Lifestyle Teacher's Book [Elementary] by Azam Olegovich

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Arri\lOls AiIns and objec:tives

J '" Jackie, C - Chorus J : Good evening, everyone. I'm Jackie Yang. I'm a photographer for the Hong Kong Trendsetter Ma9azine. Can I take a photo of all four of you together?

C: Yes, OK. I Sure.

Presen simple be

this lesson Ss will: • be introduced to and practise using the present simple be • practise greeting a:nd introducing themselves to others

Speaking: Mee't ing new people Ex 1 Introduce yourself using Hello, I'm ... or Hi, my names ... . " j give a little more information about yourself, e.g. I'm from

.....

R - Reporter; V - Victor R: Hi! You must be Antonio Felipe Rivero, the Mexican supermodel. V: No, I'm not. My name's Victor 5errano. I'm Mr Rivero's bodyguard, actually.

Ia:urtl'y). I'm a (job). A.sk Ss to do the same and introduce themselves to others in their class. If Ss are from the same co.nIJy. suggest they use I'm from (city) as an altemative.

R: Oh, sorry! I'm a reporter for Catwalk lV. Erm ... Could I speak to Mr Rivero? V: Sure. He is right here behind me.

Listening: Meeting at a fash ion trade show

Ex 3 »)) 1.2 Ask Ss to read the article and find twc. differences between it and the conversation. Ss listen and then check answers with a partner before class feedback. If necessary, play the recording a second time. Go through the rules for using a/an in the 'alert box' with Ss.

Ex 2 )>> 1.1 Refer Ss to the photo at the bottom of the page and ask what is happening in it. Check Ss understand the jobs given and briefly focus an pronunciation before playing !he recording. Ss decide which job each person has and then a:mpare answers in pairs before class feedbadc:. Elicit Ss' jobs and write these on the~ board if not already given.

Paul ana his Y«fe are origi~~ from Toronto Ottawo).

Paul., wife isn't an actress. $be.. 8 mak:;:e-."I' :r........._ Track 1.2: 1A. Page 4, Exercise 3 M .. Matt, P - Paul M: Hi, I'm Matt Heyns.

Trade 1.1; 1A, Page _4, Exercise 2

P: Pleased to meet you, Matt. I'm Paul

M ,.. Matt, P .. Paul

M: Pleased to meet you, too. So what are you he~e for; Paul? Are you a journalist? P: No, I'm not. I'm a creative designer for the C1~, Star label. M: Mm, that's interesting. City Star is a Canadian brand, is that right?

M: Hi, I'm Matt Heyns, P: Pleased to meet you, Matt. I'm Paul Alexander. M: Pleased to meet you, too. So what are you here for, Paul? Jive you a journalist? P: No, I'm not I'm a creative designer for the City Star label.

••• • P - Pamela, T .., Tom P: Excuse me. I can't find my pen. Could I use yours for a minute?

Alexande~.

P: Yeah. Our headquarters are in Vancouver; but I'm from Toronto originally, like Ana, my wife . M: Is she in the fashion business as well? P: Well, yes, she's a make--up artist. She works for two fashiOll houses, and also for the Stanley Theatre. That's where she is this evening, by the way!

T: Sure. Here you are. P: lhanks a lot By the way, my name's Pamela. Pamela Elson. T: You mean Pamela Elson, the Australian model? P: Yeah, that's right T: Oh ... Really? ... Erm ... Nice to meet you, Pamela. I'm

Tom.

• •••

Grammar: Present simple be Ex 4 Ss complete the table on page S, alone or in pairs, using the verb be. Check answers as a class and drill a few questions to check Ss use a rising intonation at the end ofth,~m.

1 \ Z BrI't 3 is not

4 ....,~ 5 ate ndt

-----

1 Arrivals

Optional suggestion: Refer Ss to page 142 of the

4 Japan

Grammar reference and go through the information on be. Draw attention to the different forms of be and the use of contractions for informal usage. Allow time for Ss to discuss

5 the USA 6 Mexico

the examples and any problems they may have. Provide

7 Australia

additional examples

if needed.

8 Russia

Ex 5 Ss complete the website profile with the verb be, using

short forms where possible. They then compare answers in pairs before class feedback. Check Ss' pronunciation and

Ex 9 Ss work in pairs and take turns to say what their three favourite countries are from those listed. Briefly elicit answers from around the class.

intonation by eliciting complete sentences of the text.

1 ~ -2 'm 3 'm

4 'm 5 is

.• ... 6 7

~ '

an:Jn't

11 a~'t U ' 13 'm , 14 T 15 ....

Optional homework suggestion

Speaking: Greetings and introductions Ex 10 Ask Ss what they say when they introduce themselves and elicit expressions. Then go through the phrases given. As an example introduce yourself to the class. Ss then mingle introducing themselves to each other. Encourage them to talk to different people from that at the beginning of the lesson. Alternatively, put them into groups of four.

Ss write five to eight sentences using to 00. Refer them to

the table on page 5 for ideas and encourage them to use positive, negative and question forms.

Word focus: Countries Ex 6 Ss look at the flags and discuss in pairs which countries they represen t . Elicit suggestions and go through the answers with the class.

A-' B_

C C&nado

F Saudi Arabia

France E~

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Ex 7 1.3 Refer Ss to the countries listed and elicit the number of syllables and the stressed syllable in two or three of the words. Explain what 'Catwalk TV' and 'Urban Horizon' are before Ss listen to the radio programme. Tell Ss not to worry about unknown vocabulary at this stage and to number the countries they hear in order. Do not give Ss the answers yet as they will be checked in Ex 8. Track 1.3: 1A, Page 5, Exercise 7 Good afternoon ... This is Catwalk TV live from the Urban Horizon international trade show. With over 60,000 visitors this year, Urban Horizon is probably the Number 1 event in our city. Designers and business people from Brazil. Germany and Turkey are here, and also for the first time from Japan and the USA. Of course people come to a show like this not just for the clothes, but also for the people who wear them on the catwalk. This year, the supermodels from Mexico and Australia are everybody's favourite topic of conversation. Two young designers from Russia are also the focus of a lot of attention. So many different people from the fashion industry are here today ... you can feel a buzz of creativity everywhere ... it's just incredible. Urban Horizon is absolutely unique! Ex 8 )>> 1.4 Ss compare answers with a partner before class feedback. Drill stress patterns if useful and ask Ss to add other countries to the appropriate columns.

Track 1.4: 1 A, Page 5, Exercise 8 1 Brazil 2 Germany 3 Turkey

Optional suggestion: Write the word nationality on the board and ask Ss what theirs is. Add these to the board. Look at the list of countries in Ex 7 on page 5 and ask Ss to work out the nationality for each of the countries.

- -- .. - ... - -J_- - - ......... I':

You could then write the following stress patterns on the board:

e ' ..

Then add a range of nationalities, such as: Czech, German, Indian, Swiss, Italian, Iraqi, American, Saudi, Senegalese, Belgian, Portuguese, Japanese, Pakistani, Australian and Chinese. Ask Ss to work in pairs and put the words under the correct stress pattem. During feedback, check pronunciation.

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SonoIAqi : -"

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Ex 11 Put Ss into pairs (A and B). Explain that they will do mini conversations about countries and nationalities. Go through the points they should consider and ask them to turn to the relevant pages for the information they need. Allow Ss time to prepare bef ore starting their mini conversations. Monitor them and help as needed. During feedback discuss any problems Ss had. If time, ask a few Ss to demonstrate their conversations to the class. Stronger groups: Ask Ss what social network sites they know about and find out which ones they use and like. Ask what information they usually give about themselves and what information they like to find out about someone when they first start to communicate. Tell Ss that they want to join Link up! (a social networking site). In pairs, they discuss what information they could include in their profile to introduce themselves. For homework, they write a profile similar to the one in Ex 5. Set a word limit of no more than 100 words. TALKING POINT Ss consider their answers before discussing them in small groups. You could give some ideas to get them started. When they have finished, elicit some ideas from the class.

Homework suggestion Ss write up their answers to the questions discussed in the Talking point.

1 Brrlvals

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Optional homework suggestion

Personal information

Ss write S-8 sentences about visito rs to and from their country.

Aims and objectives

Listening: Num bers and letters

In this lesson Ss will:

;

, ,

• discuss personal information needed by UK custom; • read about visitors to and from Britain •

practise requesting and giving phone numbers and email

addresses • practise asking and answering questions giving personal information

• discuss when personal questions may not be appropriate

Reading: Arriving in t he UK

;

Ex 1 Go through the inst ructions and aUow time for Ss to note their ideas before eliciting them from the class. During feedback, compile a list of possible requirements on the bo;"d.

• 1am :i\1Ii~_ =:.'iIOiii;:::: ..;;_ ::'i(i=-'&6iit ~na = mes :;j,).,:.... :::date :;: :J!ii<l piece of _ . 0<a.Ip0ti00 (. job/. ",,""'I;ty. the UK. and.!i\JnoIlft.

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Ex 2 Ask Ss to look at the title of the article and e licit the difference between the UK (England, Scotland and Wa!es) and Britain (the UK plus Northern Ireland). (Note that the UK is commonly Known as Britain and the flag shown here is known as 'the British flag'.l Ss read the text, and guess the co~rect option in 1-5. Don't check answers yet as they will be doing this in the next exercise. Ex 3 ») 1.5 Ss listen to the recording and underline th.a answers. Check answers, plus tho~ on the board, and correct them as needed. Ask Ss if any answers were surprising and

why.

130 250 160 425 5 Track 1.5: 1B, Page 6, Exercise 3

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Every year, about 30 million visitors come to Britain. About SO per cent of them are from France, Ireland, Germany, Spain, Italy and the USA. Over 60 per cent of all visitors to the UK come for a holiday or to visit friends and relatives, and 2S per cent travel on business. Visitors from outside Europe sometimes find it strange that they need to fill in a 'landing card' before entering the UK. But they just need to give basic personal details: family name, forenames, sex, date and place of birth, occupation, nationality, address in the UK, and a signature. And what about British tourists, by the way? Where do they go? The top destinations for British tourists are usually ... Spain, France, the USA, Ireland, Italy and Germany! Ex 4 Ss read the statements and decide, alooe or in pairs, if they are true or false . Tell Ss to also correct the sentences which are wrong. Discuss answers as a class. If time, ask Ss if the same are true for their own country.

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2T 3 F ~ rMledto . . . the addntIs In the OK on tnit la_g COld)

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Ex 5 Ss look at the list on the left and tick the numbers they remember. Tell them not to write down any numbers yet. Ss then add other numbers they know to the list on the right. For feedback, you could get the student with the longE~t list to tell the class what numbers they remember. Ex 6 )>> 1.6 As Ss listen to the phone numbers and addresses, ask them to focus on how '@'and '.' are said . Elicit ideas after listening. This is a good point to introduce related lIocabulary, such as undel'Stroke C l, forward slash ('/1. etc. Track 1 .6: 1 B, Pa ge 6, Exercise 6 3498175 0495 122566 00 44 607 948 7843 ahmed@yahoo.com laurie.brown@ntlworld.com bressangf@tiscali.it Ex 7 Ss write down three phone numbers and in p<3irs, tak.e turns dictating them to each other. Optio nal activity: To expand on this activity, ask Ss to write down three email addresses or dictate a mix of ten different phone numbers and email addresses to the class, vmich they can they practise reading out afterwards. Ex 8 Explain that family name is another way of sa)ling surname and ask Ss to order the conversation, eithl:!r alone or

in pairs. Do not elicit answers at this stage.

See answen in the audio Ex 9 >>> 1.7 Ss listen to the conversation and ched: their answers. Go through the order with the class. Ask Ss to underline the questions as these wilt be useful for them to remember. This would also be a good place to e)(plain that double is used before a number when the number is given twice (i.e. double two - 22).

1"hec:omK1orde1fs:1 , 2t 10,6, 9.7J 5 4 81 3, 11213 Track 1.7: 1 B, Page 6, Exercise 9 W - Woman, j - jeff Uoyd W: VVhat's your name, please? J : Jeff Uoyd. W: How do you spell ' Jeff'? J: j-E-F-F. W: J-E-F-F. Fine. Great. Could you also spell your !;urname for me, please? J: Sure. That's L-l-O-Y-O. W: l-l-O-Y·O ... Thanks. And what's your phone number? j : 3056697. W: Sorry, could you say that again? j : Yeah. 305 6697 W: Just one more thing. What's your email address? J: It's jlloyd@gmail.com. W: Great! Thank you.

1 Arrivals Ex 10 Ss work in pairs and take turns practising the conversation from Ex 8 using their own details, Monitor and if

time, ask a few Ss to do their conversation for the class. Check on intonation.

Photocoplable notes 1.1 (pagE' 106)

Aims and objectives

Personal information exchange (Palrwork page

Speaking: Personal details Ex 11 Elicit what a membership card is and when

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C Communication strat Requesting

might

get one. Ss then fill in their details. Put Ss into pairs I[A and B). Elicit the questions needed. Monitor Ss and help, when necessary. During feedback, check question fOf'mati':)(l,

In this lesson Ss will : • discuss problems that may occur at an airport • listen to a conversation to find out what the problem is • practise using phrases to make and respond to requests • focus on the use of Could Ilyou for making Il!quests • compile useful requests for the classroom

spelling and pronunciation.

Culture and language

Ex 12 Pre-teach any potentially new words, e.g. neighbour

Requesting To get someone to do something, English slPeakers generally say things like Can you do it? or Could you possibly do it? instead of a simple Do it. So we use question forms where an imperative would be used in other languages. These request forms don't always translate easily into other languages. Failurel to use them appropriately can create a negative impression. The size of the request influences the form we choose, i.e. we tend to use more basic forms such a:s Can /1 you ... ? for smaller or routine requests and longer request forms such as Do you mind 1 Could you possibly ... ? with requests that involve a larger imposition (i.e. asking people to do more), Besides the size of the request, the relationship between the speakers also influences the form we choose. At elementary level Ss are taught very basic request forms.

and (or or against. Go through the instructions and ask Ss to tick which questions are or are not acceptable. Remind Ss not

to answer the questions. Ex 13 Ss work pairs to compare answers, Open the discussion to the class and determine which questions are too personal and why. With a multi-national class discuss cultural differences. Ex 14 Begin by writing three sentences about your!;elf on the

board, using I'm ... Tell Ss that two of the sentences are true and one is false. Encourage Ss to ask questions about each sentence and to decide which sentence is false. Write the questions asked on the board and elicit other possible ideas. Give the false sentence. Ss now write three of their own sentences. Encoura!;le them to think of unusual information and check Ss use the artides alan. Ss then work in pairs to take turns to ask their questions and decide which sentence is false. Feedback by finding: out who guessed correctly and eliciting some of the questions asked. Ex 15 Write a number that is important to you on the board and get Ss to ask questions to find out why it is important. If necessary, revise the short forms Yes, it isand No, it isn't. Ss then think of five numbers and, in pairs, take turns to ask each other questions to find out why they are important. During class feedback, elicit what Ss found out about their partner and some of the questions asked. TALK ING POINT

Please In English, please tends to be positioned at the end of requests and the start of invitations (A cup of coffee, please. 1 Please sit down.)

Listening: The right person? Ex 1 Find out how often Ss fly, why they fly and where they've flown to. Add your own examples. Go through the instructions and ask Ss to think of more ideas in twos or threes. For feedback, elicit ideas, compiling a list on the board . Highlight any new vocabulary, e.g. luggage.

Allow Ss time to think about their answers before they discuss them in pairs or small groups. During feedb;3Ck elicit ideas and discuss ways to remember numbers. Add your own ideas.

~ Your flight is late; you lose your luggage; YOll have problems at customs; you do not know what \he person

Homework suggestions • Ss write 5-8 questions to find out about personal details, using to be. • Ss write a paragraph about the information they shared with different people. Set a word limit of no more than 100 words.

Ex 2 )~ 1.8 Refer Ss to the photos at the top of the page and ask what they show, writing new vocabulary on the board. Explain to Ss they will hear a conversation at an airport and ask them to listen for the problem. Allow Ss tim!~ to compare answers with a partner before checking with the class. Discuss what other names might also be confusing.

picking yOu up looks like, etc.

The driver thinks thEi woman is not the thinks 'Nicota' is a !'flan's name.

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Getting together

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Present simple

Aims and objectives In this lesson Ss will:

• discuss special occasions and related vocabulary • read about Vietnamese New Year and compare it to other New Year celebrations

• be introduced to the present simple with I, you, we and they • listen to people talking about festivals I celebrations • ,Dffipare a short presentation on a special occasion •

discuss the cultural significance of specific colours

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they have before New Year because they think it is bad luck to start the new year owing money. Add that for many, birthday is more important than an individual birthday.

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Discuss any new vocabulary and point out the words in the glossary. Then explain that we use How long in a question to ask for the duration or the time something continues for, and we use last in the answer, e.g. How long do the OlympiC Games last? They last about two weeks. Explain that we use take place, when we are interested in when or where something happens, e.g. When do Eid ul-Fitr celebrations take place? They take place at the end of Ramadan.

Vietnamese people do a lot-of"shoppmg, dean and decorate the house, cook special food, wear new dothes and invite friends' and relatives.

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Word focus: Special occasio ns Ex 1 Tell Ss that this lesson focuses on special occasions and elicit a few examp les. Draw Ss' attention to the title of the unit and explain that getting together means to meet (informal),

e.g. Lets get together at the weekend. Ss, in pairs. match the occasions to the pictures and take turns to say what are their favourite three. Check answers and find out which occasions are the most popular in the class and why.

1E 21> 38 4A

With a weaker class this might work better as a teacher-led activity, particularly if dictionaries are not available. However, don't go into details about N ew Year celebrations yet, as this will be dealt with in the Reading section.

1 lit lasts t.h.re& 2m: or more. 2 People dean and decorate their ~ before Jit 3 Children 9" a red MweIope with 'lucky rrioney' in it. 4 People believe !Id is a ludcy colour. S 6ftm: New Year's Day, peoele visit friends a.nd relatives.

Ex 2 Ss match the verbs to the words and phrases, comparing answers with a partner before class feedback. Elicit the opposite of send (receive) in preparation for the reading text in Ex. 4.

1 c. 2h

Ex 5 Ss read the article again and correct the statements. Ask th em to check answers with a partner before going through them with the class.

6b 7. a d

Ex 3 If you are from a different country to your Ss, choose a special occasion and explain to the class how you prepare for it. Ss then work in pairs. If possible, pair them up with a partner from a different country. Ask them to take tums to tell each other about their family's preparations for a particular special occasion. Monitor and give help as needed. During feedback, elicit ideas and discuss cultural differences.

Reading: Eve rybody's birthday Ex 4 Ask Ss what the two photos show and what celebration the text is about. Ss read the text and decide which things from Ex 2 Vietnamese people do for New Year. Encourage Ss to compare answers in pairs before class feedback. You might want to point out that Vietnamese people payoff any debts

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6 After New Year's Day~ manY ~ go ~ ~ Optional activity: In pairs, Ss discuss similarities and differences between New Year in their country and Vietnam. Elicit ideas from the class and if Ss are living abroad, d iscuss how New Year is celebrated in the host coun try. If Ss happen to be in Vietnam, find a short article on New Year in another country for Ss to read and use for comparison.

Grammar: Present simple 1 Ex 6 Go through the information on the present simple in the table and ask Ss to complete the examples. Ss compare answers in pairs before class feedback. Point out the contraction don't which is used informally.

I dote 2~

3 doo'tUHI , don't !!l' Optional suggestion: Refer Ss to pages 142-143 of Grammar reference and go through the additional information on the present simple. Allow time for Ss to d iscuss the examples and any problems they may have.

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2 Getting tc)gether Ustening: Get together now?

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Ex 7 Refer Ss to the phrases and point out the word miss in the glossary. Check Ss understand what it means and elicit examples of what the)' miss when they are away from home, Then use the structurHS to talk about a special occasion you don't like, adding rea~;ons why to the list. Ss then work in pairs and take turns to tell ~~ach other about their ideas. Monitor and help as needed. For feedbadc, elicit answers and get Ss to expand the list of reasons. Ex 8 )~ 1.9 Ss listen to Rob and Jill and decide which reasons they give. Check answers with the class and play the recording again if necessary.

it\,(>0rin9. (R) r.,.,\ roIax. (Ill ~1 ~ some ofmy

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s / relatives. (J)

Track 1.9: 2A, Page 11, Exercises 8 and 9

I = Interviewer, R - Rob, M - Mother-in-law, J

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I: So, Rob, the holiday season is not far from us, but you don't feel very happy about it, is that right? R: Yeah, that's right. You see, my wife and I ... e rm ... we kind

of like our relatives, but we don't like those big dinners where you just sit, eat and drink all day long. It's so boring! Imagine 15 people in a room who talk, talk, talk all the time and don't listen to each other ... Terrible! I just can't relax! And then, there's something else, you know, "m a taxi driver and my wife is a telephone operator for the same taxi company. A lot of our colleagues don't want to work when there's a holiday, but we're OK with that. You know what? We like to work during the holiday season b.~cause we get more money. And my customers feel happy because they're on holiday, so they often give me very big tips. M: Rob! Dinners ready! ... Robert! R: Yeah! Coming! I: Your wife? R: Nah. The mother··in·law .. ,

* ***

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I: JiII ... You say you don't feel very happy when there's a special occasion. Why's that? J: Well, I don't feel very happy when I'm not together with all my children and grandchildren. My children don't live in England anymore, they're thousands of miles away, one in New Zealand and one in Canada. We don't celebrate special occasions together, ... ~ don't spend our holidays together. So these days what 'lie do, my husband and I, when there's a special celebration, we ... we just get everyone together via the web. We're all on Skype, you see, and we've got this fantastic computer with a webcam . ... Of course, we all know the time differences .. .. We leave the computer on all day long. We chat, or we just smile or just say 'hello'. That way we don't miss each other so much! Ex 9 )>> Ss listen to the conyersation again and complete the sentences, comparin:3 answers with a partner before checking them as a class. If USElful, play the recording a third time or ask Ss to find the answers in the audio script. Then, say: You organize a party for your {n"ends. You can invite Rob or Jil/. Vv'ho do you choose? 'vVhy? Elicit answers from the class.

4 don't feel

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Optional activity: Tell Ss they are now going to write a short email about a special occasion. Write the followin9 questions on the board, ask them to think about their answers and to make notes. • What is the special occasion? • Why do you like it? • How do you prepare for it? • 'Nhat do you do on that day? • 'Nho is it for? Discuss appropriate greetings and endings, and .,ther useful aspects relating to the emaiL Write the model beklw on the board for Ss to use as a framework and encouragf! Ss to include additional information in their emails. With a weaker class, get Ss to work in pairs. During the activity, rnonitor and help with language. Alternatively, with a stronger class, set this as homework. To: nabib@emirateS.net.ae Hi Habib Long time no hear! I hope you are well. I'm fine . Here it's work as usual , but next week is our ... It is a very special occasion for .. . We usually ... And what's your news? Bye for now

Writing: A PowerPoint presentation Ex 10 Find out who in the class has given a preSE!ntation

before and ask what they talked about. Tell Ss thE!y will now prepare a short presentation about a special OCC<llsion. Go through the instructions and useful language. Ch!Kk Ss understand they are only writing notes at this point. If Ss are the same nationality, suggest they choose different festivals or one from another country. With a weaker class, S!; can work in pairs. Monitor and help Ss prepare for their presentation. Ex 11 Ask. Ss: Have you used PowerPoint (PP) before? If some Ss have experience and others don't, get Ss to w.,rk in pairs and help each other. Altematively, tell Ss the basi,cs and the 'dos' and 'don't' of writing PowerPoint slides. You could write a short list of tips on the board. Ss then use their notes to create some slides (this could be finished for homework>. If the re is no access to PowerPoint, skip Ex 11 and go to Ex 12,

Speaking: Giving a mini-presentation Ex 12 Decide if Ss are giving a 'traditional' or POlNerPoint

presentation and get them to take turns giving their presentation either in small groups or to the class . Encourage the other Ss to ask questions at the end of each presentation. Monitor the Pffi5efltations, note good language use and points to discuss. Feedback by asking Ss which presentations were the most interesting and why. Praise good language use and discuss any areas of difficulty. TALKING POINT

Ss discuss the questiOl1s in groups or as a class. V.ou may want to add ideas from your own experience to ~Iet them started. For feedback, discuss ideas with the class.

2 Getting together Homework suggestions • Ss write a description of how they prepare for a particular special occasion in their family or country, e.g. a wedding. Set a word limit of 1~130 words. Ask Ss to refer back to the text in the unit to use as a model for their writing. Alternatively,

discuss a possible occasion as a class, making notes on the boards for the Ss to write up their descriptions for homework. • Ss write about special occasions they do not enjoy and why. • Ss write a paragraph about the significance of particular colours in their culture.

B Present simple: questi Aims and objectives In this lesson Ss will: • discuss meeting colleagues after work • listen to someone talking about their life after work • practise asking and answering yes/no and 1o'Ih- questions in the present simple • discuss unusual places for meetings and read about a particularly unusual location

• discuss their daily life

Word focus: Getting together after work Ex 1 Start the lesson by getting Ss to discuss the questions in threes or fours, before widening the discussion to the class. Add your own ideas. Ex 2 Check Ss understand informally and formally. Ss match the sentences halves to complete the definitions, checking their answers in pairs before class feedback. This might be a good place to pre-teach: to dress formally (wear formal clothes), to dress informally (wear informal clothes) and informal dothes (casual clothes).

L: Erm ... Yeah ... Alright. I: So .. . what's your name, please? L: I'm L.aura. I: Now then, Laura, do you go to work, or are )IOU a student? L: I work. I'm a software designer for Grapple, the electronics manufacturer. I: Wow, that's interesting. Tell me, do you soml~times meet your colleagues after woric? L: Yes, of course. We meet two or three times al month, at the end of the week. I: And ... where do you get together? l : Well, it depends. We go to a dub or a restaurant, or to

someone's home. I: On those occasions, what sort of clothes do you wear? Do you wear formal or informal clothes? . L: Well, again, it depends. If we meet straight after work, then I'm dressed informally, because I wear informal clothes at work. If we meet later, then I like to wear more formal clothes. I: When you are together with your colleagues, do you discuss problems you have at work? L: No, we don't do that! Never. We have meetings at work to discuss those problems ... And another thing I don't do, for example, is make phone calls on my mobile ph'::)I1e. I answer the phone if it rings, of course, oot I don't make, calls when I'm with a group of people. After work, I just Wcllnt to relax and have fun. I: There's just one more question, Laura, but I think I already know the answer to that one. Do you enjoy yourself when you go out with your colleagues? L: Yes, I do. I always have a good time. Some (If my colleagues are really good friends. All of us have fun, we are eay-going ...

Ex 4 )~ 1.11 Ask Ss to listen to Laura's five answers and match them to the question. Encourage them to check answers with a partner before class feedback.

Listening: Life after wo rk Ex 3 ») 1,1 0 Tell Ss they will listen to an interview with laura, a software designer. Ask them to read the five questions in the table. As they listen, Ss tick the correct answers. They then compare ideas with a partner before going through them with the class Oust refer to the question numbers and answers, as the 3tt1 person singular is not introduced until the next unit}.

Track 1 .11 : 2B, Page 12, Exercise 4 1 Of course we do! Men and women, juniors ancl seniors, we don't make any differences. We're all in the same business. I'm not one for the all gals' night out. 2 Well, alii can say is that I don't look at my watc:h and time goes by really fast. So yes, sometimes it's past midnight by the time I get home.

- .Ao

Well, if walking is a sport, then, yes, we do. WE~'ve got some lovely hills just outside the city, and it's great to go hill walking together in the summer. 4

Track 1.10: 2B, Page 12, Exercise 3 1 ~ interviewer, L - Laura I: Hello. This is Radio 5, and it is now time for our special edition of 'Life After Work'. In this programme, we want to find out what people do after work. Do they go straight back home? Do they go shopping? Or do they get together with colleagues to have a bit of fun? Let's find out ... Erm ... Excuse me ... Hello ... CO!Jld I just ask you two or three questions for our radio programme?

No, not usually. We don't go to ei<p€flsive plac:es. But If it's someone's birthday, then I don't mind getting i!I really nice present. So then, of course, I spend a bit more .. 5 Only with very good friends. And as I said some of my colleagues are really great friends, so with therl1 it's OK to talk about my family ... or about my partner ... things like that.

.-... .-...

.....

2 Getting

t(~gether

Culture and I,anguage Showing intere!.t In any language te, sound friendly and to show that

Ex 3 Read through the instructions with the class and then ask Ss to match the questions and answers, either alone Of' in pairs. Elicit the answers from the class and highlight the use of well. Provide additional examples as needed.

we are interested in a conversation, we do not answer just 'yes' or 'no'. We give some more information to keep the conversation going. When people give us extra information, we react to this information to show interest. We use various communication strategies to do

this. In this unit, Ss. are exposed to four ways of showing

interest, e.g. the

li~stener

can ask an extra question to

stimulate the speaker to carry on talking thus showing

interest. Or the listener can repeat some of the words that the speaker h.as just spoken and in so doing again, shows that he/she has both heard and is interested in what was said. Alternatively, the speaker can use a combination of repetition of words and asking followup questions. Certain phrases a re also used in English to show interest in a conversation, e .g. Really?, That's interesting. etc. The word well can be a very useful word when answering a question. Its function is to give the speaker time to think, and it tells the listener that the speaker wants to explain s,:lmething.

Listening: Developing a conversation

,»

Ex 1 1.12 Tell Ss this lesson focuses on showing iflterest and developing conversations. Explain that they will hear two conversations between Helen and a new colleague of hers, David. Ask them to decide which conversation they prefer and why before playing the recording. Ss discuss answers briefly in pairs before discussing their ideas as a class.

3i::1

Ex 4 Ss work in pairs and take turns to ask and answer the questions in Ex 3 (giving their OWl'l answers). Moniitor and for feedback, ask Ss to say something they found out about their partner.

,»

Ex 5 1.13 Allow Ss time to read the questions and ask any questions about their meaning. Ss then hear the clnswers to the match them to the correct question. After before class feedback. answers in

Track 1.13: 2C, Page 14, Exercise 5

a Well, this year I have three weeks. I'm very happy about that.

b Yes, I do. But I often go to work by train.

Yeah, I'm online all day long, at work and at home.

d Wen, I speak French, and I want to speak English.

e No, never. My weekend is for family and friends.

/ Well, never before eleven.

Track 1,12: 2C, Pa!:le 14, Exercises 1 and 2

Ex 6 Ss work in pairs (possibly in different pairs to the previous

H = Helen, 0 - Oavid

exercises), taking tums to ask and answer the questions. Remind Ss to give extended answers and to use well if they need time to think. Monitor and give help as needed. Finally, elicit some responses and discuss any language issues.

Conversation 1 H: Hi! Is this seat freEl?

0 : Yes. H: Do you work in Accounts, too?

0 : No. H: Do you have lunch here every day? 0 : No.

Conversation 2 H: Hi! Is this seat freoe? 0 : Sum. Go ahead. H: Do you work in Accounts, too?

0 : No, I don't I'm irl IT. H: Really?

0 : Yes, I'm the new 'graphic designer. H: Oh, that's interesting .... Do you have lunch here every day? 0 : Well, not every day. Sometimes I just have a sandwich at my desk. Ex 2 )>> Ss listen to Conversation 2 again and complete the gaps. Allow time for Ss to compare answers with a partner before going throuflh them with the class. You could then ask Ss to practise the conversations in pairs.

1 Sure 2 Really

1f 2 e

3 011; intentstil'l9 • Well

Ex 7 Discuss the importance of showing interest when talking with people and go through the instructions with the class. Look at the first dialogue together. Ss then complete the rest, alone or in pairs. For feedback, go through ,the answers, providing extra examples of the strategies if useful. Point out how intonation shows interest and if time, drill some example sentences to provide practice. Point out how rising intonation at the end of a question shows interest and again if time, write some sentences on the board, with a line above them showing the intonation being level until the last word, when it then rises. Pronounce and then drill these example sentences to provide practice. For example: On a train?

Really?

do there?

Ex 8 Tell Ss to think about their favourite place for a holiday and to make notes on it for a minute. Ss then work in pairs taking tums to talk about their favourite place. Remind Ss to use the strategies from the previous exercise to. show interest. Monitor and during feedback, elicit some of the places described and discuss the strategies used and which were more difficult (and why).

2 Getting tOigether Speaking: The conversat ion game Ex 9 Explain to Ss they are going to play a game when~ the

idea is to keep the conversatioo gOing for as long as possible. Put Ss into pail'5 (A and Bl. Tell Ss to start the conversation with one of the 'starters' and go through the Instructions. With a weaker class it might help to demonstrate the activity with another student. You could also elicit possible questions for the subject chosen. M onitor pairs during the conversation, giving help as needed.

For feedback, discuss how the conversations went and how interest was shown. Elicit questions asked, writing them on the board if useful.

Ex 3 Ss discuss their results as a class and decide ..... thether they agree or disagree with them. It may be useful to have answered the questions yourself and noted what your results say about you, so you start the discussion by sayin~1 what you found out about yourself. Homework suggestions • Ss write up their or their partner's answers to the! questionnaire. • Ss (alone or in pairs) create a short questionnairE! of their own (8-10 questions). The subject could be agreed on in class or left open. Ss then ask other Ss their questic,ns in a subsequent lesson and note their answers. This collld also lead on to a short presentation of their results.

Homework suggestions • Ss write about their own or their partners answers to the questions in Ex 3 and/or Ex 6. • 55 (preferably in pairs) write a conversation using th!~

language and strategies introduced in this lesson. This could be practised in the next lesson. Set a word limit of 100--120

words.

Photocoplable notes 2 2 (page 107) Keep talking (Card activity page 120)

;

; ; ; ;

D Interaction Are you a people person? Aims and objectives In this lesson Ss will: • complete a questionnaire to find out if they are a pE~ple

pe"""

• discuss what their answers reveal about them as a person Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can U'S6 this language by looking at page 143 of the Grammar refe~rence and at previous lessons of the unit.

Speaking: Questionnaire Ex 1 Ex.plain to Ss that this lesson focuses on completing

a questionnaire to find Ol,lt jf they are a 'people perwn'. Check Ss I,Inderstand what gl,lestionnaire and people person (a sociable person) are. Go through the instructions and if necessary, pre-teach any potentially new vocabulary. Put Ss into pairs to complete the questionnaire and remind them to note down their own and their partner's answ'~rs. Alternatively, Ss answer the questions on their own before discussing them with a partner. If you feel Ss may be n:!luctant to discuss the information given, get them answer the questions and check the inteIPretation alone or for ho,mework Monitor and help as needed. Optional a ctivity: After Ss have familiarized themsellles with the questions and answers, ask them to roleplay an interview with a famous public figure of their choice. Stronger Ss might want to provide their own answers to the questions. Ex 2 Ss refer to File 4 on page 108 to add up their score to

find out what their answers say about them.

'=-.I -----------------------------------------------------------------------'=-.I '=-.I '=-.I '=-.I

A dream job

.=:J -

-------------------------------------------------------------------------------~~

A Present simple 2 Aims and objectives In this lesson Ss will:

• discuss jobs and people • read about a day in the life of Tom Gray • be introduced to and practise using the present simple with he, she and it • practise asking and answering questions in the present simple

• discuss their dream job and those which are well paid or

Reading: A day in the life ofTorn Gra y Ex 3 Ss read the story and answer the questions. Monitor and help as needed. Encourage them to compare answers with a partner before discussing them with the class. Alternatively, project each part of the story on the board, reading it out loud while the Ss read it, and at the end of each stage, elicit responses to the questions. Ex 4 Ss answers the questions, comparing ideas in pairs before class feedback. With a weaker class, do this activity with the whole class. Encourage Ss to undenine the answers in the text and say where they found them.

useful

Word focus: Jobs and people Ss then discuss in twos or threes what is more important to them, a well-paid job, an interesting job or one for life, and why. To start a class discussion, give your own opinion. Ex 2 Ask Ss to close their books and, in twos or threes, make a list of all the jobs they know. Then elicit ideas from the pair

Grammar: Present simple 2

or group with the longest list, writing ideas on the board. Ss open their books and, in pairs, match the pictures to the jobs.

Ex 5 Explain what the 3n:1 person singular is and go through the examples, pointing out how the present simple changes and the spe!1ing rules. Ss then undenine fIVe more examples in the text. Elicit ideas from the class, check pronunciation and answer any questions Ss may have, providing additional examples as needed.

1G 2J 3C

.E · ~'

6'0 7 1 eH 9" 'OF

Optional pronunciation activity: When Ss have matched the pictures to the jobs, elicit the number of syllables and the stressed syllable in the first word {accountant = •••l. Ss then work in pairs and do the same for the other words, checking them as a class. Optional activity: Ask Ss to work in twos or threes and discuss who they know that does the various jobs in Ex 2 and what people in their family do. Monitor and help as needed. During feedback, elicit answers and write any new vocabulary on the board.

-:i =::i ~

~ ~ ~

Ex 1 Explain to Ss that a dream job is the perfect job for them.

With a weaker class, do the activity as a class, providing additional information to help, e.g. A nurse works in a hospital ... HelShe helps the doctors. So which picture?; A mechanic works in a garage. You go and see a mechanic when you have a problem with your car. So which picture?, etc. Then ask Ss to match the jobs to the categories they discussed in Ex 1.

~ofthefollowlng: .. >' shouts.lttir)ks. smiles. knows. looks at. says. enterS,·sees,

. . -•.oiis. puIS, bog'" Ex 6 Explain that look for means - try to find and ask Ss to complete the rules and examples, either alone or in pairs. Go through the answers as a class. Point out the use of does I doesn't in place of the main verb in the short answers given at the end.

•

2 dOes

Optional suggestion: Refer Ss to pages 142-143 of the Grammar reference and go through the information on the present Simple. Allow time for Ss to discuss the examples and any problems they may have.

:d=.J ::J ~

~ ~~

.,: .,: fF

3 A dream job Track 1.15: 3B, Page 18, Exercises 2, 3 and 4

Grammar: like, love, hate

Ex 5 Look at the emoticons and ask what they refer to. Ss work alone or in pairs to draw the correct emoticon next to the statements. Then check answers as a class.

I - interviewer, E - Enrica I: Good morning, Enrica. I know the Marketing Department is very busy this week, and you're the manager ... So, just two or three questions about the things you like or don't like at the office.

E: Oh, I like that! It's good to talk about those things, sometimes. Well, fi rst, look at this photocopier. 1think it's 20 years old. It takes my assistant five minutes to make five photocopies. It's terrible, rea lly. We need a new machine as soon as possible. Another thing I don't like is queuing in the cafeteria. Our cafeteria is beautiful, but the people there are

slow, and our lunch break is short, so that's a problem. I: Any other pet hate? E: Well . .. look at that desk over there. for example. Can you

see? I: Erm ... Yes .. . Well, it's not very tidy .. .

E: You're very polite. That desk is so untidy, it's terrible. How can anyone sit there and work? I: Erm .. . Is that your assistant's desk?

E: No - it's mine! 2 1 = interviewer, S - Sergei 5: Yeah. I: We know that in all jobs, there are always things we like, and things we don't like. So ... p lease tell me: what do you like and what don't you like at your workplace?

5: That's an easy question, thank you. I'm pleased it's not about the global economic crisis! So ... things I like or don't like ... Well, .. . we all have a mobile phone, that's OK, but some people have very loud ringtones. That's terrible! I hate those loud ringtones! ... Then, 1doo't like being late for work. We start at nine, but I'm always there 20 minutes earlier or more. Now, on the positive side ... well .. . I like my boss, she's great ... And the colleagues in my department are great, too. I love helping them. Ex 3 >>> Ss read the statements and then listen to the first interview again to decide if they are true or false. Allow time for Ss to check their answers before class feedback, eliciting what the correct answers are and briefly eliciting what a pet hate is (a thing we love to hate I find really annoying).

: , '1

2 T 3 -F {She she doesn't like ~, but she tlilnlis the cafatttria is beautifuJ.} , F (He< deok ;. untidy.)

Ex 4 Âť)) Ss listen to the second interview and complete the sentences, comparing answers with a partner before class feedbaclc:.

1 don't like 2 lib 3 love h elping

h(, ~ ,.;. ,{ ,(,-,,

_ _ _........._ ....

Ex 6 Ss look at the examples given and complete the rules, comparing answers before class feedback.

3 "" "9

Optional suggestio n: Refer Ss to pages 158-159 of the Grammar reference and go through the information on the -;n9 form of verbs. Allow time for Ss to discuss the examples and any problems they may have. Ex 7 Ss work in pairs and take tums to ask and answer questions about their work p lace I college. With a weaker class, allow Ss time to prepare the questions first (alone or in pairs) before starting the activity. Monitor and help as needed. For feedback, ask Ss what they found out about each other and discuss any language issues, writing any useful examples on the board.

Reading: Pet hates in t he office

I: Sergei ... You work in a bank in the city centre, is that right?

2 ,.)

Ex 8 Elicit what a 'pet hate' is and perhaps give one of your own. Ask Ss to discuss their own ideas in twos or threes before bringing the class together to compile a list of pet hates on the board.

Ex 9 Ask Ss what a 'blag' is (a website or part of a website where regular postings are added by individuals) and if they have one of their own. Ss read the blag on pet hates in the office to see if any match theirs. Alternatively, read out blags to the class so they can read and listen simultaneously, and check pronunciation. Elicit which are the same as theirs and what new ideas are given. Discuss any new language or questions Ss may have and draw attention to the expression Well done! in the glossary at the bottom of the text. Ex 10 Ss decide which statements are fa lse and rewrite them, comparing answers with a partner before class feedback..

The three false statements are 2. 3 and 4.

s.mpIe _:en: 2 ~ko doMn't . . {or,..., having coffee at tI'ie office, 3 Fira$" (orbw).la~ng with colleagues. 4 S'te'Ve loves his co/lea iJes. Ex 11 Ss work in pairs to decide which problems from the blog are small and which big, and discuss why. Monitor and help as needed. For feedback, open the discussion to the class. There are no suggested answers fOf this exercise as pet hates are typically minor problems and may depend on culture and individual attitudes on what is generally considered acceptable.

Speaking: Empty chair Ex 12 Ask Ss to work in pairs to compile a list of 8-12 questions to find out about each others' likes and dislikes about their workplace I college. Go through the example questions given and remind Ss to use yes I no and wh- question~in the present simple. Set a time limit and monitor pairs, helping with any questions they may have. Remind Ss they are only writing the questioos at this point, not answering them.

3 A dr0<:lm job Ex 13 Put Ss into new pairs and explain that the 'empty chair' techniq ue involves them talking to an empty chair, which they imagine has someone else sitting in it. In this instance, they should imagine that they are their partner and should answer any questions from their partner's viewpoint. Ss take turns to ask questions from Ex 12, noting answers. Ss then diSCUl5S the answers given and how well thei r partner knows them. Then ask which Ss know their partners well and elicit some of the questioos asked and any interesting answers given. TALKING POINT

Ss discuss the questions in threes or fours before opening up the questions to the class. Compile a list of aspects considered important and suggestions for the slogan Oln the board. Decide as a class which slogan is the best and why. Homework suggestions • Ss write 8--10 sentences about their likes and dislike;. • Ss write up their partner's responses to the question$ in Ex 7 or Ex 12. • Ss write a short blog entry about their pet hates. Set a word limit of 100-130 words. • Ss answer the questions they wrote for Ex 12 and write a paragraph giving information about themselves. Photocoplable notes 3 1 (page 107) like. love and hate (Group interviews page 120)

(

Communication strategi Same or different?

Aims and objectives

, , , , ,

In this lesson Ss will: • discuss what they have in common with others • listen to two people talking about what they like and dislike about their jobs • be introduced to and practise how to give the same or different opinioos as others • write a message for an internet forum on their likes and dislikes

Culture and language Same or different? There are other ways that participants in a convers,nion can show interest apart from those Ss studied in un it 2. In this unit Ss are exposed to the way participants in a conversation show interest by using language that expresses their own feelings or opinions about whelt the speaker has said. The expressions used show whether the opinion or feeling that the listener has is the same or different to that of the speaker. Ss learn set expressions that help them to keep the conversation running smoothly by providing the speaker with feedback. If the listener's opinion or feeli ng is the same, the speakm can use the expressions Me too in response to a positive statement or Me neither in response to a negative statement. On the other hand. if the listener's opin ion

or feeling is different, the speaker can use such words as Really? and a short response, So, for example, if someone says I don't like this book, the listenew can show interest but give a d ifferent opinion by saying Really? I do.

Listening: Something in common? Ex 1 Ask Ss what the photo shows and refer them to the listening title. Explain that something in common is when you share something similar with another person, e.g. Y':)U both like the same music, you both have two sisters, etc. Remind Ss to use the language from the last lesson and if useful, give your own feelings on the first situation to start. In p<lirs, Ss discuss how they feel about the situations given. Mo:mitor and help as needed. For feedback, open the discussion to the class, noting any useful language on the board. Extra information: Although flexible hours, in the context of this exercise, refers to irregular hours, it might be, useful to tell Ss this could can be good or bad. The term is often found in job advertisements. On the positive side, flexitime means employees can choose their own schedule, whereas ability to work flexible hours or willingness to work flexible hours refer to irregular I changing hours and sound negative. Ex 2 )~ 1.16 Ss listen to two people talking about the four situations listed in Ex 1 and decide which order they talk about them. Allow time for Ss to compare answers with a partner before going through them with the class.

1 2 3 4

,..eIdog 00.;.... phone calls

_ .1>0...

.wortcin9 in a team worlcing

- .......-

my;ng at the_ . tte. 6J:p:;; o,""o_ _ _IL_ _,J

Track 1.16: 3C, Page 20, Exercises 2 and 4

Oavide, 5 - Sarah 0 : Two weeks already! So, how are you, Sarah? s: Very well. thanks. And you? D: I'm alright. I think the salespeople are really nice . S: Me too. And I like talking to customers on the phOfle ... 0 : Really? I don't. In fact, I hate doing business on the phone. I want to be face-ta-face with my customers. That's the best thing in our job, S: Yeah, I know what you mean, but that's not alwa~fS possible. For me the best thing in our job is teamwork I just love working in a team. 0 : Me too. You know, I really hate working alone.

S: And what do you think of the hours? 0 : Well, I'm not too happy about the flexible working hours ... S: Me neither. Four hours last Tuesday, and then twelve hours the next day! 0 : Yeah, I know. I think it's stressful. I don't like staying at the office after six. I want to go out with my friends. S: Really? I never go out on weekdays. Only on Saturdays. And sometimes ... That's your phone, Davide. Not ,a business call, I hope , .. Ex 3 Ss read the statements, deciding in pairs which are true or false. Elicit answers from the class and ask Ss to correct the false ones. Play the recording again if necessary. •

1 T c2 F (He says he hatosdoK>g ~on.""'P!>one. Ho wants to be fac:e,.b)-,face With his eustomers.) , 3 T

D Interaction Choosing a candidate

4 F (He wants to go out with hiS fdends in theeYening,.l

Aims and objectives

5 T

,»

Ex 4 Ss read the sentences and listen to the recording a second time. With a weaker class, pause after each sentence to allow time for Ss to write their answers. Alternatively, allow Ss to compare answers before checking as a class. You may

need to explain that too can mean also as in the expression Me too, or it can mean very, as in I'm not too happy about the flexible working hours. If time, you could ask Ss to practise the conversation in pairs.

1 Mo 2 Hko; don't",," 3 (ove~Metoo 4 ' not;Me

, RNUy

Ex 5 Look at the information in the box on the right with Ss and go through the explanation and examples, providing

additional examples as needed. Ss reread the statements from Ex 4 and decide their answers. Ask them to check their answers with a partner before class feedback.

, ..... 2_

.,...,..... -

In this lesson Ss will: • be introduced to vocabulary relating to job advertisements • read a job advertisement and discuss what they like and dislike about the job • listen to a job interview and complete information on the responses given • share information on other job candidates and decide on the best one • listen to the decision made by the company's manager and discuss their opinion of it Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at pages 142-143 and 158-159 of the Grammar reference and at previous lessons of the unit.

Word focus: Finding a job Ex 1 Explain to Ss that this lesson focuses on choosing a candidate for a job. Ss complete the definitions using the words given in the box. Du ring feedback, ask Ss to read ou t the complete definit ions and check on the pronunciation of application and advertisement.

3 ....

Speaking: The same or d ifferent? Ex 6 Explain the situation and ask Ss to read and complete the sentences using like or don't like. If useful, give some of your own answers to introduce t he exercise.

Ex 7 Ss work in pairs and take turns to read and respond to their sentences in Ex 6. With a weaker class you could help by doing the first sentence for yourself before Ss try it. Monitor

and he lp as needed. For feedback, elicit some example statements and responses. If relevant, disruss or demonstrate the importance of intonation to show interest.

Homework suggestions •

Ss write a short conversation where two people are talking

about likes and dislikes, and are expressing the same or different opinions to each other. Set a word limit of 100-120

words. •

Ex 2 Refer Ss to the internet job advertisement and check on the meaning of candidate and salary. Draw their attention to the glossary at the bottom of the text before asking them to read the text and answer the questions. For feedback, ask Ss if any of them have the relevant experience and what Ss like and d islike about the job. Altematively, Ss close their books and, in pairs. tell their partner three things they remember from the advertisement before discussing their answers to the questions as a class.

Listening: A jo b interview

,»

Ex 3 1.17 Tell Ss that Rita Oliveria has applied for the job and they will listen to her interview. Give Ss a minute to look at the chart and check they understand the information given. Ss listen and circle her answers, comparing answers in pairs before going through th em with the class.

.. , ,,-'

55 write a message for the intemet forum about their

partner's likes and dislikes. A lternatively, they could write about someone different. Photocoplable notes 3.2 (page 107) Agreeing and dlsagreemg (Card actIVity p age 121 )

I ',,,.

.....

. ... some'",• some "

in tOurist industry

~ .,."

• .. "

dn.ing

.. ~"'" -09;

(hoim! ~;'.

'."

:~ .

:),.

- '-

"'.

writing.;,; .........: ,''''''~' :.».

!!Io .

'doing'buil/\ffi {ace to'face.. "

:·Il

<IoH>g bUS;"""·",",, the phone

:-11

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3 A dre()m Job Track 1.17: 3D, Page ,21 , Exercise 3 and 4 I - Interviewer; R ... Rita I: Good morning, Ms Oliveira. Thank you for coming to the interview. At Rihla, we don't do formal interviews, so just relax. Alright? R: Yes. Thank you. I: Right. So I see from lfour CV here that you have some experience in the tourist industry. R: That's right, yes. Sometimes I work as a hotel receptionist in the summer holidays. I: Mm. I see .. . SummE!r jobs, then ... And do you travel a lot? R: Well. not a lot. but I 90 back to Brazil every year to see my parents. And then we often go to Argentina and Chile together. I: So, mosdy South America ... Now then, what foreigl'1 languages do you speak? R: Portuguese is my mother tongue. I speak English and Spanish. And then, I also have upper-intermediate level Arabic. I: So .. . Portuguese, English, Spanish and Arabic. Excellent. Do you drive? R: Ihave a driving licence, but I don't drive much because I don't like driving. I think it's better to use public transport. I: Maybe, but we can't ask our customer.; who arrive at Juan Santamaria airport to w:ait for a local bus! Our tour manager meets them there and drives them into the jungle three times a week. R: I understand. That's why the advertisement asks about irregular hours ... I: Exactly. How do you feel about working irregular hours? R: Well, I do a lot of sport, so it's good to have the weekend free. I: I see. You're not very happy about irregular hours, then. Erm . How about writing? Do you like writing? R: Yes. I love writing, and 1have a lot of experience of writing business letter.; ... I: That's great. Finally; what type of communication do you like? R: Well, I think in business face-ta-face communication is best, but of course it's not always possible. We also do business with customers over the phone. In fact, I love all types of communication. And as you can see from my CV, I have experience of wc,rking as a personal assistant in a global company ... I: Yes, that's interestinSI. Could you tell me more about that ... .o

Speaking: Choosing a candidate Ex 5 Explain that two other candidates, Harish and 'Vun have applied for the job. Put Ss into pairs (A and Bl. Refel' Ss to the

relevant files and ask them to look at the photos of Harish and Yun and guess their age and nationality. Give Ss time to read their information and prepare their questions. Remind Ss that Student A starts and they must take turns to ask and answer questions, noting answers in the tables. With a weaker class, ask Student As and Student Bs to work separately in pairs or groups of threes to prepare the questions needed a,nd have them checked, before doing the pairwork activity. Ex 6 Ss work in pairs to compare the information they have on Harish, Yun and Rita, deciding which candidate they prefer and

why. For feedback, elicit their chosen candidate and discuss why they are the best choice. Try and get the class to reach consensus over which candidate gets the job. Ex 7 1Âť 1.18 Explain to Ss they will now hear John Rivas, the manager of Rihla talking about the person chosen and his reasons why. Play the recording and elicit who was ~;uccessfu l. Ask Ss if they agree with the decision and why/why not. Track 1.18: 3D, Page 21 , Exercise 7 Well , all three candidates are interesting. Rita is very energetic and she is a very good communicator. But she doesn't know the tourist industry very well. Besides, she doesn't lilke driving or working at weekends, so we don't think she can be happy in this job. Yun has a lot of experience and he is alsc) a good communicator. But he also has a problem with working irregular hours. We think Harish is the best person f()r this job. He is OK with irregular hours and he loves drivi ng. Of course, he has only two year's of experience and he says he hates writing and phoning. But we don't believe experience is everything. We believe people can leam, and at Ribla we help our staff learn what they need forthe job. Homework suggestion Ss write a paragraph on the candidate they chose in Ex 6, giving their reasons for their choice. Set a wonl limit of 80-100 words.

Ex 4 Âť) Ss listen to the interview a set:ond time and read the statements, deciding which are true or false and discussing their answers with a partner before class feedback. For those which are false, eHcit tht~ true answer.

We're all different A

Adverbs of frequency

In this lesson Ss will: • discuss the positive and negative aspects of studying or working abroad • read blog posts on national stereotypes and com~ct statements referring to them • be introduced to and practise using adverbs of froequency • discuss how doing business differs in other culturo:!s • write an email to a colleague explaining some business norms for their countf)'

Reading: The power of difference Ex 1 Ask Ss what the picture at the top of the page shows

and what they think it means, then refer them to the title of the unit. Elicit the meaning of abroad and put Ss in pairs to discuss the Guestions. Encourage Ss to make notes under two columns: VVhat is e)(citing? and What is difficult? MOl1itor and give help as needed. For feedback, elicit ideas, writil'g them up under the two headings on the board. Ex 2 Read through the rubric and ask Ss to read the blogs to find ideas about people from other countries. Encourage Ss to underline any new words. For feedback, elicit some ideas and discuss any new words. Then ask Ss to read the statE~ments and decide if they are true or false. Allow time for Ss to compare answers with a partner before going throu~lh them with the class, correcting those which are wrong. If time, ask Ss which blog post is the most interesting and why.

, F (GUnter is sornetimM tate for meetings: I GUnter is usuaRy on time for ~.) 2 T 3 F Co.udio loves Italian !cod but he hates J>iz<:a.1 thllt.all

3 Are stereotypes usually true? Ex 3 Ss read the blog posts again and find the opposites, comparing answers with a partner before class feedback.

Aims and objectives

4 F (Colin bel·

2 Do yoo agree with this? (lNhytWhy not?)

are-diffetent.

Optional activity: To focus on cross<ultural awareness, use the text as a starting point for reflection on discussing stereotypes. You could then ask questions relating to a specific nationality. For e)(3mple: What do you think of the English?

2 How many English people do you know? 3 Are they aI/like your answef5 to the first question (i.e. fit the stereotype)?

You could then focus on the Ss' own nationalities and more general questions:

1 \!Yha! is the stereotype for people from your country?

1 . !way. 2 different 3 1ate

""",...

4 hate Ex 4 Put 5s into twos or threes and ask them to write down as many other pairs of opposites as they can. 5e·t a time, e.g. three minutes, and begin feedback by eliciting ideas from the pair or group with the most ideas. Add others they don't have.

Grammar: Adverbs of frequency Ex 5 Introduce adverbs of freGuency by looking at the adverbs given in the chart. Ask Ss to find three other adv.erbs in the text and to write them in the diagram (100% to 0%). Ss work alone or in pairs. Copy the diagram onto the board and elicit the answers.

----

1 usually

2 often 3 ~~t~imoo ~~______~ Ex 6 Look at the information and e)(amples given and ask

Ss to complete the rules, allowing time for them to compare answers with a partner before going through them with the class.

1 befonI

Optional suggestion: Refer Ss to page 144 of the Grammar reference and go through the information on fre.::juency adverbs. Allow time for 5s to discuss the examples and any problems they may have. Ex 7 Ss rewrite the sentences, making them true, for themselves and adding two additional ones. Monitor and help as needed. Ex 8 Ss work in pairs and take tums to guess what their

partner wrote. Altematively, if Ss know each othe~r well, they could rewrite the sentences about their partner first, and they tak.e tums reading out their sentences to see wh.:) got the most correct. Optional homework suggestion Ss write 5-8 sentences of their own using adve~)5 of freGuency. You could choose a topiC for them to write about, e.g. a nationality, a person (i.e. their boss, a friend) or their working life.

4 We're 011 different Speaking: Discoverin g cu ltures

,»

1.19 Ask Ss to work in pairs and decide which statements are false. You could set a time limit for this activity, e.g. four minutes. Ss th'~n listen and check their answers. Ask if they were surprised by any of the statements and why. Ex 9

10.re.false. Track 1.19: 4A, Page 23, Exercise 9 1 True. People use both hands to show respect. In everyday life, don't use your left hand when you give somebody something. Use your right hand. 2 False. Business lunches in Italy are often quite long. But in the company r work for; they are usually short. Too bad!

Homework suggestions • Ss write a paragraph to describe the stereotypes for their own nationality or another of their choice, providing some examples of what people usually or often do and saying what they agree or disagree with and why. Set a word limit of 1~120words.

• Ss write a paragraph about how they learn about other countries and cultures. Set a word limit of 1~120 words. Photocoplable notes 4 1 (page 108) How often. ?(Group interviews page 122)

B Talking about time Aims and objectives

True. It's the same as in my fami ly in England! 4 True. Never use your left hand when you eat! 5 True. It sometimes happens. But my Brazilian colleagues never ask me such questions. 6 True. 'You are my guest.' they say. 7 True. It happens to me not just sometimes, but very often. Maybe because I don't like singing!

In this lesson Ss will: • talk about what they do at the weekend and find out about what other Ss do • look at magazine adverts and discuss the ones they like and dislike • listen to other people talking about activities and match them to the adverts • form questions to find out what is on • be introduced to prepositions of time and practise using them • look at d ifferent ways of telling the time and discuss when they do various activities during the week

False. But I know two o·r three German managers who always keep their office doors open. 9 True. People in India often start a meeting with an informal conversation. But not everybody does that. 10 False. In Japan, people usually use surnames in business meetings.

Listening: What's o n?

•

Ex 10 Ss woric: in pairs to discuss what business life is like in their own country, changing the sentences to make them true for them. As Ss frolT! the same country often agree on generalizations about other countries but may disagree on what is customary in th!!ir own, this could lead to an interesting discussion during feedback, when Ss are asked to present some of their ideas and discuss them as a class.

Writing: Cultural information Ex 11 Ask Ss if they write emails in English and how often they write them. Explain the situation given and refer Ss to the email sent. You could read through the email as a class and discuss any questicons together first. Encourage Ss to make some notes befol·e writing their reply, alone or in pairs. Monitor and give help ilS needed. Alternatively, set this exercise as homework TALKING POINT Ss discuss the question:;; in pairs or small groups before opening up the questions to the class. Add in any additional points you feel are relel/ant and build up a list of ideas on the board for Ss to note down. Elicit what Ss' favourite ways to learn about other countries and cultures are.

Ex 1 Explain to Ss what VVhat~ on? means (the activities there are to do at the moment in their town or city). Refer them to the list of activities and ask them to tick those they do at the weekend and to add two more activities to the list. Ex 2 Ss work in pairs and take tums to ask questions to find out what their partner does at the weekend. Elicit some example questions to check on the structures needE~, i.e. Do you .. . ?, and remind Ss to find three things they both do. Ex 3 Ss join up with another pair and take turns to discuss the activities they and their partner enjoy at the weE!kend. Go through the examples first and encourage Ss to note the answers given. For feedbacK. find out what activities Ss shared with their partner and which were the most popular amongst their group. Elicit any additional activities Ss had added to the list in Ex 1 and add a few of your own.

Optional homework suggestion Ss write about what they and their partner like doing at the weekend from Ex 2. Alternatively, they write about the Ss they talked to in Ex 3. Set a word limit of 1~120 words.. Ex 4 Refer Ss to the headings of the adverts and ask them what the pictures show. Get Ss to choose one activity they like and one they don't. Ask them to discuss their ideas in dass. Then elicit from the class which activities are popular and which are not (and why). Ex 5 >>> 1.20 Tell Ss they will now listen to four conversations about activities and should match the conversations to the adverts as they listen. Give Ss time to compare answers in pairs before class feedback. Ss then listen to the cOlwersations again, this time completing the gaps with information they hear. Once again, allow time for Ss to check answer.; with a partner before going through them with the class.

4 We're all different 1_4

Conversation 4

2 eonv.et"S8tion 3 3 conV8tS4tion 2

P - Philip Clifton, T .. Teresa Gonzalez

â&#x20AC;˘ conver'l8tion-1

T: Si, Olil. Teresa Gonzalez, speaking. How can I help? P: Hi, my name's Phi lip Clifton. I'm calling about your dance

1 SatJomay 2~

3 2 4 F!Idoy

5 Odober .6 8 '1 Sinal!

. e.,

morning

9 evening; .O~ l .

11 gonIoni,,!! 12 ~I Track 1.20: 48, Page 24, Exercise 5 Conversation 1

o ., ()v...en Lewis; W ~ Woman 0; Hi, I'm Owen Lewis. I'm calling about the gardening club. W: Sorry, can you repeat that, please? I'm in the garden on my mobile.

0: Can you tell me about the gardening club? W: The gardening club? Certainly. How can I help?

0: When does it start? W: It starts in April and we have another club that starts in

May. 0: It starts in April? W: Yes, that's right. And another club starts in May. It's lovely to work in the garden in spring ... and in the summer, of course . ... Yes, it's lovely to be outside.

0: OK. Thanks for your help.

Conversatio n 2 A: Hi, my friend and I are interested in your skiing course. B: Great. A: Do you have big or small groups? B: Small. There are eight people in each group. A: What day i5 the beginners' class?

P: Is that the Spanish dance school?

class.

T: Wonderful. How can I help? ... OK, everyone please continue dancing. One, two, three ... one, two. three ... P: Is there a class on Monday evening? I want a class after work.

T: No, sorry. All the dance classes are at the weekend. And one, two, three and turn.

P: So, what time does t he class start?

T: One, two, three ... one two, three ... now turn again. P: Sorry? T: Not you, my students. The class is on Saturday evening at seven o'clock. P: And is there an evening class on Sunday? T: No, on Sunday the class is in the afternoon at two o'clock. Oh, be careful Senor Drake! . P: Thank you for your help. T: Bye, I hope we see you at the class.

Ex 6 Go through the example with the class. Elidt how the question is formed from the prompt and discuss some possible answers. Ask Ss to form the questions from the other cues. They then work in pairs, taking turns to ask and answer them. Monitor, checking questions forms. With a weaker class Ss could work in pairs to write the questions first, checking questions before using them. For feedback, check on the questions asked (if needed) and elicit some answers.

, ~ the

f\Ce 9~ OIl Friday? No~ 'it's ~t the weekend.

2 ~ the con"';' on Thursday? No, its on Friday and Saturday. " 3 Qoes the g;a;rd&ning club staft>in,July? No, it starts il'! April. 4 When is the advaftoed *iing class? It'S Nl"'the eveniryg. 5 What time ,is the dance class on Sunday? It's-at two o'dock. ,,;

B: There's a class every morning. A: What time does it start?

Grammar: Prepositions of time

B: Well, the beginners' class starts at 10 a.m. There's an advanced class in the evening.

Ex 7 Tell Ss they will now look at prepositions of time and ask them to underline examples of in, on or at in the adverts.

A: Oh no, the beginners' course is fine, thank you.

A : Hi, I'd like to buy tickets for Khaled's concert on Saturday.

1 et the Weekend; on Saturday; at 7 f).m.; Of' Sundly; .. at 2 p .n;'I. , 1< it on ~ and ~Yi atgp.m.

B: One moment, please. The concert's on Saturday 22nd October?

3 at 10 a.m.; ato6"'p.m. 4 in ~ f and su.rnmer. ih April and May

Conversation 3

A: That's right. B: Oh, sorry. It's sold out on Saturday. A: What about Friday 21st October? B: I can check. Yes, I have a couple of tickets for Friday. A: What time does the concert start? B: let's see. At eight o'clock. A: That's fine. Can I have two tickets, please?

!'"

Ex 8 Ask Ss which preposition they need to complete the box and go through the answers and examples as a class. Draw their attention to the information on pronouncing years and provide extra examples as needed.

~ Ex 9 Explain the situation and ask Ss to complete the email using in, on or at. Then ask them to compare their answers with a partner. For feedback, elicit answers. Alternatively, elicit complete sentences to check on pronunciation and intonation.

4 We're 011 diflFerent 1 01'

2 a:t 3 at

!'n-

' at 100n

SIn 6 ... 70. Ill' ~t'

If In

C Communication strateg Ways of saying 'no'

Word focus: Te lli ng the time Ex 10 Check Ss understand the difference between an

analogue dock and a di9ital clock and refer them to the photos. Ask them which they prefer and why. In pairs, Ss then match the times before checking as a class. Ask Ss which way is easier to use and explain that both are acceptable.

1 c h lf4 6 5

6<1

a good time for the various activities, noting their partners answers. Monitor and give help as needed. During class feedback, elicit some responses and discuss a$ a class the best time for certain activities. You might like to add some of your ideas at this stage (Le. do homework, go to sleep, etc.).

Ex 11 Ss work in pairs to discuss what is

Speaking: My w" ek Ex 12 Introduce the activity by giving some examples of the times you do different activities during the week, e.g. when you get up, have breakfast, etc. Ss then work In pairs and take turns to ask and answer the questions. Remind them to use an adverb of frequency and a time in their answers. If homework is linked to this activity, r,emind Ss to make notes of their partner's answers. Monitor and help as needed. For feedback, ask Ss to tell the class something about their partner and what answers they found that were the most surprising.

You could finish the acti .... ity by asking Ss discuss in pairs how they usually relax at the ,end of the day, then open up the discussion to the class.

SIoidoit A

Aims and objectives In this lesson Ss will; • listen to two meetings and discuss which is the most successful and why • be introduced to and practise altematives to re5p:>nding with just a 'no' • read about an international business negotiation and discuss cultural differences regarding the use of 'yes' and 'no' • practise asking and answering questions using altematives to 'no'

Culture and language Ways o f saying ' no' Different cultures communicate in different ways and sometimes this can cause proble ms. In some cultures, for example, the word 'yes' can mean 'maybe'. In others, 'yes' only means 'yes'. Nodding and shaking the heCld !;Cln have different meanings in different cultures as well. It is advisable fo r any businessperson going on a business trip to find out the communication strategies used in the host culture in advance so· that communication remains effective. In English speaking cultures it is not appropriBlte to simply say 'yes' and 'no' directly in meetings because it closes down the communication channels. Thi s is particularly the case when a speaker responds simply with 'no' and gives no further explanation . For communication to be effective, if a speaker resp onds with 'no', they need to provid e further informatkm to explain why this is the case. In other cultures a simple 'yes' o r 'no' may be sufficient. In this unit Ss hea r two meetings and are encouraged to analyze why one meeting is more effective than another.

Listening: What d o you really think?

,»

Ex 1 1.21 Tell Ss that the focus of this lesson is S<lying 'no'. Ss then listen to two meetings and decid e whicJh is more successful and why. Allow Ss time to discuss their id eas with a partner before discussing ideas a class.

",. aecond rNietjng is more aKCUlfuI ,&here iI~ betV.;,. , thel., ~W. 1n TALKING POINT SS discuss the question in groups or as a class. You may want to add ideas about how you like to relax after work to get them started. End by eliciting ideas from the class. Homework suggestions • Ss write 8-10 sentences, each using a frequency adverb and a time expression. • Ss write a paragraph about their partner's week using ideas from Ex 12. Set a word limit of 100-120 words.

Track 1.21: 4C, Page 26 , Exercise 1 Conve rsation 1 A: Right. That's it. Now, I'm sure you want to see our new company magazine. B: No. There is no time for that. A: Oh, OK. Fine then. Before we finish, are there an}' questions? B: No. A: Great. Now let's agree a date for our next meetin'~. Is 9;30 next Thursday convenient? B: No.

4 We're all different Conve rsat ion 2 C: OK. That's it. Now, I'm sure you want to see our new company magazine. D: Great. Could we took at it during the break? c: Of course! Now, before we fin ish, are there any questions? D: Well, t think we have all the information we need. Thank you.

C: Great. Now, let's i3gree a date for our next meeting. Is 9:30

next Thursday convE~nient?

negotiation, agreement and not quite right. Ss then read the text to find out what the problem is. Finally, find ,out whose guess was right and discuss if this situation could happen in Ss' own countries or the host country they are currently in.

Different cuItu!es c:ommunic:a$e in different 1IIiO oauset p!ObIems. • Kurt doeSn't IcnOw tMt in some adtutes, '( IIOm8timea means 'maybe', ~ 'no' I Jh8 Malaysiln managers don't know that In ~

-.ti""'"

....,,,,,Iy_,y...

,or_. Alr._

D : I'm afraid ThUrsdilY is a bit difficult. But we are free on Wednesday mominH.

means "/fIf/ bl, (Bur remember: in a 0IItuIe you have ~ lot

Ex 2 )>> , .22 Ss read parts of the second c:ooversation and

~es

listen again to complete them, comparing answers in pairs

before class feeclba(:k. Explain to Ss that in some cultures (e.g . Japan), the word no is rarely used on its own as it is too direct, so other words are added or different expressions used. You could refer back to L.esson A here and remind Ss that there are a multitude of individuals within a culture and that some Japanese people, fo-r example, are very direct and some Russians are indirect. Also that what is direct in one culture may be seen as indirect in another.

.,..

2 Well. I; T1Ian~1 3 I'm aftajCl

Track 1.22: 4C, Pa!}e 26, Exercise 2 C: "m sure you want to see our new company magazine. D: Great. Could we look at it during the iYeak? 2

C: Now, before we finish , are there any questions? D: Well, I think we have all the information we need. Thank ye'. 3 C: Is 9:30 next Thu~day convenient? D: I'm afraid Thursday is a bit difficult. But we are free on Wednesday mornin~} . Ex 3 Ss match the questions and answers in pairs before they are discussed as a class. Check Ss understand the sentences before continuing.

, d 21 , . Optio na l suggestion: To help prepare Ss for the final speaking task, extend the exercise orally by asking Ss a range of questions which they must answer negatively without using the word 'no'. Try to think of questions which your Ss would say 'no' to, e.g. Do yo u usually drink coffee at night? Do you like doing homework? At the end of the activity discuss alternative rE1sponses that could be given in place of 'no' for each questioln to help Ss build up a range of ideas.

Reading: Where 'no ' isn't an answer Ex 4 Discuss the qu,~stion as a dass and the reasons why saying 'yes' or 'no' directly in a meeting might or might not be acceptable, e.g. due to culture, status I role of the speaker, gender, etc. Build up a list of reasons on the board.

Ex 5 Tell Ss they will read about an intemational business negotiation and refe r them to the photo. Elicit ideas on what the problem is and check they understand contract, nod,

Photocoplable notes 4 2 (p.3ge 108) Communlc.3tlon difference!> (Information sw page 123)

Speaking: Don't say 'no'! Ex 6 Explain to Ss they are going to play a game and must

try and make their partner say 'no' to win. Refer them to the examples and check Ss understand how to play the game by answering some questions yourself from around the class. Use this to revise various alternatives to saying 'no'. Give Ss time to write their ten questions (and check them) befom starting the actual game. Alternatively, with a weaker class prepare sets of ready-made q uestions or cues that Ss could use to form the questions from. Then put S!> into pairs (A and B). Remind them that Student A goes first. Monitor and give help as needed. Fo r feedback, find out who managed to not use 'no' and elicit a variety of the questions asked, writing them on. the board for revision . Discuss alternative responses to 'no'. Homework suggestions • Ss write a short conversation for two people, using questions and responses where alternatives to ' I1iO' are used. Set a word limit of 100-120 words and a time limit of 10 minutes. These can be practised and roleplayed in a subsequent lesson. • Ss write up the Guestions and answers from Ex 6, replacing any 'no' ansWers with altematives.

Interaction Arrangin to meet

Aims and objectives In this lesson Ss will; • discuss whether they usually arrive on time or not for an appointment • read about two colleagues and discuss the problems they may have when arranging to meet due to perceptions of time-keeping • listen and make notes on a conversation where two people arrange to meet • predict what will happen on the day of the meeting and listen to check • work. in groups to arrange a meeting date I time suitable to all group members • practise apologizing and responding to apologies

4 We're all dufferent

, ,

Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at page 144 of the Grammar reference and at previous lessons of the unit.

Track 1.24 : 4D, Page 27, Exercise 6

Speaking: Different ideas of t ime

F: I know. It's OK. It's always busy on Friday mornings, and

•

Ex 1 Explain to Ss that this lesson focuses on different ideas of time and as a class discuss the question. helping with language as needed. Elicit responses from the dass. adding your own. If time, you could widen the discussion to include

Ex 2 Ask Ss to look at the photos and match them to the speech bubbles. Then elicit ideas on what problems could occur when these two people arrange to meet.

ClJltlJral noons relating to punctuality.

Ex 3 Ask Ss to discuss the questions in twos or threes before class feedback. If time, briefly focus 00 stereotypes for

•• ;

different nationalities n!garding time-keeping.

Listening: Let's meet Ex 4

»)) 1.23

Ss listen to Aisha and Femando's conversation

---

and complete the note.'S. oftlco;; Friday; '00

Track 1.23: 4D, Page 27, Exercise 4

A - Aisha, F - Femando A: Hi, Aisha . lt's Femando. Would you like to meet to see the new designs for your office? F: Hello, Femando. That's great. VVhen are you free? A: Can we meet on Tuesday at 2 p .m.? F: Sorry, I always have a team meeting on Tuesday afternoon. VVhat about Wednesday? A: I'm afraid I'm busy. I usually have my meeting with the design department on Wednesday. Are you free on Friday? F: Yes, Friday is fine . Morning or afternoon? A: What about 10:30 at the Carlton hotel?

, , ,

, ; !,

F: Great. See you on Friday at 10:30. Ex 5 Go through the situation with Ss and ask what they think happens. Ss then read the text.. Check Ss understand the message and ask whose guess was correct.

. rm late. See

in 3 0 _

)>> 1.24 Before Ss listen to the conversation when Aisha and Femando meet, ask them to predict the answers to the questions, eliciting ideas and writing them on the board. Ss then listen to check thHir answers. For feedback, elicit the answers and see whose predictions were right. Ex 6

'_.The

2 $or<)i,I'm"" 3 No

A: Hi, Femando. Sorry, I'm late. The traffIC was terrible . F: No problem, Aisha. A: I'm not usually late for meetings. it's also a public holiday today and there are lots of visitors in town. Now, would you like a coffee? A: Oh, yes, please. Oh, are these your designs? They're wonderful. F: Great, I'm really glad you like them.

Speaking: Are you free? Ex 7 Explain to Ss that they are in a meeting with members of their team and everyone has their diaries with them. Tell Ss they need to arrange to have a regular meeting e a·ch week. Put Ss into groups of fours, allotting roles A, B, C alnd D. Refer them to the relevant files at the back of the book. Check Ss understand what they are doing. Suggest they decide for themselves on the best days and times for a meeting before they start, and also to prepare questions and po5SIble answers. Refer them to the examples and help with any questions. With a weaker class, Ss could prepare with other Ss in the same role.

Remind the dass that Student A starts the conversation which continues until the date and time for the next meeting has been agreed on. Monitor and give help as needed. Note down any language to d iscuss during feedback. Ask Ss when they have decided to have their next meeting and discuss any problems.

p ·' ...... torthe ............: WUIftdly .I:T'4fnIItg and 1'hundey eftemooo' ..... onodeo< looEx 8 Ss now imagine it is the day of the meeting. Allow Students A and B, and Students C and 0 to work together to prepare before starting the meeting. Monitor and 9ive help if needed. For feedback, elicit the apologies made, the reasons given and the responses to the apologies. Decide which are the best apologies and reasons, and which would be more acceptable in the Ss' rulture(s) (and the host countly's culture if different). Point out how important intonation is to ensuring apologies sound sincere.

Homework suggestions • Ss write about the attitudes towards time-keeping in their culture and what you should say if you are late. Set a word limit of 100-120 words. • Ss write a conversation between 2-3 people (deCide which is best) where people arrange to meet; one arrives late and needs to apologize, one needs to respond to the apology. This could be practised and roleplayed in a subsequent lesson. Set a word limit of 100-120 words.

•

The Review checks work covered in the previous four units, including grammar, vocabulary, communication strategies, collocations and pronunciation. It can be approached in a number of different ways, depending on classroom size and situation and time available, for example:

~I~

.,:

, ,

• with Ss in pairs or groups, followed by class feedback

, e

• as a test to be marked

• as homework

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1 .,1 are 2"s, 3 's 4'~ 5 Are 6 IS 7 Isn't:" 8, ~'r "'s 10are 11 is 12 ' 13aren't 14'5. 15are 16 's

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, ,,

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h t

;

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I '"

1 lives

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, m ,+' , • , ,

• as a whole-class activity

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, m

" ,:

, ",

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4 earns

5_~"""

6 don't see

7 talk 8 want 9 spend 10 . . .

Turkey

Japan

business

Brazil

evening

per cent

midnight

report

1 "

2 WN,>-

Poland

return

3 How

000

Italy

tomorrow

cinema

computer

Germany

occasion

manager

performance

Saturday

reception

4 ,. 500 6 What 7 Doe!

aAm

• Why 10 W'here " :M

8 1"",10< 2 if\; in 3 at;,;,

c-" fO~ on

5 1 2 3 4 5

5 At;to 6 0<;_ . '7 OIl 8 with; about

•

doyt>u; go

Ami . does the film last does the festival taI<e P.I~ Does yoUr ,.;r. spend 6 Do your chi!drQn ~

. • , S j 6c '7b 8a 9 f 10 h

Time of y~Dur life A Comparative adjectives Aims and objectives In this lesson Ss wil1: listen to a conversation between two people at work • be introduced to and practise using comparative adjectives • discuss what aspects are important in a job • read about two companies and people who work for them,

Ex 4 )>> Ss listen to Chris again, underlining the words he says. Go through the answers as a class and find out who agrees with the statements, eliciting their reasons. Encourage a wider discussion on age and work.

, you

•

comparing their situations

• discuss which is the best company and why • d iscuss and compare differences relating to WM and

decide which is better

Listening: Working togethe r Ex 1 )>> 1.25 Ask Ss to look at the photos and say how old they think each person is and who is the manager. Play the recording for Ss to check their ideas. Tell Ss not to worry about new vocabulary at this

Traek 1.25: SA, Page 30, Exercises 1. 2 and 4 Miles I work in an office and my manager is younger than me. It isn't a problem for me but I think it is for him. I'm 63 but I de)n't want to stop work. I want to retire when I'm 70. I like my job

and I think I'm a better employee now. Experience is more important than age. I enjoy my life. I'm happier now th.M at 21 and I'm probably a nicer colleague, too. Chris I' m younger than the other managers in this company. I'm 21. Sometimes it's a problem because all of my employees are older than me. Miles is in my sales team and he's over 60. He's a g reat guy. But it's easier for younger people to learn new things. And it's more diff'tcult to manage older people. Miles does things his way and not my way. Sometimes I think it's worse to be a young manager than to have a young manager! Ex 2 )>> Ss listen to Miles again and complete the sentences. They check answers in pairs before you go through therTl as a dass.

Ex 3 Ask Ss to match a word from Ex 2 with the ones given, then check answers in pairs. During feedback, check pronun(:iation if needed .

• retire b "' em "'p'-'l~ oy-.. -"' ccoI '-'le :-ag ~u.-d,manager

Grammar: Comparative adjectives Ex 5 Tell Ss that we use comparative adjectives when comparing two things. Refer them to the examples and ask them to complete the table, alone or in pairs. Then go through the answers with the class. Briefly elicit some sentences using the answers, writing them on the board, e.g. I am younger than my sister. Alternatively, ask Ss to think of some sentences in pairs before eliciting ideas.

ngEI!

2 easier

3 more difficult

'worse

Optional suggestion: Refer Ss to page 157 of the. Grammar reference and go through the information on comparative adjectives. Allow time for Ss to discuss the examples and any problems they may have. Ex 6 Ss match the adjectives to their opposites, writing the comparative form of each. Encourage Ss to check new WOfds in a dictionary and to compare answers with a partner. During feedback, elicit answers, checking spelling and referring to the rules g iven in Ex 5 if needed. Explain what a prefix is and point out the use of 'un' to make the negative of comfortable and

friendly.

1~ H~ Lr~_-~ ~?,~~ ~,--~--~--~,~--"

2 k (slow< - tastert 3 c (smafIer'- larger)

•

j---,""",~ 1(,,_ ecmIortabie- ,""", uncomIurtabIe)

6 e (further I farther - nearer) 1 • (frjOndlfer - mo!O unlijendly)

.. d (noisier - quieter)

9 ~ (01)0'''' -Ic>oge<j IOb~-~ " .ng - mc<e bon.,g) Optional activity: Copy the text on the next page onto the board and ask Ss to complete it using comparative adjectives. Ask Ss to check answers in pairs before going through them with the class. Check spelling and decide on the best options for each gap. If time, discuss Ss opinions in relation to jobs and age.

5 Time of your life It's 1 to find a new job when you are young. Some employers think that younger people learn new things

than older people. They also think that older people

are sometimes 3 than younger people. In my opinion it is 4 to work with older people. That's why I prefer to work with people who are 5 than me.

(Suggested answers: 1 easier 2 faster / quicker 3 slower 4 better 5 older)

Reading: A better place to work?

B Superlative adjectives

Ex 7 Ask Ss how many jobs they have had and what things they think are important in a job. Refer them to the suggestions given. Ask them to discuss ideas in pairs and add more to the list. Alternatively, do the activity with the class. For feedback. elicit ideas, compiling a list on the board. Add any other ideas you feel are important.

Ex 8 Ss read the texts and answer the questions. Encourage Ss to use dictionaries and elicit the answers once they have nnished. Check on potentially new vocabulary, e.g. discover, train, organize, raise money, client, trip, location, etc. •

bU;I';;ng

rich

_and concea.

hciopkaIs; tnming _ _ and ...... to . . . ""'""Y

Homework suggestions • Ss write ten sentences comparing their company (or schooO with another one. • Ss write a paragraph about their company and what it does and a paragraph about their role in th e company (as in Exs 9 and 10). Set a word limit of 100-120 words. • Ss write up their answers to the Talking point questions, adding supporting reasons. Set a word limit of 100-120 words.

<><ganWnjl _od f.1I!<IU8 ~ 0"""'- film ...... sin • buIinets and

Aims and objectives In this lesson Ss will: • decide what a good age Is for a variety of life events and the order in which to do them in their culture • be introduced to and practise using superlative adjectives • match activities with times in our life • briefly look at irregular plural nouns • discuss the best age to do particular things and report to the class

Listening: The best time? Ex 1 Refer Ss to the list of events. They then put them in the order that they usually occur in their own country before comparing ideas with a partner. For feedback, discuss the order and any differences which occur.

1 __

Ex 9 Refer Ss to the photos of Alisha and Charles' offices and ask them to describe them. Ss read about Ali sha and Charles, discussing comparisons between their offices, salaries, etc. in pairs. Monitor and give help as needed. For feedback, elicit ideas, writing them on the board. Add additional points and discuss vocabulary as needed.

Speaking: A good person for the job? Ex 10 Refer Ss to the photo of Jess and explain that she is looking for a new job as a project leader. Ask Ss to read the information about her and the information on the two companies again. In pairs, they discuss which company is better for Jess and why. Elicit opinions and reasons from the class and tJy to get Ss to reach a consensus on the best company for Jess. Ex 11 Explain to Ss that they want to work as a project leader and briefly elicit what the job entails. Put them in pairs (A and B). Remind Ss that Student A is saying why Horizons is better and Student B, NP Solutions is better. Refer them to the examples given and remind them to use comparatives while comparing the two companies. M onitor and give help as needed. For feedback, elicit some of the comparisons made, writing them on the board. Correct any mistakes as a class.

2•.99"'U~~ 3 get,job 4 get married 5 start... fa(n;Iy

Ex 2 Ss decide what age they feel is good to do these things and then discuss their ideas with a partner. Open the discussion to the class and build up a list of events and the range of ages Ss feel are appropriate to each one and elicit reasons. Ex 3 )>> 1.26 Refer Ss to the photos and ask what they show. Add any new vocabulary to the board Tell Ss to match the speakers to the correct photo. Allow Ss time to compare answers w ith a partner before eliciting responses from the class.

vmy

Track 1 ,26: 58, Page 32, Exercises 3 and 4

A TALKING POINT Ss discuss the questions in threes or fours before giving reasons for their answers. Then open up the discussion to the class. Compile a list of pros and cons for each question and add ideas to the appropriate columns as you discuss each one. Add further ideas of your own at the end. Then ask Ss which situations are true for them.

I know I put it in my pocket but it isn't here now. Oh no, this is the worst time to lose something like this. Jessie is wonderful. She's the loveliest girl in the world. And she's the nicest girl in the world. Well. she is usually. Oh dear. This isn't the best way to start married life.

5 Time of Y'3ur life

C Commlllnication strategies Offering help

2 A: Would you like me to give you marlc:eting advice for your new company? B: That's rea lly useful. Thank you .

Aims and objectives

In this lesson Ss will: • discuss who needs the most help in their community and

A; Hi, I heard that you want someone to help in your garden. I'm a gardener and I work fo r a local charity for elderly people. I could help you every week.

why • listen to five people making offers to help others • be introduced to ilnd practise language used to make and respond to offers • do a role play whme they make an offer to help an organization

Culture and language offers In this lesson Ss are exposed to a variety of common expressions that can be used to offer help in English and the variety of responses available, e.g. "d like

to ... ; Would you like me to ... ; I can help you . ..

Responding with thanks When and how it is appropriate to express thanks varies across cultures. In India, for example. formal

and elaborate expressions of thanks may be made to passengers kept waiting at railway stations or bus terminals. In the UK or the USA, such announcements would be briefer; if made at all. On the other hand,

B: Thanks for the offer, but I'm fine , dear. t like doing the gardening.

4 A: Do you need volunteers to visit people in hospital? I have time on a Monday or Tuesday afternoon. B: That's really helpful, thanks.

5 A: Can I help your organization deliver food? I have two hours free every Thursday.

B: Thursdays are perfect. Thanks. Ex 3 )>> Tell Ss they wilt listen to the five short conversations again. If useful, pre-teach new language, such as donate. charity, gardener and volunteers. Alternatively, see how Ss manage first and deal with questions as they arise. Give them time to read the offers and responses before playing the recoroing. Ss complete the sentences using words they hear; then discuss answers in pairs. For feedback, ask them to give complete sentences and chedc on pronunciation.

thanking the cashier could be a normal part of a ritual exchange in a shop in the UK or the USA, whife in India no thanks may be required. So be aware that your Ss may have d ifferent thanking custo ms.

Listening: Off"ring he lp Ex 1 Ask Ss to look at the list of groups of people, checking they understand who· they refer to. Ss then tick the three groups of people who they think need the most help in their community. Then focus on how to give opinions and on agreeing or disagreeing with someone else's opinion and write the following on the board: To give your opinion :

I think that the elderly are important

To agree: To d isagree :

1agree 1 So do 11 Me too I don't agree, I think (that) ...

because .. .

Ss then d iscuss their ideas in pairs, giving reasons fO( their cnoice. Monitor and give help as needed. FOf feedback. elicit who Ss feel needs more help and why.

Ex 2 ») 1.27 Ss listen to fo ur people and say which conversation the speaker says that they do not need any help.

co. ....... , Track 1.27: se, Page 34, Exercises 2 and 3

1 A: Hello, I'd like to donate these to your charity. B: That's very kind of you . What's in the box? A: There are some children's clothes and adult clothes. They're nearly new. B: Thank you very much.

Speaking: Can I help? Ex 4 Refer Ss to the photos and say what help th·e people are giving. Ex 5 Explain to Ss they will now do a role play in pairs. One person makes an offer to help an organization and the other (who works for the organization) responds. Go through the list of organizations they can help and check Ss understand the instructions. Remind them to use phrases from the previous exercise when making o r responding to offers. PLrt Ss into pairs. Allow them time to talk about their ideas. Monitor and give help as needed. FOf feedback, discuss which Ofganizations they will help and why. Discuss the offers made and the responses given. You could expand the discussion to find out what things Ss really do o r have done to help ind ividuals Of organizations.

Homework sU9gestions • Ss write up their ideas from Ex 1, explaining who they think needs the most help in their community and why. Set a woro limit of 100-120 words. • Ss write about the organization they will help, based on Ex 5, and what they want to offer and when. Set <I word limit of 100-120 wo rds. Photocopl(lble notes 5 2 (page 109) M(lklng and responding to offers (Roleplay p

1'J -------------------------------------------------

You are here

'J 'J 'J 'J

----------------------------------------------~~

there is / there ore

Aims and objectives

Optional activity: Choose ten large numbers and tell Ss to write them down as figures. Allow Ss to compare answers before eliciting them and writing them on the board. Ex 5 Ask Ss to find the locations of the three places on the ship in the text in Ex 2.

In this lesson Ss will:

• discuss the facilities they like when away and a hotel they

know

• read about a cruise ship, the facilities it has and where they are located • be introduced to and practise using prepositions of place • be introduced to and practise using there is / there are • decide what facilities are needed for a short break with some friends • write a formal email asking for more information on a hotel

Reading: A g reat place to stay Ex 1 Draw Ss attention to the map and explain that this lesson focuses on there is / there are to describe places and the

topic of holidays. Explain what facilities means, then ask Ss to answer the questions in pairs. Monitor and help as needed For feedback, elicit ideas and discuss what the differences are between desirable facilities on holiday and on a business trip. Highlight pronunciation and spelling as required. Ex 2 Ask Ss what the photo shows (a large cruise ship) and what facilities they think it has. Compile a list of facilities on the board. Ss then read the article to check their ideas. Encourage Ss to underline any new words. For feedback, elicit the facilities mentioned and discuss new language. Ex 3 Ss read the article a second time to answer the questions. Encourage Ss to underline where they found the information. Allow time for them to compare answers with a partner before checking as a class.

1 2 3 4

65 port. ___

l'e$taurant

gym pool deck

' 7 1;It, I ~ room

Ex 4 Go through the numbers with the class an d check Ss understand how to write them using numerals. Ask where the comma goes. Then set a time for Ss to find the numbers and what they refer to, either alone or in pairs, before eliciting their ideas. You could then practise the pronunciation of the numbers.

1 1,300 seats In 2 2~ staff

thea:tre

3 6,296 p8 u ergen: 4 12,000 plan.. and."'" in !he part. 5 (It cost) $4Op m","", ~o build !he shiR.)

centra Of the

ship I opposite the shOpS and

ca~

b OPF.~!he 'PO c on deck o~te the f?!rk

Word focus: Prepositions of place Ex 6 Ss match the words to the pictures. Ask them to compare answers in pairs before class feedback. If needed, briefly elicit further examples of the prepositions, (e.g. Juan is sitting in front of Marie) before going on to the next exercise

It. in'the centre .....

f:,

:\'~

next to C behind

One..-

£ in IYoot of F ~

Ex 7 Ss work in pairs and take turns to ask and answer the questions. Monitor and give help as needed. During feedback, elicit answers from around the class.

Grammar: there is / there are Ex 8 Go through the examples in the table as a class. Ask Ss to choose the correct option for the rules and aJJow them time to find further examples in the article on page 36. Elicit some more examples and use them to practise the positive, negative and question forms as well as short answers.

1 tb8iio ~ 2 there are ;;;...,_

.........

Optional suggestion: Refer Ss to page 154 of the Grammar reference and go through the information on there is I there are. Allow time for students to discuss the examples and any problems they may have. Ex 9 Explain the situation and elicit what a passenger and receptionist are, before Ss complete the conversation, either alone or in pairs. If working alone, Ss compare answers with a partner before class feedback. If time, Ss roleplay the conversation, taking tums to be the passenger. Monitor and check pronunciation and intonation.

.,. • there aren't ·

65 ... _ ~, .

'=::i

;j d ~ ~

J ~ J ~ ~ ~

J ~ ~ ~

6 You olre here Track 1.29: 6C, Page 40, Exercises 2 a nd 4 Speaker 1 A:. Can you help me? How do I register for the conference? B: Sure, no problem. Go to reception and the conference

~ pc;iiiIibftl'

_'"Thonk.y<><> for ,.,....heIp. That's ..."I I1Ii

90 much, Ta

ResponOmg to thanks:-Not at alt, No probtem, mention it. You're most welcome

registration is next to the cafe.

A: And can I get a conference badge there? B: Yeah, they give you the badge after you register:

Ex 6 Put Ss in pairs (A and Bl. Go through the example with the class and get Ss to practise this conversation first. As they are practising their conversations, monitor and giVE! help as needed. During feedback, discuss any problems or questions Ss have. If time, some situations could be rolep!ayt:!d to the class.

A: Oteers. Thanks for your help.

, •

Speaking: Can you help?

B: You're welcome.

Speaker 2 A:. Where are the toilets, p!ease?

e, Sony? A: Can you tell me where the toilets are, please?

Homework suggestion

8 : Yes, certainly. Right. Erm, let me think. There's an internet

Ss write a conversation between two people to pmctise the language and functions of this lesson. This could be practised and roleplayed in a subsequent lesson.

cafe next to the canteen and I think there are toilets opposite the intemet cafe.

A: Many thanks! B: My pleasure.

Photocopiable notes 6 2 (page 109) Can you help me? (Card actiVity page 126)

Speaker 3 A: Tell me where the meeting point is. B: Pardon me? ;

; ;

A: VVhere's the meeting point? I want to meet my friends. B: I don't know. A: Give me your conference programme. I want a map. B: No! A: Hey, you, give me your programme!

Aims and objectives

Speake r 4 A: Excuse me, can you teU me who the speaker is at the next seminar? B: Oh yes. It's Malco lm Gladwell. He's really good.

; ; ; ;

, , ,

A: Wow, I have all his books. Where's his seminar? B: He's speaking in the main hall after the lunch break. A: Great, thanks. B: Glad to help.

Ex 3 Ask Ss if they remember which speaker doesn't get the information he/she wants and why. If necessary, play the conversations again.

The.

, ; L

In this lesson Ss will: • revise language and functions introduced in Uni't 6 in the context of a game, where they imagine they are at an international trade fair Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at pages 1S4 and 144 of the Grammar reference and at previous lessons of the unit.

Board game: Trade Fair Ex 1 Explain to Ss that in this lesson they will play ii game

which focuses on

a trade fair. Allow time for them to check

the meaning of the words given in the box, before asking

Ex 4 »)) Ss read through the sentences in the table. If Ss listened to the conversations again for Ex 3, they may not need to hear them again. Alternatively, Ss work in pairs. and guess the missing words before the recording is played again to check answers. Pause the recording after each speaker. If time, after checking answers, get Ss to pract.ise the conversations. C8<ta'

;

D Interaction Welcome the trade fair

Stoll

6 ~.

Ex 5 Ss work in pairs to decide if the phrases are used to thank or respond to thanks. Then ask them to think of additional ones. Go through answers with the dass, adding other phrases on the board. Discuss lNhich are more formal, e .g. You're we/come, and informal, e .g . Cheers. You might also want to mention which are used more in BrE, e.g. My pleasure. and AmE, e .g. Glad tp help.

0.....(1)

Go'Ht, -

. (I)

Mcmy' ~anks (T)

wnich ones they go to for work You might want to widen the discussion to discuss some of the events the y have been to.

Ex 2 Ask Ss to imagine that they are at an international trade fair and to decide where it is. Ex 3 Ss now play the game. Put Ss into twos or threes and g ive each student a counter and each pair / group a coin. Go through the instructions, pre-teaching any new language and checking Ss understand what to do. Encourag':! them to use their imagination and monitor groups as they play the game. For feedback, ask who won the game and discuss good language use and any problems they had. If time, 1~lidt some examples of language from the game.

Homework suggestions • Ss write ten sentences based on their response!; to the game's instructions (Including some requests for he,lpl. • Ss chose five of the instructions from the game-and write short conversations (between two people), e .g . requesting help and responding to the request. Set a word limit of 60-80 words for each conversation.

-----------------------------------------------------------,~

Buying and selling A Countable and uncountable nouns

M : And how many cups of coffee do you drink? W: Hm, maybe two a day. I usually get one from the drinks machine at work in the mornings and I sometimes have a cup of decaffeinated coffee in the afternoon.

Aims and objectives

M: OK, this is question number five. What other hot drinks do yOU buy? Not tea or coffee.

In this lesson Ss will:

W: Erm, other hot drinks? Oh, I like hot chocolate. It's a good drink on a cold day.

•

listen to someone completing a survey and note key details

what they drink • be introduced to and practise using countable and uncountable nouns with and without How much and How

many

• categorize food and drinks • discuss what they eat for breakfast and snacks and healthy eating habits • •

do an information gap pairwork activity on eating habits discuss why making a healthy choice can be difficult

Listening: Th e survey

,»

Ex 1 1.30 Refer Ss to the photo at the bonom of the page and ask them what it shows. Explain that they will now hear a conversation between an employee of a drinks company

Cafe Sta!'bean and a woman. Tell tnem to listen to what the employee asks the woman to do. Play the recording and allow Ss time to discuss answers in pairs. Then elicit answers from the class. Check Ss understand what a survey is and find out if they have ever answered one.

He wants her to

soma uestions (for a survey).

Track 1.30: 7A, Page 42, Exercise s 1 and 2

M: And the final question is about cold drinks. What cold drinks do you buy? W: Well, I buy milk and water. Oh, and orange juice. M: That's great, Thank you for your help. Here is a \IOucher for a cup of tea or coffee next time you come to Cafe Starbean. W: Oh, thanks. Bye.

,»

Ex 2 Ask Ss to read through the questions and explain any new vocabulary. Play the record ing again so Ss can note their answers. Encourage Ss to compare answers in pairs before going through them with the cl ass.

.-hot_. . 1 hot drinks

2 six.cups 3 green

5 6

m ·nt, water, OI'ange juice

Ex 3 Ss work in pairs and take turns to ask each other the questions from Ex 2. Suggest they note down their partner's answers. Monitor and give help as needed. For feedback, elicit a range of answers, Alternatively, note Ss' answers on the board and elicit some sentences about the class, Le. Most

M - Market researcher, W ~ Woman

people prefer.

M: Excuse me, t work for Cafe Starbean. t have a survey, can t ask you some questions?

Optional homework suggestion

W: Erm, what's the survey about? M : It's about what our customers drink. W: I don't have much time. It's my lunch break. How many questions are there? M: There're six. It's a very quick survey. W: Oh, OK. Vv'hat do you want to ask? M: Great. Well, the first question is do you prefer hot or cold drinks? W: Er, I usually prefer hot drinks. M ; And how much tea do you drink every day? W: Hm, about six cups. M: And question three is: Vv'hat type of tea do you usually choose? Black or green? W: Oh, I like green tea. It's a healthy drink so it's good for me .

Ss prepare a survey of 10-12 questions on either food or a topiC of their choices. Refer Ss to Ex 2 for help. In a subsequent lesson they ask other members of their class their questions and then write about what they found out.

Grammar: Countable and uncountable nouns Ex 4 Refer Ss to the information on countable and uncountable rules in the table and complete them as a class. Explain that some dictionaries will have C after countable and U after uncountable nouns.

an;

• ~ 1 - hot,J cups. . Rule 2 -tea: hot~; millS water. ora~ juice b1many , 2 much

....

.... .... .-... .-.,.. ..... .-.... .-....

7 8uying and selling Optional suggestion: Refer Ss to pages 154-155 of the Grammar reference and go through the information on countable and uncountable nouns, and How much / How many. Allow time for Ss to discuss the examples and any problems they may have.

Ex 5 Ss say whether the words in the box are countable or uncountable.

i(fI'::IUHN.... the fruit; is countable, the juice from ~

uncountable)

Ex 6 Ask Ss to complete the sentences, comparing answers with a partner before class feedback. Elicit that alan are used when talking in general about singular countable nouns, with an used before a noun beginning with a vowel sound. Expain that no article is used when talking about things in general and when using an uncountable noun. Discuss any problems and provide additional examples if needed.

~;t. 20 30 ' an Sa 60 Ex 7 Ss work in pairs and choose the correct words to complete the questions. Go through the answers as a class, referring Ss bad< to the table of rules, and give further examples if required.

many

""'' ' Word focus: Food and drink Ex 8 Ask Ss to match the headings in the box to the groups of foods and drinks in column B, checking answers with a partner. For feedback, elicit answers and ask which words are countable (C) or uncountable (U). Suggest Ss write C or U beside each one. If time, Ss can add other items they know to the lists. Focus on how we count uncountable nouns, e.g. a kilo of meat, a leg of lamb, a glass of milk, etc.

Speaking: A healthy choice? Ex 10 Ss discuss the questions in pairs before discussing them with the class. Ask Ss to give reasons to support their opinions and talk about their own diets and eating habits, comparing them to those in their own country and to where they are now (if they are in a different country to their own). Ex 11 Put Ss into pairs (A and B). Refer them to the relevant file at the bad< of the book. Allow them time to read their information and prepare their questions. With a weaker class, get As (and Ss) to prepare their questions in small groups. Monitor and give help as needed. When Ss are ready, they take turns to ask and answer their questions, noting down the missing information . For feedback, e licit the completed sentences and check on the questions asked.

StudontA -"""" Hcwy much rice does N"ma eat? How ri'lud> salad doe< ......, (a How much water does she drink (a da.)')? I How man.y bottles of water does she drink (a day)? How mudi fish does she eat (a week)? StudentB~ How much meat dOes Kart eat? How many oranges does he eat? How many glasses of water does he dri"" (a day)? How much fruit juice does he drink (8 WMk>? Ex 12 Ask Ss to think of five questions to ask their partner. Allow them time to write them down and check them. Ss then work in pairs and take turns to ask and answer the questions. Remind them to note their partners answers. For feedback, elicit some of the questions asked and get each S to tell the class something about their partner. With a weaker class, you could write some of the questions asked on the board, so Ss have more examples to refer to when they review this lesson. TALKING POINT Ss discuss the questions in small groups before discussing them with the class. Discuss what makes a healthy choice difficult and how healthy Ss' diets are. Homework suggestions â&#x20AC;˘ Ss write a paragraph about what they usually eat for different meals and what their favourite foods are. Set a word limit of 100-120 words. â&#x20AC;˘ Ss write up what they found out about their partner in Ex. 12. Set a word limit of 100-120 words. Photocoplable notes 7.1 (page 110) Can you count It? {Card actIVity page 126)

Optional activity: Ask Ss what they can see in the photo and write any new vocabulary on the board. Briefly elicit if the items of food are countable or uncountable and check on the pronunciation of any new or potentially difficult words. Then ask Ss which headings from Ex. 8 they belong to. Ex 9 Go through the questions with the class and put Ss into pairs. Ss then take turns to describe to their partner what they eat for breakfast and for snacks. Monitor and give help as needed. For feedback, elicit Ss' answers to the questions. Then elicit any additional items and add these to the lists. Check pronunciation of the food words.

7 Buying and selling Track 1.32: 7B, Page 44, Exercises 3 and 4

B some and onll

M "" Mystery shopper, 51 "" Shop assistant 1, 52 "" Shop assistant 2

Aims and objectives In this lesson Ss win: • listen to a mystery shopper talking to shop assistants in different shops and answer questions based on her conversations and experiences • look at questions used to find out more information about an object

• complete a short report for the mystery shopper • focus on language used to describe products and practise

M: OK. I'm in a shop called Fabio Furniture to look at desks and report on customer service. Look, I can see some shop assistants. I'll see if they can help me. Hi, I'd like some information about one of your desks, please. 51 : Here! Look. at this text. 52: That's funny.

M: Excuse me. I'd like some information about one of your desks, please.

using it

51 : What? Oh, right. How can r help?

• be introduced to and practise using some and any

M: Well, the desk is still in the box. What size is it?

•

51 : Erm, It's desk size.

take turns to find out more information about a product

before guessing what it is

• discuss whether having an office at home is a good idea or oot

52: [laughs]

M : I want to know is it a big desk or a small desk. I have a small office.

Listening: The mystery shopper

51 : Oh, right. Erm, It's small. I think.

Ex 1 )~ 1 .31 Refer Ss to the photo. Ask them what it shows and what they think the woman's job is, referring them to the title. Then play the recording. Elicit what job the woman has and if she likes it and why. Find out if anyone in the dass would like her job and why/why not Discuss any new vocabulary, e .g . mystery, .secret, products, customers, polite.

M: And what shape is it?

Yes. She a~ . . lOrMthing"..andit's interesting.

51 : It's square. 52: No, it's not, it's rectangular. 51 : Oh, yea h. M : What's it made of?

51 : Erm, plastic, I think. M : Does it come in

any other colours?

51 : It comes in brown and black. Track 1 .31 : 7B, Page 44, Exercis e 1

M: How much is it?

I don't usually tell people that I work as a mystery shopper. Igo into shops and talk to the shop assistants and ask about products. The shop assistants don't know that I'm a mystery shopper. They think I'm a customer. Then I go home and write a report about customer service in the shop and send it to my company and they give the information to the shop manager. My report answers questions like 'Are the assistants helpful and polite?', 'Can they give me information about the products?' That sort of thing. I like the job because I'm always doing something new and it's interesting. So, next time you are in a snap look at the customer next to you. It could be me. Shhh! It's our secret.

51 : It's £145. look, do you want it?

Ex 2 Ss read the statements and in pairs, discuss if they a re true or false. Then they listen to the recording again. During feedback, elicit a nswers and ask them to correct the false information.

"_J.

3 F 1S1Ie ..... horfttport 4 F (1bo g;.. the _ _ "' .... ""'"

-'iI'""\' ~

Ex 3 >>> 1 .32 Tell Ss they will now hear the mystery shopper talk to a shop assistant Tell them to listen for the type of shop she is in and the item she wants to buy. After listening, allow time for Ss to compare answers in pairs before going through them with the class. Elicit what a furniture shop is and ask Ss for examples of furniture. Ask if the nouns furniture and desk are countable or uncountable. If time, draw different shapes on the board and elicit the words for them, (e.g. square, rectangular, circular, ova~ .

2._

M: OK, I'll think about it. Thanks for your, erm, help. 51: You're welcome. Ha!, Look, here's anothertext. 52: Doh, let me see. Ex 4 )~ Ss complete the questions, alone or in pairs, and then listen again to check. Pause the recording after each answer is given and elicit the missing word, checking on spelling and pronunciation.

, ....

2 ~

3 made 4 """',,'

Ex 5 Ss wori< in pairs to choose the correct words to complete the report. They then decide if the sales assistant gets a good report or not. Check Ss understand the words in italics and encourage them to use dictionaries if not.

No.1ho _

""""'"' dootn\ giw Iho _ - .

• good NfC"'-

1 unhllpful 2bod 3 '~ Ex 6 >>> 1.33 Explain to Ss they will hear the mystery shopper talking to a sates assistant in another shop. Allow them time to read the questions before playing the recording. Encourage Ss to compare answers with a partner before class feedback. Explain how intonation affects politeness and if necessary, play the recording a second time so they can focus on it. If time, ask Ss to roleplay the conversation, taking turns to be the shop assistant.

7 Buying and selling Culture and language Making suggestions Ss may t hink that the way to make a suggestion or recommendation in spoken English is to say I suggest I propose .. ., o r I recommend .... It seems log ical. Using these kinds of expression in everyday si tuations could have the unintended effect of sounding formal, forcefu l or even argumentative. In this unit Ss are exposed to a couple of high frequency expressions used to make

Track 1.34: 7C, Page 46, Exercises 3 and 4 S .., Shop assistant, C .., Customer

1 S: Hi,

do you want any help?

C: This is a nice jacket but f don't like the colour. f hate brown. S: How about green? C: Hm, I'm not sure about green. S: We have it in blue.

suggestions that can be used in most everyday situations: How about ... 7; You could .. .

C: Oh, O K, I like blue. That's fine. Can I try it on?

Responding to suggestions

S: Can I help, Sir?

Suggest ions invit e a response. English speakers rarely

C: I like this shirt but it's too big.

disagree with a suggestion bluntly. So rather than saying I don't like it or I don't agree or I disagree, we're more likely to soften our response and say something like I'm not sure about that instead. When someone agrees with a suggestion, again the response is informal, e.g. Thats a good idea.

Listening: What can we do? Ex 1 Ask. Ss to discuss in twos or threes where they buy clothes and who they like to go shopping with . Start feedback by giving your own answers and then eficit ideas from the class. Find out who prefers shopping with their friends, family or alone. Discuss where Ss buy clothes when abroad and at home. Ex 2 Refer Ss to the pictures and ask what the people are wearing and what colour their clothes are. This is a good place to introduce or revise items of dothing and colours.

5: You could try a smaller si ze. C: Hm. That's a good idea. S: Oh, sorry, we don't have it in stock. C: Ah. That's OK. Thanks for your help.

3 B = Buyer, S .., Supplier B: Hello, I'm the buyer for Kings Designs. I like your black shoes. 5: Yes, they are really popular. We supply these shoes to shops in New York and Paris. B: Really? Do they come in any other colours? 5: We have red in stock. B: Hm. I'm not sure about red. How about green or brown? S: I'm afraid we don't have them in brown but we have green. B: Yes, that's great. Ex 4 »)) Refer Ss to the table and go through the headings with them, checking that they understand what they mean. As Ss listen a second time, pause the recording after each conversation so that they can write their answers. Allow Ss to compare answers in pairs before going through them with the class. If time, Ss practise saying the sentences.

Optional activity: Bring in objects of assorted colours or d ifferent coloured pieces of card to stick 00 the board or walls. Ss work in pairs and write as many of the colours as they can. Elicit ideas from the pairs with the longest list. Add in any missing colours and check on spelling. Ask Ss to take turns telling each other what colours different items of their clothing are. Alternatively, Ss revise colours and clothing by writing down as many items as they can see in the class (in pairs), i.e. blue trousers, yellow T-shirt, etc. Ex 3 )>> 1.34 Tell Ss they will hear three conversations. Allow them time to read the questions they need to answer, before playing the recording. Check Ss understand what a supplier and a buyer are. After listening, Ss compare answers with a partner before class feedback

, ConvOiiOIIin ,: ~

c;onv...- 2: _

q,n...-3:_

"'-""'P

3 b

,_ 2 .....

3 could 4 J'hot's Ex 5 Ask Ss to look at the pictures again and work in pairs to discuss what suggestions the shop assistants make and the responses the customers give to the suggestions. For feedback, elicit ideas from the class, writing them on the board and discuss any language questions that Ss might have.

Homework suggestions • Ss write a paragraph describing where they usually buy their clothes, who they shop with and the clothes they like wearing when they go out and when they go to work. Set a word limit of lQO-.120 words. • Ss write a conversation between a customer and a shop assistant (either alone or in pairs) using language from t his lesson. Set a word limit of 1(X}...120 words. This conversation could be practised and roleplayed in a subsequent lesson. Photocoplable notes 7.2 (page 110) Making and responding to suggestions (Roleplay page 127)

7 BUl,ling and selling

D Interaction Asking about products

Track 1.35: 7D, P<lge 47, Exercise 3 A: Hi, I have some questions about your products. B: Certainly, how can I help? A: I want to buy SOfTle olives from Spain.

Aims and objec1tives In this lesson Ss will:

• discuss different food and drinks and the containers they are kept in

• read about an Expo and decide which companies from their country it would suit • listen and complete a conversation between a buyer and a

supplier • practise conversations where they take turns to be a buyer and a supplier

• make up their own conversation between a buyer and supplier, based on a company and product(s) they know

Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at pages 154-155 of the Grammar refefeOCe and at previous lessons of the unit.

B: Sony, we don't have any Spanish olives in stock at the momenl How abolJt some from Turkey? They're great. Here you are. A: Mm, They're good. Are the olives in tins or jars? B: They're in glass jars. A : Hmm, I'm not sure. I prefer tins. They're easier to transport. B: Oh, I see. A: lNhat size are the jars? B: We sell small and large sizes. Here's a list of our prices. A: OK, I'll think about it, thanks.

Ex 4 Ss now work in pairs to practise the conversation, taking tums to roleplay thl~ buyer and supplier. Monitor; checking on pronunciation and intonation. If time, ask a few pairs to act out the conversation for the class.

Speaking: Explain what you want Reading: Come to the Expo

Ex 5 Tell Ss they will roleplay a conversation between a

Ex 1 Explain to Ss that this lesson focuses on going to an Expo. Explain that Expo is short for Exposition, meaning a trade fair or show. Refer Ss to the photos and elicit the Items of food and drink as wE~1I as the containers they are in. Write answers on the board clod drill pronunciation of new words as needed. If time, ask. Ss what other items they might find in these containers and, in pairs, to write as many ideas down as they can in two minute'S before class feedback.

-and'*""'.lMtJlOINei.bottle apple Pte.-

~ 00, Jar. Ciwton

Ex 2 Ask. Ss to read thEl information and answer the questions, either alone or in pairs. Discuss answers as a class and ask for examples of companies from Ss countries which could attend the Expo. Check Ss understand that 'the food and drink industry' refers generally to any business dealing with food and drink.

1 600 Z buy....",h..,,!'!.... 3 the_and . •.

Listening: I have some questions

,»

Ex 3 1.35 Tell Ss they will now listen to a conversation between a buyer and a supplier at the Expo. Allow time for them to read the sentences and ask about any vocabulary they may not know before playing the recording. After listening, Ss compare answers with a partner before checking them with the class.

• ques1ions ....",..........,...... 2 ean 3 buy Bony

5 jars 6 glass

buyer and a new supplier at the Expo. Put them into pairs and explain they will take turns at playing each role. Refer them to the conversation they listened to in Ex 3 and to the chart, checking Ss understand the different stages of the conversation. Allow Ss time to prepare. With a weaker class it mignt help for the buyers and suppliers to prepare separately in small groups and to check their progress after the first conversation. Monitor and give help as needed. Remind Ss to swap roles. Ex 6 Ss go to File 12 on page 110 to look at the information chart for the second conversation. Remind Ss to swap roles. Monitor conversations, helping and noting down language to discuss during class feedback. lNhen they have finished, ask Ss now the conversati':lns went. Discuss any difficulties and praise good language USE!.

Ex 7 Ss now rolept.3y a buyer and supplier conversation for a company and products they know. Remind them that it could be a company they work for. Allow Ss time to make notes for the different stages of the conversation. After they have practised their conversations, ask a few pairs to roleplay their's for the class. Homework s ugHestion Ss write up a convmsation between a buyer and supplier; based on the one they practised in Ex 7. Set a word limit of 100-120 words. This conversation could be practised and roleplayed in a subsequent lesson.

... 7not

9 _ .0 Iatge 11 "'iok

•

8 A question of s;urvlval

, •

, , •

Optional homework suggestion Ss write 6-10 sentences about rules and regulations either at school, work or home, using the modals introduced in this lesson.

Listening: I feel ill Warmer: Put Ss into small groups to check their knowledge of words to do with parts of the body. Include the words neck,

shoulders, ears, nose, mouth, back, legs, foot I feet anllS and hands. Ask Ss to draw a body and to label it, using as many parts af the body as they know (alternatively, provide a list of words), This activity could be a race. Answers could be elicited

• •

by touching the different body parts and asking what they are, checking on spelling as you go. Ex 6 Ask Ss to look at the heading of this section Ufee,1iln and check they understand the meaning of this phrase. Refer to the photos and ask Ss to work in pairs. Tell them to rnatch

the photos to the health problems. Encourage Ss to uso;! a dictionary and give help as needed. During feed back, 1~ licit

•

, , • •

answers. Check on pronunciation and drill any words needing practice. 1e2f3c4aSl)6

Ex 7 ») 1.36 Explain to Ss they will now hear six people talking about health problems at worlc:. Ask Ss to match the health problems in Ex 6 to each speaker. They then compare answers in pairs before class feedback. With a weaker dass, play the recording again, pausing after each speaker bI~fore eliciting the problem. With a stronger class, Ss could listen a second time to check answers and note the reason given for each problem, before answers are discussed with the class.

1 b 20 3d 4 . If h

, , , ,

Track 1.36: BA, Page 49, Exercises 7 and 8

S = Steve, G - Goran Conversation 1 5: Goranl VVhat's the matter? G: I've got a headache. It always happens when the air conditioning is on. S: I know what you mean. The air conditioning gives me headaches, too. G: A lot of people say that. But nobody switches it off. S: Mm. Interesting, isn't it? Conversation 2

J - Joan, P - Pete J: So, how are you today, Pete? P: Not very well, I'm afraid . I have a pain in my shoulder. It really hurts. I can't move my arm. I think I should stay at home tomorrow. J: I'm sorry to hear that. You work 00 one of the new cutting machines, is that right? P: Yes, Ido. VVhy? J: Well, you can't worlc: on those machines all day. You :should take a ten-minute break every two hours or so. Everybcdy does that. P: And what do I do during the breaks? J: Do what you like, but just don't move your shoulder.;;!

Conversation 3 C = Connie, J - Jeff C: Hello, Jeff! Why are you crying? J: I'm not crying. My eyes hurt. And I can't see very well. C: It's because you look at your computer monitor all day long. J: I know. Well, that's my job. What can I do? Conversation 4 J "'" Julia, R - Richard J: Hello Richard. Have you got a problem? You look terrible today! R: Oh, thank you very much. Very kind of you. I've !30t backache. I can't sleep at night, and I can't carry anything. J: Poor you, that's terrible! Is there something I can do? R: Thanks for asking. Well, you see that box over there? J : You mean the big brown box behind the desk? R: Yeah, that's right. If you could just take it to Room 507 for me. ON, with my bad back, I can't carry 30 kilos up to the fifth floor. J: Um. Conversation 5 K - Ken, R - Rosa K: Hi Rosa! Are you alright?

R: Not too bad, not too bad. But I have a pain in my wrists. K: Urn. Too much tennis? R: No, unfortunately. Too much typing on the computer. K: Why don't you have a personal assistant? R: I am a personal assistant! Conversation 6 K .. Kate, L .. Lucy K: A pain in the neck! L: Who? K: Me. I mean, my neck hurts. I feel ill. L: Sorry to hear that, Kate. What does the doctor say? K: He says I need a new desk. Or a new desk chair. Or both, L: Mm. The office manager will be very pleased to hear that.

Word focus: Health pro blems Ex 8 )>> Tell Ss that they will now be focusing on expressions to use when ill. Give them time to read the incomplete sentences before playing the recording again. Ss compare answers in pairs before class feedback. Discuss which words are verbs and nouns in each sentence and which nouns are countable and uncountable. If time, Ss take tums tCI role play the conversations using the audio script.

,2_ 3_ 4~

5_ 6 ~

8 A question of survival Speaking: My job, my health

Reading: Risks and rewards

Ex 9 Ss work in pairs and tell each about health problems in Ex 8. Monitor and give help as needed. FOf" feedback. ask each student to tell the class one thing that their partner told them.

Ex 1 Refer Ss to the photo and briefly d iscuss the questions as a class to introduce the topic of the lesson.

their worlc:places using the expressions from

Warmer: Provide Ss with a selection of illnesses and ask them in pairs to suggest remedies for each one. Write suggestions on the board during feedback and rev ise Maybe you could (Unit 6) and I think you should . ... For example:

I've got backache ..... lie down I have a rest / stay at home I take a day off I see a doctor / take an aspirin, etc.

Ex 10 Refer Ss to the example conversation and tell Ss they will now practise talking about problems and making suggestions. Elicit a few possible problems to continue the conversation' and then some suggestions. With a weaker class, do an example conversation with another student for the class. Allow Ss time to check language before starting the pairwork activity. Remind them to take tums being A and B. Monitor and g ive help as needed. For feedback , elicit some of the problems and the suggestions made, building up a list on the board. If time, decide as a class which solution is best for each problem.

TALKING POINT A llow time for Ss to discuss the question in twos or threes before discussing it with the class. Ask what issues are t he most important. All altemative question could be What does your company do (or health and safety at worlc:?

Homework suggestions • Ss write a conversation between a doctor and a patient. Set a word limit of 100-120 words and ask Ss to practise the conversation. They could roleplay the conversation in a subsequent lesson. • Ss write up their own answer to the question discussed in the Talking point. Set a word limit of 100-120 words.

Ex 2 Ss briefly discuss the questions in pairs. Don't check answers yet. The questions are intended to arouse interest and provide a purpose for reading. Ex 3 Ask Ss to read the text to checlc th eir answers to Ex 2. Tell them not to worry about any new language. Elicit the answers and draw their attention to the definition of on I off at the bottom of the text.

1 A wortman eams from $1 ,000-$1 ,500 per week. 2 lh"a W$eks. ~, Ex 4 Ask Ss to find the miSSing words and phrases in the leaflet, comparing answers wit h a partner before class feedback. Check pronunciation and discuss which parts of speech (i.e. verb, noun, etc.) each word is. Discuss any other new language from the text.

Ex 5 Ask Ss to reread the text to find the answers, reminding them not to give one-word responses. Allow time for Ss to discuss their answers in pairs before going through them with the class. Then ask the class if, after reading the text, they would change their answer to the question in Ex 1. WhyNlhy not?

_....

.1 No, they don

The company covers all tnIV

Z No: Only in some countries. . 3 No. O1ly sometimes. . .. No, ~ _can't. Three.weeb is the maximum.

Listening: Expe rt advice

B Modal verbs: question forms Aims and objectives In this lesson Ss will: • read about working on an oil rig • listen to a question and answer session at a career fair • be introduced to and practise asking questions using modal verbs • discuss dos and don'ts at work • write an email to a friend describing some of the rights and responsibilities at their place of work and explaining why they should apply to work there • discuss their responsibilities at home or work

Ex 6 Explain the situation given to the Ss and then put them in twos or threes to discuss their questions. Remind Ss to write their ideas down. Monitor and give help as needed. For feedback, elicit ideas, writing them on the board and correcting them w ith the help of the class. Ex 7 )>> 1 ,37 Ss listen to the conversation and t ick any of their questions that are asked. Alternatively, ask Ss to'listen for any of those on the board and for feedback, tick those asked

See ' uestions uoderlinei:J il). the audio sc~t 6e1Ow. Track 1.37: 8B, Page 51 , Exercises 7 and 8 M = Human resources manager, R '" Rajit, B '" Bob M: ... Right. So now you know about salaries and travel expenses. Any other questions? t'm here to h elp and inform, so just ask anything you like, R: Well, I've got some more questions about safety. I have to buy safety clothes mYself?

QQ..

M: No, you don't. You don't have to buy any safety clothes. You get everything from the company - hard hat, boots - everything.

8 A question of survlvol

• •

B: How much luggage caD we take. M : Just one middle-sized

by the way?

helicopter with the whole team, so you can't take a R: Can we smoke OD board?

• • •

Grammar: Modal verbs: questjon forms

bag. Remember, you travel by la~le

bag.

M : Yes. You can bring your clgarettes, but leave your matches and lighters at home. There is a special room for smok.ers. You

can't smoke outside. And you can only use the special safety

matches that are in the smoking room.

3 hove", . ......Id

M : No. You can take your ce\\phooe of course, but eVl~rybody

5 do

•

expensive. You should use a payphone. A lot of rigs have a payphone onboard, and on some of them you can also make

• •

• • •

• •

calls via the Internet.

we take our own computeO M: You can, but I'm not sure it's a good idea. Some ri~ls have computers for their staff. Just ask before you leave. R: How much mangy do we have to take with us? M: Wbere do you think yoy can spend it? There's just ,a small shop where you can buy sweets and soft drinks and things like soap and toothpaste. And you can pay by credit card clnyway. ... OK, Gentlemen. Any other questions? B: Well .. . erm ... not really. R: No, I think that's all. M: You mean you don't have any questions about the work itself? B: Should

Ex 8 '»Tell Ss they will hear the conversation again and this time they should complete the questions. Allow time for Ss to compare answers with a partner after listening. Then elicit the answers, writing them on the board. .2

• Ex 9 Ask Ss to match the questions to the answers, thE~n to check ideas in pairs before class feedback. Help with language as needed and write the answers next to the questions.

Speaking: Rights and responsi bilities Ex 12 Ss now work in pairs, taking turns to ask and answer questions on their rights and responsibilities at work, using the modals given. Encourage Ss to add questions of their own. If Ss are from the same department or company, or not at woo, suggest they ask questions about another company or a company they would like to work for. Monitor and ~3ive help as needed. For feedback, elicit questions asked, writing them on the board if useful, and discuss answers.

Writing: Dos and don'ts Ex 13 Tell Ss that a friend wants to know about theirworlcplace. Refer Ss to the email and go through the instructions and check Ss understand them. Once again, if Ss are n(lt in work, ask them to mink of the type of company they would like

to work for. Ss then complete the email with ideas of their own. This could be set as homework Alternatively, if the email is written in class, Ss could swap emails and ~live each other feedback on whether they would like to work. for the company mentioned, as well as what they found interesting or surprising, etc. Key aspects could then be discu~;sed during class feedbadc:. Ss discuss their responsibilities in threes or fours before discussing with the class. Compile a list of responsibilities on the boord under two colUmns: Work and At home. Add extra ideas to the lists to expand on vocabulary and the discussion.

Ex 10 Check Ss understand the word memory. Ask Ss how good their memory is and put them into pairs. Referthem to the photos and ask them to mark which items they can or can't take on board. Set a time and elicit answers from the class. Find out from the class who has got the best memory.

(JOij con

.. calli ... VfMY

~ l

Optional suggest ion: Refer Ss to page 152 of the~ Grammar reference and go through the information on modal question forms. Allow time for Ss to discuss the examples and any problems they may have.

TALKING POINT

•

I Con

R: I see. Now, what about phoning? Should I leave m~ mobile phone at home too?

says you shouldn't use it offshore. Cans are very, very

•

I~~ A,

and explain they are now going to look at how to make questions using those modals. Ask Ss to look at the table. Go through the examples as a class and elicit the missing words to complete the rules. Add further examples if useful.

2 SI>ouJd

• •

Ex 11 Elicit from Ss the modal verbs they studied in

--',.j

D'( E , """-~..... idN)

,,,,-I;utjt-jM't"'Ir-. " .

Home work s uggestio ns • Ss think of a job they would like to do or a company they would like to work for and write ten questions (using modals) to find out more information . • Ss write a paragraph explaining some of their ri~~hts and responsibilities at work or at home. Set a word limit of 100-120words. Photocoplable notes 8 1 (page 110) Rights, responSibilities and adVice (Gap fill pag

•

r• 11

8 A question of survival C Communication strate Giving instructions Aims and objectives In this lesson Ss will: • discuss whether it is easier to gi....e or follow instru.:tions • take turns to instruct others how to do something • listen to someone explaining how to set a burglar alarm • learn how to give dear instructions and check understanding • practise preparing and ordering instructions

Ex 4 »)) 1.38 Ask Ss to look at the photos and use them to elicit: a burglar, a burglar alarm and an alarm keypad. Write the words on tile board and get Ss to relate perso:::mally to the subject by asking if they have a burglar alarm at home N'/hyl Wny not?), ask them how you set it and if they ha,ve one at work. Tell Ss they will now listen to two people e)tplaining how to set one and ask them to choose the best explanation, giving reasons why they prefer it. After listening, Ss discuss their ideas in pairs before class feedback. Discuss what makes one set of instructions easier to understand (i.e. at clear order, linkers, etc.) With a weaker class, you may want Ss to look at the audio script at this stage.

The ftm: ~on is better ('rt isdeer and Ai8II oid8..d).

Culture and language Giving instructions

Track 1.38: 8C, Page 52, Exercises 4 and 5

Imperatives are used less frequently in English than other languages. We often soften imperatives when

F .. Frieda, 51 - Service technician 1, 52 '" Service technician 2

we give instructions in English. So instead of saying Do this, Do that, we say You have to do this, You have to do

that. When we give instructions, it is often accompanied by sequencing words such as First ... , Then ... , Aftf:.'( that ...

to explain the order to do things. Another important element of instruction giving is that the person giving the instruction checks that the other person understands. This is a way to check if the pe rson receiving the instructions has been listening . Ss are exposed to a variety of ways in which checking understanding can be expressed in English.

Listening: Coul d you show me how t o do it? Ex 1 Tell Ss that the topic of this lesson is giving instructions. Ask Ss to discuss the questions in pairs before opening up the discussion to the class. Ask how often Ss read instructions, e.g. when they buy a new electronic product, and ast< if they have ever had problems following instructions, i.e. tc> make a piece: of furniture from a flat pack. Indude any experiences you may have had. Ex 2 Ask Ss to think of something they can do with their

bodies which is unique , e.g. wiggle their ears, simultaneously tap their head with one hand while drawing cirdes on their stomach with the other, etc. 1f possible, demonstrate a trick to get Ss started. Alternatively, if you fee l Ss won't re:spond well to this warmer, ask them to teach each other sornething else, e.g. a word or greeting in another language. KE~p this icebreaker activity brief and snappy. Ex 3 Refer Ss to the illustrations and ask them to match them to the verbs in tile box. Ss can either work in pairs or get them to compare answers with a partner when they are finished. Elicit answers from tile dass. As a possible follow-up activity, agree on a gesture for each verb and revise the verb:s by saying a verb and asking for the appropriate gesture from the class.

A press • fIosh

Conversation 1 F: Excuse me. t have a problem with my new burglar alarm. Wnat do I have to do when I leave the house? Could you show me how to set it? 51 : Yeah, no problem. First, make sure all windows and doors are closed. Then, this green light here has to be on. F: Right. 51 : Then, you have to enter your user code. F: OK. That's easy. But what happens if I make ,a mistake? Do I just put my hands over my ears and run away? 51 : No. You just have to press 'clear' and enter your user code again. F: I see. Is that all? 51 : So you enter the correct code. Aft~r that, flashes and the keypad beeps. F: Oh dead

thEl

red tight

51: You then have 20 seconds to leave the hOU$4~ and lock the door. And that's it! You want to try? F: Oh, yes, please. I think it's better if I try wherl you are here with me. Conversation 2 F: Excuse me. I have a problem with my new burglar alarm. Vv'hat do I have to do when I leave my house? Could you show me how to set it? 52: Sure. It's very easy. Enter your user code and then quickly get out of the house. Of course, a lot of people make a mistake when they enter the code. You should really remember your code. If you make a mistake, enter your code again. Ar1y questions? F: Erm ... Well ... is that all? 52: Yeah, that's all. Well, you know, before you enter your code, the green light has to be on. Then after you enter your code, the red light flashes. And the keypad beeps. F: I see. Right. Thanks very much. 52: You're welcome. Oh, I forgot. Make sure you close all doors and windows. That's the first thing you have to do. F:

Right. Thanks.

Ex 5 ») Ss listen to Conversation 1 again and complete the sentences, checking answers in pairs before c:hecking them as a class. Draw their attention to the linkers used which order instructions, and go through the examples and 'information given.

':l ':l

-----------------------------------------------,~

Favourite places

!i A

much / monl,J, o lot of / lots of

Aims and objectives In this lesson Ss will: • discuss what makes a city a good place to live in

• read an article and answers questions on Coimbra, Portugal • be introduced to and practise using much, many, a lot of and lots of • ask questions to find out more about a place and decide if they would like to move there o r not •

discuss whether Ijfe is better in a small town or large city

Reading: Discover Coimbra Ex 1 Ask the class what makes a city a great place to live in and refer them to the list, asking for other ideas. Tell Ss to write the name of their favourite city in column A and to rate it for each item (1 star - poor,S stars - excellent), Ss then work in pairs, taking turns to tell each other about the city they chose. Then ask Ss in pairs to choose another city, writing its name at the top of column B and then rate it. Ex 2 Ask Ss to look at the photos and elicit what they show. Explain that the photos are of Coimbra in Portugal and ask Ss to read the text. For feedback, find out who would like to go there on holiday and why/why not. Discuss any new language. Ex 3 Ss answer the questions and compare ideas with a partner, before checking them as a class. You may wish to pre-teach or elicit the meaning of lively before they start.

, Because tHere lite a lot of students from all over the World. 2 _ the...- "'!J""!oo..Jot 01_ pe<ties in May ana OctobeJ. . 3 Because \he students ant o n holiday. 4 C_hoo.a.....t.mgfor_(• .9 . h~, .. culture, ife, at food and a IotOf.sunshine). H o m ewor k suggestion Ss write about their favourite place (or their home town I city). saying what there is there and why they like it, using the article in Ex 2 as a model. Set a word limit of 100-120words.

Grammar: much / many, a lot of / lots of Ex 4 Ss complete the table using examples found in the text. This could be done as a class or individually.

\ . Iota!

2 tKere is lots .

3 much O p tional suggestion: Refer Ss to page 156 of the Grammar reference and go through the information on much / many, a lot of I lots of. Allow time for Ss to discuss the examples and any problems they may have.

Ex 5 Ss choose the correct option in italics in the internet posting. Then ask them to check answers in pairs. During feedback, discuss any new language and check Ss understand when to use the different expressions of qua ntity.

2 3 .4 5.

many a lOt of much

l6tsof l6tsof

•

many

1 I"" a lot of ..• 89 alotof ~' O lots of

• ,

Speaking : My places Ex 6 Draw Ss' attention to the sentence beginnings. Elicit or g ive a few example sentences about the p lace where you live using them. Ask Ss to write some of their ideas down. Tell them that they can either write about the area they live in at home or in their host country. Monitor, checking language use and helping them as needed.

Ex 7 Put Ss into pairs. Explain that they are going t o take turns telling each other about where they live. Allow them time to prepare first and to think of some questions. Once Ss are ready, they start telling their partner about where they live and answer any questions their partner asks them. Encourage Ss to take notes and monitor, helping if required. Ex 8 Ss tell their partner whether they are happy living in the area they are in now and to decide if they would prefer to live in their partner's area and why. When they have finished, ask Ss to tell the class a little about where their partner lives. Find out who would like to move and why. If time, elicit some of the questions asked in Ex 7, d iscussing language difficult ies and praising good language use.

TA LKING POINT Ss discuss the question in twos or threes. Ask them to consider the positive and negative points for both places before deciding which they prefer and why. As a dass, discuss Ss' choices and reasons, making a list of the pros and cons of each type of place. If time, encourage the class to reach a consensus over which is best: a small town or a big city. Include your own opinion and reasons.

9 Favourite places Homework suggestions • Ss write 8-10 sentences using much 1 many, a lot ofl lots of about a place they have visited. Tell them not to say where the place is. In a subsequent lesson, Ss read out some of their sentences and the rest of the class guess the place (asking questions to find out more information). • Ss write up their ideas from the Talking point. Set a word limit of 100-120 words.

B hove got, need I need to Aims and objectives In this lesson Ss will: • discuss household objects and which room they are usually found in • decide which objects are the most important when you move into a new home • listet'1 to conversations and decide which room each one is • be introduced to and practise using have got. need and n<edto • describe a room they know well • discuss and plan their 'dream' office before doing a mini presentation on it • write an email to a friend asking for information

Word focus: Ho me sweet home Ex 1 Refer Ss to the title and explain that this expression is used when you are pleased to be bad< at your own home after travelling somewhere differenL Skit the main rooms in a house, writing them on the board. Ss then discuss the questions in pairs, noting their answef'S. Monitor and give help as needed. For feedbadc:, elicit answers from the class, noting useful language on the board (except for items listed in Ex 2). Ex 2 Elicit which room each picture shows and ask Ss to

find the items listed, writing the number of the item in each space. Encourage Ss to use a dictionary for any new words and ask them to compare answers with a partner before class feedback . Check pronunciation of any words difficult to pronounce (e.g. cupbrurd, fridge, etc.).

Bedroom , lamp 2 .,;"", 3 Cl.IItIin&

.. wardrobe 5"'9

U/Iiogroom :1 shefvres

.it pt.n.

~I tola 1 i' armchair

KiId>en .. fridge

I ' cupboo<d 13 c:ooI<o< , ..

dishwa~

mic~

6 desk Ex 3 Ss think about the' three items they would choose. Then discuss ideas in twos or threes. Feedback by finding out which items Ss have chosen and which ones are the most popular.

Listening: What's your favo urite roo m? Ex 4 1» 2.1 Ss listen to four conversations and decide which room each conversation takes place in. Ask them to compare their ideas with a partnE~r. During feedback, elicit the clues for each answer; e.g. living room - you relax, watch TV, ete. in this room, writing useful language on the board. , Rena1a: living roe 2 Nedlm:

3 Jack: garage • Meiyil:"g: kitchen

Track 2.1: 98, Pag e 59, Exercises 4. 5, 6 and 7 Conversation 1 M .. Martin, R - Renata M : So, Renata, this is your favourite room? R: That's right, yes. This is where I can relax in the evening before going to bed. I watch TV or listen to music when no one is at home. M: I can see you've, got lots of COS. R: Yeah. Over one thousand. M: Wow! ... And you've got an interesting sofa ... I really like it! R: Do you? Well, you can have it if you want. It's very old. I need to buy a new one. Conversation 2 J .. John, N .. Nedfm J : This is a nice room, Nedim. And it's got a terrace! • N: Yes, it's my favourite room in the house. It's the only room in which I spend six houf'S or more every day. My job is very stressful. but in this room I've got all the peace and quiet I need at the end of the day. J: You've got a lot of pictures. They're all very beautiful. N: Thank you. J : Tell me, why afElrl't there any curtains? N: I don't need curtains. I don't like them. The first thing I do when I get up in the morning is to look out of the window. I love the view from this room.

Conversation 3 B • Becky. J • Jack B: Hi Jack! Your mum says you're always down here! J: Well, we've got two cArs. Someone needs to look after them . Dad doesn't know anything about engjneS,bUtllove them! _

B: So, you don't spend much time in the living room, then?

J: That's right. ft's much better down here. I've got all the things I need. B: Erm ... Do you r,eed some help? J: No. I'm alright. Thanks.

Conversat ion 4 F .. Freya, M - Meiying F: Tell me, Meiying, what do you like most about this room? M : You know, this room is the heart of the house. We're all together in the morning and in the evening. This is where we cook, eat and talk. t love it. We need to be together sometimes! F: The fridge is realty big! M: We need a very big fridge because we are a big family. F: Mm, t understand. But ... erm ... you haven't got a dishwasher. M: Well, I've got my husband!

Ex 5 )>> Allow Ss time to read the statements before playing the recOfding again. With a stronger class you may prefer them to discuss their answers in pairs instead, before checking with the class. Encourage Ss to correct any false answers.

1 F (She watche lV and listens to COs when no one is at home.) • 2 F(The"_ _ asblM>ji . . .\_~_~ 3 T • T

9 Favourite IPlaces 1 Good 00ld bot!_ 2

iiGod_

3 Good~ 4 Bad_ -5 Gc>od..,.r .... _ Track 2.2: 9C. Page 60, Exercises 2, 3 and 4 Conversation 1 B .. Ben, B - L..iz

B: Hi Liz! How are you? L: Fine, thanks. And you? B: I'm alright. You know what? My wife wants to go to P;3riS

this weekend.

l : Wow! A weekend in Paris! That's wonderful. You're a lucky man. S: The bad news is, I can't go. L: What? 'vVhy not? B: I have to be at a trade show in Frankfurt from Friday afternoon till Monday morning.

Conve rsation 5 L ... Unda, R - Roger l : I don't like our new cafeteria. R: Really? That's too bad. VVhat's the problem with it? L: They ha ...en't got any salads or health foods. Just sandwiches and they all ha ...e meat in them. R: Um. That's a problem if you're a ...egetarian. l : It sure is. But the good news is, starting next month we have 45 minutes for lunch, not just 30. R: That's great! l : Yeah. So I think that's enough time to go to that Italian salad bar down the road.

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Explain to Ss they will hear Con...ersation 1 <:Igain, but they must first put the sentences in the correct order, either alone or in pairs. Play Con...ersation 1 again so Ss can check their answers and then elicit the order. Mention that the exclamation marks change intonation to show surprise or shock. If time, Ss practise the con...ersations in pairs. Monitor, checking on pronunciation and intonation. Ex 3

L: That's a shame. Can't you go next weekend?

B: I'm afraid not. It's my mother's birthday next weekend.

Conversation 2 A - A1exey, B .. Belinda A: You look happy! B: Yes. I work in the new building now. My office IS very big

and it's got a beautiful view. A: That's nice. Can you see the river and the old town?

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Ex 4 Ask Ss to look at the expressions used to react to news and check. they understand them before playing con...ersations 2- 5 again. After the listening, encourage Ss to compare answers with a partner. During feedback, draw their attention to the point about asking a follow-up question to show interest, and if time, ask Ss to practise the conversations.

B: Yes, I can. And another thing: there are only two other

people in this large office. A: That's great. Are they nice? B: Yeah, very nice. I think you know one of them. Nikola .. Nikola Kos. A: Nikola? ... Yes, of course! ... He's an old friend from 510...enia. Conversation 3 5 - Sally, J .. James 5: I'...e got a lot of books about Turkey, as you can see. J: Mm. That's interesting. Do you want to go on holiday there? 5: I often go there on holiday. But now I can go on an exchange visit I'm so happy! J: Erm .. . Sorry, I don't understand. VVhat's an 'exchange visit'? s: Well, I can go and teach at the Uni...ersity of Antalya, and a lecturer from Antalya comes here to work at our university. J : Ah! I see. ... S: And I know Antalya. I've got some friends there. J: That's cool. Do they know about your plans?

•

Con .... rsation 4 C "" Colin, E - Elvira C: EI...ira! VVhat's the matter? E: It's my boss. He's always so rude to me! C: That's terrible! VVhat do you want to do? E: I don't know. Maybe I should look for another job. C: Yes. Maybe You should. E: Why is everything so difficult sometimes?

Ex 5 Ss look back at Exs 3 and 4 and discuss in pairs which expressions are used to react to bad news. For feedback, elicit the answers and drill them to practise intonation.

Speaking: Showing interest Ex 6 Tell Ss they witl now practise giving and responding to news. Put them into pairs (A and S). Go through the instructions and remind them that Student A begins the first con...ersation. Monitor and gi ...e help as needed. For feedback, elicit the follow-up questions asked, discussing any language issues. If time, ask a few pairs to act out one of their con...ersations for the class. Ex 7 Ss now do more mini con...ersations in pairs, using their own conversation starters. With a weaker class, you could elicit ideas and write them on the board befor,e they start their con ...ersations. Monitor and gi ...e help as nE~eded. For feedback. d iscuss what starters were used and h.:JW the con...ersations went.

Homework suggestion Write up a list of con...ersation starters and make a c"py for each student (or ask Ss to copy them from the board). Ss must write a response and a follow-up question for each ane. Photocopl<lble notes 9 2 (page 112) What's your news' (Card actl"'lty page 130)

9 Favourite places

D Interaction On the mo Aims and objectives In this lesson Ss will: • discuss the importance of locations for various activities • read a report on a school and discuss the problems it has

• listen to school directors discussing a potential site for a new school • take turns to ask and answer questions about other possible sites • compare sites and decide on the best location for the .mool

• listen to a sdleol directors opinion Of! the best si'te Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at pages 156 and 145 of the Glrammar reference and at previous lessons of the unit.

Reading: Changing location Ex 1 Explain to Ss that this lesson focuses on choosing a

location for a new school. Ask Ss to discuss the ques,tion in twos or threes. Then elicit some of their ideas. Ex 2 Ask Ss to read the report and underline all the problems mentioned. Help with language as needed, being careful not to focus on words coming up in Ex 3. Alternatively, p re-teach any new vocabulary before reading. For feedback, ask Ss how many problems there are and what they are.

• the building is very small • the rooms are on fOur dif"ferept floors • parldng ts a"PfPbIem for evening students ani:f for the

!'/i'fI

• ..it takeS 20 minutes to walk to"..e metro and 0 to a bus stop • there is Only on. bus fNery hour • flats and houses in tl)e area am very" . ~, so teachers haveJo liVe far away i"om the sthoCil Ex 3 Ss find the words from the report, comparing answers with a partner. During feedback, elicit the parts of s!=Jeech and check on pronunciation. to compJain

1 elC;cellent

2 successful 3 floors

5 flats 6 suburbs

Listening: Long Park (Site # 1)

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Ex 4 2,3 Tell Ss they will hear two school directors talking about a building in long Park. Refer them to the table and asJc them to make notes as they listen to the recording. Check Ss understand what they are listening for before plalfing the recording. Allow time for Ss to compare answers in pairs. Then elicit ideas and write them on the board. Point out that Mina Nasir says parking lot (which is normally used in Ami:) instead of car park (BrE).

_,20

DIs1anco from .... city km Tf'IIftIPOIt Trains:.-very 1S,minutes, Buses: lOts'all day

_of_25 _ of """""" ~ ~bOllt '00

_...,_notmanyfl.... but lauol . , hou... 0Ih0r _ _ .... t>;g _,,;..J ~ pools - good forinterna't:iOnal studeiitS in tbesummer

Track 2.3: 90, Page 61, Exercise 4 S - Simon Campbell, M - Mina Nasir S: So, where exactly is thiS building? M : Let's have a look at the map. You see .,. lon~l Park is 20 kilometres away from the centre of RedhilL TIlere's a fast train to the city centre every 15 minutes and lots of buses all day ... S: Mm. Thats very good. M: Yes. And the building in Long Park is very modem. We can have 25 rooms there. Ten on the second floor and 15 on the fourth floor. S: What about parking places? M : There's a very large parking lot next to the building. Eighty places. maybe one hundred. S: Are there a lot of houses and flats for our nelN staff? M: There aren't many flats in that area, but there are lots of big houses, a lot of them with their own swimming pool. S: Well, that's not really what our teachers want .. . M: No, but it could be interesting for our international students in summer. They usually want to stay with a fam ily.

Speaking: Barbridge (Si te #2) and Peakside (Site #3) Ex 5 Tell Ss they will discuss two other possible sites for the school. Put Ss into pairs (A and B). Refer Ss to th,:! relevant file

at the back of the book and allow time for them to prepare the questions they want to ask each other. Check Ss understand what they are meant to be doing. With a weaker class, Ss could prepare first in pairs of As (and Bs). Monitor and give help as needed. Note down any language problems to discuss during feedback. Ex 6 Ss work in pairs to compare their notes on ·the three sites. Tell them to decide which site is the best and why. With a weaker class you could elicit information on the three sites, to check all Ss have the correct details. They then discuss which they prefer. During feedback, find out which site each pair has chosen and elicit their reasons, writing notes on the board for each site. Ex 7 )>> 2.4 Explain to Ss they will listen to one of the school directors give her opinion on the best site. Ask them to make notes on what she says. For feedback, elicit the site s/1e chooses and why. Discuss if Ss agree with her choice or not. Track 2.4: 90, Page 61 , Exercise 7 It was difficu lt to choose, because all three sites have got good things to offer. In Long Park, public transport is very good, and there are lots of parking places. In Barbridge, the building is beautiful. and it's very near the city CE·ntre. But we think that Peakside is best. Of course, it's a bit far from the centre, and there are only 24 rooms in the building now. But we can have more rooms next year if we need them. And the metro can take you anywhere in just a few minutes. If you drive, parking is not a problem, and if teachers want to move near the school, it's easy to find a house or a flat. Homework suggestions • Ss write a report on a building they know (through work or studies), describing it and providing information on any problems it has got. Suggest Ss use Ex 2 as a rl)odel and set a word limit of 100-120 words. • Ss write a paragraph explaining which site th!~y d"iose for the school and why, comparing it with the other two given. Set a ward limit of 100-120 words.

Finding solutions

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A Past simple be Aims and objectives In this lesson Ss will:

• discuss what they would want to find out about a hotel before staying in it

• read about a hotel and answers questions on it • be introduced to and practise using the past simple of be • •

complete a questionnaire on hotel experiences interview each o t her about a bad hotel experience

• discuss hotels they have stayed in and what they liked or disliked about them

Reading: The worst hote l in the wo rld? Ex 1 Ask Ss to imagine they are going to stay at a new hotel and ask them what they would like to know about it. Allow them to discuss ideas in pairs before eliciting them and writing them on the board. Add any other ideas which may be important. Ex 2 Ask Ss to look at t he advertisements from Hans Brinker's website and ask if they would like to go to this hotel. Ask them to read a travel writer's review of this hotel and see if any of their questions are answered. Before reading, check Ss understand potentially new vocabulary, e.g. clever, . disappointed and comfortable, and revise language from previous units, e.g. worst, guest, shower and complain. For feedback, discuss the questions asked and tick those on the board which came up.

Ex 3 Ss answer the questions, comparing answers with a partner before going through them as a class.

Because ~

say the hotel i$ very special ('the-worst in the wbrkn so many pe;opte go there to find out why it is terriblel . Z No. The writer. ~ the nK:eptlonistt we.en't bad. Th. _ _ "'" 11;>0 staff are rude and

unfriendly: 3 The """" _ ....M. _ ..... tw»ooPl4i ill it; so ft was hot: TheN. wnn't • chair in it. • _ .... hotel ;. bettei than 1I;>ey~. Ex 4 Ss discuss the questions either in small groups or as a class, Add your own opinion and reasons if useful.

Grammar: Past simple be Ex 5 Ss read the article again, underlining all examples of the past simple of the verb be before completing the table. Encourage Ss to compare answers in pairs before class feedback . Briefly focus on the pronunciation of was and were, i.e, strong and weak forms. With weaker Ss, you could do the whole exercise as a class.

6 7

2 3 was wasn't 5 ~

•

weron'

was not 9 Was 10 W.,.

Optional suggestion: Refer Ss to p age 148 of the Grammar reference and go through the information on the past simple be. Allow time fOf Ss to discuss the examples and any problems they may have.

Ex 6 Ss complete the conversation with was or were. Ask them to check answers with a partner before going through them with the class. Draw their attention to the exclamation mark (!) and write one on the board. Remind Ss what this punctuation mark is called and wh en it's used (to show shock or surprise).

5 'w aS

Z w.Je

6. was .

3 wem

7 was

_•• W8",' -__....___.....B r.. were

Ex 1 Ss complete the sentences with the appropriate form of be.

1 is: was

2 .went; was; won't 3 is; are

~l'

4 were,n't; were 5 alJ!; is

Ex 8 )>> 2.5 Play the recording for Ss to listen to the sentences and check their answers. Pause after each item to elicit the answer and discuss any language problems, Track 2.5: 1 OA, Page 63, Exercise 8

1 A: Excuse me. I need to talk to the manager. Where is he? B: I don't know, but he was here at ten o'clock.

2 Last year, we were at the Imperial. Our room was OK, but the food wasn't very good.

3 Don't stay at the Astoria! The reviews say it is cheap, but the people are very rude.

4 I phoned you yesterday, but you weren't at work \Nhere were you?

S A : You are in room 115. Here's your key. B: Thank you.

10 Finding solutions Speaking: Hotel experiences

Word focus: Something is not right

Ex 9 Ask Ss if they have ever completed a questionnaire and

Ex 1 Tell Ss that this lesson focuses on problems and refer them to the table. Go through the list of items, checking Ss understand them before they write their answers.

'Nhat it was for. Refer them to the questionnaire in Ex 9 and ask them to complete it using the past simple of be. Ask Ss to compare answers in pairs. During feedback, check on any new

vocabulary, such as staff and atmosphere. Alternatively, do

Ex 9 as a class. What ~ the name Of the hotel'? Whel"l3~ it?

Whin ~)'ou .there?

W!m you on holiday of on business? I'Ylom the,_ polite?

Wu the room dean?

Ex 2 Ss go through their answers in pairs before discussing them as a class. Elicit which are the main problems they have, adding in your own answers. Ex 3 Ask Ss to look at the pictures and match the sentences to them, working alone or in pairs. Monitor and give help as needed. Ask Ss to compare their answers in pairs before going through them as a class. Go through any new vocabulary.

1 ~

:ie 3E 4e 5H 40 7F 8A

How !!lithe bed?

How .... t h e _ ? Hqw _1hO fadimft? '

Ex 10 Tell Ss they will now take turns inteIViewing each other about a bad hotel. Put Ss into pairs (A and BJ. Refer Student Ss to File 43 on page 11 9. Allow time for Student Bs to read the information given and check on any new vocabulary. Remind

the class that Student A starts and has to write the answers, noting Ss' scores. Monitor and give help as needed. Ex 11 Student Bs now interview Student As. Refer Student As to File 16 on page 111. Allow time for Student As to read the information g iven and check on any new vocabulary. Remind Student Bs to write their answers and note As' scores. Monitor and give help as needed. Ex 12 Ss now work in pairs to compare the answers to their questionnaires and decide which hotel is worse and why. For feedback, find out which hotel Ss think is the worst and why, and elicit the scores they gave to each place.

Ex 4 Ask Ss what Skype is and explain if necessary (online communication connection where people can talk as if on the phone). Ss complete the sentences, then ask them to check their ideas with a partner. During feedback, encourage Ss to read out the complete sentence to check on pronunciation.

1 missing 2notPigeno!lgh -3 There's sOmething· wrong with t 1'\1& got a problem

, doesn't Work 5 delayed

· 6 broken

Grammar: too + adjective / not + adjective

+ enough Ex 5 Ask Ss to look back at the class.

Ex 3 and elicit the answers from

TALKING POINT Ss discuss the questions in threes or fours before discussing them as a class. Compile a list of positive and negatives aspects about the hotels and decide as a class which aspects are the most important for them and why.

Homework suggestion Ss write about a hotel they know and what they liked and disliked about it.

B too small I not big enough Aims and objectives In this lesson Ss will: • discuss how often they have problems with different places and services • be introduced to and practise using too + adjective and not + adjective + enough • decide what the problem is for a variety of illustrations • read a post from a shoppers' blog and complete it • listen to people complaining about products and decide what each problem is • discuss prob lems office worke rs and Ss complain about and discuss possible solutions • tell each other what they like and dislike about a room they spend a lot of time in

Ex 6 Elicit the meaning of the words given before Ss complete the rules. Allow time for them to compare answers in pairs before going through them with the class. Provide additional examples as needed and allow time for discussion.

1 haeiJy

3 bOfo<e

2 ~ain

• wron

Ex 7 Ss look at the pictures and in pairs, discuss what the problem is in each one. Monitor and give help as needed. For feedbac k, discuss ideas, writing them on the board. Elicit alternative interpretations and use this as an opportunity to expand vocabulary and check on accuracy and pronunciation.

PusriIIkr_.wen: A lI\e ch"';s '_Iow I not high,.,ough, 8 flis shirt is too small I rtOt bi9 8f'I049h. C His chair is todJaraway fmmthe piano~ I He IS "0\; ne.r enough to the piltnO¥ o The"r is 109 SlMIII not big enOugh. E The sar is toO ~nsive I not Cheap enough. F He Cs ~ tired. I The TV pr:pgra.mme isn't interesting

. en<>UgI>.

Reading: That's not good e nough l Ex 8 Ask Ss to d iscuss the questions in twos or threes before discussing them as a class. Compile a list of items and problems on the board and elicit any personal experiences from Ss regarding internet shopping. Include some of your own and ask Ss about sites they like and why they like them.

10 Finding Ex 9 Ss now read a post from a shoppers' blog and complete it in pairs, using the phrases given. Go through the an:swers as a class and highlight the differences between to complain and a complaint (parts of speech and pronunciation).

, , ,

Optional activities: OQtioo 1 j Ask Ss if the following statements are true or false and then read them out to the class. Tell Ss to note th4~ir answers and allow time for them to compare ideas in twos or threes before checking as a class.

1 Elza is often unhappy with the products she buys fi'Om VB Crooks & Co. 2 The new jeans in the catalogue were too expensiVo~.

;

3 The man (rom customer service was not very polite. 4 Elza told the man he was stupid.

5 The man from customer services doesn't help Elza .. (I F 2 F 3 T 4 F

5 1)

Option 2: Ss create a mini role play using language frQm the text, where one speaker is the customer and the othe1" is from Customer Service. Allow time for preparation and practise, before selecting some to be acted out in front of the dass. The preparation could be set as homework. Discuss good language use and any areas to improve on during feedback..

Homework suggestion Ss write a post for an intemet shoppers' blog on a company (which is real or imaginary), using too + adjective and not+ adjective + enough. Set a word limit of 100-120 words. Photocoplable notes 10.1 (page 112) In other words (Card matctung page 1 30)

Listening: What's the problem? Ex 10 )~ 2 .6 Tell Ss they will hear five phone calls where people are complaining about a product. Ask them to write the number of the call beside each one. Play the recol-ding and allow Ss time to check their answers before checking them with the class. Find out how often Ss complain about products they buy. Tell them to say what the product was, what the problem was and what happened. .Can ~

bColl3 .ean2 d CoII' .catl"

Track 2.6 : 10B, Page 65, Exercise s 10 and 11 Call 1 C .., Customer, CS .. Customer Service rep C: Hello. It's about my order for orange juice. CS: Yeah? C: I wanted it on Monday. That was the day before yesterday. INhere is it? CS: All orders are delayed. Sorry about that. I'm afraid there's nothing we can do. C: Well. that's not good enough. I want to talk to the manager.

5(~lutions

Call 2 C = Customer, CS - Customer Service rep C: Good moming. Is that customer service? CS: Yes. What can I do for you? C: It's about the jeans I ordered. I got two pairs but I only ordered one pair. CS: Can I have your order number, please? C: Yes. It's JD413. And there's something else. n,ey are the wrong colour. CS: Oh, I'm terrib ly sorry about that. We can send you the right jeans this aftern()()(l. Call 3 C - Customer, CS ... Customer Service rep C: Hello. Anne Jones here. Could I speak to Saralh Dennis, please? CS: Speaking.

C: Good afternoon. I'm calling about my digital camera . It's the wrong model. CS: You ordered a Weiss Xl Deluxe, is that right? C: Yeah, that's right. But I got the Xl Powershot. CS: I'm very sorry about that. Please return it. We can send you the Deluxe early next week. C: Thanks for your help. Call 4 C '" Customer, CS '"' Customer Service rep CS: Elelctrocentre. Good morning. How can I help you? C: Hello . I've got a problem with my new radio. It doesn't work. CS: I'm sorry to hear that. Our specialist can look at it for you. Is ten o'clock. tomorrow morning a good time? C: Yes, it is. Thank you. CS: Thank you for your call. Goodbye. C: Goodbye. Call 5 T .. Tariq Mirza, J ., Julie Leval

T: Hello. This is 'rariq Mirza. Can I speak to Ju!ie Leval, please? J: Speaking. How can I help you, Mr Mina? T: I've got a problem with our new air conditioning unit. The instructions are not in the box. J: I'm sorry to hear that. Was anything else missing? T: No, just the instructions. J : Could you give me the model number, pleasE~? T: Sure. It's the ACB2. J : Thank you . I can send you the instructions right away. T: Thanks for your help. Ex 11 ») Ss listen to the conversations again and note the problem with each product. Allow time for Ss to discuss answers in pairs. For feedback, elicit answers on the board and revise any new language. Then ask Ss if all the problems were solved.

, The Cifdoii ~ sleI~· 2 Ct.tStOmer or:denKt one pair but got two pc!" and the jeanI-are the ~ cokJur. • 3 The camera is the wrong model. 4 The niflo ~' _ 5 Th. iristruclIons are mislsing.

10 finding solutions

,»

Ex 4 Refer to the table and go through the roles and the different stages and phrases used. Encourage Ss to make

; ;

informed guesses of the missing words before playing the

Conversation 2 again. Allow time for Ss to compare answers before class feedback. If useful, drill the sentences or get Ss to take turns being the Customer Service representative and the customer. Monitor; chlKking on pronunciation and intonation.

Scan

6 help

'f-

a calling,-~_ _;...._~

Photocoplable not s102(page1 12) Telephonrng (Ro lep ay page 131)

i i

Ex 5 )>> 2.8 Ask Ss to read the seven sentences. Explain that they will hear three responses for each sentence and that they must choose the best response for each one. Do an example with the class first. Play the recording so they hear the three responses to the- first sentence and ask them to choose the best one. Explain that you will now play the remaining questions and anow time for them to note their answers. If necessary, play the rec:ording twice. Anow Ss time to discuss their answers in pairs before class feedback . Elicit the reasons for their answers.

1 c 2a

•."1)

"Se 6. 7ti

Ex 6 Ss work in pclirs to decide who said the sentences given

in Ex 5. Then discuss the answers as a class. A~ematively, do this el\ercise with the class.

1 C 2CS 3C 4C

scs

b CS 7 C

Optional activity: ElIpand on the language presented in this lesson by adding other standard expressions. One way of doing this could be to look at the audio scripts section and to use the materials given for Lesson B, Exs 10 and 11. As an example follow -on task, Ss then list all the different ways speakers introduCH themselves on the phone.

Speaking: Getting the message right Ex 7 Tell Ss they will now practise telephone conversations. Put them into pair.;, (A and B). Refer Ss to the relevant page for their file. Give Ss time to read through their information and ask questions. With a weaker class, group As (and Bs) for the preparation stage before putting them into new pairs for their role plays. Remind Ss to refer to the phrases given and for Student A to S<ly wrong if Student B chooses the incorrect response. Monitor and help as needed. For feedback., discuss how the conversations went and any difficulties Ss had. Ex 8 Ss work in pclirs to roleplay a telephone conversation,

using the phrases in Ex 4 and the suggestions given. Remind Ss of their initial roles and tell them to swap roles at the end of the conversation. Monitor, noting language to discuss. For feedback, ask how the conversations went and discuss good language use and any areas for development.

Track: 2.8: 1OC, Page, 66, Exercise 5 1

a Hi. Are you from Hong Kong? b Thank you for phoning. e Heno. How can I hE!lp you, Mr Luk?

2 a It's about my new desk. There's a part missing. b No, you can't. Sorry.

Homework suggestion Ss write a short telephone conversation of their own, using language from thi!. lesson. Set a word limit of 80-100 words. This conversatio n could be practised and roleplayed in a subsequent lesson. Ss could imagine someone has phoned the company they work for or that they are phoning from their company and are dealing with a work-orientated problem.

e We an need help.

3 a Speaking. b Yes, you can.

Inter ction Customers' expe tations

e Why not?

4 a That's a big problem. b Oh, I'm very sorry DJ hear that. e And I have a problE,m with my DVD player.

S a Yes, I can. b That information was useful. e Yes, One side is brclken and the top is missing.

6 a Sure. That was G-T.S-one-hundred. b Again, please. c No. I think it's very !~ood .

7 a It was a great help. b My pleasure. c And thank you for complaining.

Aims and objectives In this lesson Ss w.ill: • discuss if they ~10 to fitness d asses or not, and why • read an advert ·for a fitness centre and listen to complaints made to the manager • write an email (as the centre manager) to arrange to meet the general manager • discuss solutiofls and decide on the best one for a variety of problems • roleplay a meeting between the centre manager and general manager Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at page 148 of the Grammar reference and at previous le~;sons of the unit.

10 Finding solutions Listening: How ca n I help yo u? Ex 1 Oiscuss the questions as a class. Ask Ss if they helve ever experienced any problems at a fitn~ centre and if so, what problems they h.ad. Help with language as required, particularly with the second question. Ex 2 Tell Ss about Skyline and refer them to the advelt. Ask them what they like about the centre and if they would go there themselves. Discuss any new vocabulary and elicit definitions, writing them 011 the board. Ex 3

)>> 2.9 Go through the situation with the dass and ask

Ss to

put the complaints made in the order they hear 'them .

AJlow time for them to read the complaints before playing the recording. Encourage Ss to check answers with a partner before going through them with the class. Find out if any of the problems in the recording were the same as those mentioned in Ex 1. Ss could then use the audio scripts and practise the conversations themselves.

Track 2.9: 100, Page 67, Exercise 3 CM - Centre manager, C "" Customer Conversat ion 1 CM: Good aftemoon. VVhat can I do for you? C1: Well, there are some problems. CM: SOrf)' to hear that. What sort of problems? C1: I come here after wone with two colleagues. Ver), often we wait for 10 or 15 minutes. You see, there aren't enough exercise machines for everybody. We pay for one hour, but we can only exercise for 30 or 40 minutes. Conversation 2 C2: Excuse me, are you the manager? CM: That's right, yes. How can I help you? C2: I want to complain about the showers. Can't you get somebody to clean them? I need a bath after I have a shower herel Conversat ion 3 CM: James! Hi! How are things? C3: Not so good, I'm afraid. CM: Oh dear! What's wrong? C3: You know, the problem is the size of the group. In the advertisement, you say maximum ten people per group. But very often there are 12 or even 15 people here. n,at's no good. You know the room is not big enough for sO' many people. CM : Right. Thanks for telling me this. I need to talk to the general manager about this. I think we need to deal with this problem. Conversation 4 C4: Excuse me. I'd like a word with you. Is this a good time?

Conversat ion 5 CM: Oh no! What now? If this is another complaint, I go home. Yes! Come in! Sit down! What can I do for you? CS: Hello. I just need some information about ... CM: Information? Great! I can give you a lot of inf,:)rmation! cs: My problem is, I'm too busy to come here thlree times a week. I can only come once, sometimes twice a week. Membership is £80 per month, that's for three cla!>Ses every week. Why is there only one kind of membership? At ether fitness clubs, you can pay each time you take a dclss. I think that's a very good system for busy people. CM: Mm. Interesting idea. I need to talk to our general manager about this. Oh, by the way, do you know where those other fitness dubs are?

Writing: Co uld we have a meet ing? Ex 4 Ask Ss who Sam Bagley is (the centre manager - he is responsible for the new centre) and explain that Alex Cruse is the genera! manager. He is responsible for all Skyline centres. . Explain that Sam needs to arrange a meeting with A1ex to discuss the complaints and problems he's been dElaling with, and is writing an email. Ss then read through the ITnes of the emai! and, either alone or in pairs, put them into tlhe correct order. For feedback, elicit the correct order. A1tematively, with a weaker dass, do this exercise as a dass to help raise awareness of what makes a text cohesive. Focus con the little words such as but, also, these, th'ose, etc. and ask Ss to underline them. Tell Ss to look at the sentence !beginning Those customers .... and ask them: Is the writer talking about happy or unhappy customel'3? Why? So, which se.ntence comes before ... ?, etc. Tho c:om;ct ~""3, 2, 5. ' 7.9, 4. 8.6_, ........._ .

Speaking: Find ing solutions Ex 5 Elicit some of the problems that Ss heard being made to Sam 8agley, the centre manager. Refe r to Unit 7, Lesson C and recycle language for making and responding to suggestions. Introduce other useful phrases for making sugges1tions, e.g. What about I How about + ing7 Provide Ss with e:xamples, e.g. What about finding a bigger room? Go through the example conversation before setting a time for Ss to discuss their solutions in pairs. Monitor and help as needed. For feedback., elicit ideas, writing them on the board. Try and get the class to agree on the best solution to each problem. Ex 6 Explain that Sam Bagley and Alex Cruse are going to have a meeting. Put Ss into new A and B pairs and refer them to their relevant file. Allow Ss time to prepare for the meeting and give help as needed. Encourage them to use suggestions made in Ex S. With a weaker class, ask Ss to prepare in small groups of As (and Bs) before working in their pair to roleplay the meeting. Monitor, noting down any language problems. For feedback, discuss how their meetings went an.d what decisions were made.

CM : Sure. Take a seat. How can I help you? C4: Well, it's about Mr Reno, our trainer. He knows his job, of course, but the problem is, he's eften late fer our classes. Last

Thursday, for example, he was 15 minutes late. CM : Oh, I'm sorry to' hear that. That's ne good. C4: No, it's bad. Very bad. Your advertisement says 'personal instructor', but I don't get enough attention when I exercise. He hasn't got enough time for everyone.

Homework suggestions • Ss imagine they want to organize a meeting with someone at work. They write an email to arrange it. Set a WC)rd limit of 100-120 words. • Ss work in pairs to write a conversation betwee~n two work colleagues discussing key work issues at a meetiA9. Set a word limit of 100-120 words and encourage Ss to use e>xpressions from Ex S. You could discuss possible issues and Llseful phrases. writing them on the board to help them prepare. The conversation could be roleplayed in a subsequent lesson.

11 Turning points Ex 5 Ss look at the inforlTlation on the past simple and complete the rules, alone or in pairs. Alternatively, do this as a class. Check Ss understand how to form the past simple with

regular verbs and rBfer back to the verbs from Ex 4 if needed.

1 od 2 d 3 'od 4 didn..'t...._ Optional suggestion: Refer to pages 148-149 of the Grammar reference and go through the information on past simple regular verbs. Allow time for Ss to discuss the examples

and any problems they may have.

Ex 6 Ss complete the information on the two people using the past simple. Encourage Ss to use dictionaries where needed Give Ss time to check answers with a partner before checking

them with the class.

4, loved 2 didn't enjoy 3 leamed

7_ ~5 pas.od

6 offored

I decided to go to college in Australia . The turning point in my life happened when I worked in a restaurant to help pay for my studies. I rea lized that I enjoyed my work more than I enjoyed college. So when I fin ished my studies, I opened my own restaurant in Sydney. It was very successful. Last month I opened another restaurant in Melbourne. This isn't what' expected to do for a job but I'm my own boss and 'love it!

Word focus: Talking about the past Ex 9 Ss work in pairs, putting the past time phrases given in order closest to now. Go through the answers as a class, eliciting examples of usage for each one, e.g. I went to the cinema last night. With a weaker class you could write these on the board. Alternatively, ask Ss to work. in pairs writing sentences of their own. The comtctorder is: 7, 2. 4, 3,

r, 5:,; ' 8",;,: 6 ___"",_ _

Ex 10 Ss work in pairs, taking turns to tell each other about the things listed. Monitor and give help as needed. For feedback, give your own answers before eliciting ooes from the class. Write a selection of ideas on the board, correcting language as necessary.

Optional activity: Ask Ss to add any new -edending verbs from the exercise to the table from the optional activity from

Homework suggestion

Ex 4.

Ss write S-10 sentences using the past simple (with regular verbs) and time expressions from Ex 9.

Speaking: Life events Ex 7 Elicit what subjects Stephanie and Malik enjoyed, what Stephanie wanted to become and what Malik did after school. Ask Ss to guess what happened next and refer them to the activities given. Discuss who did what either in pairs or as a

class. Ex 8 )>> 2.1 0 Ss listen to Stephanie and Malik talking about what they did next, checking their answers and identifying what the turning points were in their lives. Feedback by going through the answers with the cl ass. Discuss each persons with them and note their ideas on the board.

Ex 11 Introduce the topic of life events to the class by referring to the pictures and asking what events they represent in people's lives. Ss think of further examples in pairs. For feedback, elicit ideas or get Ss to draw their symbols on the board and the rest of the class guess the event. /I{

trMlr.ng

."B.lNming 'a ftl4Sic.a1 in~ment C Âˇ ~_

D ouidyHlg E pUaing an . xa!:" F~.~

..G leemins ~ drive H~.job

Ex 12 Draw the time line from 'Born' to 'Now' on the board, mark.ing the six events listed. Explain these mark the events in your own life and encourage Ss to ask questions to find out more about these events and when they happened. If useful, write your answers on the board and elicit the past simple forms, underlining them in the sentences. Ss then work. in pairs and draw their own time line, taking turns to ask questions about the events and when they occurred. Monitor and give help as needed. Feedback by asking Ss to tell the class something they found out about their partner. Track 2.10: 11A, Page 69, Exercise 8 After school I studied Economics. Ten years ago I started work. in a bank in Tokyo. It was great, I learned Japanese and made lots of mends. The tuming point was w hen I started a rock group with some colleagues at the bank. We played concerts at the weekend. I realized that I wanted a career in music. So I moved back to England and trained as a music teacher. It was a good decision. I love my job and I'm very happy with my life.

* â&#x20AC;˘**

TALKING POINT Ss discuss the questions in threes or fours before opening up the discussion to the class. Find out how many Ss are doing the things they wanted to do when they were younger and if not, the reasons they changed their minds. Add your own answers too.

11 Turning points I: OK, I'll tell you a bit about the company. We train staff who work in finance companies. Did you train staff in your las;t job? R: No. I: Ah, I see. And did you work in finance? R: No. I: OK. Um, some companies want us to train their staff to use computers. Can you use a computer?

R: Yes. I: Good. Good. Are you interested in training people to use computers? R: No, not really. I: Right. Well thank you for coming to the interview, Robert. R: OK. Bye. Inte rview 2 1.. Interviewer, D '" Duncan I: Good moming, Duncan. Sit down, please. Did you have a good joumey here? 0 : Yes, thank you. Your instructions were very easy to follow. I: Oh, good. Do you want a drink? Tea or coffee pemaps? 0 : No, thank you. I had a coffee on my way here. I: Great, let's begin then. You included some interestinq information about your qualifications in your 01. So, let'~. start with some questions about your education and training.. I see from your 01 that you studied computing at college. Did you study for a degree? 0 : Yes, I did. I: What did you do after that? 0 : I worked in Saudi Arabia for a year and after that I sRldied for an MBA. I: Excellent. Do you know what langford Industries dCM~S? D: Yes, I looked at your website. I: Excellent. What do you know about our company? D: Um, Well, I know that you train staff who work in Finance companies and your teams train people all over the world. I: Good. Did you train staff in your last job? 0 : Yes, I did. I: What training did you do? 0: Um, I worked on a course helping new employees tc, use new technology. It was a great success and my manager was very pleased with the results. I: Good. lNhat department did you work in? D: In Human Resources. I: What other qualifications do you have? 0 : Er, well, I studied for a diploma in Finance Management. , worked during the day and studied In the evening. I: Um. That's interesting. Wny did you study Finance Management? D: Well, I'm very interested in the subject. And I wanted to learn about financial planning. I knew that I wanted to work for a company where my interest in training people and finance could work together. I: Excellent. Finally, tell me why do you want to work fc.r Langford Industries? D: Certainly. 1want to work for you because you're the best in the world at financial training and I'd love to be part of your team .

Ex 3 Âť)) Tell Ss they will hear Duncan's interview agelin and refer them to the questions. Play the recording and allow time for Ss to compare answers with a partner. During fe{K:lback, you could briefly elicit some of the qualifications that Ss have, adding any useful vocabulary on the board.

1 b 2 he has it degree in computing. an MBA and diploma in Finance Management _ _ _ _

oIl

Ex 4 )~ Ask Ss to look at the table and explain that these

are questions Duncan is asked in his interview. Allow Ss time to read them before playing the recording. With a stronger class, Ss could work in pairs and try to complete the questions before you play the recording, to test memory and understanding of the structures given. Altematively, play the interview and then ask Ss to compare answers with a partner before checking them with the class. During feedback, discuss any questions Ss may have about question formation and provide additional examples as required.

1 2 3 4

[);d

want

st1ldy Icnow

Slaet

6do

.......

7, " -

9 IM1Iit 10 ~ t1(!;c1

12""",

Speaking: Open and closed q uestions Ex 5 Go through the information with the class. Elicit the type of questions in the table and get Ss to complete thE~ headings.

Ex 6 Check Ss understand the meaning of facts, figures and explanations, and elicit the answers from the dass, providing examples as required. 1 cIoood

2 '0f1!!! Optional activity: Ss work in pairs to make questio.ns from the cues below. Remind them to use the past simp"'~ and refer them to the examples in Ex 4, showing the uSE~ of the auxiliary verb in question forms. Ss then decide if the questions are open or closed and take tums to ask ilnd answer them . Monitor and help as needed. For feedback., E,licit the questions and some answers. Discuss which questic,ns are open and dosed. 1 you 1 go to bed 1 late 1 last night? 2 When 1 you 1 wake up 1 today? 3 you 1 go out 1 last weekend? 4 Where 1 you 1 go 1 last weekend? 5 What 1 you 1 eat 1 for dinner 1 yesterday? 6 you 1 have I pasta?

11 Turning points Answers: 1 Did you go to bed late last night? (Closed)

D Interaction Completing

a CV

2 When did you wake up today? (Open) 3 Did you go out last weekend? (Closed) 4 Where did you go last weekend? (Open)

Aims and objectives

5 What did you eat for dinner yesterday? (Open)

In this lesson Ss will: • discuss what a Curriculum Vitae (CV) is and related information • decide on suitable headings to organize information in

6 Did you have pasta? (Closed)

Ex 7 Ask Ss to look at the photo. Explain that it is of Christine Howard and the letter on the left is one she wrote to apply for a job. Focus Ss' attention on the notes that go with the letter and explain that these are questions about the information in the letter which the interviewer for the job wants to find out more about. Allow Ss time to read the letter and the notes. Ss then work in pairs to think of questions the interviewer could ask. Remind them to use a mix of open and closed questions.

Monitor and give help as needed. for feedback, elicit questions, writing them on the board. Check all points have been covered and if time, discuss further questions they might want to ask and discuss any alternative ways of asking for the same information.

aOJ • do a gap-fill activity based on information given in OIs • prepare questions to ask prospective candidates in an interview • role play an interview based on information presented in

aOJ • compare how OIs are written in different countries and the information included • write a 0/ in English for themselves Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on . Check Ss can use this language by looking at pages 148-149 of the Grammar reference and at previous lessons of the unit.

Speaking: The best CV Ex 1 Tell Ss that this lesson focuses on Curriculum Vitaes (OIs - BrE or resumes - AmE) and ask them to decide in pairs if the statements are true or false. At the end of the discussion, refer them to File 19 on page 112. Check answers as a class, discussing your own and Ss' experiences. Ask Ss how useful it would be for them to have a 01 in English.

1 .True.

·F""". .

3 T,rue. • True.: Ex 8 Ss now work in pairs to discuss Christine's answers. Set a time limit and give help as needed. Ex 9 Tell Ss they will now roleplay Christine's interview and will take turns to be the interviewer and Christine. Feed in any additional language or useful hints regarding interview etiquette as relevant (depending on cultural differences). Remind Ss that more detailed answers make for a better interview. Monit or, noting good language use and areas to review. For feedback, discuss how the interviews went and if Christine got t he job or not and why/why not. Discuss language use and add further useful expressions or questions as needed. If Ss would benefit from further practice with additional support, get Ss to change pairs and do the interviews again. Alternatively, ask a few pairs to do theirs for the class.

Ex 2 Ss look at part of a British 01. Elicit some basic information, e .g. Whose CV is it? (Sam Merton's), What languages can he speak?, etc. With a weaker class, it may help to write a set of questions on the board for Ss to answer before doing the exercise, to check on comprehension. Ss then decide on where the headings go, either in pairs Of as a class. If Ss start talking about the differences between O/s in their countries, tell them they will have the opportunity to discuss them later in the lesson.

1 Curricul.um Vitae 2 NfSOIUIi details:

3 Education

4 c.5 Sl<iIIs

6 In... - _ ...._ _ _ _....~_ _ _ _.. Homework suggestions • Ss write five open and five closed questions to ask a partner in a subsequent lesson. You may want to select a topic for Ss to focus on, e.g. their first job. • Ss pretend t hey are going to interview you (their teacher) in the next lesson. You may want to think of a job you are applying for. Ss then prepare 8-10 questions. Alternatively, Ss interview each other and pretend to be someone famous. Photocoplable notes 11.2 (page 113) Questions, questions (Group Interviews page 133)

Ex 3 Explain to Ss they will look at part of another 01 and take turns to ask and answer questions to complete it. Put Ss into pairs (A and B) and refer them to the relevant page for their information. Allow Ss time to prepare and check the questions needed before they continue to the next part. W ith a weaker class, it may help for Student As (and Bs) to prepare in twos or threes. When ready, Ss then take turns to ask questions and complete the gaps. Monitor and give help as needed. Ask Ss to compare answers with their partner. For feedb~ck, elicit the questions asked and discuss any language issues.

'=l '=l

------------------------------------------------~~

Getting away

:i A Present continuous Aims and objectives In this lesson Ss will: • listen to a phone conversation at an airport • be introduced to and practise using the present continuous

• look at and practise using expressions with have + noun • work in pairs to mime actions and use yes and no questions to find out what they are • make true and false statements based on photos •

write an email to a friend

• discuss what friends are doing at the moment

Listening: It's a mobile world Ex 1 Focus Ss' attention on the photos and elicit what they show. Ask Ss to think back to a long airport delay they experienced and say where I when it was, why there was a

delay and what they did. Discuss the answers as a class and check Ss understand what a connecting flight is. Alternatively,

Grammar: Present continuous Ex 5 Ask Ss to look at the table and with the class go through the examples of the present continuous. Complete the rules as a class, highlighting the use of the present participle or -ing form of the verb. Provide additional examples as needed.

1 now . 2 6e 3 ';1\9 Optional suggestion: Refer Ss to page 146 of the Grammar reference and go through the information 00 the present continuous. Allow time for Ss to discuss the examples and any problems they may have.

Homework suggestion

jf Ss have no experience of flying, extend question 1 to include railway and bus stations,

Ss write 6-10 sentences of their own, using the present continuous (+ /-/? forms).

Ex 2 Explain that the businessman in the photo is Alan and they will hear a conversation between him and a work colleague. Pre-teach graph and ask them to order the sentences, numbering the lines. Allow time for Ss to compare answers in pairs and check Ss understand the vocabulary, but do not check the answers yet.

Ex 6 )>> 2.14 Explain that Alan is calling his wife Debra from the airport and ask them to number the people in the photos in the order he talks about them, Play the recording and allow Ss time to compare answers in pairs before checking as a class.

Ex 3 )~ 2.13 Play the recording and then check Ss got the order correct.

The correct Order 1.5: 4, 1, 3, S, 2

1heconectorderit:4, 2, 3, 5, 1,6

-;'0-

Track 2.14: 12A, Page 75, Exercises 6 and 7 A - Alan, 0 ,., Debra

A: Hi, darling. How's it going? 0 : Fine, I'm not working today. You?

Track 2.13: 12A, Page 74, Exercise 3

S: Hi, Alan! Where are you?

A: Still waiting for my flight. I'm just having a walk around the I~nge. There are a lot of people here. We'reexPecting a long -delay because of the volcano and the ash cloud,

A: Hi, Sarita. I'm at the airport. I'm waiting for my flight. I think

0 : What's everyone doing, then? SleePln9?'

there's a delay.

A: Well, no. Only one man is sleeping ... Then some kids are playing computer games, and some are eating hamburgers non-stop .. .

S ~ Sarita, A - Alan

S: Sorry to hear that. What about the report?

A: Well, I'm working on it right now. But I need some more information from Shin for the graphs. What is she dOing? Could you phone her?

D: .. . What fun ! ... A: ... Yeah. I think they're having a good time. Then there's a

5: Yes, of course. But I think she's sleeping, It's 2:30 a.m, in

guy who's reading the papers and phoning all the time ... He's very loud ... The woman next to him is texting ... I think she's angry ... She's standing up ... She's looking for another seat ... Oh no!

Seoul! Ex 4 Ss read the statements and decide if they are true or false, comparing answers with a partner; before class feedback. Elicit the true information for each false answer. If necessary, play the recording again.

D: What's happening? A: I can't believe it ... She's taking my seat!

12 Gettin91 owot,J Photocoplable notes 12 1 (page 113) What are you domg? (Card activity page 134)

Word focus: have + noun

TALKING POINT

Ss discuss the questioos in twos or threes before having a class discussion. Start by giving some examples o·r your own, writing them on the board, then elicit other ido:!as from around the class. Check Ss are using the present continuous and help with vocabulary as needed.

Ex 7 )>> Play the recording of Alan's conversation again for Ss

to corrplete the gaps. With a stronger class, ask Ss to try and complete the sentences before playing the recording. Write the answers on the board and underline the nouns given that can go with have. Then refer Ss to the alert box, and go through the information on phrases using have + noun. If time, you could ask Ss to find further examples in their dictionaries.

1 .hoving. 2 havln a Ex 8 Ss complete the sentences using the words from the

box. Then ask them to compare answers with a partner. During feedback, check on any new language and ask Ss if they can think of other nouns which go with have, e.g. a birthday. a party, siesta, a shower / bath, an accident, a meeting, a meal. etc.

3 braak ... sandwich Ex 9 Put Ss into pairs to discuss whether the sentences in Ex 8 are true for them or not. Monitor and give help as needed. For feedback, ask which ones Ss changed and elicit some 0'£ their new sentences. Add an example of your own if you wish.

Optional activity: Ss write some true sentences about themselves IJsing the expressions from the Word focus exercises. Alternatively, set these for homework.

Speaking: Guess what I'm doing Ex 10 Ask Ss to take turns to mime actions and guess what

the actions are by asking only yes or no questions. Go through the example questions first. Then put Ss into new pairs (A and B). Refer them to the relevant file at the back of the book for their information. Allow time for Ss to prepare and give help as needed. With a weaker class you could mime an action for the class to guess first, eliciting possible questions from Ss. Monitor and give help as needed. For feedback, elicit some of the questions asked. Ask Ss which mimes were easier to guess. Discuss the more difficult ones and expand the list of questions Ss could have asked. If a few mimes are parti.cularly good, you may want Ss to do them for the class. Ex 11 Go through the instructions with the class and e>tplain

how to score. You could demonstrate the activity with a stronger student first, starting with a true or false sentence of your own. Ss then work in pairs and take turns to make a statement and respond to each other. Monitor and givE~ help as needed. For feedback, elicit some of the sentences made and discuss how the activity went.

Homework suggestions • Ss write a short phone conversation between two people who are talking about where they are and what they are doing. Remind Ss to use the present continuous and other language from the lesson. Set a word limit of 80-100 words. • Ss write a paragraph about a typical day using a$ many have + noun combinations as they can. Set a word I imit of 100-'20 words.

Present continous or present simple?

Aims and objectives In this lesson Ss will: • discuss what they like and dislike about travellin9 by air • read an article about how air travel is changing • compare the use of the present simple and the present continuous • be introduced to and practise using language tCl describe trends • discuss present trends in travel and tourism • discuss what they usually do at work or at college and what they are currently involved in

Reading: Flying the skies Ex 1 Ask Ss what the photo shows and elicit other forms of air transport, e.g. helicopters, gliders and hot air ba/loons. Find out how often Ss travel by air. Ss then discuss in pairs what they like and dislike about travelling by plane. MonITtor and give help as needed. Begin feedback by making two columns on the board with the headings likes and dislikes, and adding an idea of your own to get the discussion going. Write Ss' ideas under the appropriate column and add any Yl;)U feel should be mentioned.

Ex 2 Ss work in pairs and check the meaning of the words given. Elicit the parts of speech for the words and check on pronunciation. Alternatively, if dictionaries are not IlMdily available or if developing dictionary skills is not a priority, simply find out if Ss already know any of these words, e.g. Whats the word for the money you have to pay when you take a plane, a train or a bus? (fare), So, when we take a plane we talk about airfares., etc.

oIotoo_1h&pOao 01 pIane_

Irw.t:,.,

put money in a bank or somettmg to get more money back later When you sWl it

Writing: An email to a friend

_ .PF......" . . . _ . . . . . chenceto

Ex 12 Explain to Ss that they are at an airport waiting for their

.. ..., . . ., . . poy;mc>MlDr~

fl ight and that they are going to email a friend. Elicit a s.uitable greeting and ending for emails and highlight the infomlation to include in the email. Ss either begin writing in class and fi nish it for homework or write their email for the next le'SSOn.

morder It

.~"'" "'" tIIat .....ation is ~"9

12 Getting away Ex 3 Ask Ss what changes they think are happening with air travel. Elicit ideas, writing them on the board. Pre-teach vocabulary, e .g. airiares, services, luggage, aisle seat, etc. Ss

then read the article to read about the changes. For feedback, ask how many changes they found but don't go through the answers yet.

Ex 4 Ss answer the questions on the text, comparing answers

with a partner before class feedback. Elicit answers, writing them on the board. For feedback. find out which change was the most surprising and

why.

1 PeqRk! biVeI by Ifjr for a lot Of different reasons. • Business people visit partners and custon"le{'S in many different countries. Tourists can discover. new countries and culfure£ 2 Airn.1'eJ are 9Qi.ng up again; introduction: of 'iI la carte pridng'; deciease in ;nternational !lusiness trave l; . increase in on)ifte booki.ng, etc. 3 Travellers chOose whictt servIces they want and pay for them. ...., 4 It (s good that people can Choose the services they want. BI)t it can also mea,., ~that people hllW tb pay more twice (first fO( the higher air fare,.then for any extra serv i~ .. "" . 5 Fewer business people are travelJing lntemationally, and' tjmse who do· ~ now travelling economy. rather tha n first 01 busine ss d ass.

Grammar: Present continuous or present simple ? Ex 5 Ask Ss to look back at the article on page 76 and go through the questions as a class. eliciting and checking answers.

Home w o rk s uggestions • Ss write ten sentences of their own using the present simple or present continuous. • Ss write two paragraphs: one descri bing what they like about travelling by air and the other, what they dislike. Set a word limit of 100-120 words.

Word focus: Present tre nds Ex 8 Ask Ss what a trend is and explain if necessary. Refer them to the text on page 76 again and elicit the missing words from the sentences as a class.

1 are going up

2 isfalting Ex 9 Ask Ss what other words mean the same as go up or

fall and ask them to complete the table, alone or in pairs. For feedback, check answers, asking which ones are verbs and which nouns. Go through the extra information, providing furthe r examples as needed and showing the changes using arrows. It may help to revise the past forms of the verbs as they will be needed in later exercises this lesson.

Speaking: What now? Ex 10 Check Ss understand the word foreign. They then work in pairs to complete the sentences and d iscuss present trends in their country. As Ss may not work in the tourist industry and be able to answer the questions with any certainty, encourage them to start each answer with I think .. . or I'm not sure, but I think . . TeH Ss that they are not expected to know the exact latest trends. For feedback, elicit ideas and discuss trends in the host country if different to their home country. Ex 11 Write the words describe and identify on the board

Ex 6 Ss complete the examples and rules using words from the text, comparing ideas with a partner before going through answers with the class. Elicit which tense is used in each sentence and why. When discussing the rules, add further examples as needed.

• are; booking

5 simple 6 contin uous

O pt io na l suggestion ; Refer Ss to page 146 of the Grammar refe rence and go through the information on the present simple and present continuous. Allow time for Ss to discuss the examples and any problems they may have. Ex 7 Remind Ss what a connecting flight is and refer them to the text. Ask what tense is used for the first two answers and why. Ss then complete the text using the correct verb forms. Get Ss to compare answers before class feedback. Check unde rstanding by eliciting which tense each answer is in and why. Weaker Ss could work in pairs throughout.

1 is waitit)g 2 travels:

6 hasto $ 7 is"~~ • 'S OS) wa~ .,(

l'~'

3 enjoys: ., ". tsn't (15 not) having 9 'g (IS) sitting . IO..:;, S ..iH .. ' :,:~::",_ _ _ _ _ , :1:0 's (.s) enquiring

Optio na l activity: If you wish to give Ss freer (speaking) practise at this point (i.e. before moving on to trends), get Ss to do Ex 12 now.

and elicit definitions with the help of a dictionary. Explain that Ss wilt now look at some g ra phs on air travel trends and take tums describing and identifying them. Put Ss into pairs (A and B). Refer Ss to the relevant page for their information. Allow Ss time to prepare and ask them to make notes during the activity. Remind Ss that Student A starts and to label the graphs in the order they are given. Monitor throughout and give help as needed. For feedback, elicit some of the trends, writing suggested sentences on the board and discussing the language used. With a weaker class, it may help to prepare a page of sentences for each graph with gaps for Ss to complete. Student/(,

A 7 BS ' C6 D 5

SIudoni B: -, E3 F4 G l

, <

Ex 12 Put Ss into twos or threes to discuss the questions. Monitor, checking they are using the appropriate tenses. For feedback, ask Ss to tell the class something about their partner or another S in their group. Elicit sentences on the board and correct as needed. Use this as a further opportunity to check Ss understand when to use the present simple or present continuous and to praise good language use. TA LKING PO INT

Ss discuss the question in pairs or threes before opening up the discussion to the class. Include information on the host country if different to Ss' own country.

l ; ; ; ; ; ; ;

12 Getting away Homework sugge!;tion Ss look at the graphs their partner described in Ex 11 and write five sentences to describe the change occurring in each one.

C Commu nication strategies Whatd o you call it? Aims and objec:tives In this lesson Ss will;

• discuss how to paraphrase when they don't remember a

word or name • listen to conversations in which people talk about something without naming it

• look at expressions and explanations to help you when you don't know a word Of name • practise conversations using these expressions and explanations

Culture and lalnguage Repairing

strate!~ies

At elementary level Ss often struggle to find the right word. This lesson gives the Ss strategies for when they

don't know a word or can't remember a word in English . They are taught how they can still remain fluent in the

conversation despite not knowing a particular word by using paraphrasing language.

Listening: Do you know what I mean? Ex 1 Tell Ss that this lesson focuses on the strategies used when we don't remember the name or word for something. Go through the questi·ons with the class and then put them in pairs to discuss thenr'!. During feedback, elicit the strategies Ss use in their own lan~guage and find out what they do in English.

Ex 2 )>> 2.15 Ask Ss t() listen to the four conversations and look at the photos. After each conversation, stop the recording and ask Ss to identify the photo being described. Ask them to try and remember the name of thing with their partner before checking with the class. Write new vocabulary on the board as needed, e.g. a boarding pass, a carousel, a baggage trolley and a departurE1$ board. Ss listen to four conversations a final time and number the items in the order they hear them. Allow Ss time to compare their answers in pairs before class feedbad"

'C-lEJ

2 B - • ca""",", 30-.

, ,

'A ~a~

Track 2.15: 12C, Page 78, Exercises 2 a nd 3 Conversation 1 A: This suitcase is too heavy. J need one of those little cars .. . erm ... what do you ccllI them? B: Do you mean a ba9gage trolley? Hold on, I'll get you one. A: Oh, thanks!

Conversation 2 A: How was your flight? B: The flight was OK, thanks. But then I had to wait a long time for my lugga~le. A: VVhy was that? B: Well, there wern a lot of delays. So there were dozens of people around . .. erm ,.. you know, the thing that goes round and round with all the luggage. A: Oh, I know. You mean the carousel. B: Yeah. So there were dozens of people around the carousel, pushing and shouting, and then this big guy came along .. •

Conversation 3 A: VVhat a terrible airport! B: Yeah. Just like ours back home. A: No information anywhere. Where's that thing where you' can read all the times and flight numbers and destinations? B: Do you mean the departures board? Well, there's one over there. Let's go and have a look. A : Oh nol It's not working! Conversation 4 A: Excuse me. B: Yes? A: I'm afraid I can't find my ... e rm .,. you know, that piece of paper I need to gert on the plane. VVhat do you call it? B: You mean your boarding pass. A: That's right, yes. I can't find my boarding pass. YVhat should I do? B: Well, I'm afraid you have to go back to the check-in desk. Ex 3 )>> Ss read through the sentences before listening to the conversations again and completing the gaps, Encourage Ss to check answers in pairs, before going through them with the class. Check the meaning of dozen and draw their attention to the different ways of asking and responding when we don't know or remember something's name.

,200

4 know 5 1I>ing

Ex 4 Ss match the words with the explanations. They then use a dictionary to check. their answers, working alone or in pairs. For feedback, elicit the answers and check pronunciation of the words given and elicit the ending sound in jet-lagged. If appropriate, draw their attention to the difference between British English and American English. explaining that baggage claim is more comlT'lon in American English. 1 d 2 e 3f

•

a S e!'

, li

Ex 5 Pre-teach any potentially new vocabulary, e.g. seat belt, uniform, limit and the expression I'm afraid so. Ss complete the conversation using words from the last two exercises, either alone or in pairs. Monitor and give help as needed. For feedback, elicit thE! answers, writing them on the board.

1 mean; «· 2 v.I!ot <ash

4 W1O!: _

6 call; '"'-"

!"'1"ne ,.~_

Po99i19"

12 Getting away Speaking: I can't re member the word Ex 6 Ss now practise the Conversations from

Ex 5 in pairs,

taking tums to be A and B. Monitor and give help with pronunciation and intonation, Ex 7 Explain to Ss that they will now expand on one of the conversations from Ex 5, but they will change something about it, e,g. a number, place name, etc, Allow time for Ss,

in pairs, to choose a conversation, make their change and practise their new conversatiOl'l. For feedback, get pairs to roleplay their conversations to the class. Ask the class if they can identify what is different. Variations: This exercise does not have to be a simple

Reading: Not only sea, sun and sand Ex 1 Introduce the lesson by saying that many travel companies today offer new types of holidays for people with special interests. Refer them to the photos. Ask what type of holiday is the most interesting and what people on such a holiday do. Ss then look at the words in the box and match them to the photos. Elicit answers from the class, checking on pronunciation and ask which destinations might be poPJlar for each type of tourism. You might want to add that Wikipedia has interesting information on this topic and suggest they key 'types of tourism' into its search engine and read what it says. You could set related homework based on the information given.

reading aloud exercise. Ss could instead:

1 practise standing up as if in a real conversation

A medical tourism

2 take on a different role or feeling to add a d rama element,

B gastrotourism C advenJ.ure tourism

e.g. Student As speaking as if there are very tired I a football commentator / afraid of something, etc. Student Bs could talk as if they were very impatient / bored I very loud, etc. 3 Ss mustn't look at the text whilst speaking and have to rehearse their lines silently to memorize them. Finally, they should make eye contact with their partner while doing their role play. 4 any combination of the above.

o ecotourism Ex 2 Ss work in pairs and check on the meaning of the words given. Set a time limit before eliciting explanations from the class. Check on parts of speech and pronunciation. Altematively, simply find out which words Ss already know, e.g. Vv"hat's the word in English for the main office of a company?, My company gives jobs to 500 people. What's the word in English that means 'to give someone a job'?, etc. ~

Homework suggestion Ss write a short conversation (they choose the place / situation) between two people, using the phrases introduced in this lesson and forgetting as many words or names as possible. Set a word limit of 100-120 words and encourage them to use their imagination. In a subsequent class give them time to practise their conversations before roleplaying them for the class.

determined to· be more succ.e5Sfu1 than , ~ the Place where the people controlHng an orgahizatio!l wortt. to employ. to pay someone to work for you to ~: to make something start to be used fo r ~e first tirnt. to . ~ t.b . e someone Somethln they need

Photocoplable notes 12 2 (page 114) What do you call It? (Mat ching / Conversation bUilding page 1 35)

Ex 3 Tell Ss they are going to read about a travel company called Blue Star Travel Group and ask them to find the two types of holiday they offer. Ss find the answers and compare with a partner before checking as a class. Discuss any questions ariSing from the answers or any new vocabulary. Ss may need an e xplanation as to why ecotour;sm is an answer (it links to the love of nature).

D Interaction Company

oth", people

presentation Aims and objectives In this lesson Ss will: • discuss different types of tourism • read a leaflet about a travel company • listen to the chief executive officer (CEO) talk about their travel company • role play an interview for a business magazine as the CEO of a travel company • discuss a variety of travel companies and which they would prefer to travel with Refer Ss to the Reminder box and d raw attention to the language that the lesson will focus on. Check Ss can use this language by looking at page 146 of the Grammar reference and at previous lessons of the unit.

Ex 4 Remind Ss what headquarters means before asking them to make questions from the cues g iven. With a weaker class do this as a class. Ss then work. in pairs, taking turns to ask their partner the questions. Encourage Ss to note the answers given. Monitor and give help as needed. For feedback, ask each 5 to tell the class something about their partner.

1 When did the cot'nf*'Y start? 2 Where are its headquarters? 3 Howmanypeopledoes~~? . ' What proddcts and ~ does it provide? 5 Is it iotroducing any new products this ye¥? 6 Whatare the trends in $ales. and in the number of custorni!N'S? ,0

12 Getting away

; listening: Company profile

; ;

Ex 5 >>> 2.16 Explain to Ss they will now hear the CEO (chief ellecutive officer) of a travel company called Heritage Travel, being interviewed. Refer them to the information and give them time to read through it so they know what information they need to listen for. Play the recording. Ss then compare answers in pairs. For feedback, elicit answers, writing them on

the board and ask what a cruise is. Discuss where the places mentioned are and any new vocabulary. If time, find out which

places Ss have been to and which one is the best for a holiday

(and why).

6_ 7 _IS "osIiO)'

• They .... both "-"""9.

Track 2.16: 12D, Page 79, Exercise 5 I = Interviewer, L .. layla I: Good morning, Ms Ajram, and thank you for being with us in our Travel Weekly programme. So, you are the Chief Executive Officer of Heritage Travel, an extremely successful travel company that is now attracting customers from all over the world. When d id the company start? L: Heritage Travel began in 2004. We had some difficult years, but things are better now. I: And where is your main office? L: Our headquarters are in Cyprus. And we have offices aU over the Middle East: in Cairo, Damascus, Amman, and in Beirut of course.

• • •

I: How many people do you employ? L: At the moment we have 47 staff, but we are getting bigger. I: What products and services does Heritage Travel provide? L: Well, we provide all the traditional fami ly and cultural tours and holidays, as well as cruises. But this year we're also introducing la carte holidays for students and teachers of History and Architecture.

I: Mm. That's very interesting. And what are the trends in sales and in the number of customers?

• •

•

.. • ..[L

L: It's all looking really good. Both are increasing. Slowly maybe, but definitely increasing.

Speaking: Tell me about your company Ex 6 Tell Ss they will now take turns to interview the CEO of a travel company. Put them into pairs lA and B). Explain that there are two interviews for two different companies. Go through the instructions and rem ind Ss that in the first interview Student A is the CEO and Student 8 is the interviewer. Refer Ss to the relevant file at the back of the book. Allow time for Ss to read through the information and prepare. With a weaker c:lass, Ss could prepare for each interview in pairs of As (or 8s). Remind Ss of the work they did in Ex 4, putting words in order to make questions, and explain that these are the questions they will be using here. Help, as needed and check the interviewer's questions before the interview. Monitor and make notes of any points to mention during feedback. For the second interview, Ss change roles . Refer Ss to their relevant files at the back of the book. After the interviews, bring the class together and discuss how the interviews went. Elicit some of the questions asked and what Ss found difficult.

Ex 1 Tell Ss they have won a holiday and ask them to discuss in pairs (or as a class), which company's holiday they prefer and why. Feedback by eliciting their choices and reasons. Find out if Ss have ever won a free holiday (or know someone Who has).

Homework suggestion Ss write a leaflet to advertise your travel company, using as an exampe. Set a word limit of 130-150 words.

Ex 3

Money matters M : Great. Thanks. Right, the first question is: how do you usually pay for things at the moment? a) cash, b) credit card or c) cheque?

A will for predictions Aims and objectives

A : I usually pay cash.

In this lesson Ss will: • discuss ways people pay for things

M : OK. And how do you think we'll pay for things in ten years time? Will we a) use cash and credit cards, b) use internet banking, or cl we won 't use money?

• listen to a market researcher asking questions • take turns to ask and answer questions from the questionnaire • be introduced to and practise using will future for making predictions

A : Hmm. cl. I don't think we'll use money in ten years' time. There'l! be some new technology by then and we won't use cash. M : Hm. Interesting. OK, question 3. VVhat do you think you'll spend most money on next year? aj"holidays and travel, b) house and car or cl food and clothes?

• expand their vocabulary on money • create and use a short questionnaire for a market research company • discuss how to save money

A: I want to move to a bigger house, so it'll be b}. M : And question 4. Do you think the cast of living will a) go up, or bl go down or cl stay the same?

Listening: The future of money

A: By cost of living, you mean what I spend on food shopping, electricity bills and petrol. that sort of thing?

Ex 1 Find out how Ss prefer to pay for their shopping and

why. Then discuss the question with the class and write new vocabulary on the board.

M: Yes, that's it. Just the normal things you spen9 money on every week.

Ex 2 )>> 2.17 Check Ss understand what a market researcher

A: I think it'll stay the same so cl.

is and then explain that they will listen to a market researcher

M : Right. Question S. This is about salary. Do you think most

asking people on the street questions about money. With a weaker class, you could check the audio script for language to pre-teach. For the first listening, Ss complete the questions in

people's salary w ill a) increase, b) decrease or cl stay the same?

A : In what, the next year? M : The next two years.

the sUlvey and for the second, they tick the answers they hear. Allow Ss time to compare ideas in pairs before class feedback. Ask which answers they found the most surprising.

A: Well, salaries won't go down. Hmm . Stay the same? No, al. I think they'll go up. M : That's a very positive answer. I hope you're right. Thanks

~:i:".-

1 pay

b credit cald c cheque

very much for answering the questions.

' :/ '11 blntem8t c won't

A: No problem.

spend

Ex .3 Ss complete the survey and then work in pairs, taking turns to ask and answer each other's questions. Encourage Ss to note down their answers. Monitor and give help as needed . For feedback, discuss answers and widen the discussion to indude other possible ones.

b "..". .. living

'. up b down c same 5

sala!)' • increase

Track

•

b ~ase

Grammar: will for predictions

2.17: 13A, Page 82, Exercise 2

Q.(.tC\.I.v ) ~ ~ F.~t/ M : Excuse me, I'm from Voxcom, it's a market Yesearclot'

M ... Market researcher, A .. Alec

company. Do you have time to answeialew questions about money?

..I

Ex 4 Ask Ss to underline examples of will or won't in the survey and to complete the rules in the table. Check answers and give additional examples as needed. You could drill the examples given to check on the pronunciation of the contracted fOlTlls.

A: Erm, will it take long? M : No, there are only five questions. I'll be really quick. A : OK, then.

Won't 4 beg inning I start

•

, (

13 Money matters Optiona l suggestion : Refer Ss to page 151 of the Grammar reference and go through the information on the modal

verb will. Allow time for Ss to discuss the examples and any problems they may have. Ex 5 Ss complete the sentences, using dictionaries to check any new words. Encourage them to compare answers with a partner before class feedback and ask the class if they agree with the statements or not (and why).

4 WO! 5 'll pey 6 ..11

1 won't 2 '11 . . 3 '11

Ex 6 Refer Ss to the box and construct a couple of questions with them, writing them on the board. Ss could wrrte their own questions before working in pairs to ask and questions. Alternatively, with a strong class, ask Ss to work in pairs to form and ask each other the questions from the start.

Homework suggestion Ss write ten predictions of their own, using will for predictions (+ 1-1.

Ex 7 ») 2.18 Tell Ss they will now hear people using will in contracted forms. Ask them to underline the word they hear.

Explain that the contracted sound is very soft. You could pause the re<:ording after each sentence and elicit the word. Play a second time if necessary. If time, ask Ss to discuss their own answers to the questions. 1 YII

Ex 9 Ss complete the sentences, checking answers with a partner before class feedback. Ask Ss to then practise the conversations, taking turns to roleplay parts A and B. Monitor :;;._ _.,..__ and check pronunciat:;on

.....

1 investment

,.z _09

.. savings

I loan

Speaking: Spending or investi ng? Ex 10 Explain to Ss that they now work for a market research company and that they will be asking people about how they win spend and invest their money in the future. Ss work in pairs to write their six questions for a sUJvey. Remind them to refer to the questions used before as examples. Monitor and help as needed. Ex 11 Ss join another pair and then take turns to ask and answer their questions, noting the answers given. Monitor as before. For feedback, elicit some examples of questions asked and discuss what Ss found out. TALKI NG POINT Start by saying if you are good at saving money and how you save, then ask Ss if they are good at saving, too. Ss then come up as different ways to save money. During feedback, compile a list of ideas on the board and discuss which are the best ways.

-:- • I

2 rll

• Wo1I

Homework suggest ion Ss write about the best ways to save money. Set a word limit of 100-120 words.

Track 2.18: 13A, Page 83, Exercise 7 1

I think I'll buy a house in the next fIVe years. 2

I'll buy my clothes online with a credit card. 3 I listen to the financial news on the radio. 4

We'll spend all our money on restaurants.

Word focus: Money Ex 8 Ask Ss to look at the column headings in the table and the example given. Make sure Ss understand the meaning of the words given. If helpful, elicit sentences using each of the words, writing them on the board. Ss then work alone or in pairs to complete the missing words, using a dictionary. Copy the table on the board whilst Ss do the exercise and complete the missing information during class feedback. Discuss any language questions and check on pronunciation as required.

- .......---. 4g ban!< , lII!Il 2 invett

3 lead

4111X 5_

First conditional

Aims and objectives In this lesson Ss will: • discuss how to make money quickly • read about how to stay safe on the internet • look at the use of lend and borrow • listen to a radio advertisement • be introduced to and practise using the first conditional • discuss products banks offer to new customers • write a radio advertisement

Reading: Get rich q uick l Ex 1 Go through the three ways to make money with the dass and discuss which are good ideas and why/why not. Ask Ss what they think might happen in each situation. Ex 2 Refer Ss to the fact sheet and tell them that it explains how to be careful when using the internet. Ask Ss to complete the information in the fact sheet. Tell them not to worry about the words in italics at this stage. Remind Ss to think about the type of word missing in each space [I.e. verb, noun, etc.). Monitor and give help as needed. Encourage Ss to compare answers in pairs before class feedback. ~"9>

~ dongerous

toll , 8 cNoge , 9

• omO;i 4 ban!<

""-

.....,

•

13 Money matters Ex 6 Write I think

... on the board and introduce the exef'Cise by asking the dass the first question. Elicit ideils and encourage Ss to use I think ... Respond by agreeing or disagreeing. Pre-teach any new language. Ss then work in pairs, taking wrns to give and respond to opinions. Check usage of the appropriate phrases. FOf feedback, elicit ideas and encourage debate through polite disagreement of ideas.

Homework sugg estions • Ss write a paragraph giving their opinion on shopping online, describing what they like to buy online and saying what is goOO or bad about shopping online. Set a word limit of 100-120 words. • Ss write their answers to four of the eight questions .given in Ex 6. Encourage them to give reasons and to write a few statements using phrases of disagreement, too. Photocoplable notes 13 2 (page 114) Agreell'lg and disagreeing (Card actIVIty page 137)

D Interaction Investing money Aims and objectives In • • • •

this lesson Ss will : listen to companies trying to attract investors complete notes on key information fOf each company do a roleplay where they decide how to invest their money write an email to a colleague about their investment plans

Refer Ss to the Reminder box and draw attention to trn! language that the lesson will focus on. Check Ss can use this language by looking at pages 151 and 153 of the Grammar reference and at previous lessons of the unit.

Listening: The best investment Ex 1 Explain to Ss that this lesson will focus on making a good

investment and check Ss understand what an investment is. look at the products in the box, asking Ss what they think are good to invest in and why/why not. Discuss ideas as a dass, writing useful language on the board. Ex 2 )>> 2.21 Ss listen to two people talking about their companies and decide which picture goes with which company. Ss compare answers in pairs before checking as a class.

TG 8ec:trofJics - B DiarieS TraveI- A

Speaker 2 Hi, we're Blane'S Travel and we are based in Sydney, Australia . We have 150 people who WO(\c fOf the company. We are a small airline and we fly to Europe, Asia and Africa. Our small planes are perfect fOf people who like luxury and spend a lot of money on business travel and holidays. If profits go up, our investors will get 15 percent interest fOf an investment of $50,000. Investment less than $50,000 will get 10 per cent. If profits go down, all our investOf'S will get four per cent interest. We'd really like you to invest in our company! Ex 3 )~ Ask Ss to look at the tables and complete as much as they can before they listen to the recording again. Once again remind Ss to consider the type of information or word which is missing. After listening Ss compare answers in pairs before class feedback .

TG Elodo . ..1cs Based fn,: J apan Number of employees: 40 They make, _Ifot indUstry) Investots will get:: 20% for. $50,000 Investment and 12% for less than S5O.OOO

Based in: Sydney, Australia Number of et:JlPIoyees: 1SO 'They are: airline company InvestOrs will get: 15% for a SSOrOOO investme,,(and 10'Jr. fod... then SSO,OOO

Speaking: Saying wha t will happen Ex 4 Tell Ss they have $50,000 to invest and elicit the meaning of predicted profrts and advantages. Put Ss into pairs (A and B). Refer Ss to the relevant file at the back of the book. Ss read about their company and take tums to tell their partner about it. Remind them not to show their partner their information and help with language as needed.

Ex 5 Ss now decide on how to invest their money. Explain they can invest in both companies but need to reach an agreement with their partner. Encourage Ss to use some of the expressions given when d iscussing their plan, and to make notes on their decisions. Monitor and help as needed. For feedback, find out who Ss wilt invest in and why, writing sentences using the key phrases on the board.

Homework suggestion Ss write up their investment plans as discussed in Ex 5. Set a word limit of 1~150 words.

Writing: Saying what you will do Ex 6 Explain to Ss they win nt:NJ be writing an email to a colleague desoibing their investment plans. Discuss as a dass

Track 2.21 : 130 , Page 87, Exercises 2 and 3 Speaker 1 Hello, we are TG Electronics. TG Electronics is a small company based in Japan and we have 40 employees. We make robots for industry. We believe that in the fuwre more companies will use robots to do jobs such as cleaning, and they will be used in the home, too. If profits go up, our investors will get 20 per cent interest for a 550,CKlO investment. Investments less than 5S0,0Cl0 will get 12 per cent inter,est. If profits go down. investors will get 0 per cent interest. We hope you will invest in our company.

how best to begin and end the emai1. and other aspects which are important (organization, register; additional information, etc.). Ss then write their emails, alone or in pairs. Monitor and give help as needed. Depending on time, this could be completed for homework. In a subsequent lesson Ss could read each other's emails, making suggestions on any possible ways to improve them.

Homework sugg est ion Ss write a paragraph describing their own company4 (followfng the examples set in the audio scripts). Set a word limit of 120-1 SO words,

Teamwor:k A Future plans: going to Aims and objectives In this lesson Ss will: • discuss the activities they prefer doing alone and with others • read about how meerlc:ats use teamwork to.survive •

listen to an interview with a management consultant

researching meel'kat behaviour • be introduced to and practise using going to futun3 • read feedback on a member of staff and discuss how best to help him become a better employee • discuss their role within teams and what they lik.e most

Word focus: Working in a team Ex 1 Ask what the heading 'teamwork' means and ch,eck Ss understand housework and relatives. Go through the instructions with the class and give Ss time to complete their answers.

Ex 2 Ss work in pairs to discuss their answers to Ex 1. Monitor and give help with language and ideas as needed. For feedback, discuss the various activities with the class. ,Ask Ss which ones are better done alone or with other pe()ple, and why. Add in your own preferences and elicit somE~ other activities from the Ss, and their reasons why.

Ex 3 Read through the instructions and explain that tlhe sentences are the definitions for the words in the box. Ask Ss to complete the sentences using these words. Allow time for Ss to compare answers with a partner. During feedback, check on the pronunciation of the new words and elicit the parts of speech (verb, noun, etc.).

• comglU.nicate (ve§b) b cooperate (verb) .

<eI_~

d ...latlonsh;ps fpIuql countable_I • learn (yefb\

Reading: One for all Ex 4 Ask. Ss to look. at the photos on page 88 and elicit what they show and what the meerkats are doing. Either pre-teach new vocabulaf\i tram the text, such as animals, creatures, scorpion, etc. or deal with vocabulary questions. as. S~ read the text. Ss order the qualities, comparing answers In pan's before class feedback..

Ex 5 Ss answer the questions, alone or in pairs. OIJring

feedback, expand the discussion by asking less text-based questions, such as lAlnich animals are team player.i and which are not?

Listening: Learning from animals Ex 6 ») 2.22 Tell Ss they will listen to an intervic-..... with Otylia Jaoosz and explain who she is and why she is going to South Africa. Allow time for Ss to read the statements before they listen to the interview. Encourage them to compare ideas in pairs before dass feedback. Ask Ss to explain why the answers are correct or not.

Track 2.22: 14A, Page 89, Exercises 6 and 7 I ., interviewer, 0 -' Otytia Janosz I: So, Ms Janosz, what are you going to do in South Africa? 0 : Well, as you know, I'm interested in how some animals work in teams. I believe people can leam a lot from animals - not only people, but organizations, too. So I'm going to work as a volunteer on the Kalahari Meerkat Project. I; Does that mean meerkats make good teams? 0 : Exactly. I think they are the best team players in the animal world! I'm going to take a lot of photos, shoot a film, and study how they communicate. I: That's very interesting. Are meencats friendly animals? 0 : Yes, they are very friendly. But I'm not going tCl bring one back to Europe! I: Wny not? 0 : They are friendly, but they are not pets. They are only happy when they are together in a large group in their natural environment.

Grammar: Future plans: going to

1 l"»

Ex. Tell Ss they are going to listen to the inN!rview again. Refer them to the examples and rules for the going to future. Then play the recording a second time for Ss to complete the examples. Allow Ss time to compare answers bElfure checking them as a class. Give extra examples as needed and draw Ss' attention to how to form short answ_ ,;;;e~"~· _ _.,r_'~_""" '\ ~

'", goingto~ 2 ~"~ 3 _~;do

14 Te<ilmwork Optional suggestion: Refer Ss to page 1SO of the Gr.~mmar reference and go through the information on going to. Allow time for Ss to discuss the examples and any problems they may have. Ex 8 Refer Ss to the article and explain that Otylia appeared in

a business magazine after the interview. Ask Ss to complete it using the words given, woricing alone or in pairs. For feedback, elicit answers and check on the meaning of seminar, attend, survive, etc.

~~~--~~--~~ 6 __ gaiogto 7 ;. notgoing to

TALKING POINT Ss discuss the questions in threes or fours before opening up the discussion to the dass. Compile a list of different types of teams Ss are involved in and find out what they like about them. Indude your own answers, too.

Homework suggestions • Ss write about the activities they prefer doing alone and in teams, g iving reasons. Set a won::Ilimit of 100-120 words. • Ss write about teams they are part of and what they like and dislike about them. Set a word limit of 100-120 words.

B to or -ing Homework suggestion Ss write 6-10 sentences of their own, using the going I~O future (+, - and? forms) to talk about plans and intentions.

Speaking: Dream teams? Ex 9 Put Ss in groups of two or three and refer them to the list of qualities of a team player in Ex 3. Ask Ss to discuss other qualities or activities relating to team players and to expand the list. Monitor and give help as needed. For feedback, elicit ideas, writing them on the board. Acki any other ideas which may be useful. Ex 10 Explain to Ss that a company has asked its staff to complete an online feedback fClml about their colleagues to prepare for a team-building course. Tell them that they are going to read feedback about one member of the staff, Dave Self, and that they will then discuss how he can become a better team player. Put Ss into pairs or threes and revise the use of should, have to and need to, reminding Ss to use these structures when discussing their ideas. Monitor and give help as needed. For feedback, elicit ideas, writing them 00 the board and discussing the reasons behind each suggestion. Altematively, you may wish to elicit what Dave a) should do, b) needs to do and c) has to do (and why). Ex 11 Tell Ss that Dave has now finished the course and wants to become an excellent team player. Ask Ss to work in twos or threes and to imagine they are him. Explain they should read the feedback again and decide what they are going to do or not going to do. Look at the first comment and the related examples as a dass, checking Ss understand what to do. Ask Ss to write down their ideas and monitor throughout, giving help as needed. For feedback, elicit suggestioos, noting them on the board. Add furthel- ideas if useful and disruss which suggestions might be easier to follow. Optional activity: Ask Ss to think about aspects they woold like to improve about themselves. Ask them to write b-8 sentences saying what they are going to do or not going to do, discussing their ideas in small groups before class feedback. Alternatively, ask Ss what they find difficult about leaming English and what they should practise more. As a class., elicit ideas and get them to make I'm going to ... statements incorporating good ways to improve their English in their free time, e.g. I'm going to listen to the radio for 20 m.inutes a day. I'm going to join the local library and borrow a book. I'm going to buy a local newspaper.. etc. This could also be set as homework.

Aims and objectives In this lesson Ss will: • practise talking about sports collocating with pl.ay, go and do • discuss activities they enjoy • listen to people talking about sports and activities • be introduced to and practise using to and -ing fonns • talk about sport • d iscuss why sport may be a good team-building activity

Word focus: play, go or do? Ex 1 Tell Ss this lesson focuses on the verbs play. go and do in relation to sports and activities. Discuss with the dass the sports Ss p lay and I or watch. Ex 2 Ss match the words to the photos and then. in pairs. d iscuss which are played in teams, adding two more ideas of their own. Feedback by eliciting ideas and comp iling a list on the board of team sports and further activities or sports, e.g. climbing, squash, skating, gymnastics, etc.

1 G 2F 3H 4A 5J 6K

III

,"",,=~r:=-.

13J ,4N

Ex 3 Explain that tho verbs play, go and do are often used with sports and activities. Discuss the examples and complete the rules with the class. Provide additional examplE~ as needed.

, pia.

290 3do Ex 4 Refer Ss bade to the activities in Ex 2 and ask them to decide which verb to use fQ( each one. Then ask them to compare answers with a partner. For feedback, write the sports under the appropriate verb heading and discuss which verb is used with the additional sports and activities given in Ex 2.

P/Ir. b 1. _, Ciid.t. "'¥oil

I, golf,

9O'joggIng. ......mg,skting, "';mm'''!! do: ' . martial a""",'' r",,,_

Ex 5 Put Ss into pairs and ask them to take tums t() ask and answer questions about different spons and activit ies. Refer them to the example questions and revise any u5e'fullanguage from previous lessons. Monitor throoghout the acti~ty and give help as needed. For feedback, ask Ss to teU the class something they found out about their partner.

14 Teamwork Homework suggestion Ss write up their questions and their partner's answers from Eo< 5.

Listening: Playing and watching sport Ex 6

)>> 2.23 Tell

Ss are going to will listen to two

conversations and to decide which speaker isn't on holiday. Play the recording and elicit their answer.

The spUkers in Conversation 1 arenrton .hoI~ - one is a waiter and the other is-on a business trip. Track 2.23: 148, Page 91, Exercises 6 and 7 Conversation 1 C - Customer, W - Waiter,

Fe -

Football commentator

C: Hi. Can I have an orange juice, please.

S: Sure, here you are. That's €2. Thanks. C: Who are playing?

B: Spain and Scotland. C: Oh. Who's winning?

B: Spain. C: Ah. What's the score? B: 3-2 to Spain at the moment.

C: Uhuh. So, who do you think is going to win?

B: Spain. Scotland's going to lose.

Fe: And it's a draw! Spain 3-Scotland 3 . B: Oh, no! So are you here on holiday? C: No, on business. I'm going home tomorrow. By the way, do you have a phone in here? My mobile isn't working and I need to phone the office. C: Sure. Go out the door and turn right and there's a public phone opposite reception.

A: Great, thanks. Conversation 2

A: Hello. Are you here on holiday? B: Yes, the sports facilities are very good here. A:

Do you

like sport?

1 ",n

1 holiday

2 here you are 3 playing 4 Scotland 5 winning ' , 6

2 'PO'" 3 like

.,,,,,,,

7 ";n 8 I"",

..,

,.,

• play

5 tennis 6 have 7 Book

Photocoplable notes 14.1 (page 115) Sports talk (Roleplay page 138)

Grammar: to or -;ng? Ex 8 Refer Ss to the table and ask them first to match the sentences to either the verb + -ing pattern or verb + to + base form. Discuss answers as a class, providing more examples if required. Then elicit which patterns follow the words in bold. With a stronger class, let Ss work through the examples and patterns alone or in pairs, before discussing them as a class. Alternatively, work through the whole exercise with the class, giving extra examples as needed. Draw attention to the additional point in the alert box and ask Ss which form they prefer.

1 I need to call the office. - b I enjoy' playing ten!]is. -:- a , 21 ~2a3b4a

Optional su ggestion: Refer Ss to page 158 of the Grammar reference and go through the information on the use of to -base form or -ing form. Allow time for Ss to discuss the examples and any problems they may have. Ex 9 Ss complete the sentences, checking their ideas with a partner before going through them as a class. Suggest Ss draw a two-columned table with the headings to and -ing and start compiling a list of verbs following the two patterns that they can add to as they come across more examples.

110 90

2 le.ming 3 to ay

5 todo

talking

6 working

B: Oh, yes. A: 'vVhat sports do you play?

Homework suggestion

B: I enjoy playing tennis. Do you play?

Ss write ten sentences of their own using verbs following to or -ing patterns. Alternatively, they write 8--10 questions using these verbs patterns.

A: Yes, I do. Perhaps we can have a game? B: That's a good idea. Actually, I want to arrange a game tomorrow morning. Would you like to play? A: Yeah, that's fine for me. I'm going to the reception now and I can book it. Ex 7 )~ Explain to Ss that they will listen to the conversations again. Ask them to complete the sentences as they listen, using the words given in the box. Remind them to think about the type of word needed for each gap, and tell them not to worry about any new language at this stage. After listening, Ss compare answers in pairs befOfe class feedback. Alternatively, Ss complete as many of the answers as possible from memory and listen to the conversations to check their answers. Discuss any new vocabulary and if time, get Ss t o role play the conversations.

Speaking: Tal king about sport Ex 10 Go through the situation and refer Ss to the two photos. Put Ss into pairs (A and B). Tell them that for Conversation 1 Student A chooses the photo and starts the conversation by asking about the game, and Student B answers their questions and keeps the conversation going. For Conversation 2, Ss swap roles. Before starting, revise any language which will help Ss maintain a conversation. With a weaker class Student As (and Bs) could prepare this in pairs. During the conversations, monitor and give help as needed. Feedback by finding out which Ss were better at maintaining a conversation and discuss effective techniques to do this (e.g. giving detailed answers and asking questions). If time, use additional photos to provide further practice. •

14 Teamwork TALKING POINT Ss discuss the question in threes or fours befOfe openin~~ up the discussion to the class. Elicit opinions and encourag'~ Ss to justify their answers. Feedback by asking Ss to decide which sports are the best for encouraging teamwork and why.

Conversations 1 a 2 On Corwemtion 3/ the woman :;ound s sympathetic, but doesn't really m~ke the man feel better.) Track 2.24: 14C, Page 92, Exe rcise 3, 4 and 5

Homework suggestions • Ss write a conversation between two people using language from this lesson. Set a word limit of 100-130 words and ask Ss to roleplay the conversations in a subsequerlt lesson. • Ss write a short article for a business magazine explaining which sports are good for team building and why. Set a word limit of 100-120 words.

Conve rsation 1 A: There's a problem with my computer.

S: Oh, I'm sorry to hear that. A: I need to finish this report for the finance meetin'g. What am I going to do? S: It's going to be OK. You can use my computer. A: Can I? Thanks very much. Conversation 2

(

Communication strategi Making it better

Aims and objectives In this lesson Ss will: • talk about an occasion when something went wrong and what made them feel better • listen to people talking about problems • be introduced to phrases to talk about problems and to respond with sympathy and understanding • practise describing and responding to problems

Culture and language Making it b e tte r When there is a problem, we not only want to get the p roblem solved but we like to have some understanding for the situation, i.e. we need sympathy from those we tell about the problem. In this unit Ss focus on sympathetic responses to a series of problems or issues. The responding speaker shows empathy and understanding through such expressions as I'm sorry. It's 90in9 to be fine. Don't worry., etc. Responding in this way keeps the channels of communication open arid creates an atmosphere for effective communication and possibly finding a solution to a problem together. Ss learn such expressions of cooperation as We can /cfOk together. You can use my computer.

Listening: When things go wrong Ex 1 Tell Ss that this lesson focuses on making people feel better when there is a problem. Refer Ss to the photos and ask them to think of situations when something went wren!:1 and discuss what other people said and if that helped them feel better. You could also discuss what they think the people in the photos are saying. Write any useful expressions that: come up on the board and brieRy elicit other ways people can make things better. Ex 2 Explain to the dass that you have arrived late to work because of car problems and called your boss to tell hirnlher. You now arrive at the office. Ss discuss their boss's reaction in pairs, deciding which ones would make them feel better or worse. For feedback, Ss discuss their answers. Ex 3 )>> 2 .24 Tell Ss they will hear three conversations and should decide in which conversations the person feels better after talking. Play the recording and then elicit the answers.

A: I lost the address of our new customer. I can't find it anywhere.

S: Oh, really? A: Yeah. Now you can't contact her. Sorry. S: Don't worry. We can look together.

A: Oh. thank you. Conversation 3 A: I didn't get the job in the Mar*:eting department .

S: Oh, really? A: Yeah, and I really wanted that job. S: I know. Ex 4 )>> Refer Ss to the table and highlight the two sets of language, asking Ss to complete the sentences as they listen to Conversations 1 and 2 again. Alternatively, Ss guess the answers and listen to check. During feedback, allo ..... time to discuss any questions, providing additional examples to explain differences in meaning as required.

1 2 3 •

probfem; ~ hear can

,finish; OK;

lost; ..allYSony; wony, _ _

Ex 5 »)) Tell Ss they will now hear the third convers<ltion again and that they need to decide what responses from Ex 4 will make the situation better. Allow time for S~; to compare answers in pairs before eliciting ideas and writing them on the board. Ex 6 )>> 2.25 Ss listen to the conversation to check if they are correct. Discuss other possible responses, writing them on the board.

l 'm sorry to efir that.. tf's ~ing to be O:IC:.... .iL._~ Track 2 .25: 14C, Pa g e 92, Exercise 6

Conversat ion 3 A: j didn't get the job in the Marketing department.. B: Oh, really? I'm sorry to hear that. A: Yeah, and I really wanted that job. B: I know. It's going to be OK. A: Yeah, I know.

>:i'" 14 Teamwork Speaking: Respondin g to a problem Ex 7 Put Ss into pairs (A and B). Explain that Student A reads the first problem and Student B responds to it. They then take turns reading and responding to each problem. Monitor and give help as needed. For feedback, discuss the best responses to each problem and check that intonation is used effectively to show sympathy or understanding. If time, get different pairs

to role play a problem to the class.

Homework suggestion Ss choose one of the problems from Ex 7 and make a longer conversation based on it. Set a word limit of 120-140 words. This conversation could be roleplayed in a subsequent lesson.

Photocopiable notes 14.2 (page 115) No problem (Card activity page 138)

D Interaction Cooperating and completing Aims and objectives In this lesson Ss will:

• take turns to dictate part of a story to make a completed version • practise using phrases to ask someone to slow down or repeat what they say • play a game to revise the language covered in unit 14

Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at pages 150 and 158 of the Grammar reference and at previous lessons of the unit.

Writing: Team dictati on Ex 1 Explain to Ss that this lesson looks at cooperation and competition. Check Ss understand what these terms mean. Tell Ss they are going to read a story about teamwork. Ask. Ss to turn to their relevant files at the back of the book. Refer them to the picture, asking them to guess what the story could be about Put Ss in pairs lA and B). Explain that they are going to take turns to dictate part of the story to each other to complete it Check Ss understand dictate and go through the useful phrases. Allow Ss time to read their information and ask questions. Tell them not to look at their partner's text. Monitor and give help as needed. When finished, Ss check their answers with their partner. Alternatively, go through the story with the class.

Two men ar,lt ~ along ~ roadside. One o{ihem digs a hote, and the other one pUts the earth bade in. Then1h9y do the same .-few metres ~. and 1hen the ..... agoin, .nd 10 they spend the ...,;,r.; day.'A woorian is watchlng ~ from the other side Of the rcacl. al;lCl she doesn't undemand. She walks up to the two men and asks:· 'excuse me. What e~ are you doing?' Well, we're working; one of the men says. 'But are you sure there's 'nottiing wrong with what you're doing?'

'If thent·s·~ wrong. it's not because of us. It's becouoe of Jack, He,d"*,' come to "'elid ed.,,: '" 'And Who's JacIt?' the woman asks. ,..-, '!:te's the guy who has to ~ trees in the.holes.' ~...:.

Board game: Ti me to tea m up Ex 2 Go through the I"\Jles of the game, explaining vocabulary. Demonstrate a turn to make sure Ss understand what to do. Explain that the winner is the one that finishes first. With a weaker class, check the language needed in the g ame and do some revision before they start. Put Ss into pairs or threes for the game. Monitor and give help as needed, noting any language to revise du ring class feedback . When Ss have finished, find out who won in each team and elicit some of the answers given at random, discussing any questions that come up. Ex 3 Ask the class which they preferred, cooperating (as in Ex 1) or competing (as in Ex 2) and why. If time , discuss how important it is to cooperate or compete at work and when each one is useful.

Homework suggestions • Ss choose five of the questions from the game in Ex 2 and write up their answers. • Ss write a paragraph to explain when they find it useful to compete and cooperate. Set a word limit of 100-120 words.

lS WhClt an experience~l A Present perfect Aims and objectives

In • • •

•

this lesson Ss will: discuss what animals they know read a newspaper 21rticle about an escaped tiger listen to an interview with a member of staff from the zoo be introduced to and practise using the present perfect do a roleplay whefE~ they interview a famous person write a news repolt discuss an interesting news story from the current week

• • •

Listening: What 's in the news?

, , , ,

Ex 1 Tell Ss that this lesson will focus on the present perfect and the news. Refer them to the photo at the top of the page and ask what animal it is. Draw a table on the board with three columns and the headings: wild animals, farm animals and pets. Ss copy this and work in pairs to note down as many animals as they can in ·three minutes. This could be made into a game where pairs score a point jf they have an animal, other pairs no points jf they don't. For feedback, elicit ideas, checking pronunciation and spelling as you go. Optio nal activity: Pn:!pare six small texts describing different animals. Stick. these al'<)und the room and ask Ss to read the texts and guess what E~ach animal is. This could be done as a race with a follow-on activity where they have to write a shalt description of an animal, which they read for their partner who must guess the animal. Ex 2 Ask Ss how often they read newspapers, in their own

Trac.k 2.26: 15A. Pag e 94, Exe rcises 3 and 4 L '"' Lucinda, M '"' Miles Stewart

L: This is Lucinda Miles reporting from the city zoo. Ranan,

a three-year-old Indian tiger has escaped and several people have phoned to say that they have seen the tiger. I'm talking to Miles Stewart, the director at the 200. Mr Stewart, have you had a problem like this in the past? M : No, I've been the d irector at this zoo for 20 years and this

is the first time that an animal has escaped. We haven't had a problem like this before.

l : Has anyone seen the tiger? M: Yes, three people have seen him in the park Our team has looked everywhere but we haven't found the tiger:

L: Why haven't you caught him? M : We have done everything possible to find Ronan. Our teams are looking all around the City. L:

Has he hurt anyone?

M : N o, he hasn't, But he hasn't eaten for 24 hours, so he is

dangerous.

l : I/v'hat advice do you have for people in the city? M: Don't panic. Stay inside. If you see the tiger, call the zoo or the police immediately. l : Mr Stewart, thank you for speaking to us. Keep listening for more news on the tiger later in the programme, Ex 4 » )) Ss read the interview notes before listenin~3 again to complete them. With a stronger class, Ss could complete the notes from memory and listen to check. their answers. Encourage Ss to discuss ideas in pairs before class feedback.

language as well as English, and elicit what the main title 00 the front page is called (headline). Ask them to look at the headline on the riSlht and say what they think the story is about, and elicit ideas. Ss then read the report to check. Discuss the answer and elicit what animal the big cat could be (i.e. lion, tiger, puma, leopard, cheetah, etc.). Check on vocabulary such as: discover and miss.

Grammar: Present perfe ct

Ex 3

Ex 5 Introduce the present perfect and as a dass, complete

,»

2,26 Tel' Ss they wi1l now listen to an interview with a member of staff from the zoo where the animal escaped and ask them to answer the questions as they listen. Play the recording and afterwards, allow time for Ss to compare answers in pairs beforE~ going through them with the class.

, tiger. 'Incflil

2 ;!O .....

~3~~ ~·~ ~ ~t~" ~_ ~. ;~2~ ~~u~ ~~__~~~~...

2 been

3. has

""'"

7 have Has

e 9

~...,~

$ looked

the examples and rule using words from the interview. Elicit further examples from Ex 4 as necessary.

1 has..taped

3 ";C H'" ..-; .,; ..... ---""'11.---

2 haven't had

4 have

Optiona l suggestion: Refer Ss to page 147 of thE! Grammar reference and go through the informa tion 00 the present perfect. Allow time for Ss to discuss the examples ilnd any problems they may have.

15 What on experience! Ex 6 Refer Ss to the audio script on page 139 and ask them to find the past participles of the verbs. They then check answers with a partner. For feedback. elicit answers and explain that these are all irregular forms, except for escaped. and need to be learned. Check pronunciation of the verbs. ,

been

6 caught

2 """pod

3 ....,

7 done e hurt

• had

9 eaten

5 fouod:....._ __

Ex 7 Go through verbs as a dass and ask Ss for the past participles, noting them on the board. Ss then refer to the verb list to ched: them. Check on pronunciation and elicit the ending sound (It!, Id! or 1tc11 of the regular -ed ending ones.

, called 2 spoke n 3 g iven

• read 5 visited 6 heard

Ex 8 Ss complete the sentences using the present perfect of the verbs given, either alone or in pairs. before class feedback. Draw Ss' attention to the possible use of contractions and remind Ss contractions are used informally. Discuss any

language questions.

, "gone I has gone

Writing: A news report Ex 12 Give your answer to the question to start the discussion off and find out what Ss think. Refer them to the headlines and ask which they think are true or fa lse, and why. Tell them which story is true and ask if they are surprised.

C is from a real news story

---

Ex 13 Look at the news report and check Ss understand what lights are before completing the report with their own ideas. Encourage Ss to use their imagination and give help as needed. Ask Ss to compare ideas in pairs before class feedback. Elicit and write up suggested answers on the board, adding any additional ideas and vocabulary. TALKING POINT

Ask Ss if they have read or listened to the news this week and check they can think of a news story before putting them into pairs to discuss it. Encourage Ss to ask each other questions to find more information. Monitor and give help as needed. For feedback, ask Ss to tell the class about their partne(s news story. Optiona l activity: Write some current headlines (simplified versions) on the board and ask Ss to discuss in pairs what they know about them, before discussing the stories as a class. If time, write a summary of each story as a class.

2 H3Ye; heard

3 've had I have had 4 haven't eaten I hwe not-eaten 5 Has; spoken 6 haver{t g iven I have not given

Speaking: An interview Ex 9 Give your own answers to the questions first. Then ask Ss to discuss the questions in pairs. Alternatively, discuss them as a class. Elicit which channels or newspapers they prefer and why, and if they ever listen to or read the news in English. Ex 10 Write journalist, reporter and editor on the board and ask what people with these jobs do. Tell Ss they are going to take turns to be a journalist and a famous person that the editor of a newspaper wants to interview. Put Ss into pairs (A and Bl. Tell Student As to choose someone famous to be. Refer Student Ss to File 20 on page 112 and give them time to read their questions. Student Bs begin the interview by greeting Student A and introducing themselves, and Student A says who there are. Demonstrate how to start the interview. Remind Student B to note the answers to their questions. Monitor the interviews, giving help as needed. Ex 11 Ss change roles. Student As refer to File S3 on

page 122 for their list of questions. Once again monitor and give help. For feedback, elicit which famous people they chose to be and why. If time, you might want to discuss whether the information was true or invented, as well as what other questions they could have asked in the interviews. Homework sugges tion Ss write a set of interview questions using the present perfect. You could set a limit on the number of questions, say 10-12. In a subsequent lesson, Ss could interview another student or ask some of their questions in an 'ask and answe( session with their teacher. They then write up the answers.

Homework s uggestion Ss write a paragraph about a news story they remember. Set a word lim it of 100-120 words.

B Have

VOU

ever . .. ?

Aims and objectives In this lesson Ss will: • discuss positive and negative outlooks • look at adjectives which describe positive and negative experiences • be introduced to and practise asking Have you ever .. ? questions • discuss the difference between Have you ever ... ? and the past simple • listen to people being interviewed and discuss the responses given • take turns to ask and answer questions on experiences and provide details

Word focus: Positive and negative responses Ex 1 Tell Ss they will talk about life experiences in this lesson and check Ss understand disappointed, positive and negative. Go through the instructions, eliciting Ss' responses before asking Ss if the statements are said by positive or negative people.

1 nega.tive 2 positive Ex 2 Refer Ss to the photos and elidt empty glass, full glass and half full or half empty. Discuss how a positive person sees g lass B and ask if seeing the glass as half empty or half full also refers to a negative or positive person in their own culture.

C full A empty A positive person sees a glass as haltfoll.

15 What an experience!

Speaking: Checking information

s: Oh no! Are you OK? A : Yeah, I'm fine but my car jsn't.

S: Can t help? A: Yes, I haven't caned XXXX to say that I can't do the XXXXX.

• •

5: Sony, what did you say?

A: I haven't called David to say that I can't do the XXXXx. 5: Did you say presentation? A: Yes, I can't do the presentation. Can you call David and tell him? 5: Sure. Can I have his phone number? A: Yes, it's 40249 XXXX)( 5: Sorry, Antoni. It's a bad line. Can you repeat that? A: Sure, it's 40249 56617.

S: OK. Can I read that back? It's 40249 56617.

A: That's right.

• •

•

• • •

•

Homework suggestion Ss write a telephone conversation between two people, pi'"actising language from this lesson. This could be acted out in a subsequent class. Photocoptable notes 15 2 (page 116) What was t hat ? (Card actiVity p ag e 140)

S: Are you sure you're OK?

A: I'm fine. Ah, good. The police have arrived. Speak to you later. 5: OK. See you later. Take care. Ex 3

»)) Ss listen to the conversation a second time and note

the telephone number given, checking their answer with a

D Interaction life experiences

partner before dass feedback.

Aims and objectives

40249566'7 Ex 4 Refer Ss to the table. Ask them to complete the phrases and match them to the appropriate situations. Encourage Ss to use a dictionary if needed. During feedback, discuss any new vocabulary, e.g. COnnection, line, etc.

5 repeat 6 back

1 slower 2 ..y 3 o;d

4 bad 'b 2f 3.

•

Ex 7 Tell Ss we often need to check information during phone calls. Put them into pairs (A and B). Ss take tums to read information to their partner, making some of it hard to hear. The other S uses phone phrases to check understanding and note the details given. If useful, demonstrate a turn with another student for the class. Remind Ss that Student A starts. Monitor and give help as needed. Feedback by asking Ss to compare the information they wrote down and discussing the phrases they used.

7 That's 4 ~5~ 6d

Ex S Discuss the p hrases as a class and provide additional examples as needed.

b Ex 6 >>> 2 .30 Ss now listen to five telephone converxltions and using the phrases in Ex 4, choose a phrase to use in each one. Ss compare answers in pairs before checking answers with the dass. With a weaker class you could play the conversations again, pausing after each one. Discuss any alternative suggestions.

P.o-ibIe _ •• IIS ~~. bad ~ 2 Can you ~. tlttIe'sIower, please? 3 Did you Y'J .~? • Did Y9u say '232JGS'? 5 Sony. what did"", safl l Can yoo.lOpU,!ha

, Sqny.

please? Track 2.30: 1 SC, Page 98, Exercise 6 , Hello? Hello?

In this lesson Ss will: • practise forming guestions • play a game to revise language in the unit to do with talking about life experiences Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at page '47 of the Grammar reference and at previous lessons of the unit.

Board game: Life experiences Ex 1 Explain that this lesson revises question forms and focuses on life experiences. Refer Ss to the groups of guestions in the boxes, eliciting the topic areas. Ask them to add an extra guestion to each group (as guestion number 5). Monitor and give help as needed. With a weaker class get Ss to think of extra guestions in pairs. Elicit some examples of additional guestions from the class before explaining how the activity works. Ex 2 Put Ss into pairs (A and B). Go through the rules with the class. Elicit the different colours of the guestion boxes and explain flip and head. Check each pair has a coin and that it is clear which side is the head. Demonstrate a tum by getting one student from the class to choose a colour, e.g. blue, and elicit which box this refers to. Then get them to fl ip the coin five times. Tell the class how many heads they flipped (to give the guestion number) and then ask the student to read the guestion out (and answer it). Explain to Ss that Student A flips the coin first and that they take tums. Encourage Ss to provide detailed answers where possible. Monitor and give help as needed. For feedback, Ss tell the class something they found out about their partner. Revise any language as needed.

2 I haven't had a delivery since last Monday. 3 This is important. I want you to change the colour of the design to black. 4 The account number is 232JGS. 5 This is important. I can't meet XXXX at XXXX ... . Can you phone her?

Homework suggestion Ss choose one of the four subject areas and write. up their answers to the set of guestions fOf that subject. These could be discussed in groups in the next class.

16 Take a break Ex 6 Ss match the words to the definitions, comparing ideas

with a partner before checking as a class, Ask Ss which job they would prefer to have on a film set and why. Give your own answer to start '!the discussion.

1 e 2 c 3 d 4 a Sb

Grammar: who and which Ex 7 Tell Ss that who and which are relative pronouns and go through the examples with them. Complete the rules as a class, providing additional examples as required.

Writing: Write about a project

, who 2 w~iCh Optional sU9gesticln: Refer Ss to page 159 of the Grammar reference and go through the information on who or which

Allow time for Ss to d iscuss the examples given and highlight the use of who and whjch coming after a noun. Discuss any problems they may have. Ex 8 Ss match the phrases to make sentences, checking answers with a partner before class feedback.

1d 2a 3 e 4

») 2.32 Ask Ss to work in pairs. Explain that theywi!l listen to the music from one of the films again, and they need to use their imagination to make up a story as th'3Y listen. You could pause the recording at different points to allow Ss time to discuss what is happening, and for them to make brief notes before listening to the next part. Monitor a,nd help with language as needed, Ss could then listen to the complete recording, discussing their ideas with their partnElr, amending any notes and then writing up a final draft. For feedback, elicit ideas and discuss what happens as a class, 1I10ting useful language on the board. Ex 12

S t 6c

Ex 13 Explain to Ss they are now going to become a film producer and are making a film next year (e.g. the one in

Ex 12). Go through the information with Ss and look at the example. Remind Ss that this is an informal ernail so they can use contractions, i.e. I'm rather than I am. Ss then write an ernail to another producer, talking about their filrn. Encourage them to think about their film first and to make notes befo!'e writing the email. Monitor and give help as needed. Ss could complete the email for homework if short of timE!.

TAlKING POINT Photocoplable no es 161 (page 116) who or whIch? (e rd matchmg page 141)

Ss discuss the question in threes or fours before discussing it as a class. Elicit examples of actors who get paid a lot and discuss why they should or shouldn't earn the money they do.

Ex 9 Go through thE! examples with the class and then ask Ss to join the sentence!; together using who and which Allow

Homework suggestion

time for Ss to compare ideas in pairs before eliciting the complete sentences from the class,

Ss write a paragraph about their favourite film, b,ok or song and why they like it.

1 Next year, ~ ''m !ling down th$' Gder which is a river in PO! . 2 I work with a . ~ali who'met Johnny Qepp\ 3 There is a in the nm& flat who l'Oa:.mvsic all night. • I ~ m going to world tUm festival which is in Cape

(

Communication strat Explaining needs

Town. Ex 10 Ask Ss to work in pairs, taking turns to describe a

person or thing relating to film or business to their partner using who or which. Refer them to the examples before starting. Monitor and give help as needed. For feedback, elicit some examples, writing them on the board. With a weaker class this could be done as a class activity.

Homework sugg estion Ss write a description of a famous person or place (without revealing the name) using who and which in their description. This could be read out in a subsequent or hnal lesson for other Ss to guess tht~ name.

Speaking: What is ha ppening?

,»

Ex 11 2.31 Tell Ss they will now hear music from five different film genres. They should decide what type of film each piece of music is for. Play the recordings and allow Ss time to check ideas before discussing them with the dass. 1 horror 2 ro mance 3 comedy

<S d-!rilter

Aims and objectives In this lesson Ss will: • discuss how they prepare for important meetings • read an artide giving advice of how to get what you want • listen to different conversations where peoplE! are trying to get what they want • roleplay a boss and an employee asking for things and giving reasons for requests

Culture and language Explaining needs This unit focuses on effective commU[lication strategies to explain what you want and give reasons for your wants. The idea is to get Ss to write notes in preparation for meetings, justifying why they want to do something. These communication strategies are essentially part of the art of being persuasive through providing back-up evidence for why something has to happen.

,•

16 Take a break

•

Reading: It's not what you say

Track 2.34: 16C, Page 104, Exercises 6 and 7

Ex 1 Tell Ss this lesson will focus on how to get w hat you want Explain they have an important meeting where they need

J ,. Jason, M .. Martina J: Hi, Martina. I'd like to talk to you about something.

to ask for something. Ask them to discuss which things they

M: Sure. What do you want to talk about?

would do to prepare for the meeting, adding new ideas to

J: I'd like to take some tim e off work - without pay, of course.

the board and checking that they understand the meaning of smart. Ex 2 Refer Ss to the article and explain that it gives advice

M: This is a surprise. How long do you want to take off?

J: I'm thinking of two months. 00

what not to do when you are trying to ask for something. Ss read the article to find out what not to do. Encourage them to underline any new words and tell them not to worry about

t hem at the moment. During feedback, discuss whether they agree with the advice or not. Ask what the strangest advice is

anc/why.

Ex 3 Ss work alooe or in pairs to find the words and expressions in the article, checking answers as a class and discussing any other new language.

1 powerful 2 body languoge

.. 1TlO\"~ 5 tips

~3~ ~~.~ 'm ~~____..____~6~,~o~": ••~~ ~s __••-"...

Listening: I'd like to speak to you Ex 4 )>> 2.3 3 Tell Ss they will now listen to Jason talking to his boss. Play the recording and ask what Jason wants.

want!. to take two months offto tTa~ vol ~ . _ _ __

Track 2.33: 16C, Page 104, Exercises 4 and 5

J - Jason, M

M : Jason, I want you to work. on the new international team because you speak Russian.

J : That's great. I'd like to travel to Moscow in order to improve my Russian.

In an important meeting, don't smile. If yOU war,t.,something from your boss, don't give hi(!) I lier a cold drink.

JS50fl

M: Two months? Why? J: Well, I'd like to travel.

Martina

M: But for two months?

J: Yes. I want to go to the best language school in the city so that I can learn business Russian for my work..

M : Hmm. I'm not sure.

J : It's important to be able to speak Russian in negotiations and meetings, that's why this plan is perfect. I can learn business Russian at school and speak Russian all day. It's great for the international team.

M: OK, I'll think about it.

»)

Ex 7 Allow Ss time to look at the table of expressions used for explaining and giving reasons before playing the recording again. With a stronger class. Ss could work in pairs and guess the missing words before listening to check. For feedback, elicit the missing words and check on language and pronunciation of the phrases.

1 2 3 •

want; becaUse I'd like; order best; so that important why

J: I want to talk to you, Martina. M: Sure. What do you want to talk about?

J: I want to take two months off work.. M: This is a surprise. Two months? Why?

J: I want to travel. M : Jason, I want you to work. on the new international team because you speak Russian.

[' ~

[' [' ['

J: But I want to travel. M: Sorry, it's not possible. Ex 5 )>> Give time for Ss to read through the questions before playing the recording a second time. Encourage Ss to compare answers with a partner before class feedback.

1 No. He doesn't explain why he wants to travel. 2 To woric bn an intemcrtiofut( tearT\; 3 Because Jason ~ab Russian. 4 NQ, she..doesn't. Ex 6 )>> 2.34 Explain to Ss they will hear another version of the same conversation and ask if Jason's explanation is better or not this time, and if he's more polite or not. Ss listen, checking their ideas in pairs before d iscussing them as a class.

He ~ams things better. He is more ~ite.

Speaking: Giving reasons Ex 8 Tell Ss they will now practise asking for things and explaining why they want something. Go through the situation and the instructions, then put Ss into pairs (A and B). Refer Ss to the relevant page for their information. Allow time for Ss to prepare. Monitor and give help as needed. With a weaker class, Student As (and Bs) could prepare in twos or threes. When Ss have finished the first conversation, remind them to swap roles for the second one. Feedback by discussing how the conversations went.

Homework suggestion Ss write a conversation between a boss and an employee who is asking for something. This could be based 00 an experience they have had or on something they would like to do. Set a word limit of 120-140 words and roleplay it next lesson or in a subsequent lesson. Photocopiable notes 16 2 (page 116) Why? Because . (RolepJay page 142)

D Interaction Planning a trip

Speaker 4 S .. Shona. G .. Greta S: Hello Greta, how are you?

G: Fine thanks. Are you enjoying your time away from work?

Aims and objectives

5: Yes, it's wonderful. I'm spending lots of time in my garden.

In this lesson Ss will:

G: That's nice and relaxing. Much better than being in an

• discuss trips they have planned or been on, and how interesting or special they were and why • listen to people talking about what they do in their time

It looks beautiful. office. S: Yes, but I'm coming back to work next week.

away from work

Speaker 5

• discuss activities people are involved in when on a break from work

M - Megan, C - Charles M: Hi, Charles, what are you doing in May? We're having a

• imagine they are taking a six·month break from work and plan what to do • discuss their plan with a partner Refer Ss to the Reminder box and draw attention to the language that the lesson will focus on. Check Ss can use this language by looking at pages 146, 150 and 159 of the Grammar reference and at previous lessons of the unit.

listening: Time aw tJy Ex 1 Ask Ss to work in pairs and tell each other about trips

they have planned or been on and what was interesting, exciting or unusual about them. Monitor and give help with language as needed. For feedback, elicit ideas from the class, writing any new vocabulary or useful language on the board. Ex 2 )>> 2.35 Tell Ss that they will listen toflve people talking about taking time off work and they should match the speaker to the photos. Play the recording and ask Ss to compare answers before class feedback. Check on new vocabulary, with

Track 2.35: 16D, Page 105, Exercises 2 and 3 Speaker 1

A: Is it true that you're leaving work? B: Yeah, I'm travelling with my sister to South America for six months.

A: Wow! That's amazing. Why are you going to South America?

B: Because we're meeting our friends in Brazil and then we're flying to Peru.

A: Brilliant! Speaker 2

A: Jack is ret iring next month. I suppose he's spending more time in his garden.

B: No, he isn't . He's leaming to fly. He's buying his own plane.

A: That's exciting! Does he like flying? B: I don't know. He's never been in a plane. He's having his first lesson next week. Speaker 3

big party. Everyone from work is coming.

C: In May? I'm flying to Italy. I'm doing research in Rome. M : What research are you doing?

C: I'm writin g a detective novel.

M: Oh, that sounds interesting! Ex 3 )>> Elicit what a detective novel is before playing the recording again. Ss then complete the responses. Allow time for Ss to compare answers in pairs before class feedback. Alternatively, with a stronger class Ss could guess the answers first and listen to the recording to check them.

1 WOw! Tl)at:s atncu;inQ; Bn1liantl 2 That's excitif'! 9 i 3 Reallyl That's upusual. .• ~at's nice agcl relaxtng. • 5 oh, that sounds interesting!

Speaking: Ma ki ng plans Ex 4 Go through the list of things people sometimes do when away from work and encourage Ss to guess the meaning of any new lan guage. Elicit additional ideas, writing them on the board, then discuss which are the most interesting and why. Alternatively, ask Ss to think of ideas and discuss the most interesting ones in twos or threes. During feedback, ask Ss to discuss what they have done / do when away from work and what they will do in the future. Ex 5 Tell Ss to imagine they are taking a six-month break from work next year and can do anything they want. Ss look back at the list of activities in Ex 4 and decide which ones they want to do, adding a further five ideas to the list. Ex 6 Refer Ss to the year planner and ask them to make notes of what they want to do in each month. Explain that some activities can take a month or more and encourage them to be imaginative. Monitor and give help as needed. Ex 7 Go through the instructions and examples with the class. Then put Ss into pairs to take turns explaining their plans to each o ther. Encourage Ss to ask follow-up questions and elicit more detailed answers as in the examples. Monitor and give help as needed. For feedback, ask Ss to explain some of their partner's plans to the class and discuss those they find the most interesting and why.

A: Lola says that you're taking time off work. B: Yes, I'm doing a course at university. A : What are you studying? B: I'm learning about films. A : Really! 'Nhat sort of films do you like? B: I'm interested in horror films. A : Hmm! Th at's unusual.

Homework suggestions • Ss write a conversation between two people talking about future plans. Set a word limit of 120-140 words. If there are no opportunities to practise this conversation in..a subsequent lesson, you could get Ss to do this in class instead. • Ss write up in more detail what they are going to do during their six-month break, using the notes they made in Ex 6. Set a word limit of 120-140 words.

Review 13- 16 The Review checks wo rk covered in the p revious four

1 hllve 2 went 3 did you go

units, includ ing grammar, vocabulary, communication strategies, collocations and pronunciation. It can be app roach ed in a number of d ifferent ways, depend ing

on classroom size and situation and time available. for example:

• with Ss in pairs or groups, followed by class feedback • as a test to be marked

1 2 3 4

saves; '11 boy wilt be; gets wori<; '11 leave :" '11 travel; goes S won't see; don'rhave

6 look;'1! find' 7 book; won't Be 8 ill call~ have ' 9 talk: '1\ ask 10 ',11 meet; arrive

000

0000

industry

computer

communicate

basketball

consultant

cooperate

dangerous

prediction

emergency

holiday

successful

experience

motorbike

tomorrow

technology

2 invest 3 "",""co " leSearc:h

5 build

2 rare travelling: Friday

• P'Y

"" ,

3 are staying;cHotel 4 aIV playing; finance director 5 are pr.-paring; evening 6 are vtsiting; Uverpocl 7 is giVing; morning 8 are rneetihg; CEO ~ 9 are flying; BeIlrain 10 aN driving; 6 p'.m.

1 bill 2 f"'SWOOl 3 jogging 4 owiul 5 class;cal 6"' teacher

Ib 2 d 31

•

infinitive

past simple

past participle

forgot

forgotten

2 go

went

gone

3 have

h,d

forget

,,'to

1 is anMn9j plane

•

1 advertise

2 '_,;.:' 1 c 2 a 3 b 4 c Sb6 c

L [

8 I've 'got-

11 I've

went

5 Was it

10 ""ve got

• as homework

L '!'

• • w"' • ,eve,

7 Did you

• as a whole-class activity

give

g ave

given

5 take

took

taken

6 do

did

done

7 ,ee

'"w

ree,

8 write

wrote

written

' e Se

10 ; 1 speaking

2 from 3 4 5 ·6

repeat Can line

...:.

moment

7 exciting " 8 aCcount

• worry 10 hel

Photocopiable notes Photocopiable activity 1.1 (p. 117) Unit 1 Lesson B Pairwork: Personal information exchange Aims: to practise asking for and giving personal information Time: 10-15 minutes Grouping: Ideally groups of 4, although pairs and 1:15 with the teacher are possible. Preparation: Copy and cut up a set of cards for ead, group.

Procedure • Explain to Ss they are going to work in groups alnd will practise asking for and giving personal information.

• Put Ss into groups of 4 and give each student a d ifferent card. • Give Ss time to read their card first to check what information they need and what questions to ask their partner. Allow time for Ss to write these down and help if

needed. • Remind Ss to note the answers they get in the column provided and to ask their partner to spell any words they are unsure of. • After the activity, ask each 5 to tell the class something they found out about someone in their group. • If further practice is required, repeat the exercis-e with different cards and change th-e groups. Alternatively, put Ss with a partn-er they don't know well and do the e)lercise using th-eir own information.

Homework or exten5lon option Ss write about their partner in the presant simple, using the answers given.

Photocopiable activity 1.2 (p. 118) Unit 1 Lesson C Card activity: Maki ng requests Aims: to practise making and responding to reques1S Time: 1~1 5 minute! Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Pre paration: Copy and cut up a set of situation cards for each pair.

Procedure • • • • • •

E~lain to Ss they are going to practise making and responding to requests. Check on potential new language, e .g . colleague, directions, partner, ensuite, to book and noisy. Put Ss into pairs. Give each pair a set of situation cards and ask them to put the cards face down in a p ile. Ss take turns to pick up a card and read the situation out to their partner. Their partner should then make the appropriatB request using Could you . .. 7 or Could I .. . 7 After the activity, elicit possible requests from the class for some of the situations, particularly those which may be more difficult.

Homework or extension option Give each student a copy of the cards and ask them to write a request for each situation (or selected situations) as well as give an appropriate response.

Photocopiable activity 2.1 (p. 119) Unit 2 Lesson B Group interviews: What do you do at work

and after work? Aims: to practise asking and responding to wh- present simple questions and follow-up questions Time: 2~25 minutes Grouping: Ideally groups of 4, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for each group.

Procedure • Explain to Ss that they are going to do group interviews and will practise asking wh- questions in the present simple. • Put Ss into groups and give each member a different card . • Give Ss time to read their card first and to write one question of their own (on the same topic and using the present simple) for question 5. Check these questions before they continue. • Tell Ss not to give single word answers and, if possible, to ask follow-up questions to find out further information. If necessary, do an example with the class before starting the activity. For e)lample: A: How do you celebrate your birthday? 8: Igo out with my friends and family. E)lample follow-up questions: A: Where do you g07 Do you go for a meal? • Remind Ss to mak.e a note of the answers they get. • After the activity, ask each group to discuss what they found out about each other. • Elicit some of the additional questions asked and get each student to tell the class something they found out about one of their group members.

Homework or extension option Ss write up their notes Ofl one (or more) membet(s) of their group.

•~

Photocopiable notes

Photocopiable activity 2.2 (p. 120) Unit 2 Lesson C

...

Card activity: Keep ta lking Aims: to practise developing a conversation and showing interest Time: 1>20 minutes

...

Grouping: Ideally pairs, although othergmupings and 1:15 with the teacher are possible. Preparation: Copy and cut up a set of conversation starter cards for each pair.

Procedure • Explain to Ss they are going to practise developing conversations and showing interest. • Check on potential new language. such as wonderful and writer. • Put Ss into pairs. Give each pair a set of conversation starter cards and ask them to put the cards face- down in

a pile.

.... :;.

:;.

... ...

• Ss take turns to pick up a card and to read out their sentence to their partner. Their partner should then respond showing interest, for example, by saying Really? or Thats interesting, and then ask a question to find out more informatiOfl. • Explain to Ss that they should try to keep the conversation going for as long as possible, and encourage Ss to g ive long answers and to ask lots of questions. • After the activity, elicit additional questions asked and discuss how the conversations went and how interest .....as shown.

Homework or extension option Ss write 3 statements of their own (or use 3 of the conversation starters) and write 5--B possible follow-up questions for each one.

Photocopioble activity 3.1 (p. 120)

....

Unit 3 Lesson B Group interviews: like, love and ha t.e

-.....

Aims: to practise using the verbs like, love and hate Time: 20-25 minutes Grouping: Ideally groups of 3, although other groupings and 1: 15 with the teacher are possible. Preparation: Copy and cut up a set of cards for each group.

Procedure ~

L .....

[ [

[

• Explain to Ss they are going to do group Intervlews and will practise using the verbs like, love and hate. Elicit some possible responses to a Do you like ... ? question and check on ways of agreeing (e.g. Yes, I do. 1 Yes, I love ... ) and disagreeing (No, I don't. 11 hate ... ). • Put Ss into groups and give each member a diffe rent carc!.

• Give Ss time to read their card first and to add one topic: of their own in the space provided. Encourage Ss not to just g ive short answers but also to add mOrE~ information by getting their partner to ask follow-on questions. For e)(ample: A: Do you like tennis? B: Yes,' do. Possible follow-on questiOfls could be: How often do you play it?, Who do you play it with?, \\'here do you like playing it? • Remind Ss to note the answers they get in the columns provided using emotlcons (as shown on the cards). • After the interviews, elicit a selection of likes, loves and hates from the class and encourage further discussion of what Ss like, love and hate doing. You m;~y want to include some of your own ideas.

Homework or extension option Ss write 8-10 sentences about what people in their group like, love and hate using information obtained from the interviews.

Photocopiable octivity 3.2 (p. 121) Unit 3 Lesson C Card activity: Agreeing and disagreeing Aims: to practise agreeing and disagreeing with other opinions Time: 10-15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of opinion a nd response cards for each pair, (Keep separate.)

Procedure • Explain to Ss they are going to practise ag n~eing and disagreeing with each other's opinions. . • Put Ss into pairs. Give each pair a set of white opinions cards and g rey response cards. Ask tnem to put the two sets face down in separate piles. • Ss take turns to pick up an opinion card and read the opinion statement out to their partner. • Their partner then turns over a response card and responds (either agreeing or disagreeing with the statement). W ith a stronger class ask Ss to 9ive another sentence to support it. For example: A: I love tennis. B: Rea lly? I don't. I think its boring.

0, A: I don', like football. B: Me neither. I think its boring.

• After the activity, elicit ways of agreeing and disagreeing with other opinions and d iscuss possible supporting information.

Homework or extension option Give Ss a copy of the cards and ask them to cnOo:)5e five opinions and write a reply which agrees and a re ply which disagrees for each one, giving additional informiltion to support their response if possible. As further practice, Ss could write five sentences giving their opinion on travet sport, work or free time and tell their partner, who agrees of d isagrees with them.

Photocoplable notes Photocopiable activity 4.1 (p. 122) Unit 4 Lesson A Group interviews: How often ... ?

• When Ss are ready, they take turns to teU thE!ir partner about two of the cultural differences from their text. • After the activity. discuss as a class some of the cultural differences g iven in the texts and which Ss found the most interesting. Elicit any further differences they know of and any problems this might cause.

Aims: to practise using frequency adverbs Time: 15-20 minute5 Grouping : Ideally groups of 4, altho...gh other groupings and 1;15 with the teacher are possible. Pre paration; Copy and cut up a set of cards for each group.

Homework or extension option Ss discuss any problems they have had misunde~l"anding people from other cultures when they say 'yes to mean ·no·. Then write about 2 or 3 cultural d ifferences which exist between theif country and another (re communication).

Procedure • Explain to Ss they are going to do group jnterviE~ws and

Photocopiable activity 5.1 (I', 123)

will practise using frequency adverbs. Check on different

adverbs by giving the class a percentage (e.g. 1eX) per cent) and asking for the appropriate adverb (always), • Put Ss into groups and give each member a diff!!rent card. • Give Ss time to read their card ftrst and check they understand how to follow the answer key. Ask Ss to write their own answers in column A. • Revise vocabulary, e.g . on/ine. skiing, just, partner, to spend (time) and a run, providing examples of use where

necessary. • Before Ss begin their interviews. remind them to ask follow-up questions and to find out more information where possible. • After the interviews. ask Ss to share their results with their group before eliciting from the class, a few examples of their findings. e .g. S;mon sometimes goes on business trips. Encourage Ss to ask follow-up questions. e.g. for Simon: Where do you go?

Homework or extension option Ss write 8--10 sentences about how often people in their group do things using information obtained from the interviews. Alternatively. they make a new questionnaire of 5-6 questions for use in a subsequent lesson.

Photocopiable activity 4.2 (p. 123) Unit 4 Lesson C Information swap: Communication differences Aims: to read about and discuss differences between how people communicate in various cultures Time: 15-20 minutes Grouping: Ideally pairs. although other groupings and l:ls with the teacher are possible. Prepa ration: Copy and cut out a Student A card and a Student S card for each pair.

Procedure • Explain to Ss they are going to read a text abou,t differences between how people communicate in va rious cultures. The aim of the activity is to read the information and choose two of the most interesting points from the text to tell their partner. • Put Ss into pairs (A and S). Give each student th·eir card and allow time for them to read the information .. check on vocabulary and decide the two points to tell their partner.

Unit 5 Lesson B Pelmanism: Th e Superlative Game Aims: to promote a better understanding of supmlative adjectives Time: '~'5 minutes Grouping: Ideally pairs. although other groupings and 1: 1s with the teacher are possible. Preparation: Copy and cut up a set of cards fQ( each pair and shuffle them before handing them out.

Procedure • Tell Ss they are going to play a card game to practise superlative forms. The aim is to collect pairs of cards and the person that conects the most pairs wins. Explain that a pair consists of the base adjective and its superlative form (e.g . big. the biggest) and that to win the pair a student must collect a pair of cards with two matching forms and make sentences using each one correctly, e.g. The USA is a big country. London ;s the biggest city in England. • If their partner is unsure Whether a sentence is correct, they call the teacher to check. If a sentellce is wrongly given, the two cards are placed face down a.nd shuffled in with the others (so Ss do not remember where they were put). The other student then takes thei!" turn. • Put Ss into pairs. Give each pair a set of cards and ask them to spread them out face down. • Teft Ss to take turns to turn over two cards. If the two cards the student turns over do not match. they turn them back over and the other student has a turn. Remind Ss they need to remember the cards they see and explain that a good memory helps with language learning. • After the activity. check on the superlative forms of the base adjectives as a class and find out who got the most correct pairs. Check the meaning of some of the adjectives by eliciting examples sentences using them .

Homework or extension option Ask Ss to make sentences of their own using 5--8 of the woo::.!s on the cards.

Photocopiable notes

Photocopiable activity 7.1 (p. 126) Unit 7 Lesson A Card activity: Can you cou nt it? Aims; to promote a better LJnderstanding of countable and uncountable nouns Time: 10-15 mins

Grouping: Ideally pairs, although other groupings and 1:15 with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair, keeping the column heading cards, countable alnd uncoyntable, separate. Shuffle the rest of the cards before handing them out.

Procedure Part 1 • Explain to Ss that the aim of the activity is to decide which nouns are countable and uncountable. • Put Ss into pairs and give each pair a set of cards. Explain that the signs (+, -, ?) are for the activity to follow and that they are only looking at the words at the moment Ask them to put the countable and uncountable cards face up next to each other and put the others card face down in a pile. • Ss take turns to pick up a card and decide to p ut it under countable or uncountable . Remind Ss they can discuss any words they disagree with. • After the activity, elicit the countable or uncountable nouns. Part 2 • Ask Ss to work with another pair (or if more practical, in groups of 3s). Ask each pair I group to shuffle the noun cards and to put them face down in a pile. • Explain that they will now play a game and that the winner IS the person who gives the most correct sentences and therefore collects the most cards. • Show a card and point out the sign beside the word. Tell Ss that ' +' is for an affirmative sentence, '- ' for ~I negative one and '?' for a question. Remind them to try clnd use much, many, some and any. • Ss now take turns to pick up a card and make a sentence using the word and sign given, e.g. tea ? .. HOlN much tea do YOIJ drink? If the pair I group agrees that the sentence IS correct, the student keeps the card. If it is wrong, the card goes at the bottom of the pile. If Ss are not sure about a sentence, they check with the teacher. The game continues until all the words have be.en correctly used. • For feedback, find out who got the most cards in each pair I group and elicit possible sentences from a few of the cards.

Homework or extension option Ss choose 5 countable and S' uncountable nouns and write a sentence of their own for each one. Encourage Ss to use positive, negative and questioo fOfms and remind them to use much, many, some and any.

Photocopiable activity 7.2 (p. 127) Unit 7 Lesson C Roleplay: Making and respond ing to suggestions Aims: to practise making and responding to suggestions. and saying what is and isn't available Time: 15-20 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut out a Student A card and a Student B card for each pair.

Procedure • Explain to Ss that they are going to practise making suggestions and responding to them, and also practise saying what is or isn't available. • Put Ss into pairs and g ive each one a different role card (Aor Bl. • Check on potentially new language, such as dark + colour, navy blue, the next size up I down and not fit. • Tell Ss that in Part 1, Student A is a shop assistant and Student B is a customer. • In Part 2 they swap roles. Tell Ss that the shop assistant starts both conversations. Encourage Ss to be creative and to add additional information, • After the activity, ask customers what suggestions the shop assistants made and ask shop assistants how customers responded to their suggestions.

Homework or extension option Ss write up the roleplays, expanding where possible on the language used. Altematively, they could write one of their own which could be acted out in a subseguent class.

Photacopiable activity 8.1 (p. 128) Unit 8 Lesson B Gap fill: Rig hts, responsi bilities and advice Aims: to practise using can I can't, have to I don't /lave to and should I shouldn't Time: 15-20 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of situation cards and response cards for each pair. (Keep separate.)

Photocopiable notes Procedure

.. .. . ..

• Explain to Ss that the aim of the activity is to complete sentences using the modals: can I can't, have to I don't have to and shouJd / shouldn't. • Check on potenti;"Uy new language, e.g. cash, products. liquids, opinion, Duty Free, to miss, a lecture, a subject, speed limit, internet access and to attach. • Put Ss into pairs. Give each pair a set of situation cards and (smaller) response cards and ask them to put the situation cards face down in a pile and to sp read out the response cards face up. • Ss take turns to pick up a situation care!' They then introduce the sit1.Jatioo to their partner (e.g. You are at a petrol station) and read out the sentences, saying beep where there is a 9:ap. • After each sentence, their partner says which mod al

(from the response cards) comple tes the gap. Re mind Ss to check with you if the re is any disagreeme nt. • After the activity, e licit the modals needed and give Ss a photocopy of the cards. Discuss any variations on the answers g iven (the se may be due to cultura l differences or simply d ifferent ways that companies operate).

• Elicit the COlTect order for the two sets of instructions from the dass. Give Ss a copy of the instructions and ask what words or phrases he lped them to d ecide the order, e .g . First, Afte r that, Next, Finally.

Homework or extension option Ss write a set of instructions fo r an activity of their cho ice.

Photocopiable activity 9.1 (p. 129) Unit 9 Lesson B Pelmanism: Is it the same? Aims: to revise h:tve go!, need or need to Time: 10-15 min'utes Grouping: Ideally pairs, although other groupings and 1:15 with the teaciler <Ire possible. Prepa ratio n: Copy and cut up a set of cards for each pair and shuffle them before handing them out.

Procedure At. petrol ~ 1 ~'t 2 don't hfte to 3' can AyIng ID . ~r

can 2 shouldn't 3 have to

In • mHtIng: 1 dbn't have to 2 can 3 shouldn't

Studymg M

• 1 have to 2 shouldn't

a can

Drtvtng • car: 1 lould 2 have to 3 shouldn't ~

.. .-.

..,

: 1 h.ve to 2. shoukl 3 can

Homework or extension option Ss think of one or two additional sentences for each of the situations or think of two new situations and three sentences for each using the mc>dals given.

Photocopiable activity 8.2 (p. 129) Unit 8 Le son C Ordering instr'uctions: How to ...

-• .-.

.. ~

[

Aims: to practise the language of instructions and ordering instructions Time : 10-1 5 mins Grouping: Ideally pairs, although other g roupings and 1:1s with the teacher are possible. Preparat ion: Copy and cut up a set of cards for each pair and shuffle them before handing out.

Procedure • Explain to Ss they are going to revise the language of instructions. Check on any potentially new language, e .g . draft. to continue, to attach, to record. • Put Ss into pairs. Give each pair a set of cards and te ll them to spread them out face up. • Te ll Ss there are two sets of instructions (each with 7 sentences) and that they must decide which sentences go togethe r to make each set and then put them into the correct order.

• Tell 5s they are going to play a card game to revise have got, need or need to. The aim is to collect pairs of cards and the person with the most pairs wins. Explain that a pair consists. of a white card and a grey card with a matching sent ence, i.e. Ol')e that means mo re or less the same. • Check on any potentially new language, such as din ing room, pets, wet, umbrella and to heat up. • Put Ss into pa irs. Give e ach pair a set of the cards and ask them to spread them out fa ce down. • Tell Ss to take turns to turn over two cards. If the two cards the 5 tu rns over do not match. they turn them back over and the Qthe r 5 has a turn . • Remind Ss the y need to remember the cards they see and explain that a good memory he lps with language learning. • Afte r the activity, check answers as a class and find o ut who got the n,ost correct pairs. Oiscuss any questions on the use of have got, need or need to.

Homework or extension option Ask Ss to make 8 pairs of sentences of their own using have got. need Of need to. For a subsequent ICSSOfl, some of these sentences could be typed up and made into new cards which could then be used to play the game again.

Photocopioble notes

Photocopiable activity 9.2 (p. 130)

Unit 9 Lesson ( Card activity: W hat's your news? Aims: to practise reacting to good and bad news Time: 20-25 minutes Grouping: Ideally pairs, although other groupings and 1: 15 with the teache r are possible. Pre p aration: Copy and cut up a set of cards for ead' pair.

Procedure • Explain to Ss that they are going to practise givi ng news and reacting to it, EHcit an example of good and bad news. Briefly discuss how the relationship and the type of news might affect the language and intonation used .

• Put Ss into pairs. Give each pair a set of cards and ask them to put the cards face down in a p ile. • 55 take turns to pick up a card and tell their partner their news. Explain that the person they are teUing their news to is marked in bold to highlight the relationship and may influence the language and intonation used. • Their partner should then react to the ir news and ask a follow-up question to show interest. • If helpful, d iscuss one of the p ieces of news with the class. Elicit some possible responses and foHow-up questions, e.g. You have a new teacher: Really? !N'hat~ his!her name? wnat~ he/she like? etc. • Check on any potentially new language, such as to be offered, to break, to break down, rude, to worl)i' and vet. • After the activity, elicit responses to the d ifferent pieces of news and discuss possible fo llow-up questions. Discuss intonation and ask Ss If their partner responded appropriately and were understanding when the news was bad.

Homework or extension option Give Ss a copy of the cards and ask them to write a response and a follow-up question for each piece of news. Altematively, Ss create a short role play between two people, where one tells the other a piece of news and they respond. Set a time limit and encourage Ss to be imaginative. VVhen Ss have written their conversation, select a few converscltions for Ss to do in front of the class, if time.

Photocopiable activity 10.1 (p. 130)

Unit 10 Lesson B Card matching: In other words ... Aims: to pr.Ictise using too + adjective and not -I- adjective + enough Time: 10-15 minutes Grouping: Ideally pairs, although other groupings and 1: 1s with the teacher are possible. Pre paratio n: Copy and cut up a set of both the description and summary cards for each pair and shuffle them bE,fore handing them out.

Procedure • Explain to Ss that they are going to practise using too + adjective and not + adjective + enough. The aim of the activity is to match a summary card, e.g. Thf! coat is too small. to a descriptioo card, e .g. The coat is size 10 but I am a size 12. Explain the meaning of description and summary to the class. • Revise language, e.g. comfortable , to do up. expensive and to hear. • Put Ss into pairs. Give each pair a set of (white) description and (grey) summary cards and ask them to spread them out fa ce up. • Ss match the responses to the situations. • After the activity, elicit the matching sentences from the class. You might wish to d iscuss a ltemative s.uggestions.

Homework or extension option Ss write 5-B situations and responses of their own using too + adjective and not -I- adjective + enough.

Photocopiable activity 10.2 (p. 131)

Unit 10 Lesson ( Roleplay: Telephoning Aims: to practise phone conversations to d iscuss problems and soIutioos. Time: 20-25 minutes Grouping: Ideally pairs, although other 9roupin9s and 1:1s with the teacher are possible. Preparation: Copy and out a Student A card and a Student e card for each pair.

Procedure • Explain to Ss they are going to practise pholne conversations to discuss problems and solut ions. • If helpful, revise the communication strate giJes for telephon ing and discuss useful expressions. • Put Ss into pairs and give each one a diffe rent role card (A or e). • Tell Ss that in Call 1, Student A works in customer services and Student B is a customer. In Call 2 they swap roles. Tell Ss that the person working for customer services starts both conversations. Encourage Ss to be creative and to add additional information. • After the activity, discuss how the problems were solved and elicit examples of language used. Ask customers how happy they were with the response from customer services.

Homework or extension option Ss write up the role plays, expanding where possible on the language used. Alternatively, they could write ooe of their own,

, ! !'

Photocopiable notes

Photocopiable activity 11.1 (p. 132) Unit 11 Lesson B Card activity: What's t he past? Aims: to practise using the past simple Time: 15-20 minutes

...

Grouping: Ideally pairs, although other groupings and 1:1 s with the teacher are possible. Pre paration: Copy and cut up a set of cards for each pair.

• Give Ss time to read their card first and to write two extra questions of their own (on the same topic if possible) in the gaps. Check these questions before they interview the first me mber of their group. • Tell Ss not to g ive single word answers and to ask fo llow-up questions to find out further information. • Remind Ss to make a note of the answers they get. • After the activity, ask each group to discuss what they found out about each other. • Elicit some of the additional questions asked and get each S to tell the class something they found out about one of th eir group members.

Homework or extension option

Procedure • Explain that the aim of the activity is to complete sentences using the positive or negative form of t he past simple for the verb given in bold. • Check on any potentially new language, e.g. a speech and to prepare.

Ss write up their notes on one (or more) member{s} of their group.

Photocopiable activity 12.1 (p. 134)

• Put Ss into pairs. Give each pair a set of cards and ask them to put the cards face down in a pile.

• Ss take turns to pick up a card and read out the sentence. They complete the sentence using the correct form of the verb in the past simple. Their partner should say jf the sentence is correct. If Ss are unsure they should ask you . When an answer is correct, the student who gives it keeps the card but if it is wrong, the card is put at the bottom of the pile. • After the activity, check answers and discuss any which were problematic.

1 ...Md 2 listeoed 3 dKjn', BI<e

. . .1I<ed 5 decided 6 didn't IRk 7 didn't pass

did"'t~m

9 arrived

11 didn't shout

12 wanted '3 helped

'5 .. ,6 17 18

offe<ed

Card activity: What are you doing? Aims: to practise using the present continuous Time: 10-15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparation: Copy and cut up a set of cards for earn pair.

Procedure • Explain to Ss that they are going to practise using the

10 didn't enjoy

,.-

Unit 12 Lesson A

hated

worked loved

Homework or extension option Ss write 6-8 sentences of their own using other verbs in the past simple.

Photocopiable activity 11.2 (p. 133) Unit 11 Lesson C Group interviews: Questions, questions Aims: to practise asking and responding to open and dosed questions in the present simple and past simple Time: 25-30 minutes Grouping: Ideally groups of 4, although other groupings and 1:1s with the teacher are possible . Prepa ration: Copy and cut up a set of cards for each group.

Procedure • Explain to Ss that they are going to do group interviews and will practise asking and responding to open and closed questions in the present simple and the past simple. • Put Ss into groups. Give each member a different card.

present continuous and that the winner is the person who collects the most cards. • Elidt some examples of positive and negative sentences and revise short forms if needed. • Put Ss into pairs. Give each pair a set of cards and ask them to put the cards face down in a pile. • Ss take turns to pick up a card and read out the question under the picture. They then give a short answer to the question . Remind Ss to give a true sentence in the present continuous if they give a negative answer, e .g. if the picture is of someone cooking and the question is Is she painting? They say No, she isn't, She is cooking. • Tell Ss to keep their card if they give the correct response and to g ive their card to their partner if they give the wrong response. Tell them to check with you if they are not sure about an answer. • After the activity, elicit the correct responses (orally) and find out which 5s have the most cards.

3 •

5 6

No, she isn't She ~ I She~ playing football_ No, they .ran't. They are I They're talking. Yes, it is. No, he isn't. He is I He's ta'king on the phone. Yes, they are. No, they aren't. Jhey are I They're l"f'Orlcing (on a

""",,",",,7 8 9

NO, she isn't She is I She's flying a phine. No, he isn't. He Is I He's singing. Yes, she 65.

Homework or extension option

•

Give Ss a copy of the cards and ask them to write up the answers.

Photocopiable notes

Photocopiable activity 12.2 (p. 135) Unit 12 Lesson C Matching I Conversation building: What do you call it? Aims; to match pictures to definitions and practise paraphrasing Time: 25-30 minutes GrQuping: Ideally pairs, although other groupings and 1:15 with the teacher are possible.

Preparation: Copy and cut up a set of object cards and definitior] cards for each pair. (keep separate.)

• Put Ss in pairs. Give each pair a set of cards and ask them to spread the cards out face up. • Ss match the sentence endings to the beginnings. • After the activity, elicit the complete sentences from the class. Part 2 • Tell Ss to decide (in their pairs) if the statements are trtJe for them. If they are not, they should discuss what they will do instead. • After the activity, discuss which ones they disagreed with and what they might do instead .

Homework or extension option Ss write up any sentences they changed. Alternatively, they write 5-8 sentences of their own using the first conditional.

Procedure Part 1

Photocopiable activity 13.2 (p. 137)

• Tell Ss the focus is talking about something WhEln you

don't know the word for it and that the aim of the activity is to match the definitions to the objects. • Put Ss into pairs. Give each pair a set of cards and ask them to spread the cards out face up. • Ss match the definitions to the pictures. • After the activity, elicit the correct definition for each

picture and find out who got the most correct. i)iscuss any new vocabulary, e.g. protect, wear; electronic, liquids. Part 2

• Ask Ss to choose one of the objects from Part 1 and to build a dialogue between two people where one person doesn't know the word for the object. With a weaker class it might help to refer Ss to Ex. 5 in the coursebook for support. • When their conversations are complete, Ss role play them in groups or to the class.

Homework or extension option Ss choose 10 objects and write a definition for each one. Alternatively, they expand on thefr conversations from Part 2.

Photocopiable activity 13.1 (p .. 136) Unit 13 Lesson B Card matching: If you ___ , 1'1/ __ _ Aims: to practise using the first conditional TIme: 15-20 minutes Grouping: Ideally pairs, although other groupings and l:ls with the teacher are possible. Preparation: Copy and cut up a set of cards for each pair and shuffle them before handing them out.

Procedure Part 1 • Tell Ss the focus is if + will (first conditional) and that the aim of the activity is to match a white card to a grey card to make complete sentences. • Check on any potential new language, e.g . to invite and to take time off.

Unit 13 Lesson C Card activity: Ag ree ing and d isaglreeing Aims: to practise agreeing and disagreeing Time: 15-20 minutes Grouping: IdeaUy pairs. although othergroupin~:ls and 1:1s with the teacher are possible. Preparation: Cut up a set of statement cards and response cards for each pair.

Procedure • Explain to Ss they are going to practise agn!eing and disagreeing with each other. Elicit a few ex.amples of phrases used for agreeing, e .g. You're ri9hr and disagreeing, e.g. I'm not sure. • Put Ss into pairs. Give each pair a set of (white) statement cards and (grey) response cards, and ask them to put the two sets face down in separate piles. • Check on potential new language. e.g. wealth, space. pUblic transport and to improve. • Ss take turns to pick up a statement card ar)d read it to their partner. Their partner then turns over Cl response card and responds accordingly (either agreE!ing or disagreeing). Encourage Ss to give a reason when they disagree and to make an additional comment when they agree. Give an example if necessary. • After the activity, elicit ways to agree or d isagree with some of the statements and discuss the rea sons or additional information they could also give.

Homework or extension option Give each 5 a copy of the statements and ask thl;!m to write two responses for each ooe; one agreeing and one disagreeing with the statement. Remind Ss to give a reason when they disagree and to make an additional c,ornment when they agree. Alternatively, Ss think of 5 statements of their own instead of using the ones from the activity.

Photocopioble notes

Photocopiable activity 14.1 (p. 138) Unit 14 Lesson B Roleplay: Sports ta lk Aims: to p!'actise talking about spoct and developing conversations Time: 15-20 minutes

Grouping : Ideally pairs, although other groupings Clnd 1:15 with the teacher are possible . Preparation: Copy and cut out a Student A card and a

Student B card for each pair.

Procedure • Explain to Ss they are going to practise talking about sports and developing conversations.

::::;

• Put Ss into pairs and give each one a different role card (A or 8),

• Check on any potentially new language, e.g. hote/lobby, squash and badminton. • TeU Ss that Conversation 1 takes p lace in a sports cafe and that Student A is the customer and Student 8 works at the sports cafe. In Conversation 2, Student A and 8 meet in a large hotel. Explain that it will say on the card which 5 starts each conversation . Encourage Ss to be creative and to ask additional questions and add extra information. • After the activity, e licit some of the questions and answers from the activity and discuss any extra Information given.

Homework or extension option Ss write up the role plays, expanding where possibl~~ on the language used. Alternatively, they could write one of their own (on a subject of their choice) which could be acted Clut in a subsequent class.

Photocopiable activity 14.2 (p'. 138) Unit 14 Lesson C Card activity: No problem Aims: to practise talking about problems and responding to make people feel better TIme: 15-20 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible. Preparat ion: Copy and cut up a set of cards fO( each pair.

Procedure • Explain to Ss that they are going to practise talking about problems and responding to make people feel better. • Put Ss into pairs. Give each pair a set of cards and ask them to put them face down in a pile. • Ss take turns to pick up a card and read the problem out to their partner. Their partner then responds in a way to help them feel better. • After the activity, elicit possible responses to the problems from the class and discuss the importance of Intonation.

Homework or extension option Give Ss a copy of the cards and ask them to write up responses to each one.

Photocopiable activity 15.1 (p. 139) Unit 15 Lesson B Board game: Sharing experiences Aims: to practise using the present perfect to ta lk about experiences Time: 20-25 minutes Grouping: Ideally groups of 3 or 4, although pa irs and 1:1s with the teacher are possible. Preparation: You will need a copy of the board game, counters and a coin for each group.

Procedure • Explain to Ss they are going to practise using the present perfect to talk about experiences and the aim of the game is to develop each conversation. • Put Ss into e ither groups of 3 or 4 (decide what works best). Give a copy of the board game, counters and a coin to each group. Tell Ss that the person reaching 'Finish' first is the winner. • Ask Ss to put their counters Ofl the 'Start' square. Make sure that they understand which side of the coin is 'heads' and which is 'tails' . Explain that they take turns to toss the coin and then move one square if tile coin lands on heads and two for tails. • Tell Ss there are different types of squares that give them instructions to do something. The main onHS are 'Ask' or 'Tell' but a few other squares give d ifferent instructions: 'Miss a turn' and 'Go forward I back'. If they land on an 'Ask' square, they choose who answers the question and they read the question out to them . If they land on a 'Tell' square, they follow the instructions on the square and give an answer. • Explain what miss a tum and go forward / back mean. It might help to demonstrate a go or two. Foreach turn, encourage Ss to ask follow-up questions to find out more information. • Check on any potentially new language, e.g. funny or co smile. • After the activity, ask Ss what they found out about other members of their group as a class and elicit some of the questions they asked to develop the conversations.

Homework or extension option Ss choose 3 of the experiences people in their group discussed and write a little about each one.

Photocoploble notes

Photocopiable activity 15.2 (p. 140) Unit 15 Lesson C Card activity: What was that ... ? Aims: to practise clarifying and checking information TIme: l~lS minutes Grouping : Ideally pairs. although other groupings and 1:15 with the teacher are possible. Pre p a ration : Copy and cut up a set of information cards and response cards for e,ach pair. (Keep separate.)

Homework olr extension option Ss write 5 relative clauses using who and 5 using which. Alternatively, they complete the following sentences with their own ideas using relative dauses: 1 2 3 4

5 6 7

8 to

Do you know the actor/ singer/director , .. ? Do you know the author . ..? Do you know the band ... ? Do you know the film .. .? 00 you know the song ... ? Before I go out, I listen to music ... When I go to cinema, I like to watch films __ . When I'm tired, I like to watch films / read books I listen music ...

Procedure • Explain to Ss they are going to practise clarifying and checking information. Briefly elicit some expressions to

do this. e.g. Can you repeat that. please? • Revise vocabulary, e .g. quiet, to repeat and to collect. • Put Ss into pairs and tell them that they will be pretending to ha,ve a conversation on the phone. Explain that one person is giving information and the other one

is trying to take down the message. Give each pair a set of (white) information cards and (grey) response cards and ask them to put the two sets down in separate piles. • Ss take turns to p ick up an information card and read it out to their partner. • Their partner then turns over a response card and responds accordingly (either asking, clarifying or checking inform'ltion). • After the activity, elicit responses for some of the situations and discuss any which were more difficult.

Homework or extension option Give each student a copy of the information cards and ask them to write a respJflse to ask for clarification and another to check on information for each situation (or selected situations).

Photocopialble activity 16.1 (p. 141) Unit 16 L sson B Card matchin!l: who or which? Aim s: to practise using relative clauses with who or which Time: 10-15 minutes Grouping : Ideally pairs, although other groupings and 1:1s with the teacher are possible. Prep aration: Copy and cut up a set of cards for each pair and shuffle them before handing them out.

Procedure • Tell Ss the focus is relative clauses with who or which and that the aim of the activity is to match the sentence

pa"'. • Check on potentially new language, e.g. secrets and energy. • Put Ss in pairs. Give each pair a set of cards and ask them to spread the cards out face up. • Ss match the ser,tence endings to the beginnings. • After the activity, elicit the complete sentences from the

class.

Photocopiable activity 16.2 (p. 142) Unit 16 Lesson C Roleplay: Why? Because ... Aims: to revise (!xplaining what you want and giving reasons TIme : 15-20 mir,utes Gro uping: Idea~ly pairs, although other groupings and 1:1s with the teacher are possible. Pre pa ratio n: Copy and cut out a Student A card and a Student 8 card for each pair.

Procedure • Explain to Ss they are going to practise explaining what they want and giving reasons why they want it. • Put Ss into pairs and give each one a different role card (A or 8l. • Check on po'tentialiy new language, e.g. French· speaking and to improve. • Tell Ss that in Conversation 1 Student A is the employee and Student 8 the boss, and that in Conversation 2 they swap roles. Explain that it will say on the card which 5 starts each cc)nversation and that the boss should make a decision. • Remind thern to give a reason if they say 'no' to thei r employee. Er,courage Ss to be creative, to add extra information ~I nd to ask additional questions. • After the activity, find out which bosses decided their employees could do what they wanted and what reasons they gave when they said 'no'. Elicit some of the questions and answers from the activity and discuss any extra information given.

Homework or extension option Ss 'Mite up the role plays, expanding on the language used. Alternatively, they could write one of the ir own (choosing 2 different roles and a subject of their choice), which could then be acted out in dass.

Photocopioble Activity 1.1

Unit 1 Lesson 8

Personal information exchange

CARD 1 You

Your partner

First name:

Matthieu

Surname:

Desmarais

Nationality:

French

Job:

Fashio n designer

Company:

Paris Fashion House

Phone no.:

033 6 12633 758

Email:

m.desmarais@parisfashionhouse.fr

CAR02

~----~~------------~~-------------------------~ You Your partner

First name:

Aidan

Surname:

Murphy

Nationality.

British

Job:

Reporter

Company:

National Media Group

Phone no.:

044 0208 2 123 3982

Email:

Aiden.murphy@NMG.com

CARD 3 Vour partner

You

First name:

Lorraine

Surname:

Henderson

Nationality:

Canadian

Job:

Hairdresser

Company:

Styles For You

Phone no.:

01 250 8823 4510

Email:

LHenderson83@Yahoo.can

CARD 4

Your partner

You

~ ~

First name:

Martina

Surname:

Karelina

Nationality:

Polish

Job:

Accounts Manager

Company:

Renwick and Cooper

Phone no.:

048 12 7324 0339

Email:

Martina.Karelina@renwickcooper:pl

. - - - - - - - -- - - - -- -- - - - -- ------ - - _.. ~

I io...

Photocopiables@Pearson Education limited 201 1

Photocoplable Activitl,l 1.2

Unit 1 Lesson C

Making requests Situation cards

You are in a meeting when you get a phone

call. Ask the person to call you tomorrow.

Your luggage is heavy. Ask your friend to help you carry it.

You want to send a colleague some information. Ask for their emai! address.

You want to go to the

You're working late

You want to use your friend's dictionary. Ask to borrow it.

tonight. Ask your husband I wife to cook

train station. Ask for directions.

dinner.

. . .~~~-~.:.~~.~ ~~~~::~·············:·. ···~~~·~·~~·i~-~·:~:~~~~::·····"r--' house and want to

make a phone call. Ask

to use their phone.

Ask for a glass of water.

i.•

You are at

a·~~t~;··:k

for a double room with an ensuite bathroom.

You are on a train and it is very hot. Ask the person near the window to open it.

You are in a meeting and it is noisy outside. Ask a colleague to close the door.

You are at the cinema. Ask for two tickets to see the new Bond film at 7.20 p.m .

............. .----..............................:.............................................. __ .j ................................................. You want a taxi for the airport at 6 a.m. Phone the taxi company.

You want to get to the Hildon Hotel. Ask for directions.

You want a photo of you and your husband / wife. Ask a friend to take one of you both.

You want your sister to pick up your children from school tomorrow.

You ask for directions to the station from a stranger. Ask them to repeat the directions.

You are at the airport. Ask what time the next flight to Paris leaves.

You want to be picked up from work. Call your husband I wife and ask them to pick you up at 6p.m.

You want to watch the news. Ask your son I daughter to turn on the TV

Photocopioble Activity 2.2

Unit 2 l.esson C

Keep talking !o<

i" ;'~:~:~~-~;~'~~:-:~~';~=~~~:-"'-"---: .;.~~.:; ~:;;~~~-:;~~.~~~:

. . - ----·--·····- ···l·-~~-~~~·;::·;~·:~~~~~···--··-····-·~. _____.1"

r·;·::~~·~:·~~·~:·~~·~~~·.······-·······-··--··--···-r~~·~:·;~:~·~;:~·~:-~~j·~-;,·------·----·····--T;·;:~·~~~.-~~~~:.:~~-:.~~~~:~~:.-

1·······__ ·········__ ·······················__ ········-_·· __ ·····1··_-_·······,_········ __·······_-_·········__··_-_···· __ ·__····1········· __ ····__ ·· __········__·...._..._._-_......._....... \

i I listen to a lot of music.

1 I play tennis.

! I want a new job.

r;·::~~·~:·;::~·~~~·i:~:···-··--···················l~~·~;~I~-;-~:~~-~:~;~~-~~i~~~----------------·-l~~-~~·~~-i~~~·;~-:·:·~~-;.·--···--····-·-·-·--······I :•. __ •______ . ___ •. __ ________ ____ _____ . ____ .. ___ .... _•. __ .•. __...•.1 ..... _.... _..... _.............. _•. _.. _... _.. _.. _.......•. __ ........:.._ ........•..... _.... _.... _.. __ ...... _........ _._.. ____ ....... __ .i

Photocopioble Activity 3.1

Unit 3 l.esson

like, love and hate !o<

,. _.. . _-_ . __._-.-----_ .. _. __. __._--_. __ . _._. -. __ .. _---.------------_._--_.-._----_. __._.-------------.

, CAR0 1

1 Interview each group member about the things they like, love and hate. Note their answers using emoticons [9 - like, .;;;~ 9 .. love and e@ - hate] Do yo u like __.

travelling to new places?

going swimming?

celebrating your birthday?

meeting friends on Friday night?

, • ,,•• ,• ,,• ,,• , , ,• ,,

CARD 2

1 Interview each group member about the things they like, love and hate_ Note their answers using emoticons [Q '"' like, @ Q .. love and hate]

e e '"'

Do you like ._.

,, ,

playing basketball?

coolc:ing?

leaming languages?

your job?

,• B

• • • •

,, •

,,• ,•

,,• • •

• 5

.._

_--_._----_. _---_._-------------------------------- ---------------_._---------------- ----------.

.. CARD 3

1 Interview each group member about the things they like, love and hate. Note their answers using emoticOfls [9 = like, @ Q - love and e e ., hate]

·,, ,, ,

,,• , •

,•

Do you like .. .

playing computer games?

doing exercise?

buying presents?

going on business trips?

,•

• ,•• ,•

, ,,•

,,,• ,, ,, ,

: 2 _ Say what your group... lIke,_.... love and dOIng. ..... .. __ . __the .. _people .. _ .__In._-------_ _....hate . .... . ..... _._ ... _.. __ ._. __ .... . _--_ .. . ........ __ ...... _.,

Photocopiables@Pearson Education Umited 201 1

Photocopioble Activity 3.2

Unit 3 Lesson C

Agreeing and disagreeing Opinion cards :I«....__ ................. _-_ ....... _--_ ......._-_ ...-_ ........... :._--_ .. __ ..................__... _-_ ..._-..._-_.................................................... ............................ .--_

! I think tennis is easy to play.

I like meetings. They're very interesting.

I like doing oosiness over the phone.

L......

. ...

1love long holidays. They're very

llove sending emails to friends.

I hate driving. It's so boring.

I don't like taking work home at the weekend.

I love going on business trips.

I don't like getting up early on Sundays.

I hate travelling by plane.

I like working at home.

I like listening to the radio when I work.

relaxing.

Response cards :I« !.-' .. -........ ........'......................... ...........................,"'-,............,........ :.............. ,." ..........................,...,.. ·..···..·..···..·······.. ~

: .....

•

:.' [);ugoee

! ='......i. := .~

...

AgIo& .,

,i '

: .... e . i~:; ,

··················· ~: · ··l

Disa9<M .

:. ~ "': :~' _'''' ;k' j

l·········~· · .. :·.... ·· .".··~···,··~ .. ··· .. ··.. ·l-.. ···-····-··..................................";................................................. ........................,..........................j :

i.! '

Ag.,.

! IMogn>e

: . i.!

o;;ag...

;

!L.................................. _......._ .... :......;.. ............. _ ... _ .............. ,....1:......................... _........ _ .•""'..;..i...._ ...................., .................... ,•.. .1

::...-- - - - -- -- -- -- - - -- -- - - - - -Photocopiables \OPearson Education limited 2011

Photocoploble Activity 4.1

Unit 4 l .esson A

How often ... i~

• ____ o

__________ •_ _________ __ ______ •

___ _______ ___ _____ ___ ______ __ ________________ _

___ ____ ____________ •

CARD'

,,, ,, ,, ,,, ,, ,, ,,, , ,,

intcfView each group member about work. Note their anS'Ners using the answer key: (1 ~ always 2 '"' usually 3 '"' often 4 - sometim es 5 '"' hardly ever 6 - never)

How often ...

do you go on business trips?

do you have meetings?

, ,, ,, ,, ,, ,, ,, ,,

are you the last person to leave the office?

do you work at weekends? do you speak in English at work?

--- --- ------ ---_._---- -- ---._------------- ---------------- -- --------- ------ -- -------------------------

--.---------- ------- -----------------------------------------------------------., .--------------------CARD 2 ,,, , ,,, ,, ,,, ,,, ,,, ,,

Interview each group member about using computers. Note their answers using the answer key: (1 - always 2 '"' usually 3 .. often 4 - sometimes 5 - hardly ever 6 - never)

How often ...

do you use a computer? do you send emails to friends and family?

do you shop onljn.~? do you look for information on the intemet?

do you watch videos or play games on your computer?

, ,, ,, ,, ,, ,, ,,

.--------------_._----------------------------------------------------------------------------------. : CARD3 ,, ,,, ,, , ,,, , ,,, ,, ,,, ,,

Interview each group member about holidays. Note their answers using the answer key: (1 '" always 2 - usually 3 .. often 4 ... sometimes 5 '" hardly ever 6 ... never) How often ...

do you have a holiday in the summer?

, ,,

do you go away fc.r more than two weeks?

,, ,, ,,

do you go on a skiing holiday? do you have a holiday on your own?

do you travel to a different country for your holiday?

----------------.. ------------------------------------------------------------------------ -- ---------> .--------------.. ------------------- -- -------- --- ---------------------------------------------------. CARD 4

,, ,, ,, ,,, ,, ,,, ,,, , ,

Interview each group member about their home life. Note their answers using the answer key: ~ always 2 "" usually 3 .. often 4 .. sometimes 5 ... hardly ever 6 .. never)

How often ...

do you get up before 6 a.m.?

,, ,,

do you cook dinne!r? do you spend an eNening watching TV? do you go out fora run? do you get more tihan eight hours sleep?

Photocopiables C Pearson Education limited 201 1

,, ,, ,,

Photocoplable Activity 5.2

Unit 5 Lesson C

Making and responding to offers 3€

c. ···?····_-·-····..···-·__··_···-_···-·...········__

····~."....

... -.......... ---.--... --.............--.•... ,................................................. _.....:... __.····,··.. ·.,.,.,.······1

STUDlNJA A f ~ ~ Read out the fo!IooMng --'.to 'P" _ . Me<...,.. one. """ himIhe< _

to niak6 an offer.

ROspond'to the oilers made. 'ibu can ~ positively '" no"

,. ~

1i .

we detiYef food to the elderly in our araa.

.:.

: 2 We have a summer chirity dance r)e1(t month.

: • w. help people find jobs "

the """"'"""', 5 We want to raise '!JCheYtobuya new rTJinibus.

<' ,

l hrt2

_:)

~ 3 We want volunteerS to help nJf1 our)'OUCh dub.

'i . ,1

..-.

'",.'

!~ Vow partner is SQingto med out ~ sitUations. peach one, melee en offer. . i Your partrwr will Iispond to it.

~ '"I'~'

'v. j,

~·t

!; ..... _.........~. __ ..,:-.:_.,.= ."hh_.'~·... _.. ;_ ...."""..,~_::r.. __.._._._.. __ .... _... ,...../:.............._..... _.,._...._•. _.......... ~.• ....,;...... ..:..._... _......... ,........ _.... __ .........~ .•J f· ....·? ..

··"····'··-· ···· ·'··"·········'-·······'· · ··~..,·

STUDENTS

.. _ ......... ,_ ...................................................... , •...........•.... _ ................ _ ...,..................... _ ..•-:

[ P.t1

!. Ycu partner is 9I*!Jto lead out &Ome licuations. Aftar eadt one. tneka; an offer. i VOw- PO""'" w.l....,ond ID ;C t ~

!'.

PlWt2

•

. ,

....

i '¥ out the~_to _ _, AA. oadI, _ . gM! 1iimI1le<_ , i ID make an .,~ to 1\1e oilers ",""", ~ can ie'f'ond po;itNoIy or :

l! '

We 0""'9" wooI<shops to IIi>IP people learn new "'"'" , 2 We help people loam C<101lI'U"" skills:

3 We WW>t _

to help "'" ""' ~ gwdoning dub. , r

;

[ 4 w~, ~ a sumnw tf?O'tI ClIO!f for young peOple in our community. 5 We heIp~ and elderly people in _ t.ome., •

t r L_ •...., ..-. . .-:...............' •.

i i •• f ........ ; .........;.; .. _, ............_ .,•••... ••..••••.••..•...: .................................... ....... . ..., ... ..{". ........................., ••~<•.•••

Photocopiables «:lPearson Education limited 2011

'i ,.J.,•.•.l!

Photocopioble Activity 6.1

Unit 6 Lesson B

What is there in your town ?

.------------------------------------------------------------------------ -- -----------------------,• STUDENT A ,,, ,, ,,, ,

Add three more places to the list and tick (.r) what there is or cross (.r) where there isn't in you r town, using the map you drew.

, Is t here ..• I Are there (any) •..? ,, ,, a gym ,,, a maric.et or supermaric:et ,,, , a swimming pool ,,, ,, internet cafes ,, ,, a cinema ,, ,, restaurants , ,,. hotels , ,,, a school ,,, , pari< ,,, , ,,, ,, ,,, ,

Your town

Your partne r's town

,, ,, ,,

Now ask your partner questions to find out about t heir town. Note their answers.

._------------------------------- -- ------ ----------------------------------------------------------,, .------ --------------- ----------------------------------------------------- -- ---------------------STUDENT B ,, ,, ,, , ,,, ,, ,,

·,

Add three more places to the list and tick (0") what there is or cross ~ what there isn't in your town, using the map you d rew. Is there . .. I Are t here (any) .. .?

a shopping mall

,,,

banks

,, ,, ,, ,

Your partner's town

a sports centre

,, , ,,, ,,, ,, ,, , ,,, ,,, ,, , ,, ,,, ,, , ,,, ,

Yo ur town

a library schools a cinema or theatre a train station a hotel restaurants or cafes

Now ask your partner questions to find out about tfleir town. Note their answers.

. _--- - - - - --- -- ------ - - ---- - - - -- - - - ------_ ._------------------- - -- - - - - - --------------------~----------

Photocopiables ClPearson Education Limited 201 1

Photocoploble Activity 6.2

Unit 6 Lesson C

Can you help me? 3<;

...........................................................................................................................................................................................................

i You want to know when the library

i You want to know what time the

i You want to book a hotel room for the

i meeting starts this afternoon.

! opens.

conference.

!....__............................ _-_.............................1..........................................·__··········..·......·.1··················································· __·············1 i i;

You want directions to the train station .

! !:

You warnt help with your luggage.

You want to find a good restaurant in the area.

i,.................................................................. ;-.............. i' : . . . . . ................................... . . . . . . . . . . . :!. ................................................................. 1 : You want to know the name of the new company director,

i i

You walnt the number of a taxi compa,ny.

You want help preparing for f tomorrow's presentation.

...............•...........................-.--.----.----.---.-.;---.----.--.-...---.. -... --....-.. ---......-·-·--·-···----··-·-·-1···--··--····---········-····-----·-·--··-···---·----··---··---i

! You Willnt to send a fax to your office, ! You want to know the phone number ! i for the Paris office.

You want to know where to change money.

•._.. __ ... __ .. ____ .__.____.________.____ .____ .___ .. ___ .. _-1 ... ___ .____ ._,__ .___.________ .____ .____ ... ___ .___ .____ .. __ ._. __ L. __ .______.____ .____ .__ ._. __ ._. __....._. ___.... _......._...... .

Photocoploble Activity 7.1

Unit 7 Lesson A

Can you count it? 3<; .................................................... ._- ............................................. . _.............. _................................._.. _-- ...... _................................... -..

. i UNCOUNTABLE

COUNTABLE

.. ....-.......---..-.. ---..--.--... --... --...........···.. ~~.~

········ -··-····~·

..········.. :

·l·· ;~:···

. i

i ..·······..··................. .......................................-....·················1 ~

.. _._._... __.. _.._.... _.........••...._.........._._.-.. __ .. _--_.. __ ._... _-_._._ .. __.._._._-:-._.._--_ ......-_ ... _... _-_._..... _-_._-_. __.. _---_. __... _._._._ .. _.... __... _... __.. _.... _.... _-_.. __ .-: bottle

l coffee?

1... _._ ... _.... __ ... _. __... _-_....••.•....... _...... _.. _._.. __.. __.. _. __.. _... _.....•...••... _... _.... ! ..---- ....................................._--. __..........__.__ ._-_._.._.-_....._.•.... _.:-

. ~~~~~~. .-. .---.---.---.---.:---.---..-..........-...................... . . . . .!. :~~.~:-. .... . . . .... .. .... . . -...__. . . . ._.-.. . . . . ... . .. .... . .. . ._._. _j vegetable

:=~~::::·::·::·::::,:::·:::·::··:::··::··::

.............-.................................. -......

milk

i:~t;~ !

···-·-····-·-·--··--···-·~-·-··-·-··-·-T· ·· ··· ···-···-

i meat

onion

: ·::~:: . :.'.:: .:.:::::' :1

... -.-............ -........ --................. -.....--.... ----.....•....•...... -.....: ?

'::~::~:~:·~::: ~· ::.::~:.~:.~·:::.::~ ·~:~. :.I.~:f.::~.~~::~·~~~:·~:~:::..:.~:~~·~~:~:~··: : l pineapple?

! butter

~~;~'t:·::::::·:·:~~······:·::·:·: i:f~ ··:::~ : ·····:·:: ::: ···1 . . . . .-.. . . .... .. . .. . ;. . . . . .-.-.. . .. . .-.--.-. --.-.-. . . . . - -. - . . _. _. _. ._._. .;_._ ._. . _. . . . . . _. . _-_._ .-. _-----_._ . ._-_. .j :~~

........................

-.~-.-j-.;:~~-

_._.............__....__._._-.--.._..................................:......• --.--._...............................- .....__ .._._--.-._..-.............._... __._.._.... -: :

i cheese? i .__ .__... _... _... __... _..._... _... _... _.... _.. _.... __... __ .._. ___._. __ ._ ... _.~. __.. __ ...._..L. ...... _.~.. ___.__ ........__.. ___ .. __..._........__ ... __ .__..~_._._ .. ___ ..__ .. _.. __... _. __ .._.. ..l soft drink ?

Photocopiables CPearson Education Umited 201 1

11:

Unit 7 Lesson C

Photocoplable Activity 7.2

it Making and responding to suggestions I« 111

STUDENT A Part 1: Shop assistant • You see a customer and go and say hello. Ask if they want help. •

Suggest they try the coat they like in red.

•

Then tell the customer that the coat is also available in dark blue, red

black.

Part 2: Customer • You are in a clothes shop and want to find some new trousers for work •

You see a pair you like and

try them on. They are very big and don't fit.

• Ask the shop assistant for the next size down.

•

Thank them for their help.

Remember that the shop assistant starts both conversations.

STUDENT B Part 1: Customer •

You are in a clothes shop and want to find a new coat for the winter.

•

You see a coat you like but you don't like the colour (brown).

•

Respond negatively to the shop assistant's first suggestion.

• Ask to try the dark blue coat on. You like it and decide to buy it.

Part 2: Shop assistant • You see a customer and go and say hello. Ask if they want help. • Suggest they try the trousers in a smaller size. • Tell the customer that you don't have the next size down in stock. Remember that the shop assistant starts both conversations.

!' !' !'

Photocopiables@Pearson Education limited 20t t

1'1

Photocopioble Activity 8.1

Unit 8 Lesson 8

Rights, responsibilities and advice Situation cards ---- ..................................... -----

----_._ ................................ _. __ ......... __ .. __ ....................... __ ..........-_._--_._--_. __ ..... __ ... _-_................. _---:

You 1

At a petrol statio n

smoke.

pay by credit care!.

---_._........................... _-_ .. __ .............

-.:.~-~--~-..-..-...-..-..-...-..-..---.~~~.~~.~~.~..~~~~-~~~~- .....-.-.... -.... -.....-......... -........................................ You 1

buy products from the Duty Free shop.

I Flying to anot her country You 2 have any liquids over 100 ml in your hand luggage. L.......................................................:.~.~..~ .....................~~.~.~.~~~~.~~~.~~~ ~i.~~y.~.~:......................... ................... ................. .................... . ,............................. .......................... .......................................................... You 1 wear safety clothing.

In a meeting

You 2

give your opinion and make suggestions.

........:'~.u 3_ _ _ _ _ arrive late.

, ................................................!

[' .......................•....•.....

You 1

do exams.

Studying at university

miss any lectures. You 3. _ __ _ _ choose subjects you enjoy.

..........................................................•.......................................................................................................···································-1. You

drive safely.

follow the road signs.

Driving a car

You 3_____ go fa ster than the speed limit. .......................................................................................................................................................................................•

, .......!

........................................................ ................................................................................................. . You 1 have internet access. Sending an emai[

You 2

read your message before sending it.

:.~.~..~_..._.._.._.._•._. ___-

attach

...

do.~~~~~~......................................................................................

Response cards

!« •••• ••••••••• , .. ......... . ..... .. ....... :; ••••••••••••••••••••• •• ••••• '. - ••••?.';':1' .............. ........ ' •• ~

can

............... can't

~ hive to

;.-;

~.'

............ . .........:.,., •• , ............... ... , ................ ......... ,-, ... . . ..

should

..........................., .......•.-...........~;:..' ........................................ ..................... ..................................................................)

; don't have to

Shouldn't

...,.&.,._.....................,.. ;'..:.M•••' ...•............ ; ......................~ .•..•, ............... : ..................................................... ~...•.,. .........................1

,Unit 8 lesson (

Photocopioble Activitl,l 8.2

1!t How to . .. I«

... _-_ .......................... _-_ ...... __ ............ __ ....... __... _-_ ...... _-_ ....... __ ...... __ .-.-_ ... _-....... __...................................... - ..... __ ................. -. , ,

How to send a photo with an email.

How to add a new phone number to your phone.

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First, write the emai! and then save it as a draft.

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First, go to phonebook and select 'new entry'.

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, send.

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After that, go bad: to youremail and click on 'continue

Next, press 'OK' to save their name.

1 writing'.

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Next, press 'attach' and select the photo you want to send.

After that, enter the phone number you want to save.

! ! ............... !............................................................._..................................... :

! Then, press 'OK' to save the number.

\ Then. wait for your photo to attach to the email.

...................................._..................................... :

...............................•.......•................•.......................................:...... r

! Finally, find the person in your phonebook and check you

Finally, send the email with the photo.

i ........................................................... have the correct number. ! _.....................................•

.•.........................•..............

And that's it!

........ ............................. ................................................................................ .............................

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Photocopioble Activitl,l 9.1

Unit,9 lesson B

Is it the same? I« ..............................................................................

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There are no shops in our village.

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Does your house have a dining room?

................. ----.. -............... ---.-.................................................... :...•.....•. ................-;............:If. We don'thave any pets.

My boss wants me to finish this report today.

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It is raining and I am getting wet.

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The curtains in the lounge are very new.

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Your home is very interesting. The fridge is too small for our family.

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PhotQ(Opiabje Activity 9.2

Unit 9 Lesson (

What's your news? iI€ Your flight is delayed and you can't get

You have lost your husband's / wife's mobile phone. Tell your best friend.

home tonight. Tell your husband I wife.

You are offered a better job with more money. Tell your best friend.

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You win a week's holiday for two in the

It is your dad's birthday next weekend

leg. Phone your boss and tell himlher.

Caribbean. Tell your husband / wife.

but you have to go to a conference. Tell your dad.

-.-................. - .............................. - ...................................................................................................................................... .

You have a new mobile phone. Tell a friend.

Your cat is ill and the vet doesn't know what is wrong with it. Tell your sister.

You pass your last English exam with the highest grade. Tell a friend.

----... -...................................... -......................................... ..... -.-.. -...................................... .-.................................................... "" 1 Your car breaks down and you are late for work. Tell a work colleague.

Your boss asks you to go to Japan for a business trip. Tell a work colleague.

Your new boss is very rude to you and you don't think he/she likes you. Tell your brother.

....................................................................................................................................... . . .................................................................. .

Unit 10 lesson 8

Photocopiable Activity 10.1 In other words ... iI€

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! The TV is on and is very loud. I can't think dearly. i ;Thefe Is too 'much noise. . '. ~' ! t···-- .. -...................................................·······························_·····1·······..······-..-•...•........... -•.••,......••..•....••..•••..••....•..........::.....••..••......~.~ i. thI like these jeans but they aren't comfortable and I can't do •.l' They ant too'" small forme. 1. i

em up.

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1 The fruit juice has sugar in it and don't want to drink it. ,.-.-.-.............................. -..•....• -.-.-

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It's too sweet for me.

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My computer takes a long time to connect to the internet.

IRngt fast.enOugh forme.

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Unit 11 Lesson B

Actlvlbt 11.1

What's the past? iI« I , _ __ my new job last month.

Everyone 2_ _ _ to the director's

I J _ _ _ Maths when I was younger.

speech. START (positive)

LISTEN (positive)

LIKE (negative)

I , _ __ to my boss about the Paris conference.

James 5_ _ _ to leave his job and travel the world.

homework.

TALK (positive)

DECIDE (positive)

ASK (ne gative)

Brian 7_ __ his driving test on

I , _ _ _ much English at school.

I , _ __ at the station in time for my train.

PASS (negative)

LEARN (negative)

ARRIVE (positive)

My best friend 10_ _ _ university.

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ENJOY (negative)

SHOUT (negative)

Saturday.

My son 6_ _ _ for help with his

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WANT (pos itive)

-_ ... __ ... __ .. __ ....__ .. _-_ .. __ ... __ .. __ .__ .__ ... __ .. --_ .. __ ............................................._-_ .........................................................................................! My colleagues 13_ __ me to prepare for the meeting.

The man 14_ _ _ me where to buy the ticket.

My colleague 15_ __ to drive me home.

HELP (positive)

SHOW (positive)

OFFER (positive)

I " ___ every weekend last month.

My mother always 18_ _ _ dancing.

WORK (positive)

LOVE (positive)

Jenny

16_

the school uniform.

HATE (positive)

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Photocoplab/e' Activity 11.2

Unit 11 LEISSOIl C

Questions, questions !o<

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Interview each group member about school. Note their answers.

Did you enjoy school? rNhyMl'ny not?)

What were your best subjects and what wer,e your worst?

Who was your favourite teacher (and why)?

What did you want to do when you left school?

5 6

._-------------------------------------------------------------------------------------------------,, .-------------.------------------------------------------------------------------------------------CAR02

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Interview each group member about studying. NotE! their answers.

VVhat qualifications did you get from school?

Did you go to university? (If yes, what did y<)U study and why?)

What professional qualifications do you hav.e?

Do you think companies should pay for employees to study? 0Nhy?l'M1y not?)

5 6

"-----------------------------------------,----------------------------------------------------------

,, .----------------------------------------_._--------------------------------------------------------CARD 3 ,, ,,

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Interview each group member about jobs. Note their answers.

What was your first job and what did you ha,v e to do in this job?

Do you think young people should get part··time jobs? (At what age?)

What are the most interesting things about your present job?

Do you want to change job in the next five years? r:N'ny?NVhy not?)

,, 6 , "-----------------------------------------,----------------------------------------------------------

.--------------------------------------------------------------------------------------------------, CARD4 Interview each group member about learning English. Note their answers. 1

'vVhen did you start learning English?

Do you enjoy studying it? 0fo/hy?NVhy not?)

Do you have to use it a lot at work? ('vVhen?)

How do you practise English outside of lessons?

5 6

, . "--------------------------------------------------------------------------------------------------Photocopiablns ©Pearson Education Limited 2011

Unit 121Lesson A

Photocopiable Activity 12.1 What are you doing?

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Is she playing tennis?

Are they sleeping?

Is it raining?

Is he writing a letter?

Are they having a coffee?

Are they waiting for a bus';'

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Is she driving a car?

Is he playing a guitar?

Is she playing the violin?

Photocopiables CPearson Education limited 201 1

. .Photocopioble Activity 12.2

Unit 12 Lesson C

What do you call it?

'" OBJECT

DEFINITION

A machine you use to copy documents.

Something you use to tell the time and that wakes you up.

Something you wear over your eyes to protect them from bright light

An electronic object you use to take photos but not phone calls.

An object you drink liquids from. e.g. water.

Something you put your clothes and other objects into for a holiday.

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Photocopiables ÂŠPearson Education Limited 2011

Pho~ioble

Activity 13 . J___---..::______--'-

Unit 13 lesson 8

If you ___ , "11 __ _ I« .••.•••..••... __ ...•-_ .. __ ... __ .. __ ... __ ...••...•...••...•....•-...•...••...••..•••.. --....•...•..

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r~ . '11I. ,-r.att.ome and 'MItdl fI1ms.

If it rains this weekend,

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visit Japan next summer

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t ahII'Ucome1Othecanawtwfthua.

IfJane feels better tomorrow,

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We'll get the next bus

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if we M'l for·it now.

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If I can take the time off,

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I'll get my haircut

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If I don't have time to cook dinner tonight,

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I'll give Tom your email address

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; rllend )IOU.ame. ~.

If you want to borrow some money,

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If I go away on business,

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. Unit 13 lessonC

Photocoplable Activity 13.2 Agreeing and disagreeing Statement cards iI<: The best way to exercise is to play tennis.

I think people will use e-readers and not books in the future.

Happiness is more

Flying is the quickest way

important than wealth.

of travelling ,

In the future, people win go to space for their holidays.

The best way to celebrate New Year is to have a party.

The best way to learn

It is cheaper and easier to shop online.

a language is to watch TV.

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More people want to learn

Technology makes our lives more

Spanish than French.

relaxed and easier.

I think it will rain this evening.

Response cards

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, Photocopiables CPearson Education Limited 2011

Public transport in this country will improve in the future.

Photocoploble Activity 15.1

Unit 15 lesson 8

Sharing experiences

ASK someone if they have

START

ever had an unusual job.

TELL the group about a funny experience you have had.

Miss a turn . TELL your group about an experience you have had on

, ASK someone what the most interesting place they have

holiday.

TELL your g roup about Go back

ever visited is.

1 squa re.

something unusual you have

eaten.

ASK someone to name three countries they have visited.

TEll your group about an experience you remember from when you were a child.

ASK someone if they have ever met anyone famous.

TELL your group about something you have won.

ASK someone if they have Go forward

2 squares.

ever worked in a different country.

TELL your group the best birthday you have ever had.

Miss a turn .

ASK someone if they have ever been on TV or in the news.

TELL your group about your

ASK someone to name

experiences of learning English.

three films they have seen and enjoyed.

ASK som eone if they have ever spoken in English in a meeting.

ASK someone to talk about

TEll your group what experience you have learned the most from.

Go back

2 sq uares.

an experience that makes them smile.

Photocopiables ÂŠPears.on Education Limited 2011

FINISH

Photocopioble Activlt1,J 15.2

Unit 15Âˇlesson C

What was that ... ? Information cards

................ __ ........ __ .. __ ................ __ ...... . __ ........ __ .. __ .. _-

" '-' - '

.. -,--

Phil wants to call Jeff at home at 8 p.m. this evening_

The telephone number : for the London office is

0208959672.

The school phoned Your

Mike Moon lives at

daughter is jlL Can you collect her from the office?

67 Sanderson Street. Chelsea.

;.......... __ .. __ ................................. j.......... _...__ ...... __ .. __ .. __ ... __ ......._---- ...... __................_-_.. __...__ ........................................ __ .. __.. __ ........ __ . You want the money put into your bank. Your

account number is 574m997de.

Have you spoken to VICky Kent about the Vienna conference?

Kate Bradbury can't come to the meeting on Wednesday.

Your sister wants you to collect her from the station at 7.20 p.m.

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........................................... j., .... ............. ........................ _..... _.... __ .. __ .. __ .. __ .. __ .... _... _... __ .. __ .. _-_ .. __ .. __ .. __ .. __ ... _-_ .......... _...._....._..... Your car is ready. Can you collect it before the garage d oses at 7 p.m?

Can you call Pierre at the Lyons office? His number is 003347367841.

There is an emergency meeting with the CEO in room 101 in ten minutes.

Response cards

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Photocopiables C Pearson Education Limited 2011

Mr Jakes can't come today. He will call you tomorrow aftemoon at work.

Photocopioble Activitl,l 16.2

Unit 16 lesson C

Why? Because •••

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pMner is gomg 110

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I.isoon., _ Student B wants ond"""""'-" '• .go lM>y do you - ' 10 ... ~ f • .Dadde iD *'t 'yeS ~~ to Student 84J request (If)OU ItIf 'no', give it RIItSOn.)

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Decida ~ Of 'no' to'StudentI6 request. {tf)lOLi say 'no', give a I1MSiCf'IJ }. • End"," , ~, •

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