English for Starters, Vocational Stream – Commercial ...nccd.gov.sy/contents/manuals/G11/Eng11 Commercial-TB.pdf · Test Answer Key 104. 4 ... Vocabulary: idioms ... English for

٢٠١٣-٢٠١٤م

English for Starters, Vocational Stream – Commercial

English for Starters, Vocational Stream – Commercial, is an English language course that was specially written for vocational / commercial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12.The book introduces students to concepts in commerce; it assumes no prior knowledge of commercial skills on the part of students and teachers.

The course aims to review and consolidate the language and skills learnt at previous levels and equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and commercial knowledge. It enables students to perform routine tasks at work and to take part in social interaction in a commercial context.

Components:

Students’ BookActivity Book including a glossaryTeacher’s BookAudio CD

السعر: ١٣٠ ل.س

Teacher’s Book

Teacher’s Book

Ω2012 - 2011

áYÉÑ£∏d áeÉ©dG á°ù°SDƒŸG

Vocational Stream

Commercial Grade 11

2

322 Old Brompton Road,London SW5 9JH, England

Maktabat El Nashr El Tarbawi El Souri(Syrian Educational Publishers)

Omar El Mukhtar 2nd Str., Bldg. 6El Mazraa, Damascus-SyriaPhone: (011) 44676789Fax: (011) 44676788e-mail: [email protected]: www.syrianep.com

Reprinted 2011

© York Press 2010All rights reserved; no part of this publicationmay be reproduced, stored in a retrieval system,or transmitted in any form or by any means, electronic,mechanical, photocopying, recording or otherwise,without the prior written permission of the Publishers.

حقوق التوزيع في اجلمهورية العربية السوريةمحفوظة للمؤسسة العامة للطباعة

3

Contents 4Students’ Book Scope and Sequence

5Introduction

8Unit 1 Economic Concepts

15Unit 2 Buying and Selling

22Unit 3 Incomes and Salaries

29Unit 4 Meetings

Culture and Values 1 Celebrations 34

37Unit 5 Economic Issues

44Unit 6 Work in the Future

51Unit 7 The Internet

58Unit 8 Communication

Culture and Values 2 Humans and the Universe 63

66Unit 9 Supply and Demand

73Unit 10 Business Online

80Unit 11 Financial Markets and Banknotes

87Unit 12 Aspects of Stocks

Culture and Values 3 Geniuses and Scientists 92

Review Answer Key 95

Activity Book Answer Key 99

Correspondence Activity Book Answer Key 102

Test Answer Key 104

4

Students’ Book Scope and Sequence

NEW SKILLS LANGUAGE UNITfilling a table; identifying company hierarchy

Language Functions: defining; giving facts vs giving advice; giving opinionVocabulary: economic terms; linking wordsGrammar: questions with / without does

1 Economic Concepts (pp. 6–10)

percentages and discounts; performing a roleplay

Language Functions: taking orders by phone;helping customers in a shopVocabulary: words related to salesGrammar: order of adjectives

2 Buying and Selling(pp. 11–15)

using money idioms; summarisingLanguage Functions: giving opinion; comparing Vocabulary: money idioms; phrases related to moneyGrammar: simple past questions

3 Incomes and Salaries (pp. 16–20)

writing an agenda; finding errors in a story; identifying a secretary’s duties; writing minutes of a meeting

Language Functions: chairing a meeting; making asuumptions; talking about intentionsVocabulary: reporting verbsGrammar: reported speech

4 Meetings (pp. 21–25)

preparing a press briefLanguage Functions: talking about taxesVocabulary: more economic termsGrammar: conditional clauses type 1

5 Economic Issues (pp. 27–31)

listening and taking notes; discussing probability

Language Functions: comparing and contrasting; making predictions; giving opinionVocabulary: work idiomsGrammar: superlative form of adjectives

6 Work in the Future(pp. 32–36)

writing email and web addresses; labelling a picture; rewriting contracted forms; conducting online research; summarising

Language Functions: discussing a website; describing items on an Internet page; describing a processVocabulary: terms related to buying online and the InternetGrammar: adverbs used with present perfect

7 The Internet (pp. 37-41)

drawing a timeline Language Functions: defining a good communicator; showing keenness; giving detailsVocabulary: -ing vs -ed adjectivesGrammar: present perfect vs simple past tense

8 Communication (pp. 42-46)

identifying duties of a salesman; performing a roleplay; conducting online research

Language Functions: agreeing on a price; talking about preferencesVocabulary: prepositionsGrammar: past perfect

9 Supply and Demand(pp. 48-52)

reporting phone calls Language Functions: giving opinion about online shopping; identifying different functionsVocabulary: business online termsGrammar: past tenses in reported speech

10 Business Online (pp. 53-57)

discussing counterfeiting Language Functions: giving opinion through reasons; justifying answersVocabulary: idiomsGrammar: gerunds and infinitives

11 Financial Markets and Banknotes

(pp. 58-62)

identifying opposites; arranging information in order; conducting online research and presenting the information

Language Functions: giving explanationsVocabulary: terms related to the stock marketGrammar: the passive

12 Aspects of Stocks (pp. 63-67)

5

IntroductionEnglish for Starters Vocational Stream–Commercial is an English language course that has been specially written for commercial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12. The books introduce students to the world of commerce; they assume no prior commercial knowledge on the part of students or teachers.

A. Aims and methodsThe course aims to review and consolidate the language and skills learned at previous levels and to equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and commercial skills and knowledge.

B. Language skillsThe course aims to equip students with all four of the language skills at a level that will enable them to perform routine tasks at work and to take part in social interaction in a commercial context.

ReadingEach unit has one main reading text in addition to many shorter reading passages found in different sections throughout the book. There is a varied selection of reading tasks such as answering open-ended questions, true/false questions, matching headings with paragraphs, completing tables, expressing personal reactions to ideas and working out the meaning of words. The course also teaches students practical reading skills that they will need in their future work, such as skimming and scanning.

ListeningEach unit has a listening text. By listening to each other in oral pair work and role play activities, listening to their teacher and listening to native speakers through the accompanying CD, students learn a variety of listening skills such as listening to and understanding instructions and information, following a conversation, completing a table while listening and answering questions after listening.

SpeakingThe course teaches students to use the most common forms of the communicative functions they are likely to need in society and the workplace. Many activities in the Students’ Book and Activity Book are designed to be done orally. Students practise speaking in controlled situations where the emphasis is on communication and meaning as well as accuracy. Pair work is recommended for many of the activities to ensure that each student is given the maximum amount of practice.

WritingThe course aims to equip students with practical writing skills such as the ability to complete forms, take notes on simple messages and routine transactions and write standard correspondence. Beginning with writing sentences, students progress through the course until they can write paragraphs and business correspondence using the correct formats and conventions.

GrammarThe course aims to consolidate students’ understanding of the basic grammatical structures of English and to increase their ability to use these structures accurately, fluently and appropriately. The course therefore provides a systematic review of the most essential grammatical structures. These structures are revised in a graded order which takes into account their frequency in everyday use as well as the difficulties of mastering forms and meanings.

VocabularyThe course provides students with both general vocabulary and basic commercial vocabulary relevant to all branches of commerce. The vocabulary section always relates to the topic of the lesson and tries to enhance students’ knowledge of new words in the field and the correct usage of these words. The course therefore provides a three-dimensional approach to vocabulary learning: firstly, it helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; and thirdly, they have plenty of opportunities to actually use vocabulary in context.

C. Commercial skills and knowledgeThe course provides students with skills and knowledge related to commerce such as taking orders by phone, chairing a meeting, learning the names and uses of job documents, as well as aspects of economics such as taxation, buying and selling, etc.

6

D. The ComponentsEnglish for Starters Vocational Stream –Commercial Series contains a Students’ Book (SB), an Activity Book (AB), a Teacher’s Book (TB) and a CD.

Students’ BookThe SB contains the core teaching materials for classroom use. It consists of twelve units, four Review sections, three Culture and Values sections and a section on Correspondence. The sections follow a regular pattern: after every four units, there is one section on Culture and Values. At the end of the book, there are four Review sections. Each section assesses the material covered in every three units. These are followed by a section on Correspondence.

Activity BookThe AB contains exercises that provide students with extra practice. The number of units in the AB is the same as in the SB. For every three units, there is a test that helps students revise what they have learned in the SB and AB. At the end of the AB, there are extra practice pages for the Correspondence section in the SB and a glossary of new words that the students may encounter in the course.

Teacher’s BookThe TB provides advice and information about each of the twelve units. It divides units into lessons and integrates SB and AB activities alternately. For each lesson, the objectives are stated clearly, warm-up activities are suggested and answers and audioscripts are provided.

CDThe CD provides all the listening passages included in the course. The purpose of the CD is to provide students with correct examples of the spoken language and to develop students’ listening skills by giving them opportunities to listen to a variety of different speakers.

E. How to teach the courseMethodologyLearning a language is an active process, so teaching means more than giving knowledge to the students; it also means helping them to use the language for meaningful communication. Students cannot learn English only by listening to the teacher; they will learn it only by speaking and writing it themselves.

ScheduleThe SB and AB were devised keeping in mind the following schedule that suits the Vocational Stream –Commercial:

48 hrs SB (4 hrs per unit)

24 hrs AB (2 hrs per unit)

32 hrs Correspondence (SB and AB)

8 hrs Review (2 hrs per review)

8 hrs Tests (2 hrs per test)

3 hrs Culture and Values (1 hr per page)

_____

123 hrs

Preparing to teach a unitBefore teachers begin a new unit, they should study the Contents page at the beginning of the SB to find out what grammar, functions, vocabulary and skills are taught in the unit. After this they must read the entire unit in the SB and AB, which will help them to see the direction and purpose of the unit.

Before teaching a unit, teachers should look first at the TB to see which sections should be taught together and how the units are divided. Then, they should work through the activities themselves so that they can see what the students have to do and how they will get the answers. The TB provides recommended step-by-step procedures for every activity in the SB.

7

Language presentationThe grammar rules that students need to learn are presented in pink boxes under the grammar section in every unit. Any other new rules that students need to learn are also introduced in pink boxes under the relevant section in each unit.

Purple boxes contain words or phrases that students need to learn and use in the corresponding activities.

The artwork displayed on each page relates to the content of the page and can provide teachers with extra materials for any oral or written communication.

F. The role of the teacherGood teachers use correct language forms and have good pronunciation. They motivate students to learn by trying to make lessons interesting and encouraging students to think for themselves. Finally, good teachers should provide all the students with plenty of opportunities to practise the language.

Most of the activities in the SB and AB are practice activities. In a practice activity, teachers are not explaining language to the students or talking at the front of the class but giving students an opportunity to do something with the language. Therefore, after introducing the activity, the teacher watches quietly, listens, notes problems for correction later and only interrupts if absolutely necessary.

Teachers may find it helpful to follow the steps below, adapting them when necessary:

Setting up the activity. This may mean explaining the aim of the activity or how it relates to what has gone before. It may mean introducing a situation or picture that provides a context for the activity and may also mean pre-teaching some essential vocabulary that the students will need during the activity.

Demonstrating the activity. This means showing the students by example what they have to do and checking that they have understood the instructions.

Working in pairs. This means students are thinking for themselves and using the language. The teacher should observe quietly and help individuals if necessary.

Checking the work. This means asking various students for their answers. The teacher’s role is to confirm correct answers, correct mistakes, praise good work, do any remedial teaching that is needed and answer questions.

G. Learner developmentIt is expected that students in the same class will often have different levels of ability in English. The course therefore provides many opportunities for students with less knowledge or experience of the language to build up their knowledge and get extra practice. At the same time, teachers can give more proficient students additional reading or activity to maintain their interest.

Learner development is an important feature of teaching. Students should be encouraged to develop as independent and active learners of English, so many activities found in the SB and AB can be used to enhance students’ autonomy.

Many questions found in the book need answers that are open-ended. This is a crucial part of learner development. Students can have different points of view regarding certain issues at work or in life so many questions found in the SB and the AB have a multitude of possible answers. Hence, it is the teachers’ job to let the students express themselves, only acting as guides who help students reach their own answers.

The review and test sections are there for the students to benefit from extra exercises to revise the knowledge they have acquired in every unit. The teacher should use these exercises as a sample on which to base further practice making any changes that suit students’ needs.

H. Teaching English for Specific PurposesTeaching English for Specific Purposes (ESP) is teaching the language in specialised subjects. Learners have different purposes for learning the English language such as learning English for Economics, English for Business, English for Secretaries, English for Technicians and others.

A purpose-specific course is one in which the course content and methods are authentically representative of tasks in the target situation. For example, an English for Technicians course presents topics and techniques that relate to a technician’s profession. Such a course allows teachers to increase students’ capacity to use language in the specific purpose domain.

English for vocational purposes is an application of ESP according to students’ language needs for work. This approach is learner oriented –not teacher oriented– with an emphasis on communicative competence.

Teaching ESP is more than just presenting language items or skills and strategies. It is not just the content of what is learnt that is important, but also the activity through which it is learnt.

6

Economic Concepts

A Dialogue

1 Read the dialogue and answer the questions.

Bashir Haddad is visiting Southampton Container Terminal in England.

Port official: What’s your interest in the port, if I may ask?

Bashir: I am an economics student and I am doing a project on how container ports could affect the economy so I need some up-to-date information. This is a private port, isn’t it?

Port official: Yes. British ports used to be state assets, but they were then privatised.

Bashir: In your opinion, what is the reason for Southampton’s success as a container port? And how does it affect the economy?

Port official: Southampton port plays a vital role in the economy for several reasons. First, it’sclose to important markets. Next, the motorway is only 2.4 kilometres away from the gate of the terminal. Finally, double tides also have an important influence.

Bashir: Sorry? What do you mean by ‘double tides’?

Port official: Because of its unusual position, Southampton gets four high tides a day instead of two. So, there are four times a day when the largest vessels can enter or leave the port.

Bashir: Thank you.Port official: You’re welcome.

Questions1 Is Bashir collecting facts or advising the port

official at Southampton?2 Which reasons for Southampton’s success are mentioned?3 Before the port at Southampton was privatised, it was ____ by the state. a bought b owned c leased d sold4 If there are four tides a day, the sea level ____. a remains high all day b rises and falls

more often than in other ports

c is at low tide, d gets two high 8 times a day tides in 24 hours

1

8

Lesson One

Learning Objectives

■ Distinguishing between collecting facts and giving advice■ Demonstrating understanding of a dialogue by completing comprehension questions

Warm-up■ In class, introduce the unit topic and use the picture to elicit the topic of the dialogue. Ask the students what they can see in the picture. You can also use the picture to elicit a classroom discussion about how container ports are related to economic concepts.

A Dialogue1■ Explain to the class that they are going to read a dialogue betweenan economics student and a port official at Southampton port.

■ Point the students’ attention to the dialogue’s introductory sentence. Give them some time to try to guess what kind of questions Bashir might ask.

■ Write students’ guesses on the board.

■ Allow time for students to read the text individually. Did they make correct guesses?

■ Ask the students to read the questions, then allow them time to read the dialogue again and look for the answers. Tell them that they need to show you how they got the answer from the text.

■ When they have finished, allow time for students to compare their answers with those of a partner. If they disagree about any of the answers, they should look again at the dialogue and try to agree which answer is best and why.

■ Invite volunteers to read their answers aloud and to say why they think the answer is correct. Then ask the class whether they agree before you give your confirmation.

■ If you have time, put students into pairs to practise the dialogue. Encourage them to use their best pronunciation.

Answers1 He’s collecting facts.2 Its central location: it is close to important markets; transport links: the motor way is only 2.4 kilometres away from the gate of the terminal; double tides also have an important influence3 b4 b

Lesson Two

Learning Objectives

■ Demonstrating understanding of a listening text by completing a table■ Distinguishing between various definitions of economics

B Listening 2

■ Ask students to listen to the recording without writing anything. Play the recording again and tell students to complete the task. Play the recording another time for them to check their answers.

AudioscriptHere is the definition of the word Economics as given by four different men:

Man One: Economics is the study of the production, distribution and consumption of goods and services —the economy. Economists attempt to understand the economy and the way it responds to various influences. Economics is considered a social science.

Man Two: Economics is the science that deals with the production, allocation and use of goods and services; it is important to study how resources can best be distributed to meet the needs of the greatest number of people. There are two major subdivisions in Economics: macroeconomics and microeconomics. Macroeconomics is the study of the entire systems of economics. Microeconomics is the study of how the system affects one business or parts of the economic system.

Man Three: Economics is the study of how individuals and groups make decisions with limited resources as to best satisfy their wants, needs and desires. Microeconomics deals with Economics decisions made at a low, or micro, level: How does the change of price of goods influence a family’s purchasing decisions? If my wages rise, will I be inclined to work more hours or less hours? The study of macroeconomics deals with the sum total of the decisions made by individuals in a society, such as how a change in interest rates influences national savings.

Economic Concepts

Unit

1

9

7

Economic ConceptsB Listening

2 Listen to the definition of the word ‘economics’ as given by four different people and then summarise the four definitions by completing this table.

Definition 1 Definition 2 Definition 3 Definition 4The study of _________________, ______________ and _________________ of goods and services.

It deals with the _________________, ______________ and _________________ of goods and services.

It is the study of how individuals and groups make decisions with ___________ as to best satisfy their __________, ____________ and _______________.

Economics is the study of how our _____________ are used to satisfy human wants.

It is considered a _________________.

Macroeconomics is the study of the _________________ of economics.

Microeconomics deals with Economics _______________.

We are not able to _____________ that everyone wants free.

Microeconomics is the study of how the system affects ___________.

The study of macroeconomics deals with the sum total of _______________.

Human wants go so far beyond the ___________ of our ____________ to satisfy them all.

Most major economic problems arise from this ____________.

If there were plenty of everything for everyone to have ________________, there would be no economic problem.

C Matching

3 Match the words with their definitions.

a Excise tax 1 The direct trading of goods and services without the use of moneyb Property tax 2 The measure of output from a production process, per unit of inputc Taxes 3 Taxes imposed on specific goods and services, such as cigarettes d Productivity 4 Taxes paid by households and businesses on land and buildingse Interest rates 5 A tax on imported goodsf Barter 6 Required payments of money made to governments by households and business firms g Inflation 7 A sustained and continuous increase in the general price levelh Tariff 8 The price paid for borrowing money for a period of time, usually expressed as a percentage of the principal per yeari Investment 9 The purchase of a security, such as a stock or bondj Gross domestic 10 The ratio of output (goods and services) produced per unit of product (GDP) input (productive resources) over a period of time

Man Four: Economics is the study of how our insufficient productive resources are used to satisfy human wants. This definition emphasises two central points. First, productive resources are limited, in the sense that we are not able to produce everything that everyone wants free. Thus, we must economise our resources or use them as efficiently as possible. Second, human wants go so far beyond the ability of our productive resources to satisfy them. So, we face a major problem in economising those productive resources to satisfy the largest possible number of our wants. Indeed, most major economic problems arise from this fact of scarcity, and the need to make effective use of our resources to satisfy our wants. If there were plenty of everything for everyone to have without working or paying for it, there would be no economic problem.

AnswersDefinition 1The study of the production, distribution and consumption of goods and services. It is considered a social science.Definition 2 It deals with the production, allocation and use of goods and services. Macroeconomics is the study of the entire systems of economics. Microeconomics is the study of how the system affects one business or parts of the economic system.Definition 3 It is the study of how individuals and groups make decisions with limited resources as to best satisfy their wants, needs, and desires. Microeconomics deals with Economics decisions made at a low, or micro level. The study of macroeconomics deals with the sum total of the decisions made by individuals in a society, such as how a change in interest rates influences national savings.

Definition 4 Economics is the study of how our insufficient productive resources are used to satisfy human wants. We are not able to produce everything that everyone wants free. Human wants go so far beyond the ability of our productive resources to satisfy them all. Most major economic problems arise from this fact of scarcity, and the need to make effective use of our ressources to satisfy our wants. If there were plenty of everything for everyone to have without working or paying for it, there would be no economic problem.

Activity Book pages 3 and 4 exercises 1 and 2

Teaching Tips

Procedures for Teaching ListeningThere are a variety of ways for a teacher to use a text for listening purposes. Using ‘bottom-up’ skills, the teacher can ask students to listen very carefully to a small portion of the text several times to help them distinguish between words that closely resemble each other, such as ‘tower’ and ‘tour’. The opposite approach makes use of ‘top-down’ skills, whereby students listen to a longer text twice to ascertain a general context on a topic, such as science or sport. In both cases the teacher should follow the listening process (prelistening, listening and post-listening) in all listening activities. Suggestions for such activities are:Pre-listening tasks● Assess the students’ background knowledge of the topic and the linguistic content of the text.● Provide any necessary background materials or information.● Make students aware of the purpose of the listening tasks, such as listening for sounds or for new vocabulary.● Vocabulary is an important feature of each unit. It is presented in lexical sets and there is a wide range of types of vocabulary exercises – matching, gap-filling, categorising, listing, identifying pictures, etc. While-listening tasksThese are activities that can be completed as the students listen. Sometimes students are expected to complete tables or charts, answer multiple choice questions or tick information while they listen. Explain the task before they begin. Start the recording and complete the first answer with the class, as an example, if necessary. You may need to repeat the recording for them to be able to answer. You can do this with books open or closed.Post-listening tasksAfter the listening tasks, get students to answer the comprehension questions or do the follow-up work in pairs or small groups. Ask them to discuss their answers. Then discuss as a class. Finally, put model answers on the board.

Lesson Three

Learning Objectives

■ Identifying the meaning of different economics terms■ Practising a role play ■ Identifying the meaning of words from context

Vocabulary

economics terms

C Matching3

■ Students work individually to match the words with their definitions.

■ Ask students to exchange books and mark their partner’s work asyou give the correct answers orally.

Answersa 3 / b 4 / c 6 / d 2 / e 8 / f 1 / g 7 / h 5 / i 9 / j 10

8

D Vocabulary

4 Link the pairs of sentences using the word/phrase in brackets. Do not change the order of the sentences. Add the necessary punctuation.

1 Ahmed is the IT consultant. Maysa works on accountancy projects. (while)2 Randa is the secretary. She sometimes helps with research. (except that)3 Bashir handles the air transport projects. He doesn’t like flying. (in spite of this)4 Rula speaks Arabic fluently. Her first language is Greek. (eventhough)5 Taxes on big new cars are high in Syria. In the UK they’re much lower. (while)6 Bashir Mukhtar runs a very successful business. He worries. (in spite of this)7 Mahmoud enjoys his work. He doesn’t like his present project. (except that)8 Salah likes working in London. He is looking forward to returning to Aleppo. (however)9 Carol and Huda often speak on the phone. They’ve never met each other. (although)

5 Complete the following economic profile using the words in the box.

interest rate exchange rate inflation rate labour forceGDP (gross domestic product) government bureaucracy unemployment rateforeign investment balance of trade tax incentives

The economy is stable following the problems of the past two years. By following a tight monetary policy, the government has reduced the (1) _________ to 2%. After going up dramatically, the (2) _________ is now down to 8%. The last six months have seen a slight improvement in the (3) _________ against the dollar. The (4) _________ has grown by 0.15%. Exports are increasing and the (5) _________ is starting to look much healthier. The (6) _________ continues to be a problem as it is still 16%. In order to stimulate the economy and attract (7) _________, the government is offering new (8) _________ as well as making a renewed effort to reduce (9) _________. Finally, a large skilled (10) _________ means there could be attractive investment opportunities over the next five years.

E Grammar 6 Study the table and choose (a) or (b) for the grammar rule below.

Questions

VERB (+ COMPLEMENT)SUBJECTdo / doesWhat

do?works as a secretary.

HudaShe

does What

works for an insurance company?does.

WhoMounira

work for?works for TST.

HudaShe

doesWho

sells the best stationery?does.

WhoTST

A rule about the present simple tenseWe (a) need do / does when the wh-word is the subject. (b) don’t need

10

Lesson Four

Learning Objectives

■ Demonstrating an understanding of the meaning of economics terms by completing a gap fill exercise■ Arranging words under the proper headings

Vocabulary

linking words, economic terms

D Vocabulary4

■ Do number 1 as an example: ask students to tell you the correct answer.

■ Give the students time to think about numbers 2–9, then ask them to say the correct answers.

Answers1 Ahmed is the IT consultant, while Maysa works on accountancy projects.2 Randa is the secretary, except that she sometimes helps with research.3 Bashir handles the air transport projects; in spite of this, he doesn’t like flying. 4 Even though Rula speaks Arabic fluently, her first language is Greek.5 Taxes on big new cars are high in Syria, while in the UK they’re much lower.6 Bashir Mukhtar runs a very successful business; in spite of this, he worries.7 Mahmoud enjoys his work, except that he doesn’t like his present project.8 Salah likes working in London; however, he is looking forward to returning to Aleppo.9 Although Carol and Huda often speak on the phone, they’ve never met each other.

5

■ Ask students to prepare the answers individually or in pairs.

■ Ask different students to say the answers so that everyone can hear. Give the other students the chance to correct the mistakes.

Answers1 interest rate / 2 inflation rate / 3 exchange rate / 4 GDP / 5 balance of trade / 6 unemployment rate / 7 foreign investment / 8 tax incentives / 9 government bureaucracy / 10 labour force

Activity Book page 5 exercises 3 and 4

Lesson Five

Learning Objectives

■ Forming correct questions with / without does■ Identifying the meaning of words■ Constructing an economic profile

Grammarquestions with / without does

Vocabularyeconomic terms

E Grammar6

■ Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.

■ Check understanding by asking questions and giving students an opportunity to ask questions.

■ Give the students time to read the example questions and answers. Explain the rules for forming questions with / without does.

■ Check understanding by eliciting examples from volunteers.

■ Invite a volunteer to give you the answer for the second box. Check that all students agree by show of hands. In case of disagreement, allow time for a class discussion.

Answerb

11

7

■ Allow time for students to complete the task individually.

■ Ask volunteers to read their answers aloud.

Answers3 What reduces the level of poverty in India?4 Who administers the tax laws for the government?5 Which countries follow short term gross domestic product dynamics in employment?6 Which employer does Khalid work for?7 Who does Ahmed like? Who likes Ahmed?8 How does the balance of payments affect Syrians?9 What does Mounira’s employer sell?

8

■ Give students two minutes to look at the diagram and to think about the answers. Then ask for volunteers to answer.

Answers1 sales2 does3 Who; manager4 does; reports5 do

1 Ask about the underlined words / phrases.

aThe children like to go to the park everyday.b Huda likes ice cream.cThe government administers the tax law in Syria.d I need alkaline batteries for my camera.e They play games on their computer.f She goes to work at 8 o’clock.

2 Circle the correct word(s).

a Who (wins / does win) the game usually?b What (is / does) your favourite movie?c Where (do the childern go / go the children) every weekend? d When (does / do) your mother go to work?

3 Make YES/NO questions or WH- questions from the sentences. For WH- questions, make a question which asks about the bold words.

1 The men like cats. (yes/no)2 Anna hates Bill. (WH)3 Anna is going to Aleppo next weekend. (WH)4 Joe is in the library. (yes/no)5 Maria sings loudly. (yes/no)6 David will make pizza tonight. (WH)7 She will miss the party because she has a test. (WH)

Answers1a Where do the children like to go everyday?b Who likes ice cream?c Who administers the tax law in Syria.d What type of batteries do you need for your camera?e Who plays games on their computer?f What does she do at 8 o’clock?

2 a wins b isc do the children go d does

31 Do the men like cats? 2 Who does Anna hate? 3 When is Anna going to Aleppo? 4 Is Joe in the library? 5 Does Maria sing loudly? 6 What will David make tonight? 7 Why will she miss the party?

Activities

9

Economic Concepts 7 Complete these questions using the verb in brackets as below.

Examples1 Who - in a bank? (work) Who works in a bank?2 Where - Shereen? (work) Where does Shereen work?

3 What - the level of poverty - in India? (reduce)4 Who - the tax laws - for the government? (administer)5 Which - countries - short term gross domestic product dynamics - in employment? (follow)6 Which employer - Khalid? (work for)7 Who - Ahmed? (like)8 How balance of payments - Syrians? (affect)9 What - Mounira’s employer? (sell)

8 Study the diagram of the sales department in a large company. Then complete the questions and answers.

1 Who supervises the sales reps? 2 Who supervises the sales manager? The _________ manager does. The sales director _________.

3 _________ does the sales director supervise? 4 Who _________ the sales director He supervises the sales _________. report to? He _________ to the managing 5 Who reports to the sales manager? director. The sales reps _________.

The managing director

The sales assistants

The sales director

The sales manager

The sales representatives (reps)

12

Lesson Six

Learning Objectives

■ Identifying the main idea of a text■ Identifying the meaning of words in context■ Identifying synonyms■ Demonstrating understanding of a reading text by answering comprehension questions about it

F Reading9■ Allow time for students to read the text silently. While they arereading, go round and answer any questions about vocabulary.

■ Ask students to complete the task individually.

■ Check answers as a whole class.

Answers1 Green growth as a way out of economic crisis2 a main b current c comprehensive d framework e chaired f harnessed g appropriate 3 climate change4 It can promote environment friendly green growth policies in favour of sustainable economic growth based on low carbon energy use.5 by finding the right instruments which encourage green investment

Activity Book page 5 exercise 5

Teaching Tips + Activities

Learning New Vocabulary

Students read faster and with better comprehension when they learn how to find word meaning independently. While there is always a need for a dictionary and help from the teacher, students will become better readers when they learn how to unlock word meaning using context clues.

Different Kinds of Context Clues

Context clues are words that come before or after the new word. There are several different kinds of context clues:

1 definition 2 synonym 3 antonym 4 example 5 explanation

A Find the meaning of the underlined words and say which kind of context clues helped you unlock the meaning.

1 The joey, which is a baby kangaroo, peeked out of his mother’s pocket. 2 The beach was covered with debris like paper and cans, and the children picked up all the trash. 3 The ancient dress looked like new after she washed it. 4 Every day he brought a delectable, delicious, wonderful, yummy lunch to school. 5 My mother used to pull across the bay to catch flounder. Pull is a word that is sometimes used to mean row.

Answers1definition2 example3 antonym4 synonym 5 explanation

B Use context clues to find the meaning of the underlined words.

1 The part at the back of the car used for holding luggage is called the car boot.

2 Simple aerosol cans contain a liquefied gas, called the propellant, in which material is dissolved, i.e., melted.

3 Some people in the North of Thailand do wickerwork, for example, they make elephants, turtles, plates, beds and chairs from teak trees for earning money. a silver handicraft b bronze handicraft c niello handicraft d wood handicraft

4 The plane is scheduled to leave for Phuket at 7:00 am but the plane departure has been postponed for two hours. That is to say, it will leave at 9:00 am instead. a retarded b stopped c extended d went back

5 Learning should not be limited to the classroom or with teachers. We can learn about things by ourselves. Similarly, self-learning is encouraged for our education system.

Answers1 part at the back of the car used for holding luggage2 propellant = liquified gas / dissolved = melted3 d4 a5 learning by ourselves about things that are not taught by teachers.

10

F Reading

9 Read the text and answer the questions.

Major World Economies Aim for “Green Growth” as the Way out of the Crisis

The world’s main countries are looking to ‘green economic growth’ as the way forward out of the current crisis. Ministers from 40 countries, representing 80% of the world’s economy, discussed the crisis. Participants included the five major economies: Brazil, China, India, Indonesia and South Africa.

In a Declaration on Green Growth, ministers gave the OECD (The Organisation for Economic Co-operation and Development) the task of developing a Green Growth Strategy bringing together economic, environmental, technological, financial and developmental aspects into a comprehensive framework. “We are talking about major changes,” said the Korean Prime Minister, who chaired the meeting.

He also said, “Technological development and actions to protect the environment and combat climate change can also be harnessed in favour of economic growth.”

“The OECD will provide the expertise needed to support governments in addressing these challenges,” the OECD Secretary-General said. “OECD countries will promote environment friendly green growth policies in favour of sustainable economic growth

based on low carbon energy use,” he claimed. He added that the OECD has recognised the importance of appropriate instruments encouraging green investment to contribute to recovery and green growth.

Questions1 What is the main idea of the text?2 Find in the text words that mean the following: a major b now c complete d structure e head f made use of g suitable3 What crisis is the world facing today, according to the text?4 How can the new declaration on green growth help overcome this crisis?5 How will the members of the OECD implement the new policies?

13

CorrespondenceLesson Seven

Learning Objectives

■ Reviewing the format of a business letters■ Reviewing the parts of a business letter

A Revision1 Letters ■ Remind students of the parts of a business letter by pointing out the different parts as illustrated on page 79.

■ To check understanding, bring to class a sample business letter and allow students to work in pairs and try to point out its different parts. Go round and offer help if necessary.

Note■ Allow time for students to read the note silently. Be ready to explain any new vocabulary.

■ Put students in pairs and ask them to write their partner a letter. Tell students to point out the parts mentioned in the note.

■ When they have finished, ask students to swap letters for peer correction. Go round and offer help where necessary.

Teaching Tips

Writing Complimentary Closing PhrasesWhen writing a professional letter, the complimentary closing phrase you choose is important. As you choose which complimentary close you want to end your letter with, pay cautious attention to what you say. The goal is to be respectful and cordial, but you don’t want to cross boundaries and be overly-friendly when it isn’t warranted. There are many different complimentary closing phrases to choose from and as you select the one that is right for your professional letter, you want to consider your relationship with the person receiving the letter and the level of formality contained within the body of the text.

Examples of Formal Complimentary ClosesTypically, in formal letters, the standard phrase to use is “Sincerely” or “Sincerely yours”. However, sometimes an author penning a letter wants to use something that is a bit different. In that case a phrase such as “Respectfully” or “Respectfully yours” might be a good consideration. Another popular, although some consider outdated is “Very truly yours”. For formal letters as long as the phrase indicates a level of respect, you can’t go wrong with any of the above complimentary closes.

Examples of Personal Complimentary ClosesProfessional letters that are more casual or personal can use a complimentary close that reflects the relationship or sentiments. Acceptable closes are ones such as “Regards”, “Best wishes”, “Cordially”, “Kind regards”, “Be well”, “Best” or “All the best”. If you choose any of these phrases, be sure and choose carefully because these complimentary closes demonstrate a level of familiarity and are appropriate if the letter is in a more informal tone.

The complimentary close is the way a person wraps up a professional letter. It is of value to carefully select the right phrase because these parting words are the last ones a letter’s recipient will read. A poorly received closing can leave a negative impression and detract from the overall message, while a properly chosen complimentary close can leave a positive impression and the message will be well received as intended.

80

Note

1 THE HEADINGThe heading of a letter contains the street address, city, state and the date. In the business letterhead appear the name of the firm and its address.

2 THE INSIDE ADDRESSIn social correspondence what is known as the inside address is omitted. In all business correspondence it is necessary. The name and address of the person to whom a business letter is sent is placed at the left-hand side of the letter sheet below the heading, about an inch from the edge of the sheet; that is, leaving the same margin as in the body of the letter.

3 THE SALUTATIONSocial LettersThe salutation, or complimentary address to the person to whom the letter is written, in a social letter should begin at the left-hand side of the sheet about half an inch below the heading and an inch from the edge of the paper. “My dear Mrs. Evans” would be written to a friend and “Dear Mrs. Evans” to a mere acquaintance. In writing to an absolute stranger, “Dear Madam” or “Dear Sir” should be used.Business LettersIn business letters, the forms of salutation in common use are: “Dear Sir” and “Dear Madam”. A woman, whether married or unmarried, is addressed “Dear Madam”. If the writer of the letter is personally acquainted with the person addressed, or if they have had much correspondence, he may use the less formal address, as “My dear Mr. Sykes”. The salutation follows the inside address and preserves the same margin as does the first line of the address.

4 THE BODY OF THE LETTERIn social letters, there are no rules for writing the body of the letter. In business letters, it must be arranged so that the complete note appears on the first page only. In the body of a business letter, the opening sentence is in an important position, and this is obviously the place for an important fact. It ought in some way to state or refer to the subject of or reason for the letter, so as to get the attention of the reader immediately to the subject. It ought also to suggest a courteous per-sonal interest in the recipient’s business to give the impression of having to do with his interests. Paragraphs should show the division of the thought of the letter.

5 THE COMPLIMENTARY CLOSEThe complimentary close follows the body of the letter, about two or three spaces below it. Only the first word should be capitalised and a comma is placed at the end. The wording may vary according to the degree of cordiality or friendship.

6 THE SIGNATUREThe signature is written below the complimentary close. A signature should always be made by hand and in ink. The signature to a business letter may be simply the name of the writer. In the case of form letters or routine correspondence, some business firms have the name of the person responsible for the letter typed immediately under the signature.

79

CorrespondencePart One: Written CommunicationA Revision1 Letters

August 28, 2010

Mr. Eliot PierceSystems ManagerR & F Data SystemsHanover, CA 00010

Dear Mr Pierce

I am writing in response to the position of computer programmer, which is posted at the Fullerton College Workforce Center.

My part-time job at Sandex Associates has given me experience in designing and testing software programs. I have performed upgrades and changes in the company's software.

I have taken courses in several computer languages, which would be particularly helpful in designing programs for your company. I have certificates in Visual Basic and JavaScript.

I would appreciate you contacting me for an interview. I can be reached at (714) 555-1212 or by email [email protected]. Thank you for your time and consideration.

Sincerely,

Alex WhartonAlex Wharton

The signature

The body of the letter

Inside address

The salutation

The complimentary close

14

Lessons Eight and Nine

Learning Objectives

■ Choosing proper language depending on adressee■ Rewriting a letter using more formal language

a

■ Give time for students to complete the task individually.


Answers1 surnames 3 sincerely 4 wishes2 Mrs 5 Dear Sir 6 faithfully

b

■ Read the letter with the students. As you are reading it, point out its parts.

■ Give time for the students to read the letter silently and answer the questions. Allow them to compare their answers with those of a partner.


Answers1

a Who is the reader?b Who is the writer?c What is the date?d What was the date of Maher Assaf’s letter?e Whose address is at the top the writer’s or the reader’s?f Whose address is on the left?

2a Maher Assaf d 3 January 2010b J Tinkler e The writer’sc 23 January, 2010 f The reader’s

c

■ Do the first item with the class as an example to check that students understand the task.

■ Then tell them to complete the task individually or in pairs.


AnswersStudents’ answers

d■ Read the letter with the students. As you are reading it, ask students to underline the informal phrases.

■ Give time for the students to read the letter silently and change the phrases they have underlined to make them more formal.



Give As homework or revision: Activity Book,exercises a, b, And c, p.48

Correspondence

81

a Complete this information about writing letters with words from the box.

When we write a letter in English, we begin with the word Dear and the person’s name. We use first names for letters to friends but we usually use titles and (1) ___________ for business letters to other people. The most common titles are Mr, (2) ___________, Miss, Ms and Dr. At the end of the letter, we write Yours (3) ___________ and the name and title of the sender. Letters to friends and family can have different endings, such as Best (4) ___________, or Love from. Sometimes we do not know the name of the person who we are writing to, so we begin (5) ___________ (or Dear Madam because the person might be a man or a woman). Then at the end of the letter, the sender writes Yours (6) ___________ and his / her name.

Computacom LTD33 Balcombe Road, Haywards Heath, Sussex H16 7 XB

England

Mr Maher Assaf 23 January 2010Sales RepresentativeTechnical Syria Technostructure396 Cromwell RoadLondonEngland

Dear Mr Assaf

Thank you for your letter on 3 January. As requested, I enclose full details of our IT courses.I look forward to hearing from you again.

Yours sincerely

J TinklerMr J TinklerDirector

b Read the following letter and answer the questions.

wishes faithfully surnames Dear Sir Mrs sincerely

82

1 Rearrange these words to make questions about the letter. Add any necessary capital letters and punctuation.

a the reader/is/who?b the writer/is/who?c the date/is/what?d the date of/maher assaf’s/letter/was/what?e address/at the top/whose/the reader’s/or/the writer’s/is? f address/on the left/whose/is?

2 In pairs, ask and give short answers to the questions above.

c Say how to begin and end a letter written to the following people.

1 The manager of a bank. You do not know his name.2 Mary Smith, who is a friend of yours.3 Your boss, Mr Andrew Jones.4 The sales manager of a computer company. You do not know his / her name.5 The manager of a shop. Her name is Randa Mansour.

d Rewrite the following excerpt from a letter to make it more formal.

e In pairs, choose one of the following two situations and write a letter.

Hello Mr. Roger Jones

I got the letter you sent on 1 September, and the stuff about the stock control system you make. It sounds great for us, but I want to check some things before we buy it. You said the system is bang up-to-date, but what happens if you update it again soon? Do we get money off the new one? You said it takes 3 weeks to install the system – that’s too long! Can’t you do it any quicker? Hope you can reply soon, we’re in a bit of a hurry.Thanks,Janet Brown

Situation 1

You are Head of Human Resources at an international cosmetics company. You have been intouch with an IT Training company about training for some of your staff. You have now received information about the training but need to change some of the details. With a partner, think of what kind of changes you might need to make (for example, the number of people taking the training course, the number of sessions, the cost, etc...). Write the letterwith your partner.

Computer Training CoursesIntroduction to Computers and Windows, a six-hour course given on:102WIND1A: Wednesday, 9:30am-4:30pm 1 session on 4 August102WIND1B: Tuesday, 6-9pm 2 sessions on 7-14 September102WIND1C: Friday, 9:30am-4:30pm 1 session on 15 October102WIND1D: Monday, 6-9pm 2 sessions on 8-15 November102WIND1E: Thursday, 6-9pm 2 sessions on 9-10 DecemberCost: $250

15

Buying and Selling

Unit

2

Lesson One

Learning Objectives

■ Practising helping customers and taking orders■ Practising taking orders by phone

Warm-up■ Ask students to close their books.

■ Explain to them that they are going to read a dialogue between a woman and a shop assistant and an excerpt taken from a dialogue between a person ordering a meal and the receptionist at the takeaway restaurant.

■ Working in pairs, allow time for students to try to guess what kind of information they will read in the text.

■ Write students’ guesses on the board.

A Dialogue1

■ Tell the students to read the dialogues. Give the students an opportunity to ask you about anything they didn’t understand. However, at this stage, you should limit the number of questions. Do not over teach but move on to the comprehension questions.

■ Tell them to find the answers to the comprehension questions. This is best done individually and silently.

■ When they have finished, put them in pairs to compare their answers with those of a partner. If they disagree with any of their partner’s answers, they should look again at the dialogues and try to agree which answer is best and why.

■ Check the answers orally: ask a student to say an answer, then ask the class whether they agree with each answer before you give the correct answer.

■ Give the students the opportunity to ask you about anything they still do not understand. You may want to highlight some useful phrases from the dialogue or check their understanding of important language.

Answers1 a 2 c 3 He takes orders by phone.4 Someone delivers it.5 He asks for their name and address.6 It takes twenty minutes or less.7 Students’ answers

Teaching TipsFive Things Never to Say on a Business Call

1 “That’s not our policy.” This is an unsatisfactory excuse to avoid taking action on complaints or requests. It’s also damaging. If an employee cannot grant the request or fix the complaint, he or she ought to consult a superior for advice or be given authority to find alternatives that will transform the customer from disgruntled to appreciative. Either way, keep the customer informed at every stage.

2 “That’s not my department,” or “That’s not my job.” Everyone and anyone working for the company must be prepared to answer any and every caller’s needs. At the very least, if the employee lacks knowledge or responsibility, he or she should get a phone number, ask a manager for help and call back with information that does the trick.

3 “My computer’s down,” or “We’re having trouble with our servers.” This is simply not a caller’s problem, nor a reason to suspend service. Business runs with or without active monitors. Apologise for the fact that you cannot help. Then pick up a pencil, write down the phone number and get back to him or her as soon as you can help.

4 “I was just waiting to get more information before calling you back.” Everyone knows this is a trick. If you were really gathering info, you’d send an email or leave an explanatory voice mail — which is what every professional does with important contacts. All this phrase does is to insult the caller by signalling that he or she has no priority in your schedule — or else that you’re incompetent. Either way, if you’re avoiding someone’s calls, be more creative.

5 “I’ll see that she calls you.” This is pure self-protection. You should only promise to deliver the message, not that there will be a return call. It’s not up to you to promise someone else’s attention. If there is no return call, you’ve created unnecessary disappointment or irritation.

2 Buying and Selling

11

A Dialogue1 Read the dialogue and answer the questions.

Lamia works in a clothes shop in Lattakia.Lamia: Can I help you, Madam?Juliet: Yes. Do you have this jacket in a smaller size?Lamia: What size are you?Juliet: Size 42.Lamia: I’ll have a look. Yes. Here’s one.Juliet: Ah. Thank you.Lamia: Would you like to try it on?Juliet: Yes, please. (She puts the jacket on.)Lamia: It’s a nice jacket.Juliet: Yes, I like it. I’ll take it.

Ali works in a takeaway restaurant. He takes orders by phone. Thensomeone delivers the food to the customers’ homes.Burger Takeaway. …Certainly, Sir. May I have your name and address, please? …OK. What would you like? …Three beef burgers. Large or small? …Thank you. Anything else? …OK. You should receive your order within 20 minutes. …Goodbye.

Questions1 Juliet wants _____ jacket.

a a smaller b a bigger c a cheaper d Lamia’s2 Juliet _____ buy the jacket.

a can’t b doesn’t want to c will d might3 What does Ali do at the takeaway restaurant?4 How do the customers get their food?5 What does Ali ask for before he takes a customer’s order?6 How long does it take to cook and deliver the food?7 In your opinion, what is the customer saying to Ali (where you see three dots)?

16

B Listening 2

■ Tell the students they are going to listen to a customer ordering food on the telephone and that they need to complete the order form.

■ Play the recording without stopping while the students complete the form silently.


AudioscriptAli Burger Take-Away.Mrs Brooks Hello. I’d like to place an order, please.Ali Certainly, Madam. May I have your name and address please?Mrs Brooks The name’s Brooks. We’re at Al Mansour Street in apartment five.Ali Telephone number?Mrs Brooks 8321Ali OK. What would you like?Mrs Brooks We’d like two large beefburgers, one small chicken burger and chips for three people.Ali Small, medium or large?Mrs Brooks Um... Medium please.Ali Any salad? Or cola?Mrs Brooks No thanks. Ali OK. You’ll receive your order within 20 minutes.Mrs Brooks Thank you. Goodbye.Ali Goodbye.

Answers

Qty Item Size SYP

2 beefburger smalllarge

4064

1 chicken burger smalllarge

4064

3 chips smallmediumlarge

162432

salad - 24

cola - 16

TOTAL 240

Lesson Two

Learning Objectives

■ Practising helping customers and taking orders■ Practising taking orders by telephone

C Taking orders3

■ Demonstrate the task by telling the students to write number 1 on the left of the first line and number 10 on the left of the last line. Tell them that the other lines of the dialogue are in the wrong order so they must number them correctly.

■ Give the students time to read silently and work out the correct order.


Answers1 / 6 / 8 / 2 / 7 / 3 / 9 / 4 / 5 / 10

4

■ Ask two students to read the dialogue aloud so that the whole class can hear.

■ Put the students in pairs so that they can all practise the dialogue at the same time. Encourage them to work hard to achieve correct pronunciation and good expression. Tell them to practise the dialogue twice, exchanging roles after the first practice.

■ Go round and monitor students’ conversations.



Lesson Three

Learning Objectives

■ Practising helping customers and taking orders■ Practising playing the role of customers

D Helping customers in a shop 5

■ Ask students to explain the meaning of each phrase. Ask them to repeat the phrases chorally and individually.

■ Tell the students to work quietly and individually to complete the dialogue with one phrase in each gap. Ask two students to read aloud the completed dialogue so that the whole class can hear.

12

B Listening2 Listen to Ali and a customer. Complete

the form and calculate the total.BURGER TAKEAWAY

Tel 963-31-7648321Customer’s name Mrs Brooks_____Address Al Mansour Street_______Apartment no ___Telephone ___

C Taking orders3 Put this telephone conversation in the right

order. Only the first and the last lines are correct.1 961-31-76138922 I’d like 20 boxes of envelopes.3 Brown, please.4 Yes, thank you.5 What’s your name, please?6 Hello. Can I place an order, please?7 White or brown?8 Yes. Certainly.9 Right. Twenty boxes of brown envelopes. Is that all?

10 David Thompson.

4 Work in pairs. Practise the conversation in Exercise 3.

D Helping customers in a shop5 Complete the dialogues with phrases like

these.Can I help you?What size / colour?Large or small?Would you like to try them on?Is that all?1 A ________________? B No, thanks. I’m just looking. A You’re welcome.2 A Can I help you? B Yes. I’m looking for envelopes. A ________________?3 A Can I help you, sir? B Yes. How much are these trousers? A They’re 500 SYP sir. _____________? B Yes, please.

6 Work in pairs to create your own roleplay using the pictures below. Take turns to play the customer.

Qty Item size SP

2 beefburger smalllarge

4064

chicken burger smalllarge

4064

chipssmallmediumlarge

162432

salad - 24cola - 16

TOTAL

17

■ Put the students in pairs so they can all practise the dialogues at the same time. Tell them to practise each dialogue twice, exchanging A / B roles after the first practice.

■ While they are practising, your role is to observe, listen and note any problems.

■ After the pair work, correct any serious pronunciation errors and praise any good work.

Answers1 Can I help you? 2 What size / colours? 3 Would you like to try them on?

6

■ Demonstrate the activity by getting two volunteers to take the roles of the people in picture 1. Give them any necessary help to act out a good example dialogue.

■ When everyone understands what to do, ask them to act out similar dialogues for pictures 1 and 2 in pairs.

■ Invite volunteers to read their dialogues aloud.


Lesson Four

Learning Objectives

■ Identifying adjective order■ Practising calculating percentages and discounts

Grammar

adjective order

E Grammar7



■ Make sure all students understand what they have to do in the exercise. Demonstrate the task by doing the first item as an example.

■ Work through the exercise orally with the class, giving students time to think about each item before asking a student for an answer.

Answers1 black leather 2 fast red 3 big round yellow4 a beautiful old 5 an expensive mobile 6 two last7 a popular American 8 good new

F Percentage charges and discounts8

■ Explain the task.

■ Ask individual students to do the exercise orally.


Answers1 1712 SYP 2 143 SYP 3 1360 SYP and 952 SYP 4 3800 SYP


13

Buying and SellingE Grammar

Order of AdjectivesIn English, adjectives come before nouns. When we want to use more than one adjective, usually two or three, to describe an object, these adjectives come in a specific order. Note that there are different ways to order the adjectives; however, it’s important to be consistent.

Examine the following examples:

1 My mother is looking for a small brown leather handbag. 2 I’d like to buy that beautiful old oil painting.3 The talented young Syrian poet visited our school. 4 It’s a warm dry day; let’s go out!

We notice that in the first sentence size comes before colour and material. In the second sentence, opinion comes first, followed by age. In the third sentence, opinion is followed by age and origin. The fourth sentence includes adjectives related to temperature and humidity, in that order. Note that if there is a noun acting as a defining adjective, it comes immediately before the noun, e.g. oil painting.

This is one suggested way of sequencing adjectives:

number, opinion, appearance (size, weight, shape), age, temperature, humidity, colour, origin, material

7 Choose the correct answer.1 I bought a pair of (black leather / leather black) shoes.2 It was a (red fast / fast red) car.3 It’s a (big round yellow / round big yellow) building.4 It’s (a beautiful old / an old beautiful) film.5 It’s (a mobile expensive / an expensive mobile) phone.6 The (two last / last two) visitors were Japanese.7 It’s (a popular American / an American popular) airline.8 It’s a (new good / good new) restaurant.

F Percentage charges and discounts8 Work in pairs. Read the questions and calculate the answers.

1 A hotel charges 1600 SYP for one night. Guests must also pay 5% sales tax and 2% city tax. What is the total?2 Tarek and some friends have a meal in a restaurant. The cost is 1430 SYP plus 10% service charge. How much is the service charge?3 Lamia is writing new price labels because the shop is having a sale next week with 15% off everything. What are the new prices for:

- jackets which were 1600 SYP?- skirts which were 1120 SYP?

4 The boss is going to a two-day conference next month. The cost is 2000 SYP per day. There is a 5% discount for payment before the end of the month. Huda is sending now the money for two days. How much should she send?

18

Lesson Five

Learning Objective

■ Performing a roleplay

G Roleplay9

■ Tell students that they are going to make a roleplay in which they practise buying and selling things.

■ In pairs, students practise buying and selling the items in the pictures.

■ Go round and monitor students’ discussions. Be ready to offer help where necessary.


Lesson Six

Learning Objectives

■ Identifying the common features in meaning among words related to sales■ Categorising selling words under a general heading■ Identifying various methods of payment

H Vocabulary10

■ Tell the students to look at the given words. Say the words with correct pronunciation.

■ Explain vocabulary.

■ Ask the class to tell you the answer to the first item as an example. Work through the rest of the exercise orally with the whole class, getting answers from various students.

Answers1 types of prices2 ways of purchasing items3 ways of payment4 types of discounts5 types of bills6 price changes

11

■ Let students complete the task in pairs. When they have finished, ask volunteers to read their answers aloud.


12

■ Students work individually to match words to make selling phrases.

■ Ask students to exchange books and mark their partner’s work as you give the correct answers orally.

Answersa 4 / b 5 / c 6 / d 2 / e 3 / f 1

Activity

Find in the following texts synonyms of the words ‘increase’ and/or ‘decrease’.

Many areas are experiencing a serious market slow down. If prices are decreasing in your area, you may soon face the prospect of representing sellers who need a “short sale.” The term “short sale” refers to a situation where the seller lacks sufficient equity to close a transaction unless the lender takes a reduction in their loan payoff.

French cheese sales have dropped 6.5 per cent in the last year. France is now in third place and descending, behind Australia and the USA (actually California). Italy (fourth place, up 14.9 per cent), South Africa (fifth place, up 34.9 per cent) and Chile (sixth place, up 14.7 per cent) are all vying for France’s position. Australian cheese sales may be down a percentage point but they look in no danger.

With the ever-declining price of gasoline, truck and SUV sales are seeing a rebound and will make up 51 percent of the total this month. This isn’t great news for those of us who think downsising is the way to go. However, when gas prices shoot up again (and they will), we’ll see who is smiling.

There is no secret that land prices have softened overall as a result of the recession, following their rocket-like upward move in 2007 and 2008. Economists say the two decade run-up in land prices came at a steady pace of 2% to 3% annually through 2004, before it jumped with a 20% increase that year, and 10% increases through 2008.

14

G Roleplay9 Practise this dialogue with your partner. Pretend you are a customer and your partner is a sales

assistant. Pretend to buy and sell the four things in the pictures below.

Customer: I’d like to buy a / some __________.Sales Assistant: Do you like this / these?Customer: How much is it / are they?Sales Assistant: ___________________________.Customer: I’ll take it / them.

H Vocabulary10 Choose a suitable title from the box for each group of sales words below.

(1) _________________________ (4) _________________________actual price discount priceagreed price discount scale net price all-in price

(2)_________________________ (5) _________________________To buy in instalments proforma invoiceto buy on credit purchase invoice quotation

(3)_________________________ (6) _________________________payment by cheque price ceilingpayment by instalments price fluctuationpayment in advance price rangepayment on account

11 Choose one word from each group to use in a meaningful sentence.

12 Match the words to make phrases connected to selling.a sales 1 sellingb sponsorship 2 marketingc advertising 3 relationsd direct 4 promotionse public 5 dealf personal 6 media

price changes types of bills types of discounts types of prices ways of payment ways of purchasing items

19

AnswersINCREASE: rebound, shoot up, upward move, run-up, jumpedDECREASE: slow down, reduction, dropped, descending, be down, declining, downsising, softened

I Reading13

■ Allow time for students to read the text silently. While they are reading, go round and answer any questions about vocabulary.



AnswersLabels: 1 receipt 2 cash 3 bill 4 cheque 5 credit / debit card

1 It tells the customer how much to pay.2 Pay in cash or write a cheque.3 the customer’s money4 the guest’s card number, the amount to be paid and the guest’s signature5 Students’ answers6 Students’ answers


Teaching TipsHow You Can Use Graphic Organisers in the Classroom1 Make a copy of your graphic organiser that you can project onto a whiteboard. If you are using an overhead projector, photocopy your graphic organiser onto a transparency paper. If you are using an LCD projector, put a copy of the graphic organiser into your computer’s word-processing program.

2 Project the graphic organiser onto the screen and explain all of its parts to the students. If the organiser is a table, show them the data that belong in each section. If the organiser is a web, show them how to draw new lines and add more information to the web. Students need to understand the purpose of a graphic organiser before they can use it properly.

3 Work together with your students to fill out the graphic organiser as an example. Use your markers and ask students to help you fill out the graphic organiser for a simple situation or a fairy tale that everyone already knows. This way they can practise with new graphic organiser format using familiar material and information.

4 Give your students opportunities to use a variety of graphic organisers in the classroom. While one student may find T-charts especially helpful, another student might prefer Venn diagrams. When you expose your students to several different types of graphic organisers and show them the proper ways to use these organisers, you give them a chance to find a new tool that they can use on their own for future projects.

Different Types of Graphic Organisers

a The Series of Events Chain Graphic Organiser: This organiser can be used to describe the stages of something (the life cycle of a primate); the steps in a linear procedure (how to neutralise an acid); a sequence of events (how feudalism led to the formation of nation states) or the goals, actions and outcomes of a historical figure or character in a novel (the rise and fall of Napoleon). Key frame questions are: What is the object, procedure or initiating event? What are the stages or steps? How do they lead to one another? What is the final outcome?

b The Continuum Scale Graphic Organiser: This organiser can be used for time lines showing historical events or ages, degrees of something, shades of meaning or ratings scales. Key frame questions are: What is being scaled? What are the end points?

c The Story Board Graphic Organiser: This organiser can be used for helping students understand how events are sequenced in a story. They can also describe some of the details that are associated with each event.

d The Network Tree Graphic Organiser: This organiser can be used to show causal information (causes of poverty), a hierarchy (types of insects) or branching procedures (the circulatory system). Key frame questions are: What are the subordinate categories? How are they related? How many levels are there?

e The Problem and Solutions Graphic Organiser: This organiser can be used for helping students understand how a single problem can have more than one possible solution. Students can brainstorm ideas for possible solutions and consider what the different outcomes might be. Key frame questions are: What was the problem? Who had the problem? Why was it a problem? What attempts were made to solve the problem? Did those attempts succeed?

15

Buying and SellingI Reading 13 Read the text and answer the questions. Then write labels for the five items below.

When buying things, people can pay in different ways. Some forms of payment are easy and don’t need any form filling whereas others are a little bit more complicated and may involve some kind of form filling. For example, some people choose direct debit as a way of paying instalments each month. For telephone or Internet banking, people usually need to provide an account number. Credit/debit cards are accepted in many places. Bills can also be paid at banks using payment booklets but most banks will make a charge for this unless you are also their customer. If making payment by cheque, people should quote their account number on the back. Some people prefer to pay by post or in person using a payment book.

When you buy things in a shop, you pay in cash. It’s easy: the assistant may give you a receipt, but there are no other documents or forms. Paying for things like electricity and telephone service is more complicated. The supplier sends a bill to the customer, which tells him how much to pay. The customer can go to the supplier and pay in cash, but some customers write a cheque and send it to the supplier. A cheque is a form which tells the bank to pay money to a person or a company. Of course, the customer must put some of his money in the bank before he can write a cheque. Another way of paying is with a plastic card. For example, a guest at a hotel can use his card to pay the hotel bill. The hotel puts his card number and the amount on a form, and the guest signs the form. Then the hotel can get the money from the bank.

Questions 1 What does a bill tell you?2 What are two ways of paying for electricity?3 Whose money does the bank pay to the supplier?4 What is on the form that the hotel sends to the bank?5 Which of the methods of payment mentioned in the text is most common in Syria? Which is

least common?6 Try to research the Internet for advantages and disadvantages of one of the mentioned methods

of payment that is new to you. Organise your ideas in a graphic organiser.

20

f The Cycle Gr aphic Organiser: This organiser can be used for helping students understand how events or issues can be circular or cyclic. K ey frame questions are: What are the critical events in the cycle? H ow are they related? In what ways are they self-reinforcing?

g The Cluster Gr aphic Organiser: This organiser can be used for helping students understand how items, issues, events or categories can be clustered, some relating more or less closely to others.

h The Compare / Contrast Gr aphic Organiser: This organiser can be used for helping students understand how issues or themes can have similar attributes or characteristics. K ey frame questions are: What things are being compared? H ow are they similar? H ow are they different?

i The KWL Gr aphic Organiser: This chart helps students to organise their learning into three categories:

K - Stands for helping students recall what they K NO W about the subject.W - Stands for helping students determine what they WAN T to learn.L - Stands for helping students identify what they LEARN as they read.

j The Fiv e Ws and an H Gr aphic Organiser: This chart helps students organise their thoughts about Who, What, How, Why, When and Where?

k The Anticipation/Reaction Gu ide Gr aphic Organiser: This organiser can be used to assess the class knowledge before they begin a lesson.

l The Star Gr aphic Organiser: Star diagrams are useful for basic brainstorming about a topic or simply listing all the major traits related to a theme.

F or example, a star diagram can be used to create a graphic display describing everything you know about dinosaurs (w hen they lived, what kinds there were, how big they were, what they ate, where fossils have been found, etc.) or a graphic display of methods that help your study skills (lik e taking notes, reading, doing homework, memorising, etc.).

m A Fishbone Map Gr aphic Organiser (s ometimes called a herringbone map): I t is a type of graphic organiser that is used to explore the many aspects or effects of a complex topic, helping the student to organise their thoughts in a simple, visual way. The use of colour helps make a fishbone map clearer and easier to interpret.

If the topic at hand involves investigating attributes associated with a single, complex topic and then obtaining more details on each of these ideas, use a fishbone diagram as your graphic organiser. n T-Chart Gr aphic Organisers: I t is a chart in which a student lists and examines two facets of a topic, like the pros and cons associated with it, its advantages and disadvantages, facts vs. opinions, etc. F or example, a student can use a T-chart to help graphically organise thoughts about:

• Making a decision by comparing resulting advantages and disadvantages (lik e getting a pet or taking a new job),

• Evaluating the pros and cons of a topic (f or example, adopting a new invention),

• Enumerating the problems and solutions associated with an action ( for example, analysing the plot of a book or a topic like poor nutrition) ,

• Listing facts vs. opinions of a theme (gr eat to use after reading a selection of text or a news article),

• Explaining the strengths and weaknesses of a piece of writing (u seful after reading a piece of persuasive or expository writing),

• Listing any two characteristics of a topic (l ike the main ideas for a given topic and a salient detail for each idea).

Teaching Tips + Activity Teaching Dictionary SkillsHow to Read a Dictionary Entry

A dictionary will give you the following information about a word:1 H ow to spell the word and its special plural form2 Whether or not the word is capitalised or abbreviated3 H ow to break the word into syllables: The spelling of the main word is given first in bold type. The word is also divided into syllables.4 H ow to pronounce the word: D ictionaries provide pronunciation keys so that you will understand the symbols used in the pronunciation guide to a word. D ifferent dictionaries use different symbols in their pronunciation keys, so be sure to check the key of the dictionary you are using.5 The part of speech of a word: Parts of speech indicate how a word functions in a sentence. D ictionary entries tell you what part of speech a word is — noun, verb, adjective and so on. The part of speech is abbreviated and printed in italics Y our dictionary provides a full list of abbreviations. 6 D ifferent meanings that the word has, as well as synonyms’ (s ame meaning) and antonyms (o pposite meaning)7 A sentence or expression with the word used correctly8 The meanings of important prefixes and suffixes9 The special uses of the word10 The history of the word11 Oth er words derived from the main word

Activity 1 Choose fiv e words from the unit you are working on and copy on your copybook the whole entry annotating it with key words from numbers 1 ➞ 11 abov e.

Activity 2Use a dictionary to break the following words into syllables. In the spaces provi ded, rewrite each word, placing a dot ( i ) between the syllables.1 scavenger2 tundra3 complement4 before5 fly

Activity 3Use your dictionary to identify the parts of speech for each of the following words. A word may be used as more than one part of speech.1 graph2 angle3 degree4 disconfirmation5 rejection

Answers

Activity 1Students’ answers

Activity 21 sca.ven.ger2 tun.dra3 com.ple.ment4 be.fore5 fly

Activity 3

1 graph noun / verb2 angle noun / verb3 degree noun 4 disconfirmation noun5 rejection noun

21

CorrespondenceLessons Seven, Eight and Nine

Learning Objectives

■ Identifying mistakes in a letter and correcting them■ Using proper punctuation

e

■ Tell the students to read the instructions carefully.

■ Then make sure that they understand the task before they write their letters individually.

■ Ask students to check each other’s work in pairs, and then collect it for you to mark.


f

■ There are various ways of doing this review task. You could do it orally with the whole class or tell the students to do it individually or in pairs first.

■ Alternatively, you could divide the class into teams and make it a competition.


g

■ Allow time for students to read the jumbled letter silently. Make sure that they know the layout of a business letter.

■ Explain to the students that they have to rewrite the letter using correct punctuation and capital letters

■ Put students in pairs to complete the task. Ask volunteers to read the letter aloud.


Give As homework or revision: Activity Book,exercises a, b, c, d, e, And f, pp.48-49

Correspondence

83

Word Essentials - Producing and Modifying Documents, a six-hour course given on:102WORD1A: Thursday, 9:30am-4:30pm 1 session on 29 July102WORD1B: Monday, 6-9pm 2 sessions on 16-23 August 102WORD1C: Wednesday, 9:30am-4:30pm 1 session on 29 September102WORD1D: Thursday, 9:30am-4:30pm 1 session on 21 October102WORD1E: Tuesday, 9:30am-4:30pm 1 session on 9 November102WORD1F: Monday, 6pm-9pm 2 sessions on 6-13 DecemberCost: $300

Word Intermediate - Beyond Basics, a six-hour course given on:102WORD2A: Monday, 6-9pm 2 sessions on 12 & 19 July102WORD2A: Friday, 9.30am-4.30pm 1 session on 20 August102WORD2B: Tuesday, 9:30am-4:30pm 1 session on 14 September102WORD2C: Wednesday, 6-9pm 2 sessions on 13-20 October102WORD2D: Monday, 9:30am-4:30pm 1 session on 22 November102WORD2E: Thursday, 9:30am-4:30pm 1 session on 16 December Cost: $350

Situation 2

You are organising a conference for your company’s sales representatives from all over thecountry. You have already booked the hotel where the conference would be held and the sales representatives would stay and have just received a letter of confirmation. However, you need to make some changes to the arrangements. With a partner, think of what kind of changes you might need to make (for example, the number of hotel rooms you need, the consultant availability, the deluxe room, the options given, etc...). Write the letter with your partner.

Complete Meeting PackagesFor a successful, efficient meeting that is easy to budget, our CMP includes everything you need: con-ference rooms, professional meeting services, 3 meals and guest accommodations. Your CMP includes: -Personal Conference Consultant to assist in preplanning-Advanced audio-visual systems built into your conference room. -Continuous refreshment breaks throughout your work day. -Deluxe guest room with a desk and two telephone lines including speakerphone, feature and data port for computer or fax, remote control colour TV, radio and room service.

Modified Meeting PackageOption 1It includes each conferee's room, lunch, dinner, continuous refreshment service, conference space, conference services, standard audio/visual equipment and service charges covering gratuity for food and beverage.Option 2It includes each conferee's room, breakfast, lunch, continuous refreshment service, conference space, conference services, standard audio/visual equipment and service charges covering gratuity for food and beverage.Option 3It includes each conferee’s room, lunch, continuous refreshment service, conference space, conference services, standard audio/visual equipment and service charges covering gratuity for food and beverage.

84

f Find the mistakes and rewrite this letter from Anne Bell correctly.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

g Rewrite this letter using correct punctuation and capital letters.

3 september 2010 / mr rod stuart training manager / tst uk / 396 cromwell road london sw3 9rt / thank you for your letter of 1 september / we will be very pleased to run a two day course for new staff in early january and i look forward to meeting you next week / yours sincerely / Brian Cameron / brian cameron director of training

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Mr T GregoryThe ManagerBonds Bank plc25 High StreetManchester MI 2AAMs Anne Bell69 Maple RoadManchester M3 2BYdear sir

Ive received my april statement and I think it contains an error. I withdrew 80 pounds cash from your cash machine on 12 April, not 100 pounds. I would be grateful if you could check this for me. my account number is 20693056

I look forward

Yours sincerely

16

3 Incomes and SalariesA Dialogue

1 Read the dialogue and answer the questions.Samira and Huda are speaking about their spending records.Samira: Hello Huda. Did you get your pay cheque?Huda: Yeah, two days ago. And I’ve already spent a

lot of it!Samira: Well, me too. I spent 400 SYP on groceries

then went to the cinema which cost 150 SYP.Huda: I had to buy lots of things too. I got my

mother a gift for 200 SYP and got myself a pair of red shoes for 800 SYP and some books for 300 SYP.

Samira: And I still have to buy some CDs for my brother and pay the telephone bill.

Huda: That will cost you around 800 SYP.Samira: Yeah! I have to be careful or else I’ll run out of money before the end of the month!

Questions1 How much did each lady spend?2 Did Huda buy anything for herself? What was it?3 Who bought food and went to the cinema?4 What does Samira have to pay for later?5 What problem might the ladies have in the future?

B Listening2 Listen to Sally and complete her spending record for Friday and Saturday. Then calculate the

total below.

Thurs.electricity bill £46bus £2lunch £2.50

Fri. food

Sat. hairdresser

Thursday: _____________Friday: _____________Saturday: _____________TOTAL: _____________

£50.50

22

Lesson One

Learning Objective

■ Practising making a record of one’s spendings

A Dialogue1

■ Go through the dialogue in detail and explain any new vocabulary.

■ Ask the students to try to answer the questions in pairs.


Answers1 Samira spent 550 Syrian pounds and Huda spent 1300 Syrian pounds.2 Yes: a pair of red shoes.3 Samira4 some CDs for her brother and the telephone bill5 Students’ answers

B Listening

2

■ Play the recording and ask students to write their answers individually.


Audioscript

Sally: On Thursday, I paid my electricity bill. That was forty- six pounds. I spent two pounds on the bus, and I had lunch at a burger place. That was two pounds fifty.

On Friday, I needed some food from the supermarket, so I spent sixteen pounds on food. In the evening, I went to the cinema and saw a film. That was four pounds.

On Saturday, I played tennis in the morning. That was two pounds. Then in the afternoon, I went to the hairdresser because my hair was too long. Cutting my hair cost me ten pounds. After that, I went shopping and I bought a jacket – a nice blue jacket. That was forty pounds.

AnswersFriday: 20 poundsSaturday: 52 poundsTOTAL: 122.50 pounds

Lesson Two

Learning Objectives

■ Giving opinions about issues related to money■ Identifying the meaning of idioms related to money■ Demonstrating an understanding of the relationship between words and their meanings

C Money3

■ Ask students to discuss the questions in pairs.

■ Go round and monitor students’ language.


Incomes and Salaries

Unit

3

23

17

Incomes and SalariesC Money3 Work in pairs. Give your opinion about these

questions. Give examples if you can. Guess if you don’t know.

1 What is a typical hourly rate of pay for a young shop assistant?2 What is a typical annual salary for someone who has just left university?3 What is a typical percentage rate of interest for (a) mortgages and (b) credit cards?4 How much does a small apartment in this area cost (a) to rent and (b) to buy?5 How much do you think an average middle-class family spends on food in a week?6 How many Syrian pounds are there to (a) the dollar and (b) the Euro?

D Vocabulary4 Match the underlined idioms with their

definitions.a What you are saying is as sound as a pound.b I’ll give you a penny for your thoughts.c She has a heart of gold.d I’ll throw in my two cents while we’re talking about this.e You should start cutting your losses before it is too late.

1 This idiom is used as a way of asking someone what they are thinking about.2 Avoid losing any more money than you already have by getting out of a situation before matters get worse.3 The person is genuinely kind and caring.4 It is very good or reliable.5 Give your opinion on an issue.

5 Match the words to their meanings.

cash on delivery receipt on account account card credit advice

supply contract cash discount

1 You agree to supply a company with goods for a long time.2 People in a company can use this card to buy goods on account.3 When you pay cash for goods or services, you receive a discount.4 When you deliver the goods, you collect payment in full.5 This document shows that you have paid some money to the supplier on account.6 This document shows that some money has been credited to your account.

E Past time 6 Answer the following questions.

What was the time ...?

1 ten minutes ago2 three quarters of an hour ago3 half an hour ago4 two hours ago

What was the day and / or date ...?

5 yesterday 6 the day before yesterday 7 three days ago 8 a week ago 9 this time last month10 six months ago11 this time last year

D Vocabulary 4 and 5

■ Ask students to work out the answers in pairs and then discuss them with the whole class.

Answers4

a 4 / b 1 / c 3 / d 5 / e 25

1 supply contract2 account card3 cash discount4 cash on delivery5 receipt on account6 credit advice


Lesson Three

Learning Objective

■ Demonstrating an understanding of past time by asking and answering questions about the past

E Past Time6

■ Divide the class into two teams.

■ Teams get two points for every correct answer.

■ The team that gets the highest number of points is the winning team..

AnswersAnswers may vary depending on the time

Mini Grammar

The Simple Past Tense

1 U se the simple past to express the idea that an action started and finished at a specific time in the past. Sometimes, speakers may not actually mention the specific time but they do have one specific time in mind.

Examples:• I saw a movie yesterday.• I didn’t see a play last night.• D id you have dinner?

2 We use the simple past to list a series of completed actions in the past. These actions happen 1s t, 2n d, 3r d, 4th and so on.

Examples:• I finished work, walked to the beach and found a nice

place to swim.• D id you add flour, pour in the milk and then add the eggs?

3 The simple past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as for two years, for fiv e minutes, all day, all year, etc.

Examples:• I lived in Br azil for two years.• They did not stay at the party the entire time.• A: H ow long did you wait for them?

B: We waited for one hour.

4 The Simple Past can also be used to describe a habit which stopped in the past. I t can have the same meaning as “u sed to” To make it clear that we are talking about a habit, we often add expressions such as always, often, usually, nev er, when I was a child, when I was younger, etc.

Examples: * I studied Fr ench when I was a child. * H e didn’t play the piano when he was younger.

5 The simple past can also be used to describe past facts or generalisations which are no longer true. A s in number 4 above, this use of the simple past is quite similar to the expression “u sed to” .

Examples:• She was shy as a child, but now she is very outgoing.• H e didn’t like tomatoes when he was a child.• D id you live in Texas when you were a kid?

18

F Verbs in the past7 Study the tables.

REGULAR VERBS IRREGULAR VERBS

present call

clean

answer

check

receive

travel

stop

try

carry

play

pastcalled

cleaned

answered

checked

received

travelled

stopped

tried

carried

played

present pay

find

send

buy

have

drink

sleep

think

feel

cut

pastpaid

found

sent

bought

had

drank

slept

thought

felt

cut

DidI / youhe / she / itwe / you / they

go? Yes,No,

I / youhe / she / itwe / you /they

did.didn,t.

DidI / youhe / she / itwe / you / they

have a good weekend?enjoy the meal?win the game?spend a lot of money?

Yes,No,

I / youhe / she / itwe / you / they

did.didn,t.

When didWhere

I / youhe / she / itwe / you / they

go?I / YouHe / She / ItWe / You / They

went yesterday. went home.

8 What would you ask? Make questions with Did ...?

1 Your friend watched a football match yesterday.2 They went shopping yesterday.3 My friend finished her meal five minutes ago.4 She wanted to get a new job.5 You met someone from London at the airport.6 They went to the cinema with a friend.7 He had a holiday in Lattakia.8 She went for an interview last week.

24

Lesson Four

Learning Objectives

■ Identifying the past form of regular and irregular verbs■ Practising forming questions with Did

Grammar

simple past tense

F Verbs in the past7



■ Give the students time to read the example questions and answers. Explain the rules for forming questions with / without did.

■ Check understanding by eliciting examples from volunteers.

8


■ Invite a volunteer to give you the answer. Check that all students agree by show of hand. In case of disagreement, allow time for a class discussion.


9




10


■ Put students in pairs and give them plenty of time to choose eight questions for their role play.

■ After they have finished, get the students to do the task orally or in writing.



11

■ Do the first item orally with the whole class.

■ Allow time for students to complete items 2-6 individually or in pairs.

■ Invite a volunteer to give you the answer. Check that all students agree by show of hand. In case of disagreement, allow time for a class discussion.

Answers1 When did he arrive? He arrived last week.

2 How much did you pay? I paid 20 pounds.

3 Which jacket did she buy? She bought the red one.

4 How many letters did we receive? We received twelve letters.

5 Where did they play? They played in the park.

6 Who did he call? He called the manager.


25

19

Incomes and Salaries9 Answer the questions above.

Example 1 No, He didn’t. He studied at home.

10 Work in pairs. Act eight conversations, using questions and answers from exercises 8 and 9 above.

11 Make questions using the verbs in brackets in the correct forms. Then write answers using the words/phrases in italics.1 When – he – (arrive)? last week2 How much – you – (pay)? 20 pounds3 Which jacket – she – (buy)? the red one 4 How many letters – we – (receive)? twelve5 Where – they – (play)? in the park6 Who – he – (call)? the manager

G Spending records 12 Look at Della’s and Sally’s spending records. Ask and answer the questions.

DellaSallyMeal with Sally – 8 poundsPetrol – 25 pounds

Mon.Meal with Della - 8 poundsBus ticket – 1 pound

Mon.

Green skirt – 20 poundsRed shoes – 48 pounds

Tues.Food – 15 poundsTues.

Books – 9 pounds Electricity bill – 63 pounds

Wed.Books – 32 poundsElectricity bill – 59 pounds

Wed.

Food – 12 pounds Bicycle repair – 59 pounds

Thu.Magazines – 32 poundsBicycle repair – 59 pounds

Thu.

Present for mother – 16 poundsMagazines – 32 pounds Bicycle repair – 59 pounds

Fri.Cinema – 6 poundsBicycle repair – 59 pounds

Fri.

Food - 57 poundsHairdresser - 12 pounds

Sat.Food - 35 poundsBlue jacket - 40 poundsCDs - 15 pounds

Sat.

Petrol - 20 poundsSun.Telephone bill - 78 poundsSun.

a How much did Della spend on Monday? e How much did Sally’s magazines cost?b What did she buy on Tuesday? f How much did Della pay for petrol on Sunday?c Who bought CDs on Saturday? g How much was Sally’s telephone bill?d What did Sally do on Friday? h Who spent 16 pounds on a present?

13 Work in pairs. Ask and answer more questions about the two spending records.

1 How much did ... ? 4 Who bought ... ?2 How much was ... ? 5 What did ... ?3 Who spent ... ?

Lesson Five

Learning Objectives

■ Analysing information in a table■ Demonstrating understanding of information in a table by answering questions ■ Practising the simple past■ Practising making questions with or without did

G Spending records12

■ Direct students' attention to the information in the table. Tell them to look through the lists and ask the class about any words that they don’t know.

■ When they are ready, get various students to ask the questions and others to answer.

Answersa She spent thirty-three pounds.b She bought a green skirt and red shoes.c Sally did.d She went to the cinema and had her bicycle repaired.e They cost 32 pounds.f She paid 20 pounds.g It was seventy-eight pounds.h Della did.

13

■ Demonstrate the task by asking a student to make a question using the first given phrase and another student to answer.

■ Put students into pairs. Tell them that each student in the pair should ask one question of each type, so the pair will ask and answer 10 questions in total.


Activities

Activity 1Change each sentence into a Yes / No question.

1 We were on the beach.2 Some First Nations people lived in tents.3 Kyoko bought a new car.4 They talked about their homework.5 He didn’t practise hockey every day.6 The soup wasn’t hot.7 A raccoon ate Sally’s lunch.8 They were happy together.

Activity 2Make questions using the wh-question words in brackets.

1 She bought an old car. (what)2 They travelled across Canada by bike. (how)3 Beavers were common on Vancouver Island. (where)4 Jan studied for three hours. (how long)5 The fox was in the garden. (where)

Answers

Activity 11 Were you on the beach?2 Did some First Nations people live in tents?3 Did Kyoko buy a new car?4 Did they talk about their homework?5 Did he practise hockey every day?6 Was the soup hot?7 Did a raccoon eat Sally’s lunch?8 Were they happy together?

Activity 21 What did she buy? 2 How did they travel across Canada?3 Where were beavers common?4 How long did Jan study?5 Where was the fox?

26

Lesson Six

Learning Objectives

■ Identifying the main idea of a text■ Demonstrating understanding of a text by answering questions■ Practising identifying the meaning of new words from context■ Practising writing a summary

H Reading14

■ Allow time for students to read the text silently. While they are reading, go round and answer any questions about vocabulary.



Answers1 The main idea is salaries.2 Students’ answers3 The first article’s source is a journalist whereas the second is financial analysts.4 Students’ answers5 Students’ answers


Teaching Tips Writing a SummaryA good summary has the following characteristics: Proper Citation: The summary begins by citing the title, author, source and, in the case of a magazine or journal article, the date of publication of the text. Thesis Statement: The overall thesis of the text selection is the author’s central theme. The thesis statement is stated at the beginning of the summary. Supporting Ideas: The author defends his/h er thesis with supporting ideas. Gr ammar and the Mechanics of Writing: Gr ammar and related concerns ensure that, as a writer, you communicate clearly with your reader.

Length: The length of a summary depends on how long the original document is.

Steps in Writing a Summary

I nitially, summary writing can seem like a challenging task. I t requires careful reading and reflective thinking about the article. Most of us, however, tend to skim read without focused reflection, but with time and effort, the steps listed here can help you become an effective summary writer.

• R ead the article. • R eread the article. • D ivide the article into segments or sections of ideas. Each

segment deals with one aspect of the central theme. A segment can comprise one or more paragraphs.

• Label each segment. U se a general phrase that captures the subject matter of the segment. Write the label in the margin next to the segment.

• Highligh t or underline the main points and key phrases. • Write a one-sentence summary for each segment of thought on a separate sheet of paper. • F ormulate the Thesis Statement.

• F ormulate a central theme that weaves the one-sentence segment summaries together. This is your thesis statement.

• Write your first draft.

1 Begin with a proper citation of the title, author, source and date of publication of the article summarised.

2 Combine the thesis statement and your one-sentence segment summaries into a one- or two-paragraph summary.

3 Eliminate all unnecessary words and repetitions.

4 Eliminate all personal ideas and inferences.

5 U se transitions for a smooth and logical flow of ideas.

6 Conclude with a “s umming up” sentence by stating what can be learned from reading the article.

7 Edit Y our D raft. Check your summary by asking the following questions: a Hav e I answered the who, what, when, why and how questions? b I s my grammar, punctuation and spelling correct? c Hav e I left out my personal views and ideas? d D oes my summary flow when I read it aloud? e Hav e someone else read it. D oes the summary give them the central ideas of the article?

• Write your final draft.

20

H Reading

14 Read the two newspaper articles and answer the questions.

Study Reveals Gulf Between Dubai Wage Earners

Europeans have the highest incomes in Dubai, earning almost twenty times more than labour-camp workers. The average annual income of a European working in Dubai is AED 382,000 while a labour-camp worker on average earns just AED 21,000 a year, according to a survey by the Dubai Statistics Centre.

The latest Dubai expenditure and income survey reveals that individual earners in European households on average have the highest incomes, followed by UAE nationals with an income of AED 324,000, Arabs with AED 198,000 and Asians with AED 141,000.

It also shows that households in Dubai spend 11.29 percent of total consumption expenditure on food, medicine and clothes and 42.95 percent on housing and energy.

While leisure, entertainment and education account for eight percent of consumption in households in Dubai, labour-camp workers spend just one percent on this category.

Average Salary in Russia Reaches $545

The average salary in Russia is 13,800 rubles ($545) in 2009, 25 percent more than last year, the Federal Statistics Agency reported. Analysts warn that the growth of incomes will slow down in the next few years.

The average wage went up 24.7 percent over the past year. Incomes are rising mainly because of growing wages which make up 40 to 42 percent of the overall income. Analysts note that salary growth is pushed by the private sector. Pensions are still growing at a much slower rate than salaries.

Meanwhile, the Economic Development and Trade Ministry is concerned that the income growth is much higher than the growth of labour productivity. Low competitiveness means that both economy and living standards are not growing fast enough, the government says.

Questions1 What is the idea that both articles are presenting?2 Choose two difficult words from each article and find their meaning in the dictionary.3 What are the sources of information in both articles?4 Summarise each article in five sentences.5 Discuss with your classmates the importance of the two issues mentioned in the above articles.

27


Learning Objectives

■ Distinguishing the difference between formal letters and informal emails■ Practising writing an email in reply to a letter■ Practising writing an email using notes as cues

2 EmailsNote■ Read the table on page 85 with the students.

■ Remind them of the difference between writting formal and informal phrases or sentences.

■ Answer if they have any question regarding the read information.

a■ Ask the students to read the letter and underline the formal words / phrases.

■ Allow time for students to rewrite the words / phrases which they have underlined in an informal manner.



b ■ Explain the task to the students and give them time to complete it in pairs.

■ When they have finished, put students in groups of four and allow them time to compare their answers.



c ■ Tell the students to read the instructions carefully.

■ Make sure that they understand the task before they write their paragraphs individually.

■ Ask students to check each other’s work in pairs, and then collect and mark it.


Give as homework or revision Activity Book, exercises A,B,C,D And E pages 50-51

86

a Rewrite this letter as a more informal email.

30 Empire DriveManchesterM6 2PQ

Ms SargentFurniture WarehouseWestend Industrial EstateGravesend DT3 5IQ

Dear Ms Sargent

Thank you for your request for a quotation for buildings and contents insurance together with the proposal form.

Please find enclosed a brochure about our policy conditions and our quotation which is valid for 28 days from the date of this letter.

I would like to take the opportunity to point out the 4% reduction in the buildings and contents premiums if the warehouse is fitted with a sprinkler system.

When you have considered our quotation, if you would like any further information, please do not hesitate to contact me.

I look forward to receiving your reply in the near future.

Yours sincerely

David HillCommercial Insurance Manager

b Work in pairs. Use the given letter to write an email in reply.

Dear Mr Burns

With reference to your letter on 16 August, I have the pleasure to enclose the contract for you to sign. I would be grateful if you would return it to us at your earliest convenience. We shall start work on 10 September. In the meantime, if you have any queries, please do not hesitate to contact us.

May we take this opportunity to thank you for choosing our company for this project.

Kind regards

John Powell

c You are Wissam Assaf ’s secretary. He is out of the office and needs a list of his appointments. Write him an email using the following notes.

Tomorrow: 10 a.m. John Brown - discuss a new project 2:30 p.m. Port Authority - want to discuss your report

The following day: 11 a.m. no appointments - can deal with paperwork 2 p.m. lawyer - go through the new contract

85

Correspondence2 Emails

INFORMALFORMALHi/HelloDear Mr/Mrs/MsNameThanks for your email.Re your email, ...Sorry, I haven't written for ages, but I've been really busy

Thank you for your email of ...Further to your last email, ...I apologise for not getting in contact with you before now.

Previous contact

Just a short note about ...I'm writing about ...Here's the ... you wanted.I got your name from ...Please note that ...

I am writing in connection with ...I am writing with regard to ...In reply to your email, here are ...Your name was given to me by ...We would like to point out that ...

Reason for writing

Just a note to say ...We can confirm that ...Good news!Unfortunately, ...

I'm writing to let you know that ...We are able to confirm that ...I am delighted to tell you that ...We regret to inform you that ...

Giving information

I've attached ...Here is the ... you wanted.

Please find attached my report.I'm sending you ... as a pdf file.

Attachments

Can you tell me more about ...

I'd like to know ...Please send me ...

Could you give me some information about ...I would like to know ...I'm interested in finding out ...

Asking forinformation

Please could you ...Could you ...?Can I have ...?I'd appreciate your help on this.

I'd be grateful if you could ...I wonder if you could ...Do you think I could have ...?Thank you in advance for your help in this matter.

Requests

I’ll ...I’ll look into it.I’ll get back to you soon.

I will ...I’ll investigate the matter.I will contact you again shortly.

Promising action

Do you want me to ...?Shall I ...? Let me know if you’d like me to ...

Would you like me to ...?If you wish, I would be happy to ...Let me know whether you would like me to ...

Offering help

Thanks again for ...Let me know if you need anything else.

Just give me a call if you have any questions. My number is ...

Thank you for your help.Do not hesitate to contact us again if you require any further information.Please feel free to contact me if you have any questions. My direct line is ...

Final comments

Looking forward to ... (+ -ing)Best wishes to ...Speak to/See you soon.Bye (for now) / All the best

I am looking forward to ... (+ -ing)Give my regards to ...Best wishesRegards

Close

Note

28

Teaching Tips

Phrases to Use in Business Letters

Request for informationI am writing to inquire about . . .

I am writing in reference to . . .

I read/h eard . . . and would like to know . . .

Could you please send me . . .

at the address below/abo ve

Thank you for your assistance.

I look forward to hearing from you.

Response to requestThank you for your interest/inqu iry.

Enclosed is the information you requested.

Y ou can learn more about this at . . .

If you have further questions,

If you require assistance, please contact: *******

If I can be of more help, please feel free to contact me at . . .

Sample Sentences: RequestsCould you please send me your most recent brochure?

Could you fax me the results of the market survey?

I would like to order ten copies of the book, Touchy Situations.

I would be very grateful if you could send me this information.

Please return the enclosed envelope with your payment.

Sample Sentences: GoodwillThank you for your hospitality.

I enjoyed having lunch with you last week while I was in New Y ork.

Congratulations on your promotion to Gen eral Manager.

I want(ed ) to congratulate you on your new position.

I was happy to hear that contract negotiations went well.

Sample Sentences: Introduction of Product/ServiceI am writing to tell you about . . .

(Ou r new product) is coming out next month.

This product/s ervice is designed to (h elp you) . . .

Sample Sentences: ReferenceI am writing in regard to . . .

I am writing in reference to . . .

Please refer to the enclosed invoice/br ochure.

I hope you have had a chance to look over the materials we sent.

Sample Sentences: ConfirmationI am writing to confirm . . .

I would like to confirm what we discussed last F riday.

I would like to confirm the main points we discussed . . .

Sample Sentences: NotificationI am writing to let you know that . . .

Please be aware / informed that . . .

I would like to inform you of a recent policy change.

I am happy to inform you that . . .

Y our request for funding has been approved.

Sample Sentences: Offering AssistanceWe would be happy to . . .

If we can be of assistance, please don' t hesitate to ask.

Sample Sentences: CollectionA ccording to our records . . .

Ou r records show that . . .

Y our monthly instalment is past due.

Please send payment as soon as possible.

MeetingsUnit

4

29

4 Meetings

21

A Dialogue 1 Huda is preparing the conference room for a meeting. Read the agenda for the meeting and

answer the questions.

Omar: Hello, Juliet. I thought you were on holiday today.Juliet: No, I’m still here. I’m starting my holiday tomorrow. Omar: Oh. Well, have a good holiday.Juliet: Thanks. Omar: What’s this meeting about? Do you know?Juliet: No, but Huda might know.Huda: It’s about the new offices for the sales department. Mr Ali is going to give us some information about them. Here’s an agenda for you.Omar: Thanks. Juliet: But I saw Mr Ali yesterday, and he said he wasn’t coming in today.Huda: Yes, he planned to go to Lattakia, but then he changed his mind. He’s going tomorrow instead. Here he comes now.Ali: Good morning. Are we ready to start the meeting?

Questions1 What time is the meeting? 4 Who is giving out the agenda?2 How many topics are on the agenda? 5 What is Mr Ali going to talk about?3 Why is Omar surprised to see Juliet? 6 Why is Juliet surprised?

AGENDAfor a meeting in the conference room on Thursday 4 November 2010 at 10 a.m.

1 Information about the new offices

2 Dates and plans for moving

3 Training courses

Lesson One

Learning Objectives

■ Identifying elements on an agenda■ Demonstrating understanding of a reading text by answering comprehension questions ■ Practising asking and answering questions with going to■ Identifying the duties of a chairperson

A Dialogue1

■ Tell the students to read the agenda silently and try to guess what an agenda is (a list of topics that people are going to discuss at a meeting). Explain any unknown words in the agenda.

■ Allow time for students to read the dialogue and answer the questions individually. When they have all found answers to the questions, let them work in pairs comparing answers.

■ Check the answers orally: ask a student to say an answer, then ask the class whether they agree with each answer before you give your confirmation.

■ If you have time, put students into pairs and ask them to practise the dialogue.


Answers1 10 a.m.2 three3 He thought Juliet was on holiday.4 Huda is.5 He is going to talk about the new offices for the sales department.6 Mr Ali said he wasn’t coming to the meeting.

Teaching TipsSmall Talk 1

• Write ‘Small Talk’ on the board. Ask students to brainstorm as a class to define small talk.

• Write examples on the board such as:• Being at a restaurant, standing in the hallway waiting for the

elevator, waiting for your turn to pay at the cashier…• Tell the students that these are all situations that need small

talk skills to help them pass time while waiting.• Discuss the importance of small talk skills with the class.• Ask students which topics are appropriate for small talk

discussions. For those topics which are appropriate, ask students to think of one interesting comment to make when you call on them. For those topics which are not appropriate, ask students to be able to explain why you believe they are not appropriate for small talk.

• The latest films • Your best friend• The local basketball team • The last film you saw• Cars • Pets• A product you’d like to sell to everyone • A magazine• Your home town • Learning a language• Playing sports• Your last holiday • Your favourite food• Your favourite movie star

22

B Listening 2 Listen to a conversation between Mr Ali

and Mr Walid and then answer the following questions.1 Which item on the agenda on p.21 are they discussing?2 What date is the trade fair?3 What day is the 17th?4 What are the sales staff going to do on that day?

C Plans and intentions 3 Read this agenda. Ask and answer questions

about it with going to and words in the table.

holidays salaries training accounts new offices computers a new system reception staff

ExampleA Are they going to talk about holidays?B Yes, they are.

4 Think of a question. Use going to.

1 Your friend is going to the cinema.2 Your friend is turning on the TV.3 Your friend is going to Lattakia.4 Your friend is going shopping.5 Your friend is putting a CD in the CD player.6 Your friend is picking up the phone.

D Making assumptions 5 Look at the two examples. Then complete the

sentences.Example 1Woman: Hey! That’s my case!Man: I’m sorry. I thought it was mine.

Example 2 In the dialogue on page 21, Omar says, “Ithought you were on holiday today.”

1 A Hey! You’re eating my sandwich! B Oh, I’m sorry. _____________ mine.

2 A Why didn’t you come to the meeting at 10 o’clock? B _____________ at 12 o’clock.

3 A Khaled is my cousin. B Oh, _____________ your brother.4 A Mr Ali is in his office.

B Really? I _____________ in a meeting.

5 A We need more chairs in the conference room.B I’m sorry. I _____________ enough chairs.

6 These are the opening lines of a meeting. Put them in the right order.___ As you know, we’re going to launch a

very special new product - a unique soft drink with low sugar and carbon dioxide content.

___ Firstly, we still have to decide when exactly we should launch the product.

___ I’ve called for this meeting for two main reasons.

___ Samia, what do you think would be thebest date?

___ Secondly, we need your ideas for a new name, as many of you are not very happy with the name Vitafruit.

___ Shall we begin?___ So, let’s turn to the launching date.

AGENDA1 training for sales staff2 a new computer system3 holidays

30

B Listening 2

■ Ask students to listen to the recording and to write down their answers. Tell them not to worry if they can’t complete the task the first time because they will hear it again.

■ Ask students for their answers. If necessary, play the recording again or read out the parts that caused trouble. Finally, confirm the correct answers.

Answers1 Item 2 (dates and plans for moving) 3 Thursday2 16th 4 They are going to move into new offices.

AudioscriptAli So, the next question is when to move. Walid, how

about the 16th? That’s a Wednesday.Walid The 16th is not a good day. There’s a big trade fair in

Damascus that day, so the sales staff will be out all day.Ali What about the 17th?Walid The 17th is a Thursday. I think that’s a good day. We

can move on Thursday. Then we can start the following week in the new offices.

Ali Right. Let’s move on the 17th.

Lesson Two

Learning Objectives

■ Practising making future plans■ Asking questions with going to

C Plans and intentions3

■ Tell the students to read the rubric and the agenda quietly. Ask questions to check understanding and to establish the situation, which is similar to the situation in the dialogue in section A.

■ Point out the first cue word (holidays) and ask two students to read the example dialogue so that the whole class can hear. Invite volunteers to read aloud the question and answer.

■ Point out the second cue word (salaries) and get the two students to change A / B roles and perform a similar dialogue using this word. Pay attention to pronunciation as well as correct words. Again get repetition from the class.

■ Continue in this way through the exercise with different pairs.

■ Put all the students into pairs so that they can practise the dialogues at the same time. Encourage them to use their best pronunciation and expression. While they are practising, your role is to observe, listen and note any problems.


4

■ Make sure all students understand what they have to do in the exercise. Demonstrate the task by asking a pair of students to model the first item as an example with the whole class listening.

■ Give time for students to complete the task in pairs.

■ Go round and monitor students’ use of language.



Lesson Three

Learning Objectives

■ Practising reporting thoughts■ Identifying ways that the chairperson uses to deal with certain situations.

Vocabulary

■ reporting verbs

D Making assumptions5

■ Elicit the situation in the picture and read out the example with appropriate expression. Get pairs of students to repeat this short dialogue.


■ Get the answers from the class and ask various students to repeat the answers in complete sentences. Pay attention to pronunciation and expression as well as correct words.

■ Divide the class into pairs so that they can all practise at the same time. Encourage them to use their best efforts at pronunciation and expression.

■ Tell them to practise each dialogue twice, exchanging A / B roles after the first practise. While they are practising, your role is to observe, listen and note any problems.

■ After the pairwork, correct any serious pronunciation errors and praise any good work.

31

23

MeetingsE Vocabulary

Note the difference between told and the other verbHe said he liked ice-cream.

He told me he liked ice-cream.

7 Complete the sentences with the most appropriate reporting verb in the box.

agreed announced complained confirmed said thought told

1 He ____________ me the meeting was at 12 o’clock.2 An angry customer ____________ that the food was bad.3 I’m sorry. I ____________ your name was Ruba.4 We all listened as an airport official ____________ that the flight was cancelled.5 He said he would pay and then he ____________ it in writing.6 He’s only 16, but he ____________ he was 18.7 The manager preferred the 17th, and Mr Ali ____________ that the 17th was better.

F Grammar

Reported speechWhen the reporting verb is in the past tense, we usually put the other verbs in the pasttoo. Reported speech The speaker’s actual wordsHe said (that) he didn’t know. “I don’t know.”She said (that) she was 21. “I’m 21.”She said (that) she was writing a letter. “I’m writing a letter.”He said (that) he would go. “I’ll go.”

8 Report these sentences using said.

1 Samira said, “Laila needs some stationery.” Samira said that Laila needed some stationery.

2 Anne said, “David is working in the sales department.”3 Sandra said, “Anne is not in the office.”4 She said, “There is an airport at Weston.”5 David said, “He is visiting a customer.”

Answers 1 I thought it was 2 I thought it was 3 I thought he was4 I thought he was 5 I thought there were

6

■ Give time for students to complete the task in pairs.


Answers2 / 4 / 3 / 7 / 5 / 1 / 6

Lesson Four

Learning Objectives

■ Using reporting verbs correctly■ Changing sentences from direct to reported speech and vice versa

Grammar

reported speech

E Vocabulary7

■ Read the words aloud and check that students know the meaning of each verb. Help them with words that they don’t know.

■ Work through the exercise orally with the whole class, getting answers from various students. Alternatively, tell the students to prepare their answers individually or in pairs first.


Answers1 told 2 complained 3 thought4 announced 5 confirmed 6 said7 agreed

F Grammar8

■ Either present the information from the box yourself, or tell students to study the information in the box in pairs.


■ Allow time for students to complete the task in pairs.


Answers2 Anne said that David was working in the sales department.3 Sandra said that Anne was not in the office.4 She said that there was an airport at Weston.5 David said that he was visiting a customer.

Mini-Grammar

Reported Speech VerbsWhen using reported speech, students use “say” and “tell”. For example: John told me he was going to stay late at work. Mary said she is leaving now.

However, there are a number of other reporting verbs which can more accurately describe what someone has said. These verbs take a variety of structures. The following list gives reporting verbs in various categories based on sentence structure.

Reporting Verbs Example

verb + object + infinitiveadvise, encourage, invite, remind, warn

Jack encouraged me to look for a new job.

verb + infinitiveagree, decide, offer, promise, refuse, threaten

She offered to give him a lift to work.

verb + (that)admit, agree, decide, deny, explain, insist, promise, recommend, suggest

Tom admitted (that) he had tried to leave early.

verb + gerunddeny, recommend, suggest

He denied having anything to do with her.

verb + object + preposition + gerund

accuse

They accused the boys of cheating on the exam.

verb + preposition + gerundapologise, insist

He apologised for being late.

24

9 What were the speakers’ actual words.Example1 David said he wanted a new computer.“I want a new computer.”2 She said Laila lived in Damascus.3 He said they were not visiting customers.4 Anne said she was English.5 David said Sandra was photocopying a

report.

G A secretary’s dutiesSome meetings (like the meeting in A) are internal. These may be quite informal. Other meetings involve people from outside the company and are often more formal. Secretaries have duties before, during and after meetings.

10 Work in pairs. Look at the headings. Then put the duties under the correct headings.

a Put paper and pens around the table.b Sit near the chairperson and help him /

her if necessary.c Send a copy of the minutes to everyone

who attended the meeting.d Put the date and time in your diary and

your manager’s diary.e Write the minutes.f Talk to your manager about the agenda

and type the agenda.g Take the minutes of the meeting.h Check the meeting room. Move in more

seats if necessary.i Collect any files or documents that

people may want during the meeting.j Make sure that you have enough

stationery for the meeting.

HEADINGS

1 A week or more before the meeting.2 The day before the meeting.3 The day of the meeting.4 During the meeting.5 The day after the meeting.

H A story 11 Correct the errors in the text.

TST UK needed some new chairs for the reception area, so Della Paine, the office manager, went to a big sports shop. It was a cold day, so she did not wear her coat. At the shop, she went downstairs to the second floor and spoke to the sales assistant. He said Della wanted ten desks for visitors to sit on. Della showed him many different kinds of chairs. Some were cheap but others were cheap.

Della saw a green chair that were good, but she did not like their colour. She wanted green chairs. The assistant told her that they did not have any grey ones. So Huda said that he would take ten blue ones and she asked the price. The assistant said the coats were 40 pounds each. Della knew that the shop usually gave a 10% discount for ten or more items, so she asked the customer for a discount. The assistant was new and did not know about discounts, so he said he would ask the manager. The manager confirmed that Della was wrong, so she got the shop for 360 pounds.

32

9

■ Make sure all students understand what they have to do in the exercise.

■ Demonstrate the task by asking a volunteer to do the first one or two items as examples with the whole class listening. Get choral and individual repetition of the example answers.

■ Continue working through the exercise orally with the class, giving students time to think about each item before asking a student for the correct answer. Make sure that everyone hears the correct answer and get various students to repeat the sentence.

Answers2 “Laila lives in Damascus.”3 “ They /We are not visiting customers.”4 “I am English.” / “She is English.”5 “Sandra is photocopying a report.”


Lesson Five

Learning Objectives

■ Identifying the duties of a secretary■ Classifying the duties of a secretary under the correct heading

G A secretary’s duties10

■ Introduce the topic of a secretary’s duties before, during and after meetings. Ask students to tell you some of the duties they have learned so far in the unit.

■ Give the students time to read the introductory text carefully. Then check their understanding of the information.

■ Go through the rubric instructions with the class, point out the list of duties (a-j) and the five headings below. Make sure they understand the task: they have to read about each duty, decide when this duty should be carried out recording their answers by matching them with the appropriate time heading. Do the first item as an example with the who.

■ Allow time for students to complete the activity either individually or in pairs.

■ Finally, get answers from various students. if there is disagreement about any answer, encourage students to explain their answers, listen to the explanations of others and try to agree on one answer.

Answers1 d / f 2 i / j3 a / h4 b / g5 c / e

Lesson SixLearning Objectives

■ Practising editing a text■ Demonstrating understanding of a reading text by answering questions about it

H A story11

■ Introduce the story, explaining that there are a number of mistakes in it, not grammatical mistakes but wrong words. The students’ task is to read the story sentence by sentence.

■ Let them work individually or in pairs to find the errors.

■ Collect the answers from the class and write them on the board.

Answerschairs shop / hot / went upstairs / Della said that she wanted ten chairs / He showed her / were expensive / that was good / its colour / grey chairs / So Della / she would / chairs were / the sales assistant for a discount / Della was right / got the chairs

33

I Reading12

■ Ask students to read the text silently.

■ Tell the students to read the questions, then allow them time to read the text again and look for the answers.


Answers1 b2 a3 Mr Ali and Mr Walid4 English language training5 She said that all sales reps at TST had good English language skills.

13

■ Allow time for students to complete the task either individually or in pairs.


AnswersItem 3: Sarah Sanderson said, “English language training at TST is going well. All sales representatives at TST now have good English language skills. A new programme for junior sales staff will begin in January.”


Teaching TipsBusiness MeetingsThese are some tips for successful business meetings:

Depending on where you work, you may dread a meeting invitation or look forward to meetings as opportunities to solve problems or accomplish goals. The difference is in how an organisation handles meetings and the methods are almost as diverse as organisations themselves are.

The first meeting criteria would be whether or not a meeting is really necessary for this particular business purpose. The purposes for which meetings could make sense might be the necessity of collecting different points of view or updating a particular work-group on the status of a particular plan. It could be a meeting of a task team to update progress toward particular goals and to make additional assignments.

It’s often helpful to establish the general format all your meetings will follow as a matter of course. Most meetings, regardless of purpose, need a leader, a scribe and sometimes a timekeeper. The leader is responsible for leading the meeting and creating and following the meeting agenda. The scribe, a role which can rotate, is responsible for documenting the meeting and sending out meeting notes and assignments promptly. The timekeeper is a role you may want to employ depending on your group. If lengths of time are to be adhered to for each agenda item, this person will be responsible for alerting each speaker when his or her time is up. He may also have the role of discouraging side conversations.

Once you have determined that a meeting is indeed necessary, what the purpose of the meeting is and what roles need to be filled for the meeting, then you have the task of developing the meeting agenda. A typical agenda for a task team might be to review past assignments, to determine what next steps are, to assign both tasks and timelines to accomplish next steps and to set the date and time for the next meeting.

The group should also determine who needs to attend the next meeting. If your team needs input from a particular expert outside the team, someone needs to be responsible for inviting that person, explaining the needs of the group and confirming to the leader that the person will attend. The leader needs to either create the agenda for the meeting or to assign agenda creation to a team member. Rotating responsibility for the agenda often works well and gives each person more investment in the workings of the team.

Meeting ground rules are also worth considering. Ground rules could include being prepared for your assigned tasks, not

“shooting down” others’ ideas harshly, being willing to take on assignments, not having side conversations, and sticking to the agenda. In many cases, a ground rule for turning off cell phones and pagers during meetings is appropriate so you can more readily accomplish the work planned.

You can evaluate the effectiveness of each meeting with this set of questions: 1 Can the business meeting purpose be met in a more efficient way, such as with a conference call? 2 Do the people who attend each meeting know what the purpose of the meeting is? Do they all agree? 3 Once the purpose is established, are you confident that the correct people are attending the meetings? Should some people be excused or even some added? 4 Does the meeting structure allow the stated purpose of the meeting to be accomplished?

25

MeetingsI Reading 12 Read the text and answer the questions.

Huda often attends meetings. She listens and writes notes during the meeting. This is called ‘taking the minutes’. The next day, she reads her notes and writes the minutes carefully as a formal record of the meeting.

Minutes of the Meeting in the Conference Room at TST

Thursday 4 November 2010, 10 a.m.

Present: Mr Ali Al Mithiab (chairperson), Mr Walid Khatib, Mrs Lamia Haddad, Mr Omar Al Kindi, Ms Juliet Martin, Ms Sarah Sanderson, Miss Huda Kassem (Secretary)

1 Information about the new officesMr Ali announced that the new offices for the sales department were nearly ready.

2 Dates and planning for the moveMr Ali and Mr Walid discussed when to move from the old offices to the new ones. They agreed that 17 November would be the best date.

3 Training coursesMs Sarah Sanderson reported that English language training at TST was going well. She said that all sales representatives at TST now had good English language skills. She announced that a new programme for junior sales staff would begin in January.

Questions1 Huda ___ at meetings.

a often speaks b takes the minutesc does not sit down d writes the minutes

2 Mr Ali ___ at this meeting.a was the chairperson b was not presentc had the only chair d said nothing

3 Who decided the best date for the move?4 What was Sarah Sanderson’s report about?5 What did she say about the results of language training at TST?

13 Look at items 1 and 3 in the minutes. What did Ali and Sarah actually say?

Example Item 1: Mr Ali said, “The new offices for the sales department are nearly ready.”

34

CelebrationsLearning Objectives

■ Talking about various celebrations■ Demonstrating understanding of a text by completing a Venn diagram

■ Explain to the students that they are going to read two texts about two different holidays.


■ After they finish reading, ask them to answer the questions individually.

■ Explain to the students that to fill the diagram they need to know that the dark blue area represents the common points between the two celebrations. The characteristics which distinguish Eid Al-Fitr should be written in the magenta circle and those which characterise the Chinese New Year in the blue circle.

■ Ask students to complete the diagram with the characteristics of the two holidays by comparing and contrasting them.

■ Invite volunteers to read their answers aloud.

Answers1 Eid (magenta): Ninth month of the Hijri calendar; religious celebration; praying; helping the poor; schools, offices and shops close for three daysChinese (blue): End of January / beginning of February; celebrates spring; parade; red lucky colourChinese and Eid (dark blue): follows the Hijri calendar; gifts are given to young people; new clothes 2 and 3 Students’ answers

Teaching TipsHow to Use Venn Diagrams Step 1Draw two circles, side-by-side, which overlap to create an egg-shaped center section.

Step 2Label the Venn Diagram at the top of the page. This is the title of your comparison.

Step 3Label each category, or your comparison topics, at the top or side of the corresponding circle. Label the central oval as well, since this represents what the two outer topics have in common.

Step 4List, in note format (not full sentences), all the ways the two items or topics differ within each of their respective (outer) circles.

Step 5Fill in (again in note or outline format rather than in complete sentences) the ways the two topics are alike or related in the central oval.

Culture andValues 1

26

Culture and Values 1

Eid Al-FitrEid Al-Fitr celebrates the end of Ramadan, in the ninth month of the Hijri calendar. It is a religious festival of happiness and joy in Syria and other Arab and Muslim countries. Eid Al-Fitr isn’t always on the same date because it follows the calendar of the hijri year. In the morning, Syrians go to prayers. They wear new clothes and young people receive gifts. It is a time when Muslims think about the poor and help them, and a time for forgetting old arguments. The celebrations in Syria last for at least three days and schools, shops and offices close.

Chinese New YearThe Chinese New Year falls in late January or early February and follows the Hijri calendar. It celebrates spring and lasts fifteen days. People clean their homes and decorate them with red decorations, flowers, fruit and sweets. People wear new clothes and visit their relatives and friends. Red is a lucky colour and young people receive gifts of money in red envelopes. On the fifteenth night, there is a lantern festival with fireworks in the streets. There is a huge lion parade with dancers and musicians playing loud drums.

Questions1 Complete the following diagram to compare and contrast the two celebrations.

2 What is the importance of celebrating important dates in someone’s life?

3 Write a paragraph about the most important celebration that you have ever attended.

CelebrationsRead the two short texts and answer the questions.

EidAl-Fitr

ChineseNew Year

35


Learning Objectives

■ Reviewing the format of a fax■ Practising writing a fax■ Identifying errors in a fax and correcting them■ Practising writing a fax

3 Memos and faxesa

■ Read the letter with the students. As you are reading it, point out the notes in brackets.

■ Give time for the students to read the letter silently and write a reply to be sent by fax. Allow them to compare their answers with those of a partner.



b




AnswersSpelling errors: repport / report Septmber / September seaing / seeingFacts errors: April / May go down / go up and summer months / July rise / fall

c

■ Read the letter with the students. As you are reading it, ask students to underline the informal phrases.

■ Give time for the students to read the letter silently and change the phrases they have underlined to make them more formal.



Give as homework or revision Activity Book, exercises a and b, p.52

8888

b The fax message below contains six mistakes (3 facts and 3 spelling errors). Use the information from the Sales Report & Forecast to correct the fax message.

Sales Report & Forecast

The year began with sales of 35.2 million SYP in January. Sales decreased in February and fell to 33.6 million SYP in March. In the next two months, sales went up and reached a high point of 36 million SYP in May. They fell again in June to 35.2 million. Total sales for the period were 208.8 million SYP. Forecast for the next three months: We expect sales to increase in July, but they will probably fall in August and September.

Technical Syria TechnostructureFAX

From Ali Al-MithiabTo Don RobertsDate 1 July 2010Pages 2 (including this page)

Dear Don

I’m sending you a Sales Report & Forecast to inform you of our sales for the first quarter of this year. The repport also shows our forecast for the next three months. As you can see, our best month was April. Our sales nearly always go down during summer months, and so our forecast shows a rise in August and Septmber.

I look forward to seaing you next month.

Best wishesAliAli Al-Mithiab, General Manager

c Sally’s boss, Ken Webb, is going to Paris next Monday for two nights. Yesterday, Sally phoned the Paris Shelton Hotel and reserved a room. Write a short fax from Sally to the hotel to confirm the reservation.

FAX

To ____________________________________ From ____________________________________ Date ____________________________________ RE ____________________________________

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

Correspondence

8787

3 Memos and faxes

a Write a reply to this letter to be sent by fax. Include the information that your boss has written for you in brackets.

ASD Imports Nikolaus 42-48, Piraeus, Greece Tel. 0030 01 5030187 Fax: 0030 01 5030188

Punch PumpsHussein StreetLattakiaSyria 14 November 2010

Dear Sirs

We have just received your latest price list, and we would like to place an order for thirty of your water pumps.

Please could you tell us how soon you can deliver after the order date.(delivery - 6 weeks after order date)If you would like a credit reference, please let me know and I will be happy to supply our bank’s name and address.(Yes)We look forward to hearing from you.

Yours faithfully

Stelias PapadouStelias PapadouHead Buyer

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

36

Teaching TipsWriting Emails Email is one of the many technological developments that has influenced our lives. It has changed the medium of communication. So, it is necessary for us to understand the benefits and harmful effects of this popular tool used on the Internet.

The benefits of email are many:

• Easy to use: Email frees us from the tedious task of managing data of daily use. It helps us to manage our contacts, send mails quickly, maintain our mail history, store the required information, etc.

• Speed: The email is delivered instantly, anywhere across the globe. No other service matches the email in terms of speed.

• Easy to prioritise: Since the mails have subject lines, it is easy to prioritise them and ignore unwanted mails.

• Reliable and secure: Constant efforts are being taken to improve the security in electronic mail making it one of the most secure ways of communication.

• Informal and conversational: The language used in emails is generally simple and thus makes the communication informal Sending and receiving emails takes less time, so it can be used as a tool for interaction.

• Easier for reference: When one needs to reply to a mail, there is a provision in the mailing system to attach the previous mails as references. This refreshes the recipient’s knowledge, on what he is reading.

• Automated: It is possible to send automated emails using special programmes like the autoresponders. The autoresponders reply back to the sender with generalised pre-written text messages.

• Environment friendly: Postal mails use paper as a medium to send letters. However, electronic mail saves a lot of trees from being cut down. It also saves fuel needed in transportation.

• Use of graphics: Colourful greeting cards and interesting pictures can be sent through emails. This adds value to the email service.

• Advertising tool: Many individuals and companies are using emails to advertise their products, services, etc.

Emails, though beneficial in our day-to-day life, have got their own drawbacks that are:

• Viruses: These are computer programs having the potential to harm a computer system. These programs copy themselves and further infect the computer. The recipient needs to scan the mails, as viruses are transmitted through them and have the potential to harm computer systems.

• Spam: Emails when used to send unsolicited messages and unwanted advertisements create nuisance known as Spam Checking and deleting these unwanted mails can unnecessarily consume a lot of time and it has become necessary to block or filter the unwanted emails by means of spam filters Spamming includes sending hoax emails. Email spoofing is another common practice used for spamming. Spoofing involves deceiving the recipient by altering the email headers or the addresses from which the mail is sent.

• Hacking: The act of breaking into computer security is termed as hacking. After the email is sent and before it is received by the desired recipient, it “bounces” between servers located in different parts of the world. Hence, the email can be hacked by a professional hacker.

• Misinterpretation: One has to be careful while posting any kind of content through an email. If typed in a hurry, the matter could be misinterpreted.

• Lengthy mails: If the mail is too long and not properly presented, the reader may lose interest in reading it.

• Not suitable for business: Since the content posted via emails is considered informal, there is a chance of business documents going unnoticed. Thus, urgent transactions and especially those requiring signatures are not managed through emails.

* Crowded inbox: Over a period of time, the email inbox may get crowded with mails. It becomes difficult for the user to manage such a huge chunk of mails.* Need to check the inbox regularly: In order to be updated, one has to check the email account regularly.

Every new technology enters the social world with its share of benefits and drawbacks. Different people interpret and utilise it in different ways. In order to make the most of the available technology, users should try to understand both, the positive and negative, sides of the tool they use. No technology can be completely perfect!

ActivityDecide if the following statements are advantages or disadvantages of emails.

1 Messages can be sent anywhere around the world in an instant. 2 Transmission usually costs nothing, or at the most, very little. 3 Email can compromise the security of an organisation becausesensitive information can be easily distributed accidently ordeliberately. 4 Too many people send too much information. 5 Once you’re online, there is no further expense.

AnswersAdvantages 1 / 2 / 5 Disadvantages 3 / 4

27

Economic Issues5 A Dialogue 1 Read the dialogue and answer the questions.

At ACE Consulting, Eric Pearce is explaining the annual tax return to Carol.

Eric: Carol, we’d better make a start on the annual accounts this week.

Carol: Sorry, I didn’t quite hear that.Eric: Could you start collecting the information for

the ACE accounts?Carol: Of course. When do you need it by?Eric: The deadline for tax returns is 31 January.Carol: Sorry the deadline for what?Eric: Tax returns - the information that our

accountant sends to the tax office. So the accountant needs everything - expenses, incomes, salaries and so on - by the end of December.

Carol: Can I ask why the January deadline is so important?Eric: In general, companies who put in their tax returns late have to pay a penalty of 100

pounds. Broadly speaking, the later you are, the bigger the fine. And you could also have to pay interest to the Tax Office.

Carol: I see. I’ll get all the expenses together before the end of December.

Questions1 Who prepares the ACE annual accounts for the tax return?2 Which is the latest date for handing the tax return in to the Tax Office?3 Companies who hand in their tax returns late will have to pay _______.

a nothing extra b extra interestc a fine and possibly interest d a maximum fine of 100 pounds

4 Which files will Carol collect for preparing the annual accounts?5 Find two phrases for asking somebody to repeat something.6 Find two phrases for making a general comment.

37

Lesson One

Learning Objectives

■ Demonstrating understanding of a reading text by answering a set of comprehension questions■ Practising asking for repetition■ Identifying the meaning of economic terms■ Demonstrating understanding of a listening text by completing a true or false task

Warm-up■ Write the term “annual tax return” on the board and allow students to brainstorm any related ideas. Organise students’ ideas in a spider web chart.

A Dialogue1

■ Tell the students to read the dialogue silently and try to find out what the topic of coversation is. Then ask a few simple questions to check understanding.

■ Ask the students to read the questions, then allow them time to read the text again and look for the answers.


Answers1 their accountant2 January 31st3 c4 the information for the ACE accounts 5 sorry, I didn’t quite hear that ; sorry, the deadline for what?6 in general; broadly speaking

Teaching TipsSome General Key Points in Presenting Dialogues

We should keep in mind that dialogues are useful to present functional language and students mostly enjoy working on them when they are presented appropriately. We can either teach new vocabulary, stress pronunciation or focus on a language item with the help of dialogues regardless of learners’ ages and levels. To get learners’ attention and teach the target point, here are some general principles that you can implement in the classroom.

Before presenting the dialogue • Teach new words and structures (v ocabulary and grammar). • Set the scene for the dialogue.

While presenting the dialogue • R ead the dialogue at normal speed, once or twice,

indicating the different speakers as you read. A s you read different exchanges, you may change your voice, change your position, use facial expressions and gestures or point to the figurines, pictures or drawings.

• R ead the dialogue again, sentence by sentence, and have the students repeat each sentence after you, in groups and individually. Split up long sentences for easier repetition but remember to put the sentences together again.

• Students open their books and read the dialogue aloud. Three or four individual pairs/gr oups of students should be asked to read. Be ready to do any pronunciation work once students have finished reading the dialogue.

• A sk questions on the dialogue. These questions should test the students’ understanding of the meaning of the dialogue.

• Put key words or visuals for the dialogue on the board. These should be content, not structure words. Tell students, books closed, to reconstruct the dialogue from these key words.

• Giv e cues for substitutions in the dialogue. R emember that the substitutions must fit in with the sense of the whole dialogue. Students should also be encouraged to use their own substitutions. We do this step to show that the pattern is not always used in the situation given in the dialogue.

After presenting the dialogue • A sk students to continue where the dialogue stops (a

writing or speaking activity) . • A sk students, working in groups, to compose other

dialogues arising from the situation of the dialogue.

Economic IssuesUnit

5

28

B Listening

2 Listen and decide whether the following statements are true or false. Correct the false statements.

1 Financial analysts claim that the percentage of people who spend money is the reason behind a country’s economic growth.2 All over the world, people between the ages of 46 and 50 spend a lot.3 A country’s economy is affected by the percentage of people between the ages of 46 and 50.4 The peak spending years don’t change from country to country.5 In Japan, people between the ages of 39 and 43 are the biggest spenders.6 A country’s economy is influenced by the percentage of productive people.

3 Listen again and answer the following questions.

1 How is a country’s economy affected by the percentage of people at the age of 46 and 50?2 How does the percentage of productive people influence a country’s economy?

C The press briefing

4 Read the following information about how to write a press brief. Work in groups. Choose one of the following topics and write a press release (The main issues you support and the policies you propose) and a press information pack (an in-depth analysis of the group’s views and standpoint).

The press release. The press release takes the form of a single side of A4, which is to be given out at the press briefing. The release should identify the main issues you support and the policies you propose, as well as giving the media a headline!

The press information pack. The press information pack offers the reader an in-depth analysis of the group’s views and standpoint. It should include a wide variety of resources, which the group feels would help to make their case. Such a press pack will include material written by the group, articles from other sources, statistics and research sources. The press pack should be well structured and organised. The key to a good press pack is relevance and how it adds to your argument.

The presentation. The presentation must be no longer than 15 minutes in length. In this time the group will be expected to outline its position on the given issue and make a case for policy suggestions. The presentation must be in PowerPoint.

Topicsa Free trade and the environment: from the perspective of an environmental pressure group, such as Greenpeace.b Child labour: from the perspective of a pressure group advocating its abolition, such as Save

the Children.c Genetically modified food: from the perspective of the European Union (EU).d Trade and less developed economies: from the perspective of the World Trade Organisation.

38

Lesson Two

Learning Objective

■ Demonstrating understanding of a listening text by completing a true or false task

B Listening

2■ Tell the students that they are going to listen to a text about the age of the population and its effects on economic growth.

■ Before you play the recording, ask the students to read the sentences on page 28.

■ Ask students to listen out for the information they need to decide whether the statements are true or false.

■ The first time, they should listen but not write anything. After the second listening, they should correct the false sentences.

■ When the students have finished, ask them to check their answers in pairs.

■ Take responses from individual students reporting back to the whole class.

Answers1 true2 false: In some countries, people between the ages of 46 and 50 spend a lot.3 true4 false The peak spending years varies slightly from country to country.5 true6 true

3

■ Tell students that they are going to listen to the text from exercise 2 again.

■ Play the recording pausing at intervals to allow time for students to write their answers.

■ Play the recording a second time for students to check their answers.

Answers1 The economy will tend to grow when the number of 46-50 year olds grows, and to shrink when it shrinks. 2 The country with the youngest population will experience the biggest growth in the future, as it will have a higher percentage of productive people in the future.

AudioscriptThe Age of the Population Affects Economic Growth

Financial analysts who study demography argue that one of the main drivers of a country’s economic growth is the number of people in the country who are in their peak spending years. For example, in some countries, 46-50 year olds are the biggest spenders, because that is when - on average - they are paying for their kids’ college, paying mortgage on the biggest house they will own during their life, etc.

The economy in such countries will tend to grow when the number of 46-50 year olds grows, and to shrink when it shrinks. This principle applies to all countries, although the peak spending years might vary slightly from country to country. For example, the peak Japanese spending range has been estimated to be comprised of 39-43 year olds.

All other things being equal - the country with the youngest population will experience the biggest growth in the future, as it will have a higher percentage of productive people in the future.


Lesson Three

Learning Objectives

■ Practising writing a press briefing■ Practising using prepositions correctly

C The press briefing4

■ Ask students to close their books. Explain to them that they are going to read about how to write a press briefing.

■ Put students in pairs and ask them to fill in a KWL chart. In column K they write what they already know and in column W they write what they want to learn.

■ Let students open their books and read the information in the box.

■ After they have finished reading, ask them to write in column L what they actually learned from the text.

■ Finally, put students in pairs and ask them to write a press briefing about one of the topics a-d. Go round and offer help where necessary.


39

29

Economic IssuesD Vocabulary5 Match the words with their definitions.

1 Demand increase a A sustained and continuous decrease in the general price level 2 Supply b A schedule of how much consumers are willing and able to buy at all possible prices during some time period 3 Demand c A decrease in the quantity demanded at every price; a shift to the left of the demand curve 4 Deflation d An increase in the quantity demanded at every price; a shift to the right of the demand curve 5 Human resources e The health, strength, education, training and skills which people bring to their jobs 6 Supply increase f The quantity and quality of human effort directed toward producing goods and services (also called labour) 7 Demand decrease g A schedule of how much producers are willing and able to sell at all possible prices during some time period 8 Surplus h A decrease in the quantity supplied at every price; a shift to the left of the supply curve 9 Supply decrease i An increase in the quantity supplied at every price; a shift to the right of the supply curve10 Human capital j The situation resulting when the quantity supplied exceeds the quantity demanded of goods or a service, usually because the price is for some reason below the equilibrium price in the market

6 Complete the sentences with words from exercise 5.1 _________________ is an economic model based on price, utility and quantity in a market.

2 The objective of _________________ development is to foster human resourcefulness through enlightened and cohesive policies in education, training, health and employment at all levels, from corporate to national.

3 The UK experienced _________________ of approximately 10% in 1921, 14% in 1922, and 3 to 5% in the early 1930s.

4 There is a complex relationship between the division of labour and _________________.

Lesson Four

Learning Objectives

■ Identifying the meaning of economic terms■ Practising using economic terms properly

Vocabulary

economic terms

D Vocabulary5■ Students work individually to match the words with their definitions.


Answers 1 d / 2 g / 3 b / 4 a / 5 f / 6 i / 7 c / 8 j / 9 h / 10 e

6

■ Work through the exercise orally with the whole class, getting answers from various students. Alternatively, tell the students to prepare their answers individually or in pairs first.

■ If the students have had difficulty in completing the task, give them some extra practice. For example, help them to produce new sentences using the new words.

Answers1 Supply and demand 2 human resources3 deflation 4 human capital

Teaching Tips + Activity

Matching

A matching question comprises two lists of related words, phrases, pictures or symbols. Each item in one list is paired with at least one item in the other list.

Matching may be considered to be a variant of multiple-choice in which more than one choice is correct.

Characteristics of matching questionsMatching questions are used for recognition of relationships and making associations. They can be used for a wide range of subject matter. They can be used to match: terms and definitions symbols and names questions with answers cause with effect parts with functions procedures with operations principles with situations in which they apply Good matching items can be converted to multiple choice items. The responses should be homogeneous.

Advantages of matching questions• They are: • quite easy to write • easy to score • a space-saving, objective and compact method to assess

learning targets • developed to use with pictures, maps, graphs, etc.

Disadvantages of matching questions

• They do not measure any type of interpretation, judgement or application.

• If lists contain the same number of choices, the last few choices may be give-aways.

• Students can use rote memorisation to answer these exercises especially since typical matching problems involve assessment of rote associations such as names, dates, etc.

• They can be difficult to develop homogeneous premises and responses.

Activity

Match the follow ing w ords w ith their definition.

1 resource a recurring fluctuations in economic activity consisting of recession and recovery and growth and decline2 exchange rate b the expenditure on all the sources of energy required3 business cycle c the charge for exchanging the currency of one country for the currency of another4 energy cost d a general and progressive increase in prices5 inflation e land, labour, raw materials and machinery used to produce goods / services

Answers1 e / 2 c / 3 a / 4 b / 5 d

30

E Grammar

Conditional Type 1Sentences with will + if refer to the future, but we use the present tense in the sub-clause

MAIN CLAUSE SUB-CLAUSEYou will be safe if you do it correctly.

You will injure your back if you don’t sit up straight.

We can change the order of the phrases without changing the meaning:Example If you do it correctly, you will be safe.

7 Join the two sentences using if.

1 TST buys more goods and services than it sells. It goes into debt.2 The costs of living adjustments in Nigeria are not made. The purchasing power of income is reduced.3 The deflation in Europe persists. Businesses shut down or reduce their production.4 You plan to buy on credit. Lower interest rates save you lots of money.5 The stock market goes down. Stockholders lose money.6 The government imposes a 20% tariff on the price of this item. Its price increases.7 The multinational corporation changes the transfer price from country A to country B. The gross profit is affected.

F Reading8 Read the text on the following page and decide whether the following statements are true or

false. Correct the false statements.

1 One of the duties of economists is to decide how to divide resources among citizens.2 Economists only depend on research to do their job.3 Macroeconomists and monetary economists or financial economists do the same work.4 Economists working in economic consulting or research firms and those working for corporation have tasks in common.

40

Lesson Five

Learning Objective

■ Using the 1st conditional correctly

Grammar

conditional type (1)

E Grammar7



■ Direct students’ attention to the example sentences. Tell them that they need to make similar sentences in exercise 7.


Answers1 If TST buys more goods and services than it sells, it will go into debt.2 If the costs of living adjustments in Nigeria are not made, the purchasing power of income will be reduced.3 If the deflation in Europe persists, businesses will shut down or reduce their production.4 If you plan to buy on credit, lower interest rates will save you lots of money.5 If the stock market goes down, stockholders will lose money.6 If the government imposes a 20% tariff on the price of this item, its price will increase.7 If the multinational corporation changes the transfer price from country A to country B, the gross profit will be affected.

Mini-Grammar

Conditional Type 1The first conditional (al so called conditional type 1) is a structure used for talking about possibilities in the present or in the future. A first conditional sentence consists of two clauses, an “if” clause and a main clause:if clause main clauseIf you study hard, you will pass the test.

If the “if” clause comes first, a comma is usually used. If the “if” clause comes second, there is no need for a comma:main clause if clauseY ou will pass the test if you study hard.

We use different verb forms in each part of a first conditional:main clause if clause Y ou will pass the test if you study hard.


Lesson Six

Learning Objectives

■ Practising editing skills■ Demonstrating understanding of a reading text by completing a true or false exercise ■ Identifying the role of an economist ■ Identifying the types of economists and the role of each type

F Reading8

■ Allow the students plenty of time to read the text and answer any questions about vocabulary.

■ Read the sentences aloud and ask the students to stand up if they think a sentence is true but remain seated if they think it is false.

■ Tell students to write down correct versions of the false sentences.

■ When they have finished, take whole-class feedback to check students’ answers.

Answers1 false: One of the duties of economists is to decide how to divide resources to produce goods and services.2 false: Economists depend on research as well as other methods to do their jobs.3 true4 true

41

9

■ Go through the questions with the class so that they know what information they are looking for.

■ Allow time for students to read the text and find the answers.


Answers1 Students’ answers2 the economist studies how society distributes resources, such as land, labour, raw materials and machinery to produce goods and services. Preparing reports which include tables and charts based on research results is also an important part of an economist’s job. Presenting economic and statistical concepts in a clear and meaningful way is particularly important for economists.3 microeconomists, industrial or organisational economists, macroeconomists, monetary or financial economists, international economists, labour or demographic economists, economists working for coroporations, economists working in economic consulting or research firms and economists who work for government / Students’ answers4 they = economists / those = particular industries / who = monetary economists or financial economists / their = economists working for corporations


Teaching TipsThe Importance of Critical Thinking

Critical thinking is not an isolated goal unrelated to other important goals in education. Rath er, it is a determining goal which, if done well, facilitates a range of other ends. I t is best conceived, therefore, as the hub around which all other educational ends meet. F or example, as students learn to think more critically, they become more proficient at historical, scientific and mathematical thinking. They develop skills, abilities and values critical to success in everyday life. Al l of this assumes that those who teach have a solid grounding in critical thinking and in the teaching of strategies essential to it.

There is no way to bring critical thinking successfully into instruction across the curriculum with a stand-alone one or two-day workshop. A t best, a one or two-day workshop can do three things: 1) function to heighten the awareness of teachers to the challenge of bringing critical thinking substantively into instruction, 2) provide some strategies for upgrading the effectiveness of instruction and 3) lay a foundation for follow-up workshops.

Bu t a long-term approach to critical thinking professional development enables faculty to internalise and apply the fundamentals of critical thinking at a deep level. Through a long-term approach, teachers can restructure their courses so that students develop as inquisitive and disciplined thinkers. I ts success depends on a number of variables. On e develops as a critical thinker in a way similar to the way in which one learns to perform well in basketball, football or on the piano. F irst of all, one must understand the basic principles. Secondly, one must regularly engage in self-monitored, self-evaluative practice (pu tting the principles to work in practice) thereby progressively upgrading one’s understanding and skill.

Teachers in a long range professional development programme come to recognise explicitly that critical thinking is not just one of many divergent educational aims, but is rather a way of teaching and learning at a high level of effectiveness. They learn to use all other reform trends as a support for a high level of thinking in both the teaching and learning processes. Commitment to critical thinking affects how one thinks through the design of instruction and how one thinks through the content one is learning. In short, over time, instructors come to recognise that teaching in a critical manner is essential for:

• skilled reading, writing, speaking and listening• skilled reasoning within all subject areas• skilled decision-making and problem-solving• skilled analysis and evaluation of one’s emotions and

values intelligent choices in human relationships• skilled civic and personal choices, etc.

31

Economic Issues

9 Read the text again then answer the questions.

Economists study how society distributes resources, such as land, labour, raw materials and machinery to produce goods and services. They may conduct research, collect and analyse data, monitor economic trends or develop forecasts. Economists research a wide variety of issues including energy costs, inflation, interest rates, exchange rates, business cycles, taxes and employment levels among others.

Preparing reports which include tables and charts based on research results is also an important part of an economist’s job. Presenting economic and statistical concepts in a clear and meaningful way is particularly important for economists.

Many economists specialise in a particular area of economics. For instance, microeconomists study the supply and demand decisions of individuals and firms, such as how profits can be maximised and the quantity of goods or services that consumers will demand at a certain price. Industrial economists or organisational economists study the market structure of particular industries in terms of the number of competitors within those industries and examine the market decisions of competitive firms and monopolies. However, macroeconomists study historical trends in the whole economy and forecast future trends in areas such as unemployment, inflation, economic growth, productivity and investment. Doing similar work as macroeconomists are monetary economists or financial economists, who study the money and banking system and the effects of changing interest rates. International economists study international financial markets, exchange rates and the effects of various trade policies such as tariffs. Labour economists or demographic economists study the supply and demand for labour and the determination of wages.

Economists working for corporations are involved primarily in microeconomic issues, such as forecasting consumer demand and sales of the firm’s products. Some analyse their competitors’ growth and market share and advise their company on how to handle the competition. Economists working in economic consulting or research firms sometimes perform the same tasks as economists working for corporations. These economists collect data on various economic indicators, maintain databases, analyse historical trends and develop models to forecast growth, inflation, unemployment or interest rates.

Another large employer of economists is the government. Economists who work for government agencies also assess economic conditions to estimate the effects of specific changes in legislation or public policy. An economist might analyse data on the growth of school-age or prison populations and employment and unemployment rates in order to project future spending needs.

Questions1 Give the text a suitable heading.2 What is the job of an economist?3 List the different ‘types’ of economists mentioned in the text? Give one new example of the duties of each.4 What do the words in bold refer to?

42

Teaching TipsCreative and Critical Thinking Activities

Here are ten creative and stimulating activities to use as warm-ups or time-fillers that will energise and stimulate the minds of students:

1 Whip-Around: The group sits in a circle. The leader offers a topic, then, quickly going around the circle, each group member offers the first answer that comes to mind (Participants may pass if they can’t think of anything to say). Sample starting topics: The best way to describe me is.... The thing(s) I do best is/are... I dislike more than anything else... What I hope for most in my life is... The place I would most like to visit is... My favourite food is... I wish... The colour that would describe my mood (or personality) is...

2 Word Wizards: Put a word phrase on the board. In groups, students try to think of as many words as possible that can be made from the letters in the word phrase (Samples: High School, Electricity, Home, Sewing, Money etc…).

3 Pivotal Person: The group sits in a circle. Inside the circle, two desks are placed facing each other. On one desk, the leader sits, role playing as a character of his or her choice (Explain beforehand what role you will play. Some ideas include a dishonest bank teller, a rude sales clerk, a newscaster conducting an interview, a waiter/waitress, etc). Then a volunteer sits on the opposite chair and interacts with the “pivotal person”. The two exchange unscripted dialogue while the group watches. When someone else feels comfortable, he/she comes to stand beside the classmate sitting at the second desk. The action then stops, the person beside whom the volunteer stood now leaves his/her desk, the new volunteer takes his/her place and the action continues. After a few minutes, the leader may step out and offer the role of “pivotal person” to a volunteer who may entirely change the role.

4 A Way with Words: Students sit in a circle. The teacher passes a blank sheet of paper to the first student player. Player “reads” what is on the paper. It could be a “Dear John” letter, a summons to court, a party invitation, etc. It will be up to each individual to invent a unique purpose for that piece of paper. As the paper goes around the circle, it will become more and more difficult for each group member to think of a new way to “read” the paper.

5 Pass-it: One person in a circle begins by throwing an imaginary object in a manner that suggests its characteristics: feather-light, bulky, hot, cold, prickly, slippery, microscopic, sticky, heavy and so on. The recipient would react by “catching” the object according to its “size,” change its “size” and “throw” it to another classmate so that that person will know its “size” and so on around the circle.

6 Which Doesn’t Belong? Students are given four words or pictures. They must determine which one doesn’t belong in the group. If given crab, octopus, whale, and dog, students could have many different answers. One student could say that octopus is the odd word because it takes es in the plural form. Another student could say that a dog lives on land, while the others live in the sea. There are many solutions as long as students can back up their answer.

7 Analogies: They are excellent for helping students understand the relationship between two words. Students are given three words. The first two words are related. After students figure out the relationship between the first two words, they supply a fourth word which is related to the third word in the same way as the first two words are related. An easy example for second language learners is: Apple: red – banana: __________.

8 What’s Right? This activity provides students with four sentences. Students have to figure out which sentence is correct. An example using math terms: All rectangles are squares. All parallelograms are rectangles. All squares are rhombuses. All quadrilaterals are parallelograms.

9 Something’s Wrong Here! This task gives students a chance to find the missing information and correct it. The book suggests giving a series of statements with an incorrect fact. Teachers should only provide second language learners a sentence or two. It will be easier for second language learners to focus on a single sentence. An example: Jupiter is the largest object in the solar system.

10 Your Order Please! It provides students with a series of events that are in scrambled order. For second language learners, the teacher should introduce this activity with the words first, next, then and last. As students understand how these words help organise the sentences, they should be removed and students would have to order the events without the help of these key words. After students have correctly ordered the events, they should read the sentences by inserting the key signal words back into the sentences. Advanced students can be given five sentences where one sentence doesn’t belong.

43


Learning Objectives

■ Reviewing the format of a fax■ Practising writing a fax■ Identifying errors in a fax and correcting them■ Practising writing a fax■ Demonstrating understanding of a text by completing a gap fill exercise■ Distinguishing between formal and informal language

3 Memos and faxesd



Answers1 invoice 4 on2 shipment 5 let3 leave 6 form

Reminder■ Allow time for students to complete the tasks either individually or in pairs. ■ Check answers as a whole class.

Answersa F / b I / c F / d I / e F / f I /g I / h F / i F / j I / k I / l I / m F / n I / o F / p I / q F / r F / s F / t I / u F / v F 1 E / 2 H / 3 A / 4 C / 5 J / 6 B / 7 G / 8 F / 9 I / 10 K / 11 D

e■ Allow time for students to complete the activity either individually or in pairs.■ Check answers as a whole class.

AnswersI wish to inform you that / It has come to my attention / I regret to inform you that / I look forward to your cooperation on this matter.

f■ Direct the students’ attention to the rubric and check that everyone understands it.■ Ask students to complete the task individually. ■ When they have finished, allow them time to compare their answers with those of a partner.■ Check answers as a whole class.


Give as homework or revesion Activity Book, exercises c and d, p.53

90

d Read this fax from a freight forwarding agency and fill the blanks using the words in the box.

let leave on forms invoice shipment

Wilkins Compton and Co. Ltd 87 Bank Road, London SE1 2BR Tel: 00 44 207 353 6677 Fax: 00 44 207 6600________________________________________________________________________

To Safe Insurance LtdFrom Freight Forwarding AgencyDATE 4 August 2010

We are arranging for our clients the shipment of forty photocopying machines to the Al-Omar Trading Company, Jeddah, Saudi Arabia. The value of the (1) ____________ is 7420 pounds. The (2) ____________ will (3) ____________ London (4) ____________ 12 Augustand is due to arrive in Jeddah on 20 August.

We would be grateful if you could (5) ____________ us know the cost of insurance cover for this shipment and send us the necessary (6) ____________ as soon as possible.

e Choose the best words for this formal memo.

To: All Staff in Packing DepartmentFrom: Ahmed Hassan, Supervisor, Packing Dept.Date: 15 AprilRe: Safety Clothing

MEMORANDUM

(As you are aware, / I wish to inform you that) the safety rules in this company state that all staff must wear safety clothing when they are at work.

(It has come to my attention / Someone’s just told me) that some operators do not wear safety helmets in the packing room every day.

(I regret to inform you that / I’d like to warn you guys that) anyone who breaks this rule in the future will lose one day’s pay.

(I look forward to your cooperation on this matter. / Let’s all try and help each other.)

f Yesterday, Mr Ali gave this list to Huda and Shereen. Huda has ticked the things that they have completed. Write a memo from Huda to Mr Ali telling him what she and Shereen have done and have not done yet.

THINGS TO DO Huda Shereen

Email TST UK Order the stationery Type the report Book the plane tickets Send the letters Book a hotel room (not yet)Do the filing (not yet)

89

Correspondence

ReminderWhich phrase or type of language would you find in a formal letter? Which phrase or type of language would you find in an informal letter? Put the letter 'F' next to those phrases or language types that are used in formal letters and 'I' next to those used in informal letters.

Look at the phrases 1-11 and match them with a purpose A-K

1 That reminds me, ... 2 Why don't we ... 3 I'd better get going ... 4 Thanks for your letter ... 5 Please let me know ... 6 I'm really sorry ... 7 Love, 8 Could you do something for me? 9 Write soon ... 10 Did you know that ... 11 I'm happy to hear that ...

A to finish the letterB to apologiseC to thank the person for writingD to begin the letterE to change the subjectF to ask a favourG before signing the letterH to suggest or inviteI to ask for a replyJ to ask for a responseK to share some information

a I am sorry to inform you that ... b phrasal verbs c I am very grateful for ... d Why don’t we ... e I will not be able to attend the ... f idioms and slang g contracted verb forms like we’ve, I’m h Give my regards to ... i I look forward to hearing from you ... j Let me know as soon as ... k short sentences

l Dear Tom, m Dear Ms Smithers, n Best wishes, o Yours faithfully, p I’m really sorry I ... q Unfortunately, we will have to postpone ... r We had a little bit of luck ... s Our computers are used for a variety ...t I haven’t sent you the letter you want u polite phrases

6 Work in the Future

32

A Dialogue1 Read the dialogue and answer the questions.

Khaled: Hi Samer. Have you decided what you’re going to study at university?Samer: I’m not sure. I have two subjects in mind.Khaled: What are they?Samer: I like computer science but I could go for mechanical engineering.Khaled: Both majors are interesting. But if I were you, I would go for computer science since

it has wider job opportunities, especially with recent and future developments in computer technology.

Samer: You’re right, but the field of mechanical engineering also opens the door to various job opportunities, especially with the development of hydrogen-powered cars. Have you thought of that?

Khaled: I haven’t - that’s a very good point!

Questions1 What are Khaled and Samer talking about?2 What do the words in bold refer to?3 Which major do you think Samer will go for? Why?

B Listening2 Listen and answer the following questions.

1 Who is the programme’s guest?2 What is the main idea in Mr Malone’s book The Future of Work?3 How does Mr Malone view the future of organisations?4 What advice does Mr Malone give to his students?

44

Lesson One

Learning Objective

■ Talking about the future of work

Warm-up■ Write the title of the unit on the board.

■ Put students in small groups and allow them time to write a list of their predictions about the future of work.

■ Invite volunteers to read their predictions aloud.

■ Write students’ suggestions on the board.

A Dialogue1

■ Ask the students to read the dialogue quickly and silently.

■ Check that the students understand the meaning of all the words in the dialogue.

■ Ask volunteers to model reading the dialogue.

■ In pairs, the students try to answer the questions.


Answers1 What they’re going to study at university2 they (the two subjects) / I (Khaled) / it (computer science) / that ( development of hydrogen powered cars )3 Students’ answers

B Listening 2

■ Play the recording twice while students listen without looking at the book. Ask them to note down any information they think will be useful.

■ Tell students to open their books and answer the questions.

■ Play the recording again for them to check and then correct the answers with all the class.

Audioscript Interviewer: Good evening, it’s great pleasure to introduce my guest today, Mr Thomas Malone, author of The Future of Work. Welcome to the programme Mr Malone.Mr Malone: The pleasure is all mine.Interviewer: In your book, a copy of which I have here, you give readers insights to the future of work especially in the field of management. Could you tell the audience more about The Future of Work?

Mr Malone: Sure! As a professor of management, I was interested in how organisations view and interpret management That’s when I decided to conduct some research. In the process of my research, I observed past management theories and compared and contrasted them to present management trends. As a result of this comparison and contrast I have inferred a general approach to management that might be followed in future organisations. I collected my ideas in a book which I’ve entitled The Future of Work.Interviewer: That’s interesting! How do you view the future of organisations?Mr Malone: Many managers mistakingly believe that they should always be in control of what’s happening and that power should flow from the top down. In my opinion, what makes an organisation successful is its decentralised management system, in which employers and employees participate in making the decisions that matter to them. In other words, to be successful in the future world, organisations will need a new set of mental models to operate by, beyond command and control, notably the concept of coordinating and cultivating. Interviewer: As a management professor, what advice do you give to your students who might become future managers?Mr Malone: I always encourage my students to organise their work in such a way to let their employees use their own talents more effectively while making sure they have access to the right information and the proper incentives. Merely ordering people around won’t bring any benefit. When you cultivate rather than control people, you help them to exploit their natural abilities. Interviewer: Thank you for your time.Mr Malone: You’re welcome.

Work in the

Future

Unit

6

45

33

Work in the FutureC Work idioms3 Match the underlined idioms with their meanings.

a Janet works like a horse!b Don’t worry about your problems. Everything will work out for the best.c She went to the gym to work off a few pounds.d She kept the family together by working her fingers to the bone.e The mouse worked itself into the crack and got stuck.f I worked through the forms very slowly.

1 eventually finish well2 lose weight3 to get into something tight or small gradually and with effort4 to progress through something complicated5 to work really hard6 work a lot, work very hard

D Making comparisons4 Role play the following situations with a partner. Student A is an interviewer asking about the

items below and Student B is the interviewee. Student B should give two or three suggestions for each item and talk about their similarities and differences.

– Interviewer wants to know the difference between videoconferencing and Internet chatting. – Interviewer wants to know the best way to manage employees.– Interviewer wants to know a good way to manage conferences in the future.

5 Switch roles and repeat the steps in exercise 4 for the following items.

– Interviewer wants to know the difference between scanners and photocopiers.– Interviewer wants to know the best way to organise reports.– Interviewer wants to know about the influence of technology on the development of work.

Answers1 Mr Thomas Malone, a professor of management, author of The Future of

Work2 how organisations view and interpret management3 Future organisations will have a decentralised management system,

whereby employers and employees participate in making the decisions that matter to them.

4 He encourages them to organise work so that employees use their talents effectively. He says “When you cultivate rather than control people, you help them to exploit their natural abilities.”

Lesson Two

Learning Objective

■ Practising giving reasons to justify answers

C Work Idioms3

■ Ask students to work out the answers in pairs. Choose people who do not often volunteer to give the answers.

Answersa 5 / b 4 / c 2 / d 6 / e 3 / f 1


Lesson Three

Learning Objective

■ Practising making comparisons

D Making comparisons 4

■ This exercise allows students to practise research skills, as well as the important cognitive skill of comparing and contrasting data. The research and note-taking phase of the work should be conducted individually, but the subsequent roleplay should be done in pairs. The main idea is for students to talk about the similarities and differences between various issues that are related to work in the future.

■ Divide the class into an even number of groups. The first half plays the role of interviewers and the other half plays the role of the interviewees.

■ Working individually, students from the interviewer’s group fill up a KWL chart about the issues in the task. Meanwhile, students from the interviewee group do some research about the same issues.

■ Ask students from the group of interviewers to form pairs with students from the interviewee’s group.

■ Allow time for the interviewers to complete their KWL chart by asking questions to their partner.

■ Go around and monitor students’ conversations. Offer help where necessary.

■ If there is still time, allow time for a classroom discussion.


5

■ Repeat the steps from exercise 4 but this time students switch roles.


Lesson Four

Learning Objectives

■ Practising discussing probabilities■ Practising research skills■ Identifying terms related to showing probability

E Discussing probability6■ Write on the board the two headings ‘It’s probable’ and ‘It’simprobable.’ Allow space between the two headings. Make sure students have a clear understanding of the meanings of these two words.

■ Work through the exercise orally with the whole class: say a phrase and get repetition from the class, then get students to try to assign the phrase under one of the headings or between the two headings.

AnswersIt’s probable: 1 / 2 / 3 / 5 / 8 / 10It’s improbable: 4 / 9In between probable and improbable: 6 / 7

34

E Discussing probability6 Which expressions mean It’s probable, and which mean It’s improbable? Which two are in

between?

1 It’ll probably be late. 2 He probably won’t come. 3 It’s likely to continue. 4 He’s unlikely to succeed. 5 He’s sure to pass the exam. 6 It’ll be surprising if they succeed. 7 I might finish it today. 8 The price will almost certainly go up. 9 I haven’t got much chance of getting the job.10 You’ve got a good chance of getting it.

7 Which expressions in exercise 6 mean very probable?

unlikely likely probably sure certain

F Vocabulary8 Study the graph. Then complete the sentences.

1 Sales went ____________ from 5 million in January to 10 million ____________ February.2 There was an ____________ of 5 million between January ____________ February.3 Sales reached 15 million ____________ March but ____________ down to 10 million in April.4 Sales fell by 5 million ____________ March and April.5 Sales rose ____________ 10 million ____________ January and ____________.6 Sales ____________ in March ____________ 15 million, but they ____________ in April.

46

7■ Ask students to complete the task either individually or in pairs.■ Check answers as a whole class.

Answers5 / 8 / 10

Lesson Five

Learning Objectives

■ Practising making predictions■ Talking about work in the future

F Vocabulary8

■ Tell the students to look at the given words. Say the words with correct pronunciation.

■ Explain vocabulary.

■ Ask the class to tell you the answer to the first item as an example. Work through the rest of the exercise orally with the whole class, getting answers from various students.

Answers1 up; in2 increase ; and3 in ; went4 between5 by; between; March6 increased; to; decreased

G Grammar9■ Either present the information from the box yourself with the help of the blackboard, or tell students to study the information box in the book.


■ Make sure all students understand what they have to do in the exercise. Demonstrate the task by getting good students to do the first one or two items as examples with the whole class listening. Get choral and individual repetition of the example sentences.

■ Tell the students to prepare the answers individually or in pairs before you go through the rest of the exercise with the whole class. If students get wrong answers, get them or other students to explain the correct answer with reference to the table.

Answers1 hotter2 the busiest3 the most intelligent4 faster ; more efficient 5 higher


Teaching Tips + ActivityConnectors

Once students have mastered the basics of correct usage in written English, they will want to express themselves in increasingly complex ways. One of the best ways to improve their writing style is to use sentence connectors. Sentence connectors are used to express relationships between ideas and to combine sentences. The use of these connectors will add sophistication to your writing style.

A Sentence Connectors Showing Contrast

Type of Connector

Connector(s) Examples

Coordinating conjunction

but This is one principle, but it is not the only one.

Conjunctive adverbs

in contraston the other hand

H igh level positions are stressful at times; on the other hand, the financial rewards make these positions very desirable indeed.

Subordinating conjunctions

whereas while

Y ou treat the matter lightly, whereas I myself was never more serious.

Prepositions unlike Unl ike H elen he was not superstitious.

47

35

Work in the FutureG Grammar

Forming Comparative and Superlative AdjectivesNumber of Syllables

Comparative Superlative

One-syllable adjectives

One-syllable adjectives form their comparatives by adding ertall - taller

One-syllable adjectives form their superlatives by adding esttall - tallest

if the one-syllable adjective ends with an -e, just add rlarge - larger

if the one-syllable adjective ends with an -e, just add stlarge - largest

if the one-syllable adjective ends with a single consonant and a vowel before it, double the consonant and add erbig - bigger

if the one-syllable adjective ends with a single consonant and a vowel before it, double the consonant and add est

big - biggest

Two-syllable adjectives

Most two-syllable adjectives form their comparatives with morepeaceful - more peaceful

Most two-syllable adjectives form their superlatives with mostpeaceful - most peaceful

if the two-syllable adjective ends with a -y, change the -y to -i and add erhappy - happier

if the two-syllable adjective ends with a -y, change the -y to -i and add est

happy - happiest

Two-syllable adjectives ending in -er, -le, or -ow take er to form their comparativesnarrow - narrower

Two-syllable adjectives ending in -er, -le, or -ow take est to form their superlatives

narrow - narrowest

Adjectives with three or more syllables

Adjectives with three or more syllables form their comparatives with morebeautiful - more beautiful

Adjectives with three or more syllables form their superlatives with most

beautiful - most beautiful

There is a small group of adjectives with irregular comparative and superlative forms.

Positive Comparative Superlative

goodbadlittlemuchfar

betterworselessmorefarther / further

bestworstleastmostfarthest / furthest

NOTE: Superlative adjectives are preceeded by the article the.

9 Put the words in brackets in the correct form.

1 Would you like to live in a (hot) country than the one you live in now?2 Of the three secretaries, Salma is (busy).3 Mary is (intelligent) person I’ve ever met.4 Developments in technology will make work (fast) and (efficient) than it is now.5 We estimate that the percentage of elderly workers will be (high) in 2030.

There are other conjunctions that give coherence to a contrast paragraph.

Short Conjunctions Subordinating Conjunctions

However

By contrast

Yet

Even though

Although

Nevertheless

Activity 1 Fill in the blanks with a proper word from the list.

however another difference whereas while but on the other hand

Even though Ar izona and Rh ode I sland are both states of the U. S., they are different in many ways. F or example, the physical size of each state is different. Ar izona is large, having an area of 114, 000 square miles, (1) ___________ Rh ode I sland is only about a tenth the size, having an area of only 1, 214 square miles. (2) ___________ is in the size of the population of each state. Ar izona has about four million people living in it, (3) _________ __ Rh ode I sland has less than one million. The two states also differ in the kinds of natural environments that each has. F or example, Ar izona is a very dry state, consisting of large desert areas that do not receive much rainfall every year. (4) ____ _______ Rh ode I sland is located in a temperate zone and receives an average of 44 inches of rain per year. I n addition, (5) _ __________ Ar izona is a landlocked state and thus has no seashore, Rh ode I sland lies on the A tlantic Ocean and does have a significant coastline.

Answers1 while 2 Another difference 3 whereas 4 On the other hand 5 while

B Sentence Connectors Showing Comparison

Type of Connector

Connector(s) Examples

Coordinating conjunction

and ... too Smoking is unhealthy and can be harmful to children too.

Subordinating conjunctions

just as Exercising is just as important as a healthy diet.

Conjunctive adverbs

similarly in comparison

H igh level positions are stressful at times; similarly, they can be harmful to your health.

Prepositions like, similar to Similar to other important professions, high level business positions are stressful at times.

H ere is a list of comparison conjunctions you can use:

Short Conjunctions

Longer Expressions

LikewiseThe same The same asAl soBoth

In the same way X is similar to Y in that (th ey). .. X and Y are similar in that (th ey). .. Like X, Y [v erb]. .. In like manner, On e way in which X is similar to Y is (that). .. An other way in which X is similar to Y is (that). ..

Activity 2 Fill in the blanks with a proper word from the list.

in the same way likewise another similarity similarly too both

Even though we come from different cultures, my wife and I are alike in several ways. F or one thing, we are (1) _________ thirty-two years old. In fact, our birthdays are in the same month, hers on J uly 10 and mine on J uly 20. (2) _________ is that we both grew up in large cities. H elene was born and raised in Paris and I come from Y okohama. Third, our hobbies are alike (3) _________. My wife devotes a lot of her free time to playing jazz piano. (4) _______ __, I like to spend time after work strumming my guitar. A more important similarity concerns our values. F or example, H elene has strong opinions about educating our children and raising them to know right from wrong. I feel (5) _________. O ur children should receive a good education and have strong moral training.

Answers1 both 2 Another similarity 3 too 4 In the same way 5 likewise

36

H Reading10 Read the text and answer the questions.

_______________________________

Office life in the most advanced organisations is already almost entirely electronic. It is expected that telepresence, such as videoconferencing, will be used to eliminate unnecessary travel. Furthermore, people managers will be replaced by computer applications and many people will live and work in the same building. Robots will replace more and more human activities and we will eventually see machines which will be able to perform most of the manual tasks that people can do.

However, if machines are likely to be capable of doing almost everything, what will we humans do? The answer is that people are sociable and want to engage with people. Culture is a human activity, so arts, media, entertainment and politics are all examples of areas where people will be dominant. If machines and computers are to become more widespread, then they will have to be conceived, designed, managed and maintained by people (aided by machines).

The pace of science is quickening, so there will be greater need for people to work in nanotechnology, biotechnology, cognitive sciences and the engineering required to apply the science. An ageing population will need more doctors and health workers but some may be eventually replaced by machines. Science and technology will transform the world so that many of today’s jobs will simply not exist in the future. Machines will do the work better and cheaper, thus enabling people to work more with other people.

Change is the only certainty, so the best advice is to be flexible, multi-skilled and to never stop learning. Some basics do not change, such as the ability to communicate well, but not everyone will want mass-produced articles so there will be a need for traditional craft workers. Perhaps some will choose to live a very simple life and reject technology.

Questions1 Give the text a suitable title.2 List the changes that the writer predicts will happen in the future of work.3 List your own predictions for the future of work.4 The author writes “Culture is a human activity...” Explain by giving examples.5 Do you believe the change that the text describes will happen?

48

Lesson Five

Learning Objectives

■ Practising making predictions■ Talking about work in the future

H Reading10

■ Allow time for students to read the text individually and silently.

■ Answer any questions about vocabulary.

■ Tell students to read the questions, then allow them time to read the text again and look for the answers.


Answers1 Students’ answers2 telepresence will be used to eliminate unnecessary travel / people

managers will be replaced by computer applications and many people will live and work in the same building / Robots will replace more and more human activities / we will eventually see machines which will be able to perform most of the manual tasks that people can do.

3 Students’ answers4 Students’ answers5 Students’ answers


Teaching TipsTeaching Reading Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences and paragraphs that encode meaning. The reader uses knowledge, skills and strategies to determine what that meaning is. Reader knowledge, skills and strategies include:

• Linguistic competence: the ability to recognise the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences

• Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another

• Sociolinguistic competence: knowledge about different types of texts and their usual structure and content

• Strategic competence: the ability to use top-down strategies, as well as knowledge of the language (a bottom-up strategy)

The purpose(s ) for reading and the type of text determine the specific knowledge, skills and strategies that readers need to apply to achieve comprehension. R eading comprehension is thus much more than decoding. R eading comprehension results when the reader knows which skills and strategies are appropriate for the type of text and understands how to apply them to accomplish the reading purpose.

Integrating Reading Strategies

I nstruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. In structors can help their students become effective readers by teaching them how to use strategies before, during and after reading.

Before reading: Plan for the reading task

• Set a purpose or decide in advance what to read for• D ecide if more linguistic or background knowledge is needed• D etermine whether to read the text from the top down

(atten d tothe overall meaning) or from the bottom up (f ocus on the words and phrases)

During reading: Monitor comprehension

• V erify predictions and check for inaccurate guesses• D ecide what is and is not important to understand• R eread to check comprehension• A sk for help

After reading: Evaluate comprehension and strategy use

• Evaluate comprehension in a particular task or area• Evaluate overall progress in reading and in particular types of reading tasks• D ecide if the strategies used were appropriate for the purpose and for the task• Modify strategies if necessary

49


Learning Objectives

■ Distinguishing between different styles of memos■ Demonstrating understanding of a memo by answering comprehension questions

g

■ Ask students to read the jumbled memo.

■ Allow time for students to rearrange the memo in the correct order.

■ Put students in pairs and ask them to compare answers.


AnswersTo / From / Subject / Date / MEMO / As you may…Department. / The new…Deeb. / They will…course. / Please…coffee.

h

■ Students work individually to complete the task.


Answersa3 b1 c2 Explanation: Students’ answers

i

■ Ask the students to read the questions, then allow them time to read the memo and look for the answers.


Answers1 Salah Al Shawi / 2 Walid Ibrahim / 3 30 August / 4 Design of New Sports Equipment / 5 the company is planning to design and produce new types of sports equipment / 6 which products will be designed / 7 attend a meeting

Give As homework or revision: Activity Book,exercise e, p.53

92

h Whom do you think these memos are addressed to? Match each memo with the correct addressee and explain your answers.

1 to the manager of the company (Hani’s boss)2 to the other supervisors in the company (Hani’s colleagues and equals)3 to the workers in Section 4 (Hani’s subordinates)

(c) MemorandumTo: __________________From: Hani Assaf, Supervisor, Section 4Date: 26 Feb, 2010Re: Lateness

As you may know, some of my staff are late for work nearly every day. I’m going to cut an hour’s pay from anyone who’s late in future. Can I suggest that you all do the same? Let’s all do the same thing throughout the company.

(b) MemorandumTo: __________________From: Hani Assaf, Supervisor, Section 4Date: 26 Feb, 2010Re: Lateness

I would like to inform you that some staff in my section are habitually late for work. I have warned them that this should stop immediately. I would like to recommend that anyone who is late for work should lose up to one hour’s pay.

(a) MemorandumTo: __________________From: Hani Assaf, Supervisor, Section 4Date: 26 Feb, 2010Re: Lateness

As you are aware, a number of staff in this section are habitually late for work. This must stop immediately. In future, anyone coming to work late will lose up to one hour’s pay.

i Read this memo and answer the questions below.

SPEED SPORTS EQUIPMENT COMEMO

To: Walid Ibrahim, Design TechnicianFrom: Salah Al Shawi, Design ManagerDate: 30 AugustSubject: Design of New Sports Equipment

As you know, our company is planning to design and produce new types of sports equipment for sale in Syria and around the world.

I wish to inform you that the following new products are to be designed for water sports by the end of this year. They must all be made of plastic.

- A safety helmet: The outer shell must be light and have good impact resistance. The inner lining must absorb impact well and have thermal insulation. - A canoe: Its hull must be very light and made of hard and tough substance which can resist punctures and cuts from rocks. - Swimming goggles: They must be made of a transparent material which resists scratches and cannot be broken. - Paddles: They must be made of a light and tough material, which is slightly flexible in the water.

Please attend a meeting on 7 September at 10:00 a.m. in order to decide which plastics we will use for these products.

1 Who wrote the memo? 5 What information does the reader already know?2 Who was the memo addressed to? 6 What information is new to the reader?3 When was the memo written? 7 What action does the writer want the reader to4 What was the subject of the memo? take?

Correspondence

91

MEMO To ________________________________ From ________________________________ Date ________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

g The items in this memo are in the wrong order. Rewrite the memo in the best order so that it communicates its meaning clearly.

Subject: New Staff for the Project DepartmentDate: 8 November

MEMOThe new staff members are Hind Kahwaji, Wissam Hamad and Hiba Deeb. Please come to my office on 11 November at 2 pm to meet them informally over a cup of coffee. They will start work in our department in two weeks’ time, immediately after their introductory training course.As you may be aware, we have recruited three new staff members for the Project Department.

From: Project ManagerTo: All Staff in Project Department

MEMO __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

50

Activities

Activity 1

Work with a partner. Are these statements about memos true (T) or false (F)?1 A memo is short for memorandum. _________2 I t cannot be sent without a salutation. ____ _______3 A memo is usually sent to more than one person. __________4 Memos are usually short and to the point. __ _________5 A memo is usually sent to people in a different company. _________6 A memo has a specific date format. __ ______ _7 Y ou should always reply to a memo. _______ __8 A memo usually has one specific format. ___ ______9 Memo writing is similar to letter writing. __________

10 Y ou can write a memo on paper or as an email. __________

Activity 2

Read the memos and write the correct subject on the subject line of each memo. Choose from these subjects:a Company health clubb New general managerc New sales managerd Closure of cafeteriae Meeting postponedf Conference rooms

1D ate: Oct ober 30, 2010To: All staffF rom: Ali HalabiSubject: ______________________________Z eina Ham dan has been appointed Gen eral Manager following the retirement of F atima H ussain. All staff are requested to attend an informal meeting in the cafeteria Monday November 5 at 4: 30 p.m. where they will be introduced to Ms Ham dan.

2F rom: f.salem@ tst.comTo: All sales staffSubject: ______________________________

Many of the sales staff are absent due to flu, therefore, the November monthly sales meeting scheduled to be held on November 27 has been postponed. The meeting will now be held on Monday, D ecember 3 at 10 a.m. in the Conference R oom.

3 TST Communications In c.D ate: Oct ober 30, 2010To: All employeesF rom: Z ahra Ah medSubject: _____________________The new company health club has been completed and will be open from Sunday, November 12. Open ing hours will be 7 a.m. – 9 p.m. Sunday to Thursday. If you would like to use the health club, please fill out the attached registration form.

Answers1 1 T 2 F 3 T 4 T 5 F 6 T 7 F 8 T 9 F10 T

2 1 b 2 e 3 a

The InternetUnit

7

51

Lesson One

Learning Objectives

■ Talking about e-commerce■ Demonstrating understanding of a listening text by completing a comprehension task■ Practising writing emails

Warm-up■ Write the word Internet on the board. Allow time for students to write down on a piece of paper information they know about the Internet.

■ Invite volunteers to read their answers aloud. Write students’ answers on the board and organise them in a spider web chart.

A Dialogue1

■ Ask students to read the dialogue. Then ask them to work in pairs to answer the questions.


Answers1 She is producing a new website for the company.2 Yes.3 They can see all the company’s products.4 They can place orders online or by telephone.5 They can pay online if they have a credit card.6 To explain how the website works.7 No. There will be an Arabic version too.8 Juliet is printing a copy for Walid now.

Teaching TipsSearching the Net

The World Wide Web offers information and data from all over the world. Because so much information is available and because that information can appear to be fairly “anonymous”, it is necessary to develop skills to evaluate what one finds. When one is using the World Wide Web, there are no filters. Because anyone can write a webpage, documents of the widest range of quality, written by authors of the widest range of authority, are available on an even playing field. Excellent resources reside along side the most unsure.

In other words, there is an extremely wide variety of material on the Internet ranging in its accuracy, reliability and value that no one has to approve the content before it is made public. It’s the job of the a searcher, then, to evaluate what he/she locates in order to determine whether it suits his/her needs.

Screening Information

Pre-evaluation: The first stage of evaluating sources takes place before any searching. Students should take a minute to ask themselves what exactly they are looking for. Do they want facts, opinions, reasoned arguments, statistics, narratives, eyewitness reports or descriptions? Is the purpose of their research to get new ideas, to find either factual or reasoned support for a position, to survey opinion or something else? Once they decide on this, they will be able to screen sources much more quickly by testing them against their research goal.

Select sources likely to be reliable: Becoming proficient at selecting sources will require experience, of course, but even inexperienced researchers can take a few minutes to ask: What source or what kind of source would be the most credible for providing information in this particular case? Which sources are likely to be fair, objective, lacking hidden motives and showing quality control? It is important to keep these considerations in mind so that they will not simply take the opinion of the first source or two you can locate. By thinking about these issues while searching, they will be able to identify suspicious or questionable sources more readily. With so many sources to choose from in a typical search, there is no reason to settle for unreliable material.

Authorship: It is perhaps the major criterion used in evaluating information. Who wrote this? When we look for information with some type of critical value, we want to know the basis of the authority with which the author speaks. The publishing body also helps evaluate any kind of document you may be reading. On the Internet, students should ask the following questions to assess the role and authority of the “publisher”, which in this case means the server (computer) where the document lives: Is the name of any organisation given on the document you are reading? Are there headers, footers or distinctive watermarks that show the document to be part of an official academic or scholarly website? etc…

37

7 The InternetA Dialogue


Walid is the Sales Manager of a company. Juliet is an ITspecialist. She is producing a new website for the company.

Walid: Good morning Juliet. How is it going?Juliet: I’ve just finished the new website. Have a look at this

page on the screen. Customers can now see all our products online.

Walid: Good.Juliet: If they click this button, they can place orders online

too, or they can order by telephone if they prefer.Walid: Can they pay online?Juliet: Yes, they can if they have a credit card.Walid: Have you written a report to explain how it works?Juliet: Yes, I have.Walid: Great. Have you produced an English version and an Arabic version of the website?Juliet: I haven’t finished the Arabic version yet because the translator is off sick.Walid: OK. Could you let me have a copy of your report, please?Juliet: Yes, certainly. I’ll print you a copy now.Walid: Thank you. Well done, Juliet.

Questions1 What is Juliet doing for the company? 5 How can customers pay when they place an 2 Is the website ready for customers? order?3 What can customers see on the website? 6 Why has Juliet written a report?4 What can customers do if they want to buy 7 Will customers have to understand English to something? use the website? 8 Where is the report now?

52

B Listening 2

■ Give the students time to read the rubric carefully. Check, by asking questions, that students understand what they are going to hear and what their task is.

■ Tell students that you are going to play the recording twice. The first time, they should listen but not write anything. On the second listening, they should complete the sentences.

■ When the students have listened to the recording twice and have completed the sentences, ask them to check their answers in pairs.

■ Then take responses from individual students reporting back to the whole class.

AudioscriptThe rapid penetration of the Internet into households, businesses and all spheres of economic activity continues. The number of hosts on the Internet has increased to approximately 80 million, an increase of nearly 100% over the last year. Worldwide nearly 300 million people are estimated to be online. The diffusion of the Internet has been much more rapid than that of other modern technologies.

The number of corporations with some Internet-related purchases or sales is increasing too. The new technology has produced changes in the organisational structure of the firm and the distribution networks of businesses.

While both for consumers and businesses the Internet is still primarily a medium of efficient and inexpensive information access and dissemination, its other uses are now being increasingly exploited. Consumers use the Internet for entertainment, education, information and product research. While businesses still primarily use the Internet for marketing and information dissemination, they are also taking advantage of Web features to enable collaboration among firms and for communications within firms.

Answers1 is 80 million 2 are estimated to be online3 changes in the organisational structure of the firm and the distribution networks of businesses

C Email and web addresses3

■ Do the first item with the class, as an example, to check that students understand the task.



Answers2 [email protected] [email protected]

Lesson Two

Learning Objectives

■ Practising making conversations using picture cues■ Practising buying sports equipment online■ Using correct language according to context

D Buying sports equipment online4

■ Put students in pairs. Working alone, ask students to choose two pictures and prepare a short conversation about each picture.

■ In pairs, students practise asking and answering questions about the items on the website.

■ Go round and monitor students’ conversations. Invite volunteers to read their conversations aloud.




38

D Buying sports equipment online

4 Have a look at the Internet page below and choose an item you would like to buy online. In pairs, describe the item you choose, its size, colour and price.

B Listening

2 Listen to the text about the effects of the Internet on people and businesses and complete the sentences.

1 The number of hosts on the Internet ____________________.

2 Worldwide, nearly 300 million people ____________________.

3 The new technology has produced ____________________.

C Email and web addresses 3 Write the correct email and web addresses.

When you hear this Write this1 waleed at sports dot com

[email protected]

2 adam at city dot co dot UK3 theo walcott, that’s T-H-E-O then W-A-L-C-0-T-T at goalfeast, that’s G-O-A-L-F-E-A-S-T all one word dot com

E Grammar 5 Study the information and complete the

table.

The Present PerfectWe make the present perfect tense with has / have + the past participle. The past participle of regular verbs ends in -ed. The following are irregular verbs:

Present Past Past Participle

buy bought _____________

do did _____________

give gave _____________

pay paid _____________

read read _____________

send sent _____________

speak spoke _____________

tell told _____________

write wrote _____________

Running shoes100 $ 70 $

Short-sleeved shirt25 $ 15 $

Sun glasses50 $ 30 $

Laptop bag20 $ 15 $

53

Lesson Three

Learning Objectives

■ Demonstrating an understanding of the present perfect by completing a table■ Practising using the present perfect in context■ Practising using adverbs / prepositions that are used with the present perfect

Grammar

present perfect with irregular verbs

E Grammar5



■ Allow time for students to complete the table individually.

■ When they have finished, check their answers and make sure they can pronounce the verbs correctly.

Answersbought / done / given / paid / read / sent / spoken / told / written

6

■ Present the information from the box.

■ Ask a volunteer to read the example questions from the exercise and get repetition from other students. Do a few more with the whole class, and then tell the class to work through the whole exercise in pairs, taking turns to ask and answer. Remind them that they may refer back to the table in exercise 5 if they are not sure of any of the participle forms.

Answers 3 I have already checked it. 4 She has already paid it. 5 I have already logged on to the website. 6 I have already spoken to him yesterday. 7 She has already told the web designer about the error. 8 I have already surfed the web last night. 9 I have already given the document to Huda.10 They have already sent the forms.11 He has just arrived.12 She has already met her friends online.

7

■ Read the gapped sentences with the class.

■ Answer any vocabulary questions that they might have.

■ Ask students to complete the task by filling in the blank with the proper word. Go round and offer help where necessary.

■ Put students in pairs to check their answers.

Answers1 since 2 for 3 never 4 for 5 yet 6 just / already7 since 8 ever

8


■ Invite volunteers to read their sentences aloud.


39

The Internet

We use the present perfect tense when...

We want to say or ask whether an action is now complete (or not).

Example I have written two pages. (= Now two pages are complete.)

If the date or time is included or understood, we use the simple past tense.

Example I wrote the letter yesterday.

6 Work in pairs. Say that the person(s) in the sentence(s) has / have already done the action.

Examples

1 Don’t forget to write the letters. 6 You must speak to Mr Ali today. I’ve already written them. 7 She should tell the web designer about the 2 She must send the email to Mr Ali. error. She’s already sent it. 8 Are you planning to surf the web today?3 Remember to check your account online. 9 Remember to give the document to Huda.4 Is she going to pay the bill today? 10 They must send the forms.5 Don’t forget to log on to the website. 11 I think he’ll arrive soon.

12 She mustn’t forget to meet her friends online.

7 Study the table and then complete the sentences with one of the words from the table.

We often use these words with the present perfect.

ADVERBS

I’ve already done it.

He hasn’t done it yet, but he will soon.

I want to sit down because I’ve just had a big lunch.

Have you ever driven a car? No I’ve never driven a car.

PREPOSITIONS

I haven’t seen him for many years.

I haven’t seen him since 1994.

1 I’ve been at this school _____ 1999.2 I’ve lived in Damascus _____ ten years.3 He has _____ used the Internet before.4 I haven’t checked my email _____ two weeks.5 We haven’t finished this exercise _____.6 She has _____ posted the letters.7 I haven’t been to the cinema _____ May.8 Have you _____ seen an elephant?

8 Say true sentences about yourself like sentences 1-8 above.

54

Activities

I Write the participle forms of the following v erbs.

1 shut _____________________2 spend _____________________3 give _____________________4 teach _____________________5 sell _____________________

II Complete the table in the present perfect simple.

question negativ e positiv e

We have chatted.

The lesson has not started.

Have we won?

She has turned around.

They have not arrived.

III Write sentences in the present perfect. 1 we / reach / our goal

____________________________________________________ 2 our team / lose / the match

____________________________________________________ 3 she / underline / the word

____________________________________________________ 4 they / not / discover / the treasure

____________________________________________________ 5 Ron / not / talk / about the problem

____________________________________________________

IV Write questions in the present perfect.

1 you / knock / at the door ____________________________________________________

2 the teacher / mark / the tests ____________________________________________________

3 she / buy / a new computer ____________________________________________________

4 they / rescue / the girl ____________________________________________________

5 Brad / wear / a blue shirt ____________________________________________________

V Ask about the information in the bold part of the sentence.

1 They have seen him at the library. ____________________________________________________

2 Robby Robber has robbed another bank. ____________________________________________________

3 Bill has ordered three desserts. ____________________________________________________

4 Clara has repeated the sentence fiv e times. ____________________________________________________

5 J ane has asked a question. ____________________________________________________

AnswersI

1 shut 2 spent3 given4 taught5 sold

II

Have we chatted?We have not chatted.

We have chatted.

Has the lesson started?

The lesson has not started.

The lesson has started.

Have we won?We have not won.We have won.

Has she turned around?

She has not turned around.

She has turned around.

Have they arrived?They have not arrived.

They have arrived.

III1 We have reached our goal.2 Our team has lost the match.3 She has underlined the word.4 They have not discovered the treasure.5 Ron has not talked about the problem.

IV1 Have you knocked at the door?2 Has the teacher marked the tests?3 Has she bought a new computer?4 Have they rescued the girl?5 Has Brad worn a blue shirt?

V1 Where have they seen him?2 What has Robby Robber robbed?3 How many desserts has Bill ordered?4 How often has Clara repeated the sentence?5 Who has asked a question?

40

F Vocabulary

9 Read the article below. Match the words in the box with the parts of the picture.

server in Syria server in Canada Rima’s computer

Jumana’s computer satellite

How an Email is SentJumana lives in Canada. She writes an email to her friend Rima in Syria.

She presses ‘Send’. Her message is sent by her computer to a server in Canada.It is then passed along bigger and faster communication channels via satellite.

Within seconds it arrives at a server in Syria.Jumana’s message is then sent to Rima’s electronic post box.

Rima opens her inbox and reads Jumana’s email.

G Spelling 10 Write the correct spelling of the underlined word in each sentence.

Example 1 Have you choosen a day for the meeting? C-H-O-S-E-N 2 Have you wroten the letters? 3 He has not finnished the work yet. 4 TST has been in bisinus since 1960. 5 You can buy our prducts online. 6 Online shoping is cheaper. 7 Sellect a product from the list.

1

5

4

32

55

Lesson Four

Learning Objectives

■ Demonstrating an understanding of the relationship between text and pictures■ Identifying the steps for sending an email■ Demonstrating understanding of puzzle clues

F Vocabulary9■ Read out the title of the article and allow time for the students to look at the pictures. Then read out the words in the box. ■ Ask students to read the text and match these words with the correct picture. Go round and offer help if needed.

Answers1 Jumana’s computer 2 server in Canada 3 satellite4 server in Syria 5 Rima’s computer

Activity book pages 26 and 27 exercises 3, 4 and 5

Lesson Five

Learning Objectives

■ Identifying spelling errors and correcting them ■ Practising writing contracted forms

G Spelling

10■ After getting the answers to the first item as an example, tell the students to prepare the remaining answers individually or in pairs before you go through the exercise with the whole class.

Answers2 written 3 finished 4 business 5 products 6 shopping 7 select

H Contracted forms

11■ Allow time for students to complete the task either individually or in pairs.


Answers

3 What is he doing? 4 What has he done?5 Who is going to pay for it? 6 He has already sent the money.7 Huda is Mr Ali’s secretary. 8 She has shown me the customer’s letter.

Lesson Six

Learning Objectives

■ Deciding whether sentences are true or false■ Practising writing a summary■ Practising research skills

I Reading12


■ Tell the students to read the questions, then allow them time to read the article again and look for the answers.


Answers1a True b False – We have clients in our homes. c Trued True 2 Students’ answers3 Students’ answers


41

The InternetH Contracted forms

11 Your boss has dictated these sentences to you. Say how you would write them.

Examples1 He’s arriving on Wednesday. He is arriving on Wednesday.2 He’s finished the job. He has finished the job.

3 What’s he doing?4 What’s he done?5 Who’s going to pay for it?6 He’s already sent the money.7 Huda’s Mr Ali’s secretary.8 She’s shown me the customer’s letter.

I Reading

12 Read the article below and answer the questions.

How the Internet Works The Internet is really simple to use, but there’s a lot of complex technology behind the World Wide Web. Computers are linked together in a giant network so they can share information. Information is exchanged between all the computers in a network – it doesn’t matter where they are in the world.

There are two types of computer on the Internet – ‘servers’ and ‘clients’. Servers are like assistants and clients are like customers. Information is stored and distributed by the servers. They are very powerful computers. Your home or school computer is a client and it can get information from the Internet.

Computers are linked together by telephone systems. Information is changed into telephone signals and sent quickly from one computer to another through the servers. Networks in different countries are linked by satellites and large undersea cables.

Questions1 Decide whether the following statements are true (T) or false (F). Correct the false statements.

a We can share information with people all over the world with the Internet.b We have servers in our homes so we can surf the Internet.c The Internet uses telephone systems to send signals.d Information exchange on the Internet is very fast.

2 Summarise in one paragraph how the Internet works.3 Research online more information on how the Internet works and present it to your classmates in a well organised oral presentation.

56

Teaching TipsFinding In formation and Documenting Sources The following steps outline a simple and effective strategy for finding information for a research paper and documenting the sources students find.

Step 1: Identify and develop the topic.

Step 2: Find background information.Additional background information may be found in textbooks or on the Internet.

Step 3: Evaluate what is found.It’s important to keep in mind that just because information is published in a book, a journal or the web doesn’t mean to say it is true. One must take the time to evaluate the accuracy of the information. The purpose of this tip is to provide the necessary guidelines used to determine the quality and accuracy of the information found on the World Wide Web. The following checklist is a guideline which students may use to help them judge how credible or useful the website they are looking at is. Students should try to answer as many of the questions as possible by circling Yes or No. The greater number of times students answer Yes, the more likely the page is of higher informational quality.

Title of website: ______________________________________________

URL : ________________________________________________________

Date ev aluated: _______________________________________________

AUTHORITYA uthority reveals that the person, institution or agency responsible for a site has the qualifi cations and k nowledge to do so.

I s it clear who developed the site? Y es N o

H as the author clearly provided all contact information including: email address, snail mail address, phone number and fax number?

Y es N o

H as the author clearly stated their qualifi cations, credentials or provided some personal back ground information, that gives them the authority to present the information on the site?

Y es N o

PURPOSE & COVERAGET he author should be clear about the purpose of the information presented in the site. Som e sites are meant to inform, persuade, state an opinion, entertain or parody something or someone.

Do you k now what the purpose of the site is and if the content supports it?

Y es N o

Does the domain name of the site indicate its purpose? Y es N o

I s the site well organised and focused? Y es N o

Ar e the link s appropriate for the topic of the site? Y es N o

I s the information geared toward a specifi c audience? Y es N o

CURRENCYT he currency of the site refers to: 1) how current the information presented is, and 2) how often the site is updated or maintained. I t is important to k now when a site was created, when it was last updated and if all of the link s are current.

I s the date the information was fi rst written given? Y es N o

I s the date the information was placed on the web given? Y es N o

I s the date the information was last revised given? Y es N o

Ar e the link s up- to- date and reliable? Y es N o

I s the information timeless rather than trend- related so that its usefulness is not limited to a certain time period?

Y es N o

I s the site fully developed? Y es N o

OBJECTIVITYT he obj ectivity of the site should be clear. B eware of sites that contain a certain bias. Obj ective sites will present information with a minimum of bias, without the intention to persuade.

I s the information presented without a particular bias? Y es N o

Doe s the information avoid trying to sway the audience? Y es N o

Doe s the site avoid advertising that may be a conflict of interest with the content?

Y es N o

Doe s the site avoid trying to persuade or sell something? Y es N o

ACCURACYT here are few standards available on the web to verify the accuracy of information. I t is the responsibility of the reader to beware of the information presented. B e sure to differentiate fact from opinion.

I s the information reliable? If the author is affi liated with a k nown institution, this could be a clue.

Y es N o

If statistics and other factual information are presented, are proper references given for the origin of the information?

Y es N o

I s the information provided comparable to other sites on the same topic?

Y es N o

Doe s the text follow basic rules of grammar, spelling and composition?

Y es N o

I s a bibliography or reference list included? Y es N o

Ov erall opinion of website based on results of checklist:______________________________________________________________________________________________________________

57

CorrespondenceLessons Eight and Nine

Learning Objective

■ Identifying various types of documents for accounting■ Identifying various types of documents for accounting■ Identifying characteristics of tenders and contracts

B Documents for accounting a


■ When they have finished, ask students to exchange books and mark their partners’ work as you give the correct answers orally.

Answers1 receipt / 2 invoice / 3 credit note / 4 statement / 5 reminder

b■ Allow time for students to complete the task either individually or in pairs.


Answers1 10 May 2010 / 2 the invoice and the credit note / 3 b / 4 a / 5 c

c and d

■ Do the first item as an example with the whole class. Then let students work through the exercise individually and silently.


Answersc

2 air waybill / 3 contract / 4 certificate of origin / 5 bill of lading / 6 combined transport document / 7 import licence / 8 consignment note /9 order / 10 customs entry form

d9 / 4 / 2 / 6 / 8 / 3 / 5 / 7 / 10 / 1

e

■ Allow time for students to complete the task either individually or in pairs.


Answers1 Della Paine from TST UK 2 TST Warehouse3 a number b quantity

Give as homework or revesion Activity Book, exercises a and b, p.54

94

c Read the clues and guess what each document is.

Example 1 --surance cert------- It is an insurance certificate.

2 --r waybi-- 3 -ontrac- 4 --------ate of origi- 5 bill of la---- 6 ---bined transport d------- 7 import li----- 8 ----ignment note 9 --der10 --stoms entry form

d Match these descriptions to the documents in task c.

_____ request for goods_____ ticket and receipt for sea freight_____ ticket and receipt for airfreight_____ ticket and receipt for goods sent by more than one method of transport_____ a document for goods sent by land_____ an agreement which can be enforced by law_____ proof that goods have come from a certain country_____ official permission to bring goods into a country_____ form describing imported goods so that duty can be calculated _____ proof that something is insured

e Read the form below and answer the following questions.

TST UK396 Cromwell Road, London SW3 9RT Tel +44 (0) 20 7258 6820 Fax +44 (0) 20 7258 6854

Order No. 0076922 9 January 2010To TST Warehouse Mallary Street London NE6 8DDPlease supply and deliverQty Description Unit Price

10 boxes5 boxes20 rolls6 boxes

paper clips (large)paper clips (small)sellotape (wide)pencils (hard)

Please quote order no. & date.

Signed

Della PainePurchasing officer

1 Who is the order from?2 Who is the order to?3 What are the full forms of the following abbreviations? a no. b qty

Correspondence

93

B Documents for accountinga Write these document names on the correct

document.

1 ___________Heard’s Stores10 Front StreetManchester M16 3XBDate: 10 May, 2010Customer: Miss Bell

Received with thanks the sum of 15 poundsfor stationery

Michael Heard

2___________Heard’s Stores10 Front StreetManchester M16 3 XBDate: 10 May, 2010Customer: Ms A Bell, 69 Maple Road, Manchester

Qty Item Unit Price Amount3 Books 4 pounds 12 pounds

Total 12 pounds

Account to be settled within 30 days

3 ___________ Heard’s Stores 10 Front Street Manchester M16 3 XB Date: 17 May, 2010 Customer: Ms A Bell, 69 Maple Road, Manchester

We have today credited the sum of 2 pounds to your account with us in respect of overpayment on invoice 9993

4___________Heard’s Stores10 Front StreetManchester M16 3 XBDate: 24 May, 2010Customer: Ms A Bell, 69 Maple Road, ManchesterDetails Date Amount Balance

B/Fpaymentreceivedinvoice 0002credit note 0005

10 May17 May

15.0012.0002.00

15.0000.0012.0010.00

Amount owing 10.00

5___________Heard’s Stores10 Front StreetManchester M16 3 XBDate: 30 June, 2010Customer: Ms A Bell, 69 Maple Road, Manchester

Description Amount

Ref invoice 0002 12 pounds

This payment is now overdue. We would be grateful if you would settle this account as soon as possible.

b Answer the questions regarding the documents in task a.

1 When did Heard’s Stores receive money from Anne Bell?2 Which of the documents 1-5 are listed on the statement?3 Heard’s Stores allow regular customers ____ to pay.

a one week b 30 daysc 60 days d as long as they need

4 She got a credit note after she had paid ____.

a too much b invoice 2c for the books d two pounds

5 When she received the reminder, her payment was ____ overdue.

a 30 days b a day c about three weeks d about a month

Invoice Receipt Statement Reminder Credit note

CommunicationUnit

8

58

Lesson One

Learning Objectives

■ Talking about work experience■ Practising giving full informative answers to questions■ Practising showing keenness■ Practising giving details

Warm-up■ Ask the students to cover the dialogue and then invite the class to look at the title of the unit and the picture and tell you what they think the dialogue is about. Write students’ suggestions on the board.

A Dialogue1






Answers1 He wants to be a telephone sales assistant at TST.2 No, he hasn’t.3 Because they use computers a lot in their department.4 He takes orders by telephone.5 a 6 a7 a8 Students’ answers

2■ Put students in pairs and ask them to prepare a list of the three most important factors for good communication.

■ Students discuss their lists in their pairs.

■ Pairs of students should then join with other pairs to make groups of four, in which they compare their answers and discuss any differences.

■ Go round and monitor students’ conversations, offering help where necessary.


B Listening 3

■ Give the students time to read the gapped sentences.

■ Play the recording and ask students to listen. Play it another time and ask students to listen and choose the correct answer.

■ Put students in pairs in order to compare their answers or play the recording again for students to check their answers.

AudioscriptWalid Falleh’s English is very good, isn’t it?Juliet Yes, it’s very good indeed.Walid What about work experience?Juliet Well, he’s done a lot of telephone work.Walid Yes. That’s important. But he’s never worked in a sales office.Juliet That’s a disadvantage.Walid Hmm.Juliet But he’s very keen to learn.Walid Yes, he’s very keen, isn’t he? I think he’s the best applicant.Juliet I think so too.Walid Right. We’ll offer him the job.SB Page 42

Answers1c / 2 a / 3 b / 4 b

42

Communication8A Dialogue 1 Read the dialogue and answer the questions.

Walid: I’ve read your CV and I’d like to ask you some questions about it. You’ve done some telephone work before, haven’t you?

Falleh: Yes, I have. In my present job, I take orders by telephone. I enjoy dealing with customers on the phone.

Walid: But you haven’t worked in a sales office, have you?

Falleh: No, I haven’t. But I’ve learned some sales skills in my present job, and I’m keen to learn more.

Walid: I see. We use computers a lot in our department. Have you had any experience with computers?

Falleh: Yes, I have. I did a training course last year. I learned about word-processing, spreadsheets and e-commerce. It was very interesting, and now I’m looking for an opportunity to practise what I’ve learned.

Walid: That’s good.

Questions1 What job does Falleh want to do? 6 Falleh ___ on computers.2 Has Falleh worked in a sales office before? a is interested and keen b talks too much3 Why does Walid ask about computers? c is bored d is quiet4 What does Falleh do in his present job? 7 Falleh answers the questions and gives ___.5 Falleh wants to ___ computer skills. a extra details b short answers a use his b learn c no information d his opinions c teach d do a course in 8 Do you think Falleh will get the job? Why or why not?

59

Lesson Two

Learning Objectives

■ Practising phrases that show keenness■ Practising making sentences

C Showing keenness4

■ Present the information from the box. Get choral and individual repitition of all possible six combinations.

■ After getting the answers to the first item as an example, tell the students to prepare the remaining answers individually or in pairs before you go through the exercise with the whole class.

■ When students give you the answers, get various students to repeat the whole sentence.

Answers1 to 5 hoping 2 in 6 interested3 to 7 using / answering4 starting 8 to

5

■ Write the three words on the board (keen / hoping / interested) and give students time to think of three true sentences about themselves using one of these words in each sentence. Tell them that they can use one of the sentences in task 4 if it is true for them, but they should try to make two new sentences as well.

■ Ask various students to read one or more of their sentences aloud. Get the class to listen and say whether the sentences are correct or not.



Lesson Three

Learning Objectives

■ Practising giving details■ Identifying ways to deal with communication breakdown

D Giving details6

■ Present the information from the box. Point out that the answer uses the same tense as the question, but that the details are in the past tense. Students should be able to tell you why (because the details are about the past and include a date or definite past time).

■ Tell the students to make questions with ‘Have you ever...?’ and the question phrase above each picture (1 Have you ever used a computer?). Get choral and individual repetition of each question.

■ Go through the six items again, but this time ask the questions and elicit answers that include a short answer plus details that are with the picture (1 ‘Yes I have. I did a training course in 2009.’).

■ Put the students into pairs to practise asking the questions and answering in this way with a short answer followed by details.

Answers1 Q: Have you ever used a computer? A: Students’ answers2 Q: Have you ever worked in an office? A: Students’ answers3 Q: Have you ever flown in a plane? A: Students’ answers4 Q: Have you ever seen an elephant? A: Students’ answers5 Q: Have you ever been abroad? A: Students’ answers6 Q: Have you ever played in a team? A: Students’ answers

7

■ Put students in pairs and allow them time to practise asking and answering the questions. Encourage them to answer in the same way as in task 6: with a short answer followed by details.

■ After the pairwork, ask a few students to tell the class what they learned about their partner. For example: ‘Salwa has swum in the sea. She went to Lattakia last year.’

Answers1 Q: Have you ever swum in the sea? A: Students’ answers2 Q: Have you ever seen a dangerous animal? A: Students’ answers3 Q: Have you ever travelled by train? A: Students’ answers

43

Communication 2 What makes a good communicator? Choose

the three most important factors. Justify your answer.- fluency in the language - an extensive vocabulary- grammatical accuracy- being a good listener - not being afraid of making mistakes- physical appearance- aware of body language

B Listening

3 Walid and Juliet are discussing Falleh’s interview. Listen and choose the best answer.1 They say ___ good things about Falleh. a one b two c three d four2 They think Falleh has __ disadvantage(s). a one b two c three d four3 They think he is ___. a a good salesman b keen to learn c too inexperienced d too young4 Walid thinks that Falleh is the ___ applicant. a worst b best c second best d only

C Showing keenness

I’m keen toI’m hoping to

learn more.work in an office.

I’m interested in learning more.working in an office.

4 Complete the sentences with the correct words.

1 I’m keen _____ get a good job.2 I’m interested _____ learning more skills.3 I’m hoping _____ go to university.4 I’m looking forward to _____ work.5 I’m _____ to earn a good salary.6 I’m _____ in helping other people.7 I don’t enjoy _____ the telephone.8 I’m looking forward _____ practising the skills that I’ve learned.

5 Make three true sentences about yourself. Use keen, hoping and interested.

D Giving details

Question Have you ever worked ina sales office?

Short answer Yes, I have.

Details I worked in the salesoffice at TST from 1998to 2009.

6 Ask questions with Have you ever about each of the pictures below. Give short answers and details.

7 Work in pairs. Ask questions with Have you ever...? Give true answers. If the answer is Yes, give details.

1 swum in the sea?2 seen a dangerous animal?3 travelled by train?

60

Lesson Four

Learning Objective

■ Practising using adjectives with -ing or -ed

Grammar

Present perfect vs simple past

E Vocabulary8

■ Write the words interested and interesting on the board and see if students can give you example sentences to illustrate the difference between the two words. Then refer them to the examples in the box in their SB.

■ Ask the class to tell you the answer to the first item as an example.

■ Work through the rest of the exercise orally with the whole class getting answers from various students when a student gives you a correct answer, get other students to repeat it. See if students can spell the word correctly without looking at the book.

■ If the students have had difficulty with any of the words, give them some extra practice. For example, help them to produce new sentences using the words.

Answers1 bored 2 interesting 3 tired 4 excited 5 pleased 6 surprising 7 confused

Mini-Grammar + Activity

Present Perfect vs Simple PastThis section makes clear the differences between the present perfect tense and the simple past tense.

A Use

ExampleUseTense

I have seen three movies this week.( This week has not finished yet.)

when the time period has NO T finished

Present Perfect

Martin has crashed his car again.( This is new information.)

when giving recent news

I have seen that movie already.(W e don’t know when.)

when the time is not specific

I have lived in V ictoria for five years.(I still live in V ictoria.)

with for and since, when the actions have not finished yet

I saw three movies last week.(L ast week is finished.)

when the time period HAS finished

Simple Past

Martin crashed his car last year.(T his is old information.)

when giving older information

I saw that movie on Thursday.(W e know exactly when.)

when the time is clear

I lived in V ictoria for five years.(I don’t live in V ictoria now.)

with for and since, when the actions have already finished

44

E Vocabulary 8 Study the example sentences. Then choose the correct form of the word in brackets.

Examples 1 I’m interested in working in a hotel. 2 Working in a hotel is interesting.1 I am sometimes (boring / bored) at school.2 Visiting new places is (interesting / interested).3 Are you feeling (tiring / tired)?4 He’s very (exciting / excited) about starting his new job.5 She has got a new computer and she is very (pleasing / pleased) with it.6 The result of the game was very (surprising / surprised).7 We couldn’t understand the information so we were very (confusing / confused).

F Grammar

Present perfect tense Simple past tenseMr Ali has just gone out.

Have you ever swum in the sea?

He hasn’t finished the report yet.

Mr Ali went out a minute ago.

Did you swim in the sea last summer?

He didn’t finish the report yesterday.

9 Study the sentences in the table. Then choose the correct form of the word(s) in brackets.

Example 1 (you see) that film yet?Have you seen that film yet?

2 Falleh (apply) for a job at TST two weeks ago.3 Falleh (have) an interview yesterday.4 He was nervous before the interview and he (feel) tired afterwards.5 He (not receive) a letter from TST yet.6 How long (Falleh be) in his present job?7 When (he start) his present job?8 How many jobs (he have) since leaving school?9 He (do) an interesting training course last year.

61

B Signal words

Simple Past Present Perfect Simple

* yesterday* ... ago* in 1990* the other day* last ...

* just* already* up to now* until now / till now* ever* (n ot) yet* so far* lately / recently

Put the v erbs into the simple past or the present perfect.1 A: (y ou / play / already) __________ the new computer game?B: No, not yet. I only (bu y) __________ it yesterday and I (hav e / not) ___ _______ the time yet.2 A: (y ou / go) __________ to the cinema last night?B: Y es. I (be) ___ ____ ___ there with Sue and Louis. (y ou / be) to the cinema recently?A: I last (g o) __________ to the cinema two weeks ago.B: So you (s ee / not) __________ the new action film yet.A: No, unfortunately not. (y ou / enjoy) __________ it?B: Oh, I really ( love) _________ _ it. Bu t Sue (lik e / not) __________ it.

Answers1. A: Hav e you already playedB: bought / have not had

2. A: D id you goB: was / H ave you beenA: went B: have not seenA: D id you enjoyB: loved / did not like

F Grammar9




■ Ask individual students to do the exercise orally.


Answers2 applied3 had4 felt5 has not received6 has Falleh been7 did he start8 has he had9 did


Lesson Five

Learning Objectives

■ Demonstrating understanding of a reading text by answering comprehension questions■ Discussing ways of staying in contact

G Reading10


■ Tell the students to read the questions, then allow them time to read the article again and look for the answers.


Answers1 a 6 / b 7 / c 2/ d 5 / e 1 / f 3 / g 42 Students’ answers

45

CommunicationG Reading 10 Read the following short texts and answer the questions.

Questions1 Match the years with the events and then put them in a timeline.

a In 1200 BCE 1 the ‘one price’ post was started in Britain.

b 2,500 years ago 2 a postal service was started.

c In 900 BCE 3 the telegraph was introduced.

d In the 1990s 4 the telephone was introduced.

e In 1837 5 Tim Berners-Lee invented the World Wide Web.

f In the 1850s 6 the Greeks used fires to send news.

g In 1876 7 the King of Persia started to use messengers.

2 Work in groups. Discuss how you keep in touch with your family, neighbours, friends, etc.

Fire Many cultures have used fire to send messages, especially Native Americans. Fires were lit in high places to say things like ‘yes’, ‘no’ or ‘danger’. When the Greeks captured the city of Troy in 1200 BCE, they lit bonfires to send the news.

MessengersTwo thousand five hundred years ago, Darius the Great, the King of Persia, used messengers. Horse riders carried messages. New men and horses were used each day. A document took ten days to travel 3,200 kilometres. In Baghdad in the 11th century, they started using birds to carry messages.

FlagsFlags were used by the Greeks 2,400 years ago. In the 18th century, the French Navy gave 1,000 common messages different numbers. The message number was communicated to another ship using flags.

PostThe first postal service was in China in 900 BCE. It was used by the government. In 1837 a ‘one price’ post was started in Britain. It was a great success and many other countries copied it.

TelephoneIn 1876 the first telephones were used. People in different places could speak to each other for the first time. The telephone was invented by two people: an Italian, Antonio Meucci and a Scots-American, Alexander Graham Bell. Today mobile phones have changed the way the phone is used.

InternetNowadays millions of computers are connected globally by the Internet. The World Wide Web was invented by Tim Berners-Lee in the early 1990s.

Electric telegraphThe telegraph was introduced in the 1850s. It used electricity to send messages. This code of dots and dashes was named after Samuel Morse (1791–1872) and could send 30 words a minute.

62

Lesson Six

Learning Objective

■ Reviewing elements already practised

H Revision11



■ Alternatively do it as a quiz where teams get five points for a correct answer, three points for a partially correct answer or two points for correcting another team.

Answers1 b / 2 c / 3 a / 4 b / 5 a / 6 d / 7 a / 8 a / 9 c


Teaching TipsAdv antages and Disadv antages of Multiple ChoiceAssessment

AdvantagesThere are several advantages to multiple choice tests. If itemwriters are well trained and items are quality assured, it can be avery effective assessment technique. If students are instructed onthe way in which the item format works, they will perform better on the test. R eliability improves with larger numbers of items on a test.

Multiple-choice tests often require less time to administer fora given amount of material than would tests requiring writtenresponses. This results in a more comprehensive evaluation of thecandidate’s extent of knowledge.

Becau se this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections creating a lower likelihood of teacher bias in the results. F actors irrelevant to the assessed material (s uch as handwriting and clarity of presentation) do not come into play in a multiple choice assessment, and so the candidate is graded purely on their knowledge of the topic.

DisadvantagesThe most serious disadvantage is the limited types of knowledgethat can be assessed by multiple choice tests. Multiple choicetests are best adapted for testing well-defined or lower-orderskills. Problem-solving and higher-order reasoning skills arebetter assessed through short-answer and essay tests. H owever,multiple choice tests are often chosen, not because of the type ofknowledge being assessed, but because they are more affordablefor testing a large number of students.

An other disadvantage of multiple choice tests is possibleambiguity in the examinee’s interpretation of the item. F ailing tointerpret information as the test maker intended can result in an

“i ncorrect” response, even if the taker’s response is potentiallyvalid. The term “m ultiple guess” has been used to describe thisscenario because test-takers may attempt to guess rather thandetermine the correct answer.

In addition, even if students have some knowledge of a question,they receive no credit for knowing that information if they selectthe wrong answer. H owever, free response questions may allow an examinee to demonstrate partial understanding of the subject and receive partial credit.

An other disadvantage of multiple choice examinations is thata student who is incapable of answering a particular questioncan simply select a random answer and still have a chance of receiving a mark for it.

A dditionally, it is important to note that questions phrasedambiguously may cause test-taker confusion. I t is generallyaccepted that multiple choice questions allow for only oneanswer, where the one answer may encapsulate a collection ofprevious options. H owever, some test creators are unaware ofthis and might expect the student to select multiple answerswithout being given explicit permission. O f course, untrained test developers are a threat to validity regardless of the item format.

Tips for writing good multiple choice items:• Stem should present single, clearly formulated problem.• Stem should be in simple, understood language.• A void “ all of the above” / “ none of the above” .• Make all distractors plausible.• D on’t overlap response alternatives.• D on’t use double negatives.• Present alternatives in logical or numerical order.• Place correct answer at random.• Make each item independent of others on test.• List alternatives on separate lines, indent, separate by

blank• line, use letters vs. numbers for alternative answers.• Need more than 3 alternatives, 4 is best.

46

H Revision 11 Choose the best way to complete the sentences.

1 He hasn’t had much ___ with computers, but he is keen to learn.a information b experience c skill d work

2 He did a training course and learned new ___a sales b customersc skills d computers

3 She’s ___ to practise her English.a keen b enjoyingc interested d looking forward

4 ___ you ever driven a car?a have had b havec am having d had

5 I’ll be ___ if Falleh doesn’t get the job.a surprised b surprisingc surprise d to surprise

6 We ___ this unit.a have just finished b have finishedc finished d have nearly finished

7 ___ television last night?a Did you watch b Have you watchedc Are you watching d Do you watch

8 I’m interested ___ getting a job in a hotel.a in b toc for d by

9 I’ve applied ___ a job at TST.a to b onc for d of

63

Humans and the Universe

Learning Objective

■ Practising making predictions about the future of humanity

■ Introduce the topic and use the picture to elicit a few key words that the students will read in the timeline.

■ Allow time for students to read the timeline silently. Give the students the opportunity to ask you about anything that they didn’t understand.

■ Ask students to work individually and try to find the answers to the comprehension questions.

■ Check answers by asking volunteers to read their answers aloud.

Answers1 converse: engage in the informal exchange of ideas by spoken wordsautomated: operated automaticallycombustion: the process of burning somethinglongevity: long duration of servicemanned: operated by peopleself-sustaining: able to continue in a healthy state without outside assistanceembarkation: the process of loading passengers aboard a cruise shipintravenous: existing or taking place within or administered into a vein or veins2 Students’ answers3 Students’ answers4 Students’ answers

Teaching Tips Small Talk (2)H ere are some tips that should make finding a small talk topicless difficult:1 A sk the other party or parties a lot of questions aboutthemselves. Not only is this the polite thing to do, it also helpsmove the conversation along.2 Be sure to listen to the responses to your questions. I t wouldnot do to ask questions then not pay attention to the replies ofthe other person. Plus, if you listen closely, the responses to yourquestions may lead you to ask even more in-depth questions.3 A sk questions that are relevant to the other person – such asquestions about their background, their family, any friends youhave in common or what he / she may like to do. This opens upareas in his / her life that he / she may have in common withyou, posing an opportunity to bond.4 Be well-read and well-informed about a host of topics. Y ouhave heard it said that it pays to read a lot and it is true – ifyou know a lot about different topics, you can easily conduct aconversation with people from different backgrounds. I t will notbe so hard to find a small talk topic.5 Topics should be light, hopefully cheerful, so that you will beable to bond better with the other party.6 A void controversial topics. Controversial topics might onlyput the other person on the defensive. Al so, you and the otherperson might be on opposite sides of the issue.What are some common topics that you can safely conduct smalltalk about? Y ou could initiate small talk about:

• Sports - almost everyone likes some kind of sport• H obbies• Weather and climate• Y our respective spouses and children• Media –s uch as television shows, movies or music that

both of you may like• H olidays that you think the other person may enjoy• Y our respective hometowns• Gen eral information about the occupation of each person• Current trends in art or fashion• Gos sip about famous people

Culture andValues 2

47

2Culture and ValuesHumans and the Universe

Read the Future Timeline of Humanity and the Universe and answer the questions.

2020 Automatic translators allow humans to converse with speakers of any language.2030 Radio astronomers discover signals from extraterrestrial intelligence. 2050 Automated vehicle / traffic control gives rail-like traffic flow to roads. 2075 Hydrogen fuel cells replace internal combustion of fossil fuels. 2100 Expected and maximum human longevity increase by 30 years. 2150 Fusion provides major parts of humanity's power. 2200 Permanent manned space stations in Earth orbit are established. 2300 Most genetic, infectious and cancerous diseases are preventable or curable. 2500 Heat pollution becomes the least significant environmental problem. 3000 On the moon, humans create their first self-sustaining extra planetary colony. 4000 First embarkation of mobile space habitat toward nearby star is realised. 5000 Humans mass-produce intravenous liquid food.

Questions1 Find the meanings of the words in bold.2 Explain two of the predictions mentioned above.3 Which one do you believe is going to happen? Explain.4 Which one do you believe will not happen? Why?

64

Teaching TipsDocuments of Accounting: Receipts

Customers want receipts even for informal transactions. Y ou might not have a cash register to print out a proper receipt, but you still want a professional invoice. This allows your customers a chance to prove that they paid for the item. R eceipts also come in handy for your own records. Y ou can require that a receipt be present with an item before you’ll accept a return. This way, you’ll know that it came from your store. Y ou’ll even need to send receipts for any online selling you do. Y ou can write your receipts by hand, send a digital copy or print them out.

How to make a receipt

Step 1Create a header. The first line of your receipt should be your name or the name of your company. F ollow this by your address and then your phone number. This allows the customers to contact you with any questions. Y ou can also include your store hours or website address so your buyers can find your store again. Write the date and time of your transaction.

Step 2List the items. A receipt is a reference for you and your customer. In clude a small item description so they can remember what they bought. Y ou can also write down the I SBN or any code you have for the product. The price of the item is usually on the right side of the receipt.

Step 3Put in details that are specific to your transaction. If you are sending a receipt online, include the buyer’s name and address under your company header. Y ou can also add the quantity of items that were purchased.

Step 4Add in sales tax. Y ou can find the sales tax for your state listed online. Some states charge a different percentage for food or allow tax exemptions for certain items.

Step 5Giv e the total. A dd the sales tax and the cost of the item together. D ouble-check your math with a calculator. Space down and then give the total amount of the purchase.

Sample Receipt

When you go shopping you receive a receipt for what you buy. R eceipts are small and can be difficult to read if you don’t understand the common symbols used on receipts. H ere is a sample receipt with an explanation of common symbols and expressions.

K G = K ilogrammesWT = Weight of I tem(s )@ = A t/ = Price per Unit (in this case: Pound)TAX = State and local taxes due on purchases made (s imilar to V A T - V alue A dded Tax)B AL AN CE D UE = Total of all purchased itemsCAS H / CHARGE = Payment methodCHAN GE = Money returned after a cash payment06/24/04 = D ate of Purchase (m onth, day, year in the US / in the UK day, month, year)

Sample Receipt

Item / description

Unit Unit price

No. of units

Total

CrispsAppl esCerealsOr ange J uiceBeefCheeseSoft drinksB readFr esh fishSalad dressingRiceBla ck grapes

500 g packetkg1 kg packet1 litre cartonkgkgcanloafkgjar2 kg bagkg

50 SY P33 SY P175 SY P125 SY P300 SY P170 SY P30 SY P15 SY P350 SY P90 SY P215 SY P33 SY P

12131. 51623122

50 SY P66 SY P175 SY P375 SY P450 SY P170 SY P180 SY P30 SY P1050 SY P90 SY P430 SY P66 SY P

TAX @ 7% 2. 83B AL AN CE D UE 43. 29CA SH 50. 00CH AN GE 6. 71

06/24/2010

65


Learning Objectives

■ Demonstrating understanding of tenders and contracts■ Practising giving reasons■ Demonstrating understanding of a text

f■ Students work individually to match the questions with their answers.


Answers1 e / 2 f / 3 d / 4 b / 5 c / 6 a

g■ This exercise gives students the opportunity to practise the language function, giving reasons. Go through the first item with the class in order to make sure that they understand what they are asked to do.

■ Allow them to work in pairs if they wish and give them time to discuss and write reasons for items 2 and 3. Check answers as a whole class.


h■ Working alone, students read the report and try to fill in each gap with the proper form of the words in the box.


Answers1 contract 2 agreement 3 misunderstanding 4 lawyer 5 prevents6 parties 7 state 8 settled

Give as homework or revision, activity Book, exercises c and d, page 55


Learning Objectives

■ Identifying parts of a Curriculum Vitae■ Demonstrating understanding of a text by completing a gap fill exercise

C Job Documents

a / b■ Explain the task to the students and give them time to completeit in pairs.


Answersa

1 Al Harika, Damascus, Syria 2 No3 Assistant to personnel manager 4 Computer assistant5 No 6 He likes football7 Mr Khaled Mansour

b1 for 2 may 3 name 4 training 5 work 6 employer 7 must 8 job 9 it 10 does

96

C Job documentsa Read the CV and answer the questions.

Curriculum Vitae

Name Samer MoussaAddress Al Harika, Damascus, SyriaTelephone 963 11 *******Date of Birth 7 May 1983Nationality SyrianEducation 1996-1998: Aleppo Secondary SchoolWork Experience 2000: SCN (assistant to Personnel Manager)

1999: DIC Damascus (computer assistant)Special skills Computer skills: Windows, Word and Excel

Language skills: English (intermediate level)Driving: I am learning to drive

Activities and interests Football player in school teamReferences Mr Ali Radwan Mr Khaled Mansour

Head Teacher Personnel ManagerAleppo Secondary School SCN

When Samer wrote this CV...1 Where did he live?2 Was he still at school?3 What was Samer’s most recent job?4 What was his first job?5 Could he drive a car?6 What could an employer learn about Samer from his “Activities and Interests”?7 Which referee could tell an employer whether Samer was good at his job?

b Read and complete the text with one word in each blank.

Some employers ask applicants to complete an application form, but many employers ask for a CV instead.

Different people write CVs in different ways. (1) _________ example, you can put your address and telephone number at the beginning or the end, and you (2) _________ use some different headings.

However, all CVs must contain personal details such as (3) _________ and address, details of education, (4) _________, details of (5) _________ experience, and additional information such as special skills. When you write your CV, include everything that might interest an (6) _________. For example, have you ever done any voluntary work? Have you played in any sports teams?

All CVs must have clear headings. They (7) _________ be easy to read, and the information must be in the correct order: for example, people usually put their latest job first and the previous (8) _________ second. You should always write your CV on a computer and keep (9) _________ on disc. Then you can update it easily.

When you have finished writing your CV, ask yourself, “Have I spelled all the words correctly?” and “ (10) _________ my CV look good?”

Correspondence

95

f Match the questions to the answers about tenders and contracts.

a Are there penalty clauses in government contracts? b What is a ‘local tender’?c Does the lowest bid always win the contract? d What is a ‘limited tender’?e What is a tender? f Is there a standard contract?

1 ___________________________________________ It is a written offer to supply goods or carry out work at a set price. Usually, the company with the lowest bid (= tender) wins the contract.

2 ___________________________________________ No. Each government department uses its own form of contract.

3 ___________________________________________ A limited tender may be used if the work requires specialist suppliers or contractors.

4 ___________________________________________ A local tender may be used if contracts are limited to local companies.

5 ___________________________________________ Not always. If a bid by a Syrian company is up to 15% above a bid by a foreign company, the domestic contractor is awarded the contract.

6 ___________________________________________ If contracts are completed late, there are fines based on a percentage of the value of the contract. The following maximum fines are payable:

- Construction contracts: 10%- Supply contracts: 3%- Technical assistance contracts: 4%

g Discuss.

Do you think there would be a ‘limited tender’ for building: 1 a school? Why?2 a bridge across the Euphrates? Why?3 a power station? Why?

h Complete the text with these words in their correct form.

If two people or companies agree on something important, they may want a written (1) _____________. They both sign the contract, which means they must both keep to their (2) _____________ . Contracts must be written carefully to prevent any (3) _____________ so they are usually written by a (4) _____________. A good written contract usually (5) _____________ misunderstandings because both (6) _____________ can see all the details of their agreement clearly. International contracts usually (7) _____________ how a dispute will be (8) _____________. In other words, they say which country’s laws will apply and who will arbitrate.

agreement contract lawyer misunderstandingparties (people or organisations) settle (solve a dispute)

state (verb) prevent

Supply and Demand

Unit

9

66

Lesson One

Learning Objectives

■ Practising offering help ■ Practising negotiating a price■ Practising talking about preferences

Warm-up■ Bring to class pictures of items you would find in an electronics store.

■ Put students in pairs and give each pair two pictures. Point out to students that they are going to practise buying and selling these items. Student A plays the role of the seller and Student B plays the role of the buyer. Once students agree on a price, tell them to switch roles for the second picture.

■ Go round and monitor students’ conversations, offering help when necessary.

A Dialogue1

■ Allow time for students to read the dialogue silently. Tell them to complete the sentences and to be ready to justify why they think their answer is correct.

■ When students have finished, allow them to work in pairs and compare answers. If they disagree about any of the answers, they should look again at the dialogue and try to agree which answer is best and why.


Answers1 the solid silver one2 expensive3 the price; discount4 1500 SYP5 c

2

■ Allow time for students to discuss the question in pairs.



B Listening 3

■ Play the recording and ask students to write their answers individually.

■ Ask students for their answers. If necessary, play the recording again or read out the bits that caused trouble. Finally confirm the correct answers.

AudioscriptSally How much are these earrings?Hassan Do you prefer the big ones or the small ones?Sally I prefer the big ones.Hassan Those are one hundred Syrian pounds.Sally Hundred Syrian pounds. Hmmm. That’s too expensive for me. I don’t want to pay more than fifty.Hassan The small ones are fifty Syrian pounds.Sally No, I like the big ones best.Hassan Well, I can let you have them for seventy-five Syrian pounds. Sally Sixty Syrian pounds?Hassan I’ll tell you what. I’ll give you a special price for sixty-five Syrian pounds. But that’s my last price.Sally OK. I’ll take them.

Answers1 big 2 one hundred 3 fifty SYP4 seventy-five SYP 5 sixty SYP 6 sixty-five SYP

48

Supply andDemand

9A Dialogue

1 Read the dialogue and answer the question.

Hassan: Good morning. Can I help you?Nissrine: Yes. How much is this?Hassan: That’s 1800 SYP. It’s solid silver.Nissrine: Hm... It’s very nice, but I’m looking for

something cheaper.Hassan: This one here is only 1000 SYP.Nissrine: I prefer the first one, but I don’t want to pay

that much.Hassan: Well, I can give you a discount. I can let you have it for 1600 SYP.Nissrine: How about 1200 SYP?Hassan: I’ll tell you what. I can let you have it for 1500 SYP. But that’s a special price. I

can’t sell it for less than that.Nissrine: Well...Hassan: I can see that you like it. You have very good taste.Nissrine: Thank you.Hassan: It’s a real bargain at 1500 SYP.Nissrine: Yes, I know. OK. I’ll take it.Hassan: I’ll put it in a box for you.Nissrine: Thank you.

QuestionComplete the sentences below.1 Nissrine prefers the _____. 2 But it is too _____. 3 Hassan offers to reduce_____, but Nisreen asks for a bigger _____.4 In the end, she agrees to pay _____.5 “I’ll tell you what” is a phrase for introducing a _____. a compliment b question c new suggestion d polite refusal

2 Do you think Hassan is good at his job? Give reasons.

67

Lesson Two

Learning Objective

■ Practising negotiating a price

C Agreeing on a price4 and 5

■ Give the students a few minutes to read the gapped dialogue and think about which words or phrases could be used to complete the gaps.

■ Let students complete the task in pairs.

■ When they have finished, ask volunteers to come to the front and role play their completed dialogue.

Answers 4

1 much is 2 pay / spend 3 only 4 one 5 I can let you have it for 1750 SYP 6 too 7 quality 8 take it

5Students’ answers


Lesson Three

Learning Objective

■ Talking about preferences

D Preferences6

■ Present the information from the box. Check understanding by asking questions and giving students an opportunity to ask questions.

■ Working alone, students write sentences about their favourite item in each category.

■ Put students in pairs and allow them time to ask and answer each other about respective preferences.



7

■ Point out to students that they are going to practise buying and selling the items from exercise 6. Tell Student A to choose an item and Student B to choose another item. Student A plays the role of the seller and Student B plays the role of the buyer. Once students agree on a price, tell them to switch roles.

■ Go round and monitor students’ conversations, offering help when necessary.


49

Supply and Demand

B Listening

3 Listen to Hassan and Sally agreeing on the price of some earrings and complete the sentences.

1 Sally preferred the _________ ones.2 Hassan asked _________ SYP for them.3 Sally didn’t want to pay more than _______.4 Hassan reduced the price to _________.5 Sally offered _________.6 They agreed on a price of _________.

C Agreeing on a price

4 Complete the dialogue using phrases from exercise 1.

A How (1) _________ this chair?B It’s 2000 SYP.A That’s a bit more than I wanted to (2) _______.B There’s a cheaper one here. This one is (3) _______ 1000 SYP.A I prefer the other (4) _______.B (5)_______.A That’s still (6) _______ much for me. Will you take 1500?B No. I’m sorry. The chair is very good (7) _______ , so it’s good value at 1750 SYP.A All right. I’ll (8) _______.

5 Practise the dialogue in pairs.

D Preferences

I prefer the red one(s).

I like the one(s) with red stones.the one(s) on the left.

6 Work in pairs. Ask and answer. Which one(s) do you prefer?

1

2

3

4

7 Work in pairs. One student is selling the items above; the other student wants to buy one. Try to agree on a price.

68

Lesson Four

Learning Objectives

■ Practising using prepositions correctly■ Distinguishing between the simple past and the past perfect■ Identifying the meanings of words■ Identifying a product from its sales description

Grammar

the past perfect

E Vocabulary8

■ Ask students to work out the answers in pairs.


Answers

1 for; in 2 by 3 to 4 of 5 for 6 for 7 for 8 in 9 on

Mini-GrammarForming and Using the Past Perfect TenseThe past perfect tense is formed using two components: the verb H A V E (in the past tense) and the past participle form of a verb. With a regular verb, the past participle ends with -ed (ju st like the simple past). Ir regular verbs have a special past participle form that you have to learn.

Use 1The past perfect expresses the idea that something occurred before another action in the past. I t can also show that something happened before a specific time in the past.

• I had never seen such a beautiful beach before I went to K auai.

• I did not have any money because I had lost my wallet. • Tony knew Al eppo so well because he had visited the city

several times. • Ha d Susan ever studied Thai before she moved to Thailand? • She only understood the movie because she had read the

book. • Lama had never been to an opera before last night. • We were not able to get a hotel room because we had not

booked in advance. • A: Ha d you ever visited the U. S. before your trip in 2006? B: Y es, I had been to the U. S. once before.

Use 2With non-continuous verbs and some non-continuous uses of mixed verbs, we use the past perfect to show that something started in the past and continued up until another action in the past. F or example:

• By the time Al ex finished his studies, he had been in London for over eight years.

• She had visited her J apanese relatives once in 1993, before she moved in with them in 1996.

F Grammar9 and 10■ Either present the information from the box yourself with the help of the blackboard, or tell the students to study the information box in the book.


■ Ask students to work out the answers to the exercise in pairs and then check them with the whole class with volunteer pairs saying the sentences for everyone to hear.

Answers9

1 the person wrote the letter 3 the phone rang2 I arrived at the station 4 the plane left

101 read; had received 4 said; had finished2 paid; gave 5 told, had not received3 sent; had already paid


Teaching TipsFun Activities to Practise the Past Perfect Tense

1 Fairytale dominoesStudents continue a story by choosing from pictures that theyhave spread out on the table in front of them, continuing untilthey bring the story to a conclusion with the very last picture. Toencourage the use of the past perfect, allow them to add pictures to earlier parts of the story with phrases like “By the time he arrived at the airport, the airplane had already left. ” I f you can’t find suitable pictures, students can play the same game with relevant words on cut-up pieces of paper.

50

E Vocabulary

8 Write these prepositions in the correct places in the sentences. Some prepositions are used more than once.

at by for in of on to

1 Sally paid _____ the earrings _____ cash. 6 Can you put it in a box _____ me?2 Can I pay _____ credit card? 7 Who do you work _____?3 How much did the bill come _____? 8 How much is the one _____ the middle? 4 What was the price _____ the cassette? 9 I’d like the one _____ the middle shelf. 5 You can have it _____ 25 SYP.

F Grammar

The Past Perfect

What is the difference in meaning?

1 The party had begun when I arrived.

2 The party began when I arrived.

In 1, the party began first and then I arrived.

In 2, I arrived first and then the party began immediately afterwards.

9 Look at the sentences and decide which action happened first.1 I spoke to the person who had written the letter.2 I arrived at the station and then the train arrived.3 She picked up the phone when it rang.4 The plane had left when I arrived at the airport.

10 Put the verb in brackets in the correct tense.1 He (read) the fax that he (receive) from London.2 The customer (pay), and the assistant (give) him a receipt.3 They (send) the goods to the customer, who (already, pay) in advance.4 She (say) she (finish) the exercise.5 They (tell) us that they (not receive) the goods.

69

2 Alibi gameHa lf the class are suspects for hiding something in theschool, and the other half are their alibis. In pairs, they have tocreate the stories of what they were doing elsewhere at the timeof the disappearance of the item. They are then questioned separately, and the pair with the most differences between their stories are the guilty ones.

3 Guess what orderOn e student says two things they did and their partner has tomake a true sentence, keeping the same order in the sentence asthey were said in, e.g. “W hen you had a shower, you had alreadyfinished breakfast” or “Y ou had a shower and then you hadbreakfast” .

4 Yesterday’s schedule spot the differencesGiv e the students schedules with differences in the order of the events to ask and answer questions about such as “H ow many times had you studied maths by the end of school on Thursday?”

5 Sentence completion guessing gameGiv e students ten to twenty sentence stems that you know thatmost people can complete in some way, e.g. “W hen I joined this class…” or “I had never felt more excited before in my life when…” . Tell them to complete at least half the sentences. They then read out only the part they have written and their partners guess which sentence it is a completion of, e.g.“I had already worked in twenty three places” “W hen you started in your present company? ” “N o. Try again.” “B y the time you started university?” “T hat’s right!” “W ow! H ow come?”

6 Your partner’s day backwards (the Memento game)Starting when their partner went to bed, students see how manytrue sentences they can make about things they did before that,working backwards slowly, e.g. “W hen you went to bed, you hadalready brushed your teeth” “T hat’s right” “W hen you brushedyour teeth, you had already had a shower” “W rong! I had ashower after I cleaned my teeth. My turn.”

7 Who had been busier competitionChoose a time of day yesterday and students try to prove theyhad been busier or more productive than their partner, e.g. “By 6 p.m. yesterday, I had typed 20 A4 pages” “T hat’s nothing. By 6 p.m. yesterday I had made 20 phone calls” “R eally? I still think typing is more difficult though…”

Lesson Five

Learning Objectives

■ Identifying the duties of a salesman■ Identifying a product from its sales description

G Duties of a salesman11

■ Explain to the students that they have to match the sentences in the speech bubbles to products a-e. Do the first one with them as an example in order to make sure that they understood the task.

■ Allow time for students to complete the task individually. Walk around to offer help where necessary. Ask volunteers to share their answers with the whole class.

Answers1 c / 2 e / 3 a / 4 d / 5 b

Lesson Six

Learning Objectives

■ Describing and promoting a consumer product■ Demonstrating understanding of a reading text by answering comprehension questions ■ Practising giving examples

H Roleplay12

■ Working alone, students try to write brief descriptions about products 1-4.

■ Put students in pairs and explain to them that they are going to take part in a role playing exercise. Student A plays the role of a salesman and Student B plays the role of a customer. In their pairs, students practise buying and selling items 1 and 2.

■ Ask students to switch roles for products 3 and 4.



51

Supply and Demand

G Duties of a salesman11 What are the salesmen talking about? Match the sentences to the products.

3It can go from nought to a hundred in seven

seconds.

a a carb a photocopierc a shirtd a sound systeme a camera

H Roleplay12 Imagine that you are a salesman. What can you say about these products?

1 2 3 4

1It isn’t expensive although

the cotton is very good quality, so it’s good value.

2It’s easy to use, and it produces good pictures.

4It includes a CD player,

radio and cassette player and it has a lot of extra

features.

5It’s very fast. It’s also very

reliable: it doesn’t often break down, which is important for an

office machine.

70

I Reading13


■ Tell the students to read the questions, then allow them time to read the advertisement again and look for the answers.


Answers1 on the company’s website2 selling goods and services through the Internet3 companies that want to sell online4 c5 b6 a7 c

14

■ Put students in pairs and allow them time to think of examples of e-commerce.

■ Pairs of students should then join with other pairs to make groups of four, in which they compare their answers and discuss any differences.




Activity

This is an additional text that the teacher can use to teach students about the concept of supply and demand.

On e of the most basic concepts of economics is supply anddemand. These are really two separate things, but they arealmost always talked about together.

Supply is how much of something is available. F or example, ifyou have 9 baseball cards, then your supply of baseball cardsis 9. If you have 6 apples, then your supply of apples is 6. Onthe other hand, demand is how much of something people want.I t sounds a little bit harder to measure, but it really isn’t. Tomeasure demand, we can use a very simple numbering system,just like the supply one. If 8 people want baseball cards, then wecan say that the demand for baseball cards is 8. If 6 people wantapples, then we can say that the demand for apples is 6.So we have supply, which is how much of something you have,and demand, which is how much of something people want. Putthe two together, and you have supply and demand. Now, how doyou show the relationship between the two? On e way is to usethe price of something.

G enerally speaking, the price of something will go up if thedemand goes up. Why? Becau se the seller thinks he or she canget more money for whatever he or she is selling. If more peoplewant something, they will be willing to pay more for it. In thesame way, the price will go down when the demand goes down.What does all this mean? I t means that you can track supply anddemand by also tracking price. If something has a high price, youcan usually conclude that the demand for that item is low. (T hisis not always the case; it is usually the case.) In the same way,if something has a low price, you can usually conclude that thedemand for that item is high.

Why? Fir st of all, a seller has already paid money for what heis trying to sell. A bookseller has paid $4 for each paperbackbook he has on his shelves. H e has bought 1, 000 books and paid$4, 000. H e is selling those same books for $5 each. H e hopes tosell all of them at $5 each and get a total of $5, 000.

Bu t what if the demand is low and no one wants to buy them?The seller wants to make some of his money back, so he mightlower the price. I f he lowers the price of the books to $4 each, he breaks even on each book but still takes in some of the money he had spent to buy the books in the first place. A nd this bookseller would have had to lower the price of the books because the demand was low. The reverse can also be true. I f the bookseller decides that he wants to get as much money as he can back, then he might raise the price of the books to $6 each, figuring that he will sell fewer books overall but will get more money for each book he sells.

What does it all mean? Supply and demand are two very strong market concepts. Studying the two of them can give you a good idea of what people like to buy and sell. A nd you can track both supply and demand by comparing the price of an item over time.

To study supply and demand is to understand economics at its basis.

52

I Reading13 Read the text and answer the questions.

Many large and small companies sell goods and services through the Internet. A company’s website can contain a catalogue of its products. Buyers can see pictures and information about the products, complete an order form online and pay online by credit card. Customers who have an account with the supplier can key in their account number and pay after receiving the goods.

If a company wants to sell online, it needs e-commerce software for its computers, like the software in this advertisement:

Questions1 Where on the Internet can buyers find information about a company’s products?2 What does e-commerce mean?3 Who is likely to buy this software?4 If a company uses this software, its _____ can sell goods or services.

a salesmen b secretaries c computers d calculators5 Baxter and Steen are _____ of E-Sale software.

a advertisers b users c suppliers d the makers6 John Baxter said the software was easier than _____.

a he had expected b his previous c people thought d any other software software7 When S & R Steen started a website, the company was ______.

a already exporting jewelleryb newc ten years oldd importing jewellery

14 Give some examples of e-commerce in Syria. You may search the Internet for help.

Start and Manage Your E-commerce Site with E-sale Software

With e-sale you can • create and update a catalogue on your website• accept orders online• create invoices and statements automatically

See what users of e-Sale sayJohn Baxter of Baxter Cottons, London, says: “People told me that e-commerce software was difficult to use, but e-Sale is easy.”

Sheila Steen of S & R Steen Jewellers, Manchester, says: “When we started our website, we had been in business for ten years. Our customers were all in Manchester. Now we have customers in twenty countries, thanks to e-sale software.”

71


Learning Objectives

■ Demonstrating understanding of a text by completing a gap fill exercise■ Identifying job skills■ Practising taxonomic skills■ Interpreting headings on applications■ Demonstrating understanding of a text by answering questions■ Identifying expressions used in business communication■ Practising giving explanations

c

■ Allow time for students to read the gapped text.

■ Then ask students to complete the activity individually.


Answers1 writing 2 record-keeping 3 cooking 4 working5 finishing 6 answering 7 understanding

d/e

■ Give students time to read sentences a-g.

■ Then students try to put the sentences in the correct order.

■ Ask volunteers to read aloud their answers.

Answersd

c / e / g / f / d / a / be

6 / 8 / 1 / 9 / 3 / 4 / 5 / 7 / 2

f


■ When they have finished, invite volunteers to read their answers aloud.

Answers2 Did you do your military service?3 The country you were born in.4 The date when you finished university studies.5 The job you are doing now.6 What you want to achieve through your job.7 What you did before your current job.8 What is the position that you have now at work?

g / h / i



Answersg

1 29 Chester Road, London / 2 The export manager at TST / 3 An advertisement for a clerical assistant in the export department / 4 In June / 5 because it offers training / 6 No

h3 Later, the jobseeker researches the company. / 4 Of course, the job-seeker completes an application form. / 5 Then, the employer writes a letter to the job-seeker asking for a CV. / 6 Hence, the job-seeker updates his CV and sends it. / 7 Finally, the employer replies and ask the job-seeker for an interview.

i1 job interview 2 letter of rejection 3 job interview4 job advertisement 5 letter of approval 6 application letter

Give As homework or revision: Activity Book,exercises a, b and c pages 56 - 57

Correspondence

97

c Read and complete the text using the words in the box.

There are two kinds of skills that you will need when you start work: they are job skills and core skills.

Job skills are the abilities that an employee needs for his or her particular job, for example (1) _________ letters, filing, (2) _________, and so on. A chef in a restaurant must be good at (3) _________.

Core skills are different. They are useful in most jobs, and you are probably learning them already. For example, being good at (4) _________ with other people is an important core skill in most jobs. Communicating well is important in nearly all jobs too. Are you careful about your work? Being careful about your work and (5) _________ on time is a core skill. (6) _________ the telephone, using computers and (7) _________ English are all important skills that any employee should have.

d Put the sentences about a job application in the right order.

a Therefore we would be grateful if you could return the enclosed application form to us no later than November 10.b I look forward to receiving your application, together with your original certificates.c Thank you for your letter of 28 October, enclosing your CV.d Fortunately, we shall not be interviewing anyone until the week beginning November 22. e However, we require you to complete a job application form for the post.f With reference to your letter, we note that you will be abroad from 10 to 13 November.g In addition to the application form, we shall need to see your original certificates (not photocopies).

e Put the stages of getting a job in order.

_____ application form_____ job interview_____ advert in newspaper_____ letter of rejection/approval_____ job description_____ letter of application_____ curriculum vitae_____ invitation to an interview_____ company website

f These are some typical headings and questions on application forms. Can you explain what they mean?

1 Marital status This means “Are you married or single?”2 Military service status ____________________________________3 Nationality ____________________________________4 Year of graduation ____________________________________5 Present occupation ____________________________________6 Career objective ____________________________________7 Previous employment ____________________________________8 Job title ____________________________________

cooking finishing record-keepingwriting understanding answering working

98

g Read the application letter and answer the questions below.

29 Chester RoadLondon NW1 3QT

25 May, 2010The Export ManagerTST UK396 Cromwell RoadLondon SW3 9RT

Dear Sir or Madam

I am writing in response to your advertisement for a clerical assistant in your export department.

I am eighteen years old and a student at Notting Hill College, where I am studying for the Commerce Foundation exam. I am planning to leave college next month after my exam and I would like to start working in an office as soon as possible after that. I am very interested in working for TST because of the training you offer.

I have had a number of part-time jobs including supermarket work and working in a small shop. In these jobs, I learned to deal with customers and improved my communication skills.

I enclose a CV as requested. I am available for interview at any time, and I look forward to hearing from you.

Yours faithfully

Kevin JohnsonKevin Johnson

1 Where does the writer of this letter live? 4 In which month will he finish his education?2 Who is he writing to? 5 Why does he want to work for TST?3 What has he seen in the newspaper? 6 Has he worked in an office before?

h Explain who does what, in the right order, using these verbs and your answers from exercice c.

1 First, the employer places an advert in the newspaper.

2 Then, the job-seeker reads the advert.

3 ...

i Where might you find or hear these sentences?

1 I left the company after three years since there was no possibility of progress to a more senior position.

2 We regret to inform you that several candidates are better qualified and have greater experience than yourself.

3 How do you describe yourself in the words of an honest and fair colleague?

4 Applicants should have experience in setting up projects without supervision.

5 We have the pleasure to offer you the job of Consultant with a salary of 800 dollars per month.

6 I read the job description in your advertisement and I am confident that I am suitable for the job.

research send complete update place reply read write ask for

72

Teaching TIpsJob InterviewsTell the students that you will be talking about job interviews today. D efine the words benefit and qualification on the board.Make a chart with the headings benefits and qualifications on theboard and ask the students to write the following words under the appropriate headings. promotion / work experience / medical insurance / vacation / bachelor / masters / doctor degree / references / salary / wage / housing / license / commissions / tips / bonus / being well-spoken / being hardworking / discount on goods / training courses / dental insurance / creativity / report card transcript / raise / neat appearance / dress

In a group, decide what the most important qualifications andbenefits are.

Most Im portant Ben efits: _____________ ____________Most Im portant Qu alifications: _______ __________________

D ivide the class into two groups: companies seeking to hireemployees and people seeking to find jobs.

The companies line up in a row. An d the job seekers go from company to company and ask about the jobs. The job seekers are primarily interested in what benefits they can get. The companies are primarily interested in the qualifications of potential employees.

Bef ore you let the students start, you should probably model anexample interview with one student.

Both groups should fill out the table on their activity worksheet.An d when they are done and if time permits, you can ask the

employers who they would like to hire and why.

Employee Sheet J ob Types

Name of company

J ob

Salary

Location

Ben efitsIn centives

PromotionsRais es

Questions to ask employers:

What company do you represent?What kind of job do you offer?H ow much does the job pay?Where is it located?D o you offer any benefits?I s there any chance for a promotion or a raise?

Y our Name:Work Experience:Y our Major:Special Skills:Good Points:Ba d Points:

Employee Sheet Ap plicant I nformation

Name of applicant

Experience

Major

Skills

Good points

Ba d points

Questions to ask applicants:

Could you spell your name please?What kind of experience do you have?What did you study at university?D o you have any special skills?What are your good points and bad points?

Company Name:J ob D escription:J ob Salary:Location:Ben efits and In centives:Promotions and Rai ses:

Business Online

Unit

10

73

Lesson One

Learning Objectives

■ Talking about doing business online■ Talking about likes and dislikes ■ Practising giving reasons in order to justify answers

Warm-up

■ Working alone, students fill up a KWL chart. In the K column, they write what they already know about ecommerce. In the W column, they write what they would like to learn.

■ Put students in groups of five and allow them time to fill up the L column with new information that they have learned from their partners.

A Dialogue1






Answers1 existing company2 to expand into other regions3 pharmacies all over Syria4 first discussing needs and then installing the hardware and software5 One advantage of online business is that it allows you to reach similar companies all over your country. On the other, a disadvantage is that it needs to be financed.6 He’ll give him the details to contact CiraPharma.7 a8 d

2

■ Put students in pairs and allow them time to complete the task.


■ When they have finished, allow time for a whole classroom discussion.


Teaching Tips + ActivityIdeas for Using Dialogues in the Language ClassroomI deas for using dialogues to help students develop their conversation skills is common practice in most English classes. On e of the main advantages of using dialogues is that students are given a rubric as a basis on which they can then build. On ce they have become comfortable using a dialogue, students can then go on to have related conversations building on their familiarity with the dialogue and the vocabulary specific to the situation.

D ialogues can be used in many ways in a classroom. H ere are afew suggestions for using dialogues in the classroom:

• In troduce new vocabulary and help students become familiar with standard formulae used when discussing various topics.

• D o a gap-fill exercise for students as a listening exercise• U se dialogues for roleplays.• Hav e students write dialogues to test key vocabulary and

language formulae.• Hav e students memorise simple dialogues as a way of

helping them improve their vocabulary skills.• A sk students to finish a dialogue.

Activity Put students in pairs and tell them that they are going to write a dialogue and present it in class three sessions from now.The topics of the dialogues should be about themselves, theirlives, families, hobbies, etc. They need to pick a topic anddiscuss what they will ask and say. Encourage them to avoidmaking the dialogue a question and answer interrogation. On day two, they must bring a written outline and beginpractising it orally, in pairs, not in front of the group. Theteacher should circulate and begin to “m ark up” their scripts.Leave as much as 15 minutes for general Q&A from the classabout “h ow to say this and that” . The rest of the class maybenefit from the questions others ask so encourage them to takenotes, putting them in a linguistic diary or journal. On day three, the scripts should be polished - they have tohave been working out of class. A t this stage, edit them closely,group to group, and have them present a part, at least, to you asyou circulate. On day four, they present.

Business Online10

53

A Dialogue 1 Read the dialogue and answer the questions.

Ahmed: Where do you do most of your business?Client: Right now, 90% of it is in Damascus. But we want to expand into other regions.Ahmed: Then you should consider doing business online. The advantage is that you can reach

pharmacies all over Syria for very little cost.Client: But isn’t it expensive to set up?Ahmed: Not at all. Let me give you an example. One of our clients was in the same situation.

Now he is doing four times more business in Middle and Upper Syria.Client: What do I have to do?Ahmed: First, we discuss your IT needs. Then you install the hardware and the right kind of

software.Client: Are there disadvantages?Ahmed: Of course, you need to finance the set-up costs. But higher sales will pay for this. We

can go over your figures together and see how long that will take.Client: How do I contact the pharmacies which my sales force don’t visit at present?Ahmed: There’s a project called CiraPharma. I’ll give you the details after lunch.

Questions1 Is Ahmed advising a client about his existing company or a new company?2 What is the client’s business plan?3 Who could the client contact in the future?4 What is Ahmed’s suggestion?5 Find in the dialogue one advantage and one disadvantage of online business.6 What is Ahmed going to do later with the client? 7 ‘Finance’ in ‘finance the set up costs’ means ______. a finding money for b borrowing c paying back d saving8 ‘Go over’ in ‘go over your figures’ means ______. a correct b complete c add up d analyse 2 Discuss the following questions.

1 What do you like or don’t like about shopping? What are the advantages of shopping online?2 Which of the following items would you buy online? Why? books and magazines / clothes / perfume / groceries / holidays / jewellery3 Which of the items in question 2 would you not buy online, and why? 4 Give three reasons why some people prefer not to buy goods and services online.

74

B Listening 3

■ Give the students time to read the questions.

■ Play the recording and ask students to listen without writing anything. Play the recording another time and ask students to listen and answer the questions.

■ Put students in pairs in order to compare their answers or play the recording again for students to compare their answers.

AudioscriptTelephone call 1(Telephone rings)Secretary Office Needs. Good morning.Caller Hello. I have an appointment with Mr Newman at 10 o’clock. My name’s James Anderson.Secretary Ah, yes, Mr Anderson. What can I do for you?Caller I’m afraid I can’t get to the meeting. Could you apologise to Mr Newman for me?

Telephone call 2(Telephone rings)Secretary Office Needs. Good morning.Caller Oh, Hello. It’s Mary Jones here.Secretary Hello Ms Jones. What can I do for you?Caller Can you tell me what time the meeting is tomorrow?

Telephone call 3(Telephone rings)Secretary Office Needs. Good morning.Caller Good morning. This is Mike Baldwin from Baldwin Carpets. Can you send us 6 boxes of photocopy paper as soon as possible, please?

Answers1 cancel a meeting2 ask for information3 to place an order

Lesson Two

Learning Objectives

■ Identifying functions■ Demonstrating understanding of a text by completing a gap fill exercise■ Using language meaningfully in context

C Identifying functions4 and 5

■ Put the students into pairs and tell them that they must match the functions with the example sentences.

■ Point out that they should give a new example of each function. Go round to offer help where necessary.

■ Ask volunteers to share their answers with the class.

Answers4

1 c / 2 b and j / 3 i / 4 d / 5 h / 6 k / 7 l / 8 f / 9 a and g / 10 e5

Students’answers


Lesson Three

Learning Objective

■ Practising reporting phone calls

D Reporting phone calls6

■ Direct the students’ attention to the example sentence. Make sure that you discuss with the students the important issue of changing the verb tense when moving from direct to reported speech and vice versa. (‘Why are you laughing?’ my instructor asked [present continuous] becomes My instructor asked me why I was laughing. [past continuous]. Note that pronouns may also need to be changed.)

■ Then ask students, working alone, to rewrite sentences 2-7 using reported speech. Go round and offer help if necessary.

■ Invite volunteers to read aloud their answers.

Answers2 She rang to ask about the advertisement in the newspaper.3 He phoned to ask for a price list. / He phoned for a price list.4 She called to speak to the manager.5 Don called to ask me when I would start designing the website.6 He phoned to apologise for the mistake. 7 She phoned to ask for a copy of the new price list.

54

B Listening

3 Listen to three people calling Office Needs. Answer the questions about the purpose of each call.

Call 1 Is the caller phoning to arrange a meeting or to cancel a meeting?Call 2 Is the caller phoning to ask for permission or to ask for information?Call 3 Is the caller phoning for information or to place an order?

C Identifying functions

4 Match example sentences to these functions.

5 Give another example of each function.

D Reporting phone calls

He / shephoned

rangcalled

about for

the advertisement.a catalogue.some information.

to

discuss / talk about...ask about / ask for...speak to...say that...invite us to...order / arrange...

FUNCTIONS

1 asking for permission 2 asking for information 3 requesting help 4 promising 5 giving directions 6 identifying yourself on the phone 7 identifying yourself face-to-face 8 apologising and explaining 9 offering to do something10 inviting

SENTENCESa Can I carry your case?b Can I buy a ticket here?c Can I come in, please?d I won’t tell anybody.e Come and have lunch with me.f I’m very sorry. I forgot about it.g If you’d like to wait, I can go and find her for you.h Go down North Street and you’ll find our office on the left.i Can you help me?j Can you type?k It’s Ali here.l Hello, I’m Bashir Assaf.

75

Lesson Four

Learning Objective

■ Demonstrating understanding of a text by completing a gap fill exercise

E Vocabulary7

■ Read the gapped sentences with the class.

■ Answer any vocabulary questions they might have.

■ Ask students to complete the task by filling in the blanks with the proper words. Go round and offer help where necessary.


Answers 1 wireless communication 2 network 3 cell phones 4 portable 5 modems 6 high-bandwidth 7 devices 8 converge 9 distribution 10 e-commerce

Teaching TipsVocabulary Teaching TechniquesThere are numerous techniques concerned with vocabularypresentation. H owever, there are a few things that have to beremembered irrespective of the way new lexical items are presented. I f teachers want students to remember new vocabulary, it needs to be learnt in context, practised and then revised to prevent students from forgetting.

Teachers must make sure students have understood the new words, which will be remembered better if introduced in a “m emorable way” . Be aring all this in mind, teachers have to remember to employ a variety of techniques for new vocabulary presentation and revision.Ga irns and R edman (1986) suggest the following types of vocabulary presentation techniques:

1 Visual techniques. These pertain to visual memory, which isconsidered especially helpful with vocabulary retention. Learnersremember better the material that has been presented by means of visual aids. V isual techniques lend themselves well to presenting concrete items of vocabulary and nouns; many are also helpful in conveying meanings of verbs and adjectives. They help students associate presented material in a meaningful way and incorporate it into their system of language values.

2 Verbal explanation. This pertains to the use of illustrativesituations, synonymy, opposites, scales, definition and categories.

3 Use of dictionaries. U sing a dictionary is another techniqueof finding out meanings of unfamiliar words and expressions.Students can make use of a variety of dictionaries: bilingual,monolingual, pictorial, thesauri and the like. A s F rench Al lenperceives them, dictionaries are “p assports to independence,” andusing them is one of the student-centered learning activities.

Ideas for Vocabulary ActivitiesThe following ideas for vocabulary work in class may not be equalto authentic, real-life situations but they are useful and effectiveways to teach vocabulary to ESL students.

1 Brainstorming : This is useful for revision and for the introduction of new words. This technique can be used as a warm-up exercise or as a way to teach new vocabulary. Teachers write a single word in the middle of the board and ask students to brainstorm any words they can think of that are connected to that word in some way. Teachers write down all suggestions with a line connecting them to the original word. A t the end of the exercise, there will be a star-like diagram of associated vocabulary linked to the original word. Students will have had the opportunity to learn new words, suggested by others, that they didn’t know at the beginning of the lesson. A discussion of new words can take place at the end of the brainstorming exercise.

2 Identifying known words: This is a morale-boosting exercise in that it stresses what students know rather than what they don’t know. I t also encourages student co-operation and peer-teaching in class. Students are given a text and asked to underline all the words they know. They are then split into groups to share their knowledge.They must explain what they know to others who don’t, in English. A t the end of the exercise, each group presents their remaining unknown words which are thrown open to the floor for discussion and explanation by the whole class. This method is built entirely around the students as the teacher only intervenes at the end, as a last resort, if students are unable to explain a word accurately.

3 Fill in the blanks: Students are split into groups and given a text in which words have been removed. Their task is to fill in the blanks with the correct words. Teachers can provide a list of possible words for weaker groups and let stronger groups guess without a backup list. This exercise is not only effective for learning and revising vocabulary but also for learning correct grammar tense usage.Teachers can use worksheets that have already been designed for this type of exercise or they can create their own fill-in-the-blank worksheets.

There are endless ways to teach vocabulary to ESL students. O therthan the methods listed in this article, teachers can also useflashcards or put students into real-life situations where they areforced to understand the meaning of the words through the context in which they find themselves.

55

Business Online 6 Say why these people telephoned you.

Example1 Ali: “We’re having a party next Saturday. Would you like to come?He phoned to invite me to a party.

2 Wafaa: “Hello. I saw your advertisement online.”3 Falleh: “Could you send me a price list, please?”4 Huda: “Hello. May I speak to the manager, please?”5 Don: “When would you start designing the website?”6 Walid: “I’m sorry about the mistake.”7 Salwa: “Could you send me a copy of the new price list?”

E Vocabulary 7 Fill in all the gaps using the words in the box.

cell phones converge devices distribution e-commerce high-bandwidth modems network portable wireless communication

Tim: How’s school going, Barbara? Are you taking any new classes? Barbara: I’m taking a really interesting course called “Business and the Web.” We’re learning

about (1) ________ and how new technological developments will affect the way we buy, sell and market things in the future.

Tim: Wow, that sounds like something I should take. Barbara: I think it’s one of the most useful courses I’ve had so far. Right now, we are

studying (2) ________. It’s a fascinating field. We’ve had several lectures on how the increasing use of (3) ________ has led to the development of a whole new generation of (4) ________ computers and hand-held electronic (5) ________.

Tim: What other kinds of topics will you be covering? Barbara: We’re going to discuss (6) ________ Internet connections, like cable

(7) ________, which allow us to exchange information more quickly. We will focus on how Internet, TV, radio and telephone technologies are all starting to come together.

Tim: I’ve been reading about that in the newspaper. But how does that relate to online business?

Barbara: As these technologies (8) ________ in the near future, a new high-speed (9) ________ will develop which will be perfect for the (10) ________ of products and services online.

76

Lesson Five

Learning Objectives

■ Rewriting sentences in direct speech■ Rewriting sentences in reported speech

Grammar

past tenses in reported speech

Mini-Grammar

Reported Speech

Direct speech Indirect speech

Present simpleShe said, “It’s cold.”

Past simpleShe said it was cold.

Present continuousShe said, “I’m reading a book.”

Past continuousShe said she was reading a book.

Present perfectShe said, “I’ve been on the web since 1999.”

Past perfectShe said she had been on the web since 1999.

Present perfect continuousShe said, “I’ve been teaching for seven years.”

Past perfect continuousShe said she had been teaching for seven years.

Past simpleShe said, “I taught online yesterday.”

Past perfectShe said she had taught online yesterday.

Past continuousShe said, “I was teaching earlier.”

Past perfect continuousShe said she had been teaching earlier.

Past perfectShe said, “The lesson had already started.”

Past perfectShe said the lesson had already started.

Past perfect continuousShe said, “I’d already been teaching for five minutes.”

Past perfect continuousShe said she’d already been teaching for five minutes.

Modal verb forms also sometimes change:

Direct speech Indirect speech

willShe said, “I’ll teach English online tomorrow.”

wouldShe said she would teach English online tomorrow.

canShe said, “I can teach English online.”

couldShe said she could teach English online.

must She said, “I must have a computer to teach English online.”

had toShe said she had to have a computer to teach English online.

shall She said, “What shall we learn today?”

shouldShe asked what we should learn today.

mayShe said, “May I open a new browser?”

mightShe asked if she might open a new browser.

Note - There is no change to: could, would, should, might andought to.Direct speech Indirect speech

“I might come”, he said. He said he might come.

You can use the present tense in reported speech if you want tosay that something is still true i.e. my name has always been andwill always be Rima so:

Direct speech Indirect speech“My name is Rima”, she said. She said her name was Rima. or She said her name is Rima.

Time changeExpressions of time if reported on a different daythis (evening) that (evening)today yesterday these (days) those (days)now then(a week) ago (a week) beforelast weekend the weekend before last / the previous weekendhere therenext (week) the following (week)tomorrow the next/following day

Pronoun changeIn reported speech, the pronoun often changes.For example:

“I teach English online.” She said she taught English online.

56

F Grammar

Past tenses in reported speechWhen a reporting verb is past (e.g. said), verbs in the speech usually change.

SPEECH REPORTED SPEECH(present) ---------------------------------------------------->(past)

‘She likes to shop online.’ --------------------> John said she liked to shop online.

‘We are checking the emails.’ ----------------> They said they were checking the emails.

(will) ------------------------------------------------------->(would)

‘I will update the website.’ ------------------> John said he would update the website.

(past simple and present perfect) ----------------------------------> (past perfect)

‘She has placed an online order.’ -------------> John said she had placed an online order.

The past perfect tense is made with had + past participle.Example I had gone, You had gone, He had gone, They had gone

8 What were the speakers’ words?

Example1 Hassan said that Ali had gone home. “Ali has gone home.”

2 Salah said that Sami had 18 years of experience in online business.3 The secretary told me yesterday that she had sent the email on Monday.4 The receptionist said she would give him the message.5 Omar apologised and said he didn’t know the manager’s email address.

9 Rewrite these sentences in reported speech.

Example1 Hassan: “Ali has left the office.” Hassan said that Ali had left the office.

2 Sami: “The telephone is ringing.” 3 Huda: “I’ll answer it.”4 Sami: “Salwa has just answered it. 5 Caller: “I’m phoning about the horse.”6 Salwa: “I don’t understand.” 7 Caller: “Sorry. I dialled the wrong number.”8 Salwa: “The man phoned about a horse.”

G Reading 10 Read the text on the following page and answer the questions below.

Questions1 If you order from BOE today, when will you get the goods?2 In which year did BOE Syria begin trading?3 Why is it quicker to buy from the website than from a shop?4 How can a customer see information about office desks? 5 What information must the customer give when he orders?6 What can companies do if they want to order now and pay later?7 If a personal customer does not have a credit card, how and when does he pay?8 If a customer needs help, which department at BOE can he phone?

77

F Grammar8 and 9



■ Go through the example in item 1 and make sure all students understand what they have to do in the exercise.

■ Allow time for students to complete the task individually or in pairs.


Answers8

2 “Sami has 18 years of experience in online business.” 3 “I sent the email on Monday.”4 “I will give him the mesage.” 5 “I’m sorry, I don’t know the manager’s email address.”

92 Sami said that the telephone was ringing.3 Huda said that she would answer it.4 Sami said that Salwa had just answered it.5 The caller said that he was phoning about the horse.6 Salwa said that she didn’t understand.7 The caller apologised and said that he had dialled the wrong number.8 Salwa said that the man had phoned about a horse.


Lesson Six

Learning Objectives

■ Reading about the accounts department■ Arranging paragraphs to make a coherent text■ Comparing types of financial record keepers

G Reading10


■ Give the students plenty of time to read the passage silently and carefully.

■ After they have finished reading, get the students to do the task orally or in writing.


Answers1 tomorrow2 in 19603 You can choose and buy without leaving your chair.4 Click on ‘office furniture’ or search for ‘office desks.’5 Name, address and telephone number.6 They can complete a form online to arrange credit.7 Cash on delivery8 Customer services


57

Business Online

B O E SY R I A The Bes t O f f i ce Equ ipment in Syr ia We lcome. Start yo ur on l i ne shopp i ng

at BOE . F i nd the best products at

the best pr ices .

Why buy f rom the BOE websi te?

* BOE i s a name yo u can t r ust . We’ve

been i n bus i ness s i nce 1960.

* P r ices are l ower than i n the shops .

* We update th i s s i te every day , so

yo u can see the newest products .

* S ave t i me . C hoose and buy w i tho ut

l eav i ng yo ur c ha i r .

HOW DO I ORDER P RODUCTS?

1 Se l ect a product f rom the l i st .

C l ic k on i t to see i n format i on and

pr ices .

* bas ic of f ice stat i onery

* e l ectron ic i tems

* of f ice furn i ture

* of f ice mac h i nes

* p aper and enve l opes

* pens and penc i l s

* computer supp l i es

Or searc h for a product here

GO

HOW DO I PAY?

Comp an i es

C l ic k here and compl ete the form to

arrange c red i t o r p ay on de l ivery .

SP EC IAL TODAY

ONLY 30 SYP

2 Order the i tems that yo u want .

J ust c l ic k on the i tems and enter

yo ur name, add ress and te l ephone

number i n the box .

Any quest i ons?

Ema i l

c ustomer-serv ices@boe .com

or

phone o ur spec i a l c ustomer serv ices

number : 96311 365****

Pesona l c ustomers

Enter yo ur c red i t card number when

yo u order or p ay cash on de l ivery .

78

Activity 1The following text may be used for further practice.

Before Reading1 In pairs discuss two positive and two negative ways in whichonline shopping affects the retail business.2 Skim the article and find out why some retailers are worried.

After ReadingR ead the article and answer the questions.

Worry for Retailers as Web Shopping Clicks into Place

F or traditional stores, online shopping has become a causefor concern in a difficult retail environment. The I nternet isaccounting for more spending than ever. In addition, it alsomakes it easier for consumers to compare prices across a farbigger selection of items than a trip to the high street.

“T he way the In ternet encourages people to shop about is having a big impact on the market,” says Nick Gla dding of V erdict R esearch, a consultancy. In ternet retailers have been able to offer cut-throat prices because they do not have to bear the cost of running a physical shop.

Price comparison websites where a shopper can compare priceson any product from D V D s to perfume to get the best deal, makethe market even more competitive. “I t is a lot more competitiveonline because you are always just one click away from a rival,”says a CEO .

R etailers selling electrical goods have been particularly hit by the In ternet, as items such as televisions and D V D players become more common purchases. This creates a dilemma for retailers who sell products both online and in shops.

Some bricks-and-mortar retailers are adopting a model of dualpricing in order to keep their position online while maintainingmargins in their shops. Mr Gla dding says dual pricing will become harder to practise as consumers become better at surfing the In ternet. “In the long run, prices must come together,” he says.

To be successful in operating in the online and offline world,retailers should probably try to integrate the two as muchas possible. Some businesses, for example, have set up theiroperation to allow customers to shop online, over the telephoneor in stores.

Answer these questions about the article.

1 Giv e two reasons why shopping makes the market extremely competitive.2 Why are retailers who sell products both online and in shops in a difficult position?3 Why is the practice of dual pricing only a short-term solution, according to Mr Gla dding?4 H ow can retailers make the best of both the online and offline world?

Activity 2

Use the following information to write a Curriculum Vitae.

• 1992- 1996 BS Chemical Engineering• Br itish• 336 W. Chugalug Way, Sentinel, WY 33666• 1997 – 2000 Hal ogen Energy Services (T echnical

Professional)• K arol Miner• Manage People and Projects• Mr Ar chie Weatherby CEO TST• Mr Geor ge Gi lhooley Personnel Manager TST• R esearch Inf ormation and Ana lyse O ptions• Painting• 2000 – 2005 TST (Pr ocess Engineer / Technical Support)• 2005 – Present: TST (S enior Process Engineer / Technical

Support)• 444- ***- *****• 25 / 7 / 1975

AnswersName K arol MinerA ddress 336 W. Chugalug Way, Sentinel, WY 33666Telephone 444- ***- *****D ate of Bir th 25 / 7 / 1975Nationality Br itishEducation 1992- 1996 B S Chemical EngineeringWork Experience 2005 – Present: TST (S enior Process Engineer / Technical Support) 2000 – 200 5 TST (Pr ocess Engineer / Technical Support) 1997 – 200 0 H alogen Energy Services (T echnical Professional)Special Skills R esearch I nformation and Ana lyse Option s Manage People and ProjectsA ctivities and In terests PaintingR eferences Mr Ar chie Weatherby CEO , TST

Mr Geor ge Gi lhooley Personnel Manager, TST

79


Learning Objectives

■ Identifying duties of an interviewer and an interviewee■ Comparing and contrasting the duties of an interviewer and an interviewee■ Demonstrating understanding of a dialogue by completing its missing parts

Part Two: Oral Communication

A Revision

1 Meetingsa■ Give students time to read through the gapped text. Explain anynew vocabulary.

■ Let students complete the task in pairs.


Answers2 be 3 attend 4 discussing 5 would 6 should 7 going 8 will 9 looking 10 seeing

b / c


■ Ask students to check each other’s work in pairs, and thencollect it to mark.

Answersb and c

Students’ answers

Give as homework or revision: Activity Book,exercises a, b and c page 58


Learning Objectives

■ Identifying skills of an interviewer■ identifying the skills of an interviewee■ Demonstrating understanding of a dialogue by completing its missing parts■ Practising formulating questions■ Interpreting information on a Curriculum Vitae in order to write quesions for an interview

2 Interviewsa■ Divide the class into two groups and put students in each group inpairs. Ask the pairs in Group A to do the interviewer’s task and pairs inGroup B will do the interviewee’s task.■ When they have finished, ask pairs from Group A to join with otherpairs from Group B. Allow time for them to compare answers anddiscuss any differences.

Answers1b / 2c / 3e / 4d / 5a1c / 2e / 3a / 4b / 5d

b■ Allow time for the students to complete the task either individually or in pairs.■ Go round and offer help where necessary.■ Check answers as a whole class.


Give as homework or revision: Activity Book,exercises a and b page 59

Correspondence

99

Part Two: Oral CommunicationA Revision1 Meetings

a Khaled is general manager of a fuel research company. He phones Hanan to ask her to come to a meeting to discuss items on the agenda below. Complete Khaled’s phone call. Use the correct form of words in the box.

Hello! Is that Hanan? Hello Hanan, it’s Khaled here. I’m (1) __holding__ a staff meeting next Thursday the 14th. Would you (2) _________ able to (3) _________ the meeting? We’ll be (4) _________ the specifications of the new hydrogen fuel cells and I (5) _________ like to decide how many fuel cells we (6) _________ order. In addition, I’m (7) _________ to annouce the date of our new project, and I (8) _________ also create a new project team. I’m (9) _________ forward to (10) _________ you at the meeting. Bye.

b The following is an old draft of the agenda for the meeting. Rewrite it according to Khaled’s telephone call, and in the correct order.

Staff meeting 14 October Agenda

1 Number of new fuel cells to be ordered2 Date for ordering new hydrogen fuel cells3 Creation of two new project teams4 Date of new project

c Hold a short meeting with some classmates. Make some suggestions for improving an aspect of school life. Then write the minutes of your meeting below.

Minutes of Meeting Date: _________

Present: ________________________________________

Main agenda

1 _____________________________________________

2 _____________________________________________

3 _____________________________________________

AOB*:

_______________________________________________

*AOB: Any Other Business

look go attend be see discuss hold would should will

2 Interviews

a Learn more about job interviews by matching (1–5) to (a–e).

Job interviews are useful for both interviewers and interviewees.

The interviewer can:

1 discuss information on the application form a interest and motivation.2 check the interviewee’s appearance such as b to find out more details.3 rate his / her communication skills c is he / she clean and smart?4 assess his / her social skills such as d politeness and ability to get on with5 form an opinion about the interviewee’s people. attitude to the job by asking about e to check his/her ability to explain clearly.

1 ______2 ______3 ______4 ______5 ______

The interviewee can:

1 find out more about the job especially a to learn how to deal with them.2 check the working environment such as b to become familiar with the theme rules.3 see what the other workers are like c schedule and holidays.4 meet the boss d what are my rights?5 ask questions such as e comfort, safety and pleasantness of the workplace.

1 ______2 ______3 ______4 ______5 ______

b Supply the missing parts in the following dialogue.

Mona is being interviewed for a part-time job in an office.

Interviewer: Would you like to ask me any questions, Mona?Mona: (a) __________________________________________________Interviewer: Very well. What is your first question?Mona: (b) __________________________________________________Interviewer: We pay our employees 15000 SYP per month.Mona (c) __________________________________________________Interviewer No, they don’t. They only work overtime once or twice per month.Mona (d) __________________________________________________Interviewer Yes, they are. All our employees are given free training.

100

80

Lesson One

Learning Objective

■ Describing the process of designing banknotes

Warm-up■ Tell students that they are going to read a dialogue about the process of designing banknotes. Tell them to fill a KWL chart. In the K column they write about their prior knowledge. In the W column they write about what they want to learn. Tell them that they can fill the L column after they have read the dialogue.

A Dialogue1

■ Tell students to read the dialogue silently. Then, ask them to answer the questions in pairs before you check the answers with the whole class.

Answers1 It’s a long process. Once the designs have been approved, the bank contracts the printing of the notes to security printing companies. The banknotes are printed 45 to a sheet, cut and delivered to the bank.2 Financial institutions examine the notes and return to the bank any notes that are considered unfit for further circulation.3 100% cotton paper

Teaching TipsDev eloping Listening ActivitiesAs you design listening tasks, keep in mind that completerecall of all the information in an aural text is an unrealisticexpectation to which even native speakers are not usually held.Listening exercises that are meant to train should be success-oriented and build up students’ confidence in their listening ability.

Construct the listening activity around a contextualised task.

Contextualised listening activities approximate real-life tasks andgive the listener an idea of the type of information to expect andwhat to do with it in advance of the actual listening. Locatingplaces on a map or exchanging name and address information areexamples.

Define the activity’ s instructional goal and type of response.

Each activity should have as its goal the improvement of oneor more specific listening skill(s). Recognising the goal(s) oflistening comprehension in each listening situation will helpstudents select appropriate listening strategies.

Use pre-listening activities to prepare students for what theyare going to hear or vie w.

The activities chosen during pre-listening may serve aspreparation for listening in several ways. During pre-listening theteacher may:

• assess students’ background knowledge of the topic and linguistic content of the text

• provide students with the background knowledge necessary• for their comprehension of the listening passage or

activate the existing knowledge that the students possess• clarify any cultural information which may be necessary to

comprehend the passage• make students aware of the type of text they will be

listening to, the role they will play and the purpose(s) for which they will be listening

Sample pre-listening activities are:• looking at pictures, maps, diagrams or graphs• reviewing vocabulary or grammatical structures• reading something relevant• constructing semantic webs• predicting the content of the listening text• going over the directions or instructions for the activity• doing guided practice

Match while-listening activities to the instructional goal, thelistening purpose and students’ proficiency lev el.

While-listening activities relate directly to the text, andstudents do them during or immediately after the time theyare listening.

If students are to complete a written task during or immediatelyafter listening, allow them to read through it before listening.Students need to devote all their attention to the listening task.Be sure they understand the instructions for the written taskbefore listening begins so that they are not distracted by theneed to figure out what to do.

Keep students’ writing to a minimum during listening. Remember that the primary goal is comprehension, not production. Having to write while listening may distract students from this primary goal. If a written response is to be given after listening, the task can be more demanding.

Financial Marketsand Banknotes

Unit

11

11 Financial Markets and Banknotes

58

A Dialogue


Mum: Hello, did you have a good day at college today?

Lama: Yes, I did. The teacher explained to us the design, production and distribution of banknotes.

Mum: Really? That sounds interesting!Lama: Yes, it is. Did you know, it takes

several years to design a series of banknotes. Once the designs have been approved, the bank contracts the printing of the notes to security printing companies. The banknotes are printed 45 to a sheet, cut and delivered to the bank.

Mum: What happens next?Lama: Well, the bank supplies financial

institutions with enough banknotes to satisfy public demand. Financial institutions examine the notes and return to the bank any notes that are considered unfit for further circulation.

Mum: What kind of paper is used for printing?

Lama: Nowadays, banknotes are printed on 100 percent cotton paper. The paper-making industry has long acknowledged the superior quality of cotton-based paper over wood pulp paper. It is both more durable and more resistant to fading. For these reasons, cotton paper has been used for banknote production for several centuries.

Questions1 Is the process of designing banknotes long or short? Describe it.2 What happens in the financial institutions?3 What kind of paper is used for printing banknotes?

81

Organise activities so that they guide listeners through the text.Combine global activities such as getting the main idea, topicand setting with selective listening activities that focus ondetails of content and form.

Use questions to focus students’ attention on the elements of thetext crucial to comprehension of the whole. Before the listeningactivity begins, have students review questions they will answer orally or in writing after listening. Listening for the answerswill help students recognise the crucial parts of the message.

Use “predicting” to encourage students to monitor theircomprehension as they listen. Do a predicting activity beforelistening, and remind students to review what they are hearing tosee if it makes sense in the context of their prior knowledge andwhat they already know of the topic or events of the passage.

Give immediate feedback whenever possible. Encourage studentsto examine how or why their responses were incorrect.

Sample while-listening activities are:

• listening with visuals• filling in graphs and charts• following a route on a map• checking off items in a list• searching for specific clues to meaning• completing cloze (fill-in) exercises• distinguishing between formal and informal registers

Lesson Two

Learning Objective■ Demonstrating understanding of a text by completing a gap fill exercise

B Listening 2


■ Tell students to open their books and complete the text.


■ If people have made mistakes, play the recording again so that they can hear why an answer is wrong.

AudioscriptEconomic growth and prosperity are created primarily by the productivity of the workforce, the quantity and quality of the capital stock, the availability of land and natural resources, the state of technical knowledge and the creativity and skills of entrepreneurs and managers.

Extensive experience highlights the crucial supporting role that financial factors play in the economy. An entrepreneur with a great new idea for building a better mousetrap typically must use financial capital, perhaps from a bank or a venture capitalist, to transform that idea into a profitable commercial enterprise. To expand and modernise their plants and increase their staffs, most firms must turn to financial markets or to financial institutions to secure this essential input. Families rely on the financial markets to obtain mortgages or to help finance their children’s educations. In short, healthy financial conditions help a modern economy realise its full potential. For this reason, one of the critical priorities of developing economies is establishing a modern, well-functioning financial system.

Answers1 workforce 9 venture capitalist2 capital stock 10 profitable commercial enterprise3 natural resources 11 plants4 technical knowledge 12 staffs5 entrepreneurs 13 financial markets6 managers 14 mortgages7 financial factors 15 children’s education8 financial capital


Lesson Three

Learning Objective

■ Identifying the meaning of idioms

C Idioms3

■ Students work individually to match the idioms with their definitions.

■ Ask students to exchange books and mark their partners’ work as you give the correct answers orally.

Answersa 6 / b 3 / c 5 / d 4 / e 9 / f 2 / g 1 / h 7 / i 8

59

Financial Markets and BanknotesB Listening

2 Listen and complete the text. Economic growth and prosperity are created primarily by the productivity of the (1) ________, the quantity and quality of the (2) ________, the availability of land and (3) ________, the state of(4) ________ and the creativity and skills of (5) ________ and (6) ________.

Extensive experience highlights the crucial supporting role that (7) ________ play in the economy. An entrepreneur with a great new idea for building a better mousetrap typically must use (8) ________,perhaps from a bank or a (9) ________, to transform that idea into a (10) ________. To expand andmodernise their (11) ________ and increase their (12) ________, most firms must turn to (13) ________ or to financial institutions to secure this essential input. Families rely on the financialmarkets to obtain (14) ________ or to help finance their (15) ________.

In short, healthy financial conditions help a modern economy realise its full potential. For this reason, one of the critical priorities of developing economies is establishing a modern, well-functioning financial system.

C Idioms

3 Match the idioms with their definitions. You may refer to the sentences below for help.a pay off 1 a top corporation officer

b fair play 2 transfer (a figure) from one column or book to another

c in the long run 3 follow the rules, act justly

d give the green light 4 give permission to go ahead with a project

e tight spot 5 after some time finally

f carry over 6 make a profit, be successful

g a captain of industry 7 debt

h red ink 8 take advantage of an opportunity

i strike while the iron is hot 9 difficult situation

– Our company is still facing difficult times and we will have to carry over last year’s losses to this year.

– We decided to strike while the iron was hot and began to market the product around the time of the Olympics. – The company is very good to work for as they always use fair play when they are bargaining with their employees. – Our boss gave us the green light to begin work on the new sales promotion.

– The company has been losing money recently but in the long run they should do very well.

– The computer manufacturing company has been in a tight spot since the shortage of computer chips.

– The company’s efforts finally paid off and it’s starting to make good profits.

– The president of our company was a captain of industry and after he retired he was appointed to many government boards.

– The automobile company has been drowning in red ink since the US dollar began to rise.

Lesson Four

Learning Objectives

■ Demonstrating an understanding of the relationship between pictures and sentences■ Practising giving reasons■ Talking about counterfeiting

D Counterfeiting4■ Ask students to work in pairs to complete the task. ■ Check answers with the whole class.

Answersa The counterfeit medicines, oil, and engine parts were not as good as the real ones.b Counterfeit watches are cheap watches that customers buy because they have a famous name of a manufacturer on them.c Counterfeiting banknotes used to be rare.d The examples show that counterfeiting is a serious crime

5 and 6■ Do this task orally with the whole class, eliciting ideas from various students.■ Write students’ ideas on the board.

Answers5 and 6Students’ answers

Lesson Five

Learning Objective

■ Distinguishing between gerunds and infinitives

Grammar

gerunds and infinitives

E Grammar7



■ Ask students to work out the answers to the exercise relying on the information in the box.

■ Check answers with the whole class.

Answers1 to win; writing; travelling2 to save; to travel; wasting; to save; to make; leaving3 to go; fishing; to bring; to catch

Activity book page 40 exercises 2 and 3

Mini-Grammar + Activities

G erunds and In finitiv es (1)A gerund is a noun made from a verb by adding “-ing.” Thegerund form of the verb “read” is “reading.” You can use a gerundas the subject, the complement or the object of a sentence.

Examples:Reading is my favourite hobby. (subject of sentence)I don’t like writing. (object of sentence)My favourite occupation is reading. (complement of sentence)Infinitives are the “to” form of the verb. The infinitive form of“learn” is “to learn”. You can also use an infinitive as the subject, the complement or the object of a sentence.

Examples:To follow his advice seemed logical. (subject of sentence)The most important thing is to believe. (complement of sentence)I agreed to help Jack with his homework. (object of sentence)

Activity 1Put the v erb in brackets in the correct form.1 Dan enjoys (read) science fiction.2 Cheryl suggested (see) a movie after work.3 I miss (work) in the travel industry. Maybe I can get my old job back.4 Where did you learn (speak) Spanish? Was it in Spain or in Latin America?5 Do you mind (help) me translate this letter?

Answers1 Dan enjoys reading science fiction.2 Cheryl suggested seeing a movie after work.3 I miss working in the travel industry. Maybe I can get my old job back.4 Where did you learn to speak Spanish? Was it in Spain or in Latin America?5 Do you mind helping me translate this letter?

82

60

D Counterfeiting

4 Look at the pictures and the information about counterfeiting and then complete the sentences.

a The counterfeit medicines, oil, and engine parts were …

b Counterfeit watches are …

c Counterfeiting banknotes used to be …

d The examples show that counterfeiting is …

5 In your opinion, is counterfeiting like stealing? Why or why not?

One of the fastest growing commercial crimes is counterfeiting.

Counterfeit medicines make big profits but can kill the users.

In another country, a plane with counterfeit engine parts crashed killing the passengers.

An example of counterfeiting is when abusinessman makes cheap watches and puts the name of a famous manufacturer on them.Customers buy them because the watches have a famous name on them.

Counterfeit cooking oil killed hundreds of people in one country a few years ago.

Counterfeiting banknotes isn’t rare anymore because of the advances in copying and other counterfeiting technologies.

?

83

Geru nds and In finitiv es (2)Gerunds can often be modified with possessive forms such as his,her, its, your, their, our, John’s, Mary’s, the machine’s and so on.This makes it clearer who or what is performing the action.Examples:I enjoyed their singing. (They were singing.)She understood his saying no to the offer. (He said no.)Sam resented Debbie’s coming late to the dinner. (Debbie camelate to the dinner.)We discussed the machine’s being broken. (The machine isbroken.) Activ ity 2Circle the correct answer.1 I can’t stand (to complain / complaining / her complaining) all the time.2 Our teacher won’t allow (us to use / to use / us using) dictionaries during the test.3 We advised (him to take, his to take, him taking) a taxi instead of walking to the restaurant.4 The city doesn’t allow (my parking / parking / to park) along curbs painted red.5 She prefers (my making / making / to make) dinner because she doesn’t like to cook.6 I hope you don’t mind (smoking / my smoking / me to smoke) while you eat.7 John is never on time to work! I hate (arriving / his arriving / him to arrive) late every day.8 Sarah urged (me to vote / to vote / me voting) in the next election.9 He needs to get a visa extension immediately. The authorities won’t permit (him staying / to stay / him to stay) in the country without a visa.

Answers1 I can’t stand her complaining all the time.2 Our teacher won’t allow us to use dictionaries during the test.3 We advised him to take a taxi instead of walking to the restaurant.4 The city doesn’t allow parking along curbs painted red.5 She prefers my making dinner because she doesn’t like to cook.6 I hope you don’t mind my smoking while you eat.7 John is never on time to work! I hate his arriving late every day.8 Sarah urged me to vote in the next election.9 He needs to get a visa extension immediately. The authorities won’t permit him to stay in the country without a visa.

Geru nds and In finitiv es (3)Some verbs can be followed by a gerund or an infinitive, but with a difference in meaning. Examples:Nancy remembered getting married: Nancy has a memory of getting married. Fred remembered to bring sunblock to the beach: Fred remembered that he needed to bring sunblock.

Some verbs can be followed by a gerund or an infinitive with little difference in meaning.

Examples:She likes swimming.She likes to swim.

Activity 3Write the words in brackets in the right form. 1 Sheryl forgot (bring) her purse, so I lent her ten dollars. 2 I completely forgot (come) here when I was a kid. But now I remember! My parents brought me here when I was three. 3 Lydia really regrets (drop) out of high school. She has really had to struggle to make a living because of that decision. 4 I regret (inform) you that Mr Smith has passed away. 5 Did you remember (to pack) your swimsuit? Our vacation in Hawaii won’t be much fun if you can’t go swimming. 6 Do you remember (be) stuck in that elevator when we were in New York? I thought we would never get out of there! 7 If you can’t find the key, try (open) the lock with something else, like a knife or a screwdriver. 8 She tried (tell) him the terrible truth, but she just couldn’t bring herself to do it. 9 I dread (think) of what might happen next.10 I dread (go) to work tomorrow. I think I’m going to call in sick.

Answers 1 to bring 2 coming 3 dropping 4 to inform 5 to pack 6 being 7 opening 8 to tell 9 to think 10 going

61

Financial Markets and Banknotes 6 Give reasons why people do the following:

a download music from the Internet

b buy counterfeit brands of clothes

E Grammar

Gerunds and InfinitivesA gerund is a noun made from a verb by adding -ing. You can use a gerund as the subject, the complement or the object of a sentence.

ExamplesReading helps you learn English. (subject of sentence)Her favourite hobby is reading. (complement of sentence)I enjoy reading. (object of sentence)

Infinitives are the “to” form of the verb. You can also use an infinitive as the subject, the complement or the object of a sentence.

Examples To learn is important. (subject of sentence)The most important thing is to learn. (complement of sentence)He wants to learn. (object of sentence)

NOTE: Some verbs in English are followed by gerunds and others by infinitives -yet others use both and sometimes with a change in meaning.

Examples She stopped to answer the phone.She stopped answering the phone.

7 Circle the correct answer.

1 Nate deserved (to win / winning) the prize for (writing / to write) that amazing short story about (to travel / travelling) through Peru.

2 Vince is determinded (to save / to saving) enough money (to travel / to travelling) to South Africa next year. If he avoids (to waste / wasting) his money and manages (to save / saving) what he needs (to make / making) the trip, he plans on (to leave /leaving) in June.

3 I can’t believe you wanted (to go /going) (to fish / fishing) and you forgot (to bring / bringing) a fishing pole. How did you expect (catching / to catch) any fish?

84

Lesson Six

Learning Objectives

■ Identifying the meaning of words from context■ Distinguishing between different types of financial institutions■ Practising research skills

F Reading8

■ Ask students to work out the answers to the questions in pairs.

■ When they have finished, allow students to compare their answers in pairs.


Answers1 Students’ answers2 a pool b incorporate c array d monitoring e fluctuation f reap3 support people: behavioural finance; real estate; financial markets manage the economic risks: technology and innovation; central banks; 4 a the process a government, central bank, or monetary authority of a

country uses to control (i) the supply of money, (ii) availability of money, and (iii) cost of money or rate of interest to attain a set of objectives oriented towards the growth and stability of the economy

b the degree to which an investor or business is utilising borrowed moneyc a series of unexpected cash withdrawals caused by a sudden decline in

depositor confidence or fear that the bank will be closedd an investment professional who helps individuals set and achieve their

long-term financial goals, through investments, tax planning, asset allocation, risk management, retirement planning and estate planning

5 Students’ answers

Activity book page 41 exercise 4

Teaching TipsMaking Oral PresentationsThe material of your presentation should be concise and tell an interesting story. In addition to the obvious things like content and visual aids, the following are just as important as the audience will be subconsciously taking them in • Your voice - how you say it is as important as what you say. • Body language - a subject in its own right and something about

which much has been written and said. In essence, your body movements express what your attitudes and thoughts really are.

Making the presentationGreet the audience and tell them who you are. Next, introduce your topic and then present the information. At the end review with the audience the main points you have mentioned in your presentation.

Delivery• Speak clearly and slowly. Don’t shout or whisper.• Pause at key points in order to emphasise important points.• Look at the audience but don’t fix on an individual - it can be

intimidating.• Avoid moving about too much.Visual AidsVisual aids significantly improve the interest of a presentation.However, they must be relevant to what you want to say. What you use depends on the type of talk you are giving. Here are some possibilities: overhead projection transparencies, powerpoint, video, real objects, plipchart and blackboard.

Preparing an Effective PowerPoint PresentationStep 1Draft an outline of your presentation highlighting the basicconcepts and major points you intend to cover.Step 2Make a basic drawing of each slide and place them in the orderyou’d like to present them.

Step 3Choose the wording for the title slides carefully so there will belittle room for misinterpretation by the audience. Clear categorieshelp people to follow along with the presentation topics. Also,make sure any artwork you’d like to include is relevant andsupports the content you’re presenting.

Step 4Think big. Large graphics are easily seen by all members of the audience and can be quite memorable. If necessary, use one slide for the graphic and one for the accompanying text.

Step 5Ensure each slide supports one concept only and provides onlythe basic elements or visuals needed to drive the concept home.Each slide can be further explained verbally as part of yourpresentation.

Step 6Be certain all information presented on each slide is clearlyvisible and easy to read, otherwise the audience will be spendingall their time trying to decipher the visual and not listening towhat you are saying.

Step 7Choose a font which is plain, use straightforward language andapply a bright color to emphasise keywords or concepts.

Step 8Decide upon a basic colour scheme and a slide style, and maintainthat style throughout the presentation. Also, keep the textsize, font and position relatively constant.

Step 9Start your preparations early, being sure to leave yourself enoughtime to make any essential modifications. Creating effectivevisual presentations takes time as does checking the slides forpunctuation, grammar and spelling errors. Finally, practise your PowerPoint presentation using your finished slides.

62

F Reading


Financial MarketsFinancial institutions are a pillar of civilised society, supporting people in their productive ventures andmanaging the economic risks they take on.

Technology and innovation underlie finance. In order to manage risks successfully, particularly long-term ones, we must pool large amounts of risk among many diverse people and overcome barriers. Inventions such as insurance contracts, social security, information technology and the postal service, among other inventions, have helped to manage risks.

Questions1 Give each paragraph a title. 2 Find in the text words that mean:

a put together b include c collection d examining e variations f collect3 Which of the five financial institutions described above help support people in their productive

ventures and which ones manage the economic risks people take on?4 Search the Internet for the definition of the following concepts and explain them to your

classmates.a monetary policy b leverage c bank runs d financial planners

5 Is knowledge about financial markets important for citizens? How?

1Behavioural finance is a relatively recentrevolution in finance that applies insights from all of the social sciences to finance. New decision-making models incorporate psychology and sociology, among other disciplines, to explain economic and financial phenomena. Psychological patterns such asoverconfidence seem to impact financial decision making.

2

3Real estate is the biggest asset class and is of great importance for both individuals and institutional investors. An array of economic and psychological factors impact real estate investment decisions. People’s demand to buy a home by taking on long-term debt is often tied with the overall health of the economy and financial markets.

Central banks implement monetary policy using their leverage over the supply of money and credit standards. They pursue monetary policy to stabilise the banking system, monitoring currency flows and inflation and acting when crises emerge. They also play an increasingly expansive role in stabilising economic fluctuations.

Most people are not very good at dealing in financial markets. Professional money managers assist individuals in matters of personal finance. Mutual funds exist to assist individual investments, and pension funds provide further services. These investment institutions help people to put money in diversified portfolios and, in some cases, reap some tax benefits for funding their retirement income.

4 5

85


Learning Objectives

■ Practising formulating questions■ Interpreting information on a Curriculum Vitae in order to write quesions for an interview■ Practising negotiation skills

c■ Allow time for the students to complete the task either individually or in pairs.■ Go round and offer help where necessary.■ Check answers as a whole class.

AnswerStudents’ answers

Give as homework or revision: Activity Book,exercise c p.59

B Negotiations

Learning Objective

■ Practising negotiation skills

a■ Put students in 2 groups. Group A is Ahmed and Group B is theShopkeeper.■ Practise reading the dialogue aloud.■ Practise reading the dialogue again in pairs. (Student A is Ahmed and Student B is the shopkeeper)■ Invite volunteers to model reading the dialogue in front of the wholeclass.


b■ This activity gives students the opportunity to practise their negotiation skills.

■ Point the students’ attention to the example dialogue, then put students in pairs to form a similar conversation. Student A plays the role of Mansour and Student B plays the role of the Shopkeeper.

■ Go round and check that students are forming correct questions.

■ Invite volunteers to come to the front and read aloud their conversations.


Give as homework or revision: Activity Book,exercises a,b, c and d page 60

102

B Negotiations

Basic Negotiating Tips

The First Tip: Never discuss settlement terms until the end of the process. Before discussing the terms of a settlement get to know each other, find out what you can about possible competitors, learn as much as possible about the issue at hand, determine if this is really what you need or want, wait until they indicate that they really want or need to settle.The Second Tip: The purpose of negotiating is to discover the term parameters of the other person. You want to know the most the other person will pay for something or the least they are willing to sell.The Third Tip: Try to get the other person to make the first offer or proposal. Knowing how to bracket your response will let you move the final outcome toward your goal. But the starting point is a critical step in getting there. Manipulating the other person into making the opening proposal allows you to set the parameters of the negotiation to your advantage.The Fourth Tip: Prepare before meeting by considering why you are negotiating, what you expect to gain, why that is important to you and what you expect to have to offer. If you fully understand your needs and wants, you will be able to quickly determine if continuing a negotiation is worth your time.The Fifth Tip: Test the market before sitting down. Get comparables, talk with others and establish reasonable parameters for the negotiation. Do not undermine your credibility by appearing ill-informed or overly aggressive.The Sixth Tip: Be aware when it is time to bring the negotiation to a close. Don’t let the discussion drag on as the other person may lose interest, patience or the desire to commit. Over negotiating often kills deals or agreements that should have been made.

a Read the following dialogue and practise it with a partner.

Ahmed: How much does the watch cost?Shopkeeper: 1200 SYP.Ahmed: That’s too much.Shopkeeper: But it’s very good quality.Ahmed: What if I gave you 640 SYP? Would you sell me the watch?Shopkeeper: That’s too little, but I would give it to you for 800 SYP.Ahmed: OK, I’ll take it. Does it have a guarantee?Shopkeeper: Of course.

b Work in pairs. Prepare your negotiation. Then perform a dialogue similar to the one above.

Aim: Mansour wants to buy a laptop. The shopkeeper wants at least 750 dollars.

Mansour Shopkeeper1 Ask the price 1 Say: 8502 Say that’s too much 2 Say: But it’s very good quality3 Suggest $700 3 Refuse-suggest $8004 Suggest $750 4 Accept this

Note

Correspondencec Imagine you are going to be interviewed for a job as a pipeline safety officer, and that the CV

below is yours. Write six questions which you think the interviewer may ask you.

Salah Ibrahim

Nationality: SyrianDate of birth: 25 May, 1982

ID number: 18562

EducationHigher Institute of Technology, Lattakia: 2000 - 2002Damascus Industrial School, Damascus: 1995 - 2000Aleppo Primary and Preparatory School, Aleppo: 1988 - 1995

QualificationsDiploma in Gas Pipeline Technology: July 2002Technical Secondary School Certificate: July 2000

School Achievements

Captain of Damascus Industrial School Football TeamFirst prize for project on natural gas technology, 2000

Work ExperienceSafety Technician, Arab Gas Pipeline Co, Hama (July 2003 - Dec. 2003)Technician, Arab Gas Pipeline Co, Hama (Aug 2002 - July 2003)

Industrial TrainingIT for pipeline safety engineers (Apr. 2003)Pipeline safety ( Feb. 2003)Pipeline technology (Sep. - Nov. 2002)

InterestsI play football in my company team and I enjoy swimming.I am a member of the company Safety and First Aid voluntary team.I go to evening lessons to improve my ability to speak and write English.

Question 1 __________________________________________________________________Question 2 __________________________________________________________________Question 3 __________________________________________________________________Question 4 __________________________________________________________________Question 5 __________________________________________________________________Question 6 __________________________________________________________________

101

86

Teaching Tips

The DOs and DON’ Ts of Oral Presentations

DOs

Prepare an organised presentation to flow from one section toanother.Prepare and rehearse the presentation.Tell the audience in the introduction your subject, who you areand your qualifications to speak about the subject.State your main ideas at the beginning.Provide adequate support for your ideas.Integrate relevant, supportive and attractive audio-visual aidsinto your presentation.Use vocabulary that is appropriate for your audience. If you use new vocabulary, make sure you explain it and write it on the board.Use acceptable pronunciation and enunciation.Dress appropriately.Avoid distracting body movements.Maintain eye contact with the audience.Display enthusiasm and genuine concern for your subject.Use appropriate tone.Use transitional devices, words and phrases coherently.Start and stop your presentation on time.

DON’ Ts

Don’t be late for the presentation.Don’t be afraid to pause and take a deep breath or two before youbegin (or during your presentation, if required).Don’t hyperventilate; just relax and breathe normally.Don’t speak in a monotone or mumble.Don’t read your notes.Don’t sit or lean on the desk.Don’t sway or rock in place.Don’t pace back and forth.Don’t forget your audience.Don’t avoid eye contact.Don’t stand in front of your visual aids.Don’t leave a visual aid in place that is no longer relevant to thecurrent topic.

Oral Presentations: Peer Ev aluationPerson Presenting: ____________________________

Please rate each of the following criteria on a scale of 1 to 5:

(needs improvement) 1 2 3 4 5 (good)

1 The presenter spoke clearly. 1 2 3 4 5 2 The presenter spoke at a good volume. 1 2 3 4 5 3 The presenter spoke at a good pace. 1 2 3 4 5 4 The presenter faced the audience. 1 2 3 4 5 5 The presenter appeared relaxed. 1 2 3 4 5 6 The presenter stood up straight. 1 2 3 4 5 7 The presenter made eye contact. 1 2 3 4 5 8 The introduction caught my attention. 1 2 3 4 5 9 The presenter gave examples. 1 2 3 4 510 The conclusion wrapped up the speech. 1 2 3 4 511 I found this topic interesting. 1 2 3 4 5

Oral Presentations: Teacher Evaluation

Part One: Grammar

* Verb Forms _______________________________________________________________________________________________________________________________________________________

* Articles __________________________________________________________________________________________________________________________________________________________

* Prepositions ______________________________________________________________________________________________________________________________________________________

* Word Choice ______________________________________________________________________________________________________________________________________________________

* Sentence Structure ________________________________________________________________________________________________________________________________________________

* Other ___________________________________________________________________________________________________________________________________________________________

Part Two: Presentation Comments ________________________________________________________________________________________________________________________________________

Grade: ______

87

Aspects of

Stocks

Unit

12

Lesson One

Learning Objectives

■ Defining corporate finance ■ Identifying the objective of corporate finance■ Identifying the opposite meaning of words from context■ Practising taxonomic skills■ Demonstrating understanding of a listening text by completing a true or false task

A Dialogue1

■ Give students time to practise reading the dialogue first in groups (Group A: Ahmed; Group B: Khaled) and then in pairs (Student A: Ahmed; Student B: Khaled).

■Then discuss any questions students may have about vocabulary.

■ Allow time for students to read the question and look for the answers in the dialogue.

■ Check answers as a class.

Answers1 corporate finance2 Net Present Value3 a4

a minimisingb short-termc negative

Teaching TipsDialogue Journals

What is a dialogue journal?

A dialogue journal is an informal written conversation betweentwo or more people (s tudent-student or student-teacher) abouttopics of mutual interest. D ialogue journals provide studentswith a meaningful writing activity that is engaging because itinvolves other students. These written conversations reinforcelearning while forming bonds between students that can providea foundation for later cooperative learning activities.

F or example, students finish reading a story and are asked towork with a partner to respond in a dialogue journal to thequestion, “D id the story end as you thought it would?”Student 1 I thought the story would end differently.Student 2 Why?Student 1 I thought the boy would get what he wanted (th e bike) because it seemed like he did all the right things.Student 2 I thought he might not get what he wanted because at the beginning of the story the author has the mother say, “W e don’t always get what we want and that’s OK .”Student 1 I did not think about it that way. I t doesn’t seem fair though. H e worked hard and should have got the bike.Student 2 Well, maybe that is a lesson the author is teaching.

Why is it important?

J ournal writing is an important way of individualising instruction and encouraging independent thinking. J ournals record the students’ individual travel through the academic world; at the same time, journals can provide a springboard for more formal papers or projects.

When students have conversations about what they have seen,heard, experienced or read, they have the opportunity toidentify key points, make connections to prior learning andhear other perspectives on the same material. D ialogue journalsoffer a written record of the discussions, which help keep theconversations focused and serve as a reference at a later time.

Using dialogue journals

There are many ways to use a dialogue journal. B e creative andadapt the activity to the situation and the learner’s needs. H ereare some guidelines for students to follow when they use dialogue journals:

U se journals outside of classroom situations on a more personallevel. H ere are the steps to follow to use dialogue journalswith learners: Write a personal message in the journal that isdesigned to get a response from the learner. F or example, start with a question such as: “H ave you planted your garden? What do you usually plant?” OR “W hat is the next event to celebrate? H ow will you celebrate it?” H ave the learner write a response and return the journal to the teacher to continue the dialogue. Continue to exchange the journal in this way to keep the dialogue going on.

63

12 Aspects of StocksA Dialogue

1 Read and answer the questions.

Ahmed: What is corporate finance?Khaled: It’s an area of finance which deals with decisions made

by different corporations. Its main objective is the maximisation of corporate value by minimising corporate risks.

Ahmed: In other words, it’s important to analyse both long-term and short-term decisions that are taken in the corporate sector, right?

Khaled: Yes, that’s right. Also the goal of the corporate sector is to maximise returns on investments in projects which have a positive Net Present Value (NPV).

Ahmed: What do you mean by ‘Net Present Value’?Khaled: Well, it’s an amount that expresses how much value an investment will result in.

Therefore, if the NPV method results in a negative amount, the project should not be undertaken by the corporation.

Ahmed: So you think corporations need an investment strategy?Khaled: Yes, a well-planned investment strategy is essential before making any investment

decisions. So an investment strategy which balances long-term goals and risk tolerance is essential.

Ahmed: Now I understand. Thank you for the information!

Questions1 What is Ahmed explaining to Khaled?2 What is NPV?3 In the text, tolerance means _____ a control b patience c easiness4 Find in the text the opposite of: a maximisation b long-term c positive

t t ill lt i

88

B Listening 2 and 3


■ Tell students to open their books and complete the task.


■ If people have made mistakes, play the recording again.

Audioscript (exercise 2)How to Get Started Investing in the Stock Market

Step 1Get educated. Read about stocks and the market, take a seminar or class on investing and review online financial sites.

Step 2Develop financial goals and an investing and stock-picking strategy.

Step 3Research individual stocks by reading annual reports, quarterly reports and other documents.

Step 4Invest in what you know. Consider the stocks of local companies with which you are familiar and in which you have confidence.

Step 5Check out the holdings of some successful mutual-fund companies. If they are winning with particular stocks, perhaps you will too.

Step 6Diversify. Avoid putting your money in just one or two stocks or in one or two industries.

Step 7Use a discount brokerage to buy stocks if you are confident in your investment skills and have the time to do your own investing. You’ll save on commissions.

Step 8Buy stocks that you will feel comfortable holding for three to five years. Resist the temptation to dump a stock the moment its price drops a few percentage points. Give it a chance.

Answers8 / 5 / 2 / 6 / 1 / 4 / 3 / 7

Audioscript (exercise 3)• Know your appetite for risk before you start investing. The stock market can be a roller-coaster ride.

• If you don’t have time to research and review stocks daily, try investing in a mutual fund account, at least to get started.

• Look for value. Use price-earnings ratios, usually reported in newspapers’ stock tables, to compare a stock to industry norms before you buy.

• Don’t think that by investing all your money today, you will be a millionaire next month. Invest for the long term.

Answers1 true2 false – If you don’t have time to research and review stocks daily, try investing in a mutual account.3 false - Compare a stock to industry norms before you make a purchase.4 false - Don’t think that if you invest all your money today, you will be a millionaire next month.5 true

Lesson Two

Learning Objectives

■ Demonstrating understanding of a text by completing a gap fill exercise■ Identifying the meaning of words from their context■ Practising writing a summary■ Practising writing a paragraph about stocks using cue words

C Vocabulary4

■ Read the gapped text with the class.

■ Direct students’ attention to the words in the box. Be ready to answer any vocabulary questions they might have.



Answers1 shareholder 6 company profits2 profits 7 lending3 bondholder 8 equity investment4 creditor 9 fixed income investments5 capital payments 10 equities for investment


64

B Listening 2 Listen and arrange the steps for investing in the stock market in the correct order.

_____Buy stocks that you will feel comfortable holding for three to five years. Resist the temptation to dump a stock the moment its price drops a few percentage points. Give it a chance._____Check out the holdings of somesuccessful mutual-fund companies. If they are winning with particular stocks, perhaps you will too._____Develop financial goals and an investing and stock-picking strategy._____Diversify. Avoid putting your money injust one or two stocks or in one or two industries._____Get educated. Read about stocks and the market, take a seminar or class on investing and review online financial sites._____Invest in what you know. Consider the stocks of local companies with which you are familiar and in which you have confidence._____Research individual stocks by reading annual reports, quarterly reports and other documents._____Use a discount brokerage to buy stocks if you are confident in your investment skills and have the time to do your own investing. You’ll save on commissions.

3 Listen to some tips and warnings about investing in the stock market. Decide if the following statements are true or false. Correct the false statements.

1 Know your appetite for risk before you start investing. The stock market can be a roller-coaster ride.

2 If you don’t have time to research and review stocks daily, try investing in a separate account.

3 Compare a stock to industry norms as soon as you make a purchase.

4 If you invest all your money today, you will be a millionaire next month.

5 Invest for the long term.

C Vocabulary 4 Complete the text using the words in the box.

bondholder capital payments company profits creditor equities for investment Equity Investment fixed income investments lending profits shareholder

Bonds and shares are very different. As a (1) _________, you own a piece of the company, and your rewards rise and fall in line with its (2) _________. As a (3) _________, you are a (4) _________ of the company. You receive your interest and (5) _________, but the amounts don’t go up and down with (6) _________.

Investing in shares and bonds covers two related topics: (7) _________ and (8) _________. Lending describes the different types of (9) _________ and how to assess them. Equity Investment explains how to evaluate (10) _________.

5 Read this short excerpt from an article about stocks. Then match the words in italic with their definitions.

A sharp decline in stocks recently has some analysts wondering whether now is the time to get out of speculative tech names and into quality issues that have largely been ignored. In addition, investors began to question whether the economic recovery priced into these issues will actually materialise.

a sharp 1 sudden b decline (n) 2 technology companiesc analyst 3 happen, come true d speculative 4 stocks that are well-known and hopefully safee tech names 5 someone who examines stocksf quality issues 6 decrease (n)g materialise 7 risky, dangerous

89

Lesson Three

Learning Objectives

■ Identifying the meaning of words■ Practising making word combinations■ Practising writing a paragraph using cue words

5

■ Ask students to work in pairs to match the words with their respective definitions.

■ Check answers with the whole class.

Answersa 1 / b 6 / c 5 / d 7 / e 2 / f 4 / g 3

6

■ Tell the students to read the instructions carefully.

■ Then make sure that they understand the task before they write their paragraphs individually.

■ Ask students to check each other’s work in pairs, and then collect it for you to mark.


7

■ Read the gapped text with the class.

■ Direct students’ attention to the words in the box. Be ready to answer any vocabulary questions they might have.



Answers1 go2 public3 offering4 shares5 produced6 prospectus7 underwriting8 issue

Lesson Four

Learning Objectives

■ Distinguishing between active and passive verbs■ Rewriting active sentences in the passive ■ Rewriting passive sentences in the active■ Practising using the active and passive in context

Grammar

active and passive

Mini-GrammarForming the PassiveTense Auxiliary Past ParticiplePresent is / are designedPresent perfect has been/ have been designedPast was / were designedPast perfect had been designedFuture will be designedFuture perfect will have been designedPresent progressive is being / are being designedPast progressive was being / were being designed

D Grammar8

■ Ask students to work out the answers in pairs.

■ When they have finished, allow pairs to join other pairs to form groups of four. In their groups, students compare answers and discuss any difficulties.


Answers 1 passive 2 passive 3 active 4 active 5 passive 6 active 7 active 8 active 9 passive10 active

65

Aspects of Stocks

6 Choose four words from the list above and write a short paragraph about the economy.

7 Make word combinations using a word from each box. Then use the correct forms of the word combinations to complete the sentences below.

After three very profitable years, the company is planning to (1) _________ (2) _________ and we’re (3) _________ 100,000 (4) _________ for sale. We’ve (5) _________ a very attractive (6) _________, and although a leading investment bank is (7) _________ the (8) _________, we don’t think they’ll have to buy any of the shares.

D Grammar

The PassiveThe active form The passive form

Companies export potatoes. Potatoes are exported.

Farmers grow rice in the fields. Rice is grown in the fields.

If we want to talk about the doers (farmers and companies), the active form is better.

If we want to talk about the crops (potatoes and rice), the passive form is better.

The passive is formed with be + past participle.

8 Decide whether the sentences are written in the active or passive form.

1 Receipts are securities which may be freely bought or sold. 2 Financial markets can be divided into different subtypes. 3 The manager offered him a new job last week. 4 We gave them the chance to have a share in the profits. 5 Silk and other fibres have been commonly used in the manufacture of various banknote papers. 6 The US dollar has lost 95% of its value since 1913. 7 The losses have affected two railroad stocks. 8 They reopened the old company last Friday. 9 The history of banknotes hasn’t been widely studied in India. 10 Many companies have experienced a surplus of cash.

offer

go

produce

underwrite

issue

prospectus

shares

public

90

9 and 10

■ Do the first two sentences as an example with the whole class in order to make sure that students understand the task.

■ Put the students in pairs to complete the task. Go round and offer prompts if needed.

Answers9

1 Receipts are securities that people may freely buy.2 We can divide financial markets into different subtypes.5 People have commonly used silk and other fibres in the manufacture of various banknote papers.9 No one has widely studied the history of banknotes in India.

10 3 He was offered a new job by his manager last week. 4 They were given a chance to have a share in the profits. 6 95% of the US dollar’s value has been lost since 1913. 7 Two railroad stocks have been affected by the losses. 8 The old company was reopened last Friday.10 A surplus of cash has been experienced by many companies.

11 and 12■ Tell the students to read the instructions carefully.■Then make sure that they understand the task before they write their sentences individually.■ Ask students to check each other’s work in pairs, and then collect it for you to mark.



ActivitiesActivity 1Circle the correct passive form.1 H e bought a new bike. a A new bike had been bought. b A new bike was bought by him. c A new bike is bought by him.2 Fr ed asked Simon. a Simon was asked by Fr ed. b Simon had been asked by Fr ed c Simon is asked by Fr ed.3 Caroline paid for the meal. a The meal is paid for by Caroline. b The meal has been paid for by Caroline. c The meal was paid for by Caroline4 Har ry will meet you at the airport. a Y ou will have been met by Har ry at the airport. b Y ou will be met by Har ry at the airport. c Y ou would be met by Har ry at the airport.5 Tom respects Lindsay’s opinion. a Lindsay’s opinion would be respected by Tom. b Lindsay’s opinion was respected by Tom. c Lindsay’s opinion is respected by Tom.6 J ane upset me by what she said. a I would be upset by what J ane said. b I was upset by what J ane said. c I would have been upset by what J ane said.7 I’m going to inform J ohn later today. a J ohn would be informed by me later today. b J ohn was informed by me later today. c J ohn is going to be informed by me later today.8 The police have arrested 12 people. a 12 people were arrested by the police. b 12 people have been arrested by the police. c 12 people should be arrested by the police.

Activity 2Decide whether the sentences are written in the active or passive form. 1 I ate a piece of chocolate cake. 2 The librarian read the book to the students. 3 The money was stolen. 4 They are paid on Mondays. 5 The movie is being made in H ollywood. 6 I washed my car three weeks ago. 7 His hair was cut by a professional. 8 I will introduce you to my boss this week. 9 I t would have been fixed on the weekend.10 The national anthem is being sung by J ason.

Answers

Activity 11 b / 2 a / 3 c / 4 b / 5 c / 6 b / 7 c / 8 b

Activity 21 active2 active3 passive4 passive5 passive6 active7 passive8 active9 passive10 passive

66

9 Rewrite the passive sentences from exercise 8 in the active form.

10 Rewrite the active sentences from exercise 8 in the passive form.

11 Work in pairs. Write 3 sentences in the passive form about your partner.

12 Work in pairs. Write 3 sentences in the active form about your partner.

E Reading


Crisis Solved The financial market crisis and global economic recession are leaving deep scars in many places around the world. Pensions are no exception. However, private retirement provision in Germany is far less seriously impacted than many pension plans in other countries.

The state systems in the world are currently helpful in as much as they offer pensioners stable incomes in the depths of the crisis. This is desirable in social policy terms and can help stabilise the economy. But the state systems are living beyond their means. They have to use up financial reserves, which puts pressure on the public purse.

In Germany, legislators have reduced a large part of the implicit government debt for the future by making cuts in state pensions, most importantly by adjusting the pension benefit formula and gradually raising the retirement age to 67.

It is therefore up to individuals to make more private retirement provision. When people make their own provision, there is a greater incentive to work more in the official economy. Moreover, increased provident savings improve the economy’s endowment with capital.

In conclusion, retirement assets in Germany are invested more conservatively in general than in other countries. In Germany, private provision has been far less severely impacted by the crisis than many private pension plans in other countries.

Questions

1 Are the following sentences true or false?

a Pensions around the world are not affected by the economic recession.

b Retirement funds are suffering greatly in Germany.

c Offering pensioners stable incomes can help stabilise the economy.

d The public purse is suffering because retirement funds are not reserved.

e The retirement age in Germany is above 67.

2 Did Germany find a solution to the crisis regarding pensions? Is it a partial solution?

91

Lessons Five and Six

Learning Objectives

■ Distinguishing between true and false sentences■ Talking about economic crises■ Identifying the meaning of words

E Reading13

■ Allow time for students to read the article silently. Go round and explain any new vocabulary.

■ Put the students in pairs to discuss each question. Go round and monitor students’ conversations.

■ When they are ready, ask different students to report back to the class. Have a short class discussion and then vote for the correct answer.

Answers1

a false b false c true d false e false2 yes it did. No it is a long-term one3 Students’ answers4 Students’ answers

5a 8 / b 4 / c 2 / d 10 / e 1 / f 9 / g 3 / h 6 / i 5 / j 7


Teaching TipsAssessmentA ccurate assessment is beneficial for both teacher and student.A s teachers, you will want to know that the knowledge youhave worked hard to organise and present is getting across. F orstudents, well-developed exams give them the opportunity toestablish their true mastery of the subject matter.

If we hope to assess specific levels of student mastery of course content, we will need a framework for describing those levels.

Bl oom’s taxonomy is an example. The following chart summarisesthe levels of B loom’s taxonomy and it includes learner action ateach level, question cues you can use to develop questions at thelevel and examples of questions written to assess that level.

Level Learner A ction

Qu estionCues

Example

K nowledge R ecall contentin the exactform that it waspresented.

List, define,label,identify,name

D efine compoundinterest.

Comprehension R estatematerial intheir ownwords, or canrecognisepreviouslyunseenexamples of aconcept.

D escribe,associate,categorise,summarise

Gi ven a listof examples, categorise the following words.

Application Apply rulesto a problem,without being given the rule or formula for solving theproblem.

Ap ply,calculate,illustrate,solve

I llustrate your answer by giving an example.

Analy sis Br eak complexconcepts orsituationsdown into theircomponentparts, andanalyse howthe parts arerelated to oneanother.

Ana lyse,compare,separate,order, explain

Compare item A to item B .

Synthesis R earrangecomponentparts to form a new whole.

Combine,modify,rearrange,

R earrange the following statements to make a summary of the information gathered.

Evaluation Evaluate or make judgments on the worth of a concept, object, etc. for a purpose

A ssess, decide,grade,recommend,explain, judge

Gi ven a list of three choices select the best option, and defend your decision.

67

Aspects of Stocks

3 What economic crises have you heard about?

4 Research one worldwide economic crisis and give some information about it to the class.

5 Match the words from the text with their meanings.

a recession 1 resources

b scars 2 retirement funds

c pensions 3 hidden

d assets 4 marks

e means 5 wise

f public purse 6 specification

g implicit 7 contribution

h provision 8 decline

i provident 9 money from the government

j endowment 10 possessions

92

Culture and Values 3

Geniuses and ScientistsLearning Objective

■ Identifying the importance of a specific organisation

■ Introduce the topic and ask students to guess what the word NOSSTIA stands for. Write students’ guesses on the board.

■ Allow time for students to read the timeline silently. Give the students the opportunity to ask you about anything that they didn’t understand.

■ Ask students to work individually and try to find the answers to the comprehension questions.



Teaching TipsSmall Talk (3)The following are ideas about conversational skills andcommunication in business.

• Small talk in business is an art form that can be practiced and perfected. Warm-up conversation in sales is a very important interpersonal skill to learn as it increases success in selling and networking.

• Learning the skills of how to start a conversation comes with practice and self-confidence. The skill is in the ability to know when to keep the conversation light and superficial, and when to delve deeper into more meaningful information and subjects.

• Conversation is an interpersonal skill that is important in business because it helps build rapport with the prospects and customers. Conversations give a human dimension to the business relationship, and help build trust and friendship.

• If nervous, start with easy, generic topics such as the weather, traffic, or the price of gasoline. It’s okay to briefly bring up a mundane subject just to break the ice, but this should only be used as a conversation starter.

• Comments about obvious things in society do not inspire extended discussions, so another tip for how to start a conversation would be to ask questions. Good questions to ask during small talk involve asking for the person’s opinion about something (e.g. a current event that was on the news the night before).

• Topics for conversation can be found by observation of the person, the location of the meeting, and common points of interest and knowledge.

• Make small talk about the person’s clothes by giving compliments or asking where he/she shops.

• Observe the office, room, or house around you. Look for topics of interest to the person. Are there pictures on the desk or fridge? Are there certificates, awards or trophies to comment on, or ask about?

• Ask general questions about the business or industry the person is in.

• Listening skills are just as important as conversation skills. Over talking is one of the worst of all social faults. If you set out with the objection of understanding your customers rather than persuading them, then you’ll find that you’ll automatically ask a lot more questions.

• Ongoing practice and fine tuning the art of business small talk and starting business conversations are important for building successful business relationships.

68

Culture and Values 3Geniuses and ScientistsRead the following text and answer the questions.

The Network of Syrian Scientists, Technologists and Innovators Abroad (NOSSTIA) is a non-governmental organisation (NGO) committed to support Syria’s public and private sectors in introducing and implementing advanced knowledge, processes and techniques in a variety of scientific fields.

NOSSTIA’s mission is to offer Syrian expatriates the means and support to initiate and implement cooperation initiatives and work on projects and services that could be of great benefit to Syria. Its members have distinguished leadership skills.

The main role of the network is to build bridges between Syrian experts living abroad and their motherland, Syria, and to facilitate communication and knowledge exchange in order to contribute to the economic, human and technical development of the country.

NOSSTIA has defined a framework for action in order to meet its objectives, which is to be considered as the cornerstone of any future proposals and initiatives provided by its members.

NOSSTIA emerged after a group of Syrian expatriates specialising in a variety of fields from around the world convened in Damascus, the capital of Syria, in June 2001. The conference attendees came out with a charter for the network, its objectives and policies.

NOSSTIA has also organised and participated in several specialised conferences and seminars in Syria, and continues, through its office in Damascus and its active expatriate members, to be engaged in a variety of highly visible projects.

Questions1 Define NOSSTIA in your own words.2 Research the projects that NOSSTIA has worked on or will be working on in the future and report to your classmates.3 Are there any other organisations in Syria similar to NOSSTIA? Find one and write about it.

93


Learning Objective

■ Practising negotiation skills

c

■ Explain the task to the students. Tell them that the duty of a chairperson is to try to seek everyone’s agreement.

■ Put students in groups of three. For the first situation, Student A is the chairperson and Students B and C are the members of the school football club. In situation 2, Student B is the chairperson and Students A and C are the managers. Finally, in situation 3, Student C is the chairperson and Students A and B are the brothers / sisters.

■ Allow time for students to prepare their conversations using phrases from the box. Go round and offer help where necessary.

■ Invite volunteers to come to the front and read aloud their conversations.


Give as homework or revision: Activity Book,exercises e,f and g page 61

Correspondence

103

NoteTechniques in Price Negotiation

1 Understand the industry: Some industries are easier than others to negotiate on price. But more importantly, it is vital to understand how the business sets its price. Corporations can be more difficult than others when it comes to price negotiation. Small businesses are more easily flexible. Educating yourself on the product you are seeking and comparing competition can be valuable. Entering into negotiation well-informed will be an advantage as you attempt to lower standard pricing.

2 Be patient: This is one of the strongest techniques for getting the best price. Remember, you are the one with the cash! Patience will reap you huge rewards.

3 Walk when appropriate: Explain to the salesperson that you might shop around if you think you can get better deals elsewhere. If you really want the better deals, come back a day later and explain you might still be interested in the product. Tell the salesperson you are “thinking about it.” This goes hand in hand with patience. Walking away a few times will prepare many businesses to give you the better deal.

Negotiating helps you build character! Using price negotiation might be stressful at first, but you’ll surely save money while building character! You’ll be a stronger, healthier person when you seek out the best deals. Don’t be unfriendly. You can be quite pleasant as you negotiate price.

c Work in groups of three. Act out one of the following situations. Take turns to act as a chairperson. Use words and phrases from the following chart.

Let’s discuss this later.Shall we Why don’t we

meet again tommorrow?discuss this later?

I suggest that we have a vote.think about it some more.

May I suggest that we discuss this later?

Can we agreeDo we all agreeAre we agreedAre we in agreement

tothat we

meet again tommorrow?begin the project next week.have a vote now?

Does anyone objectAre there any objections

if we meet again tommorrow?discuss this later?

1 You are members of the school football club. The club is discussing who should be in the team for the next football match, but you all disagree. The chairperson suggests that you should discuss it for five minutes more, and then vote.

2 You are managers in a company. You are discussing which worker you should promote to the job of supervisor, but you cannot agree. The chairperson suggests that you meet again next week to decide.

3 You are at home with your brothers and sisters. You all want to buy a new computer for games, homework and Internet surfing, but you can’t agree which one to buy. The eldest brother acts as a chairperson, and he suggests a solution.

94

Teaching Tips

Teaching the Four SkillsListening, speaking, reading and writing are the four primary skills of language teaching. Listening and reading are considered as receptive skills that help students get information as the input of language. On the other hand, speaking and writing are both treated as productive skills that make language output possible and require sufficient language input as their basis. Therefore, developing these four skills is the key to achieving optimum language learning.

Listening and SpeakingThe ability to listen and speak is fundamental for social andlanguage development. I t is an essential tool for all areas of thecurriculum since oral communication underpins learning andthinking. I t is vital that its significance is recognised by students,parents and teachers. Students need to be provided with manyvaried contexts for oral practice, but they also need directteaching of listening and speaking skills.

In order to ensure that students develop listening and speakingskills of a high standard, teachers should:

• provide a model for listening practice, dialogues and participation;

• ensure that students make use of a wide range of contexts for listening and speaking practice;

• give a wide range of tasks which require the students to communicate in English;

• present new words in context and not as isolated words;• enable students to be exposed to the listening materials on

the cassette as often as time allows;• endeavour to nurture the students’ natural desire to

imitate in order to help them progress in their learning.

ReadingR eading is the basis for all academic pursuits becauseachievement depends on the ability to read and comprehend the materials presented.

Once children can recognise written words in theirlanguage with relative ease, they need to develop fluency in reading. Fluency develops with both oral language development and print exposure. The more children read, the more vocabulary and knowledge they acquire, and the more fluent they become in reading. Having opportunities to write will also improve reading ability.

Practical applications• Students should have access to plenty of books and readingmaterials at home and at school.• Sustained silent reading programmes can be used to promotereading practice.• Encourage students to read independently and extensively.• Encourage students to read different types of texts.• Teach students how to choose books of the appropriatereading level.• Develop students’ interest in reading by connecting reading with their interests, hobbies and life goals.

WritingLearning how to write can be difficult. These tips can help you to both teach writing skills and help your students to learn.

• Hav e students write about familiar subjects. Things like what they did over their summer vacation, about the pets they own, and what kind of food they like are great ways to start.

• Teach them brainstorming techniques early. This will help them to develop clear thoughts and stay organised in their writing.

• R evision is the best way to learn spelling and grammar. Those who can edit writing can write and the other way around.

• Encourage R eading. This is very important. Students will gain a more diverse pool of examples they can draw from in their own writing.

• Be patient with students. If you become frustrated with them, they will become discouraged.

Teacher’s role in teaching writingWhen helping students to become better writers, teachers have a number of crucial tasks before, during and after student writing.

a. DemonstratingStudents need to be aware of writing conventions and genre constraints in specific types of writing so teachers have to be able to draw these features to their attention.

b. Motivating and provokingStudent writers often find themselves “l ost for words”, especially in creative writing tasks. This is where the teacher can help, provoking the students into having ideas and persuading them what fun it can be.

c. SupportingStudents need a lot of help and reassurance once they get going. With students who lack familiarity or confidence with writing, teachers need to spend some time making students feel comfortable as writers in English and so gaining their willing participation in more creative or extended activities. This will involve choosing the right kinds of activity with appropriate levels of challenge and providing them with enough language and information to allow them to complete writing tasks successfully.

Review Answer Key

95

Review (Units 1-3)

Learning Objective

■ Oral / written revision and consolidation of language from unit 1 to unit 3

Warm-up■ Explain the purpose of the review units. They are an opportunity for the students to revise and practise the language and skills that they have learnt in the previous three units.

■ Explain that it is important for two reasons. Firstly, it will help them to remember what they have learnt, and secondly it is an opportunity to ask questions and clarify anything that they have not fully understood.

Answers

A Students’ answers

B 1 Who did Salwa call? / Who called Salwa? 2 Where does Shereen work? 3 How many purchase invoices do you type? 4 Which jacket did he buy? 5 How much does a regular meal cost? 6 When did you travel? 7 What did Juliet sell? 8 What does Mahmoud enjoy? 9 Who does Huda work for?10 What does double tide mean?

Ca managing director b sales directorc sales representative d sales assistant

D1 a successful big Syrian company2 correct3 a comfortable brown leather couch4 a young sales manager5 a safe green economy

E1 Huda lived in an apartment last year. Huda didn’t live in an apartment last year.2 The customer paid the bill yesterday. The customer didn’t pay the bill yesterday.3 The sales representative argued with the customer last week. The sales representative didn’t argue with the customer last week.4 Tarek owned a factory two years ago. Tarek didn’t own a factory two years ago.5 The managing director discussed the economic situation this week. The managing director didn’t discuss the economic situation this week.

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

Ga 4 / b 5 / c 3 / d 1 / e 2

70

F Match the words with their definitions.

a stable 1 monetary support

b dramatically 2 partial payment

c paradigm 3 noticeably

d instalment 4 pattern or model

e survey 5 free time

f expenditure 6 study

g pension 7 spending fund

h leisure 8 firmly fixed

G Match the underlined idioms with their definitions.

a Adams was asked to speak to the workers on the management’s behalf, as he was regarded as having the common touch.

b Peggy has been moved from pillar to post by the company in the last four years. She’s tired of never being in one place for more than a few months.

c Alex is really in the money now. His computer software shop is very popular.

d For years, Littletons was a small private company. Then they invested, expanded and finally went public two years ago.

e Several small companies always go to the wall in a time of recession.

1 issue shares on the Stock Exchange for the public to buy

2 be ruined, be in a hopeless situation

3 earning a lot of money

4 the ability to adapt to people of all types and classes, being accepted and liked by them

5 in several different directions or places

69

Review (Units 1-3)A Write a well-organised paragraph using the following words.

container port affect state asset privatised vital role economy vessels

B Complete these questions using the given verbs.

1 Who - Salwa? (call) 2 Where - Shereen? (work) 3 How many - purchase invoice? (type) 4 Which jacket - he? (buy) 5 How much - a regular meal? (cost) 6 When - you? (travel) 7 What - Juliet? (sell) 8 What - Mahmoud? (enjoy) 9 Who - Huda? (work for)10 What - double tide? (mean)

C Arrange the following positions according to their order of importance in a company’s hierarchy.

_____ sales director_____ managing director_____ sales assistant_____ sales representative

D Correct, if necessary, the following phrases by rearranging the adjectives.

1 a successful Syrian big company2 a hospitable female sales representative3 a comfortable leather brown couch4 a sales young manager5 a green safe economy

E Rewrite each sentence twice: once in the affirmative and once in the negative.

1 ... live in an apartment last year. (Huda)2 ... pay the bill yesterday. (the customer)3 ... argue with the customer last week. (the sales representative)4 ... own a factory two years ago. (Tarek)5 ... discuss the economic situation this week. (the managing director)

96

Review Answer Key

Review (Units 4-6)

Learning Objective


Warm-up

■ Explain the purpose of the review units. They are an opportunity for the students to revise and practise the language and skills that they have learnt in the previous three units.


Answers

A 1 have launched / 2 annual tax returns / 3 fine / 4 affected / 5 abolition

B1 An industrial economist / 2 A macroeconomist / 3 A financial or monetary economist / 4 An international economist / 5 A microeconomist / 6 A labour or demographic economist

C1 said / 2 told / 3 told / 4 said / 5 told

D1 Is Ali going to travel to Lattakia on holiday?2 Is the company going to launch a unique soft drink next month?3 Are the secretaries going to prepare the conference rooms for the formal meetings?

4 Are annual tax returns going to be paid to the government before January 31st?5 Are many experts going to be replaced by artificial intelligence in the future?

E1 Juliet said that she was starting her holiday the following day.2 The sales representative said that they did not have grey chairs; they had blue ones.3 Mr. Ali said that the new offices for the sales department were nearly ready.4 Ms Sarah Sanderson said that the English language training at TST was going well.

F1 Eric said, “Companies who put in their tax returns late will be fined.”2 Carol said, “I will start collecting the information for the ACE accounts immediately.”3 Financial analysts said, “The percentage of people who spend money is the reason behind a country’s economic growth.”4 Economists said, “We know how society distributes resources, such as land, labour, raw materials and machinery to produce goods and services.”

G1 Economists will project future spending needs according to their studies if they analyse data on employment and unemployment rates.2 If robots replace some human activities, more people will be unemployed. 3 If AI replaces many experts, only people with good interpersonal skills will remain employed.4 If sales representatives work hard, they will get promotion.

H1 best / 2 healthiest / 3 the most successful / 4 the most influential / 5 worst

72

E Report these sentences using said.

1 Juliet said, “I’m starting my holiday tomorrow.”

__________________________________________________________________________

2 The sales representatives said, “We don’t have grey chairs, we have blue ones.”

__________________________________________________________________________

3 Mr. Ali said, “The new offices for the sales department are nearly ready.”

__________________________________________________________________________

4 Ms. Sarah Sanderson said, “The English language training at TST is going well.”

__________________________________________________________________________

F Write the speakers’ actual words.

1 Eric said that companies who put in their tax returns late would be fined.

__________________________________________________________________________

2 Carol said that she would start collecting the information for the ACE account immediately.

__________________________________________________________________________

3 Financial analysts said that the percentage of people who spent money was the reason behind a country’s economic growth.

__________________________________________________________________________

4 Economists said that they knew how society distributed resources, such as land, labour, raw materials and machinery to produce goods and services.

__________________________________________________________________________

G Join the two sentences using if and use the right tense.

1 Economists analyse data on employment and unemployment rates. Economists project future spending needs according to their studies.

__________________________________________________________________________

2 Robots will replace some human activities. More people will be unemployed.

__________________________________________________________________________

3 Only people with interpersonal skills will remain employed. AI will replace many experts.

__________________________________________________________________________

4 Sales representatives work hard. They get promotion.

__________________________________________________________________________

H Write the superlative form of the following adjectives.

1 good __________ 2 health __________ 3 successful __________

4 influential __________ 5 bad __________71

Review (Units 4-6) A Put the correct word in the right place.

affected have launched abolition annual tax returns fine

1 In order to reduce carbon dioxide emission, car companies ___________________ environmental friendly cars.2 Eric Pierce said that they had to collect information for the ACE accounts because the deadline for ___________________ was January 31st.3 If companies put in their tax returns late, they will pay a ___________________.4 A country’s economy is ___________________ by the percentage of productive people.5 The press release is going to be about Child Labour from the perspective of a pressure group advocating its ___________________, such as Save the Children.

B Fill in the blanks with the right word(s).

1 __________ studies the market structure of particular industries in terms of the number of competitors within those industries and examines the market decisions of competitive firms and monopolies.2 __________ is concerned with large-scale or general economic factors, such as interest rates and national productivity.3 __________ studies the money and banking system and the effects of changing interest rates.4 __________ studies international financial markets, exchange rates and the effects of various trade policies such as tariffs.5 __________ is concerned with single factors and the effects of industrial decisions.6 __________ studies the supply and demand for labour and the determination of wages.

C Fill in the spaces with said or told.

1 Juliet ___________________ that she would be starting her holiday the next day.2 Huda ___________________ Omar that the meeting was about new offices for the sales department.3 Della Paine ___________________ the sales assistant that she wanted to buy the chairs.4 The assistant was new and did not know about discounts, so he ___________________ that he would ask the manager.5 The manager ___________________ Della that she was wrong about the discount offer.

D Rewrite the following sentences in question form using the words in brackets.

1 Ali is going to travel to Lattakia. (on holiday) __________________________________________________________________________

2 The company is going to launch a unique soft drink. (next month) __________________________________________________________________________

3 The secretaries are going to prepare the conference rooms. (for the formal meetings) __________________________________________________________________________

4 Annual tax returns are going to be paid to the government. (before January 31st) __________________________________________________________________________

5 Many experts are going to be replaced by artificial intelligence. (in the future) __________________________________________________________________________

Review Answer Key

97

Review (Units 7-9)

Learning Objective


Warm-up



Answers

A 1 brought / 2 cost / 3 caught / 4 forgotten / 5 given / 6 found / 7 got/gotten / 8 had / 9 known / 10 kept

B1 Julia has just finished the new website.2 Customers have already placed orders online.3 Julia hasn’t finished the Arabic version of the website yet.4 Walid has never received a CV in French.5 Falleh has always wanted to work in a sales office.

C1 since / 2 for / 3 since / 4 for / 5 since

D1 in / 2 to / 3 on / 4 at / 5 at / 6 from - to / 7 until / 8 from / 9 in / 10 on

E1 He has started the job.2 He is too late for the meeting.3 We have finished the Arabic version of the website.4 She is talking on the phone.5 Walid has interviewed Falleh.

F1 attractive / 2 interesting / 3 interested / 4 exciting / 5 bored

G1 bought-had bargained / 2 liked-had seen / 3 had learnt-applied / 4 had interviewed - hired / 5 had finished / 6 has been / 7 produced / 8 has been9 used / 10 have changed

74

E Rewrite these sentences in the long form.

1 He’s started the job.

2 He’s too late for the meeting.

3 We’ve finished the Arabic version of the website.

4 She’s talking on the phone.

5 Walid’s interviewed Falleh.

F Choose the correct form of the words in brackets.

1 A well-paid managerial position is (attractive, attracted).

2 Being a sales representative is (interesting, interested).

3 Sociable people are (interesting, interested) in meeting people.

4 Communicating using the Morse code seems (excited, exciting).

5 Those who have access to the Internet are never (bored, boring).

G Put the verbs in the brackets in their correct tense.

1 Nissrine (buy) the jewellery after she (bargain) for the price.

__________________________________________________________________________

2 Nissrine (like) the ring that she (see) at the jewelery store.

__________________________________________________________________________

3 Falleh (learn) some sales skills before he (apply) for the job.

__________________________________________________________________________

4 Walid (interview) Falleh first, then he (hire) him.

__________________________________________________________________________

5 Juliet (finish) the English version first.

__________________________________________________________________________

6 Walid (be) the sales manager of the company for some time.

__________________________________________________________________________

7 Juliet (produce) English and Arabic version of the company’s website a week ago.

__________________________________________________________________________

8 TST (be) in business since 1960.

__________________________________________________________________________

9 Long time ago, people (use) fire to communicate.

__________________________________________________________________________

10 Mobile phones (change) the way people communicate.

__________________________________________________________________________

73

Review (Units 7-9)A Write the past participle of the following verbs.

PRESENT PAST PAST PARTICIPLE

bring brought

cost cost

catch caught

forget forgot

give gave

find found

get got

have had

know knew

keep kept

B Rewrite the sentences in the present perfect using the adverbs between brackets.

1 Julia finished the new website. (just)

2 Customers place orders online. (already)

3 Julia did not finish the Arabic version of the website. (yet)

4 Walid did not receive a CV in French. (never)

5 Falleh wanted to work in a sales office. (always)

C Fill in the spaces with for or since.1 People have communicated ______________ the beginning of time.2 Walid has interviewed Falleh ______________ half an hour.3 Telephones have been used ______________ 1873.4 Hassan has been a sales representative ______________ many years.5 We haven’t received any fax from London ______________ the beginning of the week.

D Write these prepositions in the right place.

on until from to at in

1 The new post office will open ______________ February. 2 My office is next ______________ yours. 3 The business offices are closed ______________ Friday. 4 The sales representatives must be at work ______________ 9 a.m. 5 Syrians love to walk around the city ______________ night. 6 The library is open ______________ 9:30 a.m. ______________ 5:00 p.m. 7 The coffee shop is open ______________ 9 p.m. 8 Julia bought the office equipment ______________ the stationery. 9 Computer classes are offered ______________ the afternoon. 10 My office is ______________ the 5th floor.

98

Review Answer Key

Review (Units 10-12)

Learning Objective


Warm-up



Answers

A a 2 / b 6 / c 5 / d 1 / e 7 / f 10 / g 4 / h 9 / i 8 / j 3

Ba 5 / b 8 / c 1 / d 2 / e 6 / f 10 / g 3 / h 4 / i 7 / j 9

C1 The clients said that they wanted to expand into other regions in Syria.2 Ahmed explained that one of his clients had been in the same situation. Then he was doing four times more business.3 Barbara answered that she was taking a really interesting course about how new technological developments affected the way they bought and sold.4 Tim wanted to know what other topics he would be covering.

D1 Tim said, “I shall take some of Barbara’s courses.”2 Huda asked, “Can I speak to the manager?”3 Maha said, “The teacher explained to us about the design, production and distribution of banknotes today.”4 The specialist said, “Counterfeit medicines make big profits but can kill users.”

E1 In order to expand into other regions, doing business online should be considered seriously.2 Many advertisements are seen online by web surfers.3 The receptionist said that the message would be given to him.4 Once the designs of banknotes are approved of by the government, security printing companies print them.

F1 broke down / 2 called off / 3 closed down / 4 went back on / 5 talked into

G1 The bank supplies financial institutions with enough banknotes to satisfy public demand.2 The financial market crisis and global economic recession are leaving deep scares in many places around the world. 3 The secretary will provide the client with the contact details of several pharmacies.4 The government informed us about the production of banknotes.

76

E Write the active sentences in the passive form.

1 In order to expand into other regions, you should consider doing business online.

__________________________________________________________________________

2 Web surfers see many advertisements online.

__________________________________________________________________________

3 The receptionist said that she would give him the message.

__________________________________________________________________________

4 Security printing companies print banknotes once the government approves of the design.

__________________________________________________________________________

F Fill in the spaces with a suitable verb phrase from the box. Put them in the simple past.

call off break down talk into go back on close down

1 The accountant __________________ the budget so that all the expenses could be clearly seen.2 After learning that her fiance had lied, Huda __________________ the engagement.3 After the owner went bankrupt, the store __________________.4 The government __________________ its promise to lower taxes.5 Ahmed thought the shirt was too expensive, but the salesman __________________ him _________________ buying it.

G Rewrite the following passive sentences in the active form.

1 Financial institutions are supplied by the bank with enough banknotes to satisfy public demands. __________________________________________________________________________

2 Deep scars are being left by the financial market crisis and global economic recession in many places around the world. __________________________________________________________________________

3 The client will be provided with the contact details of several pharmacies. __________________________________________________________________________

4 We were informed about the production of banknotes. __________________________________________________________________________

75

A Match the words with their antonyms.

a expand 1 refuseb expensive 2 contractc distribution 3 susceptibled approve 4 suitablee productive 5 collectionf confidence 6 economicalg unfit 7 sterileh decline 8 short-livedi durable 9 flourishj resistant 10 distrust

B Match the words with their synonyms.

a counterfeit 1 administerb contract 2 intuitionc manage 3 variationd insight 4 annuitye impact 5 fakef implement 6 effectg fluctuation 7 economic declineh pension 8 agreementi recession 9 reciprocalj mutual 10 execute

C Rewrite the sentences in the reported speech.

1 The clients said, “We want to expand into other regions in Syria.”

__________________________________________________________________________ 2 Ahmed explained, “One of my clients was in the same situation. Now he is doing four times more business.” __________________________________________________________________________

3 Barbara answered, “I’m taking a really interesting course about how new technological developments affect the way we buy and sell.” __________________________________________________________________________

4 Tim asked, “What other topics will you be covering?” __________________________________________________________________________

D What were the speakers’ words?

1 Tim said that he should take some of Barbara’s courses. __________________________________________________________________________

2 Huda wanted to know if she could speak to the manager. __________________________________________________________________________

3 Maha said that the teacher had explained to them about the design, production and distribution of banknotes that day. __________________________________________________________________________

4 The specialist said that counterfeit medicines made good profits but could kill users. __________________________________________________________________________

Review (Units 10-12)

99

Unit 1, page 3 exercise 1Students’ answers

Unit 1, page 4 exercise 21Direct taxes: a, c, dIndirect taxes: b, e, f2See glossary3their (governments) / their (people) / these (indirect tax) / some (individuals and businesses) / this (tax avoidance) / others (individuals and businesses) / it (income).

Unit 1, page 5, exercise 31 c / 2 d / 3 b / 4 f / 5 g / 6 j / 7 a / 8 e / 9 h / 10 i

Unit 1, page 5, exercise 4Students’ answers


Unit 2, page 6, exercise 1A1 client 4 value2 vendor 5 promotion3 pay for 6 outlet

B1 b / 2 c / 3 b / 4 a / 5 c / 6 b

Unit 2, page 7, exercise 22 Would you like to try it on?3 May I have your name and address?4 You’re welcome.5 I’m just looking, thank you.6 How much are these large brown envelopes?

Unit 2, page 7, exercise 31 small rewarding money 6 three red2 Syrian private 7 big Swiss3 white expense 8 British treasury4 first old finance 9 certified official5 lovely personal


Unit 2, page 8, exercise 51 a / 2 c / 3 c / 4 b/ 5 c / 6 b

Unit 3, page 9, exercise 11 E / 2 D / 3 I / 4 J/ 5 G / 6 F / 7 A / 8 B / 9 C / 10 H

Unit 3, page 10, exercise 21 unemployment 5 seller2 living 6 installing3 additional 7 teaching4 easiest 8 breather

Unit 3, page 11, exercise 31 unemployment benefit; salary2 earn; money3 bonus4 debt5 currency6 side jobs7 taxes8 rent9 pension

Unit 3, page 11, exercise 41 How much did you pay for it?2 Where did they go yesterday?3 Did you enjoy your trip?4 How much did you pay for this shirt?5 Did you visit him in his office last week?




Unit 4, page 14, exercise 21 b, e 2 c, f3 a, h4 d, g

Unit 4, page 15, exercise 31 She said that she didn’t like it.2 The angry customer complained that those desks were broken.3 The director announced that company profits were up.4 He agreed that it was a good idea.5 She told Huda that she didn’t know.6 He said that they would probably move on the 24th.7 “I won’t be at the meeting,” the manager said.

Unit 4, page 15, exercise 41b, 2a, 3a, 4b, 5a

Unit 4, page 16, exercise 51 changed his mind2 was surprised3 decided4 planned5 thought6 knew7 understood


Unit 5, page 17, exercise 1A1 b / 2 a / 3 f / 4 e / 5 c / 6 d

B1 subsidies2 foreign debt3 recession

Unit 5, page 17, exercise 21 The markets are suspicious of the system’s lack of transparency and banks

have lost some of their influence over corporations.2 There is fierce competition in the growing market for high speed Internet

access.3 Some executives involved in the deal argue that authorities are intimidated

by the complexity of the issue.4 They all agreed that week managements was largely to blame for the

downfall of the company.5 As the compan y thrived on rising property prices, it suffered when they

began to fall.

Unit 5, page 18, exercise 31 If they advertise their business through TV ads, they will increase their sales

percentage.2 If they don’t listen to their customer’s comments and suggestions, they will

never be able to improve their online services.3 We will have a competitive market for Internet access if our ITs deregulate

our telecommunications environment.

Unit 5, page 18, exercise 41 increase trade between countries of the world2 47 years3 to increase world trade and to arrange meetings where member countries

could discuss trade problems4 c5 c6 c

Activity Book Answer Key

100

Unit 5, page 19, exercise 5Our country has become a completely modern market economy. It is characterised by high-tech agriculture, the up-to-date industry and an extensive government welfare measures. Other features include very good living and standards, as well as high dependence on their foreign trade. We export food and the energy and have a comfortable balance of payments surplus. The government has reduced so the formerly high unemployment rate and maintained low inflation and a stable currency. It has also lowered income tax rates and raised environmental taxes. In this way so, it has been able to maintain overall but tax revenues. Finally, in order to deal with long-term demographic changes which could reduce the labour force, the government it has introduced a number of labour market reforms.


Unit 6, page 20, exercise 1A 1 up-to-date 2 a thing of the past 3 ahead of its time 4 old fashioned 5 state-of-the-art 6 the way forward 7 out of date 8 up to the minute 9 at the cutting edge10 behind the times

Bvery bad: bleak / depressing / dire / dreadful / terriblebad: doubtful / uncertain / worryinggood: bright / promising/ rosyvery good: brilliant / great / magnificent / marvellous / prosperous





Unit 7, page 25, exercise 11 Internet2 IT ; website3 pages ; screen4 click ; online5 report

Unit 7, page 25 exercise 2Students’ answers

Unit 7, page 26, exercise 31 I haven’t phoned him yet.2 I’ve already written the letter.3 I haven’t posted the letters yet. I forgot.4 Did you send the fax yesterday?5 I haven’t printed the report yet. I’ll do it now.6 Have you photocopied the minutes yet?7 She has already spoken to him, so you don’t need to.

Unit 7, page 26, exercise 4 1 customer 2 update 3 enter 4 click 5 site 6 at 7 free 8 credit 9 online10 email11 search

Unit 7, page 27, exercise 5 1 emails 2 web 3 games 4 chat 5 order 6 Internet 7 page 8 blue 9 hand10 click

Unit 7, page 27, exercise 61 c / 2 a / 3 b / 4 b / 5 c

Unit 7, page 27, exercise 7 1 Mr Jones has not arrived yet.2 I have just called the manager.3 I have never tried the ADSL, but I would like to.4 Have you ever tried this connection?5 She has not finished yet, but she has just phoned me saying that she only has one more client.

Unit 8, page 28, exercise 11 sales assistant2 present job3 Word processing4 CV5 e-commerce6 experience7 sales manager8 spreadsheet


Unit 8, page 29, exercise 31 has never been2 involved3 was4 has used5 have taken place

Unit 8, page 29, exercise 41 He came an hour ago. He’s already here.2 I expected him an hour ago, he hasn’t come yet. 3 He came yesterday, he is still here today.4 He didn’t come yesterday, he still hasn’t come.5 He came last week, but he doesn’t come anymore.

Unit 8, page 29, exercise 5

Good communicators: coherent, articulate, persuasive, eloquent, fluent, focused, extrovert, responsive, succinct

Bad communicators: inhibited, reserved, hesitant, sensitive

Unit 8, page 30, exercise 61 senior managers hide behind their computers / staff use voice mail to screen calls / employees sitting next to each other will send emails rather than speak / bombarding people with useless information and leaving them to sort it out / information overload 2 because they hit the reply all button3 He thinks it is pointless because it’s not about the people; it’s about the group and the group dynamics.4 Students’ answers5 Students’ answers

Unit 9, page 31, exercise 12 smaller3 something lighter4 something more old-fashioned5 for something shorter6 for something more interesting7 looking for something easier8 looking for something more comfortable

101

Activity Book Answer Key

Unit 9, page 31, exercise 21 Yes, I’m looking for some chairs.2 This one’s quite nice. How much is this one?3 That’s a bit more than I wanted to pay. / That’s very nice but I’m looking for something cheaper.4 Do you have / Have you got any green ones?5 They’re nice. I think I’ll take some of these ones.6 Five, please. Can you let me have the five for a bit less? / Can you give me a discount on the five?7 Can I pay by cheque? / Can I give you a cheque?


Unit 9, page 32, exercise 4A1 profit2 reduction3 loss 4 trial order5 margin6 quantities

B 1 c / 2 g / 3 f / 4 a/ 5 i / 6 b / 7 h / 8 e / 9 d

Unit 9, page 33, exercise 51 a false – Demand refers to how much of a product or service is desired by buyers.b truec trued truee false - Price increases if demand increases.

2 Students’ answers

Unit 10, page 36, exercise 11 order2 invoice3 statement4 credits5 balance6 buyers 7 advance8 pro forma


Unit 10, page 37, exercise 31 She said that it only costed18 pounds.2 He said that he would pay the bill on Thursday.3 He said that it had only taken him half an hour to get to the airport.4 “My company sells office furniture,” the salesman said.5 “I’ll send the letter,” Huda said.6 “I arrive at 9 am,” Salwa said.

Unit 10, page 37, exercise 41 c / 2 e / 3 a / 4 d / 5 f / 6 b


Unit 10, page 38, exercise 61 Less time consumig, can save money2 Buyers compete against each other and the best offer wins3 Hotels, car hire, money, information4 saves time and money / gives feeling of independence5 1d 2e 3b 4a 5f 6c

Unit 11, page 39, exercise 11 c / 2 h / 3 e / 4 a / 5 b / 6 g / 7 f / 8 d

Unit 11, page 40, exercise 21 Collecting 2 leaving 3 exploring 4 to know 5 learning 6 collecting 7 to collect8 to collect 9 to enjoy


Unit 11, page 41, exercise 41 financial crisis affecting people / the least and most affected / people affected depending on household income / stable incomes not affected by the crisis

2 respondent: a person who replies to something, esp. one supplying information for a survey or questionnaire or responding to an advertisementHousehold: a house and its occupants regarded as a unitbasically: in the most essential respectsdrop: a sudden fall stable: not likely to change or fail; firmly established

3

Percentage What it relates to

15.70% Number of respondents who believed they were severely affected

22.20% Number of respondents between the age of 41 and 50 who chose severely affected option

22.6% Self employed / freelance workers who believe the crisis had a major impact on their lives

70.00% Households with incomes below 2000 Yuan per month who believed they were affected

54.90% People surveyed in 2008 whose salaries remained unchanged

26.00% People surveyed in 2008 whose salaries dropped




Correspondence Activity Book Answer Key

102

Part One: Written CommunicationA Revision1 Lettersa1 letterhead 4 left2 contact details 5 date3 person 6 recipient’s

b 1 complaint letter; formal language2 recommendation letter; formal language3 invitation letter; informal language4 request letter / inquiry letter; informal language5 application letter; formal languagec a Dear Mr Mahrous – Yours sincerelyb Dear Sir / Dear Sir or Madam – Yours faithfullyc Dear Ms Kassem – Yours sincerelyd Complaint about delivery: 5 / 7 / 6 / 4 / 2 / 9Reply to reminder to pay: 11 / 1 / 3 / 8 / 10e The company runs other funds that would have competed with the joint venture.fStudents’ answers

2 Emailsa Students’ answersb Students’ answersc 4 / 7 / 5 / 2 / 1 / 6 / 3 / 8d Students’ answerse Students’ answers

3 Memos and faxesaStudents’ answers

b Students’ answers

c Students’ answers

d 5 / 3 / 6 / 1 / 4 / 2

e Students’ answers

B Documents for accountingaStudents’ answers

b 1 c / 2 e / 3 b / 4 d / 5 a


d1 g / 2 e / 3 d / 4 f / 5 b / 6 a / 7 h / 8 c

C Job Documentsa1 Address 7 Experience2 Telephone 8 Qualifications3 Email 9 Personal details4 Profile 10 Interests5 Achievements 11 Referees6 Special skills

b Students’ answers

c AMY SMITH123 Main Street • Atlanta, Georgia • 30339Home: (555) 555-1234, Cell: (555) 555-1235 asmith@sample~resume.com

Seek the Challenging Position of Accounting Clerk

A highly talented Accounting Clerk with huge experience in performing various clerical and routine accounting tasks in support of an operating unit, including posting entries, verifying and reconciling input to financial reporting system output, processing payments, and assisting in preparation of billings and other financial reports; responding to inquiries and contacting other departments and vendors to resolve a variety of problems.

Education

New York University, NYAssociate Degree in Accounting (2000)

Professional Experience

Rainbow College, Tarrytown, NY 2000 - Present

Accounting Clerk Key data and prepare batches for processing which involve sorting, alphabetizing, and running tapes to verify hash counts and totals. Prepare purchasing, travel, personnel, or related documents. Sort documents; code, log, review for accuracy; match supporting invoices to procurement documents; and verify invoices for payment. Prepare routine entries and post financial transactions. Reconcile entries and internal ledgers to financial reporting system reports. Handle cash and cash related transactions, issue receipts, record and type money lists, and balance cash fund. Assist in preparation of financial statements such as billings, budgets, and cost reports. Verify account numbers; maintain sick and annual leave and other payroll records. Lead, guide, and train staff/student employees, interns, and volunteers performing related work; Participate in the recruitment of volunteers, as appropriate to the area of operation.

Part Two: Oral CommunicationA Revision1 Meetingsa Students’ answers

bStep 1Decide whether you really need to call a meeting.Step 2Determine who needs to attend. Try keeping the number of attendees small.Step 3Set definite starting and stopping times.Step 4Prepare an agenda. Step 5Circulate the agenda in advance to allow attendees to prepare.Step 6Assemble visual aids such as charts, handouts or slides.Step 7Start the meeting at the designated time, regardless of whether everyone is present.Step 8Start off the meeting with straightforward, easily resolved issues.Step 9Allocate a specific amount of time for each issue. Step 10Postpone discussion until the end of the meeting if debate on an issue runs overtime.Step 11Follow up: Circulate copies of the minutes after the meeting.

103

c

Internet Marketing Association Meeting AgendaStart at 10:00 a.m. in Board Room

Opening Remarks President 5 min

Membership Report- intramural report- new program intro

Hussein 20 min

Financial report- status of budget- house bill status

Nada 7 min

Rush Report- status of current efforts- status of next term plans

Ghassan 7 min

Guest Speaker Community Relations 15 min

End at 11:10 p.m.

2 Interviews aApplicants: 1interview; 2 appointment; 3 computer, 4 files; 5 Check out; 6 deadlineThe HR team: 1 system; 2 application; 3 screen; 4 train; 5 conduct; 6 backgrounds

bStudents’ answers


B Negotiationsa1 / 3 / 7 / 6 / 2 / 5 / 4

b 1 Unfortunately, we couldn’t invest in your project in its present form.2 Maybe we should talk about start-up costs first.3 I’m afraid that’s the lowest rate we can offer.4 Is there any possibility you could bring in another backer?5 Your interest rate is higher than we were expecting.

cStudents’ answers

d1c / 2d / 3b / 4a / 5e

e1,2 / 2,3 / 3,4 / 4,1 / 5,4 / 6,5

fStudents’ answers

gcalming down: 1, 4creating solutions: 2, 3

topic detail for each heading

participantsthe time

each topic is

expected to last

meeting location

meeting start time

the main topic

meeting end time

topic headings

{}

} }}

}

{

{

104

Test Answer Key

Test 1

I1Banks should be penalised when they make a mistake.2Students’ answers3a … replacement for a lost or damaged ATM card / the use of cheque books /

transferring moneyb … a disservice / finding the ATM out of service4a renderedb approvedc attending tod senior5

Students’ answers

IIpayment / industry / cardholder / cashier / account / transfers / voucher / signs

IIIStudents’ answers: refer to page 6 in the Students’ Book.

IV1 sells 4 old red2 does 5 did you pay3 a valuable old antique 6 Did

V1 How much did it take you to get to Aleppo?2 Where does Peter work?3 He lost his new gardening gloves.4 Why didn’t she like the song?5 Who works at the grocery store?6 His father is a talented Syrian painter.

VIStudents’ answers

VIIStudents’ answers

Test 2

I1. Students’ answers2. Yes. The business may use the Internet for advertising and allowing e-commerce.3.a. The following are inevitable hazards: eye strain, neck/back strain, RSI (Repetitive Strain Injury: tendon injury from using keyboards too much) and fitness problems.b. To prevent accidents avoid bringing food or drink near computer equipment, do not overload electric sockets, do not leave wires where they can be tripped over and make sure fire extinguishers are installed.4.a. fast b. reducedc. installed d. unavoidable

II1 minutes 5 competitors2 agenda 6 consumers3 machinery ; resources 7 efficient4 investors ; market shares 8 income


IV1 He said that he was starting his holiday yesterday.2 “I won’t be in the meeting.”3 If you follow these rules, you will be OK.4 If you don’t pick those cables up, someone will trip over them.

V1 cheapest 3 more intelligent2 heavier 4 most popular



Test 3

IA1 b / 2 a / 3 d / 4 cB1 because some personal computers were not common2 they could access the Internet3 Students’ answers

II1 Menu 6 Bookmarks2 click 7 access3 Address 8 forget4 surfing 9 GPRS5 typing 10 modem


IV1 a he forgot the appointment once.b he always forgets his appointments2 a she stopped working at the bank.b she started working 16 years ago and is still working there.3 a before last year they advertised on TV.b they never advertised on TV.

V1 have not telephoned 6 did she send2 ordered 7 has already written3 has she left? 8 went4 Did you spend? 9 didn’t pay5 haven’t finished 10 haven’t received



Test 4I1 more people using the web2 more people are using Yahoo! Stores3 Yes, there are three drawbacks: new Yahoo! Stores owners don’t know all the legacy code features; it’s not optimised for ease of use; RTML is only useful for customising Yahoo! Stores.4 in spite of: regardless; self-employed: freelance; adapt: customise; management: admin

II1 financial markets 5 investment institutions2 money managers 6 tax benefits3 personal finance 7 retirement income4 individual investments


IV1 had2 reading3 making4 has lost5 can be divided

V1 covering 4 to go2 provided 5 generating3 said



٢٠١٣-٢٠١٤م

English for Starters, Vocational Stream – Commercial

English for Starters, Vocational Stream – Commercial, is an English language course that was specially written for vocational / commercial secondary schools in Syria. The course progresses from an intermediate level of English in Grade 10 to an advanced level of English in Grade 12.The book introduces students to concepts in commerce; it assumes no prior knowledge of commercial skills on the part of students and teachers.

The course aims to review and consolidate the language and skills learnt at previous levels and equip students for their future foreign language needs in the following areas: language skills (reading, listening, speaking and writing), grammar, vocabulary and commercial knowledge. It enables students to perform routine tasks at work and to take part in social interaction in a commercial context.

Components:

Students’ BookActivity Book including a glossaryTeacher’s BookAudio CD

السعر: ١٣٠ ل.س

Teacher’s Book