ten years ago. Get them to read the first two paragraphs quickly and decide if the statements are true or false. Get students to cover the article with a piece of paper. Then get them to do the exercise, calling out the answers as a quick-fire whole-class activity.
Students might mention some of the things that the leaders of their own organisations have done to increase productivity and profitability. They go into companies and give advice on how to improve performance in specific areas. Get students to read the short text before playing the recording. Explain any difficulties without giving away the answers, of course. Play the recording in chunks, stopping at key points to allow students to complete the gaps.
Then get students to call out the answers. Elicit the answers and explain any difficulties e. With the whole class, elicit the answers and discuss with students why each answer is the correct one. Elicit the answers. Tell students to discuss the question in pairs and then report back.
Insist on the use of the correct tense. With the whole class, get some examples from two or three pairs and write them up on the board, getting students to explain the tenses they use. Tell students that they are going to work on the language of managing or chairing meetings.
Ask them about their experiences of successful and unsuccessful meetings. Be tactful, especially if managers and the people who work under them are present in the same class! Tell them that the giveaway in each case is the expression that they are used with: In and Since respectively. It's true that in American English the past simple can be used with yet, as in Did you eat yet?
Play the recording two or three times and get students either to note down the answers or to call them out orally. Then play the recording again once or twice and get students to tick the expressions that they hear.
The purpose of this meeting is How do you feel about? What do you think? Could you let [Mitsuko] finish, please? I think we should move on now. To sum up, then Work on pronunciation and intonation of key expressions. Explain that students will be using the language of managing meetings to discuss the problems faced by the managers of a chain of clothing stores.
Put students into threes or fours and get them to discuss the problems. If there is not much time, allocate just a couple of problems to each group. Note down strong points and points that need correction or improvement, especially in relation to the language used to manage meetings.
When students have discussed the items, bring the class to order. Ask some of the groups to say briefly what their group decided in relation to the issues.
Then praise the strong points that you heard and work on points that need correction or improvement, getting individual students to say the correct thing. Write up key points in your 'permanent' list at the side of the board.
Students role-play managers from both companies who discuss the problems and propose solutions. Asia Entertainment AE seems to be a suitable company for Decker to buy because it's strong in the areas that Decker wants to develop. However, there may be a clash between Australian and Chinese ways of doing things. Interview with Scott Henderson. Play the recording a couple of times and get students to express Scott Henderson's ideas in their own words.
Reasons for Decker's acquisition The acquisition will benefit the group and boost earnings, although not immediately. Additional costs will be incurred at the beginning, but nothing's been decided about staff cuts. In the long term, they aim to expand the TV channels and import Australian films. He doesn't foresee ongoing problems with the ' cultural differences. You could get individual students to come up to the board and complete different sections of the table, in note form where appropriate.
O n ly use common abbreviations like mgt. High staff turnover and low morale at AE. It will use Asia Entertainment so that it can enter and grow in other Asian markets such as Singapore, Malaysia and Vietnam. People at AE have to apply again ' for the jobs they already have - bad feeling between people, don't want to compete against each other.
People there looking for new jobs. Not good for morale and performance. Relate the word to present - Decker is present in particular markets.
English All staff to i mprove their English. No financial assistance. Get students to 'develop' the comment section, in their own words. Scanned for Agus Suwanto UNIT 3.
Informal atmosphere, but we're not used to that. Food in restaurant too Western. Most of the mgt jobs have gone to Australians, not many Chinese in senior posts- unfair. Bad communications - no clear job descriptions or lines of responsibility. Loss of Chinese identity- new managers only interested in results. Work on any remaining difficulties. Each group prepares separately for the meeting, going over the problems and thinking of solutions.
Each group should make notes about what they are going to say at the meeting. Go round and assist where necessary. When the groups have prepared, get the two sides together. The student playing Scott Henderson should chair the meeting. Another student should take notes about the discussion. Tell students they should use as much meetings language as possible. Tell the groups to start their meetings.
Go round the class and note down strong points and points that need correction or improvement. Make sure that the chair is including everyone in the discussion.
Ask the note-taker in each group to report on what happened in their group and what they decided about each point. Praise some of the good language points that you heard, and work on half a dozen others that need improvement, getting individual students to say the correct thing.
If there is time and interest, have a general class discussion about the issues. You could talk about the cultural and practical issues involved when a company is taken over by an overseas company. Point out that this sort of merger often fails, sometimes for the reasons your students have discussed in the case study. Work on the background to bring out the key points in the tables.
Get the student to prepare one of the roles in Group A or Group B. You take the other. Run the task. Monitor the language that you both use. After the activity, underline some of the key meetings language that you chose to use and that your student used correctly, and work on five or six points from what they said that needs improving. If there is time and interest, do the role play again, swapping roles. Ask your student to pay particular attention to the corrections you made.
You can also refer to the Case study commentary section of the DVD-ROM, where students can watch an interview with a consultant discussing the key issues raised by the case study. One-to-one Writing Get your students to write the action minutes from the meeting about l SD words. Students could do this for homework or in pairs in class. Make sure students understand these should be action minutes, not just minutes.
See the Business brief on page 64 of this Teacher's Resource Book for some key cultural issues. Make sure that every group member is participating actively. Get a student from each group to say what their 'findings' were. Be tactful - students may well say that all of these things are difficult.
Get a student from each group to say what their rankings were and what else came o u t of the discussion. For example, they may say that there is a limit to the number of times one can ask Are you saying.
If necessary, explain and practise the pronunciation of exhausting and turbulent. Do this as a quick-fire whole-class activity. Students might suggest talking about which companies they come from, how they travelled to the conference, the speakers at the conference, the hotels they are staying in, etc. You could introduce the idea of 'small talk' - things that are easy to talk about, often in order to get to know people better.
It might be interesting to ask students if they think that the weather is a worthy subject of conversation in this context! Scanned for Agus Suwanto. With the whole class, elicit the answers. Play the recording, stopping at convenient points so that students can note the missing words. Put students into groups of four. Get them to imagine that they are sitting round a table in a conference hotel bar or restaurant. Get them to talk to one of the other members of the group one-to-one and then, after a few minutes, get them to change, so they talk to a different person one-to-one.
Go round the class to assist if necessary. Monitor the language being used but monitor also the cultural 'appropriateness' of the subjects that students are talking about. Ask some of the students what they found they had in common, if anything, with each of the two people that they spoke to.
Praise five or six good language points that you heard. Then work on some language points that need correction or improvement. However, pay as much attention to issues of cult ural appropriateness as to language - perhaps you heard things that might not have been appropriate at this 'small talk' stage of people getting to know each other.
Exercise H a Nancy b Ludmila c James Exercise I David Broadus: has written a lot of books on information systems; a very stimulating speaker; obviously knowledgable about his topic Jerry Chin: expert on management software; shouldn't be missed Task G o Go through the task with the whole class and make sure they understand it.
Get each student to choose a role, without saying what it is. It doesn't matter if two students in the same group have the same job- it might end up being one of the things they find they have in common! Links with those units are clearly shown. You can point out these links to your students. Present simple and present continuous. Students get further practice in the use of these two tenses.
This exercise recycles the vocabulary used for taking part in meetings. Students get more practice of the language used to make arrangements over the telephone. I How's your business doing? I 2 What do you do? I What's your job? Have you seen I visited any of the city yet? Did you have any problems I difficulty finding the conference centre? Where are you staying? I Which hotel are you staying at? What's your room like? Are there any talks you particularly want to go to? I Which speakers are you interested in?
Vocabulary: Company structure Students learn key vocabulary used in talking about companies and the ways they are organised. Language review: Noun combinations Students look at this key language feature and develop their knowledge through a variety of exercises.
Practice File Language review page Listening: Analysing company organisation Students listen to a management consultant who advises companies on how they should be organised. Resource bank: Speaking page 1 Case study: InStep's relocation Students make a decision about a company considering the relocation of its offices from the capital to a small town. For a fast route through the unit focusing mainly on speaking skills, just use the underlined sections. But the questions about what motivates people in work are basically the same everywhere.
The first question that self-employed people get asked is how they find the self-discipline to work alone and motivate themselves when there is no one telling them what to do. Some companies are also looking for this: job advertisements often talk about the need for recruits to be self-starters. Some organisations like advertising agencies want to find ways of motivating their people to be ever more productive and creative. Employees and their managers in this type of organisation are relatively autonomous - they aren't given exact procedures on how to meet objectives.
You do not want too much creativity when cashiers are counting banknotes! These tend to be organisations with centralised culture s - exact procedures that must be followed are imposed from above. In organisations of all kinds, the tendency is towards relatively flat structures, with only a few levels of hierarchy - this way, the senior management is relatively close to people dealing with clients. The current buzzword is flexibility. This has a number of related meanings.
One type of flexibility has existed for some time in the form of flexitime or flextime, where people can choose when they work, within certain limits. Then there is flexible working with some staff hot-desking, particularly those who are homeworking, teleworking or telecommuting and only need to come into the office occasionally.
The number of teleworkers is rising rapidly, thanks partly to the decreasing cost and increasing availability of fast broadband Internet connections and mobile Internet. A third type of flexibility is where employees are recruited on short contracts to work on specific projects, maybe part time.
Perhaps the organisation only has a core staff and outsources or contracts out work to external people or companies as and when required. Some management experts say that this is the future, with self-employment as the norm and portfolio workers who have a number of different clients. Organisation and your students In-work students by definition work in organisations. You obviously have to be tactful when you ask your students what type of organisation it is in terms of creativity, following procedures, etc.
You can ask pre-work students to look at their institution in similar terms: how much student autonomy is there? Is creativity encouraged?
How much time are students expected to spend on the premises? Ask them also what sort of organisation they would like to work for - one where creativity is encouraged or one where there are well-established procedures.
Read on D. Students learn key vocabulary used in talking about companies and the ways they are organised. Ask them to brainstorm as many different examples of types not just size of organisation that they can think of.
A subsidiary is a company that is owned in whole or in part by another company, the parent company. Den lille grammatikkboka. An Essential Grammar..
Noen emner i norsk for utlendinger. Enkel norsk grammatikk. Migranorsk grammatikk. Norwegian Grammar. Preposisjoner og partikler i norsk. Edited by an administrator, 21 Oct at pm.
Edited by an administrator, 14 Oct at am. Edited by an administrator, 27 Feb at am. Eksempeloppgaver muntlig Eksempeloppgaver skriftlig Powtorka przed kolejnymi dzialami podrecznika dla 1 klasy szkoly sredniej. Pobierz PDF z zadaniami. Matematyka pliki uzytkownika teacher20 przechowywane w serwisie Chomikuj. Szymanski K. Zbior zadan z Matematyki dla kl. Zestawy zadan, ktore ucza na bledach. Materialy dydaktyczne do nauczania matematyki w klasie 5 szkoly podstawowej. Zbior zadan.
Data dodania: 19 gru Wykorzystujemy pliki cookies i podobne technologie w celu usprawnienia korzystania z serwisu Chomikuj. Matematyka 5 Zbior Matematyka z plusem. Miedzynarodowych Targach Ksiazki w. Matematyka: Zadania i Rozwiazania - Odrabiamy. Wybierz Zadanie z listy ponizej albo Wyszukaj: Strona Zadanie submit.
Pamietaj o podstawowej zasadzie: ile razy nowa jednostka jest wieksza, tyle razy liczba przy niej stojaca jest mniejsza. Szkola podstawowa -. Opracowanie zbiorowe , tylko w empik.
Ocene probnej matury Nowej Ery warto oprzec na porownaniu z matura wlasciwa organizowana. W technice podaje sie pierwsza liczbe znaczaca, a nastepnie rzad
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