Reallyenglish Blended Materials Sample Pack

Reallyenglish

Reallyenglish

Blended Learning Resources

Reallyenglish Table of contents Page 1

Contents Reallyenglish blended learning resources - introduction

Practical English 7 (PE7) 2

A1 lesson list - PE7

3

A1 Sample lesson (I play soccer every week)

8

A2 lesson list - PE7

9

A2 Sample lesson (Getting around)

14

B1 lesson list - PE7

15

B1 Sample lesson (Sightseeing spots)

20

B2 lesson list - PE7

21

B2 Sample lesson (Describing people and places)

26

C1 lesson list - PE7

27

C1 Sample lesson (Influencing and persuading others)

Business Speaking (BS) 32

B1 lesson list - Business Speaking

33

B1 Sample lesson (Making suggestions)

39

B2 lesson list - Business Speaking

40

B2 Sample lesson (More small talk with colleagues)

Reallyenglish

Reallyenglish Blended Learning Resources Our classroom materials complement the online lessons and include handouts, teacher’s notes, and audio files.

• Reallyenglish digital products are supported by hundreds of hours of print materials for blended classroom use.

• Classroom materials are focused around communicative skills, with an emphasis on speaking to maximize teacher and peer contact time.

• Blended learning materials are available for Practical English and Business Speaking courses.

• Materials include: Hand-outs, Teacher’s Notes, and Audio where applicable.

Practical English 7 (PE7) 240 lessons (48 x 5 levels: A1-C1) 50-60 minutes per classroom lesson PE7 is the ideal blended course for quickly improving your student’s English language skills.

Consisting of over 240 student worksheets, teacher notes, and audio files across CEFR levels A1-C1, blended PE7 lessons combine all the advantages of online self-study with those of the live classroom experience. In each lesson, students study the new language themselves, then use the same language in a live classroom for real communication with other students and their teacher.

PE7 blended lessons are effective. Research has shown that 'blended' learning – a combination of online self-study and face-to-face learning – is more effective than only studying online or only attending a class. As students learn and practice the language of the lesson before the class, they are able to make the most of the opportunity to use the language for real communication.

Business Speaking (BS) 30 lessons (15 x 2 levels B1 & B2) 50-60 minutes per classroom lesson (Skype and live classroom lessons) Business Speaking is the ideal course to improve a student’s Business English language skills effectively and efficiently. The Reallyenglish Business Speaking course combines all the advantages of online self-study with those of the live classroom experience. Business Speaking is currently available at CEFR B1 – B2 levels.

Live classroom blended lessons provide students with the chance to output the target language learned online into practice with other students, as well as to draw on their own experiences at work. Business Speaking Blended lessons comprise of a series of pair and group work activities to maximize opportunities for speaking and allow students to expand on the language they have studied.

ID

Course Level CEFR

Printed

Order

PE7 Focus

1

A1

Catch the bus at the bus stop

Yes

A1 L16

Grammar

Imperatives

Starter

1

A1

Introducing yourself

Yes

A1 L02

Speaking

Everyday life - small talk

Starter

1

A1

How many people work here?

Yes

A1 L03

Reading

Business - numbers

2728277

Starter

1

A1

Do you like cereal?

Yes

A1 L12

Grammar

Present simple - questions

2735647

Starter

1

A1

How do you get to work?

Yes

A1 L17

Listening

Travel - transportation

2747429

Starter

1

A1

Do you like your job?

Yes

A1 L06

Speaking

Everyday life - work

2740817

Starter

1

A1

At the mall

Yes

A1 L07

Reading

Everyday life - shopping

2737799

Starter

1

A1

How many emails do you write?

Yes

A1 L05

Listening

Everyday life - jobs

2729766

Starter

1

A1

I bought a new phone

Yes

A1 L27

Grammar

Past, past simple

2748554

Starter

1

A1

Can I help you?

Yes

A1 L10

Speaking

Everyday life - shopping

2741721

Starter

1

A1

What do you have for breakfast?

Yes

A1 L11

Reading

Everyday life - food

2731810

Starter

1

A1

I couldn't speak French when I was a child

Yes

A1 L39

Grammar

Modal verbs - can for present ability

2736009

Starter

1

A1

I didn't play basketball

Yes

A1 L24

Listening

Past simple - negative

2749066

Starter

1

A1

I really like fast food

Yes

A1 L14

Speaking

Everyday life - food

2745181

Starter

1

A1

Public transport

Yes

A1 L15

Reading

Travel - transportation

2736793

Starter

1

A1

I like shopping

Yes

A1 L09

Listening

Everyday life - shopping

2738196

Starter

1

A1

I liked my old phone

Yes

A1 L28

Listening

Everyday life - technology

2750139

Starter

1

A1

Where's the station, please?

Yes

A1 L18

Speaking

Travel - directions

2729251

Starter

1

A1

I lived in New York

Yes

A1 L23

Grammar

Past simple

2726633

Starter

1

A1

I'd like the chicken, please

Yes

A1 L35

Grammar

Auxiliary verb - would like

2747831

Starter

1

A1

Can we meet tomorrow?

Yes

A1 L21

Speaking

Everyday life - work

2743284

Starter

1

A1

An international family

Yes

A1 L22

Reading

Family and friends

2728758

Starter

1

A1

I'm working in New York

Yes

A1 L46

Grammar

Present continuous - affirmative

2727139

Starter

1

A1

I'm... You're...

Yes

A1 L01

Grammar

Present simple - to be

2749765

Starter

1

A1

Did you clean the house today?

Yes

A1 L25

Speaking

Everyday life - chores

2746161

Starter

1

A1

This is my phone

Yes

A1 L26

Reading

Society - technology

2733339

Starter

1

A1

It was very hot and sunny

Yes

A1 L32

Listening

Nature and the environment - weather

2738562

Starter

1

A1

My birthday's in June

Yes

A1 L47

Listening

Everyday life - time

2750873

Starter

1

A1

Can I speak to Mr. Smith?

Yes

A1 L29

Speaking

Business - phonecalls

2742685

Starter

1

A1

When do you go to the gym?

Yes

A1 L30

Reading

Everyday life - dates

2732350

Starter

1

A1

My company's products

Yes

A1 L19

Grammar

Adjectives - possessive

2727721

Starter

1

A1

My work routine

Yes

A1 L04

Grammar

Present

2751258

Starter

1

A1

How long did you work there?

Yes

A1 L33

Speaking

Business - dates

2742187

Starter

1

A1

Let's order takeout

Yes

A1 L34

Reading

Everyday life - food

2732843

Starter

1

A1

There's a nice jacket in the store

Yes

A1 L08

Grammar

Quantifiers - There is‌ / There are‌

2740458

Starter

1

A1

This is the office

Yes

A1 L20

Listening

Business - everyday work

2749420

Starter

1

A1

Are you ready to order?

Yes

A1 L37

Speaking

Everyday life - food

2745670

Starter

1

A1

I play soccer every week

Yes

A1 L38

Reading

Leisure - leisure time

2735190

Starter

1

A1

We went camping last year

Yes

A1 L44

Listening

Travel - vacations

2734738

Starter

1

A1

My husband plays golf

Yes

A1 L40

Listening

Leisure and entertainment - sports

2751635

Starter

1

A1

I really need to keep fit

Yes

A1 L41

Speaking

Leisure - sports

2744649

Starter

1

A1

I go sightseeing in the city

Yes

A1 L42

Reading

Travel - vacations

2730310

Starter

1

A1

What did you do on Saturday?

Yes

A1 L31

Grammar

Past simple

2733705

Starter

1

A1

What did you do on the weekend?

Yes

A1 L36

Listening

Leisure and entertainment - leisure

2746588

Starter

1

A1

Let's meet at the mall

Yes

A1 L45

Reading

Society - town and country

2736389

Starter

1

A1

What do you usually eat?

Yes

A1 L13

Listening

Everyday life - food

2730809

Starter

1

A1

Where are you going to go on vacation?

Yes

A1 L43

Grammar

Future - be going to

2752005

Starter

1

A1

Why don't you go to a museum?

Yes

A1 L48

Speaking

Towns and cities - giving advice/suggestions

2731290

Starter

2748199 2743768

Name

Topic

2

I play soccer every week

vocabulary: free time activities

Warm up What activities do you like doing in your free time?

Activity 1: Language presentation/review a. Circle the activity that doesn’t fit in each group. go ...

→ swimming / skiing / video games / running

go to the ... → gym / skiing / swimming pool / movies play ...

→ books / video games / soccer / board games

b. Use the verb-noun combinations to say things you do in your free time.

Activity 2: Listening Listen to Lan and David talking about what they do in their free time. a. What does Lan do the most often? b. What does David do the most often?

3

I play soccer every week

vocabulary: free time activities

Activity 3: Language practice a. Complete the sentences with the correct words.

1 I play board games ____ my friends ____ the weekend.

2 I go ____ the gym every week.

3 I go swimming ____ the morning ____ Mondays and Wednesdays.

4 I go swimming ____ vacation ____ the summer.

5 I never go swimming ____ home. b. Change each sentence to make it true for you.

Activity 4: Pronunciation Listen and notice how the speakers say do you in questions in Activity 3. What sound do the two words make? Say the questions out loud with a partner.

Activity 5: Discussion Ask your partner about activities they and their family members do. Think of some of your own ideas too.

4

I play soccer every week?

TEACHER’S NOTES free time activities

Warm-up (5 minutes) Direct your students to the photos and get them to name the activities (playing soccer, watching a movie, swimming, skiing, playing video games, going to the gym). Put students into pairs to tell each other which of the activities in the photos they like and don’t like doing. Demonstrate the activity by modeling an example conversation with a stronger student. Monitor students’ conversations and help with pronunciation, where necessary.

Activity 1: Language presentation/review (10 minutes) Direct students to the three sets of verb-noun combinations and demonstrate the activity by asking students: go swimming? (yes), go video games? (no). Tell them to read the nouns in each set and choose the one that can’t follow the verb or verb + preposition. Students check answers in pairs before checking answers in class. Elicit the verbs that you can use in front of the nouns that don’t fit (play video games, go skiing, read books).

Answers: go ... → video games go to the ... → skiing play ... → books If students need more practice ...

Say some more nouns for free time activities (exercise, board games, soccer, running, movies, etc.) and prompt students to say the verb or verb + preposition you use in front of each one. Then, model and drill the whole verb-noun combination.

Activity 2: Listening (10 minutes) Explain to your students that they’re going to hear a conversation between Lan and David where they talk about what they like to do in their free time. Direct them to the activity, ask them to read the two questions and get them to say what they think the answers could be. Play the audio. Allow them to compare their answers with a partner and play again if necessary before checking answers in class.

Answers: a. She goes running/She runs. b. He goes swimming/He swims.

Audioscript: David: Hi Lan. Is this your first time here?

Lan: Yes, it is.

David: Welcome to our English group.

Lan: Thank you.

David: What do you like doing in your free time?

Lan: I like playing board games. My favorite is Go. Do you know it?

David: No, is it a Chinese game?

Lan: Yes, it is. I play board games with my friends on the weekend. What do you like doing in your free time?

David: I like doing exercise at the gym. I go to the gym every week.

Lan: Really? I like going running. I go running in the park every morning.

David: Every morning? That’s great. I go swimming in the morning on Mondays and Wednesdays.

Lan: I go swimming on vacation in the summer, but I never go swimming at home. Is there a swimming pool here?

David: Yes, there is. It’s next to the shopping mall.

5

Activity 3: Language practice (10 minutes) a. Tell your students they’re now going to focus on using the right prepositions in sentences about free time activities. Give them a few minutes to read and complete the sentences from memory or their understanding of using prepositions. Play the audio again so students can check their answers.

Answers: 1 with, on 2 to 3 in, on 4 on, in 5 at

b. Put students into pairs and get them to say the sentences from Activity 3, changing words to make the sentences true for them. Don’t let students write down their personalized sentences – make sure that they just say them. Demonstrate how students can personalize the sentences by giving an example for the first sentence, e.g. I play board games with my children at the weekend.

Activity 4: Pronunciation (5 minutes) Tell your students that sometimes we say two words as one word. We do this because it makes it easier to say the words and helps us speak faster. Play the recording again and get students to listen and concentrate on how the speakers say do you in the questions. Elicit the sound that the speakers make when they say do you /dyu/ in class and model and drill it with students.

Answers: The words do you /du yu/ become one /dyu/ sound.

Direct students to the transcript and put them into pairs to practice saying the questions out loud with the pronunciation of do you that they heard. If students need more practice, put them into pairs and get them to ask each other their own questions with Do you like ...? and say their answers to them.

Activity 5: Discussion (10 minutes) Explain that students are now going to practice this language by asking and answering questions about free time activities. Tell your students to ask their partner if they like doing the free time activities mentioned in the lesson or any other activities they can think of. If their partner answers ‘yes’, students use the word prompts in the speech bubble to form and ask follow-up questions about the activity. Give students about five minutes to ask and answer as many questions as they can. Monitor their conversations and make notes on problems or examples of good language use you notice so you can share these with students in class when they’ve finished.

******************************************************************

Optional extra activity Ask students to discuss the following questions in pairs: • • • •

Where do you usually spend most of your free time?

Who do you like to spend your free time with the most?

What’s the most expensive thing you do in your free time?

What’s the least expensive thing you do in your free time?

6

Practical(English(–(Key(Language!

I$play$soccer$every$week$ Reading:$Leisure$and$entertainment$U$Leisure$time$ ! ! free(time!–!noun!–!time$when$you$don’t$work!

I!have!a!lot!of!free!time!at!the!weekend.! exercise!–!noun!–$activities$you$do$to$keep$healthy$ I!do!exercise!every!week.! soccer!–!noun!–!a$team$game$you$play$with$a$ball$you$can$only$touch$with$your$feet!

I!play!soccer!in!the!park!on!Wednesdays.! swimming!–!noun!–!an$activity$where$your$body$moves$in$water!

I!go!swimming!in!the!morning!before!work.! skiing!–!noun!–!an$activity$where$you$move$on$snow$wearing$skis!

I!go!skiing!in!December.! board(games!–!noun!–!an$activity$you$play$on$a$board$ I!often!play!board!games.! video(games!–!noun!–!an$activity$you$play$on$a$computer!

I!play!video!games!with!my!brother.! music!–!noun!–!sounds$made$with$instruments$and$singing$for$people$to$listen$to!

I!love!music!from!different!countries.! book!–!noun!–!pieces$of$paper$joined$together$with$printed$words$for$people$to$read$in$it!

I!read!books!on!vacation!in!the!summer.!

!

!

7

Printed

Order

PE7 Focus

2564760

ID

Course Level CEFR PE7

2

A2

Tell me about you

Name

Yes

A2 L01

Grammar

Present - to be

Topic

2564385

PE7

2

A2

A typical day

Yes

A2 L02

Listening

Everyday life - routines

2563658

PE7

2

A2

Everyday activities

Yes

A2 L03

Grammar

Present simple

2564510

PE7

2

A2

A bad day

Yes

A2 L04

Reading

feelings

2564782

PE7

2

A2

My daily routine

Yes

A2 L05

Grammar

Present simple

2564360

PE7

2

A2

At the supermarket

Yes

A2 L06

Listening

Everyday life - shopping

2564032

PE7

2

A2

Everyday questions

Yes

A2 L07

Grammar

Wh-questions

2562909

PE7

2

A2

Enjoying yourself

Yes

A2 L08

Reading

2563996

PE7

2

A2

Expressions about personal possessions

Yes

A2 L09

Grammar

Adjectives - possessive

2559043

PE7

2

A2

Buying a train ticket

Yes

A2 L10

Listening

Travel - reservations

2564146

PE7

2

A2

Cooking and food

Yes

A2 L11

Grammar

Noun phrases

2561173

PE7

2

A2

Good food

Yes

A2 L12

Reading

2564932

PE7

2

A2

Where I work

Yes

A2 L13

Grammar

Noun phrases - articles: a/an, the

2564874

PE7

2

A2

Twins

Yes

A2 L14

Grammar

Adjectives - comparative

2564435

PE7

2

A2

My working day

Yes

A2 L15

Listening

Business - everyday work

2563984

PE7

2

A2

A good place to live

Yes

A2 L16

Grammar

Adjectives and adverbs - superlatives

2564894

PE7

2

A2

Where is it?

Yes

A2 L17

Grammar

Prepositions - place (on, in, between, across from, near)

2564535

PE7

2

A2

Good feelings

Yes

A2 L18

Reading

People and relationships - feelings

2564072

PE7

2

A2

Where things are

Yes

A2 L19

Grammar

Prepositions - place (in, on, at)

2559093

PE7

2

A2

Using transportation

Yes

A2 L20

Listening

Travel - transportation

2564560

PE7

2

A2

Good friends

Yes

A2 L21

Reading

People and relationships

2564196

PE7

2

A2

Making excuses

Yes

A2 L22

Grammar

Linking words - conjunctions

2564335

PE7

2

A2

Describing a meal

Yes

A2 L23

Listening

Everyday life - food

2564830

PE7

2

A2

A boring weekend

Yes

A2 L24

Grammar

Past simple - regular

2563068

PE7

2

A2

A smart criminal

Yes

A2 L25

Reading

2563730

PE7

2

A2

Yoko Ono's life

Yes

A2 L26

Grammar

Past simple

2564260

PE7

2

A2

Free time activities

Yes

A2 L27

Listening

Leisure - leisure time

2564806

PE7

2

A2

A night out

Yes

A2 L28

Grammar

Past simple

2561721

PE7

2

A2

Arranging meetings

Yes

A2 L29

Reading

2563722

PE7

2

A2

A life-and-death experience

Yes

A2 L30

Grammar

Past continuous

2558972

PE7

2

A2

Hotel reservations

Yes

A2 L31

Listening

Travel - reservations

2564084

PE7

2

A2

Scheduling a meeting

Yes

A2 L32

Grammar

Prepositions - time

2562741

PE7

2

A2

Boarding a flight

Yes

A2 L33

Reading

2563914

PE7

2

A2

Ways of doing things

Yes

A2 L34

Grammar

Adverbs - manner

2564410

PE7

2

A2

The weekly shopping trip

Yes

A2 L35

Listening

Everyday life - food

2564685

PE7

2

A2

Getting around

Yes

A2 L36

Reading

Travel - transportation

2563714

PE7

2

A2

A famous sports person

Yes

A2 L37

Grammar

Present perfect

2564660

PE7

2

A2

On the road

Yes

A2 L38

Reading

Travel - traveling

2564854

PE7

2

A2

My new life

Yes

A2 L39

Grammar

Adverbs - frequency

2559360

PE7

2

A2

Asking for tourist information

Yes

A2 L40

Listening

Travel - asking for information

2564910

PE7

2

A2

Paintings and plays

Yes

A2 L41

Grammar

Noun phrases - regular plural

2560777

PE7

2

A2

Apologizing

Yes

A2 L42

Listening

Business - apologizing

2564952

PE7

2

A2

Food I love

Yes

A2 L43

Grammar

Linking words - and, but, so, because, or

2564285

PE7

2

A2

At the movie theater

Yes

A2 L44

Listening

Leisure - movies and plays

2563820

PE7

2

A2

Studying abroad

Yes

A2 L45

Grammar

Conditionals - first

2564485

PE7

2

A2

Office jobs

Yes

A2 L46

Listening

Business - everyday work

2563770

PE7

2

A2

Ways to spend your free time

Yes

A2 L47

Grammar

Verbs and tenses - likes and dislikes

2564310

PE7

2

A2

Playing soccer

Yes

A2 L48

Listening

Leisure and entertainment - sports

Leisure - leisure time

Everyday life - food

Society - law and order

Business - meetings

Travel - reservations

8

Getting around

vocabulary: transport

Warm-up

When do you take / use these forms of transport?

Activity 1: Language presentation/review a. Complete the text with the words in the box.

arrive

get off

stand on

take

wait for

To get to the restaurant from the university, leave campus from the south exit and 1

________ the bus going towards the city centre. 2________ at Argyle Street and it is a short walk

to the station. 3________ the train two stops to the restaurant and 4________ platform two. I will meet you there. It takes 30 minutes to 5________.

b. Tell your partner how to get to your favorite restaurant from your school.

Activity 2: Listening Listen to the interview with a student and decide if the sentences are true or false.

1 The student takes 10 minutes to go to school.

TRUE / FALSE

2 The student is usually late for class.

TRUE / FALSE

3 The student usually takes the bus to school.

TRUE / FALSE

9

Getting around

Activity 3: Language practice

vocabulary: transport

a. Complete the questions, then listen again and check.

1 How ____ ____ get ____ school?

2 When ____ ____ leave?

3 ____ ____ ever take ____ bus?

4 How long ____ ____ wait for ____ bus?

Activity 4: Pronunciation a. Underline the words that are stressed.

1 How do you get to school?

2 When do you leave?

3 Do you ever take the bus?

4 How long do you wait for the bus? b. Take turns asking and answering the questions.

Activity 5: Discussion Interview your partner about a trip they often take. Ask extra questions too for more information.

10

Getting around

TEACHER’S NOTES vocabulary: transport

Warm-up (5 minutes) Tell the class a short, personal, interesting story about taking one of the transportation forms from the activity (bus, car, train). Look at the photos with the class and elicit where the students take them. Give some examples about yourself to help start them off, e.g. I often take the bus to the shops. Then put students into pairs to discuss the question. Monitor whilst they are doing the activity and help with vocabulary.

Activity 1: Language presentation/review (10 minutes) a. Look at the photo and read the rubric with the class. Elicit from the class who is good at following directions. Students may share some interesting stories about following directions.

Explain that students need to complete the gapped sentences with the words in the box. Give students a few minutes to complete the exercise individually and then check answers with the class.

Answers: 1 wait for 2 Get off 3 Take 4 stand on 5 arrive b. Demonstrate the second part of the exercise by telling the class how to get to your favorite restaurant, e.g. I get in a taxi to … Street. It takes 10 minutes. Students could then guess the name of the restaurant. Put students into pairs and give them a few minutes to tell their partner how to get to their favorite restaurant. Ask them to take turns to speak and to listen and go around helping with ideas and vocabulary.

Activity 2: Listening (10 minutes) Explain that students are going to hear an interview with a student – one where they answer how they get to school. Play the audio (twice if necessary) for students to listen and circle the answers. Check the answers with the class.

Answers: 1 True 2 False 3 False Ask the class to recall the details of each journey they heard. Then put students into pairs to say which of the journeys they would prefer. Monitor whilst they are doing the activity and help with vocabulary.

Audioscript: Interviewer: How do you get to school?

Student:

I take my car. It usually takes me 10 minutes but sometimes there is heavy traffic.

Interviewer: When do you leave?

Student:

I like to leave early. I don’t want to be late.

Interviewer: Do you ever take the bus?

Student:

Sometimes, but I can never sit down in the bus and I wait too long.

Interviewer: How long do you wait for the bus?

Student:

About 20 minutes.

11

Activity 3: Language practice (10 minutes) Give students a few minutes to think about some of the questions they have heard and asked in the lesson so far. Go through the example on the board with the class highlighting the extra words they need to put in. Students complete the remaining questions on their own. Monitor whilst they are doing the activity and help with vocabulary. Accept all relevant answers.

Suggested Answers: 1 How do you get to school? 2 When do you leave? 3 Do you ever take the bus? 4 How long do you wait for the bus?

Put students into pairs to interview each other. Monitor whilst they are doing the activity and help with vocabulary. Students could share some interesting responses with the class.

Activity 4: Pronunciation (5 minutes) Elicit from the class which words they think are stressed in each question. If students are able, they can say why they made their choices. Ask students to think how these questions are stressed in their own language. Read the questions slowly and naturally. If necessary, read them again. When students have marked the correct stress, drill the questions with the class and individuals. Tell students that the words stressed have the most meaning in the questions.

Answers: 1 How do you get to school? 2 When do you leave? 3 Do you ever take the bus?

4 How long do you wait for the bus?

If students need more practice ‌ Ask students to record you on their devices saying the questions. Students then listen and repeat the questions quietly. When confident, students record themselves saying the questions.

Students can then listen and compare themselves to your version after class for further practice.

Activity 5: Discussion (10 minutes) Demonstrate the activity by eliciting common journeys people take, e.g. collecting someone from the airport, going to work, going to school, collecting their child from school. Elicit questions and follow-up questions the students can ask their partner in the activity. Ask a student to start of the demonstration by asking you for a place you frequently go. As you tell the story, encourage the class to ask questions for more details. Then put students into pairs and give them about five minutes to complete the task. At the end, ask volunteers to tell the class something new they learned about their partner. *********************************************************** Optional extra activity Ask the class to share their interesting experiences of taking transport. They could answer some of the following questions Do you often get lost? What's your favorite/least favorite way to get around? Why? What do you do on a long journey? What long journeys do you make regularly?

What other cities do you know? What's the transport there like? If it helps your students, write the questions on the board so they can think of some answers to some of the questions.

12

Practical(English(–(Key(Language!

Getting'around' Reading:'Travel'and'transportation'–'Traveling'

'

'

( ! get(on!

to'enter'a'bus,'subway,'train,'plane,'ferry'or'ship!

get(off!

to'exit'a'bus,'subway,'train,'plane,'ferry'or'ship'

get(in!

to'enter'a'car'or'tax!

get(out(of!

to'exit'a'car'or'taxi!

wait(for!

to'be'at'a'place'until'a'car,'bus,'or'other'type'of'transportation'comes'

leave!

to'go'away'from'a'place!

arrive!

to'be'at'a'place'after'the'end'of'a'trip!

stand(on!

to'be'on'a'place'where'a'subway'or'train'stops!

sit(down(in!

to'enter'the'seat'of'a'car,'bus,'or'other'type'of'transportation!

take!

to'continue'for'a'certain'amount'of'time!

'

( ( (

(

13

Printed

Order

PE7 Focus

2558926

ID

Course Level CEFR PE7

3

B1

Directing someone around town

Name

Yes

B1 L01

Listening

Travel - directions

Topic

2563898

PE7

3

B1

Healthy habits

Yes

B1 L02

Grammar

Adverbs: Frequency

2559923

PE7

3

B1

Eating at a restaurant

Yes

B1 L03

Listening

Everyday life - food

2562720

PE7

3

B1

At the airport

Yes

B1 L04

Reading

Travel - airport

2558656

PE7

3

B1

Enjoying the weekend

Yes

B1 L05

Listening

Leisure - leisure time

2563698

PE7

3

B1

A disastrous holiday

Yes

B1 L06

Grammar

Past simple - irregular verbs

2562657

PE7

3

B1

Directing someone around the office

Yes

B1 L07

Reading

Business - giving directions

2559254

PE7

3

B1

Getting to your hotel

Yes

B1 L08

Listening

Travel - directions

2564098

PE7

3

B1

Layout of an office

Yes

B1 L09

Grammar

Prepositions - place

2559288

PE7

3

B1

Ordering a meal in a restaurant

Yes

B1 L10

Listening

Travel - ordering a meal

2561491

PE7

3

B1

Looks and appearance

Yes

B1 L11

Reading

People and relationships - appearance

2560044

PE7

3

B1

Parts of the body

Yes

B1 L12

Listening

Everyday life - health

2559550

PE7

3

B1

Planning to go out

Yes

B1 L13

Listening

People and relationships - social

2563586

PE7

3

B1

Enthusiastic soccer fans

Yes

B1 L14

Grammar

Auxiliary - can/could

2562846

PE7

3

B1

Spending time on hobbies

Yes

B1 L15

Reading

Leisure and entertainment - leisure

2558813

PE7

3

B1

Playing sports

Yes

B1 L16

Listening

Leisure and entertainment - sports

2564022

PE7

3

B1

Japan and America

Yes

B1 L17

Grammar

Adjectives - comparative

2558997

PE7

3

B1

Sightseeing spots

Yes

B1 L18

Listening

Travel - vacations

2564056

PE7

3

B1

Talking about a trip

Yes

B1 L19

Grammar

Yes/No questions

2559068

PE7

3

B1

Airport announcements

Yes

B1 L20

Listening

Travel

2564048

PE7

3

B1

Welcoming guests at the airport

Yes

B1 L21

Grammar

Questions - Yes/No

2562142

PE7

3

B1

Air travel overseas

Yes

B1 L22

Reading

2564040

PE7

3

B1

General knowledge

Yes

B1 L23

Grammar

Wh-questions

2559655

PE7

3

B1

College education

Yes

B1 L24

Listening

Society - education

2564170

PE7

3

B1

Preparing for a party

Yes

B1 L25

Grammar

Noun phrases - quantity

2559973

PE7

3

B1

Cooking

Yes

B1 L26

Listening

Everyday life - food

2563852

PE7

3

B1

Planning a wedding

Yes

B1 L27

Grammar

Future

2561403

PE7

3

B1

Homes

Yes

B1 L28

Reading

2563618

PE7

3

B1

Responsibilities at work

Yes

B1 L29

Grammar

Auxiliary verb

2560019

PE7

3

B1

Describing minor illnesses

Yes

B1 L30

Listening

Everyday life - health

2563602

PE7

3

B1

Advice for a sick friend

Yes

B1 L31

Grammar

Auxiliary verbs

2559529

PE7

3

B1

Making friends

Yes

B1 L32

Listening

People and relationships - family and friends

2563938

PE7

3

B1

A rĂŠsumĂŠ

Yes

B1 L33

Grammar

Adjectives and adverbs -since, for, from-to

2561470

PE7

3

B1

How you feel is important

Yes

B1 L34

Reading

2564014

PE7

3

B1

Two places with similarities

Yes

B1 L35

Grammar

Adjectives - comparative

2563928

PE7

3

B1

Things we are not happy with

Yes

B1 L36

Grammar

Adverbs - too / not enough

2560475

PE7

3

B1

Online shopping

Yes

B1 L37

Listening

Business - E-commerce

2563706

PE7

3

B1

Work experience

Yes

B1 L38

Grammar

Past - used to

2564186

PE7

3

B1

New colleagues

Yes

B1 L39

Grammar

Linking words - relative clauses (defining)

2560245

PE7

3

B1

Renting an apartment

Yes

B1 L40

Listening

Everyday life - housing

2563738

PE7

3

B1

An unusual Olympic athlete

Yes

B1 L41

Grammar

Past perfect

2563570

PE7

3

B1

Executive meetings

Yes

B1 L42

Grammar

Suffixes - word formation

2560795

PE7

3

B1

Making appointments

Yes

B1 L43

Listening

Business - everyday work

2564162

PE7

3

B1

Living and working in Shanghai

Yes

B1 L44

Grammar

Noun phrases - articles

2563754

PE7

3

B1

Bad credit

Yes

B1 L45

Grammar

Present perfect continuous: for/since

2560316

PE7

3

B1

Being a good project manager

Yes

B1 L46

Listening

Business - management

2563970

PE7

3

B1

Upset plans

Yes

B1 L47

Grammar

Adverbs - already, just, yet, still

2563594

PE7

3

B1

Traffic rules

Yes

B1 L48

Grammar

Auxiliary verbs - have to, must, can, can't, mustn't

Business - travel

Everyday life - housing

People and relationships - feelings

14

Sightseeing)spots)) )

)

)

)

)

vocabulary:)sightseeing)

!

Warm7up) Work!in!pairs.!Did!you!do!these!activities!on!your!last!holiday?!What!was!the!best!sight!you!saw?!!

Would!you!recommend!it?!

!

Activity)1:)Language'presentation/review' a.)Match!the!beginnings!and!endings!to!make!sentences.'

1!

2!

3!

4!

5!

6!

Make!sure!you!have!

You!should!take!

Visit!lots!of!interesting!

Send!me!

You!shouldn’t!

Wait!in!line!

a! b! c! d! e! f!

museums.! your!passport.! a!postcard.! use!flash!in!museums.! a!map!with!you.! to!go!into!museums.!

b.!Work!with!a!partner.!What!other!travel!tips!can!you!think!of?!)

Activity)2:)Listening! a.!Listen!to!the!conversation!between!Olivia!and!Alex!! and!answer!the!questions.!

1! Alex!going!to!___________!on!holiday?!

!

!

2! Olivia!recommends!going!up!the!___________.!

3! The!Eiffel!Tower’s!restaurant!is!very!___________.! ! b.!Work!with!a!partner.!What!else!should!Alex!do!on!holiday?!! ) )

) 15

Sightseeing)spots)) )

)

)

)

)

vocabulary:)sightseeing)

!

Activity)3:)Language'practice) Complete!these!sentences!from!Olivia!and!Alex’s!conversation.!Then!listen!and!check.!Read!the! conversations!aloud!with!your!partner.!!

1!! Alex:!What!sightseeing!_______!I!_______?! ! Olivia:!Well,!you!_______!definitely!_______!!the!! ! ! ! !!!!!Eiffel!tower.!

2!! Alex:!_______!I!_______!dinner!there?! ! Olivia:!No,!you!_______!_______!there.!It’s!very!! ! ! ! !!!!expensive!!

3!! Alex:!_______!I!_______!any!museums?! ! Olivia:!Yes,!the!Louvre.!It’s!great!!And!_______!!_______! ! ! ! !!!!!you!_______!with!a!tour!guide.!You’ll!learn!a!lot.!

Activity)4:)Pronunciation!

Listen!to!your!teacher!say!the!bold!parts!of!these!sentences!and!repeat.!!

1! You!should)go!up!the!Eiffel!tower.!

2! No,!you!shouldn’t)eat!there.!It’s!very!expensive!!

3! Should)I)visit!any!museums?!

4! And!make)sure)you)go!with!a!tour!guide.!

Activity)5:'Discussion!

Work!in!pairs.!Give!sightseeing!tips!on!the!best!city!you’ve!been!to.!! !

!

16

Sightseeing)spots) )

)

)

TEACHER’S)NOTES)vocabulary:)sightseeing)

Warm@up)(5#minutes)) As#a#class,#look#at#the#photos#while#telling#the#class#about#an#activity#you#did#on#your#last# holiday,#what#the#best#sight#you#saw#was,#and#if#you#would#recommend#it#(On#my#last#holiday,# I#went#to#a#fantastic#museum#in#New#York#called#the#Guggenheim.#I#also#went#sightseeing.#The# best#sight#I#saw#in#New#York#was#Times#Square.#I#would#definitely#recommend#it!).#Then#put# students#into#pairs#to#discuss#the#questions.#Monitor#while#they#are#doing#the#activity#and# help#with#vocabulary.#) Activity)1:)Language'presentation/review'(10#minutes)# a.#Read#the#rubric#with#the#class.#Explain#these#are#useful#phrases#for#giving#travel#tips.#Explain# that#students#need#to#match#sentences#1F6#with#sentences#aFf#to#complete#the#phrases.#Do#1# as#an#example#as#a#class.#Give#students#a#few#minutes#to#complete#the#exercise#individually# and#then#check#answers#with#the#class.# Answers:#1B#####2E####3A#####4C#####5D#####6F# b.#Read#the#rubric#with#the#class#for#part#b#and#demonstrate#the#exercise#by#giving#an# example,#e.g.#On#your#next#holiday,#make#sure#you#see#the#city#at#night.#You#should#take#lots# of#photos#too.#Then#put#students#into#pairs#and#give#them#2#minutes#to#prepare#some#more# travel#tips.#Go#around#the#room#and#help#students#with#any#vocabulary.#After#2#minutes,#as#a# class#ask#every#pair#to#share#one#or#two#ideas.## Activity)2:)Listening'(10#minutes)) #a.#Explain#that#students#are#going#to#listen#to#a#conversation#between#two#friends,#Olivia# and#Alex.#They#are#going#to#talk#about#Alex’s#next#holiday.#Play#the#audio#(twice#if#necessary)# for#students#to#listen#and#fill#in#the#gaps.#Check#the#answers#with#the#class.# Answers:#1#Paris######2#Eiffel#Tower######3#expensive.# b.#Tell#students#to#look#at#part#b.#Ask#students#what#else#Alex#could#do#on#holiday.#Give#an# example,#e.g.#Alex#should#eat#French#food.#Put#them#into#pairs#to#take#turns#to#tell#each#other# an#idea#of#what#Alex#should#do.#Go#around#the#class#and#help#with#any#vocabulary.# Audioscript:) 1) Alex:) I’m#going#to#Paris.#Have#you#ever#been#there?# Olivia:) Yes,#I#have.#It’s#an#interesting#city.# Alex:) What#sightseeing#should#I#do?# Olivia:) You#should#definitely#go#up#the#Eiffel#tower.#There’s#a#restaurant#with#a#fantastic# view#at#the#top!# Alex:) Wow!#Should#I#have#dinner#there?# Olivia:) No,#you#shouldn’t#eat#there.#It’s#very#expensive!# Alex:) Ok.#Should#I#visit#any#museums?# Olivia:) Yes,#the#Louvre.#It’s#great!#Make#sure#you#go#with#a#tour#guide.#You’ll#learn#a#lot!# Alex:) Good#idea!## # Activity)3:)Language'practice'(10#minutes)# Give#students#a#minute#or#two#to#try#to#complete#the#expressions#from#memory#before# playing#the#audio#again#for#them#to#listen#and#check.#Explain#that#should#is#the#modal#verb#we# use#when#we#want#to#give#tips#based#on#our#own#opinion#and#that#shouldn’t#is#the#negative# form.#Finally,#put#students#into#pairs#to#read#out#the#conversations.## #

# 17

Answers:## 1# # # 2# # 3# #

A:# What#sightseeing#should)I#do?# O:#Well,#you#should)definitely#go#up#the#Eiffel#tower.## A:# Should#I#have#dinner#there?# O:#No,#you#shouldn’t)eat#there.#It’s#very#expensive!# A:# Should)I#visit#any#museums?# O:#Yes,#the#Louvre#–#it’s#great!#And#make)sure)you#go#with#a#tour#guide.#You’ll#learn#a#lot!#

Activity)4:)Pronunciation'(5#minutes)# To#demonstrate#how#to#pronounce#should/shouldn’t#read#out#each#sentence#once#and#have# the#students#repeat#it#afterwards.#Repeat#this#twice#or#three#times#until#students#are# intelligible.#Next,#to#demonstrate#the#sentence#stress,#say#the#sentence#and#move#your#hands# in#a#downward#gesture#to#emphasize#the#underlined#parts#of#the#sentence.#Explain#that# sentence#stress#is#important#to#make#the#sentence#sounds#more#natural#and#add#emphasis#to# the#meaning.#Repeat#the#sentences#several#times,#exaggerating#the#should/shouldn’t/make# sure#until#students#can#say#the#sentences#without#reading.#Repeat#at#natural#speed#for#the# class#to#listen#and#practice.# Answers:# 1#You#should#go#up#the#Eiffel#tower.######2#No,#you#shouldn’t#eat#there.#It’s#very#expensive!# 3#Should#I#visit#any#museums?#######4#And#make#sure#you#go#with#a#tour#guide.# # If)students)need)more)practice)…)

Write#some#singleFword#prompts#for#holiday#activities#on#the#board,#e.g.#ice#cream,#spa,#gifts,# swimming,#beach,#sightseeing,#museum,#boat#trip,#etc.#Demonstrate#the#following#dialogue,# pointing#to#prompts#as#you#use#them:# Teacher:# Students:# Teacher:# Students:#

Should#I#go#sightseeing?#(thumb#up)# Yes,#you#should.## Should#I#go#on#a#boat#trip?#(thumb#down)# No,#you#shouldn’t#

Try#this#with#a#few#students,#then#let#them#practice#in#pairs#until#they#can#do#it#quickly#and# confidently.## ) Activity)5:)Discussion'(10#minutes)# Demonstrate#the#activity#by#eliciting#questions#from#the#verbs,#e.g.#What#should#I#eat?#Where# should#I#walk?#Put#students#into#pairs#and#say#one#is#Student#A#and#one#Student#B.#They# should#write#down#a#city#they#have#been#to#on#a#card#then#swap#with#their#partner.#Tell# students#that#they#should#imagine#Student#A#is#going#on#holiday#to#the#city#on#the#card#and# should#ask#Student#B#for#tips.#Student#A#should#use#the#verbs#provided#to#ask#questions#e.g.# What#should#I#visit?##and#Student#B#answers#in#full#sentences.#Give#them#5F8#minutes#to#ask# and#answer,#swapping#roles#halfway#through.#At#the#end,#ask#volunteers#to#tell#the#class#the# best#tip#they#got.## ***********************************************************# Optional)extra)activity) Using#the#cards#from#Activity#5,#students#stand#up#and#mingle#with#each#other.#They#walk# round#and#ask#other#students#more#questions#about#their#cities#using#should.#This#could#either# be#done#for#the#duration#of#a#song#which#is#played#in#the#background#or#by#giving#the#student# 5#minutes.#After,#students#sit#back#down,#go#around#the#room#and#each#student#tells#the#class# which#place#they#would#like#to#visit.## #

18

Practical(English(–(Key(Language!

Sightseeing)spots) Listening:)Travel)and)transportation)–)Vacations) ( ! tour(guide!

someone)who)shows)you)around)a)place)for)tourists!

museum!

a)building)where)people)can)see)art)or)historical)things!

line! )

many)people)standing)one)behind)the)other)—)waiting)to)go)into)a) stadium,)for)example!

ticket!

you)have)to)buy)one)if)you)want)to)go)into)a)museum)that)is)not)free)

gift!

something)that)you)give)someone)—)on)a)birthday,)for)example!

map!

this)shows)you)where)things)are)—)in)a)museum,)for)example)

postcard!

a)card)with)a)picture)of)a)tourist)site)that)you)mail)to)someone!

film!

you)need)this)to)take)photographs)with)a)non]digital)camera!

flash! )

the)bright)light)from)a)camera)that)you)often)need)to)take)a)photograph) inside)a)building!

make(sure!

don't)forget)to)—)it's)important!

!

19

Printed

Order

PE7 Focus

2559118

ID

Course Level CEFR PE7

4

B2

Airport facilities

Name

Yes

B2 L01

Listening

Travel

Topic

2559400

PE7

4

B2

Booking an ecotour

Yes

B2 L02

Listening

Travel - reservations

2563890

PE7

4

B2

Foreign lifestyles

Yes

B2 L03

Grammar

Adverbs - frequency

2559994

PE7

4

B2

Clothing and fashion

Yes

B2 L04

Listening

Everyday life - clothing

2559437

PE7

4

B2

Describing co-workers

Yes

B2 L05

Listening

Business - character

2561290

PE7

4

B2

Answering the phone

Yes

B2 L06

Reading

Business - telephone

2559483

PE7

4

B2

Family trees

Yes

B2 L07

Listening

People and relationships

2558769

PE7

4

B2

Operating a TV set

Yes

B2 L08

Listening

Leisure and entertainment - television

2563958

PE7

4

B2

Green products

Yes

B2 L09

Grammar

Adverbs: comparative

2560178

PE7

4

B2

Shopping

Yes

B2 L10

Listening

Everyday life - shopping

2563282

PE7

4

B2

City and countryside

Yes

B2 L11

Reading

Society - town and country

2558518

PE7

4

B2

Weather in New York

Yes

B2 L12

Listening

Nature and the environment - weather

2560634

PE7

4

B2

Answering questions in a presentation

Yes

B2 L13

Listening

Business - meetings

2563876

PE7

4

B2

Space exploration

Yes

B2 L14

Grammar

Future - simple

2559575

PE7

4

B2

Changing arrangements

Yes

B2 L15

Listening

People and relationships

2560592

PE7

4

B2

Making speeches

Yes

B2 L16

Listening

Business - meetings

2563666

PE7

4

B2

Famous buildings in London

Yes

B2 L17

Grammar

Passive - past simple

2557627

PE7

4

B2

Natural disasters and consequences

Yes

B2 L18

Listening

Nature and the environment - landscape

2560337

PE7

4

B2

Sales activities

Yes

B2 L19

Listening

Business - sales and marketing

2563682

PE7

4

B2

Business plans

Yes

B2 L20

Grammar

Grammar: Passive - future

2560960

PE7

4

B2

Social networking and your business

Yes

B2 L21

Listening

Business - the Web

2563786

PE7

4

B2

A new start

Yes

B2 L22

Grammar

Other verbs and tenses

2558076

PE7

4

B2

Transforming the land

Yes

B2 L23

Listening

Nature and the environment - landscape

2563946

PE7

4

B2

Describing people and places

Yes

B2 L24

Grammar

Adverbs - so, such, very

2560379

PE7

4

B2

Travel problems

Yes

B2 L25

Listening

Business - commuting

2563802

PE7

4

B2

Political debates

Yes

B2 L26

Grammar

Reported speech

2560722

PE7

4

B2

Video and teleconferencing

Yes

B2 L27

Listening

Business - globalization

2564228

PE7

4

B2

A Japanese writer living in the U.K.

Yes

B2 L28

Grammar

Linking words

2560425

PE7

4

B2

Working in an office

Yes

B2 L29

Listening

Business - offices

2563690

PE7

4

B2

Working overseas

Yes

B2 L30

Grammar

Passive - verb forms

2563794

PE7

4

B2

A bad experience at a restaurant

Yes

B2 L31

Grammar

Reported speech

2564064

PE7

4

B2

Asking questions politely

Yes

B2 L32

Grammar

Questions - indirect

2560939

PE7

4

B2

Agreeing and disagreeing in meetings

Yes

B2 L33

Listening

Business - everyday work

2563746

PE7

4

B2

Telling a story

Yes

B2 L34

Grammar

Past - narrative tenses

2564154

PE7

4

B2

Candidates for a job

Yes

B2 L35

Grammar

Noun phrases

2564244

PE7

4

B2

Airport security

Yes

B2 L36

Grammar

Linking words - cause/effect

2559814

PE7

4

B2

Local politics

Yes

B2 L37

Listening

Society - politics

2564212

PE7

4

B2

Choosing someone for a job

Yes

B2 L38

Grammar

Linking words

2563778

PE7

4

B2

The rules of happiness

Yes

B2 L39

Grammar

Verb patterns

2563634

PE7

4

B2

Past mistakes

Yes

B2 L40

Grammar

Auxiliary verbs - modal perfects

2560115

PE7

4

B2

Saving for the future

Yes

B2 L41

Listening

Everyday life - money

2563828

PE7

4

B2

A big promotion!

Yes

B2 L42

Grammar

Second conditional

2563868

PE7

4

B2

Report on completion of a project

Yes

B2 L43

Grammar

Future - perfect simple

2564236

PE7

4

B2

Reporting on progress

Yes

B2 L44

Grammar

Linking words - conjunctions

2558748

PE7

4

B2

Talking about a movie

Yes

B2 L45

Listening

Leisure and entertainment - movies

2563844

PE7

4

B2

Getting in touch

Yes

B2 L46

Grammar

Conditionals - third, second, first

2563626

PE7

4

B2

Someone is missing

Yes

B2 L47

Grammar

Auxiliary verb - deduction (past)

2563836

PE7

4

B2

Wishing things were different

Yes

B2 L48

Grammar

Conditionals - wish

20

Describing people and places

extreme adjectives

Warm-up a. Which of the places in these pictures would you most like to spend a day at? Choose three.

b. In pairs, compare your answers, and explain your reasons.

Activity 1: Language presentation/review a. Match the adjectives with their meanings. awesome peaceful

fascinating pretty

normal adjectives 1 _________ nice to look at 2 _________ quiet and relaxing 3 _________ important in history 4 _________ attracting your attention because it is unusual or special

historic stunning

interesting unique

extreme adjectives 5 _________ very beautiful 6 _________ very interesting 7 _________ very good or very impressive 8 _________ completely different from anything else

21

Describing people and places

extreme adjectives

b. Read the dialogue, then circle the correct information in the rules below.

A: How was India?

B: It was absolutely awesome! I especially liked the Taj Mahal – it's such a beautiful building!

A: I agree – the Taj Mahal is absolutely unique! It's so peaceful there, too.

B: And India's a really fascinating country too.

A: Such friendly people! And a lot of the countryside is really stunning!

B: Yes, the people are so nice – always smiling.

A: And don't forget the food – that's really fantastic too.

• You can make normal / extreme adjectives stronger by using so/such, very or really before them.

• Normal / Extreme adjectives are already strong, but you can emphasize them more by using so/such, really or absolutely before them.

• You use so before an adjective / a noun, and such (a) before an adjective / a noun.

Activity 2: Pronunciation Listen to your teacher saying the sentences in activity 1 in an enthusiastic way. Underline the stressed syllables in each sentence. Practice saying the sentences to yourself enthusiastically.

Activity 3: Language practice Complete the shaded boxes with the name of a good place to visit near your home. Complete the next sentence with so/such (a), very, really, absolutely + an adjective from Activity 1.

1. If you like history, visit . It's a _________ _________ place!

2. Do you like to relax? Then go to . It's _________ _________!

3. A place of great natural beauty is . It's _________ _________!

4. There's no other place like . It's _________ _________!

5. is very special and unusual. It's _________ _________!

6. is a great place. In fact, it's _________ _________!

Activity 4: Discussion Think of the place you would most like to visit on each continent of the world. Work in pairs. Take turns to tell your partner about your places. Explain why you'd like to visit. Try to use the language of the lesson.

22

Describing people and places

TEACHER NOTES: extreme adjectives

Warm-up (6 minutes) a. Focus students' attention on the photos, and elicit where the places are (Pompeii - Roman town buried by the eruption of the volcano Vesuvius in A.D. 79; the Taj Mahal, built in Agra, India in 1632 by the Mughal Emperor Shah Jahan; Times Square, New York; the Thai island of Koh Phi Phi; the Swiss Alps; the Eiffel Tower in Paris, constructed in 1889). Demonstrate the activity by saying I'd most like to spend a day at ... and name three, then briefly give your reasons for just one of these, e.g. I'd love to visit Pompeii because I'm really interested in history, and I think it's one of the most important sites in the world, etc. You don't need to draw attention to the target language at this stage, but it is fine if it occurs naturally. b. Arrange students in pairs and get them to tell each other about their three choices briefly.

For the last minute, get feedback from a couple of students, but don't let the warm-up go on too long.

Activity 1: Language presentation/review (12 minutes) a. Write good and fantastic on the board and elicit the meaning. Establish that fantastic means the same as very very good. Explain that good is a normal adjective and fantastic is an extreme adjective. Ask students which of the words means nice to look at? (Answer: pretty). Then get students to work in pairs and match the adjectives with their meanings.

Answers: normal adjectives 1 pretty nice to look at 2 peaceful quiet and relaxing 3 historic important in history 4 interesting attracting your attention because it is unusual or special extreme adjectives 5 stunning very beautiful 6 fascinating very interesting 7 awesome very good or very impressive 8 unique completely different from anything else As you check answers, quickly get students to repeat each adjective, to avoid mispronunciation later in the lesson. b. Read the dialogue aloud and get students to read and listen. Then tell them to use the dialogue to help them choose the correct information in bold in the rules box. Get students to do the activity individually. As you check answers, ask students to give an example from the dialogue to illustrate the rule. Answers: - You can make normal adjectives stronger by using so/such, very or really before them.

- Extreme adjectives are already strong, but you can emphasize them more by using so/such, really or absolutely before them.

- You use so before an adjective, and such (a) before a noun.

23

Activity 2: Pronunciation (4 minutes) Read aloud the sentences from the dialogue below enthusiastically, stressing the adverb and adjectives. Students listen and underline the stressed syllables. Demonstrate with the first sentence. Answers: 1 It was absolutely awesome.

2 It’s such a beautiful building.

3 It’s so peaceful there.

4 India’s a really fascinating country.

5 Such friendly people!

6 The countryside is really stunning!

7 The people are so nice.

8 That’s really fantastic.

Get students to repeat the sentences using the same stress.

If students need more practice …

Read aloud the sentences below in a monotone voice. Get students to correct you by repeating each with the correct stress as underlined. Answers: 1 It's really peaceful!

2 It's a very very pretty place!

3 It's absolutely fascinating!

4 It's such an interesting country!

5 It's a really awesome city!

6 The views are so stunning!

Activity 3: Language practice (13 minutes) Demonstrate the activity by completing the first sentence so it is true for you (e.g. If you like history, visit Jamestown. It's a really historic place!). Explain why it is special and encourage students to ask follow-up questions.

Give students a minute to complete the sentences for themselves. Then arrange them in pairs, and get them to ask and answer questions about their places. Monitor and make notes on any errors with the target language to correct during feedback. Leave a couple of minutes to hear from a few students about their places.

Activity 4: Discussion (15 minutes) First, elicit the names of the inhabited continents (North and South America, Africa, Australasia, Europe and Asia). Demonstrate the activity by writing North America: on the board and the name of the place you'd most like to go. Tell students why, using the target language, and encourage questions. Then give students a minute to write a place for each continent. Arrange them in pairs, and get them to discuss their choices. Monitor and note errors or good uses of target language to feed back at the end of the activity. *************************************************************************** Optional extra activity Write on the board: the nicest person I know / the best restaurant I've been to / the most exciting thing I've done / the best day I've had Tell the students briefly about the nicest person you know, using the language of the lesson where possible. Get students to do the same in pairs for each item.

24

Practical(English(–(Key(Language!

Describing&people&and&places& Grammar:&Adjectives&and&adverbs&4&Adverb& !

So,(Such,(Very(( !

So!!

Bangkok!is!so!exciting!(that!we!want!to!come!back!next!year).!!

The!food!is!so!good!(that!we're!eating!too!much).!!

The!suits!here!are!so!cheap!(that!I've!decided!to!buy!three).!! !

You&can&use&so&to&emphasize&an&adjective,&but&only&when&there&is&no&noun&after&the&adjective.&& You&can&also&use&so&+&adjective&+&that&to&express&a&consequence.&For&example:&& Bangkok!is!so!exciting!that!we!want!to!come!back!next!year.!! !

Such!!

Bangkok!is!such!an!exciting!city!(that!we!want!to!come!back!next!year).!!

The!restaurants!serve!such!good!food!(that!we're!eating!too!much).!!

They!make!such!cheap!suits!(that!I've!decided!to!buy!three).!! !

You&can&use&such&to&emphasize&an&adjective,&but&only&when&there&is&a&noun*after*the*adjective.&& If&there&is&a&singular&countable&noun&after&the&adjective,&you&need&a*or*an*after*such&(such&an&exciting& city).&& You&can&also&use&such*(a/an)!+!adjective!+!noun!+!that&to&talk&about&a&consequence.&& !

Very!!

Bangkok!is!a!very!exciting!city.!!

The!food!is!very!good.!!

They!make!very!cheap!suits.!! !

You&use&very&to&emphasize&an&adjective.&You&can&use&it&with&an&adjective*or*an*adjective*+*noun.&& If&there&is&a&singular*countable*noun*after*the*adjective,&you&need&a*in*front*of*very&(a&very&exciting& city).&& You*can't*use*very&to&express&a&consequence.& !

(

(

25

ID

Course Level CEFR

Name

Printed

Order

PE7 Focus

New

C1 L01

Reading

Everyday life - customer service

Breaking up

Yes

C1 L02

Listening

People and relationships

New technologies

New

C1 L03

Reading

Travel - transportation

C1

Complaining about a service

Yes

C1 L04

Listening

People and relationships - complaining

5

C1

Developing business relationships

New

C1 L05

Reading

Business - soft skills

5

C1

Global Positioning Systems (GPS)

Yes

C1 L06

Listening

Travel - directions

PE7

5

C1

Evaluating colleagues

New

C1 L07

Reading

Business - soft skills

PE7

5

C1

Health problems

Yes

C1 L08

Listening

Everyday life - health

2561675

PE7

5

C1

Friendship

New

C1 L09

Reading

People and relationships

2559416

PE7

5

C1

Living with the neighbors

Yes

C1 L10

Listening

People and relationships - neighbors

2561357

PE7

5

C1

Healthy changes

New

C1 L11

Reading

Everyday life - health

2562318

PE7

5

C1

Influencing and persuading others

New

C1 L12

Reading

Business - soft skills

2558884

PE7

5

C1

Memorable flights

New

C1 L13

Listening

Travel - traveling

2562448

PE7

5

C1

Managing diversity in the workplace

New

C1 L14

Reading

Business - soft skills

2562867

PE7

5

C1

People and their free time

New

C1 L15

Reading

Leisure and entertainment - leisure

2559508

PE7

5

C1

The extended family

Yes

C1 L16

Listening

People and relationships - family and friends

2561332

PE7

5

C1

Sleep

New

C1 L17

Reading

Everyday life - health

2563261

PE7

5

C1

Strong feelings

New

C1 L18

Reading

Society - experiences

2559139

PE7

5

C1

When it all goes wrong

Yes

C1 L19

Listening

Travel - transportation

2561558

PE7

5

C1

Successful relationships

New

C1 L20

Reading

People and relationships - romance

2562519

PE7

5

C1

What can go wrong

New

C1 L21

Reading

Travel - traveling

2558681

PE7

5

C1

Work-life balance

Yes

C1 L22

Listening

Leisure and entertainment - leisure

2560981

PE7

5

C1

Wild animals for sale

New

C1 L23

Reading

Nature and the environment - animals

2563562

PE7

5

C1

An unlucky day

New

C1 L24

Grammar

Word formation - compound nouns

2559772

PE7

5

C1

Celebrity and the press

Yes

C1 L25

Listening

Society - the media

2564120

PE7

5

C1

Complaints about work environment

Yes

C1 L26

Grammar

Noun phrases

2560157

PE7

5

C1

Essential gadgets

Yes

C1 L27

Listening

Everyday life - gadgets

2569355

PE7

5

C1

Don't dismiss the research

New

C1 L28

Grammar

Grammar: Antecedent agreement

2558635

PE7

5

C1

Gene technology

New

C1 L29

Listening

Nature and the environment - science

2563578

PE7

5

C1

Gossip

Yes

C1 L30

Grammar

Word formation - suffixes

2560550

PE7

5

C1

Jobs and careers

Yes

C1 L31

Listening

Business - jobs

2573478

PE7

5

C1

Inventions and innovations

New

C1 L32

Grammar

Phrasal verbs - three part

2560224

PE7

5

C1

Losing your job

Yes

C1 L33

Listening

Everyday life - jobs

2569013

PE7

5

C1

The haircut from hell

New

C1 L34

Grammar

Expressing regret (review)

2560571

PE7

5

C1

Motivating people

Yes

C1 L35

Listening

Business - jobs

2571759

PE7

5

C1

The secret of success

New

C1 L36

Grammar

Modal verbs - in passive sentences

2559793

PE7

5

C1

Politics and elections

Yes

C1 L37

Listening

Society - politics

2562167

PE7

5

C1

Challenges of globalization

New

C1 L38

Reading

Business - globalization

2571427

PE7

5

C1

What might have been

New

C1 L39

Grammar

modal verbs - perfect

2558589

PE7

5

C1

Pollution and environmental problems

Yes

C1 L40

Listening

Nature and the environment - ecology

2563554

PE7

5

C1

Words of advice

Yes

C1 L41

Grammar

Word formation - prefixes (did-, un-, re-, under-, mis-)

2560090

PE7

5

C1

Success in business

Yes

C1 L42

Listening

Everyday life - money

2560655

PE7

5

C1

Floating a company

Yes

C1 L43

Listening

Business - investing

2560295

PE7

5

C1

Being a responsible manager

Yes

C1 L44

Listening

Business - management

2569696

PE7

5

C1

I could have been rich

New

C1 L45

Grammar

Sentence structure with similar meanings

2560500

PE7

5

C1

Job interviews

Yes

C1 L46

Listening

Business - interviews

2560358

PE7

5

C1

Making the sale

Yes

C1 L47

Listening

Business - sales and marketing

2560613

PE7

5

C1

Negotiating

Yes

C1 L48

Listening

Business - meetings

2561198

PE7

5

C1

Complaining

2559462

PE7

5

C1

2562699

PE7

5

C1

2559592

PE7

5

2562406

PE7

2558951

PE7

2562469 2560069

Topic

26

Influencing and persuading others

Warm-up

vocabulary: Influencing people

We often have to try and influence people in some way. What are some work or family situations where people try to influence others? Discuss with your partner.

Activity 1: Language presentation/review a. Read part of a presentation from a business skills trainer. Fill in the blanks with the words in the box below. avoid convinced emphasize influence persuasive principles reputation suggestion

Whether you’re a manager, a salesperson, or even just a parent, being able to 1________ people is a valuable skill.

You can learn to do this by applying these 2________: • Always look for common ground and 3________ the things you agree about.

• People won’t be 4________ by ideas unless they compare favorably with alternatives.

• Make general 5________ and let others come up with more specific solutions.

• Never force people into doing something. Being 6 ________ is much more effective.

• 7________ situations where people might lose face.

Always make others feel valued and respected.

• Identify the 8________ you want to have and be true to it in all your interactions. b. Choose one of the principles. Tell your partner about a time you experienced this.

27

Influencing and persuading others

vocabulary: Influencing people

Activity 2: Listening Listen to Mika talking to Roger about his recent job interview. Decide if the sentences are True or False.

1 Roger made some marketing suggestions in his interview.

TRUE / FALSE

2 He was glad they asked about his education.

TRUE / FALSE

3 Mika was sure Roger wouldn't get the job.

TRUE / FALSE

Activity 3: Language practice Complete the speculating sentences from Mika and Roger’s conversation. Then listen and check.

1 My prospects would have _______ better if they _______ brought that up.

2 If I _______ more confident in job interviews, _______ probably be a big boss by now.

Activity 4: Pronunciation

Listen to your teacher say the sentences in Activity 3.

Mark where his / her voice rises and falls in each sentence.

Then listen again and repeat.

Activity 5: Discussion Think about a work or family situation where you tried to influence someone. Were you successful? How could it have been better? Tell your partner.

28

Influencing and persuading others

Warm-up (6 minutes)

TEACHER'S NOTES

Explain that you are going to talk about influencing people. Ask the class if they can think of some possible influencing situations in the pictures (e.g. a boss trying to suggest ways an employee can improve his work, a mother trying to talk to her daughter about staying out too late, a project leader talking to a team member about how to improve performance). Have the class work in pairs to think of other work or family situations where people try to influence others and then report back to the class.

Activity 1: Language presentation/review (12 minutes) a. Have students complete the sentences using the words in the box, then check answers.

Answers: 1 influence 2 principles 3 emphasize 4 convinced 5 suggestions 6 persuasive 7 Avoid 8 reputation b. Give students a minute or two to come up with an example of when they experienced one of the principles. Ask a few strong students to tell the class what they learned about their partner.

Activity 2: Listening (10 minutes) Explain that students are going to listen to Mika talking to her friend Roger about his recent job interview. Direct them to the three sentences and explain that they must listen and decide if the sentences are true or false. Play the recording and give students the chance to listen to it a second time. Check the answers with the class.

Answers: 1 True 2 False 3 False Audioscript: Mika: Have you had any news about your job interview? It was a week ago, right?

Roger: Yeah, I got an email to say that I was unsuccessful.

Mika: Oh, I’m sorry to hear that.

Roger: It wasn’t the best interview. I made some suggestions about using social media for

marketing, and then they asked if marketing was one of my majors. Of course, I had to

say that I don’t have a degree – a topic I really wanted to avoid.

Mika: Do you think that was a big deal?

Roger: Yeah, I think my prospects would have been better if they hadn’t brought that up.

Mika: And your sales experience? Did you talk about that?

Roger: Yes, I emphasized that and all my client connections, but it wasn’t enough.

Mika: Gosh Rog, I’m really surprised.

Roger: I was also really nervous, which has happened to me before. In fact, if I was more

confident in job interviews, I’d probably be a big boss by now.

Mika: And you’d hate it, so it’s probably a good thing . . .

29

Activity 3: Language practice (7 minutes) Explain that students are going to complete the speculating expressions from the conversation between Mika and Roger. Give them time to try and fill in the gaps. Play the recording again so that they can check their answers.

Answers: 1 been, hadn’t 2 was /were, I’d Activity 4: Pronunciation (5 minutes) Write the speculating sentences on the board. Explain that you will say them, and students should listen and mark where your voice rises and falls in each one. You voice should typically rise slightly on the prominent syllables (corresponding to prominent, new information), then fall slightly until the next prominent syllable, where it rises again. The prominent syllables are indicated below.

Mark the rise-fall patterns on the board, and then have the class listen again and repeat.

1 My prospects would have been better if they hadn’t brought that up.

2 If I was more confident in job interviews, I’d probably be a big boss by now.

If students need more practice …

You could write more conditional sentences on the board, and hum the patterns, and ask the class to identify the sentences. If they aren’t too shy, they could try humming the patterns as well, in pairs, with one student listening and identifying the sentence.

Activity 4: Discussion (15 minutes) Explain that students are going to talk about a situation where they tried to influence someone, and they are also going to speculate about it. Point out the scattered words that can help them think of a past experience. Demonstrate by telling the class about a situation where you tried to influence someone recently. Use the language forms from Activity 3 to speculate about the experience for the benefit of the class. Have students continue in pairs. Monitor the discussions, noting any problems with the target language, and prompting with questions if any discussions fail to get going (e.g. What kinds of things did you emphasize? Were you persuasive enough? How could you have been more successful?). Once pairs have had a chance to talk, write down any problems you noted on the board and elicit corrections from the class. *************************************************************************** Optional extra activity For an optional activity, students could tell their partners about an important decision that they or their family members or their company have coming up in the near future. What do they think will influence the decision?

30

Practical(English(–(Key(Language!

Influencing(and(persuading(others( Reading:(Business(–(Soft(skills(

(

( ! avoid!

to(stay(away(from(something!

principle!

a(basic(idea(that(is(accepted(as(true!

influence!

to(have(an(effect(on(another(person's(thinking(or(actions!

suggestion!

an(idea(for(someone(to(think(about!

reputation! (

the(opinion(that(people(have(about(you(because(of(what(you(have(done(in(the( past!

persuasive!

likely(to(make(someone(do(or(believe(something!

convince!

to(talk(or(write(to(someone(with(the(result(that(they(agree(with(you!

emphasize!

to(say(that(something(is(especially(important!

! ( (

(

31

OTS/CTS Code

CEFR

2781655 Business Speaking

ID

Course

BS_Inter_Unit01

B1

Introducing others

Name

Print Yes

pointing out common interests, introducing others

Skills

2782475 Business Speaking

BS_Inter_Unit02

B1

Catching up with a business associate

Yes

talking about past events and activities, ‘respond, comment, extend’

2764865 Business Speaking

BS_Inter_Unit03

B1

Asking for and checking information

Yes

asking for, checking information

2771933 Business Speaking

BS_Inter_Unit04

B1

Checking document contents over the phone

Yes

responding, directing attention, clarifying

2767031 Business Speaking

BS_Inter_Unit05

B1

Describing issues, discussing options, and taking action

Yes

taking action, discussing options, describing the issue

2774913 Business Speaking

BS_Inter_Unit06

B1

Handling interruptions

Yes

interrupting, handling interruptions

2765740 Business Speaking

BS_Inter_Unit07

B1

Making suggestions

Yes

making suggestions, prvoding support and reasons

2766617 Business Speaking

BS_Inter_Unit08

B1

Showing support for an idea

Yes

showing degrees of support and agreement, exressing personal opinions

2778665 Business Speaking

BS_Inter_Unit09

B1

Summarizing and stating action items

Yes

summarizing, clarifying, describing action points

2783788 Business Speaking

BS_Inter_Unit10

B1

Talking about your company and networking

Yes

talking about company history, size, and business, making business connections

2767468 Business Speaking

BS_Inter_Unit11

B1

Asking for and making recommendations

Yes

making recommendations, deciding future plans

2768396 Business Speaking

BS_Inter_Unit12

B1

Agreeing and disagreeing

Yes

levels of agreement, disagreement

2779523 Business Speaking

BS_Inter_Unit13

B1

Using tentative language

Yes

showing uncertainty, using softeners, showing possibility

2772792 Business Speaking

BS_Inter_Unit14

B1

Negotiating 2

Yes

offering and compromising, accepting and refusing offers, closing the deal

2783323 Business Speaking

BS_Inter_Unit15

B1

Making small talk

Yes

topics for small talk, weather, sports, travel, talking about your company

2767900 Business Speaking

Online only

B1

Asking for and giving opinions on features and benefits

-

asking for opinions, giving opinions, talking about features and benefits

2765280 Business Speaking

Online only

B1

Asking for, giving and refusing permission

-

asking for permission, giving permission, refusing permission

2782042 Business Speaking

Online only

B1

Catching up with business friends

-

showing interest, linking the past to the present, greetings, asking about past events

2777030 Business Speaking

Online only

B1

Describing personal qualities

-

talking about personal characteristics, being less direct, describing a person's effect on others

2778266 Business Speaking

Online only

B1

Discussing a decision and stating future actions

-

explaining a decision, asking and answering questions, describing next steps

2779066 Business Speaking

Online only

B1

Giving a project update

-

talking about status, talking about problems, describing next steps

2774465 Business Speaking

Online only

B1

Handling a Q&A session

-

starting Q&A, taking, asking, and responding to questions

2782885 Business Speaking

Online only

B1

Inter-cultural communication

-

talking about obligation, giving and asking for advice

2781265 Business Speaking

Online only

B1

Introducing yourself

-

responding to an introduction, introducing yourself, closing a conversation

2766173 Business Speaking

Online only

B1

Looking at problems, options and effects

-

assessing problems, considering actions, assessing options

2776614 Business Speaking

Online only

B1

Making a complaint and apologizing

-

making a complaint over the phone, apologizing

2764437 Business Speaking

Online only

B1

Making and changing arrangements

-

making, rescheduling, confirming, declining arrangements

2772382 Business Speaking

Online only

B1

Negotiating 1

-

playing for time, exploring positions, checking and clarifying understanding

2771490 Business Speaking

Online only

B1

Placing and confirming orders

-

placing and order, quantities, confirming information

2775324 Business Speaking

Online only

B1

Presentations - Introducing yourself and your topic

-

introducing yourself, introducing your talk

32

Reallyenglish Business Speaking B1 Unit 07 L2 OTS

Important note: Before you take your Online Teacher Session (OTS), please study the preparation lesson Making suggestions to ensure you can get the most out of the OTS. For best results, you should study the online lesson no more than two days before your scheduled OTS. If you did the lesson any earlier, we recommend that you go back and take the lesson again to refresh your memory. Please also have this material available when you start your OTS, either on screen or printed off.

This lesson is about making suggestions, like when problem solving, or in discussions and meetings. You might have ideas or recommendations you want to give in similar situations. This is common in daily life, as well as business, so try to make the most of this opportunity to speak. Good luck!

Please also note: The Online Teacher Session (OTS) is specifically designed to get you to practice speaking. It’s an opportunity to activate the language from the online lesson, but the emphasis is on successful communication rather than strictly accurate English. Your teacher can correct errors and help you with problems, but that is a secondary aim.

This material is intended to be used during the OTS along with the lesson you studied online. It’s not intended for selfstudy. The material is based on the language and context of the role play in the online lesson, but you will also have the opportunity to talk about your own experience. In some lessons, you may be expected to play a role you are unfamiliar with – if you work with database input, for example, you may not have many chances to take clients to dinner, but we hope that you can use your imagination and keep the conversation going! Always, the main thing is that you speak out.

Remember that native speakers often talk in ungrammatical ways during spontaneous conversation. They stop and start, repeat themselves, ask for more information, and sometimes just wait for another person to jump in if they lose the idea of what they wanted to say. It’s natural in real-life conversation, so don’t be afraid of speaking out or ‘making mistakes’. Remember - Communication is the Key!

33

Reallyenglish Business Speaking B1 Unit 07 L2 OTS

Making suggestions

About you Do you or your colleagues often make suggestions at work? For example when discussing a technical problem with a computer, a photocopier that isn't working, or Skype or conference call issues? What are some recent suggestions you made? How did people respond?

Practice: Making suggestions Complete the conversation with your teacher based on the background information and prompts below: Jan is a team leader in the sales division of a large company. Her junior colleague Sunhee is going to present some products to a potential new client, but her laptop is not working properly. She calls Jan for some help.

Sunhee

Jan

• wants her help with her laptop. It's not connecting to the projector properly.1

• suggests checking her cable connection.2

• already checked the cable connection – looks fine.3

• suggests making sure the projector is visible in her laptop settings.6

• has already restarted the laptop - twice.5 7

• can't see the projector in the settings.

• thinks it's a good idea for IT to help.9 • tells Jan she'll wait and thanks her.11

• suggests restarting her laptop.4

• says she will contact IT and send someone over.8 • will ask Rajid to go over right away - is sure he can help.10 • tells her not to worry and wishes her good luck with the presentation.12

Conversation Numbered prompts above refer to the conversation below. Use these prompts to respond based on the information provided. For dialogue responses without numbered prompts, try to respond with your own ideas - free speaking is always good practice! Use the Language Reference if you need to.

1.

Sunhee: Hi Jan, It's Sunhee. ___________________________________________ projector.

2.

Jan: Really? Okay. Why don't you ______________________________________?

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Sunhee: I've _______________________________________________.

Jan: Okay. Then it's a good idea _______________________________________.

Sunhee: I _______________________________________________. It didn’t help.

Jan: Ah... How about _______________________________________ laptop settings?

Sunhee: Okay, sure, Let me try that now. Oh, _____________________________________.

Jan: In that case, I'll ________________________________________________.

Sunhee: Yes, _____________________________________________. Thanks!

Jan: No problem. I’ll __________________________________________.

Sunhee: Thanks, Jan. I’ll __________________________________________.

Jan: Sure. _______________________________________ presentation.

34

Reallyenglish Business Speaking B1 Unit 07 L2 OTS

Back to you You are going to practice making suggestions. You can play yourself (or an invented version of yourself) and your teacher will play a colleague. Before you start, decide together what the situation is, what suggestions you are going to make, and how you will respond to them. Look at the language reference below to get some ideas if you need to.

Language reference Asking for suggestions

Responding to suggestions

I wonder if you can/could help . . .?

I've (already) tried/done that.

Can / Could you help me with . . .?

I did that already.

(Okay / Sure.) I'll / Let me do/try that.

Making suggestions

That's a good / great idea.

Really? Okay, why don’t you . . .?

Okay, yes, I'll see if that works.

Okay. (Then) it's a good idea to . . .

It might be a good idea to . . .

Stating future actions

(Okay.) Have you tried . . .?

(In that case,) I’ll … (if you like?)

How / What about . . .?

Let me call you back in five minutes.

I / We could . . .

Just a minute. I need to …. (first).

TIP: If you would like to soften a suggestion, you can use perhaps or maybe.

Perhaps we could . . .

Maybe it's a good idea to . . .

35

Reallyenglish Business Speaking B1 Unit 07 L2 OTS

Making suggestions

About you (5 min) Do you or your colleagues often make suggestions at work? For example when discussing a technical problem with a computer, a photocopier that isn't working, or Skype or conference call issues? What are some recent suggestions you made? How did people respond?

• • •

Ask the questions above. Elicit some expressions people can use to make suggestions.

If the student doesn't usually make suggestions at work, ask about non-work situations. Make notes for the role play in Back to you).

Explain that in this lesson they will practice how to make suggestions.

Practice: Making suggestions (7–10 min) Complete the conversation with your teacher based on the background information and prompts below: Jan is a team leader in the sales division of a large company. Her junior colleague Sunhee is going to present some products to a potential new client, but her laptop is not working properly. She calls Jan for some help.

Sunhee

Jan

• wants her help with her laptop. It's not connecting to the projector properly.1

• suggests checking her cable connection.2

• already checked the cable connection – looks fine.3

• suggests making sure the projector is visible in her laptop settings.6

• has already restarted the laptop - twice.5 7

• can't see the projector in the settings.

• thinks it's a good idea for IT to help.9 11

• tells Jan she'll wait and thanks her.

• suggests restarting her laptop.4

• says she will contact IT and send someone over.8 • will ask Rajid to go over right away - is sure he can help.10 • tells her not to worry and wishes her good luck with the presentation.12

Conversation Numbered prompts above refer to the conversation below. Use these prompts to respond based on the information provided. For dialogue responses without numbered prompts, try to respond with your own ideas - free speaking is always good practice! Use the Language Reference if you need to.

1.

Sunhee: Hi Jan, It's Sunhee. ___________________________________________ projector.

2.

Jan: Really? Okay. Why don't you ______________________________________?

3.

4.

5.

6.

7.

8.

9.

Sunhee: I've _______________________________________________.

Jan: Okay. Then it's a good idea _______________________________________.

Sunhee: I _______________________________________________. It didn’t help.

Jan: Ahh... How about _______________________________________ laptop settings?

Sunhee: Sure, Let me try that now. Oh, _________________________________________.

Jan: In that case, I'll ________________________________________________.

Sunhee: Yes, _____________________________________________. Thanks!

36

Reallyenglish Business Speaking B1 Unit 07 L2 OTS 10.

11.

Jan: No problem. I’ll __________________________________________.

Sunhee: Thanks, Jan. I’ll __________________________________________.

12.

• •

Jan: Sure. _______________________________________ presentation.

Establish who the person in the picture is and what she is doing: Jan answering the phone call from Sunhee.

Explain that numbered prompts refer to the dialogue below them. They can use these prompts to create a dialogue conversation with you. Students can also respond with their own ideas too - free speaking is always good practice! See below for a sample dialogue.

Model dialogue Sunhee

Hi Jan, it's Sunhee. (I wonder if you can help.) I’m having trouble with my laptop. It's not connecting to the projector.

Jan

Really? Okay, why don't you check your cable connection?

Sunhee

I've already done that. It's fine.

Jan

Okay. Then it's a good idea to restart the laptop then. (Did you do that?)

Sunhee

I did that already, twice. It didn't help.

Jan

Ah . . . How about checking the projector is visible on the laptop settings. (Have you tried that?)

Sunhee

Okay, sure, I'll do that now . . . Oh, I can't see it on the laptop settings.

Jan

In that case, I think we need to call IT. I'll send someone over now (if you like.)

Sunhee

Yes, that's (probably) a good idea. Thanks!

Jan

No problem. I'll ask Rajid to visit you right away. I'm sure he'll be able to fix it.

Sunhee

Thanks, Jan. I’ll wait for him to arrive, then.

Jan

Sure. Don’t worry and good luck with the presentation.

Back to you (10 min) You are going to role-play making suggestions. You can play yourself (or an invented version of yourself) and your teacher will play a colleague. Before you start, decide together what the situation is, what suggestions you are going to make, and how you will respond to them. Look at the language reference below to get some ideas if you need to.

• Explain that you are going to role-play a conversation about making suggestions to help you do something. The conversation could be related to the About you section notes, or something else.

• Set the scene of the conversation. For e.g.: you need help organizing a welcome event for a new member of staff and want some ideas and suggestions for the event details, location, and date.

• Decide who is likely to speak first and what the first line will be (e.g., I'm organizing a welcome party for X and I'm not sure where... What do you think?) Start when the student is ready.

• Use your notes from About you to keep the conversation relevant to the student's life or work situation if you can. As with all role plays, avoid interrupting or correcting at this point. Make some notes, including some things your student does well, and some mistakes to look at during the feedback.

37

Reallyenglish Business Speaking B1 Unit 07 L2 OTS Feedback • After the role play is finished, use your notes to provide feedback.

• Mention things your student did well.

• Focus on errors: vocabulary or phrases, grammar, and pronunciation. See if your student can selfcorrect.

• If your student used simple language or did not make significant errors, elicit other ways of saying the same thing.

Extra If there is still time, you could swap roles and do the role-play again. Alternatively, ask about their week coming up. Remember – the aim of the lesson is to encourage them to speak.

Assessment At the end of the lesson, score your student with 3: Excellent, 2: Good, 1: Fair and provide some feedback comments (use the list provided by Reallyenglish if necessary).

Language reference Asking for suggestions

Responding to suggestions

I wonder if you can/could help . . .?

I've (already) tried/done that.

Can / Could you help me with . . .?

I did that already.

(Okay / Sure.) I'll / Let me do/try that.

Making suggestions

That's a good / great idea.

Really? Okay, why don’t you . . .?

Okay, yes, I'll see if that works.

Okay. (Then) it's a good idea to . . .

It might be a good idea to . . .

Stating future actions

(Okay.) Have you tried . . .?

(In that case,) I’ll … (if you like?)

How / What about . . .?

Let me call you back in five minutes.

I / We could . . .

Just a minute. I need to …. (first).

TIP: If you would like to soften a suggestion, you can use perhaps or maybe.

Perhaps we could . . .

Maybe it's a good idea to . . .

38

ID

Course

OTS/CTS Code

CEFR

Name

Print

Skills

2773203 Business Speaking

BS_UInter_Unit01

B2

Negotiating and reaching an agreement

Yes

reaching agreement, objecting, agreeing, making counterarguments

2780805 Business Speaking

BS_UInter_Unit02

B2

Giving a progress report

Yes

talking about progress, giving examples, time adverbs

2784671 Business Speaking

BS_UInter_Unit03

B2

More small talk with colleagues

Yes

talking about work, weekend and vacation plans, current events

2785121 Business Speaking

BS_UInter_Unit04

B2

Meeting a business associate for the first time

Yes

introducing a colleague, making small talk with people you've just met

2776182 Business Speaking

BS_UInter_Unit05

B2

Dealing with difficult questions

Yes

clarifying, addressing concerns, avoiding giving an answer

2769316 Business Speaking

BS_UInter_Unit06

B2

Taking part in a decision-making meeting

Yes

meeting management, explaining and clarifying

2785996 Business Speaking

BS_UInter_Unit07

B2

Talking about time off

Yes

talking about the weekend or a short vacation, commenting and showing interest

2786852 Business Speaking

BS_UInter_Unit08

B2

Making arrangements

Yes

providing background information, making and confirming arrangements

2777854 Business Speaking

BS_UInter_Unit09

B2

Dealing with a complaint

Yes

confirming information, promising action, referring to deadlines

2789004 Business Speaking

BS_UInter_Unit10

B2

Handling a communication breakdown

Yes

asking for repetition, expressing understanding and technical problem

2789833 Business Speaking

BS_UInter_Unit11

B2

Summarizing meeting and action points

Yes

summarizing discussion points, confirming understanding, setting action points

2787698 Business Speaking

BS_UInter_Unit12

B2

Entertaining a client

Yes

making conversation, showing appreciation, telling a story (narrative tenses)

2774029 Business Speaking

BS_UInter_Unit13

B2

Using bargaining language

Yes

bargaining language, checking understanding, signaling gambits

2770230 Business Speaking

BS_UInter_Unit14

B2

Sharing problems

Yes

phrasal verbs (separable), phrasal verbs (inseparable)

2771076 Business Speaking

BS_UInter_Unit15

B2

Setting performance goals

Yes

setting goals, asking for and giving advice, negotiating

2786428 Business Speaking

Online only

B2

Asking for a favour

-

referring to past meetings, giving advice, asking for help

2769796 Business Speaking

Online only

B2

Asking for and giving a project update

-

asking for an update, giving an update, talking about delays and next steps

2777440 Business Speaking

Online only

B2

Complaining and responding to complaints

-

Finding out facts, repeating information, handling an upset customer

2780345 Business Speaking

Online only

B2

Delegating responsibilities

-

explaining reasons, outlining steps, providing support, agreeing on timelines

2788580 Business Speaking

Online only

B2

Exchanging information

-

asking for and checking information, summarizing

2787274 Business Speaking

Online only

B2

First meetings

-

introducing people, making small talk, pointing out people and things

2789403 Business Speaking

Online only

B2

Handling a call - taking a message

-

picking up, offering help, taking a message

2775748 Business Speaking

Online only

B2

Handling questions and answers

-

asking questions, asking for additional information, responding to questions

2770662 Business Speaking

Online only

B2

Performance appraisals

-

asking about performance, giving feedback on performance, justifying situations

2788118 Business Speaking

Online only

B2

Setting up a meeting

-

follow-up calls, arranging a time to meet, discussing travel arrangements

2784201 Business Speaking

Online only

B2

Small talk at the water cooler

-

talking about the past weekend, asking about friends and family, closing the conversation

2773603 Business Speaking

Online only

B2

Taking part in a negotiation

-

summarizing, softening phrases, asking for further information

2779947 Business Speaking

Online only

B2

Talking about future plans and discussing arrangements

-

scheduled events, arrangements, intentions, facts

2768856 Business Speaking

Online only

B2

Talking about numerical information

-

asking about and describing numerical information

2785549 Business Speaking

Online only

B2

Talking about office news

-

giving news, responding to news, ending a conversation

39

Reallyenglish Business Speaking B2 Unit 03 L2 OTS

Important note: Before you take your Online Teacher Session (OTS), please study the preparation lesson More small talk with colleagues to ensure you can get the most out of the OTS. For best results, you should study the online lesson no more than two days before your scheduled OTS. If you did the lesson any earlier, we recommend that you go back and take the lesson again to refresh your memory. Please also have this material available when you start your OTS, either on screen or printed off.

This lesson is about more small talk with colleagues, like in day to day office interactions and other situations. You might have opportunities to chat with colleagues at the coffee machine, staff kitchen, or similar situations. This is common in daily life, as well as business, so try to make the most of this opportunity to speak. Good luck!

Please also note: The Online Teacher Session (OTS) is specifically designed to get you to practice speaking. It’s an opportunity to activate the language from the online lesson, but the emphasis is on successful communication rather than strictly accurate English. Your teacher can correct errors and help you with problems, but that is a secondary aim.

This material is intended to be used during the OTS along with the lesson you studied online. It’s not intended for selfstudy. The material is based on the language and context of the role play in the online lesson, but you will also have the opportunity to talk about your own experience. In some lessons, you may be expected to play a role you are unfamiliar with – if you work with database input, for example, you may not have many chances to take clients to dinner, but we hope that you can use your imagination and keep the conversation going! Always, the main thing is that you speak out.

Remember that native speakers often talk in ungrammatical ways during spontaneous conversation. They stop and start, repeat themselves, ask for more information, and sometimes just wait for another person to jump in if they lose the idea of what they wanted to say. It’s natural in real-life conversation, so don’t be afraid of speaking out or ‘making mistakes’. Remember - Communication is the Key!

40

Reallyenglish Business Speaking B2 Unit 03 L2 OTS

More small talk with colleagues

About you How often do you make small talk with colleagues? Where? What kind of things do you talk about? What are some small-talk questions you can ask colleagues?

Practice: More small talk with colleagues Use the background information and the prompts below to make sentences.

Matt and Carol are colleagues in a marketing company. They've just bumped into each other in the office kitchen.

Matt • greets Carol and asks how she's doing.1 • asks about the Ogawa marketing campaign.3 • heard that the dinner event was very successful.5 • just going to take it easy - will probably watch the tennis. Asks if Carol has been watching it.7 • agrees – very exciting matches. Asks about Carol’s plans.9 • Sounds nice – needs to get back to work.11

Carol • greets Matt, and asks him how things are going.2 • great - organized a dinner event last week that went very well.4 • thanks Matt – asks about plans for weekend.6 • watched the quarter finals – impressed by the high quality of play.8 • nothing special – is having dinner with some old school friends on Saturday.10 • agrees, busy afternoon ahead.12

Conversation Numbered prompts above refer to the conversation below. Use these prompts to respond based on the information provided. For dialogue responses without numbered prompts, try to respond with your own ideas - free speaking is always good practice! Use the Language Reference if you need to.

1.

Matt: Oh, hi Carol. __________________________________?

2.

Carol: Hello Matt. Good thanks. ________________________________?

3.

Matt: Pretty good. So, how's __________________________________________________?

4.

Carol: Great! We ____________________________________________________________.

5.

Matt: Yes. I ________________________________________________________. Good job!

6.

Carol: Thanks, Matt. So _______________________________________________________

7.

Matt: I'm __________________. I'll probably _____________. Have __________________?

8.

Carol: Yeah a bit. I ___________________________________________________________.

9.

Matt: Yes, it's getting very exciting! So, ________________________________? Any plans?

10.

Carol: Nothing special. I'm ___________________________________________________.

11.

Matt: Sounds nice. Well, I better _________________________________. See you around.

12.

Carol: Yes, me too. I have __________________________________________. Bye!

41

Reallyenglish Business Speaking B2 Unit 03 L2 OTS

Back to you You are going to practice making small talk with your teacher. You can play yourself (or an invented version of yourself) and your teacher will play a work colleague. Look at the language study section below to get some ideas if you need to.

Talking about work

Talking about current events

How are the S5 sales coming along?

Have you been watching any of the football World Cup?

Yeah, they're picking up.

How did the presentation go?

It was a bit disappointing, actually.

We've been busy with routine network maintenance.

Have you seen the news about the currency markets?

What's your take on the new Internet surveillance law?

I've been working on the end-of-year performance reviews.

Talking about plans (So,) do you have any plans for the weekend?

(So,) what are you up to this weekend?

How about you, Jenny? Any plans?

I'll probably just take it easy.

I'm going to a horse race! How about you? Any plans?

No, not really. I'm going to take it easy.

I can't believe it's almost summer. Are you going to take some time off?

Have you got any vacation plans?

I'm thinking of taking a break at the end of the year.

42

Reallyenglish Business Speaking B2 Unit 03 L2 OTS

More small talk with colleagues

About you (5 min) How often do you make small talk with colleagues? Where? What kind of things do you talk about?

What are some small-talk questions you can ask colleagues?

• Ask what kinds of things the student talks about when making small talk with colleagues (e.g., work, weekend plans, things in the news).

• Elicit some answers to the About you questions. Make notes for the Back to you role play later.

• Explain that in this lesson the student will practice making small talk with colleagues.

• Ask the student additional questions as necessary about small talk.

Practice: More small talk with colleagues (7–10 min) Use the background information and the prompts below to make sentences.

Matt and Carol are colleagues in a marketing company.

They've just bumped into each other in the office kitchen.

Matt • greets Carol and asks how she's doing.1 • asks about the Ogawa marketing campaign.3 • heard that the dinner event was very successful.5 • just going to take it easy - will probably watch the tennis. Asks if Carol has been watching it.7 • agrees – very exciting matches. Asks about Carol’s plans.9 • Sounds nice – needs to get back to work.11

Carol • greets Matt, and asks him how things are going.2 • great - organized a dinner event last week that went very well.4 • thanks Matt – asks about plans for weekend.6 • watched the quarter finals – impressed by the high quality of play.8 • nothing special – is having dinner with some old school friends on Saturday.10 • agrees, busy afternoon ahead.12

Conversation Numbered prompts above refer to the conversation below. Use these prompts to respond based on the information provided. For dialogue responses without numbered prompts, try to respond with your own ideas - free speaking is always good practice! Use the Language Reference if you need to.

1.

Matt: Oh, hi Carol. __________________________________?

2.

Carol: Hello Matt. Good thanks. ________________________________?

3.

Matt: Pretty good. So, how's __________________________________________________?

4.

Carol: Great! We ____________________________________________________________.

5.

Matt: Yes. I ________________________________________________________. Good job!

6.

Carol: Thanks, Matt. So _______________________________________________________

7.

Matt: I'm __________________. I'll probably _____________. Have __________________?

8.

Carol: Yeah a bit. I ___________________________________________________________.

9.

Matt: Yes, it's getting very exciting! So, _________________________________, any plans?

43

Reallyenglish Business Speaking B2 Unit 03 L2 OTS 10.

Carol: Nothing special. I'm ___________________________________________________.

11.

Matt: Sounds nice. Well, I better _________________________________. See you around.

12.

Carol: Yes, me too. I have __________________________________________. Bye!

• •

Establish who the people in the picture are and what they are doing: Matt and Carol, two office colleagues talking about work and weekend plans.

Explain that numbered prompts refer to the dialogue below them. They can use these prompts to create a dialogue conversation with you. Students can also respond with their own ideas too - free speaking is always good practice! See below for a sample dialogue.

Model dialogue Matt

Oh, hi Carol. How's it going?

Carol

Hello Matt. Good thanks. How are you doing?

Matt

Pretty good. So, how's the Ogawa marketing campaign coming along?

Carol

Great. We organized a dinner event last week. I think it went really well.

Matt

Yes, I heard that was a big success. Good job!

Carol

Thanks, Matt. So, do you have any plans for the weekend?

Matt

I'm just going to take it easy. I'll probably watch the tennis all weekend. Have you been following it?

Carol

Yeah, a bit. I watched the quarter finals and was impressed by the high quality of play.

Matt

Yes, it's very exciting. So, how about you, Carol? Any plans?

Carol

Nothing special. I'm having dinner with some old school friends on Saturday.

Matt

Sounds nice. Well, I better get back to it then. See you around.

Carol

Yes, me too. I have a busy afternoon ahead. Bye

Back to you (10 min) You are going to practice making small talk with your teacher. You can play yourself (or an invented version of yourself) and your teacher will play a work colleague. Look at the language study section below to get some ideas if you need to.

• Explain that you are going to role-play an exchange of small talk. The situation could be related to the About you section at the start, or another situation you decide on together. You can play a colleague or business associate, and the student can play themselves (or an invented person).

• Set the scene of the conversation, for e.g., an office water cooler or coffee machine. Decide who is likely to speak first and what the first line will be (e.g., Oh, hi, X. How are things? Or Hey X. How is X coming along?). Start when the student is ready.

• Use your notes from About you to keep the conversation relevant to the student's work or life situation if you can. As with all role plays, avoid interrupting or correcting at this point. Make some notes, including some things your student does well, and some mistakes to look at during the feedback.

44

Reallyenglish Business Speaking B2 Unit 03 L2 OTS

Feedback • After the role play is finished, use your notes to provide feedback.

• Mention things your student did well.

• Focus on errors: vocabulary or phrases, grammar, and pronunciation. See if your student can self-correct.

• If your student used simple language or did not make significant errors, elicit other ways of saying the same thing.

Extra If there is still time, you could ask the student to try and respond to the same questions in a different way. Alternatively, ask about their week coming up. Remember – the aim of the lesson is to encourage them to speak.

Assessment At the end of the lesson, score your student with 3: Excellent, 2: Good, 1: Fair and provide some feedback comments (use the list provided by Reallyenglish if necessary).

Language reference Talking about work

Talking about current events

How are the S5 sales coming along?

Have you been watching any of the football World Cup?

Yeah, they're picking up.

How did the presentation go?

It was a bit disappointing, actually.

We've been busy with routine network maintenance.

Have you seen the news about the currency markets?

What's your take on the new Internet surveillance law?

I've been working on the end-of-year performance reviews.

Talking about plans (So,) do you have any plans for the weekend?

(So,) what are you up to this weekend?

How about you, Jenny? Any plans?

I'll probably just take it easy.

I'm going to a horse race! How about you? Any plans?

No, not really. I'm going to take it easy.

I can't believe it's almost summer. Are you going to take some time off?

Have you got any vacation plans?

I'm thinking of taking a break at the end of the year.

45