a 94 | ternational Communication for Professional People Teacher’s Guide ANNE WATSON PETER VINEY PA MACMILLANContents Teacher's Guide Introduction Unit by Unit Teaching Notes Practice Book Answer Key (photocopiable) Mid-course and End-of-course Test Notes Tests (photocopiable) Test Answer Keys, Test Transcripts and Role-Play Gards vommunication Activity Templates (photocopiable) 66 74 76summeiewees Teacher's Guide Introduction <== vurse Components ident Book tucent Book contains: contents chart al the begining of the book that rovides a summary of the communicative aims, rammar areas, end culture covered in each unit, © one-page units covering seven topics: business, ocializing, travel, hotels, monoy, food and drink, and ‘ommunications. The topic is represented by a colored ymbol at the top of each unit. ulture Files, one per unit, providing information on liferont cultural aspects associated with the unit. These. ire for interest and do not contain specific teaching roints. Srammar Files explaining simply ard clearly the main yrammar points that came up during the course: focabulary Fles including the most common words, ated to the topics of the units. These Files both review ind expand vocabulary. Transcripts of ‘blind’ listening tasks, i.e. conversations not >rintad in the unit itself; 3tudent CD. This contains the recordings of the bind istoning tacks and can be used for selected activties in he Student Book. Dommurication Activities accompanying certain units that srovide students with further speaking practice. actice Book ough intended mainly for individual work outside the ‘ssroom, the Practico Book can also be used successfully slass, It reinforces the grammar points, new vocabulary J key expressions covered in each unit. Crose-references given in the Teacher's Notes to appropriate activities in Practice Book. The Answer Key is provided at the back these notes and is photocopiable.. acher’s Guide 2 Teacher's Guide contains: Getaled teaching notes, answers and optional activities for evary Student Book unit; easy-access design, with each page of the Unit Teaching Notes corresponding to a uritin the Student Book; Photoconiainle Communication Activities answer templates; Photocopiable Answer Key for the Practice Sook; ‘comprehensive mid-course and end-of-course Photacopiable Tests. For easy reference to the material, ine contents chart or each unt is repeated at tho top of each page of the Unit “Teaching Notes. There is also helpful information about tho: recorded material ‘The Teaching Notes contain many activities and ideas for transfer and personalization. Since these activities do not appear in print on the student's page, students cannot read ahead. As a result, the lesson becomes less predictable, land the course of the lesson flows from the teacher ~ a sense of frashness and vitality can be retainect in the classroom. ‘The Teaching Notes have two aims: © to guide the teactier step by step through the various stages of the lesson as it appears in the Student Book. If you wish, you can simply folow the cetated steps for a thorough lesson. = to expand the lesson into further activities, and to introduce conversation and discussion work that extends beyond the confines of the Siudent Book fesson. Extension and optional activities are included in the “Teaching Notes in easy-to-find boxes. Recorded Material All the conversations and istening activities in the Student Book are available on elther the Class CD or Class Cassette. Transcripts of the recorded material not included in the actual units are included at the back of the Student Book. There are two types of CD symbols in the Student Book: single CD and double CD. All conversations or exercises marked with a single GD symbol are found on the Class CD and cassette. All recorcings marked with a double CD are ‘blind listening tasks and are on the Class GD / Cassette and repeated on the Stuctant CD, which is located in the back of each Student Book. The students can use the Student CD to eithor listen to these recordings again after class or to prepare the following lesson in advance. GD has many advantages over cassettes beyond the extra sound quality, lack of bockground noise, and durability. Track numbers are conveniently located next to every CD symbol in the Student Book and Teacher's Notes. These indicate exactly which track number 1a press one you have loaded in the Class CD. You will then go instantly to that conversation or listening activity, without wasting time with inlay cards or rewinding, It you are equipping yoursel with CD for the frst time, we suggest that you find a player that has a Keypad (prefereby ‘a remote control keypad). With a keypad, enter the track number specified and listen. Then, for repetition work, return to the beginning of a tack instanty, using the ‘fernesseeeeseee Teacher's Guide Introduction exsssamems (or A/ B) faciity. This faciity is excelent. You satect ‘irom’ at the beginning of the sentence, and ‘to’ at the end of the sentence. You can then have this selection repeated instantly as many times as you wart. About the Course Course Objective ‘This is a course in intemational communication for professionel peotle. It is not simply a “business English’ ‘Course. It vil De useful for a wide range of adult students in professional spheres, 2s well as younger adults on vocational courses that involve communication in English. The aim of the course is to enable students to function effectively in English at a pre-intermedite level. Too often, students have completed carafully-designed and wel Structured English courses, but still can't say anything when it comos to real life. Other students are perfectly capable of sling you how @ computer works, but are al a loss when it vomes to making an appointment or taking a cient out to lunch. This course focuses on real-ife situations and resents tham in realistic contexts, ranging from ordering breakfast to filing in a customs daclaration. We recognize that many professionals are perlectly capable of ‘surviving’ in their aree of expertise. Our jont experience of teaching these students nas made us aware that the language of Socializhg and of survival in set stuations is a common need. This, we feel, far outweighs the particular and ‘exclusive demands of job-specific o- ESP materials and leads us to favor a broader view of Engish drected toward these common needs, Level This Is @ two-level serias. Basic Survival is for students at high-eginner level and Survival English is for use with students at low-intermediate lovol Preparation The course keeps the teacher's preparation time toe minimum. Very few activities will require you to resaarch ‘other material or find endless numbers of objacts to bring into the classroom. A lot of practice and explanation can be done using books, pens and the sort of objects that can be found lying around a classroom. Any role cards, task sheets, otc, that you prepare should be kept for future classes so 2s t0 avoid having to prepare or photocopy them all again Timing itis always dificult to ‘time’ lessons. In the Teaching Notes, you will in indications as to the timing of a few individual activities, but generally, timing is not imposed on the teacher 80 that the course Is as flexible as possive. Lowor-lavel classes may take longer lo understand the Content of a lesson, but soend little time on discussion. On the other hand, a more advanced class may understand @ dialog in tive mnutes, then spend an hour discussing airport Security issues described in the Culture File. We really prefer to leave timing to your discretion. As a very general rule however, each unit represants one classroom lesson (50 minutes) Grammar Practice The course follows an overtly situational pattern, with sub. syllabuses on function, grammar and vocabulary. The grammer component used in the book becomes more complex as the book progresses, but there is no overriding linear progression. A basic knowledge is assumed frorn the outset, and this is cradualy built upon. Al the important grammar points are highlighted and practiced in the Teaching Notes. More mecherieel practice 2etivites are recommenced if and when necessary, or if requested by the students. Grammar points that sludents understand perfectly well should not be driled (out don't be afraid 10 introcuce short crils when there are problems). In mary cases, the students will bo abla to deduce tho ‘grammar point of the lesson. There are cross references throughout the Teaching Notes to the Gramrrar Files at the back of the Student Book. Your students can either look at these alone or you can go through them as part of the fesson. The Practice Beck is mainly grammer-based and will reinforce any language dificuties that might have come up during the lesson. Vocabulary Vocabulary is a vital part af the course. Encourage students to use the Vocabulary Files at the back of tha book. Advise students to buy a blingual dictionary, or a monolingual dictionary that has been specifically designed for leerners of English, like the Macmilan English Dictionary. Remember that there are authentic and semi-authentic tex's and tables in the Student Bock wnere stucents are expected to complete a task that will not involve understanding every word. They should be encouraged to rely on their ability to understand gist and to ‘guess their way through’ more Gifficut passages. It is not necessary 10 explain every word of such texts. Key language in the units is somotimes printed in color, The Teaching Notes for each unit exolain the best way 10 expicit the key language. ‘Teach studenis words like tning. Its better to say: You put ‘your luggage on the black thing at the check-in desk, than to hesitate, stop the sentance halfway trough, or say the werd in the students’ mother tongue.oes Teacners GUide INTTOCUCIION Geese ronunciation ‘ark on pronunciation will involve modeling the recordings the teacher's own voice. In English, a great deal of the 2ssage is expressed by intonation and stress. These ould be considered as important as the choice o' cabulary items, and attention should be given to them, ‘ere are aciivties in the Teaching Notes that emphasize ‘onunciation, stress, rhythm and intonation. onunciation will invoNve repetition work, Choral repetition rimizes student embarrassment and gives confidence. vidual repetition enables the teacher to check each dent's responses. The stressed words end syllables are iderined throughout in the examples aven for choral oetition. tere is no such thing as ‘English without an accent’ and ‘u should expect progress on pronunciation to develop adually. Insistence on perfect reproduction of sounds and itterns can cause some students to be embarrassod and 30 conticiones, Communicating ideas and meaning shoud the main aim, iternational English this course, the language hes been mace as ‘emationally appiceble as possible. The sitvations in the Jok take place within the U.S.A. and the course adopts pporican gpolling whore appropriate. Granmar and idioms flact the American situation, but there are a wide varisty of ccents used on the recordings. AS wel as a variety of nerican voices, there are British, Australian and Canadian iglish speakers and characters irom Mexico, Fran >rea and Japan, We adopt the principle that stud=nts want understand people speaking English. whether they ere itive speakers or not — a real-life communication situation Winvolve non-native speeke's communicating with each or as well as vith native sposkers. The teacher may 10080 t0 model hor or his own vansty of English, but udients will noed to be familar vith a range of possible ‘cents. Even within the United States, thore are a variety of gional accents among native speakers of English. 1@ Teaching Notes point out some difforencos betwoon herican and British varieties of English, The grammatical {ferences are often over-estimatad. For example, American veakers will often prefer to say Do yau have ...?, while itish speakers will prefer Have you got ..? Both forms, dwever, are in frequent use by native speakers in both aces, and neither will cause communication problems. ulture Files 8 course covers many social situations such as lroductions and business lunches. Specific cultural storms are explained in the Culture Files at the back of the ‘udent Book, or explained, as appropriate, in tne Teaching Notes. The Teaching Notes suggest when the Culture Files can be introduced. However, they can be used at any suitable port Guring the tesson or according to their location in the Stuent Book, Contrasts between the United States and Britain, where they exist, are highlighted. The warm-up and discussion activities encourage teachers 10 ask about customs ii the students’ own countries. The Culture Files can often be skm-read anc used to pre-teach vocabulary or introduce students to an activity in the lesson. Linking the Units This course can be used successfully as a modular resource book, and siudents and teachers will be able to select materials as appropriate to their needs. A number of units, however, are linked. For exemple, units 27, 28 and 29 are all about arriving at the aitport, so it would be logical and beneficial to students to teach them as a series. Units 17 and 18 are about doing invited for dinner at somebody's, home. Again, it would be better to teach these in order. Staging the Lessons The various stages of each lesson are indicated by A, B,C, D, ate, headings in the Teaching Notes.’A is always a ‘warm-up actvty, The others will vary, but follow 2 pattem ‘explained below. Activities In boxes are optional bul recommended. These include: Extension and Extension plus activities, Culture Files, and Practice Book work. Warm-up ‘The Toaching Notes for each unit start with one or more, vrarm-up actiities. These are important for drawing the. students’ attention (o the topic they are going to be working vith, if studants con't know what they're learning, or why, they wil soon lose interest, Warm-up activities are a good vray to recycle previous knowledge and refresh memories of earlier lessons. Presentation ‘The next siep is to present the new language. This is most Cften done through listening to recorcled conversations, the mast realistic vay of presenting language. Language is also presented oy means of forms and tables or other written texts. Itis at this point that the teacher should explain new vocabulary, grammar, expressions or cultural aspects to the class. Practice Tnis can inclide question and answer sessions, pairwark, repetition, and other activities based on the language presented, Beee Teachers Guide Introduction exes Personalization Finally, the students are ‘on their own’ and can move on to role-play and discussion work with a minimum of help from the teacher. Teaching Techniques Warm-up The following are activities that can be used to intraduce a lesson, 1 Expiolt titles. Check that everyone understands the title of ‘the unit. Use it to do word associations and ‘brainstorming’ activities. As a recut, alot of the new vocabulary in the lesson will have been pre-taught before the rest of the unit hes been looked at 2 Focus on the subject and ask general questions, Compare with students’ ov countries and oxperiones. 4 Ask questions that ere not always directly linked to the Student Book. Draw on students’ personal experience: Who has stayed in an American hotel? Who has had a bad experience at customs? However, always have general questions to fall back on if stucients don't provide the answers you expect. Particularly with younger adults on vocational / occupational programs, do not assume that everyone has traveled widely or stayed at international, hotels. 4 Talk about the photos and illustrations in each unit - they are lively and inspiring, Percuace students to create imaginary short background biographies of people in the pictures. Ask searching and unusual questions to test their ‘assumptions; have them study a photograph, then ask ‘questions that involve imaginative input on their pert, For ‘example, in Unit 1 we see lan King sitting in tho back of a ca. You could ask: What do you think he’s ding thero? Do you think he's there on business? Why? Dialogs Students should generally listen to dislogs without looking at the written text. Dialogs aro usually folowed by some form ‘of comprehension check, silent reading and / or reading in pairs, then choral repetition, Further ideas for exploiting Gialogs can be found throughout the Teaching Notes, but don’t hesitate to change the suggested dialog exploitation for one or moro of the folowing activities. Most of these activities assume that the class has listened to the recording at least once. 1 Comprehension quastions - the basic questions are supplied in the Teaching Notes, but you can alvays find more. Vary the questions according to the level of your class. Comprehension questions sometimes involve repeating warm-up questions for answers they didn’t find earlier, Inclide questions that will ict a variety of responses: Yes / No questions, either / or questions, open questions, indirect questions, questions with lags, questions between sludents: Ask aria if she's ever eaten gator tail or Have. you eaten gator tai? Ask Maria. Ask me, Ask each other. 2 Tiue / False comorehension statements ~ Make statements about the dialog (some true, but most false) to dlict reactions from the class. 3 Real the dialog with mistakes in it. Substitute cortain ames and facts in the dialog. Students interrupt you to tell you your mistakes. 4 Sel a ask before istening. Students have to listen for one ‘or more particular details. This can be dane with ‘task shests' (forms with gaps for information), either photocopied in advance or written up on the boerd. 5 Students listen for key language or grammar points and interrupt the recording while they are listening. Alternatively, they could highlight the kay language or grammer points on the printed page. 6 Give answors to comprehension questions, Students ask you the questions. 7 Half the class listens with the clalog uncovere6, the other half with it covered. The halt wno has read the dialog takes the role of teacher and asks the questions to the others. 8 Siop and start the recording letting students take one role in chorus, ic. play the fist speaker, stop the recording, students take the other speaker's role, 9 Siop the recorcing in the middle of sentences. Students finish them. 10 Gve prompts irom key sontences. Students reconstruct the whole centence. 11 Write up jumbled vocabulary from the dialog on the board, Students put it in order while listening 12 Write up jumbled vocabulary on the board, including words not in the dialog. Students put iin order eliminating the wrong words. 18 Get students to learn short dialogs by heart and act them in pairs in front of the class. 14 Copy out the dialog and cut it up into as many parts a8 there are students. The students then mingle and put the dialog in order, 16 Finally, it you hava uninspired or undiscipined students, tell them not to listen, Play the recording end both you and they will be amazed what they remember!ree tairwork and Role-play ‘ainwork and 1ole-play are the only practical ways of getting tudents to practice English, out they are not always easy 10 rganize. Pairwork actwities m the Student Book have a pecial pairwork symbol (see below). Students always work ‘tha partner for these ac pe lere are some further tips you can use to inerease your ludents’ opporiunity to speak: Grammar points, ‘or quick driling of a grammar point in pair, itis often asiest 10 ask each student to work with her or his eighdor. Once the students have understood the grammar int, finish the activity. Information gag role-play tudents prepare ists or information in aclvance (usually ‘orking alone), then question or have a discussion with their artner. Discussions become more genuine since students ‘@ not know what the partner is going to say, Role cards he teacher prepares the information in advance so that either student knaws in advance what they ere going to ave to say. Discourse chains he teacher writes up on the board the basic ‘map’ of the 2ie-play. This fs often very he'ptul for lower-level groups. Telephone role-play you have a telephone in your classroom, use it. Some hones are equipped with loudspeakers so that the class. an listen to both speacers. Othorwise, students can st ack-to-back Mingling activities hese have the advantage of getting everyone te stand up id move around, For functions such as greetings and \Wroductions, students should be standing up, since this is ‘OW wo greet people in real life. Switch pairs lave students do a pairwork activity, then have then hange partners. Students then ask about the previous @rtne's answers. This doubles the practice. in structural 2m, it also means that studants do two proccs ot pared tivity. In the fist activity, students talkin the irst and cond persons (V7hat do you do? I'm stil at college.) In the Lbsequent activity, they have to shift to talking in the thicl ‘er80n (What does she do? She's siil at cofege.) Surprise pairs ‘tudents prepare their role-play with one pariner and you et them to actif out with someone else at the last minute. IGQUHISE OD AUIGS THTOGUGUONT 9 Preparation from the Practice Book There are many gap-fil dialogs in tne Practice Book. Lower levels can complote tose oxercisos in class frst and use. thom as a basis for role-play, 10 Mode! dialogs I'you're not sure that your class is ready to do any of the activities above, have a test run with a good student ane yourself, using appropriate language from the rmodei dialog, Role-play is @ fluency exercise so the teacher shoulda't interrupt too often while the students are speaking, Make a mental or waitten note of mistakes and conect them afterwards if you feel they interfered with comrnunication or were bad habits. Get students to participate in correction and try and find the mistakes therse\ves. Discussion Discussion can be done in smal groups of with the clacs as a whole. The advantage of working in small groups is that shyor students are less hibited and more pecpie get talking time. The advantage of working with the class as a whole is that the discussions are often livelier. Discussion wil inevitably be limited at lower levels, soit is better to stick to subjects that are quite closely linked to the topic of the unit ‘As discussion is also a fluency activity, correction should be limited, itis better not to interrpt students while they are speaking, unless they ere totally incomprehensible and nobody understands. Make a mental or wiiten rote of major of frequent mistakes and correct after the discussion is over Symbols: @y = Listening meterial found on the Ciass CD / Cassette. The numbers indicate the track numbers on either Ctass CD 1 or 2 5fBq_ = Listening material found on the Class CO / Cassette and also on the Student CD found at the back of every Siucent Book. The numbers indicate the track on either Class CD 1 or 2. The Transcripts for these recordings are also in the back of the Studant Book. GAR = Aatvties o be done in pais Extension and Extension + = Optional extension ideas and activities which relate to the lesson. A plus sign (+) indicates activities which are more challenging,‘Whether you intend to use this course page by page or ui into it according to your class's needs, the introduction on pages 4 and 5 of the Student Book makes an ideal fr lesson, Not only does it familiarize students with some of the places and cnaracters met regularly throughout the course, but it algo gives you and your siudents an opportunity to get to know each other. \f possible, try and keep all eyes on one book by propping it up against something and having the studiants centered areund it [BM ccosraphical questions 1 Ponto oils and ask: What city ts ths? What county is itin? What natonaty are the peoote? Vinat language do they speak? Write up on the board names of countries, nationalities, and the languages spoken: USA. American English France. French French oreat Britain British English Peru Peruvian Spanish .. '= Point out that 2 lot of nationalities end in -an, -ian, or -ish but there are exceptions, e.g. French @ Ask: Which counties speak English? Depending on the level of your class, move on to questions about climate, food, tourism ... Don't ask questions about students’ own experience at this point. = Then get the class to repeat in chorus the names of the cities on the map and their countries, paying attention to stress on difficult words such 2s Seaitie, San Francisco, Los Angoles, ete. = Ask students to add ther own town or city to the map. = Ask each student to prepare a list of five cities that are. not on the map. While they are preparing thelr Ests, write Drompts for the questions on the baarc country? nationality? continent? language? = in pars. Students took at the prompts and take turns to ask each other questions sbout the cities they have chosen. WWOUUMU IY Like GVUUloS | cost? ons about main characters 1 Ask the class to repeat in chorus the names of the main characters, their tiles and the names of their companies. 15 ASk students to draw another box in their books and Under it, write their name, job title ané company. You could ‘even ask them to stick a portrait photo in the empty box! Ask students to introduce themselves briefly to the rest of the class. (If the class is too big, spilt into groups.) 18 Mingling game: Write the names of as mary main characters from the book as you have students on piaces of paper. Then stick one name on each student's beck without telling them who itis. Students mingle and ask each other Questions io find out the new identity: Am / American? What co | 40? Where co I work? They're not alowed to ask the name, of course. You can mingle with them, changing the papers as they discover their identiy. Personal questions (Try to note or remember some of the students’ personal experiences — you'll be able to draw on them for future: lessons.) = Class as a whole. Ask individual students: Have you visited the U.S.A.? Where did you go? What did you like? What did you find aifferent from your country? I none of your class has visited the U.S.A., ask: What cauntries have ‘you been to? and ask the above questions about the ‘countries they know. The diffculty of the questione will depend on the level of your group. Get students to ask you ‘questions, too, 18 Finally, find out who doas business abroad, who speaks English in their job and what for, who entertains English speaking (native or non-native) visitors, who uses the phone in English, etc. This information will helo you in the following units to make warm-up, role-play end discussion activities appropriate and realistic.erin 1 laxi! Communication Grammar areas Culture File Recordings on Personal conversation, | present sinple | Tips Class CD 1, Tracks taxis Class Cassette |, Side A NY warm-up fm Stucianis read the conversation silently, then in pairs. 1 Ask studertts (or explain): Wal is an American word for tax? Answer cab Why do people take taxis? Elict Because they're late, To go to the airport. Because its aning. Its fate at right... Write these reasons up on the soard: ote Vacation Aeavy higgage 1 Students work in small groups. Organize a short survey. Bive students trio minutes to put the reasons for taking axis in oder of importance. Students use their dictionaries o find words they don’t know. Each group gives its insners. Discuss together. Focus on business tnps. Ask: hy do business poopie tako taxis? Elicit: To go to or come ‘om the airport. To go to ther hotel... 1 Ask students if they take taxis themselves, how often end vy. Ask: What are taxts lke in your country / clty? What ‘olor are they? Are they expensive? Are the drivers inendly? 30 you talk to the driver? Do you tip? Explain tio: give extra noney attor you've paid, Security Business trips Rain 1 Ask students to turn to page 7 in their books and to look t the photos. Ask: Who is the man on the left? Do you hink he’s on business or on vacation? What do you think of tanta? Is it big or smal? (s it modern? J Listening 1.02 By | Ask students to read the introduction, but to cover the conversation. Play the conversation. Ask some omprehension questions: /s lan King on vacation? (No, he’s Atlanta on business.) Where's ne fram? (He's trom ngland)) V/nere's he staying in Atlanta? (the Sheraton ‘entury Contor) How many Sheratons are there in Atlanta? hhree) Does the cab driver know England? (Yes, he’s been > London.) ... Students may ask you to play the recording ain, Students read the conversation silently, then in pairs. ] Listening 103 &% Play the conversation once. Then, ask students to 'tertupt and say Stop when they near: 1) the name of a tet 2) the price of the taxi rida; 3) the number of dolars vat lan gives the cab driver. Play the recording again. fudents should say Stop after Sheraton Century Center, 16.80, and five dofer bil. Ask: What mistake did en Kirg ‘ake? (He gave the driver a five collar bill instead of a venty,| How much aid he give for a tio? ($3.20) 2 Ask students to identify all examples, in both conversations, of the vorb be. They can do this with a neighbor. See Grammer Files 2 and 8 for the present and pest of the verb be. 1 Play both recordings again tor choral repetition. Check intonation and sirass: Where to? There are three Sheratons here in Atianta. Winchester. Do you know it? ... Practice Book Do Exercises 1 to 3 in class or give as homework, Bo aucstion 1 | Pairwork GR With their partner, students take tums to be the cab driver and a passenger, using the questions provided. They invent new answers, oF give answers about thamseive By cuestion 2 | matching exercise ‘a If you have any American money, bring it to class and pass it around. 1 Students work alone to match the coins to the correct, amounts, and then compare answers. Correct together and ‘explain:‘a dolar = 100 cents, a penny = 1 cent, a nickel = & conte, a dime = 10 cents, a quarter = 25 cents. Culture File 1 Tips ‘Students read the information in the Cultwe File silently. Answer any vocabulary questions, using Vocanuiary File 1 and dictionaries. Ask students to compare how much they tip for theso services in their country. Many students will be surprised at 20% tips! Ask students how many bils and coins there are in their country. Practice Book Exercice 4 includes the vocabulary in the Culture Fie. Do in class or give as homework. a Question 3 | Pairwork em ‘Students work in pairs. They ask each other questions ‘about tipping and check the box for their partre:. They then compere answers.gfe 2 Introductions exten Communication | Grommar areas 2, was / were Recordings on Class GD 1, Tracks 4-6 Class Cassette 1, Sicke A m Fave everyone stand up. Choose a student, shake hands and say: Good moming. My name's ... They reply in the same way. Gat everyone 10 move around the classroom doing this for about a minute. Vary your greetings to include Hil and Hello! encouraging your students to use the sarne greeting as you. = Repeat the activity with How do you do? Reply: How do {you do? or Fine, thanks. And you? as you mingle. 1 Point out that you usually only shake hands with people when you meet them for the first time or haven't saen them for a jong time, and, depending on the nationality of your class, mention that it is not usual to kiss people you know! > Repeat the activity once more with it's nice to meet you. Reply: It's nice to meet you, too. Students sit down, Write up these greetings in the form of a conversation on the board, BB tistening 1.04 By '@ Ask students to turn to page 8 in their books and 10 cover the conversation. Play the recorcing once. Ask: Who do you think Michael Robertson 's speaking to? (Ms. Adams" secretary / PA) Why is he there? (Ha has an appointment ‘with Ms. Adame.) is it 10:15? (No, ite later) What's the secretary asking him to do? {to follow her} = Students read the conversation silently, then in pais, | Answer any vocabulary or grammar questions, Play the racorcing again for choral repetition to chook intonation and stress: Excuse me. How can | help you? Will ou follow me, please? . Listening 105 ‘= Stucients read the conversation. Play the recording once. Play the recorcing again, stopping each time Michael! Robertson is due to speak. Ask students to say his part in chorus Answer any vocabulary or grammar questions. Point out the Use of How + be to ask for a description of things. The answer is usually an adjoctive. Seo Grammar File 12. BEY Listening '™ Students cover the conversation, Play the recording twice. Then read the conversation to your students making ‘mistakes.’ Let them interrupt and correct you. For example, read: our American representative; is the Sales Manager; at BotaCom; in Vancouver; first trip to Los Angeles." 106 3 = Students read sientl, then in threes, taking a role each, 8 Answer any vocabulary or grammar questions. Play the recording once more for choral repetition to ‘check intonation and stress. Point out that elttough they don't have to learn names, it's useful to practice pronouncing typical Engjish-sounding ones Ike Michael Robertson, Dave Scoit, etc. a Question 1 | Matching exercise Students work alone to match the greetings with the responses. Correct together. This question shows that the ‘general rue is to use the same greeting wien you reply. [Hl cucstion 2 | Patrwork Fe ‘This reviews the warm-up activity, but enables you to go fro pair to pair, istening in for intonation and stress. Have students stand up to make this more realistic. Students can reler to Vocabulary File 6 for more expressions. Gg Questions 3 and 4| ‘lee breakers’ '= Tell students to highight the expressions in their books. Thoy should highlight ‘ice breakers,’ not greetings, Answers: How was the trip? How was the trafic rom the airport? Is this your frst trip to Chicago? 18 Stusients then read the Ist of questions in Question 4 and think of other ice-breaking questions, 0.9. How was the weather in Amsterdam? | Cutture File 2 Names Students read the Culture Fie sitently, Ask: Do English speakers mostly usa frst or last nemes? I you want someone to cal you by your first name, how do you introduce yourself? What does "Ms. mean? Practice Book Do Exercises 1 to 4 in oles or give as homeworkee DO ee ce ‘ommunication Grammar areas faking appointments; ales present continuous future can = future | [emer Start the lesson by opening your Gesk calendar or diary d saying: Tomorrow, | have an appointment with Mr ‘Ask students to get out their date book or a calendar and the same. Alternatively, they mignt make their own aginary lst on a piece of paper, thus creating an formation gap’ that could be explores in pairs. | Listening ie key language in blue is needed for Question 1.) ‘Ask students to tum to page 9 in their books and to ver the conversation. Ask students to listen for the swers to the following questions: What doss Jufio origon vant to do? When will she be in LA? When are 2y going to meet? Play the recording once and ask the ‘estions again. tewors: To meet Ryan Thomas; next week; 12:30.0n panesday the 15th. Studente read the conversation silently. Answer any ammar of vocabulary questions. Rafer to Grammar Fils 16 “the use of can in requests and future appointments. eck that everyone understands that the present infnuous can be used for future arrangements. See ‘ammer File 7. Play the recording again, stopping for choral repetition. actice Book ncn ercises 1 and 4 can be used to prepare Question 1, oF sen as homework | J auestion i | Pairwork GR dents work in pairs and follow the instructions for ‘aking new conversations. Ask students to use their own ‘anes to make their conversations. J auestion 2 | Look at the calendar Class as a whole. Write the examples from the book up V the board: Time, dates _ Practice Book | Recordings on Glass CD 1, Tracks 7-10 iass Cassette 1, Side A Student CD (optional), Tracks 2-4 Tenuary's the first month of the year, Ts (cold / hot / wet / cry) in my co ry You wil probably have to halp with the words second, third, fourth, cto, so write thom up on the boars under frst. Ask students to repeat the sentences in chorus to check intonation of the year and stress: February's the second me 2 can be Gone in class to provide help with ‘or gen as homework. | Exerc ‘orcinal numbers 107 &% — FEI ouestion 3 | Listening 1.00-1.10 BAe '& Students look at the table in thei: books. The activity requires them only to complete the table with the day, date ‘and time, so they shouldn't try and understand everything they hear. Play the conversations twice if necessary, Students fil in tne tabla as thoy listen, and compare answers afterwards with @ neighbor. 1 They could then correot their answers in class using the ‘Transcript at the back of the book, or correct them independently for homework using their Student CD, ‘Culturo‘File 3 Time, dates a= Ask students to read the information about time. Ask i they use the 12- or 24-hour clock in their country = For further practce of the time, dictate some times to your class and ask them to write them down in ckgital form, For example, you say: threo thirty, Students should \wite ether 15:80 or 3:30 p.m. Continue with other times. ts A3k studenis to read the information about dates. Do the sama exercise as above. Say, for example: October fiteenth, 2005, Students should waite 10/15/05. Continue with other dates. Practice Book Exercise 3 provides furths class or give 2s hoy Ty cucstion 4 | Painwork (ae) Students work in pairs to ask and answer questions about Gates. You can give examples to start the activity: My birthday’s on February 23rd. The national holiday in the USA. is July 4thWg gad 4 Arrangements exsmesemeeeene ny Communication Grammar areas Culture File Recordings on Future plans: timetables | going to luture: Call phones Class CO 1, Track 11 limetable future Class Cassette 1, Side A HQ wemup @ Ask siucents which tense was used in Unit 3 for future arrangements. Explain that gong (0 + the verb can also be Used and that there is really very litle difference. Say: Next week I'm flying to Tokyo. Then say: Next week I'm going to fly to Tokyo. Explain that both are fine = Add: J arive in Tokyo at 10:00 2.1m. Explain to your class that you can use the present simpie in this case because this is your timetable, and also, the plane always arrives at 10:00 a.m. It's a regular action for the plane! Ey Listening un & (The key language in blue is nesded for Question 1.) «4 Ask students to turn to page 10 in their books and to look at the itinerary. Tell the class that you want them to listen to the conversation and find the line in the itinerary that Jessica and Dave are talking about '= Conversetion covered, play the recording once, Students should tell you that Jessica and Dave are talking about Thursday. '@ Students read the conversation silently 1 Ask students to identity the three examples of going to and the three examples of the present simple, used for future arrangements. Refer to Grammar Files 7 and 10 if further help is needed. 1 Ply tho rong ence mare, stoning for choral ‘epeition to cheek rtonaton and sess EG cuestion 1 | Pairwork =e Students use the intron onthe tinerary to meke more conversations. As students viork through the days, they should become less dependent on the conversation. BD crestion 2 | pairwork ioe) ‘= Follow the instructions. Studonts work in pas and use the itinorary. = Students repeat the days of the week in chorus attar you, Check intonation and stress: Monday, Iuesday, Wednesday, ‘Thursday, Fooay, Saturday, Sunday. '= Point out thot we use capital lellers for days and months, and that we use the preposition an hefare cays. it might be useful {0 write up a summary of prepositions seen in Units and 4 on the board: At 12:30 In January On Thursdey In Seoul On the 15th — On December 17th Ty awestion s | discuss ‘Ask students to read the questions silenily fst. Discussion ‘can then be carried out in small groups or by the class as awhole, El ceestion 4 | communication Activity 4 Students work in pairs. Each partner turns to their role, cither Actvity A oF N, at the back of the poox Students ask and answer the questions and complete the itinerary. When they have finished, they should chook their enewers together. For fluency, ask your students to repeat the questions and answers. = While students are working together, walk around the classroom listening in to inckvidual pairs. '= Answers to this activity can be found on page 76. Culture File 4 Coll phones ‘Ask students to read the File. Find out how many of your students havea cell phone, Ask them to ciscuss with a ‘neighbor how often they use them, ang if they use them for Dusinass or social reasons. Practice Book Do Exercises 1 to 9 in class or give 2s homewore— ees O VVNal GO YOU Co? — hil ommunication Grammar areas ‘esctibing jobs; ersonal details, present simple was / were (born) [ warm-up Sta the lesson by asking the ille quston: What do you ? Studonts usualy know what thir own jb isn Engh 3 should volinier answers suchas: ma secretary. ‘les representative. Unemployed stuconts or college dents feply: im a sludent. your cass Is young, you can k: What does your mother / father do? Point out the use of a / an beiore jobs in English. Say: vateacher. She's a student. He's an accountant Presieach was / were born. Tell students where you were in, e.g. | was bom in Glasgow. Then ask individ.iat dents: Where were you born? and elt answers. I Listening 142 & ye language in blue is needed for Question 1.) Ask students to turn to page 11 In their books and to ver the conversation. Play the recording once. Don't ask ‘eotions, Ask students to st in pairs. One person in each pair must 2k at the conversation while you play the recording again. ve other listens only. The first pereon then asks thoir utner the following comprehension questions. Check lestions and answers together afterwards: Where was ‘chael born? (Montreal) What's the name of the company? IphaCom) What does Michee! do? (He's in charge of ttchasing computer hardware.) /Vhat does Jessica Adams ¥? (She owns the company.) ‘Check that everyone used the auxiliary does correctly. s2 Grammar File 7 to explain the use of the present simple this unit, Students read the conversation silently. Play the recording again for choral repotition to chock: oration and stress: What exacly do you co at ohaCom? .. Sure. Go ated... She owns the company J cvestion 1 > sing Ime facts about themsoves, students replace the ord in biue with information about themselves. They then’ aclice their nev conversations with a partner. Pairwork ‘actice Book (er0i8e 1 provides practice lor Que ve as homework, | Culture Fit Difficult questions lide | Recordings on Ciass OD 1, Track 12 Bie Cassette 1, Side A | BA cwestion 2 | Pairwork Students workin pare, Thoy atk and answer questions about te organization chart, You may want to do tho bwerise tt wth a stronger student to prove a modo. B Question 3 | Communication Activity Students work with a partner. Each student turns to either Ativity B or Actwvity O. They take tums to ask their partner ‘questions to complete the information in the book. Culture File 5 Difficult questions = Ask your class to read the Culture File slently. They should discuss with a neighbor if any of the questions are: considered acceptable in their country. = You could also ack if all tho questions in the Conversation about where you were born and brought Up, where you live and what you do, are completely acceptable in their culture. Ty cuestion 4 | questionnaire 12 Join in ths activity to got it started. Students mors ‘round the ciassroom asking the questions in the book and ‘making potes about three other people. {= Ask individual students to report back to the rest of the lass and give information about various members of the class, e.g. Carlos was born in Fo, but he was brought up in ‘Sao Paulo. He's a computer games tester ana he works for Nintendo ... Practice Book Do Exercises 2 to 4 in class or give as homework Extension + Quiz Prepare a Famous People quiz. Find photos of famous people from TV magazines, popular newspapers ... (f nat write names on cards) Divide your cass into two teams, Give Team A a picture. They show the picture to Team B ‘and ask questions: Where was he / she bom? (the count is enough) What nationality ‘s he / she? What does he she do? Team 8 gets a point for each correct answer W they don't know the answer, Team A gets the point, but they must know the answer themselv t again wt Team B,Se TES CMV: SE eee [ Communication Grammer areas | Culture Fite [ Recoraings on = Buying things: Could | (have) ..?: Prices, tax (Class CD 1, Tracks 13-17 = polite ressonse; ‘Will there be ...? Class Cassette 1, Side A Student CD joptionel), Tracks 5-2 10 (have) FG vamup ‘a Ask students to turn to page 12 in their books and to look at the title and the photo. Ask: What do you think a convenience store is? (There may be no equivalent in some countries. A superrmartt that sells everything and stays ‘open lata is a close answer) Ask What can you buy? Eligit store tems they already know or let them use dictionaries. Write the words up on the boerd, getting the Class to repeat each item in chorus to practice pronauncing these new words: magazines, candy, coffee 2 Explain the use of tho pnrases: Could Ihave be. Wil that be all...? have... without going yrammatioal dotat. Expiain that they are used in stores when requesting, choosing and paying, Give examples of ach, You con refer to Grammer Files 10 and 16. Gg Listening | 113 8 (The language in blue ie nesded for Question 2.) 2 That'h ‘= Students cover the conversation. Play the recording once. Ask: Wht did the cusiomer buy? (Newsweek magazine, a box of tiscues, {wo packs of gum) How much is ‘Newsweek’ magazine? ($5.95) How many packs of gum di he want? (two) What kind of gum did he buy? (eugarloss) 18 Play the recording again and ask students to note: how much Fe had to pay ($12. 18), which bill he gave (620), and what his change was ($7.82). You may have to play that part of the recording two or three times! Correct together. = Students read the conversation silently, then in pairs, 1 Answer any questions about grammar or vocabulary. Play the recorcing once. Ask students to repeat Michaels role in chorus after the recording to check intonation anc stress. g@ Question 1 | Listening 112-117 BO ‘w Students are required to fisten and circle the correct size word for each item and to write the prices with tax. Toll them to write the answers in their books as they listen, uw They correct their ansivors with a neighbor and check their anawers using their Student CD and / or Transcript at the back of the book. Answers: Toothorusn ~ soft, $3.15, chocolate ~ small $1.02; fim ~ 40 exposure, $8.50; batteries ~ AMA, $43. For homework, siudonts could listen again to Tracks, 6 and 7 on their Student CD and find out how much the ‘chooolate and fim are before tax. Practice Book =xercises 1 10 4 provide prepal dlass or give as homewors EEX ovestion 2 | Pairwork oR Students work in pars to make conversations. They use the items in Question 1 and replace the words in blue in the ‘conversation with the information in Question 1. Culture Filo 6 Prices, tax Students read the Culture File silently. Ask them to identity ‘and undetlixe al worcis concerned with money, tax, buying ‘and paying. They should check any new words in. Vocabulary File 1 or in dictionaries. (Tax will be discussed 'n the following question.) Th aucstions | discuss ‘@ Students should read ali the questions about stores silently first, thon discuss each one with other students in ‘smal: groups. If you are teaching a mixed nationality class, put students from different countries in each group. 12 Ask individual studonts to report answers back to the rest of the class. Extension Further discussion ‘Ask students for the naras of convenience stor wuivatent, it their country, If there isn't en equivalent, a whorecommunication Grammar areas hocking in; Rotel Wit ..2; waites; paying by card | Would you ix | | warm-up ee You evr stey hota? On business? On vaca wong do you stay? How do you pay? lass 10 the hotel topics in this unit. Ask: It your students don't use hotels themselves, ask: Do you ierve hots! rooms for your boss? What kind of hotels es he oF she usualy Stay in? eto. Talk about Consuela. (Ask students {o find her in the: “eduction to the book and te tall you whore she's from what she does.) ‘Ask students to turn to pege 13 in their books and to ‘kat the photo. Ack them what Consuela is doing. Ask 10 is the other person in the photo? Wat's his job? 's the Froni Desk Clerk 110 By | Listening Students read the intraduction Play recording 1.18 once. Students read Conversation A. ile lstening. Explain any vocabulary students don't know, an't go into too much deta, as Unit 8 covers all hotel ormation terms.) Ask: What does Consuela want? (She ants ‘@ room.) How fong doss sho want to stay? (four sts) What kind of room does she want? (a single) Mow is 2 paying? (credit card) What is she filing in? (a guest sistration card) ] Listening 119 & Studont read the conversation and listen to recoring 19. Tey answer for Consuela chorus. Check intonation stress: Do you have any vacancia? A sina. For four its. MasterCard. J cuestion 1 | Communication activity ludents work in paits and turn to Activitias © or P in the Yoks, They should reag through the whole activity silently 3t, They then interview each other and write their partner's 'swers on the guest registration card in their books. For ‘ency, you may like to ask your students to repeat the tivity without watng. i ie) oe ee ree (ae | Recordings on "| Gass CD | Glass Cassatt 1, Side A 120 Hy & Question 2 | Listening 12 Conversation covered, play the recording and ask the questions in the book Answers: a Her creat card, her room key fand her room charge card}; b the seventh floor; ¢ room 743; dat two-thirty 1 You can add other questions, 6.4. What does the Clerk ‘23k her to do? (to sign the room charge card) Where can she use her room chazge cara? (in the restaurant of lobby shops) 8 Students read Comversation B silently, then in pars. Go from pair to pair checking intonation and stress: Could you sign it hero? Thank you. It's ust across the lobby, Culture File 7 Credit cards ‘Ask students to read the Culture File silently to help prepare for the following question. BB cuestion 3 | discuss First, ask students to look at the photo of the credit anc ‘debit cards. Which ones do they know or have? Ask them to show you their credit and debit carcs. (But don't allow them to ceveal their numbers.) Show yours. Camy out a discussion together or in small groups. a a Practice Book Do Exercises 1 to 4 in class oF gve as homework.7 QE 8 Hotel information rmal and informal ‘eetings and troduetions present continuous: future continuous | Warm-up ‘gk students to turn to page 15 in thair books, but to sp the conversation covered, Talk about the people in the sto. Students can use the introduction to the book for Srmation about Jessica and Michael. Ask: Who's the: ‘man? or Do you remember the woman's name? «< Where are they? Havo they met before? Review greetings and introductions from Unit 2. Ask idents to think of expressions used when you greet ple, introduce yourself, or introduce two other people. ite these expressions up on the board. Students can refer Vocabulary File 6 for expressions. | Listening ve phrases in blue are for Question 1.) 124 Be Conversation stil covered. Ask students to listen for sreasions they already krovr. Start the recarding. Each te they recognize an expression, they say Stop. Check oft + expression cn the board and the class repeats it in chorus. Pray the whole of Conversation A again and ask some. prehension questions: What does Josh do? Where's shaol from? How long is Michal staying? Does Micha! » the States? | Listening 1.25 &% ‘Students should read the introduction first to establish + informal situation. Proceed as for Conversation A. Then. & Who are they talking about? Who do you think Jodie “Where is Jodie tiving? What's the weather like in Yeago? Is it diferent in Toronto? ‘Ask students to read both conversations silently. In groups of three, then in pairs, students read snversations A and B. Go around checking intonation: 2y0u to mest .. It was good masting you... etc. Reassure students thot the future continuous tonse in ial context is very similar to the present continuous or ing to, Don’t attempt to give a more grammatical planation. See Grammar File 10. actice Book ercises 2 and 3 cover the main grammar points, De in 18S Or give as hamenork. [eras on Class CD 1, Tacks 24-25 Chass Cassette 1, Side A BEY ouestion 1 | Kay expressions ‘@ Students do this question alone or in smat groups. You may lice to have one group working drectly on, and adding to, the expressions on the board. This group then becomes Teacher’ and organizes feadoack m Students repeat each expression after you, in chorus. Practice Book Exercise 1 can be usec! as preparation tor Quest given ae homework. Ey cuestion 2 | Role-play Get your class to do this activity standing up and mingting; introduetions are usually done standing up in real life. Have fa test-run first with yourself and two good students Culture File 9 Greetings ‘Students read the Culture Fie siertly. This information will prepare them for the following question, Check that they understand all the vocabulary for different forms of greetings. [Bl auestion 9 | discuss ‘& Organize students in small groups. Go from group to ‘groud, promoting when necessary: Co you shake hands in your country? Are first names used? 1 In mixed nationality classes, ask students to cemonstrate how they greet people. ee Extension Further practice Write Recaption, Elevator and Olice on thres large cards and stick them up in diferent parts of the class Have Reception nearest the door: Cheose one recoptionist. Then ask Pail the Class to leave the room and be the visitor Students come in ane by one. introduce themselves (Unit 2), ack to speak to a student stil in the class. who comes: to meet tham, taxes them uo in the elevator and tnen Into the office. All the tine, they haye to keep moving and making polite conversation, (IF you class is very big. you ean have two or three: ‘receptionisis’ with two or tise conversations going on at thSees 9 Meeting People Gasset ay ail communication Grammar areas, Recortlings on present continuous: future continuous Srmal and informal ‘eetings and troduetions | Warm-up ‘4x students to turn to page 15 in their books, but to ap the conversation covered, Tak about the people in the sto. Students can use the introduction to the book for Srmation about Jessica and Michael. Ask: Who's the: ‘man? or Do you remember the woman's name? «< Where are they? Havo they met before? Review greatings and introductions from Unit 2. Ack idents to think of expressions used when you greet ple, introduce yourself, or introduce two other people. ite these expressions up on the board Students can refer Vocabulary File 6 for expressions. | Listening 124 & ie phrases in blue are for Question 1.) Conversation stil covered. Ask students to listen for sressions they already know. Start the recording. Each fe they recognize an expression, they say Stop. Check of + expression on the board and the class repeats it in chorus, Pay the wale of Conversation A again and ask some. mprehension questions: What does Josh do? Where's shael from? How long is Michaa) staying? Does Michaet ihe States? | Listening 125 &% ‘Students should read the introduction first to establish > informal situation. Proceed as for Gonversation A. Then ‘«< Who are they talking about? Who do you think Jodie “Where is Joaie living? What's the weather like in cago? Is it different in Toronto? ‘Ask sludents to read both conversations silently. In groups of three, then in pairs, students read inversations A and B, Go around checking intonation: you to mest... It was good meeting you .. ete Reassure students that the future continuous tense in 2 cial context i very similar to the present continuous or ing to. Don’t attempt to give a more Grammatical planation. See Grammar Fle 10. actice Book ‘ercises 2 and 3 caver the main grammar points, Do in 18S oF give as hor Glass 80 4, Track Class Cassette 1, Side A BEY oucetion 4 | Kay oxpressions ‘Students do this question atone or in smat groups. You may lice to have one group working directly on, and adding to, the expressions on the hoard. This group then becomes "Teacher' and organizes feedoack m Students repeat each expression after you, in chorus Practice Book Exoraise 1 can be usstl as preparation for Question 2, oF given ae homework. [El cuestion 2 | Role-play Get your class 16 do this actly standing up and mingling ‘auoductone are usualy cone standing up in real fe. Have 2 testrun fret with youre and two good students Culture File 9 Greetings ‘Students read the Gutture File siectly. This information will prepare them for the following question, Check that they understand all the vacabulary for differant forms of greetings. [Bl auestion 9 | discuss ‘= Organize students in smell groups. Co from group to ‘grou0, promoting when necessary: Co you shake hands in your country? Are first names used? 1m In mixed nationality classes, ask students to demonstrate how they greet people. EES Se Extension Further practice Write Reception, Elevator and Oitice on ihres large cards and stick them up in differant parts of the class Have ception nearest the door. Choose one receptionist. Than Class to leave the toom and be the vitor ‘oduce themselves (Unit 2), aok 16 speak to 2 student stil in the class. who comes to meet thom, taices tham uo in the éievator and tnen into the office. All the tine, they have to keep moving and : ‘corwersation, (IF your olasa is very big. you Jan have two or three: ‘raceptionisis’ with two or tise conversations going on att me){EPs 10 Slarting Conversations exe [ Communication Grammar areas Culture File Recordings on : _ | Conversation sirategies; | present perfect vs. Slarting conversations | Class CD 1, Track 26 =| exchanging iniormation | past simple, Class Casselte 1, Side A ‘How / How tong? Student CD {optional Track 11 | Warm-up Practice Book Tol students alii quite norman Nort America ano | Mri at 1 S au te a Great Britain to start conversations by asking quastions Wee aie {This is not the case in all cutures,) romeo 4 Ask students to tell you al the question words they know and write them up on the beard. Make sure they include: : Where?, How long?, When?, How?. What?, Why? @ Question 2 | Pairwork Check everyone understands ther use. ‘Students work in pairs. Each choose one person from the '§ Write three questions on the board to show the question _Photcgraphs in their books. Students then work alone. Each form: question word, auxiliary, subject, verb. partner invents facts about their person, The facts must correspond to the ansnvers in the table In tier book ~ where When did you! et here? the person is from, how long they've been here, whare How long have you been in Chicago? they're staying, when they got here, ete. Where do you. come from? Point out that prepositions usually go at the ond of Culture File 10 Starting conversations Questions. See Grammar Fl 12. Botore proceeding to Questions 3 and 4, you could ask ‘= Thoro are five tenses used in the questions in the table cn | Your students to read the Culture File. They can then adc page 16 in the Student's Book. Refer students to Grammar __| some new questions to the folowing activity. Files 7, 8, 9 and 10 and go through these together necessary. Note that for and since are used with the present : eae Perfect tense. Ago is used with tho pest simple. o Question 3 | Pairwork = i=: Weta sone prota pion the bos: '= Students now proceed to interview each other about the ; ‘people in the photographs. Go from pai to pair checking staying = Whereare ..? When ... arrive? that they are using the correct question forms. Why. you...here? How long..? come been = You could ask one pair to do tho activity in frent of the Stand in the middle af the classroom and say: 'm a visitor rest'ol the-clgss, from England. Start a conversation wih me, using the words from the board. Eicit questions pointing at words on i aw the board to help. Don't worry about mistakes, but answer Question 4 | Writing facts the questons correctiy Students work alone. They either invent a charactor or, alternatvaly, magne facts about a famous pecson. Students PB | Question 1 | Listening 1.26 By invent facts that are responses to the questions in the table and also posible answers to ‘ice-breaker’ questions. if they = Ask students to turn to page 16 in their books. Allow have read the Culture File. them wo minutes to read through the questions and answers in the table at the top of the page. Question 5 | Groupwork ‘= Play the recorcing once while students check the Questions tney near. Ask them to compare answers with @ ‘Students should do this activity without using their books. neighbor. They could than cores thei answers in class, Circulata around the class with your students, Isiening in for using the Tranecrict at the back of the book, or correct intonation ang correct question forms. I you hear the same them independently for homework, using ther Student CD. mistakes t00 often, go Dack over some of the grammar points which came up during the Warm-up. 1 Play the recording once agein, stooping after each of the uestions for choral repotition. Check intonation and stress. How long have you been here? How long will you be staying? What are you hare for?—————— ee pt A Tes le aurant meal ee ‘ommunication | Grammar areas Culture File | Recordings on | ndering a | want / Fi have ...: Lureh| } Glass CD 1, Track 27 ating out present simple routines | class Cassette 1, Side A | aS eee = | = | werm-up EE cucstion 1 | Pairwort 2 Ask students to look at the photo in thai books on page m In pairs. Students use tho menu inthe book to role-piay 0 Ask: Where is Jute? (She's in a restaurant / cafeteria, Jat fs she doing? (She's having lunch) Then, get your idonts to brainstorm all the restaurant vocabulary they aw with the person sitting nex! to them: tables, chairs, ves, forks, glasses, etc. Close books. Draw @ menu on the board with plenty of space to write 2ach category: petizers: Explain that entrée is the main dish in the U.S.A. and that Sreat Britain, people say starter for appetizer and main fh for enivée. ‘sk your olass what they had for lunch (loday oe sterday). Start by writing up what you had for lunch, cose obvious items, e.g. Appetizer: mushroom soup, trée: chicken with French fries, Dessert: apple pie th i¢e cream Wirte up students’ answers. Stop when the smu has four or five items in each category. Students open their books and look at the monu. Ask: Ie ‘ery aitferent from ours? 1a & Students cover the conversation, Play the reccrding once twice, if necessary. Elicit Julie's meal, asking: Why dfgn’t 2 have vegelable soup? (There was none left.) What dia 2 have instead? (Thai fish cakes) Did she have chicken? 3, there was none left.) What did she order for dessert? ay Lime Pie) What sort of bottled water did she ask for? ‘arkling) | Listening ‘Studionts read the conversation silently, then in pairs. Answer any other questions about grammar or sabulary. Ask studonts to tell you all the examples they 2 of the present simple. Refer to Grammar Files 2 and 7. Mind students about the use of /'l have or (i take when {ering in a restaurant or choosing in a store (Grammar 210) Pay the recording ance more for choral repetition: Oo 1 have a manu? I'l go for the specials. I'l have vegetable ‘Wa. Sounds good ... Do you want to order a desset? weiter and customer. Ask them to ask tor items that are crossed oul, too. They should change roles and partners and gradually become less dependent on the book: = You may like to ask one pair to come up and act out their role-play in front of the rest of the class. EEX cuestion 2 | sorting exorcise Studonts shouls do this question alone, then chock their answers with a neighbor. Answer any vocabulary questions, Refer students to Vocebulary File 4. Answers: AA or &; &; E: A or E: EA or E; E; D; AD; D. Cana ore See mann Stat athe Cea Ff bimatonn.| Caen) a ie nti aor wirton | Ld ceestion 3 | Painwork Pe 1m Allow students time to read through the questions in the questionnaire about meals. In pairs, students take turns asking the'r pariner the questions while writing the rep! the spaces on the questionnaire = You could ask one or two students to report back to the rest of the class. Pe Lh cucstion 4 | Pairwork ‘Students change partners. Go from pair to pair and ‘participate in the discussions. Decide whose lunch you ‘ prefer. If some students have litle or no lunch, ask what they have for dinner. Extension Groupwork Students pian a lunch as a Class which m tastiest menu in small groups. wis the healthiesi, cheapest, hen deci Practice Book Do Exercises 1 tGlee 12 Flight UA755 coment Communication Checking Grammar areas in al an airport Bo / Did questions: should / shouldn't | Boo (The noxt four units concer airports and flying.) 1 Tell students that they're going to learn how to check in at an airport. In small groups. Give them two minutes to. brainstorm all the English words they already know ‘concerning arports and chock in. w While students brainstorm, write these words on the board: Destinations: Documents: Flight #s: Seating! Gates: Desks: 1 Aitor the two minutes are up, got each group fo volunteor their words. Then, ask them to look at the lst on the board and check thal they know these words too. They can use Vocabulary Fie 2 and dictionaries for new vocabulary. Ask students to tall you what you do from arriving at an airport to leaving the check-in desk. Using questions, elit You go to the check-in desk. You show your ticket. You put ‘your baggage on the conveyor. Practice Book Exercise 3 gives further practice of fight vocabulary. Oo in class or give as homework, Eh Listening (The sentences in blue are for Question 2.) 128 Gy @ Ask Students to turn to page 18 in their books. Conversation covered. Students read the introduction. Ask: Where is Jeif Kramer? Where's he going? What's he doing? = Ask students to look at the words on the board and listan for the information, = Play the recording and elicit the flight information from individual students. = Ask students to read the conversation silently, '@ Answer any grammar and vocabulary questions, Students ‘should note the use of the short answer after the closed questions about packing the baggage. = Students read the conversation in pairs. Go from pair to ppair listening in for stiess and intonation: Do you have any baggage to check Wir. Kramer? ... Extra legroom, it possible that's Blight U-A-7-6-6 to Deaver .. Culture File | Chock in Recordings on | Class OD 1, Track 28 Class Cassette 1, Side A FE auostion 1 | communication Activity | Students work in pairs using Communication Activites D and Q at the back of their books. They read trough al the ‘questions first, tnen Student 1 asks their partner the ‘questions about the missing information on the Departure Board, writing down the answers in ther books. Student 2 then asks their questions, @ You can ask two students to report the correct answers back to the rest of the class at the end of the activity. 1 Answers to this activity can be found on page 76. Culture File 12 Check-in ‘Students read Culture File 12 slentl. Ask it anyone has recent experience of gong through security checks at an airport, By auestion 2 | Pairwork ‘Students work in pas and substitute the information on the Departures Board in the Communication Activity for the biue ‘sontences in the conversation. Gradually encourage them to cover the text end use the Departures Board information only Pe By cucstiona | true / False questions ‘Ask your lass to read the Restrictec Articles Guidelines Answer any vocabulary questions. Students complote this ‘question alone. Explain that should and shoufdn’t are used for giving advice or meking recommendations, See Grammar File 15. Correct together, Answer a true; b true: ¢ false; di true. Practice Book Exercise 2 provides oxtra practice of Do in class or give as homework should houldn't Bh ouestion 4 | pairwork CR ‘Studdonts with little or no flying experience should ask Partners who are able to answer. FB auestion s | discuss GR ‘Students change partners and discuss these questions. At the end of the activity, find out how many students had “banned! articles. Practice Book Do Exercises 1 an / Did questions and ¢ to give further pr 273, oF giveSS | BSP SIRAMIEL LY Seer pee ee eT ommunication Grammar 2reas icing through a security | instructions heck: polite requests | Warm-up Roviow Unit 12 briefy as an introduction to this lesson, ki Who's at the airport? (Jell Kramer) Where's ne going? spen) What has he aveady cone? (ctieckad in) ‘Ask students to turn to page 19 in their 0ooks and to at the photos. Ack: Where do you think Jeit is now? rat's he doing? What are the people in uniform asiing him ao? ‘Ask: Why do you think Security is necessary? What sort things go ‘beep! when you walk through the scanner? ite these objects up on the board. ] Listening 1204.90 &y ‘Students cover the conversations. Ask your class to listen the five items they will hear talked about during the ‘curity checks in tha recordings. Play the recordings once. Students volunteer answers: ys, camera, briefcase, MP3 player, shoes. Play the recording ones more, J auestion + | discuss 4k students to discuss the answers in small groups or with neighbor. Correct together. aswers: To make sure they realy were electronic items. 18 was worried that the scanner wasn't film-safe and that Je would jose the pictures of her daughter's wedding, xcause Jeif had some keys in his packet. It might detect Wy metal object. ulture File 13 Security ‘udents can read the Culture File to prepare for uestion 2. J auestion 2 | Pairwork Pe Students read the survey about security. Answer any 2cabulary or grammer questions. Explain that the gerund is used whan Do you mind in srvey) and Would you mind (n conversation) are folowed 4 @verb. See Grammar File 17. Would you mind (opening 2ur bag)? is used for polite raquests, and tho answer i sually Not at all or Yes, ! would mind. Ask individual Lidenis: Would you mind ghing me your dictionary? ‘ould you mind opening the vaindow? ... Get them to et Or refuse. Culture File Security ~ | Recordings on Glass GD 1, Tracks 29-90 Glass Cassette 1, Side A =a | ‘@ The simplest form, however, of giving instructions is to use the infinitive (without fo} with Picasa, Ask student find examples in the conversations. 1 Students complete the survey alone, then compare and discuss their answers with a partner, You can lock at the results and ask individual siudents to justify their answers if, {or example, some have said thal they prefer no seturity checks, or that they do mind opening their carry-on luggage! Extension Mime game Books closed. Give individual students cards with instructors on them. They must mime ther instructions and the others must try and guess what they are doing, 2.9. Cara: Put your carry-on luggage on the conveyer ‘Students: (She's) putting (her) carry-on luggage on the conveyor ‘Other instructions: Empty your pockets. Go through scanner. Open your bretcase. Turn an your Diseman, Pick up your briefcase fram the conveyor. Practice Book Do Exercises 1. 2 and @ in class or give as homework.aii 44 TraVelING COMPANIONS eee Communication | Grammar areas eer offers; apologizing BY warm-up '@ Remind sludents that Jott has checked in, ben through Security and is now in the plane about to start his flight. Ask vihat they thinks iravefng companion means |= somecno who fs traveling with you, e.g. another passenger present contin will have to Ou ‘Ask: What do you do when you travel? Do you listen to music? Do you reac? Newspapers, magazines or books? Do you like talking to people? What do you do if you don't want (0 talk to the person next to you? Change seats? Pretend to sleep? Ask them to siop talking? Eh tistening is & ‘= Ask students to turn to page 20 in their books and to over Conversation A. Read the introduction to your olass, 18 Play the recording once. Ask: Who made a mistake? (The women) What was the mistake? (She's siting in the wrong seat.) Play the recording again. Ack: What is Jets seat number? (160) Wes the woman sorry? (Yes) What did she say to apologize? (I am sorry) G@ Listening 132 &y ‘@ Students cover Conversation 8, but thay look at the photo of the newepapers. Ack: What do you think Jeff is going to do? = Play the recording twice. Do a true / false comprehension check. Elicit reactions ta: Jeff wants a magazine. Fy; He wants ‘Miami Today’. (F); The attendant gives him the paper ‘he wants. (F); The other man wants a Denver newspaper. (1) GB] usiening 1.33 ‘= Conversation C covered. play the recording once. Ask your Cass to tell you what the man cidn’t get. 1 Using the photo with the headset, ask students to tell you what other things are on or around your eaat when you board a plane (biankei, in-fight magazine, menu, sefety card ...) Ba Listening 1.34 By ‘= Conversation D covered, play the recording once. Ask: Why is the plane ful? (There is a big poitical convention in Denver) Goes Jeff like politicians? (No) What's the word he used to desenbe therm? (diois) Wat's the man’s ile? (Sonator] Why is Jeff sorry? (He didn't mean to be rude to the man.) Culture File ad jobs Rocordings on Class CD 1, Tracks 31-34 | Class Cassette 1, Side A BD rcoiogizing Students read all jour conversations silently. Titles a fm Ask students to make a lst of the different ways of apologizing and accepting apologies that they fing in the conversations. Students volunteer answers. Class repeats in chows to practice the specific intonation and stress needed when apologizing: | am sorry, Sorry to cisturb you, I'm afield note That's auila af right [Ey cuestion 1 | Pairwork foe) ‘Students work in pats to make similar conversations to Conversations A.B and G. You cold do testvun with botar students fo get this elated. Culture File 14 Titles and jobs Students can read the Culture File to help prepare for ‘Question 2. Ask students (0 tell you how titles work in their country, Ask: Which jobs have titles? Are there cifferent titles for married / unmarried women? Practice Book Exercise 2 provides further practice of titles and jobs. Do in Class oF gve as homework [By cucstion 2 | Pairwork PG» ‘Students read Conversation D siently. Then, with a partner, thay should role-play the conversation, using the jobs and {itles in the table in their b00ks, You coud do a test-run first ‘with one student [Bh ceestion 2 | Matching exorcise i= Sludents work alone, then compare with ether students. Answers: 1.0; 26:3 ch 4a = Students should note the use of you'l have fo, a more polite way of telling someone they must do something. See Grammar File 15. = Ask i someane can expizin why the present continuous tense is used in the situations in the exercise, See Grammar File 7. give as homework, | Practice Book ne Exercises 1 arieciommommeninomemmimenmms> “55 |f}) it ————— =e i >mmunication Grammar areas Culture File [Recordings on stening to present peri In fight Gass GD 1, Tracks 35-39 inouncements, past simple Class Cassette 1, Side A | Warm-up Ask students to turn to page 21 in their books and to at the photo. Ask: Where was the photo taken from? ere's Jeff now? Zicit from students what they know about everything that ypens curing a fight from take-off to ‘ending, including Ulations: During take-off you keep your seat-belts ‘ened and you can't smoke or gst up. The attendants ve you a meal or a drink. Sameiimes you watch a movie isten to music with a headsat Add: The captain makes announcements, What does he about? Elict: The weather, Air Trafic Control problems, arrival time, the temperature ‘sk studdants to read the travel itinerary before you play recordings. Ask questions about the itinerary in arcier to ‘oduce vocabulary such as arrival time, departure time, mated time of arrival... ictice Book Exercise 3 in class oF give as homeveork | Listening 1.35.39 &&y plain that it cen sometimes be cifficutt to understend captain's announcements in a plene and that even ive speakers don’t understand every word of whet they Students don't need to understand every word to swer the quostions. Play cach announcement twigs. Aitor each youncement, students do the corresponding questions ne and compare with a neighbor; then you correct tether. Students often like to listen once more after ‘rection, so play the recordings again as requestad. (For nouncement 4, they can either write the answers or ‘pare then menially. They need the travel itinerary for e.) Alternatively, you could ask students to listen to one or 2 announcements on their own Studeat CD and answer questions at home. ‘swors: Announcement 1: e Boeing 767; b They haven't ‘20 off yet; ¢ They can't smoke at all during the fight. houncement 2: a They haven't taken of yet. b Mc mer must be worried about his connection. Rouncement 3: a False; b True; c False; 0 False; @ Tue. ouncoment 4: a Estimated Timo of Arrival, 7:45 p.m. 1untain Time; ¢ It's 7:21 p.m. Mountain Time; 4 29° “enheit; 2 No (soine students may answer yes, which is Student CD (optional), Tracks 12-16 acceptabl at 7:20), Annauncement 5: @ felse; b true; ¢ false {he has 23 minutes} ; F225 minutos (it was supposed to arrive @ Ack students to look at the Transcript at the back at their ‘books and to read silently while you play the recording ‘again. Student repetition isn't appropriate in this unit By crammar check ‘= Students may ask about different tenses used in the ‘announcements. Go through the appropriate Grammar Filas with them, @ Explain that just and yet are used with the present perfect tense, See Grammar File 9. 've just done... is used when ‘you have vary recently completed someting. Practice this: Pick up a book, pause and say: I've just picked up 2 book. ‘Openit, pause and say: I've just opened it. Ask individual ‘students to do the same and make sentences. ‘9 Yer is used in the negative and in questions (already is Used in the affirmative). We say yat when we expect, or know that, something will happen. It goes at the end of the sentence: The plane hasn't taken off yet. Has the captan spoken yet? Students oan practice both negative and ‘question forms in pairs. Write up some prompts on the board: Have lunch. Finish your English lesson. Do your homework. See your boss Practice Book Do Exercises 1 and 2 in class to give further practice of the prevent perfect and the past simple, or give os homework, Culture File 15 In flight Students read the Cultus Filo silently, Ask what sort of services may have to be peid for on budget citfinos. Ack if anyone has recent experienc traveling on a budget aitine arid what they had to pay fo. Extension + Writing practice | To teview Units 12 to 18, ask students, alone or in pars, to write 2 report of averything Jef! did trom arriving at Oriando airport to landing in Danver, Help students to get stated First, he went to the in desk and gave his