CAMBRIDGE UNIVERS ITY PRESSCambr idge, New York , Me lbourne, Madr id , Cape Town, S ingapore , Sáo Pau lo

Cambr idge Un ivers i ty PressThe Ed inburgh Bu i ld ing , Cambr idge CB2 2RU, UK

WWW.cambrídge.orgln format ion on th i s t i t te : www.cambr idge.org l979o521.534703

O Cambr idge Un ivers i ty Press 2006

Th is pubt i ca t ion i s in copyr ight . Sub jec t to s ta tu tory except ionand to the prov i s ions o f re levant co l lec t i ve l i cens ing agreements ,no reproduct ion o f any par t may take p lace w i thout the wr i t tenpermiss ion o f Cambr idge Un ivers i ty Press .

F irst publ ished 2006

Pr in ted in the Un i ted K ingdom at the Un ivers i ty Press , Cambr idge.

A catalogue record for this publication is avaÍIable from the BritÍsh Library

ISBN-13 978-0-521,-53469-7 Student 's Book 2ISBN-10 0-521, -53469-0 Student ' s Book 2

ISBN-13 978-0-521. -67208-5 Workbook 2 w i th CD-ROM / Aud io CDISBN-1O 0-521-67208-2 Workbook 2 w i th CD-ROM / Aud io CD

ISBN-13 978-0-521,-53470-3 Teacher 's Book 2ISBN-10 0-521,-53470-4 feacher 's Book 2

ISBN-13 978-0-521.-53471.-0 Audio Cassettes 2ISBN-10 0-521.-53471.-2 Audio Cassettes 2

ISBN-13 978-0-521-53472-7 Aud io CDs 2ISBN-10 0-521. -53472-0 Aud io CDs 2

ContentsIntroduction

Teaching notes and progress testsUnit 1Unit 2Unit 3Test 1Unit 4Unit 5

Test 2Unit 7Unit 8Unit 9Test 3Unit 10Unit 11Unit 12Test 4

Resource sheetsEntry/Summary testTest keys

Introd uct ionsTea mwo rkChoices

Exper ienceArrangementsObjectives

SuccessMediaStrategy

So lu t ionsTransportAge n das

B1420262B344046485460666B74BOB6

BB1241,26

lntroductionABOUT BUSI N ESS START.U P

Course tength

Business Start-up 2 consists of 1,2 units of threelessons each. The course should provide 50-60 hoursof ctassroom mater ia l , which can easi ly be extended to70-80 hours wíth the use of Íhe optÍonalactivÍties andResource sheets in the Teacher's Book. The Workbookprovides an addit ional 10-15 hours of sel f-study pract iceand the accompany ing CD-R0M can be used a t home orin c lass for a further 5-10 hours.

Target audience

Business Start-up is specially designed to cater forbeginners and fa lse beginners who want to learn Engt ishfor both business and socia l reasons.

Level

Business 9tart-up í covers competencies from [eve[ A1 ofthe Common Eurooean Framework of Reference forLanguages and leads into A2. Business Start-up 2 coverscompetencies from 42 and leads ínto 81.

Absolute beginners and fa lse beginners

At the beginning of each lesson, i t is essent ia l to check i fstudents already know any of the grammar and targetlanguage before ít is presented and pract ised. .Test ing

the water ' is important at beginner level . Many studentsat this leveI a lready know some Engl ish (often words andphrases remembered from school), but have not spoken thelanguage for some t ime. Therefore they need to ' f i l l in theirgaps' . You may f ind the fol lowing suggest ions helpfu[.

o l f the language is new to students, carry out the pre-teaching suggested in the Teacher 's Book notes on theunits. You wi l t need to proceed through al l the stages ofpresentat ion, pract ice and consol idat ion in the Student 'sBool<. You may wish to use the Resource sheets foradd i t iona l suppor t .

o l f the students are fa lse beginners and the [anguageis not completely new, there may be no need for pre-teach ing . You may choose to use a bra ins tormingapproach to react ivate the target [anguage quickty.The Resource sheets (particutarly those suggestedfor pre-teaching) wi l l not a lways be required. Instead,concentrate on the act iv i t ies ín the Student 's Book.Whi le the Student 's Book act iv i t ies are appropr iate forreal beginners, they are also designed to help fa lsebeginners react ivate the language quickly.

o With stronger fa lse beginners, i t may be possib leto cover the f i rst few units of the course very quicklyand to be select ive in your choice of Grammar andvocabulary practice exercises for each unít, using onlythose in which you thinl< students need further pract ice.

@ lntroduct ion

However, when deciding whether or not to omit certa inact iv i t ies with fa lse beginners, be caut ious. This ispar tícu la r l y impor tant in groups , where ind iv idua llearners may have 'gaps' in di f ferent places. Don't moveon unt i l students have demonstrated that they havegrasped the target language. React ivatíng [anguagerequires plenty of pract ice.

THE BUSI'VESS START-UP APPROACH

Bui td ing [anguage

Each lesson in Business Start-up is carefully designed toensure that students systematícal ly acquÍre al l of thenecessary language to enable them to progress effect ively.Most lessons begin with an opt ional warm-up act iv i ty, oftensuggested in the Teacher 's Book, which sets the scene andgives fa lse beginners an opportunity to show what theyalready know. New grammar and vocabulary are thenpresented in context through a l istening or reading text.Vocabulary and grammar are pract ised, both oral ly and inwrit ten exerc ises, before students have the chance topract ise the new language in a real ist ic communicat iveact iv i ty. Most lessons end with the opportunity for a freer,more persona l d i scuss ion on the top ic o f the lesson.

Vocabulary

ln Business Start-up, great attention is given to teaching thevocabulary that students need for their professional l ives,but a lso for the socia l and travel s i tuat ions that they mightf ind themselves in. Each lesson focuses on one lexical setand presents new vocabulary in real ist ic contexts. Studentsare then encouraged to work out the mean ing o f the newwords from the context, before being referred to thevocabulary pract ice exerc ises at the back of the Student 'sBook. Fur ther prac t i ce and conso lÍdatíon can be found ínthe Worl<book, on the CD-ROM/Audio CD and on theTeacher's Book Resource sheets.

At the end of each lesson there is a Usefullanguage box.This contains the key language in the form of shortsentences/phrases in context and vocabulary sets for easyreference. False beginners might f ind these boxes helpful ,when prepar ing a un i t in advance o f a lesson. The boxeswit l a lso provide support for a l l learners, when they look atthe Grammar and vocabulary practíce independently.Addit ionat ly, a l t learners wi l l f ind them useful as a summaryof the ma in language o f the lesson, and for qu ick rev i s ion ,in preparat ion for the progress tests.

Grammar

Business Start-up contains a carefully graded grammaticalsy l labus ta i lored to low-level Business Engl ish students.As with vocabulary, students encounter new grammaticalstructures in carefulty chosen contexts. Each grammaticalstructure ís then presented in a grammar box, with a l ink tothe Grammar reference at the back of the book. TheGrammar reference contains detai led explanat ions of a l[ ofthe grammar covered in the course, with examples andadvice on usage. The Grammar reference section is a useful

tool for students who have doubts about a oart icularstructure, or need to revise.

There are ample opportunit ies for control led practice afterlooking at the Grammar reference, both in the unit and inthe grammar practice activit ies at the back of the book.Students are then encouraged to use the new structure inspoken practice before undertaking a freer communicationactivity. These activit ies have been careful ly designed toconsol idate and practise the grammar and vocabulary ofthe lesson in the type of situation that students are l iketyto encounter in their professiona[ [ ives.

PronunciationBusiness Start-up contaíns a regular focus on pronunciationby dri lt ing new language when it is presented. There isalso a more detai led focus on problem areas, such asweak forms, intonation and word stress. Further practicecan be found in the accompanying Workbook withCD-ROM/Audio CD.

SpeakingEvery lesson in Business Start-up includes a Communicationpractice, often a rote play or information gap activity.These activit ies are designed to al low students to practiselanguage from the tesson in a freer context, while ensuringthat they focus on the target language. Throughout thelesson there are frequent opportunit ies to speak in pairsor in groups.

ListeningThe listening material in Business Start-uo is designed tomirror natural Engtish, as it is spoken today, despite theobvious constraints of level and vocabulary. Great care hasbeen taken to provide natura[, real ist ic-sounding texts tomotivate students and prepare them for the type oflanguage that they' l l hear in the real world. Both teachersand students wil[ f ind the l istening materiaI refreshing,st imulating and motivating. There is also a wide range ofaccents and national it ies featured, hightighting the posit ionof Engtish as l ingua franca in the modern business world.

At the back of the Student's Book are the transcripts ofrecordings which do not appear futly in print on the page inthe units. The Teacher's Book notes on the units sometimessuggest that students are referred to the transcripts so theycan check their answers to activit ies. With tonger dialogues,it ís also hetpfu1 to students to do the l istening exercises,but then, in conc lus ion, to l i s ten one more t ime whi lereading the transcript. By doing this, they can reassurethemselves that they have understood the dialogue as awhole and can pick out any new conversational/ idÍomaticuse of language. However, they should never look at thetranscripts before doing the l istening exercises.

ADD!TIONAL PRACTICE

Workbook with CD-ROM/Audio CDThe Workbook consists of twetve units of consol idation

act iv i t ies in a lI four ski l ls (speaking, [ istening, reading andwrit ing). Each unit contains three pages of act iv i t ies, whicha im to be l ight -hear ted and fun . They inc lude:

. crossword ouzzles

o anagramS

o word games

o a var iety of exerc ise types.

There is a key to the Workbook act iv i t ies so that studentscan work independent ly i f requ i red .

CD-ROM/Aud io CD

The Workbook l istening act iv i t ies and recordings are notl inked to the act iv i t ies in the Workbook units. They are free-s tand ing and can be l i s tened to w i thout the book (a l thoughtranscr ipts can be found at the end of the Workbook). Thismakes i t possib le to l isten to them in the car, for example.They are des igned ma in ly to improve pronunc ia t ion andin tonat ion .

The CD-ROM i s des igned to be used a longs ide the Student ' sBook and Workbook to provide addit ional pract ice of thegrammar and vocabulary featured in the course. Each of thetwelve units is d iv ided into four sect ions: Grammar,Vocabulary, Business Communication and TÍme out, andfeature drag and drop, gap f i l l , l istening and dictat ionact iv i t ies. There's a lso the opportunity for students to recordthemse lves to improve the i r p ronunc ia t ion .

HELP FOR TEACHERS

The Teacher's Book

The un i t teach ing notes prov ide deta i led gu idance for eachlesson for exper ienced and less exper ienced teachers. Theyinc[ude suggest ionS on dífferent strategies for teachingclasses of absolute and fa lse beginners. The unit notes alsocontain keys to al[ the Student 's Book exerc ises. In addit ionto the teaching notes, the Teacher 's Book includes thefo l low ing photocop iab le mater ia l :

o one multiple-choice Entry/Summary test

. four tests to assess progress after every three units

o Resource sheets for presentation and practice (one perlesson).

There is a separate l<ey for the tests in the Teacher 's Book,page 1.26.

Assessment

Al l the tests are photocopiable and can be found in theTeacher's Book.

. There is a multiple-choice Entry/Summary ÍesÍ, whichhas a dual purpose. l t can be used as an entry test withfalse beginners before they start the course, to ident i f iTthe i r l eve[ . Th is w i l l g ive an ind ica t ion to the teacher o fwhich i tems (especiat ly in the ear ly units) require lesspre-teaching and pract ice. l t wi l t a lso indicate where

Int roduct ion

the gaps Ín students' knowledge are. Alternatívety, withabsolute or mixed beginners it can be used at the endof the course to assess students' progress and identihTany areas which st i l l require consol idat ion.

o After every three units there is a progress test on thegrammar and vocabulary of those units.

ln addition, the Business Start-up website atWWW.cambridge.org/elt/start-up contaíns a set ofdownloadable'can-do' statement worksheets based oncompetencies from the Common European Framework ofReference for Languages. These statements are written ingraded language and are designed for students to use asa method of self-assessment. After each unit, students t lckthe th ings they can now do in Engl ish, g iv ing them a senseof achievement and al lowing them to keep track of theprogress they're making.

One-to-one lessonslf you have one-to-one lessons, you wil l need to play therole of the partner in the Communication practice. lt wi l lalso be necessary to use the cue cards on the Resourcesheets to ensure that the student has enough practicewith different identit ies or situations.

Other useful hints

Optional materialPre-teaching suggestions, optional activÍties and Reso urcesheets can be used f lexibly, according to the needs of theclass. They are optional and are there to provide extrapractice, part icularly for classes of absolute beginners.

Resource sheetsYou might f ind it useful to:

o photocopy the sheets for pair work onto card, [aminatethem, cut them up and store in envelopes in order toensure ease of use in lessons

o enlarge visuals on Resource sheets to enable youto use them for presenting vocabulary to the wholeclass. Alternatively, you could copy them onto anOHT for pro iect ion.

Grammor boxes and Grammar referencel f you have a monol ingual c lass of absolute beginners youmight f ind it appropriate to let them ask questíons ín theirown language to clarifrT the meaning and patterns.

IThís symbo[ Warns you about common diff icult ies whichspeakers of other languages may encounter with specif icpo ints of Engl ish grammar or pronunciat ion.

Cultural points

These boxes in the teaching notes give reminders aboutvarying cultural factors which may affect a specific languagelearn ing s i tuat ion.

Useful language boxesYou might f ind it useful to ask students to learn these offby heart as homework assignments.

RecyclingThere is buitt- in review of the grammar and target languageof each unit. Addit ional ly you can review/reactivate what hasbeen covered by encouraging students to brainstorm at thebeginning of lessons.

Social languageThere wil l be many opportunit ies to consol idate the sociallanguage at the end/beginning of lessons and dur ingbreaks. Encourage students to talk to each other in Engl ishduring the coffee break, for example.

Record of progress

lf you have access to a video recorder it might bemotivating to record students when they are doing theCommunÍcation practice activities. This witl also providestudents with a posit ive record of their progress throughthe course.

WebsÍte address

www. ca m b ri d ge. o rgie lt/sta rt- u p

ln t roduct ion

Lesso n 1,.1,Talking about your job

Present símple: posí t i ve and negat ive

Respons ib i l i t ies

1, Introductions

PRE.TEACHINGAs th is is the f i rs t lesson and espec ia l ly i f the c lassis newly formed, of fer students an opportuni ty tointroduce themselves to each other. Students greeteach other, say the i r name and what the i r job is .Feed back as a c lass and wr i te some iob t i t les onthe board, check ing everyone understands them.Bra instorm more job tít tes in EngÍÍsh to e l icÍt whatthey already l<now.

Discuss the quest ions about jobs wi th the whole c lass.The d iscuss ion about unusual jobs may prov ide anopportunity for humour. Have one or two examplesready to get the discussion going (magician's assistant?perfume sníffer?).

1 Ask students if they go on training coursesat work. What kind of training courses? Point to thephoto of lvan Magnusson and explain that he's atrainer, giving an introduction at the start of a course.Students l i s ten and complete the informat ion.

Key1 two days 2 Customer Service 3 export

Transcript

OK. Welcome everybody. Ah, my name's lvanMagnusson. I'r'n your trainer for this two-day course.A course, as you know, called International CustonterService. Um ... to besin, I just want to explain, quicklv,what I do. And then you can talk about vour jobs. So I'man export consultant. I special ise in services ...

2 Clarifu the chart and exptain that El la Grady,one of the people on the course, is ta lk ing about herjob. Ptay the recording and students f i l t in the gapsabout her job and respons ib i l i t ies .

Kryl E u r opean 25 118

TranscriptElla My name's Ella Grady. I'm in the customcr

service department. I'rn the Er,rropean customerservice n-lanager. So, um ... I look aftercustomer service for Europe.

lvan So are you in charge of the department?Etla l 'rn not the departÍlent manager, no. I report to

the customer service manager. He .s in charge ofthe department.She reports to merAh! The boss is herelI'm afraid so!And is your boss here?No, she isn't on the course. FortunatelylI see. So, Ella, you aren't the departmentmanager, but do you have a team ... in thedepartrnent?Yeah, I manage a small team of assistants. Fivepeople. They're not all here - just nvo of thern.Right. And how big is the region you look after?We're responsibie Íbr customers in Europe, un-t. . . eighteen countries, altogether.And do you have direct contact withcustomers? Do you speak to thern?Oh yes. The difficult ones, usually! I deal withproblems most of the time.

lvan So you deal with difficult customers?Ella Quite a lot, yes.David She has a difficr,rlt boss. as rvell!lvan Oh, I seel

DavidlvanDavidlvanDavidlvan

Elta

lvanEtla

lvan

Etta

ff i nsk which other person on the chart is on the course.

KeyElla's boss, David Kemp.

ff i StuOents comptete the sentences with the preposit ions.

Students lÍsten again to check their answers.

Kry1 after 2 to 3 of 4 for 5 with

ff i vocabutary practice'""} SB Page 95, Exercíse ]..

Kqt1 responsible 2 manage 3 report 4 charge5 deal 6 look

ff i 'n pairs, students imagine they are Sue, David or Ettaand descr ibe the i r respons ib i t i t ies .

3 Ask students to lísten to the sentences.Focus their attention on the reduced vowel sounds.Write the phonetic symbols lvl, ltl and f/ on theboarC. They then repeat choratly and individualty.

Teach ing notes

lntroductions

Present simple

Point out that only the 3rd person s ingular has adifferent form. Refer students to the grammarreference, to revÍew thís tense.

Grammar reference . . 'p SB Page 107, Sect ion3 .1 . .2 .

Present s impte: be

Point out that the contracted forms are near lya lways used when speak ing . Ind ica te the twoforms o f the negat ive and te[ [ s tudents that botha re common .

Grammar re ference . ' "v SB Page 107, Sec t ion3.1 , .1 , .

t[ StuAents do the gap-f itt activity to consol idate be.

Key1 I'm, is 2 is, He's 3 We're 4 ate,They're5 isn't, aren't

4 Ask who James Bond is and el ic it a secretagent/spy. Students l isten to lvan Magnusson talkingabout his 'secret job' and then complete the sentences.

Key1 a hotel company 2 customer serviceI the room is free + he stays in hotels a lot

Transcríptlvan OK. Next, I rvant to give yoll some examples of

bad customer service in hotels.Why hotels?Well, I have a secret job - a part-time job. I'm aspy. ... I know I don't look like Jan-res Bond, butit's perfectly true. I work for a hotel company.It's a chain of hotels. There are about ten otherpeople who do this job - I'm not the only one.And ... we check customer service in the hotelswe stay in. When I travel on business, I stay in ahotel that's in the chain. So ... as a spy, I checkthe quality of service. And after my stay, I writea report, um ... it doesn't take long. And, inreturn, my room's free. I don't pay.

David So, people who clo this, people l ike you, do itpart-time? They travel a lot?

lvan That's right. Obviously, you have to stay inhotels a lot. For me, it 's good, because I travelwith my job as a trainer. Ancl, also, I'm incus t ( )n1er serv i ce , so . . .

David You're the perfect secret agent.lvan Yeah. And I en)oy it. I don't like the paperwork,

br-rt tl-re rest is good fun ... OK, let's look atsome examples of bad customer service...

Students consol idate the endings of the present s impleby undert in ing the correct verb forms in the sentences.

4

Kry1 work6 travel

They l isten again and check their answers.

2 check I write 4 doesn't 5 don't7 don't

ff i Crammar practice ' ."p SB Page 95, Exercise 2.

Key1 I'm in charge. I'm not in charge. 2 They're in myteam. They aren't / They're not in my team.I lt's an unusual job. It isn't / It's not an unusual job.4 You're his boss. You aren't /You're not his boss.5 They check customer service. They don't checkcustomer service. 6 He travels a lot. He doesn'ttravela lot. 7 She works in the London office. Shedoesn't work in the London office.

OPTIONAL ACTIV!TY

Do some ora l t rans format ion dr i t t s to conso l ida te thepresent s imp le fo r weaker s tudents :

Teacher lwork in London. /she

Student She works ín London.

ff i comMUNlcATloN PRACTTCE 1 .. '3 SB Pages 78 and 88.Div ide the c lass into pa i rs and each pai r into A and B.Students look at the i r d i f ferent pages. Expla in thatthey are on a t raínÍng course.

Students take it in turns to introduce themselves usingthe information provided. Demonstrate f irst, with astrong student, then monitor and support dur ing thepair work. At the end ask one or two pairs to performtheir role play.

ff i f inatly, for personal isation, each student talks to apartner about h is/her own job and respons ib i lí tíes andgives examples of things he/she does at work.Students, who are not yet in employment, can talkabout a job they'd l ike to have.

RESOURCE SHEET 1 . 7 " . . p Page 88 .

Use Resource sheet L .1 to conso l ida te in t roduct ions .Photocopy one sheet fo r each s tudent . The Resourcesheet conta ins cue cards w i th d i f fe rent ident i t i es sothat c lasses that know each other wet[ can ro le p layin t roduct ions and personaI quest ions .

Students choose an ident i ty. They go round the c lassand introduce themselves to another student as thatcharacter, tet l ing them about their job, where they workand l ive. Once they have introduced themselves to eachother, they move on to meet another student andchoose a different character.

Lesso n r.2Tatking about products and services

Present s imple: quest ions

Bus iness act iv i t ies

PRE-TEACHING

Many students wi l l have been to trade fa irs forbus iness or fo r personaI reasons . l t wou ld be use fu lto f ind out about in ternat iona l t rade fa i r s that a rerelevant to your students ' work/study. Et ic i t the namesof as many t rade fa i r s as poss ib le and wr i te them onthe board .

ff i eoint to the web page and give students tíme to lookquickty to f ind out what i t is about.

KeyIt's a guide to lnternationalTrade Fairs.

PRE.TEACHING

Quick ty rev i se h igher numbers , dates and thea lphabet , be fore s tudents do the shor t read ing tex tabout trade fa irs.

Students read the text and answer the questíonsindependent ly or in pairs. Expla in rol lercoaster, usíngthe photos on the page.

Key1 They stand for InternationalAssociation ofAmusement Parks and Attractions. 2 lt's in Atlanta.3 It starts on the 15th of November. 4 There areabout 1,300 companies there. 5 No, it's only opento professionals. 6 Yes, there are rollercoasters atthe fair. 7 Yes, the site is huge with índoor andoutdoor areas.

ff i Crammar practice ""p SB Page 95, Exercise 3.

Key1 Where's the trade fair? 2 When does the showend? 3 Are you an international company?4 What do you manufacture? 5 Does the companydeliver products all over the world? 6 Are you incustomer service? 7 Is the site large?

5 Ptay the recording for students to l isten andrepeat the model sentences in the grammar box.

OPTIONAL ACTIVITYMost students need extra question practice withdo/does. Consol idate questions oral ly by givingstudents answers and ask ing them to make thequest ions for those answers.Teacher He works for Stones.Student Who does he work for?Teacher He works in Liverpool.Student Where does he work?Teacher No, he doesn't live in London.Student Does he live in London?

ff i ror quick oral consotidatíon of questíons, studentswork with a partner taking ít ín turns to ask questíonsus ing the prompts. Stronger pa i rs could present the i rinterviews to the class.

ff i StuOents read the short text, which is an introductionto the art ic le about Vekoma, and answer the quest ions.

Kqt1 It rneans that international business has its ups anddowns/its high and low points. 2 Vekoma makesrollercoasters. J Yes, it's an internationalcompany.

RESOURCE SHEET 7 .2 " . "b Page 89.

The Resource sheet contains the Vekoma text from 2band is designed to provide extra support for weakerstudents who might benef i t from this approach. Copythe Resource sheet and give each pair or smatl groupone set of the cut-up text. The f i rst group to f ind thecorrect sequence 'wins ' . To make i t easier you couldfirst read out the text, but not allow students to startputt ing i t together unt iI you've f in ished.

KeyI Engineers design the rollercoaster to meet thecustomer's needs. 2 The factories produce theparts. Vekoma manufactures parts at two plants,in the Netherlands and the Czech Republic.I The company delivers the parts to the custon-ler'ssite. 4 Vekoma's engineers and technicians installthe rollercoaster. 5 Vekoma supplies an after-salesservice. It advises customers about maintenance andsafety and supplies spare parts.

Present simple: questions

The quest ion form of be should not provedíff icult, but some students may need to revisethe use of do/does with other verbs.

Grammar reference ' . 'p SB Page 107, Sect ions3.1, .1, and 3.2.2.

Teach ing notes

Students match the photos to the sentences. They cando this oral ly. Encourage stronger students to givemore extended replies: I think ... matches/goes with ...

Key1 c 2 e 3b 4 a 5d

This matching activity focuses on new vocabulary.Students should refer back to the text for the contextof the verbs, i f they need help.

Key1b z f ) a 4 d 5g 6 e 7 c

Introduct ions 7

Really? I manage a sn'rall fun park in Germany.It's for children up to trvelve years old.Well, these are perfect for that age. We have alot of customers in Germany.We rvork with acompany called DDA, in Frankfurt. Theyinstall our products, and look aftermaintenance and aftcr-sales service for all ourCerman customers.

Woman Right. So what corlntry are you fnrm?Rep From Canada. We have a factory near

Montreal. We manufacture all our productsthere.

Woman Oh, I see . . . . Can I i t r s t . . . ?Rep Sure . . .

6 Students l isten again to pick out moredetai ls . Refer them to the transcr ipt on SB page 1.1.4to check their answers.

Key1 The company exports to twenty-five countries.2 A company called DDA installs the products and

does after-sales service in Germany.

Woman

Rep

ff i cotvtMuNlcATloN PRACTICE 2"..p SB Pages 78 and 89.

Div ide the c lass into pa i rs and each pai r into A and B.Students look at their different pages and take it inturns to talk about their company's products andservices using the information in the Student's Book.

Explain that A starts. He/She is a representative at atrade fair, who speaks about his/her products andservices to an interested visitor. Student B l istens andasks questions for further information. Students thenchange ro[es. Demonstrate one of the role plays wíthstudents f irst. Play the part of the visitor, askingfol low-up questions. Then students carry out the roteplays. Moni tor and support dur ing the pa i r work. At theend ask one or two pairs to perform their role ptayto the class.

Students personal ise the language of the lesson byasking a partner about the products and services ofa company they know well. With stronger students thiscould be expanded to a mini-presentation to the classin the next lesson.

S Vocabulary practice ...p SB Page 95, Exercise 4.

Key1 deliver 2 export 3 install 4 design5 manufacture 6 supply 7 advise

PRE.TEACHING

Write Animals on the board and brainstorm on namesof an ima ls s tudents a l ready know. Co l la te the resu l t son the board . Pay par t i cu la r a t tent ion topronunc ia t ion as s tudents may have learned themincorrect ly.

6 Read through the rubr ic and the quest ionswith the c lass and check they understand the task.Check also that they understand fun and ask them topredict what the company Fun Farm makes. Then ptaythe recording of a salesman from Fun Farm talk ing toa potent ia l customer. Students l isten and answer thequest ions .

Kry1 Fun Farm manufactures plastic animals.2 She manages a small fun park in Germany.3 In a factory near Montreal.

Transcript(Rep : Representative)Woman So you make plastic aninrals.Rep That's right. All l ife-size. Cows, horses,

sheep . . .Woman They're very realistic. ... Oh, and they move!Rep Their heads move. They make sounds, if you

just toucl'r them ...Woman Oh!Rep They don't walk! Our customers prefer them

to Stay ín one place.Woman Yes, right. So who are your customers? Where

do you sell these things?Rep We sella lot to fun parks, shopping centres,

playgrourrds ... Children all over the worldlove them. We export to t$.enty-fivecountries.

Teach ing notes

Students read the top of the menu and suggest whatthe restaurant and its customers are l ike. Ask themto explain and justifrT their answers. Make sure thatstudents understand that a menu is d iv ided into threemain partst Starters, Main courses and Desserfs.

ff i Oo the matching activity oral ly with the class, i f- students need the support. With a stronger class, theycould do the activity in pairs, then check answers withthe whole class.

Kry1 c , g 2b 1d 4 f 5 a , e , hBe aware that some s tudents w i l l have had a

wide exper ience o f eat ing in res taurants andothers w i l l on ly have eaten in res taurants onspec ia l occas ions and may have l i t t l e knowledgeof res taurant convent ions or fo re ign cu i s ines .

Be aware that some foods are taboo in somecu l t u r e s and avo i d i n c l ud i ng any t ha t you t h i nkmight be seen as unp leasant or acceptab le tos tudents in your group.

ff i StuOents work in pairs for two minutes and discuss- their experience of eating out. They feed back to theclass after this. Write up common points on the board.Use this as an opportunity to consol idate the thirdperson singular: (Jan) likes/eats Chinese food. (Nina)doesn't often go to restaurants.

PRE.TEACH!NGIt 's l ike ly that some of your students wi l l have eatenin restaurants in Engl ish-speaking countr ies, sobrainstorm to el ic it favourite foods. Co[late students'ideas on the board under the headings Starters, MainCourses and DesserÍs.

With a weaker group, who might not have much foodvocabulary at their disposal, present and practise fooditems that witt come up in the lesson, using picturescut out of magazines. Alternatively, use Resource sheet1.3 to present and practise the food vocabulary.

RESOURCE SHEET 1.3 . . .Y Page 90.There is a lot of new vocabulary in this [esson, butmost is on ly required for recogni t ion. Us ing the v isua lson Resource sheet 1.3, s tudents can p lay a cumulat iveshopping game in pa i rs or groups. Present the i temsof new vocabulary (strawberries, apple pie, meat,peas, carrots, potatoes, broccoli, salad, flsh,tomatoes, leeks, soup) using the pictures on theResource sheet. Give each pair/group a copy of thecut-out food cards. Ptace the cards face down on thetable. The f irst student takes a card and says: ln mybag there are some (strawberies). The secondstudent takes a card and adds it to what the previousstudent sa id, say ing both i tems in the p ictures: ln mybag there ore some (strawberies) and some(broccoli). Turn by turn, the list grows longer. The lastperson to pick a card has to say al l twelve food items.

Teach ing notes

Lesson1,.3Eating out

Unde r s t and i ng a menu O rde r i ng a mea l

ffi Vocabutary practice ""p SB Page 95, Exercise 5.

KeyMeat: beeí chicken, lambFish: haddock, salmon, codVegetables: potato, broccoli, salad, pea, carrot,leekFruit: apple, strawberryCooking or preparation: roast, grilled, fried, mashed

Many students wi l l probabty f ind i t d i f f icult to ident i f iTal l of the stress patterns, so i t might be best to do thisas a whote c lass act iv i ty on the board. Write thepatterns on the board, say a word (or ptay L istening 7)and ask a s tudent to put i t in to r ight co lumn. Youcou ld make th i s a compet i t i ve team game d iv id ing theclass into two teams.

KqOo: carrot, chicken, haddock, salad, salmonoO: dessertOoo: broccoli, vegetable, strawberryoOo: potato, tomato

7 Students l isten and repeat to check theiranswers. Model any words which students f ind di f f icuttand repeat again.

ff i StuOents work with a partner and take it in turns to* point at a picture of food and ask what it is. Thisprovides rapid oral consol idation of the vocabulary.Demonstrate the exchange a few times with strongerstudents, to illustrate the difference between this/these,before students practise in their pairs. Check careful lythat students differentiate clearly between this/thesein both pronunciat ion and meaning.

ffiffi oemonstrate saying what you'd like for lunch before- students work in pairs and discuss what they wouldl ike for lunch. They choose a starter, main course anddessert from the menu. As feedback, ask students toreport back to the rest of the ctass what their partnerswould l ike.

I Students l isten to a recording of lvanMagnusson and some people on h is t ra in ing course atthe restaurant Simply Del icious. They l isten for gist andmatch four conversations to stages in the meal. Playthe recording more than once, if necessary.

Krya 2 b 4 c 3 d 1

Everything OK?Yes, fine thanks. Excellent.Can I get you anything else to drink?Or to eat?Nothing for me. I'm fine, thanks. Ivan?No thanks. I'm full, thank you.I think we're all OK. I think ir's time to getback, actually. Could we have the bill,please?Surc.

Hello.Hello. We have a reservation. The name'sMagnusson. A table for three.Yes, OK. If you'd like to come this way,please.I nanKs.

Dessert?Yes, could I have the apple pie, please.Apple pie.

)ust a coffee for me, please. Would anyoneelse like coffee?I'll have one after my dessert.OK. Would anyone else like dessert?

Are you ready to order?Yes. For me, um ... To start, the tomatosoup, please.Ycs, the same for me, please. The tomatosoup.What would you like for the main course?I'd l ike salmon with rice and peas, please.The lamb, with peas and carrots for me,please. Ivan?I don't want a starter, just a main course.Can I have steak, chips and peas, please?How would you like the steak?Um .. . Medium, please.

Students f i l l in the gaps in the restaurant conversations.With weaker groups, students could do this in pairs.

Introd uctions 7

Students l isten again to check their answers.

Keyt fine thanks, anything else, No thanks 2 the billI A table 4 anyone else 5 the same 6 a starter

OPTIONAL ACTIVITY

Ask s tudents to look a t the t ranscr ip ts on SB page1L4 and prac t i se the d ia logues fo r L i s ten ing 8 . Theycan prac t i se these in pa i r s (one as the wa i te r andthe o ther p lay ing lvan, Dav id and Et la ) o r in groupsof four , each tak ing one par t , accord ing to the s i ze o fthe c lass .

Transcript1WaiterDavidWaiter

DavidlvanDavid

Waiter2Waiterlvan

Waiter

lvan1)WaiterEttaWalterDavid

EttaWaiter4WaiterElla

David

WaiterEltaDavid

lvan

Waiterlvan

ffi Vocabulary practice ."') SB Page 96, Exercise 6.

Kqt1 g 2 c 3 f 4 a 5 b 6 ő 7 e

ff i cotvtMuNlcATloN PRACTTCE 3.""s SB Page 78.

Divide students into pairs. Tel l them to look at themenu on SB page 78 and to imagine they are in arestaurant. They take it in turns to be the customer andthe waiter/waitress. Model a dialogue with a student,in front of the class, taking the part of A. Then repeat,th is t ime tak ing the part of B. Remind students tochange roles. Monitor while students do the activityand support, i f necessary.

WORKBOOK'""p Pages 5-7.

Teach ing notes

Lesso n 2.1Discussing work in progress

Present cont inuous

Projects

2 Teamworl(

PRE.TEACHINGRecyc le and pract ise the present cont inuous tense inthe context of what people are doing 'around now' ,as opposed to exact ly at th is moment. Ask studentsabout things they are currently doing: What projectare you working on at the moment? Are youtravelling a lot in your job at the moment? etc.Contrast the present s imple and the presentcont inuous on the board to he lp students see whento use them: Do you travel a lot? Are you travelling alot at the moment? etc. Point out that at the momentin this context does not mean at this very second, butgeneral ly it is a fact at the t ime of speaking.

ff i Aead the comments with the class and check thateveryone understan ds schedule, progress report,budget and out of date, by asking students to explainor give examples of them. Then students discuss thecomments and dec ide in pa i rs which they agree anddisagree with. They then feed back using phrases [ike:We both think that ..., We agree that ... or I thinkthat ... but my partner thinks ... .

9 Point to the photos of John Perry a Brit isharchitect and Vanessa Wood, a reporter from EuropeanLife magazíne. Explain that he is working on a bui ldingproject abroad and that she is interviewing him byphone. Play the recording for students to l isten andcomplete the answers to the questions.

Key1 France 2 hotel 3 560,000 4 50 5 18

So where are you working, exactly, in France?In the lura. It's not far from Switzerland.Right. And you're burilding a hotel?We're converting a farmhouse into a hotel.lt'svery, um . .. it's a very old house. When westarted, it had no wirrdows, no doors ... it wasa ruin, basically.And now?

f ohn Well, now, most of thework's complete.l'mstaying in one of the rooms, in fact. So, um,I'mthe first guest.

Vanessa You're the boss, though, so you're not paying.John Oh,l 'm payinglThis project's costing a fortune!Vanessa I see. Well, that's one of my questions, actually

What's yourbudget?f ohn Um ... the totalbudset's five hundred and sixty

thousand euros ... and I'm paying half of that.Richard and Kathy Mills are payingthe rest.They're nry busincss partners.

Vanessa And your business partners are hotel managers.Is that right?

John That's right. I'm managing the project - theconstruction. Ar-rd they're still living and workingin the UK at the moment, organising the websiteand the marketing nraterial, you know, brochuresand things. Then they plan to live here andmanage the hotel when it's finished.

Vanessa I see. So, how long are you staying in France?What's the schedr,rle, from start to finish?

lohn Um . .. Eighteen months. And we're more or lesson schedule. At the moment, we're working onthe bathrooms. We're having one or twoproblems with ...

f f i Stuaents make present cont inuous sentences, using theprompts. F irst do the sentences oral ly with them, thenask them to write them.

Refer students to the transcr ipt on SB page 115 tocheck their answers. You could ptay the recording oncemore, whi le they fottow the transcr ipt, and check theyunderstand the meaning of the new vocabulary.

Key1 Where are you working now? 2 I'm staying inone of the rooms. 3 You aren't /

're not paying.a This project is/'s costing a fortune! 5 I'mmanaging the project. 6 At the moment, we'reworking on the bathrooms.

Present cont inuous

/ ! \ Be aware that some s tudents may not havea cont inuous tense in the i r own language, so theymight f ind i t d i f f i cu t t to unders tand when i t ' s used.They may a l so tend to overuse the cont inuoustense once they have learned i t .

S t ress that the present cont inuous i s used bothto descr ibe what i s happen ing o f th i s very momentand a l so to descr ibe someth ing that ' s t rue a t thet ime o f speak ing .

Po in t out the two ways o f say ing the negat ive andthat e i ther o f them can be used.

TranscriptVanessalohnVanessaJohn

Vanessa

Teach ing notes

Grammar reference SB Page L0B, Sec t ion

Teamworl< 2

@ Crammar practice .""v SB Page 96, Exercise 1. W Read the phrases before students do more vocabulary

Kq1 They're building the walls this morning.2 She isn't /'s not managing the project very.vell.3 What's the project manager doing this morning?4 Where's the architect working today?5 The lights aren't working at the momenr.6 We're having problems with the budget.

10 Students l isten and reoeat sentences inthe present cont inuous. El ic i t f rom them that thepronunciat ion of are is the same in sentences 1 and 3(where it has a contracted schwa sound /a/) but isdi f ferent in sentence 2, where i t is stressed /ol/ .

Monitor pronunciat ion carefulty and model any formswhich need improvement, for students to repeat again.

@ ftoOel the verbs build, design, paint, decorate andinstol l , using the pictures in the book. Students repeatthem. Demonstrate the activity f irst with a student.Then students work in pairs and describe what thepeople in the pictures are doing. Check carefutly thatthey are using the contracted form. Encourage studentsto take it in turns to ask and answer questions.

Student A What are they doÍng?Student B Thev're decoratino a room.

PRE.TEACHING

Quickty rev ise months and dates wi th a ca lendar.Present the new language on/over/under budget andon/behind/ahead of schedule using examples such as:Teacher Your budget is $100,000 and you spend

$9O,OOO. Are you over budget? No, you're ...

Draw attention to the pronunciation of scheduleivJediurl/ and budget lubndgtl.

S focus students' attention on the schedule for theopening of the hotel. Clarifu that the shaded areasshow when the work is scheduled to be done. Askstudents when different parts of the project start andfinish.

s noint out that the date ís May ].st and that John iswrit ing to his business partners to give an update onthe pro.iect. Students f i l l in the gaps in the emait, usingthe words in the box.

Kqt1 on schedule 2 behind schedule I ahead ofschedule 4 overbudget 5 underbudget6 on budget

buíld ing by f indíng and under l in ing correspondingphrases in the emaits. Check the answers oralty in class.

Keyt having trouble 2 complete 3 running late

2 ahead of J over6 con'rplete

ffi Vocabutary practice '""? SB Page 96, Exercise 2.

Kry1 update, on schedule4 behind 5 budget

RESOURCE SHEET 2 . 7 " " "4 Page 91 .

Use Resource sheet 2 .1 , to conso l ida te descr ib ingwhat ' s happen ing on a schedu le . G ive each pa i r acopy o f the schedu le fo r an o f f i ce renovat ion .Demonst ra te a few examples w i th a s tudent and thenstudents take i t in tu rns to say a date and ask what ' shappen i ng a t t ha t t ime .

ff i conaMUNtcATtoN pRAcTtcE 4.".) sB pages 78 and 89.

Div ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to look at their d i f ferent pages. Expla inthat A ís the managíng dÍrec tor o f a company whÍch ísmoving to new off ices this week. A starts by phoningthe off ice manager (B), who is organis ing the move,to get an update. B must answer A's quest ions byreferr ing to the information. Play the part of A anddemonst ra te a phone cat l w i th a s tudent . Then changeroles and demonstrate how to give an update.Students do the role play once, then change roles anddo i t again, so that they both pract ise the quest ionsand the answers. Monitor that they use the presentcont inuous tense . A t the end ask one or two pa i r s toperform the phone conversat ion for the c lass.

ff i Final ly, for personal isation, each student talks to apartner about a project or job he/she is working onat the moment. First, talk about something you'recurrently working on to provide a clear model.

OPTIONAL ACTIVITYUse pai rs of photos cut out f rom magazínes to p laya game in pa i r s . Each pa i r shows peop le do ing s im i l a rth ings .Student A The man Ín my photo's eating a sandwich.Student B The man in my photo's eating a hotdog.

Teach ing notes

Lesson2.2Discussing strengths and weaknesses

Gerund

Ski t ts and personal character is t ics

PRE.TEACHINGFocus on the photos of people in work s i tuat ions. Askstudents to suggest adject ives to descr ibe the peoplein the photos, then extend to e l ic i t adject ives thatdescribe different people at work (such as creotive,hard-worki ng, reliable etc.).

ff i nead through the descriptíons and the adjectives withthe class. Model the adjectives and students repeatchoral ly and individuatty. Students then work with apartner and match descr ipt ions of people to sk i l l s andcharacterist ics. Check the answers oral ly wíth the class.

Key1 f 2 c 3b 4 a 5g 6d 7 e 8 ie h 10 j

RESOURCE SHEET 2.2. ."b Page 92.Photocopy one sheet of dominoes and g ive onedomino card to each student or pa i r of s tudents. l fyou have a smal l c lass, g ive more than one dominoto stronger students. The person with the 'start ' cardbegins, by reading out the sentence on the r ight s ideo f the domino . The s tudent w i th the match ing domino(on the left) f irst says the matching sentence andthen reads out the next sentence (on the right). Thegame cont inues, f ind ing the matching sentences (onthe left) and reading out new sentences (on the right)unt i l the end domino is reached. You couldredistr ibute the cards after the f irst go and see if thec lass can do the act ivíty faster the second t ime.

ff i nead through the rubric with the ctass and el ic it anexample. Students work in pairs to agree on a l ist ofski l ls and characterist ics. Afterwards, students givetheir views oral lv to the class.

11 Po in t to the photo o f Jud i th Lehman andRowan Evans. Tel l students they are ta lk ing about thetype of people they're [ooking for. Students l isten andmake notes about the quat i t ies needed for the job. Youmay need to play the recording more than once forthem to complete the tas l<.

TranscriptRowan So, the main thing is, we want creative people.f udith Mmm, yes, and creative people who can'uvork

hard. We're looking for young people, it'sprobably their first job, they've got noexper ience, um .. . so I th ink we need to makethat clear. It's harcl work. And even little things- getting to work on time in the morning, forexample ... the simple things are extremelyimportant. We want reliable people. It soundsobv ious , but . . .

Rowan Yeah. We want people r,vho are professional.That ' s . . .Yes, that's the word.What ... extra skil ls does a creative personneed to be a professional? I mean, for example,we want them to work with differenr people aswell- to change teams. That's one of ourcreative strategies, isn't it? We don't have thesame people working together all the time.Yes. So they need to cope with change.To cope with stress.Sure.They need the confidence to present andexplain ideas.That's true.And therc's the problem of understandingrvhat the clients want. It's not ahvays clear.That's the manager's job, though. The creativeteam aren't respronsible for analysing thecl ient 's needs. Later on, rvhen we talk about . . .

ff i StuOents can look at the transcript on SB page 115to check their answers. Check any comprehensionproblems they may have in the extended l istening.

Key (example answers)The people need to be: creative, hard-working,reliable, professional, adaptable, good team players,can cope with stress, confident communicators.

72 Students l isten and repeat the keyadject ives. They then l isten again to under l ine thesy[able stress in the words. Some students may f indthis di f f icult , so you might do this with the wholec lass on the board . Mon i to r pronunc ia t ion and mode lany problem adject ives at the end and studentsrepeat again.

Kry1 reliable 2 confident 3 experienced4 analytical 5 ad4ptable 6 creative

f udithRowan

ludithRowanJudithRowan

f udithRowan

ludith

Teach ing notes

Teamwork 2

ff i Crammar practice "..p SB Page 96, Exercise 4.

Kry1 solving 2 organising5 managing 6 working

3 working 4 making

@ ffr is gap-f i l ted activity focuses their attention on whento use a gerund or inf init ive form.

13 Students l isten again and check theiranswers.

Key1 manage 2 make 3 making 4 working5 managing 6 sell 7 selling 8 work

f f i r i rs t , prov ide a model by gív ing your opin ion about theskit ls and character ist ics people need for certa in jobs.Then students cont inue in pairs. Make sure they usethe gerund rather then the inf in i t ive after l ike andenjoy. Monitor c losely dur ing the pair work and makea note of errors. Focus on these at the end and havestudents reoeat the correct model.

ff i comMUNrcATroN PRACTTCE 5".'p SB Page 79.

Div ide s tudents in to pa i r s and te l l them to look a t thejob advert. Read the advert with the c lass and checkthat students understand at l the key vocabulary. Tel lpairs that their f i rst task is to decíde which ski l [s,personal character ist ics and exper ience are mostimportant for the job and to write a l ist . After thisin i t i a l pa i r work , co l la te s tudents ' ideas on the board .Then s tudents read the notes about two peop le thecompany wants to interview for the . iob and cont inuein pa i r s to d i scuss and dec ide who i s the bes t personfor the job . Mon i to r wh i le s tudents do the ac t i v i ty andsupport, i f necessary. F inal ly ask one or two pairs tosay who they have chosen for the job and to g ive the i rreasons in front of the c lass.

f f i StuOents have the opportunity to personal ise thelanguage o f the un i t by ta lk ing about the sk i t l s andcharacter ist ics they need in their own job or the jobthey woutd l ike to have. Provide a model by tatk ingabout the skit ts vou need as a teacher/ tra iner.

S Vocabulary practice ""p SB Page 96, Exercise 3.

KEI experienced z reliable 3 hard-working4 creative 5 adaptable 6 analytical 7 strong8 confident

t3 Read the rubric with students to set thecontext. Check that students understand al l thequestions before they l isten and answer them.

KryI He works in the creative department.2 He's experienced, he knows the company well, andhe knows what the company wants. 3 The problemis that everybody knows him as a colleague.4 (student's own answer)

Transcriptludith Marco works for PAF, he's in the creative

department, we know him, he knows us ...but is that an advantage?

Rowan Well, we want someone to manage thedepartment. We need a manager to make thenew strategy work. We don't really need newideas. Marco's experienced, he knows thecompany well, and he knows what we want.I think his experience with PAF is a bigadvantage. Hir ing someone new is . . . i t 'sobviously a risk.

ludith Yeah. But making Marco the departmentmanaller's also a risk. OK, he enjoys workingfor the company, he's not going to leavesuddenly, he's popular in the department, but... that doesn't mean he's good at managinga team.

Rowan But the number one priority is the newstrategy. The manager has to sell the newstrategy to the team. We know Marco's a goodsalesman. He likes sell ing ideas.

ludith Yeah. ... But, what about the other people inthe department? They work withhim at themoment. What happens if they have to work

forhim?Rowan Oh, I think he can cope with all that ...

Gerund

A ln many languages verbs o f l i l< ing andd is l i k ing are fo t lowed by an in f in i t i ve , so somestudents might f ind the concept o f the gerunddif f icutt .

Read through the examples in the box and po in tout that the gerund i s a noun made f rom ani n f i n i t i v e + - i ng . l f t he i n f i n i t i v e ends i n - e , t h i s i sremoved before - ing is added. The gerund fol lowscertain verbs (enjoy, l ike, hate) and phrases(good/bad 0t ...).

Grammar re ference . " 'p SB Page 106, Sec t ion 1 .

Teach ing no tes

PRE-TEACHINGPresent and pract ise the new vocabulary in a var ietyof ways. F i rs t , bu i ld upon the known interests ofstudents. Ask questions such as: What do you l ikedoing in your spare time? What sports do you watchon TV? Are there any sports that you don't like?Braínstorm on other sports and le isure act iv i t ies andcol late the results on the board. Alternatively, withweaker groups, you could use Resource Sheet 2.3to present and practíse Some of the neW Vocabularyof the lesson.

RESOURCE SHEET 2.3"."v Page 93.This act iv i ty is a memory game. After present ing andpract is ing the act iv i t ies in the p ictures on the sheet ,g ive each pai r a set of the cut-up cards. Demonstratethe game with a pa i r of s tudents. P lace the act iv i t iescards face up on the table and give a mínute forstudents to memoríse them. Te[ l one student to lookaway whi le the other student removes a card. Thefirst student [ooks at the cards agaín and guesseswhích actívíty has been taken away. Change roles.

ff i nsU students to brief ly discuss what are the mostpoputar sports and [eisure activit ies in their country.

ff i Sroaden the discussion by asking which are the mostpopu[ar sports and teisure actívit ies worldwide.

ff i foint to the photos and the l ist of sports and activit iesin the Student's Book. Students then sav whichactivit ies they see in the photos. Model the vocabularyand students repeat. Then ask students to work Ínpaírs to Ídentifu the actívitíes on the t ist that alsoappear in the photos.

Student A I can see rugby and ... .Student B Yes, and there's also ... .

Ask students to predíct what the missing .number one'on the t ist might be.

Kryscuba diving, elephant polo, surfing, basketball,rugby, chess, cricket

t4 Students l isten to the whole [ist. to checktheir answers.

Key1 golf 2 fishing 3 bowling 4 knitting5 jogging 6 underwater hockey

14 One of the advantages of sports vocabularyis that it is often easy to recognise. The disadvantageis that the pronunciation is sometimes different inEngtísh. Ask students which words are the Same ors imi lar in the i r own language and i f the pronunciat ionis different in Engl ish. Students [ isten again and check.

ff i StuOents talk about the sports and activit ies in the t ist.Explain that Google search l ist may not be 100%re[íable aS Some sports are everday words, such asrunning and squash. There is a town in England calledRugby, and this woutd be included in the search resultsas well as the sport with the same name. Language isanother problem as some sports, such as tennis are thesame in Iots of languages, while others such as weighttraining, exist only in English.

75 Read the rubric through with the students.Play the recording for students to l isten and decidewhat the man l ikes or d is t ikes.

Key1@ 2e l e

TronscriptWoman So, are you watchinc the cup final this

lveekend?Man Um . . . no , I don ' t th ink so .Woman Don't you like football?Man No. I can't stand it. Sorry to sound so

Womanmiserable!Mmm, I hate it too, but I watch the World CupFinal .I can't play, that's my problem. I'm hopeless atit! lf I'm not very good at a sport, I don't l ikewatching it.So what do you like, then?I play golf.Oh right. ... My husbar-rd plays. I'rn notinterested in it, though. It's ... not my cup oftea. He plays golf, I go horse riding.

Man Oh, right. Wellyou could play polo - both ofyou. That's half horse riding, half golf! ... I'dlove to have a go at riding, actually. I bet it 'sgoocl fun.Oh, it 's great fun.So, do you have yoLlr own horse?No. I 'd love to have one. but. um .. . i t 'sexpenslve.

Man Yeah. I'm quite interested in tropicalfish. I'dl ike to have an aquar iunr, but . . . i t 's a problemif you travcl a lot ...

Man

WomanManWoman

WomanManWomanff i stuaents work with a partner and comptete the tíst

with the s ix act ivít ies. Have thethe answers, i f possib le. Col latethe board .

Teaching notes

whole c lass agree onthe suggest ions on

Lesso n 2.3Talking about your interests

Spor t and [e i sure L ikes and d i s l i kes

p cor'anuNtcATloN PRAcncE 6...r sB page BO.Div ide students into pa i rs and then read through therubric for the activity with the class. Ctarify they mustask each other quest ions about the i r interests and trvto f ind f ive th ings that they have in common. Askthem to make a note of common interests .Demonstrate a sample conversat ion with a studentto prov ide a model , then students cont inue in pa i rs ,moving on to a new partner when they have f in ished.Monitor that they use a variety of expressions withgerunds and not just / ike + noun. After the pa i r workask one or two pai rs to sum up what they have incommon. Check that they use the f i rs t person p lura l(We both playl ike...) for the feedback.

p StuO.nts have encountered a lot of vocabutary in thislesson. This act iv i ty gives them an opportunity to recal lsome of i t . Ask students to work with a partner andmake a l ist of as many act iv i t ies as they can rememberfrom the Google search l ist on SB page L6. Give a t ime

Teamworl< 2

l imit, then quickty f ind out which pair has rememberedthe most activit ies.

OPTIONAL ACTIVITY

Students could write a few l ines for their CV todescr ibe what they do in the i r le isure t ime. This couldbe a homework activitv.

Leisure interests:

WORKBOOK'" 'p Pages B-10.

Woman Tropical fish?Man Yeah. I'd l ike to have some piranhas.Woman Piranhas?Man Well, they say a hundred piranhas can eat a

horsc in less than five minutes!Woman Oh!Man I'm not sure if tl 'rat includes the rider or not...

E 75 Students l isten again for what the womanl ikes and dist ikes.

75

Key

6 i e

Students t isten again and answer quest ions.

1 He can't stand football. 2 Because the woman'shusband plays golf and she goes horse riding. (lt's ajoke.) 3 He's interested in tropical fish /piranhas.

f i StuOents buitd their vocabulary by doing this matchingactivitv.

Key1 c 2 a ) d 4 b

!l Vocabulary practice "'"p SB Page 96, Exercise 5.

Key1S 2N ]N 4S 5N 6S

76 Students l isten and repeat the sentences.They underl ine the word that's stressed.

Kev

KE1 6 2

l |t's gleaÍ fun! 24 lcan'tstand itl

I 'd love to have a go! 3 I hate it!

5 I 'm hope less at i t !

Teach ing notes

Lesso n 3.!Comparing offers

Comparat ives os. . . as

Quotes and orders

3 choices

PRE-TEACHING

El i c i t what s tudents a l ready know about thecomparat ive , us ing th ings in the c lass room: l s th i stable longer/wider than thÍs one? ls this window asbig as that one? You could also use photos of famouspeople cut out of magazines. /s (f i lm sta) morebeautiful than (fl lm sta)? So you think she's lessbeautiful than (name)? ls this (house) the some asthat (house)7 Write examptes on the board and el ic i tthe pattern for the formation of the comparat ive(adject ive + -cr for one syl labte, more/ less + adject ivefor more than one sy t tab le) . E l íc i t a l so the use o f thanto compare two things and os . . . as when two thingsare the same.

OPTIONAL ACTIVITY

Expand the use of comparat ives to the topic ofshopp ing as a lead ínto the lesson theme of on l ineshopping. Ask: ls (name of supermarket) cheaper than(name of supermorket)? ls petrol more expensive at(name of supermarket) than at (name of supermarket)?

ff i nsf students a few general quest ions about shopping:Do you like shopping? Where do you go shopping forclothes/food? When do you go shopping? lnLroduce thetop ic o f on l ine shopp ing. Tatk br ie f l y about your ownexperíences o f on líne shopp ing, be fore s tudents ta lk inpairs about i t . Then students feed points from theirpair work into a c lass discussion. Write them on theboard under head ings:

Purchases online

Products you never buy online

Adva nt a g e s/D i sadv a n tag e s

ff i focus on the art icte and expla in that the t i t le ismiss ing. Point out the choice of three t i t les for theart ic le. Then students read the art ic le and choose whatthey think is the best of three tÍt les. Read the artíc leand the t i t les with weaker students and give supportwith unknown vocabulary. Ask for oral feedback andexpect stronger students to give reasons for theirchoíce. Check whether everybody agrees or not andask them to give their reasons. A[ternatíve[y, wíth

weaker students, they may f ind ít easier to access thetext and new vocabulary using the cut-up text onResource sheet 3.1.

KeyBest t it le: c

RESOURCE SHEET 3.7 " ,v Page 94.Use Resource sheet 3.1 to he lp weaker studentsaccess the art ic le in 1b more eas i ly . Div ide the c lassinto pa i rs or smal l groups and g ive a set of the cut-upstríps wíth the text on to each pai r or group. Readout the art ic le f irst before students reconstruct it. Seta ten-minute deadl ine or you might make the act iv i tycompetit ive by offering a 'prize' for the f irst group orpai r to complete the task.

Read through the phrases with the class and checkthey understand them. Then ask students to f i t t in thegaps with words from the text. Students could checktheir answers with a partner f irst before feeding backanswers oral ly in class. Pay particular attention to thestress on delivery, included and discount.

Kry1 delivery charges 2 included I save 4 quality5 place 6 discount 7 goods

Key1T 2

- t {

i ndependent ly or inthe c lass.

ff i StuOents read the art ic le again for this comprehensionactÍvíty, and decide i f the sentences are true or false.

F ] T 4 F 5 T

ffi Vocabulary practice '.' l SB Page 97, Exercise L.

Key1b 2 e 3 a 4g 5d 6 c

ffi ffris exercise provides more practice at formingcomparat ive forms. Students do i tpairs and then feed back oral ly to

Kev1 faster 2 less expensive 3 much 4 as easy as5 as big as

Comparat ives

Wr i te a l i s t o f shor t and long ad jec t i ves on theboard and ask how many sy l l ab les there are ineach. Ca l l out some other ad jec t i ves (e .g . low,difficult, bíg, dangerous, etc.) and ask if youinake the comparat ive with -er or more. Point outthat, a l though there are two forms for posit ivecomparat ives (-er and more), for negat ivecomparat ives /ess i s used w i th both long andshort adject ives (e.g. /ess cheap, Iess expensive).

Teach ing notes

Theis:The

Reier students to the Grammar reference for a fu[[expianat ion and notes on two-syttab le adject ives.

ABe sure to moni tor students ' use of /ess wi thcomparatives. In Engtish we often use anadject ive wi th an oppos i te meaning, rather than/ess, espec ia l ly when speaking. The commonopposite of:

store was busier than usual.

store was auieter than usual.

Ctar i fy that when we say that two things are thesame (or not the same) we use (not) as . . . as.

Grammar re ference ' . .p SB Page 106, Sec t ion 2 .1

Choices 3

Lionet Yes, but surely we don't want just another'modern'vacuum cleaner, that's the same asallthe other products we sell? We needsomething different. OK, the Aerosaurus ismore expensive. But it 's dffirent... AndSuntra is making a good offer. Look - twelvepercent discount - Gild is only offering fivepercent. Suntra is offering cheaper delivery,as rvell. We can make a bigger profit margin.

Marilyn We can makc a bigger margin, but we canonly make a good profit if we sellcnoughvacullm cleaners. How nlany of theseAero.. .sauruses can we sel l? I mean, look atit. It looks l ike a dinosaur!

Lionel Of course it does! That's why people wil l loveit l lust l isten to i t !

18 Students l isten and repeat two sentences.Focus their attent ion on the reduced forms of than

/öard and os /az/ .Pract ise with other examples, i fnecessarv.

ff i cottlMuNrcATroN PRACTTCE 7""'p SB Page 80.Div ide the c lass in to pa i r s and exp la in that they needto buy new carpets for their off ices. Point to thein format ion about the quotes f rom the threesupp l ie rs . Demonst ra te an exchange w i th a s tudent ,so that s tudents unders tand they shou ld usecomparat ives for this act iv i ty. They compare anddiscuss the quotes and then choose the best offer.F inal ly, ask pairs round the c lass to say what theychose and give the reasons why.

Students have the opportunity to personal ise thelanguage of the lesson by comparing with a partner thepr i ce and qua l i ty o f pa i r s o f compet ing products andstores they both know. Ask stronger pairs to feed backto the whole c lass after the pair work exchange.

OPTIONAL ACTIVITIES

. l f you have a good supp ly o f authent i c Eng l i shreading mater ia l , students could do a search forcomparat ives in adverts in magazines andnewspapers and make a c lassroom display fromthem.

o Students could do some dict ionary work to expandtheir adject ive base (e.g. group opposites together)and consol idate comparat ives at the same t ime.Students could ' test ' a partner or the rest of theclass on the l ists they draw up.

o Students could write their own iumbted adject ivesfor other students to sotve, with a c lue or adef in i t ion to help, i f necessary e.g.:

pseixenve lt costs a lot of money.(Answer: expensÍve)

@ Crurrar practice " ' .p SB Page 97, Exercise 2.

LionelMari lynLionelMari lyn

Key1 cheaper 2 more expensive 3 as cheap as4 better, quicker 5 worse 6 less difficult

! l Exptain that Vacscape is an onl ine store which settsvacuum cleaners (mime). Read through the two quotesfrom suppliers and clarify the key vocabulary beforestudents work with a partner to compare them, usingthe adjectives given. Students present theirrecommendations and reasons to the class.

E 77 Explain that Marityn Casey and LionelWilmington are two managers from Vacscape.com, whoare d i scuss ing the quotes and look ing a t samples o fthe products. Read the quest ions with the ctass andthen play the recording for students to l isten andanswer them. Check the answers oral lv with the c lass.

KeyI They are both top quality products. 2 One lookslike something from the 1960s. The other one hasmodern look. 3 She thinks that people don't wanta vacuum cleaner that looks 40 years old.4 He thinks it's different and that people willlove it.

TranscriptLionel Marilyn, these are both top quality products!

The quality's the san1e.Marilyn I know. But they don't look the same. The one

from Gild looks l ike a modern vacuumcleaner. This Aero . . .Aerosaurus.Yeah. It looks l ike something from the 1960s.Well of course it does. It's a retro look.I knolv, but what do rnost customers want?Do they want to pay a reasonable price for amodern vacuum cleaner, or pay more forsomething that looks forty years old?

Teach ing notes

Lesso n 3.2Discussi ng requ irements

Super lat ives

Needs ana lys i s

Super lat ives

Po in t out that the pat te rn fo r mak ing super la t i veforms fo l lows s im i la r ru les to the comparat iveforms. Short adject ives use fhe + -est and [ongadjectÍves use Íhe + moSt. ln the negat ive formthey al l use the + least. For more detai ls onsuper lat ive forms for two-syttable adject ives, refers tudents to the Grammar re ference .

Grammar re ference SB Page 106, Sec t ion

PRE-TEACHING

Br ing in photos f rom magaz ines wh ich have se ts o fthree or more ob jec ts or peop le , to rev i se thecomparat ive and present and prac t i se the super la t i ve .Ask quest ions such as: How many people ore therehere? ls this man older than this man? Who is theyoungest woman in this group? Do you like thesecars? ls this one more expensive than that one?Which Ís the most expensive?

Switch to the topic of off ices, to introduce the theme ofthe lesson. Ask: ls your offlce quite bÍg? ls it bÍgger orsmaller than your boss's office? Who has the biggest/best office in your company? etc.

Read out the quest ions and then ask them to d i scussthem with a partner, before feeding their answers backto the c lass. Write students 'suggest ions on the boardunder the headings: | ikes and Dis lÍkes.

What do you thÍnk isworld?I think the best job in(a film sta).

ffi Crammar practice .."> SB Page 97, Exercise 3.

Keyt the most advanced Z theworst I the leastexpensive + the most modern 5 the best6 the nicest

ff i ro' oral practice of superlatives, students work ín paírs,taking it in turns to make questions using the prompts,and answer the questions. Demonstrate the task with astronger student before students work with a partner.

Teacher

Student

the best job in the

the world Ís to be

Students work with a partner to make a l ist of theequipment and rooms/areas people need in off ices.They then feed back to the c lass. Write up theirsuggest ions under the headings Equipment andRooms/Areas. Number each suggest ion.

79 Point to the photo and tet[ students that i t 'sSteve Simpson, an architect. Students [ isten to Stevetalk ing about the requirements for designing off ices.They t ick the things on their l ists that he ta lks aboutand make a note o f any o ther th ings he ment ions .

TranscriptInterviewer So, when you design an office, rvhere do

you start?Steve Well, the first question is, how much

space do you need? And that's one of themost difficult questions, sometimes,because for most people, it 's difficult tosay, oh I need ... fifteen squarc rnetres,for exarnple. So yotr have to look at whatpeople need to do in the office, look atwhat equipment they need - you knou',most people need a phone, a computer,um .. . a desk! Then there's sharedequiprnent. . . . you normal ly have a roomwith a photocopicr, printers ... a faxmachine, possibly.

Interviewer A coffce machine.

ff i Straents work with a partner to discuss opinions aboutoff ices. They then feed back on which opinions theyagree/disagree with. Ask students to give reasons forthe i r opíníons .

ff i eoint to the photos of three off ices and eticit students'reactions. Students then match them to threecompanies l isted. Ask students if they know anythingabout these companies.

Kry1b 2 c 3 a

ff i uon a class díscussíon to f ind whích off ice students* would most/teast l ike to work in. Ask one student toact as secretary and write up their reasons on theboard as they discuss.

W Read through the ten descriptions of off ices and ctarifuany unknown language. Students can do the matchingactívíty indÍvídual ly, then compare theír answers inpairs. Final ly, hold class feedback and see if aconsensus can be reached or not.

Teach ing notes

Steve Oh, a coffee machine is essential! It'simportant where yoll put it. Do you put itin a corridor, with no rvindows ... or nextto the toilets ... You know, so people haveshort coffee breaks. Or do you have a nicecoffee area, with seats . . . b ig windows . . .?Daylight - that's a bis consideration.Light's extremely irnportant.So you want big windows, if possible.Yeah, you usually want a lot of l ight.What do you think r>f open-plan offices?Do you hke that sort of design?Well, an open-plan officc isn't really adesign, is i t? l t 's just a big room, Ltm .. .But we're talking about the requirementsfor offices, and the nrost importantqucstion is money. You know, cost isalways the biggest problem. At the end ofthe day, walls cost money. If they're not anessential requirement, then why havetl'ren-r? With anything that costs money,clients always ask, is it really necessary?Offices are expensive, even if you onlyhave what's in the regulations - what'scompulsory. So, if sorrrething's anopt ional extra . . .

19 Read through the sentences with the c lassand students then l isten again and decide i f they aretrue or false.

Kq1 F Z T ] F

@ Stuaents then f i l t in the gaps in sentences from theconversation to consol idate the key adjectives.

20 Students then l isten and check theiranswers.

Kryt difficult 2 possible 3 important 4 essential5 necessary 6 compulsory

$ Vocabulary practice .".p SB Page 97, Exercise 4.

Kq1 f 2 c ) a 4 e 5b 6d

RESOURCE SHEET 3.2 " ' "v Page 95.To consol idate language for descr ib ing of f ice needs,use Resource sheet 3.2. Div ide students into pa i rsor smal l groups and g ive each pai r or group a setof the cut-out cards. Students make sentences withthe cut-up cards (there are three text cards to eachsentence). Demonstrate one with the c lass i fnecessary before they work independently. Studentsread out their sentences to the group afterwards.

InterviewerStevelnterviewer

Steve

Choices 3

ffi conaMUNtcATtoN pRAcncE B.'"3 sB page 80.Divide the c lass into pairs. Students [ool< at a l ist ofpossib le fac i l i t ies for a new off ice and discuss whichthey think are the most/ least important. They mustreach dec i s ions and number the i tems on the l i s t inorder o f impor tance . When they have dec ided on theorder , as l ( each pa i r to jo in up w i th another pa i r andcompare the i r [ i s t s , exp la in ing and jus t i f rT ing the i rchoices.

ff i StuOents do this personal isation activity in pairs. Ones tudent asks the o ther about the prob lems wi th h i s /herpresent off ice/workplace, or an imaginary off ice, andwhat heishe would l ike in a new ' ideat ' off ice. At theend, they change ro les .

Teach ing no tes

Lesso n 3.3Describing ptaces

Locat ion and geography TraveI recommendat ions

ff i Stuaents read the question in the rubric. Then read thefirst paragraph of the art ic le with the class.

KqVladi Private Islands is an island real-estate agency.

Check students' comprehension of the words in thebox. lf there are words that they aren't sure ol ask ifother students can give an example or definit ion of theunfamil iar word, to explain ít. Then students read therest of the art ic le and f it l in the gaps.

Key1 islands 2 Ocean J coast 4 tropical S lake6 forests 7 beaches 8 climates

PRE.TEACHINGAsk quest ions about students ' exper ience ofgeography.Do you like geography? Do you readtravel books or magozines about other countries? Doyou have mops on your computer? Do you have asatellite route finder in your car? Do you read guidebooks about o town or country before you travel?

ff i Straents discuss in class where they would l ike tohave a hot iday home. This is a good opportuni ty torevise countries and compass points. lt would beuseful to have a world map avai lable for studentsto refer to.

The concept o f a hot iday home in one ' s owncount ry i s very common in F rance and Russ iaand an inc reas ing number o f o ther Europeans arebuy ing ho l iday/ re t i rement homes in o ther count r ieswi th warm c l imates . For some nat iona l i t i es ,however , the concept o f a ho l iday home wi t t beless fami l iar.

OPTIONAL ACTIVITY

Wi th s t ronger s tudents you might cons ider theadvantages and d i sadvantages o f hav ing a ho l idayhome in the i r own count ry or abroad. Co l ta te the i rideas under the two head ings on the board .

PRE.TEACHING

Use maps and magaz ine p ic tures to present andprac t i se some of the new geograph ica l vocabu laryof the lesson (lake, mountain, Ísland, oceon, forest,hemisphere etc.) . Alternat ively, you could write upnames o f famous p laces , jumbled , on the board andask s tudents to sor t them in to pa i r s , then ask whatthe pa i r s a re:

Mount Everest / The Matterhorn (mountains)

The Pacific / The Atlantic (oceans)

Africa / Australia (continents)

The Danube / The Amozon (rivers)

Hawaii / Bermuda (islands)

The MedÍterranean / The CaspÍan (seas)

The Sahara / The Gobi (deserts)

Titicaca / Victoria (lakes)

Teaching notes

ff i Point to the photo of the is land and ask for students'reactions. Would they l ike to own this istand? Then askthem to discuss in pairs, where they would l ike to havea private ísland and why. After the pair work, studentsfeed back to the class. Col late the locations and thereasons on the board.

RESOURCE SHEET 3.3 . '"t Page 96.You can use Resource sheet 3.3 to consol idate thegeographica l language. Div ide the c lass into pa i rs orsmal l groups and g ive a copy of the quiz to each pai ror group. Students test each other's geographicalknowledge. Check students 'answers wi th the wholegroup afterwards.

KqLa 2b 3 a 4b 5 a 6 a 7b 8b9 a 1 0 a

ff i nead through the rubric with the class and checkunderstanding. Then demonstrate, describíng a fewplaces in your country and abroad and ask studentsto guess the names of them. Students cont inue theactivity in pairs. Monitor and check that they take itin turns to describe and guess.

Zt Students l isten and repeat the names ofplaces from the art ic le. Ask students i f any of theplaces are s imi lar in their language, but have adif ferent pronunciat ion from Engl ish.

22 Point to the photo and read through therubr ic with the ctass. Ask students to say who thepeople are, where they are and what they're doing.Then read through the quest ions with the c lass beforethey l i s ten and answer them.

Kq1 The beaches and the weather. 2 Winter.I lle explains that you can have Christmas dinneron the beach, because it is summer there.a The Southern Alps. 5 A lot of people rentcamper vans to travel around.

Choices 3

TranscriptCaroline So, what do you think of Hawaii?Alistair Fantastic. The beaches are amazing. We've

got some good sr-rrfing beaches in NewZealand, but here it 's ... well, the weather's alot warmer, that's the first difference ... atthis time c',f year, an\.ryay.

Caroline Of course, it's winter in New Zealand,isn't it?

Alistair Yeah. It' l l soon be spring, though.Caroline I'd l ike to go, actually ... maybe not this year,

but ... possibly next year.Atistair To New Zealand?Caroline Yeah. What's the best time of year to visit?Alistair Early summer's nice. Late Deccmber, early

January.And what's the weather l ike?Pretty hot, usually. You can have Christmasdinner on the beach, no problem! But there'sa lot more to do than iust sit on a beach,obviously.

Caroline Oh, sure. So, what are the best places to see?Alistair The nicest part of the country's the South

Island, in rny opinion, anryay. You go to themountains there, the Southern Alps, and it 's. . . oh, i t 's beaut i fu l .

Caroline So, do you need a car, to travel round?Alistair Yeah. Or you can rent a camper van.

That's what a lot of people do. There arehundreds of campsites, where you can ...,you know, park and ...

Caroline Yeah. Yeah.Alistair I know that area pretty well, so ...Caroline Can you recommend some campsites?Alistair Yeah, I can eive you some good addresses.

There's one campsite, next to a lake ...

@ StuOents match the questions and answers from theconversation to consol idate the language of asking forand g iv ing recommendatíons.

23 Students then l isten again and check theiranswers. You could refer them to the transcript on SBpage 116, to give them the opportunity to see thewhole extended dialogue while you play it again.

Kq1 c 2 a 3 e 4d 5b

OPTIONAL ACTIVITYStudents could pract ise ask ing and answer ing thequest ions f rom 3b in pa i rs .

23 Ptay the recording for students to l isten andrepeat. Focus students' attention on the reduced vowelsounds in to /ta/, of /ev/ and can lkanl. Model moreexamples, íf required.

J ocean 4 mountain

ff i comMUNrcATroN PRACTTCE 9"".b SB Page 80.

CarolineAlistair

ffi vocabulary practice '""} SB Page 97, Exercíse 5.

Key1 coast 2 northern5 island 6 forest

Div ide the c lass in to pa i r s . Exp la in that they are bothv i s i t ing each o ther ' s count ry on bus iness and thatafterwards they are taking a week's hot iday to seesome of the count ry . They both need to recommendthree p laces o f in te res t fo r a tour i s t . G ive them t imebefore the role play starts to work out the threein teres t ing p laces to recommend. Demonst ra te aconversat ion w i th a s tudent to prov ide a mode[ . Thenstudents do the ro le p lays and dec ide wh ich p lacethey 'd most l íke to vÍsÍt . Fína l l y , ask one or two pa i r sto do the role plays for the c lass.

ff i nsf< students to each think of a tourist destination, intheir country or abroad, that they would real ly l ike tov is i t . Then ask them to work in pa i rs , tak ing turns totet t the i r partner about the p lace they would l ike tovísít , why they would t ike to go there, and what theywould hope to see and do. For feedback, ask somestudents to report back to the class about theirpartner's dream destination.

OPTIONAL ACTIVITY

Copy out th i s shor t ema i l onto the board . S tudentswr i te a rep ly to th i s ema i l . Th i s cou ld be a homeworkas s i gnmen t .

H i ,How are things? | hope you're welt . I want to cometo your c i ty for a short v is i t next year. Can you helpme? | have a few s imple quest ions. What 's the bestt ime of the year to come? Can you suggest a fewptaces for me to v is i t and things to do? Do I needto rent a car?Alt the best,Richard

WORKBOOK ."'p Pages 11,-1.3.

Teach ing notes

Name:

Test I (units 1-3)f f i F i t t in the gaps with the correct present form of be.

1 | - Tony P i t t and th i s - - - - - - - - - - - - E le r iSouth land. We - - - f rom PH Products .

2 - - . - . - - - - - Mandy Wr ight on the t ra in ing course?

3 Ph i t L ipman and Ger rY Rose here?

4 you in charge o f the dePar tment?

5 Where - the photocoP ie r?

6 - a l l vour fac tor ies in the UK?

W Make negative sentences.

1 I 'm an engineer.

2 He',s in il;ff,.; i"o;r.

3 They're late for the meet ing.

4 | work in the Par is off ice.

, ilil;.;;; ,il;;*;',; ;;;.* ,. in. conrerence.

She write, ,.port, ;; i;;t;;

Comptete the sentence with the correct form of theverb in brackets.r They - the de l iver ies every morning.

(to check)He .------- - -- for the head office. (to work)

No, | - - - - - - t rave l a lot on bus iness.(to travel)We ----- a new strategy. (to have)

When the conference start? (to start)

ls Danny ---------- with you? (to work)

Do they for Panoil? (to work)

Are they problems? (to have)

I enjoy - by plane. (to travel)

He likes . (to iog)

ffi Fitt1

2

3

4

5

6

7

in the gaps with the correct preposit ion.

I look - foreign customers.

She reports - - --------- the sales director.

He's in charge - the London off ice.

We ' re respons ib le - - - - - - - - - sa les in As ia .

I dea l - a l l the d i f f i cu l t p rob lems.

Wha t do t he l e t t e r s LTD s t and . . - - . - . . . . ?

I adv i se cus tomers . - - - - - - - - - - - - - - - the ins ta l l a t iono f equ i pmen t .

A l s the pro jec t s t i l l - schedu le?

B Yes, we're running a week late.

Costs a re $100,000 more than in the p lan .We're well ------ budget.

10 He's good - so lv ing Problems.

Write sentences with the comparative. Use theadjectives in brackets.

r this mobile phone / that one (+ cheap)

ffi

2 a Ferrari / Ford (+ fast)

3 a f lat in Liverpoot / f lat in 'il;;. ,^p,e,,sÍ,,)

W

4 my office / my boss's office (: big)

Make sentences with the super lat ive. Use theadjectives in brackets.

r he / has / office . (+ nice)

',n" i o. / il;;;; . i. o,in,uirt)

3 cost l be l problem . (_ Ímportant)

4 ' i ,n i . i l in ' r I be / sotut ion . (+

' i;; ';; ';;;, i;;t ',*ir. /op,ion (+ sood)

ffi

4

5

6

7

I

9

1 0

Business Start-up 2 Test L PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

Name:

A Match the pairs. Write a-h in the boxes.

1 L__] What's the weather a anything else?

2 L_] Can you recommend b team player.

3 n I'm not very good

4 D Would you l ike

5 ! Cou ld l have

g a good hotel?

h as his boss.

Test 1,

It 's not to far from the sea.

What ' s the weather as in summer?

What 's the good t ime of year to v is i t Brazi l?

Can you recommend any good places stay?

rest total E I-l

c the bi l l , p lease?

d l ike in October?

e t ime of year to v is i t?

7 3

7 4

7 5

7 6

E

6 L__] He's not as experienced f at solving problems.

, ! what's the best

8 ! N i c k ' s agood

Find the mistake in each sentence. Write the correctsentence.

1 | manage team of f i ve techn ic ians .

2 WhÍch depar tment do he work fo r?

3 Wou ld you l i ke th ing e l se to dr ink?

4 We ' re head o f schedu le and under budget .

5 He's not very good at make presentat ions.

6 | don't stand footbalt .

7 l 'm not interested to that.

I 'd love to have a do a t scuba d iv ing .

l s the cos t o f de l i verv inc lude?

Th is quote i s many cheaper .

Could I have a extra desk in my off ice, p lease?

Fax machines aren't necessarv more.

10

1 7

12

PH0T0C0PIABLE O Cambridge Univers i ty Press 2006 Business Start-up 2 Test

4 ExperienceLesson 4.1Discussing past performance

too/enough

Students build up their vocabulary base with a gap-fillactivity based on the sentences from the recording.

24 Play the recording for students to listen andcheck their answers.

Key1 successful 2 much 3 complicated 4 lowSoften 6 dangerous

25 Students listen to Rob and make a list ofthe adjectives he uses. The listening is short, so playthe recording more than once, to give students timeto write down all the adjectives.

KeyBecause the bicycle is a very successful invention.

PRE-TEACHING

Recycle and practise the past simple of be in thecontext of days, dates and weather. Ask questions:What day was it yesterday? What was the date? etc.

Students discuss the sentence and say whether theyagree or not. This could be done in pairs first andthen as a class discussion. Ask for examples of'simple' inventions.

Students work with a partner and discuss why thebicycle was a successful invention. They should list itsadvantages/disadvantages to feed back to the class.

24 Point to the photo of Rob Marte! and readthe rubric with the class. Play the recording forstudents to listen and answer the question.

TranscriptRob

Woman 1

RobMan

RobWoman 1

RobWoman 2

RobMan

RobWoman 1

Rob

So. to start with, I want to talk about ... thebicycle - a very successful invention. Anyideas why? What are the main advantagesof bikes?They don't cost much.OK.They're not complicated.They're easy to use, yeah.Not too easy when you're going uphill!No, that's true. Let's say 'simple'.Running costs are low.OK, yeah. Very cheap to run.They don't often break down.Yeah. Reliable.They're safe. Well ...They're not too dangerous. OK. So, asuccessful invention, for all those reasons.And, with modern bikes, we have a goodexample of using the latest materials for adesign that's over a hundred years old.

Keycheap, simple, economical, efficient, reliable, safe

TranscriptSo, to sum up, then. \Vhy are bicycles popular? They'recheap, simple, economical and efficient, reliable andsafe. Now, that checklist is the same, no matter what sortof .. ,

Vocabulary practice ... ) SB Page 97, Exercise 1.

KeyId 2c 3g 4a Sf6b 7e

PRE·TEACHING

Ask: What products are/were very popular in yourcountry? What products does everybody buy/wantto buy? to introduce success/flop. Have studentsbrainstorm on very successful products and productsthat have failed.

Point to the photo of the Sinclair C5 and see ifstudents know what it is. Ask if it looks useful.

Students then read the text to find out if the C5 wasa success. With weaker groups, do this with the class.

KeyNo, the Sinclair CS was a failure.

Students then consolidate the past simple of be. Theyneed to refer to information in the text.

Key1 was 2 wasn't 3 were 4 weren't

be: past simple

Point out that there are only two positive formsof the verb be in the past (was/were) and onlytwo negative forms (wasn't/weren't).

Grammar reference ...> SB Page 108, Section4.1.1.

® Teaching notes

@ Cra*mar practice "..p SB Page 98, Exercise 2.

KryI Was, was 2 Were, were 3 Was, wasn't, were4 Were, weren't, were

PRE.TEACHING

Present toofenough by asking questions:

Teacher Can I carry my office computer in this bag?No, the computer is ...

Student ... too big/heavy.

Teacher Can I carry a laptop in this bag? Yes, alaptop is ...

Student ... small/l ight enough.

Alternat ively, you can use Resource sheet 4.1 topresent and practise too/enough.

RESOURCE SHEET 4.1 '" .Y Page 97.

Use the picture on Resource sheet 4.1 to et ic i tsentences with too/enough. Go through the picture withthe whole c lass, e l ic i t ing sentences. Model contrast ingsentences and have students repeat them, e.g.:

Teacher The office is too small for three people.It's not big enough for three people.

Once students are conf ident, they cont inue in pairs,

taking turns to make sentences about the picture,

using foo or enough.

@ StuOents work with a partner and take i t in turns to-

ask and answer quest ions about the S inc la i r C5 us ingthe prompts in the book. Stronger students could dothe exerc ise in front of the c lass after the pair work.

This act iv i ty consol idates the posit ive and negat iveforms of be in the past and how we use too/enough.

KryI was 2 small I wasn't 4 small 5 little

Experience 4

ffiff i StuO.nts then work with a partner to sum up why they*

think the Sincla ir C5 was a f lop. Col late the results ofthe pair work on the board after a c lass discussion.Encourage students to use too/enough.

26 Students t isten to Rob Martel and l ist h isreasons why the Sinctair C5 was a f lop. They couldthen compare their ideas from 2h with his, to see howmany were the same.

Keytoo small, too low difficult for other drivers to seeyou, quite dangerous, water splashing from other cars,the battery was heavy, battery wasn't very powerful

TranscriptThere were lots of problen'rs with the Sinclair C5. Thebiggest problem, I think, was ... it was too small, andespecially, too low. Because it was so low, it rvas difficult forother drivers to see you. It was actually quite dangerous.And, obviously, if you're very low and it's raining, thenthere's water splashing on you fron'r cars. And then therewas the battery. It was heavy. It wasn't very powerful,every night you had to recharse it. I mean, forget it!

ff i COÍIMUNICATION PRACTICE 70'..v SB Pages 81and 89.

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to look at their d i f ferent pages. Saythat the two products were complete f lops last year.Tel l student A to look at the information about productA and try to guess why i t wasn't successfut. Emphasisethat he/she should use too/enough. Tell Student Bto refer to the information on his/her page about whyproduct A was a f lop and tel t Student A whether he/sheis r ight o r not . S tudent A shou ld make notes o f whatstudent B says. Demonstrate by ptaying the part of Awith a student. Then change roles and play the part ofB to show how to give the addit ional information.White students do the role ptays, monitor that they usetoo/enough.

OPTIONAL ACTIVITIESo Students might l ike to develop the idea of

successful invent ions from their own country andprepare a short presentat ion for the c lass.

. Ho ld a c lass d i scuss ion on the use o f he lmets onbi l<es and motorbikes and seat belts in cars.Att i tudes towards safety can vary considerably andthis might generate a heated discussion! Col latestudents ' ideas under the headings of Advantagesand DÍsadvantages.

Student A I think helmets are too uncomfortable.

Student B Yes, and too hot in summer.

Student C OK but it 's too dangerous to ...

Sl Cramrar practice " '"p SB Page 98, Exercise 3.

Kq1 That car isn't fast enough. 2 This is tooexpensive. I The price of this product isn't lowenough. 4 These products are too dangerous.5 The design isn't simple enough.

too/enough

Point out that too and not enough are used indif ferent ways to say the same thing.

Grammar re ference ' " "p SB Page 107, Sec t ion 2 .3 .

Teach ing notes

Lesson 4.2Discussing past projects

Past s imple: regular and i r regular verbs

Problems and so lut ions

ffi StuOents work with a partner to read the text to findthe so lut ions and match them to the problems.

Key1 c 2 a l b

ff i StuOents consotidate the past simpte by compteting a* gup-fitt activity. Do the activity oral ly with students whoneed support. Students should refer back to the text,for examples, i f they are unsure of the past simpleforms.

Key1 made 2 didn't have J cost, took 4 wanted5 couldn't 6 found 7 went 8 ate, drank9 didn't use 10 watched

PRE.TEACHINGTo reactivate what students know of the regular pastsimple, write a [ ist of regular verbs from the lesson onthe board. Model the inf in i t ive and the s imple pasttense:phone Last night I phoned my boss at home.

start Yesterday I started a new job.

work Last year I worked for a company in Germany.

Then write up the past tense next to each inf init ive andask students to tel l you the pattern. El ic it that the verbends in -ed and that the -ed can be pronounced inthree different ways: phoned ldl, worked ltl andstarted ldl.

ff i tatU about a proiect you worked on last year to providea model. Say why it was interesting/boring/diff icutt.Then ask students to describe their own experiences.With some ctasses it might be better for studentsto tackle this in pairs f irst and then share theirexperiences with the whole class.

ff i So^e students might f ind it daunting to tackle a longerreading text without support, so read the text withthem and c lar i fy unknown vocabutary. Alternat ively usethe cut-up vers ion of the text on Resource sheet 4.2,to introduce the text. Then focus students 'attent ionon f inding the three main problems with the project.

Key1 cost 2 It wasn't possible to use computers tocreate forests,lakes and mountains, so the teamneeded to film atreal locations I It was alsoimpossible to use computers for dinosaurs that werenear the camera.

RESOURCE SHEET 4 .2" . "p Page 98.

Cut up one copy of the Resource sheet for each pair orsmal l group. The aim is for the group to reconstruct thetext together and thus become fami l iar with i t , in thecontext of a game. You could make i t compet i t ive andthe first pair/group to construct the text 'wins'. To makethe act iv i ty s impler, you could read out the text f i rstand then students reconstruct i t .

Teaching notes

Teacher

Student 1

Student 2

Student 3

Go. Luis.Went. Carla: have.Had. Jan: work.Worked. etc.

Past s impte: posit ive and negat ive

Po in t out that the pos i t i ve fo rmat ion o f i r regu la rverbs has no se t pat te rn in the pas t s imp le .Students just have to learn the di f ferent forms byhear t . Refer them to the l i s t o f i r regu la r verbs onSB page 1L3.

Po in t out that the fo rmat ion o f the negat ive inthe s imp le pas t i s the same for regu la r andirregular verbs: didn't + inf in i t ive.

Grammar re ference " "p SB Page 109, Sec t ions4 .1 . . 2 and 4 . 1 . 3 .

ffi Crarmar practice ..'p SB Page 98, Exercise 4.

Keya 1 He didn't start his new job last week.2 They didn't make the film in India. 3 They didn'thave a very big budget. 4 The project didn't costf2million 5 She didn't finish rhe iob on rime.6 They didn't use very expensive computers.b 1 The photos looked very good . 2 They took along time to finish the job. ) They wanred ro usecomputers. 4 She went to Malaysia. 5 I drankcoffee in the break. 6 They ate lunch.

OPTIONAL ACTIVITY

P lay a game of pas t s imp le 'p ing pong 'w i th s tudents .Cal l out the inf in i t ive of a verb and point / catt out toa s tudent . The s tudent must ca l l out the pas t s imp leof the verb , then ca l l out the name of another s tudentand a di f ferent verb inf in i t ive. The game cont inues,without pausing, unt i l the teacher cal ls for i t to end.

E 27 Tel[ students that Jake Stern makespromctional videos for companies and that he's tatkingto a customer about a video he made at a chemicalsfactory. Read the questions with students and checkthey understand them. Then play the recording forstudents to listen and answer.

Kryt the heat/temperature 2 They put the camerain a box, to protect it. 3 There was no light.4 There was no solution. No, it wasn't possible.

Transcriptlake So this is quite an easy project ... certainly

compared with the one we did last month, at achemicals íactory. It tvas, um ... quite achallenge!

Client At a chemicals factory?fake Yeah. It rvas a marketing video, for a chemicals

company. Theywanted to film different ... parrsof the factory.The first problem was the heat.It was ... I don't know what the ternperaturewas, exactly, but it was extremell,hot

Ctient So it was difficult to work?fake Well, the trouble was, it was too hot for the

camera.Ctient Oh, right. So what did you do?fake We put the camera in a box, to protect it. We

made a box, with a small hole in the front ...Client Yeah.fake And we filmed with the camera in the box.Client And did it rvork?

lake Yeah, it worked OK.Ctient So how did you make the box? What did

you use?lake fust wood. Nothing complicated. So, anyway,

we finished fi lming in this hot area ... and thenthey wanted us to film with no hght. They hadanother production process where, um ... theycouldn't have any light at all. It was completely

Clientf akeClientlake

black.And they wanted you to film it?Yeah.So what did you say?I said, no, it 's impossible. They thought maybewe could use a specialcamera or something,but, um ... it wasn't possible. So, fi lming inyour offices isn't a big problem!

Client Well after that, no! So, rvhen can you startsett ing up . . .

Experience 4

27 Students l isten to the recording again tocomplete the quest ions from the dia logue.

Key1 So what did you do? 2 did it work3 did you make the box 4 did you use

ff i Crammar practice .."> SB Page 98, Exercise 6.

Kq1 did you buy it 2 Did she work in the office roday?I Did he make a video? 4 did they see the product5 Did you find my ofíice (very) easily? 6 did yougo there

Students work with a partner using the prompts in thebook. They take it in turns to ask and answer questíonsabout Walking with Dinosaurs. Check that they use thepast simple for questions and answers.

ff i coruMUNtCATtoN PRAcTICE 11 ".') SB pages 81and 89.

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to look at their d i f ferent pages.

A asks B to ta lk about a project he/she worked on lastyear, us ing the notes as prompts. A makes notes of B'srepl ies. Demonstrate by ptayíng the part of A with astudent. Then students do the role plays. Monitor thatthey use the past s imple.

Then students change roles. At the end choose one ortwo pairs to do the second role play for the c lass.Students could vote on who they would give the job to!

ffi A.fore students tackle this pair work activity, talkbrief ly about a project you worked on last year toprovide a model. Students then have an opportunity topersonal ise the topic with a partner and take i t in turnsto ta lk about a proiect they worked on themselves.

OPT!ONAL ACTIVITYAsk students to prepare a short talk in Englísh abouta project they worked on recently. They write notes tohelp them give the talk.

Last month I ...

The preparatíon of the notes could be a homeworkassÍgnment, then cal l on different students to give theírtalks ín the next class.

@ Vocabulary practice "..t SB Page 98, Exercise 5.

Kq1 solve 2 trouble I work 4 impossible5 solution

Past s imple: quest ions

Po in t out that the fo rmat ion o f quest ions fo r bothregular and irregular verbs is d id + inf in i t ive.

Grammar reference ' . 'p SB Page L09, Sect ion4 .1 . . 2 .

Teach ing notes

Lesso n 4.3Tatking about the weekend

Life at home

PRE.TEACHING

Encourage students to ta lk about what they normal lydo at the weekend to el ic i t what they already know.Col late al l their ideas on the board in a word webunder the heading Weekend.

ff i nead the three sentences with the class and then saywhich one descr ibes you best. Then students decidewhich one descr ibes them best . Thev cou ld do th i s inpa i r s .

OPTIONAL ACTIVITY

After the pair work in La, students could feed back theresults to the whole c lass. Have a c lass vote to f ind outhow many students ident i fu most with each of thesentences 1-3 in 1a. What comes top - re laxat ion, jobsaround the house and garden, or fami ly and fr iends?

ff i nead through the rubr ic and points with the c lass.Then talk about how certain factors change people 'sl ives and the amount of free t ime they have. After this,s tudents cont inue to d i scuss in pa i r s and a l so ta lkabout any personaI exper iences they have. There is alot of ground to cover here, so i t is best i f each studentmakes br ief notes of what their partner says, so thatthey can feed back to you or to the c lass. Col late themain po in ts f rom the group on the board under threehead ings .

Age and familyHome

Town or countrv

PRE.TEACHING

Point to the pictures of things people do at theweekend and el ic i t what they are doing in each picture.Pract ise the new vocabulary by cat l ing out the letter ofa picture and students give you the verb to descr ibe i t .

f f i StuOents ask and answer quest ions in the past s imple.* Th.y each guess what their partner did at the weekendand t i ck the ac t i v i t i es on the t i s t in 2a . They then askquest ions to conf irm their guesses. Model a fewquest ions with a student before they start the act iv i tyin pa i r s .

ff i Vocabulary practice'."5 SB Page 98, Exercise 7.

Kq1 cleaned 2 lie 3 meal 4 shopping5 gardening 6 cooked 7 round

28 Read through the t ist with the c lass and tel lstudents to l isten to a conversat ion between twocol leagues and t ick the things that Dave did tastweekend.

5 , /

TranscriptTessa So, did you have a good weekend, Dave?Dave Yeah, OK, thanks. It was nicc to have some

warm weather for a change. We atc outsideyesterday, at lunchtime. We sat or"rtside inthe garden.

Tessa Did you?Dave Yeah. We wanted to have a barbecue, actuallv,

but I forgot to buy some charcoal , so . . .Tessa Oh, no. You didn't have people coming round ?Dave Oh, no. It was just me and my wife, so . . . i t

wasn't too bad. In fact, I lvas quite pleased.Normally, when we have a barbecue, I do thecooking, you see. But otherwise my wife cooks,s o . . .

Tessa So you slept in the sun, and yor-rr wifb did allthe cooking!

Dave Wel l . . . I wasn't as leep - I had one eye open . . .so I could see rvhen it rvas ready! No, actually,I had quite a busy weekend. I pr-rt a new frontdoor on the house on Saturday. lt was a bigeerjob than I thouqht, actually. I got up early onSaturday and worked all day. Then on Sunday,I got up early and paintcd it ... What about you?What did you do?

Tessa Not n-ruch really. Wc went to the cinema onSaturday niqht.

Dave Oh yeah? What did you see?Tessa Ol'r, it wasn't very goocl. It was that new fi lnl

w i t h . . .

f f i nead through the sentences with the c lass andstudents f i l t in the gaps oral ly with the past s impleform of the i rregular verbs. Alternat ively, g ive studentsa few minutes to prepare the task with a partner,before feeding back to the c lass.

Keyl r /

ff i frnodel the sentences 1-10 for the ctass. Students workff i with a partner and match the answers to the photos.

2 i 3 a 4 g 5 b 6 e 7 f 8 d1 0 h

Key1 c

e j

Teach ing notes

Experience 4

E

E

E

Students can look at the transcript on SB page 11,7to checr their answers and read the whole of theextended listening.

KryI ate 2 sat 3 forgot 4 slept 5 did 6 had7 thought 8 got

Students work with a partner to ask and answerquestions about Dave's weekend. Write up the keyquestions on the board (What, Where, When, Whattime and Why) and model a few questions first, e.g.:

What did Dave do on Sunday?Where did Dave hove lunch?Why didn't Dave cook?

29 Students l isten and repeat the questions.Check careful ly that they use the correct intonation(rising at the end of Yes/No questions and falling at theend of neutral li l lh- questions). Once they are confidentthey could continue practis ing in pairs.

! commuNlcATloN PRAcTrcEt2'. 'b SB Page 82.Divide students into pairs and read through the rubr icfor the act iv i ty with them. Ask them to write L-5 on apiece of paper, and to write down f ive things that theyf ind they both normatly do or did last weekend. Modelthe exchange with a strong student. l f the student 'sanswer i s 'No . ' then cont inue ask ing quest ions unt i lyou f ind an act iv i ty that you both do/did and pretendto write i t down on your l ist . Students can then startthe act iv i ty in pairs, and some pairs can report backto the c lass at the end:

We both watched TV on Saturdoy night. etc.

RESOURCE SHEET 4 .3"""v Page 99.

For further consol idat ion of le isure act iv i t ies, g ive onecopy of Resource sheet 43 to each student andstudents move round the c lass and interview as manystudents as possib le in ten minutes. They then feedback the results to the whole group. Col late these onthe board under short headings (e.g. Re/axing day,etc.) . F inalty students could vote on the mostinterest ing thing done last year.

OPTIONAL ACTIVITY

Students might l ike to do a survey of act iv i t ies thatpeople do at the weekend and draw up a c lass l ist ofpopularity.

WORKBOOK "".r Pages 1.4-1.6.

Teach ing notes

Lesso n 5.1Making arrangements

will/shall: offers and suggestions

Commun ica t ion

5 Arrangements

W ," aware that many students may not arrange anythingother than occasional meetings with col leagues orcustomers, so after the init ial discussion, you mightwant to give them different identitíes usíng Resourcesheet 5.L. Af ter the pa i r work some students could ta lkto the c lass about what thev do.

RESOURCE SHEET 5.1 " . 'P Page 100.

Copy and cut up one sheet for each pair. Studentswork with a partner and place the cards face down onthe tab le. They take i t in turns to p ick up a card andimagine they are the person on the card and ta lk totheir partner about the arrangements they make atwork.

ff i Stuaents summarise the advantages/disadvantages* of making arrangements in internat ional bus iness byte lephone and by emai l . G ive one or two examplesoral ly f irst to provide a model. Students coutd workinit iatty in pairs before feeding into a class discussion.Col late what students say under the two headings onthe board Telephone and Email.

30 Point to the photos of MichaeI Morganand Sylv ie Dam and tet l students that they are twoco l leagues who are phon ing to ar range a t r ip toa conference in San Francisco. Read through thequest ions with the c lass and check that studentsunderstand everything. Students then l isten to thete lephone conversat ion and answer quest ions .

Kry1 They decide to catch the same flight. 2 He sayshe'l l look into fl ights to San Francisco. 3 She saysshe'll contact the San Francisco office to see if theyknorv any good places to stay. a They arrange tospeak again at about 4.10.

TranscríptMichaet Hcl lo.Sylvie Ilcl lo. ls that Michael?Michaet Speakinq.Sytvie Hi Nlichacl, it 's Sylvie in Brussels.

Michaet Hi Sylvie, l-row are you?Sytvie Fine, thanks. You?Michael Yeah, very well, thanks.Sylvie Are you getting ready for the conference

next month?Michael Um ... not really. What about you?Sylvie Well, that's what I'm phoning about, actually.

How are you going to San Francisco? Are youflying direct from Dublin?

Michael Um .. . wel l , I st i l l need to book my f l ight.But I' l l probably have to change in ... eitherin London or . . . in Amsterdam. What about

SylvieyoLLl

Well, I sti l l need to book my fl ight, fromAmsterdarn. So, um .. .

Michael Well, shallwe catch the same fl ight?Sylvie Yeah. That's u'hat I thought, actually. Then we

can work on the plane.Michaet Yeah, that makes sense. So I need to book a

fl ight to Amsterdam, then. Shall I look intofl ights to San Francisco, as well?

Sylv ie Um .. . yeah, i f that 's OK.Michael Yeah, no problern. I' l l look on the Internet

after lunch and, um ... I' l l call you back. Whatabout booking a hotel?

Sytvie Un-r ... Well, shall I contact the San Franciscooffice ... see if they know any good places?I can get in touch rvith Rita.

Michael Yeah, good idea.Sytvie I' l lgive her a call this afternoon, as soon as

the office opens.Michael Excel lent. So I ' l l look into f l ights. And, um .. .

I'11get back to you.Sylvie Great. Shallwe speak at about four thirty?Michael Yes, fine . I' l l callyou then.Sylvie OK. Bye.Michael Thanks for call ing, Sylvie. Bye.

ff i StuOents then consol idate the new vocabulary with agap-f i t l act iv i ty. Ask students round the ctass to givetheir answers oral lv.

Key1 call, give 2 speak 3 back, get4 contact, touch 5 look

ffi Vocabulary practice .'"b SB Page 99, Exercise 1.

Key1 speak 2 give I touch 4 contact 5 back6 look

Teach ing notes

E

E

PRE.TEACHING

Preseni and pract ise Shal l l in the c lassroom context.Ask: Shal/ I open the window / close the door / takeyour coat / get a chair / move the table / get adictionary / switch on/off the TV? Then teach l'll in replyto Shall l i Get a student to make an offer with Shall I... and reply with l ' l l ...:

Student Shall I open the window?

Teacher No, I' l l do it. (Mime.)

Students then cont inue in pairs to pract ise the two-[ inedia logue.

StudentA Shall I get a chair?

Student B No, l'll do it.

30 Students l isten again and focus onsentences in the conversation with l ' l l and Shall Iwhich match sentences in the exerc ise. Pause the CDat the appropr iate moment to al tow students to writetheir answers.

Students look at the transcr ipt on SB page 118 tocheck their answers.

KE1 I' l l look on the Internet after lunch. 2 l ' l l give hera callthis afternoon. 3 Shallwe catch the sameflight? a Shall I look into flights to San Francisco?5 Shalll contact the San Francisco office? 6 Shallwe speak at about four thirty?

will /shall: offers and suggestions

Tel l students that l ' l l is short for I wi l l and thatwe always use the contracted form, when weoffer to do something. Expla in that we use i t tomake an immed ia te , spontaneous o f fe r a t thet ime of speaking. Say that we also use 5ho1l / tooffer/suggest doing something and Shal l nre whenwe suggest do ing someth ing w i th someone e tse .

Grammar reference SB Page LL1, Sec t ion B .

Grammar pract ice '" 'p SB Page 99, Exerc ise 2.

KeyI I' l ldo it later. 2 Shallwe callthem back?I I'11 check the details today. 4 I'll give her a call thisafternoon. 5 Shall I contact the hotel?6 Shallwe book seats now?

This act iv i ty gives students the opportunity to put thelanguage of offers and suggest ions into pract ice.Students take i t in turns with a partner to offerso lu t ions to four prob lems. The so lu t ions are open-ended, so i t might be interest ing to write up a var ietyof suggest ions when students feed back to the c lass.

Arrangements 5

Key (example answers)t Shall I find out? 2 I' l lgive him a call. 3 I'11getback to you. a Shall I get in touch with her?

37 This pronunciation activity focuses onrecognis ing the l ' l l form when embedded in a d ia logue.Some students wit l f ind this very diff icult, so you mightchoose to do it as a whole class activity. Studentscoutd 'vote' on which of three choices thev hear.

Key1b 2 c 3 a 4b

Tronscript1 Yes, l ' l l ca l lh im.2 I talked to Christine, and there's no problem.

I I emailthe minutes to cveryone.

4 Yes, l ' l l contact h im.

ffi comMuNtcATroN pRAcilcE 13...b sB pages 82and 90.

Div ide the c lass into pairs. TelI them that each pair ismeet ing to discuss a presentat ion they are giv ing inBarcelona next month. Read through the l ist of act ionpoints with the c lass and stress that they must agree todo al l the iobs between them as pairs. Emphasise thatthey each have di f ferent ski l ls and t ime avaitable, sothey must f ind a solut ion that suits them both. Remindthem that they should use / '1 l . . . and Shal l l . . .? Thenstudents do the role play. Monitor that they use / '// . . .and Shal l l . . .7 correct ly. After the pair worl< choose oneor two pairs to do the role ptay for the c lass.

ff i StuOents work in groups of three to plan a tr ip to aconference in San Francisco, based on the scenar iog iven. As the read ing e lement o f the task i s qu i te long,i t might be best to do i t with the c lass, to ensure thatal l the groups are wel l prepared. Point out the note onUK and US spel l ings of centre/center in the Usefullanguage box.

Some students could perform the role play in front ofthe c lass after the group work.

OPTIONAL ACTIVITY

. For fun, students could take i t in turns to role playbeing too pol i te/overbear ing much to the annoyanceand exasperat ion of their partners! This could be ina restaurant or café s i tuat ion, for examp[e.

Student A l ' l l ask for a toble near the window.

Student B No, let's sit here.

Student A Shall I order for you?

Student B No thanks. etc.

e

B

Teach ing notes

Lesso n 5.2Confirm ing arrangements

Present tenses as future

Conf i rmat ion by emai l

PRE.TEACHINGDraw a t imeline on the board and mark past at oneend and future at the other. Draw an arrow and writenow rn the middte. Then ask students: What are youdoing tomorrowT Write tomorrow on the timeline toindicate clearly that it 's in the future. Present andpractise the present continuous in this context. Givean account of what you're doing tomorrow to providea model, e.g.: Tomorrow morning l'm having a meetingwith some clients. Then we're havÍng lunch togetherand in the afternoon l'm flnishing a report. Thenconsotidate cognit ivety by writ ing on the board:

future plans/arrangements : ............. tense?Elicit the answer: present continuous.

OPTIONAL ACTIVITYWith stronger students you might also want to talkbrief ly about future t imetables and schedules:I'm flying to Paris next week. My flight leoves onWednesday at 10 am.l'm catching the train to Manchester. lt leaves fromEuston Station.Write the sentences on the board and ask students toidentifu the two tenses. El ic it that the present simpleis used for schedules or t imetables and the presentcont inuous for p lans and arrangements.

ff i noint to the photo of Sylvie and ask students to saywhat she's doing. El ic it or feed that she's writ ing anemaíl/letter. Discuss the advantages of confirmingphone cal ls in writ ing by asking students if they agreewith the statements. Then broaden the discussion toinc lude what students do.

OPTIONAL ACTIVITYWith stronger students you could also extend thediscussion to include examples of problems thatoccurred because people didn't confirm in writ ing.

ff i fett students that Sytvie and her col league, Michael, aregoing to a conference in San Francisco. Students readthe emaiI to the conference organiser in order tocomplete the three sentences. Again, with some classesyou may f ind it preferable to read the email together.

Alternatively, with students who need more support,use the cut-up version of the email on Resource sheet5.2 to introduce the text.

Key1 slides for the presentation 2 on Wednesdayevening 3 Thursday morning

RESOURCE SHEET 5.2 "" 'v Page L01.Cut up one copy of the text for each pair or group.Students become famil iar with the language byreconstructing the text together. Set a short tíme l imítto inject pace ínto the activity. With weaker studentsprovide extra support by reading the text out [oud,before they start piecing it together.

ff i StuOents then read the email (b) from the hotet toconf i rm the deta i ts of the te lephone conversatíon andcomplete the three sentences to demonstratecomprehens ion and bui ld the i r vocabulary base.

Key1 Luis Gomez Z the hotelreservationJ contact the hotel manager / Luis Gomez

Ask students when they use formal tanguage and whenthey use informal language. E[ ic i t that ínformal[anguage ís just for c lose coI leagues, fr iends or fami ly.Then students work with a partner and f ind examplesof formal and informal words and ohrases in the twoemai ls. Students feed to the c lass after the oair work.

KeyFormal: bInformal: a(Example answers)Formal: I confirm . . ., do not hesitate to contact me,Best regardsInformal: Hi,let me knor.v, Bye for norv

ff i StuOents then read the emails again to f ind morespecif ic vocabulary in the emails.

Kry1 Please find attached, Please find below2 Following our telephone conversation thismorning, As discussed 3 lf you need any furtherdetails, please do not hesitate to contact me.

ffi Vocabulary practice ..') SB Page 99, Exercise 3.

Kry1 confirm 2 find I discussed 4 hesitate5 forward 6 attached 7 Followinq

This act iv i ty focuses on understanding the dífferencebetween arrangements and t imetables and línks thetenses (present cont inuous and present s impte) c leartyto each.

Teach ing notes

Arrangements 5

Tom

Tom

TomNaomiTomNaomiTomNaomi

Key (example answer)To: Tom DentFrom: Naomi LindSubject: meeting detailsDear Tom,Following our telephone conversation, I confirm thatthe meeting is on Monday 12th December at 9.30 am.Please find attached the agenda for the meeting.I look forward to seeing you there/then.Regards,Naomi

COMMUNICATION PRACTICE 14 ...>SB Pages 82 and90.

Divide the class into pairs and each pair into A and B.Give them time to look at their different pages.Summarise the scenario by telling them that Student Awants to visit a company to make a presentation.He/She phones the sales manager (Student B), andmakes arrangements for the visit. Student A starts andshould make notes of what they agree. Demonstratethe start of a phone call with a student before studentsdo the role play in pairs. Monitor and support themduring the conversation. After the pair work chooseone or two pairs to do the phone call for the class.

Finally, pairs work together to write an emait from thesales manager confirming the arrangements made onthe phone. Refer students to email b, on SB page 32as a template. Afterwards one or two students couldread out the email to the class.

To personalise the language of the unit, students thinkof an email they wrote recently to confirmarrangements and write it in English. This could bedone as a homework assignment.

Following the telephone conversation students writean email, from Naomi Lind to Tom Dent, confirmingthe arrangements and sending the document as anattachment.

KeylA 2T 3A 4A 5T

Present tenses as future

Point out that both the present simple and thepresent continuous can be used with futuremeaning. Refer students to the examples in thegrammar box and ask them to provide otherexamples, of their own, to illustrate the differencein meaning.

Grammar reference ... } SB Pages 109 and 110,Sections 5.1 and 5.2.

ID Grammar practice ...) SB Page 99, Exercise 4.

11 32 Students listen to Naomi Lind and Tom Dentmaking arrangements and note key information.

Key1 arrives 2 starts 3 'm going 4 'm giving5 finishes 6 're staying

TranscriptNaomi So, when's the best time to meet, for you?

I'm free next week.Um ... I can't make it next week. I'm ...I'm busy all week. The week after's OKfor me.

Naomi The week after. What about Monday? Monday,December the twelfth?Yes, that's OK for me.In the morning?Yeah.Half past nine?Nine thirty? Yeah, that's fine.OK. Monday, December the twelfth at ninethirty, then.

Tom And can you send me an agenda?Naomi Yes, I'll write an agenda this morning, and send

it to you this afternoon.Excellent. OK, so I look forward to receivingthat, and I'll see you on the twelfth.

Naomi OK. I look forward to seeing you then.Tom OK. Bye.Naomi Bye.

rI Students check their answers by referring to thetranscript on SB page 118. You could conclude byplaying the recording once more, for them to listenand read through the whole dialogue.

Key1 Monday, December 12th 2 at 9.30 3 agenda

Teaching notes ®

Lesson5.3Sightseeing

Tourist information

PRE.TEACHINGAsk students where they went on hol iday last year.Ask them about tourist information: What places dídyou visit? DÍd you go to any tourist information offtces?Were the people there very helpful? What sort ofinformation could you get there? DÍd you have to payfor it or was it free?

Ask if any students went to the USA tast year. Ask whattown and places they visited. Get them to talk abouttheir experiences. lt would be helpful i f you could showthe p laces on a map.

W Arainstorm on what students know about SanFrancisco. Write their ideas on the board. Thenbraínstorm on Alcatraz. Do you know any fi lms ordocumentaries about Alcatraz? Who was 'The birdmanof Alcatraz'? Why was Alcatraz a good place to havea pilson? How do you get to Alcatraz from SanFrancisco? Do you think it's an interesting placeto vísit?

Students look at the photo of Alcatraz and say whatthey think of i t and i f they would l ike to vísi t i t . Readthe quest ions through with students and checkcomprehension. Ask students i f they can predict theanswers before they read the text. Students then readthe leaf let about Alcatraz and answer the ouest ions.With some classes you might choose to read the textwith students or div ide the c lass into pairs/groups andgive each pair/group a different paragraph to read.They then talk to the ctass about the paragraph theyhave read and expla in any unknown vocabulary.

Kry1 It is open to tourists all year round, exceptChristmas Day and New Year's Day. 2 lt's best tobook a week in advance. 3 A shuttle is a regular busservice which links two destinations, to transferpeople. On Alcatraz there is a shuttle because there isa short road up a hill from the dock to the prison,rvhich could be a difficult walk for some people.4 There are.SelíGuide'booklets in English, Spanish,German, French, Italian and Japanese and other guidebooks in the shop. 5 The island after dark offerssome of the best views of San Francisco's city lightsand the Golden Gate Bridge.

You cou ld present and prac t i se o ther UK and USho l idays in add i t ion to Chr i s tmas Day and NewYear 's Day (BoxÍng Day, Good Fríday, EasterMonday, Whi tsun, Independence Day,Thanksg iv ing , e tc . ) .

A l so in t roduce the concept o f 'bank ho l idays ' inthe UK, which are often on Mondays. (AugustBank Hot iday ís the las t Monday in August andSpr ing Bank Hot iday i s the f i r s t Monday a f te r May1st . Eas ter Monday i s a bank hot iday and i fChr istmas or New Year 's Day fatt on a Saturday orSunday, the fo l low ing Monday i s se t as a ho l iday . )Ta lk about the s ign i f i cance in the USA o f 4 th Juty( the ce lebra t ion o f lndependence) and o fThanksg iv ing (wh ich commemorates the mea l o fthanksg iv ing the ear ly se t t le rs in Amer ica gave,a f te r surv iv ing the harsh w in ter ) .

Po in t out that the UK i s very mu l tí -cut tura l andthat the ho l idays o f many other cu l tu res andfa i ths a re a l so ce lebra ted , espec ia l l y in b ig c i t i es .

Students then develop their vocabulary by matchingdefinit ions to words from the text.

the new vocabulary. Afteranswers, they could 'test '

Key

students have checked theireach other oral ly in pairs.

ff i 33 Play the recording for students to l isten and* check their answers. They then t isten agaín and repeat

1 peak periods 2 leaflet/booklet, booklet/leaflet3 history 4 map 5 souvenir 6 museum7 guided tour

ff i Vocabulary practice""p SB Page 99, Exercise 5.

Key1 map 2 shuttle 3 souvenirs a guided5 leaflet 6 peak

OPTIONAL ACTIVITYSay that a príson ís an unusuat touríst attraction. Askstudents to talk about any other strange touristattractions thev know of.

ff i 34 Play the recording for students to l isten tofour short dialogues in a touríst information off]ce ínSan Francisco. In each dia logue there is a 'beep' soundwhere a word is miss ing. Students infer from thecontext which word (chosen from a_d) ís míssíng ineach dia logue. You may need to play the recordingmore than once and a l low them to compare answersbefore vou check answers with the whole c lass.

Teach ing notes

EE

Keyt b 2 c l d 4 a

Transcript1 A H i .

B Hello. Do you havc any information aboutAlc-atraz? Any ... booklets or (beep)?

A Yes. Just behind yorl, on the shelf, there.B Ah, OK. Thank you.

2 A H i .B Hi. Is therc anpvhere near here where you can

buy gifts ... and (becp)?Yeah. If you turr-r ripht out of the door, then takethe first right, thcre are gift shops all along the.. . the street, there.

B OK. Thanks very much.3 B Can you visit the mlrseLrm all day? What are the

opening times?A It opens at ten and closes at five. If you want to

take a (beep), they start every hour, on the hourand last ... t think they last forty-five minutes,but I ' l l just check . . .

4 B Excuse me. Have you got any street (bcep)?A Sure.B ... Thanks. How nruch are thev?A They're free.

Students can quickly work with a partner to f i t t in themiss ing words and then feed back oral ly to the c lass.

35 Students l isten to the recording to checktheir answers and then l isten again and repeat the newvocabulary. Check students understand how to useonywhere to mean ' in any place'and el ic i t moreexamoles of i t in sentences.

Kq1 information 2 anywhere 3 opening 4 street5 free

OPTIONAL ACTIVITYFor extra control led speaking practice you could askstudents to look at the transcripts of the dialoguesfrom 2a (on SB page 118) and practise them witha partner.

RES0URCE SHEET 5.3 . . "b Page 102.

For addit ional practice of the tourist language, useResource sheet 5.3. Divide the class into pairs or smallgroups and give a copy of the incomplete questions toeach pair or group. Tel l students to place the cut-upcards face down on the table and turn them over oneat a t ime. The f irst student to complete the questioncorrectly wins the card. Demonstrate a few exampleswith a strong student before they continue in pairs.The activity could be extended to students taking it inturns to provide answers to the questions.

Arrangements 5

ff i coraMUNtcATtoN PRACTICE t5"""v sB pages 82 and90.

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to [ook at their d i f ferent pages. Ask astrong Student A to expla in the scenar io to the c lass.Then demonstrate a role play with a student. P lay thepart of B, the person working in the tour ist off ice, andbe very pol i te and helpful . Then students do the rolep lay . Mon i to r and suppor t them dur ing theconversat ion. Students change roles for the second roleplay, and this t ime A, the person working in theinformation off ice, is t i red, busy and new to the job.This should produce a dÍfferent atmosphere. After thepair work choose two or three pairs to do the role playfor the c lass. Students could vote for the most/ leasthetpfut person from the tour ist off ice.

W ,o personal ise the language of the lesson, studentswork wíth a partner and ta lk about tour ism in the i rtown/region. With more confident students, this couldbe expanded into a presentation to the class usingmaps and leaflets. This should be given as ahomework ass ignment, to a l low preparat ion.

OPTIONAL ACTIVITYStudents could write a short emaiI to the touristinformation off ice in Cambridge and ask for informationabout the town. Tel l them thev are verv interested inhistory.

WORKBOOK "."v Pages 1,7-1.9.

Teach ing notes

Lesson 6.1Forecasting

will: predictíons

Probabi t i ty

6 obiectives

I Students wil l know the form of wÍll and associate itwith the future, but may not be famitiar with íts usewith predict ions and speculat ion.

ff i StuOents look at the photos of the Tropical lstandsResort and say what they can see. Ask what they thinkit is and what thev think vísitors can do there.

ffi Cru.mar practice .'.1 SB Page 99, Exercise L.

Kry1 I don'r thlnk he'll finish on rime. 2 Personally,I think they'l lbe over budget. 3 I think it ' l lbe a flop.+ The project won't be a success. 5 I don't thinkwe'll solve the problem. 6 The sales figures won'timprove next month.

36 Read out the last two sentences of theart ic le again to the c lass. Then read out the rubr icand the quest ion. Play the recording the f i rst t imefor students to l isten for the advantage that theresort had.

TranscriptInterviewer What do you think about the location of

the resort, near Berlin?Caroline Well, the reason it 's there is, simply,

because there was already a dome there.Tropical Islands Resort didn't build thedome. They bought it, for quite a lowprice. A company called Carpolifter builtthe dome as a factory, to make bigairships. But Cargolifter went out ofbusiness and had to sel l the dome. SoTropical Islands bought it and ... so theyhad very low construct ion costs.So, do you think the resort' l lbe successfulin the long term?Possibly. I think it'll probably be quitepopular in the short term ... in the firstfew months. I think a lot of people'11probably come to have a look ... they'l lwant to see what it's like. After that, itdepends what they think of it.Some people say this resort won't help tomake forecasts for other resorts becausethere was no need to build a dome. Doyou agree with that?Um .. . no. I th ink i t ' l l help a lot. Def in i te ly.The construction costs aren't difficult tocalculate. The difficult question is, whatsort of people wil lvisit the dome? I'm sureit' l l be popular with families rvith yolrngchildren, for example. So the project' l lbe good for getting information aboutthe market.Do you think someone will build anotherdome like this somervhere, one day?It's possible, yeah. Maybe there's a hugemarket for thern. I mean, it's not acompletely new idea. There's already adome like this one in /apan.

It would be useful to show students whereBrandenburg is on a map of Germany. Students f irst lydiscuss the location of the Tropical ls lands Resort inpai rs and then jo in in a c lass d iscuss ion, g iv ing the i rreasons. Write the arguments for and against thelocation on the board.

ff i StuOents read the art ic le and answer the questions.With weaker students go through the art ic le together.

Kry1 The Tropical Islands Resort is larger than twofootball stadiums and higher than the Statue ofLiberty. 2 The temperature is 25"C. There's a'sea'with water at 30"C, and a small 'rainforest'.3 The advantanges are that the sea is quite far away(250 km) and that the dome can be used in winter too,when it is cold. 4 Many of the world's big, rich citieshave cold climates and so possibly large markets for'tropical daytrips'.

ffi StuAents then focus on wil! and won'f by underliningthe correct words to make sentences that match thepoints of v iew in the art ic le.

Key1 doesn't think 2 will 3 won't

lnterviewer

Caroline

lnterviewer

Carolíne

!nterviewer

Carolinewill: predictions

Read through the examples w i th the c lass . Po in tout that even though wi l l is wr i t ten after nouns,i t 's usual ly pronounced as '// .

Grammar reference " ' .) SB Page 11.0, Sect ion5 .4 . 1 , .

Teach ing notes

E 36 Read through the sentences with the classand then students l isten again and decide whichsentences are true or false.

Key1T 2 F 3 F 4T 5T 6T

! Stuaents correct the fatse sentences in 2b.

Kq2 The numbers of visitors will probably be high in thefirst íew months' ] It definitely will / will definitelyhelp to predict the success of other resorts.

@ Stuaents clarifrT the key language of possibit ity andcertainty by putting the words ínto a chart.

KEVery certain: certainly, definitelyQuite certain: probablyNot certain: possibly, perhaps, maybe

@ nsr students to took at the sentences in 2d agaín.Which of the words in the chart go at the start of asentence? Which go before the verb?

KqPerhapslMaybe go at the start of a sentence.Probablyf Possib\tf CertoinlylDefinitely go before the verb.

I noint out that the words for possibi l i ty and certaintycan come in different posit ions in the sentences.

Explain that maybe and perhaps usually come atthe beginning:Perhaps sameone will come.

P rob ob ly/D e fi n i t e ly/P o s s i b ly/Ce rt a i n ly us ua I ly co m eimmediately after will and before the main verb, butbefore won,t ín negatíve sentences. They cansomet imes come at the beginning of a sentence.Probobly, there'll be a lot of visitors.There'll probably be a lot of visitors.There probobly won't be a lot of visitors.

Objectives 6

37 Students l isten to extracts from the interviewand underl ine the stressed words. Check answers withthe whole class, then ask what effect the stress has onthe pronunciation of wÍll. Focus students' attention onthe contracted form '1l after stressed nouns such asresort'll and people'l1. Students can then practisesaying the sentences with the correct stress, in pairs.

Key1 So, do you think the resorg'll be successful in rhelong term? z I think it ' l lprobably be quire popularin the shormerm. 3 I rhink a lot of pcople'llprobabl)t come to have a look. 4 They'llwant to seqrvhat it's like. 5 So the prqkel'll be gOod for gettinginformation about the market.

f f i stuoents discuss tropical domes wíth a partner. Theyspeculate, us ing wi l l and the probabit i ty words. Holdclass feedback to compare di f ferent opinions.

RESOURCE SHEET 6 .7 . . "b Page 1 ,03 .

Use Resource sheet 6.1, for addit ional pract ice ofpredict ions. Students work in smal l groups. Give eachgroup a set of cut-up cards with predict ions on.Students place the cards face down on the table andturn them over one at a t ime. When a card is turnedup, they discuss whether or not they agree with theprediction. Encourage them to use definitely, probably,possibly, ce rtai nly, etc.

ffi cortaMuNtcATtoN pRAcncE 16.."p sB page 83.Divide the class into pairs and then read through theactivíty wíth the class. Check that students understandthe ideas and that they are clear about the task. Pointout that they have to make predict ions about the l iketysuccess of the ideas. Give students t ime to preparewhat they are going to predict and make a few notes.Then demonstrate a role play with a student beforestudents continue in paírs. Monitor to check that theyuse wÍll/won,t correctly. After the inítÍal pair work,students must look at the l ist again and agree on howprobable it is that the ideas wil l be successful, usingcertainly, probably, definitely, possÍbly, perhaps andmoybe. Choose some pairs to report back theirop in ions to the c lass.

ff i StuAents have an opportunity to personatise thelanguage of the uni t by ta lk ing to a partner abouta project they're planning or start ing soon (at workor outside work). Stronger students could do apresentation to the class in the next lesson about thefuture project. This could be a homework assignment.

@ Vocabulary practice ...) SB Page 100, Exercise 2.

KryI He's definitely coming tomorrow. 2 They'llprobably get the contract. 3 Perhaps I'11 go to Spainon business this year. 4 There'll certainly be a big amarket for this product. 5 Their profits willpossibly be better this quarter.

Teach ing notes

Vocabulary practice •..) SB Page 100, Exercise 3.

Key1 c 2 a 3 e 4 b 5 d

Key1 a 2 a 3 b

Do you think we'll see a space tourismindustry in the next ... five years? Is thatrealistic?I think so, yeah. I'm not sure how big it'llbe. It all depends how much it costs. Youknow, if a flight costs ... under fiftythousand dollars, I think there'll be a lot ofdemand. If tickets cost over five hundredthousand dollars, very few people will buythem. Obviously, it'll be expensive. Thequestion is, how expensive?Some people say two hundred thousanddollars is a realistic price.Mmm ... well, that's probably about rightfor a short-term objective. In the longterm, I think the cost will need to be lessthan that. Probably less than half that.What do you think space tourists willwant? What sort of experience?Urn '" I think they'll want ... I think it hasto be a real space trip. If it's too short, thenpeople won't be happy. I don't think itneeds to last for hours, but a couple ofminutes won't be enough. It has to beworth the money.What do you think it will take to reallymake space tourism take off?If somebody shows that it's possible, for areasonable price, I think that'll be thestart. If the first company is successful, alot of others will follow. And, obviously,the top priority is safety. That's the bigchallenge - to show that it's safe.

Interviewer

Key1 goal, target, aim, objective 2 ambitious,optimistic 3 realistic

Interviewer

Interviewer

Caroline

Caroline

Caroline

This activity provides a further opportunity forvocabulary building. Students need to refer back to thetext to find the words to complete the synonyms anddefinitions. They can compare answers in pairs, beforechecking answers with the whole class.

38 Read through the sentences with the classand check that students understand what all theoptions mean. Play the recording for students to listento Caroline talking about space tourism and to decidewhich sentences match her views.

Caroline

TranscriptInterviewer

Key1 Virgin Galactic is!'s planning to use the technologyfrom SpaceShipOne. 2 The company is!,s aimingto start space flights soon. 3 Virgin is!,s hoping toachieve its objective this decade. 4 The firm is/,sgoing to build a ship called Virgin Space Ship.

Lesson 6.2

Brainstorm generally on the topic of space exploration.Write Space in a circle in the middle of the board andwrite key words around it (important dates, names ofspaceships, first people in space etc.). Collate students'contributions. Then students read the three opinionsabout space tourism and say if they agree with any ofthem or not. Write the three headlines on the boardand record against each the number of students whoagree with each:

Key1 wI' 3 wI' 6 wI'

Students make sentences to describe Virgin Galactic'splans and objectives using prompts and the presentcontinuous.

Discussing aims

1 space tourism in 10 years' time

2 space tourism - big industry in 3-4 years' time

3 rich tourists in space in 10-20 years' time

Also write two columns to record reasons For andAgainst.

Refer students to the photos of Virgin Galactic. Askthem what they know about the Virgin group. Do theyknow any other Virgin companies? Do they know thename of the owner? What does the company do/sell?(For information see www.virgingalactic.com) First givestudents time to read the sentences about the text,and check they understand them. Then students canread the article independently or, with a weaker class,go through together as a class. Then students decidewhich sentences match the company's objectives.

Students work with a partner and ask and answerquestions about Virgin Galactic's plans. Monitor tomake sure they use the present continuous. After thepair work ask one or two pairs to do the activity forthe class.

@ Teaching notes

E

@ StuOents match the pairs to make sentences fromthe conversation. This focuses on f irst condit ionalsentences, but here students are only exposed to theform, and do not yet manipulate it.

Ask students to check their answers, by f indingthe sentences in the transcript for Listening 38 onSB page 119.

KE1 c 2 a 3d 4b

OPTIONAL ACTIVITY

To consol idate the f i rst condit ional , make up a s imptecomplet ion dr i l t . Say the f i rst hatf of sentences and getvolunteers to complete them in di f ferent ways:

Teacher lf I finish work late this evening, ...

... I'l l miss my bus.

... l'll start work late tomorrow.Teacher lf it rains at the weekend ...

Student 7 I won't do the gardening. etc.

You could also get students to write the f i rst halves ofthree sentences with i f and pass them on to a partnerto comolete.

RESOURCE SHEET 6 .2 . . .Y Page 104.

For addit ionaI oraI pract ice of the f i rst condit ionalstudents work in pairs using Resource sheet 6.2. Giveeach pair a set of the cut-out cards. Students place thecards face down on the table and take i t in turns topick a card and then complete the f i rst condit ionalsentence.

@ Crarrar pract ice . ' . ' SB Page 100, Exerc ise 4.

Objectives 6

Kq1 If the flight's delayed, I'11 stay at the airport.2 If the suppliers don't deliver ittoday, we won'tfinish on time. ) If youwork hard, you'll achieveyour goal. + If the project isn't successful, we'll losea lot of money. 5 If they don'r finish the job, they'llwork late tonight. 0 If the price isn't too high, we'llincrease our sales.

Student 1

Student 2

First condit ionat

Point out that the present tense is a lways usedafter if and that wil l is always used with the otherverb in the sentence . S t ress that th i s i s near lyalways shortened to '// when we speak.

Point out that sentences can either begin with i for with wi l l + verb. Stress that the negat ive wi l/not is Very rare and that won't ís the commonform. Provide other posit ive and negat iveexamples o f cond i t ionaI sentences , i f necessary .

Grammar re ference ' " "b SB Page 110, Sec t ion 6 .1 .

ffi coruMUNrcATIoN pRAcncE 17 ...p sB page 83.Div ide the c lass in to pa i r s and then read through thebusiness plan with the c lass. Check that studentsunders tand the nature o f the bus iness . Then te l l themthey must dec ide what to do i f cer ta in th ings happen.Some s tudents might be ab le to come up w i th o therscenar ios, so brainstorm and add these to the l ist .Demonstrate the role play with a student so they areclear about the task. Then give students some t imeto prepare what they'I do in the di f ferent s i tuat ionsbefore they start the role ptay. l t might help studentsto make a few notes. Monitor the paír work to checkthat they use we' l l correct ly. Then each pair jo ins withanother pa i r to compare the i r dec i s ions and to see i fthey had the same so lu t ions to the prob lems. Ho ldsome class feedback, to make sure that students areusing the f i rst condit ional correct ly in their sentences.

ff i HotO a class discussion. Students tatk about VirginGalact ic 's object ives and comment on whether they arereal ist ic or not.

ff i StuOents have the opportunity to personatise thelanguage of the lesson with a partner. They take it inturns to talk about a project that they're working on atthe moment (make ít clear it can be a project relatedto work or spare t ime). More confident students mightdo a mini-presentation to the class in the next lesson.

Teach ing notes

Lesso n 6.3Booking a f l ight

Reservat ions

PRE.TEACH!NG

Quickly revise the alphabet, especia l ly letters whichstudents frequent ly confuse (el i , Sf i etc.) as this wi l t beusefu l fo r ta lk ing about a i r l ine names.

Most students wi l l have some exper ience of f ly ing onbus iness or on hot iday . Ask quest ions to e l i c i t thelanguage they already know about the topic. How oftendo you fly? Do you always fly from the same aÍrport/with the some airline? Do vou book tickets online or ina travel agent's?

f f i ntU students about the most popular a i r l ines in the i rcountry and to give reasons for their popularity. Writethe reasons on the board.

ff i Voint to the advert for a low-cost air l ine and askstudents the quest ions about i t . Some students mightcome from countries where there is no tradit ion ofcheap/cut-price air l ines, so be prepared to provideexamples. Make a l ist of the disadvantages of verycheap plane t ickets on the board (you pay extra formeals or drinks, not much space, not very comfortable,planes nearly always ful l , t ickets non-refundable,airport taxes not included in price, smatl baggageallowance, you pay a lot for excess baggage).

ff i Stuaents tackle the new vocabutary in the advert byfinding words from the advert to match the definit ionsand synonyms. Students could work with a partner todo this and then feed back oratlv to the class.

Kry1 Book your seat in advance for even lower fares.2 Tickets are non-reíundable and non-transferable.3 one-way 4 return 5 lower fares 6 excessbaggage 7 Discounts for under 26s. 8 20kgmaximum baggage allowance 9 in advance10 book

How much is the discount on thÍs holÍday?How much would the holiday cost for two people?

Can you get your money back if you need to cancel?Do you have to pay airport tax?lf you want to book for one person, will it cost f209?How much do you pay if your suitcase is too heavy?

Wri te some prompts up on the board, for s impleouestions that students can ask each other:... destination?How long ...?Which airport ...?What kind of hotel ...?Haw much luggage ...?... summer holiday?... meals included?

Students ask and answer quest ions about the hot idayin pa i rs .

ff i 39 Students l isten to a customer booking af l ight wi th GlenAir and answer the quest ions.

Key1 Lisbon 2 areturnticket I a surfboard

TranscriptAssistant GlenAir, good afternoon. How can I

help you?Customer Hello. I'd like to fly to Lisbon at thc encl

of May.Assistant Lisbon?Customer Yes.Assistant What date are you planning to leave?Customer On May the twenty-fourth.Assistant May the twenty-fourth. Is it a return flight?Customer A return, yes. I want to come back on the

thirty-first.The thirty-first of May ... OK,the cheapestfare's fif ty -fiv e p ounds.That's for a return.Yes.OK. Um ... and can I change the date if Ineed to?

Assistant No. For that fare, you can't change thebooking, and there's no refund if you cancel.Right. So fifty-five pour-rds. And arc there anvextra charges? For airport lax. or . . .No, that's included.OK. Um ... oh, that's the other qucstion -

what's the maximum baggagc allorvance?Because I want to take a surfboard with me.Right. Well, the maximum allowance istwenty kilograms. The excess baggage charceis six pounds per kilogram, but for asurfboard . ..

ff i Vocabulary practice '""p SB Page 100, Exercise 5.

Key1 discor-rnt 2 include I non-refundable4 allorvance 5 excess 6 advance 7 one-way

RESOURCE SHEET 6.3"""v Page 105.For addi t ional pract ice of the language of cut-pr ice a i rtravel students work in pairs using Resource sheet 6.3.Give each pair a copy of the advert and ask studentssome comprehens ion quest ions about i t .Teach ing notes

Assistant

CustomerAssistantCustomer

Customer

AssistantCustomer

Assistant

E 39 Students l isten again for detai ls to completethe information on the page.

Kq1 24th of May 2 31st of May 3 f,55 a 20kg5 Í6 per kg

@ Stuaentr ?.ul

the words in order to make sentences- from the diatogue they have fust heard.

KryI I'd like to fly to Lisbon at the end of May.2 What date are you planning to leave? 3 I wantto come back on the l1st. 4 The cheapest fare'sfifty-five pounds. 5 Are there any extra charges?6 What's the maximum baggage allowance?7 The excess baggage charge is six poundsper kilogram.

Students work in pairs to invent short exchanges.Student A reads the part of the air l ine ass istant andStudent B plays the part of the customer. They thenchange roles.

Key (example ans.vers)1 I'd like to fly to Madrid. 2 Can I change the ticketif I need to? 3 Is that for a return? 4 How much isa return fare? 5 Are there any extra charges?6 I want to come back on the 6th lulv. 7 How muchis the baggage allowance?

40 Students l isten to the rest of theconversat ion to f ind out i f the customer can choosehis seat now.

KeyNo. He can't choose his seat until check in.

TranscriptCustomer ... OK, can I book a seat, then, please?Assistant \ts. Can I take your name, please?Customer Sure. It's Simon Brigton. B-R-l-GJ-O-N.Assistant And Simon is S-I-M-O-N?Customer That's right.Assistant And horv u'oulcl you like to pay?Customer Do you take Visa?Assistant Of course, no problem. Could I take the

number please?Customer Sure, it's four six double seven, d<luble three

double four, two two two one, four doublefive. And the expiry date is August ... twothousancJ and nine.

Assistant Thank 1'c.ru. So, just tct confirm, that's oneticket to Lisbon, flying oLrt on May thetrventy-fourth at six fifty and returning onMay the thirty-first at seventeen thirty. Thetotalcost is fifty-fivc pounds, including taxes.

Customer OK.

Objectives 6

Check in opens two hours before take-off ar-rdcloses half an hour before.OK. )ust one morc thing ... could I have anaisle scat?You can choose yollr seat when you check in.Obviously, it's best to check in as early aspossible.Right, OK.

40 Students l isten again and complete thedeta i l s o f the book ing on the fo rm.

KeyFlight 45 56 Glasgow - LisbonPassenger name: Simon BrigtonPayment method: Visa cardCard number: 4677 33442221 455Expiry date: Áugust 2009Outbound flight: 0.SOReturn flight: 77.30

ff i StuAents work with a partner and practise the dialoguewith the i r own name and invented credi t card numbers.They use the transcript on SB page 11.9 as a support.When they have done the d ia log l le once, they shouldchange roles and repeat it with different information.

ffi connMUNtcATtoN PRAcncE 18.'.) sB pages 83 and91'-

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Ask them to look at their d i f ferent pages. Expla in thatthey are going to take i t in turns to book a f l ight at atravel agent 's. Tel[ them that Student A makes the f i rstenqu i ry and that S tudent B i s the t rave l agent andshould suggest the best f l ight and answers quest ions.G ive s tudents t ime to read the i r in format ion .

P lay the par t o f S tudent A and demonst ra te an enqu i rywith a student. Then students carry out the role ptays,changing roles after the f i rst ro le play. Monitor andsuppor t dur ing the pa i r work . A t the end, ask pa i r s toperform their ro le play for the c lass.

f f i StuOents work in pairs and discuss air travel us ing thequest ions as prompts. Hotd whole c lass feedback, tohear a var ie ty o f op in ions .

OPTIONAL ACTIVITY

Students could design an advert for a low-cost a ir l ine.Ask them to look at the advert on SB page 40 for twoor three minutes , then c lose the i r books . Work ing inpairs, they design a s imi lar advert for an air l ine theyinvent, try ing to inc lude the new language they havelearned th i s lesson.

Assistant

Customer

Assistant

Customer

E

E

WORKBOOK ". 'p Pages 20-22.

Teach ing no tes

Test 2 (units 4-.6)W Fitt in the gaps with correct past simpte form of be.

1 A - export sales very good tast month?B Yes, excel lent.

2 A . the marketing strategy successfullast year?

B Yes, very successful.3 We had lots of de l ivery problems, so sa les

-- very h igh.

4 She missed her t ra in so she --- - - . on t ime forthe meet ing.

Make sentences with too or enough. Use the pasts imple of be.7 Car l be l expensíve . (too)

battery / not I be I big . (enough)

products i not I be I cheap . (enough)

delivery I be I slow . (too)

5 we / not I be I early . (enough)

W

ffi

W Fi l t in the gaps.

safe economicaI dangerous popularcompticated rel iable

This software isn' t - . l t 's very s impleto use .

This car doesn't start in cold weather. l t isn ' t

Otd ptanes were too -- - -- . There were lotso f acc idents .

Lots o f peop le l i ke th i s p roduct . l t ' s very

This car is verv . . You can dr ive for 100km on four l i t res o f oet ro l .

Th i s mach ine i s very - - - . The las t acc identwas f i f teen years ago.

Name:

W Make sentences. Use the past símpte.th is product / make / mit l ion dol tars / for company .

it / take / six weeks / to f inish / ptan .

that photocopier / not cost / $10,000 .

I I go / shopping / yesterday .

they / can't f find / better location / for factory .

I / not have / fr iends round / last weekend .

we / eat / in restaurant I last night .

she / drink / coffee / with her breakfast .

Make quest ions for these answers.1 _ .______

Yes, I worked on a very d i f f i cut t pro ject .

2 ____

Yes , we had prob lems wi th the ins ta t la t ion .

3 . . ._

No, we cou ldn ' t so lve the prob lem qu ick ly .

4

Yes , we f in i shed the job on t ime.

5 . . __ . .

Yes, we went home ear ly.

f f i Make offers and suggest ions.

1 | I ca l l her / th i s a f te rnoon .

2 we / meet aga in / next Monday ?

3 we / get / the same t ra in i

4 | / look in to / f l i ghts to Madr id .

Busíness Start .up 2 rest 2 PHOTOCOPIABLE O Cambridge Univers i ty Press 2006

Name:

A F i t t in the gaps in the emai l .

regards following below sing(e confirmdiscussed hesitate inclusive

Dear1

Ms Teo,

morn ing , Inext week.booking.. L 4 - - - . . room - in the name of C indv Teo

from Penta Internat ional. 3 n ights : June 26th to 28th 5 - - - -. Booking reference: PBY45167

As 6..- .--- . ----- ' - , you're checkÍng ín at 20.00.

l f you need any fur ther deta i l s , p lease do not- - to contac t me.

Best 8 ---------------- ,Toby Fischel

Hotel manager.

our te lephone conversat ion th is--- your hotel reservation for

Please f ind 3.------ detai ls of the

E Undeft irc the correct form of the verbs.t The conference starts/is starting on 25th October.2 My flight gets/is getting into Paris at 8 pm.

3 | go/am going on hol iday tomorrow.4 He gives/is giving a talk at the conference.

5 Your train arrives/is arriving at 22.45.

6 The meeting starts/is storting at 9 am.

f F i t t in the gaps.

guided leaflets souvenirs maps peakinformation

Test 2

Find the mistal<e in each sentence. Write the correctsentence.1 | th ink the new product not wi l l be a success.

They inc rease pro f i t s , i f they can de l i ver on t ime.

l f the project wit l be successfut, they'tI make a lotof money.

There ' l l be a b ig demand, i f the pr i ce [ow.

We're going open a new store next year.

Shat l I to make a reservat ion for you?

rest total FoT--.l

ffiE { { }ffi

Excuse me? ls therenear here?

Do you have anythe town?

Do you have any

There's a ------ ------hour.

a tourist - office

about the h i s tory o f

of the town centre?

tour o f the museum every

3

4

5 You can buy - from the gift shop.o juty and August are the - - - - - - per iods.

PH0T0C0PIABLE O Cambridge Univers i ty Press 2006 Business Start-uo 2 Test

Lesso n 7 .1,Tatking about your education and career

Present perfect/Past s im ple

Educat ion Career h i s torv

7 Success

f i rne introduction of the present perfect is a mílestonefor most students and needs very careful handling. Thislesson presents the tense in a very control led way andfocuses on its use to describe generaI experiences inthe past, contrasting this with the use of the simplepast to describe specif ic events.

OPTIONAL ACTIVITY

Many students f ind dates very hard, so revise them bywrit ing up random dates on the board. Two studentscome to the front of the class. Say a date and the f irststudent to point to i t 'w ins ' a po int . P lay to the best offive for each pair.

ff i fÁoaa the key question and answer and get studentsto repeat ít. Demonstrate an exchange with a student,before students cont inue in f lu id pairs round the c lass:

Teacher When did you start work with your presentcompany?

Student l started work wÍth ... in ... .

Ask them to note the date each person in the groupstarted work with their present company, so they canreport back afterwards.

ff i tatU to the class about your own education f career,e.g: / went to school from 1.978 to 1987 in the northof England. Then l went to university Ín ... . ln ...I jo ined . . . etc. After students have worked in pairs,ask for some br ief feedback from volunteers.

KqtPolyVec AssistantProductionManager 2003-2C[]?PolyVec Production Planner 2002-2003BTE Production Planner 1.999 -2A02

Alton Management Trainee 1996-7999Sanford Institute ofTechnology Masters 1995Cambridge University Degree l99I - 1994

W Focus on the notice on the PotyVec companynot iceboard, for employees to read. Checl< their g istreading ski l ls , by asking students to read the not icequickly and say what i t 's about. ( l t 's about JeromeGi lder, who is the new product ion manager.) Then readthrough the not ice with the c lass, and checkcomprehension of new vocabulary (announce, promote,traÍnee, Masters, etc.) by eticiting/giving examples.

ffi Stuaents work with a partner, using the informationin the not ice to complete part of Jerome's CV. Theyimag ine the date on the notíce i s the present month .

Teaching notes

ff i StuOents complete the verbs from the notice. Thisexercise revises the use of the past simple.

Keyt studied 2 graduated 3 did 4 joined s left6 spent 7 moved 8 promoted

ffi Vocabulary practice ...1 SB Page 100, Exercise L.

Kry1 graduated 2 post I trainee 4 Masters5 promoted 6 left 7 joined

ff i StuOents review the past simple in pairs by askingand answer ing quest ions about Jerome 's educat ionand career. Demonstrate with a strong student so thats tudents have a c lear modeI o f the tense to use:

Teacher What did Jerome study for hÍs degree?

Student He studied Business and EconomÍcs.

PRE.TEACHING

Students have read the not ice and understood i t bythis point and wi l l have seen the present perfect tensein the not ice, but have not yet been asked to use i t .

Present the present perfect by ta lk ing about your owncareer in general terms, e.g.: l 've had lots of differentjobs over the past five years and l've travelled all overthe world. l,ve worked in Japan. l,ve taught EnglÍsh inItaly. I've even been a waiter in Pails etc. Ask studentsquestions: Have you had lots of different jobs? Haveyou travelled a lot? Have you ever been a waiter?

Write two headings on the board and examples whichcontrast the present, perfect/past s imple.

General expelence Specific experience

l've travelled all over I travelled to Japanthe world. in 2oo4.

l've taught English I taught English in ain ltaly. school in Lecce.

Present perfect/ Past sim ple

Go through the examples in the box and c la r i f ythe use of the present perfect for generalexper iences in the pas t and the pas t s imp le fo rspec i f i c exper iences . Po in t out that the fo rmat ion

of the present perfect is subject + have/has + pastpart ic ip le. El ic i t that the past part ic ip le of mostregular verbs is inf in i t ive + -ed. Refer studentsto the verb l ist on SB page 11,3 for the pastpart ic ip les of i rregular verbs. Refer students tothe grammar reference for more detai l .

Grammar reference4.2.1, and 4.2.3.

SB Page 109, Sec t ions

OPTIONAL ACTIVITYFocus on the use of the present perfect by askingstudents to read out loud the sentences with that tensefrom the PolyVec notice about ,|erome Gitder. Then askthem to read out sentences with the past simple.

p Crammar practice '".p SB Page 100, Exercise 2.

KEt have/'ve worked 2 worked 3 did + has/'smanaged 5 has/'s worked 6 joined 7 havel'vetravelled

E 4t Play the recording of a conversation betweenJerome and his assistant. Students l isten to f ind outwhich computer programmes he has used.

Kry2 , / 3 , /

TranscriptMaria We use the same software - a system called

Nurec - to control all the production processes.f erome Nurec?Maria Yeah. Have you worked with it before?ferome No, I haven't used that one. I've used TP

Control.Maria Right. We used that here, a few years ago. So

did you use TP in Cape Town?Jerome Yeah. Then when I was in Boston, we used a

system called Arrow.Maria Oh, I've worked with that before.ferome We have so many different types of software in

this company, it's unbelievable.Maria I know And we've changed so many times, as

well. Have you ever used Conductor?Conductor? No. I've never heard of it.That was the system they had when I joined.It was very good, actually.

Jerome That's the trouble, isn't it? These things changeall the time, but do they really improve?

E 41 This act iv i ty focuses students on al l forms of- the present perfect - posit ive, quest ions and negat ives.Students l isten again and f i t l in the gaps.

Success 7

Key1 Have 2 haven't I I've 4 we've 5 Have6 never

Present perfect: negat ives and quest ions

Po in t out that the quest ion fo rm of the presentperfect is have/hos + subject + past part ic ipte?.The negat ive form is haven't/hasn't + pastpar t i c ip le . Refer s tudents to the grammarreference for more detai l .

Grammar reference ".? SB Page 109, Sect ions4 .2 .1 . and 4 .2 .2 .

JeromeMaria

ff i Crammar practice "..p SB Page L0L, Exercise 3.

Key1 Have you used this programme before?2 I haven't seen this version before. 3 Have youworked with her before? 4 Have you ever visitedChina? 5 I've never visited Canada. 6 I haven'tused this system before. 7 Have you ever lived in adifferent country?

ff i 42 Ask students to took at the sentences inthe present perfect. Play the recording for them tol isten and repeat. Focus on the strong forms of havein the question and the negative and the contracted,unstressed form l 've in the posit ive sentence.

Students work with a partner and take turns to askeach other questions. l f the answer is 'yes' then ask formore information. Demonstrate the example dialoguewith a student, before they work in pairs. Monitor forthe correct use of the present perfect and past simple.

ff i ComMUNtCATIoN PRAcTtcE 19.'"p SB pages 84 and91 .Div ide the c lass into pa i rs and each pai r into A and B.Ask them to read their different pages. Demonstrate byasking a strong Student A the f irst two questions in therole play. Students use the information in the chart toanswer. Students then change roles and do the secondrole play.

Students work with a partner and ask about his/hereducation and career. El ic it possible questions, usingthe prompts given.

RESOURCE SHEET 7.7."r Page 106.For alternative practice of the present perfect and pastsimple contrast, use Resource sheet 7.1. Ask studentsto imagine this is their CV. They introduce themselvesto the people they are going to work with in the i r newcompany and tatk about the i r exper ience.

Teach ing notes

Lesson 7 .2Giving an update

Present perfect: yet/already/so far

Good news and bad news

PRE.TEACHING

Pre-teach yet/already/so far using examples ofstudents ' work and progress in lessons. Have you readUnit tZ yet? Have we finished Unit 7 yet? Have youread this article yet? Have we done this exercise yet?Have we done Unit 6 yet? Yes, we've already doneUnÍt 6. So far We,Ve done six units in this book.So far we've learned the present simple, the presentcontinuous, the past simple and the present perfect!

Write up an example of each (so far, already and yet)on the board and point out the present perfect is oftenused with these words.

f f i ta tU about p lann ing and schedu les in your own job toprovide a model, e.g.: ln my job as a teacher it 's quiteeasy to plan work. The problem is, I don't alwaysknow how quickly students will learn what I plan forthem. Sometimes they learn something very quicklyand sometÍmes it takes a long time. l usually havea flxed schedule for j0/60 hours. ln that time I mustcomplete ... lessons.

Then ask s tudents to read the sentences and under l inewords so that the sentences are true for them. Theycan then discuss the reasons for their answers, withthe c lass. Write uo the reasons on the board to see i fthere is a pattern.

W Point to the emaiI and ask what the subject is . E l ic i tthat it 's a progress report. Read the email with thec lass and then students answer the quest ions.Alternatively, with weaker students, as this is quitea long text , use the cut-up vers ion of the emaiI onResource sheet 7.2.

Kry1 He's working on setting up the Singapore office.2 The new accounts department and the new salesrep are doing well. 3 He's having problems with theIT installation / finding tT people.

RESOURCE SHEET 7.2 "".u Page 1,07.

Use Resource sheet 7.2 to helo weaker students accessthe emai l in 2a more easi ly. Div ide students into paírsor sma l l g roups and g ive a copy o f the cut -up sheetto each pair or group. Read out the emai l f i rst beforestudents work together to put i t in the correct order.

ff i Stuaents could work in pairs to f i11 in the chart withgood and bad news and then feed back the resultsora l l y to the c lass .

KqGood news:'We've

made good progress with ...we're three weeks ahead of schedule with recruitmentAnna is doing very wellthings are going wellBad news:Unfortunately we're having problems with ...We've had trouble finding IT peoplewe're two weeks behind schedule with IT

W Vocabulary practice "".v SB Page L0L, Exercise 4.

Key1g 2 c 3 a 4 e 5d 6 f 7 b

ff i StuOents work independently or in pairs to f ind thepast part iciple of irregular verbs (which are al l in theemai l ) .

A Some s tudents might not i ce that in the emai [ Andyto mean She's gone there andpo in t w i l t be focused on in 3c .

I found a had 5 written8 flown 9 taken 10 sent

uses She's been to ...then come back. f his

Kqt1 been 2 made6 done 7 gone11 seen

43 Students [ isten and repeat the i rregular pastpar t i c ip tes . They then prac t i se say ing them wi th apartner. Demonstrate how to ' test ' their partner withthe he lp o f a s tudent :

Teacher Find.

Student Found.

ffi Aead out the two sentences. After each one ask: Whereis Anna now? El ic i t/Exptain that Anna has gone toKuala Lumpur means she is st i l l there, whi le Anna hasbeen to Kuala Lumpur means she isn' t there now, shehas returned. Point out that she's gone can only beused in the context of 'st i l l being there' .

f f i Aead through Andy's ' to do' t ist with the c lass. Studentsthen use the in format ion in the emai I to t i ck the jobswh ich Andy has a l ready comple ted .

Key1 , / 4 . /

Teach ing notes

E Students then read the sentences,to do' l ist and círcle the sentences

Kryr a 2 b ) b 4 a 5 b

refer back to Andy'swhich are true.

@ Crarrar pract ice ".p 5B Page 10L, Exerc ise 5.

Kq1 yet 2 so far 3 already 4 so far,yet 5 yet6 already

E !4 Students l isten to Andy calt h is boss, Yves,

- a week later to give another update. They must decidei f they think Yves happy with Andy's progress and givetheír reasons.

TranscríptYves Yves Cordier.Andy Yves, it 's Andy Bell.Yves Andy, hi. How are things?Andy Coins qr-rite u'ell.Yves Is everything ncarly ready?Andy Well, we'r,e got a full accounts department. I

interviewed someone on Monday and she 's

accepted the post. Sara Bernard. I've already senther details to personnel, so that's gone well ...

Yves OK, good. And, what about the IT systern? Havethey instailed tl'rat yet?

Andy Well, that's more difflcult. Um ... I've found trvotechnicians so far, er, but unfortunately, I haven'tfound the third person rve need, so ...

Yves So you haven't finished the IT installation?Andy No, we ... we haven't actually started it yet.

B u r . . .Yves \bu haven't started it yet? And1,, rve need to

open tl-rat oífice in two weekslAndy Iknow. I've spoken to Daniela in the Zttrich

office and she's going to send someone nextrveek.l think we can sti l l open on time.

Yves We need to. How long is it going to take for youto get . . .

44 Students l isten again and decide which jobsfrom Andy's 'to do' tist in 4a are now completed.

Kry1,2,4 and 5 arc now completed.

Success 7

ff i 45 Students l isten and repeat the questions.Check that they copy the ris ing intonation correctly.

ff i Stuaents look at the 'to do' l ist of tasks for opening anew off ice and then take it in turns to ask each otherquestions using yet. They should answer with not yet,already and so far.

ff i conaMUNtcATloN PRACTICE 20"""F SB Pages 84 and91,.Divíde the class into pairs and the pairs into As and Bs.Telt Student Bs that they have travetted to Poland tolook at the possibi l i ty of opening a new off ice there.They look at their ' to do' l ist and give an update onthe phone to their boss in the UK (Student A) on whatthey've done so far / atready. Remind Student As to useyet for asking questions. Demonstrate the start of thephone cal l and the f irst exchange with a student, thentet students continue in pairs.

Teacher Hello. ls that Teresa? lt's John here.

Student Hello, John. How are things going?

Teacher Quite well.

Student Have you met the local property consultantyet?

Teacher Yes, l,ve met hÍm. That was a really usefulmeeting. etc.

ff i monitor their use of the present perfect. When studentshave f inished the role play, they change roles, so theyhave a chance to practise al l the language.

Students write an email to their boss based on theupdate they gave in Exercise 6. Students use the emaiton SB page 44 as a model i f they need support . Thiscoutd be done as a homework assignment.

Present perfect: yet/already/so far

Read through the examples inwith the c lass and c lar i fy thatis used wíth yef, already and

the grammar boxthe present perfectso far.

SB Page 109, Sectíon

Teach ing notes

Lesson7.3Dlscussing interesting experiences

Descr ib ing fee l ings and exper iences

The Le Mans 24 hours is a sports car race whichtakes p lace every year in Le Mans in F rance . Themost famous A laskan dogs led race i s theldator id ,wh ich takes p lace annua l l y . Teams o fdogs pu l l s leds in a grue l l ing race f romAnchorage to Nome.

PRE.TEACHINGWrite up Unusual experÍence in a circle on the boardand te l l s tudents about something rea l ly unusual thathappened to you. Ask each student to descr ibe anunusual experience they've had. Write prompt wordsor brief notes about the experiences round the circle.Final ly, students vote on whose experience was themost unusual .

ffi Use the photos of Steve Fossett to set the context forthe art ic le. Ask students what the photos suggestabout Steve Fossett.

ff i nead the t itte out loud to the class and ask studentsto predict what the art ic le is about.

KeyThe article is about Steve Fossett and his adventures.

ff i nead out the past part iciples in the word box and get- students to cal l out the inf init ives of these irregularverbs. Students then read through the f irst paragraphof the art ic le and f i l t in the gaps with past part iciples.

Key1 become 2 flown I been 4 swum 5 driven6 run 7 done 8 ridden 9 broken 10 won

ffi nsf students if they've ever done any of the thingsSteve Fossett has done. ls there anything they wouldn'tl ike to do? Do they know anything about the activit ies/chal lenges Fossett has taken part in?

Some s tudents may not be fami l i a r w i th a l t theact iv i t i es ment ioned in the ar t i c le . l f necessary ,g ive them some background in format ion on theseand on Steve Fossett 's act iv i t ies:

Steve Fossett swam the Engl ish Channel(approximately 21 mi les / l+ ki lometres) fromEng land to France in 1985, w i th a t ime o f 22hours 15 minutes . In 2002 he made the f i r s t so loround- the-wor ld ba l loon f t ight (14 days , 19 hoursand 5L minutes) . In 2004 he broke the record fo rround- the-wor td sa i l ing (58 days , t hours and32 minutes) . In 2005 he made the f i r s t so lo non-s top round- the-wor ld aerop lane f l ight (67 hoursand 2 minutes).

Teaching notes

ff i StuAents read the rest of the art icte, using a dict ionaryif necessary. They read to find out why Steve Fossettdoes these activit ies.

KryBecause he likes challenges I scary adventures andwould get bored if he didn't find new challenges.

ff i StuOents look at the groups of adjectives andunder l ine the odd one out in each group. They couldcompare their answers in pairs, before checking withthe whole ctass.

Key1 terrible 2 relaxing I interested a happy

ff i StuOents focus on the two forms of adjectives and- work out which form describes feel ings and which formdescribes a thing or experience. Ask them to giveexample sentences using the pairs of adjectives, e.g.:I feel very relaxed on holiday. Swimming is a veryrelaxing actÍvity.

KeyAdjectives ending in -ed describe feelings andadjectives ending in -ing describe a thing orexperience.

Read the sentences in 1-5 with the c lass. Studentsthen work with a partner and imagine they did theseth ings . They descr ibe the i r exper iences and the i rfeel ings and compare them with the partner 's. E l ic i tan example before they start:

Teacher I walked up to the top of the EiffelTower.I was . . .

Student I was a bit frightened. I don't like heights.

Teacher lt was ...

Student lt was amazing. The view of Paris wasincredible!

W Vocabulary practice """p SB Page 101, Exercise 6.

Kryt hard 2 bored 3 frightened a happy5 interesting 6 boring 7 frightening 8 relaxed9 incredible, sad

46 Students l isten to the f i rst part of theconversat ion between Lisa and her col league, Brendan.They decide what subjects they ta lk about and why.

was from onc thousand metres.Brendan You've done a parachute jun-rp?Lisa Yeah.Brendan Seriously?Lisa Yeah !

E 47 Students now l isten to the second part ofthe conversat ion and decide i f the sentences are trueor false.

KE1 F 2 T ] T 4 F 5 F

TranscríptBrendan You've done a parachute jump?Lisa Yeah.Brendan Seriously?Lisa Yeah!Brendan When?Lisa About ... four years ago. A group of us went,

from rrry last conrpany.Brendan Wowl I'm irnpressed! So what was it l ike?Lisa Fantastic! When you jump out of the plane,

i t 's . . . i t 's just amazing.You weren't too scared, then?I was before I jumped. Everyone's frightenedbefore their first jump. But as soon as yourparachute opens, it 's ... it 's actually quiterelaxing. You're just there in the air - you'vegot this incredible v iew .. .Yeah, I bet. And r',,hat about the landing?It was OK. Not too hard.Because that's the most dangerous moment,isn't it?

Lisa Wcll, yeah! Even if you jump without aparachute, it 's not dangerous untilyou landl

Brendan No, good point!

KeyThey talk about a parachute jump from space (thatBrendan is reading about in the paper) and aparachute iump Lisa did.

TranscríptBrendan This is amazing - this arricle in the paper.

Somebody's planr-ring to do a parachute jumptrom space.From spacc?Yeah. An Australian. He's going to jumpfrom a balloon, from forty thousand metres.So that's, what ... forty kilometres.That's pretty high. When I di<l nry jump, it

BrendanLisa

BrendanLisaBrendan

Success 7

47 Students l isten again and make a l ist ofadjectives Lisa uses to describe the experiences. Youcould ptay the recording once more for them to l istthe adjectíves Brendan uSeS (impressed, scared,dangerous).

Kryfantastic, amazing, frightened, relaxing, incredible,hard, dangerous

48 Students l isten and repeat the sentences.Check that they put extra stress on these strongadjectives. They could practise saying the sentencesin pairs, with feel ing!

ffi cor,aMUNtcATtoN pRAcncE 21 .".b sB page 84.Divide the class into pairs. Students take ít in turns toask and answer quest ions, us ing the l i s t . They descr ibethe experience and how they felt. Ask two students toread out the example dialogue before they start, andpoint out the use of the present perfect in the questionwith ever and the use of the past simple to talk aboutspecif ic experiences in the past.

RESOURCE SHEET 7.3 .."y Page 108.Use Resource sheet 7.3 for further consol idation of thepresent perfect and talking about experiences. Dividethe class into pairs and give each pair a set of the cut-up cards wi th names of famous people and quest ionsand answers about their experiences. Students matchthe questions and answers to the famous people.Check through the answers when everyone hasfinished.

Key1D 2C 3 l 4B 5A 6 F 7 I SH9C 10E

ffi StuOents can work with a partner first, to practisedescribing a memorable or interesting experience. Theycan then tel l their experience in a whole class session.

WORKBOOK "") Pages 23-25.

LisaBrendan

Lisa

Teach ing notes

Lesson 8.LU nderstanding business news

Present perfect: today, thís week/month/year

Trends F inanc ia lmarke ts

B Media

W Introduce the theme of the lesson. Ta lk about the newswith the class. Ask the questions on the page and elícíta variety of answers from different students.

OPTIONAL ACTIVITY

Students could conduct a class survey on reading andviewing habits in connection with the news, withquest ions such as:How often do you read a newspaper?W h at,s yo u r favo u rite n ewsp a pe r/m ag azÍ n e?How much time do you spend reading about orwatching the news? etc.

Point to the screen from a business and f inancialchannel and ask general questions: What's this? Haveyou seen a channel like this before? Do you know thenames of any business news channels? Do you watchone regularly? Read the four descriptions with the classand students then match them to the correct parts ofthe screen. Students feed back their answers oral ly tothe class.

Keyt d 2 c 3 a +b

Students work on the new vocabularv from the textthrough a gap-filt activity.

Key1 exchange 2 index 3 currencies4 exchange rate

PRE.TEACHINGIntroduce the use of the present perfect with today,this week and Íhis month with timelines on the board.Draw three or four t ime[ines and label them today, thÍsweek, this month, this year. Indicate where 'now' is oneach t imeline with an arrow to show the space of t imeis st itt incomplete. Ask questions in the present perfectabout prices: Hos the prÍce of petrol gone up thisweek? Has the price of cigarettes increased this monthTHave prices in supermarkets fallen or risen thÍs year?Contrast the same sentences in the simple past: Didthe price of petrol go up last week? Did the price ofcigarettes increose last month? Did prices insupermarkets fall or rÍse last year? Write up one or twoof the quest ions on the board and e l ic i t which one isthe past simple and what t ime expressions we use withit (/osf week/month/year: past time) and that we usethe present perfect with expressions such as Íhisweek/month/year (a period of time which is not yetcompletely f inished).

Refer students to the verb l ist on SB page 1,1,3 for aful l l ist of the irregular forms and point out that onecolumn shows past s imple forms and the other pastparticiples (used with the present perfect). Check theanswers together.

Key1 afe l l ,bía l len 2 arose 'br isen

Keyt fallen 2 risen I risen

ffi Xuaents could do the classification of the verbs inoairs f irst and then feed back to the class.

Key (ary order)1 go up /increase /r ise2 go down / decrease /fall

ffi Vocabutary practice "".v SB Page 101, Exercise 1..

Kqt1 currencies 2 fell I stock 4 shares 5 index6 rose

ffi StuOents focus on the present perfect forms now. Tellstudents to refer to thethe correct forms of the

text on the TV screen to f indverbs in the sentences.

Present perfect: todoy, this week/month/yeor

Read through the examples o f the use o f thepresent perfect with expressions such as today,this week etc. and c lar i fy that we use this tensewhen the ac t ion i s s t i l l not comple ted . l f s tudentsare having di f f iculty, te l t them that as a roughguíde, We use the present perfect with today /this week/month etc. and the s imple past withyesterday / last week/monÍh etc.

Grammar re ference ' " .p SB Page 109, Sec t ion 4 .2 .5

Teach ing notes

ff i Crammar practice .."v SB Page 102, Exercise 2.

Kq1 What has/'s happened to share prices today?2 This month the FTSE has risen by 2%. 3 This yearthe price of oil has/'s been stable. 4 This weekshares in Volksrvagen have gone down. 5 The Dow

)ones index has fallen by 5% so far today.

RESOURCE SHEET8.1 . . . r Page 109.

This is a good point at which to consol idate pastpart ic ipte forms of some common irregular verbs.Div ide the c lass into pairs and give each pair a set ofthe past part ic ip le cards from Resource sheet 8.1.Students place the cut-up cards face down on the tablein a square fo rmat ion and take i t in tu rns to p i ck uptwo cards and say the verbs. l f the two cards do notmatch ( inf in i t ive and past part ic ip le of the same verb)they put them back in the same pos i t ion . When astudent picks up a matching pair he/she keeps thecards after saying them. The winner is the one withthe most cards at the end.

@ Stua.nts work with a partner and descr ibe things- thev've done todav, this week, this month and thisyear. Monitor careiut ly that they use the presentperfect. Students could perform some of theconversat ions in front of the c lass afterwards.

E 49 T.el l students they are going to hear an- interview with Alan Styan, the chief execut ive of Geo-Core , on a bus iness news programme. Go through thequest ions before you play the recording and make surethat students understand what they are l istening for.

Kry1 Yes, business has been good for Geo-Core.2 lt/Geo-Core works for oil companies and looks fornew oil reserves. 3 Because there isn't enough oil.

TranscríptPresenter It's been an excellent start to the year for

Geo-Core. Your share price has risen byforty-two percent in the first quarter of thisyear. Not a bad performance - the S&P 500has fallen by three percent so far this year.Yes. We're obviously very happy with thcresults we 've had. Our profit has incre asedby trventy-six percent tl-ris quarter ... whichis better than we forecast - our forecast wasfor a twenty perccnt increase.What's the main reason for that?I think, simply, it 's because dcmand hasbeen very strong. Our sales have been good.Um . . . the o i l p r i ce has r i sen , um . . .

Alan

Presenter Obviously, your company doesn't sell oil-you're an exploration comp any, you workfor oil companies and ... and look for newoil reserves.

Media B

That's right.But what do high oil priccs mean for yourbusiness?Well, prices are high because, basically,there isn' t enough oi l to meet dcrnand. Thatmeans we need to find more ... which is ourjob, so . . . r is ing oi l pr ices are certain ly goodl tews Ior us . . .And looking to the ftrturc, do you thinktha t . . .

AlanPresenter

Alan

Presenter

49 Students l i s ten aga in to the d ia logue andtíck the boxes.

Key7 up l 2 down l 3 u p l 4 u p /

PresenterAlan

W Refer students to the transcript on SB page 120 tocheck their answers. You could play the recording oncemore whi le they fol low the transcr ipt, and check thereare no comprehens ion prob lems.

Key1 risen,42 2 fallen,3 3 increased,26

OPTIONAL ACTIVITY

Students might l ike to role play the interview with AlanStyan in front of the c lass. l f you have a v ideo camera,i t might be useful to f i lm such an interview. Theinterviewer could note down his quest ions from thetranscr ipt and the student in the role of Alan couldtake some notes, before they perform the role play.

ffi corvrMuNtcATtoN PRAcrlcE22 '.'F sB Pages 84 and92 .

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to look at their d i f ferent pages. Tel lthem that they are both going to expla in informationabout their company's performance so far this year tothe i r par tner and comple te in format ion about the i rpartner 's company.

Play the part of A and demonstrate a conversatíon witha s tudent B to prov ide a mode l . Then s tudents work inpairs. F inalty, ask one or two paírs to do the role playsfor the c lass.

ff i nsf students to prepare for this pair work for the nextlesson, so that they are armed wíth accurate statístÍcaldata. Alternativety, copy the shares pages from af inancia l paper and give a set to each group. After thegroup work, a representat ive from each group gives abr ief presentat ion about recent movements in sharepr ices, exchange rates etc. to the c lass.

Teach ing notes

Lesson 8.2Tatking about the economy

Rev iew of tenses

Economic ind ica tors

PRE.TEACHINGAsk: What do you spend your money on? and collatestudents' answers in a word web on the board. Thenask students to work in pairs and say approximatelywhat percentage of the i r money they spend on the tenmost important items. Hold feedback so that you canarrive at the conctusion (most probabty) that peoplespend most of the i r money on hous ing.

Ask some quest ions to introduce the topic of houses:Are houses/apartments expensive Ín your Country? Domost people live Ín houses or flats? Read through therubric and question and encourage a free discussion.

Look at the chart with students and clarifrT that itshows the percentage of households that own theírown home in a number of different countries. Thenstudents read out the percentages for each country.Moni tor the pronunciat ion of the countr ies.

ff i StuAents work in pairs to discuss and f i l t in the missingcountries on the chart. Check the answers and ask howmany guessed correctly and if the answers surprisedthem or not .

Kry1 Ireland 2 Japan 3 Germany

OPTIONAL ACT!V!TYStudents could work in pairs to drit l countries andpercentages.

Student A What percentage of people Ín (Sweden)own theÍr own homes?

Student B ln (Sweden, 60%) of people own theÍrown homes.

ff i fnis is quite a long text so some students wil l need* ,upport in accessing it. First ly ask students if there aremany programmes about houses on TV in their country.Do they l ike watching them? Why? Why not? Do peopletatk much about houses or apartments?

Then ask students to read through the text andunderl ine al l the t ime expressions (today, in 2000 etc.).Read through the text with the class, sentence bysentence, and c lar i fu the meaning of unknownvocabulary by el ic it ing or giving examples. Stop at

each gap, and ask students to look for a t imeexpress ion in the sentence which wit l he lp them todecide what tense to use. El ic it the tense and thecorrect form of the verb in that tense. When you havegone through the text oral ly with students, askstudents to go through the text again, by themselves,and write the answers using the correct tenses.

Note that for 1,2-1,3 there are two possibi l i t ies:

lf house prices fall suddenly, the UK economy will bein serious trouble.lf house prices fell suddenly, the UK economy wouldbe in serious trouble.

Students are more tikely to answer using the firstcondit ional, as they have recently studied it. l f anystudents suggest a second condit ional accept theanswer, but explain that it depends on how you viewthe scenar io - i f you th ink i t i s qu i te poss ib le or notvery t ikely to happen. Students wilI meet the secondcondi t ional in Lesson 10.1.

Kq1 are 2 started 3 are 4 have increased5 followed 6 sold 7 moved 8 decided9 arerising 10 is rl wil lgodown t2 fall/fell13 wil l be f would be 14 will stay

ff i nead through the quest ions with the c lass and thenstudents answer them independent ly o r in pa i r s . Checkanswers together.

Key1 property 2 Because of high property prices.3 They aren't rising as fast. 4 Economists thinkprices will stay high.

ff i Crammar practice ...p SB Page 102, Exercise 3.

Kry1 c 2 e 3d 4b 5 a 6 f

ff i StuOents work with a partner to ask and answerquestions about property prices in their city or country.Before they start, ask them to look at the questionprompts and the t ime express ion in them, and dec idewhich tense to use. El ic it the questions. Students thenask and answer the quest ions in pa i rs . Moni torcareful ly the tenses they use. Some students could talkto the whole class about this afterwards.

Students match the pairs to complete the definit ions.They could work independently, then compare answersin pairs, before checking with the whole class.

Key1g 2 c a b 4 a 5h 6 e 7d 8 j 9 f1 0 i

Teach ing notes

E

E

50 The pronunciation activity focuses on si lentletters. Students work in pairs to identifrT the si lentletters in the new words from 3a. They then l isten andcheck and practise saying them. Ask students forexamples of any other Engl ish words they know withsi lent letters in them.

KqW or ds w ith sil ent l etÍ er s : b o rrow, m orlgage, deb t

51 Check students understand the statements.Then students l isten to an interview with an economist,talking about property prices and the economy. Theydecide whether he agrees or disagrees with eachstatement.

D 3 D 4 A

TranscríptInterviewer How in'rportant are property prices in the

!nterviewer

economy?In the UK, most people invest most of theirmoney in their house. So property pricesare extremely important.Mmm. What's your view on the UKproperty market? Do you think prices aretoo high?Well, in recent years, prices have gone up ...ten to twenty percent ayear, um ... in someyears even more. But inflation has been justtwo or three percent ayear. So I think it'sclear that, um ... the boom has to end.Mmm. The last property market crash, inthe UK, was in the late 1980s, and it put theUK economy into a recession. Do you thinkthe same thing willhappen again?I don't think prices wil lcrash. The ... theeconomic situation was different in the late80s . .. interest rates rose quite fast justbefore property prices fell. Today, the Bankof England is much more carefulwith ...with changes in interest rates. The otherimportant difference,l think, is that thenunemployment was quite high. Today, it'svery low - about five percent. So theeconomic situation's completely different.So I don't think prices will crash, but it ispossible they'l lfalla l ittle bit. Or stay at thesame level for a few years.Banks have lent people a lot of money inrecent years. People have got big mortgages.Do you think that'llbe a problem? Willpeople have less money to spend inthe future?

Media B

Roy Oh, certainly. Because the loans haven't justbeen mortgages - people have alsoborrowed money to spend in the shops. Sofar, that's helped the econorny, becausespending has been high. But at the end ofthe day, people will ha'r'e to pay the mone1,back. So I think we'llsee lower consuÍlerspending over the next few years.

ffi Vocabulary practice '""b SB Page 102, Exercise 4.

Key1 mortgage 2 interest 3 property4 unemployment 5 loan 6 lend 7 recessiorr8 boom

51 Students work with a partner to recal l thereasons Roy Borg gave for his opinions. They thenl isten again to check their answers. You could referthem to the transcr ipt on SB page 121, to checkanswers, as this is quite a di f f icult l istening.

ff i connMUNlcATIoN PRACTICE 23'. ') SB Pages 85and 92.Before you start the activity, quickty revise high numbersand years. Write examples on the board, then point todifferent numbers and ask students to say them.

Div ide the c lass into pa i rs and each pai r into A and B.Give them time to look at their different pages. Tel lthem that they are going to ask and answer quest ionsabout property prices. Play the part of A anddemonstrate a conversation with a student B. Focusstudents' attention on the tense you use in eachquestíon. Then students work in pa i rs . Moni tor the useof tenses in the pair work. Finatly, ask one or two pairsto do the activity in front of the class.

ff i StuOents work in pairs and talk about the economy intheir country. They may need a few headings on theboard to cue this (solaries, house prices, food prices,etc.) . Hold c lass feedback to hear di f ferent opinions.

RESOURCE SHEET 8 .2 . . .> Page 110.

For a real ist ic approach to the stock market, useResource sheet 8.2. Give a copy to each student. Tel lstudents thís ís their portfo lío of shares. They look in af inancia l newspaper or on the Internet and make notesof what has happened to them so fa r today and th i sweek and report back to the group. This could be doneas a homework ass ignment .

Kry1 A 2

Roy

lnterviewer

Roy

Roy

lnterviewer

Teach ing notes

Lesson8.3Discussing what's on TV

Te lev i s ion programmes

PRE.TEACHINGWrite Television in a circle on the board. Studentsbrainstorm and you write up suggestions in a wordweb. Feed in as much of the vocabulary of the lessonas you can, if students do not produce it themselves,e.g.: What do we call a mon or woman who presentsa talk show? (presenter).

ff i StuaenB talk about television in pairs using thequest ions as prompts. Conclude with a c lass discussion.

52 Tel l students that they are going to l isten toa conversat ion between Naomi Blake, from the UK, andher French col league, Valer ie Garde. They are havinglunch together in Par is. Read through the quest ionsbefore students l isten to the dia logue to answer them.

Key1 Because Naomi watched TV last night.2 Who WantsTo Be A Millionaire? 3 quizshows,reality TV

TranscriptValerie So, is your hotel OK? Did you sleep well?Naomi Yes, fine thanks. I watched TV for a while, then

had an early night. I watched a bit of that ...quiz show .. . WhoWantsTo Be AMill ionaire? -

the French version.Valerie Ah, really?Naomi lt's exactly the same as in the UK. The studio,

Valeriet ne mus l c . . .Yes,l think a lot of those kinds of shows are the

Naomi Do you haveTheWeakestLink?It's aquiz show,and the presenter's really horrible to thecontestants.

Valerie Oh, yes. Yes, it's the same in France.l've seen theEnglish version, as well, on satellite TV.

Naomi And do you have programmes like BigBrother?You know, with people living in a house, andthere are cameras filming all the time.

Valerie Yes, we had a similar thing a fewyears ago. Doyou have that programme, um ... in France it'scalled Star Academy... er, with people who wantto be pop stars, and, er,people vote, um .. .

Naomi Yeah. It's called Fame Academy inEngland.There've been so many things like that ontelevision in the last few years. Reality TV.

Teaching notes

Valerie Reality TV yeah. It's been the same in France.At home, I have satellite TV and I get Englishprogrammes ...

ff i Lead a class discussion on the types of programmementioned in the conversat ion. Ask i f students l ikethem or not .

Refer students to the photo and cue a discussion onthe quiz programme. There are vers ions of Who WantsTo Be A Mill ionaÍre? on TV in most countries. |t shouldnot be di f f icult to engage students in ta lk ing about theprogramme and express ing the i r op in ions .

OPTIONAL ACTlVITY

Some of the translat ions of the names of TVprogrammes in other languages are not word for wordtranslat ions, so you might ask students to translate thet i t les in their language back into Engl ish for interest(titles already mentioned are Who Wants To Be AMillionaire?, The Weakest LÍnk, Big Brother, andFame Academy).

ffi nead through the Who Wants To Be A MiltÍonaire? textwith the class and ask questions to check theircomprehension of new vocabulary. El ic it what When's iton7 means.

KryIt means'What time does the programme begin?'.

ff i nst students to give you examptes of the words in thebox, to explain them. Then students f itt in the gapswith the words.

Kry1 quizprogramme 2 channel 3 show4 presenter

Students work with a partner and take it ín turns todescribe Who Wants To Be A Millionaire?.

53 Go through the questions before studentsdo the task. Play the recording for them to l isten to thesecond part of Naomi and Valerie's conversation andanswer the quest ions.

Kry1 a satellite channel 2 comedy programmes3 She didn't imagine people watched British soaps inFrance. + dubbed or with subtitles

TranscriptValerie At home, I have satellite TV and I get English

programmes on BBC Prime. They show thingslike quiz shows, documentaries, comedyprogrammes. I find comedies quite difficult tounderstand.

Naomi Yeah, l bet.

Naomi

Valerie

NaomiValerie

NaomiValerie

Vaterie Tl'rere's a talk show, as rvell, where theyintcrvier.v famous people. I think thepresenter's very lvell known in Britain. Hisname 's , L ln1 . . . oh . . .Michael Parkinson?Yes! They also show solne good children'sprogrammes. My little boy watches Teletubbíes.Oh yeah.There's another thing I sometimes watch.What's the name for the type of programme... it 's about, not real people, they're actors,but about ... just everyday liíe in a street or,u m . . .

Naomi A soap opera. Or a soap.Valerie That's it! There's a soap about the people who

l ive in a . . . a square in London. I . . . I can'tremember . . .

Naomi Not EastEnders?Valerie EastEnders. That's it. What's so funny?Naomi Valerie, I can't believe you watch EastEnders ...

in Paris!Valerie Actually, I'd like to watch more films in

English. On French TV when they showAmerican fi lnrs, the voices are in French. Howdo you say that? They're ...

Naomi Dubbed.Valerie Dubbed?Naomi Yeah.Vaterie They're nearly always dubbed in French. On

some channels, they show the originalfi lmwith, er ... you know, text at the bottom of thescreen with ... with the translation.With subtitles?Subtitles, yeah. But I don't l ike that becauseyou read but you don't really l isten to ...

53 Students l isten again and complete thesentences about programmes on BBC Prime.

Refer students to the transcript on SB page 1,21, tocheck their answers. Ask for examples of other soapoperas, tatk shows, chi ldren's programmes and quizshows that they know.

KeyI quiz 2 talk I children 4 soap opera

Focus on the words in the box. El ic it what type ofprogramme a documentary is. Tet[ students that theydon't need to understand a[[ the words to do theactivity and that the context wil l help them to guessaccurately if they use alI the avai lable clues. Studentsthen f itt in the gaps.

Key1 news 2 Weather I Documentary4 Soap opera 5 presented 6 Comedy7 Talk show 8 Film 9 starring 10 Dubbed

Media B

Encourage students to discuss the schedule in groups.They should give reasons to the others in the groupwhy they would/wouldn't [ ike to watch the di f ferentprogrammes.

ffi Vocabutary practice ".'* SB Page 102, Exercise 5.

Key1d 2g 3b 4 e 5 c 6 a 7 f

ff i Stuaents have the opportunity to personatise thetanguage of the lesson. They work ín paÍrs and take itin turns to th ink of a TV show and descrÍbe ít . Theirpartner tr ies to guess what it ís.

RESOURCE SHEET 8.3 '""v Page 11L.In a mult inational class, where students may not watchthe same TV channels or see the same programmes,students can use the TV schedute from Resource sheet8.3 for the oral practice in 4d. Give one copy of thesheet to each pair. Students take it in turns to giveinformation bit by bit about a programme and theirpartner tr ies to guess which programme they aretatk ing about.

ff i comMuNrcATroN PRACT\CE24".'p SB Page 85.Divide the class into pairs. Give students t ime to readthrough the rubric, then stress that they must f ind asmany programmes as possible that they share thesame opinion on. Do an example exchange with astudent, cont inu ing unt i l you f ind a programme youboth l ike or disl ike and write its t it le on the board.Then students cont inue in pa i rs . Have a t ime l imi tand see which pair has found the greatest number ofprogrammes they both t ike or disl ike.

ff i HotO a class discussion based on the questions abouttelevision programmes in general.

OPTIONAL ACTIVITIES

. ln pairs, students could design their 'dream'

evening's TV schedule, which only has programmesthey think are fantastic. After correcting it, youcould photocopy it and use it for a pair workdiscussion with other students or use it for disptay.

o Students write an email to a fr iend in the UK tett inghim/her about television in their countrv.

EB

EWORKBOOK "".p Pages 26-28.

Teach ing notes

Lesso n 9.1,Describing a business concept

Pass ive: present s imple, past s imple

Market ing and adver t i s ing

9 Strategy

PRE.TEACHING

Present and pract ise the present s imple passive in thecontext o f descr ib ing where th ings are made or done:Where are VWs made? ls Toblerone made ÍnSwitzerland? What's made in Hollywood? etc. Introducethe pas t s imp le pass ive by ta lk ing about your ownclothes and belongings: l,m very international. My shÍrtwas made in China. My trousers Were made in lndÍa.My shoes were made in ltaly. Where was yourhandbag made? etc.

f f i Sr ing a var iety of adverts cut out of magazines and pin*_

them on the board to set the scene. Ask quest ionsabout advert is ing to prepare students for the pairwork: Do you like odverts? Do you watch adverts onTV? ls advertising very effective? Do you buy thingsthat you see or read about in advertsT Students thend iscuss the quest ions on the page in pa i r s and feedback in a c lass d i scussíon.

Refer students to the photos of di f ferent types ofadver t i s ing and ask them to descr ibe what they see .Students then work with a partner and match thewords to the photos, then feed back oral ly to the c lass.Model the vocabularv for students to repeat.

Key1 dpressads 2 cb i l l boardads I bTVcommercials 4 asponsorship 5 eproductplacement

54 Explain to students that Amy Venn is thenew market ing manager a t a c lo th ing company ca l ledSway and she's making a presentat ion to the board ofdirectors about advert is ing. Ptay the recording forstudents to l isten for the types of advert is ing whichSway are using at the moment.

Kqpress ads, sponsorship, TV commercials

Transcrípt

So, first, let's look at our present advcrtising stratecy.How are we promoting the brand at the monrcnt? Asyou know, we advertise in the press -. most of clur pressads are in magazines read by the eighteen to twenty-fourage group. We also use adverts on bil lboards. Weoccasionally r,rse TV commercials. And, of course, wemarket the brand with sponsorship in sports - wesponsor basketball, snowboarding and surfing.

At the moment, our spending on advertising is hiqh as apercentage of sales. The reason for that is the cost of TVcommercials. But the problem is, to make TV conrrncrcialswork, you need a lot of them. A lot morc than we have atpresent. Norv, obviously rve don't lrave the budsct íor tl-rat.So, in my opinion, TV commercials are not the rightstrategy for Sway.

But that doesn't mean w'e can't advertise on TV. We can.Tl-re way to do it more cheaply is to use productplacement. The way prodr,rct placement .,vorks is ...

54 Read the quest ions through with students.They then l isten again to answer the quest ions.

Key1 The 18-24 age grolrp. 2 Basketball,snowboarding and surfing. 3 They use TVcommercials, which cost a lot. 4 By using productplacement instead of TV commercials.

55 Students thenunder l in ing the stressedwith weaker students.

Key1 advertising, advertJ promotion, promote

l i s ten and repeat the words,sv l l ab les . Do th i s on the board

2 marketing, market4 sponsorship. sDonsor

ff i nefer students to the transcript on SB page 1,22 tocheck the i r answers .

ff i Stuaents write the verbs from the nouns. With weakerffi students do the activity oralty first.

Key1 advertise 2 market 3 prornote 4 sponsor

ffi Vocabulary practice "..F SB Page 102, Exercise 1.

Keyt c 2 d 3 f 4 b s g 6 e 7 a

ff i Write a chart on the board with three columns to* Structure the díscussion and ask students to makenotes for feedback to the class:Type of advertising Advantages Disadvantages

56 Read through the rubr ic and quest ions andcheck understanding. Check the answers ora[[y.

Teachíng notes

Key1 No. 2 When the name of the product is said byan actor. 3 Cigarettes. a Apple.

So, the prodtrcts are seen ín filrns and TV

:l.l:*..res. They're just ... seen on a table

That's right. Or in our case, with clothes,they'rc worn by an actor, um ...And you see the logo.Somctimes, yeah.lt depends. You can'talways ... control what happens. Ofien,products are given to the film company forfree. So you knor,l'an actor is going to ... towear your jacket, for exanrple, but . . . youdon't knc-rw if you'll actually see the logo.So you can't say to the film company, wewant to . . . see this part of the jacket, or . . .Well, you can, but then, usuallv, you have topay. Sometimes, the fi lm company is paid bythe advertiser. And then you have morecontrol. I rnean ... sotnetímes, the nanre of aprodtrct is said br1 an acrtor. But that's ... in afilm - you're talking big money for that sortof thing.Ycah, I bet. ... And u'hen did companiesstart doing this? I guess it 's done more nowthan in the past.

Amy I think the first placements were used infilms in the 1960s, for cigaretres. BLrr the bigbusiness really srarted in the 80s. I rhink rhebest placement, though, was, Lrm ... did yousee Forresf Gurnp? The Apple placement rvasdone very well in that.

Colteague For Apple computers?Amy Yeah. There's a scene where Forrest Gump

gets a letter from Apple ...

56 This exerc ise focuses on the present s impleand past s imple passive. Play the recording again forstudents to l isten and f i l t in the gaps.

Refer students to the transcr ipt on SB page i .22 tocheck their answers.

Key1 are seen 2 are given 3 is paid 4 is said5 were used 6 was done

Passive: present s imple, past s impte

Ctar ihy the formation of the passive, using theexamples in the grammar box. Expla in that we usethe passive to descr ibe processes, or when i t is notso important to know who or what did the act ion:

RESOURCE SHEET9.1 ." .? Page 112.Use Resource sheet 9.1 to consol idate the presentsimple and past simple passive. Divide the class intopairs and give a set of the cut-up sentences to eachpaír. Students lay the cut.up cards face up on the tableand make true sentences. Afterwards students read outthe sentences to the class.

ffi nsf students if any of them have seen the film ForrestGump. With weaker students read the text with thewhole c lass and f i t t in the gaps together. They can thenconsol idate by going through the exerc ise again,writ ing the answers.

Kqt1 was seen 2 are shown I is used 4 was given5 are prornoted

This buÍldÍng was built inwho bui l t i t ) .

Grammar reference ""F SB

Strategy 9

1.989. ( l t doesn't matter

Page 110, Sect ion 7.

TronscriptColleague

Amy

ColteagueAmy

Co[[eague

Amy

Colleague

E

E

ff i ff i StuOents check comprehension of the text through thisffi

true/tatse exerctse.

Kqt1 F 2 T 3 T 4 F

ff i StuOents discuss with a partner, then share theirexamples with the c lass.

ff i Crammar practice .. 'p SB Page 102, Exercise 2.

Kry1 The advert was seen by millions of people.2 This magazine is read by a lot of businesspeopleevery rveek. I Lots of products are advertised bycompanies on billboards. 4 Our basketball tearnwas sponsored (by them). 5 Our new logo wasdesigned by this agency. 6, All contracrs are signedby our managing director.

ffi cor,aMUNtcATtoN pRAcilcE 25 "".v sB pages 85and 92.

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to look at their d i f ferent pages. Tel lthem that they are both go ing to descr ibe a bus inessconcept to their partner, us ing the passive.

Play the part of A with a student to provide a c learmode l . Then s tudents work in pa i r s . Mon i to r the pa i rwork to make sure students are using the passive.Finatty, ask one or two pairs to present their businessplan to the c lass.

ff i stuoents gíve theír own opiníons about productplacement. They prepare what they want to say in pairsand then take part in a ctass d iscuss ion.

Teach ing no tes

ff i Write dot.com boom on the board and see whatstudents can say about it. Write up their suggestions.Draw a rapidly r is ing graph to clarify the meaning ofboom and then introduce crash with a rapidty fal l inggraph.

Dot.com companíes Were the col lect ion of start .up compan ies se l l ing products or serv i ces us ingthe In ternet . They pro l i fe ra ted in the la te 1990s 'dot .com boom, a f renz ied per iod o f specuta t ionin In ternet and In ternet - re la ted bus inesses .

The name 'dot.com' der ives from the fact thatmost o f the compan ies had .com bu i l t in to the i rcompany name. By 2002 the va lue o f the sharesin many o f these compan ies had fa l l endramat i ca l l y .

OPTIONAL ACTIVITY

You could use this as an opportunity to revise otherInternet language, especia l ly websíte and emai laddresses (underscore, backward slash, lower cose,capitals, etc.).

Point to the photos and say that the text is part of abook review about a company and that Ernst Malmstenwas one of the directors. Read the review with the classand el icít why the book is cal led boo hoo (mime crying,if necessary). Elicit or clarif lT the meaning of entrepreneurand model the pronunciat ion. ( l t 's a word used todescr ibe a specia l type of business man, who sometimeslooks for business opportunit ies in unusual areas and isoften prepared to take big risks to make a big profit.)Ask i f students can name any other entrepreneurs.

Students then read the review again independent ly orin pa i r s and answer the quest ions .

Key1 It's about company failure. 2 It was an Internetsports clothing retailer. I Ernst Mahnsten is aSwedish entrepreneur.

Students work in pairs to complete the chart of boo'shistory by f itt ing in gaps with the missing texts. Foreasier access to the matching task in the book useResource sheet 9.2.

Key1d 2b 3 e 4 a 5 c

RESOURCE SHEET 9 .2"""? Page 113.

Div ide the c lass into smal l groups and give a set of thecut-up text and miss ing extracts from 1d to each group.Students place the f ive miss ing extracts above theappropr iate information. Demonstrate the f i rst one withthe group, i f necessary. Aftenvards students read outtheir answers to the c lass.

Students develop their vocabulary by matchíngdef in i t ions to words . They can compare and d i scusstheir answers in pairs, before checking answers withthe who le c lass .

Key1 c 2 f 3 a 4 i s g 6h 7 e 8b 9d

invest 4 launch7 go bankrupt g hire

Lesso n 9.2Discussing strategles

Adverbs o f manner

Bus iness deve lopment

ff i Vocabulary practice .""p SB Page 103, Exercise 3.

Kry1 set up 2 raise i5 cut costs 6 lay off

ff i StuOents have the opportunity to express their ownop in ions about boo and d i scuss what they th ink boo 'sbiggest mistake was. After the pair work, students feedthe i r v iews in to a c lass d i scuss ion .

57 Po in t to the photo and te l l s tudents thatthe two people are Tony El lston, an entrepreneur andJane Rye, an inves tment banker . She ' s adv i s ing h im onbusiness strategy. Read through the sentences withthe c lass and students play the recording for them todecide i f they are true or fa lse.

Kry1 F 2 F 3 T 4 F 5 T

TranscriptTony The business has done well over the last three

years. And I think now's the rigl-rt tinte to expand- to open a new office, hire some good people ...hire a manager to help mc, and ... yoll knowbecome a bigger organisation. So I need to raiscfinance, and to do that, I'd l ike to try and findsome people who rvant to br-ry shares in thecompany.

f ane Right. So you're not planning to borrow then-roney?

Tony No. And to expand quickly, I need nrore thanjust money. I need your advice on how tomanage the expansion.

Teach ing notes

f ane OK. Well, you're certainly right to recruit amanager for the new office. I'm sure you knowwhat it 's l ike to rvork hard, seven days a week ... .Obviously. you're an entrepreneur. you set upthe company. But as the organisation grows,each year, your job changes gradually. If youopen a new office, obviously thar's a big change,so your job needs ro change significantly.Sure.Have you thought about your future with thecompany?

TonyJane

Tony ... You mean, do I want to sell the wholebusiness?

fane No, that's not rvhat I mean. It's just that, if I findyou some investors, they'l l want somemanagement control. It won't really beyourbusiness any more. You understand what I'mget t ing . . .

Tony Sure, sure.Jane lt's not a decision you can make easily. BLlt you

need to think aborrt your future carefully ...

PRE.TEACHING

Quickly pre-teach/el ic i t some of the adverbs of mannerusing the classroom context. Ask: When you speakEnglish, do you speak quickly or slowly? Do you speokEnglish well? Can you speak any other languages well?Do you check yaur answers carefully when you do onexercise? Have you learned EnglÍsh quickly orgradually?

Students f i l l in the gaps in sentences from theconversat ion.

57 Play the recording again for students tocheck their answers.

Kry1 rvell 2 quickly 3 hard 4 gradually5 significantly 6 easily 7 carefully

@ Crammar practice ...p SB page 103, Exercise 4.

Key1 easily 2 hard 3 carefully a quickly5 significantly Ó gradually

Strategy 9

58 Some students wit l need support identifuingthe stress patterns ín thís pronuncÍatíon actívity.Students l isten and repeat unti l they are confidentand accurate.

KeyThe stress patterns are the same in the adjectives andtheir adverbs.

ff i StuAents have the opportunity to personatise thelanguage of the lesson by working with a partner andmaking sentences about themselves us ing the l i s t ofadverbs given.

OPTIONAL ACTIVITYStudents could write sentences with adverbs aboutthemselves. You read out the descriptions afterwardsto the class and students guess who wrote eachdescr ipt ion.

ffi cotvtMuNrcATtoN PRACT\CE26.."* SB page 85.Divide the class into pairs. Read through the scenariowith the ctass and ctarifu their role and the task ofgiving advice to the management of the restaurant onhow best to expand. Review quickty the languageneeded to make suggestions and write phrases on theboard (You could ..., You need to ..., etc.). Demonstratea few examples using the scenario to provide a clearmodel . Encourage them also to use adverbs of manner(e.g. expand signiftcontly/quÍckly/g radually etc.). Thenstudents work in pairs to produce their strategy forexpansion. Once pairs have completed their strategy,they then work wíth another paír of s tudents, whomthey imagine are the restaurant owners, and presenttheir strategy. Pairs then change roles.

OPTIONAL ACTIVITIES

. Tel l students that they are designing a web pagefor a company they know wel[. They write a briefhistory of the company for the opening page.

o Students could write a description of a famousperson us ing as many adverbs of manner aspossíble. They could SWap descriptions withanother student, and try to guess who the famousperson is.

EE

Adverbs of manner

Read through the examples w i th the c lassand c lar ihT the pattern of adding - ly to mostadject ives. Point out that there are a fewexcept ions, which students have to learn offby heart.

Grammar re ference " . .p SB Page 1L1, Sec t ion 10 .

Teach ing notes

Lesson 9.3Using the Internet

Webs i te language

J I'm a member of an investment website, which ispart of a magazine .I pay ten pounds a month and Iget access to articles from the current issue and I cansearch for articles from previous issues as well. Theyshow current share prices, so you can follow yourportfolio. Each time you just log in, with a user nameand a password and it automatically lists your shares,shows the current price ...

PRE.TEACHINGWrite lnternet in a circle on the board and studentsbrainstorm as you f it l out a word web. Feed in thelanguage of the lesson which you can't el ic it: What'sGoogle? What do you key in when you want to checkyour online bank account?

ff i Stuaents consotidate the language of the brainstorm in* a pa i r work d iscuss ion about the i r personal use of theIn ternet , us ing the quest ions as prompts .

59 Tel l students they are going to hear threepeople being interviewed about what they do onthe lnternet. Read through the quest ions and makesure students understand them. Thev then l isten toanswer them.

KryPerson 1: 1 You can íind information easily.

2 virusesPerson 2: 1 Using bank accounts on the Internet

saves time. 2 Nowadays it's fine.Person J: 1 About an investment website.

2 You can read articles, see share pricesand follow your portfolio.

Transcript

1 I think the best thing about the Internet is ... the factthat you can find information so easily. You know,you type a kelvord into a search engine, and you geta huge list of websites. The worst thing is theproblem of viruses. You certainly need antivirussoftware. And you've got to keep it up-to-date as well- keep downloading and install ing updates. But, it 'snot too much trouble to find a ...

2 lt's good that you can manage your bank accountsvia the Internet. That saves a lot of time. Once you'veregistered, you just ... put in your password, log inand ... you've got access to all your accounts andeverything . . . f rom home. It 's um .. . . i t 's good. Ithink it took a long time before people wereconfident with, um ... secure servers, with thesecur i ty s ide of i t , but now it 's . . . i t 's just part ofeveryday life. It's l ike paying by credit card online ...

They can comparechecking answers with the

6 g 7 h 8 a 9 c

ff i StuOents consol idate the new vocabulary by matchingthe pairs to make sentences.answers in pairs first, beforewhole class.

Kry1 e 2 { 3 b 4 ) 5 d1 0 i

ffi Vocabulary practice .".) SB Page 103, Exercise 5.

Key1d 2 c 3 e 4b 5 a

60 Students l isten and repeat the words endingin -er. Focus their attention on the pronuncíation of the-er lal sound.

ff i nead through the questions with the class f irst andanswer them for yourself to provide a model. Studentsthen discuss the questions with a partner and f inal lyfeed into a class discussion.

RESOURCE SHEET 9.3.""Y Page 114.

For further practice of Internet tanguage use Resourcesheet 9.3. Divide the class into pairs and give a set ofthe cut-up cards with Internet vocabulary to each pair.Students place the cards face down on the table andtake it in turns to pick up a card, say the word anddecide whether it is a noun or verb. Students mightthen say a sentence with the word in it. A few of them(fiIe, search, tick, download and register) can be usedas a noun or a verb - accept either, but students mustgive an example of whichever they choose.Demonstrate the activitv with students f irst.

ffi StuOents look at the web pages from the website of amagazine and f i l t in the gaps, with a partner. They thenfeed back the answers oral lv to the class.

Kq1 register 2 password 3 Join 4 secure server5 search engine 6 ke1'word 7 download

Read the web pages again with the class and gothrough the questions, before students answer themindependent ly or in pa i rs .

Teach ing notes

Strategy 9

E

Kq1 If you register you have free access to selecteditems. If you become a member you have full access toallpast and current articles. 2 You have to completethe registration form. J No, you don't have to payto register. 4 [I0 a month and the first month isfree. 5 To search for current and past articles.6 Frequently Asked Questions.

E Oo through the ont ine registrat ion form with the c lassbefore they complete the detai ls for themselves.

Ask the question about the password. lf students don'tknow why the password wouldn't be accepted pointout the expression Case-sensitÍve on the form andexplain that this means the sofiruare recognises capitalletters and lower case letters, so the first letter of thepassword Elephont needs to have a capitaI E. Thenopen the díscussion into other issues about passwords(gaps between words, use of letters and numbers,dashes, passwords hav ing a min imum number ofletters, etc.).

OPTIONAL ACTIVITYDiscuss how people choose passwords: birthday dates,names of pets or nicknames and how to choose apassword that can't be guessed.

COMMUNICATION PRACTICE 27". 'v SB Page 86.

Divide the class into pairs. Read through theinformation about the activity with the class and checkthey understand what they need to do. Give them timeto make notes of the detai ls of theÍr favourite websítesand then check they know how to formulate thequestions to get further information.Do you need to register?

Do you need a password?

Are you a member?

How much does membership cost?ls the site secure? / Does the site have a secure server?

Practise these with the class. Then students work inpairs. Monitor the pair work careful ly to see that theyask the fol low-up questions. Final ly, ask one or twopairs to do the activitv in front of the class.

OPTIONAL ACTIVITY

Students could produce a l ist of key Internet words inEngtish for speakers of their home language. The l istcould have translations or explanations in the homelanguage.

E

WORKBOOK "..p Pages 29-31,.

Teach ing notes

WTest 3 (units t-.g)Fi l l in the gaps with the correct form of the verbs inbrackets. Use the past s impte or the present perfect.

1 He 's very exper ienced. He - - - " - - - - - - fo r th reeor four in ternat iona l compan ies . (work)

z She genera l manager in zoo4.(become)

3 you ever - - - - - a pro jec tteam? (manage)

4 they both - - - " - " . " - - - - - - - - - - thecompany last year? ( leave)

5 They - - - - - - un ivers i ty in ry99. ( f in i sh)6 I 'm an eng ineer and | - - lo ts o f

exper ience in the oi l industry. (have)

Make sentences. Use the present perfect.

r he / not write / report i yet .

2 | I not f in ish / project / yet .

3 she / atready / phone / of f ice .

4 we / atready / h i re / three technic ians .

5 they / atready I do I the job .

6 I / read / hatf of the report I so far .

trainee progress recruitment scheduleMasters trouble

share pr ices / r ise / today .

pr ice / go up / th is week .

index I fal l I this year .

o i l pr ices / not increase / so far / th is quarter .

our prof i ts / go down / th is quarter .

sa les / increase / th is month .

W Fitt in the gaps.

boom inflat ion crash debts recessionunemployment interest

A lo t o f peop le are out o f work . . i s veryh i gh .

Pr i ces are not inc reas ing i s on ly 0 .2%o.

- rates decreased 2"/" last Vear. lt wascheaper to bor row money.

A lo t o f peop le have bor rowed money and havelarge

There's a ------------- in the property market. Pr iceshave r i sen 10% th i s month .

Share pr ices fet l by 10% yesterday. There was aon the s tock market .

The economic s i tuat ion i s bad a t the moment .We're in a -----

W Fi t t in the gaps.

documentary dubbed satel l i te showchanne l

ff i Make sentences. Use the present perfect.

7

2

3

4

5

W

2

3

W Fi t t in the gaps.

7

2

3

4

5

6

The pro jec t ' s two months beh ind

We' re hav ing w i th the ins ta l l a t ion .

We've made very good with thebroch ure .

A f te r un ivers i ty he jo ined the company as a

He d id a - - - - - - - - - - - - - - - - a f te r h i s f i r s t degree .

We're having di f f icult ies with - - -- in thatdepar tment .

Did you watch the quiz . last night?

I saw a - - - - - - - - - - - - about Peru las t n ight .

A What - was i t on?

B Four.

Have you got or cable TV?

A Was t he f i lm . . . . ?

B No, i t had subt i t l es .

Business Start-up 2 Test 3 PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

Name: . . . - -

n Make passive sentences.1 The company uses product p lacement.

z Mi t l ions of people watch the news.

3 Lots of tour is ts saw the acc ident .

4 GNT makes the parts in its factory in Germany.

A French company produced the v ideo.

She sent the documents bv emai t .

They d idn ' t de l i ver the order on t ime.

E Match the pairs. Write a-g in the boxes.

r IHese tup a new product wassuccess.

Test 3

Did you a degree in Economics?

We're having trouble by the new computer.

She hasn't h ired yet a new secretary.

When d id you graduated?

I a lways feel very re laxing after a beach hot iday.

What d id you watch in TV las t n ight?

rest totar F.I-l

10

d to work in the newoffice.

g i n

h a

2 | | She invested more b to cut costs.than $50,000

3 ! The company went c he wants to expand.bankrupt , because

4 L__l He raised finance

5 ! He taid off workers e on the stock market.

6 n He needs to hire i t had so many debts .workers, because

7 | | The l aunch o f t he

8 ! They recruited15 staff

E Find the mistake in each sentence. Write the correctsentence .

1 l t 's a di f f icult job - you have to do i t careful .

2 Have you ever d id a parachute jump?

3 | thought the presenta t ion was very bored.

4 He *o,r., f.urtn ;;,,;ru.

the stock exchange.

new bus iness .

PH0T0C0PIABLE O Cambridge Univers i ty Press 2006 Business Start-up 2 Test

Lesson L0.LDlscussing ideas

Second cond i t i ona l

Suggest ions

10 solutions

ff i noint to the famous people and inventions and askstudents to write the f i rst words that come into theirheads. Col late al l the ideas on the board. Feed increative if nobody says it. Then have a generaldiscussion on creat iv i ty. Ask quest ions: Tel l me thenames of some fomous creative people. What did theydo? What Ís creativity? Can only intelligent people becreotive? Do you know any very creative people? lnpairs, students can then discuss the quest ions in theStudent 's Book about creat iv i ty at work. Col late theirideas in a c lass d i scuss ion .

ff i 67 Exptain to students that they wil l hear ad iscuss ion at a company ca l led Opt ip la in, amanufac turer o f b lank CDs and CD packag ing . Theteam are brainstorming suggest ions and ideas. Writeup the headings Subject and Suggestions. Studentsthen l i s ten to what the team are d i scuss ing and notethe suggest ions. Correct their answers oral ly.

KeySubject: how to improve their product packagingSuggestions: change the packaging material on CDs,sellmore CDs in a pack, sell storage boxes with CDs,print numbers on CDs in a pack

TranscriptA OK, so our object ive is to think of some new ideas.

How could we make the product better? What areasof the product could we improve? Any suggestions?

B What about changirrg the packaging? We cor-rldchange the material.

A Yeal-r. Packaging rnaterial. OK.C How about changir-rg the size?A Of the CD?C No, the pack. Why don't we sell more CDs in a p'rack,

for example?A OK. Yeah. So, bigger packs. Thcy could be snraller,

as well.Why not sellbig boxes - big storase boxes, with lotsof CDs in them? Then you u.ouldn't need packaging.So that would be a new product. A storage box.

We could sell CDs with numbers orinted on them -

say from one to a hundred. Then you wouldn't nccclto vn,rite on the CD. You cor-rld make a notc of r,vhatwas on each CD number, and thcn fincl it easily. Sorve could sell, say, packs of ten. So you rvould haveone to ten, or elevcn to twenty, and so on.That's a good idea. We could use that idea rvith thcstorage box. So we could procluce a bit plastic boxrvith, say, ahundrcd blank CDs in it, \\,ith the CDsnumbercd one to a hundred.Mmm, that's a, that's an interesting idea.

67 Let students work in pairs f irst, to read theextracts and try to predict the missing words. Studentscan then l isten again and f itt in the gaps in extractsfrom the meeting.

ff i StuOents check their answers using the transcript on5B page 1,23.

Key1 could 2 What J Horv 4 don't 5 not6 would 7 could 8 interesting

ff i Vocabutary practice .. 'v SB Page 103, Exercise L.

Kry1 idea 2 could I about 4 not 5 suggestions6 How 7 Why

ff i wtoOet a few suggestions using different expressions, tomake students aware of the different structures usedwith these expressions:We could produce CDs.Why don't we produce CDs ...?Why not produce CDs ...?but:How about producing CDs?

Students then work with a partner. They imaginethey ' re in the meet ing at Opt ip la in and makesuggestions cued by phrases on the page.

ff i Write the name Edward de Bono on the board and aski f anybody knows about h im. Then po in t to the photoand ask students what impression they have. Read thetext w i th the c lass and e l i c i t the comple te t i t l e o f h i sbook on the board .

KeyTitle: Serious Creativity: Using the Power of LateralThinking to Create New ldeas

Ask students to quickty read the text again, to answerthe ouest ion .

Teach ing notes

E

KeyHe has developed thinking skills (such as lateralthinking).

62 Explain that two col leagues from theresearch and development department at Opt ip la in areusing lateral th inking to create new ideas. Preparethem for the fact that laterat thinking can throw upsome s t range and unusua l ideas . G ive s tudents t ime toread through the d ia logue on the page and checkcomprehension of vocabulary such as ice, froze, fire,data, protecf, etc. by asking students who alreadyknow the words to give examples or def in i t ions to thectass. The f i rst t ime you play the recording, studentsshould ignore the boxes a-c and focus only on f i t l ing inthe gaps in the text.

Key1 could 2 couldn't I rvould 4 wouldn't

Read out the 'creat ive thinking' terms in the box. Tel lstudents that they must label parts of the dia loguewi th these te rms, accord ing to what i s happen ing inthe discussion at that stage. Students can f i l l in boxes,working in pairs, so they can discuss, but checkanswers with the whole c lass.

Krya provocation b specific ideas c lateralthinking

@ StuOents ta lk about the d iscuss ion at Opt ipta in in 3c.Thev should assess how effective it was.

Second cond i t iona l

Read through the examples in the box and c la r i f ythat we use i f + past s imple + would + verb,when we specuta te about what wou ld happen incer ta in cond i t ions . Po in t out that wou ld i s o f tenabbreviate d (we'd : we would, l 'd : I would,etc.) .

Grammar reference SB Page LL0, Sec t ion

63 Students l isten and repeat the sentences inthe grammar box. Monitor careful ly that they copy thestress and intonat ion accuratetv.

OPTIONAL ACTIVITY

Students could write a seriesStart with:lf I won the lottery, I'd buy aFerrari, l'd drive very fast. lf I

Get different students to readto the class.

Solut ions 10

of consequences.

Ferrari. lf I bought adrove ...out the i r consequences

E

E

ff i Cra mar practice .""> SB Page 103, Exercise 2.

Key1 If CDs didn't have packaging, they would f they'd becheaper. 2 Our CDs would sell more if they werecheaper. I If we lowered the price, rve would /we'dsell more CDs. 4 I think we would / we'd sell moreCDs if we sold them in bigger packs. 5 If we usedlateral thinking, we would /we'd have better ideas.

ff i wtat e a number of suggestions for each situation toprovide a model, before students work with a partner.In pairs they discuss what they'd do, or what wouldhappen, in certain s i tuat ions. Col late their v iews on theboard after a c lass discussion.

ffi connMUNtcATroN PRAcncE 28"..' sB page 86.Divide the class into pairs. Read through the activitywith the class and clarifrT the task. Give pairs a fewminutes to put together some ideas and make a fewnotes about how to cut costs, improve sales andincrease profits by the end of the year for SunSol, asunglasses company. Rehearse a few quick dialogueswith students round the class based on the bul letpoints to provide a clear mode[. Make sure they usethe -ing form when using How/What about...7 to makesuggestions. Students then carry out the role ptays.Moni tor and support dur ing the pa i r work. Check thatstudents use a variety of expressions for makingsuggestions (We could ... ./ Why don't we ...? / Whynot ...? / How about ...7. etc.) Then pairs work withother pairs to compare their suggestions. Finalty have ac lass d iscuss ion and dec ide on the best suggest ions.

ff i StuOents discuss the questions and share theirop in ions and exper iences wi th the whole c lass.

RESOURCE SHEET 10.1 . . .n Page 115.

Use Resource sheet 10.1 to cue students to th inklatera l ly and to consol idate the second condi t ional .Divide students into groups and give out one copy ofthe sheet to each group. Students discuss in theirgroups and try to f i l l in the boxes with original ideasthat would hetp to solve these problems. Groups canreport back on their ideas at the end of the activity.

Teach ing notes

Lesson 1,0.2Making decisions

should, have to

Recommenda t i on s

PRE.TEACHINGPre-teach should(n't), (don't) have to in the context ofrules and expectations at work. Ask: Can you choosewhat to wear at work or do you have to wear aunÍform? Elicit: l have to / l don,t have to. Askquestions to illustrate hove to/don't have to:Does onyone have to work at weekends?Do you have to wear a suit at work?Are there days when you don't have to go to theofflce?Ask students to each suggest one thing they have to /don't have to do at work.

lntroduce shouldlshouldn't in the same way. Ask /s ifOK to make private phone calls or not? Should youmake prÍvate phone calls? Elicit: No, you shouldn,t.Continue with other questions to practiseshould/shouldn't:Should you start work on tÍme?Should you wríte private emails at work?Ask students to each suggest one thing theyshould/shouldn't do at work.

ff i aead the comments about decision making with theclass and c lar i fu anything they are unsure of. Then askthem to work in pa i r s and dec ide wh ich ones theyagree and disagree with. Students feed back to theclass. Explore students ' reasons for agreeing ordisagreeing. Ask them to give any speci f ic examptes toi l lustrate any of the comments.

64 Point to the photo of Sandra Franks andread out the rubr ic. Write the fol lowing on the board:PolÍteness, Criticism, ChangÍng how you communicote.Students l isten to the interview and note the adviceSandra gives about the categor ies on the board.

Krypoliteness: you should always be politecriticism: you shouldn't criticise people directlychanginghow you communicate: you sometimes need tochange how you say things

TranscriptInterviewer People often say that sonte nationalities

are more polite than others. Do yotr thinkthat's true? And do you think you have tcrbe more or less polite when you workwith people from different cultures?You don't have to be more or less polite.Ithink it's more a question of how directpeople are. You should ahvays be polite.lt's

;'ust that, in some cultures, it 's OK to bedirect, and in others, un1 ... it 's not. []orexample, in Germany, in business, it's bestto be very direct. Generally, pcople askdirect questions and ... they like directanswers.But in the UK, generally, people are lessdirect, aren't they?Well, they're not afraid to say the,v disagreeor ... or to criticise suggestions. You don'thave to sayyou agree all the time. But ...you know, people say things llke,'l'm notsure I agree', or .. . 'Maybe it would be betterto do it another way'.I've always found, indifferent cultures, the best way to disagreeor . ' . or criticíse ideas is to nlake it clearyou're criticising the suggest ion - yottshouldn't criticise the person.In )apan, it 'svery important not to criticisepeople, isn ' t i t?Yes. You should never criticise anyonedirectly. It's ... for the )apanese, it 's veryimpolite. That's why, often, in companiesin Japan, people have to make decisions ingroups. Everyone has to agree.So what's your general advice? Do youthink people should chanse the rvay theycommunicaie in different cultures or ...or should you just be yourself?I think you should always be yourselí um... but . . . I th ink, to be successful , youreally need to change how you say things.

Sandra

64 Students l i s ten aga in and under l ine thecorrect words so that the sentences are true.

Keyr should 2 don't have to 3 shouldn't 4 have to

ff i StuOents work with a partner and discuss whether ornot they agree with Sandra. Hold class feedback toshare opin ions and exper iences.

lnterviewer

Sandra

!nterviewer

Sandra

Interviewer

Sandra

sitould, have to

Read through the examples and c la r i f y themeaníng. E líc i t fu r ther examples f rom s tudents .

Grammar re ference " . ) SB Page 1LL , Sec t ions 9 .1and 9 .2 .Teach ing notes

E Grammar practíce .-.p SB Page 1.03, Exercise 3.

Kq1 should 2 shouldn't 3 don't have to 4 should5 have to

65 Students l isten and repeat the sentences.Focus s tudents 'a t tent ion on the e l i s ion that happenswhen should is followed by a vowel.

Students work with a partner and discuss things youshou[d/shou[dn't do ín four sÍtuat ions. Hold feedbackto see i f there is a consensus.

RESOURCE SHEET 70.2" . . ? Page 116.

l f you feeI students need further pract ice ofshould/have fo use Resource sheet 1'0.2. Divide theclass into pairs and gíve a sheet to each pair . Studentsread the s i tuat ions on the card and decide together onthe best advice to give. Tel l them to make notes, sothey can feed back to the c lass at the end. The c lasscan vote on the best advice for each s i tuat ion.

OPTIONAL ACTIVITY

Students write a short guide (using should/shouldn't)wíth suggest ions for peop[e who are goíng to ask theirboss for an increase in salary!

@ StuOents read the f irst t ime to answer one question.

KeyThe'Six Thinking Hats'is described. It was developedbecause criticism is important, but it shouldn't takepriority.

p ttre matching activity may be diff icult for some- students, so do it as a ctass activity.

Kq1e 2 a 3 f 4 c 5d 6b

g 66 Read the rubric with the ctass and then- students l isten to six extracts from a meeting andmatch each extract to one of the 'Six Thinking Hats'.Again, it mÍght be better to do this as a class activity.

Kq1b 2d 3 a 4 c 5 f 6 e

TranscriptI One suggestion is, we could close the old plant and

move everytlring to a neu. site. I think we shouldconsider that option. It's a possibil ity.

2 There rvould be a lot of benefits if we had just oneplant. It would be better, um ... it would bc easier tomanage supplies and deliveries. Energy costs wouldbe another advantage.

Solut ions 10

We know horv rnuch we'nvould save if we had a nervproduction line. We've all read the report and seenthe figures for that. And fron-r the forecasts we knor,vmore or less . . .I think one large plant looks l ike a good option.That 's my f i rst impression.OK, shall we sum up, then? I think we've made quitegood progress. We've got quite a long list of ideas. Ithlnk we should just consider two or three proposals.So let 's look at the l ist . . .A I don't think it would bc a good idea to spend so

much. I'm worried about the economic situation.I th ink i t ' s too uncer ta i r r .

B So what would you recommend?C Let's just talk about disaclvantages for the

moment.B I just woulcln't recomn'rend such a biq

investment. We have to be careful.

E

B

ff i StuOents could work in pairs to f it l in the gaps in- sentences, to consol idate key vocabulary.

67 Students l isten and check their answers.

Key1 option 2 benefits 3 proposals 4 idea5 worried 6 recommend

ffi Vocabutary practice'..b SB Page L04, Exercise 4.

Key1b 2 e 3 f 4 d 5 a 6 c

ffi cotvtMuNrcATtoN PRAcrtcE29 """y sB Page 86.Divide the c lass into groups of three, four or f ive.Al locate a 'hat ' to each student. l f you have less thanf ive students, g ive some students more than one 'hat '

or take part yoursel f and have more than one 'hat ' .

Read the rubríc and check they unders tand the task .Give students t ime to prepare their ro les. Choose oneperson to chair the meet ing, before they start . Choosethe best groups to role play to the c lass afterwards.

ff i Holo a class .discussíon. Encourage students to givethe i r persona l v iews on the 'S ix Th ink ing Hats '

Teach ing notes

Lesso n L0.3Dealing with problems

Travel problems

PRE-TEACHING

Write Travel problems on the board in a circle and askstudents to brainstorm. Write their ideas into a wordweb. Feed in some of the vocabulary of the lesson, i f i tcan be done natural ly as part of the normal f low of thebrainstorm.

the context of Rachelwhi le travel l ing from theAsk students to read thecorrect order.

Then write up some common text messageabbreviat ions on the board and see who can guessthe i r mean ing e .g . :

c u @ 9 (See you at nine)

u r l8! (You are late!)

a game 4uz play (A game for you to ptay)

68 Students l isten to Rachel having aconversat ion dur ing her tr ip. The f i rst t ime they l istento f ind out where she is.

KqRachel is in Birmingham /at the railway station.

TransriptAssistantRachel

Assistant

RachelAssistantRachelAssistant

Rachel

Assistant

Rachel

AssistantRachel OK, thanks . Oh . . .

by the way?

Hello.Hello. I've just missed my connection toLondon. l was booked on the nine thirty. ljust want to check if my ticket's valid for thenext train ... at half past ten.Um ... ah yes, you're OK. Obviously, youwon't have a seat reservation.No.ls it too late to rnake one?Mmm, I'm afraid so.Will it be busy?It's usually quite busy, yeah. You'11 probablyget a seat in first class, if you want to changeyour ticket.Would I I'rave to cancelthis ticket? Woulci Iget a re fund, or . . . ?You can just upgrade it. You just pay asupplement. I can check how much it wouldcost.Um .. . oh, no, i t 's OK. I don't th ink mycompany rvould pay my expenses in firstc lass!Ah.

is the ten thirty on t ime,

four minutes late.Assistant Um .. . It 's runningRachel OK, thanks.

68 Students l isten again and decide i f thesentences are true or fa lse.

KryT F 2 T 3 T 4 T 5 F 6 F

Students consol idate the travel vocabulary with a gap-f i l l act iv i ty. Model the words in the box, beforestudents start the act iv i ty and ask i f students canexplain any of the words. Students then workindependent ly to f i t l the gaps, before checking answerswith the whole c lass.

Kry1 refund 2 cancel 3 upgrade 4 supplement5 vatid

ff i fatf brief ly about transport in your country as a modet,before asking students to answer the questions.

Read through the rubric to setBarden sending text messagesUK to a conference in lceland.messages and put them in the

Keyt d 2b 3 e 4 a 5 c

ff i Read through the questions with the class and checkstudents understand the task. Then students workindependent ly to answer the quest ions about Rachel 'str ip. Check answers with the whole class. Explain thatB'ham is short for Birminoham.

Key1 B'ham (Birmingham) 2 She missed theconnection in B'ham. I From B'ham to London.4 By bus. 5 There was snow in the UK, but therewas no snow in lceland.

Students bui ld their vocabulary with a gap-f i l l activity.They need to refer back to the text messages to findwords which match the definit ions.

Key1 connection 2 catch 3 miss + delayed5 take off 6, land 7 check in 8 rush

Students work in pairs to sum up Rachel 's tr ip. Thenask one or two pairs to tel l the class what happened,and what problems she had, dur ing each part of thejourney.

OPTIONAL ACTlVITYtt might be interesting to students to learn a l i tt leabout the conventions of text messaging. Find out ifthey use abbreviations in their language when theytext. Ask how many abbreviations they can f ind inRachel 's text messages (km : ki lometres, mins :minutes, hrs : hours, B'ham : BirminghamJ.

Teaching notes

E

E

Vocabulary practice '".? SB Page

Kql d 2 f 3 a 4b 5 c 6

69 StudentsThe focus is on theStudents could thensaying the words.

KE1 l Í l 2 | t Í | }

104, Exerc ise 5.

g 7 e

l isten and repeat the travel words.min imal pa i r sounds l l l and l tJ '1 .work with a partner, to practise

l t l 4 l t | l 5 l t t | 6 |Í l

Solut ions 10

We regret to inform passenÍ]ers that flight TL sevenfour nine to Geneva has been cancelled due to atechnical problem. Flight TL seven four nine toGeneva is cancelled. Passengers for this fl ight shouldcheck in at gate nine D and arvait a transfer to thenext fl ight to Zurich.A Good morning.B Mon-ring. I checkecl in yesterday evening. My

room's booked for a second night, for tonight,but I need to stay in town a third nisht, um .. .tomorrow night - I've got another meeting whichwasn't plarrrred. Could l book ÍTly roolTl for anextra night?

A Hmm. I'm aÍraid we'rc ftrl l tomor.rorr'niglrt' uIrr... )ust a moment. I' l l see if there's a room free atour other hotel. It's just a ferv minutes"'valk fromhere. If that 's . . .

B Yeah, that's fine.A Hello Paul, it's Alex. Have you got a sir-rgle room

free tomorrow nipbt? OK, great. Can you hold itfor n're? I' l lphone you back rvith the details.Thanks. . . . OK. That 's booked.

B Excellent.

RESOURCE SHEET tO.3 "".? Page 11,7.

For further pract ice of the language of ta lk ing aboutjourneys use Resource sheet 1,0.3. Div ide the c lass intopairs and give a copy of the cut-up text messages toeach pair. Tell students that the text messages are fromTerr i Case to her husband. Say that last week Terr i , abank employee, had a di f f icult journey from Br ighton toSt. Helíer, ín Jersey, where she went on a tra in ingcourse on oftshore banking. Students place the cardsface up on the table and put the text message into thecorrect order.

KryCorrect order: D, B, A, F, E, C, L, G, K, l,H,J

f 70 Read through the chart with the c lass tocheck that students know what to do. They then l istento three conversat ions and make notes in the chart tosum up the prob lem and descr ibe the so lu t ion .Students could compare with a partner and then feedback oral ly to the c lass.

KryI Location: on a train

Problem: ticket is not validSolution: to pay supplement

7 Location: at an airportProblem: the flight has been cancelledSolution: transfer to the next flight

I Location: at a hotel (reception)Problem: guest wants to stay an extra night, but

hotelis fullSolution: there is a room at their other hotel

Transcript1 A I'm afraid your ticket's not valid on this train.

B Isn't it? I thought I could use it on any train.A No. It's only valid on trains leaving after ten am.B Oh. I didn't realise.A The fare's a bit higher on the earlier trains. It's not

a big difference.B OK. So can I just pay the extra?A Yes. I' l l iust check how much it is.

ffi comMuNrcATroN pRAcncE 30"".v SB pages 86a n d 9 3 .

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to [ook at their d i f ferent pages. Tet lthem that they are go ing to take i t in tu rns to dea lwith a travel problem. Student A starts and asks aEurostar representat ive (Student B) for information.Ptay the part of A with a student. Emphasise theimpor tance o f be ing po l i te . Then s tudents work inpairs. Monitor the pair work careful ly and check thatthe person mak ing the enqu i ry uses po l i te express ions .They then change roles and turn to the other page fortheir information, before doing the role play withreversed roles. F inalty, ask one or two pairs to do therole plays for the class.

ff i fatf about travel problems you've had to provide amode[. Students can work in pa i rs us ing the prompts,then report back any interesting or unusual travelexperiences to the class.

WORKBOOK .."p Pages 32-34.

Teach ing notes

Lesso n 11,.1Describing how things work

Prepos i t ions: pos i t ion and movement

S i z e and d imens i ons

n Transport

PRE.TEACHINGRevise known preposit ions of posit ion and movementand present new ones using the school/workplaceenvironment. Ask questions to el ic it preposit ions: Whatfloor ore we on? What's the floor above/below us?When you go out of this room and go along thecorridor, what's the ftrst room on the right? When youget out of the lift, is this room on the right or the left?

A[so introduce and pract ise dímensions us ing th ings inthe classrooÍTl: How wide is thÍs table? one metre wÍdeor less? How long is my desk? A hundred and fiftycentimetres long or more? What's the weight of thisbook? Half a kilo or more?

OPTIONAL ACTIVITYAfter the pre-teaching, model and practise thequest ions and answers about d imens ions around theclass. Students could continue in pairs, asking andanswering How wide/long/heavy ...?.

Point to the photos of the Maglev and read out thetit le. Ask students what they can deduce about theMaglev from just this information. Students feed backto the class with suggestions (e.g. the Maglev is amodern, high-speed train; there are Maglevs inShanghai, they can go at 430 km per hour, they goto the a i rport in Shanghai) .

ff i nead the questions with the class and check that* students understand the key vocabulary. Students thenread the text to answer the questions. They candiscuss and compare their answers with a partnerbefore checking answers with the whole class.

ff i StuOents focus on the preposit ions of posit ion andmovement from the text. Go through the sentencesfirst, gett ing students to mime or give examples ofeach preposit ion. They then work independently,underl ining the correct words to make the sentencestrue, according to the text.

Key1 out of 2 on J across 4 over 5 above6 up 7 along

RESOURCE SHEET 77.7 """b Page 118.

For further pract ice of preposit ions of place andmovement use Resource sheet 11.1. Div ide the c lassinto pairs and give a set of cut-up pictures to eachpair . Students place the cards face down on the tableand take i t in turns to pick up a card and say theprepositÍon i l lustrated on the card. Stronger studentscou ld make a sentence , us ing the prepos i t ion .Demonstrate the act iv i ty with a strong student f i rst .

KeyOrder as shown on Resource sheet: up, down, in,out, through, along, under, above/beloq ofí on,round. over.

Key1 The station in Shanghai and the InternationalAirport. 2 Maglevs travel above the track.3 It's fast and economical. 4 lt's expensive to buildthe track.

ffi Crurmar practice ...1 SB Page 104, Exercise 1.

Key1 out, through 2 alc:ng I around a off5 over 6 under 7 above

ff i Oemonstrate a few examples of what the vehicles doand how they work before students do the pair work,e.g.: Á helicopter can hover above buildings. Asubmarine con go under the water and travel justbelow the surface. etc. You may find it necessary topresent and practise some of the key vocabulary andwr i te i t on the board. Moni tor and support thestudents when they are working in pairs.

ffi Vou may find it useful to revise numbers L-l.,OOOquickly before tackl ing this activity. Then point to thedíagram of a t raín Component and do a couple ofexamples with the class before they work in pairs andf i t t in the gaps with the d imens ions.

Preposit ions: posit ion and movement

Read through the examples o f p repos i t ions o fpos i t ion and movement . Say a prepos i t ion andask s tudents to g ive the oppos i te . Po in t out thats tudents need to learn the prepos i t ions o f f byheart.

Grammar re ference . ' .p SB Page 112, Sec t ions11.1 and 1 ,1 , .2 .

Teach ing notes

Kq1 different5 the same

Transport 1,1,

z thesame 3 different 4 differento different

E

Key1 1 . 2 m 2 3 0 0 m m 3 5 0 m m 4 4 0 0 m m5 200mm 6 1a6kg

7t Te[[ students they are going to l isten toLindsey Gamble, an engineer, g ivíng a presentat ion atconference on rai l t ransport technology. She's tatk ingabout high-speed tra in design. Focus students 'attent ion on the three quest ions before they l isten tothe recordíng.

Key1 The width oíthe track. 2 They're quite narrow.3 They're quite heavy.

Transcript

A key question, when you start to design a high-speedtrain is, ho',v wide is the track? What's the distancebetween the rails? Because the width of the track doesn'tjust give you the rvidth of the train. The height of thetrain is also l imited by the rvidth of the track. Obviously,trains harre to be stable, especially if they have to goround curves quite fast. Tall, narrow designs areunstable. So, íor better stabil ity, a wide track is better.

The trouble with standard tracks is, they're quite narrow.Fol high-speed trains, this is a problern if there are a lotof curves in the line. Now, you can limit the problem. Tohelp the train stay on the track, you make it quite heavy.. . and you put rliost of tl're weight as low as possible,belorv the floor. No.,v of course, a design that's veryheavy isn't very efficient. )ust look at the big, thick piecesof steel uscd in trains, Llm ... to get an idea of how muchrveight there is. So it 's very inefficient. And anotherproblem, of course, that you have to dealwith is ...

Students complete sentences from the conversat ionby under l in ing the correct words. They could do thisindiv iduatty f i rst and then compare answers with apartner.

72 Studentsbefore feedíng back

Key1 wide 2 height

l isten and check their answers,oral ly to the class.

3 wide 4 heavy 5 thick

e

E

S Vocabutary practice "."p SB Page 1.04, Exercise 2.

Key1d 2 c 3 e 4b 5 a

73 Students lísten and repeat the words anddecide if the sounds are the same or different. Monitorstudents carefulty when they repeat and note anyerrors. ModeI words which they f ind diff icult andstudents repeat again.

B

ffi cor'nMUNlcATtoN pRAcTtcE 31 "."p sB pages 87and 93 .Div ide the c lass into pa i rs and each pai r into A and B.Give them time to look at their different pages. Tel lthem to look at the diagram and point out that theyboth show incomplete information about a high-speedtrain, and that they must ask their partner for themissing dimensions. Play the part of A and ask fora few dimensions to provide a model. Then studentswork in pairs. Monitor the pair work carefutly and payparticular attention that students use both forms fordimensions (longlength etc.). Finalty, ask one or twopairs to do the actívity ín front of the class.

ff i O.ronstrate this activity with a student before askingstudents to take it ín turns to choose an object in thectassroom and describe it, so that their partner canguess what it is.

OPTIONAL ACTIVITIES

. For fun, students could imagine they're havíng afr iend stay in their apartment, white they're onhotiday. Working in pairs, they write a short notesaying where a few .essentíal 'thíngs are, using asmany preposit ions aS possíble. They could use adict ionary if necessary. Give them a short exampleto demonstrate the activity:

Hi, have a good time while l'm oway. l've justa few things to tell you about the apartment.The coffee is behind the vose on the shelf next tothe kitchen table. The remote control for the TV isunder the bed. The aeriol for the TV works bestwhen it hangs down from the light.

. Students write an emaít to a foreígn supplier whois going to visit them. He/She is arr iving by plane,so they give detai led instructions of how to getfrom the airport by publ ic transport to their off icein the town centre (e.g. where to get on/off thebus/train and how to get from the bus stop /station to their off ice).

Teach ing notes

Lesson 11,.2Discussing safety proced ures

Health and safety

PRE-TEACHING

Int roduce the top ic o f hea l th and sa fe ty by ask ings tudents to ta lk about i t in the i r own compan ies . Whatis the main reoson for accidents at work? Are thereregular checks for health and safety? ls there anaccident book?

Students work with a partner to put the jobs in ordero f how dangerous they th ink they are . Then s tudentshave a c lass discussion to arr ive at a c lass consensus.Co l la te s tudents ' reasons fo r the jobs be ing dangerouson the board .

W Po in t to the v i sua l s and s tudents ora l l y match thesafety s igns to the types of protect ive equipment.Model the new vocabulary and students repeat.

Keyt f z a t d 4 e 5 c 6 g 7 b

RESOURCE SHEET 17.2 "^.b Page LL9.

This act iv i ty is a memory game which consol idates thenew vocabu lary in 1b . S tudents can p lay in pa i r s (oneset of cut-up cards per pair) . P lace the cards face upon the tab le and g ive a minute fo r s tudents tomemor i se them. Te[[ one s tudent to look away wh i lethe other student removes one picture of protect iveequipment. The f i rst student looks at the cards againand guesses which i tem has been taken away. Changeroles.

ff i Oe.onstrate the activity with an example, e.g.: tf youwork on a buÍldÍng site, you need to wear a hard hat,in case somethÍng falls on you from above. lf you workon the motorways you need to wear high visibÍlityclothing so that drivers can see you on the road. Afterthe pa i r work ask s tudents to share the i r examples .

Ask students to think about safety for workers atairports. Suggest some possib le dangers on the tarmacand some th ings that employees shou ld do to be sa fe .Students work in pairs to make [ ists of what dangersthere are and what safety precaut ions workers needto take .

74 Students l isten to a safety off icer giv inga t ra in ing course to some t ra inee a i rpor t workers andthen compare what he says to their l ists.

Teaching notes

TranscriptDennis OK. Let 's nrake a l ist of dangers on the tarnrac

. . . and then rve can make a l ist of safetyprecautions to help prevent accidents. So, firstof all, what are the main hazarcls? Anysuggestions?

Woman Planes, rvhen they're mor.ing.Dennis OK . . . Moving planes.Man Noise from engines . . . f rom thc jets. You nccd

to wcar ear pr ( ) tec t ion .Denn is Uhuh, OK. No ise . . . e a r pro tec t ion .Woman Other vchicles, moving around.Dennis OK, good. Movir-rg vehicles. They are the

biggest hazard on the tarmac. Not planes, butvehic lcs: buse.s, trucks, cars . . . . Whatprecautions can you takc to help avoiclaccidents - to prcvent ground ', 'chicles hittingpeople?Er, everyone should wear a green jacket.OK. High vis ib i l i ty c lothing. Essent ia l . Doesanyone know why n'roving vchicles areespecially dangerous at airports?Because they clrive around quite Íast?They often do, yeah. They'rc not alkrwecl to.though. Thc hcalth and safetv regr-rlations sa;'that every employee is responsible for thesafety of others. But there's another reasonwhy moving vehicles are particularlyhazardous at a irports. Any other ideas?Because you can't hear thenr. because of allthe noise . . . f r"om jets and, Lur . . .Exactly. If you're standing near a plane rvith itsengines running, you can't always hcarvehicles comine. Just now, someone said youneed to weAr car protect ion. For sonre jobs -

for example, if you have to stand in front ofmoving planes to guidc the pilots, then, yes,you need to protect your ears. But only somepeople need ear protection , sorne of the time .So how do we knorv if we need ear protection

WomanDennis

WomanDennis

Man

Dennis

Womanor not? Are there standard proccdures?

Dennis Yes. We' l l look at those a bit later on . . .

74 Read through the quest ions . S tudents l i s tenaga in to answer them.

Key1 Moving vehicles. 2 Because you can't hear then'r.3 People who have to stand in front of moving planesto guide the pilots. 4 You can't hear vchicles.5 hazardlhazardous

ff i neter students to the transcript on SB page 124 to f indwords to complete the gaps.

Kry1 prevent, avoid 2 precaution I allo"ved4 not allo'uved 5 healtl'r, regulations 6 procedures

B

tsTel[ s tudents that th is is a quiz and they must workwith a partner and dec ide or guess i f the sentences aretrue or false.

m 75 Students l isten to an interview with anI

air l ine pi lot, to f ind the correct answers.

Key1F 2T 3T 4 F 5 F

' " ' t SB Page 104, Exerc ise 3.

2 precautions, accidentsprevent 5 procedure

A lot of people have to think about safetyregulations in their jobs. But for pilots.safety is cxtremelf important, isn't it?Absolutcly. It's all about procedures, infact. Pilots lnust know exactly what to dcrin a l l s i tuat ions .Obviously you need a lot of experience.Yes . . . to eet an air l ine pi lot 's l icencc vouneed a rninimum number of hours flyingtime . Yru must have at least one thousandfivc hunclred hours. And you must be atleast turcnty-three years old. Obviously,most professionalpilots are a lot olderthan that.Sure. And do all pilots have to be able tospeak English? Is that a requirement?Yes - to fly internationally.What are the main safety procedures youhavc to follow? Are there certain thingsthat are especially important?We havc a lot of checklists. Tl-rere arethings you must always check before eachflight. \'ou mustn't take off untilyou'vecheckecl everythinc. The first thing is. youwalk around the plane, outside , and checkthat ... you knou,, nothing's broken or ...cracked.That thcrc are no cracks in thc winss!Actuaily, most planes have cracks in theirrvings! Very, very small ones. It's perfectlysafe.Right! And apparently, yolr can sti l l land ifan engine breaks down, can't you?

Transport 11

Mike You can take oJJ ii an engine breaks down.If it happens a ferv seconds before take-ofíum ... if you're above a certain speed, theprocedure is, yon nlustn't try to stop,because the runrvay isn't long enough. Soyou take off, fly around the airport, andtl 'rcn land again.

75 Students l isten again to do a gap-f i t texercise to focus on must and mustn't.

Key1 must 2 must J must, mustn't 4 mustn't

must

Explain that must has more or less the samemean ing as have fo , but mustn ' t i sn ' t the sameas don,t have to. Mustn'Í meanS not a l lowed to,wh i le don ' t have to means that someth ing i s notcompu lsory or ob l iga tory . G ive some examples :

You mustn't smoke in our office. (there's a rule)

You don't have to wear a suit at work. (you can,but i t i sn ' t compu lsory)

Grammar reference SB Page 111, Sec t ion

Vocabulary practice

Keyt health, safety3 regulations 46 protective

TronscriptInterviewer

Mike

!nterviewerMike

Interviewer

Mikelnterviewer

Mike

InterviewerMike

lnterviewer

5 must

ffi Cra^mar practice """v SB Page 104, Exercise 4.

Key1 rnust 2 mustn't J must 4 mllstn't

6 mustn't Z must 8 mustn't

f f i Aead through the rubr ic and example. Students workwi th a par tner to make the i r own l i s t , then comparethe i r [ i s t w i th another pa i r o f s tudents . F ina l l y , s tudentsfeed back oral lv to the c lass.

ff i couMUNlcATroN PRACTTCE 32.."v SB Page 87.Div ide the c lass in to pa i r s . Read the rubr i c andexamples w i th the c lass and check they unders tand.G ive s tudents f i ve minutes to compi le the i r l i s t thenthey compare their suggest ions with another pair .F inatty, they feed back to the c lass.

W Eticit answers for a iob where safety is obvioustyimportant (e.g. sotdiers, f iref ighters). Then studentsta lk about safety in a job, company or industrythev choose.

Teach ing no tes

Lesso n l',L,.3Using tourist faci l i t ies

Accommodat ion and fac i l i t i es Enter ta inment

W Ot a model, talk about any experience you have ofsh ips and cru ises. Then ask students for the i rexperiences. l f no students have been on a cruise thenwiden the conversation to include hol iday resorts orn ice hote ls .

W Brainstorm on the faci l i t ies on cruise ships. Write upkey vocabu lary on the board under the head ingFacilities on board.

Read the texts from a brochure about the Serena, alarge cruise ship, with the c lass and check theyunderstand key vocabulary. El ic i t/Exptain the meaningof the head ings in the word box and get s tudents togive examples of them. Students then work in pairsand write the correct headings above the texts.Alternat ively, students could use Resource sheet 1,1.3to access the text.

Kry1 Take ít easy 2 Fitness facilities 3 Your room4 Entertainment 5 Television 6 Electricalsupply7 Laundry 8 Foreign exchange

RESOURCE SHEET 11 .3 ' " " r Page L20 .

For easier access to the matching task in the book useResource sheet 11.3. Div ide the c lass into smal l groupsand give a copy of the cut-up headings and the text toeach group. Students place the eight headings abovethe appropr iate information in the text. Demonstratethe first one with the group, if necessary. Afterwardsstudents read out their answers to the group.

Students f ind words in the texts to f i l l in the gaps.T l -^ . , .^ á .^m^r16 { L r 6 i r 1 h c \A l o r c .^ . t i t h : ' n a r t n e r h p f o r g

| | | E ' y L ( ) | | L \ J l | | P o I E ' r | | E | | \ ) | | ) t v \ - | ) r y i r r t r } y ű t r l r E r v E l

check ing w i th the who le c lass .

Key1 lounge 2 bar 3 gy^ 4 sauna 5 band6 nightclub 7 cabin 8 single 9 double10 balcony 11 shower 12 socket 13 adapter14 laundry 15 foreign exchange

Point out that the major i ty of these words are alsoused at hotels and in hot iday resorts. The except ionis cabin, which is only used to descr ibe a bedroomon a sh i p .

ff i Vocabulary practice ."p SB Page 105, Exercise 5.

Key1 cabin, bunk 2 sauna 3 nightclub 4 baths,shower 5 dry,laundry 6 adapters 7 balcony

ffi ', would be useful to show a photo of the Titanic toset the scene for this act iv i ty. Then students work inpairs to guess which faci l i t ies from the l ist were on theTitanic in 1,91,2.

KryIn fact, almost all the facilities on the list wereavailable on the Titanic. There wasn't a sauna, butthere was a Turkish bath. There was music andentertainment in the various bars and lounges,though they didn't callthem nightclubs in those days.There were electric lights, sockets and toilets in somecabins (but not in all classes of cabin). If studenrs wanrto check their answers or learn more about thefacilities on the Titanic,you could direct them to oneof the many websites, such aswww. 20th centuryliner s. com f or m o re detai I s.

76 Read through the quest ions and checkunderstanding, before students l isten to threeconversat ions at the information desk on the Serena.

Key1 The health and fitness club. 2 Two.I He didn't buy acard for the TV. 4 Eighteendollars. 5 Tickets for the show in the Laguna bar.6 Tire show is popular.

Tronscrípt1AssistantWoman

AssistantWoman

AssistantWomanAssistant

WomanAssistant2ManAssistantMan

AssistantMan

Hello.Hello. I'd l ike some inforn'ration aboutthe gym.The health and fitness club?Yes. Is it open to everyone? Can anyonego in?Yes, sttre .Ano rs rhat wi'rer e rhe sauna is?There is a sauna in the health and fitnessclub, yes. Thcre's another on Dcck C,next to the srvimming pool, as well.OK. . . . OK, thanks very much.You're welconre.

H i .Good morning.I think there's a problem witl 'r the TV inmy room. I can't switch it on for somereason.Have you put the card in?The card? . . . I d idn't see a card with i t ,u m . . .

Teach ing notes

Transport 11,

Assistant

ManAssistant

3Woman

AssistantWomanAssistant

Woman

Assistant

Right. You need a card. There's a smallcharge if you want TV. It's eighteendollars for the full ten-day cruise.Eighteen dollars?Yes. You just need to sign a forn', thenwe give you a card, and you put it in theTV. You get allthe major satellitechannels sir.

Excuse me, I've just read the poster, overthere, about the show in the, um .. .Laguna bar tomorrow night. It says youneed to book. Are there any tickets left?Yes.OK. And how much are they?They're free. It's just it 's usually quitepopular, so we prefer to issue tickets,then people aren't disappointed if theydon't get a seat.Right. OK, so can I book two seats,please?Sure. Can I take your room number.

ff i 77 Students l isten and repeat the sentencesfrom the conversations. Monitor their intonationcarefully.

ff i StuOents practise the conversations with a partnerusing the transcripts on SB page 1,25.They changeroles. Then they do the role play from memory. Ask twoor three pairs to perform their role plays for the classat the end of the activitv.

ffi corvrMuNrcATroN pRAcncE 33 .'"3 sB pages 82and 93 .

D iv ide the c lass in to pa i r s and each pa i r in to A and B .Give them t ime to look at their d i f ferent pages. Tel lthem that they are both going to take part in a roleplay on board a cruise ship. They take turns to playthe roles of passenger and recept ionist , us ing theinformation on the di f ferent pages. Play the part of Aand demonstrate a conversat ion with a student B toprov ide a mode[ . Focus s tudents 'a t tent ion on theimportance of using pol i te forms when makingrequests. Then students work in pairs. Monitor the pairwork careful ly and pay part icular attent ion to the useof pol i te forms. F inal ly, ask one or two pairs to do therole plays for the class.

ff i StuOents work in pairs, using the questions in thebook as prompts. Hold class feedback for students toexpress their different opinions on the topic. Finatly,take a ctass vote to see how many students would l iketo go on a cruise as a hotiday.

WORKBOOK ...p Pages 35-37.

Teach ing no tes

Lesso n 1,2.1Attending meetings

Tíme clauses

Meetings

1,2 Agendas

Students ' exper ience of meet ings could be veryvaried as different national it ies adopt verydi f ferent approaches to meet ings. In somecountr ies they r ig idty fo l low an agenda i tem byi tem. In other countr ies they jump from i tem toi tem. ln some countr ies i t ' s qu i te common in ameetíng to ask permiss ion to speak, whereas inother countr ies people just speak out and saywhat they fee[. So if you have a very mixedgroup, expect an interest ing lesson!

ff i stuoents work in pairs to talk about theír experíence of* meetíngs. They feed back into a class discussion.

OPTIONAL ACTIVITYWrite up the fol lowing words and phrases on the boardand e l ic i t examptes to show the i r meaning:interesting, informatÍve, useful, efficient, i nefficient,boring, well/badly organísed, too longStudents can choose items from the l ist, to describetheir feetings about meetings, and add any others thatare relevant to them. Ask one or two students to givefeedback to the class.

W 78 Point to the photo of the meeting at CCSoftware. Ask students what sort of meeting they thínk ff ii t ís and what happens at meetings, to el ic it some of ff ithe vocabulary.

Then read through the questions with students andcheck that they know what they need to l isten for.

Kry1 He's had to go to an urgent meeting with acustomer. 2 They didn't hold a meeting, but theyhad a talk over coffee. 3 To plan the salesconference next J anuary.

Keyt f 2 a 3g +b 5h 6 c 7 e 8d

79 Students l isten, repeat the words and decideíf the underl ined sounds are the same or different. Youmav choose to do thís with the whote class.

Key1 different 2 different I the same + the same5 different

ff i stuoents work wíth a partner to rephrase sentences.Most wilt be able to identifu the words they are meantto use, but they wil l probabty find it diff icutt toformulate the sentences accurately. Monitor careful lywhen they feed back to the c lass and then model thecorrect sentences for students to repeat.

George

VictoriaGeorge

Victoria

GeorgeVictoria

TranscriptVictoria OK. Shall we make a start? ... er, just to say,

fohn Gates can't make it. He sends hisapoloties. He's had to go to an urgentn-reeting with a custonler. )ohn's asked n1e tochair the meet ing . . . so I 'm in the hot seat!OK, first, has everyone got an agenda? Johntold me copies were circulated on Monday.I got the agenda, but I didn't get a copy of theminutes from the meeting last week.The meeting last week?

)ohn told me you all met last week, to talkabout the conference. I didn't attencl. I tvasn'there last week, so I don't know what ...Oh, that. No, we didn't hold a rneeting. Wedidn't take minutes or anything, it rvas just ...some of us had a talk, during a coffee break ...oh, oK.Don't worry, you didn't miss anything. So,we've called this meeting to talk about thesales conference next January. We need tolook at the programme ... to plan what we'regoing to do ... during the two days. So let'slook at the first item on tl-re agenda, then: thenlain theme for the coníerencc. As yclu know,each vear we have a theme ...

Students do the completíon actívity independent ly,then compare with a partner.

78 Students [ísten again and check theiranswers, before feeding back oral ly to the c lass.

Kq1 apologies 2 chair ) agenda,circulated4 minutes 5 attend 6 hold, take 7 callecl8 iten'r

ff i Vocabulary practice'. '$ SB Page L05, Exercise L.

Teach ing notes

Key1 What's on the agenda? 2 I circulated the agendalast Friday. 3 I didn't attend the last meeting.4 lohn sends his apologies. 5 Why are theyholding a meeting? 6 Let's look at the first item onthe agenda.

80 Point to the agenda and go through i t withthe c lass. Students l isten to four short discussions fromthe meet ing and match each one to an i tem on theagenda.

KeyDiscussion a: 3 Discussion b: 5 Discussion c: 6Discussion d: 7

Transcripta

Amelia I can speak to Sam Wu, in Beijing, and see if hecan give a talk abr>ut Chinese culture. I cancontact Mai Cheng, as well.

Victoria OK, great.Amelia I' l l callthem as soon as we finish.bGeorge So before we decide, I' l lvisit all three hotels.

And we definitely don't want to use theconference centre rve used last time.

Amelia No. I think everyone agreed that itwasn ' t . . .

c

George So we're saying the last week in lanuary. But,um ... we won't book untilwe get replies fromthe branches.

Victoria No. I think we need to ask everyone just to besure.

dAmelia /ust before we finish, there's just one thing,

that's l1ot on the agenda. Tom Watts emailedme to say he wants to ... organise some gifts,for everyone who attends.

Victoria What sort ofgifts?Amelia I don't know. He didn't say.l ' l lask him when I

speak to him tom()rrow. Íneed to plrone him.

80 This act iv i ty focuses on the sequence oftenses (present s imple and wi l\ with t ime c lauses.They l isten again and under l ine the words they hear.

Keya I' l lcallthem as soon as we finish. b So before wedecide, I' l lvisit allthree hotels c We won't bookuntil we get replies from the branches. d I'll ask himwhen ! speak to him tomorrow.

ff i f inal ly, students look at the transcript on SB page 125- and check the i r answers.

Agendas 72

ff i Crammar practice ."") SB Page 1.05, Exercise 2.

Key1 We'll email you when we get home.2 I'll phone the hotel as soon as I know all the details.3 The meeting won't start until the boss is there.4 She'l lbe in contact again when the plane lands.5 They won't leave before you arrive.

Students work in pairs to make sentences using t imeclauses. Check answers by gett ing students to write thesentences on the board.

KeyI'll phone you when I get home. I'll write the reportbefore I leave work. I'll work until I finish the iob.

ffi coruMUNtcATroN PRACTaCE34...' SB page 87.Divide students into groups of three or four. Readthrough the agenda with the class and clarifrT the task.Do a model role play with some of the strongerstudents with you as the part of the chair. Finatlystudents do the role play in groups, while you monitor.

ff i nead through the rubric and the points for discussionwith the class. Students work with a partner to discussthe points. After the pair work check to see if there isconsensus on each of the points .

RESOURCE SHEET 72.1 .""b Page 1,21,.Use Resource sheet 12.1, to consol idate the vocabularyof meetings. Give each student a copy of the templatefor an agenda. Students write the agenda for a recentmeeting they went to or invent a scenario for ameet ing and the deta i ls of i t . Th is could be done as ahomework ass ignment.

I

/

Time clauses

Read through the examples in the box w i th thec lass . Focus s tudents ' a t tent ion on theconst ruc t ion l ' l l+ verb + t ime phrase + presents imp le . E t i c i t s im i la r sentences w i th t ime c lausesf rom the c tass , to check they unders tand thesequence o f tenses .

Grammar re ference " . .$ SB Page 110, Sec t ion5 .4 . 2 .

Teach ing notes

Lesson1,2.2Passing on information

Repor ted speech

React ions and dec i s ions

Kqt a Z . b 3 a 4 a 5 b 6 b

PRE.TEACHINGlntroduce reported speech, using Resource sheet 12.2.

RESOURCE SHEET 72.2.".y Page 122.Photocopy Resource sheet 1,2.2 and cut up themessages into str ips. Give a message to each student.Then ask s\uden\s around \he t\ass \o 'phond \o grveyou the message that's on the card. Demonstrate:Teacher (AntonÍo), This is (John), here. l,m really

sorry, I can't come to the meeting today.Student OK, no problem.

Ask the class: What was John's message? Elicit themessage verbatim and write up John said ... on theboard. Eticit the end of the sentence, in reported speech.Teacher John said he ... (couldn't come to the

meeting).

Cont inue in a s imi lar way with the other messages.Then write up some of the messages and the matchingreported speech on the board and point out thepattern (the present tense changes to the simple past).

W Read through the rubric with the class and give someexamples of the types of messages you pass on.Students ta lk about the i r own exper iences in pa i rs andthen feed back to the class.

W Read through the rubric with the class and check thatstudents understand i t . Then ask them what they th ink.You may need to give support to some students whenthey are gíving examples of reporting feel ings.

ff i StuOents work independently or in pairs to f ind theparts of the emai l that match their answers.

Keyt he agreed to be one of our culture speakers2 he's reluctant to make a presentation i He saidhe was huppy to answer questions 4 She's very keento give a talk 5 He refused to say what they are!6 but he has promised to tell me what they are a weekbefore the confurence

OPTIONAL ACTlVITY

Students could do a quick pair work, i f further pract iceis required. One partner quotes an extract from theemai l and the other savs what was actual lv said.

ffi Vocabutary practice .'"p SB Page 105, Exercise 3.

Kqt1 keen, huppy 2 agreed 3 refused 4 reluctant5 promised

81 Students l isten and repeat the sentences.Focus attent ion on the fusion between d (at the end ofa word) and f (at the beginning of the fol lowing word).

82 Read through the rubr i c and quest ions andcheck understanding. Students l isten to the phone cal lfor the answers.

Kqt1 She needs copies of the quotes from three hotels íorthe conference. 2 Yes, but he's only got hard copies.3 He's going to a meeting in about quarter of an hour.4 He'l lbe in the office all afternoon.

TranscriptGeorge Hello.Victoria Hello George, it 's Victoria. How are you?George Not too bad.Victoria I'm just call ing about the quotes, from the

three hotels, for the conference. Have you gotcopies of a l lof them?

George Urn ... yes. Yeah, they're here on my, er, desk. . . somewhere .

Victoria Could vou email them to me?George Um ... I can fax them. I've only got hard

copies - I haven't got the fi les in the computer,s o , u m . . .OK, fine.I've got to go to a mceting in about a quarterof an hour, so . . . I ' l l send them now.Yeah, OK. There 's no rush. This afternoon'sfine, if, ur-n ...

W Read the questions with the class before students readthe emaiI to f ind the answers.

Key1 To ask them to be'culture speakers'at theconference. 2 Sam didn't want to make apresentation, but Mai was very keen to give a talk.3 She wanted to find out about his surprise gifts.4 No, he said he would tell her later.

ff i St aents work with a partner. They need to refer backto the emaiI in order to choose the correct answers.Correct the answers oral lv round the c lass.

Teaching notes

VictoriaGeorge

Victoria

E

George No, no, it 's no problen-r. I' l l send them now.Vlctoria OK, great. Then rnavbe we can discuss them

later today?George Sure. I' l lbe ir-r the office all afternoon.Victoria oK. I' l l call you later this aíternoon, then.George OK.

82 Give students t ime to read through thesentences. They then l isten again and decide i f thesentences are true or fa lse. When they have checkedanswers, they correct the fatse sentences.

Key1 F 2 F 3 T 4 F 5 T 6 T1 George said the documents weren't in the computer.2 He said he could send them by fax.4 He said he would send them then/immediately.

Reported speech

Read through the examples of direct and reportedspeech and po in t out the change o f tense f rompresent to s imple past or from future tocond i t io na l .

Grammar re ference . " ) SB Page 112, Sec t ion 1 ,2 .

S Crammar practice '".p SB Page 105, Exercise 4.

Keyt would/'d be 2 would/'d circulate 3 couldn'tattend 4 had 5 would/'d meet 6 could deliver

Read through the rubríc and the messages with theclass and demonstrate the actÍvity:

Teacher I have a copy ofthe agenda.

Student 1 He/She said he/she had a copy of theagenda.

Student 2 OK. Thanks (for the message).

Then students work in groups of three and take i t inturns to give a message to the person next to them.

83 Read through the rubr ic and quest ions, thenstudents l isten to the conversat ion.

Key1 She says that the Darley Hotel is the best place.2 She thinks the hotel's quote is expensive /their

price is ten percent higher than the other two.3 He's going to call the manager in the morning.4 She's going to give /ohn Gates a calland an update.

Agendas 72

TranscríptVictoria So I've looked at the three quotes, from all

three hotels. And, obviously, we've visited allthree as well. Um ... and I think the best placeis the Darley.

George Yeah. I agree. The tror-rble is, it's the mostexpensive.

Victoria Yeah. Their price is, what, ten percent higherthan the other two.

George Hmm. It is their first offer, though. I haven'tnegotiated with them yet.

Victoria No. Could youtry to get a better price fromthem?

George I can try, yeah. I' l l call the manager in themorning. Um .. . what 's her name .. . HeidiWells.

Victoria Tell her you've spoken to your boss, and, er ...tell her I said they can have the contract ifthey can give us a ten percent discount.

George And why don't I show her the offers fronr theother hotels? I can go and see her, and takethe quotes with me. That's probably bettcrthan phoning.Yeah, OK.And what if she says they can't give us tenpercent, but they can give ... I don't know,five percent?Well, do your best to get ten percent. If sheoffers you ... five percent, or r,vhatever, then... tell her you'l l have to speak to me again.Tell her you can accept ten percentirnmediately, but, if not, you'l lhave to getback to me.

George OK, fine. I' l lphone her now and see if I canarrange a meeting tolTlorrow.

Victoria Right. I' l l give John Gates a call and give himu'i,'pdut. -..íl him what our Strately isl

George So I' l lgive you a call, um ... after I've metHeidi Wells, tomorrow.

Victoria Right. OK, wellgood luck!George Thanks. Bye.

ff i StuOents imagine they're Victor ia Carr and John Gates.Et ic i t the sentences from 3e, as i f reported by Victor ia(e.g. / told George the Darley Hotel was the bestplace.). Students role play, then change roles.

ffi corvrMuNtcATtoN PRAcTtcE 35 .."b sB Pages BBand 94.

Div ide the c lass into paírs and each pair Ínto A and B.Give students t ime to look at theÍr dífferent pages.They are going to use reported speech to te l l eachother what happened at a meet ing. Play the part of Band demonstrate a conversat ion with a student. Thenstudents work in pairs. Monitor to check they usereported speech.

VictoriaGeorge

Victoria

ts

E

Teach ing notes

Lesson1,2.3Welcoming visitors

Pol i te phrases Smal l ta lk

PRE.TEACHING

Set the scene by engaging in smal l ta lk with students.Ask questions such as: How are you? Did you have agood journey? Was there much trafftc today? Niceweather today. Explain that we call this 'smal[ talk'.

Start drawing up a l ist on the board of what people doand say when they welcome vis i tors to their company.In pairs, students cont inue the l ist . They can feed theirideas back to the c lass.

Do this act iv i ty with the whole c lass, to ensure a wideinput o f ideas . l f you have a mono l ingua l c lass , askthem to ta lk about any exper iences in other countr ies.Tel[ students about your own exper iences.

Be aware that welcoming vis i tors var iescons iderab ly f rom count ry to count ry . In somecountr ies i t is very formal with r i tual proffer ing ofbus iness cards , wh i le in o thers i t i s qu i te casua l .

84 Ask students to tel l you what is happeningin each photo and where they are. Students l isten tofour short conversations with a visitor to a companyand match them to the photos.

Key1b 2 a 3d 4 c

Transcript(Rec = Receptionist)1AmeliaTomAmel iaTomAmeliaTomAmelia2TomRecTom

late.Rec I' l lgive her a call ... Amelia, Tom Watts is in

recept ion . . . OK. She' l l be with you in amoment. If you'd like to have a seat.

Teaching notes

Tom Thanks.1)Tom We've rnade good progress there.Amelia Yeah. We're about halfway through the

agenda.Tom It's quite hot in here. Do you mind if I ope n

the window?Amel ia No, not at a l l . Shal lwe take a break?Tom Yes, good idea.Amelia We can go out and get some fresh air, if you

like. We can walk across to the cafeteria anclget a coffee over there ...

4Amelia OK. This is my office. After you.Tom Thankyou.Amelia Shall I take your coat?Tom Ycs, thank you ... Here you are.Amelia Thanks. Can I get yoLr anything to drink?

Coffcc? Tca?No, l 'm f ine thanks.We can start straight away, if you likc. I' l lsivcyou a copy o f . . .

TomAmel ia

Hi, Tom.Hi, Amelia. How are you?Very well, thanks. How are you?Fine, thank you. Sorry I'm late.That's OK.My train was delayed.Oh, the tra ins here are never on t ime . . .

Hello.Hello.I've come for a meeting with Amelia Donovan.My name's Tom Watts. I'm afraid I'm a little bit

ff i StuAents then work with a partner and practisewelcoming each other. Students could do this severalt imes with di f ferent partners, i f they need the pract ice.

ff i nead the rubric with the class and eticit what small tatkmeans. Encourage students to give examples.

ff i Start a t ist of topics under the heading Smatl talk onthe board (e.g. fhe weather, journey to work, etc.).Then students work with a partner to extend the [ist.

W Oo through the funct ions 1-9 and check understanding.Then students work with a partner and f ind sentencesin the transcr ipts of the dia logues on SB page 1.26which match the n ine funct ions .

Kry1 Sorry l'm late. 2 Aíter you. ] oK. She'll bewith you in a moment 4 If you'd like to have a seat.5 Do you mind if I open the window? 6' Shall wetake a break? 7 Shall I take your coat? 8 Here youare. 9 Can I get you anything to drink?

W 84 Students turn back to SB page 76. fheyl isten again to write the repl ies to the sentences in 2b.Pause the CD after each sentence.

Key1 That's OK. 2 Thank you. 3 OK. Great.4 Thanks. 5 No, not at all. 6 Yes, good idea.7 Yes, thank you. 8 Thanks. 9 No, I'm finethanks.

ff i vocabulary practice .. '? SB Page 105, Exercise 5.

Kry1d 2 a 3 e 4 c 5 b

I

I1

Students then feed back to the c lass and you write upideas on the board .

E 85 Students l isten to Amel ia and Tom and note-

two subjects they discuss as smal l ta lk.

KeyThey talk about the weather and Tom's.journey/trip.

TranscriptTom lt's a beautifulday.Ametia Yeah, it 's been hot l ike this all rvcek. It' l l

probablv last until Friday, then rain all

TomAmelia

Tom

u'eekend!Ycah.So horv was your trip? \bu said your train wasdelayed?Yeah. It lcft on time, but then we stopped at astation somewhere. They said we had to waitfrrr anothcr tra in cominp . . .

@ no in t to the photo above the ar t i c le and get s tudents- to oredict what the art ic le is about. Read the art ic lewith the c lass i f they need the support, or let studentsread i t independent ly , us ing d ic t ionar ies to he lp them.Weaker students might benef i t from accessing the textby using Resource sheet 1,2.3.

Key1 Small talk can be all or nothing in internationalbusincss. 2 'Cross-cultural ' t ra in ingiswherebusinesspeople are taught what to do and say (and,,vhat not to do and say) when they meet people fromother countries. 3 The article suggests avoidingsmall talk altogether and giving your client orcolleague a lollipop to suck! 4 'Company lollipops'are a serious idea. Loll ipops are popular business giftsin the USA, Canada, and also in lapan.

RESOURCE SHEET 72.3 "".u Page 1.23.

This is a vers ion of the art ic le about L inda Harkavy andher bus iness . G ive a photocopy o f the sheet , cu t upin to s t r ips , to each pa i r o f s tudents . S tudents d i scussand work together to put the text in the correct order.Go round and mon i tor , he lp ing w i th new vocabu lary .

f f i lo int to the photo of Tom and Amel ia with lott ipops.- Ark i f s tudents th ink they are a good idea . What wou ldtheir c l ients or col leagues thinl< i f they offered them a'company lo l l i pop '?

W , 86 Students t isten to Tom and Amel ia tatk ingabout company lo t l ipops and comple te the express ionsAmel ia uses to show interest.

Key1 Oh, I scc! 2 Really? 3 Oh, yes? 4 Oh, right.

Agendas t2

TranscriptTom Would you like a CC Software company 1o11y?Amelia Awhat?Tom A company lollipop. They're gifts .. . for the

conference.Oh , l s ee lHere you are.Thanks. Company lollipops?I give them to all my customers.Really?Sure. ... They're quite popular in the States ...as business gifts.

Amelia Oh, yes? So they're not your idea, then?Tom No. I just bought them.Amelia Oh, right. They're in the company colours. ...

So, rvhat flavour are they?

AmeliaTomAmeliaTomAmeliaTom

the d ia logue in pa i rs .monitor carefutly theinterest.

Focus on su i tab le top icssome students might bemade by other studentsretat ing to the i r country.

only, i f you th ink thatsens i t ive to suggest ionso f unsu i tab le top i cs

WORKBOOK "".p Pages 38-40.

ff i n.f.r students to the transcript of the dialogue onpage SB page 1.27. They pract iseCheck that they change roles andin tonat ion o f the person showing

ffi conMUNrcATtoN pRAcncE 36 ...' sB page 88.Read through the rubr ic with the c lass. Tel l them tomove around the room and make smal l ta lk with otherstudents. Quickly e l ic i t some suitable subjects for smal ltalk (e.g. their journey to the class, the weather, newsof family, etc.). After the activity find out what topicsthey ta lked about and who had the longestconversat ion.

ff i ' t you want to guide/control the activity a t itt le more,write two headings on the board: Good for small talkand Bad for small Íalk. Then write a list of topics andask students to discuss them in their groups and toput them in one or other of the two categories:politics, films, sport, accidents, music, smoking, books,family, weather, holidays, religion, personal problems

Ask one person from each group to report back to theclass, giving their choices and reasons.

Teach ing notes

a

b

e

f

R ichard to theconference?

spend less onpackag ing .

some o f t heproduct ion workers .

ca l l ing the c l i entnow?

don't we conf irmthe order by emai l ?

arrange a newdel ivery date?

W

Wffi

Tgst 4 (unirs 10- t2)W Match the pairs to make suggestions. Write a-f in the

boxes.r ! we could

z ! What about

r ! wny

4 [] wny not

s ! How about send ing

6 ! *. could lay off

Comple te the second cond i t iona l sentences w i th thecorrect form of the verbs in brackets.

1 l f we ---------- (phone) the hotel now, we(get) a reservation

2 We -... (not make) a profit if we(sel l ) the product for less.

3 l f we --- .----- (orde) now, they(del ivel in two days' t ime.

4 | ---- (speak) to the manager i f I(have) t ime.

5 l f | ------ - (book) the t icket in advance, I(can get) a discount.

Put the words in order. Make sentences.r his / let 's / now / discuss I offer .

2 benefits / suggestion I us I would / this I several Igive .

3 p r opo sa l s / l / s hou td / c on s i de r lwe / t h i n k l t h e Iother .

4 too / my / suggest ion I your / op in ion / would / be/ expens ive / in .

s suppl ier I I I recommend / wouldn ' t / f rom / buy ing/ that .

don ' t l l I do / t f r i n t< l i t ' s l good I a l to l tha t Ii dea .

t h i n k s l h e l s hou l dn ' t lwe l y e t I a / d e c i s i on /make .

8 don ' t / today / dec ide I to I have / we .

ff i Fit l in the gaps.

vatid delayed upgrade supplementconnection canceI refund

A Can I have a fu l t - - - - - - - , p lease?

B Yes , you can have a l l your money back .

I need to - - - - - - - - - - - - my reservat ion . I 'm not go ingto the conference now.

I 'd l ike to - ------------ mv t icket from standard tof i rst c lass.

You' l l have to pay a - to have a seatreservat ion.

Your day return t icket isn ' t . ------- before10 am.

We've missed our --------- . Can I catch the nextt ra in?

A l s the t ra in runn ing on t ime?

B No, i t ' s th i r ty minutes .

U neletti ne the correct pre positions.

1 The best way to/in the airport is by taxi.

2 You need to go into/in the centre of town.

3 Get out/off the tra in at the next stop.

4 Take the l i f t f rom recept ion up to/aboye the tenthfloor.

5 The bridge goes under/over the river.

6 His office is on the fifth floor and l 'm above/belowh im on the s ix th .

7 The tra in is l i f ted up/over by magnet ic force.

8 The road tunnel goes through/over the mountain.

Business Start-uo 2 Test 4 PHOTOCOPIABLE O Cambridge Univers i ty Press 2006

f Wr i te sentences with the same meaning. Use thewords in the box.

weighs thic l< wide tong high

The [ength of the p late is 220 cm.

The wídth of p late is 0.B0 m.

The thickness of 0i.,. r-o.2o ;.

The height of the tube is 3 m.

t;;;. ;;, .t ' i . ' ,;. ;; ;t k;.

7 F i t t in the gaps.

mustn't al lowed must should have to

1 | don't work on Saturdays. l t 's my dayoff.

2 You wear eye protect ion in the tab.

3 What I wear for my job interview?

4 You're not - - -- to smoke in the toi lets.

5 You u se you r mob i l e phone on a p l ane .

E F i l l in the gaps.

hotd chair apologies minutes itemscirculate

l f you can ' t a t tend a meet ing , you shou ld sendyour -__

When you - - - - - a meet ing , you have tomanage the d i scuss ion .

The cha i rperson shou ld the agendabefore a meet ing.

Someone shou ld wr i te the - - - - - o f themeet ing .

The . . - fo r díscussíon a t a meet ing shou ldbe on the agenda.I t 's essent iat to decíde where tomeetíng in advance.

Test 4

W Make sentences about future events.1 | I send / ema i l /when I I I Se t I to 1 o f f i ce .

2 | l rp.ur ./ to j ro, t^-. i . l*/r . . . i . r i , io i " tfree.

3 we / not / start / meeting / before / you I get Ihere.

4 we / wair /'., ', / .i i r in. / ';;,t; /;. r'...ou

W Complete the sentences in reported speech.1 ' l ' l l go to the conference. '

She sa id that - .' l don ' t want to g ive a presenta t ion . '

He sa id that - .' l can r ing back [a ter . '

He sa id that ..My f líght arr ives at 06.30. '

She sa i d t ha t . .'My tra in 's delayed by half an hour. '

He sa id that . - -

Have a ----------------a momen t .

Mr Smith wit t be wíth Vou ín

3

4

A Sorry I 'm ---- - - - - - -B That's OK.My of f ice is through here. -you.A Shal t | - - - - - - - , - - your coat?B Thanks. Here you are.A Do you i f I open the window?B No, not at a l l .A Shatt we take a --- - - - - - - ?B Yes, good idea.A Can I get you - to dr ink?B No. I 'm f ine thanks.

the

ff i Fitt in the gaps.

anything mind take after late seatbreak

Test totat m

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Resource sheet 1.1r---------------------------------------------------,- --------------------------------- ,

Name: Boris Smirnov

job: manager

Company: Nostrum

Lives: S1. Petersburg

Works: S1. Petersburg

Name: Lara Kent

job: receptionist

Company: Travelstop Hotels

Lives: Maidstone

Works: Tonbridge

~---------------------------------------------------,----------------------------------------------------~

Name: Chris Tate

job: accountant

Company: Self-employed

Lives: Bristol

Works: Bristol

Name: Max Fischer

job: salesperson

Company: Andrax

Lives: Bonn

Works: Dusseldorf

~--------------------------------------------------------------------------------------------------------~

Name: Alina David

job: trainer

Company: Emtek

Lives: Nimes

Works: Montpellier

Name: Antonio Loren

job: actor

Company: Stables Theatre

Lives: Watford

Works: London

---------------------------------------------------~----------------------------------------------------~

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Resource sheet 1.2

The company delivers the parts to the customer's site.

~--------------------------------------------------------------------------------------------------------~IIIIII

: Vekoma offers an after-sales service. It advisesII

: customers about maintenance and safety and suppliesII

: spare parts.IIIIfL ~

IIII

Engineers design the rollercoaster to meet thecustomer's needs.

r--------------------------------------------------------------------------------------------------------,IIIf

The factories produce the parts. Vekoma manufacturesparts at two plants, in the Netherlands and the CzechRepublic.

~--------------------------------------------------------------------------------------------------------~

Vekoma's engineers and technicians install thero llercoaste r.

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Resource sheet 1.3

y ~./"/r /'~ //:>,~:

IIIIIIIIII

_____ .1

IIIIIIIIII,IIIIII

I II II II II II II II I

., I II II II I

I I I I

~----------------------------------+------------------ ----------------1----------------------------------,I II II II I

I

~~~~~~~~~~~~~~8. :

IIIIIIIIIIIII I

~----------------------------------~------

Business Start-up 2 Resource sheets PHOTOCOPIABLE © Cambridge University Press 2006

Resource sheet 2.7It 's the middte of October.Theytre .,. .

AB

What are they doing?

Sched ule Octo ber Novem ber December

Designing the off ice

Ren ovatin g th ewindows

Buitd ing new wal ls

Paint ing rooms

Decorat ing recept ion

lnsta l t ing computers

Fix ing the l ights

Repair ing the l i f t

PHOTOCOPIABLE @ Cambr idge Univers i ty Press 2006 Business Start-up 2 Resource sheets

Resource sheet 2.2

Start

She's a conf identcommunicator .

She's verycreative.

I

I

She's veryanatyt ica l .

She's a goodteam player.

Wow! She's veryexper ienced.

Twenty-five yearsin the o i l industry!

She's not re l iable.

She works wel lwith others.

She works wel lunder pressure.

She copes wel lwith stress.

She's veryre l iabte.

She's alwaysbehind schedule.

She's alwayson t ime.

She works from9amto6pmwithout a break.

She's veryhard-working.

Sh e's ve rya da pta b le.

She's notconf ident at a l l .

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- - - t

Her job changeseve ry d ay, b utthat 's no problem.

She doesn't feelgood giv ing ta lks.

She makes goodpresentat ions.

I

I

t

I

I

I

I- - - - - - ' ' l

She has lots ofinterest ing ideas.

She's good atunderstandingdetai ted problems.

End

Resource sheet 2.3

././-II

.- :',}.^ '':á---..r1 ; ':r.j i:

' 'o afldc.{lrl:

?:,'íri -l]ÁÜ

n,á ir:

AI

PH0T0C0PIABLE @ Cambridge Univers i ty Press 2006 Business Start-up 2 Resource sheets

Resource sheet 3.7

It l hard to talk about Internet shopping without saying Amazon'. The company isn't

just one of the f i rst onl ine stores. l t 's a lso a good exampte of the advantages

of shopping onl ine: f inding and buying books on a website is faster and easier than

walk ing around a shop. And because warehouses are less expensive than shops,the company can offer lower

prices even when detivery charges are included. Customers save time and money.It doesn't get much better

than that. C lear ly, a lot of products are not as easy as books to sel l

onl ine. People l ike to try on and feel the qual i ty of

c lothes when they choose them, for exampte.They a lso l ike to [ook carefut ly atmore expensive

products. This means going to a shop. And, of course, people l ike

shopping.But for onl ine stores, these problems are not as b ig as they seem.Today, people often

look at products in shops, then p lace an order at an onl ine

store - at a d iscount. l f ' t rad i t ional 'shops help lnternet stores, the Internet a lsohetps

tradit ional shoppers. The web is a good place to f ind technical

information about a product, get a quote and compare offers. But a lot of peopleprefer not to buy more

expensive goods online - they do their research on the Internet, then go to a shop.

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Resource sheet 3.2t 1

l - l

r The most important! . ,i tnrng rs toi

n eed

i decide how muchI

I

I

I

I

I

I

!

I

I soace vou need1 1 ,I . t r r .I tne off tce.I

I

I

I

r l

IOr iI

I

I

I

I

I

I

I

I

Ir ' lI LIt -

; Ten square metres is normatly enoughs pace

for one person.

3Most peoptetheir own

desl<, phone and computer.

t4

i Photocopiers, faxl l

i macn lnesiI

I

and printers are

L - - - - ! - - - -t lt ll F l

r \ lt - lt l

i The most essentiat i piece of equipmentt lt l o

i ! l sat ll lI It l

L - - - - l - - - -t l

normatly sharedeq uip ment.

I

I

coffee machine.

are very important.

open.plan ofÍices.

I

l oI

i n good officeI

I

I

I

iI

needs i a lot of t ight, so bigi windows

I

i z1 II

i Some peopte f indI

I

I

I

I

I

I

it very difficult towork in

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006 Business Start-uo 2 Resource sheets

Do Uou knou, ...?

I What's the world's highest mountain?a Everest b K2

2 What's the world's biggest island?a Greenland b Australia

3 What's the largest lake in the world?a the Caspian Sea b Lake Michigan

4 What's the name of the famous beach in Rio de Janeiro?a |tacaré b Copacabana

5 What's the name of the forest in England where Robin Hood lived?a Sherwood b Hoodwood

6 Which of these is not an ocean?a the Mediterranean b the Pacific

7 Which of these countries is not in the northern hemisphere?a Algeria b Chile

I What's the highest mountain in Scotland?a Snowdon b Ben Nevis

9 What's the famous geographical site in Cape Town?a Table Mountain b Sugar Mountain

IO What's the capital of Switzerland?a Berne b Zurich

Resource sheet 3.3

Business Start-up 2 Resource sheets PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

Resource sheet 4.7

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Resource sheet 4.2

In television, they say never work with animals. But what about filming dinosaurs?This was the

chal lenge Tim Haines and h is cot leagues had when they made the BBCdocumentary series, Walking with Dinosaurs.fhe team needed

to solve some big problems before they could start work. The f irst was cost.Jurassic Park, the movie that gave Tim Haines his idea, cost over

$oo mittíon to make. The producerS of the movie used Very powerful , expensivecomputers to create the dinosaurs. The BBC also needed

to use computers for most of the pictures, but couldn't spend as much as a bigHottywood film company. The budget for Walking with Dinosaurs was f6 mitlion,a fraction of the cost of Jurassic Park.

The second probtem was the dinosaur 's 'wor ld ' . l t wasn't poss ib le to usecomputers to create

forests, [akes, mountains, etc. , so the team needed to f i lm at real [ocat ions.The trouble was, plants and rocks were very different

at the t ime of the dinosaurs, so i t was di f f icu l t to f ind real ist ic locat ions.It was a lso impossib le

to use computers for d inosaurs that were near the camera. They just d idn' t [ook

real . But Tim Haines wanted c lose-up pictures, so the peopte who watched theser ies could real ly

'walk with dinosaurs'. The team had to find a solution to this problem, so that allthe pictures looked as real as possible.

@ Business Start-up 2 Resource sheets PHOTOCOPIABLE O Cambridge Univers i ty Press 2006

Resource sheet 4.3Interview other students and make a note of how many did each of the followingactivities.A Did you have a relaxing day at work yesterday?

B No, I had a very hard day at work.

Activity

I had a relaxing dav at work yesterday

2 hzrd a lie in last Sr-rnday

3 r,vcnt to thc cinema last week

4 had tea ÍLlr breakÍást tlris nrortling

5 cooked dinner ycsterclay

6 ate in thc- cafeteria yesterday

7 had a busy weckend

B rvorked at thc weekend

9 u'ent to the IJSA last year

10 did some qardening last Saturday

1l w,atchecl TV last night

12 rvcnt out {t,r a meal rvith Íiiends last montlr

l3 rvashe d the car last week

14 lrad Íamily round last week

15 did somethinq really interestins last year (what?)

How many people?

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006 Business Start-uo 2 Resource sheets

Resource sheet 5.7

Bra dlBrenda Cooper

arrange project meeting -Monday afternoons

arrange team meeting -Frid ay m o rn ín gs

vis it sates conference - July

Cindy/Sam Cruise

arrange meeting withevery month

vis it annual company- September

supptiers -

conference

Business Start-up 2 Resource sheets PHoTocoP|ABLE @ Cambrídge Unívers i ty Press 2006

Ton ylTanya Walker

arrange meetings withcustomers - 3 t imes a

vis it company stand attrade fair - March

fo reignyea r

Be r l in

Man dy/Mark Davey

arrange video conference formanagers - Wednesday mornings

vis it exhibit ion for sales andmarketing - November and May

arrange telephone conferencefor store managers - Fridayafternoons

arrange video training conference- every month

Resource sheet 5.2

Hi Ri ta,It was good to talk to you yesterday. Thanks again

for help ing me f ind a hote[. P lease f ind attached the s l ides for the

presentation I 'm making at the conference. lt 's a PowerPoint f i le - let me know

if you can't read i t , and I can send i t

as a Word document. Your comments wit l be welcome.

As discussed, my col league Michael Morgan is coming with

me to the conference. We're f ty ing out on Wednesday October 25th. Our f l ight

gets into San Francisco at 11.00 pm, so unfortunately we can't meet

you for d inner on Wednesday evening.But we look forward to seeing you on

Thursday morning.The conference starts at 9.00, but I ' l I be there

ear ly to prepare for my presentat ion. l t ' l [ be a short n ight!

' H\ra rnr n nt^r

I Sr r l r r i a

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006 Business Start-up 2 Resource sheets

Resource sheet 5.3

Excuse me, isth e re a to u rist ...?

Do you have anyleaflets abo ut ...?

Do you have amap of ...?.

Are thereguided ...?

ls it necessary tob uy tickets in ...?

Do you haveany informationabo ut ...?

L - - - -

(roz) Business Start-up 2 Resource sheets

Where can Ib uy ...?

r t lt t l

What are themost interestingp laces ...?

What are theopening andclosing...?

When are themain peal< ...?

How much are ...?

Are there anybooklets in ...?

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

Resource sheet 6.!

The next President of theUSA wil[ be a woman.

ln twenty years' time theRussian Federation wilt bea member of the EU.

In two years' time thecurrency in the UK witt bethe euro.

In a hundred years'timemost peopte in the wortdwilt speak English.

In tenwilt be

years' time the Ul(a repubtic.

Next year a German playerwit[ win the men's singlesat Wimbtedon.

ln 2010 Japan will win theWortd Cup.

There won'tfor the next

be enough oilgeneration.

ln 2020 60"/o ofwill own hotiday

Eu ro pea nshomes.

L - - - -

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

In 2030 the most poputarcountry in the wortd fortourism wilt be China.

Business Start-uo 2 Resource sheets

Resource sheet 6.2

lf th e tra in arrives late

lf I don't meetcustomer th is

the newwgek ...

lf we increase the price ofo u r p rod ucts by 1,0%" ...

I

I

I

IIiI

lf I'm late for the meetins ... iv l

I

I

I

I

I

I

I

I

I

I- - - - - - - - ' l

lf I meet my sales targetth is m o nth ...

If I can find a better job ...

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I- {I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

l i

I

I

I

t ,

r lI

I

lf we tay off ten workers ...

lf the news uccess ...

product is a

@ Business Start-up 2 Resource sheets PHOTOCOPIABLE O Cambridge Univers i ty press 2006

lf we increaseby 20%...

productíon

If I can't find the key tomy hotel room ...

a@o

Mexico (7 days)Flight from ManchesterDates 23-30 July2*Hotel (including breakfast)Price from f'2o9 per personár

Note: extra charge for airport tax f23.50. No refunds.Baggage a l l owance 15 k i l o s . Excess baggage cha rge f5 pe r k i l o .*P r i ce based on 2 peop le sha r ing a doub le room.

Resource sheet 6.3

PH0T0C0PIABLE O Cambridge Univers i ty Press 2006 Business Start-up 2 Resource sheets

Resource sheet 7.7

CV summary

Penta Productions Marketing Director2004

ALT International Marketing Manager200I - 2001

ALT International Marketing Assistant7999 - 200I

Nostrum Ltd. Graduate Trainee7997 - 7999

Leeds University(Masters) 7996 - 7997

Manchester University(Degree) 7993 - 1996

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Resource sheet 7.2I

i TO Yves Cordier FROM Andy Bel! SUBJECT Progress reportI

I

Dear Yves.

Please f ind below a report on progress here at the new Singapore branch.

We've made good progress with the new accounts department. I 've already hired

three accountants and I 'm interviewing an accounts assistant next week. This means we'rethree weeks ahead

;;;;|; ;iil ;ilii;;;if"; il;i;;il;;;.' Ü;iil;;i;-|y'-;;; ;;i;; il;;;;i; lthe lT insta l lat ion. We've had trouble f inding lT

people, so we haven't made very good progress there. We've only found one technician so

far (we need another two), and she hasn't started work yet - she's starting next Monday.That means we're two weeks behind

schedule with lT. I've written to Daniela in Zurich to ask her if she can send us someone fromthe office there. She hasn't replied yet. l'll give her a call later today.

Our new sales rep Anna is doing very well . So far, she's been to Bangkok, Manila, Jakarta,Hong Kong, and has just gone to Seoul . She's only been here

four weeks and she's already f lown to half of the cit ies in Asia! It certainly hasn't taken herlong to make a

start. She's sent me a few text messages to say her meetings have gone well. She's seenabout 20 clients

so far. And she's also done a big presentation at the FTO trade fair in Hong Kong.

ii So, in general, I think things are going well. We can sti l l open

the off ice on schedule, i f we can solve the problem with the lT people. I ' l l send anotherprogress report next week.

Best regards,Andy

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Resource sheet 7.3

Peter the Greatof Russ ia

MargaretTh atch e r

Po pe,|ohn-Paul l l

Buzz Ald r in i nobert il l

I a . I I

I ) tepnenson Il l

oi@ioi@i 1 í g l It Y . / rl l

Elton John O n ass is Jacques i Ct r istopher i Grace KettyCousteau i Columbus i

- Have you ever r idden in a tra in?- Yes. I actualty bui lt the f irst one.

A

- Have you ever been in a spaceship?_ YeS, ít was an íncredib le exper ience.

- Have you ever r idden in a tank?- Yes, i t was important to show that I supported the army.

- Have you ever bui l t a ship?- Yes, in fact I buitt a whote navy.

B

- Have you ever- Yes, I married

been marr ied?a pr ince.

E

- Have you ever bought a footbal l team?- Yes, I love footbal l .

- Have you ever been to America?- Yes, but that was a long t ime ago.

- Have you ever taken photos underwater?- Yes, it was my job.

- Have you ever bought an oi l tanker?- Yes, I 've bought several actuatty.

G

- Have you ever spoken to an audience in a sports stadium?- Yes, I wanted direct contact with as many people as poss ib le.

Business Start-up 2 Resource sheets PHOT0C0PIABLE @ Cambridge Univers i ty Press 2006

speak

I

KN OW

take

spol<en

kn own

taken

r - - - - - - t - - -l l l

l ! l

l l l

l l l

t t l

t t t

t t t

r t t

i drive i driven it l tI t lr t lt t ll l lt t lt t tt t ll t lr - - - - - 1 - - -t l lI t lI t tr t lt t lt t ll t lt t lI l - , - I I I ti break I broken it l lt l lr t la t at t rr t lr t ll t ll t lr - - - - - r - - - - - - - - - - - i -

Resource sheet 8. 1

ch oose ch ose n

II

nng ran g understand un derstood

fo rgotte n grve grvenfo rget

sleep slept write written

Business Start-up 2 Resource sheetsPHOTOCOPIABLE O Cambridge Univers i ty Press 2006

Resource sheet 8.2This is your portfolio of shares. Add three companies of your own choice. Look in thenewspapers or on the lnternet and make notes on how your shares have done:

a) todayb) this week

Regal Petroleum

Eurotunnel

M&S

Dixons

BT

Brit ish Airways

Monsoon

Asia Energy

lP2lPO Group

Spo rt in gbet

1

2

3

@ Business Start-up 2 Resource sheets PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

Resource sheet 8.3

12:30 pm Wor|d News Ío|lowed by the weather.

12:35 pm Keeping Up with the Joneses Comedy with Eric Blair and Samantha Todd

1:05 pm LiÍe ln the WiId Documentary about brown bears in A|aska.

2:55 pm Downtown Soap opera. High|ights Írom last week's programmes' Can Ben keep his bigsecret Írom Brenda? WiI| Rosie keep her job? Can Kerry so|ve her prob|em?

7:35 pm News National and international news.

7:50 pm London News The latest stories from the newsroom. Followed by Weather.

8:fi1 pm Seven Minutes Film, 2001. Detective thriller starring Paul Huber and Karen Cotting. Dubbed.

1():ffi pm News National and international news.

10:20 pm World View Documentary fí|m on the effects of long-term unemployment followed by adiscussion with a panel of experts and a studio audience.

12:55 am Weather1: ) am News 24

1:00 pm News National and international news.1:28 pm London News1:rt0 pm Friends and Neighbours Soap opera. Will Sam and Nancy get together again?2:05 pm A Flash oÍ Llght Fi|m' 1978. Romantic Comedy starring Nina Borto|otti and

Fausta Silva.3:25 pm Cartoons Tim and Tom.4:35 pm Park Street Another day with class 'l1B at Park Street School,5:25 pm Children's News Presented by Jo Browne and Selina Knott.5:35 pm Downtown Soap opera. Will Ben leave Brenda? Will Rosie impress the new manager?6: ) pm News National and international news.6:28 pm London News7: ) pm LiÍe ln the Favelas Documentary about eve'ryday life in a South American s|um.7:30 pm Garden Attack This week our team of gardeners redesign a garden of a townhouse

in Chelsea.8:fi) pm Talk Fast Ouiz show presented by Amy Taylor.8:30 pm Toby Wllkinson on Air Talk show. Our guests tonight Molly Jones and

Sabina Scheider.9:00 pm Nowhere Fast TV drama starring Willy Case and Brenda Townshend.

10:00 pm National and lnternational News Repofts from correspondents worldwide10:25 pm London News followed by the national headlines and Weather.10:35 pm Our View presented by Alan Fisk and his guests. Live comedy as Alan Fisk and his guests

take a personal look at the news.12:50 am Weather

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006 Busíness Start-up 2 Resource sheets

7

Some modern cars are buitt

Resource sheet 9.7

are banned

are known

L - - - - l - - - - - - - - - - tr t lr . ) r lt z r lt t l

i ntca traz i was used it t lr t lt t lt t lt t lF - - - - f - - - - - - - - - Í

i a i it J r lt t l

i The Lord of the Rinqs i was f i lmed il ' r r lt t lt r lt t l

L - - - - t - - - - - - - - - l

4Po rtuguese is spoken

5Adverts for cigarettes on Brit ish TV.

by robots.

as a pnsot 'I .

in New Zeatand.

in Brazi[.

6Harry Potter bool<s

7Omelettes are made

I

I

I

I

I

I

al l over the world. III

with mii l< and eggs.

in the 1960s.

ii bv mitt ions of viewers.t '

i

by l(afl<a.

8

The f irst space ft ight

9Our new advert

was made

WAS SCCN

10 i'!rz!'ri',,2'o i were written

Business Start-uo 2 Resource sheets PHOTOCOPIABLE O Cambridge Univers i ty Press 2006

Resource sheet 9.2Ii a Boo.comwas finally launched on November 3rd. The company started making money ...

b The founders trave||ed a|| over the wor|d, meeting new investors. They needed finance Íorcomputer equipment, and to recruit workers. They worked extremely hard, but lived well -they stayed in the best hotelt sometimes flew on Concorde and even rented a private jet.

c Sales didn't reach forecasts and costs were stil l too high.0n May'l 8th, boo closed itswebsite. A short time later, the firm went bankrupt.

d Before they set up boo, the founders planned their strategy carefully.

e Booexpanded fast. lt opened offices in NewYork, Munich, Paris and Stockholm.The firmhired 200 employees. By the summer, salary costs were $1 .+ mill ion per month. But thewebsite launch was delayed, due to technical problems.

1998 t 1o They needed to find investors to raise finance for the company.o They intended to launch boo.com in May 1999.o By the end of 1999, they aimed to have offices in eight countries.. ln early 2000, they hoped to list boo on the stock market.r Boowas set up at the end of the year. The company opened its first office

in London.

1999 t 2

r The f irm invested in expensive equipment. lt spent $2 mil l ion on a serverfor example.

, 3t Newspapers and magazines around the world printed stories about the founders.

The boo brand quickly became well known. But the website st i l l wasn't open ..., 4

2000 t ... but not fast enough. Boo had to cut costs. ln January, it laid off 130 workers., 5

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Resource sheet 9.3

site log in

software insta lt

keyword

sea rchengine

confi rm

sea rch

home pageuser name

Business Start-uo 2 Resource sheets PHOTOCOPIABLE @ Cambr idge Univers i ty Press 2006

web page

sea rchengine

password

secureserver

register

join

fi te

tick

web download

Resource sheet 10.7

the pr ice of o i l increased overnight by1,00%

there was no more plastic forpackagi n g

What woutdhappen if

from next month everybody in yourcompany had a 50%o pay cut

PHOTOCOPIABLE O Cambridge Univers i ty Press 2006 Business Start-up 2 Resource sheets

@ Business Start-up 2 Resource sheets PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

Resource sheet 10.27A col league has worked at l day on the computer and looks very t ired.

2Your friend bought a new watch yesterday and it doesn't work.

3A colteague at work has forgotten to r ing an important customer.

4A colleague tel ls you she's an hour late for an appointment with a clíent.

5A col league is going to Los Angeles for a conference and asks youradvice about travel.

6A fr iend is loolcing for another job and asl(s for advice.

7A cotleague has an interview for another job and asl(s you for t ips.

IYour wife/husband/partner has invited col leagues from his/her off iceround for dinner and asks your advice on what to serve.

9Your boss is meeting an important customer in a town you know wetland asks for suggestions on where to take her for lunch.

10A col league stayed in a hotel last night and teft some very importantdocuments in his room.

Resource sheet 10.3

D I'ttE ._]U:jT l-,lUl{l_; Fr_tF; fi Tii:'il Tr:rTtti:E l-|E T|] THE 5TÉ1TII:|r.{. I,LL EElgglttll{r; If'{ ilEI:lUT 5 l{If'{UTE:i.E:JE.

A I.l'lE .-]UET l.':ill{t] ilr.{tl THE:-{ EÉ:.{THE Tfliil [-lr:]f'{'T EE HEI--;E FrlrF;fi t.{ I:]TH EF; 1 0 l-|IH UTEE. Tr'.:ÍtFFI|]l-,F:tltBLEl'lE!

E I'1"{ Hfir,rlf-{E il r::r_tFFEE. THE [.{EHTTF:nIf'{ I5 If'{ 15 l"llf'{UTEE.

L I,l'|E -1U5T [HEI::|';:EB lr.l1 1 [.lá5 LÍlTEEUT I r_:rlT r:lf'{ THE FLII:;HT E,Et::ilU:=EI r_lHL:-{ Hfin Hfif'{tr LU';Gfir:iE.

K f'{r-lEr:rtr:J TB l"lEET t'lE tT THEITIF;PI]IF:T.

H I,l-| IH t.l TÍI'L{I r.{l:|[.| - t-:t]tlt{t]; Tt]THE HBTEL.

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006 Business Start-up 2 Resource sheets @

B STILL T.{'] Tfi,L{I :-{ET!

F I,l'| ÉT THE 5TÉTII-]H r.{l:]t.l EUTI,UE I{IEEEII THE TF:IIIT{.

c I'l"| l]r.{ THE Tl..;fiIl{ ÍiT Líi5T. I H*BT|] Pil:J É 5UPPLEl'|Er.{T. l-|:-{ 11;H:ET[.] tE f'{'T t lfiLIEt Ft:J l-'l TH E E}.,: f,F;Eg:iEEF;t tlrl:E!

I

I

G L|E,['|E .-1U5T LÍir.{EIEE|. I.l-| ÜFl.

I STILL [.lillTlt{l-; Il{ rtl--;F-;ItlfilE!

I l-l:J l-';rlrrll'l'E [,lEf'.::_{ f'{Ir::E. -1UETr_;rlll{r_: BrlttH FrlF.; BIHIlEF;. It{TII-|E Ft]|-.: THfiT Í1T LEÉI5T!

Resource sheet !7.7

MW

L - - - - l - - - -

6D Business Start-up 2 Resource sheets PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

Resource sheet 7!.2

L - - - - - - - - - - - - l

PHOTOCOPIABLE @ Cambr idge Univers i ty Press 2006

nÜ

oo\O/

Business Start-up 2 Resource sheets

Resource sheet 77.3i.--iii..!Íii-{i..liii'--.].----El'Eitqill'-{l!.----i..--iiilil-i.Ei!!iqi.{---l-.ig-liis"-il.g!i.lii--ji.-------ti.it'.q'.---.-..].-----ril...i-ii9'.---.-i.----..Ei.yjiji-'r..-.---l..----Í*lIgi.L"-------j

You,lI have 'rr ,n. i i l ;;; i l ; ;;;á.. .. i .utn. ui.*, and a cool drink, from one of Serena,s manylounges, bars and sun decks.

Why not start the day with a swim (there are three swimming pools to choose from), then jogaround the deck on the ship 's on-board running track (ear ly b i rds can watch the sun r ise f rom theocean ) F in ish with a workout in the gym, have a quick sauna, then go for breakfast , knowingyou've real ly earned that extra portionl

We offerthree classes of cabin: Voyager, Explorer (with sea view) and Crest (with balcony).Al l c lasses are avai lab le in the fo l lowing formats. P lease se lect a format.o S ing le cab ino Double cabin (avai lab le with double bed or twin beds)o Fami ly cabin (double bed + bunk beds)

Al l cabins have a washbasin. shower and to i let . Crest C lass sui tes have a bath.

Á

The Serena has music for every taste, and from every era, with regular l ive shows in the cabaret barby the ship 's own band, The Serenades. ln our n ightc lub, Force l2, the dance f loor rocks everynight with top DJ, Jeggar Marv in.

A fu l l range of internat ional sate l l i te channels is avai lab le on board. V iewing is subject to asmal l addi t ional charge. P lease ask at recept ion.

Al l sockets are US format. lnternational adapters are avai lable for purchase on the ship.

A next-day serv ice is avai lab le, for a smal l charge. P lease note, th is does not inc ludedry c leaning.

Al l major currencies are avai lab le, inc luding those required for shore excurs ions. P lease note thatcash purchases cannot be made on board. Purchases are charged to your bi l l or credit card.

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Resource sheet 72.7

Agenda

Meeting

Date Time Location

Chairperson Participants

Item

1,

2

3

4

c

6 A.y other business

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Resource sheet 72.2

John can't come to the meeting today.

Mr Smith's train is half an hour [ate.

@ Business Start-up 2 Resource sheets PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

The cl ient's ft ight arr ives at L0.00.

The new accountant has a reservation for two nights at the Hotel Bristol.

I can book a table at the restaurant for B pm.

The conference starts on the 15th of December.

The meeting f inishes before lunch.

Jane' lI phone this afternoon.

Tom'[[ finish the report tomorrow.

Rachel wit l send you an emaiI to confirm the detai ls.

Resource sheet 72.3

Smat l ta lk can be a l l or noth ing in internat ional bus iness. Somet imes, cu l tura ld iffe re n ces

are an interest ing topic of conversat ion. Somet imes, they're a barr ier . There 's agrowing market for

't

' c ross-cul tura l ' t ra in ing, where businesspeople are taught what to do and say(and what not to do and say) when they meet peopte from

different parts of the wortd. There's a lot to learn. There is, however, a muchsimpler solut ion. To avoid problems with smalt ta lk, you can s imply avoid smal ltatk a l together. How? Give your c l ient or col league a

lo l l ipop to suck!l f you think lol l ies are just for chi ldren, think again. Lolt ipops are popular business

gifts in the USA, Canada, and also in Japan. The idea of producing 'gourmet lollies'for adults came from Linda Harkavy. Today, her New York

based company, Linda's Lo[[ies, sells a range of 'main coLrrse', 'dessert' and 'after

dinner' lotlipops, in flavours such as red hot spices, cherry cheesecake

and cappuccino. Of course, the aim of 'company lol l ipops' isn't to stop theconversation. In fact, they're more likely to get everyone talking - businesspeoplefrom most

ii countries would be pretty surprised if they were given a lolty during a coffee breaki or presentat ion.I

I

I

PHOTOCOPIABLE @ Cambr idge Univers i ty Press 2006 Business Start-up 2 Resource sheets @

EntrVlSummary testCircle the correct answer: A, B, C or D.

1 I 'm in charge the department.

z She in this off ice.

there a t rade fa i r in Ber l in?

What company do you work - . - , ?

you l ike anyth ing e lse?

I have the b i l l ?

t roub le w i th the ins ta l l a t ion .

so lv ing prob lems.

basketbal l .

i n footba l l .

a - - - . - - - - a t horse r id ing .

a car.

expens ive as that one.

cheapest on the market .

- . - popular of our products.

best t ime the year to v i s i t ?

recommend any good hote l s?

Sales very good last year.

The car wasn ' t b ig - - - fo r two peop le .

We about the business plan yesterday.

he f ty to Hong Kong?

We had f r iends fo r d inner .

| - - - - - - - - - - - - a l i e in on Sunday morn ing .

we discuss this again next week?

book the t ickets tomorrow.

The t ra in a t 10 .35 .

I look forward meet ing you next week.

Do you have ------- .- .- leaf lets about the town?

You don ' t pay to go in the museum. l t ' s - - - - - - .

I don ' t th ink the pro jec t - - - be a success .

I t cer ta in ly - - - - - - - - be a success in the shor t te rm.

They ' l l inc rease sa les , i f the pr i ce low enough.

We're to launch the new product in May.

How much is the return to Par is?

l f I cance l the book ing , can I get a - - . - " ?

He - - - - . - - - - the company in 1 ,998.

| - - - - - - lo ts o f exper ience in the o i t indust ry .

Name:

A for

A work

A D O

A for

A Cou ld

A Please

A does

A has

A i n

A ptay

A in teres t

A g o

A more

A most

A the

A less

A o n

A Want

A are

A too

A d i scuss

A Has

A round

A d i d

A Are

A I

A to arr ive

A b e

A n o

A open

A w i t t

A go ing

A i s

A a i m

A cost

A refund

A j o i n

A 've had

B o n

B doesn ' t

B l s

B p lease

B Woutd

B Wou ld

B are

B have

B o f

B ptays

B in teres t ing

B go i ng

B less

B more

B least

B not

B a t

B Can

B been

B very

B ta lk

B D o

B down

B took

B Go i ng

B I ' l l

B arr ive

B a t

B a

B free

B sha l l

B i s

B w i l t be

B t h i nk i ng

B pr i ce

B cost

B j o i n s

B had

3

4

5

6

7

8

9

1 0

7 7

7 2

7 3

t 4

t 5

7 6

7 7

1 8

7 9

20

2 7

22

23

24

2 5

26

2 7

28

29

30

3 7

32

33

34

3 5

36

3 7

38

c o f D

C does D

C A r e D

C t o D

c Wi l l D

C When D

C d o D

C hav i ng D

C a t D

c played D

C interests D

C d o D

C t han D

C a s D

C most D

C least D

C o f D

C Please D

C weren't D

C made D

C ta lked D

C Hasn ' t D

C inv i te D

C went D

c Sha l t D

C W e D

C arr ives D

C over D

C a n y D

C expens ive D

c qu ick ly D

C w a s D

C W a S D

C g o D

C fare D

C money D

C has j o i ned o

C hav i ng D

to

works

Does

from

Want

Cou ld

l ike

not

to

play ing

interested

do i ng

that

the

very

more

to

Does

be ing

enough

discussed

D id

near

had

D id

Shat t

arr iv ing

to

a lot

cheap

soon

won't

be

p l an n ing

charge

d i scount

jo ined

has

!tr!ntrtrTtrn!nntr!!nnntr!nnn!trtr!!!!ntrn!nntrn

Business Start-up 2 EntrylSummary test PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006

39 I 've read half of the report ---------- - .

40 They haven't f in ished the work

41 Have you seen a f i tm with subt i t les?

42 Driv ing a sports car is very - .--- .- .

43 Share pr ices have fa l len - -- .---- -- week.

44 Bus iness has - - - . - - - - good th i s quar ter .

45 Are property pr ices at the moment?

46 Has inf lat ion . .---- - . ' much thís vear?

47 What 's TV tonight?

48 | watched a match on the spor ts las t n ight .

49 The book was read mi l l i ons o f peop le .

50 VW cars in Germany.

57 l t ' s impor tant to f in i sh the job

52 She works very

53 the search eng ine to search fo r in format ion .

54 log in , enter your password .

55 What happen, i f we produced a new des ign?

56 about mak ing the packag ing out o f paper?

57 | don ' t th ink we - - - - . - - - inc rease the pr i ce yet .

58 We --- -- to make a decis ion by Fr iday.

59 l s the f t ight t ime?

60 The t ra in was la te , so | - - " - - - - - my connect ion .

67 The tunne l goes the r i ver .

62 The tra in goes direct ly the c i ty.

63 You . - - - - - smoke in the to i l e ts on a p lane.

64 You're not ------- to dr ive a car without a [ icence.

65 I 'd l i ke in format ion about f i lms th i s week.

66 Can - - - - - use the gym or i s i t on ly fo r members?

67 | '[ l wait the report ís ready.

68 She ' l l phone you when she - . - - . - back to the o f f i ce .

69 She sa id she - . - - - too busy to speak to me.

70 He promised - . - - - . - me the repor t today .

77 Do you i f I open a w indow?

72 I 'm so la te .

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

A

not yet B

so far B

often B

excite B

th i s B

b e B

increased B

r i s ing B

i n B

T V B

for B

i s made B

fastly B

hard B

Uses B

For B

wou ld B

What's B

shou ldn ' t B

haven't B

a t B

missed B

through B

through B

mus t B

can B

any B

a l t B

when B

gets B

b e B

send B

want B

Sorry B

before c

yet C

somet imes C

excited C

next C

be i ng C

increas ing C

rose C

a t C

channe l C

from C

made C

q u ick C

careful c

Used C

A t c

go i ng C

How's C

shou l d C

shou l d c

i n C

caught C

over C

i n C

have to C

cou ld c

a n C

anyone C

un t i l C

wi l l ge t C

be i ng c

t o s end C

p lease C

Excuse C

yet D so far

already D before

ever D usua l l y

excites D excit ing

present D last

been D was

increases D inc rease

r isen D ríse

o f D o n

cab le D schedu le

a t D b y

been made D are made

qu ick ty D urgent

s low D hard ly

Us ing D Use

T o D D o

w i t t D i s

What D Why

have D haven't

have D shou ldn ' t

ahead D on

took D los t

unde r D down

a round D a l ong

mustn ' t D shou ldn ' t

va l id D a l lowed

some D many

somebody D every

as soon as D after

get D got

been D was

wou ld s end D send i ng

t ike

M ind

D m ind

DOKTest total

Entry/Summary test

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v+1

PHOIOCOPIABLE O Cambr idge Univers i ty Press 2006 Business Start-up 2 EntrylSummary test

Test keysTEST 1 (Pages ze-zt.)

ffi 7 amf'm, is, are/'re z ls 3 Are 4 Are 5 is/'s6 Are

1 l 'm I I am not an engineer. 2 He isn' t / 's not in

the office today. 3 They aren't / 're not late for the

meet ing. 4 | don't work in the Par is off ice. 5 Hedoesn't l ive in London. 6 We aren't /

' re not going tothe conference. z She doesn't wr i te reports inEngl ish. 8 They aren't / ' re not buitding a new factory.

r check 2 works 3 don't 4 have 5 does6 working Z work 8 having 9 travel l ingro jogg ing

W t a f t e r 2 t o 3 o f + f o r sw i t h 6 f o r 7 on8 behind 9 over 10 at

r Th is mob i le phone i s cheaper than that one.2 A Ferrari is faster than a Ford. 3 A flat in Liverpoolis less expensive than a f lat in London. 4 My off ice isas big as my boss's office. s These products arebetter than those products.

r He has / He's got the nicest off ice. z This is themost difficutt decision. r (The) cost is the leastimpor tant prob lem. 4 | th ink th i s i s the wors tsolut ion. 5 Tom's suggest ion provides the bestop t i on .

r d 2 g 3 f 4 a 5 c 6 h 7 e 8 b

1 | manage a team of f ive technic ians. 2 Whichdepartment does he work for? 3 Would you l ikeanything else to dr ink? 4 We're ahead of scheduleand under budget. 5 He's not very good at makingpresentat ions. 6 | can't stand footbal l . 7 I 'm notinterested in that. 8 I 'd love to have a go at scubad iv ing . 9 l s the cos t o f de l i very inc luded? ro Th isquote is much cheaper. 77 Could I have an extradesk in my off ice, p lease? 72 Fax machines aren'tnecessary any more. 73 l t 's not too far from the sea.14 What 's the weather l ike in summer? 75 What 's thebest t ime of year to v is i t Brazi l? 16 Can yourecommend any good places to stay?

TEST 2 (Pages 46-47.)

1 Were 2 Was 3 weren't 4 wasn't

1 The car was too expensive. 2 The battery wasn'tbig enough. 3 The products weren't cheap enough.4 The delivery was too slow. 5 We weren't earlyenough.

W l c omp l i c a t e d z r e t i a b t e 3dange r ou s +popu t a r5 economical 6 safe

ffiffiB& r Th is product made a mi l l i on do l la rs fo r the company.

2 l t took s ix weeks to f in ish the plan. 3 Thatphotocop ie r d idn ' t cos t $L0 ,000. 4 I went shopp ingyesterday. 5 They couldn't f ind a better locat ionfor the factory. 6 | d idn't have fr iends round lastweekend. 7 We ate in a restaurant last night.9 She drank coffee with her breakfast.

r Did you work on a Very di f f icult project? z Díd youhave prob lems wi th the ins ta l l a t ion? 3 Cou ld youso lve the prob lem qu ick ly? 4 D id you f in i sh the jobon t ime? 5 Did you go home ear ly?

r | ' l l ca l l her th i s a f te rnoon. 2 Sha l l we meet agaínnext Monday? 3 Shal l we get the same train?4 | ' l l look into f líghts to Madrid.

ff i r Fol lowing 2 confirm 3 below + single5 inclusive 6 discussed 7 hesitate 8 regards

ffi 1 starts z gets 3 am going 4 is giving5 arrives 6 starts

t information 2 leaf lets 3 maps 4 guided5 souvenírs 6 peak

ff i r I think the new product won't be a success.z They' l I increase prof i ts, i f they can del iver on t ime.3 l f the project is successful , they' l l make a lot ofmoney. 4 There' l l be a big demand, i f the pr ice islow. 5 We're going to open a new store next year.6 Shalt I make a reservat ion for you?

TEST 3 (Pages 66-67.)

t has/ 's worked 2 became 3 Have, managed4 Did, leave s f in ished 6 have/ 've had

1 He hasn't / 's not wri t ten the report yet.2 | haven't / 've not f in ished the project yet.3 She has/'s already phoned office. 4 We have/'vealready hired three technic ians. 5 They have/ 'vealready done the job. 6 | have/ 've read half of thereport so far.

t schedule 2 trouble 3 progress 4 tra inee5 Masters 6 recruitment

t Share pr ices have r isen today. z The pr ice hasgone up this week. 3 The index has fa l len this year.4 Oi l pr ices haven't increased so far this quarter.5 Our prof i ts have gone down this quarter.6 Sa les have inc reased th i s month .

r Unemployment 2 Inf lat ion 3 Interest 4 debts5 boom 6 crash 7 recession

1 show 2 documentary 3 channel 4 satel l i tes dubbed

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Business Start-up 2 Test keys PHOTOCOPIABLE @ Cambr idge Univers i ty Press 2006

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B 1 Product placement is used by the company.2 The news is watched by milt ions of people. 3 Theaccident was seen by lots of tourists. 4 The partsare made by GNT in its factory in Germany. s Thevideo was produced by a French company. 6 Thedocuments were sent by email. 7 The order wasn'tdel ivered on t ime.

t h 2 g 3 f 4 e 5 b 6 c 7 a 8 d

1 lt 's a difficult iob - you have to do it carefully.2 Have you ever done a parachute jump? 3 | thoughtthe presentat ion was very bor ing. 4 He works real lyhard. 5 Did you do a degree in Economics? 6 We'rehaving trouble with the new computer. 7 She hasn'thired a new secretary yet. 8 When did you graduate?9 | always feel very relaxed after a beach holiday.10 What did you watch on TV [ast night?

TEST 4 (Pages 86-87.)

1 b 2 d 3 e 4 f 5 a 6 c

1 l f we phoned the hotel now we would/ 'd get areservat ion. 2 We wouldn't make a prof i t i f we soldthe product for less. 3 l f we ordered now theywould/ 'd del iver in two days' t ime. 4 | would/ 'd speakto the manager i f I had t ime. 5 l f I booked the t i cketin advance, I could get a discount.

1 Let's díscuss his offer now. z This suggestionwould give us several benef i ts. 3 | th ink we shouldcons ider the o ther proposa l s . 4 In my op in ion , yoursuggestíon would be too expensive. 5 l wouldn'trecommend buy ing f rom that supp l ie r . 6 | don ' t th inkit 's a good idea to do that. 7 He thinks we shouldn'tmake a decis ion yet. 8 We don't have to decidetoday.

t re fund 2 cance l 3 upgrade 4 supp lement5 val id 6 connect ion z delaved

t r 1 t o 2 i n t o 3 o f f 4 t o 5 o ve r 6 above7 up 8 through

B t The ptate is 220 cm long. z The plate is 0.80 mwide. 3 The p late is 0.20 m th ick. 4 The tube is3 m high. 5 The tube weighs 55 kg.

l i l t have to 2 must I should + al lowed5 mustn't

t apologies z chair 3 c irculate 4 minutes5 i tems 6 hotd

t I ' l l send an emai l when I get to the off ice.2 l ' i l speak to you again as soon as I 'm free.3 We won't start the meet ing before you get here.4 We' l[ wait unt i l a l l the reports are ready.

Test keys

ff i r She said that she would/'d go to the conference.2 He said that he didn't want to give a presentation.3 He said that he could r ing back later. + She saidthat her f l ight arr ived at 06.30. 5 He said that histrain was delayed by hatf an hour.

f f i l s e a t z t a t e 3A f t e r 4 t a k e sm i nd6 break z anything

ENTRY/SU MMARY TEST (Pages 124-1.25.)

1 C1 0 D7 7 c2 4 D3 7 43 8 44 5 85 2 45 9 D6 6 8

2D7 71 82 53239465 36067

3 B 4D 7 2 4B 7 9 CC 26 BD 3 3 4D 40 BC 47 DD 5 4 CA 67 CB 6 8 4

A 5 B 6 D 7 B 8 C 9 C7 3 c 7 4 c 1 5 4 7 6 c2 0 D 2 7 C 2 2 D 2 3 A2 7 c 2 8 D 2 9 c 3 0 83 4 D 3 5 C 3 6 A 3 7 D4 7 c 4 2 D 4 3 A 4 4 C4 8 B 4 9 D 5 0 D 5 7 C5 s A 5 6 C 5 7 B 5 8 C6 2 A 6 3 C 6 4 D 6 5 C6 9 D 7 0 B 7 t D 7 2 4E

a

E

B

tsB

PHOTOCOPIABLE @ Cambridge Univers i ty Press 2006 Business Start-up 2 Test keys