Click on it and then Advanced Options. Last Modified: The user is sending the email from a mail client that doesn't save sent emails on the server and only stores a local copy of sent messages. This option works just like the regular sync, except you need to manually go into the settings and tap an option. With Cached Exchange mode, the Exchange mailbox will be accessible in Outlook even when the connection is down.
Follow these troubleshooting steps. Read this post and use the simple solutions to quickly solve this problem. There are indeed multiple factors that influence such mishappenings in AOL mail.
Thanks for reaching out on Apple Support Communities regarding your mail not syncing between devices. Another installed email app K-9 does work without any issues. Access your mail. Can't send mail, or mail is stuck in send. My work email does sync but not my Hotmail one and I am logged into my computer using a local account. To Remove Account. If your notification has been turned off by you, you will fail to update your email timely. Except that all are working fine.
Disable it, connect to a network, and try syncing emails again. Then check your email with Apple Mail. This will require you to re-enter your email account credentials, and therefore re-authenticate your email connection.
Suddenly this morning my ATT email is no longer syncing to my iphone or ipad or to Outlook. The way it's commonly used, email is a non-confirming message delivery protocol. To sync employee accounts with Active Directory, make sure that The password for the created account will be generated automatically and sent to the email address loaded from the ActiveSyncing involves data exchange between browsers on your devices.
It is a common tip when the Mail is not syncing on the iPhone. Sync Email with Exchange. Open Microsoft Outlook and click on the File tab. Oddly enough, the issue doesn't seem to be specific to certain email providers and is known to occur withTroubleshooting email sync on an Android device is the same as it is on every other device, start by turning everything off and see if syncing works. The data is passed to it over a secure channel, while passwords are passed inHow to Fix Gmail Syncing Mail Problem In Android gamil fixsyncingmailproblem techtouch.
I've tried everything in this thread, but playlists still don't sync between laptop mac and phonesBut if you have encountered the sign in with a Google Account that was previously synced on this device error AND you do not have account id and password; you would want to bypass this verification.
On your computer, open Gmail. From there, you can see if your email accounts are set to Push, Fetch, or Manual. Causes of Gmail Not Syncing. Undoubtedly AOL proves to be the one of the best and oldest email clients presently. Outlook; Gmail; 5 Comments. Disk, beautiful themes. Lately, I noticed that whenever I open up the Mail app after a boot, a pop up appears saying that I have to log into my Gmail account each time.
There's a privacy setting that has to be turned on in order to make SyncingOur new Email Sync connects Keap with your existing Microsoft1 or Gmail email account. I have no idea why.
Option 2. Android Pie 9. I have seen instances where users have set up their company email on their phone as an IMAP or During the setup of the account, you are asked what you want to sync and how often you want toGet Yandex. Email not syncing. Although, automatic syncing in Gmail is enabled by default, however if it is turned off then follow the steps below to enable it.
Not being able to sync your emails on Windows 10 can be a big problem, especially if you relay on email for communication. Sign into your account and choose the settings you want to sync. Why not try a professional tool to completely and effectively solve the Email not working on iOS 14 issue.
Enter the email, username and password. If there is time and interest, do the role play again. Monitor and correct as above.
Writing Get your students to write an e-mail summarising the discussion and making a recommendation about the relocation. Vocabulary: Advertising media and methods Students look at some advertising-related vocabulary and use it in context. Practice File Vocabulary page 20 Reading: A new kind of campaign Students read about an attention-grabbing advertising technique. Text bank pages 13Q listening: How advertising works An advertising executive talks about what is involved in preparing a campaign and gives a n example of a memorable campaign.
Resource bank: listening page Language review: Articles Students look at the places where articles are used and, just as important, where they are not. Resource bank: Speaking page Case study: Alpha Advertising Students prepare and deliver presentations on d ifferent advertising campaigns. Shared references feed into it, and it in turn feeds into daily life: advertising catchphrases turn up in TV comedy sketches and everyday conversation.
And we become 'ironic' about advertising, perhaps to show that we think are able to resist it. TV advertising is still glamorous, even if its heyday is over, what with the proliferation of channels and the saturation of the markets at least in advanced economies of the consumer goods it normally promotes.
But the other media are not to be ignored - radio, cinema and the press - while hoardings BrE or billboards Am E are an integral part of the urban landscape. All these will be around for some time. Internet advertising expenditure is on the increase. Some people find banner and pop-up advertisements have become a major source of irritation, but others find them a useful source of information. Debate about the relationship between Internet advertising and search engines such as Google is intensifying.
Advertising can be continued by other means, such as sponsorship of particular events or product placement in films. This is where the product's makers negotiate for their products to appear and be used by the film's characters.
A related phenomenon is product endorsement, where a celebrity is used in advertising a particular product. This can be dangerous if, for whatever reason, the celebrity falls from favour. Some very creative minds come up with seductive combinations of sound, image and words, but tests show that we often don't remember the brand being advertised. Quantifying the effect of advertising is very difficult, and there has been a backlash against it in favour of other, supposedly more targeted, forms of communication.
This usually means direct marketing, otherwise known as direct mail, but, as those living in apartments who receive mailshots for gardening products know, the targeting can still be ludicrously imprecise. Advertising agencies may offer to run direct-mail campaigns, but what they are best at is creating advertising campaigns. When a client becomes dissatisfied and the agency loses the account, this is major news in the advertising industry and means a big loss of revenue and self-esteem for the agency.
Agencies develop a creative brief for clients, with proposals on the ideas to be used in the campaign. One key problem is reaching the right target audience for example, young women between 28 and 30 , so the selection of media the right TV channels, magazines, etc. And the advertising must fit into the company's overall marketing strategy - its plans on how it will compete and succeed in particular markets. All these activities, all this expenditure. But the ultimate in advertising is word of mouth: friends and colleagues are often our most reliable sources of information.
This form of advertising is usually free. All the advertiser can do is hope that it is positive. Advertising and your students Pre-work and in-work students should have no trouble relating to advertising, as its willing or unwilling consumers! They will also be able to talk about the place of advertising in their industry or one they would like to work in. Work on increasing students' vocabulary with words such as striking, powerful, colourful, etc.
Don't let them just say that the advertisements are good or bad. This will also help them when they come to Exercise G in the next section. Then underline the stressed syllables.
Longman Dictionary of Contemporary English or a bilingual one to find out about these words and then tell the class about them. You could give each student or pair one or two words. However, don't anticipate the Vocabulary section of the Course Book too much. For example, they should discover that commercial is a noun used to talk about ads on TV and radio and also that it is an adjective relating to commerce, etc.
This will help them with the basic vocabulary of advertising and also help them distinguish words e. Get students to call out other possibilities - e. Get them to go through the expressions in the list, assigning the labels, perhaps using a monolingual or bilingual dictionary.
Tell them to leave any that they don't understand. Explain any difficulties and work on pronunciation and stress where necessary, e. Bern bach was behind the 'We try harder' campaign for Avis car rental and 'Think small' for VW - the latter of which students will see mentioned later in the unit in Language review Exercise C - among many others.
Bernbach was active in the heyday of American advertising in the s. You could ask students if they have seen Mad Men, a fictional TV series that recreates that era. Be tactful to both those with an arts background and those with a scientific education! G o round the room and help where necessary. Exercise B 1 To tackle the problem of viewers tuning out of traditional television advertising.
Exercise D 2 Because it was a live event. Work on any remaining difficulties of meaning or pronunciation. Do Exercise F as whole-class discussion, getting students to use advertising-related vocabulary correctly. Refer back to the words you encouraged students to use in the Starting up section. Work on stress, e. Put students into pairs again. Allocate three or four discussion points to each pair. Get members of each pair to report on their findings. Exercise E 1 free samples 2 slogans 3 endorsement Exercise D 1e Reading: A new kind of campaign Students read about an attention-grabbing advertising technique.
Get students to look through the three possible headlines. Work on the reasons for this. Go round the class to monitor language and ideas. Don't explain every unfamiliar word at this point - get students to focus on the answers to the key questions.
Ensure that students correctly pronounce words like brief and creative when giving the answers. An advertising executive talks about what makes a good campaign and how to plan one and gives an example of a recent successful campaign.
Get students to read the question and then play the recording once or twice. Obviously they will already have some ideas about the answers but, in any case, prepare them by telling them they will hear three main reasons, with three examples of the last reason. If they haven't noticed it already, point out the link between viral and virus, so that they understand better the idea of something that spreads spontaneously.
First ask students if they know the Ronaldinho cam paign and what they think of it. Then get them to talk about other campaigns. Alternatively, get them to find some viral campaigns on YouTube and report on them in the next lesson.
Play the recording a couple of times, stopping at key points, explaining any difficulties and then, with the whole class, get students to identify the reasons and examples one by one.
Language review: Articles Students look at the places where articles are used and, just as important, where they are not. G Get students to look through the commentary and the examples in the panel. Remind them about the Grammar reference section at the end of the book and get them to look at it for homework. G Depending on the level of the class, you could give some of this extra information, but don't confuse students. But we do use the article in names of countries and regions where there is -lands in the name: the Netherlands, the Midlands, the Lowlands, the Highlands Explain the tasks and get students to work on them in pairs.
For j like Unilever and Diageo, Cad bury has benefited from i the free 'viral' distribution of its advertising on the i Internet as consumers e-mail, post and create spoof versions of the gorilla campaign. Skills: Starting and structuring presentations Exercise B Students look at the language and techniques used for starting and structuring presentations and use the techniques themselves in context.
Knowledge of the advertising code of practice is vital to those wishing to work in the advertising industry. Ask them to call out suggestions. Play the recording and get students to say which is more formal and which less, and ask for the one that they prefer. You might get some interesting discussion about different cultural expectations of presentations.
Be tactful as ever, of course. Good to see you all. I'll start with the background j to the campaign, move on to the media we plan to use, and finish with the storyboard for the commercial.
I f there's anything you're not clear about, feel free to stop me and ask any questions. So, to sum up, then; the key points again. Get them to say what the function of each of the missing expressions is. I Exercise F I 1. Go round the class and help where necessary. Get them to practise their presentation opening with each other. Get members of the pairs to give 'examples' of each type of opening for the whole class. Correct any key m istakes that are cropping up generally.
Then play the recording again and get them to give other examples of sequencers. Exercise G I !. If there are a lot of students in the class, you could get one member of each pair to work on the first half and the other the second half of each presentation, so that everyone has to give at least half of a presentation.
G Bring the class to order and work on any remaining difficulties, especially in relation to signalling language. Allocate one of the three presentation situations to each pair. Don't let them choose, as this wastes time. Remind them about the importance not just of greeting the audience, but of signalling structure as well. My name's Marc Hayward. Firstly, 1 I'll give you the background. Secondly, I'll discuss j the media we plan to use. Finally, I'll talk you through j the storyboard.
It e With the whole class, go through the answers, explaining any difficulties. UNIT The presentations are assessed in terms of the campaigns t hey describe and the presentation skills and language they use. Go through the key questions that each team will have to look at when preparing their campaign and explain any difficulties. Explain that they will be presenting their campaigns to the managements of the companies concerned the other students.
Tell students not to work on the text, script, etc. If available, hand out overhead transparencies and pens so that students can prepare transparencies that they will use to explain their campaign to their clients. You could get them to do this for homework.
For students in an educational institution with appropriate facilities, you could even get them to do actual recordings for TV commercials and radio spots and bring them to the next lesson. Of course, this will depend on levels of interest, time available, etc. With the whole class, discuss the following: Songs are often used in advertising to help reinforce the message and to fix the image of the product in the mind of the consumer.
For example, Nike used the Beatles song Revolution in an advertisement. Match the following songs to the most appropriate type of company. Get all the students to look through the points on the assessment sheet - the two managers should concentrate on the campaign concept points and the two members of the creative team should look at the presentation points.
It would be good if each member of the group can present a different part of the campaign. When the presenting group has finished its presentation, ask the other groups to confer among themselves and award points on the campaign concept and the presentation skills.
Deal with the latter especially tactfully. Try to balance any negative comments that students make by positive comments of your own or from others. Avoid students giving language feedback under the 'Accuracy' head i n g - that's your job. Writing 0 Get your students to write a summary of 20Q words of their campaigns.
Point out that it's a discussion document, so it should be clearly structured with key points, like the presentations that they gave. Startingup Students think about and discuss their own attitudes to money. Vocabulary: Financial terms Students look at and learn some key financial expressions and see how they are used in context. Practice File Vocabulary pages Lesson 2 Listening: Managing investments Students listen to an investment manager talking about investment strategy.
Resource bank: Listening page 1 93 Reading: An inspirational story Students read about a particularly gifted financial trader at an investment bank. Language review: Describing trends Students develop their knowledge of and a bili ty to use the language to talk about trends and changes. Lesson 4 Each case study is about 2 hours. Resource bank: Speaking page Case study: Makeyourpitch Businesspeople appear on a business TV programme looking for entrepreneurs with attractive products in which to invest.
One of the main features of globalisation is that capital can flow freely to and from almost everywhere. People are always looking to place money where it will be most profitable and earn the greatest return on investment. As an individual, you can put your money o n deposit in a bank and you will get interest.
Your money is lent out to people, businesses and governments who need it to finance their own projects, and the bank will make its money on the difference between what it pays out in interest on deposits and what it gets in interest from loans.
Or you could buy some shares and share in the profitability of your chosen company. In good times, the dividends will be more than what you would get from bonds. I n addition, the shares themselves will increase i n value, giving you a capital gain if you sell them.
But if the company runs into trouble and goes bankrupt, you will be among the last to be paid back and you may get only part of what you put in or you may lose all your money. This is the trade-off between risk and return. The higher the risk of your investment not being repaid, the more you will want it to pay back in return on investment. Investors use the world's financial markets to channel money into profitable investment activities and projects. Borrowers, such as companies and governments, use them to find capital on the best terms.
Most investors are not private individuals but institutions like banks, insurance companies, mutual funds unit trusts in Britain and pension funds, who are, of course, investing the money of private individuals indirectly. The markets they invest in include the money and currency markets, stock markets for shares also known as equities , commodities markets for anything from gold to pork bellies used for making bacon , and property buildings and land. There are also markets for futures in currencies, equities, bonds and commodities: a future is a fixed-price contract to buy a certain amount of something for delivery at a fixed future date.
There are markets for options in currencies, equities and bonds. Here, an investor buys the right to buy or sell a certain amount of these things at a certain price on a particular date in the future. This is a form of betting on how prices will move. Options and futures are types of derivatives. It was with derivatives that the credit crunch of began.
Loans to borrowers in the US housing market were resold or securitised by the banks who made the original loans: interest payments on the loans were used to pay investors who were buying the related derivatives. But sub-prime borrowers were unable to repay the original loans, and this led to the collapse of a large number of banks and other financial institutions, with governments having to bail out rescue and assist many of the remaining banks.
Following their traumatic experience, many banks are very reluctant to start lending again, leading to dire consequences for economic activity. Money and your students Following the credit crunch and its aftermath of the last few years, your students may have strong views on the financial system and the social usefulness or otherwise of some of its activities, for example derivatives trading.
As ever, discuss tactfully, especially if your students work in the financial sector. Give one or two answers, e. Get students to suggest different places and work towards the idea of investment, e. You can put your money in a company by buying its shares. Correct any mispronunciation of debt. With the whole class, go through the answers.
Explain any difficulties, e. Ensure that individual students don't just give their own answers. Don't be surprised by differing cultural attitudes, for example towards giving to charity and tax evasion teach this expression. Be tactful as ever. Vocabulary: Financial terms Students look at and learn some key financial expressions, see how they are used in context and apply them themselves.
G o round the room and help students, where necessary, to complete the text. Don't play the recording yet. Ask students if they agree with the quote. Ask why or why not. Explain that turnover is British English. Americans talk about sales. II Do as a quick-fire whole-class activity, getting students to call out the answers.
Get them to discuss the different points. Monitor the financial terms that they use. Compare the answers from different groups. Students read about a particularly gifted financial trader at Goldman Sachs. They might talk about money and the return that his clients are looking for. G Play the recording once or twice. Explain any difficulties, without giving away the answers, of course. You may have to play the recording more than twice as there is a lot of information for them to absorb.
I 10 absolute return 9 hedge 4. Again, help with any difficult expressions without giving away the answers. G Explain what students have to do: fi nd the vocabulary matching the definitions.
I1 I2 Get students to call out the answers. Point out that it is the adjective linked to volatility see Exercise D.
Bring the class to order and get them to give the answers to complete the profile. Put students into pairs and tell them that they have to find the information to complete the profile. Get students to look through the chart, but don't say too much about the expressions in the left column as they will be explained in the recording. Get students to look at the headline and find the two expressions. MONEY Put students into threes and get them to discuss the different industries in relation to recessions, making sure they understand that they will have to give their reasons.
For example, food might be less volatile than cars, as people always have to eat but they can put off buying a new car if necessary. With in-work groups, people working in different industries should have a lot to say about how their companies do in recessions! Unemployment rose. The finance minister o raised taxes. Whole-class activity. Get students to call out noun equivalents and write them up on the board.
Point out that the Financial Times website www. Don't forget in the next lesson to ask students what they found if you ask them to do this task. Explain soar if necessary. Remind them about the further information in the Grammar reference section, which they can look at for homework. Get students to do the exercise individually. Go round the room and help where necessary with difficult words, e.
There has been an increase in. With the whole class, ask three or four students for their sentences and write some of them on the board.
Go through the examples in the Useful language box. You could also point out that the year is two thousand twelve in American English. With decimals, the important thing to remember is to say the figures i ndividually, i.
Teach roughly, about and approximately, nearly and almost. Give the example: 3, is roughly three and a half thousand. Write this up on the board. Get individual students to talk about the other bigger numbers in the box in the same way.
I , - roughly , 1 1,, - about 1. Go round the room and help where necessary with any difficulties. Work on problems that were causing particular difficulty. Play the recording, stopping at key points, and get students to repeat the numbers, concentrating on their pronunciation.
Don't write up all the answers on the board, as this would be very tedious. Make sure the Student As turn to the correct page and also ensure that everyone understands that Student A is looking at the correct version of the article and Student B is looking at a version with errors in some of the figures. II hundred and eighty-five. Only eight blue-chip stocks managed to make gains. Shares in the medical devices group rose 2. On the other hand British Airways, down 5.
This was because of worries about increasing fuel prices. Ask them if they have a similar TV programme in their own country. BNT, Make your pitch Based in us Concept Entrepreneurs present new products or services and wealthy businesspeople choose which ones to invest in.
Money available in return for An equity stake in the business Divide the class into fours again. Allocate two products or services to each group.
Explain that they will take turns in being tycoons and entrepreneurs. Two students will present one of the products to the other two, the tycoons. Then they reverse roles and the latter pair of students will present one of the other products to the former pair. Make sure everyone understands which pages to turn to. Underline the instruction that the pitches should be relatively short one to two minutes rather than full-length product presentations.
Go round the room and monitor the language being used, both examples of correct usage and points that need correcting. Get students to vote for each one. The correct statements are: 1, 2, 3. Get students to discuss them in groups of four and report back to the whole class. Encourage students to give their personal reasons as to whether they would invest or not. Again, ask students to justify their reasoning, e. As either investors or entrepreneurs, students look at various projects, present or analyse each one and decide how to allocate their investment money.
Present one of the products to your student the tycoon. Then reverse roles, with your student presenting another of the products to you. 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 im proving. C 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.
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