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C A M B R I D G EU N I V E R S I TPYR E S S
, áo Paulo
, e w Y o r k , M e l b o u r n e ,M a d r i d ,C a p e T o w n ,S i n g a p o r e S
C a m b r i d g eN
C a m b r i d g eU n i v e r s i t yP r e s s
T h e E d i n b u r g hB u i l d i n g ,C a m b r i d g eC B 2 2 R U , U K
WWW.cambrídge.org
l n f o r m a t i o no n t h i s t i t t e :w w w . c a m b r i d g e . o r g l 9 7 9 o 5 2 1 . 5 3 4 7 0 3
O C a m b r i d g eU n i v e r s i t yP r e s s 2 0 0 6
T h i s p u b t i c a t i o ni s i n c o p y r i g h t S
. u b j e c tt o s t a t u t o r ye x c e p t i o n
a n d t o t h e p r o v i s i o n so f r e l e v a n tc o l l e c t i v el i c e n s i n ga g r e e m e n t s ,
n o r e p r o d u c t i o no f a n y p a r t m a y t a k e p l a c e w i t h o u tt h e w r i t t e n
p e r m i s s i o no f C a m b r i d g eU n i v e r s i t yP r e s s .
F irstpubl i s he d 2006
P r i n t e di n t h e U n i t e d K i n g d o ma t t h e U n i v e r s i t yP r e s s ,C a m b r i d g e .
I S B N - 1 3 9 7 8 - 0 - 5 2 1 . - 6 7 2 0 8W- 5o r k b o o k2 w i t h C D - R O M/ A u d i o C D
I S B N - 1 O 0 - 5 2 1 - 6 7 2 0 8 -W 2 o r k b o o k2 w i t h C D - R O M/ A u d i o C D
I S B N - 1 3 9 7 8 - 0 - 5 2 1 - 5 3 4 7 2 -A7u d i o C D s 2
I S B N - 1 0 0 - 5 2 1 . - 5 3 4 7 2 -A0u d i o C D s 2
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Contents
Introduction
Resource sheets BB
Entry/Summary test 124
Testkeys 1,26
www.irLanguage.com
lntroduction
H o w ever w , hen decidingw hethero r no t to om it certain
activitiesw ith false beginner s,be cautio us.This is
p a r t í c u l a r il m
y p o r t a n ti n g r o u p s ,w h e r e i n d i v i d u a l
lear ner smay have 'gaps'in differ entplaces.Don' t m ov e
ABOUT BUSI N ESS START.UP
o n until studentshave demo nstr atedthat th ey hav e
Cours e t e n gt h gr aspedthe tar getlanguage.Reactivatí ng [ang uag e
Busine ssS t ar t - up2 c o n s i s tso f 1 ,2u n i ts o f th r e e r equir esplentyo f pr actice.
lesso ns e ach.T he co u rs e s h o u l d p ro v i d e 5 0 - 6 0 h o ur s
of c tas sr oommat e r ia l ,wh i c h c a n e a s i l y b e e x te n d e dto THE BUSI'VESS START-UP APPROACH
70-80 hours wíth the use of ÍheoptÍonalactivÍties and B u i t d i n g[ a n g u a g e
Resourcesheets in the Teacher'sBook. The Workbook
Each lesson in BusinessStart-up is carefullydesigned to
pro vide san addi t i on a l1 0 - 1 5 h o u r s o f s e l f - s tu d yp r actice
ensur ethat studentssystematí cally acquÍ r eall of the
and the accompanying C D - R 0 Mc a n b e u s e d a t h o m e o r
necessar ylanguageto enable them to pr o gr esseffectiv ely .
in c las s for a fu r t he r5 - 1 0 h o u r s .
M o st lesso ns begin w ith an o ptio nalw ar m-upactiv ity often ,
Targe tau di e n ce suggestedin the Teacher 'sBo o k, w hich sets the scene and
BusinessStart-up is specially designed to cater for gives false beginner san o ppo r tunityto sho w what they
begin n e r san d fal s e b e g i n n e rswh o wa n t t o l e a r n E ngtish alr eadykno w . New gr ammarand vo cabular yare then
for bot h bu si ne ssan d s o c i a l r e a s o n s . pr esentedin co ntex tthr o ugha listeningo r r ead ingtext.
Vo cabular yand gr ammarar e pr actised,bo th o rallyand in
Level w r ittenex er cises,befo r estudentshave the cha nceto
Business9tart-upí covers competenciesfrom [eve[A1 of pr actisethe new languagein a r ealisticco mmunicativ e
the Common E u r ooe a nFra m e wo r ko f R e f e re n c ef o r activity.M o st lesso nsend w ith the o ppo r tunit yfor a freer,
Languagesand leads into A2. BusinessStart-up2 covers morepersonad l i s c u s s i o no n t h e t o p i c o f t h e l e s s o n .
c o mp e t e nci e sfr om 4 2 a n d l e a d s í n to8 1 .
Vo cabular y
Absol u t e be gi n ne r sa n d f a l s e b e g i n n e rs ln BusinessStart-up,great attentionis given to teachingthe
At the be gi nni ngof e a c h l e s s o n ,i t i s e s s e n ti a lto check if vo cabular ythat studentsneed fo r their pr o fes sionalliv es,
stude nt sal r e adykno w a n y o f th e g ra m m a ra n d ta rget but also fo r the so cial and tr avelsituatio nsthat they m ig ht
la ngu agebe for eít i s p re s e n te da n d p ra c ti s e d ..T e s ting find themselvesin. Each lesso n fo cuseso n o ne lexicalset
the w at e r 'i s i mpor t a n ta t b e g i n n e rl e v e l .M a n y s t u dents and pr esentsnew vo cabular yin r ealisticco ntexts.Stud ents
at this l e ve Ial r e adyk n o w s o m e E n g l i s h( o f t e nwo rds and a r e t h e n e n c o u r a g e dt o w o r k o u t t h e m e a n i n go f t h e n e w
phras e sr e me mbe r e df ro m s c h o o l ) ,b u t h a v e n o t s p o ken the words from the context,before being referredto the
la ngu agefor s ome t i m e . T h e re f o reth e y n e e d to ' f i ll in their vo cabular ypr acticeex er cisesat the back o f the Stud ent' s
ga ps'.Y ou may fi n d th e f o l l o wi n gs u g g e s t i o n sh e l pfu[. B o o k . F u r t h e rp r a c t i c ea n d c o n s o l Í d a t í oc a
nn b e f o u n dí n
o the W o r l<bo o k, o n the CD -ROM /A udio CD and on the
lf t h e l angu agei s n e w to s tu d e n t s ,c a r r yo u t th e pr e-
Teacher'sBook Resourcesheets.
te ach i ngsugge st e di n th e T e a c h e r' sBo o k n o t e s o n the
un i t s.Y ou w i l t ne e d to p ro c e e dth r o u g ha l l th e s tages o f At the end of each lesson there is a Usefullanguagebox.
pre se nt at i on,pr a c t i c ea n d c o n s o l i d a t i o ni n t h e Student's This co ntainsthe key languagein the fo r m o f short
Bool<.You may wish to use the Resourcesheets for sentences/phr ases in co ntex tand vo cabular yse ts for easy
a d d i t i o n a sl u p p o r t . r efer ence.Falsebeginner smight find these bo xes help ful,
o w h e n p r e p a r i n ga u n i t i n a d v a n c eo f a l e s s o n .T h e b o x e s
lf t he st u de n t sar e f a l s e b e g i n n e r sa n d t h e [ a n g uage
w itl also pr o videsuppo r t fo r all lear ner s,w hen they look at
is n ot compl e t e l yn e w,th e r e m a y b e n o n e e d f or pr e-
the Grammarand vocabularypractíceindependently.
t e a c h i n gY. o u m a y c h o o s et o u s e a b r a i n s t o r m i n g
A dditio natly, alt lear ner sw ill find them usefula s a sum m ary
ap pr oacht o r e ac t i v a t et h e ta rg e t[ a n g u a g eq u i c kty.
of the m a i n l a n g u a g eo f t h e l e s s o n ,a n d f o r q u i c k r e v i s i o n ,
The Resourcesheets (particutarlythose suggested
in pr epar atio nfo r the pr o gr esstests.
for pr e - t e achi ngwi ) l l n o t a l wa y s b e r e q u i re d .I n stead,
c o n ce n t r at eon t h e a c ti v i ti e sí n th e Stu d e n t ' sB oo k. Grammar
W hi l e t h e S t ude n t ' sB o o k a c ti v i ti e sa re a p p r o p riatefo r BusinessStart-upcontains a carefullygraded grammatical
re al be gi n ne r s t, h e y a re a l s o d e s i g n e dto h e l p false syllabustailo r edto lo w -levelBusinessEnglishstud ents.
be gi n ne r sr e act i v a t et h e l a n g u a g eq u i c k l y . A s w ith vo cabular y,studentsenco unternew gram m atical
o W i t h s t r on ge rfals e b e g i n n e rs ,i t m a y b e p o s s i ble str uctur esin car efultycho sen co ntex ts.Each gram m atical
to cove rt he fi r st f e w u n i ts o f th e c o u r s ev e r y q u ickly str uctur eí s then pr esentedin a gr ammarbo x , with a link to
an d t o be se l e ct i v ei n y o u r c h o i c e o f G ra m m a rand the Grammarreferenceat the back of the book. The
vocabularypractice exercisesfor each unít,using only Gr ammarr efer enceco ntainsdetailedex planationsof al[ of
th os e i n w hi ch yo u th i n l <s tu d e n t sn e e d f u rth e rpr actice. the gr ammarco ver edin the co ur se,w ith ex amp lesand
advice on usage.The Grammarreferencesection is a useful
l n t r oduct i on
@
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toolforstudentswho havedoubtsabouta oarticular activitiesin alI fo ur skills (speaking,[isteningread , ingand
structure,
or needto revise. w r iting).Each unit co ntainsthr ee pages o f activ ities,which
a i m t o b e l i g h t - h e a r t eadn d f u n .T h e y i n c l u d e :
Thereareampleopportunities for controlled practice
after
lookingat the Grammar reference, both the unitand in
in . cr o ssw o r do uz z les
thegrammar practice at the backof the book.
activities o anagr amS
Studentsarethenencouraged to usethe newstructure in
spokenpractice beforeundertaking a freercommunication o w o r d games
Theseactivities
activity. havebeencarefully designedto o a var ietyo f ex er cisetypes.
consolidateand practisethe grammar and vocabularyof
thelessonin the typeof situationthatstudentsare likety Ther eis a key to the W o r kbo o kactivitiesso that stud ents
to encounterin theirprofessiona[[ives. c a n w o r k i n d e p e n d e n t liyf r e q u i r e d .
Pronunciation C D - R O M / A u d i oC D
Introduction
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the gapsÍnstudents'knowledge are.Alternatívety,
with Usefullanguageboxes
absoluteor mixedbeginners it can be usedat the end You mightfindit usefulto ask studentsto learntheseoff
of the courseto assessstudents' progressand identihT by heartas homework assignments.
a n y a r e a sw h i c hs t i l lr e q u i r e
consolidation.
Recycling
o Aftereverythreeunitsthereis a progress
teston the
grammarand vocabulary Thereis buitt-in reviewof the grammarand targetlanguage
of thoseunits.
of eachunit.Additionally you can review/reactivate
whathas
ln addition,the BusinessStart-upwebsiteat beencoveredby encouraging studentsto brainstorm
at the
WWW.cambridge.org/elt/start-up contaíns a set of b e g i n n i nogf l e s s o n s .
downloadable'can-do' statement worksheets basedon
Social language
competencies fromthe CommonEuropean Framework of
Reference for Languages. Thesestatements arewrittenin Therewill be manyopportunities to consolidate the social
gradedlanguageand are designedfor studentsto use as l a n g u a gaet t h e e n d / b e g i n n i onfgl e s s o n sa n d d u r i n g
a methodof self-assessment. Aftereachunit,studentstlck breaks.Encourage studentsto talkto eachotherin English
t h et h i n g st h e yc a n n o wd o i n E n g l i s hg,i v i n gt h e ma s e n s e duringthe coffeebreak,for example.
of achievement and allowingthemto keeptrackof the Recordof progress
progress they'remaking.
lf you haveaccessto a videorecorderit mightbe
One-to-one lessons motivatingto recordstudentswhentheyare doingthe
lf you haveone-to-one lessons,you will needto playthe CommunÍcation practiceactivities.
Thiswitlalso provide
roleof the partnerin the Communication practice.ltwill studentswitha positiverecordof theirprogressthrough
also be necessary to use the cue cardson the Resource the course.
sheetsto ensurethatthe studenthas enoughpractice WebsÍte
address
withdifferent identities
or situations.
www.cambridge.orgielt/start-up
Otherusefulhints
Optionalmaterial
Pre-teachingsuggestions,optional activÍtiesand Resource
sheetscan be usedflexibly,
according to the needsof the
class.Theyare optionaland arethereto provideextra
practice,
particularly
for classesof absolutebeginners.
Resourcesheets
You mightfindit usefulto:
o photocopy the sheetsfor pairworkontocard,[aminate
t h e m ,c u tt h e mu p a n d s t o r ei n e n v e l o p eisn o r d e rt o
ensureeaseof use in lessons
o enlargevisualson Resource sheetsto enableyou
to usethemfor presenting vocabularyto the whole
class.Alternatively, you couldcopythemontoan
O H Tf o r p r o i e c t i o n .
Grammorboxesand Grammarreference
l f y o u h a v ea m o n o l i n g u calla s so f a b s o l u t eb e g i n n e ryso u
mightfindit appropriate to let themask questíons íntheir
own language to clarifrT the meaningand patterns.
IThís symbo[Warnsyou aboutcommondifficulties which
speakersof otherlanguages mayencounter withspecific
p o i n t so f E n g l i s hg r a m m aor r p r o n u n c i a t i o n .
Culturalpoints
Theseboxesin the teachingnotesgivereminders about
varyingculturalfactorswhichmay affecta specificlanguage
l e a r n i n sgi t u a t i o n .
lntroduction
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1, Introductions Transcript
Ella My name'sElla Grady.I'm in the customcr
servicedepartment.I'rnthe Er,rropean customer
Transcript Kry
1 after 2 to 3 of 4 for 5 with
OK. Welcomeeverybody. Ah, my name'slvan
Magnusson. I'r'nyourtrainerforthistwo-daycourse. practice'""}
A course,asyou know,calledInternational
ffi vocabutary SB Page95,Exercíse
]..
Custonter
Um ... to besin,I justwantto explain,
Service. quicklv, Kqt
whatI do.And thenyou cantalkaboutvourjobs.So I'm 1 responsible 2 manage 3 report 4 charge
an exportconsultant.I specialise
in services
... 5 deal 6 look
T e a c h i n gn o t e s
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lntroductions
P r e se nts i mp te :b e Presentsimple
P oi nt out t h a t th e c o n tr a c te df o r m s a re n e a r ly P o i n to u t t h a to n l yt h e 3 r d p e r s o ns i n g u l ahr a s a
a l w a y su s e d w h e n s p e a k i n g .I n d i c a t et h e t w o different form.Referstudentsto the grammar
f o r m so f t h e n e g a t i v ea n d t e [ [s t u d e n t st h a t b o t h reference, to revÍew thístense.
a r ec o m m o n .
G r a m m arre f e r e n c.e. ' pS B P a g e1 0 7 ,S e c t i o n
G r a m m a r e f e r e n c e. ' " vS B P a g e 1 0 7 , S e c t i o n 3.1..2.
3.1,.1,.
'."pSB Page95, Exercise
Crammarpractice 2.
ffi
t[ do the gap-fitt
StuAents activityto consolidate
be.
Key
Key 1 I'm in charge.I'm not in charge. 2 They're in my
1 I'm,is 2 is,He's 3 We're 4 ate,They're team.They aren't/ They're not in my team.
5 isn't,aren't I lt's an unusualjob. It isn't / It'snot an unusual job.
4 You'rehis boss.You aren't/You're not his boss.
4 Ask who JamesBondis and elicita secret 5 They check customer service.They don't check
agent/spy.Studentslistento lvanMagnussontalking customer service. 6 He travelsa lot. He doesn't
abouthis 'secretjob'and thencompletethe sentences. travela lot. 7 She works in the London office.She
doesn'twork in the London office.
Key
1 a hotelcompany 2 customerservice OPTIONALACTIV!TY
I theroomis free + he staysin hotelsa lot
D o s o m e o r a l t r a n s f o r m a t i od n r i t t st o c o n s o l i d a t et h e
p r e s e n ts i m p l e f o r w e a k e rs t u d e n t s :
Transcrípt Teacher lwork in London. /she
lvan OK. Next, I rvantto give yoll some examplesof
Student She works ín London.
bad customerservicein hotels.Why hotels?
Well,I havea secretjob - a part-timejob. I'm a
1 ..'3SB Pages78 and88.
PRACTTCE
ffi comMUNlcATloN
spy.... I know I don't look like Jan-res Bond,but
it's perfectlytrue. I work for a hotel company. D i v i d et h e c l a s si n t o p a i r sa n d e a c hp a i ri n t oA a n d B .
It'sa chain of hotels.Thereare about ten other S t u d e n t lso o k a t t h e i rd i f f e r e npta g e s .E x p l a i nt h a t
peoplewho do this job - I'm not the only one. t h e ya r e o n a t r a í n Í nc go u r s e .
And ... we check customerservicein the hotels Studentstakeit in turnsto introduce themselves using
we stayin. When I travelon business,I stayin a the information provided. Demonstrate first,witha
hotelthat'sin the chain.So ... as a spy,I check s t r o n gs t u d e n tt,h e nm o n i t oar n d s u p p o r dt u r i n gt h e
the qualityof service.And aftermy stay,I write pairwork.At the end ask one or two pairsto perform
a report,um ... it doesn'ttakelong.And, in theirroleplay.
return,my room's free.I don't pay.
David So, peoplewho clothis,peoplelike you, do it ffi finatly, for personalisation, eachstudenttalksto a
p a r t n ear b o u th i s / h eor w nj o b a n d r e s p o n s i b i l í taíneds
part-time?They travela lot?
givesexamplesof thingshe/shedoesat work.
lvan That'sright. Obviously,you haveto stay in
hotelsa lot. For me, it'sgood,becauseI travel
Students, who are not yet in employment, can talk
with my job as a trainer.Ancl, also,I'm in
abouta job they'dliketo have.
c u s t ( ) n 1 seer r v i c es,o . . .
R E S O U R C ES H E E T1 . 7 " . . pP a g e 8 8 .
David You'rethe perfectsecretagent.
lvan Yeah.And I en)oyit. I don't like the paperwork, U s e R e s o u r c es h e e t L . 1 t o c o n s o l i d a t ei n t r o d u c t i o n s .
br-rttl-rerestis good fun ... OK, let'slook at P h o t o c o p yo n e s h e e t f o r e a c h s t u d e n t .T h e R e s o u r c e
some examplesof bad customerservice... s h e e t c o n t a i n sc u e c a r d s w i t h d i f f e r e n ti d e n t i t i e ss o
t h a t c l a s s e st h a t k n o w e a c h o t h e r w e t [c a n r o l e p l a y
S t u de n t sconso l i d a teth e e n d i n g s o f t h e p re s entsimple i n t r o d u c t i o n as n d p e r s o n a Iq u e s t i o n s .
by unde r t i n i ngth e c o rr e c tv e r b f o rm s i n th e s entences.
Studentscho o se an identity.They go r o und the class
4 T he y l i s t e n a g a i n a n d c h e c k th e i r a nsw er s. and intr o ducethemselvesto ano therstud entas that
char actertetling
, them abo ut their j o b, w here they work
Kry
and live. Once they have intr o ducedthemselv esto each
1 work 2 check I write 4 doesn't 5 don't
o ther ,they mo ve o n to meet ano therstud entand
6 travel 7 don't
choose a differentcharacter.
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Lesson r.2 Key
1 Where's the trade fair? 2 When does the show
end? 3 Are you an internationalcompany?
Tatkingaboutproductsand services
4 What do you manufacture? 5 Does the company
deliver products all over the world? 6 Are you in
customer service? 7 Is the site large?
P r e s e nst i m p l e :q u e s t i o n s
5 P tay the r eco r dingfo r studentsto listen and
r epeatthe mo del sentencesin the gr amm arb ox.
Businesa
s ctivities
OPTIONALACTIVITY
P RE - T E ACH IN G Most studentsneedextraquestionpracticewith
do/does.Consolidate questionsorallyby giving
Many s t u de n t s wi l l h a v e b e e n t o t r a d e f a i r s f o r
studenta s n s w e r sa n d a s k i n gt h e mt o m a k et h e
b u s i n e s so r f o r p e r s o n a Ir e a s o n s .l t w o u l d b e u s e f u l
q u e s t i o nfso r t h o s ea n s w e r s .
t o f i n d o u t a b o u t i n t e r n a t i o n atlr a d e f a i r st h a t a r e
r e l e vantt o you r s tu d e n t s 'wo rk /s tu d y Eti . c i tthe names Teacher He worksfor Stones.
o f a s m a n y t r a d e f a i r s a s p o s s i b l ea n d w r i t e t h e m o n Student Whodoes he workfor?
the board. Teacher He worksin Liverpool.
ffi eointto the web pageand givestudentstímeto look Student Wheredoes he work?
qu i ckt yt o fi n d o u t wh a t i t i s a b o u t . Teacher No,he doesn'tlivein London.
Key Student Doeshe livein London?
It'sa guideto lnternationalTradeFairs. ror quickoralconsotidatíon of questíons, students
ffi
workwitha partnertakingítínturnsto ask questíons
P RE . T E ACHIN G u s i n gt h e p r o m p t sS. t r o n g epra i r sc o u l dp r e s e ntth e i r
Q u i c k t yr e v i s eh i g h e rn u m b e r s ,d a t e s a n d t h e interviews to the class.
a l p h a b e t ,b e f o r es t u d e n t sd o t h e s h o r t r e a d i n gt e x t
ffi StuOents
readthe shorttext,whichis an introduction
abou t t r ade fair s .
to the ar ticleabo ut Veko ma,and answ erthe q uestions.
S t ude n t sr e ad t h e te x t a n d a n s we rth e q u e s t í o ns
i nde pe nde n t l yo r i n p a i r s .E x p l a i nr o l l e r c o a s terusí
, ng Kqt
t h e p h o t o so n t h e p a g e . 1 It rneansthat internationalbusinesshas its ups and
downs/itshigh and low points. 2 Vekoma makes
Key rollercoasters. J Yes,it's an internationalcompany.
1 They stand for InternationalAssociationof
Amusement Parks and Attractions. 2 lt's in Atlanta. R E S O U R C ES H E E T 7 . 2 " . " bP a g e 8 9 .
3 It startson the 15th of November. 4 There are The Reso ur cesheet co ntainsthe Veko ma text from 2 b
about 1,300companies there. 5 No, it's only open and is designedto pr o videex tr asuppo r t f or weak er
to professionals. 6 Yes,there are rollercoastersat studentsw ho might benefitfr o m this app roach.C op y
the fair. 7 Yes,the site is huge with índoorand
the Reso ur cesheet and give each pair o r sm atl g roup
outdoor areas. o ne set o f the cut-uptex t.The fir st gr o up to find the
co r r ectsequence'w ins'.To make it easiery ou could
first read out the text, but not allow students to start
Presentsimple:questions puttingit to getheruntiIyo u'vefinished.
T h e q u e s t i o nf o r mo f b e s h o u l dn o t p r o v e Key
dífficult, but somestudentsmay needto revise I Engineersdesign the rollercoasterto meet the
the use of do/doeswith otherverbs. customer'sneeds. 2 The factoriesproduce the
parts.Vekoma manufacturesparts at two plants,
G r a m m arre f e r e n c' e. ' pS B P a g e1 0 7 ,S e c t i o n s
in the Netherlandsand the Czech Republic.
3.1,.1 a ,n d 3 . 2 . 2 .
I The company deliversthe parts to the custon-ler's
practice""p SB Page95, Exercise
Crammar site. 4 Vekoma'sengineersand techniciansinstall
ffi 3.
the rollercoaster. 5 Vekoma suppliesan after-sales
service.It advisescustomersabout maintenanceand
safetyand suppliesspareparts.
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I n t r o d u c t i o n7s
Studentsmatchthe photosto the sentences.Theycan Woman Really?I managea sn'rallfun park in Germany.
do thisorally.Encourage
strongerstudentsto give It'sfor children up to trvelveyearsold.
moreextendedreplies:I think...matches/goeswith... Rep Well, theseare perfectfor that age.We have a
lot of customersin Germany.Wervorkwith a
Key company called DDA, in Frankfurt.They
1c 2e 3b 4a 5d installour products,and look after
maintenanceand aftcr-sales servicefor all our
Thismatching activityfocuseson newvocabulary. Cerman customers.
Studentsshouldreferbackto the textfor the context Woman Right. So what corlntry are you fnrm?
of theverbs,if theyneedhelp. Rep From Canada.We have a factory near
Montreal.We manufactureall our products
Key
there.
1b zf )a 4d 5g 6e 7c W o m a n O h , I s e e .. . . C a n I i t r s t. . . ?
Rep S u r e. . .
Vocabulary ...pSB Page95, Exercise
practice 4.
S
6 Studentslisten again to pick out m ore
Key details.Referthem to the tr anscr ipto n SB p ag e 1 .1 .4
1 deliver 2 export 3 install 4 design to check their answ er s.
5 manufacture 6 supply 7 advise
Key
P R E . T E ACH IN G 1 The company exports to twenty-fivecountries.
Wr i t eAn i mal s o n t h e b o a rd a n d b r a i n s t o r mo n names 2 A company called DDA installsthe products and
o f a n i m a l ss t u d e n t sa l r e a d yk n o w .C o l l a t et h e r e s u l t s does after-salesservicein Germany.
o n t h e b o a r d .P a y p a r t i c u l a ar t t e n t i o nt o
p r o n u n c i a t i oans s t u d e n t sm a y h a v e l e a r n e dt h e m ffi cotvtMuNlcATloN
PRACTICE
2"..pSB Pages78 and89.
i ncor r e ct l y. D i v i d et h e c l a s si n t op a i r sa n d e a c hp a i ri n t oA a n d B .
6 R e a d th r o u g ht h e r u b ri ca n d t h e questio ns Studentslook at theirdifferent pagesand takeit in
w i t h t h e cl ass a n d c h e c k th e y u n d e r s ta n dth e task. turnsto talk abouttheircompany's productsand
Ch e ckal so t ha t th e y u n d e rs ta n df u n a n d a s k them to servicesusingthe information in the Student's Book.
pr e di ctw hat t h e c o m p a n y Fu n Fa rm m a k e s .Then ptay ExplainthatA starts.He/Sheis a representative at a
t h e r e cor di ngo f a s a l e s m a nf r o m Fu n Fa r mtalkingto tradefair,who speaksabouthis/herproductsand
a pot e nt i alcu s to m e r Stu . d e n t sl i s te n a n d a n s w erthe servicesto an interested visitor.StudentB listensand
questions. asksquestionsfor furtherinformation. Studentsthen
changero[es.Demonstrate one of the roleplayswíth
Kry studentsfirst.Playthe partof the visitor,asking
1 Fun Farm manufacturesplastic animals. follow-up questions. Thenstudentscarryout the rote
2 She managesa small fun park in Germany. p l a y sM
. o n i t oar n d s u p p o r dt u r i n gt h e p a i rw o r k A
. t the
3 In a factorynear Montreal. end ask one or two pairsto performtheirroleptay
to the class.
Transcript
Studentspersonalisethe languageof the lessonby
(Rep : Representative) askinga partneraboutthe productsand servicesof
Woman So you make plasticaninrals. a companytheyknowwell.Withstrongerstudentsthis
Rep That'sright.Alllife-size.Cows,horses, couldbe expandedto a mini-presentation to the class
s h e e p. . . in the nextlesson.
Woman They'revery realistic.... Oh, and they move!
Rep Their headsmove.They make sounds,if you
just toucl'rthem ...
Woman Oh!
Rep They don't walk! Our customerspreferthem
to Stayínone place.
Woman Yes,right.So who are your customers?Where
do you sell thesethings?
Rep We sella lot to fun parks,shoppingcentres,
playgrourrds... Children all over the world
love them. We export to t$.enty-five
countries.
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Studentsreadthe top of the menuand suggestwhat
Lesson1,.3 the restaurant and its customers
to explainand justifrT
are like.Ask them
theiranswers.Makesurethat
Eatingout s t u d e n tus n d e r s t a ntdh a ta m e n ui s d i v i d e di n t ot h r e e
main partstStarters,Main coursesand Desserfs.
ffi
- Oo the matchingactivityorallywiththe class,if
U n d e r s t a n d i nag m e n u O r d e r i n ga m e a l studentsneedthe support.Witha strongerclass,they
coulddo the activityin pairs,thencheckanswerswith
the wholeclass.
Kry
B e a w a r e t h a t s o m e s t u d e n t sw i l l h a v e h a d a
1c,g 2b 1d 4f 5a,e,h
w i d e e x p e r i e n c eo f e a t i n g i n r e s t a u r a n t as n d
o t h e r sw i l l o n l y h a v e e a t e n i n r e s t a u r a n t o sn
practice""p SB Page95, Exercise5.
Vocabutary
s p e c i a lo c c a s i o n sa n d m a y h a v e l i t t l ek n o w l e d g e ffi
o f r e s t a u r a n ct o n v e n t i o n so r f o r e i g nc u i s i n e s . Key
B e aw ar e t h a t s o m e f o o d s a re t a b o o i n s o m e Meat: beeí chicken,lamb
c u l t u r e sa n d a v o i d i n c l u d i n ga n y t h a t y o u t h i n k Fish: haddock,salmon, cod
m i g h t b e s e e n a s u n p l e a s a n to r a c c e p t a b l et o Vegetables: potato,broccoli, salad,pea, carrot,leek
s t u d e n t si n y o u r g r o u p . Fruit: apple, strawberry
Cooking or preparation: roast,grilled, fried, mashed
ffi StuOentsworkin pairsfor two minutesand discuss
-
theirexperienceof eatingout.Theyfeedbackto the M any studentsw ill pr o babtyfind it difficu ltto id entifiT
classafterthis.Writeup commonpointson the board. all o f the str ess patter ns,so it might be best to d o this
Usethis as an opportunity the third
to consolidate as a w ho te class activityo n the bo ar d.W r ite the
personsingular:(Jan)likes/eatsChinesefood. (Nina) patter nso n the bo ar d,say a w o r d (o r pta y L istening7 )
doesn'toftengo to restaurants. a n d a s k a s t u d e n tt o p u t i t i n t o r i g h tc o l u m n .Y o u
c o u l d m a k e t h i s a c o m p e t i t i v tee a m g a m e d i v i d i n gt h e
PRE.TEACH!NG class into tw o teams.
I t ' sl i k e l yt h a ts o m eo f y o u rs t u d e n t ws i l l h a v ee a t e n
i n r e s t a u r a n itns E n g l i s h - s p e a k i n g n t r i e s ,o
c o u Kq
brainstorm to elicitfavouritefoods.Co[latestudents' Oo: carrot,chicken,haddock,salad,salmon
ideason the boardunderthe headingsStarters,Main oO: dessert
Coursesand DesserÍs. Ooo: broccoli, vegetable,strawberry
oOo: potato,tomato
Witha weakergroup,who mightnot havemuchfood
vocabulary at theirdisposal,presentand practisefood Studentslistenand r epeatto ch eck their
7
itemsthatwittcomeup in the lesson,usingpictures answ er s.M o del any w o r ds w hich student sfind d ifficutt
cut out of magazines. use Resource
Alternatively, sheet
and r epeatagain.
1.3to presentand practisethe foodvocabulary.
ffi StuOents workwitha partnerand takeit in turnsto
*
R E S O U R CSEH E E T1 . 3. . . YP a g e9 0 . pointat a pictureof food and ask whatit is. This
Thereis a lot of newvocabulary in this [esson,but providesrapidoralconsolidation of the vocabulary.
m o s ti s o n l yr e q u i r e fdo r r e c o g n n .s i n gt h e v i s u a l s
i t i oU Demonstrate the exchange a fewtimeswithstronger
o n R e s o u r cseh e e t1 . 3 ,s t u d e n t cs a n l a ya c u m u l a t i v e
p students,to illustrate the differencebetweenthis/these,
s h o p p i n gg a m ei n p a i r so r g r o u p sP. r e s e ntth e i t e m s beforestudentspractisein theirpairs.Checkcarefully
of new vocabulary(strawberries, applepie, meat, thatstudentsdifferentiate clearlybetweenthis/these
peas, carrots, potatoes, broccoli,salad, flsh, i n b o t hp r o n u n c i a t i o
andmeaning.
tomatoes,leeks,soup)usingthe pictureson the oemonstrate sayingwhatyou'dlike for lunchbefore
ffiffi
-
Resource sheet.Giveeachpair/group a copyof the studentsworkin pairsand discusswhattheywould
cut-outfood cards.Ptacethe cardsfacedownon the likefor lunch.Theychoosea starter, maincourseand
table.The firststudenttakesa cardand says:ln my dessertfromthe menu.As feedback, ask studentsto
bag thereare some (strawberies). The second reportbackto the restof the ctasswhattheirpartners
studenttakesa cardand adds it to whatthe previous w o u l dl i k e .
s t u d e n st a i d ,s a y i n gb o t hi t e m si n t h e p i c t u r e sl n: m y
bag thereore some (strawberies)and some
(broccoli). Turnby turn,the list growslonger.The last
personto pick a cardhas to say all twelvefood items.
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uctions 7
Introd
Kry OPTIONALACTIVITY
a2 b4 c3 d1 A s k s t u d e n t st o l o o k a t t h e t r a n s c r i p t so n S B p a g e
1 L 4 a n d p r a c t i s et h e d i a l o g u e sf o r L i s t e n i n g8 . T h e y
Transcript c a n p r a c t i s et h e s e i n p a i r s ( o n e a s t h e w a i t e r a n d
1 t h e o t h e r p l a y i n gl v a n , D a v i d a n d E t l a )o r i n g r o u p s
Waiter EverythingOK? o f f o u r ,e a c h t a k i n g o n e p a r t ,a c c o r d i n gt o t h e s i z e o f
David Yes,fine thanks.Excellent. the class.
Waiter Can I get you anything elseto drink? practice."') SB Page96, Exercise6.
Vocabulary
Or to eat?
ffi
David Nothing for me. I'm fine,thanks.Ivan? Kqt
lvan No thanks.I'm full, thank you. 1g 2c 3f 4a 5b 6ő 7e
David I think we'reall OK. I think ir'stime to get
back, actually.Could we have the bill, PRACTTCE
ffi cotvtMuNlcATloN 3.""sSB Page78.
please?
Dividestudentsinto pairs.Tellthemto look at the
Waiter Surc.
m e n uo n S B p a g e7 8 a n d t o i m a g i n et h e ya r e i n a
2
restaurant. Theytakeit in turnsto be the customerand
Waiter Hello.
the waiter/waitress. Modela dialoguewitha student,
lvan Hello. We have a reservation.The name's
in frontof the class,takingthe partof A. Thenrepeat,
Magnusson.A tablefor three.
t h i st i m et a k i n gt h e p a r to f B . R e m i n ds t u d e n ttso
Waiter Yes,OK. If you'd like to come this way,
changeroles.Monitorwhilestudentsdo the activity
pl e a s e .
and support,if necessary.
lvan InanKs.
)
1
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2 Teamworl( fo h n Well,now,most of thework'scomplete.l'm
stayingin one of the rooms,in fact.So,um,I'm
the firstguest.
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Teamworl<
2
.""vSB Page96, Exercise
practice
@ Crammar 1.
W Readthe phrasesbeforestudentsdo morevocabulary
b u í l d i nbgy f i n d í nagn d u n d e r l i n i ncgo r r e s p o n d i n g
Kq phrasesin the emaits.Checkthe answersoraltyin class.
1 They'rebuilding the walls this morning.
2 Sheisn't /'snot managingthe projectvery.vell. Key
3 What'sthe projectmanagerdoing this morning? t havingtrouble 2 complete 3 runninglate
4 Where'sthe architectworking today?
5 The lightsaren'tworking at the momenr. ffi practice'""?SB Page96, Exercise2.
Vocabutary
6 We'rehaving problems with the budget.
Kry
10 S t ud e n tsl i s t e na n d r e o e a ts e n te n cesin 1 update,
on schedule 2 ahead of J over
t h e pr e s e ntcon t i n u o u s .El i c i tf ro m t h e m t h a t t he 4 behind 5 budget 6 con'rplete
pr on unci at i on o f a r e i s t h e s a m e i n s e n te n c e s1 and 3
(whereit has a contractedschwa sound /a/)but is R E S O U R C ES H E E T2 . 7 " " " 4P a g e 9 1 .
di ffe r e nt
i n s e n te n c e2 , wh e r e i t i s s t r e s s e d/o l/. U s e R e s o u r c es h e e t 2 . 1 ,t o c o n s o l i d a t ed e s c r i b i n g
w h a t ' sh a p p e n i n go n a s c h e d u l e .G i v e e a c h p a i r a
Mon i t orpr on u n c i a ti o n
c a re f u l t ya n d m o d e l a n y fo r ms
c o p y o f t h e s c h e d u l ef o r a n o f f i c er e n o v a t i o n .
w h i chne e d i mp r o v e m e n t,f o r s tu d e n t sto r e peatagain.
D e m o n s t r a t ea f e w e x a m p l e sw i t h a s t u d e n ta n d t h e n
@ ftoOelthe verbsbuild,design,paint, decorateand s t u d e n t st a k e i t i n t u r n s t o s a y a d a t e a n d a s k w h a t ' s
usingthe picturesin the book.Studentsrepeat
instoll, h a p p e n i n ga t t h a t t i m e .
them.Demonstrate the activityfirstwitha student.
workin pairsand describewhatthe pRAcTtcE
4.".)sB pages78 and89.
Thenstudents
ffi conaMUNtcATtoN
peoplein the pictures are doing.Checkcarefutly that
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B .
theyareusingthe contracted form.Encourage students
Give them time to lo o k at their differ entpag es. E xp lain
to takeit in turnsto ask and answerquestions.
t h a tA í st h e m a n a g í n gd Í r e c t oorf a c o m p a n yw h Í c hí s
Student
A Whatare theydoÍng? mo vingto new o fficesthis w eek.A star ts b y p honing
Student
B Thev'redecoratinoa room. the o fficemanager(B),w ho is o r ganisingthe m ov e,
to get an update.B must answ erA 's questionsb y
PRE.TEACHING r efer r ingto the info r matio n.P lay the par t of A and
Q u i c k trye v i s em o n t h sa n d d a t e sw i t ha c a l e n d a r . demonstrata e p h o n e c a t lw i t h a s t u d e n t T . henchange
Presentthe new languageon/over/under budget and r o les and demo nstr ateho w to give an up d ate.
on/behind/ahead of scheduleusingexamplessuchas: Studentsdo the r o le play o nce, then chan g e roles and
Teacher Yourbudgetis $100,000and you spend do it again,so that they bo th pr actisethe q uestions
Are you overbudget?No,you're... and the answ er s.M o nito rthat they use the p resent
$9O,OOO.
c o n t i n u o u st e n s e .A t t h e e n d a s k o n e o r t w o p a i r st o
Drawattention to the pronunciation
of schedule per fo r mthe pho ne co nver satio nfo r the class.
and
ivJediurl/ budget lubndgtl.
ffi for personalisation,
Finally, eachstudenttalksto a
focusstudents' attention on the scheduleforthe partnerabouta projector job he/sheis workingon
S
openingof the hotel.Clarifuthatthe shadedareas at the moment.First,talk aboutsomethingyou're
s h o ww h e nt h ew o r ki s s c h e d u l etdo b e d o n e A
. sk currentlyworkingon to providea clearmodel.
students whendifferent partsof the projectstartand
finish. OPTIONALACTIVITY
nointout thatthe dateísMay ].stand thatJohnis U s e p a i r so f p h o t o sc u t o u t f r o mm a g a z í n et o
s play
s
to his businesspartners
writing to givean updateon a g a m ei n p a i r s E. a c hp a i rs h o w sp e o p l ed o i n gs i m i l a r
thepro.iect.
Studentsfill in the gapsin the emait,using things.
thewordsin the box. Student A ThemanÍnmy photo'seatinga sandwich.
StudentB Themanin my photo'seatinga hotdog.
Kqt
1 on schedule 2 behind schedule I aheadof
schedule 4 overbudget 5 underbudget
6 on budget
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Transcript
Lesson2.2 Rowan So, the main thing is,we want creativepeople.
f udith Mmm, yes,and creativepeoplewho can'uvork
Discussingstrengthsand weaknesses hard.We're looking for young people,it's
probably their first job, they'vegot no
ex per ience, um ... so I think w e needto m ak e
Gerund that clear.It'sharclwork. And evenlittlethings
- gettingto work on time in the morning, for
example... the simple thingsare extremely
important.We want reliablepeople.It sounds
S k i t t sa n d p e r s o n acl h a r a c t e r i s t i c s
o b v i o u sb, u t . . .
Rowan Yeah.We want people r,vhoare professional.
PRE.TEACHING T h a t ' s. . .
F o c u so n t h e p h o t o so f p e o p l ei n w o r ks i t u a t i o n sA.s k f udith Yes,that'sthe word.
s t u d e n t st o s u g g e s at d j e c t i v etso d e s c r i b ethepeople Rowan What ... extraskills does a creativeperson
in the p h o t o s ,
t h e ne x t e n dt o e l i c i ta d j e c t i v etsh a t needto be a professional?I mean,for example,
describedifferentpeopleat work (suchas creotive, we want them to work with differenr people as
hard-worki ng, reliableetc.). well- to changeteams.That'sone of our
creativestrategies,isn't it? We don't have the
ffi neadthroughthe descriptíons and the adjectives with samepeopleworking togetherall the time.
the class.Modelthe adjectives and studentsrepeat Yes. So they needto cope with change.
ludith
chorallyand individuatty. Studentsthenworkwitha Rowan To cope with stress.
p a r t n ear n d m a t c hd e s c r i p t i o nosf p e o p l et o s k i l l sa n d
J udith Sure.
characteristics. Checkthe answersorallywíththe class. Rowan They needthe confidenceto presentand
explainideas.
Key
f udith That's true.
1f 2c 3b 4a 5g 6d 7e 8i
Rowan And therc'sthe problem of understanding
eh 10j
rvhatthe clientswant. It'snot ahvaysclear.
R E S O U R C SE H E E T2 . 2 . . " bP a g e9 2 . ludith That'sthe manager'sjob, though.The creative
team aren'trespronsible for analysingthe
P h o t o c o p oy n e s h e e to f d o m i n o e sa n d g i v eo n e client'sneeds.Latero n, r vhenwe talk ab out ...
d o m i n oc a r dt o e a c hs t u d e n to r p a i ro f s t u d e n t sl .f
y o u h a v ea s m a l lc l a s s ,g i v em o r et h a no n e d o m i n o ffi StuOents on SB page115
can look at the transcript
to strongerstudents.The personwith the 'start'card to checktheiranswers. Checkany comprehension
b e g i n sb , y r e a d i n go u t t h e s e n t e n c oe n t h e r i g h ts i d e problemstheymayhavein the extendedlistening.
o f t h e d o m i n oT. h es t u d e nw t i t ht h e m a t c h i ndgo m i n o
(on the left)firstsays the matchingsentenceand Key (exampleanswers)
then readsout the nextsentence(on the right).The The people need to be: creative,hard-working,
g a m ec o n t i n u e sf ,i n d i n gt h e m a t c h i n sge n t e n c e(so n reliable,professional,adaptable,good team players,
the left)and readingout new sentences(on the right) can cope with stress,confident communicators.
u n t i lt h e e n d d o m i n oi s r e a c h e dY.o uc o u l d
72 Studentslisten and r epeatth e k ey
redistribute the cardsafterthe firstgo and see if the
adj ectives.They then listen again to und erlinethe
c l a s sc a n d o t h e a c t i v í tfya s t e rt h e s e c o n dt i m e .
sy[able str essin the w o r ds. So me stud entsm ay find
ffi neadthroughthe rubricwiththe ctassand elicitan this difficult,so yo u might do this w ith the whole
example. Studentsworkin pairsto agreeon a list of c l a s s o n t h e b o a r d .M o n i t o rp r o n u n c i a t i o ann d m o d e l
skillsand characteristics. studentsgive
Afterwards, any pr o blemadj ectivesat the end and stud ents
theirviewsorallvto the class. r epeatagain.
1 1 P o i n tt o t h e p h o t o o f J u d i t hL e h m a na n d
Kry
Row an E vans .T e l l s t u d e n t st h e y a r e t a l k i n gabo ut the
1 reliable 2 confident 3 experienced
t ype of pe op l e th e y ' re[ o o k i n gf o r .S tu d e n t slistenand
4 analytical 5 ad4ptable 6 creative
make n ot e s a b o u t th e q u a t i ti e sn e e d e d f o r the j o b. Yo u
may ne e d t o p l a y th e re c o rd i n gm o re th a n once fo r
t h e m t o com p l e teth e ta s l < .
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Teamwork2
Transcript Kry
ludith Marco works for PAF, he's in the creative 1 solving 2 organising 3 working 4 making
department, we know him, he knows us ... 5 managing 6 working
but is thatan advantage?
Rowan Well, we want someone to managethe ffi r i r s t ,p r o v i d ea m o d e lb y g í v i n ygo u ro p i n i o na b o u tt h e
department. We needa managerto make the skitlsand char acter istics peo ple need fo r certainjob s.
new strategywork. We don't really need new Then studentsco ntinuein pair s.M ake sure they use
ideas.Marco'sexperienced,he knows the the ger und r atherthen the infinitiveafterlik e and
company well, and he knows what we want. enj o y.M o nito rclo selydur ingthe pair w o rk and m ak e
I think his experiencewith PAF is a big a no te o f er r o r s.Fo cus o n these at the end and hav e
advan t a g eH.i r i n g s o m e o n en e w i s ... it's studentsr eo eatthe co r r ectmo del.
obviouslya risk.
ludith Yeah. But making Marco the department PRACTTCE
ffi comMUNrcATroN 5".'pSB Page79.
manaller'salso a risk. OK, he enjoysworking D i v i d es t u d e n t si n t o p a i r sa n d t e l l t h e m t o l o o k a t t h e
for the company,he's not going to leave j o b adver t.Read the adver tw ith the class and check
suddenly,he'spopular in the department,but that studentsunder standatl the key vo cab ularyTell .
... thatdoesn'tmean he'sgood at managing pair s that their fir sttask is to decí dew hic h sk il[s,
a t e am . per so nalchar acter istics and ex per ienceare m ost
Rowan But the number one priority is the new impo r tantfo r the j o b and to w r ite a list.After this
strategy.The managerhas to sell the new i n i t i a lp a i r w o r k ,c o l l a t es t u d e n t si' d e a s o n t h e b o a r d .
strategyto the team.We know Marco's a good T h e n s t u d e n t sr e a dt h e n o t e s a b o u t t w o p e o p l et h e
salesman.He likes sellingideas. co mpanyw ants to inter viewfo r the .io ban d continue
ludith Yeah. ... But,what about the other peoplein i n p a i r st o d i s c u s sa n d d e c i d ew h o i s t h e b e s t p e r s o n
the department?They work withhim at the f o r t h e j o b . M o n i t o rw h i l e s t u d e n t sd o t h e a c t i v i t ya n d
moment. What happensif they have to work suppo r t,if necessar y.Finallyask o ne o r two p airs to
forhim? s a y w h o t h e y h a v e c h o s e nf o r t h e j o b a n d t o g i v e t h e i r
Rowan Oh, I think he can cope with all that ... r easo nsin fr o nt o f the class.
gap-filted
activityfocusestheirattention
on when
@ ffris ffi StuOentshave the o ppo r tunityto per so n alisethe
to usea gerundor infinitive
form. l a n g u a g eo f t h e u n i t b y t a l k i n ga b o u t t h e s k i t l sa n d
13 Studentslistenagainand checktheir char acter istics they need in their o w n j o b or the job
answers. they w o utd like to have. P r o videa mo del b y tatk ing
abo ut the skittsvo u need as a teacher /tr ainer.
Key
1 manage 2 make 3 making 4 working
5 managing 6 sell 7 selling 8 work
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t4 Studentslistento the whole[ist.to check
Lesson 2.3 theiranswers.
E 75 S t ud e n t sl i s te na g a i n f o r wh a t th e w o man
l i ke san d di st i k e s . Leisureinterests:
KE
16 2 6 ie
Key
1c 2a )d 4b
Kev
l |t'sgleaÍfun! 2 I'd love to have a go! 3 I hate it!
4 lcan'tstand itl 5 I ' m h o p e l e s s a t i t !
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3 choices weakerstudents,
textand newvocabulary
theymayfind íteasierto accessthe
R e s o u r cseh e e t3 . 1 .
usingthe cut-uptexton
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Choices3
@ Crurrar practice
"'.pSB Page97, Exercise
2. 18 Studentslistenand r epeattw o sentences.
Fo custheir attentio no n the r educedfo r ms of than
Key /öar d and o s /az / .P r actise w ith o ther ex am p les,if
1 cheaper 2 moreexpensive 3 as cheapas necessarv.
quicker 5 worse 6 lessdifficult
4 better,
PRACTTCE
ffi cottlMuNrcATroN 7""'pSB Page80.
!l thatVacscape
Exptain is an onlinestorewhichsetts
D i v i d et h e c l a s s i n t o p a i r s a n d e x p l a i nt h a t t h e y n e e d
vacuum (mime).
cleaners Readthroughthe two quotes
to buy new car pets fo r their o ffices.P o int to the
and clarifythe key vocabulary
fromsuppliers before
i n f o r m a t i o na b o u t t h e q u o t e s f r o m t h e t h r e e
studentsworkwitha partnerto comparethem,using
s u p p l i e r s .D e m o n s t r a t ea n e x c h a n g ew i t h a s t u d e n t ,
given.Studentspresenttheir
theadjectives
s o t h a t s t u d e n t su n d e r s t a n dt h e y s h o u l d u s e
recommendationsand reasonsto the class.
co mpar ativesfo r this activity.They co mp are and
E thatMaritynCaseyand Lionel
77 Explain discuss the quo tes and then cho o se the b est offer.
aretwo managers
Wilmington fromVacscape.com,who Finally,ask pair s r o und the class to say what they
a r ed i s c u s s i ntgh e q u o t e sa n d l o o k i n ga t s a m p l e so f cho se and give the r easo nsw hy.
t he pr odu ct s.R e a d th e q u e s t i o n swi t h th e c tassand
Studentshave the o ppo r tunityto per so n alisethe
t h e npl ayt h e r e c o rd i n gf o r s tu d e n t sto l i s t e nand
languageo f the lesso n by co mpar ingw ith a p artnerthe
an sw e rt he m.C h e c kt h e a n s we r so ra l l vwi t h t he class.
p r i c ea n d q u a l i t yo f p a i r so f c o m p e t i n gp r o d u c t sa n d
Key sto r esthey bo th kno w .A sk str o ngerpair s to feed b ack
I Theyareboth top quality products. 2 One looks to the w ho le class afterthe pair w o r k ex chang e.
likesomethingfrom the 1960s.The other one has
OP TI ONA LA CTI VI TI ES
modernlook. 3 She thinks that people don't want
a vacuumcleanerthat looks 40 yearsold. . l f y o u h a v e a g o o d s u p p l y o f a u t h e n t i cE n g l i s h
4 He thinks it's differentand that people willlove it. r eadingmater ial,studentsco uld do a search for
co mpar ativesin adver tsin magaz inesand
Transcript new spaper sand make a classr o o mdisp lay from
Lionel Marilyn,theseareboth top qualityproducts! them.
The quality'sthe san1e. o Studentsco uld do so me dictio nar yw ork to exp and
Marilyn I know.But they don't look the same.The one their adj ectivebase (e.g.gr o up o ppo s itestog ether)
from Gild looks like a modern vacuum and co nso lidateco mpar ativesat the sam e tim e.
cl e a n e rT. h i s A e ro ... 'test' par tner
Studentsco uld a o r the rest of the
Lionel Aerosaurus. class o n the lists they dr aw up.
Marilyn Yeah.It looks like somethingfrom the 1960s.
o Studentsco uld w r ite their o w n iumbtedad jectiv es
Lionel Well of courseit does.It'sa retrolook.
fo r o ther studentsto so tve,w ith a clue or a
Marilyn I knolv,but what do rnost customerswant?
definitio nto help, if necessar ye.g.:
Do they want to pay a reasonableprice for a
modern vacuum cleaner,or pay more for pseixenve lt costs a lot of money.
somethingthat looks forty years old? (Answer: expensÍve)
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Lesson 3.2 Super latives
Discussing requirements P o i n t o u t t h a t t h e p a t t e r nf o r m a k i n g s u p e r l a t i v e
f o r m s f o l l o w ss i m i l a rr u l e s t o t h e c o m p a r a t i v e
fo r ms. Sho r t adj ectivesuse fhe + - est and [ong
Superlatives adj ectÍ vesuse Í he+ mo St. ln the neg ativ eform
they all use the + least. Fo r mo r e d etails on
super lativefo r ms fo r tw o -syttablead jectiv es,refer
N e e d sa n a l y s i s s t u d e n t st o t h e G r a m m a rr e f e r e n c e .
G r a m m a rr e f e r e n c e SB Page 106,Section
P R E - T E AC H I N G
ffi Crammarpractice..">SB Page97, Exercise
3.
B r i n g i n p h o t o s f r o m m a g a z i n e sw h i c h h a v e s e t s o f
t h r e e o r m o r e o b j e c t so r p e o p l e ,t o r e v i s et h e Key
c o m p a r a t i v ea n d p r e s e n ta n d p r a c t i s et h e s u p e r l a t i v e . t the most advanced Z theworst I the least
Ask qu e sti o n ss u c h a s : H o w m a n y p e o p le o r e ther e expensive + the most modern 5 the best
here? ls this man older than this man? Who is the
6 the nicest
youngest woman in this group? Do you like these
cars? ls this one more expensive than that one? ro' oralpracticeof superlatives, studentsworkínpaírs,
Which Ís the most expensive? ffi
takingit in turnsto makequestionsusingthe prompts,
S w i t cht o t h e to p i c o f o f f i c e s ,t o i n t r o d u cethe theme o f and answerthe questions. Demonstrate the taskwitha
the lesson. Ask: ls your offlce quite bÍg?ls it bÍggeror stronger studentbeforestudentsworkwitha partner.
smaller than your boss's office? Who has the biggest/ Teacher Whatdo you thÍnkis the best job in the
best office in your company? etc. world?
R e a d o u t t h e q u e s t i o n sa n d t h e n a s k t h e m t o d i s c u s s Student I thinkthe bestjob in the world Ísto be
t h e m w i t h a p a rtn e r b , e f o ref e e d i n gt h e i r answ er sback (a film sta).
t o t he cl as s .W r i tes tu d e n t s ' s u g g e s t i o ns o n the bo ar d Studentsw o r k w ith a par tnerto mak e a list of the
unde r t h e h e a d i n g s :|i k e s a n d D i s l Í k e s. equipmentand r o o ms/ar easpeo ple need in offices.
Straentsworkwitha partnerto discussopinionsabout They then feed back to the class.W rite up their
ffi
offices. Theythenfeedbackon whichopinionsthey suggestio nsunder the headingsEqu ip m entand
agree/disagree with.Ask studentsto givereasonsfor Ro o ms/A r eas.Numbereach suggestion.
t h e i ro p í n í o n s . 79 P o int to the pho to and tet[stud entsthat it' s
eointto the photosof threeofficesand eticitstudents' Steve Simpso n,an ar chitect.Students[istento Stev e
ffi
reactions. Studentsthenmatchthemto three talkingabo ut the r equir ementsfo r d esig ningoffices.
companies listed.Ask studentsif theyknowanything They tick the things o n their lists that he talk s ab out
a b o u tt h e s ec o m p a n i e s . a n d m a k e a n o t e o f a n y o t h e rt h i n g sh e m e n t i o n s .
Kry Transcript
1b 2c 3a Interviewer So, when you designan office,rvheredo
yo u star t?
ffi uon a classdíscussíon to findwhíchofficestudents Steve Well, the first questionis, how much
* spacedo you need?And that'sone of the
wouldmost/teast liketo workin.Ask one studentto
act as secretary
and writeup theirreasonson the most difficultquestions,sometimes,
boardas theydiscuss. becausefor most people,it's difficultto
say,oh I need ... fifteensquarcrnetres,
W Readthroughthe ten descriptions of officesand ctarifu for exarnple.So yotrhaveto look at what
a n y u n k n o w nl a n g u a g eS.t u d e n tcsa nd o t h e m a t c h i n g peopleneedto do in the office,look at
actívíty indÍvídually, thencomparetheíranswersin what equipmentthey need- you knou',
pairs.Finally, hold classfeedbackand see if a most peopleneeda phone,a computer,
consensus can be reachedor not. um ... a desk!Then the re' sshared
equipr nent. ... yo u no r mallyhav ea room
with a photocopicr,printers... a fax
machine,possibly.
Interviewer A coffcemachine.
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Choices 3
pRAcncE
B.'"3sB page80.
Steve Oh, a coffeemachineis essential!It's
ffi conaMUNtcATtoN
important where yoll put it. Do you put it
D ividethe class into pair s.Students[o o l<at a list of
in a corridor,with no rvindows... or next
po ssiblefacilitiesfo r a new o fficeand discusswhich
to the toilets... You know,so peoplehave
they think ar e the mo st/leastimpo r tant.They m ust
short coffeebreaks.Or do you havea nice
r e a c hd e c i s i o n sa n d n u m b e rt h e i t e m so n t h e l i s t i n
c o f f e ea r e a wi
, th s e a t s... b i g wi n do w s ...?
o r d e ro f i m p o r t a n c eW . h e n t h e y h a v e d e c i d e do n t h e
Daylight- that'sa bis consideration.
o r d e r ,a s l (e a c h p a i r t o j o i n u p w i t h a n o t h e rp a i r a n d
Light'sextremelyirnportant.
c o m p a r et h e i r [ i s t s ,e x p l a i n i n ga n d j u s t i f r T i nt hg e i r
Interviewer So you want big windows,if possible.
cho ices.
Steve Yeah,you usuallywant a lot of light.
lnterviewer What do you think r>fopen-plan offices? ffi do this personalisation
StuOents activityin pairs.One
Do you hke thatsort of design? s t u d e n ta s k s t h e o t h e ra b o u t t h e p r o b l e m sw i t h h i s / h e r
Steve Well,an open-planofficc isn'treallya pr esento ffice/w o r kplace, o r an imaginaryoffice,and
d e s i g ni,s i t? l t ' sj u s ta b i g ro o m , L tm... w hat heishe w o uld like in a new 'ideat'o ffice.At the
But we'retalkingabout the requirements e n d , t h e y c h a n g er o l e s .
for offices,and the nrostimportant
qucstionis money.You know, cost is
alwaysthe biggestproblem.At the end of
the day,walls cost money.If they'renot an
essentialrequirement,then why have
tl'ren-r? With anything that costs money,
clientsalwaysask, is it really necessary?
Officesare expensive,even if you only
havewhat'sin the regulations- what's
compulsory.So, if sorrrething's an
o p ti o n a el x tr a...
Kq
1F ZT ] F
Kry
t difficult 2 possible 3 important 4 essential
5 necessary 6 compulsory
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Stuaentsreadthe questionin the rubric.Thenreadthe
Lesson 3.3
ffi
firstparagraph
of the articlewiththe class.
Describingptaces Kq
VladiPrivateIslandsis an islandreal-estate
agency.
not e s
T e ach i ng
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Choices 3
OPTIONAL ACTIVITY
S t u d e n tcso u l dp r a c t i s ae s k i n ga n d a n s w e r i ntgh e
q u e s t i o nf rso m3 b i n p a i r s .
23 Ptaythe recording for studentsto listenand
repeat.
Focusstudents' attentionon the reducedvowel
soundsin to /ta/,of /ev/ and can lkanl.Model more
examples,ífrequired.
T e a c h i n gn o t e s
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Name:
Test I (units
1-3)
ffi F i t ti n t he gaps wi t h th e c o r r e c t p re s e n t f o r m o f be. ffi Fittin the gaps w ith the co r r ect pr epo sit ion.
1 | - T o n y P i t t a n d t h i s - - - - - - - - - -E-l-e r i 1 I lo o k - fo r eigncusto mer s.
S o u t h l a n d .W e - - - from PH Products. 2 She r epo r ts- - the sales dir ector.
---------
2 --. - . - - - -M- a n d y W r i g h to n t h e t r a i n i n gc o u r s e ? 3 H e's in char ge - the Lo ndon office.
3 P h i t L i p m a n a n d G e r r YR o s e h e r e ? 4 W e ' r er e s p o n s i b l e- - - - - - - - -s a l e s i n A s i a .
4 y o u i n c h a r g eo f t h e d e P a r t m e n t ? 5 I deal - a l l t h e d i f f i c u l tp r o b l e m s .
5 Where - the photocoPier? 6 W h a t d o t h e l e t t e r sL T D s t a n d. . - - . - . . . . ?
6 - a l l v o u r f a c t o r i e si n t h e U K ? 7 I a d v i s e c u s t o m e r s. - - - - - - - - - - t- h- -e- i-n s t a l l a t i o n
of equipment.
A l s t h e p r o j e c ts t i l l - schedule?
W Make negativesentences. B Yes, w e'r e r unninga w eek late.
1 I ' ma n e n g i n e e r . C o s t s a r e $ 1 0 0 , 0 0 0m o r e t h a n i n t h e p l a n .
We'rewell ------ budget.
inil;ff,.; i"o;r.
2 He',s 1 0 H e ' sg o o d - s o l v i n gP r o b l e m s .
3 T he y'r el at e f o r th e m e e t i n g .
ffi Writesentenceswiththe comparative.Use the
adjectivesin brackets.
4 | w or k i n t h e Pa ri s o f f i c e .
r this mobilephone/ that one (+cheap)
,il;;
, ilil;.;;; 2 a Ferrari/ Ford (+fast)
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Name: Test 1,
youlike
4 D Would d l i k e i n O c to ber ?
76 Can yo u r eco mmendany go o d places stay ?
5! Couldlhave e t i m e o f y ear to visit?
8! Nick'sagood h a s h i s b o s s.
E F i ndt h e mi s t a k ei n e a c h s e n te n c e .W ri te th e co r r ect
se nt e n ce .
1 | m a n a g et e a m o f f i v e t e c h n i c i a n s .
d e p a r t m e ndt o h e w o r k f o r ?
2 WhÍch
3 W o u l dy o u l i k e t h i n g e l s e t o d r i n k ?
4 W e ' r eh e a d o f s c h e d u l ea n d u n d e r b u d g e t .
5 H e 'snot v e ry g o o d a t m a k e p re s e n ta t i o ns.
6 | don'ts t a n d f o o tb a l t.
7 l 'm n ot i n t e r e s te dto th a t .
I ' dl o v et o h a v e a d o a t s c u b a d i v i n g .
l s t h e c o s t o f d e l i v e r vi n c l u d e ?
1 0 T h i sq u o t e i s m a n y c h e a p e r .
1 7 Cou l d I h a v e a e x tr a d e s k i n m y o f f i c e ,p lease?
12 F axmach i n e sa re n ' t n e c e s s a r vm o r e .
PH 0T 0C0P IABOL EC a m b ri d gU
e n i v e rs i ty
Pre s s2 0 0 6 BusinessStar t-up2 Test
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4 Experience Students build up their vocabulary base with a gap-fill
activity based on the sentences from the recording.
PRE-TEACHING Key
cheap, simple, economical, efficient, reliable, safe
Recycle and practise the past simple of be in the
context of days, dates and weather. Ask questions:
What day was it yesterday? What was the date? etc. Transcript
So, to sum up, then. \Vhy are bicycles popular? They're
Students discuss the sentence and say whether they
cheap, simple, economical and efficient, reliable and
agree or not. This could be done in pairs first and
safe. Now, that checklist is the same, no matter what sort
then as a class discussion. Ask for examples of
of .. ,
'simple' inventions.
Vocabulary practice ...) SB Page 97, Exercise 1.
Students work with a partner and discuss why the
bicycle was a successful invention. They should list its Key
advantages/disadvantages to feed back to the class. Id 2c 3g 4a Sf6b 7e
24 Point to the photo of Rob Marte! and read
the rubric with the class. Play the recording for PRE·TEACHING
students to listen and answer the question. Ask: What products are/were very popular in your
country? What products does everybody buy/want
Key to buy? to introduce success/flop. Have students
Because the bicycle is a very successful invention. brainstorm on very successful products and products
that have failed.
Transcript Point to the photo of the Sinclair C5 and see if
Rob So. to start with, I want to talk about ... the students know what it is. Ask if it looks useful.
bicycle - a very successful invention. Any
ideas why? What are the main advantages Students then read the text to find out if the C5 was
of bikes? a success. With weaker groups, do this with the class.
Woman 1 They don't cost much.
Key
Rob OK.
No, the Sinclair CS was a failure.
Man They're not complicated.
Rob They're easy to use, yeah.
Students then consolidate the past simple of be. They
Woman 1 Not too easy when you're going uphill!
need to refer to information in the text.
Rob No, that's true. Let's say 'simple'.
Woman 2 Running costs are low. Key
Rob OK, yeah. Very cheap to run. 1 was 2 wasn't 3 were 4 weren't
Man They don't often break down.
Rob Yeah. Reliable.
Woman 1 They're safe. Well ...
Rob They're not too dangerous. OK. So, a be: past simple
successful invention, for all those reasons.
Point out that there are only two positive forms
And, with modern bikes, we have a good
of the verb be in the past (was/were) and only
example of using the latest materials for a
two negative forms (wasn't/weren't).
design that's over a hundred years old.
Grammar reference ... > SB Page 108, Section
4.1.1.
® Teaching notes
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Experience4
practice
Cra*mar 2.
"..pSB Page98, Exercise ffiffi StuO.nts then work with a partnerto sum up why they
@ *
think the SinclairC5 w as a flo p. Co llatethe resultsof
Kry the pair w o r k o n the bo ar d aftera class discussion.
I Was,was 2 Were,were 3 Was, wasn't,were Encouragestudents to use too/enough.
4 Were,weren't,were
26 Studentstistento Ro b M ar tela nd list his
r easo nsw hy the SinctairC5 w as a flo p.Th ey could
P R E . T E ACH I N G
then co mpar etheir ideas fr o m 2h w ith his , to see how
Presenttoofenoughby asking questions: many w er e the same.
Teacher Can I carry my office computer in this bag?
No,the computeris ... Key
Student ...too big/heavy. too small, too low difficult for other drivers to see
you, quite dangerous,water splashingfrom other cars,
Teacher Can I carry a laptop in this bag? Yes, a
the battery was heavy,battery wasn't very powerful
laptopis ...
Student ...small/lightenough.
Transcript
Al t e r n at i veyo
l y ,u c a n u s e R e s o u rc es h e e t 4 .1 to Therewerelots of problen'rswith the SinclairC5. The
presentand practisetoo/enough. biggestproblem,I think,was ... it was too small,and
especially,too low. Becauseit was so low, it rvasdifficult for
S H EET4 .1 ' " .YPa g e 9 7 .
R E S O U RCE otherdriversto seeyou. It was actuallyquitedangerous.
U s et he pi ct u r eo n R e s o u rc es h e e t 4 .1 to e t i c it And, obviously,if you'revery low and it'sraining,then
sentences with too/enough.Go throughthe picturewith there'swatersplashingon you fron'rcars.And then there
t h ew h ol ecl as s ,e l i c i ti n gs e n te n c e s M
. o d e l c o n tr asting was the battery.It was heavy.It wasn't very powerful,
se nt e n ceans d h a v es t u d e n t sr e p e a tt h e m , e .g.: everynightyou had to recharseit. I mean,forgetit!
Teacher Theoffice is too small for three people.
70'..vSB Pages81
PRACTICE
It'snot big enough for threepeople. ffi COÍIMUNICATION
and 89.
O ncest u de n t sa r e c o n f i d e n t,t h e y c o n ti n u ei n pair s,
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B .
t aki ngt u r n st o m a k e s e n t e n c e sa b o u t th e p i ctur e,
Give them time to lo o k at their differ entp ag es.Say
usi ngfoo or en o u g h .
that the tw o pr o ductsw er e co mpleteflo p s last y ear.
S t uO e ntws or k wi t h a p a r tn e ra n d ta k e i t i n t ur ns to Tell studentA to lo o k at the info r matio na b out p rod uct
-
@
a s ka n d a n s w e rq u e s t i o n sa b o u t t h e S i n c l a i rC 5 u s i n g A and tr y to guess w hy it w asn'tsuccessfut.E m p hasise
t h e pr ompt si n th e b o o k . Str o n g e rs tu d e n t sco uld do that he/sheshould use too/enough.Tell Student B
i n f r o n to f th e c l a s s a f te rt h e p a ir w o r k.
t h ee xe r ci s e to r eferto the info r matio no n his/herpag e ab out why
pr o ductA w as a flo p and telt StudentA whetherhe/she
T hi sact i vi t yco n s o l i d a te tsh e p o s i t i v ea n d n egative
i s r i g h to r n o t . S t u d e n tA s h o u l d m a k e n o t e s o f w h a t
formsof be in the past and how we use too/enough.
student B says. D emo nstr ateby ptayingthe p art of A
Kry w ith a student.Then change r o les and play the p art of
I was 2 small I wasn't 4 small 5 little B to sho w ho w to give the additio nalinform ation.
W hitestudentsdo the r o le ptays,mo nitorthat they use
too/enough.
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ffi StuOentsworkwith a partnerto readthe textto find
Lesson4.2 t h e s o l u t i o nas n d m a t c ht h e mt o t h e p r o b l e m s .
* StuOents
ffi consotidatethe pastsimpteby compteting a
P a s ts i m p l e :r e g u l aar n d i r r e g u l avre r b s gup-fitt
activity.
Do the activityorallywithstudentswho
needsupport.Studentsshouldreferbackto the text,
for examples,if theyare unsureof the pastsimple
P r o b l e m as n d s o l u t i o n s forms.
PRE.TEACHING Key
1 made 2 didn't have J cost,took 4 wanted
To reactivate whatstudentsknowof the regularpast
5 couldn't 6 found 7 went 8 ate,drank
simple,writea [istof regularverbsfromthe lessonon
9 didn't use 10 watched
. o d e lt h e i n f i n i t i vaen d t h e s i m p l ep a s t
t h e b o a r dM
tense:
phone Last nightI phonedmy boss at home.
start YesterdayI started a new job. P ast simpte:po sitiveand negative
T e achi ng
not e s
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Experience4
E promctional
27 Tel[students
thatJakeSternmakes
videosforcompaniesand thathe'statking
27 Studentslistento the r eco r din gag ain to
co mpletethe questio nsfr o m the dialo gu e.
toa customer abouta videohe madeat a chemicals
Readthequestions
factory. withstudentsand check Key
theyunderstand them.Thenplaythe recordingfor 1 So what did you do? 2 did it work
to listenand answer.
students 3 did you make the box 4 did you use
Kry
t theheat/temperature2 They put the camera
in a box,to protectit. 3 There was no light. P ast simple:questio ns
4 Therewas no solution.No, it wasn't possible.
P o i n t o u t t h a t t h e f o r m a t i o no f q u e s t i o n sf o r b o t h
r egularand ir r egularver bs is did + in finitiv e.
Transcript
lake So thisis quitean easyproject... certainly Gr ammarr efer ence'.'p SB P age L09, Section
comparedwith the one we did last month, at a 4.1..2.
chemicals íactory.
It tvas,um ... quitea
..">SB Page98, Exercise
Crammarpractice 6.
challenge! ffi
Client At a chemicalsfactory?
Kq
fake Yeah.Itrvasa marketingvideo,for a chemicals
1 did you buy it 2 Did shework in theofficeroday?
company.Theywantedto film different... parrs
I Did he makea video? 4 did theyseetheproduct
of the factory.Thefirst problem was the heat.
5 Did you find my ofíice(very)easily? 6 did you
Itwas ... I don'tknow what the ternperature
go there
was,exactly,but it was extremell,hot
Ctient So it was difficultto work?
workwitha partnerusingthe promptsin the
Students
fake Well,the troublewas, it was too hot for the
book.Theytakeit in turnsto ask and answerquestíons
camera.
aboutWalkingwithDinosaurs. Checkthatthey use the
Ctient Oh, right.So what did you do?
pastsimplefor questionsand answers.
fake We put the camerain a box, to protect it. We
madea box,with a small hole in the front ...
ffi coruMUNtCATtoN 11".')SB pages81
PRAcTICE
Client Yeah.
and 89.
fake And we filmed with the camera in the box.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t oA a n d B .
Client And did it rvork?
Give them time to lo o k at their differ entp ag es.
lake Yeah,it worked OK.
Ctient So how did you make the box? What did A asks B to talk abo ut a pr o j ecthe/shework ed on last
you use? year ,using the no tes as pr o mpts.A make s notes of B' s
lake fustwood. Nothing complicated.So, anyway, r eplies.D emo nstr ateby ptayí ngthe par t of A with a
we finishedfilming in this hot area ... and then student.Then studentsdo the r o le plays. Monitorthat
theywantedus to film with no hght.They had they use the past simple.
anotherproductionprocesswhere,um ... they
Then studentschanger o les.A t the end choose one or
couldn'thaveany light at all. It was completely
tw o pair sto do the seco nd r o le play fo r th e class.
black.
Studentsco uld vo te o n w ho they w o uld g iv e the job to!
Client And theywantedyou to film it?
fake Yeah.
ffi A.forestudentstacklethis pairwork activity,
talk
Client So what did you say? br ieflyabo ut a pr o j ectyo u w o r ked o n last y ear to
lake I said,no, it'simpossible.They thoughtmaybe pr o videa mo del. Studentsthen have an op p ortunityto
we coulduse a specialcameraor something, per so nalisethe to pic w ith a par tnerand tak e it in turns
but,um ... it wasn'tpossible.So, filming in to talk abo ut a pr o iectthey w o r ked o n th em selv es.
your officesisn't a big problem!
Client Well afterthat,no! So, rvhen can you start OPT!ONALACTIVITY
se t t i n gu p ... Ask studentsto preparea shorttalk in Englísh
about
practice"..tSB Page98, Exercise5. a projecttheyworkedon recently.Theywritenotesto
@ Vocabulary helpthemgivethe talk.
Kq Last monthI ...
1 solve 2 trouble I work 4 impossible
5 solution The preparatíon
of the notescouldbe a homework
assÍgnment, studentsto givetheír
thencall on different
talksínthe nextclass.
T e a c h i n gn o t e s
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ffi StuOentsask and answ er questio nsin the p ast sim p le.
Lesson 4.3
*
Th.y each guess w hat their par tnerdid at the week end
a n d t i c k t h e a c t i v i t i e so n t h e t i s t i n 2 a . T h e y t h e n a s k
Tatkingaboutthe weekend questio nsto co nfir mtheir guesses.M o del a few
questio nsw ith a student befo r ethey start the activ ity
in pairs.
L i fe at home practice'."5
Vocabulary SB Page98, Exercise
7.
ffi
Kq
P R E . T E ACH I N G
1 cleaned 2 lie 3 meal 4 shopping
E n cour ages t u d e n t sto t a l k a b o u t wh a t t h e y no r mally 5 gardening 6 cooked 7 round
do at t h e w e e k e n d to e l i c i twh a t t h e y a l r e adykno w .
Col l at eal l t h e i r i d e a s o n t h e b o a rd i n a wo r d w eb 28 Read thr o ughthe tist w ith the class and tell
unde r t h e he a d i n g W e e k e n d . studentsto listento a co nver satio nbet weentwo
neadthe threesentences
withthe classand thensay co lleaguesand tick the things that D av e d id tast
ffi w eekend.
w h i ch on e des c ri b e sy o u b e s t.T h e n s t u d e n tsdecide
w h i c h o n e d e s c r i b e st h e m b e s t .T h e v c o u l d d o t h i s i n
pairs.
Key
lr/ 5,/
OPTIONALACTIVITY
Aft e rt he pai r wo r k i n La , s t u d e n t sc o u l d f e ed back the Transcript
r e s ul t st o t h e wh o l e c l a s s . H a v e a c l a s s v o te to find o ut Tessa So, did you havea good weekend,Dave?
how man y s t u d e n tsi d e n t i f um o s t wi t h e a c h o f the Dave Yeah,OK, thanks.It was nicc to havesome
se nt e n ce s1- 3 i n 1 a . W h a t c o m e s t o p - re l ax atio n,j o bs warm weatherfor a change.We atc outside
ar ou nd t h e ho u s e a n d g a r d e n ,o r f a m i l ya n d fr iends? yesterday, at lunchtime.We sator"rtside in
the garden.
n e ad t hr ought h e r u b ri ca n d p o i n ts wi th t h e class. Tessa Did you?
ffi
T he n t al k abo u t h o w c e r ta i nf a c to r sc h a n g epeo ple's Dave Yeah.We wanted to have a barbecue,actuallv,
l i ve s and t h e a m o u n t o f f r e e ti m e th e y h a v e.A fterthis, but I fo r go tto buy so mechar co al,so ...
s t u d e n t sc o n t i n u et o d i s c u s si n p a i r sa n d a l s o t a l k Tessa Oh, no. You didn'thavepeoplecoming round ?
abou t an y pe r s o n a Ie x p e r i e n c e st h e y h a v e .Ther eis a D ave Oh, no . I t w as j ustme and my w ife,so ... it
l ot of gr ou nd to c o v e r h e r e ,s o i t i s b e s t i f each student wasn'ttoo bad. In fact,I lvas quitepleased.
make s br i e f n o t e s o f wh a t th e i r p a r tn e rs a y s, so that Normally,when we havea barbecue,I do the
t h e y can fe e d b a c k t o y o u o r to th e c l a s s .Co llatethe cooking,you see.But otherwisemy wife cooks,
m a i n p o i n t sf r o m t h e g r o u p o n t h e b o a r d u n d e rt h r e e so...
headings. Tessa So you sleptin the sun,and yor-rr wifb did all
Age and family the cooking!
H ome D ave W ell ... I w asn'tasleep- I had o n e ey eop en ...
so I could seervhenit rvasready!No, actually,
Town or countrv
I had quite a busy weekend.I pr-rta new front
door on the house on Saturday.lt was a bigeer
PRE.TEACHING
job than I thouqht,actually.I got up earlyon
P oi nt t o t he p i c tu r e so f t h i n g s p e o p l e d o a t the
Saturdayand workedall day.Then on Sunday,
w e e ke n d an d e l i c i twh a t t h e y a r e d o i n g i n each pictur e.
I got up earlyand paintcdit ... What about you?
P r act i s et he n e w v o c a b u l a r yb y c a tl i n go u t t he lettero f
What did you do?
a pi ct u r ean d s t u d e n t sg i v e y o u th e v e r b t o descr ibeit.
Tessa Not n-ruchreally.Wc went to the cinema on
ffi frnodel
the sentences
1-10 for the ctass.Studentswork Saturdayniqht.
ffi
witha partnerand matchthe answersto the photos. Dave Oh yeah?What did you see?
Tessa Ol'r,it wasn'tvery goocl.It was that new filnl
Key with...
1c 2i 3a 4g 5b 6e 7f 8d
nead thr o ughthe sentencesw ith the class and
ej 10h ffi
studentsfilt in the gaps o r allyw ith the p ast sim p le
fo r m o f the ir r egularver bs.A lter native lyg,iv e stud ents
a few minutesto pr epar ethe task w ith a p artner,
befo r efeedingback to the class.
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Experience4
Kry
I ate 2 sat 3 forgot 4 slept 5 did 6 had
7 thought 8 got
E Students
workwitha partner
questions
to ask and answer
aboutDave'sweekend.Writeup the key
on the board(What,Where,When,What
questions
timeandWhy)andmodela few questionsfirst,e.g.:
Whatdid Davedo on Sunday?
Wheredid Davehove lunch?
Whydidn'tDavecook?
E Check29carefully
Studentslistenand repeatthe questions.
thattheyusethe correctintonation
(rising
at theendof Yes/Noquestionsand fallingat the
endof neutrallillh-questions).Oncetheyare confident
theycouldcontinue practising
in pairs.
! commuNlcATloN SB Page82.
PRAcTrcEt2'.'b
Di vi des t u de n t si n to p a i rsa n d r e a d th r o u g ht he r ubr ic
fort h eact i vi t ywi t h th e m .A s k th e m t o wri te L- 5 o n a
pi e ceof pape r a, n d t o wr i te d o wn f i v e th i n g st hat they
fi n dt h e ybot h n o rm a t l yd o o r d i d l a s t we e k e nd.M o del
t hee xch an ge w i th a s tr o n gs t u d e n t .l f t h e s tu dent's
' N o . 't h e n c o n t i n u ea s k i n gq u e s t i o n su n t i l
a n s w eirs
youfi n dan act i v i tyth a t y o u b o t h d o /d i d a n d pr etend
t o w r i t ei t dow n o n y o u r l i s t.Stu d e n t sc a n th en star t
t h eact i vi t iyn p a i r s ,a n d s o m e p a i rs c a n r e p o rtback
t o t he cl assat t h e e n d :
Weboth watched TV on Saturdoy night. etc.
ACTIVITY
OPTIONAL
S t ude n tmi
s ghtl i k e to d o a s u rv e yo f a c ti v i ti esthat
pe opl edo at t h e we e k e n da n d d r a w u p a c l a ss list o f
popularity.
"".rPages1.4-1.6.
WORKBOOK
T e a c h i n gn o t e s
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5 Arrangements Michaet
Sytvie
Michael
Hi Sylvie,l-roware you?
Fine,thanks.You?
Yeah,very well,thanks.
Transcrípt
Mi chae t H cll o .
Sylvie Ilcllo. ls that Michael?
Mi chae t S pe a k i n q .
Sytvie Hi Nlichacl,it's Sylviein Brussels.
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Arrangements5
P RE . T E ACHI N G
Key (exampleanswers)
and pr a c ti s eSh a l l l i n t h e c l a s s ro o mc o ntex t.
P r e s e ni t Shall I find out? 2 I'llgivehim a call. 3 I'11get
Ask:Shal/I open the window / close the door / take back to you. a Shall I get in touch with her?
yourcoat/ get a chair/ move the table / get a
dictionary / switch on/off the TV? Then teach l'll in reply 37 Thispronunciation activityfocuseson
to Shallli Get a studentto make an offer with Shall I r e c o g n i s i nt hg e l ' l l f o r mw h e ne m b e d d e idn a d i a l o g u e .
...and replywith l'll ...: Somestudentswitlfindthisverydifficult, so you might
Student Shall I open the window? chooseto do it as a wholeclassactivity. Students
Teacher No, I'lldo it. (Mime.) coutd'vote'on whichof threechoicesthevhear.
E sentences
30 S t ud e n t sl i s te na g a i n a n d f o c u s o n
in the conversationwith l'll and Shall I
1 Yes,l'llcallhim.
andthere'sno problem.
2 I talkedto Christine,
w h i chmat chs e n t e n c e si n th e e x e r c i s e .Pa u s e the CD I I emailthe minutes to cveryone.
at t heappr opri a tm e o m e n tt o a l to ws tu d e n t sto w r ite
4 Yes,l'll contact him.
t h e i ran sw e r s.
E chS t ude t n S B p a g e 1 18 to
n tlsook a t t h e t r a n s c r i p o
e ckt h e i ran s we r s .
pRAcilcE13...b
ffi comMuNtcATroN
and 90.
sB pages
82
Key OPTIONALACTIVITY
I I'lldoit later. 2 Shallwe callthem back? . Fo r fun, studentsco uld take it in tur ns to role p lay
checkthe detailstoday. 4 I'll give her a call this
I I'11
being to o po lite/o ver bear ing
much to t he annoy ance
afternoon. 5 Shall I contact the hotel?
and ex asper atio no f their par tner s!This could b e in
6 Shallwebook seatsnow?
a r estaur anto r cafésituatio n,fo r ex am p [e.
T e a c h i n gn o t e s
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Alternatively,
withstudentswho needmoresupport,
Lesson 5.2 use the cut-upversionof the emailon Resource
5.2to introducethe text.
sheet
Confirming arrangements
Key
1 slidesfor thepresentation 2 on Wednesday
evening 3 Thursdaymorning
Presenttensesas future
R E S O U R CSEH E E T5 . 2 " " ' vP a g eL 0 1 .
Cut up one copyof the textfor eachpairor group.
C o n f i r m a t i obny e m a i l
Studentsbecomefamiliarwiththe languageby
reconstructing the texttogether. Set a shorttímelimít
PRE.TEACHING to injectpaceíntothe activity. Withweakerstudents
Drawa timelineon the boardand markpast at one provideextrasupportby readingthe textout [oud,
end and futureat the other.Drawan arrowand write beforetheystartpiecingit together.
now rn the middte.Thenask students:Whatare you thenreadthe email(b)fromthe hotetto
doing tomorrowT Writetomorrowon the timelineto ffi StuOents
confirm t h ed e t a i tos f t h e t e l e p h o nceo n v e r s a t íaonnd
indicateclearlythatit'sin the future.Presentand completethe threesentences to demonstrate
practisethe presentcontinuous in this context.
Give c o m p r e h e n s i ao n d b u i l dt h e i rv o c a b u l a rbya s e .
an accountof whatyou'redoingtomorrow to provide
a model,e.g.:Tomorrow morningl'm havinga meeting Key
with some clients.Thenwe'rehavÍnglunch together 1 Luis Gomez Z the hotelreservation
and in the afternoonl'm flnishinga report.Then J contactthe hotel manager/ Luis Gomez
consotidate cognitivetyby writingon the board:
futureplans/arrangements : .............
tense? A sk studentsw hen they use fo r mal tan g uag eand when
Elicitthe answer:presentcontinuous. they use info r mallanguage.E[icitthat ínform al
[anguageí s j ust fo r clo se co I leagues,f riend sor fam ily .
OPTIONALACTIVITY Then studentsw o r k w ith a par tnerand find exam p les
o f fo r maland info r malw o r ds and o hr asesin the two
Withstronger studentsyou mightalso wantto talk
emails.Studentsfeed to the class after the oair work .
brieflyaboutfuturetimetables and schedules:
I'm flying to Paris next week.My flight leoves on Key
Wednesdayat 10 am. Formal:b
l'm catchingthe train to Manchester.lt leavesfrom Informal:a
EustonStation. (Exampleanswers)
Formal: I confirm . . ., do not hesitateto contactme,
Writethe sentences on the boardand ask studentsto
Best regards
identifu the two tenses.Elicitthatthe presentsimple
Informal:Hi,let me knor.v,Bye for norv
is usedfor schedules or timetables and the present
c o n t i n u o ufso r p l a n sa n d a r r a n g e m e n t s .
ffi StuOents thenreadthe emailsagainto findmore
photoof Sylvieand ask studentsto say
ffi nointto the specificvocabulary
in the emails.
whatshe'sdoing.Elicitor feedthatshe'swritingan
emaíl/letter. Discussthe advantages of confirming Kry
phonecallsin writingby askingstudentsif theyagree 1 Pleasefind attached,Pleasefind below
withthe statements. Thenbroadenthe discussion
to 2 Following our telephoneconversationthis
i n c l u d ew h a ts t u d e n tds o . morning, As discussed 3 lf you need any further
details,pleasedo not hesitateto contactme.
OPTIONALACTIVITY
Withstrongerstudentsyou couldalso extendthe practice..') SB Page99, Exercise3.
Vocabulary
ffi
to includeexamplesof problemsthat
discussion
Kry
occurredbecausepeopledidn'tconfirmin writing.
1 confirm 2 find I discussed 4 hesitate
ffi fettstudentsthatSytvieand hercolleague,Michael,are 5 forward 6 attached 7 Followinq
goingto a conference Studentsread
in San Francisco.
the emaiIto the conference in orderto
organiser This activityfo cuseso n under standingthe d ífference
completethe threesentences. Again,withsomeclasses betw eenar r angementsand timetablesand línk sthe
you mayfindit preferableto readthe emailtogether. tenses (pr esentco ntinuo usand pr esentsim p te)clearty
to each.
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Arrangements 5
Following the telephone conversation students write
Key an email, from Naomi Lind to Tom Dent, confirming
lA 2T 3A 4A 5T
the arrangements and sending the document as an
attachment.
Key
1 Monday, December 12th 2 at 9.30 3 agenda
Teaching notes ®
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Lesson5.3 Y o u c o u l d p r e s e n ta n d p r a c t i s eo t h e r U K a n d U S
Sightseeing h o l i d a y si n a d d i t i o nt o C h r i s t m a sD a y a n d N e w
Year 'sD ay (Bo x Í ngD ay, Go o d Fr í day,E aster
M o n d a y ,W h i t s u n ,I n d e p e n d e n c eD a y ,
T h a n k s g i v i n ge, t c . ) .
Touristinformation
A l s o i n t r o d u c et h e c o n c e p to f ' b a n k h o l i d a y s 'i n
the UK , w hich ar e o ften o n M o ndays. (Aug ust
PRE.TEACHING
B a n k H o t i d a yí s t h e l a s t M o n d a y i n A u g u s t a n d
Ask studentswheretheywenton holidaylastyear. S p r i n g B a n k H o t i d a yi s t h e f i r s t M o n d a y a f t e r M a y
Ask themabouttouristinformation: Whatplacesdíd 1 s t . E a s t e rM o n d a y i s a b a n k h o t i d a ya n d i f
you visit?DÍdyou go to any touristinformationofftces? Chr istmaso r New Year 'sD ay fatto n a Saturd ayor
Werethe people there very helpful?Whatsort of S u n d a y ,t h e f o l l o w i n gM o n d a y i s s e t a s a h o l i d a y . )
informationcould you get there?DÍdyou have to pay T a l k a b o u t t h e s i g n i f i c a n c ei n t h e U S A o f 4 t h J u t y
for it or was it free? ( t h e c e l e b r a t i o no f l n d e p e n d e n c ea) n d o f
Ask if any studentswentto the USAtastyear.Ask what T h a n k s g i v i n g( w h i c hc o m m e m o r a t e st h e m e a l o f
townand placestheyvisited.Getthemto talkabout t h a n k s g i v i n gt h e e a r l y s e t t l e r si n A m e r i c ag a v e ,
theirexperiences. lt wouldbe helpfulif you couldshow a f t e rs u r v i v i n gt h e h a r s h w i n t e r ) .
t h e p l a c e so n a m a p . P o i n t o u t t h a t t h e U K i s v e r y m u l t í - c u t t u raanl d
Arainstorm
on whatstudentsknowaboutSan t h a t t h e h o l i d a y so f m a n y o t h e r c u l t u r e sa n d
W
F r an ci s co.Wr i t eth e i r i d e a s o n t h e b o a rd .T h en f a i t h sa r e a l s o c e l e b r a t e de, s p e c i a l l yi n b i g c i t i e s .
braínstormon Alcatraz.Do you know any films or
documentaries about Alcatraz? Who was 'The birdman Studentsthendeveloptheirvocabulary
by matching
of Alcatraz'? Why was Alcatraz a good place to have definitions
to wordsfromthe text.
a pilson? How do you get to Alcatraz from San
Francisco?Do you think it's an interesting place ffi
* 33 Playthe recording for studentsto listenand
to vísit? checktheiranswers.
Theythentistenagaínand repeat
the new vocabulary.
Afterstudentshave check edtheir
S t u de n t sl ook a t th e p h o to o f A l c a t r a za n d say w hat answers,theycould'test'each o ther o rally in p airs.
t h e y t hi nk of i t a n d i f th e y wo u l d l i k e to v í sitit. Read
t h e que st i on sth r o u g hwi t h s tu d e n t sa n d c h eck Key
compr e he ns i o nA. s k s tu d e n t si f t h e y c a n p r edictthe 1 peak periods 2 leaflet/booklet,
booklet/leaflet
answers before they read the text. Students then read 3 history 4 map 5 souvenir 6 museum
t h e l e afl e tab o u t A l c a t r a za n d a n s we rt h e o uestio ns. 7 guidedtour
W i t h some cla s s e sy o u m i g h t c h o o s e t o re ad the tex t
w i t h st u de n t so r d i v i d e t h e c l a s s i n t o p a i rs /gr o ups practice""p
ffi Vocabulary SB Page99, Exercise
5.
and
give each pair/groupa differentparagraphto read.
T he y t h e n t al k t o t h e c t a s sa b o u t t h e p a r a g r aphthey Key
have r e ad an d e x p l a i na n y u n k n o wnv o c a b u lar y. 1 map 2 shuttle 3 souvenirs a guided
5 leaflet 6 peak
Kry
1 It is open to touristsall year round, except OPTIONALACTIVITY
Christmas Day and New Year'sDay. 2 lt's best to Say thata prísonísan unusuattouríst
attraction.
Ask
book a week in advance. 3 A shuttleis a regularbus studentsto talkaboutany otherstrangetourist
servicewhich links two destinations,to transfer thevknowof.
attractions
people.On Alcatraz there is a shuttlebecausethereis
a short road up a hill from the dock to the prison, 34 Playthe recording for studentsto listento
rvhich could be a difficult walk for some people.
ffi
fourshortdialoguesin a tourístinformation
off]ceín
4 Thereare.SelíGuide'bookletsin English,Spanish, San Fr anciscoI. n each dialo guether e is a ' b eep ' sound
German,French,Italianand Japaneseand otherguide w her e a w o r d is missing.Studentsinfer from the
books in the shop. 5 The island after dark offers co ntex tw hich w o r d (cho senfr o m a_d) ís m íssíngin
some of the best views of San Francisco'scity lights each dialo gue.Yo u may need to play th e record ing
and the Golden Gate Bridge. m o r et h a n o n c e a n d a l l o w t h e m t o c o m p a r ea n s w e r s
befo r evo u check answ er sw ith the w hole class.
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Arrangements5
PRACTICE
ffi coraMUNtcATtoN sB pages82 and
t5"""v
Key
90.
tb 2c ld 4a
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B .
Give them time to [o o k at their differ entp ag es.Ask a
Transcript
str o ngStudentA to ex plainthe scenar ioto the class.
1A Hi.
Then demo nstr atea r o le play w ith a stud ent.Play the
B Hello.Do you havc any informationabout
par t o f B, the per so n w o r king in the to uristoffice,and
Alc-atraz? Any ... bookletsor (beep)?
be ver y po lite and helpful.Then studentsd o the role
A Yes.Justbehindyorl,on the shelf,there.
p l a y .M o n i t o ra n d s u p p o r tt h e m d u r i n gt h e
B Ah, OK. Thank you.
co nver satio n. Studentschange r o les fo r the second role
2A Hi.
play,and this time A , the per so n w o r king in the
B Hi. Is thercanpvhere nearherewhereyou can
info r matio no ffice,is tir ed,busy and new to the job .
buy gifts ... and (becp)?
This sho uld pr o ducea dÍ ffer ent atmo sphere.After the
Yeah.If you turr-rripht out of the door, then take
pair w o r k cho o se tw o o r thr ee pair s to do the role p lay
the first right,thcre are gift shops all along the
fo r the class.Studentsco uld vo te fo r the m ost/least
. . . t h es t r e e t,
there.
hetpfutper so n fr o m the to ur isto ffice.
B OK. Thanksvery much.
3 B Can you visit the mlrseLrmall day?What are the
W , o p e r s o n a l i st eh e l a n g u a goef t h e l e s s o ns, t u d e n t s
openingtimes? w o r kw í t ha p a r t n ear n d t a l ka b o u tt o u r i s mi n t h e i r
A It opensat ten and closesat five. If you want to town/region. Withmoreconfident students, this could
takea (beep), they start every hour, on the hour be expandedintoa presentation to the classusing
and last ... t think they last forty-fiveminutes, mapsand leaflets. Thisshouldbe givenas a
bu t I'l lj u s tc h e c k ... h o m e w o raks s i g n m e ntto, a l l o wp r e p a r a t i o n .
4 B Excuseme. Have you got any street(bcep)?
A S ur e . OPTIONAL ACTIVITY
B ... Thanks.How nruchare thev? Studentscouldwritea shortemaiIto the tourist
A They'refree. informationofficein Cambridge
and ask for information
Kq
1 information 2 anywhere 3 opening 4 street
5 free
OPTIONAL ACTIVITY
Forextracontrolledspeakingpractice you couldask
studentsto lookat the transcripts
of the dialogues
from2a (onSB page118)and practisethemwith
a partner.
R E S 0 U R CSEH E E T5 . 3. . " bP a g e1 0 2 .
Foradditionalpracticeof the touristlanguage,use
Resource sheet5.3.Dividethe classinto pairsor small
groups and givea copyof the incomplete questions to
eachpairor group.Tellstudentsto placethe cut-up
cardsfacedownon the tableand turnthemoverone
at a time.Thefirststudentto completethe question
winsthe card.Demonstrate
correctly a fewexamples
witha strongstudentbeforetheycontinuein pairs.
Theactivitycouldbe extended to studentstakingit in
turnsto provideanswersto the questions.
T e a c h i n gn o t e s
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6 obiectives ffi Cru.mar practice.'.1SB Page 99, ExerciseL.
Kry
Lesson6.1
1 I don'r thlnk he'll finish on rime. 2 Personally,
I think they'llbe overbudget. 3 I think it'llbe a flop.
+ The projectwon't be a success. 5 I don't think
Forecasting we'll solve the problem. 6 The salesfigureswon't
improve next month.
T e a c h i n gn o t e s
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Objectives6
T e a c h i n gn o t e s
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This activity provides a further opportunity for
Lesson 6.2 vocabulary building. Students need to refer back to the
text to find the words to complete the synonyms and
Discussing aims definitions. They can compare answers in pairs, before
checking answers with the whole class.
Key
1 goal, target, aim, objective 2 ambitious,
optimistic 3 realistic
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Objectives6
R E S O U R C SE H E E T6 . 2 . . . YP a g e 1 0 4 .
F oraddi t i on aoI r a I p r a c ti c eo f t h e f i r s t c o n d i tio nal
s or k i n p a i r s u s i n g R e s o u rc es h e e t 6.2. Give
st u de n t w
e achpai r a s e t o f t h e c u t- o u tc a r d s .S tu d e n t splace the
car dsface down o n t h e ta b l e a n d ta k e i t i n t ur ns to
pi cka car d an d th e n c o m p l e tet h e f i r s t c o n d itio nal
se nt e n ce .
.' .' S B Pa g e 1 0 0 , E x e r c i s e4 .
@ Cr ar r ar pr ac ti c e
T e a c h i n gn o t e s
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How much is the discounton thÍsholÍday?
Lesson 6.3 How much would the holidaycost for two people?
Can you get your moneyback if you need to cancel?
Bookinga flight
Do you have to pay airporttax?
lf you want to book for one person, will it cost f209?
Reservations How much do you pay if your suitcaseis too heavy?
W r i t es o m ep r o m p t su p o n t h e b o a r d f, o rs i m p l e
PRE.TEACH!NG ouestionsthatstudentscan ask eachother:
Q u i ckl y r e vi s eth e a l p h a b e t,e s p e c i a l l yl e tte r sw hich ...destination?
st u de n t sfr e qu e n t l yc o n f u s e( e l i ,Sf i e tc .)a s this w ilt be How long ...?
u s e f u lf o r t a l k i n ga b o u t a i r l i n en a m e s . Whichairport...?
Mos t st u de n t swi l l h a v e s o m e e x p e r i e n c eo f f lyingo n Whatkind of hotel ...?
b u s i n e s so r o n h o t i d a yA. s k q u e s t i o n st o e l i c i tt h e Haw muchluggage...?
l an gu aget he y a l re a d yk n o w a b o u t th e t o p i c . H o w o ften
do you fly? Do you always fly from the same aÍrport/
...summerholiday?
with the some airline? Do vou book tickets online or in ...mealsincluded?
a travel agent's? S t u d e n tas s k a n d a n s w e q
r u e s t i o nasb o u tt h e h o t i d a y
n t Us t u d e n tas b o u tt h e m o s tp o p u l aar i r l i n e isn t h e i r in pairs.
ffi
countryand to givereasonsfor theirpopularity. Write 39 Studentslistento a customerbookinga
t h er e a s o nos n theboard. ffi
t i t hG l e n A iar n d a n s w e tr h e q u e s t i o n s .
flighw
ffi Vointto the advertfor a low-costairlineand ask
s t u d e n ttsh e q u e s t i o nasb o u ti t . S o m es t u d e n t m
s ight Key
comefromcountries wherethereis no traditionof 1 Lisbon 2 areturnticket I a surfboard
cheap/cut-price airlines, so be prepared to provide
examples. Makea list of the disadvantages of very Transcript
cheapplaneticketson the board(youpay extrafor Assistant GlenAir,good afternoon.How can I
mealsor drinks,not muchspace,not verycomfortable, help you?
planesnearlyalwaysfull,ticketsnon-refundable, Customer Hello.I'dlike to fly to Lisbon at thc encl
airporttaxesnot includedin price,smatlbaggage of May.
allowance, you pay a lot for excessbaggage). Assistant Lisbon?
Customer Yes.
ffi Stuaents tacklethe newvocabutaryin the advertby
Assistant What dateareyou planningto leave?
findingwordsfromthe advertto matchthe definitions
Customer On May the twenty-fourth.
and synonyms. Studentscouldworkwitha partnerto
Assistant May the twenty-fourth.Is it a return flight?
do this and thenfeedbackoratlvto the class.
Customer A return,yes.I want to come back on the
Kry thirty-first.
1 Book your seatin advancefor even lower fares. Assistant The thirty-firstof May ... OK,the cheapest
2 Tickets are non-reíundableand non-transferable. fare'sfifty -five p ounds.
3 one-way 4 return 5 lower fares 6 excess Customer That'sfor a return.
baggage 7 Discounts for under 26s. 8 20kg Assistant Yes.
maximum baggageallowance 9 in advance Customer OK. Um ... and can I changethe dateif I
10 book needto?
Assistant No. For thatfare,you can'tchangethe
practice'""pSB Page100,Exercise
Vocabulary 5. booking,and there'sno refundif you cancel.
ffi
Customer Right.So fifty-fivepour-rds. And arc thereanv
Key extracharges?For airportlax.or . . .
1 discor-rnt2 include I non-refundable Assistant No, that'sincluded.
4 allorvance 5 excess 6 advance 7 one-way Customer OK. Um ... oh, that'sthe otherqucstion-
what's the maximum baggagcallorvance?
R E S O U R C SE H E E T6 . 3 " " "Pv a g e1 0 5 . BecauseI want to takea surfboardwith me.
F o ra d d i t i o n aplr a c t i coef t h e l a n g u a goef c u t - p r i caei r Assistant Right.Well, the maximum allowanceis
travelstudentsworkin pairsusingResource sheet6.3. twentykilograms.The excessbaggagecharce
Giveeachpaira copyof the advertand ask students is six pounds per kilogram,but for a
s o m ec o m p r e h e n s i q oun e s t i o nasb o u ti t . surfboard. ..
T e a c h i n gn o t e s
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Objectives6
E SS tt ude s or k i n p a i r s to i n v e n ts h o r t e x c h a nges.
n tw
ude nAt r e ad sth e p a rt o f th e a i rl i n ea s s i s t antand
Return flight: 77.30
Test 2 (units
4-.6)
W Fittin the gapswith correctpastsimpteformof be. W M a k es e n t e n c e sU. s et h e p a s ts í m p t e .
1 A - exportsalesverygood tastmonth? t h i sp r o d u c/t m a k e/ m i t l i o nd o l t a r/s f o r c o m p a n y.
B Yes,excellent.
2 A . the marketing
strategysuccessful it / take/ six weeks/ to finish/ ptan.
lastyear?
B Yes,verysuccessful. thatphotocopier
/ not cost/ $10,000.
3 W e h a d l o t s o f d e l i v e r yp r o b l e m ss,o s a l e s
- -v e r yh i g h .
I I go / shopping/ yesterday
.
4 S h e m i s s e dh e rt r a i ns o s h e - - - - - . o n t i m ef o r
themeeting.
they/ can'tf find/ betterlocation/ for factory.
W Make sentences
of
with too or enough.Use the past I / not have/ friendsround/ lastweekend.
simple be.
. (too)
7 Carl be l expensíve we / eat/ in restaurant
I last night.
L o t s o f p e o p l e l i k e t h i s p r o d u c t .l t ' s v e r y
2 w e / m e e t a g a i n/ n e x t M o n d a y ?
T hi s car i s v e rv . . Y o u c a n d ri ve fo r 100
k m o n f o u r l i t r e so f o e t r o l . 3 w e / g e t / t h e s a m e t r a i ni
T h i s m a c h i n ei s v e r y - - - . The lastaccident
w as fi ft e eny e a r s a g o .
4 | / l o o k i n t o / f l i g h t st o M a d r i d .
B u sí ne ss
S t ar t.u p2 re s t 2 P H OTOCOP I A BLE
O Cambr idge Press2 0 0 6
Univ ersity
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Name: Test 2
ffi
A F i t ti n t h e g a p s i n t h e e m a i l . E {{}
ffi
Findthe mistal<e in eachsentence.Writethe correct
sentence.
regards following below sing(e confirm
1 | t h i n kt h e n e w p r o d u c n
t o tw i l l b e a s u c c e s s .
discussed hesitate inclusive
D e a rMs Teo, T h e y i n c r e a s ep r o f i t s ,i f t h e y c a n d e l i v e ro n t i m e .
1
o u rt e l e p h o n e
c o n v e r s a t i ot n
his
m o r n i n gI , ---your hotelreservation for lf the pr o j ectw itl be successfut,they' tIm ak e a lot
nextweek.Pleasefind 3.------ detailsof the o f mo ney.
booking.
. L 4 ---.. r o o m - i n t h e n a m e o f C i n d vT e o T h e r e ' l lb e a b i g d e m a n d ,i f t h e p r i c e [ o w .
fr om P e n t a I n te r n a t i o n a l
. 3 n i g h t s :J u n e 2 6 t h t o 2 8 t h 5 - - - -
W e'r ego ing o pen a new sto r e nex t y ear.
. B ooki n g r e f e re n c e :PB Y 4 5 1 6 7
As 6. . - . - - --.- - - -,' -y o u ' re c h e c k Í n gí n a t 2 0 .00.
Shatl I to make a r eser vatio nfo r yo u ?
l f y o u n e e d a n y f u r t h e rd e t a i l s ,p l e a s e d o n o t
- -t o c o n t a c tm e .
8
B e s t - - - - - - - - - - -,- - - - -
T obyF i sch e l
resttotal FoT--.l
H ot e lmana g e r.
f F i t itn t h eg a p s .
guided leaflets souvenirs maps peak
information
Key
E d u c a t i o n C a r e e rh i s t o r v t studied 2 graduated 3 did 4 joined s left
6 spent 7 moved 8 promoted
fi rne introductionof the presentperfectis a mílestone
for moststudentsand needsverycarefulhandling. This practice...1SB Page100, ExerciseL.
Vocabulary
ffi
lessonpresentsthe tensein a verycontrolled way and
focuseson its use to describegeneraIexperiences in Kry
the past,contrastingthis withthe use of the simple 1 graduated 2 post I trainee 4 Masters
pastto describespecificevents. 5 promoted 6 left 7 joined
T e achi ng
not e s
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Success7
of t h e pr e se n tp e rf e c ti s s u b j e c t + h a v e /h a s+ past
Key
par t i ci pl eE. l ic i tt h a t t h e p a s t p a rti c i p l eo f mo st
1 Have 2 haven't I I've 4 we've 5 Have
r e gul arve r bs i s i n f i n i ti v e+ - e d . R e f e rs t u d ents
6 never
t o t he ve r b l i s t o n SB p a g e 1 1 ,3f o r t h e p a st
par t i ci pl e of
s i rr e g u l a rv e rb s . R e f e rs tu d e n t sto
t h e gr amma rr e f e re n c ef o r m o re d e t a i l .
G r ammarr e fe re n c e SB Page 109,Sections P r esentper fect:negativesand questio ns
4. 2. 1,an d 4. 2 .3 . P o i n t o u t t h a t t h e q u e s t i o nf o r m o f t h e p r e s e n t
per fectis have/ho s+ subj ect + past pa rticip te? .
OPTIONAL ACTIVITY The negativefo r m is haven't/hasn't+ past
Focuson the use of the presentperfectby asking . e f e rs t u d e n t st o t h e g r a m m a r
p a r t i c i p l eR
studentsto readout loudthe sentences withthattense r efer encefo r mo r e detail.
fromthePolyVec noticeabout,|erome Thenask
Gitder.
Gr ammarr efer ence".? SB P age 109, Se ctions
themto readout sentences withthe pastsimple.
4 . 2 . 1 .a n d 4 . 2 . 2 .
p Crammar '".pSB Page100,Exercise
practice 2.
ffi Crammarpractice
"..pSB PageL0L, Exercise
3.
KE
t have/'veworked 2 worked 3 did + has/'s Key
managed 5 has/'sworked 6 joined 7 havel've 1 Have you used this programme before?
travelled 2 I haven'tseenthis version before. 3 Have you
worked with her before? 4 Have you ever visited
E 4t Playthe recordingof a conversationbetween China? 5 I'venever visited Canada. 6 I haven't
Jeromeandhis assistant.
Studentslistento findout used this systembefore. 7 Have you ever lived in a
whichcomputer programmeshe has used. differentcountry?
T e a c h i n gn o t e s
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RESOURCESH EET 7.2 "".uP age 1,07.
Lesson7.2 Use Reso ur cesheet 7.2 to helo w eaker stud entsaccess
the email in 2a mo r e easily.D ividestu d entsinto p aírs
Givingan update o r s m a l l g r o u p sa n d g i v e a c o p y o f t h e c u t - u ps h e e t
to each pair o r gr o up.Read o ut the em ail first b efore
studentsw o r k to getherto put it in the correctord er.
Presentperfect:yet/already/so
far Stuaentscouldworkin pairsto fi11
ffi in the chartwith
go o d and bad new s and then feed back the results
o r a l l yt o t h e c l a s s .
Good news and bad news
Kq
PRE.TEACHING Good news:
'We've
made good progresswith ...
Pre-teachyet/already/sofar using examples of
we're threeweeks aheadof schedulewith recruitment
s t u de n t s 'w o rk a n d p ro g re s si n l e s s o n s .H ave yo u r ead
Anna is doing very well
Unit tZ yet? Have we finished Unit 7 yet? Have you
things are going well
read this article yet? Have we done this exercise yet?
Bad news:
Have we done Unit 6 yet? Yes, we've already done
Unfortunatelywe're having problems with ...
UnÍt6. So far We,Vedone six units in this book.
We'vehad trouble finding IT people
So far we've learned the present simple, the present
we're two weeksbehind schedulewith IT
continuous, the past simple and the present perfect!
Write up an example of each (so far, already and yet) W practice
Vocabulary "".vSB PageL0L, Exercise
4.
on t h e boar d a n d p o i n t o u t th e p r e s e n tp er fectis o ften
use d w i t h t h e s e wo rd s . Key
1g 2c 3a 4e 5d 6f 7b
t a t Ua b o u t p l a n n i n ga n d s c h e d u l e si n y o u r o w n j o b t o
ffi
provide a model, e.g.: ln my job as a teacher it's quite StuOentsworkindependently or in pairsto findthe
easy to plan work. The problem is, I don't always
ffi
pastparticiple verbs(whichare all in the
of irregular
know how quickly students will learn what I plan for email).
them. Sometimes they learn something very quickly
and sometÍmesit takes a long time. l usually have A S o m e s t u d e n t sm i g h t n o t i c et h a t i n t h e e m a i [A n d y
a flxed schedule for j0/60 hours. ln that time I must uses She's been to ... to mean She's gone there and
complete ... lessons. then come back. f his p o i n t w i l t b e f o c u s e do n i n 3 c .
T h e n a s k s t u d e n t st o r e a d t h e s e n t e n c e sa n d u n d e r l i n e Kqt
w or ds s o t h a t th e s e n te n c e sa re tr u e f o r them. They 1 been 2 made I found a had 5 written
can t h e n di s c u s sth e re a s o n sf o r t h e i r a n s w er s,w ith 6 done 7 gone 8 flown 9 taken 10 sent
t h e cl ass.W ri te u o th e re a s o n so n t h e b o ar d to see if 11 seen
t h e r e i s a pa t te r n .
43 Students[istenand r epeatthe irreg ularp ast
W P o i n tt o t h e e m a i Ia n d a s k w h a tt h es u b j e cits . E l i c i t
p a r t i c i p t e sT.h e y t h e n p r a c t i s es a y i n gt h e m w i t h a
thatit'sa progressreport.Readthe emailwiththe
par tner D . emo nstr ateho w to 'test'their p artnerwith
c l a s sa n d t h e ns t u d e n tas n s w e tr h e q u e s t i o n s .
the helpof a student:
Alternatively, withweakerstudents, as this is quite
a l o n gt e x t ,u s et h e c u t - u pv e r s i o no f t h e e m a i Io n Teacher Find.
R e s o u r cseh e e t7 . 2 . Student Found.
Aead out the two sentences.After each one ask: Where
Kry ffi
is A nna no w ? Elicit/Ex ptain that A nna h as g one to
1 He'sworkingon settingup theSingapore
office.
K uala Lumpur means she is still ther e,while Anna has
2 The new accountsdepartmentand the new sales
been to K uala Lumpurmeans she isn't there now, she
rep are doing well. 3 He's having problems with the
has r etur ned.P o int o ut that she's go ne can only b e
IT installation/ finding tT people.
used in the co ntex to f 'still being ther e ' .
A ead thr o ughA ndy's'to do ' tist w ith th e class. Stud ents
ffi
t h e n u s e t h e i n f o r m a t i o inn t h e e m a i It o t i c k t h e j o b s
w h i c hA n d y h a s a l r e a d yc o m p l e t e d .
Key
1,/ 4./
T e a c h i n gn o t e s
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Success7
E Students
to do'listandcírcle
referbackto Andy's
thenreadthe sentences,
whichare true.
the sentences
ffi 45 Studentslistenand repeatthe questions.
Checkthattheycopythe risingintonation correctly.
Presentperfect:yet/already/sofar PRACTICE
ffi conaMUNtcATloN 20"""F
SB Pages84 and
91,.
R e a dt h r o u g ht h e e x a m p l e si n t h e g r a m m abr o x
w i t ht he cl ass a n d c l a r i f yth a t the presentperfect Divíde the classinto pairsand the pairsintoAs and Bs.
is usedwíthyef, already and so far. TeltStudentBs thattheyhavetravetted to Polandto
look at the possibility
of openinga new officethere.
S B Pa g e 1 0 9 , Se c t í o n Theylook at their'to do' list and givean updateon
the phoneto theirboss in the UK (Student A) on what
they'vedoneso far/ atready. RemindStudentAs to use
Cr ar r ar pr act ic e" .p 5 B Pa g e 1 0 L, E x e r c i s e5 . yet for askingquestions. Demonstrate the startof the
@
phonecalland the firstexchange witha student,then
Kq
tetstudentscontinuein pairs.
1 yet 2 so far 3 already 4 so far,yet 5 yet
6 already Teacher Hello.ls that Teresa?lt'sJohnhere.
Student Hello,John.Howare thingsgoing?
S t uden tsl i s te nt o A n d y c a l t h i s b o s s , Yves,
E
- !4 Teacher Quitewell.
a w e e kl at e rt o g i v e a n o t h e ru p d a t e .T h e y m u s t decide
Student Haveyou met thelocalpropertyconsultant
i f t h e yt h i nkY ve s h a p p y wi th A n d y ' s p ro g re s sa nd give
yet?
t h e írre ason s.
Teacher Yes,l,vemet hÍm.Thatwasa reallyuseful
Transcrípt meeting.etc.
Yves YvesCordier.
ffi monitortheiruse of the presentperfect.
Whenstudents
Andy Yves,it'sAndy Bell.
havefinishedthe roleplay,theychangeroles,so they
Yves Andy,hi. How are things?
havea chanceto practiseall the language.
Andy Coins qr-rite u'ell.
Yves Iseverythingncarly ready? Studentswritean emailto theirboss basedon the
Andy Well,we'r,egot a full accountsdepartment.I updatetheygavein Exercise 6. Studentsuse the emait
's
interviewedsomeoneon Monday and she o n S B p a g e4 4 a s a m o d e li f t h e yn e e ds u p p o r tT. h i s
acceptedthe post.SaraBernard.I'vealreadysent coutdbe doneas a homeworkassignment.
herdetailsto personnel,so that'sgone well ...
Yves OK, good. And, what about the IT systern?Have
theyinstailedtl'ratyet?
Andy Well,that'smore difflcult.Um ... I'vefound trvo
techniciansso far,er,but unfortunately,I haven't
foundthe third personrveneed,so ...
Yves So you haven'tfinishedthe IT installation?
Andy No, we ... we haven'tactuallystartedit yet.
Bur...
Yves \bu haven'tstartedit yet?And1,,rve need to
open tl-ratoíficein two weeksl
Andy Iknow.I'vespokento Danielain the Zttrich
officeand she'sgoing to sendsomeonenext
rveek.lthink we can still open on time.
Yves We need to. How long is it going to take for you
t o g e t. . .
Kry
1,2,4and5 arcnowcompleted.
T e a c h i n gn o t e s
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The Le M ans 24 ho ur s is a spo r ts c ar race which
Lesson7.3 t a k e s p l a c e e v e r yy e a r i n L e M a n s i n F r a n c e T
m o s t f a m o u sA l a s k a n d o g s l e d r a c e i s t h e
. he
Dlscussinginterestingexperiences l d a t o r i d , w h i ctha k e s p l a c e a n n u a l l y T
. e a m so f
d o g s p u l l s l e d s i n a g r u e l l i n gr a c e f r o m
A n c h o r a g et o N o m e .
D e s c r i b i n gf e e l i n g sa n d e x p e r i e n c e s
ffi StuAentsreadthe restof the articte,
usinga dictionary
if necessary.
Theyreadto find out why SteveFossett
PRE.TEACHING doestheseactivities.
Writeup UnusualexperÍence in a circleon the board
a n d t e l ls t u d e n tas b o u ts o m e t h i nrge a l l yu n u s u atlh a t Kry
h a p p e n e tdo y o u .A s k e a c hs t u d e ntto d e s c r i b ae n Becausehe likeschallenges
I scaryadventures
and
unusualexperience they'vehad.Writepromptwords wouldgetboredif he didn'tfind newchallenges.
or briefnotesaboutthe experiences roundthe circle.
Finally, studentsvoteon whoseexperience was the ffi StuOents look at the groupsof adjectives and
m o s tu n u s u a l . u n d e r l i nteh e o d d o n e o u t i n e a c hg r o u pT. h e yc o u l d
comparetheiranswersin pairs,beforecheckingwith
ffi Use the photosof SteveFossettto set the contextfor the wholectass.
Ask studentswhatthe photossuggest
the article.
aboutSteveFossett. Key
1 terrible 2 relaxing I interested a happy
ffi neadthe titteout loudto the classand ask students
to predictwhatthe articleis about.
ffi StuOents focuson the two formsof adjectivesand
-
Key workout whichformdescribes feelingsand whichform
The articleis aboutSteveFossettandhis adventures. describes a thingor experience.Ask themto give
examplesentences usingthe pairsof adjectives,
e.g.:
neadout the pastparticiples in the wordbox and get I feel very relaxedon holiday.Swimmingis a very
ffi
- relaxing actÍvity.
studentsto callout the infinitives of theseirregular
verbs.Studentsthenreadthroughthe firstparagraph
Key
of the articleand filtin the gapswithpastparticiples.
Adjectivesending in -eddescribefeelingsand
Key adjectivesending in -ingdescribea thing or
1 become 2 flown I been 4 swum 5 driven experience.
6 run 7 done 8 ridden 9 broken 10 won
Read the sentencesin 1-5 w ith the class.Stud ents
nsf studentsif they'veeverdone any of the things then w o r k w ith a par tnerand imaginethey d id these
ffi t h i n g s .T h e y d e s c r i b et h e i re x p e r i e n c eas n d t h e i r
SteveFossetthas done.ls thereanythingtheywouldn't
liketo do? Do theyknowanythingaboutthe activities/ feelingsand co mpar ethem w ith the p artner' s.E licit
challenges Fossetthas takenpartin? an ex amplebefo r ethey star t:
Teacher I walked up to the top of the EiffelTower.
I was...
Student I was a bit frightened. I don't like heights.
S o m e s t u d e n t sm a y n o t b e f a m i l i a rw i t h a l t t h e
a c t i v i t i e sm e n t i o n e di n t h e a r t i c l e .l f n e c e s s a r y , Teacher lt was ...
g i v e t h e m s o m e b a c k g r o u n di n f o r m a t i o no n t h e s e Student lt was amazing. The view of Paris was
and on S t e v e Fo s s e tt' sa c ti v i ti e s : incredible!
S t e ve F os s e t ts wa m th e En g l i s hC h a n nel W practice
Vocabulary """pSB Page101,Exercise
6.
(appr oxim a te l y2 1 m i l e s / l + k i l o m e tr es)fr o m
E n g l a n dt o F r a n c ei n 1 9 8 5 , w i t h a t i m e o f 2 2 Kry
h o u r s 1 5 m i n u t e s .I n 2 0 0 2 h e m a d e t h e f i r s ts o l o t hard 2 bored 3 frightened a happy
r o u n d - t h e - w o r lbda l l o o n f t i g h t( 1 4 d a y s , 1 9 h o u r s 5 interesting 6 boring 7 frightening 8 relaxed
a n d 5 L m i n u t e s ) .I n 2 0 0 4 h e b r o k e t h e r e c o r df o r 9 incredible,sad
r o u n d - t h e - w o r tsda i l i n g ( 5 8 d a y s , t h o u r s a n d
3 2 m i n u t e s ) .I n 2 0 0 5 h e m a d e t h e f i r s ts o l o n o n - 46 Studentslistento the fir st part of the
s t o p r o u n d - t h e - w o r lade r o p l a n ef l i g h t ( 6 7 h o u r s co nver satio nbetw eenLisa and her colleag ue,Brend an.
an d 2 min u t e s ) . They decidew hat subj ectsthey talk a b out and why .
T e ach i ng
no t e s
www.irLanguage.com
Success7
Transcrípt Kry
Brendan This is amazing- this arriclein the paper. fantastic,
amazing,frightened,
relaxing,incredible,
Somebody'splanr-ring to do a parachutejump hard,dangerous
trom space.
Lisa From spacc? 48 Studentslistenand repeatthe sentences.
Brendan Yeah.An Australian.He'sgoing to jump Checkthattheyput extrastresson thesestrong
from a balloon,from forty thousandmetres. adjectives.Theycouldpractisesayingthe sentences
So that's,what ... fortykilometres. in pairs,withfeeling!
Lisa That'sprettyhigh.When I di<lnry jump, it
pRAcncE sB page84.
21.".b
was from onc thousandmetres. ffi cor,aMUNtcATtoN
Brendan You'vedone a parachutejun-rp? Dividethe classinto pairs.Studentstake ítin turnsto
Lisa Yeah. a s ka n da n s w eq
r u e s t i o n su,s i n gt h e l i s t .T h e yd e s c r i b e
Brendan Seriously? the experience and how theyfelt.Ask two studentsto
Lisa Yeah! readout the exampledialoguebeforetheystart,and
47 S t u d e n t sn o w l i s te nto t h e s e c o n d par t o f
pointout the use of the presentperfectin the question
E witheverand the use of the pastsimpleto talk about
t h econve r s at i oann d d e c i d e i f t h e s e n te n c e sar e tr ue
or false. specificexperiences in the past.
KE RESOURCE SHEET7.3.."yPage108.
1F 2T ]T 4F 5F Use Resource sheet7.3 for furtherconsolidation of the
presentperfectand talkingaboutexperiences. Divide
Transcrípt the classinto pairsand giveeachpaira set of the cut-
Brendan You'vedone a parachutejump? u p c a r d sw i t hn a m e so f f a m o u sp e o p l ea n d q u e s t i o n s
Lisa Yeah. and answersabouttheirexperiences. Studentsmatch
Brendan Seriously? the questionsand answersto the famouspeople.
Lisa Yeah! Checkthroughthe answerswheneveryonehas
Brendan When? finished.
Lisa About ... four yearsago.A group of us went,
Key
from rrrylast conrpany.
1D 2C 3l 4B 5A 6F 7I SH
Brendan Wowl I'm irnpressed!So what was it like?
9C 10E
Lisa Fantastic!When you jump out of the plane,
i t 's. . . i t' sj u s ta m a z i n g .
ffi StuOentscan workwith a partnerfirst,to practise
Brendan You weren'ttoo scared,then?
describing
a memorable or interestingexperience.They
Lisa I was beforeI jumped. Everyone'sfrightened
can thentelltheirexperience
in a wholeclasssession.
beforetheirfirstjump. But as soon as your
parachuteopens,it's ... it's actuallyquite
relaxing.You'rejust therein the air- you've WORKBOOK"") Pages23-25.
got t h i si n c re d i b l ev i e w ...
Brendan Yeah,I bet. And r',,hatabout the landing?
Lisa Itwas OK. Not too hard.
Brendan Becausethat'sthe most dangerousmoment,
isn'tit?
Lisa Wcll, yeah!Even if you jump without a
parachute,it's not dangerousuntilyou landl
Brendan No, good point!
T e a c h i n gn o t e s
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B Media PRE.TEACHING
Introduce the use of the presentperfectwith today,
this weekand Íhismonthwith timelineson the board.
Lesson8.L Drawthreeor fourtime[ines and labelthemtoday,thÍs
week,this month,this year. Indicatewhere'now'is on
Understandingbusinessnews eachtimelinewithan arrowto showthe spaceof time
is stittincomplete. Ask questionsin the presentperfect
aboutprices:Hos the prÍceof petrolgone up this
week?Has the price of cigarettesincreasedthis monthT
Present perfect: today, thís week/month/year
Have prices in supermarketsfallen or risen thÍsyear?
Contrast the samesentences in the simplepast:Did
the price of petrolgo up last week?Did the price of
Trends Financialmarkets cigarettesincreoselast month?Did pricesin
supermarkets fall or rÍselast year?Writeup one or two
I n t r o d u ct eh e t h e m eo f t h e l e s s o nT. a l ka b o u tt h e n e w s o f t h e q u e s t i o nos n t h e b o a r da n d e l i c i tw h i c ho n e i s
W
withthe class.Ask the questionson the pageand elícít the pastsimpleand whattimeexpressions we use with
a varietyof answersfromdifferentstudents. it (/osfweek/month/year: pasttime)and thatwe use
the presentperfectwith expressions such as Íhis
OPTIONALACTIVITY week/month/year (a periodof time whichis not yet
Studentscouldconducta classsurveyon readingand completely finished).
viewinghabitsin connection withthe news,with Referstudentsto the verblist on SB page1,1,3 for a
q u e s t i o nssu c ha s : fulllistof the irregular formsand pointout thatone
How oftendo you read a newspaper? c o l u m ns h o w sp a s ts i m p l ef o r m sa n d t h e o t h e rp a s t
participles (usedwiththe presentperfect). Checkthe
What,s your favourite newspaper/magazÍne?
answerstogether.
How much time do you spend readingabout or
watchingthe news?etc. Key
Pointto the screenfroma businessand financial 1 a f e l l , b í a l l e n2 a r o s e ' b r i s e n
channeland ask generalquestions: What'sthis?Have
you seen a channellike this before?Do you know the practice"".vSB Page101, Exercise1..
Vocabutary
ffi
names of any businessnews channels?Do you watch
Kqt
one regularly?Readthe fourdescriptions withthe class
1 currencies 2 fell I stock 4 shares 5 index
and studentsthenmatchthemto the correctpartsof
6 rose
the screen.Studentsfeedbacktheiranswersorallyto
the class.
ffi StuOentsfocuson the presentperfectformsnow.Tell
Key studentsto referto the texton the TV screento find
td 2c 3a +b the correctformsof the verbsin the sentences.
Key
Studentsworkon the newvocabularv
fromthe text
t fallen 2 risen I risen
througha gap-filtactivity.
Key
1 exchange 2 index 3 currencies Present perfect: todoy, this week/month/yeor
4 exchange rate
R e a d t h r o u g ht h e e x a m p l e so f t h e u s e o f t h e
of the verbsin
Xuaentscoulddo the classification pr esentper fectw ith ex pr essio nssuch as tod ay ,
ffi
oairsfirstand thenfeedbackto the class. this w eek etc. and clar ifythat w e use this tense
w h e n t h e a c t i o n i s s t i l l n o t c o m p l e t e d .l f s t u d e n t s
Key (aryorder) ar e having difficulty,telt them that as a roug h
1 go up /increase
/rise guí de,W e use the pr esent per fectw ith tod ay /
2 go down/ decrease/fall this w eek/mo nthetc. and the simple p ast with
yesterday / last week/monÍhetc.
G r a m m a rr e f e r e n c e' " . pS B P a g e 1 0 9 , S e c t i o n4 . 2 . 5
.."vSB Page102,Exercise
Crammarpractice 2.
ffi
T e a c h i n gn o t e s
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Media B
Alan That'sright.
Kq Presenter But what do high oil priccs mean for your
1 What has/'shappenedto shareprices today?
business?
2 This month the FTSE has risen by 2%. 3 This year Alan Well, pricesare high because,basically,
thepriceof oil has/'sbeen stable. 4 This week ther eisn'teno ugho ilto meetdcrnand That .
sharesin Volksrvagenhave gone down. 5 The Dow meanswe needto find more ... which is our
)onesindex has fallenby 5%so far today. j o b,so ... r isingo il pr icesar ec ertainlyg ood
l t e w sI o ru s . . .
S H E E T 8 . 1 . . . rP a g e 1 0 9 .
RESOURCE Presenter And looking to the ftrturc,do you think
T hi si s a good p o i n t a t wh i c h t o c o n s o l i d a tep ast t h a t. . .
par t i ci ptfor
e m s o f s o m e c o m m o n i r r e g u l a rv er bs. 4 9 S t u d e n t sl i s t e na g a i nt o t h e d i a l o g u ea n d
Di vi det he cl as s i n t o p a i rs a n d g i v e e a c h p a i r a set o f tí ckthe bo x es.
t h e pas t par t i c i p l ec a rd s f ro m R e s o u rc es h e e t 8.1.
S t ude n t spl ace t h e c u t- u pc a r d s f a c e d o wn o n the table Key
i n a s q u a r ef o r m a t i o na n d t a k e i t i n t u r n st o p i c k u p 7 upl 2 downl 3 upl 4 up/
t w ocar dsan d s a y t h e v e r b s . l f th e two c a rd s do no t
mat ch(i nfi n i t i v ea n d p a s t p a r ti c i p l eo f th e s ame ver b)
W on SB page120 to
Referstudentsto the transcript
t h e yp u t t h e m b a c k i n t h e s a m e p o s i t i o n W . hena check their answ er s.Yo u co uld play the record ingonce
st u de n tpi cks up a matching p a i r h e /s h ek e e p s the mo r e w hile they fo llo w the tr anscr ipt,and check there
car dsaft e rsay i n gt h e m . T h e i s
wi n n e r t h e o n e w ith a r e n o c o m p r e h e n s i o pn r o b l e m s .
t h e most car ds a t th e e n d .
Key
S t u a. nt sw or k wi t h a p a r tn e ra n d d e s c ri b ethings 1 risen,42 2 fallen,3 3 increased,26
@
-
t h e v'vedone t o d a v ,th i s we e k , th i s m o n t h a n d this
ye ar Mon
. i t orc a r e i u tl yt h a t th e y u s e th e p r e sent OPTIONALACTIVITY
pe r fe ctS.t uden tsc o u l d p e rf o rms o m e o f th e
Studentsmight like to r o le play the interv iewwith Alan
conve r s at i oni ns f r o n t o f t h e c l a s s a f te r wa r ds.
Styan in fr o nt o f the class. lf yo u have a v id eo cam era,
49 T . e lsl t u d e n t st h e y a r e g o i n g t o h e a r an it might be usefulto film such an inter v iew.The
E-
i nt e r vi e w i t h A l a n Sty a n ,t h e c h i e f e x e c u t i veo f Geo - inter view erco uld no te do w n his questionsfrom the
C o r e o, n a b u s i n e s sn e w s p r o g r a m m eG. o t h r o u g ht h e tr anscr iptand the studentin the r o le o f Alan could
qu e st i onsbe fo r ey o u p l a y t h e r e c o rd i n ga n d make sur e take so me no tes, befo r ethey per fo r mthe role p lay .
t h atst u de n t su n d e rs ta n dwh a t th e y a r e l i s teningfo r .
'.'FsB Pages84 and
PRAcrlcE22
Kry ffi corvrMuNtcATtoN
92.
1 Yes,businesshas been good for Geo-Core.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B .
2 lt/Geo-Coreworks for oil companies and looks for
Give them time to lo o k at their differ entp ag es.Tell
newoil reserves. 3 Becausethere isn't enough oil.
them that they ar e bo th go ing to ex plaininform ation
abo ut their co mpany'sper fo r manceso far this y ear to
Transcrípt t h e i r p a r t n e ra n d c o m p l e t ei n f o r m a t i o na b o u t t h e i r
Presenter It'sbeen an excellentstart to the year for par tner 'sco mpany.
Geo-Core.Your shareprice has risen by
P lay the par t o f A and demo nstr atea co n v ersatíon with
forty-two percentin the first quarterof this
a s t u d e n tB t o p r o v i d ea m o d e l .T h e n s t u d e n t sw o r k i n
year.Not a bad performance- the S&P 500
pair s.Finalty,ask o ne o r tw o paí r sto do the role p lay s
has fallenby threepercentso far this year.
fo r the class.
Alan Yes.We're obviously very happy with thc
've
resultswe had. Our profit has increased ffi nsf studentsto preparefor this pairworkfor the next
by trventy-sixpercenttl-risquarter... which lesso n,so that they ar e ar med w í thaccuratestatístÍcal
is betterthan we forecast- our forecastwas data. Alternativety, copy the shares pages from a
fo r a twe n t yp e r c c n ti n c re a s e . financialpaper and give a set to each group .After the
Presenter What's the main reasonfor that? gr o up w o r k, a r epr esentative
fr o m each group g iv es a
Alan I think, simply,it'sbecausedcmand has br ief pr esentatio nabo ut r ecentmo vementsin share
beenvery strong.Our saleshavebeengood. pr ices,ex changer atesetc. to the class.
U m . . . t h eo i l p r i c eh a sr i s e n u
, m ...
Presenter Obviously,your company doesn'tsell oil-
you're an exploration comp any,you work
for oil companiesand ... and look for new
oil reserves.
T e a c h i n gn o t e s
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eachgap,and ask studentsto look for a time
Lesson8.2 e h i c hw i t lh e l pt h e mt o
e x p r e s s i oi n t h e s e n t e n cw
decidewhattenseto use.Elicitthe tenseand the
Tatkingaboutthe economy correctformof the verbin thattense.Whenyou have
gonethroughthe textorallywithstudents, ask
studentsto go throughthe textagain,by themselves,
R e v i e wo f t e n s e s and writethe answersusingthe correcttenses.
Notethatfor 1,2-1,3 thereare two possibilities:
lf housepricesfall suddenly,the UK economywill be
E c o n o m i ci n d i c a t o r s in serious trouble.
lf house prices fell suddenly,the UK economywould
PRE.TEACHING be in serious trouble.
Ask:Whatdo you spendyour moneyon? and collate Studentsare moretikelyto answerusingthe first
students' answersin a wordweb on the board.Then conditional, as theyhaverecently studiedit. lf any
ask studentsto workin pairsand say approximately studentssuggesta secondconditional acceptthe
w h a tp e r c e n t a goef t h e i rm o n e yt h e ys p e n do n t h et e n answer,but explainthatit dependson how you view
mostimportant items.Holdfeedbackso thatyou can t h e s c e n a r i-o i f y o u t h i n ki t i s q u i t ep o s s i b l eo r n o t
arriveat the conctusion (mostprobabty) thatpeople verytikelyto happen.StudentswilImeetthe second
s p e n dm o s to f t h e i rm o n e yo n h o u s i n g . c o n d i t i o n ai nl L e s s o n1 0 . 1 .
A s k s o m eq u e s t i o ntso i n t r o d u cteh et o p i co f h o u s e s :
Are houses/apartments expensiveÍnyour Country?Do Kq
mostpeoplelive Ínhousesor flats?Readthroughthe 1 are 2 started 3 are 4 have increased
rubricand questionand encourage a freediscussion. 5 followed 6 sold 7 moved 8 decided
9 arerising 10 is rl willgodown t2 fall/fell
Lookat the chartwithstudentsand clarifrT thatit 13 will be f would be 14 will stay
showsthe percentage of households thatowntheír
own homein a numberof different countries. Then nead thr o ughthe questio nsw ith the class and then
ffi
studentsreadout the percentages for eachcountry. s t u d e n t sa n s w e rt h e m i n d e p e n d e n t l oy r i n p a i r s .C h e c k
M o n i t o trh e p r o n u n c i a t i o n
f t h ec o u n t r i e s . answerstogether.
T e a c h i n gn o t e s
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Media B
E Then51 Checkstudentsunderstand
listento an interview
students
the statements.
withan economist,
Key
1 mortgage 2 interest 3 property
aboutpropertypricesand the economy.
talking They 4 unemployment 5 loan 6 lend 7 recessiorr
decidewhetherhe agreesor disagreeswitheach 8 boom
statement.
51 Studentsw o r k w ith a par tnerto recallthe
Kry r easo nsRo y Bo r g gave fo r his o pinio ns.They then
1A 2 D 3D 4A listenagain to check their answ er s.Yo u could refer
them to the tr anscr ipto n SB page 121,to check
answ er s,as this is quite a difficultlistening .
Transcrípt
arepropertypricesin the
InterviewerHowin'rportant PRACTICE
23'.')SB Pages85
economy? ffi connMUNlcATIoN
and92.
Roy In the UK, most peopleinvestmost of their
money in theirhouse.So propertyprices
quicktyrevisehighnumbers
Beforeyou startthe activity,
areextremelyimportant. and years.Writeexamples on the board,thenpointto
lnterviewer Mmm. What'syour view on the UK numbers
different and ask students to saythem.
property market?Do you think prices are D i v i d et h e c l a s si n t op a i r sa n d e a c hp a i ri n t oA a n d B .
too high? Givethemtimeto look at theirdifferent pages.Tell
Roy Well,in recentyears,priceshavegone up ... t h e mt h a tt h e ya r e g o i n gt o ask a n d a n s w e rq u e s t i o n s
ten to twentypercentayear,um ... in some about property prices. Play the part of A and
yearseven more. But inflation has beenjust demonstrate a conversation witha studentB. Focus
two or threepercentayear.So I think it's students' attention on the tenseyou use in each
clearthat,um ... theboom hasto end. questíon .
T h e ns t u d e n tw s o r ki n p a i r s M
. o n i t o tr h e u s e
!nterviewer Mmm. The lastpropertymarketcrash,in of tensesin the pair work.Finatly, ask one or two pairs
the UK, was in the late 1980s,and it put the to do the activityin front of the class.
UK economyinto a recession.Do you think
ffi workin pairsand talk aboutthe economyin
StuOents
the samething willhappen again?
their co untr y.They may need a few head ing son the
Roy I don'tthink priceswillcrash.The ... the
board to cue this (solaries,house prices, food prices,
economic situationwas differentin the late
etc.).H o ld class feedbackto hear differ entop inions.
80s . .. interestratesrosequitefastjust
beforepropertypricesfell.Today,the Bank
R E S O U R C ES H E E T8 . 2 . . . >P a g e 1 1 0 .
of Englandis much more carefulwith ...
with changesin interestrates.The other Fo r a r ealisticappr o achto the sto ck mar ket,use
importantdifference,lthink,is thatthen Reso ur cesheet 8.2. Give a co py to each s tud ent.Tell
unemploymentwas quite high. Today,it's studentsthí sí s their po r tfo lí oo f shar es.They look in a
very low - about five percent.So the financialnew spapero r o n the I nter netand m ak e notes
economicsituation'scompletelydifferent. o f w h a t h a s h a p p e n e dt o t h e m s o f a r t o d a y a n d t h i s
So I don'tthink priceswill crash,but it is w eek and r epo r tback to the gr o up.This c ould b e d one
possiblethey'llfallalittlebit.Or stayat the a s a h o m e w o r ka s s i g n m e n t .
samelevel for a few years.
lnterviewer Bankshavelent peoplea lot of money in
recentyears.Peoplehavegot big mortgages.
Do you think that'llbea problem?Will
people havelessmoney to spend in
the future?
T e a c h i n gn o t e s
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Valerie RealityTV yeah.It'sbeen the same in France.
Lesson8.3 At home, I havesatelliteTV and I get English
programmes...
Discussingwhat'son TV Leada classdiscussion
ffi on the typesof programme
mentio nedin the co nver satio n.
A sk if stud entslik e
themor not.
T e l e v i s i o np r o g r a m m e s
Referstudentsto the pho to and cue a d iscussionon
the quiz pr o gr amme.Ther ear e ver sio nsof Who Wants
PRE.TEACHING To Be A MillionaÍre?on TV in most countries.|t should
WriteTelevision in a circleon the board.Students no t be difficultto engagestudentsin ta lk ingab out the
brainstorm and you writeup suggestions in a word p r o g r a m m ea n d e x p r e s s i n gt h e i ro p i n i o n s .
web.Feedin as muchof the vocabulary of the lesson
as you can,if studentsdo not produceit themselves, OPTIONALACTlVITY
e.g.:Whatdo we call a mon or womanwho presents So me o f the tr anslatio nso f the names of TV
a talk show?(presenter). programmesin other languagesare not word for word
StuaenBtalkabouttelevision
in pairsusingthe so yo u mightask studentst o translatethe
tr anslatio ns,
ffi titlesin their languageback into Englishfor interest
qu e st i onsas p r o m p t s .C o n c l u d ewi th a c l a s s discussio n.
(titlesalready mentioned are Who Wants To Be A
52 T e l l s tu d e n t sth a t th e y a r e g o i n g t o listento Millionaire?, The Weakest LÍnk,Big Brother, and
a conve r s at i o nb e twe e nN a o m i Bl a k e ,f ro m t he UK , and Fame Academy).
he r F r e n chco l l e a g u e ,V a l e ri eG a r d e .T h e y a re having
l unch t oge t h e ri n Pa ri s .R e a d th r o u g ht h e q u estio ns ffi nead through the Who Wants To Be A MiltÍonaire?
text
be for es t u de n tsl i s t e nt o t h e d i a l o g u eto a n sw erthem. withthe classand ask questionsto checktheir
comprehension of newvocabulary.
Elicitwhat When'sit
Key o n 7m e a n s .
1 BecauseNaomi watchedTV last night.
2 Who WantsToBe A Millionaire? 3 quizshows, Kry
reality TV It means'What time does the programme begin?'.
Transcript
ffi nst studentsto giveyou examptes
of the wordsin the
box,to explainthem.Thenstudentsfittin the gaps
Valerie So, is your hotel OK? Did you sleepwell? withthe words.
Naomi Yes,fine thanks.I watchedTV for a while, then
had an early night.I watcheda bit of that ... Kry
quiz show .. . WhoWantsTo BeAMillionaire? - 1 quizprogramme 2 channel 3 show
the Frenchversion. 4 presenter
Valerie Ah, really?
Naomi lt's exactlythe sameas in the UK. The studio, Studentsworkwitha partnerand take it ínturnsto
tnemuslc ... describeWho WantsTo Be A Millionaire?.
Valerie Yes,l think a lot of those kinds of shows are the
53 Go throughthe questionsbeforestudents
do the task.Playthe recording for themto listento the
Naomi Do you haveTheWeakestLink?It's aquiz show,
secondpartof Naomiand Valerie's conversationand
and the presenter'sreallyhorrible to the
a n s w e trh e q u e s t i o n s .
contestants.
Valerie Oh, yes.Yes,it's the samein France.l'veseenthe Kry
Englishversion,as well, on satelliteTV. 1 a satellitechannel 2 comedy programmes
Naomi And do you haveprogrammeslike BigBrother? 3 She didn't imagine people watched British soaps in
You know,with peopleliving in a house,and France. + dubbed or with subtitles
thereare camerasfilming all the time.
Valerie Yes,we had a similar thing a fewyearsago.Do
you havethat programme,um ... in Franceit's Transcript
calledStarAcademy...er,with peoplewho want Valerie At home, I have satelliteTV and I get English
to be pop stars,and,er,peoplevote,um .. . programmeson BBC Prime.They show things
Naomi Yeah.It'scalledFameAcademyinEngland. like quiz shows,documentaries,comedy
There'vebeen so many things like that on programmes.I find comediesquite difficult to
televisionin the last few years.RealityTV. understand.
Nao mi Yeah,lbet.
T e achi ng
not e s
www.irLanguage.com
MediaB
Vaterie Tl'rere'sa talk show,as rvell,where they Enco ur agestudentsto discussthe schedulein g roup s.
intcrvier.v famouspeople.I think the They sho uld give r easo nsto the o ther s in the g roup
presenter'svery lvell known in Britain.His w hy they w o uld/w o uldn't[iketo w atch th e d ifferent
n a m e ' sL, l n 1. . . o h . . . pr o gr ammes.
Naomi Michael Parkinson?
practice".'*SB Page102, Exercise5.
Vocabutary
Valerie Yes!They also show solne good children's ffi
programmes.My little boy watchesTeletubbíes. Key
Naomi O h ye a h . 1d 2g 3b 4e 5c 6a 7f
Valerie There'sanotherthing I sometimeswatch.
What's the name for the type of programme Stuaentshavethe opportunity to personatise the
... it's about,not realpeople,they'reactors, ffi
tanguage of the lesson.TheyworkínpaÍrsand take it
but about ... just everydayliíein a streetor, i n t u r n st o t h i n ko f a T V s h o wa n d d e s c r Í bíet .T h e i r
um ... partnertriesto guesswhatit ís.
Naomi A soap opera.Or a soap.
Valerie That'sit! There'sa soap about the peoplewho R E S O U R CSEH E E T8 . 3 ' " " vP a g e1 1 L .
l i vei n a ... a s q u a r ei n Lo n d o n .I ... I can't
In a multinational class,wherestudentsmay not watch
r e m e m b e r. . .
t h e s a m eT V c h a n n e los r s e e t h e s a m ep r o g r a m m e s ,
Naomi Not EastEnders?
studentscan use the TV schedute fromResource sheet
Valerie EastEnders. That'sit. What's so funny?
8.3 for the oralpracticein 4d. Giveone copyof the
Naomi Valerie,I can't believeyou watch EastEnders ...
sheetto eachpair.Studentstakeit in turnsto give
in Paris!
information bit by bit abouta programme and their
Valerie Actually, I'd like to watch more films in
partnertriesto guesswhichprogramme theyare
English.On FrenchTV when they show
t a t k i n ga b o u t .
American filnrs,the voicesare in French.How
do you say that?They're...
PRACT\CE24".'p
ffi comMuNrcATroN SB Page85.
N aomi D ubb e d .
Valerie Dubbed?
Dividethe classinto pairs.Givestudentstimeto read
Naomi Yeah. throughthe rubric,thenstressthattheymustfindas
Vaterie They're nearly alwaysdubbed in French.On
manyprogrammes as possiblethattheysharethe
some channels,they show the originalfilm sameopinionon. Do an exampleexchange witha
with, er ... you know, text at the bottom of the s t u d e n tc,o n t i n u i nugn t i ly o u f i n da p r o g r a m myeo u
screenwith ... with the translation. bothlike or dislikeand writeits titleon the board.
Naomi With subtitles?
T h e ns t u d e n tcso n t i n u ien p a i r s H . a v ea t i m el i m i t
Valerie Subtitles,yeah.But I don't like thatbecause
and see whichpairhas foundthe greatestnumberof
programmes theybothtikeor dislike.
you readbut you don't reallylistento ...
E sentences
53 Studentslistenagainand completethe
aboutprogrammes on BBC Prime.
ffi HotOa classdiscussion
programmes
television
basedon the questionsabout
in general.
B checktheiranswers.
on SB page1,21,
Referstudentsto the transcript to
Ask for examplesof othersoap
ACTIVITIES
OPTIONAL
programmes
. ln pairs,studentscoulddesigntheir'dream'
operas,
tatkshows,children's and quiz
evening's TV schedule,whichonly has programmes
showsthattheyknow.
theythinkare fantastic.
Aftercorrecting it, you
Key couldphotocopy it and use it for a pairwork
I quiz 2 talk I children 4 soapopera discussion withotherstudentsor use it for disptay.
o Studentswritean emailto a friendin the UK tetting
E Focuson the wordsin the box.Elicitwhattypeof
programme a documentary is. Tet[studentsthatthey
him/her
abouttelevision in theircountrv.
Key
1 news 2 Weather I Documentary
4 Soapopera 5 presented 6 Comedy
7 Talkshow 8 Film 9 starring 10 Dubbed
T e a c h i n gn o t e s
www.irLanguage.com
9 Strategy Transcrípt
So, first,let'slook at our presentadvcrtisingstratecy.
How arewe promotingthe brand at the monrcnt?As
Lesson 9.1, you know, we advertisein the press-. most of clur press
ads are in magazinesread by the eighteento twenty-four
Describinga businessconcept agegroup.We also use advertson billboards.We
occasionallyr,rse TV commercials.And, of course,we
marketthe brand with sponsorshipin sports- we
P a s s i v ep: r e s e nst i m p l e ,p a s ts i m p l e sponsorbasketball,snowboardingand surfing.
At the moment,our spendingon advertisingis hiqh as a
percentageof sales.The reasonfor that is the cost of TV
M a r k e t i n ga n d a d v e r t i s i n g commercials.But the problem is,to make TV conrrncrcials
work, you needa lot of them.A lot morc than we haveat
present.Norv,obviouslyrvedon't lravethe budsct íortl-rat.
PRE.TEACHING
So,in my opinion,TV commercialsarenot the right
P r e se ntand pr a c ti s et h e p re s e n ts i m p l e p a s sivein the strategyfor Sway.
c o n t e x to f d e s c r i b i n gw h e r et h i n g sa r e m a d e o r d o n e :
Where are VWs made? ls Toblerone made Ín But thatdoesn'tmean w'ecan'tadvertiseon TV. We can.
Switzerland? What's made in Hollywood? etc. Introduce Tl-reway to do it more cheaplyis to use product
t h e p a s t s i m p l e p a s s i v eb y t a l k i n ga b o u t y o u r o w n placement.The way prodr,rct placement.,vorksis ...
clothes and belongings:l,m very international.My shÍrt 54 Read the questio nsthr o ughwith stud ents.
was made in China. My trousers Were made in lndÍa. They then listen again to answ erthe questions.
My shoes were made in ltaly. Where was your
handbag made? etc. Key
S r i ng a var i e t yo f a d v e r tsc u t o u t o f m a g a z i nesand pin 1 The 18-24 agegrolrp. 2 Basketball,
ffi
*_ snowboardingand surfing. 3 They use TV
t h e m on t h e bo a r d t o s e t th e s c e n e .A s k q u estio ns
abou t adve r t i s i n gt o p re p a r es tu d e n t sf o r t h e pair commercials,which cost a lot. 4 By using product
work: Do you like odverts? Do you watch adverts on placementinsteadof TV commercials.
TV? ls advertising very effective? Do you buy things
that you see or read about in advertsTStudents then ffi on SB page1,22to
neferstudentsto the transcript
c h e c kt h e i ra n s w e r s .
d i s c u s st h e q u e s t i o n so n t h e p a g e i n p a i r sa n d f e e d
b a c k i n a c l a s sd i s c u s s í o n . ffi
ffi Stuaentswritethe verbsfromthe nouns.Withweaker
Re fe rst u de n t sto t h e p h o t o s o f d i f f e re n ty t p es o f studentsdo the activityoraltyfirst.
a d v e r t i s i n ga n d a s k t h e m t o d e s c r i b ew h a t t h e y s e e .
Key
S t ude n t st he n wo rk wi t h a p a r tn e ra n d m a t chthe
1 advertise 2 market 3 prornote 4 sponsor
w or ds t o t h e p h o to s ,th e n f e e d b a c k o ra l l yto the class.
Mode l t he voc a b u l a rvf o r s tu d e n t sto r e p e a t.
55 Studentsthenlisten and r epeatthe word s,
u n d e r l i n i nt h
g e s t r e s s e sdv l l a b l e s D
. o this on the board
Key
withweakerstudents.
1 dpressads 2 cbillboardads I bTV
commercials 4 asponsorship 5 eproduct
Key
placement
1 advertising,
advert 2 marketing,market
J promotion, promote 4 spo nso r shipsDonsor
.
54 E xp l a i nt o s tu d e n t st h a t A m y V e n n is the
n e w m a r k e t i n gm a n a g e ra t a c l o t h i n gc o m p a n yc a l l e d practice"..FSB Page102, Exercise1.
Vocabulary
S w ay and s he ' s m a k i n g a p re s e n ta t i o nt o t h e bo ar d o f ffi
di r e ct or sabou t a d v e r ti s i n g Pt . a y th e re c o rd ingfo r Key
st u de n t st o l i s t e n f o r t h e t y p e s o f a d v e rti s i ngw hich tc 2d 3f 4b sg 6e 7a
S w ay ar e usi ng a t t h e m o m e n t .
ffi Writea charton the boardwiththreecolumnsto
Kq *
Structure
the díscussionand ask studentsto make
press ads,sponsorship,TV commercials notesfor feedbackto the class:
Typeof advertising Advantages Disadvantages
t h e r u b r i ca n d q u e s t i o nasn d
5 6 R e a dt h r o u g h
checkunderstanding. Checkthe answersora[[y.
T e a c h í n gn o t e s
www.irLanguage.com
Strategy9
Tronscript
R E S O U R CSEH E E T 9 . 1. " . ?P a g e1 1 2 .
Colleague So, the prodtrctsare seenínfilrnsand TV Use Resource sheet9.1 to consolidate the present
They'rejust ... seenon a table simpleand pastsimplepassive.Dividethe classinto
:l.l:*..res. pairsand givea set of the cut-upsentences to each
Amy That'sright.Or in our case,with clothes, paír.Studentslay the cut.upcardsfaceup on the table
they'rcworn by an actor,um ... and maketruesentences. Afterwards studentsreadout
Colteague And you seethe logo. the sentences to the class.
Amy Somctimes,yeah.ltdepends.You can't nsf studentsif any of them haveseen the film Forrest
always... controlwhat happens.Ofien, ffi
Gump.W ith w eakerstudentsr ead the text with the
productsaregiven to the film company for w ho le class and fittin the gaps to gether.They can then
free.So you knor,l'anactor is going to ... to co nso lidateby go ing thr o ughthe ex er cis eag ain,
wearyour jacket,for exanrple,but . . . you w r itingthe answ er s.
don't knc-rwif you'll actuallyseethe logo.
Co[[eague So you can'tsay to the film company,we Kqt
w a n tto ... s e eth i sp a r to f t h ej a c k e t,o r ... 1 was seen 2 areshown I is used 4 was given
Amy Well,you can,but then,usuallv,you haveto 5 are prornoted
pay.Sometimes,the film companyis paidby
the advertiser.And then you havemore ffiffiStuOents
checkcomprehension
of the textthroughthis
ffi
control.I rnean... sotnetímes, the nanreof a tr ue/tatse
ex er ctse.
prodtrctis saidbr1an acrtor. But that's... in a
film - you'retalkingbig money for that sort Kqt
of thing. 1F 2T 3T 4F
Colleague Ycah,I bet.... And u'hendid companies
startdoing this?I guessit'sdone more now ffi discusswitha partner,
StuOents thensharetheir
than in the past. ex amplesw ith the class.
Amy I think the firstplacementswere used in ..'pSB Page102,Exercise
Crammarpractice
ffi 2.
films in the 1960s,for cigaretres. BLrrthe big
businessreallysrartedin the 80s.I rhink rhe Kry
bestplacement,though,was,Lrm... did you 1 The advert was seenby millions of people.
seeForresf Gurnp?The Apple placementrvas 2 This magazineis read by a lot of businesspeople
done very well in that. every rveek. I Lots of products are advertisedby
Colteague For Apple computers? companies on billboards. 4 Our basketballtearn
Amy Yeah.There'sa scenewhere ForrestGump was sponsored(by them). 5 Our new logo was
getsa letterfrom Apple ... designedby this agency. 6, All contracrsare signed
E an d pas
56 T h i s e x e rc i s ef o c u s e so n th e p re s entsimple
t s i mple p a s s i v e .Pl a y t h e re c o rd i n ga gain fo r
by our managing director.
pRAcilcE25"".v
sB pages
st u de n t st o l i s t e na n d f i l t i n th e g a p s . ffi cor,aMUNtcATtoN 85
and 92.
E Re fe rs t u de n t st o t h e t r a n s c r i p to n S B p a g e i .22 to
ch e ckt h e i ran s we rs .
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B .
Give them time to lo o k at their differ entp ag es.Tell
t h e m t h a t t h e y a r e b o t h g o i n g t o d e s c r i b ea b u s i n e s s
Key
co nceptto their par tner ,using the passiv e.
1 areseen 2 aregiven 3 is paid 4 is said
5 wereused 6 was done P lay the par t o f A w ith a studentto pr o vid ea clear
m o d e l .T h e n s t u d e n t sw o r k i n p a i r s .M o n i t o rt h e p a i r
w o r k to make sur e studentsar e using the p assiv e.
Finatty, ask o ne o r tw o pair s to pr esenttheir b usiness
P as si ve :pr e s e n ts i m p l e , p a s t s i m p t e plan to the class.
Ct ar i hy
t he fo rm a t i o no f t h e p a s s i v e ,u s i n g the gívetheírownopiníons
ffi stuoents aboutproduct
e xampl e si n th e g ra m m a rb o x . Ex p l a i nt h a t we use placement. Theypreparewhattheywantto say in pairs
t h e pas si vet o d e s c ri b ep r o c e s s e s o, r wh e n it is no t
a n d t h e nt a k ep a r ti n a c t a s sd i s c u s s i o n .
so i mpor t an tot k n o w wh o o r wh a t d i d th e actio n:
T e a c h i n gn o t e s
www.irLanguage.com
Studentsworkin pairsto completethe chartof boo's
Lesson 9.2 historyby fittingin gapswiththe missingtexts.For
easieraccessto the matching taskin the book use
Discussingstrategles Resource sheet9.2.
Key
A d v e r b so f m a n n e r 1d 2b 3e 4a 5c
www.irLanguage.com
Strategy9
fane OK. Well,you'recertainlyright to recruita
58 Somestudentswitlneedsupportidentifuing
managerfor the new office.I'm sure you know the stresspatternsínthíspronuncÍatíon
actívity.
what it's like to rvorkhard,sevendaysa week ... . Studentslistenand repeatuntiltheyare confident
Obviously.you'rean entrepreneur. you setup a n da c c u r a t e .
the company.But as the organisationgrows,
eachyear,your job changesgradually.If you Key
open a new office,obviously thar'sa big change, Thestresspatternsarethesamein theadjectives
and
so your job needsro changesignificantly. theiradverbs.
Tony Sure.
J an e Have you thought about your future with the StuAentshavethe opportunity to personatise the
ffi
company? language of the lessonby workingwitha partnerand
Tony ... You mean,do I want to sell the whole m a k i n gs e n t e n c easb o u tt h e m s e l v euss i n gt h e l i s to f
business? adverbsgiven.
fane No, that'snot rvhatI mean.It'sjust that,if I find
you some investors,they'llwant some OPTIONAL ACTIVITY
managementcontrol.It won't reallybeyour Studentscouldwritesentences withadverbsabout
businessany more.You understandwhat I'm themselves. You readout the descriptions
afterwards
g e t t i n g. . . to the classand studentsguesswho wroteeach
Tony Sure,sure. description.
Jane lt's not a decisionyou can make easily.BLltyou
needto think aborrtyour futurecarefully...
ffi cotvtMuNrcATtoN SB page85.
PRACT\CE26.."*
Dividethe classinto pairs.Readthroughthe scenario
P R E . T E ACH IN G
withthe ctassand ctarifu theirroleand the task of
Q u i ckl ypr e - t ea c h /e l i csiot m e o f th e a d v e r b so f manner givingadviceto the management of the restaurant on
usingthe classroomcontext.Ask: When you speak how bestto expand.Reviewquicktythe language
English,do you speak quickly or slowly? Do you speok neededto makesuggestions and writephraseson the
English well? Can you speak any other languages well? board(Youcould...,Youneed to ...,etc.).Demonstrate
Do you check yaur answers carefully when you do on a fewexamplesusingthe scenarioto providea clear
exercise?Have you learned EnglÍsh quickly or modelE . n c o u r a gteh e ma l s ot o u s ea d v e r b so f m a n n e r
gradually? (e.g.expandsigniftcontly/quÍckly/g radually etc.).Then
E Sconve
t ude n t sfi l l i n th e g a p s i n s e n t e n c e sf ro m t h e
r s at i on .
studentsworkin pairsto producetheirstrategyfor
expansion. Oncepairshavecompleted theirstrategy,
t h e yt h e nw o r kw í t ha n o t h e pr a í ro f s t u d e n t sw, h o m
E ch e ck57t h e i rPanl ays we
th e re c o rd i n ga g a i n f o r s tu d e ntsto
rs .
theyimagineare the restaurant owners,and present
theirstrategy. Pairsthenchangeroles.
Kry OPTIONAL
ACTIVITIES
1 rvell 2 quickly 3 hard 4 gradually
5 significantly 6 easily 7 carefully . Tellstudentsthattheyare designinga web page
for a companytheyknowwel[.Theywritea brief
historyof the companyfor the openingpage.
...pSB page103,Exercise
practice
@ Crammar 4.
Key
1 easily 2 hard 3 carefully a quickly
5 significantly Ó gradually
T e a c h i n gn o t e s
www.irLanguage.com
J I'm a member of an investmentwebsite,which is
Lesson9.3 part of a magazine.I pay ten pounds a month and I
get accessto articlesfrom the current issue and I can
U s i n gt h e I n t e r n e t searchfor articlesfrom previous issuesas well. They
show current shareprices,so you can follow your
portfolio. Each time you just log in, with a user name
and a passwordand it automaticallylists your shares,
W e b s i t el a n g u a g e
showsthe currentprice ...
consolidatethe newvocabulary by matching
PRE.TEACHING ffi StuOents
the pairsto makesentences. They can c om p are
Writelnternetin a circleon the boardand students answersin pairsfirst,beforecheckingan swerswith the
brainstormas you fitlout a wordweb.Feedin the wholeclass.
languageof the lessonwhichyou can'telicit:What's
Google?Whatdo you key in whenyou want to check Kry
your onlinebank account? 1e 2{ 3b 4) 5d 6g 7h 8a 9c
Stuaentsconsotidate the languageof the brainstorm in 10i
ffi
*
a p a i rw o r kd i s c u s s i oanb o u tt h e i rp e r s o n aul s eo f t h e
.".)SB Page103,Exercise
practice
I n t e r n e tu, s i n gt h e q u e s t i o n sa s p r o m p t s . ffi Vocabulary 5.
T e a c h i n gn o t e s
www.irLanguage.com
Strategy9
Kq
1 If you registeryou have free accessto selected
items.If you become a member you have full accessto
allpastand current articles. 2 You have to complete
theregistrationform. J No, you don't have to pay
to register. 4 [I0 a month and the first month is
free. 5 To searchfor current and past articles.
6 FrequentlyAsked Questions.
E Askthequestionaboutthe password.
lf studentsdon't
knowwhythe passwordwouldn'tbe acceptedpoint
outtheexpression Case-sensitÍve on the formand
explain thatthis meansthe sofiruare recognises capital
letters and lowercaseletters,so the firstletterof the
password Elephontneedsto havea capitaIE. Then
openthedíscussion into otherissuesaboutpasswords
(gapsbetween words,use of lettersand numbers,
d a s h e sp,a s s w o r dhsa v i n ga m i n i m u m
n u m b e or f
letters, etc.).
OPTIONAL ACTIVITY
howpeoplechoosepasswords:
Discuss birthdaydates,
namesof petsor nicknamesand howto choosea
passwordthatcan'tbe guessed.
ACTIVITY
OPTIONAL
couldproducea list of key Internet
Students wordsin
forspeakersof theirhomelanguage.
Engtish The list
couldhavetranslations
or explanationsin the home
language.
WORKBOOK"..pPages29-31,.
T e a c h i n gn o t e s
www.irLanguage.com
Test 3 (units
t-.g)
W F i l l i n t h e Ugaps wi t h th e c o r r e c tf o rm o f th e v er bs in
se t h e p a s t s i m p t e o r t h e p re s e n t p er fect.
ffi Make sentences.Use the presentperfect.
br acke t s . s h a r ep r i c e s/ r i s e/ t o d a y.
1 H e ' s v e r y e x p e r i e n c e dH . e ---"------ for three
o r f o u r i n t e r n a t i o n acl o m p a n i e s .( w o r k )
p r i c e/ g o u p / t h i sw e e k.
z She g e n e r a lm a n a g e ri n z o o 4 .
(become)
indexI fallI this year.
3 you ever - - - - -a p r o j e c t
team? (manage)
4 they both - - - " - " . " - - - -t -h-e- - - - o i l p r i c e s/ n o t i n c r e a s/e s o f a r/ t h i s q u a r t e .r
company l as t y e a r ? ( l e a v e )
5 They - - - - - u- n i v e r s i t yi n r y 9 9 . ( f i n i s h ) o u r p r o f i t s/ g o d o w n/ t h i s q u a r t e .r
6 I ' m a n e n g i n e e ra n d | -- lots of
e xpe r i e n cei n t h e o i l i n d u s t r y .( h a v e ) s a l e s/ i n c r e a s/e t h i s m o n t h.
A l o t o f p e o p l ea r e o u t o f w o r k . . is very
3 s h e / a t r e a d /y p h o n e/ o f f i c e.
high.
2 P r i c e sa r e n o t i n c r e a s i n g is only 0.2%o.
4 w e / a t r e a d /y h i r e/ t h r e et e c h n i c i a n. s
3 - rates decreased 2"/"last Vear. lt was
c h e a p e rt o b o r r o w m o n e y .
5 t h e y/ a t r e a d Iy d o I t h e j o b . A l o t o f p e o p l e h a v e b o r r o w e dm o n e y a n d h a v e
large
6 I / read/ hatfof the reportI so far . in the pr o per tyma rk et. Prices
Ther e'sa -------------
have risen10% this month.
Shar e pr ices fetl by 10% yester day.There was a
on the stock market.
W F i t ti n t h e g a p s . T h e e c o n o m i cs i t u a t i o ni s b a d a t t h e m o m e n t .
W e'r ein a -----
trainee progress recruitment schedule
Masters trouble
7 T h e p r o j e c t ' st w o m o n t h s b e h i n d W F i t ti n t h e g a p s .
2 W e ' r eh a v i n g with the installation.
documentary dubbed satellite show
3 W e 've made v e r y g o o d wi th t h e channel
b r o c hu r e .
4 A f t e r u n i v e r s i t yh e j o i n e d t h e c o m p a n ya s a 7 D id yo u w atch the quiz . last nig ht?
2 I s a w a - - - - - - - - - - -a- b o u t P e r u l a s t n i g h t .
5 H e d i d a - - - - - - - - - - -a-f-t-e-r-h i s f i r s t d e g r e e . 3 A What - was it on?
6 W e 'r e h avi n g d i f f i c u l t i e swi t h - - - - i n that B Four.
department. 4 H ave yo u go t o r cable TV?
5 A Wasthe film . ...?
B No, it had subtitles.
B u si ne ssS t ar t - u p
2 T e s t3 @ Cambr idge
P H OTOCOP I A BLE Press2 0 0 6
University
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N a m e.:. . - - Test 3
n Makepassivesentences. D i d y o u a d e g r e ei n E c o n o m i c s ?
1 T h ec o m p a n yu s e sp r o d u c p
t lacement.
W e'r ehaving tr o uble by the new co mp uter.
z M i t l i o nosf p e o p l ew a t c ht h e n e w s .
She hasn't hir ed yet a new secr etary .
3 L o t so f t o u r i s t s a w t h e a c c i d e n t .
When did you graduated?
4 GNTmakesthe partsin its factoryin Germany.
I alw ays feel ver y r elax ingafter a beach hotid ay .
A F r e n c hc o m p a n yp r o d u c e dt h e v i d e o .
10 What did you watchin TV last night?
S h e s e n t t h e d o c u m e n t sb v e m a i t .
T h e yd i d n ' td e l i v e rt h e o r d e r o n t i m e .
resttotarF.I-l
r IHesetup a n e w p r o d u c tw a s
success.
2 | | S h e i nv e s te d m o r e b to c u t c o s ts .
t h a n$ 5 0 , 0 0 0
3 ! T h ec o m p a n yw e n t c h e w a n t st o e x p a n d .
b a n k r u p tb,e c a u s e
4 L__lHe raisedfinance d t o w o r k i n t h e n e w
office.
7 | | T h e l a u n c ho f t h e gin th e s t o c k ex change.
E F i n dt h e mi st ak e i n e a c h s e n t e n c e .W r i te th e co r r ect
sentence.
1 l t 's a di ffi c u l tj o b - y o u h a v e to d o i t c a r eful.
2 H a v ey o u e v e r d i d a p a r a c h u t ej u m p ?
3 | t h o u g h tt h e p r e s e n t a t i o nw a s v e r y b o r e d .
4 He*o,r.,f.urtn
;;,,;ru.
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10 solutions We could sell CDs with numbersorintedon them -
say from one to a hundred.Then you wouldn't ncccl
to vn,rite
on the CD. You cor-rldmake a notc of r,vhat
T e a c h i n gn o t e s
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Solutions10
ACTIVITY
OPTIONAL
Key
He has developedthinking skills (suchas lateral Studentscouldwritea serieso f c o n s e q u e n c e s .
thinking). Startwith:
lf I won the lottery,I'd buy a Ferrari.lf I bought a
E r e s e 62ar chanEdxpla i nt h a t two c o l l e a g u e sf ro m the
de v e l o p m e n td e p a r tm e n ta t O p t iplainar e
Ferrari,l'd drive very fast. lf I drove...
Getdifferent studentsto reado u t t h e i rc o n s e q u e n c e s
usi ngl at e r alt h i n k i n gto c re a t en e w i d e a s . Prepar e
to the class.
t h e mfor t he fa c t th a t l a te r a tth i n k i n gc a n th r o w up
s o m es t r a n g ea n d u n u s u a li d e a s .G i v e s t u d e n t st i m e t o ffi Cra marpractice."">
SB Page103,Exercise
2.
r e a dt h r o u g ht h e d i a l o g u eo n t h e p a g e a n d c h e c k
comprehension of vocabularysuch as ice, froze, fire, Key
data,protecf,etc. by asking students who already 1 If CDs didn't have packaging,they would f they'd be
knowt h e w or d s to g i v e e x a m p l e so r d e f i n i t i o nsto the cheaper. 2 Our CDs would sell more if they were
ct as s.T he fi r stt i m e y o u p l a y th e re c o rd i n gs, tudents cheaper. I If we loweredthe price, rve would /we'd
shou l di gn or et h e b o x e s a - c a n d f o c u s o n l y o n fitlingin sell more CDs. 4 I think we would / we'd sell more
t h egaps i n t he te x t. CDs if we sold them in bigger packs. 5 If we used
lateralthinking, we would /we'd havebetterideas.
Key
1 could 2 couldn't I rvould 4 wouldn't ffi for eachsituationto
wtate a numberof suggestions
pr o videa mo del, befo r estudentsw o r k w ith a p artner.
E R e adou t t he
'c re a t i v e
th i n k i n g 't e r m s i n th e b o x . Tell
st u de n t tsh at t h e y m u s t l a b e l p a r ts o f t h e d i alo gue
I n pair s they discussw hat they'ddo , o r what would
happen,in cer tainsituatio ns.Co llatetheir v iews on the
w i t ht h e s et e r m s ,a c c o r d i n gt o w h a t i s h a p p e n i n gi n bo ar d aftera class discussio n.
t h edi scu ssi ona t t h a t s ta g e .S tu d e n t sc a n f i l l in bo x es,
w or ki n gi n pai r s ,s o th e y c a n d i s c u s s ,b u t c h eck ffi connMUNtcATroN 28"..'sB page86.
PRAcncE
an sw e r sw i t h t h e wh o l e c l a s s . Dividethe classinto pairs.Readthroughthe activity
with the classand clarifrT the task.Givepairsa few
Kry minutesto put togethersomeideasand makea few
a provocationb specificideas c lateralthinking notesabouthowto cut costs,improvesalesand
increaseprofitsby the end of the yearfor SunSol,a
@ S t u O e nttasl ka b o u tt h e d i s c u s s i oant O p t i p t a iinn 3 c . sunglasses company. Rehearse a few quickdialogues
Thevshouldassesshow effective it was. withstudentsroundthe classbasedon the bullet
pointsto providea clearmode[.Makesuretheyuse
the -ingformwhenusingHow/What about...7to make
S e c o n dc o n d i t i o n a l suggestions. Studentsthencarryout the roleptays.
M o n i t oar n d s u p p o r dt u r i n gt h e p a i rw o r k .C h e c kt h a t
R e a dt h r o u g ht h e e x a m p l e si n t h e b o x a n d c l a r i f y
studentsuse a varietyof expressions for making
t h at w e u se i f + p a s t s i m p l e + wo u l d + v e r b, (Wecould..../ Whydon'twe ...?/ Why
suggestions
w h e nw e s p e c u t a t ea b o u t w h a t w o u l d h a p p e n i n
not ...?/ How about...7.etc.)Thenpairsworkwith
c e r t a i nc o n d i t i o n s .P o i n t o u t t h a t w o u l d i s o f t e n
otherpairsto comparetheirsuggestions. Finaltyhavea
abbreviated (we'd : we would, l'd : I would,
c l a s sd i s c u s s i oann d d e c i d eo n t h e b e s ts u g g e s t i o n s .
e t c. ).
G r ammarr e f e r e n c e SB Page LL0,Section ffi StuOents discussthe questionsand sharetheir
o p i n i o n as n d e x p e r i e n c ewsi t ht h e w h o l ec l a s s .
E t h egr63ammar
S t ud e n t sl i s t e n a n d re p e a tth e s e n tencesin
bo x . M o n i to rc a re f u l l yt h a t th e y co py the R E S O U R CSEH E E T1 0 . 1. . . nP a g e1 1 5 .
st r e ssan d i nt o n a t i o na c c u r a t e tv . U s eR e s o u r cseh e e t1 0 . 1t o c u es t u d e n ttso t h i n k
l a t e r a l layn d t o c o n s o l i d a t eh e s e c o n dc o n d i t i o n a l .
Dividestudentsintogroupsand giveout one copyof
the sheetto eachgroup.Studentsdiscussin their
groupsand try to fill in the boxeswithoriginalideas
thatwouldhetpto solvetheseproblems. Groupscan
reportbackon theirideasat the end of the activity.
T e a c h i n gn o t e s
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Transcript
Lesson1,0.2 Interviewer Peopleoftensay that sontenationalities
are more polite than others.Do yotrthink
Makingdecisions that'strue?And do you think you have tcr
be more or lesspolitewhen you work
with people from differentcultures?
should, have to Sandra You don'thaveto be more or lesspolite.I
think it's more a questionof how direct
peopleare.You should ahvaysbe polite.lt's
Recommendations ;'ustthat,in some cultures,it'sOK to be
direct,and in others,un1... it'snot. []or
example,in Germany,in business,it'sbest
PRE.TEACHING to be very direct.Generally,pcople ask
Pre-teachshould(n't), (don't)have to in the contextof directquestionsand ... theylike direct
rulesand expectations at work.Ask: Can you choose answers.
what to wear at work or do you have to weara lnterviewer But in the UK, generally,peopleare less
unÍform? Elicit:l have to / l don,thave to.Ask direct,aren'tthey?
questionsto illustratehove to/don'thave to: Sandr a Well, they'renot afraidto say the,vdisagree
Does onyonehave to work at weekends? or ... or to criticisesuggestions. You don't
haveto sayyou agreeall the time.But ...
Do you have to wear a suit at work?
you know, peoplesay thingsllke,'l'mnot
Are theredays whenyou don't have to go to the sureI agree',or .. .'Maybeit would be better
offlce? to do it anotherway'.I'vealwaysfound,in
Ask studentsto eachsuggestone thingtheyhaveto / differentcultures,the bestway to disagree
don'thaveto do at work. or . ' . or criticíseideasis to nlakeit clear
you're criticising the suggest ion- yott
lntroduceshouldlshouldn'tin the sameway.Ask /s if
shouldn'tcriticisetheperson.
OK to make privatephone calls or not?Shouldyou
!nterviewer In )apan,it'sveryimportant not to criticise
makeprÍvate phonecalls?Elicit:No,you shouldn,t.
peo ple,isn'tit?
Continuewithotherquestions to practise
Sandra Yes.You should nevercriticiseanyone
should/shouldn't:
directly.It's... for the )apanese,it's very
Shouldyou start work on tÍme? impolite.That'swhy, often,in companies
Should you wríteprivate emails at work? in Japan,peoplehaveto make decisionsin
Ask studentsto eachsuggestone thingthey groups.Everyonehas to agree.
should/shouldn'tdo at work. Interviewer So what's your generaladvice?Do you
think peopleshould chansethe rvaythey
ffi aeadthe comments
aboutdecisionmakingwiththe communicaiein differentculturesor ...
cl ass an d cl ar i f ua n y t h i n gt h e y a r e u n s u reo f . Then ask or shouldyou just be yourself?
t h e m t o w o r k i n p a i r sa n d d e c i d ew h i c h o n e s t h e y Sandra I think you should alwaysbe yourselí um
agr e e an d di sa g re ewi t h . Stu d e n t sf e e d b a c k t o the ... but ... I think,to be successful, y ou
cl ass. E xpl or es t u d e n t s 'r e a s o n sf o r a g r e e i n go r reallyneedto changehowyou say things.
di s agr e e i n g.As k th e m t o g i v e a n y s p e c i f i ce x amptesto
i l l ust r at ean y o f t h e c o m m e n ts . 6 4 S t u d e n t sl i s t e na g a i n a n d u n d e r l i n et h e
co r r ectw o r ds so that the sentencesar e true.
64 P oi n t t o t h e p h o to o f S a n d r a Fr a n ksand
r e ad out t he r u b r i c .W r i teth e f o l l o wi n go n th e bo ar d: Key
PolÍteness,Criticism, ChangÍnghow you communicote. r should 2 don'thaveto 3 shouldn't 4 haveto
S t ude n t sl i s t e n to th e i n t e r v i e wa n d n o te t h e advice
S andr a gi ve s a b o u t th e c a te g o ri e so n th e b o ar d. StuOents workwitha partnerand discusswhetheror
ffi
not theyagreewithSandra.Holdclassfeedbackto
Kry s h a r eo p i n i o n as n d e x p e r i e n c e s .
politeness:you should always be polite
criticism:you shouldn't criticisepeople directly
changinghow you communicate: you sometimesneed to
change how you say things sitould, have to
R e a d t h r o u g ht h e e x a m p l e sa n d c l a r i f yt h e
m e a n í n gE. l í c i tf u r t h e re x a m p l e sf r o m s t u d e n t s .
G r a m m a rr e f e r e n c e" . ) S B P a g e 1 L L , S e c t i o n s9 . 1
T e a c h i n gn o t e s and 9.2.
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S o l u t i o n 1s 0
B Sshou
t ude n t sw or k wi th a p a r tn e ra n d d i s c u s st h i ngsyo u
[d/ shou [ d nd 'ot í n f o u r s Í tu a t i o n sH. o l d f eedback
So let'slo o k at the list ...
A I don't think it would bc a good ideato spend so
much. I'm worried about the economic situation.
t o se e i f t h e r e i s a c o n s e n s u s .
I t h i n ki t ' st o o u n c e r t a i r r .
R E S O U R C ES H E E T 7 0 . 2 " . . ?P a g e 1 1 6 . B So what would you recommend?
C Let'sjust talk about disaclvantages for the
l f you fe e Ist u d e n tsn e e d f u rth e rp r a c ti c eo f
moment.
should/havefo use Resourcesheet 1'0.2.Divide the
B I just woulcln'trecomn'rendsuch a biq
cl assi n t o pai r s a n d g í v ea s h e e t to e a c h p a i r .Students
investment.We have to be careful.
r e adt he si t u at i o n so n th e c a r d a n d d e c i d e to gethero n
t h e be s t advi cet o g i v e .T e l lth e m to m a k e n o tes,so couldworkin pairsto fitlin the gapsin
StuOents
-
ffi
t h e ycan fe e d b a c k t o t h e c l a s s a t th e e n d . T h e class sentences, key vocabulary.
to consolidate
canvot e on t he b e s t a d v i c e f o r e a c h s i t u a t i o n.
67 Studentslistenand checktheiranswers.
OPTIONALACTIVITY Key
Studentswrite a short guide (usingshould/shouldn't) 1 option 2 benefits 3 proposals 4 idea
w ít hsugge st i o n sf o r p e o p [ ewh o a re g o í n gto ask their 5 worried 6 recommend
bossfor an i nc re a s ei n s a l a r y !
practice'..b
SB PageL04, Exercise
4.
ffi Vocabutary
readthe firsttimeto answerone question.
@ StuOents
Key
Key 1b 2e 3f 4d 5a 6c
The'SixThinkingHats'isdescribed. Itwasdeveloped
because criticismis important,but it shouldn'ttake PRAcrtcE29
ffi cotvtMuNrcATtoN sB Page86.
"""y
priority. D ividethe class into gr o ups o f thr ee,fo ur or fiv e.
'hat' each student.lf yo u hav e less than
A llo catea to
p ttrematchingactivitymay be difficultfor some ' hat'
- five students,give so me studentsmo r e than one
so do it as a ctassactivity.
students, ' hat' .
o r take par t yo ur selfand have mo r e than one
R e a d t h e r u b r í ca n d c h e c kt h e y u n d e r s t a n dt h e t a s k .
Kq
Give studentstime to pr epar etheir r o les .C hoose one
1e 2a 3f 4c 5d 6b
per so nto chairthe meeting,befo r ethey start.C hoose
the best gr o upsto r o le play to the class afterward s.
g
- 66 Readthe rubricwiththe ctassand then
students listento six extractsfroma meetingand ffi Holoa class.discussíon. studentsto give
Encourage
to
matcheachextract one of the 'SixThinkingHats'. ' S i x T h i n k i n gH a t s '
t h e i r p e r s o n a vl i e w s o n t h e
Again,it mÍght be betterto do this as a classactivity.
Kq
1b 2d 3a 4c 5f 6e
Transcript
is,we couldclosetheold plantand
I Onesuggestion
move everytlringto a neu. site.I think we should
considerthat option. It'sa possibility.
2 Therervould be a lot of benefitsif we had just one
plant.It would be better,um ... it would bc easierto
managesuppliesand deliveries.Energycostswould
be anotheradvantage.
T e a c h i n gn o t e s
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Then w r ite up so me co mmo n tex t messag e
Lesson L0.3 abbr eviatio nso n the bo ar d and see w ho can g uess
t h e i rm e a n i n ge . g . :
Dealingwith problems c u @ 9 (See yo u at nine)
u r l8! (You are late!)
a game 4uz play (A game for you to ptay)
Travelproblems
68 Studentslistento Rachelhaving a
co nver satio ndur ing her tr ip. The fir sttime they listen
P R E - T E ACHI N G
to find o ut w her e she is.
Write Travelproblems on the board in a circle and ask
st u de n t st o br a i n s t o r mW
. r i teth e i r i d e a s i n to a w o r d Kq
w e b. F e e d i n s o m e o f th e v o c a b u l a r yo f th e lesso n,if it Rachelis in Birmingham/at the railwaystation.
can be done n a tu r a l l ya s p a r t o f t h e n o rm a lflo w o f the
br ai n st or m.
Transript
in yourcountryas a modet,
fatf brieflyabouttransport Assistant Hello.
ffi
beforeaskingstudentsto answerthe questions. Rachel Hello.I'vejust missedmy connectionto
Lo ndo n.l w as bo o kedo n the nine thirty .l
Readthroughthe rubricto set t h e c o n te x to f Rachel just want to check if my ticket'svalid for the
Bardensendingtextmessages wh i l e t r a v e l lingfr o m the
next train ... at half past ten.
UK to a conference
in lceland.
A s k s tu d e n t sto r ead the
Assistant Um ... ah yes,you'reOK. Obviously,you
messagesand put themin the correctorder. won't havea seatreservation.
Rachel No.ls it too lateto rnakeone?
Key
Assistant Mmm, I'm afraidso.
td 2b 3e 4a 5c
Rachel Will it be busy?
Readthroughthe questionswiththe classand check Assistant It'susually quite busy, yeah.You'11probably
ffi get a seatin first class,if you want to change
studentsunderstand the task.Thenstudentswork
i n d e p e n d e n ttloy a n s w e tr h e q u e s t i o nasb o u tR a c h e l ' s your ticket.
Rachel Would I I'rave to cancelthisticket?WoulciI
trip.Checkanswerswiththe wholeclass.Explainthat
B'ham is shortfor Birminoham. g e ta r e f u n d o, r . . . ?
Assistant You can just upgradeit. You just pay a
Key supplement.I can check how much it would
1 B'ham(Birmingham) 2 Shemissedthe cost.
connectionin B'ham. I FromB'hamto London. Rachel Um ... o h, no , it'sOK . I do n'tthink m y
4 By bus. 5 Therewassnowin theUK, but there company rvould pay my expensesin first
wasno snowin lceland. class!
Assistant A h.
Studentsbuildtheirvocabularywitha gap-fillactivity. Rachel O K , t h a n k sO. h . . . is the ten thirty on time,
Theyneedto referbackto the text messagesto find by the way?
wordswhichmatchthe definitions. A ssistant Um ... I t'sr unningfour minutes late.
Rachel OK, thanks.
Key
68 Studentslisten again and decid e if the
1 connection 2 catch 3 miss + delayed
sentencesar e tr ue o r false.
5 takeoff 6, land 7 checkin 8 rush
Kry
Studentsworkin pairsto sum up Rachel's trip.Then
TF 2T 3T 4T 5F 6F
ask one or two pairs to tell the classwhathappened,
a n dw h a tp r o b l e ms h e h a d ,d u r i n ge a c hp a r to f t h e
s
Studentsco nso lidatethe tr avelvo cabularywith a g ap -
journey.
fill activity.M o del the w o r ds in the bo x , b efore
studentsstar t the activityand ask if stud entscan
OPTIONALACTlVITY ex plainany o f the w o r ds. Studentsthen work
to studentsto learna little
tt mightbe interesting independentlyto fitl the gaps, befo r echeck inganswers
aboutthe conventions of textmessaging. Findout if w ith the w ho le class.
theyuse abbreviations in theirlanguagewhenthey
text.Ask how manyabbreviations theycan findin Kry
Rachel'stextmessages(km: kilometres, mins: 1 refund 2 cancel 3 upgrade 4 supplement
minutes,hrs : hours,B'ham: BirminghamJ. 5 vatid
notes
Teaching
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Solutions10
T e a c h i n gn o t e s
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n Transport ffi StuOents
movement
focuson the prepositionsof positionand
fromthe text.Go throughthe sentences
first,gettingstudentsto mimeor giveexamplesof
Sizeand dimensions
P r epo sitio ns:po sitio nand mo vemen t
R e a d t h r o u g ht h e e x a m p l e so f p r e p o s i t i o n so f
PRE.TEACHING
p o s i t i o na n d m o v e m e n t .S a y a p r e p o s i t i o na n d
Reviseknownprepositions of positionand movement a s k s t u d e n t st o g i v e t h e o p p o s i t e .P o i n t o u t t h a t
and present new ones usingthe school/workplace s t u d e n t sn e e d t o l e a r nt h e p r e p o s i t i o n so f f b y
environment. Ask questions to elicitprepositions:
What hear t.
floor ore we on? What'sthe floor above/belowus?
Whenyou go out of this room and go along the G r a m m a rr e f e r e n c e. ' . pS B P a g e 1 1 2 , S e c t i o n s
corridor,what's the ftrst room on the right? Whenyou 1 1 . 1a n d 1 , 1 , . 2 .
get out of the lift, is this room on the right or the left?
RESOURCESH EET 77.7 """bP age 118.
A [ s oi n t r o d u caen d p r a c t i s de í m e n s i o nuss i n gt h i n g si n
Fo r fur therpr acticeo f pr epo sitio nso f place and
the classrooÍTl: How wide is thÍstable?one metrewÍde
mo vementuse Reso ur cesheet 11.1.D ivid ethe class
or less?How long is my desk?A hundredand fifty
into pair s and give a set o f cut-uppicturesto each
centimetreslong or more?What'sthe weightof this
pair .Studentsplace the car ds face do w n on the tab le
book?Half a kilo or more?
and take it in tur ns to pick up a car d and say the
pr epo sitÍ o illustr
n atedo n the car d. Str o ng erstud ents
OPTIONALACTIVITY
c o u l d m a k e a s e n t e n c e u, s i n gt h e p r e p o s i t i o n .
Afterthe pre-teaching, modeland practisethe D emo nstr atethe activityw ith a str o ng stud entfirst.
q u e s t i o nasn d a n s w e r as b o u td i m e n s i o nasr o u n dt h e
class.Studentscouldcontinuein pairs,askingand Key
answeringHow wide/long/heavy ...?. Order as shown on Resourcesheet: up, down, in,
Pointto the photosof the Maglevand readout the out, through,along,under,above/beloq ofí on,
title.Ask studentswhattheycan deduceaboutthe round. over.
Maglevfromjustthis information. Studentsfeedback
to the classwithsuggestions (e.g.the Maglevis a ffi Crurmar practice...1SB Page104, Exercise1.
modern,high-speed train;thereare Maglevsin
Key
Shanghai, theycan go at 430 km per hour,theygo
1 out,through 2 alc:ng I around a off
t o t h e a i r p o r itn S h a n g h a i ) .
5 over 6 under 7 above
ffi
* neadthe questionswiththe classand checkthat
studentsunderstandthe key vocabulary.
Studentsthen ffi Oemonstrate a few examplesof whatthe vehiclesdo
readthe textto answerthe questions.
Theycan and howtheyworkbeforestudentsdo the pairwork,
discussand comparetheiranswerswitha partner e.g.:Á helicoptercan hoverabove buildings.A
beforecheckinganswerswiththe wholeclass. submarinecon go underthe waterand traveljust
belowthe surface.etc.You may find it necessary to
Key presentand practisesomeof the key vocabulary and
1 The station in Shanghaiand the International w r i t ei t o n t h e b o a r d M
. o n i t o ar n d s u p p o r t h e
Airport. 2 Maglevs travel above the track. studentswhentheyareworkingin pairs.
3 It'sfast and economical. 4 lt's expensiveto build
the track. ffi Vou may find it usefulto revisenumbersL-l.,OOO
quicklybeforetacklingthis activity. Thenpointto the
díagram o f a t r a í nC o m p o n e natn d d o a c o u p l eo f
examples withthe classbeforetheyworkin pairsand
f i t ti n t h e g a p sw i t ht h e d i m e n s i o n s .
T e a c h i n gn o t e s
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Transport1,1,
Key Kq
11.2m 2300mm 350mm 4400mm 1 different z thesame 3 different 4 different
5 200mm 6 1a6kg 5 thesame o different
e
the kitchentable. The remotecontrolfor the TV is
S t ude n t scom p l e tes e n te n c e sf ro m t h e c o n ver satio n underthe bed. Theaeriolfor the TV worksbest
by u nde r l i n i n gt h e c o r r e c two rd s .T h e y c o u ld do this when it hangs down from the light.
i ndi vi duat tfyi rs t a n d th e n c o m p a r ea n s we r sw ith a . Studentswritean emaítto a foreígn supplierwho
partner.
is goingto visitthem.He/Sheis arrivingby plane,
so theygivedetailedinstructionsof howto get
E before72feedíng
Studentslistenand checktheiranswers,
backorallyto the class.
fromthe airportby publictransportto theiroffice
in the town centre(e.g.whereto get on/offthe
Key bus/trainand howto get fromthe bus stop/
1 wide 2 height 3 wide 4 heavy 5 thick stationto theiroffice).
practice"."pSB Page1.04,Exercise2.
Vocabutary
S
Key
1d 2c 3e 4b 5a
B decide73if theStudents
lístenand repeatthe wordsand
soundsarethe sameor different.
Monitor
students whentheyrepeatand noteany
carefulty
ModeIwordswhichtheyfinddifficult
errors. and
studentsrepeatagain.
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Transcript
Lesson11,.2 D ennis OK . Let'snr akea list o f danger son the tarnrac
. . . and then rvecan make a list of safety
Discussingsafetyprocedures precautionsto help preventaccidents.So, first
of all,what are the main hazarcls?Any
suggestions?
Woman Planes,rvhenthey'remor.ing.
D ennis OK ... M o ving planes.
M an No isefr o m engines... fr o m thc jets.You nccd
t o w c a re a rp r ( ) t e c t i o n .
He al t h an d saf e t y
D e n n i s U h u h ,O K . N o i s e . . . ea r p r o t e c t i o n .
Woman Other vchicles,moving around.
P RE - T E ACH IN G Dennis OK, good. Movir-rg vehicles.They are the
I n t r o d u c et h e t o p i c o f h e a l t ha n d s a f e t yb y a s k i n g biggesthazardon the tarmac.Not planes,but
s t u d e n t st o t a l k a b o u t i t i n t h e i ro w n c o m p a n i e s W. hat vehiclcs:buse.s, tr ucks,car s ... . What
is the main reoson for accidents at work? Are there precautionscan you takc to help avoicl
regular checks for health and safety? ls there an accidents- to prcventground ','chicleshitting
accident book? people?
Woman Er,everyoneshould wear a greenjacket.
S t ude n t sw or k wi t h a p a r tn e rto p u t th e j o b s in o r der D ennis OK . H igh visibilityclo thing.Essential. Does
o f h o w d a n g e r o u st h e y t h i n k t h e y a r e .T h e n s t u d e n t s anyone know why n'rovingvchiclesare
have a cl ass d i s c u s s i o nt o a r r i v ea t a c l a s s c o nsensus.
especiallydangerousat airports?
C o l l a t es t u d e n t s r' e a s o n sf o r t h e j o b s b e i n g d a n g e r o u s
Woman Becausethey clrivearound quite Íast?
on the board. D ennis They oftendo, yeah.They'rcnot alkrweclto.
P o i n tt o t h e v i s u a l sa n d s t u d e n t so r a l l ym a t c ht h e though.Thc hcalth and safetvregr-rlations sa;'
W
safe t ysi gn s t o t h e ty p e s o f p r o te c t i v ee q u i p ment. that everyemployeeis responsiblefor the
Mode l t h e ne w v o c a b u l a r ya n d s t u d e n t sr e p eat. safetyof others.But there'sanotherreason
why moving vehiclesare particularly
Key haz ar do usat air po r ts.A ny o therid eas?
tf za td 4e 5c 6g 7b Man Becauseyou can'thear thenr.becauseof all
the no ise... fr "o mj etsand,Lur .. .
R E S O U R C ES H E E T 1 7 . 2 " ^ .Pba g e L L 9 . Dennis Exactly.If you'restandingnear a plane rvithits
T h i s act i vi t yi s a m e m o ryg a m e wh i c h c o n s o lidatesthe enginesrunning,you can'talwayshcar
n e w v o c a b u l a r yi n 1 b . S t u d e n t sc a n p l a y i n p a i r s ( o n e vehiclescomine.Justnow, someonesaidyou
se t of cu t - u pc a rd s p e r p a i r ) .Pl a c e t h e c a rd s face up needto w eA rcar pr o tectio n.Fo r sonrejob s-
o n t h e t a b l e a n d g i v e a m i n u t ef o r s t u d e n t st o for example,if you haveto standin front of
m e m o r i s et h e m .T e [ [o n e s t u d e n tt o l o o k a w a y w h i l e moving planesto guidc the pilots,then,yes,
t h e ot h e r s t u d e n t r e m o v e so n e p i c tu r eo f p r o tective you need to protectyour ears.But only some
e qu i pme n t .T h e f i rs t s t u d e n tl o o k s a t t h e c a rds again peopleneedear protection, sorne of the time.
an d gue sse swh i c h i te m h a s b e e n t a k e n a way.Change Woman So how do we knorvif we needear protection
r ol e s. or not? Are therestandardproccdures?
D ennis Yes.W e'll lo o k at tho sea bit lateron ...
ffi e.g.:tf you
Oe.onstratethe activitywithan example,
work on a buÍldÍngsite, you need to wear a hard hat, 7 4 R e a d t h r o u g ht h e q u e s t i o n s S. t u d e n t sl i s t e n
in case somethÍngfalls on you from above. lf you work a g a i nt o a n s w e rt h e m .
on the motorways you need to wear high visibÍlity
clothing so that drivers can see you on the road. After Key
t h e p a i r w o r k a s k s t u d e n t st o s h a r et h e i re x a m p l e s . 1 Moving vehicles. 2 Becauseyou can't hear then'r.
3 Peoplewho have to stand in front of moving planes
Ask s t u de n t st o th i n k a b o u t s a f e t yf o r wo r k er sat to guidethe pilots. 4 You can'thearvchicles.
ai r por t s.S ugg e s ts o m e p o s s i b l e d a n g e rso n t he tar mac 5 hazardlhazardous
a n d s o m e t h i n g st h a t e m p l o y e e ss h o u l d d o t o b e s a f e .
S t ude n t sw or k i n p a i r s to m a k e [ i s tso f wh a t danger s on SB page124to find
neterstudentsto the transcript
ffi
t h e r e ar e an d wh a t s a f e ty p re c a u ti o n swo rk er sneed wordsto completethe gaps.
to take.
Kry
74 S t u d e n t sl i s t e nto a s a f e t yo f f i c e rgiving
1 prevent,avoid 2 precaution I allo"ved
a t r a i n i n gc o u r s et o s o m e t r a i n e ea i r p o r tw o r k e r sa n d
4 notallo'uved5 healtl'r,
regulations 6 procedures
t h e n compar ewh a t h e s a y s to t h e i r l i s t s .
T e achi ng
not e s
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Transport11
B Vocabularypractice' " ' t S B Pa g e 1 0 4 , Ex e r c i s e3. Mike You can takeoJJii an enginebreaks down.
If it happensa fervsecondsbeforetake-ofí
Key um ... if you'reabovea certainspeed,the
t health,
safety 2 precautions,accidents procedureis,yon nlustn'ttry to stop,
3 regulations 4 prevent 5 procedure becausethe runrvayisn'tlong enough.So
6 protective you take off, fly around the airport, and
ts
tl'rcnland again.
T e ls[t u d e n ttsh a tt h i si s a q u i za n d t h e ym u s tw o r k
w i t ha p a r t n ear n d d e c i d eo r g u e s si f t h e s e n t e n c easr e 75 Studentslistenagain to do a gap -fitt
trueor false. exerciseto focus on must and mustn't.
m
I
75 Studentslistento an interview withan Key
pilot,to findthe correctanswers.
airline 1 must 2 must J must,mustn't 4 mustn't
Key
1F 2T 3T 4F 5 F
must
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Lesson l',L,.3 Key
1 cabin,bunk 2 sauna 3 nightclub 4 baths,
shower 5 dry,laundry 6 adapters 7 balcony
Usingtouristfacilities
', would be useful to show a photo of the Titanicto
ffi
set the scene fo r this activity.Then stud entswork in
A c c o m m o d a t i o na n d f a c i l i t i e s E n t e r t a i n m e n t pair s to guess w hich facilitiesfr o m the list were on the
Titanic in 1,91,2.
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Transport11,
pRAcncE33.'"3sB pages82
ffi corvrMuNrcATroN
and 93.
D i v i d et h e c l a s s i n t o p a i r sa n d e a c h p a i r i n t o A a n d B .
G i ve t h e m t i me t o l o o k a t t h e i r d i f f e r e n tp a g es.Tell
t h e m t hat t h e y a re b o t h g o i n g t o t a k e p a r t i n a r o le
pl ay on boar d a c r u i s es h i p . T h e y ta k e tu r n s to play
t h e r ol e s of pa s s e n g e ra n d r e c e p ti o n i s t,u s i n g the
i nfor mat i onon th e d i f f e re n tp a g e s . Pl a y t h e par t o f A
an d de mon st r a t ea c o n v e r s a t i o nwi t h a s tu d ent B to
p r o v i d ea m o d e [ .F o c u ss t u d e n t s ' a t t e n t i oonn t h e
i mpor t anceof u s i n g p o l i t e f o rm s wh e n m a k i ng
r e qu e st s .T he n s tu d e n t swo rk i n p a i r s .M o n i t o rthe pair
w or k car e fu l l ya n d p a y p a rti c u l a ra t te n ti o nt o the use
of pol i t e for ms . Fi n a l l y a, s k o n e o r two p a i r s to do the
role plays for the class.
WORKBOOK...pPages35-37.
T e a c h i n gn o t e s
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1,2 Agendas Transcript
Victoria OK. Shall we make a start?... er,just to say,
fohn Gatescan'tmake it. He sendshis
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Agendas 72
Key
1 What's on the agenda? 2 I circulatedthe agenda Time clauses
last Friday. 3 I didn't attendthe last meeting.
4 lohn sendshis apologies. 5 Why are they R e a d t h r o u g ht h e e x a m p l e si n t h e b o x w i t h t h e
holding a meeting? 6 Let'slook at the first item on c l a s s .F o c u ss t u d e n t s a ' t t e n t i o no n t h e
the agenda. c o n s t r u c t i o nl ' l l + v e r b + t i m e p h r a s e+ p r e s e n t
s i m p l e .E t i c i ts i m i l a rs e n t e n c e sw i t h t i m e c l a u s e s
80 P o i n t to th e a g e n d a a n d g o th r o ughit w ith f r o m t h e c t a s s ,t o c h e c k t h e y u n d e r s t a n dt h e
t h e cl as s.S t u d e n t sl i s t e nto f o u r s h o r t d i s cussio nsfr o m s e q u e n c eo f t e n s e s .
t h e m e e t i n ga n d m a t c he a c h o n e t o a n i t e m o n t h e G r a m m a rr e f e r e n c e" . . $S B P a g e 1 1 0 , S e c t i o n
agenda. 5.4.2.
I T e a c h i n gn o t e s
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/
Lesson1,2.2 Kq
t a Z.b 3a 4a 5b 6b
Passingon information
ffi StuOents
workindependently
or in pairsto findthe
par ts o f the email that match their answers.
R e p o r t e ds p e e c h Key
t he agreedto be one of our culture speakers
2 he's reluctantto make a presentation i He said
R e a c t i o n sa n d d e c i s i o n s he was huppy to answer questions 4 She'svery keen
to give a talk 5 He refused to say what they are!
PRE.TEACHING 6 but he has promised to tell me what they are a week
beforethe confurence
lntroduce
reported
speech,usingResource
sheet12.2.
OPTIONALACTlVITY
RESOURCESHEET72.2.".yPage122.
Studentsco uld do a quick pair w o r k, if furtherp ractice
PhotocopyResource sheet1,2.2andcut up the
is r equir ed.One par tnerquo tes an ex tractfrom the
messagesintostrips.Givea messageto eachstudent.
email and the o ther savs w hat w as actuallvsaid .
Then ask s\uden\saround\he t\ass\o 'phond \o grve
you the messagethat'son the card.Demonstrate: practice.'"pSB Page105, Exercise3.
Vocabutary
ffi
Teacher (AntonÍo), Thisis (John),here.l,mreally
sorry,I can'tcometo the meetingtoday. Kqt
Student OK,no problem. 1 keen, huppy 2 agreed 3 refused 4 reluctant
5 promised
Ask the class:WhatwasJohn'smessage?Elicitthe
messageverbatimand writeup Johnsaid ...on the 81 Studentslisten and r epeatthe sentences.
board.Eticitthe end of the sentence,in reported
speech. Fo cusattentio no n the fusio n betw eend (at the end of
Teacher Johnsaid he ... (couldn't
cometo the a w o r d) and f (at the beginningo f the followingword ).
meeting).
8 2 R e a d t h r o u g ht h e r u b r i ca n d q u e s t i o n sa n d
C o n t i n u ien a s i m i l a w
r a yw i t ht h e o t h e rm e s s a g e s . check under standing. Studentslistent o the p hone call
Thenwriteup someof the messages and the matching fo r the answ er s.
r e p o r t e sdp e e c ho n t h e b o a r da n d p o i n to u tt h e
pattern(thepresenttensechangesto the simplepast). Kqt
1 She needscopies of the quotes from three hotelsíor
W Readthroughthe rubricwiththe classand givesome the conference. 2 Yes,but he's only got hard copies.
examplesof the typesof messages you passon. 3 He's going to a meetingin about quarter of an hour.
S t u d e n ttsa l ka b o u tt h e i ro w ne x p e r i e n c ei ns p a i r sa n d 4 He'llbe in the officeall afternoon.
thenfeedbackto the class.
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Agendas 72
George No, no, it's no problen-r. I'll send them now. Transcrípt
Vlctoria OK, great.Then rnavbewe can discussthem Victoria So I'velooked at the three quotes,from all
later today? threehotels.And, obviously,we'vevisitedall
George Sure.I'llbe ir-rthe officeall afternoon. threeas well. Um ... and I think the best place
Victoria oK. I'll call you laterthis aíternoon,then. is the Darley.
George OK. George Yeah.I agree.The tror-rble is, it's the most
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Tom Thanks.
Lesson1,2.3 )
1
Key
Transcript 1 That'sOK. 2 Thank you. 3 OK. Great.
(Rec= Receptionist) 4 Thanks. 5 No, not at all. 6 Yes,good idea.
1 7 Yes,thank you. 8 Thanks. 9 No, I'm fine
Amelia Hi, Tom. thanks.
Tom Hi, Amelia. How are you?
Ame l i a Very well, thanks.How are you? ..'?SB Page105,Exercise
practice
ffi vocabulary 5.
Tom Fine,thank you. Sorry I'm late.
Amelia That'sOK. Kry
Tom My train was delayed. 1d 2a 3e 4c 5b
Amelia O h , t h e t r a i n sh e rea r e n e v e ro n t i m e ...
2
ffi thenworkwitha partnerand practise
StuAents
Tom Hello. w elco mingeach o ther .Studentsco uld do this sev eral
Rec Hello. times w ith differ entpar tner s,if they need the p ractice.
Tom I'vecome for a meetingwith Amelia Donovan.
ffi neadthe rubricwiththe classand eticitwhatsmalltatk
My name'sTom Watts. I'm afraid I'm a little bit
means.Encourage studentsto giveexamples.
late.
Rec I'llgiveher a call ... Amelia,Tom Wattsis in
ffi Starta tistof topicsunderthe headingSmatltalk on
r e ce p ti o n... O K . Sh e ' l lb e wi t h y o u i n a the board(e.g.fhe weather,journeyto work,etc.).
moment. If you'd like to have a seat. Thenstudentsworkwitha partnerto extendthe [ist.
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n ot e s
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Agendas t2
Key
1 Oh, I scc! 2 Really? 3 Oh, yes? 4 Oh, right.
I
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T e a c h i n gn o t e s
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1
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t e l y e t I a / d e c i s i o/n
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packaging.
r ! wny some of the 8 d o n ' t/ t o d a y / d e c i d eI t o I h a v e / w e .
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s i t ht h e s a m em e a n i n gU. s et h e W Makesentencesaboutfutureevents.
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A It'sthe middteof October.
B Theytre .,..
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shopping
without Thecompany
sayingAmazon'. isn't
j u s to n e o f t h e f i r s to n l i n es t o r e s l.t ' sa l s o a g o o de x a m p t eo f t h e a d v a n t a g e s
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t h e c o m p a n yc a n o f f e rl o w e r
pricesevenwhendetivery chargesareincluded. savetimeand money.
Customers
It doesn'tget muchbetter
t h a nt h a t .C l e a r l ya, l o t o f p r o d u c t as r e n o t a s e a s ya s b o o k st o s e l l
o n l i n e .P e o p l el i k et o t r y o n a n d f e e lt h e q u a l i t yo f
c l o t h e sw h e nt h e yc h o o s et h e m ,f o r e x a m p t e . T h eayl s o l i k et o [ o o kc a r e f u t layt
m o r ee x p e n s i v e
p r o d u c t sT. h i sm e a n sg o i n gt o a s h o p .A n d ,o f c o u r s e p, e o p l el i k e
s h o p p i n g . B ufto r o n l i n es t o r e st, h e s ep r o b l e m as r e n o t a s b i g a s t h e ys e e m .
Today,peopleoften
l o o k a t p r o d u c t isn s h o p s ,t h e np l a c ea n o r d e ra t a n o n l i n e
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Do Uouknou,...?
I What's the world's highest mountain?
a Everest b K2
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sheet4.7
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Resourcesheet4.2
Intelevision,
theysay neverworkwithanimals.Butwhataboutfilmingdinosaurs?
Thiswasthe
c h a l l e n gTe i m H a i n e sa n d h i s c o t l e a g u ehsa d w h e nt h e ym a d et h e B B C
documentary series,Walkingwith Dinosaurs.fhe team needed
$ o o m i t t í otno m a k e .T h e p r o d u c e roSf t h e m o v i eu s e dV e r yp o w e r f u e
l ,x p e n s i v e
c o m p u t e rtso c r e a t et h e d i n o s a u r sT.h e B B C a l s o n e e d e d
f o r e s t s[, a k e s m
, o u n t a i n se,t c . ,s o t h e t e a mn e e d e dt o f i l ma t r e a l[ o c a t i o n s .
The troublewas, plantsand rockswereverydifferent
r e a l .B u tT i m H a i n e sw a n t e dc l o s e - u pp i c t u r e ss,o t h e p e o p t ew h o w a t c h e dt h e
s e r i e sc o u l dr e a l l y
PHO T O CO P IAB@
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Resourcesheet5.7
BradlBrendaCooper
TonylTanyaWalker
arrangeprojectmeeting-
Mondayafternoons arrangemeetingswith foreign
- 3 timesa year
customers
arrangeteam meeting-
Friday mo rníngs visitcompanystandat Berlin
tradefair- March
- July
visitsatesconference
Mandy/MarkDavey
arrangevideo conference
for
managers - Wednesday mornings
Cindy/Sam
Cruise
- visitexhibition
for salesand
arrangemeetingwith supptiers
marketing- November and May
everymonth
visitannualcompanyconference arrangetelephoneconference
- September - Friday
for storemanagers
afternoons
arrangevideotrainingconference
- everymonth
www.irLanguage.com
Resource
sheet5.2
HiRita,
Itwas good to talk to you yesterday.
Thanksagain
f o rh e l p i n gm e f i n da h o t e [ P. l e a s ef i n da t t a c h e dt h e s l i d e sf o r t h e
presentation
I'mmakingat the conference. file- let me know
lt'sa PowerPoint
i f y o u c a n ' tr e a di t , a n d I c a n s e n d i t
a s a W o r dd o c u m e n tY.o u rc o m m e n tw
s i t lb e w e l c o m e .
A s d i s c u s s e dm
, y colleague
M i c h a eM
l o r g a ni s c o m i n gw i t h
m et o t h e c o n f e r e n c W
e . e ' r ef t y i n go u t o n W e d n e s d aO
y c t o b e2
r 5 t h .O u r f l i g h t
y o u f o r d i n n e ro n W e d n e s d aeyv e n i n g . B uwt e l o o k f o r w a r dt o s e e i n gy o u o n
T h u r s d am
y o r n i n g . T hceo n f e r e n cset a r t sa t 9 . 0 0 ,b u t I ' l Ib e t h e r e
e a r l yt o p r e p a r ef o r m y p r e s e n t a t i o lnt .' l [b e a s h o r tn i g h t !
I Srrlrria
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Resourcesheet5.3
rtl
ttl
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ls it necessaryto
mostinteresting How muchare ...?
buy ticketsin ...?
places...?
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www.irLanguage.com
Resourcesheet6.!
Intwo years'timethe
The next Presidentof the
currencyin the UK wittbe
USAwil[ be a woman.
the euro.
Nextyeara Germanplayer
Therewon'tbe enoughoil
wit[win the men'ssingles
for the nextgeneration.
at Wimbtedon.
In 2030the mostpoputar
ln 2020 60"/oof Europeans
countryin the wortdfor
will own hotidayhomes.
tourismwiltbe China.
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PHO T O CO P IAB@
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Resourcesheet6.2
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Resourcesheet6.3
a@o
Mexico (7 days)
Flight from Manchester
Dates 23-30 July
2*Hotel (includingbreakfast)
Price from f'2o9 per personár
Note:extrachargeforairport taxf23.50. No refunds.
B a g g a gael l o w a n c1e5k i l o sE. x c e s b
s a g g a gceh a r gfe5 p e rk i l o .
*Pricb e a s e do n2 p e o p l seh a r i nagd o u b lreo o m .
www.irLanguage.com
Resourcesheet7.7
CV summary
Leeds University
(Masters) 7996- 7997
Manchester University
(Degree) 7993- 1996
Dear Yves.
threeaccountantsand I'minterviewing
an accountsassistantnextweek.This means we're
threeweeks ahead
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n .e ' v e h a d t r o u b l ef i n d i n gl T
far (we need anothertwo),and she hasn'tstartedwork yet - she's startingnext Monday.
Thatmeans we'retwo weeks behind
schedulewithlT. I'vewrittento Danielain Zurichto ask her if she can send us someonefrom
theofficethere.She hasn'trepliedyet.l'llgive hera call latertoday.
Our new sales repAnna is doingverywell.So far,she's been to Bangkok,Manila,Jakarta,
H o n gK o n g ,a n d h a s j u s tg o n et o S e o u l .S h e ' s o n l yb e e n h e r e
fourweeks and she's alreadyflownto halfof the citiesin Asia! Itcertainlyhasn'ttaken her
longto make a
start.She's sent me a few textmessagesto say her meetingshave gone well.She's seen
about20 clients
i
i So, in general,I thinkthingsare goingwell.We can stillopen
Best regards,
Andy
PHO T O CO P IAB@
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Resourcesheet7.3
l l
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- Yes.I actualtybuiltthe firstone.
- H a v ey o u e v e rb e e ni n a s p a c e s h i p ? B
_ Y e S ,í tw a s a n í n c r e d i b el ex p e r i e n c e .
- H a v ey o u e v e rr i d d e ni n a t a n k ?
- Y e s ,i t w a s i m p o r t a ntto s h o wt h a t I s u p p o r t e d
thearmy.
- H a v ey o u e v e rb u i l ta s h i p ?
- Yes,in fact I buitta whotenavy.
- H a v ey o u e v e rb e e nm a r r i e d ? E
- Yes,I marrieda p r i n c e .
- H a v ey o u e v e rb o u g h ta f o o t b a ltl e a m ?
- Yes,I love football.
- Haveyou everbeento America? G
- Y e s ,b u t t h a tw a s a l o n gt i m ea g o .
- H a v ey o u e v e rt a k e np h o t o su n d e r w a t e r ?
- Yes,it was my job.
- H a v ey o u e v e rb o u g h ta n o i l t a n k e r ?
- Yes,I'veboughtseveralactuatty.
- H a v ey o u e v e rs p o k e nt o a n a u d i e n c ei n a s p o r t ss t a d i u m ?
- Y e s ,I w a n t e dd i r e c tc o n t a c w
t i t ha s m a n yp e o p l ea s p o s s i b l e .
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www.irLanguage.com
Resourcesheet8.2
This is your portfolioof shares.Add threecompaniesof your own choice.Lookin the
newspapersor on the lnternetand makenoteson howyourshareshavedone:
a) today
b) this week
RegalPetroleum
Eurotunnel
M&S
Dixons
BT
BritishAirways
Monsoon
Asia Energy
lP2lPO Group
Sportingbet
1
12:30pm Wor|dNewsÍo|lowedbytheweather.
12:35pm KeepingUpwiththeJonesesComedy withEricBlairandSamanthaTodd
1:05pm aboutbrownbearsinA|aska.
LiÍeln theWiIdDocumentary
2:55pm Downtown High|ights
Soapopera. Írom lastweek'sprogrammes'
CanBenkeephisbig
secretÍrom WiI|Rosiekeepherjob?CanKerryso|veherprob|em?
Brenda?
7:35pm NewsNational
andinternationalnews.
7:50pm LondonNewsThelateststoriesfromthenewsroom. Followed
byWeather.
8:fi1pm SevenMinutesFilm,2001.Detective
thriller PaulHuber
starring Dubbed.
andKarenCotting.
pm
1():ffi andinternational
NewsNational news.
10:20pm WorldViewDocumentary fí|m
ontheeffects
of long-term followed
unemployment bya
witha panelofexperts
discussion anda studioaudience.
12:55am Weather
1: ) am News24
L ECa m b r i d g U
PHO T O CO P IAB@ Pre s s2 0 0 6
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sheets
www.irLanguage.com
Resourcesheet9.7
7
Some moderncars arebuitt by robots.
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Portuguese is spoken in Brazi[.
5
Advertsfor cigarettes are banned on BritishTV.
I
6
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Omelettes are made with miil<and eggs.
8
The firstspaceftight was made in the 1960s.
9 i
Our new advert WAS SCCN i bv mittions
t'
of viewers.
i
10 i
'!rz!'ri',,2'o i were
written by l(afl<a.
www.irLanguage.com
Resourcesheet9.2
I
i a Boo.comwas 3rd.Thecompany
onNovember
finallylaunched started money...
making
b Thefounders meeting
a||overthewor|d,
trave||ed Theyneeded
newinvestors. finance
Íor
computerequipment, workers.
andto recruit Theyworked hard,butlivedwell-
extremely
flewonConcorde
inthebesthoteltsometimes
theystayed jet.
a private
andevenrented
c andcostswerestilltoohigh.0nMay'l8th,booclosedits
Salesdidn'treachforecasts
thefirmwentbankrupt.
A shorttimelater,
website.
d planned
theysetupboo,thefounders
Before theirstrategy
carefully.
1998 t 1
o Theyneeded forthecompany.
to raisefinance
to findinvestors
o Theyintended to launchboo.com in May1999.
o Bytheendof 1999, theyaimedto haveofficesin eightcountries.
. ln early2000,theyhopedto listbooonthestockmarket.
r Boowassetupat theendof theyear. Thecompany openeditsfirstoffice
in London.
1999 t 2
r Thefirminvested lt spent$2 million
equipment.
in expensive on a server
forexample.
,3
t Newspapers
andmagazinesaroundtheworldprinted aboutthefounders.
stories
Theboobrandquickly
became Butthewebsite
wellknown. stillwasn'topen...
,4
Boohadto cutcosts.
2000 t ... butnotfastenough. it laidoff130workers.
ln January,
,5
www.irLanguage.com
Resourcesheet9.3
search join
software instalt
engine
search secure
search tick
engine server
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E C a m b r i d g eU n i v e r s i t yP r e s s 2 0 0 6
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Resourcesheet10.7
t h e p r i c eo f o i l i n c r e a s e o
d v e r n i g hbt y
1,00%
therewas no moreplasticfor
ng
packagi
Whatwoutd
happenif
fromnextmontheverybodyin your
pay cut
companyhad a 50%o
www.irLanguage.com
Resourcesheet10.2
7
A colleaguehas workedatl day on the computerand looksverytired.
2
Yourfriendboughta newwatchyesterday
and it doesn'twork.
3
A colteague
at work has forgotten
to ringan importantcustomer.
4
tellsyou she'san hourlateforan appointment
A colleague witha clíent.
5
A colleagueis goingto LosAngelesfor a conference
and asks your
adviceabouttravel.
6
A friendis loolcingfor anotherjob and asl(sfor advice.
7
A cotleague for anotherjob and asl(syou for tips.
has an interview
I
Yourwife/husband/partner
has invitedcolleagues
fromhis/heroffice
roundfor dinnerand asksyouradviceon whatto serve.
9
Yourboss is meetingan importantcustomerin a townyou knowwetl
and asks for suggestions
on whereto take her for lunch.
10
A colleaguestayedin a hotellast nightand teftsomeveryimportant
documentsin his room.
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Resourcesheet 72.7
Agenda
Meeting
Chairperson Participants
Item
1,
PHO T O CO P IAB@
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Resourcesheet 72.2
Thenewaccountant
hasa reservation
fortwo nightsat the HotelBristol.
for B pm.
I can book a tableat the restaurant
The conference
startson the 15thof December.
The meetingfinishesbeforelunch.
Jane'lIphonethis afternoon.
Tom'[[
finishthe reporttomorrow.
a r ea n i n t e r e s t i ntgo p i co f c o n v e r s a t i oSno. m e t i m e st h
, e y ' r ea b a r r i e rT.h e r e ' as
growingmarketfor
't
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i nhge, r eb u s i n e s s p e o pal er et a u g h tw h a tt o d o a n d s a y
( a n dw h a tn o t t o d o a n d s a y )w h e nt h e ym e e tp e o p t ef r o m
lollipopto suck!
lf youthinklolliesarejustforchildren, arepopularbusiness
thinkagain.Loltipops
P H O T O C O P I A B L@
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test
Circlethe correctanswer:A, B, C or D.
1 I ' mi n c h a r g e thedepartment. !
tr
A for Bon cof D to
z She in this office. A work B doesn't C does D works
!
n
3 t h e r ea t r a d ef a i ri n B e r l i n ? ADO Bls CAre D Does
4 W h a tc o m p a n yd o y o u w o r k- . - , ? D from
tr
A for B please Cto
5 y o u l i k ea n y t h i n g
else? D Want
tr
A Could B Woutd c Will
6 I havethe bill? A P lease B Would C When D Could
T
tr
7 A does B ar e Cdo D like
n
8 t r o u b l ew i t h t h e i n s t a l l a t i o n . A has B have C having D not
9 s o l v i n gp r o b l e m s . Ain Bof Cat D to
!
n
10 basketball. A ptay B ptays c played D playing
n
77 in football. A interest B i n t e r e s t i n g C inter ests D i n t e r e s t e d
72
tr
a - - - -. - - - a t h o r s e r i d i n g . Ago B going Cdo D doing
73 a car. A more B less C than D that
t4 e x p e n s i vaes t h a to n e . A mo st B more Cas D the !
!
n
t5 c h e a p e s to n t h e m a r k e t . A the B least C most D very
n
76 - . -p o p u l a ro f o u r p r o d u c t s . A less B not C least D more
n
77 besttime the yearto visit? Aon Bat Cof D to
18 r e c o m m e n da n y g o o d h o t e l s ?
tr
A W ant B Can C P lease D Does
7 9 S al e s v e ry g o o d l a s t y e a r . A are B been C w er en't D being
!
n
2 0 T h e c a r w a s n ' tb i g - - -f o r t w o p e o p l e . A too B very C made D enough
n
2 7 We a b o u t th e b u s i n e s s p l a n y e s ter day. A discuss B talk C talked D discussed
n
22 h e f t yt o H o n g K o n g ? A Has BDo C Hasn't D Did
23 We had friends for dinner. A round B down C invite D near
2 4 | - - - - - - - -a- -l-i -e i n o n S u n d a y m o r n i n g . D had !
tr
A did B took C went
25 w e d i s c u s s th i s a g a i n n e x t we e k ?
tr
A Are B Going c Shalt D Did
26 boo k th e t i c k e t s to m o r r o w. AI B I'll CWe D Shatt
2 7 The train at 10.35. A to ar r ive B ar r ive C ar r ives D arriving !
2 8 I l ook for w a rd m e e t i n gy o u n e x t w eek. Abe Bat C o ver D to !
2 9 Do you ha v e - - - - - - - .-l e.-a f l e t sa b o u t t h e t o w n? Ano Ba Cany D a lot !
!
n
3 0 Y o u d o n ' t p a y t o g o i n t h e m u s e u m .l t ' s - -- - - - . A open B free C e x p e n s i v eD c h e a p
3 7 I d o n ' t t h i n k t h e p r o j e c t- - -
tr
be a success. A witt B shall c quickly D soon
n
3 2 I t c e r t a i n l y- - - - - - - -b e a s u c c e s si n t h e s h o r t t e r m . A going Bis Cwas D won't
3 3 T h e y ' l li n c r e a s es a l e s , i f t h e p r i c e low enough.A i s B w i l tb e CWaS D be
!
n
3 4 W e 'r e t o l a u n c h t h e n e w p ro d u c t in M ay. A aim B thinking Cgo D pl a nni n g
n
3 5 H ow much i s th e re tu r n to Pa ri s ? A co st B price C fare D charge
3 6 l f I c a n c e lt h e b o o k i n g ,c a n I g e t a - - . - " ?
tr
A r efund B co st C money D discount
n
3 7 H e - - - - . - - -t-h e c o m p a n yi n 1 , 9 9 8 . A join B joins C h a s j o i n e do j o i n e d
3 8 | - - - - - - l o t s o f e x p e r i e n c ei n t h e o i t i n d u s t r y . A 've had B had C having D has
BusinessStart-up2 EntrylSummary
test P H OTOCOP I A BLE
@ Cambr idge Press2 0 0 6
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www.irLanguage.com
Entry/Summary
test
n
n
39 I'ver e ad ha l f o f t h e r e p o rt- - - - - - --- .- - A no t yet B before c yet D so far
40 T he y h aven ' tf i n i s h e dt h e wo rk A so far B yet C alr eady D before
D
n
41 H aveyou s e e n a f i t m wi th s u b t i tles? A often B s o m e t i m e sC e v e r D usually
tr
42 Dr i vi nga s p o rts c a r i s v e r y - .- - - .- . A excite B ex cited C ex cites D exciting
n
43 S har e pr i ce s h a v e f a l l e n - - - .- - - -we e k . A this B nex t C pr esent D last
n
4 4 B u s i n e s sh a s - - - . - -g- -o o d t h i s q u a r t e r . A beB being C been D was
n
45 Ar e pr ope r t yp ri c e s a t t h e m o m e n t? A i n c r e a s e dB i n c r e a s i n gC i n c r e a s e s D increase
tr
46 H as i nfl at io n..- - - -- .' m u c h th í sv e a r ? A rising B r o se C r isen D r í se
47 Wh at 's T V to n i g h t ? A inB atC of Don
!
tr
4 8 | w a t c h e da m a t c h o n t h e s p o r t s last night. A TVB channel C cable D schedule
tr
49 The book was read m i l l i o n so f p e o p l e . A for B from C at Dby
r
50 VW car s in Germany. A is made B made C been made D are made
n
5 7 l t ' s i m p o r t a n t o f i n i s ht h e j o b A fastly B quick C quickty D urgent
n
52 S he w or ks v e ry A hard B car eful c slow D hardly
tr
53 t h e s e a r c he n g i n et o s e a r c hf o r i n f o r m a t i o n . A Uses B Used C Using D Use
tr
54 l o g i n , e n t e ry o u r p a s s w o r d . A Fo r B Atc To DDo
u
55 What h a p p e n ,i f w e p r o d u c e da n e w d e s i g n ? A w o u l d B going C witt D is
tr
56 a b o u t m a k i n gt h e p a c k a g i n go u t o f p a p e r ? A What's B H o w 's C What D Why
n
5 7 | d o n ' t t h i n k w e - - - - . - - -i n c r e a s et h e p r i c ey e t . A s h o u l d n ' tB s h o u l d C have D ha v en' t
tr
58 We - - - - -t o m a k e a d e c i s i o n b y Fri d a y. A haven't B should c have D shouldn't
n
59 ls the ftight time? A atB inC ahead D on
6 0 T h e t r a i n w a s l a t e ,s o | - - " - - -m
- -y c o n n e c t i o n . A missed B caught C took D lost
T
tr
6 7 T h e t u n n e lg o e s the river. A t h r o u g h B o ver C under D down
62 T he t r ai n g o e s d i re c t l y th e c i ty . A through B i n C around D along
!
n
63 You . - - - - -s m o k e i n t h e t o i l e t so n a p l a n e . A must B haveto C mustn't D shouldn't
64 Y ou 'r enot - - - - - - - t o d ri v e a c a r wi th o u t a [icence. A can B could c valid D allowed
!
n
6 5 I ' dl i k e i n f o r m a t i o na b o u t f i l m s t h i s w e e k . A any B anC some D many
n
66 Can - - - -u- s e t h e g y m o r i s i t o n l y f o r m e m b e r s ? A alt B anyone C somebody D every
tr
67 | '[lw ai t th e re p o rt í s r e a d y . A when B until C as so o n as D after
6 8 S h e ' l lp h o n e y o u w h e n s h e - . - .- - b a c k t o t h e o f f i c e .A gets B will get C get D got
!
n
69 She said she - . - - -t o o b u s y t o s p e a k t o m e . A beB being c been D was
tr
70 He promised - . - - -m
. - e t h e r e p o r tt o d a y . A send B to send C wouldsend D sending
n
77 Do you if I open a window? A want B please C tike D mind
72 I ' ms o l a t e . A So r r y B Ex cuse C Mind DOK
Test total v+1
PHOIOCOPIABLO
E C a m b r i d g eU n i v e r s i t yP r e s s 2 0 0 6 BusinessStart-up2 EntrylSummary
test
www.irLanguage.com
Testkeys
TEST1 (Pagesze-zt.) ffi
ffiB& r T h i s p r o d u c tm a d e a m i l l i o nd o l l a r sf o r t h e c o m p a n y .
2 lt to o k six w eeks to finishthe plan. 3 That
ffi 7 amf'm,is, are/'re z ls 3 Are 4 Are 5 is/'s
p h o t o c o p i e dr i d n ' tc o s t $ L 0 , 0 0 0 . 4 I w e n t s h o p p i n g
6 Are
yester day. 5 They co uldn'tfind a betterlocation
W the
1 l 'm I I am n o t a n e n g i n e e r . 2
office today. 3 They aren't
H e i s n ' t/ ' s no t in
're not late for the
fo r the facto r y. 6 | didn't have fr iendsr ound last
/ w eekend. 7 W e ate in a r estaur antlast nig ht.
me e t i n g. 4 | d o n ' t wo rk i n th e Pa ri s o f f i c e . 5 H e 9 She dr ank co ffeew ith her br eakfast.
' re n o t go ing
doe sn't l i ve i n Lo n d o n . 6 W e a r e n ' t/ to
t h e con fe r e nce. z Sh e d o e s n ' twr i te re p o rtsin ffi r D id yo u w o r k o n a Ver y difficultpr o j ec t? z Dídy ou
h a v e p r o b l e m sw i t h t h e i n s t a l l a t i o n ? 3 C o u l d y o u
E n gl i s h. 8 T h e y a re n ' t/' re n o t b u i td i n ga n e w facto r y.
s o l v e t h e p r o b l e mq u i c k l y ? 4 D i d y o u f i n i s ht h e j o b
Wr che ck 2 w o r k s 3 d o n ' t 4 h a v e 5 d oes o n time? 5 D id yo u go ho me ear ly?
6 w or ki n g Z wo r k 8 h a v i n g 9 tr a v e l l i n g
ro jogging ffi r | ' l lc a l l h e r t h i s a f t e r n o o n . 2 S h a l l w e m e e t a g a í n
nex t M o nday? 3 Shall w e get the same train?
W tafter 2to 3of +for swith 6for 7on 4 |'ll lo o k into flí ghtsto M adr id.
8 behind 9 over 10 at
ffi r Following 2 confirm 3 below + single
Wr T h i s m o b i l e p h o n e i s c h e a p e rt h a n t h a t o n e . 5 inclusive 6 discussed 7 hesitate 8 regards
2 A Ferrariis faster than a Ford. 3 A flat in Liverpool
ffi 1 starts z gets 3 am going 4 is giving
i s l e s s e xpe nsi v et h a n a f l a t i n Lo n d o n . 4 M y o fficeis
5 arrives 6 starts
as big as my boss's office. s These products are
be t t e rt h an t ho s e p ro d u c ts . t info r matio n 2 leaflets 3 maps 4 guid ed
5 so uvení r s 6 peak
W most
r He has / He 's g o t t h e n i c e s to f f i c e . z T h i s is the
difficuttdecision. r (The)cost is the least r I thinkthe new productwon'tbe a success.
ffi
i m p o r t a n tp r o b l e m . 4 | t h i n k t h i s i s t h e w o r s t z They'lIincr easepr o fits,if they can deliveron tim e.
sol u t i on. 5 T o m ' ss u g g e s ti o np ro v i d e st h e b est 3 lf the pr o j ectis successful,they'llmake a lot of
option. mo ney. 4 Ther e'llbe a big demand,if th e p rice is
low. 5 We'regoing to open a new store next year.
W rd 2g 3f 4a 5c 6h 7 e 8b 6 Shalt I make a r eser vatio nfo r yo u?
W 1 | managea t e a m o f f i v e te c h n i c i a n s . 2y oWuhich TEST 3 (Pages 66-67.)
de par t me n tdoe s h e wo r k f o r? 3 W o u l d like
an yt h i nge l s e t o d ri n k ? 4 W e ' rea h e a d o f s c h edule
an d unde r bud g e t. 5 H e ' s n o t v e ry g o o d a t making ffi t has/'sw o r ked 2 became 3 H ave, m anag ed
4 D id, leave s finished 6 have/'vehad
pr e se nt at i ons. 6 | c a n ' ts ta n d f o o t b a l l . 7 I 'm no t
i nt e r e st e di n t h a t . 8 I ' d l o v e to h a v e a g o a t scuba ffi 1 H e hasn't/'s no t w r ittenthe r epo r tyet .
d i v i n g . 9 l s t h e c o s t o f d e l i v e r yi n c l u d e d ? r o T h i s 2 | haven't/'ve no t finishedthe pr o j ectyet.
qu ot e i s mu ch c h e a p e r . 7 7 C o u l d I h a v e a n ex tr a 3 She has/'salready phoned office. 4 We have/'ve
de s k i n my offic e ,p l e a s e ? 7 2 Fa x m a c h i n e sar en't alr eadyhir ed thr ee technicians. 5 They hav e/' v e
ne ce s sar yan y m o re . 7 3 l t ' s n o t to o f a r f r o m the sea. alr eadydo ne the j o b. 6 | have/'ver ead half of the
14 Wh at 'st h e we a th e rl i k e i n s u m m e r? 7 5 W hat'sthe reportso far.
be s t t i me of yea r t o v i s i t Br a z i l ? 1 6 C a n y o u
r e comme n dan y g o o d p l a c e st o s t a y ? ffi t schedule 2 tr o uble 3 pr o gr ess 4 trainee
5 M aster s 6 r ecr uitment
TEST 2 (Pages 46-47.) ffi t Shar e pr iceshave r isen to day. z The p rice has
go ne up this w eek. 3 The index has fallenthis y ear.
W 1 Were 2 Was 3 weren't 4 wasn't
4 Oil pr iceshaven'tincr easedso far this q uarter.
W 1 T he car w as t o o e x p e n s i v e . 2 T h e b a tte r yw asn't 5 Our pr o fitshave go ne do w n this quar t er.
ffi
B u si ne ssS t ar t - u p2 T e s tk e y s E C a m b r i d g eU n i v e r s i t yP r e s s 2 0 0 6
P H O T O C O P I A B L@
www.irLanguage.com
Testkeys
B 1 Productplacementis usedby the company. ffi r She saidthatshe would/'d go to the conference.
2 Thenewsis watchedby miltionsof people. 3 The 2 He saidthathe didn'twantto givea presentation.
was seenby lots of tourists. 4 The parts
accident 3 He saidthathe couldringbacklater. + She said
aremadeby GNTin its factoryin Germany. s The thather flightarrivedat 06.30. 5 He saidthathis
videowas producedby a Frenchcompany. 6 The trainwas delayedby hatfan hour.
documents weresentby email. 7 The orderwasn't
delivered
on time. ffi lseat ztate 3After 4take smind
6 break z anything
r th 2g 3f 4e 5b 6c 7a 8d
a 1 l f w e ph on e d t h e h o te l n o w we wo u l d /' dg e t a
r e s e r vat i on. 2 W e wo u l d n ' tm a k e a p ro f i ti f w e so ld
t h e pr oductfor l e s s . 3 l f we o rd e re dn o w t hey
w oul d/ 'dde l i veri n two d a y s ' ti m e . 4 | wo u ld/'dspeak
t o t h e m a n a g e ri f I h a d t i m e . 5 l f I b o o k e d t h e t i c k e t
i n advan ce ,I co u l d g e t a d i s c o u n t.
ts 5t apol ogi e s z c h a i r
items 6 hotd
3 c i rc u l a te 4 m i n u tes
B t I'l l se nd an e m a i l wh e n I g e t t o t h e o f f i c e .
2 l 'i l s pe ak t o y o u a g a i n a s s o o n a s I ' m f r e e .
3 W e w on't st a r t t h e m e e t i n gb e f o rey o u g e t her e.
4 We 'l [w ai t un t i l a l l t h e re p o rtsa re r e a d y .
PHO T O CO P IAB@
L EC a m b ri d g U Pre s s2 0 0 6
e n i v e rs i ty BusinessStart-up2 Testkeys
www.irLanguage.com
www.irLanguage.com