Lifestyle pre intermediate tb

Give them time to compare answers with a partner before class feedback.. Encourage Ss to check answers in pairs before class feedback.. Ask them to answer questions 1–3 and to compare a

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DVD-ROM ONLINE MOBILE PHONE eBOOK IWB MP3 AUDIO

Karen Alexander

TEST MASTERCD-ROM

English for work, socializing & travel

Pre-Intermediate Teacher’s Book

www.pearsonlongman.com/lifestyle

Lifestyle is designed to meet the everyday language

requirements of people who need English for work, socializing and travel As well as dealing with how people communicate at work, it also helps learners interact effectively outside of the work environment, enabling them

to ‘get things done’ in a variety of situations.

Functional language is presented in a cross-cultural context helping learners to build successful business and social relationships and avoid communication breakdown

Built on a solid syllabus of grammar, vocabulary, speaking and listening, the course is straightforward and easy to use with clear learning aims

Regular Review units recycle language throughout the course.

We recommend the Longman Active Study Dictionary

for use with this course.

English for work, socializing & travel

Class Audio CDs

Workbook with Audio CD Workbook with Audio CD

CEFR

ElementaryStarter

Pre-intermediate

IntermediateUpper Intermediate

A1 A2 B1 B1+

B2

A2-B1

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CORRECT IMPRINT AND ACKNOWLEDGEMENTS TO COME

Pearson Education Limited

Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world.

www.pearsonlongman.com/lifestyle

a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers.

Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions

Individual purchasers may make copies for their own use or for use by the classes they teach Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches Under no circumstances may any part of this book

be photocopied for resale.

First published 2010 ISBN-13: 978-1-4082-37182 Set in: Avenir Book 9/11pt Printed and bound by: Graficas Estella, S.L Spain

Picture Credits

The publisher would like to thank the following for their kind permission to reproduce their photographs:

(Key: b-bottom; c-centre; l-left; r-right; t-top)

5 Corbis: Tokyo Space Club (t) 5 Getty Images: ColorBlind Images (b)

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Introduction

5

Lifestyle at a glance

8

Teaching notes Unit 1

13

Unit 2

19

Unit 3

25

Unit 4

33

Review 1–4

39

Unit 5

40

Unit 6

46

Unit 7

52

Unit 8

58

Review 5 –8

65

Unit 9

66

Unit 10

73

Unit 11

80

Unit 12

86

Review 9–12

93

Unit 13

94

Unit 14

101

Unit 15

107

Unit 16

114

Review 13–16

120

Photocopiable notes 121

Photocopiable activities

131

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Introduction

Who is Lifestyle for?

Welcome to Lifestyle, an international course in English for

work, socializing and travel Lifestyle is designed to meet

the practical needs of adults who need English for a variety

of reasons whether it be in their work or to mix socially with

foreign nationals, or for travel and interaction with other

travellers

Lifestyle’s syllabus encompasses both professional and general

English, so it is particularly suitable for classes where students

have mixed needs You could use Lifestyle with any of the

following student groups:

•

learning English

•

sections of an organization and perform different jobs

•

professions These groups might also include students

embarking on their careers or people preparing for a career

change

•

but anticipate a need for professional English in their future

The key goal of Lifestyle

Communication strategies

Lifestyle’s key goal is to enable students to speak English

with confidence Conversation is unpredictable and we

cannot rehearse all the different English conversations our

students will have in our lessons However, we can prepare

them with coping strategies for a wide variety of situations

Communication strategies are techniques for overcoming

difficulties in communicating The communication strategies

lessons in Lifestyle are designed to help students to explain

what they mean, build relationships and use English effectively

to get things done

Functional language

In addition to practical techniques such as checking

understanding and active listening, Lifestyle targets functional

language So it provides practice in language for making

requests, offering, inviting, suggesting, thanking, agreeing,

disagreeing, etc But in addition to providing functional

expressions, Lifestyle aims to provide usage information on

when and how we use the expressions

When we use functional language in English, we follow rules

Like grammar rules, we follow them subconsciously and we

are often unaware of them until they are broken To a large

extent these rules are ‘secret’ They cannot be uncovered

by looking at lists of examples in the way we might discover

grammar rules They depend on context, social relationships

and culture In Lifestyle, we aim to uncover the rules

The same sentence in English can perform different functions

For example, if someone says Is that your jacket on the

floor? they could simply be enquiring if the jacket belongs

to you But in another context, they could be requesting

that you move it Meanings depend on context and along

with understanding the words people say, students need to

understand their intentions To explain how the functional

language performs, Lifestyle looks beyond the literal

meanings of the words that make up functional phrases

to the intentions that lie behind them

Culture and language

Language and culture are tied together in many ways and direct translations from one language to another are not always possible An appropriate thing to say

Appropriacy and directness

To communicate effectively, both grammar and appropriacy

are important If a student begins a discussion with I am not agree, there is clearly a grammar issue I don’t agree or I disagree would be the correct form But there may also be an

appropriacy issue Disagreement is often signalled tentatively

at the start of English discussions and it is possible that the student is sounding more forceful and argumentative than

they intended Err, yes but might better represent what they

intended to say in English

When students make grammatical mistakes in English, people generally recognize them as exactly that and they understand that they result from the language learning process However, when students make mistakes like this, they are often interpreted on a social or personal level People may attribute an inappropriate form to someone having a difficult personality

There are many things we routinely say in English which are

indirect For example, if someone asks you Are you busy? it

could be a genuine inquiry about your workload, or it could

be a polite signal that they want your help or attention Many people feel a direct style of communication would be better

Saying I want your help would certainly be clearer However,

indirectness is a regular feature in English conversation (as it is

in many other languages) and it is not realistic to expect that students won’t encounter it Also, indirectness can have social

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Introduction

benefits Are you busy? can demonstrate a polite concern that

I want your help lacks.

Lifestyle’s approach to communication

strategies

Critical incidents

To raise cultural awareness, Lifestyle includes critical incidents

These are short anecdotes about situations where cross‑cultural

miscommunication has occurred The stories are generally told

from two angles and illustrate two different ways of thinking

Both ways are logical and neither one is right or wrong They

are simply different The incidents illustrate ways in which the

social rules people follow can vary from culture to culture

Conversational dynamics

Conversation is a dynamic process that involves turn taking

If A says Hi, how are you? we can expect that B will respond

with something like Fine thanks, and you? It is a unit of

conversation where one person says something that almost

requires another to respond in a certain kind of way In

Lifestyle, functional language is generally presented in pairs

of utterances rather than single‑item lists The goal is to

equip students with units of conversation, which are the basic

building blocks of conversation

Communication strategies

Lifestyle highlights communication strategies that English

speakers commonly use when they are getting things done

For example, when we’re thanking someone, we might

express delight, offer to repay them, say they shouldn’t have

gone to any trouble or exaggerate and say things like You’re

my hero or You’re a lifesaver Some of these strategies will

be similar to the strategies students employ in their own

language Others may be different

You will find further information on communication strategies

in the relevant sections of the Lifestyle Coursebook and in the

detailed teaching notes in this Teacher’s book

Working with Lifestyle

Flexible format

Teaching situations vary so Lifestyle has been designed to

have a flexible format so that you can work with the units in

different ways

1 You can start at the beginning and work through from

beginning to end Following this path means students build

on grammar structures and vocabulary that have gone before

and steadily extend their skills Lifestyle includes regular review

and provides constant progression

2 Each spread in Lifestyle is a stand‑alone lesson This means

you can dip in and out, selecting particular lessons to meet

the specific needs and interests of your class This approach is

most effective when time is short and you doubt there will be

time to complete everything

One-to-one classes

Lifestyle can be used for both small and large class sizes and

many of the practice activities involve working in pairs or small

groups If you are teaching one‑to‑one, you can perform the

pairwork activities by taking one of the roles yourself Where appropriate, you will find ideas and suggestions for adapting the group activities to one‑to‑one classes in the Teacher’s book notes for each lesson

Lifestyle is particularly appropriate for one‑to‑one situations

as many of the activities in the course draw on a student’s individual opinions and experiences which can be particularly fruitful areas to explore in one‑to‑one settings

Components of the course

Coursebook

The Coursebook is the central component of Lifestyle and it

contains the tasks and activities students will work on in class

The Coursebook units are divided into double‑page lessons, each with a clear aim, which are designed to make the course flexible and easy‑to‑use The number of units varies across the levels See more detailed information on the structure of each

level’s Coursebook in Lifestyle at a glance on pages 8–12.

CD-ROM

The CD‑ROM is attached to the back of the Coursebook

This component provides extra practice and self‑assessment for students working alone through a variety of interactive activities, including listenings It also contains a mini‑dictionary and the complete set of Coursebook audio files in MP3 format

Class CDs

Audio recordings are available on the two CDs that accompany the Coursebook and are also available as MP3 files on the Coursebook CD‑ROM

Workbook

The Workbook contains further practice of areas covered in the corresponding units of the Coursebook and introduces extra vocabulary to build lexis in the topic area The Workbook

is designed to provide practice activities for personal study, allowing students to practise the language they have learnt in class independently outside class The answer key is included

so students can check their own progress

Test Master CD-ROM

Attached to the back of the Teacher’s book, the Test Master

CD‑ROM is an invaluable resource to accompany Lifestyle

The tests are based strictly on the content of the Coursebooks, providing a fair measure of a student’s progress The audio files for the listening tests are conveniently located on the same CD‑ROM The tests can be printed out and used as they are, or can be adapted using Microsoft® Word to edit them

to suit different teaching situations The Test Master CD‑ROM contains the following: Unit Tests (one ‘A’ and one ‘B’ test for

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Introduction

each unit); Progress Tests (one ‘A’ and one ‘B’ for every three

units plus additional optional speaking and writing tests); a

Final Test (one ‘A’ and one ‘B’ version)

Website

Further materials will be available on the Pearson Longman

website: www.pearsonlongman.com/lifestyle These will

include free downloadable wordlists, MP3 files of the

listening material for each unit of the course as well as videos

explaining aspects of the course for the teacher’s reference

Unit sections

Speaking

Speaking is a top priority skill in Lifestyle and every lesson

includes a substantial speaking task or activity There are a

wide variety of task types including roleplays, discussions,

questionnaires, talks, games, etc These tasks provide

students with opportunities to experiment with new grammar,

vocabulary or functional language and put it to use in a freer

context

Talking points

The input lessons in Lifestyle finish with

Talking points – discussion questions which invite students

to express their personal ideas and opinions on the topic of

the lesson They are positioned at the end of the lesson, but

the Talking points can also be discussed earlier in the class if

students bring them up (see Lifestyle at a glance pages 8–12).

Listening

Lifestyle listening texts include social conversations, telephone

calls, professional meetings, discussions, talks, etc Students

will hear speakers with different accents in the audio

recordings They include British, American and other native

speaker varieties and they also feature many foreign accents

from around the world The goal is to prepare students to

operate in international contexts

Audio scripts of all the recordings can be found at the back of

the Coursebook on pages 146–163

Reading

There are a variety of different reading texts in Lifestyle

(articles, quizzes, emails, etc.) and they feature many real

people, companies, products and dilemmas They have been

designed to provide a clear presentation of new language

and also to prompt discussion Reading texts are generally

short and snappy to maximize opportunities for speaking

practice in classroom time More reading practice is available

in the Workbook Mini glossaries are provided with most

of the reading texts These mini glossaries give the student

instant definitions for those words in a reading text that are

not high frequency but that students would need to know to

understand the text

Grammar

Lifestyle takes a discovery approach to grammar Multiple

examples of grammar structures are presented in context in

listening and reading texts and then students are encouraged

to deduce the patterns and complete the rules for themselves

The grammar points presented in these sections will be practised again later with speaking practice activities in new contexts There is also a Grammar reference at the back of the Coursebook (see section on the Grammar reference)

Word focus

Lifestyle takes a systematic approach to vocabulary

development Each unit is built around a different theme and each lesson has a different topic Together they cover a wide range of social and professional subjects To help students

fix words and phrases in their memory, each unit of Lifestyle contains one or more Word focus activities Lifestyle pays

special attention to collocations – words that are frequently used together in phrases

Writing

Each unit of Lifestyle contains a writing task Emails take

priority but tasks such as writing PowerPoints, greeting card messages and reports on progress are also featured

These tasks provide students with an opportunity to use the language they have learnt to produce written messages for a variety of work and social needs

Audio scripts

Scripts of all the listening materials are available on pages 146–163

Grammar reference

There is a Grammar reference section on pages 164–176

of the Coursebook that draws the grammar information together and provides a comprehensive overview Grammar

is presented step‑by‑step throughout the lessons in the Coursebook and there are frequent cross‑references to the Grammar reference section set within the grammar tables and in the Reminder box of each unit There is also a list of irregular verbs at the end of the Grammar reference section

on page 176

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a short chain of friends and acquaintances If the theory G

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to get some work experience I’m looking for someone who can of

him an internship Je

I’m trying to find a native English speaker

find someone who wants to play tennis or go cycling with me

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A Present simple and continuous

B Present simple and adverbs of frequency

C Communication strategies Requests

D Interaction Networking

1

Building networks

C: Yes Do you want to come with us?

a: How far do you run?

C: About 15 miles

a: Oh That’s a long way

C: My friend’s training for the London marathon

a: Wow!

2

a = Man, g = Gudrun a: Do you have any contact with the Indian offices?

g: Yes, we work with them all the time

a: Oh, because we’re working on a sales training project for

some clients in Mumbai

g: Uhuh

a: And we need to deliver a training program

g: How do you want to deliver it – over the web?

a: Yes

g: Then you need to talk to Sameer Advani He’s responsible

for web training

R: Yes, my car’s at the service station I’m waiting for them to

call me

a: Oh, I see Which service station do you use?

R: I go to a place in Cherry Hill

a: Is it good?

R: Yeah, excellent It only costs fifty dollars for an oil change

a: I need to find a new service station

R: Do you want the address?

R: Don’t pay by credit card

Ex 5 1.1 Ss listen again and this time decide if the

statements are true or false and correct the false ones Play the recording once more if necessary Encourage Ss to discuss their answers in pairs before checking them

continuous

Aims and objectives

In this lesson Ss will:

•

present continuous

Listening: A chain of acquaintances

Ex 1 Ss mingle and introduce themselves to each other

Encourage them to use Hello, I’m/my name’s … and to

respond with Pleased/Nice to meet you For very formal

introductions How do you do? is used and the response is

How do you do? Elicit names of each student from the class at

the end of the activity

Ex 2 Ss look at the photos and the captions to find out how

many countries the people are from Go through the answers

as a class

Four countries: Germany, India, Scotland, the USA

Ex 3 Ask Ss to work in pairs to ask and answer the questions

about the six people Elicit answers from the class

1/2 See the information below the photos

3 See the information in italics adjacent to the arrows

Ex 4 1.1 Ss listen to three of the people talking and decide

which person is speaking and who they are talking about Ss

compare answers briefly before class feedback

1 Christine Cowper is talking about Prema Ghuptah

2 Gudrun Hohner is talking about Sameer Advani

3 Rob Shaw is talking about Chuck Bridges

Track 1.1: 1a, pages 4 and 5, Exercises 4 and 5

1

a = Man, C = Christine

a: I need to do more exercise

C: Really?

a: Yes I’m trying to lose weight How do you keep fit?

C: I go running with a friend

a: Oh, I like running

C: We usually go on Tuesdays and Saturdays

a: Saturdays?

M01_LIFE_TB_PINGBL_3919_U01.indd 13 4/3/10 13:08:39

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1 Building networks

Ex 10 Get Ss to report back to their partners Decide who

has the most in common and discuss any language issues that arose

•

adverbs of frequency

•

Reading: Animal networks

Ex 1 Refer Ss to the photo of ants and elicit ideas about the

topic of the text and words Ss predict will be in the article

Ex 2 Ss read the article Briefly discuss who was correct in their

predictions

Ex 3 Ss refer to the article to find words to match the

descriptions Give them time to compare answers with a partner before class feedback

Ex 4 Ss read the article again to locate the answers to the

exercise Encourage pairwork and during feedback discuss any other new vocabulary or comprehension problems

1 We can find someone to help us Life is more

interesting

2 When the colony needs more food carriers or more

nest maintenance workers

3 No, she doesn’t.

4 They network.

Ex 5 In pairs, Ss discuss the questions Monitor and help

as needed Elicit ideas from the class and write useful new language that emerges on the board Examples of ‘something else’ could be: an excellent product or service, a respected

name, effective advertising and marketing or attractive prices.

1 False – They go running on Tuesdays and Saturdays.

2 False – She is training for the London marathon.

3 True

4 True

5 True

6 False – He pays cash/in cash.

Grammar: Present simple and present

continuous

Ex 6 Tell Ss to look at the examples of the present simple and

present continuous and answer the questions Allow a few

minutes before checking answers

present simple: works, goes, belongs, meet, takes

present continuous: is studying, is training

optional suggestion: Look at pages 164–165 of the

Grammar reference and go through the notes (though you

might prefer to do this after working on the grammar in

Lesson B, which deals with negatives and question forms)

For the present simple affirmative, check Ss understand the

rules for using the third person singular, as well as spelling

and pronunciation For the present continuous, draw their

attention to the Watch out! box about verbs that describe

states and the fact that it is not grammatically correct to use

them in the present continuous (although McDonald’s have

coined the phrase ‘I’m loving it’!) Allow time to discuss the

examples and any problems Ss have

Ex 7 Ss read the text and change the verbs given into the

present simple or present continuous form Encourage Ss to

check answers in pairs before class feedback Point out that

have in the text is not used as a stative verb meaning own/

possess but describes an action taking place now, so needs to

be in the present continuous Write answers on the board to

Ex 8 You could give some examples of friends or family (make

them up if necessary) to give Ss some ideas Allow time for

Ss to discuss the questions in twos or threes before asking for

ideas from the class

Speaking: Finding connections

Ex 9 Put Ss into pairs and check they understand the points

they will discuss Monitor Ss, helping as required and noting

good language and areas for improvement to discuss during

class feedback

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Grammar: Present simple and adverbs of

frequency

Ex 6 Elicit the meaning of adverb of frequency (read the

explanation in 3 if necessary) and an example they will know,

e.g always Ask Ss to find the examples of the present simple

and six adverbs of frequency in the article and to compare

their answers with a partner before class feedback

1 How does an ant change jobs? (article title)/

So how do ants know what job to do?

2 Ant colonies don’t have managers./

The colony doesn’t need a leader …

3 often, usually, always, rarely, sometimes, never

Ex 7 Refer Ss to the examples and ask them to complete the

rules During feedback, give or elicit further examples of the

different forms if further explanation is required

1 Add s to the verb with he/she/it.

2 Use don’t or doesn’t to form negatives.

3 Use a question word and do or does to form

questions

Ex 8 Ss decide on the position of adverbs of frequency in a

sentence Then they decide where the four adverbs given

belong in the table Allow time for Ss to compare answers with

a partner before class feedback

Adverbs of frequency are generally placed before the

main verb but after the verb to be.

always usually often sometimes rarely never

optional suggestion: Refer Ss to pages 164–165 of the

Grammar reference Allow time to discuss examples and any

problems Ss have Provide further examples if required

Speaking: Questionnaire

Ex 9 Put Ss into pairs and ensure they take turns to ask each

other the questions and note their partner’s answers Monitor

and help as needed

Ex 10 Ss check their partner’s score on page 140 (File 6)

and read about the results After they have decided if they

agree with their results and talked about the importance

of networking in their jobs, briefly discuss their results as a

class Go over any language problems they had with the

questionnaire or in asking and answering the questions

Ex 11 Elicit examples of how Ss’ partners connect with others

Open up the discussion to include additional examples

Talking poinT

Ss discuss the question and provide examples Give some

ideas from your own experience if necessary to get the

discussion started

Homework suggestions

•

simple and adverbs of frequency (including a negative and

question form)

•

time (using the present simple and adverbs of frequency)

photocopiable notes 1.1 (page 121)

Work and free time (group interviews page 131)

Requests

•

look at the use of the word please and when and why it is

used

•

learn the difference between lend and borrow

Culture and Language

Requests

To get someone to do something, English speakers

generally say things like Can you do it? or Could you possibly do it? instead of a simple Do it So we use

question forms where an imperative would be used in other languages These request forms don’t translate simply into other languages Failure to use them appropriately can create a negative impression

The size of the request (how much we are asking for) influences the form we choose We tend to use more

basic forms such as Can I/you …? for smaller or routine

requests We tend to use longer request forms such as

Do you mind/Could you possibly …? with requests that

involve a larger imposition (ask people to do more)

People’s perceptions of the size of a request can vary across cultures For example, in a culture where phone calls are cheap or free, it may be easy to ask to use someone’s phone In a culture where phone calls are expensive, it would be a larger imposition Related to this is what right we feel we have to make a request We may find it easy to ask a waiter in a restaurant to bring

us a glass of water if we are a customer If we’re asking our boss for the same favour, it could be more difficult

Be ready to explore different perceptions of ‘request size’ and ‘rights’ as you work through the situations in this lesson

Please

We generally use please in English when we expect a favourable response So we tend to use please with small requests (Can you pass the salt, please?) and when we feel we have a right to ask for something (To a waiter: The bill, please).

In situations where we are asking for larger favours,

we are less likely to use please and more likely to offer

an explanation or apology (I have to call the office so could you …?/I’m sorry to trouble you but …?).

In English, please tends to be positioned at the end of requests and at the start of invitations (A cup

of coffee, please./Please sit down) A central position

is marked (unusual or different) and so, with a certain

intonation, it might indicate annoyance (I’ve asked you three times Would you please bring me the bill?).

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B: Yes, three boxes Where do you want them?

a: Over by my desk, please.

B: OK, can you sign here, please?

a: Certainly.

4

a = Woman, B = Man a: Excuse me.

B: Yes?

a: I need to take some stuff up to the third floor … B: Oh, do you need some help?

a: No, it’s all right thanks but there’s a trolley over there Do

you mind if I borrow it?

B: Not at all.

a: Thank you.

B: But could you bring it back?

a: Yeah, no problem.

Ex 6 1.2 Explain to Ss that they will listen to the

conversations again, this time completing the sentences with the words they hear Next, ask them to read through the sentences and, in pairs, try to remember from the first listening what words go in the gaps and/or predict the words Play the recording again Ask Ss to compare answers with their partner before going through them Get Ss to practise the extracts in their pairs and check on intonation

Conversation 1

1 May I have Conversation 2

2 trouble

3 problem

4 Could you

5 of course Conversation 3

6 can you

7 Certainly Conversation 4

8 stuff

9 Do you mind if

10 at all

Ex 7 Ask Ss to think about which conversations contained a

small request (1, 3) and which contained a big one (2, 4) when deciding on their answer Ss briefly discuss the question with a partner before discussing it as a class

English speakers normally say please if they make small

requests

Ex 8 Encourage Ss to discuss their answers in pairs before

opening the discussion up to the class If they have a word like

please, do they use it for small or big requests – or both? Note that many languages have words that are similar to please

However, these words may not be exact translations, so they may be used differently in some circumstances For example,

the German word for please, bitte, might also be used in situations where English speakers would say thank you.

Reading: Learning from children

Ex 1 Ss discuss the questions in pairs or small groups During

class feedback, write suggestions made under two headings:

‘What parents can teach their children’ and ‘What parents can

learn from their children’ Briefly discuss what Ss think are the

most important points

Ex 2 Ask Ss to read the article and answer the question

about it Check class responses and find out who agrees and

disagrees, asking for reasons

The writer thinks parents can learn (from their children)

how to make people do what they want (manipulate).

Ex 3 Refer Ss to the words and phrases in italics in the article

and ask Ss to match them to the definitions Encourage Ss to

compare answers with a partner before class feedback Check

Ex 4 Ss discuss the questions in pairs or small groups Monitor

Ss during the activity and note good language use and

additional useful language to add in during class feedback

Elicit ideas and examples Discuss any points which you noted

when monitoring

Listening: Please

Ex 5 1.2 Refer Ss to the questions first and then play the

four conversations, pausing between each one If necessary,

play the recording a second time Ask Ss to compare answers

with a partner before class feedback

1

bottom picture – The woman asks for the man’s name.

middle left picture – The woman asks the man to cover

for her (her son is sick and needs collecting from school)

middle right picture – The man asks the woman where

she wants the boxes

top picture – The man asks the woman if she needs

help

2 They say please in 1 and 3.

Track 1.2: 1C, page 8, Exercises 5 and 6

1

n = Noburo Nakamura, R = Receptionist

n: Hi I’m here to see Anne Baker.

R: May I have your name, please?

n: Yes, it’s Noburo Nakamura.

R: OK, just a second, please … OK, Mr Nakamura Have a

seat Anne will be down in a moment

a: My son’s sick His school just called me.

B: Do they want you to pick him up?

a: Yes, I need to leave now Could you cover for me?

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•

Refer Ss to the Reminder box and draw attention to the

language that the lesson will focus on Check Ss can use this language by looking at pages 164–165 of the Grammar reference and previous lessons of the unit

Listening: Perhaps I can help

Ex 1 Ask Ss to discuss in twos or threes where they usually

meet new people and to think of other places During class feedback, write additional ideas on the board

possible places: trade fairs, training events, coffee

shops/bars, on trains/buses/planes

Ex 2 1.3 Refer Ss to the pictures and ask how the people

could be connected Note ideas on the board Ss then listen

to a conversation and answer the questions Ss compare their ideas with a partner before class feedback See if any of the previous suggestions were correct

Track 1.3: 1D, page 10, Exercises 2 and 3

J = Julia, l = Lucy, p = Paul J: Lucy!

l: Julia! Lovely to see you Do you know, Paul?

J: Yes Do you live in the same building as Lucy, Paul?

p: Yes, I’m just renting a flat there while I finish my MBA.

J: So you’re an MBA student?

p: Yes I finish this summer.

l: Paul’s looking for a job

p: What do you do, Julia?

J: I’m a financial analyst.

l: Julia works very hard – never stops I think she’s a

workaholic

J: Oh, I’m not But I think I need a holiday.

l: I want to go to Paris for a few days Do you want to come

with me?

Ex 9 Ss find examples in Ex 6 of people making big requests

and either explaining or apologizing first Encourage Ss to

compare their answers with a partner before class feedback

Ask Ss if the same would apply in their country

Sorry to trouble you … (apology)/I need to leave now

(explanation)/I need to take some stuff up to the third

floor … (explanation)

Ex 10 Refer Ss to the table and the examples of requests

and Yes/No responses Ask them to answer questions 1–3

and to compare answers with a partner before checking them

with the class Draw attention to the fact that in the article on

page 8, the child’s first request is very short and basic As their

requests grow in size, the request forms they use become

a Do you mind if I …?/Could you …?/Would you …?/

Could you possibly …?

b Can I …?/Could I …?/May I …?/Can you …?

3 Of course./Certainly./No problem.

Word focus: lend and borrow

Ex 11 Ss complete the two sentences with either lend or

borrow Check answers.

1 borrow

2 lend

Ex 12 Ss complete the sentences and then compare answers

with a partner before class feedback Drill sentences with the

class to check intonation

Speaking: Asking for help

Ex 13 Put Ss into pairs and ask them to read the situations

and check they understand them They then take turns making

and responding to requests Encourage Ss to use a variety of

requests and responses, depending on the situation During

class feedback, discuss the most appropriate phrases to use in

each situation and, if time, ask them to practise the situations

again, possibly with a different partner

•

Ss write 5–8 sentences using lend and borrow (using a mix

of affirmative, negative and question forms)

•

teacher in the next class Allow time at the beginning of the

following class for Ss to mingle and make their requests and

encourage Ss to respond differently to the requests made

During class feedback, discuss the requests made and any

problems or questions Ss have

Making requests (Card activity page 132)

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18

Ex 6 Refer Ss to the pictures Tell Ss that each person has

a problem and ask them to read the information Ask Ss questions about each person to check they understand the information Ss then work in pairs and choose three of the problems, explaining to each other who they know who they think can help in each situation and why Refer Ss to the example before they begin and monitor pairs Discuss their ideas during class feedback

Ex 7 Ss mingle and show each other their personal network

diagrams, asking and answering questions about the people

Ask Ss to try and find someone they would like to meet and someone who would be able to help them with one of their problems During feedback, elicit information on the people they chose and their reasons for choosing them

Writing: Keeping in touch

Ex 8 Ask how often Ss email friends and which language they

use Ask if anyone has ever written to a friend in English Refer

Ss to the instructions and elicit ideas for what people can say

to a friend who has started a new job and tells you it is going well Then ask them to complete the email using their own ideas Decide if Ss work alone or in pairs and monitor them during the activity, noting good suggestions and language

During class feedback, elicit a variety of answers, writing language on the board as required

Sample answer:

Hi piero Great to hear from you It’s good to know that the new

job is going well At the moment, I’m working on a new iT project I want to finish it before i go on holiday.

Diana is very well She has a job interview next week

She is trying to get a job in one of the big london

•

J: Oh, yes! That’s a great idea

p: Oh, what’s that?

J: We’re working on a deal with some people from Argentina

p: Where in Argentina?

J: Buenos Aires, but they’re in London this week It’s a

problem, actually

p: Why’s that?

J: I’m trying to find someone who can translate for us The

person who speaks Spanish is off sick

l: Paul speaks Spanish.

J: No! Do you really?

p: Yes My father’s from Madrid

J: Are you free tomorrow?

p: Yes Can I help?

J: Oh yes …

p: That’s great.

J: I’m so pleased we met Look here’s my business card …

Ex 3 1.3 Ss read the sentences and, in pairs, add the

missing words Play the recording a second time to allow

Ss to check their answers, pausing after each one Play the

recording again if required

Ex 4 Ask Ss to think about what they would like to do

and to write some sentences about their lives using the

phrases It might be useful to provide some of your own

examples first and check on forms needed to complete

the sentences: 1 infinitive, 2 noun/to + infinitive, 3 infinitive,

4 something/someone (to + infinitive) Encourage Ss to

compare ideas after finishing the activity, before asking for

some ideas from the class Ss could also ask each other their

reasons for wanting to do these things (Why are you trying

to … ?).

Speaking: Personal networks

Ex 5 In pairs, Ss work through the instructions It might be

useful to run through the activity yourself using one example

for each part of the diagram, explaining about the people and

inviting questions for a family member Once Ss are ready, set

a time limit, monitor Ss and help during the activity During

class feedback, elicit some ideas and discuss any problems

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A Will for offers and decisions

B Emails

C Communication strategies Apologies

D Interaction Solving travel problems

2

Troubleshooting

C: That’s great Thanks a lot

a: You’re welcome

Ex 3 Ask Ss to work in pairs to practise the conversation they

have just heard They then make up more conversations,

swapping roles after each conversation Explain that going to different squares will lead to different conversations Monitor pairs during the activity and offer help with language as needed During class feedback, discuss their conversations and any difficulties which arose

Ex 4 Ask Ss to match the expressions with the meanings and

to compare answers with a partner before checking Elicit that

the expressions with will are offers to do something, or things

people say to show that they intend to do something or are sure that something is going to happen Check pronunciation

of I’ll and It’ll

Grammar: will and ’ll

Ex 5 Go through the information on will and ’ll and refer Ss

to the chart on page 12 to find further examples Elicit that these will be on the dark squares as they are things that Tech support says While eliciting examples, check Ss understand the difference between decisions and offers/promises

other examples:

Decisions: I’ll come now

offers and promises of help: We’ll take a look / I’ll get

back to you as soon as I can / I’ll send someone over to take a look / I’ll find out and let you know

optional suggestion: Look at page 169 of the Grammar

reference and go through the notes explaining will Check Ss

understand the pronunciation of the contracted affirmative and negative forms Allow time for discussion of the examples

in the grammar box and any questions Ss have

Ex 6 In pairs, Ss take turns to roleplay phoning Tech support

to discuss the problems

Check that Ss understand the problems and check words and

phrases, e.g log on to, virus, keyboard settings Remind them

that if they don’t know how to solve these problems, they can promise to look into them (investigate) and get back to the caller later Monitor conversations and, during feedback, highlight good language use and encourage discussion of how the problems were dealt with

and decisions

offers and promises

Listening: Calling tech support

Ex 1 Tell Ss what you do when you have a problem with your

computer, at home and at work Then ask Ss to discuss the

question in pairs before eliciting ideas

optional extension activity: Ss think of a few recent

examples when they have asked or been asked for help about

something and, in pairs, describe them and their outcomes to

each other

Ex 2 1.4 Ss listen to someone asking for help and follow

the conversation Explain that they can do this by going

from one square to the next on the chart, starting at the top

Allow Ss time to look at the chart and point out that the dark

squares are all the things Tech support could say and the

light squares are all the things Chris Orth (the person with the

computer problem) could say Elicit that the first three lines of

the conversation correspond to the first three squares going

down from the top Play the recording and ask Ss to mark the

next square which shows the next line of the conversation until

it has finished Then ask Ss to compare ideas before playing

the recording again to check After listening, check what the

problem is

The desktop computer is running very slowly

Track 1.4: 2a, Page 12, Exercise 2

a = Man, C = Chris Orth

a: Tech support Can I have your employee number, please?

C: Yes, it’s 240721, and my name’s Chris Orth

a: Thanks, Chris How can I help you?

C: I’m having trouble with my computer

a: With your laptop or desktop computer?

C: My desktop It’s running very slowly

a: OK, I’ll send someone over to take a look

C: How soon can they be here?

a: I’ll find out and let you know

C: Can you call me back on my mobile?

a: Yes, no problem

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2 Troubleshooting

asked to do something) Check any new language, e.g to man the office, to upload files Avoid explaining abbreviations

at this point as they will be covered in a later exercise (Note:

Explain to Ss that ‘National Leave-The-Office-Early Day’ is a real day in the USA Ask if they are surprised by this or have something similar in their country.)

Messages 3 and 6 need urgent action

Ex 3 Ss read the endings of the emails and match them to

the beginnings from Ex 2 Ss compare answers with a partner before class feedback, during which it may be useful to briefly discuss the formality/informality of the different emails by looking at the greeting, closing, etc Don’t go into detail at this point as this is done in Ex 9

Ex 4 Encourage Ss to talk with a partner and answer the

questions from what they remember, before they reread the emails Ss compare answers before class feedback

1 seeing Terri on the 15th

2 Elly is working at home Tan Keung Yam is manning

the office

3 the answers to some questions about uploading files

4 She is expecting to ship the order on Friday and she

is waiting for one part

5 In a hotel.

6 It’s ‘National Leave-The-Office-Early Day’.

Ex 5 Elicit the abbreviations from the class and write them on

the board See which ones Ss know and/or help them to work out the meanings Refer Ss to page 141 (File 8) and ask them

to find out what they mean Check understanding by asking

for further examples of when and how they can be used Post script is Latin for after writing and is used for something you

add after you have signed your name at the end of an email

or letter

Ex 6 Ss decide which emails the subject lines refer to and,

in pairs, discuss subject lines for the remaining emails Point out that subject lines are usually brief and it should be immediately clear to the recipient what the email is about

Monitor pairs throughout the activity and, during feedback, write suggestions on the board, encouraging discussion and the reaching of a class consensus

1 Email 3

2 Email 4 Possible subject lines:

Email 1 – Out of officeEmail 2 – Go home early!

Email 5 – Plug shipmentEmail 6 – Hotel reservation

Word focus: wait, expect, look forward

Ex 7 Ss match the phrases to their meanings Then ask them

to find and underline the phrases in the emails in Ex 2 and 3 to check Allow time for Ss to compare their answers before class feedback

Word focus: verbs with back

Ex 7 Ask Ss to find a verb phrase in the chart on page 12

meaning return your call (get back to you) Ask Ss if they know

any other verbs with back Then go through the examples

and check understanding Ss complete the sentences with the

words in the box Encourage Ss to compare their answers with

a partner before class feedback

Speaking: Quick decisions

Ex 8 Put Ss into pairs and go through the instructions Look

at the example together before designating roles A and B A’s

information is on page 142 (File 18) Ask Ss to read through

their situations and check with you if they have any problems

with comprehension Monitor pairs during the activity and

note good language use (especially the use of will ) and

interesting answers to discuss during class feedback

•

to make and explain who they will ask for help and why

Photocopiable notes 2.1 (page 121)

Making decisions, offers and promises

(Card matching page 133)

•

ending them

•

be introduced to and practise the verbs wait, expect and

look forward (to)

•

Reading: What’s in your inbox?

Ex 1 Briefly discuss as a class how many email accounts most

people have and what they use them for Then encourage Ss

to discuss the questions in pairs before asking for ideas from

the class You could start feedback by answering the questions

yourself

Ex 2 Ask Ss to read the emails and decide which are most

urgent Suggest they underline new language and try to guess

the meaning of new words from the context Ss compare

answers with a partner before class feedback Ask what made

them decide on their answers (in both 3 and 6, Terri is being

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Writing: Emails and responses

Ex 13 Decide if Ss are going to work in twos or threes and

group them accordingly Ss choose a situation from Ex 12 and write the email for it Ss decide who does the writing and those not writing help with grammar and language

Sample answers:

1

Dear Dr DaviesRe: your presentation at the meeting on 3 April, please could you tell me what equipment you will need?

Kind regards,

Jo Hall

2

Hi AhmedPlease could you send me your expenses claim ASAP?

The deadline for claims this month is 26 April

ThanksVanessa

3

Dear Ms MarkutaThank you for your enquiry I attach details of our warranty terms for all products

Best wishesAna Biedma

4

Dear everyone

I will be out of the office next week because I’m going

on a trip to England In my absence, please direct any urgent enquiries to Andrew Prendy

ThanksJuliana

optional suggestion: Set this activity as homework with

Ss either working alone or in pairs Alternatively, they could discuss their email in class and write it up individually for homework

Ex 14 Ss read each other’s emails and respond to them After

correcting emails, discuss good language use and phrases that could be added (Note: If Ex 13 was set as homework, Ss could exchange emails in a subsequent class and write replies, either in class or as a later homework.)

Sample answers (replies to the emails in Ex 13):

1

Dear JoThank you for your email I would like to give a PowerPoint presentation but I will need a flip chart, too, for the first brainstorming session

Kind regardsJonathon Davies

2

Hi VanessaI’m attaching my expenses claim I’ll also put a copy in the internal post for you

Cheers Ahmed

1 We’re expecting to (email 5)

2 We’re waiting for (email 5)

3 We’re looking forward to (email A)

Ex 8 Ss work in pairs to complete the sentences Ask Ss to

read out the complete sentences during feedback to check on

pronunciation and word linking

1 We’re waiting for

2 We’re expecting to

3 We’re looking forward to

4 We’re expecting to

5 We’re looking forward to

6 We’re waiting for

Refer Ss to the Watch out! point and the forms presented

Elicit further examples to clarify structures Point out that wait

is followed by an infinitive form and that all three verbs can

also be followed by a noun

Speaking: Starting and ending emails

Ex 9 Ask Ss to look at the emails in Ex 2 and 3 again Elicit

which are more formal and why

5/D and 6/E are more formal They begin with a more

formal greeting (Dear …) and have formal endings (Best

wishes/Kind regards).

Ex 10 Discuss question 1 as a class, checking on the

pronunciation of the titles Add that Miss is also possible as an

address form for an unmarried woman but explain that Ms is

the safest and most common form used these days (it doesn’t

imply being married or single) Ask Ss to answer question 2

and compare answers with a partner before class feedback

During this, also tell Ss that English speakers commonly say

both Look forward to and Looking forward to and that the

meaning is the same

1 We use titles when we don’t know the person’s first

name or we don’t know them well

2

a Kind regards/Best wishes/If you have any further

questions, please do not hesitate to ask./We’re

looking forward to seeing you on the 15th./Thank

you for your patience

b Cheers/Thanks a lot/I hope this helps./Have a great

weekend./Feel free to call me./No closing

Suitable for both: Best wishes/We’re looking forward to

seeing you on the 15th./I hope this helps

Ex 11 Discuss questions 1–3 about Ss’ own situation(s)

and then ask them to look at page 141 (File 9) to find the

information about British and American speakers Go through

this with the class

Ex 12 Ss work in pairs to decide on greetings and closings for

the situations During feedback, discuss their answers and add

in alternatives as appropriate

Possible answers:

1 Dear Mr/Ms …, Kind regards

2 Hi …, Thanks

3 Dear Mr/Ms …, Kind regards

4 Dear All, Best wishes

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4

Hi Juliana

Enjoy your trip! Could we meet to discuss it when you

get back, maybe on 24 September?

Regards

Yasmina

Talking PoinT

Ss discuss in pairs what they think their next email will be

about Elicit ideas from the class, beginning perhaps with

your own reply to the question

Homework suggestion

•

Ss write 5–8 sentences of their own using wait, expect and

look forward to Encourage them to use affirmative, negative

and question forms

Apologies

•

address

•

Apologies

Something that could require an apology in one

culture may require no mention in another So English

speakers might say sorry in situations where it would

be unnecessary or peculiar in other cultures Similarly,

we might not say sorry in other situations where other

people would

This lesson focuses on some common contexts where

English speakers say sorry Be aware that your students

may have different customs as you work through the

situations

Sorry vs Excuse me

Be ready to explain the difference between sorry and

excuse me if asked British English (BrE) and American

English (AmE) speakers commonly use excuse me to

gain someone’s attention (Excuse me, is this seat free?)

AmE speakers also use excuse me to signal they haven’t

heard and to ask someone to repeat (It’s eight-oh-four

… Excuse me? … Eight-oh-four) BrE speakers would

generally say Sorry? in this context I beg your pardon

is an old-fashioned expression If your students ask,

explain that it’s generally used to apologize for doing

something embarrassing or for correcting a mistake in

what we have said (There are sixty-five … I beg your

pardon … fifty-six boxes).

Politeness

A more fundamental difference between the use of

sorry in BrE and AmE (and other cultures) is illustrated

in the article in Ex 2 and it relates to politeness itself

There are two contrasting aspects to politeness On

one hand, it involves awarding esteem to other people and showing solidarity On the other hand, it involves allowing other people to do as they wish by not imposing or intruding on them

AmE tends to emphasize the former aspect of politeness, so including people, being open and showing approval and friendliness are very important

The stereotype of the talkative American who tells you their life history within five minutes of meeting them

is probably rooted in this Meanwhile, in BrE there

is greater emphasis on not imposing or intruding on people It is important to leave people alone so they can go about their business without you getting in their way The stereotype of the cold, reserved British person

is probably rooted in this Of course, both aspects of politeness are important in both cultures (and indeed all cultures) but there’s a difference in weighting Many Latin cultures tend to emphasize inclusion and solidarity like the USA Many Asian cultures tend to emphasize not imposing or intruding, like the UK

There will be more lessons on apologizing later Unit

10 is about handling complaints in customer service contexts (see Teaching notes pages 76–77) and Unit

15 is about making excuses for mistakes (see Teaching notes pages 110–112)

Reading: Sorry!

Ex 1 For the first question, encourage Ss to think of examples

of when people might say sorry and compile a list on the

board

1 Possible answers:

sitting in someone else’s seat by mistake; treading on

your foot; standing in your way; forgetting someone’sname or details or getting them wrong

When Ss answer the second question, discuss cultural differences

Ex 2 Refer Ss to the title of the article and the picture and

discuss ideas about what they could refer to Ss then read

the article to learn if English people say sorry in the same

situations that they do Encourage wider discussion of cultural differences and discuss whether Ss agree with the article

Ex 3 Ss reread the text to answer the questions Encourage

them to compare answers with a partner before class feedback

1 Kate Fox, anthropologist

2 Kate

3 No, they don’t.

4 People were good at jumping out of the way.

5 Possible answer: culture, importance of personal

space

Listening: Sorry to interrupt

Ex 4 Ask Ss to look at the picture and say what they think is

happening Elicit the meaning of interrupt before asking Ss to

discuss the questions in twos or threes During class feedback, include your own answers

Ex 5 1.5 Ss read the part of the conversation and

complete the missing part with their own ideas They then listen to the conversation and check their answers Play the recording a second time, pausing after each answer if

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necessary Encourage Ss to compare answers before going

through them as a class

1 Hi, it’s Rosemary.

2 Oh, sorry, is this a bad time?

3 No problem.

Track 1.5: 2C, Page 16, Exercise 5

J = Jean Pierre Moreau, R = Rosemary

J: Jean Pierre Moreau.

R: Hi, it’s Rosemary.

J: Hi, Rosemary Look, can I call you back?

R: Oh, sorry, is this a bad time?

J: Yes, I’m in the middle of something.

R: No problem.

J: Thanks Bye.

Ex 6 Elicit that what Jean Pierre says in Ex 5 (Look, can I

call you back?) is a way of politely stopping Rosemary from

interrupting him Elicit that when Rosemary asks … is this a

bad time? it’s a way of checking whether it’s OK to interrupt

someone Ss work in pairs and decide which phrases stop

people interrupting (1) and which check if it is OK to interrupt

(2) Go over the answers with the class, discussing how

intonation and tone might affect politeness

Ex 7 1.6 Ss listen to the same people in the next

conversation and note how many times sorry is said Ask Ss to

quickly compare answers with a partner before class feedback

They say sorry four times.

Track 1.6: 2C, Page 17, Exercises 7 and 8

J = Jean Pierre Moreau, R = Rosemary

R: Rosemary Clark.

J: Hi, it’s Jean Pierre

R: Oh, Jean Pierre Thanks for getting back to me.

J: Sorry I couldn’t speak earlier

R: Oh, that’s OK Jean Pierre, I’m sorry to trouble you but I

need an email address for Steve Parks

J: Ah I have it here It’s SteveParks … Have you got a pen?

R: Yes.

J: It’s SteveParks84, at gmail dot com.

R: SteveParks, is that all one word?

Ex 8 1.6 Ss listen to the conversation again and complete

the examples Play the recording again if required, stopping after each example After the listening, ask Ss to work in pairs

to match the examples to the reasons and then check answers

Ask Ss to think of other reasons apart from a–d when people apologize Ss could then take turns to be A and B in 1, 3 and

4, concentrating on intonation

1 getting back; speak earlier (Reason b)

2 to trouble; need (Reason a)

3 oh; eighty (Reason d)

4 I said (Reason c)

Word focus: Email and web addresses

Ex 9 Ss refer to the email and web address and label the

parts with the words and expressions in the box With a weaker class, you might want to do the first one together

Encourage Ss to compare answers with a partner before class feedback Ask if any of the words are the same or similar in their language(s)

7 all one word

Ex 10 As a class, check on the pronunciation of the parts of

addresses, discussing which are said as a single word and which as separate letters Ask if Ss can think of any other similar examples and add them to the appropriate list (This could be

a good time to introduce and discuss the phonetic alphabet, depending on the class and situation See Photocopiable notes page 122.)

1 com, net, org, co, gov, biz

2 uk, us, ac, fr, jp

Ex 11 Ss note down three email addresses and, in pairs, take

turns to dictate them and write them down At the end of the activity, ask Ss to check correct spelling by looking at what their partner wrote If this was a difficult activity, dictate further examples for the class to practise with

Ex 12 Discuss the questions as a class and ask if they think the

examples are effective Widen the debate from examples to Ss’ own ideas, adding your own ideas to help Ask if Ss have similar ways of remembering things in their own languages

Speaking: Is this a good time?

Ex 13 Ss work in pairs to simulate two phone conversations

Allocate Ss A or B roles and refer them to the information they need to read B’s information is on page 141 (File 10) Allow

a little time for Ss to prepare their conversations and check that everything is clear before asking them to begin Monitor

Ss during the activity, noting good language and helping as needed During class feedback, discuss how the conversations went, particularly whether each A noted the email address correctly If they didn’t, whose fault was it – theirs for not writing exactly what B said, or B’s for not saying it accurately?

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•

the language for apologizing as they can

•

Photocopiable notes 2.2 (pages 121–122)

Spell it out (Dictation and writing of key information

page 134)

•

problem

•

Refer Ss to the Reminder box and draw attention to the

language that the lesson will focus on Check Ss can use this

language by looking at page 169 of the Grammar reference

and at previous lessons of the unit

Listening: Help!

Ex 1 Ask Ss, in pairs, to make a list of the problems that

people face when travelling by train Elicit ideas from the class,

writing key ones on the board

Ex 2 1.7 Explain to Ss that they are going to hear one half

of a telephone call and that a traveller is calling her friend from

the airport Play the recording for Ss to answer the questions

Play the recording a second time if needed then check

answers

Problem: The caller (Ana’s) bag didn’t arrive and she

doesn’t have her driving licence (so she can’t hire a car

to get to her friend Bridget’s house)

Solution: They arrange for Bridget to come and pick

her up

Track 1.7: 2D, Page 18, Exercise 2

a: Bridget? It’s Ana.

a: I’m at the airport, London Heathrow But Bridget, I have a

problem

a: My bag didn’t arrive.

a: They say it’s in Miami They’ll send it on the next plane.

a: I’ll get it tomorrow but my driving licence is in the bag I

can’t hire a car to get to your house

a: Oh, that’s very kind of you I’m so sorry to trouble you.

a: I’m at terminal 3 How long will it take you to get here?

a: OK I’ll wait outside in half an hour Bridget, thank you so

much

a: I’m looking forward to seeing you, too See you soon.

Ex 3 Ss read what Ana says and, in pairs, try to work out from

the context what Bridget says, filling in the gaps with their own

ideas

Ex 4 1.8 Ss check their answers by listening to the whole

conversation Pause the recording after Bridget speaks to

allow Ss time to compare what they’ve written with what

Bridget actually says Point out that what they thought

of might be perfectly correct but just different (Oh that’s terrible instead of Oh no) Play the recording again without

pausing, so Ss can hear the completed version again They could then take turns to be Ana and Bridget and practise the conversation

1 Hi, Ana Where are you?

2 What’s that?

3 Oh no! Where is it?

4 When will it arrive?

5 Don’t worry I’ll come and get you.

6 It’s no problem Where exactly are you?

7 Only thirty or forty minutes

8 Don’t mention it I’m looking forward to seeing you.

Track 1.8: 2D, Page 18, Exercise 4

a = Ana, B = Bridget a: Bridget? It’s Ana.

B: Hi, Ana Where are you?

a: I’m at the airport, London Heathrow But Bridget, I have a

problem

B: What’s that?

a: My bag didn’t arrive.

B: Oh no! Where is it?

a: They say it’s in Miami They’ll send it on the next plane

B: When will it arrive?

a: I’ll get it tomorrow but my driving licence is in the bag I

can’t hire a car to get to your house

B: Don’t worry I’ll come and get you.

a: Oh, that’s very kind of you I’m so sorry to trouble you.

B: It’s no problem Where exactly are you?

a: I’m at terminal 3 How long will it take you to get here?

B: Only thirty or forty minutes.

a: OK I’ll wait outside in half an hour Bridget, thank you so

much

B: Don’t mention it I’m looking forward to seeing you.

a: I’m looking forward to seeing you, too See you soon.

Ex 5 Tell Ss they are now going to play a game Explain that

they are going to London to give a conference presentation and the person who finishes first wins Go through the instructions and check that everything is clear before putting

Ss into pairs and handing out coins (or counters) to play with

Remind Ss that luggage (square 13) is an uncountable noun

and go over any other potentially difficult language Monitor the pairs during the activity, helping as needed During feedback, discuss the situations which arose and how Ss dealt with them, as well as good language use and any problems which arose

oPTional Talking PoinT

Ask Ss to discuss, in twos or threes, problems they have had when travelling and explain what happened

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A Past simple

B Past simple questions

C Communication strategies Active listening

D Interaction Learning from experience

Ex 5 Ss scan the article to find examples of the verb to be in

the past simple then complete the first set of rules Encourage

Ss to compare answers in pairs or small groups before class feedback

was : affirmative singular/ were : affirmative plural/ wasn’t :

negative singular/ weren’t : negative plural

• The Cedars-Sinai Medical Center was one of the top

hospitals

• There were a number of reasons for this

• The doctors were very busy

• Sometimes there weren’t any sinks nearby or they

were behind equipment

• And sometimes the doctors didn’t think it was

important

• They thought their hands were clean enough …

• … so there was only 65 per cent compliance …

• … so $10 wasn’t a lot …

• 85 per cent was good …

• The doctors’ hands were very dirty …

Ex 6 Ask Ss to work alone or in pairs to write the past simple

forms and complete the rule Check answers as a class

Highlight the spelling and pronunciation of regular past simple

( -ed ) verb endings, referring to page 166 of the Grammar

reference and/or doing the optional activity below

examined created asked carried walked used planned earned

Regular verbs: Add -ed to the base form of the verb

Optional pronunciation focus: -ed ending

regular past simple verbs

aim: To introduce the three final sounds for regular past

simple verbs: /d/ /t/ and /Id/

Draw three columns on the board and write the three sounds at the top of each Elicit the end sounds for the

dealt with

Reading: Compliance

Ex 1 Tell Ss that this lesson introduces the past simple and ask

them to look at the photos and discuss their answers either as

a class or in pairs If they don’t know what a Petri dish is, they

should try to work it out from the context Don’t go through

the answers at this point as Ss read the article and check their

answers in Ex 2

Ex 2 Ss read the article to check their answers Encourage

them to underline new vocabulary and to try and guess the

meaning from the context During class feedback, explain that

Ex 4 will deal with potential new language Point out that as

this is an AmE text, the spelling in the first line is center Ask Ss

what the BrE spelling is ( centre )

1 The picture of the hand shows bacteria

2 a doctor/medical person washing his hands; a Petri

dish (a shallow dish used for growing bacteria)

Ex 3 Ask Ss to work in groups to answer the questions, if

necessary, rereading the article Check answers as a class

1 They were very busy; there weren’t any sinks nearby

or they were behind equipment; they didn’t think it

was important; their hands were clean enough and

didn’t carry bacteria

2 The hospital: sent emails, put up posters, gave the

doctors Starbucks vouchers for washing their hands,

took photographs of the doctors’ hands which

showed the bacteria and used them on computers as

screensavers

3 giving vouchers; showing them photos of the dirty

hands

4 possible answer: We can motivate people by

showing them something or by offering them

rewards instead of talking to them

Ex 4 Check Ss understand the meaning of italics and elicit

some of the words in italics in the article before Ss complete

the exercise Allow Ss time to compare answers before class

Trang 27

3 Roads to success

verbs from Ex 6 and encourage Ss to pronounce them

so they can hear the sounds Ss copy the table into their

books and add other -ed ending words to it in future

lessons Explain that a good dictionary gives the sound

of the ending You may wish to give each student an

-ed ending verb to look up and add to the appropriate

column

It could be useful to point out to Ss that the most

common ending sound is /d/, followed by /t/ then

/Id/ and there is no change in the number of syllables,

except when the ending sound is /Id/ Provide further

•

to write them in the appropriate column

Ex 7 Ss complete the irregular forms and check the article as

needed for examples, checking their answers with a partner

before class feedback Refer Ss to the irregular verb list on

page 176 and suggest they try to remember as many of these

as they can

Ex 8 Ask Ss to complete the rule for negative forms and allow

time for them to check their answers with a partner before

going through them

Negative forms: Use didn’t (did not) + the base form of

the verb

Ex 9 Refer Ss to the story and ask them to complete it using

the past simple of the verbs given Ss can either work in pairs

or alone and then compare their answers with a partner For

class feedback, Ss take turns to read out the sentences of the

story This is an opportunity to check pronunciation of the

regular past simple forms Check or ask about any problems

with understanding and vocabulary, e.g best practices (the

best ways of doing something, usually in an organization)

Optional suggestion: Ask Ss to refer to page 166 of

the Grammar reference if further explanation is required, providing extra examples as needed Alternatively, Ss read this for homework and write 5–8 past simple sentences of their own, using affirmative, negative and question forms

Speaking: Motivating projects

Ex 10 Ss brainstorm a past project which motivated them,

then answer the questions and make notes Allow time for Ss

to reflect and complete the activity

Ex 11 Ss work in pairs or small groups and describe their

projects to each other Encourage Ss to ask each other questions to find out more information During class feedback, ask Ss to briefly say something about each of the projects and discuss those which sounded the most interesting

•

be introduced to and be given practice in forming Yes/No and Wh- questions with the past simple

•

Listening: A career story

Ex 1 Explain that this lesson introduces past simple questions

and discusses careers Then ask Ss to use the list and decide what leads to success in their working life

Ex 2 Ss discuss their answers with a partner before the

discussion is opened up to the class Encourage Ss to give reasons or examples to support their ideas

OpTiONal TalkiNg pOiNT

Discuss how different cultures and areas of work may influence Ss’ choices Try to reach a class consensus on which points are the most important

Ex 3 1.9 Refer Ss to the photo and elicit what they know

about the product Ask Ss to listen to find out what the

founder of Pomegreat says was important for his success Tell

Ss to listen for three things that he mentions and compare answers before class feedback

He was passionate about the product, he researched the market and he met and talked to people

Track 1.9: 3B, page 22, Exercises 3 and 5

i = Interviewer, a = Adam Pritchard i: Adam, did you go to business school?

a: No, I left school when I was 16 and I went travelling.

Trang 28

8 Where, get

9 Did, take

Ex 6 Put Ss into pairs and explain that they are going to

take turns being Adam Pritchard and the interviewer Explain that the interviewer needs to ask the questions given in Ex 5

Monitor Ss, helping as needed and checking that interviews are running smoothly Bring the class together to discuss any difficulties Ss may have had It might help if Ss read the audio script on page 148 at this point

Grammar: Past simple questions

Ex 7 Ss complete the table, either alone or in pairs Compare

answers as a class and give further examples as needed

Was it easy to sell cars?

Were the exams difficult?

No, it wasn’t.

Yes, they were.

Did Adam lose £40,000?

Did he learn from his mistakes?

No, he didn’t.

Yes, he did.

Ex 8 Ask Ss to complete the questions, using the answers

to help them decide which question word from the box is

necessary If you feel Ss need help, elicit that Because answers the question Why They could compare answers with a partner

before class feedback Highlight the Watch out! point when

checking the answer to question 7 It might be useful to elicit

a few further examples of questions using the Wh- words

given but explain to Ss that they will get further practice in the next exercise

Ex 9 Put Ss into pairs and explain that they are going to ask

each other about their own careers Remind them that they can talk about someone in their family instead if they wish

to Allow Ss time to a) read the questions given and b) add some other questions to the list Encourage Ss to make brief notes of their partner’s answers Monitor Ss during the activity, noting questions asked and language used Help as required

For class feedback, elicit some of the extra questions asked and ask what Ss found out about each other

Ex 10 Refer Ss to the photo of Paul Potts and ask if Ss know

about him Don’t tell them about Paul Potts at this point as they will find out about him in the next activity

Ex 11 Ss work in pairs (as student A and student B) and

complete the information about Paul Potts Point out that

B asks questions in this exercise and A asks questions in

Ex 12 Refer Ss to the example given and give B time to think about the questions they need to ask A should look at their information on page 145 (File 40) and be prepared to answer B’s questions and also explain the meaning of words

as necessary It might be a good idea to deal with Ex 11 and

12 at the same time and put As and Bs in pairs so they can prepare together before returning to their original pairs (B’s information is on page 143, File 24.) Monitor Ss during the activity and, for class feedback, elicit the missing information using the file at the back of the book Check on the questions asked and deal with any comprehension queries

i: So when did you set up your first company?

a: When I was about twenty-four I started a company to sell

cars

i: How did it go?

a: Oh, it was a disaster I invested about £30,000 but I didn’t

sell any cars – not one

i: Oh dear! Why not?

a: I really didn’t know much about cars.

i: Really?

a: Yeah, and I had no contacts in the car market

i: So what did you do after that?

a: I went back to school and trained as a stockbroker

i: That’s a difficult job Did you pass the exams?

a: Yes, but I couldn’t find a job

i: So what happened next?

a: I had an idea for another company I set up a telephone

counselling service and we gave advice to people over the

phone

i: Was that successful?

a: No I lost £50,000 in four months and I had to sell my

home

i: That’s terrible.

a: Yeah, but those two failures taught me a lot, I think

i: Where did you get the idea for Pomegreat?

a: A friend called me from Pakistan and said I had to come

and try this fantastic juice I got on a plane, tried the juice and

loved it I wanted to sell it in the UK

i: Did it take you long to set up the company?

a: Yes, it did I spent a year researching the fruit juice market

And I met and talked to a lot of people first

i: And Pomegreat is a big success What was your turnover

last year?

a: £10 million We had some problems in the beginning, but

yes, we’re doing very well now

Ex 4 Encourage Ss to work in pairs or small groups to discuss

their answers and remind them to correct those which are

false Monitor Ss and at the end of the activity, elicit answers

from the class

1 False – He didn’t go business school.

2 True

3 False – He passed his stock-broking exams.

4 True

5 False – He invested and lost £50,000 and he had to

sell his home

6 True

7 False – His turnover was £10m.

Ex 5 1.9 Allow Ss some time to try and fill in as many gaps

from memory as they can Ask how many they have filled in

and play the recording again so they can check and complete

their answers Encourage Ss to check their answers again with

a partner before going through them with the class

Trang 29

This lesson focuses on short questions and comments English speakers make which demonstrate they are actively listening – in particular, responses to new information, including surprises, shocks and good and bad news It provides practice with pairs of utterances (units of conversation where one person says something that almost requires the other to respond in a certain

kind of way) So, for example, if someone says I’ve just been promoted, a response like Congratulations would

be appropriate while What a pity probably wouldn’t be.

There will be another lesson on turntaking later (Unit 12) which will focus more on body language, interrupting and overlapping speech

Listening: Good news, bad news

Ex 1 Tell Ss this lesson focuses on giving and responding

to news and refer Ss to the photo of people talking at work, asking what they could be talking about Elicit a few ideas and get Ss to work in twos or threes to first discuss what they like

to talk about during their work breaks, then compile a list of subjects Refer them to the examples and, during feedback, write further ideas on the board Find out which are the most popular subjects You could discuss any differences between groups of people and see if any generalizations can be made

possible topics: the work you’re doing together, people

you know, the weather, family, movies, company news, sports, things you did at the weekend, holidays, etc

Ex 2 1.10 Ask Ss to look at the five photos and elicit what

they show Ss then listen to five conversations and match them

to the correct photos Encourage Ss to check their answers with a partner before class feedback and decide if good or bad news is being given

a: Yes, a bit, I went to a party last night.

B: That’s nice Did you have a good time?

a: Not really I had to leave early.

B: That’s a pity

a: Yes, I had a bad headache.

B: You poor thing Are you better now?

a: Yes, I’m fine, thanks.

2

a = Man, B = Woman a: Where’s Louisa today?

B: Didn’t you hear? Someone drove into her car this morning.

a: Are you serious?

B: Yes, really.

Ex 12 Ss work with the same partner and complete the

exercise in the same way as Ex 11, this time with A asking

the questions and B answering and providing explanations

Monitor Ss and elicit class feedback as in Ex 11

Ex 13 Ask Ss to share any similar stories with the class

Encourage Ss who are listening to ask questions in order to

get more information from the student telling the story

Speaking: Life and career game

Ex 14 Explain to Ss that they are going to play a game

based on their past life and career Go through the first set of

instructions and the three sentences and check Ss understand

the game You could demonstrate with three sentences of

your own which you read out to the class Encourage Ss to

ask you questions to find out more about your sentences

before they decide which one is false After doing your own

sentences with the class, allow time for Ss to write three

sentences each before taking turns to read them out, with the

rest of the class asking questions Continue the activity, either

as a class or in groups, until all Ss have had a turn at reading

out their sentences

TalkiNg pOiNT

Allow Ss time to reflect and think of their answers before they

discuss them in pairs or groups During feedback, elicit key

ideas, particularly about what they learnt from school If time,

encourage discussion of how the education system and their

experience of school may have changed since they attended

school You might wish to add your own ideas

•

the end of the lesson, or about their favourite teacher

What’s the story? (Ordering a narrative page 135)

Active listening

•

respond to news

•

Active listening

How people convey interest and engagement in social

conversation varies across cultures In some cultures,

such as Finland, verbal responses may be minimal and

a comfortable silence can last a long time Japanese

speakers, on the other hand, may make very frequent

Trang 30

a: That’s terrible! Is she OK?

B: Yes She wasn’t hurt but her Honda’s badly damaged.

a: Oh no! It’s a new car.

B: I know It’s awful.

a: Poor Louisa.

B: Yes, but at least …

3

a = Man, B = Woman

a: Did you go to the sales presentation?

B: No, I couldn’t go.

a: That’s a shame It was very interesting.

B: Yeah, I wanted to go.

a: Too much work, huh?

B: No, I had to take my daughter to the hospital.

a: Oh, nothing serious I hope.

B: No, she just needed some tests …

4

a = Woman, B = Man

a: So what happened yesterday?

B: The interview went very well

a: Good!

B: In fact, they offered me the job.

a: Wow! That’s terrific! Congratulations!

B: Thank you

a: Fantastic!

B: Yes, I’m really excited about it.

a: Yes, I can imagine So when do you start?

B: Next week I can’t wait.

5

a: Did you do anything nice this weekend?

B: We went to Brighton.

a: That’s nice Brighton’s a fantastic city.

B: But we couldn’t find anywhere to park.

a: Really? Did you try the multi-storey?

B: Yes All the car parks were full

B: A fifty pound parking fine!

Ex 3 1.11 Explain to Ss that they must put the sentences

in the correct order Ss can work alone or in pairs When

they have finished, play the recording and pause after each

sentence so Ss may check the order If time, refer Ss to

the audio script on page 148 and ask them to roleplay the

conversation for practice Encourage Ss to be expressive and

to try to copy the intonation they heard Monitor and check

intonation

1 Tired?

2 Yes, a bit, I went to a party last night.

3 That’s nice Did you have a good time?

4 Not really I had to leave early.

5 That’s a pity.

6 Yes, I had a bad headache.

7 You poor thing Are you better now?

8 Yes, I’m fine, thanks.

Track 1.11: 3C, page 24, Exercise 3

1

B: Tired?

a: Yes, a bit, I went to a party last night.

B: That’s nice Did you have a good time?

a: Not really I had to leave early.

B: That’s a pity

a: Yes, I had a bad headache.

B: You poor thing Are you better now?

a: Yes, I’m fine, thanks.

Ex 4 1.12 Ss work alone or in pairs to match the sentences

from conversations 2, 3 and 4 to the responses Once again, play the recording, pausing after each answer is given to check as a class

B: Didn’t you hear? Someone drove into her car this morning.

a: Are you serious?

B: Yes, really.

a: That’s terrible! Is she OK?

B: Yes She wasn’t hurt but her Honda’s badly damaged.

a: Oh no! It’s a new car.

B: I know It’s awful.

a: Poor Louisa.

B: Yes, but at least … 3

a = Man, B = Woman a: Did you go to the sales presentation?

B: No, I couldn’t go.

a: That’s a shame It was very interesting.

B: Yeah, I wanted to go.

a: Too much work, huh?

B: No, I had to take my daughter to the hospital.

a: Oh, nothing serious I hope.

B: No, she just needed some tests … 4

a = Woman, B = Man a: So what happened yesterday?

www.frenglish.ru

Trang 31

B: The interview went very well

a: Good!

B: In fact, they offered me the job.

a: Wow! That’s terrific! Congratulations!

B: Thank you

a: Fantastic!

B: Yes, I’m really excited about it.

a: Yes, I can imagine So when do you start?

B: Next week I can’t wait.

Ex 5 Ask Ss to work in twos or threes and discuss how the

responses sound Go through the answers as a class, check

on the intonation patterns and get Ss to practise saying them

You might wish the whole class to repeat these sentences as a

drill Alternatively, play the three conversations again, pausing

after each response so Ss can copy it

Ex 6 1.13 Ss complete the last conversation and discuss

their ideas in twos or threes Play the recording, pausing

after each answer is given, so Ss can check and correct their

answers It might be useful to refer Ss to the audio script on

page 148 so they can roleplay the conversation for practice

a: That’s nice Brighton’s a fantastic city.

B: But we couldn’t find anywhere to park.

a: Really? Did you try the multi-storey?

B: Yes All the car parks were full

B: A fifty pound parking fine!

Ex 7 Ss complete the table with the expressions For class

feedback, check answers and highlight intonation and syllable

stress as needed Explain that intonation can play a part in

whether expressions may be reactions to wonderful/good, or

bad/awful news, e.g Congratulations could be considered

wonderful news if said with intonation that showed the

speaker was really delighted

Reacting to new information Wonderful

Wow!

That’s terrificFantastic!

Good.

CongratulationsThat’s nice

That’s a shame.

You poor thing!

That’s a pity

Oh dearThat’s a nuisance

Oh no!

That’s terrible

Ex 8 Ss add further expressions to the table, deciding which

expressions are the most useful and which they may not wish

to use and why Discuss their ideas as a class and give further examples of situations when different expressions may be used as required

Background information

•

English speakers commonly use, e.g You poor thing or Poor you are more commonly said by women and male students

may feel they sound too feminine Point out that English

speakers frequently use Oh to acknowledge new information and it can be negative or positive information, e.g Oh no or

Oh wow Oh dear makes no sense if you translate it literally

If necessary, explain we use it to express disappointment and sympathy

•

to words in the students’ native tongue but that differ in

meaning, e.g students may not recognize that That’s a shame

is an expression of sympathy Mistranslations may lead them

to think it means That’s a disgrace/That’s shameful instead

Similarly, terrific is a false friend in some languages and you may need to explain that it means really good and not horrific

Reacting to new information Wonderful

BrilliantAmazing GreatI’m very glad

to hear it

Bad luckI’m sorry to hear that

That’s dreadfulWhat a disaster

Refer Ss to the Watch out! point about intonation, providing

a few examples and checking Ss have the correct pattern

Ex 9 Ss work in pairs and take turns to read out a story, which

their partner reacts to using appropriate expressions Refer

Ss to the example before they begin Allow Ss time to read their stories before A begins the activity with theirs and B reacts Monitor Ss during the activity, correcting intonation and responses as needed For class feedback, discuss how appropriate the responses given were and if the intonation matched the situation

Speaking: Developing conversations

Ex 10 Tell Ss they are now going to focus on how to develop

conversations Put them into pairs and allocate roles A and

B Go through the example and check Ss understand the activity before they begin It might be a good idea to put

As and Bs in pairs so they can discuss and prepare together before returning to their original pairs Before they begin the activity, remind them that the questions can be asked

in any order Monitor Ss and note good language use and intonation During feedback, discuss question formation and any problems which arose

Trang 32

Track 1.14: 3D, page 26, Exercises 3 and 5

a = Man, M = Monika a: What was your biggest mistake at work?

M: I think it was when I worked at a paper-making plant I was

in charge of a project to speed up production, but I slowed it down instead

a: Oh no What happened?

M: Well, we needed to improve the efficiency of our

machines There were lots of new technologies on the market

I read the sales brochures and they all looked great

a: How much did they cost?

M: Oh, not a lot It wasn’t a big investment so my project plan

looked excellent We could install the different technologies in three months and increase production by five per cent

a: So what went wrong?

M: Well, we installed the first technology on every machine in

the plant

a: Did it take long?

M: No, we did it overnight But the next day we had a big

problem Every machine shut down

a: Oh no

M: The technology didn’t work

a: All the machines stopped working?

M: Yes, the plant manager went crazy

a: So what did you do?

M: I learnt my lesson I threw away my project plan and I

started testing I ran tests on all the new technologies one by one

a: And how did it go?

M: Well we learnt a lot Some didn’t work.

a: Ah … M: And some worked really well – much better than we

expected We installed the best ones – but one machine at a time

a: How long did it take?

M: A year.

a: But did you achieve your targets?

M: Well, we missed the deadline But nobody cared

because the results were so good We exceeded the targets

Production went up by fifteen per cent

a: Not five?

M: No, fifteen.

a: Fantastic!

Ex 4 Ask Ss to compare answers with a partner before

checking answers with the class

Ex 5 1.14 Explain to Ss that they will hear the same

conversation again and must answer the questions Allow time for them to read the questions before playing the recording and encourage them to compare their answers with a partner before going over them with the class

1 A project to speed up production.

2 They looked great in the sales brochures.

3 They did not cost a lot.

4 Her project plan said that they could install the

devices in three months and increase production by five per cent

5 It took one night.

6 Every machine shut down.

•

some of the expressions presented in the lesson

•

something which happened to them Then, depending on

which is more practical, they either read it out to a partner in a

subsequent lesson – allowing further practice of the language

and functions of the lesson – or add in appropriate responses

themselves

Developing conversations (Card activity page 136)

D Interaction Learning from

experience

•

missed

Refer Ss to the Reminder box and draw attention to the

language that the lesson will focus on Check Ss can use this

language by looking at page 166 of the Grammar reference

and at previous lessons of the unit

Speaking: A good investment?

Ex 1 Explain to Ss that this lesson focuses on learning from

mistakes and ask them to read the text on the founder of IBM

Elicit if the class thinks he made the right decision or not and

encourage Ss to explain their opinions

Ex 2 Ss work in twos or threes to discuss the question and

think of examples where they have learnt from a mistake or a

success Give an example yourself if useful Monitor Ss during

the activity, noting good language use and areas to discuss

during class feedback

Listening: A mistake

Ex 3 1.14 Refer Ss to the photo and ask what place of

work they think it shows (a paper-making plant) Ss then listen

to someone talking about a mistake made at work and make

notes under the headings given Don’t check answers at this

point as Ss will discuss them in Ex 4

The mistake:

– installed the new technology but did not test it first

What she learnt:

– that she needed to test the devices

– which ones didn’t work and which ones worked well

The success:

– production went up by 15 per cent

www.frenglish.ru

Trang 33

Ex 13 As a class, discuss which stories were the most

interesting and why, as well as who probably learnt the most from them

Writing: Explaining what happened

Ex 14 Explain to Ss that they are going to write an email to

their boss Ask how well they get on with their boss and how frequently they email them (It would probably be a good

idea to check if anyone is the boss at this stage if you are

unsure.) Discuss the language and formality of emails which they usually send to their boss before focusing on the activity itself Check Ss understand the situation and what the purpose

of the email is Go through the expressions given for ways

of beginning and discuss appropriate opening and closing phrases (see Unit 2 Lesson B) Encourage Ss to discuss their ideas with a partner before writing their email Alternatively,

Ss work in pairs throughout the activity The email itself could

be written in class or set as homework depending on time constraints and groupings

Sample answer:

Dear LeilaI’m sorry I didn’t send you that spreadsheet yesterday

Unfortunately, Pat went off sick so I needed to stay on the reception desk yesterday afternoon I’ll work on it today and send it to you tomorrow morning

Alan

•

in the lesson Encourage them to be adventurous and to try

a range of affirmative and negative sentences and questions and also the different tenses they know

•

7 She ran tests on all the new technologies one by one.

8 No, she didn’t (It took a year instead of three

months.)

9 Yes In fact, she exceeded them.

Ex 6 As a class, discuss what can be learnt from this story and

if any lessons are relevant to Ss and their jobs

Word focus: Verb–noun collocations

Ex 7 Ask Ss to complete the collocations and check their

answers in twos or threes before checking the answers

with the class You could encourage them to use a good

English–English dictionary to help

our targets We met

We missed the deadline.

Ex 8 In the same twos or threes, Ss decide which sentences

describe failures and which describe successes Go through

answers as a class, checking on the pronunciation of past

simple verbs ending -ed.

We solved some problems

We met the deadline

We met/achieved/exceeded our targets

Ex 9 Provide a few examples on the board, perhaps from

your own life, using the collocations given Ss then write three

sentences each about events from their lives Monitor and

help Ss as they write their sentences Encourage Ss to read

each other’s sentences and elicit some examples from the

class

Speaking: Lessons from experience

Ex 10 Ask Ss to answer the questions, either alone or in pairs,

before checking them with the class

Ex 11 Get Ss to work in pairs and use the questions from

Ex 10 to discuss some of their own lessons learnt from life

Allow Ss a little time to think of a particular situation and make

notes before they start the activity Encourage Ss to ask each

other the questions in Ex 10 and other relevant questions they

can think of to find out more information

Ex 12 Ss join another pair and one student tells the new pair

the story their partner told them Ss swap roles until all stories

have been told At the end of the activity, Ss add and change

information that was either missing or incorrect about the

stories their partner told

Trang 34

A Comparative adjectives

B Comparative and superlative adjectives

C Communication strategies Thanking

D Interaction Deciding on priorities

4

What’s best?

Reading: Happiness

Ex 1 Tell Ss the topic of the lesson is happiness Ask them

to discuss the questions in twos or threes You could start

feedback by giving your own ideas Elicit from the class what

makes them happy and ask them to reach a consensus on the

top three things

Ex 2 Ss decide what things generally affect how happy

someone feels and discuss their answers in twos or threes

Elicit Ss’ ideas and write them on the board Explain that they

will now read an article and see if they are right, according to

what it says

Ex 3 Ss read the article and check their previous ideas

Encourage them to underline new vocabulary and to try and

work out meanings from the context, e.g genetic is quite

well explained by the sentence that follows its use Check

understanding of the text through questions, e.g Which

nationality thinks they are happier than most? (American), Are

men generally happier than women? (No)

✓ gender (a little)

✓ age (a little)

✓ interesting job or hobby

✓ friendships and marriage

✓ genes

✓ money (only if you’re poor)

✓ earning a different amount from your colleagues

Ex 4 Elicit from the class which answers they got correct and

go through their ideas on the board if you wrote them up

Discuss whether they agree with the article or not and which

answers Ss found surprising and why Go over any questions

relating to new vocabulary

Grammar: Comparative adjectives

Ex 5 Refer Ss to the table and ask them to reread the text and

underline all the comparatives This could be done as a class

Paragraph 1: happier

Paragraph 2: happier , happier , more important

Paragraph 3: better , worse , happier , more satisfied

Paragraph 4: happier , higher , less happy , larger

Ex 6 Ask Ss to read the examples given in the table and elicit

the word used after comparatives Or you could ask if anyone knows without looking at the table, perhaps remembering from the article

After comparative adjectives we use the word than

Optional suggestion: Look at page 173 of the Grammar

reference and go through the information on comparative adjectives Highlight the different forms (short, long and irregular) and draw attention to the other cases mentioned, as well as spelling Allow time to discuss the examples given and any questions Ss might have Provide additional examples if needed You might decide to leave this until Lesson B, which practises superlative adjectives

Ex 7 Ask Ss to complete the questions, either alone or in pairs,

before going through them with the class Ss then work in pairs and take turns to ask and answer the questions Remind them to refer to the text if they are unsure During class

feedback, elicit Ss’ answers

1 happier, higher (No, they aren’t.)

2 older (Possibly a little less.)

3 better (Six months to a year.)

4 more important (Having good friends.)

5 more satisfied (No, they aren’t.)

6 lower (Yes, they are.)

Speaking: The economics of happiness

Ex 8 Refer Ss to the Speaking heading and ask them what

they think The economics of happiness could mean Explain

that it refers to earnings and pay Check Ss understand

vocabulary, e.g salary, pay scales, secret before asking them

to make a note of their answers to the four questions

Ex 9 Go through the example with the class before asking

Ss to compare answers in twos or threes Remind them to explain their reasons and encourage them to use the phrases given During class feedback, elicit answers and some reasons

Discuss the most popular responses

TalkinG POinT

Either ask Ss to discuss the question in small groups or open

up a class discussion You might want to ask how Ss think people in their country generally feel about happiness and ask them to provide reasons to support their ideas

adjectives from the lesson (encourage them to use short, long

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Trang 35

4 What’s best?

and irregular ones) OR give Ss 5–8 additional adjectives and

ask them to give the comparative form of each, then include

each one in a sentence of their own

•

them happy and their reasons

superlative adjectives

•

differences and customs

•

company visit to China

Listening: Gift giving

Ex 1 Ask Ss to look at the listening heading and photo and

elicit that the focus is on giving gifts Point out that gift and

present can be used interchangeably here Ask what country

the photo could represent (China) Go through the instructions

and ask Ss to discuss the questions in twos or threes Monitor

discussions and during feedback, elicit a selection of answers

Make a note of interesting points on the board and which

culture they refer to You could also ask Ss what the answers

to these questions are for the country they are in, if they are

currently abroad and whether they prefer to give or receive

presents

Ex 2 Refer Ss to the photos (on pages 30 and 31) and ask

what they show A: a necklace, B: a (glass) vase, C: a goat,

D: a board game, E: a sweatshirt Ss then discuss the

questions in the same twos or threes as before You might

want to start class feedback by answering the first question

yourself and then inviting other opinions

Ex 3 1.15 Ss listen to five people talking about the gifts in

the photos and complete the table using the information they

hear If necessary, play the recording a second time, pausing

after each answer is given After the listening, encourage Ss to

compare answers with a partner before class feedback

We can’t give expensive gifts to customers because it’s against

the law here But we often give them small promotional items

with our company name and logo – things like pens and

sweatshirts I took some sweatshirts to Europe last month I

thought I could give them to customers, but our agent said

our company name and logo was too big He told me to take

them home again because they weren’t fashionable I gave

them to the woman who cleaned my hotel room instead She gave me the biggest smile you ever saw

2

We wanted to give our business partners in Korea a very special gift to celebrate our tenth anniversary We contacted a glass factory in our town and asked them to make a glass vase – just for us Well, they did and it was beautiful I didn’t want it

to break, so I carried it in my hand luggage It was one of the worst journeys of my life I had to carry the vase through three different airports and it was really heavy But it was the ideal gift because it was high quality and it came from our city

3

When I retired, the company gave me a gold watch and

my co-workers gave me some golf clubs They were very generous But the best gift I had came from my friends in the post room, and it’s a game It’s like Monopoly but you don’t buy streets and houses You buy James Bond films instead It was the least expensive gift but it’s the one I enjoy the most

They knew I was a James Bond fan

4

I gave a keynote speech at a conference in Singapore The conference organizers paid for my airfare, but that was all I didn’t care because the most important people in my field were there and I loved Singapore And on the last day of the conference, the organizers gave me a silver necklace I didn’t expect it so it was a wonderful surprise It’s the prettiest necklace I own

5

The most unusual gift we received for Christmas was a picture

of a goat – yes, really a goat! My sister thinks Christmas is too commercial so this year she didn’t buy gifts She gave money

to charity instead The charity gives goats to families in Africa and she sent us a picture of the goat she paid for My wife wasn’t pleased She thinks my sister-in-law is lazy and she didn’t want to go shopping But I liked it It was nicer than last year’s present She usually gives me socks

Ex 4 1.16 Ss now listen to the first two speakers again

and answer the questions Allow time for them to read the questions before playing the recording If useful, play the recording a second time, pausing after each answer

Encourage Ss to compare answers with a partner before class feedback

1 Because it’s against the law.

2 to take them home again because the company

name and logo were too big

3 to the cleaner in the hotel; she gave him a big smile

4 a glass factory in the speaker’s town; because the company wanted something special to celebrate

their tenth anniversary

5 The vase was very heavy and she had to carry it

through three airports

6 It was a good gift because it was high quality and

came from her city

Track 1.16: 4B, Page 30, Exercise 4

1

We can’t give expensive gifts to customers because it’s against the law here But we often give them small promotional items with our company name and logo – things like pens and sweatshirts I took some sweatshirts to Europe last month I thought I could give them to customers, but our agent said our company name and logo was too big He told me to take them home again because they weren’t fashionable I gave

Trang 36

them to the woman who cleaned my hotel room instead She

gave me the biggest smile you ever saw

2

We wanted to give our business partners in Korea a very

special gift to celebrate our tenth anniversary We contacted a

glass factory in our town and asked them to make a glass vase

– just for us Well, they did and it was beautiful I didn’t want it

to break, so I carried it in my hand luggage It was one of the

worst journeys of my life I had to carry the vase through three

different airports and it was really heavy But it was the ideal

gift because it was high quality and it came from our city

Ex 5 1.17 Ss listen to speakers 3 and 4 again and

complete the missing information, comparing answers with a

partner before class feedback

1 the best

2 the least expensive

3 the most important

4 the prettiest

3

When I retired, the company gave me a gold watch and

my co-workers gave me some golf clubs They were very

generous But the best gift I had came from my friends in the

post room, and it’s a game It’s like Monopoly but you don’t

buy streets and houses You buy James Bond films instead It

was the least expensive gift but it’s the one I enjoy the most

They knew I was a James Bond fan

4

I gave a keynote speech at a conference in Singapore The

conference organizers paid for my airfare, but that was all I

didn’t care because the most important people in my field

were there and I loved Singapore And on the last day of

the conference, the organizers gave me a silver necklace I

didn’t expect it so it was a wonderful surprise It’s the prettiest

necklace I own

Ex 6 1.18 Ss listen to the last speaker again and answer

the questions Allow time for Ss to compare answers before

checking them as a class

1 A picture of a goat.

2 His sister paid for it; an African family received it.

3 She thought her sister-in-law was lazy.

4 He thought it was a nice gift (better than the socks he

usually gets)

5

The most unusual gift we received for Christmas was a picture

of a goat – yes, really a goat! My sister thinks Christmas is too

commercial so this year she didn’t buy gifts She gave money

to charity instead The charity gives goats to families in Africa

and she sent us a picture of the goat she paid for My wife

wasn’t pleased She thinks my sister-in-law is lazy and she

didn’t want to go shopping But I liked it It was nicer than last

year’s present She usually gives me socks

Grammar: Comparative and superlative

adjectives

Ex 7 Refer Ss to the table and ask them to complete the rules

and add the superlative forms of the adjectives Encourage Ss

to use the answers to the questions in Ex 5 to help them They could either work in pairs or check their answers with a partner

Monitor Ss during the activity and, during class feedback, write the answers on the board

1 We use comparative adjectives when we are

comparing two things

2 We use superlative adjectives when we are comparing

three or more things

3 We usually use the word the in front of superlative

adjectives

biggest

most important prettiest most unusual least expensive best

worst Optional suggestion: Refer Ss to page 173 of the Grammar

reference and go through the information on comparatives and superlatives Highlight the different forms (short, long and irregular) and draw attention to the other cases mentioned, as well as spelling Allow time to discuss the examples given and any questions Ss might have Provide additional examples as needed

Ex 8 Ss complete the sentences using the appropriate form

of the adjectives given, either working in pairs throughout or just at the end when comparing and discussing the sentences

During feedback, check on the answers and elicit the ones Ss agree with You may wish to expand this part into more of a class discussion

Ex 9 Put Ss into pairs or small groups and go through the

activity with the class to ensure everyone understands what they need to do It might help to run through some examples from your own region/country or compile the first list of

three things as a class Check vocabulary, e.g handicraft and

monitor Ss during the activity, helping as required

Ex 10 When eliciting ideas from around the class, write key

points on the board to help Ss when they decide whose gift ideas were the most original and the best Ask Ss if they have any examples of situations where clients gave them presents

or they gave presents to clients and what happened

TalkinG POinT

Ss discuss the questions in twos or threes before the wider class discussion You could start feedback by giving your own examples Additionally, you might want to ask what the most unusual presents they have given are

•

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Trang 37

before eliciting answers from the class Write suggestions on the board and discuss the importance of suitable intonation and how intonation adds to the meaning of expressions, e.g

by adding sincerity.

1 It’s lovely Yellow is my favourite colour.

2 Thank you I was a bit nervous.

3 That’s so generous.

4 Thank you so much That’s so kind.

5 Thank you What a surprise!

Ex 3 1.19 Ss listen to five conversations relating to the

photos and comments Ask them to listen for the ways in which people respond and to compare them with their suggestions Don’t go through the responses in detail at this point as Ss are going to complete the sentences in Ex 4

Track 1.19: 4C, Page 32, Exercises 3 and 4

1

a = Woman 1, B = Woman 2 a: Is it OK? I didn’t know what colour to get.

B: Yellow is perfect! It’s just what I wanted I love it.

a: Oh, I’m so glad Does it fit?

2

a = Man, B = Woman a: That was a great presentation Well done!

B: I was very nervous and I think I spoke too fast, but it’s very

kind of you to say so

a: No, no, not at all It was really very good.

3

a = Man 1, B = Man 2 a: It’s a cheque – to help with the school bills.

B: Are you sure that’s all right? I’ll pay you back as soon as I

can Thank you so much!

a: Don’t mention it We’re happy we can help.

4

a = Woman, B = Man a: It’s raining out Let me give you a lift.

B: Oh, wow! You’re a lifesaver

a: No problem I’m going your way, anyway.

5

a = Woman, B = Man a: Come and blow out the candles We’ve made you a

birthday cake

B: Oh, it’s lovely, but you didn’t have to go to all this trouble.

a: You’re welcome Now take a deep breath …

Ex 4 1.19 Tell Ss they will listen to the conversations again

and must complete the sentences using the words they hear

If it helps, pause the recording after each conversation Give time for Ss to compare their answers with a partner before checking them with the class

Optional activity: If time, get Ss to practise the conversations

in pairs, using the audio script on pages 149–150 Otherwise, ask different pairs to read out the expressions in the table, with one student thanking and their partner responding Focus on the use of intonation to express emotion

1 perfect

2 just what

3 wanted

4 glad

ask them to give the superlative form of each and then to

include each one in a sentence of their own

•

their region or country commonly give as gifts when visiting

someone in, or receiving a visitor from, another country

Photocopiable notes 4.1 (page 123)

Comparatives and superlatives (Pelmanism page 137)

Thanking

•

discuss when different ways of saying thank you are

appropriate

•

situations

•

home

Thanking

When and how it is appropriate to express thanks

varies across cultures In India, for example, formal

and elaborate expressions of thanks may be made

to passengers kept waiting at railway stations or bus

terminals In the UK or the USA, such announcements

would be briefer, if made at all On the other hand,

thanking the cashier could be a normal part of a ritual

exchange in a shop in the UK or the USA, while in India

no thanks may be required

Similarly, responses to thanks can vary In

English-speaking and many Latin American cultures,

people might sometimes exaggerate their gratitude

and say things like You’re a lifesaver or You’re my hero

This strategy may seem strange to students who come

from say, Germany or Korea

So be aware that your students may have different

thanking customs that you might want to explore as you

work through the situations in this lesson

Listening: You’re a lifesaver!

Ex 1 Explain that this lesson focuses on thanking people and

ask what lifesaver means (a person who saves another person’s

life) and when the expression You’re a lifesaver! might be used

(when you want to thank someone who has helped you to

solve a big problem) Go through the problem with the class

and ask them to discuss their response to it in twos or threes

During feedback, elicit ideas and ask Ss if, in their opinion,

there are situations when it is OK to lie to someone and what

they might be

Ex 2 Refer Ss to the photos and elicit what each one shows (a

shirt, people clapping, a cheque, someone with an umbrella

in the rain, candles alight on a birthday cake) Ask them to

read the comments below each photo Ask Ss to think about

how they would respond to each comment and to look at the

example Encourage Ss to discuss their ideas in twos or threes

Trang 38

Ex 10 Ss think of someone they want to thank and create their

own card, deciding on the wording for the front and inside

This activity could be set for homework

Writing: A thank-you email

Ex 11 Ask the class if they send many ‘thank-you’ cards or

emails and if they have ever sent one in English You may wish

to give an example here Explain to Ss that they are going to complete a thank-you email and put Ss into pairs Go through the background information with the class and monitor during the activity, helping as needed During feedback, elicit a range

of suggestions from the class, checking on grammar and spelling Give the class a copy of the sample answer if useful

Sample answer:

Dear Chris,Thank you so much for 1 inviting/asking me to your

home last 2 night/Saturday/week It was very 3 kind of

you The meal was 4 lovely/wonderful/delicious and I

really enjoyed meeting 5 your wife/your family When

you come to 6 my hometown/my country/Valencia, you

must allow me to 7 return/repay your hospitality I would

like to cook 8 a meal/dinner/paella/something for you

Please say thank you to 9 your wife/Colette for me It

was very kind of her to 10 go to all that trouble Once

again, thank you so much

11 Miguel

Homework suggestion

•

of celebration and write a paragraph to describe it and what happens on this day

Photocopiable notes 4.2 (page 123) Thanking people (Card activity page 138)

D Interaction Deciding

on priorities

•

Reading: Entrepreneurs

Ex 1 Tell Ss this lesson looks at adjectives used to describe

people Check Ss understand what an entrepreneur is and refer them to the photos of the people and the captions Ask

Ex 5 Go through the strategies with the class and then ask

Ss to match them to the appropriate conversations from

Ex 4 Encourage Ss to work in twos or threes and, during class

feedback, discuss whether these strategies exist in the Ss’ own

Ex 6 Ss now have the opportunity to practise thanking and

responding in a number of different situations Put them

in pairs and, during the activity, monitor and note good

language use and appropriate intonation If time, you may

wish to ask some pairs to act out a conversation During

feedback, discuss the different situations, eliciting the

expressions they used and any areas of difficulty

Reading and speaking: Bosses’ Day

Ex 7 Refer Ss to the cards and explain that they are Bosses’

Day cards Ask one student to read out the short explanation,

then check understanding and elicit answers to the questions

from the class

Ex 8 Ask Ss to look at the cards and check they understand

the wording on each one Ss decide which card would be the

best for their boss and then decide if and how they would

change the wording (If Ss don’t have a boss or are themselves

a boss, ask them to do the activity for a previous boss they

had, or one they know.) Ask Ss to compare ideas in twos or

threes and, during class feedback, elicit which card is the most

popular and why Elicit if Ss decided to change the messages

and, if yes, how they changed them As a final point, discuss

what type of sentiments they would like to express inside the

card and how well they get on with their bosses Ask Ss if they

think this idea could become popular in their country

Ex 9 Put Ss into threes or fours and ask them to discuss the

questions Elicit responses from the class and discuss what

could be the positive and negative points of celebrating such

– It could promote a better

relationship between staff

and their bosses

– Staff would feel they have

to send a card

– Some people might use this as an occasion to gain favour with their boss

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Trang 39

if they know of these people and what they know about them

Don’t tell them at this stage as they will find out in the next

exercise

Ex 2 Ss read the three descriptions and match them to the

entrepreneurs in Ex 1 and then compare their answers with

a partner Elicit answers from the class and check on any

potentially unknown vocabulary

1 Pierre Omidyar

2 Lorenzo Borghese

3 Chanut Piyaoui

Ex 3 Ask Ss to work in twos or threes to discuss the questions

about entrepreneurs Encourage them to compile a list of

personal qualities that are necessary to become a successful

entrepreneur During class feedback, write these qualities on

the board and elicit examples of entrepreneurs

Ex 4 Refer Ss to the article to check which qualities are

mentioned Help with new vocabulary as needed and

encourage Ss to check their ideas in pairs before class

feedback Do not give the answers at this stage as Ss fill in the

gaps with the adjectives given in Ex 5 Instead, ask Ss if they

know anyone who is an entrepreneur or who has the potential

to become one

Ex 5 Ss fill in the gaps in the article using the adjectives,

working either alone or in pairs During feedback, go around

the class and ask Ss to read out the complete sentences to

check on the pronunciation of the adjectives given If required,

focus on the number of syllables and syllable stress

Ex 6 Ask Ss to work in small groups to discuss the questions

Then open the discussion up to the class, adding other ideas

and useful language, particularly for the final question You

might also want Ss to consider if they would want different

qualities for sons than for daughters and to compare the

qualities that different cultures may wish for and why

Word focus: Describing people

Ex 7 Ss think about the personal qualities needed for their job

and refer to those given, marking the important and useful

ones and thinking of reasons Help with any language queries

during this activity and encourage Ss to help each other with

new vocabulary as well as to use an English–English dictionary

where possible During class feedback, discuss ideas and elicit

explanations Add other qualities which are missing

Ex 8 Ask Ss to work in twos or threes to group the adjectives

from Ex 7 Refer to the groups suggested and explain that

they can group them differently if they wish to Monitor Ss

and, during feedback, elicit ideas, asking them to justify their

choices if necessary and discuss any different groupings With

a stronger class, you might wish to ask Ss to think of other

words they could add

personality: patient, generous

work skills: reliable, tidy, strong technical skills, efficient

people skills: good listener, helpful, polite, tolerant,

good sense of humour

moral values: fair, honest, loyal other: intelligent (not a skill in itself), experienced (not a

skill), well-educated (not a skill)

Ex 9 Ss discuss, in their previous twos or threes, which

adjectives could use the prefixes and which words are similar

in meaning to the negative words Go through the answers with the class, checking pronunciation as needed

unintelligent – stupid, foolish

untidy – messyintolerant – narrow-mindedimpolite – rude

Speaking: Top qualities

Ex 10 Refer Ss to the table and to the qualities of an ideal

boss and ask them to think of another two to add to the list

They then rank the qualities in order of importance

Ex 11 Ask Ss to work in pairs or small groups to compare

rankings and decide on a group ranking Explain that they must reach a consensus and, where opinions differ, they need

to persuade the rest of the group to agree with them If useful, set a time limit During feedback, elicit the group rankings and discuss how different they were from the individual ones Ask what additional qualities were added

Ex 12 Refer Ss to the two photos and ask them to discuss, in

pairs or small groups, what qualities each person needs and note the three most important ones for each If possible, mix

up nationalities and males and females in the class During feedback, elicit ideas and encourage Ss to explain why the qualities they chose are important See if the class can agree

on a group ranking (if you feel Ss would be interested)

•

Trang 40

politepatient

honestloyal

10

1 c 2 f 3 b 4 h 5 d 6 e 7 a 8 g

11

The Review checks work covered in the previous four

units, including grammar, vocabulary, communication

strategies, collocations and pronunciation It can be

approached in a number of different ways, depending

on classroom size and situation and time available, for

1 makes 2 didn’t like 3 took 4 started 5 didn’t have

6 employs 7 is experiencing 8 believes 9 are working

10 love

2

1 grew up 2 was not/wasn’t 3 taught 4 didn’t earn

5 needed 6 sold 7 did 8 won 9 didn’t include

10 borrowed 11 left 12 decided 13 didn’t want 14 set

15 specialized 16 paid

3

1 Were 2 Does 3 Is 4 Was 5 Did 6 Are 7 Am 8 Do

4

1 higher 2 most successful 3 easier 4 wettest

5 more important 6 best 7 worse

hotel

successdelaysupportaddress

profession

acquaintancecomplianceequipmentachievement

Tiêu đề	Lifestyle Pre-Intermediate Teacher’s Book
Tác giả	Karen Alexander
Trường học	Pearson Education Limited
Chuyên ngành	English for work, socializing & travel
Thể loại	Teacher’s book
Năm xuất bản	2010
Thành phố	Harlow Essex

Định dạng
Số trang	161
Dung lượng	9,56 MB

Lifestyle pre intermediate tb

Karen Alexander

English for work, socializing & travel

Pre-Intermediate Teacher’s Book

www.pearsonlongman.com/lifestyle

Lifestyle is designed to meet the everyday language

requirements of people who need English for work, socializing and travel As well as dealing with how people communicate at work, it also helps learners interact effectively outside of the work environment, enabling them

to ‘get things done’ in a variety of situations.

Functional language is presented in a cross-cultural context helping learners to build successful business and social relationships and avoid communication breakdown

Built on a solid syllabus of grammar, vocabulary, speaking and listening, the course is straightforward and easy to use with clear learning aims

Regular Review units recycle language throughout the course.

We recommend the Longman Active Study Dictionary

for use with this course.

English for work, socializing & travel

Class Audio CDs

Workbook with Audio CD Workbook with Audio CD

CORRECT IMPRINT AND ACKNOWLEDGEMENTS TO COME

Introduction

5

Lifestyle at a glance

8

Teaching notes Unit 1

13

Unit 2

19

Unit 3

25

Unit 4

33

Review 1–4

39

Unit 5

40

Unit 6

46

Unit 7

52

Unit 8

58

Review 5 –8

65

Unit 9

66

Unit 10

73

Unit 11

80

Unit 12

86

Review 9–12

93

Unit 13

94

Unit 14

101

Unit 15

107

Unit 16

114

Review 13–16

120

Photocopiable notes 121

Photocopiable activities

131

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Introduction

Who is Lifestyle for?

•

•

•

•

The key goal of Lifestyle

Communication strategies

Functional language

Culture and language

Appropriacy and directness

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Introduction

Lifestyle’s approach to communication

strategies