Business Start-Up 2 (Teacher's Book) PDF

C A M B R I D G EU N I V E R S I TPYR E S S
, o 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.cambrdge.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 avaIablefrom the BritshLibrary
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 wth the use of heoptonalactivties
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-up 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 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 et 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
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 s 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 unt,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 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.Reactivat 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 studentssystemat cally
acqu 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 d a t oc a
nn b e f o u n d n
the W o r l<bo o k,
o n the CD -ROM /A udio
CD and on the
Teacher'sBook Resourcesheets.
At the end of each lesson there is a Usefullanguagebox.
This co ntainsthe key languagein the fo r m o f s hort
in co ntex tand vo cabular yse ts for easy
sentences/phr ases
r efer ence.Falsebeginner smight find these bo xes help ful,
w h e n p r e p a r i n ga u n i t i n a d v a n c eo f a l e s s o n .T h e b o x e s
w itl also pr o videsuppo r t fo r all lear ner s,w hen they look at
the Grammarand vocabularypractceindependently.
A dditio natly,
alt lear ner sw ill find them usefulas a sum m ary
m
a
i
n
of the
l a n g u a g eo f t h e l e s s o n ,a n d f o r q u i c k r e v i s i o n ,
in pr epar atio nfo r the pr o gr esstests.
Grammar
BusinessStart-upcontains a carefullygraded grammatical
syllabustailo r edto lo w -levelBusinessEnglishstud ents.
A s w ith vo cabular y,studentsenco unternew gram m atical
str uctur esin car efultycho sen co ntex ts.Each gram m atical
str uctur e s then pr esentedin a gr ammarbo x , with a link to
the Grammarreferenceat the back of the book. The
Gr ammarr efer enceco ntainsdetailedex planationsof al[ of
the gr ammarco ver edin the co ur se,w ith ex amp lesand
advice on usage.The Grammarreferencesection is a useful
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-upcontans
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 salsohetpfu1
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/idomatic
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
anagr amS
w o r d games
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 Tmeout, 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 d 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
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/Summaryes,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 gapsnstudents'knowledge
are.Alternatvety,
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
contans
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 activtiesand 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 questons
ntheir
own language
to clarifrT
the meaningand patterns.
which
IThs 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.
Communcation
Thiswitlalso provide
studentswitha positiverecordof theirprogress
through
the course.
Webste
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 departlentmanager,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'reresponsibiebrcustomersin 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 m p l e :p o s 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 t t e isn E n g tsoh e l i c wt 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?
perfumesnffer?).
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.
Studentsl 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,Exercse
]..
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 lstento 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 revew
thstense.
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 :
Transcrpt
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.
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 n 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 n 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 taneds
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.
ffi
eointto the web pageand givestudentstmeto 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.
ffi
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 t 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 terus
, 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 ndoorand
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
dfficult,
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.
ffi
ror quickoralconsotidaton
of questons,
students
workwitha partnertakingtnturnsto ask questons
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 Staynone 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 roleplayswth
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.
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 .
ffi
-
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.
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 Dessers.
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: bee 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 .
ffi
-
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.
ffi
*
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.
ffi
practice."') SB Page96, Exercise6.

Vocabulary
Kqt
1g
2c
3f
4a
5b
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.
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.
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 magazne.
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?
ffi
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
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.
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 st h e m a n a g n gd r e c t oorf a c o m p a n yw h c h 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 theydong?
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
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 datesMay ].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 l d i nbgy f i n d 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 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
Themannmy photo'seatinga sandwich.
StudentB
Themanin my photo'seatinga hotdog.
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 descriptons
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 answersorallywththe 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 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 < .
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 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 dec 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.
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 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 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 mnutefor
s t u d e n ttso m e m o r 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 cardsaganand guesses
whchactvty
has beentakenaway.Changeroles.
ffi
ffi
ffi
nsUstudentsto brieflydiscusswhatarethe most

poputarsportsand [eisure
in theircountry.
activities
Sroadenthe discussion
by askingwhicharethe most
popu[ar
worldwide.
sportsand teisureactvities
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 workn
parsto dentifu
the actvites
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 predct

whatthe missing.number
one'
on the tistmightbe.
Kry
scubadiving,elephantpolo,surfing,basketball,
rugby,chess,cricket
workwitha partner
andcomptete
thetst
ffi stuaents
wi t h t h e si x act i v 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
Engtsh.
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[able
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
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
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'sgleafun! 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
3 choices
weakerstudents,
theymayfind teasierto 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
strpw
s 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 thsone? 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 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 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 e n c eosf o n l 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
act v 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 t cle
t h e y t h i nk i s t h e b e s t o f th r e e t 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
choce Che
.
w 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 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,bg, 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).
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
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
/ar 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.
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.
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: expensve)
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 ect vesuse 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 s 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 bg?ls it bggeror
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 k e s .
ffi
ffi
Straentsworkwitha partnerto discussopinionsabout

Theythenfeedbackon whichopinionsthey
offices.
agree/disagree
with.Ask studentsto givereasonsfor
t h e i ro p n 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 classdscusson
to findwhchofficestudents
wouldmost/teast
liketo workin.Ask one studentto
act as secretary
and writeup theirreasonson the
boardas theydiscuss.
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
indvdually,
actvty
thencomparetheranswersin
pairs.Finally,
hold classfeedbackand see if a
consensus
can be reachedor not.
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,

studentsworknpars,
takingit in turnsto makequestionsusingthe prompts,
and answerthe questions.
Demonstrate
the taskwitha
stronger
studentbeforestudentsworkwitha partner.
Teacher
Whatdo you thnkis the best job in the
world?
I thinkthe bestjob in the world sto 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<at a list of
po ssiblefacilitiesfo r a new o fficeand dis cusswhich
they think ar e the mo st/leastimpo r tant.They m ust
r e a c hd e c i s i o n sa n d n u m b e rt h e i t e m so n t h e l i s t i n
o r d e ro f i m p o r t a n c eW
. h e n t h e y h a v e d e c i d e do n t h e
o r d e r ,a s l (e a c h p a i r t o j o i n u p w i t h a n o t h e rp a i r a n d
c o m p a r et h e i r [ i s t s ,e x p l a i n i n ga n d j u s t i f r T i nt hg e i r
cho ices.
ffi
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.
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 explaint.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, sland,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 Medterranean/ The Caspan (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 privateslandand 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.
describng
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 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
ffi
vocabularypractice'""}SB Page97, Exercse

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 k et o v s tF. 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
vsw
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 .
23 Ptaythe recording
repeat.
Focusstudents'
attention
on the reducedvowel
soundsin to /ta/,of /ev/ and can lkanl.Model more
examples,
frequired.
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
She r epo r ts- -
- . - - - -M- a n d y W r i g h to n t h e t r a i n i n gc o u r s e ?
H e's in char ge
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 ?
W e ' r er e s p o n s i b l e- - - - - - -
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 ?
I deal
W h a t d o t h e l e t t e r sL T D s t a n d. . - - . - . . . . ?
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.
--.
- the photocoPier?
Where
- a l l v o u r f a c t o r i e si n t h e U K ?
- fo r eigncusto mer s .
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 - - -
Make negativesentences.
1 I ' ma n e n g i n e e r .
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.
ffi
,^p,e,,s,,)
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. (_ mportant)
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.
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 Whch
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
PRETEACHING
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 COIMUNICATION
and 89.
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 Dsadvantages.
StudentA
I think helmets are too uncomfortable.
StudentB
Yes,and too hot in summer.
StudentC
OK but it's too dangerous to ...

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
actory.
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 ofice(very)easily? 6 did you
go there
Students
workwitha partnerusingthe promptsin the
book.Theytakeit in turnsto ask and answerquestons
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 ptay 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 Englsh
about
a projecttheyworkedon recently.
Theywritenotesto
helpthemgivethe talk.
Last monthI ...
The preparaton
of the notescouldbe a homework
assgnment,
thencall on different
studentsto givether
talksnthe nextclass.
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
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.
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
," awarethatmanystudentsmay not arrangeanything

meetings
withcolleagues
or
otherthanoccasional
you might
customers,
so afterthe initialdiscussion,
identites
usngResource
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.
Transcrpt
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
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 .
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.
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<choose one
and Shalll ...7co r r ectly.
o r tw o pair sto do the r o le ptay fo r the cla ss.
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 cafsituatio 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.
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 shorttmelimt
Withweakerstudents
to injectpacentothe 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'rehavnglunch 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 aonnd
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 nform al
[anguage 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
emal/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.
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 fference
betw eenar r angementsand timetable sand lnk 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
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 ngD ay, Go o d Fr 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 y 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:
Whatplacesdd
you visit?Ddyou go to any touristinformationofftces?
Werethe people there very helpful?Whatsort of
informationcould you get there?Ddyou 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 - 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
branstormon 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 vsit?
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 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.SelGuide'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.
Studentsthendeveloptheirvocabulary
by matching
definitions
to wordsfromthe text.
ffi
*

33 Playthe recording
checktheiranswers.
Theythentistenaganand 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 prsonsan unusuattourst
attraction.
Ask
studentsto talkaboutany otherstrangetourist
attractions
thevknowof.
ffi
for studentsto listento

34 Playthe recording
fourshortdialoguesin a tourstinformation
off]cen
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) s m ssngin
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
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 d 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.
, 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 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.
6 obiectives
Lesson6.1
will:predictons
Studentswill knowthe formof wlland associateit

withthe future,but may not be famitiar
with tsuse
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 whatthevthinkvsitors
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.
ffi
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'.
ffi
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,.
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
ffi
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
ffi
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?
Carolne
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 wll.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
firstewmonths' ] Itdefinitely
will / will definitely
helptopredictthesuccessof otherresorts.
clarifrT
the key language
of possibitity
and
@ Stuaents
certainty
by puttingthe wordsntoa chart.
KE
Verycertain:certainly,definitely
Quitecertain:probably
Notcertain:possibly,
perhaps,maybe
ffi
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 agan.
@ 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
activty
wththe 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 pars.Monitorto checkthatthey
use wll/won,t
correctly.
pairwork,
Afterthe intal
studentsmustlook at the listagainand agreeon how
probableit is thatthe ideaswill be successful,
using
certainly,probably,definitely,possbly,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,tnnegatve
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 tha p artner.They

speculate,using w ill and the pr o babitityword s. Hold
class feedbackto co mpar ediffer ento pinions.
ffi
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.
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 pa 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 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.
ffi
ffi
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(maketclearit 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
How much is the discounton thsholday?

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 arport/
with the some airline? Do vou book tickets online or in
a travel agent's?
ffi
ffi
ffi
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-reundableand 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
ffi
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
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 6perkg
@
-
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:ugust 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<lublethree
double four,two two two one, four double
five.And the expiry dateis August ... two
thousancJ
and nine.
Assistant Thank 1'c.ru.
So,just tctconfirm, that'sone
ticketto Lisbon,flying oLrton May the
trventy-fourthat six fifty and returningon
May the thirty-firstat seventeenthirty.The
totalcost is fifty-fivcpounds,includingtaxes.
Customer OK.
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.
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?
M a k es e n t e n c e sU. s et h e p a s ts 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 expensve
. (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)
ffi
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
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
ffi
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.
w e / m e e t a g a i n/ n e x t M o n d a y ?
w e / g e t / t h e s a m e t r a i ni
| / 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 us 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 .
ffi
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 n g 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 .
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 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
ffi
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 mlestone
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.
ffi
foaathe key questionand answerand get students

t o r e pe at 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 wth... 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.
ffi
ffi
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 n... . 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,
tranee,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 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
ffi
practice...1SB Page100, ExerciseL.

Vocabulary
Kry
1 graduated 2 post I trainee 4 Masters
5 promoted 6 left 7 joined
ffi
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 hsdegree?
Student
He studied Business and Economcs.
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 Englshin
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
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 .
ffi
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
ffi
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.
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 .
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 ars
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
ffi
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
Unt6. 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 sometmesit takes a long time. l usually have
a flxed schedule for j0/60 hours. ln that time I must
complete ... lessons.
ffi
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:
ffi
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,/
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 .
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'listandcrcle
Kry
ra
ffi
ffi
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 usedwthyef, already and so far.
91,.
Divde
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 rre ason s.
Transcrpt
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-ratoficein 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 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 hm.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.
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 Unusualexperence
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 actvity.
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.
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 adjectves
BrendanuSeS(impressed,
scared,
dangerous).
Key
Theytalk about a parachutejump from space (that
Brendanis readingabout in the paper)and a
parachute
iump Lisa did.
Transcrpt
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<lnry jump, it
was from onc thousandmetres.
Brendan You'vedone a parachutejun-rp?
Lisa
Yeah.
Brendan Seriously?
Lisa
Yeah!
E
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 tin 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
Transcrpt
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.
B Media
PRE.TEACHING
Introduce
the use of the presentperfectwith today,
this weekand hismonthwith timelineson the board.
Drawthreeor fourtime[ines
and labelthemtoday,ths
week,this month,this year. Indicatewhere'now'is on
eachtimelinewithan arrowto showthe spaceof time
is stittincomplete.
Ask questionsin the presentperfect
aboutprices:Hos the prceof petrolgone up this
week?Has the price of cigarettesincreasedthis monthT
Have prices in supermarketsfallen or risen thsyear?
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 rselast 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 his
(a periodof time whichis not yet
week/month/year
completely
finished).
Lesson8.L
Understandingbusinessnews
Present perfect: today, ths 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 elct
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/magazne?
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 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
gu 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/monhetc.
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
.."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.
Transcrpt
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
t 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.
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 ersaton
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 pa 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 thaccuratestatstcal

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.
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
expensivenyour Country?Do
mostpeoplelive nhousesor flats?Readthroughthe
rubricand questionand encourage
a freediscussion.
Lookat the chartwithstudentsand clarifrT
thatit
showsthe percentage
of households
thatownther
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 n(Sweden)
StudentA
own therown homes?
ln (Sweden,60%)of people own ther
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.
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
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
Wordswithsilentlet
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
Transcrpt
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 consuler
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
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
queston
.
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
studentsth s s their po r tfo l 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 .
Valerie
Lesson8.3
Discussingwhat'son TV
ffi
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 Lnk,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 Millionare?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...
ffi
nead through the Who Wants To Be A Miltonaire?

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 nturnsto
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 watchesTeletubbes.
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 everydayliein 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
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.
ffi
practice".'*SB Page102, Exercise5.

Vocabutary
Key
1d 2g
ffi
3b
4e
5c
6a
7f
Stuaentshavethe opportunity
to personatise
the
tanguage
of the lesson.Theyworknparsand 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 bet .T h e i r
partnertriesto guesswhatit s.
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.
ffi
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
9 Strategy
Transcrpt
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 ortl-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 n
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 shrt
was made in China. My trousers Were made in lnda.
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 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.
ffi
ffi
ffi
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
ffi
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 dscussion
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 n gn o t e s
Strategy9
This buldng
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 seennfilrnsand 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... sotnetmes,
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
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
par.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
ffi
StuOents
discusswitha partner,
thensharetheir
ffi
..'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.
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.
gvetherownopinons
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 .
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
ffi
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 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 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 c 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.
Studentsdevelo p their vo cabular yby matchng

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 Englsh 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 stresspatternsnthspronuncaton
actvity.
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/quckly/g
radually etc.).Then
studentsworkin pairsto producetheirstrategyfor
expansion.
Oncepairshavecompleted
theirstrategy,
t h e yt h e nw o r kw t ha n o t h e pr a 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
possble.
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 gradually
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
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 ...
3b
4)
5d
6g
7h
8a
9c
3e
4b
5a
60 Studentslistenand repeatthe wordsending

of the
in -er.Focustheirattention
on the pronuncation
-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 ind 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 ...
ffi
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-sensitve
on the formand
outtheexpression
recognises
explain
capital
thatthis meansthe sofiruare
letters
and lowercaseletters,so the firstletterof the
password
Elephontneedsto havea capitaIE. Then
into otherissuesaboutpasswords
openthedscussion
(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
webstes
to makenotesof the detailsof therfavourite
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,.
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 )
She
(become)
you ever
(manage)
team?
- - - " - " . " - - - -t -h-e- - - they both

company l as t y e a r ? ( l e a v e )
ffi
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
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.
P r i c e sa r e n o t i n c r e a s i n g
- 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.
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
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
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 .
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 .
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
Four.
i n that
4
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 .
resttotarF.I-l
Matchthe pairs.Writea-g in the boxes.
r IHesetup
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
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 ?
| 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
ffi
ffi
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 s 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 .
ffi
Key
1 could
6 would
ffi
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.
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 .
ffi
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
'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 .
ffi
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.
ffi
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.
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 criticseideasis 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 yoursel 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
unform?
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.
makeprvate
Continuewithotherquestions
to practise
should/shouldn't:
Shouldyou start work on tme?
Should you wrteprivate 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:
Polteness,Criticism, Changnghow 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 n gE. l 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 .
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 Grammarpractce.-.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 n f o u r s 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 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 t hs ugge st i o n sf o r p e o p [ ewh o a re g o 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 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 mght
3f
sB Page86.
PRAcrtcE29
"""y
ffi cotvtMuNrcATtoN
for some
activitymay be difficult
ttrematching
so do it as a ctassactivity.
students,
Kq
1e
Studentslistenand checktheiranswers.
ffi
Encourage
studentsto give
Holoa class.discusson.
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.
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.
ffi
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
ffi
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 ll 2 |t| }
ltl 4lt|l 5ltt| 6|l
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 e r,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 passen]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 TlyroolTlfor an
extranight?
A Hmm. I'm araidwe'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.
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.
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 m e n s i o nuss i n gt h i n g si n
How wide is thstable?one metrewde
the classrooTl:
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 sit 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.
J across 4 over 5 above
Key
Order as shown on Resourcesheet: up, down, in,
out, through,along,under,above/beloq of on,
round. over.
ffi
Crurmar practice...1SB Page104, Exercise1.

Key
1 out,through 2 alc:ng I around a off
5 over 6 under 7 above
ffi
Oemonstrate
a few examplesof whatthe vehiclesdo
and howtheyworkbeforestudentsdo the pairwork,
e.g.: 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.
ffi
Vou may find it usefulto revisenumbersL-l.,OOO

quicklybeforetacklingthis activity.
Thenpointto the
dagram
o f a t r a 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 vgonignagpt or elsentatio
nat
pRAcTtcE
sB pages
87
31"."p
ffi cor'nMUNlcATtoN
a n d9 3 .
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 actvity
nfrontof 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 dn g .
Key
1 The width othe 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, orbetterstability,a wide track is better.
unstable.
O.ronstratethis activitywitha studentbeforeasking

studentsto takeit nturnsto 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 before72feedng
backorallyto the class.
Key
1 wide 2 height 3 wide 4 heavy 5 thick
S
ffi
Forfun,studentscouldimaginethey'rehavng
a
friendstayin theirapartment,
whitethey'reon
hotiday.
Workingin pairs,theywritea shortnote
sayingwherea few .essental'thngs
are,usingas
manyprepositions
Theycouldusea
aS possble.
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 ematto a foregn

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
lstenand repeatthe wordsand

B decide73if theStudents
soundsarethe sameor different.
Monitor
whentheyrepeatand noteany
students
carefulty
ModeIwordswhichtheyfinddifficult
errors.
and
repeat
students
again.
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 ast?
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.
ffi
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 buldngsite, you need to wear a hard hat,

in case somethngfalls on you from above. lf you work
on the motorways you need to wear high visiblity
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
ffi
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-of
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'meanS 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
ffi
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
ffi
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.
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.
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
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 teasy 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.
Tronscrpt
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-^., .^
| ||E'y
L()||
.^m^r16
L\Jl||PoIE'
{ 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} ytrlrEr
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.
ffi
', 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
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
ffi
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.
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.
1,2 Agendas
Transcript
Victoria OK. Shall we make a start?... er,just to say,
Lesson 1,2.1
Attendingmeetings
George
Tmeclauses
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 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 meetingtheythnk
Software.
it sand 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.
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 conerencc.As yclu know,
eachvearwe havea theme ...
Studentsdo the co mplet o nact vityindep end ently ,

then co mpar ew ith a par tner .
of
stuoentsworkin pairsto talk abouttherexperence
meetngs.
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,informatve,
useful,efficient,inefficient,
boring, well/badlyorgansed,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.
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[ 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
ffi
practice'.'$
L.
Vocabulary
SB PageL05,Exercise
Key
tf 2a
ffi
ffi
3g
+b
5h
6c
7e
8d
79 Studentslisten,repeatthe wordsand decide

You
fthe underlined
soundsare the sameor different.
mavchooseto do thswiththe whoteclass.
Key
1 different 2 different I the same + the same
5 different
workwtha 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.
ffi
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. . .
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.
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.
ffi
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
/
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
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 gvingexamplesof 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.
ffi
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 (Antono),
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 .
ffi
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 hotelsor
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 aternoon,then.
George OK.
Transcrpt
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. -..l 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 .
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 r 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 t 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.
ffi
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 pa r sand each pair ntoA and B.

Give studentstime to lo o k at the rd 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.
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
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 Ater 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.
..'?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.
ffi
neadthe rubricwiththe classand eticitwhatsmalltatk

means.Encourage
studentsto giveexamples.
ffi
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 <i f th e y o f f e r e dthem a
' c o m p a n yl o l l i p o p ' ?
ffi
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.
ffi
't you wantto guide/control

the activitya tittlemore,
writetwo headingson the board:Goodfor smalltalk
and Bad for small alk.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.
Tgst 4 (unirs
10-t2)
W
Matchthe pairsto makesuggestions.

Writea-f in the
boxes.
r ! we could
z !
Whaa
t bout
r !
wny
d o n ' tl l I d o / t f r i n tl<
i t ' s l g o o d I a l t o l t h a tI
i d e a.
R i c h a r dt o t h e
c o n f e re n ce?
t h i n k sl h e l s h o u l d n l' w
t e l y e t I a / d e c i s i o/n
m a k e.
b spend less on
packaging.
some of the
p r o d u c t i o nw o r k e r s .
4 [] wny not
d o n ' t/ t o d a y / d e c i d eI t o I h a v e / w e .
c a l l i n gt h e c l i e n t
n o w?
s !
H o wa b o u st e n d i n g e d o n ' t we co nfir m
6 !
*. couldlayoff
t h e o r d e rb y e m a i l ?
f
ffi Fitlin thegaps.

vatid delayed upgrade supplement
connection canceI refund
a rr a n g ea n ew
d e l i v e ryd ate?
C o m p l e t et h e s e c o n d c o n d i t i o n a ls e n t e n c e sw i t h t h e
cor r e ctfor m of th e v e r b s i n b ra c k e ts .
1
( p h o n e )t h e h o te l n o w , w e
lf we ---------(get) a reservation
We
( o r d e ) n o w, th e y
l f w e - - - . - -- - (de l i ve l i n two d a y s ' t i m e .
lf | ------ -
I n e e d t o - - - - - - - - -m
- -y- r e s e r v a t i o nI.' m n o t g o i n g
to the co nfer enceno w .
I 'd like to - -----------mv ticket fr o m s tand ard to
fir st class.
-... (not make) a profit if we

( s e l l )th e p r o d u c t f o r l e s s .
----
Yo u'll have to pay a

r eser vatio n.
W e've missed o ur --------train?
( b o o k ) t h e ti c k e t i n a d v ance,I
( c a n g e t ) a d i s c o u n t.
2 benefits/ suggestion
I us I would/ thisI severalI
give .
3 p r o p o s a /l sl / s h o u t d
/ c o n s i d elrw e / t h i n kl t h e I
o t h e r.
4 t o o / m y / s u g g e s t i oIny o u r/ o p i n i o n/ w o u l d/ b e
/ e x p e n s i v/e i n .
- to hav e a seat
Yo ur day r etur nticket isn't .------10 am.
( s p e a k ) t o t h e m a n a g e ri f I
( h a v e )ti m e .
Put the wordsin order.Make sentences.

r his / let's/ now/ discussI offer.
, please?
Y e s ,y o u c a n h a v e a l l y o u r m o n e y b a c k .
Can I havea fult -------
ffi
b efore
. Can I catch the next
l s t h e t r a i n r u n n i n go n t i m e ?
No, it's
t h i r t ym i n u t e s .
U nelettine the correct prepositions.

1 The best way to/in the airport is by taxi.
2
You need to go into/in the centre of town.
Get o ut/o ffthe tr ain at the nex t sto p.
Take the lift fr o m r eceptio nup to /aboy ethe tenth

floor.
5 The bridge goes under/overthe river.

6
His office is on the fifth floor and l'm above/below

him on the sixth.
The tr ain is lifted up/o verby magnet icforce.
The r o ad tunnel go es thr o ugh/o verthe m ountain.
s s u p p l i eIr I I r e c o m m e n/dw o u l d n '/t f r o m/ b u y i n g

/ t h a t.
B u si ne ssS t ar t - u o2
T e s t4
P H OTOCOP I A BLE
O Cambr idge
University
Press2 0 0 6
Test 4
f
W r i t es e n t e n c ew
s i t ht h e s a m em e a n i n gU. s et h e
wordsin the box.
w e i gh s t h i c l < wi d e
tong
high
2 | l r p . u r . / tj roo , t ^ - .li*. / r . . . i . r i , i o i " t
T h e[ e n g t ho f t h e p l a t ei s 2 2 0 c m .
free.
T h ew d t ho f p l a t ei s 0 . B 0m .
3 we / not / start/ meeting/ before/ you I getI

here.
Thethicknessof 0i.,. r-o.2o;.
4 we/ wair
/'.,',/ .iir in./ ';;,t; /;. r'...ou
T h eh e i g h to f t h e t u b ei s 3 m .
t;;;. ;;, .t'i. ',;. ;; ;t k;.

W
mustn't allowed must should haveto

1 | don 't
off.
wo r k o n S a t u r d a y s .l t ' s my day
we a r e y e p r o te c t i o ni n t h e tab.
I we a r f o r m y j o b i n t e r v iew ?
3 Wh at
4 Y ou'r en ot - - - 5 You
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
fl ghtar r ivesat 06.30.'
She saidthat ..
'M y
tr ain'sdelayed by half an ho ur .'
He said that .- -
ffi Fittin thegaps.
F i l li n t h eg a p s .
The.
Complete
t h e s e n t e n c eisn r e p o r t e ds p e e c h .
1 ' l ' l lg o t o t h e c o n f e r e n c e . '
She said that-.
'l
d o n ' tw a n t t o g i v e a p r e s e n t a t i o n . '
2 Y ou
Makesentencesaboutfutureevents.
1 | I s e n d/ e m a i l / w h e nI I I S e tI t o 1 o f f i c e.
the agenda
of the
f o r d s c u s s oant a m e e t i n gs h o u l d
b e o n t h ea g e n d a .
I t ' se s s e n t i atto d e c d ew h e r et o
m e e t nign a d v a n c e .
the
anything mind take after late seat

break
Have a ---------------- M r S m i t hw i t tb e w t hV o u 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 .
Testtotatm
PH0 T 0C0P IAB L@E C a m b r i d g U

e n i v e r s i ty
Pre s s2 0 0 6
BusinessStar t-up2
fest 4
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
PHOTOCOPIABLE Cambridge University Press 2006
Resource sheet 1.2
The company delivers the parts to the customer's site.
I~--------------------------------------------------------------------------------------------------------~
I
I
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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I
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I
I
I
I
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.
Business Start-up 2
Resource sheets
Resource sheet 1.3
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~~~~~~~~~~~~~~8. :
Business Start-up 2
Resource sheets
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
P H O T O C O P I A B L@
E 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
BusinessStar t-up2
Resource
sheets
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.
H e rj o b c h a n g e s
every day, b ut
t h a t ' sn o p r o b l e m .
years
Twenty-five
S h e ' sn o t r e l i a b l e . S h e d o e s n ' tf e e l
in theoil industry!
g o o d g i v i n gt a l k s .
t
I
I
I
------''l
She'svery
creative.
S h e w o r k sw e l l
u n d e rp r e s s u r e .
She'svery
reliabte.
S h e m a k e sg o o d
presentations.
She'svery
anatytical.
She'salways
b e h i n ds c h e d u l e .
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 .
B u si ne ssS t ar t - u p2
R e s o ur ce sheets
End
P H OTOCOP |A BLE
@ Cambr idge
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Press2 0 0 6
Resource
sheet2.3
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Resource
sheets
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.
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Do Uouknou,...?
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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?

|tacar
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
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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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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 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
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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
hzrd a lie in last Sr-rnday
r,vcntto thc cinema last week
had tea Llrbreaksttlris nrortling
cooked dinner ycsterclay
ate in thc-cafeteria yesterday
had a busy weckend
rvorked at thc weekend
u'ent to the IJSA last year
10
did some qardening last Saturday
1l
w,atcheclTV last night
12
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l3
rvashed the car last week
14
lrad amilyround last week
15
did somethinq really interestins last year (what?)
PHO T O CO P IAB@
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How many people?
BusinessStar t-uo2
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Resourcesheet5.7
BradlBrendaCooper
arrangeprojectmeetingMondayafternoons
arrangeteam meetingFriday mo rnngs
- July
visitsatesconference
TonylTanyaWalker
arrangemeetingswith foreign
- 3 timesa year
customers
visitcompanystandat Berlin
tradefair- March
Mandy/MarkDavey
Cindy/Sam
Cruise
arrangevideo conference
for
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managers
mornings
arrangemeetingwith supptiers
everymonth
visitexhibition
for salesand
- November
marketing
and May
visitannualcompanyconference
- September
arrangetelephoneconference
- Friday
for storemanagers
afternoons
arrangevideotrainingconference
- everymonth
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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 .
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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
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Resourcesheet5.3
Excuseme,is
Do you haveany Do you have a
there a tourist...? leafletsabout ...? map of ...?.
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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----
PHO T O CO P IAB@
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lf I meet my sales target

this month ...
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lf we increaseproducton
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lf the new productis a

s uccess...
If I can'tfind the key to

my hotelroom ...
R e s o u r c seh e e ts
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a@o
Mexico (7 days)
Flight from Manchester
Dates 23-30 July
2*Hotel (includingbreakfast)
Price from f'2o9 per personr
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 .
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PH0T 0C0P IAB LOE Ca m b ri d g U

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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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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
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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
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
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Peterthe Great
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- Yes.I actualtybuiltthe firstone.
- 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 , tw a s a n n c r e d i b el ex p e r i e n c e .
- 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 .
- 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 .
- 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
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Resourcesheet8.1
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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
2
3
B usi ne ssS t a rt- u p2
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@ Cambr idge
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Resourcesheet8.3
12:30pm
12:35pm
1:05pm
2:55pm
Wor|dNewso|lowed
bytheweather.
Todd
withEricBlairandSamantha
KeepingUpwiththeJonesesComedy
Lieln theWiIdDocumentary
aboutbrownbearsinA|aska.
lastweek'sprogrammes'
CanBenkeephisbig
High|ights
rom
Downtown
Soapopera.
Brenda?
WiI|Rosiekeepherjob?CanKerryso|veherprob|em?
secretrom
7:35pm
7:50pm
8:fi1pm
pm
1():ffi
10:20pm
news.
NewsNational
andinternational
Followed
byWeather.
LondonNewsThelateststoriesfromthenewsroom.
Dubbed.
thriller
PaulHuber
andKarenCotting.
starring
SevenMinutesFilm,2001.Detective
12:55am
1: ) am
1:00pm
1:28pm
pm
1:rt0
2:05pm
3:25pm
4:35pm
5:25pm
5:35pm
6: ) pm
6:28pm
7: ) pm
7:30pm
8:fi)pm
8:30pm
9:00pm
10:00pm
10:25pm
10:35pm
12:50am
news.
NewsNational
andinternational
followed
bya
f|m
unemployment
WorldViewDocumentary
ontheeffects
of long-term
witha panelofexperts
anda studioaudience.
discussion
Weather
News24
andinternational
news.
NewsNational
LondonNews
again?
WillSamandNancygettogether
FriendsandNeighbours
Soapopera.
NinaBorto|otti
and
Comedy
starring
A FlashoLlghtFi|m'1978.Romantic
FaustaSilva.
CartoonsTimandTom.
'l1B
ParkStreetAnother
daywithclass
at ParkStreetSchool,
Browne
andSelinaKnott.
NewsPresented
byJo
Children's
WillRosieimpress
thenewmanager?
WillBenleaveBrenda?
Downtown
Soapopera.
news.
NewsNational
andinternational
LondonNews
lifein a South
s|um.
American
abouteve'ryday
Lieln theFavelasDocumentary
redesign
a garden
of a townhouse
GardenAttackThisweekourteamofgardeners
in Chelsea.
byAmyTaylor.
TalkFastOuizshowpresented
tonight
MollyJonesand
Air
Talk
TobyWllkinson
on
show.Ourguests
SabinaScheider.
Townshend.
WillyCaseandBrenda
NowhereFastTVdramastarring
worldwide
NewsRepofts
fromcorrespondents
Nationaland lnternational
headlines
andWeather.
LondonNewsfollowed
bythenational
Livecomedy
asAlanFiskandhisguests
OurViewpresented
byAlanFiskandhisguests.
takea personal
lookatthenews.
Weather
Pr e s s2 0 0 6
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PHO T O CO P IAB@
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7
arebuitt
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in Brazi[.
are banned
on BritishTV.
Advertsfor cigarettes
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are known
all overthe world.
are made
with miil<and eggs.
was made
in the 1960s.
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O Cambr idge
Resourcesheet9.2
I
i a
money...
started
making
onNovember
3rd.Thecompany
Boo.comwas
finallylaunched
Theyneeded
finance
or
meeting
newinvestors.
a||overthewor|d,
Thefounders
trave||ed
hard,butlivedwellworkers.
Theyworked
extremely
equipment,
andto recruit
computer
jet.
a private
flewonConcorde
andevenrented
theystayed
inthebesthoteltsometimes
andcostswerestilltoohigh.0nMay'l8th,booclosedits
Salesdidn'treachforecasts
thefirmwentbankrupt.
website.
A shorttimelater,
planned
carefully.
theirstrategy
Before
theysetupboo,thefounders
firm
ParisandStockholm.The
Munich,
in NewYork,
fast.lt opened
offices
Booexpanded
permonth.
Butthe
costswere$1.+million
Bythesummer,
salary
hired200employees.
problems.
dueto technical
launch
wasdelayed,
website
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forthecompany.
to raisefinance
to findinvestors
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in May1999.
to launchboo.com
Theyintended
in eightcountries.
theyaimedto haveoffices
Bytheendof 1999,
ln early2000,theyhopedto listbooonthestockmarket.
openeditsfirstoffice
Thecompany
Boowassetupat theendof theyear.
in London.
1999 t 2
on a server
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equipment.
in expensive
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aboutthefounders.
stories
t Newspapers
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andmagazines
stillwasn'topen...
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wellknown.
became
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it laidoff130workers.
ln January,
Boohadto cutcosts.
2000 t ... butnotfastenough.
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P H O T O C O P I A B LOE 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
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Resourcesheet9.3
log in
web page
register
software
instalt
search
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join
keyword
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search
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d v e r n i g hbt y
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Resourcesheet10.2
7
A colleaguehas workedatl day on the computerand looksverytired.

2
Yourfriendboughta newwatchyesterday
and it doesn'twork.
3
A colteague
at work has forgotten
to ringan importantcustomer.
4
A colleague
tellsyou she'san hourlateforan appointment
witha clent.
5
A colleagueis goingto LosAngelesfor a conference

and asks your
adviceabouttravel.
6
A friendis loolcingfor anotherjob and asl(sfor advice.

7
A cotleague
has an interview
for anotherjob and asl(syou for tips.
I
Yourwife/husband/partner
has invitedcolleagues
fromhis/heroffice
roundfor dinnerand asks youradviceon whatto serve.
9
Yourboss is meetingan importantcustomerin a townyou knowwetl

and asks for suggestions
on whereto take her for lunch.
10
A colleaguestayedin a hotellast nightand teftsomeveryimportant

documentsin his room.
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P H OTOCOP I A BLE
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Resourcesheet10.3
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y i r d sc a nw a t c ht h es u nr i s ef r o mt h e
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you'vereallyearnedthatextraportionl
(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 .
The Serenahasmusicforeverytaste,andfromeveryera,with regular

liveshowsin thecabaret
bar
b y t h es h i p ' so w n b a n d T
, h eS e r e n a d el sn.o u rn i g h t c l u bF ,o r c el 2 , t h ed a n c ef l o o rr o c k se v e r y
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A f u l lr a n g eo f i n t e r n a t i o ns a lt e l l i tceh a n n e lis a v a i l a b ol en b o a r dV. i e w i n gi s s u b j e ctto a

s m a l al d d i t i o n cahl a r g eP.l e a s ae s ka t r e c e p t i o n .
All sockets
areUS format.lnternational
adapters
areavailable
forpurchase
on theship.
A n e x t - d asye r v i c ies a v a i l a b lfeo, ra s m a l cl h a r g eP.l e a s n

e o t e t, h i sd o e sn o ti n c l u d e
d r yc l e a n i n g .
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e o t et h a t
cashpurchases
arecharged
to yourbillor creditcard.
cannotbe madeon board.Purchases
P H OTOCOP I A BLE
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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
PHO T O CO P IAB@
L EC a m b ri d g U
e n i v e rs i ty
Pre s s2 0 0 6
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sheets
Resourcesheet 72.2
Johncan'tcometo the meetingtoday.
Mr Smith'strainis halfan hour[ate.
The client'sftightarrivesat L0.00.
Thenewaccountant
hasa reservation
fortwo nightsat the HotelBristol.
I can book a tableat the restaurant
for B pm.
The conference
startson the 15thof December.
The meetingfinishesbeforelunch.
Jane'lIphonethis afternoon.
Tom'[[
finishthe reporttomorrow.
Rachelwitlsendyou an emaiIto confirmthe details.
P H OTOCOP I A BLE
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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
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EntrVlSummary
test
Name:
Circlethe correctanswer:A, B, C or D.
1
I ' mi n c h a r g e
She
in this office.
t h e r ea t r a d ef a i ri n B e r l i n ?
3
4
thedepartment.
W h a tc o m p a n yd o y o u w o r k- . - ,
A for
Bon
cof
D to
A work
B doesn't
C does
D works
ADO
Bls
CAre
D Does
A for
B please
Cto
D from
y o u l i k ea n y t h i n g
else?
A Could
B Woutd
c Will
D Want
I havethe bill?
A P lease
B Would
C When
D Could
A does
B ar e
Cdo
D like
A has
B have
C having
D not
Ain
Bof
Cat
D to
A ptay
B ptays
c played
D playing
7
8
t r o u b l ew i t h t h e i n s t a l l a t i o n .
s o l v i n gp r o b l e m s .
basketball.
10
tr
!
tr
tr
T
tr
n
!
n
n
77
in football.
A interest
B i n t e r e s t i n g C inter ests D i n t e r e s t e d
72
a - - - -. - - - a t h o r s e r i d i n g .
Ago
B going
Cdo
D doing
A more
B less
C than
D that
A mo st
B more
Cas
D the
A the
B least
C most
D very
A less
B not
C least
D more
Aon
Bat
Cof
D to
A W ant
B Can
C P lease
D Does
A are
B been
C w er en't
D being
A too
B very
C made
D enough
A discuss
B talk
C talked
D discussed
A Has
BDo
C Hasn't
D Did
A round
B down
C invite
D near
2 4 | - - - - - - - -a- -l-i -e i n o n S u n d a y m o r n i n g .
A did
B took
C went
D had
25
w e d i s c u s s t h i s a g a i n n e x t we e k ?
A Are
B Going
c Shalt
D Did
26
boo k th e t i c k e t s to m o r r o w.
AI
B I'll
CWe
D Shatt
A to ar r ive B ar r ive
C ar r ives
D arriving
Abe
Bat
C o ver
D to
2 9 Do you ha v e - - - - - - - .-l e.-a f l e t sa b o u t t h e to w n?
Ano
Ba
Cany
D a lot
3 0 Y o u d o n ' t p a y t o g o i n t h e m u s e u m .l t ' s - -- - - - .
A open
B free
C e x p e n s i v eD c h e a p
3 7 I d o n ' t t h i n k t h e p r o j e c t- - -
A witt
B shall
c quickly
D soon
A going
Bis
Cwas
D won't
B w i l tb e
CWaS
D be
A aim
B thinking
Cgo
D pl a nni n g
A co st
B price
C fare
D charge
3 6 l f I c a n c e lt h e b o o k i n g ,c a n I g e t a - - . - " ?
A r efund
B co st
C money
D discount
3 7 H e - - - - . - - -t-h e c o m p a n yi n 1 , 9 9 8 .
A join
A 've had
B joins
C h a s j o i n e do j o i n e d
B had
C having
73
a car.
e x p e n s i vaes t h a to n e .
t4
t5
c h e a p e s to n t h e m a r k e t .
- . -p o p u l a ro f o u r p r o d u c t s .
76
the yearto visit?
77
besttime
18
r e c o m m e n da n y g o o d h o t e l s ?
v e ry g o o d l a s t y e a r .
7 9 S al e s
2 0 T h e c a r w a s n ' tb i g
a b o u t t h e b u s i n e s s p l a n y e s t er day.
2 7 We
22
- - -f o r t w o p e o p l e .
h e f t yt o H o n g K o n g ?
23 We had friends
2 7 The train
for dinner.
at 10.35.
2 8 I l ook for wa r d
m e e ti n gy o u n e x t week.
be a success.
3 2 I t c e r t a i n l y- - - - - - - -b e a s u c c e s si n t h e s h o r t t e r m .
3 3 T h e y ' l li n c r e a s es a l e s , i f t h e p r i c e
3 4 We 'r e
low enough.A i s
t o l a u n c h t h e n e w p ro d u c t in M ay.
3 5 H ow mu ch i s th e re tu r n
t o Pa r i s ?
3 8 | - - - - - - l o t s o f e x p e r i e n c ei n t h e o i t i n d u s t r y .
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P H OTOCOP I A BLE
Press2 0 0 6
@ Cambr idge
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Entry/Summary
test
39 I'ver e ad h a l f o f th e re p o rt- - - - - - --- .- -
A no t yet
B before
c yet
D so far
40 T he y haven ' tf i n i s h e dt h e wo rk
A so far
B yet
C alr eady
D be fore
41 H aveyou
A often
B s o m e t i m e sC e v e r
D usually
42 Dr i vi nga sp o r ts c a r i s v e ry - .- - - .- .
A excite
B ex cited
C ex cites
D ex citing
43 S h ar e pr i c e s h a v e f a l l e n - - - .- - - -we e k .
A this
B nex t
C pr esent
D las t
4 4 B u s i n e s sh a s - - - . - -g- -o o d t h i s q u a r t e r .
A beB
C been
D was
45 Ar e pr ope r t yp r i c e s
A i n c r e a s e dB i n c r e a s i n gC i n c r e a s e s
D increase
46 H as i nfl at io n..- - - -- .' m u c h t h sv e a r ?
A rising
D rse
47 Wh at 's
A inB
atC
A TVB
channel
s e e n a f i t m wi t h s u b ti tles?
a t t h e m o m e n t?
T V to n i g h t ?
4 8 | w a t c h e da m a t c h o n t h e s p o r t s
m i l l i o n so f p e o p l e .
49 The book was read

50 VW car s
last night.
in Germany.
A for
being
B r o se
B from
A is made B made
C r isen
of
Don
C cable
D schedule
C at
Dby
C been made D are made
5 7 l t ' s i m p o r t a n t o f i n i s ht h e j o b
A fastly
B quick
C quickty
D urgent
52 S he w or ks v e ry
A hard
B car eful
c slow
D hardly
C Using
D Use
53
t h e s e a r c he n g i n et o s e a r c hf o r i n f o r m a t i o n . A Uses
B Used
54
l o g i n , e n t e ry o u r p a s s w o r d .
B Atc
A Fo r
h a p p e n ,i f w e p r o d u c e da n e w d e s i g n ? A w o u l d
55 What
a b o u t m a k i n gt h e p a c k a g i n go u t o f p a p e r ?
56
A What's
n
n
D
n
tr
n
n
n
To
DDo
B going
C witt
D is
B H o w 's
C What
D Why
5 7 | d o n ' t t h i n k w e - - - - . - - -i n c r e a s et h e p r i c ey e t .
A s h o u l d n ' tB s h o u l d
C have
D ha v en' t
58 We - - -
A haven't
c have
D shouldn't
- -to m a k e a d e c i s i o n b y Fr i d a y.
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 .
A missed
B should
inC
B caught
A t h r o u g h B o ver
A through B i n C
ahead
D lost
C under
D down
around
tr
D along
B haveto
C mustn't
D shouldn't
64 Y ou'r enot - - - - - - - t o d r i v e a c a r wi t h o u t a [icence.
A can
B could
c valid
D allowed
6 5 I ' dl i k e
A any
B anC
A alt
B anyone
C somebody D every
A when
B until
C as so o n as D aft er
B will get
C get
D got
c been
D was
66 Can
- - - -u- s e t h e g y m o r i s i t o n l y f o r m e m b e r s ?
67 | '[lw ai t
th e re p o rt s re a d y .
6 8 S h e ' l lp h o n e y o u w h e n s h e
69 She said she 70 He promised
77 Do you
72
- . - .- - b a c k t o t h e o f f i c e .A gets
. - - -t o o b u s y t o s p e a k t o m e .
- . - - -m
. - e t h e r e p o r tt o d a y .
if I open a window?
I ' ms o l a t e .
PHOIOCOPIABLO
some
D many
A beB
being
A send
B to send
C wouldsend D sending
A want
B please
C tike
D mind
A So r r y
B Ex cuse
C Mind
DOK
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TEST1 (Pagesze-zt.)
ffi
r T h i s p r o d u c tm a d e a m i l l i o nd o l l a r sf o r t h e c o m p a n y .
2 lt to o k six w eeks to finishthe plan. 3 That
p h o t o c o p i e dr i d n ' tc o s t $ L 0 , 0 0 0 . 4 I w e n t s h o p p i n g
yester day. 5 They co uldn'tfind a betterlocation
fo r the facto r y. 6 | didn't have fr iendsr ound last
w eekend. 7 W e ate in a r estaur antlast nig ht.
9 She dr ank co ffeew ith her br eakfast.
ffi
r D id yo u w o r k o n a Ver y difficultpr o j ect? z Ddy ou

h a v e p r o b l e m sw i t h t h e i n s t a l l a t i o n ? 3 C o u l d y o u
s o l v e t h e p r o b l e mq u i c k l y ? 4 D i d y o u f i n i s ht h e j o b
o n time? 5 D id yo u go ho me ear ly?
ffi
r | ' l lc a l l h e r t h i s a f t e r n o o n . 2 S h a l l w e m e e t a g a n
nex t M o nday? 3 Shall w e get the same train?
4 |'ll lo o k into fl ghtsto M adr id.
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5 inclusive 6 discussed 7 hesitate 8 regards
ffi
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5 arrives 6 starts
7 amf'm,is, are/'re z ls 3 Are 4 Are 5 is/'s

6 Are
1 l 'm I I am n o t a n e n g i n e e r . 2
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're not late for the
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m e e t i n g. 4 | d o n ' t wo r k i n t h e Pa ri s o f f i c e . 5 H e
d oe sn't l i ve i n L o n d o n . 6 W e a r e n ' t/ ' re n o t go ing to
t he confe r e nce . z Sh e d o e s n ' twri te re p o rtsin
E ngl i s h. 8 T he y a re n ' t/' r e n o t b u i t d i n ga n e w facto r y.
Wr
ch e ck 2 w o r k s 3 d o n ' t 4 h a v e 5 d oes
6 w or ki ng Z w o rk 8 h a v i n g 9 tr a v e l l i n g
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ffi
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tafter 2to 3of +for swith 6for

8 behind 9 over 10 at
7on
i s m o b i l e p h o n e i s c h e a p e rt h a n t h a t o n e .
W 2r AT hFerrari
is faster than Ford.
A flat in Liverpool
a
3
i s l e ss e xpe nsi v et h a n a f l a t i n Lo n d o n . 4 My o fficeis
as big as my boss's office. s These products are
be t t e rt han t ho s e p r o d u c ts .
He has / H e 's g o t th e n i c e s to f f i c e . z T h i s is the

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difficuttdecision. r (The)cost is the least
i m p o r t a n tp r o b l e m . 4 | t h i n k t h i s i s t h e w o r s t
s ol u t i on. 5 T o m ' ss u g g e s ti o np r o v i d e sth e best
option.
t info r matio n 2 leaflets 3 maps 4 guid ed

5 so uven r s 6 peak
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W rd 2g 3f 4a 5c 6h 7 e 8b
managea te a m o f f i v e t e c h n i c i a n s . 2 W hich
W 1de|par
t me ntdoe s h e wo r k f o r ?
W o u l d y o u like
3
anyt h i nge l se t o d ri n k ? 4 W e ' r ea h e a d o f s c hedule
and u nde r bu d g e t . 5 H e ' s n o t v e r y g o o d a t making
pr e s e nt at i ons. 6 | c a n ' ts ta n d f o o tb a l l . 7 I'm no t
i n t e r e st e di n t h a t. 8 I ' d l o v e t o h a v e a g o a t scuba
d i v i n g . 9 l s t h e c o s t o f d e l i v e r yi n c l u d e d ? r o T h i s
quot e i s much c h e a p e r . 7 7 C o u l d I h a v e a n ex tr a
de sk i n my offi c e ,p l e a s e ? 7 2 Fa x m a c h i n e sar en't
n e ce s sar yany m o re . 7 3 l t ' s n o t to o f a r f ro m the sea.
14 Wh at 'st he w e a t h e rl i k e i n s u m m e r ? 7 5 What'sthe
be st t i me of yea r t o v i s i t B ra z i l ? 1 6 C a n y o u
r e comme n dan y g o o d p l a c e st o s t a y ?
TEST 2 (Pages 46-47.)
W 1 Were
W
ffi
2 Was
l c o m p l i c a t e d z r e t i a b t e 3 d a n g e r o u s+ p o p u t a r
5 economical 6 safe
TEST 3 (Pages 66-67.)
ffi
t has/'sw o r ked 2 became 3 H ave, m anag ed

4 D id, leave s finished 6 have/'vehad
ffi
1 H e hasn't/'s no t w r ittenthe r epo r tyet .

2 | haven't/'ve no t finishedthe pr o j ecty et.
3 She has/'salready phoned office. 4 We have/'ve
alr eadyhir ed thr ee technicians. 5 They hav e/' v e
alr eadydo ne the j o b. 6 | have/'ver ead half of the
reportso far.
ffi
t schedule 2 tr o uble 3 pr o gr ess 4 trainee

5 M aster s 6 r ecr uitment
ffi
t Shar e pr iceshave r isen to day. z The p rice has

go ne up this w eek. 3 The index has fallenthis y ear.
4 Oil pr iceshaven'tincr easedso far this quarter.
5 Our pr o fitshave go ne do w n this quar ter.
6 S a l e s h a v e i n c r e a s e dt h i s m o n t h .
ffi
r Unemplo yment 2 I nflatio n 3 I nter est 4 d eb ts

5 bo o m 6 cr ash 7 r ecessio n
3 weren't 4 wasn't
1 T he car w as t o o e x p e n s i v e . 2 T h e b a t te r yw asn't
bi g e n ou gh . 3 T h e p ro d u c tswe r e n ' tc h e a p e no ugh.
4 The deliverywas too slow. 5 We weren'tearly
enough.
T e s tk e y s
r I thinkthe new productwon'tbe a success.

z They'lIincr easepr o fits,if they can deliveron tim e.
3 lf the pr o j ectis successful,they'llmake a lot of
mo ney. 4 Ther e'llbe a big demand,if the p rice is
low. 5 We'regoing to open a new store next year.
6 Shalt I make a r eser vatio nfo r yo u?
ffi
ffi
1 sho w 2 do cumentar y3 channel 4 satellite

s dubbed
Testkeys
B
r
r
placement
is usedby the company.
1 Product
2 Thenewsis watchedby miltionsof people. 3 The
was seenby lots of tourists. 4 The parts
accident
aremadeby GNTin its factoryin Germany. s The
videowas producedby a Frenchcompany. 6 The
weresentby email. 7 The orderwasn't
documents
delivered
on time.
th
2g
3f
4e
5b
6c
7a
8d
1 lt'sa difficultiob - you have to do it carefully.

2 Haveyou e v e r d o n e a p a ra c h u tej u m p ? 3 | tho ught
wa s v e ry b o r i n g . 4 H e wo rks r eally
t he pr e s e nt at io n
har d. 5 Di d y o u d o a d e g r e ei n Ec o n o m i c s ? 6 W e'r e
havi n gt r oubl ewi th t h e n e w c o m p u te r . 7 She hasn't
hi r e da n e w s e c re ta ryy e t. 8 W h e n d i d y o u gr aduate?
9 | always feel very relaxedafter a beach holiday.
10 Wh at di d yo u wa tc h o n T V [ a s t n i g h t ?
TEST4 (Pages 86-87.)
a
E
1b
2d
3 e
4f
5a
go to the conference.
r She saidthatshe would/'d
2 He saidthathe didn'twantto givea presentation.
3 He saidthathe couldringbacklater. + She said
thather flightarrivedat 06.30. 5 He saidthathis
trainwas delayedby hatfan hour.
ffi lseat ztate 3After 4take smind

6 break z anything
ENTRY/SUMMARYTEST(Pages124-1.25.)
1C
2D 3B 4 A 5B
10D 77 D 724 73 c
77c
18 B 79 C 20 D
24D 25 C 26 B 27c
374
32 D 334
34 D
384
3 9 D 40 B 4 7 c
4 5 8 46 C 4 7 D 4 8 B
524 53 D 54C 5s A
5 9 D 60 A 6 7 C 6 2 A
6 6 8 67 B 6 8 4
69 D
6 D
74c
27 C
28 D
35 C
42 D
49 D
56C
63 C
70 B
7 B
154
22 D
29c
36A
43A
50D
57 B
64 D
7t D
8C
9C
76c
23A
308
37 D
44 C
57 C
58C
65 C
724
1 l f w e phon e d t h e h o t e l n o w we wo u l d /' dg et a
r e se r vat i on. 2 W e wo u l d n ' tm a k e a p r o f i ti f w e so ld
t h e pr odu ctfor l e s s . 3 l f we o rd e re dn o w they
w oul d/ 'dde l i veri n t wo d a y s ' t i m e . 4 | wo u l d/'dspeak
t o t h e m a n a g e ri f I h a d t i m e . 5 l f I b o o k e d t h e t i c k e t
i n advance ,I co u l d g e t a d i s c o u n t.
1 Let'sdscusshis offer now. z This suggestion
w oul d gi ve u s s e v e ra lb e n e f i t s . 3 | t h i n k we sho uld
c o n s i d e tr h e o t h e rp r o p o s a l s . 4 I n m y o p i n i o n ,y o u r
sugge st on
w ou l d b e to o e x p e n s i v e . 5 l wouldn't
r e c o m m e n db u y i n gf r o m t h a t s u p p l i e r . 6 | d o n ' tt h i n k
i t 'sa good i de a to d o th a t . 7 H e th i n k s we sho uldn't
make a de ci s i o ny e t. 8 W e d o n ' t h a v e to d e cide
today.
t refund 2 cancel 3 upgrade 4 supplement
5 val i d 6 con n e c ti o n z d e l a v e d
2into 3 off 4to

tr1to
7 up 8 through
B
6c
ffi
5over 6above
t Theptateis 220cm long. z The plateis 0.80m

w i d e . 3 T h e p l a t ei s 0 . 2 0m t h i c k . 4 T h et u b ei s
3 m h i g h . 5 T h et u b ew e i g h s5 5 k g .
lil t haveto 2 must I should + allowed

5 mustn't
ogi e s z c h a i r
ts t5 apol
items 6 hotd
t
2
3
4
3 c i r c u l a te 4 m i n u t es
I'l l se nd an e m a i l wh e n I g e t to th e o f f i c e .
l 'i l spe ak t o y o u a g a i n a s s o o n a s I ' m f r e e .
W e w on 't s t a rt t h e m e e t i n gb e f o r ey o u g e t her e.
W e 'l [w ai t un t i l a l l th e re p o rtsa re re a d y .
PHO T O CO P IAB@
Pre s s2 0 0 6
e n i v e r s i ty
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C A M B R I D G EU N I V E R S I TPYR E S S

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

toolforstudentswho havedoubtsabouta oarticular

activitiesin alI fo ur skills (speaking,[istening,read ingand

a var ietyo f ex er cisetypes.

Ther eis a key to the W o r kbo o kactivitiesso that stud ents

four tests to assess progressafter every three units

Resourcesheets for presentationand practice(one per

Ther e is a separ atel<eyfo r the tests in the Te acher' sBook ,

nsk whichotherpersonon the chartis on the course.

'n pairs,studentsimaginetheyare Sue,Davidor Etta

'."pSB Page95, Exercise

lwork in London. /she

She works n London.

Studentstakeit in turnsto introduce

P tay the r eco r dingfo r studentsto listen and

eointto the web pageand givestudentstmeto look

practice""p SB Page95, Exercise

...pSB Page95, Exercise

Really?I managea sn'rallfun park in Germany.

Studentslisten again to pick out m ore

Studentsreadthe top of the menuand suggestwhat

workin pairsfor two minutesand discuss

practice""p SB Page95, Exercise5.

Witha weakergroup,who mightnot havemuchfood

M any studentsw ill pr o babtyfind it difficultto id entifiT

Studentslistenand r epeatto check their

workwitha partnerand takeit in turnsto

sayingwhatyou'dlike for lunchbefore

Studentslistenagain to check their answers.

practice."') SB Page96, Exercise6.

Dividestudentsinto pairs.Tellthemto look at the

W O R K B O O K ' " "Ppa g e s5 - 7 .

Are you ready to order?

fill in the gapsin the restaurant

So where areyou working, exactly,in France?

Stuaentsmake pr esentco ntinuo ussentences,using the

R E S O U R C ES H E E T2 . 7 " " " 4P a g e 9 1 .

practice'""?SB Page96, Exercise2.

@ ftoOelthe verbsbuild,design,paint, decorateand

Readthe phrasesbeforestudentsdo morevocabulary

neadthroughthe rubricwiththe ctassand elicitan

practice""p SB Page96, Exercise3.

I experienced z reliable 3 hard-working

t3 Readthe rubricwithstudentsto set the

peo ple need fo r certainjob s.

StuOentshave the o ppo r tunityto per so n alisethe

t4 Studentslistento the whole[ist.to check

nsUstudentsto brieflydiscusswhatarethe most

I cansee rugbyand ....

Ask studentsto predct

wi t h t h e si x act i v t i e sH. a v e th e wh o l e c l a s s a g ree o n

limit,thenquicktyfindout whichpairhas remembered

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.

Vocabularypractice"'"pSB Page 96, Exercise5.

listenand repeatthe sentences.

Readthroughthe phraseswiththe classand check

practice'.'l SB Page97, ExerciseL.

ffris exerciseprovidesmorepracticeat forming

Adva nt ag es/Disadv a n tag es

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

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

Yes,but surelywe don'twant just another

;',; ;;;. ,. in. conrerence.