Mark Ibbotson Bryan Stephens Me ee | eee Teacher’s Book a BRI 9) UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, S40 Paulo, Delhi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK waw.cambridge.org Information on this title: www.cambridge.org/9780521534666 © Cambridge University Press 2006 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written” permission of Cambridge University Press First published 2006 5th printing 2010 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978.0-521-53465-9 Student's Book 1 ISBN 978-0-521-67207-8 Workbook 1 with CD-ROM (Windows, Mac) / CD (audio) ISBN 978-0-521-53466-6 Teacher's Book 1 ISBN 978-0-521-53467-3 Cassettes 1 ISBN 978-0-521-53468-0 CDs (audio) Cambricige University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, ‘or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.Contents Introduction Teaching notes and progress tests Unit 1 Welcome Unit 2 . Numbers Unit 3 . Work Test 1 Unit 4 Information Unit 5 Places Unit 6 . Action Test 2 Unit 7 . Meeting Unit 8 . Reporting Unit 9 . Communication Test 3 Unit 10 . Progress Unit 11 . Plans Unit 12, Sales Test 4 Resource sheets Entry/Summary test Test keys, 14 20 26 28 34 40 46 48 54 60 66 68 74 80 86 88 124 126Introduction ABOUT BUSINESS START-UP Course length Business Start-up 1 consists of 12 units of three lessons each, The course should provide 50-60 hours of classroom material, which can easily be extended to 70-80 hours with the use of the Optional activities and Resource sheets in the Teacher's Book. The Workbook provides an additional 10-15 hours of selFstudy practice and the accompanying CD-ROM can be used at home or in class for a further 5-10 hours. Target audience Business Start-up is specially designed to cater for beginners and false beginners who want to learn English for both business and social reasons, Level Business Start-up 1 covers competencies from level A of the Common European Framework of Refetence for Languages and leads Into A2, Business Start-up 2 covers competencies from A2 and leads into 81 Absolute beginners and false beginners At the beginning of each lesson, itis essential to check if students already know any of the grammar and target language before itis presented and practised. “Testing the water is Important at beginner level. Many students at this level already know some English (often words and phrases remembered from school), but have not spoken the language for some time. Therefore they need to ‘ill in their gaps’. You may find the following suggestions helpful © Ifthe language is new to students, carry out the pre- teaching suggested in the Teacher's Book notes on the Units. You will need to proceed through all the stages of presentation, practice and consolidation in the Student’ Book. You may wish to use the Resource sheets for additional support © ifthe students are false beginners and the language is not completely new, there may be no need for pre: teaching. You may choose to use a brainstorming approach to reactivate the target language quickly. The Resource sheets (particularly those suggested for pre-teaching) will not always be required. instead, concentrate on the activities in the Student's Book. While the Student's Book activities are appropriate for real beginners, they are also designed to help false beginners reactivate the language quickly © With stronger false beginners, it may be possible to cover the first few units of the course very quickly and to be selective In your choice of Grammarand vocabulary practice exercises for each unit, using only those in which you think students need further practice. @® _invroduetion However, when deciding whether or not to omit certain activities with false beginners, be cautious, This is particularly important in groups, where individuat learners may have ‘gaps’ in different places. Dor’t move Con until students have demonstrated that they have grasped the target language. Reactivating language requires plenty of practice. ‘THE BUSINESS START-UP APPROACH Building language Each lesson in Business Start-up is carefully designed to ensure that students systematically acquire all of the necessary language to enable them to progress effectively. ‘Most lessons begin with an optional warm-up activity, often ‘suggested in the Teacher's Book, which sets the scene and aglves false beginners an opportunity to show what they already know. New grammar and vocabulary are then presented in context through a listening or reading text. Vocabulary and grammar are practised, both orally and in ‘written exercises, before students have the chance to practise the new language in a realistic communicative activity. Most lessons end with the opportunity for a freer, more personal discussion on the topic of the lesson. Vocabulary In Business Start-up, great attention is given to teaching the vocabulary that students need for their professional lives, but also for the social and travel situations that they might find themselves in, Each lesson focuses on one lexical set land presents new vocabulary in realistic contexts. Students are then encouraged to work out the meaning of the new words from the context, before being referred to the vocabulary practice exercises at the back of the Student's book, Further practice and consolidation can be found in the Workbook, on the CD-ROM/Audio CD and on the Teacher's Book Resource sheets. {At the end of each lesson there is a Useful language box. This contalns the key language in the form of short sentences/phrases in context and vocabulary sets for easy reference, False beginners might find these boxes helpful, when preparing a unit in advance of a lesson. The boxes will also provide support for all learners, when they look at the Grammar and vacabulary practice independently. ‘Additionally, all learners will ind them useful as @ summary Of the main language of the lesson, and for quick revision, in preparation for the progress tests. Grammar Business Start-up contains a carefully graded grammatical syllabus tailored to low-level Business English students ‘As with vocabulary, students encounter new grammatical structures in carefully chosen contexts. Each grammatical structure is then presented in a grammar box, with a link to ‘the Graramar reference at the back of the book. The Grammar reference contains detailed explanations of all of the grammar covered in the course, with examples and advice on usage. The Grammar reference section is a usefultool for students who have doubts about a particular structure, of need to revise. There are ample opportunities for controled practice after looking at the Grammar reference, both inthe unit and in the grammar practice activities at the back of the book Students are then encouraged to use the new structure in spoken practice before undertaking a freer communication activity, These activities have been carefully designed to consolidate and practise the grammar and vocabulary of the lesson in the type of situation that students are ikely to encounter in their professional lives, Pronunciation Business Start-up contains a regular focus on pronunciation by driling new language when itis presented. There s also a more detailed focus on problem areas, such as weak forms, Intonation and word stress. Further practice can be found in the accompanying Workbook with D-ROMAUdiO CO. Speaking Every lesson in Business Start-up includes a Communication practice, often a role play or information gap activity. These activities are designed to allow students to practise language from the lesson in a freer context, while ensuring that they focus on the target language. Throughout the lesson there ae frequent opportunities to speak in pars or in groups. Listening The listening material In Business Start-up is designed to mirror natural English, as itis spoken today, despite the ‘obvious constraints of levet and vocabulary. Great care has been taken to provide natural, realistic-sounding texts to motivate students and prepare them for the type of language that they/l hear inthe real world. Both teachers, and students wil find the listening material refreshing, stimulating and motivating, There is also a wide range of accents and nationalities featured, highlighting the position of English as lingua franca in the modern business wortd [At the back of the Student's Book are the transcripts of recordings which do not appear fully in print on the page in the units. The Teacher's Book notes on the units sometimes ‘suggest that students are referred to the transcripts so they can check their answers to activities. With longer dialogues, itis also helpful to students to do the listening exercises, but then, in conclusion, to listen one more time while reading the transcript. By doing this, they can reassure themselves that they have understood the dialogue as a whole and can pick out any new conversationalidiomatic use of language. However, it is recommended that they should never look at the transcripts before doing the listening exercises. ADDITIONAL PRACTICE ‘Workbook with CD-ROM /Audio CD The Workbook consists of twelve units of consolidation activities in all four skills (Speaking, listening, reading and writing). Each unit contains three pages of activities, which aim to be light-hearted and fun. They include: © crossword puzzles © anagrams © word games © a variety of exercise types, There is a key to the Workbook activities so that students can work independently if required. CD-ROM /Audio CD * The Workbook listening activities and recordings are not linked to the activities in the Workbook units. They are fee- standing and can be listened to without the book (although transcripts can be found at the end of the Workbook). This ‘makes it possible to listen to them in the car, for example, They are designed mainly fo improve pronunciation and intonation. The CD-ROM is designed to be used alongside the Student's book and Workbook to provide additional practice of the ‘grammar and vocabulary featured in the course. Each of the twelve units is divided into four sections: Grammar, Vocabulary, Business Communication and Time Out, and feature drag and drop, gap fil listening and dictation activities, There's also the opportunity for students to record ‘themselves ta improve their pronunciation. HELP FOR TEACHERS The Teacher’s Book The unit teaching notes provide detailed guidance for each, lesson for experienced and less experienced teachers. They include suggestions on different strategies for teaching classes of absolute and false beginners. The unit notes also contain keys to all the Student's Book exercises. in addition to the teaching notes, the Teacher's Book includes the following photocopiable material: ‘© one multiple-choice EntrySummnary test © four tests to assess progress after every three units © Resource sheets for presentation and practice (one per lesson). There is a separate key for the tests in the Teacher's Book, page 126) Assessment All the tests are photocopiable and can be found in the Teacher's Book. © There is a multiple-choice EntrySummary test, wiich has a dual purpose. It can be used as an entry test with Introduction ©false beginners before they start the course, to identify their level, This will give an indication to the teacher of which items (especially in the early units) require less pre-teaching and practice. it will also indicate where the gaps in students’ knowledge are. Alternatively, with absolute or mixed beginners it can be used at the end of the course to assess students’ progress and identify any areas which still require consolidation. © After every three units there is a progress test on the grammar and vocabulary of those units. In addition, the Business Start-up website at ‘wwew.cambridge.org/lt/start-up contains a set of downloadable ‘can-do’ statement worksheets based on competencies from the Common European Framework of Reference for Languages. These statements are written in graded language and are designed for students to use as a method of self-assessment, After each unit, students tick the things they can now do in English, giving them a sense of achievement and allowing them to keep track of the progress theyre making. One-to-one lessons if you have one-to-one lessons, you will need to play the role of the partner in the Communication practice. it will also be necessary to use the cue cards on the Resource sheets to ensure that the student has enough practice ‘with different identities or situations. Other useful hints Optional material Pre-teaching suggestions, Optional activities and Resource sheets can be used flexibly, according to the needs of the class, They are optional and are there fo provide extra practice, particulary for classes of absolute beginners. Resource sheets You might find it useful to: '® photocopy the sheets for pair work onto card, laminate them, cut them up and store in envelopes in order to ensure ease of use in lessons © enlarge visuals on Resource sheets to enable you to use them for presenting vocabulary to the whole class. Alternatively, you could copy them onto an OHT for projection, Grammar boxes and Grammar reference Ifyou have a monolingual class of absolute beginners you ‘might find it appropriate to let them ask questions in their ‘own language to clarify the meaning and patterns, A\ This symbol warns you about cammon difficulties which speakers of other languages may encounter with specific points of English grammar or pronunciation. Cultural poines These boxes in the teaching notes give reminders about @® Introduction varying cultural factors which may effect a specific language learning situation, Useful language boxes ‘You might find it useful to ask students to lear these off by heart as homework assignments. Recycling ‘There is built-in review of the grammar and target language of each unit. Additionally you can review/reactivate what has been covered by encouraging students to brainstorm at the beginning of lessons, Social language There will be many opportunities to consolidate the social language at the end/beginning of lessons and during breaks. Encourage students to talk to each other in English during the coffee break, for example. Record of progress If you have access to a video recorder it might be motivating to record students wiien they are doing the Communication practice activities. This will also provide students with a positive record of their progress through the course, Website address \www.cambridge.orgfelt/start-up1 Welcome Lesson 1.1 Meeting people ‘be: present simple SESE Introductions Alphabet A-Z PRE-TEACHING As this is the first lesson, it may be useful to introduce the target language with the books closed, Use the warm-up also for an initial diagnosis of strengths and ‘weaknesses and areas for remedial work, especially in pronunciation, tails one Sai eeNGs an cy Tse eit ora ares an Nea youces tan ou ssa aenee Tan an ten vaca noses fy ante eaten StudentA — Hello, I’m (name). ‘Student B HI, I'm (name). Extend greetings to include Mice to meet you. Students cond sake hae ‘Student A Hello, I'm (name). Nice to meet you. ‘Student B Hi, /'m (name). Nice to meet you, ia pout a a oe ce talc nla ie tsk nue aus nc ea ot pane Role play the dialogue with one or two students and then ask them to role playin pais 2 Students listen and fil in the gaps individually, then compare their answers with a partner, Choose one or two paits to perform the dialogues for the class. Key 1Tm 2Hi 3 Nice 4 Welcome 5 Thanks Vocabulary practice 1 ~-» SB Page 94, Exercise 1, Key THi 2 Hello 3 Nice 4 Welcome 5 Thanks ® _eaehing vores PRE-TEACHING You may prefer to present and practise the alphabet orally before looking at the Student's Book. Write the alphabet on the board and point to each letter and pronounce it. 3 Point to the alphabet. Play the recording, Students listen and repeat the letters. In pairs, students practise the alphabet by saying letters and pointing at them. Monitor their pronunciation. Take note of any letters that students are finding difficult and model them at the end of the activity. Write A, 8, f | and Q on the board. Model the sounds ‘and write the phonetic symbols above them. Then say one of two more letters and ask students where they go in the chart. Students then fll n the chart individually and compare with a partner, Quickly go through the whole chart with the class, getting students to call out the answers. Write the answers on the board. Key IF you have students who are not very familiar with the Roman alphabet, you should spend time presenting and practising the lower case letters of the alphabet, too. 4” Students listen to the recording and write the number of the logos in the order in which they hear them. Key 1 UPS 2 IBM 3 AOL 4 RNKAUto 5 TDK 6 ZY Systems 7 VW 8 GEC 9 JFK Cargo to Snack HQ OPTIONALACTIVITY White letters at random on the board and have students say them. Contrast ‘dificult’ letters such as: /E, Gi} and RIA, 4 Play the recording again for students to listen. They then practise saying the company logos, in pairs.Welcome 1 | — Students work in pairs. If they can't think of more companies, brainstorm with the whole class and make alist of companies on the board (e.g. CNN, the BBC, BMW, DHL, IBM etc.), then let them continue. 5. Ask students to look at the photos. Say eT Some shy students might feel a little daunted doing this in their fist lesson. in this case, use Resource sheet 1.1. the names of the different characters. Students listen RESOURCE SHEET 1.1 ~» Page 88. to the recording and fil in the gaps, then check theit answers in pais by reading the dialogue aloud to each Give each student a card, Students walk around the other. Monitor, making sure that students are using the class introducing themselves, Demonstrate with two or short form of the verb. three stronger students first. Koy 1 She's 2 He's 3 Theyre 4m. 5 Were 6 youre be The general rule is that we use the short form for speaking and informal writing, and the long form for formal writing, The exception is this is as there isrft a short form. Always use the capital for / (lam and /'m). Use she for a woman and he for a man. Grammar reference «> SB Page 107, Section 1. Grammar practice => SB Page 94, Exercise 2. Key 1 Were 2 She's 5 Theyre 4 He's 5. Im EBB 0 pairs students take it in tums to introduce the ‘people in the photos using the prompts. Model this with one student frst. OPTIONAL ACTIVITY Write your name on the board and say: How do you spell (name)? Point to each letter an the board. Write the name of a student (or a famous person) and ask: Howdo you spell..? and students spell the name as, 2 class. For further practice ask students to write down three names of people they know, then spell them out to their partner, who writes them dovmn. {Bl communication PRACTICE 1 ~» $8 Page 78. Students work in groups of tre. Students choose their name according to whether they are a man ot 2 woman. Model the activity with two students fist Wake sure everyone has the opportunity t introduce other peosle [BB tet students to wat around the class intodcing themselves. Once they have met more than one ‘student they can introduce them to another student. Teaching notes @)@ ‘Saying where you're from ems bbe: questions Where. ? Prepositions: in and near ney Location, Countries PRE-TEACHING Use a map (or pictures of famous landmarks) to elicit the names of different countries. Elicit the names of their capital cities. Drill for pronunciation. B26 Princ to he photo and ela that it shows Clee and David. Ply the recording once for students to listen and fill in the gaps, Ask students to compare thei answers with a partner Play te recording again for tem to check their answers Key 1 from 2 Right 3 you 4 OK 5 he Students practise the dialogue in pis, Ask one or two Baits to perform the calogue forthe cass, Students write the answers individually and compare with 9 arner Check answers with te class. nets, students tae tn tums to ask and answer the questions. Key 1 He’ fromLille. 2 He's from London, 3 She'sfromNew York 4 Tri from... Questions with where and be In questions we always put parts of the verh be before J, you, she, he ete, Tell students that the contracted form where's Is the most common in speech. Grammar reference > SB Pages 107 and 108, Sections 1 and 8. OPTIONAL ACTIVITY You could do a simple drill with students to practise Where’... from?. Say: David. Where's Davia from?. ‘Ask: Paul? to cue the question Where's Paul fram? Continue round the class in the same way. You could also use he/she and names of students. Teaching notes Grammar practice 58 Page 94, Exercise 3 1 Where's she from? She's from Beijing 2 Is}im from London? No, he’s from Manchester, 3 Whete are they from? They're from Montpellier in Erance. 4 Where are you from? I'm from Badajoz in Spain. 5 Areyou from Germany? No, 'm from ‘Austria. EB] students took atthe names and counties, Ask: rad Canington fom France? (No, hes.) Ishe fom the USA? (Ves, he is.). Ask questions about Hans Schwartz and elit a few guessed answer from students, Do not confirm if they are right or wrong, Students work in pais, asking ané guessing whore the people are fom, using their names a clues. Monitor to make sue they are producing the question form correctly, 7 Students listen and check their answers. Key thd se 4f sb 6c 7a 8g Transcript Tim Brad Carrington. tm from the USA. Helio. m Hans Schwartz, Im from Germany. Hi. Jan Grabowski, from Poland t'm Maria Gonzales and fm from Spain, {fm Shen Li, from China, Nice to meet you. mm Nathalie Lemaire. 'm from France. Hi. m Pedro da Silva. 'm from Brazil 8 Hello. Tm Alison Smith, from the UK, BB # ars, students take it in tums to ask and answer about the people in Exercise 2a, and where they are from, 8 Write the six stress patterns on the board. Pronounce Brazil, using @ hand movement to show two syllables and raise the hand on the second syilable. Ask students which stress pattern itis. Write Brazt! under the correct stress pattem. Repeat the process with China, using the hand movement but the hand raised oon the first syllable and lowered to the second syllable, Play the recording while students fill in the char. In pairs students compare their answers. Elicit answers from the whole class and complete the chart on the board. Ny: O:France, pala 0: Chins, Poland O00: Germany 00: Brazil 000: the UK 0000: the UsaPRE-TEACHING Before looking at the minl-maps in the book, you could use a large map. Point to the map and teach north, south, east, west and centre, modelling them for students to repeat. Point again and elicit north, ‘south, east, west and centre from different students ‘around the class. EB] Refer students to the minl-maps and the compass points. They complete the gap-fil activity individually and then compare answers in pairs. BB 29° Pay te recording to heck ter answers Point out the pronunciation ofthe unstessed fo (e.g. south of France). You could drill the sentences withthe das. AS Be aware that the sounds (as n north) and 8 a8 inthe) wil be particle df fr those students iho do net have these sounds in her own language, tre may be ical o diferente. Key A south 2 centre 3 north-east 4 west Vocabuiary practice 9 SB Page 94, Exercise 4, Key. 1 south, France 2 north, Poland 3 centre, UK 4 east, Spain $ west, Germany OPTIONAL ACTIVITY Say a direction and the first student to say the opposite gets a point. The first student to get three points is the winner: Teacher North-east. Student South-west. Model the dislogue by asking a student: Where's Paris? IF students reply: France, ask: In the north of France or In the south of France? Students work in palts, asking each other about the location of different cities. Write the dialogue on the board, but leave the city name blank. Read the part of Ain the dialogue and choose a student to be B. Model the dialogue with the student, for the rest of the class, pointing to a city in the mini-maps. Repeat, with a different student reading, the part of A, and choosing a different city. Monitor, wile students practise the dialogue in pairs. COMMUNICATION PRACTICE 2» SB Page 78. ‘Model the dialogue with a student pointing to one of the minimaps. Students work in pairs, with Student A pointing to the maps and choosing a clty for B to respond. Make sure they change roles each time, so they have equal practice at asking and answering, Welcome 1 As an example, write the name of a city in English ‘on the board, and its name in another language (e.g. Paris (English) and Parigi (allan). Elicit one or ‘two other examples, then students can individually write down cities in their language. In pairs they say them to each other in English. Monitor pronunciation. Ellct the questions students will need to use (Where are you from? Where's that?) Tell students to walk around the class asking each other questions and writing their answers down on paper. When they have finished, ask what they found out about other students: Where's (Maria) from? Where's that? etc. If students come from the same city, use Resource sheet 1.2 as an altemative. RESOURCE SHEET 1.2 > Page 89. Before the activity starts, pre-teach the names of the countries Russfa, Ireland, Austria and italy if they have not yet come up in the course of the lesson. Copy the sheet and give a mini-map to each student. Students walk around the class, asking Where are you from? and Where's that?. They use the city on their mini-map to answer. They can swap maps after they have answered three or four times. OPTIONAL ACTIVITY You could have a group quiz by dividing the class Into two teams, Ask them: Where's... Lyon, Bilbao, New York, Vienna, Recife, Hong Kong, Naples, Cologne and Krokow? They must answer with the location, not just the name of the country, The team which gets the most correct answers is the winner, Key Iyon—in the south of France, Bilbao ~in the north of Spain, New Yorkin the east of the USA, Vienna ~ in the east of Austria, Recife in the east of Brazil, Hong Kong in the south-east of Chine, Naples ~ in the south of ltaly, Cologne ~in the west of Germany, Krakow— inthe south of Poland Teoaing nies @Lesson 1.3 Offering and asking for drinks ann PRE-TEACHING Present and practise the drinks vocabulary for Exercise 4, using magazine pictures or Resource sheet 1.3, RESOURCE SHEET 1.3 > Page 90, This activity is a memory game which students can play in pairs (one sheet per pair). Copy a sheet and Cut up into cards. Place the drinks cards face up on the table and give a minute for students to memorise them. Tell one student to look away while the other student removes a drinks card. The first student looks at the cards again and guesses which drink has been taken away. Change roles, Students who do not have articles in their mother ‘tongue will find the use of afan demanding. Students ‘whose mother tongue has masculine/feminine/neuter nouns may think that afin is linked to the gender of the noun, Point to one of the pictures and say the name of the drink. Students write the name of the drink under the picture. They can compare their answers in pairs, Key 1 coffee 2 orangejuice 3 iced tea 4 applejulce 5 ter 6 mineral water BB) wite the stress patems 1-6 onthe board, Say apple juice out loud to the class, clearly stressing the first sylable of apple You could also use hand movements, with the hands raised for the stressed syllable and lowered for tess stressed syllables, Wie apple juice under the correct stress marks (as in the exercise) so students can see the bigger circle represents a stressed syleble. Say one ofthe athe dks, end lc which Stress marks It matches, Students can contin the exercise individual then compare answers In pal Finally, check answers with te class and have them repeat the words chorly, wth the correct stress Key 1 applejuice 2 orangejuice 3 mineral water 4 icedtea 5 coffee 6 tea Teaching notes 10. Play the recording of people asking for drinks, Students write the letter for the drinks they hear. Key 1b 2¢ 3c 4a Sf 6d ‘Transcript A.coffee, please. ‘An orange juice, please. ‘Could Ihave an iced tea, please? Anapple juice, please Um... atea, please Could Ihave a mineral water,please? 10° Write a coffee and an iced tea on the board, Say the words and underline the c in coffee and the Fin iced tea. Write a, ,j,0 and w and point to an. Students listen to the recording again and fil in the chart. Elicit answers from the students and fil in the chart on the beard. Koy a coffe, tea, mineral water ‘an: orange juice, ied ta, apple juice OPTIONAL ACTIVITY In pairs, one student says a drink and the other student has to say a or an, Change roles. ‘An is used before a vowel sound. Refer students to the grammar reference for more detail and ‘mate examples. Grammar reference ‘SB Page 107, Section 4, | Grammar practice «> SB Page 94, Exercise 5, Key 1a 2a 3An 4an 5a 6a 11 Play the recording once and have students fill in the gaps individually, then compare answers in pairs. Students listen for the second time to check their answers. Choose one pair to read the dialogue to the rest of the class. 1 Would 2 Yes 3 please 4 CouldTranscript Joe Would you like a drink, Claire? Claire Yes, please. Could | have a tea? Joo Yes. Milk? Sugar? Claire With milk, please. No sugar. Joe OK. And Anne? Anne Could | have an orange juice, please? Joe Sure. 12° The focus is on the weak schwa sound in the pronunciation of a fa/ and an jony. Read out the question in the rubric. Play the recording for students to listen and repeat. Ask the question again and elicit the pronunciation /o/ and Jon. Say the phrases in 2b aloud (or play the recording again) and have students repeat them chorally Students can then practise the sentences in pars, While you monitor and help with the pronunc Vocabulary practice > SB Page 94, Exercise 6. Roe td 2¢ 3b 4a Se COMMUNICATION PRACTICE 3 ~-> SB Page 78, Divide students into pairs. Tell students to took at the picture prompts on page 78 and to imagine they are In a café with their partner. Model the example dialogue with a student, in front of the class, taking the part of A. Repeat, this time taking the part of B, and using the picture prompts. (Demonstrate that the crosses indicate ‘no mill/sugar’) Remind students to change roles after each dialogue. Monitor while students do the activity. Bi stucents can wor in pais for afew minutes to brainstorm the names of drinks. Then hold class feedback and write up the drinks on the boas. Students stand up and move around, asking other students about their favourite drink, They could make a note of the answers and tum the activity into a class survey, to find the most popular drink. WORKBOOK -.-> Pages 5~7. Welcome 1 Teaching notes ®2 Numbers Lesson 2.1 : Telephone numbers and email addresses What’s..2—It. Numbers 0-10 Email addresses PRE-TEACHING With complete beginners, present the numbers individually, concentrating first an 1-5, then on 6-10. For practice, use a variety of approaches (e.g. repeating in blocks of three, counting in twos, counting backwards, writing numbers on the board and having students say them individually, in pairs or in chorus) 13° Write the numbers 0-10 on the board, as in the Student's Book. Play the recording and point to the numbers as they are said. Pause the recording after each number and have students repeat chorally and individually. You could consolidate the numbers, using Resource sheet 2.1. ‘my and your RESOURCE SHEET 2.1 9 Page 91. Students work in pairs, with one photocopy per pair, Demonstrate the activity with two students, Place the cut-up cards face downwards in a pile and turn them cover one by one. The student who says the number first wins the card BJ Point to the numbers on the phone and ask students to write the numbers as words in the boxes next to the keypad, Students can find the numbers in figures and words in the Useful language box, if they have any problems. Check answers with the whole class, PRE-TEACHING Model some telephone numbers before doing 2a Teacher (Write 0273 413560 on the board) What's my telephone number? Student Oh two seven three, four one three five sixoh, EB 4 rte the ist number onthe board with gaps and play the recording. Write in the missing numbers in the gaps on the board with the whole aru. Play the rest ofthe recording for students to fin the missing numbers. Pay Wagan, for students to check their answers, before checking with the whole class. Teaching notes Key 1 0286 104.493 2 212.637.4859 3 01632734966 4 07982513746 Transeript 1A. What's your telephone number? Zero two eight six, one zero four, four nine three. Zero two eight six, one zero four, four nine three? ‘That’ right. My phone number'stwo one two . Sorry? ‘Two one two. Right Six three seven, four eight five nine. So,two one two, six three seven, four eight five nine. ‘That's right. So, your phone numbers ob one six three two, seven five four, nine double sx. Yes OK. ‘What's your number? My phone number? Yes. ‘Oh seven nine eight Five eight? No, nine eight. Right Two five one . Sorry? ‘Two five one. Right. Three seven four six OK. So, oh seven nine eight, two five one, three seven, four six B That's right ‘sk diferent students to ead out the telephone numbers from 2a. Students work in pairs to practise them. 15. Point out the intonation arrows above the dialogues, Tell students to listen for the rising and falling intonation and the stess on the underlined words. Play the recording for students to listen and repeat. Ask students to practise the dialogues in pairs, while you monitor and help with intonation and stress. brerererora> Porer-ar>erarorreQuestions what; my and your Clarify the meaning of my and your, using classroom objects: Teacher {s this my book or your book? (Mime). Tell students that the contracted form what's is the most common in speech. Grammar reference ? SB Page 108, Sections 5 and 8. 16 Ask students to look at the business card and check they understand the new vocabulary (mobile and fax). Play the recording for students to listen for the numbers. You may choose to do this as a whole group activity with absolute beginners, pausing after each number and checking. I students ‘work individually, you could ask them to compare their answers with a partner afterwards. Key Telephone: 938 4527 Mobile phone: 0779100346 Fax: 0161 939 $223 Transcript ‘A My phone number’s oh one six one, nine three eight, four five two seven B_ Zero one x one, nine three eight, four five two seven, That's right. And my mobile number is oh double seven, nine one, double oh, three four six. B_ Zero seven seven, nine one zero 2er0, three four six. ‘And your fax number? Um... sob one six one, nine three nine eight double two, three. B_ Zero one, six one, nine three nine eight. two two three. A. Thats right, BOK. Thanks, Richard, ‘A No problem. EI} Vocabulary practice »-» SB Page 94, Exercise 1. > > Key: 1 telephone number 2 address 3 mobile (phone) umber 4 fax(aumber) 5 email address Ask three students to complete the sentences in front of the class, then students can practise in pairs. Grammar practice => $8 Page 95, Bercise 2 Numbers 2 Key 1 What's your telephone number? 2 What's your email address? 3 What's the fax number? 4 What's your mobile phone number? 5 Thisis myemail address, PRE-TEACHING Write an email address on the board and say it. Write up some of the symbols and elicit how we say them: @=at .=dot com=com, ~= dash people's everyday life, there are stil parts of the world where the use of computers and emails is less widespread and some students may not be familiar with Internet terms. 17° Give students time to read the lists before they start. Play the recording while they match the beginnings and ends of the email addresses. Do the first one or two with the whole class, Check the answers orally with the whole group. Key 1d 2a 3b 4f Sc 66 Transcript 1rdot cene at orange dash design dot com service at ces dot ft kedesh suzuis at east dot jp underscore carlton at netgete dot co dot wk prince underscore oneatcnvdotde 6 smimnov atu dash mail dot ri GE Ask individual students to say the adresses out loud. They can then practise the addresses in pairs, Bi communicarion practice 4.» $8 Pages 78 and 88 vide students into pals and with Aand Bin each pair Tel students to took atthe page for thelr par (Aor 8). Take the part of Student A and model a dialogue wth astong Student B. Make ft clear that students must write down the numbers they hear and must not look atthe other students page. Aer echanging numbers, students can check thei answers wath thelr partner [BB] Ask students to write down their eral adress ona piece of paper Tel them they can invent one they prefer, Students go eound the room asking and Brwerng abou ther eal adresses Teaching notes @Lesson 2.2 Asking about timetables What time...?- When . 21-59. Start by writing 20, 30, 40 and 50 on the board and modelling them for the students to repeat. 48 Play the recording fr students to repeat the numbers, Ask several students to repeat each number. Students work in pais and take tums fo point toa number for ther partner to Say. 19 Play the recording of the pairs of numbers for students to listen and repeat. Focus students! attention on the long and short vowel sounds (e.g. thirteenfthirty). Weite the pairs on the board, say the numbers at random and have students point to the umber you said. Alternatively, say a mixture of the numbers at random and have students write them down, Finally, students work in pairs to practise the numbers, one saying a number and the other pointing to the number sald. Vocabulary practice ~ SB Page 95, Exercise 3, Rey: 114 230 92 451 750 839 547 60 In pairs, students practise saying the numbers between 11 and 59 and writing the numbers they hear. PRE-TEACHING White some times on the board, using the 24-hour clock (€.g. 07.30, 15.55, 17.05, 12.48 etc. but not exact hours such as 15.00 yet) and then draw a question mark. Ask: What's the time?and then model the times and have students repeat. Write up more times and get students to say the times. @® Teaching notes 20. Ask students to look at the departures board and elicit what they understand. Make sure they understand the headings Flight, To and Departure, ‘Model some of the flight numbers for students to repeat. Play the recording and pause after the first announcement. Ask a student to say the answer, then show how they should write the answer in numbers, Repeat with the second announcement. If students are confident, play the rest of the recording wile they ‘write the times. With less confident groups, pause after ‘each announcement to check the answer Key 11413 21420 31435 41448 5 15.12 6 1518 ‘ Transcript 1 The fourteen thirteen fight to Frankfurt Main is now ready for boarding 2 The fourteen twenty departure, light A one one ‘one to Romeis 3. British Airways light zero zero nine seven, departing at fourteen thirty-five to London Heathrow is 4. flight to Mexico City, due to depart at fourteen forty-eight, will now depart at 15.30 5 The fifteen ewelve departure to Madrid, fight number TB seven six one three, snow ready 6 The fifteen eighteen departure to Toronto Pearson, Flight number AA ‘Model the dialogue with a strong student. Students work in paits, using the departures board in 2a. PRE-TEACHING Draw clock faces on the board with the hands on o'clock and elict or teach Its. o'clock. Get students to repeat choraly, then to ask: What’ the time? around the class, 2 you point to the different clocks on the board, Write 09.00 and 21.00 on the board. Ask student What time is it? Elicit or teach in the moming and in the evening. Present in the afternoon and at night in the same way, using different times, Present aim and pm, ‘midday end midnight by drawing a timeline on the board and labeling it with times, You could consolidate this further by saying a time and having students tell you what part of the day itis, Teacher 9am, Student Morning, Ask students to look at the matching activity. Students can work individually, then compare answers in pairs, before they listen to the recording,21 Play the recording for students to check thelr answers and repeat the times, Key 1d 2f 3b 4a 5c Ge Th 8g Transcript 1 nine am / nine o'clock in the morning 2 midday / noon 3. three pm / three otclockin the afternoon 4 seven pm | seven o'clock inthe evening 5 eleven pm /eleven o'clock at night 6 midnight 7 onepm jone o'clock in the afternoon 8 fiveam] five o'clock in the morning PRE-TEACHING Now that students have leamed o'clock for time on the hours, draw clock faces on the boatd to present time with to, past, half past, quarter pastito. Model the times, then get students to ask the time and answer, while you point to different clocks on the board. Ask students to look at the clocks and at 1~5, which show times in words. Explain that they must match teach time to a clock. Check answers with the class. Key Ve 2d 3a 4e 5b 22. Play the recording for students to listen and repeat the questions and times. Transcript 1A. What's the time? vs quarter past eleven. What timeisit? 1s tem past twelve. 3A What's thetime? 4A Whattimeisit? I's quarter to ive. 5 A Excuse me. What's the B A B A B It's fiveto eight. A 8 A B Ieshalf past nine What time ..? Point out that there are two ways of asking the time and that they are interchangeable. Grammar reference ~-> SB Page 108, Section 8. Numbers 2 RESOURCE SHEET 2.2 »» Page 92. Students work in pairs, using the cut-up clock faces to consolidate the 12-hour clock. Demonstrate the activity with a student. Place the cards with clocks on face downwards in a pile and turn the top one over. Show the card and say the time that is on the clock: ies... Indicate to the student that itis their tura now to do the same. If the student says the time on the clock correctly, they Keep the card. If they make an error the card is returned to the bottom of the pile. The student with the most cards at the end is the winner Vocabulary practice «> $8 Page 95, Exercise 4. Key ¥ twenty pasteleven 2 quarter past five 3 halfpasteight 4 twentytoone 5 fvepastseven 6 quarter tofour _7 twelve o'dock/midnight}rnidday] noon 8 twenty-five past nine 9 twenty-fiveto ‘twelve 10 tento one ‘COMMUNICATION PRACTICE 5 ~-» SB Page 79. Divide students into pairs, and into A and B in each pair. Model the dialogue with a strong student, pointing atthe first clock. Students can continue in pairs, taking turns to ask and answer, while you monitor. 23. Point to the train timetable, Point to your ‘watch and say: I'S ten o'clock. When's the next train? Elict the answer Eight minutes past ten. Ask the question with other times, until you are sure students understand how to read the timetable. Play the recording while students follow the dialogue in thelr books. Play the recording again, pausing after each fine for students to repeat. In pais, students practise the dialogue. When ..2 Tell students we normally use the contracted form when's in speech, ‘Grammar reference > $B Page 108, Section 8, Grammar practice ~-» SB Page 95, Exercise 5. Key 1 Excuse, What 2 What's,It's 3 When's 4 at Get two students to demonstrate the pair work activity, using the dialogue fram Sa, but changing to the nev time given. Monitor while students practise in pairs. Teaching notes ®@ ey Lesson 2.3 Buying food Plurals Wow much ..? Numbers 60-100 Prices Food OPTIONAL ACTIVITY Revise the numbers 1-50, before you teach 60-100. You cauld do this by playing Bingo. Ask the students to write down six numbers between 1 and 50 on a piece of paper. Call out numbers at random (making sure you write them down to keep a record of which ones you have called). Students cross out any numbers on thelr card which you call out. The fist, student to cross out all their numbers is the winner. PRE-TEACHING Present the numbers 60-100 in blocks of ten, Write them on the board, model and practise them. Then write a selection of numbers from 60-100 on the board. Say the numbers and have students repeat them, Say the numbers one at a time at random and have a student erase or cross them out as you say them. Students can then continue this activity in pairs, writing the numbers on paper and crossing them out as their partner says them. 2° Play the recording and pause after each umber for students to repeat. Ask several students to repeat each number. Students take it in turns to pi to a number and have their partner say it. Vocabulary practice »> SB Page 95, Exercise 6. ew Tb 2¢ 344g 5f 6h 7d se BBQ (n pairs, students practise saying numbers between 1 and 100 and writing the numbers they hear. Present and practise the currencies. Star by drawing $ on the board and ask: What’ the currency in the USA? Elicit the answer: Dollars. Ask about the currency in their county, then about other countries in the Big Mac Index, so that you introduce dolla, euro, yen, yuan, Swiss fran, zloty, and real. Ask students if they go to McDonale'. Ask them how much a Big Mac costs in thelr country. 25° Ask students to look at the Big Mac index and identify that the fst column is alist of countries, the second is the price of a Big Mac in the local currency and the third is the price in dollars Teaching notes Play the recording while students fill in the gaps. Let them hear the recording again, and then play it one more time, pausing to check the answers with the class, Point out that dollars isthe plural of dalier. Write 4 dollar 2 dollars on the board then write euro and pound and elicit their plurals ~ euros and pounds. Key T$L65 2 €280 3 $278 4 $348 5 A190 Transcript 1 ImBrazil, a Big Macis one dollar sixty-five. 2A. How much isa Big Mac in France? B_ Two euros eighty-two. Aig Mac is two dollars seventy-cight in Japa. In Switzerland, Big Macis three dollars forty eight. How much isa Big Macin the UK? In pounds? Yeah. ‘One pound ninety, a> o> Model the dialogue with a strong student. Students can then continue, working in pairs, using the Big Mac index. Monitor to make sure they are using the singular dollar and the plural doliars correctly. PRE-TEACHING Present and practise the food vocabulary for this lesson, using photos from magazines or the pictures From Resource sheet 2.3, RESOURCE SHEET 2.3 9 Page 93. Photocopy one set of the food cards for each pair. To practise the new words, the students point to a picture and their partner calls out the name of it BB] Point to the café menu and check that students Understand the items on it. ‘White the headings of the chart on the board. Brainstorm to elicit some examples of vegetables, ‘meat, fish and dairy products. Write these an the board under the correct heading. Erase the examples, leaving just the headings on the board. ‘Ask students to look at the menu again and write the items on the menu in the correct category in the chart They can compare answers and discuss with a partner, before you check answers. Key ‘Vegetable: tomato, salad, chips Meat: beef, chicken, hotdog, burger Fish: tune Dairy: egg, cheese26” Write up the word stress pattems on the board. Say one of the items of food and ask a student to write it under the correct pattern. Play the recording for students to hear the words and fill in the chart. Check answers with the whole class, Play it again for students to listen and repeat the words. Key lin any order ee, chips, beef, cheese ‘Oo: salad, chicken, hotdog, burger, tuna 000: formats Transcript tomato salad chips beef chicken hotdog burger tuna eae cheese PRE-TEACHING Introduce the plural forms of the snacks and drinks vocabulary (drinks, snacks, sandwiches, hamburgers, chips, hotdogs, coffees, teas etc.): Teacher One drink, Two drinks. One snack. Two ..? 27° Play the recording and students fll in the aps. They then check answers in pairs, before you. check answers with the whole class. Key V burger 2 tea 3 sixty-five 4 sixty-five 5 hotdogs. 6 coffees 7 seventy 8 seventy 9 tuna sandwiches 10 cheese sandwich AL seven 12 eighty Transcript 1A. Could thavea burger, please? B Anything else? ‘A Um... yes,and a tea, please. B That's four euros sixty-five please. A. Four... sixty-five ® Thanks. A Two hotdogs, please B Two! A Yes, please, And two coffees. How rnuch is that? 8 Um... eight seventy. Numbers 2 A. OK, eight dollars seventy. ‘Two tuna sandwiches, please, Anda cheese sandwich B Anything else? A No, thanks. BOK. That's seven pounds eighty. Plurals, ‘The two usual ways to form the plural of nouns are to add -s or -es to the end of the singular noun, Refer students to the Grammar reference, ‘where it explains which wards take -es ending and gives examples of some common irregular plurals. | Grammar reference > SB Page 108, Section 7, | G1} 28> Play the recording for students to listen and repeat the questions from the dialogues. © © 29° Demonstrate the pronunciation of the three ‘endings for plurals (sf as in Big Macs, fz! 2s in dollars and /(2/ as in prices). Complete the pronunciation chart with the whole group if they are absolute beginners, pausing after each item. False beginners can listen and complete the chart, before checking answers, Key Viel Dial shal isl 5 Isl 6 lal Thk 8 hal Vocabulary practice 9 SB Page 95, Exercise 7, Key 1 snacks 2 drinks 3 dollars 4 euros 5 cities 6 faxes 7 stadents 8 companies 9 phone numbers 10 email addresses Students practise in pairs. Ask different pairs to perform the dialogues for the class. {B communtcarion pRacrice 6 =» 58 Page 79 Divide the students into pairs. Explain they are in a café and one of ther sa customer, while the other is the asistant, They must choose dis and shacks from the menu and pay for them, Model the dalogue with a'stang student Students change roles WORKBOOK «> Pages 8-10. Teaching notes3 Work Lesson 3.1 Talking about your job Cennrs Present simple: positive and questions pou) eerie Jobs Workplaces PRE-TEACHING Brainstorm jobs and workplaces and write up students’ ideas on the board. Then use photos cut ‘out from magazines to teach the names of jobs and workplaces in this lesson. Students do the activity individually or in pairs. Check answers with the class. T hotel 2 lab 3 office 4 warehouse 5 shop 6 factory [Read out the jobs in the word box and check that students understand them, Students then write the Jobs in the chart, under the correct workplaces. Some jobs match more than one category. Check answers with the whole class. engineer, manages, technician receptionist, manager technician Office: accountant, receptionist, designer Warehouse: manager ‘Shop: manager, sales assistant B30" Play the recording for students to listen and repeat the new words RESOURCE SHEET 3.1 ~» Page 9 To consolidate jobs and workplaces, copy the Resource sheet and give one set of cards to each Pair of students. Demonstrate the game, with two students Place all the cards face down in 2 pile Turn over a card, and ask students to say what It. The first student to say the jabjworkplace correctly wins the card, The winner is the student with the most cards. @® Teaching notes a Vocabulary practice -» SB Page 95, Exercise 1, Key 1 accountant, office 2 engineer, factory 3 technician, lab 4 sales assistant, shop 5 receptionist, hotel 31 With false beginners play the recording with books closed and see how many details students can pick out (number of people, jobs, workplaces, companies). With absolute beginners start the task with them by writing the answers on the board. You could refer students to the transcript of the recording on SB page 117 and play the recording again while students follow in their books. Key Person Person 2 Company: Santie Partners Irex Chemicals Job: accountant engineer Workplace: office factory Transcript 1A So,you're here on business? B_ Yeah. I work fora consulting company. Santia Partners. ‘And what do you do? Tman accountant. Right. work at the office in Mexico City. OK. So isitan international company, Santia? So, what company do you work for? Irex Chemicals, an engineer. (OK. And where do you work? Ina factory in Boston, Right, And do you live in Boston? A Yes. Llive near the coast, not far from ... o>arerarar Present and practise the verbs live and work by using. yourself as an illustration: Teacher I'm a teacher/trainer. I work at (name of school/centre). J live in (name of town). hen model the four sentences and have students repeat. Students then fill in the gaps Gome wil want a translation ofthe name of thelr jb) They then practise saying the sentences in pars PRE-TEACHING Ask students these questions about thelr jobs and where they work Teacher Who do you work for? Where do you work? Where da you live? What do you do?\Write the questions on the board and underline do you Students can continue in pairs, while you monitor, in each question. Model the questions, pointing out making sue they ae using the corect question forms. the unstressed, weak form of do. Get students to They can show each other teir completed cha’ to repeat the questions chorally and indvigually check their answers at the end Give students time to read the questions end answers, MJ Tell students to imagine that they ae ata conference and to match them. and that they are meeting lots of new people. Stents 0 around the class asking others about their jobs, Using the questions they have practised. Tell them to greet people and introduce themselves as well 31. Play the recording again for students to check their answers. you is pronounced in the two questions. Write do you ‘on the board and point to it each time itis said. Play . the recording for students to listen and repeat. Model the four questions ftom 2a and students repeat after you, frst chorally, then individually. Make sure they are using the weak form of do in the questions | and point out the elision between the words do you | | | | 32 Tel students to listen carefully to how do | Present si ple Read out the examples in the grammar box. Explain that we use do in questions with you. For a more complete explanation of the Present simple, refer them to the Grammar reference. Grammar reference ~-» SB Page 108, Section 9. GH] srammar practice 9 SB Page 95, Exercise 2. Key 1 Where doyoulive? 2. What company do you work for? 3 Wheredo youwork? 4 What do youdo? By communication pRactice 7-~» 58 Pages 79 and 88 Divide students into pairs and each pair into A and B. Tell As to look at page 79 only and Bs at page 88 only. Make it clear that where there are gaps In the chart, they must ask questions and make notes of the replies. Et the questions they must as, from the prompts given. Ask two strong students to demonstrate what to do for number one: Student® —Numberone. Where do you ive? Student Ive in Moscom. (Gtudent 8 writes the answer in their chart.) Teaching notes @)Lesson 3.2 Describing a company cine Present simple: positive and questions (hesheptiveshey) High numbers, decimals Business verbs and nouns Focus on the article about Goran Tatié and explain he is a businessman. Ask students to read the article and decide if the sentences are true or false. Students can compare answers with a partner before checking answers with the whole class. Key 1F 2F 3T 46 ST 6F GB Vocabutary practice =» SA Page 96, Exercise 3. 1 sell 2-buy 3 own 4 come from 5 have 6 make PRE-TEACHING Present and practise higher numbers and decimals by using one of the strategies previously suggested for numbers, Point out that it is possible to say @ or ‘one hundred/thousand/milion billion, Be aware that some students may omit and when saying higher numbers, if it is not used with numbers in thelr own language. BB Ask students to read the article and look for the ‘numbers. They fil inthe gaps in the sentences by referring to the article, 33. Play the recording for students to check their answers, Ask students to practise saying the numbers, in pairs Key 4 thirty-six 4 two point five million 2 threebillion 3 fifty thousand 5 one hundred Vocabulary practice -~» SB Page 96, Exercise 4, Key 1 seven hundred and thirty five 2 fourhundred 3 sicthousend nine hundred 4 thirty-five thousand 5 seven point five 6 two million 7 eight point ‘twobiltion 8 fifty million @® Teaching notes 3A” Play the recording for students to listen and repeat the numbers. They then practise saying the numbers, working in pals and pointing to 8 umber for their pane to say RESOURCE SHEET 3.2 > Page 95. Divide students into pairs or groups of three, each with a set of cards with high numbers written (in words) on them. The task is to put the numbers inta the correct sequence. Check the solution orally with the whole group afterwards. Present simple: negative Refer students to the grammar box and point out that in the present simple with regular verbs, only the 3rd person singular (heSheft) has a different ending. Grammar reference +> SB Page 108, Section 9, EE 35 lay the recorting for students to repeat the example sentences inthe grammar box. Focus thelr attention onthe sending ofthe thid person singular Practise the third person singular ad plural of he present simple. Use the context of where students lvefwork fom the previous lesson. Teacher live In (name of town). Where do you live? Student live in. Teach Where does (Student A) live? He/She lives in Student 8 He/She lives in. Teacher Where do (Students A and B) live? They lve in. Student They live in. Ei] Grammar practice «> SB Page 96, Exercise 5, Key 1 owns 2 sell 3 buy 4 have 5 comes from 6 make 36. Students categorise the verbs according to ‘the pronunciation of the 3rd person singular -s. Do this, ‘on the board with absolute beginners. False beginners could work in pairs. Key ‘ives, has, buys, owns Ist works, makes, sells[Bh 27 Point to the photo of ane Ross and Frank Act. Read the rub to expan the context. Go through the statements to check comprehension and tel Students to sen fo the recording and decide 1 they are tue or false, check arses with te whole clas, Key 1T2E3T Transcript Frank At this factory, we make steel products. ‘And at the other factory in Munich, they make products from aluminium. Jane Right. Where does your steel come from? Frank — Where do we buy it? Jane Yeah. Frank From a supplier here, in Hamburg. Jane Right. And does it come from Germany? Frank No. It comes from China. Our supplier is, an importer. Jane OK. Frank We buy about two hundred and fifty tonnes 2 year. So wete only a small buyer. But with two hundred and fifty tonnes of steel, we make twelve thousand products. Jane Right. So you make twelve thousand products a year at this factory. Where do you sell your products? Frank We sell fifteen percent of them in Germany, and ... the other eighty-five percent .. all over the world. We have customers in . twenty-two countries, Jane Huh, OK. Frank In the UK, we sell a lot of equipment to a company in... [037° Play the recording agatn for students to listen for the numbers. Tell ther to write the numbers, rot the words. Key 1250 212000 3 15 37. Play the recording again for students to listen and undertine the correct question forms. They ‘an check their answers by looking at the transcript on SB page 117. Key 1 does,come 2 do,buy 3 Does, come 4 do, sel 38° Play the recording for students to listen and repeat the questions from 4c. Point out that do and does are not stressed in the questions. Work 3 : questions Elicit from the examples that we use do for ail persons except for the third person singular Goes). Grammar reference ~-» $B Page 108, Section 9. Grammar practice => SB Page 96, Exercise 6 Key. 1 does 2 Does 3 does 4 Do. 5 Do {Gl Stucents work in pais for this activity. They can refer back to the article for information. {By COMMUNICATION PRACTICE 8 ~» SB Pages 79 and 88. Divide students into paits, and into A and B in each pait. Tell As to look at page 79 only and Bs at page 88 only, Tell students they must ask questions and then fill in the empty boxes in their charts. Ask two strong, students to demonstrate, Student A Where does Ana Pons come from? Student 8 She comes from Barcelona, Where does she live? Student She lives in London. etc. When students have finished, they can show each ‘ther their completed charts to check their answers. Teaching notes @)