Hello... and Now What PDF

Hello... and now what?
BY
MARI'AAGUDO MEDINA
ASTRID RUIZ THIERRY
MARlAJOSE GALINSOGAUCEDA
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STRRTEGIES
SUCESSFUL SOCIALIZING
Contents developed by:

MARIA AGUDO MEDINA
MARIA JOSE GALINSOGA UCEDA
ASTRID RUIZ THIERRY
Published by
Editorial Stanley
Design
Angela Gomez Martin
Front page design
Diseho Irunes
Layout
Mizar Publicidad, S.C.
Printers
Imprenta Berekintza
Editorial Stanley
E-mail: editorial@stanleyformacion.com
www.stanleyformacion.com
I.S.B.N. 84-7873-390-6
Dep. Leg. BI-2927-04
First published 2004
i
Index
PREFACE Hi
SURVIVAL LANGUAGE 1
FIRST MEETINGS 3
Greetings and introductions 5
Introducing yourself and others 6
Present Simple 7
Questions 8
What do you do? Job description 9
Job description practice 10
Describing a company 11
Possessive pronouns 12
Past Simple 13
Past Simple, Negative and Questions. Practice 14
Pronunciation of-ed past 15
Irregular verbs 16
A day in my life 17
ATTENDING VISITORS 19
Getting information 21
Welcoming visitors 22
The Present Perfect 24
Conversation starters 25
Expressing opinions and ideas 26
Expressing opinions and ideas 27
THE POLITE WAY 29

Modals vs. Imperative 31
Can-Could 32
How to use Would 33
Offers 34
Requests 35
Accepting and declining 36
Thanking and showing appreciation 37
Complaining 38
Apologizing 41
Saying no 43
HELLO... AND NOW WHAT?

11
COFFEE BREAK 45
Describing people 47
Adjectives 48
Social English 50
Eating out 51
At the restaurant 52
Popular misconceptions 53
FINAL ASSESSMENT ROLE-PLAY 55

Final Assessment role-play 57
Basic language used in meetings 60
CONTENT DELIVERY GUIDELINES 61

The'why?'of a Needs Analysis 63
Asking for basic information 64
What do you need to do in English? 65
First Meetings 67
Attending Visitors 72
The Polite Way 73
Progress Assessment Role-play 74
Coffee break 79
Final Assessment Role-play 82
EDITORIAL STANLEY
III
Preface
Thus the basic conviction which guides the content of
The active language training focus our language training materials is that teaching a
and methodology language means training students to use it as a tool
for turning the foreign language barrier into a strategic
advantage for their company and themselves.
The Dawning of a New Era for the
Language Training Profession The Realities of Teaching
It is undoubtedly clear that we are at the dawn of a new Language in Business:
era for doing business everywhere. Political, economic,
technological, and socio-cultural forces are coming the Culture Power model
together to herald a new and radically different global The Business English, or Professional English environ-
and interdependent economy in which communication is ment is far-reaching and eclectic. As trainers and teach-
already the primary driving force for doing business and ers have come from and operated in many different
for competing for a share of the market. countries and cultural backgrounds, and have
To communicate with clarity, determination, and political themselves, many different views on teaching, it is not
correctness is becoming a business imperative in which surprising to find that everyone has their own idea on
cultural savoire faire will be a valuable asset for surviving methodology and what does and doesn't work in the
in the face of ever more accelerated change in order to Business English classroom. This is the reality - that we
do "Business at the Speed of Thought", to coin the title all have a history (or not) in teaching, and we all have
of Bill Gate's book. Training in communication skills in ideas formed from our 'own experience'.
English is, therefore, a key business and economic So what is the 'best' methodology? What are the
instrument for any non-English speaking countrY: English qualities that will create, in reality, an approach that
is clearly coming to be recognized as a strategic tool for REALLY works? It is true to say that in certain
competing on the world market. countries, or with certain groups of people, one
A clear sign of this is that communication skills are approach may work better than another, but, it is
beginning to formally be included in Competency Profiles also true to say that any teaching situation is an
for the assessment of management potential in many interaction between the learner, the teacher
companies; and English is the primary language identi- (facilitator) and the material or activity itself.
fied for managerial competency. English is no longer that It is also safe to say that language training is not a
"pending class I never took". Nor is it the wrongly tagged service like others. It is special because it cannot
"language barrier". English has become a major oppor- succeed without client participation. It's not like
tunity for those firms and executives who recognize that going to a restaurant or to a movie where the service
learning another language is an open door for gaining provider provides and the client consumes.
competitive advantage.
The question is not 'Is such and such methodology the
As a result of the redefinition in competency profiles best approach?1 or 'Is it right to teach the Grammar rules
throughout all business sectors, firm-based training pro- first?'. The question is 'What is right for this group, or
grams are being redefined as an asset to the company. individual at this time?' It may appear that there is only
This, in turn, is leading firms to be "smarter" in choosing one approach that will work for a particular mix of
their training services suppliers so that programs respond learner, facilitator and situation, but what would happen
appropriately to the greater awareness of language as if you tried another approach? Would it be the disaster
a tool and thus appropriately address the needs of the you think it would be? Are there any other factors that
changing workplace and the specific situations that re- you have not taken into consideration that may allow for
quire competent communication. more flexibility?
This translates into a very clear training imperative:
respond to client needs by training for communicative
competency. Learning a language, and thus teaching it,
involves much, much more than the traditional grammar
program; it involves above all learning how to communi-
cate, exchange and understand ideas and respond
appropriately according to the business situation in a
particular context.

IV
"nativeness". Progress is measured in terms of student

The Culture Power Methodology performance in the language, not in terms of teacher
Our methodology, Culture Power, champions active train- defined criteria. Motivation is thus a result of teacher fa-
ing and is directed at assuring a positive impact on cilitated activities that are significant for students. These
business goals. It places the learner at the center of the activities focus on the question "Why am I doing this?"
learning process, with the trainer as the facilitator, and and allow for creativity by impelling students to look at
above all requires the latter's creativity and flexibility and language as a tool for problem-resolution instead of as
an ability to constantly learn new things and new ways a problem area.
of doing the same ol' things in order to respond to be
Content delivery notes are directed at developing student
able to effectively respond to the evolution in client
capacity to communicate as their trainer develops and
needs.
strengthens their self-confidence with the language. The
Our language training materials are therefore based on trainer is considered a partner in the learning process,
6 tenets: much like a pilot to a copilot in a rally. This means that
1. Language is an evolving tool for communication it is the teacher who must adapt to the market and
in business. business requirements inherent to student needs,
and not the other way around, by continuously asking
2. The objective of learning a language as a tool is to him/herself on the utility of their teaching: Am I res-
build communicative competency. ponding to my students' needs?
3. Communicative competency is achieved through Culture Power training materials are therefore
significant learning tasks and T.B.O. (teaching by designed to help trainers:
objectives).
Reinvent the way language training is carried out
4. Achievement is measured by performance in for business by
student use of the language and teacher
professionalization, and performance is the Optimizing the capacity of adult students to
guiding principle for quality delivery of any learn in
type of training. A learning environment that is efficient, precise,
5. Performance is defined in terms of return on flexible, and creative in
investment. Orientating the delivery of training towards
6. Language training means delivering profitable results based on
value to our clients. The recognition that the traditionally focused
Learning a language means learning how to behave language teaching processes and methods are no
adequately in specific communication situations. longer valid for business reality today.
Communication competency allows one to deal with Our aim is to help trainers meet the challenge of
particular contexts. This is why the objective is to speak teaching the increasingly wide variety of learners
the language fluently but to accomplish the communica- they must address, professionals from different jobs,
tion needed. People just don't have 10 years to learn the cultures and educational backgrounds. We provide
language; the company will lose business before that training contents focused on the needs and concerns of
and as a consequence, many people will lose their jobs. students and the business people we teach and the
If the training delivered provides students with specific necessary training tools and ideas to help the trainer be
tools for handling specific situations, then they will be flexible and creative enough to respond to those needs
able to successfully meet their company's communica- within the boundaries of whatever the reality is at any
tion needs. particular moment.
Culture Power training content is, therefore, focused Our ultimate goal is to bring a higher recognition and
towards participative management where students take status to the language training profession and to help
responsibility for their learning, as they do with any them reap greater rewards in terms of their our own job
other business project they undertake. They thus are satisfaction, as well as increase the value placed on them
responsible for choosing what they want to learn. In fact, by both employers and students. We strongly believe
learning to communicate is their project, not the that language trainers are not only English (or French,
teacher's. The entire learning process is therefore or Japanese) teachers; they are creative learning
student centered and teacher guided. Errors are facilitators of tools for communicating in another
considered as opportunities for and the quality of teach- language, and they will be in greater demand as they
ing is understood to result from the teacher's know-how become better at what they do!
and ability to learn about the language, as well as their
EDITORIAL STANLEY
V
The Business Challenge Introduction

of Language Trainers Very often, an EFL learner who has been studying the
language for some time discovers that he/she cannot
Business success is based on results that create value
truly communicate when trying to speak in this lan-
and wealth: any trainer is paid to improve the ability of
guage; in spite of knowing the grammar, structures, and
his/her client to communicate better so that they can do
vocabulary, the pre-intermediate, or even intermediate
better business. The major challenge faced by language
and upper-intermediate, learner still finds great difficulty
training professionals today is how to provide and
in getting the message through, and they find themselves
deliver learning content that adds profitable value for their
at a serious loss in terms of communicating ability. But
clients.
why can this be so?
This requires language trainers to do three things:
It is not only a matter of not mastering the language
1. Abandon yesterday. The question is not "How good fully; it is rather a question of not knowing the language
are we?" but "What will our products and services strategies necessary to communicate in real life situa-
produce for our clients?". tions. Thus, learning the grammar is not enough; one
2. Measure performance. It is necessary to continu- must learn how native speakers use the language in
ously and systematically assess student progress specific situations. And no situation is more frustrating
from the point of view of their business reality for an EFL student, no matter the level, than one
imperative and to look for and anticipate needed involving socializing skills.
changes in content delivery is addressing their This book aims to provide English learners, with a pre-
specific professional needs. The basic question intermediate and above level, with the basic language
here is: "What constitutes performance?" strategies and vocabulary necessary to improve the
3. Innovate, not imitate. The trainer's job is to ask: "Is learner's fluency and self-confidence in situations
this an opportunity for me to innovate? requiring social English. By looking at different typical
situations, the student will learn what to say and how to
And innovation is, of course, never risk free. Indeed, it is act when receiving visitors, having lunch or dinner at a
risky to try to make the future, but it is even riskier to not restaurant, and what expressions are useful to have
try to make it. After all one cannot manage change. One handy in your mind when participating in meetings. At
can only be ahead of it. And that is what our the end of the course, the student will be able to
English training materials guarantee its users: a helpful consider what type of register is needed in each
tool in order to be able to stay one step ahead by situation, and, more importantly, he/she will be able to
providing content that has the best ratio between use the language adequately and efficiently.
opportunity and risk. Your first step as a professional
in the field is to identify any possible problems
you have with our methodology and turn into an Objectives:
opportunity for your professional growth.
To build and improve basic social language skills
Astrid Ruiz Thierry
to ensure confidence and fluency.
CEO, Business Bridges
To enhance confidence for starting and maintaining
conversations and discussions.
To ensure confident application of the skills

acquired in key social and business situations.
To understand the basics of cross-cultural etiquette

in both social and business situations.

1
Survival language
Asking for something,
asking about words,
asking to repeat. Apologising,
asking for help.
Can I have
a pen, please?
I don't
understand
What does
invoice mean?
Can you help
me, please?
Could you repeat
that, please? Is this right /
wrong?
How do you say
"..."in English?
I need help!
Excuse me? I m sorry
How do you spell

"management"?
What's "..."
in English?
Can you say that

again, please?

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FirstMeetings
FIRST MEETINGS 5
Greetings and introductions

Good Good
morning Good I afternoon
evening
People you already know Strangers or people in

(informal). Response. formal situations. Response.
Greetings Greetingsandintroduction
Hello / Hi Hello, I Hello, my This
Hello / Hi is ...
am ... name is ...
How are Nice to Pleased It's a

you? meet to meet pleasure.
Fine thanks,
and you? you. you.
How's
everything?
Let me Nice to How do
introduce ... meet you. you do?
Conversation starters
Nice to
meet you, How do
How's work? you do?
Very busy, and you? too.
How is the ok
family? Fine. Conversationstarters
Where are What do What company

Parting you from? you do? are you with?
See you Goodbye

later. I'm Irish /
I'm a I work for
I'm from IBM.
See you soon. Bye. Ireland. consultant.
Have a
nice day. Goodnight. Parting
It was nice to
meet you.
sorry, but I
must go.
It was a pleasure
meeting you.

6 FIRST MEETINGS
Introducing yourself andothers

Read these two conversations aloud: Let's talk! In groups, try to find your partners'
identities. Complete the table with what you
find out, and then present it to the rest of the
1. Introducing yourself class.
A: Hello. I'm Bill Strauss. Name Nationality

B: Pleased to meet you. I'm Sarah
McBarrister.
A: Are you English?
B: Yes, I'm from Birmingham, but I live
in Oxford.
A: What do you do?
B: I'm a lawyer at Wolverton &
Associates.
A: Oh, really? I'm a lawyer, too. Company Name Job
2. Introducing others
A: Mark, this is Sarah McBarrister.

C: Nice to meet you.
B: Nice to meet you, too.
A: Sarah is English, and she lives in
Birmingham. She is a lawyer.
C: How interesting!
Jobs (Occupation)
Wha t do
you do? I work as
a
Look at this business card:
I'm a
sales manager receptionist

engineer actor/actress
technician journalist
accountant managing director
shop assistant lawyer
consultant manager
operator personal assistant (PA)
waiter/waitress secretary
doctor driver
mechanic teacher
EDITORIAL STANLEY
FIRST MEETINGS
Present Simple
The Present Simple tense in English is formed with the
simple form of the verbs. To form the 3rd person singu-
lar of these verbs, you add an s.
All the other forms are the same as the simple form:
Afirmative
I work
you work
we work
they work
he/she/it works
Negative
I do not (don't) work.
you do not (don't) work.
we do not (don't) work.
they do not (don't) work.
he/she/it does not (doesn't) work.
Remember that...
We use Present simple to talk about
a general rule or truth:
Children like spaghetti.
a habitual or routine action:
I usually take the bus at 9:30am.
feelings or opinions:
I like animals.
I don't want to work this weekend.

8 FIRST MEETINGS
Questions
Questions with "be"
Interrogative be subject the rest

What is your name?
Are you Spanish?
Where are you from?

Is he from Madrid?
Are you an engineer?
What is your phone number?

Are you married?
Who I is your boss?

is it?
Are I they your co-workers?
Aren't you I Javier Ruiz?
Questions made with auxiliary verbs and modals

You have learned to ask the following questions to get information.
Interrogative auxillary subject verb other
How I do you say I book in French?
How I do you I spell I management?
What does | invoice | mean [ ? |
Can you say that again?

Can borrow your pen?
How do you do -?
Can help you?
EDITORIAL STANLEY
FIRST MEETINGS 9
What do you do? Job description

My name is Isaac O'Fire. I am the Head 5. Do you travel?
of Human Resources at ACEX, a company
based in Dublin, and I have been working
for this company for 6 years. I supervise
the recruitment process, the training of
our employees and different projects, and
I enjoy my job very much. 6. Where are your offices located?
7. Does your company have subsidiaries

or branches?
Answer the following questions about your

job. Try to avoid short answers (remember:
we are trying to socialize!).
1. What do you do?
2. Who do you work for?

I work for (company)
as a (an) Cob)
in the (department)
I deal with (kind of work)
3. What are your responsibilities in the
company? \ am responsi- (-ing form)
ble for
My job involves (-ing form)
a lot of
What I like
about my job is
4. Do you meet people from other
countries? I've been with (period of time)
the company for
since (point in time)
I've been in my (period of time)
present job for

1O FIRST MEETINGS
Job description practice

Which of the following verbs talk about your work?
* write * meet * read * negotiate
*sell * purchase * buy * phone
* discuss * fire * hire * type
* make a presentation * make an invoice * send an e-mail * have an interview
* answer the phone * pay the bills * print a document * sort out a problem
* read the mail * attend clients * fax / send a fax * attend a meeting
* send a letter * write a report * do the figures * have a break
Can you think of any other verbs that apply Think of a famous person, but do not say who
to your job? he/she is. Write a brief description about what
In what kind of other jobs do you find these he/she does, responsibilities, etc., and then
tasks? read it aloud to the rest of the class. Who is
he/she?
Introduce yourself! Use this guideline to make
a brief presentation about your job.
Good morning. My name is

(name)
and I'm from
(country/city). I work for
(a
company) as a
(occupation),
and I have been in this company for
years / months. I have
different responsibilities, such as
and
I am
(happy /
unhappy) with my current job because
(give a reason).
EDITORIAL STANLEY
FIRST MEETINGS 11
Describing a company
Now write a brief description of your company
using the new words we have seen.
Matthew Lester works for ITERNIS Inc.,

a company devoted to the publishing of
books. He is the Sales Manager, and he has
been in the company for almost ten years.
ITERNIS Inc. is based in Springfield, II.,
near Chicago. It is devoted to the publishing
and distribution of books and specialized
texts. It is a medium-sized company with a
staff of around 100 people. It is owned by
one of the US' biggest publishing companies.
The parent company also has subsidiaries
in England and Mexico.
Useful vocabulary
* based in * a staff of
* small * branch
* is owned by * is devoted to
* subsidiary * large / big
* located in * parent company
* medium-sized * head office

12 FIRST MEETINGS
Possessive pronouns
I like my job. Complete the following sentences, using a
possessive pronoun.
you like your job(s).
e.g. My mother's name is Mabel. She
likes her job.
we like our jobs.
1. favorite restaurant
they like their jobs.
is
He likes his job. because I like food.
She likes her job. 2. My boss has a house in the suburbs.

house is
It likes job. (a horse)
very big and expensive.
3. company is a large
multinational, but we are all friends
and colleagues.
4. Spain is a very mountainous country.

population is
about 40 million.
5. Do you have own

private office or do you work in a big
office with
co-workers?
EDITORIAL STANLEY
FIRST MEETINGS 13
Past Simple
infinitive positive Negative
read read read
work you worked you work
type he typed he did not type
invite she invited she didn't invite
have we had we have
go you went you go
do they did they do
Question The negative:

read?
you work? present simple
Did he type? do not/does not
she invite?
we have? * I don't write reports.
you go?
they do?
past simple
Question did not (didn't)
Study the word order in questions: * I didn't write the report.
Did bring my book?

Did you like the film? we use:
Did he/ go to school?
did / didn't + infinitive
she
(go / work / do etc.):
Where did we park the car?
When did you arrive? * I worked but I didn't work
How did they travel?
not 'I didn't worked'
* We did but we didn't do
* You went but ... Did you go?
not 'We didn't did'
not ... 'Did you went?'
I went to your office but I didn't see you.
-* They spoke but ... Did they speak?
I liked the restaurant, but I didn't like the wine.
not ... 'Did they spoke?'
Remember that.
i read a book every week
(PreaantSimpie)|n:d|
Iread that book years ago
past simple red

14 FIRST MEETINGS
Past Simple, Negative and Questions. Practice

Match the columns in order to read
about Mr. Murphy's day.
Imagine you are Mr. Murphy. Tell about your 4.

day using the present simple. You can make
some alterations so that the sentences make
sense. 5.
e.g.,This morning I got up at 7.30 and
took the bus to work. 6.
Every morning I get up at 7.30 and
take the bus to work.
1 7.
8.
2.
9.
3.
EDITORIAL STANLEY
FIRST MEETINGS 15
Pronunciation of ed past tense

ed: Rules:
There are three different pronunciations of ed If a verb ends in t or d, the final ed is pro-
regular past tense verbs: nounced/id/.
If a verb ends in p, s, k, f, sh, ch or th, the final
/d/ /t/ /id/
ed is pronounced /t/.
* phoned * cooked * landed
If a verb ends in b, g, I, z, v, n, r, or a vowel
sound (i, y), the final ed is pronounced /d/.
Put the verbs in the right column, according to the pronunciation of-ed:
* helped * offered * reached * saved
* missed * started * lived * needed
* looked * called * tried * discovered
* invited * asked * jumped * waited
/id/ in /d/

16 FIRST MEETINGS
Irregular verbs
infinitive participle gerund infinitive participle gerund
be was / were been lose lost lost
become became became mean meant meant
begin began begun make made made
break broke broken mean meant meant
bring brought brought meet met met
build built built pay paid paid
buy bought bought put put put
choose chose chosen read read read
come came come ring rang rung
cost cost cost say said said
cut cut cut see saw seen
drive drove driven sell sold sold
eat ate eaten send sent sent
fall fell fallen show showed shown
feel felt felt sing sang sung
fight fought fought sit sat sat
find fought fought sleep slept slept
forget forgot forgotten speak spoke spoken
get got got spend spent spent
give gave given stand stood stood
go went gone steal stole stolen

have had had take took taken
hear heard heard tell told told
hold held held think thought thought
keep kept kept understand understood understood
know knew known wake woke woken
leave left left wear wore worn
lend lent lent win won won
let let let write wrote written
EDITORIAL STANLEY
FIRST MEETINGS 17
A day in my life
My name is Jessica Oak. I am a PA at MAGAM
International. Every morning I get up at 7 a.m. I
have breakfast and I go to work by bus. I write
letters, send faxes and e-mails. I attend meetings
and receive clients. At half past one I have lunch,
usually a salad, a sandwich, crisps and fruit. Then I
get back to work. At five o'clock I go home, and I
have supper at eight. After that, I like to read or
watch TV, and at 11 p.m. I go to sleep.
However, today my day was different. I didn't get
up until 8o'clock and I didn't take thebus but the
subway. When I got to the office, before turning on
the computer, I had some coffee. After that, I had
a meeting with my boss and my colleagues. Then, I
went back to my desk and found a beautiful bouquet
of flowers and some presents... it was my birthday,
and my colleagues had prepared a little surprise
party for me!
Signal Words
First, Alter that, Next,

Then, Beforethat Finally
Everyday actions
.. have breakfast
..get up
..go to work
what do .. go to class
you do .. have lunch
every day? I
.. have a shower
.. get dressed
.. brush my teeth
.. have tea
What did you .. go to the gym
do yesterday? .. play the piano
.. watch TV
.. have supper
.. cook
.. play basketball
.. read a book
.. take the bus
..get off the bus
.. listen to music
.. have guests

AttendingVisitors
Getting information
When attending visitors you will need to
obtain some information. What questions
do you ask to know the visitor's:
1. name? 1. What is your name?

2. nationality? 2.
3. position in the company? 3.
4. company where he/she works? 4.
5. company address and phone number? 5.
Fill in these business cards with information

about the rest of students in the class:
Lucia Blanco
Accountant
Caliber S.A.
P. Castellana 261 28O42 Madrid, Spain
(+34) 91 315 48 62

22 ATTENDING VISITORS
Welcoming visitors
Below are some expressions that we normally use
when receiving a visitor. Match the phrases in list A
(questions) with those in list B (answers).
1. Good to meet you. a. Yes, this is my third time.

2. What time did you arrive yesterday? b. No, I was very tired.
3. Where can I leave my coat? c. Yes, please. A G&T.
4. Have you been to this city before? d. Good to meet you, too.
5. Did you visit the city last night? e. About eleven.
6. Can I get you a drink? f. On that coat stand.
You:
You are Enrique Lopez and work for COM-
TRUM in Madrid, Spain. You must welcome
Robert Wright, a counterpart from an Ameri-
can company. It's the first time you see him,
although you have spoken to him on the
phone many times.
Robert:
Write a dialogue with the information in
the box below.
You:
You:
Nice to
meet you.
Good journey?
First time
in Spain?
Robert:
Problems
finding our
company?
Coffee?
EDITORIAL STANLEY
YOu
Remember that...
We use Present Perfect to talk about
finished actions. But if we want to
describe the actions or to know when
something happened, we always use
Robert Simple Past.
You
Robert
You
Robert

The Present Perfect

We use the present perfect to link the past and These are some questions you can ask
the present. We use this tense when we are not a visitor. In pairs, try practicing them by
interested in when the action occurred; what is creating mini-dialogues. Remember you
important is the action itself . We also use the can also use question tags.
present perfect when it is a finished action which
has occurred in a time which has not finished yet 1. Have you been to [country/city]
before?
2. Have you had a nice [flight/trip]?
I have been to Morocco three times. 3. Have you met [a colleague] before?
This week I have seen your assistant twice: 4. Have you seen [a famous
on Monday and Thursday. monument, building] yet?
(The week has not finished yet)
5. Have you tried [a dish/drink] yet?
Complete the sentences with the correct form

of the verb in brackets.
1. Have you ever to
Paris? (be)
2. Michael is not here; he has

to meet a
have past participle client, (go)
I have written
3. I have never
you have written
he/she has written makluba. Is it good? (try)
we have written 4. I haven't the
you have written
they have written invoice yet. They have to authorize it
first, (send)
5. Mr. Holmes hasn't

yet. Where can he
be? (arrive)
EDITORIAL STANLEY
When we meet someone for the first time, the first
minutes can be difficult. However, we can use questions
of a general nature to break the ice. Here are some With visitors from another town or country.
topics we can talk about when starting a conversation.
To show interest you can use the following expressions: previous visits
flight
weather visitor's plans in town
Following expresions country accommodation
Really? Is that so? job drink & food

I see. Is that right?
Yes? That's interesting.
Question tags Other topics

Question tags are excellent conversation for social chit chat
starters: TV 0 famous people
New York is a fascinating city, isn't it? hsitory regional products
* In Spain people don't drink tea, do they? movies
natural resources
architecture
* You're French, aren't you? sports famous places
Add the conversational question tags to the Let's talk! Use question tags to start a con-
following sentences. versation about the topics proposed:
1. It's yours, ? 1. The weather in your city.
2. You like paella, ? 2. Asking a visitor about his/her trip.

3. Sales are increasing, ? 3. French cuisine.
4. You're a consultant, ?
4. Technology and your job.
5. They have not sent the results,
? 5. A typical custom of your country.
6. He's German, ? 6. The influence of the media.
7. She doesn't eat seafood,

?
S.You speak Italian, ?

9. There are enough, ?
10. You are not the manager,
?

Expressing opinions and ideas

What do you think about
the results of the survey?
In my opinion, the results

are good, but we still need
to improve.
When you are with people, they will often ask

for your opinion. Try practicing the expres-
sions on the next page.
In pairs, think of topics or news items that interest you. Make a list of four, and then tell the rest of the
class your opinion about them. The other students will then give their opinion too. Remember to use the
expressions we have seen.
EDITORIAL STANLEY
Expressing opinions and ideas

Weak Strong
My impression I'm quite/fairly

is that... certain ... I feel sure
that,..
I suppose...
There is no
It seems to doubt that... I,m pretty
me that... sure
I guess...
I am convinced
that...
Medium Asking for an opinion
I think ... What do you

Idon't think about this?
think,,,
Any
I believe ... comments
As I see It... Do you have
any comments
In my (personal)
opinion... How do you fell
about this?
My opinion
is...
From my point What's the general
ofview feeling about this?

The Polite Way
THE POLITE WAY 31
Modals vs. Imperative

Modal verbs are used in everyday English, and they
are called modals because they modify the verb that
There are twele model verbs
they accompany. in english
can might shall
Modals will be very important when we want to be
polite. It is much politer to use a modal to make a could must should
request than an imperative, which sounds much more dare need (to) will
aggressive. You can also use modals to change the may ought to would
register (i.e. being more formal or informal).
Imperative Modal
* Give me the pen. Can you give me the pen?
* Open the door. * Could you open the door?
* Make another copy for me. Would you make another copy for me?
Positive Questions:
To use them in the affirmative, we put the modal The position of the modal and the subject are
verb between the subject and the main verb. changed.
* I can speak French and Italian. Will you come with me?
* They should come before 10 pm. Won't you come with me?
Can you finish this, please?
* It might rain today, so take the umbrella.
Can't you finish this, please?
Could you stay until 7:00?
Couldn't you stay until 7:00?
Negative:
We form it by adding not after the modal.
You shouldn't say that.

I will not (= won't) go to work on Saturday.
You mustn't leave the computer on when
you leave the office.

32 THE POLITE WAY
Can Could
Can + infinitive To ask people to do something, we use Can
you ... ?. If we want to be politer, we can use
can do * can play -* can come
COULD.
I speak english.
* Can you open the window, please?
you ride a bike. or
he can
sing. * Could you open the window, please?
she cannot (can't)
it come tomorrow. * Can you wait a moment, please?
we or
you watch TV.
they * Could you wait a moment, please?
attend the meeting.
I can do something = I know how to do it or it is

possible for me to do it: it also means that you
have permission to do something, that you are
allowed to do something.
* I can play tennis.

* My boss can speak German, but she can't
speak Portuguese.
* 'Can you skate?' 'No, I can't'.
-* We're having a meeting tomorrow, but Peter
can't attend.
Who can do these things? Go around the class and find out!
e.g., Can you speak Chinese?
Student Write Bake a Use Play

poetry cake Excel chess
Can
Can't
Can
Can't
Can
Can't
Can
Can't
Can
Can't
EDITORIAL STANLEY
THE POLITE WAY 33
How to use Would

We use would for different purposes.
Asking for things Preferences

* I would like some red wine, please. I would like... = I want
* I'd like some more information on the special * I'm thirsty. I'd like a drink.
offers.
* I'd like some information about hotels, please.
* I'd like to go to the movies tonight.
* I'd prefer a salad, if you don't mind.
* I'd prefer to meet tomorrow morning.
Suggestions Suggestions
* I'd order more of those, we will need them in I'd order the soup. It's the specialty.
the future.
I would suggest an Albarino wine.
* I would suggest to meet on Friday morning.
I'd put on a sweater. It's cold outside.
* I'd send a letter of apology, the client is very
upset.
Offers
Would you like some coffee while you wait?

Would you like a copy of the minutes of the
meeting?
What would you like, to meet at 9.00 or 11.15?
Would you like us to make the travel
arrangements?
* Would you like to have dinner with me?

Yes, I'd love to.
* What would you like to do tomorrow?

34 THE POLITE WAY
Offers
To offer things or actions
HP
/ Can/Could I get you How about

( some coffee? some coffee?
Would you like a Do you want a copy
copy of the minutes of the minutes of
of the meeting? the meeting?
Would you like us to make Do you want us to make
the travel arrangements? the travel arrangements?
Would you like me Do you want me

to fax it to you? to fax it to you?
Do you want me
Shall I pick you to pick you up at
up at the airport? the airport?
Let's practice! Read the situations and offer what 3. You have gone to the station to pick up a
you think is appropriate. visitor. When you meet him he is carry-
ing two suitcases, which look very heavy.
6.9., You are attending a congress. At the end of the
day you hear that one of your colleagues has
no money for a cab and there are no buses.
You have your car, and he lives near you.
Do you want a lift?/ Would you like a lift?
1. A foreign client is visiting you. He men-

tions he would like to taste a typical dish
of your region. It happens that very close
to your office there is a restaurant which 4. You are having a meeting. The agenda in-
prepares that dish wonderfully. cludes some issues that were discussed at
a previous meeting. A colleague could not
attend that meeting, so he needs to know
what was said then. You have a copy of
the minutes of the meeting.
2. At a tradeshow a client shows interest in

one of your products and would like some
more information. You have run out of bro-
chures, but you have more in your office.
EDITORIAL STANLEY
THE POLITE WAY 35
Requests
Making requests Match the situation with what you would
request:
polite Can I have a cup of tea?
Situation Request
Could you fax this for me?
You are on a business trip. A pen.
Would you make another copy for the You have visited a client and
manager? now want to go to the hotel.
Salt, olive oil
and vinegar.
Would you mind sending me the
agenda before the meeting? You are taking notes and
your pen stops writing. Bill.
Do you think you could finish this
The salad has no dressing.
before 5pm?
You are signing a very A cab.
important contract.
You have just finished a An umbrella.

Now try to make your request in each meal in a restaurant.
situation.
You are visiting a client and A copy of the
e.g., when you leave, you notice contract.
1. Could anybody get me a cab? it is raining.
2.
3.
4.
5.
6.

36 THE POLITE WAY
Accepting and declining

In English it is not very polite to use 'yes' or 'no' on
their own. We should always try to use some of the
expressions below in order to sound more natural and
politer, and less aggressive.
Accepting Declining
Could you think of a question for each of Could you think a question for each
the answers? of the answers?
Yes, I think so. I'm afraid I need a little more time.
Is she attending the meeting? Can you finish the report for Friday?
Yes, please. No, not yet.
Certainly. I'm afraid not.
Of course; help yourself. Thank you, but it's not necessary.
Yes, that would be very nice. I'm afraid I've no idea.
Yes, that'll be fine. Not at the moment, thank you.
Yes, I totally agree. I'd rather have the meeting now.
You can count on me. I'm sorry, but I'm busy right now.
Yes, that's very kind of you.
EDITORIAL STANLEY
THE POLITE WAY 37
Thanking and showing appreciation

Thanking phrase
Thank you very Thank you very much You're

much for inviting me. welcome.
Thank you very It's nothing.

much for the meal. Thank you very much
for your hospitality.
That's ok.
Thank you very much
for your kindness.
Don't mention
Thank you very it.
It was very kind of much for everything.
you to (invite me).
It was no
trouble.
Thanks.
Thanks for
the drink.
Thanks for taking Thanks for
me to the movies. your help.
Let's practice! Read the situations below and decide Request

which phrase of thanks is more appropriate for each.
a. Thanks.
1. A supplier has invited 4. The receptionist at b. Thank you very much
you to have dinner at a the hotel hands you for everything, you
very good restaurant. a message when you have been very
return. helpful.
c. Thank you very much
2. You invite a foreign for the meal; every-
client who is visiting you 5. You have attended a thing was delicious.
to the theatre, to see a one-week course and d. It was very kind
play which is very popu- because of your work of you to get me a
lar. What does he say? you have not been ticket, I really loved
able to go to all the the play.
sessions. A colleague e. It was very kind of
3. Some friends invite has made copies of you to invite me;
you to spend the all his notes for you, I really had a great
weekend at their helping you with time, and the house
country house. doubts you had. was beautiful.
How do you say thank you in other languages? Match the word with the language.
Spanish Italian French German Japanese Portuguese

38 THE POLITE WAY
Complaining
Match the statements with their correspondent in the column on the right.
I'm afraid you have to state something

overcharged us. very firmly
I'm sorry, but this is not to insist
what I expected.
The service is simply not to introduce your
what we paid for. complaint
I'm tempted to send a letter to make your irritation
to your manager. clear
I insist that you give us the extra to introduce it in a
discount you had promised. firmer way
't believe the number of to suggest a threat.
This is not acceptable. to express indignation
Read the following dialogue.
Waiter Waiter
Now, what is This is a Double

the problem? Cheese Chicken
Sandwich.
Is it? Well, in the picture

it has toasted bread, a lot
I'm afraid that this of melting cheese, grilled
sandwich is not what chicken, lettuce, tomato
I ordered, l asked for and mayonnaise; and in
a Double Cheese & this sandwich there is
Chicken Sandwich like only a slice of cheese, the
the one in the picture in bread isn't toasted, the
the menu. lettuce is not fresh, and
the chicken is burnt!
Customer Customer
EDITORIAL STANLEY
THE POLITE WAY 39
Waiter Waiter
He hasn't arrived
Well, maybe it doesn't yet, so you'll have
look like in the picture, to deal with me.
but it has the ingredients
the menu says. So 1 can't
do anything. You should I can't believe your attitude.
have ordered a different This is not acceptable. I
sandwich. insist that you bring me a
sandwich like the one in
I'm sorry, but I don't the picture, or I will write
think that's the correct a formal complaint and call
response. the press.
Customer Customer
Waiter Waiter
If you don't like the Oh, well, I
sandwich, try another guess you're
one the next time you right.
come.
Of course I am! And
I can't believe what I'm what's more, I will write to
hearing. I'm tempted to your manager to complain
call the manager. about the terrible way you
treated me!
Customer Customer
How would you complain in the following situations?
a. You bought a jacket. When you b. You are traveling to Guadala-

got home you realized that one jara and need two trains to get
button was missing, so you go there. You have already bought
back to the shop and ask for a the tickets, and you have twenty
jacket with all the buttons. minutes from the moment you get
to the station on one train until
c. A hotel brochure says that all the you take the second one. It's more
rooms have a view to the sea. You than enough time. However, the
make a reservation, and when you first train arrives late at the station
go to your room, you see that the and you miss the second one. You
window looks onto a back garden. are very upset.
This is not what you expected.

4O THE POLITE WAY
Imagine you work for an international company.

You deal with clients everyday, and even though you are very
efficient, sometimes customers have complaints. In pairs, think of
the problems you may find, and decide what to do in each case.
EDITORIAL STANLEY
THE POLITE WAY 41
Apologizing
What do these words and expressions mean?
a misunderstanding When things go wrong, how easy do you

find it to say sorry, or accept apologies
a slip-up from other people?
to mislay something
to offend someone Below you will find some useful expressions
to make a fool of yourself used for apologizing:
to upset someone
to put your foot in it
a mix-up
Before you disturb Small mistakes only.

someone.
I'm sorry. Sorry.
Excuse me. Sorry about
that.
After you have inconvenienced someone.
I'm very I really am

sorry. I do very sorry..
apologize. I'm sorry,
but...
Stronger than I'm sorry. Very strong.
Add to any response which will seem When you want to

unhelpful to the other person. It makes I'm clarify something,
strong negative response acceptable. afraid .. express disagreement
or ask for clarification.
To reply, you can say:
Oh, don't That's (quite) It's OK.

worry. all right.

42 THE POLITE WAY
Work in pairs. One student should apologize Communication activity

at the end of each of the following situations.
In pairs, create mini-dialogues around the
The other student should reply.
following situations.
e.g., I've just realized I haven't sent the

1. You have just discovered that you
email yet. have overcharged a client.
I'm very sorry.
Oh, don't worry. That's quite all right.
2. You have had a complaint about the
rude treatment a guest received from
1. I hate being late for the meeting, but
a trainee receptionist at your hotel.
I had a flat.
3. A colleague has badly damaged the
photocopier by trying to photocopy
onto a sheet of plastic which has
melted inside the machine.
2. I didn't know you were allergic to
seafood. You're not going to enjoy this 4. A colleague tells you that they have
restaurant, the Lobster House. just been speaking to someone who
was sent the wrong order not just
once, but three times!
5. A colleague tells you that they have

left their car in the managing direc-
3. I bought soda instead of juice. I hope tor's parking space. You know that
you don't mind. the MD will be angry!
6. You asked a junior colleague to

complete some important documents
for you. Unfortunately he/she has
4. Oh, I dropped the wine on your pants! made a mess of it and is very upset.
I'll pay the cleaner's. You realize that it was really your
fault because you didn't explain
carefully what to do.
5. So the reservation was for five people,

not three. I'll have to prepare another
table.
EDITORIAL STANLEY
THE POLITE WAY 43
Saying no
Saying no A preference
I'm not keen on I'd prefer to do
doing...
I'd rather do...
I don't particularly
like doing... I'd really much
rather do...
I can't stand/bear
doing...
If snot my idea to do...
I'd rather not do...
Let's practice! In pairs, student A will propose different ideas to student B, who will politely refuse
them, suggesting some others instead. Then it will be student B's turn to give ideas while student
A proposes some other alternatives.
Student A Student B
1. Let's go to the movies. You love action 1. You like watching romantic movies
and war movies, and Van Damme's last and comedies; you go to the movies to
movie has just been released. have a good time, not to watch blood
and weapons.
Let's go out for dinner. You love
exotic cuisine such as Thai and 2. You like traditional, simple, cuisine:
Japanese, and they have just opened a fried eggs with fries and bacon is your
beautifully decorated Asian restaurant favorite dish! It's cheap, delicious, and
very near your house! you know what you're eating!
3. Let's arrange a meeting. You think that

3. You are certain that the best time for
the best time to hold a meeting is 9.00
a meeting is just after lunch, as in the
in the morning, as you believe one can
think better at the beginning of the day. morning people are sleepy.
4. Your idea of an evening out is going to 4. Let's go out for a drink. You like
a jazz club where you can sit and enjoy going to trendy clubs, where you can
live music. have a wild time and dance till 6 am.
5. You don't want to order many units as 5. Let's order 2000 units. It's cheaper
you are not too sure you will be able to to buy big quantities as the supplier
sell them. offers a 20% off.

CoffeeBreak
COFFEE BREAK 47
Describing people
When socializing we will have to describe In pairs match the adjectives to their
ourselves and people we know. Below are antonyms (their opposite).
some words that are used to describe people.
Write (P) next to the ones that are positive and
1. ambitious A uncompetitive
(N) next to the negative.
2. bright B sociable
3. careful C stubborn
4. competitive D cautious
Which apply to you?
5. flexible E unambitious
aggressive * calm 6. imaginative F careless
decisive * hard-working 7. impulsive G disorganized
loyal * quiet 8. outgoing H kind
serious * stubborn 9. selfish I dull
ambitious * careless 10. solitary J introvert
dynamic * honest 11. tidy K unimaginative
methodical * realistic 12. tough L messy
shy * successful 13. well-organized M introvert
amusing * cheerful
easy-going * idealistic
optimistic * relaxed
sincere * talented How would you describe yourself?
bossy * cold
emotional * impulsive
outgoing * reliable
sociable * talkative
bright * considerate
hard * kind
pessimistic * sensitive
strong * tidy
Let's practice! Use some of the adjectives above

to describe people you know.

48 COFFEE BREAK
Adjectives
An adjective describes a noun. The comparative in English can be built in
two ways:
Adjective position
Before a noun
By adding -er
a nice car
big - bigger
After the verb to be small - smaller
John is nice
By using more... than
A few adjectives come after the verb to
A DVD costs 29. A CD costs 18.
be but do not normally come before a
A DVD is more expensive than a CD.
noun.
afraid alive awake
ill alone asleep
well
Order of two or more adjectives.
subjective qualifier color origin what the purpose head

opinion (size, age, noun is - noun
shape) made of what kind
fantastic brand-new - . - microwave oven

cheap giant-size - American - shampoo bottle
aggressive - - - marketing strategy
- new red - plastic container
attractive - - Japanese - - model
tiny - - silicon - chips
We add erwhen the adjective is monosyl- We use more... than when the adjective has
labic (one syllable), or when it is disyllabic two syllables or more (except when it is two
(two syllables) ending in y. syllables ending in y).
1. er ending 2. more ... than
sharp - sharper boring > more boring than

happy - happier expensive more expensive than
EDITORIAL STANLEY
COFFEE BREAK 49
Make sentences comparing the two words

Some common adjectives are
given. You can choose the adjective that
big small you like.
tall short e.g Madrid - Seville
good bad Madrid is colder than Seville.
interested bored 1. Your current job - your previous job
boring interesting
stupid intelligent
expensive cheap
great awful
quiet loud
2. Pop music -jazz music
fast slow
nice horrible
ugly beautiful
kind selfish
mean friendly
funny strange 3. London Athens
sad happy
sweet bitter
cold hot
Can you turn them into comparative

4. Taking the airplane - taking the bus
adjectives?
5. Reading a book - watching TV

5O COFFEE BREAK
Social English
How would you respond to these comments? What would you do in these situations? Match the
statements in the column on the left with the most appropriate alternative on the left.
"Tomorrow I have "Bless you!"

a very important
negotiation." "Neither do I", or
"Me neither."
You are the best-man
at a wedding. After
the speech you ... "Congratulations!"
Somebody sneezes.
"Never mind".
"Can I have some "Do you? So do I!" or

more coffee?" "Me too."
You're drinking
with some friends. "Happy birthday!"
You have been

promoted
"Of course, help
yourself."
I don't like horror
movies
... make a toast: "Here's to
the happy couple"
Thank you for your
; lelp with the report"
"You're welcome"
"Today is my birthday."
"Good luck!". "Cheers!"

"I like skiing."
"Cheers!"
I have forgotten to close
the window.
In pairs, create mini-dialogues to practice these expressions.
EDITORIAL STANLEY
COFFEE BREAK 51
Eating out
When receiving visitors, you may have to take them out for dinner. Here are some expressions
that you will use and hear at a restaurant. Which are said by the waiter? Which are said by the
customer?
And to I Good evening, I'd like a One person
drink? I can I help you? table. please.
Here you Is that all?

Can I take are. Still mineral
your order? How many water.
people? Medium,
please.
Certainly, sir. How would Yes. I'd like
Come
this way. you like it some chicken
cooked? Oh, and can I soup, and a
Could I have the have a green steak, please.
bill, please? salad, too?
Now try to organize the expressions so you create a conversation.
1. 9.
2. 10.
3. 11
4. 12.
5. 13.
6. 14.
7. 15.
8. 16.

52 COFFEE BREAK
At the restaurant
Read this conversation:
Good afternoon,
can 1 help you? Can we have that
one over there?
We'd like a
Waiter: table for two.
Certainly, sir. Come Customer 2:
this way, please. Do
Customer 1: you like this table? Of course.
Waiter: Waiter:
What would I think 111 have
you like? I'll have the
the chicken soup. Caesar salad.
What about you?
Customer 1: Customer 1:
Customer 2:
Would you like to

order? And to drink?
A bottle of red
Yes. We would like Waiter: wine. What would
Waiter: the tomato soup you suggest?
and the Caesar
salad for starters.
I would suggest a Vina Customer 1:
And for the Ardanza, it's a Rioja.
main dish? Customer 1:
I'd like the steak Waiter:

Waiter: with chips. Excellent. And a bottle
of mineral water.
Customer 2:
We'll have a steak with Right, sir. Customer 1:
fries and roast chicken.
Waiter:
Customer 1:
Can we have the

bill, please?
Here it is. ...

Customer 1: Thank you sir.
Have a good
day.
Imagine you are in a restaurant. In pairs or groups
of three try having a similar conversation.
Waiter:
EDITORIAL STANLEY
COFFEE BREAK 53
Popular misconceptions
There are some general truths which are not so "true". Below you will find some useful expres-
sions to say what the real fact is.
Introducing the information Linking

It may seem that..., but in fact...
Many people think.., but actually...
Some people say...,
but the truth is
You've probably heard that...,
Introducing the information Linking

Even though it may seem that..., the truth is ...
Although many people think..., the truth of the matter is
Despite the fact that... some people say....
Work in pairs with the following statements 4. If you drink water after milk you get a
below, taking turns to explain what is wrong stomach-ache.
with them.
e.g., Some people say that drinking

water makes you fat, but in fact,
water has no calories. 5. If you get hiccups, hold your breath
and count to ten.
1. The lion is the "king of the jungle"
(when in fact, it lives in the savan-
nah).
6. In Spain most men are bullfighters.
2. Spaghetti were invented in Italy.

7. Men can stand greater pain than
women.
3. Crocodiles cry.
8. Men are always better bosses than
women.

Final Assessment
Role-play
57
Final Assessment Role-play:

Public Transportation: the Good, the Bad and the Ugly!
Background
Six months ago, the City Council of Madrid retained the services of People Cities Inc. in order to carry out
intensive research regarding the problem of pollution within the City center and the proposed closure of
the center to petrol vehicles.
Research indicates a drastic increase, over the past Schools are suffering the effects of the psychological
15 years, of stress related absenteeism at work and at aspects derived from the stress related symptoms of
school, with a resulting 25% increase in public health
parents as well as teachers. Evidence of this is an
costs over this period.
increasing rate of failure at school.
30 percent of absenteeism at work is directly related
to traffic related effects (noise and air pollution) and Further research is being carried out in order to study
has resulted in an average loss of 10 percent of net the secondary effects of traffic and noise-related
earnings across all types of companies, regardless of stress, absenteeism and school failure on domestic
size or sector.
animals, as there is evidence of increased violence
The growing rate of pollution-related absenteeism toward family pets as well as increased aggressive-
has detrimentally affected families because the
ness between dogs in the public parks, which have
stress factors have flowed into the family environ-
ment, causing stress in children and other family at times been directed at children playing.
members, including pets.
People Cities has proposed attacking the problem of inner city pollution by addressing the public transport
system: if it were greatly improved it would resolve a great part of the pollution and congestion problems
being faced at the moment. The City Council voted last week to close the city boundaries to all private ve-
hicles, except cabs.
Several organizations have been invited to present information at an extraordinary meeting in order to establish
the steps necessary to upgrade the public transport system to meet the added demands that will arise from
closing the city boundaries to private vehicles. The organizations and departments involved are:

58 FINAL ASSESSMENT ROLE-PLAY
Green Cities Worldwide Action
A non-governmental organization involved in Before getting into the role-play and pre-
environmental protection and a member of paring your role card for the meeting, it
the European Forum for Green Cities. is necessary to
Review language seen in this text.
Review basic language needed for
meetings
Alternative Moving
Energies Association Read and understand the objectives
Agree on an Agenda
A forum of experts in the field of alternative
Elect a Chairman
energy sources for transportation.
The Objectives of the Meeting

Union of Public Transport are to:
Workers
1. Decide on the boundaries to be set. In which areas
Representing the rights of all drivers of pub- will petrol driven traffic be prohibited? It is suggested
lic transport. that these could be linked to the final destination of
the underground and bus lines, because then people
could use the underground and buses to enter the
city.
The Association of Motor 2. Agree on what improvements need to be made to
Industries existing services, and what steps can be taken to en-
sure that these improvements are made. For example,
Representing manufacturers of cars, lorries, bus drivers could be retrained so that they become
buses and motorcycles. more considerate towards the comfort of commuters
and do not close doors when someone runs to "beat
the whistle" or allow too many people to enter the
buses at once!
Ministry of Transport and 3. Seta clear agenda and budget for these improvements
Energy and establish how they will be financed. For example,
will there be a special added taxation so that the cost
Government representative body responsible is passed on to the public, or will the government be
for establishing improvements and costs to expected to finance it without it costing the public
set any necessary taxation. anything?
EDITORIAL STANLEY
FINAL ASSESSMENT ROLE-PLAY 59
Write your agenda here:
Now as a group, discuss the Agendas you have

written and decide on the final Agenda.
Once your Agenda has been finished, you will
be given Role Cards to study and then you will
be ready to have your meeting.

6O FINAL ASSESSMENT ROLE-PLAY
Basic language used in meetings

Asking Giving
I'm going to...
What do you I feel confident
We're planning that...
to... think about...?
I'm/we're
intending to... I doubt if...
I'd like to ask your
We're hoping opinion about...
to...
I expect
that...
What do you think
we should do?
We'll need I'd be surprised

We are going if...
to... to need to... Do you
think...?
We have Above all
to/must... we must... I would
Is it possible suppose..
that...?
First we need to... It will be
then we can... necessary to...
Giving advice
It might be a
You should... good idea to...
Most likely Why don't

Least likely you...?
I would advise
you to...
It's likely
Its unlikely
If I were Let me warn
you, I'd... you that...
Probably
It certainly
May/might won't
We are I'm not sure

about that... It could be, but
bound to It's anyway...
impossible
We'll have to
There's a think about I am not in full
good chance that. At least... agreement, but...
It's possible / it If I were I don't believe

possibly could you, I'd... that will work...
EDITORIAL STANLEY
Conntent Delivery Guidelines
CONTENT DELIVERY GUIDELINESS 63
Needs Analysis
Information and general questions for the completion of needs analysis
forms for groups or one-to-one students
The 'why?' of a Needs Analysis

The Needs Analysis is important to find 3. A sense of achieving competency:
out what the needs of your student(s) are people like jobs they do well, and so
and to help them establish goals and pri- competent achievement of a task re-
orities in their learning. One of our basic sults in natural enjoyment of that task.
philosophies is that the best way to moti- The sense of progressing in the English
vate students is to involve them actively in the learning process is directly tied to
their learning process from the outset, by feeling competent or better at using the
providing a learning experience based on language. This is a powerful pay-off for
three constructive factors: the effort made by students, and it is
important for teachers to recognize the
1. A sense of self control based on a need to provide students the opportunity
choice over what they learn: the oppor- to commit themselves to a learning proc-
tunity to choose is a powerful motivation, ess that is worthwhile for them.
and it is important for the teacher, from
the outset, to foster in students self-
determination over their learning by
having them participate in choosing their
learning path. This is a powerful tool for
encouraging students to consider their
English classes as an adequate oppor-
tunity for satisfactory achievement.
2. A purpose for going to class: every-
one needs to find a reason and a sense
for doing what they do, especially if it
involves an extra effort. Through the
Needs Analysis, the teacher should
aim to help students discover a sense
of purpose for attending class (clearly
defined learning objectives with a clearly
defined pay-off for achieving them) and
give them the opportunity of actually
achieving that purpose (final role-plays
and assessment role-plays).

64 CONTENT DELIVERY GUIDELINESS
Asking for basic information

1. What does the company you work for do?
2. What is your job /job title?
3. What are your responsibilities?
4. In which areas of English do you need more practice?

Speaking?
Listening?
Vocabulary?
Writing?
Reading?
5. What are your priorities for study on this course?
6. Have you ever studied English before?
7. How long ago?
8. What did you find most difficult?
EDITORIAL STANLEY
What do you need to do in English?

Do you have to give Do you have to take part in
presentations? meetings and discussions?
Who do you give them to? What are they about?
What are they about? Who are they with?
Do you have to negotiate? Do you have to explain graphs,

figures etc.?
Who do you negotiate with?
What do negotiate about? Who to?
What are they about?
Do you have to speak on the

telephone? Do you have to show visitors
around your place of work?
Who do you speak to?
What are the calls normally about? Who are they?
What are they interested
in seeing?
Do you have to write letters, faxes,
emails, reports etc.?
Who to?
What are they about?
Do you have to greet visitors and

entertain them?
Who are the visitors?
How do you normally entertain
them?

Activities
Survival Language
Students should use English at all times and the teacher student. They should go around the room and greet each
should avoid using the students' native language at all other and begin a conversation. Give them 2-3 minutes,
times.. .and definitely should offer no translations. It's always then have them end that conversation and begin another
preferable to offer synonyms, or explain the word by refer- one with a different student, and so forth, until all students
ring to the action or thing in a situation. For example: "What have had a chance to greet everyone.
does invoice mean?" Explanation 1: An invoice is a bill.
Explanation 2: An invoice is a paper you send or give a cli-
ent specifying the amount of money they have to pay. Present Simple
This requires that on the first day of class you provide stu- Introduce the present simple tense then practice. Ask stu-
dents with basic survival language for successful learning, dents to brainstorm verbs related to their everyday working
and in order to follow the ground rules they are not to use life, and then ask students to form sentences using those
their native language in class. verbs. Add any others you think are relevant.
Go through the different expressions provided in the mate- Introduce questions and question formation. Have students
rial and make sure they understand them. Add any others write three questions they would like to ask other students
you think appropriate. Then quiz them, perhaps by dividing in the class, and have them write each one on an index
them into teams. card. Collect all the cards and shuffle them. Place them in
a pile in the center of the table. Then have students take
turns picking up a card and directing the question at a spe-
cific student, who, in turn, must answer the question as best
First Meetings he/she can. Do this until all the cards have been used. To
close the activity, brainstorm common questions they make
or receive at work or with clients and the possible answers
Greetings and Introductions they can give.
Brainstorm greetings with students. Ask them to call out Now put it all together. Prepare a set of cards, each one
expressions and write them up on the board. Complete the with the name of the person, position, company and ad-
list with any others you think are necessary or appropriate, dress, and other extra information (Careful! Point out to
and any "slang" expressions to point out regional language students that some information may not be appropriate to
differences. For example: What's up? How are ya? How's ask, such as marital status and age) (see examples below).
it going? Ask students to choose a card and then introduce them-
Now ask students to consider different social situations and selves to each other using the information on their card.
choose a correct expression. The objective is to differenti-
ate between formal and informal expressions.
Introduce conversation starters and parting expressions,

following the same technique as for greetings.
Now put it all together by asking students to represent dif-

ferent people associated with their organization. Write up
a set of cards indicating the position (for example: General
Manager, Sales Manager, Janitor, Receptionist, regular
client, new client, etc.), cut them up and give one to each

Name: Pamela Schwartz Name: Jonathan Wise
Nationality: Irish I Nationality: American
Status: Single JAge: 24 Status: Single Age: 53 I
Address: 34 Grafton Street Address: 19 South Street

Dublin Ireland Champaign, Illinois, USA
Company: BLCB Finance Analysts Company: Lessing School
Position: Chief Economist Position: Head Master
Name: Sonny Jonsen Name: Tamiko Mitsubishi
Nationality: Australian Nationality: Japanese
Status: Married Age: 28 I Status: Married I Age: 32 |
Address: 39 Smithbottom Road Address: 36 Yamamoto Avenue I

Melbourne, Australia Tokyo, Japan
Company: Green Winds, Ltd. Company: Skyoto Consulting
Position: International Director Position: Crosscultural Advisor
Name: Hank Dehn Name: Pascale Jondelle
Nationality: German Nationality: Swiss
Status: Married Age: 40 Status: Divorced Age: 45
Address: 34 Danzinger Strasse | Address: 93 Avenue La Verne

345 Holzminden, Germany | Lausanne, Switzerland
Company: Handel Strumphe Company: Chocolat Supreme
Position: Sales Manager Position: HR Director
Name: Francois Marchand Name: Michelle Starkus
Nationality: French Nationality: British
Status: Divorced Age: 33 I Status: Single Age: 28
Address: 2 bis, Rue de Boulois Address: 10 Picadilly Street

Paris, France London, England
Company: Dittes Direct Company: BBC Radio
Position: Marketing Manager Position: Production Manager
EDITORIAL STANLEY
Questions and answers

The aim of this game is to practice recognizing and matching common questions and answers.
Time: 10-15 minutes.
How to play: Notes:

1. Divide the class into pairs (or groups of three Cut up the cards (remember you need one set of
or four). cards for each group). As the answer and ques-
tion cards must be differentiated when facing
2. Explain the game to the students: with the cards
down, write a question mark on the back of the
face down, the first person turns up three, one question cards, or mount the cards on different
being necessarily a question card. The aim for
colored paper.
the people in each group is to match more pairs
than their partner. To make cards match, one
has to be a question card and the other, the
matching answer card; if the two cards the stu-
dent has chosen do match, he/she collects the
pair and turns up two more cards. If the pair
doesn't match, two cards are turned face down
again, leaving one face up (it doesn't matter
whether it is a question or answer card). Then
it's the other student's turn to turn up two more
cards (but always making sure that they are not
all question cards or answer cards!).
3. Give each group a set of cards, and let them
start the game. The students play by them-
selves, but watch out that inaccurate pairs are
not collected, or the game will not finish cor-
rectly.
4. The game finishes when all the cards have been
collected, and the winner will be the student who
has made more matches than his/her partner.

7O CONTENT DELIVERY GUIDELINESS
Aren't you Myrtle Did you enjoy the

Thomas? play last night?
How do you do? Yes, I am. Have Yes, the actors were very
we met before? good. And the costumes
were fantastic.
How do you do. Where do you How was the flight?

work?
Would you like I work at CIT Ok, but I'm a little

anything to drink? Microelectronics. tired.
No, thank you. I just What's musaka? Where are you

had some coffee. from?
Can I have your It's a Greek dish. It's I'm French. I was
telephone number? made with vegetables born in Marseille, in
and meat. the south of France.
It's 61998929. How are you? What time do you

go to work?
Would you like Fine, thanks. I leave my house at

some coffee? And you? 7.30, but I don't get to
the office until 8.30.
Oh yes, please, Could you spell your It's H-I-G-H-S-M-I-T-H.

With milk. name, please?
EDITORIAL STANLEY
What do you do? Game:

Introduce the subject by going through the example of Tell students they are going to play a game to practice
Isaac O'Fire, and have each student answer the ques- asking questions to find out who the other students
tions orally on their job. Then go on to talk about job are.
description. Have the group come up with a list of at Ask students to imagine they are someone else (a mov-
least 20 verbs that apply to their job. ie star, a politician, a famous business person). Students
are to take turns asking each other questions to find out
who they are and what they do. They should answer the
questions as best they can and may even have to invent
information.
This game can be played in one of two ways:
1. One student at a time receives questions from the
rest of the group until someone guesses who he/she
is.
2. Students take turns asking whomever they want one
questions (and no more than one at a time). In this
case, it will be useful for you to provide each student
with a chart as follows in order to take notes:
Questions Student 1 Student 2 Student 3 Student 4

1.
2.
3.
4.
After all the students have had their identity unveiled ask them to introduce themselves using the guidelines provided
in the material. Then have them work individually to write it. This is a good opportunity to assess their writing skills
level more closely by collecting their papers and correcting them for the next session.

Look at everyday actions and have students brainstorm

Describing a company
additional ones. Then have them practice forming ques-
Introduce possessive pronouns and the past simple. tions by taking turns asking each other what they do
When you take a look at the list of irregular verbs, go every day. Tell them to listen carefully to the answers.
through them one by one and ask students to form a And you should take careful notes so that at the end of
sentence for each. Then ask them to choose 5 or 6 and a couple of question and answer rounds you can ask
take a few minutes to write a paragraph on whatever they students "Who did...? This tests students' comprehen-
would like. Then ask each student to read it out loud to sion and active listening skills.
the rest of the class. The "audience" should listen care-
fully and think of one question to ask the author (Refer
them back to questions and question formation).
Now tell students they are going to construct a group
story using the list of irregular verbs. You begin the story
Attending Visitors
by making a sentence using one of the verbs from the Getting information
list. Go around the class/table so that each student adds
Introduce getting information expressions and follow
a sentence to the previous one. There are two ways to
through by brainstorming questions that students can ask
do this activity:
to get information:
a. If done orally, do at least two rounds so that each From a client who has a problem
student has the chance to make two sentences and From a friend
is forced to listen carefully. From their boss
b. If done in writing, distribute a sheet to each student From their girlfriend/boyfriend/wife/husband
with your first sentence. They add the second sen- From a colleague
tence and then pass the sheet to the person on their Etc.
left, who in turn adds the third sentence, and so forth Now have students make a business card for themselves
until each student gets his/her original sheet back. with a fictitious identity. Through a question and answer
They then have to add the concluding sentence. Have session, each student should fill in a business card for
them each read the story out loud so that you can each person in the class.
make appropriate corrections.
Introduce welcoming visitors and apply it to Enrique
Now they are ready to write a brief description of their Lopez and a dialogue.
own company.
Prepare a set of cards with the name, position, company
and one or two specific information points of relevant
A Day in My Life business personalities in your community. Give one to
Introduce the present perfect. Go back to the list of 20 each student and ask them to go around the class to find
verbs the group came up with when looking at irregular out who the other students are and as much specific
verbs in the past simple, and ask them to form a sentence information as possible.
in the present perfect with each one. Then ask students Once everyone has had a chance to find out who eve-
to choose 3 or 4 verbs to describe something they did or ryone else is, ask each student to welcome one person
that happened yesterday or this morning. to their company.
Now read through Jessica Oak's description, pointing out
the uses of the different verb tenses and signal words.
EDITORIAL STANLEY
Conversations starters Expressing opinions and ideas

Introduce the specific expressions and the use of ques-
Introduce the different expressions and degrees for ex-
tion tags. Then ask each student to begin a 3-5 minute
conversation on a topic of their choice. You can also pro- pressing opinions and ideas and then ask students to
vide them with a set of topic cards which you place face work in pairs to think of topics of their choice. They are
down in the center of the table, and have students take then to tell the rest of the class what topics they chose
turns picking up one and initiating a conversation. and what their opinion about them is. And then ask the
other students what their opinion is.
Bring in 8 or 9 different news articles in your own language

on polemic current events. Prepare a set of cards with
different expressions for expressing opinions and ideas.
The objective is for students to use as many different
opinion expressions as possible. Distribute the articles
(one for each student) and put the cards face down in
the middle of the table. Ask each student to take his/her
turn presenting their article and explaining what the con-
troversy is. The group is to discuss the issue. Each stu-
dent is to choose an expression card and use it during
the discussion. Once they've used the expression they
should immediately put it face down under the pile of
cards and take another one.

Progress Assessment Role-play

This role-play has been designed as an assessment tool to evaluate student progress mid-way through the course.
The objective is to provide them with the opportunity to apply the language skills related with basic social skills.
The aim of this role play is for students to put in practice what they have learned; they will be given a situation and
some specific information (role cards) so that they practice the strategies seen .
Procedure: Notes:
1. Divide the class into pairs or groups of three. There are three sets of role-plays. If there are more
than three groups in the class, you can repeat the
2. Explain that you are going to give them a card with a situations; it may be interesting to see how different
situation, and that they will have to play the role of the
the students may act using the same information.
character on the card. There are two types of charac-
ters: one is the "host", and the other is the "visitor". Make sure that the students use the strategies and
The host has to receive and welcome the visitor, make vocabulary seen in class.
a small presentation about him/herself and his/her job,
and tell the visitor what the program of the visit is go-
ing to be (this he/she has to invent). He/she will have
to answer the questions from the visitors, and make
sure that there are no uncomfortable silences.
The visitors will listen and ask questions about the

company, the host's job, the city, country, etc. They
have to be prepared to answer any questions the host
may ask. If they don't agree with something they
should say so.
3. Give the students 5-10 minutes to prepare their

part.
4. Start with the role-plays. Each group has a couple of

minutes to play their role in front of the class.
5. When all the groups have done their part, there is a

group assessment, getting feedback from the stu-
dents.
EDITORIAL STANLEY
Role cards
Company A
Presenter:
Your name: Maria Jose /Jose Martinez
Department: Marketing and Public Relations, Assistant
Company: Bodegas Galinsoga
Product/service: Wine |
Head Office: Pamplona, Navarra (North of Spain)
Employees: 26 permanent staff - 9 administrative staff - (plus about 50 seasonal workers) I
Company activities: Very prestigious company, not very big but very well known among wine |
lovers. Production of quality wines. I
Markets:
Internal-37% UK -9% European Union - 26% Other countries - 28%
Future:
The company hopes to export to Central Europe and Asia.
Notes:
Your visitors are wine importers from Central Europe. They have been invited to learn
about your company, as you are planning to do business together.
Visitors
You are visitors to: Bodegas Galinsoga

You are Central European wine importers.
You are visiting the company in order to know more about it; you have heard many good things,
but you want to see first-hand. You are planning to import its wines if you like the company.
During your stay, you will meet the managers, visit the facilities, taste the wines. You would like to
know more about Spanish culture, so you want to see bullfighting and maybe flamenco in the
evening.
Ask the person who receives you things about the company, the program, or anything you can
think of. You will have a formal meeting with the management, but would like to get some general
information from the employee who is receiving you

Company B
Presenter:
Your name: Paula / Pablo Bravo
Company: Acertex, S.A.
Product/service: Engine components [
Head Office: Oviedo, Asturias (North of Spain) - Factory 10kms from the office. I
Employees: 45 workers in the factory -15 administrative staff
Company activities: , Production of engine components. The company was founded in 1957. I
Markets: Internal - 78% France and Portugal - 22%
Future: I The company hopes to open market in other European countries.
Notes: Your visitors are investors from England and Italy. They have been invited to learn about
your company, as they may invest in it to help you extend to other markets.
You are picking them up at the airport. Remember, you should:
- Welcome the visitors
- Introduce yourself and your job
- Talk about the company, answering the visitor's questions.
- Ask about the visitor's jobs, countries, etc.
- Give an overview of what the program of the visit is going to be.
- Offer your help.
Visitors
You are visitors to Aceritex, S.A.

You are English and Italian.
You are visiting the company in order to know more about it. You may invest in it and help it do
business in your respective countries by presenting it to potential clients.
During your stay, you will meet the managers and visit the factory. Besides, you would like to
know more about Spanish culture, so you want to see bullfighting and maybe flamenco in the
evening.
information from the employee who is receiving you.
EDITORIAL STANLEY
Company C
Presenter:
Your name: Martina / Martin Frances
Company: Ruiz & Thierry Abogados
Product/service: Lawyers and advisors
Head Office: Madrid, Spain
Employees: 40 employees - 5 partners
Company activities: Lawyers, tax and legal advisors
Markets: Internal - 78% France and Portugal - 22%
Future: The firm hopes to open market in other European countries.
Notes: Your visitors represent some of most important law firms in South America.
They have come to Spain to meet the partners of the firm, as they want to sign a
collaboration-agreement.
You are picking them up at the airport. Remember, you should:
Welcome the visitors
Introduce yourself and your job
Talk about the company, answering the visitor's questions.
Ask about the visitor's jobs, countries, etc.
Give an overview of what the program of the visit is going to be.
Offer your help
Visitors
You are visitors to Ruiz & Thierry Abogados.

You are Argentinean and Brazilian.
You are visiting the company in order to sign a co-operation agreement.
During your stay, you will meet the managers and have negotiations. Besides, you would like to
see what Spanish culture is like, and you are really interested in attending a Real Madrid soccer
match.
information from the employee who is receiving you

The Polite Way

Modal verbs Offers and Requests
Introduce modal verbs and the imperative. Practice by Introduce the expressions for offering things and offering
having students ask each other to do something using to do something, and do the practice situations. Add a
the imperative and being as rude as possible, and then fifth one of your own that is directly relevant to your stu-
by using modals and being as polite as possible. Do the dents' work reality.
same thing to apply question tags. Introduce expressions for accepting and declining, then
Practice using the modal verb can. apply them to the situations practiced for offers above.
Practice the use of would. Have students think of typical Introduce expressions for saying no, and do the practice
situations they face at work and outside of work and use pair work exercise.
would to deal with them. Introduce requests, and do the exercises.
Now ask students to think of something that really both- Introduce thanking and showing appreciation, and do the
ers them about their husband/wife/boyfriend/girlfriend, practice exercises.
and write it down on a piece of paper. Have them ex-
change papers. The "complaint" indicated on the paper Now design a set of cards with all the different expres-
is to be extrapolated to the group (i.e. this is what both- sions in this section, as well as those for greetings and
ers the student about the group). Each student must then conversation starters, and a set of cards with conversa-
politely explain to the group what their complaint is and tion current events themes and issues related to your
what they want them to do about it. students' work and responsibilities. Cut them up and
shuffle them. Put them in the center of the table in two
piles - expressions in one and themes/issues in another
- and tell students that, as a group, they are going to
initiate and maintain a conversation dealing with different
current events. Each student picks one theme/issue card
and two expression cards. The objective of the activity
is to introduce their theme/issue into the conversation
and use their two expressions during the conversation.
Once they've used up their cards they are to pick up an-
other theme card and two more expression cards, and
so on until all the cards have been used.
EDITORIAL STANLEY
Coffee Break
Complaining and Apologizing Describing People
Introduce the expressions for complaining and ask two Before getting into the list of words used to describe
students to act out the dialogue in this section. The "au- people, ask students to write down 5 or 6 adjectives to
dience" should listen carefully and write down all the describe themselves, and then have them present them-
complaining expressions they hear. selves to the rest of the class. Then go through the list
of words. Ask students to indicate which ones are posi-
Go through the complaint situations on the following tive and which ones negative. Practice by using them to
page, and then ask students to imagine they work for an describe people they know. Then do the exercise on an-
international company and, in pairs, think of problems tonyms. Expand on this by asking them to take their own
they may find and what they would do in each case. Then initial list of adjectives to describe themselves and ask
ask each pair to report back to the class. them to indicate the antonym.
As a group, find common problems identified by the dif- Introduce the order in which adjectives go in a sentence,
ferent pairs and different solutions to those same prob- and practice by having each student describe another
lems. If the solutions are all similar brainstorm other student in the class by using as many adjectives as pos-
possible solutions. sible. Then ask them to describe a famous personality,
without saying the name. The rest of the class has to ask
Go through the expressions for apologizing and do the questions using adjectives in order to find out who that
pair work activity. person is.
Introduce the comparative. Practice making comparisons

using the earlier descriptions made by students of them-
selves. Then ask them to compare themselves to a series
of famous crooks and criminals.

I would like most to be... - Game
How to play: Discussion:

1. Distribute one copy of the worksheet to each par- What kind of characters were mentioned most often
ticipant. in any of the categories?
2. Explain that each participant is to list three different In what ways did individuals' perceptions of the
character names: one you would most like to be, one characters differs?
you would least like to be, and the one who is most What were some of the reasons five for those
like you. characters you would most like to be?
a. The character may be chosen from real life, fic-
tion, the news, movies, cartoons or whatever else
fits. The students should also write the reason why
the chose a particular character.
b. The participants will have five minutes to complete
this task.
3. Divide the participants into groups of four or five mem-
bers each.
4. Explain that the participants are to take turns sharing
their lists with their teammates, but without saying the
name of the character they've chosen, just the rea-
sons. The teammates should guess who the charac-
ter is.
5. Time the activity for fifteen minutes, giving a five
minute warning; then stop the teams when time
expires.
EDITORIAL STANLEY
Worksheet
The character I would most like to be is
I because
I because
because

Social English
Introduce Social English by doing the first set of matching Now put everything together by telling students they are
exercises. Then ask students to create a mini-dialogue going to do a role-play as a group. They are to imagine
to practice them. they are all meeting for dinner to celebrate the company's
success on the market. However, they each have
Do the second matching exercise and then ask students
to create another mini-dialogue to practice them. 1. a complaint to make (use your complaint cards)
Introduce the expressions for eating out. Have students 2. a specific issue they are worried about (use the news
work in pairs to create a conversation. Each pair should articles used earlier)
act out their conversation. Then ask 3 students to act
3. a specific request to make (use student requests made
out the Restaurant conversation, and afterwards com- to the group in an earlier activity)
pare with the conversations they created in the previ-
ous activity.
Have a group discussion on what subjects are appropri-
ate to talk about over lunch or dinner in their country and
compare with other cultures.
Introduce popular misconceptions and the specific ex-
pressions indicated.
EDITORIAL STANLEY
Business lunch - Game

The aim of this game is to practice making polite requests, suggestions and enquiries, thus practicing the language
of business lunches.
Time: 30 minutes.
How to play: Recommendations:

1. Divide the class in pairs or groups of three or four. As a warm-up, put the following questions on the
The game can be played in pairs or individually (but board for the students to discuss in pairs or as a
there must always be at least two parties with every group:
set of materials). What is the purpose of a business lunch?
2. Explain to the students how to play: Who normally pays for the lunch?
a. Each person throws the dice. The person with the How often do you have to attend business
highest score starts. lunches?
b. Each person (or pair) chooses a marker.
Do you enjoy going to business lunches?
c. The person who starts throws the dice again and
moves his/her marker forward the number that After explaining to the group the instructions of the
die says. The student takes a card, reads aloud game, you can establish the rules together. Students
the instructions (they can also be read by a dif- like setting their own rules, and this way they will
ferent student), and then does what the instruc- make sure they are followed.
tions say. If the rest of students agree that what
the person has said is correct, he/she will stay in
that space until it is his/her turn again. If the an-
swer is not accepted, he/she moves one space
back and stays there until it's his/her turn again.
d. The next person throws the dice and the game
continues.
e. The game finishes when a player reaches the
finish square.
3. Check if the students have any questions about how
to play the game.
4. When the students seem sure of what to do, let them
organize themselves as far as possible.
5. The game can start.

84
You don't like the table. What do You've been waiting 20 minutes The waiter serves you the wine,
you say to the waiter? for the main dish. What do you and it tastes like vinegar. What
tell the waiter? do you do?
You asked for your meat medium The waiter spills some wine on You need to go to the restroom,
rare, and when you cut it you your jacket. How do you react? but don't know where it is. How
notice it is overcooked. What do do you ask?
you say?
You are at your favorite When you finish dinner you You ask for the Chef salad.
restaurant with some clients. want to offer liquors and coffee When served, you realize it has
They ask you for suggestions. to your guests. How do you almonds, and you're allergic.
What do you tell them? do it? What do you do?
You are with guests, and you You're celebrating your You are in a hurry as you have
have ordered typical Spanish anniversary at a charming to attend an important meeting.
food for starters. You realize they (and expensive!) restaurant. You've asked for the bill, but are
are not eating. Do something. The people at the next table are still waiting. Ask again.
very noisy. Say something.
You have Japanese guests. You booked a table at 1.30, but You see "teriyaki" on the menu.
What kind of restaurant would it's 1.45 and you're still waiting. Ask the waiter what it is like.
you take them to? Give What do you do?
3 reasons.
You've invited a foreign guest to You're having mushroom soup Your guest has asked for
dinner. He asks you what for starter and hake for the main chicken soup. Although he
"lasagna" is. Try to explain it to course. Ask the waiter to doesn't say anything, he doesn't
him. suggest a wine. seem to like it. It looks cold.
What do you say?
Your glass is dirty. What do A foreign guest asks you to The waiter asks you: "How
you do? suggest three typical regional would you like your meat
dishes. What do you suggest? cooked?". Answer, and ask for
Describe them. fries too.
After lunch you always have You're eating at a Japanese You are an expert with wines.
coffee and dessert. You are restaurant, and you don't know You ask for an expensive wine
eating with colleagues, and after how to use the chopsticks. bottle, but they bring you a not
the main course, it looks like What do you do? so good one. The price is the
they're going to ask for the bill, same. Ask for the one you
with no dessert. Do something! ordered.
You are in a very expensive When the bill arrives you You are dining with some
restaurant. You ordered a very discover they are overcharging colleagues, when you see two
special dish, but as the table next you. Instead of 120, they are more colleagues who have just
to you is smoking cigars you charging you 180. arrived. You want to eat
don't fully appreciate the together, so ask the waiter if he
exquisite taste. What do you do? can set two more places.
EDITORIAL STANLEY
Final Assessment Instructions: Role-play

Role-play 1. The role play should take THREE one hour sessions or
TW01.5 hour sessions which will allow you to explore
the subject fully and prepare your students for the meet-
Public Transportation: the Good, the ing, especially the lower level groups.
Bad and the Ugly! 2. Explain the situation and procedures to your students
thoroughly. This can include some information on meet-
This role-play has been designed to be used as a final ing protocol, etc.
assessment tool to evaluate the global progress achieved
by students at the completion of the course. The situa- 3. Students will need some time (approximately half an
tion chosen is one that is real: pollution in cities. The aim hour) in which to prepare their ideas before the meet-
of this role-play is to provide students with the opportu- ing. Depending on the size of the group you may need
nity to use the language skills covered in the course. to have two representatives from some of the organiza-
Although the role-play has been designed for use with tions, or, alternatively you may have to leave out some
all levels, students with a level below pre-intermediate of the roles for smaller groups. The role-play does not
depend on the all the roles being present.
will need more help understanding the situation and re-
vising the vocabulary. 4. Do not offer any help once the role-play has begun. Your
job is to help the students during the preparation stage
Note: All statiscal and descriptive information offered is and to evaluate the final meeting.
not real and has been developed specifically for this
activity.
Preparation: Specific objectives:

Survey Students should be able to:
As a lead-in to the entire role-play carry out the following Use language that is effective and produc-
survey in class. It's a research survey of transport alter- tive in a meeting situation.
natives that can reduce public health costs related to
pollution and traffic related stress. Apply basic techniques for expressing ideas
and opinions.
Tell students they are going to apply all the expressions
they've seen so far in the course by doing the Role-Play Agree and disagree politely.
Public Transportation: The Good, the Bad and the Ugly!
It would be a good idea to do a general review. Give information using basis statistics.
Interact with others during discussion.
Clarify information, comparing and contrasting

ideas.
Listen actively.
EDITORIAL STANLEY
Survey questionnaire for healthier cities

1. What stresses you out the most on your way to work?
Traffic congestion Traffic noise Traffic fumes
Motorcycles Pedestrians
2. How would you rate your city's stress level?

No one notices I can drive others up the wall some of the time
No one can stand me Everyone drives each other crazy
3. How many times have you been absent from work? Why?
4. How many times have your children been absent from school? Why?
5. Have your children flunked at school? How many times / subjects?
6. How would you rate your children's' level of stress?

It doesn't affect me I can ignore it Driving me up the wall
7. Do you think traffic noise, congestion and fumes have anything to do with your stress level and
your children's' stress level?
Yes No
8. Which of the following modes of transportation would you consider using in the future, if your
city were closed off to cars, buses and motorbikes?
Rechargeable battery powered roller skates.
Solar battery skate board Motor powered scooter
Motor powered hang-glider Traditional bicycle
Ideas and suggestions

Read the following statistics
The growing rate of pollution-related absenteeism

When the rest of the world has detrimentally affected families because the
comes to a halt, Spain will roll stress factors have flowed into the family environ-
on into the future ment, causing stress in children and other family
members.
Research indicates a drastic increase, over the Schools are suffering the effects of the psycho-
past 15 years, of stress related absenteeism at logical aspects derived from the stress-related
work and at school, which have increased public symptoms of adults, parents as well as teachers.
health costs by 25% over this same period. Evidence of this is an increasing rate of school
30% of absenteeism at work is directly related to failure.
the effects of traffic-related stress (noise and pol- Research is being carried out in order to study
lution), and has resulted in an average loss of the secondary effects of traffic and noise-related
10% of net earnings across all types of compa- stress, absenteeism and school failure on domes-
nies, irregardless of size and sector. tic animals, and the increase in violence towards
cats and dogs.
The City Council of Madrid has met with the other major City Councils in Europe with a view to finding solu-
tions to the problem at heart: cities are becoming dangerous to our health. People Cities Inc. has been hired
to carry out an exhaustive survey in your country of these statistics, in conjunction with A Healthy Europe
Inc., a special investigation unit. The common objective is to reduce traffic created pollution (noise, fumes
and stress) by finding alternative modes of transportation.
The cities involved in this initiative (Berlin, Brussels, Copenhagen, Frankfurt, Lisbon, Lyon, Milan, Moscow,
Munich, Naples, Paris, Oslo, Rome, Vienna) have agreed to close off central city areas to all traffic, includ-
ing cars, buses and motorcycles. People Cities Inc. is researching reactions to this initiative and to alterna-
tive modes of transportation, and is also seeking public input of ideas for other means of transport.
Discuss the following modes of transportation Changes to be taken into account

proposed by People Cities Inc. to meet the
varied needs and "pockets" of our citizens, 1. Gas stations would be redesigned so that gas pumps
are replaced by recharging centers, where roller trans-
and discuss the factors that will have to be
port drivers could roller up to a plug or exchange their
taken into account.vv solar batteries for recharged ones.
1. Roller skates with a rechargeable electrical motor, 2. Ground drivers will be required to wear a hands-free
similar to a cell phone battery, with a complementary whistle holder for road safety at all times and a spe-
rain and sun umbrella canopy. cially designed helmet with rear-view mirrors and head-
2. Motor powered skateboards with rechargeable solar lights.
batteries and an incorporated bar stool and umbrella 3. The roofs of buildings with 15 or more floors will be de-
pole. signed into rooftop landing sites.
3. Motor powered scooters. 4. Ramps will be installed for all staircases throughout the
4. Electrical golf carts for the elderly and disabled. These city.
will be subsidized by the government and will be avail- 5. Shopping centers and office buildings will be required
able only for those who meet requirements. to facilitate storage facilities.
5. Electrical motor powered hang gliders for those who 6. Training will be provided for the use of these new modes
work in buildings with 15 or more floors. of transportation.
EDITORIAL STANLEY
Role cards
You are the Representative of Green Cities

No environmental task is more critical Cars, trucks and buses account for more
than maintaining clean air for life. than 20 percent of greenhouse gas
emissions, as well as soot and smog that
Because motor vehicles and electrical damage human lungs.
power plants are the biggest sources of air
pollution and its myriad effects, from lung You are promoting an "earthsmartcars"
damage to acid rain to global warming, you campaign in order to harness the latest
focus your attention on those industries. technologies and put cleaner cars on the
roads.
* You favor the introduction of a Clean Air
Act and strict laws and regulations to You are also working towards getting diesel
govern vehicle pollution and to promote fuelled trucks and buses, which pose serious
public transportation. health threats, off the city roads.
You are the Expert in Alternative Energies:

You advocate that all public fleets reduce Using one natural gas bus rather than a
their use of diesei in order to help clean diesel one would be equivalent to removing
the air in cities. _ 55 cars off the road.
Not only will switching to cleaner fuels These natural gas buses could be a bridge
have environmental benefits, but it will also to the longer-term solution of fuel-cell
reduce the country's dependence on powered buses that run on a renewable
imported petroleum. hydrogen energy source.
You favor the introduction of a Clean Air The fuel-cell powered buses offer the
Act and strict laws and regulations to greatest air quality benefits, are efficient and
govern vehicle pollution and to promote silent, but they are still in the pilot stage of
public transportation. development and will initially be costly.
You have statistics to prove that natural Electric vehicles are costly, have associated
gas is the best option for heavy-duty unhealthy power plant emissions and a
applications due to moderate initial costs limited battery life, which means limited
and wide range in horsepower ratings, operating range.
potential savings in maintenance and
operating costs, and substantial reductions
in toxic emissions.

9O CONTENT DELIVERY GUIDELINESS
You are the Representative of the Public Transport Workers Union: [
Your members include all bus, taxi and You advocate stricter laws for the public
metro drivers using public transport, which will ensure that
they have greater respect for the drivers.
You believe that any new legislation
encouraging greater use of public Because of the increase in the use of public
transport will adversely affect their drivers, transportation, the stress levels for drivers
as they will have to work longer hours and will increase, and this will mean that they
are unlikely to receive increases in pay. will need to take more frequent breaks and /
or work for shorter hours.
More drivers would need to be employed,
and your members are already unhappy Inner city speed limits should be increased
with work conditions, which they believe to allow drivers to meet the increased
will get worse. demands.
Metro drivers are demanding more and
The taxi divers will be the worst affected, longer smoking and coffee breaks, which
as the Clean Air Act will make it compul- should include free coffee and cigarettes to
sory for them to change vehicles to the make up for the added stress.
expensive gas or electric ones, or they will
be out of work. All public vehicle drivers will demand a 30
percent increase in wages once the new
legislation is passed.
You are the Representative of the Association of Motor Industries:

Any new laws involving reduction in The changes in technologies needed to
petrol-powered vehicles will adversely produce the new "earthsmartcars" are
affect this industry. exorbitantly expensive and would involve
reconstructing whole factories.
You believe that improvements to engines
over the last few years have sufficiently The motor vehicle and motorbike
reduced harmful emissions. manufacturers are opposed to any changes
in legislation regarding the use of private
Advocating greater use of public vehicles.
transportation will reduce the number
of private cars used and bought. Your industry will be severely affected by
the new moves, and you are attending the
meeting to strongly oppose the whole idea.
EDITORIAL STANLEY
You are the Representative from the Public Health Service:

There is overwhelming evidence to prove lung disorders, is enormous and puts a
that people exposed to diesel exhaust fumes tremendous strain of the National Health
are at greater risk of lung cancer. budget.
Other forms of lung damage and increased Another concern you have is that with a
susceptibility to bacterial or viral respiratory greater number of people using the metro
infections, and the noticeable increase in lines, more people will be expose to "passive
asthma sufferers, have been directly linked smoking" in the stations, as no one pays
to minute airborne particles in the air, which attention to the No Smoking indicators.
are from exhaust emissions.
You are in favor of all the changes
Statistics show that this could amount to an advocated and would also like to see the
additional 8 cancers in every 1,000 people, No Smoking regulations enforced more
which translates to approximately 20,000 vigorously.
more cancer patients in a year.
You are particularly interested in seeing that
The cost of treating this number of additional natural gas school buses are introduced, to
cancer patients, as well as the other related reduce the cancer risk in children.
You are the Representative of the Ministry of Transport and Power: I

Your Ministry, in line with other European Statistics show that over the last six years,
Ministries, is in favor of the advocated government expenditure on public transport
changes. has increased while use of public transport
has decreased by 11 percent.
These changes do, however, present a
challenge of a financial nature, as any Your Ministry is considering introducing
upgrading of public transport will be another law, which will prevent cars carrying
expensive - you have to gather as much only one person from entering the city
information as you can to convince your boundary car parks, in a move to reduce the
Government that the expenditure will be use of private cars.
worthwhile.
Your Ministry recommends financial incen-
You believe that the reductions in Public tives to encourage taxi drivers to purchase
Health costs will adequately offset the new alternative fuel vehicles.
increase in Transport costs.
There will also be financial incentives offered
Statistics show that over the last six years, to car manufacturers who will change to
government expenditure on public transport manufacturing "earthsmartcars".
has increased by less than 1 billion Euros,
whilst the increase in Public Health
expenditure for the same period has
increased by 2.5 billion Euros.

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THE POLITE WAY 29

HELLO... AND NOW WHAT?

FINAL ASSESSMENT ROLE-PLAY 55

CONTENT DELIVERY GUIDELINES 61

HELLO... AND NOW WHAT?

"nativeness". Progress is measured in terms of student

The Business Challenge Introduction

To ensure confident application of the skills

To understand the basics of cross-cultural etiquette

HELLO... AND NOW WHAT?

Excuse me? I m sorry

How do you spell

Can you say that

HELLO... AND NOW WHAT?

Greetings and introductions

People you already know Strangers or people in

How are Nice to Pleased It's a

Where are What do What company

See you Goodbye

HELLO... AND NOW WHAT?

Introducing yourself andothers

A: Hello. I'm Bill Strauss. Name Nationality

A: Mark, this is Sarah McBarrister.

sales manager receptionist

HELLO... AND NOW WHAT?

Interrogative be subject the rest

Where are you from?

What is your phone number?

Who I is your boss?

Questions made with auxiliary verbs and modals

How I do you I spell I management?

What does | invoice | mean [ ? |

Can you say that again?

What do you do? Job description

7. Does your company have subsidiaries

Answer the following questions about your

1. What do you do?

2. Who do you work for?

HELLO... AND NOW WHAT?

Job description practice

Good morning. My name is

Matthew Lester works for ITERNIS Inc.,

HELLO... AND NOW WHAT?

She likes her job. 2. My boss has a house in the suburbs.

4. Spain is a very mountainous country.

5. Do you have own

Question The negative:

Question did not (didn't)

Study the word order in questions: * I didn't write the report.

Did bring my book?

HELLO... AND NOW WHAT?

Past Simple, Negative and Questions. Practice

Imagine you are Mr. Murphy. Tell about your 4.

Pronunciation of ed past tense

HELLO... AND NOW WHAT?

go went gone steal stole stolen

First, Alter that, Next,

HELLO... AND NOW WHAT?

1. name? 1. What is your name?

Fill in these business cards with information

HELLO... AND NOW WHAT?