TALK ABOUT STARTING A SMALL BUSINESS

54 UnIt 5

CARLA LUGO

@CarlaL

Lunchtime—and I’ve got treats to share!

tAlk ABoUt stARtIng A smAll BUsIness

UNIT 5 T-54

LESSON 1 TALK ABOUT STARTING A SMALL BUSINESS

• Read the lesson title. In small groups, ask Ss to describe somebody they know who runs a small business. If they don’t know a business owner personally, they can reference a well-known figure.

• Ask for a volunteer to read the social media message aloud. Ask, Where is Carla? (at work) What did she bring to share? (treats) What is a treat? (something that tastes good and is not eaten often)

1 VOCABULARY

• Read the vocabulary title aloud. Draw Ss’ attention to the pictures. Say, This is the story of a small business.

• Read the target question. In small groups, have Ss take turns reading the captions aloud and discussing their meanings.

• Tell Ss to circle any terms they are unfamiliar with.

Remind them to pay attention to the context clues in the pictures to help them define the terms.

• Ask Ss to identify if each point is positive or negative for starting a business.

• Read the terms aloud and take a class poll for each. Ask, Is this action good or bad for business? Elicit Ss’ opinions.

• Say, Listen to the words and phrases that are commonly used to talk about starting a business. Play the audio.

• Clarify any new or confusing words in the phrases, such as form (to make something exist or develop) and track (to watch or follow the progress of someone or something).

• Review definitions. Refer Ss to the practice and definitions on pages 137 and 159.

EXTENSION Ask, What else is important to do when you start a business? Have Ss discuss the question in pairs. Invite volunteers to share their ideas with the class.

EXTENSION Have Ss individually rank the terms in the first row according to how important they are to starting a successful business (1 = most important, 5 = least important). Time permitting, have Ss also rank them according to how difficult they are to do (1 = most difficult, 5 = least difficult). In groups, have Ss share their rankings with reasons. Take a class vote on which actions are the most important and the most difficult to do.

2 LANGUAGE CHOICES

• Ask Ss to close their books. Read the title aloud. Ask, When do we use reported speech? (to tell what a speaker says without using the exact words) What are some examples? (For example, He asked me about my job experience.) Elicit answers.

• Ask Ss to open their books. Read the instructions aloud.

• Bring Ss’ attention to the chart. Say, There are five reported speech patterns. Copy the chart on the board.

Read the patterns aloud.

• Point out that in reported speech, the that before the information being reported is optional. In pairs, ask Ss to recall the difference between a clause and a phrase (a clause requires both a subject and a verb).

• Do number 1 as a class. Write on the board: John’s friends told him that his business might flop.

• Ask, What is the reporting verb? Circle told. Which pattern does this sentence follow? (direct object + that + clause) Underline his business might flop. Add the number 1 next to the pattern in the chart. Ask Ss to do the same.

• Have Ss complete the exercise in pairs.

• Read the patterns aloud and call on Ss to say the number of the example that matches each pattern.

Correct if necessary.

• Ask, What is the tense of the reporting verbs? (All are in the simple past except for number 6.)

• Point out that no additional punctuation (quotation marks, comma, question mark, etc.) is used in reported speech.

LANGUAGE NOTE The verbs suggest, recommend, and propose are commonly followed by a gerund in order to eliminate the indirect object (the receiver of the suggestion) and thus make the suggestion more polite. For example, I suggest not forming a partnership at this time is more polite than I suggest that you do not form a partnership at this time.

• Read the target question. Ask for a volunteer to read the example sentence aloud.

• Give Ss time to annotate the sentence and answer the question in pairs.

• Remind Ss they can use reporting verbs other than suggest with this situation. Lead a class brainstorm on which verb might be appropriate in this situation. (For example, recommend, propose, advise) Elicit answers.

Write Ss’ ideas on the board for reference.

• To review, write the sentence on the board. Ask for a volunteer to circle the reporting verb and underline the clause or phrase that is being reported. Elicit the reported speech pattern of the original sentence.

(subject + reporting verb + gerund) Correct if necessary.

• Invite volunteers to rewrite the sentence on the board with different speech patterns and/or reporting verbs.

For each, ask the class, How does this change the overall meaning of the sentence? Elicit ideas.

2. B Answers will vary. Possible answer: The writer used the pattern subject + reporting verb + gerund. We can change it to the following pattern: Mika suggests (that) we track our cash flow with this new app. The meaning is the same.

If we change it to another pattern, we need to change the reporting verb. For example:

Mika advised us to track our cash flow with this new app.

Mika told us that we should track our cash flow with this new app.

The reporting verbs have slightly different meanings.

5 TRY IT YOURSELF

THINK Imagine that you are going to form a partnership and open a new business together. What kind of business will it be? Write some ideas for your business plan.

Type of business Supplies / Equipment Type / Number of employees Location / Space

GROUPS Share your business plan with another group. Make a list of the biggest challenges for each business.

A: For our restaurant to be successful, we’ll need to lease a building in a central area, and that will be expensive.

B: Right.

A: We’ll need to ask someone to lend us…

3 CONVERSATION SKILL

05-04 Read the conversation skill. Then listen. Write the words the woman uses to show interest in the conversation.

1. 2. 3.

PAIRS Student A: Imagine that you are going to open a

restaurant. Describe what it will be like. Student B: Show interest in your partner’s ideas by using the words and sounds from the conversation skill box.

4 CONVERSATION

05-05 Listen. What do Carla and Kate talk about?

05-05 Listen again. Answer the questions.

1. How did Carla’s friend get started in the food-truck business?

2. What challenges did she encounter?

3. Why do you think Kate says, “I’ll be happier to eat this knowing that they didn’t cut corners”?

05-06 Listen. Complete the conversation.

Kate: This is delicious! Your friend knows what she’s doing!

Carla: Yep, she sure does. For a while she doubted

, but I knew she’d do well once people tasted her food.

Kate: !

Carla: Actually, the truck is so profitable now that they’re thinking about buying a second one.

Show interest in a conversation You can use words and sounds like these to show someone that you are listening to and interested in what they are saying. Right.

For sure. OK.

Really? Huh. Uh-huh.

UnIt 5 55 I cAn tAlk ABoUt stARtIng A smAll BUsIness.

UNIT 5 T-55

3 CONVERSATION SKILL

• Read the conversation skill aloud. Model the correct pronunciation and intonation of the words and sounds.

• Direct Ss’ attention to 3A. Read the instructions aloud.

Play the audio. Elicit the meaning of the humorous expression don’t quit your day job. (The speaker thinks that the new business idea won’t succeed.)

• Have Ss complete the exercise individually.

• Elicit the answers. Write them on the board.

• Read the instructions. In pairs, have Ss take turns describing what their new restaurant will be like and responding with expressions from the conversation skill box.

• Monitor. Listen for the correct pronunciation and intonation of the expressions.

• Time permitting, have Ss repeat the exercise with different situations, such as making a career change or planning a family trip.

4 CONVERSATION

• Direct Ss’ attention to the picture. Ask, Who is this woman? (a business owner) What is her job? (a cook) How do you know? (She’s wearing an apron.) Where is she? (in front of her food truck) Elicit ideas.

• Say, Listen to Carla and Kate have a conversation about a friend’s food truck.

• Write food truck on the board. Ask, What do you know about food trucks? Have Ss share and compare knowledge in pairs.

• Read the instructions. Ask, What do you remember about Kate? (For example, She’s Canadian and works as a social media coordinator.)

• Ask, What do you think Carla and Kate are talking about? Elicit ideas.

• Have Ss listen and complete the exercise individually.

• Review the answer. Ask, Was your prediction correct?

• Give Ss time to preview the questions and predict the answers.

• Play the audio again. Suggest Ss take notes as they listen.

• Review answers.

• Clarify any new or confusing words, such as catering (the job of organizing the food and drinks for an event) and regret (to feel sorry or sad that something has happened).

• Ask, What does it mean to do your own thing? (to follow your own interests or goals without worrying about what other people think) What does it mean to get something up to code? (to alter or improve something so that it follows rules or regulations) Elicit ideas from the class.

• Ask, What does Carla mean when she responds to Kate with the expression Yeah, no kidding? (That is true. OR I agree.) Why does she use the expression needless to say? (to say that something is already known or understood)

• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.

Review answers.

• In pairs, have Ss practice the conversation, then swap roles and practice again.

• Elicit answers.

5 TRY IT YOURSELF

• Copy the chart on the board. Read the instructions and the headings aloud.

• Model the activity. Take notes in the chart as you speak.

Say, I’ve always wanted to start my own school in South America. I know I’ll need textbooks and copy machines, and I’d like to have at least three other teachers.

• In pairs, have Ss complete the chart with their own ideas.

• Have pairs form groups of four. Ask them to use their notes to take turns sharing their business plans.

• Read the example conversation aloud with a higher- level student.

• Remind Ss to use expressions from the conversation skill box.

• After groups have described their business plans, tell Ss to make a list of the biggest challenges for each business. Elicit the challenges and ask Ss to suggest solutions.

LOOK FOR While Ss are completing the Try It Yourself activity, make sure they are correctly doing the following:

✓ using the vocabulary to talk about starting a business

✓ using reported speech patterns

✓ showing interest in a conversation

EXIT TICKET Ask Ss to walk around and take turns describing their small business idea to two different classmates. Ss may bring their notes with them for reference, but challenge them not to look at the notes while talking to their partner. Tell Ss to ask follow- up questions to learn more about their classmate’s business ideas. Monitor. Listen and take notes on areas for review and extra practice in later lessons.

5 TRY IT YOURSELF

THINK Imagine that you are going to form a partnership and open a new business together. What kind of business will it be? Write some ideas for your business plan.

Type of business Supplies / Equipment Type / Number of employees Location / Space

GROUPS Share your business plan with another group. Make a list of the biggest challenges for each business.

A: For our restaurant to be successful, we’ll need to lease a building in a central area, and that will be expensive.

B: Right.

A: We’ll need to ask someone to lend us…

3 CONVERSATION SKILL

05-04 Read the conversation skill. Then listen. Write the words the woman uses to show interest in the conversation.

1. 2. 3.

PAIRS Student A: Imagine that you are going to open a

restaurant. Describe what it will be like. Student B: Show interest in your partner’s ideas by using the words and sounds from the conversation skill box.

4 CONVERSATION

05-05 Listen. What do Carla and Kate talk about?

05-05 Listen again. Answer the questions.

1. How did Carla’s friend get started in the food-truck business?

2. What challenges did she encounter?

3. Why do you think Kate says, “I’ll be happier to eat this knowing that they didn’t cut corners”?

05-06 Listen. Complete the conversation.

Kate: This is delicious! Your friend knows what she’s doing!

Carla: Yep, she sure does. For a while she doubted

, but I knew she’d do well once people tasted her food.

Kate: !

Carla: Actually, the truck is so profitable now that they’re thinking about buying a second one.

Show interest in a conversation You can use words and sounds like these to show someone that you are listening to and interested in what they are saying.

Right.

For sure.

OK.

Really?

Huh.

Uh-huh.

UnIt 5 55 I cAn tAlk ABoUt stARtIng A smAll BUsIness.

Really? Right. Huh.

Carla’s friend’s business

She worked for a catering company and then set up a partnership with one of the other employees.

There were a lot of expenses. She had to borrow money to pay for the truck, getting the truck up to code, and licenses and permits.

She’s glad that Carla’s friend didn’t cut corners (implied: because it means the food will be safer to eat).

that they’d (they would) make it For sure

1 BEFORE YOU LISTEN

PAIRS THINK Brainstorm 5–7 modern inventions.

Which ones do you think are the most useful?

05-07 VOCABULARY Look at the words and listen to the sentences. Do you know these words?

a sketch tinker land pitch cite

scribble go broke an entrepreneur publicity >> FOR PRACTICE, PAGE 138 / DEFINITIONS, PAGE 159

2 LANGUAGE CHOICES Changes in reported speech

Read the example sentences with quoted speech and reported speech. Then circle the correct words to complete the rules in the chart.

Quoted speech Reported speech

He said, “I want to land a job in Japan.” He said that he wanted to land a job in Japan.

She said, “Running a business is hard work.” She said that running a business is hard work.

They said, “We’re working on something new.” They said they were working on something new.

She said, “I tinkered with the settings.” She said she had tinkered with the settings.

He said, “My sister was sketching ideas.” He said that his sister had been sketching ideas.

She asked, “Have you gotten any lucky breaks?” She asked me if / whether I had gotten any lucky breaks.

They asked, “Had you pitched the idea before?” They asked if / whether we had pitched the idea before.

He asked, “Where will you advertise?” He asked us where we would advertise.

I asked her, “How can you gain publicity?” I asked her how she could gain publicity.

He said, “Be strong. Don’t give up.” He said to be strong and not to give up.

Changes in reported speech

• When reporting a situation from before the time of speaking, change / don’t change the verb.

• When reporting a general truth, change / don’t change the verb.

• Change verbs in the present form to the past / modals when reporting a situation from the past.

• Can becomes can’t / could, and will becomes would / were.

• Change the word order in statements / questions.

• Introduce Yes / No questions with that / if or whether, and information questions with that / a question word.

• Change imperatives to gerunds / inﬁ nitives.

• Change the pronoun we to they / us, and the pronoun I to he or she / they or we.

>> FOR PRACTICE, PAGE 138 What changes need to be made to rewrite this sentence as reported speech?

Before I started my own business, my parents asked me, “What do you think you need to do before you can become a successful entrepreneur?”

lesson

56 UnIt 5

CARLA LUGO

@CarlaL

Sometimes a simple idea can make someone a ton of money. Wish I could think of something like that!

tAlk ABoUt InVentIons

change the question to statement order, shift the verbs back a tense, change the modal “can” to “could,” and change the pronoun “you” to “I”: My parents asked me what I thought I needed to do before I could become a successful entrepreneur.

Answers will vary. Possible answer: The writer needs to