C A M B R I D G EU N I V E R S I TPYR E S S , áo Paulo C a m b r i d g eN , e w Y o r k , M e l b o u r n e ,M a d r i d ,C a p e T o w n ,S i n g a p o r e S C a m b r i d g eU n i v e r s i t yP r e s s T h e E d i n b u r g hB u i l d i n g ,C a m b r i d g eC B 2 2 R U , U K WWW.cambrídge.org l n f o r m a t i o no n t h i s t i t t e :w w w . c a m b r i d g e . o r g l 9 7 9 o 5 2 1 . 5 3 4 7 0 3 O C a m b r i d g eU n i v e r s i t yP r e s s 2 0 0 6 T h i s p u b t i c a t i o ni s i n c o p y r i g h t S . u b j e c tt o s t a t u t o r ye x c e p t i o n a n d t o t h e p r o v i s i o n so f r e l e v a n tc o l l e c t i v el i c e n s i n ga g r e e m e n t s , n o r e p r o d u c t i o no f a n y p a r t m a y t a k e p l a c e w i t h o u tt h e w r i t t e n p e r m i s s i o no f C a m b r i d g eU n i v e r s i t yP r e s s . F irstp ubl i s he d 2006 P r i n t e di n t h e U n i t e d K i n g d o ma t t h e U n i v e r s i t yP r e s s ,C a m b r i d g e . A catalogue record for this publication is avaÍIablefrom the BritÍshLibrary ISBN- 13 978- 0- 521 ,- 5 3 4 6 9 -S7tu d e n t ' sBo o k 2 I S B N - 1 0 0 - 5 2 1 , - 5 3 4 6 9 -S0t u d e n t ' sB o o k 2 I S B N - 1 3 9 7 8 - 0 - 5 2 1 . - 6 7 2 0 8W - 5o r k b o o k2 w i t h C D - R O M/ A u d i o C D I S B N - 1 O 0 - 5 2 1 - 6 7 2 0 8 -W 2 o r k b o o k2 w i t h C D - R O M/ A u d i o C D ISBN- 13 978- 0- 521 ,- 5 3 4 7 0 T - 3e a c h e r' sB o o k 2 ISBN- 10 0- 521, - 534 7 0 -f4e a c h e r ' s B o o k 2 ISBN- 13 978- 0- 521 .- 5 3 4 7 1A .-u0d i o C a s s e t te s2 A u d i I SBN- 10 0- 521. - 534 7 1 .- 2 o C a s s e tte s2 I S B N - 1 3 9 7 8 - 0 - 5 2 1 - 5 3 4 7 2 -A7u d i o C D s 2 I S B N - 1 0 0 - 5 2 1 . - 5 3 4 7 2 -A0u d i o C D s 2
Contents Introduction Teaching notesand progresstests U n i t1 I n t r oudc t i o n s U n i t2 Teamwork U n i t3 Choices Test1 U n i t4 Experience U n i t5 Arrangements Objectives Test2 U n i t7 Success U n i t8 Media U n i t9 Strategy Test3 Unit10 Solutions U n i t1 1 Transport Unit12 Agendas Test4 Resource sheets Entry/Summary test Testkeys
B 14 20 26 2B 34 40 46 48 54 60 66 6B 74 BO B6 BB 124 1,26
lntroduction ABOUT BUSI N ESS START.UP Cours e t e ngt h Busin e s sS t ar t - u p2 c o n s i s tso f 1 ,2u n i ts o f t h r e e lesso ns e ach.T h e co u rs e s h o u l d p ro v i d e 5 0 - 6 0 h o u r s of c ta ssr oommat e r ia l ,wh i c h c a n e a s i l y b e e x t e n d edto 70-80 hours wíth the use of ÍheoptÍonalactivÍties and Resourcesheets in the Teacher'sBook. The Workbook pro vide san addi t i on a l1 0 - 1 5 h o u r s o f s e l f - s tu d yp ractice and the accompanying C D - R 0 Mc a n b e u s e d a t h o m e o r in c lass for a fu r t he r5 - 1 0 h o u rs . Ta rgetaudi e n ce BusinessStart-up is specially designed to cater for begin n e r sand fal s e b e g i n n e r swh o wa n t t o l e a r n E ngtish for bot h busi ne ssan d s o c i a l re a s o n s . Level Business9tart-upí covers competenciesfrom [eve[A1 of the C ommon E u r ooe a nFr a m e wo r ko f R e f e r e n c ef o r Languagesand leads into A2. BusinessStart-up2 covers c o mp e t e n ci e sfr om 4 2 a n d l e a d s í n t o8 1 . Absol u t e be gi n ne r sa n d f a l s e b e g i n n e r s At the be gi nni ngof e a c h l e s s o n ,i t i s e s s e n ti a lt o c heck if stude nt sal r e adykno w a n y o f th e g ra m m a ra n d ta rget langu agebe for eít i s p re s e n te da n d p ra c ti s e d ..T e s ting the wat e r 'i s i mpor t a n ta t b e g i n n e rl e v e l .M a n y s t u dents a t thi s l e ve Ial r e adyk n o w s o m e E n g l i s h( o f te nwo r ds and phra s e sr e me mbe r e df r o m s c h o o l ) ,b u t h a v e n o t s po ken the langu agefor some t i m e . T h e r e f o reth e y n e e d to ' f i ll in their ga ps'.Y ou may fi nd t h e f o l l o wi n gs u g g e s t i o n sh e l p fu[. o
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lf t he l angu agei s n e w to s t u d e n t s ,c a rr yo u t t h e pr ete achi ngsugge st e di n th e T e a c h e r ' sBo o k n o t e s o n the un i t s .Y ou w i l t n e e d t o p r o c e e dt h r o u g ha l l t h e s tages o f pr e se nt at i on,pr a c t i c ea n d c o n s o l i d a ti o ni n th e S tudent's Bool<.You may wish to use the Resourcesheets for a d d i t i o n a sl u p p o r t . lf t he s t u de n t sar e f a l s e b e g i n n e r sa n d th e [ a n g uage is not compl e t e lyn e w,t h e r e m a y b e n o n e e d f o r pr et e a c h i n gY. o u m a y c h o o s et o u s e a b r a i n s t o r m i n g ap pr oacht o r e ac t i v a t eth e ta rg e t[ a n g u a g eq u i ckty. The Resourcesheets (particutarlythose suggested ) l l n o t a l wa y s b e r e q u i re d .I nstead, for pr e - t e achi ngwi c o n ce n t r at eon t h e a c t i v i ti e sí n th e Stu d e n t ' sBo o k. Wh i l e t he S t u de n t' sBo o k a c t i v i ti e sa re a p p r o p riatefo r real be gi nne r s t, h e y a r e a l s o d e s i g n e dt o h e l p f alse be gi n ne r sr e act i v a tet h e l a n g u a g eq u i c k l y . Wi t h st r on ge rfal s e b e g i n n e r s ,i t m a y b e p o s s i ble to cove rt h e fi r s t f e w u n i t s o f th e c o u r s ev e ry q u ickly an d t o be s e l e ct i v ei n y o u r c h o i c e o f G ra m m a ra nd vocabularypractice exercisesfor each unít,using only th os e i n w h i ch yo u th i n l <s tu d e n t sn e e d f u rth e rpr actice. ln t r oduct i on
H o w ever w , hen decidingw hethero r no t to om it certain activitiesw ith false beginner s,be cautio us .This is p a r t í c u l a r il m y p o r t a n ti n g r o u p s ,w h e r e i n d i v i d u a l lear ner smay have 'gaps'in differ entplaces.Don' t m ov e o n until studentshave demo nstr atedthat they hav e gr aspedthe tar getlanguage.Reactivatí ng [ang uag e r equir esplentyo f pr actice. THE BUSI'VESS START-UP APPROACH B u i t d i n g[ a n g u a g e Each lesson in BusinessStart-up is carefullydesigned to ensur ethat studentssystematí cally acquÍ r eall of the necessar ylanguageto enable them to pr o gr es seffectiv ely . M o st lesso ns begin w ith an o ptio nalw ar m-upa ctiv ity often , suggestedin the Teacher 'sBo o k, w hich sets the scene and gives false beginner san o ppo r tunityto sho w what they alr eadykno w . New gr ammarand vo cabular yare then pr esentedin co ntex tthr o ugha listeningo r r ead ingtext. Vo cabular yand gr ammarar e pr actised,bo th o rallyand in w r ittenex er cises,befo r estudentshave the chanceto pr actisethe new languagein a r ealisticco mmunicativ e activity.M o st lesso nsend w ith the o ppo r tunit yfor a freer, l i s c u s s i o no n t h e t o p i c o f t h e l e s s o n . morepersonad Vo cabular y ln BusinessStart-up,great attentionis given to teachingthe vo cabular ythat studentsneed fo r their pr o fes sionalliv es, but also fo r the so cial and tr avelsituatio nstha t they m ig ht find themselvesin. Each lesso n fo cuseso n o ne lexicalset and pr esentsnew vo cabular yin r ealisticco ntexts.Stud ents a r e t h e n e n c o u r a g e dt o w o r k o u t t h e m e a n i n go f t h e n e w words from the context,before being referredto the vo cabular ypr acticeex er cisesat the back o f the Stud ent' s B o o k . F u r t h e rp r a c t i c ea n d c o n s o l Í d a t í oc a nn b e f o u n dí n the W o r l
toolforstudentswho havedoubtsabouta oarticular structure, or needto revise. practice Thereareampleopportunities for controlled after looking Grammar reference, in at the both the unitand in practice at the backof the book. thegrammar activities in Students arethenencouraged to usethe newstructure spokenpractice beforeundertaking a freercommunication Theseactivities havebeencarefully designedto activity. and practisethe grammar consolidate and vocabulary of thelessonin the typeof situationthatstudentsare likety in theirprofessiona[ to encounter [ives. Pronunciation Business Start-upcontaíns a regularfocuson pronunciation new language whenit is presented. Thereis bydrilting alsoa moredetailedfocuson problemareas,suchas weakforms,intonation and wordstress.Furtherpractice canbe foundin the accompanying Workbookwith CD-ROM/Audio CD. Speaking Everylessonin BusinessStart-upincludesa Communication practice, gap activity. oftena roteplay or information Theseactivities are designedto allowstudentsto practise language fromthe tessonin a freercontext, whileensuring Throughout thattheyfocuson the targetlanguage. the lessonthereare frequent opportunities to speakin pairs o ri n g r o u p s . Listening Thelisteningmaterialin BusinessStart-uois designedto mirror naturalEngtish, as it is spokentoday,despitethe Greatcarehas obviousconstraints of leveland vocabulary. realistic-sounding beentakento providenatura[, textsto motivate studentsand preparethemfor the typeof language thatthey'llhearin the realworld.Bothteachers wil[findthe listening refreshing, andstudents materiaI Thereis also a wide rangeof stimulating and motivating. featured, accents and nationalities hightighting the position as linguafrancain the modernbusinessworld. of Engtish At thebackof the Student's Bookarethe transcripts of recordings whichdo not appearfutlyin printon the pagein Book noteson the unitssometimes theunits.TheTeacher's suggest thatstudentsare referred to the transcripts so they canchecktheiranswersto activities. Withtongerdialogues, it ísalsohetpfu1 to studentsto do the listening exercises, b u tt h e n i,n c o n c l u s i o n t o, l i s t e no n e m o r et i m ew h i l e reading By doingthis,theycan reassure thetranscript. thattheyhaveunderstood themselves the dialogueas a wholeand can pickout any newconversational/idÍomatic However, useof language. theyshouldneverlook at the beforedoingthe listening transcripts exercises. ADD!TIONAL PRACTICE Workbook withCD-ROM/Audio CD TheWorkbook consistsof twetveunitsof consolidation
activitiesin alI fo ur skills (speaking,[istening,read ingand w r iting).Each unit co ntainsthr ee pages o f act iv ities,which a i m t o b e l i g h t - h e a r t eadn d f u n .T h e y i n c l u d e : .
cr o ssw o r do uz z les
o
anagr amS
o
w o r d games
o
a var ietyo f ex er cisetypes.
Ther eis a key to the W o r kbo o kactivitiesso that stud ents c a n w o r k i n d e p e n d e n t liyf r e q u i r e d . C D - R O M / A u d i oC D The W o r kbo o klisteningactivitiesand r eco r ding sare not linked to the activitiesin the W o r kbo o k units.They are frees t a n d i n ga n d c a n b e l i s t e n e dt o w i t h o u tt h e b o o k ( a l t h o u g h tr anscr iptscan be fo und at the end o f the W ork b ook ).This makes it po ssibleto listento them in the car ,for exam p le. T h e y a r e d e s i g n e dm a i n l yt o i m p r o v ep r o n u n c i a t i o ann d intonation. T h e C D - R O Mi s d e s i g n e dt o b e u s e d a l o n g s i d et h e S t u d e n t ' s Bo o k and W o r kbo o kto pr o videadditio nalpr acticeof the gr ammarand vo cabular yfeatur edin the co ur se.E ach of the tw elve units is divided into fo ur sectio ns:Gr am m ar, Vocabulary,Business Communication and TÍmeout, and featur edr ag and dr o p, gap fill, listeningand d ictation activities.Ther e'salso the o ppo r tunityfo r studentsto record t h e m s e l v e st o i m p r o v et h e i r p r o n u n c i a t i o n . H ELP FOR TEA CH ERS The Teacher'sBook T h e u n i t t e a c h i n gn o t e s p r o v i d ed e t a i l e dg u i d a n c ef o r e a c h lesso n fo r ex per iencedand less ex per iencedte achers.They inc[udesuggestio nSo n dí ffer ent str ategiesfo r teaching classeso f abso luteand false beginner s.The u nit notes also co ntainkeys to al[ the Student'sBo o k ex er cis es.In ad d ition to the teachingno tes,the Teacher 'sBo o k includ esthe e aterial: f o l l o w i n gp h o t o c o p i a b l m o
one multiple-choiceEntry/Summarytest
.
four tests to assess progressafter every three units
o
Resourcesheets for presentationand practice(one per lesso n).
Ther e is a separ atel<eyfo r the tests in the Te acher' sBook , page 1.26. A ssessment A ll the tests ar e pho to co piableand can be fo und in the Teacher'sBook. .
There is a multiple-choiceEntry/SummaryÍesÍ,which has a dual pur po se.lt can be used as an entry test with false beginner sbefo r ethey star t the co ur s e,to id entifiT . h i s w i l l g i v e a n i n d i c a t i o nt o t h e t e a c h e ro f t h e i rl e v e [ T (especiatlyin the ear ly units)req uireless items w hich pr e-teaching and pr actice.lt w ilt also indicatewhere Introduction
the gapsÍnstudents'knowledge are.Alternatívety, with absoluteor mixedbeginners it can be usedat the end of the courseto assessstudents' progress and identihT a n y a r e a sw h i c hs t i l lr e q u i r e consolidation. o Aftereverythreeunitsthereis a progress teston the grammarand vocabulary of thoseunits. ln addition,the BusinessStart-upwebsiteat WWW.cambridge.org/elt/start-up contaíns a set of downloadable'can-do' statement worksheets basedon competencies fromthe CommonEuropean Framework of Reference for Languages. Thesestatements arewrittenin gradedlanguageand are designedfor studentsto use as a methodof self-assessment. Aftereachunit,studentstlck t h et h i n g st h e yc a n n o wd o i n E n g l i s hg,i v i n gt h e ma s e n s e of achievement and allowingthemto keeptrackof the progress they'remaking. One-to-one lessons lf you haveone-to-one lessons,you will needto playthe roleof the partnerin the Communication practice.ltwill also be necessary to use the cue cardson the Resource sheetsto ensurethatthe studenthas enoughpractice withdifferent identities or situations. Otherusefulhints Optionalmaterial Pre-teachingsuggestions,optional activÍtiesand Resource sheetscan be usedflexibly, according to the needsof the class.Theyare optionaland arethereto provideextra practice, particularly for classesof absolutebeginners. Resourcesheets You mightfindit usefulto: o photocopy the sheetsfor pairworkontocard,[aminate t h e m ,c u tt h e mu p a n d s t o r ei n e n v e l o p eisn o r d e rt o ensureeaseof use in lessons o enlargevisualson Resource sheetsto enableyou to usethemfor presenting vocabulary to the whole you couldcopythemontoan class.Alternatively, O H Tf o r p r o i e c t i o n . Grammorboxesand Grammarreference l f y o u h a v ea m o n o l i n g u calla s so f a b s o l u t eb e g i n n e ryso u mightfindit appropriate to let themask questíons íntheir own language to clarifrT the meaningand patterns. which IThís symbo[Warnsyou aboutcommondifficulties speakersof otherlanguages mayencounter withspecific p o i n t so f E n g l i s hg r a m m aor r p r o n u n c i a t i o n . Culturalpoints Theseboxesin the teachingnotesgivereminders about varyingculturalfactorswhichmay affecta specificlanguage l e a r n i n sgi t u a t i o n .
lntroduction
Usefullanguageboxes You mightfindit usefulto ask studentsto learntheseoff by heartas homework assignments. Recycling Thereis buitt-in reviewof the grammarand targetlanguage you can review/reactivate of eachunit.Additionally whathas beencoveredby encouraging studentsto brainstorm at the b e g i n n i nogf l e s s o n s . Social language Therewill be manyopportunities to consolidate the social l a n g u a gaet t h e e n d / b e g i n n i onfgl e s s o n sa n d d u r i n g breaks.Encourage studentsto talkto eachotherin English duringthe coffeebreak,for example. Recordof progress lf you haveaccessto a videorecorder it mightbe motivating to recordstudentswhentheyare doingthe practiceactivities. CommunÍcation Thiswitlalso provide studentswitha positiverecordof theirprogress through the course. WebsÍte address www.cambridge.orgielt/start-up
1, Introductions
Transcript Ella My name'sElla Grady.I'm in the customcr servicedepartment.I'rnthe Er,rropean customer servicen-lanager. So, um ... I look after customerservicefor Europe. lvan So are you in chargeof the department? Etla l'rn not the departÍlentmanager,no. I report to the customerservicemanager.He .sin chargeof the department. David She reportsto mer lvan Ah! The boss is herel David I'm afraidso! lvan And is your boss here? David No, she isn'ton the course.Fortunatelyl lvan I see.So, Ella,you aren'tthe department manager,but do you havea team ... in the departrnent? Elta Yeah,I managea small team of assistants.Five people.They'renot all here- just nvo of thern. lvan Right.And how big is the regionyou look after? Etla We'reresponsibieÍbrcustomersin Europe,un-t . . . eighteencountries,altogether. lvan And do you havedirectcontactwith customers?Do you speakto thern? Etta Oh yes.The difficultones,usually!I deal with problemsmost of the time. lvan So you dealwith difficultcustomers? Ella Quite a lot,yes. David She has a difficr,rlt boss.as rvell! lvan Oh, I seel
Lesson 1,.1, Talkingaboutyourjob
P r e s e n ts í m p l e :p o s í t i v ea n d n e g a t i v e
Responsibilities PRE.TEACHING A s t h i s i s t h e f i r s tl e s s o na n d e s p e c i a l liyf t h e c l a s s i s n e w l yf o r m e do, f f e rs t u d e n t sa n o p p o r t u n i ttyo introduce themselves to eachother.Studentsgreet e a c ho t h e rs, a y t h e i rn a m ea n d w h a tt h e i rj o b i s . F e e db a c ka s a c l a s sa n d w r i t es o m ei o b t i t l e so n t h e b o a r d ,c h e c k i n g everyone u n d e r s t a n dt sh e m . B r a i n s t o r m o r ej o b t í t t e isn E n g Í Í tsoh e l i c Íwt h a t theyalreadyl<now. D i s c u s tsh e q u e s t i o nasb o u tj o b sw i t ht h ew h o l ec l a s s . T h ed i s c u s s i oanb o u tu n u s u ajlo b sm a yp r o v i d ea n opportunity for humour.Haveone or two examples readyto get the discussion going(magician's assistant? perfumesníffer?). 1 Ask studentsif theygo on trainingcourses at work.Whatkind of trainingcourses? Pointto the photoof lvanMagnusson and explainthathe'sa givingan introduction trainer, at the startof a course. S t u d e n tlsi s t e na n d c o m p l e t teh e i n f o r m a t i o n . Key 1 two days 2 CustomerService 3 export
ffi
Key Ella'sboss,DavidKemp. ffi
Kry
OK. Welcomeeverybody. Ah, my name'slvan Magnusson. I'r'nyourtrainerforthistwo-daycourse. A course,asyou know,calledInternational Custonter Service. Um ... to besin,I justwantto explain, quicklv, whatI do.And thenyou cantalkaboutvourjobs.So I'm an exportconsultant. I specialise in services ... 2 Clarifuthe chartand exptainthatEllaGrady, o n e o f t h e p e o p l eo n t h e c o u r s ei,s t a l k i n ga b o u th e r job.Ptaythe recording and studentsfiltin the gaps a b o u th e rj o b a n d r e s p o n s i b i l i t i e s .
T e a c h i n gn o t e s
StuOents comptete the sentences withthe prepositions. StudentslÍ stenagain to check their answers.
Transcript
Kry lEuropean 25
nsk whichotherpersonon the chartis on the course.
118
1 after
2 to
3 of
4 for
5 with
practice'""} SB Page95,Exercíse ].. ffi vocabutary Kqt 1 responsible 2 manage 3 report 5 deal 6 look
ffi
4 charge
'n pairs,studentsimaginetheyare Sue,Davidor Etta a n d d e s c r i bteh e i rr e s p o n s i b i t i t i e s . 3 Ask studentsto lístento the sentences. Focustheirattention on the reducedvowelsounds. Writethe phoneticsymbolslvl, ltl andf/ on the boarC.Theythenrepeatchoratly and individualty.
lntroductions
P r e se ntsi mp t e :b e
Presentsimple
P oi nt out t h a t th e c o n tr a c te df o r m s a r e n e a r ly a l w a y su s e d w h e n s p e a k i n g .I n d i c a t et h e t w o f o r m so f t h e n e g a t i v ea n d t e [ [s t u d e n t st h a t b o t h a r ec o m m o n .
P o i n to u t t h a to n l yt h e 3 r d p e r s o ns i n g u l ahr a s a form.Referstudentsto the grammar different reference, to revÍew thístense. G r a m m arre f e r e n c.e. ' pS B P a g e1 0 7 ,S e c t i o n 3.1..2.
G r a m m a r e f e r e n c e. ' " vS B P a g e 1 0 7 , S e c t i o n 3.1,.1,.
t[
StuAents do the gap-fitt activityto consolidate be.
ffi
Key 1 I'm in charge.I'm not in charge. 2 They're in my team.They aren't/ They're not in my team. I lt's an unusualjob. It isn't / It'snot an unusual job. 4 You'rehis boss.You aren't/You're not his boss. 5 They check customer service.They don't check customer service. 6 He travelsa lot. He doesn't travela lot. 7 She works in the London office.She doesn'twork in the London office.
Key 1 I'm,is 2 is,He's 3 We're 4 ate,They're 5 isn't,aren't 4 Ask who JamesBondis and elicita secret agent/spy. Studentslistento lvanMagnussontalking abouthis 'secretjob'and thencompletethe sentences. Key 1 a hotelcompany 2 customerservice I theroomis free + he staysin hotelsa lot
OPTIONALACTIV!TY D o s o m e o r a l t r a n s f o r m a t i od n r i t t st o c o n s o l i d a t et h e p r e s e n ts i m p l e f o r w e a k e rs t u d e n t s :
Transcrípt OK. Next, I rvantto give yoll some examplesof bad customerservicein hotels.Why hotels? Well,I havea secretjob - a part-timejob. I'm a spy.... I know I don't look like Jan-res Bond,but it's perfectlytrue. I work for a hotel company. It'sa chain of hotels.Thereare about ten other peoplewho do this job - I'm not the only one. And ... we check customerservicein the hotels we stayin. When I travelon business,I stayin a hotelthat'sin the chain.So ... as a spy,I check the qualityof service.And aftermy stay,I write a report,um ... it doesn'ttakelong.And, in return,my room's free.I don't pay. David So, peoplewho clothis,peoplelike you, do it part-time?They travela lot? lvan That'sright. Obviously,you haveto stay in hotelsa lot. For me, it'sgood,becauseI travel with my job as a trainer.Ancl, also,I'm in c u s t ( ) n 1 seer r v i c es,o . . . David You'rethe perfectsecretagent. lvan Yeah.And I en)oyit. I don't like the paperwork, br-rttl-rerestis good fun ... OK, let'slook at some examplesof bad customerservice...
lvan
St u de n t sconso l i d a t et h e e n d i n g s o f th e p re s entsimple by u nde r t i n i ngth e c o rr e c tv e rb f o rm s i n th e s entences.
4
T h e y l i s t e n a g a i n a n d c h e c k t h e i r a nsw er s.
Kry 1 work 2 check I write 4 doesn't 5 don't 6 travel
7 don't
'."pSB Page95, Exercise 2. Crammarpractice
Teacher
lwork in London. /she
Student
She works ín London.
PRACTTCE 1 ..'3SB Pages78 and88. ffi comMUNlcATloN D i v i d et h e c l a s si n t o p a i r sa n d e a c hp a i ri n t oA a n d B . S t u d e n t lso o k a t t h e i rd i f f e r e npta g e s .E x p l a i nt h a t t h e ya r e o n a t r a í n Í nc go u r s e .
Studentstakeit in turnsto introduce using themselves provided. Demonstrate first,witha the information s t r o n gs t u d e n tt,h e nm o n i t oar n d s u p p o r dt u r i n gt h e pairwork.At the end ask one or two pairsto perform theirroleplay. ffi
for personalisation, finatly, eachstudenttalksto a p a r t n ear b o u th i s / h eor w nj o b a n d r e s p o n s i b i l í taíneds givesexamplesof thingshe/shedoesat work. who are not yet in employment, Students, can talk abouta job they'dliketo have. R E S O U R C ES H E E T1 . 7 " . . pP a g e 8 8 . U s e R e s o u r c es h e e t L . 1 t o c o n s o l i d a t ei n t r o d u c t i o n s . P h o t o c o p yo n e s h e e t f o r e a c h s t u d e n t .T h e R e s o u r c e s h e e t c o n t a i n sc u e c a r d s w i t h d i f f e r e n ti d e n t i t i e ss o t h a t c l a s s e st h a t k n o w e a c h o t h e r w e t [c a n r o l e p l a y i n t r o d u c t i o n as n d p e r s o n a Iq u e s t i o n s . Studentscho o se an identity.They go r o un d the class and intr o ducethemselvesto ano therstud entas that char actertetling , them abo ut their j o b, w h ere they work and live. Once they have intr o ducedthem selv esto each o ther ,they mo ve o n to meet ano therstudentand choose a differentcharacter.
Lesson
r.2
Key 1 Where's the trade fair? 2 When does the show end? 3 Are you an internationalcompany? 4 What do you manufacture? 5 Does the company deliver products all over the world? 6 Are you in customer service? 7 Is the site large?
Tatkingaboutproductsand services
P r e s e nst i m p l e :q u e s t i o n s
P tay the r eco r dingfo r studentsto listen and 5 r epeatthe mo del sentencesin the gr amm arb ox.
Businesa s ctivities
OPTIONALACTIVITY Moststudentsneedextraquestionpracticewith questionsorallyby giving do/does.Consolidate studenta s n s w e r sa n d a s k i n gt h e mt o m a k et h e q u e s t i o nfso r t h o s ea n s w e r s . Teacher He worksfor Stones. Student Whodoes he workfor? Teacher He worksin Liverpool. Student Wheredoes he work? Teacher No,he doesn'tlivein London. Student Doeshe livein London?
P RE - T E ACH IN G Many s t u de n t s wi l l h a v e b e e n to tr a d e f a i r s f o r b u s i n e s so r f o r p e r s o n a Ir e a s o n s .l t w o u l d b e u s e f u l t o f i n d o u t a b o u t i n t e r n a t i o n atlr a d e f a i r st h a t a r e r e l e van tt o you r s tu d e n t s 'wo rk /s tu d y E . ti c i tthe names o f a s m a n y t r a d e f a i r s a s p o s s i b l ea n d w r i t e t h e m o n the board.
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eointto the web pageand givestudentstímeto look q u i ckt yt o fi n d o u t wh a t i t i s a b o u t. Key It'sa guideto lnternationalTradeFairs.
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PRE . T E ACHIN G Q u i c k t yr e v i s eh i g h e rn u m b e r s ,d a t e s a n d t h e a l p h a b e t ,b e f o r es t u d e n t sd o t h e s h o r t r e a d i n gt e x t a bou t t r ade fai r s . St u de n t sr e ad t h e t e x t a n d a n s we rt h e q u e s tí o ns i n de pe nde n t l yo r i n p a i r s .E x p l a i nro l l e r c o a s terusí , ng t h e p h o t o so n t h e p a g e . Key 1 They stand for InternationalAssociationof Amusement Parks and Attractions. 2 lt's in Atlanta. 3 It startson the 15th of November. 4 There are about 1,300companies there. 5 No, it's only open to professionals. 6 Yes,there are rollercoastersat the fair. 7 Yes,the site is huge with índoorand outdoor areas.
Presentsimple:questions T h e q u e s t i o nf o r mo f b e s h o u l dn o t p r o v e dífficult, but somestudentsmay needto revise the use of do/doeswith otherverbs. G r a m m arre f e r e n c' e. ' pS B P a g e1 0 7 ,S e c t i o n s a ,n d 3 . 2 . 2 . 3.1,.1 ffi
practice""p SB Page95, Exercise Crammar 3.
T e a c h i n gn o t e s
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ror quickoralconsotidatíon of questíons, students workwitha partnertakingítínturnsto ask questíons u s i n gt h e p r o m p t sS. t r o n g epra i r sc o u l dp r e s e ntth e i r interviews to the class. StuOents readthe shorttext,whichis an introduction to the ar ticleabo ut Veko ma,and answ erthe q uestions. Kqt 1 It rneansthat internationalbusinesshas its ups and downs/itshigh and low points. 2 Vekoma makes rollercoasters. J Yes,it's an internationalcompany. R E S O U R C ES H E E T 7 . 2 " . " bP a g e 8 9 . The Reso ur cesheet co ntainsthe Veko ma t ext from 2 b and is designedto pr o videex tr asuppo r t for weak er studentsw ho might benefitfr o m this app roach.C op y the Reso ur cesheet and give each pair o r s m atl g roup o ne set o f the cut-uptex t.The fir st gr o up to find the co r r ectsequence'w ins'.To make it easiery ou could first read out the text, but not allow students to start puttingit to getheruntiIyo u'vefinished. Key I Engineersdesign the rollercoasterto meet the customer'sneeds. 2 The factoriesproduce the parts.Vekoma manufacturesparts at two plants, in the Netherlandsand the Czech Republic. I The company deliversthe parts to the custon-ler's site. 4 Vekoma'sengineersand techniciansinstall the rollercoaster. 5 Vekoma suppliesan after-sales service.It advisescustomersabout maintenanceand safetyand suppliesspareparts.
I n t r o d u c t i o n7s matchthe photosto the sentences. Students Theycan do thisorally.Encourage stronger studentsto give moreextendedreplies:I think...matches/goes with... Key 1c 2e
3b
4a
5d
Thismatching activityfocuseson newvocabulary. Students shouldreferbackto the textfor the context of theverbs,if theyneedhelp. Key 1b zf S
)a
4d
5g
6e
7c
...pSB Page95, Exercise practice Vocabulary 4. Key 1 deliver 2 export 3 install 4 design 5 manufacture 6 supply 7 advise P RE . T E ACHING Wr i t eAni mal s o n th e b o a rd a n d b ra i n s t o r mo n names o f a n i m a l ss t u d e n t sa l r e a d yk n o w .C o l l a t et h e r e s u l t s o n t h e b o a r d .P a y p a r t i c u l a ar t t e n t i o nt o p r o n u n c i a t i oans s t u d e n t sm a y h a v e l e a r n e dt h e m i ncor r e ct l y. Re a d th r o u g hth e r u b ri ca n d th e questio ns 6 w i t h t h e cl ass a n d c h e c k t h e y u n d e rs ta n dth e task. Ch e ckal so t ha t th e y u n d e r s ta n df u n a n d a s k them to pr e di ctw h at t h e c o m p a n y Fu n Fa r m m a k e s .Then ptay t he r e cor di n go f a s a l e s m a nf r o m Fu n Fa r mt alkingto a pot e nt i alcu s to m e r Stu . d e n t sl i s te n a n d a n s w erthe questions. Kry 1 Fun Farm manufacturesplastic animals. 2 She managesa small fun park in Germany. 3 In a factorynear Montreal. Transcript (Rep : Representative) Woman So you make plasticaninrals. Rep That'sright.Alllife-size.Cows,horses, s h e e p. . . Woman They'revery realistic.... Oh, and they move! Rep Their headsmove.They make sounds,if you just toucl'rthem ... Woman Oh! Rep They don't walk! Our customerspreferthem to Stayínone place. Woman Yes,right.So who are your customers?Where do you sell thesethings? Rep We sella lot to fun parks,shoppingcentres, playgrourrds... Children all over the world love them. We export to t$.enty-five countries.
Really?I managea sn'rallfun park in Germany. It'sfor children up to trvelveyearsold. Rep Well, theseare perfectfor that age.We have a lot of customersin Germany.Wervorkwith a company called DDA, in Frankfurt.They installour products,and look after maintenanceand aftcr-sales servicefor all our Cerman customers. Woman Right. So what corlntry are you fnrm? Rep From Canada.We have a factory near Montreal.We manufactureall our products there. W o m a n O h , I s e e .. . . C a n I i t r s t. . . ? Rep S u r e. . .
Woman
Studentslisten again to pick out m ore 6 details.Referthem to the tr anscr ipto n S B p ag e 1 .1 .4 to check their answ er s. Key 1 The company exports to twenty-fivecountries. 2 A company called DDA installsthe products and does after-salesservicein Germany.
PRACTICE 2"..pSB Pages78 and89. ffi cotvtMuNlcATloN D i v i d et h e c l a s si n t op a i r sa n d e a c hp a i ri n t oA a n d B . pagesand takeit in Studentslook at theirdifferent productsand turnsto talk abouttheircompany's servicesusingthe information in the Student's Book. ExplainthatA starts.He/Sheis a representative at a tradefair,who speaksabouthis/herproductsand servicesto an interested visitor.StudentB listensand asksquestionsfor furtherinformation. Studentsthen changero[es.Demonstrate one of the roleplayswíth studentsfirst.Playthe partof the visitor,asking questions. follow-up Thenstudentscarryout the rote p l a y sM . o n i t oar n d s u p p o r dt u r i n gt h e p a i rw o r k A . t the end ask one or two pairsto performtheirroleptay to the class. Studentspersonalise the languageof the lessonby askinga partneraboutthe productsand servicesof a companytheyknowwell.Withstrongerstudentsthis couldbe expandedto a mini-presentation to the class in the nextlesson.
T e a c h i n gn o t e s
Studentsreadthe top of the menuand suggestwhat are like.Ask them and its customers the restaurant theiranswers.Makesurethat to explainand justifrT s t u d e n tus n d e r s t a ntdh a ta m e n ui s d i v i d e di n t ot h r e e main partstStarters,Main coursesand Desserfs.
Lesson1,.3 Eatingout
U n d e r s t a n d i nag m e n u O r d e r i n ga m e a l
B e a w a r e t h a t s o m e s t u d e n t sw i l l h a v e h a d a w i d e e x p e r i e n c eo f e a t i n g i n r e s t a u r a n t as n d sn o t h e r sw i l l o n l y h a v e e a t e n i n r e s t a u r a n t o s p e c i a lo c c a s i o n sa n d m a y h a v e l i t t l ek n o w l e d g e o f r e s t a u r a n ct o n v e n t i o n so r f o r e i g nc u i s i n e s .
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Kry 1c,g ffi
workin pairsfor two minutesand discuss StuOents of eatingout.Theyfeedbackto the theirexperience classafterthis.Writeup commonpointson the board. the third to consolidate Usethis as an opportunity personsingular:(Jan)likes/eatsChinesefood. (Nina) doesn'toftengo to restaurants.
4f
5a,e,h
practice""p SB Page95, Exercise5. Vocabutary
Kq Oo: carrot,chicken,haddock,salad,salmon oO: dessert Ooo: broccoli, vegetable,strawberry oOo: potato,tomato
Witha weakergroup,who mightnot havemuchfood at theirdisposal,presentand practisefood vocabulary itemsthatwittcomeup in the lesson,usingpictures sheet use Resource Alternatively, cut out of magazines. 1.3to presentand practisethe foodvocabulary.
T e a c h i n gn o t e s
1d
M any studentsw ill pr o babtyfind it difficultto id entifiT all o f the str ess patter ns,so it might be best to d o this as a w ho te class activityo n the bo ar d.W r ite the patter nso n the bo ar d,say a w o r d (o r ptay L istening7 ) a n d a s k a s t u d e n tt o p u t i t i n t o r i g h tc o l u m n .Y o u c o u l d m a k e t h i s a c o m p e t i t i v tee a m g a m e d i v i d i n gt h e class into tw o teams.
PRE.TEACH!NG s i l l h a v ee a t e n I t ' sl i k e l yt h a ts o m eo f y o u rs t u d e n t w c o u i n r e s t a u r a n itns E n g l i s h - s p e a k i n g n t r i e s ,o to elicitfavouritefoods.Co[latestudents' brainstorm ideason the boardunderthe headingsStarters,Main Coursesand DesserÍs.
R E S O U R CSEH E E T1 . 3. . . YP a g e9 0 . in this [esson,but Thereis a lot of newvocabulary r e c o g n i t i oU n .s i n gt h e v i s u a l s m o s ti s o n l yr e q u i r e fdo r p o n R e s o u r cseh e e t1 . 3 ,s t u d e n t cs a n l a ya c u m u l a t i v e s h o p p i n gg a m ei n p a i r so r g r o u p sP. r e s e ntth e i t e m s applepie, meat, of new vocabulary(strawberries, potatoes, peas, carrots, broccoli,salad, flsh, tomatoes,leeks,soup)usingthe pictureson the a copyof the Resource sheet.Giveeachpair/group cut-outfood cards.Ptacethe cardsfacedownon the table.The firststudenttakesa cardand says:ln my The second bag thereare some (strawberies). studenttakesa cardand adds it to whatthe previous s t u d e n st a i d ,s a y i n gb o t hi t e m si n t h e p i c t u r e sl n: m y bag thereore some (strawberies)and some (broccoli). Turnby turn,the list growslonger.The last personto pick a cardhas to say all twelvefood items.
2b
Key Meat: beeí chicken,lamb Fish: haddock,salmon, cod Vegetables: potato,broccoli, salad,pea, carrot,leek Fruit: apple, strawberry Cooking or preparation: roast,grilled, fried, mashed
B e aw ar e t h a t s o m e f o o d s a r e t a b o o i n s o me c u l t u r e sa n d a v o i d i n c l u d i n ga n y t h a t y o u t h i n k m i g h t b e s e e n a s u n p l e a s a n to r a c c e p t a b l et o s t u d e n t si n y o u r g r o u p .
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activityorallywiththe class,if Oo the matching studentsneedthe support.Witha strongerclass,they coulddo the activityin pairs,thencheckanswerswith the wholeclass.
Studentslistenand r epeatto check their 7 answ er s.M o del any w o r ds w hich studentsfind d ifficutt and r epeatagain.
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workwitha partnerand takeit in turnsto StuOents pointat a pictureof food and ask whatit is. This providesrapidoralconsolidation of the vocabulary. a fewtimeswithstronger the exchange Demonstrate betweenthis/these, the difference students,to illustrate beforestudentspractisein theirpairs.Checkcarefully clearlybetweenthis/these thatstudentsdifferentiate andmeaning. i n b o t hp r o n u n c i a t i o
sayingwhatyou'dlike for lunchbefore oemonstrate ffiffi studentsworkin pairsand discusswhattheywould maincourseand likefor lunch.Theychoosea starter, ask studentsto dessertfromthe menu.As feedback, reportbackto the restof the ctasswhattheirpartners w o u l dl i k e .
Introd uctions 7 Studentslistento a recording of lvan I p e o p l e h i s M a g n u s s oann d s o m e on t r a i n i n cgo u r s ea t Delicious. They listenfor gistand Simply therestaurant matchfourconversations to stagesin the meal.Play morethanonce,if necessary. therecording
Studentslistenagain to check their answers. Key t fine thanks,anything else,No thanks 2 the bill I A table 4 anyone else 5 the same 6 a starter
Kry a2
OPTIONALACTIVITY b4
Transcript 1 Waiter David Waiter David lvan David
Waiter 2 Waiter lvan Waiter lvan ) Waiter Etta Walter David
c3
d1
EverythingOK? Yes,fine thanks.Excellent. Can I get you anything elseto drink? Or to eat? Nothing for me. I'm fine,thanks.Ivan? No thanks.I'm full, thank you. I think we'reall OK. I think ir'stime to get back, actually.Could we have the bill, please? Surc. Hello. Hello. We have a reservation.The name's Magnusson.A tablefor three. Yes,OK. If you'd like to come this way, ple a s e . InanKs.
A s k s t u d e n t st o l o o k a t t h e t r a n s c r i p t so n S B p a g e 1 L 4 a n d p r a c t i s et h e d i a l o g u e sf o r L i s t e n i n g8 . T h e y c a n p r a c t i s et h e s e i n p a i r s ( o n e a s t h e w a i t e r a n d t h e o t h e r p l a y i n gl v a n , D a v i d a n d E t l a )o r i n g r o u p s o f f o u r ,e a c h t a k i n g o n e p a r t ,a c c o r d i n gt o t h e s i z e o f the class.
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practice."') SB Page96, Exercise6. Vocabulary Kqt 1g
2c
3f
4a
5b
6ő
7e
PRACTTCE 3.""sSB Page78. ffi cotvtMuNlcATloN
Dividestudentsinto pairs.Tellthemto look at the m e n uo n S B p a g e7 8 a n d t o i m a g i n et h e ya r e i n a Theytakeit in turnsto be the customerand restaurant. Modela dialoguewitha student, the waiter/waitress. in frontof the class,takingthe partof A. Thenrepeat, t h i st i m et a k i n gt h e p a r to f B . R e m i n ds t u d e n ttso changeroles.Monitorwhilestudentsdo the activity and support,if necessary.
1
Etta Waiter 4 Waiter Ella David Waiter Elta David lvan Waiter lvan
Dessert? Yes,could I havethe applepie,please. Apple pie. )ust a coffeefor me, please.Would anyone elselike coffee? I'll have one after my dessert. OK. Would anyone elselike dessert?
W O R K B O O K ' " "Ppa g e s5 - 7 .
Are you ready to order? Yes.For me, um ... To start,the tomato soup,please. Ycs,the samefor me, please.The tomato soup. What would you like for the main course? I'dlike salmon with rice and peas,please. The lamb,with peasand carrotsfor me, please.Ivan? I don't want a starter,just a main course. Can I havesteak,chips and peas,please? How would you like the steak? U m ... M e d i u m ,p l e a s e .
fill in the gapsin the restaurant conversations. Students Withweakergroups,studentscoulddo thisin pairs.
T e a c h i n gn o t e s
2 Teamworl(
Well,now,most of thework'scomplete.l'm stayingin one of the rooms,in fact.So,um,I'm the firstguest. Vanessa You're the boss,though,so you're not paying. Oh,l'm payinglThisproject'scostinga fortune! John Vanessa I see.Well,that'sone of my questions,actually What'syourbudget? fivehundredand sixty Um ... thetotalbudset's fohn thousandeuros ... and I'm payinghalf of that. Richard and Kathy Mills are payingtherest. They'renry busincsspartners. Vanessa And your businesspartnersarehotelmanagers. Isthatright? That'sright.I'm managingthe project- the John construction.Ar-rdthey'restill living and working in the UK at the moment,organisingthe website and the marketingnraterial,you know,brochures and things.Then theyplan to live hereand managethe hotel when it's finished. Vanessa I see.So, how long areyou stayingin France? from startto finish? What's the schedr,rle, Um . .. Eighteenmonths.And we'remore or less lohn on schedule.At the moment,we'reworking on thebathrooms.We'rehavingone or two problemswith ... fo h n
Lesson 2.1 Discussingwork in progress
P r e s e n ct o n t i n u o u s
P r oje ct s
PRE.TEACHING R e c y c l ea n d p r a c t i s e t h e p r e s e n ct o n t i n u o utse n s ei n t h e c o n t e x ot f w h a tp e o p l ea r e d o i n g' a r o u n dn o w ' , a s o p p o s e dt o e x a c t l ya t t h i s m o m e n tA. s k s t u d e n t s aboutthingstheyare currently doing:Whatproject are you workingon at the moment?Are you travellinga lot in yourjob at the moment?etc. C o n t r a stth e p r e s e nst i m p l ea n d t h e p r e s e n t c o n t i n u o uosn t h e b o a r dt o h e l ps t u d e n t s e e w h e n to use them:Do you travela lot?Are you travellinga lot at the moment?etc.Pointout thatat the moment in this contextdoes not meanat thisverysecond,but generally it is a factat the timeof speaking. ffi
Aeadthe comments withthe classand checkthat everyoneunderstan ds schedule,progressreport, budgetand out of date,by askingstudentsto explain or giveexamplesof them.Thenstudentsdiscussthe c o m m e n tasn d d e c i d ei n p a i r sw h i c ht h e ya g r e ea n d disagreewith.Theythenfeedbackusingphrases[ike: We both think that ...,We agreethat ... or I think that ...but my partnerthinks.... 9 Pointto the photosof JohnPerrya British architectand VanessaWood,a reporterfromEuropean Life magazíne. Explainthathe is workingon a building projectabroadand thatshe is interviewing him by phone.Playthe recording for studentsto listenand completethe answersto the questions. Key 1 France 2 hotel 3 560,000 4 50 5 18 Transcript Vanessa l ohn Vanessa J oh n
So where areyou working, exactly,in France? In thelura. It'snot far from Switzerland. Right.And you'reburildinga hotel? We'reconvertinga farmhouseinto a hotel.lt's very,um . .. it'sa very old house.When we started,it had no wirrdows,no doors ... it was a ruin,basically. Vanessa And now?
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Stuaentsmake pr esentco ntinuo ussentences,using the pr o mpts.Fir stdo the sentenceso r allyw it h them , then ask them to w r ite them. Referstudentsto the tr anscr ipto n SB pa g e 1 1 5 to check their answ er s.Yo u co uld ptay the record ingonce mo r e,w hile they fo tto wthe tr anscr ipt,and check they under standthe meaningo f the new vo ca b ulary . Key 1 Where are you working now? 2 I'm staying in 're one of the rooms. 3 You aren't / not paying. a This project is/'scosting a fortune! 5 I'm managingthe project. 6 At the moment, we're working on the bathrooms.
P r esentco ntinuo us / ! \ B e a w a r et h a t s o m e s t u d e n t sm a y n o t h a v e a c o n t i n u o u st e n s e i n t h e i r o w n l a n g u a g e ,s o t h e y m i g h t f i n d i t d i f f i c u t t o u n d e r s t a n dw h e n i t ' s u s e d . T h e y m a y a l s o t e n d t o o v e r u s et h e c o n t i n u o u s t e n s e o n c e t h e y h a v e l e a r n e di t . S t r e s st h a t t h e p r e s e n tc o n t i n u o u si s u s e d b o t h t o d e s c r i b ew h a t i s h a p p e n i n go f t h i s v e r y m o m e n t a n d a l s o t o d e s c r i b es o m e t h i n gt h a t ' st r u e a t t h e time of speaking. P o i n t o u t t h e t w o w a y s o f s a y i n gt h e n e g a t i v ea n d t h a t e i t h e ro f t h e m c a n b e u s e d . Gr ammarr efer ence
T e a c h i n gn o t e s
SB Page L0B,Section
Teamworl< 2 .""vSB Page96, Exercise practice 1. @ Crammar Kq 1 They'rebuilding the walls this morning. 2 Sheisn't /'snot managingthe projectvery.vell. 3 What'sthe projectmanagerdoing this morning? 4 Where'sthe architectworking today? 5 The lightsaren'tworking at the momenr. 6 We'rehaving problems with the budget.
W
Key t havingtrouble 2 complete 3 runninglate ffi
U s e R e s o u r c es h e e t 2 . 1 ,t o c o n s o l i d a t ed e s c r i b i n g w h a t ' sh a p p e n i n go n a s c h e d u l e .G i v e e a c h p a i r a c o p y o f t h e s c h e d u l ef o r a n o f f i c er e n o v a t i o n . D e m o n s t r a t ea f e w e x a m p l e sw i t h a s t u d e n ta n d t h e n s t u d e n t st a k e i t i n t u r n s t o s a y a d a t e a n d a s k w h a t ' s h a p p e n i n ga t t h a t t i m e .
pRAcTtcE 4.".)sB pages78 and89. ffi conaMUNtcATtoN D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to lo o k at their differ entp ag es. E xp lain t h a tA í st h e m a n a g í n gd Í r e c t oorf a c o m p a n yw h Í c hí s mo vingto new o fficesthis w eek.A star ts b y p honing the o fficemanager(B),w ho is o r ganisingthe m ov e, to get an update.B must answ erA 's ques tionsb y r efer r ingto the info r matio n.P lay the par t of A and demonstrata e p h o n e c a t lw i t h a s t u d e n t T . henchange r o les and demo nstr ateho w to give an upd ate. Studentsdo the r o le play o nce, then chang e roles and do it again,so that they bo th pr actisethe q uestions and the answ er s.M o nito rthat they use the p resent c o n t i n u o u st e n s e .A t t h e e n d a s k o n e o r t w o p a i r st o per fo r mthe pho ne co nver satio nfo r the class.
Whatare theydoÍng? Thev'redecoratinoa room.
PRE.TEACHING Q u i c k trye v i s em o n t h sa n d d a t e sw i t ha c a l e n d a r . Presentthe new languageon/over/under budget and on/behind/ahead of scheduleusingexamplessuchas: Teacher Yourbudgetis $100,000and you spend Are you overbudget?No,you're... $9O,OOO. Drawattention to the pronunciation of schedule and budget ivJediurl/ lubndgtl. S
s
focusstudents' attention on the scheduleforthe openingof the hotel.Clarifuthatthe shadedareas s h o ww h e nt h ew o r ki s s c h e d u l etdo b e d o n e A . sk partsof the projectstartand whendifferent students finish. nointoutthatthe dateísMay ].stand thatJohnis writing to his businesspartners to givean updateon thepro.iect. Studentsfill in the gapsin the emait,using thewordsin the box. Kqt 1 on schedule 2 behind schedule I aheadof schedule 4 overbudget 5 underbudget 6 on budget
J over
R E S O U R C ES H E E T2 . 7 " " " 4P a g e 9 1 .
Moni t orpr on u n c i a ti o n c a re f u l t ya n d m o d e l a ny fo r ms w hi chne e d i mp ro v e m e n t, f o r s tu d e n t sto re peatagain.
Student A Student B
practice'""?SB Page96, Exercise2. Vocabutary Kry 1 update, on schedule 2 ahead of 4 behind 5 budget 6 con'rplete
10 S t ud e n tsl i s t e na n d r e o e a ts e n t e n cesin t he pr e s e ntcon ti n u o u s .El i c i tf ro m t h e m t h a t t he pr onunci at i on o f a r e i s th e s a m e i n s e n te n c es1 and 3 (whereit has a contractedschwa sound /a/)but is di ffe r e nitn s e n te n c e2 , wh e r e i t i s s tr e s s e d/ol/.
@ ftoOelthe verbsbuild,design,paint, decorateand instoll, usingthe picturesin the book.Studentsrepeat them.Demonstrate the activityfirstwitha student. Thenstudents workin pairsand describewhatthe peoplein the pictures are doing.Checkcarefutly that theyareusingthe contracted form.Encourage students to takeit in turnsto ask and answerquestions.
Readthe phrasesbeforestudentsdo morevocabulary b u í l d i nbgy f i n d í nagn d u n d e r l i n i ncgo r r e s p o n d i n g phrasesin the emaits.Checkthe answersoraltyin class.
ffi
Finally, for personalisation, eachstudenttalksto a partnerabouta projector job he/sheis workingon you're at the moment.First,talk aboutsomething currently workingon to providea clearmodel. OPTIONALACTIVITY U s e p a i r so f p h o t o sc u t o u t f r o mm a g a z í n et o s play . a c hp a i rs h o w sp e o p l ed o i n gs i m i l a r a g a m ei n p a i r s E things. Student A ThemanÍnmy photo'seatinga sandwich. StudentB Themanin my photo'seatinga hotdog.
T e a c h i n gn o t e s
Lesson2.2 Discussingstrengthsand weaknesses
Gerund
S k i t t sa n d p e r s o n acl h a r a c t e r i s t i c s PRE.TEACHING F o c u so n t h e p h o t o so f p e o p l ei n w o r ks i t u a t i o n A s .s k thepeople s t u d e n t st o s u g g e s at d j e c t i v etso d e s c r i b e i n t h e p h o t o s t, h e ne x t e n dt o e l i c i ta d j e c t i v etsh a t describedifferentpeopleat work (suchas creotive, ng, reliableetc.). hard-worki ffi
with neadthroughthe descriptíons and the adjectives the class.Modelthe adjectives and studentsrepeat chorallyand individuatty. Studentsthenworkwitha p a r t n ear n d m a t c hd e s c r i p t i o nosf p e o p l et o s k i l l sa n d characteristics. Checkthe answersorallywíththe class. Key 1f 2c 3b eh 10j
4a
5g
6d
7e
8i
R E S O U R C SE H E E T2 . 2 . . " bP a g e9 2 . P h o t o c o p oy n e s h e e to f d o m i n o e sa n d g i v eo n e d o m i n oc a r dt o e a c hs t u d e n to r p a i ro f s t u d e n t sl .f y o u h a v ea s m a l lc l a s s ,g i v em o r et h a no n e d o m i n o to strongerstudents.The personwith the 'start'card b e g i n sb , y r e a d i n go u t t h e s e n t e n c o e n t h e r i g h ts i d e t i t ht h e m a t c h i ndgo m i n o o f t h e d o m i n oT. h es t u d e nw (on the left)firstsays the matchingsentenceand then readsout the nextsentence(on the right).The g a m ec o n t i n u e sf ,i n d i n gt h e m a t c h i n sge n t e n c e(so n the left)and readingout new sentences(on the right) u n t i lt h e e n d d o m i n oi s r e a c h e dY.o uc o u l d redistribute the cardsafterthe firstgo and see if the c l a s sc a n d o t h e a c t i v í tfya s t e rt h e s e c o n dt i m e . ffi
neadthroughthe rubricwiththe ctassand elicitan Studentsworkin pairsto agreeon a list of example. Afterwards, studentsgive skillsand characteristics. theirviewsorallvto the class. 1 1 P o i n tt o t h e p h o t o o f J u d i t hL e h m a na n d R ow an E van s .T e l l s tu d e n t st h e y a r e ta l k i n gabo ut the t ype of pe op l e t h e y ' re[ o o k i n gf o r.Stu d e n t slistenand make not e s a b o u t th e q u a ti ti e sn e e d e d f o r the j o b. Yo u may n e e d t o p l a y th e re c o rd i n gm o r e th a n o nce fo r t he m t o com p l e teth e t a s l < .
T e a c h i n gn o t e s
Transcript Rowan So, the main thing is,we want creativepeople. Mmm, yes,and creativepeoplewho can'uvork f udith hard.We're looking for young people,it's probably their first job, they'vegot no ex per ience, um ... so I think w e needto m ak e that clear.It'sharclwork. And evenlittlethings - gettingto work on time in the morning, for example... the simple thingsare extremely important.We want reliablepeople.It sounds o b v i o u sb, u t . . . Rowan Yeah.We want people r,vhoare professional. T h a t ' s. . . udith Yes,that'sthe word. f Rowan What ... extraskills does a creativeperson needto be a professional?I mean,for example, people as we want them to work with differenr well- to changeteams.That'sone of our creativestrategies,isn't it? We don't have the samepeopleworking togetherall the time. Yes. So they needto cope with change. ludith Rowan To cope with stress. J udith Sure. Rowan They needthe confidenceto presentand explainideas. udith That's true. f Rowan And therc'sthe problem of understanding rvhatthe clientswant. It'snot ahvaysclear. ludith That'sthe manager'sjob, though.The creative for analysingthe team aren'trespronsible client'sneeds.Latero n, r vhenwe talk ab out ...
on SB page115 can look at the transcript ffi StuOents Checkany comprehension to checktheiranswers. problemstheymayhavein the extendedlistening. Key (exampleanswers) The people need to be: creative,hard-working, reliable,professional,adaptable,good team players, can cope with stress,confident communicators. 72 Studentslisten and r epeatthe k ey adj ectives.They then listen again to un d erlinethe sy[able str essin the w o r ds. So me stud entsm ay find this difficult,so yo u might do this w ith the whole c l a s s o n t h e b o a r d .M o n i t o rp r o n u n c i a t i o ann d m o d e l any pr o blemadj ectivesat the end and stud ents r epeatagain.
Kry 1 reliable 2 confident 3 experienced 4 analytical 5 ad4ptable 6 creative
Teamwork2 S
practice""p SB Page96, Exercise3. Vocabulary
KE
Gerund
I experienced z reliable 3 hard-working 4 creative 5 adaptable 6 analytical 7 strong 8 confident
and A l n m a n y l a n g u a g e sv e r b s o f l i l < i n g d i s l i k i n ga r e f o t l o w e db y a n i n f i n i t i v es, o s o m e s t u d e n t sm i g h t f i n d t h e c o n c e p to f t h e g e r u n d difficutt.
t3 Readthe rubricwithstudentsto set the Checkthatstudentsunderstand all the context. questions beforetheylistenand answerthem.
R e a d t h r o u g ht h e e x a m p l e si n t h e b o x a n d p o i n t o u t t h a t t h e g e r u n di s a n o u n m a d e f r o m a n infinitiv+ e - i n g . l ft h e i n f i n i t i v e n d s i n - e ,t h i s i s r emo ved befo r e -ing is added. The gerund follows certain verbs (enjoy,like, hate) and phrases (good/bad 0t ...).
Kry I He works in the creativedepartment. 2 He'sexperienced,he knows the company well, and he knows what the company wants. 3 The problem is that everybodyknows him as a colleague. 4 (student's ownanswer) Transcript ludith Marco works for PAF, he's in the creative we know him, he knows us ... department, but is thatan advantage? Rowan Well,we want someone to managethe We needa managerto make the department. new strategywork. We don't really need new ideas.Marco'sexperienced,he knows the company well, and he knows what we want. I think his experiencewith PAF is a big advan t a g eH.i ri n g s o m e o n en e w i s ... it's obviouslya risk. Yeah. But making Marco the department ludith manaller'salso a risk. OK, he enjoysworking for the company,he's not going to leave suddenly,he'spopular in the department,but ... thatdoesn'tmean he'sgood at managing a t e am . Rowan But the number one priority is the new strategy.The managerhas to sell the new strategyto the team.We know Marco's a good salesman.He likes sellingideas. Yeah. ... But,what about the other peoplein ludith the department?They work withhim at the moment. What happensif they have to work
G r a m m a rr e f e r e n c e. " ' pS B P a g e 1 0 6 , S e c t i o n 1 .
practice 4. "..pSB Page96, Exercise ffi Crammar Kry 1 solving 2 organising 3 working 5 managing 6 working ffi
13 Studentslistenagainand checktheir answers. Key 1 manage 2 make 3 making 4 working 5 managing 6 sell 7 selling 8 work
r i r s t ,p r o v i d ea m o d e lb y g í v i n ygo u ro p i n i o na b o u tt h e
peo ple need fo r certainjob s. skitlsand char acter istics Then studentsco ntinuein pair s.M ake sure they use the ger und r atherthen the infinitiveafterlik e and enj o y.M o nito rclo selydur ingthe pair w o rk and m ak e a no te o f er r o r s.Fo cus o n these at the end and hav e studentsr eo eatthe co r r ectmo del.
PRACTTCE 5".'pSB Page79. ffi comMUNrcATroN D i v i d es t u d e n t si n t o p a i r sa n d t e l l t h e m t o l o o k a t t h e j o b adver t.Read the adver tw ith the class and check . that studentsunder standatl the key vo cab ularyTell pair s that their fir sttask is to decí dew hic h sk il[s, per so nalchar acter istics and ex per ienceare m ost impo r tantfo r the j o b and to w r ite a list.After this i n i t i a lp a i r w o r k ,c o l l a t es t u d e n t si' d e a s o n t h e b o a r d . T h e n s t u d e n t sr e a dt h e n o t e s a b o u t t w o p e o p l et h e co mpanyw ants to inter viewfo r the .io ban d continue i n p a i r st o d i s c u s sa n d d e c i d ew h o i s t h e b e s t p e r s o n f o r t h e j o b . M o n i t o rw h i l e s t u d e n t sd o t h e a c t i v i t ya n d suppo r t,if necessar y.Finallyask o ne o r two p airs to s a y w h o t h e y h a v e c h o s e nf o r t h e j o b a n d t o g i v e t h e i r r easo nsin fr o nt o f the class.
forhim? Rowan Oh, I think he can cope with all that ...
gap-filted activityfocusestheirattention on when @ ffris form. to usea gerundor infinitive
4 making
ffi
StuOentshave the o ppo r tunityto per so n alisethe l a n g u a g eo f t h e u n i t b y t a l k i n ga b o u t t h e s k i t l sa n d char acter istics they need in their o w n j o b or the job they w o utd like to have. P r o videa mo del b y tatk ing abo ut the skittsvo u need as a teacher /tr ainer.
T e a c h i n gn o t e s
t4 Studentslistento the whole[ist.to check theiranswers.
Lesson 2.3
Key 1 golf 2 fishing 3 bowling 4 knitting 5 jogging 6 underwater hockey
Talkingaboutyour interests
S p o r ta n d [ e i s u r e L i k e sa n d d i s l i k e s
PRE-TEACHING P r e s e nat n d p r a c t i s e t h e n e wv o c a b u l a riyn a v a r i e t y o f w a y s .F i r s t b, u i l du p o nt h e k n o w ni n t e r e s tos f students. Ask questionssuchas: Whatdo you like doing in your spare time? Whatsports do you watch on TV?Are thereany sports that you don't like? B r a í n s t o romn o t h e rs p o r t sa n d l e i s u r ea c t i v i t i easn d collatethe resultson the board.Alternatively, with w e a k e rg r o u p sy, o u c o u l du s e R e s o u r cSe h e e t2 . 3 t o p r e s e nat n d p r a c t í sSeo m eo f t h e n e WV o c a b u l a r y of thelesson. R E S O U R CSEH E E T2 . 3 " . " P v a g e9 3 . . f t e rp r e s e n t i nagn d T h i sa c t i v i t yi s a m e m o r yg a m e A p r a c t i s i ntgh e a c t i v i t i eisn t h e p i c t u r e os n t h e s h e e t , g i v ee a c hp a i ra s e t o f t h e c u t - u pc a r d s .D e m o n s t r a t e t h e g a m ew i t ha p a i ro f s t u d e n t sP. l a c et h e a c t i v i t i e s cardsfaceup on the tableand give a mínutefor s t u d e n ttso m e m o r í steh e m .T e [ o l n es t u d e nt o l o o k a w a yw h i l et h e o t h e rs t u d e n tr e m o v e as c a r d .T h e firststudent[ooksat the cardsagaínand guesses whíchactívíty has beentakenaway.Changeroles. ffi ffi ffi
nsUstudentsto brieflydiscusswhatarethe most poputarsportsand [eisure in theircountry. activities Sroadenthe discussion by askingwhicharethe most popu[ar worldwide. sportsand teisureactívities fointto the photosand the list of sportsand activities in the Student's Book.Studentsthensav which activities theysee in the photos.Modelthe vocabulary and studentsrepeat.Thenask studentsto workÍn paírsto Ídentifu the actívitíes on the tistthatalso a p p e a ri n t h e p h o t o s . Student A StudentB
I cansee rugbyand .... Yes,and there'salso ....
Ask studentsto predíct whatthe missing.number one' on the tistmightbe. Kry scubadiving,elephantpolo,surfing,basketball, rugby,chess,cricket
workwitha partner andcomptete thetíst ffi stuaents
wi t h t h e si x act i v í t i e sH. a v e th e wh o l e c l a s s a g ree o n the answ e r s,i f po s s i b l e .C o l l a t et h e s u g g e s t i o nso n the board. Te ach i ng n ot e s
of sportsvocabulary 14 One of the advantages The disadvantage is thatit is ofteneasyto recognise. in is thatthe pronunciation is sometimes different Engtísh. Ask studentswhichwordsare the Sameor s i m i l a irn t h e i ro w n l a n g u a gaen d i f t h e p r o n u n c i a t i o n is different in English.Students[istenagainand check. ffi
StuOents talkaboutthe sportsand activities in the tist. ExplainthatGooglesearchlist may not be 100% re[íable aS Somesportsare everdaywords,suchas runningandsquash.Thereis a town in Englandcalled Rugby,and thiswoutdbe includedin the searchresults is as wellas the sportwiththe samename.Language anotherproblemas somesports,suchas tennisarethe samein Iotsof languages, whileotherssuchas weight training,existonly in English. 75 Readthe rubricthroughwiththe students. Playthe recording for studentsto listenand decide w h a tt h e m a nl i k e so r d i s t i k e s . Key 1@
2e
le
Tronscript Woman So,areyouwatchincthecup finalthis lveekend? U m . . . n o , I d o n ' tt h i n ks o . Don't you like football? No. I can'tstandit. Sorry to sound so miserable! Woman Mmm, I hate it too, but I watch the World Cup Final. M an I can'tplay,that'smy problem.I'm hopelessat it! lf I'm not very good at a sport,I don't like watchingit. Woman So what do you like,then? M an I play golf. plays.I'rnnot Woman Oh right. ... My husbar-rd interestedin it, though.It's... not my cup of tea.He playsgolf, I go horse riding. Man Oh, right.Wellyou could play polo - both of you. That'shalf horseriding,half golf! ... I'd love to havea go at riding,actually.I bet it's goocl fun. Woman Oh, it'sgreatfun. Man So, do you haveyoLlrown horse? Woman No . I 'dlo veto haveo ne.but.um ... it' s expenslve. Man Yeah.I'm quiteinterestedin tropicalfish.I'd like to havean aquar iunrbut , ... it' sa p rob lem if you travcla lot ... Man Woman Man
Teamworl< 2 Woman Man Woman Man
Tropicalfish? Yeah.I'dlike to havesome piranhas. Piranhas? Well,they say a hundredpiranhascan eata horscin lessthan five minutes! Woman Oh! I'm not sureif tl'ratincludesthe rider or not... Man
E
75 S t u d e n tsl i s te na g a i n f o r wh a t t h e w o man l i ke sand di s t i k e s .
KE 16
2
6
limit,thenquicktyfindout whichpairhas remembered the mostactivities. ACTIVITY OPTIONAL Studentscouldwritea few linesfor theirCV to w h a tt h e yd o i n t h e i rl e i s u r et i m e .T h i sc o u l d describe be a homeworkactivitv. Leisureinterests:
ie
7 5 S t u d e n tst i s te na g a i n a n d a n s we rq uestio ns. W O R K B O O K ' " ' Ppa g e sB - 1 0 .
Key 1 He can'tstandfootball. 2 Becausethe woman's husbandplaysgolf and she goes horse riding. (lt'sa joke.) 3 He's interestedin tropical fish /piranhas. fi
S t u O e ntbui s t dt h e i rv o c a b u l a r yb y d o i n g t h i s m atching activitv.
Key 1c !l
2a
)d
4b
Vocabularypractice"'"pSB Page 96, Exercise5.
Key 1S 2N
]N
4S
5N
6S
listenand repeatthe sentences. 76 Students Theyunderline the wordthat'sstressed. Kev l |t'sgleaÍfun! 2 I'd love to have a go! 4 lcan'tstand itl 5 I ' m h o p e l e s s a t i t !
3 I hate it!
p cor'anuNtcATloN PRAcncE 6...rsB pageBO. D i v i d set u d e n tisn t op a i r sa n d t h e nr e a dt h r o u g ht h e rubricforthe activitywiththe class.Ctarifythey must a s ke a c ho t h e rq u e s t i o nas b o u tt h e i ri n t e r e s tasn d t r v t o f i n df i v et h i n g st h a tt h e yh a v ei n c o m m o nA. s k t h e mt o m a k ea n o t eo f c o m m o ni n t e r e s t s . D e m o n s t r aat e s a m p l ec o n v e r s a t i owni t ha s t u d e n t t o p r o v i d ae m o d e l t, h e ns t u d e n t sc o n t i n u ei n p a i r s , r h e nt h e yh a v ef i n i s h e d . m o v i no g n t o a n e w p a r t n ew Monitor with thattheyuse a varietyof expressions g e r u n dasn d n o tj u s t/ i k e+ n o u n .A f t e rt h e p a i rw o r k a s ko n eo r t w o p a i r st o s u m u p w h a tt h e yh a v ei n c o m m o nC.h e c kt h a tt h e yu s et h e f i r s tp e r s o np l u r a l (Webothplaylike...)for the feedback. p
haveencountered StuO.nts a lot of vocabutary in this l e s son T . hi s act i v i t yg i v e s th e m a n o p p o r tu n ityto r ecall s omeof i t . Ask s t u d e n t st o wo r k wi t h a p a rtnerand makea l i s t of a s m a n y a c t i v i ti e sa s th e y c a n r emember fr omt he G oogl es e a rc hl i s t o n S B p a g e L6 . G ive a time T e a c h i n gn o t e s
3 choices
weakerstudents, theymayfind íteasierto accessthe textand newvocabulary usingthe cut-uptexton R e s o u r cseh e e t3 . 1 .
Lesson 3.!
Key Besttitle: c
Comparingoffers
R E S O U R CSEH E E T3 . 7 " , v P a g e9 4 . U s e R e s o u r cseh e e t3 . 1 t o h e l pw e a k e rs t u d e n t s a c c e s st h e a r t i c l ei n 1 b m o r ee a s i l yD . i v i d et h e c l a s s i n t o p a i r so r s m a l lg r o u p sa n d g i v ea s e t o f t h e c u t - u p strípw s í t ht h e t e x to n t o e a c hp a i ro r g r o u p .R e a d out the articlefirstbeforestudentsreconstruct it. Set a t e n - m i n u tdee a d l i n eo r y o u m i g h tm a k et h e a c t i v i t y competitive by offeringa 'prize'for the firstgroupor p a i rt o c o m p l e t e t h et a s k .
C o m p a r a t i v e so s . . .a s
Q u o t e sa n d o r d e r s P RE - T E ACH IN G E l i c i tw h a t s t u d e n t sa l r e a d yk n o w a b o u t t h e c o m p a r a t i v eu, s i n g t h i n g s i n t h e c l a s s r o o m :l s t h i s table longer/wider than thÍsone? ls this window as bi g as t hat on e ? Y o u c o u l d a l s o u s e p h o t o s o f famo us pe opl e cut out o f m a g a z i n e s ./s ( f i l m s t a ) mo r e beautiful than (fllm sta)? So you think she's less beautiful than (name)? ls this (house) the some as t h at (hou se )7W ri te e x a m p te so n t h e b o a rd a nd elicit t he pat t e r nfo r th e f o r m a t i o no f t h e c o m p a r ative (adje ct i ve+ - c r f o r o n e s y l l a b t e ,m o re /l e s s+ adj ective f o r m o r e t h a n o n e s y t t a b l e )E. l í c i ta l s o t h e u s e o f t h a n t o compar e t wo t h i n g s a n d o s ... a s wh e n t w o things are the same.
Readthroughthe phraseswiththe classand check t h e yu n d e r s t a ntdh e m T . h e na s k s t u d e n ttso f i t ti n t h e gapswithwordsfromthe text.Studentscouldcheck theiranswerswitha partnerfirstbeforefeedingback attention to the answersorallyin class.Pay particular stresson delivery,includedand discount. Kry 1 deliverycharges 2 included I save 4 quality 5 place 6 discount 7 goods ffi
OPTIONALACTIVITY E xpan dt h e u s e o f c o m p a ra t i v e st o t h e to p i c o f s h o p p i n ga s a l e a d í n t ot h e l e s s o nt h e m e o f o n l i n e shopping. Ask: ls (name of supermarket) cheaper than (name of supermorket)?ls petrol more expensive at (name of supermarket) than at (name of supermarket)? ffi
n sf st u de n t sa f e w g e n e r a lq u e s ti o n sa b o u t s ho pping: Do you like shopping? Where do you go shopping for clothes/food?When do you go shopping? lnLroducethe t o p i c o f o n l i n es h o p p i n g .T a t kb r i e f l ya b o u t y o u r o w n e x p e r í e n c eosf o n l í n es h o p p i n g ,b e f o r es t u d e n t st a l k i n pai r s about i t . T h e n s t u d e n t sf e e d p o i n ts f ro m their pai r w or k i nt o a c l a s s d i s c u s s i o n .W r i teth e m o n the b o a r d u n d e rh e a d i n g s :
StuOents readthe articleagainfor this comprehension
actÍ ví ty, and decide if the sentences are trueor false.
Key 1T 2 F ffi
4F
5T
practice'.'l SB Page97, ExerciseL. Vocabulary Key 1b 2e
ffi
]T
3a
4g
5d
6c
-t{
ffris exerciseprovidesmorepracticeat forming co mpar ativefo r ms.Studentsdo it i n d e p e n d e n t l oy r i n pair s and then feed back o r allyto the class. Kev 1 faster 2 lessexpensive 3 much 5 as big as
4 as easyas
Purchases online Products you never buy online
ffi
Adva nt ag es/Disadv a n tag es
Co mpar atives
focus on t h e a rti c t ea n d e x p l a i nth a t t h e ti tl e is mi s si ng.P oi nt o u t t h e c h o i c e o f t h r e e t i tl e s f o r the ar t i cl e .T he n s t u d e n t sr e a d th e a rti c l ea n d c ho o se w hat . e a d t h e ar tí cle t h e y t h i nk i s t h e b e s t o f th r e e tÍ t l e sR and t he t i t l e s w i th we a k e rs t u d e n t sa n d g i v e suppo r t w i t h unknow nv o c a b u l a r yA. s k f o r o r a l f e e d backand e xpe ctst r on g e rs tu d e n t st o g i v e re a s o n sf o r their ck wh e th e re v e r y b o d ya g re e so r no t and choíce Che . w í th ask t he m t o g i v e t h e i r re a s o n s .A [ te r n a t í v e [y,
W r i t e a l i s t o f s h o r t a n d l o n g a d j e c t i v e so n t h e b o a r d a n d a s k h o w m a n y s y l l a b l e st h e r e a r e i n e a c h .C a l l o u t s o m e o t h e r a d j e c t i v e s( e . g .l o w , difficult,bíg, dangerous, etc.) and ask if you inake the co mpar ativew ith -er o r mo re. Point out that, altho ugh ther e ar e tw o fo r ms fo r p ositiv e co mpar atives(-er and mo r e), fo r negativ e c o m p a r a t i v e /s e s s i s u s e d w i t h b o t h l o n g a n d sho r t adj ectives(e.g./ess cheap, I essexp ensiv e).
T e a c h i n gn o t e s
Choices3 for a fu[[ Reierstudents to the Grammarreference e x p i a n a t i ao n d n o t e so n t w o - s y t t a bal ed j e c t i v e s .
Lionet
A B e s u r et o m o n i t o sr t u d e n t su' s e o f / e s sw i t h In Engtishwe oftenuse an comparatives. a d j e c t i vwei t ha n o p p o s i t em e a n i n gr,a t h e tr h a n / e s se, s p e c i a lw l yh e ns p e a k i n gT. h e c o m m o n opposite of: Thestorewas busierthan usual. is: Thestorewas auieterthan usual.
Marilyn
Ct ar i fyt hat w h e n we s a y t h a t two t h i n g s a r e the same (or n o t th e s a m e ) we u s e ( n o t ) a s .. . as. G r a m m arre f e r e n c 'e. . pS B P a g e 1 0 6 , S e c t i o n2 . 1
2. "'.pSB Page97, Exercise @ Crurrar practice Key 1 cheaper 2 moreexpensive 3 as cheapas quicker 5 worse 6 lessdifficult 4 better, !l
E
is an onlinestorewhichsetts Exptain thatVacscape (mime). Readthroughthe two quotes vacuum cleaners fromsuppliers and clarifythe key vocabulary before workwitha partnerto comparethem,using students given.Studentspresenttheir theadjectives recommendations and reasonsto the class. thatMaritynCaseyand Lionel 77 Explain fromVacscape.com, who Wilmington aretwo managers a r ed i s c u s s i ntgh e q u o t e sa n d l o o k i n ga t s a m p l e so f t h e pr odu ct s.R e a d t h e q u e s ti o n swi t h th e c t assand t h e npl ayt he r e c o r d i n gf o r s tu d e n t st o l i s te nand an sw e rt h e m.C h e c kt h e a n s we rso r a l l vwi th the class. Key I Theyareboth top quality products. 2 One looks likesomethingfrom the 1960s.The other one has modernlook. 3 She thinks that people don't want a vacuumcleanerthat looks 40 yearsold. 4 He thinks it's differentand that people willlove it. Transcript Marilyn,theseareboth top qualityproducts! Lionel The quality'sthe san1e. Marilyn I know.But they don't look the same.The one from Gild looks like a modern vacuum T h i s A e r o ... cl e a n e r. Aerosaurus. Lionel Marilyn Yeah.It looks like somethingfrom the 1960s. Well of courseit does.It'sa retrolook. Lionel Marilyn I knolv,but what do rnost customerswant? Do they want to pay a reasonableprice for a modern vacuum cleaner,or pay more for somethingthat looks forty years old?
Lionel
Yes,but surelywe don'twant just another 'modern'vacuumcleaner,that'sthe sameas allthe other productswe sell?We need somethingdifferent.OK, the Aerosaurus is more expensive.But it'sdffirent...And Suntra is making a good offer.Look - twelve percentdiscount- Gild is only offering five percent.Suntra is offeringcheaperdelivery, as rvell.We can make a biggerprofit margin. We can makc a biggermargin, but we can only make a good profit if we sellcnough vacullm cleaners.How nlany of these A er o ...saur uses can w e sell?I mean,look at it. It looks like a dinosaur! Of courseit does!That'swhy peoplewill love itl lust listento it!
18 Studentslistenand r epeattw o sentences. Fo custheir attentio no n the r educedfo r m s of than /öar d and o s /az / .P r actise w ith o ther ex a m p les,if necessarv.
PRACTTCE 7""'pSB Page80. ffi cottlMuNrcATroN
D i v i d et h e c l a s s i n t o p a i r s a n d e x p l a i nt h a t t h e y n e e d to buy new car pets fo r their o ffices.P o int to the i n f o r m a t i o na b o u t t h e q u o t e s f r o m t h e t h r e e s u p p l i e r s .D e m o n s t r a t ea n e x c h a n g ew i t h a s t u d e n t , s o t h a t s t u d e n t su n d e r s t a n dt h e y s h o u l d u s e co mpar ativesfo r this activity.They co mpare and discuss the quo tes and then cho o se the b est offer. Finally,ask pair s r o und the class to say what they cho se and give the r easo nsw hy. Studentshave the o ppo r tunityto per so nalisethe languageo f the lesso n by co mpar ingw ith a p artnerthe p r i c ea n d q u a l i t yo f p a i r so f c o m p e t i n gp r o d u c t sa n d sto r esthey bo th kno w .A sk str o ngerpair s to feed b ack to the w ho le class afterthe pair w o r k ex c hang e. OP TI ONA LA CTI VI TI ES .
l f y o u h a v e a g o o d s u p p l y o f a u t h e n t i cE n g l i s h r eadingmater ial,studentsco uld do a search for co mpar ativesin adver tsin magaz inesand new spaper sand make a classr o o mdisp lay from them.
o
Studentsco uld do so me dictio nar yw ork to exp and their adj ectivebase (e.g.gr o up o ppo s itestog ether) and co nso lidateco mpar ativesat the s am e tim e. 'test' par tner Studentsco uld a o r the rest of the class o n the lists they dr aw up.
o
Studentsco uld w r ite their o w n iumbtedad jectiv es fo r o ther studentsto so tve,w ith a clue or a definitio nto help, if necessar ye.g.: pseixenve lt costs a lot of money. (Answer: expensÍve)
T e a c h i n gn o t e s
Lesson 3.2
Super latives
Discussing requirements
P o i n t o u t t h a t t h e p a t t e r nf o r m a k i n g s u p e r l a t i v e f o r m s f o l l o w ss i m i l a rr u l e s t o t h e c o m p a r a t i v e fo r ms. Sho r t adj ectivesuse fhe + - est and [ong adj ectÍ vesuse Í he+ mo St. ln the neg ativ eform they all use the + least. Fo r mo r e d etails on super lativefo r ms fo r tw o -syttablead jectiv es,refer s t u d e n t st o t h e G r a m m a rr e f e r e n c e .
Superlatives
N e e d sa n a l y s i s
G r a m m a rr e f e r e n c e P R E - T E AC H I N G B r i n g i n p h o t o s f r o m m a g a z i n e sw h i c h h a v e s e t s o f t h r e e o r m o r e o b j e c t so r p e o p l e ,t o r e v i s et h e c o m p a r a t i v ea n d p r e s e n ta n d p r a c t i s et h e s u p e r l a t i v e . Ask que st i o n ss u c h a s : H o w m a n y p e o p le o r e ther e here? ls this man older than this man? Who is the youngest woman in this group? Do you like these cars? ls this one more expensive than that one? Which Ís the most expensive? S w i t cht o t h e to p i c o f o f f i c e s ,to i n tr o d u cethe theme o f the lesson. Ask: ls your offlce quite bÍg?ls it bÍggeror smaller than your boss's office? Who has the biggest/ best office in your company? etc. R e a d o u t t h e q u e s t i o n sa n d t h e n a s k t h e m t o d i s c u s s , e f o r ef e e d i n gth e i r answ er sback t he m w i t h a p a r tn e r b t o t h e cl as s .W r i tes tu d e n t s ' s u g g e s t i o ns o n the bo ar d unde r t he h e a d i n g s :|i k e s a n d D i s l Í k e s .
ffi
ffi
Straentsworkwitha partnerto discussopinionsabout Theythenfeedbackon whichopinionsthey offices. agree/disagree with.Ask studentsto givereasonsfor t h e i ro p í n í o n s . eointto the photosof threeofficesand eticitstudents' reactions. Studentsthenmatchthemto three companies listed.Ask studentsif theyknowanything a b o u tt h e s ec o m p a n i e s . Kry 1b
2c
3a
ffi *
uon a classdíscussíon to findwhíchofficestudents wouldmost/teast liketo workin.Ask one studentto act as secretary and writeup theirreasonson the boardas theydiscuss.
W
Readthroughthe ten descriptions of officesand ctarifu a n y u n k n o w nl a n g u a g eS.t u d e n tcsa nd o t h e m a t c h i n g indÍvídually, actívíty thencomparetheíranswersin pairs.Finally, hold classfeedbackand see if a consensus can be reachedor not.
T e a c h i n gn o t e s
ffi
SB Page 106,Section
Crammarpractice..">SB Page97, Exercise 3. Key t the most advanced Z theworst I the least expensive + the most modern 5 the best 6 the nicest
ffi
ro' oralpracticeof superlatives, studentsworkínpaírs, takingit in turnsto makequestionsusingthe prompts, and answerthe questions. Demonstrate the taskwitha stronger studentbeforestudentsworkwitha partner. Teacher Whatdo you thÍnkis the best job in the world? I thinkthe bestjob in the world Ísto be Student (a film sta). Studentsw o r k w ith a par tnerto make a list of the equipmentand r o o ms/ar easpeo ple n eed in offices. They then feed back to the class.W rite up their suggestio nsunder the headingsEquip m entand Ro o ms/A r eas.Numbereach suggest ion. 79 P o int to the pho to and te t[stud entsthat it' s Steve Simpso n,an ar chitect.Students[istento Stev e talkingabo ut the r equir ementsfo r d esig ningoffices. They tick the things o n their lists tha t he talk s ab out a n d m a k e a n o t e o f a n y o t h e rt h i n g sh e m e n t i o n s . Transcript Interviewer So, when you designan office,rvheredo yo u star t? Steve Well, the first questionis, how much spacedo you need?And that'sone of the most difficultquestions,sometimes, becausefor most people,it's difficultto say,oh I need ... fifteensquarcrnetres, for exarnple.So yotrhaveto look at what peopleneedto do in the office,look at what equipmentthey need- you knou', most peopleneeda phone,a computer, um ... a desk!Then there' sshared equipr nent. ... yo u no r mallyhav ea room with a photocopicr,printers... a fax machine,possibly. Interviewer A coffcemachine.
Choices 3 Oh, a coffeemachineis essential!It's important where yoll put it. Do you put it in a corridor,with no rvindows... or next to the toilets... You know,so peoplehave short coffeebreaks.Or do you havea nice , th s e a t s... b i g wi n do w s ...? c o f f e ea r e a wi Daylight- that'sa bis consideration. Light'sextremelyirnportant. Interviewer So you want big windows,if possible. Yeah,you usuallywant a lot of light. Steve lnterviewer What do you think r>fopen-plan offices? Do you hke thatsort of design? Well,an open-planofficc isn'treallya Steve d e s i g ni,s i t? l t ' sj u s ta b i g r o o m , L tm... But we'retalkingabout the requirements for offices,and the nrostimportant qucstionis money.You know, cost is alwaysthe biggestproblem.At the end of the day,walls cost money.If they'renot an essentialrequirement,then why have With anything that costs money, tl'ren-r? clientsalwaysask, is it really necessary? Officesare expensive,even if you only havewhat'sin the regulations- what's compulsory.So, if sorrrething's an o p t i o n a el x t r a... Steve
pRAcncE B.'"3sB page80. ffi conaMUNtcATtoN D ividethe class into pair s.Students[o o l
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StuOents do this personalisation activityin pairs.One s t u d e n ta s k s t h e o t h e ra b o u t t h e p r o b l e m sw i t h h i s / h e r pr esento ffice/w o r kplace, o r an imaginar yoffice,and w hat heishe w o uld like in a new 'ideat'o ffice.At the e n d , t h e y c h a n g er o l e s .
19 R e a dth r o u g hth e s e n t e n c e swi th t he class and st u de n t sth e n l i s t e na g a i n a n d d e c i d e i f they ar e trueor false. Kq 1F
ZT
] F
fromthe thenfiltin the gapsin sentences @ Stuaents conversation to consolidate the key adjectives. thenlistenand checktheir 20 Students answers.
Kry t difficult 2 possible 3 important 5 necessary 6 compulsory
$
4 essential
practice.".pSB Page97, Exercise Vocabulary 4. Kq 1f
2c
)a
4e
5b
6d
R E S O U R CSEH E E T3 . 2" ' " vP a g e9 5 . T oc o n s o l i d a ltaen g u a g feo r d e s c r i b i nogf f i c en e e d s , u s eR e s o u r cseh e e t3 . 2 .D i v i d es t u d e n t si n t o p a i r s l r o u p sa n d g i v ee a c hp a i ro r g r o u pa s e t o rs m a lg o f t h ec u t - o ucta r d s S . tudentm s a k es e n t e n c ew s ith thecut-upcards(thereare threetextcardsto each s e n t e n c eD) e . m o n s t r a ot en e w i t ht h e c l a s si f necessary beforetheywork independently. Students readouttheirsentencesto the groupafterwards. T e a c h i n gn o t e s
Lesson 3.3
ffi
Kq VladiPrivateIslandsis an islandreal-estate agency.
Describingptaces
Checkstudents' comprehension of the wordsin the box.lf therearewordsthattheyaren'tsureol ask if otherstudentscan givean exampleor definition of the word,to explainít.Thenstudentsreadthe unfamiliar restof the articleand fitlin the gaps.
L o c a t i o na n d g e o g r a p h y T r a v e Ir e c o m m e n d a t i o n s
PRE.TEACHING A s k q u e s t i o n as b o u ts t u d e n t se' x p e r i e n coef geography.Doyou like geography?Do you read travel books or magozinesabout other countries?Do you have mops on your computer?Do you have a satelliteroute finder in your car?Do you read guide books about o town or countrybeforeyou travel? ffi
Key 1 islands 2 Ocean J coast 4 tropical S lake 6 forests 7 beaches 8 climates ffi
Straentsdiscussin classwheretheywouldliketo h a v ea h o t i d a yh o m e T . h i si s a g o o do p p o r t u n i t o y revisecountries and compasspoints.lt wouldbe usefulto havea worldmapavailablefor students to referto.
OPTIONALACTIVITY
P RE . T E ACHING U s e m a p s a n d m a g a z i n ep i c t u r e st o p r e s e n ta n d p r a c t i s es o m e o f t h e n e w g e o g r a p h i c avl o c a b u l a r y of the lesson (lake, mountain, Ísland,oceon, forest, h e mi sph e r ee t c .) .A l te r n a t i v e l yy, o u c o u l d wr ite up n a m e s o f f a m o u s p l a c e s ,j u m b l e d ,o n t h e b o a r d a n d a s k s t u d e n t st o s o r t t h e m i n t o p a i r s ,t h e n a s k w h a t t h e p a i r sa r e : Mount Everest / The Matterhorn (mountains) The Pacific / The Atlantic (oceans) Africa / Australia (continents) The Danube / The Amozon (rivers) Hawaii / Bermuda (islands) The MedÍterranean/ The CaspÍan (seas) The Sahara / The Gobi (deserts) Titicaca / Victoria (lakes) not e s T e ach i ng
Pointto the photoof the islandand ask for students' reactions. Wouldtheyliketo own this istand? Thenask themto discussin pairs,wheretheywouldliketo have a privateíslandand why.Afterthe pairwork,students feedbackto the class.Collatethe locationsand the reasonson the board. RESOURCE SHEET3.3 .'"tPage96. Y o uc a n u s e R e s o u r cseh e e t3 . 3 t o c o n s o l i d a tteh e g e o g r a p h i claaln g u a g eD. i v i d et h e c l a s si n t o p a i r so r s m a l lg r o u p sa n d g i v ea c o p yo f t h e q u i zt o e a c hp a i r or group.Studentstest eachother'sgeographical k n o w l e d g eC.h e c ks t u d e n t s ' a n s w ew r si t ht h e w h o l e groupafterwards.
T h e c o n c e p to f a h o t i d a yh o m e i n o n e ' s o w n c o u n t r yi s v e r y c o m m o n i n F r a n c ea n d R u s s i a a n d a n i n c r e a s i n gn u m b e ro f o t h e r E u r o p e a n sa r e b u y i n g h o l i d a y / r e t i r e m e hn ot m e s i n o t h e r c o u n t r i e s w i t h w a r m c l i m a t e s .F o r s o m e n a t i o n a l i t i e s , h o w e v e r t, h e c o n c e p to f a h o l i d a yh o m e w i t t b e l e s s fami l i ar.
W i t h s t r o n g e rs t u d e n t sy o u m i g h t c o n s i d e rt h e a d v a n t a g e sa n d d i s a d v a n t a g e so f h a v i n g a h o l i d a y h o m e i n t h e i r o w n c o u n t r yo r a b r o a d .C o l t a t et h e i r i d e a s u n d e r t h e t w o h e a d i n g so n t h e b o a r d .
Stuaentsreadthe questionin the rubric.Thenreadthe firstparagraph of the articlewiththe class.
ffi
Kq La
2b
9a
10a
3a
4b
5a
6a
7b
8b
neadthroughthe rubricwiththe classand check Thendemonstrate, understanding. describíng a few placesin yourcountryand abroadand ask students t o g u e s st h e n a m e so f t h e m .S t u d e n tcso n t i n u teh e activityin pairs.Monitorand checkthattheytakeit in turnsto describeand guess. Z t Studentslistenand r epeatthe nam es of placesfr o m the ar ticle.A sk studentsif an y of the placesar e similarin their language,but h av e a differ entpr o nunciatio nfr o m English. 22 P o int to the pho to and r ead throug hthe r ubr icw ith the ctass.A sk studentsto say who the peo ple ar e, w her e they ar e and w hat they' red oing . Then r ead thr o ughthe questio nsw ith the class b efore t h e y l i s t e na n d a n s w e rt h e m . Kq 1 The beachesand the weather. 2 Winter. I lle explainsthat you can have Christmas dinner on the beach,becauseit is summer there. a The Southern Alps. 5 A lot of people rent camper vans to travelaround.
Choices 3 Transcript Caroline So,what do you think of Hawaii? Alistair Fantastic.The beachesare amazing.We've got some good sr-rrfing beachesin New Zealand,but hereit's ... well,the weather'sa lot warmer,that'sthe first difference... at this time c',fyear,an\.ryay. Caroline Of course,it's winter in New Zealand, isn'tit? Alistair Yeah.It'llsoon be spring,though. Caroline I'dlike to go, actually... maybenot this year, but ... possiblynext year. Atistair To New Zealand? Caroline Yeah.What'sthe besttime of yearto visit? Alistair Earlysummer'snice.LateDeccmber,early January. Caroline And what'sthe weatherlike? Alistair Prettyhot, usually.You can have Christmas dinneron the beach,no problem!But there's a lot more to do than iust sit on a beach, obviously. Caroline Oh, sure.So,what are the bestplacesto see? Alistair The nicestpart of the country'sthe South Island,in rny opinion, anryay. You go to the mountainsthere,the SouthernAlps, and it's . . . o h ,i t ' sb e a u ti f u l . Caroline So,do you needa car,to travelround? Alistair Yeah.Or you can rent a camper van. That'swhat a lot of peopledo. Thereare hundredsof campsites,where you can ..., you know,park and ... Caroline Yeah.Yeah. Alistair I know thatareaprettywell,so ... Caroline Can you recommendsome campsites? Alistair Yeah,I can eive you some good addresses. There'sone campsite,next to a lake ...
matchthe questions and answersfromthe @ StuOents conversation the language to consolidate of askingfor a n dg i v i n gr e c o m m e n d a t í o n s . thenlistenagainand checktheir 23 Students Youcouldreferthemto the transcript answers. on SB page116,to givethemthe opportunity to see the wholeextended dialoguewhileyou playit again. Kq 1c
2a
3e
4d
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vocabularypractice'""}SB Page97, Exercíse 5. Key 1 coast 5 island
2 northern
J ocean
4 mountain
6 forest
PRACTTCE 9"".bSB Page80. ffi comMUNrcATroN
D i v i d et h e c l a s s i n t o p a i r s .E x p l a i nt h a t t h e y a r e b o t h v i s i t i n ge a c h o t h e r ' sc o u n t r yo n b u s i n e s sa n d t h a t after w ar dsthey ar e taking a w eek's ho tid ayto see s o m e o f t h e c o u n t r yT. h e y b o t h n e e d t o r e c o m m e n d t h r e e p l a c e so f i n t e r e s tf o r a t o u r i s t .G i v e t h e m t i m e befo r e the r o le play star ts to w o r k o ut th e three i n t e r e s t i n gp l a c e st o r e c o m m e n d .D e m o n s t r a t ea c o n v e r s a t i o nw i t h a s t u d e n tt o p r o v i d ea m o d e [ .T h e n s t u d e n t sd o t h e r o l e p l a y s a n d d e c i d e w h i c h p l a c e t h e y ' dm o s t l í k et o v Í s Í tF.í n a l l ya,s k o n e o r t w o p a i r s to do the r o le plays fo r the class.
in ffi nsf<studentsto eachthinkof a touristdestination, theircountryor abroad,thattheywouldreallyliketo v i s i t .T h e na s k t h e mt o w o r ki n p a i r s t, a k i n gt u r n st o t e t t h e i rp a r t n ear b o u tt h e p l a c et h e yw o u l dl i k et o vísíw t , h yt h e yw o u l dt i k et o g o t h e r ea, n d w h a tt h e y wouldhopeto see and do. Forfeedback, ask some studentsto reportbackto the classabouttheir partner's dreamdestination. OPTIONALACTIVITY C o p y o u t t h i s s h o r t e m a i l o n t o t h e b o a r d .S t u d e n t s w r i t e a r e p l yt o t h i s e m a i l .T h i s c o u l d b e a h o m e w o r k assignment. Hi, H o w ar e things?| ho pe yo u'r ew elt. I w a nt to com e to yo ur city fo r a sho r t visit nex t year .Can y ou help me? | have a few simple questio ns.W h at' sthe b est time o f the year to co me?Can yo u sugg esta few ptacesfo r me to visit and things to do ? Do I need to rent a car? A lt the best, Richar d
WORKBOOK."'pPages 11,-1.3.
5b
OPTIONAL ACTIVITY S t u d e n tcso u l dp r a c t i s ae s k i n ga n d a n s w e r i ntgh e q u e s t i o nf rso m3 b i n p a i r s . for studentsto listenand 23 Ptaythe recording repeat. Focusstudents' attention on the reducedvowel soundsin to /ta/,of /ev/ and can lkanl.Model more examples, ífrequired.
T e a c h i n gn o t e s
Name:
1-3) Test I (units f fi
F i t ti n t h e gaps wi th t h e c o rr e c t p r e s e n t f o rm o f be.
ffi Fittin the gaps w ith the co r r ect pr epo sition. I lo o k
2
She r epo r ts- -
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3
H e's in char ge
3
P h i t L i p m a n a n d G e r r YR o s e h e r e ?
4
W e ' r er e s p o n s i b l e- - - - - - -
4
y o u i n c h a r g eo f t h e d e P a r t m e n t ?
5
I deal
6
W h a t d o t h e l e t t e r sL T D s t a n d. . - - . - . . . . ?
7
I a d v i s e c u s t o m e r s. - - - - - - - - - - t- h- -e- i-n s t a l l a t i o n of equipment.
2
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- the photocoPier?
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5
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6
A
W
- fo r eigncusto mer s .
1
T o n y P i t t a n d t h i s - - - - - - - - - -E-l-e r i | from PH Products. S o u t h l a n d .W e - - -
1
Make negativesentences. 1 I ' ma n e n g i n e e r .
4
ffi
schedule?
budget. - s o l v i n gP r o b l e m s .
Use the Writesentenceswiththe comparative. adjectivesin brackets. r this mobilephone/ that one (+cheap)
3 a flat in Liverpoot / flat in 'il;;.
Shewrite,,.port,;; i;;t;;
T e s tL
-
2 a Ferrari/ Ford (+fast)
*;',; ;;;.* ,. in. conrerence.
B usi ne ssS t ar t- u p2
l s t h e p r o j e c ts t i l l
C o s t s a r e $ 1 0 0 , 0 0 0m o r e t h a n i n t h e p l a n .
,il;; , ilil;.;;;
verbin brackets. - t h e d e l i v e r i eesv e r ym o r n i n g . r They (to check) He .-------- --for the head office.(to work) t r a v e al l o t o n b u s i n e s s . N o ,| - - - - - (to travel) a new strategy.(to have) 4 We ----start?(to start) the conference 5 When with you?(to work) 6 ls Danny ---------for Panoil?(to work) 7 Do they problems?(to have) I Are they - by plane.(to travel) 9 I enjoy . (to iog) 1 0 He likes
- -s a l e s i n A s i a .
- a l l t h e d i f f i c u l tp r o b l e m s .
We'rewell -----1 0 H e ' sg o o d
| w or k i n t h e Pa r i s o f f i c e .
W Comptetethe sentencewiththe correctformof the
- the Lo ndon office.
B Yes, w e'r e r unninga w eek late.
inil;ff,.; i"o;r. 2 He',s 3 T he y'r el at e f o r t h e m e e ti n g .
--------the sales dir ector.
4
ffi
,^p,e,,sÍ,,)
my office / my boss's office (: big)
M a k es e n t e n c ew s i t ht h e s u p e r l a t i v eU.s et h e adjectivesin brackets. r he / has / office. (+nice)
',n" i o./il;;;;. i. o,in,uirt) 3 costl be l problem. (_ Ímportant)
4 ' i , n i . i l i n ' rI b e/ s o t u t i.o(n+ ' i;;';;';;;,i;;t',*ir. /op,ion(+sood)
Press2 0 0 6 University @ Cambr idge P H OTOCOP I A BLE
Test 1,
Name: A
Matchthepairs.Writea-h in the boxes. 1 L__]What'sthe weather
a a n y th i n gelse?
2 L_] Canyou recommend
b teamplayer.
3n
I'mnotverygood
youlike 4 D Would 5!
Couldlhave
c th e b i l l , p lease? d l i k e i n O cto ber ?
7 4 W h a t ' st h e w e a t h e ra s i n s u m m e r ? 7 5 W hat's the go o d time o f year to vis it Brazil? 76
Can yo u r eco mmendany go o d places stay ?
e ti m e o f y ear to visit?
6 L__]He'snotas experiencedf at solvingproblems.
E
7 3 I t'sno t to far fr o m the sea.
, !
what'sthe best
g a g o o d h otel?
8!
Nick'sagood
h a s h i s b o s s.
resttotalE I-l
F i n dt he mi st a k ei n e a c h s e n t e n c e .W ri te th e co r r ect s e nt e n ce . 1 | m a n a g et e a m o f f i v e t e c h n i c i a n s . 2 WhÍch d e p a r t m e ndt o h e w o r k f o r ? 3 W o u l dy o u l i k e t h i n g e l s e t o d r i n k ? 4 W e ' r eh e a d o f s c h e d u l ea n d u n d e r b u d g e t . 5 He 'sn ot v e r y g o o d a t m a k e p re s e n ta t i o ns. 6 | don 'ts t a n d f o o t b a l t. 7 l 'm n ot i n te r e s te dt o t h a t . I ' dl o v et o h a v e a d o a t s c u b a d i v i n g . l s t h e c o s t o f d e l i v e r vi n c l u d e ? 1 0 T h i sq u o t e i s m a n y c h e a p e r . 1 7 Cou l d I h a v e a e x tr a d e s k i n m y o f f i c e ,p lease?
12 F axmach i n e sa r e n ' t n e c e s s a r vm o r e .
e n i v e rs i ty Pre s s2 0 0 6 PH 0T 0C0P IABOL EC a m b r i d gU
BusinessStar t-up2
Test
4 Experience Lesson 4.1 Discussing past performance
Students build up their vocabulary base with a gap-fill activity based on the sentences from the recording.
24 Play the recording for students to listen and check their answers.
Key 1 successful 2 much Soften 6 dangerous
too/enough
PRE-TEACHING Recycle and practise the past simple of be in the context of days, dates and weather. Ask questions: What day was it yesterday? What was the date? etc. Students discuss the sentence and say whether they agree or not. This could be done in pairs first and then as a class discussion. Ask for examples of 'simple' inventions. Students work with a partner and discuss why the bicycle was a successful invention. They should list its advantages/disadvantages to feed back to the class.
24 Point to the photo of Rob Marte! and read the rubric with the class. Play the recording for students to listen and answer the question.
Key Because the bicycle is a very successful invention.
Transcript So. to start with, I want to talk about ... the Rob
Woman 1
Rob Man
Rob Woman 1
Rob Woman 2
Rob Man
Rob Woman 1
Rob
bicycle - a very successful invention. Any ideas why? What are the main advantages of bikes? They don't cost much. OK. They're not complicated. They're easy to use, yeah. Not too easy when you're going uphill! No, that's true. Let's say 'simple'. Running costs are low. OK, yeah. Very cheap to run. They don't often break down. Yeah. Reliable. They're safe. Well ... They're not too dangerous. OK. So, a successful invention, for all those reasons. And, with modern bikes, we have a good example of using the latest materials for a design that's over a hundred years old.
3 complicated
4 low
25 Students listen to Rob and make a list of the adjectives he uses. The listening is short, so play the recording more than once, to give students time to write down all the adjectives.
Key cheap, simple, economical, efficient, reliable, safe
Transcript So, to sum up, then. \Vhy are bicycles popular? They're cheap, simple, economical and efficient, reliable and safe. Now, that checklist is the same, no matter what sort of .. , Vocabulary practice ...) SB Page 97, Exercise 1.
Key Id
2c
3g
4a
Sf6b
7e
PRE·TEACHING
What products are/were very popular in your country? What products does everybody buy/want to buy? to introduce success/flop. Have students
Ask:
brainstorm on very successful products and products that have failed. Point to the photo of the Sinclair C5 and see if students know what it is. Ask if it looks useful. Students then read the text to find out if the C5 was a success. With weaker groups, do this with the class.
Key No, the Sinclair CS was a failure. Students then consolidate the past simple of need to refer to information in the text.
be. They
Key 1 was
2 wasn't
3 were
4 weren't
be: past simple Point out that there are only two positive forms of the verb be in the past (was/were) and only two negative forms (wasn't/weren't). Grammar reference ... > SB Page 108, Section
4.1.1.
®
Teaching notes
Experience4 @
2. practice Cra*mar "..pSB Page98, Exercise
Kry I Was,was 2 Were,were 4 Were,weren't,were
3 Was, wasn't,were
P RE . T E ACHI N G Presenttoofenoughby asking questions: Teacher
Can I carry my office computer in this bag? No,the computeris ...
Student
...too big/heavy.
Teacher
Can I carry a laptop in this bag? Yes, a laptopis ...
Student
...small/lightenough.
Al t e r n at i veyl yo,u c a n u s e R e s o u rc es h e e t 4 .1 to presentand practisetoo/enough. S H E ET4 .1 ' " .YPa g e 9 7 . R E S O U RCE U s et h e pi ct ureo n R e s o u r c es h e e t 4 .1 t o e t i c it with too/enough.Go throughthe picturewith sentences . o d e l c o n tr asting t hew hol ecl as s ,e l i c i t i n gs e n t e n c e s M s e nt e n cean s d h a v es tu d e n t sre p e a tt h e m , e .g .: Teacher
Theoffice is too small for three people. It'snot big enough for threepeople.
O n cest u de n tsa re c o n f i d e n t,t h e y c o n ti n u ei n pair s, t aki n gt u r n st o m a k e s e n t e n c e sa b o u t th e p i ctur e, u si ngfoo or en o u g h . -@
S t u O e ntws or k wi t h a p a r tn e ra n d ta k e i t i n tur ns to a s ka n d a n s w e rq u e s t i o n sa b o u t t h e S i n c l a i rC 5 u s i n g t he pr ompt si n t h e b o o k . Str o n g e rs tu d e n t sco uld do i n f r o n to f t h e c l a s s a f te rt h e p a ir w o r k. t hee xe r ci s e T h i sact i vi t yco n s o l i d a t e tsh e p o s i ti v ea n d n egative formsof be in the past and how we use too/enough.
Kry
I was 2 small I wasn't 4 small
5 little
too/enough P oi n tout t h a t to o a n d n o t e n o u g h a re u sed in w a y s to s a y th e s a m e t h i n g . di ffe r e nt ' " " pS B P a g e 1 0 7 , S e c t i o n2 . 3 . G r a m m arre f e r e n c e
practice 3. "'"pSB Page98, Exercise Sl Cramrar Kq 1 Thatcar isn't fastenough. 2 This is too expensive. I The price of this product isn't low enough. 4 Theseproducts are too dangerous. 5 The designisn'tsimpleenough.
StuO.nts then work with a partnerto sum up why they ffiffi * think the SinclairC5 w as a flo p. Co llateth e resultsof the pair w o r k o n the bo ar d aftera class d iscussion. Encouragestudents to use too/enough. 26 Studentstistento Ro b M ar tela nd list his r easo nsw hy the SinctairC5 w as a flo p.They could then co mpar etheir ideas fr o m 2h w ith his, to see how many w er e the same. Key too small, too low difficult for other drivers to see you, quite dangerous,water splashingfrom other cars, the battery was heavy,battery wasn't very powerful Transcript Therewerelots of problen'rswith the SinclairC5. The biggestproblem,I think,was ... it was too small,and especially,too low. Becauseit was so low, it rvasdifficult for otherdriversto seeyou. It was actuallyquitedangerous. And, obviously,if you'revery low and it'sraining,then there'swatersplashingon you fron'rcars.And then there was the battery.It was heavy.It wasn't very powerful, everynightyou had to recharseit. I mean,forgetit!
70'..vSB Pages81 PRACTICE ffi COÍIMUNICATION and 89.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to lo o k at their differ entpag es.Say that the tw o pr o ductsw er e co mpleteflo ps last y ear. Tell studentA to lo o k at the info r matio na b out p rod uct A and tr y to guess w hy it w asn'tsuccess fut.E m p hasise that he/sheshould use too/enough.Tell Student B to r eferto the info r matio no n his/herpage ab out why pr o ductA w as a flo p and telt StudentA whetherhe/she i s r i g h to r n o t . S t u d e n tA s h o u l d m a k e n o t e s o f w h a t student B says. D emo nstr ateby ptayingt he p art of A w ith a student.Then change r o les and play the p art of B to sho w ho w to give the additio nalinform ation. W hitestudentsdo the r o le ptays,mo nitorthat they use too/enough. OP TI ONA LA CTI VI TI ES o Studentsmight like to develo p the idea of successfulinventio nsfr o m their o w n countryand pr epar ea sho r t pr esentatio nfo r the class. .
H o l d a c l a s s d i s c u s s i o no n t h e u s e o f h e l m e t so n bil<esand mo to r bikesand seat belts in cars. A ttitudesto w ar dssafetycan var y co nsid erab lyand this might gener atea heated discussion!C ollate students'ideas under the headingso f Ad v antag es and DÍsadvantages. StudentA
I think helmets are too uncomfortable.
StudentB
Yes,and too hot in summer.
StudentC
OK but it's too dangerous to ... T e a c h i n gn o t e s
Lesson4.2
ffi
Key 1c 2a
Discussingpast projects
P a s ts i m p l e :r e g u l aar n d i r r e g u l avre r b s
P r o b l e m as n d s o l u t i o n s
Last year I workedfor a companyin Germany.
Thenwriteup the pasttensenextto eachinfinitive and ask studentsto tellyou the pattern.Elicitthatthe verb e n d si n - e da n d t h a tt h e - e dc a n b e p r o n o u n c ei d n threedifferent ways:phonedldl, workedltl and startedldl. ffi
ffi
tatUabouta proiectyou workedon lastyearto provide a model.Say why it was interesting/boring/difficutt. Thenask studentsto describetheirown experiences. Withsomectassesit mightbe betterfor students to tacklethis in pairsfirstand thensharetheir withthe wholeclass. experiences ffi So^estudentsmightfindit dauntingto tacklea longer r e adi n gt e xt w i th o u ts u p p o r t,s o re a d th e tex t w ith t h e m and cl ar i f yu n k n o wnv o c a b u ta ryA. l te r nativelyuse t h e cut - u pve r s i o n o f th e t e x t o n R e s o u rc es heet 4.2, t o i n t r oducet h e t e x t.T h e n f o c u s s tu d e n t s ' a ttentio n on fi ndi n gt he t h r e e m a i n p r o b l e m swi th t h e pr o j ect. Key 1 cost 2 It wasn't possibleto use computersto createforests,lakesand mountains,so the team neededto film atreal locations I It was also impossible to use computersfor dinosaursthat were near the camera. R E S O U R C ES H E E T4 . 2 " . " pP a g e 9 8 . Cut up one co p y o f t h e R e s o u rc es h e e t f o r each pair o r s mal l gr ou p.Th e a i m i s f o r th e g ro u p to r e co nstr uctthe t e xt t oge t h e ra n d t h u s b e c o m e f a m i l i a rwi th it, in the cont e xtof a g a m e .Y o u c o u l d m a k e i t c o m petitiveand 'wins'.To make the first pair/groupto constructthe text t he act i vi t ysi m p l e r ,y o u c o u l d r e a d o u t th e tex t fir st an d t he n st u d e n tsr e c o n s t r u citt .
Key 1 made 2 didn't have J cost,took 4 wanted 5 couldn't 6 found 7 went 8 ate,drank 9 didn't use 10 watched
P ast simpte:po sitiveand negative P o i n t o u t t h a t t h e p o s i t i v ef o r m a t i o no f i r r e g u l a r v e r b s h a s n o s e t p a t t e r ni n t h e p a s t s i m p l e . Studentsj ust have to lear n the differentform s b y h e a r t .R e f e rt h e m t o t h e l i s t o f i r r e g u l a vr e r b s o n SB page 1L3. P o i n t o u t t h a t t h e f o r m a t i o no f t h e n e g a t i v ei n t h e s i m p l e p a s t i s t h e s a m e f o r r e g u l a ra n d ir r egularver bs: didn't + infinitive. G r a m m a rr e f e r e n c e" " p S B P a g e 1 0 9 , S e c t i o n s 4 . 1 . . 2a n d 4 . 1 . 3 .
Crarmar practice..'pSB Page98, Exercise4. Key a 1 He didn't start his new job last week. 2 They didn't make the film in India. 3 They didn't havea very big budget. 4 The project didn't cost f2million 5 She didn't finish rhe iob on rime. 6 They didn't use very expensivecomputers. b 1 The photos looked very good. 2 They took a long time to finish the job. ) They wanred ro use computers. 4 She went to Malaysia. 5 I drank coffeein the break. 6 They ate lunch. OPTIONALACTIVITY
P l a y a g a m e o f p a s t s i m p l e' p i n g p o n g ' w i t h s t u d e n t s . Call o ut the infinitiveo f a ver b and po int / cattout to a studentT . h e s t u d e n tm u s t c a l l o u t t h e p a s t s i m p l e o f t h e v e r b ,t h e n c a l l o u t t h e n a m e o f a n o t h e rs t u d e n t and a differ entver b infinitive.The game continues, w itho ut pausing,until the teachercalls for it to end . Teacher Student1 Student2 Student3
T e achi ng n ot e s
lb
consotidate the pastsimpteby compteting a ffi StuOents * gup-fitt activity. Do the activityorallywithstudentswho needsupport.Studentsshouldreferbackto the text, for examples, if theyare unsureof the pastsimple forms.
PRE.TEACHING To reactivate whatstudentsknowof the regularpast simple,writea [istof regularverbsfromthe lessonon . o d e lt h e i n f i n i t i vaen d t h e s i m p l ep a s t t h e b o a r dM tense: phone Last nightI phonedmy boss at home. start YesterdayI started a new job. work
StuOentsworkwith a partnerto readthe textto find t h e s o l u t i o nas n d m a t c ht h e mt o t h e p r o b l e m s .
Go. Luis. Went.Carla:have. Had.Jan:work. Worked.etc.
Experience4 thatJakeSternmakes 27 Tel[students E promctional videosforcompanies and thathe'statking
27 Studentslistento the r eco r dingag ain to co mpletethe questio nsfr o m the dialo gue.
abouta videohe madeat a chemicals toa customer Readthequestions withstudentsand check factory. for them.Thenplaythe recording theyunderstand to listenand answer. students
Key 1 So what did you do? 2 did it work 3 did you make the box 4 did you use
Kry t theheat/temperature2 They put the camera in a box,to protectit. 3 There was no light. 4 Therewas no solution.No, it wasn't possible. Transcript lake So thisis quitean easyproject... certainly comparedwith the one we did last month, at a íactory. It tvas,um ... quitea chemicals challenge! Client At a chemicalsfactory? fake Yeah.Itrvasa marketingvideo,for a chemicals company.Theywantedto film different... parrs of the factory.Thefirst problem was the heat. Itwas ... I don'tknow what the ternperature was,exactly,but it was extremell,hot Ctient So it was difficultto work? Well,the troublewas, it was too hot for the fake camera. Ctient Oh, right.So what did you do? We put the camerain a box, to protect it. We fake madea box,with a small hole in the front ... Client Yeah. And we filmed with the camera in the box. fake Client And did it rvork? Yeah,it worked OK. lake Ctient So how did you make the box? What did you use? lake fustwood. Nothing complicated.So, anyway, we finishedfilming in this hot area ... and then theywantedus to film with no hght.They had anotherproductionprocesswhere,um ... they couldn'thaveany light at all. It was completely black. Client And theywantedyou to film it? Yeah. fake Client So what did you say? I said,no, it'simpossible.They thoughtmaybe lake we coulduse a specialcameraor something, but,um ... it wasn'tpossible.So, filming in your officesisn't a big problem! Client Well afterthat,no! So, rvhen can you start s e t t i n gu p ...
practice"..tSB Page98, Exercise5. @ Vocabulary Kq 1 solve 2 trouble I work 4 impossible 5 solution
P ast simple:questio ns P o i n t o u t t h a t t h e f o r m a t i o no f q u e s t i o n sf o r b o t h r egularand ir r egularver bs is did + infinitiv e. Gr ammarr efer ence'.'p SB P age L09, S ection 4.1..2.
ffi
..">SB Page98, Exercise Crammarpractice 6. Kq 1 did you buy it 2 Did shework in theofficeroday? I Did he makea video? 4 did theyseetheproduct 5 Did you find my ofíice(very)easily? 6 did you go there Students workwitha partnerusingthe promptsin the book.Theytakeit in turnsto ask and answerquestíons aboutWalkingwithDinosaurs. Checkthatthey use the pastsimplefor questions and answers.
PRAcTICE 11".')SB pages81 ffi coruMUNtCATtoN and 89.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t oA a n d B . Give them time to lo o k at their differ entpag es. A asks B to talk abo ut a pr o j ecthe/shework ed on last year ,using the no tes as pr o mpts.A makes notes of B' s r eplies.D emo nstr ateby ptayí ngthe par t of A with a student.Then studentsdo the r o le plays . Monitorthat they use the past simple. Then studentschanger o les.A t the end choose one or tw o pair sto do the seco nd r o le play fo r the class. Studentsco uld vo te o n w ho they w o uld g iv e the job to!
ffi
A.forestudentstacklethis pairwork activity, talk br ieflyabo ut a pr o j ectyo u w o r ked o n las t y ear to pr o videa mo del. Studentsthen have an op p ortunityto per so nalisethe to pic w ith a par tnerand t ak e it in turns to talk abo ut a pr o iectthey w o r ked o n them selv es.
OPT!ONALACTIVITY Ask studentsto preparea shorttalk in Englísh about a projecttheyworkedon recently. Theywritenotesto helpthemgivethe talk. Last monthI ... The preparatíon of the notescouldbe a homework assÍgnment, thencall on different studentsto givetheír talksínthe nextclass. T e a c h i n gn o t e s
ffi *
Lesson 4.3 Tatkingaboutthe weekend
L i fe at h ome
ffi
practice'."5 Vocabulary SB Page98, Exercise 7. Kq 1 cleaned 2 lie 3 meal 4 shopping 5 gardening 6 cooked 7 round
P RE . T E ACHI N G E ncour ages t u d e n tsto t a l k a b o u t wh a t th e y no r mally do at t h e w e e k e n d to e l i c i twh a t t h e y a l r e adykno w . Col l at eal l t he i r i d e a s o n t h e b o a r d i n a wo r d w eb u nde r t he he a d i n g W e e k e n d .
ffi
StuOentsask and answ er questio nsin t he p ast sim p le. Th.y each guess w hat their par tnerdid at the week end a n d t i c k t h e a c t i v i t i e so n t h e t i s t i n 2 a . T h e y t h e n a s k questio nsto co nfir mtheir guesses.M o del a few questio nsw ith a student befo r ethey start the activ ity in pairs.
28 Read thr o ughthe tist w ith the class and tell studentsto listento a co nver satio nbet weentwo co lleaguesand tick the things that D ave d id tast w eekend.
neadthe threesentences withthe classand thensay w h i ch on e de s c r i b e sy o u b e s t.T h e n s t u d e n tsdecide w h i c h o n e d e s c r i b e st h e m b e s t .T h e v c o u l d d o t h i s i n pairs.
Key lr/
5,/
OPTIONALACTIVITY Transcript Tessa So, did you havea good weekend,Dave? Dave Yeah,OK, thanks.It was nicc to havesome warm weatherfor a change.We atc outside in yesterday, at lunchtime.We sator"rtside the garden. Tessa Did you? Dave Yeah.We wanted to have a barbecue,actuallv, but I fo r go tto buy so mechar co al,so ... Tessa Oh, no. You didn'thavepeoplecoming round ? D ave Oh, no . I t w as j ustme and my w ife,so ... it wasn'ttoo bad. In fact,I lvas quitepleased. Normally,when we havea barbecue,I do the cooking,you see.But otherwisemy wife cooks, so... wifb did all Tessa So you sleptin the sun,and yor-rr the cooking! D ave W ell ... I w asn'tasleep- I had o ne ey eop en ... so I could seervhenit rvasready!No, actually, I had quite a busy weekend.I pr-rta new front door on the house on Saturday.lt was a bigeer job than I thouqht,actually.I got up earlyon Saturdayand workedall day.Then on Sunday, I got up earlyand paintcdit ... What about you? What did you do? Tessa Not n-ruchreally.Wc went to the cinema on Saturdayniqht. Dave Oh yeah?What did you see? Tessa Ol'r,it wasn'tvery goocl.It was that new filnl with...
Aft e rt h e pai r wo rk i n La , s tu d e n t sc o u l d f e e d back the r e sul t st o t h e wh o l e c l a s s . H a v e a c l a s s v o te to find o ut h ow man y st u d e n t si d e n ti f um o s t wi t h e a c h o f the se nt e n ce s1- 3 i n 1 a . W h a t c o m e s t o p - re l ax atio n,j o bs ar ou nd t he h o u s e a n d g a rd e n ,o r f a m i l ya n d fr iends? ffi
n e ad t h r oughth e ru b ri ca n d p o i n ts wi th t h e class. T h e n t al k abo u t h o w c e r ta i nf a c to r sc h a n g epeo ple's l i ve s an d t h e a m o u n t o f f r e e ti m e th e y h a v e.A fterthis, s t u d e n t sc o n t i n u et o d i s c u s si n p a i r sa n d a l s o t a l k about any pe rs o n a Ie x p e ri e n c e sth e y h a v e .Ther eis a l ot of gr ou nd to c o v e r h e r e ,s o i t i s b e s t i f e ach student make s br i e f n o te s o f wh a t t h e i r p a rtn e rs a y s, so that t he y can fe e d b a c k t o y o u o r to th e c l a s s .C o llatethe m a i n p o i n t sf r o m t h e g r o u p o n t h e b o a r d u n d e rt h r e e headings. Age and family Home Town or countrv PRE.TEACHING P oi n t t o t he p i c t u r e so f t h i n g s p e o p l e d o a t the w e e ke nd and e l i c i twh a t th e y a re d o i n g i n each pictur e. P r act i set he n e w v o c a b u l a r yb y c a t l i n go u t t he lettero f a pi ct u r eand s tu d e n t sg i v e y o u t h e v e rb t o descr ibeit.
ffi ffi
frnodel 1-10 for the ctass.Studentswork the sentences witha partnerand matchthe answersto the photos. Key 1c
ej
2i 3a 10h
T e a c h i n gn o t e s
4g
5b
6e
7f
8d ffi
nead thr o ughthe sentencesw ith the class and studentsfilt in the gaps o r allyw ith the p ast sim p le fo r m o f the ir r egularver bs.A lter nativelyg,iv e stud ents a few minutesto pr epar ethe task w ith a p artner, befo r efeedingback to the class.
Experience4 can look at the transcripton SB page 11,7 E tStudents o ch e crt he i ra n s we r sa n d re a d t h e wh o l e o f t he listening. extended
Kry I ate 2 sat 3 forgot 4 slept 7 thought 8 got
5 did
6 had
workwitha partner to ask and answer E Students questions Writeup the key aboutDave'sweekend.
questions on the board(What,Where,When,What timeandWhy)andmodela few questionsfirst,e.g.: Whatdid Davedo on Sunday? Where did Davehove lunch? Whydidn'tDavecook?
Students listenand repeatthe questions. E Check29carefully thattheyusethe correctintonation
(rising at theendof Yes/Noquestionsand fallingat the Oncetheyare confident endof neutrallillh-questions). practising in pairs. theycouldcontinue
!
PRAcTrcEt2'.'b SB Page82. commuNlcATloN Di vi des t u de n t si n to p a i rsa n d r e a d th r o u g ht he r ubr ic fort h eact i vi t yw i th t h e m .A s k th e m t o wri te L-5 o n a pi e ceof pape r a, n d t o wr i te d o wn f i v e th i n g sthat they fi ndt he ybot h n o rm a t l yd o o r d i d l a s t we e k e nd.M o del w i th a s tr o n gs t u d e n t .l f t h e s t u dent's t h ee xchan ge ' N o . 't h e n c o n t i n u ea s k i n gq u e s t i o n su n t i l a n s w eirs youfi n dan act i v i tyt h a t y o u b o th d o /d i d a n d pr etend t o w r i t ei t dow n o n y o u r l i s t.S tu d e n t sc a n t h en star t t h eact i vi t iyn p a i r s ,a n d s o m e p a i rs c a n r e p o rtback t o t h e cl as sat t h e e n d : Weboth watched TV on Saturdoy night. etc. R E S O U R CSEH E E T4 . 3 " " " vP a g e 9 9 . F orfu r t hecon r s o l i d a ti o n o f l e i s u r ea c ti v i ti e s g, ive o ne copyof R e sou rc es h e e t 4 3 to e a c h s tu d e n ta n d ro u n dth e c l a s s a n d i n te r v i e was many s t u de n tmove s st u de n tas s pos s i b l ei n t e n m i n u t e s .T h e y th e n feed backt h e r e s ul t st o th e wh o l e g r o u p .C o l l a tethese o n the boardundershort headings (e.g.Re/axingday, y u d e n tsc o u l d v o te o n t h e m o s t e t c. ).F i nal t st i nt e r e st i nt h g i n gd o n e l a s t y e a r. ACTIVITY OPTIONAL S t u de n tmi s ghtl i k e t o d o a s u rv e yo f a c ti v i ti esthat pe opl edo at t h e we e k e n da n d d ra w u p a c l a ss list o f popularity.
WORKBOOK "".rPages1.4-1.6.
T e a c h i n gn o t e s
5 Arrangements
Hi Sylvie,l-roware you? Fine,thanks.You? Yeah,very well,thanks. Are you getting readyfor the conference next month? Michael Um ... not really.What about you? Well, that'swhat I'm phoning about,actually. Sylvie How are you going to San Francisco?Are you flying direct from Dublin? M ichael Um ... w ell,I stillneedto bo o k m y flig ht. But I'll probablyhaveto changein ... either in Lo ndo n o r ... in A mster dam.What ab out
Michaet Sytvie Michael Sylvie
Lesson 5.1 M a k i n ga r r a n g e m e n t s
will/shall:offersand suggestions
Communication
yoLLl
Well, I still need to book my flight,from A mster dar n.So , um ... Michael Well, shallwe catchthe same flight? Yeah.That'su'hat I thought,actually.Then we Sylvie can work on the plane. Yeah, that makessense.So I needto book a Michaet flightto Amsterdam,then.Shall I look into flightsto San Francisco,as well? Sylvie Um ... yeah,if that'sOK . Michael Yeah,no problern.I'll look on the Internet afterlunch and,um ... I'll call you back.What about booking a hotel? Sytvie Un-r... Well, shall I contactthe San Francisco office ... seeif they know any good places? I can get in touch rvith Rita. Michael Yeah,good idea. Sytvie I'llgiveher a call this afternoon,as soon as the officeopens. So I 'lllo o k into flight s.And , um ... M ichael Ex cellent. I'11get back to you. Sylvie Great.Shallwe speakat about four thirty? Michael Yes,fine. I'llcallyou then. Sylvie OK. Bye. Michael Thanks for calling,Sylvie.Bye.
Sylvie
W
," awarethatmanystudentsmay not arrangeanything meetings withcolleagues or otherthanoccasional you might customers, so afterthe initialdiscussion, identitíes usíngResource wantto givethemdifferent s h e e t5 . L .A f t e rt h e p a i rw o r ks o m es t u d e n tcso u l dt a l k t o t h e c l a s sa b o u tw h a tt h e vd o . R E S O U R C SE H E E T5 . 1" . ' PP a g e1 0 0 . Copyand cut up one sheetfor eachpair.Students workwitha partnerand placethe cardsfacedownon t h et a b l e T . h e yt a k ei t i n t u r n st o p i c ku p a c a r da n d i m a g i n et h e ya r et h e p e r s o no n t h e c a r da n d t a l kt o theirpartneraboutthe arrangements theymakeat work.
ffi *
the advantages/disadvantages Stuaentssummarise o f m a k i n ga r r a n g e m e ni tnsi n t e r n a t i o nbaul s i n e s bs y . i v eo n e o r t w o e x a m p l e s t e l e p h o naen d b y e m a i l G orallyfirstto providea model.Studentscoutdwork initiatty in pairsbeforefeedingintoa classdiscussion. Collatewhatstudentssay underthe two headingson and Email. the board Telephone 30 P oin t to th e p h o to s o f M i c h a e IM or gan and S yl vi e Dam a n d t e tl s t u d e n t st h a t t h e y a r e tw o c o l l e a g u e sw h o a r e p h o n i n gt o a r r a n g ea t r i p t o . e a d th r o u g hthe a confe r e ncei n S a n Fr a n c i s c oR que st i onsw i t h th e c l a s s a n d c h e c k t h a t s t u dents u nde r st ande v e ry th i n gStu . d e n t st h e n l i s te nt o the t e l e p h o n ec o n v e r s a t i o an n d a n s w e rq u e s t i o n s . Kry 1 They decideto catch the same flight. 2 He says he'll look into flightsto San Francisco. 3 She says she'll contact the San Franciscooffice to seeif they knorv any good placesto stay. a They arrangeto speakagainat about 4.10. Transcrípt Mi ch ae t Hcl l o . Ilcllo. ls that Michael? Sylvie Mi ch ae t S pe a k i n q . Hi Nlichacl,it's Sylviein Brussels. Sytvie T e a c h i n gn o t e s
ffi
StuOentsthen co nso lidatethe new vo cab ularywith a gap-fitlactivity.A sk studentsr o und the c tassto g iv e their answ er so r allv. Key 1 call,give 2 speak 3 back,get 4 contact,touch 5 look
ffi
practice.'"bSB Page99, Exercise1. Vocabulary Key 1 speak 2 give I touch 4 contact 5 back 6 look
Arrangements5 P RE . T E ACHI N G P r e s e ni an d pra c ti s eSh a l l l i n t h e c l a s s ro o mc o ntex t. Ask:Shal/I open the window / close the door / take yourcoat/ get a chair/ move the table / get a dictionary / switch on/off the TV? Then teach l'll in reply to Shallli Get a studentto make an offer with Shall I ...and replywith l'll ...: Student Shall I open the window? Teacher No, I'lldo it. (Mime.)
Key (exampleanswers) t Shall I find out? 2 I'llgivehim a call. 3 I'11get back to you. a Shall I get in touch with her?
activityfocuseson 37 Thispronunciation r e c o g n i s i nt hg e l ' l l f o r mw h e ne m b e d d e idn a d i a l o g u e . so you might Somestudentswitlfindthisverydifficult, Students chooseto do it as a wholeclassactivity. coutd'vote'on whichof threechoicesthevhear.
S t u de n ttshe nc o n ti n u ei n p a i rs t o p ra c ti s eth e tw o -[ine di al ogu e . StudentA
Shall I get a chair?
B Student
No,l'll do it.
30 S t ud e n tsl i s t e na g a i n a n d f o c u s o n E sentences in the conversationwith l'll and Shall I w h i chmat chse n t e n c e si n th e e x e r c i s e .Pa u s e the CD e o m e n tt o a l to ws tu d e n t st o w r ite at t heappr op r i a tm t he i ransw e r s.
t n S B p a g e 1 18 to n tlsook a t th e tr a n s c r i p o E Scht ude e ckt h e i rans we rs .
KE 1 I'lllookon the Internetafterlunch. 2 l'll give her a callthisafternoon. 3 Shallwe catchthe same flight? a ShallI look into flights to San Francisco? 5 Shalll contactthe San Franciscooffice? 6 Shall wespeakat aboutfour thirty?
will/shall:offersand suggestions T e l ls t u de n tsth a t l ' l l i s s h o rt f o r I wi l l a n d that w e al w aysu s e t h e c o n tr a c te df o rm , wh e n we offe rt o do so m e t h i n g .E x p l a i nth a t we u s e it to m a k ea n i m m e d i a t es, p o n t a n e o u so f f e ra t t h e t i meof s pe a k i n g .Sa y th a t we a l s o u s e 5 h o1l/ to offe r / s ugg edsot i n g s o m e th i n g a n d S h a l l n r ew hen wesuggesd t o i n g s o m e t h i n gw i t h s o m e o n ee t s e .
e
G r ammarr e f e r e n c e
S B P a g e L L 1 , S e c t i o nB .
pr act i c e' " ' pS B Pa g e 9 9 , Ex e r c i s e2 . G r ammar Key I I'lldoit later. 2 Shallwe callthem back? I I'11 checkthe detailstoday. 4 I'll give her a call this afternoon. 5 Shall I contact the hotel? 6 Shallwebook seatsnow?
h i sact i vi t ygi v e ss tu d e n t sth e o p p o rtu n i tyt o put the B Tl angu age of off e r sa n d s u g g e s t i o n si n to p r a c tice.
S t ude n ttsake it i n tu r n s wi th a p a r tn e rt o o f f er s o l u t i o ntso f o u r p r o b l e m sT. h e s o l u t i o n sa r e o p e n e nde d,so i t mig h t b e i n te r e s ti n gto wri te u p a var iety s e n s t u d e n t sf e e d b a c k t o the class. of s ugge st i onwh
Key 1b 2c
3a
4b
Tronscript 1 Yes,l'llcallhim. 2 I talkedto Christine, andthere'sno problem. I
I emailthe minutes to cveryone.
4
Yes,l'll contact him.
pRAcilcE13...b sB pages 82 ffi comMuNtcATroN and 90.
D ividethe class into pair s.TelIthem that each p air is meetingto discussa pr esentatio nthey ar e g iv ing in Bar celo nanex t mo nth.Read thr o ughthe list of action po intsw ith the class and str essthat they m ust ag reeto do all the io bs betw eenthem as pair s.Em p hasisethat they each have differ entskills and time av aitab le,so they must find a so lutio nthat suits them b oth. Rem ind them that they sho uld use /'1l...and Shalll ...?Then studentsdo the r o le play.M o nito rthat they use /' //... A fterthe pair w o r l
workin groupsof threeto plana tripto a ffi StuOents
, o n the scenario co nfer encein San Fr anciscobased g i v e n .A s t h e r e a d i n ge l e m e n to f t h e t a s k i s q u i t e l o n g , it might be best to do it w ith the class,to ensurethat all the gr o ups ar e w ell pr epar ed.P o int o u t the note on in th e Useful UK and US spellingso f centr e/center languagebo x . So me studentsco uld per fo r mthe r o le pla y in front of the class afterthe gr o up w o r k. OPTIONALACTIVITY .
Fo r fun, studentsco uld take it in tur ns to role p lay much to the annoy ance being to o po lite/o ver bear ing and ex asper atio no f their par tner s!This could b e in a r estaur anto r cafésituatio n,fo r ex am p [e. StudentA
l'll ask for a toble near the window.
StudentB
No, let's sit here.
StudentA
Shall I order for you?
StudentB
No thanks. etc.
T e a c h i n gn o t e s
Alternatively, withstudentswho needmoresupport, use the cut-upversionof the emailon Resource sheet the text. 5.2to introduce
Lesson 5.2 Confirming arrangements
Key 1 slidesfor thepresentation 2 on Wednesday evening 3 Thursdaymorning
Presenttensesas future
R E S O U R CSEH E E T5 . 2 " " ' vP a g eL 0 1 . Cut up one copyof the textfor eachpairor group. Studentsbecomefamiliarwiththe languageby reconstructing the texttogether. Set a shorttímelimít Withweakerstudents to injectpaceíntothe activity. provideextrasupportby readingthe textout [oud, beforetheystartpiecingit together.
C o n f i r m a t i obny e m a i l PRE.TEACHING Drawa timelineon the boardand markpast at one end and futureat the other.Drawan arrowand write now rn the middte.Thenask students:Whatare you doing tomorrowT Writetomorrowon the timelineto indicateclearlythatit'sin the future.Presentand practisethe presentcontinuous in this context. Give an accountof whatyou'redoingtomorrow to provide a model,e.g.:Tomorrow morningl'm havinga meeting with some clients.Thenwe'rehavÍnglunch together and in the afternoonl'm flnishinga report.Then consotidate cognitivety by writingon the board: : ............. plans/arrangements tense? future
thenreadthe email(b)fromthe hotetto ffi StuOents confirm s f t h e t e l e p h o nceo n v e r s a t íaonnd t h ed e t a i to completethe threesentences to demonstrate c o m p r e h e n s i ao n d b u i l dt h e i rv o c a b u l a rbya s e . Key 1 Luis Gomez Z the hotelreservation J contactthe hotel manager/ Luis Gomez A sk studentsw hen they use fo r mal tang uag eand when they use info r mallanguage.E[icitthat ínform al [anguageí s j ust fo r clo se co I leagues,f riend sor fam ily . Then studentsw o r k w ith a par tnerand find exam p les o f fo r maland info r malw o r ds and o hr a sesin the two emails.Studentsfeed to the class afte r the oair work .
Elicitthe answer:presentcontinuous.
OPTIONALACTIVITY Withstronger studentsyou mightalso wantto talk brieflyaboutfuturetimetables and schedules: I'm flying to Paris next week.My flight leoves on Wednesdayat 10 am. l'm catchingthe train to Manchester.lt leavesfrom EustonStation. Writethe sentences on the boardand ask studentsto identifu the two tenses.Elicitthatthe presentsimple is usedfor schedules or timetables and the present c o n t i n u o ufso r p l a n sa n d a r r a n g e m e n t s . photoof Sylvieand ask studentsto say ffi nointto the whatshe'sdoing.Elicitor feedthatshe'swritingan emaíl/letter. Discussthe advantages of confirming phonecallsin writingby askingstudentsif theyagree Thenbroadenthe discussion withthe statements. to i n c l u d ew h a ts t u d e n tds o . OPTIONALACTIVITY Withstrongerstudentsyou couldalso extendthe discussion to includeexamplesof problemsthat occurredbecausepeopledidn'tconfirmin writing. Michael,are ffi fettstudentsthatSytvieand hercolleague, goingto a conference in San Francisco. Studentsread the emaiIto the conference in orderto organiser completethe threesentences. Again,withsomeclasses you mayfindit preferable to readthe emailtogether. T e a c h i n gn o t e s
Key Formal:b Informal:a (Exampleanswers) Formal: I confirm . . ., do not hesitateto contactme, Best regards Informal:Hi,let me knor.v,Bye for norv
thenreadthe emailsagainto findmore ffi StuOents specificvocabulary in the emails. Kry 1 Pleasefind attached,Pleasefind below 2 Following our telephoneconversationthis morning, As discussed 3 lf you need any further details,pleasedo not hesitateto contactme.
ffi
practice..') SB Page99, Exercise3. Vocabulary Kry 1 confirm 2 find I discussed 4 hesitate 5 forward 6 attached 7 Followinq This activityfo cuseso n under standin gthe d ífference betw eenar r angementsand timetable sand línk sthe tenses (pr esentco ntinuo usand pr esentsim p te)clearty to each.
Arrangements Following the telephone conversation students write an email, from Naomi Lind to Tom Dent, confirming the arrangements and sending the document as an attachment.
Key lA
2T
3A
4A
5T
Key (example answer)
Present tenses as future Point out that both the present simple and the present continuous can be used with future meaning. Refer students to the examples in the grammar box and ask them to provide other examples, of their own, to illustrate the difference in meaning. Grammar reference ... } SB Pages 109 and 110, Sections 5.1 and 5.2.
ID Grammar practice ...) SB Page 99, Exercise 4. 1 arrives 2 starts 3 'm going 5 finishes 6 're staying
4 'm giving
32 Students listen to Naomi Lind and Tom Dent making arrangements and note key information.
Transcript Naomi Tom
Naomi Tom Naomi Tom Naomi Tom Naomi Tom Naomi Tom Naomi Tom Naomi
To: Tom Dent From: Naomi Lind Subject: meeting details Dear Tom, Following our telephone conversation, I confirm that the meeting is on Monday 12th December at 9.30 am. Please find attached the agenda for the meeting. I look forward to seeing you there/then. Regards, Naomi
COMMUNICATION PRACTICE 14 ... > SB Pages 82 and 90.
Key
11
5
So, when's the best time to meet, for you? I'm free next week. Um ... I can't make it next week. I'm ... I'm busy all week. The week after's OK for me. The week after. What about Monday? Monday, December the twelfth? Yes, that's OK for me. In the morning? Yeah. Half past nine? Nine thirty? Yeah, that's fine. OK. Monday, December the twelfth at nine thirty, then. And can you send me an agenda? Yes, I'll write an agenda this morning, and send it to you this afternoon. Excellent. OK, so I look forward to receiving that, and I'll see you on the twelfth. OK. I look forward to seeing you then. OK. Bye. Bye.
Divide the class into pairs and each pair into A and B. Give them time to look at their different pages. Summarise the scenario by telling them that Student A wants to visit a company to make a presentation. He/She phones the sales manager (Student B), and makes arrangements for the visit. Student A starts and should make notes of what they agree. Demonstrate the start of a phone call with a student before students do the role play in pairs. Monitor and support them during the conversation. After the pair work choose one or two pairs to do the phone call for the class. Finally, pairs work together to write an emait from the sales manager confirming the arrangements made on the phone. Refer students to email b, on SB page 32 as a template. Afterwards one or two students could read out the email to the class. To personalise the language of the unit, students think of an em ail they wrote recently to confirm arrangements and write it in English. This could be done as a homework assignment.
rI Students check their answers by referring to the transcript on SB page 118. You could conclude by playing the recording once more, for them to listen and read through the whole dialogue.
Key 1 Monday, December 12th
2 at 9.30
3 agenda
Teaching notes
®
Lesson5.3
Y o u c o u l d p r e s e n ta n d p r a c t i s eo t h e r U K a n d U S h o l i d a y si n a d d i t i o nt o C h r i s t m a sD a y a n d N e w Year 'sD ay (Bo x Í ngD ay, Go o d Fr í day,E aster M o n d a y ,W h i t s u n ,I n d e p e n d e n c eD a y , T h a n k s g i v i n ge, t c . ) . A l s o i n t r o d u c et h e c o n c e p to f ' b a n k h o l i d a y s 'i n
Sightseeing
Touristinformation
the UK , w hich ar e o ften o n M o ndays . (Aug ust B a n k H o t i d a yí s t h e l a s t M o n d a y i n A u g u s t a n d S p r i n g B a n k H o t i d a yi s t h e f i r s t M o n d a y a f t e r M a y 1 s t . E a s t e rM o n d a y i s a b a n k h o t i d a ya n d i f Chr istmaso r New Year 'sD ay fatto n a Saturd ayor S u n d a y ,t h e f o l l o w i n gM o n d a y i s s e t a s a h o l i d a y . ) T a l k a b o u t t h e s i g n i f i c a n c ei n t h e U S A o f 4 t h J u t y ( t h e c e l e b r a t i o no f l n d e p e n d e n c ea) n d o f T h a n k s g i v i n g( w h i c hc o m m e m o r a t e st h e m e a l o f t h a n k s g i v i n gt h e e a r l y s e t t l e r si n A m e r i c ag a v e , a f t e rs u r v i v i n gt h e h a r s h w i n t e r ) .
PRE.TEACHING Ask studentswheretheywenton holidaylastyear. Ask themabouttouristinformation: Whatplacesdíd you visit?DÍdyou go to any touristinformationofftces? Werethe people there very helpful?Whatsort of informationcould you get there?DÍdyou have to pay for it or was it free? Ask if any studentswentto the USAtastyear.Ask what townand placestheyvisited.Getthemto talkabout lt wouldbe helpfulif you couldshow theirexperiences. t h e p l a c e so n a m a p . W
P o i n t o u t t h a t t h e U K i s v e r y m u l t í - c u t t u raanl d t h a t t h e h o l i d a y so f m a n y o t h e r c u l t u r e sa n d f a i t h sa r e a l s o c e l e b r a t e de, s p e c i a l l yi n b i g c i t i e s .
Arainstorm on whatstudentsknowaboutSan F r an ci s co.Wr i tet h e i r i d e a s o n t h e b o a r d .T hen braínstormon Alcatraz.Do you know any films or documentaries about Alcatraz? Who was 'The birdman of Alcatraz'? Why was Alcatraz a good place to have a pilson? How do you get to Alcatraz from San Francisco?Do you think it's an interesting place to vísit? S t u de n t sl ook a t t h e p h o t o o f A l c a t r a za n d say w hat t he y t hi nk of i t a n d i f th e y wo u l d l i k e t o v í s itit. Read t he qu e st i on st h r o u g hwi t h s tu d e n t sa n d c heck compr e h e ns i o nA. s k s tu d e n t si f t h e y c a n p r edictthe answers before they read the text. Students then read t he l e afl e tab o u t A l c a t r a za n d a n s we rth e o u estio ns. Wi t h some cl a s s e sy o u m i g h t c h o o s e t o re ad the tex t w i t h s t u de n tso r d i v i d e th e c l a s s i n to p a i r s /gr o ups and give each pair/groupa differentparagraphto read. T h e y t h e n t alk t o th e c ta s sa b o u t t h e p a ra g r aphthey have r e ad and e x p l a i na n y u n k n o wnv o c a b u lar y. Kry 1 It is open to touristsall year round, except Christmas Day and New Year'sDay. 2 lt's best to book a week in advance. 3 A shuttleis a regularbus servicewhich links two destinations,to transfer people.On Alcatraz there is a shuttlebecausethereis a short road up a hill from the dock to the prison, rvhich could be a difficult walk for some people. 4 Thereare.SelíGuide'bookletsin English,Spanish, German,French,Italianand Japaneseand otherguide books in the shop. 5 The island after dark offers some of the best views of San Francisco'scity lights and the Golden Gate Bridge.
T e a c h i n gn o t e s
Studentsthendeveloptheirvocabulary by matching definitions to wordsfromthe text. ffi *
for studentsto listenand 33 Playthe recording checktheiranswers. Theythentistenagaínand repeat the new vocabulary. Afterstudentshave check edtheir answers, theycould'test'each o ther o r ally in p airs. Key 1 peak periods 2 leaflet/booklet, booklet/leaflet 3 history 4 map 5 souvenir 6 museum 7 guidedtour
practice""p SB Page99, Exercise 5. ffi Vocabulary Key 1 map 2 shuttle 3 souvenirs a guided 5 leaflet 6 peak OPTIONALACTIVITY Say thata prísonísan unusuattouríst attraction. Ask studentsto talkaboutany otherstrangetourist attractions thevknowof. ffi
for studentsto listento 34 Playthe recording fourshortdialoguesin a tourístinformation off]ceín
San Fr anciscoI. n each dialo guether e is a ' b eep ' sound w her e a w o r d is missing.Studentsinfer from the co ntex tw hich w o r d (cho senfr o m a_d) ís m íssíngin each dialo gue.Yo u may need to play th e record ing m o r et h a n o n c e a n d a l l o w t h e m t o c o m p a r ea n s w e r s befo r evo u check answ er sw ith the w hole class.
Arrangements5 Key 2c tb
PRACTICE t5"""v sB pages82 and ffi coraMUNtcATtoN ld
90.
4a
Transcript Hi. 1A B Hello.Do you havc any informationabout Alc-atraz? Any ... bookletsor (beep)? A Yes.Justbehindyorl,on the shelf,there. B Ah, OK. Thank you. Hi. 2A B Hi. Is thercanpvhere nearherewhereyou can buy gifts ... and (becp)? Yeah.If you turr-rripht out of the door, then take the first right,thcre are gift shops all along the . . . t hes t r e e t, th e r e . B OK. Thanksvery much. 3 B Can you visit the mlrseLrmall day?What are the openingtimes? A It opensat ten and closesat five. If you want to takea (beep), they start every hour, on the hour and last ... t think they last forty-fiveminutes, but I'l lj u s tc h e c k ... 4 B Excuseme. Have you got any street(bcep)? A Sure. B ... Thanks.How nruchare thev? A They'refree.
n t can s q u i c k l ywo rk wi th a p a rtn e rt o fittin the E Smit ude s si ngw or dsa n d th e n f e e d b a c k o ra l l yto the class. 35 S t u d e n tsl i s t e nto th e re c o rd i n gto check E t h e i ransw e r sa n d th e n l i s te n a g a i n a n d r e p eatthe new
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to [o o k at their differ entp ag es.Ask a str o ngStudentA to ex plainthe scenar iot o the class. Then demo nstr atea r o le play w ith a student.Play the par t o f B, the per so n w o r king in the to uristoffice,and be ver y po lite and helpful.Then studentsd o the role p l a y .M o n i t o ra n d s u p p o r tt h e m d u r i n gt h e co nver satio n. Studentschange r o les fo r the second role play,and this time A , the per so n w o r king in the info r matio no ffice,is tir ed,busy and new to the job . This sho uld pr o ducea dÍ ffer ent atmo sph ere.After the pair w o r k cho o se tw o o r thr ee pair s to do the role p lay fo r the class.Studentsco uld vo te fo r the m ost/least hetpfutper so n fr o m the to ur isto ffice.
W
, o p e r s o n a l i st eh e l a n g u a goef t h e l e s s o ns, t u d e n t s w o r kw í t ha p a r t n ear n d t a l ka b o u tt o u r i s mi n t h e i r Withmoreconfident students, town/region. this could be expandedintoa presentation to the classusing mapsand leaflets. Thisshouldbe givenas a h o m e w o raks s i g n m e ntto, a l l o wp r e p a r a t i o n . OPTIONAL ACTIVITY Studentscouldwritea shortemaiIto the tourist information and ask for information officein Cambridge in aboutthe town.Tellthemthevare vervinterested history. WORKBOOK"."vPages1,7-1.9.
vocabul ar Ch y. e c ks tu d e n t su n d e r s ta n dh o w to use 'in onyw h e rteo m e a n a n y p l a c e ' a n de l i c i tm o r e e xamol eof s it in sentences. Kq 1 information 2 anywhere 3 opening 4 street 5 free
ACTIVITY OPTIONAL you couldask Forextracontrolled speakingpractice students to lookat the transcripts of the dialogues from2a (onSB page118)and practisethemwith a partner. R E S 0 U R CSEH E E T5 . 3. . " bP a g e1 0 2 . practice Foradditional of the touristlanguage, use Resource sheet5.3.Dividethe classinto pairsor small groups questions and givea copyof the incomplete to eachpairor group.Tellstudentsto placethe cut-up cardsfacedownon the tableand turnthemoverone at a time.Thefirststudentto completethe question correctly winsthe card.Demonstrate a fewexamples witha strongstudentbeforetheycontinuein pairs. Theactivity couldbe extended to studentstakingit in turnsto provideanswersto the questions. T e a c h i n gn o t e s
6 obiectives Lesson6.1 will:predictíons
Studentswill knowthe formof wÍlland associateit withthe future,but may not be famitiar with ítsuse w i t hp r e d i c t i o nasn d s p e c u l a t i o n . look at the photosof the Tropicallstands StuOents Resortand say whattheycan see.Ask whattheythink it is and whatthevthinkvísitors can do there. Itwouldbe usefulto showstudentswhere is on a map of Germany. Brandenburg Studentsfirstly discussthe locationof the TropicallslandsResortin p a i r sa n d t h e nj o i ni n a c l a s sd i s c u s s i o ng ,i v i n gt h e i r reasons. Writethe arguments for and againstthe locationon the board.
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readthe articleand answerthe questions. StuOents Withweakerstudentsgo throughthe articletogether. Kry 1 The Tropical IslandsResort is largerthan two football stadiumsand higher than the Statueof Liberty. 2 The temperatureis 25"C.There'sa'sea' with waterat 30"C,and a small'rainforest'. 3 The advantangesare that the sea is quite far away (250km) and that the dome can be used in winter too, when it is cold. 4 Many of the world's big, rich cities have cold climatesand so possibly largemarketsfor 'tropical daytrips'.
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StuAents then focus on wil! and won'f by underlining t h e cor r e ctw o rd s t o m a k e s e n te n c e sth a t matchthe poi n t s of vi e w i n t h e a rti c l e .
Key 1 doesn'tthink 2 will
3 won't
will: predictions R e a d t h r o u g ht h e e x a m p l e sw i t h t h e c l a s s .P o i n t ou t t h at e v e n th o u g h wi l l i s wri tte na f t e r no uns, i t 's usual l y p ro n o u n c e da s ' //. , e ctio n G r ammarr ef e re n c e" ' .) S B Pa g e 1 1 .0 S 5.4.1,. T e a c h i n gn o t e s
Kry
36 Read o ut the last tw o senten cesof the ar ticleagain to the class.Then r ead o ut the rub ric and the questio n.P lay the r eco r dingthe first tim e fo r studentsto listen fo r the advantagethat the r eso r thad.
Probabitity
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Cru.mar practice.'.1SB Page 99, ExerciseL. 1 I don'r thlnk he'll finish on rime. 2 Personally, I think they'llbe overbudget. 3 I think it'llbe a flop. + The projectwon't be a success. 5 I don't think we'll solve the problem. 6 The salesfigureswon't improve next month.
Forecasting
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Transcript Interviewer What do you think about the locationof the resort,near Berlin? Well, the reasonit's thereis, simply, Caroline becausetherewas alreadya dome there. TropicalIslandsResortdidn'tbuild the dome.They bought it, for quitea low price.A company calledCarpolifter built the dome as a factory,to make big airships.But Cargolifter went out of businessand had to sellthed om e.So TropicalIslandsbought it and ... so they had ver ylo w co nstr uctio ncosts. lnterviewer So, do you think the resort'llbesuccessful in the long term? Possibly.I think it'll probably be quite Caroline popular in the short term ... in the first few months.I think a lot of people'11 probablycome to havea look ... they'll want to seewhat it's like. After that,it dependswhat they think of it. lnterviewer Some people say this resort won't help to make forecastsfor other resortsbecause therewas no needto build a dome. Do you agreewith that? Carolíne Um ... no . I think it'll help a lot.Definitely . The construction costs aren'tdifficult to calculate.The difficultquestionis, what sort of peoplewillvisit the dome?I'm sure it'll be popular with familiesrvithyolrng children,for example.So the project'll be good for gettinginformationabout the market. !nterviewer Do you think someonewill build another dome like this somervhere,one day? It'spossible,yeah.Maybe there'sa huge Caroline market for thern.I mean, it's not a completelynew idea.There'salreadya dome like this one in /apan.
Objectives6 E
the sentences withthe class 36 Readthrough andthenstudents listenagainand decidewhich sentences aretrueor false. Key 1T 2F
!
3F
4T
5T
fromthe interview 37 Studentslistento extracts and underline the stressedwords.Checkanswerswith the wholeclass,thenask whateffectthe stresshas on the pronunciation of wÍll.Focusstudents' attention on the contracted form'1lafterstressednounssuchas resort'llandpeople'l1. Studentscan then practise sayingthe sentences withthe correctstress,in pairs.
6T
correct Stuaents the fatsesentencesin 2b.
Key 1 So, do you think the resorg'llbe successfulin rhe long term? z I think it'llprobablybe quirepopular in the shormerm. 3 I rhink a lot of pcople'll probabl)tcome to have a look. 4 They'llwant to seq rvhat it's like. 5 So the prqkel'll be gOod for getting information about the market.
Kq 2 Thenumbers of visitorswill probablybe highin the firstíewmonths' ] Itdefinitely will / will definitely helptopredictthesuccessof otherresorts. clarifrT the key language of possibitity and @ Stuaents certainty by puttingthe wordsíntoa chart. KE Verycertain:certainly,definitely Quitecertain:probably Notcertain:possibly, perhaps,maybe
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R E S O U R C ES H E E T6 . 7 . . " bP a g e 1 , 0 3 . Use Reso ur cesheet 6.1,fo r additio nalpr a cticeof pr edictio ns.Studentsw o r k in small gr o ups.Giv e each gr o up a set o f cut-upcar ds w ith pr edictionson. Studentsplace the car ds face do w n o n th e tab le and tur n them o ver o ne at a time. W hen a card is turned up, they discussw hethero r no t they agr eewith the prediction.Encouragethem to use definitely,probably, possibly, certainly, etc.
to tookat the sentences in 2d agaín. @ nsrstudents Which of thewordsin the chartgo at the startof a Whichgo beforethe verb? sentence? Kq PerhapslMaybe go at thestartof a sentence. Possib\tf Probablyf CertoinlylDefinitely go beforetheverb. I
nointoutthatthewordsfor possibility and certainty positionsin the sentences. cancomein different
pRAcncE16.."p sB page83. ffi cortaMuNtcATtoN Dividethe classinto pairsand thenreadthroughthe activíty wíththe class.Checkthatstudentsunderstand the ideasand thattheyare clearaboutthe task.Point out thattheyhaveto makepredictions aboutthe likety successof the ideas.Givestudentstimeto prepare whattheyare goingto predictand makea few notes. Thendemonstrate a roleplaywitha studentbefore studentscontinuein paírs.Monitorto checkthatthey use wÍll/won,t correctly. pairwork, Afterthe inítÍal studentsmustlook at the listagainand agreeon how probableit is thatthe ideaswill be successful, using certainly,probably,definitely,possÍbly,perhaps and moybe.Choosesomepairsto reportbacktheir o p i n i o n tso t h e c l a s s .
Explain thatmaybeand perhapsusuallycomeat t h eb e g i n n i n g : Perhaps sameonewill come. Probobly/Definitely/Possibly/Certainly usuaIly come immediately afterwill and beforethe mainverb,but before won,tínnegatíve sentences. Theycan s o m e t i mceosm ea t t h e b e g i n n i nogf a s e n t e n c e . Probobly, there'llbe a lot of visitors. probablybe a lot of visitors. There'll proboblywon'tbe a lot of visitors. There practice...) SB Page100,Exercise2. @ Vocabulary
Kry I He'sdefinitelycoming tomorrow. 2 They'll probablyget the contract. 3 PerhapsI'11 go to Spain on businessthis year. 4 There'll certainlybe a big a marketfor this product. 5 Their profits will possiblybe betterthis quarter.
stuo ents discusstr o picaldo mes w í tha p artner.They speculate,using w ill and the pr o babitityword s. Hold class feedbackto co mpar ediffer ento pinions.
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StuAentshavean opportunity to personatise the l a n g u a goef t h e u n i tb y t a l k i n gt o a p a r t n ear b o u t a projectthey'replanningor startingsoon (atwork or outsidework).Stronger studentscoulddo a presentation to the classin the nextlessonaboutthe futureproject. Thiscouldbe a homeworkassignment.
T e a c h i n gn o t e s
Lesson 6.2 Discussing aims
This activity provides a further opportunity for vocabulary building. Students need to refer back to the text to find the words to complete the synonyms and definitions. They can compare answers in pairs, before checking answers with the whole class.
Key 1 goal, target, aim, objective optimistic 3 realistic
2 ambitious,
Vocabulary practice •..) SB Page 100, Exercise 3. Brainstorm generally on the topic of space exploration. Write Space in a circle in the middle of the board and write key words around it (important dates, names of spaceships, first people in space etc.). Collate students' contributions. Then students read the three opinions about space tourism and say if they agree with any of them or not. Write the three headlines on the board and record against each the number of students who agree with each: 1 space tourism in 10 years' time
Key 1 c
2 a
3 e
4 b
5 d
38 Read through the sentences with the class and check that students understand what all the options mean. Play the recording for students to listen to Caroline talking about space tourism and to decide which sentences match her views.
Key 1 a
2 a
3 b
2 space tourism - big industry in 3-4 years' time
3 rich tourists in space in 10-20 years' time
Transcript Interviewer
Also write two columns to record reasons For and Against. Refer students to the photos of Virgin Galactic. Ask them what they know about the Virgin group. Do they know any other Virgin companies? Do they know the name of the owner? What does the company do/sell? (For information see www.virgingalactic.com) First give students time to read the sentences about the text, and check they understand them. Then students can read the article independently or, with a weaker class, go through together as a class. Then students decide which sentences match the company's objectives.
Caroline
Interviewer Caroline
Key 1 wI'
3 wI'
6 wI'
Students make sentences to describe Virgin Galactic's plans and objectives using prompts and the present continuous.
Interviewer Caroline
Key 1 Virgin Galactic is!'s planning to use the technology from SpaceShipOne. 2 The company is!,s aiming to start space flights soon. 3 Virgin is!,s hoping to achieve its objective this decade. 4 The firm is/,s going to build a ship called Virgin Space Ship.
Interviewer Caroline
Students work with a partner and ask and answer questions about Virgin Galactic's plans. Monitor to make sure they use the present continuous. After the pair work ask one or two pairs to do the activity for the class.
@
Teaching notes
Do you think we'll see a space tourism industry in the next ... five years? Is that realistic? I think so, yeah. I'm not sure how big it'll be. It all depends how much it costs. You know, if a flight costs ... under fifty thousand dollars, I think there'll be a lot of demand. If tickets cost over five hundred thousand dollars, very few people will buy them. Obviously, it'll be expensive. The question is, how expensive? Some people say two hundred thousand dollars is a realistic price. Mmm ... well, that's probably about right for a short-term objective. In the long term, I think the cost will need to be less than that. Probably less than half that. What do you think space tourists will want? What sort of experience? Urn '" I think they'll want ... I think it has to be a real space trip. If it's too short, then people won't be happy. I don't think it needs to last for hours, but a couple of minutes won't be enough. It has to be worth the money. What do you think it will take to really make space tourism take off? If somebody shows that it's possible, for a reasonable price, I think that'll be the start. If the first company is successful, a lot of others will follow. And, obviously, the top priority is safety. That's the big challenge - to show that it's safe.
Objectives6 matchthe pairsto makesentences from @ StuOents Thisfocuseson firstconditional theconversation. but herestudentsare onlyexposedto the sentences, form, it. anddo not yet manipulate
Kq 1 If the flight'sdelayed,I'11 stay at the airport. 2 If the suppliersdon't deliver ittoday,we won't finish on time. ) If youwork hard,you'll achieve your goal. + If the project isn't successful,we'll lose a lot of money. 5 If they don'r finish the job, they'll work late tonight. 0 If the price isn't too high, we'll increaseour sales.
Askstudents to checktheiranswers, by finding E the in the transcript for Listening sentences 38 on SB page119. KE 1c
2a
3d
4b
pRAcncE17...psB page83. ffi coruMUNrcATIoN D i v i d et h e c l a s s i n t o p a i r sa n d t h e n r e a dt h r o u g ht h e businessplan w ith the class.Check that stud ents u n d e r s t a n dt h e n a t u r eo f t h e b u s i n e s s T . h e nt e l l t h e m t h e y m u s t d e c i d ew h a t t o d o i f c e r t a i nt h i n g sh a p p e n . S o m e s t u d e n t sm i g h t b e a b l e t o c o m e u p w i t h o t h e r scenar io s,so br ainsto r mand add these to the list. D emo nstr atethe r o le play w ith a studentso they are clearabo ut the task. Then give studentssom e tim e to pr epar ew hat they'I do in the differ entsituations befo r ethey star t the r o le ptay.lt might help stud ents to make a few no tes. M o nito rthe paí rw ork to check Then each p air joins with that they use w e'll co r r ectly. a n o t h e rp a i r t o c o m p a r et h e i rd e c i s i o n sa n d t o s e e i f t h e y h a d t h e s a m e s o l u t i o n st o t h e p r o b l e m s .H o l d so me class feedback,to make sur e that stud entsare using the fir stco nditio nalco r r ectlyin their sentences.
F i r s tcondi t i o n a t P oi n tou t t h a t t h e p re s e n tt e n s e i s a l wa y s used afterif and that will is always used with the other v e r bi n t h e s e n t e n c e S . t r e s st h a t t h i s i s n e a r l y al w ayss hor te n e dt o ' //wh e n we s p e a k . P oi n tou t t h a t s e n t e n c e sc a n e i th e r b e g i n w ith if or w i t h w i l l + v e rb . S tr e s s th a t t h e n e g a t ivew il/ n ot i s Ve r y ra re a n d t h a t wo n ' t í s th e c o m mo n for m.P r ovi d eo t h e r p o s i ti v e a n d n e g a t i v e exampleo s f c o n d i t i o n a sI e n t e n c e s i, f n e c e s s a r y . G r a m m arre f e r e n c e' " " bS B P a g e 1 1 0 , S e c t i o n6 . 1 . OPTIONAL ACTIVITY T o con sol i dat teh e f i r s t c o n d i t i o n a l ,m a k e u p a simpte compl e t i on dr i l t .S a y t h e f i r s t h a t f o f s e n te n cesand get vol unt e e rtso c o m p l e t et h e m i n d i f f e re n wa t ys: Teacher
lf I finish work late this evening, ...
1 Student 2 Student
...I'llmissmy bus. ...l'll start worklate tomorrow.
Teacher
lf it rains at the weekend ...
7 Student
I won't do the gardening. etc.
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HotOa classdiscussion. StudentstatkaboutVirgin Galactic'so bj ectivesand co mmento n w h etherthey are r ealistico r no t.
havethe opportunity StuOents to personatise the language of the lessonwitha partner. Theytakeit in turnsto talk abouta projectthatthey'reworkingon at the moment(makeítclearit can be a projectrelated to workor sparetime).Moreconfident studentsmight do a mini-presentation to the classin the nextlesson.
Y oucou l dal s o g e t s tu d e n t st o wr i te t h e f i r s t halves o f t h r e ese nt e n c e swi t h i f a n d p a s s t h e m o n to a par tner t o comol e t e . R E S O U R C SE H E E T6 . 2 . . . YP a g e 1 0 4 . F oraddi t i onaoI r a I p r a c ti c eo f t h e f i r s t c o n d i tio nal st u de n t w s or k i n p a i r s u s i n g R e s o u rc es h e e t 6.2. Give e achpai r a s e t o f th e c u t - o u tc a r d s .S tu d e n t splace the car dsface down o n th e ta b l e a n d ta k e i t i n tur ns to pi cka car d an d t h e n c o m p l e tet h e f i r s t c o n d itio nal se nt e n ce . .' .' SB Pa g e 1 0 0 , Ex e r c i s e4 . @ Cr ar r ar pr ac ti c e
T e a c h i n gn o t e s
How much is the discounton thÍsholÍday? How much would the holidaycost for two people? Can you get your moneyback if you need to cancel? Do you have to pay airporttax? lf you want to book for one person, will it cost f209? How much do you pay if your suitcaseis too heavy?
Lesson 6.3 Bookinga flight
Reservations
W r i t es o m ep r o m p t su p o n t h e b o a r d f, o rs i m p l e ouestionsthatstudentscan ask eachother: ...destination? How long ...? Whichairport...? Whatkind of hotel ...? Haw muchluggage...? ...summerholiday? ...mealsincluded?
PRE.TEACH!NG Q u i ckl y r e vi set h e a l p h a b e t,e s p e c i a l l yl e t te r sw hich s t u de n t sfr e qu e n tl yc o n f u s e( e l i ,S f i e tc .)a s t his w ilt be u s e f u lf o r t a l k i n ga b o u t a i r l i n en a m e s . Mos t st u de n t swi l l h a v e s o m e e x p e ri e n c eo f flyingo n b u s i n e s so r o n h o t i d a yA. s k q u e s t i o n st o e l i c i tt h e l an gu aget h e y a l re a d yk n o w a b o u t t h e to p i c . H o w o ften do you fly? Do you always fly from the same aÍrport/ with the some airline? Do vou book tickets online or in a travel agent's?
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n t Us t u d e n tas b o u tt h e m o s tp o p u l aar i r l i n e isn t h e i r countryand to givereasonsfor theirpopularity. Write s n theboard. t h er e a s o no Vointto the advertfor a low-costairlineand ask s t u d e n ttsh e q u e s t i o nasb o u ti t . S o m es t u d e n t m s ight comefromcountries wherethereis no traditionof cheap/cut-price airlines, so be prepared to provide Makea list of the disadvantages examples. of very cheapplaneticketson the board(youpay extrafor mealsor drinks,not muchspace,not verycomfortable, planesnearlyalwaysfull,ticketsnon-refundable, airporttaxesnot includedin price,smatlbaggage you pay a lot for excessbaggage). allowance, in the advertby Stuaents tacklethe newvocabutary findingwordsfromthe advertto matchthe definitions and synonyms. Studentscouldworkwitha partnerto do this and thenfeedbackoratlvto the class. Kry 1 Book your seatin advancefor even lower fares. 2 Tickets are non-reíundableand non-transferable. 3 one-way 4 return 5 lower fares 6 excess baggage 7 Discounts for under 26s. 8 20kg maximum baggageallowance 9 in advance 10 book
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practice'""pSB Page100,Exercise Vocabulary 5. Key 1 discor-rnt2 include I non-refundable 4 allorvance
5 excess
6 advance
7 one-way
R E S O U R C SE H E E T6 . 3 " " "Pv a g e1 0 5 . F o ra d d i t i o n aplr a c t i coef t h e l a n g u a goef c u t - p r i caei r travelstudentsworkin pairsusingResource sheet6.3. Giveeachpaira copyof the advertand ask students ou n e s t i o nasb o u ti t . s o m ec o m p r e h e n s i q T e a c h i n gn o t e s
S t u d e n tas s k a n d a n s w e q r u e s t i o nasb o u tt h e h o t i d a y in pairs. ffi
39 Studentslistento a customerbookinga flighw t i t hG l e n A iar n d a n s w e tr h e q u e s t i o n s . Key 1 Lisbon
2 areturnticket
I a surfboard
Transcript Assistant GlenAir,good afternoon.How can I help you? Customer Hello.I'dlike to fly to Lisbon at thc encl of May. Assistant Lisbon? Customer Yes. Assistant What dateareyou planningto leave? Customer On May the twenty-fourth. Assistant May the twenty-fourth.Is it a return flight? Customer A return,yes.I want to come back on the thirty-first. Assistant The thirty-firstof May ... OK,the cheapest fare'sfifty -five p ounds. Customer That'sfor a return. Assistant Yes. Customer OK. Um ... and can I changethe dateif I needto? Assistant No. For thatfare,you can'tchangethe booking,and there'sno refundif you cancel. Customer Right.So fifty-fivepour-rds. And arc thereanv extracharges?For airportlax.or . . . Assistant No, that'sincluded. Customer OK. Um ... oh, that'sthe otherqucstionwhat's the maximum baggagcallorvance? BecauseI want to takea surfboardwith me. Assistant Right.Well, the maximum allowanceis twentykilograms.The excessbaggagecharce is six pounds per kilogram,but for a surfboard. ..
Objectives6 E
Check in openstwo hours beforetake-offar-rd closeshalf an hour before. Customer OK. )ustone morc thing ... could I havean aislescat? Assistant You can chooseyollr seatwhen you check in. Obviously,it'sbestto check in as earlyas possible. Customer Right,OK. Assistant
39 Studentslistenagainfor detailsto complete on the page. theinformation Kq 1 24thof May 2 31stof May 3 f,55 a 20kg 5 Í6perkg
@ -
Stuaentr the wordsin orderto makesentences ?.ul fromthediatogue theyhavefustheard.
40 Studentslisten again and co mp letethe d e t a i l so f t h e b o o k i n go n t h e f o r m .
Kry I I'dlike to fly to Lisbon at the end of May. 2 What dateare you planning to leave? 3 I want to comeback on the l1st. 4 The cheapestfare's fifty-fivepounds. 5 Are there any extra charges? 6 What'sthe maximum baggageallowance? 7 The excessbaggagechargeis six pounds perkilogram. n tw s or k i n p a i rs t o i n v e n ts h o r t e x c h a nges. E SS tt ude u de nAt r e ad st h e p a r t o f t h e a i r l i n ea s s i s tantand S t ude nB t pl ay s th e p a r t o f th e c u s t o m e rT. h ey then chan ger ol e s. Key (example ans.vers) 1 I'dlike to fly to Madrid. 2 Can I changethe ticket if I needto? 3 Is that for a return? 4 How much is a returnfare? 5 Are there any extra charges? 6 I want to come back on the 6th lulv. 7 How much is thebaggageallowance?
Key Flight 45 56 Glasgow - Lisbon Passengername:SimonBrigton Payment method: Visa card Card number:467733442221455 Expiry date:Áugust 2009 Outbound flight:0.SO Return flight: 77.30 workwitha partnerand practisethe dialogue ffi StuAents w i t ht h e i ro w n n a m ea n d i n v e n t e cdr e d i tc a r dn u m b e r s . Theyusethe transcript on SB page 11.9as a support. W h e nt h e yh a v ed o n et h e d i a l o g l l eo n c e ,t h e ys h o u l d information. changerolesand repeatit withdifferent
PRAcncE18.'.)sB pages 83and ffi connMUNtcATtoN 91'-
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t oA a n d B . A sk them to lo o k at their differ entpages . E xp lainthat they ar e go ing to take it in tur ns to bo o k a flig htat a tr avelagent's.Tel[them that StudentA mak es the first e n q u i r ya n d t h a t S t u d e n tB i s t h e t r a v e la g e n ta n d sho uld suggestthe best flightand answ e rsq uestions. G i v e s t u d e n t st i m e t o r e a d t h e i ri n f o r m a t i o n .
E conve40r s atSitonut od ef inntsdloi sutet inf ttoh et hceures tos tmoef rthc aen cho o se hisseat now. Key No. He can'tchoosehis seatuntil check in. Transcript Customer Assistant Customer Assistant Customer Assistant Customer Assistant
... OK, can I book a seat,then,please? \ts. Can I takeyour name,please? Sure.It'sSimon Brigton.B-R-l-GJ-O-N. And Simon is S-I-M-O-N? That'sright. And horv u'oulclyou like to pay? Do you takeVisa? Of course,no problem.Could I takethe numberplease? Customer Sure,it's four six doubleseven,d
P l a y t h e p a r t o f S t u d e n tA a n d d e m o n s t r a t ea n e n q u i r y w ith a student.Then studentscar r yo ut t he role p tay s, changingr o les afterthe fir st r o le play.M onitor and s u p p o r td u r i n gt h e p a i r w o r k .A t t h e e n d , a s k p a i r st o per fo r mtheir r o le play fo r the class. ffi
StuOentsw o r k in pair s and discuss air tr av el using the questio nsas pr o mpts.H o td w ho le class f eed b ack ,to h e a r a v a r i e t yo f o p i n i o n s . OPTIONALACTIVITY Studentsco uld design an adver t fo r a lo w- costairline. A sk them to lo o k at the adver t o n SB pa g e 4 0 for two o r t h r e em i n u t e s t, h e n c l o s e t h e i r b o o k s .W o r k i n gi n pair s,they design a similaradver t fo r an airlinethey invent,tr yingto includethe new languag ethey hav e l e a r n e dt h i s l e s s o n .
WORKBOOK".'pPages20-22.
T e a c h i n gn o t e s
Name:
Test 2 (units 4-.6) W
Fittin the gapswith correctpastsimpteformof be. 1 A - exportsalesverygood tastmonth? B Yes,excellent. 2 A . the marketing strategysuccessful lastyear?
W
M a k es e n t e n c e sU. s et h e p a s ts í m p t e . t h i sp r o d u c/t m a k e/ m i t l i o nd o l t a r/s f o r c o m p a n y. it / take/ six weeks/ to finish/ ptan.
B Yes,verysuccessful. 3 W e h a d l o t s o f d e l i v e r yp r o b l e m ss,o s a l e s - -v e r yh i g h . 4 S h e m i s s e dh e rt r a i ns o s h e - - - - - . o n t i m ef o r themeeting.
thatphotocopier / not cost/ $10,000. I I go / shopping/ yesterday . they/ can'tf find/ betterlocation/ for factory.
with too or enough.Use the past W Make sentences of
I / not have/ friendsround/ lastweekend.
simple be. 7 Carl be l expensíve . (too)
we / eat/ in restaurant I last night.
battery/ not I be I big . (enough)
she/ drink/ coffee/ withher breakfast .
productsi not I be I cheap. (enough)
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deliveryI be I slow . (too)
M a k eq u e s t i o n fso rt h e s ea n s w e r s . 1
_.______
Yes, I worked on a very difficutt project.
5 we / not I be I early. (enough)
2 ____ Y e s , w e h a d p r o b l e m sw i t h t h e i n s t a t l a t i o n . 3
W
F i l ti n t h e g a p s .
..._
N o , w e c o u l d n ' ts o l v e t h e p r o b l e mq u i c k l y . 4
safe economicaI dangerous popular compticated reliable T h i s soft w a rei s n ' t to use.
Y e s , w e f i n i s h e dt h e j o b o n t i m e . 5
- . l t' s v e r y simple
..__..
Yes, w e w ent ho me ear ly.
T h i s car d o e s n ' t s t a rt i n c o l d we a th e r .l t isn't O t d pt an e swe re t o o - -- - of accidents.
. T h e r e wer e lo ts
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M ake o ffer s and suggestio ns. 1
| I c a l l h e r / t h i s a f t e r n o o n.
2
w e / m e e t a g a i n/ n e x t M o n d a y ?
3
w e / g e t / t h e s a m e t r a i ni
4
| / l o o k i n t o / f l i g h t st o M a d r i d .
L o t s o f p e o p l e l i k e t h i s p r o d u c t .l t ' s v e r y T h i s car i s v e rv . . Y o u c a n d r i ve fo r 100 k m o n f o u r l i t r e so f o e t r o l . T h i s m a c h i n ei s v e r y - - w as fi ft e eny e a r s a g o .
B usí ne ss S t ar t.u p2
re s t 2
. The lastaccident
P H OTOCOP I A BLE Press2 0 0 6 O Cambr idge Univ ersity
Test 2
Name: A
ffi E {{}
F i t ti n t h e g a p s i n t h e e m a i l .
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regards following below sing(e confirm discussed hesitate inclusive D e a rMs Teo, 1 o u rt e l e p h o n e c o n v e r s a t i ot n his m o r n i n gI , ---your hotelreservation for nextweek.Pleasefind 3.------ detailsof the booking. . .
L 4 ---.. r o o m - i n t h e n a m e o f C i n d vT e o fr om P e n ta I n te r n a t i o n a l 3 n i g h t s :J u n e 2 6 t h t o 2 8 t h 5 - - - -
.
B ooki n g re f e re n c e :PBY 4 5 1 6 7 As 6. . - . - - --.- - - -,' -y o u ' r e c h e c k Í n gí n a t 2 0 . 00. l f y o u n e e d a n y f u r t h e rd e t a i l s ,p l e a s e d o n o t - -t o c o n t a c tm e . 8 B e st - - - - - - - - - - -,- - - - T obyF i s ch e l
T h e y i n c r e a s ep r o f i t s ,i f t h e y c a n d e l i v e ro n t i m e . lf the pr o j ectw itl be successfut,they' tIm ak e a lot o f mo ney. T h e r e ' l lb e a b i g d e m a n d ,i f t h e p r i c e [ o w . W e'r ego ing o pen a new sto r e nex t y ear. Shatl I to make a r eser vatio nfo r yo u?
resttotal FoT--.l
H ot e lmana g e r .
E
Findthe mistal<e in eachsentence.Writethe correct sentence. t o tw i l l b e a s u c c e s s . 1 | t h i n kt h e n e w p r o d u c n
Undeftirc the correctformof the verbs. t Theconference starts/isstartingon 25th October. 2 My flightgets/isgettinginto Parisat 8 pm. 3 | go/amgoing on holidaytomorrow. 4 Hegives/isgiving a talk at the conference. 5 Yourtrainarrives/isarrivingat 22.45. 6 Themeetingstarts/isstortingat 9 am.
f
F i t itn t h eg a p s . guided leaflets souvenirs maps peak information E xcuseme ? l s t h e r e a tourist n e a rh e r e ?
- office
Do you haveany t he t ow n?
a b o u t t h e h i s t o r yo f
3 Doyou haveany
o f t h e t o wn centr e?
4 T h e r e 'sa - -- - - - - - - - - t- o u r o f t h e m u s e u me v e r y hou r .
- fromthe giftshop. 5 Youcan buy o j u t ya n dA u g u s ta r et h e - - - - - - p e r i o d s .
PH0T 0C0P IABOL EC a m b r i d g U Pr e s s2 0 0 6 e n i v e r s i ty
BusinessStar t-u o2
Test
7 Success
Kqt PolyVec AssistantProductionManager 2003-2C[]? PolyVec Production Planner 2002-2003 BTE ProductionPlanner 1.999-2A02 Alton ManagementTrainee 1996-7999 Sanford Institute ofTechnology Masters 1995 Cambridge University Degree l99I - 1994
Lesson 7.1, Tatkingaboutyoureducationand career
P r e s e nt pe r fe c t /Pa sst i mp l e
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Key t studied 2 graduated 3 did 4 joined s left 6 spent 7 moved 8 promoted
E d u c a t i o n C a r e e rh i s t o r v
fi
rne introduction of the presentperfectis a mílestone for moststudentsand needsverycarefulhandling. This lessonpresentsthe tensein a verycontrolled way and focuseson its use to describegeneraI in experiences the past,contrasting this withthe use of the simple pastto describespecificevents. OPTIONALACTIVITY Manystudentsfinddatesveryhard,so revisethemby writingup randomdateson the board.Twostudents cometo the frontof the class.Say a dateand the first s t u d e nt o p o i n tt o i t ' w i n sa' p o i n t .P l a yt o t h e b e s to f five for each pair.
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fÁoaathe key questionand answerand get students t o r e pe atí t .D e m o n s t r a t ea n e x c h a n g ewi t h a student, be for es t u de n tsc o n ti n u ei n f l u i d p a i rs r o u n d the class: Teacher
When did you start work with your present company?
Student
l started work wÍth... in ... .
Ask t he m t o no te th e d a t e e a c h p e rs o n i n th e gr o up s t ar t e dw or k wi t h th e i r p re s e n tc o m p a n y ,s o they can report back afterwards.
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W
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tatUto the classaboutyourown education f career,
e.g: / went to school from 1.978to 1987 in the north of England. Then l went to university Ín... . ln ... I j oi n e d . . . e t c.A f te r s t u d e n t sh a v e wo rk e d i n pair s, ask for some b r i e f f e e d b a c kf ro m v o l u n t e e r s.
Focuson the noticeon the PotyVec company not i ce boar d,fo r e m p l o y e e sto r e a d .C h e c l < th eir gist r e adi n gs ki l l s, b y a s k i n g s t u d e n t sto re a d t h e no tice qu i ckl yan d s ay wh a t i t' s a b o u t. ( l t' sa b o u t J er o me G i l de r ,w ho i s t h e n e w p r o d u c ti o nm a n a g e r.) Then r ead t hr ought he n o t i c ewi th t h e c l a s s ,a n d c h e c k compr e he nsi o no f n e w v o c a b u l a ry( a n n o u n c e,pr o mo te, traÍnee,Masters, etc.) by eticiting/giving examples.
Stuaentsworkwith a partner,usingthe information i n t he not i cet o c o m p l e t ep a r t o f J e ro m e ' sC V .They i m a g i n et h e d a t e o n t h e n o t í c ei s t h e p r e s e n tm o n t h .
T e achi ng not e s
StuOents completethe verbsfromthe notice.This revisesthe use of the pastsimple. exercise
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practice...1SB Page100, ExerciseL. Vocabulary
Kry 1 graduated 2 post I trainee 4 Masters 5 promoted 6 left 7 joined
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StuOents reviewthe pastsimplein pairsby asking a n d a n s w e r i n gq u e s t i o n sa b o u t J e r o m e ' es d u c a t i o n and car eer .D emo nstr atew ith a str o ng stud entso that s t u d e n t sh a v e a c l e a rm o d e Io f t h e t e n s e t o u s e : Teacher
What did Jerome study for hÍsdegree?
Student
He studied Business and EconomÍcs.
P RE.TEA CH I NG Studentshave r ead the no ticeand understoodit b y this po int and w ill have seen the pr esen tp erfecttense in the no tice,but have no t yet been aske d to use it. P r esentthe pr esentper fectby talkingabout y our own careerin generalterms, e.g.: l've had lots of different jobs over the past five years and l've travelled all over the world. l,ve worked in Japan. l,ve taught EnglÍshin Italy. I've even been a waiter in Pails etc. Ask students questions:Have you had lots of differentjobs? Have you travelled a lot? Have you ever been a waiter? W r itetw o headingso n the bo ar d and ex a m p leswhich co ntr astthe pr esent,per fect/past simple. General expelence
Specific experience
l've travelled all over the world.
I travelled to Japan in 2oo4.
l've taught English in ltaly.
I taught English in a school in Lecce.
Present perfect/Past sim ple G o t h r o u g ht h e e x a m p l e si n t h e b o x a n d c l a r i f y the use o f the pr esentper fectfo r gen eral e x p e r i e n c e isn t h e p a s t a n d t h e p a s t s i m p l e f o r s p e c i f i ce x p e r i e n c e sP. o i n t o u t t h a t t h e f o r m a t i o n
Success7 of t he pr e se n tp e rf e c ti s s u b j e c t + h a v e /h a s+ past par t i ci pl eE. l i c i tth a t t h e p a s t p a rti c i p l eo f m o st r e gu l arve r bs i s i n f i n i ti v e+ - e d . R e f e rs t u d ents t o t h e ve r b l i s t o n S B p a g e 1 1 ,3f o r t h e p a st par t i ci pl e of s i rr e g u l a rv e r b s . R e f e rs t u d e n t sto t h e gr amma rr e f e re n c ef o r m o r e d e ta i l . G r ammarr e fe re n c e 4. 2. 1,and 4. 2 .3 .
Key 1 Have
E
2,/
3 ,/
Transcript Maria We use the same software- a systemcalled Nurec- to control all the productionprocesses. erome Nurec? f Maria Yeah.Have you worked with it before? ferome No, I haven'tusedthat one.I'veusedTP Control. Maria Right.We used that here,a few yearsago.So did you use TP in Cape Town? Yeah. Then when I was in Boston,we useda Jerome systemcalled Arrow. Maria Oh, I'veworked with that before. ferome We haveso many differenttypes of softwarein this company,it's unbelievable. Maria I know And we've changedso many times,as well.Have you everused Conductor? Jerome Conductor?No. I'venever heard of it. Maria That was the systemthey had when I joined. It was very good, actually. That's the trouble,isn't it? Thesethings change Jerome all the time, but do they really improve? E-
41 T hi s a c t i v i tyf o c u s e ss tu d e n t so n a l l fo r ms o f t h epr e s e ntpe r f e c t- p o s i ti v e ,q u e s ti o n sa n d n egatives. S t ude n t lsi st e na g a i n a n d f i tl i n th e g a p s .
5 Have
Gr ammarr efer ence".? SB P age 109, Sections 4 . 2 . 1 .a n d 4 . 2 . 2 .
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Crammarpractice "..pSB PageL0L, Exercise 3. Key 1 Have you used this programme before? 2 I haven'tseenthis version before. 3 Have you worked with her before? 4 Have you ever visited China? 5 I'venever visited Canada. 6 I haven't used this systembefore. 7 Have you ever lived in a differentcountry?
of a conversation between 4t Playthe recording andhis assistant. Studentslistento findout Jerome programmes whichcomputer he has used.
Kry
4 we've
P o i n t o u t t h a t t h e q u e s t i o nf o r m o f t h e p r e s e n t per fectis have/ho s+ subj ect + past particip te? . The negativefo r m is haven't/hasn't+ past p a r t i c i p l eR . e f e rs t u d e n t st o t h e g r a m m a r r efer encefo r mo r e detail.
'".pSB Page100,Exercise practice 2. Crammar KE t have/'ve worked 2 worked 3 did + has/'s managed 5 has/'sworked 6 joined 7 havel've travelled
I I've
P r esentper fect:negativesand questio n s
SB Page 109,Sections
ACTIVITY OPTIONAL Focus on the use of the presentperfectby asking to readout loudthe sentences withthattense students fromthePolyVec noticeabout,|erome Thenask Gitder. withthe pastsimple. themto readout sentences p
2 haven't
6 never
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in 42 Ask studentsto tookat the sentences Playthe recording the presentperfect. for themto listenand repeat.Focuson the strongformsof have in the questionand the negativeand the contracted, unstressed forml've in the positivesentence. Studentsworkwitha partnerand taketurnsto ask eachotherquestions. lf the answeris 'yes'thenask for moreinformation. Demonstrate the exampledialogue witha student,beforetheyworkin pairs.Monitorfor the correctuse of the presentperfectand pastsimple.
PRAcTtcE 19.'"pSB pages84 and ffi ComMUNtCATIoN
91. D i v i d et h e c l a s si n t op a i r sa n d e a c hp a i ri n t oA a n d B . pages.Demonstrate Ask themto readtheirdifferent by askinga strongStudentA the firsttwo questionsin the roleplay.Studentsuse the information in the chartto answer. Studentsthenchangerolesand do the second role play. Studentsworkwitha partnerand ask abouthis/her education and career. Elicitpossiblequestions, using the promptsgiven. R E S O U R CSEH E E T7 . 7 . " r P a g e1 0 6 . practiceof the presentperfectand past Foralternative simplecontrast, use Resource sheet7.1.Ask students to imaginethis is theirCV.Theyintroduce themselves t o t h e p e o p l et h e ya r eg o i n gt o w o r kw i t hi n t h e i rn e w c o m p a n ay n d t a t ka b o u tt h e i re x p e r i e n c e . T e a c h i n gn o t e s
RESOURCESH EET 7.2 "".uP age 1,07.
Lesson7.2
Use Reso ur cesheet 7.2 to helo w eake r stud entsaccess the email in 2a mo r e easily.D ividestu d entsinto p aírs o r s m a l l g r o u p sa n d g i v e a c o p y o f t h e c u t - u ps h e e t to each pair o r gr o up.Read o ut the em ail first b efore studentsw o r k to getherto put it in the correctord er.
Givingan update
Presentperfect:yet/already/so far
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Good news and bad news
Kq Good news: 'We've made good progresswith ... we're threeweeks aheadof schedulewith recruitment Anna is doing very well things are going well Bad news: Unfortunatelywe're having problems with ... We'vehad trouble finding IT people we're two weeksbehind schedulewith IT
PRE.TEACHING Pre-teachyet/already/sofar using examples of s t u de n t s 'w o r k a n d p r o g re s si n l e s s o n s .H ave yo u r ead Unit tZ yet? Have we finished Unit 7 yet? Have you read this article yet? Have we done this exercise yet? Have we done Unit 6 yet? Yes, we've already done UnÍt6. So far We,Vedone six units in this book. So far we've learned the present simple, the present continuous, the past simple and the present perfect! Write up an example of each (so far, already and yet) on t h e boar d a n d p o i n t o u t t h e p r e s e n tp er fectis o ften use d w i t h t h e s e wo rd s . ffi
t a t Ua b o u t p l a n n i n ga n d s c h e d u l e si n y o u r o w n j o b t o provide a model, e.g.: ln my job as a teacher it's quite easy to plan work. The problem is, I don't always know how quickly students will learn what I plan for them. Sometimes they learn something very quickly and sometÍmesit takes a long time. l usually have a flxed schedule for j0/60 hours. ln that time I must complete ... lessons.
W
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A
3a
5d
6f
7b
StuOents workindependently or in pairsto findthe pastparticiple of irregular verbs(whichare all in the email). S o m e s t u d e n t sm i g h t n o t i c et h a t i n t h e e m a i [A n d y uses She's been to ... to mean She's gone there and then come back. f his p o i n t w i l t b e f o c u s e do n i n 3 c .
43 Students[istenand r epeatt he irreg ularp ast p a r t i c i p t e sT.h e y t h e n p r a c t i s es a y i n gt h e m w i t h a par tner D . emo nstr ateho w to 'test'the ir p artnerwith the helpof a student:
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2 The new accountsdepartmentand the new sales rep are doing well. 3 He's having problems with the IT installation/ finding tT people. ffi
Teacher
Find.
Student
Found.
Aead out the two sentences.After each one ask: Where is A nna no w ? Elicit/Ex ptain that A nna h as g one to K uala Lumpur means she is still ther e ,while Anna has been to K uala Lumpurmeans she isn't there now, she has r etur ned.P o int o ut that she's go ne can only b e used in the co ntex to f 'still being ther e' . A ead thr o ughA ndy's'to do ' tist w ith th e class. Stud ents t h e n u s e t h e i n f o r m a t i o inn t h e e m a i It o t i c k t h e j o b s w h i c hA n d y h a s a l r e a d yc o m p l e t e d .
Key 1,/ T e a c h i n gn o t e s
4e
Kqt 1 been 2 made I found a had 5 written 6 done 7 gone 8 flown 9 taken 10 sent 11 seen
P o i n tt o t h e e m a i Ia n d a s k w h a tt h es u b j e cits . E l i c i t thatit'sa progressreport.Readthe emailwiththe c l a s sa n d t h e ns t u d e n tas n s w e tr h e q u e s t i o n s . Alternatively, withweakerstudents, as this is quite a l o n gt e x t ,u s et h e c u t - u pv e r s i o no f t h e e m a i Io n R e s o u r cseh e e t7 . 2 . Kry 1 He'sworkingon settingup theSingapore office.
practice Vocabulary 4. "".vSB PageL0L, Exercise Key 1g 2c
T h e n a s k s t u d e n t st o r e a d t h e s e n t e n c e sa n d u n d e r l i n e w or ds s o t ha t th e s e n te n c e sa re t r u e f o r them. They can t he n di s c u s sth e re a s o n sf o r t h e i r a n s wer s,w ith t he cl ass.W r i te u o t h e r e a s o n so n th e b o ar d to see if t he r e i s a pa t te r n .
W
Stuaentscouldworkin pairsto fi11 in the chartwith go o d and bad new s and then feed back the results o r a l l yt o t h e c l a s s .
4./
Success7 referbackto Andy's thenreadthe sentences, E Students whichare true. the sentences to do'listandcírcle
Kry ra
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2b
)b
4a
5b
Presentperfect:yet/already/sofar R e a dt h r o u g ht h e e x a m p l e si n t h e g r a m m abr o x w i t ht he cl ass a n d c l a r i f yth a t the presentperfect is usedwíthyef, already and so far.
91,. Divíde the classinto pairsand the pairsintoAs and Bs. to Polandto TeltStudentBs thattheyhavetravetted of openinga new officethere. look at the possibility Theylook at their'to do' list and givean updateon A) on what the phoneto theirboss in the UK (Student RemindStudentAs to use they'vedoneso far/ atready. yet for askingquestions. Demonstrate the startof the phonecalland the firstexchange witha student,then tetstudentscontinuein pairs.
Cr ar r ar pr act ic e" .p 5 B Pa g e 1 0 L, E x e r c i s e5 . Kq 1 yet 2 so far 6 already
E -
3 already 4 so far,yet 5 yet
S t u de n tsl i s te nt o A n d y c a l t h i s b o s s, Yves, !4 a w e e kl at e rt o g i v e a n o th e ru p d a t e .T h e y m u s t decide i f t h e yt h i nkY ves h a p p y wi t h A n d y ' s p ro g re s sa nd give t he írre ason s. Transcrípt Yves YvesCordier. Andy Yves,it'sAndy Bell. Yves Andy,hi. How are things? u'ell. Andy Coins qr-rite Yves Iseverythingncarly ready? Andy Well,we'r,egot a full accountsdepartment.I 's interviewedsomeoneon Monday and she acceptedthe post.SaraBernard.I'vealreadysent herdetailsto personnel,so that'sgone well ... Yves OK, good. And, what about the IT systern?Have theyinstailedtl'ratyet? Andy Well,that'smore difflcult.Um ... I'vefound trvo techniciansso far,er,but unfortunately,I haven't foundthe third personrveneed,so ... Yves So you haven'tfinishedthe IT installation? Andy No, we ... we haven'tactuallystartedit yet. Bur... Yves \bu haven'tstartedit yet?And1,,rve need to open tl-ratoíficein two weeksl Andy Iknow.I'vespokento Danielain the Zttrich officeand she'sgoing to sendsomeonenext rveek.lthink we can still open on time. Yves We need to. How long is it going to take for you t o g e t. . .
newofficeand thentakeit in turnsto ask eachother questionsusingyet.Theyshouldanswerwithnot yet, already and so far.
PRACTICE 20"""F SB Pages84 and ffi conaMUNtcATloN
SB Pa g e 1 0 9 , S e c t í o n
@
45 Studentslistenand repeatthe questions. correctly. Checkthattheycopythe risingintonation Stuaentslook at the 'to do' listof tasksfor openinga
ffi
Teacher Student Teacher Student
Hello.ls that Teresa?lt'sJohnhere. Hello,John.Howare thingsgoing? Quitewell. Haveyou met thelocalpropertyconsultant yet?
Teacher
Yes,l,vemet hÍm.Thatwasa reallyuseful meeting.etc.
Whenstudents monitortheiruse of the presentperfect. havefinishedthe roleplay,theychangeroles,so they havea chanceto practiseall the language. Studentswritean emailto theirboss basedon the 6. Studentsuse the emait updatetheygavein Exercise o n S B p a g e4 4 a s a m o d e li f t h e yn e e ds u p p o r tT. h i s coutdbe doneas a homeworkassignment.
44 S t u den tsl i s te na g a i n a n d d e c i d e wh ich j o bs 'to fromAndy's do' tist in 4a are now completed.
Kry 1,2,4and5 arcnowcompleted. T e a c h i n gn o t e s
The Le M ans 24 ho ur s is a spo r ts c ar race which . he t a k e s p l a c e e v e r yy e a r i n L e M a n s i n F r a n c e T m o s t f a m o u sA l a s k a n d o g s l e d r a c e i s t h e l d a t o r i d , w h i ctha k e s p l a c e a n n u a l l y T . e a m so f d o g s p u l l s l e d s i n a g r u e l l i n gr a c e f r o m A n c h o r a g et o N o m e .
Lesson7.3 Dlscussinginterestingexperiences
D e s c r i b i n gf e e l i n g sa n d e x p e r i e n c e s
ffi PRE.TEACHING Writeup UnusualexperÍence in a circleon the board a n d t e l ls t u d e n tas b o u ts o m e t h i nrge a l l yu n u s u atlh a t h a p p e n e tdo y o u .A s k e a c hs t u d e ntto d e s c r i b ae n unusualexperience they'vehad.Writepromptwords roundthe circle. or briefnotesaboutthe experiences Finally, was the studentsvoteon whoseexperience m o s tu n u s u a l . ffi
ffi
Use the photosof SteveFossettto set the contextfor Ask studentswhatthe photossuggest the article. aboutSteveFossett. neadthe titteout loudto the classand ask students to predictwhatthe articleis about. Key The articleis aboutSteveFossettandhis adventures.
ffi -
Kry Becausehe likeschallenges and I scaryadventures wouldgetboredif he didn'tfind newchallenges. look at the groupsof adjectives and ffi StuOents u n d e r l i nteh e o d d o n e o u t i n e a c hg r o u pT. h e yc o u l d comparetheiranswersin pairs,beforecheckingwith the wholectass. Key 1 terrible 2 relaxing I interested a happy ffi -
neadout the pastparticiples in the wordbox and get of theseirregular studentsto callout the infinitives verbs.Studentsthenreadthroughthe firstparagraph of the articleand filtin the gapswithpastparticiples.
Read the sentencesin 1-5 w ith the class.Stud ents then w o r k w ith a par tnerand imaginethey d id these t h i n g s .T h e y d e s c r i b et h e i re x p e r i e n c eas n d t h e i r feelingsand co mpar ethem w ith the p artner' s.E licit an ex amplebefo r ethey star t:
nsf studentsif they'veeverdone any of the things SteveFossetthas done.ls thereanythingtheywouldn't liketo do? Do theyknowanythingaboutthe activities/ challenges Fossetthas takenpartin?
S o m e s t u d e n t sm a y n o t b e f a m i l i a rw i t h a l t t h e a c t i v i t i e sm e n t i o n e di n t h e a r t i c l e .l f n e c e s s a r y , g i v e t h e m s o m e b a c k g r o u n di n f o r m a t i o no n t h e s e and on S te v e Fo s s e t t' sa c ti v i ti e s : S t e ve F o s s e tts wa m th e E n g l i s hC h a n nel (appr oxi m a te l y2 1 m i l e s / l + k i l o m e t r es)fr o m E n g l a n dt o F r a n c ei n 1 9 8 5 , w i t h a t i m e o f 2 2 h o u r s 1 5 m i n u t e s .I n 2 0 0 2 h e m a d e t h e f i r s ts o l o r o u n d - t h e - w o r lbda l l o o n f t i g h t( 1 4 d a y s , 1 9 h o u r s a n d 5 L m i n u t e s ) .I n 2 0 0 4 h e b r o k e t h e r e c o r df o r r o u n d - t h e - w o r tsda i l i n g ( 5 8 d a y s , t h o u r s a n d 3 2 m i n u t e s ) .I n 2 0 0 5 h e m a d e t h e f i r s ts o l o n o n s t o p r o u n d - t h e - w o r lade r o p l a n ef l i g h t ( 6 7 h o u r s and 2 mi n u t e s ) . T e achi ng n o te s
StuOents focuson the two formsof adjectives and workout whichformdescribes feelingsand whichform describes a thingor experience. Ask themto give examplesentences usingthe pairsof adjectives, e.g.: I feel very relaxedon holiday.Swimmingis a very relaxing actÍvity. Key Adjectivesending in -eddescribefeelingsand adjectivesending in -ingdescribea thing or experience.
Key 1 become 2 flown I been 4 swum 5 driven 6 run 7 done 8 ridden 9 broken 10 won ffi
StuAentsreadthe restof the articte, usinga dictionary if necessary. Theyreadto find out why SteveFossett doestheseactivities.
W
Teacher
I walked up to the top of the EiffelTower. I was...
Student
I was a bit frightened. I don't like heights.
Teacher
lt was ...
Student
lt was amazing. The view of Paris was incredible!
practice Vocabulary 6. """pSB Page101,Exercise Kry t hard 2 bored 3 frightened a happy 5 interesting 6 boring 7 frightening 8 relaxed 9 incredible,sad 46 Studentslistento the fir st p art of the co nver satio nbetw eenLisa and her colleag ue,Brend an. They decidew hat subj ectsthey talk a b out and why .
Success7 47 Studentslistenagainand makea list of adjectives Lisausesto describethe experiences. You couldptaythe recording oncemorefor themto list the adjectíves BrendanuSeS(impressed, scared, dangerous).
Key Theytalk about a parachutejump from space (that Brendanis readingabout in the paper)and a parachute iump Lisa did. Transcrípt Brendan This is amazing- this arriclein the paper. Somebody'splanr-ring to do a parachutejump trom space. Lisa From spacc? Brendan Yeah.An Australian.He'sgoing to jump from a balloon,from forty thousandmetres. So that's,what ... fortykilometres. Lisa That'sprettyhigh.When I di
Kry fantastic, amazing,frightened, relaxing,incredible, hard,dangerous 48 Studentslistenand repeatthe sentences. Checkthattheyput extrastresson thesestrong adjectives. Theycouldpractisesayingthe sentences in pairs,withfeeling!
pRAcncE 21.".b sB page84. ffi cor,aMUNtcATtoN
Dividethe classinto pairs.Studentstake ítin turnsto a s ka n da n s w eq r u e s t i o n su,s i n gt h e l i s t .T h e yd e s c r i b e the experience and how theyfelt.Ask two studentsto readout the exampledialoguebeforetheystart,and pointout the use of the presentperfectin the question witheverand the use of the pastsimpleto talk about specificexperiences in the past.
47 S t u d e n tsn o w l i s t e nt o th e s e c o n d par t o f t hecon ve r s at i oann d d e c i d e i f t h e s e n te n c e sar e tr ue or false.
RESOURCE SHEET7.3.."yPage108. Use Resource sheet7.3 for furtherconsolidation of the presentperfectand talkingaboutexperiences. Divide the classinto pairsand giveeachpaira set of the cutu p c a r d sw i t hn a m e so f f a m o u sp e o p l ea n d q u e s t i o n s and answersabouttheirexperiences. Studentsmatch the questionsand answersto the famouspeople. Checkthroughthe answerswheneveryonehas finished.
KE 1F
2T
]T
4F
5F
Transcrípt Brendan You'vedone a parachutejump? Lisa Yeah. Brendan Seriously? Lisa Yeah! Brendan When? Lisa About ... four yearsago.A group of us went, from rrrylast conrpany. Brendan Wowl I'm irnpressed!So what was it like? Lisa Fantastic!When you jump out of the plane, i t 's. .. i t ' sj u s ta m a z i n g . Brendan You weren'ttoo scared,then? Lisa I was beforeI jumped. Everyone'sfrightened beforetheirfirstjump. But as soon as your parachuteopens,it's ... it's actuallyquite relaxing.You'rejust therein the air- you've got t h i si n c r e d i b l ev i e w ... Brendan Yeah,I bet. And r',,hatabout the landing? Lisa Itwas OK. Not too hard. Brendan Becausethat'sthe most dangerousmoment, isn'tit? Lisa Wcll, yeah!Even if you jump without a parachute,it's not dangerousuntilyou landl Brendan No, good point!
Key 1D 9C ffi
2C 3l 10E
4B
5A
6F
7I
SH
StuOentscan workwith a partnerfirst,to practise describing a memorable or interesting experience. They can thentelltheirexperience in a wholeclasssession. WORKBOOK"") Pages23-25.
T e a c h i n gn o t e s
B Media
PRE.TEACHING Introduce the use of the presentperfectwith today, this weekand Íhismonthwith timelineson the board. Drawthreeor fourtime[ines and labelthemtoday,thÍs week,this month,this year. Indicatewhere'now'is on eachtimelinewithan arrowto showthe spaceof time is stittincomplete. Ask questionsin the presentperfect aboutprices:Hos the prÍceof petrolgone up this week?Has the price of cigarettesincreasedthis monthT Have prices in supermarketsfallen or risen thÍsyear? Contrast the samesentences in the simplepast:Did the price of petrolgo up last week?Did the price of cigarettesincreoselast month?Did pricesin supermarkets fall or rÍselast year?Writeup one or two o f t h e q u e s t i o nos n t h e b o a r da n d e l i c i tw h i c ho n e i s the pastsimpleand whattimeexpressions we use with pasttime)and thatwe use it (/osfweek/month/year: the presentperfectwith expressions such as Íhis (a periodof time whichis not yet week/month/year completely finished).
Lesson8.L Understandingbusinessnews
Present perfect: today, thís week/month/year
Trends Financialmarkets W
I n t r o d u ct eh e t h e m eo f t h e l e s s o nT. a l ka b o u tt h e n e w s withthe class.Ask the questionson the pageand elícít a varietyof answersfromdifferentstudents. OPTIONALACTIVITY Studentscouldconducta classsurveyon readingand withthe news,with viewinghabitsin connection q u e s t i o nssu c ha s : How oftendo you read a newspaper? What,s your favourite newspaper/magazÍne? How much time do you spend readingabout or watchingthe news?etc. Pointto the screenfroma businessand financial What'sthis?Have channeland ask generalquestions: you seen a channellike this before?Do you know the names of any businessnews channels?Do you watch Readthe fourdescriptions withthe class one regularly? and studentsthenmatchthemto the correctpartsof the screen.Studentsfeedbacktheiranswersorallyto the class. Key td
2c
3a
Referstudentsto the verblist on SB page1,1,3 for a fulllistof the irregular formsand pointout thatone c o l u m ns h o w sp a s ts i m p l ef o r m sa n d t h e o t h e rp a s t (usedwiththe presentperfect). participles Checkthe answerstogether. Key 1 a f e l l , b í a l l e n2 a r o s e ' b r i s e n ffi
Kqt 1 currencies 2 fell 6 rose
ffi
+b
I stock
4 shares 5 index
StuOentsfocuson the presentperfectformsnow.Tell studentsto referto the texton the TV screento find the correctformsof the verbsin the sentences. Key t fallen 2 risen I risen
fromthe text Studentsworkon the newvocabularv througha gap-filtactivity. Key 1 exchange 2 index 3 currencies
Present perfect: todoy, this week/month/yeor
4 exchange rate
ffi
practice"".vSB Page101, Exercise1.. Vocabutary
R e a d t h r o u g ht h e e x a m p l e so f t h e u s e o f t h e pr esentper fectw ith ex pr essio nssuch as tod ay , this w eek etc. and clar ifythat w e use this tense w h e n t h e a c t i o n i s s t i l l n o t c o m p l e t e d .l f s t u d e n t s ar e having difficulty,telt them that as a roug h guí de,W e use the pr esent per fectw ith tod ay / this w eek/mo nthetc. and the simple p ast with yesterday / last week/monÍhetc.
of the verbsin Xuaentscoulddo the classification oairsfirstand thenfeedbackto the class. Key (aryorder) 1 go up /increase /rise 2 go down/ decrease /fall
G r a m m a rr e f e r e n c e' " . pS B P a g e 1 0 9 , S e c t i o n4 . 2 . 5
ffi T e a c h i n gn o t e s
.."vSB Page102,Exercise 2. Crammarpractice
Media B Alan That'sright. Presenter But what do high oil priccs mean for your business? Alan Well, pricesare high because,basically, . ther eisn'teno ugho ilto meetdcrnand That meanswe needto find more ... which is our j o b,so ... r isingo il pr icesar ec ertainlyg ood l t e w sI o ru s . . . Presenter And looking to the ftrturc,do you think t h a t. . .
Kq 1 What has/'shappenedto shareprices today? 2 This month the FTSE has risen by 2%. 3 This year thepriceof oil has/'sbeen stable. 4 This week sharesin Volksrvagenhave gone down. 5 The Dow )onesindex has fallenby 5%so far today. RESOURCE S H E E T 8 . 1 . . . rP a g e 1 0 9 . T h i si s a good p o i n t a t wh i c h t o c o n s o l i d a tep ast par t i ci ptfor e m s o f s o m e c o m m o n i r r e g u l a rv e r bs. D i vi det h e cl as s i n to p a i r s a n d g i v e e a c h p a i r a set o f t h e past par t i c i p l ec a rd s f r o m R e s o u r c es h e e t 8.1. S t u de n t spl ace th e c u t - u pc a rd s f a c e d o wn o n the table i n a s q u a r ef o r m a t i o na n d t a k e i t i n t u r n st o p i c k u p t w ocar dsan d s a y t h e v e r b s . l f th e t wo c a r d s do no t mat ch(i n fi n i ti v ea n d p a s t p a rti c i p l eo f t h e s a me ver b) . hena t h e yp u t t h e m b a c k i n t h e s a m e p o s i t i o n W p a i r pi cks h e /s h e k e e p s the u p a m a tc h i n g st u de n t T h e i s wi n n e r t h e o n e w ith car dsaft e rsay i n gth e m . t h e most car d s a t th e e n d . @ -
E-
S t ua. nt sw or k wi t h a p a rtn e ra n d d e s c r i b et hings t h e v'vedon e t o d a v ,t h i s we e k , t h i s m o n t h a nd this ye ar Moni . t orc a re i u tl yt h a t t h e y u s e t h e p r e sent pe r fe ctS.t uden tsc o u l d p e rf o rms o m e o f th e conve r s at i oni ns f ro n t o f t h e c l a s s a f te r wa r ds. 49 T . e lsl t u d e n t st h e y a r e g o i n g t o h e ar an i n t e r vi e w i t h A l a n Sty a n ,t h e c h i e f e x e c u ti veo f Geo C o r e o, n a b u s i n e s sn e w s p r o g r a m m eG. o t h r o u g ht h e que st i onsbe fo rey o u p l a y th e r e c o rd i n ga n d make sur e t h atst u de n t su n d e r s ta n dwh a t t h e y a r e l i s t eningfo r .
Kry 1 Yes,businesshas been good for Geo-Core. 2 lt/Geo-Coreworks for oil companies and looks for newoil reserves. 3 Becausethere isn't enough oil. Transcrípt Presenter It'sbeen an excellentstart to the year for Geo-Core.Your shareprice has risen by forty-two percentin the first quarterof this year.Not a bad performance- the S&P 500 has fallenby threepercentso far this year. Alan Yes.We're obviously very happy with thc 've resultswe had. Our profit has increased by trventy-sixpercenttl-risquarter... which is betterthan we forecast- our forecastwas fo r a twe n t yp e r c c n ti n c re a s e . Presenter What's the main reasonfor that? Alan I think, simply,it'sbecausedcmand has beenvery strong.Our saleshavebeengood. , m ... U m . . . t h eo i l p r i c eh a sr i s e n u Presenter Obviously,your company doesn'tsell oilyou're an exploration comp any,you work for oil companiesand ... and look for new oil reserves.
4 9 S t u d e n t sl i s t e na g a i nt o t h e d i a l o g u ea n d tí ckthe bo x es.
Key 7 upl W
2 downl
3 upl
4 up/
Referstudentsto the transcript on SB page120 to check their answ er s.Yo u co uld play the record ingonce mo r e w hile they fo llo w the tr anscr ipt,and check there a r e n o c o m p r e h e n s i o pn r o b l e m s .
Key 1 risen,42 2 fallen,3 3 increased,26 OPTIONALACTIVITY Studentsmight like to r o le play the interv iewwith Alan Styan in fr o nt o f the class. lf yo u have a v id eo cam era, it might be usefulto film such an inter view.The inter view erco uld no te do w n his questionsfrom the tr anscr iptand the studentin the r o le o f Alan could take so me no tes, befo r ethey per fo r mthe role p lay .
'.'FsB Pages84 and PRAcrlcE22 ffi corvrMuNtcATtoN 92.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to lo o k at their differ entp ag es.Tell them that they ar e bo th go ing to ex plaininform ation abo ut their co mpany'sper fo r manceso fa r this y ear to t h e i r p a r t n e ra n d c o m p l e t ei n f o r m a t i o na b o u t t h e i r par tner 'sco mpany. P lay the par t o f A and demo nstr atea co n v ersatíon with a s t u d e n tB t o p r o v i d ea m o d e l .T h e n s t u d e n t sw o r k i n pair s.Finalty,ask o ne o r tw o paí r sto do the role p lay s fo r the class.
ffi nsf studentsto preparefor this pairworkfor the next
lesso n,so that they ar e ar med w í thaccuratestatístÍcal data. Alternativety, copy the shares pages from a financialpaper and give a set to each group .After the gr o up w o r k, a r epr esentative fr o m each g roup g iv es a br ief pr esentatio nabo ut r ecentmo vementsin share pr ices,ex changer atesetc. to the class.
T e a c h i n gn o t e s
eachgap,and ask studentsto look for a time e x p r e s s i oi n t h e s e n t e n cw e h i c hw i t lh e l pt h e mt o decidewhattenseto use.Elicitthe tenseand the correctformof the verbin thattense.Whenyou have gonethroughthe textorallywithstudents, ask studentsto go throughthe textagain,by themselves, and writethe answersusingthe correcttenses.
Lesson8.2 Tatkingaboutthe economy
R e v i e wo f t e n s e s
Notethatfor 1,2-1,3 thereare two possibilities: lf housepricesfall suddenly,the UK economywill be in serious trouble. lf house prices fell suddenly,the UK economywould be in serious trouble.
E c o n o m i ci n d i c a t o r s
PRE.TEACHING Ask:Whatdo you spendyour moneyon? and collate students' answersin a wordweb on the board.Then ask studentsto workin pairsand say approximately w h a tp e r c e n t a goef t h e i rm o n e yt h e ys p e n do n t h et e n mostimportant items.Holdfeedbackso thatyou can (mostprobabty) arriveat the conctusion thatpeople s p e n dm o s to f t h e i rm o n e yo n h o u s i n g .
Studentsare moretikelyto answerusingthe first studiedit. lf any conditional, as theyhaverecently acceptthe studentssuggesta secondconditional answer,but explainthatit dependson how you view t h e s c e n a r i-o i f y o u t h i n ki t i s q u i t ep o s s i b l eo r n o t verytikelyto happen.StudentswilImeetthe second c o n d i t i o n ai nl L e s s o n1 0 . 1 .
A s k s o m eq u e s t i o ntso i n t r o d u cteh et o p i co f h o u s e s : Are houses/apartments expensiveÍnyour Country?Do mostpeoplelive Ínhousesor flats?Readthroughthe rubricand questionand encourage a freediscussion. Lookat the chartwithstudentsand clarifrT thatit showsthe percentage of households thatowntheír Then countries. own homein a numberof different studentsreadout the percentages for eachcountry. M o n i t o trh e p r o n u n c i a t i o n f t h ec o u n t r i e s . ffi
Kq 1 are 2 started 3 are 4 have increased 5 followed 6 sold 7 moved 8 decided t2 fall/fell 9 arerising 10 is rl willgodown 13 will be f would be 14 will stay ffi
answerstogether.
StuAentsworkin pairsto discussand filtin the missing countries on the chart.Checkthe answersand ask how manyguessedcorrectly and if the answerssurprised t h e mo r n o t . Kry 1 Ireland 2 Japan 3 Germany OPTIONAL ACT!V!TY Studentscouldworkin pairsto dritlcountries and percentages. Whatpercentageof people Ín(Sweden) StudentA own theÍrown homes? ln (Sweden,60%)of people own theÍr StudentB own homes.
fnis is quitea longtextso somestudentswill need ffi * ,upportin accessing it. Firstlyask studentsif thereare manyprogrammes abouthouseson TV in theircountry. Do theylikewatchingthem?Why?Why not?Do people t a t km u c ha b o u th o u s e so r a p a r t m e n t s ? Thenask studentsto readthroughthe textand (today,in 2000etc.). underline all the timeexpressions Readthroughthe textwiththe class,sentenceby of unknown s e n t e n c ea,n d c l a r i f tuh e m e a n i n g Stopat vocabularyby elicitingor givingexamples. T e a c h i n gn o t e s
nead thr o ughthe questio nsw ith the cla ss and then s t u d e n t sa n s w e rt h e m i n d e p e n d e n t l oy r i n p a i r s .C h e c k
Key 1 property 2 Becauseof highpropertyprices. 3 Theyaren'trisingas fast. 4 Economiststhink priceswill stayhigh. ffi
...pSB Page102,Exercise Crammarpractice 3. Kry 1c
ffi
2e
3d
4b
5a
6f
workwitha partnerto ask and answer StuOents questions aboutpropertypricesin theircityor country. Beforetheystart,ask themto look at the question p r o m p t as n d t h et i m ee x p r e s s i oin t h e m ,a n d d e c i d e Studentsthen whichtenseto use.Elicitthe questions. . onitor a s k a n d a n s w e tr h e q u e s t i o nisn p a i r s M the tensestheyuse.Somestudentscouldtalk carefully whole classaboutthis afterwards. to the Studentsmatchthe pairsto completethe definitions. Theycouldworkindependently, thencompareanswers in pairs,beforecheckingwiththe wholeclass. Key 1g 2c 10i
ab
4a
5h
6e
7d
8 j
9f
Media B
E
Roy
activityfocuseson silent 50 The pronunciation letters. Students workin pairsto identifrT the silent in the newwordsfrom3a.Theythenlistenand letters checkand practisesayingthem.Ask studentsfor examples of any otherEnglishwordstheyknowwith silentlettersin them. Kq ers: b orrow,morlgage,debt WordswithsilentletÍ
ffi
Checkstudentsunderstand the statements. E Then51 withan economist, students listento an interview
51 Studentsw o r k w ith a par tnert o recallthe r easo nsRo y Bo r g gave fo r his o pinio ns.They then listenagain to check their answ er s.Yo u c ould refer them to the tr anscr ipto n SB page 121,to check answ er s,as this is quite a difficultlistening .
Kry 2 D
3D
4A
Transcrípt arepropertypricesin the InterviewerHowin'rportant economy? Roy In the UK, most peopleinvestmost of their money in theirhouse.So propertyprices areextremelyimportant. lnterviewer Mmm. What'syour view on the UK property market?Do you think prices are too high? Well,in recentyears,priceshavegone up ... Roy ten to twentypercentayear,um ... in some yearseven more. But inflation has beenjust two or threepercentayear.So I think it's clearthat,um ... theboom hasto end. !nterviewer Mmm. The lastpropertymarketcrash,in the UK, was in the late 1980s,and it put the UK economyinto a recession.Do you think the samething willhappen again? I don'tthink priceswillcrash.The ... the Roy economic situationwas differentin the late 80s . .. interestratesrosequitefastjust beforepropertypricesfell.Today,the Bank of Englandis much more carefulwith ... with changesin interestrates.The other importantdifference,lthink,is thatthen unemploymentwas quite high. Today,it's very low - about five percent.So the economicsituation'scompletelydifferent. So I don'tthink priceswill crash,but it is possiblethey'llfallalittlebit.Or stayat the samelevel for a few years. lnterviewer Bankshavelent peoplea lot of money in recentyears.Peoplehavegot big mortgages. Do you think that'llbea problem?Will people havelessmoney to spend in the future?
practice'""bSB Page102, Exercise4. Vocabulary Key 1 mortgage 2 interest 3 property 4 unemployment 5 loan 6 lend 7 recessiorr 8 boom
They aboutpropertypricesand the economy. talking witheach whetherhe agreesor disagrees decide statement. 1A
Oh, certainly.Becausethe loanshaven'tjust been mortgages- people havealso borrowedmoney to spendin the shops.So far,that'shelped the econorny,because spendinghasbeen high.But at the end of the day,people will ha'r'eto pay the mone1, back.So I think we'llseelower consuÍler spendingover the next few years.
PRACTICE 23'.')SB Pages85 ffi connMUNlcATIoN and92. quicktyrevisehighnumbers Beforeyou startthe activity, and years.Writeexamples on the board,thenpointto numbers to saythem. different and ask students D i v i d et h e c l a s si n t op a i r sa n d e a c hp a i ri n t oA a n d B . pages.Tell Givethemtimeto look at theirdifferent g o i n g t o a n d a n s w e rq u e s t i o n s t h e mt h a tt h e ya r e ask property prices. part Play A of and about the demonstrate a conversation witha studentB. Focus attention on the tenseyou use in each students' . o n i t o tr h e u s e questíon . T h e ns t u d e n tw s o r ki n p a i r s M pair work.Finatly, ask one or two pairs of tensesin the to do the activityin frontof the class. ffi
StuOents workin pairsand talk aboutthe economyin their co untr y.They may need a few head ing son the board to cue this (solaries,house prices, food prices, etc.).H o ld class feedbackto hear differ entop inions. R E S O U R C ES H E E T8 . 2 . . . >P a g e 1 1 0 . Fo r a r ealisticappr o achto the sto ck mar k et,use Reso ur cesheet 8.2. Give a co py to each stud ent.Tell studentsthí sí s their po r tfo lí oo f shar es.They look in a financialnew spapero r o n the I nter netand m ak e notes o f w h a t h a s h a p p e n e dt o t h e m s o f a r t o d a y a n d t h i s w eek and r epo r tback to the gr o up.This could b e d one a s a h o m e w o r ka s s i g n m e n t .
T e a c h i n gn o t e s
Valerie
Lesson8.3 Discussingwhat'son TV
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T e l e v i s i o np r o g r a m m e s
OPTIONALACTlVITY So me o f the tr anslatio nso f the names o f TV programmesin other languagesare not word for word tr anslatio ns, so yo u mightask studentsto translatethe titlesin their languageback into Englishfor interest (titlesalready mentioned are Who Wants To Be A Millionaire?, The Weakest LÍnk,Big Brother, and Fame Academy).
StuaenBtalkabouttelevision in pairsusingthe
qu e st i onsas p r o m p t s .C o n c l u d ewi th a c l a s s discussio n. 52 T e l l s tu d e n t sth a t th e y a r e g o i n g t o listento a con ve r s at i o nb e t we e nN a o m i B l a k e ,f ro m t he UK , and he r F r e nchco l l e a g u e ,V a l e r i eG a rd e .T h e y a r e having l unch t oge t h e ri n Pa ri s .R e a d t h r o u g hth e q uestio ns be for est u de n t sl i s te nto t h e d i a l o g u et o a n sw erthem. Key 1 BecauseNaomi watchedTV last night. 2 Who WantsToBe A Millionaire? 3 quizshows, reality TV Transcript Valerie So, is your hotel OK? Did you sleepwell? Naomi Yes,fine thanks.I watchedTV for a while, then had an early night.I watcheda bit of that ... quiz show .. . WhoWantsTo BeAMillionaire? the Frenchversion. Valerie Ah, really? Naomi lt's exactlythe sameas in the UK. The studio, Valerie Naomi
Valerie Naomi
Valerie
Naomi
tnemuslc ... Yes,l think a lot of those kinds of shows are the
Do you haveTheWeakestLink?It's aquiz show, and the presenter'sreallyhorrible to the contestants. Oh, yes.Yes,it's the samein France.l'veseenthe Englishversion,as well, on satelliteTV. And do you haveprogrammeslike BigBrother? You know,with peopleliving in a house,and thereare camerasfilming all the time. Yes,we had a similar thing a fewyearsago.Do you havethat programme,um ... in Franceit's calledStarAcademy...er,with peoplewho want to be pop stars,and,er,peoplevote,um .. . Yeah.It'scalledFameAcademyinEngland. There'vebeen so many things like that on televisionin the last few years.RealityTV.
T e ach i ng n ot e s
Leada classdiscussion on the typesof programme mentio nedin the co nver satio n. A sk if st ud entslik e themor not. Referstudentsto the pho to and cue a discussionon the quiz pr o gr amme.Ther ear e ver sio nsof Who Wants To Be A MillionaÍre?on TV in most countries.|t should no t be difficultto engagestudentsin ta lk ingab out the p r o g r a m m ea n d e x p r e s s i n gt h e i ro p i n i o n s .
PRE.TEACHING WriteTelevision in a circleon the board.Students brainstorm and you writeup suggestions in a word web.Feedin as muchof the vocabulary of the lesson as you can,if studentsdo not produceit themselves, e.g.:Whatdo we call a mon or womanwho presents a talk show?(presenter). ffi
RealityTV yeah.It'sbeen the same in France. At home, I havesatelliteTV and I get English programmes...
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nead through the Who Wants To Be A MiltÍonaire? text withthe classand ask questions to checktheir comprehension of newvocabulary. Elicitwhat When'sit o n 7m e a n s .
Kry It means'What time does the programme begin?'.
of the wordsin the ffi nst studentsto giveyou examptes box,to explainthem.Thenstudentsfittin the gaps withthe words. Kry 1 quizprogramme 2 channel 3 show 4 presenter Studentsworkwitha partnerand take it ínturnsto describeWho WantsTo Be A Millionaire?. 53 Go throughthe questionsbeforestudents do the task.Playthe recording for themto listento the secondpartof Naomiand Valerie's conversation and a n s w e trh e q u e s t i o n s .
Kry 1 a satellitechannel 2 comedy programmes 3 She didn't imagine people watched British soaps in France. + dubbed or with subtitles Transcript Valerie At home, I have satelliteTV and I get English programmeson BBC Prime.They show things like quiz shows,documentaries,comedy programmes.I find comediesquite difficult to understand. Nao mi Yeah,lbet.
MediaB Vaterie Tl'rere'sa talk show,as rvell,where they famouspeople.I think the intcrvier.v presenter'svery lvell known in Britain.His n a m e ' sL, l n 1. . . o h . . . Naomi Michael Parkinson? Valerie Yes!They also show solne good children's programmes.My little boy watchesTeletubbíes. Naomi Oh yeah. Valerie There'sanotherthing I sometimeswatch. What's the name for the type of programme ... it's about,not realpeople,they'reactors, but about ... just everydayliíein a streetor, um ... Naomi A soap opera.Or a soap. Valerie That'sit! There'sa soap about the peoplewho l i vei n a ... a s q u a rei n Lo n d o n .I ... I can't r e m e m b e r. . . Naomi Not EastEnders? That'sit. What's so funny? Valerie EastEnders. Naomi Valerie,I can't believeyou watch EastEnders ... in Paris! Valerie Actually, I'd like to watch more films in English.On FrenchTV when they show American filnrs,the voicesare in French.How do you say that?They're... N aomi Du bb e d . Valerie Dubbed? Naomi Yeah. Vaterie They're nearly alwaysdubbed in French.On some channels,they show the originalfilm with, er ... you know, text at the bottom of the screenwith ... with the translation. Naomi With subtitles? Valerie Subtitles,yeah.But I don't like thatbecause you readbut you don't reallylistento ...
53 Studentslistenagainand completethe E sentences aboutprogrammes on BBC Prime. Referstudentsto the transcript on SB page1,21, to B check Ask for examplesof othersoap theiranswers. programmes operas, tatkshows,children's and quiz showsthattheyknow. Key I quiz 2 talk I children 4 soapopera
E
Focuson the wordsin the box.Elicitwhattypeof programme is. Tet[studentsthatthey a documentary don'tneedto understand a[[the wordsto do the activity and thatthe contextwill helpthemto guess if theyuse alIthe availableclues.Students accurately thenfittin the gaps.
Enco ur agestudentsto discussthe schedulein g roup s. They sho uld give r easo nsto the o ther s in the g roup w hy they w o uld/w o uldn't[iketo w atch the d ifferent pr o gr ammes.
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practice".'*SB Page102, Exercise5. Vocabutary Key 1d 2g
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3b
4e
5c
6a
7f
Stuaentshavethe opportunity to personatise the tanguage of the lesson.TheyworkínpaÍrsand take it i n t u r n st o t h i n ko f a T V s h o wa n d d e s c r Í bíet .T h e i r partnertriesto guesswhatit ís. R E S O U R CSEH E E T8 . 3 ' " " vP a g e1 1 L . In a multinational class,wherestudentsmay not watch t h e s a m eT V c h a n n e los r s e e t h e s a m ep r o g r a m m e s , fromResource sheet studentscan use the TV schedute 8.3 for the oralpracticein 4d. Giveone copyof the sheetto eachpair.Studentstakeit in turnsto give information bit by bit abouta programme and their partnertriesto guesswhichprogramme theyare t a t k i n ga b o u t .
PRACT\CE24".'p SB Page85. ffi comMuNrcATroN
Dividethe classinto pairs.Givestudentstimeto read throughthe rubric,thenstressthattheymustfindas manyprogrammes as possiblethattheysharethe witha sameopinionon. Do an exampleexchange s t u d e n tc,o n t i n u i nugn t i ly o u f i n da p r o g r a m myeo u bothlike or dislikeand writeits titleon the board. . a v ea t i m el i m i t T h e ns t u d e n tcso n t i n u ien p a i r s H and see whichpairhas foundthe greatestnumberof programmes theybothtikeor dislike.
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HotOa classdiscussion basedon the questionsabout programmes in general. television ACTIVITIES OPTIONAL .
ln pairs,studentscoulddesigntheir'dream' TV schedule, whichonly has programmes evening's fantastic. Aftercorrecting it, you theythinkare it and use it for a pairwork couldphotocopy discussion withotherstudentsor use it for disptay.
o Studentswritean emailto a friendin the UK tetting him/her in theircountrv. abouttelevision WORKBOOK"".pPages26-28.
Key 1 news 2 Weather I Documentary 4 Soapopera 5 presented 6 Comedy 7 Talkshow 8 Film 9 starring 10 Dubbed T e a c h i n gn o t e s
9 Strategy
Transcrípt So, first,let'slook at our presentadvcrtisingstratecy. How arewe promotingthe brand at the monrcnt?As you know, we advertisein the press-. most of clur press ads are in magazinesread by the eighteento twenty-four agegroup.We also use advertson billboards.We occasionallyr,rse TV commercials.And, of course,we marketthe brand with sponsorshipin sports- we sponsorbasketball,snowboardingand surfing.
Lesson 9.1, Describinga businessconcept
P a s s i v ep: r e s e nst i m p l e ,p a s ts i m p l e
At the moment,our spendingon advertisingis hiqh as a percentageof sales.The reasonfor that is the cost of TV commercials.But the problem is,to make TV conrrncrcials work, you needa lot of them.A lot morc than we haveat present.Norv,obviouslyrvedon't lravethe budsct íortl-rat. So,in my opinion,TV commercialsarenot the right strategyfor Sway.
M a r k e t i n ga n d a d v e r t i s i n g PRE.TEACHING P r e se ntand pr a c ti s et h e p re s e n ts i m p l e p a s sivein the c o n t e x to f d e s c r i b i n gw h e r et h i n g sa r e m a d e o r d o n e : Where are VWs made? ls Toblerone made Ín Switzerland? What's made in Hollywood? etc. Introduce t h e p a s t s i m p l e p a s s i v eb y t a l k i n ga b o u t y o u r o w n clothes and belongings:l,m very international.My shÍrt was made in China. My trousers Were made in lndÍa. My shoes were made in ltaly. Where was your handbag made? etc. ffi *_
S r i n g a var i e t yo f a d v e r tsc u t o u t o f m a g a z i nesand pin t h e m on t he bo a rd t o s e t t h e s c e n e .A s k q u e stio ns abou t adve r t i s i n gt o p r e p a r es t u d e n t sf o r th e pair work: Do you like odverts? Do you watch adverts on TV? ls advertising very effective? Do you buy things that you see or read about in advertsTStudents then d i s c u s st h e q u e s t i o n so n t h e p a g e i n p a i r sa n d f e e d b a c k i n a c l a s sd i s c u s s í o n .
But thatdoesn'tmean w'ecan'tadvertiseon TV. We can. Tl-reway to do it more cheaplyis to use product placement.The way prodr,rct placement.,vorksis ... 54 Read the questio nsthr o ughwith stud ents. They then listen again to answ erthe que stions. Key 1 The 18-24 agegrolrp. 2 Basketball, snowboardingand surfing. 3 They use TV commercials,which cost a lot. 4 By using product placementinsteadof TV commercials.
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t pes of Re fe rs t u de n t sto t h e p h o t o s o f d i f f e re n ty a d v e r t i s i n ga n d a s k t h e m t o d e s c r i b ew h a t t h e y s e e . S t u de n t st h e n wo rk wi th a p a r tn e ra n d m a tchthe w or ds t o t h e p h o t o s ,t h e n f e e d b a c k o r a l l yto the class. Mode l t he voca b u l a rvf o r s t u d e n t sto r e p e a t.
Kq press ads,sponsorship,TV commercials
Stuaentswritethe verbsfromthe nouns.Withweaker studentsdo the activityoraltyfirst. Key 1 advertise 2 market 3 prornote 4 sponsor 55 Studentsthenlisten and r epeatthe word s, u n d e r l i n i nt h g e s t r e s s e sdv l l a b l e s D . o this on the board withweakerstudents.
Key 1 dpressads 2 cbillboardads I bTV commercials 4 asponsorship 5 eproduct placement 54 E xp l a i nto s tu d e n t st h a t A m y V e n n is the n e w m a r k e t i n gm a n a g e ra t a c l o t h i n gc o m p a n yc a l l e d S w ay and s he ' s m a k i n g a p re s e n ta t i o nt o th e bo ar d o f di r e ct or sabou t a d v e rti s i n g Pt . a y t h e re c o rd ingfo r s t u de n t st o l i s te n f o r th e ty p e s o f a d v e rti s i ngw hich S w ay ar e u si ng a t th e m o m e n t.
neferstudentsto the transcript on SB page1,22to c h e c kt h e i ra n s w e r s .
Key 1 advertising, advert 2 marketing,market J promotion, promote
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4 spo nso r shipsDonsor .
practice"..FSB Page102, Exercise1. Vocabulary Key tc 2d
3f
4b
sg
6e
7a
Writea charton the boardwiththreecolumnsto ffi * Structure the díscussion and ask studentsto make notesfor feedback to the class: Typeof advertising Advantages Disadvantages t h e r u b r i ca n d q u e s t i o nasn d 5 6 R e a dt h r o u g h checkunderstanding. Checkthe answersora[[y.
T e a c h í n gn o t e s
Strategy9 This buÍldÍng was built in 1.989.(lt doesn' t m atter w h o b u i l ti t ) .
Key 1 No. 2 When thenameof theproductis saidby anactor. 3 Cigarettes. a Apple. Tronscript Colleague So, the prodtrctsare seenínfilrnsand TV They'rejust ... seenon a table :l.l:*..res. Amy That'sright.Or in our case,with clothes, they'rcworn by an actor,um ... Colteague And you seethe logo. Amy Somctimes,yeah.ltdepends.You can't always... controlwhat happens.Ofien, productsaregiven to the film company for free.So you knor,l'anactor is going to ... to wearyour jacket,for exanrple,but . . . you don't knc-rwif you'll actuallyseethe logo. Co[[eague So you can'tsay to the film company,we w a n tto ... s e eth i sp a r to f th ej a c k et,o r ... Amy Well,you can,but then,usuallv,you haveto pay.Sometimes,the film companyis paidby the advertiser.And then you havemore control.I rnean... sotnetímes, the nanreof a prodtrctis saidbr1an acrtor. But that's... in a film - you'retalkingbig money for that sort of thing. Colleague Ycah,I bet.... And u'hendid companies startdoing this?I guessit'sdone more now than in the past. Amy I think the firstplacementswere used in films in the 1960s,for cigaretres. BLrrthe big businessreallysrartedin the 80s.I rhink rhe bestplacement,though,was,Lrm... did you seeForresf Gurnp?The Apple placementrvas done very well in that. Colteague For Apple computers? Amy Yeah.There'sa scenewhere ForrestGump getsa letterfrom Apple ...
56 T hi s e x e rc i s ef o c u s e so n t h e p r e s entsimple E and pas t s i mple p a s s i v e .Pl a y t h e re c o rd i n ga gain fo r
E
s t u de n t st o l i st e na n d f i l t i n t h e g a p s . R e fe rs t u de n t st o t h e t r a n s c r i p to n S B p a g e i . 22 to che ckt h e i rans we r s . Key 1 areseen 2 aregiven 3 is paid 5 wereused 6 was done
4 is said
P assi ve :pr e s e n ts i m p l e , p a s t s i m p t e Ct ar i htyh e fo r m a t i o no f th e p a s s i v e ,u s i n g t he e xampl e si n t h e g r a m m a rb o x . E x p l a i nth a t w e use t h e pas si vet o d e s c ri b ep r o c e s s e s o, r wh e n it is no t so i mpor t an t o k n o w wh o o r wh a t d i d th e a ctio n:
G r a m m arre f e r e n c"e" FS B P age 110, Section 7 . R E S O U R CSEH E E T 9 . 1. " . ?P a g e1 1 2 . Use Resource sheet9.1 to consolidate the present simpleand pastsimplepassive.Dividethe classinto pairsand givea set of the cut-upsentences to each paír.Studentslay the cut.upcardsfaceup on the table and maketruesentences. Afterwards studentsreadout the sentences to the class. ffi
nsf studentsif any of them haveseen the film Forrest Gump.W ith w eakerstudentsr ead the text with the w ho le class and fittin the gaps to gether.They can then co nso lidateby go ing thr o ughthe ex er cis eag ain, w r itingthe answ er s. Kqt 1 was seen 2 areshown 5 are prornoted
I is used 4 was given
checkcomprehension of the textthroughthis ffiffiStuOents ffi
tr ue/tatse ex er ctse. Kqt 1F
2T
3T
4F
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StuOents discusswitha partner, thensharetheir
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..'pSB Page102,Exercise Crammarpractice 2.
ex amplesw ith the class.
Kry 1 The advert was seenby millions of people. 2 This magazineis read by a lot of businesspeople every rveek. I Lots of products are advertisedby companies on billboards. 4 Our basketballtearn was sponsored(by them). 5 Our new logo was designedby this agency. 6, All contracrsare signed by our managing director.
pRAcilcE25"".v sB pages 85 ffi cor,aMUNtcATtoN and 92.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to lo o k at their differ entp ag es.Tell t h e m t h a t t h e y a r e b o t h g o i n g t o d e s c r i b ea b u s i n e s s co nceptto their par tner ,using the passiv e. P lay the par t o f A w ith a studentto pr o vid ea clear m o d e l .T h e n s t u d e n t sw o r k i n p a i r s .M o n i t o rt h e p a i r w o r k to make sur e studentsar e using the p assiv e. Finatty, ask o ne o r tw o pair s to pr esenttheir b usiness plan to the class.
gívetheírownopiníons aboutproduct ffi stuoents
placement. Theypreparewhattheywantto say in pairs a n d t h e nt a k ep a r ti n a c t a s sd i s c u s s i o n . T e a c h i n gn o t e s
Studentsworkin pairsto completethe chartof boo's historyby fittingin gapswiththe missingtexts.For easieraccessto the matching taskin the book use Resource sheet9.2.
Lesson 9.2 Discussingstrategles
Key 1d 2b
A d v e r b so f m a n n e r
3e
4a
5c
R E S O U R C ES H E E T9 . 2 " " " ?P a g e 1 1 3 . D ividethe class into small gr o ups and giv e a set of the cut-uptex t and missingex tr actsfr o m 1d to each g roup . Studentsplace the five missingex tr actsab ov e the appr o pr iateinfo r matio n.D emo nstr atethe first one with the gr o up,if necessar y. A ftenvar dsstudentsread out their answ er sto the class.
B u s i n e s sd e v e l o p m e n t
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Writedot.comboom on the boardand see what studentscan say aboutit. Writeup theirsuggestions. Drawa rapidlyrisinggraphto clarifythe meaningof boom and thenintroduce crashwitha rapidtyfalling graph.
Dot . com co m p a n í e sW e ret h e c o l l e c ti o no f star t. u p c o m p a n i e ss e l l i n g p r o d u c t so r s e r v i c e su s i n g t h e I n t e r n e tT. h e y p r o l i f e r a t e di n t h e l a t e 1 9 9 0 s ' d o t . c o mb o o m , a f r e n z i e dp e r i o d o f s p e c u t a t i o n i n I n t e r n e at n d I n t e r n e t - r e l a t ebdu s i n e s s e s . T he n ame ' d o t.c o m 'd e r i v e s f r o m t h e f a c t that m o s t o f t h e c o m p a n i e sh a d . c o m b u i l t i n t o t h e i r c o m p a n yn a m e . B y 2 0 0 2 t h e v a l u e o f t h e s h a r e s i n m a n y o f t h e s e c o m p a n i e sh a d f a l l e n dramatically. OPTIONALACTIVITY Y ou cou l d u se th i s a s a n o p p o r tu n i tyt o r e v iseo ther Int e r ne tl angu a g e ,e s p e c i a l l ywe b s í t ea n d e m ail addresses (underscore,backward slash, lower cose, capitals, etc.). Point to the photos and say that the text is part of a book r e vi e wa b o u t a c o m p a n ya n d t h a t E r n s tM almsten was one of the directors.Read the reviewwith the class an d e l i cí tw hy th e b o o k i s c a l l e db o o h o o ( mimecr ying, if necessary).Elicitor clariflT the meaningof entrepreneur an d mode l t he p ro n u n c i a ti o n(.l t ' sa wo r d u s e d to de s cr i bea spec i a lt y p e o f b u s i n e s sm a n , wh o so metimes l ooks for bu si n e s so p p o r tu n i ti e isn u n u s u a la r easand is often preparedto take big risks to make a big profit.) As k i f s t u de n tsc a n n a m e a n y o th e re n tr e p reneur s. S t ude n t st he n re a d t h e re v i e wa g a i n i n d e p endentlyo r i n p a i r sa n d a n s w e rt h e q u e s t i o n s . Key 1 It'sabout company failure. 2 It was an Internet sports clothing retailer. I Ernst Mahnsten is a Swedishentrepreneur.
T e a c h i n gn o t e s
Studentsdevelo p their vo cabular yby matchíng d e f i n i t i o n tso w o r d s .T h e y c a n c o m p a r ea n d d i s c u s s their answ er sin pair s,befo r echeckinganswerswith the wholeclass.
Key 1c 2f
3a
4i
sg
6h
7e
8b
9d
.""pSB Page103,Exercise practice 3. ffi Vocabulary Kry 1 setup 2 raise i invest 4 launch 5 cut costs 6 lay off 7 go bankrupt g hire ffi
havethe opportunity StuOents to expresstheirown o p i n i o n sa b o u t b o o a n d d i s c u s sw h a t t h e y t h i n k b o o ' s biggestmistakew as. A fterthe pair w o r k, stud entsfeed t h e i rv i e w s i n t o a c l a s s d i s c u s s i o n . 5 7 P o i n tt o t h e p h o t o a n d t e l l s t u d e n t st h a t the tw o peo ple ar e To ny Ellsto n,an entrep reneurand . h e ' sa d v i s i n gh i m o n J a n eR y e ,a n i n v e s t m e n bt a n k e r S businessstr ategy.Read thr o ughthe sentenceswith the class and studentsplay the r eco r dingfor them to decide if they ar e tr ue o r false. Kry 1F
2F
3 T
4F
5 T
Transcript Tony The businesshas done well over the last three years.And I think now's the rigl-rttinte to expand - to open a new office,hire some good people ... hire a managerto help mc, and ... yoll know becomea biggerorganisation.So I needto raisc finance,and to do that,I'dlike to try and find some peoplewho rvantto br-rysharesin the company. fane Right.So you'renot planningto borrow the n-roney? Tony No. And to expandquickly,I need nrorethan just money.I needyour adviceon how to managethe expansion.
Strategy9 fane
Tony Jan e Tony fane
Tony Jane
OK. Well,you'recertainlyright to recruita managerfor the new office.I'm sure you know what it's like to rvorkhard,sevendaysa week ... . Obviously.you'rean entrepreneur. you setup the company.But as the organisationgrows, eachyear,your job changesgradually.If you open a new office,obviously thar'sa big change, so your job needsro changesignificantly. S ur e . Have you thought about your future with the company? ... You mean,do I want to sell the whole business? No, that'snot rvhatI mean.It'sjust that,if I find you some investors,they'llwant some managementcontrol.It won't reallybeyour businessany more.You understandwhat I'm g e t t i n g. . . Sure,sure. lt's not a decisionyou can make easily.BLltyou needto think aborrtyour futurecarefully...
P RE . T E ACHING Q ui ckl ypr e - t e a c h /e l i csiot m e o f th e a d v e r b so f manner usingthe classroomcontext.Ask: When you speak English,do you speak quickly or slowly? Do you speok English well? Can you speak any other languages well? Do you check yaur answers carefully when you do on exercise?Have you learned EnglÍsh quickly or gradually?
t ude n t sfi l l i n t h e g a p s i n s e n t e n c e sf ro m t h e E Sconve r s at i on . t h e r e c o rd i n ga g a i n f o r s t u d e ntsto E che ck57t h e i rPanl ays we rs .
Kry 1 rvell 2 quickly 3 hard 4 gradually 5 significantly 6 easily 7 carefully
Adve r bsof m a n n e r R e a dt h r o u g ht h e e x a m p l e sw i t h t h e c l a s s an d cl ar i h Tt h e p a tte r no f a d d i n g - l y to m o st adj e ct i ve s.P o i n t o u t th a t t h e r e a r e a f e w e xce pt i on s,wh i c h s t u d e n t s h a v e t o l e a r n o ff by he ar t .
58 Somestudentswitlneedsupportidentifuing the stresspatternsínthíspronuncÍatíon actívity. Studentslistenand repeatuntiltheyare confident a n da c c u r a t e . Key Thestresspatternsarethesamein theadjectives and theiradverbs. ffi
StuAentshavethe opportunity to personatise the language of the lessonby workingwitha partnerand m a k i n gs e n t e n c easb o u tt h e m s e l v euss i n gt h e l i s to f adverbsgiven. OPTIONAL ACTIVITY Studentscouldwritesentences withadverbsabout themselves. You readout the descriptions afterwards to the classand studentsguesswho wroteeach description.
PRACT\CE26.."* SB page85. ffi cotvtMuNrcATtoN
Dividethe classinto pairs.Readthroughthe scenario withthe ctassand ctarifu theirroleand the task of givingadviceto the management of the restaurant on how bestto expand.Reviewquicktythe language neededto makesuggestions and writephraseson the board(Youcould...,Youneed to ...,etc.).Demonstrate a fewexamplesusingthe scenarioto providea clear modelE . n c o u r a gteh e ma l s ot o u s ea d v e r b so f m a n n e r (e.g.expandsigniftcontly/quÍckly/g radually etc.).Then studentsworkin pairsto producetheirstrategyfor expansion. Oncepairshavecompleted theirstrategy, t h e yt h e nw o r kw í t ha n o t h e pr a í ro f s t u d e n t sw, h o m theyimagineare the restaurant owners,and present theirstrategy. Pairsthenchangeroles.
OPTIONAL ACTIVITIES .
Tellstudentsthattheyare designing a web page for a companytheyknowwel[.Theywritea brief historyof the companyfor the openingpage.
o Studentscouldwritea description of a famous p e r s o nu s i n ga s m a n ya d v e r b so f m a n n e ar s possíble. TheycouldSWapdescriptions with anotherstudent,and try to guesswho the famous personis.
G r a m m a r e f e r e n c e" . . pS B P a g e 1 L 1 ,S e c t i o n1 0 .
...pSB page103,Exercise practice 4. @ Crammar Key 1 easily 2 hard 3 carefully a quickly 5 significantly Ó gradually
T e a c h i n gn o t e s
J
Lesson9.3 U s i n gt h e I n t e r n e t
W e b s i t el a n g u a g e
PRE.TEACHING Writelnternetin a circleon the boardand students as you fitlout a wordweb.Feedin the brainstorm languageof the lessonwhichyou can'telicit:What's Google?Whatdo you key in whenyou want to check your onlinebank account? ffi *
in the languageof the brainstorm Stuaentsconsotidate a p a i rw o r kd i s c u s s i oanb o u tt h e i rp e r s o n aul s eo f t h e I n t e r n e tu, s i n gt h e q u e s t i o n sa s p r o m p t s .
by matching consolidate the newvocabulary ffi StuOents They can c om p are the pairsto makesentences. answersin pairsfirst,beforecheckingan swerswith the wholeclass.
Kry 1e 10i
Key 1d 2c
2
I think the best thing about the Internetis ... the fact that you can find information so easily.You know, you type a kelvord into a searchengine,and you get a hugelist of websites.The worst thing is the problem of viruses.You certainly need antivirus software.And you've got to keep it up-to-dateas well - keep downloadingand installingupdates.But,it's not too much troubleto find a ... lt's good that you can manageyour bank accounts via the Internet.That savesa lot of time. Once you've registered, you just ... put in your password,log in and ... you'vegot accessto all your accountsand e ve r yt h i n g... f ro m h o m e .I t' su m ....i t ' sg o o d.I think it took a long time beforepeople were confidentwith, um ... secureservers,with the s e cu r i t ysi d eo f i t ,b u t n o w i t ' s ... i t ' sj u s tp ar t o f everydaylife.It'slike payingby creditcard online ...
T e a c h i n gn o t e s
3b
4)
5d
6g
7h
8a
9c
3e
4b
5a
60 Studentslistenand repeatthe wordsending of the in -er.Focustheirattention on the pronuncíation -erlal sound. ffi
withthe classfirstand neadthroughthe questions provide yourself a model.Students to answerthemfor witha partnerand finally thendiscussthe questions feedintoa classdiscussion. P a g e1 1 4 . R E S O U R CSEH E E T9 . 3 . " " Y tanguage use Resource Forfurtherpracticeof Internet sheet9.3.Dividethe classinto pairsand givea set of vocabulary to eachpair. the cut-upcardswith Internet Studentsplacethe cardsfacedownon the tableand takeit in turnsto pick up a card,say the wordand decidewhetherit is a nounor verb.Studentsmight withthe wordin it.A few of them thensay a sentence (fiIe,search,tick, download and register)can be used as a nounor a verb- accepteither,but studentsmust givean exampleof whichever theychoose. Demonstrate the activitvwithstudentsfirst.
Transcript 1
2{
.".)SB Page103,Exercise practice 5. ffi Vocabulary
59 T e ll s tu d e n t sth e y a re g o i n g t o h ear thr ee pe opl e be i n g i n t e r v i e we da b o u t wh a t t h e y d o o n t he l n t e r ne t .R e a d th r o u g ht h e q u e s t i o n sa n d make s ur e st u de n t su n d e rs ta n dt h e m .T h e v th e n l istento a n s w e rt h e m . Kry Person 1: 1 You can íind information easily. 2 viruses Person 2: 1 Using bank accountson the Internet savestime. 2 Nowadaysit's fine. Person J: 1 About an investmentwebsite. 2 You can read articles,seeshareprices and follow your portfolio.
I'm a member of an investmentwebsite,which is part of a magazine.I pay ten pounds a month and I get accessto articlesfrom the current issue and I can searchfor articlesfrom previous issuesas well. They show current shareprices,so you can follow your portfolio. Each time you just log in, with a user name and a passwordand it automaticallylists your shares, showsthe currentprice ...
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StuOentslook at the web pagesfromthe websiteof a Theythen magazine and filtin the gaps,witha partner. feedbackthe answersorallvto the class. Kq 1 register 2 password 3 Join 4 secureserver 5 searchengine 6 ke1'word 7 download Readthe web pagesagainwiththe classand go beforestudentsanswerthem throughthe questions, i n d e p e n d e n tol ryi n p a i r s .
Strategy9 Kq 1 If you registeryou have free accessto selected items.If you become a member you have full accessto allpastand current articles. 2 You have to complete theregistrationform. J No, you don't have to pay to register. 4 [I0 a month and the first month is free. 5 To searchfor current and past articles. 6 FrequentlyAsked Questions. E
O o t hr ought he o n t i n ere g i s t r a t i o nf o rm wi th t he class be for et h e y com p l e teth e d e ta i l sf o r th e m s e l ves.
lf studentsdon't thequestionaboutthe password. E Ask knowwhythe passwordwouldn'tbe acceptedpoint
Case-sensitÍve on the formand outtheexpression recognises explain capital thatthis meansthe sofiruare letters and lowercaseletters,so the firstletterof the password Elephontneedsto havea capitaIE. Then into otherissuesaboutpasswords openthedíscussion (gapsbetween words,use of lettersand numbers, n u m b e or f d a s h e sp,a s s w o r dhsa v i n ga m i n i m u m letters, etc.). ACTIVITY OPTIONAL howpeoplechoosepasswords: Discuss birthdaydates, namesof petsor nicknames and howto choosea password thatcan'tbe guessed.
E C O M M U N I C A T IPORNA C T I C2E7 " . ' vS B P a g e8 6 .
Divide the classinto pairs.Readthroughthe information aboutthe activitywiththe classand check whattheyneedto do. Givethemtime theyunderstand websítes to makenotesof the detailsof theÍrfavourite the andthenchecktheyknowhowto formulate questions to get furtherinformation. Doyou need to register? Doyou need a password? Areyou a member? Howmuchdoes membershipcost? ls thesite secure?/ Does the site have a secureserver? Practise thesewiththe class.Thenstudentsworkin pairs. Monitorthe pairworkcarefully to see thatthey questions. Finally, ask one or two askthefollow-up pairsto do the activitvin frontof the class. ACTIVITY OPTIONAL couldproducea list of key Internet wordsin Students forspeakersof theirhomelanguage. The list Engtish in the home or explanations couldhavetranslations language.
WORKBOOK"..pPages29-31,.
T e a c h i n gn o t e s
Test 3 (units t-.g) w i t h t h e c o rr e c tf o r m o f t h e v er bs in W Fi l l i n t h e gaps U s e t h e p a s t s i m p te o r th e p r e s e n t p er fect. b r acke t s. 1
for three H e ' s v e r y e x p e r i e n c e dH . e ---"-----o r f o u r i n t e r n a t i o n acl o m p a n i e s .( w o r k )
z
She (become)
3
you ever (manage) team?
4
- - - " - " . " - - - -t -h-e- - - they both company l as t y e a r ? ( l e a v e )
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Make sentences.Use the presentperfect. s h a r ep r i c e s/ r i s e/ t o d a y. p r i c e/ g o u p / t h i sw e e k.
g e n e r a lm a n a g e ri n z o o 4 .
indexI fallI this year.
- - - - -a p r o j e c t
o i l p r i c e s/ n o t i n c r e a s/e s o f a r/ t h i s q u a r t e .r o u r p r o f i t s/ g o d o w n/ t h i s q u a r t e .r
- - - - - u- n i v e r s i t yi n r y 9 9 . ( f i n i s h ) I ' m a n e n g i n e e ra n d | -- lots of e xpe r i e n cei n t h e o i l i n d u s tr y .( h a v e )
5 They 6
W
Make sentences.Use the presentperfect. r he / not write/ reporti yet .
s a l e s/ i n c r e a s/e t h i s m o n t h.
W Fittin thegaps.
2 | I n o t f i n i s h/ p r o j e c/t y e t .
boom inflation crash debts recession unemploymentinterest
3 s h e / a t r e a d /y p h o n e/ o f f i c e.
A l o t o f p e o p l ea r e o u t o f w o r k . high.
4 w e / a t r e a d /y h i r e/ t h r e et e c h n i c i a n. s
. is very is only 0.2%o.
2
P r i c e sa r e n o t i n c r e a s i n g
3
- rates decreased 2"/"last Vear. lt was c h e a p e rt o b o r r o w m o n e y .
5 t h e y/ a t r e a d Iy d o I t h e j o b .
A l o t o f p e o p l e h a v e b o r r o w e dm o n e y a n d h a v e large
6 I / read/ hatfof the reportI so far .
Ther e'sa ------------in the pr o per tymark et. Prices have risen10% this month. Shar e pr ices fetl by 10% yester day.Th ere was a on the stock market.
W
F i t ti n t h e g a p s .
T h e e c o n o m i cs i t u a t i o ni s b a d a t t h e m o m e n t . W e'r ein a -----
trainee progress recruitment schedule Masters trouble 7
T h e p r o j e c t ' st w o m o n t h s b e h i n d
2
W e ' r eh a v i n g
3 4
wi t h t h e W e 've made v e r y g o o d b r o c hu r e . A f t e r u n i v e r s i t yh e j o i n e d t h e c o m p a n ya s a
5
H e d i d a - - - - - - - - - - -a-f-t-e-r-h i s f i r s t d e g r e e .
6
W
F i t ti n t h e g a p s .
with the installation.
We 'r e havi n g d i f f i c u l t i e swi th - - - department.
documentary dubbed satellite show channel 7
D id yo u w atch the quiz .
2
I s a w a - - - - - - - - - - -a- b o u t P e r u l a s t n i g h t .
3 A
What
B
Four.
i n that 4
B
B u si ne ssS t ar t - u p 2
T e s t3
- was it on?
H ave yo u go t
5 A
Wasthe film
last nig ht?
o r cable TV? . ...?
No, it had subtitles.
Press2 0 0 6 Unive rsity P H OTOCOP I A BLE @ Cambr idge
Test 3
N a m e.:. . - n Makepassivesentences. t lacement. 1 T h ec o m p a n yu s e sp r o d u c p
D i d y o u a d e g r e ei n E c o n o m i c s ? W e'r ehaving tr o uble by the new co m p uter.
z M i t l i o nosf p e o p l ew a t c ht h e n e w s . She hasn't hir ed yet a new secr etar y .
3 L o t so f t o u r i s t s a w t h e a c c i d e n t . When did you graduated?
4 GNTmakesthe partsin its factoryin Germany. I alw ays feel ver y r elax ingafter a be ach hotid ay . A F r e n c hc o m p a n yp r o d u c e dt h e v i d e o . 10 What did you watchin TV last night? S h e s e n t t h e d o c u m e n t sb v e m a i t . T h e yd i d n ' td e l i v e rt h e o r d e r o n t i m e .
E
resttotarF.I-l
Matchthe pairs.Writea-g in the boxes.
r IHesetup
a
2 |
| S he i nv e s te d m o r e b
3 !
T h ec o m p a n yw e n t c b a n k r u p tb,e c a u s e
n e w p r o d u c tw a s success. to c u t c o s ts .
t h a n$ 5 0 , 0 0 0
h e w a n t st o e x p a n d .
4 L__lHe raisedfinance d t o w o r k i n t h e n e w office.
He taidoff workers e on the stockmarket.
5 !
6 n
E
Heneedsto hire
it had so manydebts.
workers,because
7 |
| T h e l a u n c ho f t h e
gin
th e s to c k ex change.
8 !
Theyrecruited
ha
new business.
15 st af f
F i n dt h e mi s t ak e i n e a c h s e n t e n c e .W ri te th e co r r ect sentence. 1 l t 's a di ffi c u l tj o b - y o u h a v e to d o i t c a r eful. 2
H a v ey o u e v e r d i d a p a r a c h u t ej u m p ?
3
| t h o u g h tt h e p r e s e n t a t i o nw a s v e r y b o r e d .
;;,,;ru. 4 He*o,r.,f.urtn
PH0 T 0C0P IABOL ECa m b r i d g U e n i v e rs i ty Pr e s s2 0 0 6
BusinessStar t-up2
Test
10 solutions
We could sell CDs with numbersorintedon them say from one to a hundred.Then you wouldn't ncccl to vn,rite on the CD. You cor-rldmake a notc of r,vhat was on eachCD number,and thcn finclit easily.So rve could sell,say,packs of ten. So you rvould have one to ten,or elevcnto twenty,and so on. That'sa good idea.We could use that idearvith thc storagebox. So we could proclucea bit plasticbox rvith,say,ahundrcdblank CDs in it, \\,iththe CDs numbercdone to a hundred. Mmm, that'sa, that'san interestingidea.
LessonL0.L Dlscussingideas
S e c o n dc o n d i t i o n a l
67 Letstudentsworkin pairsfirst,to readthe extracts and try to predictthe missingwords.Students can thenlistenagainand fittin the gapsin extracts fromthe meeting.
Suggestions
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nointto the famouspeopleand inventions and ask s t ude n t st o w r ite th e f i rs two r d s t h a t c o m e i n to their h e ads. Col l at ea l l t h e i d e a s o n t h e b o a r d . Fe ed in creative if nobody says it. Then have a general d i scu ssi onon c re a t i v i tyA. s k q u e s ti o n s :T e l lm e the names of some fomous creative people. What did they do? What Ís creativity?Can only intelligent people be creotive?Do you know any very creative people? ln p ai r s ,s t u de n t sc a n t h e n d i s c u s st h e q u e s ti o nsin the S t u de n t 'sB ook a b o u t c re a t i v i tya t wo rk . C o l l a tetheir i d e a s i n a c l a s sd i s c u s s i o n .
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Key 1 could 6 would
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Key Subject:how to improve their product packaging Suggestions: change the packaging material on CDs, sellmore CDs in a pack,sell storageboxeswith CDs, print numbers on CDs in a pack Transcript A O K , s o ou r o b j e c ti v ei s to th i n k o f s o m en e w ideas. How could we make the product better?What areas of the product could we improve?Any suggestions? B What about changirrgthe packaging?We cor-rld changethe material. A Yeal-r.Packagingrnaterial.OK. C How about changir-rg the size? A O f t he CD ? C No, the pack.Why don't we sell more CDs in a p'rack, for example? A OK. Yeah.So,biggerpacks.Thcy could be snraller, as well. Why not sellbig boxes- big storaseboxes,with lots of CDs in them?Then you u.ouldn'tneedpackaging. So that would be a new product.A storagebox.
T e a c h i n gn o t e s
2 What 7 could
J Horv 4 don't 8 interesting
5 not
..'vSB Page103,Exercise practice Vocabutary L. Kry 1 idea 2 could I about 4 not 5 suggestions 6 How 7 Why
67 Exptainto studentsthattheywill heara d i s c u s s i oant a c o m p a n yc a l l e dO p t i p l a i na, m a n u f a c t u r eorf b l a n k C D s a n d C D p a c k a g i n gT. h e t e am ar e br ai n s to r m i n gs u g g e s t i o n sa n d i d e a s.W r ite up the headings Subject and Suggestions.Students t h e n l i s t e nt o w h a t t h e t e a m a r e d i s c u s s i n ga n d n o t e t he sugge st i on s C . o r r e c tth e i r a n s we rso ra l l y .
StuOents checktheiranswersusingthe transcript on 5 B p a g e1 , 2 3 .
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wtoOet a fewsuggestions to usingdifferent expressions, makestudentsawareof the different structures used withtheseexpressions: We couldproduceCDs. Whydon't we produceCDs ...? Whynot produceCDs ...? but: How aboutproducingCDs? Theyimagine Studentsthenworkwitha partner. t h e y ' r ien t h e m e e t i n g a t O p t i p l a i ann d m a k e suggestions cuedby phraseson the page.
ffi Writethe nameEdwardde Bono on the boardand ask i f a n y b o d yk n o w s a b o u t h i m .T h e n p o i n t t o t h e p h o t o and ask studentsw hat impr essio nthey ha v e. Read the t e x t w i t h t h e c l a s sa n d e l i c i tt h e c o m p l e t et i t l e o f h i s book on the board. Key Title: Serious Creativity:Using the Power of Lateral Thinking to CreateNew ldeas A sk studentsto quicktyr ead the tex t again,to answer the ouestion.
Solutions10 ACTIVITY OPTIONAL
Key He has developedthinking skills (suchas lateral thinking).
Studentscouldwritea serieso f c o n s e q u e n c e s . Startwith: lf I won the lottery,I'd buy a Ferrari.lf I bought a Ferrari,l'd drive very fast. lf I drove... Getdifferent studentsto reado u t t h e i rc o n s e q u e n c e s to the class.
c o l l e a g u e sf r o m the E r e se 62ar chanEdxpldeavientl ho aptmt wo e n td e p a r tm e n ta t O p tiplainar e u si ngl at e r alt hi n k i n gt o c r e a t en e w i d e a s . Pr epar e t he mfor t h e fac t t h a t l a t e r a tth i n k i n gc a n th r o w up s o m es t r a n g ea n d u n u s u a li d e a s .G i v e s t u d e n t st i m e t o r e a dt h r o u g ht h e d i a l o g u eo n t h e p a g e a n d c h e c k comprehension of vocabularysuch as ice, froze, fire, data,protecf,etc. by asking students who already knowt he w or d s t o g i v e e x a m p l e so r d e f i n i ti o nsto the ct ass.T he fi r s tt i m e y o u p l a y t h e r e c o rd i n gs, t udents s hou l di gnor eth e b o x e s a - c a n d f o c u s o n l y o n fitlingin t hegaps i n t he t e x t.
Key 1 could 2 couldn't I rvould 4 wouldn't
E
'c re a t i v e R e adou t t he th i n k i n g 't e r m s i n t h e b o x . Tell st u de n t tshat t h e y m u s t l a b e l p a rts o f th e d i a lo gue w i t ht h e s et e r m s ,a c c o r d i n gt o w h a t i s h a p p e n i n gi n t h edi scu ssi ona t t h a t s t a g e .S tu d e n t sc a n f i l l in bo x es, w or ki n gi n pai r s ,s o th e y c a n d i s c u s s ,b u t c h eck an sw e r sw i t h t h e wh o l e c l a s s .
Kry
a provocationb specificideas c lateralthinking @ S t u O e nttasl ka b o u tt h e d i s c u s s i oant O p t i p t a iinn 3 c . it was. Thevshouldassesshow effective
S e c o n dc o n d i t i o n a l R e a dt h r o u g ht h e e x a m p l e si n t h e b o x a n d c l a r i f y t hat w e u se i f + p a s t s i m p l e + wo u l d + v e rb, w h e nw e s p e c u t a t ea b o u t w h a t w o u l d h a p p e n i n c e r t a i nc o n d i t i o n s .P o i n t o u t t h a t w o u l d i s o f t e n abbreviated (we'd : we would, l'd : I would, e t c. ). G r ammarr e f e re n c e
SB Page LL0,Section
S t u d e n tsl i s te n a n d re p e a tth e s e n tencesin E t hegr63ammar bo x . M o n i to rc a r e f u l l yt h a t th e y c o py the s t r e ssand i nt o n a t i o na c c u r a t e tv .
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2. Cra marpractice.""> SB Page103,Exercise Key 1 If CDs didn't have packaging,they would f they'd be cheaper. 2 Our CDs would sell more if they were cheaper. I If we loweredthe price,rve would /we'd sell more CDs. 4 I think we would / we'd sell more CDs if we sold them in bigger packs. 5 If we used lateralthinking, we would /we'd havebetterideas.
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for eachsituationto wtate a numberof suggestions pr o videa mo del, befo r estudentsw o r k w ith a p artner. I n pair s they discussw hat they'ddo , o r what would happen,in cer tainsituatio ns.Co llatetheir v iews on the bo ar d aftera class discussio n.
PRAcncE 28"..'sB page86. ffi connMUNtcATroN
Dividethe classinto pairs.Readthroughthe activity with the classand clarifrT the task.Givepairsa few minutesto put togethersomeideasand makea few notesabouthowto cut costs,improvesalesand increaseprofitsby the end of the yearfor SunSol,a Rehearse a few quickdialogues sunglasses company. withstudentsroundthe classbasedon the bullet pointsto providea clearmode[.Makesuretheyuse about...7to make the -ingformwhenusingHow/What Studentsthencarryout the roleptays. suggestions. M o n i t oar n d s u p p o r dt u r i n gt h e p a i rw o r k .C h e c kt h a t for making studentsuse a varietyof expressions (Wecould..../ Whydon'twe ...?/ Why suggestions not ...?/ How about...7.etc.)Thenpairsworkwith Finaltyhavea otherpairsto comparetheirsuggestions. c l a s sd i s c u s s i oann d d e c i d eo n t h e b e s ts u g g e s t i o n s .
discussthe questionsand sharetheir ffi StuOents o p i n i o n as n d e x p e r i e n c ewsi t ht h e w h o l ec l a s s . R E S O U R CSEH E E T1 0 . 1. . . nP a g e1 1 5 . U s eR e s o u r cseh e e t1 0 . 1t o c u es t u d e n ttso t h i n k l a t e r a l layn d t o c o n s o l i d a t eh e s e c o n dc o n d i t i o n a l . Dividestudentsintogroupsand giveout one copyof the sheetto eachgroup.Studentsdiscussin their groupsand try to fill in the boxeswithoriginalideas Groupscan thatwouldhetpto solvetheseproblems. reportbackon theirideasat the end of the activity.
T e a c h i n gn o t e s
Transcript Interviewer Peopleoftensay that sontenationalities are more polite than others.Do yotrthink that'strue?And do you think you have tcr be more or lesspolitewhen you work with people from differentcultures? You don'thaveto be more or lesspolite.I Sandra think it's more a questionof how direct peopleare.You should ahvaysbe polite.lt's ;'ustthat,in some cultures,it'sOK to be direct,and in others,un1... it'snot. []or example,in Germany,in business,it'sbest to be very direct.Generally,pcople ask directquestionsand ... theylike direct answers. lnterviewer But in the UK, generally,peopleare less direct,aren'tthey? Well, they'renot afraidto say the,vdisagree Sandr a or ... or to criticisesuggestions. You don't haveto sayyou agreeall the time.But ... you know, peoplesay thingsllke,'l'mnot sureI agree',or .. .'Maybeit would be better to do it anotherway'.I'vealwaysfound,in differentcultures,the bestway to disagree or . ' . or criticíseideasis to nlakeit clear you're criticising the suggest ion- yott shouldn'tcriticisetheperson. !nterviewer In )apan,it'sveryimportant not to criticise peo ple,isn'tit? Sandra Yes.You should nevercriticiseanyone directly.It's... for the )apanese,it's very impolite.That'swhy, often,in companies in Japan,peoplehaveto make decisionsin groups.Everyonehas to agree. Interviewer So what's your generaladvice?Do you think peopleshould chansethe rvaythey communicaiein differentculturesor ... or shouldyou just be yourself? Sandra I think you should alwaysbe yourselí um ... but ... I think,to be successful, y ou reallyneedto changehowyou say things.
Lesson1,0.2 Makingdecisions
should, have to
Recommendations
PRE.TEACHING (don't)have to in the contextof Pre-teach should(n't), rulesand expectations at work.Ask: Can you choose what to wear at work or do you have to weara unÍform? Elicit:l have to / l don,thave to.Ask questionsto illustratehove to/don'thave to: Does onyonehave to work at weekends? Do you have to wear a suit at work? Are theredays whenyou don't have to go to the offlce? Ask studentsto eachsuggestone thingtheyhaveto / don'thaveto do at work. lntroduceshouldlshouldn't in the sameway.Ask /s if OK to make privatephone calls or not?Shouldyou phonecalls?Elicit:No,you shouldn,t. makeprÍvate Continuewithotherquestions to practise should/shouldn't: Shouldyou start work on tÍme? Should you wríteprivate emails at work? Ask studentsto eachsuggestone thingthey should/shouldn't do at work. ffi
aeadthe comments aboutdecisionmakingwiththe cl as s an d cl ar i f ua n y th i n gt h e y a r e u n s u reo f . Then ask t h e m t o w o r k i n p a i r sa n d d e c i d ew h i c h o n e s t h e y agr e e and di s a g re ewi t h . Stu d e n t sf e e d b a c k t o the cl as s. E xpl or es t u d e n t s 'r e a s o n sf o r a g r e e i n go r di s agr e e i n g. As k th e m t o g i v e a n y s p e c i f i ce x amptesto i l l ust r at eany o f t h e c o m m e n ts . 64 P oi n t t o t h e p h o to o f S a n d r a Fr a n ksand r e ad out t h e r u b ri c .W ri tet h e f o l l o wi n go n t h e bo ar d: PolÍteness,Criticism, ChangÍnghow you communicote. S t ude n t sl i s t e n t o t h e i n te r v i e wa n d n o t e t h e advice S andr a gi ve s ab o u t th e c a t e g o ri e so n t h e b o a r d. Kry politeness: you should always be polite criticism:you shouldn't criticisepeople directly changinghow you communicate: you sometimesneed to change how you say things
6 4 S t u d e n t sl i s t e na g a i n a n d u n d e r l i n et h e co r r ectw o r ds so that the sentencesar e true.
Key r should 2 don'thaveto 3 shouldn't 4 haveto ffi
StuOents workwitha partnerand discusswhetheror not theyagreewithSandra.Holdclassfeedbackto s h a r eo p i n i o n as n d e x p e r i e n c e s .
sitould, have to R e a d t h r o u g ht h e e x a m p l e sa n d c l a r i f yt h e m e a n í n gE. l í c i tf u r t h e re x a m p l e sf r o m s t u d e n t s .
T e a c h i n gn o t e s
G r a m m a rr e f e r e n c e" . ) S B P a g e 1 L L , S e c t i o n s9 . 1 and 9.2.
S o l u t i o n 1s 0
E Grammarpractíce.-.pSB Page1.03,Exercise3.
We know horv rnuch we'nvouldsaveif we had a nerv production line. We've all read the report and seen the figuresfor that.And fron-rthe forecastswe knor,v m o r eo r l e s s. . . I think one largeplant looks like a good option. That'smy fir stimpr essio n. OK, shallwe sum up, then?I think we'vemade quite good progress.We'vegot quitea long list of ideas.I thlnk we should just considertwo or threeproposals. So let'slo o k at the list ... A I don't think it would bc a good ideato spendso much. I'm worried about the economic situation. I t h i n ki t ' st o o u n c e r t a i r r . B So what would you recommend? for the C Let'sjust talk about disaclvantages moment. B I just woulcln'trecomn'rendsuch a biq investment.We have to be careful.
Kq 1 should 2 shouldn't 3 don'thaveto 4 should 5 have to
E F o c u65ss t u dSetnudt se' na tt stlei snttei onoannn tdhreeeplei saitot hnet hsaetnhtaences. ppens whenshould is followed by a vowel.
t ude n t sw or k w i th a p a rtn e ra n d d i s c u s sth i ngsyo u B Sshou [d/ shou [ d nd 'ot í n f o u r s Í tu a t i o n sH. o l d f eedback t o se e i f t he r e is a c o n s e n s u s . R E S O U R C ES H E E T 7 0 . 2 " . . ?P a g e 1 1 6 . l f you fe e Is t u d e n t sn e e d f u rth e rp r a c ti c eo f should/havefo use Resourcesheet 1'0.2.Divide the cl assi n t o pai r s a n d g í v ea s h e e t t o e a c h p a i r .Students r e adt he si t u at i o n so n th e c a r d a n d d e c i d e t o gethero n t h e be st advi ceto g i v e .T e l lth e m to m a k e n otes,so t h e ycan fe e d b a c k to th e c l a s s a t t h e e n d . T h e class canvot e on t he b e s t a d v i c e f o r e a c h s i t u a t i o n.
couldworkin pairsto fitlin the gapsin StuOents ffi key vocabulary. to consolidate sentences, 67
OPTIONALACTIVITY Studentswrite a short guide (usingshould/shouldn't) w í t hs ugge st i o n sf o r p e o p [ ewh o a re g o í n gto ask their bossfor an i n c re a s ei n s a l a r y !
readthe firsttimeto answerone question. @ StuOents Key Itwasdeveloped The'SixThinkingHats'isdescribed. because criticismis important,but it shouldn'ttake priority. p -
g -
Key 1 option 2 benefits 3 proposals 4 idea 5 worried 6 recommend practice'..b 4. SB PageL04, Exercise ffi Vocabutary Key 1b 2e
2a
3f
4c
5d
Kq 1b
2d
3a
4c
5f
4d
5a
6c
D ividethe class into gr o ups o f thr ee,fo u r or fiv e. 'hat' each student.lf yo u hav e less than A llo catea to ' hat' five students,give so me studentsmo r e th an one ' hat' . o r take par t yo ur selfand have mo r e than one R e a d t h e r u b r í ca n d c h e c kt h e y u n d e r s t a n dt h e t a s k . Give studentstime to pr epar etheir r o les .C hoose one per so nto chairthe meeting,befo r ethey start.C hoose the best gr o upsto r o le play to the class a fterward s.
6b
66 Readthe rubricwiththe ctassand then froma meetingand listento six extracts students 'SixThinkingHats'. of to the matcheachextract one be betterto do this as a classactivity. Again,it mÍght
3f
sB Page86. PRAcrtcE29 """y ffi cotvtMuNrcATtoN
for some activitymay be difficult ttrematching so do it as a ctassactivity. students, Kq 1e
Studentslistenand checktheiranswers.
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Encourage studentsto give Holoa class.discussíon. t h e i r p e r s o n a vl i e w s o n t h e
' S i x T h i n k i n gH a t s '
6e
Transcript is,we couldclosetheold plantand I Onesuggestion move everytlringto a neu. site.I think we should considerthat option. It'sa possibility. 2 Therervould be a lot of benefitsif we had just one plant.It would be better,um ... it would bc easierto managesuppliesand deliveries.Energycostswould be anotheradvantage. T e a c h i n gn o t e s
Lesson L0.3
Then w r ite up so me co mmo n tex t messag e abbr eviatio nso n the bo ar d and see w ho can g uess t h e i rm e a n i n ge . g . :
Dealingwith problems
c u @ 9 (See yo u at nine) u r l8! (You are late!) a game 4uz play (A game for you to ptay)
Travelproblems P R E - T E ACHI N G Write Travelproblems on the board in a circle and ask . r i teth e i r i d e a s i n t o a w o r d s t u de n t st o br a i n s t o r mW w e b. F e e d i n s o m e o f th e v o c a b u l a r yo f t h e lesso n,if it can be done n a t u r a l l ya s p a rt o f th e n o rm a lflo w o f the br ai n st or m.
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in yourcountryas a modet, fatf brieflyabouttransport beforeaskingstudentsto answerthe questions. Readthroughthe rubricto set t h e c o n t e x tof Rachel Bardensendingtextmessages wh i l e tr a v e l lingfr o m the A s k s tu d e n t st o r ead the in lceland. UK to a conference messagesand put themin the correctorder. Key td 2b
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3e
4a
5c
Readthroughthe questionswiththe classand check studentsunderstand the task.Thenstudentswork i n d e p e n d e n ttloy a n s w e tr h e q u e s t i o nasb o u tR a c h e l ' s trip.Checkanswerswiththe wholeclass.Explainthat B'ham is shortfor Birminoham. Key 1 B'ham(Birmingham) 2 Shemissedthe connectionin B'ham. I FromB'hamto London. 4 By bus. 5 Therewassnowin theUK, but there wasno snowin lceland. witha gap-fillactivity. Studentsbuildtheirvocabulary Theyneedto referbackto the text messagesto find wordswhichmatchthe definitions. Key 1 connection 2 catch 3 miss + delayed 5 takeoff 6, land 7 checkin 8 rush trip.Then Studentsworkin pairsto sum up Rachel's pairs ask one or two to tell the classwhathappened, p r o b l e m s a n dw h a t s h e h a d ,d u r i n ge a c hp a r to f t h e journey. OPTIONALACTlVITY tt mightbe interesting to studentsto learna little Findout if aboutthe conventions of textmessaging. whenthey in theirlanguage theyuse abbreviations theycan findin text.Ask how manyabbreviations mins: Rachel's textmessages(km: kilometres, minutes,hrs : hours,B'ham: BirminghamJ. notes Teaching
68 Studentslistento Rachelhaving a co nver satio ndur ing her tr ip. The fir sttime they listen to find o ut w her e she is.
Kq Rachelis in Birmingham/at the railwaystation. Transript Assistant Hello. Hello.I'vejust missedmy connectionto Rachel Lo ndo n.l w as bo o kedo n the nine thirty .l just want to check if my ticket'svalid for the next train ... at half past ten. Assistant Um ... ah yes,you'reOK. Obviously,you won't havea seatreservation. No.ls it too lateto rnakeone? Rachel Assistant Mmm, I'm afraidso. Will it be busy? Rachel Assistant It'susually quite busy, yeah.You'11probably get a seatin first class,if you want to change your ticket. Would I I'rave to cancelthisticket?WoulciI Rachel g e ta r e f u n d o, r . . . ? Assistant You can just upgradeit. You just pay a supplement.I can check how much it would cost. Rachel Um ... o h, no , it'sOK . I do n'tthink m y company rvould pay my expensesin first class! Assistant A h. Rachel O K , t h a n k sO . h . . . is the ten thirty on time, by the way? A ssistant Um ... I t'sr unningfour minutes late. Rachel OK, thanks. 68 Studentslisten again and dec id e if the sentencesar e tr ue o r false.
Kry TF
2T
3T
4T
5F
6F
Studentsco nso lidatethe tr avelvo cabularywith a g ap fill activity.M o del the w o r ds in the bo x , b efore studentsstar t the activityand ask if stud entscan ex plainany o f the w o r ds. Studentsthen work independentlyto fitl the gaps, befo r ech eck inganswers w ith the w ho le class.
Kry 1 refund 5 vatid
2 cancel 3 upgrade
4 supplement
Solutions10 '".?SB Page1 0 4 , E x e r c i s e5. practice E Vocabulary Kq ld
2f
3a
4b
5c
6 g
7e
69 Studentslistenand repeatthe travelwords. E Thefocus is on the m i n i m apl a i rs o u n d sl l l a n d l t J ' 1 . Students couldthenworkwitha partner, to practise saying thewords. KE 1 lÍl 2 |tÍ| }
ltl 4lt|l 5ltt| 6|Íl
RESOURCESHEET tO.3 "".?Page 11,7. F orfu r t he rpr ac t i c eo f t h e l a n g u a g eo f t a l k i n gabo ut jour n e ysuse Re s o u r c es h e e t 1 ,0 .3 D . i v i d et h e class into pai r san d gi ve a c o p y o f t h e c u t- u pt e x t m e s sagesto eachpair.Tell students that the text messagesare from T e r rCase i t o h e r h u s b a n d .Sa y th a t l a s t we e k Ter r i,a banke mpl oye e ,h a d a d i f f i c u l tj o u r n e yf ro m B r ighto nto S t .He l íe rí,nJ e rs e ywh , e r e s h e we n t o n a t r a i n ing cour s eon oft s h o r eb a n k i n g .S tu d e n t sp l a c e the car ds faceu p on t h e t a b l e a n d p u t t h e t e x t m e s s a geinto the correctorder.
Kry order:D, B, A, F, E, C, L, G, K, l,H,J Correct f
70 R e ad t h r o u g ht h e c h a rtwi t h th e c l a ss to che ckt hat s t u d e n t sk n o w wh a t to d o . T h e y then listen t o t hr e econ ve r s a t i o n as n d m a k e n o te s i n t h e char tto s u mu p t h e p r o b l e ma n d d e s c r i b et h e s o l u t i o n . d c o m p a rewi th a p a r tn e ra n d then feed S t u de n t coul s backor al l yt o th e c l a s s .
Kry I Location: Problem: Solution: 7 Location: Problem: Solution: I Location: Problem:
on a train ticket is not valid to pay supplement at an airport the flight has been cancelled transferto the next flight at a hotel (reception) guestwants to stay an extra night,but hotelis full Solution: there is a room at their other hotel
We regretto inform passenÍ]ers that flight TL seven four nine to Genevahas been cancelleddue to a technicalproblem.FlightTL sevenfour nine to for this flight should Genevais cancelled.Passengers check in at gatenine D and arvaita transferto the next flightto Zurich. A Go o d mo r ning. B Mon-ring.I checkeclin yesterdayevening.My room'sbooked for a secondnight,for tonight, but I needto stayin to w n a thir d nish t,um ... tomorrow night - I'vegot anothermeetingwhich wasn't plarrrred.Could l book ÍTlyroolTlfor an extranight? A Hmm. I'm aÍraidwe'rc ftrlltomor.rorr'niglrt' uIrr ... )usta moment.I'll seeif there'sa room freeat our other hotel.It'sjust a fervminutes"'valkfrom her e.I f that's... B Yeah,that'sfine. A Hello Paul,it's Alex. Have you got a sir-rgle room freetomorrow nipbt?OK, great.Can you hold it for n're?I'llphoneyou back rvith the details. Thanks.... OK . That'sbo o ked. B Excellent.
pRAcncE30"".v SB pages 86 ffi comMuNrcATroN and 93.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to [o o k at their differ entp ag es.Tetl t h e m t h a t t h e y a r e g o i n gt o t a k e i t i n t u r n st o d e a l w ith a tr avel pr o blem.StudentA star tsand ask s a (StudentB) fo r inform ation. Eur o starr epr esentative par t A P tay the o f w ith a student.Emphas isethe i m p o r t a n c eo f b e i n g p o l i t e .T h e n s t u d e n t sw o r k i n pair s.M o nito rthe pair w o r k car efullyand check that t h e p e r s o nm a k i n gt h e e n q u i r yu s e s p o l i t ee x p r e s s i o n s . They then change r o les and tur n to the o ther p ag e for their info r matio n,befo r edo ing the r o le play with r ever sedr o les.Finalty,ask o ne o r tw o pairs to d o the role plays for the class.
problemsyou'vehad to providea ffi fatf abouttravel m o d e [S. t u d e n tcsa nw o r ki n p a i r su s i n gt h e p r o m p t s , thenreportbackany interesting or unusualtravel experiences to the class. WORKBOOK.."pPages32-34.
Transcript 1 A I'm afraid your ticket'snot valid on this train. B Isn'tit? I thoughtI could use it on any train. A No. It'sonly valid on trains leaving after ten am. B Oh. I didn't realise. A The fare'sa bit higheron the earliertrains.It'snot a big difference. B OK. So can I just pay the extra? A Yes.I'll iust check how much it is.
T e a c h i n gn o t e s
n Transport Lesson 11,.1 Describinghowthingswork
focuson the prepositions of positionand ffi StuOents movement fromthe text.Go throughthe sentences first,gettingstudentsto mimeor giveexamplesof Theythenworkindependently, eachpreposition. underlining the correctwordsto makethe sentences true,according to the text. Key 1 out of 2 on 6 up 7 along
P r e p o s i t i o n ps :o s i t i o na n d m o v e m e n t
Sizeand dimensions
P r epo sitio ns:po sitio nand mo vement R e a d t h r o u g ht h e e x a m p l e so f p r e p o s i t i o n so f p o s i t i o na n d m o v e m e n t .S a y a p r e p o s i t i o na n d a s k s t u d e n t st o g i v e t h e o p p o s i t e .P o i n t o u t t h a t s t u d e n t sn e e d t o l e a r nt h e p r e p o s i t i o n so f f b y hear t.
PRE.TEACHING Reviseknownprepositions of positionand movement present new ones usingthe school/workplace and What environment. Ask questions to elicitprepositions: floor ore we on? What'sthe floor above/belowus? Whenyou go out of this room and go along the corridor,what's the ftrst room on the right? Whenyou get out of the lift, is this room on the right or the left?
G r a m m a rr e f e r e n c e. ' . pS B P a g e 1 1 2 , S e c t i o n s 1 1 . 1a n d 1 , 1 , . 2 . RESOURCESH EET 77.7 """bP age 118.
A [ s oi n t r o d u caen d p r a c t i s de í m e n s i o nuss i n gt h i n g si n How wide is thÍstable?one metrewÍde the classrooÍTl: or less?How long is my desk?A hundredand fifty centimetreslong or more?What'sthe weightof this book?Half a kilo or more?
Fo r fur therpr acticeo f pr epo sitio nso f place and mo vementuse Reso ur cesheet 11.1.D ivid ethe class into pair s and give a set o f cut-uppictu resto each pair .Studentsplace the car ds face do w n on the tab le and take it in tur ns to pick up a car d and say the pr epo sitÍ o illustr n atedo n the car d. Str o ng erstud ents c o u l d m a k e a s e n t e n c e u, s i n gt h e p r e p o s i t i o n . D emo nstr atethe activityw ith a str o ng stud entfirst.
OPTIONALACTIVITY modeland practisethe Afterthe pre-teaching, q u e s t i o nasn d a n s w e r as b o u td i m e n s i o nasr o u n dt h e class.Studentscouldcontinuein pairs,askingand answeringHow wide/long/heavy ...?. Pointto the photosof the Maglevand readout the title.Ask studentswhattheycan deduceaboutthe Maglevfromjustthis information. Studentsfeedback (e.g.the Maglevis a to the classwithsuggestions modern,high-speed train;thereare Maglevsin theycan go at 430 km per hour,theygo Shanghai, t o t h e a i r p o r itn S h a n g h a i ) . ffi *
neadthe questionswiththe classand checkthat studentsunderstand the key vocabulary. Studentsthen Theycan readthe textto answerthe questions. discussand comparetheiranswerswitha partner beforecheckinganswerswiththe wholeclass. Key 1 The station in Shanghaiand the International Airport. 2 Maglevs travel above the track. 3 It'sfast and economical. 4 lt's expensiveto build the track.
T e a c h i n gn o t e s
J across 4 over 5 above
Key Order as shown on Resourcesheet: up, down, in, out, through,along,under,above/beloq ofí on, round. over.
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Crurmar practice...1SB Page104, Exercise1. Key 1 out,through 2 alc:ng I around a off 5 over 6 under 7 above
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Oemonstrate a few examplesof whatthe vehiclesdo and howtheyworkbeforestudentsdo the pairwork, e.g.:Á helicoptercan hoverabove buildings.A submarinecon go underthe waterand traveljust belowthe surface.etc.You may find it necessary to presentand practisesomeof the key vocabulary and w r i t ei t o n t h e b o a r d M . o n i t o ar n d s u p p o r t h e studentswhentheyareworkingin pairs.
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Vou may find it usefulto revisenumbersL-l.,OOO quicklybeforetacklingthis activity. Thenpointto the díagram o f a t r a í nC o m p o n e natn d d o a c o u p l eo f examples withthe classbeforetheyworkin pairsand f i t ti n t h e g a p sw i t ht h e d i m e n s i o n s .
Transport1,1, Key 11.2m 2300mm 350mm 5 200mm 6 1a6kg
Kq 1 different z thesame 3 different 4 different 5 thesame o different
4400mm
istento E L i nds7te yG amT eb[ [lset,uadneenntgstihneeyear,gr ei vgíonignagpt or elsentatio nat
pRAcTtcE sB pages 87 31"."p ffi cor'nMUNlcATtoN
a n d9 3 . D i v i d et h e c l a s si n t op a i r sa n d e a c hp a i ri n t oA a n d B . pages.Tell Givethemtimeto look at theirdifferent point themto look at the diagramand out thatthey information bothshowincomplete abouta high-speed train,and thattheymustask theirpartnerfor the missingdimensions. Playthe partof A and ask for a fewdimensions to providea model.Thenstudents pairs. workin Monitorthe pairworkcarefutly and pay particular attention thatstudentsuse bothformsfor (longlength dimensions etc.).Finalty, ask one or two pairsto do the actívity ínfrontof the class.
. e's tatking con fe r e nce o n ra i l tr a n s p o r tt e c h n o l o g ySh abouth i gh - s p e e dtr a i n d e s i g n .Fo c u ss t u d e nts' at t e nt i onon t h e t h r e e q u e s t i o n sb e f o ret h ey listento t he r e cor dín g . Key 1 The width oíthe track. 2 They're quite narrow. 3 They'requite heavy. Transcript A keyquestion,when you startto designa high-speed trainis, ho',vwide is the track?What's the distance betweenthe rails?Becausethe width of the track doesn't justgiveyou the rvidthof the train.The heightof the trainis alsolimited by the rvidthof the track.Obviously, trainsharreto be stable,especiallyif they haveto go roundcurves quite fast.Tall, narrow designsare So, íorbetterstability,a wide track is better. unstable.
e
O.ronstratethis activitywitha studentbeforeasking studentsto takeit ínturnsto choosean objectin the ctassroom and describeit, so thattheirpartnercan guesswhatit is. ACTIVITIES OPTIONAL .
Thetroublewith standardtracks is, they'requite narrow. Fol high-speedtrains,this is a problernif thereare a lot of curvesin the line.Now, you can limit the problem.To helpthe train stay on the track,you make it quite heavy ... and you put rliost of tl'reweight as low as possible, belorvthe floor. No.,vof course,a designthat'svery heavyisn'tvery efficient.)ustlook at the big, thick pieces of steeluscd in trains,Llm ... to get an idea of how much rveightthereis. So it's very inefficient.And another problem,of course,thatyou haveto dealwith is ... S t u de n t scom p l e t es e n te n c e sf r o m t h e c o n ver satio n by u nde r l i n i n gt h e c o rr e c two rd s .T h e y c o u ld do this i n di vi duat tfyi r s t a n d t h e n c o m p a rea n s we r sw ith a partner.
Studentslistenand checktheiranswers, E before72feedíng backorallyto the class. Key 1 wide 2 height 3 wide 4 heavy 5 thick S
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Forfun,studentscouldimaginethey'rehavíng a friendstayin theirapartment, whitethey'reon hotiday. Workingin pairs,theywritea shortnote sayingwherea few .essentíal'thíngs are,usingas manyprepositions Theycouldusea aS possíble. dictionaryif necessary. Givethema shortexample to demonstrate the activity: Hi, have a good time whilel'm oway.l've just a few thingsto tell you about the apartment. The coffeeis behind the vose on the shelf next to the kitchentable. The remotecontrolfor the TV is underthe bed. Theaeriolfor the TV worksbest when it hangs down from the light.
.
Studentswritean emaítto a foreígn supplierwho is goingto visitthem.He/Sheis arrivingby plane, so theygivedetailedinstructions of howto get fromthe airportby publictransport to theiroffice in the town centre(e.g.whereto get on/offthe bus/train and howto get fromthe bus stop/ stationto theiroffice).
practice"."pSB Page1.04,Exercise2. Vocabutary Key 1d 2c
3e
4b
5a
lístenand repeatthe wordsand B decide73if theStudents soundsarethe sameor different. Monitor whentheyrepeatand noteany students carefulty ModeIwordswhichtheyfinddifficult errors. and repeat students again.
T e a c h i n gn o t e s
Transcript D ennis OK . Let'snr akea list o f danger son the tarnrac . . . and then rvecan make a list of safety precautionsto help preventaccidents.So, first of all,what are the main hazarcls?Any suggestions? Woman Planes,rvhenthey'remor.ing. D ennis OK ... M o ving planes. M an No isefr o m engines... fr o m thc jets.You nccd t o w c a re a rp r ( ) t e c t i o n . D e n n i s U h u h ,O K . N o i s e . . . ea r p r o t e c t i o n . Woman Other vchicles,moving around. Dennis OK, good. Movir-rg vehicles.They are the biggesthazardon the tarmac.Not planes,but vehiclcs:buse.s, tr ucks,car s ... . What precautionscan you takc to help avoicl accidents- to prcventground ','chicleshitting people? Woman Er,everyoneshould wear a greenjacket. D ennis OK . H igh visibilityclo thing.Essential. Does anyone know why n'rovingvchiclesare especiallydangerousat airports? Woman Becausethey clrivearound quite Íast? D ennis They oftendo, yeah.They'rcnot alkrweclto. though.Thc hcalth and safetvregr-rlations sa;' that everyemployeeis responsiblefor the safetyof others.But there'sanotherreason why moving vehiclesare particularly haz ar do usat air po r ts.A ny o the rid eas? Man Becauseyou can'thear thenr.becauseof all the no ise... fr "o mj etsand,Lur ... Dennis Exactly.If you'restandingnear a plane rvithits enginesrunning,you can'talwayshcar vehiclescomine.Justnow, someonesaidyou needto w eA rcar pr o tectio n.Fo r sonrejob s-
Lesson11,.2 Discussingsafetyprocedures
He al t h and s af e t y P RE - T E ACH IN G I n t r o d u c et h e t o p i c o f h e a l t ha n d s a f e t yb y a s k i n g s t u d e n t st o t a l k a b o u t i t i n t h e i ro w n c o m p a n i e s W . hat is the main reoson for accidents at work? Are there regular checks for health and safety? ls there an accident book? S t ude n t sw or k wi t h a p a r tn e rto p u t th e j o b s in o r der o f h o w d a n g e r o u st h e y t h i n k t h e y a r e .T h e n s t u d e n t s h ave a cl ass d i s c u s s i o nt o a r r i v ea t a c l a s s c o nsensus. C o l l a t es t u d e n t s r' e a s o n sf o r t h e j o b s b e i n g d a n g e r o u s on the board. W
P o i n tt o t h e v i s u a l sa n d s t u d e n t so r a l l ym a t c ht h e safe t ysi gn s t o th e ty p e s o f p ro te c t i v ee q u i p m ent. Mode l t he ne w v o c a b u l a r ya n d s t u d e n t sre p eat. Key tf
za
td
4e
5c
6g
7b
R E S O U R C ES H E E T 1 7 . 2 " ^ .Pba g e L L 9 . T hi s act i vi t yi s a m e m o r yg a m e wh i c h c o n s o lidatesthe n e w v o c a b u l a r yi n 1 b . S t u d e n t sc a n p l a y i n p a i r s ( o n e s e t of cut - u pc a r d s p e r p a i r ) .Pl a c e th e c a rd s face up o n t h e t a b l e a n d g i v e a m i n u t ef o r s t u d e n t st o m e m o r i s et h e m .T e [ [o n e s t u d e n tt o l o o k a w a y w h i l e t he ot he r s t u d e n t re m o v e so n e p i c t u r eo f p ro tective e qui pme n t .T h e f i rs t s t u d e n tl o o k s a t th e c a rds again and gue sse sw h i c h i t e m h a s b e e n ta k e n a way.Change r ol e s.
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for example,if you haveto standin front of moving planesto guidc the pilots,then,yes, you need to protectyour ears.But only some peopleneedear protection, sorne of the time. Woman So how do we knorvif we needear protection or not? Are therestandardproccdures? D ennis Yes.W e'll lo o k at tho sea bit lateron ...
Oe.onstratethe activitywithan example, e.g.:tf you
7 4 R e a d t h r o u g ht h e q u e s t i o n s S. t u d e n t sl i s t e n a g a i nt o a n s w e rt h e m .
work on a buÍldÍngsite, you need to wear a hard hat, in case somethÍngfalls on you from above. lf you work on the motorways you need to wear high visibÍlity clothing so that drivers can see you on the road. After t h e p a i r w o r k a s k s t u d e n t st o s h a r et h e i re x a m p l e s . As k st u de n t st o t h i n k a b o u t s a f e t yf o r wo rk er sat ai r por t s.S ugg e s ts o m e p o s s i b l e d a n g e r so n t he tar mac a n d s o m e t h i n g st h a t e m p l o y e e ss h o u l d d o t o b e s a f e . S t ude n t sw or k i n p a i rs t o m a k e [ i s tso f wh a t danger s t h e r e ar e and w h a t s a f e t y p re c a u ti o n swo r k er sneed to take. 74 S t u d e n t sl i s t e nt o a s a f e tyo f f i c e rgiving a t r a i n i n gc o u r s et o s o m e t r a i n e ea i r p o r tw o r k e r sa n d t he n compar ewh a t h e s a y s t o t h e i r l i s t s . T e ach i ng n ot e s
Key 1 Moving vehicles. 2 Becauseyou can't hear then'r. 3 Peoplewho have to stand in front of moving planes to guidethe pilots. 4 You can'thearvchicles. 5 hazardlhazardous
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neterstudentsto the transcript on SB page124to find wordsto completethe gaps. Kry 1 prevent,avoid 2 precaution I allo"ved 4 notallo'uved5 healtl'r, regulations 6 procedures
Transport11
B Vocabularypractice' " ' t SB Pa g e 1 0 4 , E x e r c i s e3.
Mike
Key t health, safety 2 precautions,accidents 3 regulations 4 prevent 5 procedure 6 protective
ts
T e ls[t u d e n ttsh a tt h i si s a q u i za n d t h e ym u s tw o r k w i t ha p a r t n ear n d d e c i d eo r g u e s si f t h e s e n t e n c easr e trueor false.
m I
75 Studentslistenagain to do a gap - fitt exerciseto focus on must and mustn't.
withan 75 Studentslistento an interview pilot,to findthe correctanswers. airline Key 1F 2T
3T
4F
Key 1 must
5 F
Tronscript Interviewer A lot of peoplehaveto think aboutsafety regulationsin theirjobs.But for pilots. safetyis cxtremelf important,isn't it? Mike Absolutcly.It'sall aboutprocedures,in fact.Pilotslnust know exactlywhat to dcr in allsituations. !nterviewer Obviouslyyou needa lot of experience. Mike Y es ... t o e e ta n a i r l i n ep i l o t' sl i c e nccvo u needa rninimum numberof hours flying time. Yru must haveat leastone thousand fivc hunclredhours. And you must be at leastturcnty-three yearsold. Obviously, most professionalpilotsare a lot older than that. Interviewer Sure.And do all pilotshaveto be ableto speakEnglish?Is thata requirement? Mike Yes- to fly internationally. lnterviewer What are the main safetyproceduresyou havc to follow? Are therecertainthings thatare especiallyimportant? We havc a lot of checklists.Tl-rereare Mi ke thingsyou must alwayscheck beforeeach flight.\'ou mustn't take off untilyou've checkecleverythinc.The first thing is. you walk around the plane,outside, and check that ... you knou,,nothing'sbroken or ... cracked. Interviewer That thcrc are no cracksin thc winss! Mike Actuaily, most planeshavecracksin their rvings!Very,very small ones.It'sperfectly safe. lnterviewer Right!And apparently, yolr can still land if an enginebreaksdown,can'tyou?
You can takeoJJii an enginebreaks down. If it happensa fervsecondsbeforetake-ofí um ... if you'reabovea certainspeed,the procedureis,yon nlustn'ttry to stop, becausethe runrvayisn'tlong enough.So you take off, fly around the airport, and tl'rcnland again.
2 must
J must,mustn't 4 mustn't
must Ex plain that must has mo r e o r less the sam e m e a n i n ga s h a v e f o , b u t m u s t n ' t i s n ' t t h e s a m e as do n,t have to . M ustn'ÍmeanS no t allowed to, w h i l e d o n ' t h a v e t o m e a n s t h a t s o m e t h i n gi s n o t c o m p u l s o r yo r o b l i g a t o r yG. i v e s o m e e x a m p l e s : You mustn't smoke in our office. (there'sa rule) You don't have to wear a suit at work. (you can, b u t i t i s n ' tc o m p u l s o r y ) Gr ammarr efer ence
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S B P a g e 1 1 1 ,S e c t i o n
Cra^marpractice"""vSB Page104, Exercise4. Key 1 rnust 6 mustn't
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2 mustn't Z must
J must 4 mllstn't 8 mustn't
5 must
A ead thr o ughthe r ubr icand ex ample.Stud entswork w i t h a p a r t n e rt o m a k e t h e i ro w n l i s t ,t h e n c o m p a r e t h e i r[ i s tw i t h a n o t h e rp a i r o f s t u d e n t s .F i n a l l ys, t u d e n t s feed back o r allvto the class.
PRACTTCE 32.."vSB Page87. ffi couMUNlcATroN
D i v i d et h e c l a s s i n t o p a i r s .R e a d t h e r u b r i ca n d e x a m p l e sw i t h t h e c l a s s a n d c h e c kt h e y u n d e r s t a n d . G i v e s t u d e n t sf i v e m i n u t e st o c o m p i l et h e i r l i s t t h e n they co mpar etheir suggestio nsw ith ano therp air. Finatty, they feed back to the class.
W
Eticitanswersfor a iob wheresafetyis obviousty (e.g.sotdiers, important firefighters). Thenstudents t a l ka b o u ts a f e t yi n a j o b ,c o m p a n yo r i n d u s t r y thevchoose.
T e a c h i n gn o t e s
Lesson l',L,.3
Key 1 cabin,bunk 2 sauna 3 nightclub 4 baths, shower 5 dry,laundry 6 adapters 7 balcony
Usingtouristfacilities ffi A c c o m m o d a t i o na n d f a c i l i t i e s E n t e r t a i n m e n t
W
W
Ot a model,talk aboutany experience you haveof s h i p sa n d c r u i s e sT. h e na s k s t u d e n tfso rt h e i r lf no studentshavebeenon a cruisethen experiences. widenthe conversation to includeholidayresortsor n i c eh o t e l s . Brainstorm on the facilities on cruiseships.Writeup k e y v o c a b u l a r yo n t h e b o a r d u n d e rt h e h e a d i n g Facilities on board. Read the texts from a brochureabout the Serena, a l ar ge cr ui ses h i p , wi th t h e c l a s s a n d c h e c k they . i c i t /Ex p t a ith unde r st andke y v o c a b u l a ry El n e meaning h e a d i n g s i n of the t h e w o r d b o x a n d g e t s t u d e n t st o gi ve e xampl e so f t h e m . S tu d e n t st h e n wo r k in pair s an d w r i t e t he c o r r e c th e a d i n g sa b o v e t h e te x ts. Al t e r nat i ve l ys,t u d e n t sc o u l d u s e R e s o u r c es h eet 1,1.3 to access the text. Kry 1 Take íteasy 2 Fitnessfacilities 3 Your room 4 Entertainment 5 Television 6 Electricalsupply 7 Laundry 8 Foreign exchange R E S O U R C ES H E E T1 1 . 3 ' " " rP a g e L 2 0 .
Kry In fact,almost all the facilitieson the list were availableon the Titanic.There wasn't a sauna,but therewas a Turkish bath. There was music and entertainmentin the various bars and lounges, though they didn'tcallthem nightclubs in thosedays. There were electriclights,socketsand toilets in some cabins(butnot in all classesof cabin).If studenrswanr to check their answersor learn more about the facilitieson the Titanic,youcould direct them to one of the many websites,such as www.20thcenturyliner s.comfor m o re detaiIs. 7 6 R e a d t h r o u g ht h e q u e s t i o n sa n d c h e c k under standing, befo r estudentslistento three co nver satio nsat the info r matio ndesk o n the Serena. Key 1 The health and fitnessclub. 2 Two. I He didn't buy acard for the TV. 4 Eighteen dollars. 5 Tickets for the show in the Laguna bar. 6 Tire show is popular.
F or e as i e racc e s sto th e m a t c h i n gt a s k i n the bo o k use R e sou r ces he e t 1 1 .3 .D i v i d et h e c l a s s i n to s mall gr o ups and gi ve a co p y o f th e c u t- u ph e a d i n g sa n d the tex t to e ach gr oup.Stu d e n t sp l a c e th e e i g h t h e a d ingsabo ve t he appr opr ia t ei n f o rm a t i o ni n t h e t e x t. D e m o nstr ate the first one with the group, if necessary.Afterwards s t u de n t sr e a d o u t th e i r a n s we rsto th e g ro up.
Tronscrípt
S t u de n t sfi nd wo r d s i n t h e t e x ts to f i l l i n th e gaps.
Assistant Woman Assistant
Tl-^., .^á | ||E'y
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{ L r 6 i r 1 h c \ A l o r c . ^ . t i t h: ' n a r t n e r ryirrt r} yűtrlrEr r||E|| \)||)tv\-|)
hv Eplf o r g
c h e c k i n gw i t h t h e w h o l e c l a s s . Key 1 lounge 2 6 nightclub 10 balcony 14 laundry
bar 3 gy^ 4 sauna 5 band 7 cabin 8 single 9 double 11 shower 12 socket 13 adapter 15 foreignexchange
P oi nt out t ha t th e m a j o r i tyo f th e s e wo rd s ar e also use d at hot e l s a n d i n h o t i d a yr e s o r ts .T h e ex ceptio n i s cabi n, w hi c h i s o n l y u s e d to d e s c ri b ea b edr o o m on a ship.
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', would be useful to show a photo of the Titanicto set the scene fo r this activity.Then stud entswork in pair s to guess w hich facilitiesfr o m the list were on the Titanic in 1,91,2.
practice."p SB Page105,Exercise 5. Vocabulary
T e a c h i n gn o t e s
1 Assistant Woman Assistant Woman
Woman Assistant 2 M an Assistant M an
Assistant M an
Hello. about Hello.I'dlike some inforn'ration the gym. The healthand fitnessclub? Yes.Is it open to everyone?Can anyone go in? Yes,sttre. Ano rs rhat wi'rere rhe saunais? There is a saunain the healthand fitness club,yes.Thcre'sanotheron Dcck C, next to the srvimmingpool, as well. OK . ... OK , thanksver y much. You're welconre. Hi. Good morning. I think there'sa problem witl'rtheTV in my room. I can'tswitch it on for some reason. Have you put the card in? The car d?... I didn'tseea cardwith it, um ...
Transport11, Assistant
Man Assistant
3 Woman
Assistant Woman Assistant
Woman Assistant
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Right. You need a card. There'sa small chargeif you want TV. It'seighteen dollars for the full ten-daycruise. Eighteendollars? Yes.You just need to sign a forn', then we give you a card, and you put it in the TV. You get allthe major satellite channelssir. Excuseme, I'vejust read the poster,over t h e r e ,a b o u tt h e s h o w i n th e ,u m ... Lagunabar tomorrow night. It saysyou need to book. Are there any ticketsleft? Yes. OK. And how much are they? They'refree.It'sjust it's usuallyquite popular,so we preferto issuetickets, then peoplearen'tdisappointedif they don't get a seat. Right. OK, so can I book two seats, please? Sure.Can I take your room number.
77 Studentslistenand repeatthe sentences fromthe conversations. Monitortheirintonation carefully.
practisethe conversations witha partner ffi StuOents usingthe transcripts on SB page1,25.They change roles.Thentheydo the roleplayfrommemory. Ask two or threepairsto performtheirroleplaysfor the class at the end of the activitv.
pRAcncE33.'"3sB pages82 ffi corvrMuNrcATroN and 93.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . G i ve t h e m t i me to l o o k a t t h e i r d i f f e r e n tp a g es.Tell t h e m t h at t he y a r e b o t h g o i n g to t a k e p a r t i n a r o le pl ay on boar d a c r u i s es h i p . T h e y ta k e tu r n s to play t h e r ol e s of pas s e n g e ra n d r e c e p ti o n i s t,u s i n g the i n for mat i onon t h e d i f f e re n tp a g e s . Pl a y th e par t o f A an d de mon st r a t ea c o n v e rs a t i o nwi t h a s t u d e nt B to p r o v i d ea m o d e [ .F o c u ss t u d e n t s ' a t t e n t i oonn t h e i mpor t anceof u s i n g p o l i t e f o r m s wh e n m a k i n g r e qu e st s .T he n s tu d e n t swo r k i n p a i r s .M o n i t o rthe pair w or k car e ful l ya n d p a y p a r ti c u l a ra t te n ti o nto the use of pol i t e for ms . Fi n a l l y a, s k o n e o r two p a i r s to do the role plays for the class.
workin pairs,usingthe questionsin the ffi StuOents book as prompts.Holdclassfeedbackfor studentsto expresstheirdifferent opinionson the topic.Finatly, takea ctassvoteto see how manystudentswouldlike to go on a cruiseas a hotiday. WORKBOOK...pPages35-37.
T e a c h i n gn o t e s
1,2 Agendas
Transcript Victoria OK. Shall we make a start?... er,just to say,
Lesson 1,2.1 Attendingmeetings George
Tímeclauses
Victoria George Me e t i ngs Victoria
S t u d e n t se' x p e r i e n coef m e e t i n gcs o u l db e v e r y variedas differentnationalities adoptvery d i f f e r e natp p r o a c h etso m e e t i n g sI.n s o m e c o u n t r i etsh e yr i g i d t yf o l l o wa n a g e n d ai t e mb y i t e m .I n o t h e rc o u n t r i etsh e yj u m pf r o mi t e mt o i t e m .l n s o m ec o u n t r i eist ' sq u i t ec o m m o ni n a m e e t í ntgo a s k p e r m i s s i otno s p e a k ,w h e r e a si n o t h e rc o u n t r i eps e o p l ej u s ts p e a ko u t a n d s a y whatthey fee[.So if you havea verymixed groupe , x p e c ta n i n t e r e s t i nl ge s s o n ! ffi *
78 Pointto the photoof the meetingat CC Ask studentswhatsortof meetingtheythínk Software. it ísand whathappensat meetings, to elicitsomeof the vocabulary. Thenreadthroughthe questions withstudentsand checkthattheyknowwhattheyneedto listenfor. Kry 1 He's had to go to an urgent meetingwith a customer. 2 They didn't hold a meeting,but they had a talk over coffee. 3 To plan the sales conference next J anuary.
T e a c h i n gn o t e s
oh,oK.
Don't worry,you didn'tmiss anything.So, we'vecalledthis meetingto talk about the salesconferencenext January.We need to look at the programme ... to plan what we're going to do ... during the two days.So let's look at the first item on tl-reagenda,then:the nlain theme for the coníerencc.As yclu know, eachvearwe havea theme ...
Studentsdo the co mpletí o nactí vityindep end ently , then co mpar ew ith a par tner .
of stuoentsworkin pairsto talk abouttheírexperíence meetíngs. Theyfeedbackintoa classdiscussion. OPTIONALACTIVITY Writeup the following wordsand phraseson the board a n d e l i c i te x a m p t etso s h o wt h e i rm e a n i n g : interesting,informatÍve, useful,efficient,inefficient, boring, well/badlyorganísed,too long Studentscan chooseitemsfromthe list,to describe and add any othersthat theirfeetings aboutmeetings, are relevant to them.Ask one or two studentsto give feedbackto the class.
W
George Victoria
fohn Gatescan'tmake it. He sendshis apoloties.He's had to go to an urgent with a custonler.)ohn's asked n1eto n-reeting chairthe meeting... so I 'm in the hot seat! OK, first,has everyonegot an agenda?John told me copieswere circulatedon Monday. I got the agenda,but I didn'tget a copy of the minutesfrom the meetinglastweek. The meetinglast week? )ohn told me you all met last week,to talk about the conference.I didn't attencl.I tvasn't herelast week,so I don't know what ... Oh, that.No, we didn'thold a rneeting.We didn'ttakeminutesor anything,it rvasjust ... some of us had a talk,during a coffeebreak ...
78 Students[í stenagain and chec k their answ er s,befo r efeedingback o r allyto th e class. Kq 1 apologies 2 chair ) agenda,circulated 4 minutes 5 attend 6 hold, take 7 callecl 8 iten'r
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practice'.'$ L. Vocabulary SB PageL05,Exercise Key tf 2a
ffi ffi
3g
+b
5h
6c
7e
8d
79 Studentslisten,repeatthe wordsand decide You ífthe underlined soundsare the sameor different. mavchooseto do thíswiththe whoteclass. Key 1 different 2 different I the same + the same 5 different
workwítha partner to rephrase sentences. ffi stuoents Mostwiltbe ableto identifu thewordstheyaremeant findit difficutt to use,buttheywillprobabty to fo r mulatethe sentencesaccur ately.M o nitorcarefully w hen they feed back to the class and then m od el the correctsentencesfor students to repeat.
Agendas 72 Key 1 What's on the agenda? 2 I circulatedthe agenda last Friday. 3 I didn't attendthe last meeting. 4 lohn sendshis apologies. 5 Why are they holding a meeting? 6 Let'slook at the first item on the agenda.
Time clauses R e a d t h r o u g ht h e e x a m p l e si n t h e b o x w i t h t h e c l a s s .F o c u ss t u d e n t s a ' t t e n t i o no n t h e c o n s t r u c t i o nl ' l l + v e r b + t i m e p h r a s e+ p r e s e n t s i m p l e .E t i c i ts i m i l a rs e n t e n c e sw i t h t i m e c l a u s e s f r o m t h e c t a s s ,t o c h e c k t h e y u n d e r s t a n dt h e s e q u e n c eo f t e n s e s .
80 P o i n t t o th e a g e n d a a n d g o t h r o ughit w ith t h e cl ass.S t u d e n tsl i s te nt o f o u r s h o rt d i s c ussio nsfr o m t h e m e e t i n ga n d m a t c he a c h o n e t o a n i t e m o n t h e agenda. Key Discussiona: 3 Discussionb: 5 Discussiond: 7
Discussionc: 6
G r a m m a rr e f e r e n c e" . . $S B P a g e 1 1 0 , S e c t i o n 5.4.2.
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Key 1 We'll email you when we get home. 2 I'll phone the hotel as soon as I know all the details. 3 The meetingwon't start until the boss is there. 4 She'llbe in contactagainwhen the plane lands. 5 They won't leave before you arrive.
Transcript a
Amelia
Victoria Amelia b George
Amelia
I can speakto Sam Wu, in Beijing,and seeif he can give a talk abr>ut Chineseculture.I can contactMai Cheng,as well. OK, great. I'llcallthem as soon as we finish. So beforewe decide,I'llvisitall threehotels. And we definitelydon't want to use the conferencecentrerveused last time. No. I think everyoneagreedthat it w a s n ' t. . .
c
George
Victoria d Amelia
Victoria Amelia
Studentsw o r k in pair s to make senten cesusing tim e clauses.Check answ er sby gettingstud entsto writethe sentenceso n the bo ar d. Key I'll phone you when I get home. I'll write the report before I leavework. I'll work until I finish the iob.
PRACTaCE34...' SB page87. ffi coruMUNtcATroN
Dividestudentsintogroupsof threeor four.Read throughthe agendawiththe classand clarifrT the task. Do a modelroleplaywithsomeof the stronger studentswithyou as the partof the chair.Finatly studentsdo the roleplayin groups,whileyou monitor.
So we're sayingthe last week in lanuary.But, um ... we won't book untilwe get repliesfrom the branches. No. I think we needto ask everyonejustto be sure. /ustbeforewe finish,there'sjust one thing, that'sl1oton the agenda.Tom Watts emailed me to say he wantsto ... organisesome gifts, for everyonewho attends. What sort ofgifts? I don't know. He didn'tsay.l'llaskhim when I spea kt o h i m to m ( ) r r o w. Í n e e dto p lr o nehim.
80 T h i s a c t i v i tyf o c u s e so n th e s e q u enceo f t e nse s (pr e s e n ts i m p l e a n d wi l \ wi t h t i m e clauses. T h e y l i s t e n ag a i n a n d u n d e r l i n et h e wo r d s they hear .
."")SB Page1.05,Exercise Crammarpractice 2.
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neadthroughthe rubricand the pointsfor discussion withthe class.Studentsworkwitha partnerto discuss the points.Afterthe pairworkcheckto see if thereis c o n s e n s uosn e a c ho f t h e p o i n t s . RESOURCE SHEET72.1.""bPage1,21,. Use Resource sheet12.1,to consolidate the vocabulary of meetings. Giveeachstudenta copyof the template for an agenda.Studentswritethe agendafor a recent meetingtheywentto or inventa scenariofor a meeting a n d t h e d e t a i l so f i t .T h i sc o u l db e d o n ea s a h o m e w o raks s i g n m e n t .
Key a I'llcallthem as soon as we finish. b So beforewe decide,I'llvisit allthreehotels c We won't book until we get repliesfrom the branches. d I'll ask him when ! speak to him tomorrow.
finally,studentslook at the transcript on SB page125 ffi a n d c h e c kt h e i ra n s w e r s .
I /
T e a c h i n gn o t e s
Lesson1,2.2 Passingon information
Kq t a Z.b 3a ffi
R e p o r t e ds p e e c h
PRE.TEACHING lntroduce reported speech,usingResource sheet12.2.
Ask the class:WhatwasJohn'smessage?Elicitthe messageverbatimand writeup Johnsaid ...on the board.Eticitthe end of the sentence, in reported speech. (couldn't Teacher Johnsaid he ... cometo the meeting). r a yw i t ht h e o t h e rm e s s a g e s . C o n t i n u ien a s i m i l a w Thenwriteup someof the messages and the matching r e p o r t e sdp e e c ho n t h e b o a r da n d p o i n to u tt h e pattern(thepresenttensechangesto the simplepast). W
W
W
Readthroughthe rubricwiththe classand givesome you passon. examplesof the typesof messages S t u d e n ttsa l ka b o u tt h e i ro w ne x p e r i e n c ei ns p a i r sa n d thenfeedbackto the class. Readthroughthe rubricwiththe classand checkthat t .T h e na s k t h e mw h a tt h e yt h i n k . s t u d e n t us n d e r s t a ni d You may needto givesupportto somestudentswhen feelings. theyare gívingexamplesof reporting Readthe questionswiththe classbeforestudentsread t h e e m a i It o f i n dt h e a n s w e r s . Key 1 To ask them to be'culturespeakers'atthe conference. 2 Sam didn't want to make a presentation,but Mai was very keen to give a talk. 3 She wanted to find out about his surprisegifts. 4 No, he said he would tell her later.
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St aentsworkwitha partner. Theyneedto referback t o t he e maiIi n o rd e r to c h o o s e th e c o rr e ctansw er s. Cor r e ctt h e a n s we rso ra l l v r o u n d th e c l a s s .
T e achi ng not e s
5b
6b
StuOents workindependently or in pairsto findthe par ts o f the email that match their answers.
Key t he agreedto be one of our culture speakers 2 he's reluctantto make a presentation i He said he was huppy to answer questions 4 She'svery keen to give a talk 5 He refused to say what they are! 6 but he has promised to tell me what they are a week beforethe confurence
R e a c t i o n sa n d d e c i s i o n s
RESOURCESHEET72.2.".yPage122. PhotocopyResource sheet1,2.2andcut up the messagesintostrips.Givea messageto eachstudent. Then ask s\uden\saround\he t\ass\o 'phond \o grve you the messagethat'son the card.Demonstrate: Teacher (AntonÍo), Thisis (John),here.l,mreally sorry,I can'tcometo the meetingtoday. Student OK,no problem.
4a
OPTIONALACTlVITY Studentsco uld do a quick pair w o r k, if furtherp ractice is r equir ed.One par tnerquo tes an ex tractfrom the email and the o ther savs w hat w as actuallvsaid .
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practice.'"pSB Page105, Exercise3. Vocabutary Kqt 1 keen, huppy 5 promised
2 agreed 3 refused 4 reluctant
81 Studentslisten and r epeatt he sentences. Fo cusattentio no n the fusio n betw eend (at the end of a w o r d) and f (at the beginningo f the followingword ). 8 2 R e a d t h r o u g ht h e r u b r i ca n d q u e s t i o n sa n d check under standing. Studentslistent o the p hone call fo r the answ er s. Kqt 1 She needscopies of the quotes from three hotelsíor the conference. 2 Yes,but he's only got hard copies. 3 He's going to a meetingin about quarter of an hour. 4 He'llbe in the officeall afternoon. Transcript George Hello. Victoria Hello George,it'sVictoria.How are you? George Not too bad. Victoria I'm just callingabout the quotes,from the threehotels,for the conference.Haveyou got co pieso f allo f them? George Urn ... yes.Yeah,they'rehereon my, er,desk . . . s o m e w h e r.e Victoria Could vou email them to me? George Um ... I can fax them. I'veonly got hard copies- I haven'tgot the filesin the computer, s o ,u m . . . Victoria OK, fine. George I'vegot to go to a mcetingin about a quarter o f an ho ur ,so ... I 'llsendthem now. 's Victoria Yeah,OK. There no rush. This afternoon's fine,if, ur-n...
Agendas 72 I'll send them now. George No, no, it's no problen-r. Vlctoria OK, great.Then rnavbewe can discussthem later today? George Sure.I'llbe ir-rthe officeall afternoon. Victoria oK. I'll call you laterthis aíternoon,then. George OK.
Transcrípt Victoria So I'velooked at the three quotes,from all threehotels.And, obviously,we'vevisitedall threeas well. Um ... and I think the best place is the Darley. is, it's the most George Yeah.I agree.The tror-rble expensive. Victoria Yeah.Their price is, what,ten percenthigher than the other two. George Hmm. It is their first offer,though. I haven't negotiatedwith them yet. Victoria No. Could youtry to get a betterprice from them? George I can try,yeah.I'll call the managerin the mo r ning.Um ... w hat'sher name ... Heid i Wells. Victoria Tell her you'vespokento your boss,and, er ... tell her I said they can havethe contractif they can give us a ten percentdiscount. George And why don't I show her the offersfronr the other hotels?I can go and seeher,and take the quoteswith me. That'sprobablybettcr than phoning. Victoria Yeah,OK. George And what if she saysthey can'tgive us ten percent,but they can give ... I don't know, five percent? Victoria Well, do your best to get ten percent.If she offersyou ... five percent,or r,vhatever, then ... tell her you'll haveto speakto me again. Tell her you can acceptten percent irnmediately, but, if not, you'llhave to get back to me. George OK, fine.I'llphone her now and seeif I can arrangea meeting tolTlorrow. Victoria Right.I'llgiveJohn Gatesa call and give him u'i,'pdut. -..íl him what our Strately isl George So I'llgiveyou a call,um ... afterI'vemet Heidi Wells, tomorrow. Victoria Right.OK, wellgood luck! George Thanks. Bye.
E s e nt e82n ce sGT.ihvee ystht uedne nl i tssttei mnaegtoa i nr ea anddthd ercoiudgehi tf hethe
se nt e n ce ar s e t r u e o r f a l s e .W h e n t h e y h a v e c hecked answers,they correctthe fatse sentences. Key 1F 2F 4F 5T 3T 6T 1 Georgesaid the documentsweren'tin the computer. 2 He said he could send them by fax. 4 He said he would send them then/immediately.
Reportedspeech R e ad t h r oughth e e x a m p l e s o f d i re c t a n d r epo r ted s p e e c ha n d p o i n t o u t t h e c h a n g eo f t e n s e f r o m pr e s e ntt o si m p l e p a s t o r f ro m f u tu r et o nal. conditio G r a m m a r e f e r e n c e. " ) S B P a g e 1 1 2 , S e c t i o n1 , 2 .
S
practice'".pSB Page105,Exercise 4. Crammar
ts
Key t would/'dbe 2 would/'dcirculate 3 couldn't attend 4 had 5 would/'dmeet 6 coulddeliver
R e adt h r ought h e r u b rí ca n d th e m e s s a g e swi t h the cl assand de mon s tr a t eth e a c tÍ v i t y :
Teacher
I have a copy ofthe agenda.
Student1
He/She said he/she had a copy of the agenda.
Student2
OK. Thanks (for the message).
Th e ns t u de n t sw o r k i n g ro u p s o f t h r e e a n d ta k e it in tur n st o gi ve a m e s s a g eto th e p e r s o n n e x t to them.
E st u de83n t sl i sRteeadntoththr oeucgohnthvee rsr uabtrii ocna .n d q u e s t i o ns,then Key 1 She saysthat the Darley Hotel is the best place. 2 She thinks the hotel'squoteis expensive/their price is ten percenthigher than the other two. 3 He's going to call the managerin the morning. 4 She'sgoing to give /ohn Gatesa calland an update.
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StuOentsimaginethey'r eVicto r iaCar r and John Gates. Eticitthe sentencesfr o m 3e, as if r epo r tedb y Victoria (e.g. / told George the Darley Hotel was the best place.).Studentsr o le play,then change r o les.
PRAcTtcE35 .."bsB PagesBB ffi corvrMuNtcATtoN and 94.
D ividethe class into paí r sand each pair Í ntoA and B. Give studentstime to lo o k at theÍ rdí ffer entp ag es. They ar e go ing to use r epo r tedspeech to tell each o ther w hat happenedat a meeting.P lay th e p art of B and demo nstr atea co nver satio nw ith a stu d ent.Then studentsw o r k in pair s.M o nito rto check th ey use r epo r tedspeech.
T e a c h i n gn o t e s
Tom ) Tom Amelia
Lesson1,2.3 Welcomingvisitors
Tom
P o l i t ep h r a s e s S m a l lt a l k
A melia Tom Amelia
P R E . T E ACH IN G S e t t he s ce n e b y e n g a g i n gi n s m a l l t a l k wi t h s tudents. Ask questions such as: How are you? Did you have a good journey? Was there much trafftc today? Nice weather today. Explainthat we call this 'smal[talk'.
4 Amelia Tom Amelia Tom Amelia
S t ar t dr aw i ngu p a l i s t o n t h e b o a r d o f wh a t p eo ple do and s ay w h e n t h e y we l c o m ev i s i t o r sto th e i r co mpany. In pai r s,st u den tsc o n ti n u et h e l i s t.T h e y c a n f eed their i de as back t o t h e c l a s s . Do t h i s act i vi tywi th t h e wh o l e c l a s s ,t o e n s u r ea w ide i n p u t o f i d e a s .l f y o u h a v e a m o n o l i n g u acl l a s s ,a s k t h e m t o t al k ab o u t a n y e x p e r i e n c e si n o t h e r co untr ies. T e l [s t u de n t sab o u t y o u r o wn e x p e r i e n c e s .
Tom A melia
W
B e aw ar e t ha t we l c o m i n gv i s i t o r s v a r i e s c o n s i d e r a b l yf r o m c o u n t r yt o c o u n t r y .I n s o m e count r i e si t is v e ry f o r m a l wi t h r i tu a l p ro f f er ingo f b u s i n e s sc a r d s ,w h i l e i n o t h e r si t i s q u i t e c a s u a l .
W 2a
3d
4c
Rec
Hi, Tom. Hi, Amelia. How are you? Very well, thanks.How are you? Fine,thank you. Sorry I'm late. That'sOK. My train was delayed. O h , t h e t r a i n sh e rea r e n e v e ro n ti m e ... Hello. Hello. I'vecome for a meetingwith Amelia Donovan. My name'sTom Watts. I'm afraid I'm a little bit late. I'llgiveher a call ... Amelia,Tom Wattsis in r e ce p ti o n... O K . S h e ' l lb e wi t h y o u i n a moment. If you'd like to have a seat.
T e ach i ng not e s
OK. This is my office.After you. Thankyou. Shall I takeyour coat? Ycs,thank you ... Here you are. Thanks.Can I get yoLranythingto drink? Coffcc? Tca? No ,l'm fine thanks. We can startstraightaway,if you likc. I'llsivc y o u a c o p yo f . . .
Oothrough t h e f u n c t i o n1s- 9 a n d c h e c ku n d e r s t a n d i n g . Then studentsw o r k w ith a par tnerand find sentences in the tr anscr iptso f the dialo gueso n SB p ag e 1 .2 6 w h i c h m a t c ht h e n i n e f u n c t i o n s .
84 Studentsturnbackto SB page76. fhey listenagainto writethe repliesto the sentences in 2b. P ause the CD after each sentence. Key 1 That'sOK. 2 Thank you. 3 OK. Great. 4 Thanks. 5 No, not at all. 6 Yes,good idea. 7 Yes,thank you. 8 Thanks. 9 No, I'm fine thanks.
Transcript (Rec= Receptionist) 1 Amelia Tom Ame l i a Tom Amelia Tom Amelia 2 Tom Rec Tom
We've rnadegood progressthere. Yeah.We'reabout halfwaythrough the agenda. It'squitehot in here.Do you mind if I open the window? No , no t at all.Shallw etakea br eak ? Yes,good idea. We can go out and get some freshair,if you like.We can walk acrossto the cafeteriaancl get a coffeeover there ...
Kry 1 Sorry l'm late. 2 Aíter you. ] oK. She'll be with you in a moment 4 If you'd like to have a seat. 5 Do you mind if I open the window? 6' Shall we take a break? 7 Shall I take your coat? 8 Here you are. 9 Can I get you anything to drink?
84 Ask studentsto tell you whatis happening in eachphotoand wheretheyare.Studentslistento fourshortconversations witha visitorto a company a n d m a t c ht h e mt o t h e p h o t o s . Key 1b
Thanks.
1
..'?SB Page105,Exercise practice 5. ffi vocabulary Kry 1d ffi
2a
3e
4c
5b
StuAents thenworkwitha partnerand practise w elco mingeach o ther .Studentsco uld do this sev eral times w ith differ entpar tner s,if they need the p ractice.
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neadthe rubricwiththe classand eticitwhatsmalltatk means.Encourage studentsto giveexamples.
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Starta tistof topicsunderthe headingSmatltalk on journeyto work,etc.). the board(e.g.fhe weather, Thenstudentsworkwitha partnerto extendthe [ist.
Agendas t2 S t u de n t tsh e n fe e d b a c k t o th e c l a s s a n d y o u w r ite up i d e a so n t h e b o a r d . E -
Transcript Tom Would you like a CC Software company 1o11y? Amelia Awhat? A company lollipop. They'regifts .. . for the Tom conference. Amelia O h , l s e e l Tom Here you are. Amelia Thanks.Company lollipops? I give them to all my customers. Tom Amelia Really? Tom Sure.... They'requitepopularin the States... as businessgifts. Amelia Oh, yes?So they'renot your idea,then? No. I justboughtthem. Tom Amelia Oh, right.They'rein the companycolours.... So, rvhatflavourare they?
85 S t u d e n tsl i s te nto A m e l i a a n d T o m and no te t w os ubje ct st he y d i s c u s s a s s m a l l ta l k . Key Theytalk about the weatherand Tom's.journey/trip. Transcript lt's a beautifulday. Tom Ametia Yeah,it'sbeen hot like this all rvcek.It'll probablvlastuntil Friday,then rain all u'eekend! Tom Ycah. Amelia So horvwas your trip? \bu saidyour train was delayed? Yeah.It lcft on time,but then we stoppedat a Tom stationsomewhere.They saidwe had to wait fr r rano th c rt r a i nc o m i n p ...
@ -
n o i n t o t h e p h o t o a b o v e t h e a r t i c l ea n d g e t s t u d e n t s t o or e di ctw h at t h e a rti c l ei s a b o u t . R e a d th e ar ticle w i t ht h e cl as s i f t h e y n e e d th e s u p p o rt,o r l e t students r e a di t i n d e p e n d e n t l yu,s i n g d i c t i o n a r i etso h e l p t h e m . W e ake rs t u de n tsm i g h t b e n e f i tf ro m a c c e s s i n gthe tex t by usi ngRe s ou rc es h e e t 1 ,2 .3 . Key 1 Smalltalk can be all or nothing in international bu si ncs s. 2' C ro s s - c u l t u r a l ' tr a i n i n g i s wh e r e businesspeopleare taughtwhat to do and say (and ,,vhatnot to do and say)when they meet people from othercountries. 3 The articlesuggestsavoiding small talk altogetherand giving your client or 'Company colleaguea lollipop to suck! 4 lollipops' area seriousidea.Lollipops are popularbusinessgifts i n t h eU S A, Ca n a d a a , n d a l s oi n l a p a n . RE S O U R CES H EET 7 2 .3 " " .uPa g e 1 .2 3 . T h i si s a ve r s i o n o f t h e a rti c l ea b o u t Li n d a H ar kavyand h e rb u s i n e s s G . i v e a p h o t o c o p yo f t h e s h e e t ,c u t u p i n t os t r i p s ,t o e a c h p a i r o f s t u d e n t s S . t u d e n t sd i s c u s s and w or k t oge t h e rt o p u t t h e t e x t i n t h e c o rr ecto r der . , e l p i n gw i t h n e w v o c a b u l a r y . G o r o u n da n d m o n i t o r h
l oi n t t o t he pho to o f T o m a n d A m e l i a wi th l o t tipo ps. -ffi A r k i f s t u d e n t st h i n k t h e y a r e a g o o d i d e a .W h a t w o u l d t h e i rcl i e nt sor c o l l e a g u e st h i n l
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of the dialogueon n.f.r studentsto the transcript page SB page 1.27.They pr actiset h e d i a l o g u e in pairs. the Check that they change r o les and monitorcarefutly i n t o n a t i o no f t h e p e r s o ns h o w i n ginterest.
pRAcncE 36...'sB page88. ffi conMUNrcATtoN
Read thr o ughthe r ubr icw ith the class.Te ll them to mo ve ar o und the r o o m and make small ta lk with other students.Quicklyelicitso me suitablesub jectsfor sm all talk (e.g. their journey to the class, the weather, news of family, etc.).After the activityfind out what topics t h e y t a l k e da b o u t a n d w h o h a d t h e l o n g e s t co nver satio n.
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't you wantto guide/control the activitya tittlemore, writetwo headingson the board:Goodfor smalltalk and Bad for small Íalk.Thenwritea list of topicsand ask studentsto discussthemin theirgroupsand to put themin one or otherof the two categories: politics,films, sport, accidents,music,smoking, books, family,weather,holidays,religion,personalproblems Ask one personfromeachgroupto reportbackto the class,givingtheirchoicesand reasons.
F o c u so n s u i t a b l et o p i c so n l y ,i f y o u t h i n kt h a t s o m es t u d e n t sm i g h tb e s e n s i t i v teo s u g g e s t i o n s m a d eb y o t h e rs t u d e n t so f u n s u i t a b lteo p i c s r e t a t i ntgo t h e i rc o u n t r y . WORKBOOK"".pPages38-40.
86 S t u d e n t st i s te nt o T o m a n d A m e l i a t atking W , a b o u tc o m p a n yl o t l i p o p sa n d c o m p l e t et h e e x p r e s s i o n s Ame l i au se s t o s h o w i n te r e s t. Key 1 Oh, I scc! 2 Really? 3 Oh, yes? 4 Oh, right.
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t o s m o k e i n th e to i lets.
u s e y o u r m o b i l ep h o n e o n a p l a n e .
hotd chair apologies minutes items circulate l f y o u c a n ' ta t t e n d a m e e t i n g ,y o u s h o u l d s e n d your -__ Whenyou ----a m e e t i n g ,y o u h a v e t o m a n a g et h e d i s c u s s i o n . T h e c h a i r p e r s o ns h o u l d be for ea me e ti n g . S o m e o n es h o u l d w r i t e t h e - - - - meeting. .-
He said that - . 'l can ringback [ater.' He said that . .M y flí ghtar r ivesat 06.30.' She saidthat .. 'M y tr ain'sdelayed by half an ho ur .' He said that .- -
ffi Fittin thegaps.
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F i t ti n t h e g a p s .
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the agenda of the
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anything mind take after late seat break Have a ---------------- M r S m i t hw i t tb e w í t hV o u í n a moment.
A S o r r yI ' m- - - - - - - - - B That'sOK. 3 M y o f f i c ei s t h r o u g hh e r e . -you. 4 A S h a l t| - - - - - - , - -y o u rc o a t ? B T h a n k sH . e r ey o u a r e . A Do you i f I o p e nt h e w i n d o w ? B N o ,n o t a t a l l . A B A B
S h a t tw e t a k ea - - - - - - - -? Yes,good idea. C a n I g e ty o u - to drink? N o . I ' mf i n et h a n k s .
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Resource sheet 1.1 r---------------------------------------------------,- ---------------------------------
Name: Boris Smirnov
Name: Lara Kent
job: manager
job: receptionist
Company: Nostrum
Company: Travelstop Hotels
Lives: S1. Petersburg Works: S1. Petersburg
Lives: Maidstone Works: Tonbridge
,
~---------------------------------------------------,----------------------------------------------------~
Name: Chris Tate
Name: Max Fischer
job: accountant
job: salesperson
Company: Self-employed
Company: Andrax
Lives: Bristol Works: Bristol
Lives: Bonn Works: Dusseldorf
~--------------------------------------------------------------------------------------------------------~
Name: Alina David
Name: Antonio Loren
job: trainer
job: actor
Company: Emtek
Company: Stables Theatre
Lives: Nimes Works: Montpellier
Lives: Watford Works: London
---------------------------------------------------~----------------------------------------------------~
®
Business Start-up 2
Resource sheets
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Resource sheet 1.2
The company delivers the parts to the customer's site.
I~--------------------------------------------------------------------------------------------------------~
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: Vekoma offers an after-sales service. It advises : customers about maintenance and safety and supplies : spare parts. I I
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Engineers design the rollercoaster to meet the customer's needs. r--------------------------------------------------------------------------------------------------------,
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The factories produce the parts. Vekoma manufactures parts at two plants, in the Netherlands and the Czech Republic. ~--------------------------------------------------------------------------------------------------------~
Vekoma's engineers and technicians install the ro llercoaste r.
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Business Start-up 2
Resource sheets
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Resource sheet 1.3
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Business Start-up 2
Resource sheets
PHOTOCOPIABLE © Cambridge University Press 2006
Resource sheet2.7 Whatare they doing? A It'sthe middteof October. B Theytre .,.. Schedule
October
Novem ber
December
Designing the office Renovating the windows B u i t d i nng e ww a l l s P a i n t i n rgo o m s D e c o r a t i nrge c e p t i o n l n s t a l t i ncgo m p u t e r s F i x i n gt h e l i g h t s R e p a i r i ntgh e l i f t
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Resourcesheet2.2 ---t
S h e w o r k sw e l l w i t ho t h e r s .
Start
S h e ' sa c o n f i d e n t communicator.
S h e c o p e sw e l l with stress.
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She'svery hard-working.
S h e h a s l o t so f i n t e r e s t i nigd e a s .
She'sa good team player.
She'salways on time.
She's very adaptable.
She'sgood at understanding d e t a i t e dp r o b l e m s .
Wow!She'svery experienced.
She worksfrom 9amto6pm w i t h o u ta b r e a k .
She'snot c o n f i d e nat t a l l .
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Resourcesheet3.7 Thecompany isn't Itl hardto talkaboutInternet shopping without sayingAmazon'. j u s to n e o f t h e f i r s to n l i n es t o r e s l.t ' sa l s o a g o o de x a m p t eo f t h e a d v a n t a g e s
of shopping online:findingandbuyingbookson a websiteis fasterandeasierthan w a l k i n ga r o u n da s h o p .A n d b e c a u s ew a r e h o u s easr e l e s se x p e n s i v teh a ns h o p s , t h e c o m p a n yc a n o f f e rl o w e r
pricesevenwhendetivery chargesareincluded. Customers savetimeand money. It doesn'tget muchbetter t h a nt h a t .C l e a r l ya, l o t o f p r o d u c t as r e n o t a s e a s ya s b o o k st o s e l l o n l i n e .P e o p l el i k et o t r y o n a n d f e e lt h e q u a l i t yo f c l o t h e sw h e nt h e yc h o o s et h e m ,f o r e x a m p t e . T h eayl s o l i k et o [ o o kc a r e f u t layt m o r ee x p e n s i v e p r o d u c t sT. h i sm e a n sg o i n gt o a s h o p .A n d ,o f c o u r s e p, e o p l el i k e s h o p p i n g . B ufto r o n l i n es t o r e st, h e s ep r o b l e m as r e n o t a s b i g a s t h e ys e e m . Today,peopleoften l o o k a t p r o d u c t isn s h o p s ,t h e np l a c ea n o r d e ra t a n o n l i n e pe s l p l n t e r n estt o r e st, h e I n t e r n eatl s o s t o r e- a t a d i s c o u n tl.f ' t r a d i t i o n a l ' s h o h hetps t r a d i t i o n aslh o p p e r sT. h e w e b i s a g o o d p l a c et o f i n dt e c h n i c a l
geta quoteand compareoffers.Buta lot of people information abouta product, prefernotto buy more goodsonline- theydo theirresearch on the Internet, thengo to a shop. expensive
@
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Resource sheet3.2 t1
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Resourcesheet3.3 Do Uouknou,...? I a
What's the world's highest mountain? Everest b K2
2 a
What's the world's biggest island? Greenland b Australia
3 a
What's the largest lake in the world? the CaspianSea b LakeMichigan
4 a
What's the name of the famous beach in Rio de Janeiro? |tacaré b Copacabana
5 a
What's the name of the forest in Englandwhere Robin Hood lived? Sherwood b Hoodwood
6 a
Which of these is not an ocean? the Mediterranean b the Pacific
7 a
Which of these countries is not in the northern hemisphere? Algeria b Chile
I a
What's the highest mountain in Scotland? Snowdon b Ben Nevis
9 a
What's the famous geographical site in Cape Town? TableMountain b SugarMountain
IO What's the capital of Switzerland? a Berne b Zurich
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Resource sheet4.7
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Resourcesheet4.2 Intelevision, theysay neverworkwithanimals.Butwhataboutfilmingdinosaurs? Thiswasthe c h a l l e n gTe i m H a i n e sa n d h i s c o t l e a g u ehsa d w h e nt h e ym a d et h e B B C documentary series,Walkingwith Dinosaurs.fhe team needed to solvesome big problemsbeforethey couldstartwork.The firstwas cost. JurassicPark, the moviethat gaveTim Haineshis idea,cost over l ,x p e n s i v e $ o o m i t t í otno m a k e .T h e p r o d u c e roSf t h e m o v i eu s e dV e r yp o w e r f u e c o m p u t e rtso c r e a t et h e d i n o s a u r sT.h e B B C a l s o n e e d e d
to use computers for mostof the pictures, but couldn'tspendas muchas a big Hottywood filmcompany. Thebudgetfor WalkingwithDinosaurs was f6 mitlion, a fractionof the cost of JurassicPark. T h e s e c o n dp r o b t e mw a s t h e d i n o s a u r ' s ' w o r l dl t' .w a s n ' tp o s s i b l et o u s e computersto create f o r e s t s[, a k e s m , o u n t a i n se,t c . ,s o t h e t e a mn e e d e dt o f i l ma t r e a l[ o c a t i o n s . The troublewas, plantsand rockswereverydifferent a t t h e t i m eo f t h e d i n o s a u r ss,o i t w a s d i f f i c u ltto f i n d r e a l i s t i lco c a t i o n s . I tw a s a l s o i m p o s s i b l e t o u s e c o m p u t e rfso r d i n o s a u rtsh a tw e r en e a rt h e c a m e r aT. h e yj u s td i d n ' t[ o o k r e a l .B u tT i m H a i n e sw a n t e dc l o s e - u pp i c t u r e ss,o t h e p e o p t ew h o w a t c h e dt h e s e r i e sc o u l dr e a l l y
'walkwithdinosaurs'. Theteamhadto finda solutionto this problem, so thatall the pictureslookedas realas possible. @
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Resource sheet4.3 Interview otherstudentsand make a noteof how many did each of the following activities. A Didyou havea relaxingday at workyesterday? B No, I had a veryhardday at work.
Activity I
had a relaxing dav at work yesterday
2
hzrd a lie in last Sr-rnday
3
r,vcntto thc cinema last week
4
had tea ÍLlrbreakÍásttlris nrortling
5
cooked dinner ycsterclay
6
ate in thc-cafeteria yesterday
7
had a busy weckend
B
rvorked at thc weekend
9
u'ent to the IJSA last year
10
did some qardening last Saturday
1l
w,atcheclTV last night
12
rvcnt out {t,ra meal rvith Íiiendslast montlr
l3
rvashed the car last week
14
lrad Íamilyround last week
15
did somethinq really interestins last year (what?)
PHO T O CO P IAB@ L ECa m b ri d g U Pre s s2 0 0 6 e n i v e rs i ty
How many people?
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Resourcesheet5.7
BradlBrendaCooper arrangeprojectmeetingMondayafternoons arrangeteam meetingFriday mo rníngs - July visitsatesconference
TonylTanyaWalker arrangemeetingswith foreign - 3 timesa year customers visitcompanystandat Berlin tradefair- March
Mandy/MarkDavey Cindy/Sam Cruise
arrangevideo conference for - Wednesday managers mornings
arrangemeetingwith supptiers everymonth
visitexhibition for salesand - November marketing and May
visitannualcompanyconference - September
arrangetelephoneconference - Friday for storemanagers afternoons arrangevideotrainingconference - everymonth
B usi ne ssS t ar t - u p2
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P H o To co P |A BLE @ Cambr í dge Uní versity Press2 0 0 6
Resource sheet5.2 HiRita, Itwas good to talk to you yesterday. Thanksagain f o rh e l p i n gm e f i n da h o t e [ P. l e a s ef i n da t t a c h e dt h e s l i d e sf o r t h e presentation I'mmakingat the conference. lt'sa PowerPoint file- let me know
i f y o u c a n ' tr e a di t , a n d I c a n s e n d i t a s a W o r dd o c u m e n tY.o u rc o m m e n tw s i t lb e w e l c o m e .
A s d i s c u s s e dm , y colleague M i c h a eM l o r g a ni s c o m i n gw i t h
m et o t h e c o n f e r e n c W e . e ' r ef t y i n go u t o n W e d n e s d aO y c t o b e2 r 5 t h .O u r f l i g h t g e t si n t oS a n F r a n c i s caot 1 1 . 0 0p m ,s o u n f o r t u n a t ewl ye c a n ' tm e e t y o u f o r d i n n e ro n W e d n e s d aeyv e n i n g . B uwt e l o o k f o r w a r dt o s e e i n gy o u o n T h u r s d am y o r n i n g . T hceo n f e r e n cset a r t sa t 9 . 0 0 ,b u t I ' l Ib e t h e r e e a r l yt o p r e p a r ef o r m y p r e s e n t a t i o lnt .' l [b e a s h o r tn i g h t ! '
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Resourcesheet5.3 Excuseme,is Do you haveany Do you have a there a tourist...? leafletsabout ...? map of ...?.
Are there guided...?
Wherecan I buy ...?
Whenare the main peal<...?
rtl ttl
Whatarethe mostinteresting How muchare ...? buy ticketsin ...? places...? ls it necessaryto
Do you have Whatare the any information openingand about ...? closing...?
Are thereany bookletsin ...?
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Resourcesheet6.! The next Presidentof the USAwil[ be a woman.
Intwo years'timethe in the UK wittbe currency the euro.
ln twentyyears'time the wilt be RussianFederation a memberof the EU.
In a hundredyears'time mostpeoptein the wortd wiltspeakEnglish.
In ten years'time the Ul( wilt be a repubtic.
ln 2010Japanwill win the WortdCup.
Nextyeara Germanplayer wit[win the men'ssingles at Wimbtedon.
Therewon'tbe enoughoil for the nextgeneration.
ln 2020 60"/oof Europeans will own hotidayhomes.
In 2030the mostpoputar countryin the wortdfor tourismwiltbe China.
L----
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Resourcesheet6.2 I I I
lf the train arriveslate
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lf I meet my sales target this month ...
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lf we increasethe priceof o ur products by 1,0%" ...
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lf we tayoff ten workers...
lf we increaseproductíon by 20%...
lf the new productis a s uccess...
If I can'tfind the key to my hotelroom ...
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Resourcesheet6.3 a@o
Mexico (7 days) Flight from Manchester Dates 23-30 July 2*Hotel (includingbreakfast) Price from f'2o9 per personár Note:extrachargeforairport taxf23.50. No refunds. B a g g a gael l o w a n c1e5k i l o sE. x c e s b s a g g a gceh a r gfe5 p e rk i l o . *Pricb e a s e do n2 p e o p l seh a r i nagd o u b lreo o m .
PH0T 0C0P IAB LOE Ca m b ri d g U e n i v e rs i ty Pre s s2 0 0 6
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Resourcesheet7.7 CV summary
@
Penta Productions
Marketing Director 2004
ALT International
Marketing Manager 200I - 2001
ALT International
Marketing Assistant 7999- 200I
Nostrum Ltd.
Graduate Trainee 7997- 7999
Leeds University (Masters)
7996- 7997
Manchester University (Degree)
7993- 1996
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Resource sheet7.2 I
i TO Yves Cordier FROM Andy Bel! SUBJECT Progressreport I I
Dear Yves. Pleasefind belowa reporton progresshereat the new Singaporebranch. We've made good progresswiththe new accountsdepartment. I'vealreadyhired threeaccountantsand I'minterviewing an accountsassistantnextweek.This means we're threeweeks ahead
;;i;; il;;;;i; ;;;;|; ;iil ;ilii;;;if";il;i;;il;;;.' Ü;iil;;i;-|y'-;;; n .e ' v e h a d t r o u b l ef i n d i n gl T t h el T i n s t a l l a t i oW
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people,so we haven'tmade very good progressthere.We've onlyfoundone technicianso far (we need anothertwo),and she hasn'tstartedwork yet - she's startingnext Monday. Thatmeans we'retwo weeks behind
schedulewithlT. I'vewrittento Danielain Zurichto ask her if she can send us someonefrom theofficethere.She hasn'trepliedyet.l'llgive hera call latertoday. Our new sales repAnna is doingverywell.So far,she's been to Bangkok,Manila,Jakarta, H o n gK o n g ,a n d h a s j u s tg o n et o S e o u l .S h e ' s o n l yb e e n h e r e fourweeks and she's alreadyflownto halfof the citiesin Asia! Itcertainlyhasn'ttaken her longto make a start.She's sent me a few textmessagesto say her meetingshave gone well.She's seen about20 clients so far.And she's also done a big presentation at the FTO tradefair in Hong Kong. i
i So, in general,I thinkthingsare goingwell.We can stillopen the officeon schedule,if we can solve the problemwiththe lT people.I'llsend another progressreportnextweek. Best regards, Andy Pre s s2 0 0 6 PHO T O CO P IAB@ L EC a m b r i d g U e n i v e rs i ty
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Resourcesheet7.3 Peterthe Great of Russia
Margaret Thatcher
Pope , | o h n - P alul l
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- H a v ey o u e v e rr i d d e ni n a t r a i n ? - Yes.I actualtybuiltthe firstone.
A
- H a v ey o u e v e rb e e ni n a s p a c e s h i p ? _ Y e S ,í tw a s a n í n c r e d i b el ex p e r i e n c e .
B
- H a v ey o u e v e rr i d d e ni n a t a n k ? - Y e s ,i t w a s i m p o r t a ntto s h o wt h a t I s u p p o r t e d thearmy. - H a v ey o u e v e rb u i l ta s h i p ? - Yes,in fact I buitta whotenavy. - H a v ey o u e v e rb e e nm a r r i e d ? - Yes,I marrieda p r i n c e .
E
- H a v ey o u e v e rb o u g h ta f o o t b a ltl e a m ? - Yes,I love football. - Haveyou everbeento America? - Y e s ,b u t t h a tw a s a l o n gt i m ea g o .
G
- H a v ey o u e v e rt a k e np h o t o su n d e r w a t e r ? - Yes,it was my job. - H a v ey o u e v e rb o u g h ta n o i l t a n k e r ? - Yes,I'veboughtseveralactuatty. - H a v ey o u e v e rs p o k e nt o a n a u d i e n c ei n a s p o r t ss t a d i u m ? - Y e s ,I w a n t e dd i r e c tc o n t a c w t i t ha s m a n yp e o p l ea s p o s s i b l e . Busi ne ssS t ar t - up2
R e s o u rc seh e e ts
P H OT0C0P I A BLE Press2 0 0 6 @ Cambr idge Univer s ity
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Resourcesheet8.2 This is your portfolioof shares.Add threecompaniesof your own choice.Lookin the newspapersor on the lnternetand makenoteson howyourshareshavedone: a) today b) this week RegalPetroleum Eurotunnel M&S Dixons BT BritishAirways Monsoon Asia Energy lP2lPO Group Sportingbet 1
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A colleaguehas workedatl day on the computerand looksverytired. 2
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A colleagueis goingto LosAngelesfor a conference and asks your adviceabouttravel. 6
A friendis loolcingfor anotherjob and asl(sfor advice. 7
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(withseaview)andCrest(withbalcony). We offerthree Explorer classes of cabin:Voyager, A l l c l a s s eas r ea v a i l a b il n e t h ef o l l o w i nfgo r m a t sP.l e a s see l e cat f o r m a t . o S i n g l ce a b i n o D o u b l ec a b i n( a v a i l a bw l ei t hd o u b l eb e do r t w i nb e d s ) o F a m i l cy a b i n( d o u b l eb e d+ b u n kb e d s ) A l l c a b i n sh a v ea w a s h b a s i ns h . o w ear n dt o i l e tC. r e s tC l a s ss u i t e sh a v ea b a t h . Á
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Resourcesheet 72.7 Agenda Meeting Date
Chairperson
Time
Location
Participants
Item 1, 2 3 4 c
6 A.y other business
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Resourcesheet 72.2 Johncan'tcometo the meetingtoday.
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The conference startson the 15thof December.
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Jane'lIphonethis afternoon.
Tom'[[ finishthe reporttomorrow. Rachelwitlsendyou an emaiIto confirmthe details.
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Resourcesheet 72.3 S m a t tl a l k c a n b e a l l o r n o t h i n gi n i n t e r n a t i o nbaul s i n e s sS. o m e t i m e sc,u l t u r a l differences a r ea n i n t e r e s t i ntgo p i co f c o n v e r s a t i oSno. m e t i m e st h , e y ' r ea b a r r i e rT.h e r e ' as growingmarketfor 't
' c r o s s - c u l t u r a l ' t r a i nw i nhge, r eb u s i n e s s p e o pal er et a u g h tw h a tt o d o a n d s a y ( a n dw h a tn o t t o d o a n d s a y )w h e nt h e ym e e tp e o p t ef r o m
partsof the wortd.There'sa lot to learn.Thereis, however, different a much s i t hs m a l tt a l k ,y o u c a n s i m p l ya v o i ds m a l l s i m p l e rs o l u t i o nT. o a v o i dp r o b l e m w r .o w ?G i v ey o u rc l i e n to r c o l l e a g u ae t a t ka l t o g e t h eH
lollipopto suck! lf youthinklolliesarejustforchildren, thinkagain.Loltipops arepopularbusiness 'gourmetlollies' giftsin the USA,Canada, and alsoin Japan.Theideaof producing for adultscamefromLindaHarkavy. Today,her NewYork 'dessert' basedcompany, Linda'sLo[[ies, sellsa rangeof 'maincoLrrse', and 'after dinner'lotlipops, in flavourssuchas redhotspices,cherrycheesecake andcappuccino. isn'tto stopthe Of course, theaimof 'company lollipops' conversation. Infact,they'remorelikelyto geteveryone talking- businesspeople frommost i
wouldbe prettysurprised i countries if theyweregivena loltyduringa coffeebreak i or presentation. I I I
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boo k th e t i c k e t s to m o r r o w.
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B joins
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for dinner.
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be a success.
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B before
c yet
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s e e n a f i t m wi t h s u b ti tles?
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last night.
in Germany.
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54
l o g i n , e n t e ry o u r p a s s w o r d .
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56
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58 We - - -
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59 ls the ftight
time?
6 0 T h e t r a i n w a s l a t e ,s o | 6 7 T h e t u n n e lg o e s
A atB - " - - -m - -y c o n n e c t i o n .
the river.
62 T h e t r ai n g o e s d i r e c t l y 63 You
th e c i ty .
. - - - - -s m o k e i n t h e t o i l e t so n a p l a n e .
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ahead
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around
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c been
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PHO T O CO P IAB@ L EC a m b r i d g U Pre s s2 0 0 6 e n i v e r s i ty
BusinessStart-up2
Testkeys
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