Business Start-Up 2 Teacher's Book

CAMBRI DGE UNI VERSI T Y PRESS
Ca mb r i d g e , Ne w Yo r k , Me l b o u r n e , Ma d r i d , Ca p e To w n , Si n g a p o r e , So Pa u l o
Ca mb r i d g e Un i v e r si t y Pr e ss
Th e Ed i n b u r g h Bu i l d i n g , Ca mb r i d g e CB2 2 RU, UK
WWW. c a mb r d g e . o r g
l n f o r ma t i o n o n t h i s t i t t e : w w w . c a mb r i d g e . o r g l 9 7 9 o 5 2 1 . 5 3 4 7 0 3
O Ca mb r i d g e Un i v e r si t y Pr e ss 2 0 0 6
Th i s p u b t i c a t i o n i s i n c o p y r i g h t . Su b j e c t t o st a t u t o r y e x c e p t i o n
a n d t o t h e p r o v i si o n s o f r e l e v a n t c o l l e c t i v e l i c e n si n g a g r e e me n t s,
n o r e p r o d u c t i o n o f a n y p a r t ma y t a k e p l a c e w i t h o u t t h e w r i t t e n
p e r mi ssi o n o f Ca mb r i d g e Un i v e r si t y Pr e ss.
Fi r st p u b l i sh ed 2 0 0 6
Pr i n t e d i n t h e Un i t e d Ki n g d o m a t t h e Un i v e r si t y Pr e ss, Ca mb r i d g e .
A cat al ogue r ecor d
f or
t hi s publ i cat i on i s ava I abl e
f r om
t he Br i t sh Li br ar y
I SBN- 1 3 9 7 8 - 0 - 5 2 1 , - 5 3 4 6 9 - 7 St u d en t ' s Book 2
I SBN- 1 0 0 - 5 2 1 , - 5 3 4 6 9 - 0 St u d e n t ' s Bo o k 2
I SBN- 1 3 9 7 8 - 0 - 5 2 1 . - 6 7 2 0 8 - 5 Wo r k b o o k 2 w i t h CD- ROM / Au d i o CD
I SBN- 1 O 0 - 5 2 1 - 6 7 2 0 8 - 2 Wo r k b o o k 2 w i t h CD- ROM / Au d i o CD
I SBN- 1 3 9 7 8 - 0 - 5 2 1 , - 5 3 4 7 0 - 3 Teach er ' s Book 2
I SBN- 1 0 0 - 5 2 1 , - 5 3 4 7 0 - 4 f each er ' s Book 2
I SBN- 1 3 9 7 8 - 0 - 5 2 1 . - 5 3 4 7 1 . - 0 Au d i o Casset t es 2
I SBN- 1 0 0 - 5 2 1 . - 5 3 4 7 1 . - 2 Au d i o Casset t es 2
I SBN- 1 3 9 7 8 - 0 - 5 2 1 - 5 3 4 7 2 - 7 Au d i o CDs 2
I SBN- 1 0 0 - 5 2 1 . - 5 3 4 7 2 - 0 Au d i o CDs 2
Cont ent s
I n t r odu ct i on
Teachi ng not es and pr ogr ess t est s
Un i t 1
Un i t 2
Un i t 3
Test 1
Un i t 4
Un i t 5
Test 2
Un i t 7
Un i t 8
Un i t 9
Test 3
Un i t 10
Un i t 1 1
Un i t 12
Test 4
Resour ce sheet s
Ent r y/ Summar y t est
Test keys
I n t r o d u ct i o n s
Tea mwo r k
Ch o i ces
Ex p er i en ce
Ar r an g emen t s
Obj ect i v es
Su ccess
Med i a
St r at egy
So l u t i o n s
Tr an spor t
Age n das
B
1 4
2 0
2 6
2 B
3 4
40
4 6
48
5 4
60
66
6 B
74
BO
B6
BB
1 2 4
1, 26
l nt r oduct i on
ABOUT BUSI N ESS START. U P
Cou r se t en g t h
Bu si n ess St ar t - u p 2 con si st s of 1 , 2 u n i t s of t h r ee
l esson s each . Th e cou r se sh ou l d
p r ov i d e
5 0 - 6 0 h ou r s
of ct assr oom mat er i al , w h i ch can easi l y b e ex t en d ed t o
70- 80 hour s w t h t he use of he opt onal act i v t i es and
Resour ce sheet s i n t he Teacher ' s Book. The Wor kbook
p r ov i d es an ad d i t i on al 1 0 - 1 5 h ou r s of sel f - st u d y p r act i ce
a n d t h e a c c o mp a n y i n g CD- R0 M c a n b e u se d a t h o me o r
i n cl ass f or a f u r t h er 5 - 1 0 h ou r s.
Tar g et au d i en ce
Busi ness St ar t - up i s speci al l y desi gned t o cat er f or
b eg i n n er s an d f al se b eg i n n er s w h o w an t t o l ear n En g t i sh
f or b ot h b u si n ess an d soci al r eason s.
Level
Busi ness 9t ar t - up cover s compet enci es f r om [ eve[ A1 of
t h e Common Eu r ooean Fr amew or k of Ref er en ce f or
Languages and l eads i nt o A2. Busi ness St ar t - up 2 cover s
comp et en ci es f r om 4 2 an d l ead s n t o 8 1 .
Ab sol u t e b eg i n n er s an d f al se b eg i n n er s
At t h e b eg i n n i n g of each l esson , i t i s essen t i al t o ch eck i f
st u d en t s al r ead y k n ow an y of t h e g r ammar an d t ar g et
l an g u ag e b ef or e t i s p r esen t ed an d p r act i sed .
. Test i n g
t h e w at er ' i s i mp or t an t at b eg i n n er l ev el . Man y st u d en t s
at t h i s l ev eI al r ead y k n ow some En g l i sh ( of t en w or d s an d
p h r ases r ememb er ed f r om sch ool ) , b u t h av e n ot sp ok en t h e
l an g u ag e f or some t i me. Th er ef or e t h ey n eed t o
' f i l l
i n t h ei r
g ap s' . You may f i n d t h e f ol l ow i n g su g g est i on s h el p f u [ .
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l f t h e l an g u ag e i s n ew t o st u d en t s, car r y ou t t h e p r e-
t each i n g su g g est ed i n t h e Teach er ' s Book n ot es on t h e
u n i t s. You w i l t n eed t o p r oceed t h r ou g h al l t h e st ag es of
p r esen t at i on , p r act i ce an d con sol i d at i on i n t h e St u d en t ' s
Bool < . You may wi sh t o use t he Resour ce sheet s f or
a d d i t i o n a l su p p o r t .
o
l f t h e st u d en t s ar e f al se b eg i n n er s an d t h e [ an g u ag e
i s n ot comp l et el y n ew , t h er e may b e n o n eed f or p r e-
t e a c h i n g . Yo u ma y c h o o se t o u se a b r a i n st o r mi n g
ap p r oach t o r eact i v at e t h e t ar g et [ an g u ag e q u i ck t y .
The Resour ce sheet s
( par t i cut ar l y
t hose suggest ed
f or p r e- t each i n g ) w i l l n ot al w ay s b e r eq u i r ed . I n st ead ,
con cen t r at e on t h e act i v i t i es n t h e St u d en t ' s Book .
Wh i l e t h e St u d en t ' s Book act i v i t i es ar e ap p r op r i at e f or
r eal b eg i n n er s, t h ey ar e al so d esi g n ed t o h el p f al se
b eg i n n er s r eact i v at e t h e l an g u ag e q u i ck l y .
o
Wi t h st r on g er f al se b eg i n n er s, i t may b e p ossi b l e
t o cov er t h e f i r st f ew u n i t s of t h e cou r se v er y q u i ck l y
an d t o b e sel ect i v e i n y ou r ch oi ce of Gr ammar an d
vocabul ar y pr act i ce exer ci ses f or each un t , usi ng onl y
t h ose i n w h i ch y ou t h i n l < st u d en t s n eed f u r t h er p r act i ce.
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l n t r od u ct i on
How ev er , w h en d eci d i n g w h et h er or n ot t o omi t cer t ai n
act i v i t i es w i t h f al se b eg i n n er s, b e cau t i ou s. Th i s i s
p a r t c u l a r l y i mp o r t a n t i n g r o u p s, w h e r e i n d i v i d u a l
l ear n er s may h av e
' g ap s'
i n d i f f er en t p l aces. Don ' t mov e
on u n t i l st u d en t s h av e d emon st r at ed t h at t h ey h av e
g r asp ed t h e t ar g et l an g u ag e. React i v at n g [ an g u ag e
r eq u i r es p l en t y of p r act i ce.
THE BUSI ' VESS START- UP APPROACH
Bu i t d i n g [ a n g u a g e
Each l esson i n Busi ness St ar t - up i s car ef ul l y desi gned t o
en su r e t h at st u d en t s sy st emat cal l y acq u r e al l of t h e
n ecessar y l an g u ag e t o en ab l e t h em t o p r og r ess ef f ect i v el y .
Most l esson s b eg i n w i t h an op t i on al w ar m- u p act i v i t y , of t en
su g g est ed i n t h e Teach er ' s Book , w h i ch set s t h e scen e an d
g i v es f al se b eg i n n er s an op p or t u n i t y t o sh ow w h at t h ey
al r ead y k n ow . New g r ammar an d v ocab u l ar y ar e t h en
p r esen t ed i n con t ex t t h r ou g h a l i st en i n g or r ead i n g t ex t .
Vocab u l ar y an d g r ammar ar e p r act i sed , b ot h or al l y an d i n
w r i t t en ex er ci ses, b ef or e st u d en t s h av e t h e ch an ce t o
p r act i se t h e n ew l an g u ag e i n a r eal i st i c commu n i cat i v e
act i v i t y . Most l esson s en d w i t h t h e op p or t u n i t y f or a f r eer ,
mo r e p e r so n a l d i sc u ssi o n o n t h e t o p i c o f t h e l e sso n .
Vocab u l ar y
l n Busi ness St ar t - up, gr eat at t ent i on i s gi ven t o t eachi ng t he
v ocab u l ar y t h at st u d en t s n eed f or t h ei r p r of essi on al l i v es,
b u t al so f or t h e soci al an d t r av el si t u at i on s t h at t h ey mi g h t
f i n d t h emsel v es i n . Each l esson f ocu ses on on e l ex i cal set
an d p r esen t s n ew v ocab u l ar y i n r eal i st i c con t ex t s. St u d en t s
a r e t h e n e n c o u r a g e d t o w o r k o u t t h e me a n i n g o f t h e n e w
wor ds f r om t he cont ext , bef or e bei ng r ef er r ed t o t he
v ocab u l ar y p r act i ce ex er ci ses at t h e b ack of t h e St u d en t ' s
Bo o k . Fu r t h e r p r a c t i c e a n d c o n so l d a t o n c a n b e f o u n d n
t h e Wor l < b ook , on t h e CD- ROM/ Au d i o CD an d on t h e
Teacher ' s Book Resour ce sheet s.
At t he end of each l esson t her e i s a Usef ul l anguage box.
Th i s con t ai n s t h e k ey l an g u ag e i n t h e f or m of sh or t
sen t en ces/ p h r ases i n con t ex t an d v ocab u l ar y set s f or easy
r ef er en ce. Fal se b eg i n n er s mi g h t f i n d t h ese b ox es h el p f u l ,
w h e n p r e p a r i n g a u n i t i n a d v a n c e o f a l e sso n . Th e b o x e s
w i t l al so p r ov i d e su p p or t f or al l l ear n er s, w h en t h ey l ook at
t he Gr ammar and vocabul ar y pr act ce i ndependent l y.
Ad d i t i on at l y , al t l ear n er s w i l l f i n d t h em u sef u l as a su mmar y
o f t h e ma i n l a n g u a g e o f t h e l e sso n , a n d f o r q u i c k r e v i si o n ,
i n p r ep ar at i on f or t h e p r og r ess t est s.
Gr a mma r
Busi ness St ar t - up cont ai ns a car ef ul l y gr aded gr ammat i cal
sy l l ab u s t ai l or ed t o l ow - l ev el Bu si n ess En g l i sh st u d en t s.
As w i t h v ocab u l ar y , st u d en t s en cou n t er n ew g r ammat i cal
st r u ct u r es i n car ef u l t y ch osen con t ex t s. Each g r ammat i cal
st r u ct u r e s t h en p r esen t ed i n a g r ammar b ox , w i t h a l i n k t o
t he Gr ammar r ef er ence at t he back of t he book. The
Gr ammar r ef er en ce con t ai n s d et ai l ed ex p l an at i on s of al [ of
t h e g r ammar cov er ed i n t h e cou r se, w i t h ex amp l es an d
advi ce on usage. The Gr ammar r ef er ence sect i on i s a usef ul
t ool f or st u den t s wh o h av e dou bt s abou t a oar t i cu l ar
st r uct ur e, or need t o r evi se.
Th er e ar e ampl e oppor t u n i t i es f or con t r ol l ed pr act i ce af t er
l ook i n g at t h e Gr ammar r ef er en ce, bot h i n t h e u n i t an d i n
t h e gr ammar pr act i ce act i v i t i es at t h e back of t h e book .
St u den t s ar e t h en en cou r aged t o u se t h e n ew st r u ct u r e i n
spok en pr act i ce bef or e u n der t ak i n g a f r eer commu n i cat i on
act i v i t y . Th ese act i v i t i es h av e been car ef u l l y desi gn ed t o
con sol i dat e an d pr act i se t h e gr ammar an d v ocabu l ar y of
t h e l esson i n t h e t y pe of si t u at i on t h at st u den t s ar e l i k et y
t o en cou n t er i n t h ei r pr of essi on a[ [ i v es.
Pr on u n ci at i on
Busi ness St ar t - up cont a ns a r egul ar f ocus on pr onunci at i on
by dr i l t i n g n ew l an gu age wh en i t i s pr esen t ed. Th er e i s
al so a mor e det ai l ed f ocu s on pr obl em ar eas, su ch as
weak f or ms, i n t on at i on an d wor d st r ess. Fu r t h er pr act i ce
can be f ou n d i n t h e accompan y i n g Wor k book wi t h
CD- ROM/ Au di o CD.
Speak i n g
Ever y l esson i n Busi ness St ar t - up i ncl udes a Communi cat i on
pr act i ce, of t en a r ot e pl ay or i nf or mat i on gap act i vi t y.
Th ese act i v i t i es ar e desi gn ed t o al l ow st u den t s t o pr act i se
l an gu age f r om t h e t esson i n a f r eer con t ex t , wh i l e en su r i n g
t h at t h ey f ocu s on t h e t ar get l an gu age. Th r ou gh ou t t h e
l esson t h er e ar e f r equ en t oppor t u n i t i es t o speak i n pai r s
o r i n g r o u p s.
Li st en i n g
The l i st eni ng mat er i al i n Busi ness St ar t - uo i s desi gned t o
mi r r or n at u r al En gt i sh , as i t i s spok en t oday , despi t e t h e
obv i ou s con st r ai n t s of l ev el an d v ocabu l ar y . Gr eat car e h as
been t ak en t o pr ov i de n at u r a[ , r eal i st i c- sou n di n g t ex t s t o
mot i v at e st u den t s an d pr epar e t h em f or t h e t y pe of
l an gu age t h at t h ey ' l l h ear i n t h e r eal wor l d. Bot h t each er s
an d st u den t s wi l [ f i n d t h e l i st en i n g mat er i aI r ef r esh i n g,
st i mu l at i n g an d mot i v at i n g. Th er e i s al so a wi de r an ge of
accen t s an d n at i on al i t i es f eat u r ed, h i gh t i gh t i n g t h e posi t i on
of En gt i sh as l i n gu a f r an ca i n t h e moder n bu si n ess wor l d.
At t h e back of t h e St u den t ' s Book ar e t h e t r an scr i pt s of
r ecor di n gs wh i ch do n ot appear f u t l y i n pr i n t on t h e page i n
t h e u n i t s. Th e Teach er ' s Book n ot es on t h e u n i t s somet i mes
su ggest t h at st u den t s ar e r ef er r ed t o t h e t r an scr i pt s so t h ey
can ch eck t h ei r an swer s t o act i v i t i es. Wi t h t on ger di al ogu es,
i t s al so h et pf u 1 t o st u den t s t o do t h e l i st en i n g ex er ci ses,
b u t t h en , i n co n cl u si o n , t o l i st en o n e mo r e t i me w h i l e
r eadi n g t h e t r an scr i pt . By doi n g t h i s, t h ey can r eassu r e
t h emsel v es t h at t h ey h av e u n der st ood t h e di al ogu e as a
wh ol e an d can pi ck ou t an y n ew con v er sat i on al / i d omat i c
u se of l an gu age. Howev er , t h ey sh ou l d n ev er l ook at t h e
t r an scr i pt s bef or e doi n g t h e l i st en i n g ex er ci ses.
ADD! TI ONAL PRACTI CE
Wor k book wi t h CD- ROM/ Au di o CD
Th e Wor k book con si st s of t wet v e u n i t s of con sol i dat i on
act i v i t i es i n al I f ou r sk i l l s
( sp eak i n g , [ i st en i n g , r ead i n g an d
w r i t i n g ) . Each u n i t con t ai n s t h r ee p ag es of act i v i t i es, w h i ch
a i m t o b e l i g h t - h e a r t e d a n d f u n . Th e y i n c l u d e :
.
cr ossw or d ou zzl es
o
an ag r amS
o
w or d g ames
o
a v ar i et y of ex er ci se t y p es.
Th er e i s a k ey t o t h e Wor k b ook act i v i t i es so t h at st u d en t s
c a n w o r k i n d e p e n d e n t l y i f r e q u i r e d .
CD- ROM/ Au d i o CD
Th e Wor k b ook l i st en i n g act i v i t i es an d r ecor d i n g s ar e n ot
l i n k ed t o t h e act i v i t i es i n t h e Wor k b ook u n i t s. Th ey ar e f r ee-
st a n d i n g a n d c a n b e l i st e n e d t o w i t h o u t t h e b o o k ( a l t h o u g h
t r an scr i p t s can b e f ou n d at t h e en d of t h e Wor k b ook ) . Th i s
mak es i t p ossi b l e t o l i st en t o t h em i n t h e car , f or ex amp l e.
Th e y a r e d e si g n e d ma i n l y t o i mp r o v e p r o n u n c i a t i o n a n d
i n t o n a t i o n .
Th e CD- ROM i s d e si g n e d t o b e u se d a l o n g si d e t h e St u d e n t ' s
Book an d Wor k b ook t o p r ov i d e ad d i t i on al p r act i ce of t h e
g r ammar an d v ocab u l ar y f eat u r ed i n t h e cou r se. Each of t h e
t w el v e u n i t s i s d i v i d ed i n t o f ou r sect i on s: Gr ammar ,
Vocabul ar y, Busi ness Communi cat i on and T me out , and
f eat u r e d r ag an d d r op , g ap f i l l , l i st en i n g an d d i ct at i on
act i v i t i es. Th er e' s al so t h e op p or t u n i t y f or st u d en t s t o r ecor d
t h e mse l v e s t o i mp r o v e t h e i r p r o n u n c i a t i o n .
HELP FOR TEACHERS
The Teacher ' s Book
Th e u n i t t e a c h i n g n o t e s p r o v i d e d e t a i l e d g u i d a n c e f o r e a c h
l esson f or ex p er i en ced an d l ess ex p er i en ced t each er s. Th ey
i n c[ u d e su g g est i on S on d f f er en t st r at eg i es f or t each i n g
cl asses of ab sol u t e an d f al se b eg i n n er s. Th e u n i t n ot es al so
con t ai n k ey s t o al [ t h e St u d en t ' s Book ex er ci ses. I n ad d i t i on
t o t h e t each i n g n ot es, t h e Teach er ' s Book i n cl u d es t h e
f o l l o w i n g p h o t o c o p i a b l e ma t e r i a l :
o
one mul t i pl e- choi ce Ent r y/ Summar y t est
.
f our t est s t o assess pr ogr ess af t er ever y t hr ee uni t s
o
Resour ce sheet s f or pr esent at i on and pr act i ce ( one per
l esson ) .
Th er e i s a sep ar at e l < ey f or t h e t est s i n t h e Teach er ' s Book ,
page 1. 26.
Assessmen t
Al l t h e t est s ar e p h ot ocop i ab l e an d can b e f ou n d i n t h e
Teacher ' s Book.
.
Ther e i s a mul t i pl e- choi ce Ent r y/ Summar y es , whi ch
h as a d u al p u r p ose. l t can b e u sed as an en t r y t est w i t h
f al se b eg i n n er s b ef or e t h ey st ar t t h e cou r se, t o i d en t i f i T
t h e i r l e v e [ . Th i s w i l l g i v e a n i n d i c a t i o n t o t h e t e a c h e r o f
w h i ch i t ems ( esp eci at l y i n t h e ear l y u n i t s) r eq u i r e l ess
p r e- t each i n g an d p r act i ce. l t w i l t al so i n d i cat e w h er e
I n t r o d u ct i o n
t h e gaps n st u den t s' k n owl edge ar e. Al t er n at v et y , wi t h
absol u t e or mi x ed begi n n er s i t can be u sed at t h e en d
of t h e cou r se t o assess st u den t s' pr ogr ess an d i den t i h T
an y ar eas w h i ch st i l l r eq u i r e co n so l i d at i o n .
o
Af t er ev er y t h r ee u n i t s t h er e i s a pr ogr ess t est on t h e
gr ammar an d v ocabu l ar y of t h ose u n i t s.
l n addi t i on, t he Busi ness St ar t - up websi t e at
WWW. cambr i dge. or g/ el t / st ar t - up cont a ns a set of
down l oadabl e' can - do' st at emen t wor k sh eet s based on
compet en ci es f r om t h e Common Eu r opean Fr amewor k of
Ref er en ce f or Lan gu ages. Th ese st at emen t s ar e wr i t t en i n
gr aded l an gu age an d ar e desi gn ed f or st u den t s t o u se as
a met h od of sel f - assessmen t . Af t er each u n i t , st u den t s t l ck
t h e t h i n g s t h ey can n o w d o i n En g l i sh , g i v i n g t h em a sen se
of ach i ev emen t an d al l owi n g t h em t o k eep t r ack of t h e
pr ogr ess t h ey ' r e mak i n g.
On e- t o- on e l esson s
l f y ou h av e on e- t o- on e l esson s, y ou wi l l n eed t o pl ay t h e
r ol e of t h e par t n er i n t h e Commu n i cat i on pr act i ce. l t wi l l
al so be necessar y t o use t he cue car ds on t he Resour ce
sh eet s t o en su r e t h at t h e st u den t h as en ou gh pr act i ce
wi t h di f f er en t i den t i t i es or si t u at i on s.
Ot h er u sef u l h i n t s
Opt i onal mat er i al
Pr e- t eachi ng suggest i ons, opt i onal act i v t i es and Reso ur ce
sh eet s can be u sed f l ex i bl y , accor di n g t o t h e n eeds of t h e
cl ass. Th ey ar e opt i on al an d ar e t h er e t o pr ov i de ex t r a
pr act i ce, par t i cu l ar l y f or cl asses of absol u t e begi n n er s.
Resour ce sheet s
You mi gh t f i n d i t u sef u l t o:
o ph ot ocopy t h e sh eet s f or pai r wor k on t o car d, [ ami n at e
t h em, cu t t h em u p an d st o r e i n en v el o p es i n o r d er t o
en su r e ease of u se i n l esson s
o
enl ar ge vi sual s on Resour ce sheet s t o enabl e you
t o u se t h em f or pr esen t i n g v ocabu l ar y t o t h e wh ol e
cl ass. Al t er n at i v el y , y ou cou l d copy t h em on t o an
OHT f o r p r o i ect i o n .
Gr ammor boxes and Gr ammar r ef er ence
l f y o u h av e a mo n o l i n g u al cl ass o f ab so l u t e b eg i n n er s y o u
mi gh t f i n d i t appr opr i at e t o l et t h em ask qu est on s n t h ei r
own l an gu age t o cl ar i f r T t h e mean i n g an d pat t er n s.
I Th s
sy mbo[ War n s y ou abou t common di f f i cu l t i es wh i ch
speak er s of ot h er l an gu ages may en cou n t er wi t h speci f i c
p o i n t s o f En g l i sh g r ammar
o r p r o n u n ci at i o n .
Cul t ur al poi nt s
Th ese box es i n t h e t each i n g n ot es gi v e r emi n der s abou t
var yi ng cul t ur al f act or s whi ch may af f ect a speci f i c l anguage
l ear n i n g si t u at i o n .
Usef ul l anguage boxes
You mi gh t f i n d i t u sef u l t o ask st u den t s t o l ear n t h ese of f
by h ear t as h omewor k assi gn men t s.
Recycl i ng
Th er e i s bu i t t - i n r ev i ew of t h e gr ammar an d t ar get l an gu age
of each u n i t . Addi t i on al l y y ou can r ev i ew/ r eact i v at e wh at h as
been cov er ed by en cou r agi n g st u den t s t o br ai n st or m at t h e
b eg i n n i n g o f l esso n s.
Soci al l anguage
Th er e wi l l be man y oppor t u n i t i es t o con sol i dat e t h e soci al
l an g u ag e at t h e en d / b eg i n n i n g o f l esso n s an d d u r i n g
br eak s. En cou r age st u den t s t o t al k t o each ot h er i n En gl i sh
du r i n g t h e cof f ee br eak , f or ex ampl e.
Recor d of pr ogr ess
l f y ou h av e access t o a v i deo r ecor der i t mi gh t be
mot i v at i n g t o r ecor d st u den t s wh en t h ey ar e doi n g t h e
Commun cat i on pr act i ce act i vi t i es. Thi s wi t l al so pr ovi de
st u den t s wi t h a posi t i v e r ecor d of t h ei r pr ogr ess t h r ou gh
t h e cou r se.
Webs t e addr ess
www. ca m b r i d ge. o r gi e l t / st a r t - u p
l n t r o d u ct i o n
Lesso n 1, . 1,
Tal k i n g abou t y ou r j ob
Pr e se n t s mp l e : p o s t i v e a n d n e g a t i v e
Resp o n si b i l i t i es
1, I nt r oduct i ons
PRE. TEACHI NG
As t h i s i s t h e f i r st l esso n an d esp eci al l y i f t h e cl ass
i s n ew l y f o r med , o f f er st u d en t s an o p p o r t u n i t y t o
i n t r odu ce t h emsel v es t o each ot h er . St u den t s gr eet
each o t h er , say t h ei r n ame an d w h at t h ei r
j o b
i s.
Feed b ack as a cl ass an d w r i t e so me
i o b
t i t l es o n
t h e b o ar d , ch eck i n g ev er y o n e u n d er st an d s t h em.
Br ai n st o r m mo r e
j o b
t t t es i n En g sh t o el i c t w h at
t h ey al r eady l < n ow.
Di scu ss t h e q u est i o n s ab o u t
j o b s
w i t h t h e w h o l e cl ass.
Th e d i scu ssi o n ab o u t u n u su al
j o b s
may p r o v i d e an
oppor t u n i t y f or h u mou r . Hav e on e or t wo ex ampl es
r eady t o get t h e di scu ssi on goi n g ( magi ci an ' s
assi st an t ?
per f ume sn f f er ?) .
1 Ask st u den t s i f t h ey go on t r ai n i n g cou r ses
at wor k . Wh at k i n d of t r ai n i n g cou r ses? Poi n t t o t h e
ph ot o of l v an Magn u sson an d ex pl ai n t h at h e' s a
t r ai n er , gi v i n g an i n t r odu ct i on at t h e st ar t of a cou r se.
St u d en t s l i st en an d co mp l et e t h e i n f o r mat i o n .
Key
1 t wo days 2 Cust omer Ser vi ce 3 expor t
Transcript
OK. Wel come ever ybody. Ah, my name' s l van
Magnusson. I ' r ' n your t r ai ner f or t hi s t wo- day cour se.
A cour se, as you know, cal l ed I nt er nat i onal Cust ont er
Ser v i ce. Um . . . t o besi n , I j u st wan t t o ex pl ai n , qu i ck l v ,
what I do. And t hen you can t al k about vour
j obs. So I ' m
an ex por t con su l t an t . I speci al i se i n ser v i ces . . .
2 Cl ar i f u t h e ch ar t an d ex pt ai n t h at El l a Gr ady ,
o n e o f t h e p eo p l e o n t h e co u r se, i s t al k i n g ab o u t h er
j ob.
Pt ay t h e r ecor di n g an d st u den t s f i l t i n t h e gaps
ab o u t h er
j o b
an d r esp o n si b i l i t i es.
Kry
l Eu r o p e a n 2 5 1 1 8
Transcript
El l a My name' s El l a Gr ady. I ' m i n t he cust omcr
ser vi ce depar t ment . I ' r n t he Er , r r opean cust omer
ser vi ce n- l anager . So, um . . . I l ook af t er
cust omer ser vi ce f or Eur ope.
l van So ar e you i n char ge of t he depar t ment ?
Et l a l ' r n not t he depar t l ent manager , no. I r epor t t o
t he cust omer ser vi ce manager . He . s i n char ge of
t he depar t ment .
She r epor t s t o mer
Ah! The boss i s her el
I ' m af r ai d so!
And i s your boss her e?
No, she i sn' t on t he cour se. For t unat el yl
I see. So, El l a, you ar en' t t he depar t ment
manager , but do you have a t eam . . . i n t he
depar t r nent ?
Yeah, I manage a smal l t eam of assi st ant s. Fi ve
peopl e. They' r e not al l her e
-
j ust nvo of t her n.
Ri ght . And how bi g i s t he r egi on you l ook af t er ?
We' r e r esponsi bi e br cust omer s i n Eur ope, un- t
. . . ei ght een count r i es, al t oget her .
And do you have di r ect cont act wi t h
cust omer s? Do you speak t o t her n?
Oh yes. The di f f i cul t ones, usual l y! I deal wi t h
pr obl ems most of t he t i me.
l van So you deal wi t h di f f i cul t cust omer s?
El l a
Qui t e
a l ot , yes.
Davi d She has a di f f i cr , r l t boss. as r vel l !
l van Oh, I seel
Davi d
l van
Davi d
l van
Davi d
l van
El t a
l van
Et l a
l van
Et t a
f f i
n sk wh i ch ot h er per son on t h e ch ar t i s on t h e cou r se.
Key
El l a' s boss, Davi d Kemp.
f f i
St u Oen t s compt et e t h e sen t en ces wi t h t h e pr eposi t i on s.
St u d en t s l st en ag ai n t o ch eck t h ei r an sw er s.
Kry
1 af t er 2 t o 3 of 4 f or 5 wi t h
f f i
v ocabut ar y pr act i ce' " " } SB Page 95, Exer c se ] . .
Kqt
1 r esponsi bl e 2 manage 3 r epor t 4 char ge
5 deal 6 l ook
f f i
' n pai r s, st u den t s i magi n e t h ey ar e Su e, Dav i d or Et t a
an d d escr i b e t h ei r r esp o n si b i t i t i es.
3 Ask st u den t s t o l st en t o t h e sen t en ces.
Focu s t h ei r at t en t i on on t h e r edu ced v owel sou n ds.
Wr i t e t he phonet i c symbol s
l vl , l t l
and
f /
on t he
boar C. Th ey t h en r epeat ch or at l y an d i n di v i du al t y .
Teach i n g n o t es
l n t r odu ct i on s
Pr esen t si mpl e
Po i n t o u t t h at o n l y t h e 3 r d p er so n si n g u l ar h as a
di f f er en t f or m. Ref er st u den t s t o t h e gr ammar
r ef er en ce, t o r ev ew t h s t en se.
Gr ammar r ef er en ce
. . ' p
SB Pag e 1 0 7 , Sect i o n
3 . 1 . . 2 .
Pr esen t si mp t e: b e
Poi n t ou t t h at t h e con t r act ed f or ms ar e n ear l y
a l w a y s u se d w h e n sp e a k i n g . I n d i c a t e t h e t w o
f o r ms o f t h e n e g a t i v e a n d t e [ [ st u d e n t s t h a t b o t h
a r e c o m m o n .
Gr a mma r r e f e r e n c e
. ' " v
SB Pa g e 1 0 7 , Se c t i o n
3 . 1 , . 1 , .
t [
St u Aen t s do t h e gap- f i t t act i v i t y t o con sol i dat e be.
Key
1 I ' m, i s 2 i s, He' s 3 We' r e 4 at e, They' r e
5 i sn' t , ar en' t
4 Ask wh o
James
Bon d i s an d el i ci t a secr et
agen t / spy . St u den t s l i st en t o l v an Magn u sson t al k i n g
abou t h i s
' secr et
j ob'
an d t h en compl et e t h e sen t en ces.
Key
1 a hot el company 2 cust omer ser vi ce
I t he r oom i s f r ee + he st ays i n hot el s a l ot
Transcr pt
l van OK. Next , I r vant t o gi ve yol l some exampl es of
bad cust omer ser vi ce i n hot el s. Why hot el s?
Wel l , I have a secr et j ob
-
a par t - t i me j ob. I ' m a
spy. . . . I know I don' t l ook l i ke
Jan- r es
Bond, but
i t ' s per f ect l y t r ue. I wor k f or a hot el company.
I t ' s a chai n of hot el s. Ther e ar e about t en ot her
peopl e who do t hi s j ob
-
I ' m not t he onl y one.
And . . . we check cust omer ser vi ce i n t he hot el s
we st ay i n. When I t r avel on busi ness, I st ay i n a
hot el t hat ' s i n t he chai n. So . . . as a spy, I check
t he qual i t y of ser vi ce. And af t er my st ay, I wr i t e
a r epor t , um . . . i t doesn' t t ake l ong. And, i n
r et ur n, my r oom' s f r ee. I don' t pay.
Davi d So, peopl e who cl o t hi s, peopl e l i ke you, do i t
par t - t i me? They t r avel a l ot ?
l van That ' s r i ght . Obvi ousl y, you have t o st ay i n
hot el s a l ot . For me, i t ' s good, because I t r avel
wi t h my j ob as a t r ai ner . Ancl , al so, I ' m i n
c u st ( ) n 1 e r se r v i c e , so . . .
Davi d You' r e t he per f ect secr et agent .
l van Yeah. And I en) oy i t . I don' t l i ke t he paper wor k,
br - r t t l - r e r est i s good f un . . . OK, l et ' s l ook at
some exampl es of bad cust omer ser vi ce. . .
St u d en t s con sol i d at e t h e en d i n g s of t h e p r esen t si mp l e
b y u n d er t i n i n g t h e cor r ect v er b f or ms i n t h e sen t en ces.
4
Kry
1 work
6 t r avel
Th ey l i st en ag ai n an d ch eck t h ei r an sw er s.
2 check I wr i t e 4 doesn' t 5 don' t
7 don' t
f f i
Cr ammar pr act i ce
' . " p
SB Page 95, Ex er ci se 2.
Key
1 I ' m i n char ge. I ' m not i n char ge. 2 They' r e i n my
t eam. They ar en' t
/
They' r e not i n my t eam.
I l t ' s an unusual j ob. I t i sn' t
/
I t ' s not an unusual j ob.
4 You' r e hi s boss. You ar en' t
/ You' r e
not hi s boss.
5 They check cust omer ser vi ce. They don' t check
cust omer ser vi ce. 6 He t r avel s a l ot . He doesn' t
t r avel a l ot . 7 She wor ks i n t he London of f i ce. She
doesn' t wor k i n t he London of f i ce.
OPTI ONAL ACTI V! TY
Do so me o r a l t r a n sf o r ma t i o n d r i t t s t o c o n so l i d a t e t h e
p r e se n t si mp l e f o r w e a k e r st u d e n t s:
Teacher l wor k i n London. / she
St udent She wor ks n London.
f f i
comMUNl cATl oN PRACTTCE 1
. . ' 3
SB Pages 78 and 88.
Di v i d e t h e cl ass i n t o p ai r s an d each p ai r i n t o A an d B.
St u d en t s l o o k at t h ei r d i f f er en t p ag es. Ex p l ai n t h at
t h ey ar e o n a t r a n n g co u r se.
St u den t s t ak e i t i n t u r n s t o i n t r odu ce t h emsel v es u si n g
t h e i n f or mat i on pr ov i ded. Demon st r at e f i r st , wi t h a
st r o n g st u d en t , t h en mo n i t o r an d su p p o r t d u r i n g t h e
pai r wor k . At t h e en d ask on e or t wo pai r s t o per f or m
t h ei r r ol e pl ay .
f f i
f i n at l y , f or per son al i sat i on , each st u den t t al k s t o a
p ar t n er ab o u t h i s/ h er o w n
j o b
an d r esp o n si b i l t es an d
gi v es ex ampl es of t h i n gs h e/ sh e does at wor k .
St u den t s, wh o ar e n ot y et i n empl oy men t , can t al k
abou t a
j ob
t h ey ' d l i k e t o h av e.
RESOURCE SHEET 1 . 7 " . . p Pa g e 8 8 .
Use Re so u r c e sh e e t L. 1 t o c o n so l i d a t e i n t r o d u c t i o n s.
Ph o t o c o p y o n e sh e e t f o r e a c h st u d e n t . Th e Re so u r c e
sh e e t c o n t a i n s c u e c a r d s w i t h d i f f e r e n t i d e n t i t i e s so
t h a t c l a sse s t h a t k n o w e a c h o t h e r w e t [ c a n r o l e p l a y
i n t r o d u c t i o n s a n d p e r so n a I q u e st i o n s.
St u d en t s ch oose an i d en t i t y . Th ey g o r ou n d t h e cl ass
an d i n t r od u ce t h emsel v es t o an ot h er st u d en t as t h at
ch ar act er , t et l i n g t h em ab ou t t h ei r
j ob ,
w h er e t h ey w or k
an d l i v e. On ce t h ey h av e i n t r od u ced t h emsel v es t o each
ot h er , t h ey mov e on t o meet an ot h er st u d en t an d
choose a di f f er ent char act er .
Lesso n r . 2
Tat k i n g abou t pr odu ct s an d ser v i ces
Pr esen t si mp l e: q u est i o n s
Bu si n ess act i v i t i es
PRE- TEACHI NG
Man y st u d en t s w i l l h av e b een t o t r ad e f ai r s f or
b u si n e ss o r f o r p e r so n a I r e a so n s. l t w o u l d b e u se f u l
t o f i n d o u t a b o u t i n t e r n a t i o n a l t r a d e f a i r s t h a t a r e
r el ev an t t o y ou r st u d en t s' w or k / st u d y . Et i ci t t h e n ames
o f a s ma n y t r a d e f a i r s a s p o ssi b l e a n d w r i t e t h e m o n
t h e b o a r d .
f f i
eoi n t t o t h e web page an d gi v e st u den t s t me t o l ook
q u i ck t y t o f i n d ou t w h at i t i s ab ou t .
Key
I t ' s a gui de t o l nt er nat i onal Tr ade Fai r s.
PRE. TEACHI NG
Qu i c k t y
r e v i se h i g h e r n u mb e r s, d a t e s a n d t h e
a l p h a b e t , b e f o r e st u d e n t s d o t h e sh o r t r e a d i n g t e x t
ab ou t t r ad e f ai r s.
St u d en t s r ead t h e t ex t an d an sw er t h e q u est on s
i n d ep en d en t l y or i n p ai r s. Ex p l ai n r ol l er coast er , u s n g
t h e p h o t o s o n t h e p a g e .
Key
1 They st and f or I nt er nat i onal Associ at i on of
Amusement Par ks and At t r act i ons. 2 l t ' s i n At l ant a.
3 I t st ar t s on t he 15t h of November . 4 Ther e ar e
about 1, 300 compani es t her e. 5 No, i t ' s onl y open
t o pr of essi onal s. 6 Yes, t her e ar e r ol l er coast er s at
t he f ai r . 7 Yes, t he si t e i s huge wi t h ndoor and
out door ar eas.
f f i
" " p SB Page 95, Ex er ci se 3.
Key
1 Wher e' s t he t r ade f ai r ? 2 When does t he show
end? 3 Ar e you an i nt er nat i onal company?
4 What do you manuf act ur e? 5 Does t he company
del i ver pr oduct s al l over t he wor l d? 6 Ar e you i n
cust omer ser vi ce? 7 I s t he si t e l ar ge?
5 Pt ay t h e r ecor d i n g f or st u d en t s t o l i st en an d
r ep eat t h e mod el sen t en ces i n t h e g r ammar b ox .
OPTI ONAL ACTI VI TY
Most st u den t s n eed ex t r a qu est i on pr act i ce wi t h
do/ does. Con sol i dat e qu est i on s or al l y by gi v i n g
st u d en t s an sw er s an d ask i n g t h em t o mak e t h e
q u est i o n s f o r t h o se an sw er s.
Teacher He wor ks
f or
St ones.
St udent Who does he wor k
f or ?
Teacher He wor ks i n Li ver pool .
St udent Wher e does he wor k?
Teacher No, he doesn' t l i ve i n London.
St udent Does he l i ve i n London?
f f i
r or qu i ck or al con sot i dat on of qu est on s, st u den t s
wor k wi t h a par t n er t ak i n g t n t u r n s t o ask qu est on s
u si n g t h e p r o mp t s. St r o n g er p ai r s co u l d p r esen t t h ei r
i n t er v i ews t o t h e cl ass.
f f i
St u Oen t s r ead t h e sh or t t ex t , wh i ch i s an i n t r odu ct i on
t o t h e ar t i cl e ab ou t Vek oma, an d an sw er t h e q u est i on s.
Kqt
1 I t r neans t hat i nt er nat i onal busi ness has i t s ups and
downs/ i t s hi gh and l ow poi nt s. 2 Vekoma makes
r ol l er coast er s. J Yes, i t ' s an i nt er nat i onal company.
RESOURCE SHEET 7 . 2 " . " b Pa g e 8 9 .
Th e Resou r ce sh eet con t ai n s t h e Vek oma t ex t f r om 2 b
an d i s d esi g n ed t o p r ov i d e ex t r a su p p or t f or w eak er
st u d en t s w h o mi g h t b en ef i t f r om t h i s ap p r oach . Cop y
t h e Resou r ce sh eet an d g i v e each p ai r or smat l g r ou p
on e set of t h e cu t - u p t ex t . Th e f i r st g r ou p t o f i n d t h e
cor r ect seq u en ce
' w i n s' .
To mak e i t easi er y ou cou l d
f i r st r ead out t he t ext , but not al l ow st udent s t o st ar t
p u t t i n g i t t og et h er u n t i I y ou ' v e f i n i sh ed .
Key
I Engi neer s desi gn t he r ol l er coast er t o meet t he
cust omer ' s needs. 2 The f act or i es pr oduce t he
par t s. Vekoma manuf act ur es par t s at t wo pl ant s,
i n t he Net her l ands and t he Czech Republ i c.
I The company del i ver s t he par t s t o t he cust on- l er ' s
si t e. 4 Vekoma' s engi neer s and t echni ci ans i nst al l
t he r ol l er coast er . 5 Vekoma suppl i es an af t er - sal es
ser vi ce. I t advi ses cust omer s about mai nt enance and
saf et y and suppl i es spar e par t s.
Pr esen t si mpl e: qu est i on s
Th e q u est i o n f o r m o f b e sh o u l d n o t p r o v e
d f f i cu l t , bu t some st u den t s may n eed t o r ev i se
t h e u se of do/ does wi t h ot h er v er bs.
' . ' p
SB Pag e 1 0 7 , Sect i o n s
3 . 1 , . 1 , an d 3 . 2 . 2 .
St u den t s mat ch t h e ph ot os t o t h e sen t en ces. Th ey can
do t h i s or al l y . En cou r age st r on ger st u den t s t o gi v e
mor e ext ended r epl i es: I t hi nk . . . mat ches/ goes wi t h . . .
Key
1 c 2 e 3 b 4 a 5 d
Th i s mat ch i n g act i v i t y f ocu ses on n ew v ocabu l ar y .
St u den t s sh ou l d r ef er back t o t h e t ex t f or t h e con t ex t
of t h e v er bs, i f t h ey n eed h el p.
Key
1 b z f ) a 4 d 5 g 6 e 7 c
I n t r o d u ct i o n s 7
Real l y? I manage a sn' r al l f un par k i n Ger many.
I t ' s f or chi l dr en up t o t r vel ve year s ol d.
Wel l , t hese ar e per f ect f or t hat age. We have a
l ot of cust omer s i n Ger many. We r vor k wi t h a
company cal l ed DDA, i n Fr ankf ur t . They
i nst al l our pr oduct s, and l ook af t er
mai nt enance and af t cr - sal es ser vi ce f or al l our
Cer man cust omer s.
Woman Ri ght . So what cor l nt r y ar e you f nr m?
Rep Fr om Canada. We have a f act or y near
Mont r eal . We manuf act ur e al l our pr oduct s
t her e.
Wo ma n Oh , I se e . . . . Ca n I
i t r st
. . . ?
Re p Su r e . . .
6 St u d en t s l i st en ag ai n t o p i ck ou t mor e
d et ai l s. Ref er t h em t o t h e t r an scr i p t on SB p ag e 1 . 1 . 4
t o ch eck t h ei r an sw er s.
Key
1 The company expor t s t o t went y- f i ve count r i es.
2 A company cal l ed DDA i nst al l s t he pr oduct s and
does af t er - sal es ser vi ce i n Ger many.
Woman
Rep
f f i
cot v t MuNl cATl oN PRACTI CE 2" . . p SB Pages 78 and 89.
St u den t s l ook at t h ei r di f f er en t pages an d t ak e i t i n
t u r n s t o t al k abou t t h ei r compan y ' s pr odu ct s an d
ser v i ces u si n g t h e i n f or mat i on i n t h e St u den t ' s Book .
Expl ai n t hat A st ar t s. He/ She i s a r epr esent at i ve at a
t r ade f ai r , wh o speak s abou t h i s/ h er pr odu ct s an d
ser v i ces t o an i n t er est ed v i si t or . St u den t B l i st en s an d
ask s qu est i on s f or f u r t h er i n f or mat i on . St u den t s t h en
ch an ge r o[ es. Demon st r at e on e of t h e r ol e pl ay s w t h
st u den t s f i r st . Pl ay t h e par t of t h e v i si t or , ask i n g
f ol l ow- u p qu est i on s. Th en st u den t s car r y ou t t h e r ot e
p l ay s. Mo n i t o r an d su p p o r t d u r i n g t h e p ai r w o r k . At t h e
en d ask on e or t wo pai r s t o per f or m t h ei r r ol e pt ay
t o t h e cl ass.
St u den t s per son al i se t h e l an gu age of t h e l esson by
ask i n g a par t n er abou t t h e pr odu ct s an d ser v i ces of
a compan y t h ey k n ow wel l . Wi t h st r on ger st u den t s t h i s
cou l d be ex pan ded t o a mi n i - pr esen t at i on t o t h e cl ass
i n t h e n ex t l esson .
S
Vocabu l ar y pr act i ce
. . . p
Key
1 del i ver 2 expor t 3 i nst al l 4 desi gn
5 manuf act ur e 6 suppl y 7 advi se
PRE. TEACHI NG
Wr i t e An i mal s on t h e b oar d an d b r ai n st or m on n ames
o f a n i ma l s st u d e n t s a l r e a d y k n o w . Co l l a t e t h e r e su l t s
o n t h e b o a r d . Pa y p a r t i c u l a r a t t e n t i o n t o
p r o n u n c i a t i o n a s st u d e n t s ma y h a v e l e a r n e d t h e m
i n cor r ect l y .
6 Read t h r ou g h t h e r u b r i c an d t h e q u est i on s
w i t h t h e cl ass an d ch eck t h ey u n d er st an d t h e t ask .
Ch eck al so t h at t h ey u n d er st an d
f u n
an d ask t h em t o
p r ed i ct w h at t h e comp an y Fu n Far m mak es. Th en p t ay
t h e r ecor d i n g of a sal esman f r om Fu n Far m t al k i n g t o
a p ot en t i al cu st omer . St u d en t s l i st en an d an sw er t h e
q u e st i o n s.
Kry
1 Fun Far m manuf act ur es pl ast i c ani mal s.
2 She manages a smal l f un par k i n Ger many.
3 I n a f act or y near Mont r eal .
Transcript
( Rep :
Repr esent at i ve)
Woman So you make pl ast i c ani nr al s.
Rep That ' s r i ght . Al l l i f e- si ze. Cows, hor ses,
s h e e p . . .
Woman They' r e ver y r eal i st i c. . . . Oh, and t hey move!
Rep Thei r heads move. They make sounds, i f you
j ust t oucl ' r t hem . . .
Woman Oh!
Rep They don' t wal k! Our cust omer s pr ef er t hem
t o St ay n one pl ace.
Woman Yes, r i ght . So who ar e your cust omer s? Wher e
do you sel l t hese t hi ngs?
Rep We sel l a l ot t o f un par ks, shoppi ng cent r es,
pl aygr our r ds . . . Chi l dr en al l over t he wor l d
l ove t hem. We expor t t o t $. ent y- f i ve
count r i es.
St u den t s r ead t h e t op of t h e men u an d su ggest wh at
t h e r est au r an t an d i t s cu st omer s ar e l i k e. Ask t h em
t o ex pl ai n an d
j u st i f r T
t h ei r an swer s. Mak e su r e t h at
st u d en t s u n d er st an d t h at a men u i s d i v i d ed i n t o t h r ee
mai n par t st St ar t er s, Mai n cour ses and Desser f s.
f f i
Oo t h e mat ch i n g act i v i t y or al l y wi t h t h e cl ass, i f
-
st u den t s n eed t h e su ppor t . Wi t h a st r on ger cl ass, t h ey
cou l d do t h e act i v i t y i n pai r s, t h en ch eck an swer s wi t h
t h e wh ol e cl ass.
Kry
1 c , g 2 b 1 d 4 f 5 a , e , h
Be a w a r e t h a t so me st u d e n t s w i l l h a v e h a d a
w i d e e x p e r i e n c e o f e a t i n g i n r e st a u r a n t s a n d
o t h e r s w i l l o n l y h a v e e a t e n i n r e st a u r a n t s o n
sp e c i a l o c c a si o n s a n d ma y h a v e l i t t l e k n o w l e d g e
o f r e st a u r a n t c o n v e n t i o n s o r f o r e i g n c u i si n e s.
Be aw ar e t h at some f ood s ar e t ab oo i n some
c u l t u r e s a n d a v o i d i n c l u d i n g a n y t h a t y o u t h i n k
mi g h t b e se e n a s u n p l e a sa n t o r a c c e p t a b l e t o
st u d e n t s i n y o u r g r o u p .
f f i
St u Oen t s wor k i n pai r s f or t wo mi n u t es an d di scu ss
-
t h ei r ex per i en ce of eat i n g ou t . Th ey f eed back t o t h e
cl ass af t er t h i s. Wr i t e u p common poi n t s on t h e boar d.
Use t h i s as an oppor t u n i t y t o con sol i dat e t h e t h i r d
per son si ngul ar :
( Jan) l i kes/ eat s Chi nese
f ood.
( Ni na)
doesn' t of t en go t o r est aur ant s.
PRE. TEACH! NG
I t ' s l i k el y t h at so me o f y o u r st u d en t s w i l l h av e eat en
i n r est au r an t s i n En g l i sh - sp eak i n g co u n t r i es, so
br ai n st or m t o el i ci t f av ou r i t e f oods. Co[ l at e st u den t s'
i deas on t h e boar d u n der t h e h eadi n gs St ar t er s, Mai n
Cour ses and Desser s.
Wi t h a weak er gr ou p, wh o mi gh t n ot h av e mu ch f ood
v ocabu l ar y at t h ei r di sposal , pr esen t an d pr act i se f ood
i t ems t h at wi t t come u p i n t h e l esson , u si n g pi ct u r es
cu t ou t of magazi n es. Al t er n at i v el y , u se Resou r ce sh eet
1. 3 t o pr esen t an d pr act i se t h e f ood v ocabu l ar y .
RESOURCE SHEET 1 . 3
. . . Y
Pag e 9 0 .
Th er e i s a l ot of n ew v ocabu l ar y i n t h i s [ esson , bu t
mo st i s o n l y r eq u i r ed f o r r eco g n i t i o n . Usi n g t h e v i su al s
o n Reso u r ce sh eet 1 . 3 , st u d en t s can p l ay a cu mu l at i v e
sh o p p i n g g ame i n p ai r s o r g r o u p s. Pr esen t t h e i t ems
of new vocabul ar y ( st r awber r i es, appl e pi e, meat ,
peas, car r ot s, pot at oes, br occol i , sal ad,
f l sh,
t omat oes, l eek s, sou p) u si n g t h e pi ct u r es on t h e
Resou r ce sh eet . Gi v e each pai r / gr ou p a copy of t h e
cu t - ou t f ood car ds. Pt ace t h e car ds f ace down on t h e
t abl e. Th e f i r st st u den t t ak es a car d an d say s: l n my
bag t her e ar e some
( st r awber i es) . The second
st u den t t ak es a car d an d adds i t t o wh at t h e pr ev i ou s
st u d en t sai d , say i n g b o t h i t ems i n t h e p i ct u r es: l n my
bag t her e or e some
( st r awber i es) and some
( br occol i ) . Tur n by t ur n, t he l i st gr ows l onger . The l ast
per son t o pi ck a car d h as t o say al l t wel v e f ood i t ems.
Lesson1, . 3
Eat i n g ou t
Un d e r s t a n d i n g a m e n u Or d e r i n g a m e a l
f f i
Vocabut ar y pr act i ce
" " p SB Page 95, Exer ci se 5.
Key
Meat : bee chi cken, l amb
Fi sh: haddock, sal mon, cod
Veget abl es: pot at o, br occol i , sal ad, pea, car r ot , l eek
Fr ui t : appl e, st r awber r y
Cooki ng or pr epar at i on: r oast , gr i l l ed, f r i ed, mashed
Man y st u d en t s w i l l p r ob ab t y f i n d i t d i f f i cu l t t o i d en t i f i T
al l of t h e st r ess p at t er n s, so i t mi g h t b e b est t o d o t h i s
as a w h ot e cl ass act i v i t y on t h e b oar d . Wr i t e t h e
p at t er n s on t h e b oar d , say a w or d ( or p t ay Li st en i n g 7 )
a n d a sk a st u d e n t t o p u t i t i n t o r i g h t c o l u mn . Yo u
c o u l d ma k e t h i s a c o mp e t i t i v e t e a m g a me d i v i d i n g t h e
cl ass i n t o t w o t eams.
Kq
Oo: car r ot , chi cken, haddock, sal ad, sal mon
oO: desser t
Ooo: br occol i , veget abl e, st r awber r y
oOo: pot at o, t omat o
7
St u d en t s l i st en an d r ep eat t o ch eck t h ei r
an sw er s. Mod el an y w or d s w h i ch st u d en t s f i n d d i f f i cu t t
an d r ep eat ag ai n .
f f i
St u Oen t s wor k wi t h a par t n er an d t ak e i t i n t u r n s t o
*
poi n t at a pi ct u r e of f ood an d ask wh at i t i s. Th i s
pr ov i des r api d or al con sol i dat i on of t h e v ocabu l ar y .
Demon st r at e t h e ex ch an ge a f ew t i mes wi t h st r on ger
st udent s, t o i l l ust r at e t he di f f er ence bet ween t hi s/ t hese,
bef or e st u den t s pr act i se i n t h ei r pai r s. Ch eck car ef u l l y
t hat st udent s di f f er ent i at e cl ear l y bet ween t hi s/ t hese
i n b o t h p r o n u n ci at i o n an d mean i n g .
f f i f f i
oemonst r at e sayi ng what you' d l i ke f or l unch bef or e
-
st u den t s wor k i n pai r s an d di scu ss wh at t h ey wou l d
l i k e f or l u n ch . Th ey ch oose a st ar t er , mai n cou r se an d
desser t f r om t h e men u . As f eedback , ask st u den t s t o
r epor t back t o t h e r est of t h e ct ass wh at t h ei r par t n er s
w o u l d l i k e.
I St u den t s l i st en t o a r ecor di n g of l v an
Mag n u sso n an d so me p eo p l e o n h i s t r ai n i n g co u r se at
t h e r est au r an t Si mpl y Del i ci ou s. Th ey l i st en f or gi st an d
mat ch f ou r con v er sat i on s t o st ages i n t h e meal . Pl ay
t h e r ecor di n g mor e t h an on ce, i f n ecessar y .
Kr y
a 2 b 4 c 3 d 1
Ever yt hi ng OK?
Yes, f i ne t hanks. Excel l ent .
Can I get you anyt hi ng el se t o dr i nk?
Or t o eat ?
Not hi ng f or me. I ' m f i ne, t hanks. I van?
No t hanks. I ' m f ul l , t hank you.
I t hi nk we' r e al l OK. I t hi nk i r ' s t i me t o get
back, act ual l y. Coul d we have t he bi l l ,
pl ease?
Su r c.
Hel l o.
Hel l o. We have a r eser vat i on. The name' s
Magnusson. A t abl e f or t hr ee.
Yes, OK. I f you' d l i ke t o come t hi s way,
p l ease.
I n an Ks.
Desser t ?
Yes, coul d I have t he appl e pi e, pl ease.
Appl e pi e.
) ust
a cof f ee f or me, pl ease. Woul d anyone
el se l i ke cof f ee?
I ' l l have one af t er my desser t .
OK. Woul d anyone el se l i ke desser t ?
Ar e you r eady t o or der ?
Yes. For me, um . . . To st ar t , t he t omat o
soup, pl ease.
Ycs, t he same f or me, pl ease. The t omat o
soup.
What woul d you l i ke f or t he mai n cour se?
I ' d l i ke sal mon wi t h r i ce and peas, pl ease.
The l amb, wi t h peas and car r ot s f or me,
pl ease. I van?
I don' t want a st ar t er , j ust a mai n cour se.
Can I have st eak, chi ps and peas, pl ease?
How woul d you l i ke t he st eak?
Um . . . Med i u m, p l ease.
St u den t s f i l l i n t h e gaps i n t h e r est au r an t con v er sat i on s.
Wi t h weak er gr ou ps, st u den t s cou l d do t h i s i n pai r s.
I n t r od u ct i on s 7
St u d en t s l i st en ag ai n t o ch eck t h ei r an sw er s.
Key
t f i ne t hanks, anyt hi ng el se, No t hanks 2 t he bi l l
I A t abl e 4 anyone el se 5 t he same 6 a st ar t er
Ask st u d e n t s t o l o o k a t t h e t r a n sc r i p t s o n SB p a g e
1 L4 a n d p r a c t i se t h e d i a l o g u e s f o r Li st e n i n g 8 . Th e y
c a n p r a c t i se t h e se i n p a i r s ( o n e a s t h e w a i t e r a n d
t h e o t h e r p l a y i n g l v a n , Da v i d a n d Et l a ) o r i n g r o u p s
o f f o u r , e a c h t a k i n g o n e p a r t , a c c o r d i n g t o t h e si ze o f
t h e c l a ss.
Transcript
1
Wai t er
Davi d
Wai t er
Davi d
l van
Davi d
Wai t er
2
Wai t er
l van
Wai t er
l van
1
)
Wai t er
Et t a
Wal t er
Davi d
Et t a
Wai t er
4
Wai t er
El l a
Davi d
Wai t er
El t a
Davi d
l van
Wai t er
l van
f f i
Vocabul ar y pr act i ce
. " ' )
SB Page 96, Exer ci se 6.
Kqt
1 g 2 c 3 f 4 a 5 b 6 7 e
f f i
cot v t MuNl cATl oN PRACTTCE 3. " " s SB Page 78.
Di v i de st u den t s i n t o pai r s. Tel l t h em t o l ook at t h e
men u o n SB p ag e 7 8 an d t o i mag i n e t h ey ar e i n a
r est au r an t . Th ey t ak e i t i n t u r n s t o be t h e cu st omer an d
t h e wai t er / wai t r ess. Model a di al ogu e wi t h a st u den t ,
i n f r on t of t h e cl ass, t ak i n g t h e par t of A. Th en r epeat ,
t h i s t i me t ak i n g t h e p ar t o f B. Remi n d st u d en t s t o
ch an ge r ol es. Mon i t or wh i l e st u den t s do t h e act i v i t y
an d su ppor t , i f n ecessar y .
WORKBOOK' " " p Pag es 5 - 7 .
Lesso n 2. 1
Di scu ssi n g wor k i n pr ogr ess
Pr esen t co n t i n u o u s
Pr oj ect s
2 Teamwor l (
PRE. TEACHI NG
Recy cl e an d p r act i se t h e p r esen t co n t i n u o u s t en se i n
t h e co n t ex t o f w h at p eo p l e ar e d o i n g
' ar o u n d
n o w ' ,
as o p p o sed t o ex act l y at t h i s mo men t . Ask st u d en t s
abou t t h i n gs t h ey ar e cu r r en t l y doi n g: Wh at pr oj ect
ar e you wor ki ng on at t he moment ? Ar e you
t r avel l i ng a l ot i n your j ob
at t he moment ? et c.
Co n t r ast t h e p r esen t si mp l e an d t h e p r esen t
co n t i n u o u s o n t h e b o ar d t o h el p st u d en t s see w h en
t o use t hem: Do you t r avel a l ot ? Ar e you t r avel l i ng a
l ot at t h e momen t ? et c. Poi n t ou t t h at at t h e momen t
i n t h i s con t ex t does n ot mean at t h i s v er y secon d, bu t
gen er al l y i t i s a f act at t h e t i me of speak i n g.
f f i
Aead t h e commen t s wi t h t h e cl ass an d ch eck t h at
ever yone under st an ds schedul e, pr ogr ess r epor t ,
bu dget an d ou t of dat e, by ask i n g st u den t s t o ex pl ai n
or gi v e ex ampl es of t h em. Th en st u den t s di scu ss t h e
co mmen t s an d d eci d e i n p ai r s w h i ch t h ey ag r ee an d
di sagr ee wi t h . Th ey t h en f eed back u si n g ph r ases [ i k e:
We bot h t hi nk t hat . . . , We agr ee t hat . . . or I t hi nk
t hat . . . but my par t ner t hi nks . . . .
9
Poi n t t o t h e ph ot os of Joh n
Per r y a Br i t i sh
ar chi t ect and Vanessa Wood, a r epor t er f r om Eur opean
Li f e magaz n e. Ex pl ai n t h at h e i s wor k i n g on a bu i l di n g
pr oj ect abr oad an d t h at sh e i s i n t er v i ewi n g h i m by
ph on e. Pl ay t h e r ecor di n g f or st u den t s t o l i st en an d
compl et e t h e an swer s t o t h e
qu est i on s.
Key
1 Fr ance 2 hot el 3 560, 000 4 50 5 18
So wher e ar e you wor ki ng, exact l y, i n Fr ance?
I n t he
l ur a.
I t ' s not f ar f r om Swi t zer l and.
Ri ght . And you' r e bur i l di ng a hot el ?
We' r e conver t i ng a f ar mhouse i nt o a hot el . l t ' s
ver y, um . . . i t ' s a ver y ol d house. When we
st ar t ed, i t had no wi r r dows, no door s . . . i t was
a r ui n, basi cal l y.
And now?
f
o h n Wel l , now, most of t hewor k' s compl et e. l ' m
st ayi ng i n one of t he r ooms, i n f act . So, um, I ' m
t he f i r st guest .
Vanessa You' r e t he boss, t hough, so you' r e not payi ng.
John
Oh, l ' m payi ngl Thi s pr oj ect ' s cost i ng a f or t une!
Vanessa I see. Wel l , t hat ' s one of my quest i ons, act ual l y
What ' s your budget ?
f
ohn Um . . . t he t ot al budset ' s f i ve hundr ed and si xt y
t housand eur os . . . and I ' m payi ng hal f of t hat .
Ri char d and Kat hy Mi l l s ar e payi ngt he r est .
They' r e nr y busi ncss par t ner s.
Vanessa And your busi ness par t ner s ar e hot el manager s.
I s t hat r i ght ?
John
That ' s r i ght . I ' m managi ng t he pr oj ect
-
t he
const r uct i on. Ar - r d t hey' r e st i l l l i vi ng and wor ki ng
i n t he UK at t he moment , or gani si ng t he websi t e
and t he mar ket i ng nr at er i al , you know, br ochur es
and t hi ngs. Then t hey pl an t o l i ve her e and
manage t he hot el when i t ' s f i ni shed.
Vanessa I see. So, how l ong ar e you st ayi ng i n Fr ance?
What ' s t he schedr , r l e, f r om st ar t t o f i ni sh?
l ohn
Um . . . Ei ght een mont hs. And we' r e mor e or l ess
on schedul e. At t he moment , we' r e wor ki ng on
t he bat hr ooms. We' r e havi ng one or t wo
pr obl ems wi t h . . .
f f i
St u aen t s mak e p r esen t con t i n u ou s sen t en ces, u si n g t h e
p r omp t s. Fi r st d o t h e sen t en ces or al l y w i t h t h em, t h en
ask t h em t o w r i t e t h em.
Ref er st u d en t s t o t h e t r an scr i p t on SB p ag e 1 1 5 t o
ch eck t h ei r an sw er s. You cou l d p t ay t h e r ecor d i n g on ce
mor e, w h i l e t h ey f ot t ow t h e t r an scr i p t , an d ch eck t h ey
u n d er st an d t h e mean i n g of t h e n ew v ocab u l ar y .
Key
1 Wher e ar e you wor ki ng now? 2 I ' m st ayi ng i n
one of t he r ooms. 3 You ar en' t
/
' r e
not payi ng.
a Thi s pr oj ect i s/ ' s cost i ng a f or t une! 5 I ' m
managi ng t he pr oj ect . 6 At t he moment , we' r e
wor ki ng on t he bat hr ooms.
Pr esen t con t i n u ou s
/ ! \ Be a w a r e t h a t so me st u d e n t s ma y n o t h a v e
a c o n t i n u o u s t e n se i n t h e i r o w n l a n g u a g e , so t h e y
mi g h t f i n d i t d i f f i c u t t t o u n d e r st a n d w h e n i t ' s u se d .
Th e y ma y a l so t e n d t o o v e r u se t h e c o n t i n u o u s
t e n se o n c e t h e y h a v e l e a r n e d i t .
St r e ss t h a t t h e p r e se n t c o n t i n u o u s i s u se d b o t h
t o d e sc r i b e w h a t i s h a p p e n i n g o f t h i s v e r y mo me n t
a n d a l so t o d e sc r i b e so me t h i n g t h a t ' s t r u e a t t h e
t i me o f sp e a k i n g .
Po i n t o u t t h e t w o w a y s o f sa y i n g t h e n e g a t i v e a n d
t h a t e i t h e r o f t h e m c a n b e u se d .
Transcript
Vanessa
l oh n
Vanessa
Joh n
Vanessa
Gr ammar r ef er en ce SB Pa g e L0 B, Se c t i o n
Teamwor l < 2
@
. " " v
W
Read t h e ph r ases bef or e st u den t s do mor e v ocabu l ar y
Kq
1 They' r e bui l di ng t he wal l s t hi s mor ni ng.
2 She i sn' t
/ ' s
not managi ng t he pr oj ect ver y. vel l .
3 What ' s t he pr oj ect manager doi ng t hi s mor ni ng?
4 Wher e' s t he ar chi t ect wor ki ng t oday?
5 The l i ght s ar en' t wor ki ng at t he momenr .
6 We' r e havi ng pr obl ems wi t h t he budget .
1 0 St u d en t s l i st en an d r eoeat sen t en ces i n
t h e p r esen t con t i n u ou s. El i ci t f r om t h em t h at t h e
p r on u n ci at i on of ar e i s t h e same i n sen t en ces 1 an d 3
( wher e
i t has a cont r act ed schwa sound
/ a/ )
but i s
d i f f er en t i n sen t en ce 2 , w h er e i t i s st r essed
/ ol / .
Mon i t or p r on u n ci at i on car ef u l t y an d mod el an y f or ms
w h i ch n eed i mp r ov emen t , f or st u d en t s t o r ep eat ag ai n .
@
f t oOel t he ver bs bui l d, desi gn, pai nt , decor at e and
i n st ol l , u si n g t h e pi ct u r es i n t h e book . St u den t s r epeat
t h em. Demon st r at e t h e act i v i t y f i r st wi t h a st u den t .
Th en st u den t s wor k i n pai r s an d descr i be wh at t h e
peopl e i n t h e pi ct u r es ar e doi n g. Ch eck car ef u t l y t h at
t h ey ar e u si n g t h e con t r act ed f or m. En cou r age st u den t s
t o t ak e i t i n t u r n s t o ask an d an swer qu est i on s.
St udent A What ar e t hey do ng?
St udent B Thev' r e decor at i no a r oom.
PRE. TEACHI NG
Qu i ck t y
r ev i se mo n t h s an d d at es w i t h a cal en d ar .
Pr esent t he new l anguage on/ over / under budget and
on / beh i n d/ ah ead of sch edu l e u si n g ex ampl es su ch as:
Teacher Your budget i s
$100, 000 and you spend
$9O, OOO. Ar e you over budget ? No, you' r e . . .
Dr aw at t en t i on t o t h e pr on u n ci at i on of sch edu l e
i vJedi ur l /
and budget
l ubndgt l .
S
f ocu s st u den t s' at t en t i on on t h e sch edu l e f or t h e
open i n g of t h e h ot el . Cl ar i f u t h at t h e sh aded ar eas
sh o w w h en t h e w o r k i s sch ed u l ed t o b e d o n e. Ask
st u den t s wh en di f f er en t par t s of t h e pr oj ect st ar t an d
f i n i sh .
s
n oi n t ou t t h at t h e dat e s May ] . st an d t h at
Joh n
i s
wr i t i n g t o h i s bu si n ess par t n er s t o gi v e an u pdat e on
t h e pr o. i ect . St u den t s f i l l i n t h e gaps i n t h e emai t , u si n g
t h e wor ds i n t h e box .
Kqt
1 on schedul e 2 behi nd schedul e I ahead of
schedul e 4 over budget 5 under budget
6 on budget
b u l d i n g b y f i n d n g an d u n d er l i n i n g co r r esp o n d i n g
ph r ases i n t h e emai t s. Ch eck t h e an swer s or al t y i n cl ass.
Key
t havi ng t r oubl e 2 compl et e 3 r unni ng l at e
2 ahead of J over
6 con' r pl et e
f f i
' " " ?
Kry
1 updat e, on schedul e
4 behi nd 5 budget
RESOURCE SHEET 2 . 7 " " " 4 Pa g e 9 1 .
Use Re so u r c e sh e e t 2 . 1 , t o c o n so l i d a t e d e sc r i b i n g
w h a t ' s h a p p e n i n g o n a sc h e d u l e . Gi v e e a c h p a i r a
c o p y o f t h e sc h e d u l e f o r a n o f f i c e r e n o v a t i o n .
De mo n st r a t e a f e w e x a mp l e s w i t h a st u d e n t a n d t h e n
st u d e n t s t a k e i t i n t u r n s t o sa y a d a t e a n d a sk w h a t ' s
h a p p e n i n g a t t h a t t i m e .
f f i
conaMUNt cATt oN
pRAcTt cE
4. " . ) sB
pages
78 and 89.
Di v i d e t h e c l a ss i n t o p a i r s a n d e a c h p a i r i n t o A a n d B.
Gi v e t h em t i me t o l ook at t h ei r d i f f er en t p ag es. Ex p l ai n
t h a t A s t h e ma n a g n g d r e c t o r o f a c o mp a n y w h c h s
mov i n g t o n ew of f i ces t h i s w eek . A st ar t s b y p h on i n g
t h e of f i ce man ag er ( B) , w h o i s or g an i si n g t h e mov e,
t o g et an u p d at e. B mu st an sw er A' s q u est i on s b y
r ef er r i n g t o t h e i n f or mat i on . Pl ay t h e p ar t of A an d
d e mo n st r a t e a p h o n e c a t l w i t h a st u d e n t . Th e n c h a n g e
r ol es an d d emon st r at e h ow t o g i v e an u p d at e.
St u d en t s d o t h e r ol e p l ay on ce, t h en ch an g e r ol es an d
d o i t ag ai n , so t h at t h ey b ot h p r act i se t h e q u est i on s
an d t h e an sw er s. Mon i t or t h at t h ey u se t h e p r esen t
c o n t i n u o u s t e n se . At t h e e n d a sk o n e o r t w o p a i r s t o
p er f or m t h e p h on e con v er sat i on f or t h e cl ass.
f f i
Fi n al l y , f or per son al i sat i on , each st u den t t al k s t o a
par t n er abou t a pr oj ect or
j ob
h e/ sh e i s wor k i n g on
at t h e momen t . Fi r st , t al k abou t somet h i n g y ou ' r e
cu r r en t l y wor k i n g on t o pr ov i de a cl ear model .
Use p ai r s o f p h o t o s cu t o u t f r o m mag az n es t o p l ay
a g a m e i n p a i r s. Ea c h p a i r sh o w s p e o p l e d o i n g si m i l a r
t h i n g s.
St udent A The man n my phot o' s eat i ng a sandwi ch.
St udent B The man i n my phot o' s eat i ng a hot dog.
Lesson2. 2
Di scussi ng st r engt hs and weaknesses
Ger u n d
Sk i t t s an d p er so n al ch ar act er i st i cs
PRE. TEACHI NG
Fo cu s o n t h e p h o t o s o f p eo p l e i n w o r k si t u at i o n s. Ask
st u d en t s t o su g g est ad j ect i v es t o d escr i b e t h e p eo p l e
i n t h e p h o t o s, t h en ex t en d t o el i ci t ad j ect i v es t h at
descr i be di f f er en t peopl e at wor k ( su ch as cr eot i v e,
har d- wor ki ng, r el i abl e et c. ) .
f f i
n ead t h r ou gh t h e descr i pt on s an d t h e adj ect i v es wi t h
t h e cl ass. Model t h e adj ect i v es an d st u den t s r epeat
ch or al l y an d i n di v i du at t y . St u den t s t h en wor k wi t h a
p ar t n er an d mat ch d escr i p t i o n s o f p eo p l e t o sk i l l s an d
ch ar act er i st i cs. Ch eck t h e an swer s or al l y w t h t h e cl ass.
Key
1 f 2 c 3 b 4 a 5 g 6 d 7 e 8 i
e h 1 0 j
RESOURCE SHEET 2 . 2 . . " b Pag e 9 2 .
Ph o t o co p y o n e sh eet o f d o mi n o es an d g i v e o n e
d o mi n o car d t o each st u d en t o r p ai r o f st u d en t s. l f
y o u h av e a smal l cl ass, g i v e mo r e t h an o n e d o mi n o
t o st r on ger st u den t s. Th e per son wi t h t h e
' st ar t '
car d
b eg i n s, b y r ead i n g o u t t h e sen t en ce o n t h e r i g h t si d e
o f t h e d o m i n o . T h e st u d e n t w i t h t h e m a t c h i n g d o m i n o
( on t h e l ef t ) f i r st say s t h e mat ch i n g sen t en ce an d
t h en r eads ou t t h e n ex t sen t en ce
( on
t h e r i gh t ) . Th e
g ame co n t i n u es, f i n d i n g t h e mat ch i n g sen t en ces
( o n
t h e l ef t ) an d r eadi n g ou t n ew sen t en ces
( on t h e r i gh t )
u n t i l t h e en d d o mi n o i s r each ed . Yo u co u l d
r edi st r i bu t e t h e car ds af t er t h e f i r st go an d see i f t h e
cl ass can d o t h e act i v t y f ast er t h e seco n d t i me.
f f i
n ead t h r ou gh t h e r u br i c wi t h t h e ct ass an d el i ci t an
ex ampl e. St u den t s wor k i n pai r s t o agr ee on a l i st of
sk i l l s an d ch ar act er i st i cs. Af t er war ds, st u den t s gi v e
t h ei r v i ews or al l v t o t h e cl ass.
1 1 Po i n t t o t h e
p h o t o
o f Ju d i t h
Le h ma n a n d
Row an Ev an s. Tel l st u d en t s t h ey ar e t al k i n g ab ou t t h e
t y p e of p eop l e t h ey ' r e [ ook i n g f or . St u d en t s l i st en an d
mak e n ot es ab ou t t h e
q u at i t i es n eed ed f or t h e
j ob .
You
may n eed t o p l ay t h e r ecor d i n g mor e t h an on ce f or
t h em t o comp l et e t h e t asl < .
Transcript
Rowan So, t he mai n t hi ng i s, we want cr eat i ve peopl e.
f
udi t h Mmm, yes, and cr eat i ve peopl e who can' uvor k
har d. We' r e l ooki ng f or young peopl e, i t ' s
pr obabl y t hei r f i r st j ob, t hey' ve got no
ex p er i en ce, u m . . . so I t h i n k w e n eed t o mak e
t hat cl ear . I t ' s har cl wor k. And even l i t t l e t hi ngs
-
get t i ng t o wor k on t i me i n t he mor ni ng, f or
exampl e . . . t he si mpl e t hi ngs ar e ext r emel y
i mpor t ant . We want r el i abl e peopl e. I t sounds
o b v i o u s, b u t . . .
Rowan Yeah. We want peopl e r , vho ar e pr of essi onal .
Th a t ' s . . .
Yes, t hat ' s t he wor d.
What . . . ext r a ski l l s does a cr eat i ve per son
need t o be a pr of essi onal ? I mean, f or exampl e,
we want t hem t o wor k wi t h di f f er enr peopl e as
wel l - t o change t eams. That ' s one of our
cr eat i ve st r at egi es, i sn' t i t ? We don' t have t he
same peopl e wor ki ng t oget her al l t he t i me.
Yes. So t hey need t o cope wi t h change.
To cope wi t h st r ess.
Sur e.
They need t he conf i dence t o pr esent and
expl ai n i deas.
That ' s t r ue.
And t her c' s t he pr obl em of under st andi ng
r vhat t he cl i ent s want . I t ' s not ahvays cl ear .
That ' s t he manager ' s j ob, t hough. The cr eat i ve
t eam ar en' t r espr onsi bl e f or anal ysi ng t he
cl i en t ' s n eed s. Lat er on , r v h en w e t al k ab ou t . . .
f f i
St u Oen t s can l ook at t h e t r an scr i pt on SB page 115
t o ch eck t h ei r an swer s. Ch eck an y compr eh en si on
pr obl ems t h ey may h av e i n t h e ex t en ded l i st en i n g.
Key ( example answers)
The peopl e need t o be: cr eat i ve, har d- wor ki ng,
r el i abl e, pr of essi onal , adapt abl e, good t eam pl ayer s,
can cope wi t h st r ess, conf i dent communi cat or s.
7 2 St u d en t s l i st en an d r ep eat t h e k ey
ad j ect i v es. Th ey t h en l i st en ag ai n t o u n d er l i n e t h e
sy [ ab l e st r ess i n t h e w or d s. Some st u d en t s may f i n d
t h i s d i f f i cu l t , so y ou mi g h t d o t h i s w i t h t h e w h ol e
c l a ss o n t h e b o a r d . Mo n i t o r
p r o n u n c i a t i o n
a n d mo d e l
an y p r ob l em ad j ect i v es at t h e en d an d st u d en t s
r ep eat ag ai n .
Kr y
1 r el i abl e 2 conf i dent 3 exper i enced
4 anal yt i cal 5 ad4pt abl e 6 cr eat i ve
f
u d i t h
Rowan
l u d i t h
Rowan
Ju d i t h
Rowan
f
udi t h
Rowan
l u d i t h
Teamwor k 2
f f i
Cr ammar pr act i ce " . . p SB Page 96, Ex er ci se 4.
Kry
1 sol vi ng 2 or gani si ng
5 managi ng 6 wor ki ng
3 wor ki ng 4 maki ng
@
f f r i s gap- f i l t ed act i v i t y f ocu ses t h ei r at t en t i on on wh en
t o u se a ger u n d or i n f i n i t i v e f or m.
13 St u den t s l i st en agai n an d ch eck t h ei r
an swer s.
Key
1 manage 2 make 3 maki ng 4 wor ki ng
5 managi ng 6 sel l 7 sel l i ng 8 wor k
f f i
r i r st , p r o v i d e a mo d el b y g v i n g y o u r o p i n i o n ab o u t t h e
sk i t l s an d ch ar act er i st i cs p eop l e n eed f or cer t ai n
j ob s.
Th en st u d en t s con t i n u e i n p ai r s. Mak e su r e t h ey u se
t h e g er u n d r at h er t h en t h e i n f i n i t i v e af t er l i k e an d
en j oy . Mon i t or cl osel y d u r i n g t h e p ai r w or k an d mak e
a n ot e of er r or s. Focu s on t h ese at t h e en d an d h av e
st u d en t s r eoeat t h e cor r ect mod el .
f f i
comMUNr cATr oN PRACTTCE 5" . ' p SB Page 79.
Di v i d e st u d e n t s i n t o p a i r s a n d t e l l t h e m t o l o o k a t t h e
j ob
ad v er t . Read t h e ad v er t w i t h t h e cl ass an d ch eck
t h at st u d en t s u n d er st an d at l t h e k ey v ocab u l ar y . Tel l
p ai r s
t h at t h ei r f i r st t ask i s t o d ec d e w h i ch sk i l [ s,
p er son al ch ar act er i st i cs an d ex p er i en ce ar e most
i mp or t an t f or t h e
j ob
an d t o w r i t e a l i st . Af t er t h i s
i n i t i a l p a i r w o r k , c o l l a t e st u d e n t s' i d e a s o n t h e b o a r d .
Th e n st u d e n t s r e a d t h e n o t e s a b o u t t w o p e o p l e t h e
comp an y w an t s t o i n t er v i ew f or t h e
. i ob
an d con t i n u e
i n p a i r s t o d i sc u ss a n d d e c i d e w h o i s t h e b e st p e r so n
f o r t h e
j o b .
Mo n i t o r w h i l e st u d e n t s d o t h e a c t i v i t y a n d
su p p or t , i f n ecessar y . Fi n al l y ask on e or t w o p ai r s t o
sa y w h o t h e y h a v e c h o se n f o r t h e
j o b
a n d t o g i v e t h e i r
r eason s i n f r on t of t h e cl ass.
f f i
St u Oen t s h av e t h e op p or t u n i t y t o p er son al i se t h e
l a n g u a g e o f t h e u n i t b y t a l k i n g a b o u t t h e sk i t l s a n d
ch ar act er i st i cs t h ey n eed i n t h ei r ow n
j ob
or t h e
j ob
t h ey w ou t d l i k e t o h av e. Pr ov i d e a mod el b y t at k i n g
ab ou t t h e sk i t t s v ou n eed as a t each er / t r ai n er .
S
" " p SB Page 96, Exer ci se 3.
KE
I exper i enced z r el i abl e 3 har d- wor ki ng
4 cr eat i ve 5 adapt abl e 6 anal yt i cal 7 st r ong
8 conf i dent
t 3 Read t h e r u br i c wi t h st u den t s t o set t h e
con t ex t . Ch eck t h at st u den t s u n der st an d al l t h e
qu est i on s bef or e t h ey l i st en an d an swer t h em.
Kr y
I He wor ks i n t he cr eat i ve depar t ment .
2 He' s exper i enced, he knows t he company wel l , and
he knows what t he company want s. 3 The pr obl em
i s t hat ever ybody knows hi m as a col l eague.
4 ( st udent ' s own answer )
Transcript
l udi t h
Mar co wor ks f or PAF, he' s i n t he cr eat i ve
depar t ment , we know hi m, he knows us . . .
but i s t hat an advant age?
Rowan Wel l , we want someone t o manage t he
depar t ment . We need a manager t o make t he
new st r at egy wor k. We don' t r eal l y need new
i deas. Mar co' s exper i enced, he knows t he
company wel l , and he knows what we want .
I t hi nk hi s exper i ence wi t h PAF i s a bi g
ad v an t ag e. Hi r i n g someon e n ew i s . . . i t ' s
obvi ousl y a r i sk.
l udi t h
Yeah. But maki ng Mar co t he depar t ment
manal l er ' s al so a r i sk. OK, he enj oys wor ki ng
f or t he company, he' s not goi ng t o l eave
suddenl y, he' s popul ar i n t he depar t ment , but
. . . t hat doesn' t mean he' s good at managi ng
a t eam.
Rowan But t he number one pr i or i t y i s t he new
st r at egy. The manager has t o sel l t he new
st r at egy t o t he t eam. We know Mar co' s a good
sal esman. He l i kes sel l i ng i deas.
l udi t h
Yeah. . . . But , what about t he ot her peopl e i n
t he depar t ment ? They wor k wi t hhi m at t he
moment . What happens i f t hey have t o wor k
f or hi m?
Rowan Oh, I t hi nk he can cope wi t h al l t hat . . .
Ge r u n d
Al n
ma n y l a n g u a g e s v e r b s o f l i l < i n g a n d
d i sl i k i n g a r e f o t l o w e d b y a n i n f i n i t i v e , so so me
st u d e n t s mi g h t f i n d t h e c o n c e p t o f t h e g e r u n d
d i f f i cu t t .
Re a d t h r o u g h t h e e x a mp l e s i n t h e b o x a n d p o i n t
o u t t h a t t h e g e r u n d i s a n o u n ma d e f r o m a n
i n f i n i t i v e +
- i n g . l f
t h e i n f i n i t i v e e n d s i n
- e ,
t h i s i s
r emov ed b ef or e
- i n g
i s ad d ed . Th e g er u n d f ol l ow s
cer t ai n ver bs ( enj oy, l i ke, hat e) and phr ases
( good/ bad 0t . . . ) .
. " ' p
SB Pa g e 1 0 6 , Se c t i o n 1 .
T e a c h i n g n o t e s
PRE- TEACHI NG
Pr esen t an d p r act i se t h e n ew v o cab u l ar y i n a v ar i et y
o f w ay s. Fi r st , b u i l d u p o n t h e k n o w n i n t er est s o f
st u den t s. Ask qu est i on s su ch as: Wh at do y ou l i k e
doi ng i n your spar e t i me? What spor t s do you wat ch
on TV? Ar e t her e any spor t s t hat you don' t l i ke?
Br a n st o r m o n o t h er sp o r t s an d l ei su r e act i v i t i es an d
col l at e t h e r esu l t s on t h e boar d. Al t er n at i v el y , wi t h
w eak er g r o u p s, y o u co u l d u se Reso u r ce Sh eet 2 . 3
t o p r esen t an d p r act se So me o f t h e n eW Vo cab u l ar y
o f t h e l esso n .
RESOURCE SHEET 2 . 3 " . " v Pag e 9 3 .
Th i s act i v i t y i s a memo r y g ame. Af t er p r esen t i n g an d
p r act i si n g t h e act i v i t i es i n t h e p i ct u r es o n t h e sh eet ,
g i v e each p ai r a set o f t h e cu t - u p car d s. Demo n st r at e
t h e g ame w i t h a p ai r o f st u d en t s. Pl ace t h e act i v i t i es
car ds f ace u p on t h e t abl e an d gi v e a m n u t e f or
st u d en t s t o memo r se t h em. Te[ l o n e st u d en t t o l o o k
aw ay w h i l e t h e o t h er st u d en t r emo v es a car d . Th e
f i r st st u den t [ ook s at t h e car ds aga n an d gu esses
wh ch act v t y h as been t ak en away . Ch an ge r ol es.
f f i
n sU st u den t s t o br i ef l y di scu ss wh at ar e t h e most
popu t ar spor t s an d [ ei su r e act i v i t i es i n t h ei r cou n t r y .
f f i
Sr oaden t h e di scu ssi on by ask i n g wh i ch ar e t h e most
popu [ ar spor t s an d t ei su r e act v i t i es wor l dwi de.
f f i
f oi n t t o t h e ph ot os an d t h e l i st of spor t s an d act i v i t i es
i n t h e St u den t ' s Book . St u den t s t h en sav wh i ch
act i v i t i es t h ey see i n t h e ph ot os. Model t h e v ocabu l ar y
an d st u den t s r epeat . Th en ask st u den t s t o wor k n
pa r s t o den t i f u t h e act v i t es on t h e t i st t h at al so
ap p ear i n t h e p h o t o s.
St udent A I can see r ugby and . . . .
St udent B Yes, and t her e' s al so . . . .
Ask st u den t s t o pr ed ct wh at t h e mi ssi n g
. n u mber
on e'
on t h e t i st mi gh t be.
Kry
scuba di vi ng, el ephant pol o, sur f i ng, basket bal l ,
r ugby, chess, cr i cket
t 4 St u den t s l i st en t o t h e wh ol e [ i st . t o ch eck
t h ei r an swer s.
Key
1 gol f 2 f i shi ng 3 bowl i ng 4 kni t t i ng
5 j oggi ng 6 under wat er hockey
14 On e of t h e adv an t ages of spor t s v ocabu l ar y
i s t h at i t i s of t en easy t o r ecogn i se. Th e di sadv an t age
i s t h at t h e pr on u n ci at i on i s somet i mes di f f er en t i n
En gt sh . Ask st u den t s wh i ch wor ds ar e t h e Same or
si mi l ar i n t h ei r o w n l an g u ag e an d i f t h e p r o n u n ci at i o n
i s di f f er en t i n En gl i sh . St u den t s [ i st en agai n an d ch eck .
f f i
St u Oen t s t al k abou t t h e spor t s an d act i v i t i es i n t h e t i st .
Ex pl ai n t h at Googl e sear ch l i st may n ot be 100%
r e[ abl e aS Some spor t s ar e ev er day wor ds, su ch as
r unni ng and squash. Ther e i s a t own i n Engl and cal l ed
Ru gby , an d t h i s wou t d be i n cl u ded i n t h e sear ch r esu l t s
as wel l as t h e spor t wi t h t h e same n ame. Lan gu age i s
an ot h er pr obl em as some spor t s, su ch as t en n i s ar e t h e
same i n I ot s of l an gu ages, wh i l e ot h er s su ch as wei gh t
t r ai ni ng, exi st onl y i n Engl i sh.
75 Read t h e r u br i c t h r ou gh wi t h t h e st u den t s.
Pl ay t h e r ecor di n g f or st u den t s t o l i st en an d deci de
w h at t h e man l i k es o r d i st i k es.
Key
1 @ 2 e l e
Tronscript
Woman So, ar e you wat chi nc t he cup f i nal t hi s
l veekend?
Ma n Um . . . n o , I d o n ' t t h i n k so .
Woman Don' t you l i ke f oot bal l ?
Man No. I can' t st and i t . Sor r y t o sound so
Woman
mi ser abl e!
Mmm, I hat e i t t oo, but I wat ch t he Wor l d Cup
Fi n al .
I can' t pl ay, t hat ' s my pr obl em. I ' m hopel ess at
i t ! l f I ' m not ver y good at a spor t , I don' t l i ke
wat chi ng i t .
So what do you l i ke, t hen?
I pl ay gol f .
Oh r i ght . . . . My husbar - r d pl ays. I ' r n not
i nt er est ed i n i t , t hough. I t ' s . . . not my cup of
t ea. He pl ays gol f , I go hor se r i di ng.
Man Oh, r i ght . Wel l you coul d pl ay pol o
-
bot h of
you. That ' s hal f hor se r i di ng, hal f gol f ! . . . I ' d
l ove t o have a go at r i di ng, act ual l y. I bet i t ' s
goocl f un.
Oh, i t ' s gr eat f un.
So, do you have yoLl r own hor se?
No. I ' d l ov e t o h av e on e. b u t . u m . . . i t ' s
expensl ve.
Man Yeah. I ' m qui t e i nt er est ed i n t r opi cal f i sh. I ' d
l i k e t o h av e an aq u ar i u n r , b u t . . . i t ' s a p r ob l em
i f you t r avcl a l ot . . .
Man
Woman
Man
Woman
Woman
Ma n
Woman
f f i
st uaent s wor k wi t h a par t ner and compt et e t he t st
w i t h t h e si x act i v t i es. Hav e t h e
t h e an sw er s, i f p ossi b l e. Col l at e
t h e b o a r d .
Teach i n g n ot es
w h ol e cl ass ag r ee on
t h e su g g est i on s on
Lesso n 2. 3
Tal k i n g abou t y ou r i n t er est s
Sp o r t a n d [ e i su r e Li k e s a n d d i sl i k e s
p cor ' anuNt cATl oN PRAcncE 6. . . r sB
page
BO.
Di v i d e st u d en t s i n t o p ai r s an d t h en r ead t h r o u g h t h e
r u br i c f or t h e act i v i t y wi t h t h e cl ass. Ct ar i f y t h ey mu st
ask each o t h er
q u est i o n s
ab o u t t h ei r i n t er est s an d t r v
t o f i n d f i v e t h i n g s t h at t h ey h av e i n co mmo n . Ask
t h em t o mak e a n o t e o f co mmo n i n t er est s.
Demo n st r at e a samp l e co n v er sat i o n w i t h a st u d en t
t o p r o v i d e a mo d el , t h en st u d en t s co n t i n u e i n p ai r s,
mo v i n g o n t o a n ew p ar t n er w h en t h ey h av e f i n i sh ed .
Mon i t or t h at t h ey u se a v ar i et y of ex pr essi on s wi t h
g er u n d s an d n o t
j u st
/ i k e + n o u n . Af t er t h e p ai r w o r k
ask o n e o r t w o p ai r s t o su m u p w h at t h ey h av e i n
co mmo n . Ch eck t h at t h ey u se t h e f i r st p er so n p l u r al
( We bot h pl ay l i k e. . . ) f or t h e f eedback .
p St u O. n t s h av e en cou n t er ed a l ot of v ocabu t ar y i n t h i s
l esson . Th i s act i v i t y g i v es t h em an op p or t u n i t y t o r ecal l
some of i t . Ask st u d en t s t o w or k w i t h a p ar t n er an d
mak e a l i st of as man y act i v i t i es as t h ey can r ememb er
f r om t h e Goog l e sear ch l i st on SB p ag e L6 . Gi v e a t i me
Teamwor l < 2
l i mi t , t h en qu i ck t y f i n d ou t wh i ch pai r h as r emember ed
t h e most act i v i t i es.
St u den t s cou l d wr i t e a f ew l i n es f or t h ei r CV t o
d escr i b e w h at t h ey d o i n t h ei r l ei su r e t i me. Th i s co u l d
be a h omewor k act i v i t v .
Lei sur e i nt er est s:
WORKBOOK' " ' p Pag es B- 1 0 .
Woman Tr opi cal f i sh?
Man Yeah. I ' d l i ke t o have some
pi r anhas.
Woman Pi r anhas?
Man Wel l , t hey say a hundr ed pi r anhas can eat a
hor sc i n l ess t han f i ve mi nut es!
Woman Oh!
Man I ' m not sur e i f t l ' r at i ncl udes t he r i der or not . . .
E
7 5 St u d en t s l i st en ag ai n f or w h at t h e w oman
l i k es an d d i st i k es.
7 5
Key
6 i e
St u d en t s t i st en ag ai n an d an sw er q u est i on s.
1 He can' t st and f oot bal l . 2 Because t he woman' s
husband pl ays gol f and she goes hor se r i di ng. ( l t ' s a
j oke. ) 3 He' s i nt er est ed i n t r opi cal f i sh
/ pi r anhas.
f i
St u Oen t s b u i t d t h ei r v ocab u l ar y b y d oi n g t h i s mat ch i n g
act i vi t v.
Key
1 c 2 a ) d 4 b
! l
Vocabul ar y pr act i ce " ' " p SB Page 96, Exer ci se 5.
Key
1 S 2 N ] N 4 S 5 N 6 S
76 St u den t s l i st en an d r epeat t h e sen t en ces.
Th ey u n der l i n e t h e wor d t h at ' s st r essed.
Kev
KE
1 6 2
l | t ' s gl ea f un! 2
4 l can' t st and i t l
I ' d l ov e t o h av e a go! 3 I h at e i t !
5 I ' m h o p el ess at i t !
Lesso n 3. !
Compar i ng of f er s
Co mp ar at i v es o s. . . as
Qu o t es
an d o r d er s
3
choi ces
PRE- TEACHI NG
El i c i t w h a t st u d e n t s a l r e a d y k n o w a b o u t t h e
c o mp a r a t i v e , u si n g t h i n g s i n t h e c l a ssr o o m: l s t h i s
t abl e l onger / wi der t han t h s one? l s t hi s wi ndow as
b i g as t h at on e? You cou l d al so u se p h ot os of f amou s
p eop l e cu t ou t of mag azi n es. / s ( f i l m
st a) mor e
beaut i f ul t han ( f l l m st a) ? So you t hi nk she' s l ess
beaut i f ul t han ( name) ? l s t hi s
( house)
t he some as
t h at
( h ou se) 7
Wr i t e ex amp t es on t h e b oar d an d el i ci t
t h e p at t er n f or t h e f or mat i on of t h e comp ar at i v e
( ad j ect i v e +
- cr
f or on e sy l l ab t e, mor e/ l ess + ad j ect i v e
f o r mo r e t h a n o n e sy t t a b l e ) . El c i t a l so t h e u se o f t h a n
t o comp ar e t w o t h i n g s an d os . . . as w h en t w o t h i n g s
a r e t h e sa me .
Ex p an d t h e u se of comp ar at i v es t o t h e t op i c of
sh o p p i n g a s a l e a d n t o t h e l e sso n t h e me o f o n l i n e
shoppi ng. Ask: l s ( name of super mar ket ) cheaper t han
( name
of super mor ket ) ? l s pet r ol mor e expensi ve at
( name
of super mar ket ) t han at ( name
of super mar ket ) ?
f f i
n sf st u d en t s a f ew g en er al q u est i on s ab ou t sh op p i n g :
Do you l i ke shoppi ng? Wher e do you go shoppi ng
f or
cl ot hes/ f ood? When do you go shoppi ng? l nLr oduce t he
t o p i c o f o n l i n e sh o p p i n g . Ta t k b r i e f l y a b o u t y o u r o w n
e x p e r e n c e s o f o n l n e sh o p p i n g , b e f o r e st u d e n t s t a l k i n
p ai r s ab ou t i t . Th en st u d en t s f eed p oi n t s f r om t h ei r
p ai r w or k i n t o a cl ass d i scu ssi on . Wr i t e t h em on t h e
b o a r d u n d e r h e a d i n g s:
Pur chases onl i ne
Pr oduct s you never buy onl i ne
Adva nt a g e s/ D i sadv a n t ag e s
f f i
f ocu s on t h e ar t i ct e an d ex p l ai n t h at t h e t i t l e i s
mi ssi n g . Poi n t ou t t h e ch oi ce of t h r ee t i t l es f or t h e
ar t i cl e. Th en st u d en t s r ead t h e ar t i cl e an d ch oose w h at
t h ey t h i n k i s t h e b est of t h r ee t t l es. Read t h e ar t cl e
an d t h e t i t l es w i t h w eak er st u d en t s an d g i v e su p p or t
w i t h u n k n ow n v ocab u l ar y . Ask f or or al f eed b ack an d
ex p ect st r on g er st u d en t s t o g i v e r eason s f or t h ei r
ch o ce. Ch eck w h et h er ev er y b od y ag r ees or n ot an d
ask t h em t o g i v e t h ei r r eason s. A[ t er n at v e[ y , w t h
weak er st u den t s, t h ey may f i n d t easi er t o access t h e
t ex t an d n ew v ocabu l ar y u si n g t h e cu t - u p t ex t on
Reso u r ce sh eet 3 . 1 .
Key
Best t i t l e: c
RESOURCE SHEET 3 . 7 " , v Pag e 9 4 .
Use Reso u r ce sh eet 3 . 1 t o h el p w eak er st u d en t s
access t h e ar t i cl e i n 1 b mo r e easi l y . Di v i d e t h e cl ass
i n t o p ai r s o r smal l g r o u p s an d g i v e a set o f t h e cu t - u p
st r p s w t h t h e t ex t o n t o each p ai r o r g r o u p . Read
ou t t h e ar t i cl e f i r st bef or e st u den t s r econ st r u ct i t . Set
a t en - mi n u t e d ead l i n e o r y o u mi g h t mak e t h e act i v i t y
compet i t i v e by of f er i n g a
' pr i ze'
f or t h e f i r st gr ou p or
p ai r t o co mp l et e t h e t ask .
Read t h r ou gh t h e ph r ases wi t h t h e cl ass an d ch eck
t h ey u n d er st an d t h em. Th en ask st u d en t s t o f i t t i n t h e
gaps wi t h wor ds f r om t h e t ex t . St u den t s cou l d ch eck
t h ei r an swer s wi t h a par t n er f i r st bef or e f eedi n g back
an swer s or al l y i n cl ass. Pay par t i cu l ar at t en t i on t o t h e
st r ess on del i ver y, i ncl uded and di scount .
Kry
1 del i ver y char ges 2 i ncl uded I save 4 qual i t y
5 pl ace 6 di scount 7 goods
Key
1 T 2
- t {
i n d e p e n d e n t l y o r i n
t h e cl ass.
f f i
St u Oen t s r ead t h e ar t i cl e agai n f or t h i s compr eh en si on
act v t y , an d d eci d e i f t h e sen t en ces ar e t r u e or f al se.
F ] T 4 F 5 T
f f i
' . ' l
SB Page 97, Exer ci se L.
Key
1 b 2 e 3 a 4 g 5 d 6 c
f f i
f f r i s exer ci se pr ovi des mor e pr act i ce at f or mi ng
comp ar at i v e f or ms. St u d en t s d o i t
p ai r s an d t h en f eed b ack or al l y t o
Kev
1 f ast er 2 l ess expensi ve 3 much 4 as easy as
5 as bi g as
Comp ar at i v es
Wr i t e a l i st o f sh o r t a n d l o n g a d j e c t i v e s o n t h e
b o a r d a n d a sk h o w ma n y sy l l a b l e s t h e r e a r e i n
e a c h . Ca l l o u t so me o t h e r a d j e c t i v e s
( e . g .
l o w ,
di f f i cul t , b g, danger ous, et c. ) and ask i f you
i n ak e t h e comp ar at i v e w i t h
- er
or mor e. Poi n t ou t
t h at , al t h ou g h t h er e ar e t w o f or ms f or p osi t i v e
comp ar at i v es
( - er
an d mor e) , f or n eg at i v e
c o mp a r a t i v e s / e ss i s u se d w i t h b o t h l o n g a n d
sh or t ad j ect i v es ( e. g . / ess ch eap , I ess ex p en si v e) .
The
i s:
The
Rei er st u den t s t o t h e Gr ammar r ef er en ce f or a f u [ [
ex p i an at i o n an d n o t es o n t w o - sy t t ab l e ad j ect i v es.
ABe
su r e t o mo n i t o r st u d en t s' u se o f / ess w i t h
compar at i v es. I n En gt i sh we of t en u se an
ad j ect i v e w i t h an o p p o si t e mean i n g , r at h er t h an
/ ess, esp eci al l y w h en sp eak i n g . Th e co mmo n
opposi t e of :
st or e was busi er t han usual .
st or e was aui et er t han usual .
Ct ar i f y t h at w h en w e say t h at t w o t h i n g s ar e t h e
same
( or n ot t h e same) w e u se
( n ot ) as . . . as.
' . . p
SB Pa g e 1 0 6 , Se c t i o n 2 . 1
Choi ces
3
Li onet Yes, but sur el y we don' t want j ust anot her
' moder n' vacuum
cl eaner , t hat ' s t he same as
al l t he ot her pr oduct s we sel l ? We need
somet hi ng di f f er ent . OK, t he Aer osaur us i s
mor e expensi ve. But i t ' s df f i r ent . . . And
Sunt r a i s maki ng a good of f er . Look
-
t wel ve
per cent di scount
-
Gi l d i s onl y of f er i ng f i ve
per cent . Sunt r a i s of f er i ng cheaper del i ver y,
as r vel l . We can make a bi gger pr of i t mar gi n.
Mar i l yn We can makc a bi gger mar gi n, but we can
onl y make a good pr of i t i f we sel l cnough
vacul l m cl eaner s. How nl any of t hese
Aer o. . . sau r u ses can w e sel l ? I mean , l ook at
i t . I t l ooks l i ke a di nosaur !
Li onel Of cour se i t does! That ' s why peopl e wi l l l ove
i t l
l u st
l i st en t o i t !
1 8 St u d en t s l i st en an d r ep eat t w o sen t en ces.
Focu s t h ei r at t en t i on on t h e r ed u ced f or ms of t h an
/ ar d
an d os
/ az/
. Pr act i se w i t h ot h er ex amp l es, i f
necessar v.
f f i
cot t l MuNr cATr oN PRACTTCE 7" " ' p SB Page 80.
Di v i d e t h e c l a ss i n t o p a i r s a n d e x p l a i n t h a t t h e y n e e d
t o b u y n ew car p et s f or t h ei r of f i ces. Poi n t t o t h e
i n f o r ma t i o n a b o u t t h e q u o t e s f r o m t h e t h r e e
su p p l i e r s. De mo n st r a t e a n e x c h a n g e w i t h a st u d e n t ,
so t h a t st u d e n t s u n d e r st a n d t h e y sh o u l d u se
comp ar at i v es f or t h i s act i v i t y . Th ey comp ar e an d
d i scu ss t h e q u ot es an d t h en ch oose t h e b est of f er .
Fi n al l y , ask p ai r s r ou n d t h e cl ass t o say w h at t h ey
ch ose an d g i v e t h e r eason s w h y .
St u d en t s h av e t h e op p or t u n i t y t o p er son al i se t h e
l an g u ag e of t h e l esson b y comp ar i n g w i t h a p ar t n er t h e
p r i c e a n d q u a l i t y o f p a i r s o f c o mp e t i n g p r o d u c t s a n d
st or es t h ey b ot h k n ow . Ask st r on g er p ai r s t o f eed b ack
t o t h e w h ol e cl ass af t er t h e p ai r w or k ex ch an g e.
OPTI ONAL ACTI VI TI ES
.
l f y o u h a v e a g o o d su p p l y o f a u t h e n t i c En g l i sh
r ead i n g mat er i al , st u d en t s cou l d d o a sear ch f or
comp ar at i v es i n ad v er t s i n mag azi n es an d
n ew sp ap er s an d mak e a cl assr oom d i sp l ay f r om
t h e m .
o
St u d en t s cou l d d o some d i ct i on ar y w or k t o ex p an d
t h ei r ad j ect i v e b ase
( e. g . g r ou p op p osi t es t og et h er )
an d con sol i d at e comp ar at i v es at t h e same t i me.
St u d en t s cou l d
' t est '
a
p ar t n er
or t h e r est of t h e
cl ass on t h e l i st s t h ey d r aw u p .
o
St u d en t s cou l d w r i t e t h ei r ow n
i u mb t ed
ad j ect i v es
f or ot h er st u d en t s t o sot v e, w i t h a cl u e or a
d ef i n i t i on t o h el p , i f n ecessar y e. g . :
psei xenve l t cost s a l ot of money.
( Answer :
expens ve)
@
Cr u r r ar pr act i ce
" ' . p SB Page 97, Ex er ci se 2.
Li on el
Mar i l y n
Li on el
Mar i l y n
Key
1 cheaper 2 mor e expensi ve 3 as cheap as
4 bet t er , qui cker 5 wor se 6 l ess di f f i cul t
! l
Ex pt ai n t h at Vacscape i s an on l i n e st or e wh i ch set t s
v acu u m cl ean er s
( mi me) . Read t h r ou gh t h e t wo qu ot es
f r om su ppl i er s an d cl ar i f y t h e k ey v ocabu l ar y bef or e
st u den t s wor k wi t h a par t n er t o compar e t h em, u si n g
t h e adj ect i v es gi v en . St u den t s pr esen t t h ei r
r ecommen dat i on s an d r eason s t o t h e cl ass.
E
77 Ex pl ai n t h at Mar i t y n Casey an d Li on el
Wi l mi n gt on ar e t wo man ager s f r om Vacscape. com, wh o
a r e d i sc u ssi n g t h e q u o t e s a n d l o o k i n g a t sa mp l e s o f
t h e p r od u ct s. Read t h e q u est i on s w i t h t h e ct ass an d
t h en p l ay t h e r ecor d i n g f or st u d en t s t o l i st en an d
an sw er t h em. Ch eck t h e an sw er s or al l v w i t h t h e cl ass.
Key
I They ar e bot h t op qual i t y pr oduct s. 2 One l ooks
l i ke somet hi ng f r om t he 1960s. The ot her one has
moder n l ook. 3 She t hi nks t hat peopl e don' t want
a vacuum cl eaner t hat l ooks 40 year s ol d.
4 He t hi nks i t ' s di f f er ent and t hat peopl e wi l l l ove i t .
Transcript
Li onel Mar i l yn, t hese ar e bot h t op qual i t y pr oduct s!
The qual i t y' s t he san1e.
Mar i l yn I know. But t hey don' t l ook t he same. The one
f r om Gi l d l ooks l i ke a moder n vacuum
cl ean er . Th i s Aer o . . .
Aer osaur us.
Yeah. I t l ooks l i ke somet hi ng f r om t he 1960s.
Wel l of cour se i t does. I t ' s a r et r o l ook.
I knol v, but what do r nost cust omer s want ?
Do t hey want t o pay a r easonabl e pr i ce f or a
moder n vacuum cl eaner , or pay mor e f or
somet hi ng t hat l ooks f or t y year s ol d?
Lesso n 3. 2
Di scu ssi n g r equ i r emen t s
Su p er l at i v es
Ne e d s a n a l y si s
Su p er l at i v es
Po i n t o u t t h a t t h e p a t t e r n f o r ma k i n g su p e r l a t i v e
f o r ms f o l l o w s si mi l a r r u l e s t o t h e c o mp a r a t i v e
f or ms. Sh or t ad j ect i v es u se f h e +
- est
an d [ on g
ad j ect v es u se h e + moSt . l n t h e n eg at i v e f or m
t h ey al l u se t h e + l east . For mor e d et ai l s on
su p er l at i v e f or ms f or t w o- sy t t ab l e ad j ect i v es, r ef er
st u d e n t s t o t h e Gr a mma r r e f e r e n c e .
Gr a mma r r e f e r e n c e SB Pa g e 1 0 6 , Se c t i o n
PRE- TEACHI NG
Br i n g i n p h o t o s f r o m ma g a zi n e s w h i c h h a v e se t s o f
t h r e e o r mo r e o b j e c t s o r p e o p l e , t o r e v i se t h e
c o mp a r a t i v e a n d p r e se n t a n d p r a c t i se t h e su p e r l a t i v e .
Ask q u est i on s su ch as: How man y p eop l e or e t h er e
her e? l s t hi s man ol der t han t hi s man? Who i s t he
youngest woman i n t hi s gr oup? Do you l i ke t hese
car s? l s t hi s one mor e expensi ve t han t hat one?
Whi ch s t he most expensi ve?
Sw i t ch t o t h e t op i c of of f i ces, t o i n t r od u ce t h e t h eme of
t he l esson. Ask: l s your of f l ce qui t e b g? l s i t b gger or
smal l er t han your boss' s of f i ce? Who has t he bi ggest /
best of f i ce i n your company? et c.
Re a d o u t t h e q u e st i o n s a n d t h e n a sk t h e m t o d i sc u ss
t h em w i t h a p ar t n er , b ef or e f eed i n g t h ei r an sw er s b ack
t o t h e cl ass. Wr i t e st u d en t s' su g g est i on s on t h e b oar d
u n d er t h e h ead i n g s: | i k es an d Di sl k es.
What do you t h nk i s
wor l d?
I t hi nk t he best
j ob
i n
( a
f i l m
st a) .
f f i
. . " >
Key
t t he most advanced Z t hewor st I t he l east
expensi ve + t he most moder n 5 t he best
6 t he ni cest
f f i
r o' or al pr act i ce of su per l at i v es, st u den t s wor k n pa r s,
t ak i n g i t i n t u r n s t o mak e qu est i on s u si n g t h e pr ompt s,
an d an swer t h e qu est i on s. Demon st r at e t h e t ask wi t h a
st r on ger st u den t bef or e st u den t s wor k wi t h a par t n er .
Teacher
St udent
t he best
j ob
i n t he
t he wor l d s t o be
St u d en t s w or k w i t h a p ar t n er t o mak e a l i st of t h e
eq u i p men t an d r ooms/ ar eas p eop l e n eed i n of f i ces.
Th ey t h en f eed b ack t o t h e cl ass. Wr i t e u p t h ei r
su g g est i on s u n d er t h e h ead i n g s Eq u i p men t an d
Rooms/ Ar eas. Nu mb er each su g g est i on .
7 9 Poi n t t o t h e p h ot o an d t et [ st u d en t s t h at i t ' s
St ev e Si mp son , an ar ch i t ect . St u d en t s [ i st en t o St ev e
t al k i n g ab ou t t h e r eq u i r emen t s f or d esi g n i n g of f i ces.
Th ey t i ck t h e t h i n g s on t h ei r l i st s t h at h e t al k s ab ou t
a n d ma k e a n o t e o f a n y o t h e r t h i n g s h e me n t i o n s.
Transcript
I nt er vi ewer So, when you desi gn an of f i ce, r vher e do
y ou st ar t ?
St eve Wel l , t he f i r st quest i on i s, how much
space do you need? And t hat ' s one of t he
most di f f i cul t quest i ons, somet i mes,
because f or most peopl e, i t ' s di f f i cul t t o
say, oh I need . . . f i f t een squar c r net r es,
f or exar npl e. So yot r have t o l ook at what
peopl e need t o do i n t he of f i ce, l ook at
what equi pment t hey need
-
you knou' ,
most peopl e need a phone, a comput er ,
u m . . . a d esk ! Th en t h er e' s sh ar ed
eq u i p r n en t . . . . y ou n or mal l y h av e a r oom
wi t h a phot ocopi cr , pr i nt er s . . . a f ax
machi ne, possi bl y.
I nt er vi ewer A cof f ce machi ne.
f f i
St r aen t s wor k wi t h a par t n er t o di scu ss opi n i on s abou t
of f i ces. Th ey t h en f eed back on wh i ch opi n i on s t h ey
agr ee/ di sagr ee wi t h . Ask st u den t s t o gi v e r eason s f or
t h e i r o p n o n s.
f f i
eoi n t t o t h e ph ot os of t h r ee of f i ces an d et i ci t st u den t s'
r eact i on s. St u den t s t h en mat ch t h em t o t h r ee
compan i es l i st ed. Ask st u den t s i f t h ey k n ow an y t h i n g
ab o u t t h ese co mp an i es.
Kry
1 b 2 c 3 a
f f i
u on a cl ass d scu ss on t o f i n d wh ch of f i ce st u den t s
*
wou l d most / t east l i k e t o wor k i n . Ask on e st u den t t o
act as secr et ar y an d wr i t e u p t h ei r r eason s on t h e
boar d as t h ey di scu ss.
W
Read t h r ou gh t h e t en descr i pt i on s of of f i ces an d ct ar i f u
an y u n k n o w n l an g u ag e. St u d en t s can d o t h e mat ch i n g
act v t y i n d v du al l y , t h en compar e t h e r an swer s i n
pai r s. Fi n al l y , h ol d cl ass f eedback an d see i f a
con sen su s can be r each ed or n ot .
St eve Oh, a cof f ee machi ne i s essent i al ! I t ' s
i mpor t ant wher e yol l put i t . Do you put i t
i n a cor r i dor , wi t h no r vi ndows . . . or next
t o t he t oi l et s . . . You know, so peopl e have
shor t cof f ee br eaks. Or do you have a ni ce
cof f ee ar ea, w i t h seat s . . . b i g w i n d ow s . . . ?
Dayl i ght
-
t hat ' s a bi s consi der at i on.
Li ght ' s ext r emel y i r npor t ant .
So you want bi g wi ndows, i f possi bl e.
Yeah, you usual l y want a l ot of l i ght .
What do you t hi nk r > f open- pl an of f i ces?
Do you hke t hat sor t of desi gn?
Wel l , an open- pl an of f i cc i sn' t r eal l y a
d esi g n , i s i t ? l t ' s j u st a b i g r oom, Lt m . . .
But we' r e t al ki ng about t he r equi r ement s
f or of f i ces, and t he nr ost i mpor t ant
qucst i on i s money. You know, cost i s
al ways t he bi ggest pr obl em. At t he end of
t he day, wal l s cost money. I f t hey' r e not an
essent i al r equi r ement , t hen why have
t l ' r en- r ? Wi t h anyt hi ng t hat cost s money,
cl i ent s al ways ask, i s i t r eal l y necessar y?
Of f i ces ar e expensi ve, even i f you onl y
have what ' s i n t he r egul at i ons
-
what ' s
compul sor y. So, i f sor r r et hi ng' s an
op t i on al ex t r a . . .
1 9 Read t h r ou g h t h e sen t en ces w i t h t h e cl ass
an d st u d en t s t h en l i st en ag ai n an d d eci d e i f t h ey ar e
t r ue or f al se.
Kq
1 F Z T ] F
@
St u aen t s t h en f i l t i n t h e gaps i n sen t en ces f r om t h e
con v er sat i on t o con sol i dat e t h e k ey adj ect i v es.
20 St u den t s t h en l i st en an d ch eck t h ei r
answer s.
Kr y
t di f f i cul t 2 possi bl e 3 i mpor t ant 4 essent i al
5 necessar y 6 compul sor y
$
. " . p
Kq
1 f 2 c ) a 4 e 5 b 6 d
RESOURCE SHEET 3 . 2 " ' " v Pag e 9 5 .
To co n so l i d at e l an g u ag e f o r d escr i b i n g o f f i ce n eed s,
u se Reso u r ce sh eet 3 . 2 . Di v i d e st u d en t s i n t o p ai r s
o r smal l g r o u p s an d g i v e each p ai r o r g r o u p a set
o f t h e cu t - o u t car d s. St u d en t s mak e sen t en ces w i t h
t h e cu t - u p car ds ( t h er e
ar e t h r ee t ex t car ds t o each
sen t en ce) . Demo n st r at e o n e w i t h t h e cl ass i f
n ecessar y bef or e t h ey wor k i n depen den t l y . St u den t s
r ead ou t t h ei r sen t en ces t o t h e gr ou p af t er war ds.
I nt er vi ewer
St eve
l nt er vi ewer
St eve
Ch oi ces
3
f f i
conaMUNt cATt oN
pRAcncE
B. ' " 3 sB
page
80.
Di v i d e t h e cl ass i n t o p ai r s. St u d en t s [ ool < at a l i st of
p ossi b l e f aci l i t i es f or a n ew of f i ce an d d i scu ss w h i ch
t h ey t h i n k ar e t h e most / l east i mp or t an t . Th ey mu st
r e a c h d e c i si o n s a n d n u mb e r t h e i t e ms o n t h e l i st i n
o r d e r o f i mp o r t a n c e . Wh e n t h e y h a v e d e c i d e d o n t h e
o r d e r , a sl ( e a c h p a i r t o
j o i n
u p w i t h a n o t h e r p a i r a n d
c o mp a r e t h e i r [ i st s, e x p l a i n i n g a n d
j u st i f r Ti n g
t h e i r
ch oi ces.
f f i
St u Oen t s do t h i s per son al i sat i on act i v i t y i n pai r s. On e
st u d e n t a sk s t h e o t h e r a b o u t t h e p r o b l e ms w i t h h i s/ h e r
p r esen t of f i ce/ w or k p l ace, or an i mag i n ar y of f i ce, an d
w h at h ei sh e w ou l d l i k e i n a n ew
' i d eat '
of f i ce. At t h e
e n d , t h e y c h a n g e r o l e s.
Lesso n 3. 3
Descr i bi n g pt aces
Lo c a t i o n a n d g e o g r a p h y Tr a v e I r e c o mme n d a t i o n s
f f i
St u aen t s r ead t h e qu est i on i n t h e r u br i c. Th en r ead t h e
f i r st par agr aph of t h e ar t i cl e wi t h t h e cl ass.
Kq
Vl adi Pr i vat e I sl ands i s an i sl and r eal - est at e agency.
Ch eck st u den t s' compr eh en si on of t h e wor ds i n t h e
box . l f t h er e ar e wor ds t h at t h ey ar en ' t su r e ol ask i f
ot h er st u den t s can gi v e an ex ampl e or def i n i t i on of t h e
u n f ami l i ar wor d, t o ex pl ai n t . Th en st u den t s r ead t h e
r est of t h e ar t i cl e an d f i t l i n t h e gaps.
Key
1 i sl ands 2 Ocean J coast 4 t r opi cal S l ake
6 f or est s 7 beaches 8 cl i mat es
PRE. TEACHI NG
Ask q u est i o n s ab o u t st u d en t s' ex p er i en ce o f
geogr aphy. Do you l i ke geogr aphy? Do you r ead
t r avel books or magozi nes about ot her count r i es? Do
you have mops on your comput er ? Do you have a
sat el l i t e r out e
f i nder
i n your car ? Do you r ead gui de
books about o t own or count r y bef or e you t r avel ?
f f i
St r aen t s di scu ss i n cl ass wh er e t h ey wou l d l i k e t o
h av e a h o t i d ay h o me. Th i s i s a g o o d o p p o r t u n i t y t o
r ev i se cou n t r i es an d compass poi n t s. l t wou l d be
u sef u l t o h av e a wor l d map av ai l abl e f or st u den t s
t o r ef er t o.
Th e c o n c e p t o f a h o t i d a y h o me i n o n e ' s o w n
c o u n t r y i s v e r y c o mmo n i n Fr a n c e a n d Ru ssi a
a n d a n i n c r e a si n g n u mb e r o f o t h e r Eu r o p e a n s a r e
b u y i n g h o l i d a y / r e t i r e me n t h o me s i n o t h e r c o u n t r i e s
w i t h w a r m c l i ma t e s. Fo r so me n a t i o n a l i t i e s,
h o w e v e r , t h e c o n c e p t o f a h o l i d a y h o me w i t t b e
l ess f ami l i ar .
Wi t h st r o n g e r st u d e n t s y o u mi g h t c o n si d e r t h e
a d v a n t a g e s a n d d i sa d v a n t a g e s o f h a v i n g a h o l i d a y
h o me i n t h e i r o w n c o u n t r y o r a b r o a d . Co l t a t e t h e i r
i d e a s u n d e r t h e t w o h e a d i n g s o n t h e b o a r d .
PRE. TEACHI NG
Use ma p s a n d ma g a zi n e p i c t u r e s t o p r e se n t a n d
p r a c t i se so me o f t h e n e w g e o g r a p h i c a l v o c a b u l a r y
of t he l esson ( l ake, mount ai n, sl and, oceon,
f or est ,
h emi sp h er e et c. ) . Al t er n at i v el y , y ou cou l d w r i t e u p
n a me s o f f a mo u s p l a c e s, j u mb l e d ,
o n t h e b o a r d a n d
a sk st u d e n t s t o so r t t h e m i n t o
p a i r s,
t h e n a sk w h a t
t h e p a i r s a r e :
Mount Ever est
/
The Mat t er hor n
( mount ai ns)
The Paci f i c
/
The At l ant i c ( oceans)
Af r i ca
/
Aust r al i a ( cont i nent s)
The Danube
/
The Amozon ( r i ver s)
Hawai i
/
Ber muda
( i sl ands)
The Med t er r anean
/
The Casp an
( seas)
The Sahar a
/
The Gobi
( deser t s)
Ti t i caca
/
Vi ct or i a
( l akes)
Teach i n g n ot es
f f i
Poi n t t o t h e ph ot o of t h e i sl an d an d ask f or st u den t s'
r eact i on s. Wou l d t h ey l i k e t o own t h i s i st an d? Th en ask
t h em t o di scu ss i n pai r s, wh er e t h ey wou l d l i k e t o h av e
a pr i v at e sl an d an d wh y . Af t er t h e pai r wor k , st u den t s
f eed back t o t h e cl ass. Col l at e t h e l ocat i on s an d t h e
r eason s on t h e boar d.
RESOURCE SHEET 3. 3
. ' " t
Page 96.
Yo u can u se Reso u r ce sh eet 3 . 3 t o co n so l i d at e t h e
g eo g r ap h i cal l an g u ag e. Di v i d e t h e cl ass i n t o p ai r s o r
smal l g r o u p s an d g i v e a co p y o f t h e q u i z t o each p ai r
or gr ou p. St u den t s t est each ot h er ' s geogr aph i cal
k n o w l ed g e. Ch eck st u d en t s' an sw er s w i t h t h e w h o l e
gr ou p af t er war ds.
Kq
L a 2 b 3 a 4 b 5 a 6 a 7 b 8 b
9 a 1 0 a
f f i
n ead t h r ou gh t h e r u br i c wi t h t h e cl ass an d ch eck
u n der st an di n g. Th en demon st r at e, descr i b n g a f ew
pl aces i n y ou r cou n t r y an d abr oad an d ask st u den t s
t o g u ess t h e n ames o f t h em. St u d en t s co n t i n u e t h e
act i v i t y i n pai r s. Mon i t or an d ch eck t h at t h ey t ak e i t
i n t u r n s t o descr i be an d gu ess.
Zt St u d en t s l i st en an d r ep eat t h e n ames of
p l aces f r om t h e ar t i cl e. Ask st u d en t s i f an y of t h e
p l aces ar e si mi l ar i n t h ei r l an g u ag e, b u t h av e a
d i f f er en t p r on u n ci at i on f r om En g l i sh .
2 2 Poi n t t o t h e p h ot o an d r ead t h r ou g h t h e
r u b r i c w i t h t h e ct ass. Ask st u d en t s t o say w h o t h e
p eop l e ar e, w h er e t h ey ar e an d w h at t h ey ' r e d oi n g .
Th en r ead t h r ou g h t h e q u est i on s w i t h t h e cl ass b ef or e
t h e y l i st e n a n d a n sw e r t h e m.
Kq
1 The beaches and t he weat her . 2 Wi nt er .
I l l e expl ai ns t hat you can have Chr i st mas di nner
on t he beach, because i t i s summer t her e.
a The Sout her n Al ps. 5 A l ot of peopl e r ent
camper vans t o t r avel ar ound.
Ch oi ces
3
Transcript
Car ol i ne So, what do you t hi nk of Hawai i ?
Al i st ai r Fant ast i c. The beaches ar e amazi ng. We' ve
got some good sr - r r f i ng beaches i n New
Zeal and, but her e i t ' s . . . wel l , t he weat her ' s a
l ot war mer , t hat ' s t he f i r st di f f er ence . . . at
t hi s t i me c' , f year , an\ . r yay.
Car ol i ne Of cour se, i t ' s wi nt er i n New Zeal and,
i sn' t i t ?
Al i st ai r Yeah. I t ' l l soon be spr i ng, t hough.
Car ol i ne I ' d l i ke t o go, act ual l y . . . maybe not t hi s year ,
but . . . possi bl y next year .
At i st ai r To New Zeal and?
Car ol i ne Yeah. What ' s t he best t i me of year t o vi si t ?
Al i st ai r Ear l y summer ' s ni ce. Lat e Deccmber , ear l y
Januar y.
And what ' s t he weat her l i ke?
Pr et t y hot , usual l y. You can have Chr i st mas
di nner on t he beach, no pr obl em! But t her e' s
a l ot mor e t o do t han
i ust
si t on a beach,
obvi ousl y.
Car ol i ne Oh, sur e. So, what ar e t he best pl aces t o see?
Al i st ai r The ni cest par t of t he count r y' s t he Sout h
I sl and, i n r ny opi ni on, anr yay. You go t o t he
mount ai ns t her e, t he Sout her n Al ps, and i t ' s
. . . oh , i t ' s b eau t i f u l .
Car ol i ne So, do you need a car , t o t r avel r ound?
Al i st ai r Yeah. Or you can r ent a camper van.
That ' s what a l ot of peopl e do. Ther e ar e
hundr eds of campsi t es, wher e you can . . . ,
you know, par k and . . .
Car ol i ne Yeah. Yeah.
Al i st ai r I know t hat ar ea pr et t y wel l , so . . .
Car ol i ne Can you r ecommend some campsi t es?
Al i st ai r Yeah, I can ei ve you some good addr esses.
Ther e' s one campsi t e, next t o a l ake . . .
@
St u Oen t s mat ch t h e qu est i on s an d an swer s f r om t h e
con v er sat i on t o con sol i dat e t h e l an gu age of ask i n g f or
an d g i v i n g r eco mmen d at o n s.
23 St u den t s t h en l i st en agai n an d ch eck t h ei r
an swer s. You cou l d r ef er t h em t o t h e t r an scr i pt on SB
page 116, t o gi v e t h em t h e oppor t u n i t y t o see t h e
wh ol e ex t en ded di al ogu e wh i l e y ou pl ay i t agai n .
Kq
1 c 2 a 3 e 4 d 5 b
St u d en t s co u l d p r act i se ask i n g an d an sw er i n g t h e
q u est i o n s f r o m 3 b i n p ai r s.
23 Pt ay t h e r ecor di n g f or st u den t s t o l i st en an d
r epeat . Focu s st u den t s' at t en t i on on t h e r edu ced v owel
sounds i n t o
/ t a/ ,
of
/ ev/
and can
l kanl .
Model mor e
ex ampl es, f r equ i r ed.
J ocean 4 mou n t ai n
f f i
comMUNr cATr oN PRACTTCE 9" " . b SB Page 80.
Car ol i ne
Al i st ai r
f f i
vocabul ar y pr act i ce
' " " }
SB Page 97, Exer c se 5.
Key
1 coast 2 n or t h er n
5 i sl and 6 f or est
Di v i d e t h e c l a ss i n t o p a i r s. Ex p l a i n t h a t t h e y a r e b o t h
v i si t i n g e a c h o t h e r ' s c o u n t r y o n b u si n e ss a n d t h a t
af t er w ar d s t h ey ar e t ak i n g a w eek ' s h ot i d ay t o see
so me o f t h e c o u n t r y . Th e y b o t h n e e d t o r e c o mme n d
t h r e e p l a c e s o f i n t e r e st f o r a t o u r i st . Gi v e t h e m t i me
b ef or e t h e r ol e p l ay st ar t s t o w or k ou t t h e t h r ee
i n t e r e st i n g p l a c e s t o r e c o mme n d . De mo n st r a t e a
c o n v e r sa t i o n w i t h a st u d e n t t o p r o v i d e a mo d e [ . Th e n
st u d e n t s d o t h e r o l e p l a y s a n d d e c i d e w h i c h p l a c e
t h e y ' d mo st l k e t o v s t . F n a l l y , a sk o n e o r t w o p a i r s
t o d o t h e r ol e p l ay s f or t h e cl ass.
f f i
n sf < st u den t s t o each t h i n k of a t ou r i st dest i n at i on , i n
t h ei r cou n t r y or abr oad, t h at t h ey wou l d r eal l y l i k e t o
v i si t . Th en ask t h em t o w o r k i n p ai r s, t ak i n g t u r n s t o
t et t t h ei r p ar t n er ab o u t t h e p l ace t h ey w o u l d l i k e t o
v s t , w h y t h ey w o u l d t i k e t o g o t h er e, an d w h at t h ey
wou l d h ope t o see an d do. For f eedback , ask some
st u den t s t o r epor t back t o t h e cl ass abou t t h ei r
par t n er ' s dr eam dest i n at i on .
Co p y o u t t h i s sh o r t e ma i l o n t o t h e b o a r d . St u d e n t s
w r i t e a r e p l y t o t h i s e ma i l . Th i s c o u l d b e a h o me w o r k
a s s i g n m e n t .
Hi ,
How ar e t h i n g s? | h op e y ou ' r e w el t . I w an t t o come
t o y ou r ci t y f or a sh or t v i si t n ex t y ear . Can y ou h el p
me? | h av e a f ew si mp l e q u est i on s. Wh at ' s t h e b est
t i me of t h e y ear t o come? Can y ou su g g est a f ew
p t aces f or me t o v i si t an d t h i n g s t o d o? Do I n eed
t o r ent a car ?
Al t t h e b est ,
Ri ch ar d
WORKBOOK
. " ' p
Pages 11, - 1. 3.
Na m e :
Test I
( uni t s
1- 3)
f f i
Fi t t i n t h e g ap s w i t h t h e cor r ect p r esen t f or m of b e.
1 | - To n y Pi t t a n d t h i s - - - - - - - - - - - - El e r i
So u t h l a n d . We - - - f r o m PH Pr o d u c t s.
2 - - . - . - - - - - Ma n d y Wr i g h t o n t h e t r a i n i n g c o u r se ?
3 Ph i t Li p ma n a n d Ge r r Y Ro se h e r e ?
4 y o u i n c h a r g e o f t h e d e Pa r t me n t ?
5 Wh e r e - t h e p h o t o c o Pi e r ?
6 - a l l v o u r f a c t o r i e s i n t h e UK?
W
Mak e n egat i v e sen t en ces.
1 I ' m an en g i n eer .
2 He' , s i n i l ; f f , . ; i " o; r .
3 Th ey ' r e l at e f or t h e meet i n g .
4 | w or k i n t h e Par i s of f i ce.
, i l i l ; . ; ; ; , i l ; ;
* ; ' , ;
; ; ; . *
, . i n. conr er ence.
She wr i t e, , . por t , ; ; i ; ; t ; ;
Compt et e t h e sen t en ce wi t h t h e cor r ect f or m of t h e
v er b i n br ack et s.
r Th ey - t h e d el i v er i es ev er y mo r n i n g .
( t o check)
He . - - - - - - - - - - f or t he head of f i ce.
( t o wor k)
No , | - - - - - - t r av el a l o t o n b u si n ess.
( t o t r avel )
We - - - - - a new st r at egy.
( t o have)
When t he conf er ence st ar t ?
( t o st ar t )
l s Dan n y - - - - - - - - - - wi t h y ou ? ( t o wor k )
Do t hey f or Panoi l ? ( t o wor k)
Ar e t hey
pr obl ems? ( t o have)
I en j oy - by pl an e. ( t o t r av el )
He l i kes .
( t o
i og)
f f i
Fi t t
1
2
3
4
5
6
7
i n t h e g ap s w i t h t h e cor r ect p r ep osi t i on .
I l ook - f or ei g n cu st omer s.
Sh e r ep or t s - - - - - - - - - - - t h e sal es d i r ect or .
He' s i n ch ar g e - t h e Lon d on of f i ce.
We ' r e r e sp o n si b l e - - - - - - - - - sa l e s i n Asi a .
I d e a l - a l l t h e d i f f i c u l t p r o b l e ms.
Wh a t d o t h e l e t t e r s LT D s t a n d . . - - . - . . . . ?
I a d v i se c u st o me r s . - - - - - - - - - - - - - - - t h e i n st a l l a t i o n
o f e q u i p m e n t .
A l s t h e p r o j e c t st i l l - sc h e d u l e ?
B Yes, w e' r e r u n n i n g a w eek l at e.
Co st s a r e $ 1 0 0 , 0 0 0
mo r e t h a n i n t h e p l a n .
We' r e wel l - - - - - - bu dget .
1 0 He' s g o o d - so l v i n g
Pr o b l ems.
Wr i t e sen t en ces wi t h t h e compar at i v e. Use t h e
adj ect i v es i n br ack et s.
r t h i s mobi l e ph on e
/
t h at on e
( + ch eap)
ffi
2 a Fer r ar i
/
For d ( +
f ast )
3 a f l at i n Li v er poot
/
f l at i n ' i l ; ; . , ^ p, e, , s , , )
W
4 my of f i ce /
my boss' s of f i ce
( : bi g)
Mak e sen t en ces w i t h t h e su p er l at i v e. Use t h e
adj ect i v es i n br ack et s.
r he
/
has
/
of f i ce . ( + ni ce)
' , n"
i
o.
/
i l ; ; ; ; .
i .
o, i n, ui r t )
3 cost
l
be
l
pr obl em .
( _ mpor t ant )
4 ' i , n i . i l
i n ' r
I
b e
/
so t u t i o n .
( +
' i ; ; ' ; ; ' ; ; ; , i ; ; t ' , * i r . / op, i on
( +
sood)
ffi
4
5
6
7
I
9
1 0
Bu si n ess St ar t - u p 2 Test L
PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
Name:
A
Mat ch t h e pai r s. Wr i t e a- h i n t h e box es.
1
L__]
What ' s t he weat her a an y t h i n g el se?
2
L_]
Can y ou r ecommen d b t eam pl ay er .
3
n
I ' m not ver y good
4
D
Woul d y ou l i k e
5
!
Co u l d l h a v e
g a g ood h ot el ?
h as h i s b oss.
Test 1,
I t ' s n ot t o f ar f r om t h e sea.
Wh a t ' s t h e w e a t h e r a s i n su mme r ?
Wh at ' s t h e g ood t i me of y ear t o v i si t Br azi l ?
Can y ou r ecommen d an y g ood p l aces st ay ?
rest t ot al
E I -l
c t h e b i l l , p l ease?
d l i k e i n Oct ob er ?
e t i me of y ear t o v i si t ?
7 3
7 4
7 5
7 6
E
6
L__]
He' s n ot as ex per i en ced f at sol v i n g pr obl ems.
,
!
what ' s t he best
8
!
Ni c k ' s a g o o d
Fi n d t h e mi st ak e i n each sen t en ce. Wr i t e t h e cor r ect
sen t en ce.
1 | ma n a g e t e a m o f f i v e t e c h n i c i a n s.
2 Wh c h d e p a r t me n t d o h e w o r k f o r ?
3 Wo u l d y o u l i k e t h i n g e l se t o d r i n k ?
4 We ' r e h e a d o f sc h e d u l e a n d u n d e r b u d g e t .
5 He' s n ot v er y g ood at mak e p r esen t at i on s.
6 | d on ' t st an d f oot b al t .
7 l ' m n ot i n t er est ed t o t h at .
I ' d l o v e t o h a v e a d o a t sc u b a d i v i n g .
l s t h e c o st o f d e l i v e r v i n c l u d e ?
Th i s q u o t e i s ma n y c h e a p e r .
Cou l d I h av e a ex t r a d esk i n my of f i ce, p l ease?
Fax mach i n es ar en ' t n ecessar v mor e.
1 0
1 7
12
PH0 T0 C0 PI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u p 2 Test
4 Experience
Lesson 4.1
Discussing past performance
too/enough
Students build up their vocabulary base with a gap-fill
activity based on the sentences from the recording.
24 Play the recording for students to listen and
check their answers.
Key
1 successful 2 much 3 complicated 4 low
Soften 6 dangerous
25 Students listen to Rob and make a list of
the adjectives he uses. The listening is short, so play
the recording more than once, to give students time
to write down all the adjectives.
Key
Because the bicycle is a very successful invention.
PRE-TEACHING
Recycle and practise the past simple of be in the
context of days, dates and weather. Ask questions:
What day was it yesterday? What was the date? etc.
Students discuss the sentence and say whether they
agree or not. This could be done in pairs first and
then as a class discussion. Ask for examples of
'simple' inventions.
Students work with a partner and discuss why the
bicycle was a successful invention. They should list its
advantages/disadvantages to feed back to the class.
24 Point to the photo of Rob Marte! and read
the rubric with the class. Play the recording for
students to listen and answer the question.
Transcript
Rob
Woman 1
Rob
Man
Rob
Woman 1
Rob
Woman 2
Rob
Man
Rob
Woman 1
Rob
So. to start with, I want to talk about ... the
bicycle - a very successful invention. Any
ideas why? What are the main advantages
of bikes?
They don't cost much.
OK.
They're not complicated.
They're easy to use, yeah.
Not too easy when you're going uphill!
No, that's true. Let's say 'simple'.
Running costs are low.
OK, yeah. Very cheap to run.
They don't often break down.
Yeah. Reliable.
They're safe. Well ...
They're not too dangerous. OK. So, a
successful invention, for all those reasons.
And, with modern bikes, we have a good
example of using the latest materials for a
design that's over a hundred years old.
Key
cheap, simple, economical, efficient, reliable, safe
Transcript
So, to sum up, then. \Vhy are bicycles popular? They're
cheap, simple, economical and efficient, reliable and
safe. Now, that checklist is the same, no matter what sort
of .. ,
Vocabulary practice ... ) SB Page 97, Exercise 1.
Key
Id 2c 3g 4a Sf6b 7e
PRETEACHING
Ask: What products are/were very popular in your
country? What products does everybody buy/want
to buy? to introduce success/flop. Have students
brainstorm on very successful products and products
that have failed.
Point to the photo of the Sinclair C5 and see if
students know what it is. Ask if it looks useful.
Students then read the text to find out if the C5 was
a success. With weaker groups, do this with the class.
Key
No, the Sinclair CS was a failure.
Students then consolidate the past simple of be. They
need to refer to information in the text.
Key
1 was 2 wasn't 3 were 4 weren't
be: past simple
Point out that there are only two positive forms
of the verb be in the past (was/were) and only
two negative forms (wasn't/weren't).
Grammar reference ... > SB Page 108, Section
4.1.1.
Teaching notes
@
Cr a* mar pr act i ce
" . . p SB Page 98, Ex er ci se 2.
Kr y
I Was, was 2 Wer e, wer e 3 Was, wasn' t , wer e
4 Wer e, wer en' t , wer e
PRE. TEACHI NG
Pr esent t oof enough by aski ng quest i ons:
Teacher Can I car r y my of f i ce comput er i n t hi s bag?
No, t he comput er i s . . .
St udent . . . t oo bi g/ heavy.
Teacher Can I car r y a l apt op i n t hi s bag? Yes, a
l apt op i s . . .
St udent . . . smal l / l i ght enough.
Al t er n at i v el y , y ou can u se Resou r ce sh eet 4 . 1 t o
pr esent and pr act i se t oo/ enough.
RESOURCE SHEET 4 . 1
' " . Y
Pag e 9 7 .
Use t h e p i ct u r e on Resou r ce sh eet 4 . 1 t o et i ci t
sent ences wi t h t oo/ enough. Go t hr ough t he pi ct ur e wi t h
t h e w h ol e cl ass, el i ci t i n g sen t en ces. Mod el con t r ast i n g
sen t en ces an d h av e st u d en t s r ep eat t h em, e. g . :
Teacher The of f i ce i s t oo smal l
f or
t hr ee peopl e.
I t ' s not bi g enough
f or
t hr ee peopl e.
On ce st u d en t s ar e con f i d en t , t h ey con t i n u e i n p ai r s,
t ak i n g t u r n s t o mak e sen t en ces ab ou t t h e p i ct u r e,
u si n g f oo or en ou g h .
@
St u Oen t s w or k w i t h a p ar t n er an d t ak e i t i n t u r n s t o
-
a sk a n d a n sw e r
q u e st i o n s
a b o u t t h e Si n c l a i r C5 u si n g
t h e p r omp t s i n t h e b ook . St r on g er st u d en t s cou l d d o
t h e ex er ci se i n f r on t of t h e cl ass af t er t h e
p ai r w or k .
Th i s act i v i t y con sol i d at es t h e p osi t i v e an d n eg at i v e
f or ms of be i n t he past and how we use t oo/ enough.
Kr y
I was 2 smal l I wasn' t 4 smal l 5 l i t t l e
Ex per i en ce 4
f f i f f i
St uO. nt s t hen wor k wi t h a par t ner t o sum up why t hey
*
t h i n k t h e Si n cl ai r C5 w as a f l op . Col l at e t h e r esu l t s of
t h e
p ai r
w or k on t h e b oar d af t er a cl ass d i scu ssi on .
Encour age st udent s t o use t oo/ enough.
2 6 St u d en t s t i st en t o Rob Mar t el an d l i st h i s
r eason s w h y t h e Si n ct ai r C5 w as a f l op . Th ey cou l d
t h en comp ar e t h ei r i d eas f r om 2 h w i t h h i s, t o see h ow
man y w er e t h e same.
Key
t oo smal l , t oo l ow di f f i cul t f or ot her dr i ver s t o see
you, qui t e danger ous, wat er spl ashi ng f r om ot her car s,
t he bat t er y was heavy, bat t er y wasn' t ver y power f ul
Transcript
Ther e wer e l ot s of pr obl en' r s wi t h t he Si ncl ai r C5. The
bi ggest pr obl em, I t hi nk, was . . . i t was t oo smal l , and
especi al l y, t oo l ow. Because i t was so l ow, i t r vas di f f i cul t f or
ot her dr i ver s t o see you. I t was act ual l y qui t e danger ous.
And, obvi ousl y, i f you' r e ver y l ow and i t ' s r ai ni ng, t hen
t her e' s wat er spl ashi ng on you f r on' r car s. And t hen t her e
was t he bat t er y. I t was heavy. I t wasn' t ver y power f ul ,
ever y ni ght you had t o r echar se i t . I mean, f or get i t !
f f i
CO I MUNI CATI ON PRACTI CE 70' . . v SB Pages 81
a n d 8 9 .
Gi v e t h em t i me t o l ook at t h ei r d i f f er en t p ag es. Say
t h at t h e t w o p r od u ct s w er e comp l et e f l op s l ast y ear .
Tel l st u d en t A t o l ook at t h e i n f or mat i on ab ou t p r od u ct
A an d t r y t o g u ess w h y i t w asn ' t su ccessf u t . Emp h asi se
t hat he/ she shoul d use t oo/ enough. Tel l St udent B
t o r ef er t o t h e i n f or mat i on on h i s/ h er p ag e ab ou t w h y
p r od u ct A w as a f l op an d t el t St u d en t A w h et h er h e/ sh e
i s r i g h t o r n o t . St u d e n t A sh o u l d ma k e n o t e s o f w h a t
st u d en t B say s. Demon st r at e b y p t ay i n g t h e p ar t of A
w i t h a st u d en t . Th en ch an g e r ol es an d p l ay t h e p ar t of
B t o sh ow h ow t o g i v e t h e ad d i t i on al i n f or mat i on .
Wh i t e st u d en t s d o t h e r ol e p t ay s, mon i t or t h at t h ey u se
t oo/ enough.
o
St u d en t s mi g h t l i k e t o d ev el op t h e i d ea of
su ccessf u l i n v en t i on s f r om t h ei r ow n cou n t r y an d
p r ep ar e a sh or t p r esen t at i on f or t h e cl ass.
.
Ho l d a c l a ss d i sc u ssi o n o n t h e u se o f h e l me t s o n
b i l < es an d mot or b i k es an d seat b el t s i n car s.
At t i t u d es t ow ar d s saf et y can v ar y con si d er ab l y an d
t h i s mi g h t g en er at e a h eat ed d i scu ssi on ! Col l at e
st u d en t s' i d eas u n d er t h e h ead i n g s of Ad v an t ag es
and D sadvant ages.
St udent A I t hi nk hel met s ar e t oo uncomf or t abl e.
St udent B Yes, and t oo hot i n summer .
St udent C OK but i t ' s t oo danger ous t o . . .
Sl
Cr amr ar pr act i ce " ' " p SB Page 98, Ex er ci se 3.
Kq
1 That car i sn' t f ast enough. 2 Thi s i s t oo
expensi ve. I The pr i ce of t hi s pr oduct i sn' t l ow
enough. 4 These pr oduct s ar e t oo danger ous.
5 The desi gn i sn' t si mpl e enough.
t oo/ enough
Poi n t ou t t h at t oo an d n ot en ou g h ar e u sed i n
d i f f er en t w ay s t o say t h e same t h i n g .
' " " p
SB Pa g e 1 0 7 , Se c t i o n 2 . 3 .
Lesson 4. 2
Di scu ssi n g past pr oj ect s
Past si mp l e: r eg u l ar an d i r r eg u l ar v er b s
Pr o b l ems an d so l u t i o n s
f f i
St uOent s wor k wi t h a par t ner t o r ead t he t ext t o f i nd
t h e so l u t i o n s an d mat ch t h em t o t h e p r o b l ems.
Key
1 c 2 a l b
f f i
St u Oen t s con sot i dat e t h e past si mpt e by compt et i n g a
*
gu p- f i t t act i v i t y . Do t h e act i v i t y or al l y wi t h st u den t s wh o
n eed su ppor t . St u den t s sh ou l d r ef er back t o t h e t ex t ,
f or ex ampl es, i f t h ey ar e u n su r e of t h e past si mpl e
f or ms.
Key
1 made 2 di dn' t have J cost , t ook 4 want ed
5 coul dn' t 6 f ound 7 went 8 at e, dr ank
9 di dn' t use 10 wat ched
PRE. TEACHI NG
To r eact i v at e wh at st u den t s k n ow of t h e r egu l ar past
si mpl e, wr i t e a [ i st of r egu l ar v er bs f r om t h e l esson on
t h e b o ar d . Mo d el t h e i n f i n i t i v e an d t h e si mp l e p ast
t en se:
ph on e Last n i gh t I ph on ed my boss at h ome.
st ar t Yest er day I st ar t ed a new
j ob.
wor k Last year I wor ked
f or
a company i n Ger many.
Th en wr i t e u p t h e past t en se n ex t t o each i n f i n i t i v e an d
ask st u den t s t o t el l y ou t h e pat t er n . El i ci t t h at t h e v er b
en d s i n
- ed
an d t h at t h e
- ed
can b e p r o n o u n ced i n
t hr ee di f f er ent ways: phoned
l dl ,
wor ked
l t l
and
st ar t ed
l dl .
f f i
t at U abou t a pr oi ect y ou wor k ed on l ast y ear t o pr ov i de
a model . Say wh y i t was i n t er est i n g/ bor i n g/ di f f i cu t t .
Th en ask st u den t s t o descr i be t h ei r own ex per i en ces.
Wi t h some ct asses i t mi gh t be bet t er f or st u den t s
t o t ack l e t h i s i n pai r s f i r st an d t h en sh ar e t h ei r
ex per i en ces wi t h t h e wh ol e cl ass.
f f i
So^ e st u den t s mi gh t f i n d i t dau n t i n g t o t ack l e a l on ger
r ead i n g t ex t w i t h ou t su p p or t , so r ead t h e t ex t w i t h
t h em an d cl ar i f y u n k n ow n v ocab u t ar y . Al t er n at i v el y u se
t h e cu t - u p v er si on of t h e t ex t on Resou r ce sh eet 4 . 2 ,
t o i n t r od u ce t h e t ex t . Th en f ocu s st u d en t s' at t en t i on
on f i n d i n g t h e t h r ee mai n p r ob l ems w i t h t h e p r oj ect .
Key
1 cost 2 I t wasn' t possi bl e t o use comput er s t o
cr eat e f or est s, l akes and mount ai ns, so t he t eam
needed t o f i l m at r eal l ocat i ons I I t was al so
i mpossi bl e t o use comput er s f or di nosaur s t hat wer e
near t he camer a.
RESOURCE SHEET 4 . 2 " . " p Pa g e 9 8 .
Cu t u p on e cop y of t h e Resou r ce sh eet f or each p ai r or
smal l g r ou p . Th e ai m i s f or t h e g r ou p t o r econ st r u ct t h e
t ex t t og et h er an d t h u s b ecome f ami l i ar w i t h i t , i n t h e
con t ex t of a g ame. You cou l d mak e i t comp et i t i v e an d
t he f i r st pai r / gr oup t o const r uct t he t ext
' wi ns' .
To make
t h e act i v i t y si mp l er , y ou cou l d r ead ou t t h e t ex t f i r st
an d t h en st u d en t s r econ st r u ct i t .
Teach i n g n ot es
Teacher
St udent 1
St udent 2
St udent 3
Go. Lui s.
Went . Car l a: have.
Had.
Jan:
wor k.
Wor ked. et c.
Past si mp t e: p osi t i v e an d n eg at i v e
Po i n t o u t t h a t t h e p o si t i v e f o r ma t i o n o f i r r e g u l a r
v e r b s h a s n o se t p a t t e r n i n t h e p a st si mp l e .
St u d en t s
j u st
h av e t o l ear n t h e d i f f er en t f or ms b y
h e a r t . Re f e r t h e m t o t h e l i st o f i r r e g u l a r v e r b s o n
SB p a g e 1 L3 .
Po i n t o u t t h a t t h e f o r ma t i o n o f t h e n e g a t i v e i n
t h e si mp l e p a st i s t h e sa me f o r r e g u l a r a n d
i r r eg u l ar v er b s: d i d n ' t + i n f i n i t i v e.
Gr a mma r r e f e r e n c e " " p SB Pa g e 1 0 9 , Se c t i o n s
4 . 1 . . 2 a n d 4 . 1 . 3 .
f f i
Cr ar mar pr act i ce
. . ' p
Key
a 1 He di dn' t st ar t hi s new j ob l ast week.
2 They di dn' t make t he f i l m i n I ndi a. 3 They di dn' t
have a ver y bi g budget . 4 The pr oj ect di dn' t cost
f 2mi l l i on 5 She di dn' t f i ni sh r he
i ob
on r i me.
6 They di dn' t use ver y expensi ve comput er s.
b 1 The phot os l ooked ver y good . 2 They t ook a
l ong t i me t o f i ni sh t he j ob. ) They wanr ed r o use
comput er s. 4 She went t o Mal aysi a. 5 I dr ank
cof f ee i n t he br eak. 6 They at e l unch.
Pl a y a g a me o f p a st si mp l e
' p i n g
p o n g ' w i t h st u d e n t s.
Cal l ou t t h e i n f i n i t i v e of a v er b an d p oi n t
/
cat t ou t t o
a st u d e n t . Th e st u d e n t mu st c a l l o u t t h e p a st si mp l e
o f t h e v e r b , t h e n c a l l o u t t h e n a me o f a n o t h e r st u d e n t
an d a d i f f er en t v er b i n f i n i t i v e. Th e g ame con t i n u es,
w i t h ou t p au si n g , u n t i l t h e t each er cal l s f or i t t o en d .
E
27 Tel [ st u den t s t h at Jak e St er n mak es
pr omct i on al v i deos f or compan i es an d t h at h e' s t at k i n g
t o a cu st omer abou t a v i deo h e made at a ch emi cal s
f act or y. Read t he quest i ons wi t h st udent s and check
t h ey u n der st an d t h em. Th en pl ay t h e r ecor di n g f or
st udent s t o l i st en and answer .
Kr y
t t he heat / t emper at ur e 2 They put t he camer a
i n a box, t o pr ot ect i t . 3 Ther e was no l i ght .
4 Ther e was no sol ut i on. No, i t wasn' t possi bl e.
Transcript
l ake
So t hi s i s qui t e an easy pr oj ect . . . cer t ai nl y
compar ed wi t h t he one we di d l ast mont h, at a
chemi cal s act or y. I t t vas, um . . . qui t e a
chal l enge!
Cl i ent At a chemi cal s f act or y?
f ake
Yeah. I t r vas a mar ket i ng vi deo, f or a chemi cal s
company. Theywant ed t o f i l m di f f er ent . . . par r s
of t he f act or y. The f i r st pr obl em was t he heat .
I t was . . . I don' t know what t he t er nper at ur e
was, exact l y, but i t was ext r emel l , hot
Ct i ent So i t was di f f i cul t t o wor k?
f ake
Wel l , t he t r oubl e was, i t was t oo hot f or t he
camer a.
Ct i ent Oh, r i ght . So what di d you do?
f ake
We put t he camer a i n a box, t o pr ot ect i t . We
made a box, wi t h a smal l hol e i n t he f r ont . . .
Cl i ent Yeah.
f ake
And we f i l med wi t h t he camer a i n t he box.
Cl i ent And di d i t r vor k?
l ake
Yeah, i t wor ked OK.
Ct i ent So how di d you make t he box? What di d
you use?
l ake f ust
wood. Not hi ng compl i cat ed. So, anyway,
we f i ni shed f i l mi ng i n t hi s hot ar ea . . . and t hen
t hey want ed us t o f i l m wi t h no hght . They had
anot her pr oduct i on pr ocess wher e, um . . . t hey
coul dn' t have any l i ght at al l . I t was compl et el y
Cl i ent
f
ake
Cl i ent
l ake
bl ack.
And t hey want ed you t o f i l m i t ?
Yeah.
So what di d you say?
I sai d, no, i t ' s i mpossi bl e. They t hought maybe
we coul d use a speci al camer a or somet hi ng,
but , um . . . i t wasn' t possi bl e. So, f i l mi ng i n
your of f i ces i sn' t a bi g pr obl em!
Cl i ent Wel l af t er t hat , no! So, r vhen can you st ar t
set t i n g u p . . .
Ex per i en ce 4
2 7 St u d en t s l i st en t o t h e r ecor d i n g ag ai n t o
comp l et e t h e q u est i on s f r om t h e d i al og u e.
Key
1 So what di d you do? 2 di d i t wor k
3 di d you make t he box 4 di d you use
f f i
. . " >
Kq
1 di d you buy i t 2 Di d she wor k i n t he of f i ce r oday?
I Di d he make a vi deo? 4 di d t hey see t he pr oduct
5 Di d you f i nd my of i ce ( ver y) easi l y? 6 di d you
go t her e
St u den t s wor k wi t h a par t n er u si n g t h e pr ompt s i n t h e
book . Th ey t ak e i t i n t u r n s t o ask an d an swer qu est on s
about Wal ki ng wi t h Di nosaur s. Check t hat t hey use t he
past si mpl e f or qu est i on s an d an swer s.
f f i
cor uMUNt CATt oN PRAcTI CE 11 " . ' ) SB
pages
81
a n d 8 9 .
Gi v e t h em t i me t o l ook at t h ei r d i f f er en t p ag es.
A ask s B t o t al k ab ou t a p r oj ect h e/ sh e w or k ed on l ast
y ear , u si n g t h e n ot es as p r omp t s. A mak es n ot es of B' s
r ep l i es. Demon st r at e b y p t ay n g t h e p ar t of A w i t h a
st u d en t . Th en st u d en t s d o t h e r ol e p l ay s. Mon i t or t h at
t h ey u se t h e p ast si mp l e.
Th en st u d en t s ch an g e r ol es. At t h e en d ch oose on e or
t w o p ai r s t o d o t h e secon d r ol e p l ay f or t h e cl ass.
St u d en t s cou l d v ot e on w h o t h ey w ou l d g i v e t h e
j ob
t o!
f f i
A. f or e st udent s t ackl e t hi s pai r wor k act i vi t y, t al k
b r i ef l y ab ou t a p r oj ect y ou w or k ed on l ast y ear t o
p r ov i d e a mod el . St u d en t s t h en h av e an op p or t u n i t y t o
p er son al i se t h e t op i c w i t h a p ar t n er an d t ak e i t i n t u r n s
t o t al k ab ou t a p r oi ect t h ey w or k ed on t h emsel v es.
OPT! ONAL ACTI VI TY
Ask st u den t s t o pr epar e a sh or t t al k i n En gl sh abou t
a pr oj ect t hey wor ked on r ecent l y. They wr i t e not es t o
h el p t h em gi v e t h e t al k .
Last mont h I . . .
Th e pr epar at on of t h e n ot es cou l d be a h omewor k
ass gn men t , t h en cal l on di f f er en t st u den t s t o gi v e t h e r
t al k s n t h e n ex t cl ass.
@
" . . t SB Page 98, Exer ci se 5.
Kq
1 sol ve 2 t r oubl e I wor k 4 i mpossi bl e
5 sol ut i on
Past si mp l e: q u est i on s
Po i n t o u t t h a t t h e f o r ma t i o n o f q u e st i o n s f o r b o t h
r eg u l ar an d i r r eg u l ar v er b s i s d i d + i n f i n i t i v e.
' . ' p
SB Pag e L0 9 , Sect i on
4 . 1 . . 2 .
Lesso n 4. 3
Tat k i n g abou t t h e week en d
Li f e at h ome
PRE. TEACHI NG
En cou r ag e st u d en t s t o t al k ab ou t w h at t h ey n or mal l y
d o at t h e w eek en d t o el i ci t w h at t h ey al r ead y k n ow .
Col l at e al l t h ei r i d eas on t h e b oar d i n a w or d w eb
u n d er t h e h ead i n g Week en d .
f f i
n ead t h e t h r ee sen t en ces wi t h t h e cl ass an d t h en say
w h i ch on e d escr i b es y ou b est . Th en st u d en t s d eci d e
w h i c h o n e d e sc r i b e s t h e m b e st . Th e v c o u l d d o t h i s i n
p a i r s.
Af t er t h e p ai r w or k i n La, st u d en t s cou l d f eed b ack t h e
r esu l t s t o t h e w h ol e cl ass. Hav e a cl ass v ot e t o f i n d ou t
h ow man y st u d en t s i d en t i f u most w i t h each of t h e
sen t en ces 1 - 3 i n 1 a. Wh at comes t op
-
r el ax at i on ,
j ob s
ar ou n d t h e h ou se an d g ar d en , or f ami l y an d f r i en d s?
f f i
n ead t h r ou g h t h e r u b r i c an d p oi n t s w i t h t h e cl ass.
Th en t al k ab ou t h ow cer t ai n f act or s ch an g e p eop l e' s
l i v es an d t h e amou n t of f r ee t i me t h ey h av e. Af t er t h i s,
st u d e n t s c o n t i n u e t o d i sc u ss i n p a i r s a n d a l so t a l k
ab ou t an y p er son aI ex p er i en ces t h ey h av e. Th er e i s a
l ot of g r ou n d t o cov er h er e, so i t i s b est i f each st u d en t
mak es b r i ef n ot es of w h at t h ei r p ar t n er say s, so t h at
t h ey can f eed b ack t o y ou or t o t h e cl ass. Col l at e t h e
ma i n p o i n t s f r o m t h e g r o u p o n t h e b o a r d u n d e r t h r e e
h e a d i n g s.
Age and
f ami l y
Home
Town or count r v
PRE. TEACHI NG
Poi n t t o t h e p i ct u r es of t h i n g s p eop l e d o at t h e
w eek en d an d el i ci t w h at t h ey ar e d oi n g i n each p i ct u r e.
Pr act i se t h e n ew v ocab u l ar y b y cat l i n g ou t t h e l et t er of
a p i ct u r e an d st u d en t s g i v e y ou t h e v er b t o d escr i b e i t .
f f i
St u Oen t s ask an d an sw er q u est i on s i n t h e p ast si mp l e.
*
Th . y each g u ess w h at t h ei r p ar t n er d i d at t h e w eek en d
a n d t i c k t h e a c t i v i t i e s o n t h e t i st i n 2 a . Th e y t h e n a sk
q u est i on s t o con f i r m t h ei r g u esses. Mod el a f ew
q u est i on s w i t h a st u d en t b ef or e t h ey st ar t t h e act i v i t y
i n p a i r s.
f f i
Vocabu l ar y pr act i ce' . " 5 SB Page 98, Ex er ci se 7.
Kq
1 cl eaned 2 l i e 3 meal 4 shoppi ng
5 gar deni ng 6 cooked 7 r ound
2 8 Read t h r ou g h t h e t i st w i t h t h e cl ass an d t el l
st u d en t s t o l i st en t o a con v er sat i on b et w een t w o
col l eag u es an d t i ck t h e t h i n g s t h at Dav e d i d t ast
w eek en d .
5 , /
Transcript
Tessa So, di d you have a good weekend, Dave?
Dave Yeah, OK, t hanks. I t was ni cc t o have some
war m weat her f or a change. We at c out si de
yest er day, at l uncht i me. We sat or " r t si de i n
t he gar den.
Tessa Di d you?
Dave Yeah. We want ed t o have a bar becue, act ual l v,
b u t I f or g ot t o b u y some ch ar coal , so . . .
Tessa Oh, no. You di dn' t have peopl e comi ng r ound ?
Dav e Oh , n o. I t w as j u st me an d my w i f e, so . . . i t
wasn' t t oo bad. I n f act , I l vas qui t e pl eased.
Nor mal l y, when we have a bar becue, I do t he
cooki ng, you see. But ot her wi se my wi f e cooks,
s o . . .
Tessa So you sl ept i n t he sun, and yor - r r wi f b di d al l
t he cooki ng!
Dav e Wel l . . . I w asn ' t asl eep
-
I h ad on e ey e op en . . .
so I coul d see r vhen i t r vas r eady! No, act ual l y,
I had qui t e a busy weekend. I pr - r t a new f r ont
door on t he house on Sat ur day. l t was a bi geer
j ob t han I t houqht , act ual l y. I got up ear l y on
Sat ur day and wor ked al l day. Then on Sunday,
I got up ear l y and pai nt cd i t . . . What about you?
What di d you do?
Tessa Not n- r uch r eal l y. Wc went t o t he ci nema on
Sat ur day ni qht .
Dave Oh yeah? What di d you see?
Tessa Ol ' r , i t wasn' t ver y goocl . I t was t hat new f i l nl
w i t h . . .
f f i
n ead t h r ou g h t h e sen t en ces w i t h t h e cl ass an d
st u d en t s f i l t i n t h e g ap s or al l y w i t h t h e p ast si mp l e
f or m of t h e i r r eg u l ar v er b s. Al t er n at i v el y , g i v e st u d en t s
a f ew mi n u t es t o p r ep ar e t h e t ask w i t h a p ar t n er ,
b ef or e f eed i n g b ack t o t h e cl ass.
Key
l r /
f f i f r n odel t h e sen t en ces 1- 10 f or t h e ct ass. St u den t s wor k
f f i
wi t h a par t n er an d mat ch t h e an swer s t o t h e ph ot os.
2 i 3 a 4 g 5 b 6 e 7 f 8 d
1 0 h
Key
1 c
e j
Ex per i en ce 4
E
E
E
St udent s can l ook at t he t r anscr i pt on SB page 11, 7
t o ch ecr t h ei r an sw er s an d r ead t h e w h ol e of t h e
ext ended l i st eni ng.
Kr y
I at e 2 sat 3 f or got 4 sl ept 5 di d 6 had
7 t hought 8 got
St u den t s wor k wi t h a
par t n er
t o ask an d an swer
qu est i on s abou t Dav e' s week en d. Wr i t e u p t h e k ey
quest i ons on t he boar d ( What , Wher e, When, What
t i me and Why) and model a f ew quest i ons f i r st , e. g. :
What di d Dave do on Sunday?
Wher e di d Dave hove l unch?
Why di dn' t Dave cook?
29 St u den t s l i st en an d r epeat t h e qu est i on s.
Ch eck car ef u l l y t h at t h ey u se t h e cor r ect i n t on at i on
( r i si ng at t he end of Yes/ No quest i ons and f al l i ng at t he
end of neut r al l i l l h- quest i ons) . Once t hey ar e conf i dent
t h ey cou l d con t i n u e pr act i si n g i n pai r s.
!
commuNl cATl oN PRAcTr cEt 2' . ' b SB Page 82.
Di v i d e st u d en t s i n t o p ai r s an d r ead t h r ou g h t h e r u b r i c
f or t h e act i v i t y w i t h t h em. Ask t h em t o w r i t e L- 5 on a
p i ece of p ap er , an d t o w r i t e d ow n f i v e t h i n g s t h at t h ey
f i n d t h ey b ot h n or mat l y d o or d i d l ast w eek en d . Mod el
t h e ex ch an g e w i t h a st r on g st u d en t . l f t h e st u d en t ' s
a n sw e r i s
' No . '
t h e n c o n t i n u e a sk i n g q u e st i o n s u n t i l
y ou f i n d an act i v i t y t h at y ou b ot h d o/ d i d an d p r et en d
t o w r i t e i t d ow n on y ou r l i st . St u d en t s can t h en st ar t
t h e act i v i t y i n p ai r s, an d some p ai r s can r ep or t b ack
t o t h e cl ass at t h e en d :
We bot h wat ched TV on Sat ur doy ni ght . et c.
RESOURCE SHEET 4 . 3 " " " v Pa g e 9 9 .
For f u r t h er con sol i d at i on of l ei su r e act i v i t i es, g i v e on e
cop y of Resou r ce sh eet
4 3
t o each st u d en t an d
st u d en t s mov e r ou n d t h e cl ass an d i n t er v i ew as man y
st u d en t s as p ossi b l e i n t en mi n u t es. Th ey t h en f eed
b ack t h e r esu l t s t o t h e w h ol e g r ou p . Col l at e t h ese on
t he boar d under shor t headi ngs ( e. g. Re/ axi ng day,
et c. ) . Fi n al t y st u d en t s cou l d v ot e on t h e most
i n t er est i n g t h i n g d on e l ast y ear .
St u d en t s mi g h t l i k e t o d o a su r v ey of act i v i t i es t h at
p eop l e d o at t h e w eek en d an d d r aw u p a cl ass l i st of
popul ar i t y.
WORKBOOK " " . r Pages 1. 4- 1. 6.
Lesso n 5. 1
Mak i n g ar r an g emen t s
wi l l / shal l : of f er s and suggest i ons
Co m m u n i c a t i o n
5
Ar r angement s
W
, " awar e t h at man y st u den t s may n ot ar r an ge an y t h i n g
ot h er t h an occasi on al meet i n gs wi t h col l eagu es or
cu st omer s, so af t er t h e i n i t i al di scu ssi on , y ou mi gh t
wan t t o gi v e t h em di f f er en t i den t i t es u s n g Resou r ce
sh eet 5 . L. Af t er t h e p ai r w o r k so me st u d en t s co u l d t al k
t o t h e cl ass ab o u t w h at t h ev d o .
RESOURCE SHEET 5 . 1 " . ' P Pag e 1 0 0 .
Copy an d cu t u p on e sh eet f or each pai r . St u den t s
wor k wi t h a par t n er an d pl ace t h e car ds f ace down on
t h e t ab l e. Th ey t ak e i t i n t u r n s t o p i ck u p a car d an d
i mag i n e t h ey ar e t h e p er so n o n t h e car d an d t al k t o
t h ei r par t n er abou t t h e ar r an gemen t s t h ey mak e at
wor k .
f f i
St u aen t s su mmar i se t h e adv an t ages/ di sadv an t ages
*
o f mak i n g ar r an g emen t s i n i n t er n at i o n al b u si n ess b y
t el ep h o n e an d b y emai l . Gi v e o n e o r t w o ex amp l es
or al l y f i r st t o pr ov i de a model . St u den t s cou t d wor k
i n i t i at t y i n pai r s bef or e f eedi n g i n t o a cl ass di scu ssi on .
Col l at e wh at st u den t s say u n der t h e t wo h eadi n gs on
t he boar d Tel ephone and Emai l .
3 0 Poi n t t o t h e p h ot os of Mi ch aeI Mor g an
an d Sy l v i e Dam an d t et l st u d en t s t h at t h ey ar e t w o
c o l l e a g u e s w h o a r e p h o n i n g t o a r r a n g e a t r i p t o
a con f er en ce i n San Fr an ci sco. Read t h r ou g h t h e
q u est i on s w i t h t h e cl ass an d ch eck t h at st u d en t s
u n d er st an d ev er y t h i n g . St u d en t s t h en l i st en t o t h e
t e l e p h o n e c o n v e r sa t i o n a n d a n sw e r q u e st i o n s.
Kry
1 They deci de t o cat ch t he same f l i ght . 2 He says
he' l l l ook i nt o f l i ght s t o San Fr anci sco. 3 She says
she' l l cont act t he San Fr anci sco of f i ce t o see i f t hey
knor v any good pl aces t o st ay. a They ar r ange t o
speak agai n at about 4. 10.
Transcr pt
Mi ch aet Hcl l o.
Syl vi e I l cl l o. l s t hat Mi chael ?
Mi ch aet Sp eak i n q .
Syt vi e Hi Nl i chacl , i t ' s Syl vi e i n Br ussel s.
Mi chaet Hi Syl vi e, l - r ow ar e you?
Syt vi e Fi ne, t hanks. You?
Mi chael Yeah, ver y wel l , t hanks.
Syl vi e Ar e you get t i ng r eady f or t he conf er ence
next mont h?
Mi chael Um . . . not r eal l y. What about you?
Syl vi e Wel l , t hat ' s what I ' m phoni ng about , act ual l y.
How ar e you goi ng t o San Fr anci sco? Ar e you
f l yi ng di r ect f r om Dubl i n?
Mi ch ael Um . . . w el l , I st i l l n eed t o b ook my f l i g h t .
But I ' l l pr obabl y have t o change i n . . . ei t her
i n Lon d on or . . . i n Amst er d am. Wh at ab ou t
Syl vi e
yoLLl
Wel l , I st i l l need t o book my f l i ght , f r om
Amst er d ar n . So, u m . . .
Mi chael Wel l , shal l we cat ch t he same f l i ght ?
Syl vi e Yeah. That ' s u' hat I t hought , act ual l y. Then we
can wor k on t he pl ane.
Mi chaet Yeah, t hat makes sense. So I need t o book a
f l i ght t o Amst er dam, t hen. Shal l I l ook i nt o
f l i ght s t o San Fr anci sco, as wel l ?
Sy l v i e Um . . . y eah , i f t h at ' s OK.
Mi chael Yeah, no pr obl er n. I ' l l l ook on t he I nt er net
af t er l unch and, um . . . I ' l l cal l you back. What
about booki ng a hot el ?
Syt vi e Un- r . . . Wel l , shal l I cont act t he San Fr anci sco
of f i ce . . . see i f t hey know any good pl aces?
I can get i n t ouch r vi t h Ri t a.
Mi chael Yeah, good i dea.
Syt vi e I ' l l gi ve her a cal l t hi s af t er noon, as soon as
t he of f i ce opens.
Mi ch ael Ex cel l en t . So I ' l l l ook i n t o f l i g h t s. An d , u m . . .
I ' 11get back t o you.
Syl vi e Gr eat . Shal l we speak at about f our t hi r t y?
Mi chael Yes, f i ne . I ' l l cal l you t hen.
Syl vi e OK. Bye.
Mi chael Thanks f or cal l i ng, Syl vi e. Bye.
f f i
St u Oen t s t h en con sol i d at e t h e n ew v ocab u l ar y w i t h a
g ap - f i t l act i v i t y . Ask st u d en t s r ou n d t h e ct ass t o g i v e
t h ei r an sw er s or al l v .
Key
1 cal l , gi ve 2 speak 3 back, get
4 cont act , t ouch 5 l ook
f f i
. ' " b
Key
1 speak 2 gi ve I t ouch 4 cont act 5 back
6 l ook
E
E
PRE. TEACHI NG
Pr esen i an d p r act i se Sh al l l i n t h e cl assr oom con t ex t .
Ask: Shal / I open t he wi ndow
/
cl ose t he door
/
t ake
your coat
/
get a chai r
/
move t he t abl e
/
get a
di ct i onar y
/
swi t ch on/ of f t he TV? Then t each l ' l l i n r epl y
t o Shal l l i Get a st udent t o make an of f er wi t h Shal l I
. . . and r epl y wi t h l ' l l . . . :
St udent Shal l I open t he wi ndow?
Teacher No, I ' l l do i t . ( Mi me. )
St u d en t s t h en con t i n u e i n p ai r s t o p r act i se t h e t w o- [ i n e
d i al og u e.
St udent A Shal l I get a chai r ?
St udent B No, l ' l l do i t .
3 0 St u d en t s l i st en ag ai n an d f ocu s on
sent ences i n t he conver sat i on wi t h l ' l l and Shal l I
w h i ch mat ch sen t en ces i n t h e ex er ci se. Pau se t h e CD
at t h e ap p r op r i at e momen t t o al t ow st u d en t s t o w r i t e
t h ei r an sw er s.
St u d en t s l ook at t h e t r an scr i p t on SB p ag e 1 1 8 t o
ch eck t h ei r an sw er s.
KE
1 I ' l l l ook on t he I nt er net af t er l unch. 2 l ' l l gi ve her
a cal l t hi s af t er noon. 3 Shal l we cat ch t he same
f l i ght ? a Shal l I l ook i nt o f l i ght s t o San Fr anci sco?
5 Shal l l cont act t he San Fr anci sco of f i ce? 6 Shal l
we speak at about f our t hi r t y?
wi l l
/ shal l :
of f er s and suggest i ons
Tel l st u d en t s t h at l ' l l i s sh or t f or I w i l l an d t h at
w e al w ay s u se t h e con t r act ed f or m, w h en w e
of f er t o d o somet h i n g . Ex p l ai n t h at w e u se i t t o
ma k e a n i mme d i a t e , sp o n t a n e o u s o f f e r a t t h e
t i me of sp eak i n g . Say t h at w e al so u se 5 h o1 l / t o
of f er / su g g est d oi n g somet h i n g an d Sh al l n r e w h en
w e su g g e st d o i n g so me t h i n g w i t h so me o n e e t se .
Gr ammar r ef er en ce SB Pa g e LL1 , Se c t i o n B.
Gr ammar p r act i ce
' " ' p
SB Pag e 9 9 , Ex er ci se 2 .
Key
I I ' l l do i t l at er . 2 Shal l we cal l t hem back?
I I ' 11 check t he det ai l s t oday. 4 I ' l l gi ve her a cal l t hi s
af t er noon. 5 Shal l I cont act t he hot el ?
6 Shal l we book seat s now?
Th i s act i v i t y g i v es st u d en t s t h e op p or t u n i t y t o p u t t h e
l an g u ag e of of f er s an d su g g est i on s i n t o p r act i ce.
St u d en t s t ak e i t i n t u r n s w i t h a
p ar t n er
t o of f er
so l u t i o n s t o f o u r p r o b l e ms. Th e so l u t i o n s a r e o p e n -
en d ed , so i t mi g h t b e i n t er est i n g t o w r i t e u p a v ar i et y
of su g g est i on s w h en st u d en t s f eed b ack t o t h e cl ass.
Ar r an gemen t s
5
Key ( example answers)
t Shal l I f i nd out ? 2 I ' l l gi ve hi m a cal l . 3 I ' 11get
back t o you. a Shal l I get i n t ouch wi t h her ?
37 Th i s pr on u n ci at i on act i v i t y f ocu ses on
r eco g n i si n g t h e l ' l l f o r m w h en emb ed d ed i n a d i al o g u e.
Some st u den t s wi t l f i n d t h i s v er y di f f i cu l t , so y ou mi gh t
ch oose t o do i t as a wh ol e cl ass act i v i t y . St u den t s
cou t d
' v ot e'
on wh i ch of t h r ee ch oi ces t h ev h ear .
Key
1 b 2 c 3 a 4 b
Tronscript
1 Yes, l ' l l cal l h i m.
2 I t al ked t o Chr i st i ne, and t her e' s no pr obl em.
I I emai l t h e mi n u t es t o cv er y on e.
4 Yes, l ' l l co n t act h i m.
f f i
comMuNt cATr oN
pRAci l cE
13. . . b sB
pages
82
a n d 9 0 .
Di v i d e t h e cl ass i n t o p ai r s. Tel I t h em t h at each p ai r i s
meet i n g t o d i scu ss a p r esen t at i on t h ey ar e g i v i n g i n
Bar cel on a n ex t mon t h . Read t h r ou g h t h e l i st of act i on
p oi n t s w i t h t h e cl ass an d st r ess t h at t h ey mu st ag r ee t o
d o al l t h e
i ob s
b et w een t h em as p ai r s. Emp h asi se t h at
t h ey each h av e d i f f er en t sk i l l s an d t i me av ai t ab l e, so
t h ey mu st f i n d a sol u t i on t h at su i t s t h em b ot h . Remi n d
t h em t h at t h ey sh ou l d u se / ' 1 l . . . an d Sh al l l . . . ? Th en
st u d en t s d o t h e r ol e p l ay . Mon i t or t h at t h ey u se / ' / / . . .
an d Sh al l l . . . 7 cor r ect l y . Af t er t h e p ai r w or l < ch oose on e
or t w o p ai r s t o d o t h e r ol e p t ay f or t h e cl ass.
f f i
St u Oen t s wor k i n gr ou ps of t h r ee t o pl an a t r i p t o a
con f er en ce i n San Fr an ci sco, b ased on t h e scen ar i o
g i v e n . As t h e r e a d i n g e l e me n t o f t h e t a sk i s q u i t e l o n g ,
i t mi g h t b e b est t o d o i t w i t h t h e cl ass, t o en su r e t h at
al l t h e g r ou p s ar e w el l p r ep ar ed . Poi n t ou t t h e n ot e on
UK an d US sp el l i n g s of cen t r e/ cen t er i n t h e Usef u l
l an g u ag e b ox .
Some st u d en t s cou l d p er f or m t h e r ol e p l ay i n f r on t of
t h e cl ass af t er t h e g r ou p w or k .
.
For f u n , st u d en t s cou l d t ak e i t i n t u r n s t o r ol e p l ay
b ei n g t oo p ol i t e/ ov er b ear i n g mu ch t o t h e an n oy an ce
an d ex asp er at i on of t h ei r p ar t n er s! Th i s cou l d b e i n
a r est au r an t or caf si t u at i on , f or ex amp [ e.
St udent A l ' l l ask
f or
a t obl e near t he wi ndow.
St udent B No, l et ' s si t her e.
St udent A Shal l I or der
f or
you?
St udent B No t hanks. et c.
e
B
Lesso n 5. 2
Con f i r m i n g ar r an gemen t s
Pr esen t t en ses as f u t u r e
Co n f i r mat i o n b y emai l
PRE. TEACHI NG
Dr aw a t i mel i n e on t h e boar d an d mar k past at on e
en d an d
f u t u r e
at t h e ot h er . Dr aw an ar r ow an d wr i t e
n ow r n t h e mi ddt e. Th en ask st u den t s: Wh at ar e y ou
doi ng t omor r owT Wr i t e t omor r ow on t he t i mel i ne t o
i n di cat e cl ear l y t h at i t ' s i n t h e f u t u r e. Pr esen t an d
pr act i se t h e pr esen t con t i n u ou s i n t h i s con t ex t . Gi v e
an accou n t of wh at y ou ' r e doi n g t omor r ow t o pr ov i de
a model , e. g. : Tomor r ow mor ni ng l ' m havi ng a meet i ng
wi t h some cl i ent s. Then we' r e hav ng l unch t oget her
and i n t he af t er noon l ' m
f l ni shi ng
a r epor t . Then
con sot i dat e cogn i t i v et y by wr i t i n g on t h e boar d:
f ut ur e
pl ans/ ar r angement s
:
. . . . . . . . . . . . . t ense?
El i ci t t he answer :
pr esent
cont i nuous.
Wi t h st r on ger st u den t s y ou mi gh t al so wan t t o t al k
br i ef l y abou t f u t u r e t i met abl es an d sch edu l es:
I ' m
f l yi ng
t o Par i s next week. My
f l i ght
l eoves on
Wednesday at 10 am.
l ' m cat chi ng t he t r ai n t o Manchest er . l t l eaves
f r om
Eust on St at i on.
Wr i t e t h e sen t en ces on t h e boar d an d ask st u den t s t o
i den t i f u t h e t wo t en ses. El i ci t t h at t h e pr esen t si mpl e
i s u sed f or sch edu l es or t i met abl es an d t h e pr esen t
co n t i n u o u s f o r p l an s an d ar r an g emen t s.
f f i
n oi n t t o t h e ph ot o of Sy l v i e an d ask st u den t s t o say
wh at sh e' s doi n g. El i ci t or f eed t h at sh e' s wr i t i n g an
ema l / l et t er . Di scu ss t h e adv an t ages of con f i r mi n g
ph on e cal l s i n wr i t i n g by ask i n g st u den t s i f t h ey agr ee
wi t h t h e st at emen t s. Th en br oaden t h e di scu ssi on t o
i n cl u d e w h at st u d en t s d o .
Wi t h st r on ger st u den t s y ou cou l d al so ex t en d t h e
di scu ssi on t o i n cl u de ex ampl es of pr obl ems t h at
occu r r ed becau se peopl e di dn ' t con f i r m i n wr i t i n g.
f f i
f et t st u den t s t h at Sy t v i e an d h er col l eagu e, Mi ch ael , ar e
goi n g t o a con f er en ce i n San Fr an ci sco. St u den t s r ead
t h e emai I t o t h e con f er en ce or gan i ser i n or der t o
compl et e t h e t h r ee sen t en ces. Agai n , wi t h some cl asses
y ou may f i n d i t pr ef er abl e t o r ead t h e emai l t oget h er .
Al t er n at i v el y , wi t h st u den t s wh o n eed mor e su ppor t ,
u se t h e cu t - u p v er si on of t h e emai l on Resou r ce sh eet
5. 2 t o i n t r odu ce t h e t ex t .
Key
1 sl i des f or t he pr esent at i on 2 on Wednesday
eveni ng 3 Thur sday mor ni ng
RESOURCE SHEET 5 . 2 " " ' v Pag e L0 1 .
Cu t u p on e copy of t h e t ex t f or each pai r or gr ou p.
St u den t s become f ami l i ar wi t h t h e l an gu age by
r econ st r u ct i n g t h e t ex t t oget h er . Set a sh or t t me l i m t
t o i n j ect pace n t o t h e act i v i t y . Wi t h weak er st u den t s
pr ov i de ex t r a su ppor t by r eadi n g t h e t ex t ou t [ ou d,
bef or e t hey st ar t pi eci ng i t t oget her .
f f i
St u Oen t s t h en r ead t h e emai l
( b) f r om t h e h ot et t o
co n f i r m t h e d et ai t s o f t h e t el ep h o n e co n v er sat o n an d
compl et e t h e t h r ee sen t en ces t o demon st r at e
co mp r eh en si o n an d b u i l d t h ei r v o cab u l ar y b ase.
Key
1 Lui s Gomez Z t he hot el r eser vat i on
J cont act t he hot el manager
/
Lui s Gomez
Ask st u d en t s w h en t h ey u se f or mal t an g u ag e an d w h en
t h ey u se i n f or mal l an g u ag e. E[ i ci t t h at n f or mal
[ an g u ag e s
j u st
f or cl ose coI l eag u es, f r i en d s or f ami l y .
Th en st u d en t s w or k w i t h a p ar t n er an d f i n d ex amp l es
of f or mal an d i n f or mal w or d s an d oh r ases i n t h e t w o
emai l s. St u d en t s f eed t o t h e cl ass af t er t h e oai r w or k .
Key
For mal : b
I nf or mal : a
( Example answers)
For mal : I conf i r m . . . , do not hesi t at e t o cont act me,
Best r egar ds
I nf or mal : Hi , l et me knor . v, Bye f or nor v
f f i
St u Oen t s t h en r ead t h e emai l s agai n t o f i n d mor e
speci f i c v ocabu l ar y i n t h e emai l s.
Kry
1 Pl ease f i nd at t ached, Pl ease f i nd bel ow
2 Fol l owi ng our t el ephone conver sat i on t hi s
mor ni ng, As di scussed 3 l f you need any f ur t her
det ai l s, pl ease do not hesi t at e t o cont act me.
f f i
. . ' )
Kry
1 conf i r m 2 f i nd I di scussed 4 hesi t at e
5 f or war d 6 at t ached 7 Fol l owi nq
Th i s act i v i t y f ocu ses on u n d er st an d i n g t h e d f f er en ce
b et w een ar r an g emen t s an d t i met ab l es an d l n k s t h e
t en ses ( p r esen t
con t i n u ou s an d p r esen t si mp t e) cl ear t y
t o e a c h .
Arrangements 5
Tom
Tom
Tom
Naomi
Tom
Naomi
Tom
Naomi
Key (example answer)
To: Tom Dent
From: Naomi Lind
Subject: meeting details
Dear Tom,
Following our telephone conversation, I confirm that
the meeting is on Monday 12th December at 9.30 am.
Please find attached the agenda for the meeting.
I look forward to seeing you there/then.
Regards,
Naomi
COMMUNICATION PRACTICE 14 ... >SB Pages 82 and
90.
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 email they wrote recently to confirm
arrangements and write it in English. This could be
done as a homework assignment.
Following the telephone conversation students write
an email, from Naomi Lind to Tom Dent, confirming
the arrangements and sending the document as an
attachment.
Key
lA 2T 3A 4A 5T
Present tenses as future
Point out that both the present simple and the
present continuous can be used with future
meaning. Refer students to the examples in the
grammar box and ask them to provide other
examples, of their own, to illustrate the difference
in meaning.
Grammar reference ... } SB Pages 109 and 110,
Sections 5.1 and 5.2.
ID Grammar practice ...) SB Page 99, Exercise 4.
11 32 Students listen to Naomi Lind and Tom Dent
making arrangements and note key information.
Key
1 arrives 2 starts 3 'm going 4 'm giving
5 finishes 6 're staying
Transcript
Naomi 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.
Naomi 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.
Tom And can you send me an agenda?
Naomi 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.
Naomi OK. I look forward to seeing you then.
Tom OK. Bye.
Naomi Bye.
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
Si gh t seei n g
Tou r i st i n f or mat i on
PRE. TEACHI NG
Ask st u den t s wh er e t h ey wen t on h ol i day l ast y ear .
Ask t h em abou t t ou r i st i n f or mat i on : Wh at pl aces d d
you vi si t ? D d you go t o any t our i st i nf or mat i on of f t ces?
Wer e t he peopl e t her e ver y hel pf ul ? What sor t of
i nf or mat i on coul d you get t her e? D d you have t o pay
f or
i t or was i t
f r ee?
Ask i f an y st u den t s wen t t o t h e USA t ast y ear . Ask wh at
t own an d pl aces t h ey v i si t ed. Get t h em t o t al k abou t
t h ei r ex per i en ces. l t wou l d be h el pf u l i f y ou cou l d sh ow
t h e p l aces o n a map .
W
Ar ai n st or m on wh at st u den t s k n ow abou t San
Fr an ci sco. Wr i t e t h ei r i d eas on t h e b oar d . Th en
br a nst or m on Al cat r az. Do you know any
f i l ms
or
document ar i es about Al cat r az? Who was
' The
bi r dman
of Al cat r az' ? Why was Al cat r az a good pl ace t o have
a pi l son? How do you get t o Al cat r az
f r om
San
Fr anci sco? Do you t hi nk i t ' s an i nt er est i ng pl ace
t o v si t ?
St u d en t s l ook at t h e p h ot o of Al cat r az an d say w h at
t h ey t h i n k of i t an d i f t h ey w ou l d l i k e t o v si t i t . Read
t h e q u est i on s t h r ou g h w i t h st u d en t s an d ch eck
comp r eh en si on . Ask st u d en t s i f t h ey can p r ed i ct t h e
answer s bef or e t hey r ead t he t ext . St udent s t hen r ead
t h e l eaf l et ab ou t Al cat r az an d an sw er t h e ou est i on s.
Wi t h some cl asses y ou mi g h t ch oose t o r ead t h e t ex t
w i t h st u d en t s or d i v i d e t h e cl ass i n t o p ai r s/ g r ou p s an d
gi ve each pai r / gr oup a di f f er ent par agr aph t o r ead.
Th ey t h en t al k t o t h e ct ass ab ou t t h e p ar ag r ap h t h ey
h av e r ead an d ex p l ai n an y u n k n ow n v ocab u l ar y .
Kry
1 I t i s open t o t our i st s al l year r ound, except
Chr i st mas Day and New Year ' s Day. 2 l t ' s best t o
book a week i n advance. 3 A shut t l e i s a r egul ar bus
ser vi ce whi ch l i nks t wo dest i nat i ons, t o t r ansf er
peopl e. On Al cat r az t her e i s a shut t l e because t her e i s
a shor t r oad up a hi l l f r om t he dock t o t he pr i son,
r vhi ch coul d be a di f f i cul t wal k f or some peopl e.
4 Ther e ar e. Sel Gui de' bookl et s i n Engl i sh, Spani sh,
Ger man, Fr ench, I t al i an and
Japanese
and ot her gui de
books i n t he shop. 5 The i sl and af t er dar k of f er s
some of t he best vi ews of San Fr anci sco' s ci t y l i ght s
and t he Gol den Gat e Br i dge.
Yo u c o u l d p r e se n t a n d p r a c t i se o t h e r UK a n d US
h o l i d a y s i n a d d i t i o n t o Ch r i st ma s Da y a n d Ne w
Year ' s Day ( Box n g Day , Good Fr d ay , East er
Mo n d a y , Wh i t su n , I n d e p e n d e n c e Da y ,
Th a n k sg i v i n g , e t c . ) .
Al so i n t r o d u c e t h e c o n c e p t o f
' b a n k
h o l i d a y s' i n
t h e UK, w h i ch ar e of t en on Mon d ay s. ( Au g u st
Ba n k Ho t i d a y s t h e l a st Mo n d a y i n Au g u st a n d
Sp r i n g Ba n k Ho t i d a y i s t h e f i r st Mo n d a y a f t e r Ma y
1 st . Ea st e r Mo n d a y i s a b a n k h o t i d a y a n d i f
Ch r i st mas or New Year ' s Day f at t on a Sat u r d ay or
Su n d a y , t h e f o l l o w i n g Mo n d a y i s se t a s a h o l i d a y . )
Ta l k a b o u t t h e si g n i f i c a n c e i n t h e USA o f 4 t h
Ju t y
( t h e c e l e b r a t i o n o f l n d e p e n d e n c e ) a n d o f
Th a n k sg i v i n g ( w h i c h
c o mme mo r a t e s t h e me a l o f
t h a n k sg i v i n g t h e e a r l y se t t l e r s i n Ame r i c a g a v e ,
a f t e r su r v i v i n g t h e h a r sh w i n t e r ) .
Po i n t o u t t h a t t h e UK i s v e r y mu l t - c u t t u r a l a n d
t h a t t h e h o l i d a y s o f ma n y o t h e r c u l t u r e s a n d
f a i t h s a r e a l so c e l e b r a t e d , e sp e c i a l l y i n b i g c i t i e s.
St u den t s t h en dev el op t h ei r v ocabu l ar y by mat ch i n g
def i n i t i on s t o wor ds f r om t h e t ex t .
t he new vocabul ar y. Af t er
an swer s, t h ey cou l d
' t est '
Key
st u d en t s h av e ch eck ed t h ei r
each ot h er or al l y i n p ai r s.
f f i
33 Pl ay t h e r ecor di n g f or st u den t s t o l i st en an d
*
ch eck t h ei r an swer s. Th ey t h en t i st en aga n an d r epeat
1 peak per i ods 2 l eaf l et / bookl et , bookl et / l eaf l et
3 hi st or y 4 map 5 souveni r 6 museum
7 gui ded t our
f f i
Vocabu l ar y pr act i ce" " p SB Page 99, Ex er ci se 5.
Key
1 map 2 shut t l e 3 souveni r s a gui ded
5 l eaf l et 6 peak
Say t h at a pr son s an u n u su at t ou r st at t r act i on . Ask
st u den t s t o t al k abou t an y ot h er st r an ge t ou r i st
at t r act i on s t h ev k n ow of .
f f i
34 Pl ay t h e r ecor di n g f or st u den t s t o l i st en t o
f ou r sh or t di al ogu es i n a t ou r st i n f or mat i on of f ] ce n
San Fr an ci sco. I n each d i al og u e t h er e i s a
' b eep '
sou n d
w h er e a w or d i s mi ssi n g . St u d en t s i n f er f r om t h e
con t ex t w h i ch w or d ( ch osen f r om a_ d ) s m ss n g i n
each d i al og u e. You may n eed t o p l ay t h e r ecor d i n g
mo r e t h a n o n c e a n d a l l o w t h e m t o c o mp a r e a n sw e r s
b ef or e v ou ch eck an sw er s w i t h t h e w h ol e cl ass.
E
E
Key
t b 2 c l d 4 a
Transcript
1 A H i .
B Hel l o. Do you havc any i nf or mat i on about
Al c- at r az? Any . . . bookl et s or ( beep) ?
A Yes.
Just
behi nd yor l , on t he shel f , t her e.
B Ah, OK. Thank you.
2 A H i .
B Hi . I s t her c anpvher e near her e wher e you can
buy gi f t s . . . and ( becp) ?
Yeah. I f you t ur r - r r i pht out of t he door , t hen t ake
t he f i r st r i ght , t hcr e ar e gi f t shops al l al ong t he
. . . t h e st r eet , t h er e.
B OK. Thanks ver y much.
3 B Can you vi si t t he ml r seLr m al l day? What ar e t he
openi ng t i mes?
A I t opens at t en and cl oses at f i ve. I f you want t o
t ake a ( beep) , t hey st ar t ever y hour , on t he hour
and l ast . . . t t hi nk t hey l ast f or t y- f i ve mi nut es,
b u t I ' l l
j u st ch eck . . .
4 B Excuse me. Have you got any st r eet ( bcep) ?
A Su r e.
B . . . Thanks. How nr uch ar e t hev?
A They' r e f r ee.
St u d en t s can q u i ck l y w or k w i t h a p ar t n er t o f i t t i n t h e
mi ssi n g w or d s an d t h en f eed b ack or al l y t o t h e cl ass.
3 5 St u d en t s l i st en t o t h e r ecor d i n g t o ch eck
t h ei r an sw er s an d t h en l i st en ag ai n an d r ep eat t h e n ew
v ocab u l ar y . Ch eck st u d en t s u n d er st an d h ow t o u se
on y w h er e t o mean
' i n
an y p l ace' an d el i ci t mor e
ex amol es of i t i n sen t en ces.
Kq
1 i nf or mat i on 2 anywher e 3 openi ng 4 st r eet
5 f ree
For ex t r a con t r ol l ed speak i n g pr act i ce y ou cou l d ask
st u den t s t o l ook at t h e t r an scr i pt s of t h e di al ogu es
f r om 2a ( on
SB page 118) an d pr act i se t h em wi t h
a par t ner .
RES0 URCE SHEET 5 . 3
. . " b
Pag e 1 0 2 .
For addi t i on al pr act i ce of t h e t ou r i st l an gu age, u se
Resou r ce sh eet 5. 3. Di v i de t h e cl ass i n t o pai r s or smal l
gr ou ps an d gi v e a copy of t h e i n compl et e qu est i on s t o
each pai r or gr ou p. Tel l st u den t s t o pl ace t h e cu t - u p
car ds f ace down on t h e t abl e an d t u r n t h em ov er on e
at a t i me. Th e f i r st st u den t t o compl et e t h e qu est i on
cor r ect l y wi n s t h e car d. Demon st r at e a f ew ex ampl es
wi t h a st r on g st u den t bef or e t h ey con t i n u e i n pai r s.
Th e act i v i t y cou l d be ex t en ded t o st u den t s t ak i n g i t i n
t u r n s t o pr ov i de an swer s t o t h e qu est i on s.
Ar r an gemen t s
5
f f i
cor aMUNt cATt oN PRACTI CE t 5" " " v sB
pages
82 and
9 0 .
Gi v e t h em t i me t o [ ook at t h ei r d i f f er en t p ag es. Ask a
st r on g St u d en t A t o ex p l ai n t h e scen ar i o t o t h e cl ass.
Th en d emon st r at e a r ol e p l ay w i t h a st u d en t . Pl ay t h e
p ar t of B, t h e p er son w or k i n g i n t h e t ou r i st of f i ce, an d
b e v er y p ol i t e an d h el p f u l . Th en st u d en t s d o t h e r ol e
p l a y . Mo n i t o r a n d su p p o r t t h e m d u r i n g t h e
con v er sat i on . St u d en t s ch an g e r ol es f or t h e secon d r ol e
p l ay , an d t h i s t i me A, t h e p er son w or k i n g i n t h e
i n f or mat i on of f i ce, i s t i r ed , b u sy an d n ew t o t h e
j ob .
Th i s sh ou l d p r od u ce a d f f er en t at mosp h er e. Af t er t h e
p ai r w or k ch oose t w o or t h r ee p ai r s t o d o t h e r ol e p l ay
f or t h e cl ass. St u d en t s cou l d v ot e f or t h e most / l east
h et p f u t p er son f r om t h e t ou r i st of f i ce.
W
, o p er so n al i se t h e l an g u ag e o f t h e l esso n , st u d en t s
w o r k w t h a p ar t n er an d t al k ab o u t t o u r i sm i n t h ei r
t own / r egi on . Wi t h mor e con f i den t st u den t s, t h i s cou l d
be ex pan ded i n t o a pr esen t at i on t o t h e cl ass u si n g
maps an d l eaf l et s. Th i s sh ou l d be gi v en as a
h o mew o r k assi g n men t , t o al l o w p r ep ar at i o n .
St u den t s cou l d wr i t e a sh or t emai I t o t h e t ou r i st
i n f or mat i on of f i ce i n Cambr i dge an d ask f or i n f or mat i on
abou t t h e t own . Tel l t h em t h ev ar e v er v i n t er est ed i n
hi st or y.
WORKBOOK " . " v Pages 1, 7- 1. 9.
Lesson 6. 1
For ecast i ng
wi l l : pr edi ct ons
Pr o b ab i t i t y
6 obi ect i ves
I
St u den t s wi l l k n ow t h e f or m of w l l an d associ at e i t
wi t h t h e f u t u r e, bu t may n ot be f ami t i ar wi t h t s u se
w i t h p r ed i ct i o n s an d sp ecu l at i o n .
f f i
St u Oen t s l ook at t h e ph ot os of t h e Tr opi cal l st an ds
Resor t an d say wh at t h ey can see. Ask wh at t h ey t h i n k
i t i s an d wh at t h ev t h i n k v si t or s can do t h er e.
f f i
Cr u. mar pr act i ce
. ' . 1
Kry
1 I don' r t hl nk he' l l f i ni sh on r i me. 2 Per sonal l y,
I t hi nk t hey' l l be over budget . 3 I t hi nk i t ' l l be a f l op.
+ The pr oj ect won' t be a success. 5 I don' t t hi nk
we' l l sol ve t he pr obl em. 6 The sal es f i gur es won' t
i mpr ove next mont h.
3 6 Read ou t t h e l ast t w o sen t en ces of t h e
ar t i cl e ag ai n t o t h e cl ass. Th en r ead ou t t h e r u b r i c
an d t h e q u est i on . Pl ay t h e r ecor d i n g t h e f i r st t i me
f or st u d en t s t o l i st en f or t h e ad v an t ag e t h at t h e
r esor t h ad .
Transcript
I nt er vi ewer What do you t hi nk about t he l ocat i on of
t he r esor t , near Ber l i n?
Car ol i ne Wel l , t he r eason i t ' s t her e i s, si mpl y,
because t her e was al r eady a dome t her e.
Tr opi cal I sl ands Resor t di dn' t bui l d t he
dome. They bought i t , f or qui t e a l ow
pr i ce. A company cal l ed Car pol i f t er bui l t
t he dome as a f act or y, t o make bi g
ai r shi ps. But Car gol i f t er went out of
b u si n ess an d h ad t o sel l t h e d ome. So
Tr opi cal I sl ands bought i t and . . . so t hey
h ad v er y l ow con st r u ct i on cost s.
So, do you t hi nk t he r esor t ' l l be successf ul
i n t he l ong t er m?
Possi bl y. I t hi nk i t ' l l pr obabl y be qui t e
popul ar i n t he shor t t er m . . . i n t he f i r st
f ew mont hs. I t hi nk a l ot of peopl e' 11
pr obabl y come t o have a l ook . . . t hey' l l
want t o see what i t ' s l i ke. Af t er t hat , i t
depends what t hey t hi nk of i t .
Some peopl e say t hi s r esor t won' t hel p t o
make f or ecast s f or ot her r esor t s because
t her e was no need t o bui l d a dome. Do
you agr ee wi t h t hat ?
Um . . . n o. I t h i n k i t ' l l h el p a l ot . Def i n i t el y .
The const r uct i on cost s ar en' t di f f i cul t t o
cal cul at e. The di f f i cul t quest i on i s, what
sor t of peopl e wi l l vi si t t he dome? I ' m sur e
i t ' l l be popul ar wi t h f ami l i es r vi t h yol r ng
chi l dr en, f or exampl e. So t he pr oj ect ' l l
be good f or get t i ng i nf or mat i on about
t he mar ket .
Do you t hi nk someone wi l l bui l d anot her
dome l i ke t hi s somer vher e, one day?
I t ' s possi bl e, yeah. Maybe t her e' s a huge
mar ket f or t her n. I mean, i t ' s not a
compl et el y new i dea. Ther e' s al r eady a
dome l i ke t hi s one i n
/ apan.
I t wou l d be u sef u l t o sh ow st u den t s wh er e
Br an den bu r g i s on a map of Ger man y . St u den t s f i r st l y
di scu ss t h e l ocat i on of t h e Tr opi cal l sl an ds Resor t i n
p ai r s an d t h en
j o i n
i n a cl ass d i scu ssi o n , g i v i n g t h ei r
r eason s. Wr i t e t h e ar gu men t s f or an d agai n st t h e
l ocat i on on t h e boar d.
f f i
St u Oen t s r ead t h e ar t i cl e an d an swer t h e qu est i on s.
Wi t h weak er st u den t s go t h r ou gh t h e ar t i cl e t oget h er .
Kry
1 The Tr opi cal I sl ands Resor t i s l ar ger t han t wo
f oot bal l st adi ums and hi gher t han t he St at ue of
Li ber t y. 2 The t emper at ur e i s 25" C. Ther e' s a' sea'
wi t h wat er at 30" C, and a smal l ' r ai nf or est ' .
3 The advant anges ar e t hat t he sea i s qui t e f ar away
( 250 km) and t hat t he dome can be used i n wi nt er t oo,
when i t i s col d. 4 Many of t he wor l d' s bi g, r i ch ci t i es
have col d cl i mat es and so possi bl y l ar ge mar ket s f or
' t r opi cal
dayt r i ps' .
f f i
St uAent s t hen f ocus on wi l ! and won' f by under l i ni ng
t h e cor r ect w or d s t o mak e sen t en ces t h at mat ch t h e
p oi n t s of v i ew i n t h e ar t i cl e.
Key
1 doesn' t t hi nk 2 wi l l 3 won' t
l nt er vi ewer
Car ol i ne
l n t er v i ewer
Car ol ne
! nt er vi ewer
Car ol i ne
wi l l : pr edi ct i ons
Re a d t h r o u g h t h e e x a mp l e s w i t h t h e c l a ss. Po i n t
ou t t h at ev en t h ou g h w i l l i s w r i t t en af t er n ou n s,
i t ' s u su al l y p r on ou n ced as
' / / .
Gr ammar r ef er en ce " ' . ) SB Pag e 1 1 . 0 , Sect i on
5 . 4 . 1 , .
E
36 Read t h r ou gh t h e sen t en ces wi t h t h e cl ass
an d t h en st u den t s l i st en agai n an d deci de wh i ch
sent ences ar e t r ue or f al se.
Key
1 T 2 F 3 F 4 T 5 T 6 T
!
St uaent s cor r ect t he f at se sent ences i n 2b.
Kq
2 The number s of vi si t or s wi l l pr obabl y be hi gh i n t he
f i r st ew mont hs' ] I t def i ni t el y wi l l
/
wi l l def i ni t el y
hel p t o pr edi ct t he success of ot her r esor t s.
@
St u aen t s cl ar i f r T t h e k ey l an gu age of possi bi t i t y an d
cer t ai nt y by put t i ng t he wor ds nt o a char t .
KE
Ver y cer t ai n: cer t ai nl y, def i ni t el y
Qui t e
cer t ai n: pr obabl y
Not cer t ai n: possi bl y, per haps, maybe
@
n sr st u den t s t o t ook at t h e sen t en ces i n 2d aga n .
Wh i ch of t h e wor ds i n t h e ch ar t go at t h e st ar t of a
sent ence? Whi ch go bef or e t he ver b?
Kq
Per hapsl Maybe go at t he st ar t of a sent ence.
Pr obabl yf Possi b\ t f Cer t oi nl yl Def i ni t el y go bef or e t he ver b.
I
n oi n t ou t t h at t h e wor ds f or possi bi l i t y an d cer t ai n t y
can come i n di f f er en t posi t i on s i n t h e sen t en ces.
Expl ai n t hat maybe and per haps usual l y come at
t h e b eg i n n i n g :
Per haps sameone wi l l come.
P rob ob ly/ D e
f i
n i t e ly/ P o s s i b ly/ Ce rt a i n ly us ua I ly co m e
i mmedi at el y af t er wi l l and bef or e t he mai n ver b, but
bef or e won, t n negat ve sent ences. They can
so met i mes co me at t h e b eg i n n i n g o f a sen t en ce.
Pr obobl y, t her e' l l be a l ot of vi si t or s.
Ther e' l l pr obabl y be a l ot of vi si t or s.
Ther e pr obobl y won' t be a l ot of vi si t or s.
Obj ect i ves 6
37 St u den t s l i st en t o ex t r act s f r om t h e i n t er v i ew
an d u n der l i n e t h e st r essed wor ds. Ch eck an swer s wi t h
t h e wh ol e cl ass, t h en ask wh at ef f ect t h e st r ess h as on
t h e pr on u n ci at i on of w l l . Focu s st u den t s' at t en t i on on
t h e con t r act ed f or m
' 1l
af t er st r essed n ou n s su ch as
r esor t ' l l and peopl e' l 1. St udent s can t hen pr act i se
say i n g t h e sen t en ces wi t h t h e cor r ect st r ess, i n pai r s.
Key
1 So, do you t hi nk t he r esor g' l l be successf ul i n r he
l ong t er m? z I t hi nk i t ' l l pr obabl y be qui r e popul ar
i n t he shor mer m. 3 I r hi nk a l ot of pcopl e' l l
pr obabl ) t come t o have a l ook. 4 They' l l want t o seq
r vhat i t ' s l i ke. 5 So t he pr qkel ' l l be gOod f or get t i ng
i nf or mat i on about t he mar ket .
f f i
st u oen t s d i scu ss t r op i cal d omes w t h a p ar t n er . Th ey
sp ecu l at e, u si n g w i l l an d t h e p r ob ab i t i t y w or d s. Hol d
cl ass f eed b ack t o comp ar e d i f f er en t op i n i on s.
RESOURCE SHEET 6 . 7 . . " b Pa g e 1 , 0 3 .
Use Resou r ce sh eet 6 . 1 , f or ad d i t i on al p r act i ce of
p r ed i ct i on s. St u d en t s w or k i n smal l g r ou p s. Gi v e each
g r ou p a set of cu t - u p car d s w i t h p r ed i ct i on s on .
St u d en t s p l ace t h e car d s f ace d ow n on t h e t ab l e an d
t u r n t h em ov er on e at a t i me. Wh en a car d i s t u r n ed
u p , t h ey d i scu ss w h et h er or n ot t h ey ag r ee w i t h t h e
pr edi ct i on. Encour age t hem t o use def i ni t el y, pr obabl y,
possi bl y, ce r t ai nl y, et c.
f f i
cor t aMuNt cATt oN
pRAcncE
16. . " p sB
page
83.
Di v i de t h e cl ass i n t o pai r s an d t h en r ead t h r ou gh t h e
act i v t y w t h t h e cl ass. Ch eck t h at st u den t s u n der st an d
t h e i deas an d t h at t h ey ar e cl ear abou t t h e t ask . Poi n t
ou t t h at t h ey h av e t o mak e pr edi ct i on s abou t t h e l i k et y
su ccess of t h e i deas. Gi v e st u den t s t i me t o pr epar e
wh at t h ey ar e goi n g t o pr edi ct an d mak e a f ew n ot es.
Th en demon st r at e a r ol e pl ay wi t h a st u den t bef or e
st u den t s con t i n u e i n pa r s. Mon i t or t o ch eck t h at t h ey
use w l l / won, t cor r ect l y. Af t er t he i n t al pai r wor k,
st u den t s mu st l ook at t h e l i st agai n an d agr ee on h ow
pr obabl e i t i s t h at t h e i deas wi l l be su ccessf u l , u si n g
cer t ai nl y, pr obabl y, def i ni t el y, poss bl y, per haps and
moy be. Ch oose some pai r s t o r epor t back t h ei r
o p i n i o n s t o t h e cl ass.
f f i
St u Aen t s h av e an oppor t u n i t y t o per son at i se t h e
l an g u ag e o f t h e u n i t b y t al k i n g t o a p ar t n er ab o u t
a pr oj ect t h ey ' r e pl an n i n g or st ar t i n g soon ( at
wor k
or ou t si de wor k ) . St r on ger st u den t s cou l d do a
pr esen t at i on t o t h e cl ass i n t h e n ex t l esson abou t t h e
f u t u r e pr oj ect . Th i s cou l d be a h omewor k assi gn men t .
@
. . . )
Kry
I He' s def i ni t el y comi ng t omor r ow. 2 They' l l
pr obabl y get t he cont r act . 3 Per haps I ' 11 go t o Spai n
on busi ness t hi s year . 4 Ther e' l l cer t ai nl y be a bi g a
mar ket f or t hi s pr oduct . 5 Thei r pr of i t s wi l l
possi bl y be bet t er t hi s quar t er .
Vocabulary practice .. ) SB Page 100, Exercise 3.
Key
1 c 2 a 3 e 4 b 5 d
Key
1 a 2 a 3 b
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.
Interviewer
Key
1 goal, target, aim, objective 2 ambitious,
optimistic 3 realistic
Interviewer
Interviewer
Caroline
Caroline
Caroline
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.
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.
Caroline
Transcript
Interviewer
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.
Lesson 6.2
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:
Key
1 wI' 3 wI' 6 wI'
Students make sentences to describe Virgin Galactic's
plans and objectives using prompts and the present
continuous.
Discussing aims
1 space tourism in 10 years' time
2 space tourism - big industry in 3-4 years' time
3 rich tourists in space in 10-20 years' time
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.
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
E
@
St u Oen t s mat ch t h e pai r s t o mak e sen t en ces f r om
t h e con v er sat i on . Th i s f ocu ses on f i r st con di t i on al
sen t en ces, bu t h er e st u den t s ar e on l y ex posed t o t h e
f or m, an d do n ot y et man i pu l at e i t .
Ask st u den t s t o ch eck t h ei r an swer s, by f i n di n g
t h e sen t en ces i n t h e t r an scr i pt f or Li st en i n g 38 on
SB page 119.
KE
1 c 2 a 3 d 4 b
To con sol i d at e t h e f i r st con d i t i on al , mak e u p a si mp t e
comp l et i on d r i l t . Say t h e f i r st h at f of sen t en ces an d g et
v ol u n t eer s t o comp l et e t h em i n d i f f er en t w ay s:
Teacher l f I
f i ni sh
wor k l at e t hi s eveni ng, . . .
. . . I ' l l mi ss my bus.
. . . l ' l l st ar t wor k l at e t omor r ow.
Teacher l f i t r ai ns at t he weekend . . .
St udent 7 I won' t do t he gar deni ng. et c.
You cou l d al so g et st u d en t s t o w r i t e t h e f i r st h al v es of
t h r ee sen t en ces w i t h i f an d p ass t h em on t o a p ar t n er
t o comol et e.
RESOURCE SHEET 6 . 2 . . . Y Pa g e 1 0 4 .
For ad d i t i on aI or aI p r act i ce of t h e f i r st con d i t i on al
st u d en t s w or k i n p ai r s u si n g Resou r ce sh eet 6 . 2 . Gi v e
each p ai r a set of t h e cu t - ou t car d s. St u d en t s p l ace t h e
car d s f ace d ow n on t h e t ab l e an d t ak e i t i n t u r n s t o
p i ck a car d an d t h en comp l et e t h e f i r st con d i t i on al
sen t en ce.
@
Cr ar r ar p r act i ce
. ' . '
SB Pag e 1 0 0 , Ex er ci se 4 .
Obj ect i ves 6
Kq
1 I f t he f l i ght ' s del ayed, I ' 11 st ay at t he ai r por t .
2 I f t he suppl i er s don' t del i ver i t t oday, we won' t
f i ni sh on t i me. ) I f youwor k har d, you' l l achi eve
your goal . + I f t he pr oj ect i sn' t successf ul , we' l l l ose
a l ot of money. 5 I f t hey don' r f i ni sh t he j ob, t hey' l l
wor k l at e t oni ght . 0 I f t he pr i ce i sn' t t oo hi gh, we' l l
i ncr ease our sal es.
St udent 1
St udent 2
Fi r st con d i t i on at
Poi n t ou t t h at t h e p r esen t t en se i s al w ay s u sed
af t er i f and t hat wi l l i s al ways used wi t h t he ot her
v e r b i n t h e se n t e n c e . St r e ss t h a t t h i s i s n e a r l y
al w ay s sh or t en ed t o
' / /
w h en w e sp eak .
Poi n t ou t t h at sen t en ces can ei t h er b eg i n w i t h i f
or w i t h w i l l + v er b . St r ess t h at t h e n eg at i v e w i l /
n ot i s Ver y r ar e an d t h at w on ' t s t h e common
f or m. Pr ov i d e ot h er p osi t i v e an d n eg at i v e
e x a mp l e s o f c o n d i t i o n a I se n t e n c e s, i f n e c e ssa r y .
' " " b
SB Pa g e 1 1 0 , Se c t i o n 6 . 1 .
f f i
cor uMUNr cATI oN
pRAcncE
17
. . . p
sB
page
83.
Di v i d e t h e c l a ss i n t o p a i r s a n d t h e n r e a d t h r o u g h t h e
b u si n ess p l an w i t h t h e cl ass. Ch eck t h at st u d en t s
u n d e r st a n d t h e n a t u r e o f t h e b u si n e ss. Th e n t e l l t h e m
t h e y mu st d e c i d e w h a t t o d o i f c e r t a i n t h i n g s h a p p e n .
So me st u d e n t s mi g h t b e a b l e t o c o me u p w i t h o t h e r
scen ar i os, so b r ai n st or m an d ad d t h ese t o t h e l i st .
Demon st r at e t h e r ol e p l ay w i t h a st u d en t so t h ey ar e
cl ear ab ou t t h e t ask . Th en g i v e st u d en t s some t i me
t o p r ep ar e w h at t h ey ' I d o i n t h e d i f f er en t si t u at i on s
b ef or e t h ey st ar t t h e r ol e p t ay . l t mi g h t h el p st u d en t s
t o mak e a f ew n ot es. Mon i t or t h e p a r w or k t o ch eck
t h at t h ey u se w e' l l cor r ect l y . Th en each p ai r j oi n s
w i t h
a n o t h e r p a i r t o c o mp a r e t h e i r d e c i si o n s a n d t o se e i f
t h e y h a d t h e sa me so l u t i o n s t o t h e p r o b l e ms. Ho l d
some cl ass f eed b ack , t o mak e su r e t h at st u d en t s ar e
u si n g t h e f i r st con d i t i on al cor r ect l y i n t h ei r sen t en ces.
f f i
Hot O a cl ass di scu ssi on . St u den t s t at k abou t Vi r gi n
Gal act i c' s ob j ect i v es an d commen t on w h et h er t h ey ar e
r eal i st i c or n ot .
f f i
St u Oen t s h av e t h e oppor t u n i t y t o per son at i se t h e
l an gu age of t h e l esson wi t h a par t n er . Th ey t ak e i t i n
t u r n s t o t al k abou t a pr oj ect t h at t h ey ' r e wor k i n g on at
t h e momen t ( mak e t cl ear i t can be a pr oj ect r el at ed
t o wor k or spar e t i me) . Mor e con f i den t st u den t s mi gh t
do a mi n i - pr esen t at i on t o t h e cl ass i n t h e n ex t l esson .
Lesso n 6. 3
Book i n g a f l i gh t
Re se r v a t i o n s
PRE. TEACH! NG
Qu i ck l y
r ev i se t h e al p h ab et , esp eci al l y l et t er s w h i ch
st u d en t s f r eq u en t l y con f u se
( el i ,
Sf i
et c. ) as t h i s w i l t b e
u se f u l f o r t a l k i n g a b o u t a i r l i n e n a me s.
Most st u d en t s w i l l h av e some ex p er i en ce of f l y i n g on
b u si n e ss o r o n h o t i d a y . Ask q u e st i o n s t o e l i c i t t h e
l an g u ag e t h ey al r ead y k n ow ab ou t t h e t op i c. How of t en
do you
f l y?
Do you al ways
f l y f r om
t he same a r por t /
wi t h t he some ai r l i ne? Do vou book t i cket s onl i ne or i n
a t r avel agent ' s?
f f i
n t U st u d en t s ab o u t t h e mo st p o p u l ar ai r l i n es i n t h ei r
cou n t r y an d t o gi v e r eason s f or t h ei r popu l ar i t y . Wr i t e
t h e r easo n s o n t h e b o ar d .
f f i
Voi n t t o t h e adv er t f or a l ow- cost ai r l i n e an d ask
st u d en t s t h e q u est i o n s ab o u t i t . So me st u d en t s mi g h t
come f r om cou n t r i es wh er e t h er e i s n o t r adi t i on of
ch eap/ cu t - pr i ce ai r l i n es, so be pr epar ed t o pr ov i de
ex ampl es. Mak e a l i st of t h e di sadv an t ages of v er y
ch eap pl an e t i ck et s on t h e boar d
( y ou pay ex t r a f or
meal s or dr i n k s, n ot mu ch space, n ot v er y comf or t abl e,
pl an es n ear l y al way s f u l l , t i ck et s n on - r ef u n dabl e,
ai r por t t ax es n ot i n cl u ded i n pr i ce, smat l baggage
al l owance, you pay a l ot f or excess baggage) .
f f i
St u aen t s t ack l e t h e n ew v ocabu t ar y i n t h e adv er t by
f i n di n g wor ds f r om t h e adv er t t o mat ch t h e def i n i t i on s
an d sy n on y ms. St u den t s cou l d wor k wi t h a par t n er t o
do t h i s an d t h en f eed back or at l v t o t h e cl ass.
Kry
1 Book your seat i n advance f or even l ower f ar es.
2 Ti cket s ar e non- r e undabl e and non- t r ansf er abl e.
3 one- way 4 r et ur n 5 l ower f ar es 6 excess
baggage 7 Di scount s f or under 26s. 8 20kg
maxi mum baggage al l owance 9 i n advance
1 0 b o o k
How much i s t he di scount on t h s hol day?
How much woul d t he hol i day cost
f or
t wo peopl e?
Can you get your money back i f you need t o cancel ?
Do you have t o pay ai r por t t ax?
l f you want t o book
f or
one per son, wi l l i t cost f 209?
How much do you pay i f your sui t case i s t oo heavy?
Wr i t e so me p r o mp t s u p o n t h e b o ar d , f o r si mp l e
ou est i on s t h at st u den t s can ask each ot h er :
. . . dest i nat i on?
How l on g . . . ?
Whi ch ai r por t . . . ?
What ki nd of hot el . . . ?
Haw mu ch l u ggage . . . ?
. . . summer hol i day?
. . . meal s i ncl uded?
St u d en t s ask an d an sw er q u est i o n s ab o u t t h e h o t i d ay
i n p ai r s.
f f i
39 St u den t s l i st en t o a cu st omer book i n g a
f l i g h t w i t h Gl en Ai r an d an sw er t h e q u est i o n s.
Key
1 Li sbon 2 ar et ur nt i cket I a sur f boar d
Transcript
Assi st ant Gl enAi r , good af t er noon. How can I
hel p you?
Cust omer Hel l o. I ' d l i ke t o f l y t o Li sbon at t hc encl
of May.
Assi st ant Li sbon?
Cust omer Yes.
Assi st ant What dat e ar e you pl anni ng t o l eave?
Cust omer On May t he t went y- f our t h.
Assi st ant May t he t went y- f our t h. I s i t a r et ur n f l i ght ?
Cust omer A r et ur n, yes. I want t o come back on t he
t hi r t y- f i r st .
The t hi r t y- f i r st of May . . . OK, t he cheapest
f ar e' s f i f t y
- f i v
e p ounds.
That ' s f or a r et ur n.
Yes.
OK. Um . . . and can I change t he dat e i f I
need t o?
Assi st ant No. For t hat f ar e, you can' t change t he
booki ng, and t her e' s no r ef und i f you cancel .
Ri ght . So f i f t y- f i ve pour - r ds. And ar c t her e anv
ext r a char ges? For ai r por t l ax. or . . .
No, t hat ' s i ncl uded.
OK. Um . . . oh, t hat ' s t he ot her qucst i on
-
what ' s t he maxi mum baggagc al l or vance?
Because I want t o t ake a sur f boar d wi t h me.
Ri ght . Wel l , t he maxi mum al l owance i s
t went y ki l ogr ams. The excess baggage char ce
i s si x pounds per ki l ogr am, but f or a
sur f boar d . . .
f f i
' " " p
Key
1 di scor - r nt 2 i ncl ude I non- r ef undabl e
4 al l or vance 5 excess 6 advance 7 one- way
RESOURCE SHEET 6 . 3 " " " v Pag e 1 0 5 .
Fo r ad d i t i o n al p r act i ce o f t h e l an g u ag e o f cu t - p r i ce ai r
t r av el st u den t s wor k i n pai r s u si n g Resou r ce sh eet 6. 3.
Gi v e each pai r a copy of t h e adv er t an d ask st u den t s
so me co mp r eh en si o n q u est i o n s ab o u t i t .
Assi st ant
Cust omer
Assi st ant
Cust omer
Cust omer
Assi st ant
Cust omer
Assi st ant
E
39 St u den t s l i st en agai n f or det ai l s t o compl et e
t h e i n f or mat i on on t h e page.
Kq
1 24t h of May 2 31st of May 3 f , 55 a 20kg
5 6 per kg
@
St u aen t r
?. u l
t h e wor ds i n or der t o mak e sen t en ces
-
f r om t h e di at ogu e t h ey h av e
f u st
h ear d.
Kry
I I ' d l i ke t o f l y t o Li sbon at t he end of May.
2 What dat e ar e you pl anni ng t o l eave? 3 I want
t o come back on t he l 1st . 4 The cheapest f ar e' s
f i f t y- f i ve pounds. 5 Ar e t her e any ext r a char ges?
6 What ' s t he maxi mum baggage al l owance?
7 The excess baggage char ge i s si x pounds
per ki l ogr am.
St u d en t s w or k i n p ai r s t o i n v en t sh or t ex ch an g es.
St u d en t A r ead s t h e p ar t of t h e ai r l i n e assi st an t an d
St u d en t B p l ay s t h e p ar t of t h e cu st omer . Th ey t h en
ch an g e r ol es.
Key ( exampl e ans. ver s)
1 I ' d l i ke t o f l y t o Madr i d. 2 Can I change t he t i cket
i f I need t o? 3 I s t hat f or a r et ur n? 4 How much i s
a r et ur n f ar e? 5 Ar e t her e any ext r a char ges?
6 I want t o come back on t he 6t h l ul v. 7 How much
i s t he baggage al l owance?
4 0 St u d en t s l i st en t o t h e r est of t h e
con v er sat i on t o f i n d ou t i f t h e cu st omer can ch oose
hi s seat now.
Key
No. He can' t choose hi s seat unt i l check i n.
Transcript
Cust omer . . . OK, can I book a seat , t hen, pl ease?
Assi st ant \ t s. Can I t ake your name, pl ease?
Cust omer Sur e. I t ' s Si mon Br i gt on. B- R- l - GJ- O- N.
Assi st ant And Si mon i s S- I - M- O- N?
Cust omer That ' s r i ght .
Assi st ant And hor v u' oul cl you l i ke t o pay?
Cust omer Do you t ake Vi sa?
Assi st ant Of cour se, no pr obl em. Coul d I t ake t he
number pl ease?
Cust omer Sur e, i t ' s f our si x doubl e seven, d< l ubl e t hr ee
doubl e f our , t wo t wo t wo one, f our doubl e
f i ve. And t he expi r y dat e i s August . . . t wo
t housancJ and ni ne.
Assi st ant Thank
1' c. r u.
So, j ust t ct conf i r m, t hat ' s one
t i cket t o Li sbon, f l yi ng oLr t on May t he
t r vent y- f our t h at si x f i f t y and r et ur ni ng on
May t he t hi r t y- f i r st at sevent een t hi r t y. The
t ot al cost i s f i f t y- f i vc pounds, i ncl udi ng t axes.
Cust omer OK.
Obj ect i ves 6
Check i n opens t wo hour s bef or e t ake- of f ar - r d
cl oses hal f an hour bef or e.
OK.
) ust
one mor c t hi ng . . . coul d I have an
ai sl e scat ?
You can choose yol l r seat when you check i n.
Obvi ousl y, i t ' s best t o check i n as ear l y as
possi bl e.
Ri ght , OK.
4 0 St u d en t s l i st en ag ai n an d comp l et e t h e
d e t a i l s o f t h e b o o k i n g o n t h e f o r m.
Key
Fl i ght 45 56 Gl asgow
-
Li sbon
Passenger name: Si mon Br i gt on
Payment met hod: Vi sa car d
Car d number : 4677 33442221 455
Expi r y dat e: ugust 2009
Out bound f l i ght : 0. SO
Ret ur n f l i ght : 77. 30
f f i
St u Aen t s wor k wi t h a par t n er an d pr act i se t h e di al ogu e
w i t h t h ei r o w n n ame an d i n v en t ed cr ed i t car d n u mb er s.
Th ey u se t h e t r an scr i pt on SB page 11. 9 as a su ppor t .
Wh en t h ey h av e d o n e t h e d i al o g l l e o n ce, t h ey sh o u l d
ch an ge r ol es an d r epeat i t wi t h di f f er en t i n f or mat i on .
f f i
connMUNt cATt oN PRAcncE 18. ' . ) sB
pages
83 and
9 1 ' -
Ask t h em t o l ook at t h ei r d i f f er en t p ag es. Ex p l ai n t h at
t h ey ar e g oi n g t o t ak e i t i n t u r n s t o b ook a f l i g h t at a
t r av el ag en t ' s. Tel [ t h em t h at St u d en t A mak es t h e f i r st
e n q u i r y a n d t h a t St u d e n t B i s t h e t r a v e l a g e n t a n d
sh ou l d su g g est t h e b est f l i g h t an d an sw er s q u est i on s.
Gi v e st u d e n t s t i me t o r e a d t h e i r i n f o r ma t i o n .
Pl a y t h e p a r t o f St u d e n t A a n d d e mo n st r a t e a n e n q u i r y
w i t h a st u d en t . Th en st u d en t s car r y ou t t h e r ol e p t ay s,
ch an g i n g r ol es af t er t h e f i r st r ol e p l ay . Mon i t or an d
su p p o r t d u r i n g t h e p a i r w o r k . At t h e e n d , a sk p a i r s t o
p er f or m t h ei r r ol e p l ay f or t h e cl ass.
f f i
St u Oen t s w or k i n p ai r s an d d i scu ss ai r t r av el u si n g t h e
q u est i on s as p r omp t s. Hot d w h ol e cl ass f eed b ack , t o
h e a r a v a r i e t y o f o p i n i o n s.
St u d en t s cou l d d esi g n an ad v er t f or a l ow - cost ai r l i n e.
Ask t h em t o l ook at t h e ad v er t on SB p ag e 4 0 f or t w o
o r t h r e e mi n u t e s, t h e n c l o se t h e i r b o o k s. Wo r k i n g i n
p ai r s, t h ey d esi g n a si mi l ar ad v er t f or an ai r l i n e t h ey
i n v en t , t r y i n g t o i n cl u d e t h e n ew l an g u ag e t h ey h av e
l e a r n e d t h i s l e sso n .
Assi st ant
Cust omer
Assi st ant
Cust omer
E
E
WORKBOOK " . ' p Pages 20- 22.
Test 2
( uni t s
4- . 6)
W
Fi t t i n t h e gaps wi t h cor r ect past si mpt e f or m of be.
1 A - ex por t sal es v er y good t ast mon t h ?
B Yes, ex cel l en t .
2 A . t h e mar k et i n g st r at egy su ccessf u l
l ast y ear ?
B Yes, v er y su ccessf u l .
3 We h ad l o t s o f d el i v er y p r o b l ems, so sal es
- - v er y h i g h .
4 Sh e mi ssed h er t r ai n so sh e - - - - - . o n t i me f o r
t h e meet i n g .
Mak e sen t en ces wi t h t oo or en ou gh . Use t h e past
si mp l e o f b e.
7 Car
l
be
l
expens ve . ( t oo)
bat t er y
/
not
I
be
I
bi g . ( enough)
pr odu ct s
i
n ot
I
be
I
ch eap . ( en ou gh )
del i ver y
I
be
I
sl ow .
( t oo)
5 we
/
n ot
I
be
I
ear l y . ( en ou gh )
W
ffi
W
Fi l t i n t h e g ap s.
saf e econ omi caI dan ger ou s popu l ar
compt i cat ed r el i abl e
Th i s sof t w ar e i sn ' t - . l t ' s v er y si mp l e
t o u se .
Th i s car d oesn ' t st ar t i n col d w eat h er . l t i sn ' t
Ot d p t an es w er e t oo - - - - - . Th er e w er e l ot s
o f a c c i d e n t s.
Lo t s o f p e o p l e l i k e t h i s p r o d u c t . l t ' s v e r y
Th i s car i s v er v . . You can d r i v e f or 1 0 0
k m o n f o u r l i t r e s o f o e t r o l .
Th i s ma c h i n e i s v e r y - - - . Th e l a st a c c i d e n t
w as f i f t een y ear s ag o.
Na m e :
W
Mak e sen t en ces. Use t h e p ast s mp t e.
t h i s p r o d u ct
/
mak e
/
mi t l i o n d o l t ar s
/
f o r co mp an y .
i t
/
t ak e
/
si x week s
/
t o f i n i sh
/
pt an .
t h at ph ot ocopi er
/
n ot cost
/ $10, 000 .
I
I
go
/
sh oppi n g
/
y est er day .
t hey
/
can' t
f
f i nd
/
bet t er l ocat i on
/
f or f act or y .
I
/
n ot h av e
/
f r i en ds r ou n d
/
l ast week en d .
we
/
eat
/
i n r est au r an t
I
l ast n i gh t .
sh e
/
dr i n k
/
cof f ee
/
wi t h h er br eak f ast .
Mak e q u est i o n s f o r t h ese an sw er s.
1 _ . _ _ _ _ _ _
Yes, I w o r k ed o n a v er y d i f f i cu t t p r o j ect .
2 _ _ _ _
Ye s, w e h a d p r o b l e ms w i t h t h e i n st a t l a t i o n .
3 . . . _
No , w e c o u l d n ' t so l v e t h e p r o b l e m q u i c k l y .
4
Ye s, w e f i n i sh e d t h e
j o b
o n t i me .
5 . . _ _ . .
Yes, w e w en t h ome ear l y .
f f i
Mak e of f er s an d su g g est i on s.
1 |
I
c a l l h e r
/
t h i s a f t e r n o o n .
2 w e
/
me e t a g a i n
/
n e x t Mo n d a y ?
3 w e
/
g e t
/
t h e sa me t r a i n i
4 |
/
l o o k i n t o
/
f l i g h t s t o Ma d r i d .
Bu s n ess St ar t . u p 2 r est 2 PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
Name:
A
Fi t t i n t h e g a p s i n t h e e ma i l .
r egar ds f ol l owi ng bel ow si ng( e conf i r m
di scu ssed h esi t at e i n cl u si v e
Dear
1
Ms Teo,
m o r n i n g , I
n ex t week .
b o o k i n g .
.
L
4
- - - . . r o o m
-
i n t h e n a me o f Ci n d v Te o
f r om Pen t a I n t er n at i on al
.
3 n i g h t s:
Ju n e
2 6 t h t o 2 8 t h
5
- - - -
.
Book i n g r ef er en ce: PBY4 5 1 6 7
As
6 . . - . - - - .
- - - - - ' -
,
y ou ' r e ch eck n g n at 2 0 . 0 0 .
l f y o u n e e d a n y f u r t h e r d e t a i l s, p l e a se d o n o t
- - t o c o n t a c t me .
Best
8
- - - - - - - - - - - - - - - -
,
Tob y Fi sch el
Hot el man ag er .
o u r t el ep h o n e co n v er sat i o n t h i s
- - - y ou r h ot el r eser v at i on f or
Pl ease f i n d
3. - - - - - -
det ai l s of t h e
E
Un def t i r c t h e cor r ect f or m of t h e v er bs.
t The conf er ence st ar t s/ i s st ar t i ng on 25t h Oct ober .
2 My f l i ght get s/ i s get t i ng i nt o Par i s at 8 pm.
3 | go/ am goi n g on h ol i day t omor r ow.
4 He gi ves/ i s gi vi ng a t al k at t he conf er ence.
5 Your t r ai n ar r i ves/ i s ar r i vi ng at 22. 45.
6 The meet i ng st ar t s/ i s st or t i ng at 9 am.
f
Fi t t i n t h e g ap s.
gu i ded l eaf l et s sou v en i r s maps peak
i n f or mat i on
Test 2
Fi n d t h e mi st al < e i n each sen t en ce. Wr i t e t h e cor r ect
sen t en ce.
1 | t h i n k t h e n ew p r o d u ct n o t w i l l b e a su ccess.
Th e y i n c r e a se p r o f i t s, i f t h e y c a n d e l i v e r o n t i me .
l f t h e p r oj ect w i t l b e su ccessf u t , t h ey ' t I mak e a l ot
of mon ey .
Th e r e ' l l b e a b i g d e ma n d , i f t h e p r i c e [ o w .
We' r e g oi n g op en a n ew st or e n ex t y ear .
Sh at l I t o mak e a r eser v at i on f or y ou ?
rest t ot al
FoT--.l
ffi
E { { }
ffi
Ex cu se me? l s t h er e
n e a r h e r e ?
Do y o u h a v e a n y
t h e t ow n ?
Do y o u h a v e a n y
Th er e' s a - - - - - - - - - - - -
h ou r .
a t our i st - of f i ce
a b o u t t h e h i st o r y o f
of t h e t ow n cen t r e?
t o u r o f t h e mu se u m e v e r y
3
4
5 You can bu y - f r om t h e gi f t sh op.
o
j u t y
an d Au g u st ar e t h e - - - - - - p er i o d s.
PH0 T0 C0 PI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u o 2 Test
Lesso n 7 . 1,
Tat k i n g abou t y ou r edu cat i on an d car eer
Pr esen t p er f ect / Past
si m
p l e
Ed u c a t i o n Ca r e e r h i st o r v
7 Success
f i
r n e i n t r odu ct i on of t h e pr esen t per f ect i s a m l est on e
f or most st u den t s an d n eeds v er y car ef u l h an dl i n g. Th i s
l esson pr esen t s t h e t en se i n a v er y con t r ol l ed way an d
f ocu ses on i t s u se t o descr i be gen er aI ex per i en ces i n
t h e past , con t r ast i n g t h i s wi t h t h e u se of t h e si mpl e
past t o descr i be speci f i c ev en t s.
Man y st u den t s f i n d dat es v er y h ar d, so r ev i se t h em by
wr i t i n g u p r an dom dat es on t h e boar d. Two st u den t s
come t o t h e f r on t of t h e cl ass. Say a dat e an d t h e f i r st
st u d en t t o p o i n t t o i t
' w i n s'
a p o i n t . Pl ay t o t h e b est o f
f i ve f or each pai r .
f f i
f oaa t h e k ey qu est i on an d an swer an d get st u den t s
t o r ep eat t . Demon st r at e an ex ch an g e w i t h a st u d en t ,
b ef or e st u d en t s con t i n u e i n f l u i d p ai r s r ou n d t h e cl ass:
Teacher When di d you st ar t wor k wi t h your pr esent
company?
St udent l st ar t ed wor k w t h . . . i n . . . .
Ask t h em t o n ot e t h e d at e each p er son i n t h e g r ou p
st ar t ed w or k w i t h t h ei r p r esen t comp an y , so t h ey can
r epor t back af t er war ds.
f f i
t at U t o t h e cl ass abou t y ou r own edu cat i on
f
car eer ,
e. g: / went t o school
f r om
1. 978 t o 1987 i n t he nor t h
of Engl and. Then l went t o uni ver si t y n . . . . l n . . .
I
j oi n ed
. . . et c. Af t er st u d en t s h av e w or k ed i n p ai r s,
ask f or some b r i ef f eed b ack f r om v ol u n t eer s.
Kqt
Pol yVec Assi st ant Pr oduct i onManager 2003- 2C[ ] ?
Pol yVec Pr oduct i on Pl anner 2002- 2003
BTE Pr oduct i on Pl anner 1. 999
- 2A02
Al t on Management Tr ai nee 1996- 7999
Sanf ord I nst it ut e of Technology Mast ers 1995
Cambridge Universit y Degree l99I
-
1994
W
Focu s on t h e n ot i ce on t h e Pot y Vec compan y
n ot i ceb oar d , f or emp l oy ees t o r ead . Ch ecl < t h ei r g i st
r ead i n g sk i l l s, b y ask i n g st u d en t s t o r ead t h e n ot i ce
q u i ck l y an d say w h at i t ' s ab ou t . ( l t ' s ab ou t
Jer ome
Gi l d er , w h o i s t h e n ew p r od u ct i on man ag er . ) Th en r ead
t h r ou g h t h e n ot i ce w i t h t h e cl ass, an d ch eck
comp r eh en si on of n ew v ocab u l ar y ( an n ou n ce, p r omot e,
t r a nee, Mast er s, et c. ) by et i ci t i ng/ gi vi ng exampl es.
f f i
St uaent s wor k wi t h a par t ner , usi ng t he i nf or mat i on
i n t h e n ot i ce t o comp l et e p ar t of
Jer ome' s
CV. Th ey
i ma g i n e t h e d a t e o n t h e n o t c e i s t h e p r e se n t mo n t h .
Teach i n g n ot es
f f i
St u Oen t s compl et e t h e v er bs f r om t h e n ot i ce. Th i s
ex er ci se r ev i ses t h e u se of t h e past si mpl e.
Key
t st udi ed 2 gr aduat ed 3 di d 4 j oi ned s l ef t
6 spent 7 moved 8 pr omot ed
f f i
. . . 1
Kry
1 gr aduat ed 2 post I t r ai nee 4 Mast er s
5 pr omot ed 6 l ef t 7 j oi ned
f f i
St u Oen t s r ev i ew t h e past si mpl e i n pai r s by ask i n g
a n d a n sw e r i n g q u e st i o n s a b o u t
Je r o me ' s
e d u c a t i o n
an d car eer . Demon st r at e w i t h a st r on g st u d en t so t h at
st u d e n t s h a v e a c l e a r mo d e I o f t h e t e n se t o u se :
Teacher What di d
Jer ome
st udy
f or
h s degr ee?
St udent He st udi ed Busi ness and Econom cs.
PRE. TEACHI NG
St u d en t s h av e r ead t h e n ot i ce an d u n d er st ood i t b y
t h i s p oi n t an d w i l l h av e seen t h e p r esen t p er f ect t en se
i n t h e n ot i ce, b u t h av e n ot y et b een ask ed t o u se i t .
Pr esen t t h e p r esen t p er f ect b y t al k i n g ab ou t y ou r ow n
car eer i n gener al t er ms, e. g. : l ' ve had l ot s of di f f er ent
j obs
over t he past
f i ve
year s and l ' ve t r avel l ed al l over
t he wor l d. l , ve wor ked i n
Japan.
l , ve t aught Engl sh i n
I t al y. I ' ve even been a wai t er i n Pai l s et c. Ask st udent s
quest i ons: Have you had l ot s of di f f er ent
j obs?
Have
you t r avel l ed a l ot ? Have you ever been a wai t er ?
Wr i t e t w o h ead i n g s on t h e b oar d an d ex amp l es w h i ch
con t r ast t h e p r esen t , p er f ect / p ast si mp l e.
Gener al expel ence Speci f i c exper i ence
l ' ve t r avel l ed al l over I t r avel l ed t o Japan
t he wor l d. i n 2oo4.
l ' ve t aught Engl i sh I t aught Engl i sh i n a
i n l t al y. school i n Lecce.
Pr esent per f ect / Past si m pl e
Go t h r o u g h t h e e x a mp l e s i n t h e b o x a n d c l a r i f y
t h e u se of t h e p r esen t p er f ect f or g en er al
e x p e r i e n c e s i n t h e p a st a n d t h e p a st si mp l e f o r
sp e c i f i c e x p e r i e n c e s. Po i n t o u t t h a t t h e f o r ma t i o n
of t h e p r esen t p er f ect i s su b j ect + h av e/ h as + p ast
p ar t i ci p l e. El i ci t t h at t h e p ast p ar t i ci p l e of most
r eg u l ar v er b s i s i n f i n i t i v e +
- ed .
Ref er st u d en t s
t o t h e v er b l i st on SB p ag e 1 1 , 3 f or t h e p ast
p ar t i ci p l es of i r r eg u l ar v er b s. Ref er st u d en t s t o
t h e g r ammar r ef er en ce f or mor e d et ai l .
4 . 2 . 1 , an d 4 . 2 . 3 .
SB Pa g e 1 0 9 , Se c t i o n s
Focu s on t h e u se of t h e pr esen t per f ect by ask i n g
st u den t s t o r ead ou t l ou d t h e sen t en ces wi t h t h at t en se
f r om t h e Pol y Vec n ot i ce abou t
, | er ome
Gi t der . Th en ask
t h em t o r ead ou t sen t en ces wi t h t h e past si mpl e.
p Cr ammar pr act i ce
' " . p
KE
t have/ ' ve wor ked 2 wor ked 3 di d + has/ ' s
managed 5 has/ ' s wor ked 6 j oi ned 7 havel ' ve
t r avel l ed
E
4t Pl ay t h e r ecor di n g of a con v er sat i on bet ween
Jer ome
an d h i s assi st an t . St u den t s l i st en t o f i n d ou t
wh i ch compu t er pr ogr ammes h e h as u sed.
Kr y
2 , / 3 , /
Transcript
Mar i a We use t he same sof t war e
-
a syst em cal l ed
Nur ec
-
t o cont r ol al l t he pr oduct i on pr ocesses.
f
er ome Nur ec?
Mar i a Yeah. Have you wor ked wi t h i t bef or e?
f er ome
No, I haven' t used t hat one. I ' ve used TP
Cont r ol .
Mar i a Ri ght . We used t hat her e, a f ew year s ago. So
di d you use TP i n Cape Town?
Jer ome
Yeah. Then when I was i n Bost on, we used a
syst em cal l ed Ar r ow.
Mar i a Oh, I ' ve wor ked wi t h t hat bef or e.
f er ome
We have so many di f f er ent t ypes of sof t war e i n
t hi s company, i t ' s unbel i evabl e.
Mar i a I know And we' ve changed so many t i mes, as
wel l . Have you ever used Conduct or ?
Conduct or ? No. I ' ve never hear d of i t .
That was t he syst em t hey had when I j oi ned.
I t was ver y good, act ual l y.
Jer ome
That ' s t he t r oubl e, i sn' t i t ? These t hi ngs change
al l t he t i me, but do t hey r eal l y i mpr ove?
E
4 1 Th i s act i v i t y f ocu ses st u d en t s on al l f or ms of
-
t h e p r esen t p er f ect
-
p osi t i v e, q u est i on s an d n eg at i v es.
St u d en t s l i st en ag ai n an d f i t l i n t h e g ap s.
Success 7
Key
1 Have 2 haven' t I I ' ve 4 we' ve 5 Have
6 never
Pr esen t p er f ect : n eg at i v es an d q u est i on s
Po i n t o u t t h a t t h e q u e st i o n f o r m o f t h e p r e se n t
p er f ect i s h av e/ h os + su b j ect + p ast p ar t i ci p t e?.
Th e n eg at i v e f or m i s h av en ' t / h asn ' t + p ast
p a r t i c i p l e . Re f e r st u d e n t s t o t h e g r a mma r
r ef er en ce f or mor e d et ai l .
Gr ammar r ef er en ce " . ? SB Pag e 1 0 9 , Sect i on s
4 . 2 . 1 . a n d 4 . 2 . 2 .
Jer ome
Mar i a
f f i
Cr ammar pr act i ce " . . p SB Page L0L, Ex er ci se 3.
Key
1 Have you used t hi s pr ogr amme bef or e?
2 I haven' t seen t hi s ver si on bef or e. 3 Have you
wor ked wi t h her bef or e? 4 Have you ever vi si t ed
Chi na? 5 I ' ve never vi si t ed Canada. 6 I haven' t
used t hi s syst em bef or e. 7 Have you ever l i ved i n a
di f f er ent count r y?
f f i
42 Ask st u den t s t o t ook at t h e sen t en ces i n
t h e pr esen t per f ect . Pl ay t h e r ecor di n g f or t h em t o
l i st en an d r epeat . Focu s on t h e st r on g f or ms of h av e
i n t h e qu est i on an d t h e n egat i v e an d t h e con t r act ed,
u n st r essed f or m l ' v e i n t h e posi t i v e sen t en ce.
St u den t s wor k wi t h a par t n er an d t ak e t u r n s t o ask
each ot h er qu est i on s. l f t h e an swer i s
' y es'
t h en ask f or
mor e i n f or mat i on . Demon st r at e t h e ex ampl e di al ogu e
wi t h a st u den t , bef or e t h ey wor k i n pai r s. Mon i t or f or
t h e cor r ect u se of t h e pr esen t per f ect an d past si mpl e.
f f i
ComMUNt CATI oN PRAcTt cE 19. ' " p SB
pages
84 and
9 1 .
Ask t h em t o r ead t h ei r di f f er en t pages. Demon st r at e by
ask i n g a st r on g St u den t A t h e f i r st t wo qu est i on s i n t h e
r ol e pl ay . St u den t s u se t h e i n f or mat i on i n t h e ch ar t t o
an swer . St u den t s t h en ch an ge r ol es an d do t h e secon d
r ol e pl ay.
St u den t s wor k wi t h a par t n er an d ask abou t h i s/ h er
edu cat i on an d car eer . El i ci t possi bl e qu est i on s, u si n g
t h e pr ompt s gi v en .
RESOURCE SHEET 7 . 7 . " r Pag e 1 0 6 .
For al t er n at i v e pr act i ce of t h e pr esen t per f ect an d past
si mpl e con t r ast , u se Resou r ce sh eet 7. 1. Ask st u den t s
t o i magi n e t h i s i s t h ei r CV. Th ey i n t r odu ce t h emsel v es
t o t h e p eo p l e t h ey ar e g o i n g t o w o r k w i t h i n t h ei r n ew
co mp an y an d t at k ab o u t t h ei r ex p er i en ce.
Lesson 7 . 2
Gi v i n g an u pdat e
Pr esent per f ect : yet / al r eady/ so
f ar
Go o d n e w s a n d b a d n e w s
PRE. TEACHI NG
Pr e- t each yet / al r eady/ so
f ar
usi ng exampl es of
st u d en t s' w or k an d p r og r ess i n l esson s. Hav e y ou r ead
Uni t t Z yet ? Have we
f i ni shed
Uni t 7 yet ? Have you
r ead t hi s ar t i cl e yet ? Have we done t hi s exer ci se yet ?
Have we done Uni t 6 yet ? Yes, we' ve al r eady done
Un t 6. So
f ar
We, Ve done si x uni t s i n t hi s book.
So
f ar
we' ve l ear ned t he pr esent si mpl e, t he pr esent
cont i nuous, t he past si mpl e and t he pr esent per f ect !
Wr i t e up an exampl e of each
( so
f ar ,
al r eady and yet )
on t h e b oar d an d p oi n t ou t t h e p r esen t p er f ect i s of t en
u sed w i t h t h ese w or d s.
f f i
t a t U a b o u t p l a n n i n g a n d sc h e d u l e s i n y o u r o w n
j o b
t o
pr ovi de a model , e. g. : l n my
j ob
as a t eacher i t ' s qui t e
easy t o pl an wor k. The pr obl em i s, I don' t al ways
know how qui ckl y st udent s wi l l l ear n what I pl an
f or
t hem. Somet i mes t hey l ear n somet hi ng ver y qui ckl y
and somet mes i t t akes a l ong t i me. l usual l y have
a
f l xed
schedul e
f or
j 0/ 60
hour s. l n t hat t i me I must
compl et e . . . l essons.
Th e n a sk st u d e n t s t o r e a d t h e se n t e n c e s a n d u n d e r l i n e
w or d s so t h at t h e sen t en ces ar e t r u e f or t h em. Th ey
can t h en d i scu ss t h e r eason s f or t h ei r an sw er s, w i t h
t h e cl ass. Wr i t e u o t h e r eason s on t h e b oar d t o see i f
t h er e i s a p at t er n .
W
Po i n t t o t h e emai I an d ask w h at t h e su b j ect i s. El i ci t
t h at i t ' s a pr ogr ess r epor t . Read t h e emai l wi t h t h e
cl ass an d t h en st u d en t s an sw er t h e q u est i o n s.
Al t er n at i v el y , wi t h weak er st u den t s, as t h i s i s qu i t e
a l o n g t ex t , u se t h e cu t - u p v er si o n o f t h e emai I o n
Reso u r ce sh eet 7 . 2 .
Kry
1 He' s wor ki ng on set t i ng up t he Si ngapor e of f i ce.
2 The new account s depar t ment and t he new sal es
r ep ar e doi ng wel l . 3 He' s havi ng pr obl ems wi t h t he
I T i nst al l at i on
/
f i ndi ng t T peopl e.
RESOURCE SHEET 7 . 2 " " . u Pag e 1 , 0 7 .
Use Resou r ce sh eet 7 . 2 t o h el o w eak er st u d en t s access
t h e emai l i n 2 a mor e easi l y . Di v i d e st u d en t s i n t o p a r s
o r sma l l g r o u p s a n d g i v e a c o p y o f t h e c u t - u p sh e e t
t o each p ai r or g r ou p . Read ou t t h e emai l f i r st b ef or e
st u d en t s w or k t og et h er t o p u t i t i n t h e cor r ect or d er .
f f i
St u aen t s cou l d wor k i n pai r s t o f i 11 i n t h e ch ar t wi t h
g ood an d b ad n ew s an d t h en f eed b ack t h e r esu l t s
o r a l l y t o t h e c l a ss.
Kq
Good news:
' We' ve
made good pr ogr ess wi t h . . .
we' r e t hr ee weeks ahead of schedul e wi t h r ecr ui t ment
Anna i s doi ng ver y wel l
t hi ngs ar e goi ng wel l
Bad news:
Unf or t unat el y we' r e havi ng pr obl ems wi t h . . .
We' ve had t r oubl e f i ndi ng I T peopl e
we' r e t wo weeks behi nd schedul e wi t h I T
W
Vocabu l ar y pr act i ce " " . v SB Page L0L, Ex er ci se 4.
Key
1 g 2 c 3 a 4 e 5 d 6 f 7 b
f f i
St u Oen t s wor k i n depen den t l y or i n pai r s t o f i n d t h e
past par t i ci pl e of i r r egu l ar v er bs ( wh i ch
ar e al l i n t h e
emai l ) .
A
So me st u d e n t s mi g h t n o t i c e t h a t i n t h e e ma i [ An d y
t o mean She' s gone t her e and
p o i n t w i l t b e f o c u se d o n i n 3 c .
I f ound a had 5 wr i t t en
8 f l own 9 t aken 10 sent
uses She' s been t o . . .
t hen come back. f hi s
Kqt
1 been 2 made
6 done 7 gone
1 1 seen
4 3 St u d en t s [ i st en an d r ep eat t h e i r r eg u l ar p ast
p a r t i c i p t e s. Th e y t h e n p r a c t i se sa y i n g t h e m w i t h a
p ar t n er . Demon st r at e h ow t o
' t est '
t h ei r p ar t n er w i t h
t h e h e l p o f a st u d e n t :
Teacher Fi nd.
St udent Found.
f f i
Aead out t he t wo sent ences. Af t er each one ask: Wher e
i s An n a n ow ? El i ci t / Ex p t ai n t h at An n a h as g on e t o
Ku al a Lu mp u r mean s sh e i s st i l l t h er e, w h i l e An n a h as
b een t o Ku al a Lu mp u r mean s sh e i sn ' t t h er e n ow , sh e
h as r et u r n ed . Poi n t ou t t h at sh e' s g on e can on l y b e
u sed i n t h e con t ex t of
' st i l l
b ei n g t h er e' .
f f i
Aead t h r ou g h An d y ' s
' t o
d o' t i st w i t h t h e cl ass. St u d en t s
t h e n u se t h e i n f o r ma t i o n i n t h e e ma i I t o t i c k t h e
j o b s
w h i c h An d y h a s a l r e a d y c o mp l e t e d .
Key
1 , / 4 . /
E
St u den t s t h en r ead t h e sen t en ces,
t o do' l i st an d c r cl e t h e sen t en ces
Kr y
r a 2 b ) b 4 a 5 b
r ef er back t o Andy' s
wh i ch ar e t r u e.
@
Cr ar r ar
p r act i ce
" . p 5 B Pag e 1 0 L, Ex er ci se 5 .
Kq
1 yet 2 so f ar 3 al r eady 4 so f ar , yet 5 yet
6 already
E ! 4
St u d en t s l i st en t o An d y cal t h i s b oss, Yv es,
-
a w eek l at er t o g i v e an ot h er u p d at e. Th ey mu st d eci d e
i f t h ey t h i n k Yv es h ap p y w i t h An d y ' s p r og r ess an d g i v e
t h e r r eason s.
Transcr pt
Yves Yves Cor di er .
Andy Yves, i t ' s Andy Bel l .
Yves Andy, hi . How ar e t hi ngs?
Andy Coi ns qr - r i t e u' el l .
Yves I s ever yt hi ng ncar l y r eady?
Andy Wel l , we' r , e got a f ul l account s depar t ment . I
i nt er vi ewed someone on Monday and she
' s
accept ed t he post . Sar a Ber nar d. I ' ve al r eady sent
her det ai l s t o per sonnel , so t hat ' s gone wel l . . .
Yves OK, good. And, what about t he I T syst er n? Have
t hey i nst ai l ed t l ' r at yet ?
Andy Wel l , t hat ' s mor e di f f l cul t . Um . . . I ' ve f ound t r vo
t echni ci ans so f ar , er , but unf or t unat el y, I haven' t
f ound t he t hi r d per son r ve need, so . . .
Yves So you haven' t f i ni shed t he I T i nst al l at i on?
Andy No, we . . . we haven' t act ual l y st ar t ed i t yet .
Bu r . . .
Yves \ bu haven' t st ar t ed i t yet ? And1, , r ve need t o
open t l - r at o f i ce i n t wo weeksl
Andy I know. I ' ve spoken t o Dani el a i n t he Zt t r i ch
of f i ce and she' s goi ng t o send someone next
r veek. l t hi nk we can st i l l open on t i me.
Yves We need t o. How l ong i s i t goi ng t o t ake f or you
t o g e t . . .
4 4 St u d en t s l i st en ag ai n an d d eci d e w h i ch
j ob s
f r om Andy' s
' t o
do' t i st i n 4a ar e now compl et ed.
Kry
1, 2, 4 an d 5 ar c n ow compl et ed.
Success 7
f f i
45 St u den t s l i st en an d r epeat t h e qu est i on s.
Ch eck t h at t h ey copy t h e r i si n g i n t on at i on cor r ect l y .
f f i
St u aen t s l ook at t h e
' t o
do' l i st of t ask s f or open i n g a
n ew of f i ce an d t h en t ak e i t i n t u r n s t o ask each ot h er
quest i ons usi ng yet . They shoul d answer wi t h not yet ,
al r eady and so
f ar .
f f i
conaMUNt cATl oN PRACTI CE 20" " " F SB Pages 84 and
91, .
Di v de t h e cl ass i n t o pai r s an d t h e pai r s i n t o As an d Bs.
Tel t St u den t Bs t h at t h ey h av e t r av et t ed t o Pol an d t o
l ook at t h e possi bi l i t y of open i n g a n ew of f i ce t h er e.
Th ey l ook at t h ei r
' t o
do' l i st an d gi v e an u pdat e on
t h e
ph on e
t o t h ei r boss i n t h e UK
( St u den t
A) on wh at
t h ey ' v e don e so f ar
/
at r eady . Remi n d St u den t As t o u se
y et f or ask i n g qu est i on s. Demon st r at e t h e st ar t of t h e
ph on e cal l an d t h e f i r st ex ch an ge wi t h a st u den t , t h en
t et st u den t s con t i n u e i n
pai r s.
Teacher Hel l o. l s t hat Ter esa? l t ' s John
her e.
St udent Hel l o,
John.
How ar e t hi ngs goi ng?
Teacher Qui t e
wel l .
St udent Have you met t he l ocal pr oper t y consul t ant
yet ?
Teacher Yes, l , ve met h m. That was a r eal l y usef ul
meet i ng. et c.
f f i
mon i t or t h ei r u se of t h e pr esen t per f ect . Wh en st u den t s
h av e f i n i sh ed t h e r ol e pl ay , t h ey ch an ge r ol es, so t h ey
h av e a ch an ce t o pr act i se al l t h e l an gu age.
St u den t s wr i t e an emai l t o t h ei r boss based on t h e
u pdat e t h ey gav e i n Ex er ci se 6. St u den t s u se t h e emai t
o n SB p ag e 4 4 as a mo d el i f t h ey n eed su p p o r t . Th i s
cou t d be don e as a h omewor k assi gn men t .
Pr esent per f ect : yet / al r eady/ so
f ar
Re a d t h r o u g h t h e e x a mp l e s i n
w i t h t h e cl ass an d cl ar i f y t h at
i s used w t h yef , al r eady and
t h e g r ammar b o x
t h e pr esen t per f ect
so
f ar .
SB Pag e 1 0 9 , Sect on
Lesson7. 3
Dl scu ssi n g i n t er est i n g ex per i en ces
De sc r i b i n g f e e l i n g s a n d e x p e r i e n c e s
Th e Le Man s 2 4 h ou r s i s a sp or t s car r ace w h i ch
t a k e s p l a c e e v e r y y e a r i n Le Ma n s i n Fr a n c e . Th e
mo st f a mo u s Al a sk a n d o g sl e d r a c e i s t h e
l d a t o r i d , w h i c h t a k e s p l a c e a n n u a l l y . Te a ms o f
d o g s p u l l sl e d s i n a g r u e l l i n g r a c e f r o m
An c h o r a g e t o No me .
PRE. TEACHI NG
Wr i t e up Unusual exper ence i n a ci r cl e on t he boar d
an d t el l st u d en t s ab o u t so met h i n g r eal l y u n u su al t h at
h ap p en ed t o y o u . Ask each st u d en t t o d escr i b e an
u n u su al ex per i en ce t h ey ' v e h ad. Wr i t e pr ompt wor ds
or br i ef n ot es abou t t h e ex per i en ces r ou n d t h e ci r cl e.
Fi n al l y , st u den t s v ot e on wh ose ex per i en ce was t h e
mo st u n u su al .
f f i
Use t he phot os of St eve Fosset t t o set t he cont ext f or
t h e ar t i cl e. Ask st u den t s wh at t h e ph ot os su ggest
about St eve Fosset t .
f f i
n ead t h e t i t t e ou t l ou d t o t h e cl ass an d ask st u den t s
t o pr edi ct wh at t h e ar t i cl e i s abou t .
Key
The ar t i cl e i s about St eve Fosset t and hi s advent ur es.
f f i
n ead ou t t h e past par t i ci pl es i n t h e wor d box an d get
-
st u den t s t o cal l ou t t h e i n f i n i t i v es of t h ese i r r egu l ar
v er bs. St u den t s t h en r ead t h r ou gh t h e f i r st par agr aph
of t h e ar t i cl e an d f i l t i n t h e gaps wi t h past par t i ci pl es.
Key
1 become 2 f l own I been 4 swum 5 dr i ven
6 r un 7 done 8 r i dden 9 br oken 10 won
f f i
nsf st udent s i f t hey' ve ever done any of t he t hi ngs
St ev e Fosset t h as don e. l s t h er e an y t h i n g t h ey wou l dn ' t
l i k e t o do? Do t h ey k n ow an y t h i n g abou t t h e act i v i t i es/
ch al l en ges Fosset t h as t ak en par t i n ?
So me st u d e n t s ma y n o t b e f a mi l i a r w i t h a l t t h e
a c t i v i t i e s me n t i o n e d i n t h e a r t i c l e . l f n e c e ssa r y ,
g i v e t h e m so me b a c k g r o u n d i n f o r ma t i o n o n t h e se
an d on St ev e Fosset t ' s act i v i t i es:
St ev e Fosset t sw am t h e En g l i sh Ch an n el
( ap p r ox i mat el y 2 1 mi l es
/
l + k i l omet r es) f r om
En g l a n d t o Fr a n c e i n 1 9 8 5 , w i t h a t i me o f 2 2
h o u r s 1 5 mi n u t e s. I n 2 0 0 2 h e ma d e t h e f i r st so l o
r o u n d - t h e - w o r l d b a l l o o n f t i g h t
( 1 4
d a y s, 1 9 h o u r s
a n d 5 L mi n u t e s) . I n 2 0 0 4 h e b r o k e t h e r e c o r d f o r
r o u n d - t h e - w o r t d sa i l i n g
( 5 8 d a y s, t h o u r s a n d
3 2 mi n u t e s) . I n 2 0 0 5 h e ma d e t h e f i r st so l o n o n -
st o p r o u n d - t h e - w o r l d a e r o p l a n e f l i g h t ( 6 7 h o u r s
an d 2 mi n u t es) .
Teach i n g n ot es
f f i
St u Aen t s r ead t h e r est of t h e ar t i ct e, u si n g a di ct i on ar y
i f necessar y. They r ead t o f i nd out why St eve Fosset t
does t h ese act i v i t i es.
Kry
Because he l i kes chal l enges
I
scar y advent ur es and
woul d get bor ed i f he di dn' t f i nd new chal l enges.
f f i
St u Oen t s l ook at t h e gr ou ps of adj ect i v es an d
u n d er l i n e t h e o d d o n e o u t i n each g r o u p . Th ey co u l d
compar e t h ei r an swer s i n pai r s, bef or e ch eck i n g wi t h
t h e wh ol e ct ass.
Key
1 t er r i bl e 2 r el axi ng I i nt er est ed a happy
f f i
St u Oen t s f ocu s on t h e t wo f or ms of adj ect i v es an d
-
wor k ou t wh i ch f or m descr i bes f eel i n gs an d wh i ch f or m
descr i bes a t h i n g or ex per i en ce. Ask t h em t o gi v e
ex ampl e sen t en ces u si n g t h e pai r s of adj ect i v es, e. g. :
I
f eel
ver y r el axed on hol i day. Swi mmi ng i s a ver y
relaxing act vit y.
Key
Adj ect i ves endi ng i n
- ed
descr i be f eel i ngs and
adj ect i ves endi ng i n
- i ng
descr i be a t hi ng or
exper i ence.
Read t h e sen t en ces i n 1 - 5 w i t h t h e cl ass. St u d en t s
t h en w or k w i t h a p ar t n er an d i mag i n e t h ey d i d t h ese
t h i n g s. Th e y d e sc r i b e t h e i r e x p e r i e n c e s a n d t h e i r
f eel i n g s an d comp ar e t h em w i t h t h e p ar t n er ' s. El i ci t
an ex amp l e b ef or e t h ey st ar t :
Teacher I wal ked up t o t he t op of t he Ei f f el Tower .
I w a s. . .
St udent I was a bi t
f r i ght ened.
I don' t l i ke hei ght s.
Teacher l t was . . .
St udent l t was amazi ng. The vi ew of Par i s was
i ncr edi bl e!
W
" " " p SB Page 101, Ex er ci se 6.
Kry
t har d 2 bor ed 3 f r i ght ened a happy
5 i nt er est i ng 6 bor i ng 7 f r i ght eni ng 8 r el axed
9 i ncr edi bl e, sad
4 6 St u d en t s l i st en t o t h e f i r st
p ar t
of t h e
con v er sat i on b et w een Li sa an d h er col l eag u e, Br en d an .
Th ey d eci d e w h at su b j ect s t h ey t al k ab ou t an d w h y .
was f r om onc t housand met r es.
Br endan You' ve done a par achut e j un- r p?
Li sa Yeah.
Br endan Ser i ousl y?
Li sa Yeah !
E
4 7 St u d en t s n ow l i st en t o t h e secon d p ar t of
t h e con v er sat i on an d d eci d e i f t h e sen t en ces ar e t r u e
or f al se.
KE
1 F 2 T ] T 4 F 5 F
Transcr pt
Br endan You' ve done a par achut e j ump?
Li sa Yeah.
Br endan Ser i ousl y?
Li sa Yeah!
Br endan When?
Li sa About . . . f our year s ago. A gr oup of us went ,
f r om r r r y l ast conr pany.
Br endan Wowl I ' m i r npr essed! So what was i t l i ke?
Li sa Fant ast i c! When you j ump out of t he pl ane,
i t ' s . . . i t ' s j u st
amazi n g .
You wer en' t t oo scar ed, t hen?
I was bef or e I j umped. Ever yone' s f r i ght ened
bef or e t hei r f i r st j ump. But as soon as your
par achut e opens, i t ' s . . . i t ' s act ual l y qui t e
r el axi ng. You' r e j ust t her e i n t he ai r
-
you' ve
g ot t h i s i n cr ed i b l e v i ew . . .
Yeah, I bet . And r ' , , hat about t he l andi ng?
I t was OK. Not t oo har d.
Because t hat ' s t he most danger ous moment ,
i sn' t i t ?
Li sa Wcl l , yeah! Even i f you j ump wi t hout a
par achut e, i t ' s not danger ous unt i l you l andl
Br endan No, good poi nt !
Key
They t al k about a par achut e j ump f r om space ( t hat
Br endan i s r eadi ng about i n t he paper ) and a
par achut e
i ump
Li sa di d.
Transcr pt
Br endan Thi s i s amazi ng
-
t hi s ar r i cl e i n t he paper .
Somebody' s pl anr - r i ng t o do a par achut e j ump
t r om space.
Fr om spacc?
Yeah. An Aust r al i an. He' s goi ng t o j ump
f r om a bal l oon, f r om f or t y t housand met r es.
So t hat ' s, what . . . f or t y ki l omet r es.
That ' s pr et t y hi gh. When I di < l nr y j ump, i t
Br endan
Li sa
Br endan
Li sa
Br endan
Success 7
47 St u den t s l i st en agai n an d mak e a l i st of
adj ect i v es Li sa u ses t o descr i be t h e ex per i en ces. You
cou l d pt ay t h e r ecor di n g on ce mor e f or t h em t o l i st
t he adj ect ves Br endan uSeS
( i mpr essed,
scar ed,
danger ous) .
Kry
f ant ast i c, amazi ng, f r i ght ened, r el axi ng, i ncr edi bl e,
har d, danger ous
48 St u den t s l i st en an d r epeat t h e sen t en ces.
Ch eck t h at t h ey pu t ex t r a st r ess on t h ese st r on g
adj ect i v es. Th ey cou l d pr act i se say i n g t h e sen t en ces
i n pai r s, wi t h f eel i n g!
f f i
cor , aMUNt cATt oN
pRAcncE
21
. " . b
sB
page
84.
Di v i de t h e cl ass i n t o pai r s. St u den t s t ak e t i n t u r n s t o
ask an d an sw er q u est i o n s, u si n g t h e l i st . Th ey d escr i b e
t h e ex per i en ce an d h ow t h ey f el t . Ask t wo st u den t s t o
r ead ou t t h e ex ampl e di al ogu e bef or e t h ey st ar t , an d
poi n t ou t t h e u se of t h e pr esen t per f ect i n t h e qu est i on
wi t h ev er an d t h e u se of t h e past si mpl e t o t al k abou t
speci f i c ex per i en ces i n t h e past .
RESOURCE SHEET 7. 3
. . " y
Page 108.
Use Resou r ce sh eet 7. 3 f or f u r t h er con sol i dat i on of t h e
pr esen t per f ect an d t al k i n g abou t ex per i en ces. Di v i de
t h e cl ass i n t o pai r s an d gi v e each pai r a set of t h e cu t -
u p car d s w i t h n ames o f f amo u s p eo p l e an d q u est i o n s
an d an swer s abou t t h ei r ex per i en ces. St u den t s mat ch
t h e qu est i on s an d an swer s t o t h e f amou s peopl e.
Ch eck t h r ou gh t h e an swer s wh en ev er y on e h as
f i n i sh ed.
Key
1 D 2 C 3 l 4 B 5 A 6 F 7 I SH
9 C 1 0 E
f f i
St uOent s can wor k wi t h a par t ner f i r st , t o pr act i se
descr i bi n g a memor abl e or i n t er est i n g ex per i en ce. Th ey
can t h en t el l t h ei r ex per i en ce i n a wh ol e cl ass sessi on .
WORKBOOK " " ) Pages 23- 25.
Li sa
Br endan
Li sa
Lesson 8. L
U n der st an di n g bu si n ess n ews
Pr esent per f ect : t oday, t h s week/ mont h/ year
T r e n d s Fi n a n c i a l m a r k e t s
B Medi a
W
I n t r o d u ce t h e t h eme o f t h e l esso n . Tal k ab o u t t h e n ew s
wi t h t h e cl ass. Ask t h e qu est i on s on t h e page an d el c t
a var i et y of answer s f r om di f f er ent st udent s.
St u den t s cou l d con du ct a cl ass su r v ey on r eadi n g an d
v i ewi n g h abi t s i n con n ect i on wi t h t h e n ews, wi t h
q u est i o n s su ch as:
How of t en do you r ead a newspaper ?
W h at , s yo u r
f avo
u r i t e n ewsp a pe r / m ag az n e?
How much t i me do you spend r eadi ng about or
wat chi ng t he news? et c.
Poi n t t o t h e scr een f r om a bu si n ess an d f i n an ci al
ch an n el an d ask gen er al qu est i on s: Wh at ' s t h i s? Hav e
you seen a channel l i ke t hi s bef or e? Do you know t he
names of any busi ness news channel s? Do you wat ch
one r egul ar l y? Read t he f our descr i pt i ons wi t h t he cl ass
an d st u den t s t h en mat ch t h em t o t h e cor r ect par t s of
t h e scr een . St u den t s f eed back t h ei r an swer s or al l y t o
t h e cl ass.
Key
t d 2 c 3 a + b
St u den t s wor k on t h e n ew v ocabu l ar v f r om t h e t ex t
t hr ough a gap- f i l t act i vi t y.
Key
1 exchange 2 i ndex 3 cur r enci es
4 exchange r at e
PRE. TEACHI NG
I nt r oduce t he use of t he pr esent per f ect wi t h t oday,
t hi s week and hi s mont h wi t h t i mel i nes on t he boar d.
Dr aw t h r ee or f ou r t i me[ i n es an d l abel t h em t oday , t h s
week, t hi s mont h, t hi s year . I ndi cat e wher e
' now'
i s on
each t i mel i n e wi t h an ar r ow t o sh ow t h e space of t i me
i s st i t t i n compl et e. Ask qu est i on s i n t h e pr esen t per f ect
about pr i ces: Hos t he pr ce of pet r ol gone up t hi s
week? Has t he pr i ce of ci gar et t es i ncr eased t hi s mont hT
Have pr i ces i n super mar ket s
f al l en
or r i sen t h s year ?
Con t r ast t h e same sen t en ces i n t h e si mpl e past : Di d
t he pr i ce of pet r ol go up l ast week? Di d t he pr i ce of
ci gar et t es i ncr eose l ast mont h? Di d pr i ces i n
super mar ket s
f al l
or r se l ast year ? Wr i t e up one or t wo
o f t h e q u est i o n s o n t h e b o ar d an d el i ci t w h i ch o n e i s
t h e past si mpl e an d wh at t i me ex pr essi on s we u se wi t h
i t ( / osf week/ mont h/ year : past t i me) and t hat we use
t he pr esent per f ect wi t h expr essi ons such as hi s
week/ mont h/ year ( a per i od of t i me whi ch i s not yet
compl et el y f i n i sh ed) .
Ref er st u den t s t o t h e v er b l i st on SB page 1, 1, 3 f or a
f u l l l i st of t h e i r r egu l ar f or ms an d poi n t ou t t h at on e
co l u mn sh o w s p ast si mp l e f o r ms an d t h e o t h er p ast
par t i ci pl es ( u sed
wi t h t h e pr esen t per f ect ) . Ch eck t h e
answer s t oget her .
Key
1 af el l , b al l en 2 ar o se' b r i sen
Key
t f al l en 2 r i sen I r i sen
f f i
Xuaent s coul d do t he cl assi f i cat i on of t he ver bs i n
oai r s f i r st an d t h en f eed back t o t h e cl ass.
Key ( ary order)
1 go u p
/ i n cr ease / r i se
2 go down
/
decr ease
/ f al l
f f i
" " . v SB Page 101, Exer ci se 1. .
Kqt
1 cur r enci es 2 f el l I st ock 4 shar es 5 i ndex
6 r ose
f f i
St uOent s f ocus on t he pr esent per f ect f or ms now. Tel l
st u den t s t o r ef er t o t h e
t he cor r ect f or ms of t he
t ex t on t h e TV scr een t o f i n d
v er bs i n t h e sen t en ces.
Pr esent per f ect : t odoy, t hi s week/ mont h/ yeor
Re a d t h r o u g h t h e e x a mp l e s o f t h e u se o f t h e
p r esen t p er f ect w i t h ex p r essi on s su ch as t od ay ,
t h i s w eek et c. an d cl ar i f y t h at w e u se t h i s t en se
w h e n t h e a c t i o n i s st i l l n o t c o mp l e t e d . l f st u d e n t s
ar e h av i n g d i f f i cu l t y , t el t t h em t h at as a r ou g h
g u d e, We u se t h e p r esen t p er f ect w i t h t od ay
/
t h i s w eek / mon t h et c. an d t h e si mp l e p ast w i t h
yest er day
/
l ast week/ mon h et c.
' " . p
SB Pa g e 1 0 9 , Se c t i o n 4 . 2 . 5
f f i
. . " v
Kq
1 What has/ ' s happened t o shar e pr i ces t oday?
2 Thi s mont h t he FTSE has r i sen by 2% . 3 Thi s year
t he pr i ce of oi l has/ ' s been st abl e. 4 Thi s week
shar es i n Vol ksr vagen have gone down. 5 The Dow
) ones
i ndex has f al l en by 5% so f ar t oday.
RESOURCE SHEET8 . 1
. . . r
Pa g e 1 0 9 .
Th i s i s a g ood p oi n t at w h i ch t o con sol i d at e p ast
p ar t i ci p t e f or ms of some common i r r eg u l ar v er b s.
Di v i d e t h e cl ass i n t o p ai r s an d g i v e each p ai r a set of
t h e p ast p ar t i ci p l e car d s f r om Resou r ce sh eet 8 . 1 .
St u d en t s p l ace t h e cu t - u p car d s f ace d ow n on t h e t ab l e
i n a sq u a r e f o r ma t i o n a n d t a k e i t i n t u r n s t o p i c k u p
t w o car d s an d say t h e v er b s. l f t h e t w o car d s d o n ot
mat ch ( i n f i n i t i v e an d p ast p ar t i ci p l e of t h e same v er b )
t h e y p u t t h e m b a c k i n t h e sa me p o si t i o n . Wh e n a
st u d en t p i ck s u p a mat ch i n g p ai r h e/ sh e k eep s t h e
car d s af t er say i n g t h em. Th e w i n n er i s t h e on e w i t h
t h e most car d s at t h e en d .
@
St u a. n t s w or k w i t h a p ar t n er an d d escr i b e t h i n g s
-
t h ev ' v e d on e t od av , t h i s w eek , t h i s mon t h an d t h i s
y ear . Mon i t or car ei u t l y t h at t h ey u se t h e p r esen t
p er f ect . St u d en t s cou l d p er f or m some of t h e
con v er sat i on s i n f r on t of t h e cl ass af t er w ar d s.
E
4 9 T. el l st u d en t s t h ey ar e g oi n g t o h ear an
-
i n t er v i ew w i t h Al an St y an , t h e ch i ef ex ecu t i v e of Geo-
Co r e , o n a b u si n e ss n e w s p r o g r a mme . Go t h r o u g h t h e
q u est i on s b ef or e y ou p l ay t h e r ecor d i n g an d mak e su r e
t h at st u d en t s u n d er st an d w h at t h ey ar e l i st en i n g f or .
Kr y
1 Yes, busi ness has been good f or Geo- Cor e.
2 l t / Geo- Cor e wor ks f or oi l compani es and l ooks f or
new oi l r eser ves. 3 Because t her e i sn' t enough oi l .
Transcr pt
Pr esent er I t ' s been an excel l ent st ar t t o t he year f or
Geo- Cor e. Your shar e pr i ce has r i sen by
f or t y- t wo per cent i n t he f i r st quar t er of t hi s
year . Not a bad per f or mance
-
t he S&P 500
has f al l en by t hr ee per cent so f ar t hi s year .
Yes. We' r e obvi ousl y ver y happy wi t h t hc
r esul t s we
' ve
had. Our pr of i t has i ncr e ased
by t r vent y- si x per cent t l - r i s quar t er . . . whi ch
i s bet t er t han we f or ecast
-
our f or ecast was
f or a t w en t y p er ccn t i n cr ease.
What ' s t he mai n r eason f or t hat ?
I t hi nk, si mpl y, i t ' s because dcmand has
been ver y st r ong. Our sal es have been good.
Um . . . t h e o i l p r i c e h a s r i se n , u m . . .
Al an
Pr esent er Obvi ousl y, your company doesn' t sel l oi l -
you' r e an expl or at i on comp any, you wor k
f or oi l compani es and . . . and l ook f or new
oi l r eser ves.
Me d i a B
That ' s r i ght .
But what do hi gh oi l pr i ccs mean f or your
busi ness?
Wel l , pr i ces ar e hi gh because, basi cal l y,
t h er e i sn ' t en ou g h oi l t o meet d cr n an d . Th at
means we need t o f i nd mor e . . . whi ch i s our
j ob , so . . . r i si n g oi l p r i ces ar e cer t ai n l y g ood
l t e w s I o r u s . . .
And l ooki ng t o t he f t r t ur c, do you t hi nk
t h a t . . .
Al an
Pr esent er
Al an
Pr esent er
4 9 St u d e n t s l i st e n a g a i n t o t h e d i a l o g u e a n d
t ck t h e b ox es.
Key
7 u p l 2 d o w n l 3 u p l 4 u p /
Pr esent er
Al an
W
Ref er st u den t s t o t h e t r an scr i pt on SB page 120 t o
ch eck t h ei r an sw er s. You cou l d p l ay t h e r ecor d i n g on ce
mor e w h i l e t h ey f ol l ow t h e t r an scr i p t , an d ch eck t h er e
a r e n o c o mp r e h e n si o n p r o b l e ms.
Key
1 r i sen, 42 2 f al l en, 3 3 i ncr eased, 26
St u d en t s mi g h t l i k e t o r ol e p l ay t h e i n t er v i ew w i t h Al an
St y an i n f r on t of t h e cl ass. l f y ou h av e a v i d eo camer a,
i t mi g h t b e u sef u l t o f i l m su ch an i n t er v i ew . Th e
i n t er v i ew er cou l d n ot e d ow n h i s q u est i on s f r om t h e
t r an scr i p t an d t h e st u d en t i n t h e r ol e of Al an cou l d
t ak e some n ot es, b ef or e t h ey p er f or m t h e r ol e p l ay .
f f i
cor vr MuNt cATt oN PRAcr l cE22
' . ' F
sB Pages 84 and
9 2 .
Gi v e t h em t i me t o l ook at t h ei r d i f f er en t p ag es. Tel l
t h em t h at t h ey ar e b ot h g oi n g t o ex p l ai n i n f or mat i on
ab ou t t h ei r comp an y ' s p er f or man ce so f ar t h i s y ear t o
t h e i r p a r t n e r a n d c o mp l e t e i n f o r ma t i o n a b o u t t h e i r
p ar t n er ' s comp an y .
Pl ay t h e p ar t of A an d d emon st r at e a con v er sat on w i t h
a st u d e n t B t o p r o v i d e a mo d e l . Th e n st u d e n t s w o r k i n
p ai r s. Fi n al t y , ask on e or t w o p a r s t o d o t h e r ol e p l ay s
f or t h e cl ass.
f f i
n sf st u den t s t o pr epar e f or t h i s pai r wor k f or t h e n ex t
l esson , so t h at t h ey ar e ar med w t h accu r at e st at st cal
dat a. Al t er nat i vet y, copy t he shar es pages f r om a
f i n an ci al p ap er an d g i v e a set t o each g r ou p . Af t er t h e
g r ou p w or k , a r ep r esen t at i v e f r om each g r ou p g i v es a
b r i ef p r esen t at i on ab ou t r ecen t mov emen t s i n sh ar e
p r i ces, ex ch an g e r at es et c. t o t h e cl ass.
Lesson 8. 2
Tat k i n g abou t t h e econ omy
Re v i e w o f t e n se s
Ec o n o mi c i n d i c a t o r s
PRE. TEACHI NG
Ask: What do you spend your money on? and col l at e
st u den t s' an swer s i n a wor d web on t h e boar d. Th en
ask st u den t s t o wor k i n pai r s an d say appr ox i mat el y
w h at p er cen t ag e o f t h ei r mo n ey t h ey sp en d o n t h e t en
most i mpor t an t i t ems. Hol d f eedback so t h at y ou can
ar r i v e at t h e con ct u si on ( most pr obabt y ) t h at peopl e
sp en d mo st o f t h ei r mo n ey o n h o u si n g .
Ask so me q u est i o n s t o i n t r o d u ce t h e t o p i c o f h o u ses:
Ar e houses/ apar t ment s expensi ve n your Count r y? Do
most peopl e l i ve n houses or
f l at s?
Read t hr ough t he
r u br i c an d qu est i on an d en cou r age a f r ee di scu ssi on .
Look at t h e ch ar t wi t h st u den t s an d cl ar i f r T t h at i t
sh ows t h e per cen t age of h ou seh ol ds t h at own t h e r
own h ome i n a n u mber of di f f er en t cou n t r i es. Th en
st u den t s r ead ou t t h e per cen t ages f or each cou n t r y .
Mo n i t o r t h e p r o n u n ci at i o n o f t h e co u n t r i es.
f f i
St u Aen t s wor k i n pai r s t o di scu ss an d f i l t i n t h e mi ssi n g
cou n t r i es on t h e ch ar t . Ch eck t h e an swer s an d ask h ow
man y gu essed cor r ect l y an d i f t h e an swer s su r pr i sed
t h em o r n o t .
Kry
1 I r el and 2
Japan
3 Ger many
OPTI ONAL ACT! V! TY
St u den t s cou l d wor k i n pai r s t o dr i t l cou n t r i es an d
per cen t ages.
St udent A What per cent age of peopl e n ( Sweden)
own t he r own homes?
St udent B l n ( Sweden, 60%) of peopl e own t he r
own homes.
f f i
f n i s i s qu i t e a l on g t ex t so some st u den t s wi l l n eed
*
, u ppor t i n accessi n g i t . Fi r st l y ask st u den t s i f t h er e ar e
man y pr ogr ammes abou t h ou ses on TV i n t h ei r cou n t r y .
Do t h ey l i k e wat ch i n g t h em? Wh y ? Wh y n ot ? Do peopl e
t at k mu ch ab o u t h o u ses o r ap ar t men t s?
Th en ask st u den t s t o r ead t h r ou gh t h e t ex t an d
u n der l i n e al l t h e t i me ex pr essi on s
( t oday , i n 2000 et c. ) .
Read t h r ou gh t h e t ex t wi t h t h e cl ass, sen t en ce by
sen t en ce, an d cl ar i f u t h e mean i n g o f u n k n o w n
v ocabu l ar y by el i ci t i n g or gi v i n g ex ampl es. St op at
each gap, an d ask st u den t s t o l ook f or a t i me
ex p r essi o n i n t h e sen t en ce w h i ch w i t l h el p t h em t o
deci de wh at t en se t o u se. El i ci t t h e t en se an d t h e
cor r ect f or m of t h e v er b i n t h at t en se. Wh en y ou h av e
gon e t h r ou gh t h e t ex t or al l y wi t h st u den t s, ask
st u den t s t o go t h r ou gh t h e t ex t agai n , by t h emsel v es,
an d wr i t e t h e an swer s u si n g t h e cor r ect t en ses.
Not e t h at f or 1, 2- 1, 3 t h er e ar e t wo
possi bi l i t i es:
l f house pr i ces
f al l
suddenl y, t he UK economy wi l l be
i n ser i ous t r oubl e.
l f house pr i ces
f el l
suddenl y, t he UK economy woul d
be i n ser i ous t r oubl e.
St udent s ar e mor e t i kel y t o answer usi ng t he f i r st
con di t i on al , as t h ey h av e r ecen t l y st u di ed i t . l f an y
st u den t s su ggest a secon d con di t i on al accept t h e
an swer , bu t ex pl ai n t h at i t depen ds on h ow y ou v i ew
t h e scen ar i o
-
i f y o u t h i n k i t i s q u i t e p o ssi b l e o r n o t
v er y t i k el y t o h appen . St u den t s wi l I meet t h e secon d
co n d i t i o n al i n Lesso n 1 0 . 1 .
Kq
1 ar e 2 st ar t ed 3 ar e 4 have i ncr eased
5 f ol l owed 6 sol d 7 moved 8 deci ded
9 ar er i si ng 10 i s r l wi l l godown t 2 f al l / f el l
13 wi l l be
f
woul d be 14 wi l l st ay
f f i
n ead t h r ou g h t h e q u est i on s w i t h t h e cl ass an d t h en
st u d e n t s a n sw e r t h e m i n d e p e n d e n t l y o r i n p a i r s. Ch e c k
answer s t oget her .
Key
1 pr oper t y 2 Because of hi gh pr oper t y pr i ces.
3 They ar en' t r i si ng as f ast . 4 Economi st s t hi nk
pr i ces wi l l st ay hi gh.
f f i
. . . p
Kry
1 c 2 e 3 d 4 b 5 a 6 f
f f i
St u Oen t s wor k wi t h a par t n er t o ask an d an swer
qu est i on s abou t pr oper t y pr i ces i n t h ei r ci t y or cou n t r y .
Bef or e t h ey st ar t , ask t h em t o l ook at t h e qu est i on
p r o mp t s an d t h e t i me ex p r essi o n i n t h em, an d d eci d e
wh i ch t en se t o u se. El i ci t t h e qu est i on s. St u den t s t h en
ask an d an sw er t h e q u est i o n s i n p ai r s. Mo n i t o r
car ef u l l y t h e t en ses t h ey u se. Some st u den t s cou l d t al k
t o t h e wh ol e cl ass abou t t h i s af t er war ds.
St u den t s mat ch t h e pai r s t o compl et e t h e def i n i t i on s.
Th ey cou l d wor k i n depen den t l y , t h en compar e an swer s
i n pai r s, bef or e ch eck i n g wi t h t h e wh ol e cl ass.
Key
1 g 2 c a b 4 a 5 h 6 e 7 d 8 j 9 f
1 0 i
E
E
50 Th e pr on u n ci at i on act i v i t y f ocu ses on si l en t
l et t er s. St u den t s wor k i n pai r s t o i den t i f r T t h e si l en t
l et t er s i n t h e n ew wor ds f r om 3a. Th ey t h en l i st en an d
ch eck an d pr act i se say i n g t h em. Ask st u den t s f or
ex ampl es of an y ot h er En gl i sh wor ds t h ey k n ow wi t h
si l en t l et t er s i n t h em.
Kq
W or ds w i t h si l ent l et er s : b o r r ow, m or l gage, deb t
51 Ch eck st u den t s u n der st an d t h e st at emen t s.
Th en st u den t s l i st en t o an i n t er v i ew wi t h an econ omi st ,
t al k i n g abou t pr oper t y pr i ces an d t h e econ omy . Th ey
deci de wh et h er h e agr ees or di sagr ees wi t h each
st at ement .
D 3 D 4 A
Transcr pt
I nt er vi ewer How i n' r por t ant ar e pr oper t y pr i ces i n t he
! nt er vi ewer
economy?
I n t he UK, most peopl e i nvest most of t hei r
money i n t hei r house. So pr oper t y pr i ces
ar e ext r emel y i mpor t ant .
Mmm. What ' s your vi ew on t he UK
pr oper t y mar ket ? Do you t hi nk pr i ces ar e
t oo hi gh?
Wel l , i n r ecent year s, pr i ces have gone up . . .
t en t o t went y per cent ayear , um . . . i n some
year s even mor e. But i nf l at i on has been j ust
t wo or t hr ee per cent ayear . So I t hi nk i t ' s
cl ear t hat , um . . . t he boom has t o end.
Mmm. The l ast pr oper t y mar ket cr ash, i n
t he UK, was i n t he l at e 1980s, and i t put t he
UK economy i nt o a r ecessi on. Do you t hi nk
t he same t hi ng wi l l happen agai n?
I don' t t hi nk pr i ces wi l l cr ash. The . . . t he
economi c si t uat i on was di f f er ent i n t he l at e
80s . . . i nt er est r at es r ose qui t e f ast j ust
bef or e pr oper t y pr i ces f el l . Today, t he Bank
of Engl and i s much mor e car ef ul wi t h . . .
wi t h changes i n i nt er est r at es. The ot her
i mpor t ant di f f er ence, l t hi nk, i s t hat t hen
unempl oyment was qui t e hi gh. Today, i t ' s
ver y l ow
-
about f i ve per cent . So t he
economi c si t uat i on' s compl et el y di f f er ent .
So I don' t t hi nk pr i ces wi l l cr ash, but i t i s
possi bl e t hey' l l f al l a l i t t l e bi t . Or st ay at t he
same l evel f or a f ew year s.
Banks have l ent peopl e a l ot of money i n
r ecent year s. Peopl e have got bi g mor t gages.
Do you t hi nk t hat ' l l be a pr obl em? Wi l l
peopl e have l ess money t o spend i n
t he f ut ur e?
Me d i a B
Roy Oh, cer t ai nl y. Because t he l oans haven' t j ust
been mor t gages
-
peopl e have al so
bor r owed money t o spend i n t he shops. So
f ar , t hat ' s hel ped t he econor ny, because
spendi ng has been hi gh. But at t he end of
t he day, peopl e wi l l ha' r ' e t o pay t he mone1,
back. So I t hi nk we' l l see l ower consu l er
spendi ng over t he next f ew year s.
f f i
' " " b
Key
1 mor t gage 2 i nt er est 3 pr oper t y
4 unempl oyment 5 l oan 6 l end 7 r ecessi or r
8 boom
5 1 St u d en t s w or k w i t h a p ar t n er t o r ecal l t h e
r eason s Roy Bor g g av e f or h i s op i n i on s. Th ey t h en
l i st en ag ai n t o ch eck t h ei r an sw er s. You cou l d r ef er
t h em t o t h e t r an scr i p t on SB p ag e 1 2 1 , t o ch eck
an sw er s, as t h i s i s q u i t e a d i f f i cu l t l i st en i n g .
f f i
connMUNl cATI oN PRACTI CE 23' . ' ) SB Pages 85
and 92.
Bef or e you st ar t t he act i vi t y, qui ckt y r evi se hi gh number s
an d y ear s. Wr i t e ex ampl es on t h e boar d, t h en poi n t t o
di f f er en t n u mber s an d ask st u den t s t o say t h em.
Gi v e t h em t i me t o l ook at t h ei r di f f er en t pages. Tel l
t h em t h at t h ey ar e g o i n g t o ask an d an sw er q u est i o n s
abou t pr oper t y pr i ces. Pl ay t h e par t of A an d
demon st r at e a con v er sat i on wi t h a st u den t B. Focu s
st u den t s' at t en t i on on t h e t en se y ou u se i n each
q u est o n . Th en st u d en t s w o r k i n p ai r s. Mo n i t o r t h e u se
of t en ses i n t h e pai r wor k . Fi n at l y , ask on e or t wo pai r s
t o do t h e act i v i t y i n f r on t of t h e cl ass.
f f i
St u Oen t s wor k i n pai r s an d t al k abou t t h e econ omy i n
t h ei r cou n t r y . Th ey may n eed a f ew h ead i n g s on t h e
boar d t o cue t hi s
( sol ar i es, house pr i ces,
f ood
pr i ces,
et c. ) . Hol d cl ass f eed b ack t o h ear d i f f er en t op i n i on s.
RESOURCE SHEET 8 . 2 . . . > Pa g e 1 1 0 .
For a r eal i st i c ap p r oach t o t h e st ock mar k et , u se
Resou r ce sh eet 8 . 2 . Gi v e a cop y t o each st u d en t . Tel l
st u d en t s t h s s t h ei r p or t f ol o of sh ar es. Th ey l ook i n a
f i n an ci al n ew sp ap er or on t h e I n t er n et an d mak e n ot es
o f w h a t h a s h a p p e n e d t o t h e m so f a r t o d a y a n d t h i s
w eek an d r ep or t b ack t o t h e g r ou p . Th i s cou l d b e d on e
a s a h o me w o r k a ssi g n me n t .
Kry
1 A 2
Roy
l nt er vi ewer
Roy
Roy
l nt er vi ewer
Lesson8. 3
Di scu ssi n g wh at ' s on TV
Te l e v i si o n p r o g r a mme s
PRE. TEACHI NG
Wr i t e Tel evi si on i n a ci r cl e on t he boar d. St udent s
br ai n st or m an d y ou wr i t e u p su ggest i on s i n a wor d
web. Feed i n as mu ch of t h e v ocabu l ar y of t h e l esson
as y ou can , i f st u den t s do n ot pr odu ce i t t h emsel v es,
e. g. : What do we cal l a mon or woman who
pr esent s
a t al k show?
( pr esent er ) .
f f i
St u aen B t al k abou t t el ev i si on i n pai r s u si n g t h e
q u est i on s as p r omp t s. Con cl u d e w i t h a cl ass d i scu ssi on .
5 2 Tel l st u d en t s t h at t h ey ar e g oi n g t o l i st en t o
a con v er sat i on b et w een Naomi Bl ak e, f r om t h e UK, an d
h er Fr en ch col l eag u e, Val er i e Gar d e. Th ey ar e h av i n g
l u n ch t og et h er i n Par i s. Read t h r ou g h t h e q u est i on s
b ef or e st u d en t s l i st en t o t h e d i al og u e t o an sw er t h em.
Key
1 Because Naomi wat ched TV l ast ni ght .
2 Who Want sTo Be A Mi l l i onai r e? 3 qui zshows,
r eal i t y TV
Transcript
Val er i e So, i s your hot el OK? Di d you sl eep wel l ?
Naomi Yes, f i ne t hanks. I wat ched TV f or a whi l e, t hen
had an ear l y ni ght . I wat ched a bi t of t hat . . .
qui z show . . . WhoWant sTo Be AMi l l i onai r e?
-
t he Fr ench ver si on.
Val er i e Ah, r eal l y?
Naomi l t ' s exact l y t he same as i n t he UK. The st udi o,
Val er i e
t n e m u s l c . . .
Yes, l t hi nk a l ot of t hose ki nds of shows ar e t he
Naomi Do you haveTheWeakest Li nk?I t ' s aqui z show,
and t he pr esent er ' s r eal l y hor r i bl e t o t he
cont est ant s.
Val er i e Oh, yes. Yes, i t ' s t he same i n Fr ance. l ' ve seen t he
Engl i sh ver si on, as wel l , on sat el l i t e TV.
Naomi And do you have pr ogr ammes l i ke Bi gBr ot her ?
You know, wi t h peopl e l i vi ng i n a house, and
t her e ar e camer as f i l mi ng al l t he t i me.
Val er i e Yes, we had a si mi l ar t hi ng a f ewyear s ago. Do
you have t hat pr ogr amme, um . . . i n Fr ance i t ' s
cal l ed St ar Academy. . . er , wi t h peopl e who want
t o be pop st ar s, and, er , peopl e vot e, um . . .
Naomi Yeah. I t ' s cal l ed Fame Academy i nEngl and.
Ther e' ve been so many t hi ngs l i ke t hat on
t el evi si on i n t he l ast f ew year s. Real i t y TV.
Teach i n g n ot es
Val er i e Real i t y TV yeah. I t ' s been t he same i n Fr ance.
At home, I have sat el l i t e TV and I get Engl i sh
pr ogr ammes . . .
f f i
Lead a cl ass di scu ssi on on t h e t y pes of pr ogr amme
men t i on ed i n t h e con v er sat i on . Ask i f st u d en t s l i k e
t h e m o r n o t .
Ref er st u d en t s t o t h e p h ot o an d cu e a d i scu ssi on on
t h e q u i z p r og r amme. Th er e ar e v er si on s of Wh o Wan t s
To Be A Mi l l i ona r e? on TV i n most count r i es. | t shoul d
n ot b e d i f f i cu l t t o en g ag e st u d en t s i n t al k i n g ab ou t t h e
p r o g r a mme a n d e x p r e ssi n g t h e i r o p i n i o n s.
OPTI ONAL ACTl VI TY
Some of t h e t r an sl at i on s of t h e n ames of TV
pr ogr ammes i n ot her l anguages ar e not wor d f or wor d
t r an sl at i on s, so y ou mi g h t ask st u d en t s t o t r an sl at e t h e
t i t l es i n t h ei r l an g u ag e b ack i n t o En g l i sh f or i n t er est
( t i t l es
al r eady ment i oned ar e Who Want s To Be A
Mi l l i onai r e?, The Weakest L nk, Bi g Br ot her , and
Fame Academy) .
f f i
nead t hr ough t he Who Want s To Be A Mi l t onai r e? t ext
wi t h t h e cl ass an d ask qu est i on s t o ch eck t h ei r
compr eh en si on of n ew v ocabu l ar y . El i ci t wh at Wh en ' s i t
o n 7 mean s.
Kr y
I t means' What t i me does t he pr ogr amme begi n?' .
f f i
n st st u den t s t o gi v e y ou ex ampt es of t h e wor ds i n t h e
box , t o ex pl ai n t h em. Th en st u den t s f i t t i n t h e gaps
wi t h t h e wor ds.
Kry
1 qui zpr ogr amme 2 channel 3 show
4 pr esent er
St u den t s wor k wi t h a par t n er an d t ak e i t n t u r n s t o
descr i be Who Want s To Be A Mi l l i onai r e?.
53 Go t h r ou gh t h e qu est i on s bef or e st u den t s
do t h e t ask . Pl ay t h e r ecor di n g f or t h em t o l i st en t o t h e
secon d par t of Naomi an d Val er i e' s con v er sat i on an d
an sw er t h e q u est i o n s.
Kr y
1 a sat el l i t e channel 2 comedy pr ogr ammes
3 She di dn' t i magi ne peopl e wat ched Br i t i sh soaps i n
Fr ance. + dubbed or wi t h subt i t l es
Transcript
Val er i e At home, I have sat el l i t e TV and I get Engl i sh
pr ogr ammes on BBC Pr i me. They show t hi ngs
l i ke qui z shows, document ar i es, comedy
pr ogr ammes. I f i nd comedi es qui t e di f f i cul t t o
under st and.
Naomi Yeah , l b et .
Nao mi
Val er i e
Nao mi
Val er i e
Naomi
Val er i e
Vat er i e Tl ' r er e' s a t al k show, as r vel l , wher e t hey
i nt cr vi er . v f amous peopl e. I t hi nk t he
pr esent er ' s ver y l vel l known i n Br i t ai n. Hi s
n a me ' s, Ll n 1 . . . o h . . .
Mi chael Par ki nson?
Yes! They al so show sol ne good chi l dr en' s
pr ogr ammes. My l i t t l e boy wat ches Tel et ubb es.
Oh y eah .
Ther e' s anot her t hi ng I somet i mes wat ch.
What ' s t he name f or t he t ype of pr ogr amme
. . . i t ' s about , not r eal peopl e, t hey' r e act or s,
but about . . . j ust ever yday l i e i n a st r eet or ,
u m . . .
Naomi A soap oper a. Or a soap.
Val er i e That ' s i t ! Ther e' s a soap about t he peopl e who
l i v e i n a . . . a sq u ar e i n Lon d on . I . . . I can ' t
r e me mb e r . . .
Naomi Not East Ender s?
Val er i e East Ender s. That ' s i t . What ' s so f unny?
Naomi Val er i e, I can' t bel i eve you wat ch East Ender s . . .
i n Par i s!
Val er i e Act ual l y, I ' d l i ke t o wat ch mor e f i l ms i n
Engl i sh. On Fr ench TV when t hey show
Amer i can f i l nr s, t he voi ces ar e i n Fr ench. How
do you say t hat ? They' r e . . .
Naomi Du b b ed .
Val er i e Dubbed?
Naomi Yeah.
Vat er i e They' r e near l y al ways dubbed i n Fr ench. On
some channel s, t hey show t he or i gi nal f i l m
wi t h, er . . .
you know, t ext at t he bot t om of t he
scr een wi t h . . . wi t h t he t r ansl at i on.
Wi t h subt i t l es?
Subt i t l es, yeah. But I don' t l i ke t hat because
you r ead but you don' t r eal l y l i st en t o . . .
53 St u den t s l i st en agai n an d compl et e t h e
sen t en ces abou t pr ogr ammes on BBC Pr i me.
Ref er st u den t s t o t h e t r an scr i pt on SB page 1, 21, t o
ch eck t h ei r an swer s. Ask f or ex ampl es of ot h er soap
oper as, t at k sh ows, ch i l dr en ' s pr ogr ammes an d qu i z
sh ows t h at t h ey k n ow.
Key
I qui z 2 t al k I chi l dr en 4 soap oper a
Focu s on t h e wor ds i n t h e box . El i ci t wh at t y pe of
pr ogr amme a docu men t ar y i s. Tet [ st u den t s t h at t h ey
don ' t n eed t o u n der st an d a[ [ t h e wor ds t o do t h e
act i v i t y an d t h at t h e con t ex t wi l l h el p t h em t o gu ess
accu r at el y i f t h ey u se al I t h e av ai l abl e cl u es. St u den t s
t h en f i t t i n t h e gaps.
Key
1 news 2 Weat her I Document ar y
4 Soap oper a 5 pr esent ed 6 Comedy
7 Tal k show 8 Fi l m 9 st ar r i ng 10 Dubbed
Med i a B
En cou r ag e st u d en t s t o d i scu ss t h e sch ed u l e i n g r ou p s.
Th ey sh ou l d g i v e r eason s t o t h e ot h er s i n t h e g r ou p
w h y t h ey w ou l d / w ou l d n ' t [ i k e t o w at ch t h e d i f f er en t
p r og r ammes.
f f i
" . ' * SB Page 102, Exer ci se 5.
Key
1 d 2 g 3 b 4 e 5 c 6 a 7 f
f f i
St u aen t s h av e t h e oppor t u n i t y t o per son at i se t h e
t an gu age of t h e l esson . Th ey wor k n pa r s an d t ak e i t
i n t u r n s t o t h i n k o f a TV sh o w an d d escr b e t . Th ei r
par t n er t r i es t o gu ess wh at i t s.
RESOURCE SHEET 8 . 3 ' " " v Pag e 1 1 L.
I n a mu l t i n at i on al cl ass, wh er e st u den t s may n ot wat ch
t h e same TV ch an n el s o r see t h e same p r o g r ammes,
st u den t s can u se t h e TV sch edu t e f r om Resou r ce sh eet
8. 3 f or t h e or al pr act i ce i n 4d. Gi v e on e copy of t h e
sh eet t o each pai r . St u den t s t ak e i t i n t u r n s t o gi v e
i n f or mat i on bi t by bi t abou t a pr ogr amme an d t h ei r
par t n er t r i es t o gu ess wh i ch pr ogr amme t h ey ar e
t at k i n g ab o u t .
f f i
comMuNr cATr oN PRACT\ CE24" . ' p SB Page 85.
Di v i de t h e cl ass i n t o pai r s. Gi v e st u den t s t i me t o r ead
t h r ou gh t h e r u br i c, t h en st r ess t h at t h ey mu st f i n d as
man y pr ogr ammes as possi bl e t h at t h ey sh ar e t h e
same opi n i on on . Do an ex ampl e ex ch an ge wi t h a
st u d en t , co n t i n u i n g u n t i l y o u f i n d a p r o g r amme y o u
bot h l i k e or di sl i k e an d wr i t e i t s t i t l e on t h e boar d.
Th en st u d en t s co n t i n u e i n p ai r s. Hav e a t i me l i mi t
an d see wh i ch pai r h as f ou n d t h e gr eat est n u mber of
pr ogr ammes t h ey bot h t i k e or di sl i k e.
f f i
Hot O a cl ass di scu ssi on based on t h e qu est i on s abou t
t el ev i si on pr ogr ammes i n gen er al .
.
l n pai r s, st u den t s cou l d desi gn t h ei r
' dr eam'
ev en i n g' s TV sch edu l e, wh i ch on l y h as pr ogr ammes
t h ey t h i n k ar e f an t ast i c. Af t er cor r ect i n g i t , y ou
cou l d ph ot ocopy i t an d u se i t f or a pai r wor k
di scu ssi on wi t h ot h er st u den t s or u se i t f or di spt ay .
o
St u den t s wr i t e an emai l t o a f r i en d i n t h e UK t et t i n g
h i m/ h er abou t t el ev i si on i n t h ei r cou n t r v .
E
B
E
WORKBOOK
" " . p
Pages 26- 28.
Lesso n 9. 1,
Descr i bi n g a bu si n ess con cept
Passi v e: p r esen t si mp l e, p ast si mp l e
Ma r k e t i n g a n d a d v e r t i si n g
9
St rat egy
PRE. TEACHI NG
Pr esen t an d p r act i se t h e p r esen t si mp l e p assi v e i n t h e
c o n t e x t o f d e sc r i b i n g w h e r e t h i n g s a r e ma d e o r d o n e :
Wher e ar e VWs made? l s Tobl er one made n
Swi t zer l and? What ' s made i n Hol l ywood? et c. I nt r oduce
t h e p a st si mp l e p a ssi v e b y t a l k i n g a b o u t y o u r o w n
cl ot hes and bel ongi ngs: l , m ver y i nt er nat i onal . My sh r t
was made i n Chi na. My t r ouser s Wer e made i n l nd a.
My shoes wer e made i n l t al y. Wher e was your
handbag made? et c.
f f i
Sr i n g a v ar i et y of ad v er t s cu t ou t of mag azi n es an d p i n
* _
t h em on t h e b oar d t o set t h e scen e. Ask q u est i on s
ab ou t ad v er t i si n g t o p r ep ar e st u d en t s f or t h e p ai r
wor k: Do you l i ke odver t s? Do you wat ch adver t s on
TV? l s adver t i si ng ver y ef f ect i ve? Do you buy t hi ngs
t hat you see or r ead about i n adver t sT St udent s t hen
d i sc u ss t h e q u e st i o n s o n t h e p a g e i n p a i r s a n d f e e d
b a c k i n a c l a ss d i sc u ss o n .
Ref er st u d en t s t o t h e p h ot os of d i f f er en t t y p es of
a d v e r t i si n g a n d a sk t h e m t o d e sc r i b e w h a t t h e y se e .
St u d en t s t h en w or k w i t h a p ar t n er an d mat ch t h e
w or d s t o t h e p h ot os, t h en f eed b ack or al l y t o t h e cl ass.
Mod el t h e v ocab u l ar v f or st u d en t s t o r ep eat .
Key
1 d p r e ssa d s 2 c b i l l b o a r d a d s I b TV
commer ci al s 4 asponsor shi p 5 epr oduct
pl acement
5 4 Ex p l ai n t o st u d en t s t h at Amy Ven n i s t h e
n e w ma r k e t i n g ma n a g e r a t a c l o t h i n g c o mp a n y c a l l e d
Sw ay an d sh e' s mak i n g a p r esen t at i on t o t h e b oar d of
d i r ect or s ab ou t ad v er t i si n g . Pt ay t h e r ecor d i n g f or
st u d en t s t o l i st en f or t h e t y p es of ad v er t i si n g w h i ch
Sw ay ar e u si n g at t h e momen t .
Kq
pr ess ads, sponsor shi p, TV commer ci al s
Transcr pt
So, f i r st , l et ' s l ook at our pr esent advcr t i si ng st r at ecy.
How ar e we pr omot i ng t he br and at t he monr cnt ? As
you know, we adver t i se i n t he pr ess
- .
most of cl ur pr ess
ads ar e i n magazi nes r ead by t he ei ght een t o t went y- f our
age gr oup. We al so use adver t s on bi l l boar ds. We
occasi onal l y r , r se TV commer ci al s. And, of cour se, we
mar ket t he br and wi t h sponsor shi p i n spor t s
-
we
sponsor basket bal l , snowboar di ng and sur f i ng.
At t he moment , our spendi ng on adver t i si ng i s hi qh as a
per cent age of sal es. The r eason f or t hat i s t he cost of TV
commer ci al s. But t he pr obl em i s, t o make TV conr r ncr ci al s
wor k, you need a l ot of t hem. A l ot mor c t han we have at
pr esent . Nor v, obvi ousl y r ve don' t l r ave t he budsct or t l - r at .
So, i n my opi ni on, TV commer ci al s ar e not t he r i ght
st r at egy f or Sway.
But t hat doesn' t mean w' e can' t adver t i se on TV. We can.
Tl - r e way t o do i t mor e cheapl y i s t o use pr oduct
pl acement . The way pr odr , r ct pl acement
. , vor ks
i s . . .
5 4 Read t h e q u est i on s t h r ou g h w i t h st u d en t s.
Th ey t h en l i st en ag ai n t o an sw er t h e q u est i on s.
Key
1 The 18- 24 age gr ol r p. 2 Basket bal l ,
snowboar di ng and sur f i ng. 3 They use TV
commer ci al s, whi ch cost a l ot . 4 By usi ng pr oduct
pl acement i nst ead of TV commer ci al s.
55 St u den t s t h en
u n d er l i n i n g t h e st r essed
wi t h weak er st u den t s.
Key
1 adver t i si ng, adver t
J
pr omot i on , pr omot e
l i st en an d r ep eat t h e w or d s,
sv l l a b l e s. Do t h i s o n t h e b o a r d
2 mar ket i ng, mar ket
4 sp on sor sh i p . sDon sor
f f i
n ef er st u den t s t o t h e t r an scr i pt on SB page 1, 22 t o
c h e c k t h e i r a n sw e r s.
f f i St u aen t s wr i t e t h e v er bs f r om t h e n ou n s. Wi t h weak er
f f i
st udent s do t he act i vi t y or al t y f i r st .
Key
1 adver t i se 2 mar ket 3 pr or not e 4 sponsor
f f i
" . . F SB Page 102, Exer ci se 1.
Key
t c 2 d 3 f 4 b s g 6 e 7 a
f f i
Wr i t e a ch ar t on t h e boar d wi t h t h r ee col u mn s t o
*
St r u ct u r e t h e d scu ssi on an d ask st u den t s t o mak e
n ot es f or f eedback t o t h e cl ass:
Type of adver t i si ng Advant ages Di sadvant ages
5 6 Read t h r o u g h t h e r u b r i c an d q u est i o n s an d
ch eck u n der st an di n g. Ch eck t h e an swer s or a[ [ y .
Teach n g n o t es
Key
1 No. 2 When t he name of t he pr oduct i s sai d by
an act or . 3 Ci gar et t es. a Appl e.
So, t he pr odt r ct s ar e seen n f i l r ns and TV
: l . l : * . . r es.
They' r e j ust . . . seen on a t abl e
That ' s r i ght . Or i n our case, wi t h cl ot hes,
t hey' r c wor n by an act or , um . . .
And you see t he l ogo.
Somct i mes, yeah. l t depends. You can' t
al ways . . . cont r ol what happens. Of i en,
pr oduct s ar e gi ven t o t he f i l m company f or
f r ee. So you knor , l ' an act or i s goi ng t o . . . t o
wear your j acket , f or exanr pl e, but . . . you
don' t knc- r w i f you' l l act ual l y see t he l ogo.
So you can' t say t o t he f i l m company, we
w an t t o . . . see t h i s p ar t of t h e j ack et ,
or . . .
Wel l , you can, but t hen, usual l v, you have t o
pay. Somet i mes, t he f i l m company i s pai d by
t he adver t i ser . And t hen you have mor e
cont r ol . I r nean . . . sot net mes, t he nanr e of a
pr odt r ct i s sai d br 1 an acr t or . But t hat ' s . . . i n a
f i l m
-
you' r e t al ki ng bi g money f or t hat sor t
of t hi ng.
Ycah, I bet . . . . And u' hen di d compani es
st ar t doi ng t hi s? I guess
i t ' s done mor e now
t han i n t he past .
Amy I t hi nk t he f i r st pl acement s wer e used i n
f i l ms i n t he 1960s, f or ci gar et r es. BLr r t he bi g
busi ness r eal l y sr ar t ed i n t he 80s. I r hi nk r he
best pl acement , t hough, was, Lr m . . . di d you
see For r esf Gur np? The Appl e pl acement r vas
done ver y wel l i n t hat .
Col t eague For Appl e comput er s?
Amy Yeah. Ther e' s a scene wher e For r est Gump
get s a l et t er f r om Appl e . . .
5 6 Th i s ex er ci se f ocu ses on t h e p r esen t si mp l e
an d p ast si mp l e p assi v e. Pl ay t h e r ecor d i n g ag ai n f or
st u d en t s t o l i st en an d f i l t i n t h e g ap s.
Ref er st u d en t s t o t h e t r an scr i p t on SB p ag e i . 2 2 t o
Key
1 ar e seen 2 ar e gi ven 3 i s pai d 4 i s sai d
5 wer e used 6 was done
Passi v e: p r esen t si mp l e, p ast si mp t e
Ct ar i h y t h e f or mat i on of t h e p assi v e, u si n g t h e
ex amp l es i n t h e g r ammar b ox . Ex p l ai n t h at w e u se
t h e p assi v e t o d escr i b e p r ocesses, or w h en i t i s n ot
so i mp or t an t t o k n ow w h o or w h at d i d t h e act i on :
RESOURCE SHEET9 . 1
. " . ?
Pag e 1 1 2 .
Use Resou r ce sh eet 9. 1 t o con sol i dat e t h e pr esen t
si mpl e an d past si mpl e passi v e. Di v i de t h e cl ass i n t o
pai r s an d gi v e a set of t h e cu t - u p sen t en ces t o each
pa r . St u den t s l ay t h e cu t . u p car ds f ace u p on t h e t abl e
an d mak e t r u e sen t en ces. Af t er war ds st u den t s r ead ou t
t h e sen t en ces t o t h e cl ass.
f f i
nsf st udent s i f any of t hem have seen t he f i l m For r est
Gu mp . Wi t h w eak er st u d en t s r ead t h e t ex t w i t h t h e
w h ol e cl ass an d f i t t i n t h e g ap s t og et h er . Th ey can t h en
con sol i d at e b y g oi n g t h r ou g h t h e ex er ci se ag ai n ,
w r i t i n g t h e an sw er s.
Kqt
1 was seen 2 ar e shown I i s used 4 was gi ven
5 ar e pr or not ed
Thi s bu l d ng was bui l t i n
w h o b u i l t i t ) .
" " F SB
St r at egy
9
1 . 9 8 9 . ( l t d oesn ' t mat t er
Pag e 1 1 0 , Sect i on 7 .
Tronscript
Col l eague
Amy
Col t eague
Amy
Co[ [ eague
Amy
Col l eague
E
E
f f i f f i
St u Oen t s ch eck compr eh en si on of t h e t ex t t h r ou gh t h i s
ffi
t r u e/ t at se ex er ct se.
Kqt
1 F 2 T 3 T 4 F
f f i
St u Oen t s di scu ss wi t h a par t n er , t h en sh ar e t h ei r
ex amp l es w i t h t h e cl ass.
f f i
. . ' p
Kry
1 The adver t was seen by mi l l i ons of peopl e.
2 Thi s magazi ne i s r ead by a l ot of busi nesspeopl e
ever y r veek. I Lot s of pr oduct s ar e adver t i sed by
compani es on bi l l boar ds. 4 Our basket bal l t ear n
was sponsor ed ( by t hem) . 5 Our new l ogo was
desi gned by t hi s agency. 6, Al l cont r acr s ar e si gned
by our managi ng di r ect or .
f f i
cor , aMUNt cATt oN
pRAci l cE
25 " " . v sB
pages
85
an d 9 2 .
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 sc r i b e a b u si n e ss
con cep t t o t h ei r p ar t n er , u si n g t h e p assi v e.
Pl ay t h e p ar t of A w i t h a st u d en t t o p r ov i d e a cl ear
mo d e l . Th e n st u d e n t s w o r k i n p a i r s. Mo n i t o r t h e p a i r
w or k t o mak e su r e st u d en t s ar e u si n g t h e p assi v e.
Fi n at t y , ask on e or t w o p ai r s t o p r esen t t h ei r b u si n ess
p l an t o t h e cl ass.
f f i
st uoent s g v e t he r own opi n ons about pr oduct
pl acemen t . Th ey pr epar e wh at t h ey wan t t o say i n pai r s
an d t h en t ak e p ar t i n a ct ass d i scu ssi o n .
f f i
Wr i t e dot . com boom on t h e boar d an d see wh at
st u den t s can say abou t i t . Wr i t e u p t h ei r su ggest i on s.
Dr aw a r api dl y r i si n g gr aph t o cl ar i f y t h e mean i n g of
boom an d t h en i n t r odu ce cr ash wi t h a r api dt y f al l i n g
g r ap h .
Dot . com comp an es Wer e t h e col l ect i on of st ar t .
u p c o mp a n i e s se l l i n g p r o d u c t s o r se r v i c e s u si n g
t h e I n t e r n e t . Th e y p r o l i f e r a t e d i n t h e l a t e 1 9 9 0 s'
d o t . c o m b o o m, a f r e n zi e d p e r i o d o f sp e c u t a t i o n
i n I n t e r n e t a n d I n t e r n e t - r e l a t e d b u si n e sse s.
Th e n ame
' d ot . com'
d er i v es f r om t h e f act t h at
mo st o f t h e c o mp a n i e s h a d . c o m b u i l t i n t o t h e i r
c o mp a n y n a me . By 2 0 0 2 t h e v a l u e o f t h e sh a r e s
i n ma n y o f t h e se c o mp a n i e s h a d f a l l e n
d r a ma t i c a l l y .
You cou l d u se t h i s as an op p or t u n i t y t o r ev i se ot h er
I n t er n et l an g u ag e, esp eci al l y w eb s t e an d emai l
addr esses
( under scor e,
backwar d sl ash, l ower cose,
capi t al s, et c. ) .
Poi nt t o t he phot os and say t hat t he t ext i s par t of a
b ook r ev i ew ab ou t a comp an y an d t h at Er n st Mal mst en
was one of t he di r ect or s. Read t he r evi ew wi t h t he cl ass
an d el i c t w h y t h e b ook i s cal l ed b oo h oo ( mi me cr y i n g ,
i f necessar y) . El i ci t or cl ar i f l T t he meani ng of ent r epr eneur
an d mod el t h e
p r on u n ci at i on . ( l t ' s
a w or d u sed t o
d escr i b e a sp eci al t y p e of b u si n ess man , w h o somet i mes
l ook s f or b u si n ess op p or t u n i t i es i n u n u su al ar eas an d i s
of t en pr epar ed t o t ake bi g r i sks t o make a bi g pr of i t . )
Ask i f st u d en t s can n ame an y ot h er en t r ep r en eu r s.
St u d en t s t h en r ead t h e r ev i ew ag ai n i n d ep en d en t l y or
i n p a i r s a n d a n sw e r t h e q u e st i o n s.
Key
1 I t ' s about company f ai l ur e. 2 I t was an I nt er net
spor t s cl ot hi ng r et ai l er . I Er nst Mahnst en i s a
Swedi sh ent r epr eneur .
St u den t s wor k i n pai r s t o compl et e t h e ch ar t of boo' s
h i st or y by f i t t i n g i n gaps wi t h t h e mi ssi n g t ex t s. For
easi er access t o t h e mat ch i n g t ask i n t h e book u se
Resou r ce sh eet 9. 2.
Key
1 d 2 b 3 e 4 a 5 c
RESOURCE SHEET 9 . 2 " " " ? Pa g e 1 1 3 .
Di v i d e t h e cl ass i n t o smal l g r ou p s an d g i v e a set of t h e
cu t - u p t ex t an d mi ssi n g ex t r act s f r om 1 d t o each g r ou p .
St u d en t s p l ace t h e f i v e mi ssi n g ex t r act s ab ov e t h e
ap p r op r i at e i n f or mat i on . Demon st r at e t h e f i r st on e w i t h
t h e g r ou p , i f n ecessar y . Af t en v ar d s st u d en t s r ead ou t
t h ei r an sw er s t o t h e cl ass.
St u d en t s d ev el op t h ei r v ocab u l ar y b y mat ch n g
d e f i n i t i o n s t o w o r d s. Th e y c a n c o mp a r e a n d d i sc u ss
t h ei r an sw er s i n p ai r s, b ef or e ch eck i n g an sw er s w i t h
t h e w h o l e c l a ss.
Key
1 c 2 f 3 a 4 i s g 6 h 7 e 8 b 9 d
i nvest 4 l aunch
7 go bankr upt
g
hi r e
Lesso n 9. 2
Di scu ssi n g st r at egl es
Ad v e r b s o f m a n n e r
Bu si n e ss d e v e l o p me n t
f f i
. " " p
Kry
1 set up 2 r ai se i
5 cut cost s 6 l ay of f
f f i
St u Oen t s h av e t h e oppor t u n i t y t o ex pr ess t h ei r own
o p i n i o n s a b o u t b o o a n d d i sc u ss w h a t t h e y t h i n k b o o ' s
b i g g est mi st ak e w as. Af t er t h e p ai r w or k , st u d en t s f eed
t h e i r v i e w s i n t o a c l a ss d i sc u ssi o n .
5 7 Po i n t t o t h e p h o t o a n d t e l l st u d e n t s t h a t
t h e t w o p eop l e ar e Ton y El l st on , an en t r ep r en eu r an d
Ja n e
Ry e , a n i n v e st me n t b a n k e r . Sh e ' s a d v i si n g h i m o n
b u si n ess st r at eg y . Read t h r ou g h t h e sen t en ces w i t h
t h e cl ass an d st u d en t s p l ay t h e r ecor d i n g f or t h em t o
d eci d e i f t h ey ar e t r u e or f al se.
Kry
1 F 2 F 3 T 4 F 5 T
Transcript
Tony The busi ness has done wel l over t he l ast t hr ee
year s. And I t hi nk now' s t he r i gl - r t t i nt e t o expand
-
t o open a new of f i ce, hi r e some good peopl e . . .
hi r e a manager t o hel p mc, and . . . yol l know
become a bi gger or gani sat i on. So I need t o r ai sc
f i nance, and t o do t hat , I ' d l i ke t o t r y and f i nd
some peopl e who r vant t o br - r y shar es i n t he
company.
f
ane Ri ght . So you' r e not pl anni ng t o bor r ow t he
n- r oney?
Tony No. And t o expand qui ckl y, I need nr or e t han
j ust money. I need your advi ce on how t o
manage t he expansi on.
f
ane OK. Wel l , you' r e cer t ai nl y r i ght t o r ecr ui t a
manager f or t he new of f i ce. I ' m sur e you know
what i t ' s l i ke t o r vor k har d, seven days a week . . . .
Obvi ousl y. you' r e an ent r epr eneur . you set up
t he company. But as t he or gani sat i on gr ows,
each year , your j ob changes gr adual l y. I f you
open a new of f i ce, obvi ousl y t har ' s a bi g change,
so your j ob needs r o change si gni f i cant l y.
Su r e.
Have you t hought about your f ut ur e wi t h t he
company?
Tony
Jan e
Tony . . . You mean, do I want t o sel l t he whol e
busi ness?
f ane
No, t hat ' s not r vhat I mean. I t ' s j ust t hat , i f I f i nd
you some i nvest or s, t hey' l l want some
management cont r ol . I t won' t r eal l y beyour
busi ness any mor e. You under st and what I ' m
g e t t i n g . . .
Tony Sur e, sur e.
Jane
l t ' s not a deci si on you can make easi l y. BLl t you
need t o t hi nk abor r t your f ut ur e car ef ul l y . . .
PRE. TEACHI NG
Qu i ck l y
p r e- t each / el i ci t
some of t h e ad v er b s of man n er
usi ng t he cl assr oom cont ext . Ask: When you speak
Engl i sh, do you speak qui ckl y or sl owl y? Do you speok
Engl i sh wel l ? Can you speak any ot her l anguages wel l ?
Do you check yaur answer s car ef ul l y when you do on
exer ci se? Have you l ear ned Engl sh qui ckl y
or
gr adual l y?
St u d en t s f i l l i n t h e g ap s i n sen t en ces f r om t h e
con v er sat i on .
5 7 Pl ay t h e r ecor d i n g ag ai n f or st u d en t s t o
Kry
1 rvell 2 quickly 3 hard 4 gradually
5 si gni f i cant l y 6 easi l y 7 car ef ul l y
@
. . . p
SB
page
103, Ex er ci se 4.
Key
1 easi l y 2 har d 3 car ef ul l y a qui ckl y
5 si gni f i cant l y gr adual l y
St r at egy
9
58 Some st u den t s wi t l n eed su ppor t i den t i f u i n g
t h e st r ess pat t er n s n t h s pr on u n c at on
act v i t y .
St u den t s l i st en an d r epeat u n t i l t h ey ar e con f i den t
an d accu r at e.
Key
The st r ess pat t er ns ar e t he same i n t he adj ect i ves and
t hei r adver bs.
f f i
St u Aen t s h av e t h e oppor t u n i t y t o per son at i se
t h e
l an gu age of t h e l esson by wor k i n g wi t h a par t n er an d
mak i n g sen t en ces ab o u t t h emsel v es u si n g t h e l i st o f
adv er bs gi v en .
St u den t s cou l d wr i t e sen t en ces wi t h adv er bs abou t
t h emsel v es. You r ead ou t t h e descr i pt i on s af t er war ds
t o t h e cl ass an d st u den t s gu ess wh o wr ot e each
d escr i p t i o n .
f f i
cot vt MuNr cATt oN PRACT\ CE26. . " * SB
page
85.
Di v i de t h e cl ass i n t o pai r s. Read t h r ou gh t h e scen ar i o
wi t h t h e ct ass an d ct ar i f u t h ei r r ol e an d t h e t ask of
gi v i n g adv i ce t o t h e man agemen t of t h e r est au r an t on
h ow best t o ex pan d. Rev i ew qu i ck t y
t h e l an gu age
n eeded t o mak e su ggest i on s an d wr i t e ph r ases
on t h e
boar d ( You
coul d . . . , You need t o . . . , et c. ) . Demonst r at e
a f ew ex ampl es u si n g t h e scen ar i o t o pr ov i de a cl ear
mo d el . En co u r ag e t h em al so t o u se ad v er b s o f man n er
( e. g.
expand si gni f t cont l y/ qu ckl y/ g r adual l y et c. ) . Then
st u den t s wor k i n pai r s
t o pr odu ce
t h ei r st r at egy f or
ex pan si on . On ce pai r s h av e compl et ed t h ei r st r at egy ,
t h ey t h en w o r k w t h an o t h er p a r
o f st u d en t s, w h o m
t h ey i magi n e ar e t h e r est au r an t own er s, an d pr esen t
t h ei r st r at egy . Pai r s t h en ch an ge r ol es.
.
Tel l st u den t s t h at t h ey ar e desi gn i n g a web page
f or a compan y t h ey k n ow wel [ . Th ey wr i t e a br i ef
h i st or y of t h e compan y f or t h e open i n g page.
o
St u den t s cou l d wr i t e a descr i pt i on of a f amou s
p er so n u si n g as man y ad v er b s o f man n er as
poss bl e. Th ey cou l d SWap descr i pt i on s wi t h
an ot h er st u den t , an d t r y t o gu ess wh o t h e f amou s
per son i s.
E
E
Ad v er b s of man n er
Re a d t h r o u g h t h e e x a mp l e s w i t h t h e c l a ss
an d cl ar i h T t h e p at t er n
of ad d i n g
- l y
t o most
ad j ect i v es. Poi n t ou t t h at t h er e ar e a f ew
ex cep t i on s, w h i ch st u d en t s h av e t o l ear n of f
b y h ear t .
" . . p SB Pa g e 1 L1 , Se c t i o n 1 0 .
Lesson 9. 3
Usi n g t h e I n t er n et
We b si t e l a n g u a g e
J I ' m a member of an i nvest ment websi t e, whi ch i s
par t of a magazi ne . I pay t en pounds a mont h and I
get access t o ar t i cl es f r om t he cur r ent i ssue and I can
sear ch f or ar t i cl es f r om pr evi ous i ssues as wel l . They
show cur r ent shar e pr i ces, so you can f ol l ow your
por t f ol i o. Each t i me you j ust l og i n, wi t h a user name
and a passwor d and i t aut omat i cal l y l i st s your shar es,
shows t he cur r ent pr i ce . . .
PRE. TEACHI NG
Wr i t e l n t er n et i n a ci r cl e on t h e boar d an d st u den t s
br ai n st or m as y ou f i t l ou t a wor d web. Feed i n t h e
l an gu age of t h e l esson wh i ch y ou can ' t el i ci t : Wh at ' s
Googl e? What do you key i n when you want t o check
your onl i ne bank account ?
f f i
St u aen t s con sot i dat e t h e l an gu age of t h e br ai n st or m i n
*
a p ai r w o r k d i scu ssi o n ab o u t t h ei r p er so n al u se o f t h e
I n t e r n e t , u si n g t h e q u e st i o n s a s p r o mp t s.
5 9 Tel l st u d en t s t h ey ar e g oi n g t o h ear t h r ee
p eop l e b ei n g i n t er v i ew ed ab ou t w h at t h ey d o on
t h e l n t er n et . Read t h r ou g h t h e q u est i on s an d mak e
su r e st u d en t s u n d er st an d t h em. Th ev t h en l i st en t o
a n sw e r t h e m.
Kry
Per son 1: 1 You can i nd i nf or mat i on easi l y.
2 vi r uses
Per son 2: 1 Usi ng bank account s on t he I nt er net
saves t i me. 2 Nowadays i t ' s f i ne.
Per son J: 1 About an i nvest ment websi t e.
2 You can r ead ar t i cl es, see shar e pr i ces
and f ol l ow your por t f ol i o.
Transcript
1 I t hi nk t he best t hi ng about t he I nt er net i s . . . t he f act
t hat you can f i nd i nf or mat i on so easi l y. You know,
you t ype a kel vor d i nt o a sear ch engi ne, and you get
a huge l i st of websi t es. The wor st t hi ng i s t he
pr obl em of vi r uses. You cer t ai nl y need ant i vi r us
sof t war e. And you' ve got t o keep i t up- t o- dat e as wel l
-
keep downl oadi ng and i nst al l i ng updat es. But , i t ' s
not t oo much t r oubl e t o f i nd a . . .
2 l t ' s good t hat you can manage your bank account s
vi a t he I nt er net . That saves a l ot of t i me. Once you' ve
r egi st er ed, you j ust . . . put i n your passwor d, l og i n
and . . . you' ve got access t o al l your account s and
ev er y t h i n g . . . f r om h ome. I t ' s u m . . . . i t ' s g ood . I
t hi nk i t t ook a l ong t i me bef or e peopl e wer e
conf i dent wi t h, um . . . secur e ser ver s, wi t h t he
secu r i t y si d e of i t , b u t n ow i t ' s . . . i t ' s j u st p ar t of
ever yday l i f e. I t ' s l i ke payi ng by cr edi t car d onl i ne . . .
Th ey can comp ar e
ch eck i n g an sw er s w i t h t h e
6 g 7 h 8 a 9 c
f f i
St u Oen t s con sol i dat e t h e n ew v ocabu l ar y by mat ch i n g
t h e pai r s t o mak e sen t en ces.
answer s i n pai r s f i r st , bef or e
wh ol e cl ass.
Kr y
1 e 2 { 3 b 4 ) 5 d
1 0 i
f f i
. " . )
Key
1 d 2 c 3 e 4 b 5 a
60 St u den t s l i st en an d r epeat t h e wor ds en di n g
i n
- er .
Focu s t h ei r at t en t i on on t h e pr on u n c at i on of t h e
- er
l al
sou n d.
f f i
n ead t h r ou gh t h e qu est i on s wi t h t h e cl ass f i r st an d
an swer t h em f or y ou r sel f t o pr ov i de a model . St u den t s
t h en di scu ss t h e qu est i on s wi t h a par t n er an d f i n al l y
f eed i n t o a cl ass di scu ssi on .
RESOURCE SHEET 9 . 3 . " " Y Pag e 1 1 4 .
For f u r t h er pr act i ce of I n t er n et t an gu age u se Resou r ce
sh eet 9. 3. Di v i de t h e cl ass i n t o pai r s an d gi v e a set of
t h e cu t - u p car ds wi t h I n t er n et v ocabu l ar y t o each pai r .
St u den t s pl ace t h e car ds f ace down on t h e t abl e an d
t ak e i t i n t u r n s t o pi ck u p a car d, say t h e wor d an d
deci de wh et h er i t i s a n ou n or v er b. St u den t s mi gh t
t h en say a sen t en ce wi t h t h e wor d i n i t . A f ew of t h em
( f i I e,
sear ch, t i ck, downl oad and r egi st er ) can be used
as a n ou n or a v er b
-
accept ei t h er , bu t st u den t s mu st
gi v e an ex ampl e of wh i ch ev er t h ey ch oose.
Demon st r at e t h e act i v i t v wi t h st u den t s f i r st .
f f i
St uOent s l ook at t he web pages f r om t he websi t e of a
magazi n e an d f i l t i n t h e gaps, wi t h a par t n er . Th ey t h en
f eed back t h e an swer s or al l v t o t h e cl ass.
Kq
1 r egi st er 2 passwor d 3
Joi n
4 secur e ser ver
5 sear ch engi ne 6 ke1' wor d 7 downl oad
Read t h e web pages agai n wi t h t h e cl ass an d go
t h r ou gh t h e qu est i on s, bef or e st u den t s an swer t h em
i n d ep en d en t l y o r i n p ai r s.
St r at egy
9
E
Kq
1 I f you r egi st er you have f r ee access t o sel ect ed
i t ems. I f you become a member you have f ul l access t o
al l past and cur r ent ar t i cl es. 2 You have t o compl et e
t he r egi st r at i on f or m. J No, you don' t have t o pay
t o r egi st er . 4 [ I 0 a mont h and t he f i r st mont h i s
f r ee. 5 To sear ch f or cur r ent and past ar t i cl es.
6 Fr equent l y Asked
Quest i ons.
E
Oo t h r ou g h t h e on t i n e r eg i st r at i on f or m w i t h t h e cl ass
b ef or e t h ey comp l et e t h e d et ai l s f or t h emsel v es.
Ask t h e qu est i on abou t t h e passwor d. l f st u den t s don ' t
k n ow wh y t h e passwor d wou l dn ' t be accept ed poi n t
out t he expr essi on Case- sensi t ve on t he f or m and
ex pl ai n t h at t h i s mean s t h e sof i r u ar e r ecogn i ses capi t al
l et t er s and l ower case l et t er s, so t he f i r st l et t er of t he
passwor d El eph on t n eeds t o h av e a capi t aI E. Th en
open t h e d scu ssi on i n t o ot h er i ssu es abou t passwor ds
( gaps
bet ween wor ds, u se of l et t er s an d n u mber s,
d ash es, p assw o r d s h av i n g a mi n i mu m n u mb er o f
l et t er s, et c. ) .
Di scu ss h ow peopl e ch oose passwor ds: bi r t h day dat es,
n ames of pet s or n i ck n ames an d h ow t o ch oose a
passwor d t hat can' t be guessed.
COMMUNI CATI ON PRACTI CE 2 7 " . ' v SB Pag e 8 6 .
Di v i de t h e cl ass i n t o pai r s. Read t h r ou gh t h e
i n f or mat i on abou t t h e act i v i t y wi t h t h e cl ass an d ch eck
t h ey u n der st an d wh at t h ey n eed t o do. Gi v e t h em t i me
t o mak e n ot es of t h e det ai l s of t h e r f av ou r i t e webs t es
an d t h en ch eck t h ey k n ow h ow t o f or mu l at e t h e
qu est i on s t o get f u r t h er i n f or mat i on .
Do you need t o r egi st er ?
Do you need a passwor d?
Ar e you a member ?
How much does member shi p cost ?
l s t he si t e secur e? / Does t he si t e have a secur e ser ver ?
Pr act i se t h ese wi t h t h e cl ass. Th en st u den t s wor k i n
pai r s. Mon i t or t h e pai r wor k car ef u l l y t o see t h at t h ey
ask t h e f ol l ow- u p qu est i on s. Fi n al l y , ask on e or t wo
pai r s
t o do t h e act i v i t v i n f r on t of t h e cl ass.
St u den t s cou l d pr odu ce a l i st of k ey I n t er n et wor ds i n
En gt i sh f or speak er s of t h ei r h ome l an gu age. Th e l i st
cou l d h av e t r an sl at i on s or ex pl an at i on s i n t h e h ome
l an gu age.
E
WORKBOOK " . . p Pages 29- 31, .
W
Test 3
( uni t s
t - . g)
Fi l l i n t h e g ap s w i t h t h e cor r ect f or m of t h e v er b s i n
b r ack et s. Use t h e p ast si mp t e or t h e p r esen t p er f ect .
1 He ' s v e r y e x p e r i e n c e d . He - - - " - - - - - - f o r t h r e e
o r f o u r i n t e r n a t i o n a l c o mp a n i e s. ( w o r k )
z Sh e g e n e r a l ma n a g e r i n zo o 4 .
( become)
3 y o u e v e r - - - - - a p r o j e c t
t eam?
( manage)
4 t h e y b o t h - - - " - " . " - - - - - - - - - - t h e
comp an y l ast y ear ? ( l eav e)
5 Th e y - - - - - - u n i v e r si t y i n
r y 9 9 . ( f i n i sh )
6 I ' m a n e n g i n e e r a n d | - - l o t s o f
ex p er i en ce i n t h e oi l i n d u st r y . ( h av e)
Mak e sen t en ces. Use t h e pr esen t per f ect .
r h e
/
n ot wr i t e
/
r epor t
i
y et .
2 |
I
n o t f i n i sh
/
p r o j ect
/
y et .
3 sh e
/
at r ead y
/
p h o n e
/
o f f i ce .
4 w e
/
at r ead y
/
h i r e
/
t h r ee t ech n i ci an s .
5 t h ey
/
at r ead y
I
d o
I
t h e
j o b
.
6 I
/
r ead
/
h at f of t h e r epor t
I
so f ar .
t r ai n ee pr ogr ess r ecr u i t men t sch edu l e
Mast er s t r ou bl e
sh ar e p r i ces
/
r i se
/
t o d ay .
p r i ce
/
g o u p
/
t h i s w eek .
i n dex
I
f al l
I
t h i s y ear .
o i l p r i ces
/
n o t i n cr ease
/
so f ar
/
t h i s q u ar t er .
o u r p r o f i t s
/
g o d o w n
/
t h i s q u ar t er .
sal es
/
i n cr ease
/
t h i s mo n t h .
W
boom i n f l at i on cr ash debt s r ecessi on
u n empl oy men t i n t er est
A l o t o f p e o p l e a r e o u t o f w o r k . . i s v e r y
h i g h .
Pr i c e s a r e n o t i n c r e a si n g i s o n l y 0 . 2 % o .
- r at es decr eased 2" / " l ast
Vear .
l t was
c h e a p e r t o b o r r o w mo n e y .
A l o t o f p e o p l e h a v e b o r r o w e d mo n e y a n d h a v e
l ar ge
Th er e' s a - - - - - - - - - - - - - i n t h e p r op er t y mar k et . Pr i ces
h a v e r i se n 1 0 % t h i s mo n t h .
Sh ar e p r i ces f et l b y 1 0 % y est er d ay . Th er e w as a
o n t h e st o c k ma r k e t .
Th e e c o n o mi c si t u a t i o n i s b a d a t t h e mo me n t .
We' r e i n a - - - - -
W
docu men t ar y du bbed sat el l i t e sh ow
c h a n n e l
f f i
Mak e sen t en ces. Use t h e pr esen t per f ect .
7
2
3
4
5
W
2
3
W
7
2
3
4
5
6
Th e p r o j e c t ' s t w o mo n t h s b e h i n d
We ' r e h a v i n g w i t h t h e i n st a l l a t i o n .
We' v e mad e v er y g ood w i t h t h e
b r o c h u r e .
Af t e r u n i v e r si t y h e
j o i n e d
t h e c o mp a n y a s a
He d i d a - - - - - - - - - - - - - - - - a f t e r h i s f i r st d e g r e e .
We' r e h av i n g d i f f i cu l t i es w i t h - - - - i n t h at
d e p a r t me n t .
Di d y ou w at ch t h e q u i z . l ast n i g h t ?
I sa w a - - - - - - - - - - - - a b o u t Pe r u l a st n i g h t .
A Wh a t - w a s i t o n ?
B Four .
Hav e y ou g ot or cab l e TV?
A Wa s t h e f i l m . . . . ?
B No , i t h a d su b t i t l e s.
Bu si n ess St ar t - u p 2 Test 3 PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
Name: . . . - -
n
Mak e passi v e sen t en ces.
1 Th e co mp an y u ses p r o d u ct p l acemen t .
z Mi t l i o n s o f p eo p l e w at ch t h e n ew s.
3 Lo t s o f t o u r i st s saw t h e acci d en t .
4 GNT mak es t h e par t s i n i t s f act or y i n Ger man y .
A Fr e n c h c o mp a n y p r o d u c e d t h e v i d e o .
Sh e se n t t h e d o c u me n t s b v e ma i t .
Th e y d i d n ' t d e l i v e r t h e o r d e r o n t i me .
E
Mat ch t h e pai r s. Wr i t e a- g i n t h e box es.
r
I He s e t u p
a n e w p r o d u c t w a s
su ccess.
Test 3
Di d y o u a d e g r e e i n Ec o n o mi c s?
We' r e h av i n g t r ou b l e b y t h e n ew comp u t er .
Sh e h asn ' t h i r ed y et a n ew secr et ar y .
Wh e n d i d y o u g r a d u a t e d ?
I al w ay s f eel v er y r el ax i n g af t er a b each h ot i d ay .
Wh a t d i d y o u w a t c h i n TV l a st n i g h t ?
rest t ot ar
F.I -l
1 0
d t o w o r k i n t h e n e w
of f i ce.
g i n
h a
2
| |
Sh e i n v est ed mor e b t o cu t cost s.
t h an
$ 5 0 , 0 0 0
3
!
Th e co mp an y w en t c h e w an t s t o ex p an d .
b an k r u p t , b ecau se
4
L__l
He r ai sed f i nance
5
!
He t ai d of f wor k er s e on t h e st ock mar k et .
6
n
He n eed s t o h i r e i t h a d so ma n y d e b t s.
wor k er s, becau se
7 | | T h e l a u n c h o f t h e
8
!
Th ey r ecr u i t ed
1 5 st af f
E
Fi n d t h e mi st ak e i n each sen t en ce. Wr i t e t h e cor r ect
se n t e n c e .
1 l t ' s a d i f f i cu l t
j ob
-
y ou h av e t o d o i t car ef u l .
2 Ha v e y o u e v e r d i d a p a r a c h u t e j u mp ?
3 | t h o u g h t t h e p r e se n t a t i o n w a s v e r y b o r e d .
4 He * o, r . , f . ur t n ; ; , , ; r u.
t h e st ock ex ch an g e.
n e w b u si n e ss.
PH0 T0 C0 PI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u p 2 Test
Lesson L0. L
Dl scu ssi n g i deas
Se c o n d c o n d i t i o n a l
Su g g e st i o n s
10 sol ut i ons
f f i
n oi n t t o t h e f amou s peopl e an d i n v en t i on s an d ask
st u d en t s t o w r i t e t h e f i r st w or d s t h at come i n t o t h ei r
h ead s. Col l at e al l t h e i d eas on t h e b oar d . Feed i n
cr eat i ve i f nobody says i t . Then have a gener al
d i scu ssi on on cr eat i v i t y . Ask q u est i on s: Tel l me t h e
names of some
f omous
cr eat i ve peopl e. What di d t hey
do? What s cr eat i vi t y? Can onl y i nt el l i gent peopl e be
cr eot i ve? Do you know any ver y cr eat i ve peopl e? l n
p ai r s, st u d en t s can t h en d i scu ss t h e q u est i on s i n t h e
St u d en t ' s Book ab ou t cr eat i v i t y at w or k . Col l at e t h ei r
i d e a s i n a c l a ss d i sc u ssi o n .
f f i
67 Ex pt ai n t o st u den t s t h at t h ey wi l l h ear a
d i scu ssi o n at a co mp an y cal l ed Op t i p l ai n , a
ma n u f a c t u r e r o f b l a n k CDs a n d CD p a c k a g i n g . Th e
t eam ar e b r ai n st or mi n g su g g est i on s an d i d eas. Wr i t e
up t he headi ngs Subj ect and Suggest i ons. St udent s
t h e n l i st e n t o w h a t t h e t e a m a r e d i sc u ssi n g a n d n o t e
t h e su g g est i on s. Cor r ect t h ei r an sw er s or al l y .
Key
Subj ect : how t o i mpr ove t hei r pr oduct packagi ng
Suggest i ons: change t he packagi ng mat er i al on CDs,
sel l mor e CDs i n a pack, sel l st or age boxes wi t h CDs,
pr i nt number s on CDs i n a pack
Transcript
A OK, so ou r ob j ect i v e i s t o t h i n k of some n ew i d eas.
How coul d we make t he pr oduct bet t er ? What ar eas
of t he pr oduct coul d we i mpr ove? Any suggest i ons?
B What about changi r r g t he packagi ng? We cor - r l d
change t he mat er i al .
A Yeal - r . Packagi ng r nat er i al . OK.
C How about changi r - r g t he si ze?
A Of t h e CD?
C No, t he pack. Why don' t we sel l mor e CDs i n a p' r ack,
f or exampl e?
A OK. Yeah. So, bi gger packs. Thcy coul d be snr al l er ,
as wel l .
Why not sel l bi g boxes
-
bi g st or ase boxes, wi t h l ot s
of CDs i n t hem? Then you u. oul dn' t need packagi ng.
So t hat woul d be a new pr oduct . A st or age box.
We coul d sel l CDs wi t h number s or i nt ed on t hem
-
say f r om one t o a hundr ed. Then you woul dn' t ncccl
t o vn, r i t e on t he CD. You cor - r l d make a not c of r , vhat
was on each CD number , and t hcn f i ncl i t easi l y. So
r ve coul d sel l , say, packs of t en. So you r voul d have
one t o t en, or el evcn t o t went y, and so on.
That ' s a good i dea. We coul d use t hat i dea r vi t h t hc
st or age box. So we coul d pr ocl uce a bi t pl ast i c box
r vi t h, say, ahundr cd bl ank CDs i n i t , \ \ , i t h t he CDs
number cd one t o a hundr ed.
Mmm, t hat ' s a, t hat ' s an i nt er est i ng i dea.
67 Let st u den t s wor k i n pai r s f i r st , t o r ead t h e
ex t r act s an d t r y t o pr edi ct t h e mi ssi n g wor ds. St u den t s
can t h en l i st en agai n an d f i t t i n t h e gaps i n ex t r act s
f r om t h e meet i n g.
f f i
St u Oen t s ch eck t h ei r an swer s u si n g t h e t r an scr i pt on
5 B p ag e 1 , 2 3 .
Key
1 cou l d 2 Wh at J Hor v 4 don ' t 5 n ot
6 wou l d 7 cou l d 8 i n t er est i n g
f f i
Vocabu t ar y pr act i ce
. . ' v
SB Page 103, Ex er ci se L.
Kry
1 i dea 2 coul d I about 4 not 5 suggest i ons
6 How 7 Why
f f i
wt oOet a f ew su ggest i on s u si n g di f f er en t ex pr essi on s, t o
mak e st u den t s awar e of t h e di f f er en t st r u ct u r es u sed
wi t h t h ese ex pr essi on s:
We coul d pr oduce CDs.
Why don' t we pr oduce CDs . . . ?
Why not pr oduce CDs . . . ?
b u t :
How about pr oduci ng CDs?
St u den t s t h en wor k wi t h a par t n er . Th ey i magi n e
t h ey ' r e i n t h e meet i n g at Op t i p l ai n an d mak e
su ggest i on s cu ed by ph r ases on t h e page.
f f i
Wr i t e t h e n ame Edwar d de Bon o on t h e boar d an d ask
i f a n y b o d y k n o w s a b o u t h i m. Th e n p o i n t t o t h e p h o t o
an d ask st u d en t s w h at i mp r essi on t h ey h av e. Read t h e
t e x t w i t h t h e c l a ss a n d e l i c i t t h e c o mp l e t e t i t l e o f h i s
b o o k o n t h e b o a r d .
Key
Ti t l e: Ser i ous Cr eat i vi t y: Usi ng t he Power of Lat er al
Thi nki ng t o Cr eat e New l deas
Ask st u d en t s t o q u i ck t y r ead t h e t ex t ag ai n , t o an sw er
t h e o u e st i o n .
E
Key
He has devel oped t hi nki ng ski l l s ( such as l at er al
t hi nki ng) .
6 2 Ex p l ai n t h at t w o col l eag u es f r om t h e
r esear ch an d d ev el op men t d ep ar t men t at Op t i p l ai n ar e
u si n g l at er al t h i n k i n g t o cr eat e n ew i d eas. Pr ep ar e
t h em f or t h e f act t h at l at er at t h i n k i n g can t h r ow u p
so me st r a n g e a n d u n u su a l i d e a s. Gi v e st u d e n t s t i me t o
r e a d t h r o u g h t h e d i a l o g u e o n t h e p a g e a n d c h e c k
compr ehensi on of vocabul ar y such as i ce,
f r oze, f i r e,
dat a, pr ot ecf , et c. by aski ng st udent s who al r eady
k n ow t h e w or d s t o g i v e ex amp l es or d ef i n i t i on s t o t h e
ct ass. Th e f i r st t i me y ou p l ay t h e r ecor d i n g , st u d en t s
sh ou l d i g n or e t h e b ox es a- c an d f ocu s on l y on f i t l i n g i n
t h e g ap s i n t h e t ex t .
Key
1 coul d 2 coul dn' t I r voul d 4 woul dn' t
Read ou t t h e
' cr eat i v e
t h i n k i n g ' t er ms i n t h e b ox . Tel l
st u d en t s t h at t h ey mu st l ab el p ar t s of t h e d i al og u e
w i t h t h e se t e r ms, a c c o r d i n g t o w h a t i s h a p p e n i n g i n
t h e d i scu ssi on at t h at st ag e. St u d en t s can f i l l i n b ox es,
w or k i n g i n p ai r s, so t h ey can d i scu ss, b u t ch eck
an sw er s w i t h t h e w h ol e cl ass.
Kr y
a pr ovocat i on b speci f i c i deas c l at er al t hi nki ng
@
St u Oen t s t al k ab o u t t h e d i scu ssi o n at Op t i p t ai n i n 3 c.
Th ev sh ou l d assess h ow ef f ect i v e i t was.
Se c o n d c o n d i t i o n a l
Re a d t h r o u g h t h e e x a mp l e s i n t h e b o x a n d c l a r i f y
t h at w e u se i f + p ast si mp l e + w ou l d + v er b ,
w h e n w e sp e c u t a t e a 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 n c o n d i t i o n s. Po i n t o u t t h a t w o u l d i s o f t e n
abbr evi at e d ( we' d
:
we woul d, l ' d
:
I woul d,
et c. ) .
Gr ammar r ef er en ce SB Pa g e LL0 , Se c t i o n
6 3 St u d en t s l i st en an d r ep eat t h e sen t en ces i n
t h e g r ammar b ox . Mon i t or car ef u l l y t h at t h ey cop y t h e
st r ess an d i n t on at i on accu r at et v .
St u den t s cou l d wr i t e a ser i es
St ar t wi t h :
l f I won t he l ot t er y, I ' d buy a
Ferrari, l' d drive very
f ast .
lf I
Get di f f er en t st u den t s t o r ead
t o t h e cl ass.
Sol u t i on s 10
o f co n seq u en ces.
Fer r ar i . l f I bought a
dr ove . . .
o u t t h ei r co n seq u en ces
E
E
f f i
Cr a mar pr act i ce
. " " >
Key
1 I f CDs di dn' t have packagi ng, t hey woul d
f
t hey' d be
cheaper . 2 Our CDs woul d sel l mor e i f t hey wer e
cheaper . I I f we l ower ed t he pr i ce, r ve woul d
/ we' d
sel l mor e CDs. 4 I t hi nk we woul d
/
we' d sel l mor e
CDs i f we sol d t hem i n bi gger packs. 5 I f we used
l at er al t hi nki ng, we woul d
/ we' d
have bet t er i deas.
f f i
wt at e a n u mber of su ggest i on s f or each si t u at i on t o
p r ov i d e a mod el , b ef or e st u d en t s w or k w i t h a p ar t n er .
I n p ai r s t h ey d i scu ss w h at t h ey ' d d o, or w h at w ou l d
h ap p en , i n cer t ai n si t u at i on s. Col l at e t h ei r v i ew s on t h e
b oar d af t er a cl ass d i scu ssi on .
f f i
connMUNt cATr oN PRAcncE 28" . . ' sB
page
86.
Di v i de t h e cl ass i n t o pai r s. Read t h r ou gh t h e act i v i t y
wi t h t he cl ass and cl ar i f r T t he t ask. Gi ve pai r s a f ew
mi n u t es t o pu t t oget h er some i deas an d mak e a f ew
n ot es abou t h ow t o cu t cost s, i mpr ov e sal es an d
i n cr ease pr of i t s by t h e en d of t h e y ear f or Su n Sol , a
su n gl asses compan y . Reh ear se a f ew qu i ck di al ogu es
wi t h st u den t s r ou n d t h e cl ass based on t h e bu l l et
poi n t s t o pr ov i de a cl ear mode[ . Mak e su r e t h ey u se
t h e
- i n g
f or m wh en u si n g How/ Wh at abou t . . . 7 t o mak e
su ggest i on s. St u den t s t h en car r y ou t t h e r ol e pt ay s.
Mo n i t o r an d su p p o r t d u r i n g t h e p ai r w o r k . Ch eck t h at
st u den t s u se a v ar i et y of ex pr essi on s f or mak i n g
su ggest i on s
( We cou l d . . . . / Wh y don ' t we . . . ?
/
Wh y
n ot . . . ?
/
How abou t . . . 7. et c. ) Th en pai r s wor k wi t h
ot h er pai r s t o compar e t h ei r su ggest i on s. Fi n al t y h av e a
cl ass d i scu ssi o n an d d eci d e o n t h e b est su g g est i o n s.
f f i
St u Oen t s di scu ss t h e qu est i on s an d sh ar e t h ei r
o p i n i o n s an d ex p er i en ces w i t h t h e w h o l e cl ass.
RESOURCE SHEET 1 0 . 1
. . . n
Pag e 1 1 5 .
Use Reso u r ce sh eet 1 0 . 1 t o cu e st u d en t s t o t h i n k
l at er al l y an d t o co n so l i d at e t h e seco n d co n d i t i o n al .
Di v i de st u den t s i n t o gr ou ps an d gi v e ou t on e copy of
t h e sh eet t o each gr ou p. St u den t s di scu ss i n t h ei r
gr ou ps an d t r y t o f i l l i n t h e box es wi t h or i gi n al i deas
t h at wou l d h et p t o sol v e t h ese pr obl ems. Gr ou ps can
r epor t back on t h ei r i deas at t h e en d of t h e act i v i t y .
Lesson 1, 0. 2
Mak i n g deci si on s
shoul d, have t o
Re c o m m e n d a t i o n s
PRE. TEACHI NG
Pr e- t each shoul d( n' t ) , ( don' t ) have t o i n t he cont ext of
r ul es and expect at i ons at wor k. Ask: Can you choose
what t o wear at wor k or do you have t o wear a
un f or m? El i ci t : l have t o
/
l don, t have t o. Ask
quest i ons
t o i l l ust r at e hove t o/ don' t have t o:
Does onyone have t o wor k at weekends?
Do you have t o wear a sui t at wor k?
Ar e t her e days when you don' t have t o go t o t he
of f l ce?
Ask st u den t s t o each su ggest on e t h i n g t h ey h av e t o
/
don ' t h av e t o do at wor k .
l nt r oduce shoul dl shoul dn' t i n t he same way. Ask / s i f
OK t o make pr i vat e phone cal l s or not ? Shoul d you
make pr vat e phone cal l s? El i ci t : No, you shoul dn, t .
Con t i n u e wi t h ot h er qu est i on s t o pr act i se
shoul d/ shoul dn' t :
Shoul d you st ar t wor k on t me?
Shoul d you wr t e pr i vat e emai l s at wor k?
Ask st u den t s t o each su ggest on e t h i n g t h ey
sh ou l d/ sh ou l dn ' t do at wor k .
f f i
aead t h e commen t s abou t deci si on mak i n g wi t h t h e
cl ass an d cl ar i f u an y t h i n g t h ey ar e u n su r e of . Th en ask
t h e m t o w o r k i n p a i r s a n d d e c i d e w h i c h o n e s t h e y
ag r ee an d d i sag r ee w i t h . St u d en t s f eed b ack t o t h e
cl ass. Ex p l or e st u d en t s' r eason s f or ag r eei n g or
d i sag r eei n g . Ask t h em t o g i v e an y sp eci f i c ex amp t es t o
i l l u st r at e an y of t h e commen t s.
6 4 Poi n t t o t h e p h ot o of San d r a Fr an k s an d
r ead ou t t h e r u b r i c. Wr i t e t h e f ol l ow i n g on t h e b oar d :
Pol t eness, Cr i t i ci sm, Chang ng how you communi cot e.
St u d en t s l i st en t o t h e i n t er v i ew an d n ot e t h e ad v i ce
San d r a g i v es ab ou t t h e cat eg or i es on t h e b oar d .
Kry
pol i t eness: you shoul d al ways be pol i t e
cr i t i ci sm: you shoul dn' t cr i t i ci se peopl e di r ect l y
changi nghow you communi cat e: you somet i mes need t o
change how you say t hi ngs
Transcript
I nt er vi ewer Peopl e of t en say t hat sont e nat i onal i t i es
ar e mor e pol i t e t han ot her s. Do yot r t hi nk
t hat ' s t r ue? And do you t hi nk you have t cr
be mor e or l ess pol i t e when you wor k
wi t h peopl e f r om di f f er ent cul t ur es?
You don' t have t o be mor e or l ess pol i t e. I
t hi nk i t ' s mor e a quest i on of how di r ect
peopl e ar e. You shoul d ahvays be pol i t e. l t ' s
; ' ust
t hat , i n some cul t ur es, i t ' s OK t o be
di r ect , and i n ot her s, un1 . . . i t ' s not . [ ] or
exampl e, i n Ger many, i n busi ness, i t ' s best
t o be ver y di r ect . Gener al l y, pcopl e ask
di r ect quest i ons and . . . t hey l i ke di r ect
answer s.
But i n t he UK, gener al l y, peopl e ar e l ess
di r ect , ar en' t t hey?
Wel l , t hey' r e not af r ai d t o say t he, v di sagr ee
or . . . or t o cr i t i ci se suggest i ons. You don' t
have t o sayyou agr ee al l t he t i me. But . . .
you know, peopl e say t hi ngs l l ke, ' l ' m not
sur e I agr ee' , or . . . ' Maybe i t woul d be bet t er
t o do i t anot her way' . I ' ve al ways f ound, i n
di f f er ent cul t ur es, t he best way t o di sagr ee
or . ' . or cr i t i c se i deas i s t o nl ake i t cl ear
you' r e cr i t i ci si ng t he suggest i on
-
yot t
shoul dn' t cr i t i ci se t he per son.
I n
) apan,
i t ' sver y i mpor t ant not t o cr i t i ci se
p eop l e, i sn ' t i t ?
Yes. You shoul d never cr i t i ci se anyone
di r ect l y. I t ' s . . . f or t he
) apanese,
i t ' s ver y
i mpol i t e. That ' s why, of t en, i n compani es
i n
Japan,
peopl e have t o make deci si ons i n
gr oups. Ever yone has t o agr ee.
So what ' s your gener al advi ce? Do you
t hi nk peopl e shoul d chanse t he r vay t hey
communi cai e i n di f f er ent cul t ur es or . . .
or shoul d you j ust be your sel f ?
I t hi nk you shoul d al ways be your sel um
. . . b u t . . . I t h i n k , t o b e su ccessf u l , y ou
r eal l y need t o change how you say t hi ngs.
Sandr a
6 4 St u d e n t s l i st e n a g a i n a n d u n d e r l i n e t h e
cor r ect w or d s so t h at t h e sen t en ces ar e t r u e.
Key
r shoul d 2 don' t have t o 3 shoul dn' t 4 have t o
f f i
St u Oen t s wor k wi t h a par t n er an d di scu ss wh et h er or
n ot t h ey agr ee wi t h San dr a. Hol d cl ass f eedback t o
sh ar e o p i n i o n s an d ex p er i en ces.
l nt er vi ewer
San d r a
! nt er vi ewer
Sandr a
I nt er vi ewer
Sandr a
si t oul d, have t o
Re a d t h r o u g h t h e e x a mp l e s a n d c l a r i f y t h e
me a n n g . El c i t f u r t h e r e x a mp l e s f r o m st u d e n t s.
Gr a mma r r e f e r e n c e " . ) SB Pa g e 1 LL, Se c t i o n s 9 . 1
a n d 9 . 2 . Teach i n g n o t es
E
Gr ammar pr act ce
. - . p
SB Page 1. 03, Ex er ci se 3.
Kq
1 shoul d 2 shoul dn' t 3 don' t have t o 4 shoul d
5 have t o
6 5 St u d en t s l i st en an d r ep eat t h e sen t en ces.
Fo c u s st u d e n t s' a t t e n t i o n o n t h e e l i si o n t h a t h a p p e n s
when shoul d i s f ol l owed by a vowel .
St u d en t s w or k w i t h a p ar t n er an d d i scu ss t h i n g s y ou
sh ou [ d / sh ou [ d n ' t d o n f ou r s t u at i on s. Hol d f eed b ack
t o see i f t h er e i s a con sen su s.
RESOURCE SHEET 7 0 . 2 " . . ? Pa g e 1 1 6 .
l f y ou f eeI st u d en t s n eed f u r t h er p r act i ce of
shoul d/ have f o use Resour ce sheet 1' 0. 2. Di vi de t he
cl ass i n t o p ai r s an d g v e a sh eet t o each p ai r . St u d en t s
r ead t h e si t u at i on s on t h e car d an d d eci d e t og et h er on
t h e b est ad v i ce t o g i v e. Tel l t h em t o mak e n ot es, so
t h ey can f eed b ack t o t h e cl ass at t h e en d . Th e cl ass
can v ot e on t h e b est ad v i ce f or each si t u at i on .
St udent s wr i t e a shor t gui de ( usi ng shoul d/ shoul dn' t )
w t h su g g est i on s f or p eop [ e w h o ar e g o n g t o ask t h ei r
b oss f or an i n cr ease i n sal ar y !
@
St u Oen t s r ead t h e f i r st t i me t o an swer on e qu est i on .
Key
The' Si x Thi nki ng Hat s' i s descr i bed. I t was devel oped
because cr i t i ci sm i s i mpor t ant , but i t shoul dn' t t ake
pr i or i t y.
p t t r e mat ch i n g act i v i t y may be di f f i cu l t f or some
-
st udent s, so do i t as a ct ass act i vi t y.
Kq
1 e 2 a 3 f 4 c 5 d 6 b
g 66 Read t h e r u br i c wi t h t h e ct ass an d t h en
-
st u den t s l i st en t o si x ex t r act s f r om a meet i n g an d
mat ch each ex t r act t o on e of t h e
' Si x
Th i n k i n g Hat s' .
Agai n , i t m gh t be bet t er t o do t h i s as a cl ass act i v i t y .
Kq
1 b 2 d 3 a 4 c 5 f 6 e
Transcript
I One suggest i on i s, we coul d cl ose t he ol d pl ant and
move ever yt l r i ng t o a neu. si t e. I t hi nk we shoul d
consi der t hat opt i on. I t ' s a possi bi l i t y.
2 Ther e r voul d be a l ot of benef i t s i f we had j ust one
pl ant . I t woul d be bet t er , um . . . i t woul d bc easi er t o
manage suppl i es and del i ver i es. Ener gy cost s woul d
be anot her advant age.
So l u t i o n s 1 0
We know hor v r nuch we' nvoul d save i f we had a ner v
pr oduct i on l i ne. We' ve al l r ead t he r epor t and seen
t he f i gur es f or t hat . And f r on- r t he f or ecast s we knor , v
mo r e o r l e ss . . .
I t hi nk one l ar ge pl ant l ooks l i ke a good opt i on.
Th at ' s my f i r st i mp r essi on .
OK, shal l we sum up, t hen? I t hi nk we' ve made qui t e
good pr ogr ess. We' ve got qui t e a l ong l i st of i deas. I
t hl nk we shoul d
j ust consi der t wo or t hr ee pr oposal s.
So l et ' s l ook at t h e l i st . . .
A I don' t t hi nk i t woul d bc a good i dea t o spend so
much. I ' m wor r i ed about t he economi c si t uat i on.
I t h i n k i t ' s t o o u n c e r t a i r r .
B So what woul d you r ecommend?
C Let ' s j ust t al k about di sacl vant ages f or t he
moment .
B I j ust woul cl n' t r ecomn' r end such a bi q
i nvest ment . We have t o be car ef ul .
E
B
f f i
St u Oen t s cou l d wor k i n pai r s t o f i t l i n t h e gaps i n
-
sen t en ces, t o con sol i dat e k ey v ocabu l ar y .
67 St u den t s l i st en an d ch eck t h ei r an swer s.
Key
1 opt i on 2 benef i t s 3 pr oposal s 4 i dea
5 wor r i ed 6 r ecommend
f f i
Vocabu t ar y pr act i ce' . . b SB Page L04, Ex er ci se 4.
Key
1 b 2 e 3 f 4 d 5 a 6 c
f f i
cot vt MuNr cATt oN PRAcr t cE29 " " " y sB Page 86.
Di v i d e t h e cl ass i n t o g r ou p s of t h r ee, f ou r or f i v e.
Al l ocat e a
' h at '
t o each st u d en t . l f y ou h av e l ess t h an
f i v e st u d en t s, g i v e some st u d en t s mor e t h an on e
' h at '
or t ak e p ar t y ou r sel f an d h av e mor e t h an on e
' h at ' .
Re a d t h e r u b r c a n d c h e c k t h e y u n d e r st a n d t h e t a sk .
Gi v e st u d en t s t i me t o p r ep ar e t h ei r r ol es. Ch oose on e
p er son t o ch ai r t h e meet i n g , b ef or e t h ey st ar t . Ch oose
t h e b est g r ou p s t o r ol e p l ay t o t h e cl ass af t er w ar d s.
f f i
Hol o a cl ass
. di scu ss on . En cou r age st u den t s t o gi v e
t h e i r p e r so n a l v i e w s o n t h e
' Si x
Th i n k i n g Ha t s'
Lesso n L0. 3
Deal i n g wi t h pr obl ems
Tr av el pr obl ems
PRE- TEACHI NG
Wr i t e Tr avel pr obl ems on t he boar d i n a ci r cl e and ask
st u d en t s t o b r ai n st or m. Wr i t e t h ei r i d eas i n t o a w or d
w eb . Feed i n some of t h e v ocab u l ar y of t h e l esson , i f i t
can b e d on e n at u r al l y as p ar t of t h e n or mal f l ow of t h e
b r ai n st or m.
t h e con t ex t of Rach el
w h i l e t r av el l i n g f r om t h e
Ask st u d en t s t o r ead t h e
cor r ect or der .
Th en w r i t e u p some common t ex t messag e
ab b r ev i at i on s on t h e b oar d an d see w h o can g u ess
t h e i r me a n i n g e . g . :
c u @
9
( See y ou at n i n e)
u r l 8!
( You
ar e l at e! )
a game
4uz
pl ay ( A game f or you t o pt ay)
6 8 St u d en t s l i st en t o Rach el h av i n g a
con v er sat i on d u r i n g h er t r i p . Th e f i r st t i me t h ey l i st en
t o f i n d ou t w h er e sh e i s.
Kq
Rachel i s i n Bi r mi ngham
/ at
t he r ai l way st at i on.
Transript
Assi st ant
Rachel
Assi st ant
Rachel
Assi st ant
Rachel
Assi st ant
Rachel
Assi st ant
Rachel
Assi st ant
Rachel OK, t h a n k s. Oh . . .
by t he way?
Hel l o.
Hel l o. I ' ve j ust mi ssed my connect i on t o
Lon d on . l w as b ook ed on t h e n i n e t h i r t y . l
j ust want t o check i f my t i cket ' s val i d f or t he
next t r ai n . . . at hal f past t en.
Um . . . ah yes, you' r e OK. Obvi ousl y, you
won' t have a seat r eser vat i on.
No. l s i t t oo l at e t o r nake one?
Mmm, I ' m af r ai d so.
Wi l l i t be busy?
I t ' s usual l y qui t e busy, yeah. You' 11 pr obabl y
get a seat i n f i r st cl ass, i f you want t o change
your t i cket .
Woul d I I ' r ave t o cancel t hi s t i cket ? Woul ci I
g e t a r e f u n d , o r . . . ?
You can j ust upgr ade i t . You j ust pay a
suppl ement . I can check how much i t woul d
cost .
Um . . . oh , n o, i t ' s OK. I d on ' t t h i n k my
company r voul d pay my expenses i n f i r st
cl ass!
Ah .
i s t h e t en t h i r t y on t i me,
f ou r mi n u t es l at e. Assi st an t Um . . . I t ' s r u n n i n g
Rachel OK, t hanks.
6 8 St u d en t s l i st en ag ai n an d d eci d e i f t h e
sen t en ces ar e t r u e or f al se.
Kry
T F 2 T 3 T 4 T 5 F 6 F
St u d en t s con sol i d at e t h e t r av el v ocab u l ar y w i t h a g ap -
f i l l act i v i t y . Mod el t h e w or d s i n t h e b ox , b ef or e
st u d en t s st ar t t h e act i v i t y an d ask i f st u d en t s can
ex p l ai n an y of t h e w or d s. St u d en t s t h en w or k
i n d ep en d en t l y t o f i t l t h e g ap s, b ef or e ch eck i n g an sw er s
w i t h t h e w h ol e cl ass.
Kry
1 r ef und 2 cancel 3 upgr ade 4 suppl ement
5 vat id
f f i
f at f br i ef l y abou t t r an spor t i n y ou r cou n t r y as a modet ,
bef or e ask i n g st u den t s t o an swer t h e qu est i on s.
Read t h r ou gh t h e r u br i c t o set
Bar den sen di n g t ex t messages
UK t o a con f er en ce i n l cel an d.
messages an d pu t t h em i n t h e
Key
t d 2 b 3 e 4 a 5 c
f f i
Read t h r ou gh t h e qu est i on s wi t h t h e cl ass an d ch eck
st u den t s u n der st an d t h e t ask . Th en st u den t s wor k
i n d ep en d en t l y t o an sw er t h e q u est i o n s ab o u t Rach el ' s
t r i p. Ch eck an swer s wi t h t h e wh ol e cl ass. Ex pl ai n t h at
B' ham i s shor t f or Bi r mi noham.
Key
1 B' ham ( Bi r mi ngham) 2 She mi ssed t he
connect i on i n B' ham. I Fr om B' ham t o London.
4 By bus. 5 Ther e was snow i n t he UK, but t her e
was no snow i n l cel and.
St u den t s bu i l d t h ei r v ocabu l ar y wi t h a gap- f i l l act i v i t y .
They need t o r ef er back t o t he t ext messages t o f i nd
wor ds wh i ch mat ch t h e def i n i t i on s.
Key
1 connect i on 2 cat ch 3 mi ss + del ayed
5 t ake of f 6, l and 7 check i n 8 r ush
St u den t s wor k i n pai r s t o su m u p Rach el ' s t r i p. Th en
ask on e or t wo pai r s t o t el l t h e cl ass wh at h appen ed,
an d w h at p r o b l ems sh e h ad , d u r i n g each p ar t o f t h e
j ou r n ey .
t t mi gh t be i n t er est i n g t o st u den t s t o l ear n a l i t t l e
abou t t h e con v en t i on s of t ex t messagi n g. Fi n d ou t i f
t h ey u se abbr ev i at i on s i n t h ei r l an gu age wh en t h ey
t ex t . Ask h ow man y abbr ev i at i on s t h ey can f i n d i n
Rach el ' s t ex t messages
( k m :
k i l omet r es, mi n s
:
mi n u t es, h r s
:
h ou r s, B' h am
:
Bi r mi n gh amJ.
Teach i n g n ot es
E
E
' " . ?
SB Page
Kq
l d 2 f 3 a 4 b 5 c 6
69 St u den t s
Th e f ocu s i s on t h e
St u den t s cou l d t h en
say i n g t h e wor ds.
KE
1
l l
2
| t |
}
1 0 4 , Ex er ci se 5 .
g 7 e
l i st en an d r epeat t h e t r av el wor ds.
mi n i mal p ai r so u n d s
l l l
an d
l t J' 1 .
wor k wi t h a par t n er , t o pr act i se
l t l
4 l t | l 5 l t t | 6 | l
Sol u t i on s 10
We r egr et t o i nf or m passen ] er s t hat f l i ght TL seven
f our ni ne t o Geneva has been cancel l ed due t o a
t echni cal pr obl em. Fl i ght TL seven f our ni ne t o
Geneva i s cancel l ed. Passenger s f or t hi s f l i ght shoul d
check i n at gat e ni ne D and ar vai t a t r ansf er t o t he
next f l i ght t o Zur i ch.
A Good mor n i n g .
B Mon- r i ng. I checkecl i n yest er day eveni ng. My
r oom' s booked f or a second ni ght , f or t oni ght ,
b u t I n eed t o st ay i n t ow n a t h i r d n i sh t , u m . . .
t omor r ow ni ght
-
I ' ve got anot her meet i ng whi ch
wasn' t pl ar r r r ed. Coul d l book Tl y r ool Tl f or an
ext r a ni ght ?
A Hmm. I ' m a r ai d we' r c f t r l l t omor . r or r ' ni gl r t ' uI r r
. . .
) ust
a moment . I ' l l see i f t her e' s a r oom f r ee at
our ot her hot el . I t ' s j ust a f er v mi nut es" ' val k f r om
h er e. I f t h at ' s . . .
B Yeah, t hat ' s f i ne.
A Hel l o Paul , i t ' s Al ex. Have you got a si r - r gl e r oom
f r ee t omor r ow ni pbt ? OK, gr eat . Can you hol d i t
f or n' r e? I ' l l phone you back r vi t h t he det ai l s.
Th an k s. . . . OK. Th at ' s b ook ed .
B Excel l ent .
RESOURCE SHEET t O. 3 " " . ? Page 11, 7.
For f u r t h er p r act i ce of t h e l an g u ag e of t al k i n g ab ou t
j ou r n ey s
u se Resou r ce sh eet 1 , 0 . 3 . Di v i d e t h e cl ass i n t o
p ai r s an d g i v e a cop y of t h e cu t - u p t ex t messag es t o
each pai r . Tel l st udent s t hat t he t ext messages ar e f r om
Ter r i Case t o h er h u sb an d . Say t h at l ast w eek Ter r i , a
b an k emp l oy ee, h ad a d i f f i cu l t
j ou r n ey
f r om Br i g h t on t o
St . Hel er , n
Jer sey ,
w h er e sh e w en t on a t r ai n i n g
cou r se on of t sh or e b an k i n g . St u d en t s p l ace t h e car d s
f ace u p on t h e t ab l e an d p u t t h e t ex t messag e i n t o t h e
cor r ect or der .
Kr y
Cor r ect or der : D, B, A, F, E, C, L, G, K, l , H, J
f
7 0 Read t h r ou g h t h e ch ar t w i t h t h e cl ass t o
ch eck t h at st u d en t s k n ow w h at t o d o. Th ey t h en l i st en
t o t h r ee con v er sat i on s an d mak e n ot es i n t h e ch ar t t o
su m u p t h e p r o b l e m a n d d e sc r i b e t h e so l u t i o n .
St u d en t s cou l d comp ar e w i t h a p ar t n er an d t h en f eed
b ack or al l y t o t h e cl ass.
Kry
I Locat i on: on a t r ai n
Pr obl em: t i cket i s not val i d
Sol ut i on: t o pay suppl ement
7 Locat i on: at an ai r por t
Pr obl em: t he f l i ght has been cancel l ed
Sol ut i on: t r ansf er t o t he next f l i ght
I Locat i on: at a hot el ( r ecept i on)
Pr obl em: guest want s t o st ay an ext r a ni ght , but
hot el i s f ul l
Sol ut i on: t her e i s a r oom at t hei r ot her hot el
Transcript
1 A I ' m af r ai d your t i cket ' s not val i d on t hi s t r ai n.
B I sn' t i t ? I t hought I coul d use i t on any t r ai n.
A No. I t ' s onl y val i d on t r ai ns l eavi ng af t er t en am.
B Oh. I di dn' t r eal i se.
A The f ar e' s a bi t hi gher on t he ear l i er t r ai ns. I t ' s not
a bi g di f f er ence.
B OK. So can I j ust pay t he ext r a?
A Yes. I ' l l i ust check how much i t i s.
f f i
comMuNr cATr oN
pRAcncE
30" " . v SB
pages
86
a n d 9 3 .
Gi v e t h em t i me t o [ ook at t h ei r d i f f er en t p ag es. Tet l
t h e m t h a t t h e y a r e g o i n g t o t a k e i t i n t u r n s t o d e a l
w i t h a t r av el p r ob l em. St u d en t A st ar t s an d ask s a
Eu r ost ar r ep r esen t at i v e
( St u d en t
B) f or i n f or mat i on .
Pt ay t h e p ar t of A w i t h a st u d en t . Emp h asi se t h e
i mp o r t a n c e o f b e i n g p o l i t e . Th e n st u d e n t s w o r k i n
p ai r s. Mon i t or t h e p ai r w or k car ef u l l y an d ch eck t h at
t h e p e r so n ma k i n g t h e e n q u i r y u se s p o l i t e e x p r e ssi o n s.
Th ey t h en ch an g e r ol es an d t u r n t o t h e ot h er p ag e f or
t h ei r i n f or mat i on , b ef or e d oi n g t h e r ol e p l ay w i t h
r ev er sed r ol es. Fi n al t y , ask on e or t w o p ai r s t o d o t h e
r ol e pl ays f or t he cl ass.
f f i
f at f abou t t r av el pr obl ems y ou ' v e h ad t o pr ov i de a
mo d e[ . St u d en t s can w o r k i n p ai r s u si n g t h e p r o mp t s,
t h en r epor t back an y i n t er est i n g or u n u su al t r av el
ex per i en ces t o t h e cl ass.
WORKBOOK
. . " p
Pages 32- 34.
Lesso n 11,.1
Descr i bi n g h ow t h i n gs wor k
Pr ep o si t i o n s: p o si t i o n an d mo v emen t
Si z e a n d d i m e n s i o n s
n Tr anspor t
PRE. TEACHI NG
Rev i se k n own pr eposi t i on s of posi t i on an d mov emen t
an d pr esen t n ew on es u si n g t h e sch ool / wor k pl ace
en v i r on men t . Ask qu est i on s t o el i ci t pr eposi t i on s: Wh at
f l oor
or e we on? What ' s t he
f l oor
above/ bel ow us?
When you go out of t hi s r oom and go al ong t he
cor r i dor , what ' s t he
f t r st
r oom on t he r i ght ? When you
get out of t he l i f t , i s t hi s r oom on t he r i ght or t he l ef t ?
A[ so i n t r o d u ce an d p r act i se d men si o n s u si n g t h i n g s i n
t he cl assr oo Tl : How wi de i s t h s t abl e? one met r e w de
or l ess? How l ong i s my desk? A hundr ed and
f i f t y
cent i met r es l ong or mor e? What ' s t he wei ght of t hi s
book? Hal f a ki l o or mor e?
Af t er t h e pr e- t each i n g, model an d pr act i se t h e
q u est i o n s an d an sw er s ab o u t d i men si o n s ar o u n d t h e
cl ass. St u den t s cou l d con t i n u e i n pai r s, ask i n g an d
answer i ng How wi de/ l ong/ heavy . . . ?.
Poi n t t o t h e ph ot os of t h e Magl ev an d r ead ou t t h e
t i t l e. Ask st u den t s wh at t h ey can dedu ce abou t t h e
Magl ev f r om
j u st
t h i s i n f or mat i on . St u den t s f eed back
t o t h e cl ass wi t h su ggest i on s
( e. g. t h e Magl ev i s a
moder n , h i gh - speed t r ai n ; t h er e ar e Magl ev s i n
Sh an gh ai , t h ey can go at 430 k m per h ou r , t h ey go
t o t h e ai r p o r t i n Sh an g h ai ) .
f f i
n ead t h e qu est i on s wi t h t h e cl ass an d ch eck t h at
*
st u den t s u n der st an d t h e k ey v ocabu l ar y . St u den t s t h en
r ead t h e t ex t t o an swer t h e qu est i on s. Th ey can
di scu ss an d compar e t h ei r an swer s wi t h a par t n er
bef or e ch eck i n g an swer s wi t h t h e wh ol e cl ass.
f f i
St u Oen t s f ocu s on t h e pr eposi t i on s of posi t i on an d
mov emen t f r om t h e t ex t . Go t h r ou gh t h e sen t en ces
f i r st , get t i n g st u den t s t o mi me or gi v e ex ampl es of
each pr eposi t i on . Th ey t h en wor k i n depen den t l y ,
u n der l i n i n g t h e cor r ect wor ds t o mak e t h e sen t en ces
t r u e, accor di n g t o t h e t ex t .
Key
1 out of 2 on J acr oss 4 over 5 above
6 up 7 along
RESOURCE SHEET 7 7 . 7 " " " b Pag e 1 1 8 .
For f u r t h er p r act i ce of p r ep osi t i on s of p l ace an d
mov emen t u se Resou r ce sh eet 1 1 . 1 . Di v i d e t h e cl ass
i n t o p ai r s an d g i v e a set of cu t - u p p i ct u r es t o each
p ai r . St u d en t s p l ace t h e car d s f ace d ow n on t h e t ab l e
an d t ak e i t i n t u r n s t o p i ck u p a car d an d say t h e
p r ep osi t on i l l u st r at ed on t h e car d . St r on g er st u d en t s
c o u l d ma k e a se n t e n c e , u si n g t h e p r e p o si t i o n .
Demon st r at e t h e act i v i t y w i t h a st r on g st u d en t f i r st .
Key
Or der as shown on Resour ce sheet : up, down, i n,
out , t hr ough, al ong, under , above/ bel oq of on,
r ound. over .
Key
1 The st at i on i n Shanghai and t he I nt er nat i onal
Ai r por t . 2 Magl evs t r avel above t he t r ack.
3 I t ' s f ast and economi cal . 4 l t ' s expensi ve t o bui l d
t he t r ack.
f f i
Cr ur mar pr act i ce
. . . 1
Key
1 out , t hr ough 2 al c: ng I ar ound a of f
5 over 6 under 7 above
f f i
Oemon st r at e a f ew ex ampl es of wh at t h e v eh i cl es do
an d h ow t h ey wor k bef or e st u den t s do t h e pai r wor k ,
e. g. : hel i copt er can hover above bui l di ngs. A
submar i ne con go under t he wat er and t r avel
j ust
bel ow t he sur f ace. et c. You may f i nd i t necessar y t o
pr esen t an d pr act i se some of t h e k ey v ocabu l ar y an d
w r i t e i t o n t h e b o ar d . Mo n i t o r an d su p p o r t t h e
st u den t s wh en t h ey ar e wor k i n g i n pai r s.
f f i
Vou may f i nd i t usef ul t o r evi se number s L- l . , OOO
qu i ck l y bef or e t ack l i n g t h i s act i v i t y . Th en poi n t t o t h e
d ag r am o f a t r a n Co mp o n en t an d d o a co u p l e o f
ex ampl es wi t h t h e cl ass bef or e t h ey wor k i n pai r s an d
f i t t i n t h e g ap s w i t h t h e d i men si o n s.
Pr ep osi t i on s: p osi t i on an d mov emen t
Re a d t h r o u g h t h e e x a mp l e s o f p r e p o si t i o n s o f
p o si t i o n a n d mo v e me n t . Sa y a p r e p o si t i o n a n d
a sk st u d e n t s t o g i v e t h e o p p o si t e . Po i n t o u t t h a t
st u d e n t s n e e d t o l e a r n t h e p r e p o si t i o n s o f f b y
h ear t .
. ' . p
SB Pa g e 1 1 2 , Se c t i o n s
1 1 . 1 a n d 1 , 1 , . 2 .
Kq
1 di f f er ent
5 t he same
Tr anspor t 1, 1,
z t hesame 3 di f f er ent 4 di f f er ent
o di f f er ent
E
Key
1 1 . 2 m 2 3 0 0 m m 3 5 0 m m 4 4 0 0 m m
5 2 0 0 m m 6 1 a 6 k g
7 t Te[ [ st u d en t s t h ey ar e g oi n g t o l i st en t o
Li n d sey Gamb l e, an en g i n eer , g i v n g a p r esen t at i on at
con f er en ce on r ai l t r an sp or t t ech n ol og y . Sh e' s t at k i n g
ab ou t h i g h - sp eed t r ai n d esi g n . Focu s st u d en t s'
at t en t i on on t h e t h r ee q u est i on s b ef or e t h ey l i st en t o
t h e r ecor d n g .
Key
1 The wi dt h o t he t r ack. 2 They' r e qui t e nar r ow.
3 They' r e qui t e heavy.
Transcript
A key quest i on, when you st ar t t o desi gn a hi gh- speed
t r ai n i s, ho' , v wi de i s t he t r ack? What ' s t he di st ance
bet ween t he r ai l s? Because t he wi dt h of t he t r ack doesn' t
j ust
gi ve you t he r vi dt h of t he t r ai n. The hei ght of t he
t r ai n i s al so l i mi t ed by t he r vi dt h of t he t r ack. Obvi ousl y,
t r ai ns har r e t o be st abl e, especi al l y i f t hey have t o go
r ound cur ves qui t e f ast . Tal l , nar r ow desi gns ar e
unst abl e. So, or bet t er st abi l i t y, a wi de t r ack i s bet t er .
The t r oubl e wi t h st andar d t r acks i s, t hey' r e qui t e nar r ow.
Fol hi gh- speed t r ai ns, t hi s i s a pr obl er n i f t her e ar e a l ot
of cur ves i n t he l i ne. Now, you can l i mi t t he pr obl em. To
hel p t he t r ai n st ay on t he t r ack, you make i t qui t e heavy
. . . and you put r l i ost of t l ' r e wei ght as l ow as possi bl e,
bel or v t he f l oor . No. , v of cour se, a desi gn t hat ' s ver y
heavy i sn' t ver y ef f i ci ent .
) ust
l ook at t he bi g, t hi ck pi eces
of st eel uscd i n t r ai ns, Ll m . . . t o get an i dea of how much
r vei ght t her e i s. So i t ' s ver y i nef f i ci ent . And anot her
pr obl em, of cour se, t hat you have t o deal wi t h i s . . .
St u d en t s comp l et e sen t en ces f r om t h e con v er sat i on
b y u n d er l i n i n g t h e cor r ect w or d s. Th ey cou l d d o t h i s
i n d i v i d u at t y f i r st an d t h en comp ar e an sw er s w i t h a
par t ner .
72 St u den t s
bef or e f eed n g back
Key
1 wi de 2 hei ght
l i st en an d ch eck t h ei r an swer s,
or al l y t o t h e cl ass.
3 wi de 4 heavy 5 t hi ck
e
E
S
" . " p SB Page 1. 04, Exer ci se 2.
Key
1 d 2 c 3 e 4 b 5 a
73 St u den t s l st en an d r epeat t h e wor ds an d
deci de i f t h e sou n ds ar e t h e same or di f f er en t . Mon i t or
st u den t s car ef u l t y wh en t h ey r epeat an d n ot e an y
er r or s. ModeI wor ds wh i ch t h ey f i n d di f f i cu l t an d
st u den t s r epeat agai n .
B
f f i
cor ' nMUNl cATt oN
pRAcTt cE
31 " . " p sB
pages
87
a n d 9 3 .
Gi v e t h em t i me t o l ook at t h ei r di f f er en t pages. Tel l
t h em t o l ook at t h e di agr am an d poi n t ou t t h at t h ey
bot h sh ow i n compl et e i n f or mat i on abou t a h i gh - speed
t r ai n , an d t h at t h ey mu st ask t h ei r par t n er f or t h e
mi ssi n g di men si on s. Pl ay t h e par t of A an d ask f or
a f ew di men si on s t o pr ov i de a model . Th en st u den t s
wor k i n pai r s. Mon i t or t h e pai r wor k car ef u t l y an d pay
par t i cu l ar at t en t i on t h at st u den t s u se bot h f or ms f or
di mensi ons ( l ongl engt h et c. ) . Fi nal t y, ask one or t wo
pai r s t o do t h e act v i t y n f r on t of t h e cl ass.
f f i
O. r on st r at e t h i s act i v i t y wi t h a st u den t bef or e ask i n g
st u den t s t o t ak e i t n t u r n s t o ch oose an obj ect i n t h e
ct assr oom an d descr i be i t , so t h at t h ei r
par t n er
can
gu ess wh at i t i s.
.
For f u n , st u den t s cou l d i magi n e t h ey ' r e h av n g a
f r i en d st ay i n t h ei r apar t men t , wh i t e t h ey ' r e on
h ot i day . Wor k i n g i n pai r s, t h ey wr i t e a sh or t n ot e
say i n g wh er e a f ew
. essen t al ' t h n gs
ar e, u si n g as
man y pr eposi t i on s aS poss bl e. Th ey cou l d u se a
di ct i on ar y i f n ecessar y . Gi v e t h em a sh or t ex ampl e
t o demon st r at e t h e act i v i t y :
Hi , have a good t i me whi l e l ' m oway. l ' ve
j ust
a
f ew
t hi ngs t o t el l you about t he apar t ment .
The cof f ee i s behi nd t he vose on t he shel f next t o
t he ki t chen t abl e. The r emot e cont r ol
f or
t he TV i s
under t he bed. The aer i ol
f or
t he TV wor ks best
when i t hangs down
f r om
t he l i ght .
.
St u den t s wr i t e an ema t t o a f or e gn su ppl i er wh o
i s goi n g t o v i si t t h em. He/ Sh e i s ar r i v i n g by pl an e,
so t h ey gi v e det ai l ed i n st r u ct i on s of h ow t o get
f r om t h e ai r por t by pu bl i c t r an spor t t o t h ei r of f i ce
i n t he t own cent r e ( e. g. wher e t o get on/ of f t he
bu s/ t r ai n an d h ow t o get f r om t h e bu s st op
/
st at i on t o t h ei r of f i ce) .
Lesson 11, . 2
Di scussi ng saf et y pr oced ur es
Heal t h an d saf et y
PRE- TEACHI NG
I n t r o d u c e t h e t o p i c o f h e a l t h a n d sa f e t y b y a sk i n g
st u d e n t s t o t a l k a b o u t i t i n t h e i r o w n c o mp a n i e s. Wh a t
i s t he mai n r eoson
f or
acci dent s at wor k? Ar e t her e
r egul ar checks
f or
heal t h and saf et y? l s t her e an
acci dent book?
St u d en t s w or k w i t h a p ar t n er t o p u t t h e
j ob s
i n or d er
o f h o w d a n g e r o u s t h e y t h i n k t h e y a r e . Th e n st u d e n t s
h av e a cl ass d i scu ssi on t o ar r i v e at a cl ass con sen su s.
Co l l a t e st u d e n t s' r e a so n s f o r t h e
j o b s
b e i n g d a n g e r o u s
o n t h e b o a r d .
W
Po i n t t o t h e v i su a l s a n d st u d e n t s o r a l l y ma t c h t h e
saf et y si g n s t o t h e t y p es of p r ot ect i v e eq u i p men t .
Mod el t h e n ew v ocab u l ar y an d st u d en t s r ep eat .
Key
t f z a t d 4 e 5 c 6 g 7 b
RESOURCE SHEET 1 7 . 2 " ^ . b Pa g e LL9 .
Th i s act i v i t y i s a memor y g ame w h i ch con sol i d at es t h e
n e w v o c a b u l a r y i n 1 b . St u d e n t s c a n p l a y i n p a i r s ( o n e
set of cu t - u p car d s p er p ai r ) . Pl ace t h e car d s f ace u p
o n t h e t a b l e a n d g i v e a mi n u t e f o r st u d e n t s t o
me mo r i se t h e m. Te [ [ o n e st u d e n t t o l o o k a w a y w h i l e
t h e ot h er st u d en t r emov es on e p i ct u r e of p r ot ect i v e
eq u i p men t . Th e f i r st st u d en t l ook s at t h e car d s ag ai n
an d g u esses w h i ch i t em h as b een t ak en aw ay . Ch an g e
r ol es.
f f i
Oe. on st r at e t h e act i v i t y wi t h an ex ampl e, e. g. : t f y ou
wor k on a bu l d ng si t e, you need t o wear a har d hat ,
i n case somet h ng
f al l s
on you
f r om
above. l f you wor k
on t he mot or ways you need t o wear hi gh vi si b l i t y
cl ot hi ng so t hat dr i ver s can see you on t he r oad. Af t er
t h e p a i r w o r k a sk st u d e n t s t o sh a r e t h e i r e x a mp l e s.
Ask st u d en t s t o t h i n k ab ou t saf et y f or w or k er s at
ai r p or t s. Su g g est some p ossi b l e d an g er s on t h e t ar mac
a n d so me t h i n g s t h a t e mp l o y e e s sh o u l d d o t o b e sa f e .
St u d en t s w or k i n p ai r s t o mak e [ i st s of w h at d an g er s
t h er e ar e an d w h at saf et y p r ecau t i on s w or k er s n eed
t o t a k e .
7 4 St u d en t s l i st en t o a saf et y of f i cer g i v i n g
a t r a i n i n g c o u r se t o so me t r a i n e e a i r p o r t w o r k e r s a n d
t h en comp ar e w h at h e say s t o t h ei r l i st s.
Teach i n g n ot es
Transcript
Den n i s OK. Let ' s n r ak e a l i st of d an g er s on t h e t ar n r ac
. . . and t hen r ve can make a l i st of saf et y
pr ecaut i ons t o hel p pr event acci dent s. So, f i r st
of al l , what ar e t he mai n hazar cl s? Any
suggest i ons?
Woman Pl anes, r vhen t hey' r e mor . i ng.
Den n i s OK . . . Mov i n g p l an es.
Man Noi se f r om en g i n es . . . f r om t h c j et s. You n ccd
t o w c a r e a r p r ( ) t e c t i o n .
De n n i s Uh u h , OK. No i se . . . e a r p r o t e c t i o n .
Woman Ot her vchi cl es, movi ng ar ound.
Denni s OK, good. Movi r - r g vehi cl es. They ar e t he
bi ggest hazar d on t he t ar mac. Not pl anes, but
v eh i cl cs: b u se. s, t r u ck s, car s . . . . Wh at
pr ecaut i ons can you t akc t o hel p avoi cl
acci dent s
-
t o pr cvent gr ound
' , ' chi cl es
hi t t i ng
peopl e?
Er , ever yone shoul d wear a
gr een j acket .
OK. Hi g h v i si b i l i t y cl ot h i n g . Essen t i al . Does
anyone know why n' r ovi ng vchi cl es ar e
especi al l y danger ous at ai r por t s?
Because t hey cl r i ve ar ound qui t e ast ?
They of t en do, yeah. They' r c not al kr wecl t o.
t hough. Thc hcal t h and saf et v r egr - r l at i ons sa; '
t hat ever y empl oyee i s r esponsi bl e f or t he
saf et y of ot her s. But t her e' s anot her r eason
why movi ng vehi cl es ar e par t i cul ar l y
h azar d ou s at ai r p or t s. An y ot h er i d eas?
Because you can' t hear t henr . because of al l
t h e n oi se . . . f r " om j et s an d , Lu r . . .
Exact l y. I f you' r e st andi ng near a pl ane r vi t h i t s
engi nes r unni ng, you can' t al ways hcar
vehi cl es comi ne.
Just
now, someone sai d you
n eed t o w eAr car p r ot ect i on . For son r e j ob s
-
f or exampl e, i f you have t o st and i n f r ont of
movi ng pl anes t o gui dc t he pi l ot s, t hen, yes,
you need t o pr ot ect your ear s. But onl y some
peopl e need ear pr ot ect i on
,
sor ne of t he t i me .
So how do we knor v i f we need ear pr ot ect i on
Woman
Den n i s
Woman
Den n i s
Ma n
Den n i s
Woman
or not ? Ar e t her e st andar d pr occdur es?
Den n i s Yes. We' l l l ook at t h ose a b i t l at er on . . .
7 4
Re a d t h r o u g h t h e q u e st i o n s. St u d e n t s l i st e n
a g a i n t o a n sw e r t h e m.
Key
1 Movi ng vehi cl es. 2 Because you can' t hear t hen' r .
3 Peopl e who have t o st and i n f r ont of movi ng pl anes
t o gui de t he pi l ot s. 4 You can' t hear vchi cl es.
5 hazar dl hazar dous
f f i
n et er st u den t s t o t h e t r an scr i pt on SB page 124 t o f i n d
wor ds t o compl et e t h e gaps.
Kry
1 pr event , avoi d 2 pr ecaut i on I al l o" ved
4 not al l o' uved 5 heal t l ' r , r egul at i ons 6 pr ocedur es
B
t s
Tel [ st u d en t s t h at t h i s i s a q u i z an d t h ey mu st w o r k
w i t h a p ar t n er an d d eci d e o r g u ess i f t h e sen t en ces ar e
t r u e or f al se.
m 75 St u den t s l i st en t o an i n t er v i ew wi t h an
I
ai r l i n e
pi l ot ,
t o f i n d t h e cor r ect an swer s.
Key
1 F 2 T 3 T 4 F 5 F
' " ' t
SB Pag e 1 0 4 , Ex er ci se 3 .
2 pr ecaut i ons, acci dent s
pr event 5 pr ocedur e
A l ot of peopl e have t o t hi nk about saf et y
r egul at i ons i n t hei r j obs. But f or pi l ot s.
saf et y i s cxt r emel f i mpor t ant , i sn' t i t ?
Absol ut cl y. I t ' s al l about pr ocedur es, i n
f act . Pi l ot s l nust know exact l y what t o dcr
i n a l l si t u a t i o n s.
Obvi ousl y you need a l ot of exper i ence.
Yes . . . t o eet an ai r l i n e p i l ot ' s l i cen cc v ou
need a r ni ni mum number of hour s f l yi ng
t i me . Yr u must have at l east one t housand
f i vc huncl r ed hour s. And you must be at
l east t ur cnt y- t hr ee year s ol d. Obvi ousl y,
most pr of essi onal pi l ot s ar e a l ot ol der
t han t hat .
Sur e. And do al l pi l ot s have t o be abl e t o
speak Engl i sh? I s t hat a r equi r ement ?
Yes
-
t o f l y i nt er nat i onal l y.
What ar e t he mai n saf et y pr ocedur es you
havc t o f ol l ow? Ar e t her e cer t ai n t hi ngs
t hat ar e especi al l y i mpor t ant ?
We havc a l ot of checkl i st s. Tl - r er e ar e
t hi ngs you must al ways check bef or e each
f l i ght . \ ' ou must n' t t ake of f unt i l you' ve
checkecl ever yt hi nc. The f i r st t hi ng i s. you
wal k ar ound t he pl ane, out si de
,
and check
t hat . . . you knou, , not hi ng' s br oken or . . .
cr acked.
That t hcr c ar e no cr acks i n t hc wi nss!
Act uai l y, most pl anes have cr acks i n t hei r
r vi ngs! Ver y, ver y smal l ones. I t ' s per f ect l y
saf e.
Ri ght ! And appar ent l y, yol r can st i l l l and i f
an engi ne br eaks down, can' t you?
Tr anspor t 11
Mi ke You can t ake oJJ i i an engi ne br eaks down.
I f i t happens a f er v seconds bef or e t ake- of
um . . . i f you' r e above a cer t ai n speed, t he
pr ocedur e i s, yon nl ust n' t t r y t o st op,
because t he r unr vay i sn' t l ong enough. So
you t ake of f , f l y ar ound t he ai r por t , and
t l ' r cn l and agai n.
7 5 St u d en t s l i st en ag ai n t o d o a g ap - f i t t
exer ci se t o f ocus on must and must n' t .
Key
1 must 2 must J must , must n' t 4 must n' t
must
Ex p l ai n t h at mu st h as mor e or l ess t h e same
me a n i n g a s h a v e f o , b u t mu st n ' t i sn ' t t h e sa me
as d on , t h av e t o. Mu st n ' mean S n ot al l ow ed t o,
w h i l e d o n ' t h a v e t o me a n s t h a t so me t h i n g i s n o t
c o mp u l so r y o r o b l i g a t o r y . Gi v e so me e x a mp l e s:
You must n' t smoke i n our of f i ce.
( t her e' s
a r ul e)
You don' t have t o wear a sui t at wor k. ( you
can,
b u t i t i sn ' t c o mp u l so r y )
Gr ammar r ef er en ce SB Pa g e 1 1 1 , Se c t i o n
Key
t heal t h, saf et y
3 r egul at i ons 4
6 pr ot ect i ve
Tronscript
I nt er vi ewer
Mi ke
! nt er vi ewer
Mi ke
I nt er vi ewer
Mi ke
l nt er vi ewer
Mi k e
I nt er vi ewer
Mi ke
l nt er vi ewer
5 must
f f i
Cr a^ mar pr act i ce " " " v SB Page 104, Exer ci se 4.
Key
1 r n u st 2 mu st n ' t J mu st 4 ml l st n ' t
6 mu st n ' t Z mu st 8 mu st n ' t
f f i
Aead t h r ou g h t h e r u b r i c an d ex amp l e. St u d en t s w or k
w i t h a p a r t n e r t o ma k e t h e i r o w n l i st , t h e n c o mp a r e
t h e i r [ i st w i t h a n o t h e r p a i r o f st u d e n t s. Fi n a l l y , st u d e n t s
f eed b ack or al l v t o t h e cl ass.
f f i
couMUNl cATr oN PRACTTCE 32. . " v SB Page 87.
Di v i d e t h e c l a ss i n t o p a i r s. Re a d t h e r u b r i c a n d
e x a mp l e s w i t h t h e c l a ss a n d c h e c k t h e y u n d e r st a n d .
Gi v e st u d e n t s f i v e mi n u t e s t o c o mp i l e t h e i r l i st t h e n
t h ey comp ar e t h ei r su g g est i on s w i t h an ot h er p ai r .
Fi n at t y , t h ey f eed b ack t o t h e cl ass.
W
Et i ci t an swer s f or a
i ob
wh er e saf et y i s obv i ou st y
i mpor t an t ( e. g. sot di er s, f i r ef i gh t er s) . Th en st u den t s
t al k ab o u t saf et y i n a
j o b ,
co mp an y o r i n d u st r y
t h ev ch oose.
Lesso n l' ,L,.3
Usi n g t ou r i st f aci l i t i es
Ac c o mmo d a t i o n a n d f a c i l i t i e s En t e r t a i n me n t
W
Ot a model , t al k abou t an y ex per i en ce y ou h av e of
sh i p s an d cr u i ses. Th en ask st u d en t s f o r t h ei r
ex per i en ces. l f n o st u den t s h av e been on a cr u i se t h en
wi den t h e con v er sat i on t o i n cl u de h ol i day r esor t s or
n i ce h o t el s.
W
Br ai n st or m on t h e f aci l i t i es on cr u i se sh i ps. Wr i t e u p
k e y v o c a b u l a r y o n t h e b o a r d u n d e r t h e h e a d i n g
Faci l i t i es on boar d.
Read t he t ext s f r om a br ochur e about t he Ser ena, a
l ar g e cr u i se sh i p , w i t h t h e cl ass an d ch eck t h ey
u n d er st an d k ey v ocab u l ar y . El i ci t / Ex p t ai n t h e mean i n g
o f t h e h e a d i n g s i n t h e w o r d b o x a n d g e t st u d e n t s t o
g i v e ex amp l es of t h em. St u d en t s t h en w or k i n p ai r s
an d w r i t e t h e cor r ect h ead i n g s ab ov e t h e t ex t s.
Al t er n at i v el y , st u d en t s cou l d u se Resou r ce sh eet 1 , 1 . 3
t o access t he t ext .
Kry
1 Take t easy 2 Fi t ness f aci l i t i es 3 Your r oom
4 Ent er t ai nment 5 Tel evi si on 6 El ect r i cal suppl y
7 Laundr y 8 For ei gn exchange
RESOURCE SHEET 1 1 . 3 ' " " r Pa g e L2 0 .
For easi er access t o t h e mat ch i n g t ask i n t h e b ook u se
Resou r ce sh eet 1 1 . 3 . Di v i d e t h e cl ass i n t o smal l g r ou p s
an d g i v e a cop y of t h e cu t - u p h ead i n g s an d t h e t ex t t o
each g r ou p . St u d en t s p l ace t h e ei g h t h ead i n g s ab ov e
t h e ap p r op r i at e i n f or mat i on i n t h e t ex t . Demon st r at e
t he f i r st one wi t h t he gr oup, i f necessar y. Af t er war ds
st u d en t s r ead ou t t h ei r an sw er s t o t h e g r ou p .
St u d en t s f i n d w or d s i n t h e t ex t s t o f i l l i n t h e g ap s.
T l - ^ . , . ^ . ^ m ^ r 1 6 { L r 6 i r
1 h c \ Al o r c . ^ . t i t h
: ' n a r t n e r
h p f o r g
| | | E ' y L ( ) | | L \ J l | | P o I E ' r | | E | | \ ) | | ) t v \ - | ) r y i r r t r } y t r l r E r v E l
c h e c k i n g w i t h t h e w h o l e c l a ss.
Key
1 l ounge 2 bar 3 gy^ 4 sauna 5 band
6 ni ght cl ub 7 cabi n 8 si ngl e 9 doubl e
10 bal cony 11 shower 12 socket 13 adapt er
14 l aundr y 15 f or ei gn exchange
Poi n t ou t t h at t h e maj or i t y of t h ese w or d s ar e al so
u sed at h ot el s an d i n h ot i d ay r esor t s. Th e ex cep t i on
i s cab i n , w h i ch i s on l y u sed t o d escr i b e a b ed r oom
o n a s h i p .
f f i
. " p
Key
1 cabi n, bunk 2 sauna 3 ni ght cl ub 4 bat hs,
shower 5 dr y, l aundr y 6 adapt er s 7 bal cony
f f i
' , woul d be usef ul t o show a phot o of t he Ti t ani c t o
set t h e scen e f or t h i s act i v i t y . Th en st u d en t s w or k i n
p ai r s t o g u ess w h i ch f aci l i t i es f r om t h e l i st w er e on t h e
Ti t ani c i n 1, 91, 2.
Kry
I n f act , al most al l t he f aci l i t i es on t he l i st wer e
avai l abl e on t he Ti t ani c. Ther e wasn' t a sauna, but
t her e was a Tur ki sh bat h. Ther e was musi c and
ent er t ai nment i n t he var i ous bar s and l ounges,
t hough t hey di dn' t cal l t hem ni ght cl ubs i n t hose days.
Ther e wer e el ect r i c l i ght s, socket s and t oi l et s i n some
cabi ns ( but not i n al l cl asses of cabi n) . I f st udenr s wanr
t o check t hei r answer s or l ear n mor e about t he
f aci l i t i es on t he Ti t ani c, you coul d di r ect t hem t o one
of t he many websi t es, such as
www. 20t h cent ur yl i ner s. com f or m o r e det ai I s.
7 6 Re a d t h r o u g h t h e q u e st i o n s a n d c h e c k
u n d er st an d i n g , b ef or e st u d en t s l i st en t o t h r ee
con v er sat i on s at t h e i n f or mat i on d esk on t h e Ser en a.
Key
1 The heal t h and f i t ness cl ub. 2 Two.
I He di dn' t buy acar d f or t he TV. 4 Ei ght een
dol l ar s. 5 Ti cket s f or t he show i n t he Laguna bar .
6 Ti r e show i s popul ar .
Tronscr pt
1
Assi st ant
Woman
Assi st ant
Woman
Assi st ant
Woman
Assi st ant
Woman
Assi st ant
2
Man
Assi st ant
Man
Assi st ant
Man
Hel l o.
Hel l o. I ' d l i ke some i nf or n' r at i on about
t he gym.
The heal t h and f i t ness cl ub?
Yes. I s i t open t o ever yone? Can anyone
go i n?
Yes, st t r e .
Ano r s r hat wi ' r er e r he sauna i s?
Ther e i s a sauna i n t he heal t h and f i t ness
cl ub, yes. Thcr e' s anot her on Dcck C,
next t o t he sr vi mmi ng pool , as wel l .
OK. . . . OK, t h an k s v er y mu ch .
You' r e wel conr e.
Hi .
Good mor ni ng.
I t hi nk t her e' s a pr obl em wi t l ' r t he TV i n
my r oom. I can' t swi t ch i t on f or some
r eason.
Have you put t he car d i n?
Th e car d ? . . . I d i d n ' t see a car d w i t h i t ,
u m . . .
Tr anspor t 11,
Assi st ant
Man
Assi st ant
3
Woman
Assi st ant
Woman
Assi st ant
Woman
Assi st ant
Ri ght . You need a car d. Ther e' s a smal l
char ge i f you want TV. I t ' s ei ght een
dol l ar s f or t he f ul l t en- day cr ui se.
Ei ght een dol l ar s?
Yes. You j ust need t o si gn a f or n' , t hen
we gi ve you a car d, and you put i t i n t he
TV. You get al l t he maj or sat el l i t e
channel s si r .
Excuse me, I ' ve j ust r ead t he post er , over
t h er e, ab ou t t h e sh ow i n t h e, u m . . .
Laguna bar t omor r ow ni ght . I t says you
need t o book. Ar e t her e any t i cket s l ef t ?
Yes.
OK. And how much ar e t hey?
They' r e f r ee. I t ' s j ust i t ' s usual l y qui t e
popul ar , so we pr ef er t o i ssue t i cket s,
t hen peopl e ar en' t di sappoi nt ed i f t hey
don' t get a seat .
Ri ght . OK, so can I book t wo seat s,
pl ease?
Sur e. Can I t ake your r oom number .
f f i
77 St u den t s l i st en an d r epeat t h e sen t en ces
f r om t h e con v er sat i on s. Mon i t or t h ei r i n t on at i on
car ef ul l y.
f f i
St u Oen t s pr act i se t h e con v er sat i on s wi t h a par t n er
u si n g t h e t r an scr i pt s on SB page 1, 25. Th ey ch an ge
r ol es. Th en t h ey do t h e r ol e pl ay f r om memor y . Ask t wo
or t h r ee pai r s t o per f or m t h ei r r ol e pl ay s f or t h e cl ass
at t h e en d of t h e act i v i t v .
f f i
cor vr MuNr cATr oN
pRAcncE
33
. ' " 3
sB
pages
82
a n d 9 3 .
t h em t h at t h ey ar e b ot h g oi n g t o t ak e p ar t i n a r ol e
p l ay on b oar d a cr u i se sh i p . Th ey t ak e t u r n s t o p l ay
t h e r ol es of p assen g er an d r ecep t i on i st , u si n g t h e
i n f or mat i on on t h e d i f f er en t p ag es. Pl ay t h e p ar t of A
an d d emon st r at e a con v er sat i on w i t h a st u d en t B t o
p r o v i d e
a mo d e [ . Fo c u s st u d e n t s' a t t e n t i o n o n t h e
i mp or t an ce of u si n g p ol i t e f or ms w h en mak i n g
r eq u est s. Th en st u d en t s w or k i n p ai r s. Mon i t or t h e p ai r
w or k car ef u l l y an d p ay p ar t i cu l ar at t en t i on t o t h e u se
of p ol i t e f or ms. Fi n al l y , ask on e or t w o p ai r s t o d o t h e
r ol e pl ays f or t he cl ass.
f f i
St u Oen t s wor k i n pai r s, u si n g t h e qu est i on s i n t h e
book as pr ompt s. Hol d cl ass f eedback f or st u den t s t o
ex pr ess t h ei r di f f er en t opi n i on s on t h e t opi c. Fi n at l y ,
t ak e a ct ass v ot e t o see h ow man y st u den t s wou l d l i k e
t o go on a cr u i se as a h ot i day .
WORKBOOK
. . . p
Pages 35- 37.
Lesso n 1, 2. 1
At t en di n g meet i n gs
T me cl au ses
Meet i n g s
1, 2 Agendas
St u d en t s' ex p er i en ce o f meet i n g s co u l d b e v er y
v ar i ed as di f f er en t n at i on al i t i es adopt v er y
d i f f er en t ap p r o ach es t o meet i n g s. I n so me
co u n t r i es t h ey r i g i d t y f o l l o w an ag en d a i t em b y
i t em. I n o t h er co u n t r i es t h ey
j u mp
f r o m i t em t o
i t em. l n so me co u n t r i es i t ' s q u i t e co mmo n i n a
meet n g t o ask p er mi ssi o n t o sp eak , w h er eas i n
o t h er co u n t r i es p eo p l e j u st
sp eak o u t an d say
wh at t h ey f ee[ . So i f y ou h av e a v er y mi x ed
g r o u p , ex p ect an i n t er est i n g l esso n !
f f i
st u oen t s wor k i n pai r s t o t al k abou t t h e r ex per en ce of
*
meet n gs. Th ey f eed back i n t o a cl ass di scu ssi on .
Wr i t e u p t h e f ol l owi n g wor ds an d ph r ases on t h e boar d
an d el i ci t ex amp t es t o sh o w t h ei r mean i n g :
i nt er est i ng, i nf or mat ve, usef ul , ef f i ci ent , i nef f i ci ent ,
bor i ng, wel l / badl y or gan sed, t oo l ong
St u den t s can ch oose i t ems f r om t h e l i st , t o descr i be
t h ei r f eet i n gs abou t meet i n gs, an d add an y ot h er s t h at
ar e r el ev an t t o t h em. Ask on e or t wo st u den t s t o gi v e
f eedback t o t he cl ass.
W
78 Poi n t t o t h e ph ot o of t h e meet i n g at CC
Sof t war e. Ask st u den t s wh at sor t of meet i n g t h ey t h n k
f f i
i t s an d wh at h appen s at meet i n gs, t o el i ci t some of
f f i
t he vocabul ar y.
Th en r ead t h r ou gh t h e qu est i on s wi t h st u den t s an d
ch eck t h at t h ey k n ow wh at t h ey n eed t o l i st en f or .
Kry
1 He' s had t o go t o an ur gent meet i ng wi t h a
cust omer . 2 They di dn' t hol d a meet i ng, but t hey
had a t al k over cof f ee. 3 To pl an t he sal es
conf er ence next
J
anuar y.
Key
t f 2 a 3 g + b 5 h 6 c 7 e 8 d
79 St u den t s l i st en , r epeat t h e wor ds an d deci de
f t h e u n der l i n ed sou n ds ar e t h e same or di f f er en t . You
mav ch oose t o do t h s wi t h t h e wh ot e cl ass.
Key
1 di f f er ent 2 di f f er ent I t he same + t he same
5 di f f er ent
f f i
st uoent s wor k w t h a par t ner t o r ephr ase sent ences.
Most wi l t be abl e t o i dent i f u t he wor ds t hey ar e meant
t o use, but t hey wi l l pr obabt y f i nd i t di f f i cut t t o
f or mu l at e t h e sen t en ces accu r at el y . Mon i t or car ef u l l y
w h en t h ey f eed b ack t o t h e cl ass an d t h en mod el t h e
cor r ect sent ences f or st udent s t o r epeat .
Geor ge
Vi ct or i a
Geor ge
Vi ct or i a
Geor ge
Vi ct or i a
Transcript
Vi ct or i a OK. Shal l we make a st ar t ? . . . er , j ust t o say,
f ohn
Gat es can' t make i t . He sends hi s
apol ot i es. He' s had t o go t o an ur gent
n- r eet i ng wi t h a cust onl er .
) ohn' s
asked n1e t o
ch ai r t h e meet i n g . . . so I ' m i n t h e h ot seat !
OK, f i r st , has ever yone got an agenda?
John
t ol d me copi es wer e ci r cul at ed on Monday.
I got t he agenda, but I di dn' t get a copy of t he
mi nut es f r om t he meet i ng l ast week.
The meet i ng l ast week?
) ohn
t ol d me you al l met l ast week, t o t al k
about t he conf er ence. I di dn' t at t encl . I t vasn' t
her e l ast week, so I don' t know what . . .
Oh, t hat . No, we di dn' t hol d a r neet i ng. We
di dn' t t ake mi nut es or anyt hi ng, i t r vas j ust . . .
some of us had a t al k, dur i ng a cof f ee br eak . . .
oh, oK.
Don' t wor r y, you di dn' t mi ss anyt hi ng. So,
we' ve cal l ed t hi s meet i ng t o t al k about t he
sal es conf er ence next
Januar y.
We need t o
l ook at t he pr ogr amme . . . t o pl an what we' r e
goi ng t o do . . . dur i ng t he t wo days. So l et ' s
l ook at t he f i r st i t em on t l - r e agenda, t hen: t he
nl ai n t heme f or t he con er encc. As ycl u know,
each vear we have a t heme . . .
St u d en t s d o t h e comp l et on act v i t y i n d ep en d en t l y ,
t h en comp ar e w i t h a p ar t n er .
7 8 St u d en t s [ st en ag ai n an d ch eck t h ei r
an sw er s, b ef or e f eed i n g b ack or al l y t o t h e cl ass.
Kq
1 apol ogi es 2 chai r ) agenda, ci r cul at ed
4 mi nut es 5 at t end 6 hol d, t ake 7 cal l ecl
8 i t en' r
f f i
Vocabu l ar y pr act i ce' . ' $ SB Page L05, Ex er ci se L.
Key
1 What ' s on t he agenda? 2 I ci r cul at ed t he agenda
l ast Fr i day. 3 I di dn' t at t end t he l ast meet i ng.
4
l ohn
sends hi s apol ogi es. 5 Why ar e t hey
hol di ng a meet i ng? 6 Let ' s l ook at t he f i r st i t em on
t he agenda.
8 0 Poi n t t o t h e ag en d a an d g o t h r ou g h i t w i t h
t h e cl ass. St u d en t s l i st en t o f ou r sh or t d i scu ssi on s f r om
t h e me e t i n g a n d ma t c h e a c h o n e t o a n i t e m o n t h e
a g e n d a .
Key
Di scussi on a: 3 Di scussi on b: 5 Di scussi on c: 6
Di scussi on d: 7
Transcript
a
Amel i a I can speak t o Sam Wu, i n Bei j i ng, and see i f he
can gi ve a t al k abr > ut Chi nese cul t ur e. I can
cont act Mai Cheng, as wel l .
Vi ct or i a OK, gr eat .
Amel i a I ' l l cal l t hem as soon as we f i ni sh.
b
Geor ge So bef or e we deci de, I ' l l vi si t al l t hr ee hot el s.
And we def i ni t el y don' t want t o use t he
conf er ence cent r e r ve used l ast t i me.
Amel i a No. I t hi nk ever yone agr eed t hat i t
w a sn ' t . . .
c
Geor ge So we' r e sayi ng t he l ast week i n
l anuar y.
But ,
um . . . we won' t book unt i l we get r epl i es f r om
t he br anches.
Vi ct or i a No. I t hi nk we need t o ask ever yone
j ust
t o be
sur e.
d
Amel i a
/ ust
bef or e we f i ni sh, t her e' s j ust one t hi ng,
t hat ' s l 1ot on t he agenda. Tom Wat t s emai l ed
me t o say he want s t o . . . or gani se some gi f t s,
f or ever yone who at t ends.
Vi ct or i a What sor t of gi f t s?
Amel i a I don' t know. He di dn' t say. l ' l l ask hi m when I
sp eak t o h i m t om( ) r r ow . n eed t o p l r on e h i m.
8 0 Th i s act i v i t y f ocu ses on t h e seq u en ce of
t en ses ( p r esen t si mp l e an d w i l \ w i t h t i me cl au ses.
Th ey l i st en ag ai n an d u n d er l i n e t h e w or d s t h ey h ear .
Key
a I ' l l cal l t hem as soon as we f i ni sh. b So bef or e we
deci de, I ' l l vi si t al l t hr ee hot el s c We won' t book
unt i l we get r epl i es f r om t he br anches. d I ' l l ask hi m
when
!
speak t o hi m t omor r ow.
f f i
f i n al l y , st u den t s l ook at t h e t r an scr i pt on SB page 125
-
an d ch eck t h ei r an sw er s.
Agen das 72
f f i
. " " )
SB Page 1. 05, Ex er ci se 2.
Key
1 We' l l emai l you when we get home.
2 I ' l l phone t he hot el as soon as I know al l t he det ai l s.
3 The meet i ng won' t st ar t unt i l t he boss i s t her e.
4 She' l l be i n cont act agai n when t he pl ane l ands.
5 They won' t l eave bef or e you ar r i ve.
St u d en t s w or k i n p ai r s t o mak e sen t en ces u si n g t i me
cl au ses. Ch eck an sw er s b y g et t i n g st u d en t s t o w r i t e t h e
sen t en ces on t h e b oar d .
Key
I ' l l phone you when I get home. I ' l l wr i t e t he r epor t
bef or e I l eave wor k. I ' l l wor k unt i l I f i ni sh t he
i ob.
f f i
cor uMUNt cATr oN PRACTaCE34. . . ' SB
page
87.
Di v i de st u den t s i n t o gr ou ps of t h r ee or f ou r . Read
t h r ou gh t h e agen da wi t h t h e cl ass an d cl ar i f r T t h e t ask .
Do a model r ol e pl ay wi t h some of t h e st r on ger
st u den t s wi t h y ou as t h e par t of t h e ch ai r . Fi n at l y
st u den t s do t h e r ol e pl ay i n gr ou ps, wh i l e y ou mon i t or .
f f i
n ead t h r ou gh t h e r u br i c an d t h e poi n t s f or di scu ssi on
wi t h t h e cl ass. St u den t s wor k wi t h a par t n er t o di scu ss
t h e poi n t s. Af t er t h e pai r wor k ch eck t o see i f t h er e i s
co n sen su s o n each o f t h e p o i n t s.
RESOURCE SHEET 72. 1
. " " b
Page 1, 21, .
Use Resou r ce sh eet 12. 1, t o con sol i dat e t h e v ocabu l ar y
of meet i n gs. Gi v e each st u den t a copy of t h e t empl at e
f or an agen da. St u den t s wr i t e t h e agen da f or a r ecen t
meet i n g t h ey wen t t o or i n v en t a scen ar i o f or a
meet i n g an d t h e d et ai l s o f i t . Th i s co u l d b e d o n e as a
h o mew o r k assi g n men t .
I
/
Ti me cl au ses
Re a d t h r o u g h t h e e x a mp l e s i n t h e b o x w i t h t h e
c l a ss. Fo c u s st u d e n t s' a t t e n t i o n o n t h e
c o n st r u c t i o n l ' l l + v e r b + t i me p h r a se + p r e se n t
si mp l e . Et i c i t si mi l a r se n t e n c e s w i t h t i me c l a u se s
f r o m t h e c t a ss, t o c h e c k t h e y u n d e r st a n d t h e
se q u e n c e o f t e n se s.
Gr a mma r r e f e r e n c e " . . $ SB Pa g e 1 1 0 , Se c t i o n
5 . 4 . 2 .
Lesson1, 2. 2
Passi n g on i n f or mat i on
Re p o r t e d sp e e c h
Re a c t i o n s a n d d e c i si o n s
Kq
t a Z . b 3 a 4 a 5 b 6 b
PRE. TEACHI NG
l n t r odu ce r epor t ed speech , u si n g Resou r ce sh eet 12. 2.
RESOURCE SHEET 72. 2. " . y Page 122.
Ph ot ocopy Resou r ce sh eet 1, 2. 2 an d cu t u p t h e
messages i n t o st r i ps. Gi v e a message t o each st u den t .
Then ask s\ uden\ s ar ound \ he t \ ass \ o
' phond
\ o gr ve
y ou t h e message t h at ' s on t h e car d. Demon st r at e:
Teacher ( Ant on o) , Thi s i s ( John) ,
her e. l , m r eal l y
sor r y, I can' t come t o t he meet i ng t oday.
St udent OK, no pr obl em.
Ask t he cl ass: What was
John' s
message? El i ci t t he
message ver bat i m and wr i t e up
John
sai d . . . on t he
boar d. Et i ci t t h e en d of t h e sen t en ce, i n r epor t ed speech .
Teacher
John sai d he . . .
( coul dn' t
come t o t he
meet i ng) .
Co n t i n u e i n a si mi l ar w ay w i t h t h e o t h er messag es.
Th en wr i t e u p some of t h e messages an d t h e mat ch i n g
r ep o r t ed sp eech o n t h e b o ar d an d p o i n t o u t t h e
pat t er n ( t h e pr esen t t en se ch an ges t o t h e si mpl e past ) .
W
Read t h r ou gh t h e r u br i c wi t h t h e cl ass an d gi v e some
ex ampl es of t h e t y pes of messages y ou pass on .
St u d en t s t al k ab o u t t h ei r o w n ex p er i en ces i n p ai r s an d
t h en f eed back t o t h e cl ass.
W
Read t h r ou gh t h e r u br i c wi t h t h e cl ass an d ch eck t h at
st u d en t s u n d er st an d i t . Th en ask t h em w h at t h ey t h i n k .
You may n eed t o gi v e su ppor t t o some st u den t s wh en
t h ey ar e g v i n g ex ampl es of r epor t i n g f eel i n gs.
f f i
St u Oen t s wor k i n depen den t l y or i n pai r s t o f i n d t h e
p ar t s of t h e emai l t h at mat ch t h ei r an sw er s.
Key
t he agr eed t o be one of our cul t ur e speaker s
2 he' s r el uct ant t o make a pr esent at i on i He sai d
he was huppy t o answer quest i ons 4 She' s ver y keen
t o gi ve a t al k 5 He r ef used t o say what t hey ar e!
6 but he has pr omi sed t o t el l me what t hey ar e a week
bef or e t he conf ur ence
St u d en t s cou l d d o a q u i ck p ai r w or k , i f f u r t h er p r act i ce
i s r eq u i r ed . On e p ar t n er q u ot es an ex t r act f r om t h e
emai l an d t h e ot h er sav s w h at w as act u al l v sai d .
f f i
. ' " p
Kqt
1 keen, huppy 2 agr eed 3 r ef used 4 r el uct ant
5 pr omi sed
8 1 St u d en t s l i st en an d r ep eat t h e sen t en ces.
Focu s at t en t i on on t h e f u si on b et w een d
( at
t h e en d of
a w or d ) an d f
( at t h e b eg i n n i n g of t h e f ol l ow i n g w or d ) .
8 2 Re a d t h r o u g h t h e r u b r i c a n d q u e st i o n s a n d
ch eck u n d er st an d i n g . St u d en t s l i st en t o t h e p h on e cal l
f or t h e an sw er s.
Kqt
1 She needs copi es of t he quot es f r om t hr ee hot el s or
t he conf er ence. 2 Yes, but he' s onl y got har d copi es.
3 He' s goi ng t o a meet i ng i n about quar t er of an hour .
4 He' l l be i n t he of f i ce al l af t er noon.
Transcript
Geor ge Hel l o.
Vi ct or i a Hel l o Geor ge, i t ' s Vi ct or i a. How ar e you?
Geor ge Not t oo bad.
Vi ct or i a I ' m j ust cal l i ng about t he quot es, f r om t he
t hr ee hot el s, f or t he conf er ence. Have you got
cop i es of al l of t h em?
Geor ge Ur n . . . yes. Yeah, t hey' r e her e on my, er , desk
. . . so me w h e r e .
Vi ct or i a Coul d vou emai l t hem t o me?
Geor ge Um . . . I can f ax t hem. I ' ve onl y got har d
copi es
-
I haven' t got t he f i l es i n t he comput er ,
s o , u m . . .
OK, f i ne.
I ' ve got t o go t o a mcet i ng i n about a quar t er
of an h ou r , so . . . I ' l l sen d t h em n ow .
Yeah, OK. Ther e
' s
no r ush. Thi s af t er noon' s
f i ne, i f , ur - n . . .
W
Read t h e qu est i on s wi t h t h e cl ass bef or e st u den t s r ead
t h e emai I t o f i n d t h e an sw er s.
Key
1 To ask t hem t o be' cul t ur e speaker s' at t he
conf er ence. 2 Sam di dn' t want t o make a
pr esent at i on, but Mai was ver y keen t o gi ve a t al k.
3 She want ed t o f i nd out about hi s sur pr i se gi f t s.
4 No, he sai d he woul d t el l her l at er .
f f i
St aen t s wor k wi t h a par t n er . Th ey n eed t o r ef er back
t o t h e emai I i n or d er t o ch oose t h e cor r ect an sw er s.
Cor r ect t h e an sw er s or al l v r ou n d t h e cl ass.
Teach i n g n ot es
Vi ct or i a
Geor ge
Vi ct or i a
E
Geor ge No, no, i t ' s no pr obl en- r . I ' l l send t hem now.
Vl ct or i a OK, gr eat . Then r navbe we can di scuss t hem
l at er t oday?
Geor ge Sur e. I ' l l be i r - r t he of f i ce al l af t er noon.
Vi ct or i a oK. I ' l l cal l you l at er t hi s a t er noon, t hen.
Geor ge OK.
8 2 Gi v e st u d en t s t i me t o r ead t h r ou g h t h e
sen t en ces. Th ey t h en l i st en ag ai n an d d eci d e i f t h e
sen t en ces ar e t r u e or f al se. Wh en t h ey h av e ch eck ed
answer s, t hey cor r ect t he f at se sent ences.
Key
1 F 2 F 3 T 4 F 5 T 6 T
1 Geor ge sai d t he document s wer en' t i n t he comput er .
2 He sai d he coul d send t hem by f ax.
4 He sai d he woul d send t hem t hen/ i mmedi at el y.
Repor t ed speech
Read t h r ou g h t h e ex amp l es of d i r ect an d r ep or t ed
sp e e c h a n d p o i n t o u t t h e c h a n g e o f t e n se f r o m
p r esen t t o si mp l e p ast or f r om f u t u r e t o
c o n d i t i o n a l .
. " )
SB Pa g e 1 1 2 , Se c t i o n 1 , 2 .
S
' " . p
Key
t woul d/ ' d be 2 woul d/ ' d ci r cul at e 3 coul dn' t
at t end 4 had 5 woul d/ ' d meet 6 coul d del i ver
Read t h r ou g h t h e r u b r c an d t h e messag es w i t h t h e
cl ass an d d emon st r at e t h e act v i t y :
Teacher I have a copy of t he agenda.
St udent 1 He/ She sai d he/ she had a copy of t he
agenda.
St udent 2 OK. Thanks ( f or
t he message) .
Th en st u d en t s w or k i n g r ou p s of t h r ee an d t ak e i t i n
t u r n s t o g i v e a messag e t o t h e p er son n ex t t o t h em.
8 3 Read t h r ou g h t h e r u b r i c an d q u est i on s, t h en
st u d en t s l i st en t o t h e con v er sat i on .
Key
1 She says t hat t he Dar l ey Hot el i s t he best pl ace.
2 She t hi nks t he hot el ' s quot e i s expensi ve
/ t hei r
pr i ce i s t en per cent hi gher t han t he ot her t wo.
3 He' s goi ng t o cal l t he manager i n t he mor ni ng.
4 She' s goi ng t o gi ve
/ ohn
Gat es a cal l and an updat e.
Agen das 72
Transcr pt
Vi ct or i a So I ' ve l ooked at t he t hr ee quot es, f r om al l
t hr ee hot el s. And, obvi ousl y, we' ve vi si t ed al l
t hr ee as wel l . Um . . . and I t hi nk t he best pl ace
i s t he Dar l ey.
Geor ge Yeah. I agr ee. The t r or - r bl e i s, i t ' s t he most
expensi ve.
Vi ct or i a Yeah. Thei r pr i ce i s, what , t en per cent hi gher
t han t he ot her t wo.
Geor ge Hmm. I t i s t hei r f i r st of f er , t hough. I haven' t
negot i at ed wi t h t hem yet .
Vi ct or i a No. Coul d yout r y t o get a bet t er pr i ce f r om
t h em?
Geor ge I can t r y, yeah. I ' l l cal l t he manager i n t he
mor n i n g . Um . . . w h at ' s h er n ame . . . Hei d i
Wel l s.
Vi ct or i a Tel l her you' ve spoken t o your boss, and, er . . .
t el l her I sai d t hey can have t he cont r act i f
t hey can gi ve us a t en per cent di scount .
Geor ge And why don' t I show her t he of f er s f r onr t he
ot her hot el s? I can go and see her , and t ake
t he quot es wi t h me. That ' s pr obabl y bet t cr
t han phoni ng.
Yeah, OK.
And what i f she says t hey can' t gi ve us t en
per cent , but t hey can gi ve . . . I don' t know,
f i ve per cent ?
Wel l , do your best t o get t en per cent . I f she
of f er s you . . . f i ve per cent , or r , vhat ever , t hen
. . . t el l her you' l l have t o speak t o me agai n.
Tel l her you can accept t en per cent
i r nmedi at el y, but , i f not , you' l l have t o get
back t o me.
Geor ge OK, f i ne. I ' l l phone her now and see i f I can
ar r ange a meet i ng t ol Tl or r ow.
Vi ct or i a Ri ght . I ' l l gi ve
John
Gat es a cal l and gi ve hi m
u' i , ' pdut .
- . . l
hi m what our St r at el y i sl
Geor ge So I ' l l gi ve you a cal l , um . . . af t er I ' ve met
Hei di Wel l s, t omor r ow.
Vi ct or i a Ri ght . OK, wel l good l uck!
Geor ge Thanks. Bye.
f f i
St u Oen t s i mag i n e t h ey ' r e Vi ct or i a Car r an d Joh n
Gat es.
Et i ci t t h e sen t en ces f r om 3 e, as i f r ep or t ed b y Vi ct or i a
( e. g. / t ol d Geor ge t he Dar l ey Hot el was t he best
p l ace. ) . St u d en t s r ol e p l ay , t h en ch an g e r ol es.
ffi
corvrMuNt cATt oN PRAcTt cE 35
.."b
sB Pages BB
an d 9 4 .
Di v i d e t h e cl ass i n t o p a r s an d each p ai r n t o A an d B.
Gi v e st u d en t s t i me t o l ook at t h e r d f f er en t p ag es.
Th ey ar e g oi n g t o u se r ep or t ed sp eech t o t el l each
ot h er w h at h ap p en ed at a meet i n g . Pl ay t h e p ar t of B
an d d emon st r at e a con v er sat i on w i t h a st u d en t . Th en
st u d en t s w or k i n p ai r s. Mon i t or t o ch eck t h ey u se
r ep or t ed sp eech .
Vi ct or i a
Geor ge
Vi ct or i a
t s
E
Lesson1, 2. 3
Wel comi n g v i si t or s
Po l i t e p h r ases Smal l t al k
PRE. TEACHI NG
Set t h e scen e b y en g ag i n g i n smal l t al k w i t h st u d en t s.
Ask quest i ons such as: How ar e you? Di d you have a
good j our ney?
Was t her e much t r af f t c t oday? Ni ce
weat her t oday. Expl ai n t hat we cal l t hi s
' smal [
t al k' .
St ar t d r aw i n g u p a l i st on t h e b oar d of w h at p eop l e d o
an d say w h en t h ey w el come v i si t or s t o t h ei r comp an y .
I n p ai r s, st u d en t s con t i n u e t h e l i st . Th ey can f eed t h ei r
i d eas b ack t o t h e cl ass.
Do t h i s act i v i t y w i t h t h e w h ol e cl ass, t o en su r e a w i d e
i n p u t o f i d e a s. l f y o u h a v e a mo n o l i n g u a l c l a ss, a sk
t h em t o t al k ab ou t an y ex p er i en ces i n ot h er cou n t r i es.
Tel [ st u d en t s ab ou t y ou r ow n ex p er i en ces.
Be aw ar e t h at w el comi n g v i si t or s v ar i es
c o n si d e r a b l y f r o m c o u n t r y t o c o u n t r y . I n so me
cou n t r i es i t i s v er y f or mal w i t h r i t u al p r of f er i n g of
b u si n e ss c a r d s, w h i l e i n o t h e r s i t i s q u i t e c a su a l .
84 Ask st u den t s t o t el l y ou wh at i s h appen i n g
i n each ph ot o an d wh er e t h ey ar e. St u den t s l i st en t o
f ou r sh or t con v er sat i on s wi t h a v i si t or t o a compan y
an d mat ch t h em t o t h e p h o t o s.
Key
1 b 2 a 3 d 4 c
Transcript
( Rec
=
Recept ionist )
1
Amel i a
Tom
Amel i a
Tom
Amel i a
Tom
Amel i a
2
Tom
Rec
Tom
l at e.
Rec I ' l l gi ve her a cal l . . . Amel i a, Tom Wat t s i s i n
r ecep t i on . . . OK. Sh e' l l b e w i t h y ou i n a
moment . I f you' d l i ke t o have a seat .
Teach i n g n ot es
Tom Thanks.
1
)
Tom We' ve r nade good pr ogr ess t her e.
Amel i a Yeah. We' r e about hal f way t hr ough t he
agenda.
Tom I t ' s qui t e hot i n her e. Do you mi nd i f I ope n
t he wi ndow?
Amel i a No, n ot at al l . Sh al l w e t ak e a b r eak ?
Tom Yes, good i dea.
Amel i a We can go out and get some f r esh ai r , i f you
l i ke. We can wal k acr oss t o t he caf et er i a ancl
get a cof f ee over t her e . . .
4
Amel i a OK. Thi s i s my of f i ce. Af t er you.
Tom Thankyou.
Amel i a Shal l I t ake your coat ?
Tom Ycs, t hank you . . . Her e you ar e.
Amel i a Thanks. Can I get yoLr anyt hi ng t o dr i nk?
Cof f cc? Tca?
No, l ' m f i n e t h an k s.
We can st ar t st r ai ght away, i f you l i kc. I ' l l si vc
y o u a c o p y o f . . .
Tom
Amel i a
Hi , Tom.
Hi , Amel i a. How ar e you?
Ver y wel l , t hanks. How ar e you?
Fi ne, t hank you. Sor r y I ' m l at e.
That ' s OK.
My t r ai n was del ayed.
Oh , t h e t r ai n s h er e ar e n ev er on t i me . . .
Hel l o.
Hel l o.
I ' ve come f or a meet i ng wi t h Amel i a Donovan.
My name' s Tom Wat t s. I ' m af r ai d I ' m a l i t t l e bi t
f f i
St u Aen t s t h en wor k wi t h a par t n er an d pr act i se
w el comi n g each ot h er . St u d en t s cou l d d o t h i s sev er al
t i mes w i t h d i f f er en t p ar t n er s, i f t h ey n eed t h e p r act i ce.
f f i
n ead t h e r u br i c wi t h t h e cl ass an d et i ci t wh at smal l t at k
mean s. En cou r age st u den t s t o gi v e ex ampl es.
f f i
St ar t a t i st of t opi cs u n der t h e h eadi n g Smat l t al k on
t he boar d ( e. g. f he weat her ,
j our ney
t o wor k, et c. ) .
Th en st u den t s wor k wi t h a par t n er t o ex t en d t h e [ i st .
W
Oo t h r o u g h t h e f u n ct i o n s 1 - 9 an d ch eck u n d er st an d i n g .
Th en st u d en t s w or k w i t h a p ar t n er an d f i n d sen t en ces
i n t h e t r an scr i p t s of t h e d i al og u es on SB p ag e 1 . 2 6
w h i c h ma t c h t h e n i n e f u n c t i o n s.
Kry
1 Sor r y l ' m l at e. 2 A t er you. ] oK. She' l l be
wi t h you i n a moment 4 I f you' d l i ke t o have a seat .
5 Do you mi nd i f I open t he wi ndow? 6' Shal l we
t ake a br eak? 7 Shal l I t ake your coat ? 8 Her e you
ar e. 9 Can I get you anyt hi ng t o dr i nk?
W
84 St u den t s t u r n back t o SB page 76. f h ey
l i st en agai n t o wr i t e t h e r epl i es t o t h e sen t en ces i n 2b.
Pau se t h e CD af t er each sen t en ce.
Key
1 That ' s OK. 2 Thank you. 3 OK. Gr eat .
4 Thanks. 5 No, not at al l . 6 Yes, good i dea.
7 Yes, t hank you. 8 Thanks. 9 No, I ' m f i ne
t hanks.
f f i
v ocabu l ar y pr act i ce
. . ' ?
Kry
1 d 2 a 3 e 4 c 5 b
I
I
1
St u d en t s t h en f eed b ack t o t h e cl ass an d y ou w r i t e u p
i d e a s o n t h e b o a r d .
E
8 5 St u d en t s l i st en t o Amel i a an d Tom an d n ot e
-
t w o su b j ect s t h ey d i scu ss as smal l t al k .
Key
They t al k about t he weat her and Tom' s. j our ney/ t r i p.
Transcript
Tom l t ' s a beaut i f ul day.
Amet i a Yeah, i t ' s been hot l i ke t hi s al l r vcek. I t ' l l
pr obabl v l ast unt i l Fr i day, t hen r ai n al l
Tom
Amel i a
Tom
u' eekend!
Ycah.
So hor v was your t r i p? \ bu sai d your t r ai n was
del ayed?
Yeah. I t l cf t on t i me, but t hen we st opped at a
st at i on somewher e. They sai d we had t o wai t
f r r r an ot h cr t r ai n comi n p . . .
@
n o i n t t o t h e p h o t o a b o v e t h e a r t i c l e a n d g e t st u d e n t s
-
t o or ed i ct w h at t h e ar t i cl e i s ab ou t . Read t h e ar t i cl e
w i t h t h e cl ass i f t h ey n eed t h e su p p or t , or l et st u d en t s
r e a d i t i n d e p e n d e n t l y , u si n g d i c t i o n a r i e s t o h e l p t h e m.
Weak er st u d en t s mi g h t b en ef i t f r om accessi n g t h e t ex t
b y u si n g Resou r ce sh eet 1 , 2 . 3 .
Key
1 Smal l t al k can be al l or not hi ng i n i nt er nat i onal
b u si n css. 2 ' Cr oss- cu l t u r al ' t r ai n i n g i sw h er e
busi nesspeopl e ar e t aught what t o do and say ( and
, , vhat
not t o do and say) when t hey meet peopl e f r om
ot her count r i es. 3 The ar t i cl e suggest s avoi di ng
smal l t al k al t oget her and gi vi ng your cl i ent or
col l eague a l ol l i pop t o suck! 4
' Company
l ol l i pops'
ar e a ser i ous i dea. Lol l i pops ar e popul ar busi ness gi f t s
i n t h e USA, Can ad a, an d al so i n
l ap an .
RESOURCE SHEET 7 2 . 3 " " . u Pag e 1 . 2 3 .
Th i s i s a v er si on of t h e ar t i cl e ab ou t Li n d a Har k av y an d
h e r b u si n e ss. Gi v e a p h o t o c o p y o f t h e sh e e t , c u t u p
i n t o st r i p s, t o e a c h p a i r o f st u d e n t s. St u d e n t s d i sc u ss
an d w or k t og et h er t o p u t t h e t ex t i n t h e cor r ect or d er .
Go r o u n d a n d mo n i t o r , h e l p i n g w i t h n e w v o c a b u l a r y .
f f i
l oi n t t o t h e p h ot o of Tom an d Amel i a w i t h l ot t i p op s.
-
Ar k i f st u d e n t s t h i n k t h e y a r e a g o o d i d e a . Wh a t w o u l d
t h ei r cl i en t s or col l eag u es t h i n l < i f t h ey of f er ed t h em a
' c o mp a n y
l o l l i p o p ' ?
W ,
8 6 St u d en t s t i st en t o Tom an d Amel i a t at k i n g
a b o u t c o mp a n y l o t l i p o p s a n d c o mp l e t e t h e e x p r e ssi o n s
Amel i a u ses t o sh ow i n t er est .
Key
1 Oh, I scc! 2 Real l y? 3 Oh, yes? 4 Oh, r i ght .
Agen das t 2
Transcript
Tom Woul d you l i ke a CC Sof t war e company 1o11y?
Amel i a Awhat ?
Tom A company l ol l i pop. They' r e gi f t s . . . f or t he
conf er ence.
Oh , l s e e l
Her e you ar e.
Thanks. Company l ol l i pops?
I gi ve t hem t o al l my cust omer s.
Real l y?
Sur e. . . . They' r e qui t e popul ar i n t he St at es . . .
as busi ness gi f t s.
Amel i a Oh, yes? So t hey' r e not your i dea, t hen?
Tom No. I j ust bought t hem.
Amel i a Oh, r i ght . They' r e i n t he company col our s. . . .
So, r vhat f l avour ar e t hey?
Amel i a
Tom
Amel i a
Tom
Amel i a
Tom
t h e d i al o g u e i n p ai r s.
mon i t or car ef u t l y t h e
i n t er est .
Fo cu s o n su i t ab l e t o p i cs
so me st u d en t s mi g h t b e
mad e b y o t h er st u d en t s
r et at i n g t o t h ei r co u n t r y .
o n l y , i f y o u t h i n k t h at
sen si t i v e t o su g g est i o n s
o f u n su i t a b l e t o p i c s
WORKBOOK " " . p Pages 38- 40.
f f i
n . f . r st u den t s t o t h e t r an scr i pt of t h e di al ogu e on
p ag e SB p ag e 1 . 2 7 . Th ey p r act i se
Ch eck t h at t h ey ch an g e r ol es an d
i n t o n a t i o n o f t h e p e r so n sh o w i n g
f f i
conMUNr cATt oN
pRAcncE
36
. . . '
sB
page
88.
Read t h r ou g h t h e r u b r i c w i t h t h e cl ass. Tel l t h em t o
mov e ar ou n d t h e r oom an d mak e smal l t al k w i t h ot h er
st u d en t s. Qu i ck l y
el i ci t some su i t ab l e su b j ect s f or smal l
t al k
( e. g. t hei r
j our ney
t o t he cl ass, t he weat her , news
of
f ami l y,
et c. ) . Af t er t he act i vi t y f i nd out what t opi cs
t h e y t a l k e d a b o u t a n d w h o h a d t h e l o n g e st
con v er sat i on .
f f i
' t y ou wan t t o gu i de/ con t r ol t h e act i v i t y a t i t t l e mor e,
wr i t e t wo h eadi n gs on t h e boar d: Good
f or
smal l t al k
and Bad
f or
smal l al k. Then wr i t e a l i st of t opi cs and
ask st u den t s t o di scu ss t h em i n t h ei r gr ou ps an d t o
pu t t h em i n on e or ot h er of t h e t wo cat egor i es:
pol i t i cs,
f i l ms,
spor t , acci dent s, musi c, smoki ng, books,
f ami l y,
weat her , hol i days, r el i gi on, per sonal pr obl ems
Ask on e per son f r om each gr ou p t o r epor t back t o t h e
cl ass, gi v i n g t h ei r ch oi ces an d r eason s.
a
b
e
f
Ri c h a r d t o t h e
con f er en ce?
sp e n d l e ss o n
p a c k a g i n g .
s o m e o f t h e
p r o d u c t i o n w o r k e r s.
c a l l i n g t h e c l i e n t
n ow ?
d on ' t w e con f i r m
t h e o r d e r b y e ma i l ?
ar r an g e a n ew
d el i v er y d at e?
W
W
ffi
Tgst
4
( uni r s
10- t 2)
W
Mat ch t h e pai r s t o mak e su ggest i on s. Wr i t e a- f i n t h e
boxes.
r
!
we coul d
z
!
Wh at ab o u t
r
!
wny
4
[ ]
wny not
s
!
Ho w ab o u t sen d i n g
6
!
* . coul d l ay of f
Co mp l e t e t h e se c o n d c o n d i t i o n a l se n t e n c e s w i t h t h e
cor r ect f or m of t h e v er b s i n b r ack et s.
1 l f w e - - - - - - - - - - ( p h on e)
t h e h ot el n ow , w e
( get )
a r eser vat i on
2 We - . . . ( not make) a pr of i t i f we
( sel l )
t h e
p r od u ct
f or l ess.
3 l f w e - - - . - - - - - ( or d e)
n ow , t h ey
( d el i v el
i n t w o d ay s' t i me.
4 | - - - - ( sp eak )
t o t h e man ag er i f I
( h av e)
t i me.
5 l f | - - - - - - - ( b ook )
t h e t i ck et i n ad v an ce, I
( can g et ) a d i scou n t .
Pu t t h e wor ds i n or der . Mak e sen t en ces.
r h i s
/
l et ' s
/
n ow
/
di scu ss
I
of f er .
2 ben ef i t s
/
su ggest i on
I
u s
I
wou l d
/
t h i s
I
sev er al
I
gi v e .
3 p r o p o s a l s
/
l / s h o u t d
/
c o n s i d e r
l w e /
t h i n k
l t h e I
o t h er .
4 t o o
/
my
/
su g g est i o n
I
y o u r
/
o p i n i o n
/
w o u l d
/
b e
/
ex p en si v e
/
i n .
s su p p l i er
I
I
I
r eco mmen d
/
w o u l d n ' t
/
f r o m
/
b u y i n g
/
t h at .
d o n ' t
l l I
d o
/
t f r i n t <
l i t ' s l g o o d I
a
l t o l t h a t I
i d e a .
t h i n k s
l h e l s h o u l d n ' t l w e l y e t I
a
/
d e c i s i o n
/
mak e .
8 d o n ' t
/
t o d a y
/
d e c i d e
I
t o
I
h a v e
/
w e .
f f i
Fi t l i n t he gaps.
v at i d del ay ed u pgr ade su ppl emen t
con n ect i on can ceI r ef u n d
A Ca n I h a v e a f u l t - - - - - - -
,
p l e a se ?
B Ye s, y o u c a n h a v e a l l y o u r mo n e y b a c k .
I n e e d t o - - - - - - - - - - - - my r e se r v a t i o n . I ' m n o t g o i n g
t o t h e con f er en ce n ow .
I ' d l i k e t o - - - - - - - - - - - - - mv t i ck et f r om st an d ar d t o
f i r st cl ass.
You ' l l h av e t o p ay a - t o h av e a seat
r eser v at i on .
You r d ay r et u r n t i ck et i sn ' t . - - - - - - - b ef or e
1 0 a m .
We' v e mi ssed ou r - - - - - - - - - . Can I cat ch t h e n ex t
t r a i n ?
A l s t h e t r a i n r u n n i n g o n t i me ?
B No , i t ' s t h i r t y mi n u t e s.
U
nel et t i
ne t he cor r ect pr e posi t i ons.
1 The best way t o/ i n t he ai r por t i s by t axi .
2 You need t o go i nt o/ i n t he cent r e of t own.
3 Get ou t / of f t h e t r ai n at t h e n ex t st op .
4 Tak e t h e l i f t f r om r ecep t i on u p t o/ ab oy e t h e t en t h
f l oor .
5 The br i dge goes under / over t he r i ver .
6 Hi s of f i ce i s on t he f i f t h f l oor and l ' m above/ bel ow
h i m o n t h e si x t h .
7 Th e t r ai n i s l i f t ed u p / ov er b y mag n et i c f or ce.
8 Th e r oad t u n n el g oes t h r ou g h / ov er t h e mou n t ai n .
Bu si n ess St ar t - u o 2 Test 4 PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
f
Wr i t e sen t en ces w i t h t h e same mean i n g . Use t h e
wor ds i n t h e box .
w ei g h s t h i cl < w i d e t on g h i g h
Th e [ en g t h o f t h e p l at e i s 2 2 0 cm.
Th e w d t h o f p l at e i s 0 . B0 m.
Th e t h i ck n ess of
0i . , .
r - o. 2o ; .
Th e h ei g h t o f t h e t u b e i s 3 m.
t ; ; ; .
; ; ,
. t ' i . ' , ; . ; ; ; t k ; .
7
mu st n ' t al l owed mu st sh ou l d h av e t o
1 | d on ' t w or k on Sat u r d ay s. l t ' s my d ay
of f .
2 You w ear ey e p r ot ect i on i n t h e t ab .
3 Wh at I w ear f or my
j ob
i n t er v i ew ?
4 You ' r e n ot - - - - t o smok e i n t h e t oi l et s.
5 Yo u u s e y o u r m o b i l e p h o n e o n a p l a n e .
E
Fi l l i n t h e g ap s.
h ot d ch ai r apol ogi es mi n u t es i t ems
ci r cu l at e
l f y o u c a n ' t a t t e n d a me e t i n g , y o u sh o u l d se n d
y o u r - _ _
Wh e n y o u - - - - - a me e t i n g , y o u h a v e t o
ma n a g e t h e d i sc u ssi o n .
Th e c h a i r p e r so n sh o u l d t h e a g e n d a
b ef or e a meet i n g .
So me o n e sh o u l d w r i t e t h e - - - - - o f t h e
me e t i n g .
Th e . . - f o r d sc u ss o n a t a me e t i n g sh o u l d
b e o n t h e ag en d a.
I t ' s essen t i at t o d ec d e w h er e t o
meet n g i n ad v an ce.
Test
4
W
Mak e sen t en ces abou t f u t u r e ev en t s.
1 |
I
se n d
/
e m a i l / w h e n
I
I
I Se t I
t o
1
o f f i c e .
2 | l r p . u r . / t o
j r o , t ^ - . i .
l * / r . . . i . r i , i o i " t
f r ee.
3 we
/
n ot
/
st ar t
/
meet i n g
/
bef or e
/
y ou
I
get
I
h er e.
4 we
/
wai r
/ ' . , ' , /
. i i
r
i n.
/
' ; ; , t ;
/ ; . r ' . . . ou
W
Co mp l et e t h e sen t en ces i n r ep o r t ed sp eech .
1
' l ' l l
g o t o t h e co n f er en ce. '
Sh e sa i d t h a t - .
' l
d o n ' t w a n t t o g i v e a p r e se n t a t i o n . '
He sa i d t h a t - .
' l
c a n r i n g b a c k [ a t e r . '
He sa i d t h a t .
. My
f l g h t ar r i v es at 0 6 . 3 0 . '
Sh e s a i d t h a t . .
' My
t r ai n ' s d el ay ed b y h al f an h ou r . '
He sa i d t h a t . - -
Have a ----------------
a m o m e n t .
Mr Smi t h w i t t b e w t h
Vo u
n
3
4
A So r r y I ' m - - - - - - - - - -
B Th at ' s OK.
My o f f i ce i s t h r o u g h h er e. - y o u .
A Sh al t | - - - - - - - , - - y o u r co at ?
B Th an k s. Her e y o u ar e.
A Do y o u i f I o p en t h e w i n d o w ?
B No , n o t at al l .
A Sh at t w e t ak e a - - - - - - - - - ?
B Yes, good i dea.
A Can I g et y o u - t o d r i n k ?
B No . I ' m f i n e t h an k s.
t h e
f f i
Fi t t i n t he gaps.
an y t h i n g mi n d t ak e af t er l at e seat
br eak
Test t ot at
m
PH0 T0 C0 PI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
Bu si n ess St ar t - u p 2 f est 4
Resource sheet 1.1
r---------------------------------------------------,- --------------------------------- ,
Name: Boris Smirnov
job: manager
Company: Nostrum
Lives: S1. Petersburg
Works: S1. Petersburg
Name: Lara Kent
job: receptionist
Company: Travelstop Hotels
Lives: Maidstone
Works: Tonbridge
~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - , - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~
Name: Chris Tate
job: accountant
Company: Self-employed
Lives: Bristol
Works: Bristol
Name: Max Fischer
job: salesperson
Company: Andrax
Lives: Bonn
Works: Dusseldorf
~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~
Name: Alina David
job: trainer
Company: Emtek
Lives: Nimes
Works: Montpellier
Name: Antonio Loren
job: actor
Company: Stables Theatre
Lives: Watford
Works: London
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~
Business Start-up 2 Resource sheets PHOTOCOPIABLE Cambridge University Press 2006
Resource sheet 1.2
The company delivers the parts to the customer's site.
~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~
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: Vekoma offers an after-sales service. It advises
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I
: customers about maintenance and safety and supplies
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I
: spare parts.
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fL ~
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Engineers design the rollercoaster to meet the
customer's needs.
r--------------------------------------------------------------------------------------------------------,
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f
The factories produce the parts. Vekoma manufactures
parts at two plants, in the Netherlands and the Czech
Republic.
~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~
Vekoma's engineers and technicians install the
rollercoaster.
PHOTOCOPIABLE Cambridge University Press 2006 Business Start-up 2 Resource sheets
Resource sheet 1.3
y
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Business Start-up 2 Resource sheets PHOTOCOPIABLE Cambridge University Press 2006
Resour ce sheet 2. 7
I t ' s t he mi ddt e of Oct ober .
Theyt r e . , . .
A
B
What ar e t hey doi ng?
Sched ul e Oct o ber No v em b er Decemb er
Desi gn i n g t h e of f i ce
Ren ovat in g
t h e
w i n d o w s
Bu i t d i n g n ew w al l s
Pai n t i n g r o o ms
Deco r at i n g r ecep t i o n
l n st al t i n g co mp u t er s
Fi x i n g t h e l i g h t s
Rep ai r i n g t h e l i f t
PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u p 2 Resou r ce sh eet s
St ar t
Sh e' s a co n f i d en t
co mmu n i cat o r .
She' s ver y
cr eat i v e.
I
I
She' s ver y
an at y t i cal .
Sh e' s a good
t eam pl ay er .
Wow! She' s ver y
ex p er i en ced .
Twent y- f i ve year s
i n t h e o i l i n d u st r y !
Sh e' s n o t r el i ab l e.
Sh e w o r k s w el l
w i t h o t h er s.
Sh e w o r k s w el l
u n d er p r essu r e.
Sh e co p es w el l
wi t h st r ess.
She' s ver y
r el i ab t e.
She' s al ways
b eh i n d sch ed u l e.
She' s al ways
o n t i me.
Sh e wor k s f r om
9 amt o 6 p m
w i t h o u t a b r eak .
She' s ver y
h ar d - w o r k i n g .
Sh e' s ve r y
a da pt a b le.
Sh e' s n ot
co n f i d en t at al l .
Bu si n ess St ar t - u p 2 Resour ce sh eet s PHOTOCOP| ABLE @ Camb r i d g e Un i v er s t y Pr ess 2 0 0 6
- - - t
Her
j o b
ch an g es
eve r y d ay, b ut
t h at ' s n o p r o b l em.
Sh e d o esn ' t f eel
g o o d g i v i n g
t al k s.
Sh e mak es g o o d
p r esen t at i o n s.
I
I
t
I
I
I
I
- - - - - - ' ' l
Sh e h as l o t s o f
i n t er est i n g i d eas.
Sh e' s good at
u n d er st an d i n g
d et ai t ed p r o b l ems.
End
./ ./ -
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: ' , } . ^
' ' :
- - - . . r 1
;
' : r . j i :
'
'o afld
c. { l r l :
?: ,' ri
-l
]
n, i
r :
A
I
PH0 T0 C0 PI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u p 2 Resou r ce sh eet s
I t l h ar d t o t al k ab ou t I n t er n et sh op p i n g w i t h ou t say i n g Amazon ' . Th e comp an y i sn ' t
j u st
o n e o f t h e f i r st o n l i n e st o r es. l t ' s al so a g o o d ex amp t e o f t h e ad v an t ag es
of sh op p i n g on l i n e: f i n d i n g an d b u y i n g b ook s on a w eb si t e i s f ast er an d easi er t h an
w al k i n g ar o u n d a sh o p . An d b ecau se w ar eh o u ses ar e l ess ex p en si v e t h an sh o p s,
t h e co mp an y can o f f er l o w er
pr i ces even when det i ver y char ges ar e i ncl uded. Cust omer s save t i me and money.
I t doesn' t get much bet t er
t h an t h at . Cl ear l y , a l o t o f p r o d u ct s ar e n o t as easy as b o o k s t o sel l
o n l i n e. Peo p l e l i k e t o t r y o n an d f eel t h e q u al i t y o f
cl o t h es w h en t h ey ch o o se t h em, f o r ex amp t e. Th ey al so l i k e t o [ o o k car ef u t l y at
mo r e ex p en si v e
p r o d u ct s. Th i s mean s g o i n g t o a sh o p . An d , o f co u r se, p eo p l e l i k e
sh o p p i n g . Bu t f o r o n l i n e st o r es, t h ese p r o b l ems ar e n o t as b i g as t h ey seem.
Today , peopl e of t en
l o o k at p r o d u ct s i n sh o p s, t h en p l ace an o r d er at an o n l i n e
st o r e
-
at a d i sco u n t . l f
' t r ad i t i o n al ' sh o p s
h el p l n t er n et st o r es, t h e I n t er n et al so
h et p s
t r ad i t i o n al sh o p p er s. Th e w eb i s a
g o o d p l ace t o f i n d t ech n i cal
i nf or mat i on about a
pr oduct , get a quot e and compar e of f er s. But a l ot of
peopl e
pr ef er not t o buy mor e
expensi ve
goods
onl i ne
-
t hey do t hei r r esear ch on t he I nt er net , t hen go t o a shop.
@
Bu si n ess St ar t - u p 2 Resou r ce sh eet s PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
t 1
l - l
r Th e most i mp or t an t
! . ,
i
t n r n g r s t o
i
n eed
i d eci d e h ow mu ch
I
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!
I
I soace v ou n eed
1 1 ,
I
. t r r .
I t n e o f f t ce.
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r l
I Or i
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r ' l
I L
I
t -
;
Ten squ ar e met r es i s n or mat l y en ou g h
s p ace
f or on e
p er son .
3
Most p eop t e
t h ei r own
d esl < , p h on e an d comp u t er .
t 4
i Ph ot ocopi er s, f ax
l l
i macn l n es
i
I
I
an d p r i n t er s ar e
L - - - - ! - - - -
t l
t l
l F l
r \ l
t - l
t l
i
Th e most essen t i at i
p i ece
of eq u i p men t
t l
t l o
i !
l sa
t l
l l
I I
t l
L - - - - l - - - -
t l
n or mat l y sh ar ed
eq u i p men t .
I
I
cof f ee mach i n e.
ar e v er y i mp or t an t .
op en . p l an of i ces.
I
l o
I
i
n good
of f i ce
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i
I
n eed s
i
a l ot of t i g h t , so b i g
i wi n d ows
I
i z
1 I
I
i
Some p eop t e f i n d
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i t ver y di f f i cul t t o
wor k i n
PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u o 2 Resou r ce sh eet s
Do
Uou
knou, . . . ?
I What ' s t he wor l d' s hi ghest mount ai n?
a Ever est b K2
2 What ' s t he wor l d' s bi ggest i sl and?
a Gr eenl and b Aust r al i a
3 What ' s t he l ar gest l ake i n t he wor l d?
a t he Caspi an Sea b Lake Mi chi gan
4 What ' s t he name of t he f amous beach i n Ri o de Janei r o?
a | t acar b Copacabana
5 What ' s t he name of t he f or est i n Engl and wher e Robi n Hood l i ved?
a Sher wood b Hoodwood
6 Whi ch of t hese i s not an ocean?
a t he Medi t er r anean b t he Paci f i c
7 Whi ch of t hese count r i es i s not i n t he nor t her n hemi spher e?
a Al ger i a b Chi l e
I What ' s t he hi ghest mount ai n i n Scot l and?
a Snowdon b Ben Nevi s
9 What ' s t he f amous geogr aphi cal si t e i n Cape Town?
a Tabl e Mount ai n b Sugar Mount ai n
I O What ' s t he capi t al of Swi t zer l and?
a Ber ne b Zur i ch
Bu si n ess St ar t - u p 2 Resou r ce sh eet s PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
I n t el evi si on, t hey say never wor k wi t h ani mal s. But what about f i l mi ng di nosaur s?
Thi s was t he
ch al l en g e Ti m Hai n es an d h i s co t l eag u es h ad w h en t h ey mad e t h e BBC
document ar y ser i es, Wal ki ng wi t h Di nosaur s. f he t eam needed
t o sol v e some bi g pr obl ems bef or e t h ey cou l d st ar t wor k . Th e f i r st was cost .
Jur assi c
Par k, t he movi e t hat
gave Ti m Hai nes hi s i dea, cost over
$ o o
mi t t o n t o mak e. Th e p r o d u cer S o f t h e mo v i e u sed Ver y p o w er f u l , ex p en si v e
co mp u t er s t o cr eat e t h e d i n o sau r s. Th e BBC al so n eed ed
t o use comput er s f or most of t he
pi ct ur es,
but coul dn' t spend as much as a bi g
Hot t ywood f i l m company. The budget f or Wal ki ng wi t h Di nosaur s was f 6 mi t l i on,
a f r act i on of t he cost of
Jur assi c
Par k.
Th e seco n d p r o b t em w as t h e d i n o sau r ' s' w o r l d ' . l t w asn ' t p o ssi b l e t o u se
compu t er s t o cr eat e
f o r est s, [ ak es, mo u n t ai n s, et c. , so t h e t eam n eed ed t o f i l m at r eal [ o cat i o n s.
Th e t r ou bl e was, pl an t s an d r ock s wer e v er y di f f er en t
at t h e t i me o f t h e d i n o sau r s, so i t w as d i f f i cu l t t o f i n d r eal i st i c l o cat i o n s.
I t w as al so i mp o ssi b l e
t o u se co mp u t er s f o r d i n o sau r s t h at w er e n ear t h e camer a. Th ey
j u st
d i d n ' t [ o o k
r eal . Bu t Ti m Hai n es w an t ed cl o se- u p p i ct u r es, so t h e p eo p t e w h o w at ch ed t h e
ser i es co u l d r eal l y
' wal k
wi t h di nosaur s' . The t eam had t o f i nd a sol ut i on t o t hi s
pr obl em,
so t hat al l
t he
pi ct ur es
l ooked as r eal as
possi bl e.
@
I nt er vi ew ot her st udent s and make a not e of how many di d each of t he f ol l owi ng
act i vi t i es.
A Di d y ou h av e a r el ax i n g day at wor k y est er day ?
B No, I h ad a v er y h ar d day at wor k .
Act i vi t y
I had a r el axi ng dav at wor k yest er day
2 hzr d a l i e i n l ast Sr - r nday
3 r , vcnt t o t hc ci nema l ast week
4 had t ea Ll r br eak st t l r i s nr or t l i ng
5 cooked di nner ycst er cl ay
6 at e i n t hc- caf et er i a yest er day
7 had a busy weckend
B r vor ked at t hc weekend
9 u' ent t o t he I JSA l ast year
10 di d some
qar deni ng
l ast Sat ur day
1l w, at checl TV l ast ni ght
12 r vcnt out { t , r a meal r vi t h i i ends l ast mont l r
l 3 r vashe d t he car l ast week
14 l r ad ami l y r ound l ast week
15 di d somet hi nq r eal l y i nt er est i ns l ast year ( what ?)
How many peopl e?
PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u o 2 Resou r ce sh eet s
Resour ce
sheet
5. 7
Br a dl Br en da Cooper
ar r ange pr oj ect
meet i ng
-
Mon d ay af t er n oon s
ar r an ge t eam meet i n g
-
Fr i d ay m o r n n gs
v i si t sat es con f er en ce
-
Ju l y
Ci n dy / Sam Cr u i se
ar r an ge meet i n g wi t h
ev er y mon t h
v i si t an n u al comp an y
-
Sep t emb er
su ppt i er s
-
conf er ence
Bu si n ess St ar t - u p 2 Resou r ce sh eet s
PHoTocoP| ABLE @ Camb r d g e Un v er si t y Pr ess 2 0 0 6
Ton yl Tanya
Wal ker
ar r an ge meet i n gs wi t h
cu st omer s
-
3 t i mes a
v i si t comp an y st an d at
t r ade f ai r
-
Mar ch
f o r ei gn
y ea r
Be r l i n
Man dy/ Mar k Davey
ar r ange vi deo conf er ence f or
man ag er s
-
Wed n esd ay mor n i n g s
v i si t ex h i b i t i on f or sal es an d
mar k et i n g
-
Nov emb er an d May
ar r an ge t el eph on e con f er en ce
f or st or e man ager s
-
Fr i day
af t er n oon s
ar r an g e v i d eo t r ai n i n g con f er en ce
-
ev er y mon t h
Hi Ri t a,
I t was good t o t al k t o y ou y est er day . Th an k s agai n
f o r h el p i n g me f i n d a h o t e[ . Pl ease f i n d at t ach ed t h e sl i d es f o r t h e
pr esen t at i on I ' m mak i n g at t h e con f er en ce. l t ' s a Power Poi n t f i l e
-
l et me k n ow
i f y o u can ' t r ead i t , an d I can sen d i t
as a Wo r d d o cu men t . Yo u r co mmen t s w i t l b e w el co me.
As d i scu ssed , my co l l eag u e Mi ch ael Mo r g an i s co mi n g w i t h
me t o t h e co n f er en ce. We' r e f t y i n g o u t o n Wed n esd ay Oct o b er 2 5 t h . Ou r f l i g h t
g et s i n t o San Fr an ci sco at 1 1 . 0 0 p m, so u n f o r t u n at el y w e can ' t meet
y o u f o r d i n n er o n Wed n esd ay ev en i n g . Bu t w e l o o k f o r w ar d t o seei n g y o u o n
Th u r sd ay mo r n i n g . Th e co n f er en ce st ar t s at 9 . 0 0 , b u t I ' l I b e t h er e
ear l y t o p r ep ar e f o r my p r esen t at i o n . l t ' l [ b e a sh o r t n i g h t !
'
H\ r a r nr n nt ^ r
I Sr r l r r i a
Excuse me, i s
t h e r e a t o u r i st . . . ?
Do you have any
l eaf l et s abo ut . . . ?
Do you have a
map of . . . ?.
Ar e t her e
gui ded
. . . ?
l s i t necessar y t o
b uy t i cket s i n . . . ?
Do you have
any i nf or mat i on
abo ut . . . ?
L - - - -
( r oz) Bu si n ess St ar t - u p 2 Resou r ce sh eet s
Wher e can I
b uy . . . ?
r t l
t t l
What ar e t he
most i nt er est i ng
p
l aces . . . ?
What ar e t he
openi ng and
cl osi ng. . . ?
When ar e t he
mai n peal <
. . . ?
How much ar e . . . ?
Ar e t her e any
bookl et s i n . . . ?
Resour ce sheet 6. !
The next Pr esi dent of t he
USA wi l [ be a woman.
l n t went y
year s'
t i me t he
Russi an Feder at i on wi l t be
a member of t he EU.
I n t wo
year s'
t i me t he
cur r ency i n t he UK wi t t be
t he eur o.
I n a hundr ed year s' t i me
most peopt e i n t he wor t d
wi l t speak Engl i sh.
I n t en
wi l t be
year s'
t i me t he Ul (
a r epubt i c.
Next
year
a Ger man
pl ayer
wi t [ wi n t he men' s si ngl es
at Wi mbt edon.
l n 2010
Japan
wi l l wi n t he
Wor t d Cup.
Ther e won' t
f or t he next
be enough oi l
gener at i on.
l n 2020 60" / o of
wi l l own hot i day
Eu ro pea ns
homes.
L - - - -
I n 2030 t he most poput ar
count r y i n t he wor t d f or
t our i sm wi l t be Chi na.
Bu si n ess St ar t - u o 2 Resou r ce sh eet s
Resour ce
sheet 6. 2
l f t h e t r a i n ar r i ves l at e
l f I don' t meet
cust omer t h i s
t he new
wgek . . .
l f we i ncr ease
t he pr i ce
of
o u r p r od uct s by 1, 0% " . . .
I
I
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i
I
l f I ' m l at e f or t he meet i ns . . . i
v l
I
I
I
I
I
I
I
I
I
I
- - - - - - - - ' l
l f I meet my sal es t ar get
t h i s m o nt h . . .
I f I can f i nd a bet t er
j ob
. . .
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
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- {
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
l i
I
I
I
t ,
r l
I
I
l f we t ay of f t en wor ker s . . .
l f t he new
s uccess . . .
pr oduct
i s a
@
PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y
p r ess
2 0 0 6
l f we i ncr ease
by 20% . . .
pr oduct on
I f I can' t f i nd t he key t o
my hot el r oom . . .
a@o
Mexi co
( 7
day s)
Fl i ght f r om Manchest er
Dat es 23- 30 Jul y
2* Hot el
( i ncl udi ng
br eak f ast )
Pr i ce f r om f ' 2o9 per per sonr
Not e: ex t r a ch ar g e f or ai r p or t t ax f 2 3 . 5 0 . No r ef u n d s.
Ba g g a g e a l l o w a n c e 1 5 k i l o s. Ex c e ss b a g g a g e c h a r g e f 5 p e r k i l o .
* Pr i c e
b a se d o n 2 p e o p l e sh a r i n g a d o u b l e r o o m .
PH0 T0 C0 PI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u p 2 Resou r ce sh eet s
Resour ce sheet
7. 7
CV summar y
Pent a Pr oduct i ons Mar ket i ng Di r ect or
2004
ALT I nt er nat i onal Mar ket i ng Manager
200I
-
2001
ALT I nt er nat i onal Mar ket i ng Assi st ant
7999
-
200I
Nost r um Lt d. Gr aduat e Tr ai nee
7997
-
7999
Leeds Uni ver si t y
( Mast er s)
7996
-
7997
Manchest er Uni ver si t y
( Degr ee)
7993
-
1996
@
I
i
TO Yv es Cor di er FROM An dy Bel ! SUBJECT Pr ogr ess r epor t
I
I
Dear Yves.
Pl ease f i n d bel ow a r epor t on pr ogr ess h er e at t h e n ew Si n gapor e br an ch .
We' v e made good pr ogr ess wi t h t h e n ew accou n t s depar t men t . I ' v e al r eady h i r ed
t h r ee accou n t an t s an d I ' m i n t er v i ewi n g an accou n t s assi st an t n ex t week . Th i s mean s we' r e
t h r ee week s ah ead
; ; ; ; | ; ; iil ; ilii; ; ; if " ; il; i; ; il; ; ; .' ; iil; ; i; -| y' -; ; ; ; ; i; ;
il; ; ; ; i;
l
t h e l T i n st al l at i o n . We' v e h ad t r o u b l e f i n d i n g l T
peopl e, so we h av en ' t made v er y good pr ogr ess t h er e. We' v e on l y f ou n d on e t ech n i ci an so
f ar ( we need anot her t wo) , and she hasn' t st ar t ed wor k yet
-
she' s st ar t i ng next Monday.
Th at mean s we' r e t wo week s beh i n d
schedul e wi t h l T. I ' ve wr i t t en t o Dani el a i n Zur i ch t o ask her i f she can send us someone f r om
t he of f i ce t her e. She hasn' t r epl i ed yet . l ' l l gi ve her a cal l l at er t oday.
Ou r n ew sal es r ep An n a i s doi n g v er y wel l . So f ar , sh e' s been t o Ban gk ok , Man i l a, Jak ar t a,
Ho n g Ko n g , an d h as
j u st g o n e t o Seo u l . Sh e' s o n l y b een h er e
f ou r week s an d sh e' s al r eady f l own t o h al f of t h e ci t i es i n Asi a! I t cer t ai n l y h asn ' t t ak en h er
l on g t o mak e a
st ar t . Sh e' s sen t me a f ew t ex t messages t o say h er meet i n gs h av e gon e wel l . Sh e' s seen
about 20 cl i ent s
so f ar . An d sh e' s al so don e a bi g pr esen t at i on at t h e FTO t r ade f ai r i n Hon g Kon g.
i
i So, i n
gen er al ,
I t h i n k t h i n gs ar e goi n g wel l . We can st i l l open
t h e of f i ce on sch edu l e, i f we can sol v e t h e pr obl em wi t h t h e l T peopl e. I ' l l sen d an ot h er
pr ogr ess r epor t next week.
Best r egar ds,
An dy
@
Pet er t h e Gr eat
o f Ru ssi a
Mar gar et
Th at ch e r
Po pe
, | o h n - Pau l
l l
Bu zz Al d r i n i n ober t i
l l
I a . I I
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) t ep n en so n
I
l l
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1 g l I
t Y . / r
l l
El t o n
Jo h n
O n assi s
Jacq u es
i
Ct r i st op h er
i
Gr ace Ket t y
Cou st eau i Col u mb u s i
-
Hav e y o u ev er r i d d en i n a t r ai n ?
-
Yes. I act u al t y bu i l t t h e f i r st on e.
A
-
Hav e y o u ev er b een i n a sp acesh i p ?
_
YeS, t w as an n cr ed i b l e ex p er i en ce.
-
Hav e y o u ev er r i d d en i n a t an k ?
-
Yes, i t w as i mp o r t an t t o sh o w t h at I su p p o r t ed t h e ar my .
-
Hav e y o u ev er b u i l t a sh i p ?
-
Yes, i n f act I bu i t t a wh ot e n av y .
B
-
Hav e y o u ev er
-
Yes, I mar r i ed
b een mar r i ed ?
a p r i n ce.
E
-
Hav e y o u ev er b o u g h t a f o o t b al l t eam?
-
Yes, I l ov e f oot bal l .
-
Hav e y ou ev er been t o Amer i ca?
-
Yes, b u t t h at w as a l o n g t i me ag o .
-
Hav e y o u ev er t ak en p h o t o s u n d er w at er ?
-
Yes, i t was my
j ob.
-
Hav e y o u ev er b o u g h t an o i l t an k er ?
-
Yes, I ' v e bou gh t sev er al act u at t y .
G
-
Hav e y o u ev er sp o k en t o an au d i en ce i n a sp o r t s st ad i u m?
-
Yes, I w an t ed d i r ect co n t act w i t h as man y p eo p l e as p o ssi b l e.
Bu si n ess St ar t - u p 2 Resou r ce sh eet s PHOT0 C0 PI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
speak
I
KN OW
t ak e
spol < en
kn own
t ak en
r - - - -
- - t - - -
l l l
l ! l
l l l
l l l
t t l
t t t
t t t
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i dr i v e i dr i v en i
t l t
I t l
r t l
t t l
l l l
t t l
t t t
t t l
l t l
r - - - -
- 1 - - -
t l l
I t l
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r t l
t t l
t t l
l t l
t t l
I l - , - I I I t
i br eak I br ok en i
t l l
t l l
r t l
a t a
t t r
r t l
r t l
l t l
l t l
r - - - -
- r - - - - - - - - - - - i -
ch oose ch ose n
I
I
nng ran g
under st and un der st ood
fo rgot t e n gr v e gr v en
f o r get
sl eep sl ept wr i t e wr i t t en
PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
Thi s i s your por t f ol i o of shar es. Add t hr ee compani es of your own choi ce. Look i n t he
newspaper s or on t he l nt er net and make not es on how your shar es have done:
a) t oday
b) t his week
Regal Pet r ol eu m
Eu r o t u n n el
M& S
Di x o n s
BT
Br i t i sh Ai r way s
Mo n so o n
Asi a En er gy
l P2l PO Gr oup
Spo r t i n gbet
1
2
3
@
12: 30
pm Wor | d News o| l owed by t he weat her .
12: 35 pm Keepi ng Up wi t h t he Joneses Comedy wi t h Er i c Bl ai r and Samant ha Todd
1: 05 pm Li e l n t he Wi I d Document ar y about br own bear s i n A| aska.
2: 55 pm Downt own Soap oper a. Hi gh| i ght s r om l ast week' s pr ogr ammes' Can Ben keep hi s bi g
secr et r om Br enda? Wi I | Rosi e keep her
j ob?
Can Ker r y so| ve her pr ob| em?
7: 35
pm News Nat i onal and i nt er nat i onal news.
7: 50 pm London News The l at est st or i es f r om t he newsr oom. Fol l owed by Weat her .
8: f i 1
pm Seven Mi nut es Fi l m, 2001. Det ect i ve t hr i l l er st ar r i ng Paul Huber and Kar en Cot t i ng. Dubbed.
1( ) : f f i pm News Nat i onal and i nt er nat i onal news.
10: 20 pm Wor l d Vi ew Document ar y f | m on t he ef f ect s of l ong- t er m unempl oyment f ol l owed by a
di scussi on wi t h a panel of exper t s and a st udi o audi ence.
12: 55 am Weat her
1: ) am News 24
1: 00 pm News Nat i onal and i nt er nat i onal news.
1: 28 pm London News
1: r t 0 pm Fr i ends and Nei ghbour s Soap oper a. Wi l l Sam and Nancy get t oget her agai n?
2: 05 pm A Fl ash o Ll ght Fi | m' 1978. Romant i c Comedy st ar r i ng Ni na Bor t o| ot t i and
Faust a Si l va.
3: 25
pm Car t oons Ti m and Tom.
4: 35 pm Par k St r eet Anot her day wi t h cl ass
' l 1B
at Par k St r eet School ,
5: 25
pm Chi l dr en' s News Pr esent ed by Jo Br owne and Sel i na Knot t .
5: 35
pm Downt own Soap oper a. Wi l l Ben l eave Br enda? Wi l l Rosi e i mpr ess t he new manager ?
6: ) pm News Nat i onal and i nt er nat i onal news.
6: 28 pm London News
7: ) pm Li e l n t he Favel as Document ar y about eve' r yday l i f e i n a Sout h Amer i can s| um.
7: 30 pm Gar den At t ack Thi s week our t eam of gar dener s r edesi gn a gar den of a t ownhouse
i n Ch el sea.
8: f i ) pm Tal k Fast Oui z show pr esent ed by Amy Tayl or .
8: 30 pm Toby Wl l ki nson on Ai r Tal k show. Our guest s t oni ght Mol l y Jones and
Sabi na Schei der .
9: 00
pm Nowher e Fast TV dr ama st ar r i ng Wi l l y Case and Br enda Townshend.
10: 00 pm Nat i onal and l nt er nat i onal News Repof t s f r om cor r espondent s wor l dwi de
10: 25 pm London News f ol l owed by t he nat i onal headl i nes and Weat her .
10: 35 pm Our Vi ew pr esent ed by Al an Fi sk and hi s guest s. Li ve comedy as Al an Fi sk and hi s guest s
t ake a
per sonal l ook at t he news.
12: 50 am Weat her
PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu s n ess St ar t - u p 2 Resou r ce sh eet s
7
Some mod er n car s ar e bu i t t
Resour ce sheet
9. 7
ar e b an n ed
ar e k n own
L - - - - l - - - - - - - - - - t
r t l
r . ) r l
t z r l
t t l
i
nt ca t r az
i
was used
i
t t l
r t l
t t l
t t l
t t l
F - - - - f
- - - - - - - - -
i a i i
t J r l
t t l
i
Th e Lor d of t h e Ri n qs
i
was f i l med
i
l ' r r l
t t l
t r l
t t l
L - - - - t - - - - - - - - - l
4
Po r t u gu ese i s sp ok en
5
Adver t s f or ci gar et t es on Br i t i sh TV.
by r obot s.
as a p n sot ' I .
i n New Zeat an d.
i n Br azi [ .
6
Har r y Pot t er bool < s
7
Omel et t es ar e mad e
I
I
I
I
I
I
al l ov er t h e wor l d .
I
I
I
wi t h mi i l < an d eggs.
i n t h e 1960s.
i
i bv mi t t i on s of v i ewer s.
t '
i
by l ( af l < a.
8
Th e f i r st space f t i gh t
9
Ou r n ew ad v er t
was mad e
WAS SCCN
1 0
i
' ! r z! ' r i ' , , 2' o
i
wer e wr i t t en
Bu si n ess St ar t - u o 2 Resou r ce sh eet s PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
I
i
a Boo. comwas f i nal l y l aunched on November 3r d. The company st ar t ed maki ng money . . .
b The f ounder s t r ave| | ed a| | over t he wor | d, meet i ng new i nvest or s. They needed f i nance or
comput er equi pment , and t o r ecr ui t wor ker s. They wor ked ext r emel y har d, but l i ved wel l
-
t hey st ayed i n t he best hot el t somet i mes f l ew on Concor de and even r ent ed a pr i vat e
j et .
c Sal es di dn' t r each f or ecast s and cost s wer e st i l l t oo hi gh. 0n May' l 8t h, boo cl osed i t s
websi t e. A shor t t i me l at er , t he f i r m went bankr upt .
d Bef or e t hey set up boo, t he f ounder s pl anned t hei r st r at egy car ef ul l y.
e Booexpanded f ast . l t opened of f i ces i n NewYor k, Muni ch, Par i s and St ockhol m. The f i r m
hi r ed 200 empl oyees. By t he summer , sal ar y cost s wer e
$1
. + mi l l i on per mont h. But t he
websi t e l aunch was del ayed, due t o t echni cal pr obl ems.
1 9 9 8 t
1
o
They needed t o f i nd i nvest or s t o r ai se f i nance f or t he company.
o
They i nt ended t o l aunch boo. com i n May 1999.
o
By t he end of 1999, t hey ai med t o have of f i ces i n ei ght count r i es.
.
l n ear l y 2000, t hey hoped t o l i st boo on t he st ock mar ket .
r Boowas set up at t he end of t he year . The company opened i t s f i r st of f i ce
i n Lon don .
1 9 9 9 t
2
r Th e f i r m i n v est ed i n ex pen si v e equ i pmen t . l t spen t
$2
mi l l i on on a ser v er
f or exampl e.
, 3
t Newspaper s and magazi nes ar ound t he wor l d pr i nt ed st or i es about t he f ounder s.
Th e boo br an d qu i ck l y became wel l k n own . Bu t t h e websi t e st i l l wasn ' t open . . .
, 4
2000 t . . . bu t n ot f ast en ou gh . Boo h ad t o cu t cost s. l n Jan u ar y , i t l ai d of f 130 wor k er s.
, 5
PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u p 2 Resou r ce sh eet s
@
Resour ce sheet
9. 3
si t e l og i n
sof t war e i nst a l t
keywor d
sea r ch
engi ne
confi rm
sea r ch
home page user name
Bu si n ess St ar t - u o 2 Resou r ce sh eet s PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
web
page
sea r ch
engi ne
passwor d
secur e
ser ver
r egi st er
j oi n
fi t e
t i ck
web downl oad
t h e p r i ce o f o i l i n cr eased o v er n i g h t b y
1, 00%
t h er e was n o mor e pl ast i c f or
pack agi n g
What wout d
happen i f
f r om n ex t mon t h ev er y body i n y ou r
compan y h ad a 50% o
pay cu t
PHOTOCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Bu si n ess St ar t - u p 2 Reso u r ce sh eet s
@
7
A col l eag u e h as wor k ed at l d ay on t h e comp u t er an d l ook s v er y t i r ed .
2
Your f r i end bought a new wat ch
yest er day
and i t doesn' t wor k.
3
A col t eagu e at wor k h as f or got t en t o r i n g an i mpor t an t cu st omer .
4
A col l eague t el l s
y ou
she' s an hour l at e f or an appoi nt ment wi t h a cl ent .
5
A col l eag u e i s g oi n g
t o Los An g el es f or a con f er en ce an d ask s
y ou r
ad v i ce ab ou t t r av el .
6
A f r i en d i s l ool ci n g f or an ot h er
j ob
an d asl ( s f or ad v i ce.
7
A cot l eag u e h as an i n t er v i ew f or an ot h er
j ob
an d asl ( s y ou f or t i p s.
I
You r wi f e/ h u sban d/ par t n er h as i n v i t ed col l eagu es f r om h i s/ h er of f i ce
r ou n d f or d i n n er an d ask s y ou r ad v i ce on wh at t o ser v e.
9
You r b oss i s meet i n g an i mp or t an t cu st omer i n a t own y ou k n ow wet l
an d ask s f or su g g est i on s on wh er e t o t ak e h er f or l u n ch .
1 0
A col l eag u e st ay ed i n a h ot el l ast n i g h t an d t ef t some v er y i mp or t an t
d ocu men t s i n h i s r oom.
D I ' t t E
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Resour ce sheet ! 7. 7
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You , l I h av e ' r r , n . i i l ; ; ; i l ; ; ; ; . . . . i . u t n . u i . * , an d a cool dr i n k , f r om on e of Ser en a, s man y
l o u n g es, b ar s an d su n d eck s.
Wh y n ot st ar t t h e day wi t h a swi m ( t h er e ar e t h r ee swi mmi n g pool s t o ch oose f r om) , t h en
j og
ar o u n d t h e d eck o n t h e sh i p ' s o n - b o ar d r u n n i n g t r ack ( ear l y b i r d s can w at ch t h e su n r i se f r o m t h e
o cean
)
Fi n i sh w i t h a w o r k o u t i n t h e g y m, h av e a q u i ck sau n a, t h en g o f o r b r eak f ast , k n o w i n g
y ou ' v e r eal l y ear n ed t h at ex t r a por t i on l
We of f er t h r ee cl asses of cabi n : Voy ager , Ex pl or er ( wi t h sea v i ew) an d Cr est ( wi t h bal con y ) .
Al l cl asses ar e av ai l ab l e i n t h e f o l l o w i n g f o r mat s. Pl ease sel ect a f o r mat .
o
Si n g l e c a b i n
o
Do u b l e cab i n
( av ai l ab l e
w i t h d o u b l e b ed o r t w i n b ed s)
o
Fami l y cab i n ( d o u b l e b ed + b u n k b ed s)
Al l cab i n s h av e a w ash b asi n . sh o w er an d t o i l et . Cr est Cl ass su i t es h av e a b at h .
Th e Ser en a h as mu si c f or ev er y t ast e, an d f r om ev er y er a, wi t h r egu l ar l i v e sh ows i n t h e cabar et bar

b y t h e sh i p ' s o w n b an d , Th e Ser en ad es. l n o u r n i g h t cl u b , Fo r ce l 2 , t h e d an ce f l o o r r o ck s ev er y
n i g h t w i t h t o p DJ,
Jeg g ar
Mar v i n .
A f u l l r an g e o f i n t er n at i o n al sat el l i t e ch an n el s i s av ai l ab l e o n b o ar d . Vi ew i n g i s su b j ect t o a
smal l ad d i t i o n al ch ar g e. Pl ease ask at r ecep t i o n .
Al l sock et s ar e US f or mat . l n t er n at i on al adapt er s ar e av ai l abl e f or pu r ch ase on t h e sh i p.
A n ex t - d ay ser v i ce i s av ai l ab l e, f o r a smal l ch ar g e. Pl ease n o t e, t h i s d o es n o t i n cl u d e
d r y cl ean i n g .
Al l maj o r cu r r en ci es ar e av ai l ab l e, i n cl u d i n g t h o se r eq u i r ed f o r sh o r e ex cu r si o n s. Pl ease n o t e t h at
cash pu r ch ases can n ot be made on boar d. Pu r ch ases ar e ch ar ged t o y ou r bi l l or cr edi t car d.
Agenda
Meet i ng
Dat e Ti me Locat i on
Chai r per son Par t i ci pant s
I t em
1,
2
3
4
c
6 A. y ot her busi ness
@
Joh n
can ' t come t o t h e meet i n g t od ay .
Mr Smi t h ' s t r ai n i s h al f an h ou r [ at e.
@
Th e cl i en t ' s f t i gh t ar r i v es at L0. 00.
The new account ant has a r eser v at i on f or t wo ni ght s at t he Hot el Br i st ol .
I can b ook a t ab l e at t h e r est au r an t f or B
p m.
Th e con f er en ce st ar t s on t h e 15t h of Decemb er .
Th e meet i n g f i n i sh es b ef or e l u n ch .
Jan e' l I
p h on e t h i s af t er n oon .
Tom' [ [ f i ni sh t he r epor t t omor r ow.
Rach el wi t l sen d
y ou
an emai I t o con f i r m t h e d et ai l s.
Smat l t al k can b e al l o r n o t h i n g i n i n t er n at i o n al b u si n ess. So met i mes, cu l t u r al
d i f f e r e n ces
ar e an i n t er est i n g t o p i c o f co n v er sat i o n . So met i mes, t h ey ' r e a b ar r i er . Th er e' s a
gr owi n g mar k et f or
't
' cr o ss- cu l t u r al ' t r ai n i n g ,
w h er e b u si n essp eo p l e ar e t au g h t w h at t o d o an d say
( an d
w h at n o t t o d o an d say ) w h en t h ey meet p eo p t e f r o m
di f f er en t par t s of t h e wor t d. Th er e' s a l ot t o l ear n . Th er e i s, h owev er , a mu ch
si mp l er so l u t i o n . To av o i d p r o b l ems w i t h smal t t al k , y o u can si mp l y av o i d smal l
t at k al t o g et h er . Ho w ? Gi v e y o u r cl i en t o r co l l eag u e a
l ol l i p op t o su ck !
l f y ou
t h i n k l ol l i es ar e
j u st
f or ch i l d r en , t h i n k ag ai n . Lol t i p op s ar e
p op u l ar b u si n ess
gi f t s i n t he USA, Canada, and al so i n
Japan.
The i dea of
pr oduci ng
' gour met
l ol l i es'
f or adul t s came f r om Li nda Har kavy. Today, her New Yor k
based company, Li nda' s Lo[ [ i es, sel l s a r ange of
' mai n
coLr r se' ,
' desser t '
and
' af t er
di nner ' l ot l i pops, i n f l avour s such as r ed hot spi ces, cher r y cheesecake
an d cap p u cci n o. Of cou r se, t h e ai m of
' comp an y
l ol l i p op s' i sn ' t t o st op t h e
conver sat i on. I n f act , t hey' r e mor e l i kel y t o
get ever yone t al ki ng
-
busi nesspeopl e
f r om most
i
i count r i es woul d be
pr et t y
sur pr i sed i f t hey wer e gi ven a l ol t y dur i ng a cof f ee br eak
i
or
p r esen t at i on .
I
I
I
@
Ent r Vl Summar y t est
Ci r cl e t h e cor r ect an swer : A, B, C or D.
1 I ' m i n ch ar g e t h e d ep ar t men t .
z Sh e i n t h i s of f i ce.
t h er e a t r ad e f ai r i n Ber l i n ?
Wh a t c o m p a n y d o y o u w o r k - . - , ?
y o u l i k e an y t h i n g el se?
I h a v e t h e b i l l ?
t r o u b l e w i t h t h e i n st a l l a t i o n .
so l v i n g p r o b l e ms.
b ask et b al l .
i n f o o t b a l l .
a - - - . - - - - a t h o r se r i d i n g .
a car .
ex p en si v e as t h at o n e.
c h e a p e st o n t h e ma r k e t .
- . - p o p u l ar o f o u r p r o d u ct s.
b e st t i me t h e y e a r t o v i si t ?
r e c o mme n d a n y g o o d h o t e l s?
Sal es v er y g ood l ast y ear .
Th e c a r w a sn ' t b i g - - - f o r t w o p e o p l e .
We ab ou t t h e b u si n ess p l an y est er d ay .
h e f t y t o Ho n g Ko n g ?
We h a d f r i e n d s f o r d i n n e r .
| - - - - - - - - - - - - a l i e i n o n Su n d a y mo r n i n g .
w e d i scu ss t h i s ag ai n n ex t w eek ?
b ook t h e t i ck et s t omor r ow .
Th e t r a i n a t 1 0 . 3 5 .
I l ook f or w ar d meet i n g y ou n ex t w eek .
Do y ou h av e - - - - - - - . - . - l eaf l et s ab ou t t h e t ow n ?
Yo u d o n ' t p a y t o g o i n t h e mu se u m. l t ' s - - - - - - .
I d o n ' t t h i n k t h e p r o j e c t - - - b e a su c c e ss.
I t c e r t a i n l y - - - - - - - - b e a su c c e ss i n t h e sh o r t t e r m.
Th e y ' l l i n c r e a se sa l e s, i f t h e p r i c e l o w e n o u g h .
We' r e t o l au n ch t h e n ew p r od u ct i n May .
How mu ch i s t h e r et u r n t o Par i s?
l f I c a n c e l t h e b o o k i n g , c a n I g e t a - - . - " ?
He - - - - . - - - - t h e c o mp a n y i n 1 , 9 9 8 .
| - - - - - - l o t s o f e x p e r i e n c e i n t h e o i t i n d u st r y .
Na m e :
A f or
A w or k
AD O
A f or
A Co u l d
A Pl ease
A d o e s
A h a s
Ai n
A p t ay
A i n t e r e st
Ag o
A mo r e
A most
A t h e
A l ess
Ao n
A Wan t
A ar e
A t o o
A d i sc u ss
A Ha s
A r o u n d
A d i d
A Ar e
AI
A t o ar r i v e
Ab e
An o
A o p e n
A w i t t
A g o i n g
Ai s
A a i m
A cost
A r ef u n d
A
j o i n
A
' v e
h ad
Bo n
B d o e sn ' t
Bl s
B p l e a se
B Wo u t d
B Wo u l d
B ar e
B h av e
Bo f
B p t ay s
B i n t e r e st i n g
B g o i n g
B l ess
B mo r e
B l east
B n o t
Ba t
B Ca n
B b e e n
B ver y
B t a l k
BD o
B d o w n
B t o o k
B Go i n g
B I ' l l
B ar r i v e
Ba t
Ba
B f r ee
B s h a l l
Bi s
B w i l t b e
B t h i n k i n g
B p r i c e
B cost
B
j o i n s
B h a d
3
4
5
6
7
8
9
1 0
7 7
7 2
7 3
t 4
t 5
7 6
7 7
1 8
7 9
2 0
2 7
2 2
2 3
2 4
2 5
2 6
2 7
2 8
2 9
3 0
3 7
3 2
3 3
3 4
3 5
3 6
3 7
3 8
c o f D
C d o e s D
CAr e D
Ct o D
c Wi l l D
C Wh e n D
Cd o D
C h a v i n g D
Ca t D
c p l ay ed D
C i n t er est s D
Cd o D
C t h a n D
Ca s D
C mo st D
C l east D
Co f D
C Pl ease D
C w er en ' t D
C m a d e D
C t a l k e d D
C Ha sn ' t D
C i n v i t e D
C w e n t D
c Sh a l t D
CWe D
C ar r i v es D
C ov er D
Ca n y D
C e x p e n si v e D
c q u i c k l y D
Cw a s D
CWa S D
Cg o D
C f ar e D
C m o n e y D
C h a s
j o i n e d
o
C h a v i n g D
t o
wor k s
Does
f r om
Wan t
Co u l d
l i k e
n o t
t o
p l ay i n g
i n t er est ed
d o i n g
t h at
t h e
ver y
mo r e
t o
Do es
b e i n g
e n o u g h
d i scu ssed
Di d
n e a r
h a d
Di d
Sh a t t
ar r i v i n g
t o
a l ot
ch eap
so o n
won ' t
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p l a n n i n g
ch ar ge
d i sc o u n t
j o i n e d
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Busi ness St ar t - up 2 Ent r yl Summar y t est PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
3 9 I ' v e r ead h al f of t h e r ep or t - - - - - - - - - - - .
4 0 Th ey h av en ' t f i n i sh ed t h e w or k
4 1 Hav e y ou seen a f i t m w i t h su b t i t l es?
4 2 Dr i v i n g a sp or t s car i s v er y - . - - - . - .
4 3 Sh ar e p r i ces h av e f al l en - - - . - - - - - - w eek .
4 4 Bu si n e ss h a s - - - . - - - - g o o d t h i s q u a r t e r .
4 5 Ar e p r op er t y p r i ces at t h e momen t ?
4 6 Has i n f l at i on . . - - - - - . ' mu ch t h s v ear ?
4 7 Wh at ' s TV t on i g h t ?
4 8 | w a t c h e d a ma t c h o n t h e sp o r t s l a st n i g h t .
4 9 Th e b o o k w a s r e a d mi l l i o n s o f p e o p l e .
5 0 VW car s i n Ger man y .
5 7 l t ' s i mp o r t a n t t o f i n i sh t h e
j o b
5 2 Sh e w or k s v er y
5 3 t h e se a r c h e n g i n e t o se a r c h f o r i n f o r ma t i o n .
5 4 l o g i n , e n t e r y o u r p a ssw o r d .
5 5 Wh a t h a p p e n , i f w e p r o d u c e d a n e w d e si g n ?
5 6 a b o u t ma k i n g t h e p a c k a g i n g o u t o f p a p e r ?
5 7 | d o n ' t t h i n k w e - - - - . - - - i n c r e a se t h e p r i c e y e t .
5 8 We - - - - - t o mak e a d eci si on b y Fr i d ay .
5 9 l s t h e f t i g h t t i me ?
6 0 Th e t r a i n w a s l a t e , so | - - " - - - - - my c o n n e c t i o n .
6 7 Th e t u n n e l g o e s t h e r i v e r .
6 2 Th e t r ai n g oes d i r ect l y t h e ci t y .
6 3 Yo u . - - - - - smo k e i n t h e t o i l e t s o n a p l a n e .
6 4 You ' r e n ot - - - - - - - t o d r i v e a car w i t h ou t a [ i cen ce.
6 5 I ' d l i k e i n f o r ma t i o n a b o u t f i l ms t h i s w e e k .
6 6 Ca n - - - - - u se t h e g y m o r i s i t o n l y f o r me mb e r s?
6 7 | ' [ l w ai t t h e r ep or t s r ead y .
6 8 Sh e ' l l p h o n e y o u w h e n sh e - . - - . - b a c k t o t h e o f f i c e .
6 9 Sh e sa i d sh e - . - - - t o o b u sy t o sp e a k t o me .
7 0 He p r o mi se d - . - - - . - me t h e r e p o r t t o d a y .
7 7 Do y o u i f I o p e n a w i n d o w ?
7 2 I ' m so l a t e .
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
n ot y et B
so f ar B
of t en B
exci t e B
t h i s B
b e B
i n c r e a se d B
r i si n g B
i n B
T VB
f or B
i s m a d e B
f ast l y B
h a r d B
Uses B
For B
w o u l d B
What ' s B
sh o u l d n ' t B
h av en ' t B
a t B
mi sse d B
t h r o u g h B
t h r o u g h B
m u s t B
c a n B
a n y B
a l t B
w h e n B
get s B
b e B
se n d B
w a n t B
Sor r y B
bef or e c
y et C
so me t i me s C
ex ci t ed C
n ex t C
b e i n g C
i n c r e a si n g C
r ose C
a t C
c h a n n e l C
f r om C
m a d e C
q u i c k C
car ef u l c
Use d C
At c
g o i n g C
How ' s C
s h o u l d C
s h o u l d c
i n C
c a u g h t C
ov er C
i n C
h a v e t o C
c o u l d c
a n C
a n y o n e C
u n t i l C
w i l l g e t C
b e i n g c
t o s e n d C
p l e a se C
Ex cu se C
yet D so f ar
al r ead y D b ef or e
e v e r D u su a l l y
ex ci t es D ex ci t i n g
p r esen t D l ast
b e e n D w a s
i n c r e a se s D i n c r e a se
r i sen D r se
o f D o n
c a b l e D sc h e d u l e
a t D b y
b e e n ma d e D a r e ma d e
q u i c k t y D u r g e n t
sl o w D h a r d l y
Usi n g D Use
T o D D o
w i t t D i s
Wh a t D Wh y
h av e D h av en ' t
h a v e D sh o u l d n ' t
a h e a d D o n
t o o k D l o st
u n d e r D d o w n
a r o u n d D a l o n g
mu st n ' t D sh o u l d n ' t
v a l i d D a l l o w e d
s o m e D m a n y
so me b o d y D e v e r y
as soon as D af t er
g et D g ot
b e e n D w a s
w o u l d s e n d D s e n d i n g
t i k e
Mi n d
D m i n d
DOK
Test t ot al
En t r y / Su mmar y t est
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v+ 1
PHOI OCOPI ABLE O Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Busi ness St ar t - up 2 Ent r yl Summar y t est
Test keys
TEST 1 ( Pages ze- zt . )
f f i
7 amf ' m, i s, ar e/ ' r e z l s 3 Ar e 4 Ar e 5 i s/ ' s
6 Ar e
1 l ' m
I
I am n ot an en g i n eer . 2 He i sn ' t
/
' s
n ot i n
t he of f i ce t oday. 3 They ar en' t
/
' r e
not l at e f or t he
meet i n g . 4 | d on ' t w or k i n t h e Par i s of f i ce. 5 He
d oesn ' t l i v e i n Lon d on . 6 We ar en ' t
/
' r e
n ot g oi n g t o
t h e con f er en ce. z Sh e d oesn ' t w r i t e r ep or t s i n
En g l i sh . 8 Th ey ar en ' t
/ ' r e
n ot b u i t d i n g a n ew f act or y .
r ch eck 2 w or k s 3 d on ' t 4 h av e 5 d oes
6 w or k i n g Z w or k 8 h av i n g 9 t r av el l i n g
r o
j o g g i n g
W
t a f t e r 2 t o 3 o f + f o r s w i t h 6 f o r 7 o n
8 b eh i n d 9 o v er 1 0 at
r Th i s mo b i l e p h o n e i s c h e a p e r t h a n t h a t o n e .
2 A Fer r ar i i s f ast er t han a For d. 3 A f l at i n Li ver pool
i s l ess ex p en si v e t h an a f l at i n Lon d on . 4 My of f i ce i s
as bi g as my boss' s of f i ce. s These pr oduct s ar e
b et t er t h an t h ose p r od u ct s.
r He h as
/
He' s g ot t h e n i cest of f i ce. z Th i s i s t h e
most di f f i cut t deci si on. r
( The)
cost i s t he l east
i mp o r t a n t p r o b l e m. 4 | t h i n k t h i s i s t h e w o r st
sol u t i on . 5 Tom' s su g g est i on p r ov i d es t h e b est
o p t i o n .
r d 2 g 3 f 4 a 5 c 6 h 7 e 8 b
1 | man ag e a t eam of f i v e t ech n i ci an s. 2 Wh i ch
d ep ar t men t d oes h e w or k f or ? 3 Wou l d y ou l i k e
an y t h i n g el se t o d r i n k ? 4 We' r e ah ead of sch ed u l e
an d u n d er b u d g et . 5 He' s n ot v er y g ood at mak i n g
p r esen t at i on s. 6 | can ' t st an d f oot b al l . 7 I ' m n ot
i n t er est ed i n t h at . 8 I ' d l ov e t o h av e a g o at scu b a
d i v i n g . 9 l s t h e c o st o f d e l i v e r y i n c l u d e d ? r o Th i s
q u ot e i s mu ch ch eap er . 7 7 Cou l d I h av e an ex t r a
d esk i n my of f i ce, p l ease? 7 2 Fax mach i n es ar en ' t
n ecessar y an y mor e. 7 3 l t ' s n ot t oo f ar f r om t h e sea.
1 4 Wh at ' s t h e w eat h er l i k e i n su mmer ? 7 5 Wh at ' s t h e
b est t i me of y ear t o v i si t Br azi l ? 1 6 Can y ou
r ecommen d an y g ood p l aces t o st ay ?
TEST 2 ( Pages
46- 47. )
1 Wer e 2 Was 3 wer en' t 4 wasn' t
1 Th e car w as t oo ex p en si v e. 2 Th e b at t er y w asn ' t
b i g en ou g h . 3 Th e p r od u ct s w er en ' t ch eap en ou g h .
4 The del i ver y was t oo sl ow. 5 We wer en' t ear l y
e n o u g h .
W
l c o m p l i c a t e d z r e t i a b t e 3 d a n g e r o u s + p o p u t a r
5 econ omi cal 6 saf e
ffi
ffiB&
r Th i s p r o d u c t ma d e a mi l l i o n d o l l a r s f o r t h e c o mp a n y .
2 l t t ook si x w eek s t o f i n i sh t h e p l an . 3 Th at
p h o t o c o p i e r d i d n ' t c o st $ L0 , 0 0 0 . 4 I w e n t sh o p p i n g
y est er d ay . 5 Th ey cou l d n ' t f i n d a b et t er l ocat i on
f or t h e f act or y . 6 | d i d n ' t h av e f r i en d s r ou n d l ast
w eek en d . 7 We at e i n a r est au r an t l ast n i g h t .
9 Sh e d r an k cof f ee w i t h h er b r eak f ast .
r Di d y ou w or k on a Ver y d i f f i cu l t p r oj ect ? z D d y ou
h a v e p r o b l e ms w i t h t h e i n st a l l a t i o n ? 3 Co u l d y o u
so l v e t h e p r o b l e m q u i c k l y ? 4 Di d y o u f i n i sh t h e
j o b
on t i me? 5 Di d y ou g o h ome ear l y ?
r | ' l l c a l l h e r t h i s a f t e r n o o n . 2 Sh a l l w e me e t a g a n
n ex t Mon d ay ? 3 Sh al l w e g et t h e same t r ai n ?
4 | ' l l l ook i n t o f l g h t s t o Mad r i d .
f f i
r Fol l owi n g 2 con f i r m 3 bel ow + si n gl e
5 i n cl u si v e 6 di scu ssed 7 h esi t at e 8 r egar ds
f f i
1 st ar t s z get s 3 am goi ng 4 i s gi vi ng
5 ar r i ves 6 st ar t s
t i n f or mat i on 2 l eaf l et s 3 map s 4 g u i d ed
5 sou v en r s 6
p eak
f f i
r I t h i n k t h e n ew pr odu ct won ' t be a su ccess.
z Th ey ' l I i n cr ease p r of i t s, i f t h ey can d el i v er on t i me.
3 l f t h e p r oj ect i s su ccessf u l , t h ey ' l l mak e a l ot of
mon ey . 4 Th er e' l l b e a b i g d eman d , i f t h e p r i ce i s
l ow. 5 We' r e goi ng t o open a new st or e next year .
6 Sh al t I mak e a r eser v at i on f or y ou ?
TEST 3
( Pages
66- 67. )
t h as/ ' s w or k ed 2 b ecame 3 Hav e, man ag ed
4 Di d , l eav e s f i n i sh ed 6 h av e/ ' v e h ad
1 He h asn ' t
/ ' s
n ot w r i t t en t h e r ep or t y et .
2 | h av en ' t
/ ' v e
n ot f i n i sh ed t h e p r oj ect y et .
3 She has/ ' s al r eady phoned of f i ce. 4 We have/ ' ve
al r ead y h i r ed t h r ee t ech n i ci an s. 5 Th ey h av e/ ' v e
al r ead y d on e t h e
j ob .
6 | h av e/ ' v e r ead h al f of t h e
r epor t so f ar .
t sch ed u l e 2 t r ou b l e 3 p r og r ess 4 t r ai n ee
5 Mast er s 6 r ecr u i t men t
t Sh ar e p r i ces h av e r i sen t od ay . z Th e p r i ce h as
g on e u p t h i s w eek . 3 Th e i n d ex h as f al l en t h i s y ear .
4 Oi l p r i ces h av en ' t i n cr eased so f ar t h i s q u ar t er .
5 Ou r p r of i t s h av e g on e d ow n t h i s q u ar t er .
6 Sa l e s h a v e i n c r e a se d t h i s mo n t h .
r Un emp l oy men t 2 I n f l at i on 3 I n t er est 4 d eb t s
5 b oom 6 cr ash 7 r ecessi on
1 sh ow 2 d ocu men t ar y 3 ch an n el 4 sat el l i t e
s d u b b e d
W
ffi
ffi
W
W
W
W
W
ffi
ffi
ffi
ffi
ffi
ffi
ffi
W
ffi
W
Bu si n ess St ar t - u p 2 Test k ey s PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6
r
r
B
1 Pr odu ct pl acemen t i s u sed by t h e compan y .
2 Th e n ews i s wat ch ed by mi l t i on s of peopl e. 3 Th e
acci den t was seen by l ot s of t ou r i st s. 4 Th e par t s
ar e made by GNT i n i t s f act or y i n Ger many. s The
v i deo was pr odu ced by a Fr en ch compan y . 6 Th e
docu men t s wer e sen t by emai l . 7 Th e or der wasn ' t
del i v er ed on t i me.
t h 2 g 3 f 4 e 5 b 6 c 7 a 8 d
1 l t ' s a di f f i cul t
i ob
-
you have t o do i t car ef ul l y.
2 Hav e y ou ev er d on e a p ar ach u t e j u mp ?
3 | t h ou g h t
t h e p r esen t at i on w as v er y b or i n g . 4 He w or k s r eal l y
h ar d . 5 Di d y ou d o a d eg r ee i n Econ omi cs? 6 We' r e
h av i n g t r ou b l e w i t h t h e n ew comp u t er . 7 Sh e h asn ' t
h i r ed a n ew secr et ar y y et . 8 Wh en d i d y ou g r ad u at e?
9 | al ways f eel ver y r el axed af t er a beach hol i day.
1 0 Wh at d i d y ou w at ch on TV [ ast n i g h t ?
TEST 4
( Pages
86- 87. )
1 b 2 d 3 e 4 f 5 a 6 c
1 l f w e p h on ed t h e h ot el n ow w e w ou l d / ' d g et a
r eser v at i on . 2 We w ou l d n ' t mak e a p r of i t i f w e sol d
t h e p r od u ct f or l ess. 3 l f w e or d er ed n ow t h ey
w ou l d / ' d d el i v er i n t w o d ay s' t i me. 4 | w ou l d / ' d sp eak
t o t h e ma n a g e r i f I h a d t i me . 5 l f I b o o k e d t h e t i c k e t
i n ad v an ce, I cou l d g et a d i scou n t .
1 Let ' s d scuss hi s of f er now. z Thi s suggest i on
w ou l d g i v e u s sev er al b en ef i t s. 3 | t h i n k w e sh ou l d
c o n si d e r t h e o t h e r p r o p o sa l s. 4 I n my o p i n i o n , y o u r
su g g est on w ou l d b e t oo ex p en si v e. 5 l w ou l d n ' t
r e c o mme n d b u y i n g f r o m t h a t su p p l i e r . 6 | d o n ' t t h i n k
i t ' s a g ood i d ea t o d o t h at . 7 He t h i n k s w e sh ou l d n ' t
mak e a d eci si on y et . 8 We d on ' t h av e t o d eci d e
t oday.
t r e f u n d 2 c a n c e l 3 u p g r a d e 4 su p p l e me n t
5 v al i d 6 con n ect i on z d el av ed
t r 1 t o
2 i n t o 3 o f f 4 t o 5 o v e r 6 a b o v e
7 u p 8 t h r ou gh
B
t Th e pt at e i s 220 cm l on g. z Th e pl at e i s 0. 80 m
w i d e. 3 Th e p l at e i s 0 . 2 0 m t h i ck . 4 Th e t u b e i s
3 m h i g h . 5 Th e t u b e w ei g h s 5 5 k g .
l i l
t h av e t o 2 mu st I sh ou l d + al l owed
5 mu st n ' t
t ap ol og i es z ch ai r 3 ci r cu l at e 4 mi n u t es
5 i t e ms 6 h o t d
t I ' l l sen d an emai l w h en I g et t o t h e of f i ce.
2 l ' i l sp eak t o y ou ag ai n as soon as I ' m f r ee.
3 We w on ' t st ar t t h e meet i n g b ef or e y ou g et h er e.
4 We' l [ w ai t u n t i l al l t h e r ep or t s ar e r ead y .
Test keys
f f i
r Sh e sai d t h at sh e wou l d/ ' d go t o t h e con f er en ce.
2 He sai d t h at h e di dn ' t wan t t o gi v e a pr esen t at i on .
3 He sai d t h at h e cou l d r i n g back l at er . + Sh e sai d
t h at h er f l i gh t ar r i v ed at 06. 30. 5 He sai d t h at h i s
t r ai n was del ay ed by h at f an h ou r .
f f i
l s e a t z t a t e 3 Af t e r 4 t a k e s m i n d
6 br eak z an y t h i n g
ENTRY/ SU MMARY TEST
( Pages 124- 1. 25. )
1 C
1 0 D
7 7 c
2 4 D
3 7 4
3 8 4
4 5 8
5 2 4
5 9 D
6 6 8
2 D
7 7
1 8
2 5
3 2
3 9
4 6
5 3
6 0
6 7
3 B 4
D 7 2 4
B 7 9 C
C 2 6 B
D 3 3 4
D 4 0 B
C 4 7 D
D 5 4 C
A 6 7 C
B 6 8 4
A 5 B 6 D 7 B 8 C 9 C
7 3 c 7 4 c 1 5 4 7 6 c
2 0 D 2 7 C 2 2 D 2 3 A
2 7 c 2 8 D 2 9 c 3 0 8
3 4 D 3 5 C 3 6 A 3 7 D
4 7 c 4 2 D 4 3 A 4 4 C
4 8 B 4 9 D 5 0 D 5 7 C
5 s A 5 6 C 5 7 B 5 8 C
6 2 A 6 3 C 6 4 D 6 5 C
6 9 D 7 0 B 7 t D 7 2 4
E
a
E
B
t s
B
PHOTOCOPI ABLE @ Camb r i d g e Un i v er si t y Pr ess 2 0 0 6 Busi ness St ar t - up 2 Test keys

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