H. DOUGLAS BROWN

ANNE ALBARELLI-SIEGFRIEDALICE SAVAGE • MASOUD SHAFIEI

by LORNA JOY SWAIN

Internet Activities by Howard BeckermanHeartworks International, Inc., Stony Brook, New York

T e a c h e r ' sR e s o u r c e

M a n u a l

Voyages 4, Teacher’s Resource Manual

© 2001 by Prentice Hall Regents.Addison Wesley Longman, Inc.A Pearson Education Company.All rights reserved.No part of this publication may be reproduced,stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise,without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Vice president, director of publishing: Allen AscherProject manager: Margaret GrantDevelopment editor: Susan IannuzziVice president, director of design and production: Rhea BankerAssociate director of electronic production: Aliza GreenblattExecutive managing editor: Linda MoserProduction manager: Ray KeatingProduction editor: Janine DeFilippoAssociate technical production manager: Steven D. GreydanusDirector of manufacturing: Patrice FraccioSenior manufacturing buyer: Dave DickeyCover design: Carmine VecchioText design: Eric Dawson, Steven GreydanusDigital layout specialist: Lisa Ghiozzi

Reviewers: Peggy Armstrong, Kaplan Educational Services; Leslie Biaggi, Miami-Dade Community College; Melanie Blair,Catholic University of Korea; Susan Vinsinges Caesar, Korea University; Ulysses D’Aquila, City College of San Francisco; M. Sadiq Durrani, BNC Santa Cruz; Sally Gearhardt, Consultant, Santa Rosa, California; Margot Gramer, Consultant,New York; Kathy Hamilton, Elk Grove Adult Education; Peter Jarvis, New York City Board of Education; Kevin Keating,University of Arizona; Alberto Lima, Yazigi Language Schools, Brazil; Margaret Masterson, Bethune Middle School; JoAnnMiller, Universidad del Valle de Mexico; Joanne Mooney, University of Pennsylvania; Janet K. Orr, Shanghai Centre, Beijing;Cheryl Pearson, University of Houston; Randy Schaefer, Freelance Instructor, Japan; Tammy Smith-Firestone, EdgewoodLanguage Institute; Amporn Srisermbhok, Srinakharinwinot University, Thailand; M. Rita Vieira, Yazigi Language Schools,Brazil

ISBN 0-13-096608-8

1 2 3 4 5 6 7 8 9 10—BAM—06 05 04 03 02 01

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UNIT 1 Lesson 1 Moving On 3Lesson 2 I’ll ask him to give you a call. 7Lesson 3 Working across Cultures 10

UNIT 2 Lesson 1 Learning the Corporate Culture 21Lesson 2 Training to Be a Chef 25Lesson 3 Planning for Retirement 29

UNIT 3 Lesson 1 I’m suffering from test anxiety. 40Lesson 2 I need some time to adjust. 44Lesson 3 CollegeLink.com 48

UNIT 4 Lesson 1 Starting Work 59Lesson 2 Meeting the Boss! 63Lesson 3 Why I Hate E-mail 67

UNIT 5 Lesson 1 A Learning Experience 77Lesson 2 Trial and Error 82Lesson 3 E-mail Connections Unlimited 85

UNIT 6 Lesson 1 Coping at Work 96Lesson 2 That’s how it is. 100Lesson 3 Search Engines 104

UNIT 7 Lesson 1 Planning a Visit 114Lesson 2 Lifelong Learning 118Lesson 3 Work in the 21st Century 122

UNIT 8 Lesson 1 Advancement in the Workplace 133Lesson 2 I’m just beginning to learn how things work. 137Lesson 3 Interpersonal Relations 141

UNIT 9 Lesson 1 Friendship in the Workplace 152Lesson 2 Going Home for a Visit 156Lesson 3 Talking over Problems 160

UNIT 10 Lesson 1 Getting Together 170Lesson 2 Dating in the Workplace 173Lesson 3 Workplace Etiquette 177

Tapescripts 185

Contents

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Unit Topics Functions

Moving On to the World of WorkStarting a new job; preparing for apresentation; e-mail; staying in touch withschool friends; working in another culture;the Internet

Talking about the future; asking for and giving advice; offering help;giving written advice; interpreting a schedule; making appointments;making distinctions; discussing cross-cultural experiences; requesting andclarifying information

Workplaces across CulturesDiscussing corporate culture, benefits,loyalty to the company; résumé writing;retirement

Requesting information; giving job-related information; talking abouteveryday activities; talking about habits; describing the manner in whichan action occurs; discuss, read, and write about frequency of action;describing future events

Test AnxietyInvestigating how to apply to universitiesand colleges in the U.S.; preparing for a test;writing a college-application letter;discussing entrance exams

Asking for and giving information; talking about past experiences;determining the sequence of past events; stating a purpose or reason;talking about getting/having something done; talking about makingdecisions

Starting a New JobGetting advice from friends and coworkers;skills and abilities; interacting with the boss;polite requests; policies and procedures;benefits; e-mail; the help desk

Describing experiences; describing abilities and skills; confirminginformation; making requests; accepting requests; refusing requests;talking about past events that are continuing in the present; talking abouttechnology

A Real JobLearning experiences on the job; thecharacteristics of a good boss; qualities of agood partner; problem-solving at work;predicaments at work

Describing predicaments; giving opinions; identifying people, places, andthings; giving advice; suggesting alternatives; complimenting a person;drawing conclusions; emphasizing; making excuses; apologizing

Working OvertimeWorking with a team; predicaments at work;work schedules; computer problems; e-mail;voice mail; search engines

Talking about conditions; asking for advice; giving advice; confirminginformation; making requests; responding to requests; interpreting aninformational article; discussing alternatives

Learning, LearningTechnical studies; sightseeing; lifelonglearning; planning a career; rehearsing for aninterview; workplace synergy; planning aworkshop

Talking about plans; following technical directions; stating technicalinformation; describing likes and dislikes; talking about ambitions;talking about sequence of events; discussing quantity; describing recentexperiences

Interpersonal Relations at WorkAdvancement in the workplace (getting apromotion); policies and regulations; howthings work in the office; communicatingeffectively

Talking about changes; stating rules; expressing hope; speculating aboutthe future; drawing conclusions; expressing and responding to anger;persuading someone not to act impulsively; talking about pastadvisability; talking about possibilities; giving constructive criticism;responding to criticism and giving excuses

Friendship in the WorkplaceRelationships at work; homesickness;worrying about family; resolving conflicts atwork, at home

Speculating about future events; talking about hypothetical situations;making assumptions about the past; talking about past possibility; talkingabout past advisability; talking about wishes; talking about presentconditions

ReunionVisiting Spain; dating in the office;workplace etiquette; good relationships atwork

Talking about having/getting something done; reporting opinions,thoughts, and feelings; reporting what other people asked or said;expressing advice; agreeing and disagreeing; complimenting

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Grammmar Communication Skills

• Another (one), the other (one), the others(the other ones), others (other ones)

• Repeated past action/past state: usedto

• Present tenses with future meaning• Modals

Ask for and give advice; offer help;make appointments; discuss cross-cultural experiences

Give written advice; communicate via e-mails;interpret a schedule; set up a personal journal;scan for new words; understand words fromcontext

• Simple present vs. present continuous• Present perfect• Placement of adverbs and

prepositional phrases• Adverbial clauses with future time

Discuss daily activities; listen fordetails; role play a job interview; listenand take notes

Understand words from context; interpret arésumé; interpret graphs; scan for specificinformation; write a résumé; tally the results of asurvey

• Embedded questions• Past perfect • Active causative (have, make, get)

Listen for specific information; discussadvantages and disadvantages ofapplying to college online

Read for chronological order; read an onlineadvertisement; make a timeline from a reading;write a letter of application; write a journal entry

• Phrasal verbs: separable andinseparable

• Present perfect continuous• Affirmative and negative statements;

information questions

Listen for specific information and takenotes; make polite requests at work;listen for details; group problem-solving

Understand words from context; read a mindmap; create your own mind map; reading forhumor; proofreading

• Relative clauses• Relative pronouns as subjects• Relative pronouns as objects• Modals of advice or suggestions about

the past• Not only . . . but (also)

Discuss predicaments at work; discussqualities of a good partner; practicesmall talk; make apologies; role playproblem-solving at work; take notes ona TV show

Understand pronoun reference; make inferences;journal writing

• Either . . . or• Both . . . and• Neither . . . nor• Direct and indirect objects• Comparison of nouns

Listen for details; take notes from arecorded message; interview classmates

Write down recorded messages; write e-mailmessages at work; write notes on interviews;write a descriptive paragraph; interpret ads fromwebsite companies; compare ads for searchengines; write an e-mail; select magazine articlesof your own and skim or scan for “gist”

• Verb + direct object + infinitive • Verb +infinitive (to + verb); verb + gerund (verb + -ing) • Verb + either infinitive orgerund • Participles in adverbial phrases• Participles in adjective clauses • Prefixes: im-, in-, un-, ir-, anti-, is-

Follow spoken instructions to completea chart; conduct a survey; listen fordetails; teach a recipe; plan and presenta workshop in class

Read for details; read travel ads; read a flowchart and write a paragraph with theinformation; read and write a recipe inparagraph form; read an article for details; setgoals for more writing in English

• Passive voice in the future• Passive voice with modals• Modals in the past• Hope• Result clauses with so . . . (that)• Result clauses with such a/an . . . that

Listen for details; draw conclusions;role play making complaints

Give personal responses to a reading; make a listof school rules and policies; list characteristics ofa good coworker and supervisor; read an articleand take a test on interpersonal communicationskills

• Review: Conditional in real or possiblesituations

• Conditional in hypothetical situations• Conditional in unreal past situations• Modals in the progressive• Modals in the past • Wish • Unless

Listen for details; interview classmatesand record their responses; discuss howto handle conflict situations

Take a personality test; apply dos and don’ts toparticular situations; set goals for doing morereading in English

• Review: Active causative• Passive causative• Noun clauses as objects• Reported speech: commands;

statements

Role play a conversation; listen fordetails; report on Internet or libraryresearch; takes notes based on alistening

Research a topic on the Internet or in the library;write two or three paragraphs based on theresearch; draw conclusions based on informationfrom a reading

LISTENING AND SPEAKING READING AND WRITING

vi Introduction

Welcome to VOYAGES. This five-level course givesadult and young-adult learners a comprehensive setof communication skills in the English language.Throughout each level, language is natural andauthentic, and contextualized in lively, interestingsituations with which your students can easilyidentify. The lessons in VOYAGES presuppose thatits users are motivated by factors typical of adults,making the series appropriate for students who arehigh school age and older. Each lesson challengesstudents by capitalizing on what they know or havelearned, and by encouraging them to stretch just alittle beyond their current stage of languagedevelopment. With each new step, students aregiven a firm grammatical basis on which to buildtheir communication skills.

THE COMPONENTS OF VOYAGES

Each of the five levels of VOYAGES includes fourcomponents to make your students’ learningexperience interesting and successful.

1. The Student Books consist of ten units each. Eachunit is divided into three separate lessons. Lessons1 and 2 introduce new language through dialogs,readings, conversation practice, and task-basedactivities. Grammar is treated inductively asstudents first use new structures to complete simplecommunication tasks, and subsequently have theirattention drawn to those structures. Lesson 3integrates and expands the functions and structurestaught in Lessons 1 and 2, and directs the studentstoward a more personalized use of English. At theend of each unit all grammar, vocabulary, andcommunication skills are summarized. Each levelprovides enough activities for approximately sixtyclass sessions of 50 minutes each. The material canbe extended to ninety class sessions by usingcorresponding Workbook exercises and activitiessuggested in the Teacher’s Resource Manuals.

One of the innovative features of VOYAGES is aseries of exercises called “Strategies for Success,”found at the end of each unit in Books 1 through 4.These sections are designed to encourage students to

• do something on their own, beyond theclassroom, to improve their skills;

• become aware of some of the techniques thatsuccessful language learners have used toachieve their highest potential;

• work with another student, a learning partner,in a cooperative venture to practice English andreflect on their learning; and

• write entries in a personal journal to reinforcetheir English skills, and, starting in Book 2, toreflect on their learning styles, their strategyuse, and their progress in English.

Your encouragement and guidance of yourstudents is an important factor in making the“Strategies for Success” exercises doable andpractical. Research has found that if students aresimply told to do these exercises if they want to,only a very small number of students will do so.So what is needed is your conviction that

• students can gain significantly from performingself-help exercises outside the classroom;

• making some effort on their own—without theteacher there for every step—develops students’autonomy and pride in their accomplishments;

• doing the exercises in a low-risk setting with alearning partner will increase their motivationto learn English;

• writing in a personal journal helps to reinforcelanguage skills.

In other words, if you convey your own positiveoutlook on strategy training and help yourstudents to get started, they will be interested andchallenged to perform the exercises.

2. The Teacher’s Resource Manuals provide clearprocedures for teaching each page of the StudentBook. First, an overview lists the topics, grammar,and communication skills covered in each unit.Then, step-by-step instructions for deliveringclassroom lessons are given. Also included areexplanations of grammar points, pronunciationpointers, information on cultural topics, tapescripts,answers for each exercise, optional activities forfurther practice, and specific suggestions forimplementing the “Strategies for Success” modules.

Each Teacher’s Manual for levels 1–4 includes a set oftests: one mid-term (covering Units 1–5) and one

Introduction

viiIntroduction

final (covering Units 1–10). Each test is accompaniedby directions to the teacher for administration andscoring. A unique feature of the Student Placementand Evaluation Test is that it includes sections onspontaneous oral and written production.

The Teacher’s Resource Manuals are designed so thatteachers new to the field will find all the informationthey need to become immediately successful in theclassroom. More experienced teachers will find awealth of suggestions to add to their repertoires.

3. The Workbooks include a variety of exercises to beused either for homework or for extra classroompractice. The exercises strengthen the students’competence in English and provide additionalinterest and motivation. The answers to theWorkbook exercises are provided at the end of eachunit of the Teacher’s Resource Manual.

4. The Audio Programs contain recordings of dialogs,listening-comprehension exercises, and otherexercises for which hearing examples and modelscan enhance students’ learning. Exercises arerecorded at normal conversational speed, using avariety of native speakers of English, so thatstudents can build their listening skills and practicecorrect pronunciation. Recorded exercises areindicated in the Student Book with a symbol.

5. The Companion Website is an online feature new tothe VOYAGES program. Ten online units accompanythe Student Book. Each unit consists of clearly statedactivity “Objectives”; “Web” activities that facilitateexploration of unit themes within a multisensorylearning environment; “E-mail” activities thatprompt students to “talk”about unit themes bycorresponding with a pen pal, encouraging studentsto use unit vocabulary and grammatical structures ina meaningful context; and “Grammar” activities thatfeature instant scoring and feedback so students willrecognize their strengths and weaknessesimmediately. The site also features a “Teacher Notes”section, which includes Vocabulary, Wrap Up, andPutting It Together sections, and additional links tohelp facilitate student learning. The entire Teacher’sResource Manual is available online for download(http://www.longman.com/voyages). Navigatingthrough the website is simplified through easilyidentified buttons. The “Preferences” button helps tomanage student performance by having students e-mail all of their answers to the teacher and tothemselves for follow-up activities. The “Help”button provides support to the companion website.

The “Feedback” button allows for bettermaintenance of the site through teachers’ andstudents’ feedback. Online activities are indicated inthe Student Book with a symbol.

FEATURES OF THE VOYAGESSTUDENT BOOK

Each lesson opens with an attractive illustrationand a presentation of an authentic conversation orreading.

• Exercises provide students with varied,interesting tasks that are authentic, creative, andinteractive.

• Special new sections labeled “Strategies forSuccess” show students how to use learningstrategies outside the classroom.

• Another new feature, an “Online” section,introduces students to simple Internet activities.

• Sprinkled through the units are various culturalnotes and information pieces.

• The “Wrap Up” exercise is a personalizedactivity that culminates each unit.

• The “Checkpoint” section at the end of each unithelps students evaluate their progress and thinkabout their learning modalities.

• Summary pages at the very end of each unitsummarize the vocabulary, grammar, andcommunication skills covered in that unit.

FEATURES OF THE VOYAGESTEACHER’S RESOURCE MANUAL

• A Unit Overview listing (a) topics, grammar, andcommunication skills and (b) skills standardsusing CASAS and SCANS competencies.

• Step-by-step, explicit instructions for takingstudents through each exercise.

• An Answer Key for each exercise.

• Tapescripts for all audiotaped material.

• Answers to Workbook exercises.

• All the materials for the mid-term test (see Unit 5)and for the final test (see Unit 10). These include:

(a) photocopy-ready student test pages

(b) complete directions for administration

viii Introduction

(c) tapescripts for listening comprehensionsections

(d) instructions for scoring and a scoringsummary sheet

(e) answer sheets and answer keys.

BACKGROUND ON SCANS AND CASAS

The SCANS and CASAS skill standards are careerand vocational goals advocated by the federalgovernment and by the State of California to preparestudents for the demands and challenges of theworkplace. These skills standards constitute aprogressive series of levels of proficiency in languageand communicative functions, as well as a generalintroduction to the technological and interpersonaldemands of the international workplace.

In 1990 the Secretary of Labor appointed a groupcalled the Secretary’s Commission on AchievingNecessary Skills (SCANS) to determine the skillspeople need to succeed. The commission wascomposed of 30 representatives of education,business, labor, and state government. It wascharged with defining a common core of skills thatconstitute job readiness in the current economicenvironment.

Under separate auspices, the State of Californiaappointed an advisory committee in 1983 to helpimprove education in its primary and secondaryschool system. In 1988 the state superintendent ofpublic instruction broadened the scope of thisinitiative, appointing an adult education advisorycommittee as well. Their report, entitled AdultEducation for the 21st Century: Strategic Plan to MeetCalifornia’s Long-Term Adult Education Needs, extendsCalifornia’s educational mandates to include ESLprograms for adults. The criteria in the Strategic Planform the foundation of English-as-a-second-languageModel Standards for Adult Education Programs.

The Comprehensive Adult Student AssessmentSystem (CASAS) is a widely used system forassessing adult basic skills within a functionalcontext. It has been approved and validated by theU.S. Department of Education in the area of adultliteracy. CASAS provides a framework forimplementing quality programs with a built-instandardized accountability system for reportingresults. The assessment, training, and evaluationare based on the critical competencies and skill

areas required for success in the workplace,community, and family.

Each VOYAGES Teacher’s Resource Manual displaysa Skill Standards Overview at the beginning ofevery unit so that educators and administrators candetermine at a glance which competencies and skillstandards are addressed within a particular unit ofthe Student Book.

THE VOYAGES APPROACH

VOYAGES features the best of what has come to beknown as “communicative language teaching,”including recent developments in creatinginteractive, learner-centered classrooms. VOYAGESprovides students with natural, meaningful contextsin which to practice the communicative functions ofthe language. As such, it emphasizes theinternalization of language structures and functionsthrough practice in using the language from thevery first day. VOYAGES deemphasizes the use ofgrammar rule memorization, overlearning,translation, and teacher-centered activities. Whengrammar practice and explanations occur, they arekept simple and are always embedded in real,communicative contexts.

VOYAGES emphasizes practice in all four languageskills. In the process of helping students to acquiretheir new language, the teacher acts as a facilitatorand guide in a student-centered classroom. Theultimate goal of this series is to provide studentswith the fluency needed to use English inunrehearsed situations outside the classroom. Howis this goal achieved?

1. By presenting language in meaningful,communicative, and functional contexts

VOYAGES emphasizes using language functions inmeaningful, communicative contexts and not usingindividual structures, forms, or sounds in isolation.Dialogs are used not for rote memorization, but foradaptation to pair and small-group work. Andrather than focusing on mastery throughmemorization, “overlearning,” and drilling,VOYAGES places emphasis on students’ attemptsto communicate spontaneously, even if thoseattempts have errors in them. Students areencouraged to take risks and to use a trial-and-error approach as they try out their new language.

ixIntroduction

Class work is learner-directed so that students gainconfidence and eventually attain fluency andaccuracy in the language.

Grammatical structures have their place inVOYAGES too, but not as isolated patterns foranalysis and rule memorization. Instead, allstructures are taught within a functional andcommunicative context. As students progressthrough units that are grammatically sequenced,they practice functional language that enables themto accomplish specific communication goals. In thisway, students have a chance to use the language atthe same time as they learn about its structures andfunctions.

Each unit helps students do things with thelanguage they are learning—to use the naturalfunctions of language in familiar, meaningfulcontexts. For example, they may learn to greetsomeone (“Hello. How are you?”), to ask forinformation (“What time is it?”), to make asuggestion (“Let’s go to a movie tonight”), to givean opinion (“I think he’s happy because he doesn’thave to get up early”), and so on.

VOYAGES provides a wide range of opportunitiesfor English language practice. This is achievedthrough student/teacher interaction and a greatdeal of pair and small-group work in whichstudents expand on structural and functionalmodels and thus gradually learn to expressthemselves creatively.

2. By encouraging the integration of all fourlanguage skills

Certain language teaching methods defer teachingreading and writing until speech is mastered.VOYAGES advocates the use of all four languageskills—listening, speaking, reading, and writing—from the very first lesson. Each unit includesactivities in each of these skills areas. Emphasis isplaced on listening activities as one of the mainsources of comprehensible input for the student;therefore, tape recordings and tapescripts withmeaningful and communicative contexts areprovided for every lesson. The naturalinterrelationship of the four skills is exploited anddeveloped. For example, a spoken answer followsa spoken question, a written response may followthe reading of a letter, and so on.

3. By focusing on student-centeredlearning with the teacher as facilitator

VOYAGES encourages teachers to be more thefacilitators of the students’ language acquisitionprocess and less the directors of a language class—to be less directive, but no less effective. Thismeans motivating students to grasp the languagethrough their own involvement in a meaningfuland communicative process, which necessarilyinvolves risk-taking and trial and error.

VOYAGES is a student-centered series; it focuses onstudent “ownership” of the English they arelearning from the very first lesson. Once studentshave been initially exposed to correct languagemodels, they are expected to take the lead in usingthem. Exercise instructions frequently specify thatstudents work in pairs or small groups not only topractice a given conversation pattern but also toexpand on it creatively. The teacher’s role isgenerally that of a facilitator and monitor of thelanguage learning and acquisition process. Ofcourse, you are expected to be in charge of theoverall syllabus and how it flows, but you need notdirect all the activities at all times.

Above all, VOYAGES encourages students tocommunicate creatively. Lesson 3 of every unit hasstudent-centered activities that motivate thestudents to integrate and apply in an originalmanner the skills and content they’ve learned inLessons 1 and 2. For example, exercises havestudents “Write a postcard . . . ,” “Interview aclassmate . . . ,” and so on.

4. By assigning a secondary role tostructural information and a minor roleto translation

In VOYAGES, structural (communicative)information is summarized at the end of each unitbecause research has demonstrated that studentsshould first receive meaningful and communicativepractice in the target language. Translation ofvocabulary items or whole phrases and structuresinto a student’s native language should be resortedto only if other means, such as paraphrasing,gesturing, and using visuals and diagrams, havefailed to get the message across. In this way, studentswon’t come to depend on their native language as acrutch. Research shows that frequent or excessivetranslation can markedly slow students’ progress.

x Introduction

GUIDELINES AND SUGGESTIONS FOR

USING VOYAGES

The following are some guidelines and suggestionsfor using VOYAGES by skill area, with additionalnotes on grammar and vocabulary. More specifictips on classroom activities in all of these areas areprovided in the Teacher’s Resource Manuals.

Listening

All of the listening activities in VOYAGES arerecorded on cassette, with tapescripts in theTeacher’s Resource Manual. As a general rule, use thefollowing procedure for listening exercises.

1. Preview the context of the listening exercise bydiscussing where the conversation takes place, whothe speakers are, and the purpose of theconversation. You might write new vocabularyitems on the board and check to see if yourstudents understand them. It is important, though,to remind students that the usual goal of alistening activity is to remember not the specificwords or structures, but the main idea(s).

2. Make sure that students know exactly whatthey are expected to listen for: grammatical cues,particular vocabulary items, specific information,overall meaning, or all of these? Before you begin,be sure to give students an opportunity to ask youany questions about the exercise.

3. Play the cassette or read the tapescript (in anormal, conversational tone) as many times as youthink necessary. Students often gain“comprehension confidence” through repetition ofmaterial.

4. Allow the students time to give their responsesto a listening activity. The recordings leave amplepauses for this purpose. Students respond bywriting the answers in their books, on separatepaper, or on the board, or by answering orally.

5. Sometimes it’s necessary to play the cassette orread the tapescript one more time after studentshave completed all aspects of the exercise. In thisway, students can check or verify their answers.

Speaking

There are many different kinds of speakingactivities in VOYAGES. They range from choral

repetition and other forms of teacher-studentpractice, to student-student practice, to free,creative conversation. In each case, the Teacher’sResource Manual provides detailed suggestions onhow to proceed.

As a rule, follow these general guidelines for allspeaking activities.

1. Make sure your students understand what theyare saying. This means that you may need topreview vocabulary, grammar, or context cues. Insome cases, students will be practicing phraseswhose component parts they may not completelyunderstand. For example, in Unit 1, Lesson 1, theyare taught to use “How are you?” as a formula,without necessarily understanding questionformation or verb inversion. At the beginning ofthe book, the main thing is that they understandwhat they are asking when they say “How areyou?” One way of ensuring that they understandmeaning is to allow for or provide a nativelanguage translation of the question.

2. Know how and when (if at all) to correctpronunciation and grammar errors. You do notneed to correct every single error that a studentmakes. If you overcorrect, your students willbecome discouraged and will stop trying to makean effort to speak; if you undercorrect, they maylearn incorrect forms of language. Your job is tofind the optimal point in between. Here are somepoints to bear in mind.

Focus on errors that affect meaning, not on those thatonly affect form. For example, a student whopronounces the word that so that it sounds like “dat”will still be perfectly understood when he or she says,“Dat’s all right.” Likewise, a student who says, “Theyalways walks home from school” will be perfectlyunderstood. Research shows that most errors of thistype are eliminated by the student over time throughnatural exposure to the correct forms.

Give students a chance to discover and correcttheir own errors. For example, if a student says“Eats good” for “It’s good,” you might say,“You’ve made a slight mistake. Try it again.” If thestudent still can’t discover the error, then simplypoint it out for him or her by saying “What’s good?Tell me again.”

Never stop a student in mid-conversation tocorrect an error; instead, repeat or rephrase

xiIntroduction

correctly what the student has said. For example, ifthe student says, “I need a pain to fry this,” youmight say, “Right! A pan is just what you need.”

3. Here are some general guidelines for teachingpronunciation.

• Pronunciation is a psychomotor skill, sostudents need plenty of practice to improve theirpronunciation. Don’t be afraid to have them dothis practice in the form of drills, both choraland individual. But keep these drills “short andsweet”—if they go on too long, pronunciationexercises become boring!

• Feel free to use the audiotape for pronunciationexercises. Even if your own English is very good,it gives students another voice to listen to.

• Some students might be afraid to speak out anddo pronunciation exercises. You will need toencourage these students and praise them evenfor little attempts to speak. Don’t ever scold ormake them feel ashamed of their ownpronunciation.

• You can do little unplanned pronunciation drills(for just a few seconds at a time) when anEnglish sound or an intonation, stress, orrhythm pattern needs to be worked on.

• Finally, remember that 99 out of 100 adultlearners of English will retain a bit of an accenteven when they become “advanced” learners.So, ultimately your students’ goal inpronunciation should be clear, comprehensiblearticulation, even if a little of their own accentstill remains. In this day of internationalvarieties of English, there are many differentacceptable standards of pronunciation.

Reading

Reading is an important part of communication ina new language. Through reading, students receivelanguage input in the form of vocabulary andgrammar. They are able to use the new words andstructures thus acquired when they speak, listen,and write. In this series, readings are frequentlycombined with listening exercises: students readalong in their books as the teacher plays a cassetteor reads a passage aloud.

Once students have learned the alphabet and basicsound-symbol relationships, learning to read

means learning to comprehend increasingly morecomplex structures and new vocabulary. Thereadings gradually increase in length andcomplexity from book to book. They range, forexample, from single words and phrases on a sign,to postcard messages, to newspaper articles.

Here are some guidelines and suggestions forconducting reading activities.

1. Help students use pre-reading techniques, suchas making predictions about what they are about toread, guessing at main ideas and unknown wordsand phrases, and mapping out the ideas in graphicform. Where appropriate, summarize the passagefor the students before they actually read it.

2. Have students relate the main idea and othertopics in the reading to their own experiences andsurroundings.

3. Emphasize that students should read byphrases and larger word groups rather than justword by word.

4. Discourage students from looking up everynew word in their dictionaries. Instead teach themhow to get the meaning from the surroundingcontext. Other ways of providing meanings arethrough visuals, gestures, and realia, or throughpeer information exchanges. You can also rephraseunknown concepts in more familiar terms.

5. Show students how to scan reading passagesfor specific information and how to skim forgeneral or main ideas.

6. Explain that different reading passages mayrequire different reading strategies. For example,reading a sequence of information, such as a recipe,requires slower reading than scanning a shortletter.

Writing

This series leads students from the early stages ofmechanical writing to the expression of their ownideas on paper. Writing activities include copying,filling in blanks, dictations, sentence transformations,answering questions, and controlled-to-freeparagraph writing. Many of the writing exercises arelinked to listening tasks—students write down partsof conversations or discourses that they hear.

xii Introduction

Bear in mind these points when you teach writing.

1. During the early stages of writing practice,provide a standard model of cursive writing for thestudents to imitate. If all class members shape andconnect their letters in a similar fashion, it will beeasy for you to recognize and correct their workand for them to read each other’s writing.

2. When students are expected to write based on aspoken stimulus, make sure that what they hear isaudible and repeated until everyone has had ampleopportunity to complete the exercise.

3. When students are required to produce words,phrases, or sentences in written form, provideexamples on the board and answer any questionsthey may have about the process.

4. Model and help students identify key elementsused in writing sentences and paragraphs, such assentence subject + verb + object, the paragraphtopic, and supporting sentences. Make sure thatstudents include these key elements when theywrite their own sentences and paragraphs.

5. Encourage students to write on their own. Havethem keep separate notebooks or journals in whichthey can write down new words, events, ideas, orquestions as they arise. Students’ entries caninclude the following:

• Lists of new words and idiomatic expressions.When students encounter items whose meaningsthey don’t know, they can jot them down andthen search for the definitions, either by askingsomeone who knows (the teacher) or by lookingin a dictionary. Then they can write down thedefinitions for later study or reference.

• Simple descriptions. Students can write downtheir personal descriptions of objects, people,scenes, and events they encounter.

• Diary entries. On a daily basis, students canrecord events, for example, something they do toimprove their English. (This should probably bean event other than the usual English class.)They can also record their feelings, for example,about learning English.

6. As students begin to write actual discourse,guide them through a pre-writing stage. Forexample:

• Discuss the topic to be written about. Includebrainstorming to generate ideas about the topic.

• Gather visuals and other information about thetopic from sources such as magazines orencyclopedias.

• If possible, read over a model of the topic withthem. For example, if they are supposed to writea paragraph describing someone, read adescription of a famous person from a magazineor encyclopedia.

• Have students take notes about the topic. Thenhelp them plan and write an outline of thediscourse.

7. Point out to students that risk-taking and trialand error are important in the writing process, justas they are in speaking. Have them write draftsthat focus on ideas rather than on the languageitself. Remind them that at this stage they shouldnot worry about being perfect in grammar,spelling, or punctuation. For input in the revisingprocess, have them share their drafts with eachother and with you. Be careful not to overcorrect.Follow the same general principles for correctingstudents’ errors as mentioned earlier in Speaking.

Grammar

In this series, grammar has an ancillary orsubordinate role to the communicative functions oflanguage. As the students progress through unitsthat are grammatically sequenced, they are actuallypracticing functional language that enables them toaccomplish specific communication goals.Grammar is not the primary goal; communicationis. Of course, grammar plays a necessary part inachieving that goal. Students absorb grammaticalprinciples inductively. Conscious attention togrammatical forms comes only after students havepracticed these forms in a meaningful orcommunicative context.

Some points to bear in mind:

• It is important to point out to your students thatin this program rule memorization is notimportant and that their ability to applygrammar rules will come automatically as theypractice communicating in English.

• Avoid using a lot of grammatical terminology. Afew useful labels for students to know after theyhave practiced certain forms are terms such as“sentence,” “phrase,” “subject,” “object,” and“noun.”

xiiiIntroduction

• If you do give grammatical explanations, usesimple charts or boxes to illustrate a given point.Feel free to use the students’ native language toexplain grammar.

• Do not test students on their ability to verbalizerules; test them, rather, on their use of thelanguage to express meaning and tocommunicate.

Vocabulary

The acquisition of vocabulary is a key to languagedevelopment. Knowing the meanings of wordsenables students to attempt and succeed atcommunicating ideas. Vocabulary is the key tocommunication when we speak, listen, read, orwrite. All exercises and activities in the series focuson students’ recognition and production ofvocabulary. Through reading and listening activities,students acquire receptive vocabulary. Throughspeaking, writing, and grammar activities, theylearn to use vocabulary productively.

Here are some suggestions and guidelines forteaching vocabulary.

• Discourage your students from memorizing listsof isolated and unrelated words. Rather, havethem practice new words in meaningful contexts.

• Don’t teach each and every word in a lesson;encourage students to guess the meanings ofunknown words or to try to determine themeanings from the surrounding context.

• Explain unknown words with words alreadyunderstood by the students or with gestures,mime, realia, and visuals such as photos,pictures, graphics, and diagrams.

• Allow students to consult with peers to compareand share word meanings.

• At this point, have students use dictionaries forword meanings they still don’t know.

• For terms students still do not understand, allowfor native language translation.

• For at-home and in-class study and reference,have students keep written logs and makeaudiotapes of new words and their definitions.

• As suggested in the Teacher’s Resource Manual,play vocabulary games with your students.Crossword puzzles, Hangman, and other gamesare enjoyable activities for learning vocabulary.

• Test students’ knowledge of and ability to use

vocabulary only within a context. For example,don’t simply have them match unrelated wordswith definitions or write definitions forunrelated words.

Internet Skills

Using the Internet is a skill that needs to be learnedin today’s technological society. Students greatlybenefit from this multisensory environment,especially with the use of the Web and e-mail. TheVOYAGES Companion Website provides unit-specific, student-directed activities that will propelthem into using the English language. Although itis possible for students to work independently onthe activities, all of the activities are designed forsupervised work.

Managing student work is accomplished with the“Preferences” option. When clicking on the“Preferences” button, students have the option toselect people to whom their completedassignments will be mailed, i.e., the teacher andthemselves. It is most efficient for students to sendtheir grammar answers to you, and their e-mailand Web answers to themselves.

Grading student work is done differently amongthe three types of activities. The Web activitiesinvolve many open-ended answers, so assignmentsare designed to be concluded with a wrap-updiscussion and a culminating activity; both areprovided in the “Teacher Notes” section of eachunit. Student participation is stressed. E-mail activities are best managed by havingstudents create a portfolio of their messages. Creategrading criteria for your students’ work, and makethose standards clear to them. Meet regularly withstudents to review their progress. Students will begraded against their own past work, rather thanagainst the work of their classmates. Grammaractivities are scored online and students areencouraged to go back to the unit when theyanswer incorrectly.

Prior to initiating student activities, familiarizeyourself with the Companion Website. All of theInternet activities and the Teacher Notes are onlineand can be accessed using the URLhttp://www.prenhall.com/brown_activities orhttp://www.longman.com/voyages. Help isprovided online.

xiv Introduction

Once you feel comfortable with the companionwebsite, conduct an online orientation for studentsto learn how to navigate the website. Provideinstruction on how to use e-mail and the Web, andintroduce necessary Internet vocabulary (See Unit 1online Teacher Notes).

During the orientation, have students choose theirassignment preferences by clicking on the“Preferences” button.

Here are some tips for integrating the onlineactivities into your classroom.

1. Review the lesson objectives and directions withstudents prior to each unit activity. Upon

completion of the online activities, students mustsend their work to their chosen preferences.

2. Conclude the online activities by reviewingstudent answers and discussing any concerns as aclass. Answers should also be written on the board.Tie the discussion to and follow up with the“Putting It Together” activity.

Exploring a new language is an exciting journeyfor students and teacher alike. Best wishes to youand your students as you open up for them newvistas of meaning and understanding in theirlinguistic voyages to effective communicationacross international borders.

xvPronunciation Guide

Pronunciation Guide

Key to Pronunciation

PHONETIC SYMBOLS

STRESS AND INTONATION

Statement: Hello. My name’s Tony.

Yes/No question: Are you a new student?

Information question: Where are you from?

Statement with emphasis: That’s right!

Consonants

/p/ pen lamp

/b/ bag job

/t/ teacher light

/d/ do bed

/k/ clock talk

/g/ go egg

/f/ fix off

/v/ very live

/†/ thank bath

/ð/ the together

/s/ sit false

/z/ zip please

/�/ show wash

/�/ pleasure beige

/�/ chair watch

/�/ jacket age

/l/ light fall

/r/ room for

/m/ man home

/n/ news clean

/ŋ/ spring

/w/ we

/y/ you million

/h/ hand

Vowels

/i/ be street

// in big

/e/ age space

/ε/ desk bread

/æ/ add fast

/ë/ but rug

/a/ clock father

/u/ you school

/υ/ book would

/o/ coat code

/ɔ/ bought long

/ai/ smile nice

/oi/ boy oil

/au/ town out

xvi Pronunciation Guide

Pronunciation Guide to Names and Places Used in Student Book 4

First Names

Alonzo ëlánzoAnna ænëAnne ænAnthony æn†ëniBen bεnBeth bε†Beverly bεvërliBill blCarlos cárlosCelia sílyëCindy sndiDebbie dεbiDilbert dlbërtEva ívëGina �ínëIrene airínIvan áivënJamileh �ëmílëJean (f.) �inJeannette �ënεtJim �mJudith �úd†Kim kmLawrence lárεnsLee liLucille lusílLuisa luísëLynn lnMarcos márkosMaria mëríëMario márioMartin mártnMelinda mëlndëNelson nεlsënOscar áskërPablo pábloPaul palPaula pálëPetra pεtrëRick rkRobert rábërtSam sæmSara sεrëSofia sofíëSpencer spεnsërSteve stiv

Susan súzënTina tínëTomoki tómokíTony tóniTyler taílërYumiko yúmiko

Last Names

Artigas artígësBalewa bëléwaBrennan brεnënBurns bυrnzChin �nCooper kúpërDahnke dánkëDay deDillon dlënElliot εliyëtFarrell férëlFranklin frénklnGleason glísënGorki górkiHan hanHarrison hérsënHo hoHoffart háfërtHulce hëlsKinkaid knkédLicklider lklaidërMansoor mënsúrMari máriMarks márksMoody múdiNash næ�Nichols nkëlzPavlik pávlikPrice praisReade ridRehan rihánRoberts rábërtsSanchez sæn�εzSato sátoSilva slvëSimms smzSullivan sëlvënSwain swen

Wu wuYakamura yakëmúrë

Places

Baton Rouge bætën ru�Brazil brazlCanada kænëdëCarson City kársën stiChina �aínëEngland íŋlëndFlorida flórdëFrance frænsGermany �ërmëniIdaho aídëhoItaly tëliJapan �ëpænKiev kíyεvLondon lëndënLouisiana luiziænëMexico mεkskoMilan milánNevada nεvádëNew York nu yórkPocatello pokëtεloRiverside rvërsaidRussia rë�aSan Francisco sæn frënsskoSpain spenSt. Augustine sent ɔgëstinTaiwan taiwánUkraine yukrénUnited Kingdom (the)

yunídd kíŋdëmUnited States (the)

yunídd stetsVenezuela vεnëzwélë

Nationalities andLanguages

American ëmérkënEnglish íngl�French frεn�Japanese �æpënízRussian rë�ënSpanish spæn�

1UNIT 1

UNIT 1

Overview

COMMUNICATION GOALS

Listening and Speaking• Asking for and giving advice

• Offering help

• Making appointments

• Discussing cross-culturalexperiences

Reading and Writing• Giving written advice

• Communicating via e-mails

• Interpreting a schedule

• Setting up a personal journal

• Scanning for new words

• Understanding words from context

TOPICS

• Starting a new job

• Preparing for a presentation

• E-mail

• Staying in touch with school friends

• Working in another culture

• The Internet

GRAMMAR

• Another (one), the other (one), theothers (the other ones), others (otherones)

• Repeated past action/past state:used to

• Present tenses with future meaning

• Modals

2 UNIT 1

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsDecision makingProblem solvingKnowing how to learn

Personal QualitiesResponsibilitySelf-Management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.2 Identify or use appropriate language for

informational purposes

0.1.3 Identify or use appropriate language toinfluence or persuade

4 Employment4.1.6 Interpret general work-related vocabulary4.4.2 Identify appropriate skills and education

for keeping a job and getting a promotion4.4.3 Interpret job-related signs, charts,

diagrams, forms, and procedures, andrecord information on forms, charts,checklists, etc.

4.6.2 Interpret and write work-relatedcorrespondence, including notes, memos,and letters

4.8.1 Demonstrate ability to work cooperativelywith others as a member of a team,contributing to team efforts, maximizingthe strengths of team members, promotingeffective group interaction, and takingpersonal responsibility for accomplishinggoals

4.8.2 Identify ways to learn from others and tohelp others learn job-related concepts andskills

7 Learning to Learn7.1.1 Identify and prioritize personal, education,

and workplace goals7.1.2 Demonstrate an organized approach to

achieving goals, including identifying andachieving goals, including identifying andprioritizing tasks and setting andfollowing an effective schedule

7.1.3 Demonstrate personal responsibility andmotivation in accomplishing goals

7.1.4 Establish, maintain, and utilize a physicalsystem of organization, such as notebooks,files, calendars, folders, and checklists

UNIT 1 3

WARM UP

PRESENTATION Moving On

Note: You may wish to give your students largeindex cards or half-sheets of paper to cover theconversations during the preparation and/orlistening tasks. They can keep the cards in theirbooks.

• Set the stage. Tell the students to cover theconversation and look at the picture. Ask themto describe the situation and what the people aredoing. Prompt with questions as needed. Directthe students’ attention to the title. Elicit orprovide the meaning of Moving on (makingprogress; changing your life).

• Personalize the situation. Explain that thepeople in the picture, Gina and Ivan, are formerclassmates who are finding out what each otherhas been doing. Call on a few students and ask:What have you been doing lately? Ask the studentsto turn to their neighbors and ask them whatthey’ve been doing lately. If you wish, have afew students share their partners’ commentswith the class.

• Focus on selected items. Write Ivan’s and Gina’snames on the board. Ask the students to describehow the characters are dressed. Ask the studentsto guess what their manner of dress mightindicate (Ivan is in a rush; Gina has a good job).

• Set the listening task. Write the listeningquestions on the board: (1) What is Gina’s job?

(2) What job is Ivan trying to get? What is his jobnow? Play the cassette once or twice while thestudents, with the conversation still covered,listen and take notes.

• Check the listening task. Ask for the students’answers, and write them on the board. (She’s abuyer’s assistant in the fashion industry. He’s tryingto get a job as a help-desk technician. He’s a securityguard.) Tell the class to read along while theylisten again and check their answers. Ask whatIvan wants Gina’s advice about (a presentationhe’s giving in class).

Note: For all listening activities, play the cassette athird or fourth time if the students are havingdifficulty. If the tasks are too easy, do not allowstudents to read along when they check theiranswers.

• Practice the conversation in pairs. Ask thestudents to practice the conversation with apartner. If possible, have each pair stand apartfrom the others. This allows the students toconcentrate on their own practice. Circulate andmonitor pronunciation and intonation. Ask a fewpairs to perform the dialog for the class. If youwish, you can conduct a pronunciation mini-lesson on one or two points that areproblematic for the whole class.

• Begin the first class meeting with a mixeractivity (an activity in which the studentscirculate and talk with their classmates). Thisgives new students a chance to meet theirclassmates and lets returning students catch upon what their classmates have been doing.

• As a class, brainstorm questions that thestudents can ask new classmates. (What’s yourname? Where are you from?) Also brainstormquestions that returning students can ask eachother. (What have you been doing lately? What didyou do during the break?)

• Ask the students to interview two or three oftheir classmates. Give the students about tenminutes to complete the interviews. Recap bygoing around the room, asking the class whatthey know about each student in the class.

• If your class is large, have the students conducttheir interviews in groups of three or four.Recap by having two or three groups combineto introduce their classmates to each other.

Lesson 1

EXERCISES

1 What should I wear? (page 2)� Speaking � Reading � Writing

• Pair. Read the instructions aloud. Ask forvolunteers to read each Asking for adviceexpression. Then ask for volunteers to read theGiving advice phrases. Elicit the meaning of poloshirt (a short-sleeved knit shirt with a collar), blazer(a type of jacket), and khakis (tan or light-brownsemi-casual slacks, usually of cotton).

• Complete the first item as a class. Write thecorrect expressions on the board (see answers atright). Remind the students to choose theappropriate expression from each column inorder to complete the dialogs. Ask the studentsto work with a partner to complete the rest ofthe dialogs.

• Recap by asking three pairs of students to readtheir answers aloud. Ask for any differentanswers.

• Group. Read the instructions aloud. Elicit themeaning of appropriate dress. Point out that onemeaning of dress is all the clothes that a person iswearing (non-count noun). Point to one or twostudents and ask the class whether they arewearing formal or informal dress. (Be sure toinclude male students in this demonstration.)

• Divide the class into groups of three or four.Suggest that one group member play the part ofthe person giving the presentation and theothers play the part of advice-givers. Give thestudents ten to fifteen minutes to prepare

their role-plays, then ask them to perform forthe class. (Note: If time is limited, thepreparation stage can be eliminated and therole-plays can be done as improvisations.)

Answers

(Other answers may be possible for items 2and 3.)

1. Ivan: Would you help me decide what to wear?

Gina: You shouldn’t wear the polo shirtand jeans. You should wear the blazerand khakis.

2. Ivan: What should I do to create a goodrelationship with the audience?

Gina: Think about what makes you feelcomfortable. You could ask them tointroduce themselves first.

3. Ivan: How can I avoid communicationproblems?

Gina: Invite them to ask questions.

4. Ivan: How can I make sure they get allthe information?

Gina: You can give them writtenhandouts.

• Engage the students in pair work. Ask avolunteer to read the discussion questionsaloud. Ask the students to answer the questionswith a partner. Encourage the students to askfor more detailed responses by using phrasessuch as Tell me more and Oh, really? Allow sevento ten minutes for the discussions.

• Circulate and monitor progress. Prompt thestudents to ask their partners follow-upquestions. In class discussion, ask severalstudents to report what their partners toldthem.

UNIT 14

2 What can I do to help? (page 3)� Speaking � Reading

3 My meeting begins at 3 o’clock. (page 3)� Reading � Writing � Speaking

• Direct the students’ attention to the examples.Ask a volunteer to read the second examplealoud. Elicit the time frame the sentence refersto: past, present, or future time (future). Elicitthe verb tense (present continuous). Remind thestudents that the present continuous is oftenused to express future plans. A time expressionor the general context indicates when thepresent continuous refers to the future. Writeanother example sentence on the board (I’mhaving dinner with a friend tonight). Elicit severalmore examples from the class and write themon the board. Ask the class how they know thesentences refer to the future (time expressions).You may wish to elicit additional timeexpression for the future.

• Ask a volunteer to read the first examplesentence aloud. Elicit the time frame and theverb tense (future time; simple present tense).Write the following verbs on the board: arrive,depart, leave, start, end, begin, finish, open, close.Explain that the simple present can be usedwith these verbs to describe events that will

occur at a specific time in the future. These areusually scheduled events, such as meetings orclasses, concerts or shows, or scheduledtransportation. Write a few example sentenceson the board: The play begins at 8:00. My planeleaves in the morning.

• Point out that be and have are also often used inthe simple present to refer to futureappointments. Write the following examples onthe board: My appointment is at 4:00 tomorrow.We have a meeting next Thursday at 9:00. Elicitadditional examples and write them on theboard.

• Ask the students to look at the conversation.Elicit the meaning of get in (arrive). Instruct thestudents to complete the conversation by usingthe appropriate verb tenses: simple present,present continuous, or future. Ask them to usethe simple present or present continuouswherever possible. Point out that there may bemore than one correct answer.

• Read the instructions aloud. Ask the class todescribe the situation in the first picture. Elicitthe appropriate offer for that picture (Would youlike a hand with that printer?). Elicit the meaningof a hand in this expression (some help). Repeatwith the other three situations.

Answers

1. Would you like a hand with that printer?

2. I’d be happy to come over and help youset up the new computer.

3. Would you like me to show you how touse the new program?

4. Let me help you. You may have a viruson your hard drive. I’ll take a look at it.

• Pair. In pairs, have the students writeadditional ways to offer help in each situation.Recap by having several volunteers put one oftheir expressions on the board.

UNIT 1 5

4 I’m starting at 9 o’clock on Monday morning. (page 4)� Reading � Writing

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Pair. Ask the students to cover the e-mail at thebottom of the page and look only at the top e-mail. Ask them to take a few minutes to readIvan’s e-mail and discuss his presentation planwith a partner. Remind the students to givespecific reasons for their opinions.

• With the second e-mail still covered, recap thepair work as a class. Ask several students fortheir opinions about Ivan’s plan. Make notes onthe board.

• Pair. Ask the students to read Spencer’sresponse and rewrite Ivan’s presentation planaccording to Spencer’s advice. Circulate andmonitor the students’ progress. Ask a few pairsto write their updated schedules on the board.

• As a class, compare the updated schedules. Askwhether the schedules allow enough time foreach part of the presentation. As a class, discusswhether Spencer gave Ivan good advice.Encourage the students to support theiropinions with specific details from the e-mails.

• Have the students practice the completeddialog in pairs. Encourage them to discuss anydiffering answers. When they have finished,check as a class. For each answer, ask if there isanother possible answer.

Answers

1. is coming (is going to come)

2. gets in (is getting in)

3. am coming (am going to come)

4. am going

5. will buy (am going to buy)

6. will get (am going to get)

7. starts (will start)

8. is

UNIT 16

UNIT 1 7

WARM UP

PRESENTATION I’ll ask him to give you a call.

• Set the stage. Ask the students to cover theconversation and describe the situation in thepicture. They should be able to identify Ivanand Gina. Review what their relationship is(former classmates who haven’t seen each other in awhile).

• Personalize the situation. Ask the studentswhich character, Ivan or Gina, suggested goingout for coffee (Gina). Elicit that the charactersare actually in a fairly nice restaurant but thatonly Ivan seems to be eating. Ask the class whothey think should pay for the meal. Whatwould be normal in the students’ nativecultures? Why? Does it matter that Gina isfemale and Ivan is male?

• Focus on selected items. Explain that thestudents will hear Gina and Ivan discussingtheir former classmates and what they aredoing now. Ask the students to uncover thedialog and scan (look quickly) for the names ofthe former classmates (Tony, Sofia, Yumiko, Lynn,Nelson). When the students have found thenames, write them in a list on the board. Askthe students to cover the dialog again.

• Set the listening task. Instruct the students tocopy the names of the former classmates onto apiece of paper. Ask them to listen and makenotes about what each classmate is doing.

Remind the students to keep the conversationcovered. Play the cassette once or twice.

• Check the listening task. Ask the studentswhat they learned about Gina and Ivan’sclassmates. Write this information on the board.Instruct the students to uncover theconversation and see if there is any informationthey want to add to their notes. Focus thestudents’ attention on the relationship, if any,between the jobs the classmates have and theirultimate career goals. Ask whether they thinkthe jobs are good preparation for theclassmates’ intended careers.

• Practice the conversation in pairs. Ask thestudents to practice the conversation with apartner. Circulate and assist with pronunciationand intonation as needed.

• Engage the students in pair work. Ask avolunteer to read the discussion questionsaloud. Suggest that the students first identifytheir friends’ or former classmates’ goals andthen identify their current activities.

• Circulate and monitor progress. Assist thestudents with the task. If they have troublethinking of people to talk about, prompt themwith questions about friends and formerclassmates. Recap with a brief class discussion.

• Elicit the difference between job and career. (Ajob is working for a specific employer. A career is aprofession that generally requires specific training;you can have the same career even if you changeemployers.)

• Ask the students what careers they would liketo have if they could choose any professionthey wanted. Write their responses on theboard.

• Explain that many employers want theiremployees to have experience before they hirethem. Because of this, people often get part-time or temporary jobs that help them preparefor their careers. Elicit the types of jobs thatwould help someone prepare for each of thecareers on the board. Write this informationnext to each item in the list.

Lesson 2

EXERCISES

1 When would be a good time for us to get together? (page 6)� Listening � Reading � Writing

2 I need to make an appointment. (page 6)� Reading � Speaking

• Read the instructions aloud. Remind thestudents to look at what is said in each requestas well as how it is said. Elicit the meaning ofproposal (an idea for a future project). Check as aclass.

Answers

1. dentist 2. friend 3. boss

4. plumber 5. teacher

Note: If possible, have the students bring theirpersonal planners or calendars to class beforedoing this exercise.

• Read the instructions aloud. Direct thestudents’ attention to Gina’s and Nelson’scalendars. Ask for volunteers to read theinformation from the calendars. Encourage theuse of correct prepositions (On Tuesday, Gina hasa dentist appointment at 10 A.M.).

• Play the cassette twice while the students listenand fill in the missing information. Go over theanswers as a class, writing the answers on theboard or on a transparency of the calendars.

Answers

Gina: Monday: work; lunch appointmentTuesday: work; dinner with JohnWednesday: workThursday: work; shopping with Lynnin the eveningFriday: work; birthday party in theeveningSaturday: clean apartment in themorning; hair appointment in theafternoon; go out with John in theevening

Nelson: Friday: busy all daySaturday: write workshop report inthe morning

• Pair. Read the instructions aloud. As a class,brainstorm the kinds of things that peoplemight write in their personal planners(appointments; birthdays; things that happenedduring the day; names and addresses). Write thestudents’ ideas on the board.

• Ask the students to compare their calendars inpairs. Suggest that they look for similarities aswell as differences in the ways they use theircalendars (I write very complete information in mycalendar, but Suki writes only short notes). Recapwith a short class discussion. Ask if any of thestudents write in their calendars in English.

Expansion (Writing): Ask the students to keep anappointment calendar in English for a week. Ifyou wish, you can photocopy a calendar form anddistribute it to the class. Suggest that the studentswrite down all their time commitments, includingyour class. Assist with specific vocabulary that thestudents need to complete their calendars. Checkwith the students on a daily basis to see how theyare doing with their “English calendars.” Discussstrategies for more effective time management,such as making an “appointment” with oneself todo homework.

UNIT 18

3 May I see another one? (page 7)� Reading � Writing

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Read the instructions aloud. Direct thestudents’ attention to the example boxes. Askfor volunteers to read the examples aloud. Elicitthe difference between another (one in addition toor instead of this one) and the other (the oneremaining). Direct the students’ attention to thelast example (There are three computers . . . ). Askhow many the others represents (two). Elicitanother way to say the others (the other ones).

• Point out that there is no difference in meaningbetween, for example, the others and the otherones. However, some people feel that the otherones is less formal than the others. Studentsshould consider this when writing in a moreformal style, such as for college papers orbusiness communications.

Grammar Note: Others is never used with a nounor with ones; it is a pronoun that takes the place ofa noun. Other acts either as an adjective (whenfollowed by a noun or by one) or as a pronoun(when not followed by a noun or by one). Anotheris the indefinite singular form (not an other).

• Ask the students to complete the activity withthe appropriate forms of other. Circulate andmonitor progress. Ask for volunteers to writetheir answers on the board in completesentences. For each answer, elicit the otherpossible answer.

Answers

1. another / another one2. the other / the other one3. others / other ones4. another / another one5. others / other ones6. others / other ones7. the other / the other one8. others / other ones

Expansion (Speaking, Writing): Ask the studentsto work with a partner to compare places in thesurrounding community. As a class, brainstormthe types of places they could compare (parks;shopping centers; produce markets; theaters). List thecategories on the board. Practice the activity bythinking of one or two sentences as a class (One ofthe parks in this city has a small lake, but the others donot). Remind the students to use the forms of otherthat they practiced in Exercise 3.

Instruct each pair to choose one of the categorieson the board or one of their own. Ask them towrite a short paragraph comparing places in theircategory. Have the students read their paragraphsto the class, or, if your class is large, have the pairsexchange and read the papers of one or two otherpairs.

Additional Activity. See Unit 1 Appendix.

• Pair. (If possible, bring in telephones to use asprops.) With a partner, the students create role-plays using one of the situations in theactivity. Encourage the students to be creativewith the situation and to expand their dialogsso that they are two to three minutes long.Have as many pairs as possible perform for theclass.

• As an alternative, write the numbers 1 through5 on slips of paper. Have each pair of studentsin turn draw a number for one of the situationsand perform a spontaneous role-play.

UNIT 1 9

UNIT 110

WARM UP

PRESENTATION Working across Cultures

• Set the stage. Ask the students to cover thearticle or to close their books. Read the articletitle and instructions aloud. Elicit the meaningof tips (ideas for success). Ask the students topredict the kind of tips the author will provide.Write their predictions on the board.

• Personalize the situation. Ask which of yourstudents are working (or have worked) in acountry other than their home country. Didanyone give them advice about working in thenew culture? If so, what was it? If not, what dothey wish they had known when they firststarted working?

• Focus on selected items. Ask the students towork with a partner and write three questionsthey expect this article to answer. Circulate asthey write their questions and assist as needed.Ask several volunteers to write their questionson the board. Try to have between nine andtwelve questions.

• Set the reading task. Explain that the studentswill look for the answers to some of thesequestions as they read. As a class, select fivequestions to be answered. Erase the rest. Askthe class to read the article and answer thequestions that they have chosen. If you wish,you can play the cassette while the studentsread along. Encourage the students to readwithout using their dictionaries. Reassure themthat they will be able to discuss new vocabulary

after they have finished reading. (There is anadditional vocabulary-related activity in theStrategies for Success section at the end of thischapter.)

• Check the reading task. Elicit or provide themeanings for any vocabulary items that areessential to understanding the article (relocate,appalled). Ask for the students’ answers to thequestions, and write them on the board. If thearticle did not answer some of the questions,ask whether the students think the articleshould have done so and why. As a class,review the list of advantages and disadvantagesfrom the Warm Up activity. Put a check next tothe items that were discussed in the article.

• Engage the students in pair work. Remind thestudents that in the same way a new worker ina foreign country has to adjust to a new workculture, the workplace has to adjust to the newworker. Point out that this process happens insocial and academic situations as well. Read thediscussion questions aloud. Clarify that thestudents are to analyze how people they knowreact to people from different countries.

• Circulate and monitor progress. As thestudents answer the questions with theirpartners, circulate and help focus the discussionif necessary. Recap the discussion as a class.

Additional Activity. See Unit 1 Appendix.

• As a class, brainstorm reasons why peoplemight work in another country (immigration;working in a multinational company; working whilestudying abroad). Write the responses on theboard.

• Put two columns on the board. Label oneAdvantages and the other Disadvantages. Elicitsome of the positive and negative aspects ofworking in a different culture. Write theresponses on the board under the appropriateheading. Leave the lists on the board forreference during the activity.

Lesson 3

EXERCISES

1 Didn’t the mailroom use to be here? (page 9)� Listening � Speaking � Reading

2 In Brazil, Tony used to call his bosses by their last names. (page 9)� Speaking � Writing

Note: This activity can be done as a writing or aspeaking activity, depending on your students’needs.

• Pair. Read the instructions aloud. Ask for avolunteer to read the example sentence to theclass. With a partner, the students makesentences, either in writing or orally, comparingTony’s behavior at work.

• Recap as a class. For each item, elicit whichbehavior is more formal and which is moreinformal. Also ask which behavior is morecommon in the students’ native cultures.

Expansion (Speaking, Writing): Have thestudents give presentations about recent changesin their native countries. (If the students have notbeen in their home countries for a while, allowthem to do their presentations about another

country, such as the one in which they arecurrently studying.) As a class, brainstorm thetypes of changes that the students could talkabout (political; economic; social; geographic). Ask thestudents to choose just one of these types ofchanges and prepare a short speech for the class.Tell the students how long their speeches shouldbe. (Four to six minutes is a good length.) Alsodiscuss any other criteria you may have for thepresentations. As part of the preparation, have thestudents write an outline of their presentations.Have them exchange outlines with a partner forcomments and feedback. Give the students a dayor two to prepare their presentations. If your classis large, you may want to limit the number ofpresentations given in one class period by havingthe students give their presentations over thecourse of several days.

• Read the general instructions aloud. Direct thestudents’ attention to the example box. Pointout that they will hear the examples as theylisten to the conversation. Play the cassette onceor twice.

• Pair. Read the instructions aloud. Point out thatthe students are to ask about the places in thelist. Their partners will answer based on theinformation in the floor plan. Some of therooms that have been relocated are marked as

such, while others are not, so the students caninvent their own versions of the previous floorplan. Practice the activity as a class, using items1 and 2 (the answers will contain the sameinformation as in the example boxes). Ask thestudents to complete the activity with theirpartners.

• Recap by having individual students ask theirclassmates questions about the factory floorplan.

UNIT 1 11

3 What is the Internet, anyway? (page 10)� Speaking � Reading

4 Online (page 10)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

5 Wrap Up (page 10)

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Read the instructions aloud. Ask what anAmerican businessperson might say aboutdoing business in the students’ native cultures.

• Read the letter to the class or ask the studentsto read it silently. Clarify vocabulary andmeaning as needed.

• Group. Direct the students’ attention to thequestions on page 11. Point out that the firstquestion asks the students to interpret whatthey have read. The second and third questionsask them to think about the idea of prolongedsilence, first from a cultural standpoint andthen according to their individual beliefs.

• Ask the students to work in groups of three orfour to discuss the questions. Give the groups aspecific amount of time for their discussions(ten to fifteen minutes). Recap the discussion asa class.

A note about group work: For tasks such as thisone, it is often helpful to assign group work roles.The roles should be rotated so that, over thecourse of the term, each student has the chance to

perform each role at least two or three times. Inaddition to helping the students complete specificclassroom tasks, the roles help them learnimportant communicative and negotiating skillsthat can easily be transferred to other academic (orbusiness) environments. Depending on the task,the following roles may be assigned:

• Manager/Coordinator: Leads the discussionand encourages everyone to participate.

• Secretary/Note-taker: Takes notes of thediscussion. This role is especially important fortasks that require the group to come to adecision or consensus.

• Reporter/Speaker: Using the Secretary’s notes,tells the class (or writes on the board) what wasdiscussed or decided.

• Time-keeper: Makes sure the group worksquickly enough to complete the task.

No matter which roles they are assigned, all thestudents in a group are responsible forcontributing ideas and information to thediscussion.

• As a class, quickly brainstorm what thestudents know about the Internet, includingspecial vocabulary and concepts. Write theirresponses on the board.

• Direct the students’ attention to the e-mailattachment. Read the instructions aloud. Askthe students to read the attachment, looking forinformation that was not mentioned in thebrainstorming activity.

• Elicit or provide the meanings of vocabularyitems as needed. Ask the students what new

information they learned from the reading. Addthese items to the list on the board.

• Pair. Read the instructions aloud. With apartner, the students discuss what they knowabout the Internet. Recap as a class. Ask wherepeople can go in your area to use the Internet ifthey don’t own a computer. (If possible,provide a handout listing local resources, suchas libraries, to supplement what the studentsalready know.)

UNIT 112

STRATEGIES FOR SUCCESS

CHECKPOINT

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skillthey have learned well and one skill they needto practice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the studentsto rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specific

1. Warm Up. Explain (for EFL/monolingualclasses, in the students’ native language) that:

a. these strategies are designed to help eachperson to become a more successful learner.

b. the strategies help students to practicecertain techniques outside of the classroom.

c. in this unit, the techniques are: (1) settingpersonal goals on your own, (2) using role-play to practice forms of giving advice,(3) using the context of a reading passage todetermine meaning of a word.

• Help each student find a Learning Partner. Ifyou are using your classroom time for this,you can simply pair students as usual. If thestudents do this after class, then the Partnershould be someone who can meet at amutually agreed-upon time for fifteen tothirty minutes.

2. For Exercise 1, explain that a journal is like apersonal diary and that it’s not alwaysnecessary to have perfect grammar in ajournal. Make sure each student has anotebook that is easy to carry. Then point outthe suggestions of possible goals that theymight write down in their journals. Encourage

the students to recopy these goals onto a card,brightly-colored paper, or Post-it™ that theycan then put on a bulletin board or some otherplace as a visual reminder.

3. For Exercise 2, note that this exercise uses role-play to practice certain parts of the unit.In this case, partners will practice givingadvice. Refer the students to Lesson 1 for somemodels on giving advice. If the students don’tunderstand what to do, model one role-play asfollows: A: “I’m going to an interviewtomorrow. What do you think I should wear?”B: “Well, maybe you should wear somethingsimple and business-like. You look good inblue, so you could wear blue.”

4. For Exercise 3, tell the students not to use adictionary for this exercise. The point of theexercise is to offer more practice in guessingmeanings of words and to get the studentsaway from just looking them up in adictionary. It is not intended to be a longexercise.

Follow-up

• If you have time in the next class, encourage thestudents to report briefly on the strategies theywrote for Exercise 1.

UNIT 1 13

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review, using theGrammar Summary. Ask the students to eachwrite three sentences about themselves usingused to. You may want to suggest a topic forthese sentences such as How did you use tostudy? Remind the class that used to refers topast habits, actions, or states that no longerhappen or exist.

• Next, tell the students to find a partner andexchange their lists of sentences. Instruct thestudents to ask their partners questions basedon those sentences. The questions can be Wh- questions or Yes/No questions. The partners

can answer using either long or short answers.For example, if Student A writes I used to writeall my class notes in my first language, Student Bcan ask What do you do now? Student A thenanswers Now I sometimes write notes in English.

• Other grammar points in the Summary can bepracticed in a similar manner.

• Look at the Communication Summary with thestudents. Read the name of eachcommunication skill, and ask the students toraise their hands if they feel they need morepractice with that skill. Elicit ways that thestudents can practice each skill in their dailylives. If enough students need extra practicewith a particular skill, you may wish to devoteclass time to additional activities or role-playsthat use the skill.

skill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They should also decide whichspecific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),

meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 114

UNIT 1 15

Appendix

ADDITIONAL ACTIVITIES

Lesson 2, Exercise 3 (page 7)I can’t make up my mind.

Lesson 3, Presentation (page 8)Welcome to your new job!

• In this activity, the students work individually,with a partner, or in a small group to design abrochure for people from other countries whoare coming to work in the students’ homecountries. (Note: Students collaborating on onebrochure should share common knowledge ofthe business protocols of a particular culture orcountry.)

• Explain that the students will create brochuresto help new workers understand the businesspractices of a company (real or imagined) in thestudents’ home country. Point out that the

students should provide information aboutthings that the workers might find surprising orunusual. Elicit what types of information mightbe included in the brochures (greetings; what toexpect at a business meeting; how to speak to yourboss).

• Either assign the project as homework orcomplete it as an in-class project. Ask thestudents to present their brochures to the class.Discuss which brochure would be the mostuseful and why.

• In this activity, the students role-play choosingfrom a variety of products in a store. Ask thestudents to work in groups of three to preparetheir role-plays. Tell them that one of them willplay the part of the sales clerk and the othertwo will be shoppers who cannot make up theirminds. Write the idiom I can’t make up my mindon the board and elicit its meaning (I can’tdecide). Tell them that they must use thisexpression at least once in their role-plays.

• Ask the students to decide what kind of storethey will use in their role-plays. Depending onthe available time and resources, you can eitherask the students to bring in props or allowthem to simply pantomime the objects in thestore. (Using actual props is much moreeffective.) Give the students adequate class timeto prepare their role-plays. If the students willbe bringing in props, assign specific days thateach group is to perform its role-play.

WORKBOOK UNIT 1 ANSWER KEY

Lesson 1, pages 1–3

Exercise 1Answers will vary.

Exercise 2

Exercise 3Answers will vary.

Exercise 4

Exercise 5

Exercise 62. I have

3. I’m meeting

4. I’m working

5. we’re having

6. I’m coming

7. the boss is paying

8. I’m getting

9. The concert starts

10. Do you want

11. my aunt and I are having

Possible Answers:

2. The 8:10 train from White Plains arrives atGrand Central at 9:15 A.M.

3. The game starts at 4:00 P.M.

4. The store opens at 9:30 A.M.

5. The store closes at 6:00 P.M.

Possible Answers:

1. Would you like a hand with that box?

2. Would you like me to help you erase theboard?

3. I’d be happy to go over the lesson with you ifyou think that’ll help.

4. Would you like me to have a look at the car?

Possible Answers:

1. How can I get this printer to work?

2. How can I get this new program to work?

3. What do you think I should do to get mydocuments back?

UNIT 116

WORKBOOK UNIT 1 ANSWER KEY

Lesson 2, pages 4–5

Exercise 1Answers will vary.

Exercise 2

Exercise 3

Exercise 4Errors are crossed out. Any necessary additions are bold.

Let me tell you about my classmates. One is from the Middle East, Saudi Arabia I think. [1] Theother Another is from Haiti. [2] Others The others are from South America and Asia. Half of them live inthe dorm like me, but the others live with their families. Some are learning English for their jobs. [3] Theothers Others want to go to college here, and the others are just here on vacation. They have lots ofdifferent interests. One is really into computers, another is a soccer fanatic, and [4] the other another is afantastic musician. Actually, she’s already a music school student here. I can’t think of the interests of all[5] the others at the moment.

2. The other (one)

3. others

4. another

5. another

6. others

7. the other

Possible Answers:

1. Are we still on for the movies this weekend?Sure.

2. I’d like you to help me with a letter I have towrite. Can I show it to you one day afterclass?Certainly. What about after class nextTuesday?

3. I’d like to make an appointment to see thedoctor.How about tomorrow at 2:00?

4. I have no power. What’s the earliest time youcan come and fix the problem?We’ll send someone over right away.

UNIT 1 17

WORKBOOK UNIT 1 ANSWER KEY

Lesson 3, pages 6–9

Exercise 1

Exercise 2

Exercise 3Answers will vary.

Exercise 4

Exercise 5Answers will vary.

Exercise 6Possible Answers:

Related to computers—diskettes, home page,scanner, search engine, software, website

Sometimes related to computers—access,accounting, attachment, maintenance,manufacturing, sales, screen

Not normally related to computers—conferenceroom, feedback, handout, loading dock, lobby,mailroom, name tag, supply room

1. c 2. a 3. b 4. d

Replies will vary.

2. Didn’t you use to want to bea doctor?

3. Didn’t you use to have amustache?

4. Didn’t you use to play theviolin?

Possible Answers:

2. She used to have a desk in a cubicle, but nowshe has her own office.

3. She didn’t use to have a computer, but nowshe has one.

4. She used to be young, but now she looksolder.

5. She used to work for Gamma Enterprises, butnow she works for DFI.

6. (Sentences will vary.)

7. (Sentences will vary.)

UNIT 118

19UNIT 2

UNIT 2

Overview

COMMUNICATION GOALS

Listening and Speaking• Discussing daily activities

• Listening for details

• Role-playing a job interview

• Listening and taking notes

Reading and Writing• Understanding words from context

• Interpreting a résumé

• Interpreting graphs

• Scanning for specific information

• Writing a résumé

• Tallying the results of a survey

TOPICS

• Discussing corporate culture,benefits, loyalty to the company

• Résumé writing

• Retirement

GRAMMAR

• Simple present vs. presentcontinuous

• Present perfect

• Placement of adverbs andprepositional phrases

• Adverbial clauses with future time

20 UNIT 2

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsDecision makingProblem solving Seeing things in the mind’s eyeKnowing how to learn

Personal QualitiesSelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamExercises leadershipNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.3 Identify or use appropriate language to

influence or persuade0.2.1 Respond appropriately to common

personal information questions4 Employment4.1.2 Follow procedures for applying for a job,

including interpreting and completing jobapplications, résumés, and letters ofapplication

4.1.3 Identify and use sources of informationabout job opportunities such as jobdescriptions, job ads, and announcements,and about the workforce and job market

4.1.5 Identify procedures involved ininterviewing for a job, such as arrangingfor an interview, acting and dressingappropriately, and selecting appropriatequestions and responses

4.1.6 Interpret general work-related vocabulary4.8.1 Demonstrate ability to work cooperatively

with others as a member of a team,contributing to team efforts, maximizingthe strengths of team members, promotingeffective group interaction, and takingpersonal responsibility for accomplishinggoals

6 Computation6.7.2 Interpret data given in a bar graph7 Learning to Learn 7.4.1 Identify or utilize effective study strategies7.4.2 Take notes or write a summary or an

outline7.5.6 Identify or use strategies for

communicating more successfully

UNIT 2 21

WARM UP

PRESENTATION Learning the Corporate Culture

• Set the stage. Ask the students to coverYumiko’s letter. Read the instructions aloud.Ask the students to predict what informationYumiko might give Lynn about her new job.Write the predictions on the board.

• Personalize the situation. Ask the studentsabout the e-mails and letters they send to theirfriends. Do they write in depth about one topicin each e-mail or letter, or do they write a littlebit about several different topics? Ask which ismore common in the students’ cultures.

• Focus on selected items. Write the followingwords on the board: new hire, salary, base pay,blame, unanimous, policy. Elicit the meanings ofthe words. If the students do not know themeaning of the words, reassure them that theywill understand them after they listen to andread Yumiko’s letter. Leave the words on theboard for use after the listening task.

• Set the listening task. Write on the board: Whatare the four main topics that Yumiko discusses abouther job? Play the cassette twice while thestudents listen for this information, keeping theletter covered.

• Check the listening task. Elicit the four maintopics of Yumiko’s letter. Write all the responseson the board, even if there is disagreementamong the students. Ask the students touncover the letter and read it. Point out that

Yumiko focused on one main point in eachparagraph of her letter. Ask the class to reviewtheir answers and decide what the four mainpoints are (her salary; the benefits of the job; herresponsibilities; how decisions are made in hercompany).

• Focus on vocabulary. Ask the students to findeach of the six vocabulary items in the text.Elicit the part of speech of each word or phrase(noun, noun phrase, or adjective). Help thestudents use context clues to focus theirdefinition of each item. Write the definitions onthe board. Elicit or provide the part of speechand meaning for any other words the class mayhave questions about.

• Engage the students in pair work. Ask avolunteer to read the discussion questionsaloud. Briefly review what Yumiko said abouther company with regard to these two topics.Ask the students to tell their partners aboutthese two aspects of the work environment intheir home countries. Encourage them to giveexamples from their own experiences ifpossible.

• Circulate and monitor progress. As youcirculate, listen for interesting details oranecdotes. Recap the discussion as a class, andencourage the students to share these detailswith the class.

• Ask how your students communicate with theirfriends and family. Do they prefer to call, use e-mail, or send a letter? Elicit reasons for theirchoices.

• Write three column headings on the board:Telephone, E-mail, Letter. As a class,brainstorm the advantages of each of thesemodes of communication. Write the responsesunder the appropriate headings.

Lesson 1

EXERCISES

1 Yumiko is working in the lab. (page 15)� Reading � Writing

2 Yumiko usually wears a lab coat, but today she’s wearing (page 15)jeans.� Speaking

• Pair. Read the instructions aloud. Ask thestudents to work with a partner to comparewhat Yumiko usually does with what she’sdoing today. Remind the students to rely ontheir speaking skills instead of writing theiranswers. Encourage the students to comparethe details of each pair of pictures, such asYumiko’s clothing, the place where she is doingthe activity, or what she might be feeling.

• Recap as a class. Prompt the students to makeadditional statements about each pair ofpictures.

• Group. Read the instructions aloud. Elicit thequestions that the students will ask theirpartners. (What is your mother doing today? Whatdoes she usually do?) As with the previousexercise, encourage the students to go beyondthe obvious when they describe their familymembers’ or friends’ activities.

Additional Activity. See Unit 2 Appendix.

• Pair. Explain that the students will complete aparagraph about Yumiko’s job. Read theinstructions to the class. Ask a volunteer to readthe example aloud. Elicit the tenses used in thesentence (simple present and present continuous)and why they are used (the first half of thesentence is a statement of general truth about theprocess; the second half describes how the process isgoing right now). Point out that the studentsmay need to use other tenses in addition to thesimple present and present continuous whenthey complete the paragraph.

• Recap as a class.

Answers

1. is working

2. has

3. decided / has decided

4. had taken / took

5. goes

6. is going

7. takes

8. is taking

9. is getting

10. is

11. has to / will have to

12. finishes

UNIT 222

3 Yumiko hopes to become a team leader at Fujifilm. (page 16)� Speaking � Reading

4 Fujifilm saves the koala. (page 16)� Listening � Reading

• Read the title aloud and direct the students’attention to the illustration of the koala. Ask theclass what they know about koalas. Write theinformation on the board.

• Read the instructions to the class. Ask forvolunteers to read the sentences aloud. Tell theclass that you will play the cassette twice whilethey listen.

• Recap the answers as a class. If a sentence isfalse, ask the class how to rewrite it as a truesentence.

Answers

1. False (Hanimex is Fujifilm’s distributor inAustralia.)

2. True

3. False (The project uses satellites tomonitor the koalas.)

4. False (Many people take photographs ofkoalas.)

5. True

Additional Activity. See Unit 2 Appendix.

• Ask a volunteer to read the title aloud. Elicit thedefinition of team leader. Write all of thestudents’ ideas on the board. (The students’definitions of the term will vary, based on theirindividual perceptions of what a team leader isor should be.)

• Pair. Read the instructions aloud. Elicit themeaning of survey. Clarify that the studentsshould write down their partners’ opinions, nottheir own. Encourage the students to ask theirclassmates if they do not understand aparticular word or phrase in the activity. If theirclassmates are unable to provide the meaningof the word, you can write it on the board.Instruct the students to complete the surveyfirst and then to discuss the items on whichthey disagree. Encourage them to providedetailed reasons for their answers.

• Class. Recap the discussion as a class. If youwish, make a transparency of the survey. Askthe students to report their partners’ choices.Total the class results for each item.

Expansion (Writing): Have the students work ingroups to write an employment ad for theposition of team leader at Fujifilm. Brainstorm thekinds of information that should be included inthe ad. Write the students’ suggestions on theboard. Remind the students to include thequalities from the survey that they think areappropriate for the position. Encourage thestudents to describe the qualities in their ownwords instead of just copying them. Ask thestudents to write their ads on the board or readthem to the class.

UNIT 2 23

5 How long have you lived here? (page 17)� Listening � Speaking � Reading � Writing

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Read the instructions aloud. Ask for volunteersto read Yumiko’s résumé aloud. Elicit orprovide the meaning of any unfamiliarvocabulary.

• Read the title aloud. Elicit the time frame thatthe question refers to (from the past until now).Ask how the question would be different if itreferred to a completed action in the past (Howlong did you live there?). Elicit that the presentperfect is used to talk about events that beganin the past and continue to now, while thesimple past is used for an action completed inthe past.

• Pair. Read the instructions aloud. Ask avolunteer to read the first cue aloud. Then askthe class to find the information on the résuméand answer the question as if they wereYumiko. Ask each pair of students to ask andanswer questions using the cues and also toadd questions of their own. Remind them that

they might need either the present perfect orthe simple past.

• Recap the activity as a class. Have the studentsask classmates other than their partners for theanswers.

• Before the students write their own résumés,direct their attention to the format of Yumiko’srésumé, including the format, headings, andorder of the entries (reverse-chronological).Circulate and help the students write theirrésumés.

• Pair the students with classmates as they finishtheir résumés. Request that they include abeginning and an end to the role-play thatwould be appropriate for a job interview. Tellthe students how much time they have inwhich to prepare their role-plays. Have asmany pairs as possible perform.

UNIT 224

UNIT 2 25

WARM UP

PRESENTATION Training to Be a Chef

• Set the stage. Instruct the students to cover theconversation. Read the instructions aloud. Elicithow Oscar and Tony know each other (they usedto be classmates). Direct the students’ attention tothe picture. Elicit the location of the picture (arestaurant kitchen). Ask the students to name asmany objects in the picture as they can.

• Personalize the situation. Ask whether any ofthe students have ever worked in a restaurant.What kind of jobs did they have? What werethe most rewarding aspects of the job? Themost difficult? (If some of the students havenever worked in a restaurant, ask them toimagine what it would be like.)

• Focus on selected items. Ask the class howowning a restaurant would be different fromworking in one. Encourage them to givespecific details about the skills needed as wellas the responsibilities that owning a restaurantwould entail.

• Set the listening task. Explain that the studentswill hear Oscar describe his job to Tony. Writethe following on the board: What does Oscar likeabout his job? What is difficult about it? Point outthat Oscar is considering opening a restaurantof his own in the future. Add the followingquestion to those on the board: What additionalskills does Oscar need in order to open a restaurant?

Play the cassette once or twice while thestudents listen with the conversation covered.

• Check the listening task. Elicit answers to thelistening questions and write them on theboard. Ask the students to read theconversation and add information to theanswers on the board if necessary.

• Practice the conversation in pairs. Ask thestudents to practice the conversation in pairs.Circulate and assist with pronunciation andintonation as necessary. If time allows, have onepair perform the conversation.

• Engage the students in pair work. Read thediscussion question aloud. Give the studentstwo or three minutes to write brief notes aboutthe kind of restaurants they would like to open.Then ask them to tell their partners about theirrestaurants. Encourage the students to ask eachother follow-up questions.

• Circulate and monitor progress. If necessary,prompt the students to provide more detail byasking them questions about their restaurant.For example, what kind of food would it serve?Would it be formal or informal? Recap byasking several volunteers to tell the class abouttheir ideal restaurants.

• Write the term job satisfaction on the board andelicit its meaning (being happy or satisfied in ajob). As a class, brainstorm the things thatcontribute to job satisfaction. Is it important toenjoy your work? To earn a lot of money? Tohave a good work environment? Write thestudents’ ideas on the board.

• Ask the students which aspect of jobsatisfaction is most important. If they couldhave only one item from the list, what would itbe and why? Ask them to explain their choiceto their partners. Recap as a class.

Lesson 2

EXERCISES

1 Oscar can already make a few gourmet dishes. (page 19)� Reading � Writing

• Direct the students’ attention to the vocabularybox. Ask the class what part of speech thesewords and phrases are (adverbs and adverbphrases). Ask for volunteers to read the wordsaloud. Assist with pronunciation as needed andelicit the meaning of any unfamiliar items.

• Read the instructions aloud. Emphasize thatthere may be two or three possible answers foreach item. As the students complete theparagraph, ask them to compare their answerswith those of a classmate. Instruct them todiscuss any differing answers.

• Recap the answers as a class, preferably using atransparency of the activity. Be sure to ask theclass for other possible answers.

Vocabulary Note: If either of two words of similarmeaning can be used in a given statement, thechoice of which one to use is often simply a matterof avoiding repetition of a previously used wordor phrase. For this reason, the students should trynot to use the same adverb or adverb phrase twicein a row. At other times, a particular word orphrase will be preferred because it is part of acommon collocation (combination of words) orexpression, such as to enjoy something immensely(item 14). Making students aware of the existenceof collocation patterns will help them developtheir vocabulary in a meaningful way. If yourstudents use vocabulary notebooks or journals,encourage them to write down the entire sentencein which they find each new word. In this way,they will learn how to use the new word inaddition to learning its meaning.

Expansion (Writing): Tell the students to choose atleast one adverb from each of the four types in theactivity. Ask them to write a sentence using eachof the adverbs they have chosen. Point out thatwhere an adverb goes in a sentence depends on

Answers (Other answers may be possible.)

2. easily / quickly

3. always / certainly

4. easily

5. never

6. quickly / soon

7. soon / now / next week

8. always / certainly

9. financially

10. never

11. at work / here

12. here / at work

13. Unfortunately

14. immensely

15. already / easily

16. now / already / easily

17. carefully

18. soon\

what type of adverb it is and what its function is.Instruct the class to review the paragraph andnotice where their adverbs are located in thesentences. Write questions on the board to helpthem analyze the placement: Where is the adverb inrelation to the main verb? In relation to the directobject? In relation to the whole sentence? Ask asmany students as possible to write one or more oftheir sentences on the board. As a class, check forcorrect meaning and adverb placement.

UNIT 226

2 I frequently eat out. (page 20)� Speaking � Reading

3 How often do you eat out? (page 20)� Reading � Writing

• Pair. Ask the students to work with a partner tocomplete the sentences on the right with anadverb of frequency that conveys the samemeaning as the adverb phrases in bold in thesentences on the left.

• Review the results as a class by asking onepartner in each pair to read the sentence on theleft and the other partner to read the sentenceon the right. Elicit other possible answers.

• Direct the students’ attention to the sentencesthey have just completed. Elicit the rule forplacement of single-word adverbs of frequency(before the main verb). Point out that this is themost common location for these adverbs. Askthe students how this position differs from the

position of adverbial phrases such as once amonth (adverbial phrases of frequency come at theend or beginning of the sentence). Elicit or explainthat some adverbs of frequency (sometimes;often; occasionally) can also be used at thebeginning or end of a sentence.

• Ask the students to use the adverbs offrequency in Exercise 3 to write sentences abouttheir answers to the questionnaire in Exercise 2.Have the students compare their eating habitswith those of their partners. Ask for volunteersto tell the class how their eating habits are thesame as or different from their partners’. (BothJamie and I often go out to eat. I eat lunch in arestaurant more often than Jamie does.)

• Note: You may want to make photocopies ofthe questionnaire so that they can be collectedand the students can tally their results.

• Direct the students’ attention to thequestionnaire. Ask for volunteers to read eachquestion aloud. Elicit or provide the meaningfor any unfamiliar expressions (have dinner out;cater). Ask the students to complete thequestionnaire individually.

• Class. When the students have completed thequestionnaire, ask a volunteer to read the classwork instructions aloud. Elicit the meaning oftally (add). Ask the class to decide on aprocedure to tally the results. Possible solutions

include having one student lead the tallyingprocess by calling on students to give theiranswers while another writes the responses of ahand vote on the board or a transparency, ortallying the results in small groups and thenreporting them to the class.

• Discuss the results as a class. Encourage thestudents to make comparative statements aboutthe results (Many of us eat breakfast or lunch in arestaurant at least twice a week, but some of us do itevery day). Ask the students to give reasons fortheir answers (to save time; to save money; becausemy employer pays for it).

UNIT 2 27

4 The restaurant is busiest on Saturday nights. (page 21)� Listening � Speaking � Reading

5 I’m going to start simply. (page 21)� Listening � Speaking

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Read the instructions aloud. Elicit the meaningof handle the situation (respond to the situation).Remind the students that writing notes meanswriting short phrases or single words, notcomplete sentences. Point out that they shouldwrite down anything that seems importantwithout worrying about spelling or grammar.Explain that they will need to interpret whatthey hear and to use their own words todescribe how each person responds to thesituation. Elicit that they will need to useadverbs in their answers. Reassure them thatafter they have taken notes they will have achance to organize their responses.

• Explain that you will play the cassette at leasttwice while they listen and take notes. Suggestthat they just listen during the first playing andthen take notes during the second playing.

• Following the listening, give the class severalminutes to refine their notes. Recap thestudents’ responses as a class, making notes oftheir answers on the board. If students useunfamiliar words, have them explain what thewords mean.

• Point out that taking notes while listening is askill that becomes easier with practice. Elicitways that the students can practice this duringyour class and in other classes. Write theresponses on the board.

Answers

(Other answers may be possible.)

Uncle Alonzo: runs around hysterically

Aunt Petra: patiently tries to calm Alonzodown

Oscar: handles the situation competently

• Group. Ask a volunteer to read the group workinstructions aloud. Replay the cassette ifnecessary. Assign group roles (refer to the notesabout group work in Unit 1, Lesson 3, Exercise 5). Give the students seven to tenminutes for their discussions. Ask each group’sReporter to explain the group’s opinion to theclass.

• Read the instructions aloud. Ask for volunteersto read the sentences and answer choices aloud.Explain that you will play the cassette twicewhile the students listen and mark the correctanswers.

• Recap the results as a class. If necessary, replaythe cassette.

Answers

1. a 3. b 5. b

2. a 4. b

• Pair. Ask the students to tell their partnersabout their eating habits. Ask them to comparethe kinds of food or drinks they prefer atdifferent times of the day, when they eat theirbiggest meal, and how many meals they eat inan average day. Recap by asking for volunteersto tell the class what is most interesting abouttheir partners’ eating habits.

UNIT 228

UNIT 2 29

WARM UP

PRESENTATION Planning for Retirement

• Set the stage. Ask the class to cover the articleor close their books. Read the title andinstructions aloud. Elicit the meaning ofretirement (the point of leaving the work force,especially because one is getting older). Ask thestudents to predict what aspects of retirementthe article will discuss. Write their responses onthe board.

• Personalize the situation. While the studentskeep the article covered, read the firstparagraph aloud or play that section of thecassette. Ask what kind of lifestyle changes Mr. Sato is facing as he nears retirement. Askhow the students think they would react toretirement. Write the responses on the board.

• Focus on selected items. Ask the students tolook at their list of predictions on the board.Brainstorm additional topics that might beimportant to a retiring worker. Write these onthe board.

• Set the reading task. Remind the students thatthis article will discuss changes in Japan’sretirement system. Write on the board: Why hasJapan’s retirement system been changing? What isone of these changes? Why will Mr. Sato have acomfortable retirement? Ask the students to reador listen for the answers to these questions.

• Check the reading task. Depending on theneeds and skills of the class, you may wish to

have the students read the article withoutlistening, listen without reading, or read whilethey listen. If you use the cassette, be sure toplay it at least twice. Ask the students for theirresponses to the comprehension questions.Write their responses on the board (Becausereturn on investments has been low and the numberof retirees has been rising; Companies have beenforced to increase employee pension-plancontributions; Because he has made wiseinvestments.)

• Engage the students in pair work. Read thediscussion question and instructions aloud. Onthe board, outline the basic components of theJapanese pension system as described in thearticle. Tell the students not to assume that theretirement plans in their countries are similar tothose in their partners’ countries. Encouragethem to explain everything they know aboutthe plans, even the most basic details.

• Circulate and monitor progress. Help thestudents access their knowledge about theircountries’ retirement systems by asking themquestions about taxes and other fees that maybe withheld from their salary by thegovernment or by an employer. Recap as aclass.

• Instruct the students to close their eyes for aminute and imagine that they are 65 years old.Ask them to think about where they are, whothey are with, and what they are doing. Arethey working? Are they retired? Tell the class toopen their eyes and write for five minutesabout what their lives will be like when theyare 65. Tell them to just write freely withoutworrying about grammar, spelling, or

punctuation. Assure them that you will notcollect what they write.

• Have the students tell their partners what theythink their lives will be like when they areolder. When they have had several minutes todiscuss their ideas, recap the discussion as aclass.

Lesson 3

EXERCISES

1 After Tomoki retires, he’s going to receive a pension. (page 23)� Reading

2 Tomoki will take a cruise as soon as he retires. (page 23)� Speaking � Writing

3 I’m going to take it easy after I retire. (page 24)� Speaking � Reading � Writing

• Pair. Read the instructions aloud. Askvolunteers to read the examples aloud. Give thestudents about five minutes to write their ownresponses.

• Remind the students that both partners have toask each other the same questions. Point outthat when two people ask each other the samequestion, the second person will use contrastivestress in the question. (Student A asks: What are

• Write the example sentences on the board. Askvolunteers to read the sentences aloud. Elicitthe time frame that the sentences refer to (futuretime). Ask the class to identify the verbs in thefirst sentence (retires; is going to buy). Ask theclass what the tense of each verb is (simplepresent; future). Label the verbs accordingly.Repeat with the second example sentence. Elicitthat future time clause beginning with adverbsrequire the simple present tense.

• Direct the students’ attention to the secondsentence. Elicit the meaning of until (up to thattime). Ask the class when Tomoki will be able totake a cruise (after he retires). Elicit the differencein meaning between after and as soon as (as soonas means immediately after).

• Read the instructions aloud. Encourage thestudents to use each of the time expressions atleast once. Circulate and monitor for correcttense use.

• Ask several students to write their answers onthe board. As a class, check each sentence forcorrect meaning and grammar. Ask for otherpossible answers for each scene.

• Pair. Read the discussion questions aloud. Askthe students to think about how persons aboutto retire might feel if they were asked abouttheir pensions. Is this information consideredprivate in the students’ native cultures? Howcould the topic be approached appropriately?Recap as a class.

• Read the instructions aloud. Remind thestudents that they can determine the meaningof a word by looking at the surrounding context(the sentence as well as the whole paragraph inwhich the word occurs). In addition, one wordoften has several different meanings, and it isimportant to know which meaning is correct ina particular sentence.

• Ask the students to complete the activitywithout using their dictionaries. Circulate andremind the students to refer to the reading inorder to find the correct meanings of the words.

• Check as a class. Ask each student who answersto read the sentence (or sentences) in which theword occurs. Encourage the class to explainhow they know which definition is correct.

Answers

1. b 3. a 5. b

2. a 4. b

UNIT 230

4 Online (page 24)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

5 Wrap Up (page 24)

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Direct the students’ attention to the graphs inthe activity. Ask whether they know what kindof charts or graphs they are (bar graphs). Askwhy data or information is often presented ingraph form (It’s easy to understand and comparethe information). Ask the class to explain whatthe information in the two graphs represents(the average number of hours one person works; thepercent of the population that does not work).

• Pair. Ask the students to work in pairs toanswer questions 1–4 on page 25. Check as aclass.

Answers

1. France and Italy

2. 7 percent

3. Japan and the United States

4. The former West Germany

• Read the instructions for item 5 aloud. Elicitsources, other than the Internet, where thestudents could find relevant data about theircountries. Tell the students how many daysthey have to assemble the data and whetherthey will make their charts as homework or asan in-class activity.

• Ask the students to write a brief paragraphdescribing the differences between the numberof hours worked and the unemployment ratesin their countries (or, if both partners are fromthe same country, the difference between theircountry and one or more of the countries in theactivity). Encourage them to include possiblereasons for the similarities or differences thatthey discover.

you going to do as soon as you get home today?Student B answers and then asks: What are YOUgoing to do when you get home today?) Point outthat this contrastive stress is important inconversation because it signals a change intopic.

• Practice by having half the class ask theexample question and the other half repeat thequestion using contrastive stress. Then switchparts so that all the students have a chance topractice using contrastive stress.

• Point out that, although it is grammaticallycorrect to repeat the adverb clause whenanswering, it is not necessary because the timeframe is provided when the question is asked.It would be perfectly acceptable, for example, toanswer the first question I’m going to finishpainting my room.

• Give the students ten to fifteen minutes tocomplete the activity. Circulate and monitor asneeded. Recap by asking the students to tell theclass the two most interesting things theylearned about their partners.

UNIT 2 31

STRATEGIES FOR SUCCESS

CHECKPOINT

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the students

to rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide whichspecific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

1. Warm Up. Review the purpose of theStrategies for Success activities (see Unit 1).Point out the three different activities for thisunit: practicing talking about routine activities,role-playing an interview situation, andscanning for specific details.

2. For Exercise 1, remind the students that goodlanguage learners create opportunities topractice the language. This exercise is one suchopportunity. It might be a review for somestudents, but it’s a useful way to reinforcefrequency adverbs. If necessary, model anexchange for the students: A: “How often doyou eat out at a restaurant?” B: “Oh, I usuallyeat out about once a week.”

3. For Exercise 2, you may wish to help thestudents find an English-language newspaper.If you don’t think they understand how to roleplay an interview, model the beginning of onejust to begin the exercise.

4. For Exercise 3, explain to students whatscanning (looking for specific details) andskimming (looking for the overall gist) are.Scanning for specific details is a strategy thatthey can utilize at this level of English. Thisexercise is quick, and some students will notfind it difficult, but it serves as a reminder ofwhat it means to scan a passage.

UNIT 232

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary. Direct the students’ attention to theexamples for simple present vs. present continuous.Ask them to write three sentences about howthings usually are in their lives compared withhow they are these days. Model by writing oneor two sentences on the board about yourself: Iusually sleep a lot, but I’m not sleeping very muchthese days. Encourage the use of some adverbsand adverb phrases learned in this lesson.

• Next, tell the students to find a partner andexchange their lists of sentences. Instruct the

students to ask follow-up questions based onthose sentences. Model by prompting the classto ask you for more information about yourexample sentence. (Why aren’t you sleeping verymuch? Are you watching too much TV at night?)

• Other grammar points in the Summary can bepracticed in a similar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

UNIT 2 33

UNIT 234

ADDITIONAL ACTIVITIES

Lesson 1, Exercise 2 (page 15)Imaginary Lives

Lesson 1, Exercise 4 (page 16)Help the animals!

• Ask the students (individually, in pairs, or ingroups) to give a short presentation about waysthat people around the world help animals.Elicit some of the forms that this help takes(projects to save endangered animals, cruelty-prevention programs, pet adoption agencies). Tellthe students that each presentation shouldfocus on one specific way that people arehelping animals. Encourage the students to usethe Internet as well as print media in theirresearch, but remind them not to plagiarize.

• If possible, provide materials such astransparencies, paper, and colored pens to those

students who wish to use visual aids with theirpresentations.

• Tell the students how long their presentationsshould be and what the grading criteria will be.As a class, brainstorm the qualities of aneffective speaker (makes eye contact with theaudience; speaks loudly and clearly; doesn’t simplyread the presentation).

• After each presentation, encourage the class toask the presenters follow-up questions.

• In this writing activity, the students observe aperson outside of class and compare what theperson is doing with what they imagine thatperson’s regular habits to be.

• Model the activity by showing the class amagazine picture or drawing of a personengaged in an activity. (Use an overheadtransparency if possible.) Ask the class toexplain what the person in the illustration isdoing now. Write their answers on the board.Then ask the class what the person usuallydoes. Encourage the students to be creative intheir responses. Write the responses on theboard.

• Explain that the students will observe a personand make notes about that person’s actions orbehavior. Then they should imagine what thatperson’s daily life is like. They should then

write a well-organized paragraph (or two)describing the person. Remind them that theyshould include a clear topic sentence thatreflects the main idea of the paragraph. Refer tothe notes on the board and elicit one or twopossible topic sentences that could begin aparagraph about the person in the picture(Although Jakob usually teaches during the day,today he is enjoying a day in the park with hisfriends).

• Note: If you wish to make this an in-classactivity, or if it is impractical to ask the studentsto do an out-of-class observation, give eachstudent a magazine picture of a person to useas the subject for the paragraphs. The person ineach picture should be engaged in an activity ofsome kind.

Appendix

WORKBOOK UNIT 2 ANSWER KEY

Lesson 1, pages 10–12

Exercise 1

Exercise 2Answers will vary.

Exercise 3

Exercise 4

Exercise 5Replies will vary.

1. have you had

2. have you known

3. have you met

4. have you done

5. has your teacher been

For—a long time; a little while; a week; two days; three years

Since—yesterday; this morning; last month; eight o’clock; I started this exercise

(Sentences will vary.)

2. They’ve been married since 1995. They gotmarried in 1995.

3. They’ve known each other since December.They met at a party in December.

4. She graduated from high school in the year2000. She’s had a job since the year 2000.

5. He’s known how to use a computer sinceAugust 1997. He took a computer class inAugust 1997.

6. They moved into the house in March. They’velived in the house since March.

Possible answers:

2. He’s eating with friends today.

3. He’s playing golf today.

4. He usually talks to his employees.

5. He usually writes reports.

6. He usually wears a suit.

7. He’s talking about sports today.

8. He’s telling jokes today.

UNIT 2 35

WORKBOOK UNIT 2 ANSWER KEY

Lesson 2, pages 13–15

Exercise 1presently; recently; desperately; only; usually; financially; morally; sincerely

urgently; currently; extremely; really; possibly; genuinely; especially

Exercise 2

Exercise 3

Exercise 41. Thank you for inviting us last weekend.

2. We had a wonderful time in Pleasantville.

3. We got home safely the day before yesterday.

4. We drove until 6 or 7 in the evening,

5. because we decided to stop early and see thelocal attractions.

6. We are certainly glad that Bob has foundroommates as nice as you and your children.

7. We hope you can come visit us soon.

8. Perhaps you can come with Bob at Christmas.

1. absolutely

2. prominent

3. totally

4. hard

5. rarely

6. quite

7. pleasant

8. comfortably

9. safe

10. importantly/important

11. friendly

12. near

13. nearly

14. local

15. well

16. quickly

2. Good news certainly travels fast.

3. Well, he is actually a very personable youngactor.

4. the kids are absolutely in love with him.

5. He took the kids to the pool.

6. taught them to swim quite easily.

7. He always watches them very carefully.

1. Her husband has recently been relocated tothe area.

2. Financially and morally responsible.

3. A really cool place.

4. Children.

5. (Answers will vary.)

UNIT 236

WORKBOOK UNIT 2 ANSWER KEY

Lesson 3, pages 16–18

Exercise 1

Exercise 2Answers will vary.

Exercise 3

Exercise 4Answers will vary.

Exercise 5Answers will vary.

1. c

2. b

3. a

4. d

2. When I have enough money, I’m going to buya sailboat. I’m going to buy a sailboat when Ihave enough money.

3. Before I meet my friends for dinner, I’m goingto finish what I have to do. I’m going to finishwhat I have to do before I meet my friends fordinner.

4. As soon as my teacher corrects our papers,she’s going to give them back. My teacher’sgoing to give back our papers as soon as shecorrects them.

5. After we finish the course, we’re going tohave a class party. We’re going to have a classparty after we finish the course.

UNIT 2 37

38

UNIT 3

Overview

COMMUNICATION GOALS

Listening and Speaking• Listening for specific information

• Discussing advantages anddisadvantages of applying tocollege online

Reading and Writing• Reading for chronological order

• Reading an online advertisement

• Making a timeline from a reading

• Writing a letter of application

• Writing a journal entry

TOPICS

• Investigating how to apply touniversities and colleges in the U.S.

• Preparing for a test

• Writing a college application letter

• Discussing entrance exams

GRAMMAR

• Embedded questions

• Past perfect

• Active causative (have, make, get)

UNIT 3

39UNIT 3

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsCreative thinkingDecision makingProblem solving Knowing how to learn

Personal QualitiesResponsibilitySociability—demonstrates understanding,friendliness, adaptability, empathy, and exhibitsself-controlSelf-managementIntegrity and honesty

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.2 Identify or use appropriate language for

informational purposes0.2.1 Respond appropriately to common

personal information questions0.2.4 Converse about daily and leisure activities

and personal interests1 Consumer Economics1.1.3 Interpret maps and graphs7 Learning to Learn7.1.1 Identify and prioritize personal, education,

and workplace goals7.1.2 Demonstrate an organized approach to

achieving goals, including identifying andprioritizing tasks and setting andfollowing an effective schedule

7.2.2 Analyze a situation, statement, or process,identifying component elements andcausal and part/whole relationships

7.2.6 Generate ideas using divergent(brainstorming) and convergent (focus)approaches, and also through creativeimagination

7.2.7 Identify factors involved in makingdecisions, including considering goals,constrains, and consequences, andweighing alternatives

7.3.2 Devise and implement a solution to anidentified problem

7.4.1 Identify or utilize effective study strategies7.4.10 Identify or utilize test-taking skills

UNIT 340

WARM UP

PRESENTATION I’m suffering from test anxiety.

• Set the stage. Instruct the students to cover theconversation and look at the title and picture.Write test anxiety on the board and elicit themeaning (stress or nervousness about taking atest). Elicit or provide the names of the twocharacters in the illustration (Tony and Sofia).

• Personalize the situation. Ask the studentswhether they have ever experienced testanxiety. What physical or emotional symptomsdid they have (stomachache; insomnia)? Whatwas the cause of the anxiety (lack of preparationfor the test; knowing that one test could determinetheir future)? Write the responses on the board.

• Focus on selected items. Ask the class howthey could help themselves be less anxious ontest days. How could they deal with each of thesymptoms they listed? Encourage the studentsto think of ways they could change theirreactions to the causes, especially those causesthat are beyond their control.

• Set the listening task. Write the followinglistening questions on the board: What test areSofia and Tony going to take? Who is more nervous,Sofia or Tony? Why? Play the cassette once ortwice. Specify whether the students shouldlisten with the conversation covered or readalong.

• Check the listening task. As a class, answer thelistening questions (the TOEFL; Tony; because hedoesn’t think he can pass it). Ask what Sofiathinks Tony should do about his test anxiety(think about his cover letter and study).

• Practice the conversation in pairs. Have thestudents practice the conversation in pairs.Encourage them to use natural expression andintonation as they read. Circulate and assist asneeded. Listen especially for correctpronunciation of contractions. If time permits,have one or two pairs perform the dialog.

• Engage the students in group work. Read thediscussion questions aloud. Remind the classthat they discussed test anxiety in a generalway at the beginning of this lesson. Encouragethem to tell their groups about one or twospecific times that they felt test anxiety and torecall some specific ways they dealt with it.

• Circulate and monitor progress. Prompt thestudents to be as specific as possible by askingquestions about how they felt, what they did,and what they might do differently in thefuture. Recap by asking the students to tell theclass the solutions they came up with.

• Ask the students what they find easy abouttheir classwork, either in English class or inother classes. As the class brainstorms, writetheir ideas on the board. Then ask what thestudents find difficult or challenging abouttheir classes. Compare the two groups ofresponses. Ask why the same aspect of learning

might be easy for some students and difficultfor others.

• Ask the students what they think the purposeof a test is. Elicit the positive and negativeaspects of test-taking. Write all the responses onthe board.

Lesson 1

EXERCISES

1 Do you know where the TOEFL test is being given? (page 29)� Speaking � Reading � Writing

2 Do you know what my score is? (page 29)� Listening � Speaking

• Read the instructions aloud. Play the cassettetwice while the students listen and completethe chart. Check as a class, replaying thecassette if necessary.

• Pair. Read the discussion question aloud. Pointout that the question relates to college students,so the discussion should focus on tests otherthan the TOEFL. Encourage the students to givespecific support for their opinions. Recap thediscussion as a class. Write the students’responses on the board under the headingsWriting Skills and Test-Taking skills.

• Read the instructions aloud. Ask two studentsto read the example question and response.Point out that the woman restates Tony’squestion when she answers him. Write embeddedquestion on the board. Explain that when aquestion is “inside” a sentence or anotherquestion, it is called an embedded question.

• Elicit the difference in word order betweenTony’s question and the woman’s answer(Tony’s question uses question word order [theauxiliary comes before the subject]; in the woman’sanswer, the subject comes before the verb [sentenceword order]).

• Ask the students to complete the woman’sresponses. Instruct them to begin each responsewith I don’t know . . . . Recap by having fourstudents write their answers on the board andread them to the class. Focus on the second andfourth items in the chart. Elicit the reason thatthe auxiliary does is not necessary in the secondembedded question (It is not required inaffirmative sentence word order). Also elicit the

reason that the word order of the fourthembedded question does not change (Theoriginal question has subject–verb word orderbecause Who is the subject of the question).

Answers

2. I don’t know what time it starts.

3. I don’t know how you can find out.

4. I don’t know who might be able to helpyou.

5. I don’t know why this is happening toyou.

Additional Activity. See Unit 3 Appendix.

• Group. Read the instructions aloud. Elicitanother word for bad dream (nightmare) andwrite it on the board. Encourage the students togive details when describing their nightmares.Recap the discussion as a class, invitingindividual students to tell the class about theirbad dreams.

UNIT 3 41

Answers

Listening Structure/Writing Reading

Tony 24 24 26

Sofia 20 26 28

3 She aced the test. (page 30)� Speaking � Reading

4 I passed with flying colors. (page 30)� Speaking � Reading � Writing

• Read the instructions aloud. Elicit the meaningof chronological order (the order in which eventsoccur in time). Remind the students that whentelling or writing a story, a person does notnecessarily relate the events in the same orderin which they occurred. Point out that thestudents should choose the most importantevents in Tony’s story when completing theactivity on page 31.

• Check as a class, listing the events on a timelineon the board. Although the students’ answerswill vary depending on which events theyselect, they should state that the library waslocked between the time Tony fell asleep andthe time he woke up.

Expansion (Writing): Ask the students to write aletter to a friend about a test-taking experience

they have had. Encourage them to discuss howthey prepared, how they felt before taking the test,and what their results were. Instruct them toinclude at least two of the expressions learned inExercise 3. Explain that many of these idioms arevery informal and therefore should not be used informal speaking or writing. They are, however,appropriate to more casual forms ofcommunication, such as letters to friends orinformal conversation.

• Pair. Read the instructions aloud. Elicit themeaning of a run of bad luck (a series of unluckyevents). Give the students five to seven minutesfor their discussions. Recap as a class, askingseveral of the students to tell the class theirstories.

• Explain that there are many idioms andexpressions that relate to doing well (or poorly)on tests. These expressions can be used todescribe other events as well. Ask forvolunteers to read the examples in the firstcolumn of the example box. Ask which of theseexpressions the students have heard before.Repeat with the examples in the secondcolumn.

Vocabulary Note: Students often learn an idiommore easily if they know its origin. For example,the verb ace comes from the noun ace, whichindicates an expert in a particular field (an aceelectrician; a flying ace), a meaning that originallyreferred to the highest-value playing card.Likewise, the expression with flying colors refers toa warship arriving home safely with all its flags(colors) flying. Cram means to quickly put a lot ofsomething into a small space, and students whocram for tests try to put all the necessary

information into their minds within a short time.Additional information on the derivation ofidioms is available in many idiom dictionaries aswell as from many websites.

• Ask the students to match the idioms andexpressions in the left column with themeanings in the right column. Check as a class.

Answers

1. b 5. f

2. d 6. a

3. h 7. c

4. g 8. e

• Pair. Read the pair work instructions aloud.Encourage the students to describe one or twospecific test-taking experiences.

UNIT 342

5 I’ve always wanted to study medicine. (page 31)� Listening � Speaking � Reading

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Read the instructions aloud. Ask the class whatthe purpose of Sofia’s letter is (to convince theuniversity to accept her as a student). Read theletter aloud or have the students read it silently.

• Ask the students to make brief notes of theirresponses to the questions. Go over theresponses as a class. Alternatively, you can havethe students prepare more formal writtenanswers to the questions as an in-class activityor for homework.

• Group. Ask a volunteer to read the discussionquestion aloud. Assign group work roles forthis activity. (Refer to Unit 1, Lesson 3, Exercise5 for information about group work roles). Givethe students ten to fifteen minutes for theirdiscussions. Ask the Reporters to tell the classwhat their groups decided. Encourage the othermembers of the groups to add to the discussionafter the Reporters have finished.

Expansion (Writing): Bring in photocopies ofinstructions for writing letters of application fromseveral different colleges and universities. (Thisinformation can often be found on the schools’websites.) Ask the students to compare theinstructions and decide what additionalinformation they would need to know in order towrite a good application letter to that particularschool.

• For homework, have each student write a letterof application based on one of the sets ofinstructions. Encourage the students to maketheir letters as realistic as possible by typingthem or producing them on a computer. Askthe students to exchange letters with a partnerand give each other advice on how they couldimprove the effectiveness of their letters.

UNIT 3 43

UNIT 344

WARM UP

PRESENTATION I need some time to adjust.

• Set the stage. Ask the students to cover theconversation and look at the picture. Explainthat Nelson is talking with one of hisclassmates, Steve, about the adjustments he’sbeen making in his graphic design class.Remind the students that Nelson is aninternational student studying in the UnitedStates.

• Personalize the situation. Ask the class topredict the kinds of adjustments that Nelson ishaving to make. Write them on the board. Askwhether the students have ever had to makesimilar adjustments.

• Focus on selected items. Elicit the meaning ofgraphic design. Ask your students howimportant English speaking skills would be inthat profession. Ask if there are other skills thatwould be more important. Encourage the classto give reasons for their responses.

• Set the listening task. Write the followingquestions on the board: Why does Nelson feel heneeds to make adjustments? What kind ofadjustments does he have to make? What is Steve’sopinion of Nelson’s class work? How did Nelsonfirst learn to use a computer? Ask the students tolisten with the conversation covered. Play thecassette twice while they take notes.

• Check the listening task. Write the students’answers on the board. Ask the students touncover the conversation and check theiranswers (because he’s never been in a class withAmericans before; cultural and languageadjustments; Steve thinks Nelson’s work is good; hebought a used computer and started using it in hisspare time). Elicit the meaning of hands-on(actively doing something, not just talking about it).

• Practice the conversation in pairs. Ask thestudents to practice the conversation in pairs.Circulate and assist with pronunciation,focusing on past tense verbs and pastparticiples. If time permits, ask a pair toperform for the class.

• Engage the students in pair work. Read thediscussion questions aloud. Elicit the meaningof relate to (understand; empathize with). Ask thestudents to discuss their experiences andsuggestions with a partner.

• Circulate and monitor progress. Encourage thestudents to give specific examples from theirown experience and specific suggestions thatrelate to Nelson’s situation. Recap thediscussion as a class.

• Ask the students to freewrite for five minutesabout a time when they had to adjust to a majorchange in their lives. What was the change theyhad to adjust to? What was the easiest part ofthe adjustment? The most difficult part?Remind the students that freewriting is a wayof brainstorming ideas on paper. They shouldnot worry about spelling or grammar when

they freewrite. They also shouldn’t use theirdictionaries during this activity.

• Ask for volunteers to tell the class about theirexperience with making adjustments.Encourage the students to speak withoutreading their notes from the freewriting session.

Lesson 2

EXERCISES

1 I hadn’t even touched a computer. (page 33)� Reading

• Read the instructions aloud. Write infer on theboard. Elicit or explain that infer means tounderstand a writer or speaker’s indirectlystated meaning. In this activity, the studentsrespond to a combination of directly andindirectly stated information.

• Ask the students to first complete the activitywithout looking at the conversation. Theyshould then reread the conversation to verifytheir answers. Check as a class. Ask thestudents to explain why their answers arecorrect.

Answers

1. Nelson 4. Steve

2. Nelson 5. Nelson

3. Steve

• Write the first sentence on the board. Elicit theverb and tense in each clause (hadn’t had, pastperfect; bought, simple past). Draw a timeline onthe board and mark an X to indicate that boughtoccurred in the past. Ask the class when Nelsondidn’t have a computer: before or after hebought one (before). Elicit that the past perfectdescribes an event that occurred before anotherevent in the past.

hadn’t had bought NOW

• Direct the students’ attention to the verb hadn’thad. Elicit how to form the past perfect (pasttense of HAVE + past participle). Write anotherexample on the board: When Sue came home, herroommate had already made dinner. Ask whichevent occurred first: Sue coming home or herroommate making dinner (her roommate makingdinner). Rewrite the sentence with both verbs inthe simple past: When Sue came home, herroommate made dinner. Elicit that in thissentence, the roommate made dinner after Suecame home. Ask the students to write two orthree example sentences of their own using thepast perfect and the simple past to describe oneevent occurring before another in the past.

• Explain that the past perfect may be needed toshow which action occurred first. However, ifeither before or after is used in the sentence, thetime relationship is clear and the simple pastcan unambiguously be used for both actions(although the past perfect can still be correctlyused for the event that occurred first).Demonstrate by asking the students to rewritethe sentences about Sue and her roommateusing before or after and only the simple past.(Before Sue came home, her roommate made dinner.After Sue came home, her roommate made dinner.)

Grammar Note: Learners of English sometimesoveruse the past perfect due to the incorrectperception that it should be used to describeevents occurring in the distant past. Emphasizethroughout this lesson that the past perfect shouldonly be used to describe an event that occurredbefore another event in the past or a specific point intime in the past.

UNIT 3 45

x x

2 Nelson’s English was good because he had studied at the (page 33)World Language Center.� Speaking � Reading � Writing

3 Nelson had designed a simple website, but his client (page 34)wanted a flashy one.� Reading � Writing

• Read the title and instructions aloud. Elicit themeaning of flashy (dramatic; fancy) and client(customer). Ask three volunteers to read Nelson’sstatement, Mr. Franklin’s response, and thesentence that combines and restates what thetwo characters said. Emphasize that thisconversation occurred in the past.

• Ask the students to complete the retelling of theconversation between Nelson and Mr. Franklin.When they have finished, ask them to comparetheir answers in pairs. Check as a class.

• Remind the class that Nelson’s problem was aresult of the lack of communication between Mr.Franklin and his partner. Elicit ideas about whatNelson should do in this situation.

• Ask a volunteer to read the first example aloud.Ask which part of the sentence happened first(he studied English). Elicit that because indicates acause or reason for the situation.

• Ask a volunteer to read the second set ofexamples aloud. Elicit the meaning of in order toand so (that) in these sentences (both phrasesshow purpose). Explain that it is acceptable touse either so or so that. Elicit that in order to isfollowed by a verb phrase containing thesimple form of the verb, while so (that) isfollowed by a complete clause. Point out thatthe clause beginning with so (that) usuallycontains a modal indicating possibility, such ascan or could. Because the clauses in this exerciserefer to the past, could is used.

• As a class, number each pair of sentences toindicate the order in which the events occurred.Point out that the students will have todetermine the relationship between the eventsin the sentences: cause and effect (because) oraction and purpose (so, so that, in order to).

Remind the students to use the past perfect forthe event that occurred first.

• Check the results orally or on the board.

Answers

(Other answers may be possible.)

3. (1, 2) Nelson found the concepts in thegraphic design class easy because hehad studied design in his country.

4. (1, 2) Nelson had learned aboutcomputers in his spare time so that hecould get a job at a company as awebsite developer.

5. (2, 1) Nelson enjoyed working at the newcompany because he had always wantedto work on websites.

6. (1, 2) Nelson felt happier at his jobbecause he had made friends with one ofhis colleagues named Joe.

UNIT 346

4 A brief history of the Internet (page 35)� Reading � Writing

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Read the title to the class. Read the article aloudor have the students read it silently. Elicit orprovide the meaning of any unfamiliarlanguage.

• Direct the students’ attention to the timeline.Ask a volunteer to read the example sentencealoud. Instruct the class to find that informationin the article (In 1962, . . . Licklider came up withthe idea of a global computer network). Ask whythe past perfect was used in the examplesentence (because the action occurred before 1963,which is a specific point in the past). Point out thatpast perfect is often used with past timephrases that begin with by (by my tenth birthday;by the first of this month).

• Ask the students to complete the timeline withspecific events from the article, then writesentences describing the events. Remind the

students that they will need to use both thesimple past and the past perfect to complete theactivity.

• Check as a class. Ask the students to explaintheir tense choices.

Answers

(Wording may vary.)

2. By 1968, Lawrence Roberts hadpublished his “Plan for the ARAPnet”computer network.

3. In 1969, the first tests were made atUCLA and at Stanford.

4. In 1972, the Internet and e-mail were firstpresented.

5. In 1989, the World Wide Web began.

Answers

2. Mr. Franklin wanted some animation, butNelson hadn’t put any animation in hiswebsite.

3. Mr. Franklin wanted a link to theDepartment of Transportation, but Nelsonhadn’t created links to any governmentagencies.

4. Mr. Franklin wanted bright colors toattract customers, but Nelson had usednavy blue and gray.

5. Mr. Franklin didn’t want his picture on thewebsite, but Nelson had put it there.

6. Mr. Franklin definitely wanted audio withloud sound effects, but Nelson hadn’tincluded any audio.

UNIT 3 47

UNIT 348

WARM UP

PRESENTATION CollegeLink.com

• Set the stage. Ask the students to close theirbooks or cover the reading. Read theinstructions aloud. If the students mentionedthe Internet during the Warm Up activity,remind them of the ways that they used itduring their search for a school. If the Internetwas not mentioned, elicit ways that it could beused during the college application process.

• Personalize the situation. As a class,brainstorm the features that the students wouldexpect from a website designed to help themapply to college (help with the application letter orform; complete listings of colleges; easy applicationto multiple schools). Write the responses on theboard.

• Focus on selected items. Direct the students’attention to their list of steps on the board. Askhow applying to college online might differfrom the traditional application process.

• Set the reading task. Ask the students touncover the text and read about CollegeLink.Instruct the students to make a list of the stepsinvolved in applying to college throughCollegeLink. Remind them to indicate whetherthe applicant or CollegeLink performs each

step. Point out that the students should notcopy the text of the ad but should summarizeeach step in note form.

• Check the reading task. Ask the students tocompare their lists of application steps. Haveone or two students put their lists on the board.Go over the lists as a class, adding or deletinginformation as necessary.

• Engage the students in pair work. Read thediscussion questions to the class. Encourage thestudents to think about the CollegeLinkapplication process in relation to the standardmethod of applying to college. You may wantto have some pairs list the advantages whileothers list the disadvantages.

• Circulate and monitor progress. Remind thestudents to read the testimonials (statementsfrom people who feel the CollegeLink program is agood idea). If possible, have each pair presentone piece of information to the class. If this isnot practical, ask two or three pairs to writetheir lists on the board. Finally, ask the class ifthere are any other points they would like toadd.

• Ask the students how they found out about theschool or program where they’re studyingEnglish. Elicit other ways to find out aboutschools, colleges, and universities. Write theresponses on the board.

• Ask what the students had to do in order toapply to your program. Write the steps on theboard. Ask how long it took to complete thesesteps. Leave the notes on the board forreference during the Presentation activity.

Lesson 3

EXERCISES

1 Have CollegeLink do it for you! (page 37)� Reading � Writing

2 Mrs. Silva made Tony finish his homework before he could (page 37)watch TV.� Speaking � Reading

• Pair. Read the instructions aloud. Encouragethe students to monitor each other’sgrammatical accuracy while they discuss thesituations.

• Check as a class, either orally or on the board.

Expansion: Ask the students to tell their partnerswhat they have or have had other people do forthem. Encourage them to use the causative verbthat best suits the situation they are describing.For example, it is more appropriate to say I got myapartment manager to fix my sink than I made myapartment manager fix my sink. Recap by having thestudents report what their partners told them.

• Read the instructions aloud. Ask threevolunteers to read the example sentences aloud.Listen carefully for the correct reading ofinfinitive and simple (base) verb forms. Ask thereaders to repeat the sentences if necessary.

• Pair. Ask the students to work in pairs to findthe additional sentences in the reading thatdescribe having something done. While thestudents write, circulate and check for accuracyof verb forms. Check the answers as a class.

Answers

1. [W]e . . . welcome students who have theCollegeLink program prepare and submittheir applications.

2. We have you fill out our form once andselect your schools.

3. We get you to make any necessarychanges via your personal onlineaccount.

• Direct the students’ attention to the verbs inbold in the example sentences. Explain that the

verbs have, get, and make, when used in thismanner, are called causative verbs because theydescribe causing something to happen. Pointout that a causative verb must be followed byanother verb that describes the action. Ask thestudents to identify these verbs in the examples(do; to accept; support). Elicit that have and makeare followed by an object and the simple (base)form of the verb, while get must be followed byan object and an infinitive.

• Ask the students to scan the reading for anadditional use of a causative verb. Point outthat it is not the main verb of a sentence but isused in its gerund form as the subject of asentence (Getting CollegeLink to submit myapplication once was a lot easier than filling outseven applications . . . ).

• Again direct the students’ attention to theexample box. Point out that these threecausative verbs have slightly differentmeanings. Elicit or explain that the strongest ofthe three is make, since it means requiringsomeone to do something.

UNIT 3 49

3 I’d get him to go and see the professor immediately. (page 38)� Speaking � Reading

4 Online (page 39)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

• Read the instructions to the class. Askvolunteers to read the first situation, the threepossible solutions, and the complete sentenceindicating which solution was chosen. As aclass, discuss why this would be the bestsolution. If some students feel that anothersolution (possibly b) would be better, encouragethem to explain their choice.

• Read the five situations aloud to the class. Elicitor provide the meaning of the following:interfere with her studies (keep her from doing herhomework), not doing his fair share (not being aresponsible partner), a ton of homework (a largeamount of homework), right around the corner(happening in the very near future).

• Group. Divide the class into groups of three orfour and assign group roles (refer to the notesabout group work in Unit 1, Lesson 3, Exercise 5). Give the students ten to fifteen

minutes to agree on the best solution to eachproblem in the activity. Remind the students tosupport their choices.

• Recap the discussions as a class. Although thestudents may use the verbs in the prompts(persuade; advise; convince), you can also promptthem to use causative verbs by asking Whatwould you get her to do in that situation? (Note:The causative verb make is not appropriate forthe situations in this activity because aroommate would not normally make anotherroommate do something.)

Expansion (Speaking): Ask the students to thinkabout a situation in which they persuaded orconvinced someone to do something difficult.Have the students tell a partner about thesituation and what they got another person to do.Recap the discussion as a class.

Answers

(Wording may vary.)

1. Mrs. Silva made Tony finish hishomework before watching TV. She madehim take the dog for a walk (walk thedog) after dinner. She made him brushhis teeth before he went to bed.

2. Tony got Ivan to do his laundry. He gothim to pick up his suit at the drycleaners. He got him to cash a check atthe bank.

3. Tony has someone wash and wax his car.He has someone else do the painting. Hehas someone deliver the paper everySunday.

UNIT 350

5 Wrap Up (page 39)

STRATEGIES FOR SUCCESS

CHECKPOINT

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailed

responses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the studentsto rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

1. Warm Up. See Unit 1 for your introduction.

2. For Exercise 1, tell the students that successfullanguage learning involves good testpreparation. Ideally, this exercise will refer to areal test they have in the near future. Thisexercise helps the students to prepare for thetest ahead of time. If the students havebrainstormed in pairs, they might combineinto groups of four to review for the test.

3. For Exercise 2, the students are being asked tofocus on strategies to use during the test.Beyond the three here, they might brainstorm

other strategies, such as: don’t let your mindwander; focus on the test; guess intelligently;do the easy items first.

4. For Exercise 3, this is an individual journal-writing exercise. If the students need someprompting, you could lead them in a one- ortwo-minute discussion of “decisions” they willhave to make soon. The journal writing ismainly to reinforce the unit’s material inwritten form.

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Group. Read the instructions aloud. Divide theclass into groups of three or four and assigngroup roles. (Assigning a Time-keeper isespecially helpful when the discussionquestions are as detailed as they are in thisactivity.) Ask the students to choose one person

in each group to read the article aloud while theothers read along.

• Give the students ten to fifteen minutes todiscuss the questions. Recap as a class, writingthe students’ ideas on the board.

UNIT 3 51

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary and Communication Summary. Directthe students’ attention to the examples forStating a purpose or reason. Ask them to write twocomplete sentences: one stating a goal that theyhave already accomplished and the other statinga goal that they are currently working toward.Instruct them to add a statement of either reasonor purpose to each sentence.

• Ask the students to exchange papers with theirpartners. Encourage the students to give each

other feedback and ask follow-up questionsafter they have read each other’s goals andstatements.

• Other grammar structures and communicationskills in the summaries can be practiced in asimilar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

• Finally, the students analyze specific activities inthe lesson on the basis of how much they felt theactivities helped them improve their listening,speaking, reading, and writing skills. As a class,review the activities for each specific skill area.After you have reviewed one skill area, ask thestudents to decide which activity helped themimprove the most in that skill area. Make surethe students write their responses in their books.They also should decide which specific activitiesthey liked most and least. When answeringthese questions, the students should indicate

which lesson the activity came from. A possibleformat for this would be 2 (4), meaning LessonTwo, Activity Four. Remind the students to givespecific reasons why they liked or disliked theactivity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 352

UNIT 3 53

Appendix

ADDITIONAL ACTIVITIES

Lesson 1, Exercise 1 (page 29)Information, please!

• Prepare cue cards with Wh- questions on them.There should be at least one unique questionfor each student. Some of the questions shouldbe easy to answer (What time is it?). Otherquestions should be beyond the students’knowledge (How many languages does our teacherspeak?) or answerable only by a few students(Where does Keiko live?).

• Write an example question on the board: Whattime does Alberto go to bed? If the students can’tanswer the question, they should begin theirresponses with I don’t know . . . or I can’t tell you . . . (I can’t tell you what time he goes to bed). Ifthey can answer the question, they shouldbegin their responses with I can tell you . . . .(I can tell you what time he goes to bed! He goes tobed at 11:00.)

• Point out that there is an importantpronunciation difference between can or can’t.Can is generally unstressed, while can’t isalmost always stressed. Point out that becausethe t in can’t is so difficult to hear, thisdifference in stress is often the only way thelistener knows which word the speaker hasused. As a class, practice saying I can TELL youand I CAN’T TELL you with the correct stresspatterns.

• Distribute the question cards. Instruct thestudents to stand up, find a partner, and askand answer each other’s questions usingembedded questions in their answers. Whenthey finish with one partner, they shouldexchange cards and find new partners. Allowenough time so that the card-exchange processcan occur three to five times.

WORKBOOK UNIT 3 ANSWER KEY

Lesson 1, pages 19–20

Exercise 1

Exercise 2

Exercise 31. when the deadline is

2. Where can I get

3. what time it opens

4. Could you give me

5. what it is

6. what the e-mail address for Admissions is

7. where it is

8. who I should address

9. Should I address

Possible Answers:

2. Could you tell me when it opens?

3. Can you tell me what time it closes?

4. Could you tell me who(m) I should talk toabout opening an account?

5. Would you mind telling me how much moneyI need to open an account?

6. Can you tell me how long I have to waitbefore I can cash a check?

7. Could you tell me what kind of identificationI need?

8. Can you tell me how many tellers there are inthe bank?

2. When

3. What

4. Who(m)

5. How much

6. How long

7. What

8. How many

UNIT 354

WORKBOOK UNIT 3 ANSWER KEY

Lesson 2, pages 21–23

Exercise 1

Exercise 2

Exercise 3

Exercise 4

The second and fourth pictures show what happened in Ellen’s class.

1. got

2. was

3. was

4. had studied

5. (had) gotten

6. started

7. sat

8. opened

9. walked

10. didn’t have

11. Had he forgotten

12. wanted

13. had studied

14. nodded

15. heard

16. got

17. left

18. was

19. had spent

20. wanted / had wanted

21. had learned

22. was

Possible answers:

2. I hadn’t seen her in a long time.

3. she hadn’t used one before.

4. he had forgotten to go to the store.

5. she hadn’t written in a long time.

6. she had changed a lot.

2. By the time the train left, there had been a three-hour delay.

3. By the time they got married, they had known each other for five years.

4. By the time she got a job, she had had twenty interviews.

Part I

3. a: She left after it was clear we couldn’t help her.

b : We couldn’t help her because she wasn’tthere any more.

4. The same

5. The same

6. a: They were married when I met them.

b : They were no longer married when I met

them.

UNIT 3 55

WORKBOOK UNIT 3 ANSWER KEY

Lesson 3, pages 24–28

Exercise 1Answers will vary.

Exercise 2Answers will vary.

Exercise 3

Exercise 4Answers will vary.

Exercise 5

Exercise 6

Exercise 7Answers will vary.

Exercise 81. aced the test

2. made the honor roll

3. flunked

4. crammed

5. passed with flying colors

6. skipped class

7. blew off the test

1. Not Just Another Essay; How to ApproachYour Topic; Getting Started; The WritingProcess

2. d

3. d

4. c

Possible answers:

1. to help

2. finish

3. to finish / to do

4. do

5. help

6. to answer

7. do

Possible answers:

2. Ricky has the barber cut his hair, but he develops his own photos.

3. Ricky fixes his own car, but he has someone else wash it.

4. Ricky has others clean his house and take care of his garden.

UNIT 356

57UNIT 4

UNIT 4

Overview

COMMUNICATION GOALS

Listening and Speaking• Listening for specific information

and taking notes

• Making polite requests at work

• Listening for details

• Group problem-solving

Reading and Writing• Understanding words from context

• Reading a mind map

• Creating your own mind map

• Reading for humor

• Proofreading

TOPICS

• Getting advice from friends and co-workers

• Skills and abilities

• Interacting with the boss

• Polite requests

• Policies and procedures

• Benefits

• E-mail

• The help desk

GRAMMAR

• Phrasal verbs: separable andinseparable

• Present perfect continuous

• Affirmative and negativestatements; information questions

58 UNIT 4

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsCreative thinkingDecision makingProblem solving Knowing how to learnReasoning

Personal QualitiesResponsibilitySociability—demonstrates understanding,friendliness, adaptability, empathy, and exhibitsself-controlSelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.2 Identify or use appropriate language for

informational purposes0.1.3 Identify or use appropriate language for

information purposes0.2.1 Respond appropriately to common

personal information questions4 Employment4.1.9 Identify procedures for career planning,

including self-assessment4.2.1 Interpret wages, wage deductions,

benefits, and timekeeping forms4.6.2 Interpret work-related correspondence,

including notes, memos, and letters4.6.5 Interpret written workplace

announcements and notices4.8.1 Demonstrate ability to work cooperatively

with others as a member of a team,contributing to team efforts, maximizingthe strengths of team members, promotingeffective group interaction, and takingpersonal responsibility for accomplishinggoals

7 Learning to Learn7.2.2 Analyze a situation, statement, or process,

identifying component elements andcausal and part/whole relationships

7.2.3 Make comparisons, differentiating among,sorting, and classifying items, information,or ideas

7.3.1 Identify a problem and its possible causes7.3.2 Devise and implement a solution to an

identified problem7.4.1 Identify or utilize effective study strategies

UNIT 4 59

WARM UP

PRESENTATION Starting Work

• Set the stage. Tell the students to cover theconversation and look at the instructions andpicture. Read the instructions aloud. Elicit orremind the students that Gina works in thefashion industry. Ask what kind of advice Ivanmight be asking Gina for (general informationabout starting a new job).

• Personalize the situation. Tell the students toimagine that they have a new job that is veryimportant to them. Ask them what kind ofadvice they could expect from a friend who isworking but is in a different field. Write theresponses on the board.

• Focus on selected items. Write the followingidioms on the board: start off on the right foot; itcan either make or break you. Ask the studentswhat they think these idioms mean (begin in apositive way; it can lead to either great success orgreat failure). Elicit the meaning of the idioms. Ifthe students are not able to define the idioms,reassure them that they will be able to afterthey listen to the conversation.

• Set the listening task. Point out that Gina givesmany details about how to succeed on the job,but all of her advice relates to two main ideas.Write the following on the board: What are themain ideas of Gina’s advice to Ivan? Play thecassette twice while the students listen with theconversation covered.

• Check the listening task. Ask the students fortheir responses. (Do your work well and on time.Get along with your co-workers and supervisors.)

Ask the students to look at the conversation fordetails about what Ivan should do toaccomplish these goals. Note: If the studentsinitially respond with details but do notidentify the main points, group their responsesaccording to which suggestion they refer to.Then elicit how to summarize each set of detailsinto a more general statement of advice.

• If the students were unable to provide themeaning for start off on the right foot and it canmake or break you, elicit or provide the meaningsat this point.

• Practice the conversation in pairs. Ask thestudents to practice the conversation with apartner. If time permits, have a pair perform forthe class.

• Engage the students in pair work. Read thediscussion questions aloud. Instruct thestudents to think of at least two suggestions ofwhat you should do to start off well in a newjob and two suggestions about what not to do.

• Circulate and monitor progress. Make surethat the students are completing both parts ofthe task. Ask each pair to read their suggestionsto the class. Write the responses on the board.As a class, select the five most importantsuggestions.

• Ask the students to think about a time whenthey first started a new job. Ask whether theirfirst few days were positive or negative.Encourage the students to give specific detailsabout what did or did not go well.

• Ask what caused the students’ experiences tobe positive or negative. Was it something thestudent did or something the employer or co-workers did?

Lesson 1

EXERCISES

1 Thanks for calling me back. (page 43)� Reading

2 Ivan called up his supervisor. (page 43)� Speaking � Reading � Writing

Note: This activity can be done as a spokenexercise, a written exercise, or a combination of thetwo.

• Remind the class that Ivan has just finishedasking Gina how he can succeed at his new job.Read the instructions to the class. Ask avolunteer to read the first sentence aloud. Askwhat phrasal verb can be used instead ofreplaced the telephone receiver on its hook (hung up).Be sure that the students used the simple pastform.

• Pair. Ask the students to work with a partner tocomplete the passage with the appropriatephrasal verbs. Specify whether you want themto write their answers or to do the activityorally.

• Check as a class. If possible, mark the answerson a transparency of the passage.

Answers

1. hung up 6. turn on

2. called up 7. look over

3. talk over 8. try out

4. come over 9. writing down

5. find out 10. looking up

• Read the instructions aloud. Explain that, inEnglish, many verbs have special meaningswhen they are used with certain prepositions.These are called phrasal verbs, and theprepositions in them are called particles.

Grammar Note: There is a difference between aphrasal verb (verb + particle: Ivan called up hissupervisor; He looked over the user’s guide) and aprepositional verb (verb + preposition: I called up thestaircase to my friend; I looked over the wall).Although it is not necessary to analyze thisdifference when introducing phrasal verbs, manyteachers feel that it is important to teach thestudents the correct terminology.

• Point out that although some phrasal verbshave meanings that are easy to guess, manyphrasal verbs are idioms. The meaning of anidiom cannot be guessed by simplyunderstanding the meaning of the words.Explain that some phrasal verbs even have bothan idiomatic and a non-idiomatic meaning.

• Direct the students’ attention to cut off. Writethe following sentence on the board: I cut off apiece of my steak. Elicit the meaning of cut off inthis sentence. Now ask the students to find thesame phrasal verb in the conversation. Askwhether it has the same meaning in theconversation (it doesn’t). Elicit that the idiomaticmeaning of cut off is interrupt(ed).

• Pair. Instruct the students to work with apartner to match the phrasal verbs with theirmeanings. Remind them that the context of theconversation will help them decide whichmeaning is correct. Check as a class.

Answers

1. d 5. a 8. e

2. i 6. b 9. f

3. g 7. h 10. c

4. j

UNIT 460

3 First, turn on the power. (page 44)� Speaking � Reading

4 I warm up with a few leg and arm exercises. (page 44)� Speaking � Reading � Writing

• Explain that, just as some phrasal verbs aretransitive and require objects, some areintransitive and do not take objects. Writeintransitive on the board. Point out that a goodlearner’s dictionary will indicate whether a verbis transitive or intransitive. Direct the students’attention to the list of phrasal verbs in theactivity. Ask what the abbreviation forintransitive verb is (intr.v.). Write the abbreviationon the board. Ask the students to guess what theabbreviation for transitive verb might be (tr.v.).Write it on the board as well.

Vocabulary Note: Some phrasal verbs can be usedboth transitively and intransitively with the samemeaning. For example, warm up means to get ready,to exercise for a short time. This is actually areduction of a transitive structure: I need to warm upmy muscles before I exercise. In addition, other thingscan be warmed up as well. (I warmed up the soupbefore I ate it. You should warm up your car on wintermornings.)

• Read the instructions aloud. Explain that each ofthe phrasal verbs in the list should be used once.Remind the students to use the correct tense orform of the verbs. Have the students check theiranswers by reading the conversation with aclassmate. Check as a class.

Answers

1. work out

2. warm up

3. go back

4. lie down/sit down

5. passed out

6. standing up

7. came to

8. sit down/lie down

9. go on

• Read the instructions aloud. Ask a volunteer todictate the first set of example sentences whileyou write them on the board. Write transitive onthe board. Point out that turn on is a transitiveverb (it requires an object). Explain that mosttransitive phrasal verbs are separable (the verb canbe separated from its particle). Ask the studentswhat the object of turn on is (the power). Elicitthat the object can be placed either before orafter on.

• Remind the class that sometimes a speaker orwriter prefers to use a pronoun instead of acomplete noun phrase. Ask the class where thepronoun is located in the third example sentence(between turn and on). Point out that an object

pronoun cannot be placed after the particle in aphrasal verb. Write turn on it on the board anddraw a line through it to remind the studentsthat this word order is not acceptable.

• Ask a volunteer to read the second set ofexamples aloud. Ask: Can I say “write downthem”? (No.) Repeat with the remaining sets ofexamples.

• Pair. Ask the students to work with a partner tomake as many sentences as possible using thecues in the activity. Remind the students to usethe correct tense or form of the verbs. Recap as aclass.

UNIT 4 61

5 Have you looked up a word in the dictionary recently? (page 45)� Speaking � Reading

6 I don’t give up easily. (page 45)� Speaking � Reading � Writing

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Direct the students’ attention to Ivan’s mindmap of skills. Explain that mind maps can be ahelpful brainstorming tool. Elicit reasons whyIvan might have wanted to create this mindmap (to prepare a résumé; to identify which skillareas are strong and which need improvement).

• Group. Read the instructions aloud. Divide theclass into groups of three or four. Give thestudents two minutes to chose group roles.Remind them to discuss whether Ivan’s job as ahelp-desk technician is a good match with hisskills. Give the students five to ten minutes tocomplete the task.

• Group. Read the second set of instructionsaloud. Tell the students to work individually fora few minutes, creating mind maps of their ownskills. Ask them to share their mind maps withtheir groups and get advice about the kinds ofwork they would qualify for.

• Recap as a class. Ask several students to tell theclass what kind of work their groups thoughtthey would qualify for and why. Encouragethem to refer to specific skills that they hadidentified in their mind maps.

• Class. Read the instructions aloud. Ask twovolunteers to read the example dialog. Readeach cue in the box aloud, eliciting the meaningof each phrasal verb. Ask the students to standand circulate to do the activity. Encourage themto talk to as many classmates as possible.

• Recap as a class. Encourage the students to usecomplete sentences to relate their information:Minh got over an illness last week.

UNIT 462

UNIT 4 63

WARM UP

PRESENTATION Meeting the Boss!

• Set the stage. Ask the students to cover theconversation and look at the title and picture.Ask a volunteer to read the instructions aloud.Elicit whether Ivan and his boss appear to havea formal or informal relationship. Ask whatIvan might be feeling at the beginning of thismeeting.

• Personalize the situation. Ask the students totell a partner about an experience they hadmeeting an employer for the first time. Whatwas the employer like? What did he or she doto establish the relationship with the newemployee?

• Focus on selected items. Ask the students topredict the kinds of things Ivan’s boss mightask or say during this first meeting. Write theresponses on the board.

• Set the listening task. Write the following onthe board: How does Ivan show respect for his newboss? What does Mr. Sanchez do to make Ivan morecomfortable during the meeting? Ask the studentsto listen with the conversation covered. Play thecassette twice.

• Check the listening task. Ask the students fortheir answers. Write the responses on the board.(Ivan calls his boss “sir,” Mr. Sanchez asks Ivanhow he likes his job, asks about his work history, andshows interest in his family. He also relates hispersonal experience as a newcomer to the UnitedStates.) Ask the students to look at theconversation and see if there is anything theywant to add.

• Practice the conversation in pairs. Ask thestudents to practice the conversation in pairs.Encourage them to use natural intonation. Iftime permits, ask a pair to perform for the class.

• Engage the students in pair work. Read thediscussion questions aloud. Point out that thereare no right or wrong answers to thesequestions.

• Circulate and monitor progress. Encourage thestudents to refer to specific information in theconversation during their discussions and toprovide reasons for their analysis. Recap as aclass.

• As a class, brainstorm the different kinds ofrelationships that employers can have withtheir employees. Are these relationshipstypically more formal in certain kinds ofbusinesses? In what kind of businesses are theyusually more formal?

• Ask the students which they think is better, amore formal or more informal relationshipbetween an employer and employees.Encourage them to give specific reasons fortheir opinions based on their own workexperience if possible.

Lesson 2

EXERCISES

1 Would you please fill out these forms? (page 47)� Speaking � Reading � Writing

2 Would you mind explaining the procedure for taking (page 47)vacations?� Speaking � Reading � Writing

3 Ivan’s benefits package (page 48)� Speaking � Listening � Writing

• Read the instructions aloud. Tell the studentsthat you will play the cassette two or threetimes. Suggest that they just listen during thefirst playing and take notes during subsequentplayings. Play the cassette.

• Ask for volunteers to tell the class about Ivan’sbenefits. Write their responses on the board oron a transparency. Ask the rest of the classwhether they agree with the answers. Ifnecessary, play the cassette again while the

• Read the instructions aloud. Ask twovolunteers to read the examples aloud. Readeach prompt aloud and elicit its meaning.

• Pair. Have the students work with theirpartners to complete the requests. Encouragethem to use a variety of structures for theirrequests.

• Check as a class. If time permits, ask for two orthree different answers for each item.

Answers

(Answers will vary.)

• Remind the students that it is very important toknow how to make polite requests. Explain thatin most social contexts, a direct order (Fill outthese forms) is considered too abrupt and may beoffensive.

• Ask volunteers to read the examples aloud.Remind the students to use rising intonationwith the requests that are questions. Ask for thestudents’ opinions about the level of formalityfor each request. Elicit reasons for the students’opinions. Point out that even the least formal ofthese can be made more polite by usingintonation that conveys respect.

• Read each prompt aloud and elicit its meaning.Ask the students to complete the requests.Instruct them to use each type of request atleast once. Check as a class, asking for two orthree different ways of making each request. If

necessary, review the verb form used in eachstructure (would you mind + gerund; could you +simple (base) verb; would you + simple (base) verb).

Answers

(Answers may vary.)

Expansion (Speaking): Have the students practicemaking polite requests of one another. Makeinstruction or situation cards to use as prompts.(You need a piece of paper; there is noise in the hallwayand you can’t hear because the door is open.) Theprompts should relate to your classroom situationand should generate requests that the students canfulfill. Give one card to each student. Have eachstudent address his or her request to a specificclassmate. Ask the classmate to respond to therequest.

UNIT 464

4 Ivan works in a sportswear design company, doesn’t he? (page 48)� Listening � Speaking � Reading � Writing

• Pair. Read the instructions aloud. Complete thefirst tag question as a class (doesn’t he?). Elicitthe purpose of a tag question (to confirminformation). If necessary, review the structure oftag questions (negative question + positive tag;positive question + negative tag; use appropriateauxiliary verbs). Ask the students to work withtheir partners to complete the tag questions.Check as a class.

• Ask each pair to take turns asking andanswering the questions about Ivan. Recap as aclass.

Expansion (Speaking, Writing): Ask the studentsto write three more tag questions about Ivan.Have the students ask and answer the questionsin small groups or as a class. Alternatively, if thestudents need to review the structure of tagquestions, have them write their questions on theboard.

students check their answers. If appropriate foryour class, elicit or provide the meaning of a401-K retirement plan, which is a common planin the United States.

Answers

2. Health insurance: full medical; partialdental

3. Sick leave: five days

4. Paid holidays: ten days

5. Work hours: forty hours/week

6. Overtime: no pay for overtime

7. Bonus: depends on how his work goes

8. Retirement plan: 401-K

9. Other: three personal days

• Pair. In order to conduct this activity, youshould contact the employees at your schooland find out which of them would be willing tobe interviewed by your students. Reassurethem that they will not have to tell the studentswhat their salaries are (explain to the studentsthat it would be inappropriate to ask aboutsalary amounts).

• Suggest that the students use a chart like theone in this exercise during their interviews.Elicit other questions that the students mightwant to ask. (What is your job title? Do you workpart time or full time? How many years have youbeen on the job?)

• Before the students interview the schoolemployees, have several pairs role-play theirinterviews for the class. (Either you or a studentcan play the part of the employee.) Ask theclass to give the pairs suggestions forimproving their interviews. These suggestionsshould focus on appropriate use of greetings,requests, and concluding expressions of thanks.

• Assign each employee to a pair or group ofstudents. If possible, arrange to have theinterviews conducted during your class time. Ifthe students are to go to the employee’s office,make sure they know where to go.

• Following the interviews, have the pairs orgroups meet to discuss the information theygathered. Recap by having the students presenttheir information to the class.

UNIT 4 65

5 Small talk (page 49)� Listening � Speaking

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Read the title and instructions aloud. Elicit themeaning of small talk (short conversations). Askfor volunteers to read the responses aloud.Emphasize the importance of intonation thatconveys sincerity. Explain that with shortresponses such as these, much of the meaning isexpressed by intonation. Incorrect intonationcan turn an otherwise polite refusal into anexpression of rudeness or can make anacceptance sound sarcastic or insincere. Helpthe students practice appropriate intonation.

• Direct the students’ attention to the two formsof acceptance that begin with No. Elicit thespecific request form that would generate theseresponses (Would you mind . . . ). Explain thatalthough the other response forms could also beused after Would you mind . . . , the responses

beginning with No are only used after Would youmind.

• Pair. Have the students work in pairs to askand answer requests about each situation. Asktwo volunteers to read the example dialog.Have several pairs briefly role-play eachsituation for the class.

Answers

(Answers will vary.)

Expansion (Speaking): Repeat the expansionactivity that follows Exercise 1 (page 47). Ask thestudents to use one of the responses learned inExercise 5 to either accept or refuse the request.

Additional Activity. See Unit 4 Appendix.

UNIT 466

UNIT 4 67

WARM UP

PRESENTATION Why I Hate E-mail

• Set the stage. Ask the students to cover thearticle and look at the picture. Read the titlealoud. Elicit that this article was written bysomeone who works in a large company oroffice.

• Personalize the situation. Ask what kind ofnegative changes a person might experience asa result of using e-mail. Write the responses onthe board. Ask whether the students haveexperienced any of these changes themselves.Encourage them to give detailed responses.

• Focus on selected items. As a class, brainstormreasons why this author, who is an officeworker, might hate e-mail. Write the responseson the board.

• Set the reading and listening task. Write thefollowing on the board: How has Beverly Marks’swork life changed since getting e-mail? Ask theclass to read along while they listen to thecassette. Instruct them to note each place wherethe author describes a change that has occurredas a result of e-mail. Play the cassette twice ifnecessary.

• Check the reading and listening task. Ask thestudents to compare the items they noted withthose of a partner. Have each pair make a list ofchanges that occurred in the author’s life.

Check as a class. Ask the students whether anyof them have experienced these specificchanges due to using e-mail.

• Focus on vocabulary. At this point, you mayelect to have the students do Exercise 2 in theStrategies for Success section at the end of thisunit. This activity focuses on the idioms andspecial expressions used in this article. After thestudents have completed the activity, go overtheir results as a class, noting the idioms andtheir meanings on the board. Also elicit orprovide the meanings of non-idiomatic wordsthat the students are unfamiliar with.

• Engage the students in pair work. Read thediscussion questions aloud. Have the studentsdiscuss their opinions with a partner.

• Circulate and monitor progress. As youcirculate, remind the students that it is notnecessary for them to agree with their partners’opinions. Encourage the students to refer to thetext for specific words, structures, or meaningsthat indicate whether the article was meant tobe humorous. (It is meant to be humorous. The lastsentence is the clearest indicator of this, but theauthor’s vocabulary choices also indicate her ironicattitude toward her subject.)

• Ask the students how many of them use e-mail.Ask how long they have used e-mail and whothey send e-mail to. Inquire whether their liveshave changed since they began using e-mailand if so, how.

• Have the class think about people they knowwho do and do not use e-mail. How are thesegroups of people similar or different? Ask thestudents whether they think using e-mail andthe Internet changes people’s lives. If so, how?

Lesson 3

EXERCISES

1 People have been shopping online. (page 51)� Reading � Writing

2 She has been sending more e-mails. (page 51)� Speaking

3 I design websites. (page 51)� Listening � Speaking � Reading

• Read the instructions aloud. Ask five volunteersto read the statements aloud. If you wish, youcan have the students predict the answersbased on their knowledge of Ivan and Nelson’sjobs.

• Play the cassette twice while the students listenand mark each statement according to whoperforms each task. Check as a class. Encouragethe students to recall what they heard thecharacters say in reference to each statement.

• Read the instructions aloud. Ask a volunteer toread the first example sentence to the class. Askthe class to identify the complete verb in thefirst sentence (has been sending). Elicit the tense(present perfect progressive) and the time framethat this tense refers to (from the past until now).Elicit or explain that the present perfectprogressive describes either a continuous actionor a repeating action that began in the past andcontinues to the present.

• Ask a volunteer to read the second sentencealoud. Ask whether this sentence means that

Shelley used the phone more in the past orwhether it means that she uses it more now (sheused it more in the past).

• Pair. Have the students work with a partner todescribe the changes in Shelley’s life. Recap as aclass.

• Class. As a class, discuss recent changes in thestudents’ lives. Prompt the students to generatethe target structures by asking What have youbeen doing more often than you used to? What issomething you haven’t been doing as often as youused to?

• Read the instructions aloud. Ask a volunteer toread the example statement to the class. Elicitthat the (A) before the response indicates thatthe student who answered agreed with thestatement. Ask a volunteer to read the student’sreasons for agreement.

• Have three volunteers read the statements inthe activity aloud. Check for comprehension byasking for a paraphrase of each statement. Elicitor provide the meaning for any unfamiliarlanguage (related services; accomplish).

• Ask the students to complete the activity.Encourage them to give at least two reasons fortheir opinion.

• Go over the answers as a class. For each item,ask for a show of hands of those who agreewith the statement. Ask those students to tellthe class why they agree. Ask for a show ofhands of those who disagree and ask them toexplain the reasons for their disagreement.

UNIT 468

4 Online (page 52)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

5 Wrap Up (page 52)

STRATEGIES FOR SUCCESS

1. For Exercise 1, using e-mail to practiceEnglish is an excellent strategy. Tell thestudents that they don’t usually have toworry much about grammar when they e-mail, but that for this exercise they arebeing asked to practice their proofreadingskills.

2. For Exercise 2, tell the students that thisexercise is to help them practice guessingmeanings from context. If they can’t guess ameaning, then it’s OK to use a dictionary. If

they still can’t figure out what a word orphrase means, they could discuss this withthe whole class if you want to take the timeto review the idioms.

3. For Exercise 3, one of the strategies thatsuccessful learners use is making a “game”out of language learning. This is a “game” ofsorts, in which they are to solve the “puzzle”of making up a story with as many of thesephrasal verbs as possible. If time permits, asksome or all the students to share their stories.

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Read the instructions aloud. Ask three studentsto read the first question, response, andpossible solution aloud. Elicit the meaning ofIvan’s note in the last line of the first form (Ivanwonders whether he should give his company’semployees a workshop on presentation software).Elicit the students’ opinion of this solution.Encourage them to give specific reasons fortheir opinion. Repeat with the second question.

• Group. Divide the class into groups of three orfour. Have each group assign new group rolesso that the students have different roles fromthe ones they had in the previous groupactivity. Ask the groups to discuss theremaining two responses that Ivan received.Encourage them to provide specific solutionsfor the problems. Ask the Reporter of eachgroup to explain the solutions to the class.

Answers

1. I 4. I

2. N 5. N

3. I / N

• Group. Divide the class into groups of three orfour. Assign group roles (refer to the notesabout group work in Unit 1, Lesson 3,

Exercise 5). Read the discussion questionsaloud. Play the cassette again while thestudents listen and take notes.

• Ask the students to compare their notes in theirgroups and discuss their findings. If necessary,replay the cassette in order to allow thestudents to take additional notes. Ask theReporter from each group to report the group’sfindings to the class.

UNIT 4 69

CHECKPOINT

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary and Communication Summary. Directthe students’ attention to the examples forTalking about past events that are continuing intothe present. Ask the students to write three thingsthat they have been doing more or lessfrequently than they used to.

• In a mixer, have the students talk about thesechanges. Instruct the students to ask each otherfollow-up questions to find out why theirpartners made these changes and what effect the

changes have had on their lives. Briefly recapthe activity by asking several students to tell theclass what they learned about their partners.

• Other grammar structures and communicationskills in the summaries can be practiced in asimilar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the students

to rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide whichspecific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 470

UNIT 4 71

Appendix

ADDITIONAL ACTIVITIES

Lesson 2, Exercise 5 (page 49)Language in the Real World

• This activity helps the students become awareof the different functions for which they useEnglish.

• Ask your students to keep a log of how andwhen they use English in their daily livesoutside of class. If your students live in anEnglish-speaking environment and use Englishfrequently, have them keep the log for just oneor two days. If your students use English lessfrequently, have them keep the log for severaldays or a week.

• As a class, brainstorm a list of situations inwhich the students use English. Remind themto think about all four skills (listening; speaking;reading; writing), not just speaking. Encouragethem to think of situations beyond the obvious(using the Internet; writing a note to the apartmentmanager; making a shopping list; writing a check;listening to the radio; calling a store forinformation).

• Suggest that the students carry a small card orpiece of paper at all times during the loggingperiod so that they can make quick notes aboutwhen, where, and how they use English. Thesenotes should be transferred regularly to theirlogs.

• Ask the students to include the followinginformation in their logs: the situation (place,person, reason), the skill used (listening,speaking, reading, writing), special languageforms used (for example: greetings, politerequests, listing, web-search techniques).

• As a follow-up, have the students discuss theiruse of English with the class or in small groups.You may also want them to write an essayanalyzing their daily use of English.

WORKBOOK UNIT 4 ANSWER KEY

Lesson 1, pages 29–31

Exercise 1

Exercise 2

Exercise 3

Exercise 43. √ I looked the report over and I have a couple

of questions. I looked it over.

4. X

5. √ You should always warm your muscles upbefore doing heavy lifting. You should alwayswarm them up.

6. √ Can you find the teacher’s name out? Canyou find it out?

7. X

8. I want to try the new software out before youleave. I want to try it out.

9. We need to talk the situation over before wemake a decision. We need to talk it over.

10. X

Separable: call back; call up; figure out; find out; hang up; look over; look up; make up; talk over; tryout; turn on; warm up; write down

Inseparable: come over; count on; cut down on; face up to; get ahead; get along with; get over; get into;give up; go back; go on; lie down; look down on; pass out; sit down; stand up; work out

1. back

2. up; out

3. down

4. out; up

5. on

6. up

7. over

8. over

2. She’s going to call Ricky up (or call up Rickyor call him up).

3. She wants to look up Ricky’s phone number(or look his phone number up).

4. She has forgotten to turn it on (or turn her cellphone on or turn on her cell phone).

5. She’s going to write something down.

6. She’s going to call him back (or She’s going tocall Ricky back).

7. She asks him to come over.

8. They get along with each other.

UNIT 472

WORKBOOK UNIT 4 ANSWER KEY

Lesson 2, pages 32–33

Exercise 1

Exercise 2

Exercise 3Answers will vary.

Exercise 42. Would you please show me how to use my

seat belt?

3. Would you please give me some water?

4. Could you please get me another seat?

5. Could you please give me severalnewspapers?

6. Could you please fix my light?

7. Would you mind telling the other passengersto keep quiet? OR Would you mind asking thepilot to come and chat with us?

1. a

2. b

3. a

4. b

2. The library’s on the sixth floor, isn’t it?

3. You haven’t taken my notebook, have you?

4. There’s no homework for tomorrow, is there?

5. This key doesn’t belong to you, does it?

6. You didn’t come to class last week, did you?

7. You have a driver’s license, don’t you?

UNIT 4 73

WORKBOOK UNIT 4 ANSWER KEY

Lesson 3, pages 34–37

Exercise 1

Exercise 2

Exercise 3

Exercise 4Answers will vary.

Exercise 5Answers will vary.

1. d

2. b and d

3. d

4. b

Errors are crossed out. Any necessary additions are bold.

Hi. How are you? I’m fine but I’ve been working work hard lately. Besides my part-time job, I’m I‘ve been attending school three nights a week for the last three months. I like the class a lot. In just a short time I’ve been meeting met a lot of interesting people, and I’ve learned many interesting things.

Vural has asked me to send you his best wishes. He’s okay but he still hasn’t found a job. He’s alittle depressed about it since he’s looked been looking for several months. I hope he finds somethingsoon.

What you have have you been doing lately? How is Elba? Has she still gone Is she still goingswimming every day? I’m going I‘ve been going swimming every Tuesday night since September. Ialways enjoy it.

I don’t know if you’ve been hearing heard the news, but Carl and Ann have been getting gottenmarried. The wedding was last month, and they both seem very happy.

Well, that’s about it from here. Have you been making made plans for your vacation yet? If not,why don’t you come and visit us here? We’d love to have you.

Take care and write soon.

Possible answers:

2. She’s been jogging.

3. He’s been crying

4. He’s been carrying heavy boxes.

5. She’s been ironing all day.

6. She’s been waiting for the bus for a long time.

UNIT 474

75UNIT 5

UNIT 5

Overview

COMMUNICATION GOALS

Listening and Speaking• Discussing predicaments at work

• Discussing qualities of a goodpartner

• Practicing small talk

• Making apologies

• Role-playing problem-solving atwork

• Taking notes on a TV show

Reading and Writing• Understanding pronoun reference

• Making inferences

• Journal writing

TOPICS

• Learning experiences on the job

• The characteristics of a good boss

• Qualities of a good partner

• Problem-solving at work

• Predicaments at work

GRAMMAR

• Relative clauses

• Relative pronouns as subjects

• Relative pronouns as objects

• Modals of advice or suggestionsabout the past

• Not only . . . but (also)

76 UNIT 5

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsDecision makingProblem solving Knowing how to learnReasoning

Personal QualitiesResponsibilitySelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains information

InterpersonalParticipates as a member of a team

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

4 Employment4.6.1 Interpret general work-related vocabulary

4.8.1 Demonstrate ability to work cooperativelywith others as a member of a team,contributing to team efforts, maximizingthe strengths of team members, promotingeffective group interaction, and takingpersonal responsibility for accomplishinggoals

4.8.6 Demonstrate negotiation skills in resolvingdifferences, including presenting facts andarguments, recognizing different points ofview, offering options, and makingcompromises

7 Learning to Learn7.1.1 Identify and prioritize personal, education,

and workplace goals7.1.2 Demonstrate an organized approach to

achieving goals, including identifying andprioritizing tasks and setting andfollowing an effective schedule

7.1.3 Demonstrate personal responsibility andmotivation in accomplishing goals

7.1.4 Establish, maintain, and utilize a physicalsystem of organization, such as notebooks,files, calendars, folders, and checklists

7.3.1 Identify a problem and its possible causes7.3.2 Devise and implement a solution to an

identified problem7.3.3 Evaluate the outcome of an implemented

solution and suggest modifications to thesolution as needed

7.3.4 Utilize problem solving strategies, such asbreaking down the problem intocomponent parts and generatingalternative or creative solutions

7.4.3 Identify, utilize, or create devices orprocesses for remembering information

UNIT 5 77

WARM UP

PRESENTATION A Learning Experience

• Set the stage. Ask the students to cover theconversation and look at the title and picture.Have a volunteer read the title and instructionsaloud. Ask the class to describe what theyobserve in the picture.

• Personalize the situation. Point out that beinga student is sometimes similar to being anemployee; like an employer, a teacher assignstasks to the students. Also, much like anemployer, a teacher has certain expectations ofthe students. Ask your class what they do whenthey are unsure of what a teacher expects ofthem. Inquire whether these techniques havebeen successful.

• Focus on selected items. Ask what the studentswould do in Ivan’s situation. Remind them totake into account what they know about Ivan,his boss, and the company.

• Point out that the conversation includes manycomputer-related terms. Reassure the studentsthat they will be able to understand the gist ofthe conversation even if they do not know all ofthese terms.

• Set the listening task. Write the following onthe board: What is the problem that Ivan is tryingto solve? What does Mr. Sanchez tell him to do?Ask the students to listen with the conversationcovered. Remind them that you will play the

cassette twice. Encourage them to just listen thefirst time you play the cassette.

• Check the listening task. Ask for students’responses. Write them on the board. (Mr. Dilloncan’t open his computer files. Mr. Sanchez tells Ivanto read about magnetic media in the manual.) Askthe class to read the conversation and see ifthere is anything they want to add to theirresponses.

• Focus on vocabulary. Ask the students to findall the computer-related words in theconversation. Make a list of these on the boardand elicit their meanings. Explain any termsthat the students are unable to define.

• Engage the students in pair work. Read theinstructions aloud. Elicit the meaning ofpredicament (a puzzling or difficult situation).Encourage the students to considerpredicaments in their work, school, or social lifewhen they talk with their partners. Remindthem to talk about how they solved theirpredicaments.

• Circulate and monitor progress. If the studentshave trouble thinking of a predicament todescribe, prompt them with questions like Didyou ever have a problem that you couldn’t solve?What did you do to find a solution?

• Ask the class what employees should do if theyare unable to complete an assigned task. Shouldthey ask their co-workers for help? Should theytalk to the boss or manager?

• Ask what positive and negative outcomesmight result from asking for help. Is it moreacceptable to ask for help in certain businessesor professions?

Lesson 1

EXERCISES

1 Here’s some more work. (page 56)� Listening � Speaking � Reading � Writing

2 Rick Dillon is the sales manager who can’t open his (page 56)documents.� Listening � Speaking � Reading

• Read the instructions aloud. Direct thestudents’ attention to the first item in theactivity, which has been matched withdescription c. Ask two volunteers to model theactivity by reading the example question andanswer aloud. Make sure the studentsunderstand that they must do the matchingactivity before they try to form the questions.

• Ask the students to work individually to matchthe information in the two columns. Check byhaving the students ask and answer questions

based on the items in the activity. (Note: Inorder to form correct questions, the studentsmust have matched the items correctly.)

Answers

2. a 5. d

3. e 6. b

4. f

• Ask your students if they ever read cartoons inEnglish. Elicit reasons why reading andunderstanding cartoons can be easy(illustrations aid understanding; some situations areuniversally understood) and why it can bedifficult (some humor is culturally based; use ofunfamiliar slang or idioms can be confusing). Writethe responses on the board.

• Ask the class to explain what is happening inthe cartoon. Make sure the students understandwhy Dilbert’s boss gives him more work(because Dilbert’s low blood pressure indicates hedoesn’t have enough work). Elicit the meaning ofget away with something (to do something bad

without being caught or punished). Ask thestudents to explain why the cartoon is funny(because Dilbert’s boss thinks that being unstressedat work is something Dilbert should feel guiltyabout).

• Pair. Ask a volunteer to read the discussionquestions aloud. Clarify that the task has twomain parts: (1) to discuss the cartoon and (2) tomake a list of the characteristics of a good boss.

• Divide the class into pairs. Allow about fifteenminutes for their discussions.

• Ask the pairs to write their lists on the board.Compare the lists as a class.

UNIT 578

3 Ivan works for a company that designs sportswear. (page 56)� Listening � Speaking � Reading � Writing

4 The man who is the sales manager used to work in a (page 57)department store. � Listening � Reading � Writing

• Read the title and instructions aloud. Askvolunteers to read the names of the employeesaloud. Assist with pronunciation as needed. Tellthe class that you will play the cassette twicewhile they listen for information about eachemployee’s previous job. Remind them to takebrief notes instead of trying to write completesentences.

• Check as a class. Write the answers on atransparency of the exercise or on the board. Ifnecessary, play the cassette again.

Expansion (Writing): Direct the students’attention to the title of Exercise 4. Ask the class toidentify the relative clause (who is the salesmanager) in the title. Ask the students to write asentence with a relative clause about eachemployee in the chart. Encourage them to use the

Answers

2. tennis player

3. student

4. worked in an insurance company

5. teacher

6. worked for a fashion magazine

7. college professor

8. worked for a large import-exportcompany

title as a model. Ask for volunteers to write theirsentences on the board. Go over the responses as aclass.

• Read the instructions aloud. Write the first pairof sentences from item 1 on the board. Askwhat noun is repeated in both sentences(company). Have two volunteers read theexample question and answer aloud. As theanswer is read, cross out the company in thesecond sentence on the board. Write that aboveit.

• Elicit or explain that the second sentence hasnow become a relative clause or adjective clause.Elicit that that designs sportswear modifies ordescribes a company. Point out or elicit thatrelative clauses describing a person begin withwho or that; those that describe other nounsbegin with that or which.

• Pair. Ask the students to work with a partner tocombine each pair of sentences into onesentence containing a relative clause. Then havethem ask and answer questions beginning with

What kind of. Point out that these questionsshould be based on the noun the relative clausemodifies.

Answers

2. What kind of job does Mr. Sanchez have? He has a job that (which) is veryinteresting.

3. What kind of (tennis) shoes does Ricksell? He sells tennis shoes that (which)are comfortable and inexpensive.

4. What kind of reports does Judith write?She writes reports that (which) are clearand concise.

5. What kind of web pages does Mariadesign? She designs web pages that(which) advertise the company’sproducts.

UNIT 5 79

5 People who work in sales often have frustrating jobs. (page 57)� Listening � Speaking

6 Judith is the person who(m) Mr. Sanchez introduced last (page 58)week.� Reading � Writing

• Write the following on the board: Ivan works fora company that designs sportswear. Ask the classto identify the relative clause (that designssportswear). Remind the class that a relativeclause, like all clauses, must have a subject anda main verb. Ask the class to identify thesubject of the relative clause (that).

• Write the following on the board: Judith has thecomputer manual that Ivan needs to consult. Askthe students to identify the relative clause (thatIvan needs to consult) and its subject (Ivan) andverb (needs to consult). Elicit from the class thatthe relative pronoun that is the object of consult.If necessary, show the students how thissentence can be written as two sentences.(Judith has a computer manual. Ivan needs toconsult the computer manual.) Point out that thecomputer manual is the object of the secondsentence. Explain that when the relativepronoun is the object of the verb in the relativeclause, it can be omitted, since the clause willstill have a subject. Demonstrate by erasing that.

• Direct the students’ attention to the firstexample sentence. Elicit that who/whom is the

object of introduced. Point out that when therelative pronoun who is the object of the verb inthe relative clause, the objective form whommust be used if the relative pronounimmediately follows a preposition. If thepronoun does not immediately follow apreposition, who is also acceptable in commonusage.

Grammar Note: This lesson focuses on restrictiverelative clauses. Omission of relative pronounsoccurs only in restrictive relative clauses. Non-restrictive relative clauses require relativepronouns; however, these are not the focus of thelesson.

• Pair. Ask the students to work in pairs to writesentences based on the cues. Ask them to omitthe relative pronouns when possible.

• Recap by having several students write theirsentences on the board. Check for correctmeaning and structure.

• Read the instructions aloud. Ask the class tolook at the picture and briefly describe theresponsibilities of the person’s job. Write theresponses on the board next to the title of eachjob.

• Ask a volunteer to read the statement ofopinion (A). Ask other students to read thestatements of agreement, disagreement, andpartial agreement. Monitor pronunciation andgrammar (I’m agree is a common error).

• Group. Divide the class into groups of three orfour. Tell the students that they will not use

their normal group roles for this activity.Instead, they will take turns leading thediscussion. One student will state his or heropinion of one of the jobs and the other groupmembers will respond by giving their opinions.Another student will then lead the discussionby giving an opinion about a different job andasking the group members for their opinions.

• Give the students ten minutes to finish theactivity. Circulate and encourage the students touse the expressions of agreement anddisagreement shown in the activity.

UNIT 580

7 I’d like someone who’s creative. (page 58)� Listening � Speaking � Reading

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Read the instructions aloud. Elicit or explainthat to rank things means to decide on theirorder of importance. Read the adjectives in thechart aloud and elicit or provide theirmeanings. Give the students several minutes torank the adjectives in their order of importance.

• Group. Read the instructions aloud. Elicit themeaning of come to a consensus (agree). Dividethe class into groups of three or four and assigngroup roles. Give the groups ten to fifteen

minutes to reach consensus and record theirresults.

• Ask the Reporter from each group to write thegroup’s list on the board in order ofimportance, with the most important at the topof the list. Compare and discuss the results as aclass.

Additional Activity. See Unit 5 Appendix.

Answers

(Pronouns in parentheses can be omitted.)

Cindy is the office manager (who / that) I hadlunch with yesterday. OR . . . with whom I hadlunch yesterday.

Cindy is the office manager who (OR that) hasthe tax forms (that / which) I need to fill out.

Ben is the assistant (who / that / whom) Mr.Sanchez hired right out of college.

Ben is the assistant who (OR that) hascatalogs for computer parts (that / which) Ineed to order.

Rick is the sales manager (who / that / whom) I tried to help yesterday.

Rick is the sales manager who (OR that) hascomputer disks I couldn’t open.

UNIT 5 81

UNIT 582

WARM UP

PRESENTATION Trial and Error

• Set the stage. Have the class cover theconversation. Ask the students to describe theproblem that Ivan had in the previous lesson.Then direct the students’ attention to the title ofthis lesson. Elicit the meaning of trial and error(trying out different solutions in order to solve aproblem).

• Personalize the situation. Ask the students todescribe an occasion when they used the trial-and-error method in order to solve aproblem. If they have difficulty thinking of anexample, prompt them by mentioning differentprofessions that sometimes use this method(auto mechanics; physicians; scientists).

• Focus on selected items. Ask the students tolist the steps in Ivan’s trial-and-error method. Ifnecessary, they can turn back to hisconversation with Mr. Sanchez in Lesson 1.Write the steps in order on the board. (First,Ivan tried the disk in the computer. Then he triedanother disk. Next, he rebooted the computer. Afterthat, he put the disk in another computer.)

• Set the listening task. Write the following onthe board: What was the problem with Mr. Dillon’scomputer? How did Ivan figure out what theproblem was? Why didn’t Mr. Sanchez tell Ivanwhat was wrong? Play the cassette twice.

• Check the listening task. Ask the students fortheir answers. (The problem was with the diskettes,

which had been sitting in bright sunshine. Ivan usedone of his own diskettes and it worked. Mr. Sanchezwanted to test Ivan’s problem-solving skills.) Writethe responses on the board.

• Practice the conversation in pairs. Ask thestudents to look at the conversation and findthe contractions (wasn’t, could’ve, it’d, should’ve,would’ve, I’m, didn’t). Elicit the full forms thatthese contractions are based on (was not, couldhave, it had, should have, would have, I am, didnot). Briefly practice the contractions as a class.Point out that these contractions are common inspoken English. Ask the students to practice theconversation with a partner. Circulate andencourage the students to pronounce thecontractions clearly. If time permits, have twostudents perform for the class.

• Engage the students in pair work. Read thepair discussion questions aloud. Remind thestudents to illustrate their points with specificexamples.

• Circulate and monitor progress. Encourage thestudents to discuss both the general steps theytake (First, I identify the problem) and a specificexample of how they applied these steps (Whenmy car broke down, I first checked to see whether Iwas out of gas). Recap the discussion as a class.

• Ask the students to think about the ways theylearn things. Do they prefer to discover answersand solutions to problems themselves, or dothey prefer to have someone give them the

answers? Which method is easier? Whichmethod helps them learn more? Encourage thestudents to give specific reasons for theirresponses.

Lesson 2

EXERCISES

1 He should have used the manual. (page 60)� Reading

2 Ivan shouldn’t have done that! (page 60)� Reading � Writing

3 Ivan shouldn’t have been in such a hurry. (page 61)� Listening � Speaking � Reading � Writing

• Read the instructions aloud. Ask volunteers toread the examples to the class. Elicit that advicebeginning with should have is stronger thanadvice beginning with could have. Explain thatcould have has an additional meaning. Could have(or might have) can also express a possible reasonwhy something happened. Additionally, couldn’t

have and might not have describe strong andmoderate past impossibility.

• Ask the students to complete the exerciseindividually. Point out that their statements canbe statements of either advice or possibility.

• Ask a volunteer to read the first example aloud.Elicit the meaning of this sentence (It waspossible to ask your co-workers, and it would havebeen a good idea, but you didn’t). Have volunteersread the other examples aloud. Elicit themeaning of each sentence. Explain that usingthese hypothetical structures (could have, shouldhave, shouldn’t have) is a way to give adviceabout something that happened in the past.

• Elicit the grammar pattern used in thesesentences (could have + past participle; should(n’t)have + past participle).

Grammar Note: Couldn’t have expresses lack ofpossibility in the past; it is not used to give advice.

• Pair. Read the instructions aloud. Elicit themeaning of a chat room (a way to “chat” withother people on the Internet). Ask the students towork in pairs to read what Ivan says and givehim advice using could have, should have, orshouldn’t have.

• Check as a class. Ask several students for theiradvice for each situation.

Answers

(Answers will vary.)

• Read the instructions aloud. Ask a volunteer toread the first sentence aloud. Ask whether Mr.Sanchez solved the problem for Ivan (No). Elicitthe meaning of this sentence (It was possible forhim to have resolved the problem, but he didn’t).

• Have a volunteer read the second sentencealoud. Ask who this sentence refers to (Mr.Dillon). Elicit the meaning of the sentence (Thisis the only possible explanation).

• Ask the students to complete the exercise ontheir own. As a class, recap the answers and themeaning of each sentence.

Answers

2. Mr. Dillon 4. Ivan

3. Ivan 5. Mr. Sanchez

UNIT 5 83

4 Regrets (page 62)� Listening � Speaking � Writing

5 Small talk (page 62)� Speaking � Reading � Writing

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Elicit the meaning of small talk (shortconversations). Read the instructions and elicitthe meaning of the noun compliment (tellingsomeone something positive about themselves). Pointout that the verb form can be either compliment[someone] or give [someone] a compliment.

• Practice the phrases and sentences as a class.Remind the students of the importance ofintonation with short “small talk” expressions.Model various intonation patterns with one ofthe example phrases. For example, Way to go!could be said in an excited, approving manneror in a sarcastic, negative way.

• Pair. Have the students work with a partner tochoose an appropriate compliment for eachsituation. Ask the pairs to write down theirresponses and then practice saying thecompliments in response to each statement.

Answers

(Answers will vary.)

• Class. Ask each student to stand and tell theclass, in one sentence, something positive he orshe did recently. Prompt the class to respondwith appropriate compliments.

• Pair. Read the instructions aloud. Elicit othercategories of mistakes that people make(romance; interactions with strangers; shopping).Have the students write a brief description of amistake they made in each category in the chart.Remind the students to take notes about the

advice their partners give them. Allow at leastfifteen minutes for this activity.

• Recap as a class. Ask volunteers to tell the classabout the best piece of advice their partnersgave them.

• Go over the students’ answers orally or byhaving them write them on the board. Elicitseveral answers for each item. Ask whether eachanswer is a statement of advice or of pastpossibility.

• Pair. Read the instructions aloud. Elicit themeaning of regret (wish you hadn’t donesomething). Give the students five to seven

minutes for their pair discussions. Recap as aclass by asking several volunteers to brieflydescribe what they regret having done and theirpartners’ advice.

Answers

(Answers will vary.)

UNIT 584

UNIT 5 85

WARM UP

PRESENTATION E-mail Connections Unlimited

• Set the stage. Ask the students to cover thearticle. Read the activity title and heading of thearticle aloud. Elicit or explain that E-mailConnections Unlimited is an e-mail matchmakingor dating service. Ask the class to explain whata matchmaking or dating service does.

• Personalize the situation. Ask the class whatkind of matchmaking or dating services exist intheir countries. Ask whether they think theseservices are a good idea. If they think they arenot a good idea, elicit other ways that peoplecan meet people to date or possibly marry. Askthe students whether they would ever considerusing a matchmaking or dating service.

• Focus on selected items. Write the names of thethree people in the article on the board (JeanetteHarrison, Anthony Mari, Lucille Kinkaid). Practicesaying the names as a class.

• Set the listening task. Write the following onthe board: What reasons does each person give forliking E-mail Connections Unlimited? Which personis not interested in a long-term relationship? Whichperson is going to get married soon? How long hadthis person “known” his or her future spouse beforethey met? Ask the class to listen to what threepeople have to say about this online service.Play the cassette twice while the students listenwith the article still covered.

• Check the listening task. Ask the class for theiranswers to the listening comprehensionquestions. Write their responses on the board.Ask the students to uncover the article andcheck their answers.

• Focus on vocabulary. Write the followingwords and phrases on the board: courtship, hewas the one, get serious, anonymously, take it to thenext level, blind date, singles bar. Instruct thestudents to work with a partner to find each ofthese terms in the article. Ask them to writedown the meaning for as many of theexpressions as they can without using theirdictionaries. Discuss the meanings of the termsas a class.

• Engage the students in pair work. Read thediscussion questions aloud. Remind thestudents to give specific reasons for theiropinions.

• Circulate and monitor progress. As youcirculate, take note of whether each pair isfocusing on the advantages or on thedisadvantages of meeting people through theInternet. Encourage them to think of reasons tosupport both sides of this issue, even if theyhave a strong personal opinion about it. Recapas a class. List the advantages anddisadvantages in two columns on the board.

• As a class, brainstorm ways that the Internet, e-mail, and the World Wide Web have changedthe relationships people have with each other.Also elicit ways that these innovations havechanged the way people communicate. Youmight want to remind the students of the ideas

discussed in Lesson 3 of Unit 4. Write theirresponses on the board.

• Ask the students whether the overall effect ofthese changes has been good or bad for societyin general. Encourage the students to givespecific reasons for their opinions.

Lesson 3

EXERCISES

1 She might be shy. (page 64)� Reading

2 Not only do I work 10 hours a day, but I also study at night. (page 64)� Writing

• Read the instructions aloud. Ask threevolunteers to read the examples to the class.Encourage the students to use correct stress andto pause at the comma (Not only do I work 10hours a day, but I’m also a student).

• Direct the students’ attention to the structure ofthe first clause in each sentence. Explain thatthere is a special rule for clauses that begin withnot only. Elicit this rule from the class (The clausemust use question word order, including theappropriate use of do or did).

Grammar Note: This sentence pattern can also beused without but: Not only do I work 10 hours a day,I’m also a student.

• Ask the students to write what Tony might sayabout himself. Remind them to begin theirsentences with I. (Note: If your students needfocused practice with third-person forms,instruct them to write about Tony, beginningtheir sentences with He.)

• Have three volunteers write their answers onthe board. As a class, check for meaning andgrammar. Elicit other possible responses foreach item.

Sample answers

1. Not only do I work out, but I also takevitamins.

2. Not only am I a great tennis player, but Ialso play soccer.

3. Not only can I sing, but I also love todance.

Expansion (Speaking, Writing): Ask the studentsto write two true statements about themselvesusing Not only . . . but also. Ask the students toread their statements to a partner. Then ask thestudents to write two statements about themselvesthat are not true. Encourage the students to be

• Read the instructions aloud. Point out to theclass that they will be drawing conclusions andmaking inferences based on information in thearticle. Explain that, although some statementscould refer to more than one person, thestudents should choose the person that is thebest match for each description. Tell them thatyou will be asking them to support theirinferences with specific information from thearticle. Ask the students to complete the taskindividually.

• Recap as a class. For each answer, ask thestudents what they read in the article thathelped them to make their inference.

• Group. Read the discussion question aloud.Divide the class into groups and ask each group

Answers

1. Lucille Kinkaid

2. Jeanette Harrison

3. Anthony Mari

4. Jeanette Harrison or Lucille Kinkaid

5. Anthony Mari

6. Lucille Kinkaid

7. Lucille Kinkaid

to assign group roles. Encourage the students torefer to the reading when reaching theirconclusions. Ask the Reporters to tell the classwhat their groups decided.

UNIT 586

3 I won’t use my computer for personal e-mail any longer. (page 65)� Speaking � Reading

4 I’m sorry I’m late. I had to stop at the bank. (page 65)� Speaking � Writing

• Ask the class to describe what is happening toGina in each situation (She’s late for a lunch date;she’s sick in bed; she’s been pulled over by a policeofficer). Ask a volunteer to read the examplesentence aloud. Remind the students that anapology usually includes a reason or excuse.Elicit that Gina’s excuse in the first situation isthat she was delayed at work.

• Ask the students to work individually to writeGina’s apologies. Ask several students to readtheir answers for each situation. As a class,decide which apology is most effective for eachsituation.

Sample answers

2. I’m sorry I can’t come to work today. I’mvery sick.

3. I’m sorry I didn’t stop. I didn’t see the redlight.

Expansion (Speaking): Remind the students thatthere are different levels of formality in spokenEnglish, just as there are different levels offormality in written English. If you have ananswering machine or voice mail, ask yourstudents to leave a message on your phone either(1) apologizing for missing class, (2) inviting youto an event, or (3) requesting an appointment withyou. Remind the students to use a level offormality appropriate to their relationship withyou. Emphasize that this phone call is a form ofrole-play and that the apology, invitation, orrequest should not be based in fact. Give thestudents a time frame within which they shouldmake their calls (for example, before 4:00 P.M.Thursday).

• Read the instructions aloud. Have twovolunteers read the e-mails aloud or have thestudents read them silently. Ask the students tomake brief notes in response to the fourdiscussion questions.

• Answer the discussion questions as a class.When discussing the differences between thetwo e-mails, prompt the students withquestions about the salutations, the sentencelength and complexity, and the level offormality of the language used.

Expansion (Writing): Ask the students to writetwo e-mails apologizing for missing anappointment. One should be written to you, theirteacher, in apology for missing class. The othershould be written to a friend, apologizing forhaving missed a lunch date. Remind the studentsto think of their audience when they write.Brainstorm ways that the content, form, andlanguage of these two e-mails will differ. Ifpossible, have the students submit this assignmentby e-mailing their work to you. Ask them to sendthe two e-mails separately.

wildly creative with these statements (Not only wasI elected president, but I also won the Nobel Peace

Prize). Have the students read these statements tothe class.

UNIT 5 87

5 Online (page 66)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

6 Wrap Up (page 66)

STRATEGIES FOR SUCCESS

1. For Exercise 1, this exercise offers furtherpractice in complimenting others, which isnot always an easy thing to learn in English.You may need to role-play this to get thestudents started: A: “I won first place in thelong jump in high school.” B: “Really? Wow,that’s great! You’re a good athlete!”

2. For Exercise 2, simply watching English-speaking TV is a good strategy for exposing alearner to more English. In this case, you mayneed to help the students to get together towatch a TV show. You may also need tomodel their exchanges with something like:A: “I liked the star actress because she lookedbeautiful.” B: “Well, I didn’t like her. She maylook beautiful but her acting was notconvincing.”

3. For Exercise 3, successful learners not onlyset goals but also follow-up on themregularly. Remind the students to look attheir original goals and to assess their successso far. Their journal entries should reflecttheir honest self-assessment along withpossible new goals.

Follow-up• Review with the students some of the strategies

they have practiced so far. List the strategies (inthe headings of the first five units of Strategies)on the board, then ask them to give briefexamples for each of the strategies.

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Group. Read the instructions aloud. Divide theclass into groups of five. If the number ofstudents is not divisible by five, make one ortwo groups of four. These groups will not havethe character of Ms. Hulce. Ask the members ofeach group to count off (1, 2, 3, 4, 5). Tell all the“ones” that they are Mr. Nash. Read hischaracter description aloud and ask if there areany questions. Assign the other roles in thesame fashion.

• Give the students five to seven minutes fortheir role-plays. Encourage the students to

stand up and move the classroom furniturearound to make their role-plays more realistic.

• If your class is small, have each groupimprovise its role-play in front of the class.Discuss the solutions each “Mr. Nash” reached.If your class is large, conduct all the role-playssimultaneously. When the groups have finished,discuss the different solutions reached in eachgroup.

UNIT 588

CHECKPOINT

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary. Direct the students’ attention to theexamples for Not only...but (also). Ask thestudents to use this structure in three sentencesabout a very embarrassing situation thatoccurred in the past (the sentences should allrelate to one situation). Encourage the class to becreative; their sentences do not have to be basedin reality.

• Have the students read their sentences to apartner. Ask the partners to give advice usingModals of advice or suggestions about the past.

• Other grammar structures and communicationskills in the summaries can be practiced in asimilar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the students

to rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide whichspecific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 5 89

UNIT 590

ADDITIONAL ACTIVITIES

Lesson 1, Exercise 7 (page 58)The Ideal Project Partner

• In this activity, the students expand theinformation they developed in Exercise 7 into afull essay which describes their ideal partnerfor a school project.

• Tell the students that they will write an essaydescribing an ideal project partner. Ask them tolook at their personal ranking of thecharacteristics in Exercise 7. Ask them to put acheckmark next to the three characteristics thatthey decided were most important to have in aproject partner. Then instruct them to makethree columns on a piece of paper and write thecharacteristics as the headings of the columns.

• Ask the students to brainstorm reasons whyeach of these characteristics is important andwrite the reasons in the columns. Circulate andassist as needed.

• Review the components of a successful essay:an introductory paragraph, body paragraphswith clear topic sentences and appropriatesupport, and a concluding paragraph. Elicit thatthe introductory paragraph usually contains athesis statement. In this case, the thesisstatement would usually state the threecharacteristics that the writer is going todiscuss. Review your expectations regardingtopic sentences and the conclusion.

• Ask the students to write their essays forhomework. If you wish, you can have thestudents read each other’s essays and commenton which details provided the most effectivesupport for the writer’s choice of desirablecharacteristics in a project partner.

Appendix

WORKBOOK UNIT 5 ANSWER KEY

Lesson 1, pages 38–41

Exercise 1

Exercise 2

Exercise 3Answers will vary.

Exercise 4

Exercise 5Answers will vary.

2. I really like the outfit [that or which or norelative pronoun] you are wearing.

3. Gina was wearing beautiful shoes [that orwhich or no relative pronoun] she bought atButler’s Department Store.

4. He works in a building that (or which) is onFourth Street.

5. Frank is a designer that (or who) works forJessica Holloway.

6. Did you get the tickets [that or which or norelative pronoun] I asked you to buy?

7. Did you see the woman [that or who or whomor no relative pronoun] Leo introduced me to?Did you see the woman to whom Leointroduced me?

8. Frank and Gina are a young couple [that orwho or whom or no relative pronoun] Margomet on their honeymoon.

2. New York is the state that has the longestbridge.

3. Hawaii is the state that has the rainiest spot.

4. California is the state that has the lowest townand the lowest point.

5. Maine is the state that has the highest pointon the Atlantic coast.

6. Colorado is the state that has the highest city.

7. Oregon is the state that has the deepest lake.

8. Rhode Island is the smallest state.

9. Mississippi and Missouri are the states thathave the longest river.

Possible answers:

2. He’s the man that works in his aunt’s store.

3. She’s the woman who is in the United Statesstudying music.

4. Sung-An is the one that likes traveling andmeeting new people.

5. Fahad is the one who comes from SaudiArabia.

6. Sergio is the one who’s having a great time inthe United States but misses his family.

7. He’s the one who is married and has twochildren.

8. Felicia is the one who studied biology incollege.

UNIT 5 91

WORKBOOK UNIT 5 ANSWER KEY

Lesson 2, pages 42–43

Exercise 1

Exercise 2Answers will vary.

Exercise 3

Exercise 4Answers will vary.

2. He could have asked the teacher for extra helpbefore the exam. He could have studiedmore.

3. She could have borrowed money for a car.She could have used public transportation.

4. He could have had somebody else go to themeeting. He could have postponed themeeting.

1. a

2. b

3. b

4. b

5. a

UNIT 592

WORKBOOK UNIT 5 ANSWER KEY

Lesson 3, pages 44–47

Exercise 1

Exercise 2

Exercise 3

Exercise 4Answers will vary.

Exercise 5

Exercise 6Answers will vary.

1. a

2. You can ask questions immediately and thenget clarification if you don’t understandsomething.

3. Because your correspondent may makeassumptions about you based on your e-mailcommunication.

4. b, c

2. must; might

3. might; must

4. must; might

5. must; might

6. must; might

7. might; must

8. must; might

2. Not only does she play the piano, but she alsoplays the guitar.

3. Not only does she speak Spanish, but she alsospeaks French.

4. Not only does she enjoy sports, but she alsoenjoys concerts.

5. Not only does she cook Chinese food, but shealso cooks Italian food.

6. Not only does she take care of her daughter,but she also takes care of her mother.

2. Not only did I have to go to work early, but I(also) had to stay late.

3. Not only have I had nothing to eat all day, butI also haven’t had anything to drink.

4. Not only do I work hard, but I also make verylittle money.

5. Not only does my boss often seem unhappywith my work, but he is also unfriendly.

UNIT 5 93

94

UNIT 6

Overview

COMMUNICATION GOALS

Listening and Speaking• Listening for details

• Taking notes from a recordedmessage

• Interviewing classmates

Reading and Writing• Writing down recorded messages

• Writing e-mail messages at work

• Writing notes on interviews

• Writing a descriptive paragraph

• Interpreting ads from websitecompanies

• Comparing ads for search engines

• Writing an e-mail

• Selecting magazine articles of yourown and skimming or scanning for“gist”

TOPICS

• Working with a team

• Predicaments at work

• Work schedules

• Computer problems

• E-mail

• Voice mail

• Search engines

GRAMMAR

• Either…or

• Both…and

• Neither…nor

• Direct and indirect objects

• Comparison of nouns

UNIT 6

95UNIT 6

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsCreative thinkingDecision makingProblem solving Knowing how to learn

Personal QualitiesResponsibilitySelf-esteemSociability—demonstrates understanding,friendliness, adaptability, empathy, and exhibitsself-controlSelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamTeaches others new skillsExercises leadershipNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.2 Identify or use appropriate language for

information purposes0.1.3 Identify or use appropriate language to

influence or persuade1 Consumer Economics1.2.2 Compare price or quality to determine the

best buys for goods and services4 Employment4.1.9 Identify procedures for career planning,

including self-assessment4.4.4 Interpret job responsibilities and

performance reviews4.6.1 Follow, clarify, give or provide feedback to

instructions4.6.2 Interpret and write work-related

correspondence, including notes, memosand letters

7 Learning to Learn7.1.2 Demonstrate an organized approach to

achieving goals, including identifying andprioritizing tasks and setting andfollowing an effective schedule

7.1.3 Demonstrate personal responsibility andmotivation in accomplishing goals

7.4. 4 Identify or utilize appropriateinformational resources

UNIT 696

WARM UP

PRESENTATION Coping at Work

• Set the stage. Ask the students to cover theconversation and look at the picture. Explainthat Nelson has been working very hard latelybut that he’s taking a break. Ask the students todescribe what he’s doing to relax (going to abaseball game with Lynn, Ivan, and Gina).

• Personalize the situation. Ask the studentswhat they do when they feel stressed. Do theytry to find a way to give themselves a breakand relax? If so, what do they do? How doestaking a break help them cope with theirresponsibilities? Write the responses on theboard.

• Focus on selected items. Ask what Nelson’s jobis (website designer). Elicit the kinds of stress thathe might have in his job (conflicting instructionsfrom clients; deadlines to meet; technical problems).

• Set the listening task. Explain that the studentswill listen to Nelson and Lynn talking about theproblems Nelson is having on his job. Write thefollowing on the board: What problems are Nelsonhaving? What advice does Lynn give him? Play thecassette twice while the students listen with theconversation covered.

• Check the listening task. Ask the students fortheir answers. (Nelson has three websites to finishby the end of the week, but the people who aresupposed to help him don’t know what they’re doing.Lynn suggests establishing a good workingrelationship with the support people.) Write theresponses on the board.

• Practice the conversation in pairs. Ask thestudents to practice the conversation in pairs. Iftime allows, have one pair perform for theclass.

• Engage the students in group work. Read thediscussion questions aloud. Divide the classinto groups of three or four. Ask the groups toassign group roles. Allow seven to ten minutesfor the discussion.

• Circulate and monitor progress. Encourage thestudents to think about their preferred workingstyle. Point out that they can talk about projectsat work or about school projects. If necessary,prompt with questions about specificexperiences. Recap the discussion as a class.

• Write the word stress on the board and elicit itsmeaning. As a class, brainstorm the kinds ofthings that can cause stress. Prompt withquestions about work, school, or familyresponsibilities. Write the responses on theboard.

• Ask the class whether they think it’s importantto take time off to relax when you have a lot ofpressing responsibilities. Elicit the kinds ofthings that people can do to take a break fromtheir responsibilities. Write the responses on theboard.

Lesson 1

EXERCISES

1 If you work late too often, you should do some work on (page 70)your schedule. � Listening � Speaking � Reading

2 You’ve got to help me get out of this mess. (page 70)� Listening � Speaking � Reading

3 They’ll either fix it or replace it. (page 71)� Reading � Writing

• Read the instructions aloud. Ask two volunteersto read the first message and response aloud.Ask what Nelson wrote after either (fix it) andafter or (replace it). Remind the class that objectsor complements that follow either and or mustbe parallel (the same part of speech or the samegrammatical pattern).

• Direct the students’ attention to the thirdmessage. Write collaboration on the board andelicit the meaning (working as a team with otherpeople).

• Ask the students to write the responses thatNelson might have had to each message.

• Read the title aloud. Elicit the meaning of getout of a mess (find a solution to a difficultsituation).

• Pair. Read the instructions aloud. Point out thatthere may be more than one request possible foreach situation. Encourage the students todiscuss each situation in order to choose themost relevant request.

• Pair. When they have matched the requests

with the situations, have the pairs discuss whatadvice they would give Nelson in eachsituation. Encourage them to be specific and touse their knowledge of technology, business,and interpersonal relations.

• Discuss the answers as a class.

Answers

(Answers will vary.)

• Pair. Ask the students to work with a partner tochoose the answers that best represent theiropinions. Point out that, although the partnersshould discuss their answers, they do not haveto choose the same answer. Remind them tocircle their answers.

• Discuss the students’ answers as a class. On theboard, write the number of students that choseeach answer.

• Remind the class that Lynn had specific advicefor Nelson about these same topics. Instructthem to listen and check the answer that

represents Lynn’s advice. Play the cassettetwice.

• Check as a class. If necessary, replay thecassette, stopping to discuss Lynn’s advice eachtime she speaks. Compare her advice with thestudents’ answers. Ask why the students agreeor disagree with Lynn’s advice.

Answers

1. b 3. b

2. a

UNIT 6 97

4 Career Choices (page 71)� Speaking � Reading � Writing

5 I love my job! (page 72)� Listening � Speaking � Reading � Writing

• Pair. Read the instructions aloud. Askvolunteers to read each character’s list ofstrengths. Elicit or provide the meaning of anyunfamiliar vocabulary.

• Ask a volunteer to read the first examplesentence aloud. Elicit that Both Ivan and Nelson isthe subject of the sentence. Point out that sincethe subject includes both of them, it is pluraland requires a plural verb. Model by eliciting afew sentences about students in the class. (BothNikko and Sammi wear glasses. Both EunMi andJamie are from Korea.)

• Ask a volunteer to read the second sentencealoud. Point out that, as with either . . . or, thewords or phrases following both and and musthave parallel structure (sociable and reliable areboth adjectives).

• Have the students work in pairs to complete theactivity. Specify whether you want them to writetheir sentences or to do the activity orally.

• Group. Read the instructions aloud. Ask avolunteer to read the example sentence aloud.Then write on the board Neither Gina nor

• Read the instructions aloud. Direct the students’attention to Nelson’s notes. Point out that whenreading information that contains a slash ( / ),we often say or in place of the slash (stay hereand suffer or find a new job). Ask volunteers toread Nelson’s notes aloud.

• Write the example answer on the board. Elicitthat the first sentence describes Nelson’soptions. Elicit that the second sentence describesthe hypothetical (imaginary, but possible) result ofhis getting a new job.

• Direct the students’ attention to the first clause(If he found a new job). Ask whether this refers tothe future, present, or past (future). Elicit thatstatements of hypothetical condition require atense backshift, so the past tense must be used.

• Direct the students’ attention to the secondclause of the sentence. Elicit that this states thehypothetical result of Nelson’s having a newjob. Ask whether this statement indicates adefinite or a possible result (possible). Elicit that

the modal might indicates possibility. Ask whatother modals can be used in statements ofhypothetical result (would; could). Write thesemodals on the board. Elicit what each of theseindicates (definite result; ability). Point out thatwhen the students discuss Nelson’s options,they should choose the modal that bestexpresses their meaning.

• Pair. Ask the students to work in pairs todiscuss Nelson’s options. Encourage them totalk about all the possible options. Remind themto use hypothetical statements of condition andresult. (If your class needs focused practice withthese forms, have the pairs write theirstatements.) Circulate and assist with thestructure as needed.

• Class. Discuss the answers or ask volunteers towrite their statements on the board. As a class,discuss which options Nelson should chooseand why.

• Ask volunteers to write their answers on theboard. If possible, elicit several differentresponses for each message. Go over theanswers as a class. Discuss content as well asgrammatical form.

Answers

(Answers will vary.)

UNIT 698

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

Nelson . . . and elicit a plausible ending for thesentence (it should begin with is). Point out orelicit that when Neither . . . nor is in the subject,the verb agrees with the nearest subject. In theexample in the book, are agrees with her friends;in the example on the board, is agrees withNelson.

• Divide the class into groups. Ask each group towrite at least three sentences aboutcharacteristics that the characters do not have.Encourage the students to use all theinformation they have learned about Gina,Nelson, and Ivan, not just work-relatedcharacteristics.

• Recap as a class. If you wish, have the studentswrite their answers on the board.

• Mixer. Read the instructions aloud. Encouragethe students to use information from the mind

maps they made of their skills (Unit 4, Lesson 1,Exercise 6) when they talk to their classmates.Instruct the students to write at least fivecharacteristics for each classmate they interview.

• Pair. Help match pairs of students who haveinterviewed the same classmate. Have thepartners compare their notes and write aparagraph about the classmate. Try to ensurethat no two pairs of students write about thesame person. Encourage the students to useeither . . . or, both . . . and, and neither . . . nor(Keiko enjoys both studying and playing sports). Ifyou wish, have the students write theirparagraphs without using the name of theperson they are describing (This student . . . ).Have the students read their descriptions aloudand ask the class to guess which classmate isbeing described.

UNIT 6 99

UNIT 6100

WARM UP

PRESENTATION That’s how it is.

• Set the stage. Instruct the students to cover theconversation and look at the picture. Ask themto describe what is happening in each part ofthe office. Tell the students that they will listento a conversation between Nelson and hissupervisor, Ms. Ho.

• Personalize the situation. Ask the studentswhether they think it’s easy to talk to asupervisor at work. Encourage them to thinkabout the supervisors they (or people theyknow) have had. What makes a supervisor easyor difficult to talk to?

• Focus on selected items. Ask the students tothink about the problems Nelson’s been havingwith his job. Have them predict what Nelsonmight want to talk to his supervisor about.Write the predictions on the board.

• Set the listening task. Write the following onthe board: What problem does Nelson ask Ms. Hoabout? What is her response? Ask the students tolisten with the conversation covered. Play thecassette twice while the students listen and takenotes.

• Check the listening task. Ask for the students’responses. Write them on the board. Encouragethe class to recall the specific details of Ms. Ho’sresponse to Nelson’s question about hisschedule. (Everyone in the company has to work

long hours because it’s a small company. Nelsonwould be able to have a better schedule in a largercompany, but if he stays with his current job, hemight make a lot of money.) Ask the students touncover the conversation and add informationto their answers as necessary.

• Focus on vocabulary. Write the following onthe board: to be a step ahead of our competitors;fixed schedule. Elicit or provide the meaning ofthese expressions and write them on the board(to be more successful than other companies in thesame area of business; a work schedule that is thesame from week to week).

• Engage the students in pair work. Read thediscussion questions aloud. Encourage thestudents to compare Nelson’s present situationwith the situation he would encounter at alarger company. Suggest that the studentsorganize their ideas into four categories: (1) theadvantages of staying, (2) the disadvantages ofstaying, (3) the advantages of leaving, and (4)the disadvantages of leaving.

• Circulate and monitor progress. As thestudents discuss Nelson’s options, circulate andencourage them to consider all aspects ofNelson’s job, not just his work schedule. Recapthe discussion as a class.

• Ask the students to describe a typicalworkweek in countries that they are familiarwith. Elicit information about the number ofhours worked per day and the number ofworkdays in a week. Ask how the workweek ofa businessperson differs from other workers’schedules. Write the responses on the board.

• Ask how the students or people they knowbalance the responsibilities of work and family.Which is more important in the students’ nativecultures?

Lesson 2

EXERCISES

1 I’ve got to give this report to the Sales Department. (page 74)� Speaking � Reading

2 I’ll water them twice a week. (page 74)� Listening � Speaking � Reading

• Pair. Read the instructions aloud. Ask two pairsof volunteers to read the example requests andresponses. Point out that the partner respondingto the request should listen carefully, since theremay be more than one request possible for eachitem. Ask the students to take turns asking andresponding to the requests.

Sample Answers

1. Could you please fax this estimate to thenew client? Sure, I’ll do that right away.

2. Please mail these letters to Mr. Burns.All right, I’ll do that on my way home.

3. Please write a memo to the supervisors.Certainly. I’ll be happy to do that.

4. Could you send the announcements to allour customers? Of course, I can do that this afternoon.

5. Please give Beth the report about thismonth’s sales. OK, I’ll give it to her tomorrow.

6. Could you take the packages to Kim inshipping? Sure, I’ll take care of that right now.

• Pair. Read the instructions aloud. Ask twovolunteers to read the example role-play. Pointout that the students’ role-plays can be aboutwork, school, or any other situation. Allowabout five minutes for preparation, then ask thepairs to perform their role-plays for the class.

• Read the instructions aloud. Ask volunteers toread the statements aloud. Elicit or provide themeaning of any unfamiliar vocabulary (memo,personnel, blueprints, voice mail).

• Pair. Ask the students to work in pairs tocomplete the activity. Remind them to assignone statement to each cubicle.

• Go over the answers as a class.

Answers

1. a 4. b

2. f 5. e

3. c 6. d

UNIT 6 101

3 I rented you a compact car. (page 75)� Listening � Speaking � Reading

4 Hi, Nelson, this is Gina. (page 75)� Listening �Writing

• Read the instructions aloud. Ask whatinformation the students should listen for (name,request, times or dates). Remind the students thatthey should write brief notes, not completesentences. Play the cassette while the studentslisten and take notes.

Answers

1. From Carolyn Ho to Nelson. Photocopythe monthly sales report.

2. From Nelson to Mary Wright in thePhotocopy Department. Make a copy of areport he’s sending her. Send it back tohim when it’s ready.

3. From Gina to Nelson. Pick up ice creamfor the dinner party. She’ll see him around6:00.

4. From Jim Baker in Sales to Nelson. E-mailhim his latest web page design.

5. From Nelson to Jim Baker. His e-mail isn’tworking. Can he fax Jim the designinstead?

• Ask volunteers to write their notes aboutNelson’s phone calls on the board. Replay thecassette and check as a class.

• Read the instructions aloud. Ask volunteers toread the cues aloud. Assist with pronunciationas needed. Have two volunteers read theexample conversation.

• Pair. Ask the students to work with a partner tocreate conversations based on the cues. If you

wish, this activity can be done as a mixer so thatthe students have new partners for each cue.Recap by having pairs perform eachconversation for the class.

UNIT 6102

5 Ad-Ons has more features than CyberWeb. (page 76)� Listening � Speaking � Reading � Writing

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Ask volunteers to read the two ads aloud. Elicitthe meaning of the various benefits listed foreach company.

• Group. Read the instructions aloud. Elicit therule for using fewer and less (fewer is used withplural count nouns; less is used with noncountnouns, although it is also sometimes usedinformally with count nouns).

• Divide the class into groups of three or four. Askthe students to assign group roles. Suggest thatthe students first look for features that both

companies offer (search engine registration;Internet website address) and then focus on theunique benefits of each company. Remind thegroups to decide which company Gina shouldchoose for her website. Allow fifteen minutes forthe task.

• Recap the discussion as a class. Encourage thegroups to give specific reasons why thecompany they chose would be best for Gina’ssituation.

Additional Activity. See Unit 6 Appendix.

UNIT 6 103

UNIT 6104

WARM UP

PRESENTATION Search Engines

• Set the stage. Tell the students that they willread and listen to an article about Internetsearch engines.

• Personalize the situation. Ask the studentswhat additional information they would like toknow about search engines. Write theirresponses on the board.

• Focus on selected items. Explain that theauthor suggests a three-step process for moresuccessful searching on the web. Ask the classto predict what these three steps might be.Write the results on the board. (You may needto write several different sets of three steps.)

• Set the reading and listening task. Write thefollowing on the board: What are the three stepsthe author suggests? Ask the students to readwhile you play the cassette. Instruct them tounderline the three steps in the article.

• Check the reading and listening task. Elicitwhat the three steps to successful web-searching are. Encourage the students to usetheir own words to paraphrase (restate) theauthor’s ideas. Write the responses on the

board. (Decide whether you want to locate, browse,or consult. Choose the best search engine for the kindof search you want to do. Before you view the webpages, decide which results are probably the mostrelevant.)

• Focus on vocabulary. Direct the students’attention to the author’s use of the words locate,browse, and consult. Elicit the difference betweenthese terms. Ask the students how their websearching would differ depending on their goal.

• Engage the students in pair work. Read thediscussion topic aloud. Encourage the studentsto think of previous academic work they havedone with the help of the World Wide Web. Askthem to also think of additional ways theywould like to use the web for their studies.

• Circulate and monitor progress. Help thestudents brainstorm by reminding them of theonline activities included in this book as well asother activities you may have assigned thatrequired the use of the web. Recap thediscussion as a class. Write the results on theboard.

• Write Internet search engine on the board andelicit the meaning (a website that enables you tosearch for information on the Internet). (If some ofthe students do not know what a search engineis, ask other students to explain the term.) Ask

which Internet search engines the students haveused. Which do they like the best? What are thebenefits of those search engines? Write theresponses on the board.

Lesson 3

EXERCISES

1 Search engines provide both news and information. (page 78)� Reading

2 Doing a Net search can be both confusing (page 78)and time-consuming.� Reading � Writing

3 Neither Gina nor Paul is interested in camping. (page 79)� Listening � Speaking � Reading � Writing

• Read the instructions aloud. Ask the students toread the e-mails silently. Elicit or provide themeaning of any unfamiliar vocabulary orexpressions as necessary.

• Ask the students to write at least three sentencescomparing Gina’s and Paul’s interests. Go over

the results as a class, either orally or on theboard. Check for both content and grammaticalaccuracy.

Answers

(Answers will vary.)

• Read the instructions aloud. Remind thestudents that the words or phrases that followboth and and must have grammatically parallelstructure. For example, both words might beadjectives or might be noun phrases.

• Ask three volunteers to write their answers onthe board. Check as a class. Elicit other possibleanswers.

Answers

(Wording may vary.)

2. Google is both simple and fun. You canboth shop and chat on Google.

3. Ask Jeeves is both unique and practical.

4. AltaVista can both help you find peopleand tell you about the weather.

• Read the instructions aloud. Ask volunteers toread each sentence aloud. Clarify vocabularyand meaning as necessary. Ask the students toreread the article to determine whichstatements are true and which are false. Askthem to underline the sentences in the articlethat provide the information necessary tocomplete this activity.

• Check as a class. Ask the students to read thesentences that helped them choose the correctanswers. Ask the class how to rewrite the“false” statements so that they are true.

Answers

1. True

2. False (AltaVista and Hotbot are indexes.)

3. True

4. True

5. False (Yahoo is more selective.)

UNIT 6 105

4 Online (page 80)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

5 Wrap Up (page 80)

STRATEGIES FOR SUCCESS

Exercise 1• Tell the students that good readers don’t just

read things from beginning to end. Theypractice scanning, skimming, highlighting, andword-attack skills, which include analyzing anyprefixes or suffixes, writing the word in asentence, looking it up in a dictionary, using asynonym, or asking someone. This activityprovides a chance for the students to practicethose skills on their own. For a pair follow-upto this, the students could summarize the articlefor a partner and talk about several new wordsthey learned.

Exercise 2• This is a simple journal-writing assignment in

which each student makes a list of listeninggoals. You might suggest that students writethose goals on a Post-it™ or index card and putit where they will see the goals and remindthemselves to practice them.

Exercise 3• Help the students to find an appropriate

magazine or newspaper, if necessary. Onepurpose of this exercise is to practice criticalthinking skills (about how advertisements try toconvince you to buy their product or service).Another goal of the activity is to stimulate morepractice of language learned in the unit.

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Read the instructions aloud. Ask volunteers toread the workshop topics aloud. Check forcomprehension by asking for a paraphrase ofeach topic. Ask the students to check theworkshops they would be interested inattending.

• Group. Divide the class into groups of three.Have the students in each group interview one

another to find out which workshops the othergroup members would be interested in. Remindthe students to mark the results on their charts.

• Group. Ask the students to analyze theirgroup’s results. Ask the groups to write at leastfive sentences about their members’ choices andthe reasons for those choices. Have each groupread its sentences to the class.

• Class. Read the discussion questions aloud. Askthe class to “vote” on whether or not Paul is agood match for Gina. Ask the students toexplain their opinions. Write their responses onthe board.

• Have the students form pairs or small groupswith other students who share their opinion

about Paul. Ask each pair or group to write ane-mail response from Gina to Paul. If possible,provide transparencies and pens for thestudents to use. Have each pair or group readits e-mail to the class.

UNIT 6106

CHECKPOINT

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary. Direct the students’ attention to theexamples for Either . . . or. Ask the students touse this structure to write three sentences abouttheir options for the future (I can either stay at thelanguage school for another term or return to myregular university courses).

• Have the students read their sentences to apartner. Ask the partners to ask follow-upquestions about the options. Encourage thestudents to use comparative forms when

responding to the follow-up questions (I’ll learnmore English at the language school, but I’ll makemore progress toward my degree at the university).

• Other grammar structures and communicationskills in the summaries can be practiced in asimilar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the students

to rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide whichspecific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 6 107

UNIT 6108

ADDITIONAL ACTIVITIES

Lesson 2, Exercise 5 (page 76)Be a smart shopper.

• This activity encourages the students to becomemore knowledgeable consumers by developingtheir ability to compare the features andbenefits of products or services.

• As a class, brainstorm a list of products orservices that the students are consideringpurchasing in the near future. This list mightinclude major purchases such as cars orcomputers or less expensive items such as anEnglish-language dictionary or an appointmentbook. Services that the students might beconsidering can include items as diverse ashealth insurance, a sightseeing tour, veterinaryservices, or even car repair.

• Have each student choose one product orservice to research. Ask them to find twodifferent sources for the product or service andto obtain detailed information about thefeatures and benefits of buying from thosesources.

• Ask the students to write a short essay in whichthey compare and contrast the two sources andexplain which source they would purchasefrom. Elicit the meaning of compare (to describe

similarities) and contrast (to describe differences).Review the components of a comparison essay(introduction with thesis; body; conclusion withrecommendation). Point out that theircomparison/contrast essays can follow either oftwo formats: (1) describe all aspects of the firstsource and then describe all aspects of thesecond source or (2) describe one aspect of bothsources, then an additional aspect of bothsources, and so on.

• If you wish, you can ask the students to bringtheir information to class before they write theiressays. Ask the students to explain theinformation to a partner in order to clarify andfocus their ideas. Encourage the partners to askfollow-up questions about the products orservices.

• Have the students share their essays in smallgroups before you collect them.

Note: If your students need more practice withspeaking than with writing, you can have themgive class presentations about their products orservices instead of writing essays.

Appendix

WORKBOOK UNIT 6 ANSWER KEY

Lesson 1, pages 48–49

Exercise 1

Exercise 2Answers will vary.

Exercise 3

Exercise 4Answers will vary.

2. He eats either a sandwich or some pizza.

3. He leaves either at 5:00 or at 6:00.

4. He either plays basketball or watches TV.

1. d

2. f

3. e

4. c

5. a

6. b

UNIT 6 109

WORKBOOK UNIT 6 ANSWER KEY

Lesson 2, pages 50–52

Exercise 1

Exercise 2

Exercise 3

Exercise 4

Exercise 52. The job at Dalton Enterprises has more

benefits than the job at Firsthand, Inc.

3. The successful job applicant has to work fewerhours at Dalton Enterprises than at Firsthand,Inc.

4. The applicant needs the same experience atDalton Enterprises as at Firsthand, Inc.

5. The job at Dalton Enterprises provides thesame paid vacation time as the job atFirsthand, Inc.

6. The job at Dalton Enterprises includes fewerresponsibilities than the job at Firsthand, Inc.

Possible answers:

2. Yes, I’ve gotten them for them.

3. No, she didn’t buy them for me.

4. No, he (or she) didn’t lend it to me.

5. Yes, she (or he) has given it back to me.

6. No, I didn’t show it to her (or him).

2. to

3. for

4. Ø

5. for

6. Ø

7. to

8. for

9. to

2. Write all the supervisors a letter so that theyare all informed.

3. Reserve the two of us a table . . .

4. Get the information for Ms. Osmond . . .

5. Fax me the bill, and I’ll send the money to youright away.

6. I’ll buy something to eat for everyone in theoffice.

2. Direct object: a letter; Indirect object: all thesupervisors

3. Direct object: a table; Indirect object: the twoof us; Direct object: you

4. Indirect object: Ms. Osmond; Direct object: theinformation; Direct object: a decision

5. Direct object: the bill; Indirect object: me;Indirect object: you; Direct object: the money

6. Indirect object: everyone; Direct object:something to eat

UNIT 6110

WORKBOOK UNIT 6 ANSWER KEY

Lesson 3, pages 53–55

Exercise 1

Exercise 2

Exercise 3Answers will vary.

Exercise 4

Exercise 5Answers will vary.

1. are

2. is

3. are

4. lives

5. have

6. has

7. are

8. think

9. knows

10. enjoy

1. d

2. b

3. c

4. Here’s an idea.

Possible answers:

2. Marko is both neat and independent.

3. Both Sheila and Bob are assertive.

4. Both Josef and Susan are serious.

6. Hiro is neither efficient nor serious.

7. Neither Diane nor Paula is neat.

8. Erica is neither friendly nor responsible.

9. and 10. Answers will vary.

UNIT 6 111

112

UNIT 7

Overview

COMMUNICATION GOALS

Listening and Speaking• Following spoken instructions to

complete a chart

• Conducting a survey

• Listening for details

• Teaching a recipe

• Planning and presenting aworkshop in class

Reading and Writing• Reading for details

• Reading travel ads

• Reading a flow chart and writing aparagraph with the information

• Reading and writing a recipe inparagraph form

• Reading an article for details

• Setting goals for more writing inEnglish

TOPICS

• Technical studies

• Sightseeing

• Lifelong learning

• Planning a career

• Rehearsing for an interview

• Workplace synergy

• Planning a workshop

GRAMMAR

• Verb + direct object + infinitive

• Verb + infinitive (to + verb); verb +gerund (verb + -ing)

• Verb + either infinitive or gerund

• Participles in adverbial phrases

• Participles in adjective clauses

• Prefixes: im-, in-, un-, ir-, anti-, is-

UNIT 7

113UNIT 7

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsCreative thinkingDecision makingProblem solving Knowing how to learn

Personal QualitiesResponsibilitySelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamExercises leadershipNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.2 Identify or use appropriate language for

informational purposes0.1.3 Identify or use appropriate language to

influence or persuade1 Consumer Economics1.2.1 Interpret advertisements, labels, and

charts in selecting goods and services4 Employment4.1.9 Identify procedures for career planning,

including self-assessment4.4.5 Identify job training needs and set

learning goals4.8.2 Identify ways to learn from others and to

help others learn job-related concepts andskills

7 Learning to Learn7.2.3 Make comparisons, differentiating among,

sorting, and classifying items, information,or ideas

7.2.5 Evaluate a situation, statement, or process,assembling information and providingevidence, making judgements, examiningassumptions, and identifyingcontradictions

7.2.6 Generate ideas using divergent(brainstorming) and convergent (focus)approaches, and also through creativeimagination

7.4.1 Identify or utilize effective study strategies7.5.6 Identify or use strategies for

communicating more successfully

UNIT 7114

WARM UP

PRESENTATION Planning a Visit

• Set the stage. Read the title and instructionsaloud. Elicit the meaning of an aviation school(a school where you learn to fly planes andhelicopters).

• Personalize the situation. Ask whether any ofthe students are or have been pilots or aviationstudents. Ask them to tell the class what kindsof things an aviation student does whilelearning to fly. If no one has had aviationexperience, have the students use theirimaginations.

• Focus on selected items. Ask if any of thestudents have ever visited Florida. Elicit thenames of cities or attractions they visited. Writethe responses on the board.

• Set the reading and listening task. Write thefollowing on the board: What five things doesPablo suggest possibly doing during the visit? Askthe students to listen and take notes or markeach suggestion in the text. Play the cassetteonce or twice.

• Check the reading and listening task. Ask thestudents for their answers. Write the five itemson the board (see the flight simulator; go campingat a river or lake; go to Lion Country Safari; visit

the National Archaeological Park in St. Augustine;go to an exhibition baseball game). (Note: St.Augustine is pronounced Saint Augustine.) Askthe students to provide details from the readingabout each of these activities or places. Writethe details on the board.

• Focus on vocabulary. Write the following onthe board: flight simulator, take off, speed, altitude.Elicit or provide the meaning of these terms.Discuss any other words or expressions that thestudents may be unfamiliar with. Encouragethe class to work as a team to explain thesevocabulary items.

• Engage the students in pair work. Read thepair work questions aloud. If possible, have thestudents work with a partner from a differentcountry. Encourage them to ask their partnersfollow-up questions.

• Circulate and monitor progress. Prompt thestudents as needed by asking about differenttypes of places and activities a visitor mightenjoy (parks or other outdoor places; museums;sporting events; national festivals; concerts;shopping areas). Recap as a class.

• Elicit the names of cities or countries where thestudents have visited friends. Ask what specialplaces the students have seen or events theyhave participated in with their friends.

• Ask the students what they usually do whenthey visit friends in other cities. Do they go to

special places, or do they only visit with theirfriends in their homes? Ask which the studentsprefer: sightseeing or only visiting. Elicitreasons for the students’ opinions.

Lesson 1

EXERCISES

1 Ready for Take-off (page 84)� Listening � Reading � Writing

2 He advised them to check the parking brake. (page 84)� Speaking � Reading � Writing

• Read the instructions aloud. Ask volunteers toread the verbs in the vocabulary box. Elicit orprovide the meaning for each one. If thestudents have difficulty explaining the meaningof a verb, encourage them to illustrate themeaning with an example (Some restaurantsforbid smoking, so you can never smoke there).

• Ask two volunteers to make sentences from thecues in the example box. Explain that someverbs must be followed by gerunds, whileothers must be followed by infinitives. Pointout that some verbs also take objects. Elicit orexplain that the verbs in this exercise all requirean object followed by an infinitive because theyrefer to directions the instructor gave Ivan andNelson.

Grammar Note: Help can be used with either theinfinitive or the simple (base) form of a verb. (Shehelped me to improve my English. She helped meimprove my English.) In either case, help requires anobject for clarity. Note also that some of the verbsin the box (expect; get; need; promise; want; wouldlike) can be used without an object. In this case,the subject of the main verb also performs theaction that follows the main verb: I need to cookdinner as opposed to I need you to cook dinner.

• Pair. Ask the students to work in pairs to makestatements about the flight instructor’sdirections. Specify whether the students shouldwrite the sentences or to do the activity orally.

• Read the instructions aloud. Elicit the meaningof simulated (something that appears real but isnot). Ask the class to explain what a simulatedtake-off might be like. (If you have pilots oraviation students in your class, encourage themto explain this to the class.)

• As a class, preview the chart so the studentsknow what kind of information they need tolisten for. Point out that the information ispresented in the same order as in the chart.Elicit the meaning of joystick (a control lever).Elicit or explain that a flight simulator oftenuses a computer keyboard. Explain that thestudents will hear some commands that refer tospecial keys on the keyboard. If the studentsknow the abbreviations for these keys, they canwrite the abbreviations. Otherwise, encouragethem to only write what they hear. Play thecassette twice.

• Ask the students for the information theyadded to the chart. Write the answers on atransparency or on the board. If necessary,replay the cassette.

Answers

1. How: CTRL-DOT (control-dot)

2. When: 150; How: the nose

3. What: increasing; How: forward

4. How: G

5. How: F5, AP

6. What: 12,500; How: 1,800

UNIT 7 115

3 Experience the adventure. (page 85)� Listening � Speaking � Reading � Writing

Note: Depending on the pronunciation andreading skills of your students, you may prefer toread the articles aloud yourself.

• Group. Read the instructions aloud. Divide theclass into groups of three or four. Ask thestudents to assign group roles. Ask the groupsto read the first article aloud and answer thequestions that follow. Instruct them to thenrepeat the process with the second article. Pointout that there are many possible answers forsome of the questions.

Answers

(Other answers may be possible.)

Lion Country Safari:

1. It was America’s first drive-throughcageless zoo.

2. a habitat for endangered and threatenedanimal species

3. letting visitors feed them

4. a family of siamangs and a group ofspider monkeys

5. feed the alligators and share informationabout them

St. Augustine:

1. because of its sense of antiquity

2. many historical sites, such as the oldesthouse in the United States

3. guides in period costume

4. the Fountain of Youth

5. foundations and artifacts from the firstmission and colony

• Circulate and assist with vocabulary asnecessary. Recap as a class.

• Class. Read the discussion question aloud.Discuss as a class. Write the students’ responseson the board. Encourage the students tosupport their opinions.

Expansion (Internet Skills, Speaking, Reading):Ask the students to reread the two articles andfind a specific item or place that they would liketo research on the Internet. (If you have acomputer lab available, take the class to the lab todo their research together.) Encourage thestudents to use one or more of the search enginesdescribed in Unit 6, Lesson 3 for their research.Ask them to make notes of specific data orinformation about their topic. Point out that thearticles in the book, which were taken from theInternet, show the source URL for the article.Explain the importance of not plagiarizing fromthe Internet. Ask the students to write down theURLs where they find their information so theycan credit the source of their information. Havethe students share their research in small groups.Suggest that they give their groupmates handoutsof the information and URLs.

• Ask each pair to tell the class one or two oftheir sentences. As a class, listen for correctmeaning and grammatical accuracy.

• Ask the pairs to answer the questions aboutyou and your teaching.

• Class. Recap as a class. If you wish, have thestudents write their responses on the board. Ifnecessary, take this opportunity to clarify anymisconceptions the students may have aboutyour expectations or classroom rules.

UNIT 7116

4 Volunteers Invited to Chimps’ Birthday Party (page 86)� Listening � Speaking � Reading � Writing

5 I enjoy visiting theme parks, but Maria can’t stand them. (page 86)� Listening � Speaking � Reading

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Read the instructions aloud. Ask volunteers toread the activities in the chart aloud. Clarifymeaning as necessary. Ask volunteers to readthe verbs in the key aloud. Elicit the meaning ofdon’t mind and can’t stand in the key (I don’t likeit, but I don’t have a problem with going there; Istrongly dislike). Instruct the students to marktheir own preferences in the chart.

• Mixer. Have two students model the activity byasking and answering a question using the firstcue (Do you like to visit theme parks? OR Do youenjoy visiting theme parks? No, I don’t). Point outthat the question should use either like or enjoy.Ask the students to circulate around the roomand interview three of their classmates.

• Elicit which verbs in the key require gerunds(enjoy; don’t mind) and which can take eithergerunds or infinitives (like; can’t stand; hate).When the students report their results to theclass, encourage them to use the structures theystudied in Unit 6: both . . . and, neither . . . nor,either . . . or.

Expansion (Writing): Have the students writeeight or more sentences about the informationthey gathered. Collect and check for correct use ofinfinitives and gerunds as well as use of thestructures from Unit 6.

• Pair. Read the instructions aloud. Elicit themeaning of press release (an informationalpublicity statement given to newspapers, magazines,and television and radio stations).

• Elicit or explain that the students will choosebetween gerund and infinitive forms based onthe verb that precedes each blank. Point outthat an infinitive is often used to indicate anaction that occurs after the action of the mainverb. For example, in the sentence I asked her toopen the window, open occurs after ask.Emphasize that this is a general guideline,however, not a rule.

• Many of these verbs can be found in thesummary charts on page 96 along withinformation about the forms that accompanythem. Ask the students to consult theirclassmates or their English dictionaries for helpwith the verbs that are not in the summarycharts.

Answers

1. taking 5. providing

2. to attend 6. to buy

3. to bring 7. to assist

4. to have

Grammar Note: The verbs in items 2, 3, and 7(invite; ask; recruit) all require objects andinfinitives in this context. However, since theyappear here in passive constructions, the objectcomes before the main verb (Lion Country Safarihas invited the volunteers to attend becomes Thevolunteers have been invited to attend). If necessary,give a mini-lesson on the passive as it relates toverbs requiring objects and infinitives.

• Group. Read the discussion questions aloud.Divide the class into small groups and have thestudents assign group roles. Encourage thestudents to support their opinions. Recap as aclass.

UNIT 7 117

UNIT 7118

WARM UP

PRESENTATION Lifelong Learning

• Set the stage. Ask the students to cover theconversation and look at the picture. Ask theclass to describe the situation. (Gina and Lynnare relaxing. They look tired.) Read the title aloud.Elicit the meaning of lifelong (throughout aperson’s life). Tell the class that they will hearGina and Lynn talking about some of theirolder classmates.

• Personalize the situation. Ask the class howthey would feel about having classmates whoare in their 50s or 60s. (If you have students inthis age group in your class, ask the studentswhat the benefits are of having a wide range ofages in the class.)

• Focus on selected items. Write the following onthe board: I just want to come home and crash,motivated, phenomenon, age restriction,determination, a different perspective. Elicit themeanings. If the students are unable to providethe meanings, leave the list on the board andassure them that they will be able to determinethe meanings after they hear Gina and Lynn’sconversation.

• Set the listening task. Write the following onthe board: Why did Gina’s classmate come back toschool after retiring? How do younger studentsbenefit from having older classmates? How do theolder classmates benefit from being around younger

people? Ask the students to listen to what Ginaand Lynn say about these topics. Play thecassette twice while the students listen with theconversation covered and take notes.

• Check the listening task. Ask the students fortheir answers. Write their responses on theboard. Ask the students to uncover and readthe conversation. Elicit additional details to addto the responses on the board.

• Focus on vocabulary. Ask the class to find eachof the previously discussed vocabulary items inthe conversation. Elicit or provide the meaningsfor each item. (Note: To crash is a slangexpression that means to relax and do absolutelynothing.) If your students were previously ableto define all the vocabulary items, ask them topractice the conversation with a partner. Have apair perform for the class.

• Engage the students in pair work. Read thediscussion question aloud. Ask the students toexplain their opinion of lifelong learning totheir partners.

• Circulate and monitor progress. Encourage thestudents to think of older classmates they havehad or other older people they know who havegone back to school. Recap as a class.

• Ask the students about the typical age ofcollege students in their countries and whetherany older students attend college. If so, elicitinformation about who these students are and

why they are attending college. If olderstudents do not generally attend college in thestudents’ countries, elicit why this is so. Writethe responses on the board.

Lesson 2

EXERCISES

1 After graduating from college, Gina is going to open her (page 88)own business.� Listening � Speaking � Reading � Writing

2 Before starting out, list your reasons for wanting to go (page 88)into business. � Listening � Reading

• Read the instructions aloud. Point that some ofthe items paraphrase (restate) the advice thestudents hear. However, some of themcontradict the instructor’s advice. Still othersare not mentioned at all in the instructor’slecture. Explain that the students should checkthe items that agree with the instructor’sadvice.

• Ask volunteers to read the statements aloud.Assist with meaning and pronunciation asneeded. Play the cassette twice. Check as aclass.

Answers

The following statements should be checked:1, 2, 4, 6.

• Read the instructions aloud. Direct thestudents’ attention to the flowchart in theactivity. Point out that Gina’s goal is in thecenter of the chart. Ask volunteers to read anitem in the flowchart, following the direction ofthe arrows. Clarify the meaning of anyunfamiliar vocabulary. Ask what the purpose ofa flowchart is (to show the steps in a process).Elicit that this chart shows the steps Gina willfollow to achieve her goal of opening abusiness.

• Pair. Ask the students to work in pairs to writea paragraph describing Gina’s plans. Ask avolunteer to read the example sentence aloud.Encourage the students to use this sentencepattern in some of the sentences in theirparagraph. Elicit other ways to show thesequence of the steps in Gina’s plan (sequence

words such as Then, Afterwards, Next, Finally).Point out that the items in a flowchart are oftenin note form, so articles are omitted. When thestudents write their paragraphs, they should besure to add any necessary articles.

• Circulate and assist with vocabulary andgrammar as needed. Recap by having thestudents read their paragraphs aloud.

• Ask the students to work individually to createa flowchart for a personal or academic goal. Ifpossible, provide markers and transparencies orlarge pieces of paper for the students to use tocreate visual aids for their presentations. Havethe students present their flowcharts to theclass and describe the process they will followto reach their goals.

UNIT 7 119

3 Lynn’s schedule is very busy. (page 89)� Reading � Writing

4 Before going to the interview, I’d rehearse my responses. (page 89)� Listening � Speaking � Reading

5 After boiling the water, add rice to it. (page 90)� Speaking � Reading � Writing

• Pair. Read the instructions aloud. Askvolunteers to read the steps of the recipe. Elicitor provide the definitions of the ingredientsand cooking terms. Have the students work inpairs to rewrite the recipe. Point out that theinformation within each step may need to berearranged for clarity.

• Recap by having five pairs write the five stepsof the recipe on the board. As a class, check foraccuracy of content, sequence of events, andgrammar.

• Pair. Read the instructions aloud. Ask avolunteer to read the first cue and exampleanswer aloud. Elicit or point out that I’d(I would) is used because these are hypothetical(imaginary) situations.

• Ask volunteers to read the other cues aloud.Clarify meaning as necessary. Remind the

students to discuss what each partner would doboth before and after the event described in thecue. Encourage the students to discuss thedifferences between their ideas for eachsituation.

• Recap as a class.

• Read the instructions aloud. Ask volunteers toread the pairs of sentences in the exampleboxes. Elicit or point out that the examplesshow two ways of expressing the relationshipbetween two actions. The first sentence in eachbox uses a complete clause that begins with anadverb of time (an adverbial clause); the secondsentence uses an adverb of time followed by thepresent participle (an adverbial phrase).

Grammar Note: As the examples show, theadverbial clause or phrase can be placed eitherbefore or after the main clause with no change inmeaning.

• Pair. Ask the students to work in pairs torestate the adverbial clauses as phrases.Encourage the students to write their answersas complete sentences. Recap by havingvolunteers write the answers on the board.

Answers

1. Since starting college a couple of monthsago, I’ve never been so busy in my life.

2. After getting up in the morning, I reviewmy notes from the previous night.

3. Most of my classes are after 5:00, soafter getting off work, I take the bus toschool.

4. When arriving home, I crash on thecouch.

5. Before making dinner, I take a short nap.

6. After cleaning the kitchen and washingthe dishes, I study until at least 1:00in the morning.

UNIT 7120

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

Answers

(Wording may vary.)

After heating 3 tablespoons of oil in anonstick pan, sauté a pound of chickenlegs or breasts over medium heat forabout 20 minutes. While cooking, stiroccasionally with a wooden spoon.

After adding a teaspoon of salt, pepper,and tumeric, add 6 pounds of choppedspinach. After covering the dish, cook for10 minutes over medium heat.

After adding 3 cups of pitted prunes, 1cup of water, and 3 tablespoons oforange juice, cover and simmer for aboutan hour longer over low heat.

After checking to see that the chicken iscooked, transfer the stew to a deepcasserole. Cover and place in a warmoven before serving.

Before serving the chicken, preparesaffron rice to serve with it.

• Group. Ask the students to write their favoriterecipes using adverbial phrases whereverpossible. If your class is small, have thestudents present their recipes to the class. For alarger class, have the students share theirrecipes in small groups. Each group shouldchoose one recipe to present to the class.

Expansion (Writing): Make a cookbook of thestudents’ recipes. Provide unlined white paper forthe students to write their recipes on. Encouragethe students to illustrate their recipes withdrawings or pictures from magazines. Collect therecipes and make as many photocopies of each asyou have students. The students can collate thecopies into recipe books. Provide sheets of coloredpaper and markers so the students can makecovers for their recipe books. If possible, schedulea potluck meal so the students can sample thedishes they have written about.

UNIT 7 121

UNIT 7122

WARM UP

PRESENTATION Work in the 21st Century

• Set the stage. Read the title aloud. Explain thatthe article is about a change that is occurring inthe way people interact at work. Direct thestudents’ attention to the ideas they hadbrainstormed about social changes in theworkplace of the future.

• Personalize the situation. Ask the students tothink about social changes that have occurredin the workplace within the last ten to thirtyyears. How have people’s interactions changed?Encourage the students to think about outwardsigns of these changes: different ways ofdressing for work, changes in the design ofoffice spaces, new social “rules” regarding titlesand forms of address in the workplace.

• Focus on selected items. Write the following onthe board and elicit the meanings: model,competition, cooperation. (Note: In this context,model means a new pattern or philosophy ofhow to conduct business.) Read the title aloud.Check for comprehension by asking for aparaphrase the title (e.g., A new way of achievingproductivity in the workplace).

• Set the reading and listening task. Write thefollowing on the board: What is “workplacesynergy”? What are some visible signs of the new

model? How are some managers helping theiremployees adapt to the new workplace? Play thecassette twice.

• Check the reading and listening task. Ask thestudents for their answers. If they quotedirectly from the text, encourage them toparaphrase in order to show that theyunderstand the information (a new type of workenvironment that is based on cooperation instead ofon competition; comfortable furniture, plants,redesigned floor plans, espresso machines; byoffering them workshops where they can learn tounderstand their co-workers and work bettertogether).

• Focus on vocabulary. Ask the students to workin pairs to choose one word from the article thatthey would like to know more about. Havethem write these words on the board. Ifpossible, elicit the meanings using the students’background knowledge and the context inwhich each word is used.

• Engage the students in class discussion. Readthe discussion question aloud. Encourage thestudents to present the information in thearticle and their personal opinions. Write theresponses on the board.

• Ask the students how they think the workplacewill change in the next ten years, the nexttwenty years, and the next thirty years.

Encourage them to think about social, physical,and technological changes. Write theirresponses on the board.

Lesson 3

EXERCISES

1 It’s possible to see employees joking and laughing. (page 92)� Speaking � Reading

2 I buy casual clothes when shopping for work clothes. (page 92)� Listening � Speaking � Reading � Writing

• Read the instructions aloud. Ask the class tolook at the pictures and describe them. Ask twovolunteers to read Sam Farrell’s and PaulaCooper’s statements aloud.

• Read the instructions aloud. Ask for one or twostatements that describe Sam’s and Paula’smanagement styles. Direct the students’attention to the –ing (present participle) phrasesin the statements. Elicit or explain that phraseswith present participles (verb + –ing) act likeadjectives and modify nouns. Point out thatthese phrases follow the nouns they modify(although not always immediately).

• Pair. Encourage the pairs to discuss additionalcharacteristics of the two management stylesbefore they complete the conversation.

Encourage the use of participle phrases tocomplete the conversation. Ask the pairs topractice their conversations after they havewritten their answers.

• Ask students to discuss the two offices with apartner and decide which they would prefer.Recap as a class. Encourage the students toexplain their answers.

• Have several pairs perform their conversationsfor the class.

Answers

(Answers will vary.)

Additional Activity. See Unit 7 Appendix.

• Read the instructions aloud. Ask volunteers toread each statement to the class. Clarify themeaning of any unfamiliar vocabulary items.

• Check as a class. Ask the students to supporttheir responses.

Answers

1. WS 5. WS

2. T 6. T

3. T 7. WS

4. WS 8. T

• As a class, discuss which of these statementsdescribe a work environment the studentswould enjoy and which describe anenvironment that would make themuncomfortable. Encourage the students tosupport their opinions.

UNIT 7 123

3 I’d like to find work helping people. (page 93)� Listening � Speaking � Reading

4 I have just been to the worst workshop of my life. (page 93)� Listening � Speaking � Reading � Writing

5 Online (page 94)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

• Pair. Read the instructions aloud. Elicit themeaning of workshop (a seminar on a specifictopic). Ask three volunteers to read Gina’s,Lynn’s, and Ivan’s statements aloud. Ask thestudents to discuss the experiences in pairs anddecide which was the worst and why. Ask howthe presenters could have made the workshopsbetter.

• Recap as a class.

• Class. Read the instructions aloud. Ask thestudents to complete the activity first withoutlooking at the discussion. Then have them lookat the discussion and check their answers.

• As the students find each word, write it on theboard as a column heading. Direct the students’attention to the beginning of each word. Elicitor provide the term prefix and write it on theboard. Ask the students to identify the prefix ineach word (ir–, anti–, dis–, im–, un–, in–).Brainstorm other words the students know that

begin with these prefixes. Write the words onthe board below the word from the activity thatbegins with the same prefix.

Answers

1. irresponsible 4. impossible

2. antisocial 5. unbearable

3. disappear 6. incapable

• Group. Divide the class into groups of three orfour. (It is not necessary to assign group rolesfor this activity; however, you may want toassign a discussion leader if a particular groupis especially quiet.)

• Recap the discussion as a class. Ask thestudents what words they were able to usebeginning with the prefixes from the activity.Write these words on the board.

• Read the instructions aloud. Ask volunteers toread the items in the Interest Survey. Clarifymeaning as needed. Ask the students to checkthe items that apply to them.

• Pair. Read the instructions aloud. Ask twovolunteers to read the example questions andanswers. Point out that the responses containinformation beyond saying yes or no. Encourage

the students to respond in the same way. Askthem to think of at least one job that would beappropriate for their partners.

• Recap as a class. Ask what jobs the studentsrecommended for their partners and why.Encourage them to refer to their partners’responses to the Interest Survey.

UNIT 7124

6 Wrap Up (page 94)

STRATEGIES FOR SUCCESS

CHECKPOINT

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas inwhich they need improvement. Checkpointactivities can be done in class, or they can be doneas homework once students have learned theprocedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill they

have learned well and one skill they need topractice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the students

Exercise 1• Planning a class trip may get very elaborate,

but it requires language that the students havebeen learning in this unit. The pairs shouldbrainstorm ideas, as well as express likes anddislikes. In the class discussion, everyoneshould use English to agree on final plans.

Exercise 2• In the previous unit (see Strategies for Success,

Unit 6, Exercise 2), the students set listening

goals. Now, they are setting speaking goals. Thislist should also be copied onto an index card orPost-it™ as a daily reminder of the goals.

Exercise 3• This is another open-ended exercise in using

the material from this unit to apply to thestudents’ lives. If time permits, you might havethe pairs report their hopes and plans to theclass.

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Group. Read the instructions aloud. Askvolunteers to read the workshop topics andplanning steps aloud. Divide the class intogroups. Help the students get started withselecting their topic and beginning to preparetheir presentations.

• Since this activity requires a fair amount ofstudent preparation, you may want to assigndates for completion of each step of theplanning process. In this schedule, include the

amount of class time that will be devoted toworking on the presentations. You should alsoexplain the criteria you will use for grading thepresentations. If possible, schedule briefconferences to discuss the progress of eachgroup’s presentation.

• If your class is large, you may want to have thestudents present over the course of severaldays. Encourage the class to ask follow-upquestions after each presentation.

UNIT 7 125

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary. Direct the students’ attention to theverbs in the first two boxes (Verb + direct object +infinitive; Verb + infinitive (to + verb)). Ask thestudents which verbs can be used in bothpatterns (expect; need; promise; want; would like).Ask the students to write pairs of sentences forthree of these verbs. One sentence should use adirect object and the other should not. Elicit orprovide a pair of example sentences. (I expectyou to be home by 5:00. I expect to be home at 5:00.)Ask for an explanation of the difference betweenthe two sentences.

• Have the students read their sentences to apartner. Ask the partners to explain thedifference in meaning between the twosentences in each pair. Recap by having severalvolunteers each read a pair of sentences. Elicitthe difference in meaning from the class.

• Other grammar structures and communicationskills in the summaries can be practiced in asimilar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

to rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide which

specific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 7126

UNIT 7 127

Appendix

ADDITIONAL ACTIVITIES

Lesson 3, Exercise 2 (page 92)

• In this activity, the students analyze the ways inwhich a business or company could improve itswork environment and write a proposal to thecompany’s management team.

• Point out that the students have read anddiscussed different work environments andmanagement styles. As a class, brainstorm a listof businesses or companies that could benefitfrom some changes in these areas.

• Ask the students to work in groups to choose acompany and devise a plan for improving thatcompany’s work environment. Encourage thegroups to select a company that their

classmates are familiar with. Explain that eachgroup will present its plan to the class. Theclass will role play the part of the company’smanagement team. Remind the groups thatthey will need to use polite forms when theypresent their suggestions to the “managers.”

• If possible, provide markers and transparenciesor large sheets of paper for the students to useas visual aids during their presentations. Haveeach group present its plan to the class.

• Follow with a discussion about which plan wasthe most realistic or the most likely to beaccepted by the company managers.

WORKBOOK UNIT 7 ANSWER KEY

Lesson 1, pages 56–58

Exercise 1

Exercise 2

Exercise 3

Exercise 4

Exercise 5Answers will vary.

Errors are crossed out. Any necessary additions are bold.

Hi. How are you? I hear you are planning coming to come to Dallas next month. I hope you decideto stay with us. We would love to see you again. Would you enjoy to go going on a car trip to see someof the rest of the state? I can arrange borrowing to borrow my brother’s car. San Antonio is beautiful. Wecould even stop visiting to visit Felipe on the way there. He called last night and we discussed to getgetting together again. He offered letting to let us stay with him a few days. This is good because I reallycan’t afford to stay at a hotel since I quit my job.

Let me know what you want to do. I’m really looking forward to see seeing you soon.

2. Oscar stopped buying candy. (Change inmeaning)

3. Keiko prefers to work with other people. (Nochange in meaning)

4. Do you like to go to the beach? (No change inmeaning)

5. Carlos stopped to speak Spanish with Lucy.(Change in meaning)

6. Nelson tried to talk to his boss. (Change inmeaning)

7. I can’t stand to see them like that. (No changein meaning)

1. a. avoid

2. b. practice

3. a. can’t afford

4. c. intend

5. b. am looking forward to

6. b. recommend

2. She invited him to come to dinner.

3. She expected him to be home at 5:00.

4. He told her to clean her room.

5. He needs her to lend him $5.00.

6. She reminded her to pick her up at 9:00.

UNIT 7128

WORKBOOK UNIT 7 ANSWER KEY

Lesson 2, pages 59–60

Exercise 1

Exercise 2

Exercise 3

Exercise 4Answers will vary.

2. Kong doesn’t talk to anybody when he works(or when he’s working).

3. Louisa has less free time since she startedschool.

4. Lisa likes to take a break after she sits (or aftershe has sat or after she has been sitting) for afew hours at the computer.

5. Anna likes to read while she watches TV (orwhile she’s watching TV).

6. Laura and Roger are always careful whenthey shop (or when they are shopping).

7. Juan has had more freedom since he got hisown car.

2. e

3. g

4. a

5. f

6. c

7. b

2. He took the fish out of the oven after baking itfor half an hour.

3. He added more salt after tasting the dish.

4. He burned himself while lighting the oven.

5. He tried out the recipe for himself beforemaking it for his guests.

6. He thanked his guests for coming whilesaying good night to them.

7. He’s known the people he invited sincereturning to Spain.

Participial phrases – After placing the sliced potatoes in baking dish; After adding the wine and sourcream; Before putting the fish in the oven

Adverbial clauses – After you season the mixture; After you bake the dish

UNIT 7 129

WORKBOOK UNIT 7 ANSWER KEY

Lesson 3, pages 61–64

Exercise 1

Exercise 2

Exercise 3

Exercise 4

Exercise 5

Exercise 6Answers will vary.

1. c

2. c

3. a

4. b

inaccurate; disagree; inappropriate; incompetent;undependable; ineffective; inflexible;disorganized; impersonal; unreliable; insincere

2. inappropriate

3. incompetent

4. disorganized

5. inaccurate

Answers will vary.

2. Employees working in groups . . .

3. People working alone . . .

4. Jobs requiring people to work long hours . . .

5. People using the Internet a lot at work . . .

6. Companies offering good benefits . . .

2. He’s the person who/that is holding a bag.

3. He’s the person who/that is sitting at acomputer.

4. She’s the person who/that is wearing a suit.

5. He’s the person who/that is sleeping.

6. He’s the person who/that is looking at hiswatch.

7. She’s the person who/that is drinking tea.

8. She’s the woman who/that is sitting in thelibrary with Tony.

2. He’s the person holding a bag.

3. He’s the person sitting at a computer.

4. She’s the person wearing a suit.

5. He’s the person sleeping.

6. He’s the person looking at his watch.

7. She’s the person drinking tea.

8. She’s the woman sitting in the library withTony.

UNIT 7130

131UNIT 8

UNIT 8

Overview

COMMUNICATION GOALS

Listening and Speaking• Listening for details

• Drawing conclusions

• Role-playing making complaints

• Giving constructive criticism

• Responding to criticism

Reading and Writing• Giving personal responses to a

reading

• Making a list of school rules andpolicies

• Listing characteristics of a good co-worker and supervisor

• Reading an article and taking a teston interpersonal communicationskills

TOPICS

• Advancement in the workplace(getting a promotion)

• Policies and regulations

• How things work in the office

• Communicating effectively

GRAMMAR

• Passive voice in the future

• Passive voice with modals

• Modals in the past

• Hope

• Result clauses with so…(that)

• Result clauses with such a / an…that

132 UNIT 8

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsDecision makingProblem solving Knowing how to learnReasoning

Personal QualitiesResponsibilitySelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.3 Identify or use appropriate language to

influence or persuade0.1.5 Identify or use appropriate classroom

behavior4 Employment4.1.6 Interpret general work-related vocabulary4.6.1 Follow, clarify, give, or provide feedback

to instructions; give and respondappropriately to criticism

4.6.2 Interpret and write work-relatedcorrespondence, including notes, memos,and letters

4.8.1 Demonstrate ability to work cooperativelywith others as a member of a team,contributing to team efforts, maximizingthe strengths of team members, promotingeffective group interaction, and takingpersonal responsibility for accomplishinggoals

7 Learning to Learn 7.2.6 Generate ideas using divergent

(brainstorming) and convergent (focus)approaches, and also through creativeimagination

7.3.2 Devise and implement a solution to anidentified problem

7.3.4 Utilize problem solving strategies, such asbreaking down the problem intocomponent parts and generatingalternative or creative solutions

7.4.1 Identify or utilize effective study strategies7.5.3 Identify or use strategies to cope with

negative feedback7.5.6 Identify or use strategies for

communicating more successfully

UNIT 8 133

WARM UP

PRESENTATION Advancement in the Workplace

• Set the stage. Instruct the students to cover theconversation and look at the picture. Ask themto identify the people and describe the setting.

• Personalize the situation. Explain that thestudents will hear Nelson telling his friendssome very good news. Ask the class who theytell first when they have exciting news (parents;a wife or husband; friends; co-workers).

• Focus on selected items. Direct the students’attention to the title. Ask them to guess whatNelson’s exciting news is. If the students do notgenerate the word promotion, write it on theboard and elicit its meaning.

• Set the listening task. Write the following onthe board: What is Nelson’s new position in thecompany? What job benefits does Ivan ask Nelsonabout? How are Sofia’s and Gina’s reactionsdifferent from Ivan’s? Ask the students to listenwith the conversation covered. Play the cassettetwice.

• Check the listening task. Ask for the students’answers. Encourage them to analyze the

content of the three friends’ responses in orderto answer the third question. Replay thecassette if necessary. (Nelson is leading the designteam. Ivan asks about money, a company car, and aprivate office. Sofia and Gina are more emotionallysupportive.)

• Practice the conversation in pairs. Ask thestudents to practice the conversation in groupsof four. Encourage the use of natural intonationand expression. Have a group perform for theclass.

• Engage the students in pair work. Read thediscussion questions aloud. Encourage thestudents to think about their own promotionsor promotions of people they know.

• Circulate and monitor progress. If necessary,prompt the students by asking about peoplethey know who have been promoted. Askwhether promotions are always fair. Recap as aclass.

• Point out that there are many different reasonswhy people enjoy their jobs. Write the headingJob Satisfaction on the board and elicit itsmeaning (being satisfied or happy with your job).As a class, brainstorm reasons why peoplemight be satisfied with their jobs (good salary;meaningful work; power or status).

• Ask which the students would prefer: a high-paying job where they did not have muchpower over their work, or a lower-paying jobthat allowed them to make more independentdecisions. Encourage the students to givereasons for their preferences.

Lesson 1

EXERCISES

1 Nelson will be given a raise soon. (page 98)� Reading

2 Many changes will be made under Nelson’s leadership. (page 98)� Listening � Speaking � Writing

• Read the instructions aloud. Elicit the meaningof foresee (predict). Ask volunteers to read thecues aloud. Clarify meaning if necessary.

• Ask a volunteer to read the example sentencealoud. Elicit that the verb is passive. Encouragethe students to write their answers using thepassive voice if possible. Also point out that thestudents will need to choose modals thatcorrectly express the degree of certainty orpossibility of each proposed change.

• Play the cassette twice while the students listenand take notes. Following the listening,encourage the students to rephrase theiranswers as needed so that they use the passivevoice.

• Pair. Read the discussion questions aloud.Encourage the pairs to consider each changeindividually and what effect it would have onthem as a worker.

Expansion (Speaking, Writing): Ask whether itsounded as though Nelson had consulted with hissuperiors before giving his speech to his team.Ask how Nelson’s supervisors might react to thechanges he’s promised his team. Divide the classinto pairs or small groups. Ask each group to

Answers

(Wording may vary.)

2. Responsibilities will be based on eachindividual’s strengths and talents.

3. Weekly meetings will be held.

4. Suggestions can be sent to Nelson viae-mail.

5. Bonuses may be given to the teammembers with the most innovative andeffective ideas.

6. Annual meetings may be held at a resort.

7. Travel expenses will be paid by thecompany.

8. Casual clothes can be worn to work.

imagine that they are Nelson’s supervisors andthat they are writing Nelson a memo about thechanges he has proposed. Point out that beforethey write, each group of “supervisors” shoulddecide what their general opinion of the changesis. Ask the groups to read their memos to theclass.

• Read the instructions aloud. Ask the students tofirst mark their answers based on what theyremember about the conversation. Then askthem to reread the conversation to check theiranswers.

Answers

The following items should be checked:1, 5, 6.

UNIT 8134

3 No children are allowed at work. (page 99)� Listening � Speaking � Reading

4 Something has to be done! (page 99)� Reading � Writing

• Read the instructions aloud. Ask twovolunteers to read the example sentences aloud.Elicit the difference between the structure of thetwo sentences (The first sentence contains a nounclause that is the object of hope; in the secondsentence, the object of hope is a verb phrasebeginning with an infinitive).

• Pair. Ask the students to work together to writestatements about what Nelson hopes to change.If time permits, have the pairs write theirstatements both ways (with a noun clause andwith a verb phrase). Recap orally or by havingthe students write their answers on the board.

Answers

(Other answers may be possible.)

2. Nelson hopes (that) he can help them getalong better. Nelson hopes to help themget along better.

3. Nelson hopes (that) he can reduceemployee absences. Nelson hopes toreduce employee absences.

4. Nelson hopes (that) he can get them tostop downloading programs. Nelsonhopes to get them to stop downloadingprograms.

5. Nelson hopes (that) he can increaseemployee promptness. Nelson hopes to increase employee promptness.

• Read the instructions aloud. Ask one or morevolunteers to read Nelson’s memo aloud.Clarify meaning as needed.

• Group. Divide the class into groups of three orfour. Have each group choose group roles.Allow about fifteen minutes for the groupdiscussions. Instruct the students to suggestalternative solutions to rules that they disagreewith. Ask the Reporters to tell the class thegroups’ opinions. Write any alternativesuggestions on the board.

• Pair. Read the instructions aloud. Ask thestudents to find specific structures that Nelsonused in his memo to indicate rules ( . . . shouldbe made; . . . must be used; . . . should not be used; . . . are not permitted; . . . is required). Writethese structures on the board. Elicit that all ofthem are in the passive voice. Encourage thestudents to use these or other passive structureswhen writing the rules and policies of yourschool.

• Recap as a class, either orally or on the board. Ifyour students misrepresent any of the schoolpolicies in their responses, clarify the policy.

Expansion (Writing). Have the students analyzethe tone of Nelson’s memo (authoritative and firm).Ask whether they think this tone is the mosteffective for a memo of this type. Elicit reasons forthe students’ responses. Explain that one of theskills a good writer has is the ability to choose theappropriate tone, or “voice,” for each writing task.Ask the students to rewrite Nelson’s memo usinga warmer, friendlier tone. Point out that thecontent of the memo should not change. (Note:The passive voice, which Nelson used in hismemo, often leads to a more formal tone. If yourstudents have difficulty achieving an informaltone while rewriting the memo, suggest that theytry changing passive structures to active ones.)

• Have the students read their memos aloud insmall groups. Ask each group to choose onememo to read to the class. Discuss specificchanges that make the rewritten memo soundfriendlier or less formal.

UNIT 8 135

5 A Party for Nelson (page 100)� Listening � Speaking � Writing

6 Let’s speculate about the future. (page 100)� Listening � Speaking � Reading � Writing

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Read the instructions aloud. Elicit or providethe meaning of speculate (make guesses). Askvolunteers to read each item aloud. After eachitem is read, clarify meaning as needed and askthe students to mark whether they agree ordisagree with the prediction. Instruct them tocomplete the survey with their own predictions.

• Class. Ask the students to raise their hands toindicate whether they agree or disagree witheach statement. Write their responses on atransparency or on the board. Elicit reasons fortheir responses.

Additional Activity. See Unit 8 Appendix.

• Read the instructions aloud. Ask a volunteer toread the sample response aloud. Encourage thestudents to use the passive voice when writingwhat will be done to prepare for Nelson’s party.Play the cassette twice. Recap as a class.

• Group. Read the instructions aloud. Divide theclass into groups of three or four. Ask thegroups to assign group roles. Suggest that eachgroup choose five to seven reasons why peoplehave parties.

• Ask each group to write its list on the board,with the most important reason at the top of thelist.

Answers

(Wording may vary.)

2. The guests will be invited by e-mail.

3. The cake will be baked by Stella’sBakery.

4. Ivan’s friend who plays the guitar will beinvited.

• Compare the lists as a class. Encourage thestudents to give reasons for their choices.

UNIT 8136

UNIT 8 137

WARM UP

PRESENTATION I’m just beginning to learn how things work.

• Set the stage. Instruct the students to cover theconversation and look at the picture. Ask theclass to describe the situation. Ask them howNelson seems to be feeling (distracted;thoughtful).

• Personalize the situation. Explain that thestudents will hear Nelson talking with hisclient, Ms. Pavlik, about a problem he’s havingat work. Ask the students what they have donewhen they had a problem at work. Write theresponses on the board.

• Focus on selected items. Ask the students tothink about Nelson’s recent promotion and thechanges he’s trying to make in the workplace.Ask the students to predict what kind ofproblems Nelson might be having at work.Write the responses on the board.

• Set the listening task. Write the following onthe board: How does Ms. Pavlik know that Nelsonis having a problem? What is Nelson’s problem?What is Ms. Pavlik’s reaction to hearing about hisproblem? Play the cassette twice.

• Check the listening task. Ask the class for theiranswers. (Nelson seems distracted. One of Nelson’sco-workers is giving him a hard time. Ms. Pavlikencourages him to tell her about his problem.) Write

their responses on the board. Ask the studentsto uncover the conversation and check theiranswers. If necessary, add missing informationto the responses on the board.

• Focus on vocabulary. Write the following onthe board and elicit the meanings: bells andwhistles (complicated options added to a product orservice); Are you here with me? (Are you payingattention?); Tell me what’s on your mind (Tell mewhat you’re thinking or what’s bothering you); Myco-worker is giving me a hard time (My co-worker iscriticizing me or being angry with me).

• Engage the students in group work. Read thediscussion questions aloud. Divide the studentsinto groups of three or four and ask them toassign group roles. Allow seven to ten minutesfor their discussions.

• Circulate and monitor progress. Encourage thegroups to think of the possible consequences ofdiscussing this type of problem with a client.Point out that the group members do not haveto agree with one another’s opinions. Recap byhaving the Reporters tell the class the opinionsof the group members. Encourage the othermembers of the group to add to the classdiscussion if they wish.

• Write personal conflict on the board and elicit themeaning (when someone is angry with you or whenyou have a misunderstanding with someone). Askyour students what they do when they have apersonal conflict with someone. Do they ignorethe situation? Do they speak directly to theperson and try to resolve the conflict, or do

they ask someone else for advice first? Write theresponses on the board.

• Encourage the students to give reasons for theirapproaches to coping with conflicts. Elicitadvantages and disadvantages to the differentways of coping.

Lesson 2

EXERCISES

1 She refused to speak to me. (page 102)� Listening � Speaking � Reading � Writing

2 Take it easy. (page 102)� Speaking � Writing

• Read the instructions aloud. As a class, practicethe expressions in the box. Encourage thestudents to use appropriate intonation forexpressing anger (a loud, strong voice) as wellas for responding to anger (a calm, soothingvoice). Clarify the meanings of the expressionsas necessary.

Cultural Note: Your students may be reluctant tolearn how to express anger in English. Point outthat it is important to know how to expressemotions accurately. If your students cannotexpress anger or displeasure appropriately whenthe situation calls for it, they may be takenadvantage of in social or work situations. Using ahumorous approach when practicing thesephrases may help your students overcome theirdiscomfort.

• Pair. Ask the pairs to discuss what’s happeningin each picture. Instruct them to then chooseone of the situations and write a dialog for it.Point out that there are more than two peoplein each situation, so when the pairs presenttheir conversations, they will need to ask aclassmate to read the additional part or parts.(Alternatively, you can ask the students to workin groups of three to write and perform theirconversations.) Allow fifteen to twenty minutesfor the task.

• Class. Have as many pairs as possible performfor the class.

• Read the instructions aloud. Write two columnheadings on the board: Conclusions andAdvice. Ask which of the modals expressconclusions (would have, may have, might have,must have) and which express advice (could have,should have). Write the modals under theappropriate headings. Elicit that although couldhave expresses advice, couldn’t have expresses aconclusion of past impossibility. Write couldn’thave under Conclusions.

• Ask volunteers to read the statement,conclusion, and advice in the example box.Elicit other possible statements of conclusion oradvice and write them on the board.

• Pair. Ask the students to work in pairs to writestatements of conclusion and advice for eachsituation. Recap by asking several pairs to readtheir responses to each situation. Alternatively,have the pairs write their statements on theboard.

Answers

(Answers will vary.)

• Group. Read the instructions aloud. Point outthat the students should now draw conclusionsabout the general nature of Nelson and Paula’srelationship. Encourage the students to talkabout similar problems they have had. Pointout that they do not have to name the personwith whom they had the conflict. Encouragethe students to tell their groupmates what theydid to resolve their problem.

• Divide the class into groups of three or four.Ask each group to choose a manager (the otherroles are not needed in this discussion). Giveten to fifteen minutes for their discussions.Recap as a class.

UNIT 8138

3 You’re late! (page 103)� Listening � Speaking

4 I should have told you about my problems. (page 103)� Listening � Speaking � Reading

5 If Anna hasn’t come yet, the meeting may have lasted (page 104)longer than expected.� Listening � Speaking � Reading � Writing

• Pair. Read the instructions aloud. Ask thestudents to work with a partner to complete thestatements with their own ideas. Circulate andmonitor for correct grammar.

• Have several pairs read one of their completedsentences.

Answers

(Answers will vary.)

• Pair. Ask the students to tell their partnersabout a situation they experienced that wassimilar to Nelson and Paula’s. Encourage themto explain both the situation and what they didabout it. For example, how long did they wait?Did they try to call the person? Did they getangry? Recap as a class.

• Read the instructions aloud. Ask volunteers toread the statements aloud. Point out that thestudents will identify who drew eachconclusion, regardless of whether theconclusion was correct. Play the cassette twice.

Answers

Paula concluded that Nelson wasn’t happywith her work. Nelson drew the otherconclusions.

• Class. Read the instructions aloud. Ask theclass to listen carefully to determine whichconclusions were correct. Recap as a class.Encourage the students to recall specific thingsthat Nelson and Paula said during theirconversation.

Answers

It is true that Paula was not being a goodteam player and that she was being rude. The other conclusions are false.

• Read the instructions aloud. Elicit or providethe meaning of act impulsively (act withoutthinking first). Ask volunteers to read eachcharacter’s statements. Encourage the readersto use appropriate intonation. Elicit or providethe meaning of any unfamiliar vocabulary.

• Group. Divide the class into groups of three orfour. Explain that each group should think

about advice for each of the three people.Encourage them to think of all the details abouteach person’s situation.

• Recap as a class. Have all the groups reporttheir advice for Paula. Follow with a discussionof the other two characters.

UNIT 8 139

6 I’ve tried to understand what caused the conflict. (page 104)� Listening � Speaking � Reading � Writing

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Read the instructions aloud. Ask volunteers toread each statement aloud. Check forcomprehension by asking for a paraphrase ofeach statement. Ask the students to mark theirresponses as each statement is read.

• Give the students a few minutes to write otherthings they have done when they were angrywith someone.

• Pair. Read the instructions aloud. Elicit themeaning of positive resolution (a positive result oroutcome). Ask each pair to write three or fourstatements of advice for someone who getsangry easily.

• Recap by having each pair read its advice to theclass. Ask the class to paraphrase eachstatement of advice. Write notes on the board.

UNIT 8140

UNIT 8 141

WARM UP

PRESENTATION Interpersonal Relations

• Set the stage. Remind the students that many“self-help” books and articles have been writtenin the last several decades. The writers of thesebooks and articles try to help people find waysto improve themselves, their lives, and theirrelationships with the people around them.

• Personalize the situation. Ask the studentswhether they have ever read a self-help book orarticle. Elicit the different self-help topics thestudents have read or heard about (nutrition;spiritual development; recovery from a personaltragedy; financial success). Write the responses onthe board.

• Focus on selected items. Explain that this self-help article presents one strategy that peoplecan use to improve their communication skills.Ask how the students’ lives would benefit fromimproved communication with friends, co-workers, and families. Write their responseson the board.

• Set the reading and listening task. Write thefollowing on the board: 1. According to theauthor, what kinds of questions do not improvecommunication? What kinds of questions are better?2. What are I-messages? How do they improvecommunication? Ask the students to read alongwhile you play the cassette.

• Check the reading and listening task. Ask theclass for their answers. (1. Yes/No and Whyquestions do not improve communication. Who,What, Where, and How questions are better. 2. I-messages are statements beginning with I. Theyinvolve both people in finding a solution to aproblem.) Ask what other points in the articlewere interesting and why.

• Focus on vocabulary. Write the following onthe board and elicit or provide the meanings:proactive (acting before there is a problem), reactive(acting after there is already a problem), motivation(a person’s reasons for doing something),consequences (the result of an action or event), tobark at someone (to yell at someone).

• Engage the students in pair work. Read thediscussion questions aloud. Encourage thestudents to give specific examples of ways inwhich they are or are not good communicators.Ask them to think of possible consequences ofnot being a good communicator.

• Circulate and monitor progress. Encourage thestudents to think of themselves as successfulcommunicators. Remind them of things theyhave done in your class that showed theirabilities in this area. Recap the discussion as aclass.

• Ask the students about cultural differences incommunication. How do people from differentcultures communicate differently? Brainstormways that people communicate other thanthrough the words they use (body language; toneof voice; posture; hand gestures). How do theseother ways of communicating differ fromculture to culture? Write the responses on theboard.

• Ask the students to think of trying tocommunicate with a person from a culture verydifferent from their own. Ask them to imaginethat a misunderstanding has occurred due todiffering styles of communication. Elicitstrategies that the students could use to repairthe misunderstanding. Write the responses onthe board.

Lesson 3

EXERCISES

1 Getting Along with Your Colleagues (page 106)� Reading

2 Rick’s such a clear speaker. (page 106)� Reading � Writing

3 Tell me about what happened. (page 107)� Listening � Speaking � Reading � Writing

• Pair. Read the instructions aloud. Writeencourage and discourage on the board and elicitor provide the meanings. Ask the students towork in pairs.

• Recap as a class. Encourage the students to givereasons why certain comments woulddiscourage communication.

• Read the instructions aloud. Ask twovolunteers to read the example sentences aloud.Direct the students’ attention to the two waysthat the sentences begin. Elicit or explain thepattern for using such or so followed by a resultclause (such a/an + noun phrase + result clause; so+ adjective phrase + result clause). Point out thatthe noun in a such . . . that clause may or maynot be preceded by an adjective.

• Ask the students to complete the sentencesusing such a/an, such, or so. Remind them tolook carefully at the entire first clause. Theyshould ask themselves whether the subjectcomplement is a noun phrase or an adjectivephrase. Review by asking what the sentence

requires if the complement is a noun (such a/an)or if it is an adjective (so).

• Recap orally as a class. Ask the students toexplain their answers.

Answers

1. such a 6. such

2. such an 7. so

3. so 8. such

4. such an 9. so

5. so

• Read the instructions aloud. Ask volunteers toread each statement aloud. Clarify meaning andask the students to mark their responses.

• Ask the students to tally their scores. If youwish, have the students write their scoresanonymously on small slips of paper. Ask avolunteer to collect the slips and read the scoresaloud while another student writes them on the

board. Discuss the results as a class,encouraging the students to explain whatcommunication skills they would like toimprove.

• Ask whether the students feel that some of theideas are not necessary for goodcommunication. Encourage them to explain thereasons for their opinions.

UNIT 8142

4 I feel so frustrated. (page 107)� Speaking � Writing

5 Online (page 108)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

6 Wrap Up (page 108)

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Group. Read the instructions aloud. Divide theclass into groups of three or four. Ask thestudents to assign group roles. Give thestudents ten minutes to write their lists ofcharacteristics. Circulate and assist withvocabulary as needed.

• Class. Ask the Reporters to write the lists onthe board. As a class, look for similarities anddifferences between the lists.

• Pair. Read the instructions aloud. Ask avolunteer to read the example sentence aloud.Have the students work in pairs to write two orthree I-messages that they could use in theirlives. Encourage them to think about situationsin which they would like to improve theircommunication (in relationships with spouses,roommates, or parents; in school or in theworkplace). Circulate and assist with content andlanguage as needed.

• Class. Recap by having several pairs write theirI-messages on the board. As a class, discuss theeffectiveness of the I-messages. Elicit possibleways to improve the messages. Encourage thestudents to try using I-messages in their livesand tell the class whether this technique wassuccessful.

Answers

1. e 5. d

2. e 6. e

3. e 7. d

4. d 8. e

• Ask the students to discuss the situations andwrite a response to each one in pairs. Recap theresponses by having the pairs read both thestatement and response.

Answers

(Answers will vary.)

Expansion (Speaking): Ask the pairs to expandone of the situations in the activity into a shortrole-play. Encourage the students to use thecommunication techniques from this unit. Aftereach pair has performed, ask the class how thepeople in the situation could have improved theircommunication.

UNIT 8 143

STRATEGIES FOR SUCCESS

CHECKPOINT

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the students

to rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide whichspecific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

Exercise 1• Complaining is something that is very culture-

specific. This exercise offers the students achance to role play several situations in whichthey must complain about something. If timepermits, ask several pairs to role play for theclass. Encourage the other students to offerideas about how to make the complaint morepolite or effective.

Exercise 2• In the previous two units (see Strategies for

Success, Units 6 and 7, Exercise 2), the studentsset listening and speaking goals. Now, they are

setting writing goals. This list, too, should becopied onto an index card or Post-it™ as a dailyreminder of the goals.

Exercise 3• It is often useful for learners to think about how

their native language differs from English. Theymay need your guidance in identifyingdifferences to help them get started. Think ofitems such as sounds and grammar points thatare different. Assist the students in making alist of three to five problematic differences theycould concentrate on in the next week.

UNIT 8144

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary. Ask the students to think about acurrent social issue or a recent event in the newsthat concerns them. Write the topics on theboard under the headings Social Issues andCurrent Events. Direct the students’ attention tothe example boxes for The passive voice withmodals and Modals in the past (perfect modals). Askthe students to choose one of the topics on theboard and write three sentences of advice aboutit, using the appropriate modals. Elicit that theywill probably use the passive voice to discusssocial issues (Poor children should be given freemedical care) and modals in the past to discussrecent events (The robber must have had anaccomplice).

• Have the students read their sentences to apartner and ask for his or her opinion. Recap byhaving several volunteers tell the class whattheir topic is and what advice they gave.Encourage the class to respond to the advicewith follow-up questions or further suggestionsand advice.

• Other grammar structures and communicationskills in the summaries can be practiced in asimilar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

UNIT 8 145

UNIT 8146

ADDITIONAL ACTIVITIES

Lesson 1, Exercise 6 (page 100)The Crystal Ball News

• In this activity, the students create a newsreport based on their speculations about thefuture.

• Divide the class into groups of three. Ask thestudents to compare their responses to thesurvey in Exercise 6 and choose threestatements about the future that they agree on.Have them elaborate on their predictions byasking each other questions about who, where,when, why, and how these changes would occur.

• Tell the students to imagine that they aretelevision news reporters fifty years in thefuture. Instruct them to write a script for athree- or five-minute television news showreporting the predictions as current events.Clarify that the students should use verb tensesthat give the correct time frame for the events

(just before the time of the news report).Explain that the students will perform theirnews reports for the class.

• Explain that news teams usually have oneperson who is the anchor (main reporter) andother reporters who help present the newsstories. Suggest that the groups use this formatin their news reports. Remind them that eachgroup member must speak during the report.

• If you wish, you can supply markers and largesheets of paper that the students can use tomake visual aids for their reports.

• Allow the students to move the classroomfurniture around in order to create a “set” fortheir news shows. Have each group present itsnews show to the class.

Appendix

WORKBOOK UNIT 8 ANSWER KEY

Lesson 1, pages 65–68

Exercise 1

Exercise 2

Exercise 3Answers will vary.

Exercise 4

Exercise 5

Exercise 6

Exercise 7Answers will vary.

2. Ivan hopes he’ll get a better job. Ivan hopes toget a better job.

3. Lynn hopes she’ll become a social worker.Lynn hopes to become a social worker.

4. Oscar hopes he’ll open a restaurant. Oscarhopes to open a restaurant.

5. Sofia hopes she’ll go to medical school. Sofiahopes to go to medical school.

6. Tony hopes he’ll get into an American college.Tony hopes to get into an American college.

7. Yumiko hopes she’ll become a team leader atwork. Yumiko hopes to become a team leaderat work.

Errors are crossed out. Any necessary additions are bold.

I have received several complaints in the past week regarding our response time in customerservice. Customers must tell must be told when there is going to be a delay in service. No customershould be asked to call back the next day. If the problem can solve be solved, it should solve be solvedright away. If we don’t take immediate action to change how complaints are handled, a lot of businesswill probably lose be lost. I think we can all be agreed agree that we hope that that won’t be happenedhappen.

2. Computers can’t be bought for less than $100.

3. That computer must be used at night.

4. The meeting might (or may) be canceled.

5. That bill should be paid by Friday.

6. The secret password must have beendiscovered.

2. No change

3. Nobody will be hired for thenext six months.

4. 10 percent of the staff willbe laid off.

5. No change

6. Employees will not be givenraises for at least sixmonths.

7. Costs are going to be cut.

8. Ways to increase productionare going to be investigated.

9. No change

2. will it be repaired

3. will be repaired

4. will be analyzed

5. will be scheduled

6. won’t be deposited

7. will the new schedule begiven out

8. will be returned

UNIT 8 147

WORKBOOK UNIT 8 ANSWER KEY

Lesson 2, pages 69–70

Exercise 1

Exercise 2

Exercise 33. He could have waited until the morning to

continue driving.

4. His boss might have required him to drive toomany hours.

5. He might not have realized how tired he was.

6. He could have pulled over and slept for a fewhours.

Possible answers:

2. The bank teller must have stolen the money.

3. The man must have forgotten he hadsomething on the stove.

4. The students must have gotten their awardsfor helping people in need.

5. There must have been a fight.

6. The director must have been kidnapped.

7. The soccer player must have been injured.

8. The children must have been in a show.

Possible answers:

2. A teller may/might have misplaced it.

3. Some children may/might have been playingwith matches.

4. They may/might have done well on theirexams.

5. There may/might have been a fire.

6. He/She may/might have gone on vacationwithout telling anyone.

7. He/She may/might have been injured.

8. The children may/might have volunteered tohelp elderly people.

UNIT 8148

WORKBOOK UNIT 8 ANSWER KEY

Lesson 3, pages 71–73

Exercise 1

Exercise 2Answers will vary.

Exercise 3

Exercise 4Answers will vary.

Exercise 52. Try to cool down. OR: Cool down.

3. I’ve had it with my job.

4. I’m fed up . . .

5. Oh Dad, calm down.

1. a

2. c

3. Answers will vary.

4. b

2. such a

3. so

4. so

5. so

6. such a

7. so

8. such a

UNIT 8 149

150

UNIT 9

Overview

COMMUNICATION GOALS

Listening and Speaking• Listening for details

• Interviewing classmates andrecording their responses

• Discussing how to handle conflictsituations

Reading and Writing• Taking a personality test

• Applying dos and don’ts toparticular situations

• Setting goals for doing morereading in English

TOPICS

• Relationships at work

• Homesickness

• Worrying about family

• Resolving conflicts at work, at home

GRAMMAR

• Review: Conditional in real orpossible situations

• Conditional in hypotheticalsituations

• Conditional in unreal pastsituations

• Modals in the progressive

• Modals in the past

• Wish

• Unless

UNIT 9

151UNIT 9

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsDecision makingProblem solving Knowing how to learn

Personal QualitiesResponsibilitySociability—demonstrates understanding,friendliness, adaptability, empathy, and exhibitsself-controlSelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamExercises leadershipNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.1.2 Identify or use appropriate language for

informational purposes0.1.3 Identify or use appropriate language to

influence or persuade0.1.4 Identify or use appropriate language in

general social situations4 Employment4.8.5 Demonstrate leadership skills, including

effectively communicating ideas orpositions, motivating and respectingothers, and responsibly challengingexisting policies

4.8.6 Demonstrate negotiation skills in resolvingdifferences, including presenting facts andarguments, recognizing different points ofview, offering options, and makingcompromises

4.8.7 Identify and use effective approaches toworking within a multicultural workforce,including respecting cultural diversity,avoiding stereotypes, and recognizingconcerns of members of other ethnic andgender groups

7 Learning to Learn7.1.1 Identify and prioritize personal,

educational, and workplace goals7.1.2 Demonstrate an organized approach to

achieving goals, including identifying andprioritizing tasks and setting andfollowing an effective schedule

7.4.1 Identify or utilize effective study strategies7.5.3 Identify or use strategies to cope with

negative feedback

UNIT 9152

WARM UP

PRESENTATION Friendship in the Workplace

• Set the stage. Ask the students to cover theconversation and look at the picture. Elicit theiropinion of Lynn’s expression. Read theinstructions aloud.

• Personalize the situation. Ask the studentswhat they would do if they were in Eva’ssituation. Would they ask their co-worker whatshe was upset about? Or do your students feelthat such a question would be inappropriate ortoo personal?

• Focus on selected items. Ask the class topredict how Lynn might respond to Eva’squestion. Ask the students how they would feelif a co-worker asked them what they wereupset about. Would they tell the coworker, orwould they prefer not to discuss the problem?

• Set the listening task. Write the following onthe board: What happened to Lynn recently? Whyis she upset? Play the cassette twice.

• Check the listening task. Ask for the students’answers. (Lynn was recently promoted. She’s

annoyed at herself for not being able to accept Ms.Price’s praising her in front of her co-workers.)Write the responses on the board.

• Practice the conversation in pairs. Ask thestudents to practice the conversation in pairs.Encourage them to use natural intonation andexpression. Ask a pair to perform for the class.

• Engage the students in pair work. Read thediscussion questions aloud. Point out that theseare general questions, not specifically related tothe workplace. Encourage the students tosupport their opinions with examples fromtheir own experience.

• Circulate and monitor progress. If necessary,prompt with questions to help the studentsthink about both the positive and negativeconsequences of keeping feelings inside. Alsoask about the advantages and disadvantages oftalking about how you feel when you’re angryor upset.

• Ask whether the students think it’s a good ideato have personal friendships with co-workers.Encourage them to think of their own past orpresent work situations. Have they ever become

close friends with someone they met at work?Was the friendship successful? Elicit theadvantages and disadvantages of working witha close friend. Write the responses on the board.

Lesson 1

EXERCISES

1 Are you an open book? (page 112)� Listening � Speaking � Reading

2 You’re easy to read. (page 112)� Reading � Writing

• Ask the students to find all the words andphrases in the article that refer to books. Writetheir responses on the board. (Note: Some ofthese expressions are underlined. There are alsoadditional references to the book metaphor thatare not underlined: cover to cover, emotionalpages, open material, some chapters, broadcirculation, “Chapters” of your life, and privatepapers). Leave the expressions on the board forreference during the Expansion activity.

• Pair. Direct the students’ attention to the charton page 113. Ask the students to work with apartner and write the underlined expressionsfrom the article under the correct heading.Recap as a class, writing the responses on atransparency or on the board.

Expansion (Writing): Ask the students to write ashort paragraph about themselves using some ofthe expressions on the board. Request that the

Answers

Talking about feelings: open book; easy toread; read your face like a book; get thingsoff your chest; open up; get a good read; getthings out in the open.

Keeping feelings to oneself: hide behind athick cover; off limits; wrapped up tight;hidden on the shelf; tucked away; hold themin.

students not refer to the article while they write.Ask them to look only at the expressions on theboard and in the chart. (This will help them writeoriginal sentences instead of simply copying theideas presented in the article.) Ask the students toread their paragraphs aloud in groups of three orfour.

• Read the title aloud. Ask the class to speculateon what it means to be an open book (people canknow everything about you). Point out thatEnglish has many idioms or special expressionsthat relate to the metaphor of an open book.Write metaphor on the board. Elicit or explainthat a metaphor is a mental image that allowsus to think of one thing in terms of another. Inthis case, people are compared to books—someare open and easy to know; others are closedand private.

• Read the instructions aloud. Ask volunteers toread the statements in the Open Book Test.

After each item is read, clarify meaning asneeded and ask the students to mark theappropriate response.

• Pair. Read the instructions aloud. Depending onthe needs of your class, you may choose to readthe article aloud, to have several volunteersread it aloud, or to have the students read it inpairs (either aloud or silently). Ask the studentsto discuss their results with their partners.Encourage them to say whether or not theythink the test accurately assessed theirpersonality. Recap the discussion as a class.

UNIT 9 153

3 You can read their faces like a book. (page 113)� Listening � Reading

4 If Lynn rides on the carousel, she might get dizzy. (page 113)� Listening � Speaking

5 What would you do if . . . ? (page 114)� Listening � Speaking � Reading

• Read the instructions aloud. Ask volunteers toread each cue, beginning with What would youdo if . . . Clarify meaning as needed. Ask thestudents to write their own responses in thechart.

• Ask two students to stand and model the mixeractivity for the class using the first cue. Elicit orexplain that the second student does not needto repeat the entire cue but can instead usecontrastive stress and say What would you do?OR And what about you?

• Write the contrastive-stress questions (Whatwould you do? And what about you?) on the

board and underline the stressed you in each.Practice as a class. Use hand motions or tappingto emphasize the stress patterns.

• Mixer. Have the students circulate and ask theirclassmates what they would do in eachsituation. Instruct the students to write theirclassmates’ names and responses in the chart.Recap the activity by asking them to explainwhat both they and their classmates would doin each situation. Encourage the students togive their opinions of each other’s ideas.

• Read the instructions aloud. Direct thestudents’ attention to the first picture and set ofcues. Elicit the meaning of carousel (merry-go-round). Ask a volunteer to read the title of thisactivity aloud. Elicit other possible things thatwill, might, or could happen if Lynn rides thecarousel.

• Pair. Ask the students to discuss the pictureswith their partners. Encourage them to describeseveral different outcomes for each situation.Recap as a class.

• Read the instructions aloud. Ask volunteers toread the statements aloud. Explain that thestudents will hear a short talk or lecture thatincludes these ideas. Elicit predictions of thetopic of the lecture (how different people expressemotions). As a class, predict whether eachstatement will be true or false. Write thepredictions on the board.

• Play the cassette twice. Recap as a class,replaying the cassette if necessary. Compare theresults with the students’ predictions.

Answers

1. F 4. T

2. T 5. F

3. F 6. F

UNIT 9154

6 They must have been enjoying themselves. (page 114)� Reading � Writing

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Read the instructions aloud. Ask a volunteer toread the first cue and sample answer aloud.Ask whether the speaker is very certain or onlyslightly certain (very certain). Ask how thestatement would change if the speaker wereonly slightly certain (They may have beendancing). Elicit other possible responses to thefirst cue.

• Write the sample answer on the board. Elicitthat this sentence expresses a conclusion aboutan ongoing action in the past. Ask the students

to explain how to form this structure (could have+ been + present participle). Write this pattern onthe board.

• Pair. Ask the students to work in pairs to writestatements about each picture. Recap as a class.Encourage the students to explain why they areor are not sure of their assumptions.

Answers

(Answers will vary.)

UNIT 9 155

UNIT 9156

WARM UP

PRESENTATION Going Home for a Visit

• Set the stage. Read the title aloud. Ask thestudents to cover the conversation and look atthe picture. Ask them to identify the people anddescribe what’s happening in the picture. (Lynnis looking at a picture and seems sad. The picturecould be of her family.)

• Personalize the situation. Write homesick on theboard and elicit or provide the meaning. Askwhether the students have ever felt homesick.Ask what they did to overcome theirhomesickness. Write their responses on theboard.

• Focus on selected items. Elicit reasons whyLynn might be feeling homesick or sad. Askwhat she could do to feel better.

• Set the listening task. Write the following onthe board: Why is Lynn worried? Why does shethink that? What does she wish she had donedifferently? What does Gina suggest? Play thecassette twice.

• Check the listening task. Ask the students fortheir answers. Write the responses on the board.Ask the students to uncover the conversationand check their answers. (She thinks her mother issick; Her mother didn’t sound good and hadn’tanswered the phone the week before; She wishes she

had gone to visit her mother during the summer;Gina says that Lynn should call her sister and ask ifher mother’s ill.)

• Focus on vocabulary. Write the following onthe board: choked up; feel guilty; Stop all thisshould have, could have. Ask the students to findeach expression in the conversation. Elicit orprovide the meaning of each expression (veryemotional; feel that you should have done somethingdifferently; Stop thinking about past possibilities).Ask what the difference is between being guiltyand feeling guilty (The former means that youactually did something wrong; the latter describesan emotional state).

• Engage the students in pair work. Read thediscussion question aloud. Elicit the meaning ofto regret something (to wish you had donesomething differently). Encourage the students todescribe the decision they made, why theyregretted it, and what they should have donedifferently.

• Circulate and monitor progress. Encourage thestudents to discuss the results of their choicesand what might have been different if they hadmade another choice. Recap as a class.

• Write worry on the board and elicit its meaning.Ask the students what kinds of things theyworry about. Write their responses on theboard.

• Ask when it is helpful to worry about thingsand when it is unhelpful. Elicit specific reasonsand examples from the students’ experience.

Lesson 2

EXERCISES

1 Lynn could have taken a week off from work to visit her (page 116)family.� Reading � Writing

2 Lynn’s mother may have been tired. (page 116)� Reading � Writing

3 Lynn should have been more careful. (page 117)� Reading � Writing

• Read the instructions aloud. Elicit or providethe meaning of careless mistakes (mistakes shemade because she wasn’t thinking about what shewas doing).

• Pair. Ask the students to find a new partner.Point out that the students should give bothnegative and affirmative advice about each ofLynn’s mistakes.

• Recap orally as a class.

Answers

(Answers will vary.)

• Summarize the perfect modals used inExercises 1, 2, and 3. Write the modals couldhave, may have, might have, and should have onthe board. As a class, review which modalsrefer to past possibility (may have, might have,could have) and which give advice about thepast (should have, could have). Ask the studentswhether any of the negative forms havedifferent meanings (“Couldn’t have” refers only topast impossibility, and is not used to give adviceabout the past).

Additional Activity. See Unit 9 Appendix.

• Pair. Read the instructions aloud. Ask thestudents to work with a new partner to writepossible explanations for each situation.

• Have several students write their answers onthe board. Elicit other possible answers. As a

class, decide which response is the mostprobable for each situation.

Answers

(Answers will vary.)

• Direct the students’ attention to the picture.Read the instructions aloud. Elicit the meaningof what she could have done (something it waspossible for her to do but that she did not do).

• Pair. Ask the students to work in pairs tocomplete the activity. Recap by having

volunteers write their answers on the board.Elicit other possible answers.

Answers

(Answers will vary.)

UNIT 9 157

4 If Lynn had gone home last summer, her mother would (page 117)have been delighted.� Reading � Writing

5 What do you wish? (page 118)� Listening � Speaking � Reading � Writing

• Ask volunteers to read the example questionand response aloud. Elicit or explain that thisquestion and response refer to the present. Askwhether the person responding owns a new car(No). Elicit that the verb following wish containsa tense back-shift because wish refers tosituations that are unreal or counterfactual(contrary-to-fact).

• Ask volunteers to read the questions. Point outthat all the questions contain a tense back-shift.

• Mixer. Read the instructions aloud. Use thesecond cue to model the activity with one ortwo volunteers. Their responses should begin I

wish I were . . . Point out that, in standardEnglish, were is used for all pronouns (I, you, he,she, it, we, they) in hypothetical orcounterfactual statements.

• Explain that the students should interviewthree classmates, asking all five questions.Suggest that they just make notes about theanswers instead of writing complete sentences.

• Class. Recap as a class. Ask the students to tellthe two or three most interesting things theylearned about their classmates. Assist withgrammar if needed.

• Ask a volunteer to read the first examplesentence aloud. Elicit what Lynn did or did notdo last summer (She didn’t go home). Elicit orexplain that this sentence describes an unrealcondition in the past (what would havehappened if Lynn had gone home).

• Direct the students’ attention to the verbs in theexample sentences. Elicit that the if-clause (thecondition clause) refers to Lynn’s actions in thepast. Remind the students that an unreal orhypothetical condition clause requires twochanges: (1) a back-shift in tense and (2) achange from negative to positive (or positive tonegative). Therefore, She didn’t go home becomesIf she had gone home.

• Ask what the complete verb in the result clauseis (would have been). Elicit the three modals thatare used in result clauses (would; could; might).Elicit that a result clause about the past useswould have, could have, or might have. Write themodals on the board. Explain that these arecalled perfect modals. Elicit the meanings of

these perfect modals (would have indicatescertainty; could have indicates ability orpossibility; might have indicates possibility).

• Ask the students what the difference is betweenthe two example sentences (The position of thetwo clauses has been reversed, but there is nodifference in meaning). Point out that a commamust follow the condition clause when it comesfirst in the sentence.

• Ask the students to complete the sentences.Recap by having several students write theiranswers on the board. As a class, check forcontent and grammatical accuracy.

Expansion (Writing): Ask the students to recallthe regrets they discussed in the Presentationactivity. Ask them to use unreal conditionals towrite three sentences about what might havehappened if they had done something differently.Have several volunteers write their sentences onthe board.

UNIT 9158

6 Nelson wishes his team got along better. (page 118)� Reading � Writing

7 He could have been cordial. (page 119)� Listening � Speaking � Reading

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Read the instructions aloud. Ask volunteers toread the tips from the Dos and Don’ts lists aloud.Check for comprehension by asking for aparaphrase of each tip. Elicit or provide themeaning of unfamiliar vocabulary as needed.

• Ask volunteers to read each situation aloud.Ask the students to explain each situation intheir own words. Elicit or provide the meaningof any new vocabulary.

• Group. Divide the class into groups of three orfour. Ask the students to assign group roles.

Clarify that each group should discuss all threesituations. (If your time is limited, assign one ortwo of the situations to each group.) Ask thegroups to write at least five statements abouthow they would have handled each situation.

• Recap as a class. Have all the groups reporttheir ideas about the first situation. Follow withdiscussions about the second and thirdsituations. Encourage the students to explaintheir solutions.

• Read the instructions aloud. Ask twovolunteers to read the examples aloud.

• Point out that that the students’ answers candescribe wishes for the past or the present. Aska volunteer to read the first cue aloud. Elicitwhat Sofia might wish about the past (Shewishes she had passed the test) or the present (Shewishes her course grade were higher). Explain thatthe verb wish may be either past or presenttense, depending on when the person is wishing.The tense of the second verb indicates whetherthe wish is about the past or the present.Remind the students to use a tense back-shiftwith the second verb.

• Pair. Ask the students to complete the activitywith their partners. Encourage the pairs towrite more than one sentence for each situation.

• Recap orally or on the board. Assist withpronunciation as necessary. Focus on remindingthe students not to omit had when describingwishes about the past (this can easily occurwhen using contractions). Demonstrate bysaying I wish I cooked better and I wish I’d cookedbetter and eliciting the difference in meaning(The first sentence indicates that I don’t cook well;the second sentence indicates that I didn’t cook wellon a specific occasion in the past).

Answers

(Answers will vary.)

UNIT 9 159

UNIT 9160

WARM UP

PRESENTATION Talking over Problems

• Set the stage. Ask the students to cover theconversation and look at the picture. Read theinstructions aloud. Elicit the meaning of conflict,resolution, and workshop (a problem ordisagreement with another person; a solution; ameeting or conference). Ask the students toexplain conflict-resolution workshop (a meeting thathelps people find solutions to personal disagreementsor problems).

• Personalize the situation. Ask the studentswhether they have ever been to a workshop tohelp improve their communication orinterpersonal skills. If so, encourage them toprovide details about what happened and whatthey learned. If the students have not attendedthis type of workshop, ask them if they wouldconsider doing so. Ask them to explain theirresponses.

• Focus on selected items. Ask the students tothink about the conflict-resolution resourcesthat are available to them at school or at work.Are there special people they can talk to if theyhave a problem with a classmate, a teacher, acoworker, or a supervisor? Encourage thestudents to give details about these resources.Ask whether the students would consider goingto these people for help if they had a problem.

• Set the listening task. Explain that Irene isSofia’s classmate. Write the following on the

board: What is Irene’s opinion of conflict-resolutionworkshops? What does Sofia say about talking to acounselor? Why does Sofia think she might go to theworkshop? Play the cassette twice.

• Check the listening task. Ask the students fortheir answers. Write them on the board. Ask thestudents to uncover the conversation and checktheir answers.

• Focus on vocabulary. Write the following onthe board: tools; professional therapist; I’m not sureI’d be comfortable; work out their differences. Askthe students to work in pairs to discuss themeaning of each expression in this context(techniques or strategies; a professional counselor,psychiatrist, or psychologist; I’m not sure thatwould be emotionally acceptable; find a solution totheir disagreement). Recap as a class. Write theresponses on the board.

• Engage the students in pair work. Read thediscussion questions aloud. Ask the students tothink about different types of problems orconflicts they have.

• Circulate and monitor progress. Prompt thestudents by asking whether they have ever hada conflict at school or work and what they didabout it. Recap the discussion as a class.

• Ask the students to think about how people intheir native cultures usually cope withproblems. Do they discuss their problems withother people, or do they keep their problems tothemselves? If they talk with other people, whodo they talk with? Does it make a difference ifit’s a work-related problem versus a personal orfamily problem?

• Ask the students to compare how they handleproblems with how people in other culturesusually handle problems. Which do theyprefer?

Lesson 3

EXERCISES

1 I’m willing to give up a lot to end this conflict. (page 121)� Listening � Speaking � Reading

2 I don’t argue with my parents unless it’s very important. (page 121)� Listening � Speaking � Reading � Writing

• Write the title on the board and ask a volunteerto read it aloud. Ask the students to restate thesentence using if. (I don’t argue with my parents ifit’s not very important. If it is important, I arguewith my parents.)

• Ask a volunteer to read the example sentencealoud. Ask the class to explain the meaning ofthe statement (If I’m convinced that I’m wrong, Igive in).

• Read the instructions aloud. Ask the students tocompare their answers in pairs after they havecompleted the activity. Recap as a class.

Answers

(Answers will vary.)

• Group. Read the discussion question aloud.Point out that the answers to the question willdepend on how the students completed eachsentence. Divide the class into groups of threeor four and ask the students to assign only aManager and a Time-keeper. Suggest that thestudents take turns reading their completedsentences aloud and discussing what style ofresolution the person uses, based on thatstatement.

• Recap by asking volunteers to read one of theirsentences aloud and tell the class what style ofconflict resolution that person uses. Encouragethe class to give other interpretations of thatperson’s style.

• Read the instructions aloud. Read each term inthe left-hand column aloud and ask thestudents to repeat. If you wish, you can writethe terms on the board and mark the stressedsyllables. Ask volunteers to read the fivestatements in the right-hand column. Elicit themeaning of Why rock the boat? (Why causeproblems?).

• Play the cassette twice. Recap as a class,replaying the cassette if necessary.

Answers

1. c 4. e

2. a 5. b

3. d

• Group. Read the discussion questions aloud.Divide the class into groups of three or fourand ask the students to assign group roles. Askthe Reporters in each group to write whichstyle of conflict resolution each group memberuses.

• Make a chart of the five styles of conflictresolution on the board. Make a columnheading for each group. Ask the Reporters tofill in the chart with the number of people intheir groups that use each style of conflictresolution. Encourage the students to explainwhy they use a particular method and whetherit is usually effective.

UNIT 9 161

3 Online (page 122)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

4 Wrap Up (page 122)

STRATEGIES FOR SUCCESS

Exercise 1• Good language learners are always looking for

ways to continue practicing the language, andthis exercise provides further practice. You mayask the pairs to write a paragraph for one ormore of their descriptions.

Exercise 2• In the previous three units (see Strategies for

Success, Units 6, 7, and 8, Exercise 2), thestudents set listening, speaking, and writinggoals. Now, they setting reading goals. This listshould also be copied onto an index card orPost-it™ as a daily reminder of the goals.

Exercise 3• The purpose of this activity is to get the

students to listen carefully for each other’serrors and then to stimulate the students toavoid those errors in their speech. Many of thestudents may make similar errors, so they canbenefit from monitoring each other’s errors.The important point is that mistakes canbecome useful windows to their ability, and thestudents can make mistakes work for them andnot against them.

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Pair. Read the instructions aloud. Tell thestudents not to put their names on their papers.If you want this to be even more anonymous,distribute paper for the students to write on sothat the writers cannot be identified by thepaper they use. Point out that each pair willchoose one problem they need advice about.

• Give the students a few minutes to choose theirproblem and write about it. Encourage them tomake their descriptions brief but detailedenough that another person can understand theproblem. Collect the slips of paper in a box or abag.

• Class. Ask the students to be sure to listencarefully to the advice that is given for theirown problems. Ask a volunteer to choose oneproblem slip and read it aloud. If you wish, youcan ask another student to write the class’ssuggestions on the board during the discussion.Limit the discussion to a minute or two for eachso that all the problems can be discussed.

• Pair. Ask each pair to talk about the advice thatwas given for their problem and decide whichadvice was best. Ask each pair to write aparagraph about the problem and the advice.Collect the paragraphs.

UNIT 9162

CHECKPOINT

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using theGrammar Summary. Direct the students’attention to the focus boxes for Modals in theprogressive and Modals in the past (perfect modals).Explain that the students will briefly act out asituation about the past and the class willdescribe it using these forms or other modalforms that they have learned. (Direct thestudents’ attention to Lesson 1, Exercise 6 as areminder of this type of activity.)

• Ask a volunteer to come to the front of theroom. Quietly tell him or her “You are hot andsweaty because you have been running.” Askthe student to act out this description. Elicitconclusions that could be made about the

student. (You must have been running. You mustnot be in very good shape.) Ask the students towrite brief descriptions similar to the one youtold the volunteer. Circulate and assist asneeded.

• Collect the descriptions. Ask a volunteer tochoose a slip and act out the description. As aclass, draw conclusions about the situation.Repeat until all the students have had a chanceto act out one of the situations.

• Look at the Communication Summary with thestudents. Read the name of eachcommunication skill, and ask the students toraise their hands if they feel they need morepractice with that skill. Elicit ways that thestudents can practice each skill in their dailylives. If enough students need extra practicewith a particular skill, you may wish to devoteclass time to additional activities or role-playsthat use the skill.

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailedresponses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the students

to rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide whichspecific activities they liked most and least.When answering these questions, the studentsshould indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 9 163

UNIT 9164

ADDITIONAL ACTIVITIES

Lesson 2, Exercise 3 (page 117)If only I had known then what I know now!

• In this activity, the students work together togive meaningful advice about difficult personalsituations.

• Ask the students to describe Lynn’s situationand the decision that she made and now regrets(She thinks her mother is sick, and she regrets nothaving gone to visit her last summer).

• Ask the students to work in pairs to write adescription of a difficult situation someonemight be in because of a choice that they made.Distribute large index cards for the students towrite their descriptions on.

• Point out that the situations do not need to bebased on the students’ own experiences. Invitethe students to use their imaginations to create

dramatic or extreme situations. Encourage thestudents to include information about thesituation, what the person did, and what theresult was. Circulate and assist with ideas,vocabulary, or grammar as needed.

• Put the description cards into a box or bag andhave each pair draw a card. (If the students gettheir own card, they should draw again.) Haveeach pair write advice about what the personshould have done differently and how theresults might have been different.

• Ask each pair to read their situation card andtheir advice to the class. Encourage the class togive additional advice about the situation.

Appendix

WORKBOOK UNIT 9 ANSWER KEY

Lesson 1, pages 74–76

Exercise 1

Exercise 2

Exercise 3

Exercise 4

Exercise 52. They must have been talking.

3. She must have been speeding.

4. They must have been fighting.

5. They must have been studying.

6. He must have been walking in the rain.

2. he must have been taking a shower.

3. he must have been working at the restaurant.

4. he must have been attending English class.

2. If it’s 9:00, he must be jogging.

3. If it’s 9:30, he must be taking a shower.

4. If it’s 10:00, he must be eating breakfast.

5. If it’s 11:30, he must be working at therestaurant.

6. If it’s 6:00, he must be having dinner.

7. If it’s 8:00, he must be attending English class.

8. If it’s 10:30, he must be watching TV.

1. c

2. e

3. a

4. f

5. d

6. b

1. Rick

2. Hyun-Ju

3. Vivian

4. Mr. Miquel

UNIT 9 165

WORKBOOK UNIT 9 ANSWER KEY

Lesson 2, pages 77–79

Exercise 1

Exercise 2

Exercise 3

Exercise 4

Exercise 5Answers will vary.

Possible answers:

2. She wishes (that) she made more money.

3. She wishes (that) she didn’t get home fromclass late every night.

4. She wishes (that) she weren’t tired all thetime.

5. She wishes (that) she had a larger apartment.

6. She wishes (that) she didn’t live in a noisyneighborhood.

7. She wishes (that) she had some good friends.

8. She wishes (that) she didn’t feel lonely.

1. If Yoko had set her clock, she wouldn’t haveoverslept.

2. The papers wouldn’t have gotten wet if Yokohad closed the window.

3. Yoko wouldn’t have gotten a ticket if shehadn’t parked in a no-parking area.

4. Yoko wouldn’t have had to pay a late fee ifshe had paid her bill on time.

5. If Yoko had been more careful, she wouldn’thave sprained her ankle.

6. Yoko wouldn’t have ruined her clothes if shehadn’t used too much bleach.

2. If Oscar hadn’t gone back to Spain, hewouldn’t have started working in his uncle’srestaurant.

3. Nelson’s colleagues would have liked him ifhe had gotten along with them.

4. Gina wouldn’t have been happy if she hadn’tgotten a job in the fashion industry.

5. If Tony had done badly on the TOEFL, hewould have had to delay his college plans.

6. If Gina and Lynn hadn’t taken a class together,they wouldn’t have met.

1. No; No

2. Yes; No

3. Yes; No

4. No; Yes

UNIT 9166

WORKBOOK UNIT 9 ANSWER KEY

Lesson 3, pages 80–82

Exercise 1

Exercise 2Answers will vary.

Exercise 3

Exercise 4Answers will vary.

Exercise 51. get off my chest

2. off limits

3. get things out in the open

4. hold them in

5. open up

6. easy to read

7. an open book

1. c

2. c

3. d

4. a

2. Unless I know a person well, I don’t like totalk to him or her about personal matters.

3. I don’t get in the middle of argumentsbetween friends unless they ask me to.

4. Unless someone has hurt my feelings onpurpose, I don’t stay angry for very long.

5. I stop talking to people I’m angry with unlessthey apologize to me.

6. I’ll talk to people about anything unless theywant to talk about personal matters.

UNIT 9 167

168

UNIT 10

Overview

COMMUNICATION GOALS

Listening and Speaking• Role-playing a conversation

• Listening for details

• Reporting on Internet or libraryresearch

• Taking notes based on a listening

Reading and Writing• Researching a topic on the Internet

or in the library

• Writing two or three paragraphsbased on the research

• Drawing conclusions based oninformation from a reading

TOPICS

• Visiting Spain

• Dating in the office

• Workplace etiquette

• Good relationships at work

GRAMMAR

• Review: Active causative

• Passive causative

• Noun clauses as objects

• Reported speech: commands;statements

UNIT 10

169UNIT 10

SKILL STANDARDS

* See Introduction, page viii, for additional information on SCANS and CASAS.

WORKPLACE FUNDAMENTALS ANDCOMPETENCIES / SCANS*

Fundamentals

Basic SkillsReading, writing, listening, and speaking

Thinking SkillsDecision makingProblem solving Knowing how to learn

Personal QualitiesResponsibilitySelf-management

Competencies

InformationAcquires and evaluates informationOrganizes and maintains informationInterprets and communicates information

InterpersonalParticipates as a member of a teamNegotiates

ResourcesTime—allocates time and prepares and followsschedules

SystemsUnderstands systems—knows how social andorganizational systems work and operateseffectively within them

TechnologyApplies technology to task

GENERAL COMPETENCIES / CASAS*

0 Basic Communication0.2.4 Converse about daily and leisure activities

and personal interests4 Employment4.4.1 Identify appropriate behavior, attire,

attitudes, and social interaction, and otherfactors that affect job retention andadvancement

4.6.1 Follow, clarify, give, or provide feedbackto instructions; give and respondappropriately to criticism

4.8.5 Demonstrate leadership skills, includingeffectively communicating ideas orpositions, motivating and respectingothers, and responsibly challengingexisting policies

4.8.6 Demonstrate negotiation skills in resolvingdifferences, including presenting facts andarguments, recognizing different points ofview, offering options, and makingcompromises

7 Learning to Learn7.1.1 Identify and prioritize personal, education,

and workplace goals7.1.2 Demonstrate an organized approach to

achieving goals, including identifying andprioritizing tasks and setting andfollowing an effective schedule

7.1.4 Establish, maintain, and utilize a physicalsystem of organization, such as notebooks,files, calendars, folders, and checklists

7.4.1 Identify or utilize effective study strategies7.5.5 Identify personal, family, and work

responsibilities, and ways to accommodatethem and deal with related problems

7.5.6 Identify or use strategies forcommunicating more successfully

UNIT 10170

WARM UP

PRESENTATION Getting Together

• Set the stage. Ask the students to cover theconversation and look at the picture. Read theinstructions aloud. Elicit the meaning ofreminiscing (talking fondly about the past). Ask thestudents to identify each character by name.Elicit things that the friends might be talkingabout. Write the responses on the board.

• Personalize the situation. Ask the students toimagine that it is three years in the future andthat they are reminiscing about their time inyour class. What would they talk about? Whatwould be their favorite memories of theirclassmates?

• Focus on selected items. Ask the students toname the characters who are not in the picture.Remind them that some of the characters are nolonger living in the United States. Write thenames on the board (Yumiko, Pablo, Oscar, Mr.and Mrs. Brennan). Write reunion on the board.Elicit or provide the meaning (getting together agroup of people who have not seen each other for along time).

• Set the listening task. Write the following onthe board: What former classmates do the friends

talk about? Where are the friends going to have areunion? Who can and cannot come to the reunion?Play the cassette twice.

• Check the listening task. Ask the students fortheir answers. Write the responses on the board.Ask the students to uncover the conversationand check their answers. (They talk aboutYumiko, Pablo, and Oscar; The reunion will be inSpain; Ivan, Tony, and Gina can come, but Nelsonand Lynn cannot.)

• Practice the conversation in groups. Ask thestudents to practice the conversation in groupsof five. (If necessary, have one student readboth Gina’s and Tony’s parts.) Have a group ofstudents perform for the class.

• Engage the students in pair work. Read thediscussion questions aloud. Encourage thestudents to provide details about their reunions.

• Circulate and monitor progress. Prompt withquestions about the reunions: Where did theyoccur? Who was there? How many people attended?Recap as a class.

• Ask whether the students keep in touch withformer classmates. If they do, ask what theyenjoy most about staying in contact. If theydon’t, elicit the reasons why. Write theresponses on the board.

• Ask the students who they talk or write to mostfrequently: family, former classmates, or otherfriends. Ask how often they communicate withthese people. Elicit who usually initiates thecontact.

Lesson 1

EXERCISES

1 Gina had her passport renewed. (page 126)� Speaking � Reading

2 I’d like to have this film developed. (page 126)� Listening � Speaking � Reading � Writing

3 Could you get someone to photocopy these papers? (page 127)� Reading � Writing

• Read the instructions aloud. Ask volunteers toread the example sentences aloud. Remind thestudents that the active form of get requires aninfinitive. Point out that, although all of theanswers in the activity can be either active orpassive, several of them more commonly useone form over the other.

• After the students have finished, recap orally oron the board. Elicit other possible answers.

Answers

(Other answers may be possible.)

1. have / get this prescription filled

2. have / get some papers copied

3. have someone look at it

4. have / get it cleaned

5. get it fixed; have someone fix it

• Read the instructions aloud. Play the cassetteonce while the students listen. Ask one or twopairs to read the conversation aloud. Elicit thatthe conversation takes place in a camera store.

• Ask the students to choose a pair of items fromthe list and write a brief conversation aboutgetting them done.

• Group. Read the instructions aloud. Divide theclass into groups of four or six. Recap byhaving several students tell the class what theirgroupmates need to get done. (Note: If yourclass is small, you can do this as a whole-classactivity.)

• Read the instructions aloud. Ask twovolunteers to read the example sentences aloud.Remind the students that they studied thecausative verbs have and get in Unit 3. Point outthat these example sentences also use causativeverbs, but in the passive form. They focus onthe task that is being done (the action and thereceiver of the action), not on the person doingit (the agent). Elicit the grammatical patternused in these sentences (have / get + receiver +past participle) and write it on the board. Pointout that, in this construction, there is nodifference in meaning between have and get.

• Pair. Ask the students to work in pairs. Recapas a class.

Answers

1. She had / got her passport renewed.

2. She had / got her money changed.

3 She had / got her camera fixed.

4. She had / got her clothes dry-cleaned.

5. She had / got her hair cut.

6. She had / got her nails manicured.

7. She had / got her newspaper stopped.

8. She had / got her electricity turned off.

UNIT 10 171

4 He was truly an amazing artist. (page 127)� Listening � Reading

5 I think that it’s too late for Pablo to go to the bank. (page 128)� Speaking � Reading

WORKBOOK Assign Workbook Lesson 1for homework, or do in class.

• Pair. Read the instructions aloud. When thestudents have completed the activity, recap as aclass.

Answers

(Wording may vary.)

1. No, because the banks close at 2:00.

2. Yes, but she’ll have to wait until theshops open again at 5:00.

3. Yes, because the restaurants are openuntil 4:00 and the cafés are open untilwell after midnight.

4. No, because the museums are closed onMondays.

• Class. Read the instructions aloud. If possible,schedule a trip to a library so the students canbecome familiar with the print resourcesavailable to them. Also encourage the studentsto improve their Internet research skills usingwhat they learned about search engines in Unit6, Lesson 3.

• Discuss with the class your expectations andstandards regarding plagiarizing (copyinginformation from other sources). Explain that theirwriting should be in their own words, eventhough they will be getting ideas andinformation from other sources. If possible,conduct a special mini-lesson in techniques forquoting and citing sources without plagiarizing.

• After the students have read their paragraphsto the class, collect them for written comments.

• Read the instructions aloud. Ask volunteers toread the statements. Elicit or provide themeaning of any unfamiliar vocabulary(flamenco, bullfight). Ask what your studentsknow about the cultural activities thestatements describe.

• Play the cassette twice. Recap as a class. Askwhat the students heard that led them to theiranswers. Replay the cassette if necessary.

Answers

1. F 3. T 5. T 7. F

2. T 4. F 6. F 8. T

• Pair. Replay the cassette or ask the students toreread the statements. Instruct them to pick atopic they are interested in. Ask them toresearch the topic and bring notes to your nextclass. After the students discuss their topics in

pairs, the partners will report what they learnedto the class.

• Before the students tell the class what theylearned from their partners, direct theirattention to the statements on page 127. Askthem to identify all the reporting verbs (think;believe; agree; say; understand). Point out thatthese verbs are followed by a complete clause.The clause can begin with that, but it isn’trequired.

• After each student reports to the class, ask theclass what reporting verbs he or she used.

Grammar Note: A tense shift often (but notalways) occurs in the clause following past tensereporting verbs such as say, tell, ask, think, believe,agree, or understand (She said she loved flamencomusic). This tense shift will be covered in Lesson 2.With present tense reporting verbs, the tense shiftdoes not occur (She thinks flamenco music is terrific).

UNIT 10172

UNIT 10 173

Lesson 2WARM UP

PRESENTATION Dating in the Workplace

• Set the stage. Ask the students to cover theconversation and look at the picture. Ask themto describe the situation. Read the title andinstructions aloud.

• Personalize the situation. Ask the studentswhat they would do if they were Lynn. Wouldthey stay and listen or would they leave? Elicitreasons for their responses.

• Focus on selected items. Write the following onthe board and elicit the meanings: awkward,defensive, obvious, gossip. Point out that gossipcan be a verb or a noun. As a noun, it can refereither to the person who gossips or to theinformation that they transmit. (She’s alwaysgossiping. She’s such a gossip! But I don’t listen tothat kind of gossip.)

• Set the listening task. Write the following onthe board: What does Mrs. Chin ask Lee? Why doesshe want to know? What does Lee tell her? Play thecassette twice.

• Check the listening task. Ask the students fortheir answers. Write the responses on the board.Ask the students to uncover the conversationand add to their answers if necessary. Elicit themeaning of Oh, man! (Oh, wow!).

• Practice the conversation in pairs. Ask thestudents to practice the conversation in pairs.Encourage them to use natural intonation. Havea pair perform for the class.

• Engage the students in pair work. Read thediscussion question aloud. Encourage thestudents to think of advantages as well asdisadvantages of dating in the workplace.

• Circulate and monitor progress. Prompt thestudents to think of situations they know aboutin which co-workers began dating. Recap as aclass. Write two column headings on the board:Advantages and Disadvantages. Write thestudents’ responses in the appropriate columns.

• Ask the students if they have ever overheardsomeone talking about them. Ask whether thepeople were being complimentary or critical.Ask how the students felt when they overheardthe conversation. Did they take any action orjust pretend that they hadn’t heard? If theyoverheard something negative aboutthemselves, did they change their behavior?

• Ask the students what they would do if theyoverheard someone saying something untrueabout them to another person. Would theyignore it, confront the speaker, or talk to theperson who heard the incorrect information?

UNIT 10174

EXERCISES

1 She said that people were talking about us. (page 130)� Reading � Writing

2 Gina asked Lynn if something had happened to her. (page 130)� Listening � Speaking � Reading � Writing

• Pair. Read the instructions aloud. Ask twovolunteers to read the example question andreported speech statement aloud. Ask the classto identify how the statement differs from thequestion (The statement contains if, has a tenseshift, uses sentence word order, and ends with aperiod). Note these differences on the board.Ask the students to complete the task in pairs,first orally and then in writing.

• Recap orally or on the board.

Grammar Note: Whether can be used instead of ifin reported Yes/No questions.

• Class. Read the discussion question aloud anddiscuss as a class. Alternatively, have thestudents discuss the question in pairs or smallgroups and then recap as a class.

• Read the instructions aloud. Ask threevolunteers to read the example sentences aloud(one volunteer reads both of Lynn’sstatements). Point out that Lynn is reportingwhat Mrs. Chin and Lee said in the past. Ask thestudents to identify the verbs in Mrs. Chin’sstatement and Lynn’s reporting statement. Elicitthat there is a tense shift in the reportedstatement. Repeat with Lee’s statement andLynn’s reporting statement. Point out that theword that is optional in reported statements.

• Write the following on the board: Miko said, “Icould help you.” Point out that there is noadditional tense shift required when reportingthe past form of modals such as would, could,and should. Ask the class to report what Mikosaid (Miko said she could help me).

• Write the following on the board: Jon said, “Iwould drive you home if I were going near yourhouse.” Explain that there is no additional tenseshift required when reporting a hypothetical orunreal condition clause. Ask the students to

report what Jon said (Jon said he would drive mehome if he were going near my house).

• Pair. Ask the students to work in pairs tocomplete the conversation. Remind them torefer to the dialog on page 129. Ask them topractice the conversation after they havecompleted it. Circulate and assist with grammaras needed. Ask volunteers to write the answerson the board in complete sentences (She said . . .).

Answers

1. (that) people had noticed (that) he wasspending a lot of time with me.

2. (that) she would try to find out.

3. (that) I would be very uncomfortable if Iknew (that) people were gossiping aboutus.

4. (that) she just wanted to tell Mr. Nichols(that) there was nothing to worry about.

UNIT 10 175

3 Mrs. Chin asked Lynn if she liked the company. (page 131)� Listening � Speaking � Reading

4 What would you tell her? (page 131)� Speaking � Reading � Writing

5 I didn’t know she said that. (page 132)� Reading � Writing

• Read the instructions aloud. Ask a volunteer toread what Mrs. Chin told Lee. Have anotherstudent read the sample answer. Ask thestudents to complete the statements usingreported speech. Remind them that Lynn andLee are speaking to each other.

• Ask volunteers to write their answers on theboard. Check as a class.

Additional Activity. See Unit 10 Appendix.

• Read the instructions aloud. Ask twovolunteers to read the example sentences aloud.Elicit or provide the meaning of interfere. Haveone student stand and read what Mrs. Chinsays (I just want to help). Have the other studentstand and give Mrs. Chin advice using theexample sentences as cues. (Be supportive. Don’tinterfere.) Elicit that infinitives are used to reportimperatives. Check for comprehension by usingan imperative to tell the two students to sit

down (Sit down) and then asking the class toreport what you said (You told them to sit down).

• Ask the students to write at least threestatements of advice for each character. Askthem to begin each statement with I would tell . . . Write three column headings on theboard: Mrs. Chin, Lynn, Lee. Ask severalvolunteers to write their responses in theappropriate columns. Recap as a class.

• Read the instructions aloud. Review themeaning of appropriate. Ask the students to basetheir choices on their personal beliefs. Allowseveral minutes for the students to complete thetask.

• Pair. Read the listening questions aloud. Playthe cassette. Give the pairs several minutes todiscuss their answers and their opinions of Mrs.Chin’s questions.

• Recap as a class. Encourage the students to usereported speech when giving their answers(Mrs. Chin asked if Lynn’s supervisor knew that sheand Lee were spending time together). Ask thestudents what they think of Mrs. Chin’squestions.

Answers

Mrs. Chin asked questions 2, 4, 5, 6.

• Read the second set of instructions aloud. Askthe students to take notes while you play thecassette.

• Ask the students to report the advice that Mrs.Chin gave Lynn. Elicit the students’ opinions ofthe advice.

Answers

(Wording may vary.)

Mrs. Chin tells Lynn to consider whether herrelationship is interfering with her work. Shetells her to be honest with Lee about herconcerns and to make sure to be in control of the situation. She suggests that Lynn tell Leethat she heard Mr. Nichols had been askingabout their relationship.

UNIT 10176

6 My partner says he would never date someone at work. (page 132)� Listening � Speaking � Reading � Writing

WORKBOOK Assign Workbook Lesson 2for homework, or do in class.

• Pair. Read the instructions aloud. Askvolunteers to read the questions aloud. Clarifymeaning as needed. Ask the students to takeonly brief notes during their interview. Pointout that their focus should be on understandingtheir partners’ ideas, not on writing completesentences.

• Recap the discussion as a class. Encourage thestudents to clarify their opinions if theirpartners do not report them accurately.

• Group. Read the instructions aloud. Divide theclass into groups of three or four. Ask thestudents to assign group roles. Point out thatthe group must agree on what the companypolicies should be. Allow fifteen minutes for thetask.

• Recap by having each group write its policieson the board. Compare the lists, looking forsimilarities and differences.

Answers

2. not to let my (our) friendship interferewith my (our) work.

3. (that) you were worried about peopletalking in the office.

4. (that) Mr. Nichols knew about myfriendship with you.

5. (that) these things happened all the timein the workplace.

6. (that) you would never want to causeproblems for me.

UNIT 10 177

Lesson 3WARM UP

PRESENTATION Workplace Etiquette

• Set the stage. Ask the students to cover thearticle and look at the picture. Ask them todescribe the situation. Read the title andinstructions aloud. Elicit or provide themeaning of etiquette (good manners).

• Personalize the situation. Ask the students tothink about their own work experiences. Elicitexamples of good or poor workplace etiquette.Write the responses on the board.

• Focus on selected items. Ask the students touncover the article and skim it quickly, lookingfor the author’s main ideas or suggestions. Givethem one or two minutes to skim. Have themcover the article again and restate the mainpoints. Write the responses on the board. Elicitthe details the students expect the author toprovide as support for these main ideas. Writethe details on the board.

• Set the reading and listening task. Ask thestudents to read while they listen. Instruct themto underline the words or phrases that state themost important details of each of the author’ssuggestions. Play the cassette once.

• Check the reading and listening task. Directthe students’ attention to the list of main ideasthat they made after skimming. Elicit any

changes that they may want to make. Ask forthe details they underlined in the article.Encourage them to discuss why they feel thosedetails are the most important.

• Focus on vocabulary. Ask the students to findtwo words in the article that they are unfamiliarwith or that are used in an unfamiliar way, suchas advance being used as a verb. Ask them todiscuss these words in pairs and try todetermine the meaning from the context.Encourage them not to use their dictionaries. Asa class, discuss as many of the words as timepermits. For homework, have the students lookup their words in a monolingual Englishdictionary and then write definitions andexample sentences for each word.

• Engage the students in pair work. Read thediscussion topic aloud. Point out that this topicrelates both to work and to school relationships.

• Circulate and monitor progress. As youcirculate, notice whether the students arefocusing only on one type of relationship(school or work). If they are, prompt them withquestions about how they would initiate theother type of relationship. Recap as a class.

• Ask what is most essential to having goodrelationships. Encourage the students to thinkof the different interpersonal skills andstrategies they have discussed in your class. Ifnecessary, prompt by asking about specificskills or qualities, such as respect for otherpeople, honesty, openness, kindness, andwillingness to help.

• Encourage each student to identify the one skillor characteristic that he or she thinks is themost important. Write the responses on theboard. Ask the students for reasons andexamples to support their choices.

UNIT 10178

EXERCISES

1 I think that’s a good idea. (page 134)� Listening � Speaking � Reading � Writing

2 I can’t say I agree with you. (page 135)� Listening � Speaking � Reading � Writing

3 Online (page 135)(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

• Read the instructions aloud. Point out thatsome of Garth Night’s opinions are quitestrong, while others are stated moremoderately. Play the cassette once or twice.Recap as a class. Replay the cassette if needed.

Answers

(Wording may vary.)

Listening: He disagrees because a workercan become invisible.

Responding: He agrees.

Doing your homework: He agrees.

Taking time for small talk: He disagreesbecause he got into trouble this way.

Advancing new ideas cautiously: Hedisagrees, because if you don’t speak up,you’ll never be heard.

• Pair. Read the instructions aloud. Encouragethe students to refer to the article on page 133when choosing their answers. Circulate andassist with vocabulary as needed.

• Recap the discussion as a class. Tally the choiceson the board, then ask the students to explaintheir choices.

Answers

(Answers will vary.)

• Group. Read the discussion topic aloud. Dividethe class into groups of three or four. Ask thegroups to assign only a Manager and Time-keeper. As the students discuss their ownsituations, ask each group to choose one toshare with the class.

UNIT 10 179

4 Wrap Up (page 135)

STRATEGIES FOR SUCCESS

CHECKPOINT

Checkpoint activities help the students identifytheir areas of success in using the communicativeskills presented in the unit as well as areas in whichthey need improvement. Checkpoint activities canbe done in class, or they can be done as homeworkonce students have learned the procedures.

• As a class, read the communicative skills listedat the beginning of each lesson and in theCommunication Summary. Make a list of theseskills on the board. Ask the students to decidetheir level of competence with each skill andwrite it in one of the two columns in the book.Ask for volunteers to tell the class one skill theyhave learned well and one skill they need topractice. Encourage them to give detailed

responses. As an alternative, the students candiscuss their responses in small groups.

• In the Learning Preferences section, the studentsdecide which kind of activity they enjoyed mostin this unit. Explain that we do different typesof activities so that students can learn things indifferent ways. In some units, a student mayprefer one type of activity but may prefer adifferent type of activity in another unit. Beforecompleting this section, elicit examples of eachtype of activity from the unit. Ask the studentsto rank the types of activities according towhich type they liked the best (1) and whichthey liked the least (4).

Exercise 1• This activity simply offers a way to review and

reinforce the communication skills the studentshave already practiced. It’s mechanical andeasy to do, but it may remind the students ofthe many kinds of skills they have developed inEnglish.

Exercise 2• For this exercise, remind the students that it is

an old-fashioned grammar review process. Butpoint out that reviewing is appropriate not onlybecause the students have just completed thecourse, but also because it is a strategy for

continued learning after this course. Goodlearners don’t stop with a course; they keep onworking at English for the rest of their lives.

Exercise 3• At the end of a course, the students tend to feel

that their work is done now and that they can“relax.” Remind them that learning Englishgoes on forever and that once they finish thiscourse, they need to keep on trying outstrategies for all skills. Help them tounderstand the importance of maintaining anintrinsic or personal motivation to learn beyondthis English course.

WORKBOOK Assign Workbook Lesson 3for homework, or do in class.

• Group. Divide the class into groups of three orfour. Have the students assign group roles. Askeach group to write one or two policies for eachtopic in the list, in addition to one of their own.Encourage them to use language that would beappropriate for an employee policy manual orother formal company document.

• Ask the groups to write their policies on theboard or on transparencies. Alternatively, haveeach group read its policies to the class. Discusswhich policies are the most easily understoodand which are the fairest.

UNIT 10180

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summariesof the forms and skills they have learned in thisunit. Tell the class that they can use thesesummaries to review and practice what theylearned.

• Briefly model how to review using the GrammarSummary. Direct the students’ attention to thesummaries of causative verbs. Ask the studentsto write a “to do” list of four or five things theyneed to do in the next week. Point out that theseshould be brief notes, not complete sentences(shoes; copies; dry-cleaning). Ask the students totell a partner about the things on their list, usingcausative verbs (I need to get my shoes repaired).

• Have several volunteers report what theirpartners said (JongWon said he needed to get hisshoes repaired).

• Other grammar structures and communicationskills in the summaries can be practiced in asimilar manner.

• Look at the Communication Summary with thestudents. Read the name of each communicationskill, and ask the students to raise their hands ifthey feel they need more practice with that skill.Elicit ways that the students can practice eachskill in their daily lives. If enough students needextra practice with a particular skill, you maywish to devote class time to additional activitiesor role-plays that use the skill.

• Finally, the students analyze specific activitiesin the lesson on the basis of how much they feltthe activities helped them improve theirlistening, speaking, reading, and writing skills.As a class, review the activities for each specificskill area. After you have reviewed one skillarea, ask the students to decide which activityhelped them improve the most in that skill area.Make sure the students write their responses intheir books. They also should decide whichspecific activities they liked most and least.When answering these questions, the students

should indicate which lesson the activity camefrom. A possible format for this would be 2 (4),meaning Lesson Two, Activity Four. Remindthe students to give specific reasons why theyliked or disliked the activity.

• From time to time you may want to analyzeyour class’s responses to the Checkpointactivities. This can be done by asking thestudents to photocopy the pages from theirbooks after they complete the activity.

UNIT 10 181

Appendix

ADDITIONAL ACTIVITIES

Lesson 2, Exercise 5 (page 132)Dear Mom and Dad . . .

• In this activity, the students predict what willhappen to Lynn and Lee’s relationship.

• Ask the students to imagine it is now sixmonths in the future. As a class, brainstormquestions the students can ask about therelationship between Lynn and Lee. Are theydating? If so, is it causing problems in theworkplace? Has one of them been promoted?Have they discussed the relationship with theirfamilies? Write the questions on the board.

• Ask the students to answer these questionswith a partner. Encourage them to be creative

as they think of the possible outcomes of therelationship.

• Have the students write a letter from eitherLynn or Lee to their parents. The letter shouldtell the parents about the relationship and, ifappropriate, ask for advice.

• Ask the students to read their letters aloud.

• As an extension, the students can exchangeletters and write responses as if they were Lynnor Lee’s parents.

UNIT 10182

WORKBOOK UNIT 10 ANSWER KEY

Lesson 1, pages 83–85

Exercise 1

Exercise 2

Exercise 3Answers will vary.

2. got an optician to check your eyes

3. got a dentist to examine your teeth

4. had a hairdresser cut your hair

5. got a hardware store to make new keys foryou

6. got a prescription filled

7. got some clothes cleaned

8. had a pair of shoes repaired

2. People go to a mechanic to have their carsfixed.

3. People go to a dentist to have their teethexamined.

4. People go to a drugstore to have prescriptionsfilled.

5. People go to a shoe repair shop to have theirshoes repaired.

6. People go to a dry cleaner to have theirclothes cleaned.

7. People go to a hair salon to have their haircut.

8. People go to a hardware store to have keysmade.

UNIT 10 183

WORKBOOK UNIT 10 ANSWER KEY

Lesson 2, pages 86–88

Exercise 1

Exercise 2

Exercise 32. Pat told Lynn not to go out with Lee after

work and to see him only on the weekends.

3. Marge told Lynn to ask Lee if he was seriousabout his relationship with her.

4. Lucy told Lynn not to go out with Lee whileshe was working at the same company.

5. Rob told Lynn not to pay attention to whatother people thought.

6. Mike told Lynn to tell the people she workedwith to mind their own business.

7. Sam told Lynn not to worry about losing herjob if she continued to see Lee.

8. Anna told Lynn not to say anything to herfamily about Lee yet.

2. She said (that) Lee was dating Lynn.

3. She said (that) Lee gave Lynn a ride homequite often and she was curious, so she askedhim.

4. She said (that) he didn’t want to talk abouttheir relationship and that he and Lynn wereboth very private people.

5. She said (that) she had only talked to Lee.

6. She said (that) she didn’t know Lynn at all,but Lee was a very sweet guy.

7. She said it was too early to know that.

8. She said they had only been going out for amonth.

10. She asked how Celia knew that.

11. She asked if Lee was serious about Lynn.

12. She wanted to know what Lynn said aboutLee.

13. She asked if Celia thought they made a goodcouple.

14. She asked if Celia thought they would getmarried.

Lynn: That embarrasses me.

Lee: It embarrasses me too, but there’s nothingwe can do about it. Do you want tocontinue seeing me?

Lynn: Yes, I do. I really enjoy your company.

Lee: I like being with you too. I’ve never metanybody before that I could talk to soeasily.

Lynn: What I like about you is that you make melaugh. Everybody else around here is soserious.

Lee: Would you like to go to a party with me onthe weekend? The music will be good, andI want you to meet some of my friends.

Lynn: I’d love to, but I can’t go before 8 o’clock.I’m expecting a call from my family beforethat.

Lee: That’s no problem. The party won’t startuntil around 9. I’ll pick you up at around8:30.

UNIT 10184

WORKBOOK UNIT 10 ANSWER KEY

Lesson 3, pages 89–92

Exercise 1

Exercise 2

Exercise 3Answers will vary.

Exercise 41. courage

2. admirable

3. creativity

4. thorough

5. usefulness

6. aware

7. imaginative

8. inspiration

9. achievement

10. accomplishment

1. a - 5; b - 3; c - 4; d - 2

2. b

3. They spend at least 40 hours a week therewith individuals of similar backgrounds andinterests. Also, workers may be so busy thatthey don’t have time to socialize after work.

4. d

Errors are crossed out. Any necessary additions are bold.

Gina was buying for her boss some things one day when she ran into Ivan. They didn’t see hadn’tseen each other for a while, so they caught up on the latest news. Gina told Ivan she got had gotten a jobin the fashion industry and really loved it. Ivan said that he is was working as a part-time security guardwhile going to school. He was having so such a difficult time working and going to school at the sametime that he couldn’t get enough sleep. Gina told him that things will would get better.

Tony talks is talking to Sofia in the college library. Tony knows that if he will want wants to go tocollege in the US, he will have to pass the TOEFL. However, he’s sure that if he doesn’t didn’t have totake the TOEFL, it will would be easy for him to get into college. He is resisting to prepare preparing forthe test because he hates taking tests. Sofia is trying to encourage that he think him to think positively,and he agrees to stop to talk talking and to start studying.

Ivan, Nelson, Tony, Gina, and Lynn have gotten together. They didn’t see haven’t seen each otherfor a while, so they’re happy to have the chance to talk. Several people who used to be in their classaren’t in the States any more. Yumiko has gone back to Japan and found a job she really likes. She’s beenworking there since for six months. Oscar is in Spain and hopes to open his own restaurant. Tony hascalled up him has called him up a few times and knows what has Oscar been doing Oscar has beendoing. Perhaps if Oscar didn’t go hadn’t gone back to Spain, he would open have opened a restaurant inthe States.

185Tapescripts

UNIT 1

Lesson 1

Moving On (p. 1)Listen and read.

Gina: Ivan, is that you?Ivan: Gina? What are you doing here?Gina: I’m just picking up some supplies. I’m

working as a buyer’s assistant, and Irun errands for her. I’m finallyworking in the fashion industry! Nextweek I go to San Francisco with myboss, and the week after that I’mhelping to arrange a charity fashionshow here in Riverside. How are youdoing?

Ivan: Fine, . . . great, . . . a little sleepy. I’mfinishing up a training course at thetechnical college. I’m trying to get a jobas a help-desk technician.

Gina: You look a little tired. You should getmore sleep.

Ivan: I can’t. I have a part-time job as asecurity guard, and my hours arecrazy. Tonight I start work at 9:00, andall this week I’m working nights until6 A.M. Then next week after I finish myclasses, I switch to days. It’s a crazyschedule. I can’t wait to get a betterjob.

Gina: Don’t worry. You will. Help-desktechnicians are really in demand thesedays. Hey, I’m not going back to workfor a couple of hours. Do you havetime for coffee? I haven’t seen you in awhile. We can catch up on our oldclassmates.

Ivan: Sure . . . and I’d also like to ask youradvice about a presentation I’m givingin class next week.

Lesson 2

I’ll ask him to give you a call. (p. 5)Listen and read.

Ivan: I’m going to order another drink. Doyou want another one?

Gina: Sure, I’ll have another ginger ale. Didyou say you had an e-mail from Tony?

Ivan: Yes. He works at a small factory thatmakes toasters.

Gina: I thought he was interested injournalism.

Ivan: Yes, but he wants to experience the lifeof a U.S. worker before he goes tocollege.

Gina: Interesting. Oh, guess what Sofia’sdoing.

Ivan: Working at a hospital?Gina: Close. She’s working as a paramedic

right now. She wants to get moreexperience in the medical field beforeshe applies to pre-med.

Ivan: That makes sense. What aboutYumiko?

Gina: She went back to Japan. And . . . Lynnand I are sharing an apartment. Rightnow she’s working for a governmentagency that helps immigrants findjobs. She wants to be a social worker,so she’s going to college at night. Bythe way, have you heard from Nelson?I heard he’s in the computer business.

Ivan: Yes, I talked to him the other day. Hejust got a job with a company thatdesigns websites.

Gina: That’s great. I may need his help. I’dlike to design a website for peoplestudying English—a place for peopleto share their experiences and getsupport. I’m sure similar websitesalready exist, but mine is going to beunique.

Ivan: That sounds great. I’ll ask him to giveyou a call.

1 When would be a good time for us to gettogether? (p. 6)

Gina and Nelson are talking on the phone trying to makean appointment to see each other. Listen to theirconversation and complete their calendars.

Nelson: Hi, Gina. This is Nelson.Gina: Hi, Nelson. How are you doing?

Nelson: I’m doing fine, thanks. Ivan said youneed help with your website.

Gina: Yes, I was wondering if we could meetand talk about it. I work every day inthe morning, but we may be able to get

T A P E S C R I P T S

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together in the afternoon or evening.Nelson: Sure. When’s a good time for you?

Gina: How about Monday evening?Nelson: That’s not a good time for me. I’m

picking up a friend at the airport. Icould meet you for lunch, though.

Gina: I can’t. I’m having lunch with a friend.Maybe Tuesday, oh wait, no, Tuesdaywon’t work either. I have to go to thedentist in the morning, and I’m havingdinner with my boyfriend, John, in theevening. How does your Wednesdaylook? Mine is open.

Nelson: Wednesday is out for me. I’mattending a workshop the whole day.Do you have any free time onThursday? I need to go to the bank inthe afternoon, but I’m free in theevening.

Gina: I have a long day at work, and thenI’m going shopping with Lynn in theevening.

Nelson: And Friday I’m busy the whole day.By the way, I’m going out with Ivanand Tony in the evening. Would youlike to join us?

Gina: No, I can’t. I have to get the oilchanged in my car and then I’m goingto a birthday party.

Nelson: Do you work on Saturday? We may beable to meet in the afternoon after Ifinish my report on Wednesday’sworkshop.

Gina: No, I don’t work on Saturday, but I’mswamped all day. In the morning, I’mgoing to the gym and cleaning theapartment. I have a hair appointmentin the afternoon, and I’m going outwith John in the evening. Well, listen!I really do want to talk to you aboutmy website. Let’s try again next week.I’m sure we can find some time in ourbusy schedules. I’ll call you thisweekend.

Nelson: OK, sounds good.

Lesson 3

Working across Cultures (p. 8)Have you ever thought about working in anothercountry? Listen and read an article with some useful tips.

Relocation within one’s own country involveschanging cities, homes, schools, and offices. Moving

abroad involves these changes, but in addition, thisrelocation includes lifestyle and cultural changesand different work ethics and attitudes.

If you have had previous experience conductingbusiness overseas, you will certainly have a morerealistic idea of what life and work will be like inyour new country. Yet, there is no substitute forliving there. When you actually relocate abroad, itwill help if you attempt to be flexible, tolerant, andopen-minded when you meet people with differentcultural values.

To succeed in international business efforts, youmust first understand the country’s culture andmanners as well as what is considered acceptablebusiness protocol—in short, how individuals withinthis culture think. For example, in some countries, itis important to establish a more personalrelationship, such as at a social dinner, with yourbusiness associates before you meet with themprofessionally. Likewise, some managers will beappalled if you begin a business transaction beforethe standard “getting to know you chat.” In othercountries, the business dealings may takeprecedence over social gatherings and may evenreplace them.

In addition, little things such as the properpresentation of business cards or addressing peopleonly by their last names can have a tremendousimpact on whether or not you will succeed inbusiness within a particular country.

If your new assignment requires anotherlanguage, you should at least have a basicknowledge of that language before you beginworking in the country. After that, any sincere effortto learn the language will be highly regarded andvalued by your foreign colleagues.

1 Didn’t the mailroom use to be here? (p. 9)Tony’s boss, Ms. Simms, is showing the floor plan of thenewly remodeled factory to an employee who just cameback from an overseas assignment. Listen to theirconversation.

Ms. Simms: Well, tell me, Bob, how did you enjoyworking overseas?

Bob: It was great. I met some veryinteresting people and learned a lotabout their customs and businesspractices. By the way, what’s newaround here?

Ms. Simms: Oh, haven’t you heard? The company’sbuilding a new factory. As a matter offact, I was just looking at the floorplan. Here, take a look.

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Bob: Hmm, quite impressive. I see wherethey’ve made a number of changes.(pause) Didn’t the mailroom use to behere?

Ms. Simms: Yes, it did. But now it’s the supplyroom.

Bob: And didn’t accounting use to be here?Ms. Simms: No. Maintenance has always been

here.

UNIT 2

Lesson 1

Learning the Corporate Culture (p. 14)Yumiko has a job at the Fujifilm™ lab in Japan. Her jobis testing the newest color film. Listen as she reads herletter to Lynn.

Yukimo: Hi, Lynn,Guess what? I got the job at Fujifilm I was telling

you about. I’m working in the film-processing lab.My title is Film Specialist, and, as a new hire, I’m inthe Class F salary range. That means that the salaryI’m getting now is my base pay, and, according tomy present contract, I get a 5 percent increase eachyear over that salary level.

The company has an excellent benefits program.I’ll get a bonus in the summer and in the winter. Ialso have 10 paid vacation or sick days a year, plusgovernment-approved holidays—some as long as anentire week! Those long holidays are a definite perk.Don’t you agree?

As a junior employee, I’m expected to organizeoffice parties and functions like the spring flowerviewing in the park. I can anticipate working longhours, and I’m never supposed to leave the officebefore my boss does.

All decisions are considered group decisions andthey require unanimous support from all themembers of our team. This slows down the processa bit, but it allows everyone to share in the rewardor blame. I think it’s a very good policy.

Well, tell everyone in Riverside I send myregards. Write soon.

Yumiko

4 Fujifilm saves the koala. (p. 16)Listen to the news broadcast about one of Fujifilm’s localprojects. Mark the sentence True or False.

Hanimex, Fujifilm’s distributor in Australia, issupporting a project to relocate koalas from landunder development to secure areas. The AustralianKoala Hospital Association is focusing its work on

the Gold Coast, using satellites to monitor the koalasin their new location. Hanimex saw a naturalcommon interest: “We thought it particularlyappropriate to assist in such a worthwhile project, asthe koala must be one of the most photographedanimals in the world.” One of the relocated koalas,Fuji, has become a TV star as crews follow her careprogram.

Lesson 2

Training to Be a Chef (p. 18)Oscar is back in Spain training to be a chef in his uncle’srestaurant. Listen as he explains his plans to Tony.

Oscar: Hey, Tony, how’s it going?Tony: Wow, Oscar, are you calling from

Spain?Oscar: Yeah, I’m at my uncle’s restaurant. I

practically live here now.Tony: You’re finally in the restaurant

business. So, how’s it going?Oscar: Well, I work long hours—every night

of the week—and sometimes I feeltotally exhausted. But then I look outinto the dining room and see peoplehappily eating my paella or myroasted chicken. And I feel happy, too.

Tony: You talk like a true chef. Do you planto open your own restaurantsometime?

Oscar: Oh, yeah, sure. I’m actually learning alot here, but my uncle makes all thedecisions. It’s his place. He’s the boss.

Tony: Well, I know you can cook beautifully,but what about the business side of it?Are you learning enough to handle themoney on your own?

Oscar: Once in a while I do some ordering,but you’re right, I need a lot moretraining in the business. And that’swhy I’m here! Well, I have to go now.Send me an e-mail.

Tony: Sure. Tomorrow. Take care. Bye.Oscar: Bye.

4 The restaurant is busiest on Saturdaynights. (p. 21)

Listen to the conversation between Oscar and his uncle.Circle the correct answer to complete each sentence.

Oscar: It’s not very busy today, is it?Uncle Alonzo: It’s never busy in the afternoon,

especially on Saturdays. But we dohave a few customers outside.

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Oscar: Oh yeah, a few people aredrinking coffee at the tablesoutside, but they aren’t orderingany food.

Uncle Alonzo: Well, you’d be surprised how allthose espressos add up.

Oscar: Really?Uncle Alonzo: Yeah, besides, people like to go

out, but they don’t always want afull meal. I enjoy providing arelaxed atmosphere where peoplecan sit and talk or just watch thepeople walk by. They usuallyorder something, even if it’s only acup of coffee and a pastry. By theway, how was the lunch crowdtoday? I got held up at the bank.

Oscar: It was crazy. It seemed as thougheveryone came in at once andfilled all the tables. They gobbleddown their food, and then they allwanted to pay at the same time.We couldn’t move them out fastenough.

Uncle Alonzo: It didn’t use to be like that. Peopleused to take their time and relax atnoon, but these days everyone isin a hurry. Their lunch break is tooshort! (sighs)

Oscar: That’s the modern world. Alwaysin a rush! . . . We serve most of ourmeals at lunchtime, don’t we?

Uncle Alonzo: Oh no, it just seems that waybecause you’re so busy. We servemost of our meals at dinnertime.Remember, we serve dinner from 7P.M. to midnight. It’s just not sorushed.

Oscar: Hmm, well, we have more peopleon staff during the day, don’t we?

Uncle Alonzo: Actually, we have more staff on atnight. I guess you feel morerushed at lunchtime becauseyou’re fixing lunch and preparingfor dinner at the same time.

Oscar: Maybe so . . . You know what?Everybody loved that new chickendish I made for lunch today.Fantastico, they said.

5 I’m going to start simply. (p. 21)Listen to the conversation between Oscar and his fatherand write notes about how each person handles thesituation.

Oscars’s father: Oscar, sit down for a minute. Youraunt Petra tells me you’ve beenworking nonstop at the restaurantevery day.

Oscar: It’s true. Last Saturday was a goodexample. We were busy getting thespecials ready when a touristgroup showed up. We hadn’t evenopened yet, but they would havegone somewhere else if we didn’tlet them in. Uncle Alonzo wasrunning around screaminghysterically at the kitchen staff,and Aunt Petra was patientlytrying to calm him down. Thewaiters hadn’t arrived yet, so Iyanked off my apron and went outto take the drink orders.

Oscar’s father: Had you ever waited tables beforethat?

Oscar: No, I hadn’t. But I was able tohandle it just fine. Then AuntPetra came out to take the foodorders, so I could go back in thekitchen and start cooking.

Oscar’s father: I guess there are a lot of skillsinvolved in running a finerestaurant.

Oscar: That’s for sure. You have to treatcustomers politely, deal with thestaff patiently, keep the booksaccurately, and my favorite: youhave to cook like a maestro.

Oscar’s father: I’m impressed. Are you thinkingof opening up your own business,someday, or do you want to staywith Alonzo?

Oscar: Well . . . actually, I’ve beenthinking about it a lot. I’ve beenplanning to ask you if you wouldlike to go into business with me.

Oscar’s father: I’ve been thinking about it too. Idon’t want to do anything in ahurry, but it’s a definite possibility.Let’s keep talking about it.

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Lesson 3

Planning for Retirement (p. 22)Listen and read the article about recent changes inJapan’s working conditions.

Tomoki Sato can’t wait until he can pack up thethings in his office and never return to it. That day iscoming up soon for him. Mr. Sato is one of themillions of aging Japanese workers who areapproaching their retirement.

Japan’s public and private pension systems faceserious problems because of the nation’s rapidlyaging population. The Institute of PopulationProblems at the Ministry of Health and Welfareestimates that the number of people age 65 andolder will nearly double by 2020, reaching 32million. Senior citizens will make up about 25percent of Japan’s population, the highestproportion in any major industrial country.

Because return on investments has been low andthe number of retirees has been rising, companieshave been forced to increase employee pension-plancontributions.

There are two basic corporate pension schemes:employee pension funds, which are managed byoutside organizations, and tax qualified pensions,managed by companies in-house. These pensions are completely separatedfrom the public pension insurance system.

At retirement, employees are usually paid theirpensions in one of three ways: lump sum, annuity (aportion each year), or a combination of the two. Thecurrent eligible age for public pension payments is60.

Mr. Sato has already made plans for his daysaway from the corporate world. But he could notafford some of those plans if he were merely relyingon his pension. Thanks to his wise investmentstrategies, he will have enough money to take acruise or buy a farm.

UNIT 3

Lesson 1

I’m suffering from test anxiety. (p. 28)Listen and read.

Tony: Do you know what I hate?Sofia: No, Tony. What do you hate?Tony: Tests. I don’t see how I can go to the

university.Sofia: You’ll have to pass the Test of English

as a Foreign Language, the TOEFL.

Then you might have to take otherexaminations. And that’s before classesbegin.

Tony: Yeah, I know what the TOEFL is, but Idon’t know how I can possibly pass it.

Sofia: What you have is a bad case of testanxiety. Think about the cover letteryou have to write with your admissionapplication and you won’t feel so badabout the TOEFL.

Tony: But . . . I can be creative with a coverletter. Besides, I’ll have you to help mewrite it. I have to take the TOEFL allby myself.

Sofia: Well, what’s wrong with that? Youneed to know that stuff if you want toget into the university. Journalists arewriters, you know.

Tony: Yeah, but I want to go into broadcastjournalism.

Sofia: You’ve still got to know how sentencesare put together. Anyway, the TOEFLis not going to be that difficult.

Tony: It won’t be for you. You probably don’teven need to study.

Sofia: Yes, I do, and if we don’t get started,neither of us will pass. I wonder whywe came here. We could have had thisconversation in a coffee shop.

Tony: OK, I promise. I won’t talk until Iknow every grammar rule.

Sofia: It’s a deal.

2 Do you know what my score is? (p. 29)Tony and Sofia have gotten the results of their TOEFL.Listen to their conversation and write their scores in eachsection.

Sofia: Hello?Tony: What did you get?Sofia: What did you get?Tony: I asked you first.Sofia: You passed. I can hear it in your voice.Tony: I did pretty well. I guess I do know

English grammar.Sofia: I’m not surprised. I did OK, too.Tony: You don’t even have to tell me. You

are so smart, it’s not even funny.Sofia: What are your scores? Tony: OK, are you ready for this? A 24 in

Listening and 26 in Reading.Sofia: That’s impressive. I got 28 in Reading,

but I only got a 20 in Listening.

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Tony: You’re kidding . . . a 20 in Listening? Sofia: Don’t rub it in. I don’t know what

happened.Tony: But you got a 28 in Reading. That’s not

too shabby. What did you get in theStructure and Writing section?

Sofia: 26.Tony: Wow! That’s good. Sofia: Yes, What about you?Tony: 24.Sofia: So . . . our scores are pretty close

overall.Tony: Yes. The main thing is that our scores

are high enough to qualify us for theuniversity! I’m so relieved—I thinkI’m finally going to be able to get agood night’s sleep.

Sofia: What a way to celebrate! My uncle istaking us out to dinner.

Tony: That’s great. Have a good time.Sofia: OK. Thanks for calling. Bye.Tony: Bye.

Lesson 2

I need some time to adjust. (p. 32)Listen and read.

Steve: So how do you like the class?Nelson: You mean the graphic design class?

Oh, I love the class, but I need sometime to adjust.

Steve: What do you mean?Nelson: Well, I’ve never been in a class with

Americans before.Steve: Oh . . . I think I understand. It’s a

different culture. I’d probably feel thesame if I were going to school in yourcountry.

Nelson: Yes. Part of it is cultural, and part of ithas to do with my English. When I’mwith native speakers, I’m worried thatI might make a mistake and belaughed at.

Steve: I think your English is very good. Ofcourse you have an accent, but hey,who doesn’t? How long had youstudied English before you came here?

Nelson: For three years in high school, but Ididn’t learn much. It was kind of likethe Spanish you learn here in highschool.

Steve: I know what you mean. I had studiedSpanish for a couple of years before I

went to Mexico, but I had such a hardtime communicating with peoplethere. The nice thing about this class,though, is that most of it is hands-on,so you don’t really have to talk much.By looking at your first assignment, Ican tell you’re very good at workingon the computer.

Nelson: So are you.Steve: I’m OK now, but I didn’t know a thing

about computers two years ago. BeforeI started my new job, I hadn’t eventouched a computer. I never thoughtI’d be interested in it.

Nelson: I hadn’t had any experience withcomputers before I came here either.As soon as I arrived, though, I boughta used computer and started using itin my spare time. Now my love affairwith the computer is really paying off.

UNIT 4

Lesson 1

Starting Work (p. 42)Ivan has just completed a training program for help-desktechnicians, and he’s starting his new job at SanchezSports Design. He’s getting some advice from Gina.

Ivan: Hello.Gina: Hi, Ivan. I’m sorry I cut you off, but I

had to answer the other line.Ivan: Oh, hi, Gina. Thanks for calling me

back.Gina: So you want some advice about your

new job at Sanchez Sports Design?Ivan: Yes, I was wondering how I can start

off on the right foot, so to speak . . .Gina: Well, from my own experience,

companies want to find out if newemployees can do the job and if theycan get along with their co-workersand supervisors. Both are important.

Ivan: I guess the company thinks I can dothe job since they hired me.

Gina: Yes, but to get ahead, you have to doyour work well and on time.Companies also value people who areeasy to get along with and responsible.The way you do your work and howyou act can either make or break you.

Ivan: Well, what can I do to get ahead?Gina: Your supervisor will usually show you

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how to do something. Listen carefully,watch, and then follow directions. Ifyou don’t understand, ask questions. Ifyou’re having trouble doingsomething, don’t give up. And don’tbe afraid to ask others for help.

Ivan: I don’t want to make mistakes, so I’dbetter face up to the fact that I need tobe careful.

Gina: Right. Don’t try to do too much toosoon. And don’t look down on yourco-workers or supervisor. Above all,don’t get into gossiping about thecompany, your supervisors, and co-workers.

Ivan: Gee, thanks, Gina. I knew I couldcount on you for sound advice.

Lesson 2

Meeting the Boss! (p. 46)Ivan is meeting his new boss, Mr. Sanchez, for the firsttime. Listen and read.

Mr. Sanchez: Come in, Ivan. Have a seat.Ivan: Thanks.

Mr. Sanchez: How do you like your job so far?Ivan: I love it. This is the kind of

company I’ve always wanted towork for.

Mr. Sanchez: I’m glad to hear that. Is all yourpaperwork completed?

Ivan: No, sir. I have an orientation withHuman Resources tomorrow. Iguess we’ll get it done there.

Mr. Sanchez: This is your first job as a help-desktechnician, isn’t it?

Ivan: Yes, it is. I just finished mytraining about a month ago. Icame here from Russia a couple ofyears ago.

Mr. Sanchez: Interesting. I have a brother whoused to work in Kiev in Ukraine.

Ivan: Oh, I have relatives in Ukraine.How long did he work there?

Mr. Sanchez: For a couple of years. Would youmind if I gave him your e-mailaddress? I’m sure he’d like to talkwith you.

Ivan: I wouldn’t mind at all.Mr. Sanchez: I come from Mexico myself, so I

know how it feels to live and workin a new country. It takes a while

to feel completely adjusted. I’vebeen here about ten years now.

Ivan: Yes . . . but it’s been a greatlearning experience for me.

Mr. Sanchez: I’m sure it has. Well, listen. Let meknow if there’s anything I can doto help. My door is always open.

Ivan: Thank you, sir.Mr. Sanchez: You’re welcome. It’s been nice to

meet you.

3 Ivan’s Benefits Package (p. 48)Listen as Susan explains Ivan’s benefits package. UnderIvan’s name, write notes about each of the benefits listed.

Susan: I’ll run through the list of benefitsyou’re entitled to. If you have anyquestions, stop me and I’ll answerthem. You have two weeks vacationwith three personal days and five sickdays, as well as ten paid holidays.

Ivan: Sounds good to me! Three personaldays . . . they’re for personal business,right?

Susan: That’s right. We have full medicalcoverage and some dental coverage.Employees pay a percentage of thecosts.

Ivan: I guess that’s the way most plans are.Susan: Yes . . . The work week is forty hours.

Ivan: Will I get paid overtime if I work morethan forty hours?

Susan: No, I’m afraid not—because you’re ona weekly salary, not an hourly wage.

Ivan: I see . . . Well, what about a bonus?Will I get one?

Susan: That depends on how your work goes.Now about retirement plans . . . wehave a 401-K plan. I’ll give you somematerials to read about it. Then youcan come back with questions if youhave them.

Ivan: OK. Thanks a lot.

Lesson 3

Why I Hate E-mail (p. 50)Listen and read.

Why I Hate E-mailby Beverly Marks

Ever since e-mail came into my life, things havebeen getting progressively worse at the office. Suree-mail makes it more convenient, but convenient for

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whom exactly? Certainly not me. My formeridentity as a one-thing-at-a-time goof-off isgradually being replaced by a multi-tasking fiend.

Ever since the beeping red light startedannouncing “you’ve got mail,” I have been learningmore about company policy and issues; I have beenworking longer hours; I’ve been staying later at theoffice; and darn it, I have become more efficient.This may be good for the company, but it sure doestake a lot out of me.

E-mail means my superiors can send me memosin seconds, and they can prove that I received them.E-mail means I have to think up creative new waysof pretending that I have not gotten instructions ordocuments that I should have read before a certainmeeting. “Sorry, my computer crashed” will onlywork so many times. And not only do my variousbosses have better lines of communication with me,but I am also expected to respond to them ingrammatical English. I miss the old days of thephone call when I could get through a conversationwithout having to worry about where I’m puttingmy commas.

E-mail has also severely diminished gossip timeat the water cooler. I used to enjoy hearing about mycolleagues’ misadventures in boardroom meetingsand out in the field, but now my colleagues keeplarge bottles of water on their desks, and allpersonal information comes electronically. However,due to the public nature of e-mail, I no longer getthe juicy bits. Instead, I receive cautiously wordedannouncements. But, once in a while, I would like tolaugh the way I did when Rita from Accounting toldthe story of the executive who showed up at animportant presentation wearing two different-colored shoes.

Beverly Marks lives, works, and writes e-mail inSt Louis, Missouri.

3 I design websites. (p. 51)Listen to Ivan and Nelson talking about their jobs. Thenread the statements. Write I next to the tasks Ivanperforms. Write N next to the ones Nelson performs.Write I/N if they both do the task.

Nelson: I hear you’re very popular with yourco-workers.

Ivan: Yes, everyone is nice to the help-desktechnician. When I first started, I waswondering if I would fit in, buteveryone has been pleasant.

Nelson: You must be very important to them.Ivan: They do call me a lot. Last week,

Human Resources had to post somepolicy changes on the interoffice e-maillist, and they were having problems.They couldn’t figure out where theaddress book they needed was located.

Nelson: Hmm, I’m surprised they couldn’tfigure that out!

Ivan: They say they’re people people, nottechnology people.

Nelson: I see. I wish I were a people person.I’ve been having trouble with someclients recently. I was supposed to gettheir website finished by the first oflast month, but we kept having troublewith the design. One partner gave methe specifications and information, andI had everything completed. Then hispartner came along and said I haddone it all wrong. It wasn’t my fault,but I had to change it anyway. Thesecond guy insisted that he wanted acomplicated cityscape in thebackground. I couldn’t get him to keepit simple to use and easy to download.But in the end I had to do it his way.

Ivan: You had to make a website that youdidn’t like? That must be frustrating.

Nelson: It sure is . . . Hey, do you ever get towork on your company’s website?

Ivan: I don’t get to do any design work likeyou do, but I maintain it. I help thedifferent departments keepinformation up to date, but I don’t dothe creative stuff.

Nelson: That’s too bad; it’s fun designing. Iwish I could just design the sites, but Ihave to do the maintenance as well.

Ivan: I also have to train people; that’s kindof fun.

Nelson: I bet you’re a good instructor.Ivan: I hope I am. If my training session is

effective, there’ll be less work for me todo.

Nelson: Yeah, people won’t be calling you forevery little thing.

Ivan: I’m so busy anyway! They call, theysend e-mail, and they even come downto the basement to talk to me inperson. But it’s nice to be needed. AndI do enjoy my job.

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UNIT 5

Lesson 1

A Learning Experience (p. 55)Ivan is talking to Mr. Sanchez after his first technicalassisting job. He had a hard time trying to fix the salesmanager’s computer.

Mr. Sanchez: Ivan, have you finished fixing RickDillon’s computer yet?

Ivan: Is he the sales manager?Mr. Sanchez: Yes, the one who reported that he

couldn’t open his files.Ivan: Well, I had a really hard time

trying to fix his computer.Mr. Sanchez: Why’s that?

Ivan: First of all, I tried the disk that wasin the computer.

Mr. Sanchez: And?Ivan: I got an error message. So I asked

him if he had any other disks, andhe pointed to a diskette box thatwas on the bookcase.

Mr. Sanchez: I see.Ivan: But when I tried another disk, I

still got an error message.Mr. Sanchez: So what did you do?

Ivan: Well, I rebooted the computer andtried again, but I got the sameerror message. Then I tried acomputer that was in the nextoffice, but the same thinghappened.

Mr. Sanchez: Ivan, do you remember thewoman I introduced you to in myoffice last week? Judith Wu?

Ivan: Yes?Mr. Sanchez: Well, she has a manual that I want

you to look at. Look up the sectionthat deals with magnetic media.Then come back and tell me whatthe problem was.

Ivan: I’m on my way, Mr. Sanchez.Mr. Sanchez: By the way, Ivan, don’t ever

hesitate to talk to me about aproblem. My door is always open.

Ivan: Thanks, Mr. Sanchez.Mr. Sanchez: And Ivan, we appreciate the work

you’re doing for us. You’re avalued member of our team.

4 The man who is the sales manager usedto work in a department store. (p. 57)

Look at the list of employees who work at Sanchez SportsDesigns. Ivan is telling Gina about them. Listen andwrite what they did before.

Gina: Tell me about the people at work.Ivan: Well, the man who is the sales

manager used to work in a departmentstore. His name’s Rick Dillon. And Ithink I told you that the man whoowns the company used to be a tennisplayer.

Gina: Carlos Sanchez?Ivan: Uh-huh. And my friend Ben Yakamura

was a student. He just graduated fromcollege; he’s Mr. Sanchez’s assistant.

Gina: His assistant?Ivan: Yes. And the woman who supervises

the Human Resources Departmentused to work in an insurance company.That’s Susan Sullivan. I think I’vementioned her name before.

Gina: Yes, I think you have. She’s the onewho gave you all those forms to sign.

Ivan: That’s right. Then there’s ourreceptionist, Sara Gleason. She used tobe a teacher. And the person whodesigns our web pages used to workfor a fashion magazine. Her name’sMaria Artigas.

Gina: Hmmm . . . I’d like to meet hersometime.

Ivan: And let’s see. Judith Wu, the womanwho heads up our NetworkManagement Team, was a collegeprofessor. And Cindy Hoffart, who’sour office manager, used to work for alarge import-export company.

Gina: That sounds like an interesting groupof people.

Ivan: Yes . . . And they’re all very nice too.

Lesson 2

Trial and Error (p. 59)Ivan and Mr. Sanchez continue to discuss the problemwith Rick Dillon’s computer. Listen and read.

Mr. Sanchez: Did you get the book from Ms.Wu, Ivan?

Ivan: No, I went to get it, but she wasn’tin her office.

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Mr. Sanchez: You could’ve left her a message.Ivan: Yes, I guess I could have. But I did

figure out the problem.Mr. Sanchez: Great. So what was the problem?

Ivan: There was nothing wrong with thecomputer. The problem was withthe diskette.

Mr. Sanchez: The diskette?Ivan: Yes, you see, the diskette I was

using was damaged, probablybecause it’d been sitting in brightsunshine.

Mr. Sanchez: I see.Ivan: And when I tried another diskette,

it was from the same box sitting inthe direct sunlight.

Mr. Sanchez: So how did you finally figure outthe problem?

Ivan: I got one of my own diskettes thatI was sure was fine and tried it onMr. Dillon’s computer, and itworked. I should’ve known better.

Mr. Sanchez: You did what I would’ve done.You followed a trial-and-errorpattern.

Ivan: Thank you, Mr. Sanchez. Oh, I’mjust curious . . . you knew whatwas wrong, didn’t you?

Mr. Sanchez: Yes, I did, and I could’ve told youright there, but I wanted you tofigure it out yourself. Frankly, Iwanted to test your problem-solving skills.

Ivan: And did I pass?Mr. Sanchez: You sure did, Ivan. You sure did.

Lesson 3

E-mail Connections Unlimited (p. 63)Listen and read the following ad.

Find True Love in the Comfort of Your Own Home.Read three stories of e-mail romance and draw yourown conclusions.

Jeanette Harrison is flying to England next weekto take up permanent residence as Mrs. RobertElliot. “One year ago, if you had told me that I wasgoing to marry an Englishman and move to London,I would have laughed in your face,” said the futureMrs. Elliot, who currently resides in Pocatello,Idaho. “But that’s not true any longer. Thanks to E-mail Connections Unlimited, I’m going to start awhole new life.” Ms. Harrison says she thoroughly

enjoyed her online courtship of eight months. “Wewrote to each other every day and sometimes morethan once a day. You can really get to know a lotabout the person that way. By the time Robert flewout to Pocatello to meet me, I was pretty sure that hewas the one.”

Anthony Mari, of Carson City, Nevada, says thathe had given up on regular dating services. “I usedto use the newspaper ads, but not anymore. I wouldgo out with a different girl every couple of weeks,but none of them worked out because I wasn’t readyto get serious. So, not only did I feel bad about notcalling the girl back, but I would also see her aroundtown sometimes, which was usually embarrassing,if not totally awkward. As a result, I like the idea ofgetting to know someone anonymously. My e-mailconnection may sit next to me on the bus and neverknow who I am unless we decide to take it to thenext level.”

“I hate blind dates, I hate singles bars, and I’mtoo busy to take a class or any of those other socialactivities that people suggest,” says Lucille Kinkaid,a literature teacher from Baton Rouge, Louisiana,who is currently involved with a bookstore owner.“Basically, if I hadn’t discovered E-mailConnections, I’d still be alone with my books. But Idon’t feel alone any longer. Not only does Adrianshare my love of literature, but he also has awonderful way with language. When we met inperson for the first time, I actually suggested thatwe continue to e-mail because I enjoy reading hismessages so much.”

UNIT 6

Lesson 1

Coping at Work (p. 69)Listen and read.

Nelson: I’m glad Gina got these tickets. Iwouldn’t have had time to even thinkabout going out if she hadn’t called.

Lynn: Busy, huh?Nelson: Yeah, I’m either working or sleeping.

Lynn: You don’t sound happy.Nelson: I’m going nuts! I’ve got to finish three

websites by the end of next week! Ineed some support, but everyone theysend to help me is incompetent. I don’tknow what to do.

Lynn: What do you mean, everyone isincompetent?

Nelson: I mean they don’t know what they’re

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doing. I have to teach them everything.What would you do in my situation?

Lynn: I don’t know what I’d do in yoursituation. But when I have to workwith new people, I always take thetime to get to know them. If we canestablish a good working relationship,I find it easier to make the projects gomore smoothly.

Nelson: How do you find the time?Lynn: Either I postpone something that’s less

important or I stay late. Once in awhile I do both.

Nelson: Hmm, I’m used to figuring outeverything by myself. Maybe I shouldcome to you for advice more often.

1 If you work late too often, you should dosome work on your schedule. (p. 70)

Now listen to the cassette. Put a check next to the letter ofeach sentence that matches Lynn’s advice. Did Lynn giveNelson the advice that you agreed with? Discuss youranswers.

Nelson: I have trouble working with otherpeople. I always feel that I can get thework done more quickly if I just do itmyself.

Lynn: Well, I agree that you can get workdone more quickly if you do ityourself, but sometimes a team canproduce a better product than anindividual. You remember the oldsaying that two heads are better thanone?

Nelson: Yeah, so what should I do?Lynn: Well, I got a great deal out of the

workshop on collaboration I took. Itwas difficult for me because I wasn’tused to thinking about my role ingroups. It helped me a lot and I thinkit would help you.

Nelson: You think I should take a course ingetting along with people?

Lynn: I know you already get along withother people socially. This workshopdeals with working with other peopleon specific work projects.

Nelson: Oh.Lynn: Yeah, in the workshop, I learned to

learn from other people who had skillsI didn’t have and to see teamwork asan opportunity to improve my ownskills. I bet you will too.

Nelson: I think I see what you’re getting at. It’sa challenge to learn from someonewho’s different from you.

Lynn: Exactly!Nelson: But what if that person doesn’t want to

learn from me? I’ll lose control of theproject. I don’t know how to tellpeople I don’t agree with their ideas,so it seems that I either have to shutmy mouth and let them have their wayor make them angry.

Lynn: Oh, Nelson, you have more choicesthan that. You’ll see when you take theworkshop that there are ways ofasking questions and learning aboutthe other person’s perspective that canopen things up for discussion withoutmaking the person angry. Here’s thenumber of the organization that doesthese workshops. Here I’ll write it onthis card . . .

Nelson: Thanks a lot, Lynn.Lynn: No problem. I have to go now. See you

soon.Nelson: Bye.

Lesson 2

That’s how it is. (p. 73)Listen and read.

Nelson: Can I talk with you for a moment, Ms.Ho?

Ms. Ho: Make it quick, Nelson. I’ve got to givethis report to the Sales Department bythe end of the day.

Nelson: Well, it’s about my work schedule. I’vealready worked thirty hours this week,and it’s only Wednesday. I’ve beenworking most weekends, too.

Ms. Ho: I understand, Nelson. But that’s how itis. We’re building a new companyhere, and we need to be a step aheadof our competitors. If we don’t giveour customers excellent service,someone else will.

Nelson: Then I guess there isn’t any hope ofgetting a fixed schedule, is there?

Ms. Ho: You’d have to work at a bigger, moreestablished company to be able towork regular hours.

Nelson: I really like working here, though. It’sexciting to design websites. And,because this is a small company, I’m

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getting so much opportunity to dothat. But I have no time for my familyand friends.

Ms. Ho: Neither of us has time for our families,Nelson. That’s a choice for you tomake. I can’t make it for you. I can tellyou this though. You’re really doinggreat work here, and you could end upmaking a lot more money—we allcould—if we succeed.

4 Hi, Nelson, this is Gina. (p. 75)Listen to the recorded messages that Nelson receivedtoday and the messages he left for other people. Write eachcaller’s name and the request that was made.

Carolyn: At 8:00 A.M. Carolyn Ho called andleft a message for Nelson. Nelson, this is Carolyn. I won’t be backuntil next Wednesday. Will you pleasephotocopy the monthly sales report forme? Thanks.

Nelson: At 9:30 Nelson called Mary Wright inthe Photocopy Department and left amessage.Mary, this is Nelson Balewa in theDesign Department. I’m sending you asales report. Could you make me acopy, please? Oh, and could you sendit to me when it’s ready? Thanks.

Gina: At noon Gina called Nelson.Hi, Nelson. It’s Gina. I’m sorry tobother you at work, but could you buyme some ice cream for the dinner partytonight? Thanks. See you around 6:00.

Jim: At 3:30 Jim Baker from Sales calledNelson.Hello, Nelson, this is Jim Baker in theSales Department. Can you e-mail meyour latest web page design?

Nelson: At 4:00 Nelson called Jim Baker inthe Sales Department.Hi, Jim. Sorry I didn’t get yourmessage earlier. My e-mail is down.Can I fax you a copy of the design?

Lesson 3

Search Engines (p. 77)Listen and read.

Search Engines

A search engine is a computer software programthat helps find information on the World Wide Web(WWW). When you use a search engine, you’reasking it to look in its index to find matches with thewords you type in.

Many search engines are now becoming referencesites containing much more than just searchcapability. They may also have news, weather, freesoftware, picture indexes, ratings of websites, andother features.

Most engines allow you to type in a word, aphrase, or a question to find information. ChrisSherman, an authority on the Internet, suggestsfollowing these three steps to use search enginesmost effectively.

Before you begin your search, you should have aclear intention to either locate, browse, or consult.This will both help you to select an appropriatesearch tool and save a great deal of time.

Second, select the appropriate tool for yoursearch. There are three types of search facilitiesavailable on the web: indexes, such as AltaVista andHotbot, which are comprehensive, unstructuredcatalogs of just about everything published on theweb; directories, like Yahoo and Excite, which are farmore selective and are set up much like a librarycard catalog; and guides, like About.com and LookSmart, which are like online consultants, providingannotated descriptions of websites written byexperts or editors.

The final step in the search process is to take acritical look at your results before you examinepages in detail. There are two key areas to look at.Titles in search results are the actual links todocuments. A descriptive title can usually be one ofthe best indicators that you’ve found what you’relooking for. The URL will also provide useful cluesabout a document’s value. Most search enginesprovide both the title and the URL of a website.

Using search engines to find information can beboth confusing and time-consuming. Followingthese three steps can make your search morefruitful. Happy searching.

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UNIT 7

Lesson 1

Planning a Visit (p. 83)Ivan and Nelson are going to visit Pablo at the SterlingFlight Center Aviation School in south Florida. Read andlisten to Pablo’s e-mail to Nelson.

Pablo: Hi Nelson.I’m really looking forward to seeing you and

Ivan next week. Since you want me to plan the visit,here’s what I have in mind. On Thursday, I’ve askedmy flight instructor to show you our flightsimulator. You’ll really seem to take off and makeadjustments to speed and altitude.

Then, on Friday, we’ll grab our sleeping bags andhead out to a river or lake somewhere and kick backand listen to the sounds of nature. Tell Ivan to bringalong his fishing pole and we can catch ourselvessome supper. Saturday, we can take a walk on thewild side at Lion Country Safari, which is thenation’s first drive-through “cageless” zoo. TheSafari invites us to drive past more than a thousandanimals from around the world, and they expect usto give the animals the right of way!

On Sunday, if you don’t mind a long ride, we canvisit the National Archaeological Park in St.Augustine, the oldest historic site in the UnitedStates. We can even drink from the prehistoricIndian Spring that Ponce de Leon hoped was theFountain of Youth. Oh, and Ivan wanted me to gettickets for a baseball game, but the season hasn’tofficially begun yet. Tell him to let me know if hewants to see an exhibition game, though.

I’ll pick you up at the airport on Wednesday, the13th, at 9:00. See you then.

1 Ready for Take-off (p. 84)Pablo’s flight instructor is showing Nelson and Ivan howto make a simulated take-off. Listen and complete thechart as he gives them instructions.

Flight Instructor: We’ll start flying almostcompletely relying on theautomatic pilot. At first, we’llbe doing simple things, such asmaking adjustments toheading, speed, and altitude.

Ivan: Are we actually going to takeoff?

Flight Instructor: Well, for all practical purposes,we are. However, we’ll neverreally leave the ground.

Ivan: That’s even better.

Flight Instructor: Ready for take-off. Check thatthe parking brake is set, andthen apply full throttle bypressing F4. Then, wait for theengines to build up thrust andrelease the parking brake bypushing CTRL-DOT.

Nelson: Like this?Flight Instructor: Yes, that’s very good. Now

keep an eye on the speed. At150 knots gently pull thejoystick back and the nose ofthe plane will rise.

Ivan: Cool.Flight Instructor: The Boeing 737-300 owned by

the Belgian airline Sabena hasjust taken off.

Ivan: Where are the flightattendants? I’m hungry. (Nelsonchuckles.)

Flight Instructor: Next you need to check andensure that the speed of theplane is increasing during themanual climb.

Nelson: Well, the speed is still 150knots.

Flight Instructor: Push the joystick a bit forward. Nelson: It’s now up to 170 knots.

Flight Instructor: Good. Now that we’re airborneand with a positive climb, youcan gear up by pressing G.

Nelson: Speed is now 190 knots.Flight Instructor: Then retract the flaps by

pressing F5 and activate theautopilot.

Nelson: Which controls are they?Flight Instructor: The ones to your right: AP,

Altitude, A/T arm. Nelson: We’re now ascending to 12,500

feet by climbing 1,800 feet perminute!

Flight Instructor: Yes, the first critical step hasbeen taken. The autopilot iscontrolling the plane.

Ivan: Look, Mom, no hands!

Lesson 2

Lifelong Learning (p. 87)Listen and read.

Gina: I’m exhausted. Working during theday and taking classes in the eveningis tough.

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Lynn: Tell me about it. After working all daylong, I just want to come home andcrash. I’m exhausted. You know what’sfunny though . . . I have classmateswho could be my grandparents, andthey’re full of energy.

Gina: Me too. One of the students in myclass is over 60, and she’s somotivated.

Lynn: Why do you think someone at that agewould go back to school?

Gina: I asked Melinda, my classmate, thesame question. She said she alwayswanted to study fashion, so afterretiring from her job, she went back toschool.

Lynn: Personally, I’d rather spend time withmy grandchildren after I retire.

Gina: I guess lifelong learning has become anAmerican phenomenon. As far as Iknow, there are only a few countrieswhere there’s no age restriction forattending college.

Lynn: I think it’s great to have senior citizenssitting in the same class with youngerstudents. It benefits both.

Gina: I agree. I really feel inspired bystudents like Melinda. When I’mtalking to her, I feel her passion forlearning and her determination to getanother degree.

Lynn: And I think they find it stimulating tobe around younger students too.

Gina: Yes, especially when we have classdiscussions. And, having a lot of lifeexperience and a different perspective,they can teach us a lot.

Lynn: I’m sure our professors love to havesenior citizens in their classes. I wouldif I were a teacher.

Gina: Me too.

2 Before starting out, list your reasons forwanting to go into business. (p. 88)

Gina is taking a course on “How to Start a SmallBusiness.” Listen to the instructor’s advice and check theitems that contain that same advice.

Starting and managing your own business takesmotivation, desire, and talent. It also takes researchand planning. Before starting out, list your reasonsfor wanting to go into business. Some of the mostcommon reasons for starting a business are: You

want to be your own boss. You want financialindependence. You want creative freedom. You wantto fully use your skills and knowledge.

Next you need to determine what business is“right for you.” Ask yourself these questions: Whatdo I like to do with my time? What technical skillshave I learned or developed? Do I have any hobbiesor interests that are marketable?

Then you should identify the niche your businesswill fill. Conduct the necessary research to answerthese questions: Is my idea practical? What is mycompetition? Can I deliver a better-quality service?

Before developing your plan, you should consultthe pre-business checklist. Answering the followingquestions will prove to be very beneficial: Whatservices or products will I sell? Where will I belocated? What skills and experience do I bring to thebusiness? What equipment or supplies will I need?What financing will I need? What are my resources?

Answering these questions will help you create afocused, well-researched business plan that canserve as a blueprint. It should detail how thebusiness will be operated, managed, and financed.

Lesson 3

Work in the 21st Century (p. 91)Listen and read.

A New Model for Workplace EffectivenessBy Vivian Bradshaw

A new model of management has been slowlyspreading throughout the corporate world. Calledworkplace synergy, it marks a shift away from theold model of competition among employees to anemphasis on developing systems that rewardcooperation.

There are on-the-job workshops and trainingsessions on self-awareness and listening to andvaluing others’ point of view. Whereas oncemanagers ruled by the fear principle, “Work harderthan the next guy or lose that promotion,” they nowtry to foster a “one for all, and all for one” way ofthinking.

“We recognized that competitive models did notdo a thing for our productivity. Instead, they createdunnecessary tension in relationships among peoplewho needed to work with each other,” says SaraCohen, who oversees an advertising agency indowntown Cincinnati.

The changes are evident from the moment onesteps off the elevator on the 14th floor of adowntown office building. Overstuffed couches,

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plants, and rustic wooden tables give the work areasa homelike feel. Walls and partitions have beenredesigned to allow for community as well asprivacy, and it is possible to see clusters of peopletalking and laughing around an espresso machine.

Changing the atmosphere is only one aspect ofworkplace synergy. At Cartwright and Wiseman, aSan Francisco investment firm, Carol Stephanopolis-Schmidt recently led employees through aworkshop where they identified their personalitytypes. “We find that after the training, people notonly become more tolerant of one another’sdifferences, but they begin to see how differentpreferences might benefit them,” she says. “You findout that the other guy wants to do the part of theproject that you dread, and suddenly it all makessense.”

The hardest part is getting people to stop tryingto change other people. “Someone is always askingme for advice on getting a coworker to be moreflexible, but that’s the wrong approach. You can’t doanything about the other guy. What you can do iswork on yourself and developing yourunderstanding.”

UNIT 8

Lesson 1

Advancement in the Workplace (p. 97)Listen and read.

Gina: So what’s the exciting news, Nelson?Ivan: Are you getting married?

Nelson: No, not yet. The news is that . . . I waspromoted. Now I’m leading the designteam at my company.

Sofia: That’s great. Congratulations.Ivan: Does it mean more money as well as

more work?Nelson: Well, I’ve already been given more

responsibilities, but we haven’t talkedabout the raise yet.

Gina: You’re working very hard there. I’msure you’ll get a good raise.

Nelson: Yes, and I should get it soon. I owe thispromotion in part to Ms. Ho, my boss.She’s not only supported my growth inthe company, but she’s also been amentor for me.

Sofia: What do you mean?Nelson: I mean I’ve learned a lot from her

diligence and responsibility and herability to balance work and leisure. In

fact, she was promoted to a highermanagement position because of herhard work.

Ivan: How about a company car? I hope youget one.

Gina: Ivan, stop it!Nelson: I don’t know. Maybe if I need to travel

on business . . . Ivan: And an office to yourself.

Nelson: Actually, yes. I’m getting Ms. Ho’soffice.

Gina: I’m really happy for you, Nelson. Weall are. You really deserve it.

Nelson: Thank you. I feel very lucky right now,having friends like you and a job Ilove—even though it makes me crazysometimes.

2 Many changes will be made underNelson’s leadership. (p. 98)

Listen as Nelson tells his team about the changes heforesees in the company. Then write a sentence brieflyexplaining what he said about each of the following.

Nelson: Good Morning,First, I’d like to thank you for your nice words on

my new position at the company. I feel happy andexcited about working with such a creative andhard-working team. My goal is to make ourcompany among the best in the business, and I’mconfident I can count on each one of you to reachthis goal.

I’m sure you agree that our first priority shouldbe customer satisfaction. Therefore, to give high-quality service to our customers, I’d like to divideresponsibilities based on each individual’s strengthsand talents. So we’ll hold weekly meetings todiscuss responsibilities and to share ideas. Inaddition, you can send your suggestions to me viae-mail. I’m going to ask for bonuses to give to theteam members with the most innovative andeffective ideas. Also, depending on the budget, wemay hold annual meetings at a resort. To keepabreast of the developments in the field, I’ll see to itthat the company pays your travel expenses whenyou attend a conference.

I would also like to make some minor changes inour department. If you want, you can wear casualclothes to work. I think a more comfortableenvironment at work will increase our productivity.

Please let me know what you think about thesechanges. I’m open to your suggestions.

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5 A Party for Nelson (p. 100)Sofia, Ivan, and Gina are planning on throwing a partyto celebrate Nelson’s recent promotion. Listen and make alist of what will be done in preparation.

Sofia: Let’s have a party to celebrate Nelson’spromotion.

Gina: Sure. It can be at my house. I think weshould make it a surprise party.

Sofia: I agree. He loves surprise parties. Doyou remember the one for hisbirthday?

Gina: Yes, I do. Ivan, remember it’s asurprise party. Don’t mention a wordabout it when you see Nelsontomorrow.

Ivan: Sure thing.Gina: What kind of food do you think we

should have?Sofia: He likes Middle Eastern food. I can call

the Lebanese restaurant. They caterparties.

Gina: Good. And we can invite the guests bye-mail.

Ivan: Do we need a cake?Sofia: I don’t know. What do you think Gina?Gina: I think it’s a good idea. I know a

bakery that makes fabulous cakes—Stella’s. I’ll order the cake.

Sofia: And don’t forget the ice cream.Ivan: How about providing a little

entertainment? I have a friend whoplays the guitar. Should I invite him?

Gina: Sure.Ivan: And someone will need to drive

Nelson to the party.Sofia: I think it’ll be a great party if someone

that we all know doesn’t spill thebeans.

Ivan: Gina, are you listening? (All threelaugh.)

Lesson 2

I’m just beginning to learn how things work.(p. 101)

Listen and read.

Ms. Pavlik: What’s the matter, Nelson? Don’t youlike this place?

Nelson: Oh, yeah . . . um . . . I love it.Ms. Pavlik: Nelson, you seem distracted. If it’s

about the website, I cleared thechanges. Tyler shouldn’t havesuggested all those bells and whistles.

We’re going clean and simple as yousuggested.

Nelson: Uh-huh.Ms. Pavlik: Nelson, are you here with me today?

Nelson: Oh, I’m sorry. I wasn’t listening. But,Ms. Pavlik, I wouldn’t dream ofbothering you with my problems. Ipromise, I’ll concentrate on the project.

Ms. Pavlik: Oh, I’m tired of talking business. Tellme what’s on your mind. I love to talkabout personal problems. And, please,call me Anna.

Nelson: How do you know it’s a personalproblem? Anyway, I don’t want tocomplain.

Ms. Pavlik: Go ahead, tell me.Nelson: I feel kind of embarrassed talking to a

client, but I just got a promotion toteam leader, and now one of mycolleagues is giving me a hard time.I’m wondering if I could have donesomething wrong. But don’t worry. Itwon’t interfere with our work.

Ms. Pavlik: Ahhhh, don’t worry about it. Come on,our table is ready. Let’s go sit downand you can tell me about thiscoworker of yours. I’m an expert inoffice politics.

Nelson: And I’m just beginning to learn howthings work.

4 I should have told you about myproblems. (p. 103)

Listen to the conversation between Nelson and Paula.Check the name of the person who has drawn each of theconclusions.

Nelson: Paula, do you have my disks for AnnaPavlik’s website?

Paula: No, why are you asking me?Nelson: Well, we’re working on the site

together, and I thought maybe youneeded to borrow them.

Paula: Well, I did, but I put them back.Nelson: Oh, OK, I guess I didn’t look hard

enough. Say, Paula?Paula: Now what?

Nelson: What’s wrong with you? You could bea little more polite.

Paula: (defensively) What do you mean?You’re the one who’s alwayscomplaining. Other people like myideas well enough.

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Nelson: This isn’t about your ideas. It’s aboutyou. It seems that you have a problemwith me.

Paula: Uh-oh, now what did I do?Nelson: You miss meetings, you don’t respond

to e-mail, you take things withoutasking, and you bring a lot of tensioninto the office. What did I do to you?

Paula: You think I’m doing this because Idon’t like you?

Nelson: All I know is that it’s very upsettingwhen a colleague refuses to cooperate.You could have let me know thatyou’d miss the meeting or answeredmy e-mail. Is that too much to ask?

Paula: Wait a minute. Sit down, Nelson Tellme what I’ve been doing.

Nelson: (calmer) Well, this is my firstassignment in the new position. I’mvery nervous. I want it to work outwell, and I need us to be able to relyon each other. I know you were beingconsidered for the promotion, but justbecause I got it doesn’t mean . . .

Paula: You think I want your job?Nelson: Well, you are upset about something.

Paula: I didn’t realize it was so obvious.Nelson: What is so obvious?

Paula: Me, my problems. I have a lot ofproblems at home.

Nelson: You do?Paula: (controlling her emotion) Yes, I guess

I’m bringing my problems with me.Nelson: Is that why you left early the other

day?Paula: Yes, and I truly forgot about the

meeting. I would have told you if Ihad remembered. And I took the disksbecause I thought I could work athome. I’m sorry.

Nelson: I don’t know what to say. I was soworried about my new position that Ididn’t notice. I should have paidattention.

Paula: It’s OK. I’m glad you said something. Ididn’t realize.

Nelson: Well, I’m sorry I was so wound upabout the project. I’m glad we clearedthings up. You aren’t mad at me?

Paula: No, of course not.

Nelson: I promise I won’t jump to conclusionslike that again. I should have askedyou before I made those assumptions.

Lesson 3

Interpersonal Relations (p. 105)Listen and read an article about communication skills.

Communication is the essence of socialinteraction. It influences what others think aboutyou and how well they understand you. Look at thefollowing advice for improving yourcommunication skills.

ObserveCommunication is a two-way operation that

involves sending and receiving signals. Goodcommunicators learn to receive signals so that theycan be proactive rather than reactive to what theysend. When communicating, step into the shoes ofthe other person. Read body language, tone of voice,statements, and silences. Investigate the person’smotivation and fears.

Ask open-ended questionsRemember, your goal is to get enough

information so that you can work with the person toresolve problems. A yes/no (or closed) question willonly give you a yes or no answer. A question thatbegins with “why” puts people on the defensive.Think about how you react when asked questionssuch as, “Why were you late? Why do you act likethat?” Who, what, where, and how questionsinvolve the other person. “What leads you to makethat decision? How can we work together on solvingthis problem? Who else is affected when you’re late?When do you think you can start working towardthis new goal?”

Frame your responses using the I-messagestechnique

Essentially you are taking responsibility for yourfeelings. To begin, comment on observable factualbehaviors and state the consequences. Finish withinvolving the person in a collaborative resolution.

Here’s an example: “When you give me yourreports at the last minute (fact), I feel frustratedbecause I must rush and wonder if I’m not catchingerrors and I end up barking at you (giveconsequences that matter to them). I wish youwould give me more lead time (ask for behaviorchange in terms of ‘start doing a’ versus ‘stop doingb’) so that we’ll both be less stressed (state thebenefits). What do you think?”

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Match your words to your body languageIf you’re honest, your body language will

confirm it. If you’re feeling angry and denying it,your tone of voice might give you away. Be honest,then do a body check to make sure your wordsmatch your nonverbal gestures. Otherwise, youwon’t be taken seriously.

UNIT 9

Lesson 1

Friendship in the Workplace (p. 111)Lynn and her coworker Eva, a social worker fromVenezuela, are leaving work to go home. The two arefriendly with each other but aren’t close friends. Evanotices that Lynn seems upset about something anddecides to ask her about it. Listen to their conversation.

Eva: Lynn, you seem worried aboutsomething. Is everything OK?

Lynn: Everything’s fine.Eva: Are you sure? You look upset.

Lynn: It’s no big deal.Eva: Well, you can always talk to me if you

want. You might feel better if you do.Lynn: Thanks, but I don’t like to discuss my

feelings at work.Eva: Then it must have been very

disappointing that I told Ms. Price howyou felt about your promotion.

Lynn: Oh, Eva, you mustn’t think that I’mupset with you! I’m just annoyed atmyself for not being able to accept Ms.Price’s praise of my work in front ofthe whole office.

Eva: Why was that difficult for you?Lynn: Well, being singled out makes me feel

awkward and embarrassed.Eva: That’s hard for me to understand, but

I’m glad you explained it to me. Asyou know, I’m rather outspoken.

Lynn: Yes, I saw you the other day lettingproduction know what you thoughtabout their procedures.

Eva: And believe me, it worked. They’regoing to make a few adjustments tosolve the delay problems we’ve beenhaving lately.

Lynn: That’ll be great for all of us.Eva: I certainly hope so. By the way, I’m

having a picnic at the park onSaturday. Would you like to come?

Lynn: I’d love to. Can I bring anything?Eva: Just yourself!

Lynn: You know, I’m feeling better already.

3 You can read their faces like a book. (p. 113)

Listen to the cassette. Then read each statement and markit T (true) or F (false).

People all over the world experience similaremotions, but sometimes they express themdifferently. Children see their parents expressingsadness or anger, say, and, when they grow up, theyexpress them in more or less the same way. In someparts of the world, people express these emotionsvery freely and you can read their faces like a book.In other parts of the world, it is not always as easyto know what the other person is feeling. Americansoften ask each other, “What’s wrong?” if they see bya person’s expression that something is botheringhim or her. Many people think that you should saywhat is wrong instead of just acting upset or angry.If a person acts upset, angry, or bothered, butdoesn’t say anything about it, some Americans thinkthat person is being immature.

Boys and girls are sometimes taught differentthings about expressing sadness. Some Americanparents think it’s fine for little girls to cry but feeluncomfortable when their sons cry. These parentsmay say, “Don’t cry. Be a man!” This explains, inpart, why men and women don’t always expresssadness in the same way. This is an example of howculture is learned, that is, how children learn toexpress emotions from those around them.

Lesson 2

Going Home for a Visit (p. 115)Listen and read.

Gina: Are you crying?Lynn: No. Just choked up. I think my

mother’s sick.Gina: How do you know your mother’s ill?

You talked to her this morning, didn’tyou?

Lynn: Yes, I did, but she didn’t sound sogood. I think she’s very sick.

Gina: She could have been tired.Lynn: How about last week? I called several

times, but she wasn’t home. She mayhave been in the hospital.

Gina: You don’t know that.Lynn: I should have gone back in the

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summer when she asked me to. I evenbooked a ticket, but then I changed mymind.

Gina: But you were busy with getting readyfor college and your new job.

Lynn: Still, I could have gone before I startedthe job.

Gina: Stop that, Lynn.Lynn: I wish I could take a week off and go,

but I may lose my job if I do.Gina: You can go back for Christmas. It’s

only three months away.Lynn: Do you know what bothers me? I can’t

stop thinking that she might have beensick last summer, and that’s why shewanted me to go back.

Gina: You just feel guilty because you saidno to your mom.

Lynn: She sounded disappointed when I toldher I was too busy to go back.

Gina: She might have been, but I’m sure sheunderstands.

Lynn: I hope so . . . Anyway, thanks for beingsuch a good friend. Maybe we can goto China together for Christmas.

Gina: I wish I could go, but my family and Iare planning to spend the holidaystogether in Italy.

Lynn: Well, I guess we should have gonetogether last summer.

Gina: Stop all this should have, could have.Let’s get something to eat and go see amovie. Call your sister and ask her ifyour mom’s ill.

Lesson 3

Talking over Problems (p. 120)Sofia and a classmate are looking at a poster of a conflict-resolution workshop. Listen to their conversation.

Sofia: Irene, look at this flyer . . . a workshopon conflict resolution. Hmm, do youever go to things like this?

Irene: Sure. They’re great. They probablysave lots of relationships.

Sofia: Do people actually feel comfortabletalking about these things outside oftheir families?

Irene: You don’t have to talk about thedetails. These workshops just give youtools for solving problems. If you wantto talk about something specific, youmake an appointment to see a

counselor.Sofia: A total stranger? I couldn’t do that.Irene: So what do you do when you have a

problem?Sofia: I tell a friend or someone in my family.Irene: That’s interesting. Come to think of it,

I tend to trust professional therapistsmore than my family.

Sofia: I’m amazed to hear you say that.Irene: It’s not such a big deal if you see a

counselor. I mean it’s notembarrassing. No one thinks there’sanything wrong with you.

Sofia: I’m not against it . . . really, but I’m notsure I’d be comfortable doing it. I wasthinking about my cousin Jamileh andher parents. They’re arguing a lot. Herparents want her to go to medicalschool, and she doesn’t want to go. Ifshe or her parents went to somethinglike this, maybe they could get help towork out their differences. I bet they’dnever do it though.

Irene: Why don’t you go? Then maybe youcan help them.

Sofia: Yeah, maybe I’ll do that.

1 I’m willing to give up a lot to end thisconflict. (p. 121)

Listen to the speaker talk about different styles for dealingwith conflicts. Then match each term with its meaning.

Good afternoon, everyone.It looks like we’ve had a good turnout for this

workshop. There must be a lot of conflicts out there.Just kidding. I’m really glad you’re all here becauseconflict resolution can make an enormous differencein the quality of our lives. I hope that today’spresentation will help you not only with your workrelationships but also at home.

I’d like to begin by describing five ways thatpeople typically deal with conflicts. Unless younever get into conflicts you will probably find thatyou fit into one of these patterns, or perhaps severalof them depending on the situation.

The first one is called avoidance. A person withthis style tends to believe that if nothing is done, theproblem may resolve itself. Even when they knowabout a conflict, they take an “it will all work itselfout in the end” philosophy. Or they might make theexcuse that the problem is not that big, so why getinto it? However, people who practice avoidancemay discover that problems that are not dealt with

only grow bigger.The second one is called accommodation. People

who accommodate hate conflict. As a result, theyoften give up their position and let the other personhave his or her way for the sake of peace or to makesure the situation is resolved quickly. They are greatto work with in some ways because they let othersrun the show. However, sometimes they may give intoo much. Unless they are brought back into thecommunity, they may feel unappreciated or evenbecome angry due to their feeling that they havesacrificed for the common good.

The third style is aggression. Individuals with anaggressive style approach conflict with an eyetoward winning the argument or battle. Theybelieve that for each conflict there is a winner, andso there also has to be a loser. In trying to always bethe winner, however, they may suffer in theirrelationships with others. Others may consider themhard to get along with and avoid working withthem.

The fourth style is compromise. People whocompromise seek to negotiate so that each side givesup something in order to find a happy middleground. Instead of just trying to win, like theaggressors, or losing, like the accommodators, thecompromising sort tries to split the difference. Theygenerally have a sense of fairness, and this is apositive; however, neither side gets everything theywant.

The final conflict-resolution style entails aproblem-solving approach. These people aresomewhat similar to those who compromise exceptfor one very important difference. They believe thata conflict can be resolved so that there are twowinners. How do they do this? By talking about theproblem until they reach an understanding in whichboth sides get what they want. You are probablythinking, “Well, obviously, this is the best style,” butunless you have the patience to really work on yourconflict, this approach will only frustrate you. It isvery time- and energy-intensive.

UNIT 10

Lesson 1

Getting Together (p. 125)Ivan, Nelson, and Tony are getting together with Lynnand Gina in their apartment. They’re reminiscing aboutold times. Listen and read.

Gina: Do you realize that we’ve known eachother for three years?

Nelson: Has it been that long?Lynn: I remember when I first met Yumiko . .

. at the airport.Tony: And I remember when I ran into you

too . . . I had just had my coursesapproved and was on my way to thecafeteria.

Nelson: And how could we ever forgetmeeting Pablo on the beach in Mexico!

Ivan: The Piñata Caper!Gina: Well, I certainly miss Mrs. Brennan. I

wonder how she’s doing.Lynn: Oh, I forgot to tell you that Yumiko

saw Mrs. Brennan in Tokyo.Gina: In Tokyo? What was she doing in

Tokyo?Lynn: Mr. Brennan was on assignment there,

and they looked Yumiko up to sayhello. They’ll be in Spain next month,Yumiko said.

Tony: Spain? I bet they’ll visit Oscar.Ivan: Hey, I have a thought. Pablo said he’d

be spending his vacation with Oscarnext month. How about a reunion inSpain?

Gina: That’s a wonderful idea! My parentsare spending two weeks in Milan, andI can stop off in Spain before I meetthem there.

Nelson: Well, that leaves me out. We’reupgrading our entire network systemthis summer, and I really can’t getaway.

Lynn: Me too. I’d love to go. But I have to gohome to China to see my mother.

Tony: Well, I’m available. Count me in!

2 I’d like to have this film developed. (p. 126)

Listen to the conversation and practice it with a partner.Then make up a similar conversation about one of theitems in the checklist.

A: Can I help you?B: Yes, I’d like to have this camera repaired.A: Will there be anything else?B: Well, while I’m here, I might as well get this film

developed.

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4 He was truly an amazing artist. (p. 127)Gina, Tony, Oscar, and Ivan are talking about their plansand their impressions of Spain. Listen to theirconversation. Then read the sentences and mark each oneT (True) or F (False).

Gina: That flamenco show was certainlylively! I loved the blending of singing,dancing, and guitar playing.

Oscar: Ah, that’s the essence of flamenco—song, dance, and guitar.

Ivan: It’s OK if you like a lot of shouting,tapping, and clapping. Personally, Iprefer a good old Russian lullabyanytime!

Tony: Oh, Ivan . . . Well, I’m looking forwardto the bullfight on Sunday. I love allthe pageantry!

Gina: Count me out! I’m going to themuseum. Bullfighting is not my thing!

Ivan: Personally, my favorite Spanishcustom is eating! Have you ever seensuch a variety of foods and recipes?

Gina: Tell me about it! I’ve already gainedfive pounds!

Ivan: My favorite is that rice dish—youknow, the one with rice, saffron,seafood, chicken, and vegetables.

Oscar: Oh, you’re talking about PaellaValenciana. That’s one of my favorites,too.

Gina: Well, we can’t spend all day eating. Iwant to go to the Prado Museum andsee some of the Spanish masters,especially the works of Pablo Picasso.

Tony: Even his bullfighting ones?

Lesson 2

Dating in the Workplace (p. 129)Lynn’s co-workers are talking about her. Listen and read.

Mrs. Chin: Did you give Lynn a ride homeyesterday?

Lee: Who told you that I did?Mrs. Chin: Celia. She said you give her a ride

quite often. I guess people havenoticed that you’re spending a lot oftime with Lynn.

Lee: Oh, really? What else are peoplesaying?

Mrs. Chin: Oh, well, people around here love totalk about everyone in the office . . .but, uh, are you interested in Lynn?

Lee: Lynn’s a great person, and right nowshe’s homesick.

Mrs. Chin: Uh-huh . . . , go on.Lee: What? Did someone tell you that I

spent too much time in Lynn’s office?Mrs. Chin: No, of course not, but Mr. Nichols

asked me if you two were dating. Itold him I’d try to find out.

Lee: Oh, man! Thank you for telling me.Mrs. Chin: You’re welcome, but is there anything

going on between you two? I think itcan be very awkward for two peoplewho are dating to work together.

Lee: Mrs. Chin, Lynn and I are bothprofessionals.

Mrs. Chin: Don’t be so defensive, Lee. Anyone cansee that you like each other.

Lee: I didn’t know it was so obvious.Lynn’s a very private person. She’d bevery uncomfortable if she knew thatpeople were gossiping about us.

Mrs. Chin: I understand. I just want to tell Mr.Nichols that there’s nothing to worryabout.

Lee: OK, please tell him we can handle it,and please don’t tell Lynn about ourconversation.

3 Mrs. Chin asked Lynn if she liked thecompany. (p. 131)

Mrs. Chin has made an appointment to talk to Lynn overlunch. Read the questions. Check the questions thatwould be appropriate for Mrs. Chin to ask.

Mrs. Chin: I’m so glad we had a chance to gettogether. I’ve been wanting to ask youhow you like it here.

Lynn: I’ve only been here a few months, butso far I like it very much. You’ve allbeen very kind to me.

Mrs. Chin: Well, you’ve been doing an excellentjob. I think Mr. Nichols did the rightthing in hiring you.

Lynn: Really? . . . I’ve been kind of worriedlately.

Mrs. Chin: What about?Lynn: Well, it’s kind of embarrassing . . .

Mrs. Chin: Oh, don’t be embarrassed. If there’ssomething you want to talk about, Imight be able to help you. I’ve beenworking here for ten years, and I havea lot of experience.

Lynn: Um, . . . . (giggles nervously)

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Mrs. Chin: I have a feeling this is about Lee.Lynn: (giggles again) OK, yes, it is. He’s been

helping me a lot, and I . . . I don’tknow if I should accept his help.

Mrs. Chin: Don’t tell me anything you don’t wantto, Lynn, but I may be able to help youas far as work goes. Does yoursupervisor know that you and Lee arespending time together?

Lynn: I don’t know. And I certainly wouldn’tknow how to tell him. He makes menervous. I just don’t know how I couldbring it up.

Mrs. Chin: Would you like me to tell him?Lynn: No, not yet. Lee and I haven’t actually

begun dating.Mrs. Chin: Well, here’s something to consider: Is

your relationship interfering with yourwork?

Lynn: Hmm, not really, um, . . . I mean, he’sin a different department, so we don’twork together too closely. I guessthat’s why people notice when hecomes over to see me.

Mrs. Chin: Well, that’s good, because if thingsdon’t work out, you won’t have to seehim too often.

Lynn: Yikes, I never thought about that.You’re right.

Mrs. Chin: Are you aware of the company policyon employees’ dating?

Lynn: No. What is it?Mrs. Chin: It’s against company policy to date

someone who supervises you directlyor whom you supervise.

Lynn: Oh, that makes a lot of sense.Mrs. Chin: So neither one of you will be able to be

the other’s boss.Lynn: I see. Yes, that would be very

awkward. I don’t think that will everhappen, but it is something to thinkabout.

Mrs. Chin: Do you mind if I ask a personalquestion?

Lynn: Um, no, I guess not. Go ahead.Mrs. Chin: Did you discuss the situation at work

with Lee?Lynn: Oh, no. I mean, we’re co-workers, and

that’s all right now.Mrs. Chin: Yes, but it’s OK to be honest with him

about your concerns. If your job isimportant to you, you have to make

sure that you’re in control of thesituation. You’re an attractive andpleasant young woman. If not Lee,then other young men will beinterested in you, and it’s a good ideato get things out in the open.

Lynn: That’s hard. I don’t feel comfortableasking him about his feelings.

Mrs. Chin: I know. Just tell him that you heardthat Mr. Nichols was asking aboutyour relationship. Say, “I don’t knowwhat to tell him. What should I say?”That way, you can avoid bringing thesubject up directly.

Lynn: Good idea. Thanks, Mrs. Chin. Thishas been a big help.

Mrs. Chin: I’m glad to be of assistance!

Lesson 3

Workplace Etiquette (p. 133)Listen and read the advice of Dr. Iris Moody, author ofWorkplace Etiquette.

OK. So you have survived filling out jobapplications, doing the interviews, and waiting forthe phone calls. The company you have dreamedabout has offered you a job, and you have acceptedit. All your worries are over now. Or are they?

New research shows that the most stressful partof a job search may be the first few days or weekson the job. As a new employee, you are walking intoan unfamiliar environment. At the same time, youwant to make a good impression and build healthyrelationships. After all, you may be “living” withthese people five days a week for a long time. Thefollowing five pointers can help you with thehurdles of office etiquette as you ease into your newjob:

Listen: Probably the single most important factorin creating a good relationship is listening. Make eyecontact with the person speaking to you and giveyour full attention. Your colleagues will be willing toshare information with you if you show you arewilling to hear it.

Respond: When someone speaks, respond byaddressing the issue he or she has brought up.Changing the subject abruptly or babbling can beoffensive. You may add your own ideas, but do thisafter acknowledging the other person’s point ofview.

Do your homework: You may be eager to showyour talents and skills in the first few days at yournew job, but first you need to understand the

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dynamics of the office. For example, you need tofind out about the process by which decisions aremade. Are they made through collaboration, or dothey come from the top? In any case, collaboratewith your co-workers.

Advance new ideas cautiously: Perhaps youare fresh out of college and full of new ideas, andyou can’t wait to share them with your colleagues.Although you may be sincere, your co-workers maythink that you are criticizing their ways of doingthings. This will very likely result in an unfriendlyatmosphere. To avoid this unpleasant outcome, firstacknowledge the positive aspects of the old methodsbefore you make suggestions for improvement.

Find ways to build relationships: Bring a boxof donuts or, if you work in a health-consciousenvironment, a more nutritious snack, like muffinsor fruit, to the office. This will indicate yourwillingness to befriend others. Although you may betempted to work through your breaks at first, it mayresult in your being isolated. Remember thatchatting about the job with new colleagues is asimportant as getting your work done at your desk.

2 I can’t say I agree with you. (p. 135)Iris Moody is on a radio talk show, discussing her workwith talk-show host Garth Night. Listen to theconversation and fill in the chart based on Garth Night’sreaction to the strategies.

Garth Night: And now we have with us tonightIris Moody, author of the popularbook Workplace Etiquette. Mrs.Moody, welcome. Your book hitthe best-seller list.Congratulations.

Iris Moody: Thanks, Garth. By the way, it’s Dr.Moody.

Garth Night: Oh, yes, my apologies, Dr. Moody.But I have to ask you something.Don’t you feel you’re advisingnew employees to take a passiveapproach to their new job?

Iris Moody: What do you mean? Can you givean example?

Garth Night: Well, the listening thing. I’m all forlistening, especially if other peopleare doing it. But I have to say: if aperson listens too much, won’tthat person become invisible? Imean her ideas won’t be heard, soI kind of disagree with thatapproach.

Iris Moody: On the contrary, listeners becomepowerful people in the workenvironment. Not only do theylearn about the workplace andtheir colleagues, but they becomemagnets for people who like totalk through their ideas. Bylistening, they gain anunderstanding that can benefitthem immensely.

Garth Night: I see your point, but I stilldisagree. However, I do think thatthe bit about responding ispowerful. Nothing bothers memore than when I’m talking, andsomeone changes the subject.

Iris Moody: It’s damaging to teamwork too.Good collaboration happens whenall ideas receive the attention of allpeople involved.

Garth Night: And the strategy of doing yourhomework is very important toconsider.

Iris Moody: You can become a valuable asset toa company by noticing, listening,and responding appropriately. Infact, “do your homework” playsan important role as soon assomeone applies for a job.Employers like candidates whohave taken the time to learn aboutthe company.

Garth Night: Absolutely . . . Now, I’m not sure Iagree with this notion of stoppingwork to hang out at the watercooler, so to speak. I’ve alwaysgotten into trouble with my bosseswhen I spend too much time there.Not that I didn’t enjoy it.

Iris Moody: Of course you enjoyed it, Garth.You’re a talker; you get paid a lotof money just to talk to people.

Garth Night: OK, you’ve made your point, butit might not be the right choice forall employees.

Iris Moody: It’s a strategic move, Garth. Peopledon’t go to the water cooler toavoid work; they go to learn abouta project, to bounce an idea offsomeone else, or to find out whothey can team up with. So it’swork in disguise.

Garth Night: You mean like “Uh, yeah, boss,I’m not slacking off really; this is ameeting.”

Iris Moody: More or less.Garth Night: But I still say that 90 percent of

what happens at the water cooleris idle gossip.

Iris Moody: It could be. An observantemployee will figure that out andstop going. Remember that thesepointers are for the first couple ofweeks on the job. If gossip is allthat happens around the watercooler or the break room, you findout soon enough.

Garth Night: Finally, your idea of advancingnew ideas cautiously. When I firstread it, I couldn’t disagree more,but after I thought about it, I couldsee your point. Some people don’twant to hear from the up-and-comers right away. A new kid canreally make a fool out of himself,but on the other hand, I work inan environment where being loudand assertive brings rewards. Ifyou don’t speak up, you’ll neverget heard.

Iris Moody: So you disagree.Garth Night: I’m afraid I do.Iris Moody: Let me tell you why I think it’s

important to be cautious with newideas at the beginning. You don’twant to pose a threat unless youknow you’re posing a threat. I’veseen so many unhappy newemployees who made enemiesduring the first few weeks withouteven knowing it. So that’s why Isay be sure to learn about yourcompany and colleagues as muchas you can before deciding on arole for yourself.

Garth Night: I see. Well, it’s been great talkingwith you, Dr. Moody.

Iris Moody: It’s been great talking to you too,Garth. I love a real challenge!

Garth Night: Remember to look for Dr. Moody’sbook, Workplace Etiquette, at yourlocal bookstore. And now here’s aword from our sponsor.

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