business start-up 2 teacher book

CAMBRIDGE
UNIVERSITY
PRESS
Cambridge,
New York, Melbourne, Madrid, Cape
Town,
Singapore,
Sáo
Paulo
Cambridge University
Press
The Edinburgh Building, Cambridge CB2
2RU, UK
WWW.cambrídge.org
lnformation
on this titte:
www.cambridge.orgl979o521.534703
O
Cambridge University
Press 2006
This
pubtication
is
in
copyright. Subject to
statutory
exception
and
to the
provisions

of
relevant collective licensing agreements,
no reproduction
of any
part
may take
place
without the written
permission
of Cambridge University
Press.
First
published
2006
Printed in
the United
Kingdom at the University
Press, Cambridge.
A catalogue
record
for
this
publication
is avaÍIable
from
the
BritÍsh
Library
ISBN-13
978-0-521,-53469-7

Student's
Book 2
ISBN-10
0-521,-53469-0 Student's
Book 2
ISBN-13
978-0-521 67208-5
Workbook 2
with
CD-ROM
/
Audio
CD
ISBN-1O
0-521-67208-2
Workbook
2 with CD-ROM
/
Audio CD
ISBN-13
978-0-521,-53470-3
Teacher's Book 2
ISBN-10
0-521,-53470-4
feacher's Book 2
ISBN-13
978-0-521 53471 0
Audio Cassettes
2
ISBN-10

0-521 53471 2
Audio
Cassettes
2
ISBN-13
978-0-521-53472-7
Audio CDs 2
ISBN-10
0-521 53472-0
Audio CDs
2
Contents
Introduction
Teaching notes
and
progress
tests
Unit 1
Unit 2
Unit
3
Test
1
Unit
4
Unit
5
Test
2
Unit

7
Unit
8
Unit
9
Test
3
Unit 10
Unit 11
Unit 12
Test
4
Resource
sheets
Entry/Summary
test
Test
keys
Introd
uctions
Tea mwo
rk
Choices
Experience
Arrangements
Objectives
Success
Media
Strategy
Solutions

Transport
Age n
das
B
14
20
26
2B
34
40
46
48
54
60
66
6B
74
BO
B6
BB
124
1,26
lntroduction
ABOUT BUSI N
ESS START.U
P
Course
tength
Business
Start-up

2
consists
of
1,2 units of
three
lessons
each.
The
course should
provide
50-60
hours
of ctassroom
material,
which
can
easily be
extended to
70-80
hours wíth
the use
of
Íhe
optÍonalactivÍties
and
Resource
sheets
in the Teacher's Book. The Workbook
provides
an additional 10-15 hours

of
self-study
practice
and
the accompanying CD-R0M can be used at
home
or
in
class for a
further
5-10
hours.
Target
audience
Business
Start-up is specially designed
to cater
for
beginners
and false beginners who want to
learn
Engtish
for
both business and
social
reasons.
Level
Business
9tart-up
í

covers
competencies from
[eve[
A1
of
the Common Eurooean Framework
of
Reference for
Languages
and leads into A2. Business Start-up 2
covers
competencies
from 42
and
leads ínto 81.
Absolute beginners and false beginners
At
the
beginning
of
each lesson, it is
essential to check if
students already know
any
of
the
grammar
and
target
language

before
ít is
presented
and
practised.
.Testing
the water' is
important
at
beginner
level. Many students
at this
leveI
already
know
some English
(often
words and
phrases
remembered from school),
but
have not
spoken the
language
for some time. Therefore
they
need
to
'fill
in

their
gaps'.
You may find
the
following
suggestions
helpfu[.
o
lf
the language
is
new to
students,
carry
out the
pre-
teaching
suggested in
the Teacher's
Book
notes
on
the
units.
You wilt need
to
proceed
through
all the
stages of

presentation, practice
and
consolidation
in
the Student's
Bool<. You may wish
to use the Resource sheets
for
additional
support.
o
lf
the students are
false
beginners and
the
[anguage
is not
completely new, there may
be
no need for
pre-
teaching.
You may
choose
to
use a brainstorming
approach to
reactivate
the target [anguage

quickty.
The Resource
sheets
(particutarly
those suggested
for
pre-teaching)
will
not
always be
required.
Instead,
concentrate
on
the
activities
ín
the Student's Book.
While
the Student's Book activities are
appropriate
for
real
beginners, they are also designed
to
help
false
beginners
reactivate
the language

quickly.
o
With
stronger
false
beginners,
it
may be
possible
to
cover
the
first few
units of the course very
quickly
and
to be selective
in
your
choice of Grammar and
vocabulary
practice
exercises
for
each unít, using only
those in
which
you
thinl< students
need further

practice.
@
lntroduction
However,
when deciding whether
or
not
to
omit
certain
activities
with
false
beginners,
be
cautious. This is
partícularly
important in
groups,
where individual
learners may have
'gaps'
in
different
places.
Don't move
on
until students
have
demonstrated

that
they
have
grasped
the
target language. Reactivatíng [anguage
requires
plenty
of
practice.
THE BUSI'VESS
START-UP APPROACH
Buitding
[anguage
Each
lesson
in Business
Start-up is carefully designed
to
ensure
that students systematícally acquÍre all
of the
necessary language
to
enable
them to
progress
effectively.
Most
lessons begin with an

optional
warm-up
activity, often
suggested
in
the
Teacher's
Book, which
sets
the
scene and
gives
false
beginners an
opportunity
to show what they
already know. New
grammar
and vocabulary are then
presented
in
context
through
a listening
or
reading
text.
Vocabulary
and
grammar

are
practised,
both
orally and in
written
exercises,
before students
have
the
chance to
practise
the
new language in a realistic
communicative
activity.
Most
lessons end with the
opportunity
for a freer,
more
personal
discussion
on
the
topic of
the lesson.
Vocabulary
ln
Business
Start-up,

great
attention
is
given
to
teaching
the
vocabulary
that
students need
for
their
professional
lives,
but also
for
the
social and travel situations that
they
might
find
themselves
in. Each lesson
focuses
on
one lexical
set
and
presents
new vocabulary in realistic

contexts. Students
are then encouraged to
work
out the
meaning
of the
new
words
from
the
context, before
being
referred
to the
vocabulary
practice
exercises at
the
back
of the Student's
Book. Further
practice
and consolÍdatíon can
be
found ín
the
Worl<book,
on the CD-ROM/Audio CD and
on the
Teacher's Book Resource

sheets.
At the end
of
each
lesson there
is
a Usefullanguage box.
This
contains the
key language
in
the
form
of short
sentences/phrases
in context
and vocabulary sets
for
easy
reference. False
beginners might find
these
boxes helpful,
when
preparing
a
unit
in
advance of
a

lesson.
The boxes
witl
also
provide
support for all learners, when
they
look at
the
Grammar
and vocabulary
practíce
independently.
Additionatly,
alt
learners
will
find
them useful as a summary
of the
main
language of
the
lesson, and for
quick
revision,
in
preparation
for
the

progress
tests.
Grammar
Business Start-up
contains a carefully
graded
grammatical
syllabus tailored to low-level Business English
students.
As with vocabulary,
students encounter new
grammatical
structures
in
carefulty chosen contexts. Each
grammatical
structure ís
then
presented
in
a
grammar
box, with a link to
the Grammar
reference at
the back of the book.
The
Grammar
reference
contains

detailed explanations
of al[ of
the
grammar
covered in
the
course, with
examples
and
advice on usage. The Grammar
reference
section
is a
useful
tool for students
who have doubts
about a oarticular
structure,
or
need to revise.
There
are ample opportunities
for
controlled
practice
after
looking
at the
Grammar reference,
both

in
the
unit
and
in
the
grammar
practice
activities
at
the back of the book.
Students are then encouraged to use the
new structure in
spoken
practice
before
undertaking a
freer communication
activity.
These
activities
have been
carefully
designed
to
consolidate
and
practise
the
grammar

and
vocabulary
of
the
lesson
in
the type
of
situation
that students are
likety
to encounter
in
their
professiona[
[ives.
Pronunciation
Business Start-up
contaíns
a
regular
focus on
pronunciation
by drilting
new language when it
is
presented.
There is
also a
more detailed focus

on
problem
areas,
such
as
weak forms,
intonation
and
word
stress.
Further
practice
can
be
found
in
the
accompanying
Workbook
with
CD-ROM/Audio CD.
Speaking
Every lesson in
Business
Start-up includes a Communication
practice,
often
a
rote
play

or
information
gap
activity.
These
activities are designed to allow students
to
practise
language from the
tesson
in a
freer
context,
while
ensuring
that they
focus on
the target
language. Throughout
the
lesson
there
are frequent
opportunities to speak
in
pairs
or
in
groups.
Listening

The
listening
material
in
Business
Start-uo
is
designed to
mirror
natural
Engtish,
as
it is
spoken today,
despite
the
obvious constraints of
level and
vocabulary.
Great
care
has
been taken to
provide
natura[,
realistic-sounding
texts to
motivate
students and
prepare

them
for
the type of
language
that they'll
hear in
the
real world. Both
teachers
and
students
wil[
find
the
listening materiaI
refreshing,
stimulating and
motivating. There
is also a
wide
range of
accents and
nationalities featured,
hightighting
the
position
of Engtish
as lingua franca in the modern business world.
At
the

back of the
Student's
Book
are
the
transcripts
of
recordings which
do not appear futly in
print
on
the
page
in
the units.
The
Teacher's
Book notes
on the units sometimes
suggest
that
students are
referred
to the transcripts so they
can
check their
answers to activities. With tonger dialogues,
it
ís also
hetpfu1

to students to do the listening exercises,
but
then,
in conclusion,
to
listen
one
more
time while
reading
the transcript.
By doing
this, they
can
reassure
themselves
that they have
understood the
dialogue
as a
whole
and can
pick
out
any
new
conversational/idÍomatic
use of language.
However,
they should

never look
at the
transcripts
before
doing the
listening
exercises.
ADD!TIONAL PRACTICE
Workbook with
CD-ROM/Audio
CD
The Workbook consists
of twetve units of consolidation
activities
in
alI
four
skills
(speaking,
[istening, reading and
writing).
Each
unit
contains
three
pages
of activities,
which
aim to be light-hearted and fun.
They include:

.
crossword ouzzles
o
anagramS
o
word
games
o
a
variety
of exercise
types.
There
is
a
key
to
the
Workbook
activities so that students
can
work independently
if
required.
CD-ROM/Audio CD
The Workbook listening activities and
recordings
are
not
linked to the activities

in
the
Workbook units. They
are free-
standing
and
can
be listened
to
without
the
book
(although
transcripts
can be
found
at
the
end of the Workbook).
This
makes
it
possible
to listen
to them
in
the car, for example.
They are designed
mainly
to

improve
pronunciation
and
intonation.
The
CD-ROM
is
designed
to
be used
alongside
the
Student's
Book and
Workbook
to
provide
additional
practice
of the
grammar
and
vocabulary
featured in
the course.
Each
of
the
twelve units
is

divided
into four
sections: Grammar,
Vocabulary, Business Communication and TÍme out, and
feature drag
and
drop,
gap
fill, listening
and
dictation
activities.
There's
also the
opportunity
for
students to
record
themselves to
improve their
pronunciation.
HELP
FOR TEACHERS
The Teacher's Book
The unit teaching
notes
provide
detailed
guidance
for each

lesson
for
experienced and less experienced teachers.
They
inc[ude suggestionS on
dífferent
strategies
for
teaching
classes of absolute and
false
beginners.
The
unit
notes
also
contain
keys
to
al[
the
Student's Book exercises.
In
addition
to the
teaching notes, the Teacher's
Book
includes the
following
photocopiable

material:
o
one
multiple-choice Entry/Summary
test
.
four
tests
to
assess
progress
after
every
three units
o
Resource
sheets
for
presentation
and
practice
(one
per
lesson).
There
is
a
separate
l<ey for
the

tests
in
the Teacher's
Book,
page
1.26.
Assessment
All the tests are
photocopiable
and can be found
in
the
Teacher's Book.
.
There is
a
multiple-choice Entry/Summary ÍesÍ,
which
has a dual
purpose.
lt
can be used
as
an entry test with
false beginners before
they start
the
course, to
identifiT
their

leve[. This will
give
an
indication
to the teacher of
which
items
(especiatly
in
the
early units) require less
pre-teaching
and
practice.
lt wilt also indicate
where
Introduction
the
gaps
Ín
students' knowledge
are.
Alternatívety, with
absolute
or
mixed
beginners it
can be
used at
the

end
of
the
course
to
assess
students'
progress
and identihT
any areas
which
still
require
consolidation.
o
After
every
three
units
there
is
a
progress
test
on the
grammar
and vocabulary
of those
units.
ln

addition,
the
Business
Start-up
website
at
WWW.cambridge.org/elt/start-up
contaíns
a
set of
downloadable'can-do'
statement
worksheets
based
on
competencies
from
the
Common
European
Framework
of
Reference
for
Languages. These
statements
are
written
in
graded

language
and
are designed
for students
to
use as
a
method
of
self-assessment.
After
each
unit, students
tlck
the
things they can
now do in English,
giving
them a sense
of
achievement
and
allowing
them
to
keep
track
of the
progress
they're making.

One-to-one
lessons
lf
you
have
one-to-one lessons,
you
will need
to
play
the
role
of the
partner
in
the
Communication
practice.lt
will
also be necessary
to
use the
cue
cards on
the
Resource
sheets
to ensure
that
the student

has enough
practice
with
different identities
or
situations.
Other
useful hints
Optional material
Pre-teaching
suggestions,
optional
activÍties and
Reso urce
sheets can
be used
flexibly,
according
to
the
needs
of the
class. They
are optional and
are there
to
provide
extra
practice, particularly
for classes

of
absolute beginners.
Resource
sheets
You
might find
it
useful
to:
o
photocopy
the
sheets
for
pair
work onto
card,
[aminate
them,
cut
them
up
and
store
in
envelopes in
order
to
ensure ease
of

use
in
lessons
o
enlarge
visuals
on
Resource
sheets
to
enable
you
to
use them for
presenting
vocabulary
to the whole
class.
Alternatively,
you
could
copy them
onto an
OHT
for
proiection.
Grammor
boxes
and
Grammar

reference
lf
you
have
a monolingual
class of absolute
beginners
you
might
find it
appropriate
to let
them ask
questíons
ín
their
own
language
to clarifrT
the meaning
and
patterns.
IThís
symbo[ Warns
you
about
common difficulties
which
speakers
of other languages

may
encounter
with
specific
points
of
English
grammar
or
pronunciation.
Cultural
points
These
boxes in
the
teaching notes
give
reminders
about
varying
cultural factors
which may
affect
a specific language
learning
situation.
Useful
language
boxes
You might

find
it
useful
to
ask
students
to learn
these
off
by
heart
as
homework
assignments.
Recycling
There
is buitt-in
review
of the
grammar
and
target language
of
each
unit. Additionally
you
can
review/reactivate
what
has

been
covered
by encouraging
students to brainstorm
at the
beginning
of lessons.
Social
language
There
will
be many
opportunities
to
consolidate
the
social
language
at the end/beginning
of lessons
and during
breaks.
Encourage
students
to talk
to
each
other
in
English

during
the
coffee
break, for
example.
Record
of
progress
lf
you
have
access
to a video recorder
it might
be
motivating
to record
students when
they are
doing
the
CommunÍcation
practice
activities. This
witl
also
provide
students with
a
positive

record
of their
progress
through
the
course.
WebsÍte
address
www.
ca m
b
ri d
ge.
o
rgie
lt/sta
rt-
u
p
lntroduction
Lesso
n 1,.1,
Talking
about
your
job
Present
símple:
posítive
and

negative
Responsibilities
1,
Introductions
PRE.TEACHING
As
this is
the
first
lesson
and especially
if
the
class
is newly
formed,
offer
students an
opportunity to
introduce
themselves
to each
other.
Students
greet
each
other,
say
their
name

and what
their
job
is.
Feed
back
as
a
class
and write some
iob
titles on
the board,
checking everyone
understands
them.
Brainstorm
more
job
títtes in
EngÍÍsh
to elicÍt what
they already
l<now.
Discuss
the
questions
about
jobs
with

the
whole
class.
The
discussion
about
unusual
jobs
may
provide
an
opportunity for humour.
Have
one or two examples
ready
to
get
the discussion
going
(magician's
assistant?
perfume
sníffer?).
1
Ask
students
if
they
go
on training courses

at
work. What kind
of training courses? Point
to the
photo
of
lvan Magnusson
and explain
that he's a
trainer,
giving
an
introduction
at
the
start
of a course.
Students
listen and
complete
the
information.
Key
1
two
days
2
Customer
Service 3 export
Transcript

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

2
Clarifu the
chart and exptain that Ella
Grady,
one
of
the
people
on the course, is
talking
about
her
job.
Ptay
the
recording
and
students filt
in
the
gaps
about
her
job
and responsibilities.
Kry
lEuropean
25
118

Transcript
Ella My name's
Ella
Grady. I'm in
the customcr
service
department.
I'rn
the Er,rropean
customer
service n-lanager. So,
um I look
after
customer
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
of
the department.

She
reports
to
mer
Ah!
The
boss is herel
I'm afraid so!
And
is your boss here?
No, she
isn't on
the course. Fortunatelyl
I see. So, Ella,
you aren't
the department
manager,
but
do you have a
team in the
departrnent?
Yeah, I
manage
a small team of assistants.
Five
people.
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
with
customers? Do
you speak to
thern?
Oh yes. The
difficult ones,
usually!
I
deal
with

problems
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
David
lvan
David
lvan
David
lvan
Elta
lvan
Etla
lvan
Etta
ffi
nsk which

other
person
on the
chart
is
on
the course.
Key
Ella's
boss, David Kemp.
ffi
StuOents
comptete
the sentences with
the
prepositions.
Students lÍsten
again to check
their answers.
Kry
1 after 2
to 3 of 4 for
5 with
ffi
vocabutary
practice'""}
SB Page
95,
Exercíse ]
Kqt

1 responsible
2
manage 3 report
4 charge
5 deal 6 look
ffi
'n
pairs,
students
imagine
they are Sue, David
or
Etta
and describe
their
responsibitities.
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 the
boarC.
They
then
repeat
choratly
and individualty.
Teaching notes
lntroductions
Present
simple
Point
out that only the
3rd
person
singular
has a
different
form. Refer
students
to the
grammar
reference,
to
revÍew

thís
tense.
Grammar
reference
'p
SB
Page 107,
Section
3.1 2.
Present
simpte: be
Point
out
that
the contracted
forms are nearly
always
used
when
speaking.
Indicate
the two
forms
of the negative and
te[[
students
that
both
are common.
Grammar

reference
.'"v
SB Page 107, Section
3.1,.1,.
t[
StuAents do the
gap-fitt
activity to consolidate be.
Key
1 I'm, is
2 is,
He's
3
We're 4
ate,They're
5 isn't, aren't
4
Ask who
James
Bond is
and elicit a secret
agent/spy. Students listen to lvan Magnusson
talking
about
his
'secret
job'
and then complete the sentences.
Key
1 a hotel company 2 customer service

I
the room
is
free + he
stays
in
hotels a lot
Transcrípt
lvan 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
a
spy.
I know I
don't
look like
Jan-res
Bond, but

it's
perfectly
true.
I
work
for
a
hotel company.
It's
a chain of hotels. There are
about ten
other
people
who
do this
job
-
I'm
not the
only
one.
And
we check customer service
in
the
hotels
we
stay in.
When
I travel on

business,
I
stay
in
a
hotel
that's
in
the chain. So as a spy, I check
the
quality
of
service.
And after my
stay,
I write
a report, um

it doesn't take long.
And,
in
return,
my
room's free.
I don't pay.
David So, people who
clo this,
people
like you, do
it

part-time? They
travel a
lot?
lvan That's right.
Obviously, you have to
stay
in
hotels
a
lot.
For
me, it's good,
because I travel
with
my
job
as
a trainer. Ancl,
also,
I'm in
cust()n1er
service,
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
at
some
examples
of bad
customer service
Students consolidate
the endings of the
present
simple
by undertining
the
correct verb forms in
the sentences.
4
Kry
1
work
6
travel
They
listen

again and check their answers.
2
check I write 4 doesn't 5 don't
7 don't
ffi
Crammar
practice
'."p
SB Page
95,
Exercise 2.
Key
1 I'm in charge. I'm
not
in charge. 2 They're in my
team.
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
check
customer service.
6
He travels a lot. He doesn't
travela lot. 7 She
works in
the
London
office. She
doesn't work in the
London office.
OPTIONAL ACTIV!TY
Do some oral transformation dritts to consolidate the
present
simple
for weaker
students:
Teacher
lwork in London.
/she
Student She works

ín
London.
ffi
comMUNlcATloN
PRACTTCE
1
'3
SB Pages
78
and
88.
Divide the class into
pairs
and
each
pair
into A
and B.
Students look
at their
different
pages.
Explain
that
they
are on a traínÍng course.
Students take
it in
turns to
introduce

themselves
using
the
information
provided.
Demonstrate first,
with a
strong
student,
then
monitor
and support
during
the
pair
work.
At the end ask
one or two
pairs
to
perform
their
role
play.
ffi
finatly,
for
personalisation,
each
student talks to

a
partner
about
his/her own
job
and
responsibilítíes and
gives
examples
of
things he/she does
at
work.
Students,
who
are
not
yet
in
employment, can
talk
about
a
job
they'd
like
to
have.
RESOURCE
SHEET

1.7" p Page
88.
Use
Resource
sheet
L.1
to consolidate introductions.
Photocopy
one sheet for each student.
The
Resource
sheet
contains
cue cards
with
different identities so
that
classes
that
know
each other
wet[
can
role
play
introductions and
personaI
questions.
Students choose an
identity.

They
go
round the class
and
introduce
themselves to another student as that
character,
tetling them about
their
job,
where
they
work
and live. Once
they
have
introduced
themselves to each
other, they
move
on to meet another
student and
choose a different character.
Lesso n r.2
Tatking
about
products
and services
Present
simple:

questions
Business
activities
PRE-TEACHING
Many
students
will have
been to trade
fairs for
business
or
for
personaI
reasons. lt would be
useful
to find out about
international
trade
fairs
that are
relevant
to
your
students'
work/study.
Eticit the
names
of as
many
trade

fairs
as
possible
and write
them on
the board.
ffi
eoint
to the
web
page
and
give
students tíme to
look
quickty
to
find
out
what
it is
about.
Key
It's a guide to lnternationalTrade Fairs.
PRE.TEACHING
Quickty
revise higher numbers, dates
and the
alphabet, before
students

do
the short
reading text
about trade
fairs.
Students
read
the text and answer
the
questíons
independently
or
in
pairs.
Explain rollercoaster,
usíng
the
photos
on the
page.
Key
1 They
stand
for
InternationalAssociation
of
Amusement Parks
and
Attractions.
2

lt's
in Atlanta.
3 It
starts on the
15th of November. 4 There
are
about 1,300
companies there. 5 No,
it's only
open
to
professionals.
6
Yes, there are rollercoasters
at
the
fair.
7
Yes, the
site
is huge with
índoor
and
outdoor areas.
ffi
Crammar
practice
""p
SB
Page

95,
Exercise
3.
Key
1
Where's the trade
fair?
2 When
does
the
show
end? 3 Are you an international company?
4 What
do you manufacture? 5 Does the company
deliver products
all over
the world?
6 Are
you
in
customer
service?
7
Is
the site
large?
5
Ptay
the
recording for

students to listen and
repeat
the
model
sentences
in
the
grammar
box.
OPTIONAL
ACTIVITY
Most students need
extra
question practice
with
do/does. Consolidate
questions
orally by
giving
students answers and asking them to make
the
questions
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?
ffi
ror
quick
oral
consotidatíon
of
questíons,
students
work with
a
partner
taking
ít
ín
turns

to ask
questíons
using the
prompts.
Stronger
pairs
could
present
their
interviews
to the class.
ffi
StuOents read
the
short text,
which is
an
introduction
to the
article
about Vekoma,
and answer the
questions.
Kqt
1 It rneans
that
international
business has its ups and
downs/its
high and

low points.
2
Vekoma
makes
rollercoasters. J Yes,
it's
an
internationalcompany.
RESOURCE SHEET
7.2
"."b
Page
89.
The
Resource
sheet contains the
Vekoma
text
from 2b
and is designed to
provide
extra support
for
weaker
students who might benefit from
this
approach.
Copy
the
Resource

sheet and
give
each
pair
or smatl
group
one set of the cut-up text.
The
first
group
to
find
the
correct sequence
'wins'.
To make it easier
you
could
first read
out the
text, but
not
allow students to
start
putting
it
together untiI
you've
finished.
Key

I
Engineers design the rollercoaster to meet the
customer's needs. 2
The
factories
produce
the
parts. Vekoma manufactures
parts at two plants,
in
the Netherlands
and
the
Czech
Republic.
I The
company delivers the
parts
to the
custon-ler's
site. 4
Vekoma's
engineers
and
technicians install
the
rollercoaster. 5
Vekoma
supplies an after-sales
service. It

advises customers about maintenance and
safety and supplies spare
parts.
Present
simple:
questions
The
question
form
of
be
should
not
prove
dífficult, but some students may
need
to
revise
the use of do/does
with
other
verbs.
Grammar
reference
'.'p
SB
Page
107, Sections
3.1,.1,
and 3.2.2.

Teaching notes
Students
match
the
photos
to the
sentences.
They
can
do this
orally.
Encourage
stronger
students
to
give
more extended replies: I
think matches/goes with
Key
1c
2e 3b 4a 5d
This
matching
activity focuses
on new vocabulary.
Students should
refer
back to
the
text

for
the context
of the
verbs, if
they need
help.
Key
1b zf
)a 4d 5g 6e
7c
Introductions 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 a
lot of customers in
Germany.We
rvork
with a
company called

DDA,
in Frankfurt. They
install our products,
and look after
maintenance
and
aftcr-sales
service for all our
Cerman customers.
Woman Right. So
what corlntry are you
fnrm?
Rep From Canada. We have
a
factory near
Montreal. We manufacture all our
products
there.
Woman
Oh,
I
see. Can
I
itrst
?
Rep Sure
6
Students listen again
to
pick

out
more
details. Refer
them to the transcript on SB
page
1.1.4
to check
their
answers.
Key
1 The company
exports
to twenty-five
countries.
2
A
company
called
DDA
installs
the
products
and
does after-sales service
in
Germany.
Woman
Rep
ffi
cotvtMuNlcATloN PRACTICE

2" p SB
Pages
78
and 89.
Divide
the
class
into
pairs
and each
pair
into
A
and
B.
Students look at
their
different
pages
and
take
it in
turns
to talk
about
their company's
products
and
services
using

the information in
the Student's
Book.
Explain
that
A starts. He/She is
a
representative
at a
trade fair, who speaks about his/her
products
and
services to an
interested
visitor. Student
B
listens
and
asks
questions
for further information.
Students
then
change
ro[es. Demonstrate
one
of the
role
plays
wíth

students first. Play
the
part
of
the
visitor,
asking
follow-up
questions.
Then
students carry
out the
rote
plays.
Monitor and
support
during
the
pair
work. At
the
end
ask one or two
pairs
to
perform
their role
ptay
to
the

class.
Students
personalise
the
language
of the lesson by
asking a
partner
about the
products
and
services of
a company
they know
well.
With stronger
students this
could
be
expanded
to
a mini-presentation
to the
class
in
the next lesson.
S
Vocabulary
practice
p

SB
Page
95,
Exercise
4.
Key
1
deliver 2 export 3 install 4
design
5
manufacture
6
supply 7
advise
PRE.TEACHING
Write Animals
on the board and brainstorm
on
names
of animals students
already
know.
Collate the results
on the board.
Pay
particular
attention
to
pronunciation
as students may

have learned
them
incorrectly.
6
Read
through the
rubric
and the
questions
with the
class
and
check they understand the
task.
Check also that they
understand
fun
and ask
them
to
predict
what the company Fun
Farm
makes.
Then
ptay
the
recording
of a salesman
from

Fun Farm talking
to
a
potential
customer.
Students
listen
and answer
the
questions.
Kry
1 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.
Alllife-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 world
love them.
We
export to t$.enty-five
countries.
Teaching
notes
Students
read the top of the
menu and suggest
what
the
restaurant
and
its
customers
are
like. Ask them
to
explain
and

justifrT
their
answers.
Make sure
that
students understand
that
a
menu is divided
into three
main
partst
Starters,
Main
courses
and
Desserfs.
ffi
Oo
the
matching
activity orally
with
the
class,
if
-
students
need
the support.

With a stronger class,
they
could do the
activity
in
pairs,
then
check answers
with
the
whole
class.
Kry
1c,g
2b 1d
4f 5a,e,h
Be aware that
some
students
will have
had
a
wide
experience of eating
in
restaurants and
others
will
only
have

eaten
in restaurants on
special
occasions
and
may have little
knowledge
of
restaurant
conventions
or
foreign cuisines.
Be aware that some
foods
are taboo
in some
cultures
and
avoid
including any that
you
think
might
be
seen
as unpleasant
or
acceptable
to
students

in
your group.
ffi
StuOents
work in
pairs
for
two
minutes and
discuss
-
their
experience
of eating
out.
They
feed back to the
class after
this.
Write
up
common
points
on the
board.
Use this
as an opportunity
to consolidate
the
third

person
singular:
(Jan)
likes/eats
Chinese
food.
(Nina)
doesn't
often
go
to restaurants.
PRE.TEACH!NG
It's likely
that some of
your
students
will
have eaten
in restaurants
in English-speaking
countries,
so
brainstorm
to
elicit
favourite
foods. Co[late
students'
ideas on the
board under

the
headings
Starters,
Main
Courses
and
DesserÍs.
With
a
weaker
group,
who
might not have
much
food
vocabulary
at their disposal,
present
and
practise
food
items
that
witt
come up
in
the
lesson, using
pictures
cut out

of
magazines. Alternatively,
use
Resource
sheet
1.3
to
present
and
practise
the
food
vocabulary.
RESOURCE
SHEET
1.3
Y
Page
90.
There
is
a
lot
of
new vocabulary
in
this
[esson,
but
most is only

required for
recognition. Using
the
visuals
on
Resource sheet
1.3,
students can
play
a
cumulative
shopping
game
in
pairs
or
groups.
Present
the
items
of
new
vocabulary
(strawberries,
apple
pie,
meat,
peas,
carrots,
potatoes,

broccoli, salad,
flsh,
tomatoes,
leeks, soup)
using the
pictures
on the
Resource sheet. Give each
pair/group
a copy
of the
cut-out
food cards.
Ptace the cards
face down
on the
table.
The first student
takes
a card and
says:
ln my
bag
there
are some
(strawberies).
The
second
student
takes a card and

adds
it to what
the
previous
student
said, saying both
items in the
pictures:
ln my
bag there
ore some
(strawberies)
and
some
(broccoli).
Turn by
turn,
the list
grows
longer.
The
last
person
to
pick
a card
has to say
all twelve
food items.
Teaching

notes
Lesson
1,.3
Eating out
Understanding
a
menu
Ordering a
meal
ffi
Vocabutary
practice
""p
SB
Page
95,
Exercise 5.
Key
Meat: beeí
chicken,
lamb
Fish:
haddock, salmon,
cod
Vegetables:
potato,
broccoli,
salad, pea, carrot,leek
Fruit:
apple,

strawberry
Cooking
or preparation:
roast, grilled, fried,
mashed
Many students
will
probabty
find it difficult to
identifiT
all of the stress
patterns,
so
it might
be best
to
do this
as a whote
class
activity
on
the
board.
Write the
patterns
on
the board, say
a
word
(or

ptay
Listening 7)
and ask
a student
to
put
it into
right
column.
You
could
make this
a competitive
team
game
dividing
the
class
into two teams.
Kq
Oo: carrot,
chicken, haddock,
salad,
salmon
oO: dessert
Ooo: broccoli,
vegetable,
strawberry
oOo:
potato, tomato

7
Students listen and
repeat
to
check
their
answers. Model
any
words which students
find difficutt
and
repeat again.
ffi
StuOents
work
with a
partner
and take
it in
turns
to
*
point
at a
picture
of
food
and
ask
what it is.

This
provides
rapid
oral consolidation
of the
vocabulary.
Demonstrate
the exchange
a
few times
with
stronger
students, to
illustrate the difference
between
this/these,
before students
practise
in
their
pairs.
Check
carefully
that students
differentiate clearly
between this/these
in both
pronunciation
and
meaning.

ffiffi
oemonstrate
saying
what
you'd
like for lunch
before
-
students
work
in
pairs
and
discuss
what they
would
like
for
lunch.
They choose a
starter,
main
course
and
dessert
from the
menu. As feedback,
ask students
to
report back to

the
rest
of the
ctass
what
their
partners
would like.
I
Students listen to a
recording
of
lvan
Magnusson and some
people
on
his
training
course at
the
restaurant Simply
Delicious. They listen for
gist
and
match
four
conversations to
stages in the
meal. Play
the

recording
more
than once,
if necessary.
Kry
a2 b4
c3 d1
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 get
back, actually.
Could we have the bill,
please?

Surc.
Hello.
Hello.
We
have a
reservation. The name's
Magnusson.
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
anyone
else

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 tomato
soup, please.
Ycs, the same
for me, please. The tomato
soup.
What would you like
for
the
main
course?
I'd like 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
fill in
the
gaps
in
the
restaurant
conversations.
With weaker
groups,
students could
do
this
in
pairs.
Introd
uctions
7

Students listen again to
check their answers.
Key
t
fine thanks, anything else,
No thanks 2 the bill
I A table
4
anyone else 5
the same 6 a starter
OPTIONAL ACTIVITY
Ask
students to
look at the transcripts on
SB
page
1L4
and
practise
the dialogues
for Listening 8.
They
can
practise
these
in
pairs
(one
as the
waiter

and
the
other
playing
lvan, David and
Etla)
or
in
groups
of
four,
each taking one
part,
according to the
size of
the class.
Transcript
1
Waiter
David
Waiter
David
lvan
David
Waiter
2
Waiter
lvan
Waiter
lvan

1
)
Waiter
Etta
Walter
David
Etta
Waiter
4
Waiter
Ella
David
Waiter
Elta
David
lvan
Waiter
lvan
ffi
Vocabulary
practice
."')
SB
Page
96,
Exercise
6.
Kqt
1g
2c 3f 4a 5b 6ő 7e

ffi
cotvtMuNlcATloN
PRACTTCE
3.""s
SB Page
78.
Divide students
into
pairs.
Tell
them
to look at the
menu
on
SB
page
78
and to
imagine
they
are in a
restaurant.
They
take
it in
turns to
be the customer and
the waiter/waitress.
Model a dialogue
with

a student,
in front
of the
class, taking the
part
of
A. Then repeat,
this time taking
the
part
of
B. Remind
students
to
change
roles. Monitor while students
do
the
activity
and support,
if necessary.
WORKBOOK'""p
Pages
5-7.
Teaching
notes
Lesso n 2.1
Discussing work in
progress
Present continuous

Projects
2
Teamworl(
PRE.TEACHING
Recycle
and
practise
the
present
continuous tense
in
the
context of what
people
are doing
'around
now',
as opposed
to
exactly at this
moment. Ask students
about
things
they are currently doing:
What
project
are
you
working
on

at
the
moment?
Are
you
travelling
a lot in
your
job
at the moment? etc.
Contrast the
present
simple and the
present
continuous on the board to
help
students
see when
to use them:
Do
you
travel a lot? Are
you
travelling
a
lot at the
moment?
etc.
Point out
that

at
the
moment
in
this context does
not mean
at this
very second, but
generally
it
is
a
fact at
the time of
speaking.
ffi
Aead
the
comments with
the
class and
check
that
everyone
understan
ds
schedule,
progress
report,
budget and out

of
date, by asking students to
explain
or
give
examples of them.
Then
students discuss the
comments and decide in
pairs
which they agree and
disagree
with. They
then
feed back
using
phrases
[ike:
We both
think that
, We agree that
or
I
think
that
but
my
partner
thinks .
9

Point
to
the
photos
of
John
Perry
a
British
architect and Vanessa Wood,
a
reporter
from European
Life magazíne. Explain
that
he is
working on a
building
project
abroad and that she
is
interviewing
him
by
phone.
Play
the
recording for students
to
listen

and
complete the answers to the
questions.
Key
1 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's

very,
um
.
it's
a very
old
house.
When we
started, it had no wirrdows,
no
doors
it
was
a ruin, basically.
And
now?
f
ohn Well, now, most of thework's complete.l'm
staying
in
one of the
rooms,
in
fact. So,
um,I'm
the
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
-
the
construction.
Ar-rd
they're
still living
and
working
in the UK at the
moment, organising
the
website
and
the marketing nraterial, you know, brochures
and
things. Then they plan

to
live
here
and
manage
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
less
on schedule.
At
the
moment, we're working on
the bathrooms.
We're having

one
or
two
problems with

ffi
Stuaents make
present
continuous
sentences, using the
prompts.
First do
the
sentences orally
with
them,
then
ask them to
write
them.
Refer students to
the
transcript on SB
page
115 to
check
their answers.
You could
ptay
the

recording
once
more,
while
they
fottow
the transcript, and check they
understand the
meaning
of the
new
vocabulary.
Key
1 Where are
you
working now? 2
I'm
staying
in
one
of
the
rooms. 3
You
aren't
/
're
not
paying.
a This project is/'s costing a fortune! 5

I'm
managing the
project. 6 At
the moment,
we're
working on the
bathrooms.
Present
continuous
/!\ Be
aware that some students
may not have
a continuous tense
in
their own language, so they
might
find
it difficutt
to understand
when it's
used.
They may also
tend to overuse the
continuous
tense once
they have learned
it.
Stress that the
present
continuous

is used both
to
describe
what is happening
of this
very moment
and
also
to
describe
something that's true at the
time of speaking.
Point
out the
two ways
of
saying
the
negative
and
that
either of them can be used.
Transcript
Vanessa
lohn
Vanessa
John
Vanessa
Teaching
notes

Grammar reference
SB
Page L0B, Section
Teamworl<
2
@
Crammar
practice
.""v
SB Page
96,
Exercise 1.
W
Read
the
phrases
before
students
do
more vocabulary
Kq
1
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
listen and reoeat
sentences in
the
present
continuous.
Elicit
from
them that

the
pronunciation
of
are
is the same
in sentences
1 and
3
(where
it has a contracted
schwa
sound
/a/)
but
is
different in
sentence 2, where it
is
stressed
/ol/.
Monitor
pronunciation
carefulty
and
model
any forms
which need improvement,
for
students
to

repeat
again.
@
ftoOel
the
verbs build,
design,
paint,
decorate
and
instoll,
using the
pictures
in
the book. Students repeat
them. Demonstrate
the
activity first
with a student.
Then
students
work
in
pairs
and
describe
what
the
people
in

the
pictures
are doing.
Check carefutly
that
they are
using
the
contracted
form.
Encourage
students
to
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
revise months
and dates with
a calendar.
Present

the
new
language
on/over/under budget
and
on/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 schedule
ivJediurl/

and budget
lubndgtl.
S
focus
students'
attention
on the schedule
for
the
opening of the
hotel.
Clarifu that
the shaded
areas
show when the work is
scheduled
to be done. Ask
students
when
different
parts
of the
project
start and
finish.
s
noint
out that the
date
ís May

].st
and that
John
is
writing
to
his business
partners
to
give
an
update
on
the
pro.iect.
Students fill in
the
gaps
in
the emait,
using
the words
in
the
box.
Kqt
1
on schedule
2 behind schedule
I ahead

of
schedule
4 overbudget
5
underbudget
6
on budget
buílding
by
findíng
and underlining
corresponding
phrases
in
the emaits.
Check the answers
oralty in class.
Key
t having
trouble 2
complete 3 running late
2 ahead
of J over
6 con'rplete
ffi
Vocabutary
practice
'""?
SB Page
96,

Exercise
2.
Kry
1
update, on schedule
4 behind
5 budget
RESOURCE
SHEET 2.7"""4 Page
91.
Use
Resource
sheet 2.1,
to consolidate describing
what's
happening
on a schedule.
Give each
pair
a
copy
of the schedule
for
an office renovation.
Demonstrate
a
few
examples
with
a student

and then
students
take
it in
turns to say a date and ask
what's
happening
at that
time.
ffi
conaMUNtcATtoN
pRAcTtcE
4.".) sB
pages
78
and 89.
Divide
the class
into
pairs
and each
pair
into
A and B.
Give them
time to
look
at
their different
pages.

Explain
that
A
ís
the
managíng
dÍrector of
a company whÍch ís
moving
to
new
offices this
week.
A
starts by
phoning
the office manager
(B),
who
is
organising
the move,
to
get
an
update.
B must
answer A's
questions
by

referring
to the
information.
Play
the
part
of A and
demonstrate
a
phone
catl with a
student.
Then
change
roles
and demonstrate how
to
give
an update.
Students
do the
role
play
once,
then change roles and
do it
again, so that
they both
practise
the

questions
and
the answers. Monitor
that they
use the
present
continuous
tense. At
the end ask
one or two
pairs
to
perform
the
phone
conversation
for
the
class.
ffi
Finally,
for
personalisation,
each
student talks to a
partner
about a
project
or
job

he/she
is
working
on
at
the moment.
First,
talk about
something
you're
currently
working on
to
provide
a clear
model.
OPTIONAL ACTIVITY
Use
pairs
of
photos
cut out
from
magazínes
to
play
a
game
in
pairs.

Each
pair
shows
people
doing
similar
things.
Student A The
man Ín my
photo's
eating a
sandwich.
Student B The
man in my
photo's
eating a
hotdog.
Teaching
notes
Lesson2.2
Discussing
strengths and
weaknesses
Gerund
Skitts and
personal
characteristics
PRE.TEACHING
Focus
on

the
photos
of
people
in work situations.
Ask
students to suggest adjectives
to describe the
people
in
the
photos,
then
extend
to
elicit adjectives that
describe different
people
at
work
(such
as creotive,
hard-worki
ng,
reliable etc.).
ffi
nead through
the
descriptíons and the adjectives
with

the class.
Model
the
adjectives and
students repeat
chorally
and
individuatty.
Students
then
work with
a
partner
and match descriptions of
people
to skills
and
characteristics. Check the answers orally
wíth
the class.
Key
1f 2c 3b 4a 5g 6d 7e
8i
eh
10
j
RESOURCE SHEET
2.2 "b Page
92.
Photocopy

one
sheet
of
dominoes and
give
one
domino card
to
each
student
or
pair
of
students. lf
you
have a
small
class,
give
more
than one
domino
to
stronger
students. The
person
with
the
'start'
card

begins, by reading out the sentence
on the
right
side
of
the
domino.
The
student
with the
matching domino
(on
the left)
first
says the
matching
sentence and
then
reads
out the
next
sentence
(on
the
right). The
game
continues,
finding
the
matching sentences

(on
the
left) and
reading
out
new
sentences
(on
the right)
until the end domino
is reached. You could
redistribute the cards after the
first
go
and see
if
the
class can
do
the
activíty
faster
the second time.
ffi
nead
through the
rubric
with the ctass and
elicit
an

example.
Students work in
pairs
to agree on
a list of
skills and
characteristics.
Afterwards, students
give
their
views
orallv
to the class.
11
Point
to the
photo
of
Judith
Lehman and
Rowan Evans.
Tell
students they are talking about
the
type of
people
they're
[ooking for. Students listen and
make notes about
the

quatities
needed for
the
job.
You
may need
to
play
the recording more
than once
for
them to
complete the
tasl<.
Transcript
Rowan 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's
probably
their

first
job,
they've got no
experience, um so I think
we
need
to
make
that clear. It's harcl
work. And
even
little things
-
getting to
work
on time
in the morning, for
example the
simple
things are extremely
important.
We
want reliable
people. It
sounds
obvious,
but

Rowan
Yeah. We

want people
r,vho
are
professional.
That's

Yes, that's the
word.
What
extra
skills does a creative
person
need to be a professional?
I mean, for example,
we want them to
work with differenr people as
well- to change
teams. That's one of
our
creative strategies, isn't it? We don't have the
same 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 and
explain
ideas.
That's true.
And therc's the
problem of understanding
rvhat the
clients
want.
It's not ahvays
clear.
That's
the
manager's
job,
though.
The
creative
team
aren't respronsible
for
analysing
the
client's
needs.
Later on,
rvhen we
talk about

ffi
StuOents can
look
at the
transcript on SB
page
115
to check their answers.
Check any comprehension
problems
they
may have
in
the extended
listening.
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 listen
and
repeat

the key
adjectives.
They
then listen again to
underline
the
sy[able stress in
the
words.
Some students
may
find
this difficult, so
you
might do this with
the
whole
class
on the
board. Monitor
pronunciation
and
model
any
problem
adjectives at the
end
and students
repeat again.
Kry

1 reliable 2 confident 3 experienced
4
analytical
5 ad4ptable 6 creative
f
udith
Rowan
ludith
Rowan
Judith
Rowan
f
udith
Rowan
ludith
Teaching notes
Teamwork
2
ffi
Crammar
practice
" p
SB
Page
96,
Exercise 4.
Kry
1 solving 2 organising
5 managing 6 working
3

working
4 making
@
ffris
gap-filted
activity
focuses
their attention on
when
to use
a
gerund
or
infinitive form.
13
Students listen again and check their
answers.
Key
1 manage
2 make 3 making 4 working
5 managing
6
sell 7 selling 8 work
ffi
rirst,
provide
a model by
gíving your
opinion about the
skitls and characteristics

people
need
for certain
jobs.
Then
students continue
in
pairs.
Make
sure they use
the
gerund
rather
then the
infinitive
after
like
and
enjoy.
Monitor
closely
during
the
pair
work
and
make
a
note
of

errors. Focus
on these
at
the
end and have
students
reoeat
the correct
model.
ffi
comMUNrcATroN
PRACTTCE
5".'p
SB
Page
79.
Divide
students
into
pairs
and tell them to look at the
job
advert.
Read
the advert
with
the class and check
that students understand atl the
key vocabulary. Tell
pairs

that their
first
task
is
to
decíde which
skil[s,
personal
characteristics and experience are most
important for
the
job
and to
write
a list.
After
this
initial
pair
work, collate
students'
ideas
on the
board.
Then
students
read
the
notes
about two

people
the
company wants to
interview for
the
.iob
and continue
in
pairs
to discuss and decide
who is
the best
person
for
the
job.
Monitor while
students
do
the activity and
support,
if
necessary.
Finally
ask
one
or two
pairs
to
say

who
they
have
chosen
for
the
job
and to
give
their
reasons in front
of the
class.
ffi
StuOents
have
the opportunity to
personalise
the
language
of the unit by talking about the skitls and
characteristics they
need in
their own
job
or the
job
they woutd like to
have. Provide
a model by

tatking
about the skitts
vou
need
as a teacher/ trainer.
S
Vocabulary
practice
""p
SB Page
96,
Exercise
3.
KE
I
experienced z reliable 3 hard-working
4
creative 5 adaptable
6 analytical
7
strong
8 confident
t3
Read
the
rubric with
students to set the
context.
Check
that

students understand all the
questions
before they listen and answer them.
Kry
I He
works in
the creative department.
2 He's experienced,
he knows the company well, and
he
knows
what
the company
wants. 3 The problem
is that everybody
knows him
as
a
colleague.
4
(student's
own answer)
Transcript
ludith
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 the
department.
We
need a manager to make the
new strategy
work. We
don't
really need new
ideas. Marco's
experienced,
he knows
the
company
well,
and
he knows what we want.
I
think
his
experience
with PAF is
a big
advantage. Hiring someone
new
is it's
obviously a
risk.
ludith
Yeah. But making Marco

the
department
manaller's also a risk. OK, he enjoys working
for the company, he's
not
going to
leave
suddenly, he's popular
in
the department, but
that doesn't mean
he's
good at
managing
a team.
Rowan But the number one priority is the new
strategy.
The manager has
to sell the
new
strategy to
the team. We know Marco's a good
salesman. He likes selling ideas.
ludith
Yeah. But,
what
about the other
people
in
the department?

They work
withhim at the
moment.
What
happens if
they
have
to
work
forhim?
Rowan Oh,
I
think
he
can cope
with
all that
Gerund
Aln
many languages verbs
of
lil<ing
and
disliking
are
fotlowed
by
an infinitive,
so some
students

might find
the concept of the
gerund
difficutt.
Read
through the
examples in
the
box and
point
out that the
gerund
is
a
noun made from
an
infinitive
+
-ing.lf
the
infinitive
ends
in
-e,
this
is
removed before
-ing
is added. The
gerund

follows
certain
verbs
(enjoy,
like, hate)
and
phrases
(good/bad
0t ).
Grammar reference
."'p
SB Page 106,
Section
1.
Teaching notes
PRE-TEACHING
Present
and
practise
the
new vocabulary in a variety
of
ways.
First, build upon
the
known interests
of
students. Ask
questions
such as: What do

you
like
doing in
your
spare
time? What
sports do
you
watch
on
TV?
Are there any sports that
you
don't
like?
Braínstorm on other
sports
and leisure
activities
and
collate the
results
on the board. Alternatively, with
weaker
groups, you
could use
Resource
Sheet 2.3
to
present

and
practíse
Some
of
the
neW Vocabulary
of
the
lesson.
RESOURCE
SHEET
2.3"."v Page
93.
This activity
is
a memory
game.
After
presenting
and
practising
the
activities in the
pictures
on
the sheet,
give
each
pair
a set

of
the
cut-up cards.
Demonstrate
the
game
with
a
pair
of students. Place the activities
cards
face
up on the table and
give
a
mínute for
students to memoríse
them.
Te[l one
student to
look
away
while
the other student
removes
a card.
The
first
student
[ooks

at
the cards agaín
and
guesses
whích
actívíty
has
been taken away. Change
roles.
ffi
nsU students
to
briefly discuss
what are the most
poputar
sports and
[eisure
activities
in
their
country.
ffi
Sroaden
the discussion by asking which are the most
popu[ar
sports and
teisure
actívities
worldwide.
ffi

foint to
the
photos
and the
list
of sports and activities
in the
Student's
Book. Students
then sav
which
activities they see in the
photos.
Model
the
vocabulary
and students
repeat. Then
ask students to work Ín
paírs
to
Ídentifu
the actívitíes on the
tist
that also
appear
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
tist might be.
Kry
scuba diving, elephant polo, surfing, basketball,
rugby, chess, cricket
t4
Students
listen
to
the whole [ist.
to check
their
answers.
Key
1

golf
2 fishing 3 bowling
4
knitting
5
jogging
6 underwater hockey
14
One
of
the advantages of sports vocabulary
is
that
it is often
easy to
recognise.
The
disadvantage
is that
the
pronunciation
is
sometimes
different
in
Engtísh. Ask students which words are
the
Same
or
similar in their own language and

if
the
pronunciation
is different in English.
Students
[isten
again and check.
ffi
StuOents talk about
the sports
and activities in the
tist.
Explain
that
Google search list may not
be
100%
re[íable aS Some
sports are
everday words,
such as
running and squash.
There
is a town
in
England called
Rugby, and
this
woutd be included
in

the
search results
as
well
as the
sport with
the same
name. Language is
another
problem
as some
sports, such as
tennis are the
same
in
Iots of languages, while others such as weight
training,
exist only in English.
75
Read
the rubric through with the students.
Play
the
recording for
students to listen and decide
what
the
man likes
or distikes.
Key

1@ 2e le
Tronscript
Woman
So,
are you
watchinc
the cup
final
this
lveekend?
Man Um no, I don't think so.
Woman
Don't
you like
football?
Man No. I can't
stand
it.
Sorry to
sound
so
Woman
miserable!
Mmm, I hate
it
too, but I watch the
World
Cup
Final.
I

can't
play, that's
my
problem. I'm hopeless
at
it! lf I'm not very good
at a sport,
I
don't
like
watching it.
So what
do
you like, then?
I play
golf.
Oh
right.
My husbar-rd
plays.
I'rn not
interested
in
it,
though.
It's
not my cup of
tea. He plays golf, I
go horse riding.
Man Oh, right.

Wellyou
could play polo
-
both of
you.
That's
half horse
riding,
half
golf!
I'd
love
to
have
a go at
riding,
actually. I bet
it's
goocl
fun.
Oh, it's
great
fun.
So,
do
you
have
yoLlr
own horse?
No. I'd love

to have one. but. um

it's
expenslve.
Man Yeah. I'm quite interested in tropicalfish. I'd
like
to
have
an aquariunr, but
it's
a
problem
if
you travcl a lot
Man
Woman
Man
Woman
Woman
Man
Woman
ffi
stuaents work with
a
partner
and comptete the tíst
with the six
activíties.
Have the
the answers,

if
possible.
Collate
the
board.
Teaching
notes
whole
class agree
on
the suggestions
on
Lesso
n
2.3
Talking
about
your
interests
Sport
and
[eisure Likes
and dislikes
p
cor'anuNtcATloN
PRAcncE 6 r sB
page
BO.
Divide
students

into
pairs
and
then
read
through the
rubric for
the
activity with
the
class. Ctarify
they
must
ask each other
questions
about
their
interests
and trv
to
find
five
things that they
have in
common.
Ask
them to
make a note
of
common interests.

Demonstrate a sample conversation with a student
to
provide
a
model,
then students continue
in
pairs,
moving
on to
a new
partner
when
they
have finished.
Monitor
that they use
a variety
of
expressions with
gerunds
and not
just
/ike
+
noun.
After the
pair
work
ask one or two

pairs
to sum up
what
they
have in
common.
Check
that they use the
first
person plural
(We
both
playlike )
for
the feedback.
p
StuO.nts
have
encountered a lot of vocabutary in this
lesson.
This
activity
gives
them an opportunity to
recall
some of
it. Ask
students to
work with
a

partner
and
make a list
of
as many activities as
they can
remember
from
the
Google search list
on
SB
page
L6. Give a
time
Teamworl< 2
limit, then
quickty
find
out
which
pair
has remembered
the
most activities.
OPTIONAL
ACTIVITY
Students could
write a few lines for their CV to
describe

what
they
do in
their
leisure time.
This
could
be a homework activitv.
Leisure interests:
WORKBOOK'"'p Pages
B-10.
Woman Tropical fish?
Man
Yeah. I'd like
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 listen again
for what
the
woman
likes and
distikes.
75
Key
6
ie
Students tisten again and answer
questions.
1 He can't stand
football. 2 Because
the woman's
husband
plays golf
and she
goes horse riding.
(lt's
a
joke.)
3

He's interested in
tropical
fish
/piranhas.
fi
StuOents buitd their
vocabulary by doing
this
matching
activitv.
Key
1c 2a )d 4b
!l
Vocabulary
practice
"'"p
SB
Page
96,
Exercise
5.
Key
1S 2N ]N 4S 5N 6S
76
Students listen and
repeat
the sentences.
They
underline the
word

that's stressed.
Kev
KE
16 2
l |t's gleaÍ
fun! 2
4 lcan'tstand itl
I'd love
to
have
a go! 3
I hate it!
5
I'm hopeless at it!
Teaching notes
Lesso n
3.!
Comparing
offers
Comparatives os as
Quotes
and
orders
3
choices
PRE-TEACHING
Elicit
what
students
already

know about the
comparative,
using things
in
the classroom:
ls
this
table longer/wider
than
thÍs
one?
ls
this
window
as
big as that
one?
You
could
also use
photos
of
famous
people
cut out of
magazines. /s
(film
sta)
more
beautiful than

(fllm
sta)? So
you
think she's less
beautiful than
(name)?
ls
this
(house)
the some as
that
(house)7
Write
examptes
on the
board
and
elicit
the
pattern
for
the
formation
of the comparative
(adjective
+
-cr
for
one syllabte,
more/less

+
adjective
for
more than
one syttable).
Elícit also
the use of than
to
compare two things and os as
when
two
things
are the same.
OPTIONAL
ACTIVITY
Expand
the use
of comparatives
to the topic
of
shopping
as a lead
ínto
the lesson
theme of
online
shopping.
Ask: ls
(name
of

supermarket) cheaper
than
(name
of supermorket)?
ls
petrol
more
expensive at
(name
of
supermarket) than at
(name
of
supermarket)?
ffi
nsf students a few
general questions
about shopping:
Do
you
like shopping?
Where
do
you
go
shopping
for
clothes/food?
When do
you go

shopping?
lnLroduce
the
topic
of online shopping.
Tatk briefly
about
your
own
experíences of onlíne shopping, before students
talk in
pairs
about it. Then students
feed
points
from
their
pair
work into
a
class discussion. Write
them on
the
board
under
headings:
Purchases online
Products
you
never

buy online
Adva
nt
a
g
e s/D i sadv
a
n tag e s
ffi
focus
on
the
articte
and explain
that
the title is
missing. Point
out the
choice
of three titles
for
the
article.
Then students read the
article
and choose
what
they think
is the
best

of
three
tÍtles.
Read
the artícle
and
the titles with
weaker
students and
give
support
with unknown
vocabulary. Ask for
oral
feedback
and
expect stronger
students
to
give
reasons
for
their
choíce.
Check whether everybody agrees or
not
and
ask them
to
give

their
reasons. A[ternatíve[y, wíth
weaker
students, they may find
ít
easier
to access the
text
and
new
vocabulary
using the cut-up text on
Resource
sheet 3.1.
Key
Best title: c
RESOURCE
SHEET
3.7 ",v
Page
94.
Use
Resource
sheet
3.1
to
help weaker students
access the article
in
1b

more
easily.
Divide
the class
into
pairs
or
small
groups
and
give
a set of
the
cut-up
stríps
wíth
the text on to
each
pair
or
group.
Read
out the article
first
before students
reconstruct
it.
Set
a ten-minute deadline
or

you
might make the activity
competitive by offering a
'prize'
for
the
first
group
or
pair
to complete
the
task.
Read
through the
phrases
with
the
class
and check
they
understand
them.
Then ask students
to
fitt in the
gaps
with words from the text. Students could check
their answers
with

a
partner
first before feeding
back
answers orally
in
class. Pay
particular
attention to the
stress on delivery,
included
and discount.
Kry
1 delivery charges
2
included I save 4
quality
5
place 6
discount 7 goods
Key
1T 2
-t{
independently or
in
the class.
ffi
StuOents read
the
article again for

this
comprehension
actÍvíty, and decide if the sentences are true
or
false.
F ]T
4F
5T
ffi
Vocabulary
practice
'.'l
SB
Page
97,
Exercise
L.
Key
1b 2e 3a 4g 5d
6c
ffi
ffris
exercise
provides
more
practice
at
forming
comparative forms. Students do
it

pairs
and then
feed
back orally to
Kev
1 faster 2 less expensive 3 much 4 as easy as
5 as big as
Comparatives
Write
a
list
of short and long adjectives
on
the
board
and
ask
how
many syllables
there
are in
each.
Call
out some
other
adjectives
(e.g.
low,
difficult,
bíg,

dangerous,
etc.)
and ask
if
you
inake
the comparative
with
-er
or
more. Point out
that,
although there are
two
forms
for
positive
comparatives
(-er
and more),
for negative
comparatives /ess
is
used with both long and
short adjectives
(e.g.
/ess cheap, Iess expensive).
Teaching notes
The
is:

The
Reier
students
to the Grammar
reference
for
a fu[[
expianation and
notes
on two-syttable
adjectives.
ABe
sure to
monitor
students' use of
/ess with
comparatives.
In Engtish we
often use
an
adjective
with an opposite
meaning, rather than
/ess, especially
when speaking.
The
common
opposite of:
store
was busier than usual.

store
was
auieter
than usual.
Ctarify that
when
we
say that two things
are
the
same
(or
not
the same)
we
use
(not)
as as.
Grammar
reference
' p
SB
Page 106,
Section
2.1
Choices
3
Lionet
Yes,
but surely

we don't
want
just
another
'modern'vacuum
cleaner, that's the
same as
allthe other
products we sell? We need
something different.
OK, the
Aerosaurus is
more
expensive.
But it's dffirent
And
Suntra
is making a good offer. Look
-
twelve
percent discount
-
Gild
is
only offering
five
percent. Suntra
is offering cheaper delivery,
as
rvell. We

can
make a bigger profit
margin.
Marilyn We can makc a bigger margin, but
we
can
only make a good
profit if we sellcnough
vacullm
cleaners.
How nlany of these
Aero sauruses can we sell? I mean, look at
it.
It looks like a dinosaur!
Lionel
Of course
it does!
That's why people will love
itl
lust
listen
to
it!
18
Students listen and
repeat
two sentences.
Focus
their
attention on the

reduced forms
of
than
/öard
and
os
/az/
.Practise
with
other examples,
if
necessarv.
ffi
cottlMuNrcATroN
PRACTTCE
7""'p
SB Page
80.
Divide
the
class
into
pairs
and explain that they
need
to
buy
new
carpets
for

their offices.
Point to
the
information
about the
quotes
from
the
three
suppliers.
Demonstrate an exchange with a student,
so that students understand they
should use
comparatives
for this activity.
They
compare and
discuss the
quotes
and then choose the
best
offer.
Finally,
ask
pairs
round
the
class
to
say

what
they
chose and
give
the
reasons
why.
Students
have
the opportunity to
personalise
the
language of the lesson by
comparing with a
partner
the
price
and
quality
of
pairs
of
competing
products
and
stores they
both know. Ask stronger
pairs
to
feed

back
to the
whole class after the
pair
work
exchange.
OPTIONAL
ACTIVITIES
.
lf
you
have a
good
supply of authentic
English
reading
material,
students could
do
a search
for
comparatives
in
adverts
in magazines and
newspapers and make a classroom display
from
them.
o
Students

could do some dictionary
work
to expand
their
adjective base
(e.g.
group
opposites together)
and consolidate comparatives at the same time.
Students could
'test'
a
partner
or the
rest
of the
class on the
lists
they
draw
up.
o
Students could
write
their own
iumbted
adjectives
for
other students to sotve,
with a clue or a

definition to help, if necessary e.g.:
pseixenve
lt costs a lot
of
money.
(Answer:
expensÍve)
@
Crurrar
practice
"'.p
SB
Page
97,
Exercise 2.
Lionel
Marilyn
Lionel
Marilyn
Key
1 cheaper
2
more
expensive
3 as cheap as
4 better,
quicker
5
worse
6

less difficult
!l
Exptain that
Vacscape is
an online store
which setts
vacuum cleaners
(mime).
Read
through the two
quotes
from
suppliers
and clarify the
key
vocabulary before
students
work with a
partner
to compare them, using
the
adjectives
given.
Students
present
their
recommendations and
reasons
to the class.
E

77
Explain
that
Marityn
Casey and
Lionel
Wilmington are two
managers from Vacscape.com, who
are
discussing the
quotes
and looking at samples of
the
products.
Read
the
questions
with
the ctass and
then
play
the
recording for students to listen and
answer them. Check the
answers orallv with the class.
Key
I They are both top quality products.
2
One
looks

like
something
from the 1960s. The
other one
has
modern look. 3 She thinks that
people
don't
want
a
vacuum
cleaner
that looks 40 years old.
4 He thinks
it's
different and that
people willlove it.
Transcript
Lionel
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 like

a
modern vacuum
cleaner.
This Aero

Aerosaurus.
Yeah.
It looks like
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
a
modern
vacuum
cleaner, or pay
more for
something that
looks forty
years old?

Teaching notes
Lesso n
3.2
Discussi ng requ irements
Superlatives
Needs analysis
Superlatives
Point
out that the
pattern
for making
superlative
forms follows
similar rules
to
the
comparative
forms. Short
adjectives
use fhe
+
-est
and [ong
adjectÍves use
Íhe
+
moSt.
ln
the
negative form

they
all
use the
+
least. For more
details
on
superlative forms
for
two-syttable
adjectives,
refer
students to the Grammar
reference.
Grammar
reference
SB
Page 106,
Section
PRE-TEACHING
Bring in
photos
from magazines which have
sets of
three or
more
objects
or
people,
to

revise
the
comparative and
present
and
practise
the superlative.
Ask
questions
such
as: How many
people
ore
there
here? ls
this
man
older
than
this man? Who is
the
youngest
woman in
this
group?
Do
you
like
these
cars? ls

this one
more
expensive than that one?
Which
Ís
the most
expensive?
Switch
to
the topic
of offices, to
introduce
the theme of
the lesson. Ask:
ls
your
offlce
quite
bÍg?
ls
it
bÍgger or
smaller than
your
boss's office? Who has
the biggest/
best office
in
your
company? etc.

Read out the
questions
and
then ask them to discuss
them
with
a
partner,
before
feeding
their
answers back
to
the class. Write
students'suggestions
on
the
board
under the headings:
|ikes
and
DislÍkes.
What
do
you
thÍnk
is
world?
I
think

the
best
job
in
(a
film
sta).
ffi
Crammar
practice
">
SB
Page
97,
Exercise
3.
Key
t
the
most
advanced Z theworst I
the
least
expensive + the most modern
5 the best
6
the nicest
ffi
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
a
stronger 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
list of
the
equipment and rooms/areas
people
need in
offices.
They
then feed back
to the
class. Write
up their
suggestions under
the
headings
Equipment
and
Rooms/Areas. Number each
suggestion.
79
Point to
the
photo
and tet[ students

that
it's
Steve Simpson, an architect.
Students [isten to
Steve
talking about the
requirements for
designing
offices.
They
tick the things on their lists that
he
talks
about
and make a note
of any other things
he mentions.
Transcript
Interviewer
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 the
most difficult
questions,

sometimes,
because for most people, it's difficult to
say, oh I
need
fifteen squarc rnetres,
for
exarnple.
So
yotr
have
to look at
what
people need to
do
in
the office,
look
at
what
equipment they need
-
you knou',
most people need a
phone, a computer,
um
a
desk! Then
there's shared
equiprnent.
you

normally have
a
room
with
a photocopicr, printers
a
fax
machine, possibly.
Interviewer
A coffce machine.
ffi
Straents
work with
a
partner
to
discuss
opinions
about
offices.
They
then
feed
back on
which
opinions they
agree/disagree with. Ask students
to
give
reasons

for
their opíníons.
ffi
eoint
to the
photos
of three
offices and eticit
students'
reactions. Students
then match them to three
companies
listed.
Ask
students
if
they
know
anything
about these companies.
Kry
1b
2c 3a
ffi
uon a
class
díscussíon
to find whích
office
students

*
would most/teast like
to work
in.
Ask
one
student to
act as
secretary and
write
up their
reasons
on the
board as they
discuss.
W
Read through
the ten descriptions of
offices and
ctarifu
any unknown language. Students
can do the matching
actívíty
indÍvídually,
then
compare theír answers
in
pairs.
Finally,
hold

class
feedback
and see if
a
consensus can
be
reached
or
not.
Teaching notes
Steve Oh,
a coffee machine
is essential! It's
important where yoll put it. Do you put it
in a corridor, with
no
rvindows
or
next
to the
toilets

You
know, so
people
have
short
coffee
breaks. Or do you
have

a nice
coffee
area, with seats
big
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 light.
What do
you think
r>f
open-plan
offices?
Do you
hke that sort of design?
Well, an
open-plan officc isn't
really
a

design, is it? lt's
just
a big
room, Ltm

But
we're
talking about the requirements
for offices,
and
the
nrost
important
qucstion is money. You know, cost
is
always the biggest
problem.
At the
end
of
the day,
walls
cost money. If they're not an
essential requirement, then
why
have
tl'ren-r?
With
anything that costs money,
clients

always
ask,
is
it really necessary?
Offices are expensive,
even
if you
only
have what's in the regulations
-
what's
compulsory. So, if sorrrething's an
optional extra
19
Read
through the sentences with the class
and students then
listen
again
and
decide
if
they
are
true or false.
Kq
1F
ZT
] F
@

Stuaents then
filt in
the
gaps
in
sentences
from
the
conversation to
consolidate
the key adjectives.
20
Students then listen and check their
answers.
Kry
t
difficult
2
possible
3 important 4
essential
5
necessary
6 compulsory
$
Vocabulary
practice
.".p
SB
Page

97,
Exercise
4.
Kq
1f 2c )a 4e
5b
6d
RESOURCE
SHEET 3.2
"'"v
Page
95.
To
consolidate language
for
describing
office
needs,
use
Resource
sheet
3.2.
Divide
students
into
pairs
or
small
groups
and

give
each
pair
or
group
a
set
of the cut-out cards.
Students
make
sentences with
the
cut-up cards
(there
are three
text
cards
to each
sentence). Demonstrate
one
with
the class if
necessary before they work independently.
Students
read
out
their
sentences
to the
group

afterwards.
Interviewer
Steve
lnterviewer
Steve
Choices
3
ffi
conaMUNtcATtoN
pRAcncE
B.'"3 sB
page
80.
Divide
the class
into
pairs.
Students
[ool<
at a
list
of
possible
facilities for
a
new
office and discuss which
they
think
are the most/least

important.
They must
reach
decisions and number the items
on
the
list
in
order
of
importance. When they have decided
on the
order, asl( each
pair
to
join
up with another
pair
and
compare
their
[ists,
explaining and
justifrTing
their
choices.
ffi
StuOents do this
personalisation
activity

in
pairs.
One
student asks the
other
about
the
problems
with his/her
present
office/workplace,
or an imaginary
office,
and
what
heishe
would
like
in
a
new
'ideat'
office. At the
end,
they
change roles.
Teaching
notes
Lesso n
3.3

Describing
ptaces
Location
and
geography
TraveI recommendations
ffi
Stuaents read
the
question
in
the
rubric. Then read
the
first
paragraph
of the
article
with the class.
Kq
Vladi
Private Islands is
an
island real-estate
agency.
Check
students'
comprehension of
the
words in

the
box.
lf
there are
words
that they aren't
sure
ol ask
if
other students can
give
an
example
or
definition
of the
unfamiliar
word,
to explain
ít.
Then
students
read the
rest of
the
article
and
fitl
in the
gaps.

Key
1 islands 2
Ocean J coast
4
tropical
S
lake
6
forests
7
beaches
8
climates
PRE.TEACHING
Ask
questions
about students' experience
of
geography.Do
you
like
geography?
Do
you
read
travel books or magozines
about other countries? Do
you
have
mops

on
your
computer? Do
you
have a
satellite
route
finder
in
your
car? Do
you
read
guide
books
about o
town or country before
you
travel?
ffi
Straents
discuss
in class where
they
would like
to
have
a
hotiday home.
This is a

good
opportunity to
revise countries
and compass
points.
lt
would be
useful to
have
a world map
available
for
students
to
refer
to.
The concept
of a
hotiday
home
in
one's own
country
is very
common in
France
and Russia
and an increasing number
of other Europeans are
buying holiday/retirement homes in

other countries
with warm
climates. For
some
nationalities,
however,
the concept of
a
holiday home
witt be
less familiar.
OPTIONAL
ACTIVITY
With
stronger students
you
might consider
the
advantages
and
disadvantages of
having
a holiday
home in
their own
country
or
abroad.
Coltate their
ideas

under the two
headings
on
the
board.
PRE.TEACHING
Use
maps
and
magazine
pictures
to
present
and
practise
some
of the
new
geographical
vocabulary
of
the
lesson
(lake,
mountain, Ísland,
oceon,
forest,
hemisphere etc.). Alternatively,
you
could write

up
names of famous
places,
jumbled,
on the board and
ask students to
sort them
into
pairs,
then ask
what
the
pairs
are:
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
ffi
Point
to the
photo
of
the island and

ask
for students'
reactions. Would
they like to own this
istand?
Then ask
them to discuss
in
pairs,
where they would
like
to
have
a
private
ísland
and why. After
the
pair
work,
students
feed
back to
the
class.
Collate the
locations and the
reasons
on the board.
RESOURCE

SHEET
3.3
.'"t
Page
96.
You
can
use
Resource sheet
3.3
to
consolidate the
geographical
language. Divide
the class
into
pairs
or
small
groups
and
give
a
copy of
the
quiz
to
each
pair
or

group.
Students
test
each other's
geographical
knowledge. Check
students'answers
with
the
whole
group
afterwards.
Kq
La 2b 3a 4b 5a 6a 7b 8b
9a 10a
ffi
nead
through the
rubric with
the class and
check
understanding.
Then
demonstrate, describíng a few
places
in
your
country and
abroad
and ask students

to
guess
the
names
of them. Students
continue
the
activity
in
pairs.
Monitor
and check that they take
it
in
turns to
describe
and
guess.
Zt
Students
listen and
repeat
the
names
of
places
from
the
article. Ask students if any
of the

places
are similar
in
their
language, but
have
a
different
pronunciation
from English.
22
Point
to the
photo
and
read
through
the
rubric with
the
ctass. Ask
students to
say
who the
people
are,
where
they are
and
what they're

doing.
Then read
through
the
questions
with the
class before
they
listen
and
answer
them.
Kq
1 The
beaches
and the weather.
2
Winter.
I
lle
explains
that you can
have
Christmas dinner
on the
beach,
because it is summer
there.
a The
Southern

Alps.
5
A lot of people rent
camper
vans
to travel around.
Choices
3
Transcript
Caroline
So,
what do
you
think
of
Hawaii?
Alistair Fantastic.
The beaches
are
amazing. We've
got
some
good
sr-rrfing beaches in New
Zealand, but here it's

well,
the weather's
a
lot warmer,

that's the first difference
at
this time c',f
year,
an\.ryay.
Caroline Of course, it's
winter
in New Zealand,
isn't
it?
Alistair Yeah. It'll soon
be
spring,
though.
Caroline
I'd
like 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 like?
Pretty hot,
usually.
You
can
have
Christmas
dinner
on the beach, no problem! But
there's
a 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
the
mountains
there,
the
Southern Alps, and it's

oh, it's
beautiful.
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 are

hundreds
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
the
conversation
to
consolidate the
language
of
asking for
and
giving
recommendatíons.
23
Students then
listen
again and check
their
answers.
You
could
refer
them
to the transcript
on
SB
page
116,
to
give
them the opportunity
to see the

whole extended dialogue while
you
play
it again.
Kq
1c 2a 3e 4d 5b
OPTIONAL ACTIVITY
Students could
practise
asking and answering
the
questions
from
3b
in
pairs.
23
Ptay
the
recording
for students
to
listen
and
repeat. Focus
students' attention
on the reduced vowel
sounds
in
to

/ta/,
of
/ev/
and
can
lkanl.
Model
more
examples, íf required.
J ocean 4
mountain
ffi
comMUNrcATroN PRACTTCE
9"".b
SB
Page
80.
Caroline
Alistair
ffi
vocabulary
practice
'""}
SB
Page
97,
Exercíse
5.
Key
1

coast 2 northern
5 island 6 forest
Divide
the
class
into
pairs.
Explain
that
they
are
both
visiting
each other's
country on business and that
afterwards
they are taking a week's
hotiday
to see
some of the
country.
They both need
to
recommend
three
places
of
interest for a
tourist.
Give

them
time
before the role
play
starts to work out
the
three
interesting
places
to recommend. Demonstrate
a
conversation with a
student
to
provide
a
mode[. Then
students do
the
role
plays
and
decide which
place
they'd
most
líke to vÍsÍt. Fínally,
ask one or two
pairs
to

do the
role
plays
for the
class.
ffi
nsf<
students
to
each
think of a
tourist
destination, in
their country
or
abroad,
that
they
would
really like
to
visit. Then
ask them
to
work in
pairs,
taking
turns
to
tett

their
partner
about
the
place
they
would like
to
vísít, why
they would tike
to
go
there, and what
they
would hope
to see and do.
For
feedback,
ask some
students to report back
to the class about
their
partner's
dream destination.
OPTIONAL ACTIVITY
Copy
out
this
short email onto
the

board.
Students
write
a
reply
to this email.
This
could
be
a
homework
assignment.
Hi,
How are
things?
|
hope
you're
welt.
I want to
come
to
your
city
for
a
short
visit next
year.
Can

you
help
me? |
have
a
few
simple
questions.
What's
the best
time
of
the
year
to
come? Can
you
suggest a few
ptaces
for
me to visit
and things to do?
Do I
need
to
rent
a car?
Alt
the
best,

Richard
WORKBOOK
."'p
Pages 11,-1.3.
Teaching
notes
Name:
Test
I
(units
1-3)
ffi
Fitt in the
gaps
with the
correct
present
form
of be.
1
| -
Tony Pitt and this


Eleri
Southland.
We

from PH
Products.

2

Mandy
Wright on the
training
course?
3
Phit
Lipman and GerrY
Rose here?
4
you
in charge of the
dePartment?
5
Where
- the
photocoPier?
6
- all
vour
factories
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
meeting.
4
| work
in
the
Paris
office.
,
ilil;.;;;
,il;;
*;',;
;;;.*
,.
in. conrerence.
She write,
,.port,
;; i;;t;;
Comptete
the sentence
with the
correct
form of the

verb
in brackets.
r They
- the deliveries
every
morning.
(to
check)
He
-
for the
head office.
(to
work)
No, |
travel
a lot on
business.
(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
Fitt

1
2
3
4
5
6
7
in the
gaps
with the
correct
preposition.
I look
- foreign
customers.
She
reports
-
- the
sales
director.
He's
in charge
-
the
London
office.
We're responsible

sales
in Asia.
I deal
- all the
difficult
problems.
What do the
letters
LTD stand

?
I
advise
customers

the
installation
of
equipment.
A ls
the
project
still
-
schedule?
B Yes,
we're
running a
week
late.

Costs
are
$100,000
more
than
in
the
plan.
We're
well

budget.
10
He's
good
- solving
Problems.
Write sentences
with the comparative.
Use
the
adjectives
in
brackets.
r
this
mobile
phone
/
that

one
(+
cheap)
ffi
2
a
Ferrari
/
Ford
(+
fast)
3
a flat
in
Liverpoot
/
flat in 'il;;.
,^p,e,,sÍ,,)
W
4
my
office
/
my boss's office
(:
big)
Make sentences
with the superlative.
Use the
adjectives

in
brackets.
r he
/
has
/
office
.
(+
nice)
',n"
i
o.
/
il;;;; .
i.
o,in,uirt)
3
cost
l
be
l
problem
.
(_
Ímportant)
4'
i,ni.il
in'r
I

be
/
sotution
.
(+
'
i;;';;';;;,i;;t',*ir.
/op,ion
(+
sood)
ffi
4
5
6
7
I
9
10
Business Start-up
2
Test L
PHOTOCOPIABLE
@
Cambridge
University
Press 2006