Survival English - Teachers Guide.1

8/6/2019 Survival English - Teachers Guide.1

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tcrnational Communication for Professional People

Tea,) ~ , r . . . cC ~ 6;.Ui eA N N E WATSONP ETE R V IN EY

: N L A C N I I L L A N


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"",ommunication Activity Templates (photocopiable) 76

Teacher's Guide introduction 3

Unit by Unit Teaching Notes 9

Practice Book Answer Key (photocopiable) 57Mid-course and End-at-course Test Notes 65

Tests (photocopiable) 66Test Answer Keys, Test Transcriptsand Role-Play Cards 74


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iurse Cornpo nerrtsident Book'Student Book contains:contents chart at the beginning of the book thatrovides a summary of the communicative aims,rarnrnar areas, and culture covered in each unit;B one-page units covenng seven topics: business,ocializing, travel, hotels, money, food and drink, and:ommunications. The topic is represented by a colored.ymbol at the top of each unit.~ulture Files, one per unit, providing information onlifferent cultural aspects associated with the unit. TheseIre for interest and do not contain specific teachingJoints.3rammar Files explaining simply and clearly the mainjrammar points that come up during the course;locabulary Files including the most common wordselated to the topics of the units. These Files both reviewmd expand vocabulary,lranscripts of 'blind' l istening tasks, i.e, conversations notirinted in the unit itself;3tudent CD. This contains the recordings of the blindistening tasks and can be used for selected activities in:he Student Book.~ommunication Activities accompanying certain units thatorovice students with further speaking practice.actice Booklough intended mainly for individual work outside thessroom, the Practice Book can also be used successfully~Iass. It reinforces the grammar points, new vocabularyjkey expressions covered in each unit. Cross-references, given in the Teacher's Notes to appropriate activities in! Practice Book. The Answer Key is provided at the backthese notes and is photocopiable..acher's Guide9 Teacher's Guide contains:detailed teaching notes, answers and optional activitiesfor every Student Book unit;easy-access design, with each page of the Unit TeachingNotes corresponding to a unit in the Student Book;photocopiable Communication Activities answer templates;photocopiable Answer Key for the Practice Book;comprehensive mid-course and end-of-coursephotocopiable Tests.

For easy reference to the material, the contents chart foreach unit is repeated at the top of each page of lhe UnitTeaching Notes. There is also helpful information about therecorded material.The Teaching Notes contain many activities and ideas fortransfer and personalization. Since these activities do notappear in print on the student's page, students cannot readahead. As a result, the lesson becomes less predictable,and the course of the lesson flows from the teacher - asense of freshness and vitality can be retained in theclassroom .The Teaching Notes have two aims: to guide the teacher step by step through the variousstages of the lesson as it appears in the Student Book. Ifyou wish, you can simply follow the detailed steps for athorough lesson.

to expand the lesson into further activities, and tointroduce conversation and discussion work that extendsbeyond the confines of the Student Book lesson.Extension and optional activities are included in theTeaching Notes in easy-to-find boxes.

Recorded MaterialAll the conversations and listening activities in the StudentBook are available 'on either the Class CD or ClassCassette. Transcripts of the recorded material not includedin the actual units are included at the back of theStudent ~ook.There are two types of CD symbols in the Student Book:single CD and double CD. All conversations or exercisesmarked with a single CD symbol are found on the Class CDand cassette. AI! recordings marked with a double CD are'blind' listening tasks and are on the Class CD / Cassetteand repeated on the Student CD, which is located in theback of each Student Book.The students can use the Student CD to either listen tothese recordings again after class or to prepare thefollowing lesson in advance.CD has many advantages over cassettes beyond the extrasound quality, lack of bar.:kground noise, and durability.Track numbers are conveniently located next to every CDsymbol in the Student Book and Teacher'S Notes. Theseindicate exactly which track number to press once you haveloaded in the Class CD. You wil! then go instantly to thatconversation or listening activity, without wasting time withinlay cards or rewinding.If you are equipping yourself with CD for the first time, wesuggest that you find a player that has a keypad (preferablya remote control keypad). With a keypad, enter the tracknumber specified and listen. Then, for repetition work, returnto the beginning of a track instantly, using the 'from ... to'


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(or 1\ I B) facility. This facility IS excellent. You select 'from' atthe beginning of the sentence, and 'to' at the end of thesentence. You can then have this selection repeatedinstantly as many times as you want.About the CourseCourse ObjectiveThis is a course in international communication forprofessional people. It is not simply a 'business Englisll'course. It will be useful for a wide range of adult students inprofessional spheres, as well as younger adults onvocational courses that involve communication in English.The aim of the course is to enable students to functioneffectively in English at a pre-intermediate level. Too often,students have completed carefully-designed and well-structured English courses, but still can't say anything whenit comes to rea! life. Other students are perfectly capable of"'lIing you how a computer works, but are at a loss when itGomes to making an appointment or taking a client out tolunch. This course focuses on real-life situations andpresents them in realistic contexts, ranging from orderingbreakfast to filling in a customs declaration. We recognizethat many professionals are perfectly capable of 'surviving'in their area of expertise. Our joint experience of teachingthese students has made us aware that the language ofsocializing and of survival in set situations is a commonneed. This, we feel, far outweighs the particular andexclusive demands of job-specific or ESP materials andleads us to favor a broader view of English directed towardthese common needs.levelThis is a two-level series. Basic Survival is for students athigh-beginner level and Survival Er;glish is for use withstudents at low-intermediate level.r"'reparatio nTile course keeps the teacher's preparation time to aminimum. Very few activities will require you to researchother material or find endless numbers of objects to bringInto the classroom. A lot of practice and explanation can bedone using books, pens and the sort ot objects that can befound lying around a classroom. Any role cards, task sheets,etc. that you prepare should be kept for future classes so asto avoid having to prepare or photocopy them all again.TimingIt is always difficult to 'time' lessons. In the Teaching Notes,you will find indications as to the timing of a few individualactivit ies, but generally, t iming is not imposed on the teacherso that the course is as flexible as possible.

Lower-level classes rnay lake longer to understand thecontent of a lesson. but spend little lime on discussion. Onthe other hand, a more advanced class may understand adialog in five minutes, then spend an hour discussing airportsecurity Issues described in the Culture File. We really preferto leave timing to your discretion. As a very general rulehowever, each unit represents one classroom lesson(50 minutes).

Grammar PracticeThe course follows an overtly situational pattern, with sub-syllabuses on function, grammar and vocabulary. Thegrammar component used in the book becomes morecomplex as the book progresses, but there is no overridinglinear progression. A basic knowledge is assumed from theoutset, and this is gradually built upon.All the important grammar points are highlighted andpracticed in the Teaching Notes. More mechanical practiceactivities are recommended if and when necessary, or ifrequested by the students. Grammar points that studentsunderstand perfectly well should not be drilled (but don't beafraid to introduce short drills when there are problems). Inmany cases, the students will be able to deduce thegrammar point of the lesson. There are cross-referencesthroughout the Teaching Notes to the Grammar Files at theback of the Student Book. Your students can either look atthese alone or you can go through them as part of thelesson. The Practice Book is mainly grammar-based and willreinforce any language difficulties that might have come upduring the lesson.VocabularyVocabulary is a vital part of the course. Encourage studentsto usethe Vocabulary Files at the back of the book. Advisestudents to buy a bilingual dictionary, or a monolingualdictionary that has been specifically deSigned for learners ofEnglish, like the Macmillan English Dictionary. Rememberthat there are authentic and semi-authentic texts and tablesin the Student Book where students are expected tocomplete a task that will not involve understanding everyword. They should be encouraged to rely on their ability tounderstand gist and to 'guess their way through' moredifficult passages. It is not necessary to explain every wordof such texts.Key language in the units is sometimes printed in color. TheTeaching Notes for each unit explain the best way to exploitthe key language.Teach students words like thing. It is better to say: You putyour luggage on the black thing at the check-in desk, thanto hesitate, stop the sentence halfway through, or say theword in the students' mother tongue.


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renunciationark 011 pronunciation will Involve mocleling the recordingsd tile teacher's own voice. in English, a great deal of the35S8ge is expressed by intonation and stress. Theseauld be considered as important as the choice 01cabulary items, and attention should be given to them.iere are activities in the Teaclunq Notes that emphasizeonunci tion, stress, rhythm and intonation.enunciation will involve repetition work, Choral repetitionnirnizes student embarrassment and gives confidence.Jividual repetition enables the teacher to check each.rdent's responses, Tile stressed words and syllables arerderlined throughout in the examples given for choraloetition.lere is no such thing as 'English without an accent' andIU should expect progress on pronunciation to developadually. Insistence on perfect reproduction of sounds andrtterns can cause some students to be embarrassed andseconfidence. Communicating ideas and meaning should~the main aim.rternatlonal Englishthis course, the language has been made as:ernationally applicable as possible. The situations in theiok take place within the U.S.A and the course adoptsnerican spelling where appropriate, Grammar and idiomsfleet the American situation, but there are a wide variety of.cents used on the recordings, As well as a variety ofnerican voices, there are British, Australian and Canadian19lish speakers and characters from Mexico, France,)rea and Japan. We adopt the principle that students wantunderstand people speaking English, whether they areHivespeakers or not - a real-life communication situationII involve non-native speakers communicating with eachner as well as with native speakers. The teacher mayloose to model her or his own variety of English, butudents will need to be familiar with a range of possible:cents. Even within the United States, there are a variety ofgional accents among native speakers of English.18Teaching Notes point out some differences betweennerican and British varieties of English, The grammaticalfferences are often over-estimated. For example, Americanieakers will often prefer to say Do you have ...?, while'itish speakers will prefer Have you got ... ? Both forms,vever, are in frequent use by native speakers in bothaces, and neither will cause communication problems.ulture Files1ecourse covers many social situations such astroductions and business lunches, Specific culturalistorns are explained in the Culture Files at the back of the,:udent Book, or explained, as appropriate, in the Teaching

Noles. The Teaching Notes suggesl when the Culture Filescan be introduced. However, they can be used at anysuitable point during the lesson or according to theirlocation in the Student Book. Contrasts between the UnitedStates and Britain, where they exist, are highlighted. Thewarm-up and discussion activities encourage teachers toask about customs in the students' own countries. TheCulture Files can often be skim-read and used to pre-teachvocabulary or introduce students to an activity in lhe lesson.

linking the UnitsThis course can be used successfuny as a modular resourcebook, and students and teachers will be able to selectmaterials as appropriate to their needs. A number of units,however, are linked. For example, units 27, 28 and 2.9are allabout arriving at the airport, so it would be logical andbeneficial to students to teach them as a series. Units 17and 18 are about being invited for dinner at somebody'shome. Again, i would be better to teach these in order.Staging the LessonsThe various stages of each lesson are indicated by A, B, C,D, etc. headings in the Teaching Notes.A 'IS always awarm-up activity. The others will vary, but follow a patternexplained below. Activities in boxes are optional butrecommended. These include: Extension and Extension plusactivities, Culture Files, and Practice Book work.Warm~upThe Teaching Notes for each unit start with one or morewarm-up activities. These are important for drawing thestudents' attention to the topic they are going to be workingwith. If students don't know what they're learning, or why,they will soon lose interest. Warm-up activities are a goodway to recycle previous knowledge and refresh memories otearlier lessons.PresentationThe next step is to present the new language. This is mostoften done tnrouqn listening to recorded conversations, themost realistic way of presenting language. Language is alsopresented by means of forms and tables or other writtentexts. It is at this point that the teacher should explain newvocabulary, grammar, expressions or cultural aspects tothe class.PracticeThis can include question and answer sessions, pairwork,repetition, and other activities based on the languagepresented.


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PersonalizationFinally, the students are 'on their own' and can move on torole-play and discussion work with a minimum of help fromthe teacher.Teachinq TechniquesWarm-upThe following are activities that can be used to introducea lesson:1 Exploit titles. Check that everyone understands the tit le ofthe unit. Use it to do word associations and 'brainstorming'activities. As a result, a lot of the new vocabulary in thelesson will have been pre-taught before the rest of the unithas been looked at.2 Focus on the subject and ask general questions. Comparewith students' own countries and experience._;Ask questions that are not always directly linked to theStudent Book. Draw on students' personal experience: Whohas stayed in an American hotel? Who has had a badexperience at customs? However, always have generalquestions to fall back on if students don't provide theanswers ycu expect. Particularly with younger adults onvocational/occupational programs, do not assume thateveryone has traveled widely or stayed at internationalhotels. .4 Talk about the photos and illustrations in each unit - theyare lively and inspiring. Persuade students to createimaginary short background biographies of people in thepictures. Ask searching and unusual questions to test theirassumptions; have them study a photograph, then askquestions that involve imaginative input on their part. Forexample, in Unit 1 we see Ian King sitting in the back of acab. You could ask: What do you think he's doing there?00 you think he's there on business? Why?DialogsStudents should generally listen to dialogs without looking atthe written text. Dialogs are usually followed by some formof comprehension check, silent r.eading and / or reading inpairs, then choral repetition. Further ideas for exploitingdialogs can be found throughout the Teaching Notes, butdon't hesitate to change the suggested dialog exploitation.for one or more of the following activities. Most of theseactivities assume that the class has listened to the recordingat least once.1 Comprehension questions - the basic questions aresupplied in the Teachinq Notes, but you can alwaysfind more. Vary the questions according to the level ofyour class.

Comprehension questions sometimes involve repeatingwarm-up questions for answers they didn't find earlier.Include questions that will elicit a variety of responses: Ye s /No questions, either / or questions, open questions, indirectquestions, questions with tags, questions betweenstudents: Ask Maria if she's ever eaten gator tailor Haveyou eaten gator tail? Ask Maria. Ask me. Ask each other.2 True / False comprehension statements - Makestatements about the dialog (some true, but most false) toelicit reactions from the class.3 Read tile dialog with mistakes in it. Substitute certainnames and facts in the dialog. Students interrupt you to tellyou your mistakes.4 Set a task before listening. Students have to listen for oneor more particular details. This can be done with 'tasksheets' (forms with gaps for information), either photocopiedin advance or written up on the board.5 Students listen for key language or grammar points andinterrupt the recording while they are listening. Alternatively,they could highlight the key language or grammar points onthe printed page.6 Give answers to comprehension questions. Students askyou the questions.

J7 Half the class listens with the dialog uncovered, the otherhalf with it covered. The half who has read the dialog takesthe role of teacher and asks the questions to the others.8 Stop and start the recording letting students take one rolein chorus, i.e..play the first speaker, stop the recording,students take the other speaker's role.9 Stop the recording in the middle of sentences. Studentsfinish them.10 Give prompts from key sentences. Students reconstructthe whole sentence.11 Write up jumbled vocabulary from the dialog on theboard. Students put it in order while listening.12 Write up jumbled vocabulary on the board, includingwords not in the dialog. Students put it in order eliminatingthe wrong words.13 Get students to learn short dialogs by heart and actthem in pairs in front of the class.14 Copy out the dialog and cut it up into as many parts asthere are students. The students then mingle and put thedialog in order.15 Finally, if you have uninspired or undisciplined students,tell them not to listen. Play the recording and both you andthey will be amazed what they remember!


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lairwork and Role-play'airwork and role-pl yare the only practical ways of gettingtudents to practice English, but they are not always easy torqanize. Pairwork activities in the Student Book have apecial pairwork symbol (see below). Students always worklith a partner tor these activities.

lere are some further tips you can use to increase yourtudents' opportunity to speak:Grammar pointsor quick drilling of a grammar point in pairs, it is oftenasiest to ask each student to work with her or hiseighbor. Once the students have understood the grammaroint, finish the activity.Information gap role-play.tudents prepare lists or information in advance (usuallylarking alone), then question or have a discussion with theirartner. Discussions become more genuine since studentso not know what the partner is going to say.Role cardshe teacher prepares the information in advance so thateither student knows in advance what they are going toave to say.Discourse chainshe teacher writes up on the board the basic 'map' of the)Ie-play. This is often very helpful for lower-level groups.Telephone role-playyou have a telephone in your classroom, use it. Somehones are equipped with loudspeakers so that the classan listen to both speakers. Otherwise, students can sitack-to-back.Mingling activitieshese have the advantage of getting everyone to stand upnd move around. For functions such as greetings anditroductions, students should be standing up, since this isow we greet people in real life.Switch pairslave students do a pairwork activity, then have themhange partners. Students then ask about the previousartners answers. This doubles the practice. In structuralsrrns, it also means that students do two pieces of pairedctivity. In the first ae ivity, students talk in the first andeeond persons (What do you do? I'm still at college.) In theubsequent activity, they have to shift to talking in the third'erson (What does she do? She's sti ll at college.)Surprise pairs;tudents prepare their role-play with one partner and youet them to act it out with someone else at the last minute.

9 Preparation from the Practice BookThere aremany gap-fi ll dialoqs in the Practice Book. Lowerlevels can complete these exercises in class first and usethem as a basis for role-play.10 Model dialogsIf you're not sure that your class is ready to do any of theactivities above, have a test run with a good student andyourself, using appropriate language from the model dialog,Role-play is a fluency exercise so tile teacher shouldn'tinterrupt too often while the students are speaking. Make amental or written note of mistakes and correct themafterwards if you feel they interfered with communication orwere bad habits. Get students lo participate in correctionand try and find the mistakes themselves.DiscussionDiscussion can be done in small groups or with the class asa whole. The advantage of working in small groups is thatshyer students are less inhibited and more people gettalking time. The advantage of working with the class as awhole is that the discussions are often livelier. Discussionwill inevitably be limited at lower levels, so it is better- tostick to subjects that are quite closely linked to the topic ofthe unit.As discussion is also a fluency activity, correction should belimited. It is better not to interrupt students while they arespeaking, unless they are totally incomprehensible andnobooyunderstands. Make a mental or written note ofmajor or frequent mistakes and correct after the discussionis over.Symbols

= Listening material found on the Class CO!Cassette. The numbers indicate the tracknumbers on either Class CD 1 or 2.

~ ~ ~ = = Listening material found on the Class CO !Cassette and also on the Student CD found atthe back of every Student Book. The numbersindicate the track on either Class CD 1 or 2. TheTranscripts for these recordings are also in theback of the Student Book.\5? = Activities to be done in pairs.

Extension and Extension + '" Optional extension ideas andacnvities which relate to the lesson. A plus sign (+ ) indicatesactivities which are more challenging.


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Whether you intend to use this course paqe bv paq8 or dipintci it according to your class's needs, the Introduction 011pages 4 and 5 of the Student Book makes an ideal tirstlesson. Not only does it familiarize students with some oftile places and characters met regularly tbrouqhout thecourse, but it also gives you anel your students anopportunity to get to know each other.If possible, try and keep all eyes on one book by propping itup against sornething and having the students centeredaround it.II Geographical questions Point to cities and ask: What city IS this? What country isit in? What nationality are the people? What language dothey speak? Write up on the board names of countries,nationalities, and the languages spoken:U.S.A. American English~rance French Frenchc;ireat Britain British EnglishPeru Peruvian Spanish ,..II Point out that a lot of nationalities end in -an, -ien, or -ishbut there are exceptions, 8.g. FrenchIII Ask: Which countries speak English? Depending on thelevel of your class, move on to questions about clirnate,food, tourism ... Don't ask questions about students' ownexperience at this point. Then get the class to repeat in chorus the names of thecities on the map and their countries, paying attention tostress on difficult words such as Seetite, San Franr:jsco, LosAngeles, etc. Ask students to add their own town or city to the map.II Ask each student to prepare a list of five cities that arenot on the map. While they are preparing their lists, writeorompts for the questions on the board:

country?national ity?continent?language?

III In pairs. Students look at the prompts and take turns toask each other questions about the cities they have chosen.

f1 l Point to the characters and follow the lines wi lh yourfinger. Ask: Where IS this person from? What's her 1 tusname? What does she / he do? Who does she / he workfor? or Wt7ere cloes she I he work? or What's the name ofher / his cottipenv? What language does she 1he probeblspeak?fl! Ask the class to repeat in chorus the names of tile maincharacters, their titles and the names of their companies.lS I Ask students to draw another box in their books andunder it, write their name, job title and company. You couldeven ask them to stick a portrait photo in the empty box!Ask students to introduce themselves bnefly to the rest ofthe class. (If the class is too big, split into groups.)I! lI Minglinggarne: Wilte the names of as many maincharacters from the book as you have students on pieces ofpaper. Then stick one name on each student's back withouttelling them who it is. Students mingle and ask each otherquestions to find out their new identity: Am I American?What do I do? Where do Iwork? They're not allowed to askthe name, of course. You can mingle with them, changingthe papers as they discover their identity.iii Personal questions(Try to note or remember some of the students' personalexperiences ~ you'll be able to draw on them for futurelessons.) Class as a whole. Ask individual students: Have youvisited the U.S.A.? Where did you go? What did you like?What did you find different from your country? If none ofyour class has visited the U.S.A., ask: What countries haveyou been to? and ask the above questions about thecountries they know. The difficulty of the questions willdepend on the level of your group. Get students to ask youquestions, too.III Finally, find out who does business abroad, who speaksEnglish in their job and what for, who entertains English-speaking (native or non-native) visitors, who uses the phonein English, etc. This information Will help you in the followingunits to make warm-up, role-play and discussion activitiesappropriate and real ist ic.


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C o m m u n i c a t i o n l - C - I - J I - t u - - r - e - - F - i l - e - - - - - - - - - , - - - - R - e - c - O - r - d - i ~ ~ 9 _ s ~ ; _ n_ ~ ~ ~ ~ - _ _ _Tips Class CD 1, Tracks 2-3

Class Cassette 1, Side A

Grammar areasPersonal conversation;taxis

present simple

3 ' Warm-upa Ask students (or explain): What is an American woa! fortaxi'? Answer: cab. Why do people take taxis? Elicit:3ecause they're late. To go to the airport. Because it'saining. It's late at night ... Write these reasons up on the)oard:.ote Vacation- lecvy luggage

SecurityBusinesstrips

Rain

I Students work in small groups. Organize a short survey.::lIve students two minutes to put the reasons for takingaxis in order of importance. Students use their dictionarieso find words they don't know. Each group gives itsinswers. Discuss together. Focus on business trips. Ask:Vhy do business people take taxis? Elicit: Togo to or comero m the airport. To go to their hotel ...I Ask students if they take taxis themselves, how often andvhy. Ask: What are taxis like in your country / city? What:olor are they? Are they expensive? Are the drivers friendly?)0 you talk to the driver? 00 you tip? Explain tip: give extranoney after you've paid.I Ask students to turn to page 7 in their books and to lookIt the photos. Ask: Who is the man on the left? Do you'link he's on business or on vacation? What do you think ofIt lanta? Is it big or small? Is it modern?lListening 1.02 ~~I Ask students to read the introduction, but to cover theonversation. Play the conversation. Ask someomprehension questions: Is Ian King on vacation? (No, he's1 Atlanta on business.) Where's he from? (He's fromnqland.) Where's he staying in Atlanta? (the Sheraton.entury Center) How many Sheratons are there in Atlanta?hree) Does the cab driver know England? (Yes, he's been) London.) ... Students may ask you to play the recordinggain.Students read the conversation silently, then in pairs.Iistening 1.03 ~~Play the conversation once. Then, ask students toiterrupt and say Stop when they hear: 1) the name of aotel; 2) the price of the taxi ride; 3) the number of dollarsiat Ian giVes the cab driver. Play the recording again.tudents should say Stop after Sheraton Century Center,16.80, and five dollar bill. Ask: What mistake did Ian Kinglake? (He gave the driver a five dollar bill instead of aventy.) How much did he give for a tip? ($3.20)

!II Students read the conversation silently, then In pairs.~ Ask students to identify all examples, in bothconversations, of the verb be. They can do this with aneighbor. See Grammar Files 2 and 8 for the present andpast of the verb be.iii Play both recordings again for choral repetition. Check. intonation and stress: Where to? There are three Sheratonshere in Atlanta. Winchester. 00 you know it? ...

Practice BookDo EX(,)l'clses 1 to 3 in class or give as homework.m Question 1 I PairworkWith their partner, students take turns to be the cab driverand a passenger, using the questions provided. They inventnew answers, or give answers about themselves.D Question 2 IMatching exercise:I If you have any American money, bring it to class andpass it around. Students work alone to match the coins to the correctamounts, and then compare answers. Correct together andexplaln.'a dollar ~1 00 cents, a penny = 1 cent, a nickel =5 cents, a dime = 10 cents, a quarter = 25 cents.Culture F i l e 1 TipsStudents read the information in the Culture File silently.Answer any vocabulary questions, using Vocabulary File 1and dictionaries. Ask students to compare how much theytip for tnese services in their country. Many students will besurprised at 20% tips! Ask students how many bills andcoins there are in their country.

Practice BookExercise 4 inctudes the vocabulary in the Culture File. Do inclass or give as homework.

iii Question 3 \ PairworkStudents work in pairs. They ask each other questionsabout tipping and check the box for their partner. They thencompare answers.


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Listening

--Communication Grammar areas Culture File Recordings on -Introductions; greetings is Iare; was Iwere Names Class CD1 , Tracks 4-6Class Cassette 1, Side A

\Narm-upm Have everyone stand up. Choose a student, shake handsand say: Good morning. My name's ... They reply in thesame way. Get everyone to move around the classroomdoing this for about a minute. Vary your greetings to includeHII and Hello! encouraging your students to use the samegreeting as you.III Repeat the activity with How do you do? Reply: How doyou do? or Fine, thanks. And you? as you mingle.1 :1 Point out that you usually only shake hands with peoplewhen you meet them for the first time or haven't seen themfor a long time, and, depending on the nationality of yourclass, mention that it is not usual to kiss people you know!) Repeat the activity once more with It's nice to meet you.Reply: It's nice to meet you, too.a Students sit down. Write up these greetings in the formof a conversation on the board.m Listening 1.04 ~~II Ask students to turn to page 8 in their books and tocover the conversation. Play the recording once. Ask: Whodo you thrnk Michael Robertson is speaking to? (Ms.Adams'secretary I PA) Why is he there? (He has an appointmentwith Ms. Adams.) Is it 10: 15? (No, it 's later.)What's thesecretary asking him to do? (to follow her) Students read the conversation silently, then in pairs.I!I Answer any vocabulary or grammar questions. Play the recording again for choral repetition to checkintonation and stress: Excuse me. How can Ihelp you? WillI/OU follow me, please? ...B Listening Students read the conversation. Play the recording once.Play the recording again, stopping each time MichaelRobertson is due to speak. Ask students to say his part inchorus.. iii Answer any vocabulary or grammar questions. Point outthe use of How + be to ask for a description of things. Theanswer is usually an adjective. See Grammar File 12.

1.06iii Students cover the conversation. Play the recordingtwice. Then read the conversation to your students making'mistakes.' Let them Interrupt and correct you. For example,read: our American representative; is the Sales Manager;at BetaCom; in Vancouver; first trip to Los Angeles.'III Students read silently, then in threes, taking a role each.III Answer any vocabulary or grammar questions.1: 1 Play the recording once more for choral repetit ion tocheck intonation and stress. Point out that aln;ough theydon't have to learn names, it's useful to practicepronouncing typical English-sounding ones like MichaelRobertson, Dave Scott, etc.II Question 1 IMatching exerciseStudents work alone to match the greetings with theresponses. Correct together. This question shows that thegeneral rule is to use the same greeting when you reply.I I Question 2 1 PairworkThis reviews the warm-up activity, but enables you to gofrom pair to pair, listening in for intonation and stress. Havestudents stand up to make this more realistic. Students canrefer to Vocabulary File 6 for more expressions.m Questions 3 and 4 1 'Ice breakers' Tell students to highlight the expressions in their books.They should highlight ' ice breakers,' not greetings.Answers: How was the trip? How was the tredic from theairport? Is this your first trip to Chicago?II Students then read the list of questions in Question 4 andthink of other ice-breaking questions, e.g. How was theweather in Amsterdam?

Culture File 2 NamesStudents read the Culture File silently. Ask: 00 Englishspeakers mostly use first or last names? If you wantsomeone to call you by your first name, how do youintroduce yourself? What does 'Ms: mean?

Practice BookDo Exercises 1 to 4 in class or give as homework.


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ommunication Grammar areas Culture File Recordings onlaking appointments; present continuous future; Time, dates Class CD 1 , T ra cl< 7~10ales can - future appointments Class Cassette 1, Side A

Stu lenl CD (optional), Tracks 2-4.I VI/arm-upStart the lesson by opening your desk calendar or d'ary:: i saying Tomorrow, I have an eopointment with Mr.Jnard at ten thirty. Then, on the 9th, I'm going to London.,ntinue doing this until your class understands that you're,ing about months, dates, times and places.Ask students to get out their date book or a calendar andthe same. Alternatively, they might make their own3ginary list on a piece of paper, thus creating anformation gap' that could be explored in pairs.Iistening 1.07 tf~18 key language in blue is needed for Question 1.)Ask students to turn to page 9 in their books and tover the conversation. Ask students to listen for theswers to the following questions: What does Juliextison want to do? When will she be in L.A.? When are3y going to meet? Play the recording once and ask theiestions again.iswers: To meet Ryan Thomas; next week; 12:30 on.C3dnesday the 75th ..Students read the conversation silently. Answer anyammar or vocabulary questions. Refer to Grammar File 16'the use of ca n in requests and future appointments.ieck that everyone understands that the presentmtinuous can be used for future arrangements. See'arnrnar File 7.Play the recordinq again, stopping for choral repetition.

'actice Book.ercises 1 and 4 call be used to prepare Question 1, orJen as homework.

Iuestion 1 I Pairwork:udents work in pairs and follow tile instructions foraking new conversations. Ask students to use their ownaries to make their conversations.Iuestion 2 I Look at tile calendarClass as a whole. Write the examples from he book up1 the board:

January's the first month of thp. y enr.If's (cold I hot I wet I dry) in my country.! f l 1 You will probably have to help wilh he words second, third,fourth, etc. so write them up on the board under first. Askstudents to repeat the sentences In chorus to check intonationand stress: February's the second month of the ',@Q[.".

Practice BookExercise 2 can be done in class to provide help withordinal numbers. or given as homework.

Question 3 I Listening 1.08-1.1 0 ~ L : i 8III Students look at the table in their books. The activityrequires them only to complete the table with the day, dateand time, so they shouldn't try and understand everythingthey hear. Play the conversations twice if necessary.Students fill in the table as they listen, and compareanswers afterwards with a neighbor.II They could then correct their answers in class using theTranscript at the back of the book, or correct themindependently for homework using their Student CD .

CultureFile 3 Time, dates Ask students to read the information about time. Ask ifthey use the 12- or 24-hour clock in their country. For further practice of the time, dictate some times toyour class and ask them to write them down in digitalform. For example, you say: three thirty. Students shouldwrite either 15:30 or 3:30 p.m. Continue with other times. Ask students to read the information about dates. Dothe same exercise as above. Say, for example: Octoberfjfteenth, 2005. Students should write 10/15/05. Continuewith other dates.

Practice BookExercise 3 provides further practice on tile time. Do inclass or give as homework.

iii Question 4 I PairworkStudents work in pairs to ask and answer questions aboutdates. You can give examples to start the activity: Mybirthday's on February 23rd. The national holiday in theU.S.A. is July 4th.


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Point out that we use capital letters for days and months,and that we use the preposit ion Oil before days. It might beuseful to write up a summary of prepositions seen in Units 3and 4 on the board:

Communication Grammar areas Culture File Recordings onFuture plans; timetables going to future, Cell phones Class CD 1, Track 11timetable future Class Cassette 1, Side A

B Warm-up~ Ask students which tense was used in Unit 3 for futurearrangements. Explain that going to + the verb can also beused and that there is really very little dir-ference.Say: Nextweek I'm flying to Tokyo. Then say: Next week !'m going tofly to Tokyo. Explain that both are fine.II Add: I arrive in Tokyo at 10:00 a.m. Explain to your classthat you can use the present simple in this case becausethis is your timetable, and also, the plane always arrives at10:00 a.m. It's a regular action for the plane'm Listening 1.11(The key language in blue is needed for Question 1.).,. Ask students to turn to page 10 ill their books and tolook at the itinerary. Tell the class that you want them tolisten to the conversation and find the line in the itinerarythat Jessica and Dave are talking about. Conversation covered, play the recording once. Studentsshould tell you that Jessica and Dave are talking aboutThursday. Students read the conversation silently. Ask students to identify the three examples of going toand the three examples of the present simple, used forfuture arrangements. Refer to Grammar Files 7 and 10 iffurther help is needed. Play the recording once more, stopping for choralrepetition to check intonation and stress.B Question 1 IPairworkStudents use the information on the itinerary to make moreconversations. As students work through the days, theyshould become less dependent on the conversation.m Question 2 I Pairwork Follow the instructions. Students work in pairs and usethe itinerary.'. Students repeat the days of the week in chorus after you.Check intonation and stress: Monday, Tuesday, Wednesday,Thursday, Fnday, Saturday, Sunday

At 12:30On ThursdayOn the 15th

In JanuaryIn SeoulOn December 17thD Question 3 IDiscuss

Ask students to read the questions silently first. Discussioncan then be carried out in small groups or by the class asa whole.

II Question 4 ICommunication Activity Students work in pairs. Each partner turns to their role,either Activity A or N, at the back of the book. Students askand answer the questions and complete the itinerary. Whenthey have finished, they should check their answers .together. For fluency, ask your students to repeat thequestions and answers. While students are working together, walk around theclassroom listening in to individual pairs. Answers to this activity can be found on page 76.

Culture File 4 Cell phonesAsk students to read the File. Find out how many of your. students have a cell phone. Ask them to discuss with anei'ghbor how .often they use them, and if they use themfor business or social reasons.Practice BookDo Exercises 1 to 3 in class or give as homework.


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.ommunication Grammar areas Culture F,ile Recordinps on18scribillg jobs; present simple; Difficult questions Class CD 1 , Track 12ersonal details was / were (born) Class Cassette 1, Side A

I'Warm-upStart the lesson by asking the title question: What do you? Students usually know what their own job is in Englishd should volunteer answers such as: I'm a secretary. I'm;a les representative. Unemployed students or college.dents reply: I'm a student. If your class is young, you cank: What does your mother / father do?Point out the use of a / an before jobs in English. Say:) i ; 1 teectier: She's . student. He's an accountant ."Pre-teach was / were born. Tell students where you were'rn, e.q. Iwas born in Glasgow. Then ask individualidents: Where were you born? and elicit answers.Iistening 1.12re language in blue is needed for Question 1.)Ask students to turn to page 11 in their books and tover the conversation. Play the recording once. Don't askiestlons.Ask students to sit in pairs One person in each pair must)k at the conversation while you play the recording again.Ie other listens only. The first person then asks theirrtner the following comprehension questions. Checkiestions and answers together afterwards: Where was'chael born? (Montreal) What's the name of the company?IphaCom) What does Michael do? (He's in charge ofirchasinq computer hardware.) What does Jessica AdamsI? (She owns the company.) ...Check that everyone used the auxiliary does correctly.;e Grammar File 7 to explain the use of the present simplethis unit.Students read the conversation silently_Play the recording again for choral repetition to check.onatlon and stress: What exactly do you do atohaCam? ... Sure. Go ahead ... She owns the company.Iuestion1' I Pairwork;ing true facts about themselves, students replace theorcs in blue with information about themselves. Tiley thenactice their new conversations with a partner.'actice Bookcercise 1 provides practice fur Question 2. Do in class or1/ 8 as homework.

B Question 2 IPairworkStudents work in pairs. They ask and answer questionsabout the organization chart. You may want to do theexercise first with a stronger student to provide 8 modeLI I I Quest jon 3 I CornmunlcationActivityStudents work with a partner. Each student turns to eitherActivity B or Activity O. They take turns to ask thsir partnerquestions to complete the information in the book.

Culture File 5 Difficult questions Ask your class to read the Culture File silently. Theyshould discuss with a neighbor if any of the questions areconsidered. acceptable in their country. You could also ask if all the questions in theconversation about where you were born and brought up,where you live and what you do, are completely acceptablein their culture .'

II Question 4 ! Questionnaire Join in this activity to get it started. Students movearound the classroom asking the questions in the book andmaking rates about three other people. Ask individual students to report back to the rest of theciass and give information about various members of theclass, 8.g..Carlos was born in Rio, but he was brought up inSao Paulo. He's a computer games tester and he works forNintendo ....Practice BookDo Exercises 2 to 4 in class or give as homework.

Extension +QuizPrepare a Famous People qUIZ. Find photos of famouspeople from TV ntaqazlnes, popular newspapers ... (If not.vvriie names all caros.) Divide. your class into two teams.Give Team A a picture. They show the picture to Team Band ask questions: INhere was he / she born? (the countryis ellough) What nationality is he / she? What doeshe / she do? Team B gets a pointtor each correct answerIf they don't know the answer, Team A gets the point, butthey must know trle answer thernselvesl Stari again v,lithTeam B.


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~_ ----Communication Grammar areas Culture File Recordings onBuying things; Could Ineve) ... ?; Prices, tax Class CD 1, Tracks 13-1 " 1 -polite response; inquiries Will there be . . ? Class Cassette 1, Side A

1 '1 / (h ave ) ... Student CD (optional), Tracks 5-8

Warrll-Ur1 : : 1 Ask students to t rn to page 12 in their books and to1 0 0 1 < at the title and the photo. Ask: What do you lhli1k aconvenience store is? (There may be no equivalent in somecountries. A supermarket tnet sells everything and staysopen late is a close answer.) Ask What can you buy?Elicit store items they already know or let them usedictionaries. Write the words up on the board, getting theclass to repeat each item in chorus to practice pronouncingthese new words:magazines, candy, coffee ...ra Explain the use of tile phrases: Could I have ... ? That'llbe ... Will tbet be a il ... ? 1'/1 have ... without going intojramrnaticai detail. Explain that they are used in storeswhen requesting, choosing and paying. Give examples ofeach. You can refer to Grammar Files 10 and 16.D listening 1.13 'f~(The language in blue is needed for Question 2. )III Students cover the conversation. Play the recordingonce. Ask: What did the customer buy? (Newsweekmagazine, a box of tissues, two packs of gum) How muchis 'Newsweek' magazine? ($5.95) How many packs of gumdid he want? (two) What kind of gum did he buy?(sugarless)II Play the recording again and ask students to note: howmuch he had to pay ($12_18) , which bill t18 gave ($20) , andwhat his change was ($7.82). You may have to play thatpart of the recording two or three times! Correct together.II Students read the conversation silently, then in pairs.!i1 Answer any questions about grammar or vocabulary.II Play the recording once. Ask students to repeat Michael'srole in chorus after the recording to check intonation andstress.

B Question 1 IListening 1..14-1.17 ~~I'f Students are required to listen and circle the correct sizeword for each item and to write the prices with tax. Tellthem to write the answers in their books as they listen.e They correct their answers with a neighbor and checktheir answers using their Student CD and I or Transcript atthe back of the book.

Answers: Toothbrush - soft, $.3 . ] 5; chocolate - smalf,$1.02; f ilm - ,10 exposure, $8.50; batteries -AAA. $43..:. For homework, students could listen again to Tracks6 and 7 on their Student CD and find out how much thechocolate and film are before tax.Practice BookFX8f cises I to 4 provide preparation for Ouestion 2. Do inclass or give as homework.m Question 2 I PairworkStudents work in pairs to make conversations. They use theitems in Question 1 and replace the words in blue in theconversation with the information in Question 1.CultureFile6 Prices, taxStudents read the Culture File silently. Ask them to identifyand underline:all words concerned with money, tax, buyingand paying. They should check any new words inVocabulary File 1 or in dictionaries. (Tax will be discussedin the following question.)

III Question 3 ! DiscussI l i f f Students should read all the questions about storessilently first, then discuss each one with other students insmall groups. If you are teaching a mixed nationality class,put students from different countries in each group.II Ask individual students to report answers back to the restof tile class.ExtensionFurther discussionAsk students for the names of convenience stores, or H1eequivalent. in their country. It there isn't all equivalent, askwhsre they buy the items learned in this unit. Elicit orteach: at the newssteod, at the supermarket, at tile bakery,at tile butcher's.


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..ommunication Grammar areas Culture File Recordings on --hecking in; hotel Will ... ?; !'II .. , Credit cards Class CD 1, Tracks 18~20rcihties; paying by card Would you like ... ? Class Cassette 1 , Side A--I\/Varm-up

lntroouce your class 10 the hotel topics in thls unit. Ask:you ever stay in hotels? On business? On vacation?w long do you stay? f-Iow do you pay? ..'If your students don't use hotels themselves, ask: Do you:erve hotel rooms for your boss? What kind of hotelsE lS he or she usually stay in? etc.Talk about Consuela. (Ask students to find her in tile-oductlon to the book and to tell you where she's fromd what she does.)Ask students to turn to page 13 in their books and toIk at the photo. Ask them what Consuela is doing. Ask:10 is the other person in the photo? What's his job? Elicit:I'S the Front Desk Clerk.IListeningStudents read the introduction.Play recording 1.18 once. Students read Conversation Aile l istening. Explain any vocabulary students don't know.n't go into too much detail, as Unit 8 covers all hotelmation terms.) Ask: What does Consuela want? (Shets a room.) l-iow long does she want to stay? (fourWhat kind of room does she want? (a single) How ispaying? (credit card) What is she fill ing in? (a guesttration card)

1.18 ~

istening 1.19 ~~Students read the conversation and listen to recordingThey answer for Consuela in chorus. Check intonationstress: Do you have any vacancies? A single. For fours. MasterCard.

uestion 1 I Communication Activitydsnts work in pairs and turn to Activities C or P in theiroks, They should read through the whole activity Silentlyt. They then interview each other and write their partner'son the guest registration card in their books. Foreney, you may like to ask your students to repeat theivity without writing.

Question 2 I Listening . .' : .e f t . ' .1.20 ''';~(~ Conversation covered. play tile recorcltng and ask thequestions in the book.Answers: a Her credit card, her roam key (and herroom charge card); b the seventh floor; croom 743;d at two-thirty~ You can add other questions, e.q. What does Ihe Clerkask her to do? (to sign the room charge carel)Where canshe use her room charge card? (in the restaurant or lobbyshops)Q Students read Conversation 8 silently, then in pairs. Gofrom pair to pair checking intonation and stress: Could yousign it here? Thank you. It's just across the [Qbby.

Culture File 7 Credit cardsAsk students to reael the Culture File silently to helpprepare for the following question.D Ouestion 3 IDiscussFirst. ask students to look at the photo of the credit anddebit cards. Which ones do they know or have? Ask themto show you their credit and debit cards. (But don't allowthem to .eveal their nurnbers.) Show yours. Carry out adiscussion together or in small groups.Practice BookDo Exercises 1 La L 1 in class or give as homework.


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-- ._o_o.Communication Grammar areas Culture File Recordings 011 ._-Telephoning; 00 you tieve ". ?; I'd like ... Hotel facil it ies Class CO 1, Tracks 2 1-23making a reservation: Class Cassette 1 , Side Adescribing a room Student CD (optional), Tracks

----~

9 - I J\/Varm-up

(This unit is linked to Unil 7.)iii Ask students what type of room they had the last timethey stayed in a hotel and what services and facilities thehotel had.!!I If your students don't often use hotels, tell them toimagine they've won a weekend in a luxury hotel of theirchoice. What type of room, services and facilities wouldthey like? Tell your class to use the hotel price list in theirbook to find Ideas and vocabulary. Students may ask youwhat some of the facilities are, e.q. a wet bar is a bar with asink, Explain the difference between a king-size, queen-sizesnd double bed: double", big, queen = bigger, king = =oiggest. See Vocabulary File 3,

[J Question 1 I Listening Slrlf1.21 ~~;~ Ask students to turn to page 14 in their books and toread the comprehension questions.iii Play the recording once. Students listen for the answersto the questions.Answers: a She wants a single room. b The room will be$295 per night (plus tax).II For homework, ask students to listen to Conversation Aagain on their Student CD and to read the Transcript at theback of their books.

Practice BookExercise 1 can be used as preparation to Ouestion 2. orgiven as homework

B Question 2 IPairwork ~ 1.21II Students then use the prices from the hotel price list intheir books to make similar conversations to Conversation Ain pairs. If necessary, have a test-run first with a goodstudent.

til Students read Conversation 8 silently while you play therecording, Then they read the price list.[IJl Students may ask for grammatical explanations. SeeGrammar File 2 for the verb have. The question What's itlike? is used to ask for the description of something. SeeGrammar File 12 You can practice this by asking individualstudents What's your car / house / boss / office ". like? Getthem to ask you questions, too. Students complete Question 3 in pairs, choosinq a typeof room from the price list and using the list of hotel facilitiesfor information and ideas,

Culture File 8 Hotel facilities Ask students to read the Culture File. They can thencompare, in small groups, the facilities that you wouldnormally find in large or small hotels in their country,III Ask one student from each group to report back theirgroup's results to the rest of the class, Decide togetherwhich countries have the best hotels!

Practice BookDo Exercises 2, 3 ariel 4 III class or give as homework

D Question 4 I Listening Sfilf1l'ii1_23 ";~~ Students complete Conversation C alone, in pencil. Tellyour class to look carefully at the Front Desk Clerk'squestions to find the sentences.III Play the recording and compare answers. Students couldthen correct their answers in class, using the Transcript atthe back of the book, or could correct them independentlyfor homework, using their Student CD.iI Play the recording once more for choral repetition. Checkintonation and stress: What kind of room do you want? I'dlike a double room, please. Does it have a bath? .._


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ttl) ~; J i l ' " \ r_ y" ~ '' 1 g ' , ~ ~ ) csr: r - - ~ " . . . , - - . . .~ 1 9 ~ ~ f I ~ - -. .r,~~r t.......J ) ) ~ { - . . . . u ~ ~ : . .~'~Y.~.f.;~[~,lI',.--~I!(~~.~~~~,?.~{;t~;v~;="'~~....;'..1 t' r~-.\_ . ""I -- , _ "- - . .J! "._. ..' - ' ......--------------1- /~,.-:-.::i:

ornmui1iCaiiOr;----~' Grammar o.rea~----_ ---J~~~~Ri;------.--~--~--C-O-'{-c1-in--g-S_o_n_-_-_~~~~~~~~~-~~~-Jrlllal and informal present continuous, Croetinqs Class CD 1, Tracks 24-25'eetings and futlJl'B continuous Class Cassette 1, Side Atroductions

I ' , V - ; " r r n , . ~ : , n l":'~._. ' .... t .c\'sk s tudents to turn to page 15 in their books, but tosp the conversation covered Tall" about the people in theoto. Students can use the introduction to the book formatio about Jessica and MichaeL Ask: Who's theman? or Do you remember the woman's name?< : Where are they? Have they met before?Review greetings and introductions from Unit 2. Askidents to think of expressions used when you greetople, introduce yourself, or introduce two other people.ite these expressions up on the board. Students can referVocabulary File 6 for expressions.

I listenIngIe phrases in blue are for Question 1.)Conversation still covered. Ask students to listen for.iressions they already know. Start the recording. EachIe they recognize an expression, they say Stop. Check offi expression on the board and the class repeats it in chorus.

1_24 4 ' ,

Play the whole of Conversation A again and ask somemprehension questions: What does Josh do? Where's:;hael from? How long is Michael staying? Does Michael1 the States?

I Listening 1.25"~Students should read the Introduction first to establish) informal situation. Proceed as for Conversation A. Then


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(q ~ r ~ \ i i ipC)'t~II g ' o[OJr'1 ~ r - ) 1 r . : : ' ' l j ; f ~ ' " _ 'M " " , , " ' ' - ' ~ ' i ' ' ' ' = ~ ' ' ' < ; ' ' ' ' ; '' ' ' '' ' ' '' ; ~ ' ' ~ ' ' ' '' ' ~ ' ' ' ' ' ;J) '~l1_~j' ' ( , . . , . , f U . ~ d ~\_w' '"::-J '.,......1 ~ ,)1~ \",,1 ",~_"",,,,,,~_.,,.;.N._,&UA~""'_.' __'. 1;f" .".-:r.,{.-~-.~---- .---~- --~.-----.----.-.-~. ----_-. ---""---,---"-'---~-----ommunication Grammar areas Culture Hie Recordinqs on-------__--+---------_ .._---------------1---._----__-------orrnal and intorrnal present continuous; Greetinqs Class CD 1, Tracks 24-25

'eetings and future continuous Class Cassette 1, Side Atroductions

I Vlfarm-ur",sk students to turn to page 15 in their books, but tosp the conversation covered Talk about the people in theoto. Students can use the introduction to the book fo rrnation about .Jessica and Michael. Ask: Who's theman? or Do you remember the woman's name?c: Where are they? Have they met before?Review greetings and introductions from Unit 2. Askdents to think of expressions used when you greetople, introduce yourself, or introduce two other people.ite these expressions up on the board. Students can referVocabulary File 6 for expressions.

IListeningIe phrases in blue are for Question 1.)Conversation still covered. Ask students to listen fororessions they already know. Start the recording. EachIe they recognize an expression, they say Stop. Check off: expression on the board and the class repeats it in chorus.

1.24 ~~ally

Play the whole of Conversation A again and ask somemprehension questions: What does Josh do? vvhere'sznee ! from? How long is Michael staying? Does Michael1 the States?

IListening 1.25 ~Students should read the introduction first to establish) informal situation. Proceed as for Conversation A. Then< : Who are they talking about? Who do you think Jodie'Where is Jodie living? What's the weather like iniceqo? Is itdifterent in Toronto?Ask students to read both conversations silently.In groups of three, then in pairs, students readrrversatlons A and B. Go around checking intonation: I'd~you to meet : It was good meeting you ... etc.Reassure students that the future continuous tense in acial context is very similar to the present continuous oring to. Don't attempt to give a more grammaticalplanation. See Grammar File 1D.

actice Bookercises 2 and 3 cover the r nZ tl n Q ra rn r !l (;H " points. [)() inISSOr giv(~ as homework.

I~ Students do this question alone 01' in small groups. Youmay like to have one group working directly on, and 8.ddingto. the expressions on the board. This group then becomes'Teacher' and organizes feedback.ill Students repeat each expression after you, in chorus.Practice BookExercisE) 1 can t)8 usee! as preparation tor Ol;8sticll 2, orgiven as homework.

II Question 2 IRole-playGet your class to do this activity standing up and mingling;introductions are usually done standing up in real life. Havea test-run first with yourself and two good students.

Culture File9 GreetingsStudents read the Culture File silently. This information willprepare them for the following question. Check that theyunderstand all the vocabulary for different forms ofgreetings..IiQuestion 3 I Discuss Organize students in small groups. Go from group togroup, prompting when necessary: Do you shake hands inyour country? Are first names used? In mixed nationality classes, ask students to demonstratehow they greet people.

ExtensionFurther practice\Nrite FTe ce p tio n, E le v at or and OFfice on three ial"ge cardsand stick them up in difft;rent parts of the class HaveReception nearest the door. Choose one receptionist. Tr18nask half the class to leave the room and be the visitors.Students come in one by one. introouce themS81ves2), ask to speak to 8 student stili in the class. __II() comesto meet them. takes them up in tne elevator and trion intothe omce. All the time, they llQV8 to I\~-;eprTIoving andrnaklng polite conversation. (If your class is \!6ry iJ!';:;, voucan hav(~ two or three 'receptionists' with t\NO or tj'H~;t)corwersations gD)f lQ on at HH) same tirne.j


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----"---,~---,-- ----,_ --- ----Commu nication Grammar areas Culture File Recordings onConversation strateqies:

,~present pertect ve . SIarting conversations Class CD 1, Track 26exchanqinq information past simple, Class Cassette 1, Side AHow / I-low long? Studenl CD (optional), Track 11

Warm-upi ! ! I Tell students that it is quite normal in North America andGreat Britain to start conversations by asklnq questions,(This is not the case in all cultures.)iii Ask students to tell you all Hie question words they knowand write them up on the board. Make sure they include:Where?, How long?, When?, How?, What?, Why?Check everyone understands their use.III Write three questions on the board to show the questionform: question word, auxiliary, subject, verb,When did you get here?How long have you been in Chicago?Where do you come from?Point out that prepositions usually go at the end ofquestions, See Grammar File 12_II! There are five tenses used in the questions in the table onpage 16 in the Student's Book. Refer students to GrammarFiles 7, 8, 9 and 10 and go through these together ifnecessary. Note that for and since are used with the presentperfect tense. Ago is used with the past simple.III Write some prompts up on the board:staying Where are _" ? W hen ... arrive?Why ... you ... here? How long _. ? come beenStand in the middle of the classroom and say: I'm a visitorfrom England. Start a conversation with me, using thewords from the board. Elicit questions pointing at words onthe board to help. Don't worry about mistakes, but answerthe questions correctly.m Question 1 Listening Ask students to turn to page 16 in their books. Allowthem two minutes to read through the questions andanswers in the table at the top of the page. Play the recording once while students check thequestions they hear. Ask them to compare answers with aneighbor. They could then correct their answers in class,using the Transcript at the back of the book, or correctthem independently for homework, using their Student CD,II Play the recording once again, stopping after each of thequestions for choral repetition. Check intonation and stress:How long have you been here? How long will YOLI beFilgying? What are you here for? ...

Practice Book~ ;~.ii.:E/~-;r(:t~~f~:':,j ~j ~jll(J /~ i"H C:/.tr-~:) L!r:~/::.it;~~,.;~ t(~f!r:)(!::-, ,~:Vlr.~c4UC.!~:~tit_ln~~!1' ~~!\/: dS 1 lUI fltr'i/(irk.W L)~:E-;E...(::;rci~)(~;':0::) t_j(~::I,J(:n>blH_)l j Ie, (~U(-;~th.ln~!:Or UiJ~~r:,~.~hCj!'j'Ie>NOi'k_

B Question 2 IPairworkStudents work in pairs. Each choose one person from thephotographs in their books, Students then work alone. Eachpartner invents facts about their person. The facts mustcorrespond to the answers in the table in their book - wherethe person is from, how long they've been here, wherethey're staying, when they got here, etc.Culture File 10 Starting conversationsBefore proceeding to Questions 3 and 4, you could askyour students to read tile Culture File. They can then addsome new questions to the following activity,a Question 3 I Pairwork Students now proceed to interview each other about thepeople in the photographs. Go from pair to pair checkingthat they are using the correct question forms. You could ask one pair to do the activity in front of therest of the class.II Question 4 IWriting factsStudents work alone. They either invent a character or,alternatively, imagine facts about a famous person. Studentsinvent facts that are responses to the questions in the tableand also possible answers to 'ice-breaker' questions, if theyhave read the Culture File.II Question 5 IGroupworkStudents should do this activity without using their books.Circulate around the class with your students, listening in forintonation and correct question forms. If you hear the samemistakes too often, go back over some of the grammarpoints which came up during the Warm-up.


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.omrnunication Grammar areas Culture File Recordings onIrdering a meal; want / / ' 1 1 have ... ; Lunch Class COl, Track 27Elting out present simple outines Class Cassette 1, Side AI"-A/arm-upAsk students to look at the photo in their' books on page. Ask: Where is Julie? (She's in a restaurant I cafeteria.)Jat is she dOing? (She's having lunch.) Then, get youridents to brainstorm all the restaurant vocabulary theyJW with the person sitting next to them: tab les, chairs,ves, forks, glasses, etc. Close booksDraw a menu on the board with plenty of space to writeeach category:petizers:trees:.sserts:Explain that entree is the main dish in tile U.S.A. and that3reat Britain, people say starter for appetizer and mainh for entree.Ask your class what they had for lunch (today orsterdav). Start by writing up what you had for lunch.oose obvious items, e.g. Appetizer: mushroom soup,tree: chicken with French fries, Dessert: apple piethice cream. Write up students' answers. Stop when thei n u has four or five items in each category.Students open their books and look at the menu. Ask: ts'ery different from ours?

I ' Listening 1.27 I;~Students cover the conversation. Play the recording oncetwice, it necessary. Elicit Julie's meal, asking: Why didn't9 have vegetable soup? (There was none left.) What did9 have instead? (Thai fish cakes) Did she have chicken?), there was none left.) What did she order for dessert?~y Lime Pie) What sort of bottled water did she ask for?larl'ding)Students read the conversation silently, then in pairs.Answer any other questions about grammar orcabulary, Ask students to tell you all the examples theya of the present simple. Refer to Grammar Files 2 and 7.mind students about the use of " /I have or / ' 1 / take when1ering in a restaurant or choosing in a store (Grammar3 10).Play the recording once more for choral repetition: Do') have a menu? / ' 1 / gQ for the soecials. f'lI have '@Sletable' d Q . Sounds good ... 00 you want to order a dessert?

a Question 1 I Pair-workIn pairs. Students use the menu in the book to role- play a

waiter and customer. Ask them to ask or items that areeros ed out, too. They should change roles and partnersand gradually become less dependent on the book,II You may like to ask one pair to come up and act out theirrole-play in front of the rest of the class.Il1 Question 2 I Sorting exerciseStudents should do this question aione, then check theiranswers with a neighbor. Answer any vocabulary questions .Refer students to Vocabulary File 4.Answers: A; A or E; E; E; A or E; E; A or E; E; 0; A; D; D.Culture File 11 LunchStudents can read the Culture Rle to find information andvocabulary for the following class activities.

IJ Question 3 I Pairwork Allow students time to read throuqh the questions in thequestionnaire about meals. In pairs, students take turnsasking their partner the questions while writing the replies inthe spaces on the questionnaire. You could ask one or two students to report back to th erest of the class.II Question 4 IPairworkStudents change partners. Go from pair to pair andparticipate in the discussions. Decide whose lunch youprefer. If some students have little or no lunch, ask whatthey have for dinner.

ExtensionGroupworkStudents plan a lunch menu Insmall groups. th811 decideas a class \Jvhich menu is the healthiest, cheapest.tastiest ...

Practice BookDo Exercises 1 to :3 III class or give CiS homework.


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_ .Communication Grammar areas Culture File Recordin9Checking in at an airport Do / Diel questions; Check-in Class CD 1

should / shouldn'l I CI3SS CassWarm-up

(The next four units concern airports and flying.)I\lI Tell students that they're going to learn how to check inat an airport In small groups, give them two minutes tobrainstorm all the English words they already knowconcerning airports and check-in.y While students brainstorm, write these words on theboard:Destinations: Flight #s:Documents: Seating:

Gates:Desks:

III After the two minutes are up, get each group to volunteertheir words. Then, ask them to look at the list on the boardand check that they know these words too. They can useVocabulary File 2 and dictionaries for new vocabulary.iii Ask students to tell you what you do from arriving at anairport to leaving the check-in desk. Using questions, elicit:You go to the check-in desk. You show your ticket. Youputyour baggage on the conveyor",Practice BookExercise 3 gives further practice of flight vocabulary. 00 inclass or give as homework,

IlListening(The sentences in blue are for Question 2.)II Ask Students to turn to page 18 in their books.Conversation covered, Students read the introduction, Ask:Where is Jeff Kramer? Where's ne going? What's he doing?

1.28 ~~

Ask students to look at the words on the board and listenfor the information, Play the recording and elicit the flight information fromindividual students.II Ask students to read the conversation silently, Answer any grammar and vocabulary questions, Studentsshould note the use of the short answer after the closedquestions about packing the baggage. Students read the conversation in pairs, Go from pair topair listening in for stress and intonation: 00 you have anybaGgage to check, M r. Kramer? .,. Extra legroom, if possible'" that's Flight U-A-7-5-5 to Oenver ...

son, Track 28el:te 1, Sire A

Question 1 1 Communication Activityr.! Students work in pairs using Communication Activities Dand Q at the back of their books. They read through all thequestions first, then Student 1 asks their partner thequestions about the missing information on the DepartureBoard, writing down the answers in their books. Student 2then asks their quest ions, You can ask two students to report the correct answersback to the rest of the class at the end of the activity.

1 1 1 1 Answers to this activity can be found on page 76,

Culture File 12 Check-inStudents read Culture File 12 silently. Ask if anyone hasrecent experience of going through security checks at anairport,

BQuestion 2 1 PairworkStudents work in pairs and substitute the information on theDepartures Board in the Communication Activity for the bluesentences in the conversation, Gradually encourage them tocover the text and use the Departures Board information only,I I I Question 3 1 True / False questionsAsk your class to read the Restricted Articles Guidelines.Answer any vocabulary questions, Students complete thisquestion alone, Explain that should and shouldn't are usedfor giving advice or making recommendations. SeeGrammar File 15. Correct together.Answers: a true; b true; c false; d true,Practice BookExercise 2 provides extra practice of should ,I shouuin't.Do in class 01' qive as homework.

I I Question 4 1 PairworkStudents with little or no flying experience should askpartners who are able to answer,m Question 5 I DiscussStudents change partners and discuss these questions,At the end of the activity, find out how many students had'banned' articles,Practice BookDo Exercise31 and 4 iii class to ;Jive further practice of Do/ D i() c~ue.stions and ::;l'iort ()n~::;v,jGr~jor ~Jj\je as hC(t1t:;'/\jork.


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.ommunication Grammar areas Culture File Recordings on

.oinq throuqh a security instructions Secur'ty Class CD 1, Tr cks 29-30heck; polite requests Class Cassette 1, Side AI'Warm-upReview Unit 12 briefly as an introduction to this lesson.k: Who's al the airport? (Jeff Kramer) Where's he going?ipen) What has he already done? (checked in)Ask students to turn to page 19 in their books and to) k at the photos. Ask: Where do you think Jeff is now?la{'s he doing? What are the people in uniform asking himdo?Ask: Why do you think Security is necessary? What sortthings go 'beep' when you walk through the scanner?tte these objects up on the board.Iistening 1.29-1.30 ~~Students cover the conversations. Ask your class to listen.the five items they will hear talked about during thecurity checks in the recordings.Play the recordings once. Students volunteer answers:ys, camera, briefcase, MP3 player, shoes.Play the recording once more.Iuestion 1 I Discussik students to discuss the answers in small groups or withneighbor. Correct together.iswers: To make sure they really were efectronic items.)e was worried that the scanner wasn't film-safe and that)e would lose the pictures of her daughter's wedding.iceuse Jeff had some /mys in his pocket. It might detectIY metal object.ulture File 13 Security:udents can read the Culture File to prepare foruestion 2.

IQuestion 2 I PairworkStudents reael the SUNey about security. Answer anylcabulary or grammar questions.Explain that the gerund is used when 00 you mind (inJrvey)and Would you mind (in conversation) are followedI a verb. See Grammar File 17. Would you mind (opening)ur bag)? is used for polite requests, and the answer is~uallyNot at all or Yes, I would mind. Ask individualdents: Would you mind giving me your dictionary?{ould you mind opening the window? ....Get them to~cept or refuse.

r . J I The simplest form, however, of giving instructions is touse the infinitive (wtthout to) wit.h Please. Ask stuclents tofind examples in the conversations.!l\l Students complete the survey alone, then compare anddiscuss their answers with a partner. You can look at theresults and ask individual students to justify their answers if,for example, some have said that they prefer no securitychecks, or that they do mind opening their carry-onluggage!ExtensionMime gameBooks closed. Give Indlvioual students cards witllinstructions on them. They must mime their instructionsand the others must try and guess what 'they are doing,e.g. Card: Put your carry-on luggage on tile conveyorStudents: (She's) putting (her) carry-on luggage on theconveyor.Other instructions: Empty your pockets, Go through thescenner: Open your briefcase. Turn on your Discmen. PicktIP your tuietcsse trom the conveyor.

Practice BookDo Exercises 1, 2 and 3 in class or give as homework.


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IIpologizing~ Students read all four conversations silently.! J ! l Ask students to make a list of the different ways ofapologizing and accepting apologies that they find in theconversations. Students volunteer answers. Class repeats inchorus to practice the specific intonation and stress neededwhen apologizing: I am sorry, Sorry to disturb you, I'm afraidwe're ... That's quite all right ...

Communication Grammar areas Culture File Recordings onTalking to strangers; present continuous; Titles and jobs Class CO 1, Tracks 31-34offers; apologizing will have to Class Cassette 1, Side A

VVarm-upill Remind sluclents that Jeff has checked in, been throughSecurity and is now in the plane about to start his flight. Askwhat they think traveling companion means (= someonewho is traveling with you, e.g. another passenger). Ask: What do you do when you travel? Do you listen tomusic? Do you read? Newspapers, magazines or books?00 you like talking to people? What do you do if you don 'twant to talk to the person next to you? Change seats?Pretend to sleep? Ask them to stop talking?Ilistening 1.31 ~~ Ask students to turn to page 20 in their books and to.iover Conversation A. Read the introduction to your class.II Play the recording once. Ask: Who made a mistake? (Thewoman) What was the mistake? (She's sitting in the wrongseat.) Play the recording again. Ask: What is Jeff's seatnumber? (15C) Was the woman sorry? (Yes)What did shesay to apologize? (I am sorry.)BListening 1.32 ~~ Students cover Conversation B, but they look at thephoto of the newspapers. Ask: What do you think Jeff isgoing to do? Play the recording twice. Do a true I false comprehensioncheck. Elicit reactions to: Jeff wants a magazine. (F);Hewants 'Miami Today'. (F); The attendant gives him the paperhe wants. (F); The other man wants a Denver newspaper. (T )

'G I Listening 1.33 ~~II Conversation C covered, play the recording once. Askyour class to tell you what the man didn't get... Using t h , : : : photo with the headset. ask students to tell youwhat other things are on or around your seat when you boarda plane (blanket. in-flight magazine, menu, safety card ...l

B Listening 1.34 ",.~ Conversation D covered, play the recording once. Ask:Why is the plane full? (There is a big political convention inDenver.) Does Jeff like politicians? (No) What's the word heused to describe them? (idiots) What's the man's title?(Senator) Why is Jeff sorry? (He didn't mean to be rude tothe man.)

a Question 1 I PairworkStudents work in pairs to make similar conversations toConversations A, B and C. You could do a test-run withbetter students to get this started.Culture File 14 Tities and jobsStudents can read the Culture File to help prepare forQuestion 2. Ask students to tell you how tit les work 'Intheircountry. Ask: Which jobs have titles? Are there differenttitles for married / unmarried women?

Practice BookExercise 2 provides further practice of titles and lobs. Do inclass or give as homework.

m Question 2 I PairworkStudents read Conversation D silently. Then, with a partner,they should role-play the conversation, using the jobs andtitles in the table in their books. You could do a test-run firstwith one student.II Question 3 IMatching exercise Students work alone, then compare with other students .Answers: 1 b; 2 c; 3 d; 4 B. Students should note the use of you'l l have to, a morepolite way of telling someone they must do something. SeeGrammar File 15. Ask if someone can explain why the present continuoustense is used in the situations in the exercise. See GrammarFile 7.Practice BookDo Exercises 1 8WJ ::1 in class or give as homework.

" '. .-. .' .1


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)mrnunicatio!1 Grammar areaspresent perfect;past simple

In flig[lt

____ ~ '--. . J.__ .. ._~ _

3tening tomouncernents

Warrn-up\sk students to turn to page 21 in their books and to< at the photo. Ask: Where was the photo taken from?ere's Jeff now?:Iicit from students what they know about everything thatipens during a flight from take-off to landing, includingulations: During take-off you keep your seat-belts'ened and you can't smoke or get up. The attendantsve you a meal or a drink. Sometimes you watch a movieisten to music with a headset.'\dd: The captain makes announcements. What does he. about? Elicit: The weather, Air Traffic Control problems,arrival time, the temperature ...~sk students to read the travel itinerary before you playrecordings. Ask questions about the itinerary in order tooduce vocabulary such as arrival time, departure time,imated time of arrival ...

ictice BookExercise 3 in class or grvf'; as homework.

I Listening 1.35-1.39Explaln that it can sometimes be difficult to understandcaptain's announcements in a plane and that eveniv e speakers don't understand every word of what they

,! Students don't need to understand every word toswe r the questions.Play each announcement twice. After eachrouncernent, students do the corresponding questionsne and compare with a neighbor; then you correcttether. Students often like to listen once more afterrection, so play the recordings again as requested. (Fornouncement 4, they can either write the answers or:pare them mentally. They need the travel itinerary for e. )Alternatively, you could ask students to listen to one or) announcements on their own Student CD and answeriquestions at home.SWers: Announcement 1: a Boeing 767; b They haven't'en off yet; c They can't smoke at al/ during the flight.nouncement 2: a They haven't taken off yet. b Mruner must be worried about his connection.nouncement 3; a False; b True; c False; d Fa/se; e True.nouncement 4:. a Estimated Time of Arrival; b 7:45 p.m.)untain Time; cit's 7:21 p.m . Mountain Time; d 29 Qrenheit; e No (some students may answer yes, which is

Culture File Recordings onClass CD 1, Tracks 35-39Class Cassette 1, Side !\Student CD (optional), Tracks 12-16

acceptable); f 25 minutes (II was supposed to arriveat 7:20).Announcement 5: a tetse, b true; c ietze (he has23 minutes)iii Ask students to look at the Transcript at the back ot theirbooks and to read silently while you play the recordingagain. Student repetition isn't appropriate in this unit.m Grammar check Students may ask about different tenses used in theannouncements. Go through the appropriate Grammar Fileswith them .L ' l I Explain that just and yet are used with the present perfecttense. See Grammar File 9. I've just done ... is used whenyou have very recently completed something. Practice this:Pick up a book, pause and say; I've just picked up a book.Open it, pause and say: I've just opened it. Ask individualstudents todo the same and make sentences.Il!I Yet is used in the negative and in questions (a/ready isused in the affirmative). We say yet when we expect, orknow that, something will happen. It goes at the end of thesentence: The p/ane hasn't taken off yet. Has the captainspoken yet? Students can practice both negative andquestion' forms in pairs. Write up some prompts on theboard: Have lunch. Finish your English lesson. Do yourhomework . See y ou r boss ...Practice BookDo Exercises 1 and 2 in Cl3::'o8 to give further practice ofthe present perfect and the p ." " ;t simple, or give ashomework.

Culture File 15 In flightStudents read the Culture File silently. Ask what sort ofservices may have to be paid for on budget airlines. Ask ifanyone has recent experie"r-:;:. traveling ona budget airl ineand what they had to pay for.

Extension +Writing practiceTo review Units 12 to 15. ask students. alone 01' in paws, towrite 2. report of everything c ) r : : : f f did trorn aiTiving at Orlandoairport 10 lanciing IIi 08I1V[:)I-. Help students to get starteo:First, t ie \~/entto (./l8 check-in (iesk and ga'".'e his ti cu : . ..


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Communication Grammar areas Culture File Recordings onUsing, understanding be past simple; Numbers. ternpera1ure Class CD 1, Track 4numbers paying past simple Class Cassette I , Sicompliments Student CD (optional

VVv.rrn-up[ j I J Check that everyone understands Congratulations! Ask:What do you congratulate people tor? Elicit: Birthdays,weddings, when they are successful, job promotions ... Ask:Have you ever been congratulated by your boss? What for?Ask students to tell the rest of the class what happened. Ifnobody has ever been congratulated, ask what they thinkmight happen when your boss congratulates you. Elicit: Youget a pay raise. They invite you to lunch. You get a bonus ...Help with vocabulary.II Introduce Wilbur Meeks to the class. Ask them to look forhim In the introduction at the beginning of the book. Have'hem tell you what he does and who he works for. Explainto your class that Wilbur is one of those people who doeseverything wrong.: Question 1 ! ListeningIll! Ask students to read all of Question 1 (and questionsa to h) silently. Answer any vocabulary and grammar questions. SeeGrammar File 8 for the past tense of the verb be and thepast simple. Ask students to try and predict the story from thequestions. Elicit suggestions: Wilbur was probably In theChief Executive's office. They talked about a contract. Therewas a mistake ... Students read the questions and listen to the recording.They write the answers alone. They may ask you to play tilerecording again. Students compare answers with aneighbor. They could then correct together in class oralternatively, listen to the recording again on their ownStudent CD at home and correct their answers.Answers: a The Chief Executive's office; b No, he wasn't;c Because he didn't understand why the boss was sopleased; d He thought the new contract was big; e No, hedidn't; f No, it wasn't; g It was only worth $5,000; h Therewas a period missing in the figure.a Students can then read the Transcript at the back of theirbooks.rM Play the recording once more for selective choralrepetition. Students repeat the direct speech only: GoodgQing, Meeks - a tremendous}QQ. Sit down. l-iave acigQ[! ...

ode B), -Irack I 1____ ~ __l

Culture File '16 I\Jumbers, temperatureGive ':;luclenls 1IIlIG to l'Ewd and absorb t t 18 intorrnation inthe Culture File to provide help for the following questions.Ask questions about the information in the Culture File.Write some of the numbers on the board and ask stude Itsto find what they refer to in the text.

B Question 2 ISay figures out loudStudents repeat the figures in chorus and individually.a Question 3 I Matching exer'~iseill Students work alone matching the figures with the words.Answers: 314692 = = Three, one, four, six, nine, two;314,692 = Three hundred (and) fourteen thousand sixhundred (and) ninety-two; 314.692 = Three hundred andfourteen point s ix nine two.!liI Explain that the numbers after the point are usually saidseparately, and the use of and is optional (as illustrated above.)Explain also that hotel room numbers, telephone numbers,flight numbers and street numbers are often said separately.IJ Question 4 I Matching exerciseStudents work alone matching the number labels on tilepicture to the words. then compare answers with aneighbor. Correct together. See Vocabulary File 1 for Mathsigns.Answers: 1 al / clear; 2 clear; 3 square root; 4 percentage;5 multiply; 6 divide; 7 subtract; 8 memory constant;9 subtract from memory; 70 add; 11 add to memory;72 equals.IiQuestion 5 I Say figures out loudIndividual students volunteer to say the numbers out loud.and class ~epeats in chorus. You may want to ask studentsto write the figures out in full.m Question 6 I Communication ActivityIn pairs, students turn to Activities E and R in their booksand choose one each. They read the instructions carefullyand do tile game.Practice BookDo Exercises 1 to ,:; II" class or give a:; homework.


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~-~-.---~ --;ommunication Grammar areas Culture File Flecordings on- - - -troductioflS; present perfect ; Etiquette Class CD t, Tracks 41-44reetings in the horne: used to do; Class Cassette 1, Side Blsnners reflexive pronouns

W I Students may ask you about the tenses. The presentperfect continuous is used in !-low long have you been livingin Seattle? because the action started in the past and stillcontinues. See Grammar File 9. Ask individual students:How long have you been liVing here / learning English /working here? Students should answer with for or since.!ill WHbur says Iused to work in the London office becauseit was something he did regularly in the past, but which isnow finished. See Grammar File 8. Ask individual students:Where did you use to work / live? Elicit: I used to work / livein ...

I 'J\!arm-up Grammar checklits 17 and 18 are linked.) 18 Students read Conversations A to 0 silently.Ask: Have you ever had dinner at your boss's house?~reyou nervous? Is it common in your country to do this?J a t about getting together with work associates /(leagues in the evening? D o you use first names?Explain that in the U.S.A. work associates often get]ether in the evening after work.Ask students to turn to page 23 in their books and to)k at the photo. (Students met Wilbur in Unit 16.) Ask:10 is this? Who do you think the woman is? How do younk they feel? What is Charlene d