3 HOW WELL DO YOU WORK TOGETHER?
LESSON 2 TALK ABOUT AVOIDING PROBLEMS
32 UnIt 3
2
LIZ FLORES
@LizF
Lesson for today: If you never make mistakes, you never learn!
tAlk ABoUt AVoIdIng PRoBlems
UNIT 3 T-32
LESSON 2 TALK ABOUT AVOIDING PROBLEMS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title. On the board, write How to avoid problems. Elicit ideas from Ss and write them on the board. (For example, be friendly and helpful, have a positive approach, respect your co-workers, stay on schedule, do what you are told, don’t challenge authority)
• Read the social media message. Ask, What does Liz mean? (that it’s OK to make mistakes, because you learn from them) Ask, How do you usually feel when you make a mistake? Do you find that you learn from your mistakes? Or do you make them over and over again?
1 VOCABULARY
• Say, Let’s learn some vocabulary for talking about ways to avoid problems. Ask Ss to read over the items and definitions silently.
• Have Ss listen. Then have them listen and repeat.
• Ask, Do you think you can still have problems, even if you do all these things? (For example, Yes, we can’t control or predict every problem. / Probably, but there is a smaller chance if you do all these things.)
OPTION Encourage Ss to add the new vocabulary to their vocabulary journals. Remind them to write sentences to practice using the words in context.
• Have Ss preview the exercise silently. Draw their attention to the headings over the checkboxes.
• Do item 1 with the whole class. Ask, Is it possible to brainstorm before starting a project? (yes, to get ideas for the project) During the project? (yes, to solve problems) After a project? (probably not, though it could be possible to brainstorm ways to achieve goals
better or work better with a client) Instruct Ss to check off the appropriate boxes.
• Have Ss do the exercise individually.
• Have Ss compare answers in pairs. Encourage them to explain their ideas. (For example, for item 3, they could say, I think you set up meetings throughout a project—
during the planning stage, during the project, and after to offer feedback.)
• Bring the class together and focus on items 4 and 7.
Ask, What did you check for these items? (likely the first box) Say, You likely set clear goals or create an agenda at the beginning, but you often revisit goals and update agenda throughout a project. Write on the board:
revisit goals; update agenda.
OPTION Focus on 2. Offer suggestions. Ask, Does giving suggestions apply at every stage? (probably) What are the dangers of giving too many suggestions?
(You can turn your co-workers off.)
2 GRAMMAR
• To model the grammar, say, Why don’t we look at the Grammar now? and write the question on the board.
Read the chart title. Point to the sentence on the board and ask, Is this a suggestion? (yes) Ask, What does it mean to make a suggestion? (say it would be a good idea to do something)
• Focus on the top part of the chart. Read each suggestion and have Ss repeat. Point to the example on the board. Ask, How can we make the same suggestion using What if… and How about…
(For example, What if we look at the Grammar now?
How about we look at the grammar now?) Write the suggestions on the board.
• Focus on the middle part of the chart. Read the suggestion and have Ss repeat. Point to the example on the board and ask, How can we make the
same suggestion using How about + verb + -ing?
(For example, How about looking at the Grammar now?) Write the suggestion on the board.
• Finally, have Ss look at the bottom part of the chart.
Read the examples with suggest. Ask, Are these questions or statements? (statements) Point to the suggestions on the board and have Ss notice the question marks. Also instruct Ss to notice that in parentheses. Explain, This means it’s correct with or without that.
• Bring Ss’ attention to the first Note. Emphasize that it would be incorrect to write that she sets up a meeting.
To stress this point, write the following incorrect sentences on the board for Ss to correct: Mel’s boss suggests that she takes a few days off. (Mel’s boss suggests that she take a few days off.) I suggest that Mike sets up the meeting today. (I suggest that Mike set up the meeting today.)
• Point to the original sentence on the board (Why don’t we look at the Grammar now?) and elicit a suggestion with suggest that. Write the answer on the board: I suggest that we look at the Grammar now.
• Focus on the last Note. Read the examples and have Ss repeat. Elicit suggestions with these two forms for the original sentence on the board. Call on volunteers to write them. (Let’s look at the Grammar now. We could look at the Grammar now.) Specify that Let’s is a suggestion that includes the speaker, as if to say, How about we… or I suggest we… Elicit more examples with Let’s and could. (For example, Let’s take a break now. You could leave your car at our house.)
OPTION Point out that Let’s is short for Let us, which is very formal; speakers rarely use the uncontracted form.
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4 TRY IT YOURSELF
ROLE PLAY Imagine that you work for TSW Media. Choose one of these situations and then have a meeting. Brainstorm ways to avoid a similar problem in the future.
Situation 1 Situation 2
Your project was late by a month. A project costs 25% more than you planned.
A: I can’t believe our project was late by a month.
B: What can we do next time?
3 CONVERSATION
03-11 Listen or watch. Read the sentences. Circle T for True and F for False.
If the statement is false, cross out the false information and correct it.
1. Liz and Diana have decided not to use the printing company again. T F 2. They will give the printing company feedback with specific examples. T F
3. They will set clear goals to communicate better. T F
4. They will ask the printing company for daily reports. T F
03-12 Listen or watch. Complete the conversation.
Liz: we offer suggestions
on how to work together more effectively?
Diana: That’s a great idea! What did you have in mind?
Liz: Well, for one, we set up weekly meetings.
Diana: I couldn’t agree more! That will give us a specific time to discuss problems that come up.
Liz: Exactly!
03-13 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations.
Use the words in 1A or your own ideas.
CONVERSATION SKILL Show agreement To show that you agree with something, say: Right. I agree.
That sounds good / great. I couldn’t agree more. That’s a great / good idea. Exactly!
Listen to or watch the conversation in 3A again. Underline the phrases that you hear above.
UnIt 3 33 I cAn tAlk ABoUt AVoIdIng PRoBlems.
UNIT 3 T-33
3 CONVERSATION
• Have Ss look at the video still. Ask, What might Liz and Diana be talking about now? (maybe avoiding future problems with the printing company they used) Remind Ss of the lesson title if they don’t have any ideas.
• Have Ss preview the exercise items. At the same time, copy the items on the board.
• Play the audio once and have Ss do the exercise. Then have them watch or listen again to check their answers.
• Go over the answers as a class. For each false statement, have a student come to the board, cross out the incorrect words, and write the correct ones. To verify, ask the class, Do you agree with the correction?
EXTENSION Play the audio one more time and say, Listen for examples of making suggestions. Raise your hand when you hear an example. Stop the audio when a S raises his or her hand. Write each example on the board:
Why don’t we give them that feedback... ? How about we also offer some suggestions... ? We could make weekly meetings part of the agreement next time.
Let’s see if the meetings and more communication helps.
LANGUAGE NOTE Figure out means to think about a problem or situation until you find a solution. Got it can mean I understand; as used in this conversation, Liz says Got it to indicate that she has written down something Diana is saying.
• Read the explanation in the Conversation Skill box aloud. Model the examples in an enthusiastic tone and have Ss repeat. Point out that I couldn’t agree more means I completely agree.
• Have Ss listen to or watch the conversation in 3A again and raise their hands when they hear examples of showing agreement. You can hint that there are four instances.
• Ask Ss to preview the conversation and predict ways the gaps might be filled.
• Then have them listen and fill in the gaps with the words they hear.
• Call on two Ss to read the completed conversation. Go over the answers with the class.
• Play the audio and have Ss repeat chorally, line by line.
• Model the intonation of Liz’s suggestion in the first exchange and Diana’s response, What did you have in mind?
• Model an enthusiastic tone when Diana and Liz show agreement: That’s a great idea! I couldn’t agree more! Exactly!
• Have Ss practice in pairs. Time permitting, have them swap roles and practice again.
• Model making a new conversation with a volunteer.
For higher-level Ss, encourage Ss to refer to the grammar chart in Exercise 2, page 32, and vary the ways of making suggestions. Write an example on the board: We could set clear goals with them at the beginning…
• Time permitting, have Ss swap roles and practice their conversations again or make different conversations.
4 TRY IT YOURSELF
• Ask Ss to read the situations in the chart. Ask, Does anyone have experience with either of these problems?
Call on volunteers to share.
• Read the example with a volunteer.
• In pairs, have Ss choose a situation to role-play. Refer Ss to the Vocabulary in 1A and the grammar for making suggestions in Exercise 2, page 32. Encourage Ss to use a variety of expressions for showing
agreement from the Conversation Skill box, page 33.
• Circulate and assist as needed.
EXTENSION Have Ss return to Liz’s social media message on page 32. Ask, What are some possible responses to Liz’s post? (For example, I totally agree. I never make the same mistake twice!) Ask, Do you think Liz and Diana are making a mistake by planning to use a printing company that they weren’t fully happy with? Why? Why not?
LOOK FOR While Ss are completing the Try It Yourself activity, walk around the room and listen to Ss’ conversations. Make sure that Ss are correctly doing the following:
✓ using vocabulary for ways to avoid problems
✓ making suggestions
✓ showing agreement
EXIT TICKET Have Ss write their names on a blank card or piece of paper. Write on the board: You and a co-worker need to write a report by Friday. Write four suggestions for avoiding problems on this task.
Use four different ways to make suggestions. Collect the cards as Ss leave. Read the cards to identify areas for review in later lessons and to identify Ss who may need additional practice.
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4 TRY IT YOURSELF
ROLE PLAY Imagine that you work for TSW Media. Choose one of these situations and then have a meeting. Brainstorm ways to avoid a similar problem in the future.
Situation 1 Situation 2
Your project was late by a month. A project costs 25% more than you planned.
A: I can’t believe our project was late by a month.
B: What can we do next time?
3 CONVERSATION
03-11 Listen or watch. Read the sentences. Circle T for True and F for False.
If the statement is false, cross out the false information and correct it.
1. Liz and Diana have decided not to use the printing company again. T F 2. They will give the printing company feedback with specific examples. T F
3. They will set clear goals to communicate better. T F
4. They will ask the printing company for daily reports. T F
03-12 Listen or watch. Complete the conversation.
Liz: we offer suggestions
on how to work together more effectively?
Diana: That’s a great idea! What did you have in mind?
Liz: Well, for one, we set up weekly meetings.
Diana: I couldn’t agree more! That will give us a specific time to discuss problems that come up.
Liz: Exactly!
03-13 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations.
Use the words in 1A or your own ideas.
CONVERSATION SKILL Show agreement To show that you agree with something, say:
Right. I agree.
That sounds good / great.
I couldn’t agree more.
That’s a great / good idea.
Exactly!
Listen to or watch the conversation in 3A again.
Underline the phrases that you hear above.
UnIt 3 33 I cAn tAlk ABoUt AVoIdIng PRoBlems.
not
How about
could
www.frenglish.ru
1 VOCABULARY Words related to understanding
03-14 Listen. Then listen and repeat.
be confused: to not understand something clearly clarify: to try and make something easier to understand fi gure out: to understand or solve something
misunderstand: to understand something in the wrong way assume: to think that something is true even though you
don’t have proof
realize: to fi nally understand something that you did not know before
Complete the sentences. Use words from 1A.
1. It’s easy to the question, so listen carefully.
2. I am totally . Can you explain that again?
3. I don’t know where Bora is, but I she is still coming.
4. We have to how to solve this problem together.
5. I didn’t how diffi cult this class was going to be until I failed my fi rst test.
6. Pictures can help written instructions.
PAIRS Write a sentence with each of the verbs in 1A that are true for you.
Tell your classmate.
Yesterday, I fi nally fi gured out the meaning of “brainstorm ideas.”
2 GRAMMAR Imperatives in reported speech
Use said, told, and asked with an infi nitive to report past orders and requests.
Direct speech Reported speech
Subject Verb Object Imperative Subject Verb Object (Not) infi nitive I
You She
said, —
“Arrive on time.”
“Don’t be late.”
I You She
said —
to arrive not to be
on time.
late.
told him, told
asked him us Notes
• Never use a noun or pronoun as an object with said.
• Always use a noun or pronoun as an object with told and asked.
• Never use ask with imperatives in direct speech.
• Always use a comma before the imperative in direct speech.
>> FOR PRACTICE, GO TO PAGE 133
COACH
lesson
34 UnIt 3
3
LIZ FLORES
@LizF
Just listened to a couple of hilarious stories on the podcast Daily Trouble. Still laughing!
tAlk ABoUt A mIsUndeRstAndIng
misunderstand confused
assume figure out
realize
clarify
www.frenglish.ru
1 VOCABULARY Words related to understanding
03-14 Listen. Then listen and repeat.
be confused: to not understand something clearly clarify: to try and make something easier to understand fi gure out: to understand or solve something
misunderstand: to understand something in the wrong way assume: to think that something is true even though you
don’t have proof
realize: to fi nally understand something that you did not know before
Complete the sentences. Use words from 1A.
1. It’s easy to the question, so listen carefully.
2. I am totally . Can you explain that again?
3. I don’t know where Bora is, but I she is still coming.
4. We have to how to solve this problem together.
5. I didn’t how diffi cult this class was going to be until I failed my fi rst test.
6. Pictures can help written instructions.
PAIRS Write a sentence with each of the verbs in 1A that are true for you.
Tell your classmate.
Yesterday, I fi nally fi gured out the meaning of “brainstorm ideas.”
2 GRAMMAR Imperatives in reported speech
Use said, told, and asked with an infi nitive to report past orders and requests.
Direct speech Reported speech
Subject Verb Object Imperative Subject Verb Object (Not) infi nitive I
You She
said, —
“Arrive on time.”
“Don’t be late.”
I You She
said —
to arrive not to be
on time.
late.
told him, told
asked him us Notes
• Never use a noun or pronoun as an object with said.
• Always use a noun or pronoun as an object with told and asked.
• Never use ask with imperatives in direct speech.
• Always use a comma before the imperative in direct speech.
>> FOR PRACTICE, GO TO PAGE 133
COACH