Business Basics Teacher's Book
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Oct 22, 2015
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About This Presentation
Business Basics Teacher's Book
Slide Content
NEW EDITION
Business
Basics
Teacher’s Book
David Grant and Robert McLarty
OXFORD
Business
Basics
Teacher’s Book
David Grant and Robert McLarty
OXFORD
NEW EDITION
Business
Basics
Teacher’s Book
David Grant and Robert McLarty
Business
Basics
Teacher’s Book
David Grant and Robert McLarty
ea
A
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ne ergs ne
En ida te
‘Siti pet fat má et
E rd cheers
pan
A
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En ida te
‘Siti pet fat má et
E rd cheers
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Contents
Introduction ‘
Unit 2 Youand your company ne
Unt 2 Prparg a p == n
eee M
iin Ten
Unit 5 New developments vs ee
Unit 6 Arrangement 2
Soa ee LS
Unit 8 Life stories Fan pue ces 4
Unit 9 Dealing with problems a 47
Unit 10 People at wrk 2
Unit 11 Getting afb >
Unit 12 The word of wrk e
re Ñ a
progres est »
Answer key to Tests sa
Introduction ‘
Unit 2 Youand your company ne
Unt 2 Prparg a p == n
eee M
iin Ten
Unit 5 New developments vs ee
Unit 6 Arrangement 2
Soa ee LS
Unit 8 Life stories Fan pue ces 4
Unit 9 Dealing with problems a 47
Unit 10 People at wrk 2
Unit 11 Getting afb >
Unit 12 The word of wrk e
re Ñ a
progres est »
Answer key to Tests sa
Introduction
Business Basics consists of twelve thematic liked
its Each units ive ito the sections cach with
‘one or two main teaching points, which may be
_rammatia, factional or lesa Students are given the
‘portunity o practise language in meaningful comes
“The couse intended to be used continuous with a
structural and leia progesion from beginning end.
However units and seco can be presented in
ren order, or omite, according t the specific
reeds fie stents. The book suitable for in-work
Fada bat may lobe wid by busines English
‘dent who are not entered he workplace If
den are asked to refer to thei own Company or
profesional experienc, alternative actives are usally
{hen fr those not et in work
Course components
‘The course coasts of a Students Book intended
principally for lsrom us. This e accompanied by
fro audio Casete or CDs. The Workbook
onzas the key language taught in the Students
Book. The Teacher's ook provides secton-by-sction
Yeso plan for al he units inthe Students Book It
includes photcopible pages or extra classroom
acti and ve Progress Tests. The Personal Cassettes
package an individual resource for students requiring
Further interactive Istening and speaking practice of
language aught inthe course
Students Book
ich section ending shows the main teaching points in
four dierent categories Grammar, Pronunciation,
Vocabulary, nd Communication sil These appear in
‘he Contents pages or sy reference. Exercises and
ttes are did into sx diferen ype: Speaking,
Listening, Reading, Writing, Vocabulary, Pronunciation,
These refer to the main sl or language ares Being,
overt although students muy be practising ote ls
ate same ime. New language sabs presented
‘rough on ofthese acy types, and summarized in
‘he form ofa Language Note (ce opposite)
e
“These activities may be sed
frinital discusion around a theme
I u ass students knowlege of language point
= to provide controled or fer practic of target
ngage. Students may bein pair work, group or
woe class mode and involved in cher ol play oF
discusion
4 Teachers Book
Listening
These actives give practice in:
understanding new language ins spoke form
listening for specie information
understanding the gst of the passage.
In the intrest of ing earner confidence, most of
the ten tents have been recorded ata measured
pice, sing varey of native and non-native speaker
cents Most ofthe asks canbe accomplished afer the
psig has been played twice
Reading
‘Wherever possible reading tet have been adapted fom
Authentic sources. They ae generally quite shor, and are
cd
= to present or practi new language or vocabalary
10 practise information. finding or general
comprehension
te provide mode for subsequent wr
ters foes e-mail)
Writing
Students ae taught many ofthe standard expressions
‘sed in busines correspondence, including CVs and
lees of aplication, and are made aware of some ofthe
lifrences Between formal and informal writing sls.
‘Thay are also askew produce shore mal, fa, oF
Jetr ase on model provided. Thee incide giving
directions 1 visor or questing fuer information.
Vocabulary
“These activites extend student vocabulary in agite
lexical rea, and give them an opportunity o practise the
‘cw terms in both controle nd freer antes Emphass
sven 10 vocabulary earning and tring techniques
such a deduction from contr, definition, example
sentenes and eategorizaton The Glossary (se oppose)
complements the Vocabulary activities inthe book.
Pronunciation
work
“Thee exerci give listening and oral practice in sound
istincton, word tres sentence stress nd different
forms of working, They are designed ase
sraencs of various pronunciation ses rather than
providing a comprehensive grounding in all major
Zspets Models ar provided onthe Cassettes / CDs in
‘Sudan Beth English,
Language Note
This provides brief summary of now language with
‘explanatory comments and example sentence I appears
ta point in he uni scion where students ae ready to
Business Basics consists of twelve thematic liked
its Each units ive ito the sections cach with
‘one or two main teaching points, which may be
_rammatia, factional or lesa Students are given the
‘portunity o practise language in meaningful comes
“The couse intended to be used continuous with a
structural and leia progesion from beginning end.
However units and seco can be presented in
ren order, or omite, according t the specific
reeds fie stents. The book suitable for in-work
Fada bat may lobe wid by busines English
‘dent who are not entered he workplace If
den are asked to refer to thei own Company or
profesional experienc, alternative actives are usally
{hen fr those not et in work
Course components
‘The course coasts of a Students Book intended
principally for lsrom us. This e accompanied by
fro audio Casete or CDs. The Workbook
onzas the key language taught in the Students
Book. The Teacher's ook provides secton-by-sction
Yeso plan for al he units inthe Students Book It
includes photcopible pages or extra classroom
acti and ve Progress Tests. The Personal Cassettes
package an individual resource for students requiring
Further interactive Istening and speaking practice of
language aught inthe course
Students Book
ich section ending shows the main teaching points in
four dierent categories Grammar, Pronunciation,
Vocabulary, nd Communication sil These appear in
‘he Contents pages or sy reference. Exercises and
ttes are did into sx diferen ype: Speaking,
Listening, Reading, Writing, Vocabulary, Pronunciation,
These refer to the main sl or language ares Being,
overt although students muy be practising ote ls
ate same ime. New language sabs presented
‘rough on ofthese acy types, and summarized in
‘he form ofa Language Note (ce opposite)
e
“These activities may be sed
frinital discusion around a theme
I u ass students knowlege of language point
= to provide controled or fer practic of target
ngage. Students may bein pair work, group or
woe class mode and involved in cher ol play oF
discusion
4 Teachers Book
Listening
These actives give practice in:
understanding new language ins spoke form
listening for specie information
understanding the gst of the passage.
In the intrest of ing earner confidence, most of
the ten tents have been recorded ata measured
pice, sing varey of native and non-native speaker
cents Most ofthe asks canbe accomplished afer the
psig has been played twice
Reading
‘Wherever possible reading tet have been adapted fom
Authentic sources. They ae generally quite shor, and are
cd
= to present or practi new language or vocabalary
10 practise information. finding or general
comprehension
te provide mode for subsequent wr
ters foes e-mail)
Writing
Students ae taught many ofthe standard expressions
‘sed in busines correspondence, including CVs and
lees of aplication, and are made aware of some ofthe
lifrences Between formal and informal writing sls.
‘Thay are also askew produce shore mal, fa, oF
Jetr ase on model provided. Thee incide giving
directions 1 visor or questing fuer information.
Vocabulary
“These activites extend student vocabulary in agite
lexical rea, and give them an opportunity o practise the
‘cw terms in both controle nd freer antes Emphass
sven 10 vocabulary earning and tring techniques
such a deduction from contr, definition, example
sentenes and eategorizaton The Glossary (se oppose)
complements the Vocabulary activities inthe book.
Pronunciation
work
“Thee exerci give listening and oral practice in sound
istincton, word tres sentence stress nd different
forms of working, They are designed ase
sraencs of various pronunciation ses rather than
providing a comprehensive grounding in all major
Zspets Models ar provided onthe Cassettes / CDs in
‘Sudan Beth English,
Language Note
This provides brief summary of now language with
‘explanatory comments and example sentence I appears
ta point in he uni scion where students ae ready to
Se summary of what they are learning There s no task.
‘tached, but is ually followed by another activi
where the language ls practised further Some unit
‘Sections have two Language Notes,
‘The Students Book als contains the following resources
Information Files (pages 150-155)
These provide support materia for pe work activites
snvoling information exchange, as mel as amer to
‘certain quizo game actives Students ae referred to
Files th relevant point in the unit econ
Language Files (pages 156-162)
‘This ction gives a summary of key structures taught or
practised inthe bok It complemens the Language
‘Notes (ce above) which appear inthe main body ofthe
book includes supplementary grammatical
information, sucha substitation tables fo ver tense
forms and overviews o related language pints covert
in separate unit ection inthe book e, social language.
*Tapescript (pages 163-171)
“This contains the tex of al he listening and
pronunciation execs on the Cassettes / CDs Once the
ring tak as bn completed the apecrip
{in he used as à resource fr checking answers searching
for examples of Vocabulary and grammar ems, or
reading loud for pronunciation practice. I students
ave dificult in completing a listening ask they cn be
‘encouraged to read and liste othe apescrip the
ame time. Using the tapescipt should not be reared
sa gn of ur.
Glossary (pages 172
‘This contains defitions of busines vocabulary
encoumered in the course, Many entries include example
sentence to show the words in comet ach adword
À accompani y reference othe uit section in
sich the word fst appears This enable the Glossary
1 be used by bot teachers and students sa systematic
revision tol
Workbook
The Workbook complements he Students Book with
ditional practice exercises, primarily for individual
Work between sona Most execs tet onthe
Language presented and practised inthe book However,
ina number of reading and voabulry-based exercise,
Students have the opportunity to extend there
owed beyond terns already leant inthe book
Students ar feed variety diferent execs types,
aná there rea number of reading texts which a he
Students Book, are usualy Based on authentic sources.
“The Workbook includes complete Answer key Students
should be encouraged to chek heir work theses
and, inthe case of wrong answers o think about why
they were wrong, Thilo saves con time when going,
rer homework since it avoid teachers having 0 go over
every ane.
Teacher's Book
‘The Teacher’ Book give detailed lesson noes foreach
nt section, Mos leon plas fe ideas or warm,
Activites and a numberof them have practi idas for
follow-up work There re alo pl psa intervals
for organization and layout of bard work. The stp-by
step notes follow the order of activites in the Student
Book. The teaching objective i gen foreach activi
and thee ae indicios sto whether the task sould
be done asa whole has, in groups, rin pars Answers
10 each exercise ae provided immediately aer he
teaching nots for that ati.
“The Teachers Book als contains the following clement
Photocopiable activities (pags 67-78)
“There one activity foreach uni ofthe Student's Hook
Each gives fcr practic inthe mala language points of
the um. They are general lighter activites roi
shaving of information or problem solvin in ether pais
‘or groups. Teaching noes or each activity appe at he
nd ofthe corresponding unit inthe Teachers Book.
Photocopiable Progress Tests (pages 9-93)
“Ther ar ive Progress Tests. The ist four test language
taught in Units 13,46, 7-9 and 10-12 Test acts,
revision for the whole course. Each es gives tota mark
‘ut of 10, Exerc re vocabulary grammar, oF
Funcional based An Answer key appears on pags
54-96.
Personal Cassettes
“These ae avaiable in Be pack inorporting two
‘dio casete and a Pocket Book They are designed
for students working individual who want to deep
theilisteningand speaking sil
‘The casts flow closely the slabs and structure of
Busines Basis, providing era Istening and speaking
practice in most ofthe language points taught. ach unit
as ive sections that provide rer practice asthe wit
progres, Student are asked to repent setencs, to
transform structures to takepart it dialogues, o just 10
listen for pleasure. Al nstractions are onthe cast.
‘The Pocket Book contains a glossary and tpesrips or
allthe listening material, so students can check anything
they don't understand without the help ofa teaches
Teachers Book 5
‘tached, but is ually followed by another activi
where the language ls practised further Some unit
‘Sections have two Language Notes,
‘The Students Book als contains the following resources
Information Files (pages 150-155)
These provide support materia for pe work activites
snvoling information exchange, as mel as amer to
‘certain quizo game actives Students ae referred to
Files th relevant point in the unit econ
Language Files (pages 156-162)
‘This ction gives a summary of key structures taught or
practised inthe bok It complemens the Language
‘Notes (ce above) which appear inthe main body ofthe
book includes supplementary grammatical
information, sucha substitation tables fo ver tense
forms and overviews o related language pints covert
in separate unit ection inthe book e, social language.
*Tapescript (pages 163-171)
“This contains the tex of al he listening and
pronunciation execs on the Cassettes / CDs Once the
ring tak as bn completed the apecrip
{in he used as à resource fr checking answers searching
for examples of Vocabulary and grammar ems, or
reading loud for pronunciation practice. I students
ave dificult in completing a listening ask they cn be
‘encouraged to read and liste othe apescrip the
ame time. Using the tapescipt should not be reared
sa gn of ur.
Glossary (pages 172
‘This contains defitions of busines vocabulary
encoumered in the course, Many entries include example
sentence to show the words in comet ach adword
À accompani y reference othe uit section in
sich the word fst appears This enable the Glossary
1 be used by bot teachers and students sa systematic
revision tol
Workbook
The Workbook complements he Students Book with
ditional practice exercises, primarily for individual
Work between sona Most execs tet onthe
Language presented and practised inthe book However,
ina number of reading and voabulry-based exercise,
Students have the opportunity to extend there
owed beyond terns already leant inthe book
Students ar feed variety diferent execs types,
aná there rea number of reading texts which a he
Students Book, are usualy Based on authentic sources.
“The Workbook includes complete Answer key Students
should be encouraged to chek heir work theses
and, inthe case of wrong answers o think about why
they were wrong, Thilo saves con time when going,
rer homework since it avoid teachers having 0 go over
every ane.
Teacher's Book
‘The Teacher’ Book give detailed lesson noes foreach
nt section, Mos leon plas fe ideas or warm,
Activites and a numberof them have practi idas for
follow-up work There re alo pl psa intervals
for organization and layout of bard work. The stp-by
step notes follow the order of activites in the Student
Book. The teaching objective i gen foreach activi
and thee ae indicios sto whether the task sould
be done asa whole has, in groups, rin pars Answers
10 each exercise ae provided immediately aer he
teaching nots for that ati.
“The Teachers Book als contains the following clement
Photocopiable activities (pags 67-78)
“There one activity foreach uni ofthe Student's Hook
Each gives fcr practic inthe mala language points of
the um. They are general lighter activites roi
shaving of information or problem solvin in ether pais
‘or groups. Teaching noes or each activity appe at he
nd ofthe corresponding unit inthe Teachers Book.
Photocopiable Progress Tests (pages 9-93)
“Ther ar ive Progress Tests. The ist four test language
taught in Units 13,46, 7-9 and 10-12 Test acts,
revision for the whole course. Each es gives tota mark
‘ut of 10, Exerc re vocabulary grammar, oF
Funcional based An Answer key appears on pags
54-96.
Personal Cassettes
“These ae avaiable in Be pack inorporting two
‘dio casete and a Pocket Book They are designed
for students working individual who want to deep
theilisteningand speaking sil
‘The casts flow closely the slabs and structure of
Busines Basis, providing era Istening and speaking
practice in most ofthe language points taught. ach unit
as ive sections that provide rer practice asthe wit
progres, Student are asked to repent setencs, to
transform structures to takepart it dialogues, o just 10
listen for pleasure. Al nstractions are onthe cast.
‘The Pocket Book contains a glossary and tpesrips or
allthe listening material, so students can check anything
they don't understand without the help ofa teaches
Teachers Book 5
1.1 People in business
na
“This cris ocuses onthe presen simple and te eb
Be A student to look a the photo of ore andthe
rapt ay and tread the intl rubric lit where
Toes rom and what hr job is.
© Check that dents understand he information they
Sel, Pay the tape once or ice ae necessary so that
thoy complete the tsk, Check nos withthe
le dass.
ame: la Bas
atonal: Rolo.
Wome: Rena nl, aly
a)
Company: Die
daher male deiner
Languages: Eng, Hain
© appropriate, write be present simple tense of the
‘ev broth bord (yo can add the contractions ter
{hth son), Play the ape and et students complete he
tens individually. Check answers with the whole
A Pont out thatthe third person singular form of he
reat simple takes an s
Lk le 3h dus Si Ge
Teak 8 wk
Ali the questions sed bythe joumals for mame,
‘atonal and job and write them onthe board.
‘Wat terrane?
‘Where he fom?
man ihr ob?
‘Practise the questions orally and theo substitute our for
hand are Jou fri he Refer students co tbe Language
Non page 7 Poin out the contacted forms and ald
them to your questions onthe board
a
‘This execs gies students the chance to speak to and
me cach oh.
6 Teachers Book
You and your company
© Let sents ak ad answer the quesions with a
Fact and then move around ih ls, aking at east
Thre other people. Monitor and correct where
propia Polls up wih some yes/no practice
run the room. Use prompt cards with diferent
ational jobs writen on them
© Ask sudens to introduce each oer othe das,
sing the example inthe Book
ao
“Thin cris consolidates practice ofthe present simple
form of regular verbs andthe verb be
(© ter students workin pairs to complete the ate
‘The verbs ae provided in the correct form in the box
Tin heat eter given, Check answers withthe whole
‘Gh then ask general comprehension questions about
the atc, keping othe present simple
ae 9 tve
2 mods 10 se
3 deine ar au
à pres 42
5 mates 33 pins
sue 14 play
Tempio: 150
8 proces
{© Read the rubric then play the tape fr students todo
the tsk indivdually
‘ay males works presents
a de employs dear,
al oes proces
© Pray the tape again fo students to check. Point out
{be diferent pronunciations on a phonemic chart if ou
Fine one Then et students workin ais to read the
passage alu
Language Note
Te eummarzes the ule for sig the present simple
Read through wi students and ei ther example
na
“This cris ocuses onthe presen simple and te eb
Be A student to look a the photo of ore andthe
rapt ay and tread the intl rubric lit where
Toes rom and what hr job is.
© Check that dents understand he information they
Sel, Pay the tape once or ice ae necessary so that
thoy complete the tsk, Check nos withthe
le dass.
ame: la Bas
atonal: Rolo.
Wome: Rena nl, aly
a)
Company: Die
daher male deiner
Languages: Eng, Hain
© appropriate, write be present simple tense of the
‘ev broth bord (yo can add the contractions ter
{hth son), Play the ape and et students complete he
tens individually. Check answers with the whole
A Pont out thatthe third person singular form of he
reat simple takes an s
Lk le 3h dus Si Ge
Teak 8 wk
Ali the questions sed bythe joumals for mame,
‘atonal and job and write them onthe board.
‘Wat terrane?
‘Where he fom?
man ihr ob?
‘Practise the questions orally and theo substitute our for
hand are Jou fri he Refer students co tbe Language
Non page 7 Poin out the contacted forms and ald
them to your questions onthe board
a
‘This execs gies students the chance to speak to and
me cach oh.
6 Teachers Book
You and your company
© Let sents ak ad answer the quesions with a
Fact and then move around ih ls, aking at east
Thre other people. Monitor and correct where
propia Polls up wih some yes/no practice
run the room. Use prompt cards with diferent
ational jobs writen on them
© Ask sudens to introduce each oer othe das,
sing the example inthe Book
ao
“Thin cris consolidates practice ofthe present simple
form of regular verbs andthe verb be
(© ter students workin pairs to complete the ate
‘The verbs ae provided in the correct form in the box
Tin heat eter given, Check answers withthe whole
‘Gh then ask general comprehension questions about
the atc, keping othe present simple
ae 9 tve
2 mods 10 se
3 deine ar au
à pres 42
5 mates 33 pins
sue 14 play
Tempio: 150
8 proces
{© Read the rubric then play the tape fr students todo
the tsk indivdually
‘ay males works presents
a de employs dear,
al oes proces
© Pray the tape again fo students to check. Point out
{be diferent pronunciations on a phonemic chart if ou
Fine one Then et students workin ais to read the
passage alu
Language Note
Te eummarzes the ule for sig the present simple
Read through wi students and ei ther example
mo
By this stage inthe son you wl probably have had to
spell several words so this exercise ais t introduce
revise or heck the alphabet
© cor listening the tape check students
understand the phonemic symbols inthe table. I
esse offer hem similar sounding words suchas
‘rey green, red, yellow, whit, blu and dark blue. Pay
{he tape for student to fil th able individually.
© Play the tape agai for students o check Practise
saying the eters in groupings and in alphabetical order.
Do one or two dictatios of words in the room suchas
TABLE or CH-A-R Ak students to spell some
words themsces justo be a case wit the leer
Practise he question Hos do you spell hati?
© Le dents work in pits to do the tsk. they ze
lin the same school tn substitute with oer name
@ Teach the expression What des it stand for? by using
well known abbreviation or acronym such as WWW
(wold wide we). Let students do the activity pais
tnd then ed back withthe whole as
ao
"hi exec continues practic ofthe alphabet Pay the
tap nce and ak ante o write down the names they
hear When checking answers ak anyone heard the
hole sentence
DE D à
sm |
a sue
2 AG 6 AOL
ao
"Thing nd spesking ser consolidates the
language covered fr in the unit
(© Encourage students to isten only forthe required
infomation and not to worry about understanding every
wor: Pay CE) once ci any information heard by
deu and write ion the board Ply D] again for
students to complete the ak, This method encourages
the weikr listener and is quite supportive ey on in
the course
Name: onze Leute
us
‘campeon
abr Hasan Recs: Manager
nl Fh
“Mame lant ear Oxo
© This encia best done a clas Ask students to
rite down tee responses you play GE] theft
tiie On the second playing, nite verbal responses,
Language Note
Read through with students and practise the phrase,
Optional extra activity
Ask student to work in fours wih Antoucing Band
{to Dy and won. Use rel names o invented ones the
‘das is monolingual You cin prepare dent card with
information similar to the penon in ER @ - Bing
‘ame, nationality jb, et. The clas can then introduce
mers and met cach othe,
ao
© Tri listening activi an information search. Rend
the rubs, hen play the ape once for dent olin
‘the ale. Check answers withthe whole las
4 journal) sa
2 Busnes Monthy 6 Japanese
al 7 softwar enger
4 conta 8
© The sc sting requis mor eed ans
Fly pe ssn and made o inthe ps
ande npr Thnk mt out he
‘Srp dog in gop of fo Monitora
See
("alien nts i
iene
Tun A
gi
3 urate
Teacher's Book 7
By this stage inthe son you wl probably have had to
spell several words so this exercise ais t introduce
revise or heck the alphabet
© cor listening the tape check students
understand the phonemic symbols inthe table. I
esse offer hem similar sounding words suchas
‘rey green, red, yellow, whit, blu and dark blue. Pay
{he tape for student to fil th able individually.
© Play the tape agai for students o check Practise
saying the eters in groupings and in alphabetical order.
Do one or two dictatios of words in the room suchas
TABLE or CH-A-R Ak students to spell some
words themsces justo be a case wit the leer
Practise he question Hos do you spell hati?
© Le dents work in pits to do the tsk. they ze
lin the same school tn substitute with oer name
@ Teach the expression What des it stand for? by using
well known abbreviation or acronym such as WWW
(wold wide we). Let students do the activity pais
tnd then ed back withthe whole as
ao
"hi exec continues practic ofthe alphabet Pay the
tap nce and ak ante o write down the names they
hear When checking answers ak anyone heard the
hole sentence
DE D à
sm |
a sue
2 AG 6 AOL
ao
"Thing nd spesking ser consolidates the
language covered fr in the unit
(© Encourage students to isten only forthe required
infomation and not to worry about understanding every
wor: Pay CE) once ci any information heard by
deu and write ion the board Ply D] again for
students to complete the ak, This method encourages
the weikr listener and is quite supportive ey on in
the course
Name: onze Leute
us
‘campeon
abr Hasan Recs: Manager
nl Fh
“Mame lant ear Oxo
© This encia best done a clas Ask students to
rite down tee responses you play GE] theft
tiie On the second playing, nite verbal responses,
Language Note
Read through with students and practise the phrase,
Optional extra activity
Ask student to work in fours wih Antoucing Band
{to Dy and won. Use rel names o invented ones the
‘das is monolingual You cin prepare dent card with
information similar to the penon in ER @ - Bing
‘ame, nationality jb, et. The clas can then introduce
mers and met cach othe,
ao
© Tri listening activi an information search. Rend
the rubs, hen play the ape once for dent olin
‘the ale. Check answers withthe whole las
4 journal) sa
2 Busnes Monthy 6 Japanese
al 7 softwar enger
4 conta 8
© The sc sting requis mor eed ans
Fly pe ssn and made o inthe ps
ande npr Thnk mt out he
‘Srp dog in gop of fo Monitora
See
("alien nts i
iene
Tun A
gi
3 urate
Teacher's Book 7
1.2 Talking about
your company
Sc how much vocabulary about companies students
already know. Look atthe pictures and brainstorm,
Associated vocabulary Do not worry about acaray at
‘his tage, the aim sto revive pasivo vcabulay and to
sh he ass hat the concepts are the same even ifthe
language siren.
‘Ak students todo the execs in pirs and then check
‘back with you. Then ak them to rewrite the sentences
ing oer words eg The head fic Mics
‘Sot
1 hed oe
2 mars
3 Stes
4 competes
a
Tis exec is an extensive itening. Students have o
find out some key information about Nokia.
(© Put the headings onthe board and pay the tape
‘once Pool information, andi necsay listen a second
5 han
Company ho i
ats ice / sl mi phones,
id Base stations
Head fe: ein ii
Research entre: Tampa
Employees: 35000 le
Languages: Fish E A
Major markets: ia, US, Eu
Main competitors: Noto, cian dl
Arts: TY rage, bse, sports
sponsorship. :
© Ack students o lock tthe incomplete questions
from the listening text Se if they can remember the
esta, or form then rom the answer ly the ape
gai o they can listen and check.
à des e company do |
2 isthe bead offer il
3 Whew a yout
4 How people do you elo |
5 langage d you nak
6 Where adverse a
8 Teachers Book
“This exercise practises making and answering questions
cena reer students othe Language Note,
pointing ou the importance of do / des
© Hat the das should ook at File Lon page 151 and
the other hala File O on page 152, They should prepare
questions witha partner then form A B pats to
‘Somplete the tale Monitor noting any particular good
Language and any mistakes that you ca ook at
teres
© ssi in pairs students ask questions about thee
partner company. Give them ine to write a description
And ther et hen report back orally othe rest ofthe
cas
a
© This execs eps students to distinguish between,
verbs and nouns Fir, sk students to cove the
sentences and Took at the pairs of words in tl lc
posible sentence about Nokia using these word. Then
de students do the exercise in pis and check back with
you
4 advertises adinsemens
coy
© This could beset aa homework task alongwith ©.
© This help students learn about voabulary building
“nd how one word can be the sous ofthe or four
‘ore words inthe same ami. Ifyou ws, you can
Highligh the importance of word res, partial how
it changes acordingt lng and cass (verb or nou).
1 atan /salsronan/ sp
2 compatvon
© Write the table on the Board and ect answers rom.
‘he las I ther is me, students can add more items
and countries Check pronunciation ofthe nationales,
paying articular atention 10 word stes
your company
Sc how much vocabulary about companies students
already know. Look atthe pictures and brainstorm,
Associated vocabulary Do not worry about acaray at
‘his tage, the aim sto revive pasivo vcabulay and to
sh he ass hat the concepts are the same even ifthe
language siren.
‘Ak students todo the execs in pirs and then check
‘back with you. Then ak them to rewrite the sentences
ing oer words eg The head fic Mics
‘Sot
1 hed oe
2 mars
3 Stes
4 competes
a
Tis exec is an extensive itening. Students have o
find out some key information about Nokia.
(© Put the headings onthe board and pay the tape
‘once Pool information, andi necsay listen a second
5 han
Company ho i
ats ice / sl mi phones,
id Base stations
Head fe: ein ii
Research entre: Tampa
Employees: 35000 le
Languages: Fish E A
Major markets: ia, US, Eu
Main competitors: Noto, cian dl
Arts: TY rage, bse, sports
sponsorship. :
© Ack students o lock tthe incomplete questions
from the listening text Se if they can remember the
esta, or form then rom the answer ly the ape
gai o they can listen and check.
à des e company do |
2 isthe bead offer il
3 Whew a yout
4 How people do you elo |
5 langage d you nak
6 Where adverse a
8 Teachers Book
“This exercise practises making and answering questions
cena reer students othe Language Note,
pointing ou the importance of do / des
© Hat the das should ook at File Lon page 151 and
the other hala File O on page 152, They should prepare
questions witha partner then form A B pats to
‘Somplete the tale Monitor noting any particular good
Language and any mistakes that you ca ook at
teres
© ssi in pairs students ask questions about thee
partner company. Give them ine to write a description
And ther et hen report back orally othe rest ofthe
cas
a
© This execs eps students to distinguish between,
verbs and nouns Fir, sk students to cove the
sentences and Took at the pairs of words in tl lc
posible sentence about Nokia using these word. Then
de students do the exercise in pis and check back with
you
4 advertises adinsemens
coy
© This could beset aa homework task alongwith ©.
© This help students learn about voabulary building
“nd how one word can be the sous ofthe or four
‘ore words inthe same ami. Ifyou ws, you can
Highligh the importance of word res, partial how
it changes acordingt lng and cass (verb or nou).
1 atan /salsronan/ sp
2 compatvon
© Write the table on the Board and ect answers rom.
‘he las I ther is me, students can add more items
and countries Check pronunciation ofthe nationales,
paying articular atention 10 word stes
© Play the tape for students to check answers. Check
students understand the ida ofa ste patterns by
looking at the examples onthe page. Pla the tape again
and students opor the words nthe correct column.
. 08 858 11 0000
Tune Sous Bast May pme En
cn Oma pes Comm Pet al
Sin Gm Cine Pr | nas
ten
ao
Thies focus on sure activites,
© The questions canbe predicted fom the ext and
then checked by listening,
Pie the tape again so student can complete the
often goto ay cabin
er tate Pal.
sino lay ten
ons.
Inthe ts,
len to muse o take
| you dot
(© This pair work activity practises Wh: question forms
inthepreent simple.
a
here provides speaking practice.
© Give ens a minute or wo to prepare and then
em ae tin turns oak about themseves. Ignore
misas and encourage peaking rather than reading
fom ate.
© sent report back aout thei partner Note
sakes and correc Ihn late
1.3 Company facts
ind figures.
Depending on the evel of your group you may need.
aie number. Ava warmer, dicate en dient
(Chose bes where there might be
ne 12,2 1,30, cand make he numbers
and logs. Check answers then sk students to
he numbers and do the matching tsk.
à 75000000
2 sos 802
3120
42680000
sa
© This activity reinforces some ofthe vocabulary fom
Unit 12 and teches some new words which ocur the
listening comprehension in the next ects. Let
students work individually orn pairs and then check
back with you Encourage the se of monolingal
omar hey have a problem understanding or
prosouncing word.
3 oca 5 competitors
2 ous 6 outs
3 mo 7 said
à ras 8 akt shore
om
‘The cas wil ten twa short presentation thre times,
‘wth fret tasks ech time Again, yt show your
‘hss that they can ten and understand without
heeding to understand every word.
© Pay BI once and check understanding by asking
Students fo answer fre or als.
AA
© heck dents can pronounce he numbers
corey so they know what hey ae itening out for.
agan then check answer
net ab 49 50 64 76
© The final activity focuses onthe expression used in
the presentacion. Students wil be using this language
late o they need to maser Play (E) for students to,
complete e extract Check answers withthe whole
1 hee bi company
2 fit prt: looks ato st part talk bout
3 Ft ets start
4 lets ok at
5 ave: questions
Language Note
Read through with students and pe
neces.
Teachers Book 9
students understand the ida ofa ste patterns by
looking at the examples onthe page. Pla the tape again
and students opor the words nthe correct column.
. 08 858 11 0000
Tune Sous Bast May pme En
cn Oma pes Comm Pet al
Sin Gm Cine Pr | nas
ten
ao
Thies focus on sure activites,
© The questions canbe predicted fom the ext and
then checked by listening,
Pie the tape again so student can complete the
often goto ay cabin
er tate Pal.
sino lay ten
ons.
Inthe ts,
len to muse o take
| you dot
(© This pair work activity practises Wh: question forms
inthepreent simple.
a
here provides speaking practice.
© Give ens a minute or wo to prepare and then
em ae tin turns oak about themseves. Ignore
misas and encourage peaking rather than reading
fom ate.
© sent report back aout thei partner Note
sakes and correc Ihn late
1.3 Company facts
ind figures.
Depending on the evel of your group you may need.
aie number. Ava warmer, dicate en dient
(Chose bes where there might be
ne 12,2 1,30, cand make he numbers
and logs. Check answers then sk students to
he numbers and do the matching tsk.
à 75000000
2 sos 802
3120
42680000
sa
© This activity reinforces some ofthe vocabulary fom
Unit 12 and teches some new words which ocur the
listening comprehension in the next ects. Let
students work individually orn pairs and then check
back with you Encourage the se of monolingal
omar hey have a problem understanding or
prosouncing word.
3 oca 5 competitors
2 ous 6 outs
3 mo 7 said
à ras 8 akt shore
om
‘The cas wil ten twa short presentation thre times,
‘wth fret tasks ech time Again, yt show your
‘hss that they can ten and understand without
heeding to understand every word.
© Pay BI once and check understanding by asking
Students fo answer fre or als.
AA
© heck dents can pronounce he numbers
corey so they know what hey ae itening out for.
agan then check answer
net ab 49 50 64 76
© The final activity focuses onthe expression used in
the presentacion. Students wil be using this language
late o they need to maser Play (E) for students to,
complete e extract Check answers withthe whole
1 hee bi company
2 fit prt: looks ato st part talk bout
3 Ft ets start
4 lets ok at
5 ave: questions
Language Note
Read through with students and pe
neces.
Teachers Book 9
5
‘This exercises based on the Swatch group, Seif anyone
is wearing or owns one oftheir watches.
© Ask students read he nots and check
compréhension and vocabulary. Then ak them 1 lose
thei books and brainstorm onthe board al the
information they can eal Prompt them where
‘necessary. When ou hae à fl oad sk them to Lok.
the information again and ty organize tit topic
© Let stents do this akin país at allows on
ire rom (O. Check answers wit the whole ds
a
ee
© The point of his tk sto strate how notes can
be expanded into fl sentences when yo are making 3
presentation, Let students workin pairs before checking
Back ith you.
© Students should now be ready to make a
presentation. they ar estan, thers workin pais
or eee Refer them tthe Language Note, which ges
cl phrases fr presenting a company
Optional extra activity
‘Ak students 1 ind as many facts as they an about
‘company oftheir chic (the Internet I a good source
finformauon). They can then compile a profile ofthis
app ne best rte nd ty
10 Teacher's Book
am
“This exeri is designed to help students with Quen
spoken English.
© Go through the example, then pla the ape for
student to complete the tsk
(O Play the tape agan for students to check.
a
end the uni students ae asked to make a shor
resentation on the own company.
© Students steno the questions and answer about
{heir own company. Make sure those who dont work
choot a company they know wel
© Students can then prepare her presentation asa,
homework tak Inthe nex leon, et students ge hir
presentation in small groups o tothe whole das.
Photocoplabl activity (page 67)
‘This provides further practice in itoductons and small
{alk Ak students o work in groups of thee
Al ire passengers are ina plane and ones meeting the
‘othe two fo the st ne. Ask groups o prepare a
conversation and then practise it in pis Sap roles
Sera while wallow each student to role-play passenger
A. Invito some groups t act ut the conversation in
front of the then.
‘This exercises based on the Swatch group, Seif anyone
is wearing or owns one oftheir watches.
© Ask students read he nots and check
compréhension and vocabulary. Then ak them 1 lose
thei books and brainstorm onthe board al the
information they can eal Prompt them where
‘necessary. When ou hae à fl oad sk them to Lok.
the information again and ty organize tit topic
© Let stents do this akin país at allows on
ire rom (O. Check answers wit the whole ds
a
ee
© The point of his tk sto strate how notes can
be expanded into fl sentences when yo are making 3
presentation, Let students workin pairs before checking
Back ith you.
© Students should now be ready to make a
presentation. they ar estan, thers workin pais
or eee Refer them tthe Language Note, which ges
cl phrases fr presenting a company
Optional extra activity
‘Ak students 1 ind as many facts as they an about
‘company oftheir chic (the Internet I a good source
finformauon). They can then compile a profile ofthis
app ne best rte nd ty
10 Teacher's Book
am
“This exeri is designed to help students with Quen
spoken English.
© Go through the example, then pla the ape for
student to complete the tsk
(O Play the tape agan for students to check.
a
end the uni students ae asked to make a shor
resentation on the own company.
© Students steno the questions and answer about
{heir own company. Make sure those who dont work
choot a company they know wel
© Students can then prepare her presentation asa,
homework tak Inthe nex leon, et students ge hir
presentation in small groups o tothe whole das.
Photocoplabl activity (page 67)
‘This provides further practice in itoductons and small
{alk Ak students o work in groups of thee
Al ire passengers are ina plane and ones meeting the
‘othe two fo the st ne. Ask groups o prepare a
conversation and then practise it in pis Sap roles
Sera while wallow each student to role-play passenger
A. Invito some groups t act ut the conversation in
front of the then.
2.1 Choosing a hotel
2
This exercise focuses on key hotel vocabulary: Asa
amer ak dents to write down the names of three
wellknown hotels. Choose one youself and peli
oud slowly fo students o gues the name, The fist
person to al out the name has o finish peling They
‘Should then continue in pairs withthe names they chose
© Let students work on this individual then check
answers rth the whole ls
shui bos 3 sing pol ecto ate
Zearpark Amia 6 cafe ons
© Et examples, and buildup as on he board
‘ter ences Fess rom / gymnasium, hase,
Shops restaurant bas, Lady
Asa follow-up, you could ak students in par ost.
facies which would be particulary useful for
= business ote in the cy centre (conference rooms
basins entr, secretarial service, te)
= hy hot bythe sea (aund outdoor sing
ok souvenir shop ete)
hs isis lead-in 1 there and there are The
stand eter phrases used her are deal with in [E
fren tothe eter and note. Ak them t find:
= name of Sve Duterte’s secretary
“Then ak them to read het more etal and
swe the ec questions individually
he Coty Pak an Rosal Pines Hotels
sje room it bath 2
hs eee introdces here sand here are
© Bit teach questions stades could ask in a he
following situations
= they have a car (Us there ca park)
= they ike swimming (I here swimming poo?)
= they like shopping (Aether any shops)
“Then rf students to the Language Note. Point out that
ft and a become are, res and any inthe plural
Do the eerie opt, then et students work im pais
‘ona list of other questions they might skin the same
116 ee a sie a?
2 Aro thee any conference mans?
3 Te there ast bust the sport
© Oneside ofthe clas loos at he Century Park
information on page 1, the other at le Con page 150,
Focus on the pictures, and ak wht cis they think
here rein the hotel Tn ak them to ead heist
face with partner and make sentence with
there / ae
‘When the have finished, form AB pais oak and
answer thee questions. They should noe down thie
partner's anses eed back by asking questions ike:
Which hotel hs mare rooms restaurant et?
Which hot! has / dem have sf shop ec
am
‘This introduces polite requests using cm, coul, and may.
© Check comprehension ofthe vocabulary the
‘ooking form, With tonger group ou could tart by
asking them to improrie a daogue between hor
Feen and ler who wants to rare mom Pay
the dialogue twice if necessary Le students compare
answer pars before checking back with ou.
Name: Ne Genie
Company: CMC (Cambridge Management
af Corti)
Tips of room: singe
Die of a Hoy vember
> Da dpa: Ty th nr ns)
man de
© Ls des compete hi india; then ply the
tapo
‘Teacher's Book 11
2
This exercise focuses on key hotel vocabulary: Asa
amer ak dents to write down the names of three
wellknown hotels. Choose one youself and peli
oud slowly fo students o gues the name, The fist
person to al out the name has o finish peling They
‘Should then continue in pairs withthe names they chose
© Let students work on this individual then check
answers rth the whole ls
shui bos 3 sing pol ecto ate
Zearpark Amia 6 cafe ons
© Et examples, and buildup as on he board
‘ter ences Fess rom / gymnasium, hase,
Shops restaurant bas, Lady
Asa follow-up, you could ak students in par ost.
facies which would be particulary useful for
= business ote in the cy centre (conference rooms
basins entr, secretarial service, te)
= hy hot bythe sea (aund outdoor sing
ok souvenir shop ete)
hs isis lead-in 1 there and there are The
stand eter phrases used her are deal with in [E
fren tothe eter and note. Ak them t find:
= name of Sve Duterte’s secretary
“Then ak them to read het more etal and
swe the ec questions individually
he Coty Pak an Rosal Pines Hotels
sje room it bath 2
hs eee introdces here sand here are
© Bit teach questions stades could ask in a he
following situations
= they have a car (Us there ca park)
= they ike swimming (I here swimming poo?)
= they like shopping (Aether any shops)
“Then rf students to the Language Note. Point out that
ft and a become are, res and any inthe plural
Do the eerie opt, then et students work im pais
‘ona list of other questions they might skin the same
116 ee a sie a?
2 Aro thee any conference mans?
3 Te there ast bust the sport
© Oneside ofthe clas loos at he Century Park
information on page 1, the other at le Con page 150,
Focus on the pictures, and ak wht cis they think
here rein the hotel Tn ak them to ead heist
face with partner and make sentence with
there / ae
‘When the have finished, form AB pais oak and
answer thee questions. They should noe down thie
partner's anses eed back by asking questions ike:
Which hotel hs mare rooms restaurant et?
Which hot! has / dem have sf shop ec
am
‘This introduces polite requests using cm, coul, and may.
© Check comprehension ofthe vocabulary the
‘ooking form, With tonger group ou could tart by
asking them to improrie a daogue between hor
Feen and ler who wants to rare mom Pay
the dialogue twice if necessary Le students compare
answer pars before checking back with ou.
Name: Ne Genie
Company: CMC (Cambridge Management
af Corti)
Tips of room: singe
Die of a Hoy vember
> Da dpa: Ty th nr ns)
man de
© Ls des compete hi india; then ply the
tapo
‘Teacher's Book 11
oceptionit 2 aná 3 Cllr 1 4, and 5
(© Sec ifany students can remember any ofthe
responses, then ten to check.
A Cera sie
3 Em aad Im ot ln my ofc.
Ve, of courte Tas An.
Language Note
‘Give students af minutes to read this Poin out that
‘anand could are used both with and yo, Du that may
À only und with Ask them which responses re
postive and which are negate. To check tele
Understanding of palit eit the stations in which
‘you would ws these expressions, eg with your boss,
Writ customer ith a stranger ons rio plane
am
"This nec gives students practice in making and
ponding o request,
© Point ou hat for some gas theres more han one
posi Go through her wo ines together, then
Te student continue alone before comparing answers in
Pais
3 brasa me 4 Cold you 7 Tory
2@ni Scfewme 8 Coudyou
mad 6 could! 9 cota
sei students can work this out before hey listen,
then play the tape to check her answers io
Canseration 1 i facet ace
Conversation 25 on te telephone
© Do question 1 together then le students workin
air taking turns to mate the request Alternate,
they can do the execs twice, swapping roles the second
tite, Then a individual pst perform each dialogue
tothe ls Try to lc a positive and negative response
foc ech request,
4 Can / Could you open the window please?
2 Gan Col T smote?
3 Gar / Caló you el mete tie, plese?
4 May / Can / Cou us your mob phone, lease?
5 Ny / an / Could have a las of at plese?
6 Gar / caus you cal me tomorow morning?
7 May / Gn / ou ak 2 your espe, please?
8 can / Could yo bring mea cle, pense?
12 Teachers Book
2
© Stat by modeling the and tte Demonstrate he
18 sound by aking them to put hir ingers on their
throat 0 that they can feel the vibration, With 0 thee
iso vibration. Students whose mother tongue does not.
ing these sounds wil ind this ict and hey
il need to practise. Pay) for students to ten and
ut the word inthe box according to thei sound
ter tre
Student sten to Gand repeat he sentences
“This exercise intoduces the standard phrases for starting
nd fing een.
© Students ead the fx again then answer the
quesos in pies Feedback with the whole as,
Pointing ou tht all thes expressions re usd in more
Formal eters. You might ke o point ut tat in eters
10 people we know wel we use ls formal expressions,
og Deu Sophie, Bs rgd, Can you 2
1 She starts Der Sir or Madan ad rises Yours
fait becas sel ar oa hotel ther
‘than à parier pes.
2 1 nl be gate you could.
3 ook formará to hear from you,
© When students have finished writing their eters
individually ask them to compare her version in pais
Model answer:
Der sens
Ave an appointment wth you atthe Compa
Computer Copain in Houston on Friday In dure,
would be rat fou could srd me à road map
of Huston. Could you ao confi the eat tne of.
iy necting?
Took ova to hearing fom you.
‘ous sincerely
Se ute
a
This reves the vocabulary ofthe section and introduces
word chains, which ar a very useful technique fr
‘Horing vocabulary to describe proces. Ak students
at they do when they rie at work / school, eg, ay
hello 10 collegues, buy a cote, go to th fc. Bul up
(© Sec ifany students can remember any ofthe
responses, then ten to check.
A Cera sie
3 Em aad Im ot ln my ofc.
Ve, of courte Tas An.
Language Note
‘Give students af minutes to read this Poin out that
‘anand could are used both with and yo, Du that may
À only und with Ask them which responses re
postive and which are negate. To check tele
Understanding of palit eit the stations in which
‘you would ws these expressions, eg with your boss,
Writ customer ith a stranger ons rio plane
am
"This nec gives students practice in making and
ponding o request,
© Point ou hat for some gas theres more han one
posi Go through her wo ines together, then
Te student continue alone before comparing answers in
Pais
3 brasa me 4 Cold you 7 Tory
2@ni Scfewme 8 Coudyou
mad 6 could! 9 cota
sei students can work this out before hey listen,
then play the tape to check her answers io
Canseration 1 i facet ace
Conversation 25 on te telephone
© Do question 1 together then le students workin
air taking turns to mate the request Alternate,
they can do the execs twice, swapping roles the second
tite, Then a individual pst perform each dialogue
tothe ls Try to lc a positive and negative response
foc ech request,
4 Can / Could you open the window please?
2 Gan Col T smote?
3 Gar / Caló you el mete tie, plese?
4 May / Can / Cou us your mob phone, lease?
5 Ny / an / Could have a las of at plese?
6 Gar / caus you cal me tomorow morning?
7 May / Gn / ou ak 2 your espe, please?
8 can / Could yo bring mea cle, pense?
12 Teachers Book
2
© Stat by modeling the and tte Demonstrate he
18 sound by aking them to put hir ingers on their
throat 0 that they can feel the vibration, With 0 thee
iso vibration. Students whose mother tongue does not.
ing these sounds wil ind this ict and hey
il need to practise. Pay) for students to ten and
ut the word inthe box according to thei sound
ter tre
Student sten to Gand repeat he sentences
“This exercise intoduces the standard phrases for starting
nd fing een.
© Students ead the fx again then answer the
quesos in pies Feedback with the whole as,
Pointing ou tht all thes expressions re usd in more
Formal eters. You might ke o point ut tat in eters
10 people we know wel we use ls formal expressions,
og Deu Sophie, Bs rgd, Can you 2
1 She starts Der Sir or Madan ad rises Yours
fait becas sel ar oa hotel ther
‘than à parier pes.
2 1 nl be gate you could.
3 ook formará to hear from you,
© When students have finished writing their eters
individually ask them to compare her version in pais
Model answer:
Der sens
Ave an appointment wth you atthe Compa
Computer Copain in Houston on Friday In dure,
would be rat fou could srd me à road map
of Huston. Could you ao confi the eat tne of.
iy necting?
Took ova to hearing fom you.
‘ous sincerely
Se ute
a
This reves the vocabulary ofthe section and introduces
word chains, which ar a very useful technique fr
‘Horing vocabulary to describe proces. Ak students
at they do when they rie at work / school, eg, ay
hello 10 collegues, buy a cote, go to th fc. Bul up
short word chain on the board then askıhem odo the
fame for ariving ta hotel,
© Students complet the chain individually the order
they choose wil depend on their personal preference.
Fed bck, correcting only when the order sili
Possible answers
Ley A plonecall 7 shower
ZUR Sas esas
3 rom 6 ftres om 9 sta TY
© Ask students o match he verbs and nouns, then
check back with the whole cls.
‘You make a satin, prk nthe a atk, check In
at / go reception, collec / take you ky tal the
A, to our rm, mae a phone cal, Un your
suas, use / goto the fines oom, take a shower
‘at in the retook wate satelite 1, go bed,
2.2 Flying out
o
Asa arme ak students for any words they know
relating to air travel Make a it onthe boar Refer
Students othe pictures, Pint out that O's plane leaves
in under two hours Check understanding of ein
time ad ak them to ind a fig imetableand a wach.
They then work through the questions in pis. Monitor
and go through ans wit the whole as Du donot
act rors at his pont
1 45 po. on Sunday
2 the Sunday Mit at 1.00 (84870)
3 0 ours and 25 mites
Language Note
Point oat tht the Sst two ways af saying the time are
‘more common, and used equal often To check
comprehension, ici and write onthe board a table of
gutless flows
1708
Fi past ee ob Ave pm. / seventeen oh ve
quater pas ve / fe teen pm. /evereen fan
half pas five / fv ti pm. / seventeen hit
1745
ure to six / ve fot pm. / seventeen
forty-five
ten to sc / Fue ity pm. /eeveraen ity
Then o over student? mistakes rom Eland ak them
Lo correct them in height of what hey have learnt
Bu
© students workin groups of three to pracise saying
the time in one of he ways ouined above eed back
choosing diferent person om cach group to give the
era ways of saying cach ime
10.0 ten o clock inthe moming (am)
19.00. seven ok nthe eveing (im) or
teen Pande
fou teen or quarter past four a the
marin Gm)
thee teen or qaner past teen the
afro (pm) often fen
ine temo enya nie in he
ein (am)
19,20 seven twenty or twenty pst seven in the
sonia (pm) oF inten twenty
Pine ly o af as ine nthe morning
em)
Fe thy or hal past five I the afternoon
(im) or event thy
re forty fv o eure to fu inthe
noting (am)
‘to frie or quarter t the in he
afternoon (me fos Fert he
‘infty oF on ote nthe morning (um)
ten y orten to eleven in the evening
im) tren iy
04.5
1545
09.20
0930
730
03.45
1445
09.50
2250
© students hear three short extracts in which th
speaker use the different ways of saying the time, Play
the ape wie, allowing students compare answers
before checking with the whole las
ds no Ge
2020 0m
aus
© Student complete he Vo column, writing the
times as numbers Then it a couple of examples ofthe
Teachers Book 13
fame for ariving ta hotel,
© Students complet the chain individually the order
they choose wil depend on their personal preference.
Fed bck, correcting only when the order sili
Possible answers
Ley A plonecall 7 shower
ZUR Sas esas
3 rom 6 ftres om 9 sta TY
© Ask students o match he verbs and nouns, then
check back with the whole cls.
‘You make a satin, prk nthe a atk, check In
at / go reception, collec / take you ky tal the
A, to our rm, mae a phone cal, Un your
suas, use / goto the fines oom, take a shower
‘at in the retook wate satelite 1, go bed,
2.2 Flying out
o
Asa arme ak students for any words they know
relating to air travel Make a it onthe boar Refer
Students othe pictures, Pint out that O's plane leaves
in under two hours Check understanding of ein
time ad ak them to ind a fig imetableand a wach.
They then work through the questions in pis. Monitor
and go through ans wit the whole as Du donot
act rors at his pont
1 45 po. on Sunday
2 the Sunday Mit at 1.00 (84870)
3 0 ours and 25 mites
Language Note
Point oat tht the Sst two ways af saying the time are
‘more common, and used equal often To check
comprehension, ici and write onthe board a table of
gutless flows
1708
Fi past ee ob Ave pm. / seventeen oh ve
quater pas ve / fe teen pm. /evereen fan
half pas five / fv ti pm. / seventeen hit
1745
ure to six / ve fot pm. / seventeen
forty-five
ten to sc / Fue ity pm. /eeveraen ity
Then o over student? mistakes rom Eland ak them
Lo correct them in height of what hey have learnt
Bu
© students workin groups of three to pracise saying
the time in one of he ways ouined above eed back
choosing diferent person om cach group to give the
era ways of saying cach ime
10.0 ten o clock inthe moming (am)
19.00. seven ok nthe eveing (im) or
teen Pande
fou teen or quarter past four a the
marin Gm)
thee teen or qaner past teen the
afro (pm) often fen
ine temo enya nie in he
ein (am)
19,20 seven twenty or twenty pst seven in the
sonia (pm) oF inten twenty
Pine ly o af as ine nthe morning
em)
Fe thy or hal past five I the afternoon
(im) or event thy
re forty fv o eure to fu inthe
noting (am)
‘to frie or quarter t the in he
afternoon (me fos Fert he
‘infty oF on ote nthe morning (um)
ten y orten to eleven in the evening
im) tren iy
04.5
1545
09.20
0930
730
03.45
1445
09.50
2250
© students hear three short extracts in which th
speaker use the different ways of saying the time, Play
the ape wie, allowing students compare answers
before checking with the whole las
ds no Ge
2020 0m
aus
© Student complete he Vo column, writing the
times as numbers Then it a couple of examples ofthe
Teachers Book 13
_qustions they have task thee partner (What imedo
Yow?) before completing he activity in pis
Half the cls should ook at Student information,
andthe the ala ie Pom page 152. Tey should
prepare thee questions wih a parne, then fom A/B
par fr heroe play Poin out that he 2 hour lock it
Aceptable here as they are talking about ight schedules
Monitor noting any mias. Then ak ents which
Aight they reserved (it shoul be Saturday Sunday or
Monday. Write the mias you noted on the board and
ask dents to correct hem,
am
“This activity Introducs the lngunge o ine distance,
and frequency. Focus on the photos of Warsaw and sk
nybody knows it What views of thir own hometown
ae sally shoe in tourist brochures?
© Ask students to suggest posible answers. Play the
tape and let students compare answers in pair before
checking back with you
om 6 som.
2 28 mines 7 505m.
3 aan hou QO mia) 8 100 am.
4 5208, 220000.
5 11009 10 60007200 am.
© students may have problems with Wen it open?
and When des it ope? Silay, How Long? How
far. and How often? ac often conte. If 0 they
should use the Language Note o help them complete
(hei answers. Then pay the tape again check.
10 2b 3a be se
Language Note
Read through with students. Then return o © above
Ask them to cover «and reproduce the answers using
the notes in O. Fly, elit eher questions or each of
the formo, eg. Hew often do we have an Engl Ion?
ow lon oc irak o o rom A 0B?
Optional extra activity
For eta practic, ask students 1 writ down four o five
sentences about hemsches using one of the frequency
xpress e. 15 10 the heure thre or four ima
year Each student then reads theft part af each
Sentence, eg, 1599 the etre 1 a partner who must
es what the frequency expression
14 Teachers Book
a
Do the fist question together, then ak students ish
‘writing he questions Fed back withthe whole ass,
then students compete the questonnat in pis
‘uestons:
= How fa om your ome to your company /
‘eho?
= Vow ong dost take o qu thee?
= en reception open / Ho lng coro
‘open fo?
= hen How often s your company / shel closed
foral
= Wer do you usualy tart / Fis work?
= Ho often do you work after 6:00 um. / at
lado?
ao
© This practises dsinguishing asi-confued
numbers In pais students ake tues 0 sy one of he
‘numbers while thee partner point tothe one they sid
Point out that the sires generally fil on th second
‘lable for he numbers ending en, and on theft
‘lable or he numbers ending 9, 6. thirteen thir,
fourten| fry. Model the diferent numbers, and ak
dent to repeat.
Oe ee
compar anne in pi en pl nape an
Sentence y monte to
PS
210m 400
a
For this fee practice activo pair people rom erent
‘countries In a monolingual group par students rom
‘erent home towns. Monitor he pairs asking students
to correct themselves if you har any mias in the
target language.
Optional extra activity
ASK students t produce 3 postr inomporting al the
information asked for, including photos o place of
Interest, timetables, tort eft e
5 hou
6%
7 16 mis
Yow?) before completing he activity in pis
Half the cls should ook at Student information,
andthe the ala ie Pom page 152. Tey should
prepare thee questions wih a parne, then fom A/B
par fr heroe play Poin out that he 2 hour lock it
Aceptable here as they are talking about ight schedules
Monitor noting any mias. Then ak ents which
Aight they reserved (it shoul be Saturday Sunday or
Monday. Write the mias you noted on the board and
ask dents to correct hem,
am
“This activity Introducs the lngunge o ine distance,
and frequency. Focus on the photos of Warsaw and sk
nybody knows it What views of thir own hometown
ae sally shoe in tourist brochures?
© Ask students to suggest posible answers. Play the
tape and let students compare answers in pair before
checking back with you
om 6 som.
2 28 mines 7 505m.
3 aan hou QO mia) 8 100 am.
4 5208, 220000.
5 11009 10 60007200 am.
© students may have problems with Wen it open?
and When des it ope? Silay, How Long? How
far. and How often? ac often conte. If 0 they
should use the Language Note o help them complete
(hei answers. Then pay the tape again check.
10 2b 3a be se
Language Note
Read through with students. Then return o © above
Ask them to cover «and reproduce the answers using
the notes in O. Fly, elit eher questions or each of
the formo, eg. Hew often do we have an Engl Ion?
ow lon oc irak o o rom A 0B?
Optional extra activity
For eta practic, ask students 1 writ down four o five
sentences about hemsches using one of the frequency
xpress e. 15 10 the heure thre or four ima
year Each student then reads theft part af each
Sentence, eg, 1599 the etre 1 a partner who must
es what the frequency expression
14 Teachers Book
a
Do the fist question together, then ak students ish
‘writing he questions Fed back withthe whole ass,
then students compete the questonnat in pis
‘uestons:
= How fa om your ome to your company /
‘eho?
= Vow ong dost take o qu thee?
= en reception open / Ho lng coro
‘open fo?
= hen How often s your company / shel closed
foral
= Wer do you usualy tart / Fis work?
= Ho often do you work after 6:00 um. / at
lado?
ao
© This practises dsinguishing asi-confued
numbers In pais students ake tues 0 sy one of he
‘numbers while thee partner point tothe one they sid
Point out that the sires generally fil on th second
‘lable for he numbers ending en, and on theft
‘lable or he numbers ending 9, 6. thirteen thir,
fourten| fry. Model the diferent numbers, and ak
dent to repeat.
Oe ee
compar anne in pi en pl nape an
Sentence y monte to
PS
210m 400
a
For this fee practice activo pair people rom erent
‘countries In a monolingual group par students rom
‘erent home towns. Monitor he pairs asking students
to correct themselves if you har any mias in the
target language.
Optional extra activity
ASK students t produce 3 postr inomporting al the
information asked for, including photos o place of
Interest, timetables, tort eft e
5 hou
6%
7 16 mis
2.3 Arriving
a
This activity tnches some basic expressions odo with
air tae. Remind stant ofthe list of words you
produced as a led: to Unit 2.1, Write on th board the
First ter ofthe word they not and a her 10
complete them without looking back at thir notes.
© Students work in pis Fed back withthe whole cs,
a ree ye
2j 4g 6e 8e 108
students pace the phrases in pair.
am
Te itening activity introduces che concep of
‘countable and uncountable nouns
© students ach conversation thes place in one of
theareas mentioned in EB Pay the tape and let
dents compare answers in pis before checking back
rah you
A pasen contol 2 atoms
@ Pay the tape again, stoping athe end ofeach target
mon an much: 2 ar
© El the answer be whole hs. they cd
rip ak th which nouns ar plural and which are
seu
ow mach used wth single (uncountable) ours.
Mom many wed with lal (oumabl) nouns.
© a students o complete he questions in pais, and
also to try and pri the answers
mony 2356 much 2478
© refer students to Fe D on page 150 some
Students have the wrong answer and don't understand
In ask those who were correct o expan tir amour
ring tothe text. Ask them what gods they ean
Coran) bring into their own country, and in what
quant
ah 2a 39 6e sa 6) 76 Be
Language Note
Read through with students To check comprehension,
‘write the table below on the board for student fo
“Complete with word from the example sentence Then
cit sentences with ses) bok) adie, and wine
‘ch of which should include one ofthe countable or
luncoontabl expressions, eg How much wie thre?
Refer to the Language fl on page 156.
@ m
3/00 sone
Wow many? How muck?
(oot) mary (oo) mich
aty/some y /same
tee ice
tok wine
a
‘This highlights some of the most commonly confused
‘owns, particular ormaton money lage and
ews hich ae countable in many ther languages
© Do the exerce together, reinforcing the countable /
uncountable distincion by pointing out hat we can say,
for example, a shop wo shops, but we cannot sy a
luggage ev gages Point out lo that although ews
as ina vs uncountable AS an alternative, you
ould ask student 1 Had he answers in a dictionary
ic su sc au où
2€ 4u 6c ac sou
© ‘Remind students that we ws some in affirmative
sentenes, and ann questions and negative.
(Gxeptions such as ofr, Would ou Ike some
cof are not incide hee). Students complete the task
individually ten compare with a partner before
checking back ith you
some Sam
sam 6
159
any
a
(O This imtroduces the have / have go tion. Listen
once and let students compare notes before checking
Back with you
Tama
se.
en
2 ige oom wth bath and shower
Teachers Book 15
a
This activity tnches some basic expressions odo with
air tae. Remind stant ofthe list of words you
produced as a led: to Unit 2.1, Write on th board the
First ter ofthe word they not and a her 10
complete them without looking back at thir notes.
© Students work in pis Fed back withthe whole cs,
a ree ye
2j 4g 6e 8e 108
students pace the phrases in pair.
am
Te itening activity introduces che concep of
‘countable and uncountable nouns
© students ach conversation thes place in one of
theareas mentioned in EB Pay the tape and let
dents compare answers in pis before checking back
rah you
A pasen contol 2 atoms
@ Pay the tape again, stoping athe end ofeach target
mon an much: 2 ar
© El the answer be whole hs. they cd
rip ak th which nouns ar plural and which are
seu
ow mach used wth single (uncountable) ours.
Mom many wed with lal (oumabl) nouns.
© a students o complete he questions in pais, and
also to try and pri the answers
mony 2356 much 2478
© refer students to Fe D on page 150 some
Students have the wrong answer and don't understand
In ask those who were correct o expan tir amour
ring tothe text. Ask them what gods they ean
Coran) bring into their own country, and in what
quant
ah 2a 39 6e sa 6) 76 Be
Language Note
Read through with students To check comprehension,
‘write the table below on the board for student fo
“Complete with word from the example sentence Then
cit sentences with ses) bok) adie, and wine
‘ch of which should include one ofthe countable or
luncoontabl expressions, eg How much wie thre?
Refer to the Language fl on page 156.
@ m
3/00 sone
Wow many? How muck?
(oot) mary (oo) mich
aty/some y /same
tee ice
tok wine
a
‘This highlights some of the most commonly confused
‘owns, particular ormaton money lage and
ews hich ae countable in many ther languages
© Do the exerce together, reinforcing the countable /
uncountable distincion by pointing out hat we can say,
for example, a shop wo shops, but we cannot sy a
luggage ev gages Point out lo that although ews
as ina vs uncountable AS an alternative, you
ould ask student 1 Had he answers in a dictionary
ic su sc au où
2€ 4u 6c ac sou
© ‘Remind students that we ws some in affirmative
sentenes, and ann questions and negative.
(Gxeptions such as ofr, Would ou Ike some
cof are not incide hee). Students complete the task
individually ten compare with a partner before
checking back ith you
some Sam
sam 6
159
any
a
(O This imtroduces the have / have go tion. Listen
once and let students compare notes before checking
Back with you
Tama
se.
en
2 ige oom wth bath and shower
Teachers Book 15
© stop the tape after each sentence to et students
compet the gaps Pain out that there ar two diferent
vaya o asking the ame question, The short amer uses
the same form as he question,
8 Do you have 2 No don't. or Ys da.
(oF Has got? No tha or Ys thas,
Language Note
‘Students read this then suggest farther questions a guest
in a hotel might ask with have or ave gore Have ll
the rooms got TV? Do you havea restaurant?
With stronger students, you could ask them transform
sentence rom the here is/are form othe have! have
ao form and vce vers,
8 There are tre restaurants inthe hotel = The hotel
as has go he restaurants
Is there hair? = Does the hott have has he hotel
gora haies
© Ask students to ead the dilogue loud with
partner then repent substituting ha for eve got and
© With weaker group, tr by citing the questions
{rom the whole das. During he pir work monitor the
pars and sk students 1 correct themselves when yu
hear wrong use ofthe age expressions
1 0 you tae ay customer in the St
2 Ho many employees des your company har /
A mind map i another useful way of storing vocabalary.
Like the word chan in Unit 2.1, it works on the principle
that we ka new words by association with other word.
© Students complete the skin paire. Fed back with
the whol dass
16 Teachers Book
Missing words:
Business ent: conference room
‘Other series: o por
Aiport: befor gt: zarte ane
ing fight lad
Arango a ip coi :
Free time to 9 hsv department tos
© Let student lok back to ind other words rom
Unit 2 o fiin the diferent categories: The second tsk
‘ould be se for homework. Start of onthe board,
‘dicing the intial keyword eg. companies apd sub»
ego eg jobs, nationalities company suture,
Fins verb fac nd gres and one oo camps
for each category. Then eve students to do the est.
nemuelves a mind map is most elective when reese
the students own thought processes In the net lesson,
ask student to compare thir completed mind maps.
This activity san opportunity to revise vocabulary from
the whole unit Write he word fizz on the board, and
bein by giving several models wth students gusting
the words.
You take he fi to e fom the airport tthe hotel.
(chute bus)
arrive a the hotel an I goo fiz get my room key
(reception)
Then elicit a couple of examples rom students or he
whole last gus. They can continue he activity a
‘whole das or in groupe o pie
Photocopable activity (page 8)
‘This provides further practice in hotel vocabulary,
requests ime, distance and frequency. Give hal he ls
Students As information and the other hal Student Ba.
Tel them that they wl ave tw contratos, nes à
hotel receptionist and the other a guest Have them
preparo with a partner the questions they not to aca
th gues, Then ak them o ead the receptionist’
information and del with any problems of voabalar.
“Then form Student A and B pi. Monito the activi
asking students to correct you hear any ital.
compet the gaps Pain out that there ar two diferent
vaya o asking the ame question, The short amer uses
the same form as he question,
8 Do you have 2 No don't. or Ys da.
(oF Has got? No tha or Ys thas,
Language Note
‘Students read this then suggest farther questions a guest
in a hotel might ask with have or ave gore Have ll
the rooms got TV? Do you havea restaurant?
With stronger students, you could ask them transform
sentence rom the here is/are form othe have! have
ao form and vce vers,
8 There are tre restaurants inthe hotel = The hotel
as has go he restaurants
Is there hair? = Does the hott have has he hotel
gora haies
© Ask students to ead the dilogue loud with
partner then repent substituting ha for eve got and
© With weaker group, tr by citing the questions
{rom the whole das. During he pir work monitor the
pars and sk students 1 correct themselves when yu
hear wrong use ofthe age expressions
1 0 you tae ay customer in the St
2 Ho many employees des your company har /
A mind map i another useful way of storing vocabalary.
Like the word chan in Unit 2.1, it works on the principle
that we ka new words by association with other word.
© Students complete the skin paire. Fed back with
the whol dass
16 Teachers Book
Missing words:
Business ent: conference room
‘Other series: o por
Aiport: befor gt: zarte ane
ing fight lad
Arango a ip coi :
Free time to 9 hsv department tos
© Let student lok back to ind other words rom
Unit 2 o fiin the diferent categories: The second tsk
‘ould be se for homework. Start of onthe board,
‘dicing the intial keyword eg. companies apd sub»
ego eg jobs, nationalities company suture,
Fins verb fac nd gres and one oo camps
for each category. Then eve students to do the est.
nemuelves a mind map is most elective when reese
the students own thought processes In the net lesson,
ask student to compare thir completed mind maps.
This activity san opportunity to revise vocabulary from
the whole unit Write he word fizz on the board, and
bein by giving several models wth students gusting
the words.
You take he fi to e fom the airport tthe hotel.
(chute bus)
arrive a the hotel an I goo fiz get my room key
(reception)
Then elicit a couple of examples rom students or he
whole last gus. They can continue he activity a
‘whole das or in groupe o pie
Photocopable activity (page 8)
‘This provides further practice in hotel vocabulary,
requests ime, distance and frequency. Give hal he ls
Students As information and the other hal Student Ba.
Tel them that they wl ave tw contratos, nes à
hotel receptionist and the other a guest Have them
preparo with a partner the questions they not to aca
th gues, Then ak them o ead the receptionist’
information and del with any problems of voabalar.
“Then form Student A and B pi. Monito the activi
asking students to correct you hear any ital.
Unit 3
3.1 Finding your way
a
‘This exeri introduces the language for ging
ircions Asa warmer, ge some directions ral ©
our students and lit what the destination i they
real rom your town ve dircions from our school
to another wellknown pace in the town. I nt, ie
instructions o ge fom your classroom to anther
room ofc in our schoo
© Refer students to the map and lic what other
famous places they now in New York Then ask them to
read he ete and tel you its purpose. et them answer
the three questions individual comparing answer in
is before checking back with ou, Ec the contexts
‘hes which show that Vernon i coming on fot: hes
‘coming out of the tation the reference o wall: her
0 mention of a car park
Ay 13 une Zen foot
© Students work in pies then check back with ou
Position: o yout eon the next comet onthe ef
cos om. on Fh ven
Directos tur eft, wal up take the thi ight,
2 night on cow the srl past Mays,
ss Broadway, contin straight on down
This exercise focuses fis on prepositions of place, then
‘of movement giving controlled practice o eich
© Ask stents 1 rad the Language Noe IE
appropriate, strate the prepositions onthe bord with
‘ple dagrams (sin he Language Fe on page 160)
And lc the correct preposition. Let students complete
the questions in pur and then do a wbole-class
feedback
A A: Bis in / on Liber ver, onthe ht esto,
the bank and opposite / acs ram the pos fic;
Ci en Uber Avenue, on te comer, opposite /
as fom the bank
Away on business
2 C10 A, the restauant on the ir Moor The
"business cnt 09 e scone, above |
ception an below the estare.
In, te restaurant son the second or, blow
ception and above the busines cet
3 A. 108, there isa bus in font ofthe aranda
ay beh et ade ayo a tu
he ae
‘Optional extra activity
Refer students back othe map of New York i Band
askthem 10 write sentences, using preposition. 10
“serbe the lative position of diront andar
8 Herald Squares erween Macy's and the Empire Sue
Bud.
© sk students to ead the Language Not, and to trace
‘he route in pis After doing a whole ds feedback,
add the relevant diagrams to the board, again lin
the prepastions they correspond to
You on the 1020 floor ofthe Empire State
Baling.
© Students workin pair then check back with you
nu
© ‘Refer dents othe oo plan, and answer any
queries about vocabulary Aska few inal checking
tions to el some more sentence wit
repoutions Then refer students othe questions, and
Play the tape once. Let them compare answer, then play
tea to check,
1 Hé nthe abt siding, bt on Ue Ath or,
2 the 4h oor
© Demonstrate the tsk ist, making suet indie
which if elevator you ae stating at Then e students
‘work inputs: Monitor, asin them 10 core
‘hemes or each ber they make misas
o
This exercise examines formal and informal eter sles
and provides farther practice ofthe language of|
irecions, this time in writen form,
Teachers Book 17
3.1 Finding your way
a
‘This exeri introduces the language for ging
ircions Asa warmer, ge some directions ral ©
our students and lit what the destination i they
real rom your town ve dircions from our school
to another wellknown pace in the town. I nt, ie
instructions o ge fom your classroom to anther
room ofc in our schoo
© Refer students to the map and lic what other
famous places they now in New York Then ask them to
read he ete and tel you its purpose. et them answer
the three questions individual comparing answer in
is before checking back with ou, Ec the contexts
‘hes which show that Vernon i coming on fot: hes
‘coming out of the tation the reference o wall: her
0 mention of a car park
Ay 13 une Zen foot
© Students work in pies then check back with ou
Position: o yout eon the next comet onthe ef
cos om. on Fh ven
Directos tur eft, wal up take the thi ight,
2 night on cow the srl past Mays,
ss Broadway, contin straight on down
This exercise focuses fis on prepositions of place, then
‘of movement giving controlled practice o eich
© Ask stents 1 rad the Language Noe IE
appropriate, strate the prepositions onthe bord with
‘ple dagrams (sin he Language Fe on page 160)
And lc the correct preposition. Let students complete
the questions in pur and then do a wbole-class
feedback
A A: Bis in / on Liber ver, onthe ht esto,
the bank and opposite / acs ram the pos fic;
Ci en Uber Avenue, on te comer, opposite /
as fom the bank
Away on business
2 C10 A, the restauant on the ir Moor The
"business cnt 09 e scone, above |
ception an below the estare.
In, te restaurant son the second or, blow
ception and above the busines cet
3 A. 108, there isa bus in font ofthe aranda
ay beh et ade ayo a tu
he ae
‘Optional extra activity
Refer students back othe map of New York i Band
askthem 10 write sentences, using preposition. 10
“serbe the lative position of diront andar
8 Herald Squares erween Macy's and the Empire Sue
Bud.
© sk students to ead the Language Not, and to trace
‘he route in pis After doing a whole ds feedback,
add the relevant diagrams to the board, again lin
the prepastions they correspond to
You on the 1020 floor ofthe Empire State
Baling.
© Students workin pair then check back with you
nu
© ‘Refer dents othe oo plan, and answer any
queries about vocabulary Aska few inal checking
tions to el some more sentence wit
repoutions Then refer students othe questions, and
Play the tape once. Let them compare answer, then play
tea to check,
1 Hé nthe abt siding, bt on Ue Ath or,
2 the 4h oor
© Demonstrate the tsk ist, making suet indie
which if elevator you ae stating at Then e students
‘work inputs: Monitor, asin them 10 core
‘hemes or each ber they make misas
o
This exercise examines formal and informal eter sles
and provides farther practice ofthe language of|
irecions, this time in writen form,
Teachers Book 17
© As students to ook again at he eter in BY
Esplin that Leanne uses an informal sl because she
[Knows Vernon wel Ask them to Ment ny expressions
which they think re informal. Then ask thers to
complet the ask individual Let them compare
© ‘his can be done in caso stas a homework ak
You may lke oak on hal ofthe clase to write an
informal eter, nd the other a formal one. The two
‘eons an then be compared ater, with student
‘checking each thers work fr appropriacy of eye
m
© Pa the tape and ask students to repeat ach word,
Ft in chorus and then individual. they bave
problems disinguishing the sounds, mode he ais of
‘words yourself exaggerating the longest of he
Sound and the shortness of the i Then play a dictation
{tame where you model the words in random order and
dents write them down,
© Le stents do this in pais then do a whole class
feedback, asking individual tuent to repost the
Language Note
Students hae ready used the imperative in ging
“direcion The Language Not introduces it asa
‘grammatical pin, showing the fonction i all
‘Give stents time to read it hen elicit / each other
examples o oes (Plis down) and advice
(eg. Don drink he wat),
a
Before reading the text ak students why traveling by
plane can be very tring eg change of hour time zone
Boing from one county to another, not seeping wel,
0 execs on plane, Then refer students to th ubrc.
‘Go trough the example and ak them to ead the rest
‘ofthe text individually and complet the ak et hem
“compare in pairs before checking hack with yo.
nn
BE
18 Teachers Book
3.2 Going out
This exercise introduces some common verb-noun
collcations used or talking about fe-ie interest
Asa warmen ask students to make thre lists: Things Fao
on holiday, Things do a wkend, Things do in he
‘evenings Help with any vocabulary they need
© Explain any untamiir terms in the ist of activites
‘Then ak them 10 complete the able individual Let
them compar answers in pars before doing a whole
las feedback
© Star by doing an example dialogue with one of the
stronger students im he clas, adding as many olor
Questions a you can, which the student hen answers
‘Then do the same with another stant but his time
invite he es of the cls to contribute the follow
questions. Finally ask students to rut ashing and
answering questions. Ask them fo make notes onthe
Answers they gto they ca then report back othe
shoe class afterwards
Language Note
high the ite / would ite distinction by writing he
{elloing ini -iloque on the board,
"A Do you ike o go fora ik ar won?
8: Yes that’ goodie, What tne?
Ask stents ind the mia. They may suggest going
instado os, in which case you shoul pint out a:
the response would be dierent (ask ther what it would
be. When they have denied he mistake, refer hem
the infomation in the Language Note Point out hat we
ey ah conte frm fw in
Esplin that Leanne uses an informal sl because she
[Knows Vernon wel Ask them to Ment ny expressions
which they think re informal. Then ask thers to
complet the ask individual Let them compare
© ‘his can be done in caso stas a homework ak
You may lke oak on hal ofthe clase to write an
informal eter, nd the other a formal one. The two
‘eons an then be compared ater, with student
‘checking each thers work fr appropriacy of eye
m
© Pa the tape and ask students to repeat ach word,
Ft in chorus and then individual. they bave
problems disinguishing the sounds, mode he ais of
‘words yourself exaggerating the longest of he
Sound and the shortness of the i Then play a dictation
{tame where you model the words in random order and
dents write them down,
© Le stents do this in pais then do a whole class
feedback, asking individual tuent to repost the
Language Note
Students hae ready used the imperative in ging
“direcion The Language Not introduces it asa
‘grammatical pin, showing the fonction i all
‘Give stents time to read it hen elicit / each other
examples o oes (Plis down) and advice
(eg. Don drink he wat),
a
Before reading the text ak students why traveling by
plane can be very tring eg change of hour time zone
Boing from one county to another, not seeping wel,
0 execs on plane, Then refer students to th ubrc.
‘Go trough the example and ak them to ead the rest
‘ofthe text individually and complet the ak et hem
“compare in pairs before checking hack with yo.
nn
BE
18 Teachers Book
3.2 Going out
This exercise introduces some common verb-noun
collcations used or talking about fe-ie interest
Asa warmen ask students to make thre lists: Things Fao
on holiday, Things do a wkend, Things do in he
‘evenings Help with any vocabulary they need
© Explain any untamiir terms in the ist of activites
‘Then ak them 10 complete the able individual Let
them compar answers in pars before doing a whole
las feedback
© Star by doing an example dialogue with one of the
stronger students im he clas, adding as many olor
Questions a you can, which the student hen answers
‘Then do the same with another stant but his time
invite he es of the cls to contribute the follow
questions. Finally ask students to rut ashing and
answering questions. Ask them fo make notes onthe
Answers they gto they ca then report back othe
shoe class afterwards
Language Note
high the ite / would ite distinction by writing he
{elloing ini -iloque on the board,
"A Do you ike o go fora ik ar won?
8: Yes that’ goodie, What tne?
Ask stents ind the mia. They may suggest going
instado os, in which case you shoul pint out a:
the response would be dierent (ask ther what it would
be. When they have denied he mistake, refer hem
the infomation in the Language Note Point out hat we
ey ah conte frm fw in
© Do this a a wholeclas activity.
¡General interests: Do you the solia?
mean: Would you ke ply this evening?
@ Doan ample dialogue with stronger student.
Choose diferent situation rom those indicate, e.
pza o an lan resturant? Then et students work
{npr taking in tus to make or accept elas an
‘ation. When they have fished, ask diferent pais
a out tei conversation.
am
© Play the ape once, and et students compare answers
sia partner Ply agin necessary then doa woe
hs feedback
Monit Dament called you our tip to Face.
Can ou cal her ack on 33231258921.
© Le students complet this individual then compare
oer wth a parte. Ak them o ideó phrases
which mean: Can have pour mare? Ca oat
ame
aes
© lay the tape gain to check
Language Note
Ge tudents two or tre minuts to ead this Point
out how Ae you? becomes sat? / Th
om he tedepone
© Ask students to do this xs oral vih reference
to the Language Note. hei sentences fo the ist two,
prompts rom the whol las, then let them continue the
“lg ia pars: When they ave finished ask one par
tw perform the dialogue ice i ont ofthe ls, he
Frnt ime without topping andthe second tne, pausing
aller each sentence o allow any comments or alternative
Suggestions fom thereto the las
© The aim of this activity isto give more orı practice
‘ofthe sme loge, having core students ist
Scion Ask wo stent to model he Bist our
etc before eng everybody work in pis
ae
Taclinking of words in rapid speech is ne ofthe major
Parier 1 comprehension of spoken Engh. The aim
re ist seize students tote problem and o give
them practice in reproducing correctly ind words ia
Star by wring he two examples onthe bord but
without the inks between words Say the sentences ist,
vv pauses between all the words, so hat e sounds
“robo Then soy them agan, withthe core inking
Hic which version sounds correct, and why. Ak them
to repeat the phrases fer you Then refer them to the
‘ule for inking words the brie Let students work ia
as to marke the linked words encourage them o say
{he sentences when they have nahe marking them.
2 Co have your name?
2 Can lene a messager
3 Hole moment.
4 Clos ln a ne a
She not nthe ofa a the moment.
a
“As an introduction ak students any of tem have
visited France Ak which parts of France our 10,
nd wht they o to see. This vil low you to ic /
teach some ofthe ey ocabulry from the reading tex:
‘nyo, win-ating hata (sts)
© Ask students to ead the text individual and then
discuss he dire activites witha pane: ood back
with the whole cas
Se a sitio of model fd Vines sche: go
Siatseeing in a Balloo: doa er al vs ent
and vinegars in a das Cala nk compaq
© Demonstrate by saying what you woul ie odo,
and why, Then e students do the activity in pair,
‘Ak individual students o report on what hei partners
‘would (or ou) ik 10 do with her reasons
am
© Pray the tape twice if ocsry slowing students o
compare answer after the fist teng
ie
2 Me has à gt to England on Fray.
3 have ine in a chateau wnetastig:blloning
© Pay the ape agai, pausing aer each respons. ASK
sents which words David pt particule tes on
vend you fad
lb
Bree ts
¡General interests: Do you the solia?
mean: Would you ke ply this evening?
@ Doan ample dialogue with stronger student.
Choose diferent situation rom those indicate, e.
pza o an lan resturant? Then et students work
{npr taking in tus to make or accept elas an
‘ation. When they have fished, ask diferent pais
a out tei conversation.
am
© Play the ape once, and et students compare answers
sia partner Ply agin necessary then doa woe
hs feedback
Monit Dament called you our tip to Face.
Can ou cal her ack on 33231258921.
© Le students complet this individual then compare
oer wth a parte. Ak them o ideó phrases
which mean: Can have pour mare? Ca oat
ame
aes
© lay the tape gain to check
Language Note
Ge tudents two or tre minuts to ead this Point
out how Ae you? becomes sat? / Th
om he tedepone
© Ask students to do this xs oral vih reference
to the Language Note. hei sentences fo the ist two,
prompts rom the whol las, then let them continue the
“lg ia pars: When they ave finished ask one par
tw perform the dialogue ice i ont ofthe ls, he
Frnt ime without topping andthe second tne, pausing
aller each sentence o allow any comments or alternative
Suggestions fom thereto the las
© The aim of this activity isto give more orı practice
‘ofthe sme loge, having core students ist
Scion Ask wo stent to model he Bist our
etc before eng everybody work in pis
ae
Taclinking of words in rapid speech is ne ofthe major
Parier 1 comprehension of spoken Engh. The aim
re ist seize students tote problem and o give
them practice in reproducing correctly ind words ia
Star by wring he two examples onthe bord but
without the inks between words Say the sentences ist,
vv pauses between all the words, so hat e sounds
“robo Then soy them agan, withthe core inking
Hic which version sounds correct, and why. Ak them
to repeat the phrases fer you Then refer them to the
‘ule for inking words the brie Let students work ia
as to marke the linked words encourage them o say
{he sentences when they have nahe marking them.
2 Co have your name?
2 Can lene a messager
3 Hole moment.
4 Clos ln a ne a
She not nthe ofa a the moment.
a
“As an introduction ak students any of tem have
visited France Ak which parts of France our 10,
nd wht they o to see. This vil low you to ic /
teach some ofthe ey ocabulry from the reading tex:
‘nyo, win-ating hata (sts)
© Ask students to ead the text individual and then
discuss he dire activites witha pane: ood back
with the whole cas
Se a sitio of model fd Vines sche: go
Siatseeing in a Balloo: doa er al vs ent
and vinegars in a das Cala nk compaq
© Demonstrate by saying what you woul ie odo,
and why, Then e students do the activity in pair,
‘Ak individual students o report on what hei partners
‘would (or ou) ik 10 do with her reasons
am
© Pray the tape twice if ocsry slowing students o
compare answer after the fist teng
ie
2 Me has à gt to England on Fray.
3 have ine in a chateau wnetastig:blloning
© Pay the ape agai, pausing aer each respons. ASK
sents which words David pt particule tes on
vend you fad
lb
Bree ts
Students work in prs on their ist fthings odo. Ifyou
ave students rom diferent regions or countries, pair
‘each person witha partner from the same place
‘When thy ar ends mode the binning ofthe
dialogue witha stronger student with you plying the
role ofthe host Start y saying: s thar (student name)?
“Helo, I ling about hs wekend, Would ou ik 2
“Then form new pairs so students ar nt with someone
from thir own country or region (if pose) and ak
them wo perform the loue tc, Doth asthe os and
the guest. Monitor asking students to sl cortect any
‘tos you ha.
Optional extra activity
Students cold write an email or fx toa frend /
busines collage, nine to a social occasion: a
mel he that, ete. As well as suing the nation
they nee to describe the place and ive directions
3.3 Eating out
o
Asa amer ask students to vete the name of a ype of
food (eg pizza) and the county it comes fom. They
should hen sy the name of the fod oa partner, who
‘must say the county Wih stronger group you could
start by discussing any of these subjects Erie foreign
food: how ote they etn restaurants; Ds restaurante
in town and why why ft fod restaurants and
Sandwich barsar so popular
© Ask students 1 look a the menu and ak some
inal questions Ma do we al he fist second / hed
part ofa mes? Why isthe return called the Global
Village? Where dos the coe come from Then et them
work pars 1 dently the counties and make
Sentences orl asin the example Check answers with
the whole hs Then del with any problem vocabulary,
8 topped il sie, strips, gate
(O Let students work on this in pars or tres. You
‘oul lt them use bilingual or peur dictionaries to
cp them ad tothe lts Aer ve minutes, raw up 2
Fi on the Board rom students sogestions
© This avi highlights the language used to describe
Ashes: Ree students back 1 the ment 10 ind amples
fal te terms inthe left-hand column, then a them
to complete the tak individual before comparing
answers witha partner: Check answers.
sure by ving an example from your own country
Wis dish that ll students wil know, don give the
‘ame, and ask them to gues fom our description.
‘Them ak each student write the names of thee dish
Give them a few minutes to think bout the description
You wl probably need wo help wth vocablar. Put
student nto pan and tl ther to take in turns o be
the host If possi, pir together people who are rom
(rent countries or regions.
am
O Play the tape twice necessary pausing afer be ist
Tstening 10 ie students time to dus their answers.
aan
e
© Lat dents ok a the Language Not, then play the
tape once more without stopping tlt student ek he
expressions the hear Then ply agan, pausing cry
time you hear one of the expressions, and aking
individual students to repeat the whole sentence,
Language Note
Fi why we would sy some wate but aor anther
sto remind them ofthe countable /encountable
itineion. Remind them ofthe ae of the verb have
forall eating and dining activi: have a drink /
breakfast /a mea ete You can sho point out the se
(Of. for decisions in the expression 1 have,
© Divide the as into ihres and let them roleplay
Onderinga meal in a restaurant
ave students rom diferent regions or countries, pair
‘each person witha partner from the same place
‘When thy ar ends mode the binning ofthe
dialogue witha stronger student with you plying the
role ofthe host Start y saying: s thar (student name)?
“Helo, I ling about hs wekend, Would ou ik 2
“Then form new pairs so students ar nt with someone
from thir own country or region (if pose) and ak
them wo perform the loue tc, Doth asthe os and
the guest. Monitor asking students to sl cortect any
‘tos you ha.
Optional extra activity
Students cold write an email or fx toa frend /
busines collage, nine to a social occasion: a
mel he that, ete. As well as suing the nation
they nee to describe the place and ive directions
3.3 Eating out
o
Asa amer ask students to vete the name of a ype of
food (eg pizza) and the county it comes fom. They
should hen sy the name of the fod oa partner, who
‘must say the county Wih stronger group you could
start by discussing any of these subjects Erie foreign
food: how ote they etn restaurants; Ds restaurante
in town and why why ft fod restaurants and
Sandwich barsar so popular
© Ask students 1 look a the menu and ak some
inal questions Ma do we al he fist second / hed
part ofa mes? Why isthe return called the Global
Village? Where dos the coe come from Then et them
work pars 1 dently the counties and make
Sentences orl asin the example Check answers with
the whole hs Then del with any problem vocabulary,
8 topped il sie, strips, gate
(O Let students work on this in pars or tres. You
‘oul lt them use bilingual or peur dictionaries to
cp them ad tothe lts Aer ve minutes, raw up 2
Fi on the Board rom students sogestions
© This avi highlights the language used to describe
Ashes: Ree students back 1 the ment 10 ind amples
fal te terms inthe left-hand column, then a them
to complete the tak individual before comparing
answers witha partner: Check answers.
sure by ving an example from your own country
Wis dish that ll students wil know, don give the
‘ame, and ask them to gues fom our description.
‘Them ak each student write the names of thee dish
Give them a few minutes to think bout the description
You wl probably need wo help wth vocablar. Put
student nto pan and tl ther to take in turns o be
the host If possi, pir together people who are rom
(rent countries or regions.
am
O Play the tape twice necessary pausing afer be ist
Tstening 10 ie students time to dus their answers.
aan
e
© Lat dents ok a the Language Not, then play the
tape once more without stopping tlt student ek he
expressions the hear Then ply agan, pausing cry
time you hear one of the expressions, and aking
individual students to repeat the whole sentence,
Language Note
Fi why we would sy some wate but aor anther
sto remind them ofthe countable /encountable
itineion. Remind them ofthe ae of the verb have
forall eating and dining activi: have a drink /
breakfast /a mea ete You can sho point out the se
(Of. for decisions in the expression 1 have,
© Divide the as into ihres and let them roleplay
Onderinga meal in a restaurant
© oa couple of examples fist with the whole dass to
point out that some answer could be countable or
countable, eg ome abot of mater Then let them
Sle be ice pt tefl eig ih
fee e Li abt fw.
ee
© eter students to theft example sentence and ask
them they can se anything strange about i Point out
{tat normally in questions we use ay, but here tis
ferent Refer ther o Par 3 ofthe Language Note on
1239. To cock understanding write the flowing four
Sentences on the board nd ask them which ones would
fake ome and which ones any (1 sme 23a
1 Would you the cats?
2 Have you got Brothers ad sites?
Tes after mitt?
frat lease
3 Are te
4 Could ve
“Then et students d the activi in ples before checking
ack with ou,
na
“Tis exercise presents and practises he language you
cda the end ofthe mel when you ar geting de bil,
paving, thanking your os, te
(© sar by asking thee ofthe stronger students in the
sto imagine a dalogue atthe end of a ea. One of
them ithe bos, another the gos, andthe hid the
te: They e just he her cf, As them to
Improvise their contersaton in rn Of the dass, with
‘or dent offering suggestions when needed. You
‘in supply ey word and phases fom the dalogue they
the gong o hear onthe ae, necessary.
‘Then sal students to complete the tak individually
und compar witha partner Feed = asa cs
ge
iy a
“a Goes
e a
“The pla again, pausing a interval if necessary
Divide he clas nto tree, and sk them to role play the
hole loge wih the help af the cus / questions and
reponse in O). Encourage them to do ita second and
ind ime theyll havea chance to play each ole.
INES
o
ne
With a weaker ass ask them to tur tothe tapes on
page 165 and ead that lo fit Before ding again
with just the cues.
This eerie consolidates the vocabulary fom the uit.
Refer students to he game board, Use a cin 1 strate
the concept of heads ad ss hen ak oe
{throw te cin. Whereer they land, ask them to
improvise the conversation withthe student on thi ef
forthe benef ofthe whole class. Some conversations ate
Tonge than others, Du each student inthe group must
speak leat once forever square
Dive the as into threes and let them play the game
Monitor aking students to slf-<orect or correct each
‘ther whenever they hara mistake. Make a not of any
Conversations tat were ot done particu wel When
erybody has Mid, choose diferent pars of students
to perform the more problematic dialogues ia front of
the ls Del wit any linguist problems hat come up
Optional extra activity
Divide the das nto groups of three Ask them to role
‘lay a hole convertion beten water, host, and
{ver fom arrival inthe restaurant to payment ofthe
Dill and departure. You can us the Global Vilage menu
a our prop You can play the role of waite wars,
rculting beeen the diferent able
Photocopiable activity (page 69)
“Ths ges further practice in telephonie language.
Photocopy one sheet foreach air of students then cut
up and divide the 24 cards int wo pies for the calle
and person receiving the call Students should not show
thei cade to their partner Explain hat they ate going o
‘ake different lephone convessations
The caller then chooses a car to begin the conversation.
He/she says the sentence alo, laying the cad down on
the table (facedown or face up depending on ove
"rong the group i). The person called then does he
same, choosing suitable response from Hs / er card
‘Students then continue to ay down in tun ntl the
‘conversation reaches a atra conclusion: They then
‘Shue the cade and start again, You may wish o sc
roles at this point,
Asa follow-up, see which pie can make the longest
“convertion, Stent lay the ard face up on the table
in correct orde so that you ca se ifthe diferent
exchanges are appropiate. fr di, ask them 1 cover
¡de person cal card and to repeat rom memory.
‘Then do the same forthe aller cards
Teacher's Book 21
point out that some answer could be countable or
countable, eg ome abot of mater Then let them
Sle be ice pt tefl eig ih
fee e Li abt fw.
ee
© eter students to theft example sentence and ask
them they can se anything strange about i Point out
{tat normally in questions we use ay, but here tis
ferent Refer ther o Par 3 ofthe Language Note on
1239. To cock understanding write the flowing four
Sentences on the board nd ask them which ones would
fake ome and which ones any (1 sme 23a
1 Would you the cats?
2 Have you got Brothers ad sites?
Tes after mitt?
frat lease
3 Are te
4 Could ve
“Then et students d the activi in ples before checking
ack with ou,
na
“Tis exercise presents and practises he language you
cda the end ofthe mel when you ar geting de bil,
paving, thanking your os, te
(© sar by asking thee ofthe stronger students in the
sto imagine a dalogue atthe end of a ea. One of
them ithe bos, another the gos, andthe hid the
te: They e just he her cf, As them to
Improvise their contersaton in rn Of the dass, with
‘or dent offering suggestions when needed. You
‘in supply ey word and phases fom the dalogue they
the gong o hear onthe ae, necessary.
‘Then sal students to complete the tak individually
und compar witha partner Feed = asa cs
ge
iy a
“a Goes
e a
“The pla again, pausing a interval if necessary
Divide he clas nto tree, and sk them to role play the
hole loge wih the help af the cus / questions and
reponse in O). Encourage them to do ita second and
ind ime theyll havea chance to play each ole.
INES
o
ne
With a weaker ass ask them to tur tothe tapes on
page 165 and ead that lo fit Before ding again
with just the cues.
This eerie consolidates the vocabulary fom the uit.
Refer students to he game board, Use a cin 1 strate
the concept of heads ad ss hen ak oe
{throw te cin. Whereer they land, ask them to
improvise the conversation withthe student on thi ef
forthe benef ofthe whole class. Some conversations ate
Tonge than others, Du each student inthe group must
speak leat once forever square
Dive the as into threes and let them play the game
Monitor aking students to slf-<orect or correct each
‘ther whenever they hara mistake. Make a not of any
Conversations tat were ot done particu wel When
erybody has Mid, choose diferent pars of students
to perform the more problematic dialogues ia front of
the ls Del wit any linguist problems hat come up
Optional extra activity
Divide the das nto groups of three Ask them to role
‘lay a hole convertion beten water, host, and
{ver fom arrival inthe restaurant to payment ofthe
Dill and departure. You can us the Global Vilage menu
a our prop You can play the role of waite wars,
rculting beeen the diferent able
Photocopiable activity (page 69)
“Ths ges further practice in telephonie language.
Photocopy one sheet foreach air of students then cut
up and divide the 24 cards int wo pies for the calle
and person receiving the call Students should not show
thei cade to their partner Explain hat they ate going o
‘ake different lephone convessations
The caller then chooses a car to begin the conversation.
He/she says the sentence alo, laying the cad down on
the table (facedown or face up depending on ove
"rong the group i). The person called then does he
same, choosing suitable response from Hs / er card
‘Students then continue to ay down in tun ntl the
‘conversation reaches a atra conclusion: They then
‘Shue the cade and start again, You may wish o sc
roles at this point,
Asa follow-up, see which pie can make the longest
“convertion, Stent lay the ard face up on the table
in correct orde so that you ca se ifthe diferent
exchanges are appropiate. fr di, ask them 1 cover
¡de person cal card and to repeat rom memory.
‘Then do the same forthe aller cards
Teacher's Book 21
Unit 4 | Visiting a company
4.1 Meeting people
am
‘This exercise introduces tv simple pst form of e
Refer students othe ial rubric and make sre they
understand the situation. Check comprehension of
yesterday evening Ply the tape once. Check answer,
‘hen et students pacts the questions and answer ia
pain.
3 He was in eta with cl
2 She nas ata ends howe,
3 They wera he cma
a
Time expressions ofen conse student This exercise
Ips them to focus o pat time and acts aa edito
ok on the simple past
© Ack students to work in pais and give them one
‘mite to do the tak, Draw tic lin on the board and
‘sk the class to lp you it in. Some students may be
unsure wher to place on Tuesday onthe time lin.
Te suggest Tuesday of his week and before year.
(O Ask students to fl in timeline fr themselves. Go
through the model questions and answers, and practise
ally Then e student work in pairs to ak and answer
shout her timelines, More adventurous ones wl ty
nd use her verbs apart from be, Others wil spy we
‘the model. ithe i ine
am
"This secs introduces wea forma of war and mor.
“The thre dialogues ole examples of both strong and
sea forms Where the important information or
‘mphass is elsewhere in the sentence, the or weak
Py the tape for students odo the ask Check answer,
then play the ape agai or students to rpeat. Make sure
they can distinguish he strong and weak forms of mas
And wer fhe yer the last word inthe seen
Should be stressed Iie isthe fst word ita sometimes
22 Teachers Book
“rss. Otherwise i i only streed to particular
emphasieit
Language Note
Read through with students, Highlight the contracted
{orm of be: Check they can form the simple pst ese of
regala vers by cigare example sentences
a
"This serie introduces es / mo questions and regalar
bein e simple pas tense, The Hteing has examples
‘ofthe three pronunciation of a, apd Id!
(O Ask students to read the rubric and check
comprehension ofthe questions Play the tape once fr
Students to complete the tsk.
© st students to lite again to check and o write
‘oven the fal answers, These all contain regular verbs ix
‘he simple as rm.
1 42 Yes 1d = a improve y Spanish to!
127: Yes 6 to sta with attend clases or
as
1, io do anspor, bot stars tom
the tango.
De Tae. eda at a be iy.
Ye 1:54 1 ely ted the pop
og my ts wn te Fist ie
Bit pase ke sean tne
© Students workin pairs and ak and answer questions
about a couse they deed back a cos,
© Play the sentences in @ again and ak students to.
put he verbs in the answers in the correct columns,
‘Check answers nd ask them toad two more ers
Lo ah column
hed improved attended
passed med started
=)
fale
This execs isa contol practice of Wh- questions.
Student Ais checking Student Bs expenses claim,
4.1 Meeting people
am
‘This exercise introduces tv simple pst form of e
Refer students othe ial rubric and make sre they
understand the situation. Check comprehension of
yesterday evening Ply the tape once. Check answer,
‘hen et students pacts the questions and answer ia
pain.
3 He was in eta with cl
2 She nas ata ends howe,
3 They wera he cma
a
Time expressions ofen conse student This exercise
Ips them to focus o pat time and acts aa edito
ok on the simple past
© Ack students to work in pais and give them one
‘mite to do the tak, Draw tic lin on the board and
‘sk the class to lp you it in. Some students may be
unsure wher to place on Tuesday onthe time lin.
Te suggest Tuesday of his week and before year.
(O Ask students to fl in timeline fr themselves. Go
through the model questions and answers, and practise
ally Then e student work in pairs to ak and answer
shout her timelines, More adventurous ones wl ty
nd use her verbs apart from be, Others wil spy we
‘the model. ithe i ine
am
"This secs introduces wea forma of war and mor.
“The thre dialogues ole examples of both strong and
sea forms Where the important information or
‘mphass is elsewhere in the sentence, the or weak
Py the tape for students odo the ask Check answer,
then play the ape agai or students to rpeat. Make sure
they can distinguish he strong and weak forms of mas
And wer fhe yer the last word inthe seen
Should be stressed Iie isthe fst word ita sometimes
22 Teachers Book
“rss. Otherwise i i only streed to particular
emphasieit
Language Note
Read through with students, Highlight the contracted
{orm of be: Check they can form the simple pst ese of
regala vers by cigare example sentences
a
"This serie introduces es / mo questions and regalar
bein e simple pas tense, The Hteing has examples
‘ofthe three pronunciation of a, apd Id!
(O Ask students to read the rubric and check
comprehension ofthe questions Play the tape once fr
Students to complete the tsk.
© st students to lite again to check and o write
‘oven the fal answers, These all contain regular verbs ix
‘he simple as rm.
1 42 Yes 1d = a improve y Spanish to!
127: Yes 6 to sta with attend clases or
as
1, io do anspor, bot stars tom
the tango.
De Tae. eda at a be iy.
Ye 1:54 1 ely ted the pop
og my ts wn te Fist ie
Bit pase ke sean tne
© Students workin pairs and ak and answer questions
about a couse they deed back a cos,
© Play the sentences in @ again and ak students to.
put he verbs in the answers in the correct columns,
‘Check answers nd ask them toad two more ers
Lo ah column
hed improved attended
passed med started
=)
fale
This execs isa contol practice of Wh- questions.
Student Ais checking Student Bs expenses claim,
Stent B ha legitimate expenses bu has a tndency to
nerspend. Divide the clas nto two ales to prepa the
Student A and B oes. Let them work with a partner to
‘pare questions / answers before they form AB pais
to complete activity. Student should not dale al
his information bt give answer that his boss key o
seep
= Hom di ou tae fom Birmingham o Manchester?
rel by ts
= Where dd you y in Liverpool?
stayed a he Royal Hotel
= Who did ou telephone?
phone a ent
= Wee were you on Wednesday?
Tor a home
= We di ou ston Thursday?
vita customer in Scand
= Who did you pay gol with?
played with anater important (future) customer
mo
‘This exercise focuses on the language sed when
coming vier,
© itroduce the station, explaining that the two men
have never met and that Yj visting Paco in Mad
Let students work in pars 1 reorder the dialogue Ask
ane ofthe pairs 1 at out her conversion and sce if
the rest ofthe das ae in agreement
© Poy the tape for students o sen and check.
di 34 sn 74 9) a
Hate Ge ny
© Students practise the dislogue in airs one students
Wand the himself or here Any creativity in
the dialogue isto be encouraged
am
“This exercise focuses on small talk and begins with a
litea and respond activity.
© Students donot need o open her books Explain
the station then play the tape and sk ther ot
down a response to tb ten prompts Pool ests and
‘ten agai if necessary. There wil be more than one
correct answer, The important pol ito understand the
questions and reply in posite, communicative way
© Ask students o open their books and mach the
sponses othe prompts they head on the tape
de 55 59 7h sd
2e 4a 6b oF
© This activity revises the language of the section, Give
stants time t look tthe prompts before they work in
part have conversation, One posible logue
would be
Welcome to New York
Thanks very much,
‘My name Martin Jenkins
Pls to mee ou Mr Jenkin. John Marsal.
How was our fig?
Tin aid sat.
(Oh Fm srry about that. How th hotel?
ernie
‘Would you ke anything drink?
Could have an ed ea?
(Cea hs your fst rip the Big Apple?
Yes ies
© Students change oes Encourage them o continue
the convertion,
4.2 Reporting on a trip
‘This excise revises days ofthe wek times, dates and
‘umber and should be done quickly ut cael Set a
‘two-minute time init and monitor careful eed back
‘withthe whole las and correct any fequen ros,
particularly in days and dates
‘This ere pacts regular verbs in the simple pst
form,
IS
© introduce the tation by aking some general
questions:
= Whose dry isi
Who does he work for?
= When was his weet
= Where did she go?
Having established the station, ask students to work in
airs to complete th gaps in the dary. Al the answers
‘an be found inthe documents,
Tee
‘id he set Hose much was hei te
© In is activity there are both regular and irregular
verbs I canbe done with the whole clas orn pan
Teachers Book 23
nerspend. Divide the clas nto two ales to prepa the
Student A and B oes. Let them work with a partner to
‘pare questions / answers before they form AB pais
to complete activity. Student should not dale al
his information bt give answer that his boss key o
seep
= Hom di ou tae fom Birmingham o Manchester?
rel by ts
= Where dd you y in Liverpool?
stayed a he Royal Hotel
= Who did ou telephone?
phone a ent
= Wee were you on Wednesday?
Tor a home
= We di ou ston Thursday?
vita customer in Scand
= Who did you pay gol with?
played with anater important (future) customer
mo
‘This exercise focuses on the language sed when
coming vier,
© itroduce the station, explaining that the two men
have never met and that Yj visting Paco in Mad
Let students work in pars 1 reorder the dialogue Ask
ane ofthe pairs 1 at out her conversion and sce if
the rest ofthe das ae in agreement
© Poy the tape for students o sen and check.
di 34 sn 74 9) a
Hate Ge ny
© Students practise the dislogue in airs one students
Wand the himself or here Any creativity in
the dialogue isto be encouraged
am
“This exercise focuses on small talk and begins with a
litea and respond activity.
© Students donot need o open her books Explain
the station then play the tape and sk ther ot
down a response to tb ten prompts Pool ests and
‘ten agai if necessary. There wil be more than one
correct answer, The important pol ito understand the
questions and reply in posite, communicative way
© Ask students o open their books and mach the
sponses othe prompts they head on the tape
de 55 59 7h sd
2e 4a 6b oF
© This activity revises the language of the section, Give
stants time t look tthe prompts before they work in
part have conversation, One posible logue
would be
Welcome to New York
Thanks very much,
‘My name Martin Jenkins
Pls to mee ou Mr Jenkin. John Marsal.
How was our fig?
Tin aid sat.
(Oh Fm srry about that. How th hotel?
ernie
‘Would you ke anything drink?
Could have an ed ea?
(Cea hs your fst rip the Big Apple?
Yes ies
© Students change oes Encourage them o continue
the convertion,
4.2 Reporting on a trip
‘This excise revises days ofthe wek times, dates and
‘umber and should be done quickly ut cael Set a
‘two-minute time init and monitor careful eed back
‘withthe whole las and correct any fequen ros,
particularly in days and dates
‘This ere pacts regular verbs in the simple pst
form,
IS
© introduce the tation by aking some general
questions:
= Whose dry isi
Who does he work for?
= When was his weet
= Where did she go?
Having established the station, ask students to work in
airs to complete th gaps in the dary. Al the answers
‘an be found inthe documents,
Tee
‘id he set Hose much was hei te
© In is activity there are both regular and irregular
verbs I canbe done with the whole clas orn pan
Teachers Book 23
They are al Wh questions othe voice should go down
tthe end ofthe question not up. At the end ofthe
activi a students o invente more questions each
(base on Peas dir), to ak thi porters,
1 She few Washington.
2 She ef London at 12.1,
3 She tok à ta.
4 She stayed atthe Mion Hotel,
5 She vise the Tina Cente,
$ She ha lunch at Goel,
7 She mento Bator.
8 Ste few
9 She remos to ay,
10 She wroteon Sunday
© Wenow concentrate on question formation. The
‘nse is supplied so th exer i purely mechanical,
it the table below on the board o students ean sce
‘the formation. Highlight the inversion of aunty and
subject and the infinitive form of the ver Wit in
her words a students supply the questions
(Question word / aucary subject verb
pre
ere Mr
wo ave diner with?
4 Wha did she do on Wednesday morning?
2 Which lire sh y with?
3 Me dit she met on Wednesday evening?
4 What im il se have an with Pilla Weine?
5 Wen dd she 9 / yt Bakinore?
$ iy id se o/y to Baltimore?
7 Where dé she ve dene ith Sally and Hany?
8 Did she vs he White Howse?
om
‘The as now know alot about Pira and her rp tthe
US This listening eerie revises Ihe vers and
reinforces the structure,
© Asksudentsto ook at the answers provided In
Engl we tend to use he same verb in the answer asin
the question, othe questions are aly as to pues.
© Pay the tape once and check answers. Ask students
to repeat the dialog in short chunks.
26 Teachers Book
1 How ae your
2 Wend you get back fom Washington?
3 How vas the meeting at Cenk?
4 Did you go et in he even
5 Whee did you stay?
6 id you go tong?
Mt i you co yesterday?
Language Note
Read through with students. Refer them to the Language
Fie on page 157 for a fl is of regular verbs
Optional extra activity
To consolidate the use of regalar regular verbs inthe
past tene, as students o work in par and devise a quit
‘of atleast ten questions about famous people or evens,
inthe past eg. Wher did he frst man walk on the ao?
Wen they have finished ak them to ghe cr quo
another pair to complete Fall answers shouldbe gen,
This nes provides a model for writing an e-mail of
thanks,
(Oak audents 0 work in pairs to put the e-mail in
‘order Point out that an e mai more like a oral
sage than a writen one and that an ea message
can be quite informal i you know the person you are
malos
Dear a
Many thanks for your warm welcome in Washington,
1 ad a vn good he dys and nk te meetings
ner we
1 lo enjoyed the meals and the tip othe thee.
When you cone to ay ext month do ot hate o
contac me
‘hans asain
Kindest Regards
Pen
© students an now write heir own mal of thanks
ing the mode
Model answer.
Deo Laine,
ay hs ur ar aan in
Tote pot wp and ne nec as
Tae enjoyed dy to en Fane an te
eu sourate A
When you come hee y Ast do mt Ps to
cad ne. E
am.
tthe end ofthe question not up. At the end ofthe
activi a students o invente more questions each
(base on Peas dir), to ak thi porters,
1 She few Washington.
2 She ef London at 12.1,
3 She tok à ta.
4 She stayed atthe Mion Hotel,
5 She vise the Tina Cente,
$ She ha lunch at Goel,
7 She mento Bator.
8 Ste few
9 She remos to ay,
10 She wroteon Sunday
© Wenow concentrate on question formation. The
‘nse is supplied so th exer i purely mechanical,
it the table below on the board o students ean sce
‘the formation. Highlight the inversion of aunty and
subject and the infinitive form of the ver Wit in
her words a students supply the questions
(Question word / aucary subject verb
pre
ere Mr
wo ave diner with?
4 Wha did she do on Wednesday morning?
2 Which lire sh y with?
3 Me dit she met on Wednesday evening?
4 What im il se have an with Pilla Weine?
5 Wen dd she 9 / yt Bakinore?
$ iy id se o/y to Baltimore?
7 Where dé she ve dene ith Sally and Hany?
8 Did she vs he White Howse?
om
‘The as now know alot about Pira and her rp tthe
US This listening eerie revises Ihe vers and
reinforces the structure,
© Asksudentsto ook at the answers provided In
Engl we tend to use he same verb in the answer asin
the question, othe questions are aly as to pues.
© Pay the tape once and check answers. Ask students
to repeat the dialog in short chunks.
26 Teachers Book
1 How ae your
2 Wend you get back fom Washington?
3 How vas the meeting at Cenk?
4 Did you go et in he even
5 Whee did you stay?
6 id you go tong?
Mt i you co yesterday?
Language Note
Read through with students. Refer them to the Language
Fie on page 157 for a fl is of regular verbs
Optional extra activity
To consolidate the use of regalar regular verbs inthe
past tene, as students o work in par and devise a quit
‘of atleast ten questions about famous people or evens,
inthe past eg. Wher did he frst man walk on the ao?
Wen they have finished ak them to ghe cr quo
another pair to complete Fall answers shouldbe gen,
This nes provides a model for writing an e-mail of
thanks,
(Oak audents 0 work in pairs to put the e-mail in
‘order Point out that an e mai more like a oral
sage than a writen one and that an ea message
can be quite informal i you know the person you are
malos
Dear a
Many thanks for your warm welcome in Washington,
1 ad a vn good he dys and nk te meetings
ner we
1 lo enjoyed the meals and the tip othe thee.
When you cone to ay ext month do ot hate o
contac me
‘hans asain
Kindest Regards
Pen
© students an now write heir own mal of thanks
ing the mode
Model answer.
Deo Laine,
ay hs ur ar aan in
Tote pot wp and ne nec as
Tae enjoyed dy to en Fane an te
eu sourate A
When you come hee y Ast do mt Ps to
cad ne. E
am.
a
‘This exerce introduces students to word eollcations.
Ling them can increase student active voeabulary
sd lo make them sound more Engl
© Ask students o match he words individually then
compare answer in pis before checking back wth you
nd an ea
ea in
mie report
ale à phone
on
meta stone
end a nesting
© Le stents work in pais o invent sentences using
the collocatons. Check they have wed the correct form,
ofthe vet.
“This peaking exercise practises making and answering
questions, ing the simple past
© Divide the das into A 8 pairs and refer them othe
"sean information. Each student has a dan and they
Should complete hei partners diary by aking questions
‘hut each dy. With weaker students, you may wih 0
bein by aking them to complete the diary on page 49
ri heir own schedule ir ie wl highlight te
Fami they need t uk fr
© Students wil discover that he nearly met at week
ae they were both interview or he same job
Student Aas lucky enough to ge the jo
4.3 Describing
company structure
oo
‘This exercise focuses on the language fo introducig
people andthe jobs they do.
© There are four dialogues. Ensure students understand
‘hesitation. Play the pe once and colla the rel.
Wien you have all he correct answers sten othe
logs again aking students to repeat each line
lly ask students o ac out the dialogues,
à account
Matating Director
€ in charge of Human Resources
4 Company Layer
8 Sle Director
1 Personal start
9 Head of Research
© This activi revises the language of introductions
Lat students introduce themselves tothe perso on their
right. Then ak them to itroduc themselves and their
partner o othe peopl inthe oom, using expressions
from the dialogues ch a: lie you t met. Do ou
Ie? Lt me introduce you o Tis i
a
"bis cece continues the theme of jos. Let dents
‘workin par to match the jobs tothe descriptions Aa
follow-up, ak these obs exit in thee company and in
‘what number. Point out that several of thes es ary
ffom company 10 company taining afer might bea
whole jb in one company or part ofa persan job in
another Words ke directo manage fice are ey
interchangeable these day.
tino offer
2 laboratory techn
3 maraging decor
4 ay control manager
5 sles einsame
6 personal assistant
7 purchasing manager
This execs introduces new vocabulary and revises
other words connected wih company ruc,
@ Asa warmen talk about wate and whether the dass
drink tap water or bel water Ask ther which brands
ae famous in tir counties and whether there slot
tf advertising by water companie Ask them t read the
text individual and compete the gaps using the words
intheben,
3 subia 5 production sites 9 tier
2 customers 6 reach te 10 turner
3 don 7 product 18 mar ler
A bards” 8 acquisition 12 mat share
© Draw the chart onthe board and ask students to
compet
Teachers Book 25
‘This exerce introduces students to word eollcations.
Ling them can increase student active voeabulary
sd lo make them sound more Engl
© Ask students o match he words individually then
compare answer in pis before checking back wth you
nd an ea
ea in
mie report
ale à phone
on
meta stone
end a nesting
© Le stents work in pais o invent sentences using
the collocatons. Check they have wed the correct form,
ofthe vet.
“This peaking exercise practises making and answering
questions, ing the simple past
© Divide the das into A 8 pairs and refer them othe
"sean information. Each student has a dan and they
Should complete hei partners diary by aking questions
‘hut each dy. With weaker students, you may wih 0
bein by aking them to complete the diary on page 49
ri heir own schedule ir ie wl highlight te
Fami they need t uk fr
© Students wil discover that he nearly met at week
ae they were both interview or he same job
Student Aas lucky enough to ge the jo
4.3 Describing
company structure
oo
‘This exercise focuses on the language fo introducig
people andthe jobs they do.
© There are four dialogues. Ensure students understand
‘hesitation. Play the pe once and colla the rel.
Wien you have all he correct answers sten othe
logs again aking students to repeat each line
lly ask students o ac out the dialogues,
à account
Matating Director
€ in charge of Human Resources
4 Company Layer
8 Sle Director
1 Personal start
9 Head of Research
© This activi revises the language of introductions
Lat students introduce themselves tothe perso on their
right. Then ak them to itroduc themselves and their
partner o othe peopl inthe oom, using expressions
from the dialogues ch a: lie you t met. Do ou
Ie? Lt me introduce you o Tis i
a
"bis cece continues the theme of jos. Let dents
‘workin par to match the jobs tothe descriptions Aa
follow-up, ak these obs exit in thee company and in
‘what number. Point out that several of thes es ary
ffom company 10 company taining afer might bea
whole jb in one company or part ofa persan job in
another Words ke directo manage fice are ey
interchangeable these day.
tino offer
2 laboratory techn
3 maraging decor
4 ay control manager
5 sles einsame
6 personal assistant
7 purchasing manager
This execs introduces new vocabulary and revises
other words connected wih company ruc,
@ Asa warmen talk about wate and whether the dass
drink tap water or bel water Ask ther which brands
ae famous in tir counties and whether there slot
tf advertising by water companie Ask them t read the
text individual and compete the gaps using the words
intheben,
3 subia 5 production sites 9 tier
2 customers 6 reach te 10 turner
3 don 7 product 18 mar ler
A bards” 8 acquisition 12 mat share
© Draw the chart onthe board and ask students to
compet
Teachers Book 25
3 port company ac i
2 ibaa, 5 rs certes
5 bande
© This should be a straghforward ak or those in
work. Fr those who are yet wo work, ry and aces
Internet tes where this information is edly valable
“This exercise focuses onthe diferent department within
company.
© Ask students to ook at the document extracts and
suggest what hey are: eter of application, a bank
Statement aspresdhee,achart, a message a contract.
et them work individual odo the matching then
‘compare in pais before checking back with you
ia 26 se Gels aie
© Asa css mal ai of other departments ina
‘company. eg. Production, Customer Services or
fils, General Services, Logistic, Transport,
Packaging, Planning:
© Ask students to work through the exercise
individual, then check answers with the whole cas
Se ee
|
pi a
4 Las workin he Lega department.
5 PR people wor nthe Communion: department
6 ii Managers wo in he Human Resources +
apartment.
a
“Tis exercise comtertuines the vocabulary fom
previous exercises in the section and introdaces
vocabulary describing ces and equipment By the end
ofthe section, he ss wi be ale to make «short
Presentation about her department, as they would need
todo f they wer receiving vistors,
© Sse the scene and check students understand the
union. Pay D} twice as they need to ote lot of
information. Colt information on he board.
26 Teachers Book
1 Research 16 (+ 10) een aborto
and oes sofa esearch not nmin ling,
{otf budget spent on el
2 Purchasing: 12 (6 +7) le open-plan office on
second oo putt on top Ao: phasing a
Intel components suppl: tof tae to
China Pins aná Kamu o and mal
tet
3 Human Resouces: 7 (6 « 1): ist or of main
lg: erent and nig tof Bet
Spent on computar and gage tng
4 communications 3: ge oper-pln af -
round for sal and tral connections
and publ relation; mula projects re company
rate and arma! repre
© This activity tas am extract rom each department,
Play (BR) Students ned to len crea and complete
te sentence.
1 ok lo. compte sed ut
tat
2 rom «al. spp
3 Thee ae. of
4 in cage of
Language Note
Read through with student The language willbe seal
"a
1]
This exercise allows the students to make short
presentation of ee department ina mon technical va.
“The talk should cover the personnel ofthe department,
(alt and equipment, and activi, Ask students o
prepare their presentation a a homework and en
Viet em in clas lato dite
Photocopiabl activity (page 70)
“This provides farther race in exchanging information
about companies. Ech student shoud have ri with
complet information fr one company: Working in
fours they should ask and answer questions 10 complete
the information about the other thee companies,
Alternate. 10 make a longer activity, ut up all the
information into card and sk students to workin sal
groups to resemble i
2 ibaa, 5 rs certes
5 bande
© This should be a straghforward ak or those in
work. Fr those who are yet wo work, ry and aces
Internet tes where this information is edly valable
“This exercise focuses onthe diferent department within
company.
© Ask students to ook at the document extracts and
suggest what hey are: eter of application, a bank
Statement aspresdhee,achart, a message a contract.
et them work individual odo the matching then
‘compare in pais before checking back with you
ia 26 se Gels aie
© Asa css mal ai of other departments ina
‘company. eg. Production, Customer Services or
fils, General Services, Logistic, Transport,
Packaging, Planning:
© Ask students to work through the exercise
individual, then check answers with the whole cas
Se ee
|
pi a
4 Las workin he Lega department.
5 PR people wor nthe Communion: department
6 ii Managers wo in he Human Resources +
apartment.
a
“Tis exercise comtertuines the vocabulary fom
previous exercises in the section and introdaces
vocabulary describing ces and equipment By the end
ofthe section, he ss wi be ale to make «short
Presentation about her department, as they would need
todo f they wer receiving vistors,
© Sse the scene and check students understand the
union. Pay D} twice as they need to ote lot of
information. Colt information on he board.
26 Teachers Book
1 Research 16 (+ 10) een aborto
and oes sofa esearch not nmin ling,
{otf budget spent on el
2 Purchasing: 12 (6 +7) le open-plan office on
second oo putt on top Ao: phasing a
Intel components suppl: tof tae to
China Pins aná Kamu o and mal
tet
3 Human Resouces: 7 (6 « 1): ist or of main
lg: erent and nig tof Bet
Spent on computar and gage tng
4 communications 3: ge oper-pln af -
round for sal and tral connections
and publ relation; mula projects re company
rate and arma! repre
© This activity tas am extract rom each department,
Play (BR) Students ned to len crea and complete
te sentence.
1 ok lo. compte sed ut
tat
2 rom «al. spp
3 Thee ae. of
4 in cage of
Language Note
Read through with student The language willbe seal
"a
1]
This exercise allows the students to make short
presentation of ee department ina mon technical va.
“The talk should cover the personnel ofthe department,
(alt and equipment, and activi, Ask students o
prepare their presentation a a homework and en
Viet em in clas lato dite
Photocopiabl activity (page 70)
“This provides farther race in exchanging information
about companies. Ech student shoud have ri with
complet information fr one company: Working in
fours they should ask and answer questions 10 complete
the information about the other thee companies,
Alternate. 10 make a longer activity, ut up all the
information into card and sk students to workin sal
groups to resemble i
Unit 5 | New developments
5.1 Current activities
o
Fist write the flowing onthe board and ask students to
mach the phrase onthe let withthe appropriate ime
‘pression. sali hat the present continuous is used
or present action in progres tthe ine of speaking
Me taa te Ra Hote. ste
Hes staying atthe Rit Hole eve eae
Me stayed atthe Riz Hotel ED moment.
© Ask students to complete the ask individual. Let
‘them compare answers in pairs before checking back
ih you
A a bling 3 sui 5 ae assenbing
2 ae doing 4 Es desgrinn
© Answer these questions a a whol-clas activity.
© Bit one or wo examples then e students do the
‘askin pis, Monitor or correct seo the present
‘nto. Ask individual students to report back on
thei panes present projects,
Language Note
Point out that the present continuous isn't only sed fo
ation happening at this very moment it an alo be
toed with ther tine expesions which indicate longer
period of time such as day his merk his monty is
(D Let students complete these two tasks in pai before
eckig back with ou
11d ze da 4b 5e
2 Lio Zimpme recut 4 layoff
Sook or
© ic wo or three example questions rom the whole
ds fist and sk indivi students to answer them,
With reference o thei awn company. Then let them
‘tine the avi in paa Monitor for core us of
the present continuous in both questions nd answers
Language Note
‘Wher students ave rend this, ie bre othe verbs on
the bard work buy travel Et some more par of
‘sentences where the ver sed it inthe present
Simple then in the present continuous frm, eg He
‘works or IBM. He’ working inthe head ofc this month
ao
‘This exercise ges practice in dbtingihing betwen the
presen simple and present continuous Start by aking
Students to ge the names and nationals of ay oil
‘companies hey know: Ect / tech he products such
companies yp sel petrol Faded unleaded /
‘isl i as eating fue ee,
© Give students time wo red he questions and deal
with any queries Then pay the tape once or ice as
necessary giving dem ist compare nenes in pair
before checking back with you.
3 01 and pet.
2 Inning.
3 ts baling a big technology cent.
Agent.
5 Because its Inrodacng a Lo of new technology
and compar tos.
© Bein out that some ofthe sentences and questions
ein the present simple and others inthe resent
continuous Le students complete the tsk orally in
as then pay ae apn check stoping alter
1 Mich company ar ou witht
‘money in ting the moment.
3: Tee company expanding very mic? |
IR: Yes, Repo YK veloping sac Latin
‘aia In Spain wee pinga ew echos
cote
er in Latin America does Repsol pet?
The company hae new sde in Buenos
Air,
3: What are you working on at te moment?
E Weare gain spaces tallo programmes.
Te Company strong lot oe technology.
Teacher's Book 27
5.1 Current activities
o
Fist write the flowing onthe board and ask students to
mach the phrase onthe let withthe appropriate ime
‘pression. sali hat the present continuous is used
or present action in progres tthe ine of speaking
Me taa te Ra Hote. ste
Hes staying atthe Rit Hole eve eae
Me stayed atthe Riz Hotel ED moment.
© Ask students to complete the ask individual. Let
‘them compare answers in pairs before checking back
ih you
A a bling 3 sui 5 ae assenbing
2 ae doing 4 Es desgrinn
© Answer these questions a a whol-clas activity.
© Bit one or wo examples then e students do the
‘askin pis, Monitor or correct seo the present
‘nto. Ask individual students to report back on
thei panes present projects,
Language Note
Point out that the present continuous isn't only sed fo
ation happening at this very moment it an alo be
toed with ther tine expesions which indicate longer
period of time such as day his merk his monty is
(D Let students complete these two tasks in pai before
eckig back with ou
11d ze da 4b 5e
2 Lio Zimpme recut 4 layoff
Sook or
© ic wo or three example questions rom the whole
ds fist and sk indivi students to answer them,
With reference o thei awn company. Then let them
‘tine the avi in paa Monitor for core us of
the present continuous in both questions nd answers
Language Note
‘Wher students ave rend this, ie bre othe verbs on
the bard work buy travel Et some more par of
‘sentences where the ver sed it inthe present
Simple then in the present continuous frm, eg He
‘works or IBM. He’ working inthe head ofc this month
ao
‘This exercise ges practice in dbtingihing betwen the
presen simple and present continuous Start by aking
Students to ge the names and nationals of ay oil
‘companies hey know: Ect / tech he products such
companies yp sel petrol Faded unleaded /
‘isl i as eating fue ee,
© Give students time wo red he questions and deal
with any queries Then pay the tape once or ice as
necessary giving dem ist compare nenes in pair
before checking back with you.
3 01 and pet.
2 Inning.
3 ts baling a big technology cent.
Agent.
5 Because its Inrodacng a Lo of new technology
and compar tos.
© Bein out that some ofthe sentences and questions
ein the present simple and others inthe resent
continuous Le students complete the tsk orally in
as then pay ae apn check stoping alter
1 Mich company ar ou witht
‘money in ting the moment.
3: Tee company expanding very mic? |
IR: Yes, Repo YK veloping sac Latin
‘aia In Spain wee pinga ew echos
cote
er in Latin America does Repsol pet?
The company hae new sde in Buenos
Air,
3: What are you working on at te moment?
E Weare gain spaces tallo programmes.
Te Company strong lot oe technology.
Teacher's Book 27
© Lar students work on this individual. Then sk
them to compare answers with a partner before checking
Pack with ou
Lepanto 5 has is haga
2 owns $ sali 10 sponsoring
3 podices Tae men
‘Species 8 is rowing
© Bic answers wo these questions from the whole
cos
Optional extra activi
“Ask student to describe foreign company operating in
‘hei country (both ual and euren activi) but
without saying the name The others must gues what
is Students cold also write a sila description a a
Bomewor ask
mu
cad tb inti arc with student, and point out that
the small grammatia word are often untesed
Because they are atthe most important word a
sentence. Model the sound for student, and then the
word for ft, and, but e des aren thie mel
(uns) form,
© Before listening, ask student to predict what words
go in he spaces, then play the tape to check lay
individual semences again if they are not sure what word
they hear
te; for does of ae to; rom at
© Pay the tape and ask dents to repeat in chorus
and /o individual. When tying to produce the core
Za sound, they may have a tendency to srs the
lnsressed word, this happens, ply the ape again,
and ak them to identify the word hat realy are sed
nach sentence. Then get them to repeat the sentences
‘gin Final e them practise the whole dialogue in
pass
5.2 Company developments
“his cese introduces te language for describing
rend, tart by ashing student what Kindo information
shout companies is given in graphs and diagram sales
Profis market har, share price ec
28. Teachers Book
© Refer students tothe bar hart. Check understanding
ofthe deen regios by asking them o name thee
countries in: Europe, AsiaPac, Latin America, Then
ska few checking question about the figures, What
vs the percentage of sales nthe USA in 1999 Ask ther
Lo undetineall the verbs In the six sentences. Draw the
arrows on the board, one pointing up another down,
and the third horizontal Ect which verb go with
which ara. Then let them complete the task
individual or in ais before checking bac wih you
Arno) 4 Fe by 38)
ar sr
3 Fourgon) 6 Fremd)
© Let students complete his individual before
cin back with you. Explain that more han one
ower is possible fr some apa.
4 el deceased / wert dom: fl / go dom /
cnc
2 renales slo
3 reales sable; wert up ernst / rose
‘ose / incase / wet up
Language Note
“The verbs are gve herein the presen continuous and
past simple forms, as thse are the tenses wich willbe
contraste in the cxeri ha follows, Check
understanding ofthe ferne between by rom and to
basking students fortwo other example sentence based
on the Motorola bar chart in E
© Le students complete the ts individual it ot
necessary to read the feat in detal a thie sage Then
heck answers, painting out the convention fr saying
lent pes of number,
A nineten aby four
200 point fhe nine
3 tee per ent
4 seven hed and twenty-five thus ight
anced
© Al the number are of similar type to those inthe
first question. Monitor the ais and when you heat à
number given incorrectly refer them back a the writen
form ofthe diferent numbers in Q, and ask ther to
cores temes.
© introduce some ofthe vocabalary from te text by
aking students o pur the following word in oil
them to compare answers with a partner before checking
Pack with ou
Lepanto 5 has is haga
2 owns $ sali 10 sponsoring
3 podices Tae men
‘Species 8 is rowing
© Bic answers wo these questions from the whole
cos
Optional extra activi
“Ask student to describe foreign company operating in
‘hei country (both ual and euren activi) but
without saying the name The others must gues what
is Students cold also write a sila description a a
Bomewor ask
mu
cad tb inti arc with student, and point out that
the small grammatia word are often untesed
Because they are atthe most important word a
sentence. Model the sound for student, and then the
word for ft, and, but e des aren thie mel
(uns) form,
© Before listening, ask student to predict what words
go in he spaces, then play the tape to check lay
individual semences again if they are not sure what word
they hear
te; for does of ae to; rom at
© Pay the tape and ask dents to repeat in chorus
and /o individual. When tying to produce the core
Za sound, they may have a tendency to srs the
lnsressed word, this happens, ply the ape again,
and ak them to identify the word hat realy are sed
nach sentence. Then get them to repeat the sentences
‘gin Final e them practise the whole dialogue in
pass
5.2 Company developments
“his cese introduces te language for describing
rend, tart by ashing student what Kindo information
shout companies is given in graphs and diagram sales
Profis market har, share price ec
28. Teachers Book
© Refer students tothe bar hart. Check understanding
ofthe deen regios by asking them o name thee
countries in: Europe, AsiaPac, Latin America, Then
ska few checking question about the figures, What
vs the percentage of sales nthe USA in 1999 Ask ther
Lo undetineall the verbs In the six sentences. Draw the
arrows on the board, one pointing up another down,
and the third horizontal Ect which verb go with
which ara. Then let them complete the task
individual or in ais before checking bac wih you
Arno) 4 Fe by 38)
ar sr
3 Fourgon) 6 Fremd)
© Let students complete his individual before
cin back with you. Explain that more han one
ower is possible fr some apa.
4 el deceased / wert dom: fl / go dom /
cnc
2 renales slo
3 reales sable; wert up ernst / rose
‘ose / incase / wet up
Language Note
“The verbs are gve herein the presen continuous and
past simple forms, as thse are the tenses wich willbe
contraste in the cxeri ha follows, Check
understanding ofthe ferne between by rom and to
basking students fortwo other example sentence based
on the Motorola bar chart in E
© Le students complete the ts individual it ot
necessary to read the feat in detal a thie sage Then
heck answers, painting out the convention fr saying
lent pes of number,
A nineten aby four
200 point fhe nine
3 tee per ent
4 seven hed and twenty-five thus ight
anced
© Al the number are of similar type to those inthe
first question. Monitor the ais and when you heat à
number given incorrectly refer them back a the writen
form ofthe diferent numbers in Q, and ask ther to
cores temes.
© introduce some ofthe vocabalary from te text by
aking students o pur the following word in oil
order retirement, birt, marrage death divorce. Then lt
‘hem complete th task individually comparing anses
ia partner before checking back with you.
A felis 5 sal fling 9 i corning
2 ment up by 6 ls incas 10 i als fling
3 be dciting 7 west up = to 14 went down ~by
amt 8 cese by
© Le students workin pass. 1 possible, pur students
rom diferent countries together. Point out that they
date to give gues in each case When they have
id, ask one paro report back to ie das on the
diferen rend your student re rom the ame
country ce they are with the analysis given y the
pair reporting back If they ae from diferent counties,
separe and contrast the student report You may he
to bi up a tabl on the board, with one row foreach
trend cused and com for each country
represented. In cach box, put an upward, downward or
Irion arrow to represent the rend, based on
student views,
Optional extra activity
Lo felt appropriate, ae students o research some
Figures for one ofthe tends in © and to compile the
information inthe form of har char. Students can
presto information tthe das inthe ext lesson.
8
Ti ne vs fr practi in eig end
Dre cas mo A/B pls ad er em 1e
recam Ft out tat icy he ne competed
{Pops hist oe hy wl scribe par
Peal der tis ai Dee dewey
‘ek puna raph When y ve id eng.
thy mus gus wit hr pater company
or asd ml ue ar ag te oes
np ne / en c
in te have ica hm h hy ew tat
‘comp sold a (udn A) an ees oye
Son gals in eden As company mue o
mora S00 nth wits burdened the
‘ofthe po may Do cc tem enh
ot
on
© todas the bet by aking how many steers
Pose sere cover ea e lens
diferent uses ofthe Internet, and pool ies on the
board
“Then sfr students 1 he able and pie chart and ask
them what they represent Check they understand what
‘ecommerce means (shopping by Internet). Aska few
comprehesion questions, e How many Internet wes
‘were here the USA in 1997 In the i Pac marke,
Fw many files in developing counties had an Interner
(onen in 1997 Alternativ, say some ofthe
numbers fom the dagrams, and ask students o say
vet they refer to
Then answer the questions sa whole as activity
Bear een
ona
eee à
© Sar by ing students what information s mising
From the diagrams. The play the tape twice, allowing
students ime t compar ote each ine before
‘checking back with you. Ask them ter anything that
Surprises them about the igure
sos sn san
asus ar
© Pay the tae again, stopping at he end of ech target
sentence o allow students fo wrt theming words.
Replay sentences a necessary. Do a whos feedback
atthe end.
A havea look at see 3 dam your attention
“Notice that 4 as you can see
Language Note
‘The Language Note highlights the language used in DIE)
to refer to vial ide. Eure that students understand
{he vocabulry and preciso saying the sentences
ao
© Pray the ape or students o complete he task
individual
© Pay the ape gain wo check and ask students to
repeat the words in chorus and/or individual.
90. fgues segment column
Se remain Japan compare
Seo menitment consumer peerage
Teachefs Book 29
‘hem complete th task individually comparing anses
ia partner before checking back with you.
A felis 5 sal fling 9 i corning
2 ment up by 6 ls incas 10 i als fling
3 be dciting 7 west up = to 14 went down ~by
amt 8 cese by
© Le students workin pass. 1 possible, pur students
rom diferent countries together. Point out that they
date to give gues in each case When they have
id, ask one paro report back to ie das on the
diferen rend your student re rom the ame
country ce they are with the analysis given y the
pair reporting back If they ae from diferent counties,
separe and contrast the student report You may he
to bi up a tabl on the board, with one row foreach
trend cused and com for each country
represented. In cach box, put an upward, downward or
Irion arrow to represent the rend, based on
student views,
Optional extra activity
Lo felt appropriate, ae students o research some
Figures for one ofthe tends in © and to compile the
information inthe form of har char. Students can
presto information tthe das inthe ext lesson.
8
Ti ne vs fr practi in eig end
Dre cas mo A/B pls ad er em 1e
recam Ft out tat icy he ne competed
{Pops hist oe hy wl scribe par
Peal der tis ai Dee dewey
‘ek puna raph When y ve id eng.
thy mus gus wit hr pater company
or asd ml ue ar ag te oes
np ne / en c
in te have ica hm h hy ew tat
‘comp sold a (udn A) an ees oye
Son gals in eden As company mue o
mora S00 nth wits burdened the
‘ofthe po may Do cc tem enh
ot
on
© todas the bet by aking how many steers
Pose sere cover ea e lens
diferent uses ofthe Internet, and pool ies on the
board
“Then sfr students 1 he able and pie chart and ask
them what they represent Check they understand what
‘ecommerce means (shopping by Internet). Aska few
comprehesion questions, e How many Internet wes
‘were here the USA in 1997 In the i Pac marke,
Fw many files in developing counties had an Interner
(onen in 1997 Alternativ, say some ofthe
numbers fom the dagrams, and ask students o say
vet they refer to
Then answer the questions sa whole as activity
Bear een
ona
eee à
© Sar by ing students what information s mising
From the diagrams. The play the tape twice, allowing
students ime t compar ote each ine before
‘checking back with you. Ask them ter anything that
Surprises them about the igure
sos sn san
asus ar
© Pay the tae again, stopping at he end of ech target
sentence o allow students fo wrt theming words.
Replay sentences a necessary. Do a whos feedback
atthe end.
A havea look at see 3 dam your attention
“Notice that 4 as you can see
Language Note
‘The Language Note highlights the language used in DIE)
to refer to vial ide. Eure that students understand
{he vocabulry and preciso saying the sentences
ao
© Pray the ape or students o complete he task
individual
© Pay the ape gain wo check and ask students to
repeat the words in chorus and/or individual.
90. fgues segment column
Se remain Japan compare
Seo menitment consumer peerage
Teachefs Book 29
5.3 Personal developments
a
‘Star by bre revising the language of introductions
(Gs sen in Unit 1). Ask tre students o come to the
font ofthe cs. and Base leagues, Cia visor
ho as js arrive in the company A nd have never
‘met C. AK them 1 improvise a dialogue. Stop the
conversation i they sy anything propriate and sk
the rest ofthe dass or suggestions, Then choos nother
thre students This ime they re al colleagues returning
ales two weeks holiday. Repeat the sme process as for
theft convertion,
© Lt students do the ak individual, and then
compare answers in pan before checking back with ou
te 2a 54 4e so
© Do his a a whole lass activity.
fist tine mein: 3, (5)
ben ou brow the person: 2,3, 5
© Ask students 1s in which par of photos the
conversation seems more formal, and in which more
Flawed Then ply the ape or students match the
conversations tothe pictures What do they thinks the
relationship between the speaker? How dd they ative
that conclusion?
4 Conversation 1: photo A
Conversation 2 pto 8
Germain 1: Bos and employee
Comeraion 2 so ends
Refer students tothe second question and elicit answer.
Play the tape gun check, pausing when you hear
samples of the diferent conversation features, and
asking students what the speaker has ust ad.
228 ba cA an ea fo
© Koer students othe Language Note. Pin out that
How are imss a more informal way of ying How.
are yout, and that prety god means the sme as quite
st Then play the tape again for students noe the
‘apresions use. Let them compare answers in pars
before checking back with you.
pressions used: How jou? Very mel, thant you.
Tm pleased to par that. How ae tinge? Sry to hoor
‘at Hows the fomi? aly? Tats cree! Tats
et news! Ti happy aa that
30 Teachers Book
a
le crip pre ge age
Laren Bt
© Laden compl is md. ben
Sea aver are Tl ee age
Sa
tab 26e
@ Le students complete his in pains Check the
questions fr aná 2 with the whole ls When hey are
«sing be questions, encourage them to sound
‘athisiastie and intersted, rather than using at
dab she sab cu
Possible answers:
4 Wows your husband / partner?
2 Hows busines? / Mow ae things?
© ct some example questions rom the whole css
foreach ofthe topes then et students do the acts in
Dts Monitor and intervene whee responses ae ot
forthcoming or done sound interested enough. At the
‘dv ask one parto perform thelr algue in ont of
the hs and use it asa basis for corto.
a
© Bead the rubric with students and ak them wat
questions they think Dantas colagu wl ak Day the
{ape once, and give them a minute ot two 10 dicas tet
answers to theft question before checking back with
ou A them what evidence there is tht the tip was a
Poste experience,
Her tip was generally posite. Ace any sobe
nome bse onthe apes.
© Pay the tape agai. top when you sr the fist
‘question = students may need to listen agan as he
Structure few to ıhem. The pay theres the ape
Check answer withthe whole ase Point out hat the
structure What s/w. ie? sima in meaning o
How is/was. but hat the st is more common, Let
‘them read the Language Note that follows
a
at nas New York ke?
What as your hotel 2
How was the conference?
at wee the presente He?
a
‘Star by bre revising the language of introductions
(Gs sen in Unit 1). Ask tre students o come to the
font ofthe cs. and Base leagues, Cia visor
ho as js arrive in the company A nd have never
‘met C. AK them 1 improvise a dialogue. Stop the
conversation i they sy anything propriate and sk
the rest ofthe dass or suggestions, Then choos nother
thre students This ime they re al colleagues returning
ales two weeks holiday. Repeat the sme process as for
theft convertion,
© Lt students do the ak individual, and then
compare answers in pan before checking back with ou
te 2a 54 4e so
© Do his a a whole lass activity.
fist tine mein: 3, (5)
ben ou brow the person: 2,3, 5
© Ask students 1s in which par of photos the
conversation seems more formal, and in which more
Flawed Then ply the ape or students match the
conversations tothe pictures What do they thinks the
relationship between the speaker? How dd they ative
that conclusion?
4 Conversation 1: photo A
Conversation 2 pto 8
Germain 1: Bos and employee
Comeraion 2 so ends
Refer students tothe second question and elicit answer.
Play the tape gun check, pausing when you hear
samples of the diferent conversation features, and
asking students what the speaker has ust ad.
228 ba cA an ea fo
© Koer students othe Language Note. Pin out that
How are imss a more informal way of ying How.
are yout, and that prety god means the sme as quite
st Then play the tape again for students noe the
‘apresions use. Let them compare answers in pars
before checking back with you.
pressions used: How jou? Very mel, thant you.
Tm pleased to par that. How ae tinge? Sry to hoor
‘at Hows the fomi? aly? Tats cree! Tats
et news! Ti happy aa that
30 Teachers Book
a
le crip pre ge age
Laren Bt
© Laden compl is md. ben
Sea aver are Tl ee age
Sa
tab 26e
@ Le students complete his in pains Check the
questions fr aná 2 with the whole ls When hey are
«sing be questions, encourage them to sound
‘athisiastie and intersted, rather than using at
dab she sab cu
Possible answers:
4 Wows your husband / partner?
2 Hows busines? / Mow ae things?
© ct some example questions rom the whole css
foreach ofthe topes then et students do the acts in
Dts Monitor and intervene whee responses ae ot
forthcoming or done sound interested enough. At the
‘dv ask one parto perform thelr algue in ont of
the hs and use it asa basis for corto.
a
© Bead the rubric with students and ak them wat
questions they think Dantas colagu wl ak Day the
{ape once, and give them a minute ot two 10 dicas tet
answers to theft question before checking back with
ou A them what evidence there is tht the tip was a
Poste experience,
Her tip was generally posite. Ace any sobe
nome bse onthe apes.
© Pay the tape agai. top when you sr the fist
‘question = students may need to listen agan as he
Structure few to ıhem. The pay theres the ape
Check answer withthe whole ase Point out hat the
structure What s/w. ie? sima in meaning o
How is/was. but hat the st is more common, Let
‘them read the Language Note that follows
a
at nas New York ke?
What as your hotel 2
How was the conference?
at wee the presente He?
© Give students ime to wert ny information they
member in column B, the pay the tape again to
‘heck Lt ther compare answers before checking back
vr you, A am introduction othe vocabulary section
that lows ask thc to think of adjectives that mean
the opposite of those given in Dans answers: nay =
au sing dul te
,
‘ogy but scr
seal rom, at hotel vey clan
‘ny peopl, mado sone useful contacts
a ite ori,
(© Le stents do thi in pire before checking back
with you
ai 20 3e 49 se on 7) 8a
92 ms
Pasties quie, nly. ean, convenient, wef
nern, rast
© Look at the example for towns withthe whole cs,
ten check understanding by doing te second tm, he
eher together Le students complete the other items
An pas fore checking back with you.
a D €
Toms es lage / let / modem,
Themether My ald / met / ay /
sum
Pope incameniert nf / all /
ao / eee
als dt inconvenient /
fantastic / expense /
cheap / aie
Meist ean intresting / uses /
ell / exiting /
thor
Presentations large useless / long /
fants / boing /
reg
Optional exten activity
Ask students o pay «guessing game in groups of three
tc four. One stent makes sentence with one of the
word init, and the there must gus what ite
“This hotel i very. becouse o a man rad.
a
This ser practises What mas. He? and allows
students tous the descriptive vocabulary in context
Divide the das into AB pairs and refer them to the
relevant information, Make se they understand the
‘uation, and it possible questions forthe diferent
abject journey, hotel, meetings ete Then Let them
‘worn thir pairs, making sure tat hey note down the
ner tothe questions When they have finshed,
form new A/A nd B/B pairs and ask thers
‘compare the note they made about her partners ip.
a
© Let students do this individual; chen compare
answers before checking back with You.
SA
© Letstudent do ti in pai then discuss posible
answers with the whole clas. Discus ls hot you
mi rspond tothe diferent expresions eg, Have a
(goa weekend, Thank You 10
1 Di you ave à good weelend/2 nce meat /
à ood tp
2 Bottoms op
à Thope goes mal.
5 Have a god wkend nice holiday.
6 Speak to you tomorow / next we er.
Photocopiable activity (page 71)
This provide additional materia fo practising
presentations, Divide students nto groups of tre. Give
sh student one ofthe graphs Give them five minutes
to prepare a presentation, which hey should then
presento thei two claques.
Teachers Book 31
member in column B, the pay the tape again to
‘heck Lt ther compare answers before checking back
vr you, A am introduction othe vocabulary section
that lows ask thc to think of adjectives that mean
the opposite of those given in Dans answers: nay =
au sing dul te
,
‘ogy but scr
seal rom, at hotel vey clan
‘ny peopl, mado sone useful contacts
a ite ori,
(© Le stents do thi in pire before checking back
with you
ai 20 3e 49 se on 7) 8a
92 ms
Pasties quie, nly. ean, convenient, wef
nern, rast
© Look at the example for towns withthe whole cs,
ten check understanding by doing te second tm, he
eher together Le students complete the other items
An pas fore checking back with you.
a D €
Toms es lage / let / modem,
Themether My ald / met / ay /
sum
Pope incameniert nf / all /
ao / eee
als dt inconvenient /
fantastic / expense /
cheap / aie
Meist ean intresting / uses /
ell / exiting /
thor
Presentations large useless / long /
fants / boing /
reg
Optional exten activity
Ask students o pay «guessing game in groups of three
tc four. One stent makes sentence with one of the
word init, and the there must gus what ite
“This hotel i very. becouse o a man rad.
a
This ser practises What mas. He? and allows
students tous the descriptive vocabulary in context
Divide the das into AB pairs and refer them to the
relevant information, Make se they understand the
‘uation, and it possible questions forthe diferent
abject journey, hotel, meetings ete Then Let them
‘worn thir pairs, making sure tat hey note down the
ner tothe questions When they have finshed,
form new A/A nd B/B pairs and ask thers
‘compare the note they made about her partners ip.
a
© Let students do this individual; chen compare
answers before checking back with You.
SA
© Letstudent do ti in pai then discuss posible
answers with the whole clas. Discus ls hot you
mi rspond tothe diferent expresions eg, Have a
(goa weekend, Thank You 10
1 Di you ave à good weelend/2 nce meat /
à ood tp
2 Bottoms op
à Thope goes mal.
5 Have a god wkend nice holiday.
6 Speak to you tomorow / next we er.
Photocopiable activity (page 71)
This provide additional materia fo practising
presentations, Divide students nto groups of tre. Give
sh student one ofthe graphs Give them five minutes
to prepare a presentation, which hey should then
presento thei two claques.
Teachers Book 31
Arrangements
6.1 Dates and schedules
a
[As this section deals with ot of times and date, itis a
good ide 10 begin with revision warmer based on
them In a large ass you can ask everybody wit
down a favourite date and then ak students to change
‘eas untl they are chonologically paced. In a smaller
ls ask them to write dow the ats o inde
thee immediate amy and then collate bem
‘chronologically onthe board. To practi nes, prepare
Some cards with times writen on them = some in words
and some in numbers. Students should ead out he time
on the card tothe et ofthe cls, who wrt down.
‘When they have writen down en diferent times, hey
Should put them in cronologia order. Collate them on
the board and check pronuncio. Remind students of
the dilerence between am an pa,
‘Ask students to read the rubric and look at the
‘conference programme. Ask some general
“comprehension questions
= What isthe conference about?
= What ithe conference cain?
= How logis he conference?
= Who are he organises?
= Ihe programme compete?
Then ask the las wa information mining he
Bandit notes represent things they nce 1 ind
‘out Phy the tape once
ues Spar ibe Cons
deg om: ston
bat ie: iy on We
ee Foes
Callate ih answers onthe board replaying the tape it
necessary Focus on the language the spears use to ask
for give the information, eg, Wen ise ring? She's
432 Teachers Book
yin in from Boston on Wedneday morning. A the
Sentences us the present continuous to describe future
planed action. The idea o sing a presen tens to
escribe Future times ie fr many students o
asp so ake your ime and let them ac ise tot of
ramps. Refer them to the Language Noe
a
Now that you have presente the concept and looked at
the language eis time wo practise the form. In this
rise stents have to make questions forthe ann
provide. À number ofthe questions appeared in EY
Colla the answers onthe board.
Highligh the inversion of au and subject and he
poston ofthe preposition at the end af the sentence. I
Salo per aceptable put the prepostin tthe
‘nd rather than the Beginning of the question
1 When Eat Contes ring?
2 Wrote searing fom?
3 What tie heaving?
4 hos sh coming with?
5 Where ae they staying?
8 How ong ae they staying?
7 nti She peng aout?
“This exercise continues the controled practice of the
presen continuous Divide the ls into A /B pairs and
Fee them to the relevant information. ach dent
ranging the acl nd transfers forthe conference
but has ve pieces of information ising. Their partner
Pas this information. By using How long 2, Where 2
Whe? questions they can complete the information,
Feedback asa cu.
CE
© Give sants two minutes to rad the ix. They
‘should red the conference programme in BV as vel
sc ho Jaime Galdos las tin with Wis a weiker
as you can ask some comprehension questions cg.
Wher ich going o Ri? When is he speaking?
6.1 Dates and schedules
a
[As this section deals with ot of times and date, itis a
good ide 10 begin with revision warmer based on
them In a large ass you can ask everybody wit
down a favourite date and then ak students to change
‘eas untl they are chonologically paced. In a smaller
ls ask them to write dow the ats o inde
thee immediate amy and then collate bem
‘chronologically onthe board. To practi nes, prepare
Some cards with times writen on them = some in words
and some in numbers. Students should ead out he time
on the card tothe et ofthe cls, who wrt down.
‘When they have writen down en diferent times, hey
Should put them in cronologia order. Collate them on
the board and check pronuncio. Remind students of
the dilerence between am an pa,
‘Ask students to read the rubric and look at the
‘conference programme. Ask some general
“comprehension questions
= What isthe conference about?
= What ithe conference cain?
= How logis he conference?
= Who are he organises?
= Ihe programme compete?
Then ask the las wa information mining he
Bandit notes represent things they nce 1 ind
‘out Phy the tape once
ues Spar ibe Cons
deg om: ston
bat ie: iy on We
ee Foes
Callate ih answers onthe board replaying the tape it
necessary Focus on the language the spears use to ask
for give the information, eg, Wen ise ring? She's
432 Teachers Book
yin in from Boston on Wedneday morning. A the
Sentences us the present continuous to describe future
planed action. The idea o sing a presen tens to
escribe Future times ie fr many students o
asp so ake your ime and let them ac ise tot of
ramps. Refer them to the Language Noe
a
Now that you have presente the concept and looked at
the language eis time wo practise the form. In this
rise stents have to make questions forthe ann
provide. À number ofthe questions appeared in EY
Colla the answers onthe board.
Highligh the inversion of au and subject and he
poston ofthe preposition at the end af the sentence. I
Salo per aceptable put the prepostin tthe
‘nd rather than the Beginning of the question
1 When Eat Contes ring?
2 Wrote searing fom?
3 What tie heaving?
4 hos sh coming with?
5 Where ae they staying?
8 How ong ae they staying?
7 nti She peng aout?
“This exercise continues the controled practice of the
presen continuous Divide the ls into A /B pairs and
Fee them to the relevant information. ach dent
ranging the acl nd transfers forthe conference
but has ve pieces of information ising. Their partner
Pas this information. By using How long 2, Where 2
Whe? questions they can complete the information,
Feedback asa cu.
CE
© Give sants two minutes to rad the ix. They
‘should red the conference programme in BV as vel
sc ho Jaime Galdos las tin with Wis a weiker
as you can ask some comprehension questions cg.
Wher ich going o Ri? When is he speaking?
© Pay {once and ask students o weite down thee
rele. Communicative response more important than
‘tracy inthis exer, although the deal woud be
‘combination of both
Posible answers:
1 Sora.
2 Ve tan.
3 Tm ging onthe 2608 Jy.
ri.
5 At the Sheraton,
6 Yes onthe Fay momies.
7 Underoun Tai Sten In he 21 century.
10. Tm not fee,
9 Im meeting Tire Bane.
© Pay) once and check answers: Compare
dent sugentons with the answers on the tape IF
the ge the coret information or response then tht
fine
os
© This exercise focuses on ordinal number in dates.
Py [once and ak dens to cel the ordinal
umber they est.
© Pay the tape again and check answers Ask student,
toasy the numbers loud india those not on the
tie
(an 1 ath Sd 2h SI th ish
© Ask students o complete the sentences individual
and play [E to check. Students should then prat
reading the sentences ald,
Akh 2 igh 3 eth 4 Fat 5 fourth
Language Note
“Ti ri the dfrences in dates in British and
American Engl. Pint out tat wit the development
‘of gba networks American usage is Becoming more
common in ober countries
© isis similar rie tothe warmer suggested
In BY Ieisa combination of language and loi. The
order is showa onthe ight inthe answer box below.
Hs (Us)
13/9/89 (USA)
22 September 1938
‘rt fist of September reten ninety
asp (SA)
sins ay 2000
21/1288 (09)
23 September 1999
ann
104000
see
© Ask students to read the dats aloud, choral and /
orindividual
© A simple park activity where th emphasis
shouldbe on saying and understanding dates
a
© Ask students to cover up the headlines atthe bottom
‘ofthe page and to gues why the dates are important
© Now ask students to uncoer the headlines and match
‘them tothe dates. Then play the tape to check answers.
Ask dents to repeat the dates a sid onthe tape
a ak ras 2000
AS An 1912
st Mo 1932
it November 1918
fst une 18
rath au 198
© ice months missing from the ist in O), then et
students work in pais to compete the task eed back as
elas.
Optional exes activity
ASK student work in par, Tell them o get out their
ais and to ak eachother questions about what they
“ac ding on certain dats, What ae you doing on 3th
pri Fed back sass
6.2 Getting connected
“This section deals with telephone language, taking and
leaving messages, and other problems that can occur on.
the phone
LES
Asa warmer ask students if they ever make / recive
phone alsin English and, o, what problems they
ave Try and gt them to be specific about the problems.
‘They might offer the following:
= Making call the person i out diffatt eave a
message dficaly in understanding because of speed
9 bd ine iia in understanding because thee
iso body language o hp
Teachers Book 33
rele. Communicative response more important than
‘tracy inthis exer, although the deal woud be
‘combination of both
Posible answers:
1 Sora.
2 Ve tan.
3 Tm ging onthe 2608 Jy.
ri.
5 At the Sheraton,
6 Yes onthe Fay momies.
7 Underoun Tai Sten In he 21 century.
10. Tm not fee,
9 Im meeting Tire Bane.
© Pay) once and check answers: Compare
dent sugentons with the answers on the tape IF
the ge the coret information or response then tht
fine
os
© This exercise focuses on ordinal number in dates.
Py [once and ak dens to cel the ordinal
umber they est.
© Pay the tape again and check answers Ask student,
toasy the numbers loud india those not on the
tie
(an 1 ath Sd 2h SI th ish
© Ask students o complete the sentences individual
and play [E to check. Students should then prat
reading the sentences ald,
Akh 2 igh 3 eth 4 Fat 5 fourth
Language Note
“Ti ri the dfrences in dates in British and
American Engl. Pint out tat wit the development
‘of gba networks American usage is Becoming more
common in ober countries
© isis similar rie tothe warmer suggested
In BY Ieisa combination of language and loi. The
order is showa onthe ight inthe answer box below.
Hs (Us)
13/9/89 (USA)
22 September 1938
‘rt fist of September reten ninety
asp (SA)
sins ay 2000
21/1288 (09)
23 September 1999
ann
104000
see
© Ask students to read the dats aloud, choral and /
orindividual
© A simple park activity where th emphasis
shouldbe on saying and understanding dates
a
© Ask students to cover up the headlines atthe bottom
‘ofthe page and to gues why the dates are important
© Now ask students to uncoer the headlines and match
‘them tothe dates. Then play the tape to check answers.
Ask dents to repeat the dates a sid onthe tape
a ak ras 2000
AS An 1912
st Mo 1932
it November 1918
fst une 18
rath au 198
© ice months missing from the ist in O), then et
students work in pais to compete the task eed back as
elas.
Optional exes activity
ASK student work in par, Tell them o get out their
ais and to ak eachother questions about what they
“ac ding on certain dats, What ae you doing on 3th
pri Fed back sass
6.2 Getting connected
“This section deals with telephone language, taking and
leaving messages, and other problems that can occur on.
the phone
LES
Asa warmer ask students if they ever make / recive
phone alsin English and, o, what problems they
ave Try and gt them to be specific about the problems.
‘They might offer the following:
= Making call the person i out diffatt eave a
message dficaly in understanding because of speed
9 bd ine iia in understanding because thee
iso body language o hp
Teachers Book 33
= Recdving call trong accents of speakers or people
speaking 10 fast aking messages spelling numbers;
‘Surprise = a an come ina any te
‘The section wil help them with these problems
© Check students understand that Jordi is tying to
contact Diana, Pay the tape once and elicit the four
Problems he encounter
A Tn veis ng
2 There sm reply fo he fic
3 sion.
4 es go the wrong extension.
© Pay the tape again 1 ten for more detailed
information
à Ola
rn
3 Sales
4 tomorow
5 May
6 5.582
© This activity focuses on particular expressions used
on the phone Ak students to work ut which dialogues
{he expressions come ram. Pay each dialogue again, one
tie, and ak them o listen and repeat The
algues are short enough to act out. Por extra dramatic
effect and authenticity have tens siting back to
back
ei gs te ke
fa ha 43 13
“This exercise helps to reinforce he puting of certain
expressions used onthe telephone Some ar ansners to
‘questions and others ae responses to statements Let
‘Stents workin pairs to mach the expressions. When
reporting back ask a student rom one pi to read out.
Sentence from 1-9, and a student from another pat to
readout respons rom ai. The expression should
sound natura.
EEE
2a sc 6e 8b
‘This exercise allows students to choose and improvise the
language required to handle complex telephone cal.
Lt student workin par to plan hee logue.
Monitor and help where appropriate One person should
où
34 Teachers Book
be making cll and one reciving, Strong pairs an
evene ie role and tar gun. When they are well
rocas, ask one o two pairs to ac ut her dogs
Students can write ut thei dialogues a homework
tak
oo
‘One ofthe problems encountered onthe phones the
pace people speak al. Contraced forms ser 1 add pct
fo utterances This er designed to increase
dents awarene of contacted form rom ating
perspective and 1 help them to use them when
pay
© Ask students which words are likely to be contracted
inthe sentences
© Pray the tape to check and ask student repeat the
iin Ths
2 Mes she
3 mens.
ao
“Ths exercise focuses on taking meses Expain the
situation and check students understand the abr Ply
the tape once, pausing ater cach message. Collate
information onthe board and play the ape again
‘complete the missing information. students hae thie
‘wn tap, his exercise could be done for homework,
‘wher the cn sten at her own pac.
3 27% May. pam Somos Le al back is
fern on 45298577.
2 tra Lopez. Diner canceled on 2h une. Gig
to matali. |
3 May 26h, 7.30 pm. Somos var agent lc. |
Tide res for Mala, Wil pest tomorow |
4 Bord Haren cle, Staying at Aal Garden Hot.
(ll before 9 pm, ray May ZI. His anterio |
3088.
© In groups of he, students make dialogues by
choosing one expresion from each row. The expresion
‘hey choose should follow logically fom the one fom
the previous row. When they have finished, ask them o
cout thee daogues then form new groups of ces
make another dialog.
© The final tasks to inh the conversation, Jord it
Et through to Diana. They ow need to cone the
Arrangements for diner
speaking 10 fast aking messages spelling numbers;
‘Surprise = a an come ina any te
‘The section wil help them with these problems
© Check students understand that Jordi is tying to
contact Diana, Pay the tape once and elicit the four
Problems he encounter
A Tn veis ng
2 There sm reply fo he fic
3 sion.
4 es go the wrong extension.
© Pay the tape again 1 ten for more detailed
information
à Ola
rn
3 Sales
4 tomorow
5 May
6 5.582
© This activity focuses on particular expressions used
on the phone Ak students to work ut which dialogues
{he expressions come ram. Pay each dialogue again, one
tie, and ak them o listen and repeat The
algues are short enough to act out. Por extra dramatic
effect and authenticity have tens siting back to
back
ei gs te ke
fa ha 43 13
“This exercise helps to reinforce he puting of certain
expressions used onthe telephone Some ar ansners to
‘questions and others ae responses to statements Let
‘Stents workin pairs to mach the expressions. When
reporting back ask a student rom one pi to read out.
Sentence from 1-9, and a student from another pat to
readout respons rom ai. The expression should
sound natura.
EEE
2a sc 6e 8b
‘This exercise allows students to choose and improvise the
language required to handle complex telephone cal.
Lt student workin par to plan hee logue.
Monitor and help where appropriate One person should
où
34 Teachers Book
be making cll and one reciving, Strong pairs an
evene ie role and tar gun. When they are well
rocas, ask one o two pairs to ac ut her dogs
Students can write ut thei dialogues a homework
tak
oo
‘One ofthe problems encountered onthe phones the
pace people speak al. Contraced forms ser 1 add pct
fo utterances This er designed to increase
dents awarene of contacted form rom ating
perspective and 1 help them to use them when
pay
© Ask students which words are likely to be contracted
inthe sentences
© Pray the tape to check and ask student repeat the
iin Ths
2 Mes she
3 mens.
ao
“Ths exercise focuses on taking meses Expain the
situation and check students understand the abr Ply
the tape once, pausing ater cach message. Collate
information onthe board and play the ape again
‘complete the missing information. students hae thie
‘wn tap, his exercise could be done for homework,
‘wher the cn sten at her own pac.
3 27% May. pam Somos Le al back is
fern on 45298577.
2 tra Lopez. Diner canceled on 2h une. Gig
to matali. |
3 May 26h, 7.30 pm. Somos var agent lc. |
Tide res for Mala, Wil pest tomorow |
4 Bord Haren cle, Staying at Aal Garden Hot.
(ll before 9 pm, ray May ZI. His anterio |
3088.
© In groups of he, students make dialogues by
choosing one expresion from each row. The expresion
‘hey choose should follow logically fom the one fom
the previous row. When they have finished, ask them o
cout thee daogues then form new groups of ces
make another dialog.
© The final tasks to inh the conversation, Jord it
Et through to Diana. They ow need to cone the
Arrangements for diner
6.3 Arranging to meet
o
This xs continue the topic ara of date, times and
appoinment
© Esablich that the time 7.30 pm. on Aprile
Then ak he ight questions in any order as quickly as
posible Ths gts student to think and rs quie. le
dhs not mate you repeat questions, he pot sto
Lee he das on thei toe.
170%. 5
2 270 ren 6 ast Apt
3 ah a 7-300 Mach
Sunday, 8 Fay
© Wie tbl on the board and choose a student as
tte ie suggestions and It he vere complet the
fable Check understanding by writing the el days of
the eek next tothe time expressions today ls Monday
then yesterday was Sunday ete Remind students that
ds week take capital eter Engh,
© Ask students to workin pairs. Remind them tha itis
sil 730 pm. on April Sed. sk them o lok atthe ary
to sabs where that date appear. The dary ifr last
eck and this week. Students work through ech
Sentence and sd de information othe dry Calle
{information a a cs Ask them when Natasha has
y spare time because she going to be tephoning to
sme some appointments
Monday March 27- hoy
“thurday 30:
Flay Mach 34: trade ae Boston
Study Apia: NenYor.
Sanday Apr: 0 New Orleans
Tuesday Apnée 9-22 sales meeting
| Wednesday ApS: 4.00pm Jack Rogers:
600 pum. Ya ok
Fay Apr y to Washington
Saturday Ari: ends Baltimore
a
"Mies dialogues are quite long so you may wish to play
‘hem one at time. Hit who the appoimmen is with
and when iti fie for. Wie th information on the
board and add two more column for ter Afr the fst
listening you wl ave the flowing information onthe
board
me My me er
a Dpt
sna ane 1299 Tey
When theaters have ben established Focus onthe
language used. Listen again ad repeat ey expressions,
and add them othe board. Point ut tho which are
formal and thse which as formal. Refer students to
the Language Not for more information,
This cs provides controlled practic ofthe language
for making arrangements and appointments, Divide the
class into A puts and refer them othe relevant
information. Using the es formal language inthe
Language Noe, students have to ty to arrange a time to
‘et. They wil find that the best place to moet tthe
Apart at aboot 730 pan. Monitor and then discs 3
cla
am
This exercise focuses on the language used to change a
appoinment,
© et be scene and remind students that Natasha and
Mikal Stefanson donot know each other othe
language usd is quie formal Play the tap or students
Lo ansner the questions
1e 46 se besa ob
© Pa he tape again to focus on the actual language
ed. AS students o len and repeat the ey
«presos, then complete he able Spend it ie
looking at the Language Note, which ilustran the
‘iron between cancel prong and bring forward
1 Would it posi to change 12
2 Could me bring it formar à coupe of hous?
3 Tim fd Im by,
4 Could me postpone ito Foy?
5 How about another dy? Are you fe on Tray?
6 So thats 8 dock on the 6th, then.
Teachers Book 35
o
This xs continue the topic ara of date, times and
appoinment
© Esablich that the time 7.30 pm. on Aprile
Then ak he ight questions in any order as quickly as
posible Ths gts student to think and rs quie. le
dhs not mate you repeat questions, he pot sto
Lee he das on thei toe.
170%. 5
2 270 ren 6 ast Apt
3 ah a 7-300 Mach
Sunday, 8 Fay
© Wie tbl on the board and choose a student as
tte ie suggestions and It he vere complet the
fable Check understanding by writing the el days of
the eek next tothe time expressions today ls Monday
then yesterday was Sunday ete Remind students that
ds week take capital eter Engh,
© Ask students to workin pairs. Remind them tha itis
sil 730 pm. on April Sed. sk them o lok atthe ary
to sabs where that date appear. The dary ifr last
eck and this week. Students work through ech
Sentence and sd de information othe dry Calle
{information a a cs Ask them when Natasha has
y spare time because she going to be tephoning to
sme some appointments
Monday March 27- hoy
“thurday 30:
Flay Mach 34: trade ae Boston
Study Apia: NenYor.
Sanday Apr: 0 New Orleans
Tuesday Apnée 9-22 sales meeting
| Wednesday ApS: 4.00pm Jack Rogers:
600 pum. Ya ok
Fay Apr y to Washington
Saturday Ari: ends Baltimore
a
"Mies dialogues are quite long so you may wish to play
‘hem one at time. Hit who the appoimmen is with
and when iti fie for. Wie th information on the
board and add two more column for ter Afr the fst
listening you wl ave the flowing information onthe
board
me My me er
a Dpt
sna ane 1299 Tey
When theaters have ben established Focus onthe
language used. Listen again ad repeat ey expressions,
and add them othe board. Point ut tho which are
formal and thse which as formal. Refer students to
the Language Not for more information,
This cs provides controlled practic ofthe language
for making arrangements and appointments, Divide the
class into A puts and refer them othe relevant
information. Using the es formal language inthe
Language Noe, students have to ty to arrange a time to
‘et. They wil find that the best place to moet tthe
Apart at aboot 730 pan. Monitor and then discs 3
cla
am
This exercise focuses on the language used to change a
appoinment,
© et be scene and remind students that Natasha and
Mikal Stefanson donot know each other othe
language usd is quie formal Play the tap or students
Lo ansner the questions
1e 46 se besa ob
© Pa he tape again to focus on the actual language
ed. AS students o len and repeat the ey
«presos, then complete he able Spend it ie
looking at the Language Note, which ilustran the
‘iron between cancel prong and bring forward
1 Would it posi to change 12
2 Could me bring it formar à coupe of hous?
3 Tim fd Im by,
4 Could me postpone ito Foy?
5 How about another dy? Are you fe on Tray?
6 So thats 8 dock on the 6th, then.
Teachers Book 35
© Let students work in pairs on this problem. They
ced to ead very care Feed back withthe whole
ss and show the step edt calcula the answer on
the board
nes Jay 16th a 700.
rouge rd an eu > 6.00 pm
moved to same ie ong dy > ana 174
postponed fora week > Jr 2
rouge fon by two ays > ama nd
‘lowing y one our ter» Dray ZU a 7.09 pm.
asa au ite» 50 pu
‘She avd af an hour later > anny 26 at 20pm.
© Divide the das into A / 8 pairs sin [J Ask them
Hofer hack oth files and to rearrange the time of
thei meting
a
‘This execs strate how mals can have a very oral
spe, Let students work in tres t oder the e-mails As
36. Teacher's Book
athomework task ak students to wrt simi series
¿mal
AS 3
Optional extra activity
[Ak student to crete and act out a phone cl from Tint
to Hein to change thee plans the day before her sr
Photocopiable activity (pag 72)
“This provides farther practic in telephone language
Ask students to imagine that they have Just arrived ine
‘ofc. The flowing documents ar in ter inc
ach document requires a telephone respons. In pi
ask students to decide what odo and in what order of
priori,
“The met sage isto rete telephone dialogue for ach
document
ced to ead very care Feed back withthe whole
ss and show the step edt calcula the answer on
the board
nes Jay 16th a 700.
rouge rd an eu > 6.00 pm
moved to same ie ong dy > ana 174
postponed fora week > Jr 2
rouge fon by two ays > ama nd
‘lowing y one our ter» Dray ZU a 7.09 pm.
asa au ite» 50 pu
‘She avd af an hour later > anny 26 at 20pm.
© Divide the das into A / 8 pairs sin [J Ask them
Hofer hack oth files and to rearrange the time of
thei meting
a
‘This execs strate how mals can have a very oral
spe, Let students work in tres t oder the e-mails As
36. Teacher's Book
athomework task ak students to wrt simi series
¿mal
AS 3
Optional extra activity
[Ak student to crete and act out a phone cl from Tint
to Hein to change thee plans the day before her sr
Photocopiable activity (pag 72)
“This provides farther practic in telephone language
Ask students to imagine that they have Just arrived ine
‘ofc. The flowing documents ar in ter inc
ach document requires a telephone respons. In pi
ask students to decide what odo and in what order of
priori,
“The met sage isto rete telephone dialogue for ach
document
Unit 7
7.1 Comparisons
and contrasts
Asa warmer, write he following actives om the board
bt aay
exp rating
Ineresing
nad for your heath
students 0 write down one noun they would
soc with cach adjectives, fan car Then go
round the ls ang individual students o sy thee
‘ours in random order, and the thers must guess which
eve they go with
© runs should do the tsk individually then
compare anses before checking back with you
Mande aris more lacing than ti: tn fen
late or cancele
Visit: in chape, que, and sae than car
© is activi can be done in pair or sa das survey
re students ge Up and ak several people the same
questions. In the ater cae students can prepare a
Simple grid with spaces fo noting the answer ofl he
people questioned and results canbe pooled and
all aerwarde
© Lx students do the ask in pais, then poo answers
sth he whole ls
la loge, ac y (Se), de
e cope fy
© Le students do this individually, then compare
ae ble ching tack oo,
lm espese unta stress / ting
ei di
© Doris asa whole avy. Anses are qui
bici in some ass o here maybe some.
agreement
Describing and comparing
© Do his as a wholes activity. Answers are
subjective, so accept any sentence a long tis justified
ith an appropriate reason
© Eich the rl rom the clas, then fer them tthe
Language Note Totes their understanding, ak them
‘what he comparative form would e forthe other
actives the sae in ER Point out that we only ef
with adjectives of wo of moe sylales We cannot sy À
ss Digan instead we say À ia bi as Bh.
“as ed acts on sat 8
5 iene
the cons 2.9. big ~ bigger, met — we
ore or dcs of la moe
© Let students write their sentences individually. Then
"eer them othe example dialogue and ak them io have
similar comersations wits partes,
a
Play the st sentence, and point out that he stress
words ar underlined. Ask idivdus students to rept
E bey have trouble producing complete sentence, bl
it up gradual giving them a series of models which
‘hey repeat after you The ar. The ar quier
quicker than the bus. The car quier han the bus
Repeat the sume procedure for he other sten.
am
© Ask audentsto look at he photos ofthe thee cies,
tnd then discuss the questions asa whole css
© Pry the ape once o twice s necessary. Students
compare answers before checking back wth you
© Te student to complete the sentences individual,
(hen to lok at the Language Note o check her anne.
Ts their understanding by going back to the it of
adjectives in E, aná asking thers what the uperatve
form would be
Teachers Book 37
7.1 Comparisons
and contrasts
Asa warmer, write he following actives om the board
bt aay
exp rating
Ineresing
nad for your heath
students 0 write down one noun they would
soc with cach adjectives, fan car Then go
round the ls ang individual students o sy thee
‘ours in random order, and the thers must guess which
eve they go with
© runs should do the tsk individually then
compare anses before checking back with you
Mande aris more lacing than ti: tn fen
late or cancele
Visit: in chape, que, and sae than car
© is activi can be done in pair or sa das survey
re students ge Up and ak several people the same
questions. In the ater cae students can prepare a
Simple grid with spaces fo noting the answer ofl he
people questioned and results canbe pooled and
all aerwarde
© Lx students do the ask in pais, then poo answers
sth he whole ls
la loge, ac y (Se), de
e cope fy
© Le students do this individually, then compare
ae ble ching tack oo,
lm espese unta stress / ting
ei di
© Doris asa whole avy. Anses are qui
bici in some ass o here maybe some.
agreement
Describing and comparing
© Do his as a wholes activity. Answers are
subjective, so accept any sentence a long tis justified
ith an appropriate reason
© Eich the rl rom the clas, then fer them tthe
Language Note Totes their understanding, ak them
‘what he comparative form would e forthe other
actives the sae in ER Point out that we only ef
with adjectives of wo of moe sylales We cannot sy À
ss Digan instead we say À ia bi as Bh.
“as ed acts on sat 8
5 iene
the cons 2.9. big ~ bigger, met — we
ore or dcs of la moe
© Let students write their sentences individually. Then
"eer them othe example dialogue and ak them io have
similar comersations wits partes,
a
Play the st sentence, and point out that he stress
words ar underlined. Ask idivdus students to rept
E bey have trouble producing complete sentence, bl
it up gradual giving them a series of models which
‘hey repeat after you The ar. The ar quier
quicker than the bus. The car quier han the bus
Repeat the sume procedure for he other sten.
am
© Ask audentsto look at he photos ofthe thee cies,
tnd then discuss the questions asa whole css
© Pry the ape once o twice s necessary. Students
compare answers before checking back wth you
© Te student to complete the sentences individual,
(hen to lok at the Language Note o check her anne.
Ts their understanding by going back to the it of
adjectives in E, aná asking thers what the uperatve
form would be
Teachers Book 37
2 the sms
3 the cheapest
4 the most expense
© Do this as a wholeclas activity. This may involve
students ving farther detail particularly ln
‘ulingual as.
Optional extra activity
‘Ask students to write a short report describing housing
in their owe country, eg What the cheapest / most
“expensive typeof housing? sit easier to bay housing in
the ct ori the country They can preset their
informacion tothe class inthe net sn.
© Ask studems 1 complete the tsk individually, then
compare answers before checking back with you, Then
ask them o anser the question in pire
2 nest ses 6 best
3 ent 7 wort
4 ist 8 most important
5 bigest
© Let students do the matching exercise individual,
‘hen compare answers with a partner before checking
vith you. Then they should complete the questionnaire
initial, Explain that they have o choose one ofthe
four options, even iit doesn correspond exactly to the
answer they would normal ve
ic 20 36 46 5H 6A 7E BF
© Ask students 1 compare answers with a partner.
Then they should alla thi sore by refering o File
Won page 153. Fall do a cas survey ofthe resul
an
“This ives farther practice in understanding comps
and superlative forms, and develops student speaking
sills Pay the sentences one by on, repenting each one
if necesary When everybody has understood ask
individ students giv thir pinion.
7.2 Describing
products and services
a
Sat by asking the whole cass what conste god and
ad service in à hot and a restauran. Then ask them o
38 Teachers Book
rend the ntl rubric, Chak understanding by sing
them when they last cal a customer service number.
© Ask student read the document and then to
discuss points 14 in pairs, Do a whole lass feedback by
asking them to say which customer src promises ae
Para important them, and why.
© Do ti as à whole. act Ifyou students
don work fora company, o stright an othe next
© eter students to the NorthWest Powe text Fc
which tlecommuniatons companies operate hei
countries. Then ask then to read the tx and ner he
questions individualy Check anse.
Y acany out Dscheiie € pded dla
2 12.500 (+5 fobs pr tchicia per dy)
3 speed / possibly o advance planing / choose
eh person fo the job |
© Explain tha the diagram isin he ight order bt ie
written description i not. Let students compete the tal
individual then compare answer in pis before
‘checking hack with you.
Mer BCE D À EG 8.
Language Note
Give students tine 10 read ti. To check understanding
ask them 1 transform the two passe sentence in Pa 3
into an active for ic. Our team of technicians ary ut
The Work Manager arange … Then ak them if the
‘Work Manager description they have just ed is inthe
active or passive form.
‘Ask students o complete he sentences individual,
refering back othe orginal text where necesa
1 À ut ol iby te atom
2 Ths reus esto Wr ode
3 The da of teal are pass (y be Wr
Fine) to he Poe Panes
4 Th mar ofthe eins monte y be
Fover Panne
5 The wide cds rage oy he over |
ame), ad the formation an ack tthe
or Hae
6 The tecnica ar vn hi eles bythe
es inde
3 the cheapest
4 the most expense
© Do this as a wholeclas activity. This may involve
students ving farther detail particularly ln
‘ulingual as.
Optional extra activity
‘Ask students to write a short report describing housing
in their owe country, eg What the cheapest / most
“expensive typeof housing? sit easier to bay housing in
the ct ori the country They can preset their
informacion tothe class inthe net sn.
© Ask studems 1 complete the tsk individually, then
compare answers before checking back with you, Then
ask them o anser the question in pire
2 nest ses 6 best
3 ent 7 wort
4 ist 8 most important
5 bigest
© Let students do the matching exercise individual,
‘hen compare answers with a partner before checking
vith you. Then they should complete the questionnaire
initial, Explain that they have o choose one ofthe
four options, even iit doesn correspond exactly to the
answer they would normal ve
ic 20 36 46 5H 6A 7E BF
© Ask students 1 compare answers with a partner.
Then they should alla thi sore by refering o File
Won page 153. Fall do a cas survey ofthe resul
an
“This ives farther practice in understanding comps
and superlative forms, and develops student speaking
sills Pay the sentences one by on, repenting each one
if necesary When everybody has understood ask
individ students giv thir pinion.
7.2 Describing
products and services
a
Sat by asking the whole cass what conste god and
ad service in à hot and a restauran. Then ask them o
38 Teachers Book
rend the ntl rubric, Chak understanding by sing
them when they last cal a customer service number.
© Ask student read the document and then to
discuss points 14 in pairs, Do a whole lass feedback by
asking them to say which customer src promises ae
Para important them, and why.
© Do ti as à whole. act Ifyou students
don work fora company, o stright an othe next
© eter students to the NorthWest Powe text Fc
which tlecommuniatons companies operate hei
countries. Then ask then to read the tx and ner he
questions individualy Check anse.
Y acany out Dscheiie € pded dla
2 12.500 (+5 fobs pr tchicia per dy)
3 speed / possibly o advance planing / choose
eh person fo the job |
© Explain tha the diagram isin he ight order bt ie
written description i not. Let students compete the tal
individual then compare answer in pis before
‘checking hack with you.
Mer BCE D À EG 8.
Language Note
Give students tine 10 read ti. To check understanding
ask them 1 transform the two passe sentence in Pa 3
into an active for ic. Our team of technicians ary ut
The Work Manager arange … Then ak them if the
‘Work Manager description they have just ed is inthe
active or passive form.
‘Ask students o complete he sentences individual,
refering back othe orginal text where necesa
1 À ut ol iby te atom
2 Ths reus esto Wr ode
3 The da of teal are pass (y be Wr
Fine) to he Poe Panes
4 Th mar ofthe eins monte y be
Fover Panne
5 The wide cds rage oy he over |
ame), ad the formation an ack tthe
or Hae
6 The tecnica ar vn hi eles bythe
es inde
Optional extra activity
Ad dents to work in pairs and o describe the
eration of system in ther ven company. Those who
re not ye work cou describe a simple proces in.
‘sey lithe making oa cup of te
oy
{© Ase students 1 read the instructions and lok atthe
tres Ask them to gues why the stem i called
¡ge Vin (not hat ve or veis short for
eel). Then they should def the ems in he
cures wich wil all you to check that they
Understand the words and phrases
© Give students time to read the questions hen play
once or twice as neesary. Le them compare
stoves before checking back withthe whole das.
1 émis ft and vegetables In he sperma
ara ges the price
2 asis a the ceca
ES
4 1 maligne = eae fom miles.
(© Pay or students to make noes and o answer
the question. Check answers with the whole else
| Woes Voi ison cnt enti te tem, Sows
the cases o ff tens, and he/she chooses
= te core one.
© Puy EB] again without topping. Then listen gan,
using fer each sentence containing one ofthe target
Phrses and ack student or the phrase. Ask them if they
nom anyother phrases which could be usd in place of
ose given, Fst Following his, After tha Last of
sl La
3 Ae is
4 ms
OUTRE
(© is ask students to work in piso combine
lene from and Band t put them in oder Check
ith the whole clas. Then ak them to rte a
ecription ofthe process using the paste form,
Monitor asking students toscane you spot any
Fist of al he product e sand by he ca À
photo aa ofthe prod, and Information abot
Ma sz ts eones, Ns, the produ deals ae
compared ith he database. Me tn, th core!
stem is std oy Vogt Vi). Then caer
‘shown a picture le tem Fray, techie l
contre ty the car.
a
Lat students complete he task in pairs. Then go und
the clas asking ech student to produce diferent
Posse nove:
Nise tae u in 5% of the wos
copas, E
Borda wn ls procedi the southwest of
France
Be rom / pia Ci,
‘alan ls pen gor o Sta,
0% bunk bad o ay
Stes etn am. necum or mal or,
The ocala companys based Ana
36 mil bakes ae pt / pred nthe
sms ad at
‘The LS gen tens pios a
si Medem
7.3 Evaluating products
o
This xs introduces and practises the vocabulary for
<escribing size and dimension. Start by drawing a cube
on the board
wee Ske
Ask stents what the eters ww ord and stand fo.
Point out that the choice of dimensions depends on the
shape and which ay you ar looking at the objet (e.
slept an represent the distance fom th front tthe
back of an object and is lo used a the opposite of
ght when describing, or example, the ve of water in
a swimming poo).
© ‘Refer students othe photo of the camer. Ask them
ha type of camera itis and how it diferent from a
Teachers Book 39
Ad dents to work in pairs and o describe the
eration of system in ther ven company. Those who
re not ye work cou describe a simple proces in.
‘sey lithe making oa cup of te
oy
{© Ase students 1 read the instructions and lok atthe
tres Ask them to gues why the stem i called
¡ge Vin (not hat ve or veis short for
eel). Then they should def the ems in he
cures wich wil all you to check that they
Understand the words and phrases
© Give students time to read the questions hen play
once or twice as neesary. Le them compare
stoves before checking back withthe whole das.
1 émis ft and vegetables In he sperma
ara ges the price
2 asis a the ceca
ES
4 1 maligne = eae fom miles.
(© Pay or students to make noes and o answer
the question. Check answers with the whole else
| Woes Voi ison cnt enti te tem, Sows
the cases o ff tens, and he/she chooses
= te core one.
© Puy EB] again without topping. Then listen gan,
using fer each sentence containing one ofthe target
Phrses and ack student or the phrase. Ask them if they
nom anyother phrases which could be usd in place of
ose given, Fst Following his, After tha Last of
sl La
3 Ae is
4 ms
OUTRE
(© is ask students to work in piso combine
lene from and Band t put them in oder Check
ith the whole clas. Then ak them to rte a
ecription ofthe process using the paste form,
Monitor asking students toscane you spot any
Fist of al he product e sand by he ca À
photo aa ofthe prod, and Information abot
Ma sz ts eones, Ns, the produ deals ae
compared ith he database. Me tn, th core!
stem is std oy Vogt Vi). Then caer
‘shown a picture le tem Fray, techie l
contre ty the car.
a
Lat students complete he task in pairs. Then go und
the clas asking ech student to produce diferent
Posse nove:
Nise tae u in 5% of the wos
copas, E
Borda wn ls procedi the southwest of
France
Be rom / pia Ci,
‘alan ls pen gor o Sta,
0% bunk bad o ay
Stes etn am. necum or mal or,
The ocala companys based Ana
36 mil bakes ae pt / pred nthe
sms ad at
‘The LS gen tens pios a
si Medem
7.3 Evaluating products
o
This xs introduces and practises the vocabulary for
<escribing size and dimension. Start by drawing a cube
on the board
wee Ske
Ask stents what the eters ww ord and stand fo.
Point out that the choice of dimensions depends on the
shape and which ay you ar looking at the objet (e.
slept an represent the distance fom th front tthe
back of an object and is lo used a the opposite of
ght when describing, or example, the ve of water in
a swimming poo).
© ‘Refer students othe photo of the camer. Ask them
ha type of camera itis and how it diferent from a
Teachers Book 39
rational camera (is dial, which means that photos
‘an bereproduced on à computer), Then fer them to
the box, and lc wha the words in ach column hate
in common, Deal with any vocabulary comprehension
Problems by drawing simple pictures (columns A and C)
‘cy showing objects inthe lso that ave these
aies (columns B and D)
Then et students complet the ak, comparing answers
in pais before checking Back with you
2 wits et ep 4 rectangular
2 weit So
© do he rt item asa whole atv then et
student describe the other objets in pais Be ready to.
supply any words fat are not nthe lit When they
axe fie, choose one ai students to give à
description of each object to the whole clas.
Possible answers: :
sk 0 cm in eight 80 em to Im 4 in lent, 60 em
101 min dep / with, made of meta, wood, of
composite material rectangular or eure, ge o brown
‘otf ball: 5 cm in dumeter, made of ple ber or
Campo material, ound, wit or ang
TV remote control: 0 en In ertt, 4c in with,
m in tienes, made of plastic, metal and composite
ater rectangle, ck or ry
Soft rik an; 5 cm In Samer, 10cm in high, made
of mea, fica iver malos
© ‘Refer to thelist of words you made on the board (if
here are y) and ak stent if they needed any mare,
‘composite material Add them to your
© Au students 1 read Parts 1 and 2of the Language
Note Point out that there re two ways of ashing hast.
and describing dimensions using citer the noun of
jective form, They should lo notice that he words
diameter and weight ar diferent, nether of them have
an ace form,
veu ho on the pronunciation ofthe diferent tems,
‘where the /a and distinction often poses a problem,
Ask students to group he word according othe
Pronunciation ofthe vowel sound, Le! eng depths
la ib, dame, igh, wide 1 width, thik,
thickness. Then ask students to complete the semences
individual wit reference o the Language Note. Let
‘hem compare answers before checking bck with you.
Make sure they pronounce the word corey when
Bring you the answers.
40 Teachers Book
5 wen
a
poa
Aer
2 hgh
3 weigh
4 depth
© Lx student do the tsk in par before checking wits
Fie Bon page 150. As follow-up you cou sk each
part think of thre iar general knowledge
‘gestions which they then ak the ls
4 ove 6400 km 5 About 29m 3
2 4323 mies 610m |
3108 7 Bein 7 and em
4 3926 meter |
a
This execs provides practice in understanding nora
description ofa products physical qualities and
introduces its wed or + ng
Start by referring students brief o Par 3 ofthe
Language Noe Ask them what the example semen I
ed for changing channels on he TV elo ta Then cc
ht sentencs they could make wih the ame sr
forthe other tems in © of EY
‘Ask students to read the abr: Exp that there re
seven clues or ech product, and that afer ech he
‘they must ty to gues what the object, Play the ape
Pasing after each clu. Encorage students 1 ty and
us but dont tl them if their answer rico
‘wrong, Continue listening unt the ial sentence whee
the answer given,
‘This isa similar guessing game to El bu his time the
students themselves describe the products for thee
Partners Divide the as ito À / pas and ree ihm.
othe relevant ie Esplin that ech student has hl he
wor forthe crossword ad they have to gine thee
Partner lesa inthe example dialogue, Ak them o
transfer the word hey have on tothe cosword i
‘without showing ther partner With a stronger clas oe
an tart the activity immediatly with a wether clam,
ask them 10 write ut their les beforehand so jou cn
cp with vocabulary ad / or Wen.
names ae in Files an Von pages 154 and 153
the Students Book
CE
To introduce the topic ask students to make ait of
products or services which are designed to improve ot
health, vtamin pls kw ft and naar ee ko oat
drink ic. Pool des on the board, giving bep ith
Vocabulary where necessary
‘an bereproduced on à computer), Then fer them to
the box, and lc wha the words in ach column hate
in common, Deal with any vocabulary comprehension
Problems by drawing simple pictures (columns A and C)
‘cy showing objects inthe lso that ave these
aies (columns B and D)
Then et students complet the ak, comparing answers
in pais before checking Back with you
2 wits et ep 4 rectangular
2 weit So
© do he rt item asa whole atv then et
student describe the other objets in pais Be ready to.
supply any words fat are not nthe lit When they
axe fie, choose one ai students to give à
description of each object to the whole clas.
Possible answers: :
sk 0 cm in eight 80 em to Im 4 in lent, 60 em
101 min dep / with, made of meta, wood, of
composite material rectangular or eure, ge o brown
‘otf ball: 5 cm in dumeter, made of ple ber or
Campo material, ound, wit or ang
TV remote control: 0 en In ertt, 4c in with,
m in tienes, made of plastic, metal and composite
ater rectangle, ck or ry
Soft rik an; 5 cm In Samer, 10cm in high, made
of mea, fica iver malos
© ‘Refer to thelist of words you made on the board (if
here are y) and ak stent if they needed any mare,
‘composite material Add them to your
© Au students 1 read Parts 1 and 2of the Language
Note Point out that there re two ways of ashing hast.
and describing dimensions using citer the noun of
jective form, They should lo notice that he words
diameter and weight ar diferent, nether of them have
an ace form,
veu ho on the pronunciation ofthe diferent tems,
‘where the /a and distinction often poses a problem,
Ask students to group he word according othe
Pronunciation ofthe vowel sound, Le! eng depths
la ib, dame, igh, wide 1 width, thik,
thickness. Then ask students to complete the semences
individual wit reference o the Language Note. Let
‘hem compare answers before checking bck with you.
Make sure they pronounce the word corey when
Bring you the answers.
40 Teachers Book
5 wen
a
poa
Aer
2 hgh
3 weigh
4 depth
© Lx student do the tsk in par before checking wits
Fie Bon page 150. As follow-up you cou sk each
part think of thre iar general knowledge
‘gestions which they then ak the ls
4 ove 6400 km 5 About 29m 3
2 4323 mies 610m |
3108 7 Bein 7 and em
4 3926 meter |
a
This execs provides practice in understanding nora
description ofa products physical qualities and
introduces its wed or + ng
Start by referring students brief o Par 3 ofthe
Language Noe Ask them what the example semen I
ed for changing channels on he TV elo ta Then cc
ht sentencs they could make wih the ame sr
forthe other tems in © of EY
‘Ask students to read the abr: Exp that there re
seven clues or ech product, and that afer ech he
‘they must ty to gues what the object, Play the ape
Pasing after each clu. Encorage students 1 ty and
us but dont tl them if their answer rico
‘wrong, Continue listening unt the ial sentence whee
the answer given,
‘This isa similar guessing game to El bu his time the
students themselves describe the products for thee
Partners Divide the as ito À / pas and ree ihm.
othe relevant ie Esplin that ech student has hl he
wor forthe crossword ad they have to gine thee
Partner lesa inthe example dialogue, Ak them o
transfer the word hey have on tothe cosword i
‘without showing ther partner With a stronger clas oe
an tart the activity immediatly with a wether clam,
ask them 10 write ut their les beforehand so jou cn
cp with vocabulary ad / or Wen.
names ae in Files an Von pages 154 and 153
the Students Book
CE
To introduce the topic ask students to make ait of
products or services which are designed to improve ot
health, vtamin pls kw ft and naar ee ko oat
drink ic. Pool des on the board, giving bep ith
Vocabulary where necessary
© Betr suert he inital rbric and the pictures of
Ah e gifs and ask them for their ital reaction, Let.
them workin piso discuss the possible advantages
sed dsadvantges of each promotional gift then fed
I as a whole cas,
@ Explain students that all they hae to understand
"ori git the three manager choose, Pa the tape
exe without sopping. Lt them compare answer rey
ere checking back with ou
Praia
© Ask the whole asf they remember any of he
range and disadvantages mentioned, Daw he table
on the board and wre in any pois they remember
[Then play the ape once or tie more, ging thes time
a compare anses after each complet ento
alt the table on the hoard with the whale ass,
then ak them if they gre with the tree manager
lion
counters E
heap Lats of ineresting Informati in
Sci mea mich
Disortges: ny intrsts momen, men don want
ta cr clones
vey anal srl or men and women
‘who go runing
| ae eps, dows he the rh image
aco
rte ns en nd ome,
at ot pa
Ak students to read the Language Note hen play
thc tpe again without topping Let student compare
‘rs tgetes then check back with you. Play the ape
‘in identify which words ar stressed, sopping ser
‘ch tre phrase Poin out tha there teen to
os the personal pronoun or posesive adjective: I
ik. What's your iw ont Ifyou ask me.
od (sd wads in Bal: thnk
you thik?
lath exercise students have t simulate a meting to
ci on various marketing issues relating 10 new
(holte bar They will ave the opportunity 1 practise
language or expresing opinions the vocabulary of
sie and dimension, and comparative forms, Refer
student tothe rubric Pont out hat they are responsible
{or marketing a low-calorie chocolate ha ou
supposed tobe sold as ea product, Explain that
theft thing they wil have to do ls decide on thet
target market and all the other decisions wil depend on
that Refer them 1 the agends and deal with ay
problems of vocabulary,
Give students 15 minutes o prepare some thoughts
individually on the diferen points hen divido the cas
into groups of tre (jou may peer o have ight
larger meting groups). et time lini of 30 minutes for
‘he meeting, and tel them they must cover every pot
où the agenda Explain that you wll ak fora sumar
‘oftheir meting at the end 50 they must make notes,
Monitor, noting any mistakes you ar, particulary in.
the we ofthe target language for his un. Dea with
these atthe end ofthe lesson, or in later Iso you
{ee some remedial work is necessary.
At the end ofthe meeting, ask each group to give a
summary oftheir decisions, with reasons Encourage the
‘other groups o react othe view ofthe presenting
rou.
Photocopable activity (page 73)
This gives further practice in describin the physical
qualite and functions of disen objects Divide the
lass int groups of fur and give ech person in the
¡ropa diferent imenton to describe, Check that they
Understand th vocabulary in the instructions Exp
that they ave wo persuade their colleagues owe
money int. Give them teat ifeen minuts 1 prepare
presentation Start by writing up the following
questions as a guide o what should go into thee
descriptions
Whats pour menton use for?
Whats made of
What sie sit? Are here dfn sis or made?
Docs it come in diferent colour?
Hon dec work
Who are the comes?
Where d you manto el i
Hon much docs it cou?
‘Students then desribe thei inventions to each oer
Encourage those Iiseningt ak further questions or
raise objections At the end each group shoul vote on
the bs invention
Teacher's Book 42
Ah e gifs and ask them for their ital reaction, Let.
them workin piso discuss the possible advantages
sed dsadvantges of each promotional gift then fed
I as a whole cas,
@ Explain students that all they hae to understand
"ori git the three manager choose, Pa the tape
exe without sopping. Lt them compare answer rey
ere checking back with ou
Praia
© Ask the whole asf they remember any of he
range and disadvantages mentioned, Daw he table
on the board and wre in any pois they remember
[Then play the ape once or tie more, ging thes time
a compare anses after each complet ento
alt the table on the hoard with the whale ass,
then ak them if they gre with the tree manager
lion
counters E
heap Lats of ineresting Informati in
Sci mea mich
Disortges: ny intrsts momen, men don want
ta cr clones
vey anal srl or men and women
‘who go runing
| ae eps, dows he the rh image
aco
rte ns en nd ome,
at ot pa
Ak students to read the Language Note hen play
thc tpe again without topping Let student compare
‘rs tgetes then check back with you. Play the ape
‘in identify which words ar stressed, sopping ser
‘ch tre phrase Poin out tha there teen to
os the personal pronoun or posesive adjective: I
ik. What's your iw ont Ifyou ask me.
od (sd wads in Bal: thnk
you thik?
lath exercise students have t simulate a meting to
ci on various marketing issues relating 10 new
(holte bar They will ave the opportunity 1 practise
language or expresing opinions the vocabulary of
sie and dimension, and comparative forms, Refer
student tothe rubric Pont out hat they are responsible
{or marketing a low-calorie chocolate ha ou
supposed tobe sold as ea product, Explain that
theft thing they wil have to do ls decide on thet
target market and all the other decisions wil depend on
that Refer them 1 the agends and deal with ay
problems of vocabulary,
Give students 15 minutes o prepare some thoughts
individually on the diferen points hen divido the cas
into groups of tre (jou may peer o have ight
larger meting groups). et time lini of 30 minutes for
‘he meeting, and tel them they must cover every pot
où the agenda Explain that you wll ak fora sumar
‘oftheir meting at the end 50 they must make notes,
Monitor, noting any mistakes you ar, particulary in.
the we ofthe target language for his un. Dea with
these atthe end ofthe lesson, or in later Iso you
{ee some remedial work is necessary.
At the end ofthe meeting, ask each group to give a
summary oftheir decisions, with reasons Encourage the
‘other groups o react othe view ofthe presenting
rou.
Photocopable activity (page 73)
This gives further practice in describin the physical
qualite and functions of disen objects Divide the
lass int groups of fur and give ech person in the
¡ropa diferent imenton to describe, Check that they
Understand th vocabulary in the instructions Exp
that they ave wo persuade their colleagues owe
money int. Give them teat ifeen minuts 1 prepare
presentation Start by writing up the following
questions as a guide o what should go into thee
descriptions
Whats pour menton use for?
Whats made of
What sie sit? Are here dfn sis or made?
Docs it come in diferent colour?
Hon dec work
Who are the comes?
Where d you manto el i
Hon much docs it cou?
‘Students then desribe thei inventions to each oer
Encourage those Iiseningt ak further questions or
raise objections At the end each group shoul vote on
the bs invention
Teacher's Book 42
Life stories
8.1 Success stories Ale
2 Mal Smet
= Sue
42 eo of he es |
3 Toy red hep pres hi ar am main
reo
‘The two people featured in his sein both have
‘connections with ar travel Jan Tipp was the founder
‘of Pan Am and Barbara Castani wat the Bist CEO of Go.
The ist execs isa vocabulary warmer on the theme of
$ Longer distances could e covered more ky,
sie eave You can precede his by beinstorming words
to do wih ar rave and writing them onthe board
@ Let students do the activity in pais before checking
back with yo,
4 sports
2 sine
3 af / aeroplanes (U5= arnes)
© tos did art with the rainstorming sesion
then do this no.
© See ifstudents know anything about Tipp before
‘hey read the text. Then give hem thee minutes to read
and answer the question Ask them not o stop at words
they do nor understand
Hs comp mode fat watt ais
tnd yas ne of fatale cheap a ert
round the ori Tape ped ea he et
sine commer igs nd inca he
event ote Juno dt
© Check understanding ofthe vocabulary inthe
questions Encourage stadent-student explanation and
‘te of monoingal dictionaries. Remind students ofthe
glossary tthe back ofthe ook, Let them work in prs
to answer the questions. Check answers withthe whole
hss,
42 Teachers Book
1 cul cry nor passengers pe Fah
8 He ordre oo many 7474 an pt an Am into
Financial un.
© This ci focuses on time expresions Wit two
pais of expresons on the board which have the same
cani
in 1999 = year ago (plo In tine)
a
1009 D
from 1999 to 2002 = for thee eus (period of ie)
mene ye
ra ET
students have problems understanding ago and fr
ra time lines a inthe board plan above Let sudo
‘workin pairs to complete the ak. eed back asa ie
‘lass, Refer them to he Language Noe fr farther
rien.
ele ln
2 fom 1924 80 1926 7 ot sent an |
3 ater the Second Word War 8 ie 189
4 inaose eater
5 ne sites
om
© Askstudenis if they know the names fan ther
hap ines such as soy e, Buzz, Ryan Al e Eli
‘why ty are popular and why they ae dierent other
sine. Read the rubric and pay he tape once for
students to oder the events
ee |
8.1 Success stories Ale
2 Mal Smet
= Sue
42 eo of he es |
3 Toy red hep pres hi ar am main
reo
‘The two people featured in his sein both have
‘connections with ar travel Jan Tipp was the founder
‘of Pan Am and Barbara Castani wat the Bist CEO of Go.
The ist execs isa vocabulary warmer on the theme of
$ Longer distances could e covered more ky,
sie eave You can precede his by beinstorming words
to do wih ar rave and writing them onthe board
@ Let students do the activity in pais before checking
back with yo,
4 sports
2 sine
3 af / aeroplanes (U5= arnes)
© tos did art with the rainstorming sesion
then do this no.
© See ifstudents know anything about Tipp before
‘hey read the text. Then give hem thee minutes to read
and answer the question Ask them not o stop at words
they do nor understand
Hs comp mode fat watt ais
tnd yas ne of fatale cheap a ert
round the ori Tape ped ea he et
sine commer igs nd inca he
event ote Juno dt
© Check understanding ofthe vocabulary inthe
questions Encourage stadent-student explanation and
‘te of monoingal dictionaries. Remind students ofthe
glossary tthe back ofthe ook, Let them work in prs
to answer the questions. Check answers withthe whole
hss,
42 Teachers Book
1 cul cry nor passengers pe Fah
8 He ordre oo many 7474 an pt an Am into
Financial un.
© This ci focuses on time expresions Wit two
pais of expresons on the board which have the same
cani
in 1999 = year ago (plo In tine)
a
1009 D
from 1999 to 2002 = for thee eus (period of ie)
mene ye
ra ET
students have problems understanding ago and fr
ra time lines a inthe board plan above Let sudo
‘workin pairs to complete the ak. eed back asa ie
‘lass, Refer them to he Language Noe fr farther
rien.
ele ln
2 fom 1924 80 1926 7 ot sent an |
3 ater the Second Word War 8 ie 189
4 inaose eater
5 ne sites
om
© Askstudenis if they know the names fan ther
hap ines such as soy e, Buzz, Ryan Al e Eli
‘why ty are popular and why they ae dierent other
sine. Read the rubric and pay he tape once for
students to oder the events
ee |
Poy teta again and ook at some ofthe language
ted, Cocentate on the simple past active forms used,
Raber Aying decided vo ente a low-cu tine
© Let students do the ask individual and then check
Beckwith ou
se
ss
1»
a
(D This cure introduces the pas pasive form. Read
hin al hen play (ER tor students o complete
the notes. eed back withthe whole cas
sento the tape again and ask students to repeat the
hey pas
© Pray BB for students to te or th mising
ras. They areal in the passive form, Ect why the
asie use. Refer them tothe Language Note for
riñon
PS
Propia :
Language Note
a ect am
ee
a
ne er
S'en en
a
en
fete Snes sid wat cron de
ee
ra ar ri
ln ee or hy atome es
rie co ra
© This activity canbe done with the whole cas Write
{he ble onthe board and ak students to make six
questions using each verb once,
© Le students work in pis 1 ask and answer the
When questions they have made in Ö, They should
also ak a Whee.” question as in the example dalogue
(Check answers (sce the answer for O).
© Using he information inthe box, they can now make
‘Who by questions and ask and answer them in pr
Te thon was invented by lard Graham Bll
nimm 0:
en
“de
aie vs anchos |
neue
Soy mas funded by Akio oda In Tyo in 196.
Perl as discovered by Aan: Fling in
London 198
The Beatles wee fred n Liverpool by Job Leon
Pal Many in 1962,
Asa homework ask ask students to wie five more
‘questions about famous diner or laentions.
8.2 Making money
‘This section focuses on inanca languages been
signed fr non specialist ech, and o be of interest,
to those students who do not cesary se sch
language in thei profesional ves Try tous your
student knowledge to get the most out of the sein.
o
To introduce the pi, ook at the cartoon and brainstorm
a many words connected with money as you can.
© Ask students to ead the rubric Demonstrate the task
‘by writing sentences on the board, with an imvented word
dina hey potion lit the meaning ofthe vented words,
1 was a beaut sunt dy and here as ot
ini pen the iy.
Dols ts, and yn ae al opte
Ask students to cover the word in the box and then ead
the text and se how many of the missing words they can
sues. Feed hack asa whole as andthe ak them o
compet the text using the words inthe box Check
Teachers Book 43
ted, Cocentate on the simple past active forms used,
Raber Aying decided vo ente a low-cu tine
© Let students do the ask individual and then check
Beckwith ou
se
ss
1»
a
(D This cure introduces the pas pasive form. Read
hin al hen play (ER tor students o complete
the notes. eed back withthe whole cas
sento the tape again and ask students to repeat the
hey pas
© Pray BB for students to te or th mising
ras. They areal in the passive form, Ect why the
asie use. Refer them tothe Language Note for
riñon
PS
Propia :
Language Note
a ect am
ee
a
ne er
S'en en
a
en
fete Snes sid wat cron de
ee
ra ar ri
ln ee or hy atome es
rie co ra
© This activity canbe done with the whole cas Write
{he ble onthe board and ak students to make six
questions using each verb once,
© Le students work in pis 1 ask and answer the
When questions they have made in Ö, They should
also ak a Whee.” question as in the example dalogue
(Check answers (sce the answer for O).
© Using he information inthe box, they can now make
‘Who by questions and ask and answer them in pr
Te thon was invented by lard Graham Bll
nimm 0:
en
“de
aie vs anchos |
neue
Soy mas funded by Akio oda In Tyo in 196.
Perl as discovered by Aan: Fling in
London 198
The Beatles wee fred n Liverpool by Job Leon
Pal Many in 1962,
Asa homework ask ask students to wie five more
‘questions about famous diner or laentions.
8.2 Making money
‘This section focuses on inanca languages been
signed fr non specialist ech, and o be of interest,
to those students who do not cesary se sch
language in thei profesional ves Try tous your
student knowledge to get the most out of the sein.
o
To introduce the pi, ook at the cartoon and brainstorm
a many words connected with money as you can.
© Ask students to ead the rubric Demonstrate the task
‘by writing sentences on the board, with an imvented word
dina hey potion lit the meaning ofthe vented words,
1 was a beaut sunt dy and here as ot
ini pen the iy.
Dols ts, and yn ae al opte
Ask students to cover the word in the box and then ead
the text and se how many of the missing words they can
sues. Feed hack asa whole as andthe ak them o
compet the text using the words inthe box Check
Teachers Book 43
1 vested Bam
2 sus 9 x
3 dividen 10 lent
4 sae 21 on
5 sarral 12 py
6 worth 43 spent
7 oros Mave
Asa homework ak ak students o make more
Seniencs using the words inthe bor. Encourage them
o makeup sentences which strate the meaning of
the words This wil hp students o remember them
mor cay
© This activity checks understanding ofthe vocabulary
in D. can be dones a whole cas activi.
ARE
This exercise combines language work nd logic plus a
line aime
sr or 76 at
© tals that there are five sharcholders inthe
company A,B,C, and, and that the total number of
shares remain 1.00 throughout Let students work in
urs to work out the number of hares and complet he
Pie chart Make sure they read and count careful eed
back a clas puting the information from the
sentence onthe band
[159€ 1008 sans im e company Al owned by A
985 sold 20% (20 shar) 1 Band Cto 8 and 4
Ke 000,8 - 150, €= 50 |
2996 ag 25% of Aves
200,82 459,280. = 200
1998 bosta of hrs (15)
N= 80, b= 79, € 50,0 = 200, E=75
‘owns som (600 shares)
Downs 20% (200 stares)
Band Eonn 7.5% (5 shares ch)
Cons st (G0 share)
© Lx sunt complete the tain pairs then check
{hei answer in File A on page 150
À got 00 x 20 = £32000,
86075 x 20 = £1500
got 50 x £20 - £000
D got 200 £20 = £4,000,
got 75x £20 «1.500
44. Teachers Book
2 He bought te shares for £10,000 in 199. He gt
‘ted of £4,000 in 199. The company snow
“led a 620.00 so hs stake worth £4000,
{hit à good investment?
3 A1 the majority sario (0%).
4 Es shares worth 7.5% of £20,000 = £15,00
as
This eerise checks comprehension of ats and
amounts Stents should write he numbers sigue
rather than words.
© Play the tape once for students to write down the
dite,
© Pray the tape sain for hemo write down te
© Playa third time for students to check their ane
11077 000000 E
2 1058; at
3 1007; $7,000,000
4 $100,000 000; 1877
5 1005: 7665800
6 1986; 3,080,000
This exc continues the topic of money and pri
some ofthe vocabulary from the section,
© As students to read the test india nd io
answer the questions, Check answers and del witha
vocabulary problems
tb 2b 3a 6e 5a 3
© Point out that the numbers sted ar ot always
the same form asin the ext Let student do the nk
individually then compar in pis before checking ad
with you
2 Prince Avales percentage shreoliogs in
and op
1 his age hen he an is ist company
€ bis percentage stalin Disneyana
4 the ya he Bought is shares in Cap
2 Le pce he poi in dlrs fr the licor sh
vhs he war arth In olas by 1998
9 at Nis sak In Cap o wor
[nthe amount o is investment nthe Kingdom Cot
As follow-up atv ak student to summaie the
article oa
2 sus 9 x
3 dividen 10 lent
4 sae 21 on
5 sarral 12 py
6 worth 43 spent
7 oros Mave
Asa homework ak ak students o make more
Seniencs using the words inthe bor. Encourage them
o makeup sentences which strate the meaning of
the words This wil hp students o remember them
mor cay
© This activity checks understanding ofthe vocabulary
in D. can be dones a whole cas activi.
ARE
This exercise combines language work nd logic plus a
line aime
sr or 76 at
© tals that there are five sharcholders inthe
company A,B,C, and, and that the total number of
shares remain 1.00 throughout Let students work in
urs to work out the number of hares and complet he
Pie chart Make sure they read and count careful eed
back a clas puting the information from the
sentence onthe band
[159€ 1008 sans im e company Al owned by A
985 sold 20% (20 shar) 1 Band Cto 8 and 4
Ke 000,8 - 150, €= 50 |
2996 ag 25% of Aves
200,82 459,280. = 200
1998 bosta of hrs (15)
N= 80, b= 79, € 50,0 = 200, E=75
‘owns som (600 shares)
Downs 20% (200 stares)
Band Eonn 7.5% (5 shares ch)
Cons st (G0 share)
© Lx sunt complete the tain pairs then check
{hei answer in File A on page 150
À got 00 x 20 = £32000,
86075 x 20 = £1500
got 50 x £20 - £000
D got 200 £20 = £4,000,
got 75x £20 «1.500
44. Teachers Book
2 He bought te shares for £10,000 in 199. He gt
‘ted of £4,000 in 199. The company snow
“led a 620.00 so hs stake worth £4000,
{hit à good investment?
3 A1 the majority sario (0%).
4 Es shares worth 7.5% of £20,000 = £15,00
as
This eerise checks comprehension of ats and
amounts Stents should write he numbers sigue
rather than words.
© Play the tape once for students to write down the
dite,
© Pray the tape sain for hemo write down te
© Playa third time for students to check their ane
11077 000000 E
2 1058; at
3 1007; $7,000,000
4 $100,000 000; 1877
5 1005: 7665800
6 1986; 3,080,000
This exc continues the topic of money and pri
some ofthe vocabulary from the section,
© As students to read the test india nd io
answer the questions, Check answers and del witha
vocabulary problems
tb 2b 3a 6e 5a 3
© Point out that the numbers sted ar ot always
the same form asin the ext Let student do the nk
individually then compar in pis before checking ad
with you
2 Prince Avales percentage shreoliogs in
and op
1 his age hen he an is ist company
€ bis percentage stalin Disneyana
4 the ya he Bought is shares in Cap
2 Le pce he poi in dlrs fr the licor sh
vhs he war arth In olas by 1998
9 at Nis sak In Cap o wor
[nthe amount o is investment nthe Kingdom Cot
As follow-up atv ak student to summaie the
article oa
aa
© A students 1 ook tthe headlines and check
‘onpehension. Espa that they ar ging listen to
‘ont nen storie and ave to match ther othe
adios. Pay the tape for students to do the matching
(den check answers with the whole clas
Tb ae aa e
© sk sento look atthe comprehension questions
tn see how many they can answer. There ar wo for
(ac tory. Pay the ape again and cole answer a à
502%
6 shares fl
7 Alan buying AGF
8 Germany
This cece allow Jes controled practice of financial
‘oa Stadent should work in airs to complete
semences in the mot intresting or amusin vay
posible Encourage some fan.
a
students work in país to find the collocation the
back wi the whole ls
ps
ier a ni
Eo
Eto, tt
8.3 Company history
(O Ask students o ok atthe logos and se howe many
thy ecognize Go through each ol he questions,
bling which brands companies logos are
mous in particular counties
© Asa further example fa strong brand, his activity
ces on MeDonald. Let students work in pairs to do
qui, then collate answers wi the whole dass.
om
(© Play tbe pe once. Ie a ong listening all
dents not to worry if they do not understand
ring Check answers.
15% 6 1565
2 1968 7 Shows
310 8 20000000
4 563 9 197
5 50 seconds 10 100
© Pray the tape ain to complete the gaps inthe
sentences Let thet compare in pais before checking back
‘with you. Pay the ape agin in Chunks, and ask them fo
focus on the vers, noting which ar inthe pas:
1955, penal bug
1963 appre
1965 eas sted: cont
1967 opone
1968 vas bunches
1979 vas invoca
1990 opened
1905 vas cute incensed
1999 os opened
© Refer students to the Language Note checking hey
can form passe questions corre Le ther workin
ars to doth ask Remind them that in company
iris ad annual reports the passe ofen ud. Let
‘them compar ia par before checking back with you.
4 Wen did Ray Coe open is is restaurant?
2 Wen dd Rol Medora appear on IV?
3 When was th company Noted?
4 How mach dé 100 shes cot
5 When was the ig Mac aurea?
$ en was the Happy Wel itodced?
7 When Ray Coe de?
8 Were cd McDonalds restaurants open in 1907
9 When was Bug acid?
10 Where was the 25,000 restaurant opere?
cc}
Divide the las ito A /B pire and rf them tothe
‘relevant fies. Each student has information on the
history ofa diferent company (Student A. Estée Lauder
Student B: Sony. Eli the questions required And out
the information eg.
= When wa the company founded?
= Who ws it founded by?
Wheres it baat
— What he acti oh company?
= Dos it have any famous prods?
= Do you know any important dates in its history?
Monitor, noting examples of good language and any
mistake, Ped bck withthe whole ass
Teacher's Book 45
© A students 1 ook tthe headlines and check
‘onpehension. Espa that they ar ging listen to
‘ont nen storie and ave to match ther othe
adios. Pay the tape for students to do the matching
(den check answers with the whole clas
Tb ae aa e
© sk sento look atthe comprehension questions
tn see how many they can answer. There ar wo for
(ac tory. Pay the ape again and cole answer a à
502%
6 shares fl
7 Alan buying AGF
8 Germany
This cece allow Jes controled practice of financial
‘oa Stadent should work in airs to complete
semences in the mot intresting or amusin vay
posible Encourage some fan.
a
students work in país to find the collocation the
back wi the whole ls
ps
ier a ni
Eo
Eto, tt
8.3 Company history
(O Ask students o ok atthe logos and se howe many
thy ecognize Go through each ol he questions,
bling which brands companies logos are
mous in particular counties
© Asa further example fa strong brand, his activity
ces on MeDonald. Let students work in pairs to do
qui, then collate answers wi the whole dass.
om
(© Play tbe pe once. Ie a ong listening all
dents not to worry if they do not understand
ring Check answers.
15% 6 1565
2 1968 7 Shows
310 8 20000000
4 563 9 197
5 50 seconds 10 100
© Pray the tape ain to complete the gaps inthe
sentences Let thet compare in pais before checking back
‘with you. Pay the ape agin in Chunks, and ask them fo
focus on the vers, noting which ar inthe pas:
1955, penal bug
1963 appre
1965 eas sted: cont
1967 opone
1968 vas bunches
1979 vas invoca
1990 opened
1905 vas cute incensed
1999 os opened
© Refer students to the Language Note checking hey
can form passe questions corre Le ther workin
ars to doth ask Remind them that in company
iris ad annual reports the passe ofen ud. Let
‘them compar ia par before checking back with you.
4 Wen did Ray Coe open is is restaurant?
2 Wen dd Rol Medora appear on IV?
3 When was th company Noted?
4 How mach dé 100 shes cot
5 When was the ig Mac aurea?
$ en was the Happy Wel itodced?
7 When Ray Coe de?
8 Were cd McDonalds restaurants open in 1907
9 When was Bug acid?
10 Where was the 25,000 restaurant opere?
cc}
Divide the las ito A /B pire and rf them tothe
‘relevant fies. Each student has information on the
history ofa diferent company (Student A. Estée Lauder
Student B: Sony. Eli the questions required And out
the information eg.
= When wa the company founded?
= Who ws it founded by?
Wheres it baat
— What he acti oh company?
= Dos it have any famous prods?
= Do you know any important dates in its history?
Monitor, noting examples of good language and any
mistake, Ped bck withthe whole ass
Teacher's Book 45
‘This avi can be given asa homework tsk or done in
‘las. I focuses on word families for some of the
vocabulary covered inthe section, I al wef
reparation for he presentation 0 be made in E
Vet: fund: acai: introduce; expand
Noun: cease; lunch; emation; opening
‘sample: fonda ace; case: Lunch;
‘arte toc: openings: expuso
© Read through the information about Henry Ford and
‘heck comprehension. Let students work in pus to
repre a presentation. Monitor, making sure they ue a
x of active and passive verb form
© This activity allows students to make their own
Presentations about the history of company they know.
Those who donot hae knowledge af a company should
use the histories inthe les in [A Ask for volunteer to
Present thee companies.
© Ask students to ok atthe photo and ty to match
them tothe names. Then et them work in pas to match
the pers and the other information othe relevant,
names. They can ind he answers in Fl Lom page 152
Photocopiable activity (pag 74)
Cut up the words on page 74 and we them forthe
following categorizing aies.
1 Find fou pais of opposites
2 Find ive words which o with bank
3 Find five words which go with ate
4 Find al the words with one able
5 ind al the ver.
46 Teachers Book
Then use the same word for defining games, Ak the
students to work In pis and divide the words into io
piles Students have one minut to define as many ofthe
word as posible without eeaing the pling.
1 bosom tent
sped, save
Bank acount
bank ca
Ban payment
Bank Boake
3 meres ate
ag FEMS
per
‘las. I focuses on word families for some of the
vocabulary covered inthe section, I al wef
reparation for he presentation 0 be made in E
Vet: fund: acai: introduce; expand
Noun: cease; lunch; emation; opening
‘sample: fonda ace; case: Lunch;
‘arte toc: openings: expuso
© Read through the information about Henry Ford and
‘heck comprehension. Let students work in pus to
repre a presentation. Monitor, making sure they ue a
x of active and passive verb form
© This activity allows students to make their own
Presentations about the history of company they know.
Those who donot hae knowledge af a company should
use the histories inthe les in [A Ask for volunteer to
Present thee companies.
© Ask students to ok atthe photo and ty to match
them tothe names. Then et them work in pas to match
the pers and the other information othe relevant,
names. They can ind he answers in Fl Lom page 152
Photocopiable activity (pag 74)
Cut up the words on page 74 and we them forthe
following categorizing aies.
1 Find fou pais of opposites
2 Find ive words which o with bank
3 Find five words which go with ate
4 Find al the words with one able
5 ind al the ver.
46 Teachers Book
Then use the same word for defining games, Ak the
students to work In pis and divide the words into io
piles Students have one minut to define as many ofthe
word as posible without eeaing the pling.
1 bosom tent
sped, save
Bank acount
bank ca
Ban payment
Bank Boake
3 meres ate
ag FEMS
per
Dealing with problem
9.1 Making decisions
om
‘Ths excise Serves to highlight the difference between
prin continuous for future us and wl for
-potancous decision Inrodoss the theme by asking
its it reasons why people tae or business
18.10 vt supe, 1 prospect for new busines ec
(© fr dent 1 the rubi, ben ask them 10
imple the ak india, Let them compare
mer in pais before checking back with you
lin Gemany
ag Master (Asian othe Present)
3 ange a schedule sts o Fas Kien
(© Ply (BY once or twice as necessary allowing students
acampar answer before checking back with you
fra as
am 6 adress
| 3 sas conteo 7 Muay E
Saft si
(© Fist sei students can remember / suggest possible
os to complete the gaps. Then play (EE ain,
Stopping aer ach target sentence for students ol the
‘ep. Check anses wth the whole clas. Ask them
hich ese is sed (present continuons) and why (the
speakers ae taking bout future arrangement)
A
(Asc sudens to read he rbri, hn pay (E) once
Ort as necessary Let them compare nots before
hing back with you
| ne à hotel om; tel rangement: et ar a
tn or apart she Lovin on Tay; serve
| > mom: prepare 3 provision sehe
(Asados they can remember which ve form
Suse inthe two example sentences hen listen 1 the
Bt pat of (E) to check Play the rest ofthe ape
using fr all other examples of and Well allow
students 1 tel you what was ad. Ai them 1 ead the
Language Not to find out why the speakers use the wil
Form (because the speakers are making decisión athe
time of speaking
FU phone, Tse. ter examples: Fa
Tl check, TU rose, Me ak
Optional extra activi
Divide the ls into A/B ptes and tl them imagine
that they work together ina company Student À should
think of person whois making it othe company
and should is dat / me abra, ic. and any other
elevar information. Student B shoald then ask
questions to ic the Information. Finally bot students
should plan who i going to do wat for the iit
Monitor checking that student reusing bth the
present continuous and wil
Refer students wo the rubric and the it example, hen
ask the whole das for an alternative answer to number
1. Then let them complete the takin paire Ask them to
try and find two solutions for ech problem. Monto,
making sre they ac using the contracted form, and
‘ot il When they have ned, do à who class
feedback on posible answer
Posiie answer:
2 TRY Economy das.
3 buy a present.
TRY wth aire aie.
5 Thies car
$ Meet is coge, |
7 Ly in be
a
© Ask students 1 predict what word could be mising
in be sentences This wi el them to evi tense
Forms a well as giving practice in ing different
contractions Then pay the tape once without stopping,
Give students time to compare answer before paying
gan, seen by sentence, and ating them fo the
ATU 3 meant See
2Shes AM 6 Mes
Thos he
Teacher's Book 47
9.1 Making decisions
om
‘Ths excise Serves to highlight the difference between
prin continuous for future us and wl for
-potancous decision Inrodoss the theme by asking
its it reasons why people tae or business
18.10 vt supe, 1 prospect for new busines ec
(© fr dent 1 the rubi, ben ask them 10
imple the ak india, Let them compare
mer in pais before checking back with you
lin Gemany
ag Master (Asian othe Present)
3 ange a schedule sts o Fas Kien
(© Ply (BY once or twice as necessary allowing students
acampar answer before checking back with you
fra as
am 6 adress
| 3 sas conteo 7 Muay E
Saft si
(© Fist sei students can remember / suggest possible
os to complete the gaps. Then play (EE ain,
Stopping aer ach target sentence for students ol the
‘ep. Check anses wth the whole clas. Ask them
hich ese is sed (present continuons) and why (the
speakers ae taking bout future arrangement)
A
(Asc sudens to read he rbri, hn pay (E) once
Ort as necessary Let them compare nots before
hing back with you
| ne à hotel om; tel rangement: et ar a
tn or apart she Lovin on Tay; serve
| > mom: prepare 3 provision sehe
(Asados they can remember which ve form
Suse inthe two example sentences hen listen 1 the
Bt pat of (E) to check Play the rest ofthe ape
using fr all other examples of and Well allow
students 1 tel you what was ad. Ai them 1 ead the
Language Not to find out why the speakers use the wil
Form (because the speakers are making decisión athe
time of speaking
FU phone, Tse. ter examples: Fa
Tl check, TU rose, Me ak
Optional extra activi
Divide the ls into A/B ptes and tl them imagine
that they work together ina company Student À should
think of person whois making it othe company
and should is dat / me abra, ic. and any other
elevar information. Student B shoald then ask
questions to ic the Information. Finally bot students
should plan who i going to do wat for the iit
Monitor checking that student reusing bth the
present continuous and wil
Refer students wo the rubric and the it example, hen
ask the whole das for an alternative answer to number
1. Then let them complete the takin paire Ask them to
try and find two solutions for ech problem. Monto,
making sre they ac using the contracted form, and
‘ot il When they have ned, do à who class
feedback on posible answer
Posiie answer:
2 TRY Economy das.
3 buy a present.
TRY wth aire aie.
5 Thies car
$ Meet is coge, |
7 Ly in be
a
© Ask students 1 predict what word could be mising
in be sentences This wi el them to evi tense
Forms a well as giving practice in ing different
contractions Then pay the tape once without stopping,
Give students time to compare answer before paying
gan, seen by sentence, and ating them fo the
ATU 3 meant See
2Shes AM 6 Mes
Thos he
Teacher's Book 47
© Let students do his in pars listening to cach other's
Pronunciation and correcting each other ae cesan
“This exercise introduce and practises vers achte
ith administrative organization. Before you start ask
students imagine that they ae responsible for
Planning a conference, What Kind of things wi they
iced to do in preparation fort
© Ask student complete the checklist with the
word in he box Let them compar answers with a
partner before checking back with ou. Ad them i there
ae any other things hat should bein els
confirm the numberof ote rooms invite the pres
took mind 7 send 10 mate
2 inte She Border 12 pick up
Sask Grint Seed 12 fale
© Le students complet this in pair
answers on the board
hen collate
Possible answer:
{te check a noice / a il / tat eventing is OK
o ode: dink na bar some ofc supplies /
‘eal à restaurant
‘white: a uta equipment / 3 ay and
ho send a at /an moi /a et
o me someone for inet / o you ome /
Torte wecken
Bu
© sk stunt 1 read the dinge and predic what
words could ithe aps. Then play the tape once trough
‘without stopping. Let them compare answers then lay
sn, sentence by sentence, Not tht mos ofthe ising
word are unsrese, so you may nod to guide students
towards the answer, posting out that cans pronounced
Kal and shall asl! Ask lp questions o check
their understanding eg. Why boking the hoe!
om
an shale Can: Shall TE an
© Answer this question quickly with the whole as,
then refer them tothe Language Note. Hit a few more
examples of Sha. by giving ome ces and ashing
Students 10 offer ou help. eg. thirsty.
Play the tape once agan and ask dens 1 identify
which word ar particulary ses (principal he
personal pronouns ou and) Ask thet o repent he
conecto twice, swapping roles the second ine
48 Teachers Book
© ‘Read the rubric and the Prion A/B information.
ith students and dal wth any veabulry poble.
Then ak students 10 trough the cheeks of pins
nd decide whether A or Bis the best person ode
‘ach ack (or ut it docnt mater ho), Lt sass
compare answers in pues befor checking back with yu
Then ask them to repeat the orginal conversation i
and cominue from there Monitor, sing students 1
rec misas in grammatical form o sentence sos
9.2 Thinking ahead
a
‘Asa warmer bringin some magazine advert fr
dierent product Ak students 1 den what peat
‘customer the product o service aimed whee his
sold, and how is adverise (apart from in magi)
You can use this ab away of teaching some ofthe get
vocal.
© Let students complete his individually then
compare answers in pis before checking back with you
Customers: tind people, usines people, the
‘eral public, compris, the 20-30 ge gu
Distribution paren tors, shopping un
sperme, pei sap, mul
‘Advertising: spare, secas magazin,
hong, TV an aio aves, ect malig
© Do hisasa whole das activity, writing suggestions
on the boar,
Pestle answers:
Customers 40-50, ec. age group teases, |
‚hen, segle men / women, marte car
Distribution: wholesales, boule, cory aut
‘Advertsing: womens magaies, sports again
word of mouth
© Lt student do his in par then fed back aa cae
ae
© Retr students 0 he picture and the acompa
product description. Check vocbulay comprehension
then teach the word feature by contrasting wit the
word befits Ask for examples features and
corresponding bent ora a, turbo engine
improve acceleration, Student shoul hen compete
the task and answer the follow-up questions in pus
Check answers with he whole cls
Pronunciation and correcting each other ae cesan
“This exercise introduce and practises vers achte
ith administrative organization. Before you start ask
students imagine that they ae responsible for
Planning a conference, What Kind of things wi they
iced to do in preparation fort
© Ask student complete the checklist with the
word in he box Let them compar answers with a
partner before checking back with ou. Ad them i there
ae any other things hat should bein els
confirm the numberof ote rooms invite the pres
took mind 7 send 10 mate
2 inte She Border 12 pick up
Sask Grint Seed 12 fale
© Le students complet this in pair
answers on the board
hen collate
Possible answer:
{te check a noice / a il / tat eventing is OK
o ode: dink na bar some ofc supplies /
‘eal à restaurant
‘white: a uta equipment / 3 ay and
ho send a at /an moi /a et
o me someone for inet / o you ome /
Torte wecken
Bu
© sk stunt 1 read the dinge and predic what
words could ithe aps. Then play the tape once trough
‘without stopping. Let them compare answers then lay
sn, sentence by sentence, Not tht mos ofthe ising
word are unsrese, so you may nod to guide students
towards the answer, posting out that cans pronounced
Kal and shall asl! Ask lp questions o check
their understanding eg. Why boking the hoe!
om
an shale Can: Shall TE an
© Answer this question quickly with the whole as,
then refer them tothe Language Note. Hit a few more
examples of Sha. by giving ome ces and ashing
Students 10 offer ou help. eg. thirsty.
Play the tape once agan and ask dens 1 identify
which word ar particulary ses (principal he
personal pronouns ou and) Ask thet o repent he
conecto twice, swapping roles the second ine
48 Teachers Book
© ‘Read the rubric and the Prion A/B information.
ith students and dal wth any veabulry poble.
Then ak students 10 trough the cheeks of pins
nd decide whether A or Bis the best person ode
‘ach ack (or ut it docnt mater ho), Lt sass
compare answers in pues befor checking back with yu
Then ask them to repeat the orginal conversation i
and cominue from there Monitor, sing students 1
rec misas in grammatical form o sentence sos
9.2 Thinking ahead
a
‘Asa warmer bringin some magazine advert fr
dierent product Ak students 1 den what peat
‘customer the product o service aimed whee his
sold, and how is adverise (apart from in magi)
You can use this ab away of teaching some ofthe get
vocal.
© Let students complete his individually then
compare answers in pis before checking back with you
Customers: tind people, usines people, the
‘eral public, compris, the 20-30 ge gu
Distribution paren tors, shopping un
sperme, pei sap, mul
‘Advertising: spare, secas magazin,
hong, TV an aio aves, ect malig
© Do hisasa whole das activity, writing suggestions
on the boar,
Pestle answers:
Customers 40-50, ec. age group teases, |
‚hen, segle men / women, marte car
Distribution: wholesales, boule, cory aut
‘Advertsing: womens magaies, sports again
word of mouth
© Lt student do his in par then fed back aa cae
ae
© Retr students 0 he picture and the acompa
product description. Check vocbulay comprehension
then teach the word feature by contrasting wit the
word befits Ask for examples features and
corresponding bent ora a, turbo engine
improve acceleration, Student shoul hen compete
the task and answer the follow-up questions in pus
Check answers with he whole cls
soph 3 wie mc pc
‘etd i: 2 tine es. tr
à meet = se
= trad you can check the dates of publ
ias or the net ew ate
su by asking students what customers outlets and
retsng media they woud chose forthe DBCV301
Ten play the tape once or ic as necessary, ing
then tie to compar answers before checking with you.
| types customer Business people to tve
ay men nthe sen
tts: hoping cts mare
cal pres (snes map),
eig
(© Phy the tape gan, sopping aftr ch target
selec 1 give students time t write Eli the answer
lio individual sentence again necessary. Check
ndentanding of wor (students may ave writen
Fo worte Ml wort weit
© Give sudent a minute to match the sentences, then
Ply the ape again to check Answer the fellow up
questions sa whole cas activity. AK students why the
pers inthe dialogue do us he present continuous
sas they ot aking about future arrangement),
spin that ere they use il ocaso they are making
prisons. Refer them 1 he Language Note on page 108.
OO
epee
efit tl wot
Sn srta eg wth
a
© Ei a fe das for this from the whole ls.
Do the ist wo sentences with the whole ass then
them complet the ask in pis, ist Oral hen in
tng
| thee have more contact wth tomo, wel sell
oe Banking sees.
‘we sel more banking services, weil nee ou
furore
im dave ls roftable branes. wot be
Rema 1 eit morsa
eat ncssan 1 rel or sa our sy
st nt ie. N
ie oc tf al dy Study, he nor bay
ont accept / wi ohne.
fe ions dor act / jc weil fer be
af lores holy.
Optional extra activity
‘Wit the allowing semences onthe board.
Tet ld
er
Des
Eee
Sn
[ao
‘Ask students o think of phrases to complet each
sentence. They shoul then sy their phrases im random
Order to a partner, who must gues which sentence he
She's completing,
a
© Le students write the contracted forms, hen
compare nots with a partner saying them loud. Check
Answer withthe whole as quick
Ke 8
Atm not ie
2Shés not /Sheisnt Shs got
A Work en
Sy 4 hos weg
BT not/Thymert — 6 elke
8 Thee aer
© Pray the tape once without sopping. then gie
Students time to compare answers Then play again
Sentence by sentence and ask students forthe anne
‘With stronger das, ask them to reproduce the whale
18 20 58 4A 58 68 7A 8A
a
‘This exercise practises reading or specific information
Ask students to read the eight predictions and des with
‘ny vocabulary problems. Ask them how accurate they
think cach prediction i. Then sk them odo the
matching ask Check answers withthe whole clas,
Teacher's Bock 49
‘etd i: 2 tine es. tr
à meet = se
= trad you can check the dates of publ
ias or the net ew ate
su by asking students what customers outlets and
retsng media they woud chose forthe DBCV301
Ten play the tape once or ic as necessary, ing
then tie to compar answers before checking with you.
| types customer Business people to tve
ay men nthe sen
tts: hoping cts mare
cal pres (snes map),
eig
(© Phy the tape gan, sopping aftr ch target
selec 1 give students time t write Eli the answer
lio individual sentence again necessary. Check
ndentanding of wor (students may ave writen
Fo worte Ml wort weit
© Give sudent a minute to match the sentences, then
Ply the ape again to check Answer the fellow up
questions sa whole cas activity. AK students why the
pers inthe dialogue do us he present continuous
sas they ot aking about future arrangement),
spin that ere they use il ocaso they are making
prisons. Refer them 1 he Language Note on page 108.
OO
epee
efit tl wot
Sn srta eg wth
a
© Ei a fe das for this from the whole ls.
Do the ist wo sentences with the whole ass then
them complet the ask in pis, ist Oral hen in
tng
| thee have more contact wth tomo, wel sell
oe Banking sees.
‘we sel more banking services, weil nee ou
furore
im dave ls roftable branes. wot be
Rema 1 eit morsa
eat ncssan 1 rel or sa our sy
st nt ie. N
ie oc tf al dy Study, he nor bay
ont accept / wi ohne.
fe ions dor act / jc weil fer be
af lores holy.
Optional extra activity
‘Wit the allowing semences onthe board.
Tet ld
er
Des
Eee
Sn
[ao
‘Ask students o think of phrases to complet each
sentence. They shoul then sy their phrases im random
Order to a partner, who must gues which sentence he
She's completing,
a
© Le students write the contracted forms, hen
compare nots with a partner saying them loud. Check
Answer withthe whole as quick
Ke 8
Atm not ie
2Shés not /Sheisnt Shs got
A Work en
Sy 4 hos weg
BT not/Thymert — 6 elke
8 Thee aer
© Pray the tape once without sopping. then gie
Students time to compare answers Then play again
Sentence by sentence and ask students forthe anne
‘With stronger das, ask them to reproduce the whale
18 20 58 4A 58 68 7A 8A
a
‘This exercise practises reading or specific information
Ask students to read the eight predictions and des with
‘ny vocabulary problems. Ask them how accurate they
think cach prediction i. Then sk them odo the
matching ask Check answers withthe whole clas,
Teacher's Bock 49
“asking what words o phrases helped them reach their
candsons Askif they agree with the expert?
‘onchsons,
ag be ey 42) 6 ge bd
9.3 Complaining
and apologizing
This exer introduces vocabulary sc or complaining
and apologizing ina profesional station, Sart by
brainstorming reasons for allg a supple 10 com
@ ak students to match the people othe stations.
Let them compar answers in pais before checking wth
you: Check comprehension of age voabular break
down (or a machine), a oder / fonder, 1 placa
ones, 1 overcharge (opposite = undercharg) «record
9. (= writen reference oa payment an order ic)
10 26 30 46 SW eA 7e be
@ fr ners othe ample sentence ad ask wy
they eed se PI Tenia ten dis nal
tod compare nove a par, Check ele
Vocabulary mamo dia re mi Check
{ers wih hehe aang which pre ae
‘weds apologize. Poa oot iat in Ente
hur people tnd owe the rss Im and and
Tim sory mac mor than other nants u
eat press.
he an ch he sds (4 te
compare (A) an estar (19)
ag oe ee ga
am ace the do
am
© Refer students 1 the memo and ak what
information is needed to complete it. Then pay |
once or twice as necessary, giving them ime 10 compare
Answer before checking back with ou
Acton cal ck 20-15 mitos
50 Teachers Book
© Pay BE once o twice a neesun ving stud
time to compare answers before checking back wih ous
© Lt students do the ask in par, then check ans
with the whole class, Pay [E] and EB] agin to check
lit in which sentences Stephani sing ory (Ido
“polio. sorry about.) and in which one she's
ving bad news (ln fai) As low-up, ask
Students to reproduce the two conventions between
Stephanie and the customer, using he completed
‘complaint form as reference With a weaker cas sk
them to turn othe tps on page 169 and to ead
‘hat aloud in pats fret,
som bats
RENTES
Language Note
Point out that so bat. se gie Bad news,
ut Pm or. (Tm late) sed to polo. To
strate thi, point out the difference been Im or
but calce tonight and Tn sor coun come lo
night, lic few mor erample of Would you lit me
19. by giving afew more cues and asking ther 1 oft
sou el eg. ha a headache.
This exercise practises language for making or
responding 10 complaints on the phone. el students
hey are going to hive two conversation similar othe
ones they heard in E Divide the las into A pas
and refer them t the relevent information, Ask them o
end the irs situation, Check comprehension y sing
ios making / receiving the call, then et ther role py
the conversation. Ask one pair act ot their
conversation in font of the ls and use tas a base
correction. Then follow the same procedure for the
Second station
o
‘This exercise highlight the formal informal disc
in tte corespondence and tephone languages
in the context of complaints, polie and customer
© Give students two minutes to read hi then discs
answers withthe whole lass
candsons Askif they agree with the expert?
‘onchsons,
ag be ey 42) 6 ge bd
9.3 Complaining
and apologizing
This exer introduces vocabulary sc or complaining
and apologizing ina profesional station, Sart by
brainstorming reasons for allg a supple 10 com
@ ak students to match the people othe stations.
Let them compar answers in pais before checking wth
you: Check comprehension of age voabular break
down (or a machine), a oder / fonder, 1 placa
ones, 1 overcharge (opposite = undercharg) «record
9. (= writen reference oa payment an order ic)
10 26 30 46 SW eA 7e be
@ fr ners othe ample sentence ad ask wy
they eed se PI Tenia ten dis nal
tod compare nove a par, Check ele
Vocabulary mamo dia re mi Check
{ers wih hehe aang which pre ae
‘weds apologize. Poa oot iat in Ente
hur people tnd owe the rss Im and and
Tim sory mac mor than other nants u
eat press.
he an ch he sds (4 te
compare (A) an estar (19)
ag oe ee ga
am ace the do
am
© Refer students 1 the memo and ak what
information is needed to complete it. Then pay |
once or twice as necessary, giving them ime 10 compare
Answer before checking back with ou
Acton cal ck 20-15 mitos
50 Teachers Book
© Pay BE once o twice a neesun ving stud
time to compare answers before checking back wih ous
© Lt students do the ask in par, then check ans
with the whole class, Pay [E] and EB] agin to check
lit in which sentences Stephani sing ory (Ido
“polio. sorry about.) and in which one she's
ving bad news (ln fai) As low-up, ask
Students to reproduce the two conventions between
Stephanie and the customer, using he completed
‘complaint form as reference With a weaker cas sk
them to turn othe tps on page 169 and to ead
‘hat aloud in pats fret,
som bats
RENTES
Language Note
Point out that so bat. se gie Bad news,
ut Pm or. (Tm late) sed to polo. To
strate thi, point out the difference been Im or
but calce tonight and Tn sor coun come lo
night, lic few mor erample of Would you lit me
19. by giving afew more cues and asking ther 1 oft
sou el eg. ha a headache.
This exercise practises language for making or
responding 10 complaints on the phone. el students
hey are going to hive two conversation similar othe
ones they heard in E Divide the las into A pas
and refer them t the relevent information, Ask them o
end the irs situation, Check comprehension y sing
ios making / receiving the call, then et ther role py
the conversation. Ask one pair act ot their
conversation in font of the ls and use tas a base
correction. Then follow the same procedure for the
Second station
o
‘This exercise highlight the formal informal disc
in tte corespondence and tephone languages
in the context of complaints, polie and customer
© Give students two minutes to read hi then discs
answers withthe whole lass
© Focus on te ormal/ informal diinction by asking
des why it woud be inappropriate o sy las gie
isa pour immediate attention on the phone. Then
late complete the task individually, before you check
ae with the whole ls
mall
We tok deve
Tou be gate you
ca send
Fess ave this mater your
inmedite attention.
Tock fora o hearing
from ya.
© Le students do the tsk individual then compare
over before checking back with you. As follow up.
students 1 ole play Diana Shining’ complaint o
M Geraldo inthe form of elephone comeraton
1 Say about he dy.
See eu op 23 Javan,
In sony, bt Y aid your order wil be tee
a
Sal sar you sone more information?
ave pleasant tip.
© Le dents writ the e-mail in pis set isn,
‘aida homework tak Ree them othe Language Fe
np 158 for further sf ete wring expesions
‘ksteents 1 imagine they ae the customer in E
do wrt a eter of eomplin to Sephani Rowe.
a
is serie consolidates the language ofthe unie The
|e bused on nought and roms strate the
ee of he game by daring a blank rd on the
‘board and ining a student lay a game of naughs
and cross wit you Explain that students ae going to
play the same game but they have to make a correct
sentence to win a square Refer them tothe ubri and
five them time to ead the rales Make sure they
Understand the difrence between @ squats and i
squares and where to ind the corresponding questions
Esplin that if theres isagreement over wha the
correct answer, ou wl be the judge. Tel student to
rite her inital peci, o they cn play moe than
one game, Note that fa student gives am incorrect.
sentence his opponent can ony win the square if he an
¡ive correct version for he same question cue I both
Students are wrong dont ge hem the answer Let
them te again when one of them next wants own that
square.
Poste answers:
©
1 Can leave a message?
2 Maud you ke me to cam he reservation by
fe
$ Fat tin the post tay.
7 Gan you far me this mores ales gues please?
8 Would you tie me to come o your fic
Du
À Can you met Mr Anos at the apor?
8 TU cary your ss.
(€ Could you mate 200 copies pene?
D Tin... is metan at are you doing?
€ Sha open the inten?
Stunts on anses seg FU hove
6 Students ou anses ig I.
M se me Tm going to wash ny hans.
Photocopiable activity (page 75)
“This gives further practic in complaint and apoogi.
Distribute A roles to one side of case and role othe
other Ask them to look atthe complaint sentences on
the left and discus with a parier who is peaking, in
what station, and what a posible response might be
‘Then divide the class nto A/B par Students hen take
tin tums to read thei complain sentences alud, and
thei partner chooses the correct response fom the
speech bubbles onthe right
(Check answer with the whole las, including details of
‘whois peaking and wher. Finally a studenis to
continue each dalogue
Teacher's Book 51
des why it woud be inappropriate o sy las gie
isa pour immediate attention on the phone. Then
late complete the task individually, before you check
ae with the whole ls
mall
We tok deve
Tou be gate you
ca send
Fess ave this mater your
inmedite attention.
Tock fora o hearing
from ya.
© Le students do the tsk individual then compare
over before checking back with you. As follow up.
students 1 ole play Diana Shining’ complaint o
M Geraldo inthe form of elephone comeraton
1 Say about he dy.
See eu op 23 Javan,
In sony, bt Y aid your order wil be tee
a
Sal sar you sone more information?
ave pleasant tip.
© Le dents writ the e-mail in pis set isn,
‘aida homework tak Ree them othe Language Fe
np 158 for further sf ete wring expesions
‘ksteents 1 imagine they ae the customer in E
do wrt a eter of eomplin to Sephani Rowe.
a
is serie consolidates the language ofthe unie The
|e bused on nought and roms strate the
ee of he game by daring a blank rd on the
‘board and ining a student lay a game of naughs
and cross wit you Explain that students ae going to
play the same game but they have to make a correct
sentence to win a square Refer them tothe ubri and
five them time to ead the rales Make sure they
Understand the difrence between @ squats and i
squares and where to ind the corresponding questions
Esplin that if theres isagreement over wha the
correct answer, ou wl be the judge. Tel student to
rite her inital peci, o they cn play moe than
one game, Note that fa student gives am incorrect.
sentence his opponent can ony win the square if he an
¡ive correct version for he same question cue I both
Students are wrong dont ge hem the answer Let
them te again when one of them next wants own that
square.
Poste answers:
©
1 Can leave a message?
2 Maud you ke me to cam he reservation by
fe
$ Fat tin the post tay.
7 Gan you far me this mores ales gues please?
8 Would you tie me to come o your fic
Du
À Can you met Mr Anos at the apor?
8 TU cary your ss.
(€ Could you mate 200 copies pene?
D Tin... is metan at are you doing?
€ Sha open the inten?
Stunts on anses seg FU hove
6 Students ou anses ig I.
M se me Tm going to wash ny hans.
Photocopiable activity (page 75)
“This gives further practic in complaint and apoogi.
Distribute A roles to one side of case and role othe
other Ask them to look atthe complaint sentences on
the left and discus with a parier who is peaking, in
what station, and what a posible response might be
‘Then divide the class nto A/B par Students hen take
tin tums to read thei complain sentences alud, and
thei partner chooses the correct response fom the
speech bubbles onthe right
(Check answer with the whole las, including details of
‘whois peaking and wher. Finally a studenis to
continue each dalogue
Teacher's Book 51
10.1 Suggesting and
recommending
o
‘This execs cs a a vocabulary pre teaching activi
¡Students wll need mos ofthe vocabulary to complete
‘the section. lk them to worin pis and brainstorm
the words to complete the word quae. It would be
tefl have aces to dictionaries either monolingual
or bilingual depending on the level and make-up ofthe
lass. Colt answers onthe board and ask students to
make example sentences to show they cause the words
‘actively. Expand te is 10 include helpful collocatios or
‘words in he same amy eg mailing malo maling
lis, discounted pie, remove rented ec.
‘his serie ook tthe language of suggestions. A
distinction i drawn betwen strong suggesions and
‘other sugesions Students wil alo learn how to
respond o them,
© Ask ine css to look at the two problem eters
addresse t Dr Biz Thre are tre ist questions to
answer. Ask students to read he ers quickly without
‘worrying about vocabular problems Let them compare
Answers in pic before checking back with you.
‘Ask students to look agai tthe Fit eter nd 10
answer more detaled comprehension questions
= Where he restaurant?
= Who are the somes?
‘When is the restaurant buy que?
= Why are the prices ow?
= What abou the bung? Ti al ao?
52 Teachers Book
eos he own the bling?
= When does the lense ish?
{© Read through the rubric and check students
understand the situation. Ak them to work india
‘before checking back withthe whole ass Highligh e
se af he grand afer How abou
Strong recommendations would ade you to.
fone thio sill à
Suggestions: How about 2;
“pou ou |
Option ere activity
Wile on cars numberof problems and drut
them around he dsc.
= Evelos my pspor
= aio pre y Eng moe qui
a ike my bo.
= My os doer ike me
= ot am enough money
Ae diet student to sad ou her problem and
lc ai fom th ls ing th ngage rom De
Birsieer
© Ask tudes to red Aids er again and check
comprehension:
= Who works wih arid
= Where the age asd?
I Wache ain proben?
= What ihr marking mp?
= Gan they spend more mony?
“Then ask students to workin pats to compose a py
Asi Ak fret pst readout ei od. and
rt some ofthe best das on he oar. Compe
Strong suggestions with more neta one
Bo
Inthe listening asa, Dr Bi ep o Aid on hi
‘aio programme. Sadat wile if thc sogas
ae ar form and content thse ofthe esper
© Pay the ape and ask students to complete the gps
in tendran. Check snort the wie
du
recommending
o
‘This execs cs a a vocabulary pre teaching activi
¡Students wll need mos ofthe vocabulary to complete
‘the section. lk them to worin pis and brainstorm
the words to complete the word quae. It would be
tefl have aces to dictionaries either monolingual
or bilingual depending on the level and make-up ofthe
lass. Colt answers onthe board and ask students to
make example sentences to show they cause the words
‘actively. Expand te is 10 include helpful collocatios or
‘words in he same amy eg mailing malo maling
lis, discounted pie, remove rented ec.
‘his serie ook tthe language of suggestions. A
distinction i drawn betwen strong suggesions and
‘other sugesions Students wil alo learn how to
respond o them,
© Ask ine css to look at the two problem eters
addresse t Dr Biz Thre are tre ist questions to
answer. Ask students to read he ers quickly without
‘worrying about vocabular problems Let them compare
Answers in pic before checking back with you.
‘Ask students to look agai tthe Fit eter nd 10
answer more detaled comprehension questions
= Where he restaurant?
= Who are the somes?
‘When is the restaurant buy que?
= Why are the prices ow?
= What abou the bung? Ti al ao?
52 Teachers Book
eos he own the bling?
= When does the lense ish?
{© Read through the rubric and check students
understand the situation. Ak them to work india
‘before checking back withthe whole ass Highligh e
se af he grand afer How abou
Strong recommendations would ade you to.
fone thio sill à
Suggestions: How about 2;
“pou ou |
Option ere activity
Wile on cars numberof problems and drut
them around he dsc.
= Evelos my pspor
= aio pre y Eng moe qui
a ike my bo.
= My os doer ike me
= ot am enough money
Ae diet student to sad ou her problem and
lc ai fom th ls ing th ngage rom De
Birsieer
© Ask tudes to red Aids er again and check
comprehension:
= Who works wih arid
= Where the age asd?
I Wache ain proben?
= What ihr marking mp?
= Gan they spend more mony?
“Then ask students to workin pats to compose a py
Asi Ak fret pst readout ei od. and
rt some ofthe best das on he oar. Compe
Strong suggestions with more neta one
Bo
Inthe listening asa, Dr Bi ep o Aid on hi
‘aio programme. Sadat wile if thc sogas
ae ar form and content thse ofthe esper
© Pay the ape and ask students to complete the gps
in tendran. Check snort the wie
du
a 1 you shoud
2 Hom about
“3 iy dore you
4 T'as you to
IS most
© Pay the ape again for students complete the
reponses They should alo note Astrid reson for
{ech response gives You may need to play the tape
ai or this. Check answers with the whole das.
Là dort ins anor don hin ty have the
U im o they forget
| 2 no sure sae Uandator finds of us have an
Internet waste, and thy sy the spore st so
=
pe
pe
Bere
La des po» (u) me cnt afford to employ
Laden do the takin ai ere checking th
svi ce
fie 23 35 42 51
Language Note
‘Akstodents to read this to consolidate what they have
died They wil have a further opportunity to
Pests the language in and E
© Tis activity allows students to rainstorm soluions
problems. One solution has been sugested foreach
oem. Ask students to work in pair and then do à
he ds feedback Collate des on the hosed o all
Fis ave aces to the Best and Rune suggestions.
| reste answer:
| Prost Hm. Let him ga Oe him à ew er.
| Bea nen advertising agency. Aventis diferent
nadaa smoking ae, ice smoking nes
| eg befor sam.
Oe diferent incentive, Ine our prices by 5%
then give the dice.
= Gh is ets to headhunter, el im tine to
‘ged tine wth is oy,
© As tonto form new part discuss he
oles in ©, using the cee provided fr A and B.
Monitor encouraging acute and appropriate we of
the langage fome Language Note
a
“This eerie sa fan way o nd the section, Divide the
as into AT B pais and refer them othe relevant fi,
‘Student A’ problems are quite serious his em iin.
trouble and his staff are not happy. He i under ot of
tres Student B on the other hand has problems of
“iront nator. He ich, works for hs he, and bas
deco of aes tres type to make. Let tents do
‘the activity, which might lead wa discusion on whether
‘working fr your the a good or a bad thing
10.2 Responsibilities
and regulations
oa
© This listening activity cs as warmer tothe section
Both jobs ae in fat done by he same person, as yo wil
cover in he reading tet. Pay the tape sentence by
Sentence and ak the cls 1 pues the fobs
{ob e bier
ob 2 ig ee
© ‘Refer sudens tthe rubric and ask them to read the
Article and answer the four comprehension questions.
1 to dea ith customers telephoning nem or using
the ae
2 ee working hous
3 He can do two diferent jobs and travel more.
À He can work our da week ad hen bea home
{or thre y, o look after is len so his wife
an wor,
Discuss withthe whole lass whether there are similar
‘working conditions in ther company or in ims they
know.
lo]
@ The as already know about Roge Penn. In this
activity tens are listening forthe orm of what he
‘Sys as much asthe content Play the ape hen et
Students compare answers in airs before checking back
sth you,
Teacher's Book 53
2 Hom about
“3 iy dore you
4 T'as you to
IS most
© Pay the ape again for students complete the
reponses They should alo note Astrid reson for
{ech response gives You may need to play the tape
ai or this. Check answers with the whole das.
Là dort ins anor don hin ty have the
U im o they forget
| 2 no sure sae Uandator finds of us have an
Internet waste, and thy sy the spore st so
=
pe
pe
Bere
La des po» (u) me cnt afford to employ
Laden do the takin ai ere checking th
svi ce
fie 23 35 42 51
Language Note
‘Akstodents to read this to consolidate what they have
died They wil have a further opportunity to
Pests the language in and E
© Tis activity allows students to rainstorm soluions
problems. One solution has been sugested foreach
oem. Ask students to work in pair and then do à
he ds feedback Collate des on the hosed o all
Fis ave aces to the Best and Rune suggestions.
| reste answer:
| Prost Hm. Let him ga Oe him à ew er.
| Bea nen advertising agency. Aventis diferent
nadaa smoking ae, ice smoking nes
| eg befor sam.
Oe diferent incentive, Ine our prices by 5%
then give the dice.
= Gh is ets to headhunter, el im tine to
‘ged tine wth is oy,
© As tonto form new part discuss he
oles in ©, using the cee provided fr A and B.
Monitor encouraging acute and appropriate we of
the langage fome Language Note
a
“This eerie sa fan way o nd the section, Divide the
as into AT B pais and refer them othe relevant fi,
‘Student A’ problems are quite serious his em iin.
trouble and his staff are not happy. He i under ot of
tres Student B on the other hand has problems of
“iront nator. He ich, works for hs he, and bas
deco of aes tres type to make. Let tents do
‘the activity, which might lead wa discusion on whether
‘working fr your the a good or a bad thing
10.2 Responsibilities
and regulations
oa
© This listening activity cs as warmer tothe section
Both jobs ae in fat done by he same person, as yo wil
cover in he reading tet. Pay the tape sentence by
Sentence and ak the cls 1 pues the fobs
{ob e bier
ob 2 ig ee
© ‘Refer sudens tthe rubric and ask them to read the
Article and answer the four comprehension questions.
1 to dea ith customers telephoning nem or using
the ae
2 ee working hous
3 He can do two diferent jobs and travel more.
À He can work our da week ad hen bea home
{or thre y, o look after is len so his wife
an wor,
Discuss withthe whole lass whether there are similar
‘working conditions in ther company or in ims they
know.
lo]
@ The as already know about Roge Penn. In this
activity tens are listening forthe orm of what he
‘Sys as much asthe content Play the ape hen et
Students compare answers in airs before checking back
sth you,
Teacher's Book 53
1 ave todo twenty hous pr weak for he ban
2 Tan fee or taa most sftemoons.
31 do have o wrk afer inch
4 You cast be too edly
Check understanding of the expressions by asking
students tous them to make sentences about her
language amine
= Ihave to do tre hours homework per week
I dnt have 1 come o schol atthe wecken.
= Lean use he longue laboratory every dj
© se ifstudent can answer his without listening
Again, play the ast section ofthe tape
Payers have todo what he says but customer an
ei fr themes,
© Let students workin prs to do this task: Monit
cacourging them 1 us the nee language. Fed ack as
sche
3 res can
4 You an
5 You dot hve to
5 deu an
7 eu can
8 You dont hae to.
9 Yu cot hove to
© Pct any disadvantages om the whole clase
~You cnt ays et a pension
Yo have to work on a temporary contrac ee.
Language Note
Read through this arly with students checking they
lunderstand and can eal the structures,
© Thicactiviy gives students a chance to use modals to
describe thei own work situation, Ask them o work a
irs to discus ther work regulations. Refer them to the
words In the box, pointing ut the sens of Ph
allowed to. When they have nis, ask them to report
track othe cls.
© Ask students 0 do the matching task individually,
then to compare answers in par before checking bck
With yo. Then et them workin pret discus the pros
and cons of ech job, eed back as a case
54 Teachers Book
ca
2 © baso sand up alot con et ig tips
3 4 = has tobe patient, dynamic sucess an
eet ase fret people
4.6 as to mat set denies can be very
ative
5 a. hasta be ice to even can sd ding
qu ties
6.1 basto work opti hours can em aa of
vey |
© Everybody has oth advantages and disadrantagc in
job. Ak students to discuss her Jobs in ai
report back to the test ofthe das
am
© This activity lows the caso learn some of he ey
Ycabulay inthe reading text. They can look at he tex
to sce the words in content they need any help tat
students compare in pats before checking back with yo
RTE j
ze 5a ab |
mon |
© ‘Refer students tothe rubric and check
comprehension Ask them o rd the ext quickly. Then
ask one or wo comprehension question:
= sica sri compa?
= Does reat employes kind?
Wh is the mos importan, for some?
Let students complet the activin pais and then
report back tothe whole das
© Read the rubri then pay the tape for students to
compet the explanations Le tbm compare answer
par before checking bck wth you
1 You have to anse the phone immediatly
2 You must never sand bored or ang
3 Thave to inode myself to every cle,
4 You have to gr our rane.
5 Thave tcl the customer by name,
6 We arent allowed to ed al im pois
to do something.
© Ask students to work in pars and to carry on
planing he regulations in Ewing appropriate
‘modal. et them compare wih the pars before
checking hack with you.
2 Tan fee or taa most sftemoons.
31 do have o wrk afer inch
4 You cast be too edly
Check understanding of the expressions by asking
students tous them to make sentences about her
language amine
= Ihave to do tre hours homework per week
I dnt have 1 come o schol atthe wecken.
= Lean use he longue laboratory every dj
© se ifstudent can answer his without listening
Again, play the ast section ofthe tape
Payers have todo what he says but customer an
ei fr themes,
© Let students workin prs to do this task: Monit
cacourging them 1 us the nee language. Fed ack as
sche
3 res can
4 You an
5 You dot hve to
5 deu an
7 eu can
8 You dont hae to.
9 Yu cot hove to
© Pct any disadvantages om the whole clase
~You cnt ays et a pension
Yo have to work on a temporary contrac ee.
Language Note
Read through this arly with students checking they
lunderstand and can eal the structures,
© Thicactiviy gives students a chance to use modals to
describe thei own work situation, Ask them o work a
irs to discus ther work regulations. Refer them to the
words In the box, pointing ut the sens of Ph
allowed to. When they have nis, ask them to report
track othe cls.
© Ask students 0 do the matching task individually,
then to compare answers in par before checking bck
With yo. Then et them workin pret discus the pros
and cons of ech job, eed back as a case
54 Teachers Book
ca
2 © baso sand up alot con et ig tips
3 4 = has tobe patient, dynamic sucess an
eet ase fret people
4.6 as to mat set denies can be very
ative
5 a. hasta be ice to even can sd ding
qu ties
6.1 basto work opti hours can em aa of
vey |
© Everybody has oth advantages and disadrantagc in
job. Ak students to discuss her Jobs in ai
report back to the test ofthe das
am
© This activity lows the caso learn some of he ey
Ycabulay inthe reading text. They can look at he tex
to sce the words in content they need any help tat
students compare in pats before checking back with yo
RTE j
ze 5a ab |
mon |
© ‘Refer students tothe rubric and check
comprehension Ask them o rd the ext quickly. Then
ask one or wo comprehension question:
= sica sri compa?
= Does reat employes kind?
Wh is the mos importan, for some?
Let students complet the activin pais and then
report back tothe whole das
© Read the rubri then pay the tape for students to
compet the explanations Le tbm compare answer
par before checking bck wth you
1 You have to anse the phone immediatly
2 You must never sand bored or ang
3 Thave to inode myself to every cle,
4 You have to gr our rane.
5 Thave tcl the customer by name,
6 We arent allowed to ed al im pois
to do something.
© Ask students to work in pars and to carry on
planing he regulations in Ewing appropriate
‘modal. et them compare wih the pars before
checking hack with you.
Posie answer:
ou mist have a bead or a moustache
You must dress smarty, =
|A te end ofthe day we have to tidy up ur es.
| Me arr alloned to eat or drink inthe office.
| We art allowed to smoke.
| hens must be shor
| Yo must ne personal photos on your desk
Vox ae no slowed to receive personal calls.
Mea not realy allowed to Have days off sick
Aa as sus whether these rule are od-ashioned,
pic surprising etc. Find out about regulations in
den companies. Ar thee diferent ules in other
our? Asa homework task, students could write out
lst of tice company college school regulations
(© Ake cas to workin pais and imagine what
changes they would make when taking ora new
campa, e salary in advance, ve hours a day fur
Any wee, company cars fr everyone et Feed back as
das
a
Weare surrounded by sgn which tll us what we can
and cannot do. Let students work in airs to say where
they would see the signs and what they mean, Check
servers withthe whole as
1 you can go ~ at od union
| 2 you must g fast than 30 mph = a he ose
3 you most be que ina rary
Jeu mast mar a had Hat o a Bing se
| 5 ou mist not smoke = ina restart / an à plane
| 6 joa an ay by Via = on à op dor
7 you are rt alowed re you ae under 18 =
gc / pubs
| 8 yu ar not allowed to ner here — ona door
Optional extra activity
students to work in pars and think o her sigas, or
Invent new ones. For each sign they should draw a
‘bal picture, and write out rue, When they have
nid, ask them to report back to the las.
10.3 Checking and
correcting information
This section dels witha furniture order for the init
‘enquiry up tothe writen confirmation.
mo
© in this se activity students have 10 note down the
information from the inital enquiry Read the rubric,
then play the tape twice t ensure they note down al the
information eorrch Check answers with the whole
clas
Stephanie stant
Seah Son
13, Ave de Fontane, CH 2207 Geneva
022-787-0540.
Sed nar
Check understanding of the situation by asking some
more comprehension questions. Let students lar and
heck the information among tbemschen.eg.
= Who wants te by furniture? Ms Sra
= Whe mates thefarnitue? À Spanish firm.
= Who sells the famine Laorue
= Whats th nex ep? evil sed her a
brocha
© Ask students 10 read the eter and ind the tree
‘ror, When they give you the eros ask them o se
complet sentence. In this way they ar practising
The company is ld Strahl and Stat nt Fon
‘heads 513 not 30 Avenue de Frater.
The postal code is CH not CA.
© Ask students o look at the eter again and answer
the we questions. Check answers
1 The normal station for woman where you do
ot wish to refer to hr martes or varied status
‘Ms. vere you star eter withthe ame of the
‘eon yeu noel dose wih Ku sine.
2 plo find ened D 0 full age
am
‘This exercise comtiues tb theme andi gpl based
on the language o giving taking, and checking
information
Teachers Book 55
ou mist have a bead or a moustache
You must dress smarty, =
|A te end ofthe day we have to tidy up ur es.
| Me arr alloned to eat or drink inthe office.
| We art allowed to smoke.
| hens must be shor
| Yo must ne personal photos on your desk
Vox ae no slowed to receive personal calls.
Mea not realy allowed to Have days off sick
Aa as sus whether these rule are od-ashioned,
pic surprising etc. Find out about regulations in
den companies. Ar thee diferent ules in other
our? Asa homework task, students could write out
lst of tice company college school regulations
(© Ake cas to workin pais and imagine what
changes they would make when taking ora new
campa, e salary in advance, ve hours a day fur
Any wee, company cars fr everyone et Feed back as
das
a
Weare surrounded by sgn which tll us what we can
and cannot do. Let students work in airs to say where
they would see the signs and what they mean, Check
servers withthe whole as
1 you can go ~ at od union
| 2 you must g fast than 30 mph = a he ose
3 you most be que ina rary
Jeu mast mar a had Hat o a Bing se
| 5 ou mist not smoke = ina restart / an à plane
| 6 joa an ay by Via = on à op dor
7 you are rt alowed re you ae under 18 =
gc / pubs
| 8 yu ar not allowed to ner here — ona door
Optional extra activity
students to work in pars and think o her sigas, or
Invent new ones. For each sign they should draw a
‘bal picture, and write out rue, When they have
nid, ask them to report back to the las.
10.3 Checking and
correcting information
This section dels witha furniture order for the init
‘enquiry up tothe writen confirmation.
mo
© in this se activity students have 10 note down the
information from the inital enquiry Read the rubric,
then play the tape twice t ensure they note down al the
information eorrch Check answers with the whole
clas
Stephanie stant
Seah Son
13, Ave de Fontane, CH 2207 Geneva
022-787-0540.
Sed nar
Check understanding of the situation by asking some
more comprehension questions. Let students lar and
heck the information among tbemschen.eg.
= Who wants te by furniture? Ms Sra
= Whe mates thefarnitue? À Spanish firm.
= Who sells the famine Laorue
= Whats th nex ep? evil sed her a
brocha
© Ask students 10 read the eter and ind the tree
‘ror, When they give you the eros ask them o se
complet sentence. In this way they ar practising
The company is ld Strahl and Stat nt Fon
‘heads 513 not 30 Avenue de Frater.
The postal code is CH not CA.
© Ask students o look at the eter again and answer
the we questions. Check answers
1 The normal station for woman where you do
ot wish to refer to hr martes or varied status
‘Ms. vere you star eter withthe ame of the
‘eon yeu noel dose wih Ku sine.
2 plo find ened D 0 full age
am
‘This exercise comtiues tb theme andi gpl based
on the language o giving taking, and checking
information
Teachers Book 55
© ‘Read the rubric and check understanding ofthe
Situation. Ask students to loo a the expressions inthe
box and to us them fo complete the dialogue. When
they have finshed play the tape so they an check their
2 Go ahead
2 Ter eaten
3 D get out
4600
‘Then ask students read ou he dalogus in pis using
thecorre expresion
© Ask students io form new pais and tet in turns
to give the information td. They shoud se the
correct expressions to slow the speaker down, check,
ait te they need help they ean consult the
Language Note
© Weave now reached the quotation tage in the
proces. Askthe cas o rad the quotation aras
they would in rel if et them work in puesto amer
the questions and then report back othe as.
1 desk ae à Fig cabinet
2 £000 + es wi
3 wheter eo have Bech or cary
4 confirm in wing
© This exercise works on contraste tres which we
tse when we correct people In the Language Note there
ar wo softening expresions in fact and actualy which
il make the exer sound more natural Ask students
o workin pairs, aking tin tens o rad aloud and
2 ses ee
3 No, she ants to buy some funiture,
4 No, sin Southwark Street.
5 No, Rent E.
5 No, ts one meve egy.
To. css 20,
8 No bas to damen.
no
Stephanie Stahl sil has not ordered her furniture. This
listening exerce brings the del to. conchson, Before
56. Teachers Book
Ling, check students understand the questions Ply
the tape and then elt answers on the board
prey
2 Lot os a cont onthe ee (otto)
3 Another company does he dative,
4 hry aj afer the oder
5 ty ena
‘Asa follow-up question, ak who hs won the
‘egoiation. Stephanie has ot Gee chair because eis
ow paying 1.00 fo all four items (before VAT)
Antonio manage to sel Stephanie he totems he
vated to sll her. He dcs no fer a acount onthe
chair despite offering 15% dicount onthe tems They
both do we Asa win-win dea.
a
‘The Laport- Stahl icusons end with an mal
‘confirmation. Ak the ls to work in pis 1 puttin
the correc orde. Build up the e-mail onthe board
he comet oe 3 10,9, 6, 4.7.2, 5.8.4,
‘Optional ete activity
Ask stents to work in pan and to think of details of
another order between two companies, ie they need to
‘change the names, items, nd amounts in the Laporta
‘Stal order. The can then write an mal confirmation
ofthe onder,
a
This ia fun activity nd the unit Read through the
rubric and hen let students workin pales o comple
the tak. Monitor checking they are sresing cored
Information,
3 Actly Ink itis egos. 1
2 In ft Washington isthe capital of he USA. |
3 No, L thik is 60 milo, actually. |
4 No: it famous ain company
5 No, he des He es the White Howse,
Photocoplable activi (page 76)
This provides further practic in checking information
Ask student to work pi.
In @, Aas to ask most of the questions. In O) the os
ae reversed: Monitor the excite carefully, noting goad
‘sof language and correcting where nes. Ak
‘certain pis to act ot the convertion in fon ofthe
others.
Situation. Ask students to loo a the expressions inthe
box and to us them fo complete the dialogue. When
they have finshed play the tape so they an check their
2 Go ahead
2 Ter eaten
3 D get out
4600
‘Then ask students read ou he dalogus in pis using
thecorre expresion
© Ask students io form new pais and tet in turns
to give the information td. They shoud se the
correct expressions to slow the speaker down, check,
ait te they need help they ean consult the
Language Note
© Weave now reached the quotation tage in the
proces. Askthe cas o rad the quotation aras
they would in rel if et them work in puesto amer
the questions and then report back othe as.
1 desk ae à Fig cabinet
2 £000 + es wi
3 wheter eo have Bech or cary
4 confirm in wing
© This exercise works on contraste tres which we
tse when we correct people In the Language Note there
ar wo softening expresions in fact and actualy which
il make the exer sound more natural Ask students
o workin pairs, aking tin tens o rad aloud and
2 ses ee
3 No, she ants to buy some funiture,
4 No, sin Southwark Street.
5 No, Rent E.
5 No, ts one meve egy.
To. css 20,
8 No bas to damen.
no
Stephanie Stahl sil has not ordered her furniture. This
listening exerce brings the del to. conchson, Before
56. Teachers Book
Ling, check students understand the questions Ply
the tape and then elt answers on the board
prey
2 Lot os a cont onthe ee (otto)
3 Another company does he dative,
4 hry aj afer the oder
5 ty ena
‘Asa follow-up question, ak who hs won the
‘egoiation. Stephanie has ot Gee chair because eis
ow paying 1.00 fo all four items (before VAT)
Antonio manage to sel Stephanie he totems he
vated to sll her. He dcs no fer a acount onthe
chair despite offering 15% dicount onthe tems They
both do we Asa win-win dea.
a
‘The Laport- Stahl icusons end with an mal
‘confirmation. Ak the ls to work in pis 1 puttin
the correc orde. Build up the e-mail onthe board
he comet oe 3 10,9, 6, 4.7.2, 5.8.4,
‘Optional ete activity
Ask stents to work in pan and to think of details of
another order between two companies, ie they need to
‘change the names, items, nd amounts in the Laporta
‘Stal order. The can then write an mal confirmation
ofthe onder,
a
This ia fun activity nd the unit Read through the
rubric and hen let students workin pales o comple
the tak. Monitor checking they are sresing cored
Information,
3 Actly Ink itis egos. 1
2 In ft Washington isthe capital of he USA. |
3 No, L thik is 60 milo, actually. |
4 No: it famous ain company
5 No, he des He es the White Howse,
Photocoplable activi (page 76)
This provides further practic in checking information
Ask student to work pi.
In @, Aas to ask most of the questions. In O) the os
ae reversed: Monitor the excite carefully, noting goad
‘sof language and correcting where nes. Ak
‘certain pis to act ot the convertion in fon ofthe
others.
Unit 11
a
hs exercise introduces he grund form for talking,
bout personal like and die. Asa warmer a
Sets 10 make a of god and bad things about
ir jobs / tis then wo report back othe case
© Do thisasa whole cas activity
om et ih
to at ey th / donnie ie
Tal ey
© Ask students to read the ive sentence ad find
ond which mean computers (hardware) computer pro-
fons war), numbers (ur). Then ak ero
ath the sentences with the pictures Let them compare
ve in pis before checking ack wth you
ia 2e ae 64 ge
© Do his ak we whole las and refer them tthe
Linge Not Ask students what ee the people in th
tres might say about her jobs, ing th same verbs
| The vet isin the sig form,
© Give a couple of examples for your own job then et
students work in pair using thelist of god and bad
pein they made in E or des Students who dont
Barea job can tk about ter uud
© These extracts rom jo advertisements contain
samples of man of the age adjectives. Let students
‘od the texts individual hen compare anes in
ps. Tey should be able o gues the job without
owing ll the new words When checking answer sk
hem what words inthe text gave them the information
© Let student complete this individually,
compare answers in pir before checking back with you
‘Ask them o mark the main stress on the adjectives,
11.1 Recruitment processes
Getting a job
students know each ater wel sk ther o sy which
adjectives apply o particular people in the case
aran
2a 4e
sn 7e 9
ss 8) nu
© Refer students 1 the two model sentences ad point
‘ut that an examples given or ech quality mention,
ive two more model sentences of our own. The et,
students wet their own examples If posible le them
work in pars and wet about a person they both knows
Monitor, checking that students are tiling the
‘qualities mentioned wih examples,
© Let students ead the inal rubric and the questions
Then play PB] once o twice as necessary, without
stopping Students compare answer before checking
Back with ou
© Play (E) once or twic as necessary without
stopping. Lt students compare answer then check with
the hole is,
Me tes sing abut new culture, teeing
(Gora) peal, visting ve came
He tes tating the poe, saying ro
‘candies who we abe
Necessary quate: apa. serie t oca
culture, ating
© Do is as a whole-clas activi Ask students to gine
reason for he seine thy chose
Postle answers:
independent (because along may em fm)
= patin (als a ong tine to ear he language)
= goad with words (er e language quick)
Teacher's Book 57
a
hs exercise introduces he grund form for talking,
bout personal like and die. Asa warmer a
Sets 10 make a of god and bad things about
ir jobs / tis then wo report back othe case
© Do thisasa whole cas activity
om et ih
to at ey th / donnie ie
Tal ey
© Ask students to read the ive sentence ad find
ond which mean computers (hardware) computer pro-
fons war), numbers (ur). Then ak ero
ath the sentences with the pictures Let them compare
ve in pis before checking ack wth you
ia 2e ae 64 ge
© Do his ak we whole las and refer them tthe
Linge Not Ask students what ee the people in th
tres might say about her jobs, ing th same verbs
| The vet isin the sig form,
© Give a couple of examples for your own job then et
students work in pair using thelist of god and bad
pein they made in E or des Students who dont
Barea job can tk about ter uud
© These extracts rom jo advertisements contain
samples of man of the age adjectives. Let students
‘od the texts individual hen compare anes in
ps. Tey should be able o gues the job without
owing ll the new words When checking answer sk
hem what words inthe text gave them the information
© Let student complete this individually,
compare answers in pir before checking back with you
‘Ask them o mark the main stress on the adjectives,
11.1 Recruitment processes
Getting a job
students know each ater wel sk ther o sy which
adjectives apply o particular people in the case
aran
2a 4e
sn 7e 9
ss 8) nu
© Refer students 1 the two model sentences ad point
‘ut that an examples given or ech quality mention,
ive two more model sentences of our own. The et,
students wet their own examples If posible le them
work in pars and wet about a person they both knows
Monitor, checking that students are tiling the
‘qualities mentioned wih examples,
© Let students ead the inal rubric and the questions
Then play PB] once o twice as necessary, without
stopping Students compare answer before checking
Back with ou
© Play (E) once or twic as necessary without
stopping. Lt students compare answer then check with
the hole is,
Me tes sing abut new culture, teeing
(Gora) peal, visting ve came
He tes tating the poe, saying ro
‘candies who we abe
Necessary quate: apa. serie t oca
culture, ating
© Do is as a whole-clas activi Ask students to gine
reason for he seine thy chose
Postle answers:
independent (because along may em fm)
= patin (als a ong tine to ear he language)
= goad with words (er e language quick)
Teacher's Book 57
Stat by asking students what Kind of information
Typ goes into an advertisement fora ob
© Ask students o answer the questions individual.
For he question about salar ou wil probably need to
Point tha K means hou Note that salaries are
‘quoted as anal rather han monthly sums
A Eupen Sales Decor fr an Amerkan compu
2ye
3 bon, Fane
4 cunas: a degree in Business Administration
and pre ater one in Mein, god lee
inthe Europe languages rlacing English
peine: 10 years nthe mat ot
hamac inst 5 yeas management:
‘besa uate: ambitious, erat adapta
5 mo à OV and cove eter
© Encourage students t follow the mode advert very
lose You mayprfer start the takin ls, then e
students nich or homework,
© Let students complet the char individual, then
compare answers in pairs before revcwing the anos a
à cls. Check understanding with few fllow sp
questions, e, What de you do when ou app or a pos?
2 apis for he post
4 ines 12 cance fr inten
5 attends the iene
6 males ao
9 males à ia selection
12 resigns rm his/her presento
© Ask students 1 mark th man stress on cch ofthe
‘wor in the box then to sy the words loud Let them
complete he word:buldng task in pars.
ve Mom Peron
employ employment enploer / employee
pty for aplication =
Shot Shortt =
afverise adveniement évier
feign ren =
© Ask students to complete the task individually, hen.
compare answers in pai. Check answers with he whole
‘as hen ask them o read the sentence aloud to ech
‘thet with particular attention to word sts,
38. Teachers Book
4 aplication: 5 shred tren
2 sbvetienent 6 apps: sets
3 apart 7 employment signed
4 ration employer
11.2 Applying for a job
Introduce the topic by asking students what information|
should go int: a cover eter: a CV or resume. Ara
general ule, CVs shoud contain information about th
candidars education, peofesonal experience, parte
Sills (including languages), and personal intere
‘ove eter shoul explain hier motivation or the ch
nd bighlight the qualications ad professional
“experience particular relevant o the ob applied
Refer students bac othe job advertisement on page 18
Then ask them 1 rend the covering e and dicos
ui Antonio suitability or he ob
= He hasan MBA and a mia de.
He hs mary years egerlnc ofthe pharmacet
duty (since 198) anf of maragement (Srs
192).
= He asa gpd eel nto European Languages
(English an Spanish ad 1 sig à ni He
dis à Portuguese native speaker, being azn.
= Wes mins,
This activity introduces and practises he past simple
present perfect distinction (any the simple form fhe
present perfect induced in ths book)
© Ask students to sus Li caer and complete
time ine. Make a copy ofthe time ine on the Board nd
‘ead through the eter withthe students adding the
elevan information 1 he board as ya go along.
286 ctr mesial chatty in Pes
26-85 MBA cours, Los Angeles
88-91 research sett ~ Serra Plough
91-92 ser sit = Mack
92:97 in cage of rel tae Mesa
98-now Regional Directo for Sot Europe - AR |
© Remind students that when we alk about past
actions that have no relation tthe present, we se tbe
Past simple tense. Ask them 10 complete ai fist he
Typ goes into an advertisement fora ob
© Ask students o answer the questions individual.
For he question about salar ou wil probably need to
Point tha K means hou Note that salaries are
‘quoted as anal rather han monthly sums
A Eupen Sales Decor fr an Amerkan compu
2ye
3 bon, Fane
4 cunas: a degree in Business Administration
and pre ater one in Mein, god lee
inthe Europe languages rlacing English
peine: 10 years nthe mat ot
hamac inst 5 yeas management:
‘besa uate: ambitious, erat adapta
5 mo à OV and cove eter
© Encourage students t follow the mode advert very
lose You mayprfer start the takin ls, then e
students nich or homework,
© Let students complet the char individual, then
compare answers in pairs before revcwing the anos a
à cls. Check understanding with few fllow sp
questions, e, What de you do when ou app or a pos?
2 apis for he post
4 ines 12 cance fr inten
5 attends the iene
6 males ao
9 males à ia selection
12 resigns rm his/her presento
© Ask students 1 mark th man stress on cch ofthe
‘wor in the box then to sy the words loud Let them
complete he word:buldng task in pars.
ve Mom Peron
employ employment enploer / employee
pty for aplication =
Shot Shortt =
afverise adveniement évier
feign ren =
© Ask students to complete the task individually, hen.
compare answers in pai. Check answers with he whole
‘as hen ask them o read the sentence aloud to ech
‘thet with particular attention to word sts,
38. Teachers Book
4 aplication: 5 shred tren
2 sbvetienent 6 apps: sets
3 apart 7 employment signed
4 ration employer
11.2 Applying for a job
Introduce the topic by asking students what information|
should go int: a cover eter: a CV or resume. Ara
general ule, CVs shoud contain information about th
candidars education, peofesonal experience, parte
Sills (including languages), and personal intere
‘ove eter shoul explain hier motivation or the ch
nd bighlight the qualications ad professional
“experience particular relevant o the ob applied
Refer students bac othe job advertisement on page 18
Then ask them 1 rend the covering e and dicos
ui Antonio suitability or he ob
= He hasan MBA and a mia de.
He hs mary years egerlnc ofthe pharmacet
duty (since 198) anf of maragement (Srs
192).
= He asa gpd eel nto European Languages
(English an Spanish ad 1 sig à ni He
dis à Portuguese native speaker, being azn.
= Wes mins,
This activity introduces and practises he past simple
present perfect distinction (any the simple form fhe
present perfect induced in ths book)
© Ask students to sus Li caer and complete
time ine. Make a copy ofthe time ine on the Board nd
‘ead through the eter withthe students adding the
elevan information 1 he board as ya go along.
286 ctr mesial chatty in Pes
26-85 MBA cours, Los Angeles
88-91 research sett ~ Serra Plough
91-92 ser sit = Mack
92:97 in cage of rel tae Mesa
98-now Regional Directo for Sot Europe - AR |
© Remind students that when we alk about past
actions that have no relation tthe present, we se tbe
Past simple tense. Ask them 10 complete ai fist he
marks. Check answers then draw the flowing ime
onthe board 1 lat he concept
ast simple + m or go
Ma
ae eee
A studets how they could say Lies rt tree remarks
nano way, changing the in (+ pur form to the
= ag form and vice vers, Then follow excl he same
procedure for Lui second thre emacs puting the
flowing time ine on the borde
Pas simple + or from 0
fom
oe
‘Then et students answer the two sts of questions orally
tha partner. lich answers from the whole las, then
it them upon he board net the relevant ime line
students to copy
“Pest simple + mor ope
im
2 lad ame
3 (Cou tak fom present ya)
6 et Pra 2986 (or yer ag).
3 He sans rom Schering Plug in 199 (rx years
0).
8 He moved Europe in 199 (or x eas a0).
Pas simple + for or from to
ee
TES
Er
4 fe worked fr Schering lo fo te yeas (rm
ae to 299)
"5 fe asin charge of inca wi for ve yeas (fom
| 159210 1997),
6 ed Pr four years (om 192 o 1988),
© Go through the Language Note, then ak student to
complete sentences a Let them compare answers it
puis before checking bac eth you strate the
concept ofthe presen perfect with timeline onthe
bean Point out tat we us orbot in the pst simple
tod th present perfect but snr can only be wed with
te prot pr,
a tae
Present perfect «fr o since
sce fer
©.
Ask students o answer questions d-F oral witha
parier Check answers wring them on the bou next
o your timeline o students an cop
2 us ben or
2 bas hd; sine 2988
3 has voit since
14 es ne in urge since 1999 (fr x en).
'5 Mes been Regional Directo fr Sothe Europe sine
199 (ors yeas).
6 He's wore in te pharmaceutics sine 1988
Goes).
Optional extra activity
Ask students to wi her own timeline fr the past
‘went eas (a shorter time they are younger, then to
work in pars and ask each other similar pas simple and
present perfect questions wi reference othe iene,
mu
© Let students ead the rubric. Explain that Luis got to
Know Bil Pit some time daring hi carer I may be
sell for them to lok atthe time ine in E whe
listening, Pay the tape once or twice a necessary and
ie students time o compare answer before checking
back with you.
They both di their WBA couse tthe ame tine and
Place (Los Angeles 1886-48),
© Ask students the remember any of the details
Asked for Then play the tape ance o ice more as
necessary, giving students ine to compare answers before
‘checking back wih ou. Ask them to write out compete
sentences about Bl ity cing the ist one as an
example: Hes worked for Sun Microsystems since 1997
Sun Westen 1957
elisa (oro): 1901
on MBA couse n Los Angles
San Fcio; 1994
© er students ot ntl rbri and the ist
example inthe table (got marred / ve ben marred.
Point out that he fist sentence refers tothe ceremony
itself thee ino elation to the presen, ome we the
past simple Inthe second sentence we ae interested in
the state of being married Ihe person il marred
om, so there isa relation wo the present, and we un he
resent perfect. Ak them t complete the ising
Sentences then o compare answers with partner
Teachers Book 59
onthe board 1 lat he concept
ast simple + m or go
Ma
ae eee
A studets how they could say Lies rt tree remarks
nano way, changing the in (+ pur form to the
= ag form and vice vers, Then follow excl he same
procedure for Lui second thre emacs puting the
flowing time ine on the borde
Pas simple + or from 0
fom
oe
‘Then et students answer the two sts of questions orally
tha partner. lich answers from the whole las, then
it them upon he board net the relevant ime line
students to copy
“Pest simple + mor ope
im
2 lad ame
3 (Cou tak fom present ya)
6 et Pra 2986 (or yer ag).
3 He sans rom Schering Plug in 199 (rx years
0).
8 He moved Europe in 199 (or x eas a0).
Pas simple + for or from to
ee
TES
Er
4 fe worked fr Schering lo fo te yeas (rm
ae to 299)
"5 fe asin charge of inca wi for ve yeas (fom
| 159210 1997),
6 ed Pr four years (om 192 o 1988),
© Go through the Language Note, then ak student to
complete sentences a Let them compare answers it
puis before checking bac eth you strate the
concept ofthe presen perfect with timeline onthe
bean Point out tat we us orbot in the pst simple
tod th present perfect but snr can only be wed with
te prot pr,
a tae
Present perfect «fr o since
sce fer
©.
Ask students o answer questions d-F oral witha
parier Check answers wring them on the bou next
o your timeline o students an cop
2 us ben or
2 bas hd; sine 2988
3 has voit since
14 es ne in urge since 1999 (fr x en).
'5 Mes been Regional Directo fr Sothe Europe sine
199 (ors yeas).
6 He's wore in te pharmaceutics sine 1988
Goes).
Optional extra activity
Ask students to wi her own timeline fr the past
‘went eas (a shorter time they are younger, then to
work in pars and ask each other similar pas simple and
present perfect questions wi reference othe iene,
mu
© Let students ead the rubric. Explain that Luis got to
Know Bil Pit some time daring hi carer I may be
sell for them to lok atthe time ine in E whe
listening, Pay the tape once or twice a necessary and
ie students time o compare answer before checking
back with you.
They both di their WBA couse tthe ame tine and
Place (Los Angeles 1886-48),
© Ask students the remember any of the details
Asked for Then play the tape ance o ice more as
necessary, giving students ine to compare answers before
‘checking back wih ou. Ask them to write out compete
sentences about Bl ity cing the ist one as an
example: Hes worked for Sun Microsystems since 1997
Sun Westen 1957
elisa (oro): 1901
on MBA couse n Los Angles
San Fcio; 1994
© er students ot ntl rbri and the ist
example inthe table (got marred / ve ben marred.
Point out that he fist sentence refers tothe ceremony
itself thee ino elation to the presen, ome we the
past simple Inthe second sentence we ae interested in
the state of being married Ihe person il marred
om, so there isa relation wo the present, and we un he
resent perfect. Ak them t complete the ising
Sentences then o compare answers with partner
Teachers Book 59
heck answers with the whole clas, then ect
‘otesponding questions, When did ou get marid?/
Hw og have you ben married
‘She's ord for MR ice 1996,
They moved ee 10 ye 90. Fe
He nom his wie er ee years,
| stated this jo in Jan.
‘We've been Pte er an ou
© ct sudents answer these questions orally in pis
De a we cs feedback by aking individual students
to report back on their partner.
(© tthe cs should lc at Students As information
and te other alt File CC on page 155. They sould
prepare their questions with a partes, then form AB
ts to sk and answer each others questions Monitor,
hen for eee ws of past simple ad pesen
perfect. Then dacs the two follow-up questions with
the whole das
Ask student to writ their own CV This could be
‘completed sa homework ak Encourage them o se
the CV in M asa model
11.3 Staff profiles
Refer students tothe cartoon, and discuss the meaning of
‘he term take ar retrement El what he advantages
‘of cary retirement ar for bth employer and employee
Are there any didratags? Then et students math the
phrases, and compare answers with a parte.
tf 2e 39 45 54 6e 7D
om
This exci introduces the concep ofthe present
pere or unfinished te (hs year today te as
onzatd withthe pas simple for fished time (lst
ar yesterday, et) al revs the vocabulary for
describing trends
© Ask students to rea the rubric and look a the table
Remind them ofthe verbs vb phrases that go with he
nouns in the table, redundancies 1 be made
redundant Ask her to work out how many employes
the company need to have tthe end ofthis yar
achieve 10% reduction (600 ~ 10% = 540) The play
the tape once r twice as nee ving students time
Lo compare answers before checking back wih you
60 Teachers Book
hastyesr This yer
New employees © e
4 2
s 2
o A
2 o
a mn
7 2
0 sa
No, they have achieved th bei.
© Play the frst par ofthe tape spain, stopping after
ch sentence for student to fl the aps Answer the
{wo follow-up questions with he whole cas (mie
time: past simple unfinished time: present perfec
1 has len 2 took on
3 taken 4 stopped
© Look at the two examples together and eit he
completion ofeach one. Then let tants describe the
‘othe changes oral in pis, before viewing al the
answers with the whole ls. Tell the lta he
presen per sentences they have made focus on à
lightly ferent aspect ofthe tense, Write the fing,
‘on the board
Present perfect = use 1 indicate à Ink between
past and present
1) action not fis:
se ron for y company since 19.
2) ine of reference nat io
Ths ear mee nen on sten poole
Poin out that nthe fist station, the person sil works
for the companys he second station the action of
faking on see peoples finished, but this ea iso
fished, Then ask students to read the Language Not
ast pur “his year
= thay transfered 4 people, = the have tree 3.
= 5 people signed. 2 pope have er. |
= ty dl make andy they made 6 eple
redundnt. redone
= they sms 2 people. = they have sms
E ambos
= 6 people tok exly 20 people hav taker
‘stent. ‘ny remet.
= 7 people rt. = 12 people hve retina,
a
“This exercise focuses on present perfect questions inthe
‘context of unfinished time and shows how we often
Sich fom present perfect when asking about general
‘otesponding questions, When did ou get marid?/
Hw og have you ben married
‘She's ord for MR ice 1996,
They moved ee 10 ye 90. Fe
He nom his wie er ee years,
| stated this jo in Jan.
‘We've been Pte er an ou
© ct sudents answer these questions orally in pis
De a we cs feedback by aking individual students
to report back on their partner.
(© tthe cs should lc at Students As information
and te other alt File CC on page 155. They sould
prepare their questions with a partes, then form AB
ts to sk and answer each others questions Monitor,
hen for eee ws of past simple ad pesen
perfect. Then dacs the two follow-up questions with
the whole das
Ask student to writ their own CV This could be
‘completed sa homework ak Encourage them o se
the CV in M asa model
11.3 Staff profiles
Refer students tothe cartoon, and discuss the meaning of
‘he term take ar retrement El what he advantages
‘of cary retirement ar for bth employer and employee
Are there any didratags? Then et students math the
phrases, and compare answers with a parte.
tf 2e 39 45 54 6e 7D
om
This exci introduces the concep ofthe present
pere or unfinished te (hs year today te as
onzatd withthe pas simple for fished time (lst
ar yesterday, et) al revs the vocabulary for
describing trends
© Ask students to rea the rubric and look a the table
Remind them ofthe verbs vb phrases that go with he
nouns in the table, redundancies 1 be made
redundant Ask her to work out how many employes
the company need to have tthe end ofthis yar
achieve 10% reduction (600 ~ 10% = 540) The play
the tape once r twice as nee ving students time
Lo compare answers before checking back wih you
60 Teachers Book
hastyesr This yer
New employees © e
4 2
s 2
o A
2 o
a mn
7 2
0 sa
No, they have achieved th bei.
© Play the frst par ofthe tape spain, stopping after
ch sentence for student to fl the aps Answer the
{wo follow-up questions with he whole cas (mie
time: past simple unfinished time: present perfec
1 has len 2 took on
3 taken 4 stopped
© Look at the two examples together and eit he
completion ofeach one. Then let tants describe the
‘othe changes oral in pis, before viewing al the
answers with the whole ls. Tell the lta he
presen per sentences they have made focus on à
lightly ferent aspect ofthe tense, Write the fing,
‘on the board
Present perfect = use 1 indicate à Ink between
past and present
1) action not fis:
se ron for y company since 19.
2) ine of reference nat io
Ths ear mee nen on sten poole
Poin out that nthe fist station, the person sil works
for the companys he second station the action of
faking on see peoples finished, but this ea iso
fished, Then ask students to read the Language Not
ast pur “his year
= thay transfered 4 people, = the have tree 3.
= 5 people signed. 2 pope have er. |
= ty dl make andy they made 6 eple
redundnt. redone
= they sms 2 people. = they have sms
E ambos
= 6 people tok exly 20 people hav taker
‘stent. ‘ny remet.
= 7 people rt. = 12 people hve retina,
a
“This exercise focuses on present perfect questions inthe
‘context of unfinished time and shows how we often
Sich fom present perfect when asking about general
‘apiece o pat simple when giving mor dtl.
© A students to do the task individual then
compare answers in pais before checking ack with you
ia ae sin
© Anewr these questions as a whole das
‘The question an in the present perfect but the
anaes ae principal nthe past simple.
cer yor ie uti on
© Divide the clas ino A /B pi and rf ther tothe
‘leant information. Tel them to we the sme
combinacion of tenssin thelr questions and answers a
in 0, Monitor, asking individual student correct
ou ear ay grammatical mistakes. Asa ol up, ask
tens 0 tel ou anything interesting or surprising
they armed about the partners
"Tas euere provides farther consolidation ofthe pas
simple present perfect distinction
© Answer he fst question together Then give students
mite 10 sudy the able. Check understanding by
king autre ale questions eg, Tay 42% of
‘Some refer a mal bos In 1982, 70% of women had no
Poren Do hey id any of he information surprising?
@ Ask students o complete the summary, ooking
Carla the time reference in each case before
cos the tens. Pint ou that more han on answer
spas or some pps
1 as gone down
2 deceased / fl / went down
3 hs decos / has ln / has gore down
4 as sen has gone up / has increased
9 wos
10 as ren / has era / ha gone up
am
This exec rates iteing for numbers and
roids further discussion on the male female boss
tion. Str by asking how tis tbl i fen rom
the previous one shows mens opinion). Then play
the tape once or twice as necessary, vin students time
to compare answers before checking back with you.
Ans the inal question aa whole cls.
& Male Female Mo preference
nm
a
ae © 9 “
talar: te number of mon and women eho fer
female bss increase betwen 1982 a 1993 bat
has fallen since then.
Ima big ss with a rh equal gender mis yo cou
do a mlar survey of th own opinions. Alternatively
they could do a survey of other students o nan
English-speaking county) of people inthe see
“his atv canbe done individual or in pis /
groups You cou set 15-20 minut time imi then
Se who / which tear hs the Best score
Photocopiable activity (page 77)
This looks atthe subject of motivation at work. Ak
students what motivates them todo well in her jo,
Hand out the questionnaires nd ask them to rank the
‘weve factors order of importance The questions help
to ay the meaning ofthe diferent terms, Let hem
compare answers, and reasons fr her cha. Fed
hack working out as ranking your las al work
for companies or have done s recently sk them to give
thei employer a mark out of 10 for euch facto. Then
compare answers a5 a whole group or in par ak them
to justly the mark they ive give,
Optional follow
Students at managerial eel may ave met diferent
theories on motivation. Frederick Herzberg in his book
Work and the Nature of Man (196) dented wo
rent factors which influence motion at work
"Motivator factor: Achievement, Recognition ob
intrest, Responsibility, Advancement, Growth Al
these increase job susan, and wil make a
‘employe want 0 say with the company.
“Hygiene cor Supervision, Company policy,
Working conditions, Salary, Per contac, Security
‘hese do not increase job ation Homes if
alent they can crest disatisfction,
Make lists onthe board of motivator’ and "hygiene
factors Explain each term and ak students they agree
with the ens. Then ack thera to total the marks they
ve 1 her company in ech category to gine two
‘Separate scores out of 60. This wil indicate the weight
thei company places on eich, Students can then
‘compare the strength and weakness of thir
companies.
Teachers Book 61
© A students to do the task individual then
compare answers in pais before checking ack with you
ia ae sin
© Anewr these questions as a whole das
‘The question an in the present perfect but the
anaes ae principal nthe past simple.
cer yor ie uti on
© Divide the clas ino A /B pi and rf ther tothe
‘leant information. Tel them to we the sme
combinacion of tenssin thelr questions and answers a
in 0, Monitor, asking individual student correct
ou ear ay grammatical mistakes. Asa ol up, ask
tens 0 tel ou anything interesting or surprising
they armed about the partners
"Tas euere provides farther consolidation ofthe pas
simple present perfect distinction
© Answer he fst question together Then give students
mite 10 sudy the able. Check understanding by
king autre ale questions eg, Tay 42% of
‘Some refer a mal bos In 1982, 70% of women had no
Poren Do hey id any of he information surprising?
@ Ask students o complete the summary, ooking
Carla the time reference in each case before
cos the tens. Pint ou that more han on answer
spas or some pps
1 as gone down
2 deceased / fl / went down
3 hs decos / has ln / has gore down
4 as sen has gone up / has increased
9 wos
10 as ren / has era / ha gone up
am
This exec rates iteing for numbers and
roids further discussion on the male female boss
tion. Str by asking how tis tbl i fen rom
the previous one shows mens opinion). Then play
the tape once or twice as necessary, vin students time
to compare answers before checking back with you.
Ans the inal question aa whole cls.
& Male Female Mo preference
nm
a
ae © 9 “
talar: te number of mon and women eho fer
female bss increase betwen 1982 a 1993 bat
has fallen since then.
Ima big ss with a rh equal gender mis yo cou
do a mlar survey of th own opinions. Alternatively
they could do a survey of other students o nan
English-speaking county) of people inthe see
“his atv canbe done individual or in pis /
groups You cou set 15-20 minut time imi then
Se who / which tear hs the Best score
Photocopiable activity (page 77)
This looks atthe subject of motivation at work. Ak
students what motivates them todo well in her jo,
Hand out the questionnaires nd ask them to rank the
‘weve factors order of importance The questions help
to ay the meaning ofthe diferent terms, Let hem
compare answers, and reasons fr her cha. Fed
hack working out as ranking your las al work
for companies or have done s recently sk them to give
thei employer a mark out of 10 for euch facto. Then
compare answers a5 a whole group or in par ak them
to justly the mark they ive give,
Optional follow
Students at managerial eel may ave met diferent
theories on motivation. Frederick Herzberg in his book
Work and the Nature of Man (196) dented wo
rent factors which influence motion at work
"Motivator factor: Achievement, Recognition ob
intrest, Responsibility, Advancement, Growth Al
these increase job susan, and wil make a
‘employe want 0 say with the company.
“Hygiene cor Supervision, Company policy,
Working conditions, Salary, Per contac, Security
‘hese do not increase job ation Homes if
alent they can crest disatisfction,
Make lists onthe board of motivator’ and "hygiene
factors Explain each term and ak students they agree
with the ens. Then ack thera to total the marks they
ve 1 her company in ech category to gine two
‘Separate scores out of 60. This wil indicate the weight
thei company places on eich, Students can then
‘compare the strength and weakness of thir
companies.
Teachers Book 61
12.1 Changing careers
Li]
© cor staring be atv, brainstorm on the board
all tb word associated wth employment thatthe as
knows. À number ofthe words sage well pc in
he ext. Then lt students complete the ak in pis.
Collate answers on the board and a them to the words
produced by the brainstorming session. Check
Understanding by aking for sentence using the words.
3 re sons 1)
2 be semé 7 anime
3 he urespiyed a
40 be made ecundan 9 a meuftmen agency
5 à promotion 2 ame
© ke dass to read the et in thee pat
answering questions 1-5, 6-1], and 12-14, Students have
to choose he cote verb frm each time. They can
‘workin pars or individuly; The text will generate alot
‘of discussion and you wll ot be able to dal with all
quere immediately By the end ofthe section however,
Al (tens introduced inthe bok wil have been
revise,
À dated ‘was ade
2 win 3 have writen
3 have change + pen
rk an
5 ae computers 12 looking N
6 Tate m
7 has ben 14 votes
© This activity checks general understanding of e text
and can be done aa wha das activity with extra
Comprehension questions added where appropriate
Try to activate he vocabulary introduced in Q.
en at carl
62 Teacher's Book
The world of work
a
This eerie clarifies the use ofthe ense forms
introduced inthe ts
@ Le sun workin pairs wo complete the able
Collate answers onthe board
Regular repeated actions o situations: Pic es
Te acid
Presentations Sh king for another eb.
Future arrangements No eek Tm gig L In
Predicting: think TU probaly ee quit soon.
‘Stating a condition: IF thy ofr me he ob 1 mi
‘ale
Decision: FU ae
nnd actions: ed fo ca company for si
on
Unfinished action: gen has ben wth the
“company fr the ist Ue year.
otis mes a ten tof late In he
ast few wees.
Preset simple passive: Hay processes ro
Computed.
Pat simple passive: as made edna sie
meth 99.
(O In this avi students hae to make question and
answer ther, sing the various tense forms. Lt stunts
‘workin pais. Monitor her work and feed back at =
du
4 Ha i a wo tc matting
company? He wei or them forse yeas.
5 on og hs gen worked fr Llana? He has
nf them fhe yes.
Men i Karl tarts Ains? He sated his
is in 3995.
Wire Serio mien? He as writen à ot of
eters.
8 Whee fs Pta etre? She has registered st
cl agency.
Li]
© cor staring be atv, brainstorm on the board
all tb word associated wth employment thatthe as
knows. À number ofthe words sage well pc in
he ext. Then lt students complete the ak in pis.
Collate answers on the board and a them to the words
produced by the brainstorming session. Check
Understanding by aking for sentence using the words.
3 re sons 1)
2 be semé 7 anime
3 he urespiyed a
40 be made ecundan 9 a meuftmen agency
5 à promotion 2 ame
© ke dass to read the et in thee pat
answering questions 1-5, 6-1], and 12-14, Students have
to choose he cote verb frm each time. They can
‘workin pars or individuly; The text will generate alot
‘of discussion and you wll ot be able to dal with all
quere immediately By the end ofthe section however,
Al (tens introduced inthe bok wil have been
revise,
À dated ‘was ade
2 win 3 have writen
3 have change + pen
rk an
5 ae computers 12 looking N
6 Tate m
7 has ben 14 votes
© This activity checks general understanding of e text
and can be done aa wha das activity with extra
Comprehension questions added where appropriate
Try to activate he vocabulary introduced in Q.
en at carl
62 Teacher's Book
The world of work
a
This eerie clarifies the use ofthe ense forms
introduced inthe ts
@ Le sun workin pairs wo complete the able
Collate answers onthe board
Regular repeated actions o situations: Pic es
Te acid
Presentations Sh king for another eb.
Future arrangements No eek Tm gig L In
Predicting: think TU probaly ee quit soon.
‘Stating a condition: IF thy ofr me he ob 1 mi
‘ale
Decision: FU ae
nnd actions: ed fo ca company for si
on
Unfinished action: gen has ben wth the
“company fr the ist Ue year.
otis mes a ten tof late In he
ast few wees.
Preset simple passive: Hay processes ro
Computed.
Pat simple passive: as made edna sie
meth 99.
(O In this avi students hae to make question and
answer ther, sing the various tense forms. Lt stunts
‘workin pais. Monitor her work and feed back at =
du
4 Ha i a wo tc matting
company? He wei or them forse yeas.
5 on og hs gen worked fr Llana? He has
nf them fhe yes.
Men i Karl tarts Ains? He sated his
is in 3995.
Wire Serio mien? He as writen à ot of
eters.
8 Whee fs Pta etre? She has registered st
cl agency.
em by |
ca |
Hal
Tis seing exercises based on one of the people
esioned in the tet, Sergio Lagu,
© Ask students read the rubric then to look atthe
sand predice interviewers questions = predicting
ats going o be said makes comprehenson aser Let
‘hem compare answers in pais,
© Pay) once or twice as necessary. Student need
check the questions and ten careful for Serios
noes Fed back a a das refering othe apecrip
Fica
a
This eis is stent cane ok more ely
ds unemployment and wy of ning oa
‘Suton which most students wl ae ad experience
ame tine ini
© Ask students to ook at thelist of sggestins and
comme on hen. They es ny aie ie,
Reda ana
© Poy or uns to compete te ta, Lt hem
aparecia par befor checking back wh yo. The
ing passe shows ht there ar diferent ways of
sig wth unemployment Seo only ding two of
ing on hei
Optional extra activity
students o work in pain and to ak about thee
profesional academic eto date. They can talk about
Job ny have ad or courses hey have dane I they ae
Happy to, bey can als talk ab my periods of
employment there time, et hem discus thir
plans fo the future, This activity should ren in ree
rai fall the eses used in the Students Book.
Be
The saion ends with pronunciation and focuses on the
as patterns of some ofthe long words use nthe
i, and on sentence stress
© Ask students to read the words quiet to hemsches
ad put them in the crrct column eed bck a cas
© Pay E or students 1 check answers Play the tape
gun and ask them o repes he words,
© au students 1 work in pair and to make sentences,
ing as many of the words in Q) as posible Feed back
2 a as Then play [BE aa dictation Play eich
sentence wie, ce fo liste and then for stents to
write what they ear. Ask fern students to wrt their
answer on the board then correct sa cls activity,
12.2 Work environments
i)
Ask te lst look at the cartoon, Why iit fanny?
‘These days more and more people work rom home,
from airports, on train, et wi a wide range of high
tech equipment
© Ask students i they ever work aay fom the office
and what equipment they have et Refer students to the
Fubri and then play the tapes that the cn complete
the table, The seno passages quite lng o you may
‘eed to play ice et al the information aque,
© ske students 1 look at the remarks and se they
«an remember who made them. Then play the tape
‘gin, Check answers with the whole clase
© Lx students workin pis o answer the wo
‘questions Feedback a clas,
Teacher's Book 62
ca |
Hal
Tis seing exercises based on one of the people
esioned in the tet, Sergio Lagu,
© Ask students read the rubric then to look atthe
sand predice interviewers questions = predicting
ats going o be said makes comprehenson aser Let
‘hem compare answers in pais,
© Pay) once or twice as necessary. Student need
check the questions and ten careful for Serios
noes Fed back a a das refering othe apecrip
Fica
a
This eis is stent cane ok more ely
ds unemployment and wy of ning oa
‘Suton which most students wl ae ad experience
ame tine ini
© Ask students to ook at thelist of sggestins and
comme on hen. They es ny aie ie,
Reda ana
© Poy or uns to compete te ta, Lt hem
aparecia par befor checking back wh yo. The
ing passe shows ht there ar diferent ways of
sig wth unemployment Seo only ding two of
ing on hei
Optional extra activity
students o work in pain and to ak about thee
profesional academic eto date. They can talk about
Job ny have ad or courses hey have dane I they ae
Happy to, bey can als talk ab my periods of
employment there time, et hem discus thir
plans fo the future, This activity should ren in ree
rai fall the eses used in the Students Book.
Be
The saion ends with pronunciation and focuses on the
as patterns of some ofthe long words use nthe
i, and on sentence stress
© Ask students to read the words quiet to hemsches
ad put them in the crrct column eed bck a cas
© Pay E or students 1 check answers Play the tape
gun and ask them o repes he words,
© au students 1 work in pair and to make sentences,
ing as many of the words in Q) as posible Feed back
2 a as Then play [BE aa dictation Play eich
sentence wie, ce fo liste and then for stents to
write what they ear. Ask fern students to wrt their
answer on the board then correct sa cls activity,
12.2 Work environments
i)
Ask te lst look at the cartoon, Why iit fanny?
‘These days more and more people work rom home,
from airports, on train, et wi a wide range of high
tech equipment
© Ask students i they ever work aay fom the office
and what equipment they have et Refer students to the
Fubri and then play the tapes that the cn complete
the table, The seno passages quite lng o you may
‘eed to play ice et al the information aque,
© ske students 1 look at the remarks and se they
«an remember who made them. Then play the tape
‘gin, Check answers with the whole clase
© Lx students workin pis o answer the wo
‘questions Feedback a clas,
Teacher's Book 62
Language Note
Read through with students before moving on othe
eut exercise: Check comprehension by eting some
mor examples for each point
a
“This excise practises 10 and nat enough
© Ask students to complete the task individually then
compare anses in pais before checking back with ou,
© This activity ets student use the language in feet
vay. Calum Ais fr those who ate already working
whereas Bis bete for those who ar sil staying. Ak
the das to workin paros might have language ike
A
= pornos mach
= Imork 00 many hours.
— My days ae long enough fol my work
= The oc ii big enough: There are 10 many people in
the fie
— Id have enough responsi
= Ido’ carn enough many in his job.
= My os 10 men any mic
8
= don have enough homework,
= My sam were to dial.
There re o many people the as
= Io out wo ofen.
Mp teachers ee interesting enough
= My parents dont give me enough money.
© Ask student write some sentencs about her
Partner using too and nor enough und hen 1 report
Pack tothe das Wet some examples on the bord
5
‘This series of activites sims to revise the vocabulary
skills covered inthe book of whilst covering the
lexical are o computes. Those teachers wäh limited
Knowledge ofthe subject should ot wory Someone in
the dase will bean expert
164 Teacher's Book
@ tet students do the tsk individual then compare
answers in pis before checking back with you.
© Wits the help ofthe cas expert ty o put the
actions ono the ow chart. There might be discusión
3510 whether you go online Before ou writes mese.
Optional extra activity
Ask students to work in pats and to devs word cain
or flow chart fora proces af their choice Encourage
them to use something ha has occured inthe Sent
Book, e. applying fora job. Monitor giving hop whee
necessary When they have inihed, ak one or wo pa
1 wrt ti ove har on the bar
© This activity focuses on collcations and
‘compounds Let students workin pais to complete the
tank eed ack asa as. Check understanding by aking
them to use the cllocations in sentences
© Using word families is another useful sil. sk
students fo complete the table and provide an example
Sentence fr each wordt hat is meaning.
© Example sentences area good way of recording
yocabulay- Ask students to complete the tak
Individually den compare anoners airs before
Read through with students before moving on othe
eut exercise: Check comprehension by eting some
mor examples for each point
a
“This excise practises 10 and nat enough
© Ask students to complete the task individually then
compare anses in pais before checking back with ou,
© This activity ets student use the language in feet
vay. Calum Ais fr those who ate already working
whereas Bis bete for those who ar sil staying. Ak
the das to workin paros might have language ike
A
= pornos mach
= Imork 00 many hours.
— My days ae long enough fol my work
= The oc ii big enough: There are 10 many people in
the fie
— Id have enough responsi
= Ido’ carn enough many in his job.
= My os 10 men any mic
8
= don have enough homework,
= My sam were to dial.
There re o many people the as
= Io out wo ofen.
Mp teachers ee interesting enough
= My parents dont give me enough money.
© Ask student write some sentencs about her
Partner using too and nor enough und hen 1 report
Pack tothe das Wet some examples on the bord
5
‘This series of activites sims to revise the vocabulary
skills covered inthe book of whilst covering the
lexical are o computes. Those teachers wäh limited
Knowledge ofthe subject should ot wory Someone in
the dase will bean expert
164 Teacher's Book
@ tet students do the tsk individual then compare
answers in pis before checking back with you.
© Wits the help ofthe cas expert ty o put the
actions ono the ow chart. There might be discusión
3510 whether you go online Before ou writes mese.
Optional extra activity
Ask students to work in pats and to devs word cain
or flow chart fora proces af their choice Encourage
them to use something ha has occured inthe Sent
Book, e. applying fora job. Monitor giving hop whee
necessary When they have inihed, ak one or wo pa
1 wrt ti ove har on the bar
© This activity focuses on collcations and
‘compounds Let students workin pais to complete the
tank eed ack asa as. Check understanding by aking
them to use the cllocations in sentences
© Using word families is another useful sil. sk
students fo complete the table and provide an example
Sentence fr each wordt hat is meaning.
© Example sentences area good way of recording
yocabulay- Ask students to complete the tak
Individually den compare anoners airs before
© ‘final technique of the mind map. Refer
stents hack o page 2, then ak them to create a mind.
map fo computers including all the vocabulary wed in
asco. Wetean outline mind map onthe board
tod cole answer
12.3 Saying goodbye
Th val section concentrates on reviewing funciona
Tage, and caching the language necessary for
<oodhing busines and saying goodbye.
nu
This fit exercise looks a some ending situations. Ak
sens ead through the tations Play the tape 50
they an match the dalogues to the stations Check
snes with the whole dass
© As students to work in past complee the our
‘algues. Check answers and elit the nature of each
sion
1 atthe end of an interview
2 aie end ofa meeting
3 athe end of visto someones house
4 atthe end ofa phone call
© Nov ask students o do the matching ask. Let them
Compare answers in aire before checking back wth you,
© Final ak students to practise the dialogues in
pin.
a
‘This exerci ges students plenty of practice in polie
podes. Rele them tothe Language Note then ask
them to work in part act ou the situations you
lcs they can swap partners for each diferent tation.
‘Wie they have finshed, ask fr volantes to ac out
¡ei dlogucs in front ofthe das
© to his activity students have to respond in a natural
vay to prompt onthe tape Most ofthe language has
already featured in the section sits purely revision
activity. Pay EM] and let students respond tothe
prompts.
© Play (for students olsen and compare with
their own ideas.
a
This game is intended to revs the language from the
whole book: Read through the rubric and check students
understand the rues, Demonstrate by throwing a die
and undertaking the ask onthe square you land on.
‘Then divide the clas into teams / pis to ply the ame.
Monitor prising god language and asking students to
self-correct if you spt any ero.
Teacher's Book 65
stents hack o page 2, then ak them to create a mind.
map fo computers including all the vocabulary wed in
asco. Wetean outline mind map onthe board
tod cole answer
12.3 Saying goodbye
Th val section concentrates on reviewing funciona
Tage, and caching the language necessary for
<oodhing busines and saying goodbye.
nu
This fit exercise looks a some ending situations. Ak
sens ead through the tations Play the tape 50
they an match the dalogues to the stations Check
snes with the whole dass
© As students to work in past complee the our
‘algues. Check answers and elit the nature of each
sion
1 atthe end of an interview
2 aie end ofa meeting
3 athe end of visto someones house
4 atthe end ofa phone call
© Nov ask students o do the matching ask. Let them
Compare answers in aire before checking back wth you,
© Final ak students to practise the dialogues in
pin.
a
‘This exerci ges students plenty of practice in polie
podes. Rele them tothe Language Note then ask
them to work in part act ou the situations you
lcs they can swap partners for each diferent tation.
‘Wie they have finshed, ask fr volantes to ac out
¡ei dlogucs in front ofthe das
© to his activity students have to respond in a natural
vay to prompt onthe tape Most ofthe language has
already featured in the section sits purely revision
activity. Pay EM] and let students respond tothe
prompts.
© Play (for students olsen and compare with
their own ideas.
a
This game is intended to revs the language from the
whole book: Read through the rubric and check students
understand the rues, Demonstrate by throwing a die
and undertaking the ask onthe square you land on.
‘Then divide the clas into teams / pis to ply the ame.
Monitor prising god language and asking students to
self-correct if you spt any ero.
Teacher's Book 65
Photocopiable activity (page 78)
“This provides farther practic inthe vocabulary
presented throughout the ook, Contestant ato
cs a word from the definition gen They have the
frst letter asa le. Ifthe newer an expreso they
ave the fist eters ofeach word, or example PIMY
«ould be Pleased o meet you
‘The dass should work in groups ofthe for this game
‘with two candidates and one quizmustr foreach rou.
(One contestant works from top o bottom and one kom.
left o right. They ake in um 10 choose a quae and
cas the definition read by the quizmaster The an of
the game isto answer seven questions corea They
ust choose toucing squares each tine Fin the
complete squares witha dierent coloured highlighter
foreach player.
86. Teachers Book
“This provides farther practic inthe vocabulary
presented throughout the ook, Contestant ato
cs a word from the definition gen They have the
frst letter asa le. Ifthe newer an expreso they
ave the fist eters ofeach word, or example PIMY
«ould be Pleased o meet you
‘The dass should work in groups ofthe for this game
‘with two candidates and one quizmustr foreach rou.
(One contestant works from top o bottom and one kom.
left o right. They ake in um 10 choose a quae and
cas the definition read by the quizmaster The an of
the game isto answer seven questions corea They
ust choose toucing squares each tine Fin the
complete squares witha dierent coloured highlighter
foreach player.
86. Teachers Book
Photocopiable page D
Passenger A
(CAT ee Bernd 1 worin
traduce yourself
Passenger B
Shak about 95 cout.
(CE sont. na abut 85, )— {6 Reson Ak aout Ab)
Say tat i tros.
nc © )
Say ot ie to
Ena
E a A js EE)
A es GEA
nen.
the nes S
Respond. Sonn taking à
CETTE Ez
Comet =e
an, together later.
© Oxdor University Press TTY 67.
(18 Asc about te destination
Ieee fiat vist?
Passenger A
(CAT ee Bernd 1 worin
traduce yourself
Passenger B
Shak about 95 cout.
(CE sont. na abut 85, )— {6 Reson Ak aout Ab)
Say tat i tros.
nc © )
Say ot ie to
Ena
E a A js EE)
A es GEA
nen.
the nes S
Respond. Sonn taking à
CETTE Ez
Comet =e
an, together later.
© Oxdor University Press TTY 67.
(18 Asc about te destination
Ieee fiat vist?
Photocopiable page @
Student A a
© You re guess the Novhot Your arme ste hot recepcion Ako the
folowing information, win the prompts o help yout to contin exch Impenal Hotel
= Wake-up call tomorrow morning? (Could 2) ui
~ Shuttlebustothesirport (here? What tine? How long ?Howmuch | Senin —
= Send an e-mail le company urgently? (Could? Where 2) me,
= Good restaurants near her (Are there? What kindof? How far?) Kerpen
= Hone bar (shee? Where? What tne?) Es
© You ae the receptionist at the Imperial Hote Your partners guest at he hotel | Met wut Sper ae
and neds some information. Use the information below to help you answer his or | Contec y Semin
her questions. ry continue each conversation, pie tay
Crt pe
aati
ABC Cabs
ue > y ono stop coa mo
hour service
D gene
==
i
z)
md et te _ | ander app once 2308
Cr
Student 8
© You at te receptionist at the Novabotl Your partners a gus a he hote and
ceda some information, Use the information blow to ep ou answer his or ar
‘questions. ey to continue cach convertion,
Pres
res
een
© Youre ues atthe impr He our parer h poi Ako
th flown formation. ing e romps o huye a cnica | A
= sac ome lo iy cen io or Pasi How mh 2] Ten
Dias.)
13 Bae Pai cie
= Gre card phones in tb ote? (Are tere? Where 7, ‘ln a
= Street map ofthe ci? (Have you got/Do you have ? Whee can?) Rises
= Hand luggage onthe plane? (How much 9 lf x
= Senda fx to my company? (Could 2 How much 2) ==
ce EERIE © oxo University rss
Student A a
© You re guess the Novhot Your arme ste hot recepcion Ako the
folowing information, win the prompts o help yout to contin exch Impenal Hotel
= Wake-up call tomorrow morning? (Could 2) ui
~ Shuttlebustothesirport (here? What tine? How long ?Howmuch | Senin —
= Send an e-mail le company urgently? (Could? Where 2) me,
= Good restaurants near her (Are there? What kindof? How far?) Kerpen
= Hone bar (shee? Where? What tne?) Es
© You ae the receptionist at the Imperial Hote Your partners guest at he hotel | Met wut Sper ae
and neds some information. Use the information below to help you answer his or | Contec y Semin
her questions. ry continue each conversation, pie tay
Crt pe
aati
ABC Cabs
ue > y ono stop coa mo
hour service
D gene
==
i
z)
md et te _ | ander app once 2308
Cr
Student 8
© You at te receptionist at the Novabotl Your partners a gus a he hote and
ceda some information, Use the information blow to ep ou answer his or ar
‘questions. ey to continue cach convertion,
Pres
res
een
© Youre ues atthe impr He our parer h poi Ako
th flown formation. ing e romps o huye a cnica | A
= sac ome lo iy cen io or Pasi How mh 2] Ten
Dias.)
13 Bae Pai cie
= Gre card phones in tb ote? (Are tere? Where 7, ‘ln a
= Street map ofthe ci? (Have you got/Do you have ? Whee can?) Rises
= Hand luggage onthe plane? (How much 9 lf x
= Senda fx to my company? (Could 2 How much 2) ==
ce EERIE © oxo University rss
Photocopiable page @
Caller
Col speak t Pu Vide, lease?
en
een.
Bun
Yes ik o. But jst in ease, 0558-4237
Oh des 15 quite urgent.
Yes, sure Have you got y mobile number?
Peron ecving a
À vos of cosmo. who's cling, lese?
‘An yes Thanks fr ling, Rosa. an cl os bak?
ES
Sor Cold you sel your nan, ple?
o, hs his sitar, Marin Lemon.
Vs, el but Em aa e atan.
Yes of course. Does he have your number?
Melo, fi Pals in a meeting at the moment.
OK. TU give hi te messge Gone.
Yes ha. Seat you ina minute Bye,
Caller
Col speak t Pu Vide, lease?
en
een.
Bun
Yes ik o. But jst in ease, 0558-4237
Oh des 15 quite urgent.
Yes, sure Have you got y mobile number?
Peron ecving a
À vos of cosmo. who's cling, lese?
‘An yes Thanks fr ling, Rosa. an cl os bak?
ES
Sor Cold you sel your nan, ple?
o, hs his sitar, Marin Lemon.
Vs, el but Em aa e atan.
Yes of course. Does he have your number?
Melo, fi Pals in a meeting at the moment.
OK. TU give hi te messge Gone.
Yes ha. Seat you ina minute Bye,
Photocopiable page @
| 2
Ra
re
pas |
neo |
| Electronics
| |
| Un ci, Germany
te | |
| rame |
si | Emme
Nationa | wis
| natures | Emon nr came
ter a | |
en | | sr tin y
Sites Emmen, Diseno |
| ne
| Interaken, Lodrino, |
| | Alpenach |
a Set At Bu
| ane of cpa |
| company ¢ | man |
French
Meadquarters | | | ei Maison, eur ass | \
pls 2200
Acte | Pharmaceutics | |
sits | Fac an reach
| | comin | |
Customers. | | ‘Pharmacies, hospitals
| name tomy | | it ara rnc | |
><
| IC |
Frio T | (es |
adn oben
lem | | 200 |
Ac | | pos
| sites | | | offices thrughost |
cm
| customers | | | Saver pt companies |
ame of company | Ate ison
70 HIRE © on university Press
| 2
Ra
re
pas |
neo |
| Electronics
| |
| Un ci, Germany
te | |
| rame |
si | Emme
Nationa | wis
| natures | Emon nr came
ter a | |
en | | sr tin y
Sites Emmen, Diseno |
| ne
| Interaken, Lodrino, |
| | Alpenach |
a Set At Bu
| ane of cpa |
| company ¢ | man |
French
Meadquarters | | | ei Maison, eur ass | \
pls 2200
Acte | Pharmaceutics | |
sits | Fac an reach
| | comin | |
Customers. | | ‘Pharmacies, hospitals
| name tomy | | it ara rnc | |
><
| IC |
Frio T | (es |
adn oben
lem | | 200 |
Ac | | pos
| sites | | | offices thrughost |
cm
| customers | | | Saver pt companies |
ame of company | Ate ison
70 HIRE © on university Press
Photocopiable page ©
Mike sales figures
1 Sales by eon: ( milion)
3 Net income ($ milion)
Tas vs
Total sales | 8.995 | am
"Gross margin 3501 3283
lem) » | m
inner | 5 a
Gross margin: profit before tax and other deductions
Ne income: roi afer tax
© Oxford University Press MI 7:
Mike sales figures
1 Sales by eon: ( milion)
3 Net income ($ milion)
Tas vs
Total sales | 8.995 | am
"Gross margin 3501 3283
lem) » | m
inner | 5 a
Gross margin: profit before tax and other deductions
Ne income: roi afer tax
© Oxford University Press MI 7:
Photocopiable page ©
Please alt Me Garteer, He uitthe |
ho thc truer Cache neetge |
at 2.00 instead of tomorrow morning? |
Mobile 0779-56235 |
A cal
Monthly finance meeting
18/00/03 2.00-6.00
1 Monthly resulte ing? Dick yon forge? CAL her |
2 Budget 2004 | Seu N |
3 Salary review | me |
4 105 [A A |
IM Just to say at wi bo wing cotaogue on Tuenday 180. Can pop |
¡nana so yo awards? ol, Dow aout dk ns vein? Fm al he Fut
Par al un 8.0 aman Today
gars, Ken Sn
_ Memorandum
| wocober seem to have no monthly els rom your department
o: Jo Willamson Ps send hem 10 me by 9.30 this morning. This the
Era second time this year our department has Den lt vhs
From: Peter Roberts resul Please telephone my secretary you have a problem
ook forward t eng you at today meeting.
Panaxis Transport >
Dest Sit
We slave no record of payment fo Invoice 4536 fo $5600. If we
have not reclvod payment by 18 Osher we wll ave no choice but
to refri mateo our soon,
"Your ily
ques Gabbe
Final Director
72 MMM © Oxo university Press
Please alt Me Garteer, He uitthe |
ho thc truer Cache neetge |
at 2.00 instead of tomorrow morning? |
Mobile 0779-56235 |
A cal
Monthly finance meeting
18/00/03 2.00-6.00
1 Monthly resulte ing? Dick yon forge? CAL her |
2 Budget 2004 | Seu N |
3 Salary review | me |
4 105 [A A |
IM Just to say at wi bo wing cotaogue on Tuenday 180. Can pop |
¡nana so yo awards? ol, Dow aout dk ns vein? Fm al he Fut
Par al un 8.0 aman Today
gars, Ken Sn
_ Memorandum
| wocober seem to have no monthly els rom your department
o: Jo Willamson Ps send hem 10 me by 9.30 this morning. This the
Era second time this year our department has Den lt vhs
From: Peter Roberts resul Please telephone my secretary you have a problem
ook forward t eng you at today meeting.
Panaxis Transport >
Dest Sit
We slave no record of payment fo Invoice 4536 fo $5600. If we
have not reclvod payment by 18 Osher we wll ave no choice but
to refri mateo our soon,
"Your ily
ques Gabbe
Final Director
72 MMM © Oxo university Press
Photocopiable page ©
2
Boat Ball
Jas to detal pussenger aint o each sde
Car Bib
Tricycle Lawnmower
tr and char to un than à pet e lect mone,
is wee awnmaver protec the envionment and ges
Ski Fan
‘This go-pomee immo e stapped to your back and
stewed by hand contra. 1 can be used for sing up hil
ou lots of wel ener, À across
for University Pres TN 73
2
Boat Ball
Jas to detal pussenger aint o each sde
Car Bib
Tricycle Lawnmower
tr and char to un than à pet e lect mone,
is wee awnmaver protec the envionment and ges
Ski Fan
‘This go-pomee immo e stapped to your back and
stewed by hand contra. 1 can be used for sing up hil
ou lots of wel ener, À across
for University Pres TN 73
Photocopiable page
><
shareholders
purchase
interest
inflation
74 EERIE © oxford University Press
><
shareholders
purchase
interest
inflation
74 EERIE © oxford University Press
Photocopiable page O)
Student A
ease me. Is vey cod
here bythe wind,
‘ease me. think you
ive me the wrong change.
eto again. Ti told
eas find the ea You
‘i say bay 2252
cas me, ut your
phone dost accept my
cre card,
But antes 2 esti
van making
Base me. Ihe shower
Sant ring my room.
Cut you pssty erin
à Le faster? y ti
ese me, at tat
nan a he der i my
band.
elo, My sultase
sit on te cause
Te sory about that.
send someone peas
te oak at ke
Oh, not ph up the
‘ld one by mistake!
“Sony si, but thee
thing Yan do about
the tai
Say to hear that
Col se your ggage
recep, please?
To opoogize
adan, but al geatenen
are equi to mer a shit
te
Hi sory about that
madam. Would you tie to
o arte ale,
Responses
Mo. st. Im aa that one
nly takes phare card.
Te sony abot that
Thought you gave me à
$20 note.
© Oxford University Press EET 75
Student A
ease me. Is vey cod
here bythe wind,
‘ease me. think you
ive me the wrong change.
eto again. Ti told
eas find the ea You
‘i say bay 2252
cas me, ut your
phone dost accept my
cre card,
But antes 2 esti
van making
Base me. Ihe shower
Sant ring my room.
Cut you pssty erin
à Le faster? y ti
ese me, at tat
nan a he der i my
band.
elo, My sultase
sit on te cause
Te sory about that.
send someone peas
te oak at ke
Oh, not ph up the
‘ld one by mistake!
“Sony si, but thee
thing Yan do about
the tai
Say to hear that
Col se your ggage
recep, please?
To opoogize
adan, but al geatenen
are equi to mer a shit
te
Hi sory about that
madam. Would you tie to
o arte ale,
Responses
Mo. st. Im aa that one
nly takes phare card.
Te sony abot that
Thought you gave me à
$20 note.
© Oxford University Press EET 75
Photocopiable page (0)
Student A
You ar ona ip to Pari You have to meet
collage arriving today. Telephone him or er
and obtain and or check the flowing
information.
+ Check that you are speaking to B.
Conf the aril time
‘Check which airport Bis arriving at
Check the Might number.
(Check the ie: Beith Airways r rich
Midland?
+ Check the hore ~ same as you? (Hotel
Sono rue de Lil)
Ask the best way of geting to the ety ente
us or ta)
Arrange a meeting plc or dinner,
Find out the nearest metro sation.
Cons hat the tables booked!
End the conversation
You workin the Sle department TB, 2
company based in Dundee in Scotian. Your
bos isthe ales Director Lindsey McPherson,
You recive a phone cll
© Confim your identi
+ Greet the calle
Conf the time ofthe appoitment.
(omorrewat 1000 am.)
+ Lindsey MePherson wil be at the meting
with Mathew Meare the Finance Director
‘Thomas McCartney kk
+ TB im Princes Se
15 tn minutes walk from the station,
2 TTB have asked forthe meting to discs
large new order,
2 Note his mobile number.
End the conversation,
><
Student 8
ou acom trp to Pais You have to meet
colleague arriving today He/she telephones you
to get check the allowing information.
+ Conf your ident.
You ararrivingat 1350.
‘You are landing at Chal de Gaulle airport.
{Your Might number i BD 170
+ lesa Bt Midland Night,
You are staying at a hotel in ru de Lil
+ You think the rain the best way to ect
+ You would ke wo meet at the Alcazar in rue
Mazarin.
Odeon is the nearest metro sation
‘+ You ave booked a able Ask your colleague
to do hat because you are sl in London.
‘nd the comenstion.
You are in Scoland on busines. You ar in your
hotel and want to check some details about our
next appointment You telephone and tlk oa
Secretary in the Sales department.
© Check you are speaking to Lindsey
MePhersons secretary
+ Introduce youre
{Confirm the time ofthe appointment.
(omorow at 1030 am.)
+ Check the names of the people coming.
{Lindsey McPherson and Thomas McCartney)
Conem the address of TB.
Find ou fyou should walk or tke atx fom
the ation,
Confirm the reason fr he meeting (ries
orne year)
© Off your mobile number thre isa
problem, (0779-84523)
+ End the conversation.
76 HIERE © ord university res
Student A
You ar ona ip to Pari You have to meet
collage arriving today. Telephone him or er
and obtain and or check the flowing
information.
+ Check that you are speaking to B.
Conf the aril time
‘Check which airport Bis arriving at
Check the Might number.
(Check the ie: Beith Airways r rich
Midland?
+ Check the hore ~ same as you? (Hotel
Sono rue de Lil)
Ask the best way of geting to the ety ente
us or ta)
Arrange a meeting plc or dinner,
Find out the nearest metro sation.
Cons hat the tables booked!
End the conversation
You workin the Sle department TB, 2
company based in Dundee in Scotian. Your
bos isthe ales Director Lindsey McPherson,
You recive a phone cll
© Confim your identi
+ Greet the calle
Conf the time ofthe appoitment.
(omorrewat 1000 am.)
+ Lindsey MePherson wil be at the meting
with Mathew Meare the Finance Director
‘Thomas McCartney kk
+ TB im Princes Se
15 tn minutes walk from the station,
2 TTB have asked forthe meting to discs
large new order,
2 Note his mobile number.
End the conversation,
><
Student 8
ou acom trp to Pais You have to meet
colleague arriving today He/she telephones you
to get check the allowing information.
+ Conf your ident.
You ararrivingat 1350.
‘You are landing at Chal de Gaulle airport.
{Your Might number i BD 170
+ lesa Bt Midland Night,
You are staying at a hotel in ru de Lil
+ You think the rain the best way to ect
+ You would ke wo meet at the Alcazar in rue
Mazarin.
Odeon is the nearest metro sation
‘+ You ave booked a able Ask your colleague
to do hat because you are sl in London.
‘nd the comenstion.
You are in Scoland on busines. You ar in your
hotel and want to check some details about our
next appointment You telephone and tlk oa
Secretary in the Sales department.
© Check you are speaking to Lindsey
MePhersons secretary
+ Introduce youre
{Confirm the time ofthe appointment.
(omorow at 1030 am.)
+ Check the names of the people coming.
{Lindsey McPherson and Thomas McCartney)
Conem the address of TB.
Find ou fyou should walk or tke atx fom
the ation,
Confirm the reason fr he meeting (ries
orne year)
© Off your mobile number thre isa
problem, (0779-84523)
+ End the conversation.
76 HIERE © ord university res
Photocopiable page ®
Motivation and Satisfaction
‘What motivates you in yourjob? Rank the following factor from 1 (not important) to 12
{very importa). Thon give your company a mark out of 10 foreach factor
ACHIEVEMENT Aro tho objcves of your ob cea? De you ink thatyeuri [E
haz areal mporance ote company and orte society?
SECURITY. Do you think that your poston inthe company ls safe, Le. hat
you wil stil have a job one or two years from now?
PEERCONTACT Do you have a good relationship wih your colleagues? mal
SALARY ‘Are you wol paid for tho jb hat you do? 1
RECOGNITION Do your superiors ote el you they ar plased withthe 10
work at you do?
408 INTEREST How interesting isthe work hat you do? DD
RESPONSIBILITY How much freedom do you hve o make your own decisions |) |]
‘orto manage the work of employees in your team? |
‘SUPERVISION ‘Does your boss give you lots of helpful advice? DE
WORKING. Are you gonorally happy with your work environment, a
CONDITIONS. ‘working hours, and the quantity ol work you aro given?
ADVANCEMENT Is easy for ambitous employees to move to a higher Bo
poston Inthe company?
COMPANY Are you happy with your company's business strategy? oo
POLICY
PERSONAL ‘Are you learning new skil in your job? Does it become more [7]
GROWTH interesting as timo goos by?
© Oxford University Press ATI 77
Motivation and Satisfaction
‘What motivates you in yourjob? Rank the following factor from 1 (not important) to 12
{very importa). Thon give your company a mark out of 10 foreach factor
ACHIEVEMENT Aro tho objcves of your ob cea? De you ink thatyeuri [E
haz areal mporance ote company and orte society?
SECURITY. Do you think that your poston inthe company ls safe, Le. hat
you wil stil have a job one or two years from now?
PEERCONTACT Do you have a good relationship wih your colleagues? mal
SALARY ‘Are you wol paid for tho jb hat you do? 1
RECOGNITION Do your superiors ote el you they ar plased withthe 10
work at you do?
408 INTEREST How interesting isthe work hat you do? DD
RESPONSIBILITY How much freedom do you hve o make your own decisions |) |]
‘orto manage the work of employees in your team? |
‘SUPERVISION ‘Does your boss give you lots of helpful advice? DE
WORKING. Are you gonorally happy with your work environment, a
CONDITIONS. ‘working hours, and the quantity ol work you aro given?
ADVANCEMENT Is easy for ambitous employees to move to a higher Bo
poston Inthe company?
COMPANY Are you happy with your company's business strategy? oo
POLICY
PERSONAL ‘Are you learning new skil in your job? Does it become more [7]
GROWTH interesting as timo goos by?
© Oxford University Press ATI 77
Photocopiable page @
A |SYL| H |M| T|HB| B | D |B&B) c
E ¡ri BF) oP | ae rim. | s
Ve oa D |HAY?|P&L| F |GM| R
ESPN apa CALE
A listof points tobe discused at a meeting
AGENDA
B&B ype of Bish guesthouse BED AND
BREAKFAST
BE to change the date ofan appointment to an
‘lier tine or date BRING FORWARD,
B commercial name used by a company for
incl or ts products BRAND.
€ theamount you pay for something COST
© a company which acte inthe sume market,
as our company COMPETITOR
CC plastic money CREDIT CARD
CI? offer to be of sistance CAN HELP YOU?
D an organe ist of information (names
‘Mares, ete) on a computer DATABASE
D partofa company which has a particular
faction DEPARTMENT
E oppose of ate EARLY
E torcsive money for work EARN
Fa bulding with machine whee goods are
‘made FACTORY
G somebody staying in a hotel GUEST
GM geting made before midday GOOD
MORNING
Ho pay money for something or someone fora
short ie HIRE.
HAY? informal question when you meet someone
HOW ARE YOU?
HB grcting to someone ona special day HAPPY.
BIRTHDAY
HDYD? formal greeting when you meet somebody for
the first time HOW DO YOU DO?
1 serbmeaning to up INCREASE
78 HIERE © Oxo Univrsty Pres
re
my evox
su
wave
wre
going from one place to another JOURN
the part ofthe computer ou to ype
‘words and numbers KEYBOARD
an apparatus a building tht caries you
from one oor to another LET
to change your home or business adres
printed lst of things to eat in restaurant or
hotel MENU
verb meaning tose rt observe NOTICE
Place where people work OFFICE
o output à copy onto paper PRINT
another name for Human Resources
PERSONNEL
‘esription ofa companys nancial results
PROFIT AND 1OSS
‘group of products sold by one company
RANGE
not dangerous SAFE
‘expression used to someone you wil ee ter
da the day SEEYOU LATER
general direction or tendency TREND)
‘the total sales of a company TURNOVER
‘expression used when someone has given you
‘sistance THANKS FOR YOUR HELP
commun expression of gratitude THANKS
‘VERY MUCH
an opinion about something VIEW
‘question asked about someone’ nationality
WHERE ARE YOU FROME
common introductory question WHATS
OUR NAME?
A |SYL| H |M| T|HB| B | D |B&B) c
E ¡ri BF) oP | ae rim. | s
Ve oa D |HAY?|P&L| F |GM| R
ESPN apa CALE
A listof points tobe discused at a meeting
AGENDA
B&B ype of Bish guesthouse BED AND
BREAKFAST
BE to change the date ofan appointment to an
‘lier tine or date BRING FORWARD,
B commercial name used by a company for
incl or ts products BRAND.
€ theamount you pay for something COST
© a company which acte inthe sume market,
as our company COMPETITOR
CC plastic money CREDIT CARD
CI? offer to be of sistance CAN HELP YOU?
D an organe ist of information (names
‘Mares, ete) on a computer DATABASE
D partofa company which has a particular
faction DEPARTMENT
E oppose of ate EARLY
E torcsive money for work EARN
Fa bulding with machine whee goods are
‘made FACTORY
G somebody staying in a hotel GUEST
GM geting made before midday GOOD
MORNING
Ho pay money for something or someone fora
short ie HIRE.
HAY? informal question when you meet someone
HOW ARE YOU?
HB grcting to someone ona special day HAPPY.
BIRTHDAY
HDYD? formal greeting when you meet somebody for
the first time HOW DO YOU DO?
1 serbmeaning to up INCREASE
78 HIERE © Oxo Univrsty Pres
re
my evox
su
wave
wre
going from one place to another JOURN
the part ofthe computer ou to ype
‘words and numbers KEYBOARD
an apparatus a building tht caries you
from one oor to another LET
to change your home or business adres
printed lst of things to eat in restaurant or
hotel MENU
verb meaning tose rt observe NOTICE
Place where people work OFFICE
o output à copy onto paper PRINT
another name for Human Resources
PERSONNEL
‘esription ofa companys nancial results
PROFIT AND 1OSS
‘group of products sold by one company
RANGE
not dangerous SAFE
‘expression used to someone you wil ee ter
da the day SEEYOU LATER
general direction or tendency TREND)
‘the total sales of a company TURNOVER
‘expression used when someone has given you
‘sistance THANKS FOR YOUR HELP
commun expression of gratitude THANKS
‘VERY MUCH
an opinion about something VIEW
‘question asked about someone’ nationality
WHERE ARE YOU FROME
common introductory question WHATS
OUR NAME?
Progress test 1 (units 1-3)
100 marks
You and your company
(12 marks)
Choose the cart verbs o complet his convertion,
asin the example.
A. Where do reos rom, Anton?
3 1m / be! Grm Milan in tay And you?
A mes ome? fom Jakarta i Indonesia,
Obra And who do / des you work for
A. dont doc work fra company My husband.
snd has have an export busines.
Be And what do you spores
À. Local hand-made product furniture, omaments
things ike at.
1% Thats interesting. So does / 7 your company based
in Jara
A. Yeti But we dont arenero very oi, My
husband rel travels lot in Euro, and York /
ri more in North America.
Be So he dont/ door ce you very ofen!
A No. But ne aed salt home in Joly and
Angus
E Asking questions
(12 marks)
Put the words inthe right ode to make questions a in.
the cramp
1 is ame your What?
bal se yet tere.
2 work do you for Who?
3 tumover What company’s the annals?
6 meri the des next eave What?
7 ihre 1 this plane Tokyo afternoon ?
3 Numbers
(21 marks)
Math the numbers on the eft (1-8) with those om the
right (ah), a in the example.
1194 a
2 945am) b
quarter past nine in the evening
one thousand, ine hundred and
forty. ive
3 1945 quarter to cight in he evening
49.45 pm. | à ninchundred and forty-five dors
5.8450 Ne one hundred and nine our
610458 nineten fory-ve
7458 ninefortye in he morning
ss À nine four pounds ty
Now write these number in words
Example: 256 two hundred and ifsc
9 1956 Ze :
10 13270 os =
11 100m. nm
12 78300
EI Prepositions
(10 marks)
Choose the correct preposition: mat in. y, fm,
oppose sin he example.
Hotel Restaurants
The Solo Howse restaurant i acted the
grande, Just next... reception. Bis open
11.003 sss? 2.30 pam, seven djs
wa.
The Gale Bil tak Bar js. the main
arc 6 Ehe Rte ss? ate Ste, eat
Tuesdays and Thus, enjoy your mea wie
ten nu? the Sweet sounds feu shoe
Jaz plans, Samy Roe The mos ar nn
12.00 idée
To reservo table In advance, pese 99"
reception Payment 5 possible cheque and
il major edt ars,
Progress Tests 79
100 marks
You and your company
(12 marks)
Choose the cart verbs o complet his convertion,
asin the example.
A. Where do reos rom, Anton?
3 1m / be! Grm Milan in tay And you?
A mes ome? fom Jakarta i Indonesia,
Obra And who do / des you work for
A. dont doc work fra company My husband.
snd has have an export busines.
Be And what do you spores
À. Local hand-made product furniture, omaments
things ike at.
1% Thats interesting. So does / 7 your company based
in Jara
A. Yeti But we dont arenero very oi, My
husband rel travels lot in Euro, and York /
ri more in North America.
Be So he dont/ door ce you very ofen!
A No. But ne aed salt home in Joly and
Angus
E Asking questions
(12 marks)
Put the words inthe right ode to make questions a in.
the cramp
1 is ame your What?
bal se yet tere.
2 work do you for Who?
3 tumover What company’s the annals?
6 meri the des next eave What?
7 ihre 1 this plane Tokyo afternoon ?
3 Numbers
(21 marks)
Math the numbers on the eft (1-8) with those om the
right (ah), a in the example.
1194 a
2 945am) b
quarter past nine in the evening
one thousand, ine hundred and
forty. ive
3 1945 quarter to cight in he evening
49.45 pm. | à ninchundred and forty-five dors
5.8450 Ne one hundred and nine our
610458 nineten fory-ve
7458 ninefortye in he morning
ss À nine four pounds ty
Now write these number in words
Example: 256 two hundred and ifsc
9 1956 Ze :
10 13270 os =
11 100m. nm
12 78300
EI Prepositions
(10 marks)
Choose the correct preposition: mat in. y, fm,
oppose sin he example.
Hotel Restaurants
The Solo Howse restaurant i acted the
grande, Just next... reception. Bis open
11.003 sss? 2.30 pam, seven djs
wa.
The Gale Bil tak Bar js. the main
arc 6 Ehe Rte ss? ate Ste, eat
Tuesdays and Thus, enjoy your mea wie
ten nu? the Sweet sounds feu shoe
Jaz plans, Samy Roe The mos ar nn
12.00 idée
To reservo table In advance, pese 99"
reception Payment 5 possible cheque and
il major edt ars,
Progress Tests 79
B Too many words
(10 marks)
“Theres one word 100 many in cach of thee sentences.
Which word is
Example: Heisler manager
1 Do are there any hotels near here?
2. Where do you ar live?
3 My company is produces medical equipment
4 Can to speak o Mes Forse, plese?
5. Loin go forcing at weckend
6 He doce have gota cr
A
Do would you ike o have dinner with me tonight?
How much bottles wine do we need t buy?
Come at even lock, and wel eat at al past 10
10, Toul ke paying tenis t weekend,
[El Travelling
(19 marks)
‘ook tthe min-dalogues, and complete cach space with
ord from the box, as inthe example,
ouse lounge it moy
tell ey fetoy fe
contol hs ser DL
based shower Gin speak
single meet me denen
‘Onthephone
‘A Could pe. Xavier plese!
By Yes nnn the line one moment = just cl im,
2
A. Can the mm?
3: No thas OK i all back ater.
3
Ar Would you ie à?
Be No,jasta main “And maybe a
after that.
A. Her your nn How would you ike 0 pay?
1 By rei card And col have a rn ene?
Ina hotel
5
À. Sothats a room With
1. Yes hat ight For uo nights
80 Progress Tests
Your room ion the rt
in the room for my
AA et the nn
B: No,were
s
À. How many people do you eet
e Thirty-five and another 10 inthe sew
an airport
5
A he de for Milan?
Br es Cold ce your and Passport plese?
10
A. Excuse me. Where the partite un
e Jus go through passport and youl ge it ie
i Social exchanges
(@ marks)
Math a Person A sentence (1-6 with a Person B
response (a-h) to make ight mini dogs,
Persona
Con borrw your newspaper?
Can he cl me back next Monday?
Would you like something ee to drink?
Would you eo come for inne? …
May smoke! un
[lke the chicken salad, pls.
Excise me
(Could ewe alan hour eat?
Person 8
a Tafa nt not posible hee.
1 es of course. ask im to do that.
© Certainly And for yoo, madam?
4 m sorry but were very busy
That would be very nie
Fes of course: Here you are
$ Na thanks. Oe enough for me
Ayer
(10 marks)
“Theres one word 100 many in cach of thee sentences.
Which word is
Example: Heisler manager
1 Do are there any hotels near here?
2. Where do you ar live?
3 My company is produces medical equipment
4 Can to speak o Mes Forse, plese?
5. Loin go forcing at weckend
6 He doce have gota cr
A
Do would you ike o have dinner with me tonight?
How much bottles wine do we need t buy?
Come at even lock, and wel eat at al past 10
10, Toul ke paying tenis t weekend,
[El Travelling
(19 marks)
‘ook tthe min-dalogues, and complete cach space with
ord from the box, as inthe example,
ouse lounge it moy
tell ey fetoy fe
contol hs ser DL
based shower Gin speak
single meet me denen
‘Onthephone
‘A Could pe. Xavier plese!
By Yes nnn the line one moment = just cl im,
2
A. Can the mm?
3: No thas OK i all back ater.
3
Ar Would you ie à?
Be No,jasta main “And maybe a
after that.
A. Her your nn How would you ike 0 pay?
1 By rei card And col have a rn ene?
Ina hotel
5
À. Sothats a room With
1. Yes hat ight For uo nights
80 Progress Tests
Your room ion the rt
in the room for my
AA et the nn
B: No,were
s
À. How many people do you eet
e Thirty-five and another 10 inthe sew
an airport
5
A he de for Milan?
Br es Cold ce your and Passport plese?
10
A. Excuse me. Where the partite un
e Jus go through passport and youl ge it ie
i Social exchanges
(@ marks)
Math a Person A sentence (1-6 with a Person B
response (a-h) to make ight mini dogs,
Persona
Con borrw your newspaper?
Can he cl me back next Monday?
Would you like something ee to drink?
Would you eo come for inne? …
May smoke! un
[lke the chicken salad, pls.
Excise me
(Could ewe alan hour eat?
Person 8
a Tafa nt not posible hee.
1 es of course. ask im to do that.
© Certainly And for yoo, madam?
4 m sorry but were very busy
That would be very nie
Fes of course: Here you are
$ Na thanks. Oe enough for me
Ayer
EJ Short answers
(10 marks)
Answer these questions wth information about yourself
Give short answer ofthree words, beginning with
Yeror Noa inthe example.
1 Ate you Bagi Ale. ae.
2 Isyour teacher English
3. Docs your teacher speak your language?
4 Areyoua student?
5. Do you work for company?
16 the town where you ive very big?
8 there a river inthe centre of town?
3, Do you like speaking English?
10 Would you like 1 ve in an English-speaking
country?
11 Do you ave any English rend?
Being polite
(@ marks)
Read this daloguc in a alway sation. Choose the mot
appropriate word or phrase 0 complete the dialogue
A. Baus me las / Pardon need some
information,
1: Ye sie How can Ihep you?
À. ile / 4 He vil o know about tin tne to.
London.
B: Go ahead / Not at al / Of cute}
do are you Tike to ware
A. Fist thing tomorrow. Can /Do/ Le ¥ gta tain
before ight he morning?
1: Lt me se. No, un sorry afd /see® te fst wan
[Sa 830 on a Sunday. The next one 395.
‘A. OK thanks: May / Could / Do? you give me a single
cha fr the 8.30 rain?
1: Tm afi /sory an nose This fi is jus for
information. The ike counters just next door
A. OK Thanks for your he
Youre welcome.
When would /
(10 marks)
Answer these questions wth information about yourself
Give short answer ofthree words, beginning with
Yeror Noa inthe example.
1 Ate you Bagi Ale. ae.
2 Isyour teacher English
3. Docs your teacher speak your language?
4 Areyoua student?
5. Do you work for company?
16 the town where you ive very big?
8 there a river inthe centre of town?
3, Do you like speaking English?
10 Would you like 1 ve in an English-speaking
country?
11 Do you ave any English rend?
Being polite
(@ marks)
Read this daloguc in a alway sation. Choose the mot
appropriate word or phrase 0 complete the dialogue
A. Baus me las / Pardon need some
information,
1: Ye sie How can Ihep you?
À. ile / 4 He vil o know about tin tne to.
London.
B: Go ahead / Not at al / Of cute}
do are you Tike to ware
A. Fist thing tomorrow. Can /Do/ Le ¥ gta tain
before ight he morning?
1: Lt me se. No, un sorry afd /see® te fst wan
[Sa 830 on a Sunday. The next one 395.
‘A. OK thanks: May / Could / Do? you give me a single
cha fr the 8.30 rain?
1: Tm afi /sory an nose This fi is jus for
information. The ike counters just next door
A. OK Thanks for your he
Youre welcome.
When would /
Progress test 2
BY A business trip
(10 marks)
Choose the correct form ofthe vr to complet this
report asin the example
‘vor ees 1 September
1 tad / ae hr ls Sandy after a ong fight
from Thad. mod / le Banghok a missy 1
tata too the bus fom Heston to Duo. À
uqe 1 the hate nine for diner ty am
toi! at the Randolph Hotel. On Monday Iam
ising / ted a factor in Manchester. ment /
{20d there by an. Toro Lom gang / going
Gar to alten a conferees. tthe melena 1
Ay om fing? to March forthe Internationa
Computer Fl, Net Tuesday Lm sing / son ack
Thompson who E met / met Tolo ast yer a
the Meola Fade Fe
EI Times and dates
(8 marks)
It now 9.00 am. on Wednesday, Hth September. Wet
‘the correct time, day, or date 1 answer these questions,
sin the example
1 What was the date yesterday? 204. seetensbe.
2 Whats the date tomorrow?
3 What day it tom oO nn
4 Whatisthe ime in one hour and a ha
5 What was the date one wek ao?
6 What was last month?
7 Whats next mon
8 Lam leaving in two hours. What time am leaving?
9 What was the time fic minutes apo.
Vocabulary check
(27 marks)
Cea
er
82 Progress Tests
(Units 4-6)
100 marks
mnfque compet accounts adverse
Division customer podut production
is My ent pls
tumover employes suppers Paris
subsides paren company
1 The company Alege about 10000 people
2 Thy nn VO 8 HG
Scotland,
3 Last year la vs 26 millon With
Profis of million.
4 They pant. new personne forthe
Sales Department,
5, In January they are ching nee
6 There are nent 190 in the Marketing
7, Atthe end of the year he. o the company
ar audited.
8 Their bigger
thei tt
con Global Restaurants the of
Pia Hut KFC and Taco Bell ae two other
he ru
10. Virgin Airline i one of Bish Airways main
{ELE which buys 60% of
u They on TV and in newspapers
12 The. manage organize courses for the
ll
15 The Department is responsible for
boying raw materia
14 We se local forall our aw material
E Asking questions
(20 marks)
Fe eel I Ban mio compac
ren ds capi
A Mel. Mire w/o) are gt
D Pine hn Marin cae out ec bt ou
sre may. (Were be you)? :
BY A business trip
(10 marks)
Choose the correct form ofthe vr to complet this
report asin the example
‘vor ees 1 September
1 tad / ae hr ls Sandy after a ong fight
from Thad. mod / le Banghok a missy 1
tata too the bus fom Heston to Duo. À
uqe 1 the hate nine for diner ty am
toi! at the Randolph Hotel. On Monday Iam
ising / ted a factor in Manchester. ment /
{20d there by an. Toro Lom gang / going
Gar to alten a conferees. tthe melena 1
Ay om fing? to March forthe Internationa
Computer Fl, Net Tuesday Lm sing / son ack
Thompson who E met / met Tolo ast yer a
the Meola Fade Fe
EI Times and dates
(8 marks)
It now 9.00 am. on Wednesday, Hth September. Wet
‘the correct time, day, or date 1 answer these questions,
sin the example
1 What was the date yesterday? 204. seetensbe.
2 Whats the date tomorrow?
3 What day it tom oO nn
4 Whatisthe ime in one hour and a ha
5 What was the date one wek ao?
6 What was last month?
7 Whats next mon
8 Lam leaving in two hours. What time am leaving?
9 What was the time fic minutes apo.
Vocabulary check
(27 marks)
Cea
er
82 Progress Tests
(Units 4-6)
100 marks
mnfque compet accounts adverse
Division customer podut production
is My ent pls
tumover employes suppers Paris
subsides paren company
1 The company Alege about 10000 people
2 Thy nn VO 8 HG
Scotland,
3 Last year la vs 26 millon With
Profis of million.
4 They pant. new personne forthe
Sales Department,
5, In January they are ching nee
6 There are nent 190 in the Marketing
7, Atthe end of the year he. o the company
ar audited.
8 Their bigger
thei tt
con Global Restaurants the of
Pia Hut KFC and Taco Bell ae two other
he ru
10. Virgin Airline i one of Bish Airways main
{ELE which buys 60% of
u They on TV and in newspapers
12 The. manage organize courses for the
ll
15 The Department is responsible for
boying raw materia
14 We se local forall our aw material
E Asking questions
(20 marks)
Fe eel I Ban mio compac
ren ds capi
A Mel. Mire w/o) are gt
D Pine hn Marin cae out ec bt ou
sre may. (Were be you)? :
A Tova in Prague.
1 Oh real (Where / you stay)?
A Atthe Hilton. (Know you Prague) nn?
1% Yes. do My daughter is working there athe moment.
A Oh rely (What /ahe do here) 2
3: She’ working for Chanel. Just for one year.
A (What/ do yon) here today?
Ys Tim meeting a customer this afternoon. (Know you /
Peter Gordon) 7 i
‘AL don think so (What he / do)
Hes an accountant with Cooper
A. Right So (hen you atv)? ace?
Lame yesterday. By Eurostar, (What /you/ do)
D this evening?
A. Nothing special. (Like you / at ot) 1
somewhere?
That wou be gra.
B Social exchanges
(10 marks)
atch cach question (1-10) with a reply (2)
Y Would you lke coffee? a. Sarıy fm busy
that dy
2 How busines? o Gre. flook
forward
3 How wasyourfigh? € Néon Norenber
28.
4 Mywifeisnotvery well Speaking.
5 Hove do you do? © No thank yout
dont smoke.
6 When isyourbinhday? How do you dot
7 Can we meets Monday? 8. Ve pleas white
with no sugar
8 See you nest week then. A bitlong. Thanks
for mecing me
9 Giger i Fin.
10 Could pete Siobhan j Tmsorytobear
Petes? that
HA Trends
(20 marks)
“Conrad hs semences, sin the example.
1 Prices ar going up
Na the re Thee going down.
2 Life expectaney is decreasing
3 Sales el ast yar
4 Exports are ring at the moment
5 The number of users went down in March.
{6 Our eurnover aby 29 in 2001
I Missing words
(9 marks)
“here a word ming rom cach ofthese sentence.
ere ech semen nag te mining word
Example: Where you go last ek?
Where dd you go ast wel?
1 afd he's not here this femoon.
2 My bos reveling othe Cash Republic on Thay.
3 Tae on Saturday rock
4 Shes esearch sent with Roche.
5 There ow secretaries inthis department
6 work eryhardsoincvening ket
7 Tlie ospesk Me Tylon ple
8 How are you saying Just tte days
9 Y usual have lanch between one two doce
El Prepositions
(10 marks)
Complete the dogs wi te cores epson
sharon bf occ
Dialogue
À Sn Monda iio
By What time are you leaving?
1: And how long are you staying?
A. 0 dep
Munich,
Progress Tests 83
1 Oh real (Where / you stay)?
A Atthe Hilton. (Know you Prague) nn?
1% Yes. do My daughter is working there athe moment.
A Oh rely (What /ahe do here) 2
3: She’ working for Chanel. Just for one year.
A (What/ do yon) here today?
Ys Tim meeting a customer this afternoon. (Know you /
Peter Gordon) 7 i
‘AL don think so (What he / do)
Hes an accountant with Cooper
A. Right So (hen you atv)? ace?
Lame yesterday. By Eurostar, (What /you/ do)
D this evening?
A. Nothing special. (Like you / at ot) 1
somewhere?
That wou be gra.
B Social exchanges
(10 marks)
atch cach question (1-10) with a reply (2)
Y Would you lke coffee? a. Sarıy fm busy
that dy
2 How busines? o Gre. flook
forward
3 How wasyourfigh? € Néon Norenber
28.
4 Mywifeisnotvery well Speaking.
5 Hove do you do? © No thank yout
dont smoke.
6 When isyourbinhday? How do you dot
7 Can we meets Monday? 8. Ve pleas white
with no sugar
8 See you nest week then. A bitlong. Thanks
for mecing me
9 Giger i Fin.
10 Could pete Siobhan j Tmsorytobear
Petes? that
HA Trends
(20 marks)
“Conrad hs semences, sin the example.
1 Prices ar going up
Na the re Thee going down.
2 Life expectaney is decreasing
3 Sales el ast yar
4 Exports are ring at the moment
5 The number of users went down in March.
{6 Our eurnover aby 29 in 2001
I Missing words
(9 marks)
“here a word ming rom cach ofthese sentence.
ere ech semen nag te mining word
Example: Where you go last ek?
Where dd you go ast wel?
1 afd he's not here this femoon.
2 My bos reveling othe Cash Republic on Thay.
3 Tae on Saturday rock
4 Shes esearch sent with Roche.
5 There ow secretaries inthis department
6 work eryhardsoincvening ket
7 Tlie ospesk Me Tylon ple
8 How are you saying Just tte days
9 Y usual have lanch between one two doce
El Prepositions
(10 marks)
Complete the dogs wi te cores epson
sharon bf occ
Dialogue
À Sn Monda iio
By What time are you leaving?
1: And how long are you staying?
A. 0 dep
Munich,
Progress Tests 83
Dialogue?
How
De Sorry, Pm away hat day. Can you manage Thursday?
Friday for our next meeting?
Yes but pee
De Fr afraid im bus
Dialogue
E hal we go then?
Yes How ae we eng un Ub company?
Be ETS car paro
i Telephone talk
(8 marks)
Put this telephone conversation inthe right orde, in
the example.
© tm aid he other day.
© Thank you for ang, Goodbye,
E Then could you put me through 0 his assistant,
Tamsin Roster!
O OK, eal back tomorrow.
ID PCS. Good morning
E Fiat he tne’ busy Can ak a message?
1D Notas OK, thanks. When Mr Farar due back?
ould speak to Bil Farrar, pease?
© Tomorrow morning. hk
heh,
the aeroon,
84 Progress Tests
El Confusing words
(8 marks)
nr conc
alee er re
Dre
Y Mara Bena di
ie ce
ME per
(ee eee aie
Son rec pot
en
a nee
a
nn
How
De Sorry, Pm away hat day. Can you manage Thursday?
Friday for our next meeting?
Yes but pee
De Fr afraid im bus
Dialogue
E hal we go then?
Yes How ae we eng un Ub company?
Be ETS car paro
i Telephone talk
(8 marks)
Put this telephone conversation inthe right orde, in
the example.
© tm aid he other day.
© Thank you for ang, Goodbye,
E Then could you put me through 0 his assistant,
Tamsin Roster!
O OK, eal back tomorrow.
ID PCS. Good morning
E Fiat he tne’ busy Can ak a message?
1D Notas OK, thanks. When Mr Farar due back?
ould speak to Bil Farrar, pease?
© Tomorrow morning. hk
heh,
the aeroon,
84 Progress Tests
El Confusing words
(8 marks)
nr conc
alee er re
Dre
Y Mara Bena di
ie ce
ME per
(ee eee aie
Son rec pot
en
a nee
a
nn
Progress test 3 (Units 7-9)
100 marks
EX Comparatives and superlatives
(13 marks)
on in re ben a TV forma nd
ein es esse
oe eng ke ne fr ofthe er ari be
purs
A amet Heron Aporte (ag) lat
Eee rene
atten Micha Finde ona rh Aeros
(Gequent) yer: Michael welcome.
1 Thank you
À. So, Michal, you came here y train today. Which do
you prefer traveling by plan o by tain?
yng is much (nice) 7 han going y.
tran ts (fs) 5 (ean) ne ad
(Cheap), 5
A, And what your favourite an
18 think Singapore lines bas he (good)
food of al the lines and the (friend) à
cabin co
A. Andis ying stein your opinion?
1 Oh yes fis danger)
‘motorway than 0 ae plane
A. Are there any diadvantages 1 Ang?
Walon problem i the food. not usually (good)
se 2 aon the ground! One ofthe (bad)
ef my ie was ona Might fom
Budapest ho Pris But oer ink Ming ithe
(good) Hay to travel andthe
(Convenient "2 The (bi) 25
problem s geting to the airport
drive ona
EI Past events
(8 marks)
Complete the semences with an appropriate past tense
form ofthe vet in brackets
Example The company (cet) aac in 195.
le (open) this ist restaurant in
no's
1 Ford Motors (ound) iin,
2 Prac ae in Tall ad) un 19
San Francia
311935 Pan (sat) gs Asia
The Big Mac” (introduce) in 1968.
5 The it Levi jeans (make) (oops
and gold prospectors
{6 AOL (ace) Time Warne in 2000.
7 Bil Caton (in) to Presidential
tions
8 The Biel Tower (bu) to celebrate the
100th anniversary of the French Revolution,
Question formation
(14 marks)
Pat the words in he right order to make questions
1 born When he was?
2 the did Why ancl mecing they?
3 problem you look the Could imo?
4 Wek doing you What nox are?
5 you fl de hotel the Whats wi?
6 the the in What longest is bridge world?
2 factory they Why building are new a?
8. ion in What Bent restaurant he he?
9 uch weigh Ho it does
10 founded company was the When?
11 copy you Shall end another?
12. back jou Can me call?
13. vie on What this your?
14. arto travel What beats way the to
Progress Tests 85
100 marks
EX Comparatives and superlatives
(13 marks)
on in re ben a TV forma nd
ein es esse
oe eng ke ne fr ofthe er ari be
purs
A amet Heron Aporte (ag) lat
Eee rene
atten Micha Finde ona rh Aeros
(Gequent) yer: Michael welcome.
1 Thank you
À. So, Michal, you came here y train today. Which do
you prefer traveling by plan o by tain?
yng is much (nice) 7 han going y.
tran ts (fs) 5 (ean) ne ad
(Cheap), 5
A, And what your favourite an
18 think Singapore lines bas he (good)
food of al the lines and the (friend) à
cabin co
A. Andis ying stein your opinion?
1 Oh yes fis danger)
‘motorway than 0 ae plane
A. Are there any diadvantages 1 Ang?
Walon problem i the food. not usually (good)
se 2 aon the ground! One ofthe (bad)
ef my ie was ona Might fom
Budapest ho Pris But oer ink Ming ithe
(good) Hay to travel andthe
(Convenient "2 The (bi) 25
problem s geting to the airport
drive ona
EI Past events
(8 marks)
Complete the semences with an appropriate past tense
form ofthe vet in brackets
Example The company (cet) aac in 195.
le (open) this ist restaurant in
no's
1 Ford Motors (ound) iin,
2 Prac ae in Tall ad) un 19
San Francia
311935 Pan (sat) gs Asia
The Big Mac” (introduce) in 1968.
5 The it Levi jeans (make) (oops
and gold prospectors
{6 AOL (ace) Time Warne in 2000.
7 Bil Caton (in) to Presidential
tions
8 The Biel Tower (bu) to celebrate the
100th anniversary of the French Revolution,
Question formation
(14 marks)
Pat the words in he right order to make questions
1 born When he was?
2 the did Why ancl mecing they?
3 problem you look the Could imo?
4 Wek doing you What nox are?
5 you fl de hotel the Whats wi?
6 the the in What longest is bridge world?
2 factory they Why building are new a?
8. ion in What Bent restaurant he he?
9 uch weigh Ho it does
10 founded company was the When?
11 copy you Shall end another?
12. back jou Can me call?
13. vie on What this your?
14. arto travel What beats way the to
Progress Tests 85
El Word partners
(15 marks)
Find pais of word in boxes A and B that correspond to
‘the definitions below asia the example
‘ado mg ae fast
rs. genoa bases Long
aye ate cana
weigh shopping department det
»
wi Son alle bg
est ads ges acquisition
Sesh expansion carte sore
ang en ent pep
1 Two pes fes out.
department Rlere.……
2 Six adjectives and their opposites,
3 Four ves from A and thee corresponding noun
forme from B.
6 Progress Tests
I Social exchanges
(20 marks)
Match each statement or question (I-10) witha ely
(a
1 Weneverreceiedyowr a think PU go ton,
Brochure
2 Tmafraidthisfightis 6 Mg
fully book
3 Whats fon © 1 do apologize
4 Cansomeoneanswer d. Shall all him on
the telephone! is mobile?
5 How do yutel about Sony about that
thi Cielo send you
another one.
6 Pr leaving now £ Von iia the
sales report
7 Stull tallyoubad? 8 Idee
8 This isnt myroom key. hex ples in about
Fe minutes
9 Whatareyour plans for Is for downloading
rest week? fis
10 MeBelislateagán j OK Mateo
1 Missing words
(20 marks)
“haha ie eign mot homme.
ls
ind
[el ere een
à la er de
2 The restaurant fl fa. Would you thet et
tac
2 Salling vien cent are
4 Ms Lingwoodarived tn minutes
5 you advertise I think you wil ot
6 Tell you back tomorrow morning
7 Wimbledon i mos famous ene trmement in
the word.
(15 marks)
Find pais of word in boxes A and B that correspond to
‘the definitions below asia the example
‘ado mg ae fast
rs. genoa bases Long
aye ate cana
weigh shopping department det
»
wi Son alle bg
est ads ges acquisition
Sesh expansion carte sore
ang en ent pep
1 Two pes fes out.
department Rlere.……
2 Six adjectives and their opposites,
3 Four ves from A and thee corresponding noun
forme from B.
6 Progress Tests
I Social exchanges
(20 marks)
Match each statement or question (I-10) witha ely
(a
1 Weneverreceiedyowr a think PU go ton,
Brochure
2 Tmafraidthisfightis 6 Mg
fully book
3 Whats fon © 1 do apologize
4 Cansomeoneanswer d. Shall all him on
the telephone! is mobile?
5 How do yutel about Sony about that
thi Cielo send you
another one.
6 Pr leaving now £ Von iia the
sales report
7 Stull tallyoubad? 8 Idee
8 This isnt myroom key. hex ples in about
Fe minutes
9 Whatareyour plans for Is for downloading
rest week? fis
10 MeBelislateagán j OK Mateo
1 Missing words
(20 marks)
“haha ie eign mot homme.
ls
ind
[el ere een
à la er de
2 The restaurant fl fa. Would you thet et
tac
2 Salling vien cent are
4 Ms Lingwoodarived tn minutes
5 you advertise I think you wil ot
6 Tell you back tomorrow morning
7 Wimbledon i mos famous ene trmement in
the word.
8 lim very sorry that.
9. WEI bete we dont eve nom
Describing products
(12 marks)
Complete these descriptions of products with words
from the box. Then decide what product ls being
decos.
qu pu Ma
te wile eine car
plate Compact die stout back
Product 1
Isis used fr storing digital data or mus. Iti
about 12 em in diameter. If made of
cl OR UE LM VAR e
us Tem hol in the centre. I fen has ren
ase made of pls
ne
Product?
Wis usd for recording from the TV Iti
nam long by 10m in
2m thik and 1 about 250 grammes. ti
say An colour and comes in abe.
ia nun
EJ Time expressions
(9 marks)
Look ati is of key dats in the history of Willams
‘Grand Prix Engineering:
1958. ran Wilms founds te company
1979. Fist vitor fr Willams in a Gad Pr,
1980 Alan Jones becomes Moi Campion in a
Mans ca
Frank ans has a car rh in Fan,
any top drive, Ayton Seno, sat iol
Now complete these Sentences Put he vrb the right
form,
1 Frank Wiliams,
ES
2 They.
the company as
thei frst Grand Prix er twenty pars
peat Alan Jones Wold
Champion.
4 10986, Frank Wiliams
5 Ayıon Senna
car each in France
sa YEN ago.
EX Financial vocabulary
(9 marks)
Complete cach sentence wi a word or phrase from the
box, asin the example
Pa Ds en Baron me
tomes sly shares lan fret
1 Banks fe. money to tir =
2 The is epuid over axed period of time
3 The atthe momen i 6%
4 The average {in the UK in 1998 was
£18,000 per year
La company spends more thant carn it makes a
6 Ifyou want to
deposi account.
7 Ifyou buy something for £100 and sl it fr £180 you
make a.
money: jou cn ptt ina
8 You can buy and sel. on the Stock
change
9 To buy house you usally nes to
money froma bask.
9. WEI bete we dont eve nom
Describing products
(12 marks)
Complete these descriptions of products with words
from the box. Then decide what product ls being
decos.
qu pu Ma
te wile eine car
plate Compact die stout back
Product 1
Isis used fr storing digital data or mus. Iti
about 12 em in diameter. If made of
cl OR UE LM VAR e
us Tem hol in the centre. I fen has ren
ase made of pls
ne
Product?
Wis usd for recording from the TV Iti
nam long by 10m in
2m thik and 1 about 250 grammes. ti
say An colour and comes in abe.
ia nun
EJ Time expressions
(9 marks)
Look ati is of key dats in the history of Willams
‘Grand Prix Engineering:
1958. ran Wilms founds te company
1979. Fist vitor fr Willams in a Gad Pr,
1980 Alan Jones becomes Moi Campion in a
Mans ca
Frank ans has a car rh in Fan,
any top drive, Ayton Seno, sat iol
Now complete these Sentences Put he vrb the right
form,
1 Frank Wiliams,
ES
2 They.
the company as
thei frst Grand Prix er twenty pars
peat Alan Jones Wold
Champion.
4 10986, Frank Wiliams
5 Ayıon Senna
car each in France
sa YEN ago.
EX Financial vocabulary
(9 marks)
Complete cach sentence wi a word or phrase from the
box, asin the example
Pa Ds en Baron me
tomes sly shares lan fret
1 Banks fe. money to tir =
2 The is epuid over axed period of time
3 The atthe momen i 6%
4 The average {in the UK in 1998 was
£18,000 per year
La company spends more thant carn it makes a
6 Ifyou want to
deposi account.
7 Ifyou buy something for £100 and sl it fr £180 you
make a.
money: jou cn ptt ina
8 You can buy and sel. on the Stock
change
9 To buy house you usally nes to
money froma bask.
Progress test 4 (units 10-12)
BY Suggesting
(10 marks)
Choose he correct word or word t complete is
‘conversation between à Sales Manager (8) and hi
bos (AI
A, Sales for last month were down again. What are/do/
can you ink we should do?
1 Well [think we should employing /o employ /
enplo another salesperson. just dont ave
“ough people o cover al the country.
A. Torry but mat dot ot? apres You have a
‘eam of eight people now. Thats ire mor an last
ye:
1: Then why not / dei / do we increase our discount
to our bert customer? There lo of competion on
price you know.
A. No 1 think think dont hk? we should /
‘ould / ont do that. Our pices ae to low
Already = we can / dont have 6 / den reduce them
gain No, think we dont have 0 / mst music
etter rests from your sale team.
13: How about fer /1 fer offering them a
performance bonus hey increase iles b a certain
amount
A No tt just nt posible. m fad there’ only ne
solution = youl have 0 / must can tart ooking,
for another job!
1 Talking about the past
(12 marks)
nen
Beet llas
rapes ve br maid or ght er (ea)
Trad eh eras
ee)
m. nm
1 They ved her or en par. (move / go)
2 ined my company in 1997 (work or)
3 IVe ben Sales Director sine 1996. (become ago)
88 Progress Tests,
100 marks
4 He amie here two day ago (be or)
5 She got this jb tw years ago. (have / or)
6 Weve had this basics since 1998 (start in)
Job applications
(10 marks)
Complete this ewer of application for job, The fst
ger ofeach word ae ge,
Dear Sie / Maden
Lam ting in spose to your van ast
Sunday Obtnerrenippe in mc you ask Fer
Abt... and A... 3 young engines ith
ese o war.
‘a you cn se fom my endlose CU, my posent
nier Milbank Foods in Camiri. 1
ha the company Fre yas apo and 1
tow mare à ten of fe technic Te
Ban Oak gen me Se work A
Bu thre site oporniy for further professions.
development, Tats why have decided to
Ro HU te averted post.
you woud Uke 1 css my AP ld
Bevery plied to came far ad"
Tock oma 10 Ann. 1 om ou.
ours al
Timothy Pote
BY Suggesting
(10 marks)
Choose he correct word or word t complete is
‘conversation between à Sales Manager (8) and hi
bos (AI
A, Sales for last month were down again. What are/do/
can you ink we should do?
1 Well [think we should employing /o employ /
enplo another salesperson. just dont ave
“ough people o cover al the country.
A. Torry but mat dot ot? apres You have a
‘eam of eight people now. Thats ire mor an last
ye:
1: Then why not / dei / do we increase our discount
to our bert customer? There lo of competion on
price you know.
A. No 1 think think dont hk? we should /
‘ould / ont do that. Our pices ae to low
Already = we can / dont have 6 / den reduce them
gain No, think we dont have 0 / mst music
etter rests from your sale team.
13: How about fer /1 fer offering them a
performance bonus hey increase iles b a certain
amount
A No tt just nt posible. m fad there’ only ne
solution = youl have 0 / must can tart ooking,
for another job!
1 Talking about the past
(12 marks)
nen
Beet llas
rapes ve br maid or ght er (ea)
Trad eh eras
ee)
m. nm
1 They ved her or en par. (move / go)
2 ined my company in 1997 (work or)
3 IVe ben Sales Director sine 1996. (become ago)
88 Progress Tests,
100 marks
4 He amie here two day ago (be or)
5 She got this jb tw years ago. (have / or)
6 Weve had this basics since 1998 (start in)
Job applications
(10 marks)
Complete this ewer of application for job, The fst
ger ofeach word ae ge,
Dear Sie / Maden
Lam ting in spose to your van ast
Sunday Obtnerrenippe in mc you ask Fer
Abt... and A... 3 young engines ith
ese o war.
‘a you cn se fom my endlose CU, my posent
nier Milbank Foods in Camiri. 1
ha the company Fre yas apo and 1
tow mare à ten of fe technic Te
Ban Oak gen me Se work A
Bu thre site oporniy for further professions.
development, Tats why have decided to
Ro HU te averted post.
you woud Uke 1 css my AP ld
Bevery plied to came far ad"
Tock oma 10 Ann. 1 om ou.
ours al
Timothy Pote
I Company rules
(13 marks)
Look at the company rules for Brigit new jo. Then
‘complete he comeration with words or phrases rom
the ber. You can use exch word or phase more than
A. Hi gi. How's th new jb going?
1 Very well thanks. Telly "he work.
À Doyos ..2 ar cry in the morning?
3: No dot Tm very pleased about ha, because
1 geting up ery. ES
start when I want Ia Beim stem. jst
= works total of eight hours between,
7.00 um and 800 pm. hat al
A. That nie you smoke in your new
fin, or do you 7 go cuido
Be ln not to smoke in my office, but
there special smoking room where L 0
havea rei. don. dong that,
because 1 make les now.
A Yess much better for your heath. And is the office
very bus?
BY very fc a work one Saturday
in four todo the end of month acount, That’ the
one disadvantage. I dent rely =
working at weekends but that art ofthe jo.
A Andyou 13 work every Saturday
A No, dont That tre, One Saturday per month int
ted,
G Checking information
(9 marks)
Choose the correct word o complete this conversation
A. Could you ema me your latest price ist?
1: Yes one moment, 1/ T/T just gta pen.
A Ready?
1: Yes speak /goahend/ tll me?
The company Socotim.Shall/D / Wi? spel tht?
B Yes pease.
A. That
that
1B: Yes Lave, Continue tin / Goon >
A. And my email adress pilesoctim.com.
1 Please /Sory / Pandon Is that HAIL?
A Ye tht’ right / ood / fine”
1: And could just have / give 1 your al name
‘A Yes Phil Sipes With Y
1B OK Me Sipe. send that immedisteh Was there
anything ese?
A Nothats pod finish al?
OT EM. Have you note write gt
Gi Word families
(20 marks)
‘What isthe noun form of the verb below? Choos from
the endings in the bor
ce net
sample invite
Now choose ver or noun rom the ist complete
thes sentences.
a The Personnel Offer is responsible fr of
sat.
He decided to. after only three months in th
eu pos.
€ Tate a finite or the fit ofthe wo
candidates,
4 Wehave a very bad Internet... So documents
take long time to send
+ Ou nee spreadsheet program is only in the irs stage
of.
£ Pie
cheque.
copy ofthe originalimoice o your
Progress Tests 89
(13 marks)
Look at the company rules for Brigit new jo. Then
‘complete he comeration with words or phrases rom
the ber. You can use exch word or phase more than
A. Hi gi. How's th new jb going?
1 Very well thanks. Telly "he work.
À Doyos ..2 ar cry in the morning?
3: No dot Tm very pleased about ha, because
1 geting up ery. ES
start when I want Ia Beim stem. jst
= works total of eight hours between,
7.00 um and 800 pm. hat al
A. That nie you smoke in your new
fin, or do you 7 go cuido
Be ln not to smoke in my office, but
there special smoking room where L 0
havea rei. don. dong that,
because 1 make les now.
A Yess much better for your heath. And is the office
very bus?
BY very fc a work one Saturday
in four todo the end of month acount, That’ the
one disadvantage. I dent rely =
working at weekends but that art ofthe jo.
A Andyou 13 work every Saturday
A No, dont That tre, One Saturday per month int
ted,
G Checking information
(9 marks)
Choose the correct word o complete this conversation
A. Could you ema me your latest price ist?
1: Yes one moment, 1/ T/T just gta pen.
A Ready?
1: Yes speak /goahend/ tll me?
The company Socotim.Shall/D / Wi? spel tht?
B Yes pease.
A. That
that
1B: Yes Lave, Continue tin / Goon >
A. And my email adress pilesoctim.com.
1 Please /Sory / Pandon Is that HAIL?
A Ye tht’ right / ood / fine”
1: And could just have / give 1 your al name
‘A Yes Phil Sipes With Y
1B OK Me Sipe. send that immedisteh Was there
anything ese?
A Nothats pod finish al?
OT EM. Have you note write gt
Gi Word families
(20 marks)
‘What isthe noun form of the verb below? Choos from
the endings in the bor
ce net
sample invite
Now choose ver or noun rom the ist complete
thes sentences.
a The Personnel Offer is responsible fr of
sat.
He decided to. after only three months in th
eu pos.
€ Tate a finite or the fit ofthe wo
candidates,
4 Wehave a very bad Internet... So documents
take long time to send
+ Ou nee spreadsheet program is only in the irs stage
of.
£ Pie
cheque.
copy ofthe originalimoice o your
Progress Tests 89
1 always wea aser. because much faster
À Would ou tke o tae en. when ou ae 38?
À Tf wenn the photo ofthe new factor we can
mai 1 all our subsidiaries.
à. Hes aking legal advice because be thinks his
‘Eom the company was against he aw
1 Complaints
(10 marks)
Complete the sentences sing an expression with 100€
‘enough and the word in brackets.
sample: He cat reir because he iit old enough (old)
1. Tart dink hi coffe Because ts strong)
forme
2s imposbl to work in my ofc because its
(coi)
3 Theservice in thi restaurant lw because here
are (ates …
4 He does ke ying in Economy Class because the
seas ate (wid) …
5, He never goes by car because there s (ic)
on the rads in the morning,
{6 She wants to change supplier because hr present
suppliers products are (expensive).
7. Melost his job because he made (mistakes)
$. Wehave to find lage meeting room because this
eat (Di) fr 30 people
9, Hest in the same job because he st
(abit) ns
10 Tllhan to finish ton Monday because I dont have
(ime) a dy.
90 Progress Tests
El A job interview
(16 marks)
You ar at an interview for ajo Give short anses to
{he interviewers questions (minimum hee words), then
dd more information.
samples A. Are you a student?
B: No in not. have a full-time job,
À. Do you speak any other languages apart
fom English?
Bs sa. speak French and German.
1
À. Do you do any sport
eae
2
A. Did you lam English at schoo!
Be oon
3
A. Are you taking any language sons atthe moment?
EN Kara
4
À. Do you enjoy speaking English
A. Have you ever vite ny English-speaking countries?
»
A. Would you like to work abroad a some time nthe
ture
ent be
7
A. Have you evr worked for big company Like oust
» ee
s
À. So will ou be free o work for us next month?
»
À Would ou tke o tae en. when ou ae 38?
À Tf wenn the photo ofthe new factor we can
mai 1 all our subsidiaries.
à. Hes aking legal advice because be thinks his
‘Eom the company was against he aw
1 Complaints
(10 marks)
Complete the sentences sing an expression with 100€
‘enough and the word in brackets.
sample: He cat reir because he iit old enough (old)
1. Tart dink hi coffe Because ts strong)
forme
2s imposbl to work in my ofc because its
(coi)
3 Theservice in thi restaurant lw because here
are (ates …
4 He does ke ying in Economy Class because the
seas ate (wid) …
5, He never goes by car because there s (ic)
on the rads in the morning,
{6 She wants to change supplier because hr present
suppliers products are (expensive).
7. Melost his job because he made (mistakes)
$. Wehave to find lage meeting room because this
eat (Di) fr 30 people
9, Hest in the same job because he st
(abit) ns
10 Tllhan to finish ton Monday because I dont have
(ime) a dy.
90 Progress Tests
El A job interview
(16 marks)
You ar at an interview for ajo Give short anses to
{he interviewers questions (minimum hee words), then
dd more information.
samples A. Are you a student?
B: No in not. have a full-time job,
À. Do you speak any other languages apart
fom English?
Bs sa. speak French and German.
1
À. Do you do any sport
eae
2
A. Did you lam English at schoo!
Be oon
3
A. Are you taking any language sons atthe moment?
EN Kara
4
À. Do you enjoy speaking English
A. Have you ever vite ny English-speaking countries?
»
A. Would you like to work abroad a some time nthe
ture
ent be
7
A. Have you evr worked for big company Like oust
» ee
s
À. So will ou be free o work for us next month?
»
Progress test 5 (units 1-12)
100 marks
EX Past, present, and future
(10 marks)
Complete each semen withthe core frm of the
vin bracket,
Example: He cant come atthe moment He speak)
speaking a lien,
1
À. What ar you doing nex week?
1:1 (Uy) to Prague fora ig sales conference,
2 He get the contrat, we (be) ina Very
od positon,
A What should we do wih ou gues this evening?
1B He ik) munie so maybe we ould go 10
the open.
4 They uly deliver on Friday, but this month they
(deliver) 00 Wednesdays
5. He (wo) fr this company since 1992.
6. Our sales (be) lot higher last month
A Do you know how this lock works?
1 Wal jus one moment (Open) for you.
8 (nol) vou yesterday because
have your number
She works thirty-five hours a wee, bt she (not
WO) On Friday.
10. We (not produce) anything atthe moment
alt workers ar on str
[El Correct the mistake
(12 marks)
Correct the mistake in cach sentence.
‘Example: Where ae you work? do
1 He never work at weekends,
2. How much people does your company employ?
3. Pierre join this company three years PAS. cc
4 There is thre factories near Warsaw...
'5 This product is expensivr than thought.
{6 Hes worked here since three year.
7, Wsthe baddest job Eve ever ad...
8A. Hove docs it con?
3: iy doors.
een
10 Tie scary mund hare to or igh
11 1 wont hv tine td ih he pore
12. Excuse mesic You dont ave o pak eri not
a
i Asking questions
(12 marks)
Ati 930 am on Friday. Study this page fom Peter's
diane
vereda
Thus
Friday
00 pan Ea ans (Oats) aves
Presentation of quality rogue
to ta Jans
Wien a Jos
200 1130 tour of factory
1220 Linen
15.00 Take Eta ars to sation
Now expand the noes o complete the questions asin
the example A (be/ Peer] hes)
Gere 1
1: No, e ist He's wh a vitor Eta Jas
À. (Who she work/ fr?)
1: For Drafiex. She’ the Purchasing Manager
A. Oh pe, remember (What he do / with her at
‘he moment?)
1 ‘They've on a tour ofthe factory. +7
A. How long/ she. be hee)
1: Since Wednenday eiening, She arrived about si.
A. (Wien he give his presentation!)
2 Venda Hesyeitwent wall |
A. Thats good. Actually ned to speak to Pete, (What
time M ans eae?)
Progress Tests 91
100 marks
EX Past, present, and future
(10 marks)
Complete each semen withthe core frm of the
vin bracket,
Example: He cant come atthe moment He speak)
speaking a lien,
1
À. What ar you doing nex week?
1:1 (Uy) to Prague fora ig sales conference,
2 He get the contrat, we (be) ina Very
od positon,
A What should we do wih ou gues this evening?
1B He ik) munie so maybe we ould go 10
the open.
4 They uly deliver on Friday, but this month they
(deliver) 00 Wednesdays
5. He (wo) fr this company since 1992.
6. Our sales (be) lot higher last month
A Do you know how this lock works?
1 Wal jus one moment (Open) for you.
8 (nol) vou yesterday because
have your number
She works thirty-five hours a wee, bt she (not
WO) On Friday.
10. We (not produce) anything atthe moment
alt workers ar on str
[El Correct the mistake
(12 marks)
Correct the mistake in cach sentence.
‘Example: Where ae you work? do
1 He never work at weekends,
2. How much people does your company employ?
3. Pierre join this company three years PAS. cc
4 There is thre factories near Warsaw...
'5 This product is expensivr than thought.
{6 Hes worked here since three year.
7, Wsthe baddest job Eve ever ad...
8A. Hove docs it con?
3: iy doors.
een
10 Tie scary mund hare to or igh
11 1 wont hv tine td ih he pore
12. Excuse mesic You dont ave o pak eri not
a
i Asking questions
(12 marks)
Ati 930 am on Friday. Study this page fom Peter's
diane
vereda
Thus
Friday
00 pan Ea ans (Oats) aves
Presentation of quality rogue
to ta Jans
Wien a Jos
200 1130 tour of factory
1220 Linen
15.00 Take Eta ars to sation
Now expand the noes o complete the questions asin
the example A (be/ Peer] hes)
Gere 1
1: No, e ist He's wh a vitor Eta Jas
À. (Who she work/ fr?)
1: For Drafiex. She’ the Purchasing Manager
A. Oh pe, remember (What he do / with her at
‘he moment?)
1 ‘They've on a tour ofthe factory. +7
A. How long/ she. be hee)
1: Since Wednenday eiening, She arrived about si.
A. (Wien he give his presentation!)
2 Venda Hesyeitwent wall |
A. Thats good. Actually ned to speak to Pete, (What
time M ans eae?)
Progress Tests 91
1: Well es aking her to the station at thee o clock
AL he De fee afer that)
Be Tehinkso.
I Telephoning for an
appointment
(20 mars)
Com de cre wd pl cg hi
am
À hppa ou
SO ED Gin! pao Morga
o
1 FE or me Mi ti
destin Cn tee gro
vdd os ie out hel bck
tice
2 era hin het
À Ye ee Sl pte un /n / mg?
Kan
He Fama ein,
D Hl Tm Lam iis Gr and
(ae ate il Yar
ie hem eben
6: ete hc ein at st here |
Don cc ko ud
1: he imine ter vox or
ren
con Sat os
À Nata eS tm 2 pr then,
Tsai
Confusing words
(10 marks)
“The words underlined ar not core in these sentences
Replace them withthe correct word.
Example He aay buys rom us hé one of our
Test competes «carton.
1 Areyou English Aenea.
1 (ina restaurant) Tike to pay. Can you bring me
the nt, plese?
‘We have 300 production workers in our
3 Excuse mei there à parking nar here.
4. Can pssent you to my boss, Mr Rival? Mr
Rial hiss Duncan Ross
92 Progress Tests
5, How long did your trast Pars ae?
6 (atan airport) Ease me, sis the register desk
forthe Sofa igh wn
7, Torelaat werkend, ike haring mus
5. Do you product these ourselves, or do you buy
then.
9. lookin my davbook and sce fm ree next
Thursday
10 Ya ke double ticket t Frankfurt, please
Meetings
(12 mars)
1 Read hese extrcs from a mesting to discus the
recent of new manager Correct the mistake in
‘ach sentence asin the examples.
à Bernie recruitment o?
Can me disease
b Think we tt somebody the
compu, rc
€ How do you think about that proposal, Martin?
4 What about o advertise in the Sunday newspaper?
+ Why we dont ive the post tothe Assistant Manager?
x Would you lke that stare
1 [think we shoulda do that = an unnecessary
À im nt ge there nobody here who's real good
e100 n
À Atmy opinion, we should adverts inside and ouside
the company. en
2 Now match ae with jo form pis of semences as
inthe cumple
Socializing
(12 marks)
Complete the questions for Person A and answers for
Person B wit polite expressions, a inthe examples.
Person A Person B
How are you? Fine, thanks, And you?
Nie wo see you guin. Nic wo see you again 100.
Yes thanks, bt Fm à
lite cd afer ry ight,
1 journey?
AL he De fee afer that)
Be Tehinkso.
I Telephoning for an
appointment
(20 mars)
Com de cre wd pl cg hi
am
À hppa ou
SO ED Gin! pao Morga
o
1 FE or me Mi ti
destin Cn tee gro
vdd os ie out hel bck
tice
2 era hin het
À Ye ee Sl pte un /n / mg?
Kan
He Fama ein,
D Hl Tm Lam iis Gr and
(ae ate il Yar
ie hem eben
6: ete hc ein at st here |
Don cc ko ud
1: he imine ter vox or
ren
con Sat os
À Nata eS tm 2 pr then,
Tsai
Confusing words
(10 marks)
“The words underlined ar not core in these sentences
Replace them withthe correct word.
Example He aay buys rom us hé one of our
Test competes «carton.
1 Areyou English Aenea.
1 (ina restaurant) Tike to pay. Can you bring me
the nt, plese?
‘We have 300 production workers in our
3 Excuse mei there à parking nar here.
4. Can pssent you to my boss, Mr Rival? Mr
Rial hiss Duncan Ross
92 Progress Tests
5, How long did your trast Pars ae?
6 (atan airport) Ease me, sis the register desk
forthe Sofa igh wn
7, Torelaat werkend, ike haring mus
5. Do you product these ourselves, or do you buy
then.
9. lookin my davbook and sce fm ree next
Thursday
10 Ya ke double ticket t Frankfurt, please
Meetings
(12 mars)
1 Read hese extrcs from a mesting to discus the
recent of new manager Correct the mistake in
‘ach sentence asin the examples.
à Bernie recruitment o?
Can me disease
b Think we tt somebody the
compu, rc
€ How do you think about that proposal, Martin?
4 What about o advertise in the Sunday newspaper?
+ Why we dont ive the post tothe Assistant Manager?
x Would you lke that stare
1 [think we shoulda do that = an unnecessary
À im nt ge there nobody here who's real good
e100 n
À Atmy opinion, we should adverts inside and ouside
the company. en
2 Now match ae with jo form pis of semences as
inthe cumple
Socializing
(12 marks)
Complete the questions for Person A and answers for
Person B wit polite expressions, a inthe examples.
Person A Person B
How are you? Fine, thanks, And you?
Nie wo see you guin. Nic wo see you again 100.
Yes thanks, bt Fm à
lite cd afer ry ight,
1 journey?
2 Vim sorry Tim ate Re
3 Thankyou formecting
4 coflet Ven please. No milk
5 Were having a very good mu.
par
take jour ont Yes pese Thats very
Kind of ou
Word groups
(15 marks)
Look at the words in the box Add two of the words to
‘ach ofthe five groups (Company departments,
Company jobs, te). Then complete the fourth word in
cach group.
esearch dior Caiman ein
casts Managing Decio shotst share pre
Parco sales oat
El Word pairs
(7 marks)
Choose one word from group A and one rom group B
to complete cach sentence, ain he example
A
reia pro inst mail
job pet sles ma
»
me prog order compa
conference me she aplatons
1 Ourannul.sales.eafecancs. was in June
his yeas
2 OUP RE an inches new
‘model of computer for the ami
3 The company does’ have any shops cl als
Probe y nn
4 This bank sofeing an of
45%
5 Our... 5 sow 308 That 5%
mor than our nearest competitors
6 1 work fora manafactring subsidiary: Our
isin the USA.
7 We have ver 300
going to start interviewing soon.
8 Every regional ace uses the same …
vf CCU.
Progress Tests 93
3 Thankyou formecting
4 coflet Ven please. No milk
5 Were having a very good mu.
par
take jour ont Yes pese Thats very
Kind of ou
Word groups
(15 marks)
Look at the words in the box Add two of the words to
‘ach ofthe five groups (Company departments,
Company jobs, te). Then complete the fourth word in
cach group.
esearch dior Caiman ein
casts Managing Decio shotst share pre
Parco sales oat
El Word pairs
(7 marks)
Choose one word from group A and one rom group B
to complete cach sentence, ain he example
A
reia pro inst mail
job pet sles ma
»
me prog order compa
conference me she aplatons
1 Ourannul.sales.eafecancs. was in June
his yeas
2 OUP RE an inches new
‘model of computer for the ami
3 The company does’ have any shops cl als
Probe y nn
4 This bank sofeing an of
45%
5 Our... 5 sow 308 That 5%
mor than our nearest competitors
6 1 work fora manafactring subsidiary: Our
isin the USA.
7 We have ver 300
going to start interviewing soon.
8 Every regional ace uses the same …
vf CCU.
Progress Tests 93
Answer key to tests
a
a
a
ER crt rec cone noe)
een
een
a
E os ect mo,
18 en pn x ad)
E A al Eh
Bh € mt tree cre e
Sages
Eh rit seco or
96 Ansmer key
(metre come ne)
E 6 mu ccm ne)
3 Fe hd Sa edo,
Eh mt cn mc ome)
(mae ame
Eh € natch cot re)
2 mise
FT
See
5 Ge
hs mt coo nme)
2 mami ay
3 pd
À Eire vus
1 Spa
2 fae
et
ER ear no come soe
3 Weer dd you tat
a
Ate
A mt cocoa o)
Dee
ee
es
ee Een
I cmt reco vos)
A tr cor rm)
2 ok Pp
5 Sentai oi
4 Tenet gh
à SL Où ne win ir
HET
a
a
a
ER crt rec cone noe)
een
een
a
E os ect mo,
18 en pn x ad)
E A al Eh
Bh € mt tree cre e
Sages
Eh rit seco or
96 Ansmer key
(metre come ne)
E 6 mu ccm ne)
3 Fe hd Sa edo,
Eh mt cn mc ome)
(mae ame
Eh € natch cot re)
2 mise
FT
See
5 Ge
hs mt coo nme)
2 mami ay
3 pd
À Eire vus
1 Spa
2 fae
et
ER ear no come soe
3 Weer dd you tat
a
Ate
A mt cocoa o)
Dee
ee
es
ee Een
I cmt reco vos)
A tr cor rm)
2 ok Pp
5 Sentai oi
4 Tenet gh
à SL Où ne win ir
HET
IX toco comet se)
m
non
Test 3
m fc ec comm
y met y eos
ii nee
coma nc pe)
an,
Et
Bi Gant ma),
AA Gun com une)
oca en Wt
> Fetes beans
eh
DETTES
erator ct rc re)
jme ss
ete
BD cr mt cre o)
$ dt pomme
Eh (mr ech oe arme)
pie She” TS
Test 4
I rt cn care sone)
ig 2
if —
I too comet me)
“eters anne
Y Pere ety
à en
I rr eco cre ne)
fog SSaye
BE Fain
3 en 1 ba
LES
BB «mas fr ec come noue)
er
fem in IE
AB cnet ac conne)
Test 5
A 6 ma cn come ee)
sawn
ai
iS
Dh mt ac come nee)
ere
=
il prue mr ps
E
ts en one
towed is
“Pa sou gud hes wos ight
Hiden ee
2 EEE napa
Answer key 95
m
non
Test 3
m fc ec comm
y met y eos
ii nee
coma nc pe)
an,
Et
Bi Gant ma),
AA Gun com une)
oca en Wt
> Fetes beans
eh
DETTES
erator ct rc re)
jme ss
ete
BD cr mt cre o)
$ dt pomme
Eh (mr ech oe arme)
pie She” TS
Test 4
I rt cn care sone)
ig 2
if —
I too comet me)
“eters anne
Y Pere ety
à en
I rr eco cre ne)
fog SSaye
BE Fain
3 en 1 ba
LES
BB «mas fr ec come noue)
er
fem in IE
AB cnet ac conne)
Test 5
A 6 ma cn come ee)
sawn
ai
iS
Dh mt ac come nee)
ere
=
il prue mr ps
E
ts en one
towed is
“Pa sou gud hes wos ight
Hiden ee
2 EEE napa
Answer key 95
Tema ore come sone)
ere eens!
CN
I € mu ac crane)
Sun Mi
96 Answer key
(Uma ct cot me)
Ron
2. à 4 à
A € ms or comet me)
pp
TS a
AE tt eco rt co
fe
‘expen Pudo Rr
Finegan erat en inte
AG mas a
Bh € mu ec rc ome)
à ep
ere eens!
CN
I € mu ac crane)
Sun Mi
96 Answer key
(Uma ct cot me)
Ron
2. à 4 à
A € ms or comet me)
pp
TS a
AE tt eco rt co
fe
‘expen Pudo Rr
Finegan erat en inte
AG mas a
Bh € mu ec rc ome)
à ep
wo dno ana
semua ausannn
AROIXO
aBeyped Srs ssausng au
rado» yooq Pod Bukueduonse un passe) euosiag on
502 0 532358) SEN) om pue HODOM e epnpu asno» au
‘oo SUELA pue 008 sauspms au se Jan sy
squouoduo> asin,
“9591 ss aaedoooioud
pue yeuorew osa, supra aeıdooooyd saspiaa 300g
sauopms 0 siowsue ‘sou OS SOU 1009 SPL SIL
ou abenbue) a
o) Va usa apio soayevosid sung pue soueduc>
‘Mou pue "ep 01 dn Arado» aque ssausng ap Suu
“plow Ssausng ap un uawdoarap auno2e out axe sapo
parepdn “sun veo aun uy osos Jp jou e sey
Sages Wanna ayı 5509 sung eu ax Jo Ss wos,
speqpaay UY au u Pasna ansuay uaag Sey LOL HON OL
say Onuayıne jo ape s sn asas pue paume
av 2030 sung pue Sure) Je "Po pue nd!
4 yevatew a Zen ansup 0 Lo uaa se ase) “Anoußnoan
A) oy 519 IDU] ayy IN Auaunaupua sausng
esogeuanu ue u HO oy Sueca swaps 4) pue sauna ut
Apeane seuossajo do Jap SSTG sung "eusyeu wea
pue Bus o unıpau a ußnanp Sos pue sambnas
aenbue 15 o aero» unos pue peus Suypmand
"ssausng 10 US u SU) SAY td) 5 08 Sau
00g s,laypea]
S2iseg Ssaulsng
semua ausannn
AROIXO
aBeyped Srs ssausng au
rado» yooq Pod Bukueduonse un passe) euosiag on
502 0 532358) SEN) om pue HODOM e epnpu asno» au
‘oo SUELA pue 008 sauspms au se Jan sy
squouoduo> asin,
“9591 ss aaedoooioud
pue yeuorew osa, supra aeıdooooyd saspiaa 300g
sauopms 0 siowsue ‘sou OS SOU 1009 SPL SIL
ou abenbue) a
o) Va usa apio soayevosid sung pue soueduc>
‘Mou pue "ep 01 dn Arado» aque ssausng ap Suu
“plow Ssausng ap un uawdoarap auno2e out axe sapo
parepdn “sun veo aun uy osos Jp jou e sey
Sages Wanna ayı 5509 sung eu ax Jo Ss wos,
speqpaay UY au u Pasna ansuay uaag Sey LOL HON OL
say Onuayıne jo ape s sn asas pue paume
av 2030 sung pue Sure) Je "Po pue nd!
4 yevatew a Zen ansup 0 Lo uaa se ase) “Anoußnoan
A) oy 519 IDU] ayy IN Auaunaupua sausng
esogeuanu ue u HO oy Sueca swaps 4) pue sauna ut
Apeane seuossajo do Jap SSTG sung "eusyeu wea
pue Bus o unıpau a ußnanp Sos pue sambnas
aenbue 15 o aero» unos pue peus Suypmand
"ssausng 10 US u SU) SAY td) 5 08 Sau
00g s,laypea]
S2iseg Ssaulsng
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