CAMBRIDGE | Professional English GOALS14 TEACHER’S BOOK Gareth Knight Mark O'Neil Bernie HaydenBUSINESS GOALS 14 TEACHER’S BOOK Gareth Knight Mark O'Neil Bernie Hayden =] CAMBRIDGE 8¥ UNIVERSITY PRESSContents INTRODUCTION UNIT 1 New faces UNIT 2 Around the office UNIT3 Products and services Review 1 UNIT 4 Time zones UNITS On the phone UNIT6 Placing an order Review 2 UNIT 7 Making a reservation UNIT 8 Geiting around UNIT 9 About the company Review 3 UNIT 10 Routines UNIT 11 Small talk UNIT 12 Getting personal Review 4 UNIT 13. Entertaining UNIT 14 Getting help UNIT 15 Working together Review 5 Tests answer keys PHOTOCOPIABLE SECTION Optional extra activities Homework Tests 82 87 102Introduction Welcome to Business Goals 1. In this Teacher’s Book you will find not only a step-by-step guide to each activity bout also general teaching tips and photocopiable additional activites, including tests. With further support available on the Business Goals website ~ www.cambridge.org/elt/businessgoals ~ we are sure that you and your students will enjoy an engaging teaching and learning experience with Business Goals 1. What is Business Goals 1? Business Goals 1 is a short business English course of approximately 40-45 classroom hours. The course is flexible and optional activities can extend it to around 70-80 hours. Business Goals 1 aims to help students build the self confidence necessary to function in an English-speaking business environment, so the emphasis of the course is on speaking and listening within business contexts. Business Goals 1 aims to activate language and skills by providing students with plenty of communication practice. There are also many opportunities for reading and writing, Who is Business Goals 1 for? The material is suitable For young adults and adults at Elementary level who need English for their work. Tasks hhave been designed to accommodate both students who are in work and students at college or university. Support is provided for students with little or no business experience, cither on the page in the Student's Book or through the ‘teaching notes and optional activities in this Teacher's Book. How is Business Goals 1 organized? Student's Book: ‘© five modules, each consisting of three units ‘@ five review units, one at the end of each module © communication activities ~ additional material for information exchange help files ~ unit-b reference and practice ‘© transcripts for all the listening material nit language and vocabulary ‘Teacher's Book © step-by-step teaching notes with extra ideas © optional extra activities, including one photocopiable activity per module pronunciation activities, one per unit photocopiable homework, one reading text per unit © five photocopiable module tests 4° Introduction Student's Book units: The units are divided into two parts, A and B, each taking approximately 60-90 minutes of classroom time. Parts A and B are related to the central topic of the unit. They can bee taught separately in different lessons or can be combined to make one longer lesson. Talking point Each unit begins with a Talking point. This serves as a brief introduction to the topic of the unit and gives students an idea of what they will be studying. It allows students time to move from whatever they were doing or thinking about before the lesson to concentrating, on the topic of the lesson, by recalling their own knowledge and experiences related to the topi Brainstorming Brainstorming activities are designed to get students to pool their knowledge. There are no right or wrong answers and this kind of activity builds confidence and a co-operative learning environment. It is also a useful diagnostic tool for you. Vocabulary ‘The Vocabulary activities are designed to build students’ vocabulary related to the topic of the units. Vocabulary is presented before activities in which students then have the ‘opportunity to use it and is recycled in later units. Listening ‘The Listening activities are varied and the tasks have been, carefully graded to develop students” listening skis. The tasks help listeners to listen for both gist and more specific information. ‘The listening texts often provide @ model for students to follow in their own language production. Tips for listening activities Setting the scene ‘There is alvrays a pre-listening ‘scene-setting’ activity in either the Student's Book or the Teacher's Book. It is important to get students thinking about what they will hear before they listen, because it ives the listening a context and hence makes it a more realistic exercise. It als gives students something to listen for. Cueing the recording It may seem obvious, but always cue the recording before ‘you come to class. If you are using the audio cassette, findthe right place before the lesson, and remember to set the counter to zero in class before playing the cassette. If you are using the audio CD, make sure that you know before the lesson which track you will need, and that you know how to locate that track quickly on the equipment in the classroom. Language focus ‘The Language focus activities highlight language which is useful for completing the subsequent tasks in the lesson. These activities are Kept to a minimum in the units, so that you can choose how much time to spend on language, Cepending on your students’ needs. If they need more language support, the Holpfiks at the back of the Student's Book contain more comprehensive reference and practice material, Communication activities Business Goals | places a lot of emphasis on student~ cenlzed communication. The Communication achites are intended to provide a prompted, semi-controlled “bridge between the controlled language practice of Language focus ‘and the freer personalization of Exploring. The Communication adtvtes are varied. In some lessons, they involve information ‘exchange activities. In others, they involve role playing ‘guided dialogues. Most of the Communication actvtes have no answer key In the Teacher's Book; encourage your students to check their answers with each other by going back over the information they have just transferred. This is useful practice of a task that routinely has to be performed in the business world. Exploring ‘ping activities are more open-ended than Communication ‘ebrites, Students should use all of their linguistic Inowledge, and not simply restrict themselves to practising discrete language items, The tasks represent a continuation ofthe previous activities in the lesson, and involve a greater degree of personalization. We hope that the intrinsic interest of these activities will help students to concentrate more on the content of what they are saying than the language. Reporting Fearing activities are simiar in outlook to Expiring, The rain difference is that students present the results of their work to other groups or the whole class. Tips for speaking activities These tips apply to Takkng point, Communication acts, Sploing and Reporting. Choosing pairs Ifyou think your students may feel uncomfortable choosing a partner, you should take responsibility for assigning pairs, and vary the pairings. You need to be sensitive fo various factors such as company hierarchy, departments, gender, age and abi stucents should work together. Time limits Setting a time limit for an activity should encourage students to speak more spontaneously and not spend too ‘much time formulating their sentences first. It also gives ‘you the opportunity to repeat the activity with shorter time limits, possibly with students in new pairs. Information exchange ‘Try to ensure that an information exchange activity remains a speaking exercise rather than one where the students read each other's information. Make sure that students check orally to confirm their answers when they have finished. Speak, don't read! Ifa speaking activity is based on written material in the book, encourage students to read the information first and take it in and then to look at their partners when they speak, rather than simply read the information in the book ut loud. Remind them that they don’t necessarily have to repeat the information word for word, as long as they are communicating the message correctly. How about you? While there are times when a one-way interview style may be an appropriate way for students to ask each other ‘questions, in general itis more realistic to encourage them to have two-way conversations. When explaining or ‘demonstrating activities for students, include words, phrases and questions that open up conversations, such as How about you? Monitoring When students are engaged in a speaking activity, monitor cach pair or group in turn, but try not to interrupt or correct unless communication breaks down or students deviate from the task. In this way you will encourage them to focus on fluency and communication rather than accuracy. Make notes of any mistakes, particularly common mistakes or those which are hindering communication, and ‘deal with them later with the whole class, so that all students benefit. Correction ‘After a speaking activity, have some feedback on content first (for example, asking one or two students to report to the class what was said in their pairfgroup, or getting. one pair to act out their dialogue for the elass). This reinforces the idea that the content of the activity is important, not just the language used. If there are commion errors that you Wish to address, one way of dealing with them is to put examples on the board. Don’t indicate whose error each one is, because this may embarrass a student or cause a loss of confidence. You may need to change the content slightly to hide where it came from. Ask the class as a whole to try to correct it. Make sure everyone writes down, the corrected version. ‘Teacher as observer Observe students’ communication to ascertain what they ‘can already do and then seek to help them with what they Introduction 5struggle with and what they are unaware of, Note there is a distinction here between ‘do’ and ‘understand’ A student, after a lesson on, say, the past simple, may understand the tense and even use it well within practice or role play situations, However, these practice exercises and role plays are by their very nature ‘restricted’ The student knows that he or she is expected to produce this language. Try to observe the student's use of the language in unrestricted or “authentic speaking situations in subsequent classes to see whether he or she can really use the language. Culture focus Special attention is paid to culture and the role of culture in business. These Gute focus activities have been written specifically to deal with possible causes of ‘miscommunication/non-communication between people from different cultures. The activities also explore possible causes of culture shock and aim to help students react well to strange or difficult situations. The activities invite students to speak about their own culture and prompt them to think how other cultures may vary. Reading ‘he Reacing activities in Business Goals 1 involve a range of short texts fom a variety of genres. These texts often include language or lexis which provides a model for students to follow in their own language production. The texts are kept falrly short in the Student's Book so that the lesson doesn’t become dominated by long reading periods. More intensive reading passages related (0 the unit topics can be found in the Homework section in this Teacher's Book and are phiotocopiable. These longer texts could also be used in class. ‘Some of the units contain short writing tasks. These range from replying to an email to accepting/declining an invitation. The writing tasks in the Student's Book are kept to @ minimum so that you can choose how much class time to spend on writing, Review units Fach module ends with a Review, These are intended to provide some light revision and extension of the key language points of the module. You could do the whole review unit in one lesson when you have completed the module, or you might like o “dip into the review unit during the module, for further practice of a particular language point that you are working on. Many of the activites would work well as one-off ‘warmers’ or “fillers in a subsequent lesson. Help files Fach unit has a corresponding Help fle at the end of the book, comprising a reference section with further practice ‘exercises. The Hp les allow greater flexibility with lesson 6 Introduction planning. If you feel that your students need more support ‘with a particular language point or area of vocabulary, you ccan use the Help fle at any point in the lesson: © before the corresponding section in the main unit, if you think students would benefit from an ‘upfront’ resentation ‘© in the middle of the section in the main unit, if your students need more time to focus on the language or vocabulary, or practise it further before moving on © at the end of the section in the main unit, for additional practice ‘© for homework, to consolidate what has been studied in class Methodology Business Goals 1 has a very practical, functional syllabus and aims to provide students quickly with the language exponents they need to start operating in English Activities are created to help students achieve practical business goals whilst providing a supportive, low-stress atmosphere that allows for student creativity. Students are expected to interact with each other and to activate Janguage through risk-taking. Support is provided for the teacher to help facilitate motivating, engaging lessons. We agree with others (see Willis, 1996) that three essential conditions for language learning are language use, exposure to language and motivation. We often see examples of people who speak very good English, but have not been formally taught to reach that level. Good ‘examples are taxi drivers in non-English-speaking ‘countries. These people have had both the opportunity to use English to communicate and exposure (0 people using English to communicate with them. They are motivated to become better at English because it makes their jobs a lot easier and more pleasant. This book has been designed to give students exposure (0 language through the reading and listening texts and examples. It focuses on providing opportunities for students to use the language for real ‘communication. Finally, the tasks have been created to be of intrinsic interest and of a very practical and functional nature, thereby maintaining the motivation that students heed. The opportunities for personalization also help to increase and maintain motivation. Teacher's Book This Teacher's Book clearly explains the aims of each nit and how these aims are achieved over two self-contained lessons. There is a step-by-step guide to setting up, carrying out and following up each activity, with many alternative and further suggestions. Optional extra activities For cach unit there are additional activities providing further practice, including one photocoplable activity per module. Each activity has comprehensive teaching notesand suggestion for the best point in the lesson at which ‘odo the activity. FPromnciation| ‘There is a suggested Pronunciation activity for each unit, ‘signed to fit smoothly into the sequence of a lesson and {ive the teacher and class common reference points for ‘correcting pronunciation at the appropriate times during a lesson. Getting your students to team and practise correct ‘ord stress is a relatively easy way to improve their yorunciation. Spending a little time during each lesson on ‘orunciation will raise student awareness of this and will ‘ocourage them to produce English that is clearer and ‘note comprehensible. Discuss with the class what ‘good pronunciation’ means to them. Do they want to sound like mative speakers, or do they simply wish to be intelligible? nmonolingual groups, especially, students have a tendency to reinforce each other's inaccurate pronunciation, and it is a good idea to point out frequently, that English speakers from other countries will not necessarily understand them, In the first few weeks of a course, spend a little time inaking sure that students learn and use the correct word stress for new vocabulary items, especially during more controlled activities. Resist the temptation to interrupt fuency activities in order to correct promunciation. Instead, ite several mispronounced words (or words containing, a robiem sound) on the board after an activity and have students mark the correct stress and practise pronouncing, then. Homework for each unit there is a photocopiable worksheet with a reading text and accompanying tasks. The topics relate to the corresponding units, and are of general interest to ‘students of business English. The texts are adapted from futhentie sourees, so the level may be higher than some students are used to. It is important to stress that they should not try to understand every word. Encourage them to use their knowledge of the world and of business to make predictions and educated guesses about what a text means, without focusing too much on how it achieves that nmeaning. ‘Module tests ‘There are five photocopiable tests, one for each module, covering the main language areas taught within that module. You can use these as ‘unseen’ tests under “exam conditions’ in class; you should allow a minimum of 30 rminutes for this, or longer if you think your students need more time. Students generally like to check their progress and see ‘evidence’ that they are learning, and so will probably be happy to do the tests under these conditions. ‘ell them in advance when the test will be, 50 that they have a chance to revise what they have studied in the module, But make sure they keep the test in perspective and do not become unduly worried by it. Reassure them that while the test helps you and them check their progress, itis just one measure of progress. Their ability to use the spoken language is also very important, and itis a good {dea to remind them that you are constantly checking this during class activities. You may prefer to give the tess for homework and allow students to do them with the help of reference material, or to give them parts of the test at different times to focus on different language areas. ‘There are a number of different ways of marking the tests, but bear in mind students’ expectations. If they have ‘sat’ the test “unseen” in class, they may well expect you to take it in, mark It, and give them a score, But if they have done the test in one of the less formal ways described above, you could go through the answers together in class and/or get students to check each other's answers. Website Business Goals is supported by a website ~ ‘www.cambridge.orgieltfousinessgoals - featuring extra activities such as: downloadable projects for extended {group work and revision, a speaking test, reading activities and more. The site also contains links to up-to-the-minute business information, such as exchange rates. We wish you and your students every success with Business Goals 1. Gareth Knight Mark O'N: Bernie Hayden Introduction 7New faces UNIT GOALS + introducing yourset + talking about yourself + introducing other people PART A Introducing yourselt language: My name's ..,™m...,™m from. PART B Intraducing other people ‘language: 1d tke to introduce you to ‘Nice to meet you, too TALKING POINT (page 6) If this is your fst lesson with the class, you could begin by getting students to introduce themselves before opening the book. This could be in pairs, small groups, or with the whole class, Read the questions with the whole lass. You may have to ive examples of your own to help students understand the ‘questions. Give students short time to think about thelr answers to the questions. Next, put them into pairs. Choose one student to be your partner and demonstrate the activity. Ask the fist question to your partner so thatthe whole class can hear. Then get students to ask each other the questions. Seta time limit for the activity - two minutes oF so. Monitor the activity by listening to check that the students are having genuine two-way conversations rather than simply interviewing each other. ‘Ask students to repeat the activity with new partners. Now that they know what to do, set a shorter time limit for the activity this time Don't worry about ‘right’ or ‘wrong’ answers at this stages language for introducing yourself in English is focused on during this lesson, Conduct brief feedback with the whole class by asking a few students what their partners told them. GAGS) Introducing yourself @ Listening (page 6) a First, get students to look at the photo, and ask them ‘hat they can see (an office coffee-making area, @ man and a woman talking to each other). Check that they ‘understand the questions ~ in particular the words ‘employee and conversation ~ and the worts in the box. 8 Unit 1 New f Give examples or translations of any words they are not sure about. Students work in pairs to guess the answers the questions. Encourage students to come up with their ‘own ideas based on the photo and their own experience. b Check that students understand Human Resources ~ the department which finds new employees and helps ‘employees with problems (also sometimes called Personne). Play the recording. Students listen for the answers to the questions. Tell them to circle the topics that are talked about on the recording. Get students to compare their answers. Play the recording again, if necessary, until they are confident that they have circled all the relevant topics. While students are comparing answers, monitor and check for areas of difficulty, 1f necessary, check all the answers with the whole class at the end. . ‘Answer key 1 Andrew Walsh 2 names, hometowns, departments Transcript FLORENCE: Hello. Are you new here? ‘ANDREW: Yes, i's my first day today. My name's Andrew Walsh. I'm in the Sales Department, Ftorence: I'm Florence Garnier Please eall me Florence. 'm in the Human Resources Department. ANDREW: Nice to mect you FLORENCE: Good to meet you, too. Where are you from, Andrew? ‘ANOREW: 'm from Dublin in Irland. And you? Where arc you from? FLonence: I'm from Lille in France, Well, if you need anything, let me know. ‘ANorew: OK, thanks © Language focus (page 6) a,b Students look at the sentences in small groups and try to fill in the missing words. Then get the groups to re-form with different memers and compare what they wrote Finally, play the recording, from 1 Listening again to ‘check. Write the answers on the board, or get a student From each group to write an answer on the board. Get students to practise the exchanges, taking turns to play the roles of Andrew and Florence. They could work from the sentences on SB (Student's Book) page 6, or the transcript on SB page 113. They could then practise again without reading.“anser key 1 name's ‘b 1 I'm; call me 2 I'm from; in 2 min 3 Nice; you 3 Good; you, too s#34 © Communication activity (oage 7) ‘plain that all students can use the expressions in the ‘eave, Students who are not working should use the cxpressions on the right, and students who have a job toild use the expressions on the left and right if they want ‘sive them a short time to think about what they are fing to say. Put students into pairs to practise introducing themselves. ‘Alow them to use their books for this stage, but encourage ‘em to look up and speak. Then join the pairs together to form groups of four. Students close their books and take ‘ums to introduce themselves. © Culture focus (page 7) look at the business card with students. Make sure they anderstand first name and last name. We also use surname and family name for last name. Point out that in some countries itis normal to give your last name first when introducing yourself. For example: Smith, John Wire your own name on the board. Ask students what you coald be called in English. For example: John Smith can be called ‘John’ or ‘Mr Smith” but not ‘Mr John’ Set the scene for the listening, Ask students to look at the four photos and say what they know, or can guess, about the use of names in the four countries. For ‘example, they might guess that first names are more commonly used in the USA, and last names in Japan. Check that they understand the instructions, including file, ie. Mr, Mrs, Dr (Doctor), ete. and that they know what kind of information to put in the table. Play the recording. You may want to pause it after each speaker, and play it more than onee. Students compare’ answers in pairs before class feedback. Answer key Pamela [Vladimir [Elisabeth [Koji Bryson [Popov | Reiser | trano (0Sa) | (Russia) | (Germany) | apan) Friends [Panela | Viadinir [Bi [Colleagues [Pamela [Popov | Eli [Boss [Pamela [Popov ‘Visitors [Ms Bryson |Gospodin_ | Ms Reiser Popov Transcript ‘Az Everyone calls me Pamela. My boss, my colleagues, my friends. My last name is Bryson, but usualy ony visting sales people call me Ms Bryson Everyone at work calls me Popox, my last name. Visitors to the ‘office call me Gaspodin Popov; that’s like "Mister Popov: Only close friends and farnily use my first name, Vladimir. My name is Lisabeth Reiser. My fiends and colleagues call ime Ei but | really prefer my whole fist ram, Elisabeth. Yisitors usualy call me Ms Rese ‘My name is Koj Hirano, My fiends eal me Koj but my colleagues call me by my ast name, Hirano. Usually we add “sant to names in Japan. For example, my boss Toru Nakamura, is always Nokamura-san and he calls me Hirano-san ’b In pairs, students talk about what people call them, in the same way as the people in the recording, You could talk about yourself frst, as an example to get them started AED Introduci © Culture focus (page 8) st, let students discuss the questions in pairs. There are no right or wrong answers at this stage: they should ‘say what they think. Students then read the text and answer the questions. Pairs compare answers before class feedback. “Answer key 1 To help them talk to each other. 2 To help you remember it. b_ Students discuss the question in pairs or small groups. EoWMNIGATION For Further practice, you could do the Optional extra activity either at this point or later (see page 10). Unit 1 New faces 9® Listening (cage 8) First, elicit what is happening in the photo next to the text = the woman in the middle is introducing the two men to cach other. They are Jacob Travis (on the left) and Mr Haneda. Elicit what they might be saying Tell students they only have to listen for the two rissing pieces of information, and they shouldn't worry if they don’t understand everything. Check answers. 1 Marketing 2 director (of Yonegawa Industries) Get students to try and reorder the words in the sentences. If they are not sure, tll them they can listen again shortly. Play the recording again, pausing after each phrase to cheek their answers. key fa a ye ee 2 Jacob works in the Marketing Department of our company. 3. Mr Haneda is a director of Yonegawa Industries. 4 It’s nice to meet you, Mr Haneda. 5 Do you have a large Marketing Department here? Transcript A: Mr Haneda, like to introduce you to Jacob Travis. Jacob works in the Marketing Department of our company, Mr Haneda isa director of Yonegawa Industries. 1: [ts ice to meet you, Mr Haneda, Nice to meet you, too. Do you have a large Marketing Department here? ‘PRORHEUION'” For practice of syllables you could do the Optional extra activity either at this point or later (sce page 1 © Language focus (page 9) a Tell students to read the advice about introducing People. Point out how sentence 1 matches example ¢ in the table and then get them to match the other three sentences to the examples from the conversation, Answer key te 2a 34 4b b_ Put students into small groups of three or four and ask them to write a conversation based on the given pattern. ‘They should use their own names, jobs, departments, etc, for example, Mario, 'd like fo introduce you fo Sandra Picard. Ask them to write more than one question, so that the conversation develops. Monitor and check for accuracy in the writing. 10 Unit 1 New faces ‘¢ Students practise their conversations in their groups. Make sure they change roles so that everyone practises © Communication activity (pave 9) First, go through the three cards with the whole class, / checking that they know how co pronounce any difficult words, Within their groups of three, students need to agree on who is having which business card. Then, individually, they should practise saying the information on the card, and ‘invent’ more information about how long they have been with the company, ete. Go through the example, asking students to complete the information for Sarah (a sales representative for Eastern Holdings) and Mr Garcia (a customer adviser for Peninsular Power). They then take turns to introduce cach other. If you plan to begin Unit 2 in the next lesson, you may wish to set 41 Vocabulary for homework to help students prepare for the lesson. OPTIONAL EXTRA ACTIVITIES Communication Non-verbal communication You could do this activity after 8 1 Cute focus on SB page 8. The purpose of the activity is to raise awareness of and practise non-verbal communication signals. Of course, these signals have different meanings in different cultures, and itis important for people who have international ‘contacts to become adept at reading these meanings, and at using the signals correctly themselves. Write the following words on the board and elicit or demonstrate how the signals are done and what they mean.shake hands (when you meet someone for te first time} wave your hand (to say hello or goodbye) nod your head (to show agreement) shake your head (to show disagreement) smile (to show amusement) raise your eyebrows (io show surprise) make eye contact (to show you are interested) shrug your shoulders (to show that you don’t know something or that you don’t care) Lxplain that when these signals are used in the right places ‘using a conversation, they show the listener is paying attention to the speaker and following what is being said, Point out that people expect listeners to give them non- vesbal feedback, even if they are speaking to a group. Tell them they should practise this in every class, so that if you ‘ka question such as Do you understand? there should be péenty of nodding or shaking of heads ~ not silence and stillness! Now, sit or stand with the students in a big circle. Make ‘one of the signals above to the person on your right, who should then repeat it to the person on his or her right, and soon, At any point, a student can change the signal, but in that case the direction changes. Stop the activity after tveryone has had at least one or two turns. Pronunciation How many syllables? You could do this activity after B 2 Listening on SB page 8. plain that every word in English has one or more syllables, or ‘sound groups. Give the word English as an ‘xample ~ write it on the board and underline the two silables separately: Eng lish. Learning to identify syllables will help students with their own pronun and with their understanding of other people. On the board, write the words from the list below and ask students to say how many syllables each has. It may help them if they clap or tap the desk on each syllable. Do not worry out how the syllables are divided, just focus on how many there are, years (1) surname (2) department (3) introducing (4) age (1) different (2) marketing (3) activity (4) Niext, divide the class into two teams. Write one of the words from the list below on the board and ask the first team to tell you how many syllables it contains. Award one point for a correct answer. If a team makes a mistake, pass itover to the other team for a bonus. For a more energetic fame, let both teams confer at the same time and then send one student racing to the board. The first one to write the answer and slap the board wins a point for the team. introduce (2) resources (3) world (1) industry (3) conversation (4) calleagues (2) interest (2) university (5) business (2) company (3) name (1) their (1) college (2) Jirst (1) example (3) information (4) ‘After finishing the game, ask the class (or individuals) to say all of the words while tapping their desks or clapping ‘on each syllable. Homework (see worksheet on page 87) ‘This text offers a series of tips on business introductions. Remind students that the goal is not to look up every word and ‘transtate’ the article, but to try to answer the questions by understanding the main ideas and making educated guesses about the meaning of new words. For this reason, they should try to do the task without using a dictionary. Of course, if they are still puzzled by words or phrases after doing this, they can look them up or bring their questions to class to discuss. Answer key. 1 1 F~send a colleague if you are delayed. F ~ apologize if you are delayed. T F - invite him/her to sit down first. T -F — wear it at all times, F - give a brief answer, T The host will not be ready. ‘Your host may think the meeting is not important to you if you answer your mobile phone. Re @iacaeN Unit 1 New faces 11UNIT GOALS * talking about things in the office + taking about workplaces and locations PART A In the office ‘language: desorihing things when you don't know the word (stuff for...) * vocabulary: the office Prepositions of place (in frant of, under) PART B Workplaces and locations ‘language: — would ike to * vocabulary: locations (in the south of) workplaces (factory, showroom) There is quite a lot of new language in this unit, and you may find it takes a little longer than most to work through. You could help students prepare for this by setting A 1 Vocabulary for homework at the end of the previous lesson. TALKING POINT (page 10) ‘Students look at the pictures. Elicit that the pictures show an open-plan office (left) and someone working at home (ight). Ask students to talk about the picture of a private office on the right-hand page as well. In pairs, students take turns to ask and answer the questions. Encourage them to give their own opinions. ‘Students who don’t work can leave the last question or talk about an office that they know or the place where they study. Walk around monitoring their responses, EGY in the office ® Vocabulary (age 10) IF you didn’ set this exercise for homework after the previous lesson, elicit the names of any objects students know in the picture on the right-hand page. Then, in pairs, they write the rnames of the objects next fo the numbers. Ifthe exercise was set for homework, let students check in pairs. Go through their answers, checking pronunciation. ‘Answer key 1 bookshelf 6 computer 11. calculator 2 CDs 7 telephone 12. ‘keyboard 3 files 8 scanner 13. mouse 4 lamp 9 filing cabinet 14 desk 5 monitor 10 printer 15 drawer 12 Unit 2 Around the © Listening (page 10) ‘Ask students what they can do if they don't know the for something in English. Demonstrate pointing, drawing; picture, looking in a dictionary. a Explain that students are going to hear four separate conversations in an office, in which a person is asking for something but doesn’t know the word for it in English. They also mention other objects in the office. ‘The other person is a colleague who will help. Tell students to listen carefully and write the number of the conversation in the box below the picture of ea object mentioned. Go through the six words in the box in b, checking that students know how to pronounce {hem, 30 that they wil recognize them inthe recrsing Play the recording, but don’t check students’ answers at this stage. b_ Play the recording again, for students to check their answers and write the name of the object below each picture. Answer key, aad bl c4 d2 e2 f4 Db acalculator ruler c notepad rubber correction fluid f highlighter Transcript 1: Excuse me. Yes? | need something for drawing a straight line. ‘Oh, you want a ruler. There's one on my desk. I'l get it for you. Thank you. Oh! ve made a mistake in this report. Um, have you got e ‘something to correct mistakes? 8: You mean a rubber. There's one on the table, Here you are. ‘A: Ah, no, it'sin pen, er, not pencil. | need that white stuff for correcting mistakes. 8: Oh, right, correction fluid. We keep that in the cupboard. 11 get you some. ss Thanks very much, Can you help me?‘sim doing my expenses and | need, er, you know its thing for adding numbers, 8: Oh, yes, a calculator. There's one over there next to the fax machine. fs Thank you 4 4: can't find my, er, book meetings. Oh, you mean your notepad. Here it is, next to the telephone. ‘4: Oh, thanks! And where can I get one of those coloured pens wwe use to show important points in notes? 1 & 8 highlighter? | think there are some in that drawer, Thanks! | Uae FE 1 >> PAGE 04 ‘BomWNEATION, For Further practice of this language, you “qu do the Optional extra activity cither at this point or Inter (see page 15). € sf your students need support before attempting the taik, give an example of something, in the classroom, for example, board ~ i's a thing for writing on, Students should work individually at first. They write | the words for three office items on a piece of paper without anyone clse seeing. If they don't know the word in English, they can write it in their own language. 4 In pairs, students take tums explaining each of thelr things without using the word itself. The partner tries to fess what the word is. For example: A:Breuse me, but can you help me? B:Sure, A:/ need some white stuff for correcting mistakes. B:Oh, you want correction fluid, It’s in the cupboard. the one for making notes during © Language focus (page 11) Siudents work in pairs to complete the sentences with the epositions. Students compare their answers with another pir before class feedback ‘Answer key 2on Sbehind 4 in front of Sunder 6 next to YOOROULAMY FLE2 >> PAGE 84 © Communication activity (page 11) Extra preparation Ifyour students need some practice before attempting, this ‘etivity,clieit sentences based on the picture in $ Language ‘hows. For example: There's a computer on the desk. There isn't a far machine in the office. There are some CDs on the shelf. There aren't any plants on the shelf. Write these examples on the board and show how we use There is(n’t) with singular nouns, There are(n’t) with plural nouns, some in positive sentences and any in negative sentences. Then give one-word prompts to elicit sentences based on the picture or the classroom, for example: Tr: clock S: There isn't @ clock in the office. Cheek that students know the words for all the items in the picture at the bottom of the page, for example, bookcase, lant, bin, Put students into pairs. Student A turns to SB pasge 76 and Student B looks at the picture on SB page 11. Go through the example and then ask students to find ten more differences by taking turns to describe their pictures. When ‘most pairs have found most of the differences, check the answers with the class. Answer key ~ possible answers 1. The top drawer of the filing cabinet is open (A) / closed (8). 2. The top drawer of the desk is open (A) / closed (B), 3 The bin is under the desk (A) / next to the fling cabinet (B). 4 There are two bookcases (A). / There is one bookcase (B). 5 The plant is on the desk (A) / on the bookcase (B). 6 There are no files on the desk (A). / There are three files on the desk (B). 7 The pencils are in the drawer (A) / on the desk (B). 8 ‘There is a picture on the wall (A). / There is no / isn't a picture on the wall (B). 9 The chair is in front of the desk (A). / behind the desk (B). 10, The diary is on the left of the desk (A) / on the righ of the desk (B). © Exploring (page 11) Explain that students are going to describe thelr office or place where they study. One student should start describing, and the other should say what is the same and what is different. You could demonstrate first by asking a student to describe his/her office or place of study, then you say what is the same and what is different: Student: My office is quite big Teacher: My office is big, too. ‘Student: There's a big window Teacher: My office has got two small windows. When everyone has finished, ask a few pairs to tell the class some of the similarities and differences they found. Unit 2 Around the office 13Due J) Workplaces and locations © Vocabulary (page 12) ‘Say the name of an area of your city/town and ask Students if it is north, south, east or west. Indicate each compass point with your hand 2s you say it. a Check that students understand that they need to read about the two people, find three place names in the texts and write them in the numbered spaces on the imap. They could then check their answers in pairs. Answer key 1Tadlow 2 Westminster 3 Croydon. b_ Get students to ask you where you live first, so that you can make sure they know the questions, and you can give them an example of what to say, for example: A: Where do you live? 1B: I live in the Bois de Boulogne, A:Where do you work? work in the centre of Paris. Students who are not working should talk about where they live and study. in the suburbs of Paris ® Language focus (page 12) ‘2 Students look again at the information in the texts to hhelp them complete the sentences. You could do the first one with them so that they know what kind of thing they need to write. Answer key 1 “like t0) 2. wouldn't like to As you check students’ answers, explain that we use would like 10 / wouldn't like to to talk about what isn’t true, but what we want. Give more examples about yourself, for example T'm not a doctor. I wouldn't like to be a doctor, T’m not rich. I would like to be rich! 14 Unit 2 Around the office As students have already discussed where they live, work and study in 1 Vocabulary, here they talk about Where they would like to live, work and study. First, check that students understand the table, Le. they are going to write in it where other students would like to live, work, study, and whether they would like to commute or work at home. . Demonstrate the activity with a student, showing how ‘you are writing his/her name in the first column, then his/her answers in the other columns. Check that students know what questions to ask, as in the example on SB page 12. Students should talk to at least two or three others and complete the table for them. This is best done in pairs, with students changing partners after each conversation It could be a mingling activity if you have space When students have finished, ask one or two students what they found out from others, € This could be in small groups, or a brief whole-class discussion, © Listening (page 13) Set the scene for the listening. The speaker is talking about Kanda Motors locations in Italy. Tell students to look at the map and the list of cities and check that they know the pronunciation of the cities, so that they will recognize them when they hear them. Play the recording. Ask students to write the cities on the map as they hear them, Play the recording more than once if necessary. Answer key. 1 Milan 2Turin 3 Ancona 4 Naples ‘Transcript Kanda Motors italy has a new factory producing cars for export to Asia, The factory isn Turn, inthe northwest of Italy. They also have a factory in the south, near Naples. Motorcycle production is at the Ancona factory on the east coast. The company's Head Office isin the suburbs of Rome, in the east ofthe city. They also have @ branch office in Milan in the north. The main showroom is in Rome. 1b Go through the workplaces in the list, again so that students know the pronunciation and can recognize them on the recording. You could ask students if they remember which ones they heard when they listened before.‘Tell students not to worry about any words they don't understand here, as you will focus on this afterwards. If {you would prefer students to be sure of the meanings before they listen, you could use Vocabulary file 4 on page 85 at this point. Explain that students need to listen again, tick the workplaces that are mentioned and draw lines from those workplaces to the appropriate cities. Play the recording more than once if necessary. Students compare answers in pairs, followed by class feedback. tr key ¥ (Milan) © (Turin, Naples, Ancona) ¥ Rome) studio Office ¥ (Rome) POWOICITION | For practice of word stress you could do te Optional extra activity either at this point or later (see ree 16). RE 2.4.4 8 ® Communication activity (age 13) Extra preparation fyour students need more preparation before doing the si, use the transcript of 3 Listening on SB page 114 to bevs on ways of describing company locations: The factory is in Turin, in the northwest of Italy. They also have a factory in_the south. near Naples. Moiorcycle production is at the Ancona factory om the ast const The company’s Head Office is in the suburbs of Rome, ‘nthe cast of te city. wadent A should turn to page 76 of the Student's Book. udent B looks at the information on SB page 13. "Tall students to look at the maps on thelr respective pages. Student B should explain the locations of Ultra workplaces in Germany to Student A, who should write the information on the map. Monitor, making, sure students are not looking at each other's maps. - Student A explains the locations of Ultra workplaces in France to Student B, who should write the information ‘on the map. When the pairs have finished, check answers. Select students to explain the locations of different workplaces to the whole class. You could end the lesson at this point and set 5 Wettng for homework if you wish. © Writing (page 13) Students who work for the same company could prepare this in pairs. Students who are not yet working should explain the locations of Ultra in France or Germany, again possibly working in pairs. Get students to refer again to the transcript of 8 Ustering on ‘SB page 114 if necessary, and make notes before they write the actual em: Once they have finished, get students to read and comment on each other's emails before handing, them in to you. SV SGPC Communication (see worksheet on page 82) Definitions You could do this activity after A2 Listening on SB page 10. The purpose of this activity isto give students extra practice in defining or explaining things for which they do not know the words in English. Photocopy and cut up the cards on page 62, To demonstrate the activity, ask a student to come to the front of the class ‘and try to guess the words you are going to explain. Pick a card and explain the first word, using the language featured in R2 Listening ts for . It's stuff for .. It’s something we use to... You use it to . It’s a thing we use 10 .. ‘As soon as the student guesses the word correctly, explain the second word. The object is for your partner to guess all of the words as quickly as possible. Tell students not to say any part of the word, point at things in the room or say what itis in their language. Give a card to each pair of students. As soon as several pairs complete their card, stop the activity and give the pairs time to discuss any difficult words. Then tell them to switch roles, exchange cards with another pair and repeat the activity. Monitor carefully to see what language they are using oF trying to use. As a conclusion to the activity, explain any words that they don’t know, and eli ways to define or explain words. Variation Get students to stand in two long lines facing their partners to do the activity. Each time you repeat the activity, get Unit 2 Around the office 15them to take a step away from each other. This forces them to speak loudly and clearly, but will result in a lot of noise! Pronunciation Word stress You could do this activity after B3 Listening on SB page 13. On the board, write some new vocabulary items from Unit 2 or the words in the list below and ask students to say how many syllables there are in each word, factory (3) computer (3) caleulator (4) laboratory (4) suburbs (2) scissors (2) showroom (2) monitor (3) drawer (1) rubber (2) branch (1) information (4) behind (2) head (1) Explain that all words of two or more syllables have a stressed syllable, that is, one of the syllables is more prominent than the other{s). If the wrong syllable is stressed, the meaning of the word may not be clear (for example, THIRty ~ thirTEEN). Ask them to listen as you say the words on the board with two or more syllables, and to say how you indicate the stressed syllable. (The stressed syllable is longer, louder, and higher-pitehed than the others) Tell students to copy the words and mark the stressed syllable. Any system of marking is all right, but they should choose one and keep to it. For example: inforMtAtion information 2 @e information infor'mation ‘Tell them that as they leam new vocabulary, they should ‘mark the stress, so that they can say the words clearly. Now, ask students to practise the words, exaggerating the stressed syllable. If they are having trouble doing this clearly, the following activities may help. * Give a rubber band (o each student; ask them to hold this between their thumbs and to stretch it out when saying the stressed syllable of each word, for example: infor M~A-tion — F~ A ~C-tory Practise this with the words on the board. This demonstrates stressed syllable length, Ask students to shout the stressed syllable and whisper the others. Practise this with the words on the board. ‘This demonstrates stressed syllable loudness. * Ask students to say the words once more, standing up on the stressed syllable. Tell them to make sure their voices go higher on those syllables. This demonstrates stressed syllable pitch. 16 Unit 2 Around the office Homework (seo worksheet on page 88) In this text, four employees describe the kind of office they work in 1 Tell students to match the picture to the correct office description, so they need to have only a general idea of what each paragraph says. 2,3, 4 Students should sean (read quickly for specific words or information) the texts for words that come up in the questions. For example, when answering question 1 — Who works in a noisy office? ~ they should look ut for the words noise or noisy in the texts. ‘Ask them to try to do the tasks as quickly as possible, focusing, on the information contained in each text rather than on its structure. ‘Answer key 1 Mark’s 2 Monica Mark ov Abdul = ~~ Hiroko W 3 1 Monica, Hiroko 2 Monica 3 Abdul 4 Mark 4 I private 2 spectacular 3 freedom 4 glad 5 distractions |~ )Products and services UNIT GOALS + desoibing produets and services comparing products and services PART A Describing products and services syccaulary: verbs describing products and services (aroduce, provide, offer) PART B Comparing products and services ‘inquage: comparatives TALKING POINT (page 14) Sjudents should be familiar with at least some of the ‘onpany logos and names. Before they discuss the ‘ustions in pairs, check that they know the difference Jetween a product and a service; for example, point to a hair and say that itis an object made in a factory, 30 itis product. Then hold up something that represents a sence, for example, a credit card or a travel ticket, and ceaplain that the important thing is not the object (the card athe ticket), but what you can do with it, ie. buy things rtravel. So itis a service, not a product. Ask students to think of more examples of products and services Answer key: Products: Pepsi, Nokia Services: Barclays, T-Online, Virgin Atlantic GGUS) Descri © Vocabulary (pave 14) 4 Get students to do this in pairs and then check answers with the whole class. The concepts should be fairly clear, but check that they understand soft drinks (non- alcoholic drinks). ing products and services ‘Answer key a Pepsi b Nokia © FOnline d Barclays e Virgin Atlantic (Note: Students may also be aware that T-Online has a ‘elated mobile phone company, T-Mobile, and that other companies in the Virgin group offer mobile phones, Internet access and soft drinks.) b_ Refer students back to the Taking point questions to highlight the collocations make a product and provide a service, Then go througgh the example. As the example is of a service, you may want to demonstrate one example of a product with a student before they bein. Point out that they provide is used here, i. the plural form, but with companies we often use the third person singular, (00, and that either form is usually correct: Pepsi makes soft drinks. Afterwards, ask some pairs to repeat one of their conversations for the class. © Listening (page 14) ‘Ask students to look at the pictures of the more traditional objects. Elicit what they are and what we use them for: a stapler, 10 keep sheets of paper together; a hole punch, to ‘make holes in paper. Point out the pictures of the more colourful objects. Check that students understand wizard: a man who can do magic, also a computer program which can do a complex task quickly and easily. Ask them in what ways they think the staple wizard and punch wizard may be different, for example, maybe they are automatic, fast, maybe they can take a lot of paper. a Explain that students are going to hear someone describe the staple wizard and punch wizard. She is from the company that makes them. Get them to look at the notes, then ask what kind of information they think ‘they have to put in (numbers). Play the recording more than once if necessary, and let students check in pairs before checking, answers with the whole class. ‘Answer key Rexel staple wizard ‘up to 8 sheets of paper 3,000 times from 4 batteries cost €29 ‘Rexel punch wizard up t0 10 sheets of paper cost €39 Unit 3 Products and services 17b Explain that students are now going to hear someone describe an online banking service. Get them to look at the notes, and again ask what kind of information they think they have to put in (numbers). ‘Again, play the recording more than once if necessary, and let students check in paits first. ‘Answer key Europe’s number 1 direct bank 24 hours 7 days register in 3 steps takes about 10 minutes call 0807 363992 ¢ The ait here is to highlight other verbs used to describe products and services, First, ask students to read the sentences and see if they can remember any of the verbs from the recordings. Then play both recordings again for them to complete the sentences. You could pause the recording after each sentence and check answers as you go along. Answer key. 1 costs 2 can 3 make 4 provide 5 offer 6 can Transcript ‘A. Qur ‘wizarts look great on ary desk ~ you just put the paper in and the machine does the rest! The staple wizard takes up to eight sheets of paper, and can do this 3,000 times from four batteries. It costs just €29. The punch wizard can make hholes in up to ten sheets of paper, and costs just €39, We ‘make all kinds of office equipment #8 Euroban Direct is Europe's number one direct bank, We Brovide a complete online service; we afer everyday banking 24 hours a day, seven days a week through your personal computer, home phone or mobile phone. You can register in three easy steps ard it only takes about ten minutes. For more information visit our website, wmavceurcban.com, oF call 0807 363992. PROMO For practice of sentence stress you could do the Optional extra activity either at this point or later (see page 20). © Communication activity (cage 15) Explain that students are going to take turns to deseribe the products of two different drinks machine companies. Put students into pairs and tell them to decide who is Student A and Student B. Student A should tum to SB page 77. a Give students a little time to prepare before they begi Student B should think about how to make complete sentences from the prompts given and the information in the box, for example: 18 Unit 3 Products and services It has .. a very simple operating system. Help with any difficult vocabulary such as pipes. Student A should look at the picture and think about what kind of information Student B might use to ‘complete the sentences. When all the pairs have finished, you could elicit a different sentence from cach pair. b_ Again, give students some preparation time; Student A should think about how to make complete sentences, from the prompts and information given, and Student should think about what kind of information he/she hear, based on the prompts. Help Student A with any difficult vocabulary, for example, wheels. Again, you could elicit a different sentence from each pair when they have finished. © Now students take tums to describe different Internet services, but without sentence prompts to help them, Give them a little time to prepare the information, and remind them to use It has .., It cam... You can .., It COStS w. « Again, give them a litte time for preparation, and remind them to use the language as in c. € Students discuss the question in small groups. Encourage them to give reasons for their choice, based ‘on which things are most important for them, i. lower ‘monthly cost, no time limit, free technical support or ‘more email addresses. © Writing (cage 15) Use the example given to show students how they can combine some of the bullet points and avoid writing seven separate sentences. If you have time, you could go throug the information with them, eliciting ways of connecting ideas as in the sample answer below. Correct students’ writing either by going round the class monitoring, as they do it, or by collecting it in to look at afterwards. Answer key ~ example answer It has 11,400 restaurants in 58 countries. It produces 1.7 billion Whopper sandwiches a year and has 15,000,000 ‘customers a day. 53% of its customers are ‘drive through’ and 22% of its customers buy a takeaway. It has 361,000 ‘employees.Listening (page 16) ete scene by asking students to describe the photo. Ask ‘Fihey have ever flown in such comfort, or if they would Tie 4 Explain that students are going to listen to an advert which will give them the answers, but that first they should try and guess if the statements are true or false, Play the recording more than once if necessary, and let students check their answers in pairs. ie Tivarys Cb Wort offers» moe enoyble sence ‘business class passengers than ever before, We provide faster ‘teen at London Heathrow and New York JFK, and on the flne Cub World has more comfortable business class seats. They ‘ge bier than before, and they even become beds for a good rit seep! Youll find a taster menu, and for entertainment, teres now a better choiee of films, and a bigger TV screen. © Language focus (page 16) 42 Check that students understand adjective ~ a word that describes a noun - and comparative - the form of the adjective we use when we compare two things, Pause the recording after each phrase containing a comparative, to give students time to vrrite. You could check each answer at this point, too, or check all the answers at the end. As you elicit the answers, write them on the board so that students can see exactly how they are written. Elicit or explain the different forms and spellings, or get students to read through this information in the Language file on SB page 86. ‘Answer key # { nore enjoyable * nore comfortable Z tastier . better b- First, ask students just to look at the photos and the adjectives in the box, not the information in the table, ‘and say which way of travelling they think is better, cheaper, etc. ‘Students look at the examples, then in pairs use the information in the table to make similar sentences comparing the two ways of travelling. ‘You could either elicit what students have said after this activity, or after they have written their sentences in ¢. ¢ Students could do this individually or in pairs. Note that some answers could be ‘the other way round’ from the answers in the key, ie. The train is more expensive than the plane. Answer key ‘The plane is cheaper than the train, ‘The plane is faster than the train. ‘The food on the plane is better than on the train, The train is more comfortable than the plane. ‘The train is more convenient than the plane. Service on the plane is better than on the train. © Reading (page 17) Set the scene by asking students what they know about ‘Thailand, for example, where it is (Southeast Asia), the name of the capital city (Bangkok), ete. Ask if anyone has been there, whether they liked it and why, and if anyone would like to go there and why. Unit 3 Products and services 19You may want to check/pre-teach some of the important vocabulary in the texts, for example, walkway, accommodation, leisure, nightlife, souvenirs, facitites Explain that students will be reading the texts more than once, and that this first time they should just look for the words they need to match the hotels to the ‘numbered places on the map. Answer key 1 Watergate 2 Airport 3 Boulevard b Ask students to read the descriptions of the people first and underline anything which would help them decide which is the best hotel, for example, Bertrand and Greta Fiscier: one week, holiday, two children, etc. ‘Then they should read the information about the hotels, in more detail to find the best ones for the visitor, Answer key. Bertrand and Greta Fischer ~ Watergate Wendy Cho ~ Airport ‘Vijai Shah - Boulevard Get students to discuss in pairs which hotel they would prefer to stay in and why, followed by brie class feedback. © Exploring (cage 17) a You could give students a short time to think before they start speaking. Remind them to explain why they prefer to travel in a particular way. Ask a few students to tell the class what their partner told them. You could have @ quick class vote to find out which is the most popular means of transport. Again, you could give students some thinking time. Give prompts if you think they need ideas, for example, products: clothes, watches, jewellery, electronic ‘equipment; services: publie transport, hotels, restaurants, banks. aS iW ls Pronouns, auxiliary verbs, articles, conjunctions and prepositions are not usually stressed. Mark the stress on each sentence on the board: 2 2 © ° T's @ staple wizard, es ce ce @ 2 ee Tr takes up 10 eight sheets af paper eo © @c8 » @e You can register in three easy steps Get students to repeat these sentences until they have the Correct stress and rhythm. Remind them that stressed syllables are longer, louder, and higher than non-stressed syllables. For further practice, you could play the recordings for A2 Listening again while students follow the transcript on SB page 115, concentrating on stress and rhythm, Choose some shorter phrases for listen and repeat work and then ask students in pairs to read the texts aloud and help ead other with their pronunciation. You could do this kind of activity at various points through the course. Homework (see worksheet on page 89) ‘This text consists of two adverts for two similar personal digital assistants, Reassure students that they do not necd to understand all the technical data. 1 Students read the adverts and complete the table. Poin cout that all the answers are numbers and so students should look for numbers in particular in the adverts 2. This task provides further reading practice as well as consolidation of comparative forms from Unit 3 3 Encourage students to use comparative forms. Pronunciation Sentence stress You could do this activity after A 2 Listening on SB page 14. Write these sentences on the board: Its a staple wizard, It takes up to eight sheets of paper, You can register in three easy steps. Read the sentences out loud to students and ask them which words are stressed and which words are not. Main verbs, nouns, adjectives and adverbs are usually stressed. These are the words which carry meaning, 20° Unit 3 Products and services Answer key : IPAQ ‘Tungsten-T ‘Memory [64 Mb 16 Mb [Processor _|400 Mila 144 MHz Screen [9.6 em 5.6 em Games? [1 2 Battery —_|—> 14 hours = 1 week Weight [104 ¢ [159 Price esis [esas 21 bigger 4. more powerful 2 smaller 5 heavier 3 faster 6 more expensive 3 Example answer [prefer the Tungsten-T because it’s lighter and it has a more powerful battery.lary 1 (page 18) — Fin, et students read the instructions and example Then demonstrate by writing a sentence on the board boat something of yours. For example, if your bag is Umer the desk, you could write I's under the desk Ask students what it is (the bag). Students write their sentences individually. Monitor to take sure they are doing the aetivity correctly. Pat students into pairs and then get one pair to ‘emonstrate an example for the class, for example: Ailf’s on the desk next to his coursebook, Bus it Gerd’s dictionary? Yes, itis. - Sudents take turns to read each of their sentences for > tier partner to guess. Monitor and help where necessary. Language 1 (page 18) - 2 You could do the frst sentence with students as an ‘example, They then do the rest in pairs, or individually. Then check in pals. key for 2in 3in 40f Sfor Gin;in » Look atthe example with students, explaining that in the second sentence XYZ is repeated, which sounds a bit strange. Get students to do the exercise in pairs, so that they can Aiscuss each one and help each other. Check answers with the whole class. Answer key {U My office is in the suburbs of Barcelona. My-offiee-[t | is very modern. 3 Those two people are Linda and Paul, Einde-ond-Paet ‘They work in the Accounts Department. 4 Td like to introduce you to Mr Chan. M-ChaweFfe is the director of Mediation Corp. 5 Maria is a Sales representative for Halair: Mesie-She travels to many countries. 6 My company is American. The Head Office js in New York. I work in the Prague office. Fhe Pengve-offiee It is very busy. yommunication 1 (page 18) — ut students into pairs and divide each pair into Student A rd Student B. Put the As together in groups and let them jan what they are going to say together. Do the same for he Hs. Encourage students who don’t have a job to think out a jab they want or hope to do in the future. ‘When they are ready, put students back into pairs to practise the conversation, They should do it first with books ‘open, then repeat the conversation with books closed. Then get the As and Bs to change and repeat the activity. Vocabulary 2 (page 19) — Do the first one with students as an example and then get them to do the rest in pairs, followed by class feedback. ‘Answer key je 2a ah 3d 4g 5b 6f Te b Get students to look at the example and then elicit other adjectives for a digital camera, for example, convenient, attractive, cheap/expensive. Then get students to do four more in pairs. Monitor the pairs. Afterwards, ask each pair to tell the class about one product or service from their lis. Ask the rest of the class if they agree with each pait’s chosen adjectives. Language 2 (page 19) = First, look at the example with students and then demonstrate the first one to help them. Start by eli adjective from the list to deseribe Paris, for example, expensive, then elicit a comparison, such as Paris is more expensive than London. ‘Tell students 10 do each one in the same way, first thinking of an adjective and then making a ‘comparison. Monitor and check as they do it, Let each pair tll the class one or two of their comparisons. Ask the rest of the students if they aggre. ing an Communication 2 (page 19) ‘Tell the class that you are thinking of moving, Suggest a Jocation, and eliit reasons for and against moving there, comparing it with your current location. Then ask students to choose the best one for you and explain why. Put students into pairs or small groups and go through the instructions with them. If students are working, they should talk about their company; if not, they should talk about the place where they are studying English, Students should then do the same as you did in your example, comparing the current location with the new one and deciding which one is better When they have finished, ask each pair to tell the class what they decided and why. When students have done the Review section, you could ‘them the test for this module on pages 102-103. The answers are on page 81. Review 1 21Time zones UNIT GOALS * telling the time * planning schedules PART A Telling the time * language: teling the time * vocabulary: prepositions of time (an Saturday, around 5.00) PART B Planning schedules ‘language: present simple Giving opinions, agreeing, aisagreeing * vocabulary: verb and noun combinations (book a ticket, give a presentation) TALKING POINT {page 20) ‘You may want to check before the lesson the exact time difference between Los Angeles and where you are. Get students to diseuss the questions in pairs. Encourage them to speculate as much as possible about the second question, for example, 1s it earlier or later than here? Is it night or day there right now? Would it be possible to phone someone there now? Point out that it Is important to be able to work out the time in other countries if you regularly have to phone people in those countries. Background information Los Angeles is: 2 hours behind Mexico City 5 hours behind Rio de Janeiro 8 hours behind London 9 hours behind Paris, Rome and Warsaw 10 hours behind Athens and Cairo 11 hours behind Kuwait and Moscow ‘Also teach ahead of'- Paris is one hour ahead of London = London is one hour behind Paris. Because the date line is in mid-Pacific, Los Angeles is ‘behind’ most of the world! (ZaUl.) Telling the time @ Language focus (page 20) When students have completed the exercise, you could ask ‘them which of the six times is ‘different’ ~ number 6, which is expressed as if on a digital clock rather than a traditional one. 22 Unit.4 Time zones ‘As you check students’ answers, make sure they know to tell the time ~ for further practice, you could draw clocks on the board showing different times and get students to say the times. Background information Greenwich Mean Time was established in 1884 at the International Meridian Conference in Washington DC, USA. At that time different countries were using different time references, The conference agreed that it was “desirable to adopt a single world meridian {point of zero degrees longitude] to replace the numerous ones already | in existence’ Greenwich, in London, was at zero degrees longitude on traditional western maps and so it became the point from which all world time is calculated. Daylight Saving Time (where clocks are put forward one hour in spring and back one hour in autumn) was introduced in Europe in 1916 as a wartime economy measure, but its now common in many countries throughout the world as a means of taking advantage of the natural light available at different times of the year. In the UK it is called British Surmmer Time. PHOIMAGUTIONE) For practice of the sounds /s/ and /8/ you | could do the Optional extra activity either at this point ar Tater (see page 25). © Communication activity (page 20) a Explain that students are going to prepare some quiz {ype questions about the time in different parts of the world. Look at the example with them, and as they write their own questions go round and check that they know what to do. b- Students could do this in groups of four, or they could do it in pairs by turning away from their previous partner to work with the person sitting on the otherside of them. Monitor as students do the activity and reassure them that working out time differences is @ ‘ase of simple maths Make sure students are clear about exactly which time zone they are in on the map. Their questions should follow the same pattern as in the previous two cuercises, but using the name of the place they are in instead of London, Encourage students to ask about relevant places for them, such as places that they regularly have to telephone from their company. ® Culture focus (page 21) Explain that students are going to read about a jusnessman’s daily routine, Refer students back to their ax tree answers in Taking oi and then get them to read fe text and compare their routine to Daniel Murphy's. They ould make notes when they find any dlifferences. PaREBS Focuses on the prepositions [iscsi different time expressions. You could begin by | ishing students to find the time expressions in the text aiout Daniel Murphy, and asking them which preposition sed in each expression. | answer i a in on at [Saturday nights Friday morning ‘Weainesday Give students time to look at the six questions about yorking hours and lunchtime and make some notes, then {seuss them in pairs or small groups, followed by some vss discussion. You could also ask students to discuss wiefly the pros and cons of flexible working hours. © Listening (age 21) 1 Tell students they are going to listen to four people describing their routines. If you think your students have some knowledge of any of the four countries the people come from, you could ask them what they can tell you already about routines in that country. Students need to listen carefully in order to fill in the missing information, Play the recording more than once if necessary. You could pause after each speaker to give students time to think and write. » When students compare their answers, itis a good ‘opportunity for some practice of the language of routines, following the example given, Answer key a Michael Devas starts work: 9.30 eaves work: 7.30 Junch: 2.00 (-5.00) leaves work: 8.00 (p.m) ‘weekend? sometimes works on Sunday aftemoons Petra Hartmann starts work: 8,00 Jnchs12.00 (-2.00) leaves work: 5.30 weekend? doesn’t work Jo Watson starts work: 10.00 lunch: 1.00 (-2.00) leaves work: 6.00 ‘weekend? can take work home Transcript 11 Hi, My name's Michael Devas and \'m from New York City. ma computer programmer. The trains here are always crowded! in the morning, so 1 go to work late and leave late. | leave home at 830, when the trains are OK, and I start work around 9:30 | usually have a quiek luneh at one o'clock, just @ half hour, which means | have a long afternoon. | leave my office at about 7:30 | sometimes work on Saturdays when we're busy 2. tm Felipe famos | live in Madrid, Spain. 'm the sales manager fora carpet-making company. | start work at 900 am. My company is very traditional, so we all have lurch at 2.00 p.m. The factory and offices close for siesta time from 2.00 to 5.00, Because we have a long break, we don't finish until 8.00 p. sometimes go to my office on Sunday afternoons because i's ‘so quiet that I can get a lot of work done. 3. Hella. 'm Petra Hartmann from Bonn, Germany, | work for a finance company. 'm the Personal Assistant to the Managing Director. We have to start early, at 8.00. We stop for lunch at 1200, and the office is closed between 12.00 and 2.00. eave ‘work at 5.30 every day ~ and | never work at weekends ‘because my company doesn’t want 10 pay overtime! 4 Hi My name's Jo and I'm an architect from London. love my job ‘because its very flexible | try to start work early, but I usually ‘get there at 10001 always go to luneh at 1.00 because my Friends’ lunch hours aren't so flexible. | take an hour for lunch. | usually eave work at about 600, but sometimes later. | dor't go to the office at weekends because | can take my work home, if need to. Unit 4 Time zones 23© Communication activity (page 21) {In this information exchange activity, students consider the schedules of the people they heard about in 4 Ustening and then tell their partners the best time ¢o call them, in the students” local time, Put the students into pairs. Student A looks at the questions on SB page 78. Student B looks at the questions on SB page 21. Each student will need a little time to calculate the best times to call (using the map on SB page 20 to help if necessary). When they are ready, Student A should ask their questions first, and Student B should tespond, following the example. Then Student B should ask their questions and Student A should respond. Go through the answers with students. Allow a little time for students to check and decide whether they agree with each other's answers. Get them to explain why they chose particular times, based on the information about each person's routine. [EGE Planning schedules > © Reading (axe 22) Go through the instructions and make sure students understand the situation. Get them to read the yellowr sticky note first, so that they know what kind of information they are looking for in the email. Let students compare answers together before class feedback. Encourage them to explain where they found the right information in the email. pare! arrives Fri 4 14 Nov. 5 needs hotel ~ three nights wants to go shopping, bwé-nos and sightseeing - MNGUMGE FE 2 >> PAGE 88 @ Vocabulary (page 22) Point out that the email contains a number of common combinations of verb + noun. You could ask students to go ‘through the text and find al] the verb + noun combinations first and then go on to do the exercise, Answer key 2anives 3. meet agive Shave 6 book 780 8 suggest 24 Unit 4 Time zones © Communication activity (page 23) a. Explain that this activity follows on from the email message in 1 Reading. Students need to look at both the ‘email message and the information in the Quick Guide to complete Natalie’s schedule. ‘You could start by getting students to read the Quick Guide and answer some simple questions such as Which is the nearest Metro station to Le Meridien? What time the exhibition open? How long is the bus tour? What tim is the church open? Whereis the best place for shopping? ‘As students need to discuss their schedules, this might be a good point to go through Language File 3 on SB page 88. ‘As pairs agree on cach activity, they should write the me and the activity into the schedule on SB page 23. Tell students that they do not need to fill every single minute of Natalie's days! Go round checking what they are doing, and making sure they use the information both from the email and the Quick Guide. Encourage students to explain their choices and to comment on the strengths and weaknesses of each other's schedules, but make it clear that there is no one ‘ight answer, so one pair should not criticize the other pair's schedule just because itis different from their 0 © Writing (page 23) | This activity gives students practice in writing an email | following the example in 1 Roading on SB page 22. Explain that the style of an email is very simple and direct, and ‘students just have to use the information from their schedules. However, it should not be just a list of sentences so first elicit ways in which they can connect ideas. together, for example and, but, then, next, also, ctc. They could start in the same way as the email on SB page 23. Get students to work jn the same pairs a when they were preparing the schedules, so that they are using the same information. Go round and monitor their writing. j When they have finished, tell pairs to compare their emails with another pair. If the class is reasonably strong and tt ‘get on well together, you could get them to discuss the mistakes in each other's emails. You could collect inthe emails to correct and give back in| the next lesson. 7aL Vee ed Pronunciation The sounds /s/ and /0/ You could do this activity after A1 Language focus on SB x 20. Because the sound [0f (the th sound in think) docs occur in many languages, it tends to be replaced with find even heard as) /s/. This occasionally causes nsanderstandings, and students should be aware of the rence between the sounds and know how to make correctly. Ain way to determine whether students can hear the Leence between the sounds is to write s on one side of toard and dh on the other. Get one student (0 stand ing the middle of the board and ask the others to line yy bchind him/her. Stand facing; them and say the fillowing words one at a time. sin - sink ~ thin ~ think ~ worse ~ thought = thirty ~ orth thumb ~ some As hey hear a word, the students should step right or left nthe correct side of the board. fikey are having problems distinguishing the sounds, iny probably cannot pronounce them carly ether. Sow them that: |s/ is made by pointing the tip of the tongue up towards the roof of the ‘mouith, just behind the top teeth (which are touching or nearly touching the bottom teeth), and letting the air flow over it 16] is made by placing the tip of the tongue lightly against the bottom of the upper teeth (Which must not be touching, the bottom teeth), and letting the air flow around it. If you check in a mirror, you will see a little of your tongue between your teeth. ractise with these words, telling students to say the target ound very clearly: Ww a seven three starts thirty students think Saturday throug sk stuclents to practise this sentence to help them emember the sounds: Theo Smith's flight arrives at 3.33 on the 30th. Homework (see worksheet on page 90) Te text is a typical article based on research about Europeans’ lifestyles. 1. Students prepare for the content of the article by ‘thinking about their own use of time. 2. Students fil in the column for the average European’: ‘The article mainly uses the present simple to describe routines, 3. This activity requires more detailed reading of the text. ‘Analysing graphically-presented information and comparing it with written information are valuable skills for business people. Answer key 2 Average European working or studying: 7 hours sleeping: 8 hours watching TV: 2 hours cating: 1.5 hours ‘travelling to/from work: 1.5 hours socializing: 1 hour 3 Average European social lite shopping/eleaning 42% 4.206 preparing. reals 42% ersonal sleeping ee 33.3% 42% travelling 6.258 cating 6.25% w working 8.3% 29.2% Unit 4 Time zones 25On the phone UNIT GOALS: + requesting information * checking speling * telephone phrases PART A Answering the phone * language: Can |help you? Who's caiting, please? shoutd PART B Calling for information ‘language: I'm caling to ask for a brochure, I'd fke to arrange @ meeting TALKING POINT (page 24) Give students time to complete the table and then put them into pairs to compare results. Encourage them to ask and answer questions rather than just point at the prompts in the table. Demonstrate with a student: Do you ask for information on the phone in your language? And in English? Have some brief class feedback, asking if there were any surprising answers, for example, Nuria never sends text messages on her mobile phone. \i2\iiuS) Answering the phone — © Language focus (page 24) a Explain that students are going to listen to three short telephone conversations, and that for each conversation they should decide which name, a or b, isthe name of the person who is making the call, not the name of the person who answers the phone. Pause the recording between each conversation to give students time to check their answers together. Play the conversations a second time if necessary. Check answers with the class. Answer key 1b 2b 3a b Ask students (0 look at the gapped conversations and the expressions in the box. Tell them not to worry at this stage if there are any they do not understand, In pairs, they should complete the conversations with any ‘expressions they remember from the recording. Reassure them that if they are not sure, they should just leave a space as they are going to hear the conversations again, 26 Unit § On the phone © Play each conversation again, pausing after each one allow time for students to write and check their answers. Go through the answers with the whole clas As you do so, get students to repeat the telephone expressions to practise stress, rhythm, weak forms and polite intonation. Use the recording as a consistent intonation model for students. You should also clarify meaning and use of some of t expressions: Speaking = 1 am the person you want to speak to, Who's calling, please? Nor Whe-are-yowr? This is + name, Nov Ham—wame, Tl put you through = I will connect you to the person you want, COMMOMERHON) For further practice of this language, you could do the Optional extra activity either at this point o later (see page 29). ‘FbMoNCuRTION! For practice of weak forms in questions with Can I...? and Could you ..? you could do the Optional extra activity either at this point or later (see page 23). ‘Answer key Conversation 1 Can I speak to ‘Speaking. Conversation 2 Can T help you? ‘Who's calling, please? Tl put you through, Conversation 3 Do you speak English? This is Just a moment, please, Transcript Conversation 1 ‘ns Hello, Campbell Designs, 8: Can | speak to Ms Jackson, please? ‘A: Speaking 8: Ah, hello, Ms Jackson, My name is Chis Fleming, We met at Conversation 2 ‘at North West Credit Bank. Can I help you? 8: Hello. Karl Mays office, please, A: Who's calling, please? Juliette Winter Just @ moment. Ml put you through,ion 3 i: Feros, digame. Un. ili... Do you speak English? Yes alte (0h, ood. Ths is Doug Gibbs of Treads Carpets Can | speak to "Sandra Molina, please? Js a moment, please. i Monee i you. oil hae ooh OF seu sek Enh pei eta fm er 8: Hello. ‘speak to gt et ea © Communication activity (cage 25) Iitthe students into pairs and tell one student in each pair in be Student A, the other Student B. Student A should lak atthe information on SB page 78. Student B should sok atthe corresponding part on SB page 25. ive students time to look through the information. Check ‘tat they understand each situation and that they ean “ponounce the names. Explain that they should use the ‘dalogues in 1 Language focus as a model. Demonstrate the fist conversation with a student and then ask the pairs to nile play the situations. Monitor and listen for erors, but «aly intervene if students are having difficulties ‘onmunicating, Correct any errors and repeat the activity in mew pairs. Set ashorter time limit of about two minutes for the repeated sitivity, To round off, ask a few pairs to demonstrate a logue each for the whole class. © Culture focus (page 25) a Set the scene for the reading by asking students to look at the headline and eliciting reasons why anyone might hate mobile phones or the people who use them. Ask them to look at the picture and deseribe the situation. ‘Then get them to read the text and answer the question. ‘Check the answer with the whole class. ‘Answer key Because a mobile phone rang. b_ Go through the questions with the class and then put students into small groups to discuss them, followed by brief class feedback. Ask students to recount any interesting experiences that came up in the group discussion © To introduce should, ask students what to do with a mobile phone if you go to the theatre. Elicit I's a good idea to switch aff your phone in the theatre and then show how this can be expressed as You should switch off your phone in the theatre. From the negative: It is not a good idea to use your phone in the theatre elicit You shouldn't use your phone in the theatre, Put students into groups to write four or five sentences together. Monitor and correct as necessary. Conduct feedback with the whole class, and see if everyone agrees ‘on when and where they shouldn't use mobile phones. (ETE Calling tor information © Language focus (cage 26) Explain that students are going to listen to a telephone conversation between Floris, a customer, and Ruud, an camployee of the Jupiter Printing company. Look at number 1 and the example and explain that this is the beginning of the conversation, spoken by Ruud. Elicit which of the sentences Floris is most likely to say in response (J'm calling to ask for your latest price list), then ask students to work out the rest of the conversation in pairs, Reassure them that if they aren't sure, they will have a chance to listen and check afterwards. b When they have done as much as they can, play the recording right through once and then let students check together. Then play it two lines at a time, checking that students have got the lines in the right order. Focus students on the expressions each person uses, such as the questions with Can/Could I have ...? and Unit 5 On the phone 27Can/Could you ...? Get students to repeat the phrases using polite intonation. Use the recording as a consistent model, Answer key 1k BE “aR 7R BF OR 4k 5F 6R oR UR ‘Transcript Jupiter Printing. Can | help you? Fz Helio, Fm calling to ask for your latest price ist No problem, can | have your address? + Er, could you send it by fax? : Yes, of course. Could I have your fax number? Yes, its 6438 9192. Er, can you say that again, please? Sorry, Il say it more slowly. 6-4-3-8 9- Fine. Can | have your name, please? Yes, it's Roris Krom. Er, could you spell that, please? FL-O-R-1-5) K-R-O-M. ‘And can | have a contact phone number? Yes, it's 6415 9032, (OK; er, thanks, Floris, e, 1 do that ight now. Thanks very much. Goodbye 9-2. @ Communication activity (page 26) Put students into pairs. Student A should look at the information on page 78, Student B should look at the corresponding part on page 26. First, give students time to read the information and decide what to say. Make sure they know how to spell the information - you may want to do some spelling practice first if you think the class need it, Then students role play the situations using the Janguage in 1 Language focus. Monitor and give feedback at the end of the activity. © Listening (page 27) Explain that students are going to listen to @ conversation similar to the ones they have just had. Give them time to look through the form, so that they know what kind of information they are listening for. Make sure they ‘understand that in the first part, they just have to tick one box, and in the rest of the form, they should write what they hear, Play the recording once and then let students check their answers together, Play it a second time if necessary and then check answers with the whole class. As students give ‘you their answers, ask them to spell the words, and as they do so, write them on the board so that everyone can sce 28 Unit 8 On the phone immediately if a spelling mistake has been made, and ca ty to correct it, Answer key Brochure price list__visit__ quotation _ other _ Name: Philip De Roos Company: SmarxtSchoot, Address: Roenigenstraat 195, Rotterdam, Holland Postcode: 3071 TB Tel: 00.31 10 4508 3961 Fax: Email: Notes: please send. by express mail Transcript 2 The Work Station, can I help you? Hello, 'm calling to ask for one of your brochures, please. 2 Certainly, Can | have your name, please? It's Philip de Roos. 12 Can you spell your surname, please? Yes thatsD-£ R-0-0-S. Thanks. And the address? PS Our company is called SmartSchool, and the address is Roentgenstraat 195, Rotterdam, Holland 1: Could you spell the name of the street, please? rr ¥es,its R~O-E-N-T-G-E-N-S-T-R-A-A-T. And the posteode is 3071 TB. ¥: 3071 TB. Can | have a contact phone number? My direct ine is 00:31 10 4508 3961 (00 31 10 4508 3967. Fine. Anything else? Oh, could you send it by express mail, please? Yes Ill make a nate of that Thane you very much. Bye 1 Thanks for your call. Goodbye. © Communication activity (page 27) a Explain that students are going to practise telephone calls in which they will all have a chance to order son {§00ds. First, give them time to look at the order form and decide what to buy. b Put students into pairs and if possible arrange it so tha ‘each pair is sitting back to back. They should practise the conversation following the outline. Set a time limi Once both students have had a chance to practise ordering, get them to change pairs and repeat the activity with a shorter time limit.TUT W Neh 5 OMMuNiCation (see worksheet on page 83) could do this activity after A 1 Language focus on SB g¢14. The alm is to practise phoning, talking about graiules and telling, the time. seadents into pairs, A and B, and explain that Student is going to visit Student B's company. Student A phones nt B to give arrival details such as flight number, oz et. Explain that students should write down the ation they are given during the call and then check back with the other person, to make sure it is correct. ‘out the role cards: one ‘Vi rt ‘ost card to Student B. should sit back to back if possible, or not look at cx other, and begin and end their phone eall in one of te ways they've practised. Emphasize the importance of ticking details before they say goodbye. Give an idea of thekind of thing they might say to give and check iforation, for example: 4A: Hello, it's Marco here. I've booked my flight so I'm phoning to give you the details. B: Good. What time do you arrive? 4A: Larvive at 5.30 p.m. The fight number is VX 4182. That's Air Vacsello. 'B: How do spell Vacsello? AV-A-C-S-E-L-L-O. 8: OK, thanks, Oh, and which airport is it? ec. itor’ card to Student A, Ge them to role play the situation. When students have finished, tell them to check each he’s cards to see if the information they noted is correct. Change roles so that Student A is the host and Student B is, ie visitor. Give out different role cards and get them to nie play the situation, Pronunciation Weak forms 1 jou could do this activity after A1 Language focus on SB age 24. write these questions on the board: Can I help you? Could I have your name? ey the questions as naturally as possible and ask students identify the stress pattern. In each case, the stress falls 1 the last important/content word: e . help you? ° . ° ° you Spell, your mame? Since can{could and their pronouns are not stressed, they tend to sound like {kanat/ and /kad3o/ respectively. Practise saying these forms, followed by an infinitive, in substitution drills like this: ° . ° ° Cn help You? speak now? Could you spell it? call me? ° ° . ° ° Cant frave Your name? speak to Jo? Could you call, ~—same_—— back? speak 10 Tom? In subsequent activities, ask students to pay attention to pronunciation when they make requests. Homework (see worksheet on page 91) ‘This discursive text looks at the rising popularity of mobite phones in Japan. 1 Students should identify the main idea of each paragraph by skimming (reading through quickly, trying to find key points). For example, skimming the first paragraph, the reader probably notices: Japan ~ mobile phones ~ popular ~ 1994 ~ February 1999 ~ Internet service ~ more mobile phones ~ problems: With this information, the reader can guess that the paragraph talks about when mobile phones became popular, and that they are a problem. Encourage students to do this kind of guesswork. They may not always be correct, but it is much easier for them to get a general idea of a paragraph and then work towards the specific meaning than vice versa. 2. The second task focuses on some of the details of the article, Remind students that they should answer the questions according to the text, not from their own knowledge of mobile phones! 3 This task helps students to focus on some of the more difficult vocabulary that is used in the article. Answer key: 1b5 cl d4 e3 £2 2.1 F=they have been popular since 1994. 27 3 F~ 55.5 million people had them. One million was ‘the monthly growth rate. — there was no service like it in Europe. 2 ~ price isn’t mentioned in the article. T t F — many people do not turn off their phones even ‘when they are asked to. took off 2 to view 3._growing revolution 5 interfere with Unit S On the phone 29 evans eePlacing an order UNIT GOALS * ordering complaining PART A Ordering what you need “language: placing an order (fie to order...) quantity (afew, alot, How much ..?) PART B Dealing with problems language: past simple (/ ordered ...) future simple (We'll send another ane ...) ‘complaining (There are two problems with the order) TALKING POINT (page 28) Ask students to fill in the table. If they are working, they can say how they order things at work. IF they are not working, they should say how they buy things for ‘themselves. Let them compare in pairs and then go on to discuss the other questions. Have a brief class feedback from the discussion. you need © Listening (page 28) a. Explain that students are going to listen to someone preparing to order special clothes for her company. Tell them to look at the pictures on the right and say the names ofthe special clothes. Students listen and fill in how many of each item is needed. Let them check their answers together before class feedback. Answer key Goggles - 20 pairs Lab coats ~ 6 Overalls ~ 3 pairs Gloves ~ 30 pairs ‘Transcript KAY! Ben, have you got a minute? ten: Sure, What ean | do for you? xa: I'm ordering clothing from Unifit.s there anything you need? ‘BEN: Uh, yeah. EF, we need a few lab coats ray: How many? wen: Er three .. four «six willbe fine, av: Anything ese? 30 Unit 6 Placing an order BEN: Goggles. We need a lot of goggles, er, say 20 paits? kav: OK. Six lab coats and 20 pairs of goggles. sen: Thanks Kay. av: No problem. xav: Ron, 'm putting tagether an order of clothing. De you need anything? Er, yes: We've got a new employee so he needs three pal of overalls = OK ‘And gloves... about 30 pairs please. What kind of gloves? Like these. Oh, OK. Un. that’ it | think Thanks, Ron. Gr, thanks, See you Explain that students will now hear the same person ordering what is needed on the phone. Give them tim to look at the computer screen andi see what kind of information they need to listen for. Tell them that it mostly numbers and letters, and they will have to lis carefully to get them exactly right Play the recording again if necessary and get student to check their answers together before class feedback ‘Ask students why so much information is repeated in the conversation [double checking is important in business to make sure mistakes are not made), ‘Answer key Customer account number MX 343467 RON: item No. Description Quantity Price per item P2105 Lab Coats 30. €45.00 P2251 Overalls 25 € 58.00 WB91 Goggles 50 € 8.00 S32 Gloves 50 € 5.00 Transcript lururit: Unifit. Can | help you? ar: I'd like to place an carder, pease, Uunuert: Do you have an account with us? av: Yes The account number is MX 343467. UnIFIT: MX 343467. MicroX Corporation. Ms Johnson. Is that comect? 2 Yes. How can we help you, Ms Johnson? Um .. fist I'd like 10 order 30 lab coats ~ order number P2igs. IK, order number P2165, lab coats, 30. Un huh ... How much are they?45 each, u; OK And overalls Order number P2251. How much ae they? i: €58 each, How many do you need? i: 25. at: F2251, overalls, 25. OK. "And goggles. Um, 50 pairs of order number WB91. i: Gougles, order number WBS1, 50 pairs at €8 a pair Anything else? ‘ur: Er, 50 pairs of S32 gloves. Uh, that's it. i: Glows, $32, 50 pairs They're €5 a pair's that OK? Yes that's fine. it: OK Can I just check your order, Ms Johnson? at Yes. That's 30 lab coats — order number P21GS, 25 pais of coveralls - order number P2251, 50 pais of goggles ~ onder number W891 and 50 pairs of gloves ~ order number S32. far That’ ight is that everything, Ms Johnson? tur: Yes Thank you, that’s fine. i; OK Well send the goods immediately and invoice you as usual s that OK? hat wil be fine, yes Language focus (page 29) 2 Get students to work in pairs and complete the sentences ‘with what they can remember from 1 Listening. » Play the recording which consists of extracts from 1 Liteing, Check answers with the whole elas, clarifying on the board how the different expressions are used: 4 few + countable noun (vor @-few-ef) ‘Tot of + countable or uncountable nouns (usually in positive statements, but can be used in questions and negatives, t00) ‘much + uncountable nouns (in questions) ‘many + countable nouns (in questions) Answer key ‘Aafew: B: many 2alot 3 three 4 much ‘Transcript av: Im ordering clothing from Unfit Is there anything you need? Un, yeah Er we need a few lab coats. ay: How many? ‘BEN: Er, three. four. Sk will be Fin. av: Anything else? AEN: Goggles We need alot of goggles er, sy 20 pairs? Er, yes We've got a new employee so he needs three pals of overalls... Ok... (OK. And overalls. Order number P2251. How much are they? 258 each. How many do you need? a ae RON: way: kay: unten: KAY: “PROMUNEHATION | For practice of weak forms in expressions such as a few and a lot of you could do the Optional extra activity either at this point or later (see page 33). © Communication activity (page 29) ‘Tell students that they are going to practise placing and receiving an order. Put them into pairs and get them to decide who is Student A and Student B. Student A should look at the information on SB page 79, and Student B the information on SB page 29. understand the instructions and the vocabulary items. “Teach the use of per or a, ie. we say € 10 per bor or € 10 4 bar, Nor S1e-fomber, Give students time to decide what they want to order, then let them start their role play. Monitor. When they have finished, repeat the procedure for Situation 2. Conduct brief class feedback, asking some of the pairs who ordered what, and if there were any unusual orders. @ Culture focus (page 29) Get students to discuss the questions in small groups before a whole-class discussion. Unit 6 Placing an order 31(EGE Dealing with problems © Brainstorming (page 20) Put students into pairs. Explain that this is a brainstorming activity, so there are no right or wrong answers, Students. should simply say and write as much as they can. They ould look at the invoice in 2 isting if they want more ideas. = possible answers wrong time, wrong price per item, wrong, amaged items, missing items © Listening (page 30) a Explain that students are going to listen to a woman phoning ( complain about problems with her order. Give students time to look at the invoice and check that they know the pronunciation of the items on the invoice, so that they wil recognize tiem when they hear them. Play the recording and let students check their answers together before checking with the cass. Play the recording again. Check answers with the class. ‘nz Electric Supplies, Customer Servic. Clare speaking, How can I help you? 1: Hello This is Carys Davies at Supersaver Supermarkets. Our ‘goods are here but there are two problems. = Oh. what seems to be wrong? Well, the first problem is that the salesman promised us a ten per cent discount, not five. ‘A: Oh, 'm sorry about that fl check that and send you a new. invoiee. Thank you. Was there another problem? Yes | ordered ten fluorescent lights but I've got twenty. The driver is stil here ‘A: OK. Could you give ten back to the driver? I'l make the changes to the invoice and send it to you immediately. Oh, good. That's very helpful Not at al Bye. Bye. © Language focus (page 31) This focuses on the different expressions used for complaining, apologizing, explaining what action you are taking and responding. 32. Unit 6 Placing an order @ Students could do this in pairs, or you could do it wi the whole class, eliciting answers from them. As you through it, get students to repeat each expression, paying particular attention to intonation. Answer key Complaint nea promised us a ten per cent discount, notfive 1 ordered ten fluorescent lights but I've got twenty. Apology, i ‘Ob, I'm sorry about that, Action ; Til make: tHe changes to the invoice and send it to you 1M cheek that and send you a new invoice. Oty, good, That's very helpful 2 b The aim here is for students to practise the expressions a controlled way before going on to 4 Communication activity, © Communication activity (page 31) Divide the class into Student A and Student B. Make smal ‘groups of just As or just Bs, Student As should look at th information on SB page 79 and Student Bs should look a the information on SB page 31. First get the Bs to find the mistake in Situation 1 (in the invoice the Zip Drive should be € 149.95, not € 180), and the As to find the mistake in Situation 2 (they ordered 12 swivel chairs but were invoiced for 20). ‘Then get each group to plan what they are going to say i each situation.fat students into A/B pairs to role play the ns. itor and listen for mistakes, but only intervene if there communication problems. everyone has finished, get one or two pairs to act ‘act situation for the class. If you noticed some mon errors when monitoring, go through them on the with the class, asking them to identify the errors and them. AUT forms 2 “pu could do this activity after A2 Language focus on. page 29. Unit 5, students practised the weak forms of can and id Jkan/ and /kad/). The schwa sound fa/ is very ‘onmon in spoken English; itis frequently used for essed vowels. the following on the board: +e 0 Oe a lor Of paper o 8 2 ee few computers es eo © wi @ lot of plants the phrases as naturally as possible, and ask students notice how you say a and af. These sound like /a/ and Practise the sentences above with students until they say them with the correct rhythm and stress. Now ask students to read the sentences below ro each vies, paying attention to stressed syllables, weak forms vary, We need a few lab coats. We need a'lot of goggles. We've gor a new employee. What kind of gloves? Homework (see worksheet on page 92) This magazine-style article offers guidance on the fast- teveloping world of e-commerce | This task duplicates the questions asked in the first paragraph of the text, and so gives students a good idea of how the writing is organized, Le. what kind of information each paragraph contains. 2 The second task requires students to read the text in more detail and pick out certain information. } The final task helps students understand the way in Which we use pronouns and other referents in English to avoid repeating the same word “Answer key, 11 Yes— very popular in North America and the Asia- Pacific region. 2 No. 3 Anything. 4 Yes and no - companies are careful, but hackers hhave breached security. Asia-Pacific region. Internet access and a credit card. Books. ‘They use special technology, and promise not to sell customers’ details to other companies. ‘They have stolen credit card numbers and broken Into ‘secure’ websites. e-commerce $6.1 billion (more and more) people online sellers your information anaes Unit 6 Placing an order 93ees 2 Vocabulary 1 (rage 32) ——— Get students to match the times to the clocks, then check their answers in pairs. You could ask for alternative ways of saying the times, for example, seven fifty-five for five to eight. bb Ask students in the same pairs to work out the ‘equivalent times in New Zealand using the time zone map on SB page 20. You could also ask them to work out the times in other places that might be significant to them, for example, cach other's countries if they're not from the same one, places they have to phone regularly or places they have Visited or would like to visit. Answer key 1b 2e 3d 4c 5a 6f Language 1 (page 32) ‘Ask students to work in pairs to correct the mistakes. Point out that there is one mistake in each line, Once you have checked answers with the class, get the pairs to act out the (corrected!) conversation for practice. For further practice, they could change the names of the company and people and try to do it without reading from the book. ‘Answer key Unicom, Heer Can I help you? Can I speaking to Mr Perez, please? ‘Who's eas calling, please? 8; Heme This is Marco Rosetti ‘Ai Just a moment. [If put you through, Communication 1 (page 32) —— With books closed, first brainstorm with the whole class ‘what kinds of things you might include in a schedule for an overseas visitor (for example, meetings, tours, entertainment). You could also brainstorm any local places of interest or events that could be included. Ask students to open their books and complete their own schedule for the visitor, b_ Put students into pairs. They should each explain the schedule they have prepared, and write down the other student's schedule in their book. Monitor and note down any common errors. When they have finished, get ‘them to analyse cach other's schedules and decide ‘which one they think will work best. Have some brief class feedback from one or two pairs and then go through any common errors that you heard while monitoring. 34 Review 2 Vocabulary 2 (page 33) First, demonstrate the activity. Write a few of the words from A and B on the board, for example, A not many,» ‘much; Bz things, stuff 0 that students can clearly sce wi you are doing. Say not many, then pause as if you are thinking, and say things. Ask students if that is correct, and confirm that it is. Then say mot much ... things, ask it is correet and confirm that itis not Put students into groups to do the same themselves. The could make the activity into a competitive game, with ea student taking, for example, five tums and scoring one point for each correct answer. AS a variation, you could tell them that one student bas t say a word or phrase from A, then the next student has t say a word from B. In this way students cannot just choo the quantifiers they feet more confident about! ‘Answer key not much / a little / How much ..?: stuff, trouble, mone not many / a few / How many ..?: things, computers, problems, people a lot of / some: can be used with all the items. Language 2 (page 33) ‘Ask students to work in pairs to match the complaints to the actions. Once you have checked answers with the cla they could act out the short conversations for practice. Answer key. le 2d 3b 4e 5a Communication 2 (page 33) Give students a little time to read through the two brochure pages and check that they understand them. Demonstrate the activity with a student and then put students into pairs. Get them to decide which one is Student A and which one is Student B. First, Student As should order safety wear from the first catalogue page and Student Bs take the order. When they have finished, they should change so that Student Bs or furniture from the second catalogue page and Student As take the order. Monitor, noting any common errors and helping as required Whem they have finished, ask one or two pairs to act out their conversation for the class. Go through any common errors that you noted during the activity. When students have done the Review section, you could give them the test for this module on pages 104-105, The answers are on page 81.