This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems.The more you study, the more you like it for sure because if its values.
Trang 1OXFORD[
a
business
one :one business
Business one-one is the first business English Course
written specifically for teaching and learning one-to-one
Its non-linear approach allows you to negotiate with your student what the course covers, what happens in each
lesson, and how they practise between lessons
What does your student want from the course? Rachel Appleby
Use the free MultiROM to help your student select the topics they need to cover |
from the How fo course syllabus Then use the interactive Learning planner to John Bradley
create a personalized course plan Bria n Brennan
What do you do in the lesson? Jane Hudson
The 45-60 minute lesson starts with the target language Negotiate with your student what happens next
Choose from:
* communicative tasks like speaking or writing
* discussing grammar or collocations in the Language box © talking through helpful ideas in the Hint section
Encourage your student to use the Lesson record to collate the most useful language from each lesson It’s easy to look it up at any time
What happens between lessons?
Encourage the student to make the most of their time with the Listening bank the Email practice or the Interactive tests and Grammar on the MultiROM - or
try some longer texts in the Reading bank
Trang 2th people > Đ = deal
‘Howto say hello and goodbye
This lesson practises language for meeting people and introducing them to others : Are you married? 2 Student’s own answers Expressions
1 Ask the student to look at the two conversations and find the mistakes
1 Thenks; fne-Fine, thanks
When did you get te here?
| came early tedey this morning
What did you die say your name was? :
Can | introduce you witR to Safina? ' : Be Would you like something to drink? ‘ ' 2 I'm afraid #gets it’s getting late
‘ I really must te go
Have a good #revel journey
'When yet+rileewe are you leaving?
Please #e visit us here again one day
Thanks for everything!
2 1.10 The student listens to check their answers
3 The student completes the sentences Listen to 1.1 again if necessary to check the answers 1 2 thisis 3 face to 4 must ! 5 care 6 in touch 7 See you 8 All the best Speaking 1 There is one situation to role-play here Role-play help
You are both at a conference You have just met
the student during the coffee break They will
introduce you to two colleagues Prompt the
student with comments such as ‘| don’t think
we ‘ve met before’, and ‘What did you say your /
their name was?’
business one : one
Later in the conversation, the student has to leave Prompt with a gesture to your watch if necessary Give them time to explain why they are leaving,
and also for them to suggest further contact
Look
The student finds examples of verbs with the infinitive and -ing in listening script 1.1
: verb + infinitive
: I didn’t expect to see you here / don’t forget to
' send me the photos / | just wanted to say
‘verb +-ing
: Ƒ'm looking forward to meeting him / thank you
| for telling us about the project / I'll look forward
| to seeing you again
' verb + bare infinitive
' can't come / let me introduce you / can!
! introduce you to / | really must go Writing
1 Ask the student to look at the categories, and
think of some examples for each one The student writes an email about greeting people in their
country
Model answer
Dear Jonn
Thank you for your email Please find below some
cultural hints for doing business in my Country
When we meet people for the first time we usually
shake hands firmly and make direct eye contact
We also shake hands when we say goodbye
Giving your business card to everyone you meet in Q business context is really important foo
If you're invited to someone's home, you should take off your shoes before you go in and most
people expect to receive a gift in this situation
If you need any more information, please contact me! Yours Ken 2 Student's own answers Expressions
1 2.10 The student listens first for numbers
| @ 3.2% (Note: In English a decimal point, not a comma is used.) b 5.2%, plus a possible bonus ¢ 3.2%, plus a bonus 1 let's hear 2) Shall! : 3 why not 4 how about 5 I'llagree to 3 2.20 The student listens for the words used for reacting to offers 1 no way : 2 do you mean : 3 that’s not a bad idea | 4 it’sagreat idea 5 have to think about Speaking
1 Ask the student to make a suggestion for each situation Respond with target language for
accepting or refusing the offer
Let's use my office / How / What about using |
; my office? / Why don’t we use my office? :
! 2 Let’s have a break / Shall we / Why don’t we | : have a break? / How / What about having a
break? «
' 3 Would you like me to / Shall | be the
: interpreter? / I'll be the interpreter, if you like
: 4 Shall take you? / give you a lift? / Why
‘ don't | take you? / I'll take you if you like /
‘ Would you like me to take you?
: § I'll help if you like / Would you like me to : help? / Shall | help?
Look
Ask the student to find examples of suggestions, Offers, and reactions to suggestions and offers in
listening script 2.1
‘ Shall | start? / Yes, why not? / How about
‘ a bonus? / I'll tell you what, I'll agree to / that’s : my offer / we don’t think your offer of 3.2% is
* enough / there’s no way / Would you like fo say
: something .? / Why don’t we look at Pat's
: idea? / go on / how about this / that’s not a bad
: idea / | think it’s a great idea / would you like ‘ : me to show you / yes, let’s look at those / we'll
‘Offer this bonus if you agree / What about ' 4.2%? / that's out of the question
Writing
1 The student writes Nikos's reply to Jin, using
phrases from Expressions and the Language box,
appropriate
Model answer
Dear Jin,
Of course | remember you - you're the
photographer who invited us to visit his studio! |
think it’s a great idea for you to come and visit my
country, but do you mean you're coming alone, or
with family or friends? How about spending three days in Athens first? There’s some great sightseeing
there Then you could visit one or two of the small
islands and relax I'll send you a list of some of the
nicest ones if you like Then if you wanted to, you
could fly down to Kalamata, where | live I'll meet
you at the airport if you like Shall | show you
around this part of the country for a few days?
Looking forward to it!
Nikos
business one : one 5
Trang 3
How to offer help
This lesson looks at language for offering to help someone
Starter
1 Ask the student about conferences and trade fairs
that they have been to Did their company have a
‘stand? What did they haveito.do?
2 Discuss what is happening in the picture and elicit
vocabulary for the items
Expressions
1 3.1 0 Ask the student to read the sentences, and then play the recording Each sentence relates to
one of the dialogues Then ask them to correct
the sentences
Answers
1 Fran cannot find the books on Austete / Austria
; 2 Fran #hinks / doesn't think there is soace in
: the car for everything
3° Correct
| 4 Fran does ret want to go to the pub but she :
also wants to clear up the stand : 2 The student listens to 3.1 again, and completes
the table
3 Ask the student to put the words in the correct
order Play 3.1 again to check their answers
Do you want some help? _
I'll just get them ‘
Let me help Leave it to me
Are you doing OK?
Do you want a hand?
How can | help?
Shail | get one for you? 4 : 2 3 4 5 6 17 i 8 Speaking
1 There is one situation to role-play here First, ask the student to look at the list, and elicit any other important things they can think of
2 Then ask the student to put the list into a suitable
order When they are ready, they will talk you through the list of things you will do, and what
you will see business one : one
Role-play help
You work in New York, but you will be working at a
colleague's office for three months Your colleague
(the student) will be showing you round the offices,
and telling you what you need to know Ask the
student to explain the pians for the guided tour,
and what you will be seeing Ask questions about
anything which Is unclear or anything else you need to know that isn’t mentioned
Look
The student finds more examples of offers and will for lists of things to do in listening script 3.1
1 Do you want some help? / I'll just get them /
then I'll do the brochures / after that I'll put
the T-shirts and pens out
: 2 letme help / ‘ll put the back seat down / I'll
: bring them down
: 3 Do you want a hand? / Why don’t | empty tne boxes? / I'll do the boxes first and then
do the table / How can i help? / Shall | get
' one for you?
‘ 4 Canlget you a drink? / First I'll put ail the
: books back into the boxes, and after that
Vi
Writing
1 The student replies to Ed's email, using the target
language from Expressions
Mode! answer Dear Ed,
The show sounds good - how can | help?
Publicity: Shall | check out the database / contact list? | could send out emails about the conference
Speakers: There are one or two peopie | know Do you want me fo contact them and ask if they are
interested in giving a talk? Erik was in South
America last year He said the walkwear range
was good for hot and cold climates Maybe he
can give a talk about that?
Brochures: Erik has some great photos I'll get in touch with him about those
| don’t think I'm the best person to carry boxes
| think Jim and Andrew could give you a hand with that! Best wishes Anna os kể Ngàn
1 Give the student time to read the email and
~cunderline the different things Dave has to do You
could pre-teach to charge - to make someone pay for something or a service, and to provide -
to supply
: Answers
: Dave has to phone the hotel and speak to ' ' Angela Ferrer, check that the room is possible for :
: the 27tn next month, find out the price for the ' ' room and for a coffee break, check that a
: projector and screen are available see if the
' hotel can supply lunch, and find out how much ' this would cost
2 4.10 Check the notes that the student has to
complete and then listen to 4.1 Many students at this level have difficulty with email addresses You may like to pre-teach aft for @, and dof
Maastricht room - can take fifty people, cost €625 : ' coffee break €3 per person
! projector and screen yes
lunch €27 per person
' email for reservations -
| Gferrer@apeldoornhotel.n!
3 The student completes the sentences with the
words from the dialogue : Answers : 1) just 5 Do ' 2 that 6 please ¡3 whole 7 it 8 the : 4 other 4 The student listens again to check their answers Speaking There are two situations to role-play here Role-play help
1 You are Dave and the student is Angela Make sure the student checks all the information
Change roles when you finish This time play the role of Angela yourself and change your
information so that the student has to check that they have understood Refer to the language points in the Language box if necessary
How to cheek and clarify
This lesson looks at Useful language for checking and clarifying
2 You are Dave and the student is your boss
Establish the new situation by reading the instructions carefully and begin the role-play with the student saying ‘Did you phone the
hotel in Amsterdam?’
Look
Ask the student to find examples of questions for checking information in listening script 4.1
: Could you just spell your company name
‘ for me? / Did you say the 27'N? / Excuse me,
: was that thirteen or thirty? / Do you need the ' room for the whole day? / Sorry, how much did
: you say? / Do you mean a projector for ' transparencies or for a computer? / Sorry,
‘ could, you repeat that, please?
Writing
1 This activity could be done orally in class and
then as written work for homework Go through
the examples Practise the importance of using
different stress to emphasize different information e.g 2 | visit our clients in Manchester every four weeks | visit our clients in Manchester every four weeks | visit our clients in Manchester every four weeks
1 Sorry When did you say?
' Did you say Wednesday or Thursday?
! 2 Sorry How often did you say?
: Did you say every four or every five weeks?
i 3 Sorry How long did you say?
' Did you say four or five days?
: 4 Sorry.Who did you say?
: Did you say Petrovich or Petravit?
an) Sorry How far did you say?
' Did you say fifteen or fifty kilometres?
‘ 6 Sorry.Which one did you say? :
Did you say the biggest or the cheapest one? :
7 Sorry.When did you say? :
' Did you say next week or next month?
: 8 Sorry How much did you say?
' Did you say €125 or €135? ‘ 9 Sorry Why did you say?
' Did you say it was too expensive or too big?
Trang 4How to start small talk How to describe.an event
This lesson looks at language for starting conversations with people This lesson looks atlanguage for explaining something that
you have not met before happened fo you
Starter fe Speaking - Starter — 2 4 6.30 The student puts the words in the correct
oe vớ order, then listens to 6.3 to check their answers
1 Student's own answers : 1 There are two situations to role-play here 1 The student describes the picture ofastessed cố r0 đốc
2 Youcould de a model for an under help ‘ buiness travelier Ask the student ome ever „
= been in that situation : l
confident student by choosing one of the topics 1 You are Bruce Higgins and the student is a 1 and guess what?
yourself and talking for a minute More confident colleague you are picking up from Sydney 2 6.10 The student listens to _ 2 | knew if they came back
students should be able to speak for a minute on airport Make small talk with the student about nee aaa ; 3 Sol tdld them
their chosen topic without a model Leave any the weather their journey, and their country, ; Answer ‘ : 4 Hang on I'm not finished yet
correction to the end and respond to the questions they ask you : They're talking about things going wrong on ! § What do you think?
2 You are Yasmin Husseini from New Dethi and : ‘Bushes: Nis ood ØWSIBGORHOI ¬ ; 6 _ Well, | phoned home ơnd told my wife
Expressions the student is a colleague who is picking you TH nnnnnnnnnnnnnnnnnnnnnnnnn
1 The student matches Yukiko's comments (a-f) to up en (be as ee — Expressions king
* i shudei small tal allow them fo initiate most o' Spea
Domlo'’s comments ()-6)In the photo Ihe ot the conversation 1 6.20 The student listens to answer the questions
should write the letter that corresponds to Yukiko’s
comment in the correct speech bubble There is one situation to role-play here
Look | Answers 1 Ask the student about a problem they have had
{TT r~rrrx===rrrrerrerrrrrerr=rrrrerinnneereeeeeeeeeeeeri 1 He was on a business trip : while travelling Use the questions as prompts
: Answers l The student finds more examples of question tags : 2 The flight to New York was overbooked :
: 1d, 2c 3a, 4f 5e 6b i in sections 1 and 2 of Expressions ; : “play het
‘ BC : : 3 : l ee Tuy ull mind fying tommorrow ; ì 2 You work for an airline The student is a
: : : h passe: r whose flight has been overbooked
2 The student reads the phrases and writes them ; Answers a — ¡4 Thơ† ͆ would be inconvenient for him to fly | Try to mee them to change their fight
under the appropriate heading 1 W's a lovely day, isn’t it? / The hotel isn't far is it? / ‘ tomorrow, but if they didn’t find anyone else A ‘there v6 (
{2z S8+-2X422404604 ELt.426801601/CQ280 0205 2205003 0g ¡_ Your figh† wos deloyed, wOsn † it? / People work they could come and talk to him again IES TOMST CEMONGS FON COMPENSATION
' Answers ' ¡_ very long hours here, don“† they? / I†“s very : ÌL¿kzikieSic>eesggkieicosngictEcfc9ii04236:2:212'816:22:122239007.7202027,,<f0/e1g30/24244:el8
._ Tolking abou† your journey ' windy i Bo LIVE snows Cloriere Geen tie: 2 6.30 The student puts the words in the correct look
: 1 It took us two hours to get here i order to form questions, then answers them The student finds more examples of comparatives
: 2 The plane was delayed for an hour Writing in listening scripts 6.1-6.3
: 3 How was your flight? $ WS Sse emcee tints Senmeracctncenenacenesnerannses=ne :
td: \Wos someone wolting foryeu when you 1 Ask me student fo —— tảo questions they 1 What did he say the second time? : Answers
:
arrived? : ‘ ee ai cia ee 2 Did the airline staff agree to his proposal? ; ; 6.1 alot more common than people think
i lơ Sĩ l : 6.2 they probably had a tighter schedule than
i 3 What three things did Simon get? ! :
: Talking about the weather : Answers ' ' 9 ge ' me / a day earlier, a day later
1 It was raining hard ' : What's the weather like at the moment? What's _ | : 1 It’s not convenient, but you can put me on : 63 you were more flexible / the situation would
2 it’s very windy, isn’t it? i ; the traffic like at 10 o'clock In the moming? : tomorrow's flight be worse / you're smarter than lam / just more :
3 It snows a lot here, doesn’t it? : ‘ Can't | get a bus to my hotel? The meefing's in | 2 Yes, they agreed immediately experienced / one eday' later than planned : ' 4 sit always so hot here? : ; “Thejatromoon: STI? CS 7 ¡3 A first-class seat, four-star accommodation
: ' that night, and £150 in cash
: Talking about your country The student writes an email answering the ¬ nena nent Writing
1 People work very long hours here, don’t they? : questions they underlined in 1 3 6.20 The student listens to 6.2 again to correct the 1 The student writes a comparison of the hotels
2 What do people wear to work? ' Model answer Ỹ sentences focusing on the aspects they consider more
: 3 Nobody studies languages where | come Hi Yukiko mm TTẻ vn errerrse+errreeeeeeeee 7: important, and using comparatives
from ‘ : Answers '
4 Most people live in flats in the centre Just to answer your Questions about our meeting ; 1 | was in London a few years ago ona ‘ Model answer
tines soos cceseenoeteesuesussseuepeuseusaemnes z.atetet.3 next week The weather is very cold right now so business trip and few | was flying back ' Subject: Hotels to use for overbooking
you need fo bring warm clothes and an umbrella home : Both of these hotels are in the city centre the
hưng J tin The trafic eri re mg 2 2 | could see these two ground staff They : prices are similar The Emperor is quieter, more
inc So Ti fac ond ben —_— Sị yeu , cene were coming down the line : attractive, and it has better business facilities and a
pst : to veurhofKi in about lon auf your" he : ; 3 Well,| ean could see that there were families : on vacation : Ovin.the stall fe fare heipiul when there's a problem On the other hand, the Royal has a better
meeting is at 2 o'clock so | can pick you up from ¡ ‘ eh †.Busi faci d id be
your hofel ơt 1.30 pm ls thot OK? - : ) : 4 and they probobly heveed hod ơ : roscxxonf Đusiness K+cfiles and a gym coui
tighter schedule than me important for our overbooked passengers We could
Looking forward to seeing you 8 Andl was going home so a day : put Economy passengers in the Royal and Business
Best wishes ' earlier, a day later, what the neck ' or First-class passengers in the Emperor
Danilo | 6 No, |wasseayiag said: ‘It would be very Regards
inconvenient for me .” ì Vanessa Selway
Trang 5th people > le) = deal 10
This lesson looks at language for giving information about yourself
and your work HÀ
1
oe
7.1.0 Give the ".“.^ through the
notes You could pre-teach abroad - to / ina
different country, and first thing - what you do first
when you arrive The student listens to write down the missing information
| Answers
| Start work at eight o'clock :
! First thing check email and letters |
Melissa in office at eight o'clock except :
when travelling / visiting :
Ị clients and Wednesdoys :
: when she arrives ot ;
: nine o'clock
Tuesdays, Wednesdays
: and Thursdays
! Prefers to visit clients — in fhe morning : Planning meeting every Friday morning
: Sales meeting on second Monday each
month
three or four times a
month
six or seven times a year :
office closes at six but flexible Usually visits clients on Presentations : Trips abroad in total : Finish work at
: 1 Melissa is the sales manager
; 2 Susan is from Birmingham, but she lives in
London
3 Cathy goes to Tenerife because ner mother
: and sister live there '
3 Ask the student to match the questions to the corresponding answers 1g, 2o, 3i, 4h, 5b, óf, 7c, 8d, 9j, 10e Speaking There is one situation to role-play here Role-play help
You are the new assistant and the student is your
boss Make sure that the student covers the five
points mentioned regarding their own job by asking
several questions about each point
business one : one
e.g What time do you normally get to / leave
the office?
What time do you want me to start?
How often do you work at the weekend?
Look
The student finds different examples of adverbs and expressions of frequency in 7.1-7.2
: Answers :
7.1 | always get to the office at eight / please:
always check my emails and letters first / we :
usually have a short meeting / Is that every
day? / I'm always here on Mondays / you usually visit the clients / they never visit me /
| always have to go to them / 1 go to the gym every Wednesday / Do you have any
weekly or monthly meetings? / we have a
planning meeting every Friday morning /
we have the big sales meeting on the second Monday of each month / about three or four times a month / Do you often
go abroad? / no† very offten / | go to Poris : three or four times a year / | probably go t abroad six or seven times a year / We
sometimes work later but then you can
usually finish work early the next day
7.2 How often do you do that? / two or
three times a week / Do you visit your family often? / Yes | go back home once a month /
Do you ever go and visit them? / yes twice a year / once in winter and then again in
September or October
Writing
The student writes an email, as Susan, describing
their new job
Model answer Dear Jo
| started my new job today | work for the manager
of the sales department | start work at eight
o'clock and | think I'm going to finish at six | have
to check the emails and letters for Melissa, my boss | organize her appointments and business trips because she travels a lot and | have to
prepare about three or four presentations every month When Melissa is away | have to supervise the office for her It’s going to be interesting but |
think I’m going to be very busy!
Susan
How to talk about other people
This lesson practises language for describing people’s appearance
“questions about how fo
are that they go to, how many people usually go, where they take place - at work / at a conference
centre, in a restaurant, etc
Expressions
1 8.1 o The student listens and circles the people
in the picture that are described You could
pre-teach Madeira wine - a strong, sweet, white
wine, made in Madeira, and brochure - a free
magazine advertising a particular company and its products or services
: Paolo Rodrigues (the Branch Manager), the
! Business Development Manager, the Director for
: Austria, Henri Joli (the French Manager), and
ASTORO; from Italy
The student finds the items of clothing in the
picture Check the pronunciation of these words:
high heels /har_ hi:lz/, trainers /‘treinaz/, pullover
'polaova/, jeans /d3i:nz/, tie /tat/, trousers
"trauzaz/, waistcoat /‘weiskaut/, glasses /'gla:siz’
The student matches the people (1-5) to their
descriptions (a-e) | Answers
1 Antonio ¢ rather smart /
' looks quite nice
: 2 Henri Joli a abit serious and distant 3 Paolo Rodrigues da very open and ' friendly ' 4 Business Development b quiet and rather ' Manager shy : 5 Director for Austria e he’s got a great sense of humour 4 The student listens again to complete the sentences 1 in the pink top : 2 with a moustache 3 built : 4 younger 5 rather smart Speaking
Ask the student to choose two or three people in the picture - without telling you who they have chosen You do the same Make notes about
each one, describing each person's appearance (hair, build, ete.) as well as their clothes In turn,
describe one of the people The other person
must guess who is being described
Ask the student to describe three of their own
colleagues
Look
The student finds examples of one, ones, this, that,
these, and those in listening script 8.1
: That'll help me relax! / he’s the one over there /
: What about that man over there? The one with : glasses / the one with the waistcoat / he sent : me those new brochures / the ones about VIP
; banking services / he’s the one in jeans and
| trainers / Who's this guy over here? / before |
{| introduce you to all these people / some
| of those cheese biscuits
Writing
1 Start by discussing your own looks and clothes to elicit target vocabulary for descriptions The
student writes an email, based on the model
Model answer
Dear Mischa
Petra has just sent me your fight details | can
collect you from the airport so don’t worry about
finding a taxi Can you meet me at the Meeting
Point next to the information desk? I'll be wearing
a black winter coat and carrying a briefcase |
have blond hair and | wear glasses If you can’t find me just ask the information desk to page me
See you soon Gregor
Trang 6
How to talk about time
This lesson looks at language for giving information about time
Starter
1 Student’s own answers
Expressions
1 9.10 You could preteach timetable - a
plan of when you expect things to happen,
manufacturing - the business or industry of
producing goods in large quantities, and
working conditions - salary, holidays, working
day, training, breaks, etc Listen and ask the
student to mark the changes on the timetable only
The working week is now 37 hours not 39
‘They finish work at 17.30, not 18.00
They finish work on Fridays at 15.00, not 17.00 There is no lunch break on Fridays
The lunch break is now 45 minutes, not 60 and it 9.20 Listen to the second part of the meeting
where the new holidays are announced Ask the
student to mark the changes to the holidays and
to listen to the final question
They have one extra day at Easter They now
have 3 days
They can take their summer holidays in July and
August but not in September like last year
The final question is about the coffee break They
can take a twenty-minute coffee break '
3 Ask the student to put the words in the correc†
business one : on:
order to make sentences Listen again to check their answers
1 We have the same number of days
2 Wenow have to take the complete twenty days in July or August
3 Last year some of us took our holidays in September 4 These new conditions start on January 15t next year 5 You can take twenty minutes for coffee between 10.00 and 12.00 Š 1 Speaking
Ask the student to complete the notes with their
own answers about the usual working conditions
for their company or their country Help the
student describe the different conditions by
asking several questions for each point Change roles when the student has finished You may like to invent conditions that are either excellent or terrible, in order to stimulate interest
Look
The student finds examples of time prepositions in
listening scripts 9.1-9.2
: 9.1 at nine o'clock / at half past five / on
‘ Fridays / at three / on that day / from nine:
to three / from one hour to three quarters of : an hour / from a quarter past one to two
o'clock
: 9.2 at Christmas / at Easter / in July or August /
: at another time of the year / in September / |
on January 1S / between 10.00 and 12.00
Writing
1 The student writes a short email (approximately
100 words) to a friend about the working
conditions in their company Make sure that the student covers the five different points
Model answer
Hi Carl
Here's the information you wanted We work from
Monday to Friday from 8.30 to 17.30 We can take
ninety minutes for lunch between 13.00 and 15.00 There isn’t an official time for the coffee break but
we can take twenty minutes in the middie of the
morning We normally have meetings in the
morning, usually at 9.00 We have good holidays! The company closes for five days at Christmas and
a complete week at Easter We also have holidays
on Moy 24†h, July 15+, September 6, October 111,
and November 111", because these are national
holidays in Canada In addition, you have fifteen holidays that you can take between July and
September See you soon!
Avery
How to talk about a past project
This lesson looks at useful language for talking about a past project Starter Student's own answers Expressions 1
10.1 © The student listens to answer the questions
You could pre-teach timeshare - when several
people buy the same property, usually a holiday
home, and have the right to use this property at certain times of the year
1 Agirl called Sophie from Portugal Homes
: She is selling holiday homes in Portugal
2 He is not interested and hangs up
Go through the different points in the notes that Isabel has prepared for her presentation
You could pre-teach sales evening - when a
company organizes a meeting, usually in a hotel,
with potential clients Ask the student to predict the order of events in the campaign, but do not
ask the student to listen, or to complete the month when each stage happened just yet
10.2 0 Listen to check the order of the stages and fill in when each stage happened Ask the
student to describe the project using the notes they have taken
1 Portugal Homes contacted Spotlight May 2 Visited the client and had meetings May
| 3 Presented the proposal June
| 4 Prepared the advertising Sep-Nov
* §& Cold calling Sep-Nov
6
10.3 0 Listen to the second part where people
ask Isabel questions about the campaign Ask the
student to complete the sentences You could pre-
teach budget - the amount of money you have
for something, and deadline - the date when you
have to finish something on time deadiine happy / results by 23% / more completely Speaking
Ask the student about projects they have finished at work or at home Take notes while the student answers your questions and then describe the
different projects Try to make several mistakes in
your descriptions so that the student can listen
and correct you
Change roles when the student has finished This
time the student asks you about your recent
projects
You may like to focus on the different
pronunciation of the -ed endings in the verbs
found in recordings 10.2 and 10.3
/id/ contacted, visited, presented, decided ‘U finished, increased, worked
‘d/ prepared, telephoned
Look
The student finds more examples of the past
simple and the present perfect tenses in listening
scripts 10.2 and 10.3 : Answers
10.2 was / contacted / visited / nad /
presented / began / worked / was / prepared / telephoned / did / did
10.3 did you have to change / decided / had
to pay / did you finish / had fo finish / did
you call / made / came / haven't finished /
has said / have been / have increased /
have sold / have you finished / finished
Writing
1 The student writes a short summary, of approximately 100 words, on the results of the Portugal Homes
campaign that Spotlight organized
Model answer
Our work with Portugal Homes began in May last
year They wanted to promote a new property
development in the Algarve region of Portugal
and the objective of the campaign was to
organize sales evenings with potential clients in
order to increase their sales
We ran the advertising campaign between
September and November and a call centre
contacted over 30,000 peopie
The campaign has been successful So far this
year Portugal Homes has organized sales evenings
for more than 5,000 people and they have sold 350 holiday homes, an increase of 23%
The client is very pleased with our work and we hope to continue our business with them in the future
business one « one 13
Trang 7ts 3} cả 2 ro 14
How fo talk about money
This lesson looks at useful language for talking about money
Starter :
1-2 Student's own answers
° Ask the student fo read the five questions,
‘before listening to the conversation to find the
answers You may like to pre-teach the following:
to lend / borrow - see hint box,
to insure - to get special protection against
accidents, e.g for your car, house, or business, to charter - to rent a boat or a plane fora
specific period,
to save - to keep money for future use,
an investment - money you put into a new project or activity,
capital - how much money a company has or
needs,
reserves - money a company doesn't spend or use budget - the amount of money you have for
something,
interest - what you pay the bank if you borrow
money, e.g 3.4% interest,
a loan - money the bank gives you for a project, to be repaid
1 In Valleta, Matta - next to the main marina 2 They have to buy them, not rent them
3 €270000
4 He doesn’t like the idea They are expensive
: and he wanted to rent offices ; 5 He thinks it’s a good opportunity
2 11.20 Ask the student to listen to the second part
and mark the three sentences true or false
1 False (Youre not going to teil me that you
think we should buy them?)
1 2 Tue
: 3 False David will phone the bank manager
: and make an appointment
3 Ask the student to read through the different parts
of the six sentences and match them up
business one : one
Ask the student to complete the summary with the words from the box
Speaking
1 There is one situation to role-play here
Role-play help
You are the bank manager and the student is
David Give the student time to study the questions
and prepare what they want to say before you
begin the role-play You may choose to focus on
polite or indirect question forms such as ‘Could
you tell me .' or ‘I'd like to know .’ or on simple
direct questions
Look
The student finds more examples of numbers and
percentages in listening scripts 11.1-11.2
: Answers
: 11.1 250 square metres / under €300,000 /
270,000, to be exact / a hundred per cent 11.2 €270,000 / in the region of six to seven
thousand euros / a five-year contract /
a budget of €100,000 / €100,000 /
a three-month deposit / at least €20,000 /
€120,000 / €150,000 / over fifteen per cent / ;
a seven or a ten-year loan / 8.75% '
Writing
The student writes an email to the bank
confirming the appointment and explaining the
reason for the meeting Model answer
Dear Ms Watson
lam writing to confirm our appointment for next
Wednesday at 11.00 in your offices AH Marine
Services is expanding its business in the
Mediterranean and we are interested in buying
new Offices in Malta We would like to meet you
and discuss the possibility of a loan in the region of
€150,000 to help us finance this investment Yours David Bryan This lesson looks at _ The Ze SAEs stages in a logical whether these stages are ‘example, in many a reference
the student the
opportunity to produce language to describe
different stages, such as The first thing you have to do is .’, ‘And then .', ‘The next stage is ’, etc
Expressions
1 Ask the student to read the short text about
the Materials Test Centre (MTC) and answer the
questions You could pre-teach joint venture -
when two or more companies work together on a specific project, and to set up a company - to start or to establish a new company
1 MIC stands for Materials Test Centre and BBA ¡
stands for Britisn Builders’ Association :
2 in the Tyne Technology Park, Newcastie
: 3 Local companies, the Industrial
Development Board, and the BBA
! 4 It will test new building materials
: 1 False The new lines are four times faster
: 2 True :
‘3 False The company will be making a profit in |
less than two years :
12.1 0 Ask the student to read the questions and
then listen to Diana and Mark's conversations You could pre-teach on schedule - up to date, and behind schedule - to happen later than
planned
1 Three - installation, trial, and production
' 2 The delivery of machines from Italy was ' delayed : 3 Better - back on schedule and things are ' going well ‘ 4 Production begins in a week Speaking
The student makes a short presentation of the MIC project using the slide and their own notes
with information from Expressions Elicit from the
student what facts and figures should be included
ow to talk about a project
eful language for describing a project
in the presentation The stages that are ticked are
finished Stage 3 - testing machinery and training
staff is taking place now and has a short delay of
three weeks However, MIC hope to be back on schedule soon, reaching full capacity in about amonth | Look Ask the student to find more examples of be able to in listening script 12.1 Answers
we hoped to be able fo finish the installation / :
we are going to be able to start the final stage / : we expect to be able to save between 55 and
' 70% / so in one month, we'll be able to test new ! products
Writing
12.1 o The student rewrites the sentences to
correct the mistakes Listen again to check the
answers if necessary
1 The automated test lines: can you bring me
‘ © up to date on them?
' 2 Are they going to be finished as planned?
: 3 We're behind ef schedule by about three
: weeks
| 4 ttwas only a two-weeks delay in the end
: 5 We expect to be back te on schedule very
: soon :
' 6 When will the centre be et fully operational? | The student writes a short report describing a °
project at work
New client database
The company decided to change the old
database program, because it was very slow and inefficient We were not able to produce reports or invoices with the old system We started the design
of the new database at the beginning of this year
We wanted to have a system which was faster
and easier to use At the moment we are
developing the new database and training the office staff he new program will be fully
operational in about two months With the new
database we will be able to process orders
much faster and introduce a lot more
information about each client
Trang 8ts
projec
16
How to talk about personnel
This lesson looks at useful language for talking about personnel
Starter
1 Ask the studentfortheir opinion about the correct
order of the different steps when employing a
new person in their company
write job description
decide conditions
contact recruitment agency
advertise new post select candidates interview candidates make final decision sign a contract @eOnonk wn — Expressions
1 13.1 0 The student listens to answer the questions
You could pre-teach staff - people who work for a company
1 No, she didn’t She was working
2 Yes, it’s a very big contract
3 She thinks they don’t have enough staff
4 On Friday, after she hears from Italia Tours
2 13.20 Ask the student to read through the words
in the box and then to complete the sentences
You could pre-teach temporary - having a
contract for a limited period only, and fo take on - to employ somebody | Answers : 1 recruit 6 agency 2 staff 7 temporary 3 team 8 contract 4 work on 9 full-time : 5 take on 10 experience
3 13.30 Ask the student to listen to the next part of
the conversation between Tony and Isabel, and
explain why Isabel recommends Nicole
Isabel has ac high opinion of Nicole, because she :
: is hard-working, creative, imaginative, and learns !
: quickly She is also dependable and efficient
4 Ask the student to go through the four sentences and correct the mistakes in each one Listen
again to check the answers
business one : one
1 She's not very experienced
2 She’s hard-working
3 She's very ereate creative and imagination
: imaginative, and she learns quickly
: 4 And she’s completely dependable
Speaking
1 Ask the student to look at the notes that Isabel has prepared for Tony, and prepare the questions for
the interview You could pre-teach brochure - a
free magazine advertising a particular company
and its products and services, and willing fo travel -
happy to accept the idea of travelling for work
You play the role of Nicole and the student will
play the role of Tony
Look
The student finds more examples of who and that
in listening script 13.2
' a team of three people who can work / one
* admin person who can help / a person that
speaks Italian / a new accounts manager that
: can work on the Italia Tours job / someone who !
: has three or four years’ experience /someone —!
‘ who's creative and who can produce results under pressure
Writing
1 Go through the notes with the student and elicit their ideas for each section Then ask the student
to write a short email to their manager describing
who they need and why Encourage the student to write longer sentences using who or that
Model answer
Position: Sales assistant
Age: 25-30
Experience: 2 years
Languages: English and German
Type of contract: 12 months
We need a new sales assistant in the export sales
department Our business with German
companies is increasing and we are going to
open a new Office in Munich soon
We would like to employ a person who is quite young, between twenty-five and thirty years old
but who has a minimum of two years’ experience
We need a person who speaks English and
German fiuently We could offer a twelve-month
contract at the beginning If the person works well,
we could offer a permanent contract later
How to talk about project stages
This lesson practises language for talking about project stages
Starter
1 Ask the student to tell you about several popular Products, from each category, using the different questions as prompts
Expressions
1 14.1 0 Go through the instructions to check that the student has understood the context and then
listen to answer the two questions You could pre-
teach budget - the amount of money you have
for something, a publicity campaign - a series of
advertisements and promotions to help sell a
product, and deadline - the date when you have to finish something
‘Answers
: 1 Yes, the campaign is finished
: 2 No, she didn’t, because the client made a
lot of changes
2 14.20 The student listens to the second part of the
conversation and matches the different stages to
the corresponding months Listen again to check the answers if necessary
: Answers
present proposal b
launch product f
agree final plan e May
meet client a January
cut TV campaign d April
sign contract ¢ March
(Oak
wn
—
3 Ask the student to rewrite the words in the correct
order Ask the student to tell you the different
stages of the project using the answers from
Expressions 2 when you finish this activity
Answers
1 The first step was to meet the client in
January
2 The next step was to prepare the publicity
: 3 They cut the budget by 25%
: 4 | was worried, because our deadline was the |
end of May :
5 We were going to launch the product at
shops and supermarkets
6 We only agreed on the final plan in May
Speaking
1 Ask the student to make correct sentences by choosing logical connections from the words in
the different columns as shown in the example
We were going to advertise on TV, but we decided to use radio
2 The second activity is similar, but this time the
student has to offer their own ideas to extend each sentence with extra information as shown in the example
! was going to look for a new job, but |
decided to speak to the manager instead
He offered me a job with better conditions
Look
The student finds examples of the different past
tenses in listening scripts 14.1-14.2
14.1 How did the campaign go? / had /
changed something / phoned / knew / ‘ were going to change something / Did you :
know / had / was going to be (2) / decided / were / finished (2) / was
14.2 was (7) / said (4) / were going to introduce / :
explained / wanted / were working (2) / presented / did they like / did / signed /
made / were going to have / said (2) / cut / wanted / were going to launch / had to / started / agreed / were going to start /
weren't / were going to fell / changed
Writing
1 Ask the student to read through the email and underline the different things that the manager wants The student writes a reply
of about seventy-five words
Model answer
The McKinley campaign was hard work but it
finished on time in June Jane had to change
several important aspects of the campaign, such
as the campaign budget, and she wasn’t happy
with the client because of this She visited the
client in January, signed the contract in March, and agreed on the final plan in May Jane did
well to finish on time
Trang 9‡s z = = a
How to talk about future projects
This lesson practises language for describing future projects
Starter sata
1 Student's own.answers Encourage as much
speaking practice as possible by asking several
questions based on the:theme of the perfect
holiday and the student's answers You could pre-
teach countryside - land outside towns or cities, with woods, fields, etc., and to go sightseeing - to
visit places of interest for tourists
Expressions
1 15.1 © Ask the student to listen to the first
conversation and complete the notes You could
pre-teach retire - to finish working, in many
countries at the age of sixty-five, budget - the
amount of money you have for something, to go over budget - to spend too much or more than
you expected, and schedule - a plan or timetable Listen again to check the answers if necessary
1 (Example) important building work? - December this year
‘ 2 Decoration / gardens / swimming pool? -
: starting in January
‘ 3 Recruiting / training new staff? June - August
| 4 First reservations? - end of summer by
‘ September latest
5 Full capacity? beginning of December
Tony retiring - before the end of next year Employ new assistant manager as of - June 2 15.20 Look at the three questions and then listen
for the answers You could pre-teach setback - a problem or difficulty that causes a delay
| Answers :
1 Because he has some bad news - a delay in :
the building work :
2 Local protests about the swimming pool
area
3 > They can’t start work on the gardens and
pool until the end of January
3 The student listens again to match the beginning of each sentence (1-5) with the end (a-e)
business one : one
Speaking
1 There are six different points to discuss with the
student The student should describe what they will be doing in five, ten, or fifteen years’ time in their own words, but encourage the use of
expressions such as: / don’t really know or I’m not
sure or | hope / imagine / expect together with
examples of the future continuous tense when
speculating about the future, e.g | imagine I'll be
working for the same company in five years’ time or | don't think I'll be retiring at fifty-five This
activity may take the form of an interview with
you asking the student questions When you've
finished, ask the student to ask you about your
plans
Look
The student finds examples of the future
continuous in listening scripts 15.1-15.2
: 15.1 we'll be finishing / we'll be starting /
: we'll be recruiting and training / we'll be : taking / the hotel will be operating / I'll
be retiring (x2) / we'll be employing
15.2 I'll be speaking / we won't be working /
when will you be seeing
Writing
1 Read through the instructions with the student
Make a list of the points the student should include
in the email to William These could include: good meeting
work starting 3° week January three-week delay - work more
smaller pool - not important change
The student writes an email to William covering the points in the list
Model answer
Hello William
I've got some good news for you! My meeting with
the local authorities went well We'll be starting
work on the swimming pools and gardens in the
third week of January This means a three-week
delay to our plans but we'll be working Saturday
and Sunday to get back on schedule The bad
news is that the swimming pool must be smaller
than the original plan but don’t worry, the change
isn’t important
See you soon
Tony
‘How †o updote
This lesson looks.atexpressions for talking about tasks which are
done, or not yet complete
1 Student's own answers
find in guidebooks
round - history,
maps; sightseeing - museums, monuments, etc
The student listens to complete the table, marking
which sections are complete, and which are not yet finished | Answers ‘ Background / Sightseeing f/ : Shopping x Eatingout X 1 True
2_ Folse (í ve added more details about maps
and where fo buy them)
; 3 True
4 False (I’ve already updated the opening
time and prices of the museums) : 5 True 6 False (/ hear there are three new shopping centres) 7 False (A /ot of local-style restaurants have opened up)
8 False (My contact there, Louise, is doing
some final checks for me)
3 16.20 Pre-teach rules - how to play the game The student listens to complete the table
Gavin will include the history of the sport, '
:_ pho†ogrgphs, festivols, how †o ploy, where †o buy ;
: kites, and how to make kites
4 Ask the student to put the words in order The student listens again to check the answers
1 Let’s go through each section ‘ 2 Where shall we start?
; 3 Have you got the copies | sent you?
' 4 I've still got to add details about how to get
there
5 | haven't done that yet 6 I'lldo if at the weekend
7 Louise is doing some final checks for me
8
Speaking
1 There are two situations to role-play here Ask the student about their current projects Ask them to
choose one and make a list of all the tasks
involved
Role-play help
Role-play a meeting, in which the student talks
through the tasks, explaining which are complete
2 Look together at the contents page of Business one:one Ask the student which sections / units
you have done, and which you still plan to do
Look
The student finds examples of the present perfect in listening scripts 16.1-16.2
16.1 I've added more details / but | haven‘t done
that yet / I've already updated the opening
times / I've also included that / I've added some new CD shops / I've already put them
: in /I hoœven/† done that yet / I've already cut
: out the places that have closed / a lot of locatstyle restaurants have opened up
16.2 I've included a special section on kite-fiying
Writing
1 The student writes about the project from
Speaking 1 in an email
Dear Mark,
Just fo let you know, I’ve already booked a
photographer for the ambassador's visit next
week, and reserved the conference room i've
ordered drinks, but | haven't organized any snacks
yet I'll do that tomorrow Mario said he’d get back to me about the video equipment | hope that’s
everything
Tony
2 The student writes a postcard from a city they
have visited Brainstorm ideas beforehand
Dear all
Greetings from Liverpool What a great city! I’ve
been to the Beatles Museum, but | haven't been
on the ferry yet | hope to see the Royal Liver
building before the conference starts this
afternoon See you soon!
Lourdes
business one - one 19
Trang 10How †o give people news
This unit looks at language for giving good and bad news
Starter
1 Look at the pictures, and ask the student to match the picture to its name Encourage discussion
about bathroom products which contain these Ingredients
Expressions
1 Ask the student to read through the email You
could pre-teach hamper - a basket filled with gifts Then answer the two questions
1 Whittaker’s want to use their soaps in the
Christmas hampers Whittaker’s want a
display of products next week, Judith will be
in France next week i.e she cannot attend the event at Whittaker’s
2 Judith wants a meeting on Monday to
discuss the email
2 17.10 You could pre-teach giveaway - a free
product the company gives to customers to
encourage them to buy more later The student
listens first to the difficulties, and then decides if the sentences are true or false
True
False (He can supply ail the almond and
mint soaps we need)
6 False (Whiftaker’s have also offered to sell
the lavender and olive range)
3 The student matches the halves of the sentences
together, and then listens again to check the answers Answers Speaking 1 There are two situations to role-play here Role-play help
1 You are a colleague Introduce your colleague
(the student) to talk about recent events
Extend by asking questions about the events (follow-up information will be in the past
simple)
business one : one
Look
Starter
1 Look at the ideas on the list Discuss how suitable
each one would be for the student's company Pre-teach team-building - events organized
specifically to improve communication and
working relationships, and cable-car - pictured 2 Student's own answers
2 Discuss recent events, preferably with a
newspaper in front of you (English or local) Choose one story, and put together a short
one-sentence announcement Then encourage the student to do the same with another piece of news To make this more authentic, you could record the student's new items You may want to tackle Writing 2 before doing this exercise to
give the student some controlled practice
Expressions
1 The student reads Tom's email to his assistant to find four things which need doing
‘Answers
confirm the hotel booking / check staff numbers / : check with Marek about transport / ask the : hotel if they can organize a half-day trip -
perhaps a cable car up the mountain - and
dinner on Saturday
2 Ask the student to read the second email to find
the three choices for an outing Ask them which one they would choose Then read it again to find
Alena’s other answers The student finds other examples of the present
perfect in listening script 17.1 and the email in
Expressions Note that there are several uses of have which are not present perfect
Answers
17.1 we've had a probiem / I've just booked
tickets / he’s just emailed / Whittaker's
have also offered
email I’ve just had a call / we've won that
contract :
Writing
Answers
:_ Three choices for a haif-day trip: visit to the lake,
! fishing, and a walk: cable car up the mountain:
walk to the TV tower and waterfall Each trip includes a visit to a chata Dinner is possible at the Koliba on Friday, with live music Saturday is
booked up
The hotel have confirmed the reservation The
accounts department have paid the 20% deposit :
The student writes an email about the recent company events Model answer Dear all Here is a summary of what we discussed at the meeting yesterday
A new ID card scheme has been introduced If will
come into effect from 1S* September Please see
Security before then for a new ID photo Sales figures have gone up by 12% Sveta
Borovskaya has a breakdown for anyone who
would like more detail
3 The student re-reads both emails to find phrases
with similar meanings
Alex Kirov retires this month There’s a party for him ATuen : :
on Friday at 6 p.m in room F300 Everyone is 1 they've given us the following options (email 2)
icome! '
ns cords 2 what wouid suit best / let me know what you |
eg want me to book (email 2) '
Beth 3 please find out (email 1)
The student completes the sentences, putting 4 they've confirmed our reservation (email 2) § is still available (email 2)
"=.' ` ` : 6 apparentiy (email 2)
: 9
1 A train has crashed in the mountains : 8
2 The EU has / have started talks on renewable : 9
energy he
3 The prime minister of Japan has arrived in
: Paris on a state visit to France Speaking
4 Trigbee UK suppliers of kitchens, have ' 1 There is one situation to role-play here You
announced increased profits of 15% could repeat this role-play by swapping roles
prices to be confirmed (email 2)
and another thing (email 1)
How to make arrangements
This unit looks at language for making and confirming plans
Role-play heip
You are Tom Focus on the list, which indicates
which tasks Alena (the student) has already done Which verbs can be used to talk about each
item? Introduce the meeting, ‘So, how are you getting on with organizing the team-building
weekend?’ Extend by asking about anything else that needs doing
Look
Ask the student to read the emails to find more
examples of verbs in the present perfect
email 1 we've booked the hotel / I've read about a cable car
email 2 I’ve rung the hotel / they've confirmed
our reservation / accounts have paid
the deposit / they've given us / Gary’s been there / I've spoken to Marek
Writing
1 The student writes an email to Tom, explaining
which tasks have been done Model answer
Dear Tom
The cable car for the trip is now booked It costs
€20 per person
I've also booked the Koliba for Friday evening
Marek has organized a 15-seater minibus It leaves the office at 15.00
I've sent an updated schedule to staff but |
haven't sent it to the trainers yet I'll do that today | think that’s all
Alena
2 The student writes an email to their assistant, asking
them to do the various tasks relating to the event Dear Eva
I'd like to organize a party for Gordon's twenty-five years with us Please find out if the meeting room is
avaliable on the 30°, Apparently there’s a new
party service company - ‘Celebrate’ - in town
Can they offer something special? Oh, and cnother thing please ask around for ideas for
a present for Gordon Let me know Thanks
Meg
Trang 11” le) Sf @ ® =
How to discuss options
This lesson looks at language for talking about different options
Starter
1 Check that the student understands the jobs,
and then ask themito list more, @.g road-workers, hospital staff, etc Ask the student which uniformed
workers they have encountered this week
2 The student labels the pictures of the different items of clothing with the correct vocabulary
Expressions
1 Look at the pictures of shirts, trousers, and jackets
Discuss which of each category you and the
student think are best for security staff, and why
2 (19.10 Pre-teach navy blue - a dark blue Then
play the three conversations in the recording, and
listen first for Pat's preferences Then listen again to
all three parts for the clothes the security staff like Answers
3 The student completes the sentences, and listens again to 19.1 again to check their answers 1 opt 5 choose 2 decided 6 preference 3 prefer 7 choice 4 decision 8 options Speaking
1 There is one situation to role-piay, and one
situation to discuss here
Role-play help
You are Pat, and you have a meeting with an
extra member of staff (the student) who couldn't attend the meeting Ask for their opinion on each
item of clothing, trying to get reasons for their
opinions, and aspects of each item that they like
or don't like Give your opinion too
2 Talk about work clothes and home clothes What
differences are there? Talk about the clothes you both have on now What do you like / not like
about them? Ask the student to tell you about the
last time they went clothes shopping What were
they looking for? Were they successful?
business one : one
Look
The student finds examples of too, enough, much,
and many in listening script 19.1
we haven't got enough time / you're all far foo :
busy / the old uniforms aren‘t smart enough / !
there are far too many pockets / I'd choose :
those too / they‘re not warm enough / me too / '
maybe we'll have too much choice / there
: aren‘t really enough options here / which is too
long for us
Writing
1 Look at the two flyers What are they advertising?
What differences are there between them? Discuss each advertisement in terms of the features listed The student writes an email to the marketing
department, outlining features they like / don't
like, and why For further practice the student
could repeat the exercise with materials from
their own company Model answer
Hi John
Thanks for sending the two options
| talked to Adam and we prefer the first one
because the message is much clearer The colours
are also stronger and there isn't too much
information
On the second one, there are too many activities,
so the message isn’t clear enough | also think the
font-type is too difficult to read
We decided that, if we can make some changes,
we'd opt for the pictures of the second one, but
choose the bold colours and font of the first
What do other colleagues say? Do they have a
preference too?
Thanks for asking Jenny
How, to give opinions
This lesson looks at language for giving opinions, agreeing, and
disagreeing
Starter i tủ
1-2 Studenfs own GnsWers : 1
+ 201 © The student listens for the changes they
‘want to make to the advertisement
: Answers
Put the photos at the top
Add a link to the summer festival
Speaking
Look at all four topics, and then ask the student to
choose one Then each of you make notes about
the topic in two columns - what you agree with, and what you disagree with Then start the
conversation about the chosen topic, giving your opinion confidently, and inviting the student to
comment and give their ideas Do the same with
another topic, or one of the student's own ideas
2 20.20 The student listens for the change and
marks it on the advertisement
: They agree to put the villas and hotel links
: together as one link
3 The student reads the sentences and makes the
corrections The student can listen again to 20.1 and 20.2 to check their answers
nnnnnnnnnnnnnnnnnnnnnn có 1
:_ Answers ‘
: 1 Well, the rrere most important thing is to show what Dubrovnik’s like
Yes, definitely | sheuier+ couldn't agree
more
| de don't think it's a good idea at all
You've got #€ a point there
Fee 'm not sure about that one either
About the links My feet feeling is that three is enough
Really? I'm Reppy afraid | don’t really agree :
8 You ean can't be serious! ny ook ww »
4 The student matches sentences 1-8 from
Expressions 3 to functions a-c
The student finds examples of adjectives with
-ed / -ing, in listening scripts 20.1-20.2 Answers
: 20.1 interesting photos / they're all quite exciting / | I'm fascinated by it / I'm really excited
+ 20.2 all this text is a bit boring
Writing
Before starting, elicit one or two advantages and disadvantages of email advertising Then look
together at the meeting notes The marketing
department wants opinions from its colleagues
about email advertising The student writes the
email, giving the opinions on the notes
Encourage the student to add any more ideas Dear Ludovic
This is an exciting idea - | couldn't agree more, but there are some disadvantages
Firstly, email adverts are impersonal; you don't have the opportunity to talk to the receiver
Secondly, some people are bored with spam so
they just delete them
However, the most important thing is that emails
are very cheap ond easy We already have an
up-to-date mailing list
I'm not sure about sending these fo everyone My feeling is that it’s better to target customers
personally Can we use clients’ names with the
mailing list? | think this would be best
Yours Tina
Trang 12lelephoning
How to start and end a conversation
This lesson looks at ways of starting and ending telephone calls
Starter
1 Pre-teach the verb get through fo before students
order the pictures
2 Student's own answers
Expressions
1 The student reads the dialogues before listening
to find the mistakes
2 21.10 The student listens to check their answers
; dialogue 1 I'll put you through to Design
dialogue 2 Id like to speak to Harriet, please dialogue 3 |s that Harriet?
Who’s calling, please?
dialogue 4 It’s Elaine from Club Deluxe, Brussels 3 Give students a few minutes to memorize Elaine's
part in the dialogues before role-playing them together
4 21.20 First listen for the answers to the questions
You could pre-teach fiyer - a sheet of paper
advertising an event or product
Answers
1 By the end of the month
2 Elaine is going to send Harriet an email
1 with the details
: 2 everything
! 3 got any questions
¡4 later
5 some time after
6 Ask the student to find the phrasal verbs in the
rubrics for Starter and the dialogues in Expressions 1 hold on : 2 get through : 3 put through business one : one Speaking 1 There are two situations to role-play here Role-play help
1 You are Hans Merschoff, a computer software
designer, and the student is going to call you about some software you are designing for
their accounts department Start and finish the
call using the phrases from Expressions and the Language box
2 You have contracted Kioko Younie to design
a poster for your company advertising the
services it provides First the student will be the receptionist, so ask them fo put you through to
Kioko Then ask the student as Kioko about
their ideos for the poster Start and finish the
call using the phrases from Expressions and
the Language box
Look
The student finds more examples of verbs
followed by the infinitive with to, and modal verbs followed by the infinitive without fo in listening
scripts 21.1-21.2
$ 21.1 Cant speak / I'll put you through / I'd like
to speak
: 21.2 you'll be able to finish / | can manage to ' do it / I'll send / that'll be good / do | have
to sign / you can come / forget to call / |
could cail / we'll speak / I'll call / should be
Writing
1 The student explains in their own words the
problems Elaine had getting through to Harriet in Starter Encourage use of the phrasal verbs in
Expressions 6 Model answer
Hi there Horriet
| seem to have a problem trying to get through to
you on the phone
Every time | ask for you the receptionist puts me
through to the Accounts department and | have
to explain again who | want to speak to Then |
have to hold on while someone puts me through
to Design Can you ask someone to check your
extension, because | think there might be a
problem?
| just thought you should know about this
Regards
Elaine
How, to leave a voicemail message
This lesson looks at language for leaving a voicemail message
Starter
1 Check the vocabulary for the objects in the
illustration before student for their
suggestions, e.g a train delayed, etc
Expressions
1 22.1 0 Listen first for the time, the reason, and if
Ellis needs to call them back You could pre-teach
traffic - vehicles on a road at a particular time,
motorway - a wide road, with several lanes,
where vehicles can travel fast for long distances,
and pavement - a fiat part at the side of the
toad for people to walk on
1 dialogue 1 it’s 11.40
dialogue 2 It’s 12.15 : dialogue 3 It’s 12.25
2 dialogue 1 His train has already left dialogue 2 There is a lot of traffic
dialogue 3 He can’t find a parking space
3 dialogue! No dialogue 2 No
dialogue 3 Yes
2 The student listens again to write down the number of the message that each phrase appears in
message | Hi Ellis, John here
Just so you know Bye for now
; message 2 Ellis, it's Rose
Just to tell you
See you in a bit
message 3 Hello Ellis, this is Sam
I'm calling to see if
Hopefully, I'll speak to you in a
moment
3 Give the student time to copy the phrases from 2 under the correct headings
Answers
To start the voicemail message: Hi Ellis, Jonn
here / Ellis, it's Rose / Hello Ellis, this is Som '
To say the reason for calling: Just so you know /
Just to tell you / I'm calling to see if :
To finish the voicemail message: Bye for now /
See you in a bit / Hopefully, I'll speak to you in a
moment
Speaking
1 The only speaker in this role-play is the student,
but first you need to help them prepare the
voicemail message You could actually record
their message to make the activity more
authentic, and play it back so the student can identify any problems
Model answer
Sam? It’s Ellis
Just to tell you there’s a little street called Avery Row
behind my office You can probably park there
The others are all late, too, so don’t worry about it
Hopefully, see you in a bit
Look
The student finds more examples of stative verbs in listening script 22.1
just so you know / which means / | hate / | don’t
like / | think / just so you know / you have / I don’t } understand / | don’t really want
Writing
1 Give the student time to read the email, and then talk about how it is different from a more formal letter Opening phrase is Hi instead of Dear Omission of pronoun | Abbreviation cos for because Omission of articles
Informal closing phrase: thanks
2 The student writes a short email to a colleague
explaining that they are going to be late and
asking them to do something while they are away
Hi Mette
Am going to be late tomorrow - have to take car to garage at 9.30 Should arrive about 11, but if not could you start printing bills for all national customers?
Cheers
Ame
Trang 13â Ê Sđ, Ê ro} ® ® —
How, to deal with telephone problems
This lesson looks at language for difficult situations on the telephone
to make a follow-up call
son looks at language for commenting on a previous call
Starter %4 tông),
1 ke me studeni4imete Iook dt thelluslreiion
and work out the six different problems,
ah xay
$1 Thecall has been cut off
' 2 She doesn’t know the person the caller asks
for
+h
3 She doesn’t understand the caller : 4 She didn’t hear the caller's name
: 5 They have a bad line
: 6 She has to take another call
Expressions
1 23.1 0 First listen for the four problems that Kiko has, and then discuss how effectively she deals with the call
: Answers
1 She didn’t hear the caller's name
¡ 2 She has to take another call
‘ 3 They get cut off
: 4 They have a bad line
Kiko deals effectively with the call
1 calling / your name
2 very sorry / catch / say : 3 Excuse / moment / call : 4 about / do
| 5 afraid
6 cut off
7 put / through
3 Give the student time to read the responses and give a more polite alternative
I'm sorry, but there's no Matti in this office
I'm afraid | don’t understand
1 2
3 I'm afraid | didn’t catch your name
| 4 Excuse me a moment I’ve got another call 5 Sorry about that | think we got cut off
6 I’m not sure | understand
4 23.20 Listen and check whether the student's responses are the same as or different from the model business one : one Speaking 1 There are six situations to role-play here Role-play help
You ask to speak to one of the people in the box and the student rolls a dice to respond to your
call If the call continues, you respond to the
student and the dice is rolled again Continue until the conversation stops and then start again with
another name until you have made all the calls You can use the following expressions fo start the call:
Can | speak to Paula, please? I'd like to speak to Paula, please Is that Paula?
's Paula there, please?
Can you put me through to Paula, please?
Look
Ask the student to find examples of can and
could for requests in 23.1
! Can you repeat / could you say / what can! do / ; can | have / can you put me through / can | ' have , The other use of can is lack of ability: :_l Cœn'† hear you Writing
1 Give the student time to read the note and answer the question
2 The student writes a short note to a colleague
asking them to do something Model answer
Hi Karen
Sorry, I’m going to be away tomorrow Can you do
the stationery order and call the suppliers?
Thanks a lot See you on Friday
Jane
‘Dinner ond entertainment in an exclusive
restaurant
2 Dancing and live music in a nightclub
: 3 Dinner in an animal theme park
Expressions
1 24.1 0 The student listens first to answer the two
questions
: 1 Anne and Gerda spoke last Thursday ' 2 Anne asks how long the tour of the park
' lasts, where they could have some arinks
and dancing after dinner, and how much
discount Gerda could offer on a group 1 talking / holding 2 ask / questions / decision : 3 > mentioned / spoke ! 4 didn't / lost ' 6 sent / per 6 get/ with Speaking
1 There are two situations to role-play here Ask the student to choose one of the other flyers in Starter
to role-play a follow-up conversation Give the student time to plan three questions to ask for further information
1 Is there a set menu or can people choose
‘ what they want?
: 2 How long does the show last?
: 3 Can you offer a discount for a group : booking?
Role-play heip
You work for The Artichoke Hotel and spoke to the
caller last Wednesday moming
Dinner is a set menu with unlimited wine There is a vegetarian menu on request, but it must be ordered in advance After-dinner drinks are not
included in the price per head The live
entertainment lasts throughout the dinner, from
8.30 to 11.30 There is a 5% discount on parties of 200 or more
You work for Sight and Sound Crisps and snacks
are available all night and there is a free bar until 1 a.m The club guarantees a minimum of three
live bands There are four different levels, each with a different styie of music Celebrities depend on
availability and agenda There is a 10% discount
of parties of 300 or more
Look
The student finds more examples of really, very,
extremely, and a bit in listening script 24.1
: extremely interested / a bit worried / a bit exotic /
: really popular / very good / really great / a bit
‘expensive
Writing
Give the student time to read the email and find
words that refer back to the previous conversation following / regarding / with reference to /
: concerning
The student writes an email based on one of the
two role-plays in Speaking
Dear Ms Gustaffsson
Following our telephone conversation this morning, -
lam sending our amended agreement for your
office party in The Artichoke Heart Restaurant
Regarding the menu, the choice is either vegetarian or meat and fish, and we need numbers by Wednesday December 13"
With reference to the live-entertainment, this runs throughout dinner and finishes at 11.30 p.m After dinner the restaurant will stay open until 3 a.m
and champagne and chocolates will be served
Concerning the price, we can offer you a 5% discount on a booking for 400 people
Yours sincerely
Mikael Johansson
Trang 14Đ | = ư C G ® ®
How to take and leave messages
This lesson looks at language for dealing with telephone messages
Starter
1 ASk the student to.look.at the reckons why people
may not be able fo answer a telephone call Give
them enough time fo complete the sentences with a "non :_Answers : lon 4 of 2 on 5 in 3 at 6 at 2 Student's own answers Expressions
1 25.10 Listen first to answer the questions You
could pre-teach price rise - a change in price which makes a product more expensive
| Answers
1 dialogue 1_ He’s not at his desk right now
dialogue 2 He’s talking on another line
dialogue 3 She's at lunch
dialogue 4 He’s in a meeting
' 2 dialogue 1 The caller leaves a message dialogue 2 The caller leaves a message dialogue 3 The caller will call back
dialogue 4 The caller leaves a message
2 The student listens again to complete the sentences Answers 1 take 4 tell : 2 call 5 leove 3 gwe 6 say
3 Student's own answers
Give the student time to find the six mistakes Answers
1 I'm afraid he’s en in a meeting
2 +geve Shall / Can | give him a message?
: 3 Who shall | say called?
4 Can you tell #e him that the meeting on Friday Can you ask him to call beekFRe me back as soon as possible? 6 Be Can you give me a contact number? a business one : one Speaking 1 There are two situations to role-play here Role-play help
You are a receptionist and the student is going to
call you to speak to two of your colleagues
1 First the student wants to speak to Oscar Kinsley, but he is on holiday Offer to take a
message Ask the student for their name, their
company, their contact number, and their
message
2 Secondly, the student wants to speak to Rose
Lahiri, but she is on another line Offer to take a
message Ask the student for their name, their company, their contact number, and their
message
Look
Ask the student to find more examples of ask and tell in listening script 25.1
Answers
Could you ask him to call me back? / Could you tell him | called? / ask him if he agrees / please
tell him to call me back urgently Writing 1 Give the student time to read the messages in Speaking : The omitted words are pronouns, articles, and ‘ auxiliary verbs
2 The student looks at conversations 1,2, and 4
in listening script 25.1 and writes a message for
each conversation omitting the pronouns, articles,
and auxiliary verbs Model answers
1 Cathy Lamble called Wants you to call back
to arrange meeting next month
2 Jean-Pierre Gauvain called about price rise 3% OK? 4 Jean Tan called Wants you to call back about last bill: $369.50! 2 Student's own answers Expressions 1
26.1 0 Listen first for where the speaker is, and
afterwards for whether they can take the call You could pre-teach disturb - to interrupt someone when they are doing something
1 speaker] in a restaurant, no
speaker 2 in the street, yes
speaker 3 on a train, yes
speaker 4 in a meeting, no
speaker 5 at home yes
speaker 6 in the cơr, no
26.20 Listen to the two dialogues and ask the student to decide if they are more or less formal
than the dialogues in 26.1
Give the student time to write the phrases in the appropriate column
When you can speak
; b_ No,I've got plenty of time c_ No, you're not disturbing me
: @ No, it’s all right don’t mind
‘ hh How can |help you?
: When you can't speak
‘ a Call me back in an hour, OK?
‘ d_ I'll.call you right back
: f Can't talk right now
' g Would you mind calling me back this
afternoon?
Speaking
1 You will need a dice for this activity There are six
phone calls to role-play which correspond to the six situations in Starter
Role-play help
Use one of the following phrases to open the
conversation:
Hello, is that (name of student)?
Hello, can | speak to (name of student), please? Hi, (name of student)?
Tell the student to roll the dice to find out how to
answer the call Where appropriate, continue the
call for as long as possible including one of the
following reasons for calling:
You want to arrange a meeting for tomorrow
at 10 am
You want to know the price of the LF 450 model
You need the company’s address to send them
their bill
Look
The student finds more examples of present continuous with at the moment and just in listening scripts 26.1-26.2
Answers
: 26.1 I'm having lunch at the moment / I'm just
walking to the bus stop / I'm just watching the news ' : 26.2 I’m just getting on a plane / the meeting is : just finishing Writing
1 Give the student time to decipher the message
2 Ask the student to look at the message again to
answer the questions
None of the categories is strictly necessary in a text message 3 Give the student time to compose the text message Model answer
car broke down in taxi c u in 10
Trang 15Đ E = he <= s ® ® cher Telephone Overview
This lesson revises and/ practises telephone expressions from lessons
2140 26 Before starting, you could look back to those lessons and ask the
student to highlight examples of useful expressions This could be done in
advance for homework ~
If you have a short amount of contact time, this could be done as a stand-
alone:lesson without doing lessons 21-26 previously However, this may be
more challenging for the student
Starter 9 We were talking last week about some new
posters
1-2 Student's own answers
| wanted to ask you a few questions
Instructions II call you back next week with our final
decision
Go through the instructions for the game in the 10 Could | speak / I'd like to speak to the Human
Student's Book and then ask the student to begin Resources Manager, please
It's about the position of Sales Manager
advertised in the newspaper
11 Is that Astrid?
I'd like to arrange a meeting for next week Bonus I'm calling about the offer | sent you last
Model answers
1 Hi/ Hello X, it’s / this is Y here
I'm calling to see if / Just to check
Hopefully, we'll speak / Bye for now
2 I'd like to / Can / Could | speak to X, please? / k
Is that X please? week
I'm sorry | think I've / you've got the wrong | think the price is a bit high
number I'll send you a new offer by email this
afternoon
12 I'm afraid Elisa is off sick
Shail | leave her a message?
Can you tell her .?
3 > Can you repeat your name, please?
I'm sorry, but | still didn’t catch your name
Could you say it / that again, please? My name’s X It’s G - O- M-E-Z
4 an afraid he s ot lunch right now Practice
‘Ould you give him / her a message, please?
Could you tell him I'll call back at 2 o'clock? 1 Give the student time to match the different
5 I'm afraid | can’t hear you very well halves of the sentences We've got a very bad line
I'll send you an email with the details
Bonus |’m sorry, who’s calling?
Can you repeat your name, please? It’s Pyotr from Hindis Group in Moscow
6 Sorry about that
| think we got cut off - suas #34ôâô~=~Sô7T73SPSFCộ<i=i=i=i=i= SO OSC~S
It's Gerhard again We were speaking a Yes, it’s 01 5443 00876
moment ago Speaking Who’s calling?
OK I'll call you after lunch
Great That'll be good
: Yes It’s Chris Ettinger from Associated Fashion !
I've got another call ' Lines '
Sorry about that ' 6
1e2L3g4hS5oóc7d8/,9b, l0f
2 The student listens and chooses a suitable
response from the sentences in 1
I'll call you back in a minute, OK?
1
HỆ
Bonus Can't talk - I'm driving right now 13 4
Bonus Excuse me a moment 5
Well, actually, | wanted to ask you some
for the first time by email
7 No, you're not disturbing me questions first
No, it’s all rignt How can | help you? :_7 Yes, we were talking last week about a
I've got about ten minutes before a ' booking in February
conference call 8 I'm afraid he’s not in the office right now
8 Hi/ Hello X it’s / this is Y here : Who's calling?
Just to tell you I'm going to be late
Hopefully, see you in a bit
business one : one
: 9 No,I'm a bit busy I'll call you back this afternoon, OK? ‘10 Is that better? I'm going outside Can you hear me now? This lesson looks at language for contacting a person or company Practice 1 The student writes a reply to Mr Lasnier Model answer Dear Mr Lasnier
Thank you for your email about our products
‘ b My name is Zhang Xian and | am the : Perhaps you know that we already have many
: Purchasing manager of PTK Ltd : happy customers 7 oe and cn Spain ao we are
‘ i ú i : very interested in finding new iness in Europe
; f lam interested in your new range of shelving ; The quantity of items that you mention would not
i | would beigratetul Ir'you'could "¬ "¬ i brochure of your products and services represent any difficulty for us - in fact, for us it is a standard order, but becouse we have many
: Yours faithfully different models, designs and patterns, please say
‘a Zhang Xian exactly what you need | am attaching our latest
Donne neem eens ene eens seen 27 Tý catalogue and price list Please allow six to eight
weeks for delivery from Saigon
expe Best regards
1 The student reads the two emails and decides Nw Tiet
which is better Ask the student for reasons for
their answer 2 The student writes an email from their company to
2 Ask the student about both emails and elicit what a potential supplier is good or bad about them
ee et ee eee eee eee Look
Answers : Ask the student to find more examples of make
1 This is a better introductory email, because
it gives the necessary information, doesn’t contain irrelevant information, has a clear
order, is polite is clear in its message, and
' tells the reader the next step
: 2 The greeting is inappropriate, Jean-Claude
: doesn’t introduce himself at the start of the
‘email, the style is too direct, and it contains
irrelevant information
and do in the two emails from Expressions
‘ by doing a search / that make the shopping
‘ trolleys / do an initial order / doing business with
‘us
: Email 2
! makes shopping trolleys / make them to our : specifications / make us an offer / Can we do ' business?
1 we are looking for (email 1)
| understand that (email 2) to our specifications (email 1)
if you can make us an offer (email 2)
| represent (email 1)
do an initial order
Make for constructing, creating, building, etc
make the shopping trolleys
| Make with two objects: make us an offer
' Collocation of do: do business / do at an
‘ please contact me by email (email 1) acceptable price
2 Yours faithfully Collocations of make: make them fo our
: Best regards specifications
business one : one
Trang 16
How to get informotion
This lesson looks at different ways of
know in an email
1 Student's own answers
{ Most likely: Catering, Cleaning, and Security,
ị followed by Finance, HR, and
Expressions
1 The student puts the email in the correct order
You could ask the student to read the finished
email aloud for pronunciation practice : d= Thank you for your message about
: outsourcing your CD-ROM development e This is definitely a project that we would be
interested in
: g However, we would like to have some more
: details, before confirming whether we could
go ahead
‘ © Firstly, could you tell me if a specification
' document is available?
! @ Secondly, which software should the
‘ CD-ROMs be able to work with?
: b Would it be possible for you to get back to me on these questions? f | hope to hear from you soon 2 The student reads the email and suggests improvements : Answers
! In some cultures it may be better to use a title
and a surname rather than a first name
He should introduce himself and his company
He shouldn't use direct questions such as Are
you interested in working for Highforce?
He shouldn‘t abbreviate words such as info for information | The sentences could be sequenced more : logically Punctuation: add a comma after furthermore ‘and finally
business one : one
finding out what you need to
3 29.1 0 The student listens to 29.1 and corrects the
1 Second sentence is changed to: We would
like to know if you are interested in
2 Changes info to information, as it’s less informal 3 Informal Can you changed to Would it be possible to 4 Student's own answers Practice
1 The student writes to the European Commission
Office with the request The email should cover all
the points and be neutrally expressed
Model answer
Dear Sir/Madam
lam part of a trade delegation from Thailand that
will be visiting Europe at the end of this month and
we have arranged to spend the 29") and 30'N at
the European Commission On the 29" | would like
to attend the talk given by Commissioner Bianca
Cappello on the proposed new Fisheries
regulations In addition, wouid it aiso be possible
for my two colleagues, Mr Sanya Lopwong and Mr
Somchai Chattong to attend with me? Please let
us know If we would have to pay, and what
security papers we would need to provide Could
you also let me know where Signora Capello's talk
will be? Finally, would it be possible to receive this
information by next Wednesday?
Thank you for your help
Kwan Okat
Look
The student finds examples of indirect language
in the emails in Expressions
Answers
Email 1
would it be possible for you to / could you tell me
Email 2
: would you be able to / we would like to know
your feelings / we would like to receive / would
: you be abie to provide
How to follow something up
This tlesson practises ways to develop a business relationship by
¬
b “Your product looks quite interesting
a_ Thank you
: d Would you like to see how it works?
e I'm afraid | don’t have time right now
c Well, please take my card and get in touch
2 The student chooses the correct verb from listening script 30.1 Listen again if necessary : Answers : 1 to speed up : 2_ togetin touch : 3 to follow this up Expressions 1 Student's own answers Possible answers : Phone advantages
: quicker, establishes relationship, hearing people
: helps form opinion, language errors are less
; Obvious
: Phone disadvanatges
| problems with strange accent or speed, having
| to respond immediately, being unprepared, low
language level, not being abie to get through
cost of international call
Email advantages
have time to compose and check it, time to
read and decide on response, reasonably fast
Email disadvantages
feeling that writing has to be perfect, perhaps long delay in getting response, could get
} caught in spam filter, server problems
2 Ask the student to read the email quickly for basic
comprehension, and to mark the sentences true
or false
1 False He's interested and wants to see ' specifications and prices
: 2 False He wants the information as an
: electronic file (PDF) ; 3 Tue
3 The student finds the expressions in the email a_ lIơm the doctor (from Dhohrœn)
b_ As you might remember,
| € Would it be possible for you to send d
e
f
so that | can (pass this information on)
| was wondering if you could (also send .)
Would you mind sending this information (in a POF file)?
Practice
Ask the student to complete Mrs Hanhisalo's email
by choosing the correct form of the verb
‘visiting / meeting / finding / would / being / ! included / ask The student writes the second email from Mrs Hanhisalo Model answer Dear Dr Abbas
| have pleasure in attaching the full fechnical
information, as well as the current price list, in two
PDF files You will see that there are different
options for installation, back-up and training depending on your needs, and these are
explained in the price file Would you mind sending
me confirmation that you have been abie to open everything? Best wishes, and looking forward to hearing your reaction Dr Kirsi Hanhisolo The student writes an email from their own experience Look
Ask the student to find more examples of the gerund in the email in Expresssions
: Answers :
it was a great pleasure meeting you / interested : in finding out / and any training / and training /
would you mind sending / having the
information
' (i was) wondering is a present participle part of
:_q verb form; the gerundl is the sơme -ing form : when it functions as a noun
Trang 17
How, to © or buy by email
This lesson looks at different ways of reserving and buying by email
Starter 3 4
1-2 Sfudenf's own answers
1 Thestudent reods and compleles the email
1 suit our needs 3 view the property
2 ifitisconvenient 4 reachanagreement :
2 The second email is after Walter Kuepper and Uschi Lenz have inspected the property and
decided to take it The student chooses the best
option to complete this email
Practice
1 The student puts the sentences in the best order to form the email
|.am writing fo you to book rooms at your hotel
| would like two single rooms with bathrooms;
for myself and a colleague, Uschi Lenz
h_ We will arrive on Monday 6!" September and |
leave on Wednesday 8", :
: @ We would prefer quiet rooms
: d_ | have two questions though
a Firstly, is breakfast included?
c Secondly how much would these rooms be on those dates?
f | hope to hear from you soon
2 The student writes a sequence of four short emails about a process of buying or booking Provide
correction and reformulation after each one
Model answers
1 Dear Mrs Olsen
| recently saw information about a Marketing
course that you run | would like to know if
there are places left on the next course, and
the price | suppose that this course is given in
English, but could you confirm that for me please? Regards Jennifer Alhassan Marketing Department Ghana Telecom Tema, Accra Ghana business one : one 2 Dear Ms Alhassan
Thank you for your enquiry about our
Marketing course The basic course is two
weeks long (fifty hours), costs €2000, and the
advanced course, also fifty hours, is €2500 The
next basic course runs 5'-23'¢ of next month,
and the next advanced runs 19'-30'h of next
month Which course are you interested in?
Naturally, with students from around the world, the course is given in English Best wishes Kim Olsen Professional Communications Training Economics Faculty University of Oslo Norway 3 Dear Mrs Olsen
Thank you for your quick reply As | already
have university-level studies in Marketing, |
would be more interested in a place on the advanced course Could you also send
information about accommodation in Oslo? Best regards
Jennifer
4 Dear Ms Alhassan
To reserve a place, please complete the
attached application form and pay the
deposit before the 15" of this month | have
also attached links to hotels that are close to the University We look forward to welcoming
you on the course
Regards
Kim Olsen
Look
Ask the student to group the examples of
collocations in the Language box under the
headings: booking, renting, buying
: booking: confirm / cancel / receive :
‘ confirmation of a booking / pay a deposit / pay ;
‘ the balance :
! renting or buying: view the property / make /
‘think about / reject / accept an offer
; buying: agree on a price / pay a deposit / pay
' the balance
1 The student reads and identifies the text as being
sufficiently polite
There is a lack of emotional language, but it
contains clear factual information (date, sizes, :
wrong amount charged), and a neutral indication ; of problem (There seems to have been .) There:
is a firm request for action (Please send .) | ordered Confirmation came : There seems to have been some confusion with another order ! In addition,
: You appear to have charged me €49.99, which
is not the correct price
: Please send as soon as possible ‘ What shall | do .? 3 The student reads the email to Ms Hay, identifying the complaints : Answers
: They have been overcharged '
| The course wos shorter than the contracted length :
: The classrooms had no air-conditioning, and : : were of a poor standard
' The classrooms were a long way from the
campus facilities
4 The student completes the same text, adding the
phrases
Answers
which we recently attended
but | am afraid there is a mistake
which Is not the correct price a deposit of a reduction of Please send us were not of a very high standard Allin ail standard of service COAN OH R WN —
5 The student should notice that there are no exclamation marks in either email In most
English-speaking countries exclamation marks are only used in informal writing Practice 1 The student improves the email from Pilar Romero to Mr Lee Model answer Subject: T-shirts and travel bags Dear Mr Lee
For our 30' annual convention, we ordered 500 travel bags with T-shirts with our company logo
There seem to have been some problems with this
order You confirmed that the order would be here
one week before the convention, but it arrived
late Moreover, there seems to be something
wrong with the printing of the logo - it is upside down In addition, you appear to have charged us €5,000 instead of €4,000 This must be an error
All in all, your standard of service is not
acceptable Please send us a full replacement
in three days, as well as a significant reduction in the bill Yours sincerely Pilar Romero Purchasing Dept Look
Ask the student to find examples of seem, appear, and charged, as well as nouns used to talk about
mistakes in the emails
there seems to have been some confusion / +
the classes seemed to have no air-conditioning / :
you appear to have charged me €49.99 / '
you have overcharged us / confusion / not the
correct price / | am afraid there is a mistake /
a corrected bill
Trang 18
Thịs l@§SOn revises and pitieies the email expressions from lessons 28 to 32
Before starting, you Gould look back to those lessons and ask the student to
highlight useful expressions This could be done in advance for homework
have a short amount of contact time, this could be done as a stand-
alone lesson'without doing lessons 28-32 previously However, this may be
more Challenging for the student
Starter
1-3 Student's own answers You could spend some
time here looking at the photographs and eliciting vocabulary to describe them in preparation for later tasks
Instructions
1 The student reads through the emails quickly and answers the questions
1 He isa project manager at the Scargill :
: Foundation
: 2 He isa Korean photographer
| 3 MrStoner’s organization wants to buy some of | : Mr Kim's work to decorate their new offices
2 _ The student reads through the emails again to find the one that is not part of the sequence To do
this, the student will have to work out the correct
sequence
| Answers
lf 2d3c, 4b, 5e
; Email as the odd one out Mr Stoner doesn’t
: say anything about a future trip to Korea, and Mr Kim doesn’t need his bank details
business one : one
The student discusses the answers to the questions
Some of the questions require the student to find the answers in the emails; others require their own
input
‘1 Mr Stoner has decided to buy photos 1, 2, ' and 4
! 2 Polite but friendly expressions include shorter : salutations, increasing use of first names, '
thank you, | would be interested, please let me know, the simple black frames were very nice, but I’m afraid we would want, we
were thinking of, | could reduce the price, :
would you like me to please call me Ho, etc |
: 3 They get straight to the point Then they :
: become more focused on issues of price,
number, presentation Finally they become
slightly less formal (see above)
! 4 Student’s own answers, but be prepared to
: speak from your own experience too
Student's own answers
There is one situation to role-play here
Role-play help
You are David Stoner and the student is Kim Ho
Work through all the stages of the email sequence
over the phone, and negotiate the purchase of
the artwork This will require the use of telephone
language You might want to look at some of the
telephoning units before doing this, or it could be
done as a test-teach-test
You pass through immigration,
You go to baggage reciaim
You find a trolley
You collect your suitcase
You pass through Customs
You enter the arrivals hall
You leave the airport
2 Student's own answers Expressions Ask the student to describe the photographs 1 ; a OSspor†, immigration
' b baggage reclaim, trolley, conveyor belt
¢ Customs, nothing to declare, sign, trolley
d_ arrivals hall, sign, barrier
1 dialogue 1 He's at baggage reclaim
‘ dialogue 2 He’s in the arrivals hail
' 2 dialogue 1 He’s lost his suitcase
dialogue 2 He wants to catch a bus, but he hasn't got any Japanese yen
: Answers '
: Can you tell me which flight you were on, please? |
: What does it look like? :
! Do you know where | can change some money? ;
: Immigration
‘ @ Can! have your passport, please?
: c Passengers from outside the EU need to
complete a landing card Baggage reclaim f Can you tell me which flight you were on, please? b What does it look like? : Customs :
‘ @ | bought two botties of spirits in the Duty Free ;
: h_ Nobody gave me anything to carry on the
plane
airport problems
ge to use when you land at an airport
Arrivals hall
! g Have you any idea how much it costs?
! d_ Do you know where | can change some
money?
Speaking
There are two situations to role-play here
Role-play help
1 You are the clerk at the lost luggage desk in
baggage reclaim in Bangkok International
Airport Ask the student about their bags in an
effort to locate their lost luggage Answer their questions about where they can find a taxi
Remind them they need the correct money to
pay the fare
2 You are the passport officer at immigration in
San Francisco International Airport Ask the
student about the purpose of their visit to
ascertain if they can enter the country Answer
their questions about where they can find a
public phone and suggest they change
money in the café
Look
Ask the student to find examples of indirect questions in listening script 34.1
Answers
+ Can you tell me which flight you were on? /
Could you tell me what your name is? / Can you ;
tell me if it has your name on it? / Could you tell
| me where you’re going to stay? / Could you fell
me where the buses go from? / Have you any
‘ idea how much it costs? / Do you know which
‘ number | need? / Do you know where | can
change some money?
Writing
1 Student's own answers
2 The student writes an email to a colleague about
travel problems
You won't believe this, but | got on the wrong Dus
at the airport | didn’t realize until | was about
10km away, and then | got off straightaway |
realised | didn’t have any money for the bus fare
back to the airport, so | spent about half an hour
walking around trying to find a bank | got home
about two hours later, and | was absolutely
exhausted! What a nightmare!
Anyway thanks for everything - see you in Berlin
business one : one 37
Trang 19iron, thermostat, door handle, bottle opener, : tap, plug Expressions
1 35.10 Listen first to see which items in the picture
are mentioned Then listen again to find out what the problem is The student completes the table
2 Listen a third time to find out how the receptionist helps The student completes the table
| Answers
i Problem Help from Reception
! 1) Handle Will send someone up ;
: The balcony door :
handle is broken :
; and it won't lock :
: 2 Iron Someone will iron it :
‘She needs to for her :
: iron her jacket :
' 3 Tap Will speak to the :
' Shecon†tum plumber, and tells her
: the tap off to take the plug out of the bath 1 it’s about / The door won't 2 send someone up : 3° for pressing ! 4 canit be done 5 6 what's it called Speaking
There are three situations to role-play here In each case, you play the receptionist Ask the
student to look at the first situation What is the
Problem? Can reception help? How? What will they
say to reception? Do the first role-play, and then
ask the student to work through situations 2 and 3 in the same way Pre-teach spark - a small flash of
light caused by a piece of electrical equipment
business one : one a hotel for describing difficulties you may have Role-play heip
1 You are the hotel receptionist Check who is
speaking, and their room number Be polite Ask
about and clarify the problem Suggest they
open the window for now, and then offer fo
send someone up to help turn the heating down
2 You are the receptionist Again, clarify the
problem, and make suggestions as to how you
can help Finally, offer to lend them an iron Suggest they can collect it from reception or someone can bring it up
3 You are the receptionist Again, clarify the
problem, listening carefully to the description
Suggest they check on top of the fridge or in
the drawer under the television If they still can‘t find the corkscrew, offer to have one sent up
The student finds examples of have / get
something done in listening script 35.1
| Answers
: I'll get someone to come and have a look
| at it straightaway / but! can have your jacket : : lroned for you / I'll have it ironed, and returned |
! to you / I'll have it fixed :
Writing
1 Ask the student if they have ever filled in a hotel feedback form You could pre-teach valuable -
important Look at the form, checking the student understands all the items Then ask the student to
fill in the form for Irena, noting down some of her
problems Alternatively, ask the student to think of a hotel they stayed in recently, and fill it in for
themselves, including extra comments
Thank you to all your staff felt very comfortable here, and | enjoyed my visit very much Breakfast
was especially good
My room was very noisy, especially when |
couldn't shut the door Next time, when | come in December, | would like a room on the other side of
the building, facing the park Perhaps, as a regular
customer, | could get a discount Thank you, Irena Alekseeva 36.1 0 The student listens first and marks which food is ordered
i He orders lamb kadide (and soup)
! She orders chicken couscous (and salad) :
| They order tea with mint Ị sentences | Answers ' ; 1 like 5 make up my mind : ! 2 akind of 6 recommend ' ¡3 sotof 7 Ilhoe : : 4 made with 8 would you like to ‘
e Are you ready to order? '
! 2 g Yes, please What is this, er, rigatoni? :
' 3 b tts akind of pasta, like macaroni, but
: bigger
: 4 @ Isee, and what about this, this orecchiette
ị tricolori? Is that a kind of pasta too?
5 fh Yes, it’s also a sort of pasta, in the shape ‘ of an ear, a little ear
; 6d And tricolori means ‘three colours’, |
: suppose? :
! 7 f Yes, the three colours are made with ‘
: vegetables and herbs :
' 8 c Hmm.itsounds good, but! think I'll have} ' the rigatoni, please ;
36.2 0 The student listens again to check their answers
for talking about and describing food
Speaking
Ask the student to describe typical dishes from their country This should provide plenty of
practice using the language from Expressions There is one, situation to role-play here
Role-play help
You are both visitors to Morocco, but the student knows the food well Ask them questions about the different dishes If the student is not confident
about doing this, you could play the more
knowledgeable role first, then do the role-play
again and ask them to take the more active role
Encourage the student to use the language from
the Expressions box
Look
The student finds more examples of shall and will
in listening scripts 36.1-36.2 Practise saying them, with attention to contractions
+ 36.1 I'll have chicken couscous / | think I'll have
that / I'll have the soup / I'll try the salad /
' shail we have the mint tea / we'll have : mint tea, please
36.2 | think I'll have the rigatoni, please
Writing
1 The student writes a short article about eating habits in their country for their company's in-
house magazine
My country is typical of Polynesia In Samoa we don’t really have different courses All the food
comes together, and often the hosts keep bringing
it to the table until people can’t eat any more
We eat large meals, and it is acceptable - even
normal - to eat a very big amount of food Not accepting food, or only eating a little, can give
offence It’s OK to eat a lot of the food with your
fingers, and we talk a lot when we eat Our typical
dishes include roast pig, boiled chicken, boiled rice, yams, sweet potatoes, and of course taro,
which is a hard grey vegetable, a bit like a potato, and with a neutral taste And we have lots of
tropical fruit My favourite dish is raw fish, usually
snapper, marinated in coconut milk and raw onion
slices We even eat the eyeballs We don’t have much foreign infiuence on our food, except for vermicelli, a kind of light pasta, and garlic,
which we call Chinese onions
Trang 20
How †o give directions
This lesson looks at language for giving directions in cities and
Office buildings
Starter
1 Give the student time to write the numbers in words and check the spelling This would be a
good opportunity to do some work on
Pronunciation Most students have problems with numbers Pay particular attention to the sound /3:/,
as in first, third, etc., and also to the stress on
thirteen, *@ , thirty, @», etc
2 Give the student time to match the directions and
landmarks to the pictures a_ turn right d_ traffic lights b bridge e go straight on c_ turn left f roundabout Expressions 1 37.10 Listen for the answer to the question Answer
Get the train to Nuevos Ministerios station and walk up the road or take bus number twenty-
seven If you take the train, when you come out
of the station, turn left and go up Castellana
Street Go past the BBVA tower and large : department store Go through the shopping
: centre Go up the escalator Go out of the
doors Go past a café Go through the double
doors on the right and up the steps Ask
reception fo call when you arrive
3 Ask the student to match the questions (1-6) with the answers (a-f)
Answers
lf 2d, 3b, ác 5a óe
4_ Studenfs own answers
business one © one
Speaking
Student's own answers
2 There are five situations to role-play here
Role-play help
You are a visitor to the student’s company, and
you don't know the city well You have just finished
your meeting with the student Ask the student
how to get to each place in the list and listen to
their directions Interrupt the student if you don’t
understand the directions
Look
Ask the student to find examples of verb +
preposition for directions and gef, meaning arrive, in listening script 34.2
: Answers
How do | get to your office? / walk up the road /
get on the number twenty-seven bus / come
out of the station / go up Castellana Street /
walk past the BBVA tower / go through the
shopping centre / go into the shopping centre /
go up the escalator / go out of the doors / go
past a café / go through fhe doors / when ‘you get here
Writing
1 Give the student time to read the email, and ask
them what the purpose of the email is The student
replies to Janine's email, giving advice on how to
get to their office
Model answer
Hi Janine
The best way to my office is by train, but you'll
have plenty of time to walk if you're getting to the
station at 8.15 You need to leave the station by the exit on Vasagatan and walk up towards
Kungstradgarden park If you want to, you can
walk through it Go past the small lake and go through the gates on the opposite side of the
park Walk up the road in front of you and my
office is number three on the right Hope you find us OK
Best wishes Bjorn
Travel overview
This lesson revises and practises the language and expressions from lessons 34 to 37, and gives the student the opportunity to use the phrases in a game
Before storting, you could look back to those lessons and ask the student to
highlight useful expressions This could be done in advance for homework
If you have a short amount of contact time, this could be done as a stand-
alone lesson without,doing lessons 34-37 BfRistolSy However, this may be
more challenging for the student
Starter
1 Look at the different situations, and discuss what is
good and bad about each one, e.g arriving ina
new place is exciting, but sometimes it takes a long time to find out where you are going In a foreign country, there may also be language
difficulties
Instructions
Read the instructions, and check the student
understands Choose a counter each (e.g a ring, a key, a pen lid, etc.) Find a coin and pre-teach
heads and fails Look at the board, and highlight
the leaflets and what each one is advertising -
the Angel of the North (a statue just outside
Newcastle town centre); the Sage Arts Centre
(an art gallery); Newcastle Airport (information
on getting to town); the Cellar Inn restaurant (see
below for descriptions of dishes)
Cellar Inn menu - you may need to pre-teach the
food items listed below as some of them are particularly British
cock-a-leekie soup - a soup made with chicken
and leeks
maraschino cherries - cherries which have been soaked in a sweet, sometimes alcoholic liquid kipper - fish which has been salted and smoked melba foast - a very dry, crisp, thinly-sliced piece
of toast
steak and kidney pie - steak and kidney in a rich meat sauce with pastry on top
Northumberland sausage - a pork sausage
flavoured with a kind of honey wine, and herbs
Yorkshire pudding - not a pudding at all, but made from batter (flour, eggs, milk) and
usually served with roast beef or sausages and
gravy (meat sauce)
trifle - a dessert made with sponge cake, jam, sherry, fruit, custard (see below), and cream
Bakewell tart - a pie filled with a mixture of
almond, eggs, and ground rice, mixed into a
cream and then cooked custard - vanilla sauce
1 I'm afraid | can’t find my suitcase | took flight XXX
I'm staying at the
2 Excuse me could you tell me where the metro
station is please?
3 Do you know where there’s a payphone? Do you know what change | need for it?
4 What's the city like?
What is there to do here?
5 Excuse me, this is X in room Y
It's my room - it’s very noisy Could you have me
moved?
6 I'm afraid I've lost my key
Could you send up another one?
7 | need a thing for opening botties
8 Could you give me a wake-up call?
9 What's X?
What's it made with?
What shall we have to drink? 10 I'll have the X
I'll think I'll have X
11 The starter was X, which is a kind of
12 It’s a very typical dish
it's made with X
It’s cooked very quickly in a pan with oil
13 Take the metro to X
Go past the shopping centre and turn left
14 Do you know where the Angel of the North is?
Do you know how | can get there?
15 It's quite small
It’s very busy
It has a lot of beautiful buildings
16 What can | do in the evening?
Do you know where | can listen to live music?
Trang 21Starter Student's own answers Ask the student to describe the pictures Grammar
39.1 0 Go through the instructions and questions and then ask the student to listen to the
conversation to answer the two questions
: 1 He’s going to a wedding
! 2 He's an engineer He designs production ' lines
Ask the student if they can explain the connection
between Robert's brother, Peter, and the six
different places Then listen to the recording again
to find the connection
| London He’s also going to the wedding this ' weekend in London
| Ireland = He was working in Ireland recently
: Kiev He’s working there at the moment i
: Odeso He is ơlso working on a new project in :
: Odessa t : Korea He's going †o Koreo in the necr future Ì
¡ Brozil He hơs worked in Broiil
Ask the student to complete the sentences with the correct form of the different verbs You may
Prefer to do this activity after studying the contents of the Language box works : he’s working ' has he been ; he’s always travelling ' IOVOS he’s moving ' does he do ị he’s going out / like : do you see © œ CƠ b G0 h —
4 Student's own answers
business one : one
present tenses from lessons 7, 13, 24, and 26
lessons and ask the student to highlight
dresent This could be done in advance for
tact time, this could be done as a stand-
s 7, 13, 24, and 26 previously However, this
the student
Practice
Ask the student to choose the correct answer from
the two alternatives You may like to ask the student to justify or explain their choice it’s ac routine action : : 1 exports ‡ 2 am waiting this is happening now or at } ' the moment : : 3 are you doing it’s a personal pian for the i : near future ‘
! 4 have you you began to work :
' worked here here and you still work here :
¡ 5 Doyoulive your usual or habitual
: place of residence '
: 6 does she visit a regular or frequent action ¡ 7 haven’tseen from g†ime in the post to
‘ now
! 8 work a regular or frequent
action or habit
Past and she still studies ‘ this is happening now or at ;
: the moment '
! 9 has she studied she started to study in the
Look
The student finds examples of verbs in the present simple, present continuous, and present perfect in
listening script 39.1
| Answers
: I'm going / who's getting married / works /
: doesn’t work / he has changed / he still works /
: he’s working (3) / has he been / he’s staying / : he’s also working / he’s always travelling / he
finds / he loves / he has / he’s moving / he gets:
around / does he do (2) / he designs / he travels / : he (never) works (2) / he’s worked / you don+ : : get / you just work / he’s going out / the people ;
: like / 1 think he reads / do you see / | see / | '
‘ haven't seen / I’m really looking forward Starter
Give the student time to circle the regular past
tense forms You could focus on the Hint here to
clarify the correct pronunciation of -ed endings
and ask the student to classify the verbs
according to the pronunciation
: /v parked, stopped, looked
:_/đ/ called, arrived, offered :
! Ad’ wanted, started, invited :
The student looks at the irregular verb forms and says the infinitive
‘ left - leave / took - take / drove - drive /rang- :
‘ring / met - meet / broke - break / built - build / : caught - catch / ate - eat / went - go / lost -
lose / came - come / gave - give / put - put /
' said - say / had - have / thought - think / got -
! get / paid - pay / won - win / fell - fall / flew -
! fly / told - tell
Grammar
Give the student time to look at the pictures and tell you what they think happened in the story You
could pre-teach briefcase - a smart bag for
carrying documents
2 40.1 © Listen for the past verb forms from Starter
} had / left / wanted / went / put / took / got /
| drove / arrived / parked / started / rang / said /
! offered / invited / gave / thought / called
: 1 He wanted to have lunch in an Italian ' restaurant
2 Ralf left his car in a car park,
: 3° It wasn’t raining The sun was shining
4 Ralf drove to the restaurant
: § The man was waiting at the traffic lights
6 Ralf invited the man for lunch
past tenses from lessons 10, 12, and 14
lessons and ask the student to highlight
This could be done in advance for
ontact time, this could be done as a stand-
lessons 10, 12, and 14 previously However, this or the student
! 7 Tne man gave Ralf his CV
' 8 He said he was looking for a new job i
The student tells the story in their own words Make
a note of any mistakes, and ask the student to
correct them at the end of the story Practice 2 3 Give the student time to write the questions |
1 Where did you have a meeting?
2 What did you do with your briefcase?
: 3 Why did the man call you?
| 4 What did the man see?
| 5 What did you offer the man?
6 What was the man looking for? Ask the student the questions in 1 and fell them to tespond as Ralf A
1 | had a meeting in my office
! 2 | put it on top of my car ,
: 3 He colled me becouse he had my briefcase i
4 He saw the bag fall off the car ' 5 | offered him some money but he didn't
‘ want it
: 6 He was looking for a new job
Give the student time to prepare a story about a
time when they lost something If they have
problems, use the questions as prompts
Look
Ask the student to find examples of past simple and past continuous in listening script 40.1
} happened / had (x2)/ finished (x2) / left (x2) /
: wanted / went / put (x2) / took / was shining /
' closed / got (x2) / drove (x3) / was (x4) / arrived /
! parked / started / wasn’t / rang / answered /
said (x3) / got / was waiting / saw / picked / did
you say / did you say / offered / didn’t want (x2) / : invited / did / were eating / asked / gave / was
' looking / thought / promised / said / were
Trang 22e future
and practises the future, from lessons 2, 3, and 15 Before
lessons and ask the student to highlight examples re This could be done in advance for homework
nount of contact time, this could be done as a stand-
$ different types of questions from lessons
3, look back to those lessons and ask the
5 of question forms This could be done in 3, and 34 Before it to highlight e unt of contact time, this could be done as a stand- ing for the student Model answer
1 Student's own answers Deor Jana
Regarding equipment and materials, | am
Grammar preparing the training materials this week, so |
promise I'll send the handouts next week The
1 Ask the student to read the email and find the course is going to include a number of activities
answers to the questions You could pre-teach For these | need the following:
flyer - a loose sheet with a printed advertisement ten eggs, two boxes of paper clips, four balls of {Or SSR SET SEAS SESE SHES SESS eRe oeietesterameentencesesennans string and a packet of balloons
; Answers You will see why at the training! | hope it’s going to
: Training topic - communication skills : be lots of fun!
| who is coming - all staff, about thirty participants | As | told you my flight arrives late on Thursday
: training times - Friday and Saturday 9.00-17.00 evening, so a 10.00 a.m start will be better
: extra information - dinner on Friday evening Unfortunately | can’t start then on Saturday,
¬_— mean e eas because | am going to the airport in the afternoon
2 41.10 The student listens for the three changes I'm not going to bring my laptop, as you said you proce cecs senses ces ec cece cence seen ne tence ene ee eens are going to provide one for me
: Answers : Best regards
: Catherine is spelt with a C not a K Catherine
¡ Thi t - -
: hae is too many - reduce numbers to twenty Ask the student to read the sentences, and in
: each case to underline the correct tense,
: Start ti Fri
ee explaining why in each case
3 41.20 Ask the student to read the sentences Then i‘ °°.» &
play the recording The student corrects the 1-1 We're going to 5 I'mdoing :
information in the sentences : 2 It’sgoing tobe 6 Im doing :
a = ns ; : —— 7 will win
' 1 No They will provide her with a laptop ' ; of
2 No Catherine is sending the photocopies at '
' the beginning of next week Look
: 3 No Catherine will confirm th: ests |
' writing So TSUESS i 1 The student finds examples of verbs talking about ' 4 No, They are going to get eggs and string for | rene in the email, and in the listening scripts
¡ her in Worsow ' _
4 Ask the student to underline the verbs in each on and in thei : ; Email you are coming to Warsaw / we are ;
nience explain their usage : sending this round on Monday / we will
II ra run the training from 9.00 -17.00 / we
' oe l na / : are going fo organize a dinner '
{| T OSONHCOYMENIOMSIET ), <.OD€Ó 4LJG/ UGITOIG: TC : 41.1 I'll change that now / thirty people will be:
| it is fixed Sentence 3 uses will to show that itisa | : too many / it’s going to be very busy / I'm ‘
' promise and going to show that it is an intention ' arriving on Thursday / I’m staying at a hotel :
mm 77777777 7T777771777777772777 7757 : out of town / I'm flying back to England :
Practice : 41.2 are you providing a laptop for me / I'll
' send the handouts at the beginning of
1 Ask the student to write the email Catherine sends
to Jana, confirming her requests
business one : one
next week / I’m going to set up some :
activities / I'll do my best to arrange them / ¡
LIl do that straight away / I’m also going to ; need a packet of balloons :
oing:2;:4, 23, and 34 previously However, this may be
udent %
Starter Practice
1 The student matches the meaning in the box to 1 The student completes the questions with either a the question words in the word pool wh- question word or a verb
: Answers :
: For what reason? Why : 1
| What price? How much 2 Would
| What time? When 3 shall / can / could / do / did
| What distance? How far : 4 left / took
: What amount of time? How long ; : § Have
| What person? Who : 6 Did
: What number? How many ‘ 7 did :
! What place? Where : 8 Can / Could / Would / Will
Grammar Look
Ask the student to read through the questions (1-10) and the answers (a-j) Then ask them to
match up each question to an answer, before
listening to the listening script | Answers
le, 2f 3j 4a 5d, 6g 7i 8h, 9b, We
42.1 o The student listens to 42.1 to check their answers to the previous exercise
Ask the student to read the extracts from the next section of the dialogue, and put the words into the correct order to make questions
|
1 When do you want him to play?
2 Was that the 16!" to the 215"?
3 He's free, isn't he?
4 Could he play twice a night? ‘
5 Is forty-five minutes OK for each set of songs? :
6 Would he be playing in the restaurant? :
42.2 o The student listens to check their answers You could stop here and look at the range of
question types
The student finds more examples of question forms in listening scripts 42.1 and 42.2
: 42.1 What do you want to know? / Where’she
‘ from? / How old is he? / What does he look :
like? / Does he play electric or acoustic? / ; Is he reliable? / Has he played in resorts
: before? / Who writes his songs? / Has he
' recorded anything? / Have you brought a
: demo CD? / Can he play next month? '
‘ 42.2 Who wrote that song? / Did he? / When do | |
you want him to play? / Was that the 16)
to the 215! / He is free, isn’t he? / Could he |
play twice a night? / Is forty-five minutes ‘
: OK? / Would he be playing in the
' restaurant? / How come? / Shall we
' continue our conversation in a restaurant
over lunch? / Why not?
Trang 23Starter ong! 1 Ask the student to find the pairs of adjectives from the box
: hard / soft clean / dirty ‘
' dangerous / safe late / early
ị rough / smooth cheap / expensive
: cool / warm long / short
slow / quick quiet / noisy :
: Interesting / boring _ polite / rude ‘
: bad / good old / new '
| light / heavy
Grammar
43.1 0 Check that the student understands the situation by asking short comprehension
questions such as ‘Who is Luca?’, ‘Where does he study?’, etc and reading through the four different questions The student listens to the conversation and finds the answers
! 1 He's going to take the advertising course '
2 Because it’s in the afternoon and he doesn’t |
want to study in the morning
: 3 The logistics course (€240 as opposed to ị
: Marketing in China €180, and Advertising
: €120)
4 She doesn’t know She'll think about it
Go through the Summer Programme form with the student Identify the information that is missing
and then ask the student to listen again and
complete the form with the necessary information
| The size of the Advertising group is 24 (as big as
the Marketing course)
The price of the Advertising course is €120, :
The duration of the international Logistics course ! is 50 hours The number of credits for the International : Logistics course is 10 ! The price of the International Logistics course ' is €240
4ó business one : one
se S wdys Of using comporotives from lessons
back to those lessons and ask the student
ture This could be done in advance for
§sons ó and 19 previously However, this may tudent
3 Ask the student to match the parts (1-7) with a
suitable ending (a-g) There are two possible
answers to 1
' 1 ¢ The Logistics course is longer than
: Marketing or Advertising
¡ 1 d The Logistics course is more expensive ị thơn the Adverfising course
¡2b The credis in Logisfics ore more voluoble
: than the credits in Marketing, :
: 3 d_ That's €60 more expensive than the '
Advertising course :
; 4 @ The Logistics group is bigger than the
i other two
; 5 f The group in Advertising is smaller than
the one in Logistics
: 6 @ Advertising is the shortest course
: 7 g The cost of the Advertising course is €60 ‘ cheaper than the Marketing course
Ask the student to describe the three different courses and comment on the differences, using the information in the notice in 2
Practice
Ask the student to read through the ten sentences and correct the ones that contain a mistake You may like to ask the student to explain their answers
ị Answers :
: 1) thet than 6 moreeleen cleaner |
! 2 correct 7 mrerebead worse ;
: 3 correct 8 correct :
| 4 merelew lower 9 mereeeny ecrller 5 corect 10 es than
Look
The student finds examples of the comparative, and as asin listening script 43.1
| the longest course / more important than / } more important / as interesting as / €60 more
: expensive / cheaper than / as big as / one hour ! | longer / the most expensive one / a lot bigger /
: better / a bigger group
2 The student should identify that all the verb forms in italics are passive forms Grammar 1 The student reads the sentences and identifies the tenses | Answers ; 13,6,7 past simple i 2 present continuous ! | 4 present simple 5,8 present perfec’ :
2 44.1 0 The student listens to 44.1 and writes down the sentences in the passive Pause between the
sentences to give the student enough time
' 1 This book was printed in Portugal '
‘ 2 Your application for a visa Is being processed :
' 3 The virus was first identified by a Dutch
scientist
4 Oranges are grown here
: 5 Alot of books have been written about this ' period ! 6 The pyramid was build around the year 2000 BC : : 7 The bridge was opened by the President of ` France in 2005
8 Iberia flight 413 to Bilbao has been cancelled due fo bad weather
The student can then practise saying the
sentences, with special attention to stress and the
weak forms of the verb be
The student matches definitions (a-d) with
sentences (1-8) in 2 Most fall into several categories _ Answers ! @ sentence 2, 3, 5,7 ‘ b- sentence |, 2 3, 5, 8 c sentence 1, 6 d_ sentence 2, 4, 8 Answers
: Phone Open Enterprises urgently about a
} cheque that theitbanics-sti-weiting-fer has '
: been refused by their bank If was the one that! :
: deposited on Frursdey Friday and it was signed :
by someone calied Sitren Susan Weston :
The student rewrites the sentences in the passive There may be alternatives Afterwards, practise
saying them
1 Free accommodation Is provided by the company for some staff
2 The presentation is being translated Into
Japanese i
Camel's milk is drunk across the Arab world |
! 4 This recording was made in Casablanca : Their research was completed two weeks i
ago
6 The city centre was not closed (by the
' police) during the G8 conference
: 7 The product was launched in 2003
: 8 This land will be sold to developers for ; €500,000 rộ My PC is going to be fixed tomorrow by the : ITdeporiment, 10 Ivan is not going to be offered the job of ‘ department manager wo a Look The student finds more examples of the passive in ~ listening script 44.2 : Answers
: it's been refused / Why has it been refused? / ' the cheque was issued / it was deposited / it
‘was signed by