Professional Documents
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Basic Survival Teacher's Guide
Basic Survival Teacher's Guide
BASIC
Teacher's Guide
ANNE WATSON
PETER VINEY
--
MACMILLAN
Contents
Tests (photocopiable) 68
••
Teacher's Guide Introduction
r
a remote control keypad). With a keypad, enter the track activities, but generally timing is not imposed on the teacher
number specified and listen. Then, for repetition work, return so that the course is as flexible as possible.
to the beginning of a track instantly, using the 'from ... to'
Lower-level classes may take longer to understand the
(or A / B) facility. This facility is excellent. You select 'from' at
content of a lesson, but spend little time on discussion. On
the beginning of the sentence, and 'to' at the end of the
the other hand, a more advanced class may understand a
sentence. You can then have this selection repeated
dialog in five minutes then spend longer discussing hotel
instantly as many times as you want.
facilities described in the Culture File. We really prefer to
leave timing to your discretion but, as a very general rule,
,each unit represents one classroom lesson (50-60 minutes).
About the Course
Grammar Practice
Course Objective
This is a course in international communication for The course follows an overtly situational pattern, with sub-
syllabuses on function, grammar and vocabulary. The
professional people. It is not simply a 'business English'
grammar component used in the book becomes more
course. It will be useful for a wide range of adult students in
professional spheres, as well as younger adults on complex as the book progresses, but there is no overriding
linear progression. A basic knowledge is assumed from the
vocational courses that involve communication in English.
outset, and this is gradually built upon.
The aim of this course is to enable students to function
effectively in English at a high beginner level. Too often, All the important grammar points are highlighted and
students have completed carefully-designed and well- practiced in the Teaching Notes. More mechanical practice
activities are recommended if and when necessary, or if
structured English courses, but still can't say anything when
it comes to real life. Other students are perfectly capable of requested by the students. Grammar points that students
telling you how a computer works, but are at a loss when it understand perfectly well should not be drilled (but don't be
afraid to introduce short drills when there are problems). In
comes to making an appointment or taking a client out to
lunch. This course focuses on real-life situations and many cases, the students will be able to deduce the
grammar point of the lesson. There are cross-references
presents them in realistic contexts, ranging from ordering
throughout the Teaching Notes to the Grammar Files at the
breakfast to filling in a landing card. We recognize that many
back of the Student Book. Your students can either look at
professionals are perfectly capable of 'surviving' in their area
of expertise. Our joint experience of teaching these students these alone or you can go through them as part of the
lesson. The Practice Book is mainly grammar-based and will
has made us aware that the language of socializing and of
survival in set situations is a common need. This, we feel, reinforce any language difficulties that might have come up
during the lesson.
far outweighs the particular and exclusive demands of job-
specific or ESP materials and leads us to favor a broader
view of English directed toward these common needs.
Vocabulary
Vocabulary is a vital part of the course. Encourage students
Level to use the Vocabulary Files at the back of the book. Advise
This is a two-level series. Basic Survival is for students at students to buy a bilingual dictionary, or a monolingual
high-beginner level and Survival English is for use with dictionary that has been specifically designed for learners of
students at low-intermediate level. English, like the Macmillan English Dictionary. Remember
that there are authentic and semi-authentic texts and tables
Preparation in the Student Book where students are expected to
complete a task that will not involve understanding every
This course keeps the teacher's preparation time to a word. They should be encouraged to rely on their ability to
minimum. Very few activities will require you to research understand gist and to 'guess their way through' more
other material or find endless numbers of objects to bring difficult passages. It is not necessary to explain every word
into the classroom. A lot of practice and explanation can be of such texts.
done using books, pens and the sort of objects that can be
found lying around a classroom. Any role cards, task sheets, Key language in the units is sometimes printed in color. The
etc. that you prepare should be kept for future classes so as Teaching Notes for each unit explain the best way to exploit
the key language.
to avoid having to prepare or photocopy them all again.
Teach students words like thing. It is better to say: You put
Timing your luggage on the black thing at the check-in desk, than
It is always difficult to 'time' lessons. In the Teaching Notes, to hesitate, stop the sentence halfway through, or say the
word in the students' mother tongue.
••
you will find indications as to the timing of a few individual
Teacher's Guide Introduction
Teaching Techniques Include questions that will elicit a variety of responses: Yes /
No questions, either / or questions, open questions, indirect
Warm-up questions, questions with tags, questions between
students: Ask Maria if she travels by plane. or 00 you travel
I _
I
I
I The following are activities that can be used to introduce a
lesson: by plane? Ask Maria. Ask me. Ask each other.
Students should generally listen to dialogs without looking at 11 Write up jumbled vocabulary from the dialog on the
the written text. Dialogs are usually followed by some form board. Students put it in order while listening.
of comprehension check, silent reading and / or reading in
12 Write up jumbled vocabulary on the board, including
pairs, then choral repetition. Further ideas for exploiting
words not in the dialog. Students put it in order eliminating
dialogs can be found throughout the Teaching Notes, but
the wrong words.
don't hesitate to change the suggested dialog exploitation
for one or more of the following activities. Most of these 13 Get students to learn short dialogs by heart and act
activities assume that the class has listened to the recording them in pairs in front of the class.
at least once.
14 Copy out the dialog and cut it up into as many parts as
1 Comprehension questions - the basic questions are there are students. The students then mingle and put the
supplied in the Teaching Notes, but you can always find dialog in order.
more. Vary them according to the level of your class.
15 Finally, if you have uninspired or undisciplined students,
Comprehension questions sometimes involve repeating tell them not to listen. Play the recording and both you and
warm-up questions for answers they didn't find earlier. they will be amazed what they remember!
Teacher's Guide Introduction
••
Introducing the course
II Geographical questions
• Point to cities and ask: What is the name of this city?
their titles, and the names of their companies.
• Ask students to draw another box in their book, and
under it write their name, job title, and company. You could
What is the name of this country? Where are these people ask them to stick a portrait photo in the empty box!
from? What language do they speak? Write up on the board
• Ask students to introduce themselves briefly to the rest of
names of countries, nationalities, and the languages spoken:
II
the class. (If your class is too big, split into groups.)
U.S.A. American
Brazilian
Japanese
Japanese
Spanish
English
Portuguese
Spanish ...
Personal questions
(Try to remember or note some of the students' personal
experiences - you'll be able to use them for future lessons.)
• Students will possibly only be able to answer Yes or No
• Point out that a lot of nationalities end in -an, -ian, or - or give one-word answers, but if you use the map in the
ish, but there are exceptions. See Vocabulary File 3. book and the prompts on the board, they will probably be
able to guess your questions.
• Ask: Which countries speak English?
• Ask: Do you know the U.S.A.? What countries do you
• Get your class to repeat in chorus, or individually, the know? Who knows South America? Who works with other
names of cities and countries on the map, paying attention countries? Which countries? ...
to stress (indicating by underlining) on difficult words such
as Anchorage, Vancouver, Mexico QJy, etc.
1 On board
B~List~_ing__ J . _ ~ . __ .::~~
~'ld
~e
rank • Ask students to turn to page 9 in their books and look at
II w,Questio~n1 I Listeni~9 1.12_
Students look at the U.S. Arrival Record in their books
]
the U.S. Arrival Record with them. Focus on the details again. Play the recording. Students fill in the cards
passengers have to fill in. Do not explain every word. Point according to the instructions on the recording. Correct
out that they will need to be able to complete the form together.
without understanding everything in the instructions. Ask
what abbreviations mean, e.g. Mo, Yr (Month, Year). Practice Book
• Teach the verb to be. Practice this, saying sentences like: Do Exercise 1 to prepare for Question 2, or give as
Am I American? Yes, I am. I'm American. Are you Italian? Is homework.
II
Yoko French? No, she isn't. She's Japanese ... Go through
Land Grammar File 3 with your class. Get your students to ask
each other questions using the verb to be. Question 2 I Communication ~Activity
• Teach: Do you have ... ? Yes, I do. / No, I don't. Use • In pairs. Students turn to Activities A and N at the back
Loent of their books and choose one each. Make sure everyone
objects in the class or take in a collection of items and
distribute to students. Then ask individual students, for understands how the exercise works.
example: Do you have a pen, Maria? (Yes, I do. / No, I • Students take turns to ask questions and complete the
don't.) Ask students to do this in pairs. landing cards. If in doubt, do a test run with a more
confident student first to show the others what to do.
e
mi' L~sten,in_9 I ~ 1.09-1.11~
• Students read the introduction to Conversation A, then
cover the text in their books. Tell your class that you are
going to ask them to repeat the flight attendant's questions
II 'Questi~n 3 I Matchin,9 exercise
Ask students to read Question 3 silently. They then choose
the correct replies to the questions and check with a
all
after they've listened. Play the recording once or twice. Get neighbor. Correct together. Students then practice
individual students to volunteer to repeat the flight Conversation C.
attendant's questions.
]
Answers: A & B - Yes, I am; A - No, I'm not. I'm here on
• Now ask students to look at the photos of Josie and business; A & B - No, I live in San Diego; C - all other
Edgar in their books. Play Conversations Band C. Ask replies.
students to tell you everything they understood about Josie
and Edgar. Elicit: Josie's British. She's on business. She
works in Vancouver. Edgar's American ... Culture File 3 Asking questions
• Ask your class to read the Culture File silently. They can
• Play the conversations once again for choral repetition to thus check that they have understood the various questions
practice intonation and stress. If you prefer, you can ask in Conversation C and Question 3.
students to repeat part of the conversations only, or have • Ask students to tell you which of the questions are
half the class repeat Josie's part, and the other half repeat acceptable in their culture. Are there any other questions
Edgar's. they would ask when meeting someone?
• Ask your class to read the three conversations silently.
They can then read them in pairs.
Extension
Student CD (Track 4)
Practice Book Ask students to listen to Track 4 on their Student CDs at
Exercises 2 and 3 provide further practice of to be and home, without looking at the U.S. Arrival Record in their
to have. Do in class or give as homework. books. They list (from 1 to 13) the information requested
on the recording. They correct themselves using the
Transcript at the back of their books.
4 Welcome to the U.S.A.
Communication Grammar
Culture
Class
present
Origins
CD 1,
Recordings areas
File
imperatives;
continuous
Tracks
on was 13-15
(born); Class Cassette 1, Side A
Student CD (optional), Track 5
III Wa~~:up
• Practice the imperative using these verbs: step, pick up,
• Alternatively, you can ask students to do this question at
home using the Student CD (Track 5). They can use the
Transcript to correct themselves.
show, stand, go, walk. Ask students to: step this way, pick
up that book, show me your pen, stand here, please ...
Practice Book
• Write these verbs up on the board. Ask students to
Exercise 1 practices imperatives. Do in class or give as
practice the imperative in pairs, giving each other orders. homework.
J
books near you and far from you. Let your students watch
you do this, as they will immediately understand the
Practice Book
importance of near and far.
Exercises 1, 2 and 4 practice the grammar points
• If your objects are different colors, add the color in your introduced in B. Do in class or give as homework.
II.
sentences. Say: This is a blue book. Then point and say:
That is an orange book. These are red books. Those are
green books, etc.
Question 1 I_Pairwork =c;s:;
• Ask individual students to practice this activity. Get them Students work in pairs. They read Question 1 and the words
to stand near the objects which are far from you and make in the Language Bank before starting. They substitute the
sure they use this and these. You repeat that and those for highlighted words in the conversation with the ones in the
the same objects. Language Bank. They can repeat the exercise a few times,
• Next, ask students to turn to page 11 in their books and and as they get more confident, they should rely less on
. Jse their books.
to look at the map. Ask where it is, and the names of the
American states and Canadian province. Ask what color the
flags are, and let students
the answers.
use Vocabulary File 6 to give you
-="
1.iI Question 2 I '"...
Listening "" "...- - -,
1.17 ~",.
::n • Students read the instructions to Question 2. They look
• Finally, ask what is happening in the photo in their books at the map of the West Coast in their book while you play
]
and introduce the word baggage. the recording. Students answer the questions.
.• Listening 1.16 4f
• You could then ask your class to close their books and
try to remember details of the different flags. Ask: What
(The highlighting in the conversation is used in Question 1.) color is the Alaska flag? How many stars are there?, etc.
Practice Book
• Warm-up Do Exercise 3 in class or give as homework.
• Pre-teach How much? Ask and answer questions about
the price of objects in the classroom. Lift up a pen and ask:
How much is it? Answer: It's 50 cents (or use local Culture File 6 Transportation from airports
currency). Get students to ask each other similar questions. Students read the Culture File silently. Ask how many
different forms of transportation are mentioned, how to
• Then teach How many? Again, ask and answer the first reserve a limo, how to ask for the price, and what pieces
few questions yourself using objects in the classroom: How of advice are given at the end of the text.
many windows are there? There are three windows. Get
students to practice this in pairs.
II
unfamiliar vocabulary in dictionaries. Make sure they
understand the title of this information box.
Question 3 I ~airwor~, ~
IIi ~is!ening_ 1_ ~ 1~~-1.20_1i
• Write the following numbers and prices up on the board:
Students find the answers to these questions both in the
conversations and in the 'Transportation to downtown
Vancouver' box. You could let your students work in pairs to
$1,250, 14, $28, $12.15, $38, $12.55,40,4, $12.50 find the answers. Correct together.
• Ask your class to read the introduction to Conversation Answers: a $12.50, $25 to $30 (more in heavy traffic), $35,
A. Then they cover the text. Ask them to listen carefully $2 to $4; b $75; c No, they leave every 30 minutes; dYes,
while you play the recording, and tell you which of the it's a 24-hour service; e Four; f One. She's alone;
numbers and prices on the board are mentioned. ($12.50, g Downtown; h Around $14; i Yes, they are.
4, $28)
Practice Book
• Play Conversation B. Ask your class to tell you what
'polite' expressions and questions they heard in Do Exercises 1 and 2 in class or give as homework.
Conversation B. Elicit: Can I help you? Thank you.
Extension
• Play Conversation C. Ask your class what they
understood by split the fare and share the ride. Vocabulary review
Using the language from the Communication Activity, do
• Play Conversation C once more for choral or individual some vocabulary revision.
repetition. Ask your students to look through their books and list ten
• Ask your class to read all three conversations silently, words they have learned since the beginning of the course,
then read Conversation C in pairs to prepare for the e.g. boarding pass, grandfather, vegetarian ... Students
Communication Activity in Question 1. work in pairs. Student 1 asks, for example: What does
'boarding pass' mean? Student 2 answers or can give the
Communication Grammar
Culture
Hotel
Class
Recordings
00 you /1,File
areasit have
CD reservations
Tracks
on
Does 21-23... ?
Class Cassette 1, Side A
Student CD (optional), Track 7
] Warm-up
• Ask students to turn to page 13 in their books and to
ook at the photo. Ask: Where is Alicia? Who is this? (Point
~othe Reception Clerk.) Use the map at the beginning of the
book to establish who Pearl Li is. Talk about her and about
iii: Question 2 J L!s!:~ir:~ 1~.2~•
Students read Question 2. Play the recording once or twice.
Students check the facilities Edgar's room has. Correct
together.
Answers: The room has: shower; Internet connection;
Alicia. Ask: What's her name? What nationality is she?
in-room movies. The room doesn't have: king-size bed;
What's her job? to review personal details about people. bath; cable TV; minibar; room safe.
• Ask your class to look at the date on the desk calendar in
the photo. Say: It's May 23rd. Teach how to say the date.
See Vocabulary File 2. II, Question.~ I Listen again 1.23 •
Students read the instruction to Question 3. Make sure
• Teach the verb to have. By doing this, you will also
everyone understands the word quiet. Play the recording
introduce the present simple. Go through Grammar File 4 again. Students find five reasons why the room is not quiet.
with your class. Explain that there are two forms of have,
..:%; Correct together.
but concentrate on the form with do and does at present.
Practice have using objects in the classroom, e.g. Anna, do Answers: ice machine; vending machine; elevator;
video games arcade; discotheque; kitchen.
II~
you have a notebook? (Yes, I do.) Ask: Kuniko, does Anna
have a notebook? (Yes, she does.) etc.
~estioM~ ~ I Communic~tio~.~<:tivity
Listening 1.21-1.22 "" In pairs. Students turn to Activities C and P at the back of
to Students read the introduction to Conversation A. They their books and choose one each. Ask them to read
hen cover the text. through the forms first, and make sure they understand
5, everything. Students take turns to interview each other and
• Put your students in pairs or small groups. Tell them you
'35,
complete the registration cards. They can invent information
are going to play the recording and that you want them to they don't have. If they prefer, they can invent all personal
find all the words they think are associated with hotels, and details.
reserving or paying for hotels.
want to check in. 00 you have a reservation? ... Culture File 7 Hotel reservations
• Ask other comprehension questions: Does Alicia have a Students read the Culture File silently. Ask your class to
reservation? Why isn't her name on the computer? What's find all the words in the File that they heard and read in
the name of her company? How many nights is she Conversations A and B.
.5e,
staying? What's the date? What's her room number?
• Play Conversation B. Ask: What's Edgar's problem? Practice Book
e Where is the room? Do Exercises 1 to 4 in class or give as homework.
II
Extension
Ell Warm~up
• Ask your class: What appointments do you have? Take
II Tell the time
• Practice saying the time, using Vocabulary File 7. If
out your appointment book or calendar and pretend to have possible, use an old alarm clock or toy clock for more
lots of appointments. Say: At 5:00 p.m. I have an practice. Educational suppliers may sell packs of cardboard
appointment with my boss. Tomorrow I have an clocks.
appointment at the dentist's, etc .
• Teach some time phrases, using a calendar: later, this
• Ask individual students: Do you have an appointment afternoon, tonight, tomorrow morning, the day after
tomorrow? Keep asking until someone answers: Yes, I do. tomorrow ...
Ask the same student: What time is your appointment? Ask
another student: Does she have an appointment? What time Practice Book
is her appointment?
Do Exercises 3 and 4 in class or give as homework.
• Go through Grammar File 10 with your class to explain
the use of the present continuous. Then practice it with your
students. Mime different actions: write on the board, open
your book, close your book, pick up a pen Ask: What am
iii Question 2 I Pairwork
In pairs. Students use Ms. Alvarez's appointment diary in
~
I doing? Elicit: You're writing on the board Students can
their books to ask and answer about her day. Explain that
practice this in pairs to practice the first and second person,
her notes are abbreviated, and that they should try to make
then talk about other pairs to practice the third person.
longer sentences, e.g. What is she doing at 10 o'clock?
• Finally, ask students to turn to page 14 in their books and She's going
Practice Book to the Managers' meeting. I I
I
together
Extension(apart from card.
your Ask:
next English lesson!) This is best i
Appointments
to look at the business Who is the visitor to
Students
done standing up and mingling. Students will have to say the read bigger
the
Ask
the
keeping
and
to Culture
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the
each
time
Making
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Communication Hotel
CDisbreakfasts
countable
Grammar
Culture
There
Class
Recordings vs.
1,...File uncountable
areas 26-30
/ There
Tracks
on are ... ; Class Cassette 1, Side A
Student CD (optional), Tracks 8-9
II
Brainstorm with your students all the things you can eat
--rd and drink for breakfast - particularly in English-speaking
countries! Teach or elicit as many words as you can from Question 1 I Listening 1.29 44'
:ne unit: eggs, cereal, milk, tea, coffee, potatoes, tomatoes, • Students read Question 1 before you play the recording.
~oast, pancakes, maple syrup, rolls ... Write these new Make sure everyone understands the vocabulary.
words up on the board.
• Play the recording once or twice. Students check the
]
• Teach the notion of countable nouns, i.e. things you can items of hot food on Edgar's plate. They compare with a
separate or count one by one, and uncountable nouns, i.e. neighbor. Correct together.
things that are in a mass, which can't be separated or
Answers: hash browns; scrambled eggs; fried eggs; ham;
counted one by one. Use the words you wrote up on the
sausages; French toast.
board earlier. If you mime trying to separate maple syrup,
they'll soon get the idea! Point out that the words time and
money are uncountable.
• Next, ask one student to come up to the board, and
Ii Question 2 I Listening
• Students read Question 2. Make sure everyone
1.30 _
reorganize all the words into two lists: countable and understands the vocabulary.
r uncountable nouns. Correct together.
• Play the recording once or twice. Students check the
• Teach: Is there any ... ? using the list of uncountables. items of cold food Edgar has. They compare with a
]
Then: Are there any ... ? using the list of countables. Teach, neighbor. Correct together.
then elicit, the short answers: Yes, there is / are.
Answers: maple syrup; English muffin; salt; pepper; milk; jam.
• Next teach: There is some ... / There are some ... going
through the lists. Practice Book
• For the negative, ask questions like: Is there any cola? Do Exercises 2 and 3 to prepare for Question 3, or give as
(No, there isn't.) Are there any peas? (No, there aren't.) homework.
II Warm-up
• Ask students to turn to page 16 in their books and talk
iii Question 1 I Make conversations
Students read Question 1 and Conversation A. Using
about the stamps and money in the photo. Teach the Conversation A as a model, they make conversations with a
words: currency, coin, quarter, a $1 coin etc. Ask: How neighbor, using the given place names. Do a test run with a
much are the stamps? How much is it to send a postcard more confident student first, if necessary.
to Canada from your country? See Vocabulary File 5 for
more information about money.
• Ask your class to look at the postcard. Ask them: Where
m Question 2 I Writing
Alone, students write and address a postcard to a friend.
is Alicia? What's she doing? Ask: In your opinion, who is
They can use the postcard in their books as a model. Ask
Marie? What nationality is she? Also ask: What do you do at
individual students to volunteer to read out their postcards.
hotel reception? Elicit: leave messages, ask for information,
This can be given as homework.
ask for maps, send faxes ...
II
I
Practice Book
Do Exercise 1 in class or give as homework.
11 City guide
Communication Grammar areas Culture File Recordings on
Home towns Class CD 1, Track 35
location;
Describingfacts
places;
and figures I be
adjectives;
/ have compared Class Cassette 1, Side A
Warm-up Diego Zoo is the largest in the world. San Diego is only
18 miles from the border with Mexico. It is also a major
• Find out what students already know about Vancouver: center of tourism. The largest activity is manufacturing, the
'1a Where is it? Is it on the west coast or the east coast of
second largest is the U.S. military, and the third largest is
a Canada? Which province is it in? tourism. The most famous building is the Mission San Diego
• Ask students to turn to page 17 in their books and to look de Alcala (1769).
at the photo. With your class, describe the photo. Write up
new words on the board. Students should start their Culture File 11 Home towns
sentences with: I can see ... There is / are ... Possible Students read the Culture File silently. Ask individual
vocabulary: mountains / snow / water / ships / skyscrapers / students to tell you where they were born, where they lived
buildings ... when they were young, and where they live now. Which
place do they consider to be their 'home town?'
• Ask individual students to come up to the board and • You may need to explain: What's ... like? This question is
write up some of the words they underlined. Stop when you used to ask for a description of something or someone.
have about 12 words. Give examples: What's your house like, Thomas? Is it big,
small, old, new ... ? Point out that like is not used in the
• Play the recording again, then point to the words on the answer.
board one by one, say them yourself, and ask your class to
repeat them in chorus. • Teach climate adjectives: dry, sunny, windy, cold, hot,
:h warm ... Ask students which of these adjectives apply to
• Next, ask your class to read the Vancouver text again, their country.
this time using dictionaries to look up new vocabulary.
• Students then work in pairs and ask and answer the
• Ask your class what they learned about Vancouver, and questions about their towns. If everyone lives in the same
what surprised them. town, they can talk about their district or another town they
• Check that students understand the basic rules for the know well. Encourage them to find other questions to ask,
comparative and superlative form of adjectives. They should and add extra information to their answers.
know that -er and -est are added at the end of short
• You may be able to find tourist information guides in
adjectives, and that more and most + the adjective are used English about the city / town that you are in.
for long adjectives. See Grammar File 17.
as
II <:uestio~ 2 I Write a text
(This activity may also be done as homework.)
• You could ask your class to write a text for homework
about the town they have described.
Practice Book
Students work alone to describe San Diego, using the Do Exercises 1 to 3 in class or give as homework.
information provided. Give them plenty of time to do this
question. Walk around the class to give help where needed. Extension
Correct together at the end. You could ask one student to Pairwork
write their text up on the board. Students work with a partner. One student closes their
Suggested answer: The city of San Diego, in the state of book while the other asks them questions about
California, is just over 220 years old (1769). The population Vancouver from the text.
of San Diego is 2.6 million. It is the second largest city in
California. San Diego has a dry, sunny climate. You can get
to the ocean, the mountains or the desert very quickly. San
12 Concierge desk
Communication Grammar
Culture
CD 1,File
instructions
prepositions
Class
Spelling
Recordings areas 36-39
of place;
Tracks
on Class Cassette 1, Side A
Student CD (optional), Tracks 10-12
lEI Warm-up
• Check that everyone knows what the concierge desk is in
a hotel. Ask: What's the difference between the hotel
II Question 1 I Listening 1.37-1.39 .",
• Students look at the map in their books first. Make sure
the class understands that they start each time at the 'you
reception and the concierge desk? Elicit or explain: At are here' point. Play each conversation once or twice. They
reception, you leave messages, check in or out, send faxes, mark the routes and destinations heard on the recording on
pick up your room key, and arrange for future visits ... At the their maps.
concierge desk, you request information about
entertainment, order theater tickets, book restaurants, • Ask individual students to volunteer to give the directions
from the first two conversations.
request transportation, request directions ...
• Next, introduce some phrases for asking the way and
giving directions. Draw a very simple street plan on the
board. Include street names, places, and a starting point.
iii' Question 2
Students
I Pairwork c;;s:?
read Question 2. They work with a partner and,
using the maps in their books, take turns to give each other
• Make sure everyone understands left and right. Ask a
directions to the places. At the end of the activity, ask
student to come up to the board. Give directions. The
individual students to give directions to each place.
student begins at the starting point each time, and shows
the way on the map. For example: Take a left. Go past two
blocks. Take the left fork. Turn right. Turn left after the
second block. Turn left. Take a right ... If they get it wrong,
another student comes up to the board and takes over. As
II Question 3 I Directions
• Students work alone and read all the directions in the
boxes.
students get better, let them give the directions to each
other, still referring to the street plan on the board. • Using the map in their books, they follow the directions
from the hotel and match the destinations to the directions
• Finally, ask individual students to explain to you how to in the boxes.
get from the building where you are to various places
nearby, e.g. the post office, a bank, the supermarket ... Answers: Canada Place; Queen Elizabeth Theatre;
• Play the recording once more for choral or individual Practice Book
repetition to practice intonation and stress: Good morning.
Do Exercises 1 to 3 in class or give as homework.
I'm gQjng to the cruise shio terminal. Do I need a taxi?...
-12
tons
Baker speaking
E
ks
. Listening 1.40-1.41 Ij II:.Question 3 I Pairwork c;Q
Students read Conversation B again silently, then in pairs.
;; the
• Ask students to turn to page 19 in their books and to They replace the names and numbers in the conversation
look at the photo. Make sure everyone recognizes and with those listed, and take turns to be Edgar.
remembers Edgar. Ask: Who is this? Where is he? What's
he doing?
Culture File 13 Phone pads
:0 • Students cover Conversation A. Play the recording once • Students read the Culture.File silently. Write the two
or twice. Ask your class if they understand Edgar's mistake: symbols * and # up on the board. Ask your class to tell
Why does he reach the Beauty Salon? Elicit: Because its you the different ways of referring to these symbols.
number is 32. The number he wants starts with 3-2. He • Ask students to work with a neighbor and write a very
]
wants an outside line. simple personalized message for a voice mail system.
• Students cover Conversation B. Play the recording.
Ask: What is Edgar's problem this time? Elicit: He has Practice Book
dialed the wrong number. Do Exercises 1, 3 and 4 in class or give as homework.
• Play both conversations again and ask students to tell
you all the telephone expressions they heard.
14 A taxi ride
Communication Grammar
Culture
Class
What CD
Tips, do
Recordings 1,File
taxis
you areas
Tracks
ondo?; 42-44 Class Cassette 1, Side B
mE ':'ar~~~~ What do you do? What are you doing? What does Maria
do? What is Maria doing? ...
• Introduce: What do you do? to ask about jobs. Write your
job title up on the board. Say: I'm a teacher. Ask individual • You may like to explain: Have a good trip and also teach:
students: What do you do? Make sure they reply using I'm Have a good day! Have a good vacation! ... Point out also
and a / an before their job, e.g. I'm a secretary I'm a sales the -or and -er endings of sailor, manager, and other job
representative. They use the before their job if they are the titles. These endings are spelled differently but pronounced
only person to have the title in the company: I'm the Chief the same and not stressed: sailor, manager, teacher ...
Accountant. See Grammar Files 1 and 2. Younger or
unemployed students can reply: I'm a student / I'm looking
for a job. Write students' job titles up on the board.
BE 6u~stion 1_ "r p~rwor_k_ ~
• Give your students time to prepare these conversations.
• Get your class to ask and answer the question: What do Students substitute information in Conversation B with the
you do? to five or six students sitting around them. information given. They can underline the words in the
• Ask students to turn to page 20 in their books. Next, talk conversation that they have to replace.
about the title of the unit and the photo to elicit or teach the • Students practice these conversations more than once.
words: taxi, ride, hotel, doorman ... Walk around the class listening in. As they become more
• Ask students to look back at the introductory map at the confident, ask students to close their books, and get them
beginning of the book to remind themselves who Josie to do the conversations with no help.
Campbell is and what she does. Practice the third person:
What does she do? She's a ... Do the same with a few
other characters on the introductory map.
IIi Qu<:stion ~ I. u.s. mon~y
• Look at the information box about U.S. money in the
book. If you have any U.S. money, bring it to class with you
m~_Listeni~g__ I _ 1.~~-~~4_~ and let your students identify the different notes and coins.
• Conversation A: Students read the introduction to the • Students complete the sentences alone, then check with
conversation, then cover the text. Play the recording. Ask: a neighbor. Correct together.
What is Josie doing? Where is she going? Explain the verbs
check in and check out. Answers: a 87 cents; b 30 cents; c $6.01; d $10.45;
e 34 cents; f $21. 15.
• Conversation B: Text still covered. Play the recording
twice. Make these statements and ask your class to say
true or false after them: She wants to go to Pier D. (F) She
isn't going on a cruise. (T) She's going on an excursion. (F)
n~
1iI<-- _ .._ 3_.,"-
Question .._Pairwork
__ I Oil _ ••• _ ••••
She works on a ship. (T) She's a sailor. (F) She's the they make conversations using the information provided.
Excursions Manager. (T)
• Students may prefer to calculate the tips and change in
• Conversation C: Teach the word tip. Ask students to these conversations before they start.
listen very carefully and make a note of the sums of money
• You could also teach: Keep the change for more
they hear. Play the recording once or twice. Ask them, in
generous passengers in the second conversation in
pairs, to work out the tip Josie leaves the cab driver.
Question 3.
(Answer: $1.50.)
• Play all or some of the conversations again, for choral or Culture File 14 Tips, Taxis
individual repetition to practice stress and intonation: Are • Students read the Culture File silently. Ask them to call
you checking out ma'am? Where are you heading? I work out all the words connected with money in the File, e.g.
on a ship. I'm the Excursions Manager ... tip, fare, change ...
• Ask your class how much they usually tip taxi drivers in
• Students read all three conversations silently.
their country.
• Use Grammar File 10 to review the present continuous.
Check that everyone understands the difference between
Practice Book
the two present tenses. Ask individual students:
Do Exercises 1 to 4 in class or give as homework.
15 Introductions
Communication Grammar
Culture
Class CD 1,File
introduction
greetings
Recordings areas
Introductions
Tracks
and
on 45-47
formulas;
responses Class Cassette 1, Side B
I./OU
s.
How do you do? or Fine, thanks to the greeting How do you
do? This is explained again in the Culture File. iii Question 2 I Matching exercise
• Students work alone matching greetings and responses,
• Point out, however, that How do you do? is only used the
ith then check their answers with a partner. Correct together.
first time you meet someone. After that, you ask: How are
you? The answer is then Fine, thanks or Very well, thanks. Answers: The correct order of the response column is: 1
Hello. 2 Fine thanks. And you? 3 OK ... Tom. 4/'m glad to
• Ask your class to turn to page 21 and to look at the
be here. 5 That's right. 6 Thank you.
photo in their books. Talk about Josie and Cecilia. They
should note that people usually only shake hands the first • Students then practice saying the greetings and
time they meet. You could point out that greetings in responses with their partner.
English-speaking countries are generally less physical than
in many other countries.
II Listening I 1.45-1.47 41
II Question 3 I Pairwork ~
• Students work alone to order the sentences correctly,
then check their answers with a partner. Correct together.
• Conversation A: Students read the introduction to the
Answers: 2; 6; 7; 4; 3; 5; 8; 1.
conversation, then cover the text, but look at the diagram of
the building layout. Ask your class to listen to the recording, • Students practice the conversation. Then they swap the
and using the plan, follow the sailor's directions. details in the conversation with the information provided.
• Conversation B: Ask students to listen for the greetings • If you wish, you may also ask your students to swap the
and responses in the conversation. Play the recording once. details in the conversation with information about people
Students tell you the ones they heard. they really know in common, i.e. other students,
co-workers etc.
• Conversation C: Play the recording twice. Ask: Who do
:n
they know in common? Ask your class to tell you further
Practice Book
]
greetings they heard.
Do Exercises 1 and 3 in class or give as homework.
• Play all or some of the conversations once more, for
choral repetition to practice the stress and intonation of
16 Itineraries
Communication Culture
Dates
Grammar
present
Class CDto1,
going
Recordings File
simple
Tracks
future;
on 48-50 Class
areas(timetable) StudentCassette 1, Side Track
CD (optional), B 13
II Warm-up
• Review days of the week, months and dates using
Answers: a June 1st (The date was British style, i. e. day,
month, year.); b January 7th; c June 1st in the morning; d
on Friday.
Vocabulary File 2. You could also use Culture File 16 to
introduce different ways of saying and writing dates. • Ask your class to listen to Track 13 on their Student CDs
at home for revision.
II
• Get individual students to tell you the date of their
birthday. Ask students to turn to page 22 in their books and
to look at the cruise itinerary. Ask them to say the dates in Question 4 I Saying dates
full, e.g. May (the) twenty-eighth ... • Students work with a partner and practice saying the
• Explain to your class that the present simple is used to dates as they would in their own country and in American
talk about schedules and timetables, e.g. The plane leaves English. You should also ask them to write them.
at 5:00 p.m. Although this is in the future for the person • Walk around the class and listen in to check that
who is taking the plane, the plane itself leaves at 5:00 p.m. everyone is saying the dates correctly in American style, i.e.
every day. See Grammar Files 10 and 12 to review the the first number is the month.
present continuous and the present simple.
II
• Next, students take turns to tell their partner the dates of
Practice Book
Do Exercises 1 to 4 in class or give as homework.
twice while students listen and write down the answers to
the questions. Extension
• Ask your class which version of the date was correct for If you have access to timetables, for example in travel
Josie's birthday and why. Correct the other questions brochures, you could bring them into class and repeat the
together. Communication Activity using authentic materials.
17 Visitors
Communication Grammar
Culture
Class 1,File
CDlike;
Recordings
would
Welcoming areas
Tracks
on 51-52
going to (do) Class Cassette 1, Side B
E.,
Warm-up m Question 1 I Pairwork
r d • Quickly review language for introducing yourself and • Students read the Language Bank.
saying what you do (Unit 15). • Students take turns to role-play Conversation A,
• Introduce language for receiving visitors. First, ask substituting some of the the highlighted information with the
students what they do when they receive visitors. Elicit: Ask facts in the Language Bank.
them to sit down. Offer them a drink. Take their coats. Show
• You may like to ask your students to do two further role-
them the way ...
plays using their own names and jobs.
• Teach the expressions: Take a seat. Please sit down.
Would you like coffee? Would you like something to drink? Practice Book
Can I get you something to drink? See Grammar File 19 for Do Exercises 1 and 3 to prepare for Question 2 or give as
Would you like ... ? and Can I ... ? homework.
II
• Next, introduce going to ... This is used for the future
~ i.e. when you plan to do something, or you intend to do it. Point
out to your students that it is very similar to the present
continuous future. Go through Grammar File 15 with your
Question 2 I Pairwork y:?
• Before starting the activity, go through the vocabulary of
class.
the different refreshment-related items in the pictures in the
• Finally, ask students to turn to page 23 in their books, to Student Book.
look at the photo, and to find the characters Simon and • Students work in pairs and role-play Conversation B with
d Alicia on the introductory map at the beginning of the book. different words, taking turns to be the visitor.
Students should talk about them and say which one is the
e visitor. • Walk around the class while students are doing the role-
plays. As students become more confident, they should rely
less on the book. Also they can add other questions and
Listening 1.51 'II answers about what they are going to do. They can offer
(The highlighting in this conversation is for Question 1.) something to eat as well.
taoks
• Ask your class to read the introduction to Conversation
A, then cover the text.
• Write the following phrases up on the board:
II Question 3 I Match
• Go though the vocabulary listed in Question 3 with your
class. (You can use the second part of Culture File 17 for
I~n Can I help you? My name's Alicia Romero.
d further explanations if you wish.) Students match the
Please sit down. Nice to meet you. containers and contents. (Some items can go in more than
• Ask your students to listen to the recording for phrases one container.)
meaning the same as the ones on the board. Sample answers: A packet of tea or a packet of coffee; a
• Play the recording. Ask individual students to give you the pot of coffee or a pot of herb tea; a cup of hot chocolate or
:e.ck answers. a cup of tea; a jug of milk or a jug of cream ...
11 Warm-up
• Ask students to turn to page 24 in their books and to
• Play the recording once or twice. Give students
underline the mistakes in the message,
time to
then ask them to
look at the first question of the questionnaire. Make sure give you the correct version.
everyone understands what the items listed in the question Answers: Underline: work; give; phone; beep; soon;
are. Use dictionaries if necessary. Students don't answer the contacting me. Replace with: my desk; leave; (remove
question yet.
II
phone) tone; back; calling.
• Next, introduce frequency adverbs: often, occasionally,
sometimes, never, usually, always ... Point out that these Question 5 I Write a message
usually go before the verb, e.g. I always wake up early, but • Students read the Transcript of Edgar's call at the back of
go after the verb to be, e.g. I am usually busy. Explain that the book (recording 1.55).
they are most often used with the present simple. See
Grammar File 8. • Using the information in the message, they write a better,
shorter message for Edgar to leave on the machine.
m
•
Question 1 -I Pairwork
Students read through the questionnaire.
c;5:?
Make sure
Suggested answer: Hello, Ms. Lowe. This is Edgar Young
from AmCan Travel. Please call me at the Quantity Inn. The
number is 866-1414, and I'm in Room 213. That's 866-
everyone understands the vocabulary. Ask who knows what
1414, Room 213. Thanks.
II
the abbreviation WAP means (Wireless Application Protocol).
A WAP cellphone enables its user to access the Internet.
B~ Question 2 I Listening
Ask your class to read Question 2. Make sure everyone
1.53 ~
Answers: a 5; b 3; c 7; d O.
Communication Culture
Grammar
Taxes
I'd
Class like 1,File
CD ...;
Recordings areas
and / or57-58
Tracks
on Class Cassette 1, Side B
Student CD (optional), Track 18
--17
•
,-' Warm-up
Review I'd like ... and Would you like ... ? using objects in
II Question 2
Students read Question
I Listening
2. Play the recording
1.58 •
once or twice.
:he classroom. Pick up two books and ask individual They answer the questions. Correct together.
students: Would you like the blue book, or the green one?
Answers: a a swirl; b $2.48 with tax; c a $100 bill; d No; e
::Iicit: I'd like the green one. Get students to practice this in
Yes, he has the exact amount.
8airs with a number of objects.
ck of
'-etter,
• Ask your students if they like fast food, how often they
eat it, what sort of things you eat in fast food outlets, if they
~hink it's good for you ... Ask which American fast food
III
•
Question 3
Students
I Pairwork
read the question
~
and look at all the
~
restaurants exist in their country.
.•
expressions in the Language Bank and the menu.
one
• Ask them to circle or underline
l1enu in their books,
on the Big Burger World
all the things Jack orders, and to
calculate the price of his meal. Play the recording
:wice. Correct together.
once or II Question 4 I Communication Activity
• In pairs. Students turn to Activities E and R at the back of
their books and choose one each. They ask questions to
=: the • Play the recording once more for choral or individual find the missing prices. Check that everyone understands
repetition, and also to prepare for Question 1. I'd like a am. that they must ask: How much is / are the ... ? and answer:
3urger, please. Anything else? That's seven ninety-three It's / They're six / one (dollar/s) ninety-nine with the tax.
with the tax ...
Students can use Vocabulary File 1 if they need help with
Students read the conversation silently. numbers.
• Answer any grammar or vocabulary questions. Students • Answers to this activity can be found on page 78.
.Esage may ask you about anything and everything. Explain that
anything is used in the question form, and everything means Culture File 19 Taxes
'all items.' See Grammar File 5. Students read the Culture File silently. Ask how much tax is
added to items in their country. Ask if tax is added to all
items including food.
Practice Book
Exercise 2 practices anything and everything. Do in class
Practice Book
or give as homework.
Do Exercises 3 and 4 in class or give as homework.
Practice Book
.L~rm-~~ Do Exercise 1 to prepare for Questions 2 and 3, or give as
• Ask your class: Who do you buy presents for when you homework.
go on vacation or on a business trip? Elicit or teach words
for members of the family: son, daughter, mother, husband,
brother ...
Communication Grammar
Culture
Class CD of
Recordings 1,File
superlatives
possessive
Topics areas
Tracks 62-65
conversation
onpronouns; Class Cassette 1, Side B
IS as
Warm-up
~ ~ 11_ Question~2 LTopics f~r ~'!la~1
talk
• Ask students to turn to page 27 in their books and to Students read Conversation B and the small talk topics in
ook at the unit title, the photo and the introduction to Question 2. They select the suitable small talk topics. You
Conversation A. Make sure they understand the term small could ask your class to add other topics for small talk, and
talk and elicit appropriate topics: weather, vacations, places, other topics you shouldn't talk about, such as money or
~ family etc. Write these topics up on the board. Ask: Who health problems. Add new topics to the ones already on the
d are the people in the photo? Where are they? What are they board. Correct together.
doing? What are they holding? Answers: Politics and business problems are not good
• Next, introduce possessive pronouns, and at the same topics for small talk.
:ime, review possessive adjectives. See Grammar File 5.
Use objects in the classroom. Pick up a pen, for example, Culture File 21 Topics of conversation
and say: It's my pen. It's mine. It's Josette's pen. It's hers, You could ask your class to read the Culture File at this
etc. Make sure everyone understands the possessive's',
stage to check if their answers and suggestions in the
:00. Practice all of this with individual students. Then ask
previous activity are the same as those in the File!
your class to practice it in pairs or small groups.
• Introduce superlatives for short adjectives, explaining that
you add -est to the end of the adjective. See Grammar File
17. (Don't introduce comparatives for the moment.)
II; Q~~.!!on 3~ I. £h:>o:.~.!he_replies
• Check that everyone understands What's it like? This
:ne
Compare objects in the classroom, or take in extra items. question is used to ask for a description of something and
Say: This book is the smallest. This pen is the longest. This has nothing to do with the verb to like. The answer is
window is the biggest etc. Practice this with your class. usually an adjective and the word like is not used in the
answer.
II --
~ do conversations once only. Ask: What are the four topics of
conversation? Elicit: A: Their drinks; B: Vancouver;
C: Alicia's hotel; 0: the weather.
Alicia knows Vancouver very well. She doesn't like it very the language from Question 4 to make conversations about
much. Simon doesn't live in Vancouver. accommodation. Check that they understand that the first
hotel in Question 3 is bad, and the second good.
• Conversation C. Ask your students to listen for Simon's
questions about Alicia's accommodation. Play the recording • Walk around the classroom listening in. Check that
again, then ask students to tell you Simon's questions. students are using the correct intonation for positive or
negative reactions to the hotels.
• Conversation D. Ask students to listen for words
describing weather or climate. Play the recording again,
:hen ask your class to tell you the words they heard. m _-~~esti~n·~5I~D~scu~~~~,
• Students read Conversation 0 and the question.
Question 1 I ~nsw:r t~e qu:s~ions • They work with a partner or in small groups. If your
Ask your class to read Conversation A and Question 1. students all come from different places, they should ask
Students find the answers to the questions and check with each other the questions about the weather in their town or
a neighbor. Correct together. city, and then compare.
Answers: Simon's is the one with the spoon; Alicia doesn't Practice Book
take sugar. 00 Exercises 1 to 4 in class or give as homework.
22 Routines
".
Grammar
Culture
Routines
Class CD 1,
Recordings
present
sequence I File
areasfrequency;
Track
on
simple;
words 66 Class Cassette 1 , Side B
p
Thank you.
teach different ways of replying to invitations:
• Review the present simple and frequency adverbs. Go That's wonderful. I'd love to. That would be really nice. Or:
through Grammar Files 12 and 8 with your class. Make sure I'm really sorry, but I can't ...
everyone can use the auxiliaries do / does / don't / doesn't
correctly.
Practice Book
• Dictate your daily routine to the students in the form of a Do Exercise 4 in class or give as homework.
timetable, e.g.:
7:30 get up
8: 15 eat breakfast
II Question 2 I Communication Activity
• In pairs. Students turn to Activities F and S at the back 0
their books and choose one each. Check that everyone
8:45 leave home understands that there are three parts to the activities.
9:00 start first class ... • Students take turns to ask and answer questions about
Ken and Laura's routines, and find a suitable meeting time
• Now ask your students to say full sentences about you:
for them. They are asking about the people in the boxes, so
You get up at 7:30. First you take a shower, then you eat must use the third person.
breakfast. Encourage them to use sequencing words: first,
then, next ... Do not ask your class to talk about their daily • Walk around the classroom listening in and helping wherel
routines at this point. necessary.
• Ask students to turn to page 28 in their books and to • You could ask one or two pairs to do the whole activity i~
front of the rest of the class at the end.
look at the photo. Talk about Josie and Cecilia. Ask: Where
are they? What they are doing? What do you think they are
talking about?
II Question 3 J P~irwor~ __ ~
II
•
Question 1
Students
I Listening ~ 1.66 ""
cover the text in their books. They read
• Students
routines.
take turns to ask each other about their daily
II
1fI
Cu.
Warm-up • They will see in charge of, responsible for, reports to, etc.
fOr: in the Language Bank. Make sure everyone understands all
• Ask about your students' companies or colleges. Ask: of this language.
]
How many employees are there? How many directors are
there? How many managers are there? Where is your • You could ask your class to work in pairs to prepare the
company's headquarters? Are there branches abroad? Do description of Josie's job. They can look at the conversation
in Unit 22 to add more information. Elicit, for example: She's
you know the hierarchy of your company? Is it complicated?
the Excursions Manager. She's responsible for organizing
• Ask students to turn to page 29 in their books and to the excursions team. She also checks the buses and the
read the introduction at the top of the page. They should passenger lists. She works for Cecilia Grant, the
look back at the introductory map at the beginning of the Entertainment Director. Cecilia Grant reports to the Ship's
book. Make sure they remember what Simon does and Captain, Captain Carlsson. Captain Carlsson reports to the
where he works.
VP. in charge of Operations. His boss is the CEO. and her
boss is the President ...
I
out
-me
2S, so
:.
Students
Question 1 I
Question 2 I Abbreviations
• Students answer the questions using the organization Culture File 23 Companies, titles
ily chart in their books. They work alone, then compare with a Students read the Culture File silently. Ask comprehension
neighbor. Correct together. questions: What are the British forms of Inc.? What's the
American form of Managing Director? What's a director in
t~er's • Ask your students if it is common to abbreviate job titles charge of?
in their language. Compare job titles and abbreviations, and
~arson: find equivalents.
, ::irst, Practice Book
Answers: CEO.; VP.; Administration; Manager; President. Do Exercise 3 in class or give as homework.
II Warm-up
• Ask your class: Where do you usually eat lunch? 00 you
eat lunch alone or with your co-workers? 00 you have
B Question 1 I Pairwork _~
Point out the alternative ways of asking the questions in
Conversation A. Students may prefer to underline the
business lunches? Where do you go if you have a business sentences and questions they are going to change in the
lunch? conversation when they do the role-play. In pairs, they take
turns to invite their partner to lunch using the information in
I • Ask: What sort of restaurants are there in your town?
I
Question 1.
II
I- Elicit: Mexican, French, Chinese, fast food, self-service,
i
II
afternoon? Is she choosing the restaurant, or is Simon? Ask
your class to listen again for Simon's two questions.
• Play Conversation B. Ask your class to look at the first Question 3 I Make conversations
menu, and tell you what Alicia and Simon choose. Go through the phrases in the Language Bank and make
sure everyone understands them. In groups of three,
• Play Conversation C. Ask who is paying, the price of the
students take turns to be the cashier and the customers, as
meal, and why the cashier is getting annoyed! Play in Conversation C.
Conversation C again, and ask your students to tell you
what Alicia says when she offers to pay, and what Simon
replies. Practice Book
Do Exercises 1 and 4 in class or give as homework.
• Play all or some of the conversations again, for choral or
individual repetition. Pay special attention to the invitations,
the replies to these, and the offers to pay: 00 you feel like Extension +
some lunch? It's !J.Q to 'iQJ,1. Let me pay ... You're sure? Of Role-play
course. I insist. When all three conversations have been practiced. you
could have your students work in new groups c" three.
• Students read all three conversations silently. You could
Two students in each group are the customers. aIld the
ask your students to underline all the questions and
third is the server, then the cashier. They're :n a a:LLerent
expressions that are used to invite and to offer to pay.
restaurant, for example, French. They first. r':e a short
• Students may ask you to explain some of the idiomatic menu for the restaurant, then role-pia" ::Ii - •.,,=.=.
expressions in these conversations, such as: It's up to you! conversations.
and Make up your mind! (less polite), which is used when
you want someone to decide. Teach these as expressions -
don't try breaking them down grammatically.
Practice Book
Do Exercises 2 and 3 in class or give as homework.
25 Dealing with problems
mmunication Grammar areas Culture File Recordings on
:::,,:ecking out; will/won't formulas; Hotel facilities Class CD 2, Tracks 2-5
-:nel problems time words (urgency) Class Cassette 2, Side A
Warm-up
"1troduce will and won't. See Grammar File 16. Make
II Question 1 I Offers of help
• First, ask your class to find all the examples of will, won't,
~ students understand the non-future meanings. or 'II in the conversations.
:Jractice: Will you ... ? Ask individual students to do • Alone, students highlight the offers of help and circle the
- -gs: Will you open the window, Maria? Will you pass me requests in the conversations, then check with a neighbor.
-=.: book, please, Tonia? etc. Teach students to reply: Sure Correct together.
:ertainly / OK / All right etc., but not Yes, I will in this
Answers: Offers of help: I'll tell her you're in a hurry; I'll
-.Jation.
send an engineer right away; I'll deal with it, ma'am.
:Jractice: I'll ... in offers of help. Pretend to offer to help Requests: Carlos, will you go up to Room 652 right now?;
:'vidual students, or to need help. Say: It's hot in here and Will you send someone quickly?
::"1t to the window. Elicit: I'll open the window. Say: My
• Students should note the use of will ('II) in all the offers of
::oks are heavy. Elicit: I'll carry them etc. Students should
help.
:sctice both forms, I'll and Will you ... ?, in pairs.
I
-\sk students to turn to page 31 in their books and to Practice Book
::::>< at the photos and the title of the unit. Make sure
Do Exercises 2 and 3 in class or give as homework.
=- 3I'Y0neunderstands dealing with. Ask: Where are these
l
:?Jple? Who is the woman in the main photo? What's her
-:;? Who are the other people? ... Culture File 25 Hotel facilities
Students read the Culture File silently to help prepare for
L
,
te: Please switch to the second CD and begin at the following questions. They can also look back at Unit
--ack 02, or Cassette 2, Side A. 13, which introduced facilities and the internal touch-key
system in hotels. Check that everyone remembers the
::;-dthere's water allover the floor. In Room 552 there's water Question 2.
::l1ing through the ceiling.) Who will deal with it? (Carlos)
• Students take turns to role-playa hotel guest requesting
:Jlay all or some of the conversations again, for choral or help in the given situations, and the Front Desk Clerk
-jividual repetition to practice stress and intonation: I'll tell offering to send help. They should practice this until they are
-S' you're in a hurry I need someone in Room six-fiftv-two quite at ease using I'll ...
-mediately! There's water all over the floor! Make sure your
: ass gets the correct intonation of these emergency
:;~Jations.
II Warm-up
• Unit 25 dealt with will and won't in non-future uses. This
unit introduces will and won't when used for the future. See
• They then make a conversation substituting the details in
Conversation B with the information in Question 2. Let
students prepare the new conversation before speaking, if
they prefer.
the tables in Grammar File 16.
II
students to work in pairs and create a system of airline
hubs and spokes for their country.
Question 1 I Pairwork c;5:?
• In pairs. Students make a conversation substituting the Practice Book
details in Conversation A with the information in Question 1.
00 Exercises 1 to 3 in class or give as homework.
They can prepare in advance if they prefer, underlining the
information in Conversation A that they are going to replace.
Extension
• You could ask them to continue this activity using other Student CD (Track 20)
characters from the book, and then invent a situation Students listen to Track 20 of their Student CDs at home
themselves.
and write down the number of times they hear will (4),
Introducing others; want / 'd like + infinitive; Friendly names, titles Class CD 2, Tracks 9-11
meeting new people; good / glad + infinitive; Class Cassette 2, Side A
formal greetings enjoy / look forward to
+ -ing form
a War~-up
• Review language learned in Unit 15 for introducing
III Question 1 I Answer the questions
• Students read Conversations A to C and Question 1,
yourself to other people. Remind your class that you usually then answer the questions alone.
say How do you do when you meet someone for the first
• They compare their answers with a neighbor. Correct
time. A British person will reply: How do you do, whereas an
together.
American may say How do you do or Fine, thank you.
Pleased / Glad to meet you is another greeting commonly Answers: a Kenji; b Britanny; c Captain Carlsson; d No; e In
used in all English-speaking countries. Conversations A and B.
Practice Book
Do Exercises 2 and 3 in class or give as homework.
Practice Book
Do Exercises 1 and 4 in class or give as homework.
28 About yourself
Communication Grammar
Culture
Class
past
was CD
Degrees 2,File
born;
Recordings areas
simple:
Tracks
How
on waslong?
/12-13
were; Class Cassette 2, Side A
II Warm-up
• Review question words. Ask your class to tell you all the
I!I Qu~stion 2 I Ask and answer
Students can work with a partner to look for the answers to
question words they now know. Elicit: What / Where / Who / Question 2. Correct together.
How much / How many ... ? Teach or elicit: How long? for
Answers: a in San Francisco; b a tennis player;
asking about lengths of time or duration.
c professional; d He was pretty good; e a sports coach;
• Introduce the past tense of the verb to be. Don't f Yes, some.
introduce the past of other verbs at this point. See Grammar
File 13.
Practice Book
• Practice was and were. Write prompts up on the board Do Exercise 1 to prepare for Question 3, or give as
such as: homework.
at home
with my family
at work in the office
in the restaurant
at the movies
at school
II
Where / What / How long ... ?
• Make sure everyone can use last correctly. Explain that it
is usual to put place, and then time at the end of sentences:
I was - in the office - last week . Que~tion 4 , Pairwork c;:s:i
• Ask students to turn to page 34 in their books and to • Students read Question 4 before starting the activity.
look at the photo and the title of the unit. Ask: Where are Make sure they understand that they must write down the
answers as they will need them for Question 5.
Josie and Ken? Where are they going? What do you think
they're talking about? • Students work with a partner and ask and answer the
II Listening I 2.12-2.13 .~
• Students read the introduction to Conversation A, then
questions.
m~9uesti~~_~ I Pair~or~ ~ ~
cover the text. Ask your class to listen for one example Students change partners and interview their new partner
sentence of the present and one example sentence of the about their answers for Question 4. You could ask individual
past in each conversation. students to give a presentation about their first partner (if
that partner doesn't object) in front of the rest of the class.
• Play the conversations. Students volunteer examples of
present and past sentences. They should join the sentences using: and, but, first, then,
next ... This could also be done as written homework.
• Repeat the activity, asking students to listen for new
examples. See how much of Josie and Kenji's lives your
Culture File 28 Degrees
class can piece together before reading the text.
Students read the Culture File silently. You could ask your
Answers: a in Britain; b 2 years; c a tour guide; d a Do Exercises 2 and 3 in class or give as homework.
reservation clerk; e in Europe; f 3 years; g Yes, a degree in
tourism.
29 Phone systems
Communication Grammar areas Culture File Recordings on
Getting through on the when as a connector; Phone systems Class CO 2, Tracks 14-17
phone; want + you + infinitive Class Cassette 2, Side A
apologies Student CO (optional), Tracks 21-24
• They then work with their partner and ask and answer
iii Question 1 I Pairwork '" - - c;s:?
Students first read the questionnaire in their books alone.
questions about their lists. You may want to give examples
of questions and answers: What do you want to do? I want
Make sure everyone understands all the questions. Students to buy some new CDs etc.
take turns to interview each other, and complete the
questionnaire with their partner's answers. Culture File 29 Phone systems
Students read the Culture File silently. Ask your class
down what they think Edgar and the operator are going to say.
Practice Book
• Play the recording of Part 1. Students fill in the gaps to 00 Exercises 1 to 3 in class or give as homework.
complete the conversation or check what they guessed.
Correct together, or let students correct at home, using the
Extension
Student CO and the Transcript.
Telephone role-play
Answers: to; to; please; And; say; This; of; hold. Students do a telephone role-play using the vocabulary
II Question 3 I Listening
• Ask your class to read Question 3.
2.16."
and expressions from Questions 2 and 4. Student 1 asks
to speak to somebody, and Student 2 invents excuses not
to put Student 1 through. Student 1 invents a message for
the absent person.
• Play the recording of Part 2 of Edgar's phone call.
Students answer the questions. They check their answers
30 Polite inquiries
Communication Grammar areas Culture File Recordings on
Starting conversations; past simple: had, went; Friendly questions Class CD 2, Tracks 18-19
asking about the past was, were Class Cassette 2, Side A
II _W~rm.:~p
• Review the past tense of to be. See Teaching Notes, Unit
28 and Grammar File 13. Practice the affirmative, negative
Yes, I did. It was fine ... Play the recording again to correct
this, if necessary.
Checking information; past simple: took, left, Clothes Class CO 2, Tracks 20-21
asking about laundry called, told, put Class Cassette 2, Side A
Practice Book
111 Warm-up Exercise 1 also provides clothes vocabulary. 00 in class or
• Review the past simple tense. See Grammar File 14. give as homework.
Make sure everyone has understood the use of the
auxiliaries did and didn't, the short answers Yes, I did, No,
he didn't, etc., and the notion of regular and irregular verbs.
• Introduce the verbs in today's lesson: took, left, called,
told, put. Ask your class to find the past tenses of these
II Question 2 I
• Students read Question 2.
Clothes vocabulary
verbs using Grammar Files 20 and 14. • They check the items of clothing worn below the waist,
underline items worn above the waist, and circle items worn
• Ask students to turn to page 37 in their books and to above and below the waist. They can work alone or with a
look at the photo and the hotel laundry list. First ask: What's partner. Correct together.
the name of the hotel? Who is staying there? Then ask
students to talk about what they can see in the photo. Ask: Answers: Check: undershorts; pants; shorts; socks; skirt;
What does 'laundry' mean? What is a 'laundry list?' When slacks; pantyhose. Underline: shirts; T-shirts; sweatshirts;
blouse. Circle: pajamas; dress; nightgown; underwear; robe.
do you use it?
II Warm-up
• Students should note that instructions in English are
usually given using the imperative. See Grammar File 6.
II
• Review vocabulary for countries. See Vocabulary File 3.
II
the places they found during their geography quiz.
• Ask students to turn to page 38 in their books and to
look at the country and area codes listed. If they looked at Question 4 I Telephone services
telephone directories earlier, they check to see how many of • Students work with a partner or in small groups.
these they found. • They talk about what the services in Question 4 are like in
their countries.
• Ask: What is a telephone service? Can you give me some
examples of telephone services? Elicit or teach: directory
assistance, emergency services, traffic information ...
• Ask your class to look at the photos in their books. Ask if
anyone uses an Internet kiosk and what you can use it for.
II Question 5 I Ask and a~swer
Continue the discussion with Question 5. Don't forget to tell
your class how these services work in your country.
II Question 2 I Pairwork ~
• Alone, students write five imaginary numbers for people
Students can listen to their Student CDs again at home
and make a note of the names, addresses (as much as is
given) and phone numbers of the two people Jack wants
to call. They can write the information phonetically when
living in cities listed under 'Area codes' in the table. not sure of the spelling, as the point of the activity is to be
• Working in pairs, they say their numbers to their partner able to take down names and addresses in whatever form.
and ask how to call them from the U.S.A. or Canada and They can check the information in the Transcript.
from their country. Give an example question: How do I call
Kyoto 45899 from the U.S.A.?, and answer: Dial 011, then
81, then 7545899.
II Warm-up
• Ask students to turn to page 40 in their books and to
Practice Book
Do Exercise 2 in class or give as homework.
II
Practice Book
Do Exercises 1 and 3 in class or give as homework.
Question 1 I Pairwork c;s:!
• Students read Conversation A and the Language Bank
again.
• They exchange the expressions in the conversation with
the ones in the Language Bank.
• As they become more confident, they should do this
without their books.
35 The menu
Communication ClassFood
Grammar
Culture
I'd
Whatlike words
2,File
CDwould
Recordings ... areas
/Tracks
I'llyou
on have30-33
... ;
like? Class Cassette 2, Side A
Student CD (optional), Tracks 31-34
II Warm-up
• Students work in small groups. Give them ten minutes to
• Students read the second part of Question 3. See
Vocabulary File 6 to review colors. In pairs, students take
turns to ask and answer questions about the colors of the
brainstorm all the food and drink vocabulary they already foods on the list.
know. Write up categories on the board:
II
ready to order, sir? Thanks. I'd like the ~inach and bacon
salad ... Does that have a dressing?
Question 1 I The menu • Ask your class to read the Transcripts to check their
• Ask students to turn to page 41 in their books and to answers. Make sure everyone understands the correct ways
read through the menu. They can talk about it in pairs or to order in a restaurant: I'll have ... / I'd like ... You could
small groups, using dictionaries, or asking you about also ask them to listen to their Student CDs (Tracks 31-34)
unfamiliar vocabulary. at home to check their answers.
• Go through the menu together to find the names of Answers: Cecilia: melon with Parma ham; beef steak; salad
countries and American states. with oil and vinegar; strawberries. Kenji: spinach and bacon
Answers a: Countries: Panama; Italy; Switzerland; Japan; salad; tuna with baked potatoes. Josie: tomato and
France; Canada. American states: California; Hawaii; Texas; mozzarella salad; stir-fried vegetables; Key Lime Pie.
Idaho; Florida; Oregon; Washington State. Note: New
England is a region, not a state. Practice Book
• Then, read through the menu again and let students find Do Exercises 1 to 3 in class or give as homework.
II
the methods of cooking. You could add other methods of
cooking: baked, roasted, boiled, stewed ...
Answers b: grilled; deep-fried; charcoal-grilled; stir-fried; Question 5 I Pairwork ~
baked. • Students work with a partner. Give them time to prepare
II
their role-play first. They take turns to role-playa waiter and
a customer ordering from the menu in their books.
Question 2 I Food lists • Walk around the class listening in and give help if
Students read the menu again and categorize the meat, requested. Correct major language and pronunciation
fish, and vegetarian dishes. They compare with the lists mistakes.
written during Warm-up. Correct together.
• Ask some pairs to volunteer to do their role-play in front
of the class.
m ~uestion 3 I Listening 2.30
• Students read the first part of Question 3, up to and
II"
Culture File 35 Food words
including the list of foods. Make sure everyone understands Students read the Culture File silently. Ask your class
all the vocabulary. Play the recording once or twice. which food words in their language have their 'foreign'
Students write down the foods alone, then check with a name, e.g. the French use the English word sandwich ana
neighbor. Correct together. have no equivalent. Then ask your students if any of the
Answers: tuna; basil; garlic; olive oil; eggplant; zucchini; words in the Culture File are used in their language, or L
lemons; tomato. they have their own words for these food items.
-
36 At the table
Communication Grammar
Culture
who
Class Cassette
requests: File
areas
could
/ whose;
Recordings
Starting
CD
toasting2,a 2,possessive,
Tracks
on
meal,/Side
may A/ can
34-36
possessive adjectives
n,
11I;,- Warm-up
YO _ ,~ _
Leisure interests; like / don't like + -ing form; I Sports Class CD 2, Track 37
likes and dislikes good / bad + -ing form Cassette 2, Side B
a Warm-up
• Introduce the gerund after the verb to like and the
II Question 2 I Titles
• Students work alone to match the titles to the boxes in
expression to be good at. Explain briefly that after certain their books, then compare with a neighbor.
verbs and expressions, and after all prepositions, the verb • You could ask your students to suggest other activities to
takes -ing. Give examples: I like swimming. I don't enjoy add to the lists in their book.
playing computer games. I love going to the movies. I'm
good at painting. I'm not very good at doing crosswords ... Suggested answers: out in the country - hiking etc.; going
Go through Grammar File 11 with your class. out for entertainment - going to movies etc.; artistic
activities - reading etc.; The beautiful body - doing yoga
• Ask students to turn to page 43 in their books and to
etc.; competitive sport - playing tennis etc.; passive
look at the photo. Ask: What is Kenji good at? What does
activities -listening to music etc.; getting fit - swimming
he like doing?
etc.; intellectual activities - doing crosswords etc.
II Listening I 2.37
• Students read the introduction to the conversation, then
41
Practice Book
Do Exercise 2 in class or give as homework.
cover the text. Tell them to listen for the four activities Josie
and Kenji talk about. Play the recording once. Elicit: tennis,
aerobics, dancing and swimming.
• Play the recording again. Ask: What does Josie like
II ~~esti'on3~ I Pairwork
• Students read Question 3 alone.
doing? What does Kenji like doing? What does Kenji offer • With a partner, students take turns to ask and answer the
Josie? Does Kenji play tennis at work? Does he play it questions. They write down their partner's answers because
outside work? Is Josie good at tennis? Does Josie like they will need them for Question 4.
watching tennis? Ask someone to explain free time. Ask
how Josie thanks Kenji. Elicit: That's very kind of you.
• Play the recording for choral or individual repetition. Make
IIi Question 4 I Pairwork _ - _ ~ ~
• Students change partners and take turns to ask and
sure students get the correct intonation of the gerund, and answer questions about their previous partner, using the
that they emphasize the verb love, when it is opposed to third person.
like: I like dancing, and I love swimming. I'm not very good
at tennis. I love watching it, though. • You may like to ask individual students to present their
previous partner's answers in front of the rest of the class.
• Students read the conversation silently.
B <;?u.:stion1 r. Interests
Students read the boxes and check or cross the activities
Culture File 37 Sports
Students read the Culture File silently. Ask your class what
the most popular team sports are in their country.
they like or dislike. They can use dictionaries or ask you for Brainstorm other team sports with your class.
new vocabulary.
Practice Book
Do Exercises 1 and 3 in class or give as homework.
----
- 38 e-mail
Communication Noinstructions
Grammar
The
Culture areas
Internet
recording
Recordings File
on
II Warm-up
Elicit different forms of communication used in business:
Answers: FAa - for the attention of; :- ( - I'm sad /
unhappy about this; LOL - laughing out loud; re-
reference; RGT - I regret; BTW -By the way; INFO-
phone, e-mail, mail, Internet, fax ... Ask which form is used
information; ETA - estimated time of arrival; :- ) - I'm kidding
the most in your students' companies or schools. Don't ask / happy.
too many questions about how your class uses
e-mail at this point; this will be covered in the questionnaire. • Talk about more conventional business correspondence
II
abbreviations. Teach, for example, PS. and cc. Explain that
post script is dated from the days of not wanting to retype
Correct the mistakes or rewrite a long piece of correspondence to make an
• Ask students to turn to page 44 in their books and to amendment or an addition. cc means carbon copy, from the
read the e-mail etiquette box and the message alone. days before photocopiers and printers. Nowadays, it means
Answer any grammar and vocabulary questions. copy to ... Other abbreviations seen on business
correspondence include Ref: for reference, p.p. when you
• Ask students if they follow the advice in the e-mail
sign for somebody else, # or No. for number. Don't forget
etiquette box.
that dates and addresses include many abbreviations. For
example, St. for Street, Rd. for Road, Blvd. for Boulevard.
III Question 1 I Ask and answer American states have standard abbreviations, too: CA for
California, NY for the state of New York, NJ for New Jersey,
Alone, students read Stefan's messages on the computer FL for Florida ...
screen. In pairs, they ask and answer the questions about
the messages.
Practice Book
II Question 4 I Pairwork c;s:;
• Students read the whole questionnaire alone. Check that
Do Exercises 1 and 2 to prepare for Questions 2 and 3, or everyone understands the vocabulary.
give as homework.
• Working with a partner, they interview each other to
• Students add the missing words to the messages alone, Culture File 38 The Internet
then check with a partner. • Students read the Culture File silently. Ask your class
how often they use the Internet and which sites they visit.
Possible answers: Please deliver to us on Sunday June 3;
Ask if they use the Internet for professional or personal
Please ask Pacific Rim Voyager to invoice us; Please call on reasons.
Sunday; Please deliver the items on Tuesday; We will meet
• If you are teaching in a classroom with computers, ask
in August; See you at the restaurant at 6 p.rn.
your class to go to the Website recommended in the
II Question 3 I Abbreviations
• Students work alone to match the abbreviations with their
Culture File.
Practice Book
meanings, then compare with a partner. Correct together. Do Exercise 3 in class or give as homework.
39 Sales talk
II Warm-up
• Introduce the passive. Pick up objects in the classroom
iii Question 2 I Ask and answer
• Students read through Question 2. They can work in
and ask for example, Where is this jacket made? Look at pairs, taking turns to ask and answer questions about the
the label and say: It's made in Italy. products listed. Walk around the class, listening in to check
that your students are using the passive.
• Students practice the passive in pairs, using belongings:
Where is your pen made? It's made in Japan. Where are • You may like to brainstorm some well-known brand
your socks manufactured? They're manufactured in names together, and write them up on the board for the
Scotland. second part of the question. For example: Sony, Pepsi,
Ferrari ... Students discuss.
• Review superlatives. See Grammar File 17. Using
classroom objects again, ask: Which pencil is the longest?
Which jacket is the most expensive?, etc.
• Ask your class if anyone buys or sells for their company.
II Question 3 I Pairwork
Students ask and answer the questions with a partner.
c;:s:J
What do they buy? What do they sell? Compare and correct, where appropriate, together. Make
II
sure everyone uses the superlative correctly.
Listening I 2.38-2.39
• Ask students to turn to page 45 in their books and to
Ij Answers: a Canada is the biggest country in North America
(physical size, not population); b New York is the biggest
city in the US.A. (population, not surface); c ? is the best
read the introduction to Conversation A, then cover the text.
cola drink (students' choices); d Alaska is the coldest state
• Play the conversations once or twice. in the U S.A.; e New Mexico is the hottest state in the
US.A.; f Hawaii is the wettest state in the US.A.
• Ask comprehension questions: What do you think
Marsha's job is? Why is she surprised at the name of Jack's
mineral water? Does she think the mineral water is really
good? Why isn't she interested in the water? Is she going to
place an order with Jack? Why not?
II Question 4 I Listening c;:s:J 2.40 ,,'it
• Students read Question 4 alone. Play the recording, then
ask: Who is calling? What is the problem with the order?
• Play one or both of the conversations again, for choral or Why is Monday too late? Do you think Jack is going to be
individual repetition. Make sure students get the correct happy? Why?
intonation of Jack's sales pitch: I iust want you to fa this. All
• Students read the Transcript at the back of their books.
right? It's the best mineral water in North America! With a partner, they continue Marsha's conversation with
• Students read the conversations silently. Jack. Students can listen to the conversation again on their
Student CDs (Track 35) at home for revision.
• Ask your class to find examples of the superlative in the
conversations. Ask them to tell you the superlative form of
other adjectives in the conversation. Write these up on the Practice Book
board: earliest, highest, best-known ... Do Exercises 1 to 3 in class or give as homework.
II Warm-up
• Review the past simple tense, and regular and irregular
• Students read the text silently. They can use the
Language Bank, dictionaries, or ask you for new vocabulary.
Answer any further grammar questions.
verbs. See Grammar Fi[es 13, 14, and 20. Practice the past
tense with your class. Ask individual students to give you
Practice Book
the affirmative, negative and interrogative forms of certain
verbs. Say: go. Elicit: I went, I didn't go, Did you go? Say: Do Exercises 2 and 4 in class or give as homework.
be. Elicit: I was, I wasn't, Were you? ...
• Ask your class to practice the past in pairs, taking turns
to give an infinitive, or give the past forms. They should mix
iii Question 2 I Ask and answer
regular verbs, irregular verbs, and the verb to be. • Students can work with a neighbor. Using the text, they
take turns to ask and answer the questions. Explain to your
• Ask students to turn to page 46 in their books and to class that they don't need to be able to understand every
look at the photo and the title of the unit, and to read the single word of the text to find the answers to these
introduction to the text. Teach: float, plane, and f1ightseeing. questions.
Ask: Which country is this in? Why did Alicia go on the
f1ightseeing trip? When did she go on the trip? ... Students • Correct together.
can look back at Unit 33 for the answers. Answers: a Vancouver Harbor; b 40 minutes; c It taxied
across the lake; d sandwiches and drinks; e none; f about
Culture File 40 Flightseeing an hour; g circled around the lake three times.
You may prefer to have your class read the Culture File at
this point of the lesson to help them understand the word
f1ightseeing and how this works in North America.
II Question 3 I Pairwork ~
• Students read Question 3 and the words in the Language
Bank. Make sure everyone understands all the vocabulary.
II
students to volunteer to make short presentations about
their last vacation in front of the rest of the class.
Question 1 I Find the past tense • You could also ask them to prepare this for the next
• Students keep the text covered, but read Question 1. lesson, and bring in photos and souvenirs of their vacation.
• You can play the recording again while students listen for
and write down the past tense of the verbs. (Note: The Practice Book
verbs do not all appear in the same order in the text Do Exercises 1 and 3 in class or give as homework.
recording.) They can check their answers using Grammar
File 20. Correct together.
Answers: took off; flew; had; stayed; took; went; landed;
got; made; circled; gave; taxied.
Took, flew, had, went, got, made, gave are irregular.
Take off, flew, land, circle, taxi can be used for airplanes.
b
e 41 Let's make a deal
C
II
ntroduce could. Could is used for requests and
mission: Could you take this to John, please? It is also
past of can when talking about ability: I could type when Question 1 I Apologizing
s twelve. Could you swim when you were five? ... In pairs, students practice apologizing as Cathy does in
ctice this with your class, asking questions about what Conversation A, using the situations in their books. They
could do when they were ten. Students then practice start their apologies with: I'm sorry I couldn't ... They can
in pairs. practice making other excuses as they become more
confident.
eview superlatives. See Grammar File 17. Introduce
mparatives. Using objects in the classroom, compare
then three things. Say: This pencil is long, that one is
er, and this one is the longest ... Practice this with
iii Question·2 I Comparisons
Students read Conversation B again and write down or
vidual students, then ask your class to practice it in
s. underline the comparisons. Elicit the answers from individual
students: more ships and more passengers; cheaper and
xplain more, less and fewer before nouns to compare bigger; greater (5%) commission to travel agents.
II
ntity. More is used for both countable and uncountable
ns, less is used only for uncountables, and fewer is used
countables. Give examples: More people, less time, Question 3 I Listening 2.45 ""
er cars ... • Students read all the sentences in Question 3 before· you
sk students to turn to page 47 in their books, and to play the recording.
at the title of the unit and the photo of Edgar and • Play the recording. Students check or cross the
hy Lowe. Ask them to read the introduction to sentences according to Cathy's intonation as they listen,
versation A. Ask: What does Edgar do? What is he then check with a neighbor. They can listen to the recording
g? What is a 'deal?' Ask your class to describe Cathy again on their Student CDs at home.
e's office.
Answers: positive: c, d; negative: a, b, e, f.
II Warm-up
• Ask someone to tell you the procedure at an airport when
the use of the present perfect, and teach these questions as
formulas to be used in these situations at the airport.
• Explain: There are none left. None means not one. Left at
you check in. Help with vocabulary when necessary. Elicit:
First, you go to the check-in desk. You give your ticket to the end of a sentence expresses the remaining quantity of
the check-in clerk, then you put your baggage on the something. Give other examples: There's nobody left.
scales. You choose your seat and you get a boarding pass. There's a little coffee left. There are only three biscuits left ...
Next, you go through customs, then you go to the The opposite of none is all.
departure lounge and wait for your plane.
Practice Book
• Ask your class if they travel by plane. Ask: How often do
you travel? Do you travel on business or on vacation? Do Exercises 2 and 3 in class or give as homework.
Where do you like to sit in the plane? Ask: Which class do
you usually take? What other classes are there? Elicit or Culture File 42 Standing in line
teach: Coach Class, Business Class, First Class ... You could ask students to read the Culture File at this
point of the lesson to help prepare for Question 1.
m 'II
Listening I 2.46-2.48
• Ask students to turn to page 48 in their books and to
read the introduction to Conversation A, then cover the text.
• Students will understand the past simple question with role-play checking in. They can look at Conversations Band
did, but may ask you about the present perfect questions C for help, and as they become more confident, they should
with have in Conversation B. Avoid going into detail about rely less on the book.
43 Checking out
Communication Grammar areas Culture File Recordings on
Communication Grammar
Culture
Class
looking
hope, 2,File
COwon'tareas
forward
Traveling
Recordings seato,52-53
Tracks
by
on Cassette 2, Side B
Student CO (optional), Track 37
II Warm-up
• Ask students to work with a neighbor. Write up on the
board: office, sitting room, bathroom, bedroom, dining
• Alone, students check the facilities Alicia's cabin has,
then compare with a neighbor.
Answers: queen-size bed; coffee table; walk-in closet;
room. Check that everyone understands these words. Give sitting area; armchairs; picture window; sofa; shower; TV
students a few minutes to brainstorm all the furniture and
facilities you can find in these rooms, whether they're in a Practice Book
hotel, a ship or in your home. Tell your class to include Do Exercise 1 in class or give as homework.
computer and electronic equipment. Students can use
dictionaries.
• Ask individual students to tell you their words for one of IlL Question 3 I Listening 2.53.
the rooms. Compare together. Write some of the words up • Ask students to read the TV services card in their books.
on the board and leave them there for Question 2. Ask: 00 you have satellite TV or cable TV at home? How
many channels are there in your country? How many private
II Question 1 I Pairwork ~
Students read Question 1 first. In pairs, they take turns to
role-play the conversation, replacing the highlighted words.
Do Exercise 2 in class or give as homework.
Extension
Draw a room
Give your class time to prepare the role-play before they Students draw a plan of a room in their house or their
start to speak. office, on a blank piece of paper. They only indicate where
the door and windows are, not the furniture. They work in
II Warm-up
• Briefly elicit different ways of introducing people: May I
introduce you to ... This is ... I'd like to introduce you to .
B Question 1 I Listening 2.56
• Students read the first part of Question 1 (until
... questions).
'1'"
Culture File 45 Question intonation • When they have finished, go to the last part of
Question 1. They write a text about themselves in the style
You may prefer to have your class read the Culture File a
of Jack's or Josie's sentences alone, then do the new role-
this point, since the explanation will help students
plays with their partner.
understand the following questions. You may find with
students of different nationalities that making questions out
of affirmative statements is quite natural in some languages 131..Question 2 I Small talk
(e.g. French, Spanish), but not in others.
• Students read the first part of Question 2 and the
conversation topics alone. They decide which of the topics
III Listening -I
(The highlighting in the conversations
_2.54-2.55 ",
is for Question 1.)
are good for starting a conversation. Look at the topics
together.
• They then write questions for the topics which are
• Students cover the text. Play Conversation A, but first suitable for beginning a conversation. Politics is not a good
ask your class to listen for the questions Josie asks. Ask topic, and the news, if political, is risky, too. Students
how many of them are real questions, and how many are should ask questions such as: Is this your first trip to Tokyo?
statements that sound like questions. What do you think of the weather? Can I get you a drink?
How's your hotel? I hope you're comfortable. Make sure
• Play Conversation A again for choral or individual
students know how to reply to these questions.
repetition. Pay particular attention to the intonation of Josie's
'questions': Josie Campbell ... We met ~terday in Cecilia's • Students practice asking and answering their questions
office ... We talked about ohotos of the excursions ... with a neighbor.
• Before playing Conversation B, ask your class to listen for
the questions Josie asks to make small talk with Alicia. Play
the recording and elicit the small talk questions.
• Students read the conversations silently.
II Question 3 I Pairw?rk ~
In pairs, students ask and answer the questions, using or
replacing the words in parentheses.
Communication Grammar
Culture
Class 2,File
CDlike;
Recordings
would
Bargaining areas
Tracks
on 57-58
passives; Cassette 2, Side B
II._Wa~m-up
• Review the passive. Ask students to tell you where
Practice Book
Do Exercise 1 to prepare for Question 2, or give as
homework.
various objects in the classroom or some of their belongings
are made: My shoes are made in Spain. My organizer is
made in Japan ... Then ask what they are made of: They're
made of leather. It's made of plastic ...
1iI~6u~stio_~2 J Communicat~?nActi~~~
• In pairs. Students turn to Activities Land Y at the back of
• Ask your students to tell you what souvenirs visitors buy their books and choose one each. Student 2 will need extra
in their countries. Tell your class what people buy in your time to read through the information in their section.
country. Ask students to turn to page 52 in their books, and
to look at the photos of souvenirs, and to tell you which • Students role-play the dialog in a shop.
ones you can buy in their countries. • You could ask your class to repeat the activity with a new
• Ask: What souvenirs do you buy when you travel? Do you partner. Students change roles.
collect anything from other countries, like dolls, silver
spoons, postcards, stamps ... Practice Book
III
Do Exercise 4 in class or give as homework.
L!~tening 1 2.57-2~~.Jf!
• Students read the introduction to Conversation A, then Culture File 46 Bargaining
Students can read the Culture File before discussing the
cover the text. Play Conversations A and B once. Ask: What
does Alicia want to buy? How many does she need? How questions in the following activity.
much are the blankets? How much are they if she buys
three? Why does she hesitate? What does the assistant
offer to do? II[~~-:~~o-~
~~-I~Sk~~~~~s~e~
• Students work with a neighbor and take turns to ask and
• Play the conversations again. Ask your class to tell you
answer the questions.
some of the sentences they heard the assistant use to sell
the blankets, and some that Alicia used to buy the blankets. • Then, talk about these questions together. Talk about
bargaining and buying practices in your country, too. Ask
• Play the conversations once more for choral repetition:
students to tell you about some of the best bargains they've
Please ask me if you need any information. ... they're made
made.
right here in Alaska .... I can give you a discount on three ...
• Students read the conversations silently. Tell them to
Practice Book
underline the buying and selling sentences.
Do Exercises 2 and 3 in class or give as homework.
II Warm-up
• Ask students to turn to page 53 in their books and to
II Question 3
• Play the recording.
I Listening 2.61_
• Make sure everyone understands the title of the unit. • Play the recording again, or part of it, for choral or
Point out that news is a singular word: The news is good individual repetition: I want you to be the new Entertainment
today. Director ... Sorry, can you ~ that again? So, you'll take the
job? ...
• Ask students to look back at the Pacific Rim organization
chart in Unit 23. Ask: Where is Ken? Who's his boss? Which • Students read the Transcript of the full conversation.
ship is he on? Who's in charge of all three ships' captains? Alternatively, you could ask students to listen to Track 39 on
What does v.P. mean? their Student CDs at home for revision, and then read the
Transcript.
III Listening I
Practice Book
m· Quesytion2 I
• Students read Question 2.
Pairwork 00 Exercises 1 to 3 in class or give as homework.
II Warm-up
• Ask students to turn to page 54 in their books and to
II Question 2 I
look at the photo. Ask: Where are they standing? What are
• Play the recording once. Ask students how many
they doing? What can you see in the photo? ...
questions they can repeat after one listening.
• Go through the expressions in the Language Bank with
• Play the recording again, stopping after each question.
your class. Ask your class to decide which ones could be
Ask individual students to suggest answers to the
used by friends thanking and saying goodbye, and which
questions. Encourage students to make various
ones could be said in a working situation.
II
suggestions: I think Josie will ask for a job on Ken's new
ship. I think they'll get married. I think Ken will find another
Listeni~g I 2.62-2.64 '" girlfriend ...
• Students read the introduction to Conversation A, then • You could ask your class to listen to the questions again
cover the text. at home on Track 40 of their Student CDs, and to read the
Transcript. They can then write possible answers to the
• Play Conversation A. Ask: Where is Alicia going? Where
will Josie be? questions.
3 aa looks
smells like perfume 47 Good news
d
cb feels
ece smellslike
feel
sounds
tastes
looks
sounds like
like wool
awater
like ship
a piano
4 1 a I want you to be the new Sports Manager.
b I want you to start next week.
c I want you to choose your own personal assistant.
d I want you to meet the personnel first.
e I want you to buy some new equipment.
2 for; at; in; of; at; in; to; on; in; at
'0
~O
°0
~~'\- © Macmillan Publishers Limited, 2004
~~
------
The third section is writing. This section is in two parts, each Section 2 Reading
part containing six questions. This section tests students'
• Check the time. From this moment, this section of the
ability to produce written, grammatically correct sentences. test will last 15 minutes.
A You have one minute to read Questions 1-7. Listen to the recording.
Write True (T) or False (F) in the box next to each statement.
(1 point each)
1 Caitlin works in Boston. D
2 Caitlin and Chris know each other. D
3 Chris doesn't take sugar in his coffee. D
4 Chris already knows L.A. D
5 There are a lot of people in the hotel. D
6 Chris knows Matt Keever. D
7 Matt Keever never comes to Boston. D
8 Listen again. Correct the four false statements above.
(2 points each)
8
9
10 _
11 _
Score
Read the text and the statements 1-8 below. Complete each statement correctly by
checking [Z] one letter: a, b or c.
Emma Dylan is flying to San Diego from Britain. She's in the plane at the moment and is completing
a landing card for immigration because she isn't a U.S. citizen. She's going to the U.S.A. on
business. She works in the London office of an American company. When she arrives at the airport,
she's going to take the shuttle bus downtown and check in to her hotel. She's staying at the Wide
West Hotel because they have facilities like Internet connections in the rooms, and a Beauty Salon.
She's staying for a week and has appointments every day, but she'd like to visit San Diego, too.
She comes once a year, but hardly ever has time to visit. There are some interesting old buildings
and the city isn't far from the ocean. Tomorrow, she has a meeting with her immediate superior,
Sean Brown, the Sales Director of the company. They're going to have lunch first in an Italian
restaurant near the office.
A Write the sentences in the correct order. The first word is done for you.
Example: I I ship I a I on I work.
I work on a ship.
Score
A Interview (9 points)
Ask your student three questions. Choose one question from each group (1-3) below.
B Role-play (6 points)
Give your student the role-play card (see page 76) and allow them two minutes to look at it.
You are checking in to a hotel. Your student is the Front Desk Clerk and must ask you
questions to complete the registration card. You can invent information or use true details.
Encourage your student to ask you to spell or repeat when a word is not clear. Pretend not
to understand 'middle initial,' or give your full middle name. Give abbreviated forms of
dates - your student must check if you are giving the U.S. or U.K. form. Your student
should use questions like these:
What's your name / family name / middle initial? What's your nationality?
What's your home address? When are you leaving? How are you paying?
Score __
Total Score __
© Macmillan Publishers Limited, 2004
Name
A You have one minute to read Questions 1-7. Listen to the recording.
Write True (T) or False (F) in the box next to each statement.
(1 point each)
1 Joe's parents live in New York. D
2 Joe moved to New York after his studies. D
3 Joe's second job was with Smart Computers. D
4 Claire worked in Chicago for three years. D
5 Claire doesn't have a lot of free time. D
6 Claire works on her computer in her free time. D
7 Joe is playing baseball next weekend. D
8 Listen again. Correct the four false statements above.
(2 points each)
8 _
9
10 _
11 _
Score
-
4iW<."'''''' •.•••"'''''''''~.,.._~ __ •
Read the text and the statements 1-8 below. Complete each statement correctly by
checking [ZJ one letter: a, b or c.
Samantha spent a week in Alaska last summer. She booked a direct, round-trip flight to Anchorage
on the Net. She was really pleased because it wasn't expensive, but she traveled Coach, of course.
She checked in at the airport in L.A. and arrived in Anchorage four hours later. She toured Alaska
and saw a lot of lakes and mountains. She also went shopping to buy souvenirs for her friends and
family. She got some good bargains and the store shipped everything back to L.A. for her.
Samantha ate out in some local restaurants where she had some interesting fish dishes. She stayed
in three different hotels, but she had two problems in the last hotel she stayed in. She couldn't turn
off the shower and there was water all over the floor, but the Front Desk Clerk sent an engineer
right away. Then they lost her laundry, but they found it in another room. So when she checked out,
they didn't charge her for the items she had from the minibar.
A Correct the mistakes in the sentences. There is one mistake in each sentence.
Score
A Interview (9 points)
Ask your student three questions. Choose one question from each group (1-3) below.
B Role-play (6 points)
Give your student the role-play card (see page 77) and allow them two minutes to look at
it. Ask your student to make an appointment with you for a meeting next week. You are
not free on the first two days. dates or times that your student suggests. By the end of the
role-play, make sure that your student has arranged a date, time and place for the meeting.
Your student should use words and expressions such as:
Are you free on ... ? What time? convenient morning or afternoon ... ?
Score
Total Score
:y,
or.
°a °
~~ © Macmillan Publishers Limited, 2004
~~
Test One (Units 1-24)
Answer Key and Transcript
Section 1 LISTENING (15 points) Chris: Oh, it's fine - very comfortable. The hotel's full, of
course, probably because of the conference.
A (1 point each)
Caitlin: Yes. Oh, I have an appointment now with Matt
1 F 2F 3T 4F 5T 6T 7F
Keever from the Dallas office. Do you know him?
B (2 points each) Chris: I do. He comes to Boston very often.
Possible answers: Caitlin: Well, why don't you come to our meeting, then?
8 Chris works in Boston.
9 Caitlin and Chris are meeting for the first time. Section 2 READING (8 points)
10 This is his first visit to LA
1b 2a 3c 4c 5a 6b 7c 8a
11 Matt Keever comes to Boston very often.
Section 3 WRITING (12 points)
Transcript
Chris: Good morning. Are you Ms. Reynolds? A
Caitlin: Yes, I'm Caitlin Reynolds. Can I help you? 1 Your seat is by the window.
Chris: How do you do? I'm Chris Kelly. I'm from the 2 Don't stand on the carousel!
Boston office. I'm here for the Publicity 3 How can I help you?
conference. 4 Please leave your number after the tone.
Caitlin: Good to meet you, Chris. Please take a seat. 5 What time do we arrive there?
Chris: Thank you, Ms. Reynolds. 6 We don't have any eggs today.
Caitlin: Oh, please call me Caitlin. I'm just making some B
coffee. Would you like one?
Chris: 7 How old is she I her daughter?
Thanks, Caitlin. Uh, cream, no sugar.
Caitlin: 8 When is she I Yoshiko going to Houston?
Here you go. Is this your first visit to LA? 9 Where does he I Paul live?
Chris: Yes, it is. It's a busy city!
10 What would they I the boys like?
Caitlin: And where are you staying? 11 How much is it I the fare?
Chris: At the Star Palace. Do you know it? 12 What does she I Sandra do?
Caitlin: I know where it is. What's it like?
~---------------------------------------------------------------------------------------------------------
~---------------------------------------------------------------------------------------------------------
Answers:
The Delta
Chick Inn
Delta Fried Chicken Leg $4.99
Delta Fried Chicken Breast $6.99
Chicken Caesar Salad $6.99
Delta Pasta with Chicken $5.39
Sodas
Delta Cola, Delta Lime
regular - 12 oz $0.99
large - 20 oz $1.39
extra large - 32 oz $1.59
~---------------------------------------------------------------------------------------------------------
Unit 41 COlmmluni W
Answers:
number of ships 3 7
average age of shiPs 5 years 20 years
average number of~cabins per ship 275 850
Qassengersiast year 62,500 238,000
cabTriswii'h balconies 240 on each ship 60 on each ship
restaurants per ship three two
ci;;eniaspets~hTp - " one none
video chcmnels on lV eight three
swimming pools per ship one two
average 'vacation cost for 7 days $3,450 $2,750
Note to Teachers
Photocopies may be made, for classroom use, of pages
57 -66 and 68-78 without the prior written permission of
Macmillan Publishers Limited. However, please note that the
copyright law, which does not normally permit multiple
copying or published material, applies to the rest of this book.