Documente Academic
Documente Profesional
Documente Cultură
JAZYKO\/A sKoLA
Zateckvch j2
I4O OO PRAHA4
INTHRNATIONAL
EXPRESS
PRE.INTE RM EDIATE
Liz Taylor
with Resource files by Tracy Byrne and Liz Taylor
OXTORD
IJNIVERSITY PRBSS
Cou rse overview
lntroduction Learner needs
International Express Pre-Intermediate is a course for adult professional
learners. These learners
. need English as a language of international communication in both
professional and social contexts
. need to review and build on the grammar they have already covered
. need to develop fluency and accuracy
. need to extend and develop their active and passive vocabulary
. have limited time available for study
. can develop strategies to enable them to take control of their own
lea rn ing.
Course aims
Inter nat i o nal E xp r e s s provides
. clear learning aims, targeted to learners' needs
r the grammar, vocabula ry, and functions necessary for learners to become
operational in a range of professional and social situations
. a new approach to grammar which guides learners to work out rules of
meaning and usage, supported by clear, easily accessible grammar
summaries and reference material
o strategies for effective vocabulary learning
. materials adapted from authentic sources, to reflect learners'needs and
expectations.
2a
Teacher's Resource Book The Teacher's Resource Book has two main sections:
o Teaching notes
o Resource file
Teaching notes
The teaching notes have been written with both the experienced and the less
experienced teacher in mind. The detailed, step-by-step guide to teaching
each unit is designed for the less experienced teacher in particular. The
experienced teacher may also find the other material in the teaching notes
useful.
The notes include some background information about topics; key
vocabulary needed for each activity; suggestions and ideas for extra practice
and follow-up activities.
Answers to the exercises in the Student's Book, and a full listening script, are
incorporated.
Resource file
The Resource file is a source of photocopiable material which can be
used either as extension or consolidation material, or for revision. The
detailed teaching notes indicate the first point at which a piece of material
can be used.
Materials in the Resource file are organized into files: Grammar, with
additional practice activities, and grammar games with cards which aim to
develop students' understanding and use of tenses; Vocabulary, with
material for regular and systematic reviews of the key vocabulary in each
unit; Skills, with texts adapted from authentic sources to provide additional
vocabulary and skills work, and a variety of role-play, discussion, and
speaking activities; and Functions, with activities to review the functional
language from the Focus on functions sections.
There is an additional Writing file which is not directly linked to the
Student's Book and which can be used as appropriate. This gives models
and task practice for writing emails, faxes, and letters.
There are also three tests, which can be used after Units 4, 8, and 12.
The Resource file has brief instructions for activities where these are
necessary, and a photocopiable answer key.
fs
Student's Book: Unit structure Each unit has four sections. The sections are linked by topic, and are
designed to follow on from one another. Wordpower and Focus on functions
have their own developmental syllabus, to enable them to be followed as a
separate strand, if necessary.
Language focus presents and practises the target grammar in a context
related to the general topic of the unit. It has four stages:
1 An introductory activity which sets the scene for the presentation topic.
This activity aims to stimulate interest, to find out what learners already
know about the topic, and to introduce and check vocabulary. It is either
a brief discussion stimulus - questions, photos, or extracts which give
information to the topic. It is designed as a
;.rTA*:i i:#ilo".und
2 Presentatlon of the target grammar in a realistic context, a listening or
reading text related to the,topic of the unit. Comprehension is checked by
questrons or a transter task.
3 Grammar analysis, which focuses on examples of the target grammar
from the presentation text, and guides learners towards formulating
rules. Learners are then referred to the grammar summaries and reference
material in the Pocket Book.
4 Practice. This provides a series of activities, moving from controlled to
freer practice, designed to enable learners to gain fluency and confidence
rn using the target grammar. There is a variety of individual, pairwork,
and group work activities, which maximize opportunity for intensive
practice. This stage ends with a group activity which provides an
opportunity for freer communicative practice, followed by a feedback
activity such as a mini-presentation.
Pronunciation is included in each unit. This section has either discrete item
pronunciation practice, or work on stress, rhythm, and intonation. Learners
are asked to identify and discriminate, then practise particular points linked
to the focus of the unit. It aims to raise awareness.
Wordpower presents and activates a lexical set or semantic field related to
the topic of the unit. At the same time it introduces a variety of strategies for
organizingand learning vocabulary effectively, which learners can use
independently. It has two stages:
1 Introduction of topic-related vocabulary, demonstrating a particular
vocabulary learning strategy.
2 A follow-up practice activity, to activate the vocabulary introduced.
Skills focus has longer listening and reading texts, adapted from authentic
sources, which provide further exposure to the target grammar of the unit
and develop listening, speaking, and reading skills. It has four stages:
1 A preview to introduce and stimulate interest in the topic, through a quiz,
discussion, short text or questionnaire.
2 A task or tasks to complete while reading or listening. This might involve
finding the answers to the preview quiz, completing a chart, or preparing
questions for other students.
3 Follow-up. These are pairwork and group work communicative activities
such as discussions, writing tasks or presentations, designed to activate
new vocabulary and to build confidence.
Focus on functions presents and practises basic key phrases which adult
professionals need for socializing and telephoning. To provide continuity,
and a clear context, the Focus on functions dialogues develop a scenario
involving a number of characters. There are two main stages:
1 A range ofpossible exponents is presented. Students then identify the
exponents being used in a recorded dialogue.
2 Controlled, then freer role-play. This provides the opportunity to build
fluency and confidence.
4a
Stu de nt's Boo k Co nte nts
Unit 1 p.5 Present Simple, WD- questions Personal information English in the world Introductions,
First meetings Frequency adverbs file greetings, and
Pronunciation: intonation of Learning vocabulary goodbyes
questlons
Unit2p.1.4 Present Simple and Present Work file Describing a company Making contact
The world of work Continuous Verb groups
Pronunciation: strong and weak
forms of do ldu,/, ldal, and does
/dnz/, ldezl
'Welcoming
Unit3 p.24 Past Simple Sports and leisure file Solo achievements a visitor
Challenges Regular and irregular verbs \Word maps
Pronunciation: -ed endings rn
Past Simple
Unit 4 p.32 Futures: Present Continuous, Hotel file Emails, faxes, and Staying at a hotel
'Words
Plans and going to + infinitive and symbols letters
arrangements Pronunciation: strong and weak
forms ol to ltu./, lte/
UnitS p.46 Mass and count nouns Food file Slow down and enjoy At a restaurant
rWord groups life
How healthy is your some and any, a lot of/lots of,
lifestyle ? mucb/many, a little/a few
Pronunciation: word stress
Unit 6 p.56 Comparative and superlative Air travel file Transformations Making
Flying gets cheaper adjectives \7ord groups arrangements
Pronunciation: the /a/ sound in
words and sentences
Unit7 p.64 Past Simple and Present Perfect Trends fi1e The best companies to Opinions and
Changing lives Simple The language of work for suggestlons
Pronunciation: strong and weak graphs Agreeing and
forms of haue and hauen't, has disagreeing
and hasn't, /r/, /e/
Unit I p.86 Present Perfect Simple and Business headlines file Changing China Offers and requests
'W'ord
For over a century Continuous, since and for families and
collocation
Pronunciation: word
STTESS
UnitlO p.96 Future: tuill + infrnitle Prepositions of place Living longer, growing Asking for
'Will our planet 1st Conditional, if and when fi1e younger information
survive? Pronunciation ltl and li:l Preposition diagrams
Unit11 p.106 2nd Conditional City description file The best cities to Social responses
Getting around in Pronunciation: contractions in 1st Topic groups and live in
cities and 2nd Conditional sentences collocations
Unit12p.112 Passives: Present Simple, Past Descriptions file Strange but true Thanking for
The story of cork Simple, Present Perfect, Future \7ord building hospitality. Saying
Pronunciation: linking goodbye
Review Unit C
p.120
Group activities
The group work tasks in International Express are designed to be done as
'students in charge' activities. As a general rule, put students in charge of
group activities as often as possible, so they get used to leading this part of
the lesson. Make sure they understand their role and responsibilities first,
then hand control over to them. In group discussions, for example, appoint
a student as chairperson in charge of the discussion, instead of leading the
discussion yourself.
All learners need to understand very clearly what they have to do in group
activities. Explain the task clearly and set a time limit where appropriate.
During the preparation stage, walk round and check progress, helping
where necessary, but let the students take control of the activity whenever
possible. This can be very motivating as it increases involvement in learning
and enables the learners to make use of their own skills and experience.
There are many opportunities in International Express for students to make
presentations, present results, or give feedback at the end of a group task. If
an overhead projector is available, give students transparencies so they can
prepare a presentation.
\fhen the students are in control, take a back seat so students no longer
focus on you as the person in charge. Monitor students' use of language
and do remedial work on mistakes later. Remember also to give positive
feedback. Praise students for what they did well, both in terms of their use of
language and the way in which they carried out the task.
Vocabulary
Wordpower presents and practises a variety of strategies for organizing and
remembering vocabulary. Encourage your students to experiment with
different strategies, and allocate time in class to discuss how effective they find
them. Encourage learners to decide what is the most efficient strategy for them.
They are provided with a range of strategies and techniques to choose from.
The teaching notes for each lesson suggest the vocabulary which needs to be
checked at a particular point. Depending on your students' needs, decide
whether you want to teach the vocabulary for active use' or for passive
understanding. For active use, elicit or explain the meaning, and ask check
questions to make sure students have understood. Then provide practice
contexts in which students can use the new vocabulary and practise the
pronunciation. Encourage your students always to record active vocabulary.
Some vocabulary needs only to be checked in order that it does not interfere
with understanding.
Review vocabulary regularly. There are vocabulary sections in both the
Review Units and the Tests, and regular vocabulary reviews in the Teacher's
Resource file.
8 O uNrrl
Present Simple As students may be unfamiliar with this approach to grammar, explain
that in rhis section of each unit they will work with data from the listening
or reading texts in Language focus.This will enable them to work out
and clarif-y grammaruu'i.t Ioi themselves.
r Read through examples, whole class.
;
o Elicit completion-of first rule. Check understanding by asking studenrs
to find an.example of a long-term,situation (Sbe.liues in London/She has
a translation business) and a routine activiry (They uisit VinexpolHe
often trauels to France).
Key Use the Present Simple to talk about lcng-term sltuations and_ routine activities.
r Encourage students to look for differences in form, with prompt
questions if necessary: What happens to the uerb after'he'? In the
negatiue, what word follows 'I'? What word follows lames? etc.
. Students complete rules in pairs.
o Check answers) whole class.
Key To make the question, use do + l/you/we/they+ infinitive.
The positive form always ends in -s.
T.
ro make the negative, use does + not + inf initive.
To make the question, use does + he/she/it + inf initive.
y Refer students to Pocket Book p. 12. Explain how students can us this as
reference material throughout fhe course, in and out of class.
Pronunciation
1.3 6) O Play recording for students to listen to rising and falling intonation.
uNrrl oe
@ Look at example, whole class.
. Students change roles after five questions.
. Ask follow-up questions:
'What
does James write about?'Wbich magazine
does James write for?
Follow-up activity
Ask students to make true/false statements about James Turner and
Moniaue Bresson. Elicit correction of false statements.
O Allow time for students to think of questions (but not to write) before they
begin pairwork.
''.]]....''''l.:Key.',...yy!wr:itewor.dsl|ike.av.s/
Follow-up activity
Students write three more sentences, some true, some false. They read
out sentences and others guess if they are true or false.
10 o uNrr 1
o Give students time to think of the two extra questions before they begin the
interview.
@ Before students begin their profiles, elicit and write a model on the board,
drawing attention to the use o{ and and bwt: Marco often plays tennis at
weekends, but he rarely goes to the theatre. He sometimes eats at a
restdurant ctnd he often trauels by plane ...
. Collect the Visitor profiles students have written about their partners.
Read some to whole class. Ask class to guess which student the profile
describes.
Follow-up activity
Play Twenty Questions. Tell students you are thinking of a famous
person. They can ask you twenty questions to find out who the person is.
but you can only answer yes or no to their questions.
uNrT 1 (, 11
@ Students complete the word map.
o Draw the word map on the board. Elicit suggestions.
Key (Possible answers)
travel: car, trarn, plane
activities: swimming, skiing, walking
O Give students time to read suggested methods. Check which ones they
already use. Ask which they would like to try.
@ Students work in pairs to discuss ways to record the meaning of the words in
the list.
r Compare suggestions, whole class.
. If you feel students need further practice, use words from Organizing
'Wordpower
uocabulary in this section and discuss what information they
could record.
o Stress the importance of reviewing vocabulary regularly in a systematic
way.
Asking for help
Ask questions to practise. Use unfamiliar words and speak quickly so
students have to use phrases to ask for repetition and explanation. Do you
-Would
enioy sightseeing? Are you hard-working? yow like to be an
interpreter?, etc.
.a^
Nl Resource file 1.3
v
O Before students begin, ask them which five languages they think are the most
important in the world.
. Give students time to complete the left-hand side of the list only.
1.5 6? O Play recording again, pausing if necessary to give students time to write the
numbers of speakers in the right-hand column.
. Check answers by eliciting numbers and write them on the boarc.
Key 1 726m
2 377m
4 182m
6 165m
7162m
12 o UNrr 1
@ Elicit how we say figures.
Key a eighty per cent
b sixty-nine per cent
c two billion
d one point one billion
e (a) half
f three-quarters
. Do further practice by writing more figures on the board, e.g.73o/o,
5.25%, 6.4bn, 10.5bn, %, etc.
3 80%
4v,
5 69%
6 2bn
. Ask students if any of the information surprised them, and if so, why.
uNrr 1 (t 13
@ Students read through list and underline expressions individually.
. Check answers, whole class. Draw attention to the use of How do you
do? for introductions only, and Hoou are yow? for greeting someone we
know.
Key 1 Excuse me, are you ... ? 2 How are your?
May I introduce myself, l'm ..
How do you do?
3 Let me introduce you to ...
l'd like to introduce you to ...
Pleased to meet you.
1.7 fi) G) Play recording once. Students tick the phrases they hear.
. Check answers, whole class. Practise pronunciation.
Key 1 Excuse me, areyou...? May lintroduce myself? l'm... Howdoyou do?
2 Nice to see you again. How are you? How's the family?
3 l'd like to introduce you to ... Pleased to meet you.
@ Allow time for students to think of reasons for attending the conference. If
necessary, model by taking one role yourself.
. Make sure students move around and practise introducing themselves and
other people, greeting people, and saying goodbye, with as many people
I
as possible. \7alk round monitoring and helping.
14 o UNrr 1 ss475XNT
UNIT 2
o Look at the photos and the information about the three people. Ask students
to guess the nationality of the people in the photos. Elicit what students
know about Unilever and Electrolux.
2.1 6l . Play recording. Pause after each extract to give students time to write the
information.
. Check vocabulary: retailers, head office, negotiate sales.
o Elicit missing information and write up on board. Ask students to spell
the place names.
Key Extract '1
: Operations Director, Barcelona
Extract 2: Paris
Extract 3: Sales Manager, Tokyo
@ Before playing recording again, elicit what students remember about why the
three people need English.
2.1 6? o Play recording again.
r Students discuss the answer to @ in pairs.
r Check answers, whole class.
Key Jose Manuel: emails, phone calls, international meetings
Genevieve: talking to foreign visitors, phone calls, emails
Kensuke: visits to company head offlce in Sweden, meetings in Japan
o Students work in groups of three to four. Set a time limit for the task and
appoint a student in each group to write the list.
. Feedback, whole class. Write up students'needs on board. Find out, by a
show of hands, which needs are the most important for the class as a
whole.
Note: If you have not already done so, you could at this point tell your class
more about what they will learn in International Express Pre-intermediate,
by referring to the Contents pages and explaining how this coursebook will
help them learn the English they need for work, travel, and socializing. Draw
attention to the four sections of each unit and what they teach: Language
focus,where they learn grammar through listening and reading texts;
'Wordpower, where they learn important vocabulary for different situations;
Skills focus, which helps them further improve their listening, speaking,
reading and writing; and Focus on functions, which develops their range of
social, functional, and telephone English.
Extract 2
1 lt's expanding very quickly.
2 ThatT6leimages has got its own TV channel.
Extract 3
1 Sales are decreasing.
2 Sales are going up.
uNrr 2 (t 15
Q) Students discuss in pairs.
. Feedback, whole class.
Key All the questions in @ refer to current activities,
v
\te\ Refer students to Pocket Book pp. 11,12.
Pronunciation
2'3 mo
:t";:;,.r.',f:]?"".r,.symbols ldat,/dezt (weak), tdu:t,tdtzt (strong)on
board. Practise sounds with students, repeating the examples.
2 4 6t @
:'Hil'::::.::::TiiJ:l:""
Key 2a 3b 4a 5a 6b
2.4 (') G) Play recording again. Do choral and individual repetition.
@ Students discuss in pairs.
Key We pronounce it as the strong form.
Practice O Students work in AA, BB pairs, to read their texts and prepare questions.
. 'Walk round class, monitoring and helping where necessary.
Key StudentA
a How many children does Jos6 Manuel Faria have?
b What language does he speak at home?
c What work does his wife do?
d Where does he spend most of his work time?
e How often does he travel to Bilbao?
f Why does he go to BilbaoT
g Does he like living in Barcelona?
h What does he enjoy doing in his f ree time?
Student B
a Where does Kensuke Matsumura work?
b Does he live in Tokyo?
c How long does his journey to work take?
d How many hours a day does he work?
e How much time does he soend on ohone calls and emails?
f What does he do to relax?
g What does he do once a month?
h How many weeks' holiday a year does he have?
A Students work in AB pairs.
. '$falk
round class, checking students' questions and answers. Make a note
of anv oroblems for remedial work later.
16 o UNrr2
O Students complete the article individually.
r Check answers, whole class.
Key 1 starts 5 sells 9 is writing
2 finishes 6 work 10 am recording
3 works 7 doesn't have IIIS
4 produces B is working 12 don't forget
. 'V/hat
Ask follow-up questions for further practice: time does Geneuidue
start work? What does Tdl1images produce? What is sbe working on at
present?
o Students work in pairs (with a different partner if they worked in pairs i" O).
. Ask students to tell the class two things about their partner.
O Divide the class into groups of three or four and set a time limit for the
discussion (e.g. ten minutes).
. Walk round the class, monitoring the discussion. Make a note of any
problems for remedial work later.
Note: Tell students to review the vocabulary for homework, for a vocabulary
test next lesson. Remember to do it next lesson!
As an introduction to this Skills focws section, with students' books closed,
write Electrolux, [Jnileuer, and Renaulr on the board. Elicit what students
know about these companies e.g. nationality, products, etc.
@ Give groups a time limit to prepare their presentation. Tell both groups to
appoint a group leader to take notes and present the presentation in @.
. 'S7alk
round class and monitor group preparation.
*"rou rcefile2.3
9
() Assign this as a homework activity. Collect and correct descriptions.
*.roo rcefile2.4
9
Follow-up activity
ln groups of three or four, students present their company, referring to,
but not reading, the descriptions they wrote.
Follow-up activity
In pairs, students role-play calling and leaving messages for other
members of the group.
2.8 G O Playrecordingonce.
. Students check answers in pairs.
Key 1 b 2b 3a 4b
2.8 Cil ' Play recording again, if necessary.
@ $frite the letters a, e, f, i, o, r, u onthe board, and practise pronunciation of
the key words (say to who) and letters.
. Students work in pairs to complete chart.
. Check answers, whole class.
Key leil bs in say): a, h, j, k
/i:/ (as in she): e, b, c, d, g, p, t, v
/e/ (as in ten): f, l, m, n, s, x, z
/arl (as in f ly): i, y
/eo/ (as in go); o
ls:lbs in bar); r
/u:/ (as in who): u, q, w
Follow-up activity
Dictate phone numbers, spellings, etc. to the whole class.
uNrr 2 o 1e
UNIT 3
O Before students read the information, find out if they know anything about
the Eden Project.
. Students read the information.
r Check their understanding with questionsl.'What's the aim of the Eden
Pro'ject? What's special about the Humid Tropics Biome? V/hat can you
see in the Warm Temperate Biome?
r Feeedback, whole class, on whether students would like to go there and
why.
Practice O Students work in pairs. Set a rime limit. e.g. four minutes.
o Refer students to Pocket Book p. l0 to check answers.
Key become/became do/did have/had
begin/began find/found make/made
come/came thin k/thought
cost/cost give/gave
. Students cover past tense forms and test each other in pairs.
.),
\[l, Resource file 3.1
V
20 o uNrr3
Pronunciation
3'2 6] O
:t"U.T::fl:Tnonetic symbo Is tdt, ttt, ttdt onboard and check that
students can hear the difference: liued, helped, uisited.
3 3 (D e :'"#il':;::.:llTi',J:kthe
soundsthevhear
O Students talk about their topics in groups. Make a note of any problems for
remedial work larer.
uNrr 3 o 21
O Write up students' suggestions on board. Ask them to suggest reasons why
they are the most popular activities.
@ Set a time limit. Monitor the discussion and make a note of any problems for
remedial work later.
() Students work in AA, BB pairs. Tell them to write quesrions in the Present
Simple and Past Simple tenses. Monitor pairwork, helping where necessary.
O Find out what, if anything, students know about Debra Veal, and what
events they think the headlines describe. Check students' understanding of
the headlines.
22 (t UNrr3
3 Andv's experience as a rower
4 the time Debra started rowing every morning
5 when Debra woke in the night to check for supertankers
6 a wave
7 the teleohone bill
3.4 6] o Play recording again. Make sure students understand that they have to
complete the right-hand section of the chart in @.
. Check answers, whole class, and write up on board'
Key Polly Vacher
age: 57
travelled in: one-engine aeroplane
a
left: Birmingham Arrport on 12 January 2002
arrived: at Birmingham Airport on 17 May 2002
length of journey. 46,670 km
number of days: 124
problems: tropicalthunderstorms, engine problems, plane ran out of
fuel
o Tell students to refer to the article Going it alone in @ again, and to listening
script 3.4 on p. 126.
Key (Examples of possible answers)
Similarities: Both their journeys took over 100 days.
They both had f rightening experiences on their journeys
Both journeys were great personal challenges.
Differences: Polly is 30 years older than Debra.
Polly's journey was 1 1 daYs longer.
Polly's lourney raised money for charity.
O Monitor students' discussion and make a note of any problems for remedial
work later.
. Feedback, whole class, on questions. For question 3 write up students'
ideas on board and ask students to say which ideas they think are the most
adventurous, dangerous, challenging, etc'
\[\
v Resource file 3.3
uNrT 3 o 23
@ Students read through topics and decide which topics are appropnare.
o Discuss answers, whole class. If class is monolingual, ask students if they
know of countries where choice of topics for first meetings is different
from their own. List differences on board. Use these examples to
discuss/raise awareness of the importance of knowing such things in order
not to offend or be offended in cross-cultural situations.
24 o UNIT3
UNIT 4
O Give students time to read the information about Global Training. Check
vocabulary: cubur al aw ar ene s s, cr o s s - cwhwr al tr ainin g, onlin e s elf- ac ce s s
courses.
. Students compare answers to questions in pairs.
. Check answers, whole class.
Key 1 Cross-cultural training and consultation worldwide.
2 Vrdeos, online self-access courses, country briefings, and Cross-culture
Journal.
3 Mark Grady, Jan Kirsten, and Vana Bell.
y:,;:,';;';l
;x
:u n b tio n
... *"'i, naving three";,
sessions ...
... t'm giving the talk about body tanguage.
We're meeting in the hotel bar.
4.2 going fo + infinitive
The activities are going to be ...
All the examples of the Present Continuous !'m phoning to give you
:::"0,
the finat detarls ... refer to future anangement.:
We don't normally use going to with the verbs to come and to go.
o Introduce topic by asking students if they know any companies who offer
their most successful employees rewards such as this four-day holiday, and if
they think it's a good idea.
. Students read the information about Prague, then make their detailed
plan. Remind them we use going to + infinitive to talk about future plans
and intentions.
o Monitor pairwork.
. Each pair presents their plan to another pair, each student presenting the
activities for two of the four days.
Follow-up activity
Ask students to suggest other cities which are suitable destinations for a
short holiday like this one, offered by a company as a reward to
emolovees.
$7ith students' books closed, write the heading Hotel uocabulary on board.
Students work in pairs to list as many words connected with the topic as
possible. Set a time limit of five minutes.
r Write suggested words on board. Encourage students to group them into
categories and give each category a heading.
26 o UN|T 4
o Students discuss answers to the quiz in pairs.
. Feedback, whole class.
Key 1 A double roomhas a double bed, a twin roomhas two single beds.
2 You sit or lie in a bath but stand under a shower.
3 A suitcase is one item of luggage and is a count noun. Luggage usually
refers to several bags and/or suitcases and is a mass noun.
4 Half-board is bed, breakfast, and evening meal. Full-boardis bed, breakfast,
lunch, and dinner.
5 A keycard is like a credit card, you put it into a slot to open the door.
6 A b//shows the amount you have to pay. A receiptshows you have paid.
I Lift = British English elevator= American English.
4.5 6) O Play recording once. Students tick the Hotel Meridiana's facilities.
Hotel facilities restaurant, cocktail bar, lounge, sauna, fitness room, car park,
busrness centre
Guest rooms satellite TV, multi-line phone, computer and fax point, air-
conditioning, minibar, 24-hour room service, hairdryer
Note: if students have needs that are not included in this Skills focus section,
make a note of them to deal with them later.
uNrr 4 o 27
O Tell students to work with a partner, if they prefer.
. 'Walk round monitoring and helping where necessary.
. Check answers, whole class.
Key 1C 2D 38 4A
@ Make sure students understand that, as with telephoning, we use typical
phrases for writing emails, faxes, and letters, and that they need to use these,
and not translate the phrases they use in their own language, as the style may
be very different from English.
. Students work in pairs if they prefer.
o Monitor and help as previously.
. Check answers, whole class.
Key '1 Following, Thanks for 6 Unfortunately
2 This letter is, This email is 7 Sorry
3 Could you please, Would you please 8 Let me know, Hoping, See you
4 | attach
O Students complete email, fax, and letter.
r Check answers, whole class. Elicit reasons for choosing a more formal or
more informal ohrase.
KeyE-
1 Thank you for
2 | enclose
3 Please contact me aoain
F_
'1 Thank you for
2 | apologize for
3 | am pleased
4 I look forward to
G
1 Thanks for
2 sorry
3 Could vou olease
O Ask students to think of one or two alternatives for each phrase in the table.
r Feedback, whole class.
'Walk
O round, monitoring and helping.
r Collect students' work for checking. Give feedback next lesson.
Follow-up activity
To review and extend the work done in this SAIl/s /ocazs section, ask
students to compare the typical expressions listed in the table in @ with
those they use to express the same idea in their own language. Languages
may vary considerably in their style of writing and it's important that
students realize that a direct translation of a phrase considered necessary
in order to be polite in their language may seem exaggerated, old-
fashioned, and even ironical in English.
28 a UNrr 4
o Find out if students stay at hotels on professional trips. If so, who makes the
hotel booking, and how? By phone, email, letter?
r Check vocabulary: confirm, confirmation, reserue/book, booking.
. Students read through emails.
4.6 6) . Play recording once.
. Students compare answers in pairs.
. Check answers, whole class.
Key 1 To book another room for a colleague for 4 April.
2 f he hotel is f ully booked for 4 April.
4.6 fi) e Play recording again. Students complete conversation.
. Check answers, whole class.
Key 1 single room
2 l'm verv sorrv
3 what a pity
4 Thank you for your help
o Before playing recording, ask students to read through phrases, and mark
who uses each phrase, hotel receptionist (H) or guest (G).
. Check students understand difference between hey and (electronic)
keycard.
4.7 6) . Play recording. Students tick the phrases they hear.
. Students check answers in pairs.
o Practise pronunciation of phrases.
Key I L^,,^
I ttdvE o raaar,,n+inn
^ tEDEI vouvr r.
@ Elicit phrases students know for checking out of a hotel. Prompt with
questions: You want to check out. What do you say?
4.8 G) . Play recording. Students tick T or F.
. Check answers, whole class.
KeylF
2r
4-8 Cil O Play recording again. Students complete conversation.
Key 'l Could I have
2 Can I pay
3 that's fine
4 you enloyed
5 very much
() Divide class into Student A and Student B groups. Allow them time to read
through their roles for Situations 1 and 2, and check the phrases they need
and rehearse.
. Students work in AB pairs to do the role-play.
. Monitor role-play.
. Repeat preparation phase for Situations 3 and 4. Make sure students
realize their role is different now
. Students work in AB pairs to do role-play.
o Monitor role-play.
. Students can change roles and do the role-play again. Monitor as
previously.
-a^
\[l
v Resourcefile4.4
uNrT 4 o 29
UNIT 5
o Before dividing class into groups, elicit ideas from students on what they
think contributes to a healthy lifestyle, e.g. diet, sport and exercise, lack of
stress, etc.'Sfrite their ideas on board.
r Divide students into groups and appoint a group leader to make a note of
the group's ideas. Set a time limit e.g. six minutes.
o Monitor groupwork. Make a note of any problems for remedial work
Iater.
r Feedback, whole class. !7rite two headings on board: Heabhier, Less
healthy. Summarize students' opinions under headings.
Massandcount nouns
r Check students understand the terms mass and count. Refer to the
I I examples undii the Mass and Cau;nt'headings:in ihe,,table:and elicit,,ihe,,
difference. If necessarg draw a btob (mass) and sticks (count) on the
' boaid tg,ilfustraii (Gll studentsinotiio wocy,aboutihe nouns that are ,
ReferstudentstoPncket,Book.p,.7.,,.,'',
30 o uNrr5
somelany, a tot of/lots of, much/many, a little/a few
. Srudents read examples and complete table.
. Check answers, whole class.
[-..l tz)
,'.f-71 r_l
fifr'==al'*gf
--,1i#::::3::rj:3' j:!;
ff:i:: **:,':..,::,:: a tittte fun, a tot of frwit, how much cheese
y*;;l;;;;;::,':,:;:,';,;"'::::::,:""i.,i,*"
*** students to Pocket Book p. 7.
$
Practice O Students work in pairs if they prefer.
. Check answers, whole class.
Key 1 Aany
B a little, some
2 Aany
B afew
3 A some
B a little
4 A some
B a few, some
@
:'"$::l;::*J i"'#1,'J,,:**'
Key la 2c 3a 4b 5a 6c
5.3 6) . Play recording. Students repeat chorally and individually.
'Walk
@ round and monitor pairwork preparation of questions (one question
about each topic, eight questions in all).
o Students change partners. Monitor the interviews and make a note of any
problems for remedial work later.
O Tell students to read the menu and write the foods they know under the
correct headings.
. Monitor pairwork. Make a note of vocabulary which is new to students
and write it on board.
. Check meaning of vocabulary on board.
. Give students time to complete food vocabulary groups.
. Check food vocabulary groups.
Key Meat lamb, pork, chicken
Fish/Seafood prawns, salmon, Dover sole
Vegetables cucumber, red cabbage, onions, potatoes, courgettes,
aubergines
Fruit lemon, pears, strawberries, grapes, peaches, cherries
. Practise pronunciation of food vocabulary, whole class. Add word stress
circles, where appropriate.
32 a UNrT 5
o Check vocabulary: ingredients.
. Ask for suggestions for other possible questions and write them on board.
e Before dividing the class into groups, model an example of the game
yourself.
. Monitor groupwork and make a note of any problems for remedial work
later.
If the Slow Food movement is known in your country, find out what
students know about it before they read the questions and information
i" (D.
o Students read information and find the answers to the questions. Check
vocabulary: fast food outlet, protest,
o Students compare answers in pairs.
. Check answers, whole class.
Key (Possible answers)
'1 lt began in 1986. An ltalian food writer started the movement in protest at
the opening of McDonald's in the Piazza di Spagna in Rome.
2 No, onlv cities with a maximum of 50,000 inhabitants.
3 The world's largest food and wine event and the world's largest cheese
f estiva l.
@ Divide class into an equal number of A and B groups, if possible with three to
four students in each group.
. Students read the text and agree on questions. Monitor groupwork,
helping where necessary. Make sure they write legibly.
Follow-up activity
Groups report back on their opinions. Summarize these on board, in
order to compare views of whole class.
uNrr 5 o 33
O Elicit phrases students know for recommending and ordering food. Prompt
with questions: You're in a restaurant. What do you say if you want to order
something? If yow want to recommend?
. Give students time to read menu (p. 51) and wine list (p. 54).
5.5 6j) . Play recording once.
. Students check answers in pa'irs.
Key Duck and red cabbage, beef with red wine and onions, cold cucumber soup
with prawns, lamb cutlets with roast potatoes, a bottle of Beaujolais
5.6 fi) e Play recording once.
o Encourage students to speculate, and give reasons for their opinions.
Key Monique.
Offering Declining
Do have some more ... Thank you, but I couldn't eat any more.
How about ... ?
Would you like ... ?
34 o UNrr 5
UNIT 6
o Give students time to look at information and prepare their answers.
. Discuss questions, whole class. Encourage students to guess the answers
to 1 and 3 if they don't know them.
Key EasyJet (British) Southwest (US) JetBlue (US) Ryanair (lrish)
Follow-up activity
Find out if any students in class have travelled on any no-frills airlines.
If so, find out which airlines, and their opinion of them.
One-syllable adiectives
Key To make the superlative, add -estto the end of the adjective.
It usually doubles when the adjective has one short vowel and ends in one
consonant, e.g. big, bigger, biggest.
Refer students to Pocket Book p. 2.
uNrr 6 o 35
Practice O Checkvocabularyinarticle: swruey, legroom,discownt,punctwality,
complaints.
o Students complete article individually.
. Check answers, whole class.
Key 2 lower 8 cheapest 14 longer
3 highest 9 earliest 15 easier
4 worst 10 latest 16 higher
5 most important 11 better 1 7 more complicated
6 more expensive 'l 2 worse 1B highest
7 more crowded 'l
3 more 19 most flexible
Follow-up activity
Spot test. \7rite the words comparatiue and superlatiue onthe board.
Divide students into Groups A and B. In turn students call out an
adjective. Teacher points to either compardtiue or superlatiue. Students
from other group give answer. Correct answers score one point. Students
get an extra point for a correct sentence using the adjective.
d biry
", ",
O Students work in pairs.
5 not as u,
"t',"trp
6.3 C) O Play recording again, pausing for students to repeat.
36 o UNrr6
@ Students prepare questions in pairs.
Note: all the questions relating to this information are likely to be subject
questions, so the Past Simple form of the verb stays the same as in a positive
statement. There is no did and no inversion.
. 'Walk
round class, monitoring and helping where necessary.
. With students' books closed, write heading Air trauel on board. Students
work in pairs to list as many words connected with the topic as possible.
Set a time limit of five minutes.
. 'Write
suggested words on board. Encourage students to group them into
categories, and to give each category a sub-heading.
uNrr 6 o 37
Key Documents Terminal On board Luggage
n2qqnnrt check-in desk window seat surtcase
ticket arnvals screen safety instructions trolley
landing card information desk {li^l-.+ ^++^^l^^+
iltvIL oLLEIUCr rL label
passport control seat-belt tUI.;^{^^ ^^
IgiUOJE
duty-free shop arsle seat hand-luggage
qonr rrifrr nhonlz overhead locker
CUSTOMS
Follow-up activity
Students work in groups. One students chooses a word from the groups
in @. The other students ask questions to guess the word. The student
who answers the questions can only give yes and zo answers.
Examples: Is it a person?
Is it a place inside an airport terminal?
Do I need it to trauel by plane?
Is it importdnt for safety reasons?
*.ro,, rcefile6.2
$
O Allow a few minutes for students to talk in pairs.
. Feedback. whole class. on what they know about the two museums.
Follow-up activity
Find out if students know of other 'transformations' i.e. buildings of
architectural importance or interest that are used today for a different
purpose from what they were built for, and, if so, what they think of them.
6.7 Cil e Play recording. Students write the appointment in Monique's diary. Check
answer, whole class.
Key lunch with Duncan Ross, Tuesday, 1 .30 p.m. at the Riverside Restaurant
g Give students time to read through phrases for Making an appointment,
Saying 'yes', and Saying 'no'.
o Practiseoronunciarion,
6.7 () . Play recording again. Students tick the phrases they hear.
Key Making an appointment
When would be convenient for you?
ls next week possible for you?
Shall we say ... ?
What time would suit you?
How about ... ?
Saying'yes'
Yes. Tuesdav suits me fine.
Yes, that's fine.
I look forward to meeting you ...
uNrT 6 o 3e
6.8 (^il O Play recording again, pausing for students to tick the phrases they hear. Point
out that these will be from all the groups in @.
o Check answers, whole class.
Key Making an appointment
When are you free?
ls ... possible for you?
What about ... ?
Saying'yes'
Yes, I can make it on ...
See vou on ...
Saying'no'
No, l'm afraid l've got another appointment then.
Changing an appointment
l'm very sorry.
l'm afraid lcan't manage our meeting on ...
Could we arrange another time?
@ Change pairs for this activity. Students can sit back-to-back for the telephone
conversation.
Follow-up activity
Give students five minutes to make appointments with as many people
as possible. They should aim to fill their diaries.
. Ask them to change and rearrange at least three of the appointments
they have made.
40 o uNrT 6
UNIT 7
O Discuss answers to questions, whole class. If students are not familiar with
Fairtrade products, draw attention to this name on the products and
encourage them to guess. Prompt with questions: Which countries grow
tbese products? What does'fair trade' mean? What's the difference behueen
these products and those without a Fairtrade label?
@ Give students time to read the information and find the words.
. Check answers, whole class.
Key '1guarantees 4 benefit
2 deal 5 developed countries
3 Third World, developing countries
..
':.':,:::' . ..::
:.'.
,,, 6',;i.[b;ffi;;ffi;ffii;, , ',:,,
:
': '
::',.," -.
:
'' ,, :j'
.,,
*l{i:ipl*=",0-utfenrbseltferteotslmnl
;,;;$*
ururr z | +r
Practice O Students work in pairs if they prefer. Set a time limit, e.g. four minutes.
. Students check answers in Pocket Book, pp.6, 13.
. Students test each other in pairs, giving the infinitive form as a prompt.
@ As a preparation for this exercise, write the headings Past Simple and Present
Perfect Sirnple on the board. Give students time expressions, e.g. yesterday,
last week, since last year, recently, since L999, etc. and elicit which tense we
use them with. Write them under the correct heading. Ask students to suggest
more time expressions to use with these tenses and add them to the lists.
. Students complete sentences in pairs.
. Check answers, whole class.
Key 1a 2b 3b 4b 5a
O Students complete extracts individually. Check vocabulary: wages.
. Students compare answers in pairs.
. Check answers, whole class.
Key t hasfallen 5 earned B has made
2 has increased 6 fell t has been
3 have not received 7 went down 10 have qrown
4 have decreased
7 4 6) o :'Hil*.:l1Tii.':,:',:answers
Key 1 made, progress 4 think, have
2 sure, has 5 finished, work
3 hope, forgotten, meeting 6 started, yet
@
:'"i'Jiil:1.ji;;r*
*"ro,, rcefile7.Z
$
Before doing @, draw the following mini-graph on board and elicit any
trends vocabulary students aheady know.
350
300
250
200
150
100
0
r99B '999 20AA 2001 2002 2003
uNrr 7 (D 43
o Students work in pairs, if they prefer. Make sure srudents understand
dramatically can have positive as well as negative connotations.
. Check answers, whole class.
50
45
40
35
30
25
2A
15
10
0
Jan Feb Mar Apr I May
44 a UNrr 7
O Students describe their graph to a different partner who draws it from the
description.
. Make sure students do not see their partner's graph until they have
finished drawing it.
. Students show each other their graphs as a check.
uNrr 7 (D 45
Key Asking for opinions Agreeing
What do you think about ... ? I agree.
What's your opinion of ... ? | certainly agree with that.
How do you feel about ... ?
Giving opinions
In my opinion ...
I think ...
Draw attention to the -ing form of verb after How about ...? and'V/hat
about ...?, and infinitive without to after Vlhy not...i Also word order in
'Why
don't we ...?
r Practise pronunciation.
. Srudents do matching exercise in pairs.
. Check answers, whole class.
Key (Possible answers)
I suggest we go skiing next weekend./go to a restaurant in the evening.
How about buying tickets for the music festival?/going away for a few days?
What about going away for a few days?/buying tickets for the music festivalT
Why don't we invite some f riends for dinner?/spend next Sunday in the
cou ntryT
Why not spend next Sunday in the country?/invite some friends for dinner?
We could go to a restaurant in the evening./go skiing next weekend.
. Oral practice. Give prompts of second half of sentence: meeting this
euening? haue lwnch early. go to Rome. eating out? Students complete
sentences.
. Ask students to make their own suggestions. Prompt if necessary: Any
ideas on . .. (what to do after class)?
46 o UN|T 7
UNIT 8
The aim of the information in this unit is to raise awareness of cross-cultural
differences, and of the misunderstandings that can occur through lack of
awareness of those differences. The information is intended as a general
guide to cultural behaviour in a country, not as a description of all the
individuals in that country.
uNrr 8 o 47
Practice O Students work individually.
. Check answers, whole class.
Key t have to 4 should
2 don't have to 5 shouldn't
3 may/might
. Ask students if they knew any of this information before doing the
exercise and if any of the information surprised them.
@ Students discuss with a partner. Encourage them to guess if they have no idea
of the reason.
. Feedback. whole class. on students'ideas.
8.1 Cil O Play recording, pausing to elicit reasons and compare students' suggestions.
Encourage students to talk about any similarities between the customs and
regulations described here and other countries they know
Follow-up activity
Ask students if they can give other examples of cultural dos and don'ts
which seem strange or unusual to other nationalities.
S.2 Cil (D Play recording once. Students underline the two words with the main stress.
Key few many
8.3 f) O Play recording once. Students underline two words in each sentence with
O Divide students into groups. Set a time limit for the groupwork, e.g. fifteen
minutes. Tell students to choose a group leader to present their ideas to the
class in @.
o Monitor groupwork, helping where necessary.
() Group leaders present their group's ideas. Write suggestions on board in
order to compare similarities/differences in groups' opinions. If appropriate,
list the suggestions in order of importance to the class as a whole.
48 o UNrrs
O Students use information in dictionary extracts to complete table.
o Check answers, whole class.
Key Adjective Opposite adjective Noun
eff icient ineff icient eff rciency
honest dishonest honesty
polite impolite politeness
punctual unpunctual punctualrty
reliable unreliable reliability
@ Elicit the different prefixes in the table: in-, dis-, im-, un-, and the different
suffixes: -y, -ness, -ity. Draw attention to the fact that wn- is the most
common prefix and that a dictionary does not usually give an opposite
adjective with this prefix.
. Students test each other in pairs, covering the opposite adjectives and
nouns in O and giving the adjectives as prompts.
o Groups report back to class. Summ arize their opinions by listing adjectives
and nationalities each group chose on board. Discuss with the class the
similarities/differences between the groups.
@ Discuss question, whole class. Encourage students to give reasons for their
opinions.
uNrT 8 o +S
O Go through the table with students. Check they understand what to do.
8.5 cr) . Play recording. Students write L, R, and M on the line.
. Students compare their answers.
8.5 (') . Play recording again. Students check answers.
. Check answers. whole class.
Key long pauses LM no long pauses
in conversation rn conversatron
a lot of evc contact M L R very little eye contact
qtand clnqe
vre,,uv,vuv tooethef
(vYv M ' .' L. R stand further away
use gestures a lot M L" R use gestures very little
@ Discuss questions, whole class. Ask students to give reasons for their opinions.
o Divide students into groups. Set a time limit for the activity. Tell groups you
want three people in the group to report back to the class on one question each.
r Monitor groupwork, helping where necessary. Make a note of any
problems for remedial work later.
. Groups report back to whole class.
@ Monitor pairwork.
Follow-up activity
Ask students to write down the ideas they had for extra situations for
role-play. Swap with other pairs for further practice.
50 o uNrr 8
*.roorce files 8.3, 8.4
$
UNIT 9
o Discuss question, whole class.
@ Look at pictures. Find out if students have heard of any of the companies
and, if, so, what they know about them.
. Students complete sentences. Tell them to try to guess the answers if they
have no idea!
s.l cil o Play recording again. Students check their answers for @.
. Check answers, whole class.
Key (Possible answers)
1 They are about the business world. Several are best-sellers.
2 fhey are family businesses.
3 He uses Beretta guns.
4 Saint-Gobain makes the qlass for them.
Fresent,Pertect'Simple,And,Freiont,FedectConlingouelI:,
r'i-i l : I I . -.':'''r' i
'. ,
''''I' StudeniqreadexamplqsforthqPresentP,erfectSimple.
I. I : ' ' . Drawaqtentiontofirsttimaliiia-thf,FiesentPerfeetisirnpleforpast
activities and situations in a time up to the present. Remlnd ,tud.nt,
: ,, , ' ', ' r ' |,r , ',
v
]1l.1.:l''1...:].'l.'..l.l:..l]..diffcu!tforqtudents.whoia.f!s1:t!"guage1u5es.the
:",
to express this concept. Cive eximples about yourself: I'ue been
.,..']l]l:..]l..-.:':.''ll::'.;:.i.'.i'.]':].]].i''
:"-::::::",:::i,^i'I-; r' | ,:::;::':::.,:':::;:^"
for/since... before prompting examples from studentsz How long haue
./\
v
\tt\ Refer students to Pocket Book p. 14.
uNrr e (D 51
sthce and for Students read examples and complete grammar rule.
Key Use since with a point of time and forwith a period of time.
v
(*\ n.f". students to Pocket Book p. l6.
*.ro,rrcefile9.1
$
O Students work together to write questions.
r Monitor pairwork, helping where necessary.
. Check answers, whole class.
Key (Possible answers)
'l What has Oliver Gore written?
2 How long has the oldest wine business in France been in the same family?
3 How long has Barone Ricasole been producing wine?
4 How long has Beretta been making guns?
5 What has Saint-Gobain done in its lonq historvT
@ Students work in pairs if they prefer.
. Check answers, whole class.
Key 1 was founded 7 has built 13 cost
2 builds 8 canorder 14 was
3 repairs t has been producing 15 has been extending
4 has been doing 10 wanted 16 has established
5 has created 11 grew 17 has made
6 has included 12 made
O Students work individuallS then compare answers in pairs.
. Check answersr whole class.
Key Kongo Gumi
a has created, has included, has built b has been doing
Kodak
a has established, has made b has been producing, has been extending
*"ron rcefile9.2
$
() Students work together to prepare questions.
o Monitor pairwork, helping where necessary.
52 (, UNrrs
Find out if students read English newspapers and if so, whether they find
headlines difficult to understand. Ask them why.
Pronunciation
e'2 cil o
:t"J,:tat"""t:tL*0.* examples a, b, andc, chorauy and individuauy.
uNrr 9 o 53
o Students work in pairs if they prefer.
. Check answers, whole class.
Key consumer society/goods
management skills/development
free-market economy
developing countries
develooed countries
industrialized economy
industrial production
mass production/market
o Elicit from students what they know about the changes that have taken place
in China in recent years.
r In groups, students read statements about China and discuss their
opinions.
. Students write T or F under the first heading, to show their own opinion.
() Tell students the words are in the same order as in the article.
. Students check answers in pairs.
. Check answers. whole class.
Key 1 investing in 5 afford
2 labour force 6 loint ventures
3 changed dramatically 7 impact
4 shopping malls 8 the environment
o Students test each other in pairs, covering the answers if written and
giving the definitions as in prompts.
@ Tell students the numbers and phrases are in the same order as in the article.
. Check answers, whole class.
Key (Possible answersl
1 China's economy
2 China's market
3 the foreign investment China received in 2001
4 average income in China
5 the numbers of cars in China in 2002
6 global car makers that have set up joint ventures with Chinese car firms
54 o UN|T e
Follow-up activity
Ask students to prepare a short talk on the following:
1 Describe a country, city, town, or areawhich has changed a lot.
2 Say what you think are the reasons for the changes.
3 Give your opinion of whether the changes are good or bad, or both.
*.rourcefiles 9.3,9.4
9
O Elicit phrases students know for offers and requests' Prompt with questions:
V{hat do you say if yow see someone carrying a lot of books? If you need help
witb an exercise?
e.4 fi) . Play recording once. Students note down information.
. Students compare information in pairs.
e.4 6) . Play recording again, ifnecessary.
r Check answers. whole class.
Key Book flight Edinburgh-Paris on Sunday afternoon/evening
Book hotel Paris - three nights
Get information about plane and train to Bordeaux on Wednesday
uNrr e (, 55
UNIT 1O
O Students brainstorm ideas in groups. Set a time limit e.g. eight minutes.
r Monitor group work, helping where necessary. Feedback, whole class.
..:.:::..:.......:.:.vg7
give short answers.
Note: We can use both g.oing to and will futures for future predictions.
'...1'..,:.,..Holutaar.r.piaple.'aie$aiii$.;i..a
' '. ,
,,,,'.,,l pabpie,wlllat*adt rneCnthe,saC,,,,For themain,diffeieneei,k#etn::: r:i:t:r:::ri:,:i,r:
.'..','',,.,',,,::,
tf; wC
year 2025.
"lf the IJSA works with other countries to reduce global warming, we'tl.be ab'te
to limit the damage.
lf it doesn't, we won't, and our planet won't suruivet
r Students read exampl es for if and when.
. Students complete rule in pairs.
Key lJse if to exot"esl,a' eoesllb'fl,l'tv,and,.,w*en,,to. exPr695.,a, certa ntv,
,T. Refes'stu4cnts:tp]PQcket]:BCI0kp''2,.i:'.'.]'.]..i].
56 o UN|T 10
Practice O Students work individually to complete extracts.
o Monitor students' work, helping if necessary.
. Students compare answers in pairs.
o Check answers. whole class.
Key 1 do 8 are 15 willget
2 will see 9 will lose 16 will not fight
3 continue 10 will increase 17 do not have
4 willbe 11 happens 18 willfight
5 will lose 12 will rise 19 will not survive
6 will have 13 will put
7 will rise 14 continues
@ This practice activity gives students an opportunity to give their opinion of
the predictions made in the newspaper extracts in Q'
. Read through the answers, checking students understand the differences
between them.
. Students ask each other each question in turn, and give their opinion in
reply.
. Feedback, whole class, to compare students' opinions. Encourage
students to give reasons for their opinions.
*.ro,rrcefile 10.1
$
Pronunciation
This minimal pair may not represent a problem for all nationalities, but
practice will raise awareness that individual sounds can affect meaning.
10'1 6) (D
:t"{,;,'.','tlj|?o".r,. symbors til andli:/ on board. practise sounds with
students, repeating examples a and b.
102 6il )
:'Hil'*::.:IiTiiff\:,*'
Keylb3a5a7a
2a 4b 6b 8b
10.2 Cil O Play recording again. Do choral and individual repetition.
@
:'"*::l:::1,."'.1*n.,. .,",,
Key1b3a5b
2b 4b 6a
10.3 Cl G) Play recording, pausing for students to repeat the sentences to themselves.
O Elicitwhenweuse if andwhen.
. Students complete sentences individually.
. Feedback. whole class.
*.ro,rrcefile 10.2
$
@ Give students time to prepare their answers.
. Feedback, whole class. Encourage follow-up and reaction questions:
What makes you think that? Are you sure?
O Remind students of the use of the Present Simple in the i/clause in the 1st
Conditional.
. Students complete sentences individually.
. Monitorstudents' work,
. Ask students to read out some sentences each.
uNrr 1o O sz
@ Give students time to read quotation. Check vocabulary: policies, greatest
spectacles, habitable by all species.
. Divide students into groups. Set a time limit for the discussion, e.g. ten
minutes.
o Monitor groupwork. Make a note of any problems for remedial work
later.
r Feedback, whole class, to summarize and compare opinions of class.
o Set a time limit, e.g. six minutes, for students to match vocabulary to objects
in picture of office.
. Check answers, whole class.
Key bin 20 desk lamp 10 paper 8 plant 3
chair 19 filing cabinet 6 pen 16 printer 9
clock 2 keyboard 12 personal year planner 1
o Students may want to make a simple sketch before they describe their
office/work area. Suggest they do not include too many items.
r Students exchange drawings when they have finished to check accuracy.
-a,
\iJ Resource file 10.3
V
o \7ith students' books closed, write Liuing longer, growing younger on the
board. Brainstorm with class what they think this Skills focus section will be
about.
. Books open. Students work individually, then compare answers in pairs.
Check vocabulary: life expectancy, auerage birtb rate, working-age
population.
. Check answers, whole class.
Key 1 The life expectancy for a woman 100 years ago.
)
L T|na
I ttv lifa
ilru ovnonfrnnrr
un vuurorruy lvt oc rarnman
fnr vvvt ttot I tn.larr
Lvuqy.
3 The gift from the Japanese government to women as soon as they have a
baby.
4 The average number of children that Japanese women have.
5 The fall in the working-age population in ltaly by 2050.
6 The number of people over 65 by 2030.
O Set a time limit for the group discussion, e.g. ten minutes' Tell groups to
appoint a group leader to report back on group's opinions.
o Monitor group work. Make a note of any problems for remedial work
later.
o Group leaders report back to class.
.).
\Sl Resource file 10.4
v
O Remind students of the information Duncan Ross asked his secretary, Carol,
to get in Unit 9. (Flight times Edinburgh-Paris, train and flight times
Paris-Bordeaux.)
10.5 6? . Play recording. Students note down information, then check information
in pairs.
. Play recording again if necessary.
Key Edinburgh Paris Bordeaux London
Sun p.m. 14.45 18.45 Fri P.m. 14.40 15.10
16.00 20.50
18.00 23.05
uNrr 10 o 59
10.6 Cl O Play recording. Students note down information.
. Students check information in pairs.
. Play recording again, ifnecessary.
Key Train times Paris Bordeaux
Wed arrive by 1 p.m. 10 a.m. 1 p.m
Which station? Paris Montparnasse
Follow-up activity
Write on board: Do you know ... ? Can you tell me ... ?
Could yow tell me ... ?
. Divide class into two groups, A and B.
. Students from both groups take turns to give the other group a direct
question, which that group has to change into an indirect question.
The correct indirect question scores a point.
o Students prepare questions in AA, BB pairs, then work in AB pairs for role-
plays.
r Tell students to cover their partner's information.
. Students can sit back-to-back for the role-plays.
. After role-plays, students check each other's information.
60 o uNrr 10
UNIT 11
o Set a time limit for group work, e.g. five minutes.
o Groups report back to class. List different methods on board' Find out
how many students in class use each of the methods listed.
2nd Conditional r Students read examples and complete grammar rule for the 2nd
',':i:T:
Ke* r::;;',":,:IH;' T:iill
"
lf t^boiught a bike t;d cycte to work.. -- possiblp OyI
. 0,, o -,u
unlif<.efv
.
*.ro,rrcefile 11.1
I
uNrr 1l O or
Pronunciation
t t.Z Q Q Play recording. Elicit which verbs are contractions.
@ Before pairwork, elicit suggestions from class on how you can best get to
know another country's culture.
. Students discuss their choice of country and the five things they would do.
v
With books closed find out what students know about Brussels.
o Books open. Students read questions 1-5 and answer any questions they can.
. Students read description to find/check answers to questions.
Key (Possible answersl
1 Because the European Parliament is there.
2 In manufacturing, metal, electrical, pharmaceutical, and chemical, and in
services banking, financial services, and tourism.
3 The historic centre of Brussels and one of Europe's most beautif ul squares.
4 A lot of restaurants.
5 Museums, theatre, music, dance, opera, and international films.
62 a UNrT 11
@ Students match words in pairs.
Key capitalcity
official languages
multinational companies
manufacturing industries
f nancial/cultural centre
i
snopplng arcaues
^L^^^i^^ ^,^^,{^,
cultural attractions
O Students find vocabul ary for each topic group in the description.
Key (Possible answers)
geography/economy capital city, administrative/financial/commercial centre,
population, inhabitants, headquarters, multinational companies, head offices,
manufacturing/service industries, metal/electrical/pharmaceuticaUchemical
industries, banking, financial services, tourism, shopping arcades
transport metro/bus/tram network, Eurostar train connections, international
airoort
eating/drinking restaurants, cafes, bars, 'beer capital' of the world
culture cultural/historic centre, traditional Christmas market, cathedral,
cultural attractions, museums, theatre, music, dance, opera, internationalfilms
sport/leisure sports/leisure facilities, golf cours'es, walking, cycling, logging,
boating, ice-skating
. Students suggest other words for the groups. Write up on board.
O If your students are from the same city, they can prepare the description of
their two topic areas in pairs or small groups, with each pair/group taking
one, instead of two topic areas, if more appropriate.
o Go through list of cities. Elicit which countries they are in, and whether they
are the capital city or not.
11.4 (rD . Play recording. Students tick cities.
. Students compare answers in pairs.
11.4 cil . Play recording again. Students check answers.
. Check answers, whole class.
Key Overall best quality of life Budapest, Buenos Aires, Copenhagen, Geneva,
Montevideo, Prague, Sydney, Tokyo, Vienna, Warsaw, Yokohama, Zirich.
Best restaurants, cultural, and leisure facilities London, Los Angeles, Paris,
Sydney, Washington DC.
uNrr 11 o 63
@ In pairs students discuss what they remember in answer to the questions.
11.4 6) . PIay recording again, pausing for students to note answers to questions.
. Check answers, whole class.
Key (Possible answers)
l ztc
2 Because crime has increased in both cities.
3 Twelve. Because they have more crime.
o Elicit what students know about the cities in the photos, with regard to the
categories in Q.
o Monitor groupwork. Make a note of any problems for remedial work
later.
. Feedback, whole class. Summarize students'choices on board, to compare
popularity of each city.
.)^
V
o Elicit possible answers, whole class.
Key (Possible answers)
1 lt doesn't matter./Don't worrv.
2 Don't mention it./Not at all.
3 Thanks, and the same to you.
4 Please do./ Well, l'd rather you didn't.
11.6 6)O Play recording. This time students hear the responses to 11.5. Students check
answers to @.
Keylb 3a 5b 7b
a^
Zd 4b 6a 8a
. Do whole class practice of the responses in @ by giving prompts.
64 o UNrr 11
UNIT 12
O Give students a few minutes to think about their answers.
. Feedback, whole class. Summarize students' answers on board. Do not
say if their answers are correct or not.
The Passive . Students read examples, complete rules, and answer questions in parrs.
. Check answers. whole class.
Key Use the active form when the person or thing that did the action is important.
Use the passive form when the person or thing that did the action isn't
important, or when we don't know who or what did the action.
(For other examples of verbs in passive form in article see list in @ above.)
a verb in the passive when we want to say who does the
We use by after
actlon.
We make questions by putting has or have before the subject.
*"rou rcefilel2.1.
$
Pronunciation
12.1 (rD O Play recording. Students listen.
12.1 (D . Play recording again, pausing after each example for choral and
individual repetition.
Elicit when linking occurs (when a word beginning with a vowel sound
follows a consonant or consonant sound).
@ Find out what students know about rubber production. Prompt with
-Where 'Wbicb
questions: does rubber come from? countries does it come
.Wbat
from? are the most important prodwcts made from it?
. Students work in AA, BB pairs to read their Datafile and prepare
questions.
r Monitor pairwork, helping where necessary.
66 (t UNrr 12
Key Datafile A
a How manv oroducts are made out of rubber?
b What is synthetic rubber made f rom?
d What is more than 60% of natural rubber used for?
f How long ago was rubber used by the Mayan people of Central America?
i How long have raincoats been called 'mackintoshes'?
j When was the process of vulcanization discovered?
Datafile B
b What haooens after the latex is collected?
c What percentage of natural rubber is supplied by Malaysia, Thailand, and
lndonesia ?
Before doing (f), write the suffixes -!, -al, and -able on board. Elicit examples
of adjectives ending in these suffixes.
O Feedback, whole class, e.g. each student reads one or two sentences.
3 harmf ul 6 hopeful
.),
\Sl Resourcefilel2.3
V
o Discuss questions, whole class. Encourage students to ask each other further
questions on each topic.
o Focus attention on cartoons and questions for each report. Elicit ideas on
what the news stories may be about.
12.3 (,D . Play recording once.
o Students discuss answers to questions in parrs.
. Check answers, whole class.
uNf r 12 (a 67
Key (Possible answersl
Report 1 A policy of being nice to its staff .
Report 2 Because the new company was formed from two companies. They
recruited more staff than one companv needs.
12.3 (D @ Play recording again. Pause after each report to give students time to discuss
what they remember about the five items in each report.
12.3 6) . Play recording again ifnecessary.
. Check answers, whole class.
Key (Possible answers)
Report 1
1 The company's profits have increased by 200% since it introduced its new
polrcy.
2 Staff get a hug from the boss every morning when they arrive at work.
3 Music is played in the office.
4 No one works on their birthday
5 Staff say everyone has become more relaxed and friendly.
Report 2
1 Forty-seven graduates were given jobs by two UK companies.
2 fhe two companies have offered the graduates 15,000 to travel round the
world for ayea(.
3 The company believes it will need more people in a year's time.
4 Five of the forty-seven graduates have accepted the offer.
5 The company hopes the offer will be accepted by two more graduates.
O Divide class into A and B groups. Tell groups the words and phrases are in
the same order as in the news report. Set a time limit e.g. ten minutes.
The passive is used because the person or thing that did the action isn't
important, or because we don't know who or what did the action.
@ Discuss the questions, whole class. Encourage students to ask each other
further questions on each topic.
68 o UNrr 12
'Wine
O Remind students about the dv Dine celebration at Duncan's castle,
Glencross.
o Elicit phrases students know for thanking people for hospitality. Prompt
'When
with questions: What do yow say when you are leauing a party? you
haue had dinner at a friend's house?
o Give students time to read questions for Dialogues 1-3.
12.5 (Bj) . Play recording. Pause after each dialogue and check answers, whole class.
Key Dialogue 1
O Monitor pairwork.
. Check pairwork, whole class.
@ Students match situations and responses individually.
o Check answers, whole class.
Key 1d 2c 3a 4b
Follow-up activity
In pairs, Student A chooses a situation from @ and @. Student B makes
an appropriate response. Then change.
O Students walk round class, giving real or fictional reason for leaving. Take a
role yourself.
^),
\[J ResourcefileL2.4
V
uNrr 12 o 69
Review U n its
Each Review Unit aims to review all the grammar and functional exponents from the previous four units. There is
also an exercise designed to encourage students to check vocabulary. The Review Units are intended to be used in
class; the Resource file has corresponding tests.
The review exercises are designed to be independent of each other. Encourage students to decide for themselves what
they need to review further, by using the self-check box at the end. Each unit has a variety ofpairwork and group
work exercises, and a standard format, so that students can work through the unit with minimum intervention from
the teacher.
Method 1
o At the end of the previous class, tell students there will be a review session in the next lesson. Ask them to revise
the work from the previous unirs.
o In class, students work through the Grammar exercises in pairs, following the instructions for each one.
Encourage students to use the Pocket Book for reference, and to ask you for help, as they work through.
o Check answers, whole class.
o Students change pairs and work through Focus on fwnctions exercrses.
o Monitor students' work.
o Check answers. whole class.
o Give brief feedback session on any points that came up during monitoring.
o Students change pairs and practise Focus on functions exercises again, if necessary.
o Divide students into groups to prepare and do Vocabulary test.
o Students read and mark the self-check box.
o Agree a time when students will do the corresponding test.
Method 2
o At the end of the previous class, tell students there will be a review session in the next lesson. Ask them to revise
the work from the previous units.
o In class, ask students to read the headings for each Grammar exercise in the unit, and to decide which they need to
work on.
o Allocate students into pairs who want to practise similar areas.
o Students work through Grammar exercises, following the instructions for each one. Monitor, and answer
questions, etc.
o Follow same procedure for Focus on functions exercises.
o Divide students into groups to prepare and do Vocabulary test.
. Students read and mark the self-check box.
o Agree a time when students will do the corresponding test.
70 o REVTEW UNrrs
O 1 comes 3 works 5 spent 7 is staying 9 wfote
2 lives 4 decided 6 moved 8 is renting 10 is working
@ 1 Where did you go? 3 Where did you stay? 5 How many meetings did you attend?
'$fho
2 How long were you there? 4 did you meet? 6 \fhen did you get back?
@ (possible answers)
1 How do you do? 4 Yery well, thank you. 7 It was nice meeting you too.
2 Pleased to meet you too. 5 I'm fine, thanks. And you? 8 Thank you.
3 Then you must call me ... 6 Not too bad./Fine, thanks.
@ (possible answers)
1 Could I speak to 3 This is 5 isn't here 7 Could you ask him
2 's calling 4 the line 6 take a message? 8 I'll give him your message.
O3 Could you give me some information, please? 8 How much money did you spend?
5 The news isn't very good. 10 I didn't buy any coffee.
7 Did she give you good advice? (anylsome good advice is also correct)
O StudentA
1 Have you seen any good films this month? 3 Have you had a holiday in the last six months?
2 Have you written any emails in English this week?
A
T Have you bought anything expensive recently?
Student B
1 Have you visited any interesting places recently? 3 Have you spoken English at work this week?
2 Have you eaten any foreign food in the last two weeks? 4 Have you done any sport in the last five days?
@ 2 I've been studying English for a long time. 8 They've been living in Paris for a long time'
4 The company has been doing very well since last October. 10 How long have you been working for your
5 How many years have you been teaching English? company?
O 2e 3d 4b 5o 6h 7a 8f
O 1 are consumed 4 has been imported 7 was invented
2 are used 5 was manufactured 8 is exported
3 was opened 6 has been drunk 9 are bought
o 1 Could you tell me what the plane fare
from Barcelona to Paris is?
4 Could you tell me when I need to check in?
5 Do you know if I can buy duty-free goods
2 Do you know how long the flight takes? on the plane?
3 Can you tell me which airport in Paris
the flight arrives at?
@ 2e 3 f 4 e 5 h 6 a 7b 8d
REVf EW UN|TS o tt
Resource file
Instructions Instructions are provided whenever necessary, but many of the materials in the Resource file need
no instructions; information to enable students to carry out the tasks is given on the photocopiable
sheet.
Grammar file The Grammar file provides activities based on the 'discovery' approach to teaching grammar used
in the Student's Book, and which relate to the target grammar of each unit. All activities require
students to analyse data and think about grammatical form and meaning.
There are grammar games with cards; concept cards which develop students' understanding of
grammatical concept and use through analysis of examples, and practice cards which provide
opportunities to put this knowledge to use. The activities are played as games, to change the focus
of the lesson, and to provide opportunities for students to check their understanding of the
grammatical concepts they have been studying. To make the cards, cut up the photocopied sheets,
stick each 'paper card' onto strong card and cover each card with adhesive film. It is worth
spending the time producing sets of cards in this way as they will last much longer.
Vocabulary file The Vocabulary file provides material for regular and systematic reviews of the key vocabulary in
the Student's Book, and for vocabulary extension work.
Skills file The Skills file has a variety of activities which extend the topics in the Student's Book and give
students further practice in speaking, reading, and writing. There are also texts and information
transfer activities, based on authentic sources, which provide further vocabulary and skills work,
with communicative tasks that require students to read, understand, and exchange information.
Functions file This file provides activities which review the functional language taught inthe Focws on functions
section of the Student's Book.
Writing file The activities in this file are designed in particular for students who want further practice in
corresponding in English, and are designed to be used as communication practice activities in class.
Tests These can be used after Units 4.8. and 1,2.
Answer key This is photocopiable, to give students the opportunity to check their own work.
INSTRUCTIONS
1.1,4.1 Find someone who ...
. Give each student a copy ofthe question sheet.
. Students move round the class, asking each other questions. As soon as they 'find someone wb o . ..' , they
write the name in the space then ask appropriate follow-up questions.
. They then move on ro question another student.
. At the end of the activity, students report back on selected items.
2.1 These cards are used for matching grammar concepts with sample exponents.
. Divide students into groups.
o Give each group a set of concept cards (rowtine actiuities, etc.) and a set of exponent cards (Prices are
going up. etc.\.
. Students match exponents with concepts.
. Check answers, whole class.
. Students write two more examples for each category of the concept cards.
2.2,3.1, 'What's the mistake? worksheets focus on grammar errors which have been selected to highlight general
7.1,9.2, problem areas. You may also like to make your own 'mistake' sheets to focus on your students' particular
11.1 problem areas. See also the monitor sheet (Resource file p. 148).
4.3 Do exercise 1 with the whole class, then divide students into small groups for exercise 2. Exercise 3 should
be done individually or as homework.
72 o TNSTRUCTTONS
5.1 Stage 1
. Divide students into groups and give each group a set of instructions.
. Giveeachgroupasetof thethreeheadings cards(mass,count,massorcount) andasetof nouncards.
. Students match noun cards with headines cards.
Stage 2
- . Give each group the some/any, etc. cards, face down in a pile.
r In turn, students pick up a card and make a sentence with an appropriate noun.
- . Students write a sentence for each some/any, etc. card, then refer to Pocket Book p. 7 to check they are
correct.
5.3 . Divide the students into groups of six maximum and give each group a set of container cards (a slice of,
- a bottle of, etc.) and a set of object cards (bread, honey, etc.).
. Shuffle the cards well so that the container and object cards are mixed randomly.
. Deal out all the cards to the group, as evenly as possible.
r One student takes the card from the top of his/her pile (without looking at it) and places it, face up, in
the middle of the group. Then the next student does the same with his/her card.
o If the two cards match (i.e. a container and appropriate object card), the first person to say 'snap' wins
all the cards in the centre pile at that time.
o If the cards do not match, the next student places a card on the centre pile, and so on until a match is
- found.
. The object of the game is to win all the cards.
6.1 o Check the vocabulary ofthe adjective cards.
r Divide students into groups and give each group a set of instructions.
. Give each group a set of adjective cards, face down in a pile. Place the six topic cards face up on the
table.
. In turn, students pick up an adjective card and choose one of the six topics. They make a comparison (of
food, methods of transport, etc.) using the comparative or superlative form of the adiective.
. Groups select six of the most interesting comparisons and write them down. They then read them out to
the rest of the class.
7.2 Warmer
r Draw the table on the board with the concepts and get Ss to guess the current figures for their country (if
they all come from the same one) or one they all know well. This activity would be much more
- interesting if you compare their guesses afterwards with real data. A possible source is the United
Nations website (www.un.org).
8.1 . Divide students into groups and give each group a set of instructions.
- . Place all the cards face down on the table, modals cards on the left and activity cards on the right.
. In turn students pick up a modals card and an activity card. They make a sentence using the words on
- the cards and giving the reason.
. They then put the modals card back on the table, face down, and the activity card in a 'finished cards'
_ pile.
r Continue in the same way until all the activity cards have been used.
8.2 Stage 1
r Cut up the extracts and headings cards and give each group one set of all the extracts (twelve in total), a
set of headings cards (four countries) and a set of instructions. Alternatively, if you want a shorter
activity, you can omit one of the countries and use nine extracts about three countries (making sure they
match!)
Stage 2
r Monitor group work, helping where necessary but do not correct any wrong decisions at this stage.
Stage 3
. 'W'hen
the groups have finished, get whole class feedback on their decisions. If there are any differences
of opinion discuss these, eliciting reasons, etc., before telling students the correct answer.
f NsrRUcTroNs a 13
9.1 Stage 1
. Divide students into groups and give each group a set of instructions.
o Give each group a set of the three concept cards (Situations whicb began in the past, etc.).
. Students sort the concept cards into two groups: situations and activities.
Stage 2
o Give each group of students a set of exponent cards (l'ue been working on this presentation all morntng,
etc. ).
. Students sort the exponent cards into activities and situations, as in the concept groups.
Stage 3
. Students sort the activities exponents into two groups, according to the concept (Actiuities which began
in the past and continue up to the present and Actiuities completed in a time from tbe past to the
present).
. Check answers, whole class.
o Students write two more examDles for each conceot card.
10.1 Stage 1
. Check vocabulary of concept cards (Definite situations/actions, etc.).
. Divide students into groups and give each group a set of instructions.
r Give each group a set ofconcept cards and a set ofexponent cards (I think ... , etc.).
. Students match exponents with headines.
Stage 2
r Give each group a set of predictions cards, face down in a pile (AIDS will disapp.ear, etc.).
r In turn students pick up a card and read out the prediction.
r Each student in the group gives his/her opinion using one of the phrases on the exponent cards. Students
discuss their opinions and agree or disagree. Refer students to Pocket Book p. 20, Opinions.
o Groups write down four predictions of their own and give them to another group to discuss in the same
way.
o Whole class feedback on some of the oredictions.
10.4 Tip
o To answer the questions in exercise 3, students need to compare the four different aspects of pensions in
each country, as illustrated in the table: how early people receive a pension; how many people work
beyond retirement age, the rate of increase in expenditure on pensions and the percentage of GDP spent
on pensions. For example, in Norway the percentage of GDP spent on pensions is low, but people must
work untilthey are 67 before they receive a pension.
11.5 o Divide students into pairs or small groups.
o Give each group two sets of cards, shuffled. Make sure students realize that response cards can go with
more than one card.
o Students match cards.
r Students turn the response cards face down and practise responses without reading.
74 o TNSTRUCTTONS
1.1 GRAMMAR FtLE
@ For 'Yes' answers ask other questions with-When ... ?, Where ... ?, How often ... ?, What... I or
How ... i, to get more information.
@ For'Yes'answers ask other questions wrthWhen ... ?,.Where ... ?, How often... ?, What '.. i or
How ... i, to get more information.
Grammar cards
4 4
walk in the country use the Internet
E
travel for work attend a meeting/conferenee
d @
write lelters visit a museum of an art
gallery
I
Instructions
Work in groups.
1 Put the cards face down in a pile on the table.
2 In turn, pick up a card. Ask the other students in the group a question about the activity on the card.
What?
Choose the words you think are the most important to learn.
Where?
O In a vocabulary notebook
o Buy a special notebook for vocabulary.
o Decide how you want to organize the pages. Order them alphabetically (a), by topic (b) or by
date (c).
s
sdrd. : opposite- o{
happg
slhtw-i,y = ,i";tiry
thi-
imporfqat touristf,A.."
-- in o
" ' c{ Ddrc-sd,ag4 Octo*
.,r! sQhtse-e-ing
,.ro to (fnit I
iP,rifu = eg.gin, ,hi"ig
aMklor = L for Sie-ne-ns.
tLork
lDho d,o gou work jor?
unsuftant = spe-c-ialist utho 4ives
J
a clv t ce-,/ r - c o m m- nclat
i on s
Le-isure- activities eT-e- = one- time, taice- = tu_to
cooKing times
horse--riding
sotnbat'hinq
sait'tnq
goingto t-he the-atre-
@ On vocabulary cards
o Buy some cards and keep them in a box.
o Write the new word on one side.
o Add useful information about the word.
o On the other side, write an explanation in English or an example or a translation or draw a
picture.
H! c-onpar! e_mptogs
t,3oo p-opte-.
tg$al ptaesthat |he govqn re.nt
wants to inqe-ae..
tnurists visit in a- citg emNognp-nt.
A lot of goury
F.opte- are-
whenthu!
ffi9"" te-ave- s-hoot.
o On cassette
o Record new vocabulary onto a cassette tape. Listen to it when you are driving, jogging, or
cooking the family meal!
How often?
o Try to learn a little vocabulary regularly. It is easier to learn five new words every day than
twenty words once a week.
When?
o Carry your vocabulary notebook or cards with you and review
vocabulary whenever you can.
What else?
o Read as much as possible in English, e.g. easy readers like
Oxford Bookworms, newspapers, and magazines.
o Listen to English on the radio, e.g. BBC \7orld Service, and
watch TV programmes in English. Choose a topic you know.
If you aheady know something about a topic in your own
language, (e.g. a news item) it helps you to understand.
Student B
You and your partner are journalists who want to go to an Australian wine exhibition. You each
have different information about the exhibition.
@ e qe
,,:,,, P"fr.-h &iffi
do"e rl
ffi ffi
nl'l
:i*qiil
i#s
EdLt forEc.d
^ulot
DATES/TIME:
On the 26th January,the first session is for people from the wine trade and media only.
This lasts from 12.00 to 1 7.00.The exhibition is then open to the general public from
1 7.00 to 1 9.00.There are four specialist seminars for trade and media only from 1 3.30
to 17.30.
On the 27th,the exhibition is open to both specialists and the general public,from
09.00 to 14.00.There are no seminars on this day.
For more information on how to get toVancouver and where to stay,visit our website at
www.austemb.ca or coll (0061) 604 986 77 00
lntroductions
It depends
1 When I introduce two people, I always say what their jobs are.
6 I always ask people about their family when I meet them again.
andmagazines is a 6
5 It is to remember words in 7
@ Look at the flags and fiIl in the spaces. The missing words are all nationalities.
-
1
E
a N
tG
4
L
)
I
6
s
7
H
Grammar cards
permanent or Iong-term
situations routine activities
The company employs over 1,000 i I'm working on the project while
people. i my boss is away.
Name
Nationali Swiss
Started 1 866
Started
Head Tokvo Ci
N
246,096
o Worldwide turnover 19 billion euros
-
c.l
Number of factories
1
@ Ask your partner questions to get information about Company A. Try to guess Company lt's
name. Then answer your partner's questions about Company B.
2.4 sKTLLS FrLE
Presenting a company
The introduction
Today I'd like to tell you about
talk to you about a company ...
present
Checking understanding
Is that clear?
Is that OK?
Finishing
Thank you for listening.
Thank you for your attention.
Are there any questions?
,:,7
,fift'1"J
\-'4
f -_z -, l{
Vocabulary review
Read the clues and fill in the spaces. All the words are in Unit2.
9
1n
4 -
A person who buys something or uses a service.
Who am I ...?
Student A
o Choose one of the famous people described below. Do not show the information to Student B.
@ Prepare questions to ask Student B about the famous person they chose.
Examples: Where was your famows person born?
Did he/she go to uniuersity?
'What jobs
did he/she haue?
o Ask Student B your questions. Which famous person did Student B choose? Answer Student A's
ouestions.
ALBERT EINSTEIN
Place of birth Ulm, Germanv
birth
Year of 1B7g
University? didn't attend university as a student but received a doctorate from University of
Zurich
teacher, office worker, university professor
Married? Children? married twice - two sons and a daughter
Whv famous? for his Theory of Relativity
Year ofdeath 1 955
Other information won the Nobel prize for physics in 1922
JOHN LENNON
Place of birth Liverpool, England
Year of birth 1940
University? didn't attend university but wanted to go to art college
Job(s) musician
Married? Children? Cvnthia Powell. Yoko Ono - two sons
Why famous? played guitar and sang in the Beatles
Year of death 1 980
Other information died in New York when Mark Chapman shot him
birth
Year of 1921
University? studied engineering at Osaka lmperial University
inventor, company co-founder and president
Married? Children? Yoshiko - two sons and a daughter
Why famous? started the Sony corporation
Year ofdeath 1 999
Other information SonV introduced the Walkman and the CD player (with Philips)
Who am | ...?
Student B
o Choose one of the famous people described below. Do not show the information to Student A.
@ Prepare questions to ask Student B about the famous person they chose.
Examples: 'Where wds your famous person born?
Did he/she go to uniuersity?
lYhat jobs did he/sbe haue?
o Answer Student B's questions. Ask Student A your questions. Which famous person did Student
A choose?
NELSON MANDELA
Place of birth Ounu, South Africa
birth
Year of 1918
University studied arts and law at university
Job(s) lawyer
Married? Children? married three times, the last time in 1998 - five children
Why famous? in prison f rom 1964 to 'l 990 - President of South Af rica f rom 1 994 to 1999
Year of death not dead
Other information won the Nobel oeace orize in 1993
WILLIAM SHAKESPEARE
Place of birth Stratford-upon-Avon, Enqland
birth
Year of 1564
University didn't attend university
Job(s) writer, actor
Married? Children? Anne Hathaway - a daughter and twins, a boy and a girl
Why famous? wrote a lot of famous plays and poems
Year of death ',l616
Other information married when he was 'l 8 and his wife was 26,
his comoanv built the Globe Theatre in London
NAPOLEON BONAPARTE
Place of birth Corsica, France
birth
Year of 1769
University attended military academy in Paris
Present position Director of Exports for Southern Head of Distribution for North Assistant Logistics Director for
Europe England and Scotland Brazil
Personality Sociat>le,1rie,ndl9,
harduorking
Hobbies Footbatl , plaging chess,
and cards
Likes / dislikes LiKes: challen3e:s LiKes, gettingto Knou)
Vocabulary review
O Read the clues and complete the sentences. The missing words are all in the puzzle.
V I C O S T D AIT B H R C F
MA T T R A C T I ON S L O
CH I LDHOODC S G I R
GOFBRTTEATHERMG
R B L E A T O L D aN E A O
ABIGNSDFMETETT
NIGAKJAIRLINES
TEHNTHOUGHTHRA
DST\TSEATLMNOAI
HURRICANEFOUND
S ATTH E A D L I N E S Y B
APPOINTMENTEXO
KNEWP\7TRAF F I CH
Across 8 There are too many cars in our cities. It's
not surprising everyone complains about
1 Rain, thunderstorms, wind. 'V7hat terrible
the
we're having.
2 A: Can I help you?
9 Words in large letters above articles in
newspapers are called
B: Yes, I have an _ with Mr
Shelley. Down -.
a
Mr Shelley will be with you in a few 1 A: \fhat's the like in Singapore?
minutes. Please take a B: It's tropical - very hot and humid.
4 A very strong, violent wind is called a 2 In winter I put some of my plants in the
to protect them from the cold.
-
Flying with _ such as Southwest, are activities you enioy in your
Easyjet, Ryanair can cost very little. free time.
6 The Eiffel Tower is one of the top tourist A: How was your _ ?
@ There are twelve irregular past tense verbs in the puzzle i" O. What are they?
@ For'Yes'answers ask more questions withWhere ... ? When ... ? What ... ?'Who ... with?,to
get more information.
@ For'Yes'answers ask more questions with'Where ... ? When ... ? What ... ?'Who ... r'uith?,to
get more information.
Welcome to Spain
Student A
O You work for the marketing department of a wine importer. Next summer you are going to
promote Spanish wines and want to take a small group of your key clients on a short, 3-day trip
to a wine region in Spain. Below is a description of a possible destination. Complete the
Choice 1 column in the table with information about Catalonia.
Choice 1 Choice 2
Destination Catalonia
Main cities
Main attractions
Typ.t of wine
Advantages
@ Now ask Student B for information about his/her destination and complete the Choice 2 column
in the table. Together, decide which destination you prefer and why.
Welcome to Spain
Student B
O You work for the marketing department of a wine importer. Next summer you are going to
promote Spanish wines and want to take a small group of your key clients on a short, 3-day trip
to a wine region in Spain. Below is a description of a possible destination. Complete the
Choice 1 column in the table with information about Galicia.
Choice 1 Choice 2
Destination Galicia
Main cities
Main attractions
Types of wine
Advantages
@ Now ask Student Bfor information about hisiher destination and complete the Choice 2 column
in the table. Together, decide which destination you prefer and why.
Welcome to Spain
Students A and B
O \7ith your partner, look at the information below on two hotel chains in Spain. Decide which
chain you prefer for your clients.
@ Write a short invitation for your key clients to the trip to Spain. Give some examples of the
attractions of the region and the advantages of the hotel. Use the model below to help you.
-ry,g
lJ "+*fr-='r: ift*"rit#ffr 'ffitijH
j"i.- $ryp:; f'J4" ;;;i.t*rr,J l-.:ir.r
, j-l-i s: I d-.
* ^5 v {
Suhj*ct; Promotion
b
@
Attachments: ,ftrrd
Dear Client
Next summer,Wine UK Ltd is going to organize a special trip to Spain as part of our
promotion for Spanish wines and is pleased to inform you that you have been
selected for this event.
The trip lasts four days and we are going to visit
We are sure you will be very comfortable in the hotel we have chosen.lt is part of the
chain and has _ (list advantages).
lf you are interested in taking part in this promotion, please confirm to our marketing
department as soon as possible and we will send you more details on the trip.
,ii,
Writing
O Do you write formal or informal letters, faxes, or emails? Mark the following situations F
(Formal) or I (Informal), depending on whether you think they need a formal or an informal
written style.
1 asking a colleague for information 5 thanking a friend
2 apologizing to a client 6 sending information to a client
3 confirming information to a hotel 7 giving good news to a friend
4 bookingahotelroom-
@ In the extracts below, underline the best word or phrase in each case, depending on the formality.
Dear MrWalker
Sorry/I apologizefor the delay in replying to your letter. I am pleased to enclose/Here is our
latest price list and catalogue, which I hope will be of interest to you. Please contact me
again/Let me know if you require any further information.
Hoping to see you soon/Yours sincerely
Ms Palmer
Dear Ms Werner
Following/Re our telephone conversation yesterday, could you please/can you book me a
double room for three nights as f rom next Thursday 12th November? I attach/Here are
details of my company and contact information . I look forward to seeing you/See you soon
Best regards
Peter Simpson
Writing
O The email below is to a client. Fill in the gaps with suitable phrases from @.
Tony Patterson
Client Attention Service
@ You are Ms Carlton. \7rite to Tony Patterson and accept the invitation to the
presentation and lunch. Ask for directions to the head office and the best way to get
there.
e8 O 4.3
4.4 FUNcrroNs FtLE
Play this game with a partner. Toss a coin. Tails - move one square. Heads - move two squares.
Role-olav the situations in pairs.
Saygoodbye to your
Spellyour name and
You phone a client friend before he/she goes
address and give your
about an urgent question away for their summer
telephone number.
but he/she is in a holiday.
meeting.What do you
say?
Call a colleague in
Your client comes to
Callthe Majestic
another offi ce, suggesti ng
hotel and ask about their
the office for the first a meeting next week
business facilities.
time. Introduce him/her when you are visiting
to your Managing their city.
Director.
Grammar cards
MASS OR
MASS COUNT some some?
COUNT
F-------------- E E
any? not...any much? not... much many?
tEE E E E
not ... many a lot of advertisement fun housework
E Eq q
inhabitant chocolate information money
EE E
yoghurt meat meal wrne fish
L-------------- E E
tradition seafood festival training exercrse
!t I
q
NCWS butter invitation
E
advice nightlife time expenence energy
E E
Instructions
1 Put the Mass and Count cards and the grammar cards (some, mdny) etc.) face up on the table. Put
the noun cards face down in a pile.
2 In turn, pick up a noun card. Say if it is a mass or a count noun. Put it under the Mass or Count
card. Choose a grammar card and use some) any, etc. and the noun in a positive or negative
sentence or a question. For count nouns, use the plural form.
3 Put the grammar card back, face up, on the table.
A healthy lifestyle?
Student A
O Work with Student B. Ask your partner questions to complete the information about Alex
Jorgensen. Answer Student B's questions about Georg Backhof.
Examples: How many hours does Alex work euery day?
How much fruit does he eat?
Georg Backhof Alex Jorgensen
Age 32
Height 1.70 metres 1.75 metres
iqht 98 kilos
secondarV school teacher factory manager
Work time 7 hours at school every day + approx.
5-8 hours at home everv week
Holidays 40 days a year
Fruit none
Vegetables 1 serving a day
Meat/Fish 2 servings a day
2 litres a day
Coffee/Tea 4 cups of coffee a day
Alcohol 2 glasses of wine and/or 1 can
of beer a dav. more at weekends
Sleep 6 hours a night
Exercise olavs football twice a week
Relaxation reads the newspaper every day
@ \fith your partner, write sentences about the two people. Use some, any, ct lot of, much, mdny a
little and a few once each.
7
'$7ith
@ \fhich person has the healthier lifestyle? your partner, think of three tips to give the person
with the less healthy lifestyle, e.g. 'Try to drink some water every day, at least 2 litres.'
1
2
1
A healthy lifestyle?
Student B
'Work
O with Student A. Ask your partner questions to complete the information about Georg
Backhof. Answer Student A's questions about Alex Jorgensen.
Examples: How many hours does Georg work euery day?
How mucb fruit does he eat?
Georg Backhof Alex Jorgensen
Age
Height 1.70 metres 1.75 metres
Weight 98 kilos
secondarv school teacher factory manager
Worktime 8 hours in factory every day, some overtime
but not everv week
Holidays 28 days a year
Fruit 2-3 pieces a day
2 servings a day
Meat/Fish 1-2 servings a day
Water
Coffee/Tea 2-3 cups of tea/coffee a day
Alcohol 1r cail
^^^ ^+ A^^. ^ ,l^,, ^^
or ueer ir uay, on average
Sleep 7 hours during the week and 8 at weekends
Exercise swims 2-3 times a week
Relaxation walks the dog every day
@ \fith your partner, write sentences about the two people. IJse some, any, ct lot of, much, mdny, (t
little and a few once each.
7
'With
O Which person has the healthier lifestyle? your partner, think of three tips to give the person
with the less healthy lifestyle, e.g. 'Try to drink some water every day, at least 2 litres.'
1
Container snap
iE E E E E
a bowl of a cup of a jar of a box of a piece of
iE E E E E
a carton of a tube of a carton of a tube of a carton of
E E
a slice of a bottle of a can of a bunch of a packet of
E E E E
a bowl of a cup of a jar of a box of a piece of
E E E
a slice of a bottle of a can of a bunch of a packet of
E E E E E
a bowl of a cup of a jar of a box of a piece of
tE E E E
a tube of a packet of a piece of a slice of a bottle of
E E E E
@ Oxford University Press
5.3 vocAB u LARY FrLE
E E E E
ciga rettes milk chocolates cheese fruit
iE E E E
flowers flce Jam strawberries salad
E E Eq
E E
sugar water tea cake
E E q
peanuts grapes tomato paste cola matches
iE E E d E
cherries tuna mustard coffee cerea I
L E E E
salami olives pasta fish cider
E E
ro+ | s.s @ Oxford University Press
5.4 sKtLLS FtLE
;;ililI:
Student A J "J":i?:
m P I
I
::.:::! i"arth
probreri',:
can increase
;;;
O Your company wants to improve the :#:j::T"s reduce
satisfaction, ,"ora" i
"qoq work
worK
decrease health
'ealth
costs, and
t1^^ ^t ,
health of its employees. Read the both
ieeismx
"O."nt*iJrswrrUrrr
ooth emplon"o
emproyers anr,ll^p^::o
;;;il;;'ffi:H il'
extract from the 'Work Wellbeing rnO
brochure and answer the questions. How do we do
"r;;::l
it?
1 \fhat benefits do'Work.Wellbeing f trst we ask your
er
programmes offer? I ncr udin g r"rrion*lfloyees a bo ut their lifestyle,
o
exercise, eatir
2 -What information does the Work and othe"r
nro rm ario n,
n.;il i"^',:utArte r iln'" m o ki n g
WORKWETLBEING Stress management This Lifestyle fairs These fairs are both
programme shows employees informative and fun, and help to
Exercise This programme how to change their stress into create awareness of health and
demonstrates how to include positive energy, increasing lifestyle issues in the company.
exercise in your daily activities motivation and reducing stress- WorkWellbeing makes use of its
and its importance in a healthy related illnesses. As 80% of all extensive experience to help you
lifestyle at any age. lt also work-related health problems are plan your fair and also offers
suggests different types of due to stress, this is obviously a specialist support to make sure
exercise for different profiles and very important area to control. your lifestyle fair meets the needs
needs. (750 euros) (900 euros) of your company. (2,000 euros)
@ \fork withStudent B. Tell your partner which programme(s) you chose i" ). Listen to Student B's
recommendation. Then decide together which programme(s)to recommend to your Human
Resources Manager.
@ With Student B, write a report to your Human Resources Manager giving your recommendation
and reasons for your choice.
\*Stt
--------
*orkwel/O* Work Welthain^ ^r,
A healthy company
1:i;Y!
Student B "iii"ix,:';,:{::;;i';
;'::ff: :ilr:v"" u,i,u",lnl"" o,
@ Read the information on three programmes from Work Wellbeing.Decide which programme(s)
to recommend to your company. Your company has a budget of 2,000 euros to spend on health
and lifestyle programmes.
WORK WEttBEING PROGRAMME How to stop smoking Not only is Lifestyle work group Work
smoking bad for your employees' Wellbeing can help to create a
lmproving your diet Here we health, but recent legislation also specific group of employees to
offer information on how to have bans smoking from all offices work on issues of company
a healthy, balanced diet, and on except in special, limited areas. health, creating health initiatives
the right amount to eat according We offer programmes to establish and providing support for all
to age and lifestyle. We also give a smoke-free environment for employees in any lifestyle
advice on special nutritional your company. (850 euros) changes. lt acts as a vital link
needs. (600 euros) between employees and
management in all health and
lifestyle issues. (1,200 euros)
o Work with Student A. Tell your partner which programme(s) you chose i" ). Listen to Student
A's recommendation. Then decide together which programme(s) to recommend to your Human
Resources Manager.
@ \fith Student A, write a report to your Human Resources Manager giving your recommendation
and reasons for your choice.
Grammar cards
llll
I
,'
I
'1r#;;;'
methodsof i lansuases i
sports i i progr"il-ei
cities
i
i E .E E E E
leisure boring important slow
cheap
activities
iE E E
attractive interesting noisy difficult clean
.E E E
beautiful crowded enjoyable fast comfortable
F---------r---- E E
safe lively efficient big quick
F-----------r-- E E
healthy relaxing easy dangerous adventurous
L-------------- E E E
sociable bad impressive modern popular
E
useful good expensrve near dirty
E E
lnstructions
1 Put the adjective cards face down on the table in a pile. Put the topic cards face up on the table.
2 In turn, pick up an adjective card. Choose a suitable topic card and make a comparison. Use the
comparative form of the adjective, e.g. English is easier to learn than Chinese.
3 The other players make more comparisons with different adjectives.
Vocabulary review
Read the clues and fill in the spaces. All the words are in Unit 6.
10
11
12
13
14
15
1 You use this to carry papers, books, pens and other items for work.
2 The space in front of your seat on a plane (two words).
3 The place at an airport where you hand over your suitcases and show your ticket and
passport (two words).
4 General term for bags, suitcases, etc.
5 On board a plane, you put bags and coats in the _ lockers.
6 The direction planes follow while in the air, e.g. London-Paris.
7 A person travelling in a car, bus, etc., but not driving it.
8 You wear this in planes and cars to protect you if there is an accident.
9 The building at an airport where people leave and arrive.
L0 Before a plane takes off, a flight attendant demonstrates the instructions.
11 If you are not from the European Union, in the EU you need to fill in a card with
your personal information.
12\7henyougothroughsecuritycheckyouneedtoshowyour-card.
13 The final announcement in the airport and on the screen a short time before a plane takes off
(two words).
14 The time a plane is on the ground after landing and before taking off again.
15 'Sfhat you use to carry your bags at the airport.
(Down) A person who looks after passengers on a plane.
Online booking
o Make a list of the possible advantages and disadvantages of booking a flight online compared
with booking at a travel agency.
@ The words in A are from the article Online booking i" @.Match them with their meaning in B.
A B
1 business-friendlyservices a holiday which includes travel, accommodation, and meals
2 farewatcher service b sale where buyers make offers and the best offer gets the
3 auction product
4 package holiday c in person, not via the telephone or Internet
5 car hire d services designed for companies and employees
6 face-to-face e service that monitors changes in airline fares
f paying to use a vehicle for a specific period of time
The market for online flight bookings is growing very also good value for money,where buyers make an
fast and competition is fierce. According to market offerforflights and compete against each other,the
research, nearly six million people visited UKtravel best offer winning. At sites such as priceline.co.uk,you
sites in January 2002,with Lastminute.com receiving can also choose to fly via a series of different airports
849,000 customers, and sales for the European online and widen your range of dates to get the cheapest
travel marketwill probablytotal 20 billion euros in possible ticket.
the next three years.
Of course, the web is not only about fl ights. Many sites
So why do more and more people book their flights are full travel agents offering package holidays, hotels,
online? Well, it's less time-consuming than waiting on car hire, money and information.While some people
the telephone or going to the travel agency and, wi | | a lways prefer face-to-face booki n gs, to discuss
thanks to clever marketing by companies like alternative dates, routes,and offers,the advantage of
Lastminute.com and EasyJet, people also believe they online booking is that, in addition to saving time and
can Save money. money, it gives a feeling of independence.The flight is
the practical part of a holiday and the Internet is very
Two of the most important companies in this good at practical things.The advantage of travel sites
crowded market are Expedia and Travelocity. Both are is that you can click and fly with the minimum of
easy to use and offer similar services,though complications, then relax with the non-virtual
Travelocity has business-friendly services like repeat pleasures of eating out,sightseeing,and reading big
booki n gs a nd a'fa rewatcher' service that i nform s books on the beach.
business travellers of chanoes.Online auctions are
.Work
@ in groups of three or four. Discuss these questions.
1 Do you prefer to book your holiday via the Internet or at a travel agency? \fhy?
2 lWhat services are important for a travel website to be successful?
3 Do you think competition from the Internet will destroy travel agencies?
6 How often have you taken the bus to work last month?
10 How many hours overtime did you work this week so far?
110 o 7.1
7.2 cRAMMAR FILE
Describing changes
Student A
'Work
O in pairs. Give Student B the figures you have for Ghana ten years ago. Then ask Student B
for the figures to complete the information about Ghana today and write them in the second
column.
@ STork with Student B. Complete the Ghana datafile. Use the correct form of the Past Simple or
Present Perfect tense and information from the table in @.
GHANA DAIAFILE
almost
5 Y" 6.ln the same period spending on health
(improue)by
-
7(rise).Tenyearsago-"h8ofthepopulation-9(not,haue)
-
enoughtoeat.Toda5thispercentage-10(fall)to-oh11and|lfe
12 (improue) from an average of-
expectancy 13 years
a decade ago' to
14 years today. The situation regarding access to water for the rural population
15 16 (be) a
(get)better in the last ten years. In the same period there
small reduction in the area of land covered by forest.
Describing changes
Student B
'Work
O in pairs. Ask Student A for the figures to complete the information about Ghana ten years
ago and write them in the first column. Then give Student A the figures you have for Ghana
today.
@ \7ork with Student A. Complete the Ghana datafile. Use the correct form of the Past Simple or
Present Perfect tense and the information from the table i" O.
GHANA DATAFILE
Ll
^10//d
a o/o OO
60 50
40 40
20 30
0 20
-20 t0
-40 1996 1997 r 998 1999
0
G d
o Read the four extracts about world trade. Match the extracts with the diagrams in ([). \frite the
letter in the soace below the extract.
'
1
Prices hove gone up ond down dromoticolly Afew large corporations dominate some
ond coffee is o good exomple. lts price markets. For example, the coffee market in
reoched o peok of over $S0 in 1997 bul
,l998, Great Britain is dominated by Nestl6, which
fell shorply in with on improvement
accounts for 57"/o of all sales, and Kraft
in I 999. The price of cocoo, on the other
Foods has a share of 21%. Smaller, local
hond, hos decreosed steodily since 1997.
companies represent only 7% of the market.
?
" The final price of a product depends on 4
the production and labour costs and the During the 1990s, worid trade grew faster
manufacturer's profit, plus the margin than world production and was an
added by the retailer or company that important factor supporting economic
sells the product. In clothes, for growth. In 2001, this motivation was lost
example, this retailer margin often as world trade decreased. After growth of
accounts for over 50% of the f inal price, over L2olo in 2000. this levelled off at
with labour only representing just over nearly -1% in 2001" - the first falt in
10o/o of the f inal orice. almost two decades.
Trends
o Use theinformation in the graphs to complete the article The global economy below. Sometimes
more than one answer is possible.
20 20
t5 l5
'10
l0
5
0
_5
tn
-10
1999 2000 200 I
EU exports US imports
Motivating employees
O Read the list of company benefits below. Rank them according to how important or motivating
they are for you, starting with number 1. Add any more benefits you can think of.
Decide how much the benefits in Q could cost your company and write them in the appropriate
column below The costs are per person, per year.
o The multinational company you work for employs approximately 1,000 people in your country.
It wants to increase the motivation of its employees by offering more company benefits and has
given the Human Resource Department a budget of $250,000 per year to finance different
benefits. You are part of the working group that needs to decide which benefits to introduce. In
groups, compare your rankings and decide which company benefits you will recommend to the
HR Department and their approximate cost.
@ Write a memoto the Director of Human Resources informing him/her of your decision. Give
reasons for your choice.
Vocabulary review
O Complete the sentences with vocabulary from the box. All the words are in Unit 7.
1Ineedtodomoreexerciseandhavedecidedto-asportsclub.
2 lf not go up at the same rate as inflation, people cannot buy as many goods
as before.
4 A:-do
Do you think he'll be to give the presentation?
7 The new in Nepal plans to build a school, improve the main road, and
extend the hospital for the town.
'We
8 -yours so that the next
need to protect the environment benefit from it in the
future.
-project
9 The conference was very popular and for some seminars was extremely high.
-can
10 Many people in poor countries move to more developed regions because there are more
@
'Work
in pairs. Use six of the words in the -box in sentences of your own.
Modals game
shouldn't may
E
work longer hours do English homework do the housework
id
TI
d E
make a lot of business take work home at
get more exercise
trips weekends
E
move to a bigger
cook dinner this evening buy another car
flat/house
E E
study English for study for another
another three years
::_:E
take up a new hobby
q qualification
E
lnstructions
'Work
in groups of three or four.
1 Put the modals cards face down on the left of the table. Put the activity cards face down on the right
of the table.
2 In turn, pick up a modals card and an activity card. Make a sentence about yourself or a colleague in
the group using the words on your cards and giving the reason.
e.g. I don't haue to study for anotber qualification because I haue enough qualifications already!
Susanna should relax more because she works uery long howrs.
3 Put the modals card face down on the table again. Put the activity card in a 'finished cards' pile.
4 Continue in the same way until you have used all the activity cards.
lnstructions
'Work
in groups.
1 Put the country cards face up) on the table. Put the extracts in a pile, face down on the table.
2 In turn, pick up an extract and read it to the group. Discuss which country you think the extract
describes. When you agree, put it on the table under the name of the country.
'When
3 Continue with the other extracts in the same way. you finish you should have three different
extracts for each country - Personality, Socializing, and Doing business.
4 \7hen you finish the game, discuss these questions. Give reasons for your answers.
1 What information in the extracts did you find: a interesting?
D surprlsrngi
2 Do you disagree with any of the information?
3 Can you add any information about these countries that would be useful to visitors?
4 \7hich country would you prefer: a to live in?
b to do business in?
France lceland
I
_.8 I
Ed
Australia Brazil
118 o 8.2
8.2 sKrLLs FtLE
E
Personality Socializing Doing business
The people have two apparently It is important to be punctual for ln business, you should make
very different values: equality and both business and social appointments in advance and state
individuality. They are very occasions and you should tell the time using the 24-hour clock.
individualistic and often disagree, people if you are going to be late. Although some business people
but they are able to work together. The typical greeting is a firm dress casually, business visitors
People are usually very positive handshake with good eye contact should dress formally. Don't be
even in the worst situations and on arrival and departure. surprised by'straight talking' as it
are calm and competent in is normalto be direct.
emergencies. Presentations should be factual
and you should not make any
promises you cannot keep. Many
people have two jobs, sometimes
out of necessity but not always.
Some children as young as eight
go to work in jobs in construction
and gardening. The people assure
outsiders that they are not
exploiting children because half
their wages are saved for their
education, and in general children
E
Personality Socializing Doing business
The best thing about this country When people meet, men shake Companies operate in a very
is its people. They love life and hands and women kiss to greet traditional way, with clear levels of
they have a great ability to enjoy each other and to say goodbye, hierarchy. Personal con nections
the present, talking, sharing good They touch a lot, too, and stand are important and people want to
food, creating and listening to closer to each other than many know the individuals they're
music, dancing and walking on the other nationalities. working with. You should expect
beach. They are extremely warm They love to give presents and you negotiations to take a long time.
and outgoing. Don't be surprised if should give flowers, candy, or They don't have siestas but they
they give personal details about champagne to a hosU it's also a may have two-hour lunches. At a
themselves and expect you to do good idea to bring something for business lunch. it's important to
the same but they don't like the children. wait until coffee is served before
arguments and you should avoid discussing business matters.
controversial topics. People use titles when talking to
business acquaintances, although
people may ask you to call them by
their first names. Business dress,
and clothes in general. may be
formal or informal. lf you are not
sure how to dress, it's best to be
formal.
E
@ Oxford University
8-3 vocABULARY FtLE
I save money
2 hold hands
3 take a shower
4 follow a timetable
4 I usually -a
a lot of photos on holiday.
-time
O Some words change their meaning depending on their grammatical form or context. Use each of
the words in the box twice to complete the sentences.
3Ifyousmokeinapublicplacethepolicemightgiveyoua-of90euros.
4 In some countries women wear a at work as well as men.
-number
5Mylastbosswasquiterudebutmy-bossisVeryeaSy-goingandagoodlistener.
6 It's important for me to live in a country with
7-We,regoingtohavea-atthenexttrade{airtodisplayournewproductline.
8 People from Latin countries usually prefer personal contact.
'When -weather.
9 can we arrange a meeting? Does Monday at 11a.m.
10Thiswinecellarkeepsthewineatan-temperature.
11 You should try not to any social rules when you are in a foreign country.
-you?
12.Whenyouleavetheoffice,it,simportantto-thedoorbehindyou.
13 lt's important to take a the hostess when you visit someone's house.
14 Inmy country
-
it's rude to near another person when you are talking.
-for
@ Oxford University Press
-very
8.4 FUNcrroNS FrLE
Play this game with a partner. Toss a coin. Tails - move one square. Heads - move two squares.
Role-olav the situations.
Telephone a client
You're in the
and suggest a business During lunch, ask
restaurant. Order your
lunch. your client for his/her
first and second course.
opinion about a current
topic.
Disagree politely
Your client invites
Your client thanks with your client's opinion
you to meet a colleague
you for the lunch. on a current topic.
after lunch. Decline and
Respond.
give a reason.
During dinner at
Suggest an after-
Thank your his/her house,your
dinner activity to your
colleague for the dinner colleague gives his/her
colleague.
and invite him/her to opinion of another
your house next month. colleague. Disagree.
A friend suggests
A friend suggests
going to the cinema this A friend is thinking
going to see a football
weekend. Decline but of moving house but isnt
match next weekend.
make an alternative sure. Make some
Agree.
suggestion. suggestions.
Grammar cards
l've been working on How long has he had his l've worked six hours
this presentation all own company? overtime this week.
morning.
E4
The company has The company has been The company has made
always been in the making clothes for over
I
F----------
I
I
same family.
E 100 years.
q a huge profit this year.
Our website has been Our new brochure has Our website has been
attracting a lot of attracted over ten new on the Internet for over
interest. clients this quarter.
E a year.
:t:::g:::::::l.q
recently,
q lot of new products
recently.
A country in transformation
O Nfhat do you know about the country, Bhutan? Try to answer the questions. Guess if you don't
know.
1 Bhutan is located in 2 lts population is around 3 lt's about the same size as 4 lts main exports are
a Africa a 2 million a Brazil a food
b South America b 12 million b Switzerland b electronic products
c Asia c 50 million c France c clothing
@@b'ffieSffiffi lrir
dk
!w
Br(L Fo, qrJ A,i.!,ll a";i
BHUTAN'S ACHIEVEMENTS
Bhutan calls itself Druk Yul, which means 'land of the thunder
dragon'. It is a tiny kingdom, a little larger than Switzerland with a
population ofjust over two million, and is located to the east of the
Himalayas. Because of its location, until the early 1960s the country
was extremely isolated from the rest of the world but, since this time
and especially since 1990, there have been a large number of changes.
Over the last few years, the government has been concentrating on education, providing free
education for all the population. As a result, the percentage of children in primary schools has
risen to 72Vo , up fron l2Vo in 1980 and from 25% in 1990. The government has also encouraged
education for girls, who now account for 45% of primary school children. The government has
built new secondary schools and has expanded boarding facilities to encourage rural students to
contin ue their education.
Health conditions have also been improving steadily over the last few decades and the
government has achieved some good results. For example, the infant mortality rate fell from 102
per 1,000 births in the 1980s to 71 in the 1990s, although in the last decade it has risen again to
74.The number of children per couple has also fallen slightly, from an average of nearly 6
children in the 1980s to 5 now This could partly be a result of the changes in the role of women
in Bhutan. For example, in the 1990s only 2% of members of parliamentwere women, but this
figure has risen to 9Vo today.
In the agricultural sector, rice, corn, and potatoes are the principal crops, mainly for the
domestic market, although export crops have been increasing in importance in recentyears. The
industrial sector, however, has been declining steadily, although manufacturing has remained
stable and the electricity industry has recently increased electricity exports to India.
All these changes have occurred with relatively few negative effects on Bhutan's environment or
traditional culture and, in the opinion of most observers, the government deserves much credit
for the achievements made.
A country in transformation
o Read the article again. Find words and phrases that mean
1 alone, away from other people, places, etc.
2 focusing on, giving a lot of attention to
3 accommodation and meals for students who live at their school
4 from the country, not a town
5 the number of children who die at birth
6 plants grown for food
7 the home, not the export market
8 happened, taken place
@ Complete the chart about Bhutan with information from the article.
Bhutan 1980s 1990s Today
children in primary school (%)
infant mortality (per 1,000 births) 102
no. of children (per couple) 5.6
'Work
O with a partner. Look at the verbs in the Present Perfect Simple and Continuous in the
article. Find three examples of each category below and write them under the correct heading.
Situations which began in the past and continue up to the present
Vocabulary review
'Work
O in pairs. Match words from A and B to make collocations.'Sfrite them in the space below.
A B
communist standard media conditions
joint mass state venture
family labour industry business
working travel force of living
@ With your partner, choose five collocations from Q and use them in sentences of your own.
O Complete the sentences. Use the noun form of the verbs in the box. The first one is done as an
examole.
L Car makers have invested in large-scale ptodueliou facilities in order to reduce costs.
2 Ov rop had a meeting to discuss the joint venture with the other company.
7Ingeneral'theChineSeareinfavourof-althoughthismeansthattheircountryis
losing many traditional buildings.
Grammar cards
r----------
It
---------t
ll
tl
i
I
DEFINITE SITUATIONS/ACTIONS
q i LIKELY SITUATIONS/ACTIONS
q i
r
i
UNLIKELYSITUATIONS/ACTIONS
POSS I BLE SITUATIO N S/ACTI O N S
E
i
r
I
DEFINITELY NOT I
SITUATIONS/ACTIONS m
I
I l'm sure... will ... i
-I- I
I
...
I ;
I
I
Maybe... will
,o
i
i
I
Air pollution will get worse. More people will get married.
ti
tt
lt
. .. ....
There will be a United States of
!d
i
@
i
i
IT
Eurooe. i
I
L---------- f i
Etr
People will retire at70.
I
i
Spanish will be the world i
ll
111?.1i9i. @ i
ll
I
L----------
It
tl
:.@ @ i
ll
i willfall. heart
More people will die from
i::rlr_i. @
i
The standard of living
_@
i
I
L----------
Instructions
1 Put the headings cards and the grammar cards (I'm sure ... will ,.., etc. ) face up on the table.
Match the grammar cards to the headings cards.
2 Put the predictions cards face down in a pile. In turn, pick up a card and read out the prediction. ,
Give your opinion using one of the phrases on the grammar cards.
3 Discuss your opinion with other students. Then continue with the other predictions cards in the
same way.
If and when
o Look at the different situations in the table and decide how likely they are, for yourself and your
partner. If they are certain, begin with 'When.If they are possible begin with ff.
@ Now complete the sentences by adding what you will do, and what you think your partner will
do. in the different situations.
When/lf Situation t'l
get home this evening,
reach 80 years of age,
go on holiday in the next few months,
go to a restaurant next week,
o Compare your predictions with your partner. Score one point if you correctly guessed how likely
each situation is by using'When or ff. Score another two points if you guessed correctly what
your partner will do, and one point if you nearly guessed! tWho made the best predictions?
Vocabulary review
People who work with computers have a variety of problems that can be related to work habits
but there are things you can do to be more comfortable and help prevent health problems.
O Read the tips on how to improve your health at work. Choose four tips that could be useful for
you.
I If you use a desk 1amp, put covers over the 1i$ht to reduce bri$htness.
2 Position your computer next to a window but at right angles.
S Do not have a light behind you when you are working at a computer.
4 Make sure your chair armrests are 1ow and short enough to fit under work surfaces.
5 If you often use documents, put a document holder on the left or ri$ht of the monitor
or attach it to the side of the screen.
6 Slt directly in front of the computer, as close as possible to the monitor.
7 The top of the screen should not be above the level of your eyes.
I Your arms should remain beside your body and your hands level with the mouse
mat.
9 Adjust your chair so that your knees flt, comfortably below the desk.
10 Make sure there is at least a I O cm space between your computer ventilator and any
wall or desk.
@ Compare your tips with a partner. Choose the five best tips.
o 'V7ith
your partner, suggest three tips for improving your class environment (lighting, plants,
decoration. etc.). Present your ideas to the class.
o Look at the information on government pension policies in these countries and discuss the
following questions.
Italy Germany Norway
Pension age (men)1 65 65 67
Source: European Commission ZOOZ1, OECD figures and tables on ageing 1ggg2, OECD figures and tables on ageing 19973
'VThere
1 do people probably work the longest?
2 \fhere is the government pension highest, do you think?
3 Which country will be the best to live in when you are 65?
O Look at the information on government pension policies in these countries and discuss the
following questions.
Italy Germany Norway
Pension age (men)l AA 65 6l
Pension age (womenll 60 65 67
Source: European Commission 20021, OECD figures and tables on ageing lggg2, OECD figures and tables on ageing 19973
2 If I'm the President of the United States. I'll increase spendinq on health care.
4 What will you do if you couldn't come to your English class next week?
6 If the government banned cars, what method of transport will you use?
'Where
7 would you live, if you can choose any country?
9 I'll go for a walk in the country if the weather will be good this weekend.
10'V7hat changes will you introduce if you were the Prime Minister of your country?
Green cities
O The words in A are from the article Are cities sustainable? Match them with their meaning in B.
A B
1 are unsustainable a use too much, usually with a negative effect
2 overexploit b for each person
3 waste (noun) c cannot continue as they are
4 sprawling d what remains after using something, and is of no use
5 per capita extensive, often in a uncontrolled way
Idon't think so. Cities themselves hold the solution and human density
may present the greatest opportunity for a greener f uture. The
environmental benef its of compact cities are clear: housing, workplaces
and shops are either mixed or close to each other. lf you can walk or cycle
around your city, that reduces the need for cars and buses. By using
cheap, eff icient and clean public transport, the compact city could be
almost car-free. Compact cities use half as much energy and produce half
as much air-pollution per capita as sprawling cities, because buildings are
more economic to heat when they are close together. Health, emergency,
education and other services are also cheaper to deliver.
'S7ork
O in groups. Discuss the questions. Make a note of your opinions.
'Which is the greenest city you have visited?
1
2 Is pollution a problem where you live? If so, what problems have you experienced?
3 Have you ever made complaints about pollution? To whom? What was the result?
4 \fhat would you do to make a city greener or more sustainable?
@ Make a list of key points from your notes. Present them to the class.
4 Some city buses run on hydrogen instead of gas in order to reduce pollution.
Some cities encourage ride-sharins to reduce the number of cars with just one person.
6 lt's important for motorists to stop at crosswalAs, where pedestrians have a right of way.
7 Cities usually have 24-hour stores where you can shop at any time, day or night.
8 Some cities have problems with their electricity supply and there are frequent power outages.
A B
traffic cycle path j"-
light commuter train rail
O How many different forms of transport can you think of? Make a list and order them from the
fastest to the slowest when travelling in a city.
@ In pairs, design the 'perfect' city. Draw a map and include examples of the following:
. public transport
r historic centre (e.g. cathedral)
. leisure facilities (e.g. ice-skating rink, sports centre)
o service industries (e.g. restaurants)
o cultural attractions (e.g. theatre)
Q) Compare your design of a perfect city with that of another pair of students. \fhich design is the
most impressive? And the most efficient? \Which city would you prefer to live in?
Social responses
E r r
Do you mind if I
Could lborrow Could I use your Have a good
close the door a
your calculator? pen? holiday.
moment?
I
I
F---
I
E E
Would you like
l've had to cancel May I make a I've been
another promoted!
my holiday. personalcall?
r
sandwich?
r r
Don't mention it. Don't worry. It doesn't matter. No, not at all.
E
Well, I'd rather you Thanks, and the
Yes, certainly. Please do.
didn't. same to you.
I
L----------
I
I
E r
Thanks, but not at Oh, l'm sorry to
Yes, of course. Cong ratu lations !
the moment. hear that.
E r
@ Oxford University Press
12.1 c RAM MAR FtLE
Describing a process
o Read the description of olive oil production. The stages are not in the correct order. Number the
stages to show the correct order. The first stage is given as an example.
't''
,
,,:r:;We call this process 'first cold pressing', and around five kilos of olives will produce about a litre of
oil. We extract approximately 90% of the oil in this process. After, we send the paste to a refinery to
remove the other 1 0o/o. :;
fusx4 we stack the olives in piles for a short trme to increase the heat, which helps to release more oil.
:ll;:i;'
But we process them quite soon after picking to reduce the chance of fermentation. ln Spain, if we want
to make 'virgin' olive oil, by law we have to process them withrn 72 hours of harvesting. ';i:i1,
d1 .,1:"
depending on the region and whether the fruit will be used for oil or table olives. We pick them by hand
to make sure the fruit is at the ideal moment and to protect the fruit lii.i::
@ Complete the description of how olive oil is made. Use the information i" O. Use the Present
Simole Passive form of the verbs in the box.
'Work
O in pairs. Think of a process you know well. Describe it, using these expressions.
In the first stage of the process Next Then After that Finally
Complete the article about chocolate. \frite the correct passive form of the verb in brackets.
ffi The history of chocolate oes back to the 6th century when it
(consume) as a drink by the Mayans in South America.
2 (introduce) to Europe in 1528, when cocoa beans
ffi Chocolate
-1
3 (brlng) back to Spain from Mexico by the Spanish explorer, Hern5n
Cort6s.
-
ffi fne process of making chocolate a (keep)
a secret by the Spanish for
5 (not, discover) by other Europeans until
the next 100 years and it
the 17th century.
Vocabulary review
'Work
O in pairs. Make adjectives from the nouns using the suffix -y, -able, -fwl, -less, or -al. \frite the
adjective in the space.
5Grassoftencatchesfirebecausepeopleafe-andthrowawaylitcigarettes.
6 Hotels offering health and beauty treatments are the latest trend; they are becoming very
7 Apat from air and water pollution, cities can also be very usually due to
intense traffic.
8.$7henyouworkatacomputeralldayit,simportanttohavea-chairandsitinthe
correct position.
-,
9 Goats are always and can eat practically anything.
10Thecompanywasina-situation.Ithadtoclosedownandalltheemployeeslost
their jobs.
o \fork in pairs.
\With a partner choose five of the
1 Look at the adjectives in ([) that you did not use i"@.
adjectives and write a sentence for each, like the sentences ,n@,but do not write the adjective
in the sentence.
2 Give your five sentences to another pair to write the missing adjective. Complete the sentences
the other pair gives you.
Play this game with a partner. Toss a coin. Tails - move one square. Heads - move two squares.
Role-play the situations.
Offer to show a
Ask friend to drive
a
visitor where the You want to have a
you to the garage to pick
canteen is. break in a meeting.
uP your car.
Check it's OK with the
other participants.
A friend wants to
You need the time of
visit you this weekend. On the telephone,
the earliest flight to
Refuse politely. you dont hear a number
London.Telephone the
someone gives you.What
airport.
do you sayl
Offer to repair a
Ask a visitor to wait
You arrive late for a colleague's computer.
while you make an
meeting. Apologize to
urgent call.
your colleagues.
Emails
O Match emails 1-4 with their replies A-D.
Dear Peter I
I'm afraid lwon't be able to give a talk next month I
Dear Alison
I'm writing to ask if you d be interested in giving a
talk at our next sales conference on the 20th of
next month? Please find attached an outline of the
conference. lf you are interested,could you let me
know asap so I can make the necessary
arrangements?
Best wishes
Tony
Sorry for the delay in replying.The usual excuse!
Here's my address,as requested. l've also added
the address of my head office, if you d like to send a
copy to them.
Allthe best.
Emails
@ Complete the tables with examples from the emails above.
Situation 1
O You have a business trip to Rome and need a car during your stay. Using the information below,
write a fax or email to your company's usual car hire firm to make the booking. Give your fax or
email to Student B.
@ Two days before you leave for Rome, you have to change your trip. Your plan is to drive from
Rome to Milan and you want to return the car at Milan airport on 25 October, leaving at7.00
p.m. Send another fax or email to the car hire firm to change your booking and confirm the new
price. Give your fax or email to Student B.
Situation 2
o You work for a hotel, Supreme International. You receive a fax or email from Student B. Write
to confirm the booking. Give your fax or email to Student B.
@ You receive a second fax or email from Student B. Write the reply, informing Student B that you
don't have any more single rooms available on those dates but could offer a double room at a
discount. Give your fax or email to Student B.
Situation 1
o You work for a car hire firm, AutoCo International. You receive a fax or email from Student A.
\frite to confirm the booking. Give your fax or email to Student A.
'Write
o You receive a second fax or email from Student A. a reply confirming the changes and
inform Student A there is an extra charge of 50 euros when the car is picked up and returned at
different locations. Give your fax or email to Student A.
Situation 2
You have a business trip to Berlin and need to book a hotel room. Using the information below,
write a fax or email to your company's usual hotel chain to make the booking. Give your fax or
email to Student A.
HotelChain: Supreme International
Contact: Sara Lichtenberg
Arrival: 3 June in the afternoon
@ Two days before you leave for Berlin, your boss informs you that he wants the new Marketing
Manager to accompany you on your trip. The Marketing Manager wants the same facilities as
you. Send another fax or email to the hotel to change your booking. Give your fax or email to
Student A.
Letter writing
O Your comp any organizes international conferences. It has just designed a new brochure in
English and needs a French translation. You have spoken on the telephone to Jean-Jacques
Tissot, director of a translation agency that has a very good reputation but which you have never
used before. A few days later you receive this letter.
1 Complete the letter with suitable phrases/words from the boxes below. Not all the phrases
will be used.
Dear Ms Thmper,
1
regarding the translation of your new companybrochure into
French,-2mycompanywillbeab1etodothework'-3an
example of a recent translation into French carried out by my company, as you
requested.
a
send me the original brochure in English as soon as it is completed
so that we can prepare the official budget and schedule? you could
provide us with any company literature you have in French as an example for our
translators.
6 please do
, not hesitate to contact me. -s
7
Je-an'Jacq^esTissot
2 You recently spoke to a new client on the telephone about organizing a conference for his/her
company. Write a letter to him/her to confirm that your company can do the job and send the
client your latest brochure. Also ask the client to send you more details on the conference and,
if possible, publicity material for previous conferences. Use some of the phrases above.
146 o WF3
WF3 wRrrrNG FrLE
Letter writing
@ Jean-Jacques Tissot is going to visit your city to act as interpreter at another conference.
1 Read his letter below. Put it in the correct order.
Dear Ms Tamper,
the Supreme International, letting me knowwhat day suits you. I will be staying at
the hotel from Sunday evening until the following Saturday morning.
If you are able to meet me, I would like to discuss the possibility of giving your
company a discount on large orders, such as the brochure we translated for you
recently.
Yours sincerely,
I hope we can come to an agreement and look forward to meeting you next week.
I am writing to ask if you would be available for a meetins some time next week.
\7rite a reply. The only morning you are free is'Wednesday. Also suggest meeting for dinner
one evening.
Date:
Language problems:
KEY -- -->
l|o-"thing missing word order / .tnn...rrury mistake
Useful words/ohrases:
pHIt- How long t (yor, stay) in the area. I always tt (do) that
- when I
12 (travel) abroad on business. It
London, Marcia? -
13 (give) me useful feedback on our
MARCIA For two weeks.
oroducts and ideas for new ones.
B Focus on functions
do you do?
JAN
B
-
YoU Sue,
- like
I'd a a friend of mine,
John Kelner.
-3?
sur Pleased to meet you, Mr Kelner.
;oHN How do you do? Please 5
John.
suE Then you must call me Sue.
C
vou Hello, Jan. Nice to see you again. How
6)
- -
completely full. months.
9 There aren't jobs for young people in 6 She (spend) six months in the USA in
-
this area but the government is trying to create 2002.
some more. 7 How many English courses (you, do)
10 Unfortunately we can't give you since you (decide) to learn the
'We've
information about the new product. only -
language?
_ got a few details and some diagrams. 8 The company's profits (rise) by 3%
1 mark per answer Total 10 last year.
9 (you, made) a lot of business trips
@ Co-parative and superlative adjectives recently?
Complete the chart. 10 Prices (not increase) since last year.
Comparative Superlative 1 mark per answer Total 12
1. few -
@ vlooats
z popular
Complete these sentences with haue to or don't haue to.
3 easler
A 1 English is the company language so you
T much/many
speak English well to get a
5 enjoyable management position there.
B Focus- on functions
Read the clues and complete the word puzzle.
2 marks per answer Total 8 7a Thank you for all your help.
B
11 2F 3F 4F 51 6F tl
156 o ANSWERS @ Oxford University rr"r, @
2 3
1 (email)Thanks, could you, See you in two weeks 4I t+'^ r^^^ ^.,^^^^;,te
lL J luJ) u^pur rJr\ and faSter.
z (letter/fax) | apologize, I am pleased to enclose, 2 Expedia, Travelocity (EasyJet).
Please contact me again, Yours sincerely 3 Buyers offer a price for flights, and the best offer
(letterfax) Following, could you please, I attach, I gets the flight.
look forward to seeing you 4 Package holidays, car hire, and hotel booking.
3
1 Dear 7.1
2 | am writing to thank you 1 | visited my family yesterday.
3 | attach 2 Srnce last year I have travelled to Japan three times.
4 Could you please let me know 3 How often have you moved house in your life?
5 please contact me again 4 When did he give his last presentationT
6 Yours sincerely 5 | haven't had a holiday so far this year.
6 How often did you take the bus to work last month?
5.1 7 I've made a lot of business trips in the last few
Mass WEEKS.
advice, butter, fun, energy, housework, information, 8 | haven't spoken English very much at work
news, nightlife, meat, money, seafood, stress, recently.
training, work I Did she start her new job last month?
Count 10 How many hours overtime have you worked this
advertisement, experience, festival, inhabitant, week so far?
invitation, meal, tradition 11 new clients last week.
| met a lot of
Mass and Count 12 How long ago did he get marled?
chocolate, coffee, fish, exercise, time, wine, yoghurt
7.2
5.2 2
2 {examples) 1 spent 7 has risen 13 /40 0
Georg drinks a lot of water. / Alex doesn't drink 23.2 835 14 tr70
much water. 3 has increased 9 did not have 15 l^
rroJ
^^ vuL
^a+
Georg doesn't eat many vegetables. / Alex eats a 4 4.1 10 has fallen 16 has been
lnf
luL n{
ul rronoiahloc
vEvgtqvlsJ. 5 has improved 11 12
Georg doesn't eat any f ruit. / Alex eats some fruit 6 10 12 has improved
every day.
3 Alex has the healthier lifestyle. 7.3
1
1 increased 7ln 13 to
6.2 2 sharply Bbv 14 fall
1 briefcase 6 route 11 landing 3 fell 9 rose 15 to
2 leg room 7 passenger 12 boarding 4to 10 fall 16 increased
3 check-in desk B seat-belt 13 last call 5 dramattcally 11 to 1l to
4 luggage 9 terminal 14 turnaround 6of 12 from 'lB slightly
5 overhead 10 safety 15 trolley
(Down) Flight attendant 7.6
1 join 6 borrow
6.3 2 wages 7 community
2 3 long-term B generation
2e 3b 4a 5f 6c 4 willing 9 attendance
5 unemployment 10 opportunities
9.1 9.3
Situations which began in the past and continue 1
up to the present 1c 2a 3b 4a
She's had her job for four years. 3
The company has always been in the same family. 1 isolated 5 infant mortality rate
Our website has been on the lnternet for over a year. 2 conccntretinn 6 crops
The R&D department has been very busy recently. 3 boarding facilities l domestic market
We've invested over 10 million euros in new 4 rural 8 occurre0
companies this year. 4
The firm has been in the steel business for over a 11204 411 75
century. 2 25Vo 5 14 8 2o/o
How long has he had his own company? 372% 66 99%
5 (possible answersl
Activities which began in the past and continue
Situations which began in the past and continue
up to the present
up to the present
l've been working on this presentation all morning.
there have been a large number of changes
The company has been making clothes for over 100
Activities completed in a time from the past to
years.
the present
Our website has been attracting a lot of interest.
the percentage of children in primary schools has
Their R&D department has been developing a lot of
risen lo 72o/o
new products recently.
The government has built new secondary schools
We've been investing more in service companies
The number of children oer couole has also fallen
these last few months.
slightly
The firm has been producing steel since it was
Activities which began in the past and continue
founded.
up to the present
l've been trying to get in touch with the client all
Over the last few years, the government has been
WCEK.
concentrating on education
Activities completed in a time from the past to Health conditions have also been improving steadily
the present export crops have been increasing in importance
l've worked six hours overtime this week
Our new brochure has attracted over ten new clients 9.4
this ouarter. 1
The company has made a huge profit this year. 1 communist state 5 standard of living
The R&D department has developed a new type of 2 joint venture 6 mass medra
glass cleaner. 3 family business 7 labour force
Our investments have always been successful. 4 working conditions 8 travel industry
The firm has oroduced double the amount of steel 3
tnrs vear. 1 productton 6 Development
l've tried to rearrange the meeting but the client isn't 2 managers 7 modernization
available any other day. 3 consumption 8 industry
4 competition 9 investment
9.2 5 employment 10 economy
1 How long have you been living here?
2 He's been living in the same house for ages.
10 What changes would you introduce if you were '1 aflat 6 pedestrian crossings
the Prime Minister of your country? 2 alaxt 7 shops
? +ha niirr
v,ry
nontra
vv,,L,v 8 cuts
1 1.2 (possible answersl 4 petrol 9 a chemist's
'1 lf you arrived late for work next week, what 5 car-sharing 1 0 lifts
would your boss say? 2
2 What hobby would you take up if you had more traffic jam, light rail, cycle path, commuter belt
free time?
3 Who would you ask if you needed to borrow
some money?
Test A B1
{possible answers)
A1 A
1 They never go abroad on business. 1 That's 2 introduce myself 3 How do you do
2 Do they always get to work early? B
? Qha iq I e' vr y l:to fnr annnintrnantq
,u r:rolrr 4 you to meet 5 call me
4 What time do you usually leave your off ice? c
5 | don't often meet foreign visitors. 6 are you
6 Does he sometimes work at weekends? 7 Very well, thanks/Fine, thanks/Not too bad,
7 When do you usually have a holiday? thanks
8 Banks are always open on Saturdays. D
8 very nice meeting you
A2 9 good trip/journeyflight
1 Where does she live? 10 the same
2 Who does she meet?
3 What do they play at weekends? B2
4 When does he finish work? (possible answers)
5 How often do they travel abroad? A
6 How do you go to work? 1 Could I speak 2 Who's calling 3 Hold
B
A3 4 l'm afraid
1 became 7 lew
f 13 made 5 Could you take/Could I leave
2 brought I gave 14 said 6 Could you ask
3 came 9 went 15 spent c
4 cost 10 grew up 16 thought 1 newspaper 9 unemployed
5 did 11 had 1l woke )
a anllaant ta
vv,,vvyuv 10 grant
6 drove 12 left 18 wrote 3 receipt 11 interpreter
4 salary 12 elevator
A4 5 expand 1? nancinnor
yv,,v,v,,vl
gives 20 is improving
A3 B3
1 fewer, fewest (possible answersl
o
L
*^-^
tttut u ^^^,,l^-
pupurdr, il ruJr, ^^^,,1^-
-^^+ vuPurdl 1 How about going/Why don't we go
o
v ^^^.,
vuuI, ^^^;^^+ 2 | suggest we go/We could go
4 more, most 3 let's do that/that's a good idea
5 more enjoyable, most enjoyable
A
v hinnar
v,vvv,l hinnacf B4
7 good, better (possible answersl
8 more expensive, most expensive BARr What would you like?
9 earlier, earliest vnnv Whatdoyou recommend?
10 bad, worst BARr The ... (beefl is usually excellent here.
MAFY OK, l'll have the ... (beefl
A4 BARr What would you like to drrnk?
1 was/were, been 6 went, gone/been MARY A glass of ... (red wne), please.
2 came, come 7 fell, fallen (Latel
3 did, done 8 left, left BARI Would you like ... (a desert/some coffeel?
4 got, got 9 maOe, maoe MARY Yes. That would be very nice.
5 gave, given 10 SAW, SEEN (After meal)
vnnv Thank you for a lovely meal.
A5 BARI l'm glad you enjoyed it.
1 did you begin 6 spent
2 harte vor rhad left 1 have you done, decided c
3 started 8 rose i rise 9 rneff icient
4 has grown 9 Have you made 2 interrupt 10 trolley
6 harro nnno
vv,,v
dnrnrq
vvvvl 10 have not increased 3 flexrtime 11 dishonest
4 impolite 12 discount
A6 5 briefcase 13 improvement
t have to 5 might/may 6 contemporary 14 disaster
2 don't have to 6 should 7 punctual 15 pork
3 don't have to 1 shouldn't 8 seat-belt
4 have to 8 maY/might (Down) information desk
B1
(possible answers) Test C
A
1 would be convenient for you/could we meet/are A1
you f ree/would suit you 1 became, become 5 drank, drunk
2 I'm af rard l'm busy then/l've got another o
a !r^^^^ t\^^,,^
wvvot r, uEvur I 6 cut, cut
apporntment then ? hrnr rnht hrnr rnht 7 sold, sold
How about
A vvuv,,rr
T h'nr rnhf vvuv,,r
hnr rnhf 8 wrote, written
4 look forward to
B A2
5 l'm af raid I can't manage/l have to cancel 1 since 3 SINCE 5 for
6 arrange another trme 2for 4 since 6 since
7 would suit you
I that's fine
week.
2 Does she speak English? J Yes. Could you ask her to call me?
3 Yes, she does. My number is 020 7331 8582.
I And you have to speak English then? R 733t 8582. Thank you. I'll give her
K Yes. I also speak English inJapan, in
4 What time do we arrive?
5 Do you often travel abroad? your message.
meetings with the President of
6 Yes, I do. J Thankyou. Goodbye.
Jonathan Ball founded the Eden became the first woman to {ly solo w Well, actually, I'm a lawyer. But I
Project? around the world in a small one-engine grew up in Napa Valley. and my
T Amazingln yes. And the idea aeroplane. Polly Vacher, a music teacher, uncle owns a winery there.
became a reality. arrived back at Birmingham Airport L24 Really? How big is it?
J
I \7hat was your biggest challenge in days after she left the same airport on the w Its production is quite small, but the
creating Eden? 1,2'h olJawary. On the 46,670-kilometre
wines are excellent. Anyway, when
T Oh, there were lots. Money, for journey she flew over deserts and oceans
I finished university my uncle asked
example. and survived tropical thunderstorms, me to work for him. I look after his
I How much did the project cost? engine problems. and a frightening business affairs.
T Eighty-six million pounds. experience over the Pacific when her
activities are going to be more and fax points, and of course multi- J Good.
informal and practical, and give line phones and sateliite TV. R I hope you enjoyed your stayhere.
everyone the chance to find out S OK. And air-conditioning? J Oh, yes, very much. And I'm sure
R Yes, all rooms are air-conditioned. I'11 be back here for Vnitaly next
about our training materials and
ask us lots of questions. S And are there tea- and coffee- April.
Are we going to demonstrate any of making facilities in the rooms? R We'll be delighted to see you again,
J No, but all rooms have a minibar, Mr Turner. Goodbye. and have a
our materials?
and we offer 24-hour room service. good flight back.
M Yes.'We're going to show our
training videos and our online Right. \7e11, I think you have J Thank you. Goodbye.
courses, and give people the chance everything we need. Oh, oh, just a
to learn how they can use them in couple more things - do the guest
their companies. They can choose rooms have hairdryers and safes?
what they want to watch, and how They have hairdryers, but not safes.
long to spend on each one, and ask Guests can leave money and
us questions about them. valuables in the hotel safe at
reception.
5.4 (') M Well, the meat is usually excellent tickets. Passengers just get a
here. Let's see . .. I recommend the reference number, then a letter which
Speaker 1
beef or the lamb cutlets. they show when they check in.
For me one of the great pleasures of
travelling to another country or to
W Are you ready to order? So it's a much easier way of booking
microwave for two minutes and eat it in C No. when they fly to a big city it's
five minutes in front of the TV. Or if 5.7 6il normally not to the main airport
you're not at home, you can eat your M=Monique, J=James nearest to the city centre but the one
food walking along the street. I don't J Thank you for a lovely evening, that's farthest away.
think that's the way to live. Things were Monique. I So you get the cheapest fare but you
much better in the past. M I'm glad you enjoyed it, James. have the longest journey to the city
Speaker 4 J Now... when's yourbtrthday? centre ?
5 not as cheap as more attractive because it was a D That's very good news. Oh, please
hotel. Tate Modern is an industrial call me Duncan, by the way.'Vfhen
6.4 Cil building and some people think the would be convenient for you?
Speaker
.What
1 exterior is very ugly. They think a M Let me see ... I'm rather busy this
methods of travel do I use, and modern art museum should be week. Is next week possible for you?
why? Well, when I make business trips I beautiful like the Guggenheim I'm free on Friday .. . or Tuesday, if
always travel by plane because it's faster. Museum in Biibao, for example. you prefer?
For holidays I go either by plane or car. I Other people think Tate Modern is D Yes, Tuesday suits me fine. Shall we
prefer going by car because you're more a perfect place to show modern art say lunch on Tuesday, then?
independent, but for longer distances because you need a lot of space, and M lfhat time would
Yes, that's fine.
flying is of course quicker. To get to work Tate Modern has an enormous suit you?
every day I travel by train and then amount of space. D How about one thirty at the
underground. I never go anywhere by I Yes, you when you go in you're in Riverside Restaurant?
bus. I use my car to go out in the this enormous hall. There aren't M Oh, that'll be very ntce.
evenings, and at weekends in the many museums with an entrance D Good. Well, I look forward to
summer I get my bike out and go cycling. hall of that size. meeting you again.
Speaker 2 E No, in fact that hall is 200 metres M It'll be very nice to see you again.
I travel by plane only for holidays - I long - as big as a square in the too. Goodbye.
don't travel in my job. And for shorter middle of a city.'Sfhen the building
distances, when I'm not going far on was a power station that huge area 6.8 ('])
holiday, I prefer to use my motorbike. was the turbine hall and the M=Monique, D=Duncan
For me it's the most enioyable way to architects decided to keep it as a D Hello.
travel. To get to work I go by train or huge space. The Mus6e d'Orsay's M Helio. Is that Duncan Ross?
motorbike. Going by train ts more got an enormous hall as well, D Yes, speaking.
expensive, of course. I could go by bus almost as long as the Tate's, which M Oh, hello, Duncan. It's Monique
but it's the slowest way because of all the was the area where the trains and Bresson here. I'm very sorry, I'm
traffic, so I don't use buses. I don't have a platforms were when it was a afraid I can't manage our meeting
car but I've got a bike and I use it to go station. Now it's ideal as an on Tuesday - I have to go to Rome.
to my local sports club and to go cycling exhibition space for an art museum. Could we arrange another time?
with friends. I It's interesting that the museums are D Oh, what a pity. But yes, of course.
'When are you free?
similar in other ways, too - their
6.5 Cil locations, for example ... M Is Thursday the 17th possible for
1 Your attention, please. lfill E Yes, it's true. They're both on the you?
Mr Carlos Siga, travelling on a banks of rivers and the advantage D No, I'm afraid I've got another
for visitors is that you get wonderful appointment then.'!(hat about
connecting flight to Dubai, please
views from them. From the Mus6e Friday the 18th?
go to the British Airways
information desk. d'Orsay you can see the River Seine M Yes, I can make it on the 18th.
2 May I have your attention, please. in front and the Louvre and the D Excellent. So, the same time and
'Will Tuileries Gardens opposite. From place? One thirty, at the Riverside?
Mr and Mrs Harcon, the last
remaining passengers travelling to Tate Modern you've got a great M Yes. Thank you, Duncan. And I do
view of the River Thames and St apologize.
Madrid on Flight IB3615, please go
immediately to Gate 14 where the Paul's Cathedral opposite. And now D lt's no problem at all. Have a good
there's a new bridge for pedestrians trip to Rome. See you on Friday .. .
aircraft is waiting to depart.
3 We are now ready to board. Would so you can get to St Paul's Cathedral
passengers in seat rows 15 to23 on foot, by walking straight across
board first. Please have your the river.
boarding cards and passports ready. I Or to Tate Modern if you come
4 This is a security announcement. from the other side.'!7ell, thank you
Passengers are reminded that they very much, Erica, for describing
must keep their bags with them at these two museums - it's been really
all times. Any unattended luggage interesting . ..
may be taken away and destroyed.
Photocopying
The Publisher grants permission for the photocopying ofthose pages marked
'photocopiable' according to the following conditions. Individual purchasers
may make copies for their own use ot for use by classes that they teach.
School purchasers may make copies for use by staffand students, but this
permission does not extend to additional schools or branches
Under no circumstances may any part ofthis book be photocopied for resale
Any websites refened to in this publication are in the public domain and
their addresses are provided by Oxford University Press for information only.
Oxford University Press disclaims any responsibility for the content
rsBN o 19 457 477 6
Printed in China
ACI(NOWLEDGEMENTS
The authors and publisher are gratefuItothose whohare givenpermissionto reproduce
following extracts and adaptations of coptright mateial: p 109 'I'm cheap, fly
the
me'byChris Moss,'IheGuardian,30 May,2002. @ Chris Moss 2002.
Reproduced by permission ofChris Moss; pp 119-20 'The French Mystique',
'Iceland - So Near and So Remote', Australia - The Magnetism Continues',
'Brazii - Almost Paradise' from Networkfor LilingAbroad newsletter on
www.liveabroad.com, @ Ruth Halcomb, USA. Reproduced by permission of
Ruth Halcomb; pp 125-6 'Bhutan: 2oo1 - 2oo3', Country Assistance Plan,
Asian Development Bank. Reprinted with permission from the Asian
Development Bank. For information related to development in Asia and the
Pacific. see m.adb.org.
Soarces: p 85 www.toyota.com, www.nestle.com; pp 105-6 www.ahcppo.com;
pp 111-2 www.undp-gha.org; p 130 www.intelihealth.com; pp 131-2
www.oecd.org; p 138 www.psimports.net
Illustrattonsby: Kathy Baxendale pp 78, 130; Peter BuIl p 135; Shireen Nathoo
pp79,82,777,772,126, 138; Alex Tiani p 86; HarryVeniling p 121
We would ako like to thank the following for pemission to reproduce the following
phongraphs: Cephas Picture Library p 94 (M.Rock); Getty Images pp 91
(R.Kachatorian/Laura Esteban), (PhotoDisc RediJames Springfl eld),
(R.Lockyer/Paulo da Silva); Lonely Planet p 96 (@ Wayne walton); oxford
Universitv Press D 78
OXFORD ENGLISH
tsBN 0-19-457477-6
, illIiltffil[illiluilt