Teacher’s Book
‫ﻡ‬٢٠١٤-٢٠١٣
Vocational Stream
Commercial Grade 11
Teacher’s Book
Ω2012 - 2011
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‫ﻣﺤﻔﻮﻇﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻄﺒﺎﻋﺔ‬
322 Old Brompton Road,
London SW5 9JH,
England
Maktabat El Nashr El Tarbawi El Souri
(Syrian Educational Publishers)
Omar El Mukhtar 2nd Str., Bldg. 6
El Mazraa, Damascus-Syria
Phone: (011) 44676789
Fax: (011) 44676788
e-mail: [email protected]
website: www.syrianep.com
Reprinted 2011
© York Press 2010
All rights reserved; no part of this publication
may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise,
without the prior written permission of the Publishers.
2
Contents
Students’ Book Scope and Sequence
4
Introduction
5
Unit 1 Economic Concepts
8
Unit 2 Buying and Selling
15
Unit 3 Incomes and Salaries
22
Unit 4 Meetings
29
Culture and Values 1 Celebrations
34
Unit 5 Economic Issues
37
Unit 6 Work in the Future
44
Unit 7 The Internet
51
Unit 8 Communication
58
Culture and Values 2 Humans and the Universe
63
Unit 9 Supply and Demand
66
Unit 10 Business Online
73
Unit 11 Financial Markets and Banknotes
80
Unit 12 Aspects of Stocks
87
Culture and Values 3 Geniuses and Scientists
92
Review Answer Key
95
Activity Book Answer Key
99
Correspondence Activity Book Answer Key
102
Test Answer Key
104
3
Students’ Book Scope and Sequence
UNIT
LANGUAGE
1 Economic Concepts Language Functions: defining; giving facts vs giving advice;
giving opinion
(pp. 6–10)
Vocabulary: economic terms; linking words
Grammar: questions with / without does
2 Buying and Selling Language Functions: taking orders by phone;
helping customers in a shop
(pp. 11–15)
Vocabulary: words related to sales
Grammar: order of adjectives
Language Functions: giving opinion; comparing
3 Incomes and
Vocabulary: money idioms; phrases related to money
Salaries
Grammar: simple past questions
(pp. 16–20)
NEW SKILLS
filling a table; identifying company
hierarchy
4 Meetings
(pp. 21–25)
Language Functions: chairing a meeting; making
asuumptions; talking about intentions
Vocabulary: reporting verbs
Grammar: reported speech
writing an agenda; finding errors
in a story; identifying a secretary’s
duties; writing minutes of a
meeting
5 Economic
Issues
(pp. 27–31)
6 Work in the Future
(pp. 32–36)
Language Functions: talking about taxes
Vocabulary: more economic terms
Grammar: conditional clauses type 1
preparing a press brief
Language Functions: comparing and contrasting; making
predictions; giving opinion
Vocabulary: work idioms
Grammar: superlative form of adjectives
listening and taking notes;
discussing probability
7 The Internet
(pp. 37-41)
Language Functions: discussing a website; describing items
on an Internet page; describing a process
Vocabulary: terms related to buying online and the Internet
Grammar: adverbs used with present perfect
writing email and web addresses;
labelling a picture; rewriting
contracted forms; conducting online
research; summarising
8 Communication
(pp. 42-46)
Language Functions: defining a good communicator; showing
keenness; giving details
Vocabulary: -ing vs -ed adjectives
Grammar: present perfect vs simple past tense
drawing a timeline
9 Supply and
Demand
(pp. 48-52)
Language Functions: agreeing on a price; talking about
preferences
Vocabulary: prepositions
Grammar: past perfect
identifying duties of a salesman;
performing a roleplay; conducting
online research
10 Business Online
(pp. 53-57)
Language Functions: giving opinion about online shopping;
identifying different functions
Vocabulary: business online terms
Grammar: past tenses in reported speech
reporting phone calls
11 Financial Markets Language Functions: giving opinion through reasons;
justifying answers
and Banknotes
Vocabulary: idioms
(pp. 58-62)
Grammar: gerunds and infinitives
12 Aspects of Stocks Language Functions: giving explanations
Vocabulary: terms related to the stock market
(pp. 63-67)
Grammar: the passive
4
percentages and discounts;
performing a roleplay
using money idioms; summarising
discussing counterfeiting
identifying opposites; arranging
information in order; conducting
online research and presenting the
information
Introduction
English for Starters Vocational Stream–Commercial is an English language course that has been specially written for commercial
secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English
in Grade 12. The books introduce students to the world of commerce; they assume no prior commercial knowledge on the part of
students or teachers.
A. Aims and methods
The course aims to review and consolidate the language and skills learned at previous levels and to equip students for their future
foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and
commercial skills and knowledge.
B. Language skills
The course aims to equip students with all four of the language skills at a level that will enable them to perform routine tasks at work
and to take part in social interaction in a commercial context.
Reading
Each unit has one main reading text in addition to many shorter reading passages found in different sections throughout the book.
There is a varied selection of reading tasks such as answering open-ended questions, true/false questions, matching headings with
paragraphs, completing tables, expressing personal reactions to ideas and working out the meaning of words. The course also
teaches students practical reading skills that they will need in their future work, such as skimming and scanning.
Listening
Each unit has a listening text. By listening to each other in oral pair work and role play activities, listening to their teacher and
listening to native speakers through the accompanying CD, students learn a variety of listening skills such as listening to and
understanding instructions and information, following a conversation, completing a table while listening and answering questions
after listening.
Speaking
The course teaches students to use the most common forms of the communicative functions they are likely to need in society and
the workplace. Many activities in the Students’ Book and Activity Book are designed to be done orally. Students practise speaking
in controlled situations where the emphasis is on communication and meaning as well as accuracy. Pair work is recommended for
many of the activities to ensure that each student is given the maximum amount of practice.
Writing
The course aims to equip students with practical writing skills such as the ability to complete forms, take notes on simple messages
and routine transactions and write standard correspondence. Beginning with writing sentences, students progress through the
course until they can write paragraphs and business correspondence using the correct formats and conventions.
Grammar
The course aims to consolidate students’ understanding of the basic grammatical structures of English and to increase their
ability to use these structures accurately, fluently and appropriately. The course therefore provides a systematic review of the
most essential grammatical structures. These structures are revised in a graded order which takes into account their frequency in
everyday use as well as the difficulties of mastering forms and meanings.
Vocabulary
The course provides students with both general vocabulary and basic commercial vocabulary relevant to all branches of commerce.
The vocabulary section always relates to the topic of the lesson and tries to enhance students’ knowledge of new words in the field
and the correct usage of these words. The course therefore provides a three-dimensional approach to vocabulary learning: firstly, it
helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; and
thirdly, they have plenty of opportunities to actually use vocabulary in context.
C. Commercial skills and knowledge
The course provides students with skills and knowledge related to commerce such as taking orders by phone, chairing a meeting,
learning the names and uses of job documents, as well as aspects of economics such as taxation, buying and selling, etc.
5
D. The Components
English for Starters Vocational Stream –Commercial Series contains a Students’ Book (SB), an Activity Book (AB), a Teacher’s Book
(TB) and a CD.
Students’ Book
The SB contains the core teaching materials for classroom use. It consists of twelve units, four Review sections, three Culture
and Values sections and a section on Correspondence. The sections follow a regular pattern: after every four units, there is one
section on Culture and Values. At the end of the book, there are four Review sections. Each section assesses the material covered in
every three units. These are followed by a section on Correspondence.
Activity Book
The AB contains exercises that provide students with extra practice. The number of units in the AB is the same as in the SB. For
every three units, there is a test that helps students revise what they have learned in the SB and AB. At the end of the AB, there are
extra practice pages for the Correspondence section in the SB and a glossary of new words that the students may encounter in the
course.
Teacher’s Book
The TB provides advice and information about each of the twelve units. It divides units into lessons and integrates SB and AB
activities alternately. For each lesson, the objectives are stated clearly, warm-up activities are suggested and answers and
audioscripts are provided.
CD
The CD provides all the listening passages included in the course. The purpose of the CD is to provide students with correct
examples of the spoken language and to develop students’ listening skills by giving them opportunities to listen to a variety of
different speakers.
E. How to teach the course
Methodology
Learning a language is an active process, so teaching means more than giving knowledge to the students; it also means helping
them to use the language for meaningful communication. Students cannot learn English only by listening to the teacher; they will
learn it only by speaking and writing it themselves.
Schedule
The SB and AB were devised keeping in mind the following schedule that suits the Vocational Stream –Commercial:
48 hrs SB (4 hrs per unit)
24 hrs AB (2 hrs per unit)
32 hrs Correspondence (SB and AB)
8 hrs Review (2 hrs per review)
8 hrs Tests (2 hrs per test)
3 hrs Culture and Values (1 hr per page)
_____
123 hrs
Preparing to teach a unit
Before teachers begin a new unit, they should study the Contents page at the beginning of the SB to find out what grammar,
functions, vocabulary and skills are taught in the unit. After this they must read the entire unit in the SB and AB, which will help
them to see the direction and purpose of the unit.
Before teaching a unit, teachers should look first at the TB to see which sections should be taught together and how the units are
divided. Then, they should work through the activities themselves so that they can see what the students have to do and how they
will get the answers. The TB provides recommended step-by-step procedures for every activity in the SB.
6
Language presentation
The grammar rules that students need to learn are presented in pink boxes under the grammar section in every unit. Any other
new rules that students need to learn are also introduced in pink boxes under the relevant section in each unit.
Purple boxes contain words or phrases that students need to learn and use in the corresponding activities.
The artwork displayed on each page relates to the content of the page and can provide teachers with extra materials for any
oral or written communication.
F. The role of the teacher
Good teachers use correct language forms and have good pronunciation. They motivate students to learn by trying to make
lessons interesting and encouraging students to think for themselves. Finally, good teachers should provide all the students
with plenty of opportunities to practise the language.
Most of the activities in the SB and AB are practice activities. In a practice activity, teachers are not explaining language to the
students or talking at the front of the class but giving students an opportunity to do something with the language. Therefore,
after introducing the activity, the teacher watches quietly, listens, notes problems for correction later and only interrupts if
absolutely necessary.
Teachers may find it helpful to follow the steps below, adapting them when necessary:
Setting up the activity. This may mean explaining the aim of the activity or how it relates to what has gone before. It may mean
introducing a situation or picture that provides a context for the activity and may also mean pre-teaching some essential
vocabulary that the students will need during the activity.
Demonstrating the activity. This means showing the students by example what they have to do and checking that they have
understood the instructions.
Working in pairs. This means students are thinking for themselves and using the language. The teacher should observe quietly
and help individuals if necessary.
Checking the work. This means asking various students for their answers. The teacher’s role is to confirm correct answers,
correct mistakes, praise good work, do any remedial teaching that is needed and answer questions.
G. Learner development
It is expected that students in the same class will often have different levels of ability in English. The course therefore provides
many opportunities for students with less knowledge or experience of the language to build up their knowledge and get extra
practice. At the same time, teachers can give more proficient students additional reading or activity to maintain their interest.
Learner development is an important feature of teaching. Students should be encouraged to develop as independent and
active learners of English, so many activities found in the SB and AB can be used to enhance students’ autonomy.
Many questions found in the book need answers that are open-ended. This is a crucial part of learner development. Students
can have different points of view regarding certain issues at work or in life so many questions found in the SB and the AB have
a multitude of possible answers. Hence, it is the teachers’ job to let the students express themselves, only acting as guides
who help students reach their own answers.
The review and test sections are there for the students to benefit from extra exercises to revise the knowledge they have
acquired in every unit. The teacher should use these exercises as a sample on which to base further practice making any
changes that suit students’ needs.
H. Teaching English for Specific Purposes
Teaching English for Specific Purposes (ESP) is teaching the language in specialised subjects. Learners have different purposes
for learning the English language such as learning English for Economics, English for Business, English for Secretaries, English
for Technicians and others.
A purpose-specific course is one in which the course content and methods are authentically representative of tasks in the
target situation. For example, an English for Technicians course presents topics and techniques that relate to a technician’s
profession. Such a course allows teachers to increase students’ capacity to use language in the specific purpose domain.
English for vocational purposes is an application of ESP according to students’ language needs for work. This approach is
learner oriented –not teacher oriented– with an emphasis on communicative competence.
Teaching ESP is more than just presenting language items or skills and strategies. It is not just the content of what is learnt that
is important, but also the activity through which it is learnt.
7
Unit
Economic
1
Concepts
1 Economic
Concepts
Lesson One
A Dialogue
Learning Objectives
■
■
1 Read the dialogue and answer the questions.
Bashir Haddad is visiting Southampton
Container Terminal in England.
Distinguishing between collecting facts and giving advice
Demonstrating understanding of a dialogue by completing
comprehension questions
Port official: What’s your interest in the
port, if I may ask?
Bashir:
I am an economics student
and I am doing a project on
how container ports could
affect the economy so I need
some up-to-date information.
This is a private port, isn’t it?
Port official: Yes. British ports used to be
state assets, but they were
then privatised.
Bashir:
In your opinion, what is the
reason for Southampton’s
success as a container port?
And how does it affect the
economy?
Port official: Southampton port plays a
vital role in the economy for
several reasons. First, it’s
close to important markets.
Next, the motorway is only
2.4 kilometres away from the
gate of the terminal. Finally,
double tides also have an
important influence.
Bashir:
Sorry? What do you mean by
‘double tides’?
Warm-up
■ In class, introduce the unit topic and use the picture to elicit the topic
of the dialogue. Ask the students what they can see in the picture. You
can also use the picture to elicit a classroom discussion about how
container ports are related to economic concepts.
A Dialogue
1
■ Explain to the class that they are going to read a dialogue between
an economics student and a port official at Southampton port.
■ Point the students’ attention to the dialogue’s introductory sentence.
Give them some time to try to guess what kind of questions Bashir
might ask.
■
Write students’ guesses on the board.
Allow time for students to read the text individually. Did they make
correct guesses?
■
■ Ask the students to read the questions, then allow them time to read
the dialogue again and look for the answers. Tell them that they need
to show you how they got the answer from the text.
■ When they have finished, allow time for students to compare their
answers with those of a partner. If they disagree about any of the
answers, they should look again at the dialogue and try to agree which
answer is best and why.
■ Invite volunteers to read their answers aloud and to say why they
think the answer is correct. Then ask the class whether they agree
before you give your confirmation.
■ If you have time, put students into pairs to practise the dialogue.
Encourage them to use their best pronunciation.
Answers
1 He’s collecting facts.
2 Its central location: it is close to important markets; transport links:
the motor way is only 2.4 kilometres away from the gate of the terminal;
double tides also have an important influence
3b
4b
Lesson Two
Learning Objectives
■
■
8
Demonstrating understanding of a listening text by completing a
table
Distinguishing between various definitions of economics
Port official: Because of its unusual position,
Southampton gets four high
tides a day instead of two. So,
there are four times a day when
the largest vessels can enter or
leave the port.
Bashir:
Thank you.
Port official: You’re welcome.
Questions
1 Is Bashir collecting facts or advising the port
official at Southampton?
2 Which reasons for Southampton’s success are
mentioned?
3 Before the port at Southampton was
privatised, it was ____ by the state.
a bought
b owned
c leased
d sold
4 If there are four tides a day, the sea level
____.
a remains high all day b rises and falls
more often than
in other ports
c is at low tide,
d gets two high
8 times a day
tides in 24 hours
6
B Listening
2
■ Ask students to listen to the recording without writing anything. Play
the recording again and tell students to complete the task. Play the
recording another time for them to check their answers.
Audioscript
Here is the definition of the word Economics as given by four
different men:
Man One: Economics is the study of the production, distribution
and consumption of goods and services —the economy. Economists
attempt to understand the economy and the way it responds to
various influences. Economics is considered a social science.
Man Two: Economics is the science that deals with the production,
allocation and use of goods and services; it is important to study how
resources can best be distributed to meet the needs of the greatest
number of people. There are two major subdivisions in Economics:
macroeconomics and microeconomics. Macroeconomics is the study
of the entire systems of economics. Microeconomics is the study of
how the system affects one business or parts of the economic system.
Man Three: Economics is the study of how individuals and groups
make decisions with limited resources as to best satisfy their wants,
needs and desires. Microeconomics deals with Economics decisions
made at a low, or micro, level: How does the change of price of
goods influence a family’s purchasing decisions? If my wages rise,
will I be inclined to work more hours or less hours? The study of
macroeconomics deals with the sum total of the decisions made
by individuals in a society, such as how a change in interest rates
influences national savings.
Economic Concepts
B Listening
2
Definition 4
Economics is the study of how our insufficient productive resources are
used to satisfy human wants. We are not able to produce everything that
everyone wants free. Human wants go so far beyond the ability of our
productive resources to satisfy them all. Most major economic problems
arise from this fact of scarcity, and the need to make effective use of
our ressources to satisfy our wants. If there were plenty of everything
for everyone to have without working or paying for it, there would be no
economic problem.
Listen to the definition of the word ‘economics’ as given by four different people and then
summarise the four definitions by completing this table.
Definition 1
The study of
_________________,
______________ and
_________________
of goods and services.
Definition 2
It deals with the
_________________,
______________ and
_________________ of
goods and services.
Definition 3
It is the study of
how individuals
and groups make
decisions with
___________ as
to best satisfy
their __________,
____________ and
_______________.
Definition 4
Economics is the
study of how our
_____________ are
used to satisfy human
wants.
It is considered a
Macroeconomics
_________________. is the study of the
_________________ of
economics.
Microeconomics
deals with
Economics
_______________.
We are not able to
_____________ that
everyone wants free.
Microeconomics is the
The study of
study of how the system macroeconomics
affects ___________.
deals with the
sum total of
_______________.
Human wants go
so far beyond the
___________ of our
____________ to
satisfy them all.
Activity Book pages 3 and 4 exercises 1 and 2
Teaching Tips
Procedures for Teaching Listening
There are a variety of ways for a teacher to use a text for
listening purposes. Using ‘bottom-up’ skills, the teacher can ask
students to listen very carefully to a small portion of the text
several times to help them distinguish between words that closely
resemble each other, such as ‘tower’ and ‘tour’. The opposite
approach makes use of ‘top-down’ skills, whereby students listen
to a longer text twice to ascertain a general context on a topic,
such as science or sport. In both cases the teacher should follow
the listening process (prelistening, listening and post-listening)
in all listening activities.
Suggestions for such activities are:
Pre-listening tasks
● Assess the students’ background knowledge of the topic and the
linguistic content of the text.
● Provide any necessary background materials or information.
● Make students aware of the purpose of the listening tasks, such
as listening for sounds or for new vocabulary.
● Vocabulary is an important feature of each unit. It is presented
in lexical sets and there is a wide range of types of vocabulary
exercises – matching, gap-filling, categorising, listing, identifying
pictures, etc.
While-listening tasks
These are activities that can be completed as the students listen.
Sometimes students are expected to complete tables or charts,
answer multiple choice questions or tick information while they
listen. Explain the task before they begin. Start the recording
and complete the first answer with the class, as an example, if
necessary. You may need to repeat the recording for them to be
able to answer. You can do this with books open or closed.
Post-listening tasks
After the listening tasks, get students to answer the
comprehension questions or do the follow-up work in pairs or
small groups. Ask them to discuss their answers. Then discuss as
a class. Finally, put model answers on the board.
Most major economic
problems arise from
this ____________.
If there were plenty
of everything for
everyone to have
________________,
there would be no
economic problem.
C Matching
3
Match the words with their definitions.
a Excise tax
1 The direct trading of goods and services without the use of money
b Property tax
2 The measure of output from a production process, per unit of
input
c Taxes
3 Taxes imposed on specific goods and services, such as cigarettes
d Productivity
4 Taxes paid by households and businesses on land and buildings
e Interest rates
5 A tax on imported goods
f Barter
6 Required payments of money made to governments by
households and business firms
g Inflation
7 A sustained and continuous increase in the general price level
h Tariff
8 The price paid for borrowing money for a period of time, usually
expressed as a percentage of the principal per year
i Investment
9 The purchase of a security, such as a stock or bond
j Gross domestic
10 The ratio of output (goods and services) produced per unit of
product (GDP)
input (productive resources) over a period of time
7
Man Four: Economics is the study of how our insufficient productive
resources are used to satisfy human wants. This definition emphasises
two central points. First, productive resources are limited, in the sense
that we are not able to produce everything that everyone wants free.
Thus, we must economise our resources or use them as efficiently as
possible. Second, human wants go so far beyond the ability of our
productive resources to satisfy them. So, we face a major problem in
economising those productive resources to satisfy the largest possible
number of our wants. Indeed, most major economic problems arise
from this fact of scarcity, and the need to make effective use of our
resources to satisfy our wants. If there were plenty of everything for
everyone to have without working or paying for it, there would be no
economic problem.
Answers
Definition 1
The study of the production, distribution and consumption of goods and
services. It is considered a social science.
Definition 2
It deals with the production, allocation and use of goods and services.
Macroeconomics is the study of the entire systems of economics.
Microeconomics is the study of how the system affects one business or
parts of the economic system.
Definition 3
It is the study of how individuals and groups make decisions with
limited resources as to best satisfy their wants, needs, and desires.
Microeconomics deals with Economics decisions made at a low, or micro
level. The study of macroeconomics deals with the sum total of the
decisions made by individuals in a society, such as how a change in interest
rates influences national savings.
Lesson Three
Learning Objectives
■
■
■
Identifying the meaning of different economics terms
Practising a role play
Identifying the meaning of words from context
Vocabulary
economics terms
C Matching
3
Students work individually to match the words with their definitions.
■ Ask students to exchange books and mark their partner’s work as
you give the correct answers orally.
■
Answers
a 3 / b 4 / c 6 / d 2 / e 8 / f 1 / g 7 / h 5 / i 9 / j 10
9
Lesson Four
Learning Objectives
■
■
D Vocabulary
Demonstrating an understanding of the meaning of economics
terms by completing a gap fill exercise
Arranging words under the proper headings
4 Link the pairs of sentences using the word/phrase in brackets. Do not
change the order of the sentences. Add the necessary punctuation.
1 Ahmed is the IT consultant. Maysa works on accountancy projects.
(while)
2 Randa is the secretary. She sometimes helps with research. (except that)
3 Bashir handles the air transport projects. He doesn’t like flying. (in spite of this)
4 Rula speaks Arabic fluently. Her first language is Greek. (eventhough)
5 Taxes on big new cars are high in Syria. In the UK they’re much lower. (while)
6 Bashir Mukhtar runs a very successful business. He worries. (in spite of this)
7 Mahmoud enjoys his work. He doesn’t like his present project. (except that)
8 Salah likes working in London. He is looking forward to returning to Aleppo. (however)
9 Carol and Huda often speak on the phone. They’ve never met each other. (although)
Vocabulary
linking words, economic terms
D Vocabulary
4
5 Complete the following economic profile using the words in the box.
■ Do number 1 as an example: ask students to tell you the correct
answer.
interest rate
exchange rate
inflation rate
labour force
GDP (gross domestic product)
government bureaucracy
unemployment rate
foreign investment
balance of trade
tax incentives
■ Give the students time to think about numbers 2–9, then ask them to
say the correct answers.
The economy is stable following the problems of the past two years. By following a tight
monetary policy, the government has reduced the (1) _________ to 2%. After going up
dramatically, the (2) _________ is now down to 8%. The last six months have seen a slight
improvement in the (3) _________ against the dollar. The (4) _________ has grown by
0.15%. Exports are increasing and the (5) _________ is starting to look much healthier. The
(6) _________ continues to be a problem as it is still 16%. In order to stimulate the economy
and attract (7) _________, the government is offering new (8) _________ as well as making
a renewed effort to reduce (9) _________. Finally, a large skilled (10) _________ means
there could be attractive investment opportunities over the next five years.
Answers
1 Ahmed is the IT consultant, while Maysa works on accountancy projects.
2 Randa is the secretary, except that she sometimes helps with research.
3 Bashir handles the air transport projects; in spite of this, he doesn’t like
flying.
4 Even though Rula speaks Arabic fluently, her first language is Greek.
5 Taxes on big new cars are high in Syria, while in the UK they’re much lower.
6 Bashir Mukhtar runs a very successful business; in spite of this, he worries.
7 Mahmoud enjoys his work, except that he doesn’t like his present project.
8 Salah likes working in London; however, he is looking forward to returning
to Aleppo.
9 Although Carol and Huda often speak on the phone, they’ve never met
each other.
E Grammar
6 Study the table and choose (a) or (b) for the grammar rule below.
Questions
What
What does
Who
does
Huda
She
Who
Mounira
Huda
She
Who
TST
VERB (+ COMPLEMENT)
do?
works as a secretary.
works for an insurance company?
does.
work for?
works for TST.
sells the best stationery?
does.
A rule about the present simple tense
We (a) need
do / does when the wh-word is the subject.
(b) don’t need
5
■
do / does SUBJECT
Ask students to prepare the answers individually or in pairs.
■ Ask different students to say the answers so that everyone can hear.
Give the other students the chance to correct the mistakes.
Answers
1 interest rate / 2 inflation rate / 3 exchange rate / 4 GDP / 5 balance of
trade / 6 unemployment rate / 7 foreign investment / 8 tax incentives /
9 government bureaucracy / 10 labour force
Activity Book page 5 exercises 3 and 4
Lesson Five
8
E Grammar
6
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
■ Give the students time to read the example questions and answers.
Explain the rules for forming questions with / without does.
■
Learning Objectives
■
■
■
Forming correct questions with / without does
Identifying the meaning of words
Constructing an economic profile
Grammar
questions with / without does
Vocabulary
economic terms
10
Check understanding by eliciting examples from volunteers.
■ Invite a volunteer to give you the answer for the second box. Check
that all students agree by show of hands. In case of disagreement,
allow time for a class discussion.
Answer
b
Activities
Economic Concepts
7
Complete these questions using the verb in brackets as below.
Examples
1 Who - in a bank? (work)
Who works in a bank?
2 Where - Shereen? (work)
Where does Shereen work?
aThe children like to go to the park everyday.
b Huda likes ice cream.
cThe government administers the tax law in Syria.
d I need alkaline batteries for my camera.
e They play games on their computer.
f She goes to work at 8 o’clock.
3 What - the level of poverty - in India? (reduce)
4 Who - the tax laws - for the government? (administer)
5 Which - countries - short term gross domestic product
dynamics - in employment? (follow)
6 Which employer - Khalid? (work for)
7 Who - Ahmed? (like)
8 How balance of payments - Syrians? (affect)
9 What - Mounira’s employer? (sell)
8
1 Ask about the underlined words / phrases.
2 Circle the correct word(s).
a Who (wins / does win) the game usually?
b What (is / does) your favourite movie?
c Where (do the childern go / go the children) every weekend?
d When (does / do) your mother go to work?
Study the diagram of the sales department in a large company. Then complete the questions
and answers.
The managing director
The sales director
3 Make YES/NO questions or WH- questions from the
sentences. For WH- questions, make a question which asks
about the bold words.
The sales manager
The sales representatives (reps)
1 The men like cats. (yes/no)
2 Anna hates Bill. (WH)
3 Anna is going to Aleppo next weekend. (WH)
4 Joe is in the library. (yes/no)
5 Maria sings loudly. (yes/no)
6 David will make pizza tonight. (WH)
7 She will miss the party because she has a test. (WH)
The sales assistants
1 Who supervises the sales reps?
The _________ manager does.
2 Who supervises the sales manager?
The sales director _________.
3 _________ does the sales director supervise?
He supervises the sales _________.
4 Who _________ the sales director
report to?
He _________ to the managing
director.
5 Who reports to the sales manager?
The sales reps _________.
9
7
■
Allow time for students to complete the task individually.
■
Ask volunteers to read their answers aloud.
Answers
3 What reduces the level of poverty in India?
4 Who administers the tax laws for the government?
5 Which countries follow short term gross domestic product dynamics in
employment?
6 Which employer does Khalid work for?
7 Who does Ahmed like? Who likes Ahmed?
8 How does the balance of payments affect Syrians?
9 What does Mounira’s employer sell?
Answers
1
a Where do the children like to go everyday?
b Who likes ice cream?
c Who administers the tax law in Syria.
d What type of batteries do you need for your camera?
e Who plays games on their computer?
f What does she do at 8 o’clock?
2
a wins
c do the children go
b is
d does
3
1 Do the men like cats?
2 Who does Anna hate?
3 When is Anna going to Aleppo?
4 Is Joe in the library?
5 Does Maria sing loudly?
6 What will David make tonight?
7 Why will she miss the party?
8
■ Give students two minutes to look at the diagram and to think about
the answers. Then ask for volunteers to answer.
Answers
1 sales
2 does
3 Who; manager
4 does; reports
5 do
11
Lesson Six
Learning Objectives
Identifying the main idea of a text
Identifying the meaning of words in context
Identifying synonyms
Demonstrating understanding of a reading text by answering
comprehension questions about it
■
■
■
■
F Reading
9
Major World Economies Aim for “Green Growth”
as the Way out of the Crisis
The world’s main countries are looking to
‘green economic growth’ as the way forward
out of the current crisis. Ministers from 40
countries, representing 80% of the world’s
economy, discussed the crisis.
Participants included the
five major economies: Brazil,
China, India, Indonesia and
South Africa.
F Reading
9
■ Allow time for students to read the text silently. While they are
reading, go round and answer any questions about vocabulary.
■
Ask students to complete the task individually.
■
Check answers as a whole class.
Answers
1 Green growth as a way out of economic crisis
2 a main b current c comprehensive d framework
e chaired
f harnessed g appropriate
3 climate change
4 It can promote environment friendly green growth policies in favour of
sustainable economic growth based on low carbon energy use.
5 by finding the right instruments which encourage green investment
Activity Book page 5 exercise 5
Teaching Tips + Activities
Read the text and answer the questions.
In a Declaration on Green
Growth, ministers gave the
OECD (The Organisation for
Economic Co-operation and
Development) the task of developing a Green
Growth Strategy bringing together economic,
environmental, technological, financial and
developmental aspects into a comprehensive
framework. “We are talking about major
changes,” said the Korean Prime Minister, who
chaired the meeting.
He also said, “Technological development and
actions to protect the environment and combat
climate change can also be harnessed in favour
of economic growth.”
“The OECD will provide the
expertise needed to support
governments in addressing
these challenges,” the OECD
Secretary-General said.
“OECD countries will promote
environment friendly green
growth policies in favour of
sustainable economic growth
based on low carbon energy use,” he claimed.
He added that the OECD has recognised
the importance of appropriate instruments
encouraging green investment to contribute to
recovery and green growth.
Questions
1 What is the main idea of the text?
2 Find in the text words that mean the following:
a major
b now
c complete
d structure
e head
f made use of
g suitable
3 What crisis is the world facing today, according to the text?
4 How can the new declaration on green growth help overcome this crisis?
5 How will the members of the OECD implement the new policies?
Learning New Vocabulary
Students read faster and with better comprehension when they
learn how to find word meaning independently. While there
is always a need for a dictionary and help from the teacher,
students will become better readers when they learn how to
unlock word meaning using context clues.
Different Kinds of Context Clues
Context clues are words that come before or after the new word.
There are several different kinds of context clues:
1 definition
2 synonym
3 antonym
4 example
5 explanation
A Find the meaning of the underlined words and say which
kind of context clues helped you unlock the meaning.
1 The joey, which is a baby kangaroo, peeked out of his mother’s
pocket.
2 The beach was covered with debris like paper and cans, and the
children picked up all the trash.
3 The ancient dress looked like new after she washed it.
4 Every day he brought a delectable, delicious, wonderful, yummy
lunch to school.
5 My mother used to pull across the bay to catch flounder. Pull is
a word that is sometimes used to mean row.
Answers
1definition
2 example
3 antonym
4 synonym
5 explanation
12
10
B Use context clues to find the meaning of the underlined
words.
1 The part at the back of the car used for holding luggage is
called the car boot.
2 Simple aerosol cans contain a liquefied gas, called the
propellant, in which material is dissolved, i.e., melted.
3 Some people in the North of Thailand do wickerwork, for
example, they make elephants, turtles, plates, beds and chairs
from teak trees for earning money.
a silver handicraft
b bronze handicraft
c niello handicraft
d wood handicraft
4 The plane is scheduled to leave for Phuket at 7:00 am but the
plane departure has been postponed for two hours. That is to say,
it will leave at 9:00 am instead.
a retarded
b stopped
c extended
d went back
5 Learning should not be limited to the classroom or with
teachers. We can learn about things by ourselves. Similarly, selflearning is encouraged for our education system.
Answers
1 part at the back of the car used for holding luggage
2 propellant = liquified gas / dissolved = melted
3d
4a
5 learning by ourselves about things that are not taught by teachers.
Correspondence
Part One: Written Communication
Note
A Revision
1 Letters
1 THE HEADING
The heading of a letter contains the street address, city, state and the date. In the business
letterhead appear the name of the firm and its address.
August 28, 2010
Mr. Eliot Pierce
Systems Manager
R & F Data Systems
Hanover, CA 00010
2 THE INSIDE ADDRESS
In social correspondence what is known as the inside address is omitted. In all business
correspondence it is necessary. The name and address of the person to whom a business letter is
sent is placed at the left-hand side of the letter sheet below the heading, about an inch from the
edge of the sheet; that is, leaving the same margin as in the body of the letter.
Inside address
3 THE SALUTATION
Social Letters
The salutation, or complimentary address to the person to whom the letter is written, in a social
letter should begin at the left-hand side of the sheet about half an inch below the heading and
an inch from the edge of the paper. “My dear Mrs. Evans” would be written to a friend and “Dear
Mrs. Evans” to a mere acquaintance. In writing to an absolute stranger, “Dear Madam” or “Dear Sir”
should be used.
Business Letters
In business letters, the forms of salutation in common use are: “Dear Sir” and “Dear Madam”. A
woman, whether married or unmarried, is addressed “Dear Madam”. If the writer of the letter is
personally acquainted with the person addressed, or if they have had much correspondence, he may
use the less formal address, as “My dear Mr. Sykes”. The salutation follows the inside address and
preserves the same margin as does the first line of the address.
The salutation
Dear Mr Pierce
I am writing in response to the position of computer programmer, which is
posted at the Fullerton College Workforce Center.
My part-time job at Sandex Associates has given me experience in designing
and testing software programs. I have performed upgrades and changes in the
company's software.
The body of
the letter
I have taken courses in several computer languages, which would be
particularly helpful in designing programs for your company. I have certificates
in Visual Basic and JavaScript.
4 THE BODY OF THE LETTER
In social letters, there are no rules for writing the body of the letter. In business letters, it must be
arranged so that the complete note appears on the first page only. In the body of a business letter,
the opening sentence is in an important position, and this is obviously the place for an important
fact. It ought in some way to state or refer to the subject of or reason for the letter, so as to get
the attention of the reader immediately to the subject. It ought also to suggest a courteous personal interest in the recipient’s business to give the impression of having to do with his interests.
Paragraphs should show the division of the thought of the letter.
I would appreciate you contacting me for an interview. I can be reached at
(714) 555-1212 or by email [email protected]. Thank you for your time and
consideration.
5 THE COMPLIMENTARY CLOSE
The complimentary close follows the body of the letter, about two or three spaces below it. Only
the first word should be capitalised and a comma is placed at the end. The wording may vary
according to the degree of cordiality or friendship.
The complimentary close
Sincerely,
Alex Wharton
The signature
Alex Wharton
6 THE SIGNATURE
The signature is written below the complimentary close. A signature should always be made by hand
and in ink. The signature to a business letter may be simply the name of the writer. In the case of
form letters or routine correspondence, some business firms have the name of the person
responsible for the letter typed immediately under the signature.
79
Correspondence
Lesson Seven
Learning Objectives
■
■
Reviewing the format of a business letters
Reviewing the parts of a business letter
A Revision
1 Letters
Remind students of the parts of a business letter by pointing out the
different parts as illustrated on page 79.
■
To check understanding, bring to class a sample business letter and
allow students to work in pairs and try to point out its different parts.
Go round and offer help if necessary.
■
Note
Allow time for students to read the note silently. Be ready to explain
any new vocabulary.
■
Put students in pairs and ask them to write their partner a letter. Tell
students to point out the parts mentioned in the note.
■
When they have finished, ask students to swap letters for peer
correction. Go round and offer help where necessary.
■
80
Teaching Tips
Writing Complimentary Closing Phrases
When writing a professional letter, the complimentary
closing phrase you choose is important. As you choose which
complimentary close you want to end your letter with, pay
cautious attention to what you say. The goal is to be respectful
and cordial, but you don’t want to cross boundaries and be
overly-friendly when it isn’t warranted. There are many different
complimentary closing phrases to choose from and as you select
the one that is right for your professional letter, you want to
consider your relationship with the person receiving the letter
and the level of formality contained within the body of the text.
Examples of Formal Complimentary Closes
Typically, in formal letters, the standard phrase to use is
“Sincerely” or “Sincerely yours”. However, sometimes an author
penning a letter wants to use something that is a bit different. In
that case a phrase such as “Respectfully” or “Respectfully yours”
might be a good consideration. Another popular, although some
consider outdated is “Very truly yours”. For formal letters as long
as the phrase indicates a level of respect, you can’t go wrong with
any of the above complimentary closes.
Examples of Personal Complimentary Closes
Professional letters that are more casual or personal can use a
complimentary close that reflects the relationship or sentiments.
Acceptable closes are ones such as “Regards”, “Best wishes”,
“Cordially”, “Kind regards”, “Be well”, “Best” or “All the best”.
If you choose any of these phrases, be sure and choose carefully
because these complimentary closes demonstrate a level of
familiarity and are appropriate if the letter is in a more informal
tone.
The complimentary close is the way a person wraps up a
professional letter. It is of value to carefully select the right
phrase because these parting words are the last ones a letter’s
recipient will read. A poorly received closing can leave a negative
impression and detract from the overall message, while a properly
chosen complimentary close can leave a positive impression and
the message will be well received as intended.
13
Correspondence
1 Rearrange these words to make questions about the letter. Add any necessary capital letters and
punctuation.
a Complete this information about writing letters with words from the box.
wishes
faithfully
Mrs
surnames
sincerely
a the reader/is/who?
b the writer/is/who?
c the date/is/what?
d the date of/maher assaf’s/letter/was/what?
e address/at the top/whose/the reader’s/or/the writer’s/is?
f address/on the left/whose/is?
Dear Sir
When we write a letter in English, we begin with the word Dear and the person’s name.
We use first names for letters to friends but we usually use titles and (1) ___________ for
business letters to other people. The most common titles are Mr, (2) ___________, Miss,
Ms and Dr. At the end of the letter, we write Yours (3) ___________ and the name and title
of the sender. Letters to friends and family can have different endings, such as Best (4)
___________, or Love from. Sometimes we do not know the name of the person who we are
writing to, so we begin (5) ___________ (or Dear Madam because the person might be a man
or a woman). Then at the end of the letter, the sender writes Yours (6) ___________ and
his / her name.
2 In pairs, ask and give short answers to the questions above.
c
b Read the following letter and answer the questions.
d
Computacom LTD
I got the letter you sent on 1 September, and the stuff about the stock control
system you make. It sounds great for us, but I want to check some things before we
buy it. You said the system is bang up-to-date, but what happens if you update it
again soon? Do we get money off the new one? You said it takes 3 weeks to install the
system – that’s too long! Can’t you do it any quicker? Hope you can reply soon, we’re
in a bit of a hurry.
Thanks,
Janet Brown
England
23 January 2010
e
Thank you for your letter on 3 January. As requested, I
enclose full details of our IT courses.
I look forward to hearing from you again.
Yours sincerely
Computer Training Courses
Introduction to Computers and Windows, a six-hour course given on:
102WIND1A: Wednesday, 9:30am-4:30pm 1 session on 4 August
102WIND1B: Tuesday, 6-9pm 2 sessions on 7-14 September
102WIND1C: Friday, 9:30am-4:30pm 1 session on 15 October
102WIND1D: Monday, 6-9pm 2 sessions on 8-15 November
102WIND1E: Thursday, 6-9pm 2 sessions on 9-10 December
Cost: $250
J Tinkler
Mr J Tinkler
Director
82
81
c
Lessons Eight and Nine
■ Do the first item with the class as an example to check that students
understand the task.
Learning Objectives
■
In pairs, choose one of the following two situations and write a letter.
Situation 1
You are Head of Human Resources at an international cosmetics company. You have been in
touch with an IT Training company about training for some of your staff. You have now
received information about the training but need to change some of the details. With a
partner, think of what kind of changes you might need to make (for example, the number of
people taking the training course, the number of sessions, the cost, etc...). Write the letter
with your partner.
Dear Mr Assaf
■
Rewrite the following excerpt from a letter to make it more formal.
Hello Mr. Roger Jones
33 Balcombe Road, Haywards Heath, Sussex H16 7 XB
Mr Maher Assaf
Sales Representative
Technical Syria Technostructure
396 Cromwell Road
London
England
Say how to begin and end a letter written to the following people.
1 The manager of a bank. You do not know his name.
2 Mary Smith, who is a friend of yours.
3 Your boss, Mr Andrew Jones.
4 The sales manager of a computer company. You do not know his / her name.
5 The manager of a shop. Her name is Randa Mansour.
Choosing proper language depending on adressee
Rewriting a letter using more formal language
■
■
a
■
Give time for students to complete the task individually.
■
Check answers as a whole class.
Then tell them to complete the task individually or in pairs.
Check answers as a whole class.
Answers
Students’ answers
d
Read the letter with the students. As you are reading it, ask students
to underline the informal phrases.
■
Answers
1 surnames
2 Mrs
3 sincerely
5 Dear Sir
4 wishes
6 faithfully
■ Give time for the students to read the letter silently and change the
phrases they have underlined to make them more formal.
■
b
Check answers as a whole class.
■
Answers
Students’ answers
■ Give time for the students to read the letter silently and answer
the questions. Allow them to compare their answers with those of a
partner.
Give As homework or revision: Activity Book,
exercises a, b, And c, p.48
Read the letter with the students. As you are reading it, point out its
parts.
■
Check answers as a whole class.
Answers
1
a Who is the reader?
b Who is the writer?
c What is the date?
d What was the date of Maher Assaf’s letter?
e Whose address is at the top the writer’s or the reader’s?
f Whose address is on the left?
2
a Maher Assaf
d 3 January 2010
b J Tinkler
e The writer’s
c 23 January, 2010
f The reader’s
14
Unit
2
2 Buying and
Selling
A Dialogue
1
Read the dialogue and answer the questions.
Lamia works in a clothes shop in Lattakia.
Lamia: Can I help you, Madam?
Juliet: Yes. Do you have this jacket in a smaller size?
Lamia: What size are you?
Juliet: Size 42.
Lamia: I’ll have a look. Yes. Here’s one.
Juliet: Ah. Thank you.
Lamia: Would you like to try it on?
Juliet: Yes, please. (She puts the jacket on.)
Lamia: It’s a nice jacket.
Juliet: Yes, I like it. I’ll take it.
Buying and
Selling
■ When they have finished, put them in pairs to compare their answers
with those of a partner. If they disagree with any of their partner’s
answers, they should look again at the dialogues and try to agree
which answer is best and why.
■ Check the answers orally: ask a student to say an answer, then ask
the class whether they agree with each answer before you give the
correct answer.
■ Give the students the opportunity to ask you about anything they
still do not understand. You may want to highlight some useful phrases
from the dialogue or check their understanding of important language.
Answers
a
c
He takes orders by phone.
Someone delivers it.
He asks for their name and address.
It takes twenty minutes or less.
Students’ answers
1
2
3
4
5
6
7
Ali works in a takeaway restaurant. He takes orders by phone. Then
someone delivers the food to the customers’ homes.
Burger Takeaway. …
Certainly, Sir. May I have your name and address, please? …
OK. What would you like? …
Three beef burgers. Large or small? …
Thank you. Anything else? …
OK. You should receive your order within 20 minutes. …
Goodbye.
Questions
1 Juliet wants _____ jacket.
a a smaller
b a bigger
c a cheaper
d Lamia’s
2 Juliet _____ buy the jacket.
a can’t
b doesn’t want to
c will
d might
3 What does Ali do at the takeaway restaurant?
4 How do the customers get their food?
5 What does Ali ask for before he takes a customer’s order?
6 How long does it take to cook and deliver the food?
7 In your opinion, what is the customer saying to Ali (where you see three dots)?
Teaching Tips
Five Things Never to Say on a Business Call
11
Lesson One
Learning Objectives
■
■
Practising helping customers and taking orders
Practising taking orders by phone
Warm-up
■
Ask students to close their books.
■ Explain to them that they are going to read a dialogue between a
woman and a shop assistant and an excerpt taken from a dialogue
between a person ordering a meal and the receptionist at the
takeaway restaurant.
■ Working in pairs, allow time for students to try to guess what kind of
information they will read in the text.
■
Write students’ guesses on the board.
A Dialogue
1
■ Tell the students to read the dialogues. Give the students an
opportunity to ask you about anything they didn’t understand.
However, at this stage, you should limit the number of questions. Do
not over teach but move on to the comprehension questions.
■ Tell them to find the answers to the comprehension questions. This is
best done individually and silently.
1 “That’s not our policy.” This is an unsatisfactory excuse to
avoid taking action on complaints or requests. It’s also damaging.
If an employee cannot grant the request or fix the complaint,
he or she ought to consult a superior for advice or be given
authority to find alternatives that will transform the customer
from disgruntled to appreciative. Either way, keep the customer
informed at every stage.
2 “That’s not my department,” or “That’s not my job.” Everyone
and anyone working for the company must be prepared to answer
any and every caller’s needs. At the very least, if the employee
lacks knowledge or responsibility, he or she should get a phone
number, ask a manager for help and call back with information
that does the trick.
3 “My computer’s down,” or “We’re having trouble with our
servers.” This is simply not a caller’s problem, nor a reason to
suspend service. Business runs with or without active monitors.
Apologise for the fact that you cannot help. Then pick up a
pencil, write down the phone number and get back to him or her
as soon as you can help.
4 “I was just waiting to get more information before calling
you back.” Everyone knows this is a trick. If you were really
gathering info, you’d send an email or leave an explanatory voice
mail — which is what every professional does with important
contacts. All this phrase does is to insult the caller by signalling
that he or she has no priority in your schedule — or else that
you’re incompetent. Either way, if you’re avoiding someone’s calls,
be more creative.
5 “I’ll see that she calls you.” This is pure self-protection. You
should only promise to deliver the message, not that there will
be a return call. It’s not up to you to promise someone else’s
attention. If there is no return call, you’ve created unnecessary
disappointment or irritation.
15
B Listening
2
B Listening
■ Tell the students they are going to listen to a customer ordering food
on the telephone and that they need to complete the order form.
2
■ Play the recording without stopping while the students complete the
form silently.
■
Check answers as a whole class.
Audioscript
Ali
Burger Take-Away.
Mrs Brooks Hello. I’d like to place an order, please.
Ali
Certainly, Madam. May I have your name and address
please?
Mrs Brooks The name’s Brooks. We’re at Al Mansour Street in
apartment five.
Ali
Telephone number?
Mrs Brooks 8321
Ali
OK. What would you like?
Mrs Brooks We’d like two large beefburgers, one small chicken
burger and chips for three people.
Ali
Small, medium or large?
Mrs Brooks Um... Medium please.
Ali
Any salad? Or cola?
Mrs Brooks No thanks.
Ali
OK. You’ll receive your order within 20 minutes.
Mrs Brooks Thank you. Goodbye.
Ali
Goodbye.
Qty
Item
2
beefburger
Item
Size
SYP
2
beefburger
small
large
40
64
1
chicken burger
small
large
40
64
3
chips
small
medium
large
16
24
32
salad
-
24
cola
-
16
TOTAL
240
Lesson Two
Learning Objectives
■
■
Practising helping customers and taking orders
Practising taking orders by telephone
C Taking orders
size
small
large
SP
40
64
chicken burger small
large
40
64
chips
small
medium
large
16
24
32
salad
cola
-
24
16
5 Complete the dialogues with phrases like
these.
Can I help you?
What size / colour?
Large or small?
Would you like to try them on?
Is that all?
1 A ________________?
B No, thanks. I’m just looking.
A You’re welcome.
2 A Can I help you?
B Yes. I’m looking for envelopes.
A ________________?
3 A Can I help you, sir?
B Yes. How much are these trousers?
A They’re 500 SYP sir. _____________?
B Yes, please.
6 Work in pairs to create your own roleplay
using the pictures below. Take turns to play
the customer.
TOTAL
C Taking orders
3 Put this telephone conversation in the right
order. Only the first and the last lines are
correct.
1 961-31-7613892
2 I’d like 20 boxes of envelopes.
3 Brown, please.
4 Yes, thank you.
5 What’s your name, please?
6 Hello. Can I place an order, please?
7 White or brown?
8 Yes. Certainly.
9 Right. Twenty boxes of brown envelopes.
Is that all?
10 David Thompson.
Answers
Qty
D Helping customers in a shop
Listen to Ali and a customer. Complete
the form and calculate the total.
BURGER TAKEAWAY
Tel 963-31-7648321
Customer’s name Mrs Brooks_____
Address Al Mansour Street_______
Apartment no
___
Telephone
___
4 Work in pairs. Practise the conversation in
Exercise 3.
12
4
■ Ask two students to read the dialogue aloud so that the whole class
can hear.
■ Put the students in pairs so that they can all practise the dialogue
at the same time. Encourage them to work hard to achieve correct
pronunciation and good expression. Tell them to practise the dialogue
twice, exchanging roles after the first practice.
■
Go round and monitor students’ conversations.
Answers
Students’ answers
Activity Book pages 6 and 7 exercises 1 and 2
3
■ Demonstrate the task by telling the students to write number 1 on
the left of the first line and number 10 on the left of the last line. Tell
them that the other lines of the dialogue are in the wrong order so they
must number them correctly.
■
Give the students time to read silently and work out the correct order.
■
Check answers as a whole class.
Lesson Three
Learning Objectives
■
■
Practising helping customers and taking orders
Practising playing the role of customers
D Helping customers in a shop
Answers
1 / 6 / 8 / 2 / 7 / 3 / 9 / 4 / 5 / 10
5
■ Ask students to explain the meaning of each phrase. Ask them to
repeat the phrases chorally and individually.
■ Tell the students to work quietly and individually to complete the
dialogue with one phrase in each gap. Ask two students to read aloud
the completed dialogue so that the whole class can hear.
16
Lesson Four
Learning Objectives
Buying and Selling
E Grammar
■
Order of Adjectives
■
Grammar
In English, adjectives come before nouns. When we want to use more than one adjective, usually
two or three, to describe an object, these adjectives come in a specific order. Note that there are
different ways to order the adjectives; however, it’s important to be consistent.
adjective order
Examine the following examples:
1
2
3
4
My mother is looking for a small brown leather handbag.
I’d like to buy that beautiful old oil painting.
The talented young Syrian poet visited our school.
It’s a warm dry day; let’s go out!
We notice that in the first sentence size comes before colour and material. In the second sentence,
opinion comes first, followed by age. In the third sentence, opinion is followed by age and origin.
The fourth sentence includes adjectives related to temperature and humidity, in that order. Note
that if there is a noun acting as a defining adjective, it comes immediately before the noun, e.g. oil
painting.
This is one suggested way of sequencing adjectives:
number, opinion, appearance (size, weight, shape), age, temperature, humidity, colour, origin, material
7 Choose the correct answer.
1 I bought a pair of (black leather / leather black)
shoes.
2 It was a (red fast / fast red) car.
3 It’s a (big round yellow / round big yellow) building.
4 It’s (a beautiful old / an old beautiful) film.
5 It’s (a mobile expensive / an expensive mobile) phone.
6 The (two last / last two) visitors were Japanese.
7 It’s (a popular American / an American popular)
airline.
8 It’s a (new good / good new) restaurant.
E Grammar
7
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
■ Make sure all students understand what they have to do in the
exercise. Demonstrate the task by doing the first item as an example.
■ Work through the exercise orally with the class, giving students time
to think about each item before asking a student for an answer.
Answers
1 black leather
4 a beautiful old
7 a popular American
F Percentage charges and discounts
8 Work in pairs. Read the questions and calculate the answers.
1 A hotel charges 1600 SYP for one night. Guests must also pay 5% sales tax and 2% city tax.
What is the total?
2 Tarek and some friends have a meal in a restaurant. The cost is 1430 SYP plus 10% service
charge. How much is the service charge?
3 Lamia is writing new price labels because the shop is having a sale next week with 15% off
everything. What are the new prices for:
- jackets which were 1600 SYP?
- skirts which were 1120 SYP?
4 The boss is going to a two-day conference next month. The cost is 2000 SYP per day. There
is a 5% discount for payment before the end of the month. Huda is sending now the money
for two days. How much should she send?
13
■ Put the students in pairs so they can all practise the dialogues at the
same time. Tell them to practise each dialogue twice, exchanging
A
/ B roles after the first practice.
■ While they are practising, your role is to observe, listen and note any
problems.
Identifying adjective order
Practising calculating percentages and discounts
2 fast red
5 an expensive mobile
8 good new
3 big round yellow
6 two last
F Percentage charges and discounts
8
■
Explain the task.
■
Ask individual students to do the exercise orally.
■
Check answers as a whole class.
Answers
1 1712 SYP
2 143 SYP
3 1360 SYP and 952 SYP
4 3800 SYP
Activity Book pages 7 and 8 exercises 3 and 4
■ After the pair work, correct any serious pronunciation errors and
praise any good work.
Answers
1 Can I help you?
2 What size / colours?
3 Would you like to try them on?
6
■ Demonstrate the activity by getting two volunteers to take the roles
of the people in picture 1. Give them any necessary help to act out a
good example dialogue.
■ When everyone understands what to do, ask them to act out similar
dialogues for pictures 1 and 2 in pairs.
■
Invite volunteers to read their dialogues aloud.
Answers
Students’ answers
17
Lesson Five
Learning Objective
■
Performing a roleplay
G Roleplay
9 Practise this dialogue with your partner. Pretend you are a customer and your partner is a sales
assistant. Pretend to buy and sell the four things in the pictures below.
Customer:
Sales Assistant:
Customer:
Sales Assistant:
Customer:
G Roleplay
I’d like to buy a / some __________.
Do you like this / these?
How much is it / are they?
___________________________.
I’ll take it / them.
9
■ Tell students that they are going to make a roleplay in which they
practise buying and selling things.
■ In pairs, students practise buying and selling the items in the
pictures.
Go round and monitor students’ discussions. Be ready to offer help
where necessary.
■
Answers
Students’ answers
Lesson Six
Learning Objectives
■
■
■
Identifying the common features in meaning among words
related to sales
Categorising selling words under a general heading
Identifying various methods of payment
H Vocabulary
10 Choose a suitable title from the box for each group of sales words below.
price changes types of bills types of discounts
types of prices ways of payment ways of purchasing items
(1) _________________________
actual price
agreed price
net price
all-in price
(2)_________________________
To buy in instalments
to buy on credit
11 Choose one word from each group to use in a meaningful sentence.
12 Match the words to make phrases connected to selling.
a
b
c
d
e
f
10
■
sales
sponsorship
advertising
direct
public
personal
1
2
3
4
5
6
selling
marketing
relations
promotions
deal
media
14
Explain vocabulary.
Ask the class to tell you the answer to the first item as an example.
Work through the rest of the exercise orally with the whole class,
getting answers from various students.
■
Answers
1 types of prices
2 ways of purchasing items
3 ways of payment
4 types of discounts
5 types of bills
6 price changes
11
■ Let students complete the task in pairs. When they have finished, ask
volunteers to read their answers aloud.
Answers
Students’ answers
12
■
(5) _________________________
proforma invoice
purchase invoice
quotation
(6) _________________________
price ceiling
price fluctuation
price range
(3)_________________________
payment by cheque
payment by instalments
payment in advance
payment on account
H Vocabulary
■ Tell the students to look at the given words. Say the words with
correct pronunciation.
(4) _________________________
discount price
discount scale
Students work individually to match words to make selling phrases.
■ Ask students to exchange books and mark their partner’s work as
you give the correct answers orally.
Answers
a4/b5/c6/d2/e3/f1
Activity
Find in the following texts synonyms of the words ‘increase’
and/or ‘decrease’.
Many areas are experiencing a serious market slow down. If prices
are decreasing in your area, you may soon face the prospect of
representing sellers who need a “short sale.” The term “short sale”
refers to a situation where the seller lacks sufficient equity to
close a transaction unless the lender takes a reduction in their
loan payoff.
French cheese sales have dropped 6.5 per cent in the last year.
France is now in third place and descending, behind Australia
and the USA (actually California). Italy (fourth place, up 14.9
per cent), South Africa (fifth place, up 34.9 per cent) and Chile
(sixth place, up 14.7 per cent) are all vying for France’s position.
Australian cheese sales may be down a percentage point but they
look in no danger.
With the ever-declining price of gasoline, truck and SUV sales
are seeing a rebound and will make up 51 percent of the total
this month. This isn’t great news for those of us who think
downsising is the way to go. However, when gas prices shoot up
again (and they will), we’ll see who is smiling.
There is no secret that land prices have softened overall as a
result of the recession, following their rocket-like upward move
in 2007 and 2008. Economists say the two decade run-up in
land prices came at a steady pace of 2% to 3% annually through
2004, before it jumped with a 20% increase that year, and 10%
increases through 2008.
18
Buying and Selling
I Reading
13
Read the text and answer the questions. Then write labels for the five items below.
When buying things, people can pay in different ways. Some forms of payment are easy and
don’t need any form filling whereas others are a little bit more complicated and may involve
some kind of form filling. For example, some people choose direct debit as a way of paying
instalments each month. For telephone or Internet banking, people usually need to provide
an account number. Credit/debit cards are accepted in many places. Bills can also be paid at
banks using payment booklets but most banks will make a charge for this unless you are also
their customer. If making payment by cheque, people should quote their account number on
the back. Some people prefer to pay by post or in person using a payment book.
When you buy things in a shop, you pay in cash. It’s easy: the assistant may give you
a receipt, but there are no other documents or forms. Paying for things like electricity and
telephone service is more complicated. The supplier sends a bill to the customer, which
tells him how much to pay. The customer can go to the supplier and pay in cash, but some
customers write a cheque and send it to the supplier. A cheque is a form which tells the bank
to pay money to a person or a company. Of course, the customer must put some of his money
in the bank before he can write a cheque. Another way of paying is with a plastic card. For
example, a guest at a hotel can use his card to pay the hotel bill. The hotel puts his card
number and the amount on a form, and the guest signs the form. Then the hotel can get the
money from the bank.
Questions
1
2
3
4
5
What does a bill tell you?
What are two ways of paying for electricity?
Whose money does the bank pay to the supplier?
What is on the form that the hotel sends to the bank?
Which of the methods of payment mentioned in the text is most common in Syria? Which is
least common?
6 Try to research the Internet for advantages and disadvantages of one of the mentioned methods
of payment that is new to you. Organise your ideas in a graphic organiser.
Teaching Tips
How You Can Use Graphic Organisers in the
Classroom
1 Make a copy of your graphic organiser that you can project
onto a whiteboard. If you are using an overhead projector,
photocopy your graphic organiser onto a transparency paper.
If you are using an LCD projector, put a copy of the graphic
organiser into your computer’s word-processing program.
2 Project the graphic organiser onto the screen and explain all of
its parts to the students. If the organiser is a table, show them
the data that belong in each section. If the organiser is a web,
show them how to draw new lines and add more information to
the web. Students need to understand the purpose of a graphic
organiser before they can use it properly.
3 Work together with your students to fill out the graphic
organiser as an example. Use your markers and ask students
to help you fill out the graphic organiser for a simple situation
or a fairy tale that everyone already knows. This way they
can practise with new graphic organiser format using familiar
material and information.
4 Give your students opportunities to use a variety of graphic
organisers in the classroom. While one student may find
T-charts especially helpful, another student might prefer Venn
diagrams. When you expose your students to several different
types of graphic organisers and show them the proper ways to
use these organisers, you give them a chance to find a new tool
that they can use on their own for future projects.
Different Types of Graphic Organisers
15
Answers
INCREASE: rebound, shoot up, upward move, run-up, jumped
DECREASE: slow down, reduction, dropped, descending, be down,
declining, downsising, softened
I
Reading
13
■ Allow time for students to read the text silently. While they are
reading, go round and answer any questions about vocabulary.
■
Ask students to complete the task individually.
■
Check answers as a whole class.
Answers
Labels: 1 receipt 2 cash 3 bill
4 cheque
5 credit / debit card
1 It tells the customer how much to pay.
2 Pay in cash or write a cheque.
3 the customer’s money
4 the guest’s card number, the amount to be paid and the guest’s signature
5 Students’ answers
6 Students’ answers
Activity Book page 8 exercise 5
a The Series of Events Chain Graphic Organiser: This organiser
can be used to describe the stages of something (the life cycle
of a primate); the steps in a linear procedure (how to neutralise
an acid); a sequence of events (how feudalism led to the
formation of nation states) or the goals, actions and outcomes
of a historical figure or character in a novel (the rise and
fall of Napoleon). Key frame questions are: What is the object,
procedure or initiating event? What are the stages or steps?
How do they lead to one another? What is the final outcome?
b The Continuum Scale Graphic Organiser: This organiser can
be used for time lines showing historical events or ages, degrees
of something, shades of meaning or ratings scales.
Key frame questions are: What is being scaled? What are the
end points?
c The Story Board Graphic Organiser: This organiser can be
used for helping students understand how events are sequenced
in a story. They can also describe some of the details that are
associated with each event.
d The Network Tree Graphic Organiser: This organiser can be
used to show causal information (causes of poverty), a
hierarchy (types of insects) or branching procedures (the
circulatory system). Key frame questions are: What are the
subordinate categories? How are they related? How many levels
are there?
e The Problem and Solutions Graphic Organiser: This organiser
can be used for helping students understand how a single
problem can have more than one possible solution. Students
can brainstorm ideas for possible solutions and consider what
the different outcomes might be. Key frame questions are: What
was the problem? Who had the problem? Why was it a problem?
What attempts were made to solve the problem? Did those
attempts succeed?
19
f The Cycle Gr aphic Organiser: This organiser can be used for
helping students understand how events or issues can be
circular or cyclic. K ey frame questions are: What are the critical
events in the cycle? H ow are they related? In what ways are
they self-reinforcing?
g The Cluster Gr aphic Organiser: This organiser can be used for
helping students understand how items, issues, events or
categories can be clustered, some relating more or less closely
to others.
h The Compare / Contrast Gr aphic Organiser: This organiser
can be used for helping students understand how issues or
themes can have similar attributes or characteristics. K ey frame
questions are: What things are being compared? H ow are they
similar? H ow are they different?
i The KWL Gr aphic Organiser: This chart helps students to
organise their learning into three categories:
K - Stands for helping students recall what they K NO W about
the subject.
W - Stands for helping students determine what they WAN T
to learn.
L - Stands for helping students identify what they LEARN as
they read.
j The Fiv e Ws and an H Gr aphic Organiser: This chart helps
students organise their thoughts about Who, What, How, Why,
When and Where?
k The Anticipation/Reaction Gu ide Gr aphic Organiser: This
organiser can be used to assess the class knowledge before they
begin a lesson.
l The Star Gr aphic Organiser: Star diagrams are useful for basic
brainstorming about a topic or simply listing all the major
traits related to a theme.
F or example, a star diagram can be used to create a graphic
display describing everything you know about dinosaurs (w hen
they lived, what kinds there were, how big they were, what
they ate, where fossils have been found, etc.) or a graphic
display of methods that help your study skills (lik e taking
notes, reading, doing homework, memorising, etc.).
m A Fishbone Map Gr aphic Organiser (s ometimes called a
herringbone map): I t is a type of graphic organiser that is
used to explore the many aspects or effects of a complex topic,
helping the student to organise their thoughts in a simple, visual
way. The use of colour helps make a fishbone map clearer and
easier to interpret.
If the topic at hand involves investigating attributes associated
with a single, complex topic and then obtaining more details
on each of these ideas, use a fishbone diagram as your graphic
organiser.
n T-Chart Gr aphic Organisers: I t is a chart in which a student
lists and examines two facets of a topic, like the pros and cons
associated with it, its advantages and disadvantages, facts vs.
opinions, etc. F or example, a student can use a T-chart to help
graphically organise thoughts about:
• Making a decision by comparing resulting advantages and
disadvantages (lik e getting a pet or taking a new job),
• Evaluating the pros and cons of a topic (f or example,
adopting a new invention),
• Enumerating the problems and solutions associated with
an action ( for example, analysing the plot of a book or a
topic like poor nutrition) ,
• Listing facts vs. opinions of a theme (gr eat to use after
reading a selection of text or a news article),
• Explaining the strengths and weaknesses of a piece
of writing (u seful after reading a piece of persuasive or
expository writing),
• Listing any two characteristics of a topic (l ike the main
ideas for a given topic and a salient detail for each idea).
20
Teaching Tips + Activity
Teaching Dictionary Skills
How to Read a Dictionary Entry
A dictionary will give you the following information about a
word:
1 H ow to spell the word and its special plural form
2 Whether or not the word is capitalised or abbreviated
3 H ow to break the word into syllables: The spelling of the
main word is given first in bold type. The word is also divided
into syllables.
4 H ow to pronounce the word: D ictionaries provide
pronunciation keys so that you will understand the symbols
used in the pronunciation guide to a word. D ifferent
dictionaries use different symbols in their pronunciation
keys, so be sure to check the key of the dictionary you are
using.
5 The part of speech of a word: Parts of speech indicate how a
word functions in a sentence. D ictionary entries tell you
what part of speech a word is — noun, verb, adjective and so
on. The part of speech is abbreviated and printed in italics
Y our dictionary provides a full list of abbreviations.
6 D ifferent meanings that the word has, as well as synonyms’
(s ame meaning) and antonyms (o pposite meaning)
7 A sentence or expression with the word used correctly
8 The meanings of important prefixes and suffixes
9 The special uses of the word
10 The history of the word
11 Oth er words derived from the main word
Activity 1
Choose fiv e words from the unit you are working on and
copy on your copybook the whole entry annotating it with
key words from numbers 1 ➞ 11 abov e.
Activity 2
Use a dictionary to break the following words into syllables.
In the spaces provi ded, rewrite each word, placing a dot ( i )
between the syllables.
1 scavenger
2 tundra
3 complement
4 before
5 fly
Activity 3
Use your dictionary to identify the parts of speech for each
of the following words. A word may be used as more than
one part of speech.
1 graph
2 angle
3 degree
4 disconfirmation
5 rejection
Answers
Activity 1
Students’ answers
Activity 2
1 sca.ven.ger
2 tun.dra
3 com.ple.ment
4 be.fore
5 fly
Activity 3
1 graph
2 angle
3 degree
4 disconfirmation
5 rejection
noun / verb
noun / verb
noun
noun
noun
Correspondence
Word Essentials - Producing and Modifying Documents, a six-hour course given on:
102WORD1A: Thursday, 9:30am-4:30pm 1 session on 29 July
102WORD1B: Monday, 6-9pm 2 sessions on 16-23 August
102WORD1C: Wednesday, 9:30am-4:30pm 1 session on 29 September
102WORD1D: Thursday, 9:30am-4:30pm 1 session on 21 October
102WORD1E: Tuesday, 9:30am-4:30pm 1 session on 9 November
102WORD1F: Monday, 6pm-9pm 2 sessions on 6-13 December
Cost: $300
f Find the mistakes and rewrite this letter from Anne Bell correctly.
Mr T Gregory
The Manager
Bonds Bank plc
25 High Street
Manchester MI 2AA
Ms Anne Bell
69 Maple Road
Manchester M3 2BY
dear sir
Word Intermediate - Beyond Basics, a six-hour course given on:
102WORD2A: Monday, 6-9pm 2 sessions on 12 & 19 July
102WORD2A: Friday, 9.30am-4.30pm 1 session on 20 August
102WORD2B: Tuesday, 9:30am-4:30pm 1 session on 14 September
102WORD2C: Wednesday, 6-9pm 2 sessions on 13-20 October
102WORD2D: Monday, 9:30am-4:30pm 1 session on 22 November
102WORD2E: Thursday, 9:30am-4:30pm 1 session on 16 December
Cost: $350
Ive received my april statement and I think it contains an error. I withdrew 80 pounds
cash from your cash machine on 12 April, not 100 pounds. I would be grateful if you
could check this for me. my account number is 20693056
I look forward
Yours sincerely
Situation 2
_________________________________________________________________________
You are organising a conference for your company’s sales representatives from all over the
country. You have already booked the hotel where the conference would be held and the sales
representatives would stay and have just received a letter of confirmation. However, you need
to make some changes to the arrangements. With a partner, think of what kind of changes you
might need to make (for example, the number of hotel rooms you need, the consultant
availability, the deluxe room, the options given, etc...). Write the letter with your partner.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Complete Meeting Packages
For a successful, efficient meeting that is easy to budget, our CMP includes everything you need: conference rooms, professional meeting services, 3 meals and guest accommodations. Your CMP includes:
-Personal Conference Consultant to assist in preplanning
-Advanced audio-visual systems built into your conference room.
-Continuous refreshment breaks throughout your work day.
-Deluxe guest room with a desk and two telephone lines including speakerphone, feature and data port
for computer or fax, remote control colour TV, radio and room service.
_________________________________________________________________________
g Rewrite this letter using correct punctuation and capital letters.
3 september 2010 / mr rod stuart training manager / tst uk / 396 cromwell road london sw3
9rt / thank you for your letter of 1 september / we will be very pleased to run a two day
course for new staff in early january and i look forward to meeting you next week / yours
sincerely / Brian Cameron / brian cameron director of training
Modified Meeting Package
Option 1
It includes each conferee's room, lunch, dinner, continuous refreshment service, conference space,
conference services, standard audio/visual equipment and service charges covering gratuity for food
and beverage.
Option 2
It includes each conferee's room, breakfast, lunch, continuous refreshment service, conference space,
conference services, standard audio/visual equipment and service charges covering gratuity for food
and beverage.
Option 3
It includes each conferee’s room, lunch, continuous refreshment service, conference space,
conference services, standard audio/visual equipment and service charges covering gratuity for food
and beverage.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
83
Correspondence
Lessons Seven, Eight and Nine
Learning Objectives
■
■
Identifying mistakes in a letter and correcting them
Using proper punctuation
e
■
Tell the students to read the instructions carefully.
■ Then make sure that they understand the task before they write their
letters individually.
84
g
■ Allow time for students to read the jumbled letter silently. Make sure
that they know the layout of a business letter.
■ Explain to the students that they have to rewrite the letter using
correct punctuation and capital letters
■ Put students in pairs to complete the task. Ask volunteers to read the
letter aloud.
Answers
Students’ answers
Give As homework or revision: Activity Book,
exercises a, b, c, d, e, And f, pp.48-49
■ Ask students to check each other’s work in pairs, and then collect it
for you to mark.
Answers
Students’ answers
f
■ There are various ways of doing this review task. You could do it orally
with the whole class or tell the students to do it individually or in pairs
first.
■ Alternatively, you could divide the class into teams and make it a
competition.
Answers
Students’ answers
21
Incomes and
3
Salaries
Unit
3 Incomes and
Salaries
Lesson One
A Dialogue
Learning Objective
1 Read the dialogue and answer the questions.
Samira and Huda are speaking about their spending records.
Samira: Hello Huda. Did you get your pay cheque?
Huda:
Yeah, two days ago. And I’ve already spent a
lot of it!
Samira: Well, me too. I spent 400 SYP on groceries
then went to the cinema which cost 150 SYP.
Huda:
I had to buy lots of things too. I got my
mother a gift for 200 SYP and got myself
a pair of red shoes for 800 SYP and some
books for 300 SYP.
Samira: And I still have to buy some CDs for my
brother and pay the telephone bill.
Huda:
That will cost you around 800 SYP.
Samira: Yeah! I have to be careful or else I’ll run out of money before the end of the month!
Practising making a record of one’s spendings
■
A Dialogue
1
■
Go through the dialogue in detail and explain any new vocabulary.
■
Ask the students to try to answer the questions in pairs.
■
Check answers as a whole class.
Questions
1
2
3
4
5
Answers
1 Samira spent 550 Syrian pounds and Huda spent 1300 Syrian pounds.
2 Yes: a pair of red shoes.
3 Samira
4 some CDs for her brother and the telephone bill
5 Students’ answers
How much did each lady spend?
Did Huda buy anything for herself? What was it?
Who bought food and went to the cinema?
What does Samira have to pay for later?
What problem might the ladies have in the future?
B Listening
2
B Listening
Listen to Sally and complete her spending record for Friday and Saturday. Then calculate the
total below.
Thurs.
electricity bill £46
bus £2
lunch £2.50
Fri.
food
Sat.
hairdresser
Thursday:
Friday:
Saturday:
TOTAL:
£50.50
_____________
_____________
_____________
_____________
16
2
Lesson Two
■ Play the recording and ask students to write their answers
individually.
■
Check answers as a whole class.
Learning Objectives
■
■
Audioscript
Sally:
On Thursday, I paid my electricity bill. That was fortysix pounds. I spent two pounds on the bus, and I had
lunch at a burger place. That was two pounds fifty.
On Friday, I needed some food from the supermarket,
so I spent sixteen pounds on food. In the evening, I
went to the cinema and saw a film. That was four
pounds.
On Saturday, I played tennis in the morning. That was two
pounds. Then in the afternoon, I went to the hairdresser
because my hair was too long. Cutting my hair cost me ten
pounds. After that, I went shopping and I bought a jacket –
a nice blue jacket. That was forty pounds.
Answers
Friday: 20 pounds
Saturday: 52 pounds
TOTAL: 122.50 pounds
22
■
Giving opinions about issues related to money
Identifying the meaning of idioms related to money
Demonstrating an understanding of the relationship between
words and their meanings
C Money
3
■
Ask students to discuss the questions in pairs.
■
Go round and monitor students’ language.
Answers
Students’ answers
E Past Time
Incomes and Salaries
C Money
3
Work in pairs. Give your opinion about these
questions. Give examples if you can. Guess if
you don’t know.
1 What is a typical hourly rate of pay for a
young shop assistant?
2 What is a typical annual salary for
someone who has just left university?
3 What is a typical percentage rate of
interest for (a) mortgages and (b) credit
cards?
4 How much does a small apartment in
this area cost (a) to rent and (b) to
buy?
5 How much do you think an average
middle-class family spends on food in a
week?
6 How many Syrian pounds are there to
(a) the dollar and (b) the Euro?
D Vocabulary
4
Match the underlined idioms with their
definitions.
a What you are saying is as sound as a
pound.
b I’ll give you a penny for your thoughts.
c She has a heart of gold.
d I’ll throw in my two cents while we’re
talking about this.
e You should start cutting your losses
before it is too late.
1 This idiom is used as a way of asking
someone what they are thinking about.
2 Avoid losing any more money than you
already have by getting out of a
situation before matters get worse.
3 The person is genuinely kind and caring.
4 It is very good or reliable.
5 Give your opinion on an issue.
5
Match the words to their meanings.
cash on delivery receipt on account
account card credit advice
supply contract cash discount
1 You agree to supply a company with
goods for a long time.
2 People in a company can use this card to
buy goods on account.
3 When you pay cash for goods or services,
you receive a discount.
4 When you deliver the goods, you collect
payment in full.
5 This document shows that you have paid
some money to the supplier on account.
6 This document shows that some money
has been credited to your account.
E Past time
6
Answer the following questions.
Divide the class into two teams.
■
Teams get two points for every correct answer.
■
The team that gets the highest number of points is the winning team..
Answers
Answers may vary depending on the time
Mini Grammar
The Simple Past Tense
Examples:
• I saw a movie yesterday.
• I didn’t see a play last night.
• D id you have dinner?
What was the day and / or date ...?
2 We use the simple past to list a series of completed actions in
the past. These actions happen 1s t, 2n d, 3r d, 4th and so on.
yesterday
the day before yesterday
three days ago
a week ago
this time last month
six months ago
this time last year
Examples:
• I finished work, walked to the beach and found a nice
place to swim.
• D id you add flour, pour in the milk and then add the eggs?
17
D Vocabulary
4 and 5
■ Ask students to work out the answers in pairs and then discuss them
with the whole class.
Answers
4
a4/b1/c3/d5/e2
5
1 supply contract
2 account card
3 cash discount
4 cash on delivery
5 receipt on account
6 credit advice
Activity Book pages 9 and 10 exercises 1 and 2
Lesson Three
Learning Objective
■
■
1 U se the simple past to express the idea that an action started
and finished at a specific time in the past. Sometimes, speakers
may not actually mention the specific time but they do have
one specific time in mind.
What was the time ...?
1 ten minutes ago
2 three quarters of an hour ago
3 half an hour ago
4 two hours ago
5
6
7
8
9
10
11
6
3 The simple past can be used with a duration which starts and
stops in the past. A duration is a longer action often indicated
by expressions such as for two years, for fiv e minutes, all
day, all year, etc.
Examples:
• I lived in Br azil for two years.
• They did not stay at the party the entire time.
• A: H ow long did you wait for them?
B: We waited for one hour.
4 The Simple Past can also be used to describe a habit which
stopped in the past. I t can have the same meaning as “u sed to”
To make it clear that we are talking about a habit, we often add
expressions such as always, often, usually, nev er, when I was
a child, when I was younger, etc.
Examples:
* I studied Fr ench when I was a child.
* H e didn’t play the piano when he was younger.
5 The simple past can also be used to describe past facts or
generalisations which are no longer true. A s in number 4 above,
this use of the simple past is quite similar to the expression
“u sed to” .
Examples:
• She was shy as a child, but now she is very outgoing.
• H e didn’t like tomatoes when he was a child.
• D id you live in Texas when you were a kid?
Demonstrating an understanding of past time by asking and
answering questions about the past
23
Lesson Four
Learning Objectives
■
■
F Verbs in the past
Identifying the past form of regular and irregular verbs
Practising forming questions with Did
7 Study the tables.
REGULAR VERBS
present
call
clean
answer
check
receive
travel
stop
try
carry
play
Grammar
simple past tense
F Verbs in the past
7
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
Did
I / you
he / she / it
we / you / they
Did
I / you
he / she / it
we / you / they
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
Give the students time to read the example questions and answers.
Explain the rules for forming questions with / without did.
■
■
Check understanding by eliciting examples from volunteers.
When
Where
8
■
IRREGULAR VERBS
past
called
cleaned
answered
checked
received
travelled
stopped
tried
carried
played
I / you
did he / she / it
we / you / they
present
pay
find
send
buy
have
drink
sleep
think
feel
cut
go?
have a good
weekend?
enjoy the meal?
win the game?
spend a lot of
money?
go?
past
paid
found
sent
bought
had
drank
slept
thought
felt
cut
Yes,
No,
I / you
did. ,
he / she / it
didn t.
we / you /they
Yes,
No,
I / you
did. ,
he / she / it
didn t.
we / you / they
I / You
He / She / It
We / You / They
went yesterday.
went home.
8 What would you ask? Make questions with Did ...?
1
2
3
4
5
6
7
8
Ask students to prepare the answers individually or in pairs.
■ Invite a volunteer to give you the answer. Check that all students
agree by show of hand. In case of disagreement, allow time for a class
discussion.
Your friend watched a football match yesterday.
They went shopping yesterday.
My friend finished her meal five minutes ago.
She wanted to get a new job.
You met someone from London at the airport.
They went to the cinema with a friend.
He had a holiday in Lattakia.
She went for an interview last week.
Answers
Students’ answers
18
9
■
Ask students to prepare the answers individually or in pairs.
■
Check answers as a whole class.
11
■
■
Answers
Students’ answers
10
■
Explain the task.
■ Put students in pairs and give them plenty of time to choose eight
questions for their role play.
■ After they have finished, get the students to do the task orally or in
writing.
■
Check answers as a whole class.
Answers
Students’ answers
Do the first item orally with the whole class.
Allow time for students to complete items 2-6 individually or in pairs.
■ Invite a volunteer to give you the answer. Check that all students
agree by show of hand. In case of disagreement, allow time for a class
discussion.
Answers
1 When did he arrive?
He arrived last week.
2 How much did you pay?
I paid 20 pounds.
3 Which jacket did she buy?
She bought the red one.
4 How many letters did we receive?
We received twelve letters.
5 Where did they play?
They played in the park.
6 Who did he call?
He called the manager.
Activity Book page 11 exercises 3 and 4
24
Incomes and Salaries
9
Answer the questions above.
Example 1 No, He didn’t. He studied at home.
10
Work in pairs. Act eight conversations, using questions and answers from exercises 8 and 9
above.
11
Make questions using the verbs in brackets in the correct forms. Then write answers using the
words/phrases in italics.
1 When – he – (arrive)? last week
2 How much – you – (pay)? 20 pounds
3 Which jacket – she – (buy)? the red one
4 How many letters – we – (receive)? twelve
5 Where – they – (play)? in the park
6 Who – he – (call)? the manager
G Spending records
12
Answers
a She spent thirty-three pounds.
b She bought a green skirt and red shoes.
c Sally did.
d She went to the cinema and had her bicycle repaired.
e They cost 32 pounds.
f She paid 20 pounds.
g It was seventy-eight pounds.
h Della did.
13
■ Demonstrate the task by asking a student to make a question using
the first given phrase and another student to answer.
Look at Della’s and Sally’s spending records. Ask and answer the questions.
■ Put students into pairs. Tell them that each student in the pair should
ask one question of each type, so the pair will ask and answer 10
questions in total.
Sally
Mon. Meal with Della - 8 pounds
Bus ticket – 1 pound
Tues. Food – 15 pounds
Tues.
Wed. Books – 32 pounds
Electricity bill – 59 pounds
Thu. Magazines – 32 pounds
Bicycle repair – 59 pounds
Fri.
Cinema – 6 pounds
Bicycle repair – 59 pounds
Wed.
Sat.
Sat.
Sun.
a
b
c
d
13
Mon.
Food - 35 pounds
Blue jacket - 40 pounds
CDs - 15 pounds
Telephone bill - 78 pounds
Thu.
Fri.
Sun.
How much did Della spend on Monday?
What did she buy on Tuesday?
Who bought CDs on Saturday?
What did Sally do on Friday?
Della
Meal with Sally – 8 pounds
Petrol – 25 pounds
Green skirt – 20 pounds
Red shoes – 48 pounds
Books – 9 pounds
Electricity bill – 63 pounds
Food – 12 pounds
Bicycle repair – 59 pounds
Present for mother – 16 pounds
Magazines – 32 pounds
Bicycle repair – 59 pounds
Food - 57 pounds
Hairdresser - 12 pounds
Answers
Students’ answers
Activities
Activity 1
Change each sentence into a Yes / No question.
Petrol - 20 pounds
e
f
g
h
How much did Sally’s magazines cost?
How much did Della pay for petrol on Sunday?
How much was Sally’s telephone bill?
Who spent 16 pounds on a present?
Work in pairs. Ask and answer more questions about the two spending records.
1 How much did ... ?
4
Who bought ... ?
2 How much was ... ?
5
What did ... ?
3 Who spent ... ?
1 We were on the beach.
2 Some First Nations people lived in tents.
3 Kyoko bought a new car.
4 They talked about their homework.
5 He didn’t practise hockey every day.
6 The soup wasn’t hot.
7 A raccoon ate Sally’s lunch.
8 They were happy together.
19
Lesson Five
Learning Objectives
■
■
■
■
Analysing information in a table
Demonstrating understanding of information in a table by
answering questions
Practising the simple past
Practising making questions with or without did
G Spending records
12
■ Direct students' attention to the information in the table. Tell them
to look through the lists and ask the class about any words that they
don’t know.
■ When they are ready, get various students to ask the questions and
others to answer.
Activity 2
Make questions using the wh-question words in brackets.
1 She bought an old car. (what)
2 They travelled across Canada by bike. (how)
3 Beavers were common on Vancouver Island. (where)
4 Jan studied for three hours. (how long)
5 The fox was in the garden. (where)
Answers
Activity 1
1 Were you on the beach?
2 Did some First Nations people live in tents?
3 Did Kyoko buy a new car?
4 Did they talk about their homework?
5 Did he practise hockey every day?
6 Was the soup hot?
7 Did a raccoon eat Sally’s lunch?
8 Were they happy together?
Activity 2
1 What did she buy?
2 How did they travel across Canada?
3 Where were beavers common?
4 How long did Jan study?
5 Where was the fox?
25
Lesson Six
Learning Objectives
Identifying the main idea of a text
Demonstrating understanding of a text by answering questions
Practising identifying the meaning of new words from context
Practising writing a summary
■
■
■
■
H Reading
14
H Reading
Study Reveals Gulf Between Dubai Wage Earners
Europeans have the highest incomes in Dubai, earning almost twenty times more than
labour-camp workers. The average annual income of a European working in Dubai is AED
382,000 while a labour-camp worker on average earns just AED 21,000 a year, according to a
survey by the Dubai Statistics Centre.
The latest Dubai expenditure and income survey reveals that individual earners in European
households on average have the highest incomes, followed by UAE nationals with an income
of AED 324,000, Arabs with AED 198,000 and Asians with AED 141,000.
It also shows that households in Dubai spend 11.29 percent of total consumption
expenditure on food, medicine and clothes and 42.95 percent on housing and energy.
While leisure, entertainment and education account for eight percent of consumption in
households in Dubai, labour-camp workers spend just one percent on this category.
14
■ Allow time for students to read the text silently. While they are
reading, go round and answer any questions about vocabulary.
■
Ask students to complete the task individually.
■
Check answers as a whole class.
Answers
1 The main idea is salaries.
2 Students’ answers
3 The first article’s source is a journalist whereas the second is financial
analysts.
4 Students’ answers
5 Students’ answers
Average Salary in Russia Reaches $545
The average salary in Russia is 13,800 rubles ($545) in 2009, 25 percent more than last
year, the Federal Statistics Agency reported. Analysts warn that the growth of incomes will
slow down in the next few years.
The average wage went up 24.7 percent over the past year. Incomes are rising mainly
because of growing wages which make up 40 to 42 percent of the overall income. Analysts note
that salary growth is pushed by the private sector. Pensions are still growing at a much slower
rate than salaries.
Meanwhile, the Economic Development and Trade Ministry is concerned that the income
growth is much higher than the growth of labour productivity. Low competitiveness means that
both economy and living standards are not growing fast enough, the government says.
Activity Book page 11 exercises 5 and 6
Teaching Tips
Writing a Summary
A good summary has the following characteristics:
Proper Citation: The summary begins by citing the title, author,
source and, in the case of a magazine or journal article, the date
of publication of the text.
Thesis Statement: The overall thesis of the text selection is the
author’s central theme. The thesis statement is stated at the
beginning of the summary.
Supporting Ideas: The author defends his/h er thesis with
supporting ideas.
Gr ammar and the Mechanics of Writing: Gr ammar and related
concerns ensure that, as a writer, you communicate clearly with
your reader.
Length: The length of a summary depends on how long the
original document is.
Steps in Writing a Summary
I nitially, summary writing can seem like a challenging task. I t
requires careful reading and reflective thinking about the article.
Most of us, however, tend to skim read without focused reflection,
but with time and effort, the steps listed here can help you
become an effective summary writer.
•
•
•
•
•
•
•
26
R ead the article.
R eread the article.
D ivide the article into segments or sections of ideas. Each
segment deals with one aspect of the central theme. A
segment can comprise one or more paragraphs.
Label each segment. U se a general phrase that captures
the subject matter of the segment.
Write the label in the margin next to the segment.
Highligh t or underline the main points and key phrases.
Write a one-sentence summary for each segment of
thought on a separate sheet of paper.
F ormulate the Thesis Statement.
Read the two newspaper articles and answer the questions.
Questions
1
2
3
4
5
20
•
•
What is the idea that both articles are presenting?
Choose two difficult words from each article and find their meaning in the dictionary.
What are the sources of information in both articles?
Summarise each article in five sentences.
Discuss with your classmates the importance of the two issues mentioned in the above articles.
F ormulate a central theme that weaves the one-sentence
segment summaries together. This is your thesis statement.
Write your first draft.
1 Begin with a proper citation of the title, author, source and
date of publication of the article summarised.
2 Combine the thesis statement and your one-sentence
segment summaries into a one- or two-paragraph summary.
3 Eliminate all unnecessary words and repetitions.
4 Eliminate all personal ideas and inferences.
5 U se transitions for a smooth and logical flow of ideas.
6 Conclude with a “s umming up” sentence by stating what can
be learned from reading the article.
7 Edit Y our D raft. Check your summary by asking the following
questions:
a Hav e I answered the who, what, when, why and how
questions?
b I s my grammar, punctuation and spelling correct?
c Hav e I left out my personal views and ideas?
d D oes my summary flow when I read it aloud?
e Hav e someone else read it. D oes the summary give them
the central ideas of the article?
•
Write your final draft.
Correspondence
2 Emails
Note
a
FORMAL
Name
Previous contact
Reason for writing
Giving information
Attachments
Asking for
information
Requests
Promising action
Offering help
Final comments
Close
30 Empire Drive
Manchester
M6 2PQ
Dear Mr/Mrs/Ms
Thank you for your email of ...
Further to your last email, ...
I apologise for not getting in
contact with you before now.
I am writing in connection with ...
I am writing with regard to ...
In reply to your email, here are ...
Your name was given to me by ...
We would like to point out that ...
Hi/Hello
Thanks for your email.
Re your email, ...
Sorry, I haven't written for ages,
but I've been really busy
Just a short note about ...
I'm writing about ...
Here's the ... you wanted.
I got your name from ...
Please note that ...
I'm writing to let you know that ...
We are able to confirm that ...
I am delighted to tell you that ...
We regret to inform you that ...
Please find attached my report.
I'm sending you ... as a pdf file.
Could you give me some
information about ...
I would like to know ...
I'm interested in finding out ...
I'd be grateful if you could ...
I wonder if you could ...
Do you think I could have ...?
Thank you in advance for your help
in this matter.
I will ...
I’ll investigate the matter.
I will contact you again shortly.
Would you like me to ...?
If you wish, I would be happy to ...
Let me know whether you would
like me to ...
Thank you for your help.
Do not hesitate to contact us
again if you require any further
information.
Please feel free to contact me if
you have any questions. My direct
line is ...
I am looking forward to ... (+ -ing)
Give my regards to ...
Best wishes
Regards
Just a note to say ...
We can confirm that ...
Good news!
Unfortunately, ...
I've attached ...
Here is the ... you wanted.
Can you tell me more about ...
Please find enclosed a brochure about our policy conditions and our quotation which is valid
for 28 days from the date of this letter.
I'd like to know ...
Please send me ...
Please could you ...
Could you ...?
Can I have ...?
I'd appreciate your help on this.
I look forward to receiving your reply in the near future.
Ms Sargent
Furniture Warehouse
Westend Industrial Estate
Gravesend DT3 5IQ
Dear Ms Sargent
Thank you for your request for a quotation for buildings and contents insurance together with
the proposal form.
I would like to take the opportunity to point out the 4% reduction in the buildings and
contents premiums if the warehouse is fitted with a sprinkler system.
When you have considered our quotation, if you would like any further information, please do
not hesitate to contact me.
David Hill
Commercial Insurance Manager
Yours sincerely
I’ll ...
I’ll look into it.
I’ll get back to you soon.
Do you want me to ...?
Shall I ...?
Let me know if you’d like me to ...
b
With reference to your letter on 16 August, I have the pleasure to enclose the contract for you to
sign. I would be grateful if you would return it to us at your earliest convenience. We shall start work
on 10 September. In the meantime, if you have any queries, please do not hesitate to contact us.
Thanks again for ...
Let me know if you need anything
else.
May we take this opportunity to thank you for choosing our company for this project.
Kind regards
Just give me a call if you have any
questions. My number is ...
John Powell
Looking forward to ... (+ -ing)
Best wishes to ...
Speak to/See you soon.
Bye (for now) / All the best
c
Correspondence
Lessons Seven, Eight and Nine
Learning Objectives
■
■
Note
■
Read the table on page 85 with the students.
Remind them of the difference between writting formal and informal
phrases or sentences.
■
■
Answer if they have any question regarding the read information.
a
Ask the students to read the letter and underline the formal words /
phrases.
■
You are Wissam Assaf ’s secretary. He is out of the office and needs a list of his appointments.
Write him an email using the following notes.
Tomorrow:
10 a.m. John Brown - discuss a new project
2:30 p.m. Port Authority - want to discuss your report
The following day:
11 a.m. no appointments - can deal with paperwork
2 p.m. lawyer - go through the new contract
86
b
■ Explain the task to the students and give them time to complete it in
pairs.
■ When they have finished, put students in groups of four and allow
them time to compare their answers.
Check answers as a whole class.
■
Distinguishing the difference between formal letters and
informal emails
Practising writing an email in reply to a letter
Practising writing an email using notes as cues
2 Emails
Work in pairs. Use the given letter to write an email in reply.
Dear Mr Burns
85
■
Rewrite this letter as a more informal email.
INFORMAL
Answers
Students’ answers
c
■
Tell the students to read the instructions carefully.
■ Make sure that they understand the task before they write their
paragraphs individually.
■ Ask students to check each other’s work in pairs, and then collect
and mark it.
Answers
Students’ answers
Give as homework or revision Activity Book,
exercises A,B,C,D And E pages 50-51
■ Allow time for students to rewrite the words / phrases which they
have underlined in an informal manner.
■
Check answers as a whole class.
Answers
Students’ answers
27
Teaching Tips
Phrases to Use in Business Letters
Sample Sentences: Introduction of Product/Service
I am writing to tell you about . . .
(Ou r new product) is coming out next month.
Request for information
I am writing to inquire about . . .
This product/s ervice is designed to (h elp you) . . .
I am writing in reference to . . .
Sample Sentences: Reference
I am writing in regard to . . .
I read/h eard . . . and would like to know . . .
Could you please send me . . .
at the address below/abo ve
Thank you for your assistance.
I look forward to hearing from you.
Response to request
Thank you for your interest/inqu iry.
Enclosed is the information you requested.
Y ou can learn more about this at . . .
I am writing in reference to . . .
Please refer to the enclosed invoice/br ochure.
I hope you have had a chance to look over the materials we sent.
Sample Sentences: Confirmation
I am writing to confirm . . .
I would like to confirm what we discussed last F riday.
I would like to confirm the main points we discussed . . .
If you have further questions,
Sample Sentences: Notification
I am writing to let you know that . . .
If you require assistance, please contact: *
Please be aware / informed that . . .
If I can be of more help, please feel free to contact me at . . .
I would like to inform you of a recent policy change.
Sample Sentences: Requests
Could you please send me your most recent brochure?
Could you fax me the results of the market survey?
I am happy to inform you that . . .
Y our request for funding has been approved.
I would like to order ten copies of the book, Touchy Situations.
Sample Sentences: Offering Assistance
We would be happy to . . .
I would be very grateful if you could send me this information.
If we can be of assistance, please don' t hesitate to ask.
Please return the enclosed envelope with your payment.
Sample Sentences: Goodwill
Thank you for your hospitality.
I enjoyed having lunch with you last week while I was in New
Y ork.
Congratulations on your promotion to Gen eral Manager.
I want(ed ) to congratulate you on your new position.
I was happy to hear that contract negotiations went well.
28
Sample Sentences: Collection
A ccording to our records . . .
Ou r records show that . . .
Y our monthly instalment is past due.
Please send payment as soon as possible.
Unit
4
4 Meetings
A Dialogue
Huda is preparing the conference room for a meeting. Read the agenda for the meeting and
answer the questions.
1
AGENDA
for a meeting in the conference
room on Thursday 4 November
2010 at 10 a.m.
Meetings
Answers
1 10 a.m.
2 three
3 He thought Juliet was on holiday.
4 Huda is.
5 He is going to talk about the new offices for the sales department.
6 Mr Ali said he wasn’t coming to the meeting.
1 Information about the new
offices
Teaching Tips
Small Talk 1
2 Dates and plans for moving
3 Training courses
Omar:
Juliet:
Omar:
Juliet:
Omar:
Juliet:
Huda:
Hello, Juliet. I thought you were on holiday today.
No, I’m still here. I’m starting my holiday tomorrow.
Oh. Well, have a good holiday.
Thanks.
What’s this meeting about? Do you know?
No, but Huda might know.
It’s about the new offices for the sales department. Mr Ali is going to give us some
information about them. Here’s an agenda for you.
Omar: Thanks.
Juliet: But I saw Mr Ali yesterday, and he said he wasn’t coming in today.
Huda: Yes, he planned to go to Lattakia, but then he changed his mind. He’s going
tomorrow instead. Here he comes now.
Ali:
Good morning. Are we ready to start the meeting?
• Write ‘Small Talk’ on the board. Ask students to brainstorm as a
class to define small talk.
• Write examples on the board such as:
• Being at a restaurant, standing in the hallway waiting for the
elevator, waiting for your turn to pay at the cashier…
• Tell the students that these are all situations that need small
talk skills to help them pass time while waiting.
• Discuss the importance of small talk skills with the class.
• Ask students which topics are appropriate for small talk
Questions
1 What time is the meeting?
2 How many topics are on the agenda?
3 Why is Omar surprised to see Juliet?
4 Who is giving out the agenda?
5 What is Mr Ali going to talk about?
6 Why is Juliet surprised?
21
Lesson One
Learning Objectives
■
■
■
■
Identifying elements on an agenda
Demonstrating understanding of a reading text by answering
comprehension questions
Practising asking and answering questions with going to
Identifying the duties of a chairperson
A Dialogue
1
discussions. For those topics which are appropriate, ask
students to think of one interesting comment to make when
you call on them. For those topics which are not appropriate,
ask students to be able to explain why you believe they are not
appropriate for small talk.
• The latest films
• Your best friend
• The local basketball team
• The last film you saw
• Cars
• Pets
• A product you’d like to sell to everyone
• A magazine
• Your home town
• Learning a language
• Playing sports
• Your last holiday
• Your favourite food
• Your favourite movie star
■ Tell the students to read the agenda silently and try to guess what an
agenda is (a list of topics that people are going to discuss at a meeting).
Explain any unknown words in the agenda.
■ Allow time for students to read the dialogue and answer the
questions individually. When they have all found answers to the
questions, let them work in pairs comparing answers.
■ Check the answers orally: ask a student to say an answer, then ask
the class whether they agree with each answer before you give your
confirmation.
■ If you have time, put students into pairs and ask them to practise the
dialogue.
■
Go round and monitor students’ conversations.
29
B Listening
2
B Listening
■ Ask students to listen to the recording and to write down their
answers. Tell them not to worry if they can’t complete the task the first
time because they will hear it again.
2
1
Ask students for their answers. If necessary, play the recording again
or read out the parts that caused trouble. Finally, confirm the correct
answers.
■
Answers
1 Item 2 (dates and plans for moving)
2 16th
2
3
4
D Making assumptions
Listen to a conversation between Mr Ali
and Mr Walid and then answer the
following questions.
Which item on the agenda on p.21 are
they discussing?
What date is the trade fair?
What day is the 17th?
What are the sales staff going to do on
that day?
C Plans and intentions
3 Thursday
4 They are going to move
into new offices.
3 Read this agenda. Ask and answer questions
about it with going to and words in the
table.
AGENDA
1 training for sales staff
2 a new computer system
3 holidays
Audioscript
Ali
So, the next question is when to move. Walid, how
about the 16th? That’s a Wednesday.
Walid
The 16th is not a good day. There’s a big trade fair in
Damascus that day, so the sales staff will be out all day.
Ali
What about the 17th?
Walid
The 17th is a Thursday. I think that’s a good day. We
can move on Thursday. Then we can start the following
week in the new offices.
Ali
Right. Let’s move on the 17th.
holidays
accounts
a new system
salaries
new offices
reception staff
training
computers
Example 2
In the dialogue on page 21, Omar says, “I
thought you were on holiday today.”
1 A Hey! You’re eating my sandwich!
B Oh, I’m sorry. _____________ mine.
2 A Why didn’t you come to the meeting
at 10 o’clock?
B _____________ at 12 o’clock.
3 A Khaled is my cousin.
B Oh, _____________ your brother.
4 A Mr Ali is in his office.
B Really? I _____________ in a
meeting.
5 A We need more chairs in the
conference room.
B I’m sorry. I _____________ enough
chairs.
4 Think of a question. Use going to.
1
2
3
4
5
Your friend is going to the cinema.
Your friend is turning on the TV.
Your friend is going to Lattakia.
Your friend is going shopping.
Your friend is putting a CD in the CD
player.
6 Your friend is picking up the phone.
Learning Objectives
■
sentences.
Example 1
Woman: Hey! That’s my case!
Man:
I’m sorry. I thought it was mine.
Example
A Are they going to talk about holidays?
B Yes, they are.
Lesson Two
■
5 Look at the two examples. Then complete the
Practising making future plans
Asking questions with going to
C Plans and intentions
6 These are the opening lines of a meeting. Put
them in the right order.
___ As you know, we’re going to launch a
very special new product - a unique soft
drink with low sugar and carbon dioxide
content.
___ Firstly, we still have to decide when
exactly we should launch the product.
___ I’ve called for this meeting for two
main reasons.
___ Samia, what do you think would be the
best date?
___ Secondly, we need your ideas for a
new name, as many of you are not very
happy with the name Vitafruit.
___ Shall we begin?
___ So, let’s turn to the launching date.
22
3
■ Tell the students to read the rubric and the agenda quietly. Ask
questions to check understanding and to establish the situation, which
is similar to the situation in the dialogue in section A.
Lesson Three
Learning Objectives
■ Point out the first cue word (holidays) and ask two students to
read the example dialogue so that the whole class can hear. Invite
volunteers to read aloud the question and answer.
■
■
■ Point out the second cue word (salaries) and get the two students
to change A / B roles and perform a similar dialogue using this word.
Pay attention to pronunciation as well as correct words. Again get
repetition from the class.
Practising reporting thoughts
Identifying ways that the chairperson uses to deal with certain
situations.
Vocabulary
■
reporting verbs
Continue in this way through the exercise with different pairs.
■
■ Put all the students into pairs so that they can practise the dialogues
at the same time. Encourage them to use their best pronunciation and
expression. While they are practising, your role is to observe, listen
and note any problems.
Answers
Students’ answers
D Making assumptions
5
■ Elicit the situation in the picture and read out the example with
appropriate expression. Get pairs of students to repeat this short
dialogue.
■
4
■ Make sure all students understand what they have to do in the
exercise. Demonstrate the task by asking a pair of students to model
the first item as an example with the whole class listening.
■
Give time for students to complete the task in pairs.
■
Go round and monitor students’ use of language.
Answers
Students’ answers
Activity Book page 14 exercises 1 and 2
30
Give time for students to complete the task individually.
■ Get the answers from the class and ask various students to repeat
the answers in complete sentences. Pay attention to pronunciation
and expression as well as correct words.
■ Divide the class into pairs so that they can all practise at the same
time. Encourage them to use their best efforts at pronunciation and
expression.
■ Tell them to practise each dialogue twice, exchanging A / B roles after
the first practise. While they are practising, your role is to observe,
listen and note any problems.
■ After the pairwork, correct any serious pronunciation errors and
praise any good work.
E Vocabulary
Meetings
E Vocabulary
■ Read the words aloud and check that students know the meaning of
each verb. Help them with words that they don’t know.
Note the difference between told and the other verb
He said he liked ice-cream.
He told me he liked ice-cream.
7
■ Work through the exercise orally with the whole class, getting
answers from various students. Alternatively, tell the students to
prepare their answers individually or in pairs first.
Complete the sentences with the most appropriate reporting verb in the box.
agreed
1
2
3
4
5
6
7
announced
complained
confirmed
said
7
thought
told
■
He ____________ me the meeting was at 12 o’clock.
An angry customer ____________ that the food was bad.
I’m sorry. I ____________ your name was Ruba.
We all listened as an airport official ____________ that the flight was cancelled.
He said he would pay and then he ____________ it in writing.
He’s only 16, but he ____________ he was 18.
The manager preferred the 17th, and Mr Ali ____________ that the 17th was better.
Check answers as a whole class.
Answers
1 told
4 announced
7 agreed
2 complained
5 confirmed
3 thought
6 said
F Grammar
8
■ Either present the information from the box yourself, or tell students
to study the information in the box in pairs.
F Grammar
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
Reported speech
When the reporting verb is in the past tense, we usually put the other verbs in the past
too.
Reported speech
The speaker’s actual words
He said (that) he didn’t know.
“I don’t know.”
She said (that) she was 21.
“I’m 21.”
She said (that) she was writing a letter.
“I’m writing a letter.”
He said (that) he would go.
“I’ll go.”
8
Report these sentences using said.
Anne said, “David is working in the sales department.”
Sandra said, “Anne is not in the office.”
She said, “There is an airport at Weston.”
David said, “He is visiting a customer.”
2 I thought it was
5 I thought there were
3 I thought he was
6
■
Give time for students to complete the task in pairs.
■
Check answers as a whole class.
Answers
2/4/3/7/5/1/6
Lesson Four
Learning Objectives
■
■
Using reporting verbs correctly
Changing sentences from direct to reported speech and vice
versa
Grammar
reported speech
■
Check answers as a whole class.
Mini-Grammar
23
Answers
1 I thought it was
4 I thought he was
Allow time for students to complete the task in pairs.
Answers
2 Anne said that David was working in the sales department.
3 Sandra said that Anne was not in the office.
4 She said that there was an airport at Weston.
5 David said that he was visiting a customer.
1 Samira said, “Laila needs some stationery.”
Samira said that Laila needed some stationery.
2
3
4
5
■
Reported Speech Verbs
When using reported speech, students use “say” and “tell”. For
example:
John told me he was going to stay late at work.
Mary said she is leaving now.
However, there are a number of other reporting verbs which can
more accurately describe what someone has said. These verbs
take a variety of structures. The following list gives reporting
verbs in various categories based on sentence structure.
Reporting Verbs
Example
verb + object + infinitive
advise, encourage, invite,
remind, warn
Jack encouraged me to
look for a new job.
verb + infinitive
agree, decide, offer, promise,
refuse, threaten
She offered to give him
a lift to work.
verb + (that)
admit, agree, decide, deny,
explain, insist, promise,
recommend, suggest
Tom admitted (that) he
had tried to leave early.
verb + gerund
deny, recommend, suggest
He denied having
anything to do with her.
verb + object + preposition +
gerund
accuse
They accused the boys of
cheating on the exam.
verb + preposition + gerund
apologise, insist
He apologised for being
late.
31
9
■ Make sure all students understand what they have to do in the
exercise.
9
Demonstrate the task by asking a volunteer to do the first one or
two items as examples with the whole class listening. Get choral and
individual repetition of the example answers.
■
■ Continue working through the exercise orally with the class, giving
students time to think about each item before asking a student for the
correct answer. Make sure that everyone hears the correct answer and
get various students to repeat the sentence.
G A secretary’s duties
Some meetings (like the meeting in A)
are internal. These may be quite informal.
Other meetings involve people from outside
the company and are often more formal.
Secretaries have duties before, during and after
meetings.
Answers
2 “Laila lives in Damascus.”
3 “ They /We are not visiting customers.”
4 “I am English.” / “She is English.”
5 “Sandra is photocopying a report.”
10
Lesson Five
Learning Objectives
■
Identifying the duties of a secretary
Classifying the duties of a secretary under the correct heading
G A secretary’s duties
1
2
3
4
5
■ Introduce the topic of a secretary’s duties before, during and after
meetings. Ask students to tell you some of the duties they have
learned so far in the unit.
■ Go through the rubric instructions with the class, point out the list
of duties (a-j) and the five headings below. Make sure they understand
the task: they have to read about each duty, decide when this duty
should be carried out recording their answers by matching them with
the appropriate time heading. Do the first item as an example with the
who.
Answers
1d/f
2i/j
3a/h
4b/g
5c/e
32
Correct the errors in the text.
TST UK needed some new chairs for the
reception area, so Della Paine, the office
manager, went to a big sports shop. It
was a cold day, so she did not wear her
coat. At the shop, she went downstairs to
the second floor and spoke to the sales
assistant. He said Della wanted ten desks
for visitors to sit on. Della showed him
many different kinds of chairs. Some were
cheap but others were cheap.
Della saw a green chair that were good, but
she did not like their colour. She wanted
green chairs. The assistant told her that
they did not have any grey ones. So Huda
said that he would take ten blue ones and
she asked the price. The assistant said the
coats were 40 pounds each. Della knew
that the shop usually gave a 10% discount
for ten or more items, so she asked the
customer for a discount. The assistant was
new and did not know about discounts,
so he said he would ask the manager. The
manager confirmed that Della was wrong, so
she got the shop for 360 pounds.
A week or more before the meeting.
The day before the meeting.
The day of the meeting.
During the meeting.
The day after the meeting.
24
Give the students time to read the introductory text carefully. Then
check their understanding of the information.
■
■ Finally, get answers from various students. if there is disagreement
about any answer, encourage students to explain their answers, listen
to the explanations of others and try to agree on one answer.
11
HEADINGS
10
■ Allow time for students to complete the activity either individually or
in pairs.
H A story
Work in pairs. Look at the headings. Then put
the duties under the correct headings.
a Put paper and pens around the table.
b Sit near the chairperson and help him /
her if necessary.
c Send a copy of the minutes to everyone
who attended the meeting.
d Put the date and time in your diary and
your manager’s diary.
e Write the minutes.
f Talk to your manager about the agenda
and type the agenda.
g Take the minutes of the meeting.
h Check the meeting room. Move in more
seats if necessary.
i Collect any files or documents that
people may want during the meeting.
j Make sure that you have enough
stationery for the meeting.
Activity Book page 15 exercises 3 and 4
■
What were the speakers’ actual words.
Example
1 David said he wanted a new computer.
“I want a new computer.”
2 She said Laila lived in Damascus.
3 He said they were not visiting customers.
4 Anne said she was English.
5 David said Sandra was photocopying a
report.
Lesson Six
Learning Objectives
■
■
Practising editing a text
Demonstrating understanding of a reading text by answering
questions about it
H A story
11
■ Introduce the story, explaining that there are a number of mistakes in
it, not grammatical mistakes but wrong words. The students’ task is to
read the story sentence by sentence.
■
Let them work individually or in pairs to find the errors.
■
Collect the answers from the class and write them on the board.
Answers
chairs shop / hot / went upstairs / Della said that she wanted ten chairs /
He showed her / were expensive / that was good / its colour / grey chairs /
So Della / she would / chairs were / the sales assistant for a discount / Della
was right / got the chairs
Meetings
These are some tips for successful business meetings:
I Reading
12 Read the text and answer the questions.
Huda often attends meetings. She listens and writes notes during the meeting. This is called ‘taking
the minutes’. The next day, she reads her notes and writes the minutes carefully as a formal record of
the meeting.
Minutes of the Meeting in the Conference Room at
TST
Thursday 4 November 2010, 10 a.m.
1 Information about the new offices
Mr Ali announced that the new offices for the sales
department were nearly ready.
2 Dates and planning for the move
Mr Ali and Mr Walid discussed when to move from
the old offices to the new ones. They agreed that
17 November would be the best date.
It’s often helpful to establish the general format all your
meetings will follow as a matter of course. Most meetings,
regardless of purpose, need a leader, a scribe and sometimes a
timekeeper. The leader is responsible for leading the meeting and
creating and following the meeting agenda. The scribe, a role
which can rotate, is responsible for documenting the meeting
and sending out meeting notes and assignments promptly. The
timekeeper is a role you may want to employ depending on
your group. If lengths of time are to be adhered to for each
agenda item, this person will be responsible for alerting each
speaker when his or her time is up. He may also have the role of
discouraging side conversations.
3 Training courses
Ms Sarah Sanderson reported that English language
training at TST was going well. She said that
all sales representatives at TST now had good
English language skills. She announced that a new
programme for junior sales staff would begin in
January.
Questions
1 Huda ___ at meetings.
a often speaks
b takes the minutes
c does not sit down
d writes the minutes
2 Mr Ali ___ at this meeting.
a was the chairperson
b was not present
c had the only chair
d said nothing
3 Who decided the best date for the move?
4 What was Sarah Sanderson’s report about?
5 What did she say about the results of language training at TST?
13 Look at items 1 and 3 in the minutes. What did Ali and Sarah actually say?
Example
Item 1: Mr Ali said, “The new offices for the sales department are nearly ready.”
25
Reading
12
■
Ask students to read the text silently.
■ Tell the students to read the questions, then allow them time to read
the text again and look for the answers.
■
Check answers as a whole class.
Answers
1b
2a
3 Mr Ali and Mr Walid
4 English language training
5 She said that all sales reps at TST had good English language skills.
13
■ Allow time for students to complete the task either individually or in
pairs.
■
Depending on where you work, you may dread a meeting
invitation or look forward to meetings as opportunities to
solve problems or accomplish goals. The difference is in how an
organisation handles meetings and the methods are almost as
diverse as organisations themselves are.
The first meeting criteria would be whether or not a meeting
is really necessary for this particular business purpose. The
purposes for which meetings could make sense might be the
necessity of collecting different points of view or updating a
particular work-group on the status of a particular plan. It could
be a meeting of a task team to update progress toward particular
goals and to make additional assignments.
Present: Mr Ali Al Mithiab (chairperson), Mr Walid
Khatib, Mrs Lamia Haddad, Mr Omar Al Kindi, Ms
Juliet Martin, Ms Sarah Sanderson, Miss Huda
Kassem (Secretary)
I
Teaching Tips
Business Meetings
Check answers as a whole class.
Answers
Item 3: Sarah Sanderson said, “English language training at TST is going
well. All sales representatives at TST now have good English language skills.
A new programme for junior sales staff will begin in January.”
Once you have determined that a meeting is indeed necessary,
what the purpose of the meeting is and what roles need to be
filled for the meeting, then you have the task of developing the
meeting agenda. A typical agenda for a task team might be to
review past assignments, to determine what next steps are, to
assign both tasks and timelines to accomplish next steps and to
set the date and time for the next meeting.
The group should also determine who needs to attend the next
meeting. If your team needs input from a particular expert
outside the team, someone needs to be responsible for inviting
that person, explaining the needs of the group and confirming
to the leader that the person will attend. The leader needs to
either create the agenda for the meeting or to assign agenda
creation to a team member. Rotating responsibility for the agenda
often works well and gives each person more investment in the
workings of the team.
Meeting ground rules are also worth considering. Ground rules
could include being prepared for your assigned tasks, not
“shooting down” others’ ideas harshly, being willing to take on
assignments, not having side conversations, and sticking to the
agenda. In many cases, a ground rule for turning off cell phones
and pagers during meetings is appropriate so you can more
readily accomplish the work planned.
You can evaluate the effectiveness of each meeting with this set
of questions:
1
Can the business meeting purpose be met in a more
efficient way, such as with a conference call?
2
Do the people who attend each meeting know what the
purpose of the meeting is? Do they all agree?
3
Once the purpose is established, are you confident that
the correct people are attending the meetings? Should
some people be excused or even some added?
4
Does the meeting structure allow the stated purpose of
the meeting to be accomplished?
Activity Book page 16 exercises 5 and 6
33
Culture and
Values 1
Culture and
Values 1
Celebrations
Read the two short texts and answer the questions.
Celebrations
Learning Objectives
■
■
Talking about various celebrations
Demonstrating understanding of a text by completing a Venn
diagram
■ Explain to the students that they are going to read two texts about
two different holidays.
■
Eid Al-Fitr
Eid Al-Fitr celebrates the end of Ramadan, in
the ninth month of the Hijri calendar. It is a
religious festival of happiness and joy in Syria
and other Arab and Muslim countries. Eid
Al-Fitr isn’t always on the same date because
it follows the calendar of the hijri year. In
the morning, Syrians go to prayers. They wear
new clothes and young people receive gifts.
It is a time when Muslims think about the
poor and help them, and a time for forgetting
old arguments. The celebrations in Syria last
for at least three days and schools, shops and
offices close.
Chinese New Year
The Chinese New Year falls in late January or
early February and follows the Hijri calendar.
It celebrates spring and lasts fifteen days.
People clean their homes and decorate them
with red decorations, flowers, fruit and
sweets. People wear new clothes and visit
their relatives and friends. Red is a lucky
colour and young people receive gifts of
money in red envelopes. On the fifteenth
night, there is a lantern festival with fireworks
in the streets. There is a huge lion parade
with dancers and musicians playing loud
drums.
Questions
1
Complete the following diagram to compare and contrast the two celebrations.
Ask students to read the text silently.
■ After they finish reading, ask them to answer the questions
individually.
■ Explain to the students that to fill the diagram they need to know that
the dark blue area represents the common points between the two
celebrations. The characteristics which distinguish Eid Al-Fitr should
be written in the magenta circle and those which characterise the
Chinese New Year in the blue circle.
■ Ask students to complete the diagram with the characteristics of the
two holidays by comparing and contrasting them.
■
Eid
Al-Fitr
2
3
Invite volunteers to read their answers aloud.
Answers
1
Eid (magenta): Ninth month of the Hijri calendar; religious celebration;
praying; helping the poor; schools, offices and shops close for three days
Chinese (blue): End of January / beginning of February; celebrates spring;
parade; red lucky colour
Chinese and Eid (dark blue): follows the Hijri calendar; gifts are given to
young people; new clothes
2 and 3 Students’ answers
Teaching Tips
How to Use Venn Diagrams
Step 1
Draw two circles, side-by-side, which overlap to create an eggshaped center section.
Step 2
Label the Venn Diagram at the top of the page. This is the title of
your comparison.
Step 3
Label each category, or your comparison topics, at the top or side
of the corresponding circle. Label the central oval as well, since
this represents what the two outer topics have in common.
Step 4
List, in note format (not full sentences), all the ways the two
items or topics differ within each of their respective (outer)
circles.
Step 5
Fill in (again in note or outline format rather than in complete
sentences) the ways the two topics are alike or related in the
central oval.
34
26
Chinese
New Year
What is the importance of celebrating important dates in someone’s life?
Write a paragraph about the most important celebration that you have ever attended.
Correspondence
3 Memos and faxes
b
a
Write a reply to this letter to be sent by fax. Include the information that your boss has written
for you in brackets.
ASD Imports Nikolaus 42-48, Piraeus, Greece
Tel. 0030 01 5030187
The fax message below contains six mistakes (3 facts and 3 spelling errors). Use the information
from the Sales Report & Forecast to correct the fax message.
Sales Report & Forecast
Fax: 0030 01 5030188
The year began with sales of 35.2 million SYP in January. Sales decreased in February and fell
to 33.6 million SYP in March. In the next two months, sales went up and reached a high point
of 36 million SYP in May. They fell again in June to 35.2 million. Total sales for the period
were 208.8 million SYP. Forecast for the next three months: We expect sales to increase in
July, but they will probably fall in August and September.
Punch Pumps
Hussein Street
Lattakia
Syria
14 November 2010
Dear Sirs
Technical Syria Technostructure
We have just received your latest price list, and we would like to place an order for thirty of
your water pumps.
FAX
From
To
Date
Pages
Please could you tell us how soon you can deliver after the order date.
(delivery - 6 weeks after order date)
If you would like a credit reference, please let me know and I will be happy to supply our
bank’s name and address.
(Yes)
Ali Al-Mithiab
Don Roberts
1 July 2010
2 (including this page)
Dear Don
I’m sending you a Sales Report & Forecast to inform you of our sales for the first quarter of
this year. The repport also shows our forecast for the next three months. As you can see, our
best month was April. Our sales nearly always go down during summer months, and so our
forecast shows a rise in August and Septmber.
We look forward to hearing from you.
Yours faithfully
Stelias Papadou
I look forward to seaing you next month.
Stelias Papadou
Head Buyer
Best wishes
Ali
Ali Al-Mithiab, General Manager
c
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
To
From
Date
RE
Correspondence
Lessons Seven, Eight and Nine
Learning Objectives
■
■
■
88
b
■ Do the first item with the class as an example to check that students
understand the task.
■
Then tell them to complete the task individually or in pairs.
■
Check answers as a whole class.
Reviewing the format of a fax
Practising writing a fax
Identifying errors in a fax and correcting them
Practising writing a fax
Answers
Spelling errors:
repport / report
Septmber / September
seaing / seeing
Facts errors:
April / May
go down / go up and summer months / July
rise / fall
3 Memos and faxes
a
■ Read the letter with the students. As you are reading it, point out the
notes in brackets.
Give time for the students to read the letter silently and write a reply
to be sent by fax. Allow them to compare their answers with those of a
partner.
■
■
Check answers as a whole class.
FAX
____________________________________
____________________________________
____________________________________
____________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
87
■
Sally’s boss, Ken Webb, is going to Paris next Monday for two nights. Yesterday, Sally phoned the
Paris Shelton Hotel and reserved a room. Write a short fax from Sally to the hotel to confirm the
reservation.
c
■ Read the letter with the students. As you are reading it, ask students
to underline the informal phrases.
■ Give time for the students to read the letter silently and change the
phrases they have underlined to make them more formal.
■
Check answers as a whole class.
Answers
Students’ answers
Answers
Students’ answers
Give as homework or revision Activity Book,
exercises a and b, p.52
35
Teaching Tips
Writing Emails
Email is one of the many technological developments that
has influenced our lives. It has changed the medium of
communication. So, it is necessary for us to understand the
benefits and harmful effects of this popular tool used on the
Internet.
The benefits of email are many:
•
•
•
•
•
•
•
•
•
•
Easy to use: Email frees us from the tedious task of managing
data of daily use. It helps us to manage our contacts, send
mails quickly, maintain our mail history, store the required
information, etc.
Speed: The email is delivered instantly, anywhere across the
globe. No other service matches the email in terms of speed.
Easy to prioritise: Since the mails have subject lines, it is easy
to prioritise them and ignore unwanted mails.
Reliable and secure: Constant efforts are being taken to
improve the security in electronic mail making it one of the
most secure ways of communication.
Informal and conversational: The language used in emails is
generally simple and thus makes the communication informal
Sending and receiving emails takes less time, so it can be used
as a tool for interaction.
Easier for reference: When one needs to reply to a mail, there
is a provision in the mailing system to attach the previous mails
as references. This refreshes the recipient’s knowledge, on what
he is reading.
Automated: It is possible to send automated emails using
special programmes like the autoresponders. The autoresponders
reply back to the sender with generalised pre-written text
messages.
Environment friendly: Postal mails use paper as a medium to
send letters. However, electronic mail saves a lot of trees from
being cut down. It also saves fuel needed in transportation.
Use of graphics: Colourful greeting cards and interesting
pictures can be sent through emails. This adds value to the
email service.
Advertising tool: Many individuals and companies are using
emails to advertise their products, services, etc.
Emails, though beneficial in our day-to-day life, have got their
own drawbacks that are:
•
•
•
•
•
•
Viruses: These are computer programs having the potential to
harm a computer system. These programs copy themselves and
further infect the computer. The recipient needs to scan
the mails, as viruses are transmitted through them and have the
potential to harm computer systems.
Spam: Emails when used to send unsolicited messages and
unwanted advertisements create nuisance known as Spam
Checking and deleting these unwanted mails can unnecessarily
consume a lot of time and it has become necessary to block
or filter the unwanted emails by means of spam filters
Spamming includes sending hoax emails. Email spoofing is
another common practice used for spamming. Spoofing involves
deceiving the recipient by altering the email headers or the
addresses from which the mail is sent.
Hacking: The act of breaking into computer security is termed
as hacking. After the email is sent and before it is received by
the desired recipient, it “bounces” between servers located in
different parts of the world. Hence, the email can be hacked by
a professional hacker.
Misinterpretation: One has to be careful while posting any
kind of content through an email. If typed in a hurry, the
matter could be misinterpreted.
Lengthy mails: If the mail is too long and not properly
presented, the reader may lose interest in reading it.
Not suitable for business: Since the content posted via emails
is considered informal, there is a chance of business documents
going unnoticed. Thus, urgent transactions and especially those
requiring signatures are not managed through emails.
36
* Crowded inbox: Over a period of time, the email inbox may get
crowded with mails. It becomes difficult for the user to manage
such a huge chunk of mails.
* Need to check the inbox regularly: In order to be updated,
one has to check the email account regularly.
Every new technology enters the social world with its share of
benefits and drawbacks. Different people interpret and utilise
it in different ways. In order to make the most of the available
technology, users should try to understand both, the positive
and negative, sides of the tool they use. No technology can be
completely perfect!
Activity
Decide if the following statements are advantages or
disadvantages of emails.
1 Messages can be sent anywhere around the world in an instant.
2 Transmission usually costs nothing, or at the most, very little.
3 Email can compromise the security of an organisation because
sensitive information can be easily distributed accidently or
deliberately.
4 Too many people send too much information.
5 Once you’re online, there is no further expense.
Answers
Advantages
1/2/5
Disadvantages 3 / 4
Unit
5
5 Economic Issues
A Dialogue
1
Read the dialogue and answer the questions.
At ACE Consulting, Eric Pearce is explaining the annual tax return to Carol.
Eric: Carol, we’d better make a start on the annual
accounts this week.
Carol: Sorry, I didn’t quite hear that.
Eric: Could you start collecting the information for
the ACE accounts?
Carol: Of course. When do you need it by?
Eric: The deadline for tax returns is 31 January.
Carol: Sorry the deadline for what?
Eric: Tax returns - the information that our
accountant sends to the tax office. So the
accountant needs everything - expenses, incomes, salaries and so on - by the end of
December.
Carol: Can I ask why the January deadline is so important?
Eric: In general, companies who put in their tax returns late have to pay a penalty of 100
pounds. Broadly speaking, the later you are, the bigger the fine. And you could also
have to pay interest to the Tax Office.
Carol: I see. I’ll get all the expenses together before the end of December.
We should keep in mind that dialogues are useful to present
functional language and students mostly enjoy working on them
when they are presented appropriately. We can either teach new
vocabulary, stress pronunciation or focus on a language item with
the help of dialogues regardless of learners’ ages and levels. To
get learners’ attention and teach the target point, here are some
general principles that you can implement in the classroom.
Questions
Before presenting the dialogue
• Teach new words and structures (v ocabulary and grammar).
• Set the scene for the dialogue.
27
Lesson One
Learning Objectives
■
■
■
Demonstrating understanding of a reading text by answering a
set of comprehension questions
Practising asking for repetition
Identifying the meaning of economic terms
Demonstrating understanding of a listening text by completing
a true or false task
Warm-up
■ Write the term “annual tax return” on the board and allow students
to brainstorm any related ideas. Organise students’ ideas in a spider
web chart.
A Dialogue
1
■ Tell the students to read the dialogue silently and try to find out what
the topic of coversation is. Then ask a few simple questions to check
understanding.
■ Ask the students to read the questions, then allow them time to read
the text again and look for the answers.
■
Answers
1 their accountant
2 January 31st
3c
4 the information for the ACE accounts
5 sorry, I didn’t quite hear that ; sorry, the deadline for what?
6 in general; broadly speaking
Teaching Tips
Some General Key Points in Presenting Dialogues
1 Who prepares the ACE annual accounts for the tax return?
2 Which is the latest date for handing the tax return in to the Tax Office?
3 Companies who hand in their tax returns late will have to pay _______.
a nothing extra
b extra interest
c a fine and possibly interest
d a maximum fine of 100 pounds
4 Which files will Carol collect for preparing the annual accounts?
5 Find two phrases for asking somebody to repeat something.
6 Find two phrases for making a general comment.
■
Economic Issues
While presenting the dialogue
• R ead the dialogue at normal speed, once or twice,
indicating the different speakers as you read. A s you read
different exchanges, you may change your voice, change
your position, use facial expressions and gestures or point
to the figurines, pictures or drawings.
• R ead the dialogue again, sentence by sentence, and have
the students repeat each sentence after you, in groups and
individually. Split up long sentences for easier repetition
but remember to put the sentences together again.
• Students open their books and read the dialogue aloud.
Three or four individual pairs/gr oups of students should be
asked to read. Be ready to do any pronunciation work once
students have finished reading the dialogue.
• A sk questions on the dialogue. These questions should
test the students’ understanding of the meaning of the
dialogue.
• Put key words or visuals for the dialogue on the board.
These should be content, not structure words. Tell
students, books closed, to reconstruct the dialogue from
these key words.
• Giv e cues for substitutions in the dialogue. R emember
that the substitutions must fit in with the sense of the
whole dialogue. Students should also be encouraged to use
their own substitutions. We do this step to show that the
pattern is not always used in the situation given in the
dialogue.
After presenting the dialogue
• A sk students to continue where the dialogue stops (a
writing or speaking activity) .
• A sk students, working in groups, to compose other
dialogues arising from the situation of the dialogue.
Check answers as a whole class.
37
Lesson Two
Learning Objective
B Listening
Demonstrating understanding of a listening text by completing
a true or false task
■
2
Listen and decide whether the following statements are true or false. Correct the false
statements.
1 Financial analysts claim that the percentage of people
who spend money is the reason behind a country’s
economic growth.
2 All over the world, people between the ages of 46 and 50
spend a lot.
3 A country’s economy is affected by the percentage of
people between the ages of 46 and 50.
4 The peak spending years don’t change from country to
country.
5 In Japan, people between the ages of 39 and 43 are the biggest spenders.
6 A country’s economy is influenced by the percentage of productive people.
B Listening
2
■ Tell the students that they are going to listen to a text about the age
of the population and its effects on economic growth.
■ Before you play the recording, ask the students to read the
sentences on page 28.
3 Listen again and answer the following questions.
1 How is a country’s economy affected by the percentage of people at the age of 46 and 50?
2 How does the percentage of productive people influence a country’s economy?
■ Ask students to listen out for the information they need to decide
whether the statements are true or false.
C The press briefing
4 Read the following information about how to write a press brief. Work in groups. Choose one
The first time, they should listen but not write anything. After the
second listening, they should correct the false sentences.
of the following topics and write a press release (The main issues you support and the policies
you propose) and a press information pack (an in-depth analysis of the group’s views and
standpoint).
■ When the students have finished, ask them to check their answers in
pairs.
The press release. The press release takes the form of a single side of A4, which is to be given
out at the press briefing. The release should identify the main issues you support and the
policies you propose, as well as giving the media a headline!
■ Take responses from individual students reporting back to the whole
class.
The press information pack. The press information pack offers the reader an in-depth analysis
of the group’s views and standpoint. It should include a wide variety of resources, which the
group feels would help to make their case. Such a press pack will include material written by
the group, articles from other sources, statistics and research sources. The press pack should
be well structured and organised. The key to a good press pack is relevance and how it adds to
your argument.
■
Answers
1 true
2 false: In some countries, people between the ages of 46 and 50 spend a
lot.
3 true
4 false The peak spending years varies slightly from country to country.
5 true
6 true
The presentation. The presentation must be no longer than 15 minutes in length. In this
time the group will be expected to outline its position on the given issue and make a case for
policy suggestions. The presentation must be in PowerPoint.
Topics
a Free trade and the environment: from the perspective of an environmental pressure group,
such as Greenpeace.
b Child labour: from the perspective of a pressure group advocating its abolition, such as Save
the Children.
c Genetically modified food: from the perspective of the European Union (EU).
d Trade and less developed economies: from the perspective of the World Trade Organisation.
3
28
■ Tell students that they are going to listen to the text from exercise 2
again.
Play the recording pausing at intervals to allow time for students to
write their answers.
■
■
Activity Book page 17 exercises 1 and 2
Play the recording a second time for students to check their answers.
Lesson Three
Answers
1 The economy will tend to grow when the number of 46-50 year olds grows,
and to shrink when it shrinks.
2 The country with the youngest population will experience the biggest
growth in the future, as it will have a higher percentage of productive
people in the future.
Learning Objectives
Audioscript
The Age of the Population Affects Economic Growth
Financial analysts who study demography argue that one of the
main drivers of a country’s economic growth is the number of
people in the country who are in their peak spending years. For
example, in some countries, 46-50 year olds are the biggest
spenders, because that is when - on average - they are paying for
their kids’ college, paying mortgage on the biggest house they will
own during their life, etc.
The economy in such countries will tend to grow when the number
of 46-50 year olds grows, and to shrink when it shrinks. This
principle applies to all countries, although the peak spending years
might vary slightly from country to country. For example, the peak
Japanese spending range has been estimated to be comprised of
39-43 year olds.
All other things being equal - the country with the youngest
population will experience the biggest growth in the future, as it will
have a higher percentage of productive people in the future.
38
■
■
Practising writing a press briefing
Practising using prepositions correctly
C The press briefing
4
■ Ask students to close their books. Explain to them that they are going
to read about how to write a press briefing.
■ Put students in pairs and ask them to fill in a KWL chart. In column K
they write what they already know and in column W they write what
they want to learn.
■
Let students open their books and read the information in the box.
■ After they have finished reading, ask them to write in column L what
they actually learned from the text.
■ Finally, put students in pairs and ask them to write a press briefing
about one of the topics a-d. Go round and offer help where necessary.
Answers
Students’ answers
Economic Issues
D Vocabulary
Answers
1 Supply and demand
3 deflation
2 human resources
4 human capital
5 Match the words with their definitions.
1 Demand increase
2 Supply
3 Demand
4 Deflation
5 Human resources
6 Supply increase
7 Demand decrease
8 Surplus
9 Supply decrease
10 Human capital
a A sustained and continuous decrease in the general price
level
b A schedule of how much consumers are willing and able to
buy at all possible prices during some time period
c A decrease in the quantity demanded at every price;
a shift to the left of the demand curve
d An increase in the quantity demanded at every price;
a shift to the right of the demand curve
e The health, strength, education, training and skills which
people bring to their jobs
f The quantity and quality of human effort directed
toward producing goods and services (also called labour)
g A schedule of how much producers are willing and able to
sell at all possible prices during some time period
h A decrease in the quantity supplied at every price; a shift
to the left of the supply curve
i An increase in the quantity supplied at every price; a shift
to the right of the supply curve
j The situation resulting when the quantity supplied exceeds
the quantity demanded of goods or a service, usually
because the price is for some reason below the equilibrium
price in the market
6 Complete the sentences with words from exercise 5.
1 _________________ is an economic model based on price, utility and quantity in a market.
2 The objective of _________________ development is to foster human resourcefulness
through enlightened and cohesive policies in education, training, health and employment at
all levels, from corporate to national.
3 The UK experienced _________________ of approximately 10% in 1921, 14% in 1922,
and 3 to 5% in the early 1930s.
4 There is a complex relationship between the division of labour and _________________.
29
Teaching Tips + Activity
Matching
A matching question comprises two lists of related words, phrases,
pictures or symbols. Each item in one list is paired with at least
one item in the other list.
Matching may be considered to be a variant of multiple-choice in
which more than one choice is correct.
Characteristics of matching questions
Matching questions are used for recognition of relationships and
making associations. They can be used for a wide range of subject
matter. They can be used to match:
terms and definitions
symbols and names
questions with answers
cause with effect
parts with functions
procedures with operations
principles with situations in which they apply
Good matching items can be converted to multiple choice items.
The responses should be homogeneous.
Advantages of matching questions
•
•
•
•
•
They are:
quite easy to write
easy to score
a space-saving, objective and compact method to assess
learning targets
developed to use with pictures, maps, graphs, etc.
Disadvantages of matching questions
Lesson Four
Learning Objectives
■
■
•
•
•
Identifying the meaning of economic terms
Practising using economic terms properly
Vocabulary
economic terms
•
They do not measure any type of interpretation, judgement
or application.
If lists contain the same number of choices, the last few
choices may be give-aways.
Students can use rote memorisation to answer these
exercises especially since typical matching problems
involve assessment of rote associations such as names,
dates, etc.
They can be difficult to develop homogeneous premises
and responses.
Activity
D Vocabulary
Match the follow ing w ords w ith their definition.
5
1 resource
■
Students work individually to match the words with their definitions.
■ Ask students to exchange books and mark their partner’s work as
you give the correct answers orally.
2 exchange rate
3 business cycle
Answers
1 d / 2 g / 3 b / 4 a / 5 f / 6 i / 7 c / 8 j / 9 h / 10 e
4 energy cost
5 inflation
6
■ Work through the exercise orally with the whole class, getting
answers from various students. Alternatively, tell the students to
prepare their answers individually or in pairs first.
a recurring fluctuations in economic
activity consisting of recession and
recovery and growth and decline
b the expenditure on all the sources of
energy required
c the charge for exchanging the currency of
one country for the currency of another
d a general and progressive increase in
prices
e land, labour, raw materials and
machinery used to produce goods /
services
Answers
1e/ 2c/3a/4b/5d
■ If the students have had difficulty in completing the task, give
them some extra practice. For example, help them to produce new
sentences using the new words.
39
Lesson Five
Learning Objective
■
E Grammar
Conditional Type 1
Using the 1st conditional correctly
Sentences with will + if refer to the future, but we use the present tense in the sub-clause
MAIN CLAUSE
You will be safe
You will injure your back
Grammar
conditional type (1)
SUB-CLAUSE
if you do it correctly.
if you don’t sit up straight.
We can change the order of the phrases without changing the meaning:
Example If you do it correctly, you will be safe.
7 Join the two sentences using if.
1 TST buys more goods and services than it sells. It goes into debt.
2 The costs of living adjustments in Nigeria are not made. The purchasing power of income is
reduced.
3 The deflation in Europe persists. Businesses shut down or reduce their production.
4 You plan to buy on credit. Lower interest rates save you lots of money.
5 The stock market goes down. Stockholders lose money.
6 The government imposes a 20% tariff on the price of this item. Its price increases.
7 The multinational corporation changes the transfer price from country A to country B.
The gross profit is affected.
E Grammar
7
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
F Reading
Check understanding by asking questions and giving students an
opportunity to ask questions.
8 Read the text on the following page and decide whether the following statements are true or
■
false. Correct the false statements.
1
2
3
4
Direct students’ attention to the example sentences. Tell them that
they need to make similar sentences in exercise 7.
■
■
Check answers as a whole class.
Answers
1 If TST buys more goods and services than it sells, it will go into debt.
2 If the costs of living adjustments in Nigeria are not made, the purchasing
power of income will be reduced.
3 If the deflation in Europe persists, businesses will shut down or reduce
their production.
4 If you plan to buy on credit, lower interest rates will save you lots of
money.
5 If the stock market goes down, stockholders will lose money.
6 If the government imposes a 20% tariff on the price of this item, its price
will increase.
7 If the multinational corporation changes the transfer price from country A
to country B, the gross profit will be affected.
30
Lesson Six
Mini-Grammar
Conditional Type 1
Learning Objectives
The first conditional (al so called conditional type 1) is a structure
used for talking about possibilities in the present or in the future.
A first conditional sentence consists of two clauses, an “if” clause
and a main clause:
if clause
main clause
If you study hard,
you will pass the test.
If the “if” clause comes first, a comma is usually used. If the “if”
clause comes second, there is no need for a comma:
main clause
if clause
Y ou will pass the test if you study hard.
We use different verb forms in each part of a first conditional:
main clause
if clause
Y ou will pass the test if you study hard.
■
■
■
■
Practising editing skills
Demonstrating understanding of a reading text by completing a
true or false exercise
Identifying the role of an economist
Identifying the types of economists and the role of each type
F Reading
8
■ Allow the students plenty of time to read the text and answer any
questions about vocabulary.
■ Read the sentences aloud and ask the students to stand up if they
think a sentence is true but remain seated if they think it is false.
■
Activity Book page 18 exercises 3 and 4
One of the duties of economists is to decide how to divide resources among citizens.
Economists only depend on research to do their job.
Macroeconomists and monetary economists or financial economists do the same work.
Economists working in economic consulting or research firms and those working for
corporation have tasks in common.
Tell students to write down correct versions of the false sentences.
■ When they have finished, take whole-class feedback to check
students’ answers.
Answers
1 false: One of the duties of economists is to decide how to divide resources
to produce goods and services.
2 false: Economists depend on research as well as other methods to do
their jobs.
3 true
4 true
40
Economic Issues
9
Teaching Tips
The Importance of Critical Thinking
Read the text again then answer the questions.
Critical thinking is not an isolated goal unrelated to other
important goals in education. Rath er, it is a determining goal
which, if done well, facilitates a range of other ends. I t is
best conceived, therefore, as the hub around which all other
educational ends meet. F or example, as students learn to think
more critically, they become more proficient at historical,
scientific and mathematical thinking. They develop skills,
abilities and values critical to success in everyday life. Al l of this
assumes that those who teach have a solid grounding in critical
thinking and in the teaching of strategies essential to it.
Economists study how society distributes resources, such as land, labour, raw materials
and machinery to produce goods and services. They may
conduct research, collect and analyse data, monitor
economic trends or develop forecasts. Economists research
a wide variety of issues including energy costs, inflation,
interest rates, exchange rates, business cycles, taxes and
employment levels among others.
Preparing reports which include tables and charts
based on research results is also an important part of
an economist’s job. Presenting economic and statistical
concepts in a clear and meaningful way is particularly important for economists.
Many economists specialise in a particular area of economics. For instance, microeconomists
study the supply and demand decisions of individuals and firms, such as how profits can be
maximised and the quantity of goods or services that consumers will demand at a certain
price. Industrial economists or organisational economists study the market structure of
particular industries in terms of the number of competitors within those industries and
examine the market decisions of competitive firms and monopolies. However, macroeconomists
study historical trends in the whole economy and forecast future trends in areas such as
unemployment, inflation, economic growth, productivity and investment. Doing similar work
as macroeconomists are monetary economists or financial economists, who study the money
and banking system and the effects of changing interest rates. International economists study
international financial markets, exchange rates and the effects of various trade policies such as
tariffs. Labour economists or demographic economists study the supply and demand for labour
and the determination of wages.
Economists working for corporations are involved primarily in microeconomic issues, such as
forecasting consumer demand and sales of the firm’s products. Some analyse their competitors’
growth and market share and advise their company on how to handle the competition.
Economists working in economic consulting or research firms sometimes perform the same
tasks as economists working for corporations. These economists collect data on various
economic indicators, maintain databases, analyse historical trends and develop models to
forecast growth, inflation, unemployment or interest rates.
Another large employer of economists is the government. Economists who work for
government agencies also assess economic conditions to estimate the effects of specific
changes in legislation or public policy. An economist might analyse data on the growth of
school-age or prison populations and employment and unemployment rates in order to project
future spending needs.
Questions
1 Give the text a suitable heading.
2 What is the job of an economist?
3 List the different ‘types’ of economists mentioned in the text? Give one new example of the
duties of each.
4 What do the words in bold refer to?
31
9
■ Go through the questions with the class so that they know what
information they are looking for.
■
Allow time for students to read the text and find the answers.
■
Check answers as a whole class.
Answers
1 Students’ answers
2 the economist studies how society distributes resources, such as land,
labour, raw materials and machinery to produce goods and services.
Preparing reports which include tables and charts based on research
results is also an important part of an economist’s job. Presenting
economic and statistical concepts in a clear and meaningful way is
particularly important for economists.
3 microeconomists, industrial or organisational economists,
macroeconomists, monetary or financial economists, international
economists, labour or demographic economists, economists working for
coroporations, economists working in economic consulting or research
firms and economists who work for government / Students’ answers
4 they = economists / those = particular industries / who = monetary
economists or financial economists / their = economists working for
corporations
There is no way to bring critical thinking successfully into
instruction across the curriculum with a stand-alone one or
two-day workshop. A t best, a one or two-day workshop can do
three things: 1) function to heighten the awareness of teachers
to the challenge of bringing critical thinking substantively
into instruction, 2) provide some strategies for upgrading the
effectiveness of instruction and 3) lay a foundation for follow-up
workshops.
Bu t a long-term approach to critical thinking professional
development enables faculty to internalise and apply the
fundamentals of critical thinking at a deep level. Through a
long-term approach, teachers can restructure their courses so
that students develop as inquisitive and disciplined thinkers. I ts
success depends on a number of variables. On e develops as a
critical thinker in a way similar to the way in which one learns
to perform well in basketball, football or on the piano. F irst of
all, one must understand the basic principles. Secondly, one
must regularly engage in self-monitored, self-evaluative practice
(pu tting the principles to work in practice) thereby progressively
upgrading one’s understanding and skill.
Teachers in a long range professional development programme
come to recognise explicitly that critical thinking is not just
one of many divergent educational aims, but is rather a way
of teaching and learning at a high level of effectiveness. They
learn to use all other reform trends as a support for a high
level of thinking in both the teaching and learning processes.
Commitment to critical thinking affects how one thinks through
the design of instruction and how one thinks through the
content one is learning. In short, over time, instructors come to
recognise that teaching in a critical manner is essential for:
• skilled reading, writing, speaking and listening
• skilled reasoning within all subject areas
• skilled decision-making and problem-solving
• skilled analysis and evaluation of one’s emotions and
values intelligent choices in human relationships
• skilled civic and personal choices, etc.
Activity Book page 19 exercises 5 and 6
41
Teaching Tips
Creative and Critical Thinking Activities
Here are ten creative and stimulating activities to use as warmups or time-fillers that will energise and stimulate the minds of
students:
1 Whip-Around: The group sits in a circle. The leader offers a
topic, then, quickly going around the circle, each group member
offers the first answer that comes to mind (Participants may pass if
they can’t think of anything to say). Sample starting topics:
The best way to describe me is....
The thing(s) I do best is/are...
I dislike more than anything else...
What I hope for most in my life is...
The place I would most like to visit is...
My favourite food is...
I wish...
The colour that would describe my mood (or personality) is...
2 Word Wizards: Put a word phrase on the board. In groups,
students try to think of as many words as possible that can be
made from the letters in the word phrase (Samples: High School,
Electricity, Home, Sewing, Money etc…).
3 Pivotal Person: The group sits in a circle. Inside the circle, two
desks are placed facing each other. On one desk, the leader sits,
role playing as a character of his or her choice (Explain beforehand
what role you will play. Some ideas include a dishonest bank teller,
a rude sales clerk, a newscaster conducting an interview, a waiter/
waitress, etc). Then a volunteer sits on the opposite chair and
interacts with the “pivotal person”. The two exchange unscripted
dialogue while the group watches. When someone else feels
comfortable, he/she comes to stand beside the classmate sitting at
the second desk. The action then stops, the person beside whom
the volunteer stood now leaves his/her desk, the new volunteer
takes his/her place and the action continues. After a few minutes,
the leader may step out and offer the role of “pivotal person” to a
volunteer who may entirely change the role.
4 A Way with Words: Students sit in a circle. The teacher passes
a blank sheet of paper to the first student player. Player “reads”
what is on the paper. It could be a “Dear John” letter, a summons
to court, a party invitation, etc. It will be up to each individual to
invent a unique purpose for that piece of paper. As the paper goes
around the circle, it will become more and more difficult for each
group member to think of a new way to “read” the paper.
5 Pass-it: One person in a circle begins by throwing an imaginary
object in a manner that suggests its characteristics: feather-light,
bulky, hot, cold, prickly, slippery, microscopic, sticky, heavy and so
on. The recipient would react by “catching” the object according to
its “size,” change its “size” and “throw” it to another classmate so
that that person will know its “size” and so on around the circle.
6 Which Doesn’t Belong? Students are given four words or
pictures. They must determine which one doesn’t belong in the
group. If given crab, octopus, whale, and dog, students could have
many different answers. One student could say that octopus is the
odd word because it takes es in the plural form. Another student
could say that a dog lives on land, while the others live in the sea.
There are many solutions as long as students can back up their
answer.
7 Analogies: They are excellent for helping students understand
the relationship between two words. Students are given three
words. The first two words are related. After students figure out the
relationship between the first two words, they supply a fourth word
which is related to the third word in the same way as the first two
words are related. An easy example for second language learners is:
Apple: red – banana: __________.
42
8 What’s Right? This activity provides students with four
sentences. Students have to figure out which sentence is correct.
An example using math terms: All rectangles are squares. All
parallelograms are rectangles. All squares are rhombuses. All
quadrilaterals are parallelograms.
9 Something’s Wrong Here! This task gives students a chance
to find the missing information and correct it. The book suggests
giving a series of statements with an incorrect fact. Teachers should
only provide second language learners a sentence or two. It will be
easier for second language learners to focus on a single sentence.
An example: Jupiter is the largest object in the solar system.
10 Your Order Please! It provides students with a series of
events that are in scrambled order. For second language learners,
the teacher should introduce this activity with the words first,
next, then and last. As students understand how these words help
organise the sentences, they should be removed and students would
have to order the events without the help of these key words.
After students have correctly ordered the events, they should read
the sentences by inserting the key signal words back into the
sentences. Advanced students can be given five sentences where
one sentence doesn’t belong.
Correspondence
d
Read this fax from a freight forwarding agency and fill the blanks using the words in the box.
Reminder
let
Which phrase or type of language would you find in a formal letter? Which phrase or type of
language would you find in an informal letter? Put the letter 'F' next to those phrases or
language types that are used in formal letters and 'I' next to those used in informal letters.
a I am sorry to inform you that ...
b phrasal verbs
c I am very grateful for ...
d Why don’t we ...
e I will not be able to attend the ...
f idioms and slang
g contracted verb forms like we’ve, I’m
h Give my regards to ...
i I look forward to hearing from you ...
j Let me know as soon as ...
k short sentences
Wilkins Compton and Co. Ltd
leave
on
forms
invoice
87 Bank Road, London SE1 2BR
shipment
Tel: 00 44 207 353 6677 Fax: 00 44 207 6600
________________________________________________________________________
To
From
DATE
l Dear Tom,
m Dear Ms Smithers,
n Best wishes,
o Yours faithfully,
p I’m really sorry I ...
q Unfortunately, we will have to
postpone ...
r We had a little bit of luck ...
s Our computers are used for a variety ...
t I haven’t sent you the letter you want
u polite phrases
Safe Insurance Ltd
Freight Forwarding Agency
4 August 2010
We are arranging for our clients the shipment of forty photocopying machines to the
Al-Omar Trading Company, Jeddah, Saudi Arabia. The value of the (1) ____________ is 7420
pounds. The (2) ____________ will (3) ____________ London (4) ____________ 12 August
and is due to arrive in Jeddah on 20 August.
We would be grateful if you could (5) ____________ us know the cost of insurance cover for
this shipment and send us the necessary (6) ____________ as soon as possible.
e
Look at the phrases 1-11 and match them with a purpose A-K
Choose the best words for this formal memo.
To: All Staff in Packing Department
From: Ahmed Hassan, Supervisor, Packing Dept.
Date: 15 April
Re: Safety Clothing
1 That reminds me, ...
2 Why don't we ...
3 I'd better get going ...
4 Thanks for your letter ...
5 Please let me know ...
6 I'm really sorry ...
7 Love,
8 Could you do something for me?
9 Write soon ...
10 Did you know that ...
11 I'm happy to hear that ...
MEMORANDUM
(As you are aware, / I wish to inform you that) the safety rules in this company state that all staff
must wear safety clothing when they are at work.
(It has come to my attention / Someone’s just told me) that some operators do not wear safety
helmets in the packing room every day.
(I regret to inform you that / I’d like to warn you guys that) anyone who breaks this rule in the
future will lose one day’s pay.
(I look forward to your cooperation on this matter. / Let’s all try and help each other.)
A to finish the letter
B to apologise
C to thank the person for writing
D to begin the letter
E to change the subject
F to ask a favour
G before signing the letter
H to suggest or invite
I to ask for a reply
J to ask for a response
K to share some information
f
THINGS TO DO
Huda
Email TST UK
Type the report Send the letters Do the filing (not yet)
89
Correspondence
Lessons Seven, Eight and Nine
■
■
■
■
Reviewing the format of a fax
Practising writing a fax
Identifying errors in a fax and correcting them
Practising writing a fax
Demonstrating understanding of a text by completing a gap fill
exercise
■
Distinguishing between formal and informal language
3 Memos and faxes
d
e
■ Allow time for students to complete the activity either individually or
in pairs.
■ Check answers as a whole class.
Answers
I wish to inform you that / It has come to my attention / I regret to inform
you that / I look forward to your cooperation on this matter.
f
■ Direct the students’ attention to the rubric and check that everyone
understands it.
■ Ask students to complete the task individually.
■ When they have finished, allow them time to compare their answers
with those of a partner.
■ Check answers as a whole class.
Answers
Students’ answers
■
Give time for students to complete the task individually.
■
Check answers as a whole class.
Answers
1 invoice
2 shipment
3 leave
Shereen
Order the stationery
Book the plane tickets Book a hotel room (not yet)
90
Learning Objectives
■
Yesterday, Mr Ali gave this list to Huda and Shereen. Huda has ticked the things that they have
completed. Write a memo from Huda to Mr Ali telling him what she and Shereen have done and
have not done yet.
Give as homework or revesion Activity Book,
exercises c and d, p.53
4 on
5 let
6 form
Reminder
■ Allow time for students to complete the tasks either individually or
in pairs.
■ Check answers as a whole class.
Answers
a F / b I / c F / d I / e F / f I /g I / h F / i F / j I / k I / l I / m F / n I / o F / p I / q F /
rF/sF/tI/uF/vF
1 E / 2 H / 3 A / 4 C / 5 J / 6 B / 7 G / 8 F / 9 I / 10 K / 11 D
43
Unit
6
Work in the
Future
Lesson One
Learning Objective
Talking about the future of work
■
6 Work in the
Future
A Dialogue
1 Read the dialogue and answer the questions.
Khaled:
Samer:
Khaled:
Samer:
Khaled:
Hi Samer. Have you decided what you’re going to study at university?
I’m not sure. I have two subjects in mind.
What are they?
I like computer science but I could go for mechanical engineering.
Both majors are interesting. But if I were you, I would go for computer science since
it has wider job opportunities, especially with recent and future developments in
computer technology.
Samer: You’re right, but the field of mechanical engineering also opens the door to various
job opportunities, especially with the development of hydrogen-powered cars. Have
you thought of that?
Khaled: I haven’t - that’s a very good point!
Warm-up
Write the title of the unit on the board.
■
■ Put students in small groups and allow them time to write a list of
their predictions about the future of work.
■
Invite volunteers to read their predictions aloud.
■
Write students’ suggestions on the board.
A Dialogue
B Listening
1
■
2
Ask the students to read the dialogue quickly and silently.
■ Check that the students understand the meaning of all the words in
the dialogue.
■
Ask volunteers to model reading the dialogue.
■
In pairs, the students try to answer the questions.
■
Check answers as a whole class.
Answers
1 What they’re going to study at university
2 they (the two subjects) / I (Khaled) / it (computer science) / that
( development of hydrogen powered cars )
3 Students’ answers
B Listening
2
■ Play the recording twice while students listen without looking at the
book. Ask them to note down any information they think will be useful.
■
Questions
1 What are Khaled and Samer talking about?
2 What do the words in bold refer to?
3 Which major do you think Samer will go for? Why?
Tell students to open their books and answer the questions.
■ Play the recording again for them to check and then correct the
answers with all the class.
Audioscript
Interviewer: Good evening, it’s great pleasure to introduce my
guest today, Mr Thomas Malone, author of The
Future of Work. Welcome to the programme Mr
Malone.
Mr Malone: The pleasure is all mine.
Interviewer: In your book, a copy of which I have here, you give
readers insights to the future of work especially in the
field of management. Could you tell the audience
more about The Future of Work?
44
Listen and answer the following questions.
1
2
3
4
Who is the programme’s guest?
What is the main idea in Mr Malone’s book The Future of Work?
How does Mr Malone view the future of organisations?
What advice does Mr Malone give to his students?
32
Mr Malone: Sure! As a professor of management, I was interested
in how organisations view and interpret management
That’s when I decided to conduct some research. In
the process of my research, I observed past
management theories and compared and contrasted
them to present management trends. As a result of
this comparison and contrast I have inferred a
general approach to management that might be
followed in future organisations. I collected my ideas
in a book which I’ve entitled The Future of Work.
Interviewer: That’s interesting! How do you view the future of
organisations?
Mr Malone: Many managers mistakingly believe that they should
always be in control of what’s happening and that
power should flow from the top down. In my
opinion, what makes an organisation successful is
its decentralised management system, in which
employers and employees participate in making the
decisions that matter to them. In other words, to
be successful in the future world, organisations will
need a new set of mental models to operate by,
beyond command and control, notably the concept
of coordinating and cultivating.
Interviewer: As a management professor, what advice do you give
to your students who might become future
managers?
Mr Malone: I always encourage my students to organise their
work in such a way to let their employees use their
own talents more effectively while making sure they
have access to the right information and the proper
incentives. Merely ordering people around won’t
bring any benefit. When you cultivate rather than
control people, you help them to exploit their natural
abilities.
Interviewer: Thank you for your time.
Mr Malone: You’re welcome.
Lesson Three
C Work idioms
Work in the Future
Learning Objective
3 Match the underlined idioms with their meanings.
a
b
c
d
e
f
1
2
3
4
5
6
■
Janet works like a horse!
Don’t worry about your problems. Everything will work
out for the best.
She went to the gym to work off a few pounds.
She kept the family together by working her fingers to
the bone.
The mouse worked itself into the crack and got stuck.
I worked through the forms very slowly.
Practising making comparisons
D Making comparisons
4
eventually finish well
lose weight
to get into something tight or small gradually and with
effort
to progress through something complicated
to work really hard
work a lot, work very hard
■ This exercise allows students to practise research skills, as well as
the important cognitive skill of comparing and contrasting data. The
research and note-taking phase of the work should be conducted
individually, but the subsequent roleplay should be done in pairs. The
main idea is for students to talk about the similarities and differences
between various issues that are related to work in the future.
D Making comparisons
4 Role play the following situations with a partner. Student A is an interviewer asking about the
items below and Student B is the interviewee. Student B should give two or three suggestions for
each item and talk about their similarities and differences.
– Interviewer wants to know the difference between videoconferencing and Internet chatting.
– Interviewer wants to know the best way to manage employees.
– Interviewer wants to know a good way to manage conferences in the future.
5 Switch roles and repeat the steps in exercise 4 for the following items.
– Interviewer wants to know the difference between scanners and photocopiers.
– Interviewer wants to know the best way to organise reports.
– Interviewer wants to know about the influence of technology on the development of work.
■ Divide the class into an even number of groups. The first half
plays the role of interviewers and the other half plays the role of the
interviewees.
■ Working individually, students from the interviewer’s group fill up a
KWL chart about the issues in the task. Meanwhile, students from the
interviewee group do some research about the same issues.
■ Ask students from the group of interviewers to form pairs with
students from the interviewee’s group.
■ Allow time for the interviewers to complete their KWL chart by
asking questions to their partner.
■ Go around and monitor students’ conversations. Offer help where
necessary.
■
If there is still time, allow time for a classroom discussion.
Answers
Students’ answers
33
5
Answers
1 Mr Thomas Malone, a professor of management, author of The Future of
Work
2 how organisations view and interpret management
3 Future organisations will have a decentralised management system,
whereby employers and employees participate in making the decisions
that matter to them.
4 He encourages them to organise work so that employees use their talents
effectively. He says “When you cultivate rather than control people, you
help them to exploit their natural abilities.”
■
Repeat the steps from exercise 4 but this time students switch roles.
Answers
Students’ answers
Lesson Four
Learning Objectives
■
■
Lesson Two
Learning Objective
■
Practising giving reasons to justify answers
C Work Idioms
3
■ Ask students to work out the answers in pairs. Choose people who
do not often volunteer to give the answers.
Answers
a 5/b4/c2/d6/e3/f1
Activity Book pages 20 and 21 exercises 1 and 2
■
Practising discussing probabilities
Practising research skills
Identifying terms related to showing probability
E Discussing probability
6
■ Write on the board the two headings ‘It’s probable’ and ‘It’s
improbable.’ Allow space between the two headings. Make sure
students have a clear understanding of the meanings of these two
words.
■ Work through the exercise orally with the whole class: say a
phrase and get repetition from the class, then get students to try to
assign the phrase under one of the headings or between the two
headings.
Answers
It’s probable: 1 / 2 / 3 / 5 / 8 / 10
It’s improbable: 4 / 9
In between probable and improbable: 6 / 7
45
7
■
■
Ask students to complete the task either individually or in pairs.
Check answers as a whole class.
Answers
5 / 8 / 10
E Discussing probability
6 Which expressions mean It’s probable, and which mean It’s improbable? Which two are in
between?
1
2
3
4
5
6
7
8
9
10
Lesson Five
Learning Objectives
■
■
Practising making predictions
Talking about work in the future
It’ll probably be late.
He probably won’t come.
It’s likely to continue.
He’s unlikely to succeed.
He’s sure to pass the exam.
It’ll be surprising if they succeed.
I might finish it today.
The price will almost certainly go up.
I haven’t got much chance of getting the job.
You’ve got a good chance of getting it.
7 Which expressions in exercise 6 mean very probable?
unlikely
likely
probably
sure
certain
F Vocabulary
F Vocabulary
8 Study the graph. Then complete the sentences.
8
■ Tell the students to look at the given words. Say the words with
correct pronunciation.
■
Explain vocabulary.
■ Ask the class to tell you the answer to the first item as an example.
Work through the rest of the exercise orally with the whole class,
getting answers from various students.
Answers
1 up; in
2 increase ; and
3 in ; went
4 between
5 by; between; March
6 increased; to; decreased
1
2
3
4
5
6
Sales went ____________ from 5 million in January to 10 million ____________ February.
There was an ____________ of 5 million between January ____________ February.
Sales reached 15 million ____________ March but ____________ down to 10 million in
April.
Sales fell by 5 million ____________ March and April.
Sales rose ____________ 10 million ____________ January and ____________.
Sales ____________ in March ____________ 15 million, but they ____________ in April.
34
G Grammar
9
■ Either present the information from the box yourself with the help
of the blackboard, or tell students to study the information box in the
book.
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
■ Make sure all students understand what they have to do in the
exercise. Demonstrate the task by getting good students to do the first
one or two items as examples with the whole class listening. Get choral
and individual repetition of the example sentences.
Tell the students to prepare the answers individually or in pairs
before you go through the rest of the exercise with the whole class. If
students get wrong answers, get them or other students to explain the
correct answer with reference to the table.
■
Answers
1 hotter
2 the busiest
3 the most intelligent
4 faster ; more efficient
5 higher
Teaching Tips + Activity
Connectors
Once students have mastered the basics of correct usage in written
English, they will want to express themselves in increasingly
complex ways. One of the best ways to improve their writing style
is to use sentence connectors. Sentence connectors are used to
express relationships between ideas and to combine sentences. The
use of these connectors will add sophistication to your writing
style.
A Sentence Connectors Showing Contrast
Type of
Connector
Connector(s)
Examples
Coordinating
conjunction
but
This is one
principle, but it is
not the only one.
Conjunctive
adverbs
in contrast
on the other
hand
H igh level positions
are stressful at
times; on the other
hand, the financial
rewards make these
positions very
desirable indeed.
Subordinating
conjunctions
whereas
while
Y ou treat the
matter lightly,
whereas I myself
was never more
serious.
Prepositions
unlike
Unl ike H elen
he was not
superstitious.
Activity Book pages 21 and 22 exercises 3 and 4
46
Work in the Future
G Grammar
Number of
Syllables
One-syllable
adjectives
Two-syllable
adjectives
One-syllable adjectives form their
superlatives by adding est
tall - tallest
if the one-syllable adjective ends with an
-e, just add st
large - largest
if the one-syllable adjective ends
with a single consonant and
a vowel before it, double the
consonant and add er
big - bigger
if the one-syllable adjective ends with a
single consonant and a vowel before it,
double the consonant and add est
3 whereas
4 On the other hand
B Sentence Connectors Showing Comparison
Forming Comparative and Superlative Adjectives
Comparative
Superlative
One-syllable adjectives form
their comparatives by adding er
tall - taller
if the one-syllable adjective ends
with an -e, just add r
large - larger
Answers
1 while 2 Another difference
5 while
big - biggest
Most two-syllable adjectives form Most two-syllable adjectives form their
their comparatives with more
superlatives with most
peaceful - more peaceful
peaceful - most peaceful
Type of
Connector
Connector(s)
Examples
Coordinating
conjunction
and ... too
Smoking is
unhealthy
and can be
harmful to
children too.
Subordinating
conjunctions
just as
Exercising
is just as
important
as a healthy
diet.
Conjunctive
adverbs
similarly
in comparison
H igh level
positions
are stressful
at times;
similarly,
they can be
harmful to
your health.
Prepositions
like, similar to
Similar
to other
important
professions,
high level
business
positions are
stressful at
times.
if the two-syllable adjective ends if the two-syllable adjective ends with a
with a -y, change the -y to -i and -y, change the -y to -i and add est
add er
happy - happier
happy - happiest
Two-syllable adjectives ending
in -er, -le, or -ow take er to form
their comparatives
narrow - narrower
Two-syllable adjectives ending in -er, -le,
or -ow take est to form their superlatives
narrow - narrowest
Adjectives
Adjectives with three or more
Adjectives with three or more syllables
with three or syllables form their comparatives form their superlatives with most
more syllables with more
beautiful - more beautiful
beautiful - most beautiful
There is a small group of adjectives with irregular comparative and superlative forms.
Positive
good
bad
little
much
far
Comparative
Superlative
better
worse
less
more
farther / further
best
worst
least
most
farthest / furthest
NOTE: Superlative adjectives are preceeded by the article the.
9 Put the words in brackets in the correct form.
1
2
3
4
5
Would you like to live in a (hot) country than the one you live in now?
Of the three secretaries, Salma is (busy).
Mary is (intelligent) person I’ve ever met.
Developments in technology will make work (fast) and (efficient) than it is now.
We estimate that the percentage of elderly workers will be (high) in 2030.
35
There are other conjunctions that give coherence to a contrast
paragraph.
Short Conjunctions
Subordinating
Conjunctions
However
Even though
By contrast
Although
Yet
Nevertheless
Activity 1
Fill in the blanks with a proper word from the list.
however
while
another difference
whereas
but
on the other hand
Even though Ar izona and Rh ode I sland are both states of the
U. S., they are different in many ways. F or example, the physical
size of each state is different. Ar izona is large, having an area
of 14,
000 square miles, (1) _
Rh ode I sland is only
about a tenth the size, having an area of only 1, 214
square
miles. (2) _
is in the size of the population of
each state. Ar izona has about four million people living in it,
(3) _
_ Rh ode I sland has less than one million. The
two states also differ in the kinds of natural environments that
each has. F or example, Ar izona is a very dry state, consisting
of large desert areas that do not receive much rainfall every
year. (4) _
_
Rh ode I sland is located in a temperate
zone and receives an average of 4 inches of rain per year. I n
addition, (5) _ _
Ar izona is a landlocked state and
thus has no seashore, Rh ode I sland lies on the A tlantic Ocean
and does have a significant coastline.
H ere is a list of comparison conjunctions you can use:
Short
Conjunctions
Longer Expressions
Likewise
The same
The same as
Al so
Both
In the same way
X is similar to Y in that (th ey). ..
X and Y are similar in that (th ey). ..
Like X, Y [v erb]. ..
In like manner,
On e way in which X is similar to Y is
(that). ..
An other way in which X is similar to Y
is (that). ..
Activity 2
Fill in the blanks with a proper word from the list.
in the same way
likewise
similarly
too
another similarity
both
Even though we come from different cultures, my wife and I
are alike in several ways. F or one thing, we are (1) _
thirty-two years old. In fact, our birthdays are in the same
month, hers on J uly 10 and mine on J uly 20. (2) _
is that we both grew up in large cities. H elene was born and
raised in Paris and I come from Y okohama. Third, our hobbies
are alike (3) _.
My wife devotes a lot of her free time
to playing jazz piano. (4) _
_, I like to spend time
after work strumming my guitar. A more important similarity
concerns our values. F or example, H elene has strong opinions
about educating our children and raising them to know right
from wrong. I feel (5) _.
O ur children should receive a
good education and have strong moral training.
Answers
1 both 2 Another similarity
3 too
4 In the same way
5 likewise
47
Lesson Five
Learning Objectives
Practising making predictions
Talking about work in the future
■
■
H Reading
10 Read the text and answer the questions.
_______________________________
Office life in the most advanced organisations is already almost entirely electronic. It is
expected that telepresence, such as videoconferencing, will be used to eliminate unnecessary
travel. Furthermore, people managers will be replaced by computer applications and many
people will live and work in the same building. Robots will replace more and more human
activities and we will eventually see machines which will be able to perform most of the
manual tasks that people can do.
H Reading
10
■
Allow time for students to read the text individually and silently.
■
Answer any questions about vocabulary.
■
Tell students to read the questions, then allow them time to read the
text again and look for the answers.
■
Check answers as a whole class.
However, if machines are
likely to be capable of doing
almost everything, what will we
humans do? The answer is that
people are sociable and want to
engage with people. Culture is a
human activity, so arts, media,
entertainment and politics are all
examples of areas where people
will be dominant. If machines and
computers are to become more
widespread, then they will have to
be conceived, designed, managed
and maintained by people (aided
by machines).
Answers
1 Students’ answers
2 telepresence will be used to eliminate unnecessary travel / people
managers will be replaced by computer applications and many people will
live and work in the same building / Robots will replace more and more
human activities / we will eventually see machines which will be able to
perform most of the manual tasks that people can do.
3 Students’ answers
4 Students’ answers
5 Students’ answers
The pace of science is quickening, so there will be greater need for people to work in
nanotechnology, biotechnology, cognitive sciences and the engineering required to apply
the science. An ageing population will need more doctors and health workers but some may
be eventually replaced by machines. Science and technology will transform the world so that
many of today’s jobs will simply not exist in the future. Machines will do the work better and
cheaper, thus enabling people to work more with other people.
Change is the only certainty, so the best advice is to be flexible, multi-skilled and to never
stop learning. Some basics do not change, such as the ability to communicate well, but not
everyone will want mass-produced articles so there will be a need for traditional craft workers.
Perhaps some will choose to live a very simple life and reject technology.
Questions
Activity Book page 22 exercise 5
1
2
3
4
5
Give the text a suitable title.
List the changes that the writer predicts will happen in the future of work.
List your own predictions for the future of work.
The author writes “Culture is a human activity...” Explain by giving examples.
Do you believe the change that the text describes will happen?
Teaching Tips
Teaching Reading
Reading is an interactive process that goes on between the
reader and the text, resulting in comprehension. The text
presents letters, words, sentences and paragraphs that encode
meaning. The reader uses knowledge, skills and strategies to
determine what that meaning is. Reader knowledge, skills and
strategies include:
•
•
•
•
Linguistic competence: the ability to recognise the elements
of the writing system; knowledge of vocabulary; knowledge of
how words are structured into sentences
Discourse competence: knowledge of discourse markers and
how they connect parts of the text to one another
Sociolinguistic competence: knowledge about different
types of texts and their usual structure and content
Strategic competence: the ability to use top-down strategies,
as well as knowledge of the language (a bottom-up strategy)
The purpose(s ) for reading and the type of text determine the
specific knowledge, skills and strategies that readers need to apply
to achieve comprehension. R eading comprehension is thus much
more than decoding. R eading comprehension results when the
reader knows which skills and strategies are appropriate for the
type of text and understands how to apply them to accomplish the
reading purpose.
Integrating Reading Strategies
I nstruction in reading strategies is not an add-on, but rather
an integral part of the use of reading activities in the language
classroom. In structors can help their students become effective
readers by teaching them how to use strategies before, during and
after reading.
48
36
Before reading: Plan for the reading task
•
•
•
Set a purpose or decide in advance what to read for
D ecide if more linguistic or background knowledge is
needed
D etermine whether to read the text from the top down
(atten d tothe overall meaning) or from the bottom up
(f ocus on the words
and phrases)
During reading: Monitor comprehension
•
V erify predictions and check for inaccurate guesses
D ecide what is and is not important to understand
R eread to check comprehension
A sk for help
•
•
•
After reading: Evaluate comprehension and strategy use
•
•
•
•
Evaluate comprehension in a particular task or area
Evaluate overall progress in reading and in particular
types of reading tasks
D ecide if the strategies used were appropriate for the
purpose and for the task
Modify strategies if necessary
Correspondence
h
MEMO
To
________________________________
From
________________________________
Date
________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
g
Whom do you think these memos are addressed to? Match each memo with the correct
addressee and explain your answers.
1 to the manager of the company (Hani’s boss)
2 to the other supervisors in the company (Hani’s colleagues and equals)
3 to the workers in Section 4 (Hani’s subordinates)
The items in this memo are in the wrong order. Rewrite the memo in the best order so that it
communicates its meaning clearly.
Subject: New Staff for the Project Department
Date: 8 November
MEMO
i
The new staff members are Hind Kahwaji, Wissam Hamad and Hiba Deeb. Please come to my office
on 11 November at 2 pm to meet them informally over a cup of coffee. They will start work in our
department in two weeks’ time, immediately after their introductory training course.
As you may be aware, we have recruited three new staff members for the Project Department.
(a) Memorandum
To: __________________
From: Hani Assaf, Supervisor,
Section 4
Date: 26 Feb, 2010
Re: Lateness
(b) Memorandum
To: __________________
From: Hani Assaf, Supervisor,
Section 4
Date: 26 Feb, 2010
Re: Lateness
(c) Memorandum
To: __________________
From: Hani Assaf, Supervisor,
Section 4
Date: 26 Feb, 2010
Re: Lateness
As you are aware, a number
of staff in this section are
habitually late for work. This
must stop immediately. In
future, anyone coming to
work late will lose up to one
hour’s pay.
I would like to inform you
that some staff in my section
are habitually late for work.
I have warned them that this
should stop immediately. I
would like to recommend that
anyone who is late for work
should lose up to one hour’s
pay.
As you may know, some of my
staff are late for work nearly
every day. I’m going to cut an
hour’s pay from anyone who’s
late in future. Can I suggest
that you all do the same?
Let’s all do the same thing
throughout the company.
Read this memo and answer the questions below.
SPEED SPORTS EQUIPMENT CO
MEMO
To: Walid Ibrahim, Design Technician
From: Salah Al Shawi, Design Manager
Date: 30 August
Subject: Design of New Sports Equipment
From: Project Manager
To: All Staff in Project Department
As you know, our company is planning to design and produce new types of sports equipment
for sale in Syria and around the world.
MEMO
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
I wish to inform you that the following new products are to be designed for water sports by
the end of this year. They must all be made of plastic.
- A safety helmet: The outer shell must be light and have good impact resistance. The inner
lining must absorb impact well and have thermal insulation.
- A canoe: Its hull must be very light and made of hard and tough substance which can resist
punctures and cuts from rocks.
- Swimming goggles: They must be made of a transparent material which resists scratches and
cannot be broken.
- Paddles: They must be made of a light and tough material, which is slightly flexible in the
water.
Please attend a meeting on 7 September at 10:00 a.m. in order to decide which plastics we
will use for these products.
1
2
3
4
91
Correspondence
Lessons Seven, Eight and Nine
Learning Objectives
■
■
Distinguishing between different styles of memos
Demonstrating understanding of a memo by answering
comprehension questions
Who wrote the memo?
Who was the memo addressed to?
When was the memo written?
What was the subject of the memo?
5 What information does the reader already know?
6 What information is new to the reader?
7 What action does the writer want the reader to
take?
92
i
■ Ask the students to read the questions, then allow them time to read
the memo and look for the answers.
■
Check answers as a whole class.
Answers
1 Salah Al Shawi / 2 Walid Ibrahim / 3 30 August / 4 Design of New Sports
Equipment / 5 the company is planning to design and produce new types of
sports equipment / 6 which products will be designed / 7 attend a meeting
Give As homework or revision: Activity Book,
exercise e, p.53
g
■
Ask students to read the jumbled memo.
■
Allow time for students to rearrange the memo in the correct order.
■
Put students in pairs and ask them to compare answers.
■
Invite volunteers to read their answers aloud.
Answers
To / From / Subject / Date / MEMO / As you may…Department. / The new…
Deeb. / They will…course. / Please…coffee.
h
■
Students work individually to complete the task.
■ Ask students to exchange books and mark their partner’s work as
you give the correct answers orally.
Answers
a3 b1 c2
Explanation: Students’ answers
49
Activities
Activity 1
Work with a partner. Are these statements about memos true
(T) or false (F)?
1 A memo is short for memorandum. _
2 I t cannot be sent without a salutation. _
_
3 A memo is usually sent to more than one person. _
4 Memos are usually short and to the point. _ _
5 A memo is usually sent to people in a different company.
_
6 A memo has a specific date format. _ _
_
7 Y ou should always reply to a memo. _
_
8 A memo usually has one specific format. _
_
9 Memo writing is similar to letter writing. _
10 Y ou can write a memo on paper or as an email. _
Activity 2
Read the memos and write the correct subject on the subject
line of each memo. Choose from these subjects:
a Company health club
b New general manager
c New sales manager
d Closure of cafeteria
e Meeting postponed
f Conference rooms
1
D ate: Oct ober 30, 2010
To: All staff
F rom: Ali Halabi
Subject: _
Z eina Ham dan has been appointed Gen eral Manager following the
retirement of F atima H ussain. All staff are requested to attend
an informal meeting in the cafeteria Monday November 5 at 4: 30
p.m. where they will be introduced to Ms Ham dan.
2
F rom: f.salem@ tst.com
To: All sales staff
Subject: _
Many of the sales staff are absent due to flu, therefore, the
November monthly sales meeting scheduled to be held on
November 27 has been postponed. The meeting will now be held
on Monday, D ecember 3 at 10 a.m. in the Conference R oom.
3
TST Communications In c.
D ate: Oct ober 30, 2010
To: All employees
F rom: Z ahra Ah med
Subject: _
The new company health club has been completed and will be
open from Sunday, November 12. Open ing hours will be 7 a.m. –
9 p.m. Sunday to Thursday. If you would like to use the health
club, please fill out the attached registration form.
50
Answers
1
1T
2F
3T
4T
5F
6T
7F
8T
9F
10 T
2
1b
2e
3a
Unit
The
Internet
7
7 The Internet
A Dialogue
Read the dialogue and answer the questions.
1
Walid is the Sales Manager of a company. Juliet is an IT
specialist. She is producing a new website for the company.
Teaching Tips
Searching the Net
Walid: Good morning Juliet. How is it going?
Juliet: I’ve just finished the new website. Have a look at this
page on the screen. Customers can now see all our
products online.
Walid: Good.
Juliet: If they click this button, they can place orders online
too, or they can order by telephone if they prefer.
Walid: Can they pay online?
Juliet: Yes, they can if they have a credit card.
Walid: Have you written a report to explain how it works?
Juliet: Yes, I have.
Walid: Great. Have you produced an English version and an Arabic version of the website?
Juliet: I haven’t finished the Arabic version yet because the translator is off sick.
Walid: OK. Could you let me have a copy of your report, please?
Juliet: Yes, certainly. I’ll print you a copy now.
Walid: Thank you. Well done, Juliet.
The World Wide Web offers information and data from all over
the world. Because so much information is available and because
that information can appear to be fairly “anonymous”, it is
necessary to develop skills to evaluate what one finds. When one
is using the World Wide Web, there are no filters. Because anyone
can write a webpage, documents of the widest range of quality,
written by authors of the widest range of authority, are available
on an even playing field. Excellent resources reside along side the
most unsure.
Questions
1
2
3
4
What is Juliet doing for the company?
Is the website ready for customers?
What can customers see on the website?
What can customers do if they want to buy
something?
5 How can customers pay when they place an
order?
6 Why has Juliet written a report?
7 Will customers have to understand English to
use the website?
8 Where is the report now?
In other words, there is an extremely wide variety of material on
the Internet ranging in its accuracy, reliability and value that no
one has to approve the content before it is made public. It’s the
job of the a searcher, then, to evaluate what he/she locates in
order to determine whether it suits his/her needs.
Screening Information
37
Lesson One
Learning Objectives
■
■
■
Talking about e-commerce
Demonstrating understanding of a listening text by completing
a comprehension task
Practising writing emails
Warm-up
■ Write the word Internet on the board. Allow time for students to
write down on a piece of paper information they know about the
Internet.
■ Invite volunteers to read their answers aloud. Write students’
answers on the board and organise them in a spider web chart.
A Dialogue
1
■ Ask students to read the dialogue. Then ask them to work in pairs to
answer the questions.
■
Check answers as a whole class.
Answers
1 She is producing a new website for the company.
2 Yes.
3 They can see all the company’s products.
4 They can place orders online or by telephone.
5 They can pay online if they have a credit card.
6 To explain how the website works.
7 No. There will be an Arabic version too.
8 Juliet is printing a copy for Walid now.
Pre-evaluation: The first stage of evaluating sources takes place
before any searching. Students should take a minute to ask
themselves what exactly they are looking for. Do they want facts,
opinions, reasoned arguments, statistics, narratives, eyewitness
reports or descriptions? Is the purpose of their research to
get new ideas, to find either factual or reasoned support for a
position, to survey opinion or something else? Once they decide
on this, they will be able to screen sources much more quickly by
testing them against their research goal.
Select sources likely to be reliable: Becoming proficient at
selecting sources will require experience, of course, but even
inexperienced researchers can take a few minutes to ask: What
source or what kind of source would be the most credible for
providing information in this particular case? Which sources are
likely to be fair, objective, lacking hidden motives and showing
quality control? It is important to keep these considerations
in mind so that they will not simply take the opinion of the
first source or two you can locate. By thinking about these
issues while searching, they will be able to identify suspicious
or questionable sources more readily. With so many sources to
choose from in a typical search, there is no reason to settle for
unreliable material.
Authorship: It is perhaps the major criterion used in evaluating
information. Who wrote this? When we look for information with
some type of critical value, we want to know the basis of the
authority with which the author speaks. The publishing body
also helps evaluate any kind of document you may be reading.
On the Internet, students should ask the following questions to
assess the role and authority of the “publisher”, which in this
case means the server (computer) where the document lives: Is
the name of any organisation given on the document you are
reading? Are there headers, footers or distinctive watermarks that
show the document to be part of an official academic or scholarly
website? etc…
51
B Listening
2
B Listening
■ Give the students time to read the rubric carefully. Check, by asking
questions, that students understand what they are going to hear and
what their task is.
2
E Grammar
Listen to the text about the effects of
the Internet on people and businesses
and complete the sentences.
Tell students that you are going to play the recording twice. The first
time, they should listen but not write anything. On the second listening,
they should complete the sentences.
1 The number of hosts on the Internet
____________________.
■ When the students have listened to the recording twice and have
completed the sentences, ask them to check their answers in pairs.
3 The new technology has produced
____________________.
■
2 Worldwide, nearly 300 million people
____________________.
C Email and web addresses
Then take responses from individual students reporting back to the
whole class.
■
3 Write the correct email and web addresses.
When you hear this
1 waleed at sports dot
com
2 adam at city dot
co dot UK
3 theo walcott, that’s
T-H-E-O then W-A-L-C0-T-T at goalfeast,
that’s G-O-A-L-F-E-AS-T all one word dot com
Audioscript
The rapid penetration of the Internet into households, businesses
and all spheres of economic activity continues. The number of
hosts on the Internet has increased to approximately 80 million,
an increase of nearly 100% over the last year. Worldwide nearly
300 million people are estimated to be online. The diffusion of the
Internet has been much more rapid than that of other modern
technologies.
Write this
waleed@sports.
com
5 Study the information and complete the
table.
The Present Perfect
We make the present perfect tense with
has / have + the past participle. The past
participle of regular verbs ends in -ed. The
following are irregular verbs:
Present
Past
buy
bought
Past Participle
_____________
do
did
_____________
give
gave
_____________
pay
paid
_____________
read
read
_____________
send
sent
_____________
speak
spoke
_____________
tell
told
_____________
write
wrote
_____________
D Buying sports equipment online
4 Have a look at the Internet page below and choose an item you would like to buy online. In
The number of corporations with some Internet-related purchases
or sales is increasing too. The new technology has produced
changes in the organisational structure of the firm and the
distribution networks of businesses.
pairs, describe the item you choose, its size, colour and price.
While both for consumers and businesses the Internet is still
primarily a medium of efficient and inexpensive information access
and dissemination, its other uses are now being increasingly
exploited. Consumers use the Internet for entertainment, education,
information and product research. While businesses still primarily
use the Internet for marketing and information dissemination, they
are also taking advantage of Web features to enable collaboration
among firms and for communications within firms.
Running shoes
100 $ 70 $
Sun glasses
50 $ 30 $
Short-sleeved shirt
25 $ 15 $
Laptop bag
20 $ 15 $
38
Answers
1 is 80 million
2 are estimated to be online
3 changes in the organisational structure of the firm and the distribution
networks of businesses
C Email and web addresses
3
D Buying sports equipment online
4
■ Put students in pairs. Working alone, ask students to choose two
pictures and prepare a short conversation about each picture.
■ In pairs, students practise asking and answering questions about the
items on the website.
■ Do the first item with the class, as an example, to check that students
understand the task.
■
Then tell them to complete the task individually or in pairs.
■
Check answers as a whole class.
Answers
2 [email protected]
3 [email protected]
Lesson Two
Learning Objectives
■
■
■
52
Practising making conversations using picture cues
Practising buying sports equipment online
Using correct language according to context
■ Go round and monitor students’ conversations. Invite volunteers to
read their conversations aloud.
Answers
Students’ answers
Activity Book page 25 exercises 1 and 2
Activity Book page 25 exercise 2
6
The Internet
We want to say or ask whether an action is now complete (or not).
Example I have written two pages. (= Now two pages are complete.)
If the date or time is included or understood, we use the simple past tense.
Example I wrote the letter yesterday.
Work in pairs. Say that the person(s) in the sentence(s) has / have already done the action.
Examples
1 Don’t forget to write the letters.
I’ve already written them.
2 She must send the email to Mr Ali.
She’s already sent it.
3 Remember to check your account online.
4 Is she going to pay the bill today?
5 Don’t forget to log on to the website.
7
Present the information from the box.
■ Ask a volunteer to read the example questions from the exercise and
get repetition from other students. Do a few more with the whole class,
and then tell the class to work through the whole exercise in pairs,
taking turns to ask and answer. Remind them that they may refer back
to the table in exercise 5 if they are not sure of any of the participle
forms.
We use the present perfect tense when...
6
■
Answers
3 I have already checked it.
4 She has already paid it.
5 I have already logged on to the website.
6 I have already spoken to him yesterday.
7 She has already told the web designer about the error.
8 I have already surfed the web last night.
9 I have already given the document to Huda.
10 They have already sent the forms.
11 He has just arrived.
12 She has already met her friends online.
6 You must speak to Mr Ali today.
7 She should tell the web designer about the
error.
8 Are you planning to surf the web today?
9 Remember to give the document to Huda.
10 They must send the forms.
11 I think he’ll arrive soon.
12 She mustn’t forget to meet her friends
online.
Study the table and then complete the sentences with one of the words from the table.
We often use these words with the present perfect.
ADVERBS
I’ve already done it.
7
He hasn’t done it yet, but he will soon.
I want to sit down because I’ve just had a big lunch.
Have you ever driven a car? No I’ve never driven a car.
PREPOSITIONS
I haven’t seen him for many years.
8
Read the gapped sentences with the class.
■
Answer any vocabulary questions that they might have.
■ Ask students to complete the task by filling in the blank with the
proper word. Go round and offer help where necessary.
I haven’t seen him since 1994.
1
2
3
4
5
6
7
8
■
I’ve been at this school _____ 1999.
I’ve lived in Damascus _____ ten years.
He has _____ used the Internet before.
I haven’t checked my email _____ two weeks.
We haven’t finished this exercise _____.
She has _____ posted the letters.
I haven’t been to the cinema _____ May.
Have you _____ seen an elephant?
■
Put students in pairs to check their answers.
Answers
1 since
2 for
3 never
4 for
5 yet
6 just / already
7 since
8 ever
Say true sentences about yourself like sentences 1-8 above.
39
Lesson Three
Learning Objectives
■
■
■
Demonstrating an understanding of the present perfect by
completing a table
Practising using the present perfect in context
Practising using adverbs / prepositions that are used with the
present perfect
Grammar
present perfect with irregular verbs
8
■
Allow time for students to complete the task individually.
■
Invite volunteers to read their sentences aloud.
Answers
Students’ answers
E Grammar
5
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
■
Allow time for students to complete the table individually.
■ When they have finished, check their answers and make sure they
can pronounce the verbs correctly.
Answers
bought / done / given / paid / read / sent / spoken / told / written
53
Activities
I Write the participle forms of the following v erbs.
1 shut _____________________
2 spend _____________________
3 give _____________________
4 teach _____________________
5 sell _____________________
F Vocabulary
9 Read the article below. Match the words in the box with the parts of the picture.
server in Syria
Jumana’s computer
server in Canada
satellite
Rima’s computer
How an Email is Sent
Jumana lives in Canada. She writes an email to her friend Rima in Syria.
OShe presses ‘Send’. Her message is sent by her computer to a server in Canada.
OIt is then passed along bigger and faster communication channels via satellite.
OWithin seconds it arrives at a server in Syria.
OJumana’s message is then sent to Rima’s electronic post box.
ORima opens her inbox and reads Jumana’s email.
O
I
Complete the table in the present perfect simple.
positiv e
negativ e
question
We have
chatted.
3
2
The lesson has
not started.
Have we won?
1
4
She has turned
around.
They have not
arrived.
I
Write sentences in the present perfect.
5
G Spelling
10 Write the correct spelling of the underlined word in each sentence.
1 we / reach / our goal
____________________________________________________
2 our team / lose / the match
____________________________________________________
3 she / underline / the word
____________________________________________________
4 they / not / discover / the treasure
____________________________________________________
5 Ron / not / talk / about the problem
____________________________________________________
Example
1 Have you choosen a day for the meeting?
C-H-O-S-E-N
2
3
4
5
6
7
Have you wroten the letters?
He has not finnished the work yet.
TST has been in bisinus since 1960.
You can buy our prducts online.
Online shoping is cheaper.
Sellect a product from the list.
40
IV Write questions in the present perfect.
1 you / knock / at the door
____________________________________________________
2 the teacher / mark / the tests
____________________________________________________
3 she / buy / a new computer
____________________________________________________
4 they / rescue / the girl
____________________________________________________
5 Brad / wear / a blue shirt
____________________________________________________
V Ask about the information in the bold part of the sentence.
1 They have seen him at the library.
____________________________________________________
2 Robby Robber has robbed another bank.
____________________________________________________
3 Bill has ordered three desserts.
____________________________________________________
4 Clara has repeated the sentence fiv e times.
____________________________________________________
5 J ane has asked a question.
____________________________________________________
Answers
I
1 shut
2 spent
3 given
4 taught
5 sold
54
II
We have chatted.
We have not
chatted.
Have we chatted?
The lesson has
started.
The lesson has not
started.
Has the lesson
started?
We have won.
We have not won.
Have we won?
She has turned
around.
She has not turned
around.
Has she turned
around?
They have arrived.
They have not
arrived.
Have they arrived?
III
1 We have reached our goal.
2 Our team has lost the match.
3 She has underlined the word.
4 They have not discovered the treasure.
5 Ron has not talked about the problem.
IV
1 Have you knocked at the door?
2 Has the teacher marked the tests?
3 Has she bought a new computer?
4 Have they rescued the girl?
5 Has Brad worn a blue shirt?
V
1 Where have they seen him?
2 What has Robby Robber robbed?
3 How many desserts has Bill ordered?
4 How often has Clara repeated the sentence?
5 Who has asked a question?
Lesson Five
The Internet
Learning Objectives
H Contracted forms
11
■
Your boss has dictated these sentences to you. Say how you would write them.
Examples
1 He’s arriving on Wednesday.
2 He’s finished the job.
3
4
5
6
7
8
■
He is arriving on Wednesday.
He has finished the job.
G Spelling
What’s he doing?
What’s he done?
Who’s going to pay for it?
He’s already sent the money.
Huda’s Mr Ali’s secretary.
She’s shown me the customer’s letter.
10
■ After getting the answers to the first item as an example, tell the
students to prepare the remaining answers individually or in pairs
before you go through the exercise with the whole class.
I Reading
12
Identifying spelling errors and correcting them
Practising writing contracted forms
Read the article below and answer the questions.
How the Internet Works
Answers
2 written
5 products
The Internet is really simple to use, but there’s a lot of complex technology behind the World
Wide Web. Computers are linked together in a giant network so they can share information.
Information is exchanged between all the computers in a network – it doesn’t matter where
they are in the world.
There are two types of computer on the
Internet – ‘servers’ and ‘clients’. Servers are
like assistants and clients are like customers.
Information is stored and distributed by the
servers. They are very powerful computers. Your
home or school computer is a client and it can
get information from the Internet.
11
■ Allow time for students to complete the task either individually or in
pairs.
Check answers as a whole class.
■
Questions
1 Decide whether the following statements are true (T) or false (F). Correct the false statements.
a We can share information with people all over the world with the Internet.
b We have servers in our homes so we can surf the Internet.
c The Internet uses telephone systems to send signals.
d Information exchange on the Internet is very fast.
2 Summarise in one paragraph how the Internet works.
3 Research online more information on how the Internet works and present it to your classmates
in a well organised oral presentation.
Answers
3 What is he doing?
5 Who is going to pay for it?
7 Huda is Mr Ali’s secretary.
Learning Objectives
Lesson Four
■
■
Learning Objectives
■
4 What has he done?
6 He has already sent the money.
8 She has shown me the customer’s
letter.
Lesson Six
41
■
4 business
7 select
H Contracted forms
Computers are linked together by telephone
systems. Information is changed into telephone
signals and sent quickly from one computer
to another through the servers. Networks in
different countries are linked by satellites and large undersea cables.
■
3 finished
6 shopping
■
Demonstrating an understanding of the relationship between
text and pictures
Identifying the steps for sending an email
Demonstrating understanding of puzzle clues
I
Reading
12
■
F Vocabulary
Deciding whether sentences are true or false
Practising writing a summary
Practising research skills
Ask students to read the text silently.
■ Tell the students to read the questions, then allow them time to read
the article again and look for the answers.
9
■
Read out the title of the article and allow time for the students to look
at the pictures. Then read out the words in the box.
■ Ask students to read the text and match these words with the
correct picture. Go round and offer help if needed.
Check answers as a whole class.
■
Answers
1 Jumana’s computer
4 server in Syria
2 server in Canada
5 Rima’s computer
3 satellite
Answers
1
a True
b False – We have clients in our homes.
c True
d True
2 Students’ answers
3 Students’ answers
Activity book pages 26 and 27 exercises 3, 4 and 5
Activity Book page 27 exercises 6 and 7
55
Teaching Tips
OBJECTIVITY
T he obj ectivity of the site should be clear. B eware of sites that contain a
certain bias. Obj ective sites will present information with a minimum of
bias, without the intention to persuade.
Finding In formation and Documenting Sources
The following steps outline a simple and effective strategy for
finding information for a research paper and documenting the
sources students find.
Step 1: Identify and develop the topic.
Step 2: Find background information.
Additional background information may be found in textbooks or
on the Internet.
Step 3: Evaluate what is found.
It’s important to keep in mind that just because information is
published in a book, a journal or the web doesn’t mean to say it
is true. One must take the time to evaluate the accuracy of the
information. The purpose of this tip is to provide the necessary
guidelines used to determine the quality and accuracy of the
information found on the World Wide Web. The following checklist
is a guideline which students may use to help them judge how
credible or useful the website they are looking at is. Students
should try to answer as many of the questions as possible by
circling Yes or No. The greater number of times students answer Yes,
the more likely the page is of higher informational quality.
I s the information presented without a particular bias?
Y es
N o
Doe s the information avoid trying to sway the audience?
Y es
N o
Doe s the site avoid advertising that may be a conflict of
interest with the content?
Y es
N o
Doe s the site avoid trying to persuade or sell something?
Y es
N o
ACCURACY
T here are few standards available on the web to verify the accuracy
of information. I t is the responsibility of the reader to beware of the
information presented. B e sure to differentiate fact from opinion.
I s the information reliable? If the author is affi liated
with a k nown institution, this could be a clue.
Y es
N o
If statistics and other factual information are presented,
are proper references given for the origin of the
information?
Y es
N o
Title of website: ______________________________________________
I s the information provided comparable to other sites on
the same topic?
Y es
N o
URL : ________________________________________________________
Doe s the text follow basic rules of grammar, spelling and
composition?
Y es
N o
Date ev aluated: _______________________________________________
I s a bibliography or reference list included?
Y es
N o
AUTHORITY
A uthority reveals that the person, institution or agency responsible for a
site has the qualifi cations and k nowledge to do so.
I s it clear who developed the site?
Y es
N o
H as the author clearly provided all contact information
including: email address, snail mail address, phone number
and fax number?
Y es
N o
H as the author clearly stated their qualifi cations, credentials
or provided some personal back ground information, that
gives them the authority to present the information on the
site?
Y es
N o
PURPOSE & COVERAGE
T he author should be clear about the purpose of the information
presented in the site. Som e sites are meant to inform, persuade, state an
opinion, entertain or parody something or someone.
Do you k now what the purpose of the site is and if the
content supports it?
Y es
N o
Does the domain name of the site indicate its purpose?
Y es
N o
I s the site well organised and focused?
Y es
N o
Ar e the link s appropriate for the topic of the site?
Y es
N o
I s the information geared toward a specifi c audience?
Y es
N o
CURRENCY
T he currency of the site refers to: 1) how current the information
presented is, and 2) how often the site is updated or maintained. I t is
important to k now when a site was created, when it was last updated and
if all of the link s are current.
I s the date the information was fi rst written given?
Y es
N o
I s the date the information was placed on the web given?
Y es
N o
I s the date the information was last revised given?
Y es
N o
Ar e the link s up- to- date and reliable?
Y es
N o
I s the information timeless rather than trend- related so that
its usefulness is not limited to a certain time period?
Y es
N o
I s the site fully developed?
Y es
N o
56
Ov erall opinion of website based on results of checklist:
________________________________________________________
______________________________________________________
Correspondence
a
Write these document names on the correct
document.
Invoice
Receipt
Statement
Reminder
Credit note
1
___________
Heard’s Stores
10 Front Street
Manchester M16 3XB
Date: 10 May, 2010
Customer: Miss Bell
Received with thanks the sum of 15 pounds
for stationery
Michael Heard
Details
B/F
payment
received
invoice 0002
credit note 0005
Date
10 May
17 May
Amount
Balance
15.00
12.000
2.00
15.00
00.00
12.00
10.00
Amount owing
Description
Ref invoice 0002
10.00
d
Amount
12 pounds
e
Item Unit Price Amount
Books 4 pounds 12 pounds
b
3
___________
Heard’s Stores
10 Front Street
Manchester M16 3 XB
Date: 17 May, 2010
Customer: Ms A Bell, 69 Maple Road,
Manchester
We have today credited the sum of 2 pounds
to your account with us in respect of
overpayment on invoice 9993
Answer the questions regarding the
documents in task a.
1 When did Heard’s Stores receive money
from Anne Bell?
2 Which of the documents 1-5 are listed on
the statement?
3 Heard’s Stores allow regular customers
____ to pay.
a one week
b 30 days
c 60 days
d as long as they
need
4 She got a credit note after she had paid
____.
a too much
b invoice 2
c for the books
d two pounds
5 When she received the reminder, her
payment was ____ overdue.
a 30 days
b a day
c about three weeks d about a month
93
Correspondence
Lessons Eight and Nine
Qty
10 boxes
5 boxes
20 rolls
6 boxes
Allow time for students to complete the task individually.
When they have finished, ask students to exchange books and mark
their partners’ work as you give the correct answers orally.
■
1 Who is the order from?
2 Who is the order to?
3 What are the full forms of the following abbreviations?
a no.
b qty
94
c and d
■ Do the first item as an example with the whole class. Then let
students work through the exercise individually and silently.
b
■ Allow time for students to complete the task either individually or in
pairs.
■
Check answers as a whole class.
Check answers as a whole class.
Answers
c
2 air waybill / 3 contract / 4 certificate of origin / 5 bill of lading /
6 combined transport document / 7 import licence / 8 consignment note /
9 order / 10 customs entry form
d
9 / 4 / 2 / 6 / 8 / 3 / 5 / 7 / 10 / 1
e
■ Allow time for students to complete the task either individually or in
pairs.
■
Answers
1 receipt / 2 invoice / 3 credit note / 4 statement / 5 reminder
Unit Price
Purchasing officer
B Documents for accounting
■
9 January 2010
Della Paine
Identifying various types of documents for accounting
Identifying various types of documents for accounting
Identifying characteristics of tenders and contracts
a
Description
paper clips (large)
paper clips (small)
sellotape (wide)
pencils (hard)
Fax +44 (0) 20 7258 6854
Signed
Learning Objective
■
TST UK
Tel +44 (0) 20 7258 6820
Please quote order no. & date.
■
■
Read the form below and answer the following questions.
Order No. 0076922
To TST Warehouse
Mallary Street
London NE6 8DD
Please supply and deliver
Total 12 pounds
■
Match these descriptions to the documents in task c.
_____ request for goods
_____ ticket and receipt for sea freight
_____ ticket and receipt for airfreight
_____ ticket and receipt for goods sent by more than one method of transport
_____ a document for goods sent by land
_____ an agreement which can be enforced by law
_____ proof that goods have come from a certain country
_____ official permission to bring goods into a country
_____ form describing imported goods so that duty can be calculated
_____ proof that something is insured
396 Cromwell Road, London SW3 9RT
This payment is now overdue. We would be
grateful if you would settle this account as
soon as possible.
Account to be settled within 30 days
Read the clues and guess what each document is.
Example
1 --surance cert------It is an insurance certificate.
2 --r waybi-3 -ontrac4 --------ate of origi5 bill of la---6 ---bined transport d------7 import li----8 ----ignment note
9 --der
10 --stoms entry form
5
___________
Heard’s Stores
10 Front Street
Manchester M16 3 XB
Date: 30 June, 2010
Customer: Ms A Bell, 69 Maple Road,
Manchester
2
___________
Heard’s Stores
10 Front Street
Manchester M16 3 XB
Date: 10 May, 2010
Customer: Ms A Bell, 69 Maple Road,
Manchester
Qty
3
c
4
___________
Heard’s Stores
10 Front Street
Manchester M16 3 XB
Date: 24 May, 2010
Customer: Ms A Bell, 69 Maple Road,
Manchester
B Documents for accounting
Check answers as a whole class.
Answers
1 Della Paine from TST UK
2 TST Warehouse
3 a number
b quantity
Give as homework or revesion Activity Book,
exercises a and b, p.54
Answers
1 10 May 2010 / 2 the invoice and the credit note / 3 b / 4 a / 5 c
57
Unit
8
Communication
8 Communication
Lesson One
Learning Objectives
■
■
■
■
Talking about work experience
Practising giving full informative answers to questions
Practising showing keenness
Practising giving details
A Dialogue
1 Read the dialogue and answer the questions.
Walid: I’ve read your CV and I’d like to ask you some
questions about it. You’ve done some telephone
work before, haven’t you?
Falleh: Yes, I have. In my present job, I take orders by
telephone. I enjoy dealing with customers on
the phone.
Walid: But you haven’t worked in a sales office, have
you?
Falleh: No, I haven’t. But I’ve learned some sales skills
in my present job, and I’m keen to learn more.
Walid: I see. We use computers a lot in our department. Have you had any experience with
computers?
Falleh: Yes, I have. I did a training course last year. I learned about word-processing,
spreadsheets and e-commerce. It was very interesting, and now I’m looking for an
opportunity to practise what I’ve learned.
Walid: That’s good.
Warm-up
■ Ask the students to cover the dialogue and then invite the class to
look at the title of the unit and the picture and tell you what they think
the dialogue is about. Write students’ suggestions on the board.
A Dialogue
1
■
Ask the students to read the dialogue quickly and silently.
Questions
Check that the students understand the meaning of all the words in
the dialogue.
■
■
Ask volunteers to model reading the dialogue.
■
In pairs, the students try to answer the questions.
■
Check answers as a whole class.
Answers
1 He wants to be a telephone sales assistant at TST.
2 No, he hasn’t.
3 Because they use computers a lot in their department.
4 He takes orders by telephone.
5a
6a
7a
8 Students’ answers
What job does Falleh want to do?
Has Falleh worked in a sales office before?
Why does Walid ask about computers?
What does Falleh do in his present job?
Falleh wants to ___ computer skills.
a use his
b learn
c teach
d do a course in
6
Falleh ___ on computers.
a is interested and keen b talks too much
c is bored
d is quiet
7 Falleh answers the questions and gives ___.
a extra details
b short answers
c no information
d his opinions
8 Do you think Falleh will get the job? Why
or why not?
42
B Listening
3
■
Give the students time to read the gapped sentences.
■ Play the recording and ask students to listen. Play it another time and
ask students to listen and choose the correct answer.
■ Put students in pairs in order to compare their answers or play the
recording again for students to check their answers.
2
■ Put students in pairs and ask them to prepare a list of the three most
important factors for good communication.
■
1
2
3
4
5
Students discuss their lists in their pairs.
■ Pairs of students should then join with other pairs to make groups of
four, in which they compare their answers and discuss any differences.
■ Go round and monitor students’ conversations, offering help where
necessary.
Answers
Students’ answers
Audioscript
Walid Falleh’s English is very good, isn’t it?
Juliet Yes, it’s very good indeed.
Walid What about work experience?
Juliet Well, he’s done a lot of telephone work.
Walid Yes. That’s important. But he’s never worked in a
sales office.
Juliet That’s a disadvantage.
Walid Hmm.
Juliet But he’s very keen to learn.
Walid Yes, he’s very keen, isn’t he? I think he’s the best
applicant.
Juliet I think so too.
Walid Right. We’ll offer him the job.SB Page 42
Answers
1c / 2 a / 3 b / 4 b
58
Communication
2
What makes a good communicator? Choose
the three most important factors. Justify your
answer.
- fluency in the language
- an extensive vocabulary
- grammatical accuracy
- being a good listener
- not being afraid of making mistakes
- physical appearance
- aware of body language
5
Make three true sentences about yourself.
Use keen, hoping and interested.
D Giving details
Question
Short answer
Details
B Listening
3
1
2
3
4
Walid and Juliet are discussing Falleh’s
interview. Listen and choose the best
answer.
They say ___ good things about Falleh.
a one b two c three d four
They think Falleh has __ disadvantage(s).
a one b two c three d four
They think he is ___.
a a good salesman
b keen to learn
c too inexperienced d too young
Walid thinks that Falleh is the ___
applicant.
a worst
b best
c second best
d only
6
Have you ever worked in
a sales office?
Yes, I have.
I worked in the sales
office at TST from 1998
to 2009.
Lesson Three
Ask questions with Have you ever about each
of the pictures below. Give short answers and
details.
■
6
■ Present the information from the box. Point out that the answer uses
the same tense as the question, but that the details are in the past
tense. Students should be able to tell you why (because the details are
about the past and include a date or definite past time).
■ Tell the students to make questions with ‘Have you ever...?’ and
the question phrase above each picture (1 Have you ever used a
computer?). Get choral and individual repetition of each question.
7
Work in pairs. Ask questions with Have you
ever...? Give true answers. If the answer is
Yes, give details.
1 swum in the sea?
2 seen a dangerous animal?
3 travelled by train?
Lesson Two
Learning Objectives
■
Practising giving details
Identifying ways to deal with communication breakdown
D Giving details
43
■
Learning Objectives
■
I’m keen to
learn more.
I’m hoping to
work in an office.
I’m interested in learning more.
working in an office.
Complete the sentences with the correct
words.
1 I’m keen _____ get a good job.
2 I’m interested _____ learning more
skills.
3 I’m hoping _____ go to university.
4 I’m looking forward to _____ work.
5 I’m _____ to earn a good salary.
6 I’m _____ in helping other people.
7 I don’t enjoy _____ the telephone.
8 I’m looking forward _____ practising the
skills that I’ve learned.
Answers
Students’ answers
Activity Book page 28 exercises 1 and 2
C Showing keenness
4
■ Ask various students to read one or more of their sentences aloud.
Get the class to listen and say whether the sentences are correct or
not.
Practising phrases that show keenness
Practising making sentences
C Showing keenness
4
■ Go through the six items again, but this time ask the questions and
elicit answers that include a short answer plus details that are with the
picture (1 ‘Yes I have. I did a training course in 2009.’).
■ Put the students into pairs to practise asking the questions and
answering in this way with a short answer followed by details.
Answers
1 Q: Have you ever used a computer?
A: Students’ answers
2 Q: Have you ever worked in an office?
A: Students’ answers
3 Q: Have you ever flown in a plane?
A: Students’ answers
4 Q: Have you ever seen an elephant?
A: Students’ answers
5 Q: Have you ever been abroad?
A: Students’ answers
6 Q: Have you ever played in a team?
A: Students’ answers
■ Present the information from the box. Get choral and individual
repitition of all possible six combinations.
7
■ After getting the answers to the first item as an example, tell the
students to prepare the remaining answers individually or in pairs
before you go through the exercise with the whole class.
■ Put students in pairs and allow them time to practise asking and
answering the questions. Encourage them to answer in the same way
as in task 6: with a short answer followed by details.
■ When students give you the answers, get various students to repeat
the whole sentence.
■ After the pairwork, ask a few students to tell the class what they
learned about their partner. For example: ‘Salwa has swum in the sea.
She went to Lattakia last year.’
Answers
1 to
2 in
3 to
4 starting
5 hoping
6 interested
7 using / answering
8 to
5
Answers
1 Q: Have you ever swum in the sea?
A: Students’ answers
2 Q: Have you ever seen a dangerous animal?
A: Students’ answers
3 Q: Have you ever travelled by train?
A: Students’ answers
■ Write the three words on the board (keen / hoping / interested) and
give students time to think of three true sentences about themselves
using one of these words in each sentence. Tell them that they can use
one of the sentences in task 4 if it is true for them, but they should try
to make two new sentences as well.
59
Lesson Four
Learning Objective
E Vocabulary
Practising using adjectives with -ing or -ed
■
8 Study the example sentences. Then choose the correct form of the word in brackets.
Examples 1 I’m interested in working in a hotel.
2 Working in a hotel is interesting.
1 I am sometimes (boring / bored) at school.
2 Visiting new places is (interesting / interested).
3 Are you feeling (tiring / tired)?
4 He’s very (exciting / excited) about starting his new
job.
5 She has got a new computer and she is very
(pleasing / pleased) with it.
6 The result of the game was very
(surprising / surprised).
7 We couldn’t understand the information so we
were very (confusing / confused).
Grammar
Present perfect vs simple past
E Vocabulary
8
■ Write the words interested and interesting on the board and see if
students can give you example sentences to illustrate the difference
between the two words. Then refer them to the examples in the box in
their SB.
■
F Grammar
Ask the class to tell you the answer to the first item as an example.
■ Work through the rest of the exercise orally with the whole class
getting answers from various students when a student gives you a
correct answer, get other students to repeat it. See if students can
spell the word correctly without looking at the book.
Have you ever swum in the sea?
Did you swim in the sea last summer?
He hasn’t finished the report yet.
He didn’t finish the report yesterday.
Example
1 (you see) that film yet?
Have you seen that film yet?
If the students have had difficulty with any of the words, give
them some extra practice. For example, help them to produce new
sentences using the words.
2 interesting
6 surprising
Simple past tense
Mr Ali went out a minute ago.
9 Study the sentences in the table. Then choose the correct form of the word(s) in brackets.
■
Answers
1 bored
5 pleased
Present perfect tense
Mr Ali has just gone out.
2
3
4
5
6
7
8
9
3 tired
4 excited
7 confused
Falleh (apply) for a job at TST two weeks ago.
Falleh (have) an interview yesterday.
He was nervous before the interview and he (feel) tired afterwards.
He (not receive) a letter from TST yet.
How long (Falleh be) in his present job?
When (he start) his present job?
How many jobs (he have) since leaving school?
He (do) an interesting training course last year.
Mini-Grammar + Activity
Present Perfect vs Simple Past
This section makes clear the differences between the present
perfect tense and the simple past tense.
44
A Use
Tense
Use
Example
Present Perfect
when the time
period has NO T
finished
I have seen
three movies
this week.
( This week has
not finished
yet.)
when giving
recent news
when the time
is not specific
with for and
since, when
the actions
have not
finished yet
60
Martin has
crashed his car
again.
( This is new
information.)
I have seen
that movie
already.
(W e don’t
know when.)
I have lived
in V ictoria for
five years.
(I still live in
V ictoria.)
Simple Past
when the time
period HAS
finished
I saw three
movies last
week.
(L ast week is
finished.)
when
giving older
information
Martin crashed
his car last
year.
(T his is old
information.)
when the time
is clear
I saw that
movie on
Thursday.
(W e know
exactly when.)
with for and
since, when
the actions
have already
finished
I lived in
V ictoria for
five years.
(I don’t live in
V ictoria now.)
Answers
Communication
1.
:A Hav e you already played
:B bought / have not had
G Reading
10
Read the following short texts and answer the questions.
Post
Fire
The first postal service was in China in 900
BCE. It was used by the government. In 1837
a ‘one price’ post was started in Britain. It
was a great success and many other countries
copied it.
Many cultures have used fire to send
messages, especially Native Americans. Fires
were lit in high places to say things like ‘yes’,
‘no’ or ‘danger’. When the Greeks captured the
city of Troy in 1200 BCE, they lit bonfires to
send the news.
Flags
Flags were used by the Greeks 2,400 years
ago. In the 18th century, the French Navy
gave 1,000 common messages different
numbers. The message number was
communicated to another ship using flags.
Telephone
In 1876 the first telephones were used.
People in different places could speak to
each other for the first time. The telephone
was invented by two people: an Italian,
Antonio Meucci and a Scots-American,
Alexander Graham Bell. Today mobile phones
have changed the way the phone is used.
2.
:A
:B
:A
:B
:A
:B
Electric telegraph
The telegraph was introduced in the 1850s. It
used electricity to send messages. This code
of dots and dashes was named after Samuel
Morse (1791–1872) and could send 30 words
a minute.
Internet
Nowadays millions of computers are
connected globally by the Internet. The World
Wide Web was invented by Tim Berners-Lee in
the early 1990s.
Two thousand five hundred years ago,
Darius the Great, the King of Persia, used
messengers. Horse riders carried messages.
New men and horses were used each day.
A document took ten days to travel 3,200
kilometres. In Baghdad in the 11th century,
they started using birds to carry messages.
Questions
1 Match the years with the events and then put them in a timeline.
1 the ‘one price’ post was started in Britain.
b 2,500 years ago
2 a postal service was started.
c In 900 BCE
3 the telegraph was introduced.
d In the 1990s
4 the telephone was introduced.
e In 1837
5 Tim Berners-Lee invented the World Wide Web.
f In the 1850s
6 the Greeks used fires to send news.
g In 1876
7 the King of Persia started to use messengers.
F Grammar
9
Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
■
Messengers
a In 1200 BCE
D id you go
was / H ave you been
went
have not seen
D id you enjoy
loved / did not like
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
■
Explain the task.
■
Ask individual students to do the exercise orally.
■
Check answers as a whole class.
Answers
2 applied
3 had
4 felt
5 has not received
6 has Falleh been
7 did he start
8 has he had
9 did
2 Work in groups. Discuss how you keep in touch with your family, neighbours, friends, etc.
45
B Signal words
Activity Book page 29 exercises 3 and 4
Present Perfect Simple
Simple Past
* just
* already
* up to now
* until now / till now
* ever
* (n ot) yet
* so far
* lately / recently
* yesterday
* ... ago
* in 1990
* the other day
* last ...
Put the v erbs into the simple past or the present perfect.
1
A: (y ou / play / already) _
the new computer game?
B: No, not yet. I only (bu y) _
it yesterday and I
(hav e / not) _
_
the time yet.
2
A: (y ou / go) _
to the cinema last night?
B: Y es. I (be) _
_
_
there with Sue and Louis. (y ou / be) to
the cinema recently?
A: I last (g o) _
to the cinema two weeks ago.
B: So you (s ee / not) _
the new action film yet.
A: No, unfortunately not. (y ou / enjoy) _
it?
B: Oh, I really ( love) _
_ it. Bu t Sue (lik e / not)
_
it.
Lesson Five
Learning Objectives
■
■
Demonstrating understanding of a reading text by answering
comprehension questions
Discussing ways of staying in contact
G Reading
10
■
Ask students to read the text silently.
■ Tell the students to read the questions, then allow them time to read
the article again and look for the answers.
■
Check answers as a whole class.
Answers
1 a 6 / b 7 / c 2/ d 5 / e 1 / f 3 / g 4
2 Students’ answers
61
Lesson Six
Learning Objective
■
Reviewing elements already practised
H Revision
11 Choose the best way to complete the sentences.
1 He hasn’t had much ___ with computers, but he is keen to learn.
a information
b experience
c skill
d work
H Revision
2 He did a training course and learned new ___
a sales
b customers
c skills
d computers
11
■ Do the first item with the class as an example to check that students
understand the task.
■
3 She’s ___ to practise her English.
a keen
b enjoying
c interested
d looking forward
Then tell them to complete the task individually or in pairs.
4 ___ you ever driven a car?
a have had
b have
c am having
d had
Alternatively do it as a quiz where teams get five points for a correct
answer, three points for a partially correct answer or two points for
correcting another team.
■
5 I’ll be ___ if Falleh doesn’t get the job.
a surprised
b surprising
c surprise
d to surprise
Answers
1b/2c/3a/4b/5a/6d/7a/8a/9c
6 We ___ this unit.
a have just finished b have finished
c finished
d have nearly finished
7 ___ television last night?
a Did you watch
b Have you watched
c Are you watching d Do you watch
Activity Book pages 29 and 30 exercises 5 and 6
8 I’m interested ___ getting a job in a hotel.
a in
b to
c for
d by
Teaching Tips
Adv antages and Disadv antages of Multiple Choice
Assessment
Advantages
There are several advantages to multiple choice tests. If item
writers are well trained and items are quality assured, it can be a
very effective assessment technique. If students are instructed on
the way in which the item format works, they will perform better
on the test. R eliability improves with larger numbers of items on
a test.
Multiple-choice tests often require less time to administer for
a given amount of material than would tests requiring written
responses. This results in a more comprehensive evaluation of the
candidate’s extent of knowledge.
Becau se this style of test does not require a teacher to interpret
answers, test-takers are graded purely on their selections
creating a lower likelihood of teacher bias in the results. F actors
irrelevant to the assessed material (s uch as handwriting and
clarity of presentation) do not come into play in a multiple
choice assessment, and so the candidate is graded purely on their
knowledge of the topic.
Disadvantages
The most serious disadvantage is the limited types of knowledge
that can be assessed by multiple choice tests. Multiple choice
tests are best adapted for testing well-defined or lower-order
skills. Problem-solving and higher-order reasoning skills are
better assessed through short-answer and essay tests. H owever,
multiple choice tests are often chosen, not because of the type of
knowledge being assessed, but because they are more affordable
for testing a large number of students.
An other disadvantage of multiple choice tests is possible
ambiguity in the examinee’s interpretation of the item. F ailing to
interpret information as the test maker intended can result in an
“i ncorrect” response, even if the taker’s response is potentially
valid. The term “m ultiple guess” has been used to describe this
scenario because test-takers may attempt to guess rather than
determine the correct answer.
62
9 I’ve applied ___ a job at TST.
a to
b on
c for
d of
46
In addition, even if students have some knowledge of a question,
they receive no credit for knowing that information if they select
the wrong answer. H owever, free response questions may allow
an examinee to demonstrate partial understanding of the subject
and receive partial credit.
An other disadvantage of multiple choice examinations is that
a student who is incapable of answering a particular question
can simply select a random answer and still have a chance of
receiving a mark for it.
A dditionally, it is important to note that questions phrased
ambiguously may cause test-taker confusion. I t is generally
accepted that multiple choice questions allow for only one
answer, where the one answer may encapsulate a collection of
previous options. H owever, some test creators are unaware of
this and might expect the student to select multiple answers
without being given explicit permission. O f course, untrained test
developers are a threat to validity regardless of the item format.
Tips for writing good multiple choice items:
•
Stem should present single, clearly formulated problem.
•
Stem should be in simple, understood language.
•
A void “ all of the above” / “ none of the above” .
•
Make all distractors plausible.
•
D on’t overlap response alternatives.
•
D on’t use double negatives.
•
Present alternatives in logical or numerical order.
•
Place correct answer at random.
•
Make each item independent of others on test.
•
List alternatives on separate lines, indent, separate by
blank
•
line, use letters vs. numbers for alternative answers.
•
Need more than 3 alternatives, 4 is best.
Culture and
Values 2
Culture and
Values 2
Teaching Tips
Small Talk (2)
Humans and the Universe
Read the Future Timeline of Humanity and the Universe and answer the questions.
2020
2030
2050
2075
2100
2150
2200
2300
2500
3000
4000
5000
Automatic translators allow humans to converse with speakers of any language.
Radio astronomers discover signals from extraterrestrial intelligence.
Automated vehicle / traffic control gives rail-like traffic flow to roads.
Hydrogen fuel cells replace internal combustion of fossil fuels.
Expected and maximum human longevity increase by 30 years.
Fusion provides major parts of humanity's power.
Permanent manned space stations in Earth orbit are established.
Most genetic, infectious and cancerous diseases are preventable or curable.
Heat pollution becomes the least significant environmental problem.
On the moon, humans create their first self-sustaining extra planetary colony.
First embarkation of mobile space habitat toward nearby star is realised.
Humans mass-produce intravenous liquid food.
Questions
1
2
3
4
Find the meanings of the words in bold.
Explain two of the predictions mentioned above.
Which one do you believe is going to happen? Explain.
Which one do you believe will not happen? Why?
47
Humans and the Universe
Learning Objective
■
Practising making predictions about the future of humanity
■ Introduce the topic and use the picture to elicit a few key words that
the students will read in the timeline.
■ Allow time for students to read the timeline silently. Give the students
the opportunity to ask you about anything that they didn’t understand.
■ Ask students to work individually and try to find the answers to the
comprehension questions.
■
H ere are some tips that should make finding a small talk topic
less difficult:
1 A sk the other party or parties a lot of questions about
themselves. Not only is this the polite thing to do, it also helps
move the conversation along.
2 Be sure to listen to the responses to your questions. I t would
not do to ask questions then not pay attention to the replies of
the other person. Plus, if you listen closely, the responses to your
questions may lead you to ask even more in-depth questions.
3 A sk questions that are relevant to the other person – such as
questions about their background, their family, any friends you
have in common or what he / she may like to do. This opens up
areas in his / her life that he / she may have in common with
you, posing an opportunity to bond.
4 Be well-read and well-informed about a host of topics. Y ou
have heard it said that it pays to read a lot and it is true – if
you know a lot about different topics, you can easily conduct a
conversation with people from different backgrounds. I t will not
be so hard to find a small talk topic.
5 Topics should be light, hopefully cheerful, so that you will be
able to bond better with the other party.
6 A void controversial topics. Controversial topics might only
put the other person on the defensive. Al so, you and the other
person might be on opposite sides of the issue.
What are some common topics that you can safely conduct small
talk about? Y ou could initiate small talk about:
•
Sports - almost everyone likes some kind of sport
•
H obbies
•
Weather and climate
•
Y our respective spouses and children
•
Media –s uch as television shows, movies or music that
both of you may like
•
H olidays that you think the other person may enjoy
•
Y our respective hometowns
•
Gen eral information about the occupation of each person
•
Current trends in art or fashion
•
Gos sip about famous people
Check answers by asking volunteers to read their answers aloud.
Answers
1
converse: engage in the informal exchange of ideas by spoken words
automated: operated automatically
combustion: the process of burning something
longevity: long duration of service
manned: operated by people
self-sustaining: able to continue in a healthy state without outside
assistance
embarkation: the process of loading passengers aboard a cruise ship
intravenous: existing or taking place within or administered into a vein or
veins
2 Students’ answers
3 Students’ answers
4 Students’ answers
63
Teaching Tips
Step 5
Documents of Accounting: Receipts
Giv e the total. A dd the sales tax and the cost of the item
together. D ouble-check your math with a calculator. Space down
and then give the total amount of the purchase.
Customers want receipts even for informal transactions. Y ou
might not have a cash register to print out a proper receipt, but
you still want a professional invoice. This allows your customers
a chance to prove that they paid for the item. R eceipts also come
in handy for your own records. Y ou can require that a receipt
be present with an item before you’ll accept a return. This way,
you’ll know that it came from your store. Y ou’ll even need to send
receipts for any online selling you do. Y ou can write your receipts
by hand, send a digital copy or print them out.
Sample Receipt
When you go shopping you receive a receipt for what you buy.
R eceipts are small and can be difficult to read if you don’t
understand the common symbols used on receipts. H ere is a sample
receipt with an explanation of common symbols and expressions.
Create a header. The first line of your receipt should be your
name or the name of your company. F ollow this by your address
and then your phone number. This allows the customers to
contact you with any questions. Y ou can also include your store
hours or website address so your buyers can find your store again.
Write the date and time of your transaction.
K G = K ilogrammes
WT = Weight of I tem(s )
@ = A t
/ = Price per Unit (in this case: Pound)
TAX = State and local taxes due on purchases made (s imilar to V A T
- V alue A dded Tax)
B AL AN CE D UE = Total of all purchased items
CAS H / CHARGE
= Payment method
CHAN GE = Money returned after a cash payment
06/2404
= D ate of Purchase (m onth, day, year in the US / in the
UK day, month, year)
Step 2
Sample Receipt
How to make a receipt
Step 1
List the items. A receipt is a reference for you and your
customer. In clude a small item description so they can remember
what they bought. Y ou can also write down the I SBN or any code
you have for the product. The price of the item is usually on the
right side of the receipt.
Step 3
Put in details that are specific to your transaction. If you are
sending a receipt online, include the buyer’s name and address
under your company header. Y ou can also add the quantity of
items that were purchased.
Step 4
Add in sales tax. Y ou can find the sales tax for your state listed
online. Some states charge a different percentage for food or
allow tax exemptions for certain items.
64
Item /
description
Unit
Unit
price
Crisps
Appl es
Cereals
Or ange J uice
Beef
Cheese
Soft drinks
B read
Fr esh fish
Salad dressing
Rice
Bla ck grapes
500 g packet
kg
1 kg packet
1 litre carton
kg
kg
can
loaf
kg
jar
2 kg bag
kg
50 SY P
3 SY P
175 SY P
125
SY P
300 SY P
170 SY P
30 SY P
15 SY P
350 SY P
90 SY P
215
SY P
3 SY P
TAX
No. of
units
1
2
1
3
1. 5
1
6
2
3
1
2
2
@ 7%
B LA AN CE D UE
CA SH
CH AN GE
06/24010
Total
50 SY P
6 SY P
175 SY P
375 SY P
450 SY P
170 SY P
180 SY P
30 SY P
1050 SY P
90 SY P
430 SY P
6 SY P
2. 83
3.4 29
50. 00
6. 71
Correspondence
f
C Job documents
Match the questions to the answers about tenders and contracts.
a Are there penalty clauses in government contracts?
c Does the lowest bid always win the contract?
e What is a tender?
a
b What is a ‘local tender’?
d What is a ‘limited tender’?
f Is there a standard contract?
Curriculum Vitae
Name
Address
Telephone
Date of Birth
Nationality
Education
Work Experience
Samer Moussa
Al Harika, Damascus, Syria
963 11 *******
7 May 1983
Syrian
1996-1998: Aleppo Secondary School
2000: SCN (assistant to Personnel Manager)
1999: DIC Damascus (computer assistant)
Special skills
Computer skills: Windows, Word and Excel
Language skills: English (intermediate level)
Driving: I am learning to drive
Activities and interests Football player in school team
References
Mr Ali Radwan
Mr Khaled Mansour
Head Teacher
Personnel Manager
Aleppo Secondary School
SCN
1 ___________________________________________
It is a written offer to supply goods or carry out work at a set price. Usually, the company
with the lowest bid (= tender) wins the contract.
2 ___________________________________________
No. Each government department uses its own form of contract.
3 ___________________________________________
A limited tender may be used if the work requires specialist suppliers or contractors.
4 ___________________________________________
A local tender may be used if contracts are limited to local companies.
5 ___________________________________________
Not always. If a bid by a Syrian company is up to 15% above a bid by a foreign company,
the domestic contractor is awarded the contract.
6 ___________________________________________
If contracts are completed late, there are fines based on a percentage of the value of the
contract. The following maximum fines are payable:
- Construction contracts: 10%
- Supply contracts: 3%
- Technical assistance contracts: 4%
g
When Samer wrote this CV...
1 Where did he live?
2 Was he still at school?
3 What was Samer’s most recent job?
4 What was his first job?
5 Could he drive a car?
6 What could an employer learn about Samer from his “Activities and Interests”?
7 Which referee could tell an employer whether Samer was good at his job?
Discuss.
Do you think there would be a ‘limited tender’ for building:
1 a school? Why?
2 a bridge across the Euphrates? Why?
3 a power station? Why?
h
Read the CV and answer the questions.
b
Read and complete the text with one word in each blank.
Some employers ask applicants to complete an application form, but many employers ask
for a CV instead.
Complete the text with these words in their correct form.
Different people write CVs in different ways. (1) _________ example, you can put your
address and telephone number at the beginning or the end, and you (2) _________ use some
different headings.
agreement contract lawyer
misunderstanding
parties (people or organisations) settle (solve a dispute)
state (verb) prevent
However, all CVs must contain personal details such as (3) _________ and address, details
of education, (4) _________, details of (5) _________ experience, and additional information
such as special skills. When you write your CV, include everything that might interest an
(6) _________. For example, have you ever done any voluntary work? Have you played in any
sports teams?
If two people or companies agree on something important, they may want a written
(1) _____________. They both sign the contract, which means they must both keep to their
(2) _____________ . Contracts must be written carefully to prevent any (3) _____________
so they are usually written by a (4) _____________. A good written contract usually
(5) _____________ misunderstandings because both (6) _____________ can see all the
details of their agreement clearly. International contracts usually (7) _____________ how a
dispute will be (8) _____________. In other words, they say which country’s laws will apply
and who will arbitrate.
All CVs must have clear headings. They (7) _________ be easy to read, and the
information must be in the correct order: for example, people usually put their latest job first
and the previous (8) _________ second. You should always write your CV on a computer and
keep (9) _________ on disc. Then you can update it easily.
When you have finished writing your CV, ask yourself, “Have I spelled all the words
correctly?” and “ (10) _________ my CV look good?”
96
95
Correspondence
Lesson Seven
Learning Objectives
■
■
■
Demonstrating understanding of tenders and contracts
Practising giving reasons
Demonstrating understanding of a text
f
■
h
■ Working alone, students read the report and try to fill in each gap
with the proper form of the words in the box.
■
Check answers as a whole class.
Answers
1 contract 2 agreement 3 misunderstanding
6 parties
7 state
8 settled
4 lawyer
5 prevents
Give as homework or revision, activity Book,
exercises c and d, page 55
Lessons Eight and Nine
Students work individually to match the questions with their answers.
■ Ask students to exchange books and mark their partner’s work as
you give the correct answers orally.
Answers
1e/2f/3d/4b/5c/6a
Learning Objectives
■
■
Identifying parts of a Curriculum Vitae
Demonstrating understanding of a text by completing a gap fill
exercise
g
C Job Documents
This exercise gives students the opportunity to practise the language
function, giving reasons. Go through the first item with the class in
order to make sure that they understand what they are asked to do.
a/b
■
Allow them to work in pairs if they wish and give them time to discuss
and write reasons for items 2 and 3. Check answers as a whole class.
■
Answers
Students’ answers
■ Explain the task to the students and give them time to complete
it in pairs.
■ Check answers as a whole class.
Answers
a
1 Al Harika, Damascus, Syria
3 Assistant to personnel manager
5 No
7 Mr Khaled Mansour
b
1 for
8 job
2 may 3 name
9 it
10 does
4 training
2 No
4 Computer assistant
6 He likes football
5 work
6 employer
7 must
65
Unit
9
Supply and
Demand
Lesson One
Learning Objectives
Practising offering help
Practising negotiating a price
Practising talking about preferences
■
■
■
9 Supply and
A Dialogue
1 Read the dialogue and answer the question.
Hassan:
Nissrine:
Hassan:
Nissrine:
Warm-up
Hassan:
Nissrine:
Bring to class pictures of items you would find in an electronics store.
■
Hassan:
Nissrine:
Hassan:
Put students in pairs and give each pair two pictures. Point out to
students that they are going to practise buying and selling these items.
Student A plays the role of the seller and Student B plays the role of
the buyer. Once students agree on a price, tell them to switch roles for
the second picture.
■
Nissrine:
Hassan:
Nissrine:
Hassan:
Nissrine:
Hassan:
Nissrine:
■ Go round and monitor students’ conversations, offering help when
necessary.
A Dialogue
1
■ Allow time for students to read the dialogue silently. Tell them to
complete the sentences and to be ready to justify why they think their
answer is correct.
■ When students have finished, allow them to work in pairs and
compare answers. If they disagree about any of the answers, they
should look again at the dialogue and try to agree which answer is best
and why.
■
Check answers by asking volunteers to read their answers aloud.
Answers
1 the solid silver one
2 expensive
3 the price; discount
4 1500 SYP
5c
2
■
Allow time for students to discuss the question in pairs.
■ Go round and monitor students’ conversations, offering help where
necessary.
Answers
Students’ answers
B Listening
3
■ Play the recording and ask students to write their answers
individually.
■ Ask students for their answers. If necessary, play the recording again
or read out the bits that caused trouble. Finally confirm the correct
answers.
66
Demand
Good morning. Can I help you?
Yes. How much is this?
That’s 1800 SYP. It’s solid silver.
Hm... It’s very nice, but I’m looking for
something cheaper.
This one here is only 1000 SYP.
I prefer the first one, but I don’t want to pay
that much.
Well, I can give you a discount. I can let you have it for 1600 SYP.
How about 1200 SYP?
I’ll tell you what. I can let you have it for 1500 SYP. But that’s a special price. I
can’t sell it for less than that.
Well...
I can see that you like it. You have very good taste.
Thank you.
It’s a real bargain at 1500 SYP.
Yes, I know. OK. I’ll take it.
I’ll put it in a box for you.
Thank you.
Question
Complete the sentences below.
1 Nissrine prefers the _____.
2 But it is too _____.
3 Hassan offers to reduce_____, but Nisreen asks for a bigger _____.
4 In the end, she agrees to pay _____.
5 “I’ll tell you what” is a phrase for introducing a _____.
a compliment b question c new suggestion d polite refusal
2 Do you think Hassan is good at his job? Give reasons.
48
Audioscript
Sally
Hassan
Sally
Hassan
Sally
Hassan
Sally
Hassan
Sally
Hassan
Sally
How much are these earrings?
Do you prefer the big ones or the small ones?
I prefer the big ones.
Those are one hundred Syrian pounds.
Hundred Syrian pounds. Hmmm. That’s too
expensive for me. I don’t want to pay more than
fifty.
The small ones are fifty Syrian pounds.
No, I like the big ones best.
Well, I can let you have them for seventy-five
Syrian pounds.
Sixty Syrian pounds?
I’ll tell you what. I’ll give you a special price for
sixty-five Syrian pounds. But that’s my last
price.
OK. I’ll take them.
Answers
1 big
4 seventy-five SYP
2 one hundred
5 sixty SYP
3 fifty SYP
6 sixty-five SYP
Supply and Demand
B Listening
Listen to Hassan and Sally agreeing on
the price of some earrings and complete
the sentences.
3
1 Sally preferred the _________ ones.
2 Hassan asked _________ SYP for them.
3 Sally didn’t want to pay more than
_______.
4 Hassan reduced the price to _________.
5 Sally offered _________.
6 They agreed on a price of _________.
Learning Objective
D Preferences
I prefer
the red one(s).
I like
the one(s) with red stones.
the one(s) on the left.
6
Lesson Three
■
Work in pairs. Ask and answer. Which one(s)
do you prefer?
1
Talking about preferences
D Preferences
6
■ Present the information from the box. Check understanding by
asking questions and giving students an opportunity to ask questions.
■ Working alone, students write sentences about their favourite item in
each category.
2
■ Put students in pairs and allow them time to ask and answer each
other about respective preferences.
■ Go round and monitor students’ conversations, offering help where
necessary.
C Agreeing on a price
3
Answers
Students’ answers
Complete the dialogue using phrases from
exercise 1.
4
A How (1) _________ this chair?
B It’s 2000 SYP.
A That’s a bit more than I wanted to
(2) _______.
B There’s a cheaper one here. This one is
(3) _______ 1000 SYP.
A I prefer the other (4) _______.
B (5)_______.
A That’s still (6) _______ much for me.
Will you take 1500?
B No. I’m sorry. The chair is very good
(7) _______ , so it’s good value at
1750 SYP.
A All right. I’ll (8) _______.
7
4
7
■ Point out to students that they are going to practise buying and
selling the items from exercise 6. Tell Student A to choose an item and
Student B to choose another item. Student A plays the role of the seller
and Student B plays the role of the buyer. Once students agree on a
price, tell them to switch roles.
Work in pairs. One student is selling the
items above; the other student wants to buy
one. Try to agree on a price.
Answers
Students’ answers
Practise the dialogue in pairs.
5
■ Go round and monitor students’ conversations, offering help when
necessary.
49
Lesson Two
Learning Objective
■
Practising negotiating a price
C Agreeing on a price
4 and 5
■ Give the students a few minutes to read the gapped dialogue and
think about which words or phrases could be used to complete the
gaps.
■
Let students complete the task in pairs.
■ When they have finished, ask volunteers to come to the front and role
play their completed dialogue.
Answers
4
1 much is
2 pay / spend
3 only
5 I can let you have it for 1750 SYP
8 take it
5
Students’ answers
4 one
6 too
7 quality
Activity Book page 31 exercises 1 and 2
67
Lesson Four
Learning Objectives
■
■
■
■
E Vocabulary
Practising using prepositions correctly
Distinguishing between the simple past and the past perfect
Identifying the meanings of words
Identifying a product from its sales description
8 Write these prepositions in the correct places in the sentences. Some prepositions are used more
than once.
at
by
for
1 Sally paid _____ the earrings _____ cash.
2 Can I pay _____ credit card?
3 How much did the bill come _____?
4 What was the price _____ the cassette?
5 You can have it _____ 25 SYP.
Grammar
the past perfect
in
of
on
to
6 Can you put it in a box _____ me?
7 Who do you work _____?
8 How much is the one _____ the middle?
9 I’d like the one _____ the middle shelf.
F Grammar
E Vocabulary
The Past Perfect
What is the difference in meaning?
8
1 The party had begun when I arrived.
■
Ask students to work out the answers in pairs.
2 The party began when I arrived.
■
Check answers as a whole class.
In 1, the party began first and then I arrived.
In 2, I arrived first and then the party began immediately afterwards.
Answers
1 for; in
6 for
2 by
7 for
3 to
8 in
4 of
9 on
5 for
9 Look at the sentences and decide which action happened first.
1
2
3
4
I spoke to the person who had written the letter.
I arrived at the station and then the train arrived.
She picked up the phone when it rang.
The plane had left when I arrived at the airport.
Mini-Grammar
Forming and Using the Past Perfect Tense
The past perfect tense is formed using two components: the verb
H A V E (in the past tense) and the past participle form of a verb.
With a regular verb, the past participle ends with -ed (ju st like the
simple past). Ir regular verbs have a special past participle form
that you have to learn.
Use 1
The past perfect expresses the idea that something occurred
before another action in the past. I t can also show that something
happened before a specific time in the past.
• I had never seen such a beautiful beach before I went to
K auai.
• I did not have any money because I had lost my wallet.
• Tony knew Al eppo so well because he had visited the city
several times.
• Ha d Susan ever studied Thai before she moved to Thailand?
• She only understood the movie because she had read the
book.
• Lama had never been to an opera before last night.
• We were not able to get a hotel room because we had not
booked in advance.
• A: Ha d you ever visited the U. S. before your trip in 2006?
B: Y es, I had been to the U. S. once before.
Use 2
With non-continuous verbs and some non-continuous uses of
mixed verbs, we use the past perfect to show that something
started in the past and continued up until another action in the
past. F or example:
• By the time Al ex finished his studies, he had been in
London for over eight years.
• She had visited her J apanese relatives once in 1993, before
she moved in with them in 1996.
F Grammar
9 and 10
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
68
10 Put the verb in brackets in the correct tense.
1
2
3
4
5
He (read) the fax that he (receive) from London.
The customer (pay), and the assistant (give) him a receipt.
They (send) the goods to the customer, who (already, pay) in advance.
She (say) she (finish) the exercise.
They (tell) us that they (not receive) the goods.
50
■ Ask students to work out the answers to the exercise in pairs and
then check them with the whole class with volunteer pairs saying the
sentences for everyone to hear.
Answers
9
1 the person wrote the letter
2 I arrived at the station
10
1 read; had received
2 paid; gave
3 sent; had already paid
3 the phone rang
4 the plane left
4 said; had finished
5 told, had not received
Activity Book page 32 exercises 3 and 4
Teaching Tips
Fun Activities to Practise the Past Perfect Tense
1 Fairytale dominoes
Students continue a story by choosing from pictures that they
have spread out on the table in front of them, continuing until
they bring the story to a conclusion with the very last picture. To
encourage the use of the past perfect, allow them to add pictures
to earlier parts of the story with phrases like “By the time he
arrived at the airport, the airplane had already left. ” I f you can’t
find suitable pictures, students can play the same game with
relevant words on cut-up pieces of paper.
6 Your partner’s day backwards (the Memento game)
Starting when their partner went to bed, students see how many
true sentences they can make about things they did before that,
working backwards slowly, e.g. “W hen you went to bed, you had
already brushed your teeth” “T hat’s right” “W hen you brushed
your teeth, you had already had a shower” “W rong! I had a
shower after I cleaned my teeth. My turn.”
Supply and Demand
G Duties of a salesman
11
What are the salesmen talking about? Match the sentences to the products.
1
2
It isn’t expensive although
the cotton is very good
quality, so it’s good value.
7 Who had been busier competition
Choose a time of day yesterday and students try to prove they
had been busier or more productive than their partner, e.g. “By
6 p.m. yesterday, I had typed 20 A4 pages” “T hat’s nothing. By 6
p.m. yesterday I had made 20 phone calls” “R eally? I still think
typing is more difficult though…”
It’s easy to use, and it
produces good pictures.
5
It’s very fast. It’s also very
reliable: it doesn’t often break
down, which is important for an
office machine.
3
It can go from nought
to a hundred in seven
seconds.
4
Lesson Five
It includes a CD player,
radio and cassette player
and it has a lot of extra
features.
Learning Objectives
■
■
a
b
c
d
e
G Duties of a salesman
a car
a photocopier
a shirt
a sound system
a camera
11
■ Explain to the students that they have to match the sentences in
the speech bubbles to products a-e. Do the first one with them as an
example in order to make sure that they understood the task.
H Roleplay
12
1
Identifying the duties of a salesman
Identifying a product from its sales description
Imagine that you are a salesman. What can you say about these products?
2
3
4
■ Allow time for students to complete the task individually. Walk
around to offer help where necessary. Ask volunteers to share their
answers with the whole class.
Answers
1c/2e/3a/4d/5b
51
Lesson Six
Learning Objectives
2 Alibi game
Ha lf the class are suspects for hiding something in the
school, and the other half are their alibis. In pairs, they have to
create the stories of what they were doing elsewhere at the time
of the disappearance of the item. They are then questioned
separately, and the pair with the most differences between their
stories are the guilty ones.
3 Guess what order
On e student says two things they did and their partner has to
make a true sentence, keeping the same order in the sentence as
they were said in, e.g. “W hen you had a shower, you had already
finished breakfast” or “Y ou had a shower and then you had
breakfast” .
4 Yesterday’s schedule spot the differences
Giv e the students schedules with differences in the order of the
events to ask and answer questions about such as “H ow many
times had you studied maths by the end of school on Thursday?”
5 Sentence completion guessing game
Giv e students ten to twenty sentence stems that you know that
most people can complete in some way, e.g. “W hen I joined
this class…”
or “I had never felt more excited before in my life
when…” . Tell them to complete at least half the sentences. They
then read out only the part they have written and their partners
guess which sentence it is a completion of, e.g.“I had already
worked in twenty three places” “W hen you started in your
present company? ” “N o. Try again.” “B y the time you started
university?” “T hat’s right!” “W ow! H ow come?”
■
■
■
H
Describing and promoting a consumer product
Demonstrating understanding of a reading text by answering
comprehension questions
Practising giving examples
Roleplay
12
■ Working alone, students try to write brief descriptions about
products 1-4.
■ Put students in pairs and explain to them that they are going to take
part in a role playing exercise. Student A plays the role of a salesman
and Student B plays the role of a customer. In their pairs, students
practise buying and selling items 1 and 2.
■
Ask students to switch roles for products 3 and 4.
■
Go round and monitor students’ conversations.
Answers
Students’ answers
69
I
Reading
13
■
Ask students to read the text silently.
I Reading
13
Tell the students to read the questions, then allow them time to read
the advertisement again and look for the answers.
■
■
Check answers as a whole class.
Read the text and answer the questions.
Many large and small companies sell goods and services through the Internet. A company’s
website can contain a catalogue of its products. Buyers can see pictures and information about
the products, complete an order form online and pay online by credit card. Customers who have an
account with the supplier can key in their account number and pay after receiving the goods.
If a company wants to sell online, it needs e-commerce software for its computers, like the
software in this advertisement:
Answers
1 on the company’s website
2 selling goods and services through the Internet
3 companies that want to sell online
4c
5b
6a
7c
Start and Manage Your E-commerce Site with E-sale Software
With e-sale you can
• create and update a catalogue on your website
• accept orders online
• create invoices and statements automatically
See what users of e-Sale say
John Baxter of Baxter Cottons, London, says: “People told me that e-commerce
software was difficult to use, but e-Sale is easy.”
Sheila Steen of S & R Steen Jewellers, Manchester, says: “When we started our
website, we had been in business for ten years. Our customers were all in Manchester.
Now we have customers in twenty countries, thanks to e-sale software.”
14
Questions
1
2
3
4
Where on the Internet can buyers find information about a company’s products?
What does e-commerce mean?
Who is likely to buy this software?
If a company uses this software, its _____ can sell goods or services.
a salesmen
b secretaries
c computers
d calculators
5 Baxter and Steen are _____ of E-Sale software.
a advertisers
b users
c suppliers
d the makers
6 John Baxter said the software was easier than _____.
a he had expected b his previous
c people thought
d any other
software
software
7 When S & R Steen started a website, the company was ______.
a already exporting jewellery
b new
c ten years old
d importing jewellery
Put students in pairs and allow them time to think of examples of
e-commerce.
■
■ Pairs of students should then join with other pairs to make groups of
four, in which they compare their answers and discuss any differences.
■
Go round and monitor students’ conversations.
Answers
Students’ answers
Activity Book page 33 exercise 5
14
Give some examples of e-commerce in Syria. You may search the Internet for help.
Activity
52
This is an additional text that the teacher can use
to teach students about the concept of supply and
demand.
On e of the most basic concepts of economics is supply and
demand. These are really two separate things, but they are
almost always talked about together.
Supply is how much of something is available. F or example, if
you have 9 baseball cards, then your supply of baseball cards
is 9. If you have 6 apples, then your supply of apples is 6. On
the other hand, demand is how much of something people want.
I t sounds a little bit harder to measure, but it really isn’t. To
measure demand, we can use a very simple numbering system,
just like the supply one. If 8 people want baseball cards, then we
can say that the demand for baseball cards is 8. If 6 people want
apples, then we can say that the demand for apples is 6.
So we have supply, which is how much of something you have,
and demand, which is how much of something people want. Put
the two together, and you have supply and demand. Now, how do
you show the relationship between the two? On e way is to use
the price of something.
G enerally speaking, the price of something will go up if the
demand goes up. Why? Becau se the seller thinks he or she can
get more money for whatever he or she is selling. If more people
want something, they will be willing to pay more for it. In the
same way, the price will go down when the demand goes down.
What does all this mean? I t means that you can track supply and
demand by also tracking price. If something has a high price, you
can usually conclude that the demand for that item is low. (T his
is not always the case; it is usually the case.) In the same way,
if something has a low price, you can usually conclude that the
demand for that item is high.
70
Why? Fir st of all, a seller has already paid money for what he
is trying to sell. A bookseller has paid $4 for each paperback
book he has on his shelves. H e has bought 1, 000 books and paid
$4, 000. H e is selling those same books for $5 each. H e hopes to
sell all of them at $5 each and get a total of $5, 000.
Bu t what if the demand is low and no one wants to buy them?
The seller wants to make some of his money back, so he might
lower the price. I f he lowers the price of the books to $4 each, he
breaks even on each book but still takes in some of the money he
had spent to buy the books in the first place. A nd this bookseller
would have had to lower the price of the books because the
demand was low. The reverse can also be true. I f the bookseller
decides that he wants to get as much money as he can back, then
he might raise the price of the books to $6 each, figuring that
he will sell fewer books overall but will get more money for each
book he sells.
What does it all mean? Supply and demand are two very strong
market concepts. Studying the two of them can give you a good
idea of what people like to buy and sell. A nd you can track both
supply and demand by comparing the price of an item over time.
To study supply and demand is to understand economics at its
basis.
c
Read and complete the text using the words in the box.
cooking finishing
writing
understanding
Correspondence
g
29 Chester Road
London NW1 3QT
25 May, 2010
The Export Manager
TST UK
396 Cromwell Road
London SW3 9RT
There are two kinds of skills that you will need when you start work: they are job skills and
core skills.
Job skills are the abilities that an employee needs for his or her particular job, for example
(1) _________ letters, filing, (2) _________, and so on. A chef in a restaurant must be good
at (3) _________.
Dear Sir or Madam
I am writing in response to your advertisement for a clerical assistant in your export
department.
Core skills are different. They are useful in most jobs, and you are probably learning them
already. For example, being good at (4) _________ with other people is an important core skill
in most jobs. Communicating well is important in nearly all jobs too. Are you careful about
your work? Being careful about your work and (5) _________ on time is a core skill.
(6) _________ the telephone, using computers and (7) _________ English are all important
skills that any employee should have.
d
e
I am eighteen years old and a student at Notting Hill College, where I am studying for the
Commerce Foundation exam. I am planning to leave college next month after my exam and
I would like to start working in an office as soon as possible after that. I am very interested
in working for TST because of the training you offer.
I have had a number of part-time jobs including supermarket work and working in a small
shop. In these jobs, I learned to deal with customers and improved my communication skills.
Put the sentences about a job application in the right order.
a Therefore we would be grateful if you could return the enclosed application form to us no
later than November 10.
b I look forward to receiving your application, together with your original certificates.
c Thank you for your letter of 28 October, enclosing your CV.
d Fortunately, we shall not be interviewing anyone until the week beginning November 22.
e However, we require you to complete a job application form for the post.
f With reference to your letter, we note that you will be abroad from 10 to 13 November.
g In addition to the application form, we shall need to see your original certificates (not
photocopies).
I enclose a CV as requested. I am available for interview at any time, and I look forward to
hearing from you.
Put the stages of getting a job in order.
2 Who is he writing to?
3 What has he seen in the newspaper?
_____
_____
_____
_____
_____
_____
_____
_____
_____
f
Yours faithfully
Kevin Johnson
Kevin Johnson
1 Where does the writer of this letter live?
application form
job interview
advert in newspaper
letter of rejection/approval
job description
letter of application
curriculum vitae
invitation to an interview
company website
h
Marital status
Military service status
Nationality
Year of graduation
Present occupation
Career objective
Previous employment
Job title
i
This means “Are you married or single?”
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
97
■
■
■
98
■ When they have finished, invite volunteers to read their answers
aloud.
Learning Objectives
■
Where might you find or hear these sentences?
1 I left the company after three years since there was no possibility of progress to a more
senior position.
2 We regret to inform you that several candidates are better qualified and have greater
experience than yourself.
3 How do you describe yourself in the words of an honest and fair colleague?
4 Applicants should have experience in setting up projects without supervision.
5 We have the pleasure to offer you the job of Consultant with a salary of 800 dollars per
month.
6 I read the job description in your advertisement and I am confident that I am suitable for
the job.
■ Allow time for students to complete the activity either individually or
in pairs.
Lessons Seven, Eight and Nine
■
Explain who does what, in the right order, using these verbs and your answers from exercice c.
research send complete update place reply read write ask for
f
Correspondence
■
4 In which month will he finish his
education?
5 Why does he want to work for TST?
6 Has he worked in an office before?
1 First, the employer places an advert in the newspaper.
2 Then, the job-seeker reads the advert.
3 ...
These are some typical headings and questions on application forms. Can you explain what they
mean?
1
2
3
4
5
6
7
8
■
Read the application letter and answer the questions below.
record-keeping
answering working
Answers
2 Did you do your military service?
3 The country you were born in.
4 The date when you finished university studies.
5 The job you are doing now.
6 What you want to achieve through your job.
7 What you did before your current job.
8 What is the position that you have now at work?
Demonstrating understanding of a text by completing a gap fill
exercise
Identifying job skills
Practising taxonomic skills
Interpreting headings on applications
Demonstrating understanding of a text by answering questions
Identifying expressions used in business communication
Practising giving explanations
g/h/i
c
■
Allow time for students to read the gapped text.
■
Then ask students to complete the activity individually.
■
Check answers as a whole class.
Answers
1 writing
5 finishing
2 record-keeping
6 answering
3 cooking
7 understanding
4 working
d/e
■
Give students time to read sentences a-g.
■
Then students try to put the sentences in the correct order.
■
Ask volunteers to read aloud their answers.
Answers
d
c/e/g/f/d/a/b
e
6/8/1/9/3/4/5/7/2
■
Allow time for students to complete the activity either individually or
in pairs.
■
Invite volunteers to read their answers aloud.
Answers
g
1 29 Chester Road, London / 2 The export manager at TST / 3 An
advertisement for a clerical assistant in the export department / 4 In June /
5 because it offers training / 6 No
h
3 Later, the jobseeker researches the company. / 4 Of course, the job-seeker
completes an application form. / 5 Then, the employer writes a letter to
the job-seeker asking for a CV. / 6 Hence, the job-seeker updates his CV
and sends it. / 7 Finally, the employer replies and ask the job-seeker for an
interview.
i
1 job interview
2 letter of rejection
3 job interview
4 job advertisement
5 letter of approval
6 application letter
Give As homework or revision: Activity Book,
exercises a, b and c pages 56 - 57
71
Teaching TIps
Job Interviews
Employee Sheet
Tell the students that you will be talking about job interviews
today. D efine the words benefit and qualification on the board.
Make a chart with the headings benefits and qualifications on the
board and ask the students to write the following words under
the appropriate headings.
promotion / work experience / medical insurance / vacation /
bachelor / masters / doctor degree / references / salary /
wage / housing / license / commissions / tips / bonus / being
well-spoken / being hardworking / discount on goods /
training courses / dental insurance / creativity / report card
transcript / raise / neat appearance / dress
In a group, decide what the most important qualifications and
benefits are.
Most Im portant Ben efits:
_
Most Im portant u
Q alifications: _
_
_
D ivide the class into two groups: companies seeking to hire
employees and people seeking to find jobs.
The companies line up in a row. An d the job seekers go from
company to company and ask about the jobs. The job seekers are
primarily interested in what benefits they can get. The companies
are primarily interested in the qualifications of potential
employees.
Bef ore you let the students start, you should probably model an
example interview with one student.
Both groups should fill out the table on their activity worksheet.
An d when they are done and if time permits, you can ask the
employers who they would like to hire and why.
Employee Sheet
J ob Types
Name of
company
J ob
Salary
Location
Ben efits
In centives
Promotions
Rais es
Questions to ask employers:
What company do you represent?
What kind of job do you offer?
H ow much does the job pay?
Where is it located?
D o you offer any benefits?
I s there any chance for a promotion or a raise?
Y our Name:
Work Experience:
Y our Major:
Special Skills:
Good Points:
Ba d Points:
72
Ap plicant I nformation
Name of
applicant
Experience
Major
Skills
Good points
Ba d points
Questions to ask applicants:
Could you spell your name please?
What kind of experience do you have?
What did you study at university?
D o you have any special skills?
What are your good points and bad points?
Company Name:
J ob D escription:
J ob Salary:
Location:
Ben efits and In centives:
Promotions and Rai ses:
Business
10
Online
Unit
10 Business Online
Answers
1 existing company
2 to expand into other regions
3 pharmacies all over Syria
4 first discussing needs and then installing the hardware and software
5 One advantage of online business is that it allows you to reach similar
companies all over your country. On the other, a disadvantage is that it
needs to be financed.
6 He’ll give him the details to contact CiraPharma.
7a
8d
A Dialogue
Read the dialogue and answer the questions.
1
Ahmed: Where do you do most of your business?
Client: Right now, 90% of it is in Damascus. But we want to expand into other regions.
Ahmed: Then you should consider doing business online. The advantage is that you can reach
pharmacies all over Syria for very little cost.
Client: But isn’t it expensive to set up?
Ahmed: Not at all. Let me give you an example. One of our clients was in the same situation.
Now he is doing four times more business in Middle and Upper Syria.
Client: What do I have to do?
Ahmed: First, we discuss your IT needs. Then you install the hardware and the right kind of
software.
Client: Are there disadvantages?
Ahmed: Of course, you need to finance the set-up costs. But higher sales will pay for this. We
can go over your figures together and see how long that will take.
Client: How do I contact the pharmacies which my sales force don’t visit at present?
Ahmed: There’s a project called CiraPharma. I’ll give you the details after lunch.
Questions
1
2
3
4
5
6
7
Is Ahmed advising a client about his existing company or a new company?
What is the client’s business plan?
Who could the client contact in the future?
What is Ahmed’s suggestion?
Find in the dialogue one advantage and one disadvantage of online business.
What is Ahmed going to do later with the client?
‘Finance’ in ‘finance the set up costs’ means ______.
a finding money for
b borrowing
c paying back
d saving
8 ‘Go over’ in ‘go over your figures’ means ______.
a correct
b complete
c add up
d analyse
2 Discuss the following questions.
1 What do you like or don’t like about shopping? What are the advantages of shopping online?
2 Which of the following items would you buy online? Why?
books and magazines / clothes / perfume / groceries / holidays / jewellery
3 Which of the items in question 2 would you not buy online, and why?
4 Give three reasons why some people prefer not to buy goods and services online.
53
Lesson One
Learning Objectives
■
■
■
Talking about doing business online
Talking about likes and dislikes
Practising giving reasons in order to justify answers
Warm-up
■ Working alone, students fill up a KWL chart. In the K column, they
write what they already know about ecommerce. In the W column,
they write what they would like to learn.
Put students in groups of five and allow them time to fill up the
L column with new information that they have learned from their
partners.
■
A Dialogue
1
■
Ask the students to read the dialogue quickly and silently.
■ Check that the students understand the meaning of all the words in
the dialogue.
■
Ask volunteers to model reading the dialogue.
■
In pairs, the students try to answer the questions.
■
Check answers as a whole class.
2
■
Put students in pairs and allow them time to complete the task.
■
Go round and monitor students’ conversations.
■ When they have finished, allow time for a whole classroom
discussion.
Answers
Students’ answers
Teaching Tips + Activity
Ideas for Using Dialogues in the Language Classroom
I deas for using dialogues to help students develop their
conversation skills is common practice in most English classes.
On e of the main advantages of using dialogues is that students
are given a rubric as a basis on which they can then build. On ce
they have become comfortable using a dialogue, students can
then go on to have related conversations building on their
familiarity with the dialogue and the vocabulary specific to the
situation.
D ialogues can be used in many ways in a classroom. H ere are a
few suggestions for using dialogues in the classroom:
•
In troduce new vocabulary and help students become
familiar with standard formulae used when discussing
various topics.
•
D o a gap-fill exercise for students as a listening exercise
•
U se dialogues for roleplays.
•
Hav e students write dialogues to test key vocabulary and
language formulae.
•
Hav e students memorise simple dialogues as a way of
helping them improve their vocabulary skills.
•
A sk students to finish a dialogue.
Activity
Put students in pairs and tell them that they are going to
write a dialogue and present it in class three sessions from now.
The topics of the dialogues should be about themselves, their
lives, families, hobbies, etc. They need to pick a topic and
discuss what they will ask and say. Encourage them to avoid
making the dialogue a question and answer interrogation.
On day two, they must bring a written outline and begin
practising it orally, in pairs, not in front of the group. The
teacher should circulate and begin to “m ark up” their scripts.
Leave as much as 15 minutes for general Q&A
from the class
about “h ow to say this and that” . The rest of the class may
benefit from the questions others ask so encourage them to take
notes, putting them in a linguistic diary or journal.
On day three, the scripts should be polished - they have to
have been working out of class. A t this stage, edit them closely,
group to group, and have them present a part, at least, to you as
you circulate.
On day four, they present.
73
B Listening
3
■
B Listening
Give the students time to read the questions.
3
Play the recording and ask students to listen without writing
anything. Play the recording another time and ask students to listen
and answer the questions.
■
Listen to three people calling Office Needs. Answer the questions about the purpose of each
call.
Call 1 Is the caller phoning to arrange a meeting or to cancel a
meeting?
Call 2 Is the caller phoning to ask for permission or to ask for
information?
Call 3 Is the caller phoning for information or to place an order?
■ Put students in pairs in order to compare their answers or play the
recording again for students to compare their answers.
C Identifying functions
Audioscript
Telephone call 1
(Telephone rings)
Secretary
Office Needs. Good morning.
Caller
Hello. I have an appointment with Mr Newman at 10
o’clock. My name’s James Anderson.
Secretary
Ah, yes, Mr Anderson. What can I do for you?
Caller
I’m afraid I can’t get to the meeting. Could you
apologise to Mr Newman for me?
4 Match example sentences to these functions.
FUNCTIONS
a
b
c
d
e
f
g
1 asking for permission
2 asking for information
3 requesting help
4 promising
5 giving directions
6 identifying yourself on the phone
7 identifying yourself face-to-face
8 apologising and explaining
9 offering to do something
10 inviting
Telephone call 2
(Telephone rings)
Secretary
Office Needs. Good morning.
Caller
Oh, Hello. It’s Mary Jones here.
Secretary
Hello Ms Jones. What can I do for you?
Caller
Can you tell me what time the meeting is tomorrow?
h
i
j
k
l
SENTENCES
Can I carry your case?
Can I buy a ticket here?
Can I come in, please?
I won’t tell anybody.
Come and have lunch with me.
I’m very sorry. I forgot about it.
If you’d like to wait, I can go and find her
for you.
Go down North Street and you’ll find our
office on the left.
Can you help me?
Can you type?
It’s Ali here.
Hello, I’m Bashir Assaf.
5 Give another example of each function.
D Reporting phone calls
Telephone call 3
(Telephone rings)
Secretary
Office Needs. Good morning.
Caller
Good morning. This is Mike Baldwin from Baldwin
Carpets. Can you send us 6 boxes of photocopy
paper as soon as possible, please?
about
for
He / she
phoned
rang
called
to
Answers
1 cancel a meeting
2 ask for information
3 to place an order
the advertisement.
a catalogue.
some information.
discuss / talk about...
ask about / ask for...
speak to...
say that...
invite us to...
order / arrange...
54
Lesson Three
Lesson Two
Learning Objective
■
Learning Objectives
■
■
■
Identifying functions
Demonstrating understanding of a text by completing a gap fill
exercise
Using language meaningfully in context
Practising reporting phone calls
D Reporting phone calls
6
■ Put the students into pairs and tell them that they must match the
functions with the example sentences.
■ Direct the students’ attention to the example sentence. Make sure
that you discuss with the students the important issue of changing
the verb tense when moving from direct to reported speech and
vice versa. (‘Why are you laughing?’ my instructor asked [present
continuous] becomes My instructor asked me why I was laughing.
[past continuous]. Note that pronouns may also need to be
changed.)
■ Point out that they should give a new example of each function. Go
round to offer help where necessary.
■ Then ask students, working alone, to rewrite sentences 2-7 using
reported speech. Go round and offer help if necessary.
C Identifying functions
4 and 5
■
Ask volunteers to share their answers with the class.
Answers
4
1 c / 2 b and j / 3 i / 4 d / 5 h / 6 k / 7 l / 8 f / 9 a and g / 10 e
5
Students’answers
Activity Book page 36 exercises 1 and 2
74
■
Invite volunteers to read aloud their answers.
Answers
2 She rang to ask about the advertisement in the newspaper.
3 He phoned to ask for a price list. / He phoned for a price list.
4 She called to speak to the manager.
5 Don called to ask me when I would start designing the website.
6 He phoned to apologise for the mistake.
7 She phoned to ask for a copy of the new price list.
Business Online
6
Say why these people telephoned you.
Example
1 Ali: “We’re having a party next Saturday. Would you like to come?
He phoned to invite me to a party.
2
3
4
5
6
7
Wafaa:
Falleh:
Huda:
Don:
Walid:
Salwa:
Teachers must make sure students have understood the new
words, which will be remembered better if introduced in a
“m emorable way” . Be aring all this in mind, teachers have to
remember to employ a variety of techniques for new vocabulary
presentation and revision.Ga irns and R edman (1986)
suggest the
following types of vocabulary presentation techniques:
1 Visual techniques. These pertain to visual memory, which is
considered especially helpful with vocabulary retention. Learners
remember better the material that has been presented by
means of visual aids. V isual techniques lend themselves well to
presenting concrete items of vocabulary and nouns; many are also
helpful in conveying meanings of verbs and adjectives. They help
students associate presented material in a meaningful way and
incorporate it into their system of language values.
“Hello. I saw your advertisement online.”
“Could you send me a price list, please?”
“Hello. May I speak to the manager, please?”
“When would you start designing the website?”
“I’m sorry about the mistake.”
“Could you send me a copy of the new price list?”
2 Verbal explanation. This pertains to the use of illustrative
situations, synonymy, opposites, scales, definition and categories.
E Vocabulary
Fill in all the gaps using the words in the box.
7
cell phones
converge
devices
distribution
e-commerce
high-bandwidth
modems
network
portable
wireless communication
Tim:
Barbara:
Tim:
Barbara:
Tim:
Barbara:
Tim:
Barbara:
How’s school going, Barbara? Are you taking any new classes?
I’m taking a really interesting course called “Business and the Web.” We’re learning
about (1) ________ and how new technological developments will affect the way
we buy, sell and market things in the future.
Wow, that sounds like something I should take.
I think it’s one of the most useful courses I’ve had so far. Right now, we are
studying (2) ________. It’s a fascinating field. We’ve had several lectures on how
the increasing use of (3) ________ has led to the development of a whole new
generation of (4) ________ computers and hand-held electronic (5) ________.
What other kinds of topics will you be covering?
We’re going to discuss (6) ________ Internet connections, like cable
(7) ________, which allow us to exchange information more quickly. We will focus
on how Internet, TV, radio and telephone technologies are all starting to come
together.
I’ve been reading about that in the newspaper. But how does that relate to online
business?
As these technologies (8) ________ in the near future, a new high-speed
(9) ________ will develop which will be perfect for the (10) ________ of
products and services online.
55
Lesson Four
Learning Objective
■
Demonstrating understanding of a text by completing a gap fill
exercise
E Vocabulary
7
■
Read the gapped sentences with the class.
■
Answer any vocabulary questions they might have.
■ Ask students to complete the task by filling in the blanks with the
proper words. Go round and offer help where necessary.
■
Put students in pairs to check their answers.
Answers
1 wireless communication 2 network
4 portable
5 modems
7 devices
8 converge
10 e-commerce
3 cell phones
6 high-bandwidth
9 distribution
Teaching Tips
Vocabulary Teaching Techniques
There are numerous techniques concerned with vocabulary
presentation. H owever, there are a few things that have to be
remembered irrespective of the way new lexical items are
presented. I f teachers want students to remember new vocabulary,
it needs to be learnt in context, practised and then revised to
prevent students from forgetting.
3 Use of dictionaries. U sing a dictionary is another technique
of finding out meanings of unfamiliar words and expressions.
Students can make use of a variety of dictionaries: bilingual,
monolingual, pictorial, thesauri and the like. A s F rench Al len
perceives them, dictionaries are “p assports to independence,” and
using them is one of the student-centered learning activities.
Ideas for Vocabulary Activities
The following ideas for vocabulary work in class may not be equal
to authentic, real-life situations but they are useful and effective
ways to teach vocabulary to ESL students.
1 Brainstorming : This is useful for revision and for the
introduction of new words. This technique can be used as a
warm-up exercise or as a way to teach new vocabulary. Teachers
write a single word in the middle of the board and ask students
to brainstorm any words they can think of that are connected to
that word in some way. Teachers write down all suggestions with
a line connecting them to the original word. A t the end of the
exercise, there will be a star-like diagram of associated vocabulary
linked to the original word. Students will have had the
opportunity to learn new words, suggested by others, that they
didn’t know at the beginning of the lesson. A discussion of new
words can take place at the end of the brainstorming exercise.
2 Identifying known words: This is a morale-boosting exercise
in that it stresses what students know rather than what they
don’t know. I t also encourages student co-operation and peerteaching in class. Students are given a text and asked to
underline all the words they know. They are then split into
groups to share their knowledge.They must explain what they
know to others who don’t, in English. A t the end of the exercise,
each group presents their remaining unknown words which are
thrown open to the floor for discussion and explanation by the
whole class. This method is built entirely around the students
as the teacher only intervenes at the end, as a last resort, if
students are unable to explain a word accurately.
3 Fill in the blanks: Students are split into groups and given
a text in which words have been removed. Their task is to fill
in the blanks with the correct words. Teachers can provide a
list of possible words for weaker groups and let stronger groups
guess without a backup list. This exercise is not only effective
for learning and revising vocabulary but also for learning correct
grammar tense usage.Teachers can use worksheets that have
already been designed for this type of exercise or they can create
their own fill-in-the-blank worksheets.
There are endless ways to teach vocabulary to ESL students. O ther
than the methods listed in this article, teachers can also use
flashcards or put students into real-life situations where they are
forced to understand the meaning of the words through the
context in which they find themselves.
75
Lesson Five
Learning Objectives
F Grammar
Rewriting sentences in direct speech
Rewriting sentences in reported speech
■
■
Grammar
Past tenses in reported speech
When a reporting verb is past (e.g. said), verbs in the speech usually change.
SPEECH
REPORTED SPEECH
(present) ---------------------------------------------------->(past)
past tenses in reported speech
‘She likes to shop online.’ --------------------> John said she liked to shop online.
‘We are checking the emails.’ ----------------> They said they were checking the emails.
(will) ------------------------------------------------------->(would)
‘I will update the website.’ ------------------> John said he would update the website.
Mini-Grammar
(past simple and present perfect) ----------------------------------> (past perfect)
Reported Speech
Direct speech
Present simple
She said, “It’s cold.”
‘She has placed an online order.’ -------------> John said she had placed an online order.
The past perfect tense is made with had + past participle.
Example I had gone, You had gone, He had gone, They had gone
Indirect speech
Past simple
She said it was cold.
8 What were the speakers’ words?
Example
1 Hassan said that Ali had gone home.
“Ali has gone home.”
2 Salah said that Sami had 18 years of experience in online business.
3 The secretary told me yesterday that she had sent the email on Monday.
4 The receptionist said she would give him the message.
5 Omar apologised and said he didn’t know the manager’s email address.
Present continuous
Past continuous
She said, “I’m reading a book.” She said she was reading a book.
Present perfect
She said, “I’ve been on the
web since 1999.”
Past perfect
She said she had been on the
web since 1999.
Present perfect continuous
She said, “I’ve been teaching
for seven years.”
Past perfect continuous
She said she had been teaching
for seven years.
Past simple
She said, “I taught online
yesterday.”
Past perfect
She said she had taught online
yesterday.
Past continuous
She said, “I was teaching
earlier.”
Past perfect continuous
She said she had been teaching
earlier.
Past perfect
She said, “The lesson had
already started.”
Past perfect
She said the lesson had already
started.
Past perfect continuous
She said, “I’d already been
teaching for five minutes.”
Past perfect continuous
She said she’d already been
teaching for five minutes.
Modal verb forms also sometimes change:
Direct speech
Indirect speech
will
She said, “I’ll teach English
online tomorrow.”
would
She said she would teach
English online tomorrow.
can
She said, “I can teach English
online.”
could
She said she could teach
English online.
must
She said, “I must have a
computer to teach English
online.”
had to
She said she had to have a
computer to teach English
online.
shall
She said, “What shall we
learn today?”
should
She asked what we should learn
today.
may
She said, “May I open a new
browser?”
might
She asked if she might open a
new browser.
Note - There is no change to: could, would, should, might and
ought to.
Direct speech
Indirect speech
“I might come”, he said.
He said he might come.
76
9 Rewrite these sentences in reported speech.
Example
1 Hassan: “Ali has left the office.”
2
4
6
8
Sami: “The telephone is ringing.”
Sami: “Salwa has just answered it.
Salwa: “I don’t understand.”
Salwa: “The man phoned about a horse.”
Hassan said that Ali had left the office.
3 Huda: “I’ll answer it.”
5 Caller: “I’m phoning about the horse.”
7 Caller: “Sorry. I dialled the wrong number.”
G Reading
10 Read the text on the following page and answer the questions below.
Questions
1
2
3
4
5
6
7
8
If you order from BOE today, when will you get the goods?
In which year did BOE Syria begin trading?
Why is it quicker to buy from the website than from a shop?
How can a customer see information about office desks?
What information must the customer give when he orders?
What can companies do if they want to order now and pay later?
If a personal customer does not have a credit card, how and when does he pay?
If a customer needs help, which department at BOE can he phone?
56
You can use the present tense in reported speech if you want to
say that something is still true i.e. my name has always been and
will always be Rima so:
Direct speech
“My name is Rima”, she said.
Indirect speech
She said her name was
Rima.
or
She said her name is
Rima.
Time change
Expressions of time if reported on a different day
this (evening)
that (evening)
today
yesterday
these (days)
those (days)
now
then
(a week) ago
(a week) before
last weekend
the weekend before last / the previous
weekend
here
there
next (week)
the following (week)
tomorrow
the next/following day
Pronoun change
In reported speech, the pronoun often changes.
For example:
“I teach English online.”
She said she taught English
online.
Answers
8
2 “Sami has 18 years of experience in online business.”
3 “I sent the email on Monday.”
4 “I will give him the mesage.”
5 “I’m sorry, I don’t know the manager’s email address.”
Business Online
BOE SYR IA
The Best Office Equipment in Syria
W e l c o m e . S t a r t y o u r o n l i n e sh opp i n g
at B O E . F i n d t h e b e st p r o d uc t s at
t h e b e st p r i c e s .
9
2 Sami said that the telephone was ringing.
3 Huda said that she would answer it.
4 Sami said that Salwa had just answered it.
5 The caller said that he was phoning about the horse.
6 Salwa said that she didn’t understand.
7 The caller apologised and said that he had dialled the wrong number.
8 Salwa said that the man had phoned about a horse.
W h y b u y f r o m t h e B O E w e b s i te ?
* B O E i s a n a m e y o u c an t r ust . W e ’ ve
b e e n i n b us i n e ss s i nc e 1 9 6 0 .
* P r i c e s a r e l o w e r t h an i n t h e sh op s .
* W e up d ate t h i s s i te eve r y d ay , so
y o u c an se e t h e n e w e st p r o d uc t s .
* S ave t i m e . C h o o se an d b u y w i t h o ut
l e av i n g y o u r c h a i r .
H O W D O I O R D E R P RO D U C TS ?
1
S e l ec t a p r o d uc t f r o m t h e l i st .
C l i c k o n i t t o se e i n f o r m at i o n an d
prices.
* b as i c o f f i c e st at i o n e r y
* e l ec t r o n i c i te ms
* off ice furn iture
* o f f i c e m ac h i n e s
* p ap e r an d e nve l op e s
* p e n s an d p e nc i l s
* c o mp ute r s upp l i e s
O r se a rc h f o r a p r o d uc t h e r e
S P EC I A L TO D AY
O N LY 30 SY P
Activity Book page 37 exercises 3 and 4
2
O rd e r t h e i te ms t h at y o u w an t .
J ust c l i c k o n t h e i te ms an d e n te r
y o u r n a m e , ad d r e ss an d te l ep h o n e
number i n the box.
Lesson Six
A n y q u e st i o n s ?
Emai l
c ust o m e r - se rv i c e s @ b o e . c o m
or
p h o n e o u r sp ec i a l c ust o m e r se rv i c e s
n u m b e r : 96311 365****
Learning Objectives
■
■
■
Reading about the accounts department
Arranging paragraphs to make a coherent text
Comparing types of financial record keepers
GO
HOW DO I PAY?
C o mp an i e s
C l i c k h e r e an d c o mp l ete t h e f o r m t o
a rr an g e c r e d i t o r p ay o n d e l ive r y .
G Reading
P e so n a l c ust o m e r s
E n te r y o u r c r e d i t c a rd n u m b e r w h e n
y o u o rd e r o r p ay c ash o n d e l ive r y .
10
■
Explain the task.
■ Give the students plenty of time to read the passage silently and
carefully.
57
■ After they have finished reading, get the students to do the task
orally or in writing.
■
F Grammar
8 and 9
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
■ Go through the example in item 1 and make sure all students
understand what they have to do in the exercise.
■
Allow time for students to complete the task individually or in pairs.
■
Check answers as a whole class.
Check answers as a whole class.
Answers
1 tomorrow
2 in 1960
3 You can choose and buy without leaving your chair.
4 Click on ‘office furniture’ or search for ‘office desks.’
5 Name, address and telephone number.
6 They can complete a form online to arrange credit.
7 Cash on delivery
8 Customer services
Activity Book pages 37 and 38 exercises 5 and 6
77
Activity 1
The following text may be used for further practice.
Before Reading
1 In pairs discuss two positive and two negative ways in which
online shopping affects the retail business.
2 Skim the article and find out why some retailers are worried.
Activity 2
Use the following information to write a Curriculum Vitae.
•
•
•
•
After Reading
R ead the article and answer the questions.
•
•
Worry for Retailers as Web Shopping Clicks into Place
•
•
F or traditional stores, online shopping has become a cause
for concern in a difficult retail environment. The I nternet is
accounting for more spending than ever. In addition, it also
makes it easier for consumers to compare prices across a far
bigger selection of items than a trip to the high street.
•
•
•
•
•
“T he way the In ternet encourages people to shop about is
having a big impact on the market,” says Nick Gla dding of
V erdict R esearch, a consultancy. In ternet retailers have been
able to offer cut-throat prices because they do not have to bear
the cost of running a physical shop.
•
1992- 1996 BS Chemical Engineering
Br itish
36
W. Chugalug Way, Sentinel, WY 36
1997 – 2000 Hal ogen Energy Services (T echnical
Professional)
K arol Miner
Manage People and Projects
Mr Ar chie Weatherby CEO TST
Mr Geor ge Gi lhooley Personnel Manager TST
R esearch Inf ormation and Ana lyse O ptions
Painting
2000 – 2005 TST (Pr ocess Engineer / Technical Support)
2005 – Present: TST (S enior Process Engineer / Technical
Support)
4**
25 / 7 / 1975
Answers
Name
A ddress
K arol Miner
36
W. Chugalug Way, Sentinel, WY
36
Price comparison websites where a shopper can compare prices
on any product from D V D s to perfume to get the best deal, make
the market even more competitive. “I t is a lot more competitive
online because you are always just one click away from a rival,”
says a CEO .
R etailers selling electrical goods have been particularly hit
by the In ternet, as items such as televisions and D V D players
become more common purchases. This creates a dilemma for
retailers who sell products both online and in shops.
Some bricks-and-mortar retailers are adopting a model of dual
pricing in order to keep their position online while maintaining
margins in their shops. Mr Gla dding says dual pricing will
become harder to practise as consumers become better at surfing
the In ternet. “In the long run, prices must come together,” he
says.
To be successful in operating in the online and offline world,
retailers should probably try to integrate the two as much
as possible. Some businesses, for example, have set up their
operation to allow customers to shop online, over the telephone
or in stores.
Answer these questions about the article.
1 Giv e two reasons why shopping makes the market extremely
competitive.
2 Why are retailers who sell products both online and in shops
in a difficult position?
3 Why is the practice of dual pricing only a short-term solution,
according to Mr Gla dding?
4 H ow can retailers make the best of both the online and offline
world?
78
Telephone
D ate of Bir th
Nationality
Education
Work Experience
4-
**
/ 7 / 1975
Br itish
1992- 1996 B S Chemical Engineering
2005 – Present: TST (S enior Process
Engineer / Technical Support)
2000 – 200 5 TST (Pr ocess Engineer /
Technical Support)
1997 – 200 0 H alogen Energy Services
(T echnical Professional)
Special Skills
R esearch I nformation and Ana lyse
Option s
Manage People and Projects
A ctivities and n
I terests Painting
R eferences
Mr Ar chie Weatherby
CEO , TST
25
Mr Geor ge Gi lhooley
Personnel Manager, TST
Correspondence
Part Two: Oral Communication
2 Interviews
A Revision
1 Meetings
a
a
Khaled is general manager of a fuel research company. He phones Hanan to ask her to come to
a meeting to discuss items on the agenda below. Complete Khaled’s phone call. Use the correct
form of words in the box.
look
go
attend
be
see
discuss
hold
would
should
will
Hello! Is that Hanan? Hello Hanan, it’s Khaled here. I’m (1) __holding__ a staff meeting
next Thursday the 14th. Would you (2) _________ able to (3) _________ the meeting? We’ll
be (4) _________ the specifications of the new hydrogen fuel cells and I (5) _________ like
to decide how many fuel cells we (6) _________ order. In addition, I’m (7) _________ to
annouce the date of our new project, and I (8) _________ also create a new project team. I’m
(9) _________ forward to (10) _________ you at the meeting. Bye.
b
The following is an old draft of the agenda for the meeting. Rewrite it according to Khaled’s
telephone call, and in the correct order.
1
2
3
4
c
1
2
3
4
5
discuss information on the application form
check the interviewee’s appearance such as
rate his / her communication skills
assess his / her social skills such as
form an opinion about the interviewee’s
attitude to the job by asking about
1
2
3
4
5
______
______
______
______
______
a
b
c
d
interest and motivation.
to find out more details.
is he / she clean and smart?
politeness and ability to get on with
people.
e to check his/her ability to explain
clearly.
The interviewee can:
Staff meeting 14 October
Agenda
Number of new fuel cells to be ordered
Date for ordering new hydrogen fuel cells
Creation of two new project teams
Date of new project
1 find out more about the job especially
2 check the working environment such as
3 see what the other workers are like
4 meet the boss
5 ask questions such as
Hold a short meeting with some classmates. Make some suggestions for improving an aspect of
school life. Then write the minutes of your meeting below.
Minutes of Meeting
Learn more about job interviews by matching (1–5) to (a–e).
Job interviews are useful for both interviewers and interviewees.
The interviewer can:
1
2
3
4
5
Date: _________
Present: ________________________________________
b
Main agenda
1 _____________________________________________
______
______
______
______
______
Supply the missing parts in the following dialogue.
Mona is being interviewed for a part-time job in an office.
Interviewer:
Mona:
Interviewer:
Mona:
Interviewer:
Mona
Interviewer
Mona
Interviewer
2 _____________________________________________
3 _____________________________________________
AOB*:
_______________________________________________
a to learn how to deal with them.
b to become familiar with the theme
rules.
c schedule and holidays.
d what are my rights?
e comfort, safety and pleasantness of
the workplace.
Would you like to ask me any questions, Mona?
(a) __________________________________________________
Very well. What is your first question?
(b) __________________________________________________
We pay our employees 15000 SYP per month.
(c) __________________________________________________
No, they don’t. They only work overtime once or twice per month.
(d) __________________________________________________
Yes, they are. All our employees are given free training.
*AOB: Any Other Business
100
99
Correspondence
Give as homework or revision: Activity Book,
exercises a, b and c page 58
Lesson Seven
Lessons Eight and Nine
Learning Objectives
Learning Objectives
■
■
■
Identifying duties of an interviewer and an interviewee
Comparing and contrasting the duties of an interviewer and an
interviewee
Demonstrating understanding of a dialogue by completing its
missing parts
■
■
■
■
■
Part Two: Oral Communication
2 Interviews
a
A Revision
1 Meetings
■ Divide the class into two groups and put students in each group in
pairs. Ask the pairs in Group A to do the interviewer’s task and pairs in
Group B will do the interviewee’s task.
■ When they have finished, ask pairs from Group A to join with other
pairs from Group B. Allow time for them to compare answers and
discuss any differences.
a
■ Give students time to read through the gapped text. Explain any
new vocabulary.
■
Let students complete the task in pairs.
■
Check answers as a whole class.
Answers
2 be 3 attend 4 discussing
9 looking
10 seeing
Answers
1b / 2c / 3e / 4d / 5a
1c / 2e / 3a / 4b / 5d
5 would
6 should
7 going
b/c
Allow time for students to complete the task individually.
■ Ask students to check each other’s work in pairs, and then
collect it to mark.
■
Answers
b and c
Students’ answers
Identifying skills of an interviewer
identifying the skills of an interviewee
Demonstrating understanding of a dialogue by completing its
missing parts
Practising formulating questions
Interpreting information on a Curriculum Vitae in order to write
quesions for an interview
8 will
b
■ Allow time for the students to complete the task either individually or
in pairs.
■ Go round and offer help where necessary.
■ Check answers as a whole class.
Answers
Students’ answers
Give as homework or revision: Activity Book,
exercises a and b page 59
79
Financial Markets
11 and Banknotes
Unit
Lesson One
Learning Objective
■
Describing the process of designing banknotes
Warm-up
Tell students that they are going to read a dialogue about the process
of designing banknotes. Tell them to fill a KWL chart. In the K column
they write about their prior knowledge. In the W column they write
about what they want to learn. Tell them that they can fill the L column
after they have read the dialogue.
11 Financial Markets
and Banknotes
A Dialogue
1 Read the dialogue and answer the questions.
■
Mum: Hello, did you have a good day at
college today?
Lama: Yes, I did. The teacher explained
to us the design, production and
distribution of banknotes.
Mum: Really? That sounds interesting!
Lama: Yes, it is. Did you know, it takes
several years to design a series of
banknotes. Once the designs have
been approved, the bank contracts
the printing of the notes to security
printing companies. The banknotes
are printed 45 to a sheet, cut and
delivered to the bank.
Mum: What happens next?
Lama: Well, the bank supplies financial
institutions with enough banknotes
to satisfy public demand. Financial
institutions examine the notes and
return to the bank any notes that
are considered unfit for further
circulation.
Mum: What kind of paper is used for
printing?
A Dialogue
1
■ Tell students to read the dialogue silently. Then, ask them to answer
the questions in pairs before you check the answers with the whole
class.
Answers
1 It’s a long process. Once the designs have been approved, the bank
contracts the printing of the notes to security printing companies. The
banknotes are printed 45 to a sheet, cut and delivered to the bank.
2 Financial institutions examine the notes and return to the bank any notes
that are considered unfit for further circulation.
3 100% cotton paper
58
•
•
As you design listening tasks, keep in mind that complete
recall of all the information in an aural text is an unrealistic
expectation to which even native speakers are not usually held.
Listening exercises that are meant to train should be successoriented and build up students’ confidence in their listening
ability.
•
Contextualised listening activities approximate real-life tasks and
give the listener an idea of the type of information to expect and
what to do with it in advance of the actual listening. Locating
places on a map or exchanging name and address information are
examples.
Define the activity’ s instructional goal and type of response.
Each activity should have as its goal the improvement of one
or more specific listening skill(s). Recognising the goal(s) of
listening comprehension in each listening situation will help
students select appropriate listening strategies.
Use pre-listening activities to prepare students for what they
are going to hear or vie w.
The activities chosen during pre-listening may serve as
preparation for listening in several ways. During pre-listening the
teacher may:
• assess students’ background knowledge of the topic and
linguistic content of the text
80
Questions
1 Is the process of designing banknotes long or
short? Describe it.
2 What happens in the financial institutions?
3 What kind of paper is used for printing
banknotes?
Teaching Tips
Dev eloping Listening Activities
Construct the listening activity around a contextualised task.
Lama: Nowadays, banknotes are printed
on 100 percent cotton paper. The
paper-making industry has long
acknowledged the superior quality of
cotton-based paper over wood pulp
paper. It is both more durable and
more resistant to fading. For these
reasons, cotton paper has been used
for banknote production for several
centuries.
•
provide students with the background knowledge necessary
for their comprehension of the listening passage or
activate the existing knowledge that the students possess
clarify any cultural information which may be necessary to
comprehend the passage
make students aware of the type of text they will be
listening to, the role they will play and the purpose(s) for
which they will be listening
Sample pre-listening activities are:
• looking at pictures, maps, diagrams or graphs
• reviewing vocabulary or grammatical structures
• reading something relevant
• constructing semantic webs
• predicting the content of the listening text
• going over the directions or instructions for the activity
• doing guided practice
Match while-listening activities to the instructional goal, the
listening purpose and students’ proficiency lev el.
While-listening activities relate directly to the text, and
students do them during or immediately after the time they
are listening.
If students are to complete a written task during or immediately
after listening, allow them to read through it before listening.
Students need to devote all their attention to the listening task.
Be sure they understand the instructions for the written task
before listening begins so that they are not distracted by the
need to figure out what to do.
Keep students’ writing to a minimum during listening. Remember
that the primary goal is comprehension, not production. Having
to write while listening may distract students from this primary
goal. If a written response is to be given after listening, the task
can be more demanding.
Lesson Two
Financial Markets and Banknotes
Learning Objective
B Listening
Demonstrating understanding of a text by completing a gap fill
exercise
■
2
Listen and complete the text.
Economic growth and prosperity are created primarily by the productivity of the (1) ________, the
quantity and quality of the (2) ________, the availability of land and (3) ________, the state of
(4) ________ and the creativity and skills of (5) ________ and (6) ________.
Extensive experience highlights the crucial supporting role that (7) ________ play in the economy.
An entrepreneur with a great new idea for building a better mousetrap typically must use (8) ________,
perhaps from a bank or a (9) ________, to transform that idea into a (10) ________. To expand and
modernise their (11) ________ and increase their (12) ________, most firms must turn to
(13) ________ or to financial institutions to secure this essential input. Families rely on the financial
markets to obtain (14) ________ or to help finance their (15) ________.
In short, healthy financial conditions help a modern economy realise its full potential. For this
reason, one of the critical priorities of developing economies is establishing a modern, well-functioning
financial system.
C Idioms
3
B Listening
2
■ Play the recording twice while students listen without looking at the
book. Ask them to note down any information they think will be useful.
■
Tell students to open their books and complete the text.
■ Play the recording again for them to check and then correct the
answers with all the class.
Match the idioms with their definitions. You may refer to the sentences below for help.
a pay off
1 a top corporation officer
b fair play
2 transfer (a figure) from one column or book to another
c in the long run
3 follow the rules, act justly
d give the green light
4 give permission to go ahead with a project
e tight spot
5 after some time finally
f carry over
6 make a profit, be successful
g a captain of industry
7 debt
h red ink
8 take advantage of an opportunity
i strike while the iron is hot
9 difficult situation
■ If people have made mistakes, play the recording again so that they
can hear why an answer is wrong.
Audioscript
Economic growth and prosperity are created primarily by the
productivity of the workforce, the quantity and quality of the capital
stock, the availability of land and natural resources, the state of
technical knowledge and the creativity and skills of entrepreneurs
and managers.
– Our company is still facing difficult times and we will have to carry
over last year’s losses to this year.
Extensive experience highlights the crucial supporting role that
financial factors play in the economy. An entrepreneur with a great
new idea for building a better mousetrap typically must use financial
capital, perhaps from a bank or a venture capitalist, to transform
that idea into a profitable commercial enterprise. To expand and
modernise their plants and increase their staffs, most firms must
turn to financial markets or to financial institutions to secure this
essential input. Families rely on the financial markets to obtain
mortgages or to help finance their children’s educations. In short,
healthy financial conditions help a modern economy realise its full
potential. For this reason, one of the critical priorities of developing
economies is establishing a modern, well-functioning financial
system.
– We decided to strike while the iron was hot and began to market
the product around the time of the Olympics.
– The company is very good to work for as they always use fair play
when they are bargaining with their employees.
– Our boss gave us the green light to begin work on the new sales
promotion.
– The company has been losing money recently but in the long run
they should do very well.
– The computer manufacturing company has been in a tight spot since the shortage of computer chips.
– The company’s efforts finally paid off and it’s starting to make good profits.
– The president of our company was a captain of industry and after he retired he was appointed to
many government boards.
– The automobile company has been drowning in red ink since the US dollar began to rise.
59
Answers
1 workforce
2 capital stock
3 natural resources
4 technical knowledge
5 entrepreneurs
6 managers
7 financial factors
8 financial capital
Organise activities so that they guide listeners through the text.
Combine global activities such as getting the main idea, topic
and setting with selective listening activities that focus on
details of content and form.
Use questions to focus students’ attention on the elements of the
text crucial to comprehension of the whole. Before the listening
activity begins, have students review questions they will answer
orally or in writing after listening. Listening for the answers
will help students recognise the crucial parts of the message.
Use “predicting” to encourage students to monitor their
comprehension as they listen. Do a predicting activity before
listening, and remind students to review what they are hearing to
see if it makes sense in the context of their prior knowledge and
what they already know of the topic or events of the passage.
Activity Book page 39 exercise 1
Lesson Three
Learning Objective
Give immediate feedback whenever possible. Encourage students
to examine how or why their responses were incorrect.
Sample while-listening activities are:
•
•
•
•
•
•
•
listening with visuals
filling in graphs and charts
following a route on a map
checking off items in a list
searching for specific clues to meaning
completing cloze (fill-in) exercises
distinguishing between formal and informal registers
9 venture capitalist
10 profitable commercial enterprise
11 plants
12 staffs
13 financial markets
14 mortgages
15 children’s education
■
Identifying the meaning of idioms
C Idioms
3
■
Students work individually to match the idioms with their definitions.
■ Ask students to exchange books and mark their partners’ work as
you give the correct answers orally.
Answers
a6/b3/c5/d4/e9/f2/g1/h7/i8
81
Lesson Four
Learning Objectives
■
■
■
D Counterfeiting
4 Look at the pictures and the information about counterfeiting and then complete the sentences.
Demonstrating an understanding of the relationship between
pictures and sentences
Practising giving reasons
Talking about counterfeiting
?
D Counterfeiting
One of the fastest growing
commercial crimes is counterfeiting.
4
■
■
Ask students to work in pairs to complete the task.
Check answers with the whole class.
Answers
a The counterfeit medicines, oil, and engine parts were not as good as the
real ones.
b Counterfeit watches are cheap watches that customers buy because they
have a famous name of a manufacturer on them.
c Counterfeiting banknotes used to be rare.
d The examples show that counterfeiting is a serious crime
An example of counterfeiting is when a
businessman makes cheap watches and puts the
name of a famous manufacturer on them.
Customers buy them because the watches have a
famous name on them.
Counterfeit medicines make big
profits but can kill the users.
Counterfeit cooking oil killed hundreds of people
in one country a few years ago.
5 and 6
In another country, a plane with
counterfeit engine parts crashed
killing the passengers.
Do this task orally with the whole class, eliciting ideas from various
students.
■ Write students’ ideas on the board.
■
Answers
5 and 6
Students’ answers
Counterfeiting banknotes isn’t rare anymore
because of the advances in copying and other
counterfeiting technologies.
a The counterfeit medicines, oil, and engine parts were …
b Counterfeit watches are …
Lesson Five
c Counterfeiting banknotes used to be …
d The examples show that counterfeiting is …
Learning Objective
■
Distinguishing between gerunds and infinitives
5 In your opinion, is counterfeiting like stealing? Why or why not?
60
Grammar
gerunds and infinitives
E Grammar
7
■ Either present the information from the box yourself with the help of
the blackboard, or tell the students to study the information box in the
book.
■ Check understanding by asking questions and giving students an
opportunity to ask questions.
■ Ask students to work out the answers to the exercise relying on the
information in the box.
■
Check answers with the whole class.
Answers
1 to win; writing; travelling
2 to save; to travel; wasting; to save; to make; leaving
3 to go; fishing; to bring; to catch
Activity book page 40 exercises 2 and 3
Mini-Grammar + Activities
G erunds and In finitiv es (1)
A gerund is a noun made from a verb by adding “-ing.” The
gerund form of the verb “read” is “reading.” You can use a gerund
as the subject, the complement or the object of a sentence.
82
Examples:
Reading is my favourite hobby. (subject of sentence)
I don’t like writing. (object of sentence)
My favourite occupation is reading. (complement of sentence)
Infinitives are the “to” form of the verb. The infinitive form
of“learn” is “to learn”. You can also use an infinitive as the
subject, the complement or the object of a sentence.
Examples:
To follow his advice seemed logical. (subject of sentence)
The most important thing is to believe. (complement of sentence)
I agreed to help Jack with his homework. (object of sentence)
Activity 1
Put the v erb in brackets in the correct form.
1 Dan enjoys (read) science fiction.
2 Cheryl suggested (see) a movie after work.
3 I miss (work) in the travel industry. Maybe I can get my old
job back.
4 Where did you learn (speak) Spanish? Was it in Spain or in
Latin America?
5 Do you mind (help) me translate this letter?
Answers
1 Dan enjoys reading science fiction.
2 Cheryl suggested seeing a movie after work.
3 I miss working in the travel industry. Maybe I can get my old
job back.
4 Where did you learn to speak Spanish? Was it in Spain or in
Latin America?
5 Do you mind helping me translate this letter?
Financial Markets and Banknotes
6
Give reasons why people do the following:
a download music from the Internet
b buy counterfeit brands of clothes
E Grammar
Gerunds and Infinitives
A gerund is a noun made from a verb by adding -ing. You can use a gerund as the
subject, the complement or the object of a sentence.
Examples
Reading helps you learn English. (subject of sentence)
Her favourite hobby is reading. (complement of sentence)
I enjoy reading. (object of sentence)
Infinitives are the “to” form of the verb. You can also use an infinitive as the subject,
the complement or the object of a sentence.
Examples
To learn is important. (subject of sentence)
The most important thing is to learn. (complement of sentence)
He wants to learn. (object of sentence)
Geru nds and In finitiv es (3)
NOTE: Some verbs in English are followed by gerunds and others by infinitives -yet
others use both and sometimes with a change in meaning.
Examples
She stopped to answer the phone.
She stopped answering the phone.
7
Answers
1 I can’t stand her complaining all the time.
2 Our teacher won’t allow us to use dictionaries during the
test.
3 We advised him to take a taxi instead of walking to the
restaurant.
4 The city doesn’t allow parking along curbs painted red.
5 She prefers my making dinner because she doesn’t like to
cook.
6 I hope you don’t mind my smoking while you eat.
7 John is never on time to work! I hate his arriving late
every day.
8 Sarah urged me to vote in the next election.
9 He needs to get a visa extension immediately. The
authorities won’t permit him to stay in the country without
a visa.
Some verbs can be followed by a gerund or an infinitive, but with
a difference in meaning.
Examples:
Nancy remembered getting married: Nancy has a memory of
getting married.
Circle the correct answer.
1 Nate deserved (to win / winning) the prize for (writing / to write) that amazing short story
about (to travel / travelling) through Peru.
2 Vince is determinded (to save / to saving) enough money (to travel / to travelling) to South
Africa next year. If he avoids (to waste / wasting) his money and manages
(to save / saving) what he needs (to make / making) the trip, he plans on
(to leave /leaving) in June.
3 I can’t believe you wanted (to go /going) (to fish / fishing) and you forgot
(to bring / bringing) a fishing pole. How did you expect (catching / to catch) any fish?
Fred remembered to bring sunblock to the beach: Fred
remembered that he needed to bring sunblock.
Some verbs can be followed by a gerund or an infinitive with
little difference in meaning.
Examples:
She likes swimming.
She likes to swim.
61
Geru nds and In finitiv es (2)
Gerunds can often be modified with possessive forms such as his,
her, its, your, their, our, John’s, Mary’s, the machine’s and so on.
This makes it clearer who or what is performing the action.
Examples:
I enjoyed their singing. (They were singing.)
She understood his saying no to the offer. (He said no.)
Sam resented Debbie’s coming late to the dinner. (Debbie came
late to the dinner.)
We discussed the machine’s being broken. (The machine is
broken.)
Activ ity 2
Circle the correct answer.
1 I can’t stand (to complain / complaining / her complaining) all
the time.
2 Our teacher won’t allow (us to use / to use / us using)
dictionaries during the test.
3 We advised (him to take, his to take, him taking) a taxi instead
of walking to the restaurant.
4 The city doesn’t allow (my parking / parking / to park) along
curbs painted red.
5 She prefers (my making / making / to make) dinner because
she doesn’t like to cook.
6 I hope you don’t mind (smoking / my smoking / me to smoke)
while you eat.
7 John is never on time to work! I hate (arriving / his arriving /
him to arrive) late every day.
8 Sarah urged (me to vote / to vote / me voting) in the next
election.
9 He needs to get a visa extension immediately. The authorities
won’t permit (him staying / to stay / him to stay) in the
country without a visa.
Activity 3
Write the words in brackets in the right form.
1 Sheryl forgot (bring) her purse, so I lent her ten dollars.
2 I completely forgot (come) here when I was a kid. But now I
remember! My parents brought me here when I was three.
3 Lydia really regrets (drop) out of high school. She has really
had to struggle to make a living because of that decision.
4 I regret (inform) you that Mr Smith has passed away.
5 Did you remember (to pack) your swimsuit? Our vacation in
Hawaii won’t be much fun if you can’t go swimming.
6 Do you remember (be) stuck in that elevator when we were in
New York? I thought we would never get out of there!
7 If you can’t find the key, try (open) the lock with something
else, like a knife or a screwdriver.
8 She tried (tell) him the terrible truth, but she just couldn’t
bring herself to do it.
9 I dread (think) of what might happen next.
10 I dread (go) to work tomorrow. I think I’m going to call in
sick.
Answers
1 to bring
2 coming
3 dropping
4 to inform
5 to pack
6 being
7 opening
8 to tell
9 to think
10 going
83
Lesson Six
Learning Objectives
■
■
■
Identifying the meaning of words from context
Distinguishing between different types of financial institutions
Practising research skills
F Reading
8
■
Ask students to work out the answers to the questions in pairs.
■ When they have finished, allow students to compare their answers in
pairs.
■
F Reading
8 Read the text and answer the questions.
Financial Markets
Financial institutions are a pillar of civilised society, supporting people in their productive ventures and
managing the economic risks they take on.
2
1
3
Check answers as a whole class.
Answers
1 Students’ answers
2 a pool b incorporate c array d monitoring e fluctuation f reap
3 support people: behavioural finance; real estate; financial markets
manage the economic risks: technology and innovation; central banks;
4 a the process a government, central bank, or monetary authority of a
country uses to control (i) the supply of money, (ii) availability of money,
and (iii) cost of money or rate of interest to attain a set of objectives
oriented towards the growth and stability of the economy
b the degree to which an investor or business is utilising borrowed money
c a series of unexpected cash withdrawals caused by a sudden decline in
depositor confidence or fear that the bank will be closed
d an investment professional who helps individuals set and achieve their
long-term financial goals, through investments, tax planning, asset
allocation, risk management, retirement planning and estate planning
5 Students’ answers
Activity book page 41 exercise 4
Teaching Tips
Making Oral Presentations
The material of your presentation should be concise and tell an
interesting story. In addition to the obvious things like content
and visual aids, the following are just as important as the
audience will be subconsciously taking them in
• Your voice - how you say it is as important as what you say.
• Body language - a subject in its own right and something about
which much has been written and said. In essence, your body
movements express what your attitudes and thoughts really are.
Making the presentation
Greet the audience and tell them who you are. Next, introduce
your topic and then present the information. At the end review
with the audience the main points you have mentioned in your
presentation.
Delivery
• Speak clearly and slowly. Don’t shout or whisper.
• Pause at key points in order to emphasise important points.
• Look at the audience but don’t fix on an individual - it can be
intimidating.
• Avoid moving about too much.
Visual Aids
Visual aids significantly improve the interest of a presentation.
However, they must be relevant to what you want to say. What
you use depends on the type of talk you are giving. Here
are some possibilities: overhead projection transparencies,
powerpoint, video, real objects, plipchart and blackboard.
Preparing an Effective PowerPoint Presentation
Step 1
Draft an outline of your presentation highlighting the basic
concepts and major points you intend to cover.
Step 2
Make a basic drawing of each slide and place them in the order
you’d like to present them.
84
Behavioural finance is a relatively recent
revolution in finance that applies insights
from all of the social sciences to finance.
New decision-making models incorporate
psychology and sociology, among other
disciplines, to explain economic and financial
phenomena. Psychological patterns such as
overconfidence seem to impact financial
decision making.
Technology and innovation underlie finance.
In order to manage risks successfully,
particularly long-term ones, we must pool
large amounts of risk among many diverse
people and overcome barriers. Inventions
such as insurance contracts, social security,
information technology and the postal
service, among other inventions, have
helped to manage risks.
4
Real estate is the biggest asset class and is of great importance
for both individuals and institutional investors. An array of
economic and psychological factors impact real estate investment
decisions. People’s demand to buy a home by taking on long-term
debt is often tied with the overall health of the economy and
financial markets.
Central banks implement monetary policy
using their leverage over the supply of
money and credit standards. They pursue
monetary policy to stabilise the banking
system, monitoring currency flows and
inflation and acting when crises emerge.
They also play an increasingly expansive
role in stabilising economic fluctuations.
Questions
5
Most people are not very good at dealing
in financial markets. Professional money
managers assist individuals in matters of
personal finance. Mutual funds exist to assist
individual investments, and pension funds
provide further services. These investment
institutions help people to put money in
diversified portfolios and, in some cases, reap
some tax benefits for funding their retirement
income.
1 Give each paragraph a title.
2 Find in the text words that mean:
a put together
b include
c collection
d examining
e variations f collect
3 Which of the five financial institutions described above help support people in their productive
ventures and which ones manage the economic risks people take on?
4 Search the Internet for the definition of the following concepts and explain them to your
classmates.
a monetary policy
b leverage
c bank runs
d financial planners
5 Is knowledge about financial markets important for citizens? How?
62
Step 3
Choose the wording for the title slides carefully so there will be
little room for misinterpretation by the audience. Clear categories
help people to follow along with the presentation topics. Also,
make sure any artwork you’d like to include is relevant and
supports the content you’re presenting.
Step 4
Think big. Large graphics are easily seen by all members of the
audience and can be quite memorable. If necessary, use one slide
for the graphic and one for the accompanying text.
Step 5
Ensure each slide supports one concept only and provides only
the basic elements or visuals needed to drive the concept home.
Each slide can be further explained verbally as part of your
presentation.
Step 6
Be certain all information presented on each slide is clearly
visible and easy to read, otherwise the audience will be spending
all their time trying to decipher the visual and not listening to
what you are saying.
Step 7
Choose a font which is plain, use straightforward language and
apply a bright color to emphasise keywords or concepts.
Step 8
Decide upon a basic colour scheme and a slide style, and maintain
that style throughout the presentation. Also, keep the text
size, font and position relatively constant.
Step 9
Start your preparations early, being sure to leave yourself enough
time to make any essential modifications. Creating effective
visual presentations takes time as does checking the slides for
punctuation, grammar and spelling errors. Finally, practise your
PowerPoint presentation using your finished slides.
Correspondence
c
B Negotiations
Imagine you are going to be interviewed for a job as a pipeline safety officer, and that the CV
below is yours. Write six questions which you think the interviewer may ask you.
Note
Salah Ibrahim
Basic Negotiating Tips
Nationality: Syrian
Date of birth: 25 May, 1982
ID number: 18562
The First Tip: Never discuss settlement terms until the end of the process. Before discussing the
terms of a settlement get to know each other, find out what you can about possible competitors,
learn as much as possible about the issue at hand, determine if this is really what you need or
want, wait until they indicate that they really want or need to settle.
The Second Tip: The purpose of negotiating is to discover the term parameters of the other person.
You want to know the most the other person will pay for something or the least they are willing to
sell.
The Third Tip: Try to get the other person to make the first offer or proposal. Knowing how to
bracket your response will let you move the final outcome toward your goal. But the starting point
is a critical step in getting there. Manipulating the other person into making the opening proposal
allows you to set the parameters of the negotiation to your advantage.
The Fourth Tip: Prepare before meeting by considering why you are negotiating, what you expect to
gain, why that is important to you and what you expect to have to offer. If you fully understand
your needs and wants, you will be able to quickly determine if continuing a negotiation is worth
your time.
The Fifth Tip: Test the market before sitting down. Get comparables, talk with others and establish
reasonable parameters for the negotiation. Do not undermine your credibility by appearing
ill-informed or overly aggressive.
The Sixth Tip: Be aware when it is time to bring the negotiation to a close. Don’t let the discussion
drag on as the other person may lose interest, patience or the desire to commit. Over negotiating
often kills deals or agreements that should have been made.
Education
Higher Institute of Technology, Lattakia: 2000 - 2002
Damascus Industrial School, Damascus: 1995 - 2000
Aleppo Primary and Preparatory School, Aleppo: 1988 - 1995
Qualifications
Diploma in Gas Pipeline Technology: July 2002
Technical Secondary School Certificate: July 2000
School Achievements
Captain of Damascus Industrial School Football Team
First prize for project on natural gas technology, 2000
Work Experience
Safety Technician, Arab Gas Pipeline Co, Hama (July 2003 - Dec. 2003)
Technician, Arab Gas Pipeline Co, Hama (Aug 2002 - July 2003)
a
Industrial Training
IT for pipeline safety engineers (Apr. 2003)
Pipeline safety ( Feb. 2003)
Pipeline technology (Sep. - Nov. 2002)
Interests
I play football in my company team and I enjoy swimming.
I am a member of the company Safety and First Aid voluntary team.
I go to evening lessons to improve my ability to speak and write English.
Question
Question
Question
Question
Question
Question
1
2
3
4
5
6
b
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Correspondence
Lessons Seven, Eight and Nine
Learning Objectives
■
■
Practising formulating questions
Interpreting information on a Curriculum Vitae in order to write
quesions for an interview
Practising negotiation skills
c
Allow time for the students to complete the task either individually or
in pairs.
■ Go round and offer help where necessary.
■ Check answers as a whole class.
■
Answer
Students’ answers
Give as homework or revision: Activity Book,
exercise c p.59
B Negotiations
Learning Objective
■
Practising negotiation skills
How much does the watch cost?
1200 SYP.
That’s too much.
But it’s very good quality.
What if I gave you 640 SYP? Would you sell me the watch?
That’s too little, but I would give it to you for 800 SYP.
OK, I’ll take it. Does it have a guarantee?
Of course.
Work in pairs. Prepare your negotiation. Then perform a dialogue similar to the one above.
Aim: Mansour wants to buy a laptop. The shopkeeper wants at least 750 dollars.
Mansour
1 Ask the price
2 Say that’s too much
3 Suggest $700
4 Suggest $750
101
■
Read the following dialogue and practise it with a partner.
Ahmed:
Shopkeeper:
Ahmed:
Shopkeeper:
Ahmed:
Shopkeeper:
Ahmed:
Shopkeeper:
Shopkeeper
1 Say: 850
2 Say: But it’s very good quality
3 Refuse-suggest $800
4 Accept this
102
a
■ Put students in 2 groups. Group A is Ahmed and Group B is the
Shopkeeper.
■ Practise reading the dialogue aloud.
■ Practise reading the dialogue again in pairs. (Student A is Ahmed
and Student B is the shopkeeper)
■ Invite volunteers to model reading the dialogue in front of the whole
class.
Answers
Students’ answers
b
■ This activity gives students the opportunity to practise their
negotiation skills.
■ Point the students’ attention to the example dialogue, then put
students in pairs to form a similar conversation. Student A plays the
role of Mansour and Student B plays the role of the Shopkeeper.
■
Go round and check that students are forming correct questions.
■ Invite volunteers to come to the front and read aloud their
conversations.
Answers
Students’ answers
Give as homework or revision: Activity Book,
exercises a,b, c and d page 60
85
Teaching Tips
Oral Presentations: Teacher Evaluation
The DOs and DON’ Ts of Oral Presentations
Part One: Grammar
DOs
* Verb Forms _________________________________________
_______________________________________________________
_______________________________________________________
Prepare an organised presentation to flow from one section to
another.
Prepare and rehearse the presentation.
Tell the audience in the introduction your subject, who you are
and your qualifications to speak about the subject.
State your main ideas at the beginning.
Provide adequate support for your ideas.
Integrate relevant, supportive and attractive audio-visual aids
into your presentation.
Use vocabulary that is appropriate for your audience. If you use
new vocabulary, make sure you explain it and write it on the
board.
Use acceptable pronunciation and enunciation.
Dress appropriately.
Avoid distracting body movements.
Maintain eye contact with the audience.
Display enthusiasm and genuine concern for your subject.
Use appropriate tone.
Use transitional devices, words and phrases coherently.
Start and stop your presentation on time.
DON’ Ts
Don’t be late for the presentation.
Don’t be afraid to pause and take a deep breath or two before you
begin (or during your presentation, if required).
Don’t hyperventilate; just relax and breathe normally.
Don’t speak in a monotone or mumble.
Don’t read your notes.
Don’t sit or lean on the desk.
Don’t sway or rock in place.
Don’t pace back and forth.
Don’t forget your audience.
Don’t avoid eye contact.
Don’t stand in front of your visual aids.
Don’t leave a visual aid in place that is no longer relevant to the
current topic.
Oral Presentations: Peer Ev aluation
Person Presenting: ____________________________
Please rate each of the following criteria on a scale of 1 to 5:
(needs improvement) 1
2
3
4
5 (good)
1 The presenter spoke clearly.
1
2 The presenter spoke at a good volume. 1
3 The presenter spoke at a good pace.
1
4 The presenter faced the audience.
1
5 The presenter appeared relaxed.
1
6 The presenter stood up straight.
1
7 The presenter made eye contact.
1
8 The introduction caught my attention. 1
9 The presenter gave examples.
1
10 The conclusion wrapped up the speech. 1
11 I found this topic interesting.
1
86
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
* Articles ____________________________________________
_______________________________________________________
_______________________________________________________
* Prepositions ________________________________________
_______________________________________________________
_______________________________________________________
* Word Choice ________________________________________
_______________________________________________________
_______________________________________________________
* Sentence Structure __________________________________
_______________________________________________________
_______________________________________________________
* Other _____________________________________________
_______________________________________________________
_______________________________________________________
Part Two: Presentation Comments __________________________
_______________________________________________________
_______________________________________________________
Grade: ______
Aspects of
12
Stocks
Unit
12 Aspects of
Stocks
A Dialogue
Read and answer the questions.
1
Ahmed: What is corporate finance?
Khaled: It’s an area of finance which deals with decisions made
by different corporations. Its main objective is the
maximisation of corporate value by minimising corporate
risks.
Ahmed: In other words, it’s important to analyse both long-term
and short-term decisions that are taken in the corporate
sector, right?
Khaled: Yes, that’s right. Also the goal of the corporate sector is
to maximise returns on investments in projects which
have a positive Net Present Value (NPV).
Ahmed: What do you mean by ‘Net Present Value’?
t
t will
ill result
lt iin.
Khaled: Well, it’s an amount that expresses how much value an investment
Therefore, if the NPV method results in a negative amount, the project should not be
undertaken by the corporation.
Ahmed: So you think corporations need an investment strategy?
Khaled: Yes, a well-planned investment strategy is essential before making any investment
decisions. So an investment strategy which balances long-term goals and risk
tolerance is essential.
Ahmed: Now I understand. Thank you for the information!
Questions
1 What is Ahmed explaining to Khaled?
2 What is NPV?
3 In the text, tolerance means _____
a control
b patience
c easiness
4 Find in the text the opposite of:
a maximisation
b long-term c positive
63
Lesson One
Learning Objectives
■
■
■
■
■
Defining corporate finance
Identifying the objective of corporate finance
Identifying the opposite meaning of words from context
Practising taxonomic skills
Demonstrating understanding of a listening text by completing
a true or false task
A Dialogue
1
Give students time to practise reading the dialogue first in groups
(Group A: Ahmed; Group B: Khaled) and then in pairs (Student A:
Ahmed; Student B: Khaled).
■
Then discuss any questions students may have about vocabulary.
■
■ Allow time for students to read the question and look for the answers
in the dialogue.
■
Check answers as a class.
Answers
1 corporate finance
2 Net Present Value
3a
4
a minimising
b short-term
c negative
Teaching Tips
Dialogue Journals
What is a dialogue journal?
A dialogue journal is an informal written conversation between
two or more people (s tudent-student or student-teacher) about
topics of mutual interest. D ialogue journals provide students
with a meaningful writing activity that is engaging because it
involves other students. These written conversations reinforce
learning while forming bonds between students that can provide
a foundation for later cooperative learning activities.
F or example, students finish reading a story and are asked to
work with a partner to respond in a dialogue journal to the
question, “D id the story end as you thought it would?”
Student 1 I thought the story would end differently.
Student 2 Why?
Student 1 I thought the boy would get what he wanted (th e
bike) because it seemed like he did all the right
things.
Student 2 I thought he might not get what he wanted because
at the beginning of the story the author has the
mother say, “W e don’t always get what we want
and that’s OK .”
Student 1 I did not think about it that way. I t doesn’t seem
fair though. H e worked hard and should have
got the bike.
Student 2 Well, maybe that is a lesson the author is teaching.
Why is it important?
J ournal writing is an important way of individualising instruction
and encouraging independent thinking. J ournals record the
students’ individual travel through the academic world; at the
same time, journals can provide a springboard for more formal
papers or projects.
When students have conversations about what they have seen,
heard, experienced or read, they have the opportunity to
identify key points, make connections to prior learning and
hear other perspectives on the same material. D ialogue journals
offer a written record of the discussions, which help keep the
conversations focused and serve as a reference at a later time.
Using dialogue journals
There are many ways to use a dialogue journal. B e creative and
adapt the activity to the situation and the learner’s needs. H ere
are some guidelines for students to follow when they use dialogue
journals:
U se journals outside of classroom situations on a more personal
level. H ere are the steps to follow to use dialogue journals
with learners: Write a personal message in the journal that is
designed to get a response from the learner. F or example, start
with a question such as: “H ave you planted your garden? What
do you usually plant?” OR “W hat is the next event to celebrate?
H ow will you celebrate it?” H ave the learner write a response
and return the journal to the teacher to continue the dialogue.
Continue to exchange the journal in this way to keep the
dialogue going on.
87
B Listening
2 and 3
B Listening
■ Play the recording twice while students listen without looking at the
book. Ask them to note down any information they think will be useful.
■
2
Tell students to open their books and complete the task.
■ Play the recording again for them to check and then correct the
answers with all the class.
■
If people have made mistakes, play the recording again.
Audioscript (exercise 2)
How to Get Started Investing in the Stock Market
Step 1
Get educated. Read about stocks and the market, take a seminar or
class on investing and review online financial sites.
Step 2
Develop financial goals and an investing and stock-picking strategy.
Step 3
Research individual stocks by reading annual reports, quarterly
reports and other documents.
3
Step 4
Invest in what you know. Consider the stocks of local companies
with which you are familiar and in which you have confidence.
C Vocabulary
Listen and arrange the steps for
investing in the stock market in the
correct order.
_____Buy stocks that you will feel
comfortable holding for three to five years.
Resist the temptation to dump a stock the
moment its price drops a few percentage
points. Give it a chance.
_____Check out the holdings of some
successful mutual-fund companies. If they
are winning with particular stocks, perhaps
you will too.
_____Develop financial goals and an
investing and stock-picking strategy.
_____Diversify. Avoid putting your money in
just one or two stocks or in one or two
industries.
_____Get educated. Read about stocks
and the market, take a seminar or class on
investing and review online financial sites.
_____Invest in what you know. Consider
the stocks of local companies with which
you are familiar and in which you have
confidence.
_____Research individual stocks by reading
annual reports, quarterly reports and other
documents.
_____Use a discount brokerage to buy
stocks if you are confident in your
investment skills and have the time to
do your own investing. You’ll save on
commissions.
Listen to some tips and warnings about
investing in the stock market. Decide if
the following statements are true or
false. Correct the false statements.
1 Know your appetite for risk before you
start investing. The stock market can be a
roller-coaster ride.
Step 5
Check out the holdings of some successful mutual-fund companies.
If they are winning with particular stocks, perhaps you will too.
2 If you don’t have time to research and
review stocks daily, try investing in a
separate account.
Step 6
Diversify. Avoid putting your money in just one or two stocks or in
one or two industries.
4
Complete the text using the words in the
box.
bondholder
capital payments
company profits creditor equities for
investment Equity Investment
fixed income investments lending
profits shareholder
Bonds and shares are very different. As
a (1) _________, you own a piece of the
company, and your rewards rise and fall in
line with its (2) _________. As a
(3) _________, you are a (4) _________
of the company. You receive your interest
and (5) _________, but the amounts don’t
go up and down with (6) _________.
Investing in shares and bonds covers two
related topics: (7) _________ and
(8) _________. Lending describes the
different types of (9) _________ and how
to assess them. Equity Investment explains
how to evaluate (10) _________.
5 Read this short excerpt from an article about
stocks. Then match the words in italic with
their definitions.
A sharp decline in stocks recently has some
analysts wondering whether now is the time
to get out of speculative tech names and
into quality issues that have largely been
ignored. In addition, investors began to
question whether the economic recovery
priced into these issues will actually
materialise.
a
b
c
d
sharp
decline (n)
analyst
speculative
3 Compare a stock to industry norms as
soon as you make a purchase.
e tech names
4 If you invest all your money today, you
will be a millionaire next month.
f quality issues
g materialise
1
2
3
4
sudden
technology companies
happen, come true
stocks that are
well-known and
hopefully safe
5 someone who examines
stocks
6 decrease (n)
7 risky, dangerous
5 Invest for the long term.
64
Step 7
Use a discount brokerage to buy stocks if you are confident in your
investment skills and have the time to do your own investing. You’ll
save on commissions.
Lesson Two
Learning Objectives
Step 8
Buy stocks that you will feel comfortable holding for three to five
years. Resist the temptation to dump a stock the moment its price
drops a few percentage points. Give it a chance.
■
■
■
Answers
8/5/2/6/1/4/3/7
Audioscript (exercise 3)
• Know your appetite for risk before you start investing. The stock
market can be a roller-coaster ride.
• If you don’t have time to research and review stocks daily, try
investing in a mutual fund account, at least to get started.
• Look for value. Use price-earnings ratios, usually reported in
newspapers’ stock tables, to compare a stock to industry norms
before you buy.
• Don’t think that by investing all your money today, you will be a
millionaire next month. Invest for the long term.
Answers
1 true
2 false – If you don’t have time to research and review stocks daily, try
investing in a mutual account.
3 false - Compare a stock to industry norms before you make a purchase.
4 false - Don’t think that if you invest all your money today, you will be a
millionaire next month.
5 true
■
Demonstrating understanding of a text by completing a gap fill
exercise
Identifying the meaning of words from their context
Practising writing a summary
Practising writing a paragraph about stocks using cue words
C Vocabulary
4
■
Read the gapped text with the class.
■ Direct students’ attention to the words in the box. Be ready to answer
any vocabulary questions they might have.
■ Ask students to complete the task by filling in the blanks with the
proper words. Go round and offer help where necessary.
■
Put students in pairs to check their answers.
Answers
1 shareholder
2 profits
3 bondholder
4 creditor
5 capital payments
6 company profits
7 lending
8 equity investment
9 fixed income investments
10 equities for investment
Activity Book page 42 exercise 1
88
7
Aspects of Stocks
6
Choose four words from the list above and write a short paragraph about the economy.
7
Make word combinations using a word from each box. Then use the correct forms of the word
combinations to complete the sentences below.
offer
issue
go
prospectus
produce
shares
underwrite
public
■
■ Direct students’ attention to the words in the box. Be ready to answer
any vocabulary questions they might have.
■ Ask students to complete the task by filling in the blanks with the
proper words. Go round and offer help where necessary.
■
Put students in pairs to check their answers.
Answers
1 go
2 public
3 offering
4 shares
5 produced
6 prospectus
7 underwriting
8 issue
After three very profitable years, the company is planning to (1) _________ (2) _________ and
we’re (3) _________ 100,000 (4) _________ for sale. We’ve (5) _________ a very attractive
(6) _________, and although a leading investment bank is (7) _________ the (8) _________,
we don’t think they’ll have to buy any of the shares.
D Grammar
The Passive
The active form
Read the gapped text with the class.
The passive form
Companies export potatoes.
Potatoes are exported.
Farmers grow rice in the fields.
Rice is grown in the fields.
If we want to talk about the doers (farmers and companies), the active form is better.
Lesson Four
If we want to talk about the crops (potatoes and rice), the passive form is better.
The passive is formed with be + past participle.
8
Learning Objectives
Decide whether the sentences are written in the active or passive form.
1
2
3
4
5
6
7
8
9
10
Receipts are securities which may be freely bought or sold.
Financial markets can be divided into different subtypes.
The manager offered him a new job last week.
We gave them the chance to have a share in the profits.
Silk and other fibres have been commonly used in the manufacture of various banknote
papers.
The US dollar has lost 95% of its value since 1913.
The losses have affected two railroad stocks.
They reopened the old company last Friday.
The history of banknotes hasn’t been widely studied in India.
Many companies have experienced a surplus of cash.
■
■
■
■
Grammar
active and passive
Mini-Grammar
Forming the Passive
65
Tense
Present
Present perfect
Past
Past perfect
Future
Future perfect
Present progressive
Past progressive
Lesson Three
Learning Objectives
■
■
■
Distinguishing between active and passive verbs
Rewriting active sentences in the passive
Rewriting passive sentences in the active
Practising using the active and passive in context
Identifying the meaning of words
Practising making word combinations
Practising writing a paragraph using cue words
5
D Grammar
Ask students to work in pairs to match the words with their
respective definitions.
8
■
■
Check answers with the whole class.
Answers
a1/b6/c5/d7/e2/f 4/g3
■
■
Tell the students to read the instructions carefully.
■ Then make sure that they understand the task before they write their
paragraphs individually.
■ Ask students to check each other’s work in pairs, and then collect it
for you to mark.
Answers
Students’ answers
Past Participle
designed
designed
designed
designed
designed
designed
designed
designed
Ask students to work out the answers in pairs.
■ When they have finished, allow pairs to join other pairs to form
groups of four. In their groups, students compare answers and discuss
any difficulties.
■
6
Auxiliary
is / are
has been/ have been
was / were
had been
will be
will have been
is being / are being
was being / were being
Check answers as a whole class.
Answers
1 passive
2 passive
3 active
4 active
5 passive
6 active
7 active
8 active
9 passive
10 active
89
9 and 10
■ Do the first two sentences as an example with the whole class in
order to make sure that students understand the task.
Put the students in pairs to complete the task. Go round and offer
prompts if needed.
■
9 Rewrite the passive sentences from exercise 8 in the active form.
10 Rewrite the active sentences from exercise 8 in the passive form.
11 Work in pairs. Write 3 sentences in the passive form about your partner.
12 Work in pairs. Write 3 sentences in the active form about your partner.
Answers
9
1 Receipts are securities that people may freely buy.
2 We can divide financial markets into different subtypes.
5 People have commonly used silk and other fibres in the manufacture of
various banknote papers.
9 No one has widely studied the history of banknotes in India.
E Reading
13 Read the text and answer the questions.
Crisis Solved
The financial market crisis and global economic recession
are leaving deep scars in many places around the world.
Pensions are no exception. However, private retirement
provision in Germany is far less seriously impacted than many
pension plans in other countries.
10
3 He was offered a new job by his manager last week.
4 They were given a chance to have a share in the profits.
6 95% of the US dollar’s value has been lost since 1913.
7 Two railroad stocks have been affected by the losses.
8 The old company was reopened last Friday.
10 A surplus of cash has been experienced by many companies.
The state systems in the world are currently helpful in as
much as they offer pensioners stable incomes in the depths
of the crisis. This is desirable in social policy terms and can
help stabilise the economy. But the state systems are living
beyond their means. They have to use up financial reserves, which puts pressure on the public
purse.
In Germany, legislators have reduced a large part of the implicit government debt for the
future by making cuts in state pensions, most importantly by adjusting the pension benefit
formula and gradually raising the retirement age to 67.
It is therefore up to individuals to make more private retirement provision. When people
make their own provision, there is a greater incentive to work more in the official economy.
Moreover, increased provident savings improve the economy’s endowment with capital.
11 and 12
Tell the students to read the instructions carefully.
■Then make sure that they understand the task before they write their
sentences individually.
■ Ask students to check each other’s work in pairs, and then collect it for you
to mark.
In conclusion, retirement assets in Germany are invested more conservatively in general than
in other countries. In Germany, private provision has been far less severely impacted by the
crisis than many private pension plans in other countries.
■
Questions
1 Are the following sentences true or false?
a Pensions around the world are not affected by the economic recession.
b Retirement funds are suffering greatly in Germany.
Answers
Students’ answers
c Offering pensioners stable incomes can help stabilise the economy.
d The public purse is suffering because retirement funds are not reserved.
e The retirement age in Germany is above 67.
Activity book page 43 exercise 2
2 Did Germany find a solution to the crisis regarding pensions? Is it a partial solution?
Activities
Activity 1
Circle the correct passive form.
1 H e bought a new bike.
a A new bike had been bought.
b A new bike was bought by him.
c A new bike is bought by him.
2 Fr ed asked Simon.
a Simon was asked by Fr ed.
b Simon had been asked by Fr ed
c Simon is asked by Fr ed.
3 Caroline paid for the meal.
a The meal is paid for by Caroline.
b The meal has been paid for by Caroline.
c The meal was paid for by Caroline
4 Har ry will meet you at the airport.
a Y ou will have been met by Har ry at the airport.
b Y ou will be met by Har ry at the airport.
c Y ou would be met by Har ry at the airport.
5 Tom respects Lindsay’s opinion.
a Lindsay’s opinion would be respected by Tom.
b Lindsay’s opinion was respected by Tom.
c Lindsay’s opinion is respected by Tom.
6 J ane upset me by what she said.
a I would be upset by what J ane said.
b I was upset by what J ane said.
c I would have been upset by what J ane said.
7 I’m going to inform J ohn later today.
a J ohn would be informed by me later today.
b J ohn was informed by me later today.
c J ohn is going to be informed by me later today.
8 The police have arrested 12 people.
a 12 people were arrested by the police.
b 12 people have been arrested by the police.
c 12 people should be arrested by the police.
90
66
Activity 2
Decide whether the sentences are written in the active or
passive form.
1 I ate a piece of chocolate cake.
2 The librarian read the book to the students.
3 The money was stolen.
4 They are paid on Mondays.
5 The movie is being made in H ollywood.
6 I washed my car three weeks ago.
7 His hair was cut by a professional.
8 I will introduce you to my boss this week.
9 I t would have been fixed on the weekend.
10 The national anthem is being sung by J ason.
Answers
Activity 1
1b/2a/3c/4b/5c/6b/7c/8b
Activity 2
1 active
2 active
3 passive
4 passive
5 passive
6 active
7 passive
8 active
9 passive
10 passive
Aspects of Stocks
A ccurate assessment is beneficial for both teacher and student.
A s teachers, you will want to know that the knowledge you
have worked hard to organise and present is getting across. F or
students, well-developed exams give them the opportunity to
establish their true mastery of the subject matter.
3 What economic crises have you heard about?
4 Research one worldwide economic crisis and give some information about it to the class.
5 Match the words from the text with their meanings.
a recession
1 resources
b scars
2 retirement funds
c pensions
3 hidden
d assets
4 marks
e means
5 wise
f public purse
6 specification
g implicit
7 contribution
h provision
8 decline
i provident
j endowment
Teaching Tips
Assessment
If we hope to assess specific levels of student mastery of course
content, we will need a framework for describing those levels.
Bl oom’s taxonomy is an example. The following chart summarises
the levels of B loom’s taxonomy and it includes learner action at
each level, question cues you can use to develop questions at the
level and examples of questions written to assess that level.
9 money from the government
10 possessions
Level
Learner
A ction
K nowledge
R ecall content
in the exact
form that it
was
presented.
List, define,
label,
identify,
name
D efine
compound
interest.
Comprehension
R estate
material in
their own
words, or can
recognise
previously
unseen
examples of a
concept.
D escribe,
associate,
categorise,
summarise
Gi ven a list
of
examples,
categorise
the
following
words.
Application
Apply rules
to a problem,
without being
given the rule
or formula for
solving the
problem.
Ap ply,
calculate,
illustrate,
solve
I llustrate
your
answer by
giving an
example.
Analy sis
Br eak complex
concepts or
situations
down into
their
component
parts, and
analyse how
the parts are
related to one
another.
Ana lyse,
compare,
separate,
order,
explain
Compare
item A to
item B .
Synthesis
R earrange
component
parts to form a
new whole.
Combine,
modify,
rearrange,
R earrange
the
following
statements
to make a
summary
of the
information
gathered.
Evaluation
Evaluate or
make judgments
on the worth
of a concept,
object, etc. for a
purpose
A ssess,
decide,
grade,
recommend,
explain,
judge
Gi ven a list
of three
choices
select
the best
option,
and defend
your
decision.
67
Lessons Five and Six
Learning Objectives
■
■
■
Distinguishing between true and false sentences
Talking about economic crises
Identifying the meaning of words
E Reading
13
Allow time for students to read the article silently. Go round and
explain any new vocabulary.
■
Put the students in pairs to discuss each question. Go round and
monitor students’ conversations.
Qu estion
Cues
■
When they are ready, ask different students to report back to the
class. Have a short class discussion and then vote for the correct
answer.
■
Answers
1
a false
b false
c true
d false
e false
2 yes it did. No it is a long-term one
3 Students’ answers
4 Students’ answers
5
a 8 / b 4 / c 2 / d 10 / e 1 / f 9 / g 3 / h 6 / i 5 / j 7
Example
Activity book page 44 exercise 3
91
Culture and
Values 3
Geniuses and Scientists
Culture and
Values 3
Geniuses and Scientists
Read the following text and answer the questions.
Learning Objective
Identifying the importance of a specific organisation
■
■ Introduce the topic and ask students to guess what the word
NOSSTIA stands for. Write students’ guesses on the board.
■ Allow time for students to read the timeline silently. Give the students
the opportunity to ask you about anything that they didn’t understand.
■ Ask students to work individually and try to find the answers to the
comprehension questions.
■
Check answers by asking volunteers to read their answers aloud.
Answers
Students’ answers
Teaching Tips
Small Talk (3)
The following are ideas about conversational skills and
communication in business.
•
•
•
•
•
92
Small talk in business is an art form that can be practiced
and perfected. Warm-up conversation in sales is a very
important interpersonal skill to learn as it increases
success in selling and networking.
The Network of Syrian Scientists, Technologists and Innovators Abroad (NOSSTIA) is a nongovernmental organisation (NGO) committed to support Syria’s public and private sectors in
introducing and implementing advanced knowledge, processes and techniques in a variety of
scientific fields.
NOSSTIA’s mission is to offer Syrian expatriates the means and support to initiate and implement
cooperation initiatives and work on projects and services that could be of great benefit to Syria.
Its members have distinguished leadership skills.
The main role of the network is to build bridges between Syrian experts living abroad and their
motherland, Syria, and to facilitate communication and knowledge exchange in order to contribute
to the economic, human and technical development of the country.
NOSSTIA has defined a framework for action in order to meet its objectives, which is to be
considered as the cornerstone of any future proposals and initiatives provided by its members.
NOSSTIA emerged after a group of Syrian expatriates specialising in a variety of fields from
around the world convened in Damascus, the capital of Syria, in June 2001. The conference
attendees came out with a charter for the network, its objectives and policies.
NOSSTIA has also organised and participated in several specialised conferences and seminars
in Syria, and continues, through its office in Damascus and its active expatriate members, to be
engaged in a variety of highly visible projects.
Questions
1 Define NOSSTIA in your own words.
2 Research the projects that NOSSTIA has worked on or will be working on in the future and
report to your classmates.
3 Are there any other organisations in Syria similar to NOSSTIA? Find one and write about it.
68
•
Topics for conversation can be found by observation of the
person, the location of the meeting, and common points of
interest and knowledge.
•
Make small talk about the person’s clothes by giving
compliments or asking where he/she shops.
•
Observe the office, room, or house around you. Look for
topics of interest to the person. Are there pictures on the
desk or fridge? Are there certificates, awards or trophies to
comment on, or ask about?
•
If nervous, start with easy, generic topics such as the
weather, traffic, or the price of gasoline. It’s okay to
briefly bring up a mundane subject just to break the ice,
but this should only be used as a conversation starter.
Ask general questions about the business or industry the
person is in.
•
Comments about obvious things in society do not inspire
extended discussions, so another tip for how to start a
conversation would be to ask questions. Good questions
to ask during small talk involve asking for the person’s
opinion about something (e.g. a current event that was on
the news the night before).
Listening skills are just as important as conversation
skills. Over talking is one of the worst of all social faults.
If you set out with the objection of understanding your
customers rather than persuading them, then you’ll find
that you’ll automatically ask a lot more questions.
•
Ongoing practice and fine tuning the art of business small
talk and starting business conversations are important for
building successful business relationships.
Learning the skills of how to start a conversation comes
with practice and self-confidence. The skill is in the
ability to know when to keep the conversation light
and superficial, and when to delve deeper into more
meaningful information and subjects.
Conversation is an interpersonal skill that is important in
business because it helps build rapport with the prospects
and customers. Conversations give a human dimension
to the business relationship, and help build trust and
friendship.
Correspondence
Note
Techniques in Price Negotiation
1 Understand the industry: Some industries are easier than others to negotiate on price. But
more importantly, it is vital to understand how the business sets its price. Corporations can
be more difficult than others when it comes to price negotiation. Small businesses are more
easily flexible. Educating yourself on the product you are seeking and comparing competition
can be valuable. Entering into negotiation well-informed will be an advantage as you attempt
to lower standard pricing.
2 Be patient: This is one of the strongest techniques for getting the best price. Remember,
you are the one with the cash! Patience will reap you huge rewards.
3 Walk when appropriate: Explain to the salesperson that you might shop around if you think
you can get better deals elsewhere. If you really want the better deals, come back a day
later and explain you might still be interested in the product. Tell the salesperson you are
“thinking about it.” This goes hand in hand with patience. Walking away a few times will
prepare many businesses to give you the better deal.
Negotiating helps you build character! Using price negotiation might be stressful at first, but
you’ll surely save money while building character! You’ll be a stronger, healthier person when
you seek out the best deals. Don’t be unfriendly. You can be quite pleasant as you negotiate
price.
c
Work in groups of three. Act out one of the following situations. Take turns to act as a
chairperson. Use words and phrases from the following chart.
Let’s
Shall we
Why don’t we
I suggest
discuss this later.
meet again tommorrow?
discuss this later?
have a vote.
think about it some more.
discuss this later?
that we
May I suggest
that we
Can we agree
Do we all agree
Are we agreed
Are we in agreement
to
that we
meet again tommorrow?
begin the project next week.
have a vote now?
Does anyone object
Are there any objections
if we
meet again tommorrow?
discuss this later?
1 You are members of the school football club. The club is discussing who should be in the
team for the next football match, but you all disagree. The chairperson suggests that you
should discuss it for five minutes more, and then vote.
2 You are managers in a company. You are discussing which worker you should promote to
the job of supervisor, but you cannot agree. The chairperson suggests that you meet again
next week to decide.
3 You are at home with your brothers and sisters. You all want to buy a new computer for
games, homework and Internet surfing, but you can’t agree which one to buy. The eldest
brother acts as a chairperson, and he suggests a solution.
103
Correspondence
Lessons Seven, Eight and Nine
Learning Objective
■
Practising negotiation skills
c
■ Explain the task to the students. Tell them that the duty of a
chairperson is to try to seek everyone’s agreement.
■ Put students in groups of three. For the first situation, Student A is
the chairperson and Students B and C are the members of the school
football club. In situation 2, Student B is the chairperson and Students
A and C are the managers. Finally, in situation 3, Student C is the
chairperson and Students A and B are the brothers / sisters.
■ Allow time for students to prepare their conversations using phrases
from the box. Go round and offer help where necessary.
■ Invite volunteers to come to the front and read aloud their
conversations.
Answers
Students’ answers
Give as homework or revision: Activity Book,
exercises e,f and g page 61
93
Teaching Tips
Writing
Teaching the Four Skills
Learning how to write can be difficult. These tips can help you to
both teach writing skills and help your students to learn.
Listening, speaking, reading and writing are the four primary
skills of language teaching. Listening and reading are considered
as receptive skills that help students get information as the input
of language. On the other hand, speaking and writing are both
treated as productive skills that make language output possible
and require sufficient language input as their basis. Therefore,
developing these four skills is the key to achieving optimum
language learning.
•
•
•
Listening and Speaking
The ability to listen and speak is fundamental for social and
language development. I t is an essential tool for all areas of the
curriculum since oral communication underpins learning and
thinking. I t is vital that its significance is recognised by students,
parents and teachers. Students need to be provided with many
varied contexts for oral practice, but they also need direct
teaching of listening and speaking skills.
In order to ensure that students develop listening and speaking
skills of a high standard, teachers should:
•
provide a model for listening practice, dialogues and
participation;
•
ensure that students make use of a wide range of contexts
for listening and speaking practice;
•
give a wide range of tasks which require the students to
communicate in English;
•
present new words in context and not as isolated words;
•
enable students to be exposed to the listening materials on
the cassette as often as time allows;
•
endeavour to nurture the students’ natural desire to
imitate in order to help them progress in their learning.
Reading
R eading is the basis for all academic pursuits because
achievement depends on the ability to read and comprehend the
materials presented.
Once children can recognise written words in their
language with relative ease, they need to develop fluency in
reading. Fluency develops with both oral language development
and print exposure. The more children read, the more vocabulary
and knowledge they acquire, and the more fluent they become in
reading. Having opportunities to write will also improve reading
ability.
Practical applications
• Students should have access to plenty of books and reading
materials at home and at school.
• Sustained silent reading programmes can be used to promote
reading practice.
• Encourage students to read independently and extensively.
• Encourage students to read different types of texts.
• Teach students how to choose books of the appropriate
reading level.
• Develop students’ interest in reading by connecting reading with
their interests, hobbies and life goals.
94
•
•
Hav e students write about familiar subjects. Things like
what they did over their summer vacation, about the pets
they own, and what kind of food they like are great ways
to start.
Teach them brainstorming techniques early. This will help
them to develop clear thoughts and stay organised in their
writing.
R evision is the best way to learn spelling and grammar.
Those who can edit writing can write and the other way
around.
Encourage R eading. This is very important. Students will
gain a more diverse pool of examples they can draw from
in their own writing.
Be patient with students. If you become frustrated with
them, they will become discouraged.
Teacher’s role in teaching writing
When helping students to become better writers, teachers have a
number of crucial tasks before, during and after student writing.
a. Demonstrating
Students need to be aware of writing conventions and genre
constraints in specific types of writing so teachers have to be able
to draw these features to their attention.
b. Motivating and provoking
Student writers often find themselves “l ost for words”, especially
in creative writing tasks. This is where the teacher can help,
provoking the students into having ideas and persuading them
what fun it can be.
c. Supporting
Students need a lot of help and reassurance once they get
going. With students who lack familiarity or confidence with
writing, teachers need to spend some time making students feel
comfortable as writers in English and so gaining their willing
participation in more creative or extended activities. This will
involve choosing the right kinds of activity with appropriate
levels of challenge and providing them with enough language and
information to allow them to complete writing tasks successfully.
Review Answer Key
Review (Units 1-3)
A
Write a well-organised paragraph using the following words.
container port
affect
state asset
privatised
vital role
F
economy
vessels
G
Match the words with their definitions.
a stable
1 monetary support
b dramatically
2 partial payment
c paradigm
3 noticeably
d instalment
4 pattern or model
e survey
5 free time
f expenditure
6 study
g pension
7 spending fund
h leisure
8 firmly fixed
Match the underlined idioms with their definitions.
a Adams was asked to speak to the workers on the management’s behalf, as he was regarded
as having the common touch.
B
1
2
3
4
5
6
7
8
9
10
C
D
c Alex is really in the money now. His computer software shop is very popular.
Who - Salwa? (call)
Where - Shereen? (work)
How many - purchase invoice? (type)
Which jacket - he? (buy)
How much - a regular meal? (cost)
When - you? (travel)
What - Juliet? (sell)
What - Mahmoud? (enjoy)
Who - Huda? (work for)
What - double tide? (mean)
d For years, Littletons was a small private company. Then they invested, expanded and
finally went public two years ago.
e Several small companies always go to the wall in a time of recession.
1
issue shares on the Stock Exchange for the public to buy
2
be ruined, be in a hopeless situation
3
earning a lot of money
Arrange the following positions according to their order of importance in a company’s hierarchy.
4
the ability to adapt to people of all types and classes, being accepted and liked by them
_____
_____
_____
_____
5
in several different directions or places
sales director
managing director
sales assistant
sales representative
Correct, if necessary, the following phrases by rearranging the adjectives.
1
2
3
4
5
E
b Peggy has been moved from pillar to post by the company in the last four years. She’s tired
of never being in one place for more than a few months.
Complete these questions using the given verbs.
a
a
a
a
a
successful Syrian big company
hospitable female sales representative
comfortable leather brown couch
sales young manager
green safe economy
Rewrite each sentence twice: once in the affirmative and once in the negative.
1
2
3
4
5
...
...
...
...
...
live in an apartment last year. (Huda)
pay the bill yesterday. (the customer)
argue with the customer last week. (the sales representative)
own a factory two years ago. (Tarek)
discuss the economic situation this week. (the managing director)
69
Review (Units 1-3)
Learning Objective
■
Oral / written revision and consolidation of language from unit 1
to unit 3
Warm-up
■ Explain the purpose of the review units. They are an opportunity for
the students to revise and practise the language and skills that they
have learnt in the previous three units.
Explain that it is important for two reasons. Firstly, it will help them to
remember what they have learnt, and secondly it is an opportunity to
ask questions and clarify anything that they have not fully understood.
■
Answers
A
Students’ answers
B
1 Who did Salwa call? / Who called Salwa?
2 Where does Shereen work?
3 How many purchase invoices do you type?
4 Which jacket did he buy?
5 How much does a regular meal cost?
6 When did you travel?
7 What did Juliet sell?
8 What does Mahmoud enjoy?
9 Who does Huda work for?
10 What does double tide mean?
70
C
a managing director
c sales representative
b sales director
d sales assistant
D
1 a successful big Syrian company
2 correct
3 a comfortable brown leather couch
4 a young sales manager
5 a safe green economy
E
1 Huda lived in an apartment last year. Huda didn’t live in an apartment
last year.
2 The customer paid the bill yesterday. The customer didn’t pay the bill
yesterday.
3 The sales representative argued with the customer last week. The sales
representative didn’t argue with the customer last week.
4 Tarek owned a factory two years ago. Tarek didn’t own a factory two
years ago.
5 The managing director discussed the economic situation this week. The
managing director didn’t discuss the economic situation this week.
F
a8/b3/c4/d2/e6/f7/g1/h5
G
a4/b5/c3/d1/e2
95
Review Answer Key
Review (Units 4-6)
A
Put the correct word in the right place.
affected
have launched
E
abolition
annual tax returns
__________________________________________________________________________
1 In order to reduce carbon dioxide emission, car companies ___________________
environmental friendly cars.
2 Eric Pierce said that they had to collect information for the ACE accounts because the
deadline for ___________________ was January 31st.
3 If companies put in their tax returns late, they will pay a ___________________.
4 A country’s economy is ___________________ by the percentage of productive people.
5 The press release is going to be about Child Labour from the perspective of a pressure group
advocating its ___________________, such as Save the Children.
B
2 The sales representatives said, “We don’t have grey chairs, we have blue ones.”
__________________________________________________________________________
3 Mr. Ali said, “The new offices for the sales department are nearly ready.”
__________________________________________________________________________
4 Ms. Sarah Sanderson said, “The English language training at TST is going well.”
__________________________________________________________________________
Fill in the blanks with the right word(s).
1 __________ studies the market structure of particular industries in terms of the number of
competitors within those industries and examines the market decisions of competitive firms
and monopolies.
2 __________ is concerned with large-scale or general economic factors, such as interest
rates and national productivity.
3 __________ studies the money and banking system and the effects of changing interest
rates.
4 __________ studies international financial markets, exchange rates and the effects of
various trade policies such as tariffs.
5 __________ is concerned with single factors and the effects of industrial decisions.
6 __________ studies the supply and demand for labour and the determination of wages.
C
F
__________________________________________________________________________
2 Carol said that she would start collecting the information for the ACE account immediately.
__________________________________________________________________________
3 Financial analysts said that the percentage of people who spent money was the reason
behind a country’s economic growth.
__________________________________________________________________________
Fill in the spaces with said or told.
4 Economists said that they knew how society distributed resources, such as land, labour, raw
materials and machinery to produce goods and services.
__________________________________________________________________________
G
__________________________________________________________________________
Rewrite the following sentences in question form using the words in brackets.
1 Ali is going to travel to Lattakia. (on holiday)
__________________________________________________________________________
2 Robots will replace some human activities. More people will be unemployed.
2 The company is going to launch a unique soft drink. (next month)
__________________________________________________________________________
3 Only people with interpersonal skills will remain employed. AI will replace many experts.
3 The secretaries are going to prepare the conference rooms. (for the formal meetings)
__________________________________________________________________________
4 Sales representatives work hard. They get promotion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
H
5 Many experts are going to be replaced by artificial intelligence. (in the future)
__________________________________________________________________________
Review (Units 4-6)
Learning Objective
Oral / written revision and consolidation of language from unit 4
to unit 6
Warm-up
■ Explain the purpose of the review units. They are an opportunity for
the students to revise and practise the language and skills that they
have learnt in the previous three units.
■ Explain that it is important for two reasons. Firstly, it will help them to
remember what they have learnt, and secondly it is an opportunity to
ask questions and clarify anything that they have not fully understood.
Answers
A
1 have launched / 2 annual tax returns / 3 fine / 4 affected / 5 abolition
B
1 An industrial economist / 2 A macroeconomist / 3 A financial or monetary
economist / 4 An international economist / 5 A microeconomist / 6 A labour
or demographic economist
C
1 said / 2 told / 3 told / 4 said / 5 told
D
1 Is Ali going to travel to Lattakia on holiday?
2 Is the company going to launch a unique soft drink next month?
3 Are the secretaries going to prepare the conference rooms for the formal
meetings?
Write the superlative form of the following adjectives.
1 good __________
2 health __________
4 influential __________
5 bad __________
3 successful __________
72
71
96
Join the two sentences using if and use the right tense.
1 Economists analyse data on employment and unemployment rates. Economists project
future spending needs according to their studies.
4 Annual tax returns are going to be paid to the government. (before January 31st)
__________________________________________________________________________
■
Write the speakers’ actual words.
1 Eric said that companies who put in their tax returns late would be fined.
1 Juliet ___________________ that she would be starting her holiday the next day.
2 Huda ___________________ Omar that the meeting was about new offices for the sales
department.
3 Della Paine ___________________ the sales assistant that she wanted to buy the chairs.
4 The assistant was new and did not know about discounts, so he ___________________ that
he would ask the manager.
5 The manager ___________________ Della that she was wrong about the discount offer.
D
Report these sentences using said.
1 Juliet said, “I’m starting my holiday tomorrow.”
fine
4 Are annual tax returns going to be paid to the government before January
31st?
5 Are many experts going to be replaced by artificial intelligence in the
future?
E
1 Juliet said that she was starting her holiday the following day.
2 The sales representative said that they did not have grey chairs; they had
blue ones.
3 Mr. Ali said that the new offices for the sales department were nearly
ready.
4 Ms Sarah Sanderson said that the English language training at TST was
going well.
F
1 Eric said, “Companies who put in their tax returns late will be fined.”
2 Carol said, “I will start collecting the information for the ACE accounts
immediately.”
3 Financial analysts said, “The percentage of people who spend money is
the reason behind a country’s economic growth.”
4 Economists said, “We know how society distributes resources, such as
land, labour, raw materials and machinery to produce goods and
services.”
G
1 Economists will project future spending needs according to their studies if
they analyse data on employment and unemployment rates.
2 If robots replace some human activities, more people will be unemployed.
3 If AI replaces many experts, only people with good interpersonal skills will
remain employed.
4 If sales representatives work hard, they will get promotion.
H
1 best / 2 healthiest / 3 the most successful / 4 the most influential / 5 worst
Review Answer Key
Review (Units 7-9)
A
B
Write the past participle of the following verbs.
E
PAST PARTICIPLE
PAST
bring
brought
2 He’s too late for the meeting.
cost
cost
3 We’ve finished the Arabic version of the website.
catch
caught
4 She’s talking on the phone.
forget
forgot
give
gave
find
found
get
got
have
had
know
knew
keep
kept
1 He’s started the job.
5 Walid’s interviewed Falleh.
F
2 Being a sales representative is (interesting, interested).
3 Sociable people are (interesting, interested) in meeting people.
4 Communicating using the Morse code seems (excited, exciting).
5 Those who have access to the Internet are never (bored, boring).
Rewrite the sentences in the present perfect using the adverbs between brackets.
G
__________________________________________________________________________
3 Julia did not finish the Arabic version of the website. (yet)
2 Nissrine (like) the ring that she (see) at the jewelery store.
4 Walid did not receive a CV in French. (never)
__________________________________________________________________________
5 Falleh wanted to work in a sales office. (always)
3 Falleh (learn) some sales skills before he (apply) for the job.
Fill in the spaces with for or since.
1 People have communicated ______________ the beginning of time.
2 Walid has interviewed Falleh ______________ half an hour.
3 Telephones have been used ______________ 1873.
4 Hassan has been a sales representative ______________ many years.
5 We haven’t received any fax from London ______________ the beginning of the week.
__________________________________________________________________________
4 Walid (interview) Falleh first, then he (hire) him.
__________________________________________________________________________
5 Juliet (finish) the English version first.
__________________________________________________________________________
6 Walid (be) the sales manager of the company for some time.
Write these prepositions in the right place.
on
1
2
3
4
5
6
7
8
9
10
until
from
Put the verbs in the brackets in their correct tense.
1 Nissrine (buy) the jewellery after she (bargain) for the price.
2 Customers place orders online. (already)
D
Choose the correct form of the words in brackets.
1 A well-paid managerial position is (attractive, attracted).
1 Julia finished the new website. (just)
C
Rewrite these sentences in the long form.
PRESENT
to
at
__________________________________________________________________________
in
7 Juliet (produce) English and Arabic version of the company’s website a week ago.
The new post office will open ______________ February.
My office is next ______________ yours.
The business offices are closed ______________ Friday.
The sales representatives must be at work ______________ 9 a.m.
Syrians love to walk around the city ______________ night.
The library is open ______________ 9:30 a.m. ______________ 5:00 p.m.
The coffee shop is open ______________ 9 p.m.
Julia bought the office equipment ______________ the stationery.
Computer classes are offered ______________ the afternoon.
My office is ______________ the 5th floor.
__________________________________________________________________________
8 TST (be) in business since 1960.
__________________________________________________________________________
9 Long time ago, people (use) fire to communicate.
__________________________________________________________________________
10 Mobile phones (change) the way people communicate.
__________________________________________________________________________
73
Review (Units 7-9)
74
D
1 in / 2 to / 3 on / 4 at / 5 at / 6 from - to / 7 until / 8 from / 9 in / 10 on
Learning Objective
■
Oral / written revision and consolidation of language from unit 7
to unit 9
Warm-up
■ Explain the purpose of the review units. They are an opportunity for
the students to revise and practise the language and skills that they
have learnt in the previous three units.
Explain that it is important for two reasons. Firstly, it will help them to
remember what they have learnt, and secondly it is an opportunity to
ask questions and clarify anything that they have not fully understood.
■
Answers
A
E
1 He has started the job.
2 He is too late for the meeting.
3 We have finished the Arabic version of the website.
4 She is talking on the phone.
5 Walid has interviewed Falleh.
F
1 attractive / 2 interesting / 3 interested / 4 exciting / 5 bored
G
1 bought-had bargained / 2 liked-had seen / 3 had learnt-applied / 4 had
interviewed - hired / 5 had finished / 6 has been / 7 produced / 8 has been
9 used / 10 have changed
1 brought / 2 cost / 3 caught / 4 forgotten / 5 given / 6 found / 7 got/gotten /
8 had / 9 known / 10 kept
B
1 Julia has just finished the new website.
2 Customers have already placed orders online.
3 Julia hasn’t finished the Arabic version of the website yet.
4 Walid has never received a CV in French.
5 Falleh has always wanted to work in a sales office.
C
1 since / 2 for / 3 since / 4 for / 5 since
97
Review Answer Key
Review (Units 10-12)
A
B
Match the words with their antonyms.
a expand
1
b expensive
2
c distribution
3
d approve
4
e productive
5
f confidence
6
g unfit
7
h decline
8
i durable
9
j resistant
10
__________________________________________________________________________
2 Web surfers see many advertisements online.
__________________________________________________________________________
3 The receptionist said that she would give him the message.
__________________________________________________________________________
4 Security printing companies print banknotes once the government approves of the design.
counterfeit
contract
manage
insight
impact
implement
fluctuation
pension
recession
mutual
1
2
3
4
5
6
7
8
9
10
__________________________________________________________________________
administer
intuition
variation
annuity
fake
effect
economic decline
agreement
reciprocal
execute
F
Fill in the spaces with a suitable verb phrase from the box. Put them in the simple past.
call off
break down
talk into
go back on
close down
1 The accountant __________________ the budget so that all the expenses could be clearly
seen.
2 After learning that her fiance had lied, Huda __________________ the engagement.
3 After the owner went bankrupt, the store __________________.
4 The government __________________ its promise to lower taxes.
5 Ahmed thought the shirt was too expensive, but the salesman __________________ him
_________________ buying it.
Rewrite the sentences in the reported speech.
G
1 The clients said, “We want to expand into other regions in Syria.”
Rewrite the following passive sentences in the active form.
1 Financial institutions are supplied by the bank with enough banknotes to satisfy public
demands.
__________________________________________________________________________
__________________________________________________________________________
2 Ahmed explained, “One of my clients was in the same situation. Now he is doing four times
more business.”
__________________________________________________________________________
2 Deep scars are being left by the financial market crisis and global economic recession in
many places around the world.
__________________________________________________________________________
3 Barbara answered, “I’m taking a really interesting course about how new technological
developments affect the way we buy and sell.”
__________________________________________________________________________
3 The client will be provided with the contact details of several pharmacies.
__________________________________________________________________________
4 Tim asked, “What other topics will you be covering?”
__________________________________________________________________________
D
Write the active sentences in the passive form.
1 In order to expand into other regions, you should consider doing business online.
Match the words with their synonyms.
a
b
c
d
e
f
g
h
i
j
C
E
refuse
contract
susceptible
suitable
collection
economical
sterile
short-lived
flourish
distrust
4 We were informed about the production of banknotes.
__________________________________________________________________________
What were the speakers’ words?
1 Tim said that he should take some of Barbara’s courses.
__________________________________________________________________________
2 Huda wanted to know if she could speak to the manager.
__________________________________________________________________________
3 Maha said that the teacher had explained to them about the design, production and
distribution of banknotes that day.
__________________________________________________________________________
4 The specialist said that counterfeit medicines made good profits but could kill users.
__________________________________________________________________________
76
75
Review (Units 10-12)
Learning Objective
■
Oral / written revision and consolidation of language from unit
10 to unit 12
Warm-up
■ Explain the purpose of the review units. They are an opportunity for
the students to revise and practise the language and skills that they
have learnt in the previous three units.
■ Explain that it is important for two reasons. Firstly, it will help them to
remember what they have learnt, and secondly it is an opportunity to
ask questions and clarify anything that they have not fully understood.
Answers
D
1 Tim said, “I shall take some of Barbara’s courses.”
2 Huda asked, “Can I speak to the manager?”
3 Maha said, “The teacher explained to us about the design, production
and distribution of banknotes today.”
4 The specialist said, “Counterfeit medicines make big profits but can kill
users.”
E
1 In order to expand into other regions, doing business online should be
considered seriously.
2 Many advertisements are seen online by web surfers.
3 The receptionist said that the message would be given to him.
4 Once the designs of banknotes are approved of by the government,
security printing companies print them.
F
1 broke down / 2 called off / 3 closed down / 4 went back on / 5 talked into
A
a 2 / b 6 / c 5 / d 1 / e 7 / f 10 / g 4 / h 9 / i 8 / j 3
B
a 5 / b 8 / c 1 / d 2 / e 6 / f 10 / g 3 / h 4 / i 7 / j 9
C
1 The clients said that they wanted to expand into other regions in Syria.
2 Ahmed explained that one of his clients had been in the same situation.
Then he was doing four times more business.
3 Barbara answered that she was taking a really interesting course about
how new technological developments affected the way they bought and
sold.
4 Tim wanted to know what other topics he would be covering.
98
G
1 The bank supplies financial institutions with enough banknotes to satisfy
public demand.
2 The financial market crisis and global economic recession are leaving
deep scares in many places around the world.
3 The secretary will provide the client with the contact details of several
pharmacies.
4 The government informed us about the production of banknotes.
Activity Book Answer Key
Unit 1, page 3 exercise 1
Students’ answers
Unit 3, page 11, exercise 5
Students’ answers
Unit 1, page 4 exercise 2
1
Direct taxes: a, c, d
Indirect taxes: b, e, f
2
See glossary
3
their (governments) / their (people) / these (indirect tax) / some (individuals and
businesses) / this (tax avoidance) / others (individuals and businesses) /
it (income).
Unit 3, page 11, exercise 6
Students’ answers
Unit 1, page 5, exercise 3
1 c / 2 d / 3 b / 4 f / 5 g / 6 j / 7 a / 8 e / 9 h / 10 i
Unit 1, page 5, exercise 4
Students’ answers
Unit 1, page 5, exercise 5
Students’ answers
Unit 2, page 6, exercise 1
A
1 client
4 value
2 vendor
5 promotion
3 pay for
6 outlet
Unit 2, page 7, exercise 2
2 Would you like to try it on?
3 May I have your name and address?
4 You’re welcome.
5 I’m just looking, thank you.
6 How much are these large brown envelopes?
6 three red
7 big Swiss
8 British treasury
9 certified official
Unit 2, page 8, exercise 4
Students’ answers
Unit 2, page 8, exercise 5
1 a / 2 c / 3 c / 4 b/ 5 c / 6 b
Unit 3, page 9, exercise 1
1 E / 2 D / 3 I / 4 J/ 5 G / 6 F / 7 A / 8 B / 9 C / 10 H
Unit 3, page 10, exercise 2
1 unemployment
2 living
3 additional
4 easiest
Unit 4, page 14, exercise 2
1 b, e
2 c, f
3 a, h
4 d, g
Unit 4, page 15, exercise 3
1 She said that she didn’t like it.
2 The angry customer complained that those desks were broken.
3 The director announced that company profits were up.
4 He agreed that it was a good idea.
5 She told Huda that she didn’t know.
6 He said that they would probably move on the 24th.
7 “I won’t be at the meeting,” the manager said.
Unit 4, page 15, exercise 4
1b, 2a, 3a, 4b, 5a
B
1b/2c/3b/4a/5c/6b
Unit 2, page 7, exercise 3
1 small rewarding money
2 Syrian private
3 white expense
4 first old finance
5 lovely personal
Unit 4, page 14, exercise 1
Students’ answers
5 seller
6 installing
7 teaching
8 breather
Unit 3, page 11, exercise 3
1 unemployment benefit; salary
2 earn; money
3 bonus
4 debt
5 currency
6 side jobs
7 taxes
8 rent
9 pension
Unit 3, page 11, exercise 4
1 How much did you pay for it?
2 Where did they go yesterday?
3 Did you enjoy your trip?
4 How much did you pay for this shirt?
5 Did you visit him in his office last week?
Unit 4, page 16, exercise 5
1 changed his mind
2 was surprised
3 decided
4 planned
5 thought
6 knew
7 understood
Unit 4, page 16, exercise 6
Students’ answers
Unit 5, page 17, exercise 1
A
1b/2a/3f/4e/5c/6d
B
1 subsidies
2 foreign debt
3 recession
Unit 5, page 17, exercise 2
1 The markets are suspicious of the system’s lack of transparency and banks
have lost some of their influence over corporations.
2 There is fierce competition in the growing market for high speed Internet
access.
3 Some executives involved in the deal argue that authorities are intimidated
by the complexity of the issue.
4 They all agreed that week managements was largely to blame for the
downfall of the company.
5 As the compan y thrived on rising property prices, it suffered when they
began to fall.
Unit 5, page 18, exercise 3
1 If they advertise their business through TV ads, they will increase their sales
percentage.
2 If they don’t listen to their customer’s comments and suggestions, they will
never be able to improve their online services.
3 We will have a competitive market for Internet access if our ITs deregulate
our telecommunications environment.
Unit 5, page 18, exercise 4
1 increase trade between countries of the world
2 47 years
3 to increase world trade and to arrange meetings where member countries
could discuss trade problems
4c
5c
6c
99
Unit 5, page 19, exercise 5
Our country has become a completely modern market economy. It is
characterised by high-tech agriculture, the up-to-date industry and an
extensive government welfare measures. Other features include very good
living and standards, as well as high dependence on their foreign trade. We
export food and the energy and have a comfortable balance of payments
surplus. The government has reduced so the formerly high unemployment rate
and maintained low inflation and a stable currency. It has also lowered income
tax rates and raised environmental taxes. In this way so, it has been able to
maintain overall but tax revenues. Finally, in order to deal with long-term
demographic changes which could reduce the labour force, the government it
has introduced a number of labour market reforms.
Unit 7, page 27, exercise 5
1 emails
2 web
3 games
4 chat
5 order
6 Internet
7 page
8 blue
9 hand
10 click
Unit 5, page 19, exercise 6
Students’ answers
Unit 7, page 27, exercise 6
1c/2a/3b/4b/5c
Unit 6, page 20, exercise 1
A
1 up-to-date
2 a thing of the past
3 ahead of its time
4 old fashioned
5 state-of-the-art
6 the way forward
7 out of date
8 up to the minute
9 at the cutting edge
10 behind the times
Unit 7, page 27, exercise 7
1 Mr Jones has not arrived yet.
2 I have just called the manager.
3 I have never tried the ADSL, but I would like to.
4 Have you ever tried this connection?
5 She has not finished yet, but she has just phoned me saying that she only has
one more client.
B
very bad: bleak / depressing / dire / dreadful / terrible
bad: doubtful / uncertain / worrying
good: bright / promising/ rosy
very good: brilliant / great / magnificent / marvellous / prosperous
Unit 6, page 21, exercise 2
Students’ answers
Unit 6, page 21, exercise 3
Students’ answers
Unit 6, page 22, exercise 4
Students’ answers
Unit 6, page 22, exercise 5
Students’ answers
Unit 7, page 25, exercise 1
1 Internet
2 IT ; website
3 pages ; screen
4 click ; online
5 report
Unit 7, page 25 exercise 2
Students’ answers
Unit 8, page 28, exercise 1
1 sales assistant
2 present job
3 Word processing
4 CV
5 e-commerce
6 experience
7 sales manager
8 spreadsheet
Unit 8, page 28, exercise 2
Students’ answers
Unit 8, page 29, exercise 3
1 has never been
2 involved
3 was
4 has used
5 have taken place
Unit 8, page 29, exercise 4
1 He came an hour ago. He’s already here.
2 I expected him an hour ago, he hasn’t come yet.
3 He came yesterday, he is still here today.
4 He didn’t come yesterday, he still hasn’t come.
5 He came last week, but he doesn’t come anymore.
Unit 8, page 29, exercise 5
Good communicators: coherent, articulate, persuasive, eloquent, fluent,
focused, extrovert, responsive, succinct
Bad communicators: inhibited, reserved, hesitant, sensitive
Unit 7, page 26, exercise 3
1 I haven’t phoned him yet.
2 I’ve already written the letter.
3 I haven’t posted the letters yet. I forgot.
4 Did you send the fax yesterday?
5 I haven’t printed the report yet. I’ll do it now.
6 Have you photocopied the minutes yet?
7 She has already spoken to him, so you don’t need to.
Unit 7, page 26, exercise 4
1 customer
2 update
3 enter
4 click
5 site
6 at
7 free
8 credit
9 online
10 email
11 search
100
Unit 8, page 30, exercise 6
1 senior managers hide behind their computers / staff use voice mail to screen
calls / employees sitting next to each other will send emails rather than
speak / bombarding people with useless information and leaving them to
sort it out / information overload
2 because they hit the reply all button
3 He thinks it is pointless because it’s not about the people; it’s about the
group and the group dynamics.
4 Students’ answers
5 Students’ answers
Unit 9, page 31, exercise 1
2 smaller
3 something lighter
4 something more old-fashioned
5 for something shorter
6 for something more interesting
7 looking for something easier
8 looking for something more comfortable
Activity Book Answer Key
Unit 9, page 31, exercise 2
1 Yes, I’m looking for some chairs.
2 This one’s quite nice. How much is this one?
3 That’s a bit more than I wanted to pay. / That’s very nice but I’m looking for
something cheaper.
4 Do you have / Have you got any green ones?
5 They’re nice. I think I’ll take some of these ones.
6 Five, please. Can you let me have the five for a bit less? / Can you give me a
discount on the five?
7 Can I pay by cheque? / Can I give you a cheque?
Unit 11, page 40, exercise 2
1 Collecting
2 leaving
3 exploring
4 to know
5 learning
6 collecting
7 to collect
8 to collect
9 to enjoy
Unit 9, page 32, exercise 3
Students’ answers
Unit 11, page 40, exercise 3
Students’ answers
Unit 9, page 32, exercise 4
A
1 profit
2 reduction
3 loss
4 trial order
5 margin
6 quantities
Unit 11, page 41, exercise 4
1
financial crisis affecting people / the least and most affected / people affected
depending on household income / stable incomes not affected by the crisis
B
1 c / 2 g / 3 f / 4 a/ 5 i / 6 b / 7 h / 8 e / 9 d
Unit 9, page 33, exercise 5
1
a false – Demand refers to how much of a product or service is desired by
buyers.
b true
c true
d true
e false - Price increases if demand increases.
2
Students’ answers
Unit 10, page 36, exercise 1
1 order
2 invoice
3 statement
4 credits
5 balance
6 buyers
7 advance
8 pro forma
Unit 10, page 36, exercise 2
Students’ answers
Unit 10, page 37, exercise 3
1 She said that it only costed18 pounds.
2 He said that he would pay the bill on Thursday.
3 He said that it had only taken him half an hour to get to the airport.
4 “My company sells office furniture,” the salesman said.
5 “I’ll send the letter,” Huda said.
6 “I arrive at 9 am,” Salwa said.
2
respondent: a person who replies to something, esp. one supplying
information for a survey or questionnaire or responding to an advertisement
Household: a house and its occupants regarded as a unit
basically: in the most essential respects
drop: a sudden fall
stable: not likely to change or fail; firmly established
3
Percentage
What it relates to
15.70%
Number of respondents who believed they were severely
affected
22.20%
Number of respondents between the age of 41 and 50 who
chose severely affected option
22.6%
Self employed / freelance workers who believe the crisis had
a major impact on their lives
70.00%
Households with incomes below 2000 Yuan per month who
believed they were affected
54.90%
People surveyed in 2008 whose salaries remained
unchanged
26.00%
People surveyed in 2008 whose salaries dropped
Unit 12, page 42, exercise 1
Students’ answers
Unit 12, page 43, exercise 2
Students’ answers
Unit 12, page 44, exercise 3
Students’ answers
Unit 10, page 37, exercise 4
1c/2e/3a/4d/5f/6b
Unit 10, page 37, exercise 5
Students’ answers
Unit 10, page 38, exercise 6
1 Less time consumig, can save money
2 Buyers compete against each other and the best offer wins
3 Hotels, car hire, money, information
4 saves time and money / gives feeling of independence
5
1d
2e
3b
4a
5f
6c
Unit 11, page 39, exercise 1
1c/2h/3e/4a/5b/6g/7f/8d
101
Correspondence Activity Book Answer Key
Part One: Written Communication
A Revision
1 Letters
a
1 letterhead
4 left
2 contact details
5 date
3 person
6 recipient’s
b
1 complaint letter; formal language
2 recommendation letter; formal language
3 invitation letter; informal language
4 request letter / inquiry letter; informal language
5 application letter; formal language
c
a Dear Mr Mahrous – Yours sincerely
b Dear Sir / Dear Sir or Madam – Yours faithfully
c Dear Ms Kassem – Yours sincerely
d
Complaint about delivery: 5 / 7 / 6 / 4 / 2 / 9
Reply to reminder to pay: 11 / 1 / 3 / 8 / 10
e
The company runs other funds that would have competed with the joint
venture.
f
Students’ answers
3 Memos and faxes
a
Students’ answers
b
Students’ answers
Seek the Challenging Position of Accounting Clerk
A highly talented Accounting Clerk with huge experience in performing various
clerical and routine accounting tasks in support of an operating unit, including
posting entries, verifying and reconciling input to financial reporting system
output, processing payments, and assisting in preparation of billings and other
financial reports; responding to inquiries and contacting other departments
and vendors to resolve a variety of problems.
Education
New York University, NY
Associate Degree in Accounting (2000)
Professional Experience
Rainbow College, Tarrytown, NY
2000 - Present
Part Two: Oral Communication
A Revision
1 Meetings
a
Students’ answers
c
Students’ answers
d
5/3/6/1/4/2
e
Students’ answers
B Documents for accounting
a
Students’ answers
b
1c/2e/3b/4d/5a
c
Students’ answers
d
1g/2e/3d/4f/5b/6a/7h/8c
102
c
AMY SMITH
123 Main Street • Atlanta, Georgia • 30339
Home: (555) 555-1234, Cell: (555) 555-1235 asmith@sample~resume.com
Accounting Clerk
Key data and prepare batches for processing which involve sorting,
alphabetizing, and running tapes to verify hash counts and totals.
Prepare purchasing, travel, personnel, or related documents.
Sort documents; code, log, review for accuracy; match supporting invoices to
procurement documents; and verify invoices for payment.
Prepare routine entries and post financial transactions.
Reconcile entries and internal ledgers to financial reporting system reports.
Handle cash and cash related transactions, issue receipts, record and type
money lists, and balance cash fund.
Assist in preparation of financial statements such as billings, budgets, and cost
reports.
Verify account numbers; maintain sick and annual leave and other payroll
records.
Lead, guide, and train staff/student employees, interns, and volunteers
performing related work;
Participate in the recruitment of volunteers, as appropriate to the area of
operation.
2 Emails
a
Students’ answers
b
Students’ answers
c
4/7/5/2/1/6/3/8
d
Students’ answers
e
Students’ answers
C Job Documents
a
1 Address
2 Telephone
3 Email
4 Profile
5 Achievements
6 Special skills
b
Students’ answers
7 Experience
8 Qualifications
9 Personal details
10 Interests
11 Referees
b
Step 1
Decide whether you really need to call a meeting.
Step 2
Determine who needs to attend. Try keeping the number of attendees small.
Step 3
Set definite starting and stopping times.
Step 4
Prepare an agenda.
Step 5
Circulate the agenda in advance to allow attendees to prepare.
Step 6
Assemble visual aids such as charts, handouts or slides.
Step 7
Start the meeting at the designated time, regardless of whether everyone is
present.
Step 8
Start off the meeting with straightforward, easily resolved issues.
Step 9
Allocate a specific amount of time for each issue.
Step 10
Postpone discussion until the end of the meeting if debate on an issue runs
overtime.
Step 11
Follow up: Circulate copies of the minutes after the meeting.
c
topic detail
for each
heading
meeting
start time
topic
headings
Internet Marketing Association Meeting Agenda
Start at 10:00 a.m. in Board Room
}
Opening Remarks
President
5 min
Membership Report }
Hussein
20 min
{
- intramural report
- new program intro
Nada
{
Financial report }
- status of budget
- house bill status
Ghassan
7 min
{
Rush Report }
- status of current efforts
- status of next term plans
Guest Speaker
Community Relations
15 min
participants 7 min
End at 11:10 p.m.
meeting
2 Interviews
end time
a
Applicants: 1interview; 2 appointment; 3 computer, 4 files; 5 Check out;
6 deadline
The HR team: 1 system; 2 application; 3 screen; 4 train; 5 conduct;
6 backgrounds
}
meeting
location
the time
each
topic is
expected
to last
the main
topic
b
Students’ answers
c
Students’ answers
B Negotiations
a
1/3/7/6/2/5/4
b
1 Unfortunately, we couldn’t invest in your project in its present form.
2 Maybe we should talk about start-up costs first.
3 I’m afraid that’s the lowest rate we can offer.
4 Is there any possibility you could bring in another backer?
5 Your interest rate is higher than we were expecting.
c
Students’ answers
d
1c / 2d / 3b / 4a / 5e
e
1,2 / 2,3 / 3,4 / 4,1 / 5,4 / 6,5
f
Students’ answers
g
calming down: 1, 4
creating solutions: 2, 3
103
Test Answer Key
Test 1
Test 3
I
1
Banks should be penalised when they make a mistake.
2
Students’ answers
3
a … replacement for a lost or damaged ATM card / the use of cheque books /
transferring money
b … a disservice / finding the ATM out of service
4
a rendered
b approved
c attending to
d senior
5
Students’ answers
I
A
1b/2a/3d/4c
B
1 because some personal computers were not common
2 they could access the Internet
3 Students’ answers
II
payment / industry / cardholder / cashier / account / transfers / voucher / signs
IV
1
a he forgot the appointment once.
b he always forgets his appointments
2
a she stopped working at the bank.
b she started working 16 years ago and is still working there.
3
a before last year they advertised on TV.
b they never advertised on TV.
III
Students’ answers: refer to page 6 in the Students’ Book.
IV
1 sells
2 does
3 a valuable old antique
4 old red
5 did you pay
6 Did
II
1 Menu
2 click
3 Address
4 surfing
5 typing
6 Bookmarks
7 access
8 forget
9 GPRS
10 modem
III
Students’ answers: refer to page 42 in the Students’ Book.
V
1 How much did it take you to get to Aleppo?
2 Where does Peter work?
3 He lost his new gardening gloves.
4 Why didn’t she like the song?
5 Who works at the grocery store?
6 His father is a talented Syrian painter.
V
1 have not telephoned
2 ordered
3 has she left?
4 Did you spend?
5 haven’t finished
VI
Students’ answers
VI
Students’ answers
VII
Students’ answers
VII
Students’ answers
Test 4
Test 2
I
1. Students’ answers
2. Yes. The business may use the Internet for advertising and allowing
e-commerce.
3.
a. The following are inevitable hazards: eye strain, neck/back strain, RSI
(Repetitive Strain Injury: tendon injury from using keyboards too much) and
fitness problems.
b. To prevent accidents avoid bringing food or drink near computer equipment,
do not overload electric sockets, do not leave wires where they can be
tripped over and make sure fire extinguishers are installed.
4.
a. fast
b. reduced
c. installed
d. unavoidable
II
1 minutes
2 agenda
3 machinery ; resources
4 investors ; market shares
5 competitors
6 consumers
7 efficient
8 income
III
Students’ answers: refer to page 27 in the Students’ Book.
IV
1 He said that he was starting his holiday yesterday.
2 “I won’t be in the meeting.”
3 If you follow these rules, you will be OK.
4 If you don’t pick those cables up, someone will trip over them.
V
1 cheapest
2 heavier
VI
Students’ answers
VII
Students’ answers
104
6 did she send
7 has already written
8 went
9 didn’t pay
10 haven’t received
3 more intelligent
4 most popular
I
1 more people using the web
2 more people are using Yahoo! Stores
3 Yes, there are three drawbacks: new Yahoo! Stores owners don’t know all the
legacy code features; it’s not optimised for ease of use; RTML is only useful
for customising Yahoo! Stores.
4 in spite of: regardless; self-employed: freelance; adapt: customise;
management: admin
II
1 financial markets
2 money managers
3 personal finance
4 individual investments
5 investment institutions
6 tax benefits
7 retirement income
III
Students’ answers: refer to page 63 in the Students’ Book.
IV
1 had
2 reading
3 making
4 has lost
5 can be divided
V
1 covering
2 provided
3 said
VI
Students’ answers
VII
Students’ answers
4 to go
5 generating
English for Starters,Vocational Stream – Commercial
English for Starters,Vocational Stream – Commercial, is an English
language course that was specially written for vocational / commercial
secondary schools in Syria. The course progresses from an intermediate level
of English in Grade 10 to an advanced level of English in Grade 12.
The book introduces students to concepts in commerce; it assumes no prior
knowledge of commercial skills on the part of students and teachers.
The course aims to review and consolidate the language and skills learnt at
previous levels and equip students for their future foreign language needs in
the following areas: language skills (reading, listening, speaking and writing),
grammar, vocabulary and commercial knowledge. It enables students to
perform routine tasks at work and to take part in social interaction in a
commercial context.
Components:
Students’ Book
Activity Book including a glossary
Teacher’s Book
Audio CD
‫ﺱ‬.‫ ﻝ‬١٣٠ :‫ﺍﻟﺴﻌﺮ‬