Basic Survival Teacher's Guide

New Edition
BASIC
International Communication for Professional People
Teacher's Guide
ANNE WATSON
PETER VINEY
--
MACMILLAN
Contents
Teacher's Guide Introduction 3
Unit by Unit Teaching Notes 9
Practice Book Answer Key (photocopiable) 57
Mid-course and End-ot-course Test Notes 67
Tests (photocopiable) 68
Test Answer Keys, Test Transcripts

and Role-Play Cards 76
Communication Activity Templates (photocopiable) 78

-'"""-~-------, Teacher's Guide Introduction
• comprehensive mid-course and end-of-course

Course Components
photocopiable Tests.
Student Book For easy reference to the material, the contents chart for
The Student Book contains: each unit is repeated at the top of each page of the Unit
Teaching Notes. There is also helpful information about the
• a contents chart at the beginning of the book that recorded material.
provides a summary of the communicative aims,
grammar areas, and culture covered in each unit; The Teaching Notes contain many activities and ideas for
transfer and personalization. Since these activities do not
• 48 one-page units covering seven topics: business,
appear in print on the student's page, students cannot read
socializing, travel, hotels, money, food and drink, and
ahead. As a result, the lesson becomes less predictable,
communications. The topic is represented by a colored and the course of the lesson flows from the teacher - a
symbol at the top of each unit.
sense of freshness and vitality can be retained in the
• Culture Files, one per unit, providing information on classroom.
different cultural aspects associated with the unit. These
The Teaching Notes have two aims:
are for interest and do not contain specific teaching
points. • to guide the teacher step by step through the various
stages of the lesson as it appears in the Student Book. If
• Grammar Files explaining simply and clearly the main
you wish, you can simply follow the detailed steps for a
grammar points that come up during the course;
thorough lesson.
• Vocabulary Files including the most common words
• to expand the lesson into further activities, and to
related to the topics of the units. These Files both review introduce conversation and discussion work that extends
and expand vocabulary.
beyond the confines of the Student Book lesson.
• Transcripts of 'blind' listening tasks, i.e. conversations not Extension and optional activities are included in the
printed in the unit itself; Teaching Notes in easy-to-find boxes.
• Student CD. This contains the recordings of the blind
Recorded Material
listening tasks and can be used for selected activities in
the Student Book. All the conversations and listening activities in the Student
Book are available on either the Class CD or Class
• Communication Activities accompanying certain units that
Cassette. Transcripts of the recorded material not included
provide students with further speaking practice. in the actual units are included at the back of the Student
Book.
Practice Book
There are two types of CD symbols in the Student Book:
Although intended mainly for individual work outside the single CD and double CD. All conversations or exercises
classroom, the Practice Book can also be used successfully marked with a single CD symbol are found on the Class CD
in class. It reinforces the grammar points, new vocabulary and cassette. All recordings marked with a double CD are
and key expressions covered in each unit. Cross-references 'blind' listening tasks and are on the Class CD / Cassette
are given in the Teaching Notes to appropriate activities in and repeated on the Student CD, which is located in the
the Practice Book. The Answer Key is provided at the back back of each Student Book.
of these notes and is photocopiable. The students can use the Student CD to either listen to
these recordings again after class or to prepare the
Teacher's Guide following lesson in advance.
The Teacher's Guide contains: CD has many advantages over cassettes beyond the extra
sound quality, lack of background noise, and durability.
• detailed teaching notes, answers and optional activities
Track numbers are conveniently located next to every CD
for every Student Book unit;
symbol in the Student Book and Teacher's Notes. These
• easy-access design, with each page of the Unit Teaching indicate exactly which track number to press once you have
Notes corresponding to a unit in the Student Book; loaded in the Class CD. You will then go instantly to that
• photocopiable Communication Activities answer conversation or listening activity, without wasting time with
templates; inlay cards or rewinding.
If you are equipping yourself with CD for the first time, we
• photocopiable Answer Key for the Practice Book;
suggest that you find a player that has a keypad (preferably
••
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
Pronunciation can be introduced. However, they can be used at any

suitable point during the lesson or according to their
Work on pronunciation will involve modeling the recordings location in the Student Book. Contrasts between the United
and the teacher's own voice. In English, a great deal of the States and Britain, where they exist, are highlighted. The
message is expressed by intonation and stress. These warm-up and discussion activities encourage teachers to
should be considered as important as the choice of ask about customs in the students' own countries. The
vocabulary items, and attention should be given to them. Culture Files can often be skim-read and used to pre-teach
There are activities in the Teaching Notes that emphasize vocabulary or introduce students to an activity in the lesson.
pronunciation, stress, rhythm and intonation.
).
Pronunciation will involve repetition work. Choral repetition Linking the Units
minimizes student embarrassment and gives confidence. This course can be used successfully as a modular resource
Individual repetition enables the teacher to check each book, and students and teachers will be able to select
t~ student's responses. The stressed words and syllables are materials as appropriate to their needs. A number of units,
underlined throughout in the examples given for choral however, are linked. For example, Units 35 and 36 are all
repetition. about ordering food and drink, so it would be logical and
r.g beneficial to students to teach them as a series. Units 27
re There is no such thing as 'English without an accent' and
you should expect progress on pronunciation to develop and 28 deal with meeting people and talking about yourself.
gradually. Insistence on perfect reproduction of sounds and Again, it would be better to teach these in order.
patterns can cause some students to be embarrassed and
lose confidence. Communicating ideas and meaning should Staging the Lessons
be the main aim. The various stages of each lesson are indicated by A, B, C,
0, etc. headings in the Teaching Notes. A is always a warm-
International English up activity. The others will vary, but follow a pattern
In this course the language has been made as explained below. Activities in boxes are optional but
internationally applicable as possible. The situations in the recommended. These include: Extension and Extension plus
book take place within the U.S.A. and the course adopts activities, Culture Files, and Practice Book work.
American spelling where appropriate. Grammar and idioms
reflect the American situation, but there are a wide variety of Warm-up
'11
accents used on the recordings. As well as a variety of The Teaching Notes for each unit start with one or more
American voices, there are British and Canadian English warm-up activities. These are important for drawing the
speakers and characters from Korea and Japan. We adopt students' attention to the topic they are going to be working
the. principle that students want to understand people with. If students don't know what they're learning, or why,
speaking English, whether they are native speakers or not - they will soon lose interest. Warm-up activities are a good
a real-life communication situation will involve non-native
way to recycle previous knowledge and refresh memories of
speakers communicating with each other as well as with earlier lessons.
native speakers. The teacher may choose to model her or
his own variety of English, but students will need to be Presentation
: of familiar with a range of possible accents. Even within the
United States, there are a variety of regional accents among The next step is to present the new language. This is most
native speakers of English. often done through listening to recorded dialogs, the most
realistic way of presenting language. There are also reading
The Teaching Notes point out some differences between passages and other listening activities. It is at this point that
American and British varieties of English. The grammatical the teacher should explain new vocabulary, grammar,
differences are often over-estimated. For example, American expressions or cultural aspects to the class.
speakers will often prefer to say Do you have ... ?, while
British speakers will prefer Have you got ... ? Both forms, Practice
however, are in frequent use by native speakers in both
This can include question and answer sessions, pairwork,
places, and neither will cause communication problems.
repetition, and other activities based on the presentation
Culture Files material.
The course covers many social situations such as Personalization

introductions and business lunches. Specific cultural
Finally, the students are 'on their own' and can move on to
customs are explained in the Culture Files at the back of the
Student Book, or explained, as appropriate, in the Teaching role-play and discussion work with a minimum of help from
the teacher.
Notes. The Teaching Notes suggest when the Culture Files
•.. -- .•..• '"
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.
2 True / False comprehension statements - Make

1 Exploit titles. Check that everyone understands the title of
statements about the dialog (some true, but most false) to
the unit. Use it to do word associations and 'brainstorming'
elicit reactions from the class.
activities. As a result, a lot of the new vocabulary in the
lesson will have been pre-taught before the rest of the unit 3 Read the dialog with mistakes in it. Substitute certain
has been looked at. names and facts in the dialog. Students interrupt you to tell
you your mistakes.
2 Focus on the subject and ask general questions. Compare
with students' own countries and experience. 4 Set a task before listening. Students have to listen for one
or more particular details. This can be done with 'task
3 Ask questions that are not always directly linked to the
Student Book. Draw on students' personal experience: Who sheets' (forms with gaps for information), either photocopied
has stayed in a"nAmerican hotel? Who has had a bad in advance or written up on the board.
experience at customs? However, always have general 5 Students listen for key language or grammar points and
questions to fall back on if students don't provide the interrupt the recording while they are listening. Alternatively,
answers you expect. Particularly with younger adults on they could highlight the key language or grammar points on
vocational/occupational programs, do not assume that the printed page.
everyone has traveled widely or stayed at international
hotels. 6 Give answers to comprehension questions. Students ask
you the questions.
4 Talk about the photos and illustrations in each unit - they
7 Half the class listens with the dialog uncovered, the other
are lively and inspiring. Persuade students to create
half with it covered. The half who has read the dialog takes
imaginary short background biographies of people in the
the role of teacher and asks the questions to the others.
pictures. Ask searching and unusual questions to test their
assumptions; have them study a photograph, then ask 8 Stop and start the recording, letting students take one
questions that involve imaginative input on their part. For role in chorus, i.e. play the first speaker, stop the recording,
example, in Unit 1 we see people sitting in an airplane. You students take the other speaker's role.
could ask: Where do you think they're going? Are they on
9 Stop the recording in the middle of sentences. Students
vacation? Is the plane crowded? Look at their clothes. Is it finish them.
summer or winter? ..
10 Give prompts from key sentences. Students reconstruct
Dialogs the whole sentence.
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!
ES/ Pairwork and Role-play 9 Preparation from the Practice Book

set There are several gap-fill dialogs in the Practice Book.
Pairwork and role-play are the only practical ways of getting
Lower levels can complete these exercises in class first and
students to practice English, but they are not always easy to
E'el use them as a basis for role-play.
organize. Pairwork activities in the Student Book have a
special pairwork symbol (see below). Students always work 10 Model dialogs
with a partner for these activities. If you're not sure that your class is ready to do any of the
activities above, have a test run with a good student and
yourself, using appropriate language from the model dialog.
Here are some further tips you can use to increase your
Role-play is a fluency exercise so the teacher shouldn't
students' opportunity to speak:
interrupt too often while the students are speaking. Make a
1 Grammar points mental or written note of mistakes and correct them
:1e For quick drilling of a grammar point in pairs, it is often afterwards if you feel they interfered with communication, or
easiest to ask each student to work with her or his were bad habits. Get students to participate in correction
ad neighbor. Once the students have understood the grammar and try and find the mistakes themselves.
point, finish the activity.
Discussion
2 Information gap role-play
Students prepare lists or information in advance (usually Discussion can be done in small groups or with the class as
f: ,/,
i:m working alone), then question or have a discussion with their a whole. The advantage of working in small groups is that
partner. Discussions become more genuine since students shyer students are less inhibited and more people get
do not know what the partner is going to say. talking time. The advantage of working with the class as a
whole is that the discussions are often livelier. Discussion
3 Role cards will inevitably be limited at lower levels, so it is better to
The teacher prepares the information in advance so that stick to subjects that are quite closely linked to the topic of
neither student knows in advance what they are going to the unit.
have to say.
As discussion is also a fluency activity, correction should be
4 Discourse chains limited. It is better not to interrupt students while they are
The teacher writes up on the board the basic 'map' of the speaking, unless they are totally incomprehensible and
;g,
role-play. This is often very helpful for lower-level groups. nobody understands. Make a mental or written note of
major or frequent mistakes and correct after the discussion
5 Telephone role-play is over.
If you have a telephone in your classroom, use it. Some
Symbols
'xt
,.
phones are equipped with loudspeakers so that the class
can listen to both speakers. Otherwise, students can sit = Listening material found on the Class CD /
back-to-back. Cassette. The numbers indicate the track
6 Mingling activities numbers on either Class CD 1 or 2.
These have the advantage of getting everyone to stand up = Listening material found on the Class CD /
and move around. For functions such as greetings and Cassette and also on the Student CD found at
introductions, students should be standing up, since this is the back of every Student Book. The numbers
how we greet people in real life. indicate the track on either Class CD 1 or 2. The
7 Switch pairs Transcripts for these recordings are also in the
back of the Student Book.
Have students do a pairwork activity, then have them
3 change partners. Students then ask about the previous = Activities to be done in pairs.
E partner's answers. This doubles the practice. In structural
terms, it also means that students do two pieces of paired Extension and Extension + = Optional extension ideas and
activity. In the first activity, students talk in the first and activities which relate to the lesson. A plus sign (+) indicates
-d second persons (What do you do? I'm still in college.) In the activities which are more challenging.
subsequent activity, they have to shift to talking in the third
person (What does she do? She's still in college.)
8 Surprise pairs
Students prepare their role-play with one partner and you
get them to act it out with someone else at the last minute .
••
Introducing the course
The introduction on pages 4 and 5 of the Student Book

makes an ideal first lesson. You can familiarize your
students with some of the places and characters they are
II Questions about main characters
• Point to the characters and ask: Where is this person
going to meet throughout the course, and you and your from? What's his / her name? What nationality is he / she?
students can also get to know each other. What's the name of his / her company? What's his / her
job? Don't try to elicit full sentences from your students at
If possible, try and keep all eyes on one book by propping it this point. One-word answers are fine.
up against something and having the students centered
around it. • Ask the students to repeat the names of the characters,
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
Communication Grammar areas Culture File Recordings on
Boarding an airplane; to be; location; I On an airplane Class CO 1, Tracks 2-6

Understanding numbers demonstratives: this, that Class Cassette 1, Side A
Student CD (optional), Tracks 2-3
• Play the conversations once more, for choral or individual

Warm-up
repetition to practice intonation and stress: Here's your
• Ask students to turn to page 7 in their books and to look boarding oass. ma'am. Good afternoon. ma'am. Excuse me ...
at the photo. Elicit or teach words like: airplane,
passengers, seat number, window seat, etc. Write them up
Practice Book
on the board.
L
00 Exercises 1 to 4 in class or give as homework.
• Check numbers. Dictate numbers to your class, e.g. 11,
12, 17, 19,20,31,42,53,64, 70,85,90,96, 107, 118,
129 ... Get individual students to read them back.
• Next, teach letters. Group letters according to sound.

m Question 2 I Listening 1.05 ,."
Play the recording. Students listen and complete the
Write these letters up on the board like this: boarding information. They then compare answers with a
A H JK F L M N S X Z (U.K.) o R partner, while you write up on the board the headings for
the information required. Ask one student to fill in the
rs.) BCD E G P TV Z (U.S.) I Y QUW information on the board. Correct together or students can
• Dictate letters to your class. Students often confuse the check their answers at home using the Student CO (Track 2)
different English vowels, so do extra work on them, e.g. A, and the Transcript.
0, E, I, Y, J, A, G, E, U, H ... Ask individual students to read Answers: Flight Number - AA 251; Gate Number - 9;
them back. Seat Number - 15E; Boarding Time - 2:30.
• Finally, dictate numbers and letters together to prepare
them for the seat numbers in the recording, e.g. 13A, 33C, Culture File 1 On an airplane
148, 400, 15F ... Students read them back to you. Give your class two minutes to read the Culture File silently
to help prepare for the next activities. Make sure everyone
understands the word row, and the different types of seat
:. Question 1 I Listening c;5) 1.02-1.0441 and sections of the plane.
• Ask students to read the introductions to Conversations
A to C and to look at Alicia's blank CrossGlobe boarding
pass. Make sure they understand the vocabulary and what
they have to do.
• Students cover the text in their books, listen to the
II Question 3 I Listening 1 :~6,."
Play the recording. Students write down the numbers they
hear. They then compare in pairs. Correct together or let
conversations, and fill in Alicia's boarding pass. You may your class read the conversations in the Transcript silently,
have to play the recordings more than once. Ask students then in pairs, and find the answers. Alternatively, students
to compare their answers in pairs, then correct together. can check their answers alone at home, using the Student
Answers: Flight - CG186; Gate number - 11; CO (Track 3) and the Transcript.
Boarding time - 2:30; Seat number - 29K. Answers: a 39-56; b 20-38; c 6-19; d 1-5.
• Ask other comprehension questions, e.g. Where's seat
29K? Why is the man sorry? ...
• Point out the difference between this and that. Practice

quickly, using objects in the classroom, saying: This is a
II Question 4 I Make conversatio~s
• First, students read the words in the Language Bank and
look at the diagram of the airplane layout in their books.
bag, this is a blackboard, this is a pen, etc. for objects near
• Ask students to choose a seat number each before
you. Say: That's the door, that's a window, etc. for objects
further away. This will be dealt with more fully in Unit 5. See making conversations based on Conversations Band C with
Grammar File 2. Explain prepositions using more objects or a neighbor.
drawings on the board. • You may like to ask one or two pairs to act out their
• Check that everyone knows is and are and the pronouns conversations in front of the class at the end of the activity.
they go with: he, she, it is; you, we, they are. Go through
Grammar File 3 if further practice is necessary.
r
2 In-flight meals
Communication Grammar
Culture
Class CD 1,
please,
In-flight
Recordings areasetc.7-8
File
Tracks
thanks
meals
on
Class Cassette 1, Side A
• Ask your class to look at all the examples of Please and

lI_warrn-up'" Thank you and tell you in which situations these words are
• Ask students to turn to page 8 in their books and make used. Note that Please is used when requesting, and Thank
sure they understand the title of the unit. you when accepting (or refusing).
• Ask them to read the CrossGlobe menu and look at the
pictures at the bottom of the page. Find out which items of Practice Book
food and drink they already know or can guess. Explain any Do Exercise 2 to prepare for Question 2, or give as
others. homework.
• Ask students what other food words they know. Elicit
different meats, vegetables, desserts, hot drinks, cold
drinks, etc. Ask them which ones they like. II: Question 2J Pairwork ~
• Students read the instructions, then look at the menu and
• Pretend not to understand certain words your students
say, in order to introduce: Sorry, I don't understand as an pictures in their books again.
expression. They will hear this in Conversation A. (The • They work in pairs, taking turns to order a meal and a
present simple tense will be dealt with later.) drink. You could do a test run with a more confident student
first.
lI~uest~~~ 2_1 L~s~~i~g 1.07,. '"

• Students read the introduction to Conversation A and the Practice Book
instructions to Question 1. They then cover the text in their Exercise 3 provides practice of putting adjectives before
book. nouns. Do in class or give as homework.
• Play the recording. Students write down Hiroshi's choice

of meal. Ask them to check with a partner, then correct Culture File 2 In-flight meals
together. Students read the Culture File silently. Check that everyone
understands long-haul and short-haul. Ask students to call
Answer: Chicken and still water (or Evian). out all the words associated with food from the second
• Play the recording again, for choral or individual repetition part of the File.
to practice stress and intonation. Pay attention to the stress
on difficult words: Fish. chicken or vegetarian? Anything to Practice Book
drink?
Do Exercise 1 in class or give as homework.
B~List~_ing__ J . _ ~ . __ .::~~
• Students read the introduction to Conversation B, then

~ ~
Extension +
Write a menu
cover the text and listen while you play the recording. In pairs or small groups. Using the additional food
• Ask students to correct you. Say: Alicia wants tea. Then: vocabulary learned during the warm-up, ask your class to
She wants decaffeinated coffee. With sugar, but no cream. write new menus for CrossGlobe Airways. They shouldn't
The man wants coffee. forget to include a vegetarian dish. Circulate the menus
around the class and get everyone to choose a meal.
• Ask your class to read Conversations A and B silently.
• Point out that adjectives go before nouns in English, and
don't agree with number or gender.
3 Landing card
Communication to00be;
Culture
Grammar
Class CD
you
Recordings
Asking 1,File
areas
have
Tracks
present ...
questions
on ?9-12
simple; Class Cassette 1, Side A
Student CD (optional), Track 4
~'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.
Culture
Class
present
Origins
CD 1,
Recordings areas
File
imperatives;
continuous
Tracks
on was 13-15
(born); Class Cassette 1, Side A
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.
• Introduce: I was born. Say where you were born. Ask

students where they were born. If students ask, tell them Culture File 4 Origins
that we use the past of to be in this expression. (Many Students can read the Culture File silently to prepare the
students tend to say I am born ...) vocabulary for Question 2. You may want to ask about
students' countries and towns: Are they multi-ethnic
• Finally, ask students to turn to page 10 in their books and societies? What nationalities are there?
to look at the photo, tell you where it is, then explain the
title of the unit. Add the verb welcome to the verbs already
on the board.
IIi' ·~uestio~2 LMake_sentences
Dr ~i~te~i~g I w 1~1~~~1 ~ .~
• Play the recording of Conversation A while students read
• Students look at the family tree and read Question 2. Use
Vocabulary File 3 at the back of the book.
• They can make sentences orally in pairs, and then write

the text in their books. Ask your class to identify the
them down if they like. Ask individual students to report
imperatives in Conversation A.
back to the rest of the class about the different people on
• Then, play the recording of Conversation B. Ask students the family tree.
to find the two sentences with the present continuous.
(Where are you traveling from? I'm traveling from Practice Book
Vancouver.) Check that everyone is familiar with this Do Exercises 2 and 4 in class or give as homework.
structure. See Grammar File 10.
• Students then practice reading Conversation A in groups Extension

of three. They can change the information concerning Family tree
countries.
Draw a blank family tree on the board. Ask students to
copy it in their notebooks. With a partner, they ask and
Practice Book answer questions to fill in their own family trees, e.g.
Do Exercise 3 in class to practice the present continuous, What's your mother's name? Where was she born? You
or give as homework. could then ask for a volunteer to come up and complete
the blank family tree on the board, while telling the rest of
the class about their family.
Ell ~u~~ti;n1 ~1_L!~t;~~g
__-=._ 1~.;5-_.
• Students read Question 1. Make sure they understand
what to do.
• Play the recording once or twice. Students order the

instructions from 1 to 7. Correct together.
Answers: 4; 6; 5; 2; 7; 1; 3.
5 Baggage in hall
Culture
Which
Recordings
Class 1,
CD and
States
imperatives; areas
File
one?
on
Tracks 16-1 7
provinces
warnings; Class Cassette
Student 1, Side Track
CD (optional), A 6
at ones. Which notebook? Which one? This student, this one

Warm-up_ ....
etc. See Grammar File 2. They may also ask about can.
• Introduce the demonstratives this, that, these, those Explain that can is used to express ability and give
using objects in the classroom. Pick up plenty of books, for examples: I can drive, Can you swim? ... See Grammar File
example, and place both individual books and piles of 19.
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.
• Students read the introduction to the conversation, then

cover the text. Tell your class you're going to ask them the Culture File 5 States and provinces
• Students read the Culture File silently. In pairs, they
following questions after they've listened: What color is
compare the information in the Culture File about the
Alicia's bag? What color are her suitcases? In the end, does
Jack have Alicia's suitcases? U.S.A. and Canada with their own country.
• If you have a mixed-nationality class, ask students from
• Play the recording once or twice. Ask the questions different countries to discuss together. Ask various
again. Elicit: (Alicia's bag is) red. (Her suitcases are) blue students to report back to the rest of the class about their
and aluminum. No, he doesn't. country.
• Play the recording again and ask students to say STOPf
every time they hear this, that, those or these. Practice Book
• Play again for choral repetition to practice the stress on 00 Exercise 3 in class or give as homework.
demonstratives: That's my bag over there and I can't reach
it. Extension
• Students read the conversation silently. Student CD (Track 6)
Ask students to listen to their Student CDs (Track 6) at
• Students may ask you about Which ones? The aluminum home, and list in order, all the colors they hear. They can
one ... The pronoun one or ones is used after adjectives, use the Transcript to correct themselves.
demonstratives and which? without their nouns. Practice:
the blue pen, the blue one; the black jackets, the black
r
6 A ride downtown
Culture
Class 1,File
Cassetteareas
Transportation
How CD
much?
airports
many?
Recordings 1, from
Tracks
on 18-20
Side
(price); A
(quantity);
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.
• Ask students to turn to page 12 in their books and to

look at the photo. Elicit, or teach vocabulary for different
transportation used to get to and from an airport.
II Question 2 I Match
Students work alone matching the words and percentages,
then compare answers with a neighbor. Correct together.
• Tell your class to read the information in the box about Answers: a tenth - 10%; a quarter - 25%; a third - 33.3%;
transportation to downtown Vancouver. They can look up a half - 50%; three-quarters - 75%.
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
B~ Question 1 I Communication Activity

In pairs. Students turn to Activities Band 0 at the back of
translation if the word is very difficult to explain.
their books and choose one each. They take turns

explaining' what their words (highlighted in either blue or
pink) mean.
7 Hotel check-in
Culture
Hotel
Class
Recordings
00 you /1,File
areasit have
CD reservations
Tracks
on
Does 21-23... ?
Class Cassette 1, Side A
] Warm-up
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.
] • Play the recording once or twice. Students write down

words while they are listening, then complete their list with
their partner or group.
• Play Conversation A again for choral or individual
repetition to practice stress and intonation: Good evening. I
Question 5 I Pairwo!k . _. ~
When your class has finished the Communication Activity,
they change pairs and ask and answer about their partner's
form, using the example in the book and the third person.
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.
• Students read both conversations silently.
II
Extension
Question 1~ I ~rite down

Students work alone and write down the information. They
Ask students to listen to Track 7 again at home on their
Student CDs and count the number of times they hear the
then work with a neighbor and read Conversation A, words has or have. They can use the Transcript to correct
substituting the details in the book with their own themselves. (The answer is 13.)
information. They do the activity twice, changing roles the
second time.
8 An appointment
Culture
Class CO 1,
present areas 24-25
File
Tracks
Appointments
Recordings
present continuous;
on
continuous future Class Cassette 1, Side A
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
not. your
punctual
the
each
time
Making
books.Are
appointments class,
latecomers
habits
File
other:
you
for
everyone
Find
an (or the
silently.
in
Are their
appointment
a people
the
free
in
time why
meeting!
the
theyouin more
Ask difficult
country.
your
next
when
class
lessons) they
freeabout
you
to
onclass,
day? can't
the
tomorrow
take
areHave
Yes.
time! it
then
allseem
out
: 00 Exercises 1 and 2 in class or give as homework. will
time-
Ata
free be
show
the
to to find
latecomers!
make
afternoon?
what
their
to of hands
time?
appointment
have aNo,a
... day
meetingof
I'm
The ,
I
company? What is his job title? What is the name of his

• Culture File 8
product? Where is his office?
11-Qu~stion 1 I Listening 1.24-1.25.Ij

• Students read all the questions in Question 1 first. Make
sure everyone understands the vocabulary.
• Next, they read the introduction to Conversation A, then
cover the text. Play Conversations A and B once or twice.
Students answer the questions alone while listening, then
check with a neighbor. Correct together.
Answers: a No; b No; c No; d No; eYes; f No;
g Ms. Alvarez has it / It's on her laptop; h No; i No;
j At the Pioneer Hotel; k No; I Yes.
• Play the conversations again for choral or individual

repetition to practice stress and intonation: Can I make an
apaointment for tomorrow, alease? ...
• Students read the conversations silently.
9 Breakfast buffet
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
• Students read the conversations silently. Explain the

Warm-up
meaning of Right this way, Help yourself, and Coming right up.
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.
• Go through Grammar File 9, sections 1 and 2, with your

class for further practice of quantity.
.• Listening 1.26-1.28 ""

II Question 3 I Pairwork-- -- c;5)
Students work in pairs and take turns to ask and answer
questions about Edgar's breakfast plate. _
read the introduction to Conversation A, then cover the text.
Practice Book
Make sure everyone knows who Edgar is (use the
g introductory map at the beginning of the book). Ask: Where
~st is Edgar? What is he doing?
Culture File 9 Hotel breakfasts
• Play all three conversations once or twice. Ask: Does
• Students read the Culture File silently. Ask who prefers,
Edgar smoke? Is he alone? Does he want tea, or coffee?
or would prefer the buffet, and who likes room service.
How much is the buffet? Is he an easy customer? What
• Ask your students to make a list of what they have for
does he want? Why aren't there any Rice Krispies?
breakfast and compare it with their neighbor.
• Play one or more of the conversations again for choral
repetition, paying attention to the stress and intonation of Extension
some and any. Are there f1&. Rice Krisaies? Aren't there f1&.
Student CD (Tracks 8 and 9)
in the bowl? 00 there aren't ...
Ask students to listen to Tracks 8 and 9 on their Student
• Play Conversation C again and ask students to tell you CDs at home, and find the two items that Edgar mentioned
how many times they heard the word any (4). Ask why any but didn't have for breakfast (bacon and breakfast rolls).
was used, and not some in those sentences.
10 Hotel reception
Communication Titles
Grammar
Culture
Class
can
for CD File
Cassette
Language
you
Recordings areas
/1,him
Tracks
in /1,
... requests;
on 31-34
Side
Canada
her A
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 ...
• Review object pronouns. Go through these in Grammar

File 5 with your class.
• Practice these, using pictures or objects, e.g. pick up a

II Question 3 I Make conversations
Students read Question 3 and Conversation B. Using
Conversation B as a model, they make conversations with
key. Give it to someone and say: Give the key to me. Give it
their neighbor and substitute the information with the
to me. Give it to her / him, etc.
information given. You could also get them to invent new
II Listening 1.31-1.34 '"

information for these two questions, or to use their own
names.
II
I

cover the text for all four conversations.
Question 4 I Make conversations
• Conversation A: Ask your students to listen for place Students read Question 4 and Conversation C. Using
names. Play the recording. Individual students volunteer Conversation C as a model, they make conversations with
answers. their neighbor. Again, if you like, you could ask them to
personalize the details in Question 4.
• Conversation B: Play the recording once or twice. Ask:
What does the woman want to do? Does she know his
room number? Is that a problem for Pearl?
• Conversation C: Play the recording once or twice. Ask
iii Question 5 I Make a conversation
Students read Question 5 and Conversation O. Using
your class to correct you. Say: There are no messages for Conversation 0 as a model, they make a conversation with
Alain. His room number is 1123. He wants to send a letter. their neighbor.
There are three pages. The letter is to Toronto. He is paying
immediately
Culture File 10 Language in Canada, Titles
• Conversation D: Play the recording. Ask: What's the • Students read the Culture File silently. Ask if anyone has
problem with the room key? Ask someone to show you, or been to Canada and if so, what provinces they visited.
mime, what swipe means. • Explain to your class that the titles Mr., Mrs., Ms. and
Miss are usually only used with the family name, contrary
• Students read all four conversations silently.
to other languages where the title can be used alone to
• Students have already seen Can I ... ? for permission. address people.
Point out that Can you ... ? is used for requests. Practice
this quickly: Paulo, can you give me your book, please? Practice Book
Sasha, can you close that window, please? ...
Do Exercises 2 to 4 in class or give as homework.
Practice Book
11 City guide
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?'
iii Question 1-1~Listening 1.35 ""

• Students read Question 1 and the text about Vancouver,
underlining words they can't pronounce.
m Questio~ 3 I Pairwork_ - ~
• First, ask your class to read through all the questions
• Play the recording once for students to listen to the about their town alone. Make sure they understand all the
words they underlined. question forms.
• 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
Culture
CD 1,File
instructions
prepositions
Class
Spelling
Recordings areas 36-39
of place;
Tracks
on Class Cassette 1, Side A
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;
II Listening I 1.36 "

• Ask students to turn to page 18 in their books and to find II,
Waterfront Centre; Pacific Centre.
Question 4 I Pairw~rk c;s:?

'you are here', Canada Place, and the Canadian Pacific Working with a partner, students use the map in their books
Railway Station on the map. They read the introduction to and take turns to role-playa guest and a concierge desk
the conversation, then cover the text. Tell your students to clerk. The guest asks for directions from the hotel, using the
follow the directions given to Alicia. questions learned during Stage B. This exercise can be
repeated using different locations.
• Play the recording once or twice. Check that everyone
managed to follow the directions. Ask one or two students
to repeat the directions, using the map. Culture File 12 Spelling
Students read the Culture File silently. You may also like to
• Ask how Alicia asks the way. Elicit: Which way is it? work on some differences between British and American
Teach other questions for asking the way: How do I get to
vocabulary, e.g. lift, elevator; pavement, sidewalk; autumn,
... ? Can you tell me the way to ... ? Where is ... ? Can you fall ...
direct me to ... ?
• Play the recording once more for choral or individual Practice Book
repetition to practice intonation and stress: Good morning.
I'm gQjng to the cruise shio terminal. Do I need a taxi?...
• Students read the conversation silently.

• Check that everyone understands the use of the
imperative to give instructions. See Grammar File 6 if
necessary.
13 Wrong number
Communication want
Class I I(help
Culture
Grammar
CD
Recordings
present
Phone
May 1,File
areas
wants;
Tracks
pads you)? 40-41
simple:
on Class Cassette 1, Side B
-12
• Play both conversations again for choral repetition to

Warm-up
practice intonation of telephone phrases.
• Introduce some telephone expressions. Explain to your
• Students read the conversation silently, then in pairs to
class that when you answer the phone, you either say:
prepare for Question 1.
- your name: John Baker, followed by speaking, e.g. John
tons
Baker speaking
- or your number (if you're at work, not at home), e.g.

iii Question 1 I Pairwork
• Students read the instructions to Question 1 and the
c;Q
Extension 458 or 478-968
table of internal numbers.
- or the name of your company, e.g. Macmillan Education
• In pairs, they make the same phone call as Conversation
- or the name of your department, e.g. Sales or Pauline A, replacing Beauty Salon with one of the other services.
Ford's office The outside line number they choose must start with one of
['Jler the Hotel Services numbers.
- then you often say immediately after, e.g. May 1/ Can I
help you?
• When you're making the call, it is usual to introduce 11_ Que~tion 2 !Internal numbers
yourself, give the name of your company, and then ask for • Students read Question 2 and choose the correct
the person you want to speak to if that person has not number for different hotel services. They can check their
answered the phone: Hello. This is Sonia Clarke of RTO. I'd answers with a neighbor. Correct together.
like to speak to Ms. Davis, please. / May 1/ Can I speak to
Answers: a 31; b 24; c 36; d 21; e 37; f 32; g 33; h 22; i O.
Ms. Davis, please? Point out that you should always
introduce yourself using your full name, e.g. Sonia Clarke, • Go through the present simple with your class using
and not say: This is Ms. Clarke. Grammar File 12. Point out that the verb want is usually
never used in the present continuous. See Grammar File 11.
• Teach expressions: Can you repeat that? Can you speak
more slowly? Can you spell that? You have the wrong
number. Teach also: Hold on, please. I'll connect you. Practice Book
• Write these expressions up on the board, and let your
class make a note of them.
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
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 _ ••• _ ••••
• Students read Question 3 and Conversation C. In pairs,

_ ••••• ~ ..-_
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:
15 Introductions
Culture
Class CD 1,File
introduction
greetings
Recordings areas
Introductions
Tracks
and
on 45-47
formulas;
responses Class Cassette 1, Side B
greetings: How do you do. Pleased to meet you. Please call

Warm-up
me Cegjlia. Thank you.
h: • Practice more directions. Revise directions learned during
o • Students read all three conversations silently. Answer any
Unit 12. Teach indoor directions: It's on your right, on your
grammar or vocabulary questions.
left, straight along the hallway, at the end of the hallway,
turn left, turn right, it's after the Reception Desk ... Practice
these by asking individual students to tell you how to get to Practice Book
different parts of the building you're in. Do Exercise 2 in class to prepare for Question 1, or give as
homework.
• Teach language for introducing yourself and meeting
"is. people. First, make sure everyone knows when to say:
e Hello, Hi, Good morning, Good afternoon, Good evening,
Good night and Goodbye. iii Question 1 I Pairwork ~
Students read Question 1, then in pairs take turns to ask for
• Explain that when you meet someone, you can say: How
and give directions to different places on the building layout
c~. do you do? I'm Ken Parker. If it is a work situation, you add
diagram.
F-
your title: I'm the Marketing Manager.
-."11
• Explain that the usual replies are: How do you do? / Fine,
Culture File 15 Introductions
thanks. And you? / Pleased to meet you. The second
Students read the Culture File to help prepare for the
person gives their name and job title, too. Explain to your
following activities.
class that this is all quite flexible: you can say How do you
do before or after you give your name; you can reply either
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.
• 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
Question 1 I List:ning c;:s:? 1.48 ..

• Students read the introduction to the conversation, and
Ij their friends' and families' birthdays.
Culture File 16 Dates

Question 1. They cover the text in their books. Play the
If not already done during Warm-up, ask students to read
recording. Students make a note of the answers to Question
the Culture File and check that they understand all the
1 and check with a neighbor. Correct together.
information about different ways of saying and writing the
Answers: a Wednesday, May 30th; b No; c 8:00 a.m.; date.
d 5:00 p.m.
• Play the recording once more, and ask students to raise
their left hands when they hear the present continuous, and
their right hands when they hear the present simple.
II Question 5 I Listening 1.50 ,.
• Students read and listen to the conversation while you
play the recording.
• Play the recording for choral repetition to practice stress
and intonation of the two tenses: Where are we gQing on • Tell your class to look at the cruise itinerary in their books
Wednesday? What time do we arrive ... ? to make more conversations, e.g. Where are we going on
Tuesday the twenty-ninth? We're going to Catalina Island
• Let your class read the conversation silently. They should
etc. This activity is good preparation for Question 6.
note the prepositions of time and place used.
.' Question 2 I Practicing days & months

Students make sentences with days and months. They can
II Question 6 I Communication Activit~
• In pairs. Students turn to Activities D and Q at the back
of their books and choose one each.
work with a partner and take turns to say the sentences, or
write them. • Students take turns to role-playa tourist and a travel
II Question 3 I Listening 1.49 ~ ••

• Students read Question 3. Play the recording once or
agent, using the information provided.
Practice Book
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
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 ...
Listening 1.52 'II Culture File 17 Welcoming

• Students read the first part of the Culture File silently.
• Play the recording once or twice. Ask: What would Alicia
Ask your class how a visitor is welcomed in companies in
like to drink? Where is Simon going? What is Alicia going to
their country. I
look at?
• You could ask two students to volunteer to role-play
• Play the recording, or part of it, again for choral or welcoming a visitor again, including the sentences in italics
individual repetition to practice stress and intonation of in the first part of the Culture File.
offering: Can I gill you something to drink? Would you like
coffee, ~ or a cold drink? ... Practice Book
• Let your class read both conversations silently. Do Exercises 2 and 4 in class or give as homework.
18 Connections
Telephoning; frequency adverbs; Phone phrases Class CD 1, Tracks 53-56

recorded information present simple Class Cassette 1 , Side B
Note: This lesson may take longer than other lessons

because it contains a lot of material. II•
Question 4
Students
I Listening
read the question and the message
1.55 4",
text.
11 Warm-up
• 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.
• Students work in pairs, completing the questionnaire with

Question 6 I Listening 1.56 ~""
• Ask your class to read the question. Check that everyone
their partner's answers.
knows what a touch-tone phone is.
• Ask your class to compile the results of the questionnaire.
• Play the recording once or twice. Students complete the
If your class is very big, this would be better done in groups
missing information. They check their answers with a
of about six. One student, or one from each group, can
neighbor. Correct together.
report back to the rest of the class or group.
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.
III Question 7 I Pairwork c;5:?

understands the term call-waiting system. Play the recording Students write a personalized answering machine message
once or twice. Students complete the transcript. They can and read it to their neighbor.
compare their answers with a partner. Correct together.
Answers: calling; us; hold; free. Culture File 18 Phone phrases

Students read the Culture File silently to review the
iii Qu:stion 3 I Listening
• Again, ask your class to read the question,
1.54 _
and check
telephone phrases used to ask people to hold or connect
them.
that everyone understands the vocabulary.

Practice Book
• Play the recording once or twice. Students select the
correct words. Correct together. Do Exercises 1 to 5 in class or give as homework.
Answers: a waiting; b may; c bear with me; d connecting you.

Extension
• Ask students to read the Transcript of this conversation Student CD (Tracks 14-17)
with a neighbor. They then role-play this conversation with At home, students listen to all four tracks on their Student
their partner, changing the names of the company, caller CDs and read the Transcripts, They make a note of all the
and person asked for. different useful telephone phrases and keep them for future
reference.
19 Fast food
Communication Culture
Grammar
Taxes
I'd
Class like 1,File
CD ...;
Recordings areas
and / or57-58
Tracks
on Class Cassette 1, Side B
--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.
• Ask students to turn to page 25 in their books and to Practice Book

ook at the menu and the photo. Ask: What's Jack doing?
Do Exercise 1 to prepare for Question 3, or give as
What sort of restaurant is this? Is it cheap or expensive? homework.
What sort of food is it?
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.
• They take turns to be the customer and the server, role-

~Jng
, The
Listening 1.57 4j playing more conversations.
• Ask some pairs of students if they would like to act their
cover the text.
role-play in front of the rest of the class.
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.
Question 1 I Pair~ork ~ Extension

• Students work in pairs. They may want to think about Student CD (Track 18)
Nhat they are going to order from the menu before starting Students listen to Track 18 at home and list all the
:0 role-play more conversations. numbers they hear. They can use the Transcript to check
their answers.
_~ent • Walk around the classroom listening in and closing books
, the as students become more confident.
Jture
20 Gift store
'"
Grammar
Culture
Class CD
Recordings I File
Traveler's
How much?;
1, areas
checks
Howald?;
Tracks
on 59-61 Class Cassette 1, Side B
I
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 ...
• Then ask: Howald is your sister? How old is your

m~ <?uestion 2 I Pairwork _.
Students read the question and the Language Bank, and
c;5:)
grandfather? ... Elicit: She's 17. He's 68 ... Make sure yom look at the photos in their books. They substitute the
class understands that you use the verb to be for age. information in Conversation A with new details from the
• Ask: What do you buy for your family or for yourself when Language Bank, and take turns to choose items and ask
you travel? Elicit: Souvenirs, clothes, books ... about price and size.

look at the photo and the title of the unit. They can read the
introduction too. Ask: Where's Hiroshi? What's he doing?
IIL~Questi~~ 3 n I Pairwork ~
• Students read the question and look at Conversation B.
Where's the gift store? What can you see in the store? They make conversations with the phrases given. They can
include questions and answers about: items, color, price,
who the gift is for, age of that person etc .
ml_ ~~ist~!,ing_._1_5 ~ __ ~1:..59:-: .6.!. _~
• Students cover the text. Play Conversation A. (Don't ask • Students calculate the total of their purchases, add the
the questions from the conversations as this is will be done tax (see previous unit), and pay with a traveler's check.
in Question 1.) Ask: What is Hiroshi buying? What does
'one-size'mean? Culture File 20 Traveler's checks
• Play Conversation B. Ask your students to correct you. Students read the Culture File silently. Ask some
Say: Hiroshi wants to know the price of the red T-shirts. The comprehension questions: Who invented traveler's
T-shirts are one-size. He is buying a present for his checks? When? Where can you buy them? How do you
fourteen- year-old daughter. use them? What happens if you lose the checks? How do
you spell 'check' in the u.K.?
• Play Conversation C. Ask students to listen carefully and
to write down the price of the goods without tax, with tax,
and the amount of Hiroshi's change. Practice Book
• Play all or some of the conversations again, for choral or
individual repetition to practice stress and intonation of the
questions asked in stores: How much is this? What size is
it? ...
B;- Que~tion 1--IU~?~0~i

th~~~s~t~~~:--'
• Students read all three conversations alone and underline
all the questions contained within.
• They can then check their answers with a neighbor, find

the answers to the questions, and practice saying both the
questions and the answers in pairs.
• Answer any other grammar or vocabulary questions. You

may want to review demonstratives. See Grammar File 2
and the Language Bank.
21 Small talk
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.
• Students work alone to check the positive replies and

Listen~ng L s 1.6_2-1.65 .:.~
cross the negative replies, then compare with a neighbor.
J • Students cover the text in their books. Play all four
Some answers can vary.
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.
• Play Conversation B again. Ask students to correct you:

Questio~-4
- -- -- .•.•- ---
I -"p'~ir~o~k - - - -
"'" - -'.....-
c;5?
• Students read Conversation C and Question 4. They use
-
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
7:45 take a shower
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
• You could ask them to make notes about their partner's

Question 1. Play the recording once or twice while students routine, then ask individual students to present their
listen for the answers to the questions. partner's day to the rest of the class, using the third person:
• Students can compare their answers with a neighbor. She leaves home at 8: 15 and arrives at work at 8:45. First,
They then read the conversation to check their answers. she switches on her computer and looks at her e-mail ...
Correct together.
Answers: a She speaks to the excursions team; b 30 Culture File 22 Routines

minutes after they arrive in port; c 30 minutes after that; Students read the Culture File silently. Compare work
d She checks the buses and the passenger list; e She does routines in your students' countries with those in the File. If
administration work; f She takes reservations for the next you have students from hot countries, ask if they have a
day; g No, but it's similar. long break in the afternoon. Ask if they would prefer a
different routine.
• Play the recording once more for choral repetition to
practice intonation and stress: Let's go through your daily
Practice Book
routine. I exoect it's the same as on your last shio.
23 Your company
inCulture
Class CD 1,
Recordings
reports
charge toFile
Companies, areas
/ Track
on titles67
responsible for; Class Cassette 1, Side B
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
read the instructions

Listening
in Question
recording once or twice. As they are listening, students
1.67
1. Play the
underline the names of the people Simon is talking about.

fl~
II
•
Question 5
Students
I Descr!be your job
work with a neighbor and, using the language in
the Language Bank and the conversation on the recording,
INhere Students compare with a neighbor. Correct together. describe their job: what they are in charge of, responsible
Answers: Phil Dawson; Dan Burgess; Olga Ivanov; Michael for etc., and who they report to.
_.ity in Perez; Patricia Brooke; Sven Hansen. • If your students are not yet in employment, ask them to
describe the job of a member of their family.
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.
Question 3 I Pairwork ,C;S:; Extension +

• Students read the question and look at the Language Students' own organization charts
Bank. If your students work in the same company, get them to
draw an organization chart of their company hierarchy. Ask
• Working in pairs, they take turns to ask and answer one student to volunteer to come up and draw the chart
questions about each person who works for Pacific Rim on the board, helped by the others. If they work for
Cruises, using the organization chart in their books.
different companies, they could explain their company's
structure to each other.
Practice Book
Do Exercises 1 and 2 in class or give as homework. Extension
Students listen to Track 19 of their Student CDs and write
Question 4 I Make sentences
down the number of times they hear responsible for (2), in
• Students read Question 4 and the Transcript of the
charge of (2), and report(s) to (3). They use the Transcript
conversation at the back of their books.
to check their answers.
24 Lunch
Communication Grammar areas Culture File

II Recordings 0
Suggesting lunch; suggestions: Paying Class CD 1. Tracks 68-70
ordering lunch; Let's / How about ... ?; Class Cassette 1, Side B
offering to pay offering: Let me / I'll
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
Italian etc. Ask: What kind of food do you like?

• Ask students to turn to page 30 in their books and to Question 2 I Pairwork c:;s:;
look at the menus and tell you what kind of restaurants Students work in pairs. Again, they may prefer to prepare in
they're from. advance. They take turns to be the server and the
customer, using the menus in their books and
• Talk about the photo. Ask: What sort of restaurant are
Conversation B.
Simon and Alicia in? What can you see on the table?
Culture File 24 Paying

11_ Liste~ing I 1.68-1.70 ,. Students read the Culture File silently to help prepare for
• Ask your class to cover the text in their books. Play Question 3. Ask your class how paying for business
Conversation A once. Ask: What is Alicia doing this lunches works in their culture.
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
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
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
=- 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
Listening 2.02-2.05 'II vocabulary for facilities and staff.
Students read the introduction to Conversations A to 0,

Practice Book
-0;."1cover the text. Ask them to listen to the conversations
::-::: match the voices to the photos in their book. Play the
,,"cording.Ask: How many phone calls does Pearl receive?
=- Which rooms are these guests in? (652, 552, 452) What's
-s problem? (The first man is in a hurry because he has a

:.2.."1eto catch. In Room 652 the shower won't stop running
II Question 2 'I.pairwork
• Students work with a partner. Ask your class to read
~
::;-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.
Students read the conversations silently.

II Question 3 I Offer help
• Ask your class to read Question 3. They decide how the
Front Desk Clerk will help in the situations listed: I'll tell the
?oint out all of the adverbs and phrases of urgency in the room maid ...
:::::'lversations.
• You could then ask your class to change partners and
practice new situations. For example, Student 1 wants her
~ctice Book luggage. Student 2 promises to send the bell captain ...
:::J Exercise 4 in class or give as homework.
26 Arrangements
Communication Class
hubsme
Culture
Let
Grammar
Air CD ...
2,File
travel:
will/won't
Cassette
Recordings and areas
future
Tracks 6-8
uses;
2, Side
spokes
on A
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.

describe the photo of Pierre. Ask and elicit: Where is Pierre?
He's in a supermarket. What is he doing? He's talking on a
II Question 3 I Listening 2.08
• Students read Question 3. Play the recording once or
«if
(cell) phone. What does he do? He's the manager of the twice. Students find the answers to the questions and
supermarket. Explain that he is making arrangements. check with a neighbor. Correct together.
Answers: a 6:55; b 6 o'clock; c Denver; d 9:20 Mountain
iii Listening I 2.06-2.07

• Ask your class to read the introduction to Conversation
Ii Time; e 10:05; f 00:10.
• Ask if anyone knows the North American time zones.
A, then cover the text. Play the conversation once or twice. Teach or elicit: Pacific, Mountain, Central, Eastern, and
Ask: Why do you think Jack wants to see Pierre? Why can't Atlantic (Canada only) Times. There is one hour's difference
Pierre see him straight away? What day and time do they between each. Ask if they can calculate the current time in
each zone.
arrange to meet?
• Play Conversation B. Ask students to correct you. Say:
Jack wants to go from Phoenix to Vancouver on Sunday.
The check-in time is one o'clock. There's another direct
flight on Friday evening. Jack can take the flight on
• In pairs. Students turn to Activities G and T at the back
of their books and choose one each. They should read the
Saturday. whole question first. Make sure everyone understands that
• Play the conversations again for choral or individual there are two different role-plays. Students take turns to
repetition to practice the stress and intonation used in role-playa tourist and a travel agent, using the given
information.
arrangements: I'm in town for a couole of davs. Can I come
and see you? I'm Wtty busy at the moment ... • Students can repeat these Communication Activities with
• Students read both conversations silently, then in pairs. another partner. If possible, bring in plane timetables from a
travel agency to give your class further practice.
• Answer any grammar or vocabulary questions. Point out
the use of Let me see and Let me check in Conversation B.
These expressions are used when you ask someone to give Culture File 26 Air travel: hubs and spokes
you time to do something. Students read the Culture File silently. You could ask
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),
II Question 2 I Make a conversation

• Students highlight all the examples of 'II, will and won't in
Conversation B.
won't (1) or 'II (2). They read the Transcript to check their
answers.
27 Meeting people
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.
• Next, 'introduce' one student to another. Say: Beniko, I

want you to meet Koji. Koji, this is Beniko. Continue with
other students. Use different expressions: Paula, may I
m~ Question 2' I Underline the ex~ressions
• Students underline the expressions that are about
introduce you to Felipe? Felipe, I'd like you to meet Paula. working together in the future. Elicit: I'm looking forward to
• Ask students to turn to page 33 in their books and to working together. Well, I hope you enjoy working with us.
look at these expressions in the Language Bank. • Students may ask about to look forward to and to enjoy.
• Introduce: I want / I'd like you to do something. Many These are both verbs which take the gerund (verb + -ing).
students make the mistake of saying: I want that you ... Students should also note that the adjectives good and glad
Draw a table on the board with examples: in the expressions Good / Glad to meet you take the
infinitive.
I want to work
to
to meethis
stay
buy Josie.
here?
late. Pierre
us
her
you
water.
Practice Book
iii Listening I .~ 2·?9-2; ~,'J

1
II. Q~:stion M 31 Pairwork c;5)
• Students read Question 3 and the Language Bank again.
• Students read the introduction to the conversations, then
• They write down their name and job title. In pairs, they
cover the text.
exchange details and walk around the class introducing their
• Ask students to look at the Language Bank again and partner to others.
raise their hands as they hear these expressions in the
• Students could make name badges with sticky labels
conversations.
first.
• Play the recordings of all three conversations.
• Join in the a.ctivity yourself and help weaker students.
• Play the recording for choral or individual repetition. Make Encourage students to vary the expressions they use from
sure students get the correct intonation of all greeting the conversations and the Language Bank.
forms: I want you to meet Kenji. How do you QQ Josie.
Well. it's good to meet you ... Culture File 27 Friendly names, titles
Students read the Culture File silently. Then, ask your class
to give you an example from the conversations of a first
name, a diminutive, a nickname, a title, and a job title. Ask
if anyone has a nickname or a friendly form of their name.
Practice Book
28 About yourself
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
• Ask individual students: Where were you last Thursday?

Where were you yesterday? Elicit: I was at home last
II Quest~o~3 I Communicati<:n~
Activity
In pairs. Students turn to Activities Hand U at the back of
their books and choose one each. Students take turns to
Thursday I was at work yesterday. Get your class to ask about Edgar and Alicia. Encourage your class to use the
practice this in pairs. questions they heard in the conversations: What was he
before he was a ... ? and What was he before that? Tell
• Point out that the past tense is also used in the
expression to be born. We say I was born, and not I am them to make their questions from the information in the
born, which is a common mistake. boxes. They should use question words such as: When /
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 .~
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
B~ que~t!,o~ 1 J Ask _an~ a_nswer

Students can work with a partner to look for the answers to
class to find their country's equivalent of the degrees
mentioned in the File.
Question 1. Correct together. Practice Book
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
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
with a neighbor. Correct together, or let students correct at

Warm-up
home, using their Student CDs and the Transcript.
• Explain the verbs to get / put / go through. Say that they
Answers: a He's in a meeting; b No, he doesn't; c To tell
are usually used when talking about phoning. Teach: I'm
putting you through. I can't get through to ... Can you put him he's in a meeting and he'll call back later; d To put
me through to ... ? You go through the switchboard ... Edgar through on her extension.

read the four ways of 'getting through' in the boxes at the
top of the page. Students can look up new vocabulary in
II Question 4 I Listening 2.17 '1'"
• Proceed as for Question 2, letting students guess the
dictionaries. Ask: Which system is used in your company? missing words first if they like.
or Which systems are used in businesses in your country?
Answers: a afraid, message; b interrupt; c afraid;
Ask your class to underline all the examples they see of
d him, you.
to get / go / put through.
• Students should note the use of when as a connector in • Then students ask and answer the questions.
these boxes. They will already have seen When ... ? as a Answers: Lines a, c and d = Simon's secretary; line b =
question word. Edgar; Edgar is in San Diego; Simon doesn't know this.
:.1 Listening I 2.14 ~

• Students read the information about touch-tone phones
iii Question 5 I Pairwork c;s:?
• First, review the verb to want and the verb construction
in the second box again. Tell them they will hear an example to want someone to do something. See Unit 27 of the
of a touch-tone phone message, and ask them to write Teaching Notes.
down the numbers and departments they hear.
• Students read Question 5, then write three things they
• Play the recording. Ask your class what information they want to do in the next week, and three things they want
heard. someone else to do for them.
• 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
II! Question 2 IW'Listening 2.15 ~~ ••

• Students read Question 2. You could ask them to write
which of the phone systems apply in their companies. 00
they have call barring?
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
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.
and question forms. 1iJ:_ <:~;;t§2~J A:k a~d:~swer

• Write these prompts up on the board to introduce the • Ask your class to do Question 2 in pairs, taking turns to
past simple tense: ask and answer the questions. This will give everyone a
chance to practice saying the short answers. Correct
pizza lasagne hamburger fish together.
soup sandwich hot dog salad
• Make sure everyone understands the short answers of
Say to your class: I had pizza for lunch yesterday. Last the past tenses of to be and to have. Practice this further if
Friday I had fish. I had a hamburger last Tuesday. Ask necessary.
individual students to practice this in class (they invent
Answers: a Yes, she did; b Yes, it was; c No, she didn't;
answers), and then ask them to practice it in pairs.
d She had lunch with Simon; e No, she didn't;
• Next, say to your class: I didn't have lasagne yesterday. I f She had lasagne.
didn't have salad last Thursday ... Practice as before.
• Finally, ask individual students: Did you have a hot dog
yesterday? Did you have soup last night? ... Practice all
II! 9~es!ion 3 I ~nderline past ~:nses
Students do Question 3 alone, then compare with a
three forms again, then ask your class to practice in pairs.
neighbor. They underline all the sentences in Conversations
• Go through Grammar File 14 with your class. Make sure A and B that contain a past tense. Correct together using
they understand that all verbs, except to be, are conjugated the conversation texts in the Student Book.
with did and didn't in the negative and question forms.
Show them the list of irregular verbs, Grammar File 20, and
tell them the only way to learn them to memorize them! 1I!.....~u:~~~n~~
':. Pairwork I
• Students first read Question 4.
look at the photo and the title of the unit. They can read the • They take turns to interview each other using the
introduction to Conversation A to establish who the new questions provided. Walk around the classroom listening in.
character, Mr. Dawson, is. Correct intonation and grammar mistakes.
mLListeni~~ I ~~-2~ "" Culture File 30 Friendly questions

• Students cover the text. Play both conversations once. Students read the Culture File silently. Ask some questions
to check comprehension: Who is Mr. Dawson? Why does
• Ask your class to listen again, and to raise their left hands he ask her these friendly questions? What questions does
when they hear the past tense of to be, and their right he ask? Who will Alicia report to? Who does Simon report
hands when they hear the past tense of to have. You'll to?
probably have to play the recording more than once, and
press 'pause' after some of the sentences!
Practice Book
• Students should practice the expressions used for Do Exercises 1 to 4 in class or give as homework.
greetings, and note the new one: You must be ...
II Que~tion1 I_Underline the qu:stion~

• Students read Question 1 and Conversations A and B.
Extension
Role-play
Students work with a partner and take turns to role-playa
first meeting between a new boss and a new employee.
• Working alone, they underline all Mr. Dawson's polite They introduce themselves, greet each other, and then the
questions. 'boss' asks the employee three friendly questions.
• They can then work in pairs, and take turns to practice
saying his questions and Alicia's answers. Listen in to check
pronunciation and intonation: Did you have a good flight?
31 Laundry
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 Listening I 2.20-2.21 ",

• Tell your class that Edgar is making the phone calls, so
II Question 3 I Ask and answer
• First, make sure everyone can use: There was / were.
there will probably be an argument or a problem! • Students choose fifteen items from the laundry list in their
• Ask your class to read the introductions to both books. They work in pairs. They take turns to role-playa
conversations, then cover the text. Play the whole recording guest with a missing laundry bag, going through their list
once. Ask someone to volunteer to summarize Edgar's saying e.g., There were three shirts. There was a
nightgown. The 'housekeeper' says e.g., Was there a robe?
problem.
Were there any socks?
• Play the recording again and ask students to raise their
• Check that everyone can use a pair of correctly: a pair of
hands when they hear the past tense of the new verbs
shorts, a pair of pajamas ...
introduced during Warm-up.
• Play the recording once more, for choral or individual
repetition to practice stress and intonation: Morning. I have
some laundry in Room two-one-three. Did you put a laundry
II Question 4 I Make a list
• Alone, students write a list of the clothes they took on
list in the bag? their last trip. They can use dictionaries or ask you for any
further words they need.
• Students read the conversations silently. Answer any
grammar and vocabulary questions. • In pairs, they then take turns to ask and answer
questions about their lists.
iii Question 1 I Ask and answer

Students read Question 1 and Conversation B. They can
Practice Book
00 Exercises 2 and 3 in class or give as homework.
work with a neighbor to ask and answer the questions.
Correct together.
Answers: a at 8: 15; b too late; c 8:00; d yes, he did;
e in his room.
Culture File 31 Clothes

Students read the Culture File silently to prepare for the
following questions. Help with vocabulary, or ask your
class to use dictionaries.
32 Directory assistance
Culture
Class
giving 2,File
Emergency
Recordings areas
CDinstructions
Tracks
oncodes22-23 Class Cassette 2, Side A
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.
• Do a geography test with your class. Put them in groups

and give them five minutes to write down as many names of
Question 3 I Listening 2.22-2.23_
European, African, Asian and American countries as they • Students read Question 3 before listening.
can.
• Play both recordings. Students write down the two
• Give them another five minutes to find the capital of each telephone numbers. Correct together.
country. Answers: first number: 411-9008;
• If you have access to telephone directories in the school second number: 732-1190.
or company where you work, bring them into class. Ask • Ask: What were the first numbers in each call? Elicit: The
your class to look up country and area codes for some of numbers for directory assistance.
II
the places they found during their geography quiz.
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 1 I Write numbers

• Students read the table about telephone numbers in their
Culture File 32 Emergency codes
Students read the Culture File silently. Then, read out some
of the numbers from the File and ask your class what they
books. Make sure they understand all the telephone terms.
correspond to, e.g. What's 120? Elicit: It's the number for
• They complete the table with numbers from their country. the police in China ...
Students can use telephone directories or check with a
partner if they are not sure of the numbers.
Practice Book
Practice Book
Do Exercises 1 and 3 to prepare for Question 2, or give as
homework. Extension
Student CD (Tracks 25 and 26)
• 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.
• Tell your class that telephone numbers are usually

dictated one by one. 45899 is four-five-eight-nine-nine.
E!Jt
33 Attractions
Describing places; going to future Attractions Class CD 2, Tracks 24-27

asking about plans Class Cassette 2, Side A
• Description 3: Why do they need to ride the Aquabus?

13L Warm-up (To get across the harbour to Caplilano and Grouse
• Review going to future. See Grammar File 15. Practice Mountain)
going to. Ask individual students: What are you going to do
next weekend? Elicit: I'm going to visit my family ... Ask: • Description 4: How high is Grouse Mountain? (1,200m)
What is she going to do next weekend? Elicit: She's going What is the chairliff used for in the winter, and in summer?
to visit her family ... Students can practice this in groups of (In winter, it's used for the ski run. In summer it's a
three. sightseeing ride.)
• Review days and dates. See Vocabulary File 2.

iii Question 3 I Underline
Students read the Transcripts for recordings 2.24-2.27 and
look at the title of the unit and the photos. Ask: What do underline the things Alicia can photograph.
you think 'Attractions' means? Elicit or teach: Interesting
places to visit, places that attract visitors to a town or Practice Book
country ... Ask students what attractions there are in their Do Exercise 2 to check vocabulary, or give as homework.
area.
II Question 1-1 Ask and answer

• Ask your class to read the introduction at the top of page
39.
II Question 4 I Describe attractions
• Ask your class to read the Language Bank first, using
dictionaries to look up new words.
• Students take turns to ask and answer questions about • Students work in pairs, or in small groups to describe
Alicia's schedule. They can add questions such as: Where three attractions in their area. If your students come from
are they going to be on Wednesday morning? different places, you could ask individual students to
prepare short presentations about the attractions in their
Practice Book towns.
Do Exercise 1 in class or give as homework. • If your class all comes from the same town, you could
ask them to talk about the attractions in another place they
have visited, or each student could choose a different local
1iI, Question _2 I Listening 2.24-2.2~_ attraction to talk about.
• Students read the question.
Culture File 33 Attractions
• Play the whole recording once only. Students number the
photos. Correct together. Students read the Culture File silently. Ask your class if it is
usual to take visitors to attractions in their country.
Answers: 1 Capilano Suspension Bridge; 2 Gastown; Students should note the useful tip at the end of the File!
3 Aquabus to North Vancouver; 4 Grouse Mountain.
• Play the recordings again one by one and ask the Extension
following questions. Student CD (Tracks 27-30)
• Description 1: How deep is the canyon? (70m) Students listen to their Student CDs at home and write
down the adjectives they hear. They can check their
• Description 2: What is the historic interest of Gastown? answers in the Transcript.
(It's where the city started)
34 Suggestions
Outside
Culture
modals:
Class
WhyCDdon't
Recordings office
areas
you hours
File
2,should
Tracks
on / 28-29
... ?will;
etc. Class Cassette 2, Side A
II Warm-up
Practice Book
look at the photo. Ask: Who is the man on the phone?

What's he doing? Who do you think is calling him? Students
establish that Jack is calling Pierre to return his call. Elicit or
teach: Jack's returning his call.
II Question 2 I Pairwork
• Students read Question 2. Check that everyone
c;s:!
understands the words for family members.
• Ask: Do you think Jack's disturbing Pierre? Is he
interrupting him? Is Pierre busy? Where is Pierre? Write up: • They take turns to role-play someone buying a gift and
disturb, interrupt and busy on the board. Students look up someone giving advice.
the words if necessary. • You may like to leave your students a little time to decide
• Ask: What do you do when someone disturbs you? Do what gifts they will buy for each person.
you say you're busy, or take the call politely? • They make new conversations using the model
conversation. Point out the different ways of making
suggestions listed in Question 3.
1:1
II
Listening I 2.28-2.29 ",
cover the text in their books. Ask your class to listen for Question 3 I Pairwork
sentences or questions with disturb and interrupt in them. • Students read Question 3.
• Play the recording of Conversation A once or twice, then • They take turns to make suggestions and give replies
elicit Jack's sentences about disturbing Pierre. about a healthier lifestyle.
• Play Conversation B once. Ask: What is Pierre's • Other suggestions students could give are: do more
suggestion? What is Jack going to do? When is Pierre exercise, eat less meat, join a sports club, walk to work
seeing Jack? more, drink less cola ...
• Play the conversations again for choral repetition to
practice stress and intonation: I'm returning your call. Sorry Culture File 34 Outside office hours
to disturb you at home. Why don't you tJJt. them tomorrow? Students read the Culture File silently. Ask your class to
• Students read both conversations silently. Answer any discuss the information in the File with a neighbor, or in
grammar and vocabulary questions. small groups. Then ask your class: 00 co-workers meet
socially outside the office in your country? 00 you ask if
• Explain that should is used before a main verb to give you're interrupting when you phone? If someone interrupts
advice. See Grammar File 19. Go through the Language you, do you say so? ...
Bank in the book to teach expressions to apologize for
interrupting and for returning a call.
II
Practice Book
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
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:
Meat & fish

Milk products
Fruit & vegetables
Drinks
Sweet foods
II, Question 4 I...Listening
2.31-2.33_
• Ask them to put the foods into categories. They don't
use dictionaries or their books for the moment. Compare • Play the recording of all three orders once or twice.
lists. Students write down the food orders and the request
phrases used. They compare their answers in pairs.
• Next, ask individual students: How often do you go to
restaurants? 00 you go with friends? With your husband / • Play the whole recording, or part of it, for choral or
individual repetition and to prepare for Question 5: Are you
wife, or family? Or mostly for business lunches?
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
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 _ ,~ _
• Review possessive adjectives and pronouns, and object

II' Question 1 I· Pairwork
• Students read Question 1 and the Language Bank. In
c;s:?
pronouns. Introduce reflexive pronouns. See Grammar pairs, they make the same conversations using the
File 5. Make sure everyone understands Whose ... ? Using Language Bank.
students' belongings, pick up objects and practice: Whose
• Walk around the classroom, listening in. Check
pen is this?
intonation. As students become more confident, close their
• Teach: Help yourself! and Help yourselfto bread ... as an books.
informal way to offer something to someone.
• Review: Could I ... ?, Can I ... ? and May I ... ?
See Grammar File 19.

II Question 2_ I Pairwork c;s:?
Students work with a partner. First, they read Question 2 and
Conversation B again. Then they use the menu from Unit 35.
look at the photo and the introduction to Conversation A. Do a test run with a more confident student first, e.g.
Elicit the names for the food items on the table. Ask
You: Who ordered the tuna steak?
students to tell you who is in the restaurant and what they Student: That's for John and Anna.
have ordered (they can look back at the previous unit and You: Whose is the seafood?
Transcripts). Student: That's for Peter.
II" Li~t:ning ._-, _ 2.34-2.36

• Students cover the text. Play Conversation A once. Ask:
How did Cecilia ask for the bread? Who doesn't want
Ij II Que~s:ion3 I Ref~xive pro~oun_s
Using Grammar File 5, students complete the sentences
with reflexive pronouns alone, then check with a neighbor.
bread? Play the recording again. Ask students to tell you
Correct together.
how Cecilia, Kenji, and Josie accept and refuse the bread
and butter. Elicit: No, thanks. Yes, please. Answers: a myself; b yourself; c yourselves; d herself;
e ourselves; f himself.
• Play Conversation B twice. Ask what the waiter's mistake
was and who now has to wait for their starter.
• Write some expressions from Conversation C up on the

board in the wrong order:
II! Q~est~on 4 J Pairwork c;s:?
Students interview a new partner to find their answers to the
questions. If you have a mixed-nationality class, pair
help yourself are you sure? students from different countries. Ask students to tell you
please start enjoy your meal what surprised them about their partner's answers.
• Ask your class to listen to Conversation C and put the
phrases on the board in the right order. Play the recording
Culture File 36 Starting a meal
once or twice, then ask one student to come up to the
Students read the Culture File silently. If you have students
board and put the phrases in order. from different countries, turn the lesson around and have
• Play all the conversations again for choral or individual individual students teach you and the rest of the class how
repetition. Pay particular attention to stress: I ordered the to say Enjoy your meal! and Cheers! in their language!
soinach and bacon salad, not the chowder. Give other They write the words or expressions up on the board and
examples and get students to repeat them after you: I teach everyone how to pronounce them.
wanted salad, not souo. I asked for apple Qif1 not ice
cream ... Get students to repeat Josie's question: 00 you Practice Book
want to tJY. some of my salad? Get students to repeat other
examples after you: Would you like to have some of illY.
dessert?

37 Interests
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
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
41
Practice Book
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.
• Ask questions: Are you good at tennis? Do you like

playing tennis? Do you like watching tennis? Check stress: I
m Question 5 I Ask and answer
Students continue to talk about their first partner. You could
like watching tennis, but I don't like Q/.md.og tennis. This
could be extended as stress practice giving single-word then turn this into a group discussion to compare students'
cues, e.g. football/pool/soccer / baseball ... interests and hobbies. Include your own.
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
----
- 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
II Question 2 I Missing words

• Use this activity to review prepositions of time. Write on,
complete the questionnaire. Since some pairs will finish
before others, they could start collecting results and writing
them up on the board. Compare together when everyone
has finished and all results are on the board. Ask individual
in and at up on the board. Teach or elicit the various time students to make statements about the results, e.g. 10
phrases which go with these prepositions. At: 3:00 p.m., students use e-mail to order goods. 12 students also send
night ... On: Friday, Christmas Day, July 23rd, the weekend a hard copy to confirm ...
... In: August, the morning, winter ...
• 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
Persuasion; passives; superlatives Brand names Class CO 2, Tracks 38-40

making a sales pitch (biggest); was Cassette 2, Side B
Student CO (optional), Track 35
II Warm-up
• Introduce the passive. Pick up objects in the classroom
• 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
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
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.
B Question 1 I Find the expressions

Students can find the expressions listed in pairs. Walk around
iii Question 5 I Communication Activity
• In pairs. Students turn to Activities I and V at the back of
the class eliciting the expressions: I just want you to try this.
their books and choose one each. They should read through
But our passengers want well-known brand names ... their section first.
• Students take turns to try and sell their product. They

Culture File 39 Brand names
can use Conversation B in the unit as a model.
• You could ask students to read the Culture File at this
point of the lesson to help prepare for Question 2. • Ask pairs of students to volunteer to do their role-play in
• Ask students which of the brands in the File are well- front of the class. Decide who are the best salespeople in
known in their country, or if there is a local equivalent in your class!
their country.
40 Flightseeing
Culture
Class
pastCD 2,File
areas
Track
F[ightseeing
simple
Recordings on 41
narrative; Cassette 2, Side B
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
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.
• Students read Question 3 and the words in the Language
Bank. Make sure everyone understands all the vocabulary.
lit Listening I 2.41

Students cover the text of Alicia's narrative. Play the
'fI • In pairs, they ask and answer questions about their last
vacation. Ask a more confident student to ask you
recording once and go straight to Question 1. questions about your last vacation first. Ask individual
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
Co ommunication Grammar areas Culture File Recordings on

omparing things; past ability: could I Business comparisons Class CD 2, Tracks 42-45
siness deals couldn't; more, less, fewer; Cassette 2, Side B
comparatives (bigger) Student CD (optional), Track 36
I Warm-up • Students read all three conversations silently. Answer any

further grammar or vocabulary questions.
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.
Listening 2.42-2.44 'If

tudents cover the text in their books. Play Conversation
nce or twice. Ask: Why is Cathy apologizing? Why
• In pairs. Students turn to Activities J and W at the back
of their books and choose one each. Answers to this activity
dn't she see Edgar last week? Was it a problem for
can be found on page 78.
ar? Why not?
• Make sure everyone understands all the vocabulary
lay Conversation B. Ask: What can you say about
before they begin. You may want to review questions with
Can Travel? What does Edgar want to do? Why isn't
hy interested?
I
How many How much ... ?
• Students take turns to ask questions and complete each
lay Conversation B again. Ask your class to write down
table, then compare and correct answers with their partner.
comparatives they hear. Elicit: more ships, more
sengers, cheaper, bigger ...
Culture File 41 Business comparisons
• Play Conversation C once or twice. Ask: Who are they
• Students read the Culture File silently.
talking about? Why does Edgar want to meet Alicia? Where
• If your students work in a company that sells products
is Alicia? Why is Edgar annoyed?
or services, ask them to list all the good points about their
• Play all the conversations again for choral or individual product and 'sell' it to a partner. Students can use another
repetition. Concentrate on the stress of comparatives: ... we well-known product if they prefer.
have more shios. and we carry more oassengers. We're
cheaper and Qjgger. We qJso offer a greater commission ... Practice Book
Practice also Cathy's intonation of Yes, I know Albion-
America. (This point will be practiced in more detail in
Question 3.)
---
42 At the airport
Culture
present
Class
pastCD
Standing
Recordings File
areas
2,perfect;
simple;Tracks
in
on 46-48with
formulas
line none, all Cassette 2, Side B
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
• Play Conversation A. Ask: What is Edgar doing? Why is

II Question 1 I~Ask and answer
Students read Question 1 and discuss the answers to the
questions with a neighbor.
he in a hurry? What is the man telling him to do? What does
the man let him do in the end?
Practice Book
• Play Conversation B. Ask students to tell you if your Do Exercise 4 to prepare for Question 2, or give as
statements are true or false, and to correct you if they're homework.
false. Say: Edgar has a Business Class ticket (F). He's at the
wrong check-in (T). He's taking flight CA 489 to Vancouver
(T). Edgar has one piece of luggage (F). He packed his
baggage himself (T).
iii Question 2 I ~oarding passes
• Students look at the boarding passes in their books, and
• Play Conversation C. Ask: Where is Edgar going to sit in read Question 2. They complete the table alone, then ask
the plane? Would you like to sit in that seat? What does the and answer questions about the boarding passes with a
check-in clerk say to Edgar at the end? Do you think he will partner: Where does the plane leave from? What is the
have a good flight? Ask students how many different departure time?
adjectives they heard before the word seat. Elicit: aisle,
window, middle and empty; • Point out that most international flights are now 'no
smoking.'
individual repetition, and to prepare for Question 3: Mav I
Practice Book
have your ticket, sir? There you 00. I'm sorry This is a
Coach Class ticket ... Do Exercise 1 to prepare for Question 3, or give as
homework.
• Point out to your class that words like bud(dy), friend, pal
or mate (U.K.) are friendly forms, but rude if you say them to
a stranger.
II Question 3 J Pairwor~
Working in pairs, and using the boarding passes, students
c;5.(
• 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
Hotel check-out; mixed tense review: Minibars Class CD 2, Tracks 49-51

using credit cards did / will/going to Cassette 2, Side B
• Ask some pairs to volunteer to do the role-play in front of

11_ Wa!m-up the class.
look at the photo, then read the introduction to
Conversation A. Ask: Where is Alicia? What is she doing? iii Question 2 I
Proceed as for Question 1.
Pairwork
• Elicit or teach the 'extras' you may have on your hotel
bill: drinks, telephone, fax or fax reception, room service,
laundry ...
II:! Question 3 I Pairwork
• Elicit or teach different ways of paying a hotel: cash, by Proceed as for Question 1.
check, or by credit card.
II; Li~tening__ I .__ ~. ~ ~4~-~~1 ~

II~_Question 4 J Co~m~nicationActivity.
• In pairs. Students turn to Activities K and X at the back of
(The highlighting in these conversations is for Questions 1 to their books and choose one each. One student is the Hotel
3.) Manager and asks the other student (Edgar) questions to
• Students cover the text. Tell your class you want them to complete their form. Make sure everyone understands the
listen for verb tenses and examples. instructions and the questions on the Guest Comments
forms. Point out that they must use the past tense for this
• Play the recording once. Ask your class which tenses activity.
they heard. Elicit: present continuous, present simple, past
• When they have finished, they can change roles even if
simple, future with 'will,' future with 'going to,' and
they know Edgar's answers, so that Student 2 can practice
examples of each.
asking the questions.
• Play Conversation A again. Ask: What is Alicia doing?
What is she going to do?
• Play Conversation B. Ask: What does Pearl need to know
m -Qu~s~on5 I Pairw~~k ~
before she can print the check? • First, go through the minibar list in the book with your
class. Get students to ask you questions about the items in
• Play Conversation C. Ask: Does Alicia need to give Pearl the minibar. Elicit: How much is a pack of assorted nuts?
her Visa card? Why not? What does Alicia give Pearl? What sort of soft drinks are there? Is there any mineral
water in the minibar? ...
repetition to practice stress and intonation: I'm checking out • Students then imagine what they, or Edgar, had from the
todflY.. Here are my kevs. Oh, really? We'll miss you ... minibar. They should choose at least five items. In pairs,
• Students read the three conversations silently, then in they talk about the items using the past tense. You may like
to review quantity words: a, some and any. See Grammar
pairs, to practice for Questions 1 to 3.
File 9.
• Answer any grammar or vocabulary questions.
• You could ask individual students to summarize to the
rest of the class what their partner had, e.g. He had a half-
a:- Question',
1iII 1 ..__~~ - ,-_ ..."'_.~-"'-
l-pair;~'~k-.. ~- -
• Students read Question 1. They role-play Conversation A,
bottle of champagne, an apple juice, some assorted nuts, a
chocolate bar and a bottle of Sprite.
replacing the highlighted words with those listed in the
question. They should add other words and phrases, too. Culture File 43 Minibars
You could do a test run with a more confident student first. Students read the Culture File silently. Check that everyone
• Students work in pairs, taking turns to be the guest or understands what a 'trust' system is, and the verb charge.
the reception clerk. Walk around the class listening in, and
give help when requested. Students can repeat the role-play Practice Book
more than once. As they get better, they should rely less on Do Exercises 1 to 4 in class or give as homework.
the book.
44 Your cabin
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! Listening I 2.52 "

(The highlighting in the conversation is for Question 1.)
channels are there?
• Play the recording. Students write down the mistakes on

the card alone, then check with a neighbor. They read the
• Ask students to turn to page 50 in their books. Transcript to correct their answers.
• Students read the introduction to the conversation. • You could ask students to listen to Track 37 at home on
• Play the recording once or twice. Ask: Does Alicia like her their Student CDs and list the channel information (from 1 to
cabin? What is there in the bathroom? Is Alicia on vacation? 8). They mustn't look at the table in the book. They can use
Has she been on a cruise before? the Transcript to correct themselves.
• Play the recording once more for choral or individual

repetition, and to prepare for Question 1: I won't have much Culture File 44 Traveling by sea
time for TV. I'm here to work. You mean you aren't on Students read the vocabulary in the Culture File alone. Ask
vacation? ... if anyone in the class has traveled on a ship or taken a
cruise. If so, ask students to volunteer to talk about where
• Students read the text silently. they went, what kind of ship it was, what facilities there
• Review or teach the phrase look forward to. Give, then were ...
elicit examples: I'm looking forward to my vacation. Are you
looking forward to the weekend? etc. Practice Book
Students read Question 1 first. In pairs, they take turns to
role-play the conversation, replacing the highlighted words.
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
iii Question 2 I Cabin facilities

• Students look at the plan of the cabin in their books, and
pairs. They swap papers and take turns to describe their
room to their partner who 'furnishes' the room according
to their partner's instructions. For example: You go in the
read Question 2. You can check to see how many of the door On the left, there is a table. In front of the table there
words you found during the warm-up. Students look up the is a chair ...
others in dictionaries, or ask you for new words.
45 Making friends
Starting conversations; so, so far, then; Question intonation Class CD 2, Tracks 54-56
becoming friends verbs of perception: Cassette 2, Side B
look, taste Student CD (optional), Track 38
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'"
Then elicit greetings: How do you do? Nice to meet you.

• Play the recording once, then play it again, stopping after
Good to see you ...
each sentence for repetition to practice these sentences
• Ask your students to turn to page 51 in their books and with question intonation.
to look at the photo. Ask: Where are Alicia and Josie? Why
• Next, students read the second part of Question 1
is Alicia on the Pacific Rim Voyager? What does Josie do?
(Imagine Jack ...) and Jack's sentences. With a partner, they
00 they know each other well?
practice saying the sentences to each other.
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.
• Explain the verbs of perception: feel, sound, look, smell,

taste. These do not take the continuous form. They are Practice Book
followed by an adjective. Give examples: I feel cold. It Do Exercises 1 to 4 in class or give as homework.
sounds good. That tastes delicious ... The same verbs
followed by like take a noun. They are used to compare Extension
things, or state the impression something gives you, e.g. It Student CD (Track 38)
looks like a ship. It sounds like a piano. It tastes like basil
Ask your class to listen to the recording on their Student
• Students may ask about the use of then in Conversation CDs again at home, then read the Transcript and
A. It means in that case here, and not next. So far in reformulate the sentences into real questions that Alicia
Conversation B is another way of saying up to now, or until might ask, e.g. Are you Josie Campbell? Did we meet
now. yesterday in Cecilia's office? etc.
46 Souvenirs
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
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.
B~ Question 1 J Pairw~rk -.- ~- •.~

• Students read Question 1. If necessary, review would like.
• In pairs, they ask and answer questions about presents

for friends and relations.
• Students use the photos in their books, and can choose

other souvenirs elicited during Warm-up.
47 Good news
Culture
Class
ask CO
Reacting
Recordings File
areas
bad 59-61
/ tell2,(someone)
Tracks
to
on news Cassette CO
to do; Student 2, Side B
(optional), Track 39
II Warm-up
II Question 3
• Play the recording.
I Listening 2.61_
look at the photo. Ask: Where is Ken? What's he wearing?

• Students compare with what they guessed in Question 2.
• Find out if there are any tennis players in your class. Decide together which pair or group was closest to the real
Where do they play, and how often? ... conversation.
• 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
• Students cover the text in the book. Play the

2.59-2.60 '1j
II_Q~e=!iO~ 4 _I_Answer the questions
conversations. Ask: Who is answering the call? Why doesn't Students work with a neighbor and ask and answer the
Ken want to take the call? Who is calling? 00 you think Ken questions. Correct together.
is receiving good or bad news? Why?
Answers: a He had an accident; b 6 months;
• Students read the conversations silently. c Entertainment Director on the Pacific Rim Explorer;
d on Sunday; e the new Entertainment Director;
B~ f Sports Manager on the Voyager.

question 1 I Pairwork
• Students read Question 1 and the Language Bank
c;5)
silently. Ask your class to study the verb structures in the
Language Bank.
II Q~estio~5 I Pairwork
In pairs, students role-play Ken giving Syreeta the good
c;5)
news. You could first practice: He wants you to ... He wants
• Explain Ken's line: Ask them to call back in twenty
me to ... with your class.
minutes. Ken says them here because he doesn't know the
gender of the caller.
Culture File 47 Reacting to bad news
• In pairs, students practice Conversation A, replacing the
Students read the Culture File silently. Get your students to
highlighted expressions with the expressions in the
practice saying the expressions after you.
Language Bank.
Practice Book
m· Quesytion2 I
Pairwork 00 Exercises 1 to 3 in class or give as homework.
• Play Conversation B again. Students have to guess what Extension

Mr. Perez could be saying. They can do this in pairs or small Reacting to bad news
groups if they prefer, and then compare. Don't correct at Ask your class to imagine they are giving bad news to
this point. someone, e.g. a mutual acquaintance has broken a leg, a
• Next, students role-play the conversation. friend has lost their job ... In pairs, students practice giving
and reacting to bad news, using the expressions in
Conversation B and the Culture File.
48 Goodbye
Cassette 2, Side B
Culture
predicting
Class CD 2,File
Goodbyes
will/going
Recordings areas
Tracks
on 62-65
to future; Student CD (optional), Track 40
co'
II Warm-up
II Question 2 I
• Students read Ouestion 2.

Listening 2.65_
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.
• Play Conversation B. Ask your class how many times

Practice Book
they hear the word thank. Ask what the thanks are for each
time. You may need to play the recording again.
• Play Conversation C. Ask: How do you think Josie feels
about Ken's promotion?
II Question 3 I Communication Activit~
• In pairs. Students turn to Activities M and Z at the back
repetition to practice stress and intonation of thanking and of their books and choose one each. First they read the
saying goodbye: Well. goodbysz Josie. And thanks for whole of their section. They discuss both the happy and
everything. Goodbysz. It was nice meeting you. unhappy endings. You could do a test run first with a more
confident student:
• Students read all three conversations silently, then in
pairs to practice for Ouestion 1. Student: Josie and Ken never saw each other again.
You: Yes, they did! They telephoned each other every day
• You may want to review will ... and going to ... See
Grammar Files 15 and 16. You could also point out the use and got married in March. I prefer that ending! ...
of the gerund in the expressions: It was nice meeting you • Make sure that your class understands that the happy
and It was good working with you. You usually say It's nice ending is the real one!
to meet you when you meet someone and It was nice
meeting you when you say goodbye.
Culture File 48 Goodbyes
Students read the Culture File silently to check that they
B, Question 1 I Pairwork ~ have understood all the things you do, and the
expressions you can use, when saying goodbye to
• Students read the Language Bank again, and Ouestion 1.
someone.
• In pairs, they take turns to role-play the three situations.
Make sure they use plenty of different expressions and that
Practice Book
they choose appropriate ones for the situations.
Do Exercises 1, 2 and 4 in class or give as homework.
/~
Practice Book Answer Key
1 e fce eb
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cP ~,~
7 Hotel check-in b There are some sausages on Norman's tray.
1 Guest: Do; have There aren't any sausages on Daphne's tray.
Reception clerk: Do; have c There are some fried potatoes on Norman's tray.
Guest: don't There aren't any fried potatoes on Daphne's tray.
Reception clerk: have d There's some ketchup on Norman's tray.
Guest: Does; have There isn't any ketchup on Daphne's tray.
Reception clerk: has; doesn't have e There's some maple syrup on Normafl's tray.
Guest: does; have There isn't any maple syrup on Daphne's tray.
Reception clerk: have 3 a Are there any pancakes on Norman's tray?
2 a twentieth Yes, there are.
b twelfth b Is there any toast on Daphne's tray?
No, there isn't.
c thirty-first
d thirtieth c Is there any salt on Norman's tray?
Yes, there is.
e twenty-second
f twenty-third
10 Hotel reception
3 You have You don't have Do you have? 1 a Can you
I have I don't have Do I have?
b Can you
She has She doesn't have Does she have?
c Can you
We have We don't have Do we have? d Can I
4 Room number: 330 e Can I
Family name: Dunlap f Can you
First name: Bill g Can I
Nationality: American 2 a my; me
Date of arrival: May 10th b her; her
Date of departure: May 15th c his; him
Method of payment: Mastercard d our; us
e their; them
8 An appointment
1 a 6 3 a a sum of money
b a room number
b 2
c 8 c a telephone number
d a time
d 1
e 4 e a flight number
f a date
f 7
g 3 4 a Brazil
h 9 b Korea
5 c Japan
d Russia
2 a On Monday, Kirk is flying to New Orleans. e Canada
b On Tuesday, he's meeting Ms. Davel. f U.S.A.
c On Wednesday, he's having lunch with Barry Lesage.
d On Thursday, he's visiting New Orleans with Ms. Dave!.
e On Friday, he's coming home. 11 City guide
1 a is
3 a four o'clock
b has; is
b a quarter to four c is
c a quarter after four d is
d four thirty e has
e five to four f is
f five after four
2 a province
4 a 4 b ocean
b 5 c mountain
c 3
deity
d 1 e border
e 2
f population
g river
9 Breakfast buffet h state
1 a Table for one?; Smoking i port
b included; Help yourself Hidden word: Vancouver
c Coming right up
3 Suggested answers:
2 a There are some eggs on Norman's tray. I like sunny weather. I don't like rainy weather ...
There aren't any eggs on Daphne's tray.
© Macmillan Publishers Limited, 2004

12 Concierge desk 15 Introductions
1 a Where is the parking lot? 1 Suggested answers:
b Which way is it to Starbuck's? a Hello, Ms. Lin. I'm ...
c How do I get to Central station? b Pleased to meet you.
d Can you direct me to the post office? c Please call me ...
e Where can I find a bank? d I'm the ...
e May, this is Kenji Ridley.
2 d is correct.
Kenji, this is May Lin.
f Welcome to ...
a Turn right, then right again and the First City Bank is on g Please follow me to the meeting room.
your left. 2 Suggested answers:
b Take a left after this block, turn left again, cross the a Go straight along this hallway, turn right and it's at the
street, and the Canyon Hotel is at the end of the street. end on your left.
c Take a left, then take a right. The Tourist Office is on the b Go along this hallway, turn right, go straight ahead and
second block on your left. it's the first office on your right.
c Just go straight along this hallway. It's the third office on
13 Wrong number your right.
1 a 3 d Turn right at the end of this hallway and it's the second
b 2 office on your right.
c 7 e Go along to the end of the hallway, turn left, left again
d 6 and it's the second office on your left.
e 1
f 4 3 Suggested answers:
a It's good to be here.
g 5 b Good to meet you, too.
2 a do you want c OK, Tom. And I'm ...
b wants d Yes, I am.
c doesn't want; wants e Thank you.
d want
e Do; want 16 Itineraries
3 a 33 restaurant a She's going to fly to San Francisco.
b 25 housekeeper b She's going to visit customers.
c 22 cashier c She's going to drive to Santa Barbara.
d 61 travel bureau d She's going to have a meeting.
e 41 room service e She's going to go home.
4 a Can I speak to 2 a What time does flight HJ525 leave?

It leaves at 10:30.
b May I help you?
b What time does it arrive?
c I'm sorry
It arrives at 13:45.
d Can you repeat that?
c What time does flight FF669 leave?
It leaves at 14:40.
14 A taxi ride
d What time does it arrive?
1 Driver: Are It arrives at 16:15.
Passenger: am e What time does flight FF589 leave?
Driver: are It leaves at 8:15.
Passenger: am What time does it arrive?
Driver: Do It arrives at 12: 1O.
Passenger: don't
Driver: Do 3 a 5/24/03
Passenger: don't b 2/18/06
Driver: do c 11/11/00
Passenger: am d 7/31/99
2 a I work in Denver. 4 a September; April; June; November

b I'm an actor. b January; March; May; July; August; October; December
c I'm going to Miami. c February
d I'm waiting for a taxi.
e No, I don't. 17 Visitors
f Yes, I am.
1 a; c; g; h
3 a That's seven dollars and forty-five cents change. 2 a cups
b That's four dollars and fifty cents change. b sugar
c That's eighty cents change. c spoonful
d That's five dollars and thirty-five cents change. d carton
actor driver director e herb tea
police officer
doctor photographer lawyer server
trainer teacher janitor housekeeper

3 Suggested answers: 20 Gift store
a Would you like tea or coffee?
I'd like tea, please. 1 Suggested answers:
Customer: How much is this?
b Would you like milk or lemon?
Customer: size is it?
I'd like lemon, please.
c Would you like a cold drink or a hot drink? Salesperson: it for you?
I'd like a cold drink, please. Salesperson: old is she?
d Would you like a magazine or a newspaper? Customer: colors do you have?
Customer: take traveler's checks?
I'd like a magazine, please.
4 a Takako's going to sign a contract. 2 a Which T-shirts would you like?

The red ones.
b Paul and Tom are going to meet the P.R. Manager.
c Maria's going to promote a new product. b Which key ring would you like?
The plastic one.
d Kerry and Ray are going to attend a meeting.
e Sam's going to apply for a job. c Which guide book would you like?
The French one.
18 Connections 3 a 3; b 2; c 4; d 1
1 a How may I help you?
4 a mother; wife
b Bear with me.
b father; husband
c Thank you for holding.
c daughter; sister
d I'd like to speak to ...
d son; brother
e I'm transferring your call.
2 Suggested answers: 21 Small talk
a I often use a WAP cell phone. 1 a It's spectacular.
b I never use text messaging ... b No, it isn't. It's my second.
c It's hot.
3 a How often do you call directory assistance?
d It's very comfortable, thanks.
b How often do you receive messages?
c How often do you send faxes? e They're very friendly.
d How often do you use a pay phone? 2 a my; mine
e How often do you phone home? b your; yours
4 a 1 c his; his
b 6 d my; mine
c 3 e his; his
d 4 f your; yours
e 2 3 Suggested answers:
f 5 a Alaska is cold in winter.
5 This is; sorry; right now; leave; name; phone number; b The Sahara is dry and hot.
beep; calling; soon; Bye. c Scotland is cold and snowy in February.
d Athens is sunny in August.
19 Fast food e It rains in Japan.
1 Suggested answers: 4 a Which is the hottest month?

I'd like a Big Burger, please. August is the hottest month.
Yes, please. Regular fries. b Which is the coldest month?
I'd like an orange juice, please. January is the coldest month.
That's it. c Which is the driest month?
August is the driest month.
2 a Coming
anything right up d Which is the wettest month?
fe
ccb the
d soda
a exact
chocolate
$20
anythingbill
everything
Everything
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of amount
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twenty March is the wettest month.
a acoffee
anything smaller
222;aYou
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5; speak
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arrive? g fb
e
d
c6; 3;
7;
1; wakes
watches
has;has
goes;
4; gets; has
goes
2 1
3

Does it begin? No, it doesn't 25 Dealing with problems
We work We don't work
1 a Maintenance
Do we work? Yes, we do
b Bell captain
3 a I usually get up at 7:00 a.m. c Hotel operator
b She sometimes visits Montreal. d Room service
c He normally finishes work at 6:00 p.m. e Housekeeping
d Bob never drinks coffee in the morning. f Valet service
e They hardly ever travel. 2 a I'll take a cab.
4 Suggested answers: b I'll fax it.
a Would you like to come for dinner? c I'll have pasta.
b Would you like to go to the movies? d I'll check out later.
c Would you like to watch I go to a baseball game?
3 a I'll call her for you.
d Would you like to go shopping?
b I'll send it for you.
c I'll finish them for you.
23 Your company d I'll write to him for you.
1 a Carl Green
b Karin Schulz 4 Suggested answers:
c Anita Wilson a right now
d Terry Calwell b immediately
e Pam Sidney c in a hurry
f Ashley Brooks d right away
e quickly
2 a a salesman f urgent
b of public relations
c for health and safety 26 Arrangements
d to the Financial Director
1 a It willi It'll arrive at 9:45 a.m.
e my immediate superior b It willi It'll arrive in New York.
f the company
c They willi They'll fly to Denver.
3 a They don't work on a ship. d It willi It'll leave at 3:30 p.m.
Do they work on a ship? e I will I I'll check it in in Chicago.
b She isn't American. f I will I I'll transfer to Springfield.
Is she American?
2 I'll be I won't be Will I be? Yes, I will
c His sister can't speak Chinese.
She'll get She won't get Will she get? No, she won't
Can his sister speak Chinese?
d Her boss doesn't have a Porsche. You'll have You won't have Will you have? No, you won't
We'll take We won't take Will we take? Yes, we will
Does her boss have a Porsche?
e The train doesn't leave at 10:00 a.m. They'll see They won't see Will they see? No, they won't
Does the train leave at 10:00 a.m.? 3 Suggested answers:
There aren't a lot of people here. Clive: is; come; see
Are there a lot of people here? Diana: Are
Clive: am I'm; am I'm; make
24 Lunch Clive: see
1 a 5 Diana: suit
b 2 Clive: check; see
c 1
d 6 27 Meeting people
e 4 1 a Ashley: How do you do?
f 3 Bill: I am
2 a like a sandwich? b Dean: do you do
Carol: to meet you
b feel like Italian or Chinese today?
Dean: do you do
c a drink?
d we go to that Caribbean place? 2 a I want you to meet John. II want John to meet you.
e have lunch! b I'd like him to meet Carol. II'd like Carol to meet him.
c He wants us to work together.
d We want her to visit our department.
a I'll pay.
e We'd like you to come to dinner.
b Let me pay.
c This is on me. 3 a to meet I meeting
b starting
4 Ma's American: Chicken Maryland; Idaho baked potatoes; c to see
Apple pie
d working
The Golden Dragon: Chow Mein; Fried rice; China tea e to meet
Roma: Pizza Italiana; Spaghetti Bolognese; Chianti wine f to introduce
Tex-Mex: Tortillas; Guacamole dip; Tequila sunrise
4 a Captain Ojay
b Senator O'Brian
© Macmillan Publishers Limited, 2004 GIt

c Professor Tappitz c Mrs. Bassett; She wasn't in New York.
d Sergeant Wayne Was Mrs. Bassett; she in New York?
e Dr. Kern d Beniko; She didn't go home.
Did Beniko ; she go home?
28 About yourself e Mr. McDowell; He didn't have a good flight.
Suggested answers: Did Mr. McDowell; he have a good flight?
a What was her job from 2003 to 2004? Jessica and Amos; They weren't late.
She was the Excursions Manager for Korea Visits. Were Jessica and Amos; they late?
b What was her job from 2001 to 2002? 4 a do; have
She was a tour guide for Seoul Tours. b Did; have
c Where was she a tourism student? c doesn't have
She was a tourism student at Wonsan. d have
d How long was she an English student in New York? e is; 's having
She was an English student in New York for one year.
2 a I was 31 Laundry
b It was 1 Mother: blouse; skirt; pantyhose
c You were Father: shirt; pants
d She wasn't 1st girl: sweatshirt; shorts, socks
e There was 2nd girl: dress; shoes
f You weren't Boy: robe; pajamas
g He was
h Was she 2 a Where did you put your laundry list?
b When; What time did you leave your room?
3 Suggested answers: c Who did you call?
a I was born in ... d Where did the valet take it from?
e What did you tell the valet?
29 Phone systems 3 a big
1 a Not till three, I'm afraid. b late
b Yes, please. He has my number. c early
c I'm afraid she's on vacation this week. d small
d Sure. Could you tell him I ... e heavy
e Yes, this is Gilbert Allen from MKG. f difficult
f No, I need to speak to her personally.
2 tone 32 Directory assistance
recorded 1 Maggie: area code
pound Jeff: country code
direct Maggie: international access code
through Jeff: phone number
operator Jeff: cell phone number
hold Maggie: directory assistance
extension
2 a Directory assistance
answering b Web e-mail
Missing word: touch-tone c Weather forecast
3 a He wants Kim to call Roxburgh's. d Sports results
b He wants Janet to reserve a table for three at Paulo's. e Emergency services
c He wants Jenny to send the invoice to Ling's. f Web link
d He wants Chisu to finish the financial report.
3 a Dial 55, then 21.
e He wants Angela to organize the sales meeting.
b Dial 44, then 141.
c Dial 34, then 91.
30 Polite inquiries d Dial 61, then 3.
1 a Yes, it was right on time.
b Yes, it was fine. 33 Attractions
c Yes, it's very comfortable, thanks.
d Yes, I had a meal on the plane.
a When are they going to walk along Venice Beach?
e Yes, thank you. Everything's perfect.
They're going to walk along Venice Beach on Monday.
f No, I'm fine for the moment, thanks.
b What are they going to visit on Tuesday?
2 I had I didn't have Did I have? Yes, I did They're going to visit Universal Studios on Tuesday.
She had She didn't have Did she have? No, she didn't c When are they going to drive around Hollywood?
He was He wasn't Was he? No, he wasn't They're going to drive around Hollywood on Wednesday.
They were They weren't Were they? Yes, they were d Where are they going to go on Thursday?
We went We didn't go Did we go? Yes, we did They're going to go to Disneyland on Thursday.
She went She didn't go Did she go? No, she didn't e Where are they going to spend the day on Friday?
They're going to spend the day at Griffith Park on
3 a They didn't go to Italy. Friday.
Did they go to Italy?
b You didn't have pizza.
Did you have pizza?
2 a a really good picture 3 a did it myself
b a well-known building b wrote it himself
c a place people like c washed it herself
d an open area usually in the center of town d repaired it themselves
e It's quite difficult. e finished it ourselves
f There's enough time. f lost them yourself
4 clam chowder
34 Suggestions spinach and bacon salad
1 a Why don't you take a cab? tomato and mozzarella
b What about buying some perfume?
c You should try them all. 37 Interests
d I suggest you call her at home.
1 a Do you like going to museums?
2 a Albert: interrupting you How often do you go to museums?
b Do you like playing / watching football?
b Barbara: message to call you
How often do you play / watch football?
c Lyle: sorry to disturb you
Vera: I call you back c Do you like surfing the Internet?
d Sue: to call me earlier How often do you surf the Internet?
Harry: for calling back d Do you like visiting / going to foreign countries?
How often do you visit / go to foreign countries?
3 Suggested answers: e Do you like reading business reviews?
a You should work harder. How often do you read business reviews?
b You should get some exercise. Do you like watching TV?
c You should eat less. How often do you watch TV?
35 The menu 2 Suggested answers:

Sports & fitness: tennis, golf, aerobics ...
1 a pepper Passive activities: watching TV, listening to music ...
b seafood
Intellectual activities: reading, playing bridge, doing
c tomato crosswords ...
d spinach Artistic activities: painting, playing the piano ...
e ketchup
f olive 3 Suggested answers:
g cheese a My co-worker doesn't like reading.
h basil b My co-worker plays computer games.
Hidden word: potatoes c My co-worker isn't good at painting.
d My co-worker doesn't often go to the theater.
2 Suggested answers: e My co-worker enjoys playing sports.
Waiter: ready to order f My co-worker has a lot of free time.
Customer: I'll have
Waiter: would you like 38 e-mail
Customer: I'd like
Waiter: Would you like 1 Suggested answers:
Customer: could I a For the attention of Jessica Browne. I regret that I must
Customer: I'll take cancel the appointment with Bricks Co. at 4:30 p.m. on
Customer: I'll have Friday 17.
b Regarding your order number 2345, I need instructions
3 a barbecue sauce for delivery. By the way, from April 13, we offer special
b spinach discounts on orders over $500.
c chowder c The meeting on January 22 starts at 9:00 a.m. and
d shrimp finishes at 12:30 for lunch. I need information regarding
the new products.
36 At the table 2 a Use
1 a your meal. b Don't send
b ordered the salad? c Don't type
c them the wine? d Send
d have some dressing, please? e Don't open
e some of my vegetables? f Check
f pass me the salt, please?
g yourself to bread. 3 a 2
b 3
2 a Whose is the melon? It's my melon. c 6
b Whose is the tuna steak? It's her tuna steak. d 5
c Whose are the chef's salads? They're our chef's salads. e 1
d Whose is the seafood? It's his seafood. f 4
e Whose are the steaks? They're their steaks.
f Whose is the apple pie? It's your apple pie.

39 Sales talk d
a all
none Flight number
4 fd
ecb all
Gate
Destination
Seat number
Departure time
1 a S; b B; c S; d B; e B; f S; g S; h B; i B; j S
2 a Leather goods are made in Italy.

b Whiskey is bottled in Scotland.
c Cheese is produced in France.
d Books are printed in Hong Kong.
e Computers are manufactured in Ireland.
f Cars are assembled in England.
3 a Is it the biggest canyon in the U.S.A.? 43 Checking out

b Is it the tallest building in the U.S.A.? 1 a She's going to check out.
c Is it the best wine in the U.S.A.? b She's going to take photos.
d Is it the busiest subway in the U.S.A.? c She's going to fly to Alaska.
e Is it the smallest state in the U.S.A.?
d She's going to stay on a ship.
f Is it the longest river in the U.S.A.? e She's going to make new friends.
40 Flightseeing 2 Suggested answers:

(Various answers possible.) a I hope you'll come back and stay again.
b I'm sure you'll enjoy your trip to Mexico.
2 give; go; see; have; is I am; are; take; get; make; do c The hotel staff will miss you.
d I hope you'll recommend the hotel to your company.
3 (Free expression using past simple.) e I'll send you a brochure.
4 a It didn't take off from JFK airport. Did it take off from 3 A: Did; enjoy
JFK airport? B: did; was
b They didn't fly over the Rockies. Did they fly over the A: did; stay
Rockies?
B: stayed
c You didn't land in Philadelphia. Did you land in A: was
Philadelphia? B: was
d The pilot didn't circle the airport three times. Did the A: Did; eat
pilot circle the airport three times? B: didn't; went
e She didn't stay in Florida for a month. Did she stay in A: did; come
Florida for a month? B: came
41 Let's make a deal 4 a a

1 a I couldn't meet her last week. b some
c an I some
b Mrs. Schulmann couldn't mail the report in time. d some
c They couldn't hear because it was so noisy. e a
d We couldn't introduce you to Alica.
f some Ia
2 a cheaper
b bigger 44 Your cabin
c better
d more attractive 1 sofa; TV; DVD player; writing desk; walk-in closet; sitting
area; Internet link; balcony
e more expensive
f more complicated 2 a I won't have time to see you tomorrow.
b Ted won't carry our baggage to the ship.
3 a more; less
c Alicia won't be too busy to enjoy all the facilities.
b more; fewer d You won't meet them next weekend.
c more; less
e They won't have a dining area in their cabin.
d more; fewer
4 Positive: a; b; d; f 45 Making friends
Negative: c; e 1 a 4
b 7
42 At the airport c 1
1 ticket; window; none; aisle; boarding pass; baggage;
d 5
suitcase; pack; scales e 3
f 8
2 a Yes,
No, theyI did haven't g 2
fb Yes,
cd
e All
noneitIthere
No, itdon't
isn't
has are h 6
a All
2 a B: then
b D: that's right
c F: So far
d H:So
3 e J: of course

---------------
_ ••_~"'''''"' ••• - •••••". _.~ .•.
~.••'" ~ '""'~.••'" "''>'''''-"''""''''''''''-~
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
3 a Ask them to call again later.

b I'd like to finish my lunch.
c Ask her to send it to me.
46 Souvenirs d We have to check the figures.
1 a help; looking e He needs to see the report.
b made; made f She's going to stay in Atlanta.
c much; each
d discount 48 Goodbye
e take; cash / checks Suggested answers:
f ship / send a Thank you for your help.
2 a These blankets are made in Alaska. b I'll miss you.
c I enjoyed working with you.
b These chocolates are made in Belgium.
d Call me if you come to ...
c These books are published in England.
e Goodbye. Take care.
3 a These blankets are made of wool.
2 a I'll call you.
b These dolls are made of plastic.
c These jeans are made of cotton. b I'll send our catalog.
c I'll check the address.
4 a He'd like a CD. d I'll keep in touch.
b She'd like a T-shirt.
c They'd like some golf balls. 3 a Josie and Ken will probably meet again.
b Jack Hudson will probably return to Canada.
d She'd like some gold earrings.
e He'd like an American cook book. c Ken will probably be successful in his new job.
d Alicia will probably return to Vancouver.
4 (Free expression)
'0
~O
°0
~~'\- © Macmillan Publishers Limited, 2004
~~
------
Practice Book Answer Key ---

Business Money
1 a Linda: Sales Director 1 a ten dollars and ninety-nine cents
b Terry: Personal Assistant b fifteen pounds and fifty pence
c Larry: Chief Executive Officer c seventy-nine cents
d Pamela: Accounts Director d fourteen euros and sixty cents
e Robin: Accounts Assistant e sixty-nine pence
f Ashley: Vice- President f eighty-nine dollars and thirty cents
g Pete: Publicity Manager
2 a change
2 a one hundred and one b fare
b 89 c much; tax
c ten thousand d cents; bill
d 27th e price; traveler's checks
e thirtieth f check; credit card
f 12: 15
3 a spent
g a quarter to eleven
h 10/22/2006 b bought
c tipped
i September eighteenth, two thousand and four
d paid
3 a 4 e cost
b 1 f changed
c 6 spend; buy; tip; pay; cost; change
d 7
e 5 Food and drink
f 3
1 a sugar
g 2 b mushrooms
c tea
Socializing d tuna
1 (Students' own details) e Bacon Burger
2 Hello: a; d; f; g; k; I 2 a table for two, please?
Goodbye: b; c; e; h; i; j b the menu, please?
c to order?
3 a I'm glad to be here.
d special, please.
b Yes! She's a good friend of mine.
e something to drink?
c That's right. Have you been to Japan?
f check, please.
d Very comfortable, thanks.
e I'd like coffee, please. 3 a some
a
5
f It's very warm at the moment. g e h
cfcany
d b 2a1
some
46
any / a
g No, I was here two years ago. a 3
h Fine, but the plane was a little late.
Travel and Hotels

1 flight; departure; arrival; first; boarding; check-in; seat;
gate; landing; immigration
2 a cocktail bar 4
b fitness center
c restaurant
d beauty salon
e Internet connection
f room safe
g concierge desk
Communications
3 a bell captain
b valet a Welcome to ...
c waiter
b X, I'd like you to meet my co-worker, Z.
d concierge
c Excuse me. Can you tell me the time?
e room maid
d Could I leave a message, please.
f front desk clerk
e Could you tell me the way to the nearest bank?
g cashier f Thank you for all your help.
2 4; 6; 1; 5; 3; 2
3 Suggested answer:
Meeting: Inter-Continental Hotel 3/28. 9:00 a.m.-5:00 p.m.
Lunch 12:30-2:00. Will send agenda ASAP.

Administering Mid-course and End-of-course Tests
Briefly explain to your class how the test works before Section 1 Listening
handing out any test papers.
• Check the time. From this moment, this section of the
test will last 15 minutes.
There are four sections to each test: listening, reading,
writing and speaking. The first three sections last 15 • Allow students one minute to read through the
minutes. The fourth section, speaking, is optional and is statements 1 to 7 on the test paper.
carried out separately and individually. It lasts 5 minutes.
• Play the recording twice for Questions 1 to 7. Wait about
30 seconds before playing the recording the second time.
The students start with a listening section. They have to
work out whether seven statements are true or false, while Students can either check the boxes as they listen, or
afterwards if they prefer.
they listen to a recording of a conversation between two
people. They listen again, and correct the four false • Wait another minute. Play the recording a third time.
statements. Students write answers to 8 to 11 as they listen, or
afterwards if they prefer.
The second section is reading. Students read a short text
• After 15 minutes, ask your class to stop, turn over their
and answer eight multiple-choice questions. Only one
papers, and turn to Section 2 Reading.
answer is possible for each question.
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.
• Students follow the instructions on the test paper.

Preparation
• After 15 minutes, ask your class to stop, turn over their
• Photocopy as many test packages (all sections, including
papers, and turn to Section 3 Writing.
the role-play card), as you have students in your class. If
possible, staple Sections 1 to 3 of each set of test papers.
Keep Section 4 separate. Section 3 Writing
• Make sure that your CD or tape player is working • Check the time. From this moment, this section of the
correctly. Set the Class CD or cassette to the correct track test will last 15 minutes.
number in advance:
• Students follow the instructions on the test paper.
Test 1
• After 15 minutes, ask your class to stop and turn over
Class CD 2, Track 66 their papers. Ask them to put away all writing materials.
Class Cassette 2, Side B • Ask students to check that they have written their name
Test 2 on each test paper.
• Gather Sections 1 to 3 of the test papers. Ask individual
Class CD 2, Track 67
students to help you if your class is large.
Class Cassette 2, Side B
• Wait until your whole class has arrived, is sitting down Section 4 Speaking
and settled. Ask them to take out writing materials (pen, or
• This section is optional. If done, it is carried out
pencil and eraser).
individually and lasts approximately five minutes per student
• Tell your class that the test is about to begin and that (plus two minutes preparation for the role-play). For the role-
they must no longer talk to each other. play, each student needs a photocopied role-play card (see
pages 76 and 77), which they should be allowed to look at
Start the test for two minutes before beginning the role-play.
• While testing each student individually, give the rest of the

• Hand out test papers for Sections 1 to 3. If you have a
class a writing activity to do, or exercises from the Practice
large class, ask students to pass them round.
Book. There are six pages of miscellaneous exercises at the
• Ask students to write their name on each test paper. end of the Practice Book if your students have already
completed the exercises for the units.
• Follow the instructions on the test paper. If possible, use
a separate room or a more isolated part of the classroom
for this section of the test.
-
Name _
Test One (Units 1-24)
Test One Scores Writing

Listening Speaking
Reading Total score__
Section 1 LISTENING (15 points)

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

Name
Section 2 READING (8 points)

15 minutes
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.
1 Emma is going to the U.S.A. 5 Emma is going to

a to live there. D a work every day. D
b for work. D b spend the week at the ocean. D
c because she's American. D c visit San Diego for a week. D
2 She's completing a landing card 6 Emma
a because she isn't American. D a never comes to San Diego. D
b because she's a U.S. citizen. D b is usually too busy to visit San Diego
c because she's going to Los Angeles. D when she comes. D
c comes to San Diego four times a year. D
3 Emma's hotel is
c go out for lunch after the meeting.
a next to the airport. D 87 baShe
b
is Sean
Emma
have
Brown's
immediately
and
an Italian
boss.
Seansuperior
are
lunch going
to Sean
in the to D
office.Brown.
D
D cb reports
west of to
theSean
city. Brown directly. D a have lunch before their meeting. CD
D
D Score
c in the center of the city.
4 She's staying at the Wide West Hotel

a because it's beautiful.
b because there is an Internet connection
in the Beauty Salon.
c because she can use the Internet in
her room.

Name _
Test One (Units 1-24) ---

Section 3 WRITING (12 points)
15 minutes
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.
1 Your I is Iwindow I by I the I seat

Your _
2 Don't I on I carousel I stand I the
Don't _
3 How I help I you I I I can
How 7
4 Please I your I after I the I leave I number I tone
Please _
5 What I do I time I arrive I there I we
What 7
6 We I any I have I don't I today I eggs
We _
B Write questions. The answers are in italics.

Example: He's from Canada.
Where's he from?
7 Her daughter is 12 years old.

------------------ 7
8 Yoshiko is going to Houston tomorrow.
--------------------------- 7
9 Paul lives in Las Vegas.
--------------------------- 7
10 The boys would like hamburgers and fries.
--------------------------- 7
11 The fare is $10.50.
------------------ 7
12 Sandra's a teacher.
7
Score

Student's Name _

Teacher's Notes
Section 4 SPEAKING (15 points)

5 minutes
Take the following into account when assessing your student.

Fluency: speed, pronunciation, ability to communicate
Accuracy: grammar, correct choice of words or expressions
Content: originality, length of answer, appropriateness
A Interview (9 points)
Ask your student three questions. Choose one question from each group (1-3) below.
1 Talk about yourself (3 points)

What's your job? / What are you studying?
Where do you live? Describe your town.
Why are you learning English?
Score
2 Talk about your routine (3 points)

Tell me about your daily routine at work / school.
Talk about some things you do at the weekend.
What are some of the things you do at home?
Score __
3 Give directions I instructions (3 points)

How do you get from here to the nearest station?
How do you phone the U.S.A. from this country?
Invent a personalized answering machine message.
Score
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 __
Name
Test Two (Units 25-48)

-
...-~ •.•.••.
_""""""-
..,~ ..__ ••_""""""""'-"¥-
Test Two Scores Writing

Listening Speaking
Reading Total score__
Section 1 LISTENING (15 points)

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 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

Name
-
4iW<."'''''' •.•••"'''''''''~.,.._~ __ •

Section 2 READING (8 points)
15 minutes
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.
1 Samantha bought her ticket 5 Samantha had problems in

a in Alaska. D a two hotels. D
b on the Internet. D b three different hotels. D
c in the airport. D c one of the hotels. D
2 Samantha booked 6 The Front Desk Clerk
a the cheapest class. D a sent an engineer immediately. D
b business class. D b sent the engineer away. D
c the most expensive class. D c repaired the shower himself. D
3 She left from 7 In the hotel, they also lost all of
a Anchorage. D Samantha's
b L.A. D a clean clothes. D

c Alaska. D b mail. D
c baggage. D
4 Samantha went shopping and
D 8 Samantha didn't
a bought her souvenirs back in L.A.
b bought some souvenir ships. D a have a minibar in her room. D
c got some good prices in the store. D b pay for the items she had from
the minibar. D
c have anything from the minibar. D
:s:
o~ Score
°ao
~~~ © Macmillan Publishers Limited, 2004
~~
Name _
Test Two (Units 25-48) _ •.. ,_ '" ""~ ~_,..~n"".."'>,_,.,~_v~"".,.'"

15 minutes
A Correct the mistakes in the sentences. There is one mistake in each sentence.
Example: Brian is born in Seattle.

Brian was born in Seattle.
1 Takako come from Japan.
2 The TV not working.
3 What time the plane will arrive in Denver?

--------------------------------_?
4 They leaved the hotel yesterday morning.
5 It's the most big city in the U.S.A.
6 I hope you'll enjoy to work with us.
8 Complete the sentences. Use does I did I willI is I are I would.
Example: She is working today.
7 Excuse me, Ma'am. you like some more coffee?
8 Hayley and Cameron learning Spanish this year.
9 Hannah meet the Excursions Manager last night?
10 Tyler a lot of business with Albion-America.
11 This jacket made of wool.
12 I'm sure you enjoy your trip.
Score

Student's Name _

Teacher's Notes
Section 4 SPEAKING (15 points)

5 minutes
Take the following into account when assessing your student.

Fluency: speed, pronunciation, ability to communicate
Accuracy: grammar, correct choice of words or expressions
Content: originality, length of answer, appropriateness
A Interview (9 points)
Ask your student three questions. Choose one question from each group (1-3) below.
1 Talk about people you know (3 points)

Talk about a friend / co-worker's job or studies.
What does your best friend do in his / her free time?
Tell me the daily routine of someone in your family.
Score
2 Talk about the past (3 points)

Talk about your last vacation.
Tell me about your last job / studies.
Talk about where you lived when you were young.
Score
3 Give a description (3 points)

Describe a hotel you know or stayed in.
Describe a place you know well.
Describe and compare two restaurants you know.
Score
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
~~
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.
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?
~---------------------------------------------------------------------------------------------------------
Student's Role-Play Card (Test 1)

Section 4 SPEAKING
Family name: 000000000000000
B Role-play (6 points) First name: 000000000000000
Middle initial: 000000000000000
You are the Front Desk Clerk at a hotel. Your teacher
is checking in to your hotel. Ask questions to Passport number: 000000000000000
complete the registration card. Ask your teacher to Nationality: 000000000000000
spell difficult words. Check if your teacher is giving
you the U.S. or U.K. form of the dates. Here is the Home address: 000000000000000
registration form: Arrived: 000000000000000
Departed: 000000000000000
Payment by: 000000000000000

Answer Key and Transcript
Section 1 LISTENING (15 points) Joe: And what do you enjoy doing in your free time?
Claire: Well, when I have some free time, I like jogging
A (1 point each) and playing computer games! What about you?
1 F 2T 3F 4F 5T 6F 7T Joe: I play baseball on the weekend. Hey, why don't
B (2 points each) you come and watch our match on Sunday?
Possible answers: Claire: Um, well, ...
8 Joe's parents live in New Jersey.
9 Joe's first job was with Smart Computers. Section 2 READING (8 points)
10 Claire left Chicago three years ago. 1b 2a 3b 4c 5c 6a 7a 8b
11 Claire plays computer games in her free time.
Transcript
Claire: A
So, tell me some more about yourself, Joe. I
know you live in New York, but that's all. 1 Takako comes from Japan.
Joe: Well, I'm not from New York. I was born in New 2 The TV isn't working.
Jersey. My parents still live there. 3 What time will the plane arrive in Denver?
Claire: So when did you move to New York? 4 They left the hotel yesterday morning.
Joe: When I finished my studies and got my first job. 5 It's the biggest city in the U.S.A.
Claire: And what was that? 6 I hope you'll enjoy working with us.
Joe: I was a sales representative for Smart Computers
for two years. Then I got my present job with Hi
B
7 Would
Tech. Now, come on! What about you, Claire?
Claire: 8 are
Oh, my hometown is Chicago. I moved here after
9 Did
my studies, too, and started working for Hi Tech
10 does
straight away. That was three years ago.
Joe: Do you like your job? 11 is ('s)
Claire: Oh, yes. I love it. I meet a lot of interesting 12 will ('II)
people, and I enjoy traveling very much.
~---------------------------------------------------------------------------------------------------------
Student's Role-Play Card (Test 2)

Section 4 SPEAKING
B Role-play (6 points) Here is your timetable for next week:
You work in an office. You want to make an free

visit
at a from
customer
morning
meeting 9:00
free
afternoon
meettoall
conference
English English
manager
lesson thelesson
new
day
appointment with aFriday 11 :00(your
business contact a.m. teacher!)
Tuesday
Wednesday
Monday Thursday
next week. Arrange a day and a time when you are
both free. Also arrange a place to meet. Use
expressions such as:
How about ... ?
Are you free on ... ?
What about ... ?
I'm busy ...
morning or afternoon ...
that's OK

Communication Activity Templates
Unit 19 Comrrlu ana
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
Portion of fries - regular $1.29

- large $1.99
- extra large $2.99
Sodas
Delta Cola, Delta Lime
regular - 12 oz $0.99
large - 20 oz $1.39
extra large - 32 oz $1.59
Colombian Coffee $1.49

English Breakfast Tea $1.49
~---------------------------------------------------------------------------------------------------------
Unit 41 COlmmluni W
Answers:
Pacific Rim Albion-America

Cruises
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

Macmillan Education
Between Towns Road, Oxford OX43PP
A divison of Macmillan Pudlishers Limited
Companies and representatives throughout the world
ISBN 978 1 4050 0395 7
Text © Anne Watson, Peter Viney 2004

Design and illustration © Macmillan Publish hers Limited 2004
All rights reserved; no part of this publication may be

reproduced, stored in a retrieval system, transmitted in any
form, or by any means, electronic, machanical, photocopying,
record, or otherwise, without the prior written permission
of the publishers.
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.
Designed by Xen Media Ltd.

Page make-up by evoystudio
Cover design by Xen Media Ltd.
Cover concept by Jackie Hill at 320 Design
Cover Photography by Getty Images/Oigital Vision (br);
Getty Images/Photodisc (tl, tc, tr, bl, bc)
Printed and bound in thai land
2010 2009 2008 2007

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New Edition

International Communication for Professional People

Teacher's Guide Introduction 3

Unit by Unit Teaching Notes 9

Practice Book Answer Key (photocopiable) 57

Mid-course and End-ot-course Test Notes 67

Test Answer Keys, Test Transcripts

Communication Activity Templates (photocopiable) 78

• comprehensive mid-course and end-of-course

Pronunciation can be introduced. However, they can be used at any

The course covers many social situations such as Personalization

Teacher's Guide Introduction -..• ---- ...

2 True / False comprehension statements - Make

ES/ Pairwork and Role-play 9 Preparation from the Practice Book

The introduction on pages 4 and 5 of the Student Book

Communication Grammar areas Culture File Recordings on

Boarding an airplane; to be; location; I On an airplane Class CO 1, Tracks 2-6

• Play the conversations once more, for choral or individual

• Next, teach letters. Group letters according to sound.

• Point out the difference between this and that. Practice

• Ask your class to look at all the examples of Please and

lI~uest~~~ 2_1 L~s~~i~g 1.07,. '"

• Play the recording. Students write down Hiroshi's choice

• Students read the introduction to Conversation B, then

• Introduce: I was born. Say where you were born. Ask

• They can make sentences orally in pairs, and then write

• Students then practice reading Conversation A in groups Extension

• Play the recording once or twice. Students order the

at ones. Which notebook? Which one? This student, this one

• Students read the introduction to the conversation, then

• Ask students to turn to page 12 in their books and to

B~ Question 1 I Communication Activity

their books and choose one each. They take turns

] • Play the recording once or twice. Students write down

• Students read both conversations silently.

Question 1~ I ~rite down

company? What is his job title? What is the name of his

11-Qu~stion 1 I Listening 1.24-1.25.Ij

• Play the conversations again for choral or individual

• Students read the conversations silently. Explain the

• Go through Grammar File 9, sections 1 and 2, with your

.• Listening 1.26-1.28 ""

• Review object pronouns. Go through these in Grammar

• Practice these, using pictures or objects, e.g. pick up a

II Listening 1.31-1.34 '"

• Students read the introduction to Conversation A, then

iii Question 1-1~Listening 1.35 ""

II Listening I 1.36 "

Question 4 I Pairw~rk c;s:?

• Students read the conversation silently.

• Play both conversations again for choral repetition to

- or your number (if you're at work, not at home), e.g.

• Students read Question 3 and Conversation C. In pairs,

greetings: How do you do. Pleased to meet you. Please call

Question 1 I List:ning c;:s:? 1.48 ..

Culture File 16 Dates

.' Question 2 I Practicing days & months

II Question 3 I Listening 1.49 ~ ••

Listening 1.52 'II Culture File 17 Welcoming

Communication Grammar areas Culture File Recordings on

Telephoning; frequency adverbs; Phone phrases Class CD 1, Tracks 53-56

Note: This lesson may take longer than other lessons

• Students work in pairs, completing the questionnaire with

III Question 7 I Pairwork c;5:?

mLListeni I -2~ "" Culture File 30 Friendly questions