More activities
1
Elicit that
work ethic
,
workfare
and
workforce
(in the
Index) are all compound nouns. Ask students if they know
any other compound nouns which include the word
work
.
You could encourage them to look for examples in their
dictionary before the next lesson. (Examples include:
workbasket
,
workbench
,
workbook, etc
.
)
2
Ask students to fi nd other texts or books, or information
from the Internet, which might be useful when researching
the topic of working hours in the United States.
B
This looks useful
1
Get students to underline the references to working hours.
After checking the answers with the class, ask students to
fi nd the abbreviations
DOL
and
AP
. Elicit or explain that this
information in brackets gives details of the source of the
information. In
Contemporary America
, there is a Bibliography
before the Index. This explains that the sources of the
information were:
DOL. Department of Labor (2005) “Minimum Wage Laws in
the States” [www.dol.gov/esa/minwage/America/html]
AP = Associated Press, NYT = New York Times
AP (2001d) “Americans’ Incomes, and Spending, Rise,”
NYT
1
February.
PHOTOCOPIABLE
© Cambridge University Press 2008
2
Get students to say which of their questions were answered.
3–4
Students work through the exercises, checking with a
partner after each exercise. For Exercise 4, tell them that they
will fi nd more information later in the section which will be
useful in answering the question.
5–6
Get students to discuss the answers to these questions.
When you check the answers, remind students (especially if
they have done Unit 13: Read faster!) that they should always
pay special attention to the fi rst sentence of a paragraph
– because it is likely to give the main idea of the paragraph.
Only the fi rst sentence of the next paragraph (Extract C) has
been provided in Exercise 5 – because it is about another
topic, and students would not therefore (need to) read the
rest of the paragraph.
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