Listening pro 2 teacher s manual by シェン廣志(沈仁偉)

Listening PRO

Total Mastery of TOEIC® Listening Skills

Jenny Wilsen

Teacher’s Manual

Andover • Melbourne • Mexico City • Stamford, CT • Toronto • Hong Kong • New Delhi • Seoul • Singapore • Tokyo

Listening PRO 2 Total Mastery of TOEIC® Listening Skills Teacher’s Manual Regional Director: Michael Cahill Publisher, Asia ELT: Edward Yoshioka Assistant Manager, Publishing: Melody Chiu Acquisition Editor: Chris Yang Editor: Percy Chang Publishing Executive: Evan Wu Cover Designer: Melvin Chong Cover images: (clockwise) Wavebreak Media/Thinkstock, Andresr/iStock/Thinkstock, Liv FriisLarsen/iStock/Thinkstock, TMSK/iStock/Thinkstock; back cover (t) XiXinXing/Thinkstock

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Contents Unit 1

We often work late at the office. ……………………….. 04

Unit 2

We have two candidates for the job. …………………... 12

Unit 3

You need to improve your time management skills. …. 20

Review 1

………………………………………………….................. 28

Unit 4

The printer is out of toner. …………………………....…. 31

Unit 5

Have you received your delivery?

Unit 6

It’s cheaper if you buy online. …………………………… 48

Review 2

……………………………………………………………… 55

Unit 7

I have an appointment with my dentist tonight. ……….. 57

Unit 8

I have a bad cold. ……………………………………...… 64

Unit 9

Do you have any painkillers? ….………………………. 71

Review 3

……………………………………………………………… 79

Unit 10

Who’s calling, please? …………………….…………….. 81

Unit 11

Welcome to our booth! ………………….……………….. 88

Unit 12

Let’s celebrate!

Review 4

…………………………………………………………….. 104

Unit 13

Is this for sale or for rent? …………………………..….. 107

Unit 14

Stay tuned! …………………………….……………….… 114

Unit 15

Tech-savvy or tech-ignorant? ………………..……….… 122

Review 5

……………………………………………………….…….. 129

……………………...40

…..……………………………….……. 96

Practice Test …………………………………………….………….……....132

Contents

Unit 1

We often work late at the office.

WARM UP Objective: Find details in a job advertisement. A ▪ Read the directions to students. ▪ Ask students to scan the advertisements and answer the questions. ▪ Allow students time to discuss their answers with a partner. B ▪ Read the descriptions aloud for students. Ask students to decide which advertisement each item relates to. ▪ Read the directions to students. ▪ Allow students time to choose the options they would accept. C ▪ Discuss students’ selections as a class.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually or in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. a, 2. b, 3. d, 4. c, 5. f, 6. e ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To hear people speaking about their jobs. A ▪ Tell students they will listen to a series of statements. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD1 Track 2 a. Please clock in before 10:00 a.m. using the time recorder on the wall.

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

b. The overnight shift starts at 10:00 p.m. and ends at 6:00 a.m. c. The work week at this company is 35 hours a week, not including an hour for lunch. d. Employees are expected to be at their desks until quitting time, which is officially 6:30. e. Sam works flexible hours so he can be home when his kids come home from school. f. The office is inaccessible on weekends and national holiday, unless you have a key card to the door. g. Employees are given six paid sick days they can use every year. h. Laura wakes up every morning at 6 in order to have time to get ready and arrive at work on time. ▪ Check answers as a class. Answers: 1. b, 2. h, 3. a, 4. d, 5. e, 6. c B ▪ Read the directions to students. ▪ Preview the question and answer options with students. ▪ Play the audio. Audio Script: CD1 Track 3 M: Hello, Stella. This is Frank from accounts calling. I want to talk to you about the overtime you did this month. W: Sure, Frank. What is it you want to know? M: How many hours a week do you usually work? W: I’m full time, doing the regular 9 to 5. I guess I work 40 hours a week including lunch. Why? M: That’s what I thought. On your time sheet it says you’ve worked 23 extra hours this week. That is an unusual amount of hours for you, so I just wanted to check that it was correct. W: Yes, it’s correct. We’re working on a press kit for the new pendant lighting designs. We hope to have the promotion side of things wrapped up by mid‐month, so I’m putting in a lot of extra hours. M: Righto. I’ll process the overtime right away then. It’ll be included in this month’s paycheck. ▪ Discuss the answer as a class. Unit 1 We often work late at the office.

Answer: b

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 4). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read the vocabulary words aloud. Ask students to repeat the words after you. ▪ Ask students to work alone or in small groups to match the words to the correct definitions. ▪ Check answers as a class. Answers: 1. d, 2. a , 3. b, 4. c, 5. g, 6. f, 7. h, 8. e B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. a, 2. d , 3. g, 4. e, 5. c, 6. b, 7. f, 8. h

Language Tip ▪ Read the language tip with students. ▪ Ask students to make sentences using the words introduced in the tip. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of two. Tell students that one partner should ask the question and the other partner should answer using their own ideas. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: Listen to people discuss job tasks A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. 6

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 5 1. I didn’t know you were still here too. 2. What are you working on? 3. Do you ever join her on these trips? 4. What else are you responsible for in your job? 5. Program Coordinator is a better title, isn’t it? 6. Does the company pay you for working overtime? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. b, 2. c, 3. c, 4. a, 5. b, 6. b B ▪ Read the directions to students. ▪ Preview the statements with students. Tell students that some of the details in the sentences will be incorrect. ▪ Play the audio. Audio Script: CD1 Track 6 M: Oh, hi there, Melody. I didn’t know you were still here too. W: Hi, Jim. Yes, I’m still here. I got into work a little late this morning, and I need to finish a few assignments before I go. M: What are you working on? W: Just a few things, writing some e‐mails. Susan asked me to e‐mail a few of our clients in the southeast. She wants me to help her plan her trip in that area. M: That’s right. I’m going with her on that trip. I didn’t realize with the promotion that I’d be traveling so much. Do you ever join her on these trips? W: No, I don’t go on those. That’s not part of my job description. My position is mostly to field phone calls for the department. I also make sure all the materials the field engineers need is at the site ready and waiting for when they arrive. M: What else are you responsible for in your job? Unit 1 We often work late at the office.

W: I keep track of the field engineers and submit status reports. And, I control the filing system for the department. I suppose my official title should be Office Manager, but I lucked out getting the title Program Coordinator. Program Coordinator is a better title, isn’t it? M: Sure is. It sounds more official. W: So, what is it that you do now that you are a CSR? M: Let’s see. I was assigned ten customers and I have to look after all their needs. I really enjoy it, since I can get to know the people and make sure our services meet their needs. It’s more work, though. That’s why I’m still here at this late hour. W: Does the company pay you for working overtime? M: No, it doesn’t. But it’s fine. I’m still learning the ropes, and it’s taking me longer to get a handle on some of the things I have to do. Well, I’m heading home now. I hope you don’t have stay too late. W: Thanks, Jeff. I hope I don’t here for too much longer, either! ▪ Ask students to open their books. Call on individuals to read the statements and determine if it is true or false. ▪ Check answers as a class. Answers: 1. T, 2. T, 3. F, 4. F, 5. F

LISTENING 3 Objective: To discuss policies and consequences of breaking rules. A ▪ Write the word policy on the board. Tell students some of your classroom or school policies, such as no food in the classroom or no use of cellphones during classtime. Ask students if they can think of a synonym for the word policy (i.e., rules, laws, etc). ▪ Tell students the list contains words that mean the same as policy, but that some of the words have slightly different meanings. ▪ Ask students to complete the task alone or in small groups. Suggest students use a dictionary to discover the slight differences between words. ▪ Discuss the meaning of the words as a class. Answers: Same as policy: rule, law, code, protocol Similar to policy: suggestion (not a rule), pattern (a series of actions or items that happen in a similar way over time), idea (a new thought), method (a way of doing something but is not mandated), guidelines (information on how to do something in a specific order or by a specific 8

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

method) B ▪ Read the directions. ▪ Preview the questions and answer options with students. Ask students to predict what they think the talk will be about. ▪ Play the audio. Audio Script: CD1 Track 7 M: Look, Rachel, I feel for you. I really do. I understand that this is a very difficult time for you. However, I have to go by protocol. If I break policy with you, I’ll have to do it with everyone. As it clearly states in your contract, see Section 15, Clause C, in the event of absence from work due to illness or other circumstance, if you have used up all of your sick leave and your personal leave, the company is under no obligation to provide you with further employment. In fact, I’ve done almost done all I can to prevent upper management from firing you. If you can’t give me a date when you can return to work, then I’m afraid there’s not much more I can do for you. The team is taking turns fielding your phone calls and filling out your reports, and it’s a strain on everyone. If you can return in the next two weeks, I’ll arrange to hire a temp. But, if you can’t commit to that, I am forced to let you go. Can you give me any more information about your husband’s condition and how much longer you’ll need off work? ▪ Write the words clause and section on the board. Discuss that these words are legal terms that are used when discussing a formal document, like a contract or guidelines. Play the audio once more and ask students to listen for these words. ▪ Check answers as a class. Answers: 1. c, 2. a ▪ Review the words in the language tip from the Vocabulary section. Ask students which phrase(s) mentioned in the tip are said by the speaker. Play the audio once more and discuss. (The speaker mentions fielding phone calls.) C ▪ Read the directions to students. ▪ Call on students to read the answer options aloud. Ask students what each word means. ▪ Allow students time to work in pairs to complete the task. ▪ Check answers as a class. Unit 1 We often work late at the office.

Answers: 1. ill, 2. sick leave, 3. Rules, 4. used all, 5. hold, 6. codes, 7. temp, 8. struggling ▪ Ask students to practice the talk with their partner. Call on one pair to perform the talk for the class. D ▪ Write the words gossip on the board and explain the meaning of the word. Ask students if they think the speakers in the conversation from C are gossiping or simply discussing the situation. ▪ Read the directions to students. ▪ Allow students time to determine what is untrue in the conversation, based on the talk. Play the talk (CD1 Track 7) once more if students need to hear it. ▪ Check the answer as a class. (The manager has not yet decided to hire a temp.) Answers: The manager has not yet decided to hire a temp, so Rachel hasn’t been fired. In other words, if she can return in two weeks, she will still be able to keep her job.

LISTENING 4 Objective: Discuss job requirements A ▪ Discuss the phrases choose to and be forced/made to with students. ▪ Read the directions to students. ▪ Discuss the given options. Ask students to add one more requirement of their job to the list. B ▪ Tell students they will hear two coworkers discuss an upcoming event they should attend for work. ▪ Preview the statements and tell students only one of the italic phrases in each sentence will be correct. ▪ Play the audio. Audio Script: CD1 Track 8 W: I can’t believe they’re making it mandatory that we attend the Round the Bays fun run. M: I know! The craziest thing about it is that they’re making us pay the registration ourselves. They’re not even subsidizing it! W: Well, I suppose from their point of view they’re doing us a favor. Heather said that the official response in the Human Resources Department is that they want to help us help ourselves by encouraging us to get fit and healthy. M: Of course they are. The healthier we are the less sick days we’ll take, which is definitely better for business. I just wish they were paying for our registration. I have a lot of my own bills to

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

pay and I really can’t afford the cost. ▪ Check answers as a class. Answers: 1. are being forced to, 2. they are, 3. her employer’s, 4. use less sick days C ▪ Ask students to choose a partner. As a group, ask students to discuss something they were forced to do at work. ▪ Allow students time to talk. Ask students to create a conversation using words and phrases they learned in the unit. D ▪ Ask groups to merge and perform their conversation for the new members of the group. ▪ Encourage students to discuss whether the activity the person was forced to do was fair or unfair.

Unit 1 We often work late at the office.

Unit 2

We have two candidates for the job.

WARM UP Objective: To talk about one’s job history. A ▪ Write the word interview on the board and explain the meaning of the word. Ask students what they bring with them to an interview. Elicit ideas such as briefcase, portfolio, and resume or CV. ▪ Read the directions to students. Explain that a temporary staffing agency is a company that gives people short-term work, usually for a day up to a few months. Discuss this kind of company with students and their personal experience. ▪ Ask students to complete the form with their own details. B ▪ Ask students to compare their forms with a partner. Tell students to check that their partner filled out the sections completely and correctly. ▪ Read the directions to students. ▪ Play the audio.

Audio Script: CD1 Track 9 M: Thank you for coming into our offices today and for your interest in registering with us as a temp. Now that I have your application form, I’ll get you set up with the computer for a few personality and ability tests. These standard tests will evaluate your typing speed, your attention to detail and accuracy, your level of aptitude using Microsoft Office applications and your memory skills. If you marked any special skills or language abilities, we’ll also evaluate those. We’ll also run you through a short personality test which will try to determine which types of roles and working environments you are best suited to. You will need to get a certain pass grade on all of the ability tests in order to register with us as a temp. Are you ready to begin? ▪ Discuss what an appropriate response to the talk would be. (Suggestion: Definitely! I am. Yes, ready to go.)

PHOTO MAZE ▪ Read each word aloud as students listen. 12

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1.c , 2. a, 3. d, 4. f, 5. e , 6. b ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To explore ways job openings are announced. A ▪ Tell students they will listen to a series of statements. ▪ Discuss with students, using the photos, which ways they commonly find jobs. ▪ Play the audio. Audio Script: CD1 Track 10 a. There’s a job board outside the restaurant on 15th street that farmers and business owners in town use. b. I overheard some people saying that your company has an opening in its service department. c. The recruiter says the job requires experience on a construction site. d. We’ll announce the job at this weekend’s job fair at the convention center. e. The applicant pool is made up mostly of men in their 30s. f. I’m calling in response to an ad I saw in the paper for a job as a delivery driver. g. Sorry, the job you are calling about has already been filled. h. The sign outside says you’re hiring part‐time waitresses? I’m interested. ▪ Check answers as a class. Answers: 1.f , 2.a , 3. b, 4. c, 5. e, 6. h B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Play the audio.

Audio Script: CD1 Track 11

Unit 2 We have two candidates for the job.

M: I’m not kidding around here, Sarah. We really need at least two more researchers on this project. W: Well, I just don’t think we can afford it. I had a chat with Jason in accounts yesterday and he said there just isn’t a budget to hire more staffers. M: What if I hired two people part time? One person could work Monday, Wednesday and Friday and the other could work Tuesday and Thursday and the occasional Saturday or Sunday. W: OK, that way we avoid having to provide benefits. It’s going to be a difficult, though. M: How about this? We’ll call the job Junior Research Assistant and announce it mostly through local universities. That way the applicant pool will mostly be made up of final year students and recent graduates. W: I guess if they don’t have experience we can pay them less. We’ll train them on the job. How much should we pay per hour? M: I think the minimum wage is $5.60, so we should go with that. And, a 60‐day trial period. After that, we can discuss an increased wage. W: If you’re prepared to handle the training I’m willing to consider this as a option. Can you give me a day or so to think about it? I’ll get back to you with my answer soon and then we can move onto the recruitment phase. ▪ Check answers as a class. Answers: 1. a , 2.c

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 12). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read the first vocabulary word aloud. Ask students to repeat the word after you. 14

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Call on individual students to read the correct definition. ▪ Continue with the next word. Answers: 1.f , 2. d, 3. h, 4. e, 5. b, 6.g, 7. a, 8. c B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Read the first sentence aloud. ▪ Call on individual students to decide the correct missing word. Check that the student used the correct form of the word. ▪ Continue with the next sentence. Answers: 1. a, 2. e, 3. f, 4. h, 5. c, 6. d, 7. g, 8. b

Language Tip ▪ Write the following sentences on the board. Ask students to decide which sentences are incorrect. The staffs are all invited to the meeting. (incorrect) The entire staff is invited to the meeting. (correct) Everyone on staff is invited to the meeting. (correct) ▪ Read the language tip with students. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of three. Tell students that one partner should ask the question and another partner should answer using their own ideas. The third partner should ask one follow-up question. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To hear people talk about job experience A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 13 1. I trust their qualifications meet the needs of the job. Unit 2 We have two candidates for the job.

2. Do you have their resumes for me to look at? 3. Cindy has over 10‐year experience but most of that is at management level. 4. Do you think that’s enough experience for this role? 5. Who does he list as his previous employer? 6. Why is she interested in this position? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1.a , 2. c, 3. b, 4. b, 5. a, 6. a B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 14 M: We’ve selected two candidates for this role: Cindy Sherman and Trevor Clifford. W: I trust their qualifications meet the needs of the job. M: Yes, both have extensive experience in luxury retail and fit the profile you requested. W: Fine. Do you have their resumes for me to look at? M: Yes, I do. Here they are. W: Of course, there are some differences that we’d like to make you aware of before we make the final selection. W: And those are? M: Well, Cindy has over 10‐year experience but most of that is at management level. W: That’s exactly what I’m looking for. M: Yes, but for the past seven years she’s worked in administration rather than on the shop floor. Trevor has management experience but hasn’t left the floor. He’s been working in this area for just five years. Do you think that’s enough experience for this role? W: I suppose it might. I’m interested in how busy the store he worked in was. Five years in a busy store is equivalent to ten years in a quiet, mom‐and‐pop shop. Who does he list as his previous employer? M: A big department store. He managed an entire floor. 16

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

W: As you know, this role is shop floor only, so ideally we’d want someone who is experienced in that area. To me, Cindy sounds like she’s been in an office for too long. Why is she interested in this position? M: I’m not sure but I can find that out for you. I’ll get them both in for an interview and we can go from there. ▪ Ask students to open their books. Call on individuals to read the statements and determine if it is true or false. ▪ Check answers as a class. Answers: 1. T, 2. T, 3. T, 4. F, 5. F

LISTENING 3 Objective: To explore ways to learn new skills. A ▪ Read the directions to students. ▪ Call on students to read the options aloud. ▪ Allow students time to rank the options and then discuss their ideas with a partner. Encourage students to express themselves in complete sentences. B ▪ Tell students they will hear a manager give an employee more responsibilities. ▪ Play the audio. Audio Script: CD1 Track 15 M: Lynn, I think you’re ready for a few extra responsibilities. Here is a booklet one of my former assistants made that will explain all the details of the work. What you’re going to be doing is managing the production of some of our school uniforms. See here on this page, there’s a flowchart showing all the steps from start to finish, from when the client places the order to when we deliver the final product. There is a section in the back with phone numbers for the people she used to contact on a regular basis, like skilled workers and delivery drivers. I’m going to leave you with this today for you to review. Here’s a file, too, of a project we recently completed. Have a look at this and then tomorrow I’ll give you the details on the project you’ll be in charge of. It’s not a big order, and it’s relatively simple. That way, you can learn what Unit 2 We have two candidates for the job.

needs to be done. I’ll be here to help you along the way, and you’re welcome to ask me questions. ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Answers: 1. booklet, 2. managing projects, 3.review C ▪ Read the directions to students. ▪ Ask students to work in small groups to complete the task. ▪ Check answers as a class. Answers: a.7

b.4

c.5

d.2

e.6 f.1

g.3

Language Tip ▪ Read the language tip to students. ▪ Ask students to create sentences using the bold words.

LISTENING 4 Objective: To talk about professional development A ▪ Write professional development on the board and explain that this term refers to learning done to improve professional or job-related skills. ▪ Read the options listed in the book. Ask students to choose three options they think are best for professional development. ▪ Allow students to work in small groups to complete the task and discuss their ideas. ▪ Encourage students to add their own ideas on the lines. B ▪ Tell students they will hear a conversation between two coworkers.. ▪ Play the audio. Audio Script: CD1 Track 16 M: I’m really excited to be get this training session. We get to learn practical new skills in website design and we get paid for it. Even the course fees are covered by the company. Do you know if we get a certificate of completion? I’d love to have this in my resume. W: Yes, we do. And make sure you give a copy to human resources to put into your employee 18

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

file. They look at your file when they do your year‐end report. M: That’s great. You know, I’m thinking of leaving the company soon and going freelance. This and the other certificates we’ve earned will really look great in my portfolio. W: Wow. You’re leaving? I didn’t know that. ▪ Check answers as a class. Answers: 1. People will learn practical new skills in website design. 2. The company will pay. 3. They will get a certificate. 4. Give a copy to human resources to put into his employee file. Because human resources will look at his file when they do his year-end report. 5. He will put the certificates he eared into his portfolio. Teaching Tip Divide the class into five groups, and assign one question to each group. Give the groups two to three minutes to answer the question. Ask groups to then explain their answer formally, with explanation as to how they came to that answer, for the class. C ▪ Read the directions to students. ▪ Ask two volunteers to read the model conversation. ▪ Allow groups time to create their conversations. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal. D ▪ Ask groups to preform their conversations in front of another group. ▪ Encourage groups to critique the conversations.

Unit 2 We have two candidates for the job.

Unit 3

You need to improve your time management skills.

WARM UP Objective: To talk about daily activities. A ▪ Read the directions to students. Ask students to call out activities people often do during the day. Elicit ideas such as brush your teeth, eat meals, go to work or school, meet friends for dinner, etc. ▪ Allow students time to complete the left column of the chart with what they think they usually do on an average day. ▪ Then, allow students to complete the right column with what they actually did yesterday. B ▪ Ask students to work with a partner to compare the two columns of their charts. ▪ Discuss daily activities as a class.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually / in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. c, 2. d, 3. f, 4.b , 5. e, 6.a ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To discuss goals. A ▪ Tell students they will listen to a series of statements people have made regarding goals. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD1 Track 17 a. You’re not very well‐liked in the office. Try to develop more friendships at work and be less competitive. b. To get ahead in my career, I’m going to have to become known as an expert.

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

c. It’s important that I bring in 10 new clients and make sure their cases are successful every single month. d. Why not join a group like Toastmasters to improve your speaking and presentation skills? e. One goal I’d like to suggest for you is to shadow one of the managers to learn about their jobs. f. Read the book You Can Do What You Want to If and apply what you learn, and you’ll be a definite candidate for the promotion. g. This year I hope I can be more efficient, and I should start by de‐cluttering and organizing my work space. h. You might want to think about increasing the number of projects you see to completion. ▪ Check answers as a class. Answers: 1.b , 2. f, 3. a, 4. d, 5. h, 6. e B ▪ Read the directions to students. ▪ Preview the question and possible answer options. ▪ Play the audio. Audio Script: CD1 Track 18 W: Take a seat, Grant. Before we talk about anything, I want you to complete this form. As you can see, it has a number of sections, the first being for you to write your ideas on performance goals for the coming year. M: OK, that sounds great. Will we chat about them together afterward? W: Yes, of course. I hope to have some concrete goals and a practical schedule for you to achieve them by the end of the day. M: Can you give me a suggestion? I’m not exactly sure how to word a goal. W: Well, one of mine for this year is to attend at least 6 workshops this year that the guild organizes. Does that help? M: It does. I’ll get started right away. ▪ Check answers as a class. Answer: a Unit 3 You need to improve your time management skills.

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 19). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. e, 2. g, 3. c, 4. f, 5. d, 6. h, 7. a, 8. b B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Read the first sentence aloud. ▪ Call on individual students to decide the correct missing word. Check that the student used the correct form of the word. ▪ Continue with the next sentence. Answers: 1. f, 2. c, 3. h, 4. d, 5. a, 6. e, 7. g, 8. b

Language Tip ▪ Write the word priority on the board. Discuss the meaning of the word with students. Ask students what the verb form of the word is. (prioritize) ▪ Read the language tip with students. ▪ Ask students to create a short talk about their priorities, using the bolded words in the tip correctly. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of two. Tell students that one partner should ask the question and the other partner should answer using their own ideas. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To discuss performance reviews 22

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 20 1. Why did you call me in today? 2. What did I write as a goal? I can’t remember. 3. How is that project coming along? 4. I have not seen any revised prices, so am I right to say this goal was also not met? 5. How would you rate your performance in the past six months? 6. How long have you worked at this company? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. a, 2. a, 3. c, 4. a, 5. c, 6. a B ▪ Read the directions to students. Ask students to take notes as they listen. ▪ Play the audio. Audio Script: CD1 Track 21 W: Hi, Dan. Why did you call me in today? M: To discuss this request you submitted. You’ve asked to move into the open office that Jeremy used to work in. W: Oh, good. I was hoping we could talk about that this month. I’d really like to move out of a cubicle and into an office. M: Well, Jackie, this form requires me to evaluate your work performance against the goals you set in the previous year. W: I see. What did I write as a goal? I can’t remember. M: One was to finish the catalog by June. How is that project coming along? W: Ah, it’s not exactly finished yet. I need another month, I think, to finish it. Unit 3 You need to improve your time management skills.

M: It’s July, Jackie. So this goal was not met. Another was for you to negotiate with the printer for a lower price on our printing costs. I have not seen any revised prices, so am I right to say this goal was also not met? W: You’re right. M: Jackie, how would you rate your performance in the past six months? W: Unsatisfactory, I suppose. M: I agree. How long have you worked at this company? W: Five years. I’ve held my current job as production manager for two. M: And in all that time, I can’t recall a time you had any form of performance problems. What’s going on? W: Well, I’ve had a difficult time at home lately, what with my husband in and out of hospital and my son in all that trouble at school. I guess the stress of it all bled into my work life. I’m really sorry. M: I feel for you, but I’m not going to be able to approve your request. W: Is that your final decision? As I’ve explained numerous times, I was under a lot of pressure at home. I’d be so grateful if you could take that into account. M: It is my final decision. But, I’ll reconsider if in the next two months you follow through with your other goals listed in your file and show me that you deserve it. ▪ Read the statements aloud. ▪ Ask students to work alone or in small groups, using their notes to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. F, 2. T, 3. T, 4. F, 5. F

LISTENING 3 Objective: To discuss salaries and pay for work A ▪ Read the directions to students. ▪ Call on students to read the statements aloud. ▪ Play the audio. 24

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Audio Script: CD1 Track 22 M: Beatrice has really excelled in this first six months of her role, don’t you think? W: Yes, she has. I had my doubts about her, since she hasn’t even graduated from her Master’s program yet, but she certainly proved me wrong. M: I have to meet with her on Monday for her annual review. That Junior Accountant position just opened up. Do you think I should offer it to her? It will mean a significant pay rise. W: Sure, that’s a great idea. I have every confidence that she can do it. Let’s just hope her university schedule allows her to do it. It’s a full‐time role. ▪ Check answers as a class. Answers: 1. M, 2. W, 3. W, 4. M, 5. M, 6. W, 7. W B ▪ Read the directions to students. ▪ Preview the photos and ask students to predict which person has the highest-paying job. ▪ Play the audio. Audio Script: CD1 Track 23 1. My name is Claira and I’m a trainee in my father’s engineering company. I’m still being trained,

and I’m still going to school part‐time, so I don’t make much money. Once I’m working full

time, I’ll probably make anywhere from seven to eight thousand dollars a month. Right now,

though, I bring in about $800 a month.

2. Hi, I’m Howard. Let’s see. My job is to teach science at a high school. I work full‐time. When I

started, I made only $30,000 a year, which breaks down to about $2,500 a month. Now, after

doing the job for 15 years, I make about twice that.

3. I’m Molly and I work in a state park for a living. I work part time in the winter and full time in

the summer, mainly because we get a lot more visitors in the park when the weather is warm.

I get paid pretty well, about $4,000 a month.

4. My name is Arnold. I work in a men’s clothing store. My boss pays me on commission, so my

monthly pay changes all the time. I can make anywhere from $1,000 to $10,000 a month, but I

usually make about $3,000 a month.

Unit 3 You need to improve your time management skills.

▪ Discuss the answer as a class. Answer: Howard C ▪ Read the directions to students. ▪ Preview the statements with statements. ▪ Play the audio once more. ▪ Check answers as a class. Answers: a. 2, b. 4, c. 1, d. 3 D ▪ Read the directions to students. ▪ Allow students time to create a talk about their own jobs using real of made-up information. ▪ Ask students to present their talks to a partner.

LISTENING 4 Objective: To review the topics of the unit A ▪ Ask students to recall the three topics of the units. Elicit performance reviews, work goals, and salaries. ▪ Tell students they should read each of the statements and decide which topic each statement refers to. ▪ Check answers as a class. Answers: 1. P, 2. S, 3. W, 4. P, 5. S, 6. W B ▪ Play the audio. (CD1 Track 24) ▪ Read the answer options aloud with students repeating after you. ▪ Ask students to use their memories to complete the talk. ▪ Play the audio once more for students to check their answers. Answers: 1. positive , 2. topic, 3. recognition, 4. handle, 5. instead of, 6. ease into, 7. accomplish, 8. assist C ▪ Read the directions to students. ▪ Ask two volunteers to read the model conversation. ▪ Allow groups time to create their conversations. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal. D 26

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Ask groups to preform their conversations in front of another group. ▪ Encourage groups to critique the conversations.

Unit 3 You need to improve your time management skills.

REVIEW 1

Units 1-3

LISTENING 1 A

▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 25

W: Ah, can you help me? My time card is stuck in the machine! I can’t punch out. M: I’m guessing that you’re new here; you haven’t been introduced to the wiggle and pull technique yet. W: The "wiggle and pull technique"? I don’t know anything about it! M: So, you need to take hold of your card on either side, like so, wiggle it gently from side to side for a few seconds, then yank it out. Put a bit of force into it and it should come right out. Voila! W: What a mission! They really need to get a new time card machine, don’t they? We didn’t have these machines at my last job; everyone just came and went on their own. M: Well, once you get the hang of it, it’s easy. So you’re not working flexible hours, are you? W: No, in at nine and out at five. I work the company‐required 35 hours a week, not including the hour I’m allowed for lunch. We’re working on a big project, so I had to work late today. What about you? M: I work ten to three in the office, but then come in again around seven and work until whenever I’m finished. W: Why do you do that? It sounds like a lot of trouble, all that coming and going. M: My wife works, and this way someone is home when the kids come home from school. We all eat dinner together, and then my wife takes care of things afterward. It suits our schedule just great. ▪ Check answers as a class. Answers: 1. d/g, 2. a/c/h, 3. b/e/f, B 28

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. F, 4. T

LISTENING 2 A ▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 26

W: Are you a busy working parent struggling to manage your time? Is your work or home life suffering as a result? A few years ago, Grace Able was working full time in an executive position, studying marketing part‐time through an online university and bringing up two children under the age of five with help from her husband. Both were equally demanding. In this sink or swim environment, she quickly learned how to successfully juggle all of these areas of her life. In her new book, Less Stress for Working Parents, she teaches you how to prioritize the activities in your life so that you too can achieve that work‐life balance you so desperately need. In the first chapter, she asks readers to chart out their daily schedule, by first guessing what they do and then documenting what they actually do. Doing a comparison of the charts can be really eye‐opening! Do your family, your boss and, most importantly, yourself, a huge favor: head to your nearest bookstore and get your hands on a copy of Less Stress For Working Parents. It’s only $15! ▪ Check answers as a class. Answers: 1. b, 2. a, 3. c, 4. b B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 1. Grace felt her job and raising a family was equally demanding. 2. Grace took marketing classes through an online university. 3. The chart to compare your guessed daily schedule and your actual daily schedule is in chapter 1.

READING 1 Review 1

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 1. c, 2. a, 3. b, 4. c

READING 2 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 1. c, 2. b, 3. a

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Unit 4

The printer is out of toner.

WARM UP Objective: To talk about objects found in an office A ▪ Read the directions to students. ▪ Ask students to work in small groups to find the objects listed in the picture. ▪ Read the list of objects with students repeating after you. Call on students to identify the location of each object. Correct students’ use of prepositions as needed. B ▪ Read the prompt to students. ▪ Ask students to make lists with a partner or in small groups. ▪ Ask students to come to the board and write the objects they have on their list, making sure not to repeat the items already written on the board. Review the meaning and pronunciation of the objects.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. a, 2. d, 3. c, 4. f, 5. b, 6. e ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To explore the purpose and related details of objects found in an office A ▪ Tell students they will listen to a series of statements about office objects. ▪ Call on students. Ask students to predict the description of each photo. ▪ Review with students the names of the objects, introducing the names of 2 (tape dispenser), 4 (copy or Xerox machine), and 6 (marker). If you have one in the classroom, show students a stapler and the staples inside, a ream of paper, a pair of scissors, a ballpoint pen, a felt-tip pen, and a cork board. ▪ Play the audio. Audio Script: CD1 Track 27 Unit 4 The printer is out of toner.

a. The printer is out of paper and I can’t find any reams of paper anywhere. b. Do you have any extra staples for my stapler? c. Get me a roll of tape for my tape dispenser, will you? d. These scissors are dull. Do you think I can sharpen them, or should I just toss them and replace them? e. This binder clip isn’t big enough for this stack of paper. Do you have a bigger one? f. I need to use a ballpoint pen to fill out this form, but all we have in the supply closet are felt‐ tip ones. g. Are there enough extra push pins for us to put all these fliers on the cork board? h. Put a few pads of sticky notes on my desk. I’ve run out. ▪ Check answers as a class. Answers: 1. e, 2. c, 3. h, 4. a, 5. g, 6. f B ▪ Read the directions to students. ▪ Preview the phrases with students. ▪ Play the audio. ▪ For lower level classes, play the audio once complete. Immediately play the audio once more, pausing after each speaker’s line. Ask students which phrase they heard and what they think the speaker meant by it. Review the meanings of the phrases and then play the audio once more completely. Audio Script: CD1 Track 28 M: Excuse me, Adele. The printer is showing an error message saying that it is out of toner. What should I do? W: Are you sure it’s completely used up? Sometimes you can take the cartridge out and rock it back and forth. Put it back in and the error message will go away. M: OK, let me try that. (pause) No, the message is still there. W: Alright. You need to replace it, in that case. Check in the basement, next to the paper supply. When I was there last, I saw a box with “toner” written on it. M: Is there anything else you need while I’m down there? W:

Let’s see. We’re running low on staples and tape, so you might as well bring up some of

those. And, how about a few boxes of tissues? Maybe a box of pens, too? 32

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Sure. And a few trash bags.

W: Good call. They always slip my mind. ▪ Check answers as a class. Answers: 1. to become used up, 2. disappear, 3. last time; recently, 4. take something to higher floor, 5. to run out of, 6. still exist, 7. almost used up, 8. pass out of one’s memory

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 29). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read the first vocabulary word aloud. Ask students to repeat the word after you. ▪ Call on individual students to read the correct definition. ▪ Continue with the next word. Answers: 1. b, 2. a, 3. f, 4. h, 5. e, 6. g, 7. c, 8. d B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. a, 2. d, 3. g, 4. b, 5. e, 6. h, 7. c, 8. f

Language Tip ▪ Write the word ream on the board and ask students to recall the meaning of the word. Tell students they will learn words used to describe quantities of paper. ▪ Ask students to read the paper silently. ▪ Have prepared the following kinds of paper: a sheet of paper, a ream of paper, a small ripped off piece of old paper (to represent scrap), a few sheets of paper (to represent bit), a long piece of paper ripped from another paper (to represent slip), a pad of paper, a lot of paper (to represent pile or stack). Set these examples on your desk or in another place all students can see. ▪ Say each qualifier (scrap, bit, slip, etc) randomly and ask students to point to the correct example. ▪ Practice again by pointing to one quantity of paper and ask students to say the correct qualifier. Unit 4 The printer is out of toner.

C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of three. Tell students that one partner should ask the question and another partner should answer using their own ideas. The third partner should ask one follow-up question. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To hear people buy office supplies A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 30 1. Is this OfficePlus? I would like to place an order. 2. How do I order online? 3. Is there anything else I can help you with? 4. Can you tell me a little more about these products? 5. Which one do you suggest? 6. Thanks for your advice. ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. c, 2. b, 3. c, 4. b, 5. c, 6. c B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 31 M: Hello? Is this OfficePlus? I would like to place an order. W: Yes, you’ve reached OfficePlus. You’re speaking to Tina. I can take your order for you but it 34

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

might be easier if you place it through our online ordering system. M: Oh, I didn’t know you had one. Sorry, this is the first time I’ve placed an order with you. I’m new to the job. How do I order supplies online? W: From our Website, look for the "Place An Order" button. It’s on the top left corner of home page. Is there anything else I can help you with? M: Yes, there is. It has to do with the flier your company sent announcing a new line of paper. Do you know the flier I’m talking about? Can you tell me a little more about these products? W: Yes, I can. Let me give you a quick introduction. This month we’re starting to sell economy paper, made from recycled fibers. It comes in 70 GSM, 80 GSM, and 150 GSM. M: Sorry, I don’t know the term GSM. From the flier, it looks like they are all the same price. What’s the difference? W: The difference is simple. GSM refers to the thickness of the paper. M: Which one do you suggest? We use paper to print invoices and e‐mails; nothing important. W: I suggest the 70 GSM, for sure. If you were using the paper for contracts and important documents, I’d suggest the 150 GSM. M: Hm. I guess we do have a need for nicer paper, too. W: Then, if I were in your shoes, I’d order a ream of the thicker paper too. What do you think about that? M: I suppose having it in the supply cabinet just in case won’t hurt. Thanks for your advice. W: I’m glad to help. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. F, 2. T, 3. F, 4. F, 5. T

LISTENING 3 Objective: To discuss money and purchases. A ▪ Read the directions to students. ▪ Ask students to work alone or in small groups to complete the task. Unit 4 The printer is out of toner.

▪ Check answers as a class. Answers: 1. F, 2. T, 3. T, 4. F, 5. F, 6. F, 7. T, 8. F ▪ For higher level classes, ask students to re-write the false statements to be true. Teaching Tip Ask students to scan the sentences and find the key word(s) related to money, budgets, and purchases in the sentences. Ask students if they know the meaning of the words. B ▪ Tell students they will hear a conversation between two coworkers. ▪ Preview the comprehension questions and answer options. ▪ Play the audio.

Audio Script: CD1 Track 32 M: Dani, sorry, I’m not going to be able to put in your request for the new chairs for the conference room. W: What do you mean? I already got approval from the office manager. Even he said the chairs we have in there now are terrible and not suitable for guests. M: Ken said that? Hm. Here’s my problem. I only have access to our department’s office supply budget, and that’s only $1,000 a year. It’s really meant for buying pens and paperclips and printer paper. Somebody was budgeted this year for office furniture, and we spent a third of that already on some new desks and filing cabinets. W: Is there any way to use money from another budget line, something that we know isn’t going to be used up? M: Well, we can’t just move around money from other places like entertainment and travel, but most departments have requested money to be used at their discretion during the year. I need to talk to Ken about that. For sure he has money to be used for a rainy day, so if he really feels the need for the chairs, he might have to pitch in for most of the cost. W: And if he doesn’t? M: Let’s hold off on talking about worst‐case scenarios. You know the saying, where there’s a will, there’s a way. We’ll find a way, even if it means pleading our case to upper

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

management. ▪ Allow students time to answer the questions individually or in small groups. ▪ Check answers as a class. Answers: 1. a, 2. b, 3. b, 4. a C ▪ Read the directions to students. ▪ Prepare ahead of time short definitions for the words in the box. Read one definition and ask students to decide which word you are referring to. Continue with another word from the box. ▪ Allow students time to read and complete the conversation alone or in small groups. D ▪ Tell students they will now hear the conversation. Ask students to check their answers as they listen. ▪ Play the audio. (CD1 Track 33) Answers: 1. agree, 2. fiscal year, 3. fund, 4. accounted for, 5. earmark, 6. requisition, 7. approved ▪ Allow students time to practice saying the conversation with a partner.

LISTENING 4 Objective: To discuss purchasing decisions A ▪ Read the directions to students. ▪ Read the options. Allow students time to make their selections. ▪ Discuss their selections as a class. B ▪ Read the directions to students. ▪ Play the audio. Audio Script: CD1 Track 34 M: One very important task among the duties of the Administration Assistant is placing the stationery order for the office. Before the 20th of each month, people will either send you an e‐mail with the things they need. That, or they will come to you directly. W: What do I do once I have their order? M: You’ll have to look through the catalog for the item numbers. Our account number is pinned Unit 4 The printer is out of toner.

to the cork board here, and that entitles us to 20% off the listed prices. Take some time this week to review the past orders in the file to get a feel for what we usually buy. W: Where do I find this file, and the catalog? M: The catalog is in the top shelf of your bookshelf. It’s the thick, heavy one. You can also check the company’s Website to see if they are running any promotions or have new products. Usually there is a code for free shipping or buy‐one‐get‐one offers. W: I see. Is there a limit on how much I can order? M: For the first order, you’ll need to show me the final order for approval. After that, you’ll be allowed to authorize orders for up to $300. Anything over that and you’ll need to get approval from me. W: Can I order some things for myself? M: Sure, as long as it’s necessary. Same with other people. If you notice anything that seems like it is more for personal use, come see me and I’ll talk to the person. W: Thanks. M: One more thing: If anyone gets their order in to you past the 20th, they’ll have to wait until the next round of orders. But everyone in the office knows the system so that shouldn’t happen. W: OK. I’ve already received some e‐mails so I guess I’ll start compiling the order right away. I’ll come to you if I get stuck with anything. ▪ Check answers as a class. Answers: 1. a discount, 2. catalog/woman’s, 3. $300, 4. must wait until next month C ▪ Read the directions to students. ▪ Ask students to write their selections on the line and then discuss their ideas with a partner. ▪ Ask students to determine which one of their partner’s objects is unnecessary or least necessary. D ▪ Read the directions to students. ▪ Ask two volunteers to read the model conversation. ▪ Allow groups time to create their conversations. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal. 38

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Ask groups to preform their conversations in front of another group. ▪ Encourage groups to critique the conversations.

Unit 4 The printer is out of toner.

Unit 5

Have you received your delivery?

WARM UP Objective: To explore the mail system A ▪ Read the unit title to students. Ask students what they think the unit will be about. Elicit ideas such as mail and the post office. ▪ Ask students to work alone to answer the questions. B ▪ Ask students to discuss their answers with a partner. ▪ Allow students time to discuss the topic as a class. Ask one student to choose a question to ask another student. Then, that student should ask another student a question. Encourage students to change the questions, such as the following. How do you get your mail? --> Do you get your mail from a post office box? How does your letter carrier deliver mail? --> My mailman comes on foot. Is that how yours delivers mail, too? What kind of mail do you usually get? --> How often do you get postcards in the mail from friends? What do you do if you miss a delivery? --> Say, if you weren’t home for a delivery, how would you get or retrieve your package?

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. b, 2. a, 3. f, 4. c, 5. d, 6. e ▪ Ask students how they think these words relate to the unit topic. Suggested answers:

LISTENING 1 Objective: To discuss delivery methods A ▪ Tell students they will listen to a series of statements about how things are delivered. Read the directions to students. ▪ Call on students. Ask students to describe the three methods of delivery, and discuss what kind of items are delivered in each way and how long it takes to get things delivered in each way. ▪ Play the audio. 40

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Audio Script: CD1 Track 35 a. This package needs to be brought to 449 W. 19th Street right away. Please make sure Mr. Stevens get it. b. We’re only shipping half a container to the customer; is there anything you’d like to ship to fill the rest of the space? c. Please send the box by regular post. I know it will take longer, but I’m more interested in saving on postage. d. This contract must get to our office in Moscow by Friday, no matter the cost. e. We can send the photos of the machines via e‐mail, as long as the files aren’t over 25 megabytes. ▪ Check answers as a class. Answers: 1. a, 2. b, 3. c ▪ Discuss other ways things are delivered, such as cargo planes, trucks, etc. B ▪ Tell students they will hear a conversation. Read the directions to students. ▪ Focus students’ attention on the question in the directions. ▪ Play the audio. Stop the audio after the woman asks “Which do you suggest?” Ask students to discuss with a partner what the possible options are. Audio Script: CD1 Track 36 M: Thank you so much for purchasing Frederick Granger’s latest series of sculptures, Ms. Germaine. Now we just need arrange for the transport of the sculptures. W: Yes, I agree. Where are the sculptures coming from exactly? M: The artist lives and works in Britain at the moment so we’ll need to arrange for international shipping. W: Which do you suggest? M: We have had success sending art by plane and sea. Sending them by plane is much faster but significantly more expensive. There’s always a risk by sending things by freighter, but if you can stand to wait a few weeks, it might be the better choice. Unit 5 Have you received your delivery?

W: I see. Plane is fine. We hope to install the sculptures in our garden by the end of the month, so I’d like them as quickly as possible. Can I leave it with you to arrange everything? ▪ Finish playing the audio. ▪ Check answers as a class. Answers: by plane

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 37). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. a, 2. e, 3. g , 4. f, 5. d, 6. h, 7. b, 8. c B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Read the first sentence aloud. ▪ Call on individual students to decide the correct missing word. Check that the student used the correct form of the word. ▪ Continue with the next sentence. Answers: 1. e, 2. d, 3. c, 4. f, 5. g, 6. b, 7. h, 8. a

Language Tip ▪ Read the language tip with students. ▪ Ask students to write sentences using the bold words correctly. Ask students to read their sentences aloud to the class or to compare sentences with a partner. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. 42

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Divide students into groups of three. Tell students that one partner should ask the question and another partner should answer using their own ideas. The third partner should ask one follow-up question. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To listen to people talk about delivery problems A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 38 1. I’d like to know what happened. 2. Can you tell me if it was picked up before 10 a.m.? 3. Where is the package now? 4. Do I get a discount then? 5. There must be something in your terms and conditions about this sort of thing. 6. When can I expect delivery? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. c, 2. a, 3. a, 4. a, 5. b, 6. a B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio.

Audio Script: CD1 Track 39 W: Hi. This is Gail from Kaiser Electronics. One of your messengers picked up a package from my company this morning. I called my client to check it was received and I was informed it never arrived. I’d like to know what happened. M: Yes, one moment, and I’ll get the details. Yes, Kaiser Electronics, this morning. Can you tell Unit 5 Have you received your delivery?

me if it was picked up before 10 a.m.? W: I don’t know for sure. I left it with the receptionist. I suppose it was picked up after 10 a.m. Why does that even matter? M: Because the messenger we sent was in an accident shortly after then. W: That’s too bad. But, I need to know about the package. Where is the package now? M: Look, I’m really sorry your package wasn’t delivered but our bicycle courier was in an accident. He ended up in hospital. It’s probably in his bag still. We’ll have to send another courier to deliver it. W: Do I get a discount then? I expected it to have arrived before noon so it could be sent back to me by the end of the day. M: Unfortunately, that’s not possible. W: Seriously? There must be something in your terms and conditions about this sort of thing. Consumer protection and all. This is a serious loss to my company. M: Yes, there is a section about problems with deliveries. It states very clearly in our terms and conditions that in the case of delayed delivery due to an accident, we will re‐arrange delivery for as soon as possible. You agreed to these terms and conditions when you signed the package over to the courier. W: Fine. This really is unacceptable. But since you have my parcel, I don’t really have a choice, do I? When can I expect delivery? M: Please, accept my apologies in this matter, it is not something that happens on a regular basis. Please expect your envelope to be delivered within the next hour. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. F, 2. F, 3. T, 4. T, 5. F

LISTENING 3 Objective: To talk about packaging types A ▪ Read the directions to students. 44

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Allow students to complete the task alone or with a partner. ▪ Check answers as a class. Answers: a. 2, b. 9, c. 6, d. 4, e. 8, f. 10, g. 5, h. 1, i. 7, j. 3 B ▪ Read the directions to students. ▪ Read the answer options and discuss with students. Elicit ideas about how the items are used and for what purpose (to protect, to add beauty, to keep pieces together/separated, etc.) ▪ Play the audio. Audio Script: CD1 Track 40 W: We’re going to package the corporate Christmas gifts in‐house this year. It’s much cheaper than outsourcing the work. We have 157 glass paperweights to gift wrap and package for delivery. M: OK, what kind of packaging materials do we have on hand? W: I saw a whole bunch of things in the warehouse. I think, though, those Styrofoam peanuts look too utilitarian. M: Not to mention ugly. Steve mentioned we could use his machine that makes these custom‐ shaped pieces of foam, but again, it’s not the look I want. I want clients to open the box and think “Wow! This company has style.” W: Right. We might need to go out and buy some stuff. I’m thinking we’ll need tissue paper, maybe something rose or gold colored. M: That won’t offer much protection, though. We can’t have anything arrive broken or shattered, and some are being shipped overseas. W: Right. So we will have to use some bubble wrap to fill the empty space in the box. W: Great. You know, I have a sneaking suspicion that we have some rolls of bubble wrap left over from our Easter promotion that might just do the trick. What else? M: Leave the rest to me. I’ll find suitably‐sized boxes, and we’ll create a label with some Christmas decoration. It will be tasteful.

C ▪ Read the directions to students. Ask students to describe what is pictured. ▪ Allow students time to discuss their answer with a partner. Discuss ideas as a class. Unit 5 Have you received your delivery?

LISTENING 4 Objective: To discuss warranties and customer service A ▪ Tell students they will hear a talk about a warranty on a recently purchased product. ▪ Preview the questions with students. ▪ Play the audio. Audio Script: CD1 Track 41 W: I need to explain the warranty on this before you take the drill home with you. The manufacturer offers a three‐year warranty, but you’ll need to fill out the form inside the box and post it to the manufacturer to activate coverage. The warranty does not cover damage due to water or misuse of the product. If the drill breaks, you’re to call the phone number on the warranty card; don’t come to the store. We won’t be able to help you. The card also has a few more important details, specific to this product. ▪ Allow students time to answer the questions alone or with a partner. Answers:1. the manufacturer, 2. water or misuse, 3. three year warranty, 4. call the phone number on the warranty card, 5. fill out the form inside of box and post it to the manufacture B ▪ Read the directions to students. ▪ Play the audio. Audio Script: CD1 Track 42 W: Hello. This is Zane calling from Trevor’s Timber Suppliers. If it’s OK, I’d like to ask you a few questions about your most recent order. M: Hi Zane. It’s great to hear from you. Fire away. W: You ordered a pallet of garden fences from us last week. Did the pallet arrive on time? M: Yes, it did. I was told it would arrive between 10 and noon, and it arrived at 10 exactly. W: Wonderful. How about the delivery staff? Were they polite? M: If I remember correctly, they were a little upset about having to move the pallet into my backyard and not just leaving it at the front door, but it wasn’t that big of a deal. We joked

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

around a little. It was alright. W: I see. And was what arrive what you expected? Was the order delivered in full? Were there any problems with the final payment? M: The quality of the fences were just as you advertised, and since I had the receipt there were no problems with paying the remainder of the bill. W: Any overall thoughts I can share with my staff, or ways we can improve? M: To be honest, I couldn’t be happier with your company and we’ll definitely order from you again. ▪ Allow students time to complete the activity alone or with a partner. ▪ Play the audio and ask students to check their answers. Answers: a. 10, b. 2, c. 8, d. 9, e. 3, f. 7, g. 4, h. 5, i. 1, j. 6 C ▪ Read the directions to students. ▪ Allow groups time to create their conversations. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal. ▪ Ask groups to preform their conversations in front of another group. ▪ Encourage groups to critique the conversations.

Unit 5 Have you received your delivery?

Unit 6

It’s cheaper if you buy online.

WARM UP Objective: To think about payment options. A ▪ Read directions to students. ▪ Read the statement and options in the box. Allow students time to look at the pictures and consider their answers. B ▪ Ask students to discuss their ideas with a partner. Encourage students to express the reasons for their decisions. ▪ Discuss the prompt as a class. Call on students to say their answers and reasons.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. a, 2. c, 3. b, 4. f, 5. d, 6. e ▪ Ask students how they think these words relate to the unit topic. Suggested answers: People’s reaction to prices.

LISTENING 1 Objective: To listen for inference and main ideas. A ▪ Tell students they will listen to a series of statements said by customers and store clerks. Read the directions to students. Correction: All the statements will be used in the activity. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD1 Track 43 a. I’m very sorry, madame, but your credit card has been declined. b. Here; your change is $24.88. Should I put your receipt in your bag? c. Can you try keying in my debit card number? There’s a problem with the magnetic strip, not 48

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

with the account itself. d. Thank you miss. I need you to sign this slip and I’ll give you your receipt. e. I’m so embarrassed. I thought I had enough cash in my wallet. f. Do you have another card that you could use to buy the shoes, or perhaps some cash? g. Oh, my. I can’t believe I didn’t bring the right credit card. I don’t have any way to pay this bill. h. I’d like to pay with this gift card. My sister gave it to me for my birthday. ▪ Check answers as a class. Answers: 1. c/h, 2. e/g, 3. b/d, 4. a/f B ▪ Read the directions to students. ▪ Preview the statements. Ask volunteers to read each statement. ▪ Play the audio. Audio Script: CD1 Track 44 M: Honey, we really, really need to get these airplane tickets booked. Our vacation is in just two weeks’ time. Why isn’t the payment going through? W: I really don’t know why there’s a problem. This is a new credit card from the bank. I just picked it up this morning. Shall we try the whole thing again or just call the bank? M: I think we should call the bank. If the card isn’t working now, I’d hate to think what might happen after we’re away on vacation. God forbid we keyed our account number onto a fake site and hackers now have access to our card info. W: OK, let’s give the bank a call then. I’m sure it’s a simple misunderstanding. ▪ Check answers as a class. Answer: 1. credit card, 2. not processed, 3. online

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 45). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class. Unit 6 It’s cheaper if you buy online.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. e, 2. g, 3. a, 4. b, 5. c, 6.d, 7. f, 8. h B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Read the first sentence aloud. ▪ Call on individual students to decide the correct missing word. Check that the student used the correct form of the word. ▪ Continue with the next sentence. Answers: 1. a, 2. b, 3. e, 4. h, 5. f, 6. g, 7. d, 8. , c

Language Tip ▪ Read the language tip with students. ▪ Discuss credit cards as a class. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of two. Tell students that one partner should ask the question and the other partner should answer using their own ideas. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To discuss problems encountered when paying A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 46

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

1. Do you suppose we’ll have to pay in full now? 2. Should we use the credit card or the store card? 3. We maxed out the store card already, didn’t we? 4. It’s lucky I brought all our cards today, isn’t it? 5. Tell me you have the debit card in your wallet. 6. Do you know how much our available balance is now? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. a, 2. c, 3. c, 4. a, 5. a, 6. a B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 47 M: With all the add‐ons we picked, the kitchen renovations are going to cost more than we expected. Do you suppose we’ll have to pay in full now? W: No, that’s unlikely. I’m guessing that we’ll just have to leave a down payment. We’ll probably be able to pay the rest in installments. M: Alright. So, for the down payment, should we use the credit card or the store card? W: Credit card, since there is more room on it. We maxed out the store card already, didn’t we? M: I guess we did. I’ll just put that back in my wallet. It’s lucky I brought all our cards today, isn’t it? I almost walked out of the house with just the store card. W: Yes, it is lucky. Right then, let’s pay for this thing and get going. I’m starving. M: Oh, hun, you know what? I just remembered that I didn’t pay the bill on the credit card yet. W: Jim, really? I asked you to do that last night so we could avoid a late payment. Tell me you have the debit card in your wallet. M: I do, right here! What a relief. Do you know how much our available balance is now? W: It’s somewhere around $3,000. I’m not sure though. Maybe we can negotiate how much of a down payment we leave. Unit 6 It’s cheaper if you buy online.

▪ Ask students to open their books. Call on individuals to read the statements and determine if it is true or false. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. F, 4. T, 5. T

LISTENING 3 Objective: To discuss e-commerce and online buying A ▪ Read the directions to students. ▪ Preview the answer options. ▪ Play the audio. Audio Script: CD1 Track 48 W: Thanks for taking the time to watch this introduction video to our ordering and payment system. Customers that take the time to watch this video have less technical problems resulting in a stress‐free experience for both them and our customer service team. Right, let’s get started. What you can see on the screen now is our homepage. Here you can click on the different online catalogs and browse through our extensive range of products. Once you’ve selected the product you want, click on the “Add To Cart” button just underneath the product description. Don’t forget to select the quantity that you want to buy, too. This number can be changed from the checkout page. You will be taken to a payment screen and asked to enter your name, company details and payment method. If you want, you can choose to register. If you’re already registered, you can go to the sign‐in page and enter your log in name and password. So after you’ve confirmed your order and payment details, click on the “Next” button at the very bottom of the screen. We’ll process your payment and provide you with an electronic invoice. It’s really as simple as that! ▪ Check answers as a class. Answers: 1. shopping cart, 2. online catalog, 3. sign-in page B ▪ Tell students they will hear the audio once more. ▪ Play the audio. ▪ Check answers as a class. 52

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Answer: 1. c, 2. a, 3. c, 4. d Optional Activity Ask students to work in pairs to answer the questions. One student closes his textbook while the other asks the questions, with or without reading the answer options. C ▪ Read the directions to students. ▪ Preview the answer options. ▪ Allow students time to complete the conversation. ▪ Check answers by playing the audio (CD1 Track 49) for the class. Answer: 1. install, 2. experiencing, 3. upload, 4. buttons, 5. remove, 6. premium, 7. version, 8. edition, 9. Troubleshooting, 10. complicated, 11. step-by-step, 12. stuck

LISTENING 4 Objective: To make judgments about credit cards A ▪ Read the directions to students. ▪ Allow students time to complete the task either alone or in small groups. ▪ Discuss ideas as a class. B ▪ Read the directions to students. ▪ Discuss with students the common types of criteria a bank uses when approving credit card applications (i.e., income, nationality, age, etc.) ▪ Play the audio. Audio Script: CD1 Track 50 W: My name’s Debbie. Thanks for calling Safe Bank with your inquiry. I’m delighted to be able to help you today. There are three different ways you can apply for a credit card with us: online, by phone and by coming into one of our branches. If you want to apply online, you’ll need to head to our website and log in to our internet banking service. If you don’t already have a log in name and password, you’ll be asked to set these up. To apply by phone, just call through as you did today and press 3 for credit card applications when prompted. If you wish to apply at one of our branches, you simply need to visit the one closest to your house. To be eligible for a credit card with Safe Bank, you need to hold a British passport, have a Safe Bank Unit 6 It’s cheaper if you buy online.

account, have an annual income before tax of 85,000 pounds or more and be over 18 years of age. Do you currently meet these criteria? ▪ Discuss answers as a class. C ▪ Read the directions to students. ▪ Ask a volunteer to read the model talk. ▪ Allow students time to create their talks. Ask students to use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal. ▪ Ask students to preform their talks in front of another student. ▪ Encourage students to critique the talks.

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

REVIEW 2

Units 4-6

LISTENING 1 A

▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 51

2. Is it possible to have my purchase gift wrapped for free? It’s a present for my nephew. 3. My husband forgot to pay the credit card bill on time last month and the bank charged us $25. 4. The office supply company is offering a discount on paper, but you must order ten reams of it. 5. You can change the currency at the top of the page to see the prices in US dollars. ▪ Check answers as a class. Answers:1. a. *, b. 5, c. *, d. 4, e. 2, f. 3 B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 2. Is it possible to have my purchase gift wrapped for free? It’s a present for my nephew. 3. My husband forgot to pay the credit card bill on time last month and the bank charged us $25. 4. The office supply company is offering a discount on paper, but you must order ten reams of it. 5. You can change the currency at the top of the page to see the prices in US dollars.

LISTENING 2 A ▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 52

W: This is the third time I’ve called your company in four days and each time I’ve been asked to leave a message. This is so frustrating! I’m not sure what else I can do so I’m just going to keep leaving messages until you finally get back to me. As I’ve said the three times before, my name is Isabella Faraday. I bought a dress and two necklaces on your online shop,

Review 2

Vintage Vixens, in April. It’s now late July and I still haven’t received my products. I’ve talked to the post office and they don’t have any package in their system with the tracking number you provided. Worst of all, I registered on your site and now I can’t sign in and check my account. What’s going on? Have you gone out of business? I knew I should have bought these things from a local store. Please call me back ASAP. I paid by credit card and if I don’t hear back from you in the next two days, I’ll be calling my card company to cancel payment. I’m really not satisfied with how your company is handling this! ▪ Check answers as a class. Answers: 6. T, 7. F, 8. F, 9. T, 10. F B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 11. a, 12. b, 13. b, 14. a, 15. a

READING 1 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 16. e, 17. d, 18. b

READING 2 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 19. stocked, 20. catalog, 21. buy-one-get-one-free, 22. free samples

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Unit 7

I have an appointment with my dentist tonight.

WARM UP Objective: To discuss common types of doctors. A ▪ Read the title of the unit to students. Ask students if they think dentists are a kind of doctor. ▪ Write the word specialty on the board, and explain to students that some doctors specialize in certain fields of medicine. For example, dentists specialize in dentistry, or medicine related to the mouth and teeth. ▪ Read the directions to students. ▪ Read the types of doctors and ask students to repeat. Correct pronunciation as necessary. ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Answers:

top row: radiologist, pediatrician, surgeon middle row: ear, nose, throat (ENT), obstetrician, audiologist bottom row: emergency physician, dentist, optometrist

B ▪ Read the directions to students. ▪ Discuss ideas as a class. ▪ Ask students what other kinds of doctors they know of, and which medical services they provide. C ▪ Read the directions to students. ▪ Discuss ideas as a class. Optional Activity

Ask students to prepare a 30-second talk introducing one of the doctors from A without using the specialization’s name. Then, have students present their talk to the class or to a group. Ask listeners to guess the specialty.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Unit 7 I have an appointment with my dentist tonight.

Answers: 1. b, 2. e, 3. a, 4. c, 5. f, 6. d ▪ Ask students how they think these words relate to the unit topic. Suggested answers: They all relate to dentistry.

LISTENING 1 Objective: To discuss appointments. A ▪ Tell students they will listen to a series of statements related to doctor’s appointments. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD1 Track 53 a. Hello, this is Rachel from Dr. Vin’s office calling for Jessica Parkins. Jessica, I need to change the time of your appointment, currently scheduled for Friday, from two o’clock to four o’clock. Please call me back as soon as possible to confirm. Take care. b. Sorry, miss. It’s our policy to not take appointments. We’re a walk‐in clinic, and the doctors see patients on a first‐come‐first‐serve basis. c. This is Lilly Miller. It seems that I need to be in San Francisco next week and I have no way to come. d. I’m new to the area and I’d like to schedule a time to see the doctor for a checkup appointment. Is there any availability for the week of the 13th next month? ▪ Check answers as a class. Answers: 1. d, 2. a, 3. b, 4. c, B ▪ Read the directions to students. ▪ Preview the questions. ▪ Play the audio. Audio Script: CD1 Track 54 W: Hello, I’d like to schedule an appointment with Dr. Phillips. M: Have you come to our clinic before? 58

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

W: Yes, I’m a regular patient. My name’s Peggy Grayson. G‐R‐A‐Y‐S‐O‐N, Peggy with a ‘y’. M: Yes, I have it here. We have you in the system, Peggy. Is there a particular time you prefer? W: If possible, I’d like to come in during the week of the 10th, on an afternoon preferably.

M: I’ll just check when Dr. Phillips is free on his calendar. Please hold. ▪ Allow students time to write their answers and discuss their answers with a partner. ▪ Check answers as a class. Answer: 1. Yes, she is a regular patient. 2. Peggy Grayson, G-R-A-Y-S-O-N, Peggy with a “y”. 3. The week of the 10th, on an afternoon

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 55). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read the first vocabulary word aloud. Ask students to repeat the word after you. ▪ Call on individual students to read the correct definition. ▪ Continue with the next word. Answers: 1. d, 2. a, 3. e, 4. f, 5. c, 6. h, 7. g, 8. b B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. a, 2. f, 3. c, 4. b, 5. e, 6. g, 7. d, 8. h

Language Tip ▪ Read the language tip with students. ▪ Discuss the bold terms. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. Unit 7 I have an appointment with my dentist tonight.

LISTENING 2 Objective: To explore the topic of medical insurance A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 56 1. How can I help you today? 2. Are you the right person to talk to about general problems? 3. Can you start by telling me your name and policy number? 4. Can you confirm your birthday and mother’s maiden name? 5. And what specifically is your question? 6. Which lab will you be using? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. a, 2. a, 3. c, 4. a, 5. c, 6. a B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 57 M: You’ve reached Health Cover United. This is Martin. How can I help you today? W: I’d like to ask a question about my coverage. Are you the right person to talk to about general problems? M: Quite possibly; I can try to answer your question. If I can’t, I’ll find the appropriate person for you to speak with. Can you start by telling me your name and policy number? 60

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

W: I’m Becky Baldwin, policy number 3392803B. M: Yes, Ms. Baldwin. Can you confirm your birthday and mother’s maiden name? W: December 12, 1981, and Jones. M: Thank you, Ms. Baldwin. And what specifically is your question? W: I want to know about laboratory fees. I will be getting some medical tests processed at a laboratory here in the city. I just wanted to check that the costs will be covered by insurance. M: I see. Your policy covers up to $2,000 in laboratory fees a year. You have not used any of that yet. Are the tests being requested by your physician? W: Yes, he requested them. M: Then they should be covered. What is more important, though is whether the lab is able to file claims with our company. Which lab will you be using? W: It’s called Lanton Labs, on West Lanton Street. M: Yes, I have it listed here on my computer. Ms. Baldwin, unless the tests are extremely expensive or extremely uncommon, I do not see any problem with us covering the cost of your tests. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. F, 2. T, 3. F, 4. T, 5. T

LISTENING 3 Objective: To discuss dentistry A ▪ Read the directions to students. ▪ Preview the words in the activity with students. ▪ Check answers as a class. Answers: Problem with teeth: cavity, plague, overbite, decay Parts of mouth: tongue, gums, jaw, lips Clean or protect teeth: toothbrush, floss, mouthwash, fluoride, toothpaste Things that dentists do: drill, straighten, x-ray, whiten

B ▪ Read the directions to students. Unit 7 I have an appointment with my dentist tonight.

▪ Preview the questions with students. ▪ Play the audio. (CD1 Track 58) ▪ Allow students time to answer the questions alone or in a small group. ▪ Check answers as a class. Answers: 1. b, 2. a C

▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Allow students time to complete the activity with a partner or in a small group. ▪ Check answers as a class. Answers: 1. condition, 2. cavities, 3. surprised, 4. brush, 5. successful, 6. toothbrush, 7. diet, 8. checkup, 9. due, 10. health D

▪ Review the words from A. ▪ Read the directions to students. ▪ Allow students time to complete the activity with a partner or in a small group. ▪ Ask students to read their statements aloud. Correct pronunciation as needed. Suggested answers: It’s important to brush your teeth with toothbrush and toothpaste. My younger brother has many cavities in his mouth. Dental plaque is one of your mouth's greatest enemies.

LISTENING 4 Objective: To review the topic of doctor and appointments A ▪ Read the directions to students. ▪ Play the audio. (CD1 Track 59) ▪ Check answers as a class. Answers: 1. S, 2. I, 3. A, 4. S, 5. I, 6. A B ▪ Read the directions to students. ▪ Play the audio. Audio Script: CD1 Track 60 W: Yes, sir? Have you filled out the form?

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

M: Yes, yes. I turned that back in to you hours ago. W: Ah. Then, how can I help you? M: When will we see a doctor? My daughter fell out of a tree house! I’m sure her arm is broken. I’ve watched other people go in ahead of us. What’s going on? W: We prioritize patients in order of urgency. I realize that your child is in a lot of pain but there are more serious cases that need the doctors’ attention right now. M: What? Can’t you hear her screaming in pain? W: I’m sorry sir. She’s not bleeding, and the triage nurse decided she most likely did not break her arm. If she had, she’d be getting the bone set at this very moment. M: Can you at least give her some painkillers? W: I don’t have the authority to prescribe medication. I’m sorry but you’ll just have to wait. M: And how much longer will that be? W: Not much longer, sir. M: Do you know if this will be covered by my insurance provider? W: I don’t know. You’ll have to call your insurance company. ▪ Ask students to quietly scan the two opinion forms. Ask students to decide which opinion was left by the man. ▪ For low level classes, play the audio once more, and review students’ understanding of the opinion forms. ▪ Check answers as a class. C ▪ Read the directions to students. ▪ Tell students to use the questions to help them plan their passage and talk. ▪ Allow students time to create their talks. Ask students use words and phrases they learned in the unit. D

▪ Ask students to perform their talks in front of another. The other student should decide if the experience was positive or negative. ▪ Encourage students to critique the talks.

Unit 7 I have an appointment with my dentist tonight.

Unit 8

I have a bad cold.

WARM UP Objective: To talk about pain and body parts. A ▪ Read the directions to students. ▪ Allow students time to complete the task alone or in a small group. ▪ Check answers as a class. Answers: 1. h, 2. c, 3. g, 4. l, 5. e, 6. i, 7. a, 8. f, 9. j, 10. d, 11. k, 12. b, 13. m, 14. o, 15. n B ▪ Read the directions to students. ▪ Allow students time to complete the task alone or in a small group. ▪ Check answers as a class.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. f, 2. e, 3. c, 4. a, 5. d, 6. b ▪ Ask students how they think these words relate to the unit topic. Suggested answers: Tools used to resolve problems and provide support to the body

LISTENING 1 Objective: To hear how people talk about illnesses A ▪ Tell students they will listen to a series of messages. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD1 Track 61 a. Good morning, this is Dr. Keeler calling on behalf of Larson Peters. Mr. Peters came to my office to have his hearing aid adjusted. I’ll have him ready to go in about an hour. I hope you 64

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

can excuse his tardiness. b. Hi, this is Tari. Sorry to tell you this, but I’m going to be late coming into work today. I sat on my glasses. I tried putting them back together, but the glass is cracked, too. c. Yes, two refills please. Oh, sorry. Hi, this is Jillian. As you probably just heard, I’m at the pharmacy picking up some medicine my doctor prescribed. He says it will take about 30 minutes to get the medicine ready, so I’ll be in the office shortly after. d. Morning. This is Rhonda calling. I can’t say “good” because it’s been about the worst morning ever. My daughter woke up screaming this morning. She has a fever of 102 and my doctor told me to go to the emergency room. Seriously, I wish I were going to work instead of the hospital. Sorry. e. Hiya, Larry here. I woke up this morning and found my poodle rolling in pain this morning. All I can figure is he ate something overnight that upset his stomach. I have to take it to the vet this morning. I’ll call in later to give you an update. f. Would you believe I got into a car accident this morning on the highway? I’m not hurt, but I can’t think straight. I’m going to have to take a mental health day and relax. This is Paul, by the way. g. Hey. It’s Blaine. I stayed up all night last night working on the Hotel 33 design. There is no way I’m going to be able to make it in this morning. I’m exhausted. I e‐mailed you the files. I’ll check for a reply after I get some shut‐eye. h. It’s Jeff. Oh my god, my stomach is killing me. It has to be something I ate yesterday. Did anyone else complain about stomach problems? Could it have been that place we went to yesterday for lunch? ▪ Check answers as a class. Answers: 1. h, 2. d, 3. c, 4. e, 5. b, 6. f B ▪ Read the directions to students. ▪ Play the audio once more. (CD1 Track 61) ▪ Check answers as a class. Answers: Rhonda, Paul

SHORT DIALOGUE Unit 8 I have a bad cold.

▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 62). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. a, 2. c, 3. b, 4. f, 5. d, 6. g, 7. e, 8. h B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. e, 2. b, 3. d, 4. a, 5. f, 6. h, 7. c, 8. g

Language Tip ▪ Read the language tip with students. ▪ Discuss the ideas of the tip as a class. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of three. Tell students that one partner should ask the question and another partner should answer using their own ideas. The third partner should ask one follow-up question. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To hear common symptoms and diagnoses A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. 66

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Audio Script: CD1 Track 63 1. What seems to be your problem? 2. Can you describe your symptoms? 3. Can you move a little closer? I’d like to take a better look. 4. This rash looks like ringworm, right? 5. How can you know for sure? 6. What should I do about the rash? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. c, 2. a, 3. a, 4. a, 5. b, 6. a B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 64 M: Thank you for using the OnlineMD live chat service. I’m dermatologist Grant Bennett. What seems to be your problem? W: I think I have ringworm. I’m a pretty healthy person, and then I woke up this morning with this rash on my arm. It freaked me out M: I see. Can you describe your symptoms? W: Yes. It’s ring‐shaped, and it’s very red and itchy. It’s maybe an inch in diameter. M: OK. Anything else, like maybe a fever or chills or a tingling sensation? W: No, none of those. Other than the rash, I’m pretty healthy. M: Can you move closer to your Web cam? I’d like to take a better look. W: Sure. Can you see it now? M: Yes I can. W: It looks like ringworm, right? M: Yes, it does resemble ringworm and your description of the symptoms fit that diagnosis. W: How can you know for sure? Unit 8 I have a bad cold.

M: There are tests I can do to confirm the diagnosis. But, since you aren’t in my office, I’m afraid I can’t tell you 100% if it is ringworm. W: OK, then, what should I do about the rash? I want it to go away. M: I’d like to prescribe a cream. However, I cannot do that online; it’s illegal for me to prescribe medicine over the Internet. I’m going to have to ask that you pay your local doctor a visit. Is that possible? W: Well, that’s why I called you. I was hoping to avoid a visit the doctor. M: I see. In that case, there are a few creams you can buy in your local pharmacy. Let me write them down for you. One moment please. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. F, 2. F, 3. F, 4. T, 5. T

LISTENING 3 Objective: To discuss health problems and prevention A ▪ Read the directions to students. ▪ Preview the problems with students and the answer options. ▪ Allow students time to complete the activity alone or in a small group. ▪ Check answers as a class. Answers: 1. d, 2. b, 3. c, 4. e, 5. a, 6. f B ▪ Read the directions to students. ▪ Read the example sentence to students. ▪ Allow students time to complete the activity alone or in a small group. ▪ Ask students to read their sentences to a partner or to the class. Suggested Answers: 1. Doing exercise can help people avoid getting sick easily. 2. If you want to avoid diabetes, you might pay more attention to your diets, eating food with less sugar and salt might help.

▪ Read the directions to students. 68

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Preview the answer options. ▪ Play the audio. Audio Script: CD1 Track 65 W: Thank you for inviting me to speak at your rest home today. I’m a nurse and I work at the Sunnyvale Community Health Center. I know that most of you are patients of this center and I even see some familiar faces. I was just looking over the activities planned for today and I’m so excited to see so many exercise classes on the list. Staying fit is a wonderful way to prevent health problems. So is eating healthy food and staying away from sweets and alcohol. Flu season is almost here, and I’m here to urge you to get yourself vaccinated. We’ll be in the dining room this evening, if you would like to get your free vaccination. I have some brochures here which have more information about the severe risks associated with getting the flu as an older person and how the vaccination works. I’ll pass them around now and if you have any questions, I’ll be here for another 15 minutes. Please come up and chat with me. ▪ Check answers as a class. Answers: b, d, e D ▪ Read the directions to students. ▪ Allow students time to complete the activity alone or in small groups. ▪ Check answers as a class. Answers: 1. elderly, 2. posted, 3. to get, 4. free, 5. is going to hand out brochures

LISTENING 4 Objective: To review the ideas of the unit A ▪ Read the directions to students. ▪ Preview the pictures and answer options with students. ▪ Allow students time to complete the activity alone or in a small group. ▪ Check answers as a class. B Unit 8 I have a bad cold.

▪ Read the directions to students. ▪ Preview the answer options with students. Ask students to predict the order of the statements. ▪ Play the audio. Audio Script: CD1 Track 66 W: Hi, it’s Molly calling. Sorry to leave you a message, Ethan. Thought I’d get a call in before everyone else arrived at work but it seems I’ve called so early that even you’re not in yet. Anyway, I’m sick as a dog. I’ve come down with a really bad flu. I’m sneezing, my nose is running, and I have a sore throat. I just took my temperature and, yup, I have a fever. I think it best that I stay at home. It’s not very serious; I’m not going to drop dead or anything. But, we don’t want everyone in the office catching what I’ve got, do we? It might be contagious. I know we had that presentation to prepare for but maybe you can ask Owen to help you with it. I’ve pumped myself up with some flu meds I found in the medicine cabinet so I shouldn’t be stuck in bed for more than a day. Call me on my cell phone if you really need me. I’ll do my best to answer. Here’s to a speedy recovery! ▪ Check answers as a class. Answers: a. 5, b. 3, c. 6, d. 4, e. 7, f. 2, g. 8, h. 1 C

▪ Read the directions to students. ▪ Allow students time to create their messages individually. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, discourage students from writing complete sentences on paper and instead short notes they can refer to while speaking. D

▪ Ask students to perform their message in front of their partner. ▪ Encourage students to critique the messages ▪ Ask students to join another group. Tell students to deliver their messages once more. ▪ Each student should take on the role of manager and determine which employee (besides themselves) has the best reason for missing work.

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Unit 9

Do you have any painkillers?

WARM UP Objective: To discuss medicine and alternatives. A ▪ Read the directions to students. ▪ Preview the answer options. ▪ Allow students time to discuss the ideas with a partner. B ▪ Read the directions to students. ▪ Preview the answer options. ▪ Allow students time to write their ideas. ▪ Discuss their ideas as a class. Suggested Answers: 1. 2. 3. 4. 5. 6.

Activated charcoal (use only if instructed by your poison control center) Aloe vera gel Anti‐diarrhea medication Over‐the‐counter oral antihistamine, such as diphenhydramine (Benadryl, others) Aspirin and nonaspirin pain relievers (never give aspirin to children) Over‐the‐counter hydrocortisone cream

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. c, 2. a, 3. e, 4. b, 5. d, 6. f ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To discuss medications A ▪ Tell students they will listen to a series of statements about pills and medicine. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Unit 9 Do you have any painkillers?

Audio Script: CD1 Track 67 a. The pharmacist suggested this cough medicine, saying kids love the flavor. He also said to give Sarah two spoonfuls twice a day. b. Chew two tablets after each meal until your stomach stops giving you trouble. They have a pleasant banana flavor. c. The herbalist showed me how to make the tonic. It’s not hard; it’s like making tea except using plants and sticks. To be honest, I’m still getting used to the smell. d. My morning sickness has definitely improved since I started taking hot baths with this aromatherapy candle. e. The doctor suggested we crush the pills and put them into capsules for Grandpa to swallow. Do you know how to use a mortar and pestle? f. If your asthma starts up again and you find it difficult to breathe, use this inhaler. g. This medicine is very concentrated, so put three drops into a small cup of warm water and drink it slowly. h. This cream relieves most skin conditions. Just squeeze a coin‐sized amount onto the affected area and gently rub it in. ▪ Check answers as a class. Answers: 1. b, 2. c, 3. f, 4. a, 5. e, 6. h B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Play the audio. Audio Script: CD1 Track 68 W: So, I’ve had this itchy red rash on my palms for days now. I thought I’d come in and see you about it, Doctor Radcliffe. It’s just not going away. It’s not like my eczema. You know, that eventually turns really scabby and dry and flakes off. This just stays red, like there’s something under the first layer of my skin. No matter what I do, I can’t stop itching it. I’ve tried steroid creams and even soaking my hands in ice cold water. Nothing works! I thought

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

maybe it’s an allergy to something. My coworker suggested the other day that I buy a new hand soap. Maybe thought that maybe I’m allergic to it. That made a lot of sense to me. What do you think? ▪ Check answers as a class. Answers: 1. She has tried steroid creams and even soaking her hands in ice cold water. 2. Her coworker suggested her buy a new hand soap. 3. She will go to the doctor.

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 69). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. d, 2. f, 3. a, 4. c, 5. e, 6. g, 7. b, 8. h B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. f, 2. b, 3. g, 4. d, 5. h, 6. a, 7. e, 8. c

Language Tip ▪ Write the word “prescription” on the board. Ask students about the meaning of the word, and ask what related words they know (i.e., script, prescribe, etc.) ▪ Read the language tip with students. ▪ Discuss the pharmaceutical industry and prescription medicine with students, using the information they know about the industry. Unit 9 Do you have any painkillers?

LISTENING 2 Objective: To talk about prescriptions A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 70 1. Do you need a prescription filled? 2. What is your doctor’s name? 3. Do you have something stronger than just regular painkillers? 4. How long have you had it? 5. On a scale of one to ten, with ten being worst, how bad is it? 6. About my prescription, how many refills does it have? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. a, 2. c, 3. a, 4. a, 5. b, 6. b B ▪ Read the directions to students. Ask students to take notes as they listen. ▪ Play the audio. Audio Script: CD1 Track 71 M: Number three‐three‐nine? Three‐three‐nine? W: Hi there. That’s me. 74

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

M: Do you need a prescription filled? W: Yes, I do. My doctor faxed it in earlier. M: What is your doctor’s name? W: Dr. Logan. My name is Lindsey Ryans. It’s for a topical cream. M: Ah, yes. I’ll need to see some ID, Ms. Ryans. Alright, thanks. I have this in stock, so please give me a minute to prepare everything. W: While I’m here, I’m hoping you can help me with something else. I have a terrible headache. Do you have something stronger than just regular painkillers? M: Possibly. I have a few extra‐strength options. How long have you had it? W: About 12 hours. M: On a scale of one to ten, with ten being worst, how bad is it? W: A seven, or an eight. It was so bad that I was unable to sleep last night. One of my colleagues suggested that it might be a migraine. I never had a migraine before, or at least I don’t think so, but this is so bad that I’m thinking maybe it is one. Can you suddenly start getting migraines? M: You can, sure. Sometimes it is just a symptom of a deeper problem, though. W: Oh. Well, I’ll make an appointment to see my doctor then. What about something to help me deal with the pain right now? M: Look on the shelf labeled “Pain”. There is a green box. It has a low dose of codine, which will help control the pain. W: Sorry, about my prescription, how many refills does it have? M: Dr. Logan has allowed you three. W: Will I need to bring in the prescription again to get it refilled? M: No. It’s in our system. As long as you come back to this pharmacy, you won’t need to bring anything with you other than your ID. ▪ Ask students to open their books. Call on individuals to read the statements and determine if it is true or false. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. F, 4. T, 5. T

LISTENING 3 Unit 9 Do you have any painkillers?

Objective: To explore natural remedies A ▪ Read the directions to students. ▪ Allow students time to complete the task alone or in small groups. ▪ For low level classes, preview the statements with students, or call on students to read each statement and decide the answer as a class. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. F, 4. T, 5. T, 6. T, 7. F, 8. T B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Play the audio. Audio Script: CD1 Track 72 M: Thank you for visiting OnlineMD. In this video, we’ll introduce a great natural remedy for the common cold. The most common sickness in the world is the cold virus. Over‐the‐counter medications can help relieve the symptoms of a cold for a short time but they cannot be used long‐term and have side effects. Instead, try this great 100% natural remedy to fight that cold and boost your immune system. It’s a mix of herbs and fruit enzymes. Preparing the remedy is easy. Each packet contains one dose, and is made by adding the powder to a cup of warm water. If the flavor is not suitable to your taste, you can add a bit of orange. Not only will it help you to quickly rid yourself of the cold you have now, if you take this remedy regularly, you’ll be able to keep colds away year‐long. So, grab a pen and a piece of paper. We’re about to reveal this revolutionary, all‐natural cold remedy. ▪ Check answers as a class. Answers: 1. b, 2. a, 3. b, 4. a C

▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Play the audio. (CD1 Track 73) ▪ Allow students time to write their answers from memory. Ask students to check their answers with a partner. 76

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Check answers as a class. Answers: 1. prescribed

2. antibiotics . 3. infected 6. sore 7. treat 8. route 10. medicine cabinet

4. bacteria 5. resist 9. herbal supplements

LISTENING 4 Objective: To become familiar with public service announcements A ▪ Write the phrase “public service announcement” and “PSA” on the board. Explain that a PSA is a North American term referring to an advertisement to teach people something or inform them of something to help their lives. Ask students to describe which PSA’s they are familiar with. ▪ Read the directions to students. ▪ Preview the pictures. Ask students to predict the order of the images. ▪ Play the audio. Audio Script: CD1 Track 74 W: Sarah had had a terrible day at the office. She has had almost unbearable lower back pain for the past three days. Her job does not provide her health insurance, and so she chose to take some over‐the‐counter meds from her local pharmacy. That was three days ago. This evening, after a long day at work, she collapsed as she was getting to her car. After being rushed to the hospital, Sarah was diagnosed with minor kidney failure. She had to receive emergency care and stay overnight at the hospital. If she had gone to the doctor three days ago, her collapse could have been avoided. Doctors could have diagnosed her condition and prescribed the correct medicine. Her cost‐saving method ended up costing her thousands of dollars, and her decision to rely only on over‐the‐counter medication could have been a fatal. Don’t let this happen to you. If something seems out of the ordinary, always see a doctor. This public service announcement was brought to you by the World Health Organization in conjunction with TV Channel 4. ▪ Check answers as a class. Answers: 1. d, 2. f, 3. e, 4. b, 5. c, 6. a B ▪ Read the directions to students. Unit 9 Do you have any painkillers?

▪ Preview the questions with students. ▪ Play the audio once more. (CD1 Track 74) ▪ Allow students time to answer the questions alone or in small groups. If in small groups, encourage the groups to discuss their answers and reasons they know it is the reason. ▪ Check answers as a class. Answers: 1. 2. 3. 4. 5. 6.

She has a backache. She doesn’t have insurance. She took some over-the-counter medications. She collapsed when she tried to get to her car. She should have seen a doctor. To encourage people to see a doctor when they sense something out of ordinary.

▪ Read the directions to students. ▪ Allow groups time to discuss the prompt and create their announcement. Ask students use words and phrases they learned in the unit. D

▪ Ask groups to preform their announcements in front of another group. ▪ Ask students to choose one of their announcements and turn it into a 30-second television commercial. ▪ Ask students to perform their commercials for the class.

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

REVIEW 3

Units 7-9

LISTENING 1 A

▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 75

W: Sally had laser eye surgery done last year, at a clinic here in town. M: Good for her. I hear you are able to go back to work right after surgery. W: She must have gotten a different kind of procedure done, then. She said it hurt worse than she ever thought imaginable, but the that the pain only lasted three days. M: And now her eyesight is 20/20? I hope there weren’t any side effects. W: She said it’s absolutely perfect, maybe better than perfect. M: About that pain. What did she take for it? Something over the counter? W: No way, I’m sure her doctor prescribed her some meds. I think she said she had medicated eye drops to take away the pain in her eye. Her doctor had her take some antibiotics and a steroid medicine. She also mentioned taking something to help her sleep. M: That’s a lot of medicine. W: The doctor also suggested she eat eggs and carrots, and take Vitamin C and fish oil tablets. ▪ Check answers as a class. Answers: 1. a, 2. c, 3. b B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers:4. F, 5. T, 6. F

LISTENING 2 A ▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 76 Review 3

M: This is Shaun Harrison, host of Radio Live. It’s the cold season and you know what that means, cold and flues are everywhere. Jars of honey and boxes of lemons and ginger are flying off the shelves in supermarkets around the city. Sales of honey are up 20% from last year and lemon producers are unable to keep up with the demand. Health commentators are attributing this move away from antibiotics and prescribed medicine to the many books, documentaries and TV shows that have come out in the past year, all of which focus on the benefits of natural remedies versus over‐the‐counter medications. I’m going to open up the phone lines now and ask listeners to call in with their thoughts on this phenomenon. When it comes to getting yourself well, do you prefer natural remedies, over‐the‐counter medications or doctor‐prescribed medicines? ▪ Check answers as a class. Answers: 7. f, 8. a, 9. d, 10. g, 11. e

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 12. b, 13. a

READING 1 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 14. a, e, f B

▪ Read the directions to students. Ask students read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 15. b/f, 16. a/c, 17. d/e

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Unit 10

Who’s calling, please?

WARM UP Objective: To think about personal experience. A ▪ Read the directions to students. ▪ Allow students time to fill in the chart with their personal experience. For shy students or students without personal experience, encourage students to make up their own details. B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Allow students time to discuss the questions with a partner or in small groups. ▪ Discuss their ideas as a group.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. a, 2. b, 3. e, 4. c, 5. d, 6. f ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To talk about reasons to make a phone call A ▪ Tell students they will listen to a series of statements made on the phone. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD1 Track 77 a. Hi, it’s Mark. I’m calling to let you know I can’t make it to this afternoon’s ball game. Mary is having me stay home and help her with some home repairs. b. Excuse me. Is it possible to be transferred to someone in your international sales department? Unit 10 Who’s calling, please?

I’d like to set up a new account. c. If you have a moment, I hope to be able to introduce my company’s services. We assist businesses in arranging travel to, from, and within India. d. Sorry, it sounds like you’re trying to reach your friend. You said his name is Keith? There is no Keith at this number. e. The show starts at eight, and we’re going to have to spend about an hour driving to the stadium, not to mention a half‐hour to find parking and get to our seats. Meet at six? f. Kate calling! You’ll never believe where I am! No! I’m at the driving range. Dave picked me up this morning and took me on a surprise day of golf! How are you doing? g. I know we planned to go to the movies tonight, but I just can’t. I forgot I’m teaching a class tomorrow morning and I have to spend the evening preparing. h. Let’s see. I hope we can see two of the houses this afternoon, so we should meet with the agent at around two p.m. See you at her office then? ▪ Check answers as a class. Answers: 1. f, 2. c, 3. a, 4. g, 5. h, 6. e B ▪ Read the directions to students. ▪ Play the audio once more. (CD1 Track 77) ▪ For higher level classes, ask students to complete the task from memory before playing the audio again. ▪ Check answers as a class. Answers: 1. a/g, 2. e/h, 3. b/c, 4. d/f

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 78). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. 82

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. e, 2. c, 3. h, 4. d, 5. f, 6. b, 7. g, 8. a B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. a, 2. e, 3. c, 4. f, 5. d, 6. g, 7. b, 8. h

Language Tip ▪ Write the prefixes im, mis, dis, and un on the board. Ask students which words they know that use these prefixes. ▪ Read the language tip with students. ▪ Ask students to write sentences using the bold words. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of three. Tell students that one partner should ask the question and another partner should answer using their own ideas. The third partner should ask one follow-up question. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To hear people introduce themselves over the phone A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 79 1. Hello. May I ask who’s speaking? 2. Is this Mr. Richards I’m speaking to? 3. Can I ask what this call pertains to? Unit 10 Who’s calling, please?

4. Can you hold one second? 5. Should I explain our offerings over the phone? 6. Can you call back in about two hours? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. c, 2. a, 3. c, 4. a, 5. c, 6. b B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 80 M: Hello. May I ask who’s speaking? W: Hi, there. It’s Rae calling from The Old Lodge Restaurant & Bar. Is this Mr. Richards I’m speaking to? M: Hi, Rae. Yes, this is him. My family is about to sit down from dinner. Can I ask what this call pertains to? W: Of course. I’ll make this quick. Last year you ordered a Christmas hamper from us last year. I’m calling to ask if you are interested in one this year. M: Ah, yes. my wife and I were just talking about that. Are you selling them again this year? W: We are, and that’s my main reason for calling. Would you be interested in ordering a hamper again this Christmas? M: Oh, yes please. The hamper last year was just wonderful. This year we’ll probably order a few more to send to friends. Can you hold one second? W: Yes, I’ll wait. M: Right, I was just speaking with my wife. We’ll take one for ourselves, and five to send to relatives. W: Well, let me stop you for one minute. This year we’ve expanded our options. How about I come by your house tomorrow evening to show you the flier? Or should I explain our offerings over the phone? M: Over the phone is fine. But, like I said earlier, we’re about to eat. Can you call back in about 84

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

two hours? W: Of course. M: It is such a relief to not have to worry about picking gifts for everyone. We loved the ham and roast meats and fruit mince pies that was in the hamper last year. W: That’s what we’re here for, Mr. Richards! Speak to you again, soon. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. T, 4. F, 5. F

Language Tip ▪ Read the language tip with students. ▪ Discuss gift baskets with students, asking who sent them baskets or who they sent baskets to, and what the baskets contained.

LISTENING 3 Objective: To review techniques for sales calls A ▪ Read the directions to students. ▪ Call on students to read the pieces of advice. ▪ Discuss with students which piece of advice they think is most useful. B ▪ Read the directions to students. ▪ Focus students’ attention to the question in the direction line. ▪ Play the audio. Audio Script: CD1 Track 81 M: May I have your attention? Great. My name is Miranda Leigh, and we’re here today to talk about improve your opening lines in a sales call. When you ask a customer that you’ve just called on the telephone if they have time to speak to you, what do you think they’ll say? Think about it. Of course they’re going to say no. By asking this question you immediately Unit 10 Who’s calling, please?

create a barrier between you and the customer. Yet, this is one of the most common opening lines used by telephone salespeople today. And it’s commonly taught in company training sessions, too. In my presentation today, I’m going to try to de‐program you. First, I’m going to help you to realize why asking someone if they have time to speak is such a detrimental sales technique, then I’m going to build you back up again. I’m going to help you find your personal sales style and give you a range of practical techniques that you can use at work immediately. Are you ready to dramatically improve your sales skills? Let’s do it! ▪ Check answers as a class. Answers: 3 C

▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Allow students time to complete the conversation alone or in a small group. D

▪ Read the directions to students. ▪ Play the audio. (CD1 Track 82) ▪ Check answers as a class. Answers: 1. interrupt, 2. hang up, 3. on hold, 4. line, 5. quota, 6. pitch, 7. techniques ▪ Allow students time to practice saying the conversation with a partner.

LISTENING 4 Objective: To discuss call centers and outsourcing sales A ▪ Read the directions to students. ▪ Preview the items in the chart with students. ▪ Allow students time to complete the chart on their own. ▪ Ask students to compare their answers with a partner. B

▪ Read the directions to students. ▪ Play the audio.

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Audio Script: CD1 Track 83 M: I think we should, yes, at least partially. We could use a call center to make initial contact with people on our calling list. The people at call centers are used to difficult people, like being yelled at and hung up on, and they are trained to deal with the challenges of cold calling. We can also write scripts for them to read that are proven to close the deal. This is great because we can control the quality of the calls. Then, salespeople in the office can work on retaining customers and getting them to buy regularly. W: No way. I realize call center workers are cheaper, but in the long run outsourcing will turn away sales and make the company lose money. Who knows the quality that the call center will provide. I really think customers want to buy directly from us, not from someone who knows nothing about the product. And, call center workers don’t listen to the customer, they just read their script and force a sale. I hate when I get a call that is obviously from a call center: The whole experience feels so impersonal. ▪ Allow students time to write reasons on the lines. ▪ Check answers as a class. Answers: Man 1. used to dealing with difficult people 2. understand the challenges of cold calling 3. can use scripts that are proven to close the deal 4. can control the quality of the phone calls Woman 1. won't provide good quality 2. customer's want to buy directly from the company 3. call center workers don't listen to the customer calls from call centers are impersonal

C ▪ Tell students they are going to debate an issue with a partner. Read the directions to students. ▪ Allow students time to discuss the prompt and determine their roles. Students should use the chart in A and their own ideas to create their arguments. Ask students use words and phrases they learned in the unit. D

▪ Ask groups to debate the issue once again in front of another group. ▪ Ask the students listening to the debate to choose the person who has the strongest arguments.

Unit 10 Who’s calling, please?

Unit 11

Welcome to our booth!

WARM UP Objective: To describe kinds of business events. A ▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Allow students time to complete the task alone or in small groups. ▪ Discuss their ideas as a class. B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Allow students time to discuss the answers with a partner. ▪ Discuss their ideas as a class.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. b, 2. d, 3. f, 4. e, 5. a, 6. c ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To talk about trade shows A ▪ Tell students they will listen to a series of statements that would be said at a trade show. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD1 Track 84 a. If you see someone with “delegate” on their badge, it means they work for the event. Pay attention to people who have “buyer” on theirs. Make sure you smile and give them a 88

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

demonstration of the product. b. I’ll be needing a projector for my presentation. Will there be someone from the conference to help me set it up? c. The basic booth structure has shelves, an electrical outlet, a small table, two chairs, and a lamp. They will be put together by the conference center’s staff. d. The conference will be held in one large room, but we’ll use partitions to divide it into smaller spaces for the workshops. e. I was told there would be 20 seats in the room, but let’s make 50 copies of the handout just in case we have a packed house. f. In the front of the room is a podium for speakers to put their computer on and stand behind. Or, if they want, they can hold the mic and walk around the room. g. The conference center has handy remote controls in every room to control things like the air conditioner. I think there’s a laser pointer on it, too. h. For sure there will be people walking around the exhibit hall wearing costumes. Let’s take pictures of us with them for the scrapbook. ▪ Check answers as a class. Answers: 1. b, 2. g, 3. a, 4. e, 5. c, 6. f B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Play the audio.

Audio Script: CD1 Track 85

W: Sir, I think we are about set up now. M: Alright, let’s see. The handouts have all been placed on the seats, and the extras are up on my podium, yes? Is there a bottle of water for me? W: Yes, and yes. I tested the mic and I think the audio levels are OK. Do you plan on standing at the podium or walking around? If you’re walking around, I can switch you over to a mic that

Unit 11 Welcome to our booth!

can be pinned to your shirt. M: I’ll just stand at the podium. The room is kind of small, so I might not even need it. Oh, I almost forgot! I need help connecting my laptop to the projector. W: OK, I can manage that. There should be a remote control on the podium. Can you get it for me? Answers: 1. c, 2. d

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 86). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. e, 2. f, 3. d, 4. g, 5. a, 6. c, 7. h, 8. b B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. a, 2. e, 3. b, 4. f, 5. c, 6. g, 7. d, 8. h

Language Tip ▪ Read the language tip with students. ▪ Ask students if there is an idiom in their first language similar to “the early bird catches the worm”. Discuss the ideas in the tip with students. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. 90

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Divide students into groups of two. Tell students that one partner should ask the question and the other partner should answer using their own ideas. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To talk about booths and exhibits A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 87 1. Should we apply for a booth at this year’s International Food Expo? 2. Do you have the brochure from the event organizers? 3. How much will a booth cost? 4. Do you think at ten‐foot by ten‐foot space is enough? 5. We’ll need people to man the booth. Any ideas? 6. When is the closing date for applications? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. b, 2. a, 3. a, 4. a, 5. c, 6. c B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 88 M: I need your help, Roberta. Should we apply for a booth at this year’s International Food Expo? W: Yes, let’s apply. The trade show was pretty useful for business last year. M: But, I remember that most of the people we met didn’t actually buy from us.

Unit 11 Welcome to our booth!

W: True, it wasn’t highly profitable but we did make some good new connections. Most of our competitors will be showing off their new product, and since we’re launching the new line of flavorings, I think we should be there too. Do you have the brochure from the event organizers? M: It’s right here. Want to take a look? Actually, flip to the back of the brochure. How much will a booth cost? W: It says here that the basic booth is $30,000. That includes the booth, a table and a few chairs, and a display shelf. Do you think at ten‐foot by ten‐foot space is enough? M: That should be enough space. Do me a favor and talk to Dan to see what size booth we had at the show in Phoenix. W: We’ll need people to man the booth. Any ideas? M: We can be there, plus bring Sarah to help take down orders. W: It sounds like we’re set to get a booth, doesn’t it? M: It does. I still want to think about it a little more. When is the closing date for applications? W: Next Friday. Well, that’s when the early‐bird discount ends. Let’s talk about this again on Wednesday. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. F, 2. F, 3. T, 4. T, 5. F

LISTENING 3 Objective: To discuss product demonstrations A ▪ Read the directions to students. ▪ Allow students time to complete the task alone or in small groups. ▪ For low level classes, preview the statements with students, or call on students to read each statement and decide the answer as a class. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. F, 4. T, 5. F, 6. T, 7. F, 8. T B 92

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

▪ Read the directions to students. ▪ Allow students time to complete the task in small groups. ▪ Discuss their ideas as a class. C

▪ Read the directions to students. ▪ Play the audio. Audio Script: CD1 Track 89 M: Janice, the catalogs came in for the Association of Health Professionals annual conference. There’s one on my desk if you’d like to come by and pick it up later. W: No need. I don’t usually look at those, Lance. They’re so heavy. The conference will have a schedule of events posted somewhere. That’s good enough for me. M: I can’t believe what I’m hearing. I comb over this thing for days before the conference. There are a few speakers whose sessions I go to all the time, like Sam Walden and Leslie Krall. Leslie’s workshops are really something else. W: Well, I’ll go to the sessions you suggest, but to be honest, I look forward to the other events at the conference. The breakfasts that the pharmaceutical companies put on, and the evening meet‐and‐greets at the hotel. M: Well, do me this favor. I can’t go to every session I want to, so I’ll give you a list of five or six to attend. Take notes, and share with me what you learned afterward. W: That’s fine. But you have to join me at one of the parties. This time, I’m not allowing you to spend every evening alone in your hotel room. ▪ Check answers as a class. Answers: Lance- 1 / Janice- 5

LISTENING 4 Objective: To talk about opinions and evaluations A ▪ Read the directions from students. ▪ Preview the questions and answers with students. ▪ Allow students time to complete the task alone or in small groups. Unit 11 Welcome to our booth!

▪ Ask students about the time each question and answer pair would be said during an event. (1. at the beginning, 2., during the event, 3. at the end of the event) Answers: 1. c, 2. a, 3. b

▪ Write evaluation form on the board. Ask students when at a conference evaluation forms are handed out and collected. (During an event or at the end of the conference.) ▪ Read the directions to students. ▪ Play the audio. Tell students to take notes as they listen. Audio Script: CD1 Track 90 M: I’m calling from The International Tool Show, the October trade fair you had a booth at. We’re collecting feedback from stall holders. Can I confirm that I am speaking to Rachel Harding, of Lyman Eco Carts? W: Yes, this is she. M: Thank you. Ms. Harding, do you care to comment on your experience as an exhibitor? W: (slightly upset) Alright. I mean, I don’t know where to start. M: You can begin by telling me a little about your thoughts on the booth. W: The booth. I can’t say anything nice, really. Look, something was seriously wrong this year. The lighting was awful: bulbs were blowing out left, right and center. The power cords weren’t taped down, and visitors kept tripping over them and knocking over the display. M: I’ll be sure to make a note of this. W: There’s more. It wasn’t until halfway through the event that we were given a copy of the event schedule. No, I take that back. We weren’t given a copy; we had to ask for one. By then, most of the interesting workshops were over. M: I see. On a scale of one to five, with five being most satisfied, can you tell me how you would rate the event? W: You can’t tell? I’d give it a one or two. Two, since I’m no longer as upset as I was at the event. M: I think I know the answer to the next question, but I still need to ask: Are you considering reserving a booth for next year’s show? W: To be honest, I am pretty sure we won’t go to the event next year, even as an attendee. We

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

barely recouped the money we spent on the booth, and there are other shows we can go to that will be more profitable. M: I want to thank you for being so frank with me. Your comments won’t go unnoticed, and I hope you will reconsider attending next year’s event. ▪ Ask students to use their notes to complete the evaluation form. ▪ Check answers as a class. Answers: 1. 2. 3. 4.

Name: Rachel Harding Company: Lyman Eco Carts Exhibitor The lighting was awful: bulbs were blowing out. The power cords weren't taped down, and visitors kept tripping over and knocking over the display. 5. We weren't given a copy; we had to ask for one. By then, most of the interesting workshops were over. 6. 5 7. No

C ▪ Ask students to get into groups of two. ▪ Read the directions to students. ▪ Play the audio once more. ▪ Allow groups time to create their conversations. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal.

Unit 11 Welcome to our booth!

Unit 12

Let’s celebrate!

WARM UP Objective: To review types of invitations. A ▪ Read the directions to students. ▪ Allow students time to match each invitation to its type. ▪ Discuss the invitations as a class. B ▪ Read the directions to students. ▪ Allow students time to discuss the questions with a partner.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. a, 2. f, 3. d, 4. e, 5. b, 6. c ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To talk about milestones in a person’s life A ▪ Tell students they will listen to a series of statements. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio.

Audio Script: CD1 Track 91 a. Then, in the late 70s, he surprised everyone by taking a trip around the world, visiting India, China, Japan and Taiwan. He took my dad, and in the trip they learned as much as they could about the world’s teas. b. Setting up sales channels took longer than I expected, but by the early 2000s, our boxes of tea

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

bags were in groceries and retail locations nation‐wide. c. My grandfather started this company in the mid‐50s, after he saw that town did not have a place to quickly get a snack or cup of tea. d. A few years later, in 1963 if I remember correctly, he hired a Japanese tea expert to perform traditional tea ceremonies. It was the only place of its kind back then. Hard to imagine, right? e. Now we come to today, where we’re now moving past tea and into tea‐based sports drinks. Our market is moving away from sugary drinks, and I just know our products are going to make a big impact on sales. f. Things were slow, just running the stores and dealing with day‐to‐day issues until probably 1989. See, I graduated from business school in 1990, and I joined the team shortly after. g. After spending a few years getting to understand the business. I arranged for the company to start importing teas from Asia. h. In 2010 the company built our own processing plant, and with it we were able to lower costs by 20%, and we were able to start making other products, like our Qing Dynasty line of bottled teas. ▪ Check answers as a class. Answers: 1. e, 2. a, 3. h, 4. b, 5. f, 6. d B ▪ Read the directions to students. ▪ Play the audio once again. ▪ Check answers as a class. Answers: 1. c, 2. d, 3. a, 4. f, 5. g, 6. b, 7. h, 8. e

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD1 Track 92). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. Unit 12 Let’s celebrate!

▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. c, 2. f, 3. e, 4. h, 5. d, 6. g, 7. b, 8. a B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Read the first sentence aloud. ▪ Call on individual students to decide the correct missing word. Check that the student used the correct form of the word. ▪ Continue with the next sentence. Answers: 1. a, 2. f, 3. c, 4. e, 5. d, 6. g, 7. h, 8. b

Language Tip ▪ Read the language tip with students. ▪ Discuss the ideas of the tip as a class. C ▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of two. Tell students that one partner should ask the question and the other partner should answer using their own ideas. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To explore event planning A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD1 Track 93 1. Who do you suppose will be managing the event? 2. Do you have any ideas on a theme? 98

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

3. Where should we hold the event? 4. Have we been given a budget? 5. How many people should we expect? 6. What do you say about hiring a professional decorator? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. a, 2. a, 3. a, 4. b, 5. c, 6. c B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD1 Track 94 W: I overheard that our branch has been asked to organize the Christmas party this year. Who do you suppose will be managing the event? M: We will, you and I. We get to decide on the theme, the venue, the music, the food, everything! W: Aren’t we lucky. M: Do I detect a hint of sarcasm in your voice? I think this is an awesome opportunity for us. Not only do we get to flex our creative muscle, we also get to add event planning to our resumes. W: Well, when you put it that way, I guess it might be fun. Do you have any ideas on a theme? M: I’m leaning towards “A Day at the Horse Races”. You know, a turn of the century feeling. Lots of champagne, big hats, pretty picnic dresses and dapper men in suits. Where should we hold the event? W: There is a room at the hotel we can rent for the function. M: Have we been given a budget? W: The figure should be around $30,000. That is for everything M: I’m afraid that won’t be enough for the venue and food, but I guess we can cut corners if we need to. How many people should we expect? W: Something like 350 people. Last year the number was around 400, but with all the recent Unit 12 Let’s celebrate!

layoffs, the number will be slightly lower. M: Let’s not forget about decorations. What do you say about hiring a professional decorator? W: That’s a good idea. We’ll be busy enough with all the other preparations. ▪ Ask students to open their books. Call on individuals to read the statements and determine if it is true or false. ▪ Check answers as a class. Answers: 1. T, 2. T, 3. F, 4. F, 5. T

LISTENING 3 Objective: To explore prizes given at events A ▪ Read the directions to students. ▪ Preview the activities with students. ▪ Check answers as a class. Answers: 1. Raffle tickets, 2. Lucky draw, 3. Bingo card, 4. auction, 5. Scratch-off card ▪ Discuss the questions from the directions as a class. B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Play the audio. Audio Script: CD1 Track 95 M: Now, the moment you’ve been waiting for, the Francis Industries annual Christmas party raffle. If you turn over your placemats you’ll see a number in the top left corner. That’s your raffle number. We have a huge array of prizes available today all kindly donated by our clients, from dinner gift vouchers to laptops, cellphones and tablets. Grand prize this year is an amazing week‐long vacation to Bali. I’ve arranged it so I win that prize. Ah, just joking, guys! I can guarantee that most of you will walk away from this evening with something amazing in your hand. And for those of you that don’t win anything, don’t worry, there’s always next year! Are you ready to begin? Keep an ear out as we announce each prize. 100

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

Answers: 1. b, 2. b, 3. a, 4. a, C

▪ Read the directions. ▪ Preview the answer options with students. ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Answers: 1. bummed out, 2. raffle, 3. winner, 4. enough, 5.ridiculous D

▪ Read the directions to students. ▪ Play the audio. Audio Script: CD1 Track 96 M: Gosh, I’m pretty bummed out. Everyone at my table won a prize in the raffle except me. W: You weren’t the only one. A lot of people didn’t get anything. It’s a raffle after all – not everyone can be a winner. M: I know, I know. I just think that the company should have enough prizes for all staff, even if we get something really little. It stinks to be left out. W: Don’t be ridiculous! It would take forever to draw enough prizes for a staff of 300 plus. ▪ Encourage students to practice saying the conversation with a partner.

LISTENING 4 Objective: To discuss appropriate clothing for types of events A ▪ Read the directions from students. ▪ Preview the answer options with students. ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Answers:

Men's Outfit

Women's Outfit

Shoes

white tie

a. tailcoat, tuxedo shirt

b. evening gown

c. black patent shoes

black tie

d. dark suit jacket,

e. little black dress

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collared dress shirt semi‐formal g. blazer, decorated tie

h. cocktail dress

i. leather shoes

casual

k. sundress

l. loafers

j. khakis, button‐down shirt

▪ Read the directions to students. ▪ Preview the photos and captions with students. ▪ Play the audio. Audio Script: CD1 Track 97 W: To wrap up this address, I’d like to focus on where we’d like to take the Scope Direct Marketing in the new year. With everyone looking so beautiful this evening, I hate to bring up bad news. We’ve had a pretty dismal year; I know everyone’s egos have taken a blow. There was an influx of new companies into the direct sales industry, which meant a dramatic increase in competition. We lost a lot of big clients to companies that undercut our prices. While I recognize these issues, I also see them as learning opportunities. We all know that this industry is unstable, which is what makes it so exciting, too. I’m certain that we can reinvent ourselves next year and become competitive once again. This is the reason I asked the event planners to arrange for our end‐of‐the‐year event to be a white‐tie affair. By shedding our usual casual clothes and putting on our best tailcoats and gowns tonight, I want us all to look at ourselves in a new light. Be proud of you and your skills in the coming year; we are worth our rates, and we’re going to show our clients that they get what they pay for: The best. Please raise your glass: Here’s to a successful new year! ▪ Check answers as a class. Answers: white tie C ▪ Read the directions to students. ▪ Allow groups time to discuss the prompt. Play the audio from B once more if necessary. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal. D 102

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▪ Read the directions to students. ▪ Allow groups time to discuss the prompt.

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REVIEW 4

Units 10-12

LISTENING 1 A

▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 98

M: Hi, this is Kurt from The Party Company calling for a Mrs. Thomas. Is she available? W: Yes, this is she. M: Hello, Mrs. Thomas. I’m returning your call. You wanted to hire a fairy for your daughter’s birthday party. Is that correct? W: Yes, that’s right. As I said in my message, I’m looking for someone very professional, someone with a lot of experience. If he or she can dance, that would be even better. M: We hold our performers to a very high standard at The Party Company. All of our fairies and our clowns have been working in the profession for at least five years. I’m sure we have someone who can perform a dance, too. W: That’s great. It’s taking place in my backyard, so there will be some space for him or her to perform. M: That’s fine. What date is the party? I can see if we have someone available. W: It’s the 27th July. I really hope you have someone. I called a few other companies but they said it’s too short notice. ▪ Check answers as a class. Answers: 1. b, 2. a, 3. c, B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 4.The woman left a message on the man's answering machine. 5. The fairies and clowns the company sends to parties have at least five years' experience.

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▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD1 Track 99

W: Excuse me, sir, are you looking for the exhibition center? You look like you’re heading to the bicycle trade show, am I right? I’m a volunteer for the show and it’s my job to make sure people get to the center in one piece. It’s about a ten‐minute walk from here. If you’d like to take a look at this map, sir, I can show you where to go. Right now we’re here, right by the city government offices. If you keep going straight up this road, you’ll see a big yellow sign with the name of the fair on it. Walk down that path, following the signs until you get to the huge white and red brick building. It’s still early, so you should arrive in time for a few of the morning sessions. Some of the sponsors are scheduled to talk about safety features. Later this afternoon Dave Geoff will demonstrate some downhill mountain biking techniques. Don’t forget to sign up at the giveaways table. The grand prize is a high‐tech bike made by one of the event’s sponsors. All you need to do is put your raffle ticket into the giant fish bowl next to the front door. Good luck! ▪ Check answers as a class. Answers: 6. c, 7. d, 8. f, 9. h, 10. a B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 11. F, 12. T, 13. F, 14. F, 15. T

READING 1 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 16. a, 17. b, 18. b B

▪ Read the directions to students. Ask students read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 19. b, 20. b Review 4

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READING 2 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 21. dramatic, 22. gowns, 23. database

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Unit 13

Is this for sale or for rent?

WARM UP Objective: To talk about housing options. A ▪ Read the directions to students. ▪ Preview the form with students. ▪ Allow students time to complete the form using their own ideas. B ▪ Read the directions to students. ▪ Allow students time to compare their forms with a partner.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. c, 2. b, 3. a, 4. d, 5. f, 6. e ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To think about home types and locations A ▪ Tell students they will listen to a series of statements about homes. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio.

Audio Script: CD2 Track 2 a. I realize it is pretty unconventional, but every summer my family goes out in our recreational vehicle. We go wherever we want, whenever we want. No neighbors to tell us we’re too loud, and our backyard extends as far as we can see. b. My house is outside the city, in a quiet neighborhood. It’s single‐storey; I like not having stairs

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to climb. All the houses are detached, so there is space between my house and my neighbor’s house. The front yard has a few trees and bushes. I find the location to be very relaxing. c. My apartment has the best view of the city. That’s because I live 20 stories up in the air. The main downside is I have people living on every side of my apartment, but I don’t mind. d. At the moment I’m staying in a small house built on the roof of an apartment building in a big city. I enjoy being having access to the city, but without the neighbors and the noise. e. The apartment complex I am living in now is beautiful. It’s all new, and it’s situated next to a river. There’s a walkway along the river, and my family and I often take walks when the weather is nice. f. My parents live in a residential area of a city. The area isn’t near the busy commercial part of town, but it’s definitely still the city. They love the convenience of having shops and neighbors nearby. g. The house I live in is practically invisible. When we moved in, we cleared all the plants from the mountain side. After a few years, the jungle grew back. h. When I was little, my family had a house outside of town. It was small and secluded, and my sister and I spent our afternoons playing in the forest. ▪ Check answers as a class. Answers: 1. e, 2. b, 3. h, 4. f, 5. c, 6. g B ▪ Read the directions to students. ▪ Allow students time to complete the task using their memory, either alone or in small groups. ▪ Play the audio once again. ▪ Let students discuss and check their answers. ▪ Check answers as a class. Answers: In the city

Near neighbors

Away from neighbors

Outside the city be

agh

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. 108

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▪ Play the audio (CD2 Track 3). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read the first vocabulary word aloud. Ask students to repeat the word after you. ▪ Call on individual students to read the correct definition. ▪ Continue with the next word. Answers: 1. f, 2. b, 3. e, 4. a, 5. h, 6. d, 7. g, 8. c B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Read the first sentence aloud. ▪ Call on individual students to decide the correct missing word. Check that the student used the correct form of the word. ▪ Continue with the next sentence. Answers: 1. a, 2. e, 3. g, 4. d, 5. f, 6. h, 7. b, 8. c C

▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of two. Tell students that one partner should ask the question and the other partner should answer using their own ideas. ▪ Tell students to switch roles and then continue with the remaining questions.

LISTENING 2 Objective: To talk about landlords and repairs A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD2 Track 4

Unit 13 Is this for sale or for rent?

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1. Can you tell me your property’s address? 2. Which apartment do you occupy, sir? 3. Do you have a repair or problem to report? 4. How can I be sure the plumber will come this time? 5. The plumber can come between five and seven. Is that alright for you? 6. Can I get your contact number? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. a, 2. c, 3. a, 4. a, 5. c, 6. a B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD2 Track 5 W: Hello, RentMax Property Management. This is Fran. M: I’d like to speak with someone regarding the apartment I’m renting. W: Can you tell me your property’s address? M: 223 West Morrison Avenue. W: Ah, yes. the Layton Manor apartment complex. Which apartment do you occupy, sir? M: I’m in building 3, number 22. W: Yes, sir. Do you have a repair or problem to report? M: I do. The faucet in the bathroom is leaking, and I need someone to come fix it. W: I’m sorry you’ve had such problems, sir. I can arrange for a plumber to visit your house this afternoon. M: This is the third time I’ve called, and each time you say you’ll send a plumber out to take a look, but no one shows up. How can I be sure the plumber will come this time? W: I know for a fact our plumber is already at your complex working on another project. Give me one second. (pause) Right, the plumber can come between five and seven; is that alright for you? M: That’s dinner time, but we’ll be glad to have the problem fixed. Sure. 110

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

W: Can I get your contact number? M: Use my cell phone; 334‐983‐0098. W: Thanks. The plumber will call when he’s on his way. If you don’t get a call by 6:30, please call the office again and ask to speak to me, Fran. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. F, 4. T, 5. T

LISTENING 3 Objective: To discuss home sales A ▪ Read the directions to students. ▪ Preview the terms and descriptions with students. ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Answers: 1. c, 2. e, 3. a, 4. d, 5. b ▪ Discuss the questions from the directions as a class. B ▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Play the audio. (CD2 Track 6) ▪ Allow students time to complete the task alone or in small groups. Answers: install carpeting, build shelves, landscape the yard C

▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Answers: 1.curb appeal , 2. dull, 3. low-fuss, 4. master, 5. modify, 6. Interior, 7. budget ▪ Encourage students to practice saying the talk with a partner. Correct pronunciation as needed.

LISTENING 4 Objective: To review the ideas of the unit Unit 13 Is this for sale or for rent?

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A ▪ Read the directions to students. ▪ Ask students to describe the properties in the photos. ▪ Play the audio. Audio Script: CD2 Track 7 1.

Mrs. Norris, you’re going to love this property! Two hundred acres of open land. No neighbors in sight; I promise you. The south side of the property is fenced, but you’ll have to put in fencing on the other sides. It’s a half‐hour drive outside the city. Fresh air, beautiful sunsets. If you want to look at it, I can pick you up in the morning. No lease either, this property is for sale.

Mrs. Norris, hi. This is Jake from Redding Property Management. We have a spacious three‐ bedroom apartment available in our Washington Hills apartment complex. The complex is gated, and it has a swimming pool and a fitness area, with basketball and tennis courts. It is in a suburb, situated near good schools, parks, and of course, shopping centers. Rent is $1250 a month, and I can offer a one‐, two‐, or three‐year lease.

Mr. and Mrs. Norris, thank you for expressing interest in Lot 445. This is the 20‐acre piece of land in the Sunset Mountains in Wasset County. To answer your question, the house on the property has not been occupied for the past ten years, and yes, it is in disrepair. You could renovate it, but it might be cheaper to knock it down and rebuilt. You can tell it used to be landscaped, so with a little pruning you can get it back to beauty. The best part of this house: it has running water and is connected to the nearby power lines.

▪ Check answers as a class. Answers: a. 2, b. 1, c. 3 B

▪ Read the directions to students. ▪ Play the audio once again. (CD2 Track 7) ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Possible Answers: 1. spacious three-bedroom apartment; gated complex; swimming pool and fitness area; near good 112

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

schools, parks, shopping centers 2. large open land; no neighbors; fenced in; away from the city; fresh air; beautiful sunsets 3. house that can be renovated; can be landscaped again; has running water; connected to power

C ▪ Read the directions to students. ▪ Allow groups time to choose a photo and create their short talk. Ask students use words and phrases they learned in the unit. ▪ For higher level classes, ask students to discuss the topic without brainstorming or rehearsal. D

▪ Ask groups to merge. Students should listen to the other group’s talks and decide which property each person is discussing. ▪ Groups should then switch and deliver their talks.

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Unit 14

Stay tuned!

WARM UP Objective: To discuss entertainment preferences. A ▪ Read the directions to students. ▪ Preview the questions and answer options with students. ▪ Allow students time to complete the task alone. B ▪ Read the directions to students. ▪ Encourage students to compare their ideas with a partner. ▪ Discuss ideas as a class.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. b, 2. c, 3. d, 4. a, 5. e, 6. f ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To talk about radio programs A ▪ Tell students they will listen to a talks that would be heard on a radio. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD2 Track 8 a. Sorry to interrupt your show George, but I have an important traffic update. If your evening commute involves the 408, you might want to find a detour. A truck overturned near Exit 33, that’s the Oak Mall exit, and traffic is backed up in both the east‐ and west‐bound lanes.

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b. Highlights for the Breakfast Beauty show include a review of this month’s beauty magazines, a question‐and‐answer session with a researcher from Lawson College on animal testing and cosmetics, and some secrets to caring for your skin in the sun. c. Father Mike joins us in five minutes to lead us in our evening prayer. If you’re unfamiliar with his show, The Spirit in Us, Father Mike is the leader of the congregation at Sacred Heart Catholic Church. d. That was Paul Simmons with his new single Stand and Deliver. Next up is Becky Jacks, with one of her classic tracks, Lollypop Sunshine. It’s 11:30, folks. Do you know where your kids are? Haha. You’re listening to it here, on KHOT‐FM, where it’s always 98.9 degrees. e. Correspondent Sarah Keels went to the grand opening of the Bell City shopping complex on the west side of town this afternoon. We hear there were sales galore. Tell us more, Sarah. f. So what you’re saying Phil is that you think we’re in a down market? That stocks overall won’t increase one or even two points in the next month. This is Mark of Stocks Over Lunch, and we’ll return after a quick message from our sponsors. g. Hey there, dads and lads! Today on Stay‐at‐Home Dad, we’ll talk about what to do when mom calls in sick and begins to intervene with your schedule. Then, later I’ll introduce a hands‐on father‐son project you’ll want to do together. h. I hope you brought your winter coats to the office, people, we’re going to be hit with a cold spell this afternoon. Expect temperatures below zero and a high chance of snow. ▪ Check answers as a class. Answers: 1. c, 2. g, 3.e , 4. b, 5. f, 6. h Test Tactic Students might say that they do not listen to the radio very often. If students are planning to take the TOEIC test, remind them that the Listening Test contains radio programs, especially in Part 4 Short Talks. It is important to be aware of these kinds of talks when preparing for the test. B ▪ Read the instructions to students. ▪ Allow students time to complete the task using their memories, either alone or in small groups. ▪ Play the audio once more. ▪ Ask students to check their answers with a partner. ▪ Check answers as a class. Unit 14 Stay tuned!

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Answers: 1. b, 2. g, 3. f, 4. h, 5. a, 6. e, 7. c, 8. d,

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD2 Track 9). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read the first vocabulary word aloud. Ask students to repeat the word after you. ▪ Call on individual students to read the correct definition. ▪ Continue with the next word. Answers: 1. b, 2. d, 3. h, 4. g, 5. f, 6. a, 7. c, 8. e B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Read the first sentence aloud. ▪ Call on individual students to decide the correct missing word. Check that the student used the correct form of the word. ▪ Continue with the next sentence. Answers: 1. e, 2. c, 3. a, 4. f, 5. d, 6. b, 7. h, 8. g

Language Tip ▪ Read the language tip with students. ▪ Discuss the topic of the tip with students. Encourage discussion by talking about television shows the students are familiar with. C

▪ Read the directions to students. ▪ Call on volunteers to read the questions and example answers. ▪ Divide students into groups of three. Tell students that one partner should ask the question and another partner should answer using their own ideas. The third partner should ask one follow-up question. ▪ Tell students to switch roles and then continue with the remaining questions.

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Objective: To hear people talk about television shows A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD2 Track 10 1. Are you a Channel Nine viewer? 2. Which of these three prime time shows do you watch regularly: George and Mary; Eating Eggs

in England; Francis Goes to Town?

3. Care to say what you like least about the show? 4. I think it’s more geared for men, isn’t it? 5. And what do your children think about the storyline? 6. Do you subscribe to cable? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. b, 2. a, 3. a, 4. a, 5. a, 6. a B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD2 Track 11 M: Hello. It’s Bob calling from Channel Nine. We’re conducting a survey to find out what prime time shows most appeal to our viewers. Are you a Channel Nine viewer? W: Yes, I’d consider myself a pretty dedicated Channel Nine viewer, actually. M: Wonderful. Thank you for that. Would you be interested in answering a few questions to help us improve our programing? W: I’m happy to. M: That’s great! I have a few questions to ask you; it should only take five or so minutes to get through them. Here’s number one. Which of these three prime time shows do you watch Unit 14 Stay tuned!

117

regularly: George and Mary; Eating Eggs in England; Francis Goes to Town? W: To be honest, since they’re all on different days, I watch all of them. But I’m not sure I’ll continue to watch Francis Goes to Town. M: Care to say what you like least about the show? W: The acting gets worse with each episode!

M: Alright, noted. Do you catch our morning show, Wake Up with Marty? W: No, but my husband enjoys that one. I think it’s more geared for men, isn’t it? M: Yes. Males 30 to 48 are the intended audience for that show. Carrying on: Do you have school‐aged children? W: Yes, two sons. They’re both in elementary school. M: And do they watch any of our afternoon cartoons? W: Yes, but only after they do their homework. I guess they only see the last show, the one with the flying mouse. M: And what do they think about the storyline? W: I don’t think they understand it much to be honest, but they like the bright colors and the funny voices. Any other questions? M: One more. Do you subscribe to cable? W: Yes, but only basic cable. We don’t get any of the premium channels. M: Thank you very much for your comments. They’ve been very helpful. ▪ Ask students to open their books. Call on individuals to read the statements and determine if it is true or false. ▪ Check answers as a class. Answers: 1. T, 2. F, 3. T, 4. T, 5. F

LISTENING 3 Objective: To talk about movies A ▪ Read the directions to students. ▪ Allow students time to complete the task alone or in small groups. ▪ For low level classes, preview the statements with students, or call on students to read each statement and decide the answer as a class. ▪ Check answers as a class. 118

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Answers: 1. production, 2. shot/particular city, 3. score, 4. final cut, 5. Extras, 6. producer, 7. premiere, 8. casting agent

B ▪ Read the directions to students. ▪ Preview the questions with students. ▪ Play the audio. Audio Script: CD2 Track 12 M: The purpose of today’s meeting is to figure out the schedule for our new production, The Christmas Wish. Yes, a holiday movie. So, that means we’ll need to be in theaters by mid‐ November. I like to release in New York and LA earlier that month. We’ll need to book one of the more majestic theaters for a red‐carpet premiere now; let’s get on that ASAP. So, final cut has to be ready to print by early October. If that’s the case, we’ll have to wrap up filming by April. That should give us enough time to edit and add music and sound effects, and to get it in a few theaters around the country for test audiences. God forbid we have to re‐film some scenes. The producers on this project have been known to make last‐minute changes. Did I mention the director is going to be Keith Peers? We’re so excited to have him on board. Brian, we’re going to need to confirm our shooting locations. We’re not filming in Canada this time; we’ll be using a sound stage in Georgia and then going on‐location in Paris. Don’t ask ‐‐ it’s a corporate decision to cut costs. ▪ Check answers as a class. Answers: 1. b, 2. a, 3. b, 4. b C ▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Allow students time to complete the task alone or in small groups. Answers: 1. role, 2. part, 3. none other than, 4. publicity, 5. casting call, 6. stage, 7. minor, 8. extras, 9. headshot, 10. movie set D ▪ Read the directions to students. ▪ Play the audio. (CD2 Track 12) ▪ Check answers as a class. ▪ Encourage students to practice saying the talk with a partner. Unit 14 Stay tuned!

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LISTENING 4 Objective: To discuss types of media presenters A ▪ Read the directions to students. ▪ Preview the names of presenters with students. ▪ Allow students time to complete the task alone or in small groups. Answers: 1. disc jockey/radio, 2. reality show host/television, 3. news anchor/television B

▪ Read the directions to students. Tell students they will hear a series of statements. ▪ Play the audio. Audio Script: CD2 Track 14 1.

Hey, there, radio land listeners. You were just listening to Christa singing “Everyday”, the latest track from her album Homecoming. The Name‐that‐Song contest begins in ten minutes; call in now to be one of the lucky contestants!

In other news this evening, two students were awarded keys to the city for the hours of volunteer work they did at a local children’s hospital. Correspondent Josh Harold was at the ceremony and can tell us more.

We’re so sorry to see you go, Mandy, but since you were the last to finish the race, you have to say goodbye to the group. Please return to the house immediately and pack your bags.

We interrupt this episode of Marvel Kings with important news. Earlier this afternoon the national weather bureau announced a terrible storm coming to our area. We expect strong thunderstorms, and conditions that usually spell tornadoes. Please stay indoors if at all possible.

In this next challenge, you’ll each have five minutes to run around Crews Sporting Goods, grabbing as many products as you can. At the end of the time limit, we’ll add up the prices of everything you brought back to the starting line. Whoever got the most goods, gets the grand prize: immunity on the next challenge!

I have bad news to share with you. My producer here at XCCP just received word that Mayor Nevins was arrested this afternoon for stealing taxpayer money. We don’t have details just yet, but when we do, I’ll be sure to share.

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▪ Check answers as a class. Answers: 1. DJ, 2. A, 3. H, 4. A, 5. H, 6. DJ C ▪ Tell students they are going to create a talk for a presenter. Read the directions to students. ▪ Allow students time to choose their presenter type and to create a short talk. ▪ Preview the event types listed in the textbook. Remind students to create an authentic-sounding talk. D

▪ Ask students to work with new groupmates. ▪ Tell students to recite their talk with their new groupmates, and for the listeners to guess which presenter type the speaker is pretending to be.

Unit 14 Stay tuned!

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Unit 15

Tech‐savvy or tech ignorant?

WARM UP Objective: To talk about technology. A ▪ Write high-tech and low-tech on the board. Ask students what they think each term means. ▪ Read the directions to students. ▪ Preview the items listed in the activity. ▪ Allow students time to complete the task alone or in small groups. ▪ Ask students if they consider any of the options low-tech. Answers:1. security cameras, 2. nuclear power, 3. microscope, 4. dam, 5. three-dimension sonogram, 6. traffic lights, 7. hand-held devices, 8. weed-resistant plants

B ▪ Read the directions to students. ▪ Discuss the questions as a class.

PHOTO MAZE ▪ Read each word aloud as students listen. ▪ Ask students to work individually/in pairs to decide which word matches each picture. ▪ Check answers as a class. Answers: 1. b, 2. a, 3. d, 4. c, 5. e, 6. f ▪ Ask students how they think these words relate to the unit topic.

LISTENING 1 Objective: To talk about mechanical objects A ▪ Tell students they will listen to a series of statements about objects that are simple machines. ▪ Call on students. Ask students to predict the description of each photo. ▪ Play the audio. Audio Script: CD2 Track 15 a. Let’s put all the dirt we dig out into a wheelbarrow. It will be easier to wheel it out than to 122

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carry the dirt away in buckets. b. I prefer to use a mechanical pencil. With one or two clicks, I can have a sharp point on my pencil. No more pencil sharpening! c. See, the way it works is your feet push the pedals, which moves the chain in a circle. The chains are connected to the back wheel, and that propels it forward. d. This kind has springs in it. The springs are made from wire wrapped into a circular form. You can jump on it because it has some bounce to it. e. We make our own cloth, using this loom. It’s a traditional craft here, and the women know how to weave the string to make beautiful patterns. f. Put your hand here, on the handle, and turn the crank. There is a blade inside that will turn, and grind up whatever you put in the cup part of the machine. g. My keys are on two separate key chains, but they are put together using a neat clasp. Press the button on the clasp and the two pincher‐like pieces will move and separate the key chains. h. You pull this rope and I’ll pull another one, and we’ll lift the boat out of the water. The ropes are attached to a kind of wheel, a pulley, it’s called, so we can lift heavy things really easily. ▪ Check answers as a class. Answers: 1. h, 2. b, 3. c, 4. e, 5. f, 6. d B ▪ Read the directions to students. ▪ Play the audio. Audio Script: CD2 Track 16 W: Over the weekend, my boyfriend helped some guys lift a car out of a ditch. Well, they didn’t lift it exactly. One of the guys had a utility vehicle, and on the back he had a winch. It’s this kind of tool that has a long rope made of wire, and you hook it on to something, like the front of the car. He used a remote control to crank the machine; I didn’t see a handle. The other guys lifted and guided the car, but most of the work was done by the machine. In just a few seconds, the car was out of the ditch. It was really amazing to watch! Unit 15 Tech-savvy or tech ignorant?

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▪ Check answers as a class. Answers: 1

SHORT DIALOGUE ▪ Tell students they will listen to what happens next. ▪ Play the audio (CD2 Track 17). Have students listen and read along silently. ▪ Let students read the conversation with a partner. ▪ Ask two volunteers to perform the conversation for the class.

VOCABULARY A ▪ Read the directions to students. ▪ Read all of the vocabulary words aloud. Ask students to repeat each word after you. ▪ Then, read the first definition. Call on individual students to say which vocabulary word they think is correct. ▪ Continue with the next definition. Answers: 1. a, 2. c, 3. h, 4. f, 5. b, 6. e, 7.g, 8. d B ▪ Read the directions to students. Remind students that the form of the word might need to be changed to be grammatically correct. ▪ Ask students to work alone or in small groups to complete the sentences using the words in A. ▪ Check answers as a class. Answers: 1. h, 2. e, 3. b, 4. g, 5. f, 6. c, 7. d, 8. a

Language Tip ▪ Read the language tip with students. ▪ Discuss the ideas of the tip with students. C

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Objective: To discuss electronic objects A ▪ Read the directions to students. Tell students they will listen to six sentences (questions and statements). Students are to choose the best answer from the options in their textbook. ▪ Play the audio. Allow students to work individually. Audio Script: CD2 Track 18 1. Have you seen my battery charger? 2. Where did you plug it in last? 3. What special effect did you use on the photos? 4. Why don’t you upgrade your flip phone for a smart phone? 5. Have you noticed that the washing machine has been acting funny? 6. Do we need to get someone to come and look at it? ▪ For lower-level classes, pause the audio in between questions or play the audio a second time. ▪ Check answers as a class. Answers: 1. a, 2. a, 3. c, 4. a, 5. a, 6. b B ▪ Read the directions to students. Ask students to close their books as they listen. ▪ Play the audio. Audio Script: CD2 Track 19 M: Have you seen my battery charger? W: Not recently, no. Where did you plug it in last? M: I’m not sure where exactly. I don’t remember plugging it into an outlet though. Oh! I remember. I connected it to the computer to upload some photos I took at the park onto Facebook. W: Oh, I saw the ones you uploaded. They look really interesting. What special effect did you use on the photos? They look like they were taken decades ago. M: It’s a retro effect. I downloaded an app yesterday that fixes problems but also adds great effects. Why don’t you upgrade your flip phone for a smart phone? Unit 15 Tech-savvy or tech ignorant?

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W: Because I only use the basic functions on the phone. All I use my phone for is taking calls and sending text messages. I still prefer to take photos with a DSLR camera. I feel like I have more control, especially for focusing and changing the light settings. M: I suppose. Hey, have you noticed that the washing machine has been acting funny? The spin cycle won’t start automatically; the machine keeps refilling the water and rinsing the clothes. W: Yeah, and I know what’s causing the problem. There’s some kind of internal sensor that recognizes what part of the wash the machine is on. But, if the machine is not level, the sensor goes off kilter, so it thinks it has to do another wash instead of starting the spin cycle. M: Oh, I see. Do we need to get someone to come and look at it? W: No, it’s easy to fix. We can do it ourselves. We can wedge a piece of wood under one of the legs to make the machine perfectly level. That should do the trick. M: Great. An old school fix to a high‐tech problem. ▪ Ask students to open their books. Read the statements aloud. ▪ Ask students to work alone or in small groups to decide if each statement is true or false. ▪ If time allows, ask students to correct the false statements so they are true. ▪ Check answers as a class. Answers: 1. F, 2. F, 3. T, 4. T, 5. F

LISTENING 3 Objective: To hear people talk about scientific discoveries A ▪ Read the directions to students. ▪ Preview the terms and the descriptions with students. ▪ Allow students time to complete the task alone or in small groups. ▪ Check answers as a class. Answers: 1. b, 2. h, 3. f, 4. g, 5. a, 6. d, 7. e, 8. j B ▪ Read the directions to students. ▪ Preview the photo captions with students. ▪ Play the audio. Audio Script: CD2 Track 20

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W: Earlier this morning at a press conference at the University of Vermont, biochemist Dr. Ron Burgundy cooked a hot dog, which he has dubbed a Petri‐Dog. This might not sound like anything important, but this is no regular hot dog. Dr. Burgundy’s team created this in vitro meat in a petri dish in their lab. In vitro is a term meaning made from a test tube; it is cultured and cruelty‐free. It was never part of a living animal. When asked how it was made, Dr. Burgundy explained that they took muscle cells from a pig and then added a preservative so no yeast or fungus would grow on it. Then, they added a protein to make the tissue grow. The cells divided and multiplied until there was enough to make the hot dog. This particular collection of cells resembles meat but it doesn’t have any fat or blood, not to mention much flavoring. It therefore wouldn’t taste very good. There are still a few kinks Dr. Burgundy’s team needs to work out, but there is talk that cultured meat such as this will be in supermarkets by the middle of the century. ▪ Check answers as a class. Answers: c C ▪ Read the directions to students. ▪ Allow students to complete the task from memory, either alone or in small groups. ▪ Play the audio once more. ▪ Allow students to correct their answers. ▪ Check answers as a class. Suggested Answers: in vitro- Studies that are in vitro are performed with cells or biological molecules studied outside their normal biological context; for example proteins are examined in solution, or cells in artificial culture medium.

D ▪ Read the directions with students. ▪ Discuss the prompts with students.

LISTENING 4 Objective: To review the ideas of the unit A ▪ Read the directions to students. ▪ Preview the answer options with students. ▪ Allow students time to discuss their ideas with a partner. Unit 15 Tech-savvy or tech ignorant?

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▪ Discuss their ideas as a class. B

▪ Read the directions to students. ▪ Play the audio. Audio Script: CD2 Track 21 M: Attention visitors, stall holders. Due to the severe storm weather today, we’re experiencing some difficulties with the power supply to the convention center. The snow brought down one of the transmission lines connected to Exhibition Hall B and we are now running on limited power supply from our backup generators. We’re working with staff to move stall holders into the unused Exhibition Hall E. Affected stall holder, we ask that you be patient. Our staff is working as quickly as possible to relocate everyone so please, give them room to do their work. Visitors and stall holders in Exhibition Halls A, C and D, we ask that you report any power or other difficulties to a Tech Ready trade fair staff member, and please be aware that we’re currently working directly with the power company to get the power up and running again.

Answers: backup generator C ▪ Read the directions with students. ▪ Preview the answer options with students. ▪ Allow students time to complete the task alone or in small groups. ▪ Play the audio. (CD2 Track 22) ▪ Check answers as a class. Answers: 1. power cut, 2. battery-powered, 3. lit up, 4. candles, 5. outage, 6. electricity D

▪ Read the directions to students. ▪ Allow students time to write their ideas on the lines. E

▪ Read the directions to students. ▪ Encourage students to compare their answers with a partner. ▪ Discuss their ideas as a class. 128

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REVIEW 5

Units 13-15

LISTENING 1 A

▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD2 Track 23

M: I had the worst renter ever a few years ago. I don’t know what they were doing in the property but they seriously wrecked the place. W: Do you mean the vacation house at the beach? M: No, we use that as a vacation house and don’t rent it out. I’m talking about the two‐storey house my mother gave me when she passed away, in a neighborhood in Summerville. W: Oh, right. What happened? M: After about a year, they stopped paying the rent. It was weird. W: What did you do about it? M: Well, I tried to get in contact with them. I could never get hold of them on the phone number they gave me. The phone company said the number wasn’t even assigned to anyone! I eventually went over to the place and saw old cars and household appliances rusting away on the lawn. Then I peered in the window. It was a mess! W: That’s awful. How did you finally resolve the matter? M: Well, the case eventually went to court. I won, of course. Understandably, I’m very fussy about who I rent the place out to now. ▪ Check answers as a class. Answers: 1. c/d, 2. b/f, 3. a/e B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 4. worst, 5. vacation, 3. window

Review 5

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LISTENING 2 A ▪ Read the directions to students. ▪ Play the audio. Ask students to work alone to complete the task. Audio Script: CD2 Track 24

So, are the ratings in from the last listener poll? I’m guessing I didn’t do so well.

Ah, yeah, bad news, Gillian. Your show performed dismally. The station heads really aren’t

happy. What’s going on? That’s a bit depressing, Red. I was hoping that the changes my producer and I made a few

months ago would attract new listeners. I did it because I thought my listeners would

enjoy listening to music while they work.

Yeah, but changing it from a talk show to a music‐only show was pretty drastic. I’m afraid you lost all your old listeners.

Do you think I’ll be fired?

It came close to that, Gillian. I’ve convinced them to give you one more chance. I told

them I’d work with you to bring balance to your show. I see. So, fewer songs and more talking. I can do that. What do you think about bringing in more guests and doing some interviews on the air?

M: Yeah, I think that would work out well. Just make sure the show stays funny. ▪ Check answers as a class. Answers: 7. d, 8. a, 9. e, 10. b B

▪ Play the audio once more. Ask students to work alone to complete the task. ▪ Check answers as a class. Answers: 11. Gillian knew that her ratings in the poll would be bad 12. The woman made changes to her show with the help of her producer because she thought her listeners would enjoy listening to music. 13. The man says Gillian must add balance to her show and play less music on the show.

READING 1 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. 130

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▪ Check answers as a class. Answers: 14. episode, 15. storyline, 16. show, 17. renew, 18. canceling B

▪ Read the directions to students. Ask students read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 19. a, 20. b

READING 2 A

▪ Read the directions to students. Ask students to read the passage silently and work alone to complete the task. ▪ Check answers as a class. Answers: 21. c, 22. a, 23. b

Review 5

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Unit 01

Practice Test

Part 1 Audio Script: CD2 Track 25

1. (A) The woman is eating lunch at her desk. (B) The woman is fielding phone calls from her desk. (C) The woman is driving a forklift in a warehouse. (D) The woman is having a conversation with the man next to her. 2. (A) The woman is packing up and getting ready to head home. (B) The woman is looking through items that have been sorted into boxes. (C) The woman is forcing a document through a small slot. (D) The woman is leaning against a file cabinet. Answers: 1. B, 2. B

Part 2 Audio Script: CD2 Track 26

3. I can't believe we are being forced to work overtime. (A) I know, but we'll be paid for the extra hours. (B) You can't. We have to do it. (C) To clean the hotel rooms. 4. What is protocol for requesting time off? (A) No, it's in the guidelines. (B) You have to ask your manager for approval. (C) Don't worry. We'll do it together. Answers: 3. A, 4. B

Part 3 Audio Script: CD2 Track 27

M: W:

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I see you've got Stella working overtime this evening. I wish you'd talked to me about it first. I'm not sure we can afford the overtime for her. Well, Jonathan, I really needed the extra help. If I'd had to do everything by myself, it just wouldn't have been done in time. And then we'd not be able to pay anyone's salaries, let Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

M: W:

alone overtime. You're going to have to finish up the remainder on your own. I'm serious: We can't afford to pay Stella anything extra on top of her usual salary. We're almost finished anyway. I'll make sure she sticks within her usual weekly hours from now on.

Answers: 5. A, 6. D, 7. B

Part 4 Audio Script: CD2 Track 28

M: Hi Jessica. This is Harry. Sorry to leave a message but I wanted to call you early before you got to work so you'll have some time to find a replacement. I was in a minor car accident last night and I'm still in the hospital. I feel terrible because I know you wanted me to write those receipts and check that all the invoices were labeled correctly. The accountant said she would pick up our files tomorrow, so maybe Bert can handle these tasks for me today? While he's a slow, he's very careful with details. I'm going to be taking it easy today–doctor's orders–but if you really need me, just give me a call on my cell. Bye for now. I'll call again when I know more about how long I'll be stuck in here. Answers: 8. B, 9. C, 10. C

Practice Test

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Unit 02

Practice Test

Part 1 Audio Script: CD2 Track 29 1. (A) The older man is training the other two men. (B) The man on the left is doing administrative work. (C) The men are attending a lecture. (D) The older man is pointing to a flowchart. 2. (A) The women are e‐mailing their resume to a recruiter. (B) The women are taking a job‐related course. (C) The women are busy in their cubicles in the office. (D) The women are looking through the classified section of the newspaper. Answers: 1. A, 2. D

Part 2 Audio Script: CD2 Track 30 3. Who is on staff today? (A) Thirty‐five people. (B) Jonathan and Gregory. (C) At 3:45 this afternoon. 4. Do you have a portfolio I can look at? (A) I found it in the newspaper. (B) Yes, I do. I brought it with me. (C) I can't, I'm sorry. Answers: 3. B, 4. B

Part 3 Audio Script: CD2 Track 31 W: Thanks for coming in today, Keith. I have a few questions regarding your experience and desire for this particular role. M: I'm very happy to answer any questions that you may have for me. Please, go ahead. 134

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Right, OK. My first question is to know why you're interested in a customer service rep position when you've been working in the factory for the past three years. Can you explain your reasoning to me? Sure. As you can see on my resume, I have worked my way up in the company from sorter to section lead. I've learned a lot about how the machines work and what is needed to make a good product, but I'm ready for a change. I see this position as an opportunity to use my knowledge in a new way, working directly with customers.

Answers: 5. A, 6. A, 7. D

Part 4 Audio Script: CD2 Track 32 W: Good morning! Today we're going to talk about online resources that will help your recruitment company find the best job seekers. My first topic is the many online tools that will make the job of finding qualified workers easier for you. Among these tools are social media websites and some more unusual platforms like event and special‐interest websites. I'll also talk about creative ways to evaluate candidates. For example, rather than a boring resume, how about asking your candidates to write a short essay answering a question like “Why should I hire you?” You'll see their writing skills and learn about their personality. And once you've got a new employee on board, it's important (and cheaper) to keep them there. I'll wrap up my talk with some tips on training new staff and ways to keep them engaged in the job. There are lots of ways to recognize good work without costing the company a dime. Answers: 8. D, 9. C, 10. D

Practice Test

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Unit 03

Practice Test

Part 1 Audio Script: CD2 Track 33 1. (A) The man is being productive at his desk. (B) The man is looking out the window. (C) The man is giving the group a suggestion. (D) The man is checking the time. 2. (A) The woman is giving the man a positive review. (B) The man is explaining something to the woman. (C) The man is being given a negative review. (D) The woman is calling the man into her office. Answers: 1. B, 2. C

Part 2 Audio Script: CD2 Track 34 3. How did your performance review go? (A) Good. My boss said a lot of positive things. (B) Yes, the performers are gone. (C) No, I don't know how to. 4. How much do you bring in every month? (A) About $900. (B) For 15 years. (C) Thirty hours. Answers: 3. A, 4. A

Part 3 Audio Script: CD2 Track 35 M: I'm thinking that we focus on setting performance goals for the office assistant. I think she's struggling with staying motivated while at work. I sometimes catch her watching movies on her computer instead of working. 136

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W: M: W: M:

I like the idea but I have a few concerns. If she has more responsibility given to her, she will have less time to manage the work she was hired to do. Well, I'm going to ask her to think about ways to be more efficient. What do you mean, exactly? So, she can analyze which booklets the trainers need more often. She can print and bind those ahead of time so they'll be ready when trainers need them. No more rushing around at the last minute.

Answers: 5. A, 6. D, 7.A

Part 4 Audio Script: CD2 Track 46 W: Felicity, I'd like to have a word with you. I'm sorry to say it but you're approaching your job all wrong. Remember, you work in customer service. Do you really think you should come to work with a frown on your face? I've just watched you interact with three customers, and each left the counter ten times unhappier than when they arrived. I want you to go outside, get a coffee at the cafe on the corner and sit in the coffee shop for a half hour. Observe the staff, see how they react to customers and to their colleagues. Maybe that will give you some insight into what it's really like to work in customer service. Come back in 30 minutes and we'll try again. I'm crossing my fingers for an inspirational performance from you when you return. Answers: 8. B, 9. D, 10. C

Practice Test

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Unit 04

Practice Test

Part 1 Audio Script: CD2 Track 37 1. (A) The wood has been organized by size and shape. (B) The warehouse is out of wood. (C) The wood has been used up, but the metal has not. (D) The wood has been left in a very disorganized way. 2. (A) The lamp is on the right hand side. (B) The framed picture is on top of the notebook. (C) A sticky note has been stuck to the side of the lamp. (D) The pencil holder is situated near the back of the desk. Answers: 1. A, 2. D

Part 2 Audio Script: CD2 Track 38 3. Can you tell me where you saw the discount you mention? (A) Sure. I saw it on your company's Website. (B) No, the printer is out of ink. (C) It's 40% off until the end of the month. 4. How much do we have left in the budget for office supplies? (A) A cork board, and some reams of paper. (B) About $300. (C) This fiscal year only. Answers: 3. A, 4. B

Part 3 Audio Script: CD2 Track 39 M: Take a look at this white board in the supply catalog. It's the perfect size for the meeting room, and it is magnetic. W: Let me see. Item #224D, right? 138

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

M: Right. That's the one pictured here. W: Oh, wait. Dan. This is last year's catalog. Grab me the thick catalog from the shelf in Jesse's desk. That's the latest version. M: Alright. Oh, no. I don't see that white board in this catalog. W: Don't give up just yet. I can check the company's Website. There's a section for their clearance sale. Maybe they have some left over from last year. Answers: 5. A, 6. C, 7.D

Part 4 Audio Script: CD2 Track 40 M: Can I ask you for some advice? The supply company is having a promotion at the moment. We can either choose to have 10% taken off our order, or we can choose a free gift. There are a few different options. Since our order is in the $200‐$250 range, we can choose five reams of paper, a desk organizer, a giant cork board, or a box of binder clips in various sizes. We're running low on paper, but we don't usually order paper from this company. I'm tempted to just take the discount, since the company is so focused on saving money, but I would really like the desk organizer for myself. What do you think? Answers: 8. A, 9. C, 10. D

Practice Test

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Unit 05

Practice Test

Part 1 Audio Script: CD2 Track 41 1. (A) A warranty card has been taped to the box. (B) The cardboard box has been taped shut. (C) The box is wrapped with string. (D) In the photo is an array of packing supplies. 2. (A) The man is sticking a label onto a box. (B) The man is scanning a barcode on a box. (C) The man is holding a roll of bubble wrap. (D) The man is cleaning up shattered glass. Answers: 1. D, 2. B

Part 2 Audio Script: CD2 Track 42 3. Has my order been packed and shipped already? (A) No, not yet. That will happen this afternoon. (B) There is a box on the shelf you can use. (C) Yes, it will be shipped by courier tomorrow. 4. Are you Pam Phillips? This envelope is for you. Can you sign on the line? (A) No, I don't know where the envelope is. (B) Yes, I'm expecting a box from Philip. (C) Sure. Do you have a pen I can use? Answers: 3. A, 4. C

Part 3 Audio Script: CD2 Track 43 M: Hello, Francis from MaxHome. How can I help you today? W: Hi Francis. My name is Sylvia Gardens. I ordered some dishes and wine glasses from your store‐‐‐from your Website, actually. I have some bad news. 140

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

M: Oh, dear. Did everything arrive all right? We use a premium delivery service and take special precautions when shipping fragile items. W: Well, even with a giant sticker reading “Fragile” on it, only two of the eight plates arrived in one piece, and four of the glasses were cracked. The whole box was filled with shattered glass. It was a real disappointment. M: Miss, I am very sorry about this. Let me pull up your order number and see about getting you replacement items right away. Answers: 5. B, 6. A, 7.D

Part 4 Audio Script: CD2 Track 44 M: Welcome to this episode of Consumer, the radio show for savvy shoppers. I'm the host, John Batten, and today I'll help you wade through the “legalese” used by companies when they offer warranties on their products. By definition, a warranty is a written guarantee of the good quality of a product or sometimes a service. It is a promise to the customer that the product will perform as the company says that it will. Often, in cases where the product fails to meet the expectations set by the company, the company will offer to replace the product or to refund the money the customer paid for the product. In order to guarantee a refund or replacement, it is important you complete the warranty booklet that comes with your product in full and attach your receipt to it. I also recommend that you make a photocopy of both of these documents and store it in a safe alternative place. You never know what might happen to the original. Answers: 8. C, 9. D, 10. A

Practice Test

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Unit 06

Practice Test

Part 1 Audio Script: CD2 Track 45 1. (A) The man is using an ecommerce Website. (B) The man is taking a debit card out of his wallet. (C) The man is putting money into his back pocket. (D) The man is taking cash out of his wallet. 2. (A) The man looks frustrated. (B) The man looks pleased. (C) The man looks furious. (D) The man looks embarrassed. Answers: 1. D, 2. B

Part 2 Audio Script: CD2 Track 46 3. Did Kurt tell you what kind of job he has? (A) Yes, he's making a transaction right now. (B) No, but I am sure it is high paying. (C) He didn't bring his passport. 4. This is so frustrating! The Website isn't working again. *(A) I'll call Tim to come and troubleshoot the problem. (B) I agree! It has been a delightful experience. (C) Yes, I enjoy using the premium version very much. Answers: 3. B, 4. A

Part 3 Audio Script: CD2 Track 47 W: Click on the “Add To Cart” button. No, not that one. The green one to the left of the picture. That one there! M: OK, OK. I've never bought anything online before. Be patient with me. I've clicked it. 142

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

W: Right, now you need to check the order. How many plates did you want? The quantity is one right now: I thought you wanted three. M: Yes, I want three. How do I change the number? Answers: 5. B, 6. D, 7.A

Part 4 Audio Script: CD2 Track 48 W: Hey, hey! Today's video blog is for all you freelancer and contractors out there that are struggling to work out the cheapest, fastest and simplest way to get paid online. You know who you are! In this episode I compare the two leading online money transfer companies, PayPlus and WalletIn. First I'll provide a quick introduction of each, just for those of you who are new to the online payment game. Then I'll focus on all the features that concern small business owners the most: transaction fees, transaction speed, ease of use and international availability. To wrap up, I'll let you know which company I prefer to use. If you have your own suggestions and comments, go to the Website and post them. The freelance industry is hard, and it's important to stick together and help each out. Answers: 8. B, 9. D, 10. A

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Unit 07

Practice Test

Part 1 Audio Script: CD2 Track 49 1. (A) The man is filling out a form in the waiting room. (B) The man is holding a cloth to his son's elbow. (C) The girl is talking with the doctor. (D) The man is performing a medical test on the boy. 2. (A) The woman is putting a mask onto the man. (B) The woman is a radiologist looking at the man's x‐ray. (C) The man is scheduling his dental appointment. (D) The man is getting his teeth cleaned at the dentist. Answers: 1. A, 2. D

Part 2 Audio Script: CD2 Track 50 3. What is the doctor's availability during the week of the 5th? (A) Yes, he is at that time. (B) His schedule is free that week. (C) At four o'clock, please. 4. Do you know if this blood test will be covered by my insurance provider? (A) Sorry, I do not know for sure if it will be. (B) We need the results urgently. (C) No, he's a pediatrician. Answers: 3. B, 4. A

Part 3 Audio Script: CD2 Track 51 M: I went to the dentist today for a checkup and reminded me that six months ago, I had braces put on. It's hard to believe, right? W: Has it been as bad as you'd imagined it would be? 144

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

M: Well, I've had a few stares here and there, and they're definitely uncomfortable. Having them tightened each month hurts, but it doesn't hurt any more than having a cavity filled. W: But the inconvenience is worth it, I'm sure. Just keep thinking about those beautiful straight teeth. Answers: 5. B, 6. C, 7.B

Part 4 Audio Script: CD2 Track 52 M: Right, children. In today's lesson, we're going to talk about why it's so important to keep your teeth clean. First, let me introduce the tools of great tooth cleaning. This is a toothbrush and this is a tube of toothpaste. We also have a box of dental floss and a bottle of mouthwash. Look how green the mouthwash is. Let me demonstrate how to use the first two that I introduced. The toothpaste goes on the toothbrush, which you put in your mouth like so, then you brush vigorously for at least two minutes. It seems like a long time, doesn't it? Well, talk more about dental floss and mouthwash tomorrow. For now, I want you all to take turns using the toothbrush and toothpaste. Are you ready? Answers: 8. A, 9. B, 10. C

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Unit 08

Practice Test

Part 1 Audio Script: CD2 Track 53 1. (A) The girl is jumping on her bed. (B) The woman is looking at a thermometer. (C) The woman is waiting for the phone to ring. (D) The woman is taking the girl's temperature. 2. (A) The women are eating salads. (B) The women are getting a vaccine. (C) The women are resting in the park. (D) The women are exercising together. Answers: 1. B, 2. D

Part 2 Audio Script: CD2 Track 54 3. Hi, this is Jill. I sprained my ankle this morning and I have to take the day off. (A) Alright. I'll count today as a sick day for you. (B) That's wonderful. I'm glad you are feeling better. (C)That's terrible. You should get some rest after a car accident. 4. Can you describe your symptoms for me? (A) I eat a healthy diet and get a lot of exercise. (B) I have a really high fever and but I feel so cold. (C) The doctor says I have the flu. Answers: 3. A, 4. B

Part 3 Audio Script: CD2 Track 55 W: I can't believe you diagnose yourself using online health Websites, James! You really shouldn't do it, you know. Real doctors might be expensive but at least they can draw on years of experience and consider your individual symptoms. 146

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

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Well, at least it gives me an idea of what I might have. That way if it's serious and I do end up at the doctors clinic, at least I've prepared myself. But you can misdiagnose yourself. What if you think you have a stomach problem but really you have cancer? Sure, I could make a mistake, but so could a doctor. Well, I exercise and eat a healthy diet, so I'm not too worried about serious problems.

Answers: 5. D, 6. B, 7. A

Part 4 Audio Script: CD2 Track 56 M: Before we adjourn this meeting‐‐‐and since we're heading into winter‐‐‐I'd like to address some confusion around the company's sickness policy. If you have a simple cold or flu, I'd really rather you didn't come in to work. As you know, colds and flus spread like wildfire in an office building like ours. Before you know it, there are three people off work in one day. Stay at home, take some over‐the‐counter medication and rest, even if it takes two days. Of course, as soon as you're feeling better, I want you back at your desks. I don't want anyone to think of this as a free pass for a vacation day. Are there any questions? Answers: 8. D, 9. A, 10. A

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Unit 09

Practice Test

Part 1 Audio Script: CD2 Track 57 1. (A) The woman is using a scale to weigh herbs. (B) The woman is drinking an herbal tea. (C) The doctor is performing accupuncture. (D) The woman is taking herbal supplements. 2. (A) She is rubbing a cream onto her wrist. (B) She is swallowing a spoonful of cough medicine. (C) The woman is getting a prescription filled. (D) The woman is using an inhaler. Answers: 1. A, 2. D

Part 2 Audio Script: CD2 Track 58 3. Have you ever been to an Eastern medicine doctor? (A) Yes, I go all the time. (B) Thanks for inviting me. (C) No, on Thrursday. 4. What should I do about this rash on my neck? (A) Yes, I think that is a rash. (B) Put some cream on it. (C) Yes, you should go see a doctor. Answers: 3. A, 4. B

Part 3 Audio Script: CD2 Track 59 W: It looks like you had a difficult day. Tell me about it. M: One lady came in for painkillers that we can't sell without a prescription. She got frustrated, and then furious I said she needed to go to the doctor first. 148

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

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Oh, no. Then a young man came in asking me to whether he should use antibiotics or something homeopathic for his cold. I told him the pros and cons of both but it didn't seem to help. He just couldn't make up his mind and stayed talking to me for an hour. It was torture. It's a good thing you love your job.

Answers: 5. C, 6. B, 7. A

Part 4 Audio Script: CD2 Track 60 M: Look, I know you think it's your kidneys that are causing your sore back but that's just not possible. We've run the tests and your kidneys are perfectly healthy. I strongly believe that the pain is being caused by a pinched nerve or a muscular issue. I'm going to refer you to our physical therapist. She's a specialist in sport medicine. I'm also going to prescribe you some medication. Medication is not a long term solution but it will help you return to a normal life in the short term. I'm going to give you some pain medicine combined with a muscle relaxant. This should relieve some of the tension in your lower back muscles and allow you to move around more freely. Do you have any questions? Answers: 8. A, 9. A, 10. D

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Unit 10

Practice Test

Part 1 Audio Script: CD2 Track 61 1. (A) The woman is holding a phone receiver to her ear. (B) The woman is speaking into a speaker phone. (C) The woman is listening to music with a speaker. (D) The woman is wearing a headset to use the phone. 2. (A) The man has hung up the phone. (B) The man is dialing a number on the phone's keypad. (C) The man is taking notes while speaking on the phone. (D) The man has put the phone down to speak with someone in his office. Answers: 1. D, 2. C

Part 2 Audio Script: CD2 Track 62 3. Hello. May I ask who is calling? (A) I'm unsure if this is the right extension. (B) Sorry, let me check the database. (C) It's Jack from Guy's Lawncare. 4. It'd be better if you called back in a half hour. (A) Of course. I'll call you back then. (B) I hung up already. (C) He's selling and buying. Answers: 3. C, 4. A

Part 3 Audio Script: CD2 Track 63 M: I'd like to speak to the head of public relations, please. W: May I ask who's calling? M: Yes, it's William from Between The Pages. I have some great offers on bundled magazine 150

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

subscriptions. We offer businesses low discounts for magazines commonly stocked in waiting rooms. Might you be interested in hearing more? No, we're not interested. Please don't call again. Goodbye.

Answers: 5. C, 6. A, 7. C

Part 4 Audio Script: CD2 Track 64 W: Good evening, sir. My name is Jessy Tramway and I'm calling on behalf of Fairview Emergency Rescue Service. We're currently trying to raise money to buy some new rescue equipment that will allow us to better serve the Fairview community. Buy the Fairview Emergency Rescue wall calendar and help us protect the citizens of Fairview. Besides knowing that you are helping us be better able to keep you safe in an emergency, you'll get a free membership to the Fairview Social Society, which means you will receive a monthly e‐ newsletter packed with upcoming events and entry to the annual FSS annual ball. So, are you interested in buying one or even two or three, sir? Answers: 8. C, 9. A, 10. D

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Unit 11

Practice Test

Part 1 Audio Script: CD2 Track 65 1. (A) The girl is sad that she did not win a ribbon. (B) The girl is presenting a workshop at a science fair. (C) The girl is standing beside a poster being displayed. (D) The girl is demonstrating how to use a machine. 2. (A) The man is picking up his badge at the registration table. (B) The man is helping another attendee put on a badge. (C) The man is writing his name on a nametag. (D) The man is introducing himself at a meet‐and‐greet. Answers: 1. C, 2. A

Part 2 Audio Script: CD2 Track 66 3. Do you think we should apply for a booth at the conference? (A) I am very satisfied so far. (B) Yes, I think we should apply for one. (C) It's a twelve‐by‐twelve booth. 4. How much does the brochure say a basic booth costs? (A) I see here it says $2,000. (B) Four days, from Thursday to Sunday. (C) No, the brochure is at the front desk. Answers: 3. B, 4. A

Part 3 Audio Script: CD2 Track 67 M: Do you know who hired the girl at the booth? W: Why? Are you not happy with her work? M: No, not at all. She's doing great. I reviewed some of the orders she took down and I was 152

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

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impressed. No mistakes. Great. In that case, we hired her through a temp agency that arranges for models and actors to work at trade shows. If we can, let's get her contact info. We might be able to use her for other sales events during the year. That's a good idea. I'll talk to her about it when I ask her if she will be able to help us box everything up at the end of the show.

Answers: 5. C, 6. D, 7. A

Part 4 Audio Script: CD2 Track 68 W: Roger, I asked you to book us a booth at that house building trade fair a week ago, while we still could get early‐bird rates. Why hasn't it been done? It's the biggest trade show of the year for our industry. If we're not there, we'll miss out on catching up with our existing clients and generating new business for the coming year. You've been with us for three years now; surely you understand the importance of this fair for Strongwood Homes. I know the application deadline has passed but can you give them a call anyway? We've had a booth there every year for the past ten years. I'm pretty sure they'll find a good spot for us. In fact, I'm surprised they haven't called us already. Is there something you're not telling me, Roger? Answers: 8. D, 9. B, 10. A

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Unit 12

Practice Test

Part 1 Audio Script: CD2 Track 69 1. (A) The function is a black‐tie affair. (B) The party is happening in the office. (C) The women are wearing evening gowns. (D) The people are celebrating Christmas. 2. (A) The man is giving a speech at a wedding. (B) The man is wearing a button‐down shirt and khakis. (C) The man is holding a centerpiece in his hand. (D) The event is being held indoors. Answers: 1. B, 2. A

Part 2 Audio Script: CD2 Track 70 3. Where should we hold the end‐of‐the‐year party? (A) With an interesting theme. (B) Yes, a formal event. (C) The park might be nice. 4. Do you suppose we should hire a professional event planner? (A) He wrote the invitations. (B) I think that might be a good idea. (C) Probably around 50 people. Answers: 3. C, 4. B

Part 3 Audio Script: CD2 Track 71 M: Thanks so much for helping to organize the end‐of‐year party this year, Dawn. I really didn't know you were so skilled at event planning. I think we'll get you to organize all of the company parties! 154

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

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Ugh. I'd rather not. It was fun making the centerpieces, but there was also a lot of extra work on top of my usual tasks. Plus I didn't get paid for it. Well, don't say I told you but I heard through the grapevine that you might be getting a pretty decent bonus in your final pay packet for the year. Really? That would be so wonderful! I hope you're right.

Answers: 5. A, 6. B, 7. D

Part 4 Audio Script: CD2 Track 72 M: OK, fine. Since you've twisted my arm, I'll just give a short speech. This is a party after all and I know you'd rather be sipping on wine and chatting about your holiday plans than listening to me talk about work. Thank you so much for all your hard work this year; it was a fantastic year for Renew Electronics. We increased our profit margins by a whopping 70% and introduced three new innovative products to the market. We haven't had a better year since I founded the company 20 years ago. I couldn't be prouder of you all. So, please raise your glasses. Here's to closing a fantastic fiscal year and to the even better year ahead. Answers: 8. C, 9. A, 10. B

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Unit 13

Practice Test

Part 1 Audio Script: CD2 Track 73 1. (A) The man is installing kitchen cabinets. (B) The plumber is fixing the pipes under a sink. (C) The plumber is putting in a new appliance. (D) The man is signing a lease. 2. (A) The home is an apartment complex in a big city. (B) The house is situated on a mountain with no neighbors nearby. (C) A river runs along the side of the street just outside the house. (D) The house is in a residential area, in the suburbs. Answers: 1. B, 2. D

Part 2 Audio Script: CD2 Track 74 3. How many apartments does your company manage? (A) I live in building 3, number 409. (B) We have two apartment complexes. (C) I do, on the weekends. 4. Do you have a repair or problem to report? (A) Yes, I do. The kitchen sink is leaking. (B) Yes. Do you have my cell phone number? (C) Thanks. It will cost $25 for the plumber. Answers: 3. B, 4. A

Part 3 Audio Script: CD2 Track 75 M: Now that we have the baby, it's time Janice and I moved to a bigger place. We really need at least three bedrooms, and now I'm concerned about having parks and good schools nearby. 156

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

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We used a Website to find our apartment. I remember it had an easy‐to‐use system and you can narrow your search by price, location, size and heaps of other options. Great, thanks! You're welcome. Best of luck finding a place at a decent rate. The rental market in Melbourne does not favor the renter right now.

Answers: 5. B, 6. D, 7. C

Part 4 Audio Script: CD2 Track 76 M: Hi, Josh, this is Mr. Dresh. I'm letting you know now, I'm coming around on Saturday morning for an inspection of the property. I'm planning to arrive between 10 and 2; let me know if there is a specific time you prefer. If you're not there, I will let myself in the main gate. We need to talk about renewing your lease, and I can also pick up this month's rent while I'm there. You mentioned that the air conditioner was acting up, so we can take a look at that, too. If you're planning to move out at the end of the lease, let me know ahead of time. There won't be any hard feelings, but I'll sure miss having you as a renter. Answers: 8. D, 9. A, 10. A

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Unit 14

Practice Test

Part 1 Audio Script: CD2 Track 77 1. (A) The people are watching a movie in a theater. (B) The people are participating in a staged play. (C) The people are being interviewed on a religious radio show. (D) The people have a radio to listen to music on. 2. (A) The man is using props to act in front of the camera. (B) The movie is being filmed on location. (C) The man is being filmed in a sound stage. (D) The man behind the camera is the producer. Answers: 1. D, 2. C

Part 2 Audio Script: CD2 Track 78 3. Do you subscribe to premium movie channels? (A) No, we just have basic cable at home. (B) Not really. I prefer to watch talk shows. (C) It's possible we can with rabbit ears. 4. When do you usually listen to the radio? (A) To hear my favorite music. (B) Because I watch it all the time. (C) On my daily commute. Answers: 3. A, 4. C

Part 3 Audio Script: CD2 Track 79 M: Can you change the station? I really don't like rap music? W: That's fine. Would you rather listen to talk radio? I think the afternoon show on XROQ is hilarious. 158

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

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Really? But the hosts are so rude. They make fun of everything. I'd rather something relaxing while we drive to grandma's. OK, fine. What kind of CD's do you have in your glove compartment? There's a CD of Paula live in concert. Put that in.

Answers: 5. B, 6. A, 7. D

Part 4 Audio Script: CD2 Track 840 M: This is correspondent Fred Crewes, standing here live in the middle of the Jacksonville West shopping complex. Just minutes ago, the owners of the new Smokey's BBQ Grill opened their doors. At the ribbon cutting was Mayor Claire Gracy and complex manager Paul Reed. As you can see, the line to the front door wraps around the building and there is no parking to be had. It seems like everyone in all of Jacksonville city is here at this grand opening. Why, you might be asking? Smokey's is giving away a small pulled pork sandwich to every single person who walks through their threshold, and 30% off purchased food and drinks. I don't know about you, but I'm hungry! Better take it away back in the studio; I'm going to get my sandwich! Answers: 8. C, 9. C, 10. A

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Unit 15

Practice Test

Part 1 Audio Script: CD2 Track 81 1. (A) The car is in the showroom. (B) The car is being pulled from a ditch. (C) The car is rolled over on its side. (D) People have lifted the car out of the ditch. 2. (A) The man is looking through a microscope. (B) The man is standing on top of a solar energy cell. (C) The man is fixing a security camera. (D) The man is fixing the electrical wires. Answers: 1. B, 2. D

Part 2 Audio Script: CD2 Track 82 3. Why did the power go out? (A) Because of the backup generator. (B) I think we blew a fuse. (C) This morning, while you were in class. 4. Did you read about the scientist who found a new kind of fossil? (A) Yeah, it was a great discovery! (B) No, I didn't study that in school. (C) I hope I can find it later. Answers: 3. B, 4. A

Part 3 Audio Script: CD2 Track 83 W: I'm not sure why I have to e‐mail you a document, especially when we sit next to each other in the office. M: That's old thinking, Margaret. You need to change your mindset. Online document sharing 160

Listening PRO 2: Total Mastery of TOEIC Listening Skills Teacher’s Manual

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is totally the way to go. I mean, you can edit in real time! Sure, but why do you need to do that? I could print it out and we could work on the document together. But with online document editing you don't need to leave your desk. Trust me, it saves time. Plus, it's totally the way of the future. You need to get used to it now or you'll be left behind.

Answers: 5. D, 6. C, 7. A

Part 4 Audio Script: CD2 Track 84 W: Ladies and gentlemen, boys and girls, we are about to start this evening's performance of Into the Forrest. We ask that you please help us by turning off your cell phones. Sure, you could simply turn off the ringer, but some people turn on the vibrate option. And, we find that some apps have their own sound settings, and will make noise even when the phone is on silent. We assure you, there will be time during the intermission to check for missed calls and return text messages, and to go to the next level on whatever game you are playing. Until then, please enjoy Act 1 of the show, which will begin in approximately two minutes. Answers: 8. A, 9. D, 10. C

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