Lifestyle elementary (teacher book) giáo trình tiếng anh giao tiếp quốc tế

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Arri\lOls
AiIns and objec:tives

J '" Jackie, C - Chorus
J : Good evening, everyone. I'm Jackie Yang. I'm a
photographer for the Hong Kong Trendsetter Ma9azine.
Can I take a photo of all four of you together?

~

C: Yes, OK. I Sure.

A

Presen simple be

this lesson Ss will:
• be introduced to and practise using the present simple be
• practise greeting a:nd introducing themselves to others

Speaking: Mee't ing new people
Ex 1 Introduce yourself using Hello, I'm ... or Hi, my names ...
. " j give a little more information about yourself, e.g. I'm from

.....

R - Reporter; V - Victor
R: Hi! You must be Antonio Felipe Rivero, the Mexican
supermodel.
V: No, I'm not. My name's Victor 5errano. I'm Mr Rivero's
bodyguard, actually.

Ia:urtl'y). I'm a (job). A.sk Ss to do the same and introduce
themselves to others in their class. If Ss are from the same
co.nIJy. suggest they use I'm from (city) as an altemative.

R: Oh, sorry! I'm a reporter for Catwalk lV. Erm ... Could
I speak to Mr Rivero?
V: Sure. He is right here behind me.

Listening: Meeting at a fash ion trade show

Ex 3 »)) 1.2 Ask Ss to read the article and find twc. differences
between it and the conversation. Ss listen and then check
answers with a partner before class feedback. If necessary, play
the recording a second time. Go through the rules for using
a/an in the 'alert box' with Ss.

Ex 2 )>> 1.1 Refer Ss to the photo at the bottom of the page
and ask what is happening in it. Check Ss understand the
jobs given and briefly focus an pronunciation before playing
!he recording. Ss decide which job each person has and then
a:mpare answers in pairs before class feedbadc:. Elicit Ss' jobs
and write these on the~ board if not already given.

Paul ana his Y«fe are origi~~ from Toronto
Ottawo).

Paul., wife isn't an actress. $be.. 8 mak:;:e-."I'
:r........._
Track 1.2: 1A. Page 4, Exercise 3
M .. Matt, P - Paul
M: Hi, I'm Matt Heyns.

Trade 1.1; 1A, Page _4, Exercise 2

P: Pleased to meet you, Matt. I'm Paul

M ,.. Matt, P .. Paul

M: Pleased to meet you, too. So what are you he~e for; Paul?
Are you a journalist?
P: No, I'm not. I'm a creative designer for the C1~, Star label.
M: Mm, that's interesting. City Star is a Canadian brand, is that
right?

M: Hi, I'm Matt Heyns,
P: Pleased to meet you, Matt. I'm Paul Alexander.
M: Pleased to meet you, too. So what are you here for, Paul?
Jive you a journalist?
P: No, I'm not I'm a creative designer for the City Star label.

••• •
P - Pamela, T .., Tom

P: Excuse me. I can't find my pen. Could I use yours for a
minute?

Alexande~.

P: Yeah. Our headquarters are in Vancouver; but I'm from
Toronto originally, like Ana, my wife .
M: Is she in the fashion business as well?
P: Well, yes, she's a make--up artist. She works for two fashiOll
houses, and also for the Stanley Theatre. That's where she is
this evening, by the way!

T: Sure. Here you are.
P: lhanks a lot By the way, my name's Pamela. Pamela Elson.
T: You mean Pamela Elson, the Australian model?
P: Yeah, that's right
T: Oh ... Really? ... Erm ... Nice to meet you, Pamela. I'm

Tom.

• •••

Grammar: Present simple be
Ex 4 Ss complete the table on page S, alone or in pairs, using
the verb be. Check answers as a class and drill a few questions
to check Ss use a rising intonation at the end ofth,~m.

1 \
Z BrI't
3 is not

4 ....,~
5 ate ndt

ID


-----

1 Arrivals

Optional suggestion: Refer Ss to page 142 of the

4 Japan

Grammar reference and go through the information on be.
Draw attention to the different forms of be and the use of
contractions for informal usage. Allow time for Ss to discuss

5 the USA
6 Mexico

the examples and any problems they may have. Provide

7 Australia

additional examples

if needed.

8 Russia

Ex 5 Ss complete the website profile with the verb be, using

short forms where possible. They then compare answers in
pairs before class feedback. Check Ss' pronunciation and

Ex 9 Ss work in pairs and take turns to say what their three
favourite countries are from those listed. Briefly elicit answers
from around the class.

intonation by eliciting complete sentences of the text.

1 ~
-2 'm
3 'm

4 'm
5 is

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...
6
7

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9

an:Jn't

10

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11 a~'t
U '
13 'm
,
14 T
15 ....

Optional homework suggestion

Speaking: Greetings and introductions
Ex 10 Ask Ss what they say when they introduce themselves
and elicit expressions. Then go through the phrases given.
As an example introduce yourself to the class. Ss then mingle
introducing themselves to each other. Encourage them to talk
to different people from that at the beginning of the lesson.
Alternatively, put them into groups of four.

Ss write five to eight sentences using to 00. Refer them to

the table on page 5 for ideas and encourage them to use

positive, negative and question forms.

Word focus: Countries
Ex 6 Ss look at the flags and discuss in pairs which countries
they represen t . Elicit suggestions and go through the answers
with the class.

A-'
B_

D

C C&nado

F Saudi Arabia

France
E~

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Ex 7
1.3 Refer Ss to the countries listed and elicit the
number of syllables and the stressed syllable in two or three of
the words. Explain what 'Catwalk TV' and 'Urban Horizon' are
before Ss listen to the radio programme. Tell Ss not to worry
about unknown vocabulary at this stage and to number the
countries they hear in order. Do not give Ss the answers yet as
they will be checked in Ex 8.
Track 1.3: 1A, Page 5, Exercise 7

Good afternoon ... This is Catwalk TV live from the Urban
Horizon international trade show. With over 60,000 visitors
this year, Urban Horizon is probably the Number 1 event in
our city. Designers and business people from Brazil. Germany
and Turkey are here, and also for the first time from Japan and
the USA. Of course people come to a show like this not just
for the clothes, but also for the people who wear them on the
catwalk. This year, the supermodels from Mexico and Australia
are everybody's favourite topic of conversation. Two young
designers from Russia are also the focus of a lot of attention.
So many different people from the fashion industry are here
today ... you can feel a buzz of creativity everywhere ... it's just
incredible. Urban Horizon is absolutely unique!
Ex 8 )>> 1.4 Ss compare answers with a partner before class
feedback. Drill stress patterns if useful and ask Ss to add other
countries to the appropriate columns.

Track 1.4: 1 A, Page 5, Exercise 8
1 Brazil
2 Germany
3 Turkey

Optional suggestion: Write the word nationality on the
board and ask Ss what theirs is. Add these to the board. Look
at the list of countries in Ex 7 on page 5 and ask Ss to work out
the nationality for each of the countries.

- -- .. - ... - -J_- - - ......... I':

You could then write the following stress patterns on the

board:

e ' ..

Then add a range of nationalities, such as: Czech, German,
Indian, Swiss, Italian, Iraqi, American, Saudi, Senegalese,
Belgian, Portuguese, Japanese, Pakistani, Australian and
Chinese. Ask Ss to work in pairs and put the words under the
correct stress pattem. During feedback, check pronunciation.

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SonoIAqi
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Ex 11 Put Ss into pairs (A and B). Explain that they will do mini
conversations about countries and nationalities. Go through
the points they should consider and ask them to turn to the
relevant pages for the information they need. Allow Ss time to
prepare bef ore starting their mini conversations. Monitor them
and help as needed. During feedback discuss any problems Ss
had. If time, ask a few Ss to demonstrate their conversations to
the class.
Stronger groups: Ask Ss what social network sites they
know about and find out which ones they use and like. Ask
what information they usually give about themselves and
what information they like to find out about someone when
they first start to communicate. Tell Ss that they want to join
Link up! (a social networking site). In pairs, they discuss what
information they could include in their profile to introduce
themselves. For homework, they write a profile similar to the
one in Ex 5. Set a word limit of no more than 100 words.
TALKING POINT
Ss consider their answers before discussing them in small
groups. You could give some ideas to get them started.
When they have finished, elicit some ideas from the class.

Homework suggestion
Ss write up their answers to the questions discussed in the
Talking point.

1 Brrlvals

,•
,

B

Optional homework suggestion

Personal information

Ss write S-8 sentences about visito rs to and from their
country.

Aims and objectives

Listening: Num bers and letters

In this lesson Ss will:

;

,
,

• discuss personal information needed by UK custom;
• read about visitors to and from Britain
•

practise requesting and giving phone numbers and email

addresses
• practise asking and answering questions giving personal
information

• discuss when personal questions may not be appropriate

Reading: Arriving in t he UK

;

Ex 1 Go through the inst ructions and aUow time for Ss to
note their ideas before eliciting them from the class. During
feedback, compile a list of possible requirements on the
bo;"d.

• 1am
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mes
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:::date
:;: :J!iipiece of _ . 0the UK. and.!i\JnoIlft.

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Ex 2 Ask Ss to look at the title of the article and e licit the
difference between the UK (England, Scotland and Wa!es)
and Britain (the UK plus Northern Ireland). (Note that the UK is
commonly Known as Britain and the flag shown here is known
as 'the British flag'.l Ss read the text, and guess the co~rect
option in 1-5. Don't check answers yet as they will be doing
this in the next exercise.
Ex 3 ») 1.5 Ss listen to the recording and underline th.a
answers. Check answers, plus tho~ on the board, and correct
them as needed. Ask Ss if any answers were surprising and

why.

130 250 160 425 5
Track 1.5: 1B, Page 6, Exercise 3

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Every year, about 30 million visitors come to Britain. About
SO per cent of them are from France, Ireland, Germany, Spain,
Italy and the USA.
Over 60 per cent of all visitors to the UK come for a holiday
or to visit friends and relatives, and 2S per cent travel on
business.
Visitors from outside Europe sometimes find it strange that
they need to fill in a 'landing card' before entering the UK.
But they just need to give basic personal details: family
name, forenames, sex, date and place of birth, occupation,
nationality, address in the UK, and a signature.
And what about British tourists, by the way? Where do they
go? The top destinations for British tourists are usually ...
Spain, France, the USA, Ireland, Italy and Germany!

Ex 4 Ss read the statements and decide, alooe or in pairs,
if they are true or false . Tell Ss to also correct the sentences
which are wrong. Discuss answers as a class. If time, ask Ss if
the same are true for their own country.

1 F~ "'fuiQ1_. i:boIai>d.
.~GOriilai)
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I!oIy onctll\ellSAj

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3 F ~ rMledto . . . the addntIs In the OK on tnit
la_g COld)

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....._ _ __

Ex 5 Ss look at the list on the left and tick the numbers they
remember. Tell them not to write down any numbers yet. Ss
then add other numbers they know to the list on the right. For
feedback, you could get the student with the longE~t list to tell
the class what numbers they remember.
Ex 6 )>> 1.6 As Ss listen to the phone numbers and addresses,
ask them to focus on how '@'and '.' are said . Elicit ideas after
listening. This is a good point to introduce related lIocabulary,
such as undel'Stroke C l, forward slash ('/1. etc.
Track 1 .6: 1 B, Pa ge 6, Exercise 6
3498175
0495 122566
00 44 607 948 7843

Ex 7 Ss write down three phone numbers and in p<3irs, tak.e
turns dictating them to each other.
Optio nal activity: To expand on this activity, ask Ss to write
down three email addresses or dictate a mix of ten different
phone numbers and email addresses to the class, vmich they
can they practise reading out afterwards.
Ex 8 Explain that family name is another way of sa)ling
surname and ask Ss to order the conversation, eithl:!r alone or

in pairs. Do not elicit answers at this stage.

See answen in the audio
Ex 9 >>> 1.7 Ss listen to the conversation and ched: their
answers. Go through the order with the class. Ask Ss to
underline the questions as these wilt be useful for them to
remember. This would also be a good place to e)(plain that
double is used before a number when the number is given
twice (i.e. double two - 22).

1"hec:omK1orde1fs:1 , 2t 10,6, 9.7J 5 4 81 3, 11213
Track 1.7: 1 B, Page 6, Exercise 9
W - Woman, j - jeff Uoyd
W: VVhat's your name, please?
J : Jeff Uoyd.
W: How do you spell ' Jeff'?
J: j-E-F-F.
W: J-E-F-F. Fine. Great. Could you also spell your !;urname for

me, please?
J: Sure. That's L-l-O-Y-O.
W: l-l-O-Y·O ... Thanks. And what's your phone number?
j : 3056697.
W: Sorry, could you say that again?
j : Yeah. 305 6697
W: Just one more thing. What's your email address?
J: It's
W: Great! Thank you.

11


1 Arrivals
Ex 10 Ss work in pairs and take turns practising the
conversation from Ex 8 using their own details, Monitor and if

time, ask a few Ss to do their conversation for the class. Check
on intonation.

Photocoplable notes 1.1 (pagE' 106)

Aims and objectives

Personal information exchange (Palrwork page

Speaking: Personal details
Ex 11 Elicit what a membership card is and when

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C Communication strat
Requesting

might

get one. Ss then fill in their details. Put Ss into pairs I[A and
B). Elicit the questions needed. Monitor Ss and help, when
necessary. During feedback, check question fOf'mati':)(l,

In this lesson Ss will :
• discuss problems that may occur at an airport
• listen to a conversation to find out what the problem is
• practise using phrases to make and respond to requests
• focus on the use of Could Ilyou for making Il!quests
• compile useful requests for the classroom

spelling and pronunciation.

Culture and language

Ex 12 Pre-teach any potentially new words, e.g. neighbour

Requesting
To get someone to do something, English slPeakers
generally say things like Can you do it? or Could you
possibly do it? instead of a simple Do it. So we use
question forms where an imperative would be used
in other languages. These request forms don't always
translate easily into other languages. Failurel to use

them appropriately can create a negative impression.
The size of the request influences the form we choose,
i.e. we tend to use more basic forms such a:s Can /1
you ... ? for smaller or routine requests and longer request
forms such as Do you mind 1 Could you possibly ... ?
with requests that involve a larger imposition (i.e. asking
people to do more), Besides the size of the request, the
relationship between the speakers also influences the
form we choose. At elementary level Ss are taught very
basic request forms.

and (or or against. Go through the instructions and ask Ss to
tick which questions are or are not acceptable. Remind Ss not

to answer the questions.
Ex 13 Ss work pairs to compare answers, Open the
discussion to the class and determine which questions are
too personal and why. With a multi-national class discuss
cultural differences.
Ex 14 Begin by writing three sentences about your!;elf on the

board, using I'm ... Tell Ss that two of the sentences are true
and one is false. Encourage Ss to ask questions about each
sentence and to decide which sentence is false. Write the
questions asked on the board and elicit other possible ideas.
Give the false sentence.
Ss now write three of their own sentences. Encoura!;le them to
think of unusual information and check Ss use the artides alan.
Ss then work in pairs to take turns to ask their questions and
decide which sentence is false. Feedback by finding: out who

guessed correctly and eliciting some of the questions asked.
Ex 15 Write a number that is important to you on the board
and get Ss to ask questions to find out why it is important. If
necessary, revise the short forms Yes, it isand No, it isn't. Ss
then think of five numbers and, in pairs, take turns to ask each
other questions to find out why they are important. During
class feedback, elicit what Ss found out about their partner
and some of the questions asked.
TALK ING POINT

Please
In English, please tends to be positioned at the end
of requests and the start of invitations (A cup of coffee,
please. 1 Please sit down.)

Listening: The right person?
Ex 1 Find out how often Ss fly, why they fly and where they've
flown to. Add your own examples. Go through the instructions
and ask Ss to think of more ideas in twos or threes. For
feedback, elicit ideas, compiling a list on the board . Highlight
any new vocabulary, e.g. luggage.

Allow Ss time to think about their answers before they
discuss them in pairs or small groups. During feedb;3Ck elicit
ideas and discuss ways to remember numbers. Add your
own ideas.

~
Your flight is late; you lose your luggage; YOll have
problems at customs; you do not know what \he person

Homework suggestions
• Ss write 5-8 questions to find out about personal details,
using to be.
• Ss write a paragraph about the information they shared
with different people. Set a word limit of no more than
100 words.

Ex 2 )~ 1.8 Refer Ss to the photos at the top of the page and
ask what they show, writing new vocabulary on the board.
Explain to Ss they will hear a conversation at an airport and
ask them to listen for the problem. Allow Ss tim!~ to compare
answers with a partner before checking with the class. Discuss
what other names might also be confusing.

picking yOu up looks like, etc.

The driver thinks thEi woman is not the
thinks 'Nicota' is a !'flan's name.

11

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Getting together

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A

Present simple

1

Aims and objectives
In this lesson Ss will:

• discuss special occasions and related vocabulary
• read about Vietnamese New Year and compare it to other
New Year celebrations

• be introduced to the present simple with I, you, we and
they

• listen to people talking about festivals I celebrations
• ,Dffipare a short presentation on a special occasion
•

discuss the cultural significance of specific colours

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they have before New Year because they think it is bad luck
to start the new year owing money. Add that for many,
birthday is more important than an individual birthday.

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Discuss any new vocabulary and point out the words in the
glossary. Then explain that we use How long in a question
to ask for the duration or the time something continues for,
and we use last in the answer, e.g. How long do the OlympiC
Games last? They last about two weeks. Explain that we
use take place, when we are interested in when or where
something happens, e.g. When do Eid ul-Fitr celebrations take
place? They take place at the end of Ramadan.

Vietnamese people do a lot-of"shoppmg, dean and
decorate the house, cook special food, wear new
dothes and invite friends' and relatives.

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Word focus: Special occasio ns
Ex 1 Tell Ss that this lesson focuses on special occasions and
elicit a few examp les. Draw Ss' attention to the title of the unit
and explain that getting together means to meet (informal),

e.g. Lets get together at the weekend. Ss, in pairs. match the
occasions to the pictures and take turns to say what are their
favourite three. Check answers and find out which occasions
are the most popular in the class and why.

1E 21> 38 4A

se

With a weaker class this might work better as a teacher-led
activity, particularly if dictionaries are not available. However,
don't go into details about N ew Year celebrations yet, as this
will be dealt with in the Reading section.

st

4a

5

1 lit lasts t.h.re& 2m: or more.
2 People dean and decorate their ~ before Jit

3 Children 9" a red MweIope with 'lucky rrioney' in it.
4 People believe !Id is a ludcy colour.
S 6ftm: New Year's Day, peoele visit friends a.nd
relatives.

Ex 2 Ss match the verbs to the words and phrases, comparing
answers with a partner before class feedback. Elicit the
opposite of send (receive) in preparation for the reading text
in Ex. 4.

1 c. 2h

Ex 5 Ss read the article again and correct the statements. Ask
th em to check answers with a partner before going through
them with the class.

6b 7. a d

Ex 3 If you are from a different country to your Ss, choose a
special occasion and explain to the class how you prepare for
it. Ss then work in pairs. If possible, pair them up with a partner
from a different country. Ask them to take tums to tell each
other about their family's preparations for a particular special
occasion. Monitor and give help as needed. During feedback,
elicit ideas and discuss cultural differences.

Reading: Eve rybody's birthday
Ex 4 Ask Ss what the two photos show and what celebration
the text is about. Ss read the text and decide which things
from Ex 2 Vietnamese people do for New Year. Encourage Ss

to compare answers in pairs before class feedback. You might
want to point out that Vietnamese people payoff any debts

-r

6 After New Year's Day~ manY ~ go ~ ~
Optional activity: In pairs, Ss discuss similarities and
differences between New Year in their country and Vietnam.
Elicit ideas from the class and if Ss are living abroad, d iscuss
how New Year is celebrated in the host coun try. If Ss happen
to be in Vietnam, find a short article on New Year in another
country for Ss to read and use for comparison.

Grammar: Present simple 1
Ex 6 Go through the information on the present simple in
the table and ask Ss to complete the examples. Ss compare
answers in pairs before class feedback. Point out the
contraction don't which is used informally.

I dote
2~

3 doo'tUHI
, don't !!l'
Optional suggestion: Refer Ss to pages 142-143 of
Grammar reference and go through the additional information
on the present simple. Allow time for Ss to d iscuss the
examples and any problems they may have.

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2 Getting tc)gether
Ustening: Get together now?

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Ex 7 Refer Ss to the phrases and point out the word miss in
the glossary. Check Ss understand what it means and elicit
examples of what the)' miss when they are away from home,
Then use the structurHS to talk about a special occasion you
don't like, adding rea~;ons why to the list. Ss then work in pairs
and take turns to tell ~~ach other about their ideas. Monitor
and help as needed. For feedbadc, elicit answers and get Ss to
expand the list of reasons.
Ex 8 )~ 1.9 Ss listen to Rob and Jill and decide which reasons
they give. Check answers with the class and play the recording
again if necessary.

it\,(>0rin9. (R)
r.,.,\
roIax. (Ill
~1 ~ some ofmy

==,=;;.;..;;=;;;;..:;..
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s / relatives. (J)

Track 1.9: 2A, Page 11, Exercises 8 and 9

I = Interviewer, R - Rob, M - Mother-in-law, J

=

JII!

I: So, Rob, the holiday season is not far from us, but you
don't feel very happy about it, is that right?
R: Yeah, that's right. You see, my wife and I ... e rm ... we kind

of like our relatives, but we don't like those big dinners where
you just sit, eat and drink all day long. It's so boring! Imagine
15 people in a room who talk, talk, talk all the time and don't
listen to each other ... Terrible! I just can't relax! And then,
there's something else, you know, "m a taxi driver and my wife
is a telephone operator for the same taxi company. A lot of
our colleagues don't want to work when there's a holiday, but
we're OK with that. You know what? We like to work during
the holiday season b.~cause we get more money. And my
customers feel happy because they're on holiday, so they
often give me very big tips.
M: Rob! Dinners ready! ... Robert!
R: Yeah! Coming!
I: Your wife?
R: Nah. The mother··in·law .. ,

* ***

-

:;,

I: JiII ... You say you don't feel very happy when there's a
special occasion. Why's that?
J: Well, I don't feel very happy when I'm not together with
all my children and grandchildren. My children don't live in
England anymore, they're thousands of miles away, one in
New Zealand and one in Canada. We don't celebrate special
occasions together, ... ~ don't spend our holidays together.
So these days what 'lie do, my husband and I, when there's
a special celebration, we ... we just get everyone together
via the web. We're all on Skype, you see, and we've got this
fantastic computer with a webcam . ... Of course, we all know
the time differences .. .. We leave the computer on all day
long. We chat, or we just smile or just say 'hello'. That way we
don't miss each other so much!
Ex 9 )>> Ss listen to the conyersation again and complete the
sentences, comparin:3 answers with a partner before checking
them as a class. If USElful, play the recording a third time or
ask Ss to find the answers in the audio script. Then, say: You
organize a party for your {n"ends. You can invite Rob or Jil/.
Vv'ho do you choose? 'vVhy? Elicit answers from the class.

4 don't feel

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Optional activity: Tell Ss they are now going to write a short
email about a special occasion. Write the followin9 questions
on the board, ask them to think about their answers and to
make notes.
• What is the special occasion?
• Why do you like it?
• How do you prepare for it?
• 'Nhat do you do on that day?
• 'Nho is it for?
Discuss appropriate greetings and endings, and .,ther useful
aspects relating to the emaiL Write the model beklw on the
board for Ss to use as a framework and encouragf! Ss to
include additional information in their emails. With a weaker
class, get Ss to work in pairs. During the activity, rnonitor and
help with language. Alternatively, with a stronger class, set this
as homework.
To:
Hi Habib
Long time no hear! I hope you are well.
I'm fine . Here it's work as usual , but next week is our ...

It is a very special occasion for .. .
We usually ...
And what's your news?
Bye for now

Writing: A PowerPoint presentation
Ex 10 Find out who in the class has given a preSE!ntation

before and ask what they talked about. Tell Ss thE!y will now
prepare a short presentation about a special OCCthrough the instructions and useful language. Ch!Kk Ss
understand they are only writing notes at this point. If Ss are
the same nationality, suggest they choose different festivals or
one from another country. With a weaker class, S!; can work in
pairs. Monitor and help Ss prepare for their presentation.
Ex 11 Ask. Ss: Have you used PowerPoint (PP) before? If some
Ss have experience and others don't, get Ss to w.,rk in pairs
and help each other. Altematively, tell Ss the basi,cs and the
'dos' and 'don't' of writing PowerPoint slides. You could write a
short list of tips on the board. Ss then use their notes to create
some slides (this could be finished for homework>. If the re is no
access to PowerPoint, skip Ex 11 and go to Ex 12,

Speaking: Giving a mini-presentation
Ex 12 Decide if Ss are giving a 'traditional' or POlNerPoint

presentation and get them to take turns giving their
presentation either in small groups or to the class . Encourage
the other Ss to ask questions at the end of each presentation.
Monitor the Pffi5efltations, note good language use and

points to discuss. Feedback by asking Ss which presentations
were the most interesting and why. Praise good language use
and discuss any areas of difficulty.
TALKING POINT

Ss discuss the questiOl1s in groups or as a class. V.ou may
want to add ideas from your own experience to ~Iet them
started. For feedback, discuss ideas with the class.

11


2 Getting together
Homework suggestions
• Ss write a description of how they prepare for a particular
special occasion in their family or country, e.g. a wedding. Set
a word limit of 1~130 words. Ask Ss to refer back to the text
in the unit to use as a model for their writing. Alternatively,

discuss a possible occasion as a class, making notes on the
boards for the Ss to write up their descriptions for homework.
• Ss write about special occasions they do not enjoy and why.
• Ss write a paragraph about the significance of particular
colours in their culture.

B Present simple: questi
Aims and objectives
In this lesson Ss will:
• discuss meeting colleagues after work
• listen to someone talking about their life after work

• practise asking and answering yes/no and 1o'Ih- questions in
the present simple
• discuss unusual places for meetings and read about a
particularly unusual location

• discuss their daily life

Word focus: Getting together after work
Ex 1 Start the lesson by getting Ss to discuss the questions
in threes or fours, before widening the discussion to the class.
Add your own ideas.
Ex 2 Check Ss understand informally and formally. Ss match
the sentences halves to complete the definitions, checking
their answers in pairs before class feedback. This might be
a good place to pre-teach: to dress formally (wear formal
clothes), to dress informally (wear informal clothes) and
informal dothes (casual clothes).

L: Erm ... Yeah ... Alright.
I: So .. . what's your name, please?
L: I'm L.aura.
I: Now then, Laura, do you go to work, or are )IOU a student?
L: I work. I'm a software designer for Grapple, the electronics
manufacturer.
I: Wow, that's interesting. Tell me, do you soml~times meet
your colleagues after woric?
L: Yes, of course. We meet two or three times al month, at the
end of the week.
I: And ... where do you get together?
l : Well, it depends. We go to a dub or a restaurant, or to

someone's home.
I: On those occasions, what sort of clothes do you wear? Do
you wear formal or informal clothes?
.
L: Well, again, it depends. If we meet straight after work,
then I'm dressed informally, because I wear informal clothes at
work. If we meet later, then I like to wear more formal clothes.
I: When you are together with your colleagues, do you
discuss problems you have at work?
L: No, we don't do that! Never. We have meetings at work to
discuss those problems ... And another thing I don't do, for
example, is make phone calls on my mobile ph'::)I1e. I answer
the phone if it rings, of course, oot I don't make, calls when
I'm with a group of people. After work, I just Wcllnt to relax and
have fun.
I: There's just one more question, Laura, but I think I already
know the answer to that one. Do you enjoy yourself when you
go out with your colleagues?
L: Yes, I do. I always have a good time. Some (If my
colleagues are really good friends. All of us have fun, we are
eay-going ...

Ex 4 )~ 1.11 Ask Ss to listen to Laura's five answers and match
them to the question. Encourage them to check answers with
a partner before class feedback.

Listening: Life after wo rk
Ex 3 ») 1,1 0 Tell Ss they will listen to an interview with laura,
a software designer. Ask them to read the five questions in

the table. As they listen, Ss tick the correct answers. They then
compare ideas with a partner before going through them with
the class Oust refer to the question numbers and answers, as
the 3tt1 person singular is not introduced until the next unit}.

,

Track 1 .11 : 2B, Page 12, Exercise 4
1
Of course we do! Men and women, juniors ancl seniors, we
don't make any differences. We're all in the same business. I'm
not one for the all gals' night out.
2
Well, alii can say is that I don't look at my watc:h and time
goes by really fast. So yes, sometimes it's past midnight by the
time I get home.

-

- .Ao

-

- .Ao

3

Well, if walking is a sport, then, yes, we do. WE~'ve got some
lovely hills just outside the city, and it's great to go hill walking
together in the summer.

4

Track 1.10: 2B, Page 12, Exercise 3
1 ~ interviewer, L - Laura
I: Hello. This is Radio 5, and it is now time for our special
edition of 'Life After Work'. In this programme, we want to
find out what people do after work. Do they go straight back
home? Do they go shopping? Or do they get together with
colleagues to have a bit of fun?
Let's find out ... Erm ... Excuse me ... Hello ... CO!Jld I just ask
you two or three questions for our radio programme?

No, not usually. We don't go to eisomeone's birthday, then I don't mind getting i!I really nice
present. So then, of course, I spend a bit more ..
5
Only with very good friends. And as I said some of my
colleagues are really great friends, so with therl1 it's OK to talk
about my family ... or about my partner ... things like that.

.-...
.-...

-

~

-

.....

2 Getting

t(~gether

Culture and I,anguage
Showing intere!.t
In any language te, sound friendly and to show that

Ex 3 Read through the instructions with the class and then
ask Ss to match the questions and answers, either alone Of' in
pairs. Elicit the answers from the class and highlight the use of
well. Provide additional examples as needed.

we are interested in a conversation, we do not answer
just 'yes' or 'no'. We give some more information to
keep the conversation going. When people give us
extra information, we react to this information to show
interest. We use various communication strategies to do

this. In this unit, Ss. are exposed to four ways of showing

interest, e.g. the

li~stener

can ask an extra question to

stimulate the speaker to carry on talking thus showing

interest. Or the listener can repeat some of the words
that the speaker h.as just spoken and in so doing again,
shows that he/she has both heard and is interested
in what was said. Alternatively, the speaker can use a
combination of repetition of words and asking followup questions. Certain phrases a re also used in English
to show interest in a conversation, e .g. Really?, That's
interesting. etc.
The word well can be a very useful word when
answering a question. Its function is to give the speaker
time to think, and it tells the listener that the speaker
wants to explain s,:lmething.

Listening: Developing a conversation

,»

Ex 1
1.12 Tell Ss this lesson focuses on showing iflterest
and developing conversations. Explain that they will hear two
conversations between Helen and a new colleague of hers,
David. Ask them to decide which conversation they prefer and
why before playing the recording. Ss discuss answers briefly in
pairs before discussing their ideas as a class.

3i::1

48

5e

60

Ex 4 Ss work in pairs and take turns to ask and answer the
questions in Ex 3 (giving their OWl'l answers). Moniitor and for
feedback, ask Ss to say something they found out about their
partner.

,»

Ex 5
1.13 Allow Ss time to read the questions and ask any
questions about their meaning. Ss then hear the clnswers to
the
match them to the correct question. After
before class feedback.
answers in

Track 1.13: 2C, Page 14, Exercise 5

a
Well, this year I have three weeks. I'm very happy about that.

b
Yes, I do. But I often go to work by train.

,

Yeah, I'm online all day long, at work and at home.

d
Wen, I speak French, and I want to speak English.

e
No, never. My weekend is for family and friends.

/
Well, never before eleven.

Track 1,12: 2C, Pa!:le 14, Exercises 1 and 2

Ex 6 Ss work in pairs (possibly in different pairs to the previous

H = Helen, 0 - Oavid

exercises), taking tums to ask and answer the questions.
Remind Ss to give extended answers and to use well if they
need time to think. Monitor and give help as needed. Finally,
elicit some responses and discuss any language issues.

Conversation 1
H: Hi! Is this seat freEl?

0 : Yes.
H: Do you work in Accounts, too?

0 : No.
H: Do you have lunch here every day?
0 : No.

Conversation 2
H: Hi! Is this seat freoe?
0 : Sum. Go ahead.
H: Do you work in Accounts, too?

0 : No, I don't I'm irl IT.
H: Really?

0 : Yes, I'm the new 'graphic designer.
H: Oh, that's interesting .... Do you have lunch here every
day?
0 : Well, not every day. Sometimes I just have a sandwich at
my desk.
Ex 2 )>> Ss listen to Conversation 2 again and complete the
gaps. Allow time for Ss to compare answers with a partner
before going throuflh them with the class. You could then ask
Ss to practise the conversations in pairs.

1 Sure
2 Really

11

1f 2 e

3 011; intentstil'l9
• Well

Ex 7 Discuss the importance of showing interest when talking

with people and go through the instructions with the class.
Look at the first dialogue together. Ss then complete the
rest, alone or in pairs. For feedback, go through ,the answers,
providing extra examples of the strategies if useful. Point out
how intonation shows interest and if time, drill some example
sentences to provide practice. Point out how rising intonation
at the end of a question shows interest and again if time, write
some sentences on the board, with a line above them showing
the intonation being level until the last word, when it then
rises. Pronounce and then drill these example sentences to
provide practice. For example:
On a train?

J

Really?

J

do there?

Ex 8 Tell Ss to think about their favourite place for a holiday
and to make notes on it for a minute. Ss then work in pairs
taking tums to talk about their favourite place. Remind Ss to
use the strategies from the previous exercise to. show interest.
Monitor and during feedback, elicit some of the places
described and discuss the strategies used and which were
more difficult (and why).

2 Getting tOigether
Speaking: The conversat ion game
Ex 9 Explain to Ss they are going to play a game when~ the

,

idea is to keep the conversatioo gOing for as long as possible.
Put Ss into pail'5 (A and Bl. Tell Ss to start the conversation
with one of the 'starters' and go through the Instructions. With
a weaker class it might help to demonstrate the activity with
another student. You could also elicit possible questions for
the subject chosen.
M onitor pairs during the conversation, giving help as needed.

For feedback, discuss how the conversations went and how
interest was shown. Elicit questions asked, writing them on the
board if useful.

i

Ex 3 Ss discuss their results as a class and decide ..... thether
they agree or disagree with them. It may be useful to have
answered the questions yourself and noted what your results
say about you, so you start the discussion by sayin~1 what you
found out about yourself.
Homework suggestions
• Ss write up their or their partner's answers to the!
questionnaire.
• Ss (alone or in pairs) create a short questionnairE! of their
own (8-10 questions). The subject could be agreed on in

class or left open. Ss then ask other Ss their questic,ns in a
subsequent lesson and note their answers. This collld also
lead on to a short presentation of their results.

Homework suggestions
• Ss write about their own or their partners answers to the
questions in Ex 3 and/or Ex 6.
• 55 (preferably in pairs) write a conversation using th!~

i

language and strategies introduced in this lesson. This could
be practised in the next lesson. Set a word limit of 100--120

I

words.

I

Photocoplable notes 2 2 (page 107)
Keep talking (Card activity page 120)

;

;
;
;
;

D Interaction Are you a
people person?
Aims and objectives
In this lesson Ss will:
• complete a questionnaire to find out if they are a pE~ple

pe"""

• discuss what their answers reveal about them as a person
Refer Ss to the Reminder box and draw attention to the
language that the lesson will focus on. Check Ss can U'S6 this
language by looking at page 143 of the Grammar refe~rence
and at previous lessons of the unit.

Speaking: Questionnaire
Ex 1 Ex.plain to Ss that this lesson focuses on completing

a questionnaire to find Ol,lt jf they are a 'people perwn'.
Check Ss I,Inderstand what gl,lestionnaire and people person (a
sociable person) are.
Go through the instructions and if necessary, pre-teach any
potentially new vocabulary.
Put Ss into pairs to complete the questionnaire and remind
them to note down their own and their partner's answ'~rs.
Alternatively, Ss answer the questions on their own before
discussing them with a partner. If you feel Ss may be n:!luctant
to discuss the information given, get them answer the
questions and check the inteIPretation alone or for ho,mework
Monitor and help as needed.
Optional a ctivity: After Ss have familiarized themsellles with

the questions and answers, ask them to roleplay an interview
with a famous public figure of their choice. Stronger Ss might
want to provide their own answers to the questions.
Ex 2 Ss refer to File 4 on page 108 to add up their score to

find out what their answers say about them.

11


~

--

'=-.I
-----------------------------------------------------------------------'=-.I
'=-.I
'=-.I
'=-.I

A dream job

--

.=:J
-

-------------------------------------------------------------------------------~~

A Present simple 2

Aims and objectives
In this lesson Ss will:

• discuss jobs and people
• read about a day in the life of Tom Gray
• be introduced to and practise using the present simple
with he, she and it
• practise asking and answering questions in the present
simple

• discuss their dream job and those which are well paid or

Reading: A day in the life ofTorn Gra y
Ex 3 Ss read the story and answer the questions. Monitor and
help as needed. Encourage them to compare answers with a
partner before discussing them with the class. Alternatively,
project each part of the story on the board, reading it out
loud while the Ss read it, and at the end of each stage, elicit
responses to the questions.
Ex 4 Ss answers the questions, comparing ideas in pairs
before class feedback. With a weaker class, do this activity with
the whole class. Encourage Ss to undenine the answers in the
text and say where they found them.

useful

Word focus: Jobs and people
Ss then discuss in twos or threes what is more important to
them, a well-paid job, an interesting job or one for life, and
why. To start a class discussion, give your own opinion.

Ex 2 Ask Ss to close their books and, in twos or threes, make
a list of all the jobs they know. Then elicit ideas from the pair

Grammar: Present simple 2

or group with the longest list, writing ideas on the board. Ss
open their books and, in pairs, match the pictures to the jobs.

Ex 5 Explain what the 3n:1 person singular is and go through
the examples, pointing out how the present simple changes
and the spe!1ing rules. Ss then undenine fIVe more examples
in the text. Elicit ideas from the class, check pronunciation
and answer any questions Ss may have, providing additional
examples as needed.

1G 2J 3C

.E · ~'

6'0 7 1 eH 9" 'OF

Optional pronunciation activity: When Ss have matched
the pictures to the jobs, elicit the number of syllables and the
stressed syllable in the first word {accountant = •••l. Ss then
work in pairs and do the same for the other words, checking
them as a class.
Optional activity: Ask Ss to work in twos or threes and
discuss who they know that does the various jobs in Ex 2 and
what people in their family do. Monitor and help as needed.
During feedback, elicit answers and write any new vocabulary

on the board.

-:i
=::i
~

~
~
~

~

Ex 1 Explain to Ss that a dream job is the perfect job for them.

With a weaker class, do the activity as a class, providing
additional information to help, e.g. A nurse works in a hospital
... HelShe helps the doctors. So which picture?; A mechanic
works in a garage. You go and see a mechanic when you have
a problem with your car. So which picture?, etc. Then ask Ss to
match the jobs to the categories they discussed in Ex 1.

~

~ofthefollowlng:
..
>'
shouts.lttir)ks. smiles. knows. looks at. says. enterS,·sees,

. . -•.oiis. puIS, bog'"
Ex 6 Explain that look for means - try to find and ask Ss to

complete the rules and examples, either alone or in pairs. Go
through the answers as a class. Point out the use of does I
doesn't in place of the main verb in the short answers given at
the end.

•

2 dOes

Optional suggestion: Refer Ss to pages 142-143 of the
Grammar reference and go through the information on the
present Simple. Allow time for Ss to discuss the examples and
any problems they may have.

~

~

~

:d=.J
::J
~

~
~~

.,:
.,:
fF

3 A dream job
Track 1.15: 3B, Page 18, Exercises 2, 3 and 4

Grammar: like, love, hate

1

Ex 5 Look at the emoticons and ask what they refer to. Ss
work alone or in pairs to draw the correct emoticon next to the
statements. Then check answers as a class.

I - interviewer, E - Enrica
I: Good morning, Enrica. I know the Marketing Department
is very busy this week, and you're the manager ... So, just two
or three questions about the things you like or don't like at the
office.

E: Oh, I like that! It's good to talk about those things,
sometimes. Well, fi rst, look at this photocopier. 1think it's
20 years old. It takes my assistant five minutes to make five
photocopies. It's terrible, rea lly. We need a new machine as
soon as possible. Another thing I don't like is queuing in the
cafeteria. Our cafeteria is beautiful, but the people there are

slow, and our lunch break is short, so that's a problem.
I: Any other pet hate?
E: Well . .. look at that desk over there. for example. Can you

see?
I: Erm ... Yes .. . Well, it's not very tidy .. .

E: You're very polite. That desk is so untidy, it's terrible. How
can anyone sit there and work?
I: Erm .. . Is that your assistant's desk?

E: No - it's mine!
2
1 = interviewer, S - Sergei
5: Yeah.
I: We know that in all jobs, there are always things we like,
and things we don't like. So ... p lease tell me: what do you like
and what don't you like at your workplace?

5: That's an easy question, thank you. I'm pleased it's not
about the global economic crisis! So ... things I like or don't
like ... Well, .. . we all have a mobile phone, that's OK, but
some people have very loud ringtones. That's terrible! I hate
those loud ringtones! ... Then, 1doo't like being late for work.
We start at nine, but I'm always there 20 minutes earlier or
more. Now, on the positive side ... well .. . I like my boss, she's
great ... And the colleagues in my department are great, too.
I love helping them.
Ex 3 >>> Ss read the statements and then listen to the first
interview again to decide if they are true or false. Allow time
for Ss to check their answers before class feedback, eliciting
what the correct answers are and briefly eliciting what a pet
hate is (a thing we love to hate I find really annoying).

: , '1

.

2 T
3 -F {She she doesn't like ~, but she tlilnlis the
cafatttria is beautifuJ.}
, F (He< deok ;. untidy.)

~

Ex 4 »)) Ss listen to the second interview and complete the
sentences, comparing answers with a partner before class
feedbaclc:.

1 don't like
2 lib
3 love h elping

h(, ~
,.;.
,{
,(,-,,

_ _ _........._ ....

Ex 6 Ss look at the examples given and complete the rules,
comparing answers before class feedback.

12

24

3 "" "9

41

53

,

Optional suggestio n: Refer Ss to pages 158-159 of the
Grammar reference and go through the information on the
-;n9 form of verbs. Allow time for Ss to discuss the examples
and any problems they may have.
Ex 7 Ss work in pairs and take tums to ask and answer
questions about their work p lace I college. With a weaker
class, allow Ss time to prepare the questions first (alone or in
pairs) before starting the activity. Monitor and help as needed.
For feedback, ask Ss what they found out about each other
and discuss any language issues, writing any useful examples
on the board.

Reading: Pet hates in t he office

I: Sergei ... You work in a bank in the city centre, is that right?

"T

2 ,.)

Ex 8 Elicit what a 'pet hate' is and perhaps give one of your
own. Ask Ss to discuss their own ideas in twos or threes before
bringing the class together to compile a list of pet hates on
the board.

Ex 9 Ask Ss what a 'blag' is (a website or part of a website
where regular postings are added by individuals) and if they
have one of their own. Ss read the blag on pet hates in the
office to see if any match theirs. Alternatively, read out blags
to the class so they can read and listen simultaneously, and
check pronunciation. Elicit which are the same as theirs and
what new ideas are given. Discuss any new language or
questions Ss may have and draw attention to the expression
Well done! in the glossary at the bottom of the text.
Ex 10 Ss decide which statements are fa lse and rewrite them,
comparing answers with a partner before class feedback..

The three false statements are 2. 3 and 4.

s.mpIe _:en:
2 ~ko doMn't . . {or,..., having coffee at tI'ie
office,
3 Fira$" (orbw).la~ng with colleagues.
4 S'te'Ve loves his co/lea iJes.
Ex 11 Ss work in pairs to decide which problems from the
blog are small and which big, and discuss why. Monitor and
help as needed. For feedback, open the discussion to the
class. There are no suggested answers fOf this exercise as pet

hates are typically minor problems and may depend on culture
and individual attitudes on what is generally considered
acceptable.

Speaking: Empty chair
Ex 12 Ask Ss to work in pairs to compile a list of 8-12 questions
to find out about each others' likes and dislikes about their
workplace I college. Go through the example questions given
and remind Ss to use yes I no and wh- question~in the present
simple. Set a time limit and monitor pairs, helping with any
questions they may have. Remind Ss they are only writing the
questioos at this point, not answering them.


3 A dr0<:lm job
Ex 13 Put Ss into new pairs and explain that the 'empty chair'
techniq ue involves them talking to an empty chair, which they
imagine has someone else sitting in it. In this instance, they
should imagine that they are their partner and should answer
any questions from their partner's viewpoint. Ss take turns to
ask questions from Ex 12, noting answers. Ss then diSCUl5S the
answers given and how well thei r partner knows them. Then
ask which Ss know their partners well and elicit some of the
questioos asked and any interesting answers given.
TALKING POINT

Ss discuss the questions in threes or fours before opening
up the questions to the class. Compile a list of aspects
considered important and suggestions for the slogan Oln the
board. Decide as a class which slogan is the best and why.

Homework suggestions
• Ss write 8--10 sentences about their likes and dislike;.
• Ss write up their partner's responses to the question$ in
Ex 7 or Ex 12.
• Ss write a short blog entry about their pet hates. Set a word
limit of 100-130 words.
• Ss answer the questions they wrote for Ex 12 and write a
paragraph giving information about themselves.
Photocoplable notes 3 1 (page 107)
like. love and hate (Group interviews page 120)

(

Communication strategi
Same or different?

Aims and objectives

,
,
,
,
,

,

In this lesson Ss will:
• discuss what they have in common with others
• listen to two people talking about what they like and dislike
about their jobs

• be introduced to and practise how to give the same or
different opinioos as others
• write a message for an internet forum on their likes and
dislikes

Culture and language
Same or different?
There are other ways that participants in a convers,nion
can show interest apart from those Ss studied in un it 2.
In this unit Ss are exposed to the way participants in
a conversation show interest by using language that
expresses their own feelings or opinions about whelt the
speaker has said. The expressions used show whether
the opinion or feeling that the listener has is the same or
different to that of the speaker. Ss learn set expressions
that help them to keep the conversation running
smoothly by providing the speaker with feedback. If the
listener's opinion or feeli ng is the same, the speakm can
use the expressions Me too in response to a positive
statement or Me neither in response to a negative
statement. On the other hand. if the listener's opin ion

or feeling is different, the speaker can use such words
as Really? and a short response, So, for example, if
someone says I don't like this book, the listenew can
show interest but give a d ifferent opinion by saying
Really? I do.

Listening: Something in common?
Ex 1 Ask Ss what the photo shows and refer them to the

listening title. Explain that something in common is when you
share something similar with another person, e.g. Y':)U both
like the same music, you both have two sisters, etc. Remind
Ss to use the language from the last lesson and if useful, give
your own feelings on the first situation to start. In pdiscuss how they feel about the situations given. Mo:mitor and
help as needed. For feedback, open the discussion to the
class, noting any useful language on the board.
Extra information: Although flexible hours, in the context
of this exercise, refers to irregular hours, it might be, useful to
tell Ss this could can be good or bad. The term is often found
in job advertisements. On the positive side, flexitime means
employees can choose their own schedule, whereas ability to
work flexible hours or willingness to work flexible hours refer to
irregular I changing hours and sound negative.
Ex 2 )~ 1.16 Ss listen to two people talking about the four
situations listed in Ex 1 and decide which order they talk about
them. Allow time for Ss to compare answers with a partner
before going through them with the class.

1
2
3
4

,..eIdog 00.;.... phone calls

_ .1>0...

.wortcin9 in a team

worlcing

- .......-

my;ng at the_ . tte. 6J:p:;;
o,""o_ _ _IL_ _,J

Track 1.16: 3C, Page 20, Exercises 2 and 4

o-

Oavide, 5 - Sarah
0 : Two weeks already! So, how are you, Sarah?
s: Very well. thanks. And you?
D: I'm alright. I think the salespeople are really nice .
S: Me too. And I like talking to customers on the phOfle ...
0 : Really? I don't. In fact, I hate doing business on the phone.
I want to be face-ta-face with my customers. That's the best
thing in our job,
S: Yeah, I know what you mean, but that's not alwa~fS possible.
For me the best thing in our job is teamwork I just love
working in a team.
0 : Me too. You know, I really hate working alone.

S: And what do you think of the hours?
0 : Well, I'm not too happy about the flexible working hours ...
S: Me neither. Four hours last Tuesday, and then twelve hours
the next day!
0 : Yeah, I know. I think it's stressful. I don't like staying at the
office after six. I want to go out with my friends.

S: Really? I never go out on weekdays. Only on Saturdays.
And sometimes ... That's your phone, Davide. Not ,a business
call, I hope , ..
Ex 3 Ss read the statements, deciding in pairs which are true
or false. Elicit answers from the class and ask Ss to correct the
false ones. Play the recording again if necessary. •


1 T
c2 F (He says he hatosdoK>g ~on.""'P!>one. Ho
wants to be fac:e,.b)-,face With his eustomers.) ,
3 T

l'

*.

D Interaction Choosing a
candidate

4 F (He wants to go out with hiS fdends in theeYening,.l

Aims and objectives

5 T

,»

Ex 4
Ss read the sentences and listen to the recording a

second time. With a weaker class, pause after each sentence
to allow time for Ss to write their answers. Alternatively, allow
Ss to compare answers before checking as a class. You may

need to explain that too can mean also as in the expression
Me too, or it can mean very, as in I'm not too happy about the
flexible working hours. If time, you could ask Ss to practise the
conversation in pairs.

1 Mo
2 Hko; don't",,"
3 (ove~Metoo
4 ' not;Me

, RNUy

.

Ex 5 Look at the information in the box on the right with Ss
and go through the explanation and examples, providing

additional examples as needed. Ss reread the statements
from Ex 4 and decide their answers. Ask them to check their
answers with a partner before class feedback.

, .....
2_

.,...,.....
-

In this lesson Ss will:
• be introduced to vocabulary relating to job advertisements
• read a job advertisement and discuss what they like and
dislike about the job
• listen to a job interview and complete information on the
responses given
• share information on other job candidates and decide on
the best one
• listen to the decision made by the company's manager and
discuss their opinion of it
Refer Ss to the Reminder box and draw attention to the
language that the lesson will focus on. Check Ss can use this
language by looking at pages 142-143 and 158-159 of the
Grammar reference and at previous lessons of the unit.

Word focus: Finding a job
Ex 1 Explain to Ss that this lesson focuses on choosing a
candidate for a job. Ss complete the definitions using the
words given in the box. Du ring feedback, ask Ss to read ou t
the complete definit ions and check on the pronunciation of
application and advertisement.

3 ....

Speaking: The same or d ifferent?
Ex 6 Explain the situation and ask Ss to read and complete
the sentences using like or don't like. If useful, give some of
your own answers to introduce t he exercise.

Ex 7 Ss work in pairs and take turns to read and respond to
their sentences in Ex 6. With a weaker class you could help by
doing the first sentence for yourself before Ss try it. Monitor

and he lp as needed. For feedback, elicit some example
statements and responses. If relevant, disruss or demonstrate
the importance of intonation to show interest.

Homework suggestions
•

Ss write a short conversation where two people are talking

about likes and dislikes, and are expressing the same or
different opinions to each other. Set a word limit of 100-120

words.
•

Ex 2 Refer Ss to the internet job advertisement and check on
the meaning of candidate and salary. Draw their attention to
the glossary at the bottom of the text before asking them to
read the text and answer the questions. For feedback, ask Ss
if any of them have the relevant experience and what Ss like
and d islike about the job. Altematively, Ss close their books
and, in pairs. tell their partner three things they remember
from the advertisement before discussing their answers to the
questions as a class.

Listening: A jo b interview

,»

Ex 3
1.17 Tell Ss that Rita Oliveria has applied for the job
and they will listen to her interview. Give Ss a minute to look
at the chart and check they understand the information given.
Ss listen and circle her answers, comparing answers in pairs
before going through th em with the class.

.. , ,,-'

55 write a message for the intemet forum about their

partner's likes and dislikes. A lternatively, they could write
about someone different.
Photocoplable notes 3.2 (page 107)
Agreeing and dlsagreemg (Card actIVity p age 121 )

I ',,,.

.....

.

~,

. ...
some'",•
some "

in tOurist industry

.

~ .,."

•
.. "

dn.ing

~

..
~"'"
-09;

'"

(hoim! ~;'.

-

'."

:~ .

..

:),.

~(

- '-

"'.

:1

writing.;,; .........: ,''''''~' :.».

11

!!Io .

~

'doing'buil/\ffi {ace to'face.. "

:·Il

<IoH>g bUS;"""·",",, the phone

:-11

y

. "".

'


3 A dre()m Job
Track 1.17: 3D, Page ,21 , Exercise 3 and 4
I - Interviewer; R ... Rita
I: Good morning, Ms Oliveira. Thank you for coming to the
interview. At Rihla, we don't do formal interviews, so just relax.
Alright?
R: Yes. Thank you.
I: Right. So I see from lfour CV here that you have some
experience in the tourist industry.
R: That's right, yes. Sometimes I work as a hotel receptionist in
the summer holidays.
I: Mm. I see .. . SummE!r jobs, then ... And do you travel a lot?
R: Well. not a lot. but I 90 back to Brazil every year to see
my parents. And then we often go to Argentina and Chile
together.
I: So, mosdy South America ... Now then, what foreigl'1
languages do you speak?
R: Portuguese is my mother tongue. I speak English and
Spanish. And then, I also have upper-intermediate level
Arabic.
I: So .. . Portuguese, English, Spanish and Arabic. Excellent.
Do you drive?
R: Ihave a driving licence, but I don't drive much because
I don't like driving. I think it's better to use public transport.
I: Maybe, but we can't ask our customer.; who arrive at Juan
Santamaria airport to w:ait for a local bus! Our tour manager
meets them there and drives them into the jungle three times

a week.
R: I understand. That's why the advertisement asks about
irregular hours ...
I: Exactly. How do you feel about working irregular hours?
R: Well, I do a lot of sport, so it's good to have the weekend
free.
I: I see. You're not very happy about irregular hours, then.
Erm . How about writing? Do you like writing?
R: Yes. I love writing, and 1have a lot of experience of writing
business letter.; ...
I: That's great. Finally; what type of communication do you
like?
R: Well, I think in business face-ta-face communication
is best, but of course it's not always possible. We also do
business with customers over the phone. In fact, I love all
types of communication. And as you can see from my CV,
I have experience of wc,rking as a personal assistant in a
global company ...
I: Yes, that's interestinSI. Could you tell me more about that ...
.o

Speaking: Choosing a candidate
Ex 5 Explain that two other candidates, Harish and 'Vun have
applied for the job. Put Ss into pairs (A and Bl. Refel' Ss to the

relevant files and ask them to look at the photos of Harish and
Yun and guess their age and nationality. Give Ss time to read
their information and prepare their questions. Remind Ss that
Student A starts and they must take turns to ask and answer
questions, noting answers in the tables. With a weaker class,

ask Student As and Student Bs to work separately in pairs or
groups of threes to prepare the questions needed a,nd have
them checked, before doing the pairwork activity.
Ex 6 Ss work in pairs to compare the information they have on
Harish, Yun and Rita, deciding which candidate they prefer and

why. For feedback, elicit their chosen candidate and discuss
why they are the best choice. Try and get the class to reach
consensus over which candidate gets the job.
Ex 7 1» 1.18 Explain to Ss they will now hear John Rivas, the
manager of Rihla talking about the person chosen and his
reasons why. Play the recording and elicit who was ~;uccessfu l.
Ask Ss if they agree with the decision and why/why not.
Track 1.18: 3D, Page 21 , Exercise 7
Well , all three candidates are interesting. Rita is very energetic
and she is a very good communicator. But she doesn't know
the tourist industry very well. Besides, she doesn't lilke driving
or working at weekends, so we don't think she can be happy
in this job. Yun has a lot of experience and he is alsc) a good
communicator. But he also has a problem with working
irregular hours. We think Harish is the best person f()r this
job. He is OK with irregular hours and he loves drivi ng. Of
course, he has only two year's of experience and he says he
hates writing and phoning. But we don't believe experience is
everything. We believe people can leam, and at Ribla we help
our staff learn what they need forthe job.
Homework suggestion
Ss write a paragraph on the candidate they chose in
Ex 6, giving their reasons for their choice. Set a wonl limit
of 80-100 words.

Ex 4 ») Ss listen to the interview a set:ond time and read the
statements, deciding which are true or false and discussing
their answers with a partner before class feedback. For those
which are false, eHcit tht~ true answer.

11


We're all different
A

Adverbs of frequency

In this lesson Ss will:
• discuss the positive and negative aspects of studying or
working abroad
• read blog posts on national stereotypes and com~ct
statements referring to them
• be introduced to and practise using adverbs of froequency
• discuss how doing business differs in other culturo:!s
• write an email to a colleague explaining some business
norms for their countf)'

Reading: The power of difference
Ex 1 Ask Ss what the picture at the top of the page shows

and what they think it means, then refer them to the title of
the unit. Elicit the meaning of abroad and put Ss in pairs to
discuss the Guestions. Encourage Ss to make notes under two

columns: VVhat is e)(citing? and What is difficult? MOl1itor and
give help as needed. For feedback, elicit ideas, writil'g them
up under the two headings on the board.
Ex 2 Read through the rubric and ask Ss to read the blogs to
find ideas about people from other countries. Encourage Ss to
underline any new words. For feedback, elicit some ideas and
discuss any new words. Then ask Ss to read the statE~ments
and decide if they are true or false. Allow time for Ss to
compare answers with a partner before going throu~lh them
with the class, correcting those which are wrong. If time, ask Ss
which blog post is the most interesting and why.

, F (GUnter is sornetimM tate for meetings: I GUnter is
usuaRy on time for ~.)
2 T
3 F Co.udio loves Italian !cod but he hates J>iz<:a.1
thllt.all

3 Are stereotypes usually true?
Ex 3 Ss read the blog posts again and find the opposites,
comparing answers with a partner before class feedback.

Aims and objectives

4 F (Colin bel·

2 Do yoo agree with this? (lNhytWhy not?)

are-diffetent.

Optional activity: To focus on crossuse the text as a starting point for reflection on discussing
stereotypes. You could then ask questions relating to a specific
nationality. For e)(3mple:
What do you think of the English?

2 How many English people do you know?
3 Are they aI/like your answef5 to the first question (i.e. fit the
stereotype)?

You could then focus on the Ss' own nationalities and more
general questions:

1 \!Yha! is the stereotype for people from your country?

1 . !way.
2 different
3 1ate

""",...

4 hate
Ex 4 Put 5s into twos or threes and ask them to write down
as many other pairs of opposites as they can. 5e·t a time, e.g.
three minutes, and begin feedback by eliciting ideas from the
pair or group with the most ideas. Add others they don't have.

Grammar: Adverbs of frequency
Ex 5 Introduce adverbs of freGuency by looking at the adverbs
given in the chart. Ask Ss to find three other adv.erbs in the

text and to write them in the diagram (100% to 0%). Ss work
alone or in pairs. Copy the diagram onto the board and elicit
the answers.

----

1 usually

2 often
3 ~~t~imoo
~~______~
Ex 6 Look at the information and e)(amples given and ask

Ss to complete the rules, allowing time for them to compare
answers with a partner before going through them with the
class.

2_

1 befonI

Optional suggestion: Refer Ss to page 144 of the Grammar
reference and go through the information on fre.::juency
adverbs. Allow time for 5s to discuss the examples and any
problems they may have.
Ex 7 Ss rewrite the sentences, making them true, for
themselves and adding two additional ones. Monitor and help
as needed.
Ex 8 Ss work in pairs and take tums to guess what their

partner wrote. Altematively, if Ss know each othe~r well, they
could rewrite the sentences about their partner first, and they
tak.e tums reading out their sentences to see wh.:) got the
most correct.
Optional homework suggestion
Ss write 5-8 sentences of their own using adve~)5 of
freGuency. You could choose a topiC for them to write about,
e.g. a nationality, a person (i.e. their boss, a friend) or their
working life.


4 We're 011 different
Speaking: Discoverin g cu ltures

,»

1.19 Ask Ss to work in pairs and decide which
statements are false. You could set a time limit for this activity,
e.g. four minutes. Ss th'~n listen and check their answers. Ask if
they were surprised by any of the statements and why.
Ex 9

10.re.false.
Track 1.19: 4A, Page 23, Exercise 9
1
True. People use both hands to show respect. In everyday life,
don't use your left hand when you give somebody something.
Use your right hand.
2
False. Business lunches in Italy are often quite long. But in the

company r work for; they are usually short. Too bad!

3

Homework suggestions
• Ss write a paragraph to describe the stereotypes for their
own nationality or another of their choice, providing some
examples of what people usually or often do and saying
what they agree or disagree with and why. Set a word limit of
1~120words.

• Ss write a paragraph about how they learn about other
countries and cultures. Set a word limit of 1~120 words.
Photocoplable notes 4 1 (page 108)
How often. ?(Group interviews page 122)

B Talking about time
Aims and objectives

True. It's the same as in my fami ly in England!
4
True. Never use your left hand when you eat!
5
True. It sometimes happens. But my Brazilian colleagues never
ask me such questions.
6
True. 'You are my guest.' they say.
7
True. It happens to me not just sometimes, but very often.
Maybe because I don't like singing!

In this lesson Ss will:
• talk about what they do at the weekend and find out about
what other Ss do
• look at magazine adverts and discuss the ones they like
and dislike
• listen to other people talking about activities and match
them to the adverts
• form questions to find out what is on
• be introduced to prepositions of time and practise using
them
• look at d ifferent ways of telling the time and discuss when
they do various activities during the week

False. But I know two o·r three German managers who always
keep their office doors open.
9
True. People in India often start a meeting with an informal
conversation. But not everybody does that.
10
False. In Japan, people usually use surnames in business
meetings.

Listening: What's o n?

•

Ex 10 Ss woric: in pairs to discuss what business life is like in
their own country, changing the sentences to make them
true for them. As Ss frolT! the same country often agree on

generalizations about other countries but may disagree on
what is customary in th!!ir own, this could lead to an interesting
discussion during feedback, when Ss are asked to present
some of their ideas and discuss them as a class.

Writing: Cultural information
Ex 11 Ask Ss if they write emails in English and how often
they write them. Explain the situation given and refer Ss to
the email sent. You could read through the email as a class
and discuss any questicons together first. Encourage Ss to
make some notes befol·e writing their reply, alone or in pairs.
Monitor and give help ilS needed. Alternatively, set this
exercise as homework
TALKING POINT
Ss discuss the question:;; in pairs or small groups before
opening up the questions to the class. Add in any additional
points you feel are relel/ant and build up a list of ideas on the
board for Ss to note down. Elicit what Ss' favourite ways to
learn about other countries and cultures are.

Ex 1 Explain to Ss what VVhat~ on? means (the activities there
are to do at the moment in their town or city). Refer them to
the list of activities and ask them to tick those they do at the
weekend and to add two more activities to the list.
Ex 2 Ss work in pairs and take tums to ask questions to find
out what their partner does at the weekend. Elicit some
example questions to check on the structures needE~, i.e.
Do you .. . ?, and remind Ss to find three things they both do.
Ex 3 Ss join up with another pair and take turns to discuss
the activities they and their partner enjoy at the weE!kend.

Go through the examples first and encourage Ss to note the
answers given. For feedbacK. find out what activities Ss shared
with their partner and which were the most popular amongst
their group. Elicit any additional activities Ss had added to the
list in Ex 1 and add a few of your own.

Optional homework suggestion
Ss write about what they and their partner like doing at the
weekend from Ex 2. Alternatively, they write about the Ss they
talked to in Ex 3. Set a word limit of 1~120 words..
Ex 4 Refer Ss to the headings of the adverts and ask them
what the pictures show. Get Ss to choose one activity they like
and one they don't. Ask them to discuss their ideas in dass.
Then elicit from the class which activities are popular and
which are not (and why).
Ex 5 >>> 1.20 Tell Ss they will now listen to four conversations
about activities and should match the conversations to the
adverts as they listen. Give Ss time to compare answers in
pairs before class feedback. Ss then listen to the cOlwersations
again, this time completing the gaps with information they
hear. Once again, allow time for Ss to check answer.; with a
partner before going through them with the class.

11


4 We're all different
1_4

Conversation 4

2 eonv.et"S8tion 3
3 conV8tS4tion 2

P - Philip Clifton, T .. Teresa Gonzalez

• conver'l8tion-1

T: Si, Olil. Teresa Gonzalez, speaking. How can I help?
P: Hi, my name's Phi lip Clifton. I'm calling about your dance

1 SatJomay
2~

3 2
4 F!Idoy

5 Odober
.6 8
'1 Sinal!

. e.,

morning

9 evening;
.O~ l .

11 gonIoni,,!!
12 ~I

Track 1.20: 48, Page 24, Exercise 5
Conversation 1

o ., ()v...en Lewis; W ~ Woman
0; Hi, I'm Owen Lewis. I'm calling about the gardening club.
W: Sorry, can you repeat that, please? I'm in the garden on
my mobile.

0: Can you tell me about the gardening club?
W: The gardening club? Certainly. How can I help?

0: When does it start?
W: It starts in April and we have another club that starts in

May.
0: It starts in April?
W: Yes, that's right. And another club starts in May. It's lovely
to work in the garden in spring ... and in the summer, of
course . ... Yes, it's lovely to be outside.

0: OK. Thanks for your help.

Conversatio n 2
A: Hi, my friend and I are interested in your skiing course.
B: Great.
A: Do you have big or small groups?
B: Small. There are eight people in each group.
A: What day i5 the beginners' class?

P: Is that the Spanish dance school?

class.

T: Wonderful. How can I help? ... OK, everyone please
continue dancing. One, two, three ... one, two. three ...
P: Is there a class on Monday evening? I want a class after
work.

T: No, sorry. All the dance classes are at the weekend. And
one, two, three and turn.

P: So, what time does t he class start?

T: One, two, three ... one two, three ... now turn again.
P: Sorry?
T: Not you, my students. The class is on Saturday evening at
seven o'clock.
P: And is there an evening class on Sunday?
T: No, on Sunday the class is in the afternoon at two o'clock.
Oh, be careful Senor Drake! .
P: Thank you for your help.
T: Bye, I hope we see you at the class.

Ex 6 Go through the example with the class. Elidt how
the question is formed from the prompt and discuss some
possible answers. Ask Ss to form the questions from the other
cues. They then work in pairs, taking turns to ask and answer
them. Monitor, checking questions forms. With a weaker class
Ss could work in pairs to write the questions first, checking
questions before using them. For feedback, check on the

questions asked (if needed) and elicit some answers.

, ~ the

f\Ce 9~ OIl Friday?
No~ 'it's ~t the weekend.

2 ~ the con"';' on Thursday?
No, its on Friday and Saturday. "
3 Qoes the g;a;rd&ning club staft>in,July?
No, it starts il'! April.
4 When is the advaftoed *iing class?
It'S Nl"'the eveniryg.
5 What time ,is the dance class on Sunday?
It's-at two o'dock.
,,;

B: There's a class every morning.
A: What time does it start?

Grammar: Prepositions of time

B: Well, the beginners' class starts at 10 a.m. There's an
advanced class in the evening.

Ex 7 Tell Ss they will now look at prepositions of time and ask
them to underline examples of in, on or at in the adverts.

A: Oh no, the beginners' course is fine, thank you.

A : Hi, I'd like to buy tickets for Khaled's concert on Saturday.

1 et the Weekend; on Saturday; at 7 f).m.; Of' Sundly;
.. at 2 p .n;'I. ,
1<
it on ~ and ~Yi atgp.m.

B: One moment, please. The concert's on Saturday 22nd
October?

3 at 10 a.m.; ato6"'p.m.
4 in ~
f
and su.rnmer. ih April and May

Conversation 3

A: That's right.
B: Oh, sorry. It's sold out on Saturday.
A: What about Friday 21st October?
B: I can check. Yes, I have a couple of tickets for Friday.
A: What time does the concert start?
B: let's see. At eight o'clock.
A: That's fine. Can I have two tickets, please?

11

~

!'"

Ex 8 Ask Ss which preposition they need to complete the box
and go through the answers and examples as a class. Draw
their attention to the information on pronouncing years and
provide extra examples as needed.

~
Ex 9 Explain the situation and ask Ss to complete the email
using in, on or at. Then ask them to compare their answers
with a partner. For feedback, elicit answers. Alternatively, elicit
complete sentences to check on pronunciation and intonation.


4 We're 011 diflFerent
1 01'

2 a:t 3 at

!'n-

' at 100n

SIn 6 ... 70.
Ill'
~t'

If In

.

C Communication strateg
Ways of saying 'no'

Word focus: Te lli ng the time
Ex 10 Check Ss understand the difference between an

analogue dock and a di9ital clock and refer them to the
photos. Ask them which they prefer and why. In pairs, Ss then
match the times before checking as a class. Ask Ss which way
is easier to use and explain that both are acceptable.

1 c h lf4 6 5

6<1

a good time for
the various activities, noting their partners answers. Monitor
and give help as needed. During class feedback, elicit some
responses and discuss a$ a class the best time for certain
activities. You might like to add some of your ideas at this
stage (Le. do homework, go to sleep, etc.).

Ex 11 Ss work in pairs to discuss what is

Speaking: My w" ek
Ex 12 Introduce the activity by giving some examples of the
times you do different activities during the week, e.g. when
you get up, have breakfast, etc. Ss then work In pairs and take
turns to ask and answer the questions. Remind them to use an
adverb of frequency and a time in their answers. If homework

is linked to this activity, r,emind Ss to make notes of their
partner's answers. Monitor and help as needed. For feedback,
ask Ss to tell the class something about their partner and what
answers they found that were the most surprising.

You could finish the acti .... ity by asking Ss discuss in pairs how
they usually relax at the ,end of the day, then open up the
discussion to the class.

SIoidoit A

Aims and objectives
In this lesson Ss will;
• listen to two meetings and discuss which is the most
successful and why
• be introduced to and practise altematives to re5p:>nding
with just a 'no'
• read about an international business negotiation and
discuss cultural differences regarding the use of 'yes' and 'no'
• practise asking and answering questions using altematives
to 'no'

Culture and language
Ways o f saying ' no'
Different cultures communicate in different ways and
sometimes this can cause proble ms. In some cultures,
for example, the word 'yes' can mean 'maybe'. In
others, 'yes' only means 'yes'. Nodding and shaking
the heCld !;Cln have different meanings in different
cultures as well. It is advisable fo r any businessperson

going on a business trip to find out the communication
strategies used in the host culture in advance so· that
communication remains effective.
In English speaking cultures it is not appropriBlte to
simply say 'yes' and 'no' directly in meetings because
it closes down the communication channels. Thi s
is particularly the case when a speaker responds
simply with 'no' and gives no further explanation . For
communication to be effective, if a speaker resp onds
with 'no', they need to provid e further informatkm to
explain why this is the case. In other cultures a simple
'yes' o r 'no' may be sufficient. In this unit Ss hea r two
meetings and are encouraged to analyze why one
meeting is more effective than another.

Listening: What d o you really think?

,»

Ex 1
1.21 Tell Ss that the focus of this lesson is S'no'. Ss then listen to two meetings and decid e whicJh is more
successful and why. Allow Ss time to discuss their id eas with a
partner before discussing ideas a class.

",. aecond rNietjng is more aKCUlfuI
,&here
iI~ betV.;,. , thel., ~W. 1n
TALKING POINT
SS discuss the question in groups or as a class. You may want

to add ideas about how you like to relax after work to get
them started. End by eliciting ideas from the class.
Homework suggestions
• Ss write 8-10 sentences, each using a frequency adverb
and a time expression.
• Ss write a paragraph about their partner's week using ideas
from Ex 12. Set a word limit of 100-120 words.

I

Track 1.21: 4C, Page 26 , Exercise 1
Conve rsation 1
A: Right. That's it. Now, I'm sure you want to see our new
company magazine.
B: No. There is no time for that.
A: Oh, OK. Fine then. Before we finish, are there an}'
questions?
B: No.
A: Great. Now let's agree a date for our next meetin'~. Is 9;30
next Thursday convenient?
B: No.

11


4 We're all different
Conve rsat ion 2
C: OK. That's it. Now, I'm sure you want to see our new
company magazine.
D: Great. Could we took at it during the break?

c: Of course! Now, before we fin ish, are there any questions?
D: Well, t think we have all the information we need. Thank
you.

C: Great. Now, let's i3gree a date for our next meeting. Is 9:30

next Thursday convE~nient?

negotiation, agreement and not quite right. Ss then read the
text to find out what the problem is. Finally, find ,out whose
guess was right and discuss if this situation could happen in Ss'
own countries or the host country they are currently in.

Different cuItu!es c:ommunic:a$e in different
1IIiO
oauset p!ObIems.
•
Kurt doeSn't IcnOw tMt in some adtutes, '(
IIOm8timea means 'maybe', ~ 'no' I
Jh8 Malaysiln managers don't know that In ~

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,or_. Alr._

D : I'm afraid ThUrsdilY is a bit difficult. But we are free on

Wednesday mominH.

means "/fIf/ bl,
(Bur remember: in a 0IItuIe you have ~ lot

Ex 2 )>> , .22 Ss read parts of the second c:ooversation and

~es

0

listen again to complete them, comparing answers in pairs

before class feeclba(:k. Explain to Ss that in some cultures (e.g .
Japan), the word no is rarely used on its own as it is too direct,
so other words are added or different expressions used. You
could refer back to L.esson A here and remind Ss that there
are a multitude of individuals within a culture and that some
Japanese people, fo-r example, are very direct and some
Russians are indirect. Also that what is direct in one culture
may be seen as indirect in another.

,

.,..

2 Well. I; T1Ian~1
3 I'm aftajCl

,

Track 1.22: 4C, Pa!}e 26, Exercise 2
C: "m sure you want to see our new company magazine.
D: Great. Could we look at it during the iYeak?
2

C: Now, before we finish , are there any questions?
D: Well, I think we have all the information we need. Thank
ye'.
3
C: Is 9:30 next Thu~day convenient?
D: I'm afraid Thursday is a bit difficult. But we are free on
Wednesday mornin~} .
Ex 3 Ss match the questions and answers in pairs before they
are discussed as a class. Check Ss understand the sentences
before continuing.

, d 21 , .
Optio na l suggestion: To help prepare Ss for the final
speaking task, extend the exercise orally by asking Ss a range
of questions which they must answer negatively without using
the word 'no'. Try to think of questions which your Ss would
say 'no' to, e.g. Do yo u usually drink coffee at night?
Do you like doing homework? At the end of the activity
discuss alternative rE1sponses that could be given in place of
'no' for each questioln to help Ss build up a range of ideas.

Reading: Where 'no ' isn't an answer
Ex 4 Discuss the qu,~stion as a dass and the reasons why
saying 'yes' or 'no' directly in a meeting might or might not

be acceptable, e.g. due to culture, status I role of the speaker,
gender, etc. Build up a list of reasons on the board.

Ex 5 Tell Ss they will read about an intemational business
negotiation and refe r them to the photo. Elicit ideas on what
the problem is and check they understand contract, nod,

11

Photocoplable notes 4 2 (p.3ge 108)
Communlc.3tlon difference!> (Information sw
page 123)

Speaking: Don't say 'no'!
Ex 6 Explain to Ss they are going to play a game and must

try and make their partner say 'no' to win. Refer them to the
examples and check Ss understand how to play the game by
answering some questions yourself from around the class. Use
this to revise various alternatives to saying 'no'. Give Ss time to
write their ten questions (and check them) befom starting the
actual game. Alternatively, with a weaker class prepare sets of
ready-made q uestions or cues that Ss could use to form the
questions from. Then put S!> into pairs (A and B). Remind them
that Student A goes first. Monitor and give help as needed.
Fo r feedback, find out who managed to not use 'no' and elicit
a variety of the questions asked, writing them on. the board for
revision . Discuss alternative responses to 'no'.
Homework suggestions
• Ss write a short conversation for two people, using

questions and responses where alternatives to ' I1iO' are
used. Set a word limit of 100-120 words and a time limit
of 10 minutes. These can be practised and roleplayed in a
subsequent lesson.
• Ss write up the Guestions and answers from Ex 6, replacing
any 'no' ansWers with altematives.

D

Interaction Arrangin
to meet

I

Aims and objectives
In this lesson Ss will;
• discuss whether they usually arrive on time or not for an
appointment
• read about two colleagues and discuss the problems
they may have when arranging to meet due to perceptions
of time-keeping
• listen and make notes on a conversation where two people
arrange to meet
• predict what will happen on the day of the meeting and
listen to check
• work. in groups to arrange a meeting date I time suitable to
all group members
• practise apologizing and responding to apologies

4 We're all dufferent

,

,
,

Refer Ss to the Reminder box and draw attention to the
language that the lesson will focus on. Check Ss can use this
language by looking at page 144 of the Grammar reference
and at previous lessons of the unit.

Track 1.24 : 4D, Page 27, Exercise 6

Speaking: Different ideas of t ime

F: I know. It's OK. It's always busy on Friday mornings, and

•

Ex 1 Explain to Ss that this lesson focuses on different ideas
of time and as a class discuss the question. helping with
language as needed. Elicit responses from the dass. adding
your own. If time, you could widen the discussion to include

,

Ex 2 Ask Ss to look at the photos and match them to the
speech bubbles. Then elicit ideas on what problems could
occur when these two people arrange to meet.

,

ClJltlJral noons relating to punctuality.

A2

81

Ex 3 Ask Ss to discuss the questions in twos or threes before
class feedback. If time, briefly focus 00 stereotypes for

••
;

,

different nationalities n!garding time-keeping.

Listening: Let's meet
Ex 4

»)) 1.23

Ss listen to Aisha and Femando's conversation

---

and complete the note.'S.
oftlco;; Friday; '00

Track 1.23: 4D, Page 27, Exercise 4

,

,

A - Aisha, F - Femando
A: Hi, Aisha . lt's Femando. Would you like to meet to see the
new designs for your office?
F: Hello, Femando. That's great. VVhen are you free?
A: Can we meet on Tuesday at 2 p .m.?
F: Sorry, I always have a team meeting on Tuesday afternoon.
VVhat about Wednesday?
A: I'm afraid I'm busy. I usually have my meeting with the
design department on Wednesday. Are you free on Friday?
F: Yes, Friday is fine . Morning or afternoon?
A: What about 10:30 at the Carlton hotel?

,
,
,

,
,
,

,
;
!,

F: Great. See you on Friday at 10:30.
Ex 5 Go through the situation with Ss and ask what they think
happens. Ss then read the text.. Check Ss understand the
message and ask whose guess was correct.

. rm late. See

in 3 0 _

)>> 1.24 Before Ss listen to the conversation when Aisha
and Femando meet, ask them to predict the answers to the
questions, eliciting ideas and writing them on the board. Ss
then listen to check thHir answers. For feedback, elicit the
answers and see whose predictions were right.
Ex 6

'_.The

2 $or<)i,I'm""
3 No

-.

A: Hi, Femando. Sorry, I'm late. The traffIC was terrible .
F: No problem, Aisha.
A: I'm not usually late for meetings.
it's also a public holiday today and there are lots of visitors in
town. Now, would you like a coffee?
A: Oh, yes, please. Oh, are these your designs? They're

wonderful.
F: Great, I'm really glad you like them.

Speaking: Are you free?
Ex 7 Explain to Ss that they are in a meeting with members
of their team and everyone has their diaries with them. Tell Ss
they need to arrange to have a regular meeting e a·ch week.
Put Ss into groups of fours, allotting roles A, B, C alnd D. Refer
them to the relevant files at the back of the book. Check Ss
understand what they are doing. Suggest they decide for
themselves on the best days and times for a meeting before
they start, and also to prepare questions and po5SIble answers.
Refer them to the examples and help with any questions. With
a weaker class, Ss could prepare with other Ss in the same
role.

Remind the dass that Student A starts the conversation which
continues until the date and time for the next meeting has
been agreed on. Monitor and give help as needed. Note
down any language to d iscuss during feedback. Ask Ss when
they have decided to have their next meeting and discuss any
problems.

p ·' ...... torthe ............:
WUIftdly .I:T'4fnIItg and 1'hundey eftemooo'
..... onodeo<
looEx 8 Ss now imagine it is the day of the meeting. Allow
Students A and B, and Students C and 0 to work together to
prepare before starting the meeting. Monitor and 9ive help if
needed. For feedback, elicit the apologies made, the reasons

given and the responses to the apologies. Decide which are
the best apologies and reasons, and which would be more
acceptable in the Ss' rulture(s) (and the host countly's culture
if different). Point out how important intonation is to ensuring
apologies sound sincere.

Homework suggestions
• Ss write about the attitudes towards time-keeping in their
culture and what you should say if you are late. Set a word
limit of 100-120 words.
• Ss write a conversation between 2-3 people (deCide which
is best) where people arrange to meet; one arrives late and
needs to apologize, one needs to respond to the apology.
This could be practised and roleplayed in a subsequent
lesson. Set a word limit of 100-120 words.

•


"6

The Review checks work covered in the previous four
units, including grammar, vocabulary, communication
strategies, collocations and pronunciation. It can be
approached in a number of different ways, depending
on classroom size and situation and time available, for
example:

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• with Ss in pairs or groups, followed by class feedback

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• as a test to be marked

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• as homework

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