C A M B R I D G EU N I V E R S I TPYR E S S , áo Paulo C a m b r i d g eN , e w Y o r k , M e l b o u r n e ,M a d r i ...
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C A M B R I D G EU N I V E R S I TPYR E S S , áo Paulo C a m b r i d g eN , e w Y o r k , M e l b o u r n e ,M a d r i d ,C a p e T o w n ,S i n g a p o r e S C a m b r i d g eU n i v e r s i t yP r e s s T h e E d i n b u r g hB u i l d i n g ,C a m b r i d g eC B 2 2 R U , U K WWW.cambrídge.org l n f o r m a t i o no n t h i s t i t t e :w w w . c a m b r i d g e . o r g l 9 7 9 o 5 2 1 . 5 3 4 7 0 3 O C a m b r i d g eU n i v e r s i t yP r e s s 2 0 0 6 T h i s p u b t i c a t i o ni s i n c o p y r i g h t S . u b j e c tt o s t a t u t o r ye x c e p t i o n a n d t o t h e p r o v i s i o n so f r e l e v a n tc o l l e c t i v el i c e n s i n ga g r e e m e n t s , n o r e p r o d u c t i o no f a n y p a r t m a y t a k e p l a c e w i t h o u tt h e w r i t t e n p e r m i s s i o no f C a m b r i d g eU n i v e r s i t yP r e s s . F irstp ubl i s he d 2006 P r i n t e di n t h e U n i t e d K i n g d o ma t t h e U n i v e r s i t yP r e s s ,C a m b r i d g e . A catalogue record for this publication is avaÍIablefrom the BritÍshLibrary ISBN- 13 978- 0- 521 ,- 5 3 4 6 9 -S7tu d e n t ' sBo o k 2 I S B N - 1 0 0 - 5 2 1 , - 5 3 4 6 9 -S0t u d e n t ' sB o o k 2 I S B N - 1 3 9 7 8 - 0 - 5 2 1 . - 6 7 2 0 8W - 5o r k b o o k2 w i t h C D - R O M/ A u d i o C D I S B N - 1 O 0 - 5 2 1 - 6 7 2 0 8 -W 2 o r k b o o k2 w i t h C D - R O M/ A u d i o C D ISBN- 13 978- 0- 521 ,- 5 3 4 7 0 T - 3e a c h e r' sB o o k 2 ISBN- 10 0- 521, - 534 7 0 -f4e a c h e r ' s B o o k 2 ISBN- 13 978- 0- 521 .- 5 3 4 7 1A .-u0d i o C a s s e t te s2 A u d i I SBN- 10 0- 521. - 534 7 1 .- 2 o C a s s e tte s2 I S B N - 1 3 9 7 8 - 0 - 5 2 1 - 5 3 4 7 2 -A7u d i o C D s 2 I S B N - 1 0 0 - 5 2 1 . - 5 3 4 7 2 -A0u d i o C D s 2
Contents Introduction Teaching notesand progresstests U n i t1 I n t r oudc t i o n s U n i t2 Teamwork U n i t3 Choices Test1 U n i t4 Experience U n i t5 Arrangements Objectives Test2 U n i t7 Success U n i t8 Media U n i t9 Strategy Test3 Unit10 Solutions U n i t1 1 Transport Unit12 Agendas Test4 Resource sheets Entry/Summary test Testkeys
B 14 20 26 2B 34 40 46 48 54 60 66 6B 74 BO B6 BB 124 1,26
lntroduction ABOUT BUSI N ESS START.UP Cours e t e ngt h Busin e s sS t ar t - u p2 c o n s i s tso f 1 ,2u n i ts o f t h r e e lesso ns e ach.T h e co u rs e s h o u l d p ro v i d e 5 0 - 6 0 h o u r s of c ta ssr oommat e r ia l ,wh i c h c a n e a s i l y b e e x t e n d edto 70-80 hours wíth the use of ÍheoptÍonalactivÍties and Resourcesheets in the Teacher'sBook. The Workbook pro vide san addi t i on a l1 0 - 1 5 h o u r s o f s e l f - s tu d yp ractice and the accompanying C D - R 0 Mc a n b e u s e d a t h o m e o r in c lass for a fu r t he r5 - 1 0 h o u rs . Ta rgetaudi e n ce BusinessStart-up is specially designed to cater for begin n e r sand fal s e b e g i n n e r swh o wa n t t o l e a r n E ngtish for bot h busi ne ssan d s o c i a l re a s o n s . Level Business9tart-upí covers competenciesfrom [eve[A1 of the C ommon E u r ooe a nFr a m e wo r ko f R e f e r e n c ef o r Languagesand leads into A2. BusinessStart-up2 covers c o mp e t e n ci e sfr om 4 2 a n d l e a d s í n t o8 1 . Absol u t e be gi n ne r sa n d f a l s e b e g i n n e r s At the be gi nni ngof e a c h l e s s o n ,i t i s e s s e n ti a lt o c heck if stude nt sal r e adykno w a n y o f th e g ra m m a ra n d ta rget langu agebe for eít i s p re s e n te da n d p ra c ti s e d ..T e s ting the wat e r 'i s i mpor t a n ta t b e g i n n e rl e v e l .M a n y s t u dents a t thi s l e ve Ial r e adyk n o w s o m e E n g l i s h( o f te nwo r ds and phra s e sr e me mbe r e df r o m s c h o o l ) ,b u t h a v e n o t s po ken the langu agefor some t i m e . T h e r e f o reth e y n e e d to ' f i ll in their ga ps'.Y ou may fi nd t h e f o l l o wi n gs u g g e s t i o n sh e l p fu[. o
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lf t he l angu agei s n e w to s t u d e n t s ,c a rr yo u t t h e pr ete achi ngsugge st e di n th e T e a c h e r ' sBo o k n o t e s o n the un i t s .Y ou w i l t n e e d t o p r o c e e dt h r o u g ha l l t h e s tages o f pr e se nt at i on,pr a c t i c ea n d c o n s o l i d a ti o ni n th e S tudent's Boolfopen-plan offices? Do you hke thatsort of design? Well,an open-planofficc isn'treallya Steve d e s i g ni,s i t? l t ' sj u s ta b i g r o o m , L tm... But we'retalkingabout the requirements for offices,and the nrostimportant qucstionis money.You know, cost is alwaysthe biggestproblem.At the end of the day,walls cost money.If they'renot an essentialrequirement,then why have With anything that costs money, tl'ren-r? clientsalwaysask, is it really necessary? Officesare expensive,even if you only havewhat'sin the regulations- what's compulsory.So, if sorrrething's an o p t i o n a el x t r a... Steve
pRAcncE B.'"3sB page80. ffi conaMUNtcATtoN D ividethe class into pair s.Students[o o l SB Pages 82 and 90.
Key
11
5
So, when's the best time to meet, for you? I'm free next week. Um ... I can't make it next week. I'm ... I'm busy all week. The week after's OK for me. The week after. What about Monday? Monday, December the twelfth? Yes, that's OK for me. In the morning? Yeah. Half past nine? Nine thirty? Yeah, that's fine. OK. Monday, December the twelfth at nine thirty, then. And can you send me an agenda? Yes, I'll write an agenda this morning, and send it to you this afternoon. Excellent. OK, so I look forward to receiving that, and I'll see you on the twelfth. OK. I look forward to seeing you then. OK. Bye. Bye.
Divide the class into pairs and each pair into A and B. Give them time to look at their different pages. Summarise the scenario by telling them that Student A wants to visit a company to make a presentation. He/She phones the sales manager (Student B), and makes arrangements for the visit. Student A starts and should make notes of what they agree. Demonstrate the start of a phone call with a student before students do the role play in pairs. Monitor and support them during the conversation. After the pair work choose one or two pairs to do the phone call for the class. Finally, pairs work together to write an emait from the sales manager confirming the arrangements made on the phone. Refer students to email b, on SB page 32 as a template. Afterwards one or two students could read out the email to the class. To personalise the language of the unit, students think of an em ail they wrote recently to confirm arrangements and write it in English. This could be done as a homework assignment.
rI Students check their answers by referring to the transcript on SB page 118. You could conclude by playing the recording once more, for them to listen and read through the whole dialogue.
Key 1 Monday, December 12th
2 at 9.30
3 agenda
Teaching notes
®
Lesson5.3
Y o u c o u l d p r e s e n ta n d p r a c t i s eo t h e r U K a n d U S h o l i d a y si n a d d i t i o nt o C h r i s t m a sD a y a n d N e w Year 'sD ay (Bo x Í ngD ay, Go o d Fr í day,E aster M o n d a y ,W h i t s u n ,I n d e p e n d e n c eD a y , T h a n k s g i v i n ge, t c . ) . A l s o i n t r o d u c et h e c o n c e p to f ' b a n k h o l i d a y s 'i n
Sightseeing
Touristinformation
the UK , w hich ar e o ften o n M o ndays . (Aug ust B a n k H o t i d a yí s t h e l a s t M o n d a y i n A u g u s t a n d S p r i n g B a n k H o t i d a yi s t h e f i r s t M o n d a y a f t e r M a y 1 s t . E a s t e rM o n d a y i s a b a n k h o t i d a ya n d i f Chr istmaso r New Year 'sD ay fatto n a Saturd ayor S u n d a y ,t h e f o l l o w i n gM o n d a y i s s e t a s a h o l i d a y . ) T a l k a b o u t t h e s i g n i f i c a n c ei n t h e U S A o f 4 t h J u t y ( t h e c e l e b r a t i o no f l n d e p e n d e n c ea) n d o f T h a n k s g i v i n g( w h i c hc o m m e m o r a t e st h e m e a l o f t h a n k s g i v i n gt h e e a r l y s e t t l e r si n A m e r i c ag a v e , a f t e rs u r v i v i n gt h e h a r s h w i n t e r ) .
PRE.TEACHING Ask studentswheretheywenton holidaylastyear. Ask themabouttouristinformation: Whatplacesdíd you visit?DÍdyou go to any touristinformationofftces? Werethe people there very helpful?Whatsort of informationcould you get there?DÍdyou have to pay for it or was it free? Ask if any studentswentto the USAtastyear.Ask what townand placestheyvisited.Getthemto talkabout lt wouldbe helpfulif you couldshow theirexperiences. t h e p l a c e so n a m a p . W
P o i n t o u t t h a t t h e U K i s v e r y m u l t í - c u t t u raanl d t h a t t h e h o l i d a y so f m a n y o t h e r c u l t u r e sa n d f a i t h sa r e a l s o c e l e b r a t e de, s p e c i a l l yi n b i g c i t i e s .
Arainstorm on whatstudentsknowaboutSan F r an ci s co.Wr i tet h e i r i d e a s o n t h e b o a r d .T hen braínstormon Alcatraz.Do you know any films or documentaries about Alcatraz? Who was 'The birdman of Alcatraz'? Why was Alcatraz a good place to have a pilson? How do you get to Alcatraz from San Francisco?Do you think it's an interesting place to vísit? S t u de n t sl ook a t t h e p h o t o o f A l c a t r a za n d say w hat t he y t hi nk of i t a n d i f th e y wo u l d l i k e t o v í s itit. Read t he qu e st i on st h r o u g hwi t h s tu d e n t sa n d c heck compr e h e ns i o nA. s k s tu d e n t si f t h e y c a n p r edictthe answers before they read the text. Students then read t he l e afl e tab o u t A l c a t r a za n d a n s we rth e o u estio ns. Wi t h some cl a s s e sy o u m i g h t c h o o s e t o re ad the tex t w i t h s t u de n tso r d i v i d e th e c l a s s i n to p a i r s /gr o ups and give each pair/groupa differentparagraphto read. T h e y t h e n t alk t o th e c ta s sa b o u t t h e p a ra g r aphthey have r e ad and e x p l a i na n y u n k n o wnv o c a b u lar y. Kry 1 It is open to touristsall year round, except Christmas Day and New Year'sDay. 2 lt's best to book a week in advance. 3 A shuttleis a regularbus servicewhich links two destinations,to transfer people.On Alcatraz there is a shuttlebecausethereis a short road up a hill from the dock to the prison, rvhich could be a difficult walk for some people. 4 Thereare.SelíGuide'bookletsin English,Spanish, German,French,Italianand Japaneseand otherguide books in the shop. 5 The island after dark offers some of the best views of San Francisco'scity lights and the Golden Gate Bridge.
T e a c h i n gn o t e s
Studentsthendeveloptheirvocabulary by matching definitions to wordsfromthe text. ffi *
for studentsto listenand 33 Playthe recording checktheiranswers. Theythentistenagaínand repeat the new vocabulary. Afterstudentshave check edtheir answers, theycould'test'each o ther o r ally in p airs. Key 1 peak periods 2 leaflet/booklet, booklet/leaflet 3 history 4 map 5 souvenir 6 museum 7 guidedtour
practice""p SB Page99, Exercise 5. ffi Vocabulary Key 1 map 2 shuttle 3 souvenirs a guided 5 leaflet 6 peak OPTIONALACTIVITY Say thata prísonísan unusuattouríst attraction. Ask studentsto talkaboutany otherstrangetourist attractions thevknowof. ffi
for studentsto listento 34 Playthe recording fourshortdialoguesin a tourístinformation off]ceín
San Fr anciscoI. n each dialo guether e is a ' b eep ' sound w her e a w o r d is missing.Studentsinfer from the co ntex tw hich w o r d (cho senfr o m a_d) ís m íssíngin each dialo gue.Yo u may need to play th e record ing m o r et h a n o n c e a n d a l l o w t h e m t o c o m p a r ea n s w e r s befo r evo u check answ er sw ith the w hole class.
Arrangements5 Key 2c tb
PRACTICE t5"""v sB pages82 and ffi coraMUNtcATtoN ld
90.
4a
Transcript Hi. 1A B Hello.Do you havc any informationabout Alc-atraz? Any ... bookletsor (beep)? A Yes.Justbehindyorl,on the shelf,there. B Ah, OK. Thank you. Hi. 2A B Hi. Is thercanpvhere nearherewhereyou can buy gifts ... and (becp)? Yeah.If you turr-rripht out of the door, then take the first right,thcre are gift shops all along the . . . t hes t r e e t, th e r e . B OK. Thanksvery much. 3 B Can you visit the mlrseLrmall day?What are the openingtimes? A It opensat ten and closesat five. If you want to takea (beep), they start every hour, on the hour and last ... t think they last forty-fiveminutes, but I'l lj u s tc h e c k ... 4 B Excuseme. Have you got any street(bcep)? A Sure. B ... Thanks.How nruchare thev? A They'refree.
n t can s q u i c k l ywo rk wi th a p a rtn e rt o fittin the E Smit ude s si ngw or dsa n d th e n f e e d b a c k o ra l l yto the class. 35 S t u d e n tsl i s t e nto th e re c o rd i n gto check E t h e i ransw e r sa n d th e n l i s te n a g a i n a n d r e p eatthe new
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to [o o k at their differ entp ag es.Ask a str o ngStudentA to ex plainthe scenar iot o the class. Then demo nstr atea r o le play w ith a student.Play the par t o f B, the per so n w o r king in the to uristoffice,and be ver y po lite and helpful.Then studentsd o the role p l a y .M o n i t o ra n d s u p p o r tt h e m d u r i n gt h e co nver satio n. Studentschange r o les fo r the second role play,and this time A , the per so n w o r king in the info r matio no ffice,is tir ed,busy and new to the job . This sho uld pr o ducea dÍ ffer ent atmo sph ere.After the pair w o r k cho o se tw o o r thr ee pair s to do the role p lay fo r the class.Studentsco uld vo te fo r the m ost/least hetpfutper so n fr o m the to ur isto ffice.
W
, o p e r s o n a l i st eh e l a n g u a goef t h e l e s s o ns, t u d e n t s w o r kw í t ha p a r t n ear n d t a l ka b o u tt o u r i s mi n t h e i r Withmoreconfident students, town/region. this could be expandedintoa presentation to the classusing mapsand leaflets. Thisshouldbe givenas a h o m e w o raks s i g n m e ntto, a l l o wp r e p a r a t i o n . OPTIONAL ACTIVITY Studentscouldwritea shortemaiIto the tourist information and ask for information officein Cambridge in aboutthe town.Tellthemthevare vervinterested history. WORKBOOK"."vPages1,7-1.9.
vocabul ar Ch y. e c ks tu d e n t su n d e r s ta n dh o w to use 'in onyw h e rteo m e a n a n y p l a c e ' a n de l i c i tm o r e e xamol eof s it in sentences. Kq 1 information 2 anywhere 3 opening 4 street 5 free
ACTIVITY OPTIONAL you couldask Forextracontrolled speakingpractice students to lookat the transcripts of the dialogues from2a (onSB page118)and practisethemwith a partner. R E S 0 U R CSEH E E T5 . 3. . " bP a g e1 0 2 . practice Foradditional of the touristlanguage, use Resource sheet5.3.Dividethe classinto pairsor small groups questions and givea copyof the incomplete to eachpairor group.Tellstudentsto placethe cut-up cardsfacedownon the tableand turnthemoverone at a time.Thefirststudentto completethe question correctly winsthe card.Demonstrate a fewexamples witha strongstudentbeforetheycontinuein pairs. Theactivity couldbe extended to studentstakingit in turnsto provideanswersto the questions. T e a c h i n gn o t e s
6 obiectives Lesson6.1 will:predictíons
Studentswill knowthe formof wÍlland associateit withthe future,but may not be famitiar with ítsuse w i t hp r e d i c t i o nasn d s p e c u l a t i o n . look at the photosof the Tropicallstands StuOents Resortand say whattheycan see.Ask whattheythink it is and whatthevthinkvísitors can do there. Itwouldbe usefulto showstudentswhere is on a map of Germany. Brandenburg Studentsfirstly discussthe locationof the TropicallslandsResortin p a i r sa n d t h e nj o i ni n a c l a s sd i s c u s s i o ng ,i v i n gt h e i r reasons. Writethe arguments for and againstthe locationon the board.
ffi
readthe articleand answerthe questions. StuOents Withweakerstudentsgo throughthe articletogether. Kry 1 The Tropical IslandsResort is largerthan two football stadiumsand higher than the Statueof Liberty. 2 The temperatureis 25"C.There'sa'sea' with waterat 30"C,and a small'rainforest'. 3 The advantangesare that the sea is quite far away (250km) and that the dome can be used in winter too, when it is cold. 4 Many of the world's big, rich cities have cold climatesand so possibly largemarketsfor 'tropical daytrips'.
ffi
StuAents then focus on wil! and won'f by underlining t h e cor r e ctw o rd s t o m a k e s e n te n c e sth a t matchthe poi n t s of vi e w i n t h e a rti c l e .
Key 1 doesn'tthink 2 will
3 won't
will: predictions R e a d t h r o u g ht h e e x a m p l e sw i t h t h e c l a s s .P o i n t ou t t h at e v e n th o u g h wi l l i s wri tte na f t e r no uns, i t 's usual l y p ro n o u n c e da s ' //. , e ctio n G r ammarr ef e re n c e" ' .) S B Pa g e 1 1 .0 S 5.4.1,. T e a c h i n gn o t e s
Kry
36 Read o ut the last tw o senten cesof the ar ticleagain to the class.Then r ead o ut the rub ric and the questio n.P lay the r eco r dingthe first tim e fo r studentsto listen fo r the advantagethat the r eso r thad.
Probabitity
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Cru.mar practice.'.1SB Page 99, ExerciseL. 1 I don'r thlnk he'll finish on rime. 2 Personally, I think they'llbe overbudget. 3 I think it'llbe a flop. + The projectwon't be a success. 5 I don't think we'll solve the problem. 6 The salesfigureswon't improve next month.
Forecasting
I
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Transcript Interviewer What do you think about the locationof the resort,near Berlin? Well, the reasonit's thereis, simply, Caroline becausetherewas alreadya dome there. TropicalIslandsResortdidn'tbuild the dome.They bought it, for quitea low price.A company calledCarpolifter built the dome as a factory,to make big airships.But Cargolifter went out of businessand had to sellthed om e.So TropicalIslandsbought it and ... so they had ver ylo w co nstr uctio ncosts. lnterviewer So, do you think the resort'llbesuccessful in the long term? Possibly.I think it'll probably be quite Caroline popular in the short term ... in the first few months.I think a lot of people'11 probablycome to havea look ... they'll want to seewhat it's like. After that,it dependswhat they think of it. lnterviewer Some people say this resort won't help to make forecastsfor other resortsbecause therewas no needto build a dome. Do you agreewith that? Carolíne Um ... no . I think it'll help a lot.Definitely . The construction costs aren'tdifficult to calculate.The difficultquestionis, what sort of peoplewillvisit the dome?I'm sure it'll be popular with familiesrvithyolrng children,for example.So the project'll be good for gettinginformationabout the market. !nterviewer Do you think someonewill build another dome like this somervhere,one day? It'spossible,yeah.Maybe there'sa huge Caroline market for thern.I mean, it's not a completelynew idea.There'salreadya dome like this one in /apan.
Objectives6 E
the sentences withthe class 36 Readthrough andthenstudents listenagainand decidewhich sentences aretrueor false. Key 1T 2F
!
3F
4T
5T
fromthe interview 37 Studentslistento extracts and underline the stressedwords.Checkanswerswith the wholeclass,thenask whateffectthe stresshas on the pronunciation of wÍll.Focusstudents' attention on the contracted form'1lafterstressednounssuchas resort'llandpeople'l1. Studentscan then practise sayingthe sentences withthe correctstress,in pairs.
6T
correct Stuaents the fatsesentencesin 2b.
Key 1 So, do you think the resorg'llbe successfulin rhe long term? z I think it'llprobablybe quirepopular in the shormerm. 3 I rhink a lot of pcople'll probabl)tcome to have a look. 4 They'llwant to seq rvhat it's like. 5 So the prqkel'll be gOod for getting information about the market.
Kq 2 Thenumbers of visitorswill probablybe highin the firstíewmonths' ] Itdefinitely will / will definitely helptopredictthesuccessof otherresorts. clarifrT the key language of possibitity and @ Stuaents certainty by puttingthe wordsíntoa chart. KE Verycertain:certainly,definitely Quitecertain:probably Notcertain:possibly, perhaps,maybe
ffi
R E S O U R C ES H E E T6 . 7 . . " bP a g e 1 , 0 3 . Use Reso ur cesheet 6.1,fo r additio nalpr a cticeof pr edictio ns.Studentsw o r k in small gr o ups.Giv e each gr o up a set o f cut-upcar ds w ith pr edictionson. Studentsplace the car ds face do w n o n th e tab le and tur n them o ver o ne at a time. W hen a card is turned up, they discussw hethero r no t they agr eewith the prediction.Encouragethem to use definitely,probably, possibly, certainly, etc.
to tookat the sentences in 2d agaín. @ nsrstudents Which of thewordsin the chartgo at the startof a Whichgo beforethe verb? sentence? Kq PerhapslMaybe go at thestartof a sentence. Possib\tf Probablyf CertoinlylDefinitely go beforetheverb. I
nointoutthatthewordsfor possibility and certainty positionsin the sentences. cancomein different
pRAcncE16.."p sB page83. ffi cortaMuNtcATtoN Dividethe classinto pairsand thenreadthroughthe activíty wíththe class.Checkthatstudentsunderstand the ideasand thattheyare clearaboutthe task.Point out thattheyhaveto makepredictions aboutthe likety successof the ideas.Givestudentstimeto prepare whattheyare goingto predictand makea few notes. Thendemonstrate a roleplaywitha studentbefore studentscontinuein paírs.Monitorto checkthatthey use wÍll/won,t correctly. pairwork, Afterthe inítÍal studentsmustlook at the listagainand agreeon how probableit is thatthe ideaswill be successful, using certainly,probably,definitely,possÍbly,perhaps and moybe.Choosesomepairsto reportbacktheir o p i n i o n tso t h e c l a s s .
Explain thatmaybeand perhapsusuallycomeat t h eb e g i n n i n g : Perhaps sameonewill come. Probobly/Definitely/Possibly/Certainly usuaIly come immediately afterwill and beforethe mainverb,but before won,tínnegatíve sentences. Theycan s o m e t i mceosm ea t t h e b e g i n n i nogf a s e n t e n c e . Probobly, there'llbe a lot of visitors. probablybe a lot of visitors. There'll proboblywon'tbe a lot of visitors. There practice...) SB Page100,Exercise2. @ Vocabulary
Kry I He'sdefinitelycoming tomorrow. 2 They'll probablyget the contract. 3 PerhapsI'11 go to Spain on businessthis year. 4 There'll certainlybe a big a marketfor this product. 5 Their profits will possiblybe betterthis quarter.
stuo ents discusstr o picaldo mes w í tha p artner.They speculate,using w ill and the pr o babitityword s. Hold class feedbackto co mpar ediffer ento pinions.
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StuAentshavean opportunity to personatise the l a n g u a goef t h e u n i tb y t a l k i n gt o a p a r t n ear b o u t a projectthey'replanningor startingsoon (atwork or outsidework).Stronger studentscoulddo a presentation to the classin the nextlessonaboutthe futureproject. Thiscouldbe a homeworkassignment.
T e a c h i n gn o t e s
Lesson 6.2 Discussing aims
This activity provides a further opportunity for vocabulary building. Students need to refer back to the text to find the words to complete the synonyms and definitions. They can compare answers in pairs, before checking answers with the whole class.
Key 1 goal, target, aim, objective optimistic 3 realistic
2 ambitious,
Vocabulary practice •..) SB Page 100, Exercise 3. Brainstorm generally on the topic of space exploration. Write Space in a circle in the middle of the board and write key words around it (important dates, names of spaceships, first people in space etc.). Collate students' contributions. Then students read the three opinions about space tourism and say if they agree with any of them or not. Write the three headlines on the board and record against each the number of students who agree with each: 1 space tourism in 10 years' time
Key 1 c
2 a
3 e
4 b
5 d
38 Read through the sentences with the class and check that students understand what all the options mean. Play the recording for students to listen to Caroline talking about space tourism and to decide which sentences match her views.
Key 1 a
2 a
3 b
2 space tourism - big industry in 3-4 years' time
3 rich tourists in space in 10-20 years' time
Transcript Interviewer
Also write two columns to record reasons For and Against. Refer students to the photos of Virgin Galactic. Ask them what they know about the Virgin group. Do they know any other Virgin companies? Do they know the name of the owner? What does the company do/sell? (For information see www.virgingalactic.com) First give students time to read the sentences about the text, and check they understand them. Then students can read the article independently or, with a weaker class, go through together as a class. Then students decide which sentences match the company's objectives.
Caroline
Interviewer Caroline
Key 1 wI'
3 wI'
6 wI'
Students make sentences to describe Virgin Galactic's plans and objectives using prompts and the present continuous.
Interviewer Caroline
Key 1 Virgin Galactic is!'s planning to use the technology from SpaceShipOne. 2 The company is!,s aiming to start space flights soon. 3 Virgin is!,s hoping to achieve its objective this decade. 4 The firm is/,s going to build a ship called Virgin Space Ship.
Interviewer Caroline
Students work with a partner and ask and answer questions about Virgin Galactic's plans. Monitor to make sure they use the present continuous. After the pair work ask one or two pairs to do the activity for the class.
@
Teaching notes
Do you think we'll see a space tourism industry in the next ... five years? Is that realistic? I think so, yeah. I'm not sure how big it'll be. It all depends how much it costs. You know, if a flight costs ... under fifty thousand dollars, I think there'll be a lot of demand. If tickets cost over five hundred thousand dollars, very few people will buy them. Obviously, it'll be expensive. The question is, how expensive? Some people say two hundred thousand dollars is a realistic price. Mmm ... well, that's probably about right for a short-term objective. In the long term, I think the cost will need to be less than that. Probably less than half that. What do you think space tourists will want? What sort of experience? Urn '" I think they'll want ... I think it has to be a real space trip. If it's too short, then people won't be happy. I don't think it needs to last for hours, but a couple of minutes won't be enough. It has to be worth the money. What do you think it will take to really make space tourism take off? If somebody shows that it's possible, for a reasonable price, I think that'll be the start. If the first company is successful, a lot of others will follow. And, obviously, the top priority is safety. That's the big challenge - to show that it's safe.
Objectives6 matchthe pairsto makesentences from @ StuOents Thisfocuseson firstconditional theconversation. but herestudentsare onlyexposedto the sentences, form, it. anddo not yet manipulate
Kq 1 If the flight'sdelayed,I'11 stay at the airport. 2 If the suppliersdon't deliver ittoday,we won't finish on time. ) If youwork hard,you'll achieve your goal. + If the project isn't successful,we'll lose a lot of money. 5 If they don'r finish the job, they'll work late tonight. 0 If the price isn't too high, we'll increaseour sales.
Askstudents to checktheiranswers, by finding E the in the transcript for Listening sentences 38 on SB page119. KE 1c
2a
3d
4b
pRAcncE17...psB page83. ffi coruMUNrcATIoN D i v i d et h e c l a s s i n t o p a i r sa n d t h e n r e a dt h r o u g ht h e businessplan w ith the class.Check that stud ents u n d e r s t a n dt h e n a t u r eo f t h e b u s i n e s s T . h e nt e l l t h e m t h e y m u s t d e c i d ew h a t t o d o i f c e r t a i nt h i n g sh a p p e n . S o m e s t u d e n t sm i g h t b e a b l e t o c o m e u p w i t h o t h e r scenar io s,so br ainsto r mand add these to the list. D emo nstr atethe r o le play w ith a studentso they are clearabo ut the task. Then give studentssom e tim e to pr epar ew hat they'I do in the differ entsituations befo r ethey star t the r o le ptay.lt might help stud ents to make a few no tes. M o nito rthe paí rw ork to check Then each p air joins with that they use w e'll co r r ectly. a n o t h e rp a i r t o c o m p a r et h e i rd e c i s i o n sa n d t o s e e i f t h e y h a d t h e s a m e s o l u t i o n st o t h e p r o b l e m s .H o l d so me class feedback,to make sur e that stud entsare using the fir stco nditio nalco r r ectlyin their sentences.
F i r s tcondi t i o n a t P oi n tou t t h a t t h e p re s e n tt e n s e i s a l wa y s used afterif and that will is always used with the other v e r bi n t h e s e n t e n c e S . t r e s st h a t t h i s i s n e a r l y al w ayss hor te n e dt o ' //wh e n we s p e a k . P oi n tou t t h a t s e n t e n c e sc a n e i th e r b e g i n w ith if or w i t h w i l l + v e rb . S tr e s s th a t t h e n e g a t ivew il/ n ot i s Ve r y ra re a n d t h a t wo n ' t í s th e c o m mo n for m.P r ovi d eo t h e r p o s i ti v e a n d n e g a t i v e exampleo s f c o n d i t i o n a sI e n t e n c e s i, f n e c e s s a r y . G r a m m arre f e r e n c e' " " bS B P a g e 1 1 0 , S e c t i o n6 . 1 . OPTIONAL ACTIVITY T o con sol i dat teh e f i r s t c o n d i t i o n a l ,m a k e u p a simpte compl e t i on dr i l t .S a y t h e f i r s t h a t f o f s e n te n cesand get vol unt e e rtso c o m p l e t et h e m i n d i f f e re n wa t ys: Teacher
lf I finish work late this evening, ...
1 Student 2 Student
...I'llmissmy bus. ...l'll start worklate tomorrow.
Teacher
lf it rains at the weekend ...
7 Student
I won't do the gardening. etc.
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HotOa classdiscussion. StudentstatkaboutVirgin Galactic'so bj ectivesand co mmento n w h etherthey are r ealistico r no t.
havethe opportunity StuOents to personatise the language of the lessonwitha partner. Theytakeit in turnsto talk abouta projectthatthey'reworkingon at the moment(makeítclearit can be a projectrelated to workor sparetime).Moreconfident studentsmight do a mini-presentation to the classin the nextlesson.
Y oucou l dal s o g e t s tu d e n t st o wr i te t h e f i r s t halves o f t h r e ese nt e n c e swi t h i f a n d p a s s t h e m o n to a par tner t o comol e t e . R E S O U R C SE H E E T6 . 2 . . . YP a g e 1 0 4 . F oraddi t i onaoI r a I p r a c ti c eo f t h e f i r s t c o n d i tio nal st u de n t w s or k i n p a i r s u s i n g R e s o u rc es h e e t 6.2. Give e achpai r a s e t o f th e c u t - o u tc a r d s .S tu d e n t splace the car dsface down o n th e ta b l e a n d ta k e i t i n tur ns to pi cka car d an d t h e n c o m p l e tet h e f i r s t c o n d itio nal se nt e n ce . .' .' SB Pa g e 1 0 0 , Ex e r c i s e4 . @ Cr ar r ar pr ac ti c e
T e a c h i n gn o t e s
How much is the discounton thÍsholÍday? How much would the holidaycost for two people? Can you get your moneyback if you need to cancel? Do you have to pay airporttax? lf you want to book for one person, will it cost f209? How much do you pay if your suitcaseis too heavy?
Lesson 6.3 Bookinga flight
Reservations
W r i t es o m ep r o m p t su p o n t h e b o a r d f, o rs i m p l e ouestionsthatstudentscan ask eachother: ...destination? How long ...? Whichairport...? Whatkind of hotel ...? Haw muchluggage...? ...summerholiday? ...mealsincluded?
PRE.TEACH!NG Q u i ckl y r e vi set h e a l p h a b e t,e s p e c i a l l yl e t te r sw hich s t u de n t sfr e qu e n tl yc o n f u s e( e l i ,S f i e tc .)a s t his w ilt be u s e f u lf o r t a l k i n ga b o u t a i r l i n en a m e s . Mos t st u de n t swi l l h a v e s o m e e x p e ri e n c eo f flyingo n b u s i n e s so r o n h o t i d a yA. s k q u e s t i o n st o e l i c i tt h e l an gu aget h e y a l re a d yk n o w a b o u t t h e to p i c . H o w o ften do you fly? Do you always fly from the same aÍrport/ with the some airline? Do vou book tickets online or in a travel agent's?
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n t Us t u d e n tas b o u tt h e m o s tp o p u l aar i r l i n e isn t h e i r countryand to givereasonsfor theirpopularity. Write s n theboard. t h er e a s o no Vointto the advertfor a low-costairlineand ask s t u d e n ttsh e q u e s t i o nasb o u ti t . S o m es t u d e n t m s ight comefromcountries wherethereis no traditionof cheap/cut-price airlines, so be prepared to provide Makea list of the disadvantages examples. of very cheapplaneticketson the board(youpay extrafor mealsor drinks,not muchspace,not verycomfortable, planesnearlyalwaysfull,ticketsnon-refundable, airporttaxesnot includedin price,smatlbaggage you pay a lot for excessbaggage). allowance, in the advertby Stuaents tacklethe newvocabutary findingwordsfromthe advertto matchthe definitions and synonyms. Studentscouldworkwitha partnerto do this and thenfeedbackoratlvto the class. Kry 1 Book your seatin advancefor even lower fares. 2 Tickets are non-reíundableand non-transferable. 3 one-way 4 return 5 lower fares 6 excess baggage 7 Discounts for under 26s. 8 20kg maximum baggageallowance 9 in advance 10 book
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practice'""pSB Page100,Exercise Vocabulary 5. Key 1 discor-rnt2 include I non-refundable 4 allorvance
5 excess
6 advance
7 one-way
R E S O U R C SE H E E T6 . 3 " " "Pv a g e1 0 5 . F o ra d d i t i o n aplr a c t i coef t h e l a n g u a goef c u t - p r i caei r travelstudentsworkin pairsusingResource sheet6.3. Giveeachpaira copyof the advertand ask students ou n e s t i o nasb o u ti t . s o m ec o m p r e h e n s i q T e a c h i n gn o t e s
S t u d e n tas s k a n d a n s w e q r u e s t i o nasb o u tt h e h o t i d a y in pairs. ffi
39 Studentslistento a customerbookinga flighw t i t hG l e n A iar n d a n s w e tr h e q u e s t i o n s . Key 1 Lisbon
2 areturnticket
I a surfboard
Transcript Assistant GlenAir,good afternoon.How can I help you? Customer Hello.I'dlike to fly to Lisbon at thc encl of May. Assistant Lisbon? Customer Yes. Assistant What dateareyou planningto leave? Customer On May the twenty-fourth. Assistant May the twenty-fourth.Is it a return flight? Customer A return,yes.I want to come back on the thirty-first. Assistant The thirty-firstof May ... OK,the cheapest fare'sfifty -five p ounds. Customer That'sfor a return. Assistant Yes. Customer OK. Um ... and can I changethe dateif I needto? Assistant No. For thatfare,you can'tchangethe booking,and there'sno refundif you cancel. Customer Right.So fifty-fivepour-rds. And arc thereanv extracharges?For airportlax.or . . . Assistant No, that'sincluded. Customer OK. Um ... oh, that'sthe otherqucstionwhat's the maximum baggagcallorvance? BecauseI want to takea surfboardwith me. Assistant Right.Well, the maximum allowanceis twentykilograms.The excessbaggagecharce is six pounds per kilogram,but for a surfboard. ..
Objectives6 E
Check in openstwo hours beforetake-offar-rd closeshalf an hour before. Customer OK. )ustone morc thing ... could I havean aislescat? Assistant You can chooseyollr seatwhen you check in. Obviously,it'sbestto check in as earlyas possible. Customer Right,OK. Assistant
39 Studentslistenagainfor detailsto complete on the page. theinformation Kq 1 24thof May 2 31stof May 3 f,55 a 20kg 5 Í6perkg
@ -
Stuaentr the wordsin orderto makesentences ?.ul fromthediatogue theyhavefustheard.
40 Studentslisten again and co mp letethe d e t a i l so f t h e b o o k i n go n t h e f o r m .
Kry I I'dlike to fly to Lisbon at the end of May. 2 What dateare you planning to leave? 3 I want to comeback on the l1st. 4 The cheapestfare's fifty-fivepounds. 5 Are there any extra charges? 6 What'sthe maximum baggageallowance? 7 The excessbaggagechargeis six pounds perkilogram. n tw s or k i n p a i rs t o i n v e n ts h o r t e x c h a nges. E SS tt ude u de nAt r e ad st h e p a r t o f t h e a i r l i n ea s s i s tantand S t ude nB t pl ay s th e p a r t o f th e c u s t o m e rT. h ey then chan ger ol e s. Key (example ans.vers) 1 I'dlike to fly to Madrid. 2 Can I changethe ticket if I needto? 3 Is that for a return? 4 How much is a returnfare? 5 Are there any extra charges? 6 I want to come back on the 6th lulv. 7 How much is thebaggageallowance?
Key Flight 45 56 Glasgow - Lisbon Passengername:SimonBrigton Payment method: Visa card Card number:467733442221455 Expiry date:Áugust 2009 Outbound flight:0.SO Return flight: 77.30 workwitha partnerand practisethe dialogue ffi StuAents w i t ht h e i ro w n n a m ea n d i n v e n t e cdr e d i tc a r dn u m b e r s . Theyusethe transcript on SB page 11.9as a support. W h e nt h e yh a v ed o n et h e d i a l o g l l eo n c e ,t h e ys h o u l d information. changerolesand repeatit withdifferent
PRAcncE18.'.)sB pages 83and ffi connMUNtcATtoN 91'-
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t oA a n d B . A sk them to lo o k at their differ entpages . E xp lainthat they ar e go ing to take it in tur ns to bo o k a flig htat a tr avelagent's.Tel[them that StudentA mak es the first e n q u i r ya n d t h a t S t u d e n tB i s t h e t r a v e la g e n ta n d sho uld suggestthe best flightand answ e rsq uestions. G i v e s t u d e n t st i m e t o r e a d t h e i ri n f o r m a t i o n .
E conve40r s atSitonut od ef inntsdloi sutet inf ttoh et hceures tos tmoef rthc aen cho o se hisseat now. Key No. He can'tchoosehis seatuntil check in. Transcript Customer Assistant Customer Assistant Customer Assistant Customer Assistant
... OK, can I book a seat,then,please? \ts. Can I takeyour name,please? Sure.It'sSimon Brigton.B-R-l-GJ-O-N. And Simon is S-I-M-O-N? That'sright. And horv u'oulclyou like to pay? Do you takeVisa? Of course,no problem.Could I takethe numberplease? Customer Sure,it's four six doubleseven,dP a g e 1 1 0 . Fo r a r ealisticappr o achto the sto ck mar k et,use Reso ur cesheet 8.2. Give a co py to each stud ent.Tell studentsthí sí s their po r tfo lí oo f shar es.They look in a financialnew spapero r o n the I nter netand m ak e notes o f w h a t h a s h a p p e n e dt o t h e m s o f a r t o d a y a n d t h i s w eek and r epo r tback to the gr o up.This could b e d one a s a h o m e w o r ka s s i g n m e n t .
T e a c h i n gn o t e s
Valerie
Lesson8.3 Discussingwhat'son TV
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T e l e v i s i o np r o g r a m m e s
OPTIONALACTlVITY So me o f the tr anslatio nso f the names o f TV programmesin other languagesare not word for word tr anslatio ns, so yo u mightask studentsto translatethe titlesin their languageback into Englishfor interest (titlesalready mentioned are Who Wants To Be A Millionaire?, The Weakest LÍnk,Big Brother, and Fame Academy).
StuaenBtalkabouttelevision in pairsusingthe
qu e st i onsas p r o m p t s .C o n c l u d ewi th a c l a s s discussio n. 52 T e l l s tu d e n t sth a t th e y a r e g o i n g t o listento a con ve r s at i o nb e t we e nN a o m i B l a k e ,f ro m t he UK , and he r F r e nchco l l e a g u e ,V a l e r i eG a rd e .T h e y a r e having l unch t oge t h e ri n Pa ri s .R e a d t h r o u g hth e q uestio ns be for est u de n t sl i s te nto t h e d i a l o g u et o a n sw erthem. Key 1 BecauseNaomi watchedTV last night. 2 Who WantsToBe A Millionaire? 3 quizshows, reality TV Transcript Valerie So, is your hotel OK? Did you sleepwell? Naomi Yes,fine thanks.I watchedTV for a while, then had an early night.I watcheda bit of that ... quiz show .. . WhoWantsTo BeAMillionaire? the Frenchversion. Valerie Ah, really? Naomi lt's exactlythe sameas in the UK. The studio, Valerie Naomi
Valerie Naomi
Valerie
Naomi
tnemuslc ... Yes,l think a lot of those kinds of shows are the
Do you haveTheWeakestLink?It's aquiz show, and the presenter'sreallyhorrible to the contestants. Oh, yes.Yes,it's the samein France.l'veseenthe Englishversion,as well, on satelliteTV. And do you haveprogrammeslike BigBrother? You know,with peopleliving in a house,and thereare camerasfilming all the time. Yes,we had a similar thing a fewyearsago.Do you havethat programme,um ... in Franceit's calledStarAcademy...er,with peoplewho want to be pop stars,and,er,peoplevote,um .. . Yeah.It'scalledFameAcademyinEngland. There'vebeen so many things like that on televisionin the last few years.RealityTV.
T e ach i ng n ot e s
Leada classdiscussion on the typesof programme mentio nedin the co nver satio n. A sk if st ud entslik e themor not. Referstudentsto the pho to and cue a discussionon the quiz pr o gr amme.Ther ear e ver sio nsof Who Wants To Be A MillionaÍre?on TV in most countries.|t should no t be difficultto engagestudentsin ta lk ingab out the p r o g r a m m ea n d e x p r e s s i n gt h e i ro p i n i o n s .
PRE.TEACHING WriteTelevision in a circleon the board.Students brainstorm and you writeup suggestions in a word web.Feedin as muchof the vocabulary of the lesson as you can,if studentsdo not produceit themselves, e.g.:Whatdo we call a mon or womanwho presents a talk show?(presenter). ffi
RealityTV yeah.It'sbeen the same in France. At home, I havesatelliteTV and I get English programmes...
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nead through the Who Wants To Be A MiltÍonaire? text withthe classand ask questions to checktheir comprehension of newvocabulary. Elicitwhat When'sit o n 7m e a n s .
Kry It means'What time does the programme begin?'.
of the wordsin the ffi nst studentsto giveyou examptes box,to explainthem.Thenstudentsfittin the gaps withthe words. Kry 1 quizprogramme 2 channel 3 show 4 presenter Studentsworkwitha partnerand take it ínturnsto describeWho WantsTo Be A Millionaire?. 53 Go throughthe questionsbeforestudents do the task.Playthe recording for themto listento the secondpartof Naomiand Valerie's conversation and a n s w e trh e q u e s t i o n s .
Kry 1 a satellitechannel 2 comedy programmes 3 She didn't imagine people watched British soaps in France. + dubbed or with subtitles Transcript Valerie At home, I have satelliteTV and I get English programmeson BBC Prime.They show things like quiz shows,documentaries,comedy programmes.I find comediesquite difficult to understand. Nao mi Yeah,lbet.
MediaB Vaterie Tl'rere'sa talk show,as rvell,where they famouspeople.I think the intcrvier.v presenter'svery lvell known in Britain.His n a m e ' sL, l n 1. . . o h . . . Naomi Michael Parkinson? Valerie Yes!They also show solne good children's programmes.My little boy watchesTeletubbíes. Naomi Oh yeah. Valerie There'sanotherthing I sometimeswatch. What's the name for the type of programme ... it's about,not realpeople,they'reactors, but about ... just everydayliíein a streetor, um ... Naomi A soap opera.Or a soap. Valerie That'sit! There'sa soap about the peoplewho l i vei n a ... a s q u a rei n Lo n d o n .I ... I can't r e m e m b e r. . . Naomi Not EastEnders? That'sit. What's so funny? Valerie EastEnders. Naomi Valerie,I can't believeyou watch EastEnders ... in Paris! Valerie Actually, I'd like to watch more films in English.On FrenchTV when they show American filnrs,the voicesare in French.How do you say that?They're... N aomi Du bb e d . Valerie Dubbed? Naomi Yeah. Vaterie They're nearly alwaysdubbed in French.On some channels,they show the originalfilm with, er ... you know, text at the bottom of the screenwith ... with the translation. Naomi With subtitles? Valerie Subtitles,yeah.But I don't like thatbecause you readbut you don't reallylistento ...
53 Studentslistenagainand completethe E sentences aboutprogrammes on BBC Prime. Referstudentsto the transcript on SB page1,21, to B check Ask for examplesof othersoap theiranswers. programmes operas, tatkshows,children's and quiz showsthattheyknow. Key I quiz 2 talk I children 4 soapopera
E
Focuson the wordsin the box.Elicitwhattypeof programme is. Tet[studentsthatthey a documentary don'tneedto understand a[[the wordsto do the activity and thatthe contextwill helpthemto guess if theyuse alIthe availableclues.Students accurately thenfittin the gaps.
Enco ur agestudentsto discussthe schedulein g roup s. They sho uld give r easo nsto the o ther s in the g roup w hy they w o uld/w o uldn't[iketo w atch the d ifferent pr o gr ammes.
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practice".'*SB Page102, Exercise5. Vocabutary Key 1d 2g
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3b
4e
5c
6a
7f
Stuaentshavethe opportunity to personatise the tanguage of the lesson.TheyworkínpaÍrsand take it i n t u r n st o t h i n ko f a T V s h o wa n d d e s c r Í bíet .T h e i r partnertriesto guesswhatit ís. R E S O U R CSEH E E T8 . 3 ' " " vP a g e1 1 L . In a multinational class,wherestudentsmay not watch t h e s a m eT V c h a n n e los r s e e t h e s a m ep r o g r a m m e s , fromResource sheet studentscan use the TV schedute 8.3 for the oralpracticein 4d. Giveone copyof the sheetto eachpair.Studentstakeit in turnsto give information bit by bit abouta programme and their partnertriesto guesswhichprogramme theyare t a t k i n ga b o u t .
PRACT\CE24".'p SB Page85. ffi comMuNrcATroN
Dividethe classinto pairs.Givestudentstimeto read throughthe rubric,thenstressthattheymustfindas manyprogrammes as possiblethattheysharethe witha sameopinionon. Do an exampleexchange s t u d e n tc,o n t i n u i nugn t i ly o u f i n da p r o g r a m myeo u bothlike or dislikeand writeits titleon the board. . a v ea t i m el i m i t T h e ns t u d e n tcso n t i n u ien p a i r s H and see whichpairhas foundthe greatestnumberof programmes theybothtikeor dislike.
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HotOa classdiscussion basedon the questionsabout programmes in general. television ACTIVITIES OPTIONAL .
ln pairs,studentscoulddesigntheir'dream' TV schedule, whichonly has programmes evening's fantastic. Aftercorrecting it, you theythinkare it and use it for a pairwork couldphotocopy discussion withotherstudentsor use it for disptay.
o Studentswritean emailto a friendin the UK tetting him/her in theircountrv. abouttelevision WORKBOOK"".pPages26-28.
Key 1 news 2 Weather I Documentary 4 Soapopera 5 presented 6 Comedy 7 Talkshow 8 Film 9 starring 10 Dubbed T e a c h i n gn o t e s
9 Strategy
Transcrípt So, first,let'slook at our presentadvcrtisingstratecy. How arewe promotingthe brand at the monrcnt?As you know, we advertisein the press-. most of clur press ads are in magazinesread by the eighteento twenty-four agegroup.We also use advertson billboards.We occasionallyr,rse TV commercials.And, of course,we marketthe brand with sponsorshipin sports- we sponsorbasketball,snowboardingand surfing.
Lesson 9.1, Describinga businessconcept
P a s s i v ep: r e s e nst i m p l e ,p a s ts i m p l e
At the moment,our spendingon advertisingis hiqh as a percentageof sales.The reasonfor that is the cost of TV commercials.But the problem is,to make TV conrrncrcials work, you needa lot of them.A lot morc than we haveat present.Norv,obviouslyrvedon't lravethe budsct íortl-rat. So,in my opinion,TV commercialsarenot the right strategyfor Sway.
M a r k e t i n ga n d a d v e r t i s i n g PRE.TEACHING P r e se ntand pr a c ti s et h e p re s e n ts i m p l e p a s sivein the c o n t e x to f d e s c r i b i n gw h e r et h i n g sa r e m a d e o r d o n e : Where are VWs made? ls Toblerone made Ín Switzerland? What's made in Hollywood? etc. Introduce t h e p a s t s i m p l e p a s s i v eb y t a l k i n ga b o u t y o u r o w n clothes and belongings:l,m very international.My shÍrt was made in China. My trousers Were made in lndÍa. My shoes were made in ltaly. Where was your handbag made? etc. ffi *_
S r i n g a var i e t yo f a d v e r tsc u t o u t o f m a g a z i nesand pin t h e m on t he bo a rd t o s e t t h e s c e n e .A s k q u e stio ns abou t adve r t i s i n gt o p r e p a r es t u d e n t sf o r th e pair work: Do you like odverts? Do you watch adverts on TV? ls advertising very effective? Do you buy things that you see or read about in advertsTStudents then d i s c u s st h e q u e s t i o n so n t h e p a g e i n p a i r sa n d f e e d b a c k i n a c l a s sd i s c u s s í o n .
But thatdoesn'tmean w'ecan'tadvertiseon TV. We can. Tl-reway to do it more cheaplyis to use product placement.The way prodr,rct placement.,vorksis ... 54 Read the questio nsthr o ughwith stud ents. They then listen again to answ erthe que stions. Key 1 The 18-24 agegrolrp. 2 Basketball, snowboardingand surfing. 3 They use TV commercials,which cost a lot. 4 By using product placementinsteadof TV commercials.
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t pes of Re fe rs t u de n t sto t h e p h o t o s o f d i f f e re n ty a d v e r t i s i n ga n d a s k t h e m t o d e s c r i b ew h a t t h e y s e e . S t u de n t st h e n wo rk wi th a p a r tn e ra n d m a tchthe w or ds t o t h e p h o t o s ,t h e n f e e d b a c k o r a l l yto the class. Mode l t he voca b u l a rvf o r s t u d e n t sto r e p e a t.
Kq press ads,sponsorship,TV commercials
Stuaentswritethe verbsfromthe nouns.Withweaker studentsdo the activityoraltyfirst. Key 1 advertise 2 market 3 prornote 4 sponsor 55 Studentsthenlisten and r epeatthe word s, u n d e r l i n i nt h g e s t r e s s e sdv l l a b l e s D . o this on the board withweakerstudents.
Key 1 dpressads 2 cbillboardads I bTV commercials 4 asponsorship 5 eproduct placement 54 E xp l a i nto s tu d e n t st h a t A m y V e n n is the n e w m a r k e t i n gm a n a g e ra t a c l o t h i n gc o m p a n yc a l l e d S w ay and s he ' s m a k i n g a p re s e n ta t i o nt o th e bo ar d o f di r e ct or sabou t a d v e rti s i n g Pt . a y t h e re c o rd ingfo r s t u de n t st o l i s te n f o r th e ty p e s o f a d v e rti s i ngw hich S w ay ar e u si ng a t th e m o m e n t.
neferstudentsto the transcript on SB page1,22to c h e c kt h e i ra n s w e r s .
Key 1 advertising, advert 2 marketing,market J promotion, promote
ffi
4 spo nso r shipsDonsor .
practice"..FSB Page102, Exercise1. Vocabulary Key tc 2d
3f
4b
sg
6e
7a
Writea charton the boardwiththreecolumnsto ffi * Structure the díscussion and ask studentsto make notesfor feedback to the class: Typeof advertising Advantages Disadvantages t h e r u b r i ca n d q u e s t i o nasn d 5 6 R e a dt h r o u g h checkunderstanding. Checkthe answersora[[y.
T e a c h í n gn o t e s
Strategy9 This buÍldÍng was built in 1.989.(lt doesn' t m atter w h o b u i l ti t ) .
Key 1 No. 2 When thenameof theproductis saidby anactor. 3 Cigarettes. a Apple. Tronscript Colleague So, the prodtrctsare seenínfilrnsand TV They'rejust ... seenon a table :l.l:*..res. Amy That'sright.Or in our case,with clothes, they'rcworn by an actor,um ... Colteague And you seethe logo. Amy Somctimes,yeah.ltdepends.You can't always... controlwhat happens.Ofien, productsaregiven to the film company for free.So you knor,l'anactor is going to ... to wearyour jacket,for exanrple,but . . . you don't knc-rwif you'll actuallyseethe logo. Co[[eague So you can'tsay to the film company,we w a n tto ... s e eth i sp a r to f th ej a c k et,o r ... Amy Well,you can,but then,usuallv,you haveto pay.Sometimes,the film companyis paidby the advertiser.And then you havemore control.I rnean... sotnetímes, the nanreof a prodtrctis saidbr1an acrtor. But that's... in a film - you'retalkingbig money for that sort of thing. Colleague Ycah,I bet.... And u'hendid companies startdoing this?I guessit'sdone more now than in the past. Amy I think the firstplacementswere used in films in the 1960s,for cigaretres. BLrrthe big businessreallysrartedin the 80s.I rhink rhe bestplacement,though,was,Lrm... did you seeForresf Gurnp?The Apple placementrvas done very well in that. Colteague For Apple computers? Amy Yeah.There'sa scenewhere ForrestGump getsa letterfrom Apple ...
56 T hi s e x e rc i s ef o c u s e so n t h e p r e s entsimple E and pas t s i mple p a s s i v e .Pl a y t h e re c o rd i n ga gain fo r
E
s t u de n t st o l i st e na n d f i l t i n t h e g a p s . R e fe rs t u de n t st o t h e t r a n s c r i p to n S B p a g e i . 22 to che ckt h e i rans we r s . Key 1 areseen 2 aregiven 3 is paid 5 wereused 6 was done
4 is said
P assi ve :pr e s e n ts i m p l e , p a s t s i m p t e Ct ar i htyh e fo r m a t i o no f th e p a s s i v e ,u s i n g t he e xampl e si n t h e g r a m m a rb o x . E x p l a i nth a t w e use t h e pas si vet o d e s c ri b ep r o c e s s e s o, r wh e n it is no t so i mpor t an t o k n o w wh o o r wh a t d i d th e a ctio n:
G r a m m arre f e r e n c"e" FS B P age 110, Section 7 . R E S O U R CSEH E E T 9 . 1. " . ?P a g e1 1 2 . Use Resource sheet9.1 to consolidate the present simpleand pastsimplepassive.Dividethe classinto pairsand givea set of the cut-upsentences to each paír.Studentslay the cut.upcardsfaceup on the table and maketruesentences. Afterwards studentsreadout the sentences to the class. ffi
nsf studentsif any of them haveseen the film Forrest Gump.W ith w eakerstudentsr ead the text with the w ho le class and fittin the gaps to gether.They can then co nso lidateby go ing thr o ughthe ex er cis eag ain, w r itingthe answ er s. Kqt 1 was seen 2 areshown 5 are prornoted
I is used 4 was given
checkcomprehension of the textthroughthis ffiffiStuOents ffi
tr ue/tatse ex er ctse. Kqt 1F
2T
3T
4F
ffi
StuOents discusswitha partner, thensharetheir
ffi
..'pSB Page102,Exercise Crammarpractice 2.
ex amplesw ith the class.
Kry 1 The advert was seenby millions of people. 2 This magazineis read by a lot of businesspeople every rveek. I Lots of products are advertisedby companies on billboards. 4 Our basketballtearn was sponsored(by them). 5 Our new logo was designedby this agency. 6, All contracrsare signed by our managing director.
pRAcilcE25"".v sB pages 85 ffi cor,aMUNtcATtoN and 92.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to lo o k at their differ entp ag es.Tell t h e m t h a t t h e y a r e b o t h g o i n g t o d e s c r i b ea b u s i n e s s co nceptto their par tner ,using the passiv e. P lay the par t o f A w ith a studentto pr o vid ea clear m o d e l .T h e n s t u d e n t sw o r k i n p a i r s .M o n i t o rt h e p a i r w o r k to make sur e studentsar e using the p assiv e. Finatty, ask o ne o r tw o pair s to pr esenttheir b usiness plan to the class.
gívetheírownopiníons aboutproduct ffi stuoents
placement. Theypreparewhattheywantto say in pairs a n d t h e nt a k ep a r ti n a c t a s sd i s c u s s i o n . T e a c h i n gn o t e s
Studentsworkin pairsto completethe chartof boo's historyby fittingin gapswiththe missingtexts.For easieraccessto the matching taskin the book use Resource sheet9.2.
Lesson 9.2 Discussingstrategles
Key 1d 2b
A d v e r b so f m a n n e r
3e
4a
5c
R E S O U R C ES H E E T9 . 2 " " " ?P a g e 1 1 3 . D ividethe class into small gr o ups and giv e a set of the cut-uptex t and missingex tr actsfr o m 1d to each g roup . Studentsplace the five missingex tr actsab ov e the appr o pr iateinfo r matio n.D emo nstr atethe first one with the gr o up,if necessar y. A ftenvar dsstudentsread out their answ er sto the class.
B u s i n e s sd e v e l o p m e n t
ffi
Writedot.comboom on the boardand see what studentscan say aboutit. Writeup theirsuggestions. Drawa rapidlyrisinggraphto clarifythe meaningof boom and thenintroduce crashwitha rapidtyfalling graph.
Dot . com co m p a n í e sW e ret h e c o l l e c ti o no f star t. u p c o m p a n i e ss e l l i n g p r o d u c t so r s e r v i c e su s i n g t h e I n t e r n e tT. h e y p r o l i f e r a t e di n t h e l a t e 1 9 9 0 s ' d o t . c o mb o o m , a f r e n z i e dp e r i o d o f s p e c u t a t i o n i n I n t e r n e at n d I n t e r n e t - r e l a t ebdu s i n e s s e s . T he n ame ' d o t.c o m 'd e r i v e s f r o m t h e f a c t that m o s t o f t h e c o m p a n i e sh a d . c o m b u i l t i n t o t h e i r c o m p a n yn a m e . B y 2 0 0 2 t h e v a l u e o f t h e s h a r e s i n m a n y o f t h e s e c o m p a n i e sh a d f a l l e n dramatically. OPTIONALACTIVITY Y ou cou l d u se th i s a s a n o p p o r tu n i tyt o r e v iseo ther Int e r ne tl angu a g e ,e s p e c i a l l ywe b s í t ea n d e m ail addresses (underscore,backward slash, lower cose, capitals, etc.). Point to the photos and say that the text is part of a book r e vi e wa b o u t a c o m p a n ya n d t h a t E r n s tM almsten was one of the directors.Read the reviewwith the class an d e l i cí tw hy th e b o o k i s c a l l e db o o h o o ( mimecr ying, if necessary).Elicitor clariflT the meaningof entrepreneur an d mode l t he p ro n u n c i a ti o n(.l t ' sa wo r d u s e d to de s cr i bea spec i a lt y p e o f b u s i n e s sm a n , wh o so metimes l ooks for bu si n e s so p p o r tu n i ti e isn u n u s u a la r easand is often preparedto take big risks to make a big profit.) As k i f s t u de n tsc a n n a m e a n y o th e re n tr e p reneur s. S t ude n t st he n re a d t h e re v i e wa g a i n i n d e p endentlyo r i n p a i r sa n d a n s w e rt h e q u e s t i o n s . Key 1 It'sabout company failure. 2 It was an Internet sports clothing retailer. I Ernst Mahnsten is a Swedishentrepreneur.
T e a c h i n gn o t e s
Studentsdevelo p their vo cabular yby matchíng d e f i n i t i o n tso w o r d s .T h e y c a n c o m p a r ea n d d i s c u s s their answ er sin pair s,befo r echeckinganswerswith the wholeclass.
Key 1c 2f
3a
4i
sg
6h
7e
8b
9d
.""pSB Page103,Exercise practice 3. ffi Vocabulary Kry 1 setup 2 raise i invest 4 launch 5 cut costs 6 lay off 7 go bankrupt g hire ffi
havethe opportunity StuOents to expresstheirown o p i n i o n sa b o u t b o o a n d d i s c u s sw h a t t h e y t h i n k b o o ' s biggestmistakew as. A fterthe pair w o r k, stud entsfeed t h e i rv i e w s i n t o a c l a s s d i s c u s s i o n . 5 7 P o i n tt o t h e p h o t o a n d t e l l s t u d e n t st h a t the tw o peo ple ar e To ny Ellsto n,an entrep reneurand . h e ' sa d v i s i n gh i m o n J a n eR y e ,a n i n v e s t m e n bt a n k e r S businessstr ategy.Read thr o ughthe sentenceswith the class and studentsplay the r eco r dingfor them to decide if they ar e tr ue o r false. Kry 1F
2F
3 T
4F
5 T
Transcript Tony The businesshas done well over the last three years.And I think now's the rigl-rttinte to expand - to open a new office,hire some good people ... hire a managerto help mc, and ... yoll know becomea biggerorganisation.So I needto raisc finance,and to do that,I'dlike to try and find some peoplewho rvantto br-rysharesin the company. fane Right.So you'renot planningto borrow the n-roney? Tony No. And to expandquickly,I need nrorethan just money.I needyour adviceon how to managethe expansion.
Strategy9 fane
Tony Jan e Tony fane
Tony Jane
OK. Well,you'recertainlyright to recruita managerfor the new office.I'm sure you know what it's like to rvorkhard,sevendaysa week ... . Obviously.you'rean entrepreneur. you setup the company.But as the organisationgrows, eachyear,your job changesgradually.If you open a new office,obviously thar'sa big change, so your job needsro changesignificantly. S ur e . Have you thought about your future with the company? ... You mean,do I want to sell the whole business? No, that'snot rvhatI mean.It'sjust that,if I find you some investors,they'llwant some managementcontrol.It won't reallybeyour businessany more.You understandwhat I'm g e t t i n g. . . Sure,sure. lt's not a decisionyou can make easily.BLltyou needto think aborrtyour futurecarefully...
P RE . T E ACHING Q ui ckl ypr e - t e a c h /e l i csiot m e o f th e a d v e r b so f manner usingthe classroomcontext.Ask: When you speak English,do you speak quickly or slowly? Do you speok English well? Can you speak any other languages well? Do you check yaur answers carefully when you do on exercise?Have you learned EnglÍsh quickly or gradually?
t ude n t sfi l l i n t h e g a p s i n s e n t e n c e sf ro m t h e E Sconve r s at i on . t h e r e c o rd i n ga g a i n f o r s t u d e ntsto E che ck57t h e i rPanl ays we rs .
Kry 1 rvell 2 quickly 3 hard 4 gradually 5 significantly 6 easily 7 carefully
Adve r bsof m a n n e r R e a dt h r o u g ht h e e x a m p l e sw i t h t h e c l a s s an d cl ar i h Tt h e p a tte r no f a d d i n g - l y to m o st adj e ct i ve s.P o i n t o u t th a t t h e r e a r e a f e w e xce pt i on s,wh i c h s t u d e n t s h a v e t o l e a r n o ff by he ar t .
58 Somestudentswitlneedsupportidentifuing the stresspatternsínthíspronuncÍatíon actívity. Studentslistenand repeatuntiltheyare confident a n da c c u r a t e . Key Thestresspatternsarethesamein theadjectives and theiradverbs. ffi
StuAentshavethe opportunity to personatise the language of the lessonby workingwitha partnerand m a k i n gs e n t e n c easb o u tt h e m s e l v euss i n gt h e l i s to f adverbsgiven. OPTIONAL ACTIVITY Studentscouldwritesentences withadverbsabout themselves. You readout the descriptions afterwards to the classand studentsguesswho wroteeach description.
PRACT\CE26.."* SB page85. ffi cotvtMuNrcATtoN
Dividethe classinto pairs.Readthroughthe scenario withthe ctassand ctarifu theirroleand the task of givingadviceto the management of the restaurant on how bestto expand.Reviewquicktythe language neededto makesuggestions and writephraseson the board(Youcould...,Youneed to ...,etc.).Demonstrate a fewexamplesusingthe scenarioto providea clear modelE . n c o u r a gteh e ma l s ot o u s ea d v e r b so f m a n n e r (e.g.expandsigniftcontly/quÍckly/g radually etc.).Then studentsworkin pairsto producetheirstrategyfor expansion. Oncepairshavecompleted theirstrategy, t h e yt h e nw o r kw í t ha n o t h e pr a í ro f s t u d e n t sw, h o m theyimagineare the restaurant owners,and present theirstrategy. Pairsthenchangeroles.
OPTIONAL ACTIVITIES .
Tellstudentsthattheyare designing a web page for a companytheyknowwel[.Theywritea brief historyof the companyfor the openingpage.
o Studentscouldwritea description of a famous p e r s o nu s i n ga s m a n ya d v e r b so f m a n n e ar s possíble. TheycouldSWapdescriptions with anotherstudent,and try to guesswho the famous personis.
G r a m m a r e f e r e n c e" . . pS B P a g e 1 L 1 ,S e c t i o n1 0 .
...pSB page103,Exercise practice 4. @ Crammar Key 1 easily 2 hard 3 carefully a quickly 5 significantly Ó gradually
T e a c h i n gn o t e s
J
Lesson9.3 U s i n gt h e I n t e r n e t
W e b s i t el a n g u a g e
PRE.TEACHING Writelnternetin a circleon the boardand students as you fitlout a wordweb.Feedin the brainstorm languageof the lessonwhichyou can'telicit:What's Google?Whatdo you key in whenyou want to check your onlinebank account? ffi *
in the languageof the brainstorm Stuaentsconsotidate a p a i rw o r kd i s c u s s i oanb o u tt h e i rp e r s o n aul s eo f t h e I n t e r n e tu, s i n gt h e q u e s t i o n sa s p r o m p t s .
by matching consolidate the newvocabulary ffi StuOents They can c om p are the pairsto makesentences. answersin pairsfirst,beforecheckingan swerswith the wholeclass.
Kry 1e 10i
Key 1d 2c
2
I think the best thing about the Internetis ... the fact that you can find information so easily.You know, you type a kelvord into a searchengine,and you get a hugelist of websites.The worst thing is the problem of viruses.You certainly need antivirus software.And you've got to keep it up-to-dateas well - keep downloadingand installingupdates.But,it's not too much troubleto find a ... lt's good that you can manageyour bank accounts via the Internet.That savesa lot of time. Once you've registered, you just ... put in your password,log in and ... you'vegot accessto all your accountsand e ve r yt h i n g... f ro m h o m e .I t' su m ....i t ' sg o o d.I think it took a long time beforepeople were confidentwith, um ... secureservers,with the s e cu r i t ysi d eo f i t ,b u t n o w i t ' s ... i t ' sj u s tp ar t o f everydaylife.It'slike payingby creditcard online ...
T e a c h i n gn o t e s
3b
4)
5d
6g
7h
8a
9c
3e
4b
5a
60 Studentslistenand repeatthe wordsending of the in -er.Focustheirattention on the pronuncíation -erlal sound. ffi
withthe classfirstand neadthroughthe questions provide yourself a model.Students to answerthemfor witha partnerand finally thendiscussthe questions feedintoa classdiscussion. P a g e1 1 4 . R E S O U R CSEH E E T9 . 3 . " " Y tanguage use Resource Forfurtherpracticeof Internet sheet9.3.Dividethe classinto pairsand givea set of vocabulary to eachpair. the cut-upcardswith Internet Studentsplacethe cardsfacedownon the tableand takeit in turnsto pick up a card,say the wordand decidewhetherit is a nounor verb.Studentsmight withthe wordin it.A few of them thensay a sentence (fiIe,search,tick, download and register)can be used as a nounor a verb- accepteither,but studentsmust givean exampleof whichever theychoose. Demonstrate the activitvwithstudentsfirst.
Transcript 1
2{
.".)SB Page103,Exercise practice 5. ffi Vocabulary
59 T e ll s tu d e n t sth e y a re g o i n g t o h ear thr ee pe opl e be i n g i n t e r v i e we da b o u t wh a t t h e y d o o n t he l n t e r ne t .R e a d th r o u g ht h e q u e s t i o n sa n d make s ur e st u de n t su n d e rs ta n dt h e m .T h e v th e n l istento a n s w e rt h e m . Kry Person 1: 1 You can íind information easily. 2 viruses Person 2: 1 Using bank accountson the Internet savestime. 2 Nowadaysit's fine. Person J: 1 About an investmentwebsite. 2 You can read articles,seeshareprices and follow your portfolio.
I'm a member of an investmentwebsite,which is part of a magazine.I pay ten pounds a month and I get accessto articlesfrom the current issue and I can searchfor articlesfrom previous issuesas well. They show current shareprices,so you can follow your portfolio. Each time you just log in, with a user name and a passwordand it automaticallylists your shares, showsthe currentprice ...
ffi
StuOentslook at the web pagesfromthe websiteof a Theythen magazine and filtin the gaps,witha partner. feedbackthe answersorallvto the class. Kq 1 register 2 password 3 Join 4 secureserver 5 searchengine 6 ke1'word 7 download Readthe web pagesagainwiththe classand go beforestudentsanswerthem throughthe questions, i n d e p e n d e n tol ryi n p a i r s .
Strategy9 Kq 1 If you registeryou have free accessto selected items.If you become a member you have full accessto allpastand current articles. 2 You have to complete theregistrationform. J No, you don't have to pay to register. 4 [I0 a month and the first month is free. 5 To searchfor current and past articles. 6 FrequentlyAsked Questions. E
O o t hr ought he o n t i n ere g i s t r a t i o nf o rm wi th t he class be for et h e y com p l e teth e d e ta i l sf o r th e m s e l ves.
lf studentsdon't thequestionaboutthe password. E Ask knowwhythe passwordwouldn'tbe acceptedpoint
Case-sensitÍve on the formand outtheexpression recognises explain capital thatthis meansthe sofiruare letters and lowercaseletters,so the firstletterof the password Elephontneedsto havea capitaIE. Then into otherissuesaboutpasswords openthedíscussion (gapsbetween words,use of lettersand numbers, n u m b e or f d a s h e sp,a s s w o r dhsa v i n ga m i n i m u m letters, etc.). ACTIVITY OPTIONAL howpeoplechoosepasswords: Discuss birthdaydates, namesof petsor nicknames and howto choosea password thatcan'tbe guessed.
E C O M M U N I C A T IPORNA C T I C2E7 " . ' vS B P a g e8 6 .
Divide the classinto pairs.Readthroughthe information aboutthe activitywiththe classand check whattheyneedto do. Givethemtime theyunderstand websítes to makenotesof the detailsof theÍrfavourite the andthenchecktheyknowhowto formulate questions to get furtherinformation. Doyou need to register? Doyou need a password? Areyou a member? Howmuchdoes membershipcost? ls thesite secure?/ Does the site have a secureserver? Practise thesewiththe class.Thenstudentsworkin pairs. Monitorthe pairworkcarefully to see thatthey questions. Finally, ask one or two askthefollow-up pairsto do the activitvin frontof the class. ACTIVITY OPTIONAL couldproducea list of key Internet wordsin Students forspeakersof theirhomelanguage. The list Engtish in the home or explanations couldhavetranslations language.
WORKBOOK"..pPages29-31,.
T e a c h i n gn o t e s
Test 3 (units t-.g) w i t h t h e c o rr e c tf o r m o f t h e v er bs in W Fi l l i n t h e gaps U s e t h e p a s t s i m p te o r th e p r e s e n t p er fect. b r acke t s. 1
for three H e ' s v e r y e x p e r i e n c e dH . e ---"-----o r f o u r i n t e r n a t i o n acl o m p a n i e s .( w o r k )
z
She (become)
3
you ever (manage) team?
4
- - - " - " . " - - - -t -h-e- - - they both company l as t y e a r ? ( l e a v e )
ffi
Make sentences.Use the presentperfect. s h a r ep r i c e s/ r i s e/ t o d a y. p r i c e/ g o u p / t h i sw e e k.
g e n e r a lm a n a g e ri n z o o 4 .
indexI fallI this year.
- - - - -a p r o j e c t
o i l p r i c e s/ n o t i n c r e a s/e s o f a r/ t h i s q u a r t e .r o u r p r o f i t s/ g o d o w n/ t h i s q u a r t e .r
- - - - - u- n i v e r s i t yi n r y 9 9 . ( f i n i s h ) I ' m a n e n g i n e e ra n d | -- lots of e xpe r i e n cei n t h e o i l i n d u s tr y .( h a v e )
5 They 6
W
Make sentences.Use the presentperfect. r he / not write/ reporti yet .
s a l e s/ i n c r e a s/e t h i s m o n t h.
W Fittin thegaps.
2 | I n o t f i n i s h/ p r o j e c/t y e t .
boom inflation crash debts recession unemploymentinterest
3 s h e / a t r e a d /y p h o n e/ o f f i c e.
A l o t o f p e o p l ea r e o u t o f w o r k . high.
4 w e / a t r e a d /y h i r e/ t h r e et e c h n i c i a n. s
. is very is only 0.2%o.
2
P r i c e sa r e n o t i n c r e a s i n g
3
- rates decreased 2"/"last Vear. lt was c h e a p e rt o b o r r o w m o n e y .
5 t h e y/ a t r e a d Iy d o I t h e j o b .
A l o t o f p e o p l e h a v e b o r r o w e dm o n e y a n d h a v e large
6 I / read/ hatfof the reportI so far .
Ther e'sa ------------in the pr o per tymark et. Prices have risen10% this month. Shar e pr ices fetl by 10% yester day.Th ere was a on the stock market.
W
F i t ti n t h e g a p s .
T h e e c o n o m i cs i t u a t i o ni s b a d a t t h e m o m e n t . W e'r ein a -----
trainee progress recruitment schedule Masters trouble 7
T h e p r o j e c t ' st w o m o n t h s b e h i n d
2
W e ' r eh a v i n g
3 4
wi t h t h e W e 've made v e r y g o o d b r o c hu r e . A f t e r u n i v e r s i t yh e j o i n e d t h e c o m p a n ya s a
5
H e d i d a - - - - - - - - - - -a-f-t-e-r-h i s f i r s t d e g r e e .
6
W
F i t ti n t h e g a p s .
with the installation.
We 'r e havi n g d i f f i c u l t i e swi th - - - department.
documentary dubbed satellite show channel 7
D id yo u w atch the quiz .
2
I s a w a - - - - - - - - - - -a- b o u t P e r u l a s t n i g h t .
3 A
What
B
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i n that 4
B
B u si ne ssS t ar t - u p 2
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- was it on?
H ave yo u go t
5 A
Wasthe film
last nig ht?
o r cable TV? . ...?
No, it had subtitles.
Press2 0 0 6 Unive rsity P H OTOCOP I A BLE @ Cambr idge
Test 3
N a m e.:. . - n Makepassivesentences. t lacement. 1 T h ec o m p a n yu s e sp r o d u c p
D i d y o u a d e g r e ei n E c o n o m i c s ? W e'r ehaving tr o uble by the new co m p uter.
z M i t l i o nosf p e o p l ew a t c ht h e n e w s . She hasn't hir ed yet a new secr etar y .
3 L o t so f t o u r i s t s a w t h e a c c i d e n t . When did you graduated?
4 GNTmakesthe partsin its factoryin Germany. I alw ays feel ver y r elax ingafter a be ach hotid ay . A F r e n c hc o m p a n yp r o d u c e dt h e v i d e o . 10 What did you watchin TV last night? S h e s e n t t h e d o c u m e n t sb v e m a i t . T h e yd i d n ' td e l i v e rt h e o r d e r o n t i m e .
E
resttotarF.I-l
Matchthe pairs.Writea-g in the boxes.
r IHesetup
a
2 |
| S he i nv e s te d m o r e b
3 !
T h ec o m p a n yw e n t c b a n k r u p tb,e c a u s e
n e w p r o d u c tw a s success. to c u t c o s ts .
t h a n$ 5 0 , 0 0 0
h e w a n t st o e x p a n d .
4 L__lHe raisedfinance d t o w o r k i n t h e n e w office.
He taidoff workers e on the stockmarket.
5 !
6 n
E
Heneedsto hire
it had so manydebts.
workers,because
7 |
| T h e l a u n c ho f t h e
gin
th e s to c k ex change.
8 !
Theyrecruited
ha
new business.
15 st af f
F i n dt h e mi s t ak e i n e a c h s e n t e n c e .W ri te th e co r r ect sentence. 1 l t 's a di ffi c u l tj o b - y o u h a v e to d o i t c a r eful. 2
H a v ey o u e v e r d i d a p a r a c h u t ej u m p ?
3
| t h o u g h tt h e p r e s e n t a t i o nw a s v e r y b o r e d .
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Test
10 solutions
We could sell CDs with numbersorintedon them say from one to a hundred.Then you wouldn't ncccl to vn,rite on the CD. You cor-rldmake a notc of r,vhat was on eachCD number,and thcn finclit easily.So rve could sell,say,packs of ten. So you rvould have one to ten,or elevcnto twenty,and so on. That'sa good idea.We could use that idearvith thc storagebox. So we could proclucea bit plasticbox rvith,say,ahundrcdblank CDs in it, \\,iththe CDs numbercdone to a hundred. Mmm, that'sa, that'san interestingidea.
LessonL0.L Dlscussingideas
S e c o n dc o n d i t i o n a l
67 Letstudentsworkin pairsfirst,to readthe extracts and try to predictthe missingwords.Students can thenlistenagainand fittin the gapsin extracts fromthe meeting.
Suggestions
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nointto the famouspeopleand inventions and ask s t ude n t st o w r ite th e f i rs two r d s t h a t c o m e i n to their h e ads. Col l at ea l l t h e i d e a s o n t h e b o a r d . Fe ed in creative if nobody says it. Then have a general d i scu ssi onon c re a t i v i tyA. s k q u e s ti o n s :T e l lm e the names of some fomous creative people. What did they do? What Ís creativity?Can only intelligent people be creotive?Do you know any very creative people? ln p ai r s ,s t u de n t sc a n t h e n d i s c u s st h e q u e s ti o nsin the S t u de n t 'sB ook a b o u t c re a t i v i tya t wo rk . C o l l a tetheir i d e a s i n a c l a s sd i s c u s s i o n .
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Key 1 could 6 would
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Key Subject:how to improve their product packaging Suggestions: change the packaging material on CDs, sellmore CDs in a pack,sell storageboxeswith CDs, print numbers on CDs in a pack Transcript A O K , s o ou r o b j e c ti v ei s to th i n k o f s o m en e w ideas. How could we make the product better?What areas of the product could we improve?Any suggestions? B What about changirrgthe packaging?We cor-rld changethe material. A Yeal-r.Packagingrnaterial.OK. C How about changir-rg the size? A O f t he CD ? C No, the pack.Why don't we sell more CDs in a p'rack, for example? A OK. Yeah.So,biggerpacks.Thcy could be snraller, as well. Why not sellbig boxes- big storaseboxes,with lots of CDs in them?Then you u.ouldn'tneedpackaging. So that would be a new product.A storagebox.
T e a c h i n gn o t e s
2 What 7 could
J Horv 4 don't 8 interesting
5 not
..'vSB Page103,Exercise practice Vocabutary L. Kry 1 idea 2 could I about 4 not 5 suggestions 6 How 7 Why
67 Exptainto studentsthattheywill heara d i s c u s s i oant a c o m p a n yc a l l e dO p t i p l a i na, m a n u f a c t u r eorf b l a n k C D s a n d C D p a c k a g i n gT. h e t e am ar e br ai n s to r m i n gs u g g e s t i o n sa n d i d e a s.W r ite up the headings Subject and Suggestions.Students t h e n l i s t e nt o w h a t t h e t e a m a r e d i s c u s s i n ga n d n o t e t he sugge st i on s C . o r r e c tth e i r a n s we rso ra l l y .
StuOents checktheiranswersusingthe transcript on 5 B p a g e1 , 2 3 .
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wtoOet a fewsuggestions to usingdifferent expressions, makestudentsawareof the different structures used withtheseexpressions: We couldproduceCDs. Whydon't we produceCDs ...? Whynot produceCDs ...? but: How aboutproducingCDs? Theyimagine Studentsthenworkwitha partner. t h e y ' r ien t h e m e e t i n g a t O p t i p l a i ann d m a k e suggestions cuedby phraseson the page.
ffi Writethe nameEdwardde Bono on the boardand ask i f a n y b o d yk n o w s a b o u t h i m .T h e n p o i n t t o t h e p h o t o and ask studentsw hat impr essio nthey ha v e. Read the t e x t w i t h t h e c l a s sa n d e l i c i tt h e c o m p l e t et i t l e o f h i s book on the board. Key Title: Serious Creativity:Using the Power of Lateral Thinking to CreateNew ldeas A sk studentsto quicktyr ead the tex t again,to answer the ouestion.
Solutions10 ACTIVITY OPTIONAL
Key He has developedthinking skills (suchas lateral thinking).
Studentscouldwritea serieso f c o n s e q u e n c e s . Startwith: lf I won the lottery,I'd buy a Ferrari.lf I bought a Ferrari,l'd drive very fast. lf I drove... Getdifferent studentsto reado u t t h e i rc o n s e q u e n c e s to the class.
c o l l e a g u e sf r o m the E r e se 62ar chanEdxpldeavientl ho aptmt wo e n td e p a r tm e n ta t O p tiplainar e u si ngl at e r alt hi n k i n gt o c r e a t en e w i d e a s . Pr epar e t he mfor t h e fac t t h a t l a t e r a tth i n k i n gc a n th r o w up s o m es t r a n g ea n d u n u s u a li d e a s .G i v e s t u d e n t st i m e t o r e a dt h r o u g ht h e d i a l o g u eo n t h e p a g e a n d c h e c k comprehension of vocabularysuch as ice, froze, fire, data,protecf,etc. by asking students who already knowt he w or d s t o g i v e e x a m p l e so r d e f i n i ti o nsto the ct ass.T he fi r s tt i m e y o u p l a y t h e r e c o rd i n gs, t udents s hou l di gnor eth e b o x e s a - c a n d f o c u s o n l y o n fitlingin t hegaps i n t he t e x t.
Key 1 could 2 couldn't I rvould 4 wouldn't
E
'c re a t i v e R e adou t t he th i n k i n g 't e r m s i n t h e b o x . Tell st u de n t tshat t h e y m u s t l a b e l p a rts o f th e d i a lo gue w i t ht h e s et e r m s ,a c c o r d i n gt o w h a t i s h a p p e n i n gi n t h edi scu ssi ona t t h a t s t a g e .S tu d e n t sc a n f i l l in bo x es, w or ki n gi n pai r s ,s o th e y c a n d i s c u s s ,b u t c h eck an sw e r sw i t h t h e wh o l e c l a s s .
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a provocationb specificideas c lateralthinking @ S t u O e nttasl ka b o u tt h e d i s c u s s i oant O p t i p t a iinn 3 c . it was. Thevshouldassesshow effective
S e c o n dc o n d i t i o n a l R e a dt h r o u g ht h e e x a m p l e si n t h e b o x a n d c l a r i f y t hat w e u se i f + p a s t s i m p l e + wo u l d + v e rb, w h e nw e s p e c u t a t ea b o u t w h a t w o u l d h a p p e n i n c e r t a i nc o n d i t i o n s .P o i n t o u t t h a t w o u l d i s o f t e n abbreviated (we'd : we would, l'd : I would, e t c. ). G r ammarr e f e re n c e
SB Page LL0,Section
S t u d e n tsl i s te n a n d re p e a tth e s e n tencesin E t hegr63ammar bo x . M o n i to rc a r e f u l l yt h a t th e y c o py the s t r e ssand i nt o n a t i o na c c u r a t e tv .
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2. Cra marpractice.""> SB Page103,Exercise Key 1 If CDs didn't have packaging,they would f they'd be cheaper. 2 Our CDs would sell more if they were cheaper. I If we loweredthe price,rve would /we'd sell more CDs. 4 I think we would / we'd sell more CDs if we sold them in bigger packs. 5 If we used lateralthinking, we would /we'd havebetterideas.
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for eachsituationto wtate a numberof suggestions pr o videa mo del, befo r estudentsw o r k w ith a p artner. I n pair s they discussw hat they'ddo , o r what would happen,in cer tainsituatio ns.Co llatetheir v iews on the bo ar d aftera class discussio n.
PRAcncE 28"..'sB page86. ffi connMUNtcATroN
Dividethe classinto pairs.Readthroughthe activity with the classand clarifrT the task.Givepairsa few minutesto put togethersomeideasand makea few notesabouthowto cut costs,improvesalesand increaseprofitsby the end of the yearfor SunSol,a Rehearse a few quickdialogues sunglasses company. withstudentsroundthe classbasedon the bullet pointsto providea clearmode[.Makesuretheyuse about...7to make the -ingformwhenusingHow/What Studentsthencarryout the roleptays. suggestions. M o n i t oar n d s u p p o r dt u r i n gt h e p a i rw o r k .C h e c kt h a t for making studentsuse a varietyof expressions (Wecould..../ Whydon'twe ...?/ Why suggestions not ...?/ How about...7.etc.)Thenpairsworkwith Finaltyhavea otherpairsto comparetheirsuggestions. c l a s sd i s c u s s i oann d d e c i d eo n t h e b e s ts u g g e s t i o n s .
discussthe questionsand sharetheir ffi StuOents o p i n i o n as n d e x p e r i e n c ewsi t ht h e w h o l ec l a s s . R E S O U R CSEH E E T1 0 . 1. . . nP a g e1 1 5 . U s eR e s o u r cseh e e t1 0 . 1t o c u es t u d e n ttso t h i n k l a t e r a l layn d t o c o n s o l i d a t eh e s e c o n dc o n d i t i o n a l . Dividestudentsintogroupsand giveout one copyof the sheetto eachgroup.Studentsdiscussin their groupsand try to fill in the boxeswithoriginalideas Groupscan thatwouldhetpto solvetheseproblems. reportbackon theirideasat the end of the activity.
T e a c h i n gn o t e s
Transcript Interviewer Peopleoftensay that sontenationalities are more polite than others.Do yotrthink that'strue?And do you think you have tcr be more or lesspolitewhen you work with people from differentcultures? You don'thaveto be more or lesspolite.I Sandra think it's more a questionof how direct peopleare.You should ahvaysbe polite.lt's ;'ustthat,in some cultures,it'sOK to be direct,and in others,un1... it'snot. []or example,in Germany,in business,it'sbest to be very direct.Generally,pcople ask directquestionsand ... theylike direct answers. lnterviewer But in the UK, generally,peopleare less direct,aren'tthey? Well, they'renot afraidto say the,vdisagree Sandr a or ... or to criticisesuggestions. You don't haveto sayyou agreeall the time.But ... you know, peoplesay thingsllke,'l'mnot sureI agree',or .. .'Maybeit would be better to do it anotherway'.I'vealwaysfound,in differentcultures,the bestway to disagree or . ' . or criticíseideasis to nlakeit clear you're criticising the suggest ion- yott shouldn'tcriticisetheperson. !nterviewer In )apan,it'sveryimportant not to criticise peo ple,isn'tit? Sandra Yes.You should nevercriticiseanyone directly.It's... for the )apanese,it's very impolite.That'swhy, often,in companies in Japan,peoplehaveto make decisionsin groups.Everyonehas to agree. Interviewer So what's your generaladvice?Do you think peopleshould chansethe rvaythey communicaiein differentculturesor ... or shouldyou just be yourself? Sandra I think you should alwaysbe yourselí um ... but ... I think,to be successful, y ou reallyneedto changehowyou say things.
Lesson1,0.2 Makingdecisions
should, have to
Recommendations
PRE.TEACHING (don't)have to in the contextof Pre-teach should(n't), rulesand expectations at work.Ask: Can you choose what to wear at work or do you have to weara unÍform? Elicit:l have to / l don,thave to.Ask questionsto illustratehove to/don'thave to: Does onyonehave to work at weekends? Do you have to wear a suit at work? Are theredays whenyou don't have to go to the offlce? Ask studentsto eachsuggestone thingtheyhaveto / don'thaveto do at work. lntroduceshouldlshouldn't in the sameway.Ask /s if OK to make privatephone calls or not?Shouldyou phonecalls?Elicit:No,you shouldn,t. makeprÍvate Continuewithotherquestions to practise should/shouldn't: Shouldyou start work on tÍme? Should you wríteprivate emails at work? Ask studentsto eachsuggestone thingthey should/shouldn't do at work. ffi
aeadthe comments aboutdecisionmakingwiththe cl as s an d cl ar i f ua n y th i n gt h e y a r e u n s u reo f . Then ask t h e m t o w o r k i n p a i r sa n d d e c i d ew h i c h o n e s t h e y agr e e and di s a g re ewi t h . Stu d e n t sf e e d b a c k t o the cl as s. E xpl or es t u d e n t s 'r e a s o n sf o r a g r e e i n go r di s agr e e i n g. As k th e m t o g i v e a n y s p e c i f i ce x amptesto i l l ust r at eany o f t h e c o m m e n ts . 64 P oi n t t o t h e p h o to o f S a n d r a Fr a n ksand r e ad out t h e r u b ri c .W ri tet h e f o l l o wi n go n t h e bo ar d: PolÍteness,Criticism, ChangÍnghow you communicote. S t ude n t sl i s t e n t o t h e i n te r v i e wa n d n o t e t h e advice S andr a gi ve s ab o u t th e c a t e g o ri e so n t h e b o a r d. Kry politeness: you should always be polite criticism:you shouldn't criticisepeople directly changinghow you communicate: you sometimesneed to change how you say things
6 4 S t u d e n t sl i s t e na g a i n a n d u n d e r l i n et h e co r r ectw o r ds so that the sentencesar e true.
Key r should 2 don'thaveto 3 shouldn't 4 haveto ffi
StuOents workwitha partnerand discusswhetheror not theyagreewithSandra.Holdclassfeedbackto s h a r eo p i n i o n as n d e x p e r i e n c e s .
sitould, have to R e a d t h r o u g ht h e e x a m p l e sa n d c l a r i f yt h e m e a n í n gE. l í c i tf u r t h e re x a m p l e sf r o m s t u d e n t s .
T e a c h i n gn o t e s
G r a m m a rr e f e r e n c e" . ) S B P a g e 1 L L , S e c t i o n s9 . 1 and 9.2.
S o l u t i o n 1s 0
E Grammarpractíce.-.pSB Page1.03,Exercise3.
We know horv rnuch we'nvouldsaveif we had a nerv production line. We've all read the report and seen the figuresfor that.And fron-rthe forecastswe knor,v m o r eo r l e s s. . . I think one largeplant looks like a good option. That'smy fir stimpr essio n. OK, shallwe sum up, then?I think we'vemade quite good progress.We'vegot quitea long list of ideas.I thlnk we should just considertwo or threeproposals. So let'slo o k at the list ... A I don't think it would bc a good ideato spendso much. I'm worried about the economic situation. I t h i n ki t ' st o o u n c e r t a i r r . B So what would you recommend? for the C Let'sjust talk about disaclvantages moment. B I just woulcln'trecomn'rendsuch a biq investment.We have to be careful.
Kq 1 should 2 shouldn't 3 don'thaveto 4 should 5 have to
E F o c u65ss t u dSetnudt se' na tt stlei snttei onoannn tdhreeeplei saitot hnet hsaetnhtaences. ppens whenshould is followed by a vowel.
t ude n t sw or k w i th a p a rtn e ra n d d i s c u s sth i ngsyo u B Sshou [d/ shou [ d nd 'ot í n f o u r s Í tu a t i o n sH. o l d f eedback t o se e i f t he r e is a c o n s e n s u s . R E S O U R C ES H E E T 7 0 . 2 " . . ?P a g e 1 1 6 . l f you fe e Is t u d e n t sn e e d f u rth e rp r a c ti c eo f should/havefo use Resourcesheet 1'0.2.Divide the cl assi n t o pai r s a n d g í v ea s h e e t t o e a c h p a i r .Students r e adt he si t u at i o n so n th e c a r d a n d d e c i d e t o gethero n t h e be st advi ceto g i v e .T e l lth e m to m a k e n otes,so t h e ycan fe e d b a c k to th e c l a s s a t t h e e n d . T h e class canvot e on t he b e s t a d v i c e f o r e a c h s i t u a t i o n.
couldworkin pairsto fitlin the gapsin StuOents ffi key vocabulary. to consolidate sentences, 67
OPTIONALACTIVITY Studentswrite a short guide (usingshould/shouldn't) w í t hs ugge st i o n sf o r p e o p [ ewh o a re g o í n gto ask their bossfor an i n c re a s ei n s a l a r y !
readthe firsttimeto answerone question. @ StuOents Key Itwasdeveloped The'SixThinkingHats'isdescribed. because criticismis important,but it shouldn'ttake priority. p -
g -
Key 1 option 2 benefits 3 proposals 4 idea 5 worried 6 recommend practice'..b 4. SB PageL04, Exercise ffi Vocabutary Key 1b 2e
2a
3f
4c
5d
Kq 1b
2d
3a
4c
5f
4d
5a
6c
D ividethe class into gr o ups o f thr ee,fo u r or fiv e. 'hat' each student.lf yo u hav e less than A llo catea to ' hat' five students,give so me studentsmo r e th an one ' hat' . o r take par t yo ur selfand have mo r e than one R e a d t h e r u b r í ca n d c h e c kt h e y u n d e r s t a n dt h e t a s k . Give studentstime to pr epar etheir r o les .C hoose one per so nto chairthe meeting,befo r ethey start.C hoose the best gr o upsto r o le play to the class a fterward s.
6b
66 Readthe rubricwiththe ctassand then froma meetingand listento six extracts students 'SixThinkingHats'. of to the matcheachextract one be betterto do this as a classactivity. Again,it mÍght
3f
sB Page86. PRAcrtcE29 """y ffi cotvtMuNrcATtoN
for some activitymay be difficult ttrematching so do it as a ctassactivity. students, Kq 1e
Studentslistenand checktheiranswers.
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Encourage studentsto give Holoa class.discussíon. t h e i r p e r s o n a vl i e w s o n t h e
' S i x T h i n k i n gH a t s '
6e
Transcript is,we couldclosetheold plantand I Onesuggestion move everytlringto a neu. site.I think we should considerthat option. It'sa possibility. 2 Therervould be a lot of benefitsif we had just one plant.It would be better,um ... it would bc easierto managesuppliesand deliveries.Energycostswould be anotheradvantage. T e a c h i n gn o t e s
Lesson L0.3
Then w r ite up so me co mmo n tex t messag e abbr eviatio nso n the bo ar d and see w ho can g uess t h e i rm e a n i n ge . g . :
Dealingwith problems
c u @ 9 (See yo u at nine) u r l8! (You are late!) a game 4uz play (A game for you to ptay)
Travelproblems P R E - T E ACHI N G Write Travelproblems on the board in a circle and ask . r i teth e i r i d e a s i n t o a w o r d s t u de n t st o br a i n s t o r mW w e b. F e e d i n s o m e o f th e v o c a b u l a r yo f t h e lesso n,if it can be done n a t u r a l l ya s p a rt o f th e n o rm a lflo w o f the br ai n st or m.
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in yourcountryas a modet, fatf brieflyabouttransport beforeaskingstudentsto answerthe questions. Readthroughthe rubricto set t h e c o n t e x tof Rachel Bardensendingtextmessages wh i l e tr a v e l lingfr o m the A s k s tu d e n t st o r ead the in lceland. UK to a conference messagesand put themin the correctorder. Key td 2b
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3e
4a
5c
Readthroughthe questionswiththe classand check studentsunderstand the task.Thenstudentswork i n d e p e n d e n ttloy a n s w e tr h e q u e s t i o nasb o u tR a c h e l ' s trip.Checkanswerswiththe wholeclass.Explainthat B'ham is shortfor Birminoham. Key 1 B'ham(Birmingham) 2 Shemissedthe connectionin B'ham. I FromB'hamto London. 4 By bus. 5 Therewassnowin theUK, but there wasno snowin lceland. witha gap-fillactivity. Studentsbuildtheirvocabulary Theyneedto referbackto the text messagesto find wordswhichmatchthe definitions. Key 1 connection 2 catch 3 miss + delayed 5 takeoff 6, land 7 checkin 8 rush trip.Then Studentsworkin pairsto sum up Rachel's pairs ask one or two to tell the classwhathappened, p r o b l e m s a n dw h a t s h e h a d ,d u r i n ge a c hp a r to f t h e journey. OPTIONALACTlVITY tt mightbe interesting to studentsto learna little Findout if aboutthe conventions of textmessaging. whenthey in theirlanguage theyuse abbreviations theycan findin text.Ask how manyabbreviations mins: Rachel's textmessages(km: kilometres, minutes,hrs : hours,B'ham: BirminghamJ. notes Teaching
68 Studentslistento Rachelhaving a co nver satio ndur ing her tr ip. The fir sttime they listen to find o ut w her e she is.
Kq Rachelis in Birmingham/at the railwaystation. Transript Assistant Hello. Hello.I'vejust missedmy connectionto Rachel Lo ndo n.l w as bo o kedo n the nine thirty .l just want to check if my ticket'svalid for the next train ... at half past ten. Assistant Um ... ah yes,you'reOK. Obviously,you won't havea seatreservation. No.ls it too lateto rnakeone? Rachel Assistant Mmm, I'm afraidso. Will it be busy? Rachel Assistant It'susually quite busy, yeah.You'11probably get a seatin first class,if you want to change your ticket. Would I I'rave to cancelthisticket?WoulciI Rachel g e ta r e f u n d o, r . . . ? Assistant You can just upgradeit. You just pay a supplement.I can check how much it would cost. Rachel Um ... o h, no , it'sOK . I do n'tthink m y company rvould pay my expensesin first class! Assistant A h. Rachel O K , t h a n k sO . h . . . is the ten thirty on time, by the way? A ssistant Um ... I t'sr unningfour minutes late. Rachel OK, thanks. 68 Studentslisten again and dec id e if the sentencesar e tr ue o r false.
Kry TF
2T
3T
4T
5F
6F
Studentsco nso lidatethe tr avelvo cabularywith a g ap fill activity.M o del the w o r ds in the bo x , b efore studentsstar t the activityand ask if stud entscan ex plainany o f the w o r ds. Studentsthen work independentlyto fitl the gaps, befo r ech eck inganswers w ith the w ho le class.
Kry 1 refund 5 vatid
2 cancel 3 upgrade
4 supplement
Solutions10 '".?SB Page1 0 4 , E x e r c i s e5. practice E Vocabulary Kq ld
2f
3a
4b
5c
6 g
7e
69 Studentslistenand repeatthe travelwords. E Thefocus is on the m i n i m apl a i rs o u n d sl l l a n d l t J ' 1 . Students couldthenworkwitha partner, to practise saying thewords. KE 1 lÍl 2 |tÍ| }
ltl 4lt|l 5ltt| 6|Íl
RESOURCESHEET tO.3 "".?Page 11,7. F orfu r t he rpr ac t i c eo f t h e l a n g u a g eo f t a l k i n gabo ut jour n e ysuse Re s o u r c es h e e t 1 ,0 .3 D . i v i d et h e class into pai r san d gi ve a c o p y o f t h e c u t- u pt e x t m e s sagesto eachpair.Tell students that the text messagesare from T e r rCase i t o h e r h u s b a n d .Sa y th a t l a s t we e k Ter r i,a banke mpl oye e ,h a d a d i f f i c u l tj o u r n e yf ro m B r ighto nto S t .He l íe rí,nJ e rs e ywh , e r e s h e we n t o n a t r a i n ing cour s eon oft s h o r eb a n k i n g .S tu d e n t sp l a c e the car ds faceu p on t h e t a b l e a n d p u t t h e t e x t m e s s a geinto the correctorder.
Kry order:D, B, A, F, E, C, L, G, K, l,H,J Correct f
70 R e ad t h r o u g ht h e c h a rtwi t h th e c l a ss to che ckt hat s t u d e n t sk n o w wh a t to d o . T h e y then listen t o t hr e econ ve r s a t i o n as n d m a k e n o te s i n t h e char tto s u mu p t h e p r o b l e ma n d d e s c r i b et h e s o l u t i o n . d c o m p a rewi th a p a r tn e ra n d then feed S t u de n t coul s backor al l yt o th e c l a s s .
Kry I Location: Problem: Solution: 7 Location: Problem: Solution: I Location: Problem:
on a train ticket is not valid to pay supplement at an airport the flight has been cancelled transferto the next flight at a hotel (reception) guestwants to stay an extra night,but hotelis full Solution: there is a room at their other hotel
We regretto inform passenÍ]ers that flight TL seven four nine to Genevahas been cancelleddue to a technicalproblem.FlightTL sevenfour nine to for this flight should Genevais cancelled.Passengers check in at gatenine D and arvaita transferto the next flightto Zurich. A Go o d mo r ning. B Mon-ring.I checkeclin yesterdayevening.My room'sbooked for a secondnight,for tonight, but I needto stayin to w n a thir d nish t,um ... tomorrow night - I'vegot anothermeetingwhich wasn't plarrrred.Could l book ÍTlyroolTlfor an extranight? A Hmm. I'm aÍraidwe'rc ftrlltomor.rorr'niglrt' uIrr ... )usta moment.I'll seeif there'sa room freeat our other hotel.It'sjust a fervminutes"'valkfrom her e.I f that's... B Yeah,that'sfine. A Hello Paul,it's Alex. Have you got a sir-rgle room freetomorrow nipbt?OK, great.Can you hold it for n're?I'llphoneyou back rvith the details. Thanks.... OK . That'sbo o ked. B Excellent.
pRAcncE30"".v SB pages 86 ffi comMuNrcATroN and 93.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . Give them time to [o o k at their differ entp ag es.Tetl t h e m t h a t t h e y a r e g o i n gt o t a k e i t i n t u r n st o d e a l w ith a tr avel pr o blem.StudentA star tsand ask s a (StudentB) fo r inform ation. Eur o starr epr esentative par t A P tay the o f w ith a student.Emphas isethe i m p o r t a n c eo f b e i n g p o l i t e .T h e n s t u d e n t sw o r k i n pair s.M o nito rthe pair w o r k car efullyand check that t h e p e r s o nm a k i n gt h e e n q u i r yu s e s p o l i t ee x p r e s s i o n s . They then change r o les and tur n to the o ther p ag e for their info r matio n,befo r edo ing the r o le play with r ever sedr o les.Finalty,ask o ne o r tw o pairs to d o the role plays for the class.
problemsyou'vehad to providea ffi fatf abouttravel m o d e [S. t u d e n tcsa nw o r ki n p a i r su s i n gt h e p r o m p t s , thenreportbackany interesting or unusualtravel experiences to the class. WORKBOOK.."pPages32-34.
Transcript 1 A I'm afraid your ticket'snot valid on this train. B Isn'tit? I thoughtI could use it on any train. A No. It'sonly valid on trains leaving after ten am. B Oh. I didn't realise. A The fare'sa bit higheron the earliertrains.It'snot a big difference. B OK. So can I just pay the extra? A Yes.I'll iust check how much it is.
T e a c h i n gn o t e s
n Transport Lesson 11,.1 Describinghowthingswork
focuson the prepositions of positionand ffi StuOents movement fromthe text.Go throughthe sentences first,gettingstudentsto mimeor giveexamplesof Theythenworkindependently, eachpreposition. underlining the correctwordsto makethe sentences true,according to the text. Key 1 out of 2 on 6 up 7 along
P r e p o s i t i o n ps :o s i t i o na n d m o v e m e n t
Sizeand dimensions
P r epo sitio ns:po sitio nand mo vement R e a d t h r o u g ht h e e x a m p l e so f p r e p o s i t i o n so f p o s i t i o na n d m o v e m e n t .S a y a p r e p o s i t i o na n d a s k s t u d e n t st o g i v e t h e o p p o s i t e .P o i n t o u t t h a t s t u d e n t sn e e d t o l e a r nt h e p r e p o s i t i o n so f f b y hear t.
PRE.TEACHING Reviseknownprepositions of positionand movement present new ones usingthe school/workplace and What environment. Ask questions to elicitprepositions: floor ore we on? What'sthe floor above/belowus? Whenyou go out of this room and go along the corridor,what's the ftrst room on the right? Whenyou get out of the lift, is this room on the right or the left?
G r a m m a rr e f e r e n c e. ' . pS B P a g e 1 1 2 , S e c t i o n s 1 1 . 1a n d 1 , 1 , . 2 . RESOURCESH EET 77.7 """bP age 118.
A [ s oi n t r o d u caen d p r a c t i s de í m e n s i o nuss i n gt h i n g si n How wide is thÍstable?one metrewÍde the classrooÍTl: or less?How long is my desk?A hundredand fifty centimetreslong or more?What'sthe weightof this book?Half a kilo or more?
Fo r fur therpr acticeo f pr epo sitio nso f place and mo vementuse Reso ur cesheet 11.1.D ivid ethe class into pair s and give a set o f cut-uppictu resto each pair .Studentsplace the car ds face do w n on the tab le and take it in tur ns to pick up a car d and say the pr epo sitÍ o illustr n atedo n the car d. Str o ng erstud ents c o u l d m a k e a s e n t e n c e u, s i n gt h e p r e p o s i t i o n . D emo nstr atethe activityw ith a str o ng stud entfirst.
OPTIONALACTIVITY modeland practisethe Afterthe pre-teaching, q u e s t i o nasn d a n s w e r as b o u td i m e n s i o nasr o u n dt h e class.Studentscouldcontinuein pairs,askingand answeringHow wide/long/heavy ...?. Pointto the photosof the Maglevand readout the title.Ask studentswhattheycan deduceaboutthe Maglevfromjustthis information. Studentsfeedback (e.g.the Maglevis a to the classwithsuggestions modern,high-speed train;thereare Maglevsin theycan go at 430 km per hour,theygo Shanghai, t o t h e a i r p o r itn S h a n g h a i ) . ffi *
neadthe questionswiththe classand checkthat studentsunderstand the key vocabulary. Studentsthen Theycan readthe textto answerthe questions. discussand comparetheiranswerswitha partner beforecheckinganswerswiththe wholeclass. Key 1 The station in Shanghaiand the International Airport. 2 Maglevs travel above the track. 3 It'sfast and economical. 4 lt's expensiveto build the track.
T e a c h i n gn o t e s
J across 4 over 5 above
Key Order as shown on Resourcesheet: up, down, in, out, through,along,under,above/beloq ofí on, round. over.
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Crurmar practice...1SB Page104, Exercise1. Key 1 out,through 2 alc:ng I around a off 5 over 6 under 7 above
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Oemonstrate a few examplesof whatthe vehiclesdo and howtheyworkbeforestudentsdo the pairwork, e.g.:Á helicoptercan hoverabove buildings.A submarinecon go underthe waterand traveljust belowthe surface.etc.You may find it necessary to presentand practisesomeof the key vocabulary and w r i t ei t o n t h e b o a r d M . o n i t o ar n d s u p p o r t h e studentswhentheyareworkingin pairs.
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Vou may find it usefulto revisenumbersL-l.,OOO quicklybeforetacklingthis activity. Thenpointto the díagram o f a t r a í nC o m p o n e natn d d o a c o u p l eo f examples withthe classbeforetheyworkin pairsand f i t ti n t h e g a p sw i t ht h e d i m e n s i o n s .
Transport1,1, Key 11.2m 2300mm 350mm 5 200mm 6 1a6kg
Kq 1 different z thesame 3 different 4 different 5 thesame o different
4400mm
istento E L i nds7te yG amT eb[ [lset,uadneenntgstihneeyear,gr ei vgíonignagpt or elsentatio nat
pRAcTtcE sB pages 87 31"."p ffi cor'nMUNlcATtoN
a n d9 3 . D i v i d et h e c l a s si n t op a i r sa n d e a c hp a i ri n t oA a n d B . pages.Tell Givethemtimeto look at theirdifferent point themto look at the diagramand out thatthey information bothshowincomplete abouta high-speed train,and thattheymustask theirpartnerfor the missingdimensions. Playthe partof A and ask for a fewdimensions to providea model.Thenstudents pairs. workin Monitorthe pairworkcarefutly and pay particular attention thatstudentsuse bothformsfor (longlength dimensions etc.).Finalty, ask one or two pairsto do the actívity ínfrontof the class.
. e's tatking con fe r e nce o n ra i l tr a n s p o r tt e c h n o l o g ySh abouth i gh - s p e e dtr a i n d e s i g n .Fo c u ss t u d e nts' at t e nt i onon t h e t h r e e q u e s t i o n sb e f o ret h ey listento t he r e cor dín g . Key 1 The width oíthe track. 2 They're quite narrow. 3 They'requite heavy. Transcript A keyquestion,when you startto designa high-speed trainis, ho',vwide is the track?What's the distance betweenthe rails?Becausethe width of the track doesn't justgiveyou the rvidthof the train.The heightof the trainis alsolimited by the rvidthof the track.Obviously, trainsharreto be stable,especiallyif they haveto go roundcurves quite fast.Tall, narrow designsare So, íorbetterstability,a wide track is better. unstable.
e
O.ronstratethis activitywitha studentbeforeasking studentsto takeit ínturnsto choosean objectin the ctassroom and describeit, so thattheirpartnercan guesswhatit is. ACTIVITIES OPTIONAL .
Thetroublewith standardtracks is, they'requite narrow. Fol high-speedtrains,this is a problernif thereare a lot of curvesin the line.Now, you can limit the problem.To helpthe train stay on the track,you make it quite heavy ... and you put rliost of tl'reweight as low as possible, belorvthe floor. No.,vof course,a designthat'svery heavyisn'tvery efficient.)ustlook at the big, thick pieces of steeluscd in trains,Llm ... to get an idea of how much rveightthereis. So it's very inefficient.And another problem,of course,thatyou haveto dealwith is ... S t u de n t scom p l e t es e n te n c e sf r o m t h e c o n ver satio n by u nde r l i n i n gt h e c o rr e c two rd s .T h e y c o u ld do this i n di vi duat tfyi r s t a n d t h e n c o m p a rea n s we r sw ith a partner.
Studentslistenand checktheiranswers, E before72feedíng backorallyto the class. Key 1 wide 2 height 3 wide 4 heavy 5 thick S
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Forfun,studentscouldimaginethey'rehavíng a friendstayin theirapartment, whitethey'reon hotiday. Workingin pairs,theywritea shortnote sayingwherea few .essentíal'thíngs are,usingas manyprepositions Theycouldusea aS possíble. dictionaryif necessary. Givethema shortexample to demonstrate the activity: Hi, have a good time whilel'm oway.l've just a few thingsto tell you about the apartment. The coffeeis behind the vose on the shelf next to the kitchentable. The remotecontrolfor the TV is underthe bed. Theaeriolfor the TV worksbest when it hangs down from the light.
.
Studentswritean emaítto a foreígn supplierwho is goingto visitthem.He/Sheis arrivingby plane, so theygivedetailedinstructions of howto get fromthe airportby publictransport to theiroffice in the town centre(e.g.whereto get on/offthe bus/train and howto get fromthe bus stop/ stationto theiroffice).
practice"."pSB Page1.04,Exercise2. Vocabutary Key 1d 2c
3e
4b
5a
lístenand repeatthe wordsand B decide73if theStudents soundsarethe sameor different. Monitor whentheyrepeatand noteany students carefulty ModeIwordswhichtheyfinddifficult errors. and repeat students again.
T e a c h i n gn o t e s
Transcript D ennis OK . Let'snr akea list o f danger son the tarnrac . . . and then rvecan make a list of safety precautionsto help preventaccidents.So, first of all,what are the main hazarcls?Any suggestions? Woman Planes,rvhenthey'remor.ing. D ennis OK ... M o ving planes. M an No isefr o m engines... fr o m thc jets.You nccd t o w c a re a rp r ( ) t e c t i o n . D e n n i s U h u h ,O K . N o i s e . . . ea r p r o t e c t i o n . Woman Other vchicles,moving around. Dennis OK, good. Movir-rg vehicles.They are the biggesthazardon the tarmac.Not planes,but vehiclcs:buse.s, tr ucks,car s ... . What precautionscan you takc to help avoicl accidents- to prcventground ','chicleshitting people? Woman Er,everyoneshould wear a greenjacket. D ennis OK . H igh visibilityclo thing.Essential. Does anyone know why n'rovingvchiclesare especiallydangerousat airports? Woman Becausethey clrivearound quite Íast? D ennis They oftendo, yeah.They'rcnot alkrweclto. though.Thc hcalth and safetvregr-rlations sa;' that everyemployeeis responsiblefor the safetyof others.But there'sanotherreason why moving vehiclesare particularly haz ar do usat air po r ts.A ny o the rid eas? Man Becauseyou can'thear thenr.becauseof all the no ise... fr "o mj etsand,Lur ... Dennis Exactly.If you'restandingnear a plane rvithits enginesrunning,you can'talwayshcar vehiclescomine.Justnow, someonesaidyou needto w eA rcar pr o tectio n.Fo r sonrejob s-
Lesson11,.2 Discussingsafetyprocedures
He al t h and s af e t y P RE - T E ACH IN G I n t r o d u c et h e t o p i c o f h e a l t ha n d s a f e t yb y a s k i n g s t u d e n t st o t a l k a b o u t i t i n t h e i ro w n c o m p a n i e s W . hat is the main reoson for accidents at work? Are there regular checks for health and safety? ls there an accident book? S t ude n t sw or k wi t h a p a r tn e rto p u t th e j o b s in o r der o f h o w d a n g e r o u st h e y t h i n k t h e y a r e .T h e n s t u d e n t s h ave a cl ass d i s c u s s i o nt o a r r i v ea t a c l a s s c o nsensus. C o l l a t es t u d e n t s r' e a s o n sf o r t h e j o b s b e i n g d a n g e r o u s on the board. W
P o i n tt o t h e v i s u a l sa n d s t u d e n t so r a l l ym a t c ht h e safe t ysi gn s t o th e ty p e s o f p ro te c t i v ee q u i p m ent. Mode l t he ne w v o c a b u l a r ya n d s t u d e n t sre p eat. Key tf
za
td
4e
5c
6g
7b
R E S O U R C ES H E E T 1 7 . 2 " ^ .Pba g e L L 9 . T hi s act i vi t yi s a m e m o r yg a m e wh i c h c o n s o lidatesthe n e w v o c a b u l a r yi n 1 b . S t u d e n t sc a n p l a y i n p a i r s ( o n e s e t of cut - u pc a r d s p e r p a i r ) .Pl a c e th e c a rd s face up o n t h e t a b l e a n d g i v e a m i n u t ef o r s t u d e n t st o m e m o r i s et h e m .T e [ [o n e s t u d e n tt o l o o k a w a y w h i l e t he ot he r s t u d e n t re m o v e so n e p i c t u r eo f p ro tective e qui pme n t .T h e f i rs t s t u d e n tl o o k s a t th e c a rds again and gue sse sw h i c h i t e m h a s b e e n ta k e n a way.Change r ol e s.
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for example,if you haveto standin front of moving planesto guidc the pilots,then,yes, you need to protectyour ears.But only some peopleneedear protection, sorne of the time. Woman So how do we knorvif we needear protection or not? Are therestandardproccdures? D ennis Yes.W e'll lo o k at tho sea bit lateron ...
Oe.onstratethe activitywithan example, e.g.:tf you
7 4 R e a d t h r o u g ht h e q u e s t i o n s S. t u d e n t sl i s t e n a g a i nt o a n s w e rt h e m .
work on a buÍldÍngsite, you need to wear a hard hat, in case somethÍngfalls on you from above. lf you work on the motorways you need to wear high visibÍlity clothing so that drivers can see you on the road. After t h e p a i r w o r k a s k s t u d e n t st o s h a r et h e i re x a m p l e s . As k st u de n t st o t h i n k a b o u t s a f e t yf o r wo rk er sat ai r por t s.S ugg e s ts o m e p o s s i b l e d a n g e r so n t he tar mac a n d s o m e t h i n g st h a t e m p l o y e e ss h o u l d d o t o b e s a f e . S t ude n t sw or k i n p a i rs t o m a k e [ i s tso f wh a t danger s t h e r e ar e and w h a t s a f e t y p re c a u ti o n swo r k er sneed to take. 74 S t u d e n t sl i s t e nt o a s a f e tyo f f i c e rgiving a t r a i n i n gc o u r s et o s o m e t r a i n e ea i r p o r tw o r k e r sa n d t he n compar ewh a t h e s a y s t o t h e i r l i s t s . T e ach i ng n ot e s
Key 1 Moving vehicles. 2 Becauseyou can't hear then'r. 3 Peoplewho have to stand in front of moving planes to guidethe pilots. 4 You can'thearvchicles. 5 hazardlhazardous
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neterstudentsto the transcript on SB page124to find wordsto completethe gaps. Kry 1 prevent,avoid 2 precaution I allo"ved 4 notallo'uved5 healtl'r, regulations 6 procedures
Transport11
B Vocabularypractice' " ' t SB Pa g e 1 0 4 , E x e r c i s e3.
Mike
Key t health, safety 2 precautions,accidents 3 regulations 4 prevent 5 procedure 6 protective
ts
T e ls[t u d e n ttsh a tt h i si s a q u i za n d t h e ym u s tw o r k w i t ha p a r t n ear n d d e c i d eo r g u e s si f t h e s e n t e n c easr e trueor false.
m I
75 Studentslistenagain to do a gap - fitt exerciseto focus on must and mustn't.
withan 75 Studentslistento an interview pilot,to findthe correctanswers. airline Key 1F 2T
3T
4F
Key 1 must
5 F
Tronscript Interviewer A lot of peoplehaveto think aboutsafety regulationsin theirjobs.But for pilots. safetyis cxtremelf important,isn't it? Mike Absolutcly.It'sall aboutprocedures,in fact.Pilotslnust know exactlywhat to dcr in allsituations. !nterviewer Obviouslyyou needa lot of experience. Mike Y es ... t o e e ta n a i r l i n ep i l o t' sl i c e nccvo u needa rninimum numberof hours flying time. Yru must haveat leastone thousand fivc hunclredhours. And you must be at leastturcnty-three yearsold. Obviously, most professionalpilotsare a lot older than that. Interviewer Sure.And do all pilotshaveto be ableto speakEnglish?Is thata requirement? Mike Yes- to fly internationally. lnterviewer What are the main safetyproceduresyou havc to follow? Are therecertainthings thatare especiallyimportant? We havc a lot of checklists.Tl-rereare Mi ke thingsyou must alwayscheck beforeeach flight.\'ou mustn't take off untilyou've checkecleverythinc.The first thing is. you walk around the plane,outside, and check that ... you knou,,nothing'sbroken or ... cracked. Interviewer That thcrc are no cracksin thc winss! Mike Actuaily, most planeshavecracksin their rvings!Very,very small ones.It'sperfectly safe. lnterviewer Right!And apparently, yolr can still land if an enginebreaksdown,can'tyou?
You can takeoJJii an enginebreaks down. If it happensa fervsecondsbeforetake-ofí um ... if you'reabovea certainspeed,the procedureis,yon nlustn'ttry to stop, becausethe runrvayisn'tlong enough.So you take off, fly around the airport, and tl'rcnland again.
2 must
J must,mustn't 4 mustn't
must Ex plain that must has mo r e o r less the sam e m e a n i n ga s h a v e f o , b u t m u s t n ' t i s n ' t t h e s a m e as do n,t have to . M ustn'ÍmeanS no t allowed to, w h i l e d o n ' t h a v e t o m e a n s t h a t s o m e t h i n gi s n o t c o m p u l s o r yo r o b l i g a t o r yG. i v e s o m e e x a m p l e s : You mustn't smoke in our office. (there'sa rule) You don't have to wear a suit at work. (you can, b u t i t i s n ' tc o m p u l s o r y ) Gr ammarr efer ence
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S B P a g e 1 1 1 ,S e c t i o n
Cra^marpractice"""vSB Page104, Exercise4. Key 1 rnust 6 mustn't
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2 mustn't Z must
J must 4 mllstn't 8 mustn't
5 must
A ead thr o ughthe r ubr icand ex ample.Stud entswork w i t h a p a r t n e rt o m a k e t h e i ro w n l i s t ,t h e n c o m p a r e t h e i r[ i s tw i t h a n o t h e rp a i r o f s t u d e n t s .F i n a l l ys, t u d e n t s feed back o r allvto the class.
PRACTTCE 32.."vSB Page87. ffi couMUNlcATroN
D i v i d et h e c l a s s i n t o p a i r s .R e a d t h e r u b r i ca n d e x a m p l e sw i t h t h e c l a s s a n d c h e c kt h e y u n d e r s t a n d . G i v e s t u d e n t sf i v e m i n u t e st o c o m p i l et h e i r l i s t t h e n they co mpar etheir suggestio nsw ith ano therp air. Finatty, they feed back to the class.
W
Eticitanswersfor a iob wheresafetyis obviousty (e.g.sotdiers, important firefighters). Thenstudents t a l ka b o u ts a f e t yi n a j o b ,c o m p a n yo r i n d u s t r y thevchoose.
T e a c h i n gn o t e s
Lesson l',L,.3
Key 1 cabin,bunk 2 sauna 3 nightclub 4 baths, shower 5 dry,laundry 6 adapters 7 balcony
Usingtouristfacilities ffi A c c o m m o d a t i o na n d f a c i l i t i e s E n t e r t a i n m e n t
W
W
Ot a model,talk aboutany experience you haveof s h i p sa n d c r u i s e sT. h e na s k s t u d e n tfso rt h e i r lf no studentshavebeenon a cruisethen experiences. widenthe conversation to includeholidayresortsor n i c eh o t e l s . Brainstorm on the facilities on cruiseships.Writeup k e y v o c a b u l a r yo n t h e b o a r d u n d e rt h e h e a d i n g Facilities on board. Read the texts from a brochureabout the Serena, a l ar ge cr ui ses h i p , wi th t h e c l a s s a n d c h e c k they . i c i t /Ex p t a ith unde r st andke y v o c a b u l a ry El n e meaning h e a d i n g s i n of the t h e w o r d b o x a n d g e t s t u d e n t st o gi ve e xampl e so f t h e m . S tu d e n t st h e n wo r k in pair s an d w r i t e t he c o r r e c th e a d i n g sa b o v e t h e te x ts. Al t e r nat i ve l ys,t u d e n t sc o u l d u s e R e s o u r c es h eet 1,1.3 to access the text. Kry 1 Take íteasy 2 Fitnessfacilities 3 Your room 4 Entertainment 5 Television 6 Electricalsupply 7 Laundry 8 Foreign exchange R E S O U R C ES H E E T1 1 . 3 ' " " rP a g e L 2 0 .
Kry In fact,almost all the facilitieson the list were availableon the Titanic.There wasn't a sauna,but therewas a Turkish bath. There was music and entertainmentin the various bars and lounges, though they didn'tcallthem nightclubs in thosedays. There were electriclights,socketsand toilets in some cabins(butnot in all classesof cabin).If studenrswanr to check their answersor learn more about the facilitieson the Titanic,youcould direct them to one of the many websites,such as www.20thcenturyliner s.comfor m o re detaiIs. 7 6 R e a d t h r o u g ht h e q u e s t i o n sa n d c h e c k under standing, befo r estudentslistento three co nver satio nsat the info r matio ndesk o n the Serena. Key 1 The health and fitnessclub. 2 Two. I He didn't buy acard for the TV. 4 Eighteen dollars. 5 Tickets for the show in the Laguna bar. 6 Tire show is popular.
F or e as i e racc e s sto th e m a t c h i n gt a s k i n the bo o k use R e sou r ces he e t 1 1 .3 .D i v i d et h e c l a s s i n to s mall gr o ups and gi ve a co p y o f th e c u t- u ph e a d i n g sa n d the tex t to e ach gr oup.Stu d e n t sp l a c e th e e i g h t h e a d ingsabo ve t he appr opr ia t ei n f o rm a t i o ni n t h e t e x t. D e m o nstr ate the first one with the group, if necessary.Afterwards s t u de n t sr e a d o u t th e i r a n s we rsto th e g ro up.
Tronscrípt
S t u de n t sfi nd wo r d s i n t h e t e x ts to f i l l i n th e gaps.
Assistant Woman Assistant
Tl-^., .^á | ||E'y
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hv Eplf o r g
c h e c k i n gw i t h t h e w h o l e c l a s s . Key 1 lounge 2 6 nightclub 10 balcony 14 laundry
bar 3 gy^ 4 sauna 5 band 7 cabin 8 single 9 double 11 shower 12 socket 13 adapter 15 foreignexchange
P oi nt out t ha t th e m a j o r i tyo f th e s e wo rd s ar e also use d at hot e l s a n d i n h o t i d a yr e s o r ts .T h e ex ceptio n i s cabi n, w hi c h i s o n l y u s e d to d e s c ri b ea b edr o o m on a ship.
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', would be useful to show a photo of the Titanicto set the scene fo r this activity.Then stud entswork in pair s to guess w hich facilitiesfr o m the list were on the Titanic in 1,91,2.
practice."p SB Page105,Exercise 5. Vocabulary
T e a c h i n gn o t e s
1 Assistant Woman Assistant Woman
Woman Assistant 2 M an Assistant M an
Assistant M an
Hello. about Hello.I'dlike some inforn'ration the gym. The healthand fitnessclub? Yes.Is it open to everyone?Can anyone go in? Yes,sttre. Ano rs rhat wi'rere rhe saunais? There is a saunain the healthand fitness club,yes.Thcre'sanotheron Dcck C, next to the srvimmingpool, as well. OK . ... OK , thanksver y much. You're welconre. Hi. Good morning. I think there'sa problem witl'rtheTV in my room. I can'tswitch it on for some reason. Have you put the card in? The car d?... I didn'tseea cardwith it, um ...
Transport11, Assistant
Man Assistant
3 Woman
Assistant Woman Assistant
Woman Assistant
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Right. You need a card. There'sa small chargeif you want TV. It'seighteen dollars for the full ten-daycruise. Eighteendollars? Yes.You just need to sign a forn', then we give you a card, and you put it in the TV. You get allthe major satellite channelssir. Excuseme, I'vejust read the poster,over t h e r e ,a b o u tt h e s h o w i n th e ,u m ... Lagunabar tomorrow night. It saysyou need to book. Are there any ticketsleft? Yes. OK. And how much are they? They'refree.It'sjust it's usuallyquite popular,so we preferto issuetickets, then peoplearen'tdisappointedif they don't get a seat. Right. OK, so can I book two seats, please? Sure.Can I take your room number.
77 Studentslistenand repeatthe sentences fromthe conversations. Monitortheirintonation carefully.
practisethe conversations witha partner ffi StuOents usingthe transcripts on SB page1,25.They change roles.Thentheydo the roleplayfrommemory. Ask two or threepairsto performtheirroleplaysfor the class at the end of the activitv.
pRAcncE33.'"3sB pages82 ffi corvrMuNrcATroN and 93.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B . G i ve t h e m t i me to l o o k a t t h e i r d i f f e r e n tp a g es.Tell t h e m t h at t he y a r e b o t h g o i n g to t a k e p a r t i n a r o le pl ay on boar d a c r u i s es h i p . T h e y ta k e tu r n s to play t h e r ol e s of pas s e n g e ra n d r e c e p ti o n i s t,u s i n g the i n for mat i onon t h e d i f f e re n tp a g e s . Pl a y th e par t o f A an d de mon st r a t ea c o n v e rs a t i o nwi t h a s t u d e nt B to p r o v i d ea m o d e [ .F o c u ss t u d e n t s ' a t t e n t i oonn t h e i mpor t anceof u s i n g p o l i t e f o r m s wh e n m a k i n g r e qu e st s .T he n s tu d e n t swo r k i n p a i r s .M o n i t o rthe pair w or k car e ful l ya n d p a y p a r ti c u l a ra t te n ti o nto the use of pol i t e for ms . Fi n a l l y a, s k o n e o r two p a i r s to do the role plays for the class.
workin pairs,usingthe questionsin the ffi StuOents book as prompts.Holdclassfeedbackfor studentsto expresstheirdifferent opinionson the topic.Finatly, takea ctassvoteto see how manystudentswouldlike to go on a cruiseas a hotiday. WORKBOOK...pPages35-37.
T e a c h i n gn o t e s
1,2 Agendas
Transcript Victoria OK. Shall we make a start?... er,just to say,
Lesson 1,2.1 Attendingmeetings George
Tímeclauses
Victoria George Me e t i ngs Victoria
S t u d e n t se' x p e r i e n coef m e e t i n gcs o u l db e v e r y variedas differentnationalities adoptvery d i f f e r e natp p r o a c h etso m e e t i n g sI.n s o m e c o u n t r i etsh e yr i g i d t yf o l l o wa n a g e n d ai t e mb y i t e m .I n o t h e rc o u n t r i etsh e yj u m pf r o mi t e mt o i t e m .l n s o m ec o u n t r i eist ' sq u i t ec o m m o ni n a m e e t í ntgo a s k p e r m i s s i otno s p e a k ,w h e r e a si n o t h e rc o u n t r i eps e o p l ej u s ts p e a ko u t a n d s a y whatthey fee[.So if you havea verymixed groupe , x p e c ta n i n t e r e s t i nl ge s s o n ! ffi *
78 Pointto the photoof the meetingat CC Ask studentswhatsortof meetingtheythínk Software. it ísand whathappensat meetings, to elicitsomeof the vocabulary. Thenreadthroughthe questions withstudentsand checkthattheyknowwhattheyneedto listenfor. Kry 1 He's had to go to an urgent meetingwith a customer. 2 They didn't hold a meeting,but they had a talk over coffee. 3 To plan the sales conference next J anuary.
T e a c h i n gn o t e s
oh,oK.
Don't worry,you didn'tmiss anything.So, we'vecalledthis meetingto talk about the salesconferencenext January.We need to look at the programme ... to plan what we're going to do ... during the two days.So let's look at the first item on tl-reagenda,then:the nlain theme for the coníerencc.As yclu know, eachvearwe havea theme ...
Studentsdo the co mpletí o nactí vityindep end ently , then co mpar ew ith a par tner .
of stuoentsworkin pairsto talk abouttheírexperíence meetíngs. Theyfeedbackintoa classdiscussion. OPTIONALACTIVITY Writeup the following wordsand phraseson the board a n d e l i c i te x a m p t etso s h o wt h e i rm e a n i n g : interesting,informatÍve, useful,efficient,inefficient, boring, well/badlyorganísed,too long Studentscan chooseitemsfromthe list,to describe and add any othersthat theirfeetings aboutmeetings, are relevant to them.Ask one or two studentsto give feedbackto the class.
W
George Victoria
fohn Gatescan'tmake it. He sendshis apoloties.He's had to go to an urgent with a custonler.)ohn's asked n1eto n-reeting chairthe meeting... so I 'm in the hot seat! OK, first,has everyonegot an agenda?John told me copieswere circulatedon Monday. I got the agenda,but I didn'tget a copy of the minutesfrom the meetinglastweek. The meetinglast week? )ohn told me you all met last week,to talk about the conference.I didn't attencl.I tvasn't herelast week,so I don't know what ... Oh, that.No, we didn'thold a rneeting.We didn'ttakeminutesor anything,it rvasjust ... some of us had a talk,during a coffeebreak ...
78 Students[í stenagain and chec k their answ er s,befo r efeedingback o r allyto th e class. Kq 1 apologies 2 chair ) agenda,circulated 4 minutes 5 attend 6 hold, take 7 callecl 8 iten'r
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practice'.'$ L. Vocabulary SB PageL05,Exercise Key tf 2a
ffi ffi
3g
+b
5h
6c
7e
8d
79 Studentslisten,repeatthe wordsand decide You ífthe underlined soundsare the sameor different. mavchooseto do thíswiththe whoteclass. Key 1 different 2 different I the same + the same 5 different
workwítha partner to rephrase sentences. ffi stuoents Mostwiltbe ableto identifu thewordstheyaremeant findit difficutt to use,buttheywillprobabty to fo r mulatethe sentencesaccur ately.M o nitorcarefully w hen they feed back to the class and then m od el the correctsentencesfor students to repeat.
Agendas 72 Key 1 What's on the agenda? 2 I circulatedthe agenda last Friday. 3 I didn't attendthe last meeting. 4 lohn sendshis apologies. 5 Why are they holding a meeting? 6 Let'slook at the first item on the agenda.
Time clauses R e a d t h r o u g ht h e e x a m p l e si n t h e b o x w i t h t h e c l a s s .F o c u ss t u d e n t s a ' t t e n t i o no n t h e c o n s t r u c t i o nl ' l l + v e r b + t i m e p h r a s e+ p r e s e n t s i m p l e .E t i c i ts i m i l a rs e n t e n c e sw i t h t i m e c l a u s e s f r o m t h e c t a s s ,t o c h e c k t h e y u n d e r s t a n dt h e s e q u e n c eo f t e n s e s .
80 P o i n t t o th e a g e n d a a n d g o t h r o ughit w ith t h e cl ass.S t u d e n tsl i s te nt o f o u r s h o rt d i s c ussio nsfr o m t h e m e e t i n ga n d m a t c he a c h o n e t o a n i t e m o n t h e agenda. Key Discussiona: 3 Discussionb: 5 Discussiond: 7
Discussionc: 6
G r a m m a rr e f e r e n c e" . . $S B P a g e 1 1 0 , S e c t i o n 5.4.2.
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Key 1 We'll email you when we get home. 2 I'll phone the hotel as soon as I know all the details. 3 The meetingwon't start until the boss is there. 4 She'llbe in contactagainwhen the plane lands. 5 They won't leave before you arrive.
Transcript a
Amelia
Victoria Amelia b George
Amelia
I can speakto Sam Wu, in Beijing,and seeif he can give a talk abr>ut Chineseculture.I can contactMai Cheng,as well. OK, great. I'llcallthem as soon as we finish. So beforewe decide,I'llvisitall threehotels. And we definitelydon't want to use the conferencecentrerveused last time. No. I think everyoneagreedthat it w a s n ' t. . .
c
George
Victoria d Amelia
Victoria Amelia
Studentsw o r k in pair s to make senten cesusing tim e clauses.Check answ er sby gettingstud entsto writethe sentenceso n the bo ar d. Key I'll phone you when I get home. I'll write the report before I leavework. I'll work until I finish the iob.
PRACTaCE34...' SB page87. ffi coruMUNtcATroN
Dividestudentsintogroupsof threeor four.Read throughthe agendawiththe classand clarifrT the task. Do a modelroleplaywithsomeof the stronger studentswithyou as the partof the chair.Finatly studentsdo the roleplayin groups,whileyou monitor.
So we're sayingthe last week in lanuary.But, um ... we won't book untilwe get repliesfrom the branches. No. I think we needto ask everyonejustto be sure. /ustbeforewe finish,there'sjust one thing, that'sl1oton the agenda.Tom Watts emailed me to say he wantsto ... organisesome gifts, for everyonewho attends. What sort ofgifts? I don't know. He didn'tsay.l'llaskhim when I spea kt o h i m to m ( ) r r o w. Í n e e dto p lr o nehim.
80 T h i s a c t i v i tyf o c u s e so n th e s e q u enceo f t e nse s (pr e s e n ts i m p l e a n d wi l \ wi t h t i m e clauses. T h e y l i s t e n ag a i n a n d u n d e r l i n et h e wo r d s they hear .
."")SB Page1.05,Exercise Crammarpractice 2.
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neadthroughthe rubricand the pointsfor discussion withthe class.Studentsworkwitha partnerto discuss the points.Afterthe pairworkcheckto see if thereis c o n s e n s uosn e a c ho f t h e p o i n t s . RESOURCE SHEET72.1.""bPage1,21,. Use Resource sheet12.1,to consolidate the vocabulary of meetings. Giveeachstudenta copyof the template for an agenda.Studentswritethe agendafor a recent meetingtheywentto or inventa scenariofor a meeting a n d t h e d e t a i l so f i t .T h i sc o u l db e d o n ea s a h o m e w o raks s i g n m e n t .
Key a I'llcallthem as soon as we finish. b So beforewe decide,I'llvisit allthreehotels c We won't book until we get repliesfrom the branches. d I'll ask him when ! speak to him tomorrow.
finally,studentslook at the transcript on SB page125 ffi a n d c h e c kt h e i ra n s w e r s .
I /
T e a c h i n gn o t e s
Lesson1,2.2 Passingon information
Kq t a Z.b 3a ffi
R e p o r t e ds p e e c h
PRE.TEACHING lntroduce reported speech,usingResource sheet12.2.
Ask the class:WhatwasJohn'smessage?Elicitthe messageverbatimand writeup Johnsaid ...on the board.Eticitthe end of the sentence, in reported speech. (couldn't Teacher Johnsaid he ... cometo the meeting). r a yw i t ht h e o t h e rm e s s a g e s . C o n t i n u ien a s i m i l a w Thenwriteup someof the messages and the matching r e p o r t e sdp e e c ho n t h e b o a r da n d p o i n to u tt h e pattern(thepresenttensechangesto the simplepast). W
W
W
Readthroughthe rubricwiththe classand givesome you passon. examplesof the typesof messages S t u d e n ttsa l ka b o u tt h e i ro w ne x p e r i e n c ei ns p a i r sa n d thenfeedbackto the class. Readthroughthe rubricwiththe classand checkthat t .T h e na s k t h e mw h a tt h e yt h i n k . s t u d e n t us n d e r s t a ni d You may needto givesupportto somestudentswhen feelings. theyare gívingexamplesof reporting Readthe questionswiththe classbeforestudentsread t h e e m a i It o f i n dt h e a n s w e r s . Key 1 To ask them to be'culturespeakers'atthe conference. 2 Sam didn't want to make a presentation,but Mai was very keen to give a talk. 3 She wanted to find out about his surprisegifts. 4 No, he said he would tell her later.
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St aentsworkwitha partner. Theyneedto referback t o t he e maiIi n o rd e r to c h o o s e th e c o rr e ctansw er s. Cor r e ctt h e a n s we rso ra l l v r o u n d th e c l a s s .
T e achi ng not e s
5b
6b
StuOents workindependently or in pairsto findthe par ts o f the email that match their answers.
Key t he agreedto be one of our culture speakers 2 he's reluctantto make a presentation i He said he was huppy to answer questions 4 She'svery keen to give a talk 5 He refused to say what they are! 6 but he has promised to tell me what they are a week beforethe confurence
R e a c t i o n sa n d d e c i s i o n s
RESOURCESHEET72.2.".yPage122. PhotocopyResource sheet1,2.2andcut up the messagesintostrips.Givea messageto eachstudent. Then ask s\uden\saround\he t\ass\o 'phond \o grve you the messagethat'son the card.Demonstrate: Teacher (AntonÍo), Thisis (John),here.l,mreally sorry,I can'tcometo the meetingtoday. Student OK,no problem.
4a
OPTIONALACTlVITY Studentsco uld do a quick pair w o r k, if furtherp ractice is r equir ed.One par tnerquo tes an ex tractfrom the email and the o ther savs w hat w as actuallvsaid .
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practice.'"pSB Page105, Exercise3. Vocabutary Kqt 1 keen, huppy 5 promised
2 agreed 3 refused 4 reluctant
81 Studentslisten and r epeatt he sentences. Fo cusattentio no n the fusio n betw eend (at the end of a w o r d) and f (at the beginningo f the followingword ). 8 2 R e a d t h r o u g ht h e r u b r i ca n d q u e s t i o n sa n d check under standing. Studentslistent o the p hone call fo r the answ er s. Kqt 1 She needscopies of the quotes from three hotelsíor the conference. 2 Yes,but he's only got hard copies. 3 He's going to a meetingin about quarter of an hour. 4 He'llbe in the officeall afternoon. Transcript George Hello. Victoria Hello George,it'sVictoria.How are you? George Not too bad. Victoria I'm just callingabout the quotes,from the threehotels,for the conference.Haveyou got co pieso f allo f them? George Urn ... yes.Yeah,they'rehereon my, er,desk . . . s o m e w h e r.e Victoria Could vou email them to me? George Um ... I can fax them. I'veonly got hard copies- I haven'tgot the filesin the computer, s o ,u m . . . Victoria OK, fine. George I'vegot to go to a mcetingin about a quarter o f an ho ur ,so ... I 'llsendthem now. 's Victoria Yeah,OK. There no rush. This afternoon's fine,if, ur-n...
Agendas 72 I'll send them now. George No, no, it's no problen-r. Vlctoria OK, great.Then rnavbewe can discussthem later today? George Sure.I'llbe ir-rthe officeall afternoon. Victoria oK. I'll call you laterthis aíternoon,then. George OK.
Transcrípt Victoria So I'velooked at the three quotes,from all threehotels.And, obviously,we'vevisitedall threeas well. Um ... and I think the best place is the Darley. is, it's the most George Yeah.I agree.The tror-rble expensive. Victoria Yeah.Their price is, what,ten percenthigher than the other two. George Hmm. It is their first offer,though. I haven't negotiatedwith them yet. Victoria No. Could youtry to get a betterprice from them? George I can try,yeah.I'll call the managerin the mo r ning.Um ... w hat'sher name ... Heid i Wells. Victoria Tell her you'vespokento your boss,and, er ... tell her I said they can havethe contractif they can give us a ten percentdiscount. George And why don't I show her the offersfronr the other hotels?I can go and seeher,and take the quoteswith me. That'sprobablybettcr than phoning. Victoria Yeah,OK. George And what if she saysthey can'tgive us ten percent,but they can give ... I don't know, five percent? Victoria Well, do your best to get ten percent.If she offersyou ... five percent,or r,vhatever, then ... tell her you'll haveto speakto me again. Tell her you can acceptten percent irnmediately, but, if not, you'llhave to get back to me. George OK, fine.I'llphone her now and seeif I can arrangea meeting tolTlorrow. Victoria Right.I'llgiveJohn Gatesa call and give him u'i,'pdut. -..íl him what our Strately isl George So I'llgiveyou a call,um ... afterI'vemet Heidi Wells, tomorrow. Victoria Right.OK, wellgood luck! George Thanks. Bye.
E s e nt e82n ce sGT.ihvee ystht uedne nl i tssttei mnaegtoa i nr ea anddthd ercoiudgehi tf hethe
se nt e n ce ar s e t r u e o r f a l s e .W h e n t h e y h a v e c hecked answers,they correctthe fatse sentences. Key 1F 2F 4F 5T 3T 6T 1 Georgesaid the documentsweren'tin the computer. 2 He said he could send them by fax. 4 He said he would send them then/immediately.
Reportedspeech R e ad t h r oughth e e x a m p l e s o f d i re c t a n d r epo r ted s p e e c ha n d p o i n t o u t t h e c h a n g eo f t e n s e f r o m pr e s e ntt o si m p l e p a s t o r f ro m f u tu r et o nal. conditio G r a m m a r e f e r e n c e. " ) S B P a g e 1 1 2 , S e c t i o n1 , 2 .
S
practice'".pSB Page105,Exercise 4. Crammar
ts
Key t would/'dbe 2 would/'dcirculate 3 couldn't attend 4 had 5 would/'dmeet 6 coulddeliver
R e adt h r ought h e r u b rí ca n d th e m e s s a g e swi t h the cl assand de mon s tr a t eth e a c tÍ v i t y :
Teacher
I have a copy ofthe agenda.
Student1
He/She said he/she had a copy of the agenda.
Student2
OK. Thanks (for the message).
Th e ns t u de n t sw o r k i n g ro u p s o f t h r e e a n d ta k e it in tur n st o gi ve a m e s s a g eto th e p e r s o n n e x t to them.
E st u de83n t sl i sRteeadntoththr oeucgohnthvee rsr uabtrii ocna .n d q u e s t i o ns,then Key 1 She saysthat the Darley Hotel is the best place. 2 She thinks the hotel'squoteis expensive/their price is ten percenthigher than the other two. 3 He's going to call the managerin the morning. 4 She'sgoing to give /ohn Gatesa calland an update.
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StuOentsimaginethey'r eVicto r iaCar r and John Gates. Eticitthe sentencesfr o m 3e, as if r epo r tedb y Victoria (e.g. / told George the Darley Hotel was the best place.).Studentsr o le play,then change r o les.
PRAcTtcE35 .."bsB PagesBB ffi corvrMuNtcATtoN and 94.
D ividethe class into paí r sand each pair Í ntoA and B. Give studentstime to lo o k at theÍ rdí ffer entp ag es. They ar e go ing to use r epo r tedspeech to tell each o ther w hat happenedat a meeting.P lay th e p art of B and demo nstr atea co nver satio nw ith a stu d ent.Then studentsw o r k in pair s.M o nito rto check th ey use r epo r tedspeech.
T e a c h i n gn o t e s
Tom ) Tom Amelia
Lesson1,2.3 Welcomingvisitors
Tom
P o l i t ep h r a s e s S m a l lt a l k
A melia Tom Amelia
P R E . T E ACH IN G S e t t he s ce n e b y e n g a g i n gi n s m a l l t a l k wi t h s tudents. Ask questions such as: How are you? Did you have a good journey? Was there much trafftc today? Nice weather today. Explainthat we call this 'smal[talk'.
4 Amelia Tom Amelia Tom Amelia
S t ar t dr aw i ngu p a l i s t o n t h e b o a r d o f wh a t p eo ple do and s ay w h e n t h e y we l c o m ev i s i t o r sto th e i r co mpany. In pai r s,st u den tsc o n ti n u et h e l i s t.T h e y c a n f eed their i de as back t o t h e c l a s s . Do t h i s act i vi tywi th t h e wh o l e c l a s s ,t o e n s u r ea w ide i n p u t o f i d e a s .l f y o u h a v e a m o n o l i n g u acl l a s s ,a s k t h e m t o t al k ab o u t a n y e x p e r i e n c e si n o t h e r co untr ies. T e l [s t u de n t sab o u t y o u r o wn e x p e r i e n c e s .
Tom A melia
W
B e aw ar e t ha t we l c o m i n gv i s i t o r s v a r i e s c o n s i d e r a b l yf r o m c o u n t r yt o c o u n t r y .I n s o m e count r i e si t is v e ry f o r m a l wi t h r i tu a l p ro f f er ingo f b u s i n e s sc a r d s ,w h i l e i n o t h e r si t i s q u i t e c a s u a l .
W 2a
3d
4c
Rec
Hi, Tom. Hi, Amelia. How are you? Very well, thanks.How are you? Fine,thank you. Sorry I'm late. That'sOK. My train was delayed. O h , t h e t r a i n sh e rea r e n e v e ro n ti m e ... Hello. Hello. I'vecome for a meetingwith Amelia Donovan. My name'sTom Watts. I'm afraid I'm a little bit late. I'llgiveher a call ... Amelia,Tom Wattsis in r e ce p ti o n... O K . S h e ' l lb e wi t h y o u i n a moment. If you'd like to have a seat.
T e ach i ng not e s
OK. This is my office.After you. Thankyou. Shall I takeyour coat? Ycs,thank you ... Here you are. Thanks.Can I get yoLranythingto drink? Coffcc? Tca? No ,l'm fine thanks. We can startstraightaway,if you likc. I'llsivc y o u a c o p yo f . . .
Oothrough t h e f u n c t i o n1s- 9 a n d c h e c ku n d e r s t a n d i n g . Then studentsw o r k w ith a par tnerand find sentences in the tr anscr iptso f the dialo gueso n SB p ag e 1 .2 6 w h i c h m a t c ht h e n i n e f u n c t i o n s .
84 Studentsturnbackto SB page76. fhey listenagainto writethe repliesto the sentences in 2b. P ause the CD after each sentence. Key 1 That'sOK. 2 Thank you. 3 OK. Great. 4 Thanks. 5 No, not at all. 6 Yes,good idea. 7 Yes,thank you. 8 Thanks. 9 No, I'm fine thanks.
Transcript (Rec= Receptionist) 1 Amelia Tom Ame l i a Tom Amelia Tom Amelia 2 Tom Rec Tom
We've rnadegood progressthere. Yeah.We'reabout halfwaythrough the agenda. It'squitehot in here.Do you mind if I open the window? No , no t at all.Shallw etakea br eak ? Yes,good idea. We can go out and get some freshair,if you like.We can walk acrossto the cafeteriaancl get a coffeeover there ...
Kry 1 Sorry l'm late. 2 Aíter you. ] oK. She'll be with you in a moment 4 If you'd like to have a seat. 5 Do you mind if I open the window? 6' Shall we take a break? 7 Shall I take your coat? 8 Here you are. 9 Can I get you anything to drink?
84 Ask studentsto tell you whatis happening in eachphotoand wheretheyare.Studentslistento fourshortconversations witha visitorto a company a n d m a t c ht h e mt o t h e p h o t o s . Key 1b
Thanks.
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Starta tistof topicsunderthe headingSmatltalk on journeyto work,etc.). the board(e.g.fhe weather, Thenstudentsworkwitha partnerto extendthe [ist.
Agendas t2 S t u de n t tsh e n fe e d b a c k t o th e c l a s s a n d y o u w r ite up i d e a so n t h e b o a r d . E -
Transcript Tom Would you like a CC Software company 1o11y? Amelia Awhat? A company lollipop. They'regifts .. . for the Tom conference. Amelia O h , l s e e l Tom Here you are. Amelia Thanks.Company lollipops? I give them to all my customers. Tom Amelia Really? Tom Sure.... They'requitepopularin the States... as businessgifts. Amelia Oh, yes?So they'renot your idea,then? No. I justboughtthem. Tom Amelia Oh, right.They'rein the companycolours.... So, rvhatflavourare they?
85 S t u d e n tsl i s te nto A m e l i a a n d T o m and no te t w os ubje ct st he y d i s c u s s a s s m a l l ta l k . Key Theytalk about the weatherand Tom's.journey/trip. Transcript lt's a beautifulday. Tom Ametia Yeah,it'sbeen hot like this all rvcek.It'll probablvlastuntil Friday,then rain all u'eekend! Tom Ycah. Amelia So horvwas your trip? \bu saidyour train was delayed? Yeah.It lcft on time,but then we stoppedat a Tom stationsomewhere.They saidwe had to wait fr r rano th c rt r a i nc o m i n p ...
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n o i n t o t h e p h o t o a b o v e t h e a r t i c l ea n d g e t s t u d e n t s t o or e di ctw h at t h e a rti c l ei s a b o u t . R e a d th e ar ticle w i t ht h e cl as s i f t h e y n e e d th e s u p p o rt,o r l e t students r e a di t i n d e p e n d e n t l yu,s i n g d i c t i o n a r i etso h e l p t h e m . W e ake rs t u de n tsm i g h t b e n e f i tf ro m a c c e s s i n gthe tex t by usi ngRe s ou rc es h e e t 1 ,2 .3 . Key 1 Smalltalk can be all or nothing in international bu si ncs s. 2' C ro s s - c u l t u r a l ' tr a i n i n g i s wh e r e businesspeopleare taughtwhat to do and say (and ,,vhatnot to do and say)when they meet people from othercountries. 3 The articlesuggestsavoiding small talk altogetherand giving your client or 'Company colleaguea lollipop to suck! 4 lollipops' area seriousidea.Lollipops are popularbusinessgifts i n t h eU S A, Ca n a d a a , n d a l s oi n l a p a n . RE S O U R CES H EET 7 2 .3 " " .uPa g e 1 .2 3 . T h i si s a ve r s i o n o f t h e a rti c l ea b o u t Li n d a H ar kavyand h e rb u s i n e s s G . i v e a p h o t o c o p yo f t h e s h e e t ,c u t u p i n t os t r i p s ,t o e a c h p a i r o f s t u d e n t s S . t u d e n t sd i s c u s s and w or k t oge t h e rt o p u t t h e t e x t i n t h e c o rr ecto r der . , e l p i n gw i t h n e w v o c a b u l a r y . G o r o u n da n d m o n i t o r h
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Business Start-up 2
Resource sheets
PHOTOCOPIABLE © Cambridge University Press 2006
Resource sheet2.7 Whatare they doing? A It'sthe middteof October. B Theytre .,.. Schedule
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pricesevenwhendetivery chargesareincluded. Customers savetimeand money. It doesn'tget muchbetter t h a nt h a t .C l e a r l ya, l o t o f p r o d u c t as r e n o t a s e a s ya s b o o k st o s e l l o n l i n e .P e o p l el i k et o t r y o n a n d f e e lt h e q u a l i t yo f c l o t h e sw h e nt h e yc h o o s et h e m ,f o r e x a m p t e . T h eayl s o l i k et o [ o o kc a r e f u t layt m o r ee x p e n s i v e p r o d u c t sT. h i sm e a n sg o i n gt o a s h o p .A n d ,o f c o u r s e p, e o p l el i k e s h o p p i n g . B ufto r o n l i n es t o r e st, h e s ep r o b l e m as r e n o t a s b i g a s t h e ys e e m . Today,peopleoften l o o k a t p r o d u c t isn s h o p s ,t h e np l a c ea n o r d e ra t a n o n l i n e pe s l p l n t e r n estt o r e st, h e I n t e r n eatl s o s t o r e- a t a d i s c o u n tl.f ' t r a d i t i o n a l ' s h o h hetps t r a d i t i o n aslh o p p e r sT. h e w e b i s a g o o d p l a c et o f i n dt e c h n i c a l
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