, CD-Rom Contents Locating people 1 Making and receiving calls 2 Telephone expressions People at work 1 Places in a company 2 Description of a company Dealing with numbers 1 Understanding numbers 2 Number discrimination Taking and giving messages ‘1 Taking a message 2 Taking a written message Receiving visitors 1A visitor arrives 2 Starting a conversation Forms, envelopes and letters 1 Looking at formal letters 2A letter from the bank Requests 1 Formal and informal language 2 Completing a formal letter Quotations and orders 1 Booking a hotel room over the phone 2 Confirming a reservation by fax CVs and application letters Reading skills 1 Introduction 2 Nora’s résumé (or Curriculum Vitae) 1 Read an. 2The 1 Talking about buildings 2 Talking about what companies do Describing qualities 1 Advertising slogans 2 Words that sell Office dui 1 A job vacancy 2 Asking questions Office equipment 1 Prepositions of time 2By Working with computers 1A mobile phone 2. Product analysisSastudent’s Book Contents Module Unit Grammar Vocabulary wnt one 742 | Future with will; ‘When a person is not Locating people Question words; to be _| available; Spell it! wndt tuo 13-18 | Present simple: ques- | Company organigramn; People at. work tions, for habit; Frequency adverbs Possessive adjectives wnt three 19:24 | Past tense of to be Cardinal and ordinal Listening Dealing with numbers numbers; Numbers in Maths wontt 25-30 | Past simple; Verb + Time expressions Taking and giving messages | object pronoun. mnt fioe 31-36 | Review of grammarin | Greetings; Introductions; Receiving vieitors module Offering: Prepositions of place qonptt silas 37-42 | Punctuation Salutations and closings; Forms, envelopes and letters: British English vs American English unde seven 43-48 | Present continuous Company advertising Requests Writing unde etgibt 49-54 | Grammar in context Orders, payments and Buotations and orders: prices conots snfoow 55-60 | Past simple questions | Jobs CVs end application letters soot tens 61-66 | Grammar in context Requests Inter-office memos sonst ellewen 67-72 | Grammatical structures | Types of text Reading skill in context comit tiocloe 73-78 | Should Adjectives Describing qualities Reading onde thirtecs 79-84 | Relative causes Jobs; money Office duties cumit fowntkeem 85-90 | The passive Office equipment Office Equipment. onde fifteen 91-96 | Comparatives and Computer terminology Working with computers | superlatives Grammar and language reference 97-105 Glossary 106-112Language Focus Cultural awareness | Speaking Polite requests Pronunciation: Social titles: Mr, Mrs.or Miss | Survey: Social titles the /i/ sound ‘Asking about jobs Pronunciation: Company hierarchy Debate: Hierarchies Id vs fist Telling the tirne Pronunciation: Punctuality Debate: Punctuality the /e/ sound Polite questions Pronunciation: Names and gender Debate: Maiden names the -ed suffix Small talk Stress and intonation | Meeting and greeting in diffe- | Survey: Greetingsin rent countries other countries Common phrases Punctuation ‘Writing style Personal style in writing Opening sentences; Gerunds Internet abbreviations and Debate: Promotional Inquiries; Closing respon- acronyms advertisements 8e3 Opening and closing sen- | E-mail writing E-shopping Debate: Shopping on tences the Net Closing sentences in Irregular verbs Body language Debate: Body language application letters in different countries Referring to previous Cognates Emoticons Debate: Emoticons cornmunication; Aski someone to do something Using dictionaries Grammatical structu- | The English language Survey: The English lan- res in context guage Descriptive words ‘Connectors Stereotypes Debate: Stereotypes Job interview strategies | Nominal groups Gender roles inthe workplace | Debate: Jobs and gender Asking for help Prepositions and pre-_| Technology and office jargon _| Debate: The use of office Positional phrases jargon Using comparisons ‘Comparatives and superlatives Business and the Internet Survey: Favourite websi- tes, Introduction = English for Secretaries and Administrative Personnel is an English course for business students or people working in business or office-related fields. It is suitable for business schools, technical / vocational schools, as well as for in-company training programmes. English for Secretaries and Administrative Personnel has been designed to meet the needs of secretaries and other professionals who wish to undertake administrative tasks in English, both orally and in written form. The materials cover topics common to typical office activities, as well as to more personal areas related to office work, such as socialising or receiving visitors and making them feel comfortable. The course also aims to develop the students’ general knowledge of the social customs and attitudes of the English-speaking world. The basic aim of English for Secretaries and Administrative Personnel is to develop language skills (listening, speaking, writing and reading) in English, while at the same time focusing on the central need of the secretary and office worker: to receive and to transmit information precisely and efficiently. Course Components English for Secretaries and Administrative Personnel is @ one-level course comprising of a Student's Book and a Workbook, both with an audio component. The Student's Book is accompanied by a CD-Rom of interactive business situations. The Teacher's Book includes step-by-step instructions, reinforment actvities, answer keys to the Student’s Book and Workbook activities and evaluation material in the form of photocopiable worksheets. Student's Book Pack Teacher’s Book Includes: Includes: * Audio CD and CD-Rom * Audio CD and CD-Rom * Integrated Grammar and language Student's Book and Workbook answer keys reference and Glossary * Evaluation worksheets Workbook * Listening component available on Student's Book Audio CD"a Student’s Book The Student's Book is divided into three modules of five Units each, which cover the four principle learning skills: * Listening & Speaking: Units 1-5 ‘© Writing: Units 6-10 ‘© Reading: Units 11-15 This organisation offers teachers the flexibility to choose the teaching style that best suits the needs of their students, Teachers can cover these three modules in different ways: a In the order they appear in the Student's Book: starting with Unit 1 and continuing through to Unit 15. b One unit per module: Unit 1, then Units 6 and 11, followed by Units 2, 7, and 12, etc. € Integrating the three modules: using the Listening & Speaking module as the core of the course and introducing material from the other modules. How the modules work * Listening and Speaking The aim of the Listening & Speaking module is to develop the skills that will enable office workers to understand, and produce oral messages in English, thus allowing them to communicate effectively by telephone and in person. The practice of oral skills is not restricted exclusively to the Listening & Speaking module. Close attention is paid throughout the course to pronunciation, spoken fluency and overall comprehensbility * Writing This module focuses on the production of writen texts related to specific tasks. These include internal and external office correspondence, such as inter-office memorandum, quotations, faxes, e-mails, ete. Special emphasis is placed on the typical structures found in ‘business letters and in formal and informal texts. * Reading The main objective of this module is the development of reading techniques. The reading texts are divided into two types: on the one hand, office-related materials such as letters, e-mails, CVs, advertisements and memos; on the other hand, information texts that offer students insight into professional, technological, historical, or cultural aspects of the English-speaking world, Student’s Book features * Organisation Each unit is made up of six pages. The opening page starts with a brief introduction to the topic, followed by the main objectives to be studied. Two double-page spreads present and practise the core language, through typical business situations. The unit ends with a cultural awareness text. + Focus on Grammar The Focus on Grammar and Focus on Language sections. highlight important grammar or language points related to the unit topic. In turn, these are cross-referenced to the Grammar and language reference or to the Glossary at the back of the Student's Book. + Key Vocabulary The Key Vocabulary boxes highlight essential vocabulary, give hints on usage and provide information such as the Contrast between British and American English, or the appropriate register for greetings, etc. + Cultural awareness Cultural information, fundamental in learning another lenguage, is presented in the form of brief texts in the Student's Book. These allow students to become aware of cultural differences both inside and outside the workplace. These texts provide knowledge of today's world, essential to modern business and overall success. The Cultural awareness sections act as a springboard to class discussion or surveys about stereotypes, body language, gender roles in the work place, etc + Pairwork and Group work ‘These activities give students the opportunity to work one ‘on one or in small groups with their classmates. Students help each other practise important concepts or difficult language. + Grammar and language reference ‘The Focus on Grammar and Focus on Language sections in the Students Book are cross-referenced to the nine- page Grammar and language reference at the back of the Student's Book. This provides a useful self-study tool for those students who wish to find more detailed grammar ‘explanations or notes on language usage. * Glossary The main vocabulary and language from the Student's Book is grouped, by unit, at the back of the Student's Book in the Glossary. Students should be encouraged to ‘copy the glossary words and phrases into their notebooks and translate them into their own language. Workbook ‘The Workbook contains 15 units relating directly to the Student's Book units. It provides further listening, reading ‘and, especially, writing practice of all the main language points, The Workbook audio corresponding to the listening module is provided on the Student's Audio CD. The answer key to all the activities is in photocopiable form in the Teacher’ Book"a Audio CD The Student's Book and Workbook audio material from the Listening and Speaking module is available on the ‘Audio CD. The audio component is intended to be used in class, but may be used by the student at home for personal study, CD-Rom The CD-Rom that accompanies the Student's Book provides, additional exposure to business-related situations. It offers thirty interactive exercises, two per unit, on a variety of topics: letters, phone messages, CVs... These activities also provide further practice on key grammar points and lexis, ‘as well as activities that expand on the Student's Book and Workbook material The CD-Rom is easy to use. Students select a unit and activity from the main menu on the CD-Rom interface and follow the activity instructions. Each activity provides 2 pop-up window with the answers, so students can check their work once they have completed each task: Teacher’s Book The Teacher's Book reproduces the Student's Book in full colour in an easy-to-use wrap-around format. it provides step-by-step guidelines for each lesson, suggestions for reinforcement and expansion activities, evaluation ‘materials in the form of photocopiable worksheets, and suggestions on how to exploit the CD-Rom. Teacher’s Book features + Organisation The first page of every unit summarises the language focus, key vocabulary and structures. It also lists the specific business tasks and skills the students will be practising. Teachers can ask the Warm up questions provided to stimulate previous knowledge of the topic of the unit. Detailed lesson plans are provided for the other ‘pages of the Student’s Book, and include the Answer key toll the activities. «Teachers file Teachers with few teaching hours can concentrate on the main lesson plan activities. Teachers who have classes: with more hours, or who teach students at a higher level, an consult the Teacher's file for each lesson where they will ind the following information: = Suggestions for optional reinforcement or expansion activities for the Student's Book activities. ~ The exploitation of the Workbook acti + Transcripts ‘The Audio CO transcripts for the Listening & Speaking module of the Student’ Book and Workbook are provided in the Teacher's Book. See pages 119 to 128. + Photocopiable Workbook Answer key The solutions to the Workbook activities are grouped together on photocopiable pages at the back of the Teacher's Book. See pages 112 to 118. + Student Evaluation ‘The Teacher’ Book offers three different types of evaluation: = Optional speaking evaluations ‘These are a variety of speaking activities students can do as an individual evaluation or in pais or small ‘groups. They appear on the last page of every Teacher's Book unit. They cover important structures, language ‘or concepts studied in the unit. When evaluating these ‘2ctivities, teachers can use the Speaking Evaluation Chart in the Teacher's Book, page 111. ~ Continuous evaluation Teachers who prefer a more continued evaluation of their students throughout the year, can reuse selected Student's Book and Workbook activities to chart progress. These are identified in the Teacher's Book with the following icon @. These activities can be used as spoken or written evaluation. — Formal evaluation Worksheets There is a photocopiable revision Worksheet every ‘wo units. Each worksheet covers the essential material from the two Units in question and can be Used as revision, or as a formal written evaluation. Answer keys are on pages 108 to 110. ‘At the end of each module there is @ comprehensive ‘exam that covers the most important elements of ‘each module. Each worksheet section gives a suggested score. See pages 99 to 107. + Optional CD-Rom review ‘These are optional activities to review or test students on their work with the Student CD-Rom. These activities appear within the lesson notes on the last page of every unit inthe Teacher's Book. Online Learning Centre The Online Learning Centre provides support for both the teacher and the student, More and more learners are becoming autonomous and taking advantage of this instructional medium. Teachers wil find a wealth of material to download and use in the classroom.Ma un0nt the Locating people Introduction © To talk to new peopl in the office © To talk to clients on the phone © To spell out words © To make polite requests © To practise the /i/ sound © To learn common acronymsaasmtt athe incating people 5; Listening EE) $Buisten to the dialogues and match them to the scenes above. Which one doesn’t match? V=Vsitor R= Receptionist C= Client A Vt Good morning. My name is Paul Phillips. May I speak to Mr. Willian Smith? i: I'm sorry, Sir. Mr: Smith isn*t in. What can | do for you? B R: Collins Electronics. Good afternoon. G: Good afternoon. Mrs. Doris Robinson, please, R: Name, please? C: Henry Higgins. 'm her lawyer. R: Hold on a moment, Mr, Higgins. I'll put you through. c €: Good morning. May | speak to the Personnel Manager? R: Who's calling, please? © Its Tim Harrison from K & $ Co. R: Just a moment, please, I'l see if he’s available at the moment, D \: Excuse me, could | see Mr. Johnson? R: May! have your name, please? Vs Tom Blackbur, from New instant Technology. IR: Please sit down, Hell see you in a minute. BB cover the dialogues and listen again. Which ‘ones use will? © choose a dialogue and act it out with a partner. BB Use will to say things you will do. Example: (Il call my mother.wut che Locating people "2 aS Dyer eosin in the example. Ga > Exempla: come back later Could you come back late, please? Can Tsee Mr? ‘More formal ‘Will you call... Could you walt..? Texne back tater Can you spell...? May I speak to Mr,.? repeat that Take aseat, please Would you like to? 3 cal back later ‘Wait a moment. 4 call tomorrow morning Hold on a moment. 5 spall that again 6 wait a few seconds Grammar ve rey = 7 speak alitle louder BB 8 2uisten to the following conversations. Pay attention to the pronunci 11 May | speak to Mr, Wiliam Johnson? rm sony, sit He isn't in, 2 Excuse me, could | talk to Miss Robinson? I'm afraid she's busy right now. 3 Good moming. Can | see Mr. Harrison? rm sorry, madam. He's abroad on business: > Comprehension EB §Zlisten to the following telephone conversation and answer these questions. + What is the name of the company? * Who's calling? +5 Miss Johnson available? + Why? 3 SQlisten again and write down the calter’s part in your notebook. Mortis & Sons Company. Good morning. Receiver: afraid she's busy at this moment, sir Any message? Galler: ion and intonation. 4 Excuse me, Id like to talk to Mrs, Hamilton, Wait a moment, please. I'l see if she’s in, 55 Good! afternoon. May speak to Mr, Johnson? Just a moment, please. He'll see you in a minute. ‘6 This is Mary Smith. May | speak to Mrs, His? Hold on a moment, please. I'l see if she's available now. Mia Se cite te es yusiness trip. He's busy. ‘He's not available at the moment. -She’s.on holiday / vacation. He's at / Ina meeting SI er GB SZlisten to the dialogue. Then listen again and write down the receiver's part in your notebook. Receiver: aller: Fillo, Fl ike to spank to Mr: Walter Hats, lease. Receiver: Caller; Receiver: ‘Mr. Wills, No, Madam. Mr. Wills. WelL+L4Sumét othe Locating people =: Let’s practise! ‘When answering the phone or receiving a message, the seeretary of office worker may frequently have problems understanding the name of a person, place or date. In English, spelling out a word is very common practice for solving this problem. El S@tisten and repeat after the recording. ABECDEFGHIJKLMNE PQORSTUVWXY EB} S@tisten and write in your notebook the words the speaker is spelling out. Then, check your answers with a partner. z= ", Choose a famous person or place and spell a Cage spell that, please? the name to your group. Write in your notebook the words your classmates spell. oe Se aees ee Raaiialen: T'llbe there on Thursday. Claadia Schiffer ‘Vaneouuer “Fablo “Picasso ‘When? Can you spel that, please? Did you get the jpeg files? —— ‘The what? Can you spell that, please? ‘When names, addresses or other information is not clear when talking face to face or on the BD say the question word that corresponds to ask the person to spell out the word. the expressions in italics; then use different ‘You can use the following expressions; expressions to ask someone to spell it. Polite aa ‘Spell it, please. Mr Rivas is arriving next June. Peale: Poho® Can you split pase 1 Helen is at a meeting in Kenya wees toes 2 I'm staying at the Old Belize. medina ee ah Ssh Hs by be: sale ares Se NE 4 Pautine wil call you back. ea page IO, 5 The seminar is in Munich éiz==z Say, then spell your name to a classmate. Then exchange roles.suit othe Locating people 5, Let’s focus on... > Pronunciation: the /:/ sound GD 8 Quisten and repeat. 5 it his Miss tts busy _ i ents Mr Mrs. million tts inging little sister minute it's open Full form, Short form finish visit busy WS a pity T am(not) | Tm (not) office business this He isn't in you you're (not) willis. Phillips Miller He’ in his office Me are (not) yer ce \ six shrty-sik His sister isin Shey they ith seh ghe we Wir lls ey ieeko) neat Sit down Mrs. Willis In a minute its sixty-six t (not) = oats is i choose five words from the listening and write them in your notebook. éie= "g With a partner, write a dialogue about locating people. Use words and sentences from the unit. > Acronyms Acronyms are letters that represent the abbreviated form of names, places and objects. They can be formed from the initial letters of a name, such as USA for United States of America, or parts of a series of words, such as radar: tadio detecting and ranging. Examples usa = The Unittel Seater of Aruevica UK = The United Kindgom Cot Great Britain? Www = jortd aide Wee CPU = Ceatical “Processing Unit DNA = Deoxyvibonucic Ad ROM = Read-Only Memory Read the following sentences after your teacher. Note that some acronyms are pronounced {etter by letter, others as one word. 3 AIDS is a very serious disease. c NAFTA is an association of American countries. bb Spain joined the EC over twenty years ago. di The price of the equipment was $2,000 FOB. © which of the acronyms in the examples are the same in your language?aunts ole Locating people Mi Cultural awareness “The use of titles such as Mr, Mis. (pronounced “misses") and Miss has ‘experienced some changes over the ‘centuries. These are contracted forms of the ‘words master and mistress, which were originally titles of courtesy, but by the tradition — in some areas of work they ‘prefer to keep their single names. In these cases the word Mrs. has to be replaced by ‘the word Ms. (the pronunciation is (ifferent from ‘Miss') since the social title Mrs, refers only to a married woman using smid-1600s, these abbreviated forms and her husband's last name. The term Ms. is their curtent pronunciation became socially also very useful when writing if we don't accepted titles. During the nineteenth century, the word know the marital status of the woman we are addressing. Mis. began to be used to refer to a married woman, and The word MG. seems to be an abbreviation or blend of Miss to a single woman. ‘both Mis and Ms, and was fst used by Mario Pel in The ‘In English-speaking cultures, women traditionally Story of Language, written in 1949. However be careful begin to use their husband's last name when they get because not all women use or prefer this tie. so, use it to ‘mantied, However, these days, not all women follow this be on the safe side, but take note if someone comects you! 1 What és the customary use of titles in your country? (> What are the advantages of this traditional practice in English-speaking countries? > What are the disadvantages? Find out about the use of titles in three other countries abroad 5, Interview female classmates and see which social title is most popular.Ma ooodt eho e People at work Introduction 7 administrati ernr are found in alme vel, comm © To learn how to address clients in a polite manner © To talk about habitual actions at work © To describe a daily work schedule © To practise phone conversations © To revise possessive adjectives, frequency adverbs and time expressions '® To learn vocabulary and expressions commonly used in conversations at work © To contrast the /1/ and the /i:/ soundsSumit tbo People at work 5, Listening © Look at the organigram. Define the activities of each department. Example: The Marketing department involves publicity, market esearch... MUO aU cere a cL MANAGING DIRECTOR ee a, — FINANCE HUMAN RESOURCES | PRODUCTION & PURCHASING SALES Greet — Computing [Personnel Afi Purchasing woo ‘raning Manager Accounts Banking | Benefits Training Manudacturtng Market Research | —Distict Marapers Saleries Foren Trade] Unions Entertalnment Transport Marketing Plices | Sales Representatives Marketing Planning 3 S2tisten to the dialogues and write the € name of the person to speak to in each case. RR: Computer Senice. Good afternoon igs ’ CC: tm interested in renting some equipment, Who may R=Receptonit C= Client V= Visitor tees ee Joe Tunes aisle R: Mc. Simpson, from the Rental Department. Il put Jornton end: Thieaineg eeictaled, Good morning, yeu through to his secretary. Her extension is busy, C: Good moming. I'd like to speak to someone about Can jot Gekd on 8 caret Ste MGM machine, Hesse: Re Yes, I'l hold on, Re Hold on @ moment, sil put you through to the Sales Department. ‘ce Goukd have aha namic of ti se Vinegar? BD cover the dialogues and listen again. Which Re t's Mr Philips. 8 Rt Good morning, sit. What can I do for you? Vr Good morning. | work for Printer Manufacturers, a ‘Canadian company. Could | have an appointment with the Purchasing Manager? Rs You have to ask his secretary, Miss Jones. She's upstairs, in office number 6. \V: May | have the niame of the Manager, please? Re Certainly. t's Mr, Rogers. Robert Rogers. Ve Thank you very much. ‘ones use the present simple? éiz== Look at the organigram again and ask and answer about the correct department, Example: Student A: (14 like to xpeak to someone about ma aadlang, please Student 8: ("ll put you through to the Finance Dupavtwent + my salary » publicity + benefits + manufacturing my product + matket research = training new peopleSacro dabo People at work "= Speaking ED 82 tisten and repeat. Then practise with a partner. 4 What do you do? fm Me Thornton’ secretary. | work in the Finance Department 2 What does Miss Hill do? ‘She's a receptionist. She greets visitors and answers the phone. 3 What do they do? They're sales representatives. They have to travel a lt ‘4 What do you do? We're clerks. We work in the Credit Department. 5 What does Mr. Lee do? ‘He's an accountant. He deals with accounts and taxes. 6 What does he do? Hes an engineer He supervises the Production Department. 7 What position does Elaine hold in the company? She's a lawyer. She represents the company in court 3 SQtisten and answer the following questions after the speaker. ‘What do you do? rece What position do you hold? ‘What ies petin your boss do? MRE i Hes an auditor What does he / she do? a atypist dan air traffic controller ‘What position does he / she hold? bb an engineer e lerks ‘What's his / her job title? < doctor: ‘fa union leader Now ask questions. oe "Now choose a job from activity 1. Answer What does your boss doe questions from your group. you Miss Lee Example: bb Me. Freeman ® those peaple oka position do: you koldt ¢ Mr. and Mrs. Reed ¢ Mrs. Newman, Vm a receptionist. | greet visitors, jkzx=p ™_ Choose a dialogue and act it out with a partner. Then, in pairs make up a new dialogue using the organigram and fictitious names.Saas thiko People at work 5, Let’s practise! > Asking questions GD S Glisten and repeat to practise intonation in questions. + May | talk to Mr. Wills? * Could | speak to Mr Smith? + Can I see the General Manager, please? * Could you spell that, please? * Would you like to wait? * Will you call back? * Will they arrive tomorrow morning? EB $2 Ask questions using Do oF Does. Then, compare with the recording. 1 Does your oie lose on Saturdays? 2 Do you have to type letters everday? ‘you practise English with your classmates? 4 ...Mir. Smith travel abroad every month? 5 ...they send the invoices by post? 5 7 1we have to type in the numbers in the computer? the order specify the delivery date? Now answer these questions in your notebook, I work? po | you | gor donot we | speak? (don't) they | have tor he | Hike? does not Does | she | travel? (doesn't) it | practise? hd (Gremnar reference, pece SE +b your boss in? + Are the letters ready? + bs she available now? * Are you busy? + Who's at reception? * What's his name? + Wheres the meeting? Gizz=zp "ly Student A: Ask questions, Choose a question from below. ‘Stuclent B: Answer using frequency adverbs from the box below. Example A Hon ofte do you type letters in English? B: | often type lattes in English flights arrive at Middle West Airport? {you type letters in English? How often do. cur boss ever travel abroad? Doesd use a fax machine? Doyouever.. “FY swear 3 uniform? ‘the bank ever open on Saturdays? always usually rarely often never Habitual time expressions 5 eS aay ‘once a fortnight ey: nth —stwiceayear Se fourtimesa yearPeople at work 5, Let’s focus on... > Pronunciation: the /1/ and the /i:/ sound Do you remember the sound we practised in Unit 17 Write down as many words as you can remember from unit 1 that take the /1/ sound, Examale: sit, busy EB $2 uisten to the fiz sound and repeat after the'speaker. repest overseas. Could you repeat that, please? peat beeper (Mr Reed is on his leave thee increase fourteen colleague Ke 4 seat please. deal brief ‘What do you mean? speak achieve The meeting is at three. Desn Leeds ; a se = extension / boss free New Zealand you free? monitor / disc receive believe (Our deals with the East increased ee pee eer ‘Who's the leader of the team? project/employer fey eg: tetetinoralat age irae ‘My colleagues are in Leeds Ret Well see them in Tennessee. Choose 5 words from the box and write sentences in your notebook that include Giza posecneniectin 4 Make up a dialogue with expressions from the Exempla: Tell we about your job. lists in 2. Practise it with different partners. i BD Practise saying these words and decide if Write a dialogue using two sentences from they use the // or the /i:/ sound. each of your notebooks. Miss thirteen minute receive meeting simple delivery receiptSecurit abo People at work @ycuteural awareness Company hierarchy “Think about the organisational structure of any company and “erarchy of some description. The Managing Director is above the Divisional Managers; these are above the Departmental Managers, who are above the workers. ‘tn some cultures, the emphasis on status within a company 15 ‘extremely important. Take Japan as an ‘example. Businesses in Japan tend to have a more vertical structure than companies in the West, where status and position play a less important role in working ‘elationships. In a Japanese company behaviour and language are modified according to the jab position of the person you are talking ‘to, However, Japanese organisations give a lot of importance to group goals and every person tres to do what is best for the ‘common good. > find out about business culture in another b country and share your information with the di . = ee iar compare with business eulture in your own country? - ‘opinion, should higher status positions keep their distance from k lower status positions? > in your country, is language medified according to the person you are talking to? ™ Pe i soo 5 ™q Are you for or against highly marked hierarchies within an organisation? Defend your position.Ma aonoutl allan Dealing with numbers Introduction Nur Objec © To talk about dates, phone numbers and different currencies (© To use ordinal and cardinal numbers © To talk about time and schedules © To look at numbers in Maths ‘© To revise the past of the verb “to be” ® To learn vocabulary and expressions used in daily work conversations © To practise the /a/ soundonde tihitee Dealing with numbers =, Listening © Look at the numbers below. What do they refer to? Exenple: # Pg, 24 = page 24 *BAMTS =A flight mimber aa al $5,850 1a 140 17th we akas %-4-0 igi vigc. Bam. moana: ausogl2 ee 2 73758 92 £200 4. 4:30 14°F : 53+ 58=113 Fem 78% 17.58 "8 1738 Lorraine St. $450 a 01-35-887660 October 18, 1976 34 1D 4.876.665 EXIT 25 A Sist August EB § dcover the dialogues and listen. What numbers can you hear? ‘C= Client R= Recepcionist: A © its this 37344607 R: Whiett Corporation. Good afternoon. R: Yes, madam, : Mrs. Rose Adams, please : Can | speak to Mr Freeman? Rim afraid she isn't in. Do you want to leave a R: rm sorry, madam. There isn’t a Mr. Freeman here. message? : Yes, please. Tel her to call Mr John Matthews, at 8 3480312, extension 506, 35 soon as she gets in R: Sanders & Sanders Ltd. Good morning, R: Could you repeat the number, please? : May | speak to Miss Patricia Lee, please? €: 3480912, extension 506, R: Do you know her extension number? R: Thank you si. ll give her your message GI think its 2266. R: Hold on, please, I'l put you through, © choose four numbers from the box and write sentences in your notebook to illustrate their meaning. Example’ She lives at number 473%, Lorvaine Street.aoomie dhiee Dealing with numbers = Let’s practise numbers ‘We can classify numbers into two groups: Cardinal and Ordinal. We can express them with words (five), Arabic symbols (5) or Roman symbols (Vp Ordinal Cardinal numbers. Cardinal numbers simply show quantity. Oral rarer ae nction es, so the} mainly for dates, cent “aunty acini 27 een doa ae : Ie So cptesriages years, time, schedules... cE be ee century three hundred and twenty-five six thousand four hundred «We usually read years and address numbers 3§ two separate numbers. 7958. thirteen fifty-eight 1995 nineteen ninety-five see aye See 2 them up ina dictionary to check. 3006. two thousand and six Henini cee ae 2010. twe thousand and ten | Ver 2940, Willow Street twenty-nine forty Willow Stree eae numbers ina telephone number are 7% ‘simpl ord double. lified by preceding there with thew 958- 4423 ae five eight double four two three we do the same with double letters. pista? [double S-I- double S-I-double P-T ED $2tisten carefully to the pronunciation of these cardinal numbers. £3 $2 now listen to the pronunciation of these ordinal numbers. Giz "g_ Read these sentences aloud. Then, write down the numbers in your notebook. 2 The computer was three thousand four hundred and The repair service is fifty five pounds and forty pence. fifty six dollars. 19 Our new address is eighty six fourteen Clak Avenve. 1b The ticket to Wales is two hundred and eighty nine pounds. _h Call us on three © five O six, extension double seven three ‘¢ The profit was three milion last year. two, d America was discovered in fourteen ninety two. i The percentage is point five. ‘© The interest rate was three point eight. @Facsoodt thikow Dealing with numbers =: Telling the time I is difficult to think of an office activity that is not in one way or another related to time. A secretary or office ‘worker will have to deal wich different time expressions on a day to day basi El Read the following sentences after your ©) $2oraw a chart in your notebook. Listen to teacher. the speakers and fill out the schedule times. 1 The meeting stats at 9:05 a.m. 2 The fight to New Orleans leaves at 11:45 p.m. 3 The Post Office opens at 8:15 a.m. to. Miami 23 {Tall him to meet me atthe institute at 5:30 p.m Ask rine i ut 8 2 Pieter enone You can also tell the time using the prepositions to and past Examples * Your seminar begins at 11:45 a.m, “Your seminar begins at A quarter to dlaven. + twas 6:40 p.m. Uk das tient welnutes to seven + She starts work at 8:30. She starts ork at half past eight, * Were you in her office at 9:15? Were you in hey office at A quarter pant nine? Exempla Wohat time docs the flight to LA, leave? © Rewrite the following sentences in the past What time docs the SES HF avvive in Riok tense. 1 The meeting is at 5:00 p.m. 2 ttisat830.am. 3 The manager isnt in his office. 4 The last fight is at 10:30 p.m, 5 They are happy with the new price. diz» Tell a partner where you were at the weekend. Cnn 3Dealing with numbers 5, Let’s focus on... > Pronunciation: the /«/ sound El SGtisten and repeat. three thirteenth throw 's that Matthew Thomton? ‘thirteen fifth Thanksgiving When's your birthday? ‘thirty think birthday Thankgiving isa holiday. ‘three hundred ‘thought ‘ruth He wasn't very enthusiastic about it. ‘three thousand thing thriller Classes start on Thursday. ‘thank you ‘twentieth Agatha 1S three hundred and three. Thursday theater parenthesis Thank you, si. thirsty unthinkable Hesthrow Airport Could you put me through to Mr. Thiennes? ‘through Matthew Thorton therapy Have you ever read Agatha Christie? ‘third enthusiastic thorough The price is three thousand dollars. EB Read out the following sentences. EB choose 5 words from the listening and write 11 The meeting son Thursday 5th. sentences in your notebook. 2. What do you think about Arthur? 3 This is the third time he has called, 4 The price is $3,333. 5 Thursday is Okay by me. Thank you. 66 Put me through to Mr. Thornton. > Numbers in Maths Innglish itis important to remember: éize= « Thousands take 4 comma: 0 Look up the word “billion” in a good 4985 3,900 dictionary. Is there a difference between « Decimals take a det () on the left. American and British English? 075 point seventy five 690 sixpoint ninety tsthis the same in your language? Woe bald you a bron tte: nat to exaggerates BS tisten and write the numbers you hear your notebook, Geax "L, Write numbers with thousand and decimals, The group practises saying them.