Get ready to read

B
 Up-to-date staffi ng information
If you have already done Unit 9: What’s your new job like? with 
the class, you can draw attention to the hyphens in 
Up-to-date
. 
1
Students could discuss these questions in pairs.
2
Set a time limit of, say, one minute. Remind students that it is 
not necessary to read every word in order to do this task. 
3
Elicit from students that they need to scan the text to do this 
exercise.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
Learning tip
If you are teaching students whose native tongue has its roots 
in Latin, you could point out that, for them, long words are often 
easier to understand than shorter ones – because many of these 
longer words originated from Latin.
4
Students can do this exercise in pairs, though you might like 
to do the fi rst question as an example. 
5
Get students to complete this exercise individually. Get 
feedback by writing students’ answers on the board. 
6–7
Students could discuss these questions in pairs or small 
groups, and then compare their answer with that of other 
pairs/groups in a whole-class discussion. Before students 
discuss the question in Exercise 6, ask them to fi nd three 
abbreviations in the text and to say what they stand for (
PC = 
personal computer, ID = identity, demo = demonstration
). 
8–9
Students discuss the questions in pairs. 
Extra practice
You could ask students to think of some questions that they would 
like the website to answer. They can then go to the website and try 
to fi nd the answers to their questions. For example, they could fi nd 
out how employees clock in and clock out. (Information is provided 
on the website about the Borer Message Display Terminal.) 
Alternatively, you could ask students to fi nd out about the Micro 
Touch Key, another Borer product.