What the lesson is about Speaking - hueber.de fileWhat the lesson is about Theme Altruistic...

What the lesson is aboutTheme Altruistic behaviourSpeaking Pairwork: comparing Howard Drew

and Li Ka-Shing’s generosityReading Why are humans good? Article about

why humans have evolved to act in an altruistic way

Vocabulary Reflexive verbs

If you want a lead-in …Discussionstarters

Methodology guidelines: Discussion starters, page xxi• Have you heard of any famous rich people who do a lot

for charity? Who? What do they do?• Can you recall any people who were not rich, but still

became famous for their generosity to others?• What else can people do to help others apart from giving

money?• Have you ever given blood? Why or why not? • Is it easier to be generous if you are very rich?

Testbeforeyouteach:reflexiveverbs Methodology guidelines: Test before you teach, page xxi

•Writethefollowingsentencesontheboard:1She wrote a note on the palm of her hand to remind

about the afternoon appointment.2I really pride on the high quality of products produced by

our factory.3Young children don’t typically have problems expressing.

•Tellstudentsthateachsentencehasonemissingwordandthatthewordsaredifferent,butallhavesomethingsimilar.Givepairsafewminutestoseeiftheycanworkoutwhatthethreemissingwordsare,thencheckwithotherpairs.Collectideasinthewholeclass,thenconfirmthatthemissingwordsare:herself,myself,themselves. Elicitwhatthesimilarityis,thatallarereflexive,iethepronounrefersbacktothesubjectoftheverb.

Pre-teachakeyword:altruism•BeforestudentsopentheirStudent’sBooksanddo

Speakingexercises1and2,tellthemaboutafriendyouoncehad.Useatruestoryofyourownorusethisone:

My friend Alice worked as a shop assistant till six every day, yet three evenings a week she also went out to do volunteer duty at the Samaritans (an organization that answers phone calls from people who are feeling depressed or suicidal). She worked for three to four hours a night, offering support and help to distressed people. I don’t know how she did it on top of a full-time job, but she said that it was more important to her than her normal job.

•Askstudentsforanywordsthatdescribeyourfriend’scharacter.Manyanswersarepossible,egselfless,kind, humane,considerate,unselfish,thoughtful,etc.ReadaloudthedefinitionofaltruisticfromtheStudent’sBookandaskifstudentscanthinkofawordthatdescribesAliceandfitsthatdefinition.Teachaltruisticifnoonesaysit.

Speaking1•Pairwork.Studentsreadtheinformationaboutthetwo

meninthephotos,thendiscusswithapartnerwhichmantheythinkisthemostgenerous,andwhy.

•Whentheyhavefinishedtheirdiscussion,haveavotetoseewhichonetheclassthinksisthemostgenerous.

Languagenotes:vocabulary•Ablood donorissomeonewhogivestheirownblood,

usuallytobestoredandusedwhenneededbyadoctortohelpapatient,egduringasurgicaloperation.

•Countlessreferstoaverylargenumber,ietoolargetocount.

•Ablood transfusionisamedicaltreatment.Onepersonreceivesblooddonatedbyanotherperson.

•Aphilanthropistissomeonewhohelpsotherpeopleandsocietyingeneral,usuallybygivingmoneybutperhapsbydoinggoodthings.

•Atsunamiisaverylargewave(orseriesofwaves)intheseathatcausesdestructionandfloodswhenithitsland.Atsunamiisoftencausedbyanunderwaterearthquake.AparticularlyterribletsunamistruckmanyAsiancountriesonDecember26th2004,killingover230,000people.Tsunamisarealsoknownas tidal waves(thoughthistermisscientificallywrongasithasnothingtodowiththetide).

2•Groupwork.Readthedictionarydefinitionswiththeclass.

Thenputstudentsintosmallgroupsandaskthemtotelleachotheranyexamplesofaltruisticbehaviourthattheyknowabout.

•Youcouldthengetstudentstodecide,intheirgroups,whichoftheexamplestheytalkedabouttheythoughtwasthemostaltruistic.

3•Pairwork.Studentsdiscussthequestions.•Youcouldthenaskstudentstoreportbacktotheclass

onanythinginterestingthattheyfoundoutintheirdiscussion.

ReadingThereadingisanarticleabouthowhumanshaveevolvedtobehaveinanaltruisticway,andthatsocietieshaveabetterchanceofsurvivaliftheybehaveinacooperativeway.

1•Askstudentstolookatthetitleofthearticle.Allowthem

afewminutestoimaginehowtheywouldanswerthisquestion,weretheyaskeditbyavisitorfromouterspace.

•Elicitafewanswersfromtheclass.

2•Studentsreadthearticleandchoosethebestsummary.

3 Humanbeingshaveevolvedtobehaveinanaltruisticway.

Should ‘Mother Theresa’ be taken out of italics as other names in this situation? – Design

136

10a Good deeds

Straightforward_TB_01_Upper Int_p003-189_1p.indd 136 24/10/2011 16:47

Straightforward Second Edition, Upper-Intermediate, Teacher's Book, ISBN 978-3-19-332953-0, Hueber Verlag

Languagenotes:reading•Thegeneisthepatternofchemicalstoragethatpasses

oninformationbetweendifferentgenerationsoflivingorganisms.Theadjectiveisgenetic.Ourgenetic make-upistheinformationcontainedandorganizedinourgenes.

•Troopisacollectivenounformonkeys.•Ifyousacrifice yourself,youallowyourselftodiein

ordertosavesomeoneelse.•Adilemmaisadifficultdecisionwhichyoufindhard

tomake.

Culturalnotes:CharlesDarwin•Charles Darwin (1809–1882)wasaBritishscientistwho

proposedthetheoriesofevolutionandnatural selectioninhis1859bookOrigin of Species.Heworkedouthisideasduringafamousfive-yearseavoyagetoSouthAmericaontheshipBeagle.

•Evolutionistheprocessbywhichspeciesoflivingthingschangeslowlyovertime.Thisisthereasonwhythereissomuchdiversityoflifeontheplanet.

•Natural selectionisthemechanismbywhichevolutionhappens.Whenasituationchanges(egtheclimategetshotter)individualsthathavecharacteristicsthathelpthemtocopewellwiththischangearemorelikelytosurviveandhavechildren(andthosethatdonotcopewellaremorelikelytodieoff).Overtime,thestrongerlineofoffspringsurvivesandliveson–andthespecieshaschanged.

3•Studentsreadthearticleagainandcompleteitwith

sentences1–6.•Theycouldthencomparetheiranswerswithapartner

beforeyoucheckwiththeclass.

a) 3 b) 2 c) 6 d) 4 e) 5 f) 1

Culturalnotes:altruisticpeople•Nelson Mandela wasthefirstPresidentofafree,

democratic,multi-racialSouthAfrica.HehadbeenaprominentmemberoftheANC(AfricanNationalCongress–anorganizationfightingagainsttheapartheidpoliticalsystem)andwaskeptinprisonfor27years.HewontheNobelPeacePrizein1993.

•Aung San Suu Kyihasspentmanyyearsconductinganon-violentstruggletoachievedemocracyinhernativeMyanmar(formerlycalledBurma),oftenwhileimprisonedinherownhome.Shewasfreedfromhousearrestin2010andatthetimeofwriting,isstillfree.ShewasawardedtheNobelPeacePrizein1991.

•Mother TheresawasaCatholicnunwhowasresponsibleforstartingandrunninganumberofcharitableorganizationsincludinghospices,orphanagesandcarecentresinKolkata(formerlycalledCalcutta),India.ShewontheNobelPeacePrizein1979.

4•Studentsdiscusswhethertheyagreewiththearguments

inthetext.•Findoutfromstudentsifanyofthemcanrememberwhat

theirlastthreegooddeedswere.

Vocabulary: reflexive verbs1•Studentslookbackatthearticleandunderlineallthe

reflexiveverbsthattheycanfind.

Seven:consider(line1);pride(line3);distinguish(line7);endanger(line16);sacrifice(line19);ask(line30);destroy(line40)

Languagenotes:reflexiveverbs•Reflexiveverbsaremadeupofaverbandareflexive

pronoun.Reflexivepronounsarewordsendingin-self (singular)or-selves(plural).Thefollowingarereflexivepronouns:myself,yourself,himself,herself,itself,oneself,ourselves,yourselves,themselves.

•Whenusedwithaverb,reflexivepronounsoftenshowthatthepersondoingtheactionandthepersontheactionwasdonetoarethesame,eg He kicked himself for being so stupid.

•Makesurethatyourstudentsareclearthatthefollowingtwosentenceshaveadifferentmeaning:

1 Mike reminded himself about the party. 2 Mike reminded him about the party. Inthefirstsentence,MikeremindedMike.Inthesecond

sentence,Mikeremindedanotherperson.•NBManyverbsthatmaybereflexiveinyourstudents’

firstlanguagemaynotbereflexiveinEnglish,egconcentrate,feel,sit. ✗I feel myself very happy today.

•Sometimesreflexivepronounshaveameaningofon one’s own without help,egI wanted to try and finish the exercise myself.

2•Studentscompletethesentenceswithawordfrom

thebox.

1 deceive 3 express 5 adapt2 pride 4 content 6 remind

Languagenotes:reflexiveverbs(2)•Ifyouadapt yourselftosomething,youchangetheway

youthinkordothings.•Ifyoucontent yourself withsomething,youfindaway

tobecomfortableandhappywithit.•Ifyoudeceive yourselfaboutsomething,youlieto

yourselfaboutit.•Ifyouexpress yourself,yousayorshowwhatyouthink

andfeel.•Ifyoupride yourselfonsomething,youareproudofit.•Ifyouremind yourselfaboutsomething,you

rememberit.

3•Pairwork.Studentsdiscusswithapartnerwhetherornot

theyagreewiththestatementsinexercise2.

If you want something extra … Straightforward Teacher’s Resource Disc at the back of

this book

Should ‘Mother Theresa’ be taken out of italics as other names in this situation? – Design

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Good deeds 10a



What the lesson is aboutTheme Moral dilemmas; giving to charitySpeaking Groupwork: Good Samaritan mazeListening A dialogue about finding money in a

pocket of a coat left in a charity shop Vocabulary Collocations with giveGrammar ReportingDid you know? Poppy badges and charity in the UK


Methodology guidelines: Discussion starters, page xxi• In your home town, do people often stop you on the street

asking for money? How do you feel about them?• Rather than just begging, do people in your home town try

to earn money by doing some small tasks, eg cleaning car windscreens, pointing out parking spaces, playing music or singing songs, etc? How do you feel about these people? Is it better or worse than just begging?

• In the UK (and many other countries), homeless people can make a living by selling a magazine specially produced for them called TheBigIssue. Does this exist in your country? Do you think it’s a good idea or not?

• Do you know of any begging scams, ie lies or tricks that cunning people use to get money out of naïve passers-by?

Testbeforeyouteach:give Methodology guidelines: Test before you teach, page xxi

•Writethewordgiveinthecentreoftheboard.Elicitanexampleofanexpressionwithtwoormorewordsincludinggive,eggive someone a call. Askstudents,inpairs,tothinkofasmanymoreexpressionsastheycanthinkofthatincludegive.

•Afterawhile,collecttheirexpressionsontheboard.Elicitexamplesofhoweachcanbeused.

Introducingthetheme:charityshops•TellstudentsthatmanycharitiesintheUKhaveshops

wheretheyselldonatedsecond-handgoods. Ask:Do shops like this operate in your country? Are they popular or not? Which charities do they support? What sort of things do they sell?

Speaking Communication activities, Student’s Book pages 144 &

147

1•Thisspeakingactivityisacommunicationtaskknown

asa‘maze’.Studentsdiscussasituation,whichisthebeginningofastory.Theymustthendecideintheirgroupwhichcourseofactionbetweenachoiceoftwotheyshouldtake.Thechoicetheymakewillaffecthowthestorycontinues,astheyareledtoreaddifferentsituationsandmakedifferentchoices.Whentheyreachtheendofthemaze,groupsofstudentswillhavereaddifferentstories.Theywillhavethechancetocomparetheirstoriesinexercise2.

•Groupwork.Putstudentsintogroupsofthreetofourandaskthemtoreadthetextandimaginethemselvesinthatsituation.Allowthematimelimitofthreeminutestodecidebetweenthemwhattheywoulddo.

•Studentsthenturntopage144or147dependingontheiranswer.Theyreadtheirnewsituation,andagaindecidebetweenthemwhattheywoulddo.

•Studentscontinuereadinganddiscussingthesituations,anddecidingwhattodo,untiltheyreachtheendofthemaze.

2•Groupwork.Studentsnowcomparetheirstorieswith

studentsfromanothergroup.Askthemiftheythoughttheirgroupmadegooddecisions.

ListeningThislisteningisadialoguebetweenawoman,whoworksinacharityshop,andherhusband.Shetellshimaboutaleathercoatwhichsomebodyhadgiventheshopandabouttwodifferentmenwhocometotheshoptoclaimitastheirs,andthatithadbeenleftattheshopbymistake.Itwasthendiscoveredtohaveanenvelopewith£2,000poundsinoneofitspockets.

1 2.17•Askstudentsifthereareanycharityshopsintheirtown,

andwhatcharitiestheysupport.Youcouldalsoaskstudentsiftheyeverbuyanythingfromcharityshops,orgivecharityshopsanythingtheyownthattheynolongerneed.

•Studentslistentothedialogueandanswerthequestions.

1 ablackleathercoat2 Moiratookittooneofthecustomerswhocameinto

theshoptoaskforit.

2.17

W = Woman M = ManW: Anextraordinarythinghappenedatworktoday.M: What?W: Well,afewweeksago,IwasgivingMoiraahandgoing

throughtheclothesfromtherecyclingbin,andtherewasthisblackleathercoat,aman’sone,anditwasquitenice,muchnicerthanmostofthestuffweget,andMoirasaidshethoughtwecouldprobablygetfiftypoundsforit,soweputitinthewindow,and,you’llneverguesswhat.

M: What?W: Well,wesolditthesameday,afteronlyacoupleof

hoursasamatteroffact,thiswomancamein,andshesaidshe’dseenitinthewindowandwithoutaskinghowmuchitwasoranything,shesaidshe’dgiveusfivehundredpoundsforit.

M: Fivehundredquid.Notbad!W: Yes,notbadatall–butthat’snotthefunnybitabout

it.M: Oh?So?W: Well,thethingis,thenextday,amanwalkedin–

smart,good-looking,expensivesuit...M: JustMoira’stype!

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10b Giving



W: ACitytype,merchantbankerorsomething,butheseemedallembarrassed,hesortofgavetheimpressionthathe’dratherbeanywhereintheworldthanthere,youknow,inasecond-handclothesshop.Hecouldprobablyhaveboughtthewholeshopifhe’dwantedto.Anyway,afteraminuteortwo,hecameuptousandaskedifwehadanyblackleathercoats.SoMoiratoldhimthatwe’dsoldareallyniceonejustthedaybefore,butwedidn’thaveanyothers.Sothenheaskedusifwecoulddescribethecoat,whichwedid,andhisfacesortoflitup.‘That’smycoat!’hesaid.

M: Sowhyhadhegivenitaway?W: Well,Moiraaskedhimthesamequestion.She,she

fanciedhimabitactually,well,actually,morethanabit,youknowMoira,andthemanexplainedthathisgirlfriend–hisex-girlfriend–hadputthecoat,whichwashisfavouritecoat,intherecyclingbinafterthey’dhadanargument.Andnowhewantedtoknowiftherewasanywaytogetitback.SoMoiratookhisphonenumberandsaidshe’dgivehimacallifshesawthewomanwhoboughtitagain.

M: SoMoiralikeshimandshe’sgothisphonenumber…Andthen?

W: Hangon,givemeasecond.Anyway,so,thiswas,what,Idon’tknow,aweekortwoago,andweneversawthewomanagain,andthenthismorning,meandMoiraweregoingthroughanewpileofstufffromtherecyclingbinandMoirawassayinghowshe’dbeenthinkingabouttheman,theonewhowantedhiscoatback,andhow,maybe,shemightgivehimacall,anyway,youknow,justtosaythatwehadn’tseenthewoman,butthen,there,atthebottomofthepileofstuff,thereitwas.Theblackcoat.

M: Thesameone?W: Yes.Theverysameblackcoat.Itwasabitdirty,so

wegaveitaquickclean,andthenIfeltthattherewassomethinginoneofthepockets.Therewasthisenvelopeandwhenweopenedit–insidetherewastwothousandpoundsintwentypoundnotes.Twothousand.Canyouimagine?That’smorethantheshopmakesinaweek.

M: Whatdidyoudowithit?W: Well,firstofallMoiracalledtheman,theoneshe

likedandtoldhimthatwe’dfoundhiscoat.Ifhewanted,sheadded,she’dtakeitroundtohim.Andheobviouslysaidyes.ButthenMoirathoughtitwasabitriskyhavingthatmuchmoneyintheshop,soshesaidshe’dtakeittothebankonthewaytomeetingthecoatman.

M: Soall’swellthatendswell?W: Yes,butthestory’snotfinishedyet.M: So?W: SoMoirawentofftothebankandtoreturnthecoat

totheman,andIwasintheshop.Andlaterthatafternoon,anotherman,adifferentman,cameintotheshop,andaskedmeifwehadablackleathercoat.Ijustshookmyheadandsaidsorry,no,andhestartedtogivemethislongexplanationabouthowthecoatwasapresentfromhiswife,buthereallydidn’tlikeitandthesmelloftheleathergavehimaheadache,blah,blah,blah,sohetoldher,hiswife,thatithadbeenstolenfromhisoffice,but,infact,he’dputitintherecyclingbin.Butthenherealizedthathe’dleftsomemoneyinthepocketandthat’swhyhewantedtogetthecoatback.

M: Sodidyoutellhim?W: No,noIdidn’t...ItookhisnumberandsaidI’dcall

himifhiscoatturnedup.M: Butwhataboutthemoney?Imean,it’shis,isn’tit?He

mustbeworriedsick…W: Iknow,Iknow,butIwaswaitingtoseewhatMoira

thought.Oh,thatmustbehernow.Hello?Moira?

Languageandculturalnotes:charityshops•IntheUK,manytownhighstreetshaveanumberof

charity shops,ieshopswherethingsaresoldtomakemoneyforacharity.Inmyowntownwehaveshopsforcancerrelief,animalwelfare,faminerelief,childcareoverseas,alocalhospice,etc.Mostoftheproductsforsaleincharityshopsaresecond-handitemsthathavebeendonatedbypeople,egclothes,books,decorations,etc.However,manyshopsalsooffertheirownlineofgoods,oftenconnectedtotheircharitableworkinsomeway,eggreetingscards,fair-tradecoffee,cosmetics,etc

•Arecycling binisacontainerinwhichmembersofthepubliccandepositthingstheydon’twant.Youcanfindrecyclingbinsforclothes,books,bottles,etc

•ACity typeisthekindofpersonthatyouwouldexpecttofindintheCityofLondon(oranothersimilarbusinesscentre).Itsuggestsjobssuchasbanker,insurancebroker,sharedealer,etc

•Amerchant bankerissomeonewhoworksforabankthatservesbusinessesratherthanprivateindividuals.

•Ifyousaythatsomeone’sface lit up,youmeanthatitsuddenlyshowedsomeemotion,usuallyrecognition,awarenessorhappiness.

•She fancied him a bitmeansthatshethoughtthathewasquite(butnotvery)attractive.

2 2.17•Studentslistenagaintothedialogueandcompletethe

sentences.•Theycouldthencomparetheiranswerswithapartner

beforetheycheckaudioscript2.17onpages160and161.

1 theyhadexpectedtogetfiftypounds2 theyhadhadanargument3 shecouldcallhimifshesawthewomanwhohad

boughtthecoatagain4 theyweregoingthroughanewpileofthingsfromthe

recyclingbin5 theywerecleaningthecoatandfeltsomethinginone

ofthepockets6 shethoughtitwastoomuchtokeepintheshop7 itsmelledofleatherandgavehimaheadache8 shewantedMoira’sopinionfirst

3•Pairwork.Studentsdiscussthequestionswithapartner.

Whentheyhavefinished,findoutfromtheclasswhattheythinktheshopshoulddo.

Grammar: reporting Language reference, Student’s Book page 104 Methodology guidelines: Grammar boxes, page xxi

1•Studentsreadthesentencesandcorrectthemistakes.

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Giving 10b



1 Shesaidshe’sshe’dseenitinthewindow.2 Sheaskedhowmuchdiditcostitcost.3 Wehadn’tthoughthowmuchshouldweweshould

askforit.4 Wecouldn’thelpwonderingwhatheiswasdoing.5 Heaskedusif/whetherwehadanyblackleather

coats.6 Shetoldhimthatwehadsoldaniceonetheday

before.7 Heexplainedthathisex-girlfriendhadputthecoatin

thebin.8 Hewantedtoknowwasthereiftherewasanywayto

getitback.

Languagenotes:reportedspeech&thought•Thecommonly-givenclassroomguidelineabout

reportedspeechis:thetensesinthereportedpartmoveonetensebackwards(butyoucan’tgofurtherbackthanthepastperfect).

•Inotherwords,ifthedirectspeechsentenceisinthepresentsimple,thereportedversionisinthepastsimple.Similarly,iftheoriginalsentenceisinthepastsimple,thereportedversionisinthepastperfect.

direct reported (one step backwards)

presentsimple pastsimplepresentcontinuous pastcontinuouspresentperfect pastperfectpastsimple pastperfectpastcontinuous pastperfectcontinuouspastperfect pastperfectgoing to was going towill wouldcan couldmay mightmust had to

•Althoughtheseguidelinescanbeuseful,theyarenotalwaystrue,egasituationthatisstilltruecanbereportedusingapresenttense,egDirect:‘I work at LBC.’Reported:He said he works at LBC.(NBHe said he worked at LBC isalsoperfectlycorrect.)

•Somestudentsmayfinditmorehelpfulsimplytoconsiderthequestion:What is the natural tense to use in this sentence?Inotherwords,followtheusualgrammarrulesfortenses!Ifyouaretalkingaboutthepast,itisnaturaltoreportanywordsspokenasalsointhepast.Iftheeventsspokenabouthappenedbeforethedialogue,itisnaturaltousethepastperfecttoreportthem.Iftheeventsarestilltruenow,wecanusethepresenttense.Ifthis‘naturaltense’guidelinesoundsstrange,considerthisexample.ImaginethatMarigoldsays:I’m not enjoying this film.Whenyoureportthislateron,itwouldberatherstrangetosay:Marigold said that she is not enjoying this filmbecausethefilmhasalreadyfinished.Itismuchmorelogicaltoreportthesentenceinthepast:Marigold said that she wasn’t enjoying the film.

•Manyspeakerstendtoavoidthepastperfectsimple/pastperfectcontinuousunlesstheyarereallyessentialforclarifyingthetimesequenceofevents.Itisquitenormaltousethesameverbasinthedirectspeechsentence.Lookatthesethreeexamples:a),b)andc).

direct example sentencea) presentperfect ‘I’ve been there.’b) pastsimple ‘I met him.’c) pastcontinuous ‘I was walking to the park.’‘grammar book’ reported tense (one step backwards)a) pastperfect She said she’d been there.b) pastperfect He said he’d met him.

c) pastperfectcontinuousShe said she’d been walking to the park.

alternative colloquial reported speecha) presentperfect She said she’s been there.b) pastsimple He said he met him.

c) pastcontinuousShe said she was walking to the park.

•Whenwereport,weneedtomakechangestopronounsandtimeexpressionsaswellasverbtenses.Again,thesefollownormalgrammarrules,egifsomeoneistalkingaboutme and nowandhere,thewordsmaynotbeappropriateifthespeechisreportedinadifferentlocationatanothertime.Itislogicaltosayhim orher,thenandthereinstead.However,westillneedtoconsiderthecontext,egifthedialogueisreportedinthesamelocationasitwasspoken,itmaybeappropriatetosayherewhenreporting.

•Forsomestudentsthefollowingguidelinesmayhelp(butremindthemthatthesearenotrules):

Pronounsdirect reportedI he/sheyou I/youme him/herwe theythey theyme him/hermy his/her

Expressions of time and placedirect reportednow then/atthattimetoday thatday/thenyesterday thedaybefore(that)tomorrow thenextday/thefollowingdaylastweekend theweekendbeforethisweek thatweek/thesameweekhere therethis that

•Innormalspokenlanguageuse,wetendtoreportmorethanwequotedirectspeech,sothisisanimportantareaforstudentstostudy.Howeverwealsousequote structures inwhichwerepeattheexactwordsapersonsays,egMaisie said, ‘I’m coming home at three o’clock today.’InwrittenEnglishstories,novels,etcquotestructureisusedmorethanreportedspeech.

•Althoughsay,tellandaskarecommonlyusedreportingverbs,therearealargenumberofotherpossibleverbs.Theseusuallyaddsomeextrainformation,egdemandmeans‘toaskinaforcefulway’,confessmeans‘tosaythatyouhavedonesomethingshamefulorwrong’.

•Youcanalsoreportthoughtsaswellasspeechusingverbssuchas:feel,doubt,decide,plan,remember,wish,worry,etc

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10b Giving

•Weusuallyusetheverbask whenreportingquestions,althoughit’salsopossibletouseenquire,wonder,want to know,etc.Wedon’tusesay ortelltoreportquestions.

•Wemakereportedquestionsthathaveayesornoanswerusingiforwhether. WhetherismoreformalandmorelikelytobeusedinwrittenEnglish.Theclausebeingreportedfollowsanormalsubject objectwordorder,ietheverbdoesnotinvert,eg‘Are you going?’He asked me whether I was going.✗He asked me whether was I going.Aquestionmarkisnotused.

• Ifandwhether meanalmostexactlythesamething.Somereferencebookssuggestthatweuseifwhenthespeakeristhinkingofonepossibleanswer,egHe asked if we were coming andwhetherwhentherearealsootherpossibilities,particularlytheoppositeoftheideasuggested,egHe asked if we were coming or not butthisisnotaclear-cutguideline,andgenerallybothwordsarepossible.

•Thewordsor notarefrequentlyusedafterwhether,egThey wanted to find out whether or not Tom Cruise was in the hotel.She demanded to know whether I was going or not.

2•Studentslookbackatthesentencesinexercise1and

changethemtodirectspeechorthought.

1 ‘Isawitinthewindow.’2 ‘Howmuchdoesitcost?’3 ‘Howmuchshouldweaskforit?’4 ‘Whatishedoing?’5 ‘Doyouhave/Haveyougotanyblackleathercoats?’6 ‘Wesoldaniceoneyesterday.’7 ‘Myex-girlfriendputthecoatinthebin.’8 ‘Isthereanywaytogetitback?’

3•Studentscouldworkwithapartnertoputthesentences

intoreportedspeech.

1 Shetoldherhusbandthatanextraordinarythinghadhappenedatworkthatday.

2 Heaskedherif/whetherMoirahadarrivedontime.3 Shesaidthathecouldprobablyhaveboughtthe

wholeshopifhe’dwantedto.4 Heaskedherwhatshewasgoingtodo.5 Shesaid(that)she’dtakeittothebankonherway.6 ShewonderedifMoirahadgoneoutforlunch.

4•Pairwork.Studentsimaginethetelephonedialogue

betweenthewomanintherecordingandherfriend,Moira,andmakenotesonwhattheymighthavesaid.ReferthemtothegrammarboxatthebottomofthepageintheStudent’sBookforhelpwithformingreportedspeech.

5•Pairwork.Studentsthenjoinupwithanotherpair.They

takeitinturnstotelltheotherpairaboutthetelephonedialoguebetweenthetwowomen,usingreportedspeech.

Vocabulary: collocations with give1•Studentslookataudioscript2.17onpages160–161.They

findandunderlineexamplesofgiveandtheobjectsoftheverb.

givingMoiraahand;giveusfivehundredpounds;gavetheimpressionthat;giveitaway;givehimacall;Givemeasecond;gavethecoataquickclean;givemethislongexplanation;hadgivenhimthiscoat;gavehimaheadache

2•Studentschoosethebestwaytocompletethesentences.

1 aheadache 5 theimpression2 damn 6 thebenefit3 lotofthought 7 ahand4 try 8 acall

Languagenotes:collocationswithgive•Inthisexercise,thewronganswersarealsocorrectgive

expressions,butarejustwronginthiscontextorwiththismeaning.Thenotesbelowgiveinformationaboutbothrightandwronganswers.

•Ifyougive considerationtosomething,youthinkcarefullyaboutitbeforeaccepting,rejectingit,doingit,etc

•IfIsaythatsomethinggives me a headache,Imeaneitherthatit(a)literallycausesmetohaveaheadacheor(b)itisdifficultandproblematicandcausestroubleforme.Themeaningis(a)inquestion1.Anexampleofmeaning(b)wouldbe:Organizing all the details of the overseas visit really gives me a headache.

•Ifyoudon’t give a damnaboutsomething,youdon’tcareatallaboutit.NBAlthoughpossible,theexpressionisrarelyusedinthepositive,egI do give a damn about the problem.Ifyousaythis,theworddo mustbestressed.

•Ifyougive a speech,youdeliveramonologuetoanaudience.

•Ifyougive a lot of thoughttosomething,youthinkaboutitveryhard,carefullyandindetail.

•Ifyou give someone a piece of your mind,youangrilytellthemwhyyouareannoyedwiththem,whattheyhavedonewrong,howtheyshouldbehave,etc

•Ifyougive something a try,youtryitinordertoseeifitissuitableornot.Usingthewordgive allowsthespeakertochangetryfromaverbtoanoun.

•Ifyougive a warning,youwarnaboutsomething.•Ifyougive someone permissiontodosomething,you

allowthemtodoit.•Ifyougive the impressionthatyouareolderthan

youare,peopleinterpretyourappearance,behaviour,comments,etcandthinkthatyouareolderthanyouare.

•Ifyougive someone a lecture aboutsomething,youtellthemwhatyouthinkforcefully(andprobablyatsomelength).

•Ifyougive someone the benefit of the doubt,youarenotabsolutelycertainiftheyarerightornot,butyoumakeadecisionintheirfavouranyway.

•Ifyougive someone a hand,youhelpthem(usuallywithaphysicaltask,egcarryingthings).

•Ifyougive someone problems,youcreatenewproblemsforthem.

•Ifyougive someone a call,youphonethem.•Ifanumberofpeoplearewaiting(egforan

appointment,etc),you give someone priority whenyouconsidertheirneedisurgentorimportant,andallowthemtobeseenordealtwithbeforeotherpeoplewhoarealsowaiting.

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Giving 10b



Culturalnotes:I don’t give a damn•ThephraseI don’t give a damn wasmostfamouslyused

astheclosinglinetotheepicfilmGone With the WindwhenClarkGableplayingRhettButlersaid:Frankly, my dear, I don’t give a damn.Astheexpressionwasconsideredrude,thefilmmakerswereonlypermittedtouseitifitwassaidwithanunnaturalstressongiveinsteadofondamn(perhapsthebest-knowninstanceofstressplayinganimportantpartinfilmhistory!).

3•Pairwork.Studentssayifthesentencesinexercise2are

trueforthem,andgivemoreinformationabouttheiranswerforeachone.

Did you know?1•Pairwork.Studentsreadtheinformationanddiscussthe

questions.•Youcouldthenaskstudentstoreportbackbrieflyon

anythinginterestingtheyheardintheirdiscussions.

Culturalnotes:flagdays•TellstudentsthatintheUK,manycharitieshaveflag

dayswhenyoucandonatemoneytocollectorsinthestreetandinexchangeyoureceivealittlepinbadge(usuallymadeofpaperorplastic).Thebadgeindicatesthatyouhavedonated(andwon’tbetroubledagainbythecollectors!).Ask:Do you have anything similar in your country?

Webresearchtask Methodology guidelines: Web research tasks, page xxi

Charities•Pairwork.(1)Findoutthenamesoffiveofthemost

popularandsuccessfulcharitiesintheUK.(2)Chooseonecharityandgotoitsownwebsite.Findfiveinterestingfactsorbriefstoriesaboutthecharityanditswork(eghowlongithasbeenworking,famouspeoplewhoareassociatedwithit,successesithashad,etc).

•Reportbacktootherpairsortotheclass.Web search key words•popular charities UK


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10b Giving



What the lesson is aboutTheme Describing the responsibilities of a job

as a communications coordinator for the Rainforest Protection Agency

Speaking Pairwork: discussing responsibilities in a job

Reading A day in the life of … A communications coordinator for the Rainforest Protection Agency describes what things he would do in his job on an average day

Vocabulary Job responsibilitiesGrammar Reporting verbs & patterns


Methodology guidelines: Discussion starters, page xxi• Do you often look at job advertisements? Do you think

these ads generally give honest, clear information? What tempts you to apply, eg interesting work, location, responsibility, salary, car, people you’ll work with, something else?

• Are rainforests really worth saving – or is it just a lot of fuss about nothing?

• Imagine that you see two job ads in the paper, both of which you stand a good chance of getting. One is for a very high-paying (but boring) job that involves selling environmentally-polluting machinery; the other is for a low-paying (but satisfying) job that would really benefit the environment. Which one will you go for? Why?

Speaking & vocabulary: job responsibilities1•Pairwork.Studentslookattheadvertandanswerthe

questions.•Don’tcheckanswersforquestion2atthisstage.Thiswill

bedoneinthenextexercise.

1 CommunicationscoordinatorforCentralAmerica

2•Studentsreadthejobdescriptionandchecktheiranswers

tothesecondquestioninexercise1.

2 ThejobinvolvespromotingtheRainforestProtectionAgency’sworkinCentralAmerica;liaisingbetweenlocalprojectsandthecentralorganization;overseeingtranslationtoandfromSpanish;participatinginconferences;coordinatingtheworkoflocalvolunteersandvisitinglocalprojects;seekingoutandencouragingpotentialprojectsintheregion;facilitatingapplicationsforgrants.

Languagenotes:jobresponsibilities•Anecosystemisthecompleteenvironmentofanarea.•Ifyouliaise,youtalkwithandconsultwithothers

ratherthanworkingindependentlyormakingdecisionsjustonyourown.

•Ifyouoverseesomething,yousuperviseit.•Ifyoufacilitatesomething,youhelpittohappen.

3•Studentsmatchthewordsinboldinthejobdescriptionto

thedefinitions1–8.

1 track 5 promote2 liaise 6 coordinate3 seekout 7 oversee4 participate 8 facilitate

4•Pairwork.Studentslookbackatthejobdescriptionand

readthelistofmainresponsibilitiesofthejob.Theythendecidewiththeirpartnerwhichoftheresponsibilitieswouldbethemostinteresting,themosttime-consuming,andthehardestwork.Tellthemthattheymustjustifytheiranswers.

5•Pairwork.Studentstelltheirpartnerabouttheirjoborthe

jobofsomeonethattheyknowwell.Theysaywhatthejobisanddescribewhattheresponsibilitiesare.

ReadingInthereadingtext,JohnBettermandescribesatypicaldayinhisworkinglifeasthecommunicationscoordinatorfortheRainforestProtectionAgencyinCentralAmerica.NBHisjobwasadvertisedintheSpeaking & vocabularysection.

1•Studentsreadthearticleandanswerthetwoquestions.

1 promotingtheRPA’swork;overseeingtranslationtoandfromSpanish;coordinatingtheworkoflocalvolunteers;visitinglocalprojectsandtrackingdevelopments;seekingoutandactivelyencouragingpotentialprojectsintheregion;facilitatingtheapplicationsforgrants

2 keepinguptodatewiththenationalandinternationalnewsandpassingontheinformation;writingpressreleases;persuadingbusinessestosponsorprojects;meetingjournalists

Languagenotes:reading•Averandaisapartiallyopenareaoutsideahouse,but

stillconsideredpartofthebuilding.Verandasmayhaveroofsandlowwalls,butnotfull-heightwalls.

•Ifyousaythatpeople are counting on me,youmeanthattheyrelyonyouandthethingsyoudo.

•Thetermgrassrootsreferstothelowerlevelsofanorganizationwhereordinarypeopleareinvolvedandaffectedbythings.

•Adelegationisagroupofpeoplerepresentingacompany,organization,school,club,country,etcwhotraveltoanotherplaceformeetings,discussionsortoobserveorstudysomething.

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10c Aid worker



2•Askstudentstoreadthestatements,thenreadthearticle

againandcorrectthestatements.

1 Hespendsabouthalfofhistimetravelling.2 Hecanaccesshisemailanywhere.3 Hespendsabouthalfhistimepreparingpromotional

materials.4 Helovesthisaspectofhiswork.5 Hepreferstravellingtowriting.6 Helikeshelpingpeopletomakedecisions.7 Hedoesn’tfinditdifficulttogetvolunteers.8 He’smovingtosouth-eastAsiaattheendoftheyear.

3•StudentsdiscusswhichaspectofJohn’sjobtheywould

findthemostinteresting,andgivetheirreasonswhy.

Grammar: reporting verbs & patterns Language reference, Student’s Book page 104 Methodology guidelines: Grammar boxes, page xxi

1•Askstudentstolookbackatthearticleandatthe

highlightedverbs.Askthemtounderlinetheverbthatfollowsthemandaddthemtotheappropriatelistofverbsinthegrammarbox.Youcoulddoanexamplewiththeclassfirst.

1–2 propose;suggest3–4 promise;agree5–9 warn;encourage;persuade;convince;invite

Languagenotes:reportingverbs&patterns•Theexamplesentencesandanswersfromexercise1are

laidoutinthesetablesforclarity.

Reporting verb + verb + -ingThey mentioned wantingOneoftheelders

proposed spending

Others suggested inviting

Reporting verb + to + infinitiveThey offered tosponsorI promised tofindI’ve agreed toshow

Reporting verb

object + (not) + to + infinitive

advised them toaskwarning coffeegrowers nottosellencouraging bigbusinesses toseepersuade them togivemoneyconvince them tomakechangesinvited me totakepartpersuade them tocome

•Ifyoumentionsomething,yousayit,butdonotspendalongtimetalkingaboutit,orgointomanydetails.

•Ifyoudenysomething,yousaythatsomethingisnottrue,orthatyoudidn’tdosomething.

•Ifyouproposesomething,youmakeasuggestionaboutwhattodo.

•Ifyouconvincesomeonetodosomething,youpersuadethemtodosomething.

2•Studentschangethesentencesindirectspeechinto

reportedspeech,usingtheverbsfromthegrammarbox.

Suggested answers:1 He/Shedeniedhavinganythingtodowithit.2 He/Sheencouraged/persuadedme/ustohave

anotherone.OrHe/Shesuggestedhavinganotherone.

3 He/Shepromisedtohaveitdonebytheendoftheday.

4 He/Shesuggestedleavingittilltomorrow/thefollowingday.

5 He/Sheasked/invitedme/ustojointhem.6 He/Shewarnedme/usnottocross(theroad)as

therewasacarcoming.7 He/Shetold/persuadedme/usnottoworryandthat

he/shewassureI’d/we’ddobetternexttime.8 He/Shesaidthathe/shewassorryandrefusedtodo

it.He/Shesaidhe/shedidn’tthinkitwasfair.

3•Pairwork.Studentslookbackatthesentencestheyhave

changedtoreportedspeechinexercise2,andanswerthequestions.

Extratask:reportingverbs&patterns•Groupwork.Givestudents,ingroupsofthree,atopic

todiscuss(anythingthatmightinterestthem).Warnstudentsthattheyshouldlistencarefullytowhateachothersaysandmakenotes,butdon’tyettellthemthespecifictasktheywillhavetodo.

•Afterafewminutesofdialogue,splitupthegroups.Handoutalistofallthereportingverbsfromthelesson(mention,deny,admit,offer,refuse,threaten,propose,suggest,promise,agree,advise,persuade,convince,decide,tell,ask,invite).

•Askeveryonetomeetupinapair(orgroupofthree)withpeoplefromothergroups.Theymustnowreportwhattheyheardotherpeoplesayinthepreviousdiscussion,egJoanna admitted that she was very wasteful with things. Pete mentioned that he wouldn’t like to go to the Amazon,etc.Theycanputaticknexttoaverbinthelistiftheyuseit.Thisisn’tacompetition,butstudentsmightliketoseeiftheycanuseallverbsappropriately.


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144

10c Aid worker



What the lesson is aboutTheme Preparing and taking part in a job

interviewSpeaking Pairwork: helping a friend with a job

interview Roleplay: a job interviewListening A model job interview for a

Communications Coordinator at the Rainforest Protection Agency

Functional Job interviewslanguagePronunciation Intonation (questions & statements)


Methodology guidelines: Discussion starters, page xxi• Job interviews – useful chances to learn about a company,

or dreadful, stressful experiences?• Have you attended a job interview yourself? Describe what

happened. What sort of questions did they ask?• Are job interviews a fair way to decide who to employ?• Are some people naturally better at interviews than others?• Is it OK for a potential employer to ask about your private

life in a job interview, eg Is it OK to ask about your political views? Is it OK to ask if you are planning to get married? Is it OK to ask a woman if she is planning to have a baby?

Speaking1•Pairwork.Studentsreadthesituationandthinkabout

whatadvicetheywouldgivetheirfriendtohelpthempreparefortheinterview.Youcouldaskthemtonotedowntheirideas.Theythendiscusswithapartnerwhatadvicetheywouldgivethisperson.

2•Studentsreadtheadvicesheetandanswerthequestions.

ListeningInthislistening,AnnetteisbeinginterviewedforthejobofCommunicationsCoordinatorattheRainforestProtectionAgency,whichwasadvertisedinthepreviouslesson.Itisagoodmodelforaninterview,inwhichAnnettefollowsmostofthetipsintheadvicesheetinSpeakingexercise2.

1 2.18•ReferstudentsbacktothejobasCommunications

Coordinatoronpage100oftheStudent’sBookandtellthemthattheyaregoingtolistentoawomanbeinginterviewedforthejob.Astheylistentotheinterview,theyshouldmarkthetipsthatAnnettefollowsfromtheadvicesheet.

Mostlyyes.

2.18

I = Interviewer A = AnnetteI: Hello,comein,pleasesitdown.A: Thankyou.I: So,erm…Annette?Canyoutellussomethingabout

yourworkexperiencetodate?A: Yes,well,I’vebeenworkinginthecommunications

sectorsinceIleftuniversity.Tostartwith,Iworkedasavolunteeratalocalradiostation,butmorerecentlyI’vebeenworkingasapressofficerforalocalhomelesscharity.Um,thejobinvolvesattendingconferencesandgivingtalksand,mostimportantly,takingpartinthegrassrootsworkofthecharity,onthestreet,coordinatingtheworkofthevolunteersandsettingupself-helpgroupsforthehomeless.

I: Isee,andwhyareyouinterestedinthepostofCommunicationsCoordinator?

A: Um,well,forseveralreasons.Firstofallbecauseitwouldbethelogicalnextstepinmycareer.InmycurrentjobIwritepressreleasesandliaisewithvolunteerstodevelopstoriesandIthinkthispostwouldgivemethechancetodevelopmyskillsinthisarea.Um,secondlybecauseIwanttostayinthenon-profitsectorandI’mparticularlyinterestedinlocalprojects,andcoordinatingtheworkofthelocalvolunteers.That’sanareathatIwouldreallyliketolearnmoreabout.WhenIwasatuniversityItookthreemonthsouttotravelaroundLatinAmericaandIgotinvolvedinsomevoluntaryworkinCostaRica.IactuallycameacrosssomevolunteerswhowereworkingfortheRPA…

I: Ah,soyouknowsomethingaboutourworkouttherealready?

A: Yes,IdoandIwasveryimpressedbywhatIsaw.I: I’msorry,Iinterruptedyou,youweresaying?A: Erm,yes,andthirdlybecauseIwouldlovetoliveand

workinCentralAmerica.IfellinlovewithitwhenIwasoutthereandI’vealwayswantedtogoback.

I: Isee.Thankyou.Andwhatdoyouthinkyoupersonallycanbringtothisjob?

A: Well,asmyCVshows,I’vegotquitealotofexperienceofwritingpromotionalmaterials,I’vebeenrunningthepressofficesingle-handedinmycurrentpositionforayear.I’veworkedonvariousprojectswhereIhadtocoordinatetheworkofsmallgroupsofvolunteerworkers.I’minterestedintheissuessurroundingyourworkinCentralAmerica.AndmaybemostimportantlyI’mhardworking,keenandenthusiastic.

I: Fine,erm,whatdoyouseeasyourstrengths,Annette?A: Well,Ienjoyachallenge.WhenIstartedmypresentjob

I’dneverwrittenapressreleasebefore,butIsoonlearnt.Itakeprideinmyabilitytomeettightschedulesanddeadlines.IthinkIworkwellunderpressureandI’musuallygoodatsettingprioritiesandkeepingtothem.

I: Um,andwhataboutyourweaknesses?A: Well,IknowIhaveatendencytogetcarriedaway

sometimesandthatIcansometimesspendfartoolongononeprojecttothedetrimentofothers,so,asIsaidbefore,IalwaysmakesureIsetmyprioritiesanddon’twastetimeontasksthatcanbedealtwithlater.

I: Arethereanyaspectsofthejobthatworryyou?Anyaspectyouthinkyoumayneedextrahelporsupportwith?

A: No,notreally.Um,althoughthejobisprobablyalotbiggerthananythingI’vetackledbefore,Idon’tthinkI’llhaveanyparticularproblems.InfactI’mreallylookingforwardtobeingabletoimprovemySpanish.

I: Ah,andyourlevelofSpanishisprettygoodthen?A: Yes,Ithinkso.I’mcertainlycapableofgettingbyin

mostday-to-daysituations.I: Right,thankyouAnnetteandnow…

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10d A good job



Languagenotes:listening•To datemeans‘upuntilnow’.•Aself-help groupisagroupofpeoplewhohavea

problemorareinterestedinoraffectedbyacommonissue.Theygettogethertodiscussandactivelytrytodealwiththeissuethemselvesratherthanwaitingforhelpfromelsewhere.

•Apress releaseisatextdocumentthatispreparedbypeoplewhoworkforanorganizationorbusiness.Itisthensenttonewspapers,TV,reporters,etc.Theaimofapressreleaseistoclearlypresenttheorganization’smessageandcommunicateittoawiderpublic.

•Asectorisapartoftheeconomy.Thenon-profit sector isthepartthatdoesnotaimtomakemoneyfromwhattheydo,iecharitablegroups,socialorganizations,etc

•ThequestionWhat can you bring to the job?means ‘Whatskillsorqualitiesdoyouhavethatwouldbeusefulfortheworkorbeneficialfortheplaceyouareworkingat?’

•Ifyourun something single-handed,youmanageityourself,doingalltheorganizationalworkonyourown.

•ThequestionWhat do you see as your strengths? isaskingthecandidatetolisttheirpositiveskillsandqualitiestomakethemsuccessfulinthejob.

•Ifyouhaveatendency to get carried away,youareofteneasilyexcitedbythingsandgetcompletelyinvolvedinonething,possiblyattheexpenseofanother.

•Ifsomethingisdoneto the detriment of others,itmeansthatthingisdonebutotherthingssufferbecauseofit,egbecausethereisnotenoughtimeormanpowerleftforthem.

•Whenyoutackleaproblem,youattempttosolveit.

2 2.18•Studentslistentotherecordingagainandcompletethe

interviewer’squestions.•Theycouldthencomparetheiranswerswithapartner

beforeyoucheckwiththeclass.

1 ussomethingaboutyourworkexperiencetodate?2 youinterestedinthepostofCommunications

Coordinator?3 youthinkyoupersonallycanbringtothisjob?4 youseeasyourstrengths,Annette?5 yourweaknesses?6 anyaspectsofthejobthatworryyou?

3 2.18•Studentslistentotheinterviewonemoretimeandmake

notesaboutAnnette’sanswerstothequestionsinexercise2.

•Youcouldthenputstudentsintopairstocomparetheirinformationandaddtotheirnotes.

Suggested answers:1 workedincommunicationssector–localradio

volunteer;workedaspressofficer–attendedconferences/giventalks/coordinatedvolunteers/setupself-helpgroups

2 logicalsteptodevelopskills;wantstoworkinnon-profitsector/grassrootsdevelopment/CentralAmerica

3 experienceinwritingpromotionalmaterials/runningapressoffice/coordinatinggroupsofvolunteerworkers;interestedinCentralAmerica;hardworking,keenandenthusiastic

4 enjoysachallenge;aquicklearner;meetstightschedulesanddeadlines;workswellunderpressure;setsandkeepstopriorities

5 getscarriedaway;spendstoolongononeprojecttothedetrimentofothers

6 notreally;newcontextandbiggerjobthananyshe’shad

4•Pairwork.Studentsdiscussthequestionsandgivereasons

fortheiranswers.

Functional language: job interviews1•Studentscompletethesentences1–8withthephasesa–h.•Theythenlookataudioscript2.18onpage161andcheck

theiranswers.

1 e 2 c 3 f 4 h 5 g 6 b 7 d 8 a

2•Studentsmatchthesentencesinexercise1tothefour

categories.

a) 7 b) 1,2 c) 3,5 d) 4,6,8

3•Studentswritefivesentencesabouttheirownpast

experiencesinwork,theirstrengthsandtheirweaknesses,usingtheexpressionsfromexercise1.

4•Pairwork.Studentsworkwithapartnerandshowthem

theirsentences.Theirpartnershouldadvisethemonwhatkindofjobtheythinkwouldbestsuitthembasedontheinformationfromthesentences.

Languagenotes:jobinterviews•Yourstudentsmaybeactivelyseekingworkorinterested

inthepossibilityofchangingjobs.Ifyouwanttoofferthemsomemorejobinterviewexpressions,hereisahandyselectionofsomecommonquestions:

•The new job:Why have you applied for this job? Would you be good at it? What can you bring to it? Why do you want to work for this organization? How good are you at handling responsibility? Do you want to take on more responsibility? Would you be prepared to travel? What salary do you hope to get?

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10d A good job



•Previous and current jobs:What do you do in your current job? Are you good at it? What is your current employer like? Why do you want to leave your current job? What was the high point of your current/last job? What was the low point of your current/last job? Describe your ideal job. Are there any other jobs you are applying for?

•Relationships with colleagues:How well do you get on with others? Do you work well in teams? What annoys you about colleagues? What would your colleagues criticise about you? Would you happily work under a manager younger than you?

•You, your character and skills:What are your strengths? What are your weaknesses? What hobbies or leisure interests have you got? Should we be worried about your age? Should we be worried about your qualifications / lack of qualifications?

5•Studentslookataudioscript2.18onpage161againand

underlineanyotherlanguagethattheythinkmightbeusefulinajobinterview.TellthemtokeepanoteofanyusefulphrasesasthiswillhelpthemwiththeroleplayinSpeakingexercise2laterinthelesson.

■■

■ Methodology Builder (24)Running a simulation (part 1) – job interviews

• Although many teachers do pairwork roleplays in class, far fewer offer simulations, despite the fact that they can be very rewarding, extremely useful and not terribly complicated to set up.

• A simulation is really just a more complex roleplay. It typically involves more than two participants and often aims to recreate a real world situation. Rather than just having role cards, a simulation may introduce a number of other elements to make the experience interesting and memorable, especially printed documents that students need to read and interpret, often while the simulation is happening. The basic simulation situation itself may even change during the time that the simulation runs.

• Let’s look at some ideas for running a job interview simulation as students who have studied lesson 10d may well want to get practice in doing such interviews themselves. We’ll start with a simple route map for running a basic simulation:

1 Pick out two suitable job advertisements from a newspaper. Give copies to students and discuss them a little, making sure that they are well understood.

2 Divide the class in half. Ask half the class to imagine they are the employers for one of the adverts, and the other half for the second advert.

3 Employers now all work in pairs or groups to prepare a list of job interview questions for the job advert they have been allocated.

4 When everybody is ready, put students into groups of six made up of three employer-interviewers for one job with three candidates (from the other half of the class). The panel of three interviewers can all interview the candidates one by one. Tell students how long to make each interview (this is entirely up to you and how much time you can spare in class).

5 At the end, the panel of interviewers should award the job to one of the candidates (and give reasons why the other people weren’t accepted).

6 When finished, you can swap all the roles over and the other half of the class interview their candidates in the same way.

• To make a more complex or challenging simulation, simply add some extra elements to this basic plan, eg tell candidates not to be themselves, but to roleplay a candidate whose description you give them. Invent some things that will interrupt the simulation and take it in new directions. Introduce a new surprise character during the interview.

Pronunciation: intonation (questions & statements)1 2.19•Studentsreadtheinformationandlistentotheexamples

ontherecording.

2 2.20•Studentsreadthesentencesastheylistentotherecording

anddecideifthesentencesarestatementsorquestions.

Statements: 1; 5; 6 Questions: 2; 3; 4

2.20

1 It’sthefirsttimeyou’veappliedtoworkforus.2 Youdon’tminduscontactingyourreferees?3 You’vealreadyseenthedetailsaboutpayand

conditions?4 You’rehappywiththesalary?5 Youwouldbefreetostartatthebeginningofnextweek.6 You’dlikesometimetothinkaboutit.

Languagenotes:intonation(questions&statements)•Incolloquialspeechmanyquestionshaveno

grammaticalmarkertoshowthattheyarequestions.Virtuallyanystatementcanbechangedintoaquestionbyusingrisingintonation.

•Inmanycases,thiskindofdeclaration as questionhasananswerthatthequestionerpartiallyknowsorhaspredictedbasedonhiscurrentknowledge,egYou don’t mind us contacting your referees?(Intherecording,theinterviewerisprobablyreadingthroughanapplicationformastheyaskthequestion.)Thisuseissimilartoquestiontagswithrisingintonation,whichaimtogetarealanswertoaquestioneventhoughthespeakeralreadyhasanideawhattheanswermaybe,egYou don’t mind us contacting your referees, do you?

•Declarations as questionsquiteoftenrepeatsomethingthatthepreviousspeakerhaswrittenorhasjustsaid,asifgivingitbacktothewriter/speakerforconfirmationorexpandingon,eg

A: I used to work in Tokyo, then I moved to Paris. B: You used to work in Tokyo?

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A good job 10d



•Fallingintonationcansometimesbeusedtomakeadeclarationintoaquestion,thoughthismayaddthemeaningthatthequestionerfeelsverysureabouttheanswerandmaybemainlylookingforconfirmationthattheirinformationorinterpretationiscorrect,eg

A: And you’re British? B: Yes.•Thisissimilartotheuseofquestiontagswithfalling

intonation,egYou’re British, aren’t you?

3•Pairwork.Studentstakeitinturnstosaythesentences

fromexercise2.Theirpartnerthentellsthemiftheyareaskingaquestionormakingastatement.

Speaking1

Communication activities, Student’s Book pages 145 & 149

•Groupwork.DividetheclassintoGroupsAandB.Tellthemthattheyaregoingtoprepareforajobinterviewandaskthemtoturntotheirrespectivepages.

•StudentsAreadtheinstructionsandthejobdescription.Theythenpreparefivequestionstoaskacandidateforthejob.

•StudentsBreadtheinstructions,thejobdescriptionandhandwrittennotesabouttheirworkexperience.Theythenprepareforaninterviewforthejob,usingtheadviceonpage102oftheStudent’sBooktohelpthem.

•Remindstudentsalsooftheusefuljobinterviewlanguagetheyunderlinedinaudioscript2.18inFunctional languageexercise5.

2•Pairwork.EachstudentinGroupAnowpairsupwitha

studentfromGroupBtoroleplaythejobinterview.•Goroundmonitoringandgivehelpwhereneeded.

3•Askstudentstoreturntotheiroriginalgroupanddiscuss

thequestions.•StudentsinGroupBcoulddecideonthreecandidatesthey

wishtocallbackforafurtherinterview.

Webresearchtask Methodology guidelines: Web research tasks, page xxi

Job interview tips•Findtentoptipsforperformingwellinjobinterviews.Web search key words• job interview tips


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Answer key10 Review

Student’s Book page 173

1

2 LizaskedJohnifhewasallrightandwherehewas.3 Johnrepliedthathewasfineandthathewasinthe

towncentre.HetoldLiztobequickandtogetthereasfastasshecould.

4 Lizaskedwhy.Sheaskedwhatwasup.5 JohntoldLizthatshewouldneverbelieveit.Hesaid

thataguyhadjustthrownhundredsofbanknotesallovertheplace.

6 Liztoldhimhewasjoking.7 Johnrepliedthatitwastrue.Hesaidthatpeoplewere

goingcrazytryingtopickthemup.8 Liztoldhimthatshewouldbethereinabouttwo

minutes,thensaidgoodbye.

2

1 thecrowd 6 hadbeen2 wanted 7 that3 nottobenamed 8 haddrunk4 hadprobablythrown 9 to5 picking

3

Correct order:5,4,2,3,1

4

1 Neverendangeryourselforotherpeople.2 Becarefulnottodeceiveyourselfaboutyourtrue

personality.3 Makeapointofexpressingyourselfclearly.4 Youshouldlearntocontentyourselfwithwhatyou

have.5 Trytodistinguishyourselfinatleastoneareaofyour

life.6 Alwaysremindyourselfthattherearepeoplewhoare

worse-offthanyou.

5

Students’ own answers

6

1 headache 4 impression 6 hand2 benefit 5 warning 7 call3 permission

148



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