Edition elementary practice successful teacher third

Ask the ctass to call out any question opportunity to teach appropriate responses e. Oh words they know and write them on the board. Look at the example together. Does he go? Circulate and help where necessary. Check the answers around the ctass. Point i out that the auxitiary do is not used with fo be. Write : 3 How often do you travel abroad?

You have on office. She lives in Milon. They work for Microsoft. Put students in pairs and ask them to make the sentences negative You don't hove an office. She Some students may prefer to write the questions doesn't live in Milan. They don't work for Microsoft. Make the first sentence into a question Do you hove Encourage students to ask you the questions.

Check an offrce? Encourage students to say the question the word order and the form of do. Point out or elicit that the answer to a question starting with the verb do is 3 Where do you work? Exptain that when questions begin with a question 5 How often do you work at the weekend?

Give students time to read Point out that a conversation often starts with one or their rote cards. For example:. A Demonstrate the activity with a confident student, A: Do you like sport? A: What sports do you play? B: Tennis and footboll. Circulate and help where needed. Encourage studenis to catl out suggestions. Eticit No and say: We don't have o photocopier. U1 agree about money. Engtish and is also correct. Ensure students understand the sentences and ,: Check the answers together.

He has an iPad. He doesn't have a are false. He has some great colleagues. Circulate and monitor, making sure that students are formi ng negatives correctty. He has a laptop. If you feet students can cope with it, ask them to join 2 I often work in teams. Remind them that a positive sentence with a negative sentence needs buf, whereas two positive 4 I like giving presentations.

Yes he does; Does he have an iPhone? Students work in pairs to compare their answers No, he doesn't. Look at the exampte together and comptete the second question with the ctass.

Get students to complete the questions. Check answers with the ctass. Do you hove o Ask students to compare their answers with a sat-nav? Ask students to prepare Check the answers with the whole class. Students listen to a call where a person gets through Ptay the rest of the ca[[s and have students comptete on the phone and asks for information. They then listen to four short phone calls. The Useful language box the exercise individuatty. Play it again and get the whole class to answer the questions.

Write the name on the board. Ptay the recordings and tetl students to tick the expressions they hear. Look at the audio script with the whote class and check the phrases. Ptay the recording again and get students to check the phrases on the board. Ask students to look at the audio script on page to check.

As students become more confident, l've got a probtem. Note any areas that may , U1 Sorry about that. Thanks for your help. Which modetis it? Catt 4 Can I speak to Sorry about that. On the board, write: Speok slowly, please. Do you speak Istudents'tanguage]? Ask students to decide which phrase they can use if: a ' they urant the person to repeat. This would be a good point to tell students how important it is to prepare before making telephone calls in English. You could compile a list of useful tetephone vocabulary with the ctass which students can keep at work, either on their desk or in a drawer for easy access.

On the board, write the headings Sales Representative and Customer. The customer tetephones the sales representative to exptain the problem. Ask the ctass to suggest what the problem could be. Eticit some phrases that the sales representative and the customer cou[d use. Ask students what sort of and say what is different. Ask students Eticit ideas and write them on the board. I what facitities they expect to have in an apartment.

Point Write on the board the headings Monager at High- to the picture of the apartment and ask students to Style Business Rentqls and Guest. Ask students suggest adjectives to describe it. Ask students to suggest what each word or phrase Circulate and monitor.

Writing rs Get students to identify the adjectives in the brochure. Would they this very straightforward after doing part 1 of the like to stay there? Remind them that this is an internaI e-mail, so ,s Now ask students to listen to the comments made by does not have to be formal. High-Styte guests and make notes. This is important when travetling complete the examptes individuatty, or doing business with people from different countries.

Get students to work in groups and discuss the Seating Germany: wait until you are questions. Tariq's i3r How much to Norway, Mataysia, Singapore: eat rude to leave food on your ptate favaurite dish is..

Egypt, China: leave a tittte food to show you are full ffi ibgFiti 4 ; Whatyou i Arab cultures: don't eat with your ; Go through the questions and clarify where needed. Leavrng i China, common to leave soon after : i your meal You coutd write some of the issues from the quiz on the board e. Can they add any other advice? Give students time to prepare their talk. They can use Ask students to suggest some topics that the the notes or make their own notes, using the topics speaker might talk about.

Ptay the recording and ask students to listen to see if their ideas are mentioned. Students take turns to give their tatk to their partner. Writing Suggested answer Skitts i My office has six desks, a tabte and 10 chairs. Cultures 1: Eating out ; 6 How many hours a week do you work? A 1d 2h 3g 4a 5f 6c 7e 8b llvriting B1e2d3c4f5a6e7b8a. I tive in loreolandI , come to work byltransportl. They go to the international schoot. I like , playing sports. At the weekend, I ptay golf or go swimming. I don't enjoy watching sports, though.

Lesson 1 Starting up Practice File t- m Eoch lesson excluding case Students talk about things they like and don't Vocabulary page 16 studies is obout [ike when travelling on business.

This does not include Vocabulary: TraveI details odministration and time spent Students practise saying flight detaits and match goi n g th ro ug h homework. Students listen and answer questions about traveI information. Practice File Writing Writing page 18 Students write an e-maiI to one of the guests confi rming arrangements. For a fast route through the unit focusing mainly on speaking skitls, iust use the underlined sections.

The modern businessperson is more likely to choose ftying as the quickest way of getting from A to B. Atthough safer than a canoe, this can stilt pose hazards.

Frequent fliers are tikety to encounter a number of hurdles that can lead to increased stress levels. First, you have to actually get on the plane. Most airlines overbook to minimise seat wastage and no-shows. This means that if alt the passengers who actualty booked t,J C seats turn up, there could be a shortage of places.

The cabin environment ul can be cramped and low in both pressure and oxygen. Jetlagwas once considered the most U u, unpleasant effect of long-haul travel. Now travelters atso have to contend with worries about DVT 7 deep vein thrombosis , which has been [inked to protonged immobitity in planes, cars or trains.

As people become more aware of the naturaI resources consumed in air travet and the pottution it creates, there is pressure for travetlers to timit their journeys and to travel in the most environmentatty friendty way possible. Many countries are experiencing a slump in corporate travel, causing repercussions in the airtine sector. Some companies are cutting costs by restricting travel or purchasing lower fares.

Web- conferencing and teleconference technotogy are beginning to be used more widely by companies. Some airtines are countering by investing in new technotogy that allows business travetlers to work online while in transit, making optimum use of the time spent in the air. But the ftight from San Francisco to Chicago took 23 hours.

So, despite any disadvantages, modern air travel remains the quickest option available. Telt students travelled to on business or on hotiday. Divide the class into ,: Play the recordings a[[ the way through and ask m pairs or small groups. Ask students to discuss what students to listen for any of the phrases they noted. Point out that o z, students will hear some of the ptaces more than 2 Overview once. Pause after recordin g L. Give them a few moments to read the tist of Ptay the recordings again.

Pause after each one and points. Point to the areas that you are covering in this check the answer around the ctass. Ask students if they agree You may wish to quickty revise the atphabet and or disagree with the quotation.

Ask students to brainstorm vocabulary connected Starting up to train journeys and flights, in particutar things This section introduces the theme of the unit. Students connected to stations and airporis e. Clarifli where questions individuatly. Pause after each one to take turns asking and answering the questions.

Ask the questions again. How many ::, Look at the examples together. Draw attention to times and numbers can the class remember? Open don't mind : don't distike , which may be new to books again and check. Ask students to catl out some things n Divide the class into pairs.

Students take turns that they can do at an airPort. Do you like checking in? Say the verbs with the whole class and checking in. See what students can remember of any travel words to go with the verbs. Read the verbs and phrases with the 2 ftight 3 luggage 4 seat 5 passport class and check students' understanding. Do item 2 together confirm 10 bilt B, to look at the information cards and prepare Circulate and help where needed. Draw students' Students listen to an interview with a business traveller and answer questions.

Then ask students which action they think comes next confirm their flight. The interview is in two parts. Ask students to say what countryAmsterdam and Check the answers around the class and write the Chicago are in rhe Netherlonds ond the USA. Read the questions with the class. Clarify where necesSary. Pause to check the 4 queue at the check-in answers with the whole class. Ask students to say why they think Liz likes doing Hightight the example and do item 2 with the whole these things.

Then ask students to do the exercise individuatly. See if students know ;, Students listen to the second part ofthe interview any other phrases that coutd be used in these and answer the questions from Exercise B. Model how to say the phrases and get students to repeat. Ask siucienis io iry i. Ask and write them on the board. What sentences show they are on the phone?

This is ludith Preiss here. Poul, l'm calling about Focus on the examples. See audio script, Course Book page On the board, write: He can speak English. Eticit the negative He can't speok English. Model the pronunciation of cqn atthe order first and to [ook at the question with con. Contrast with Yes, he can lkenl. Ask them to each write three more questions based on the diatogue.

Circulate, monitor and help where necessa ry. Ask the class to catl out the names of languages and ', Students then work in pairs to ask and answer each write them on the board. To make this more diificult, ask Highlight the example. Encourage students to ask students to cover the diatogue to see ifthey can you similar questions. Tell students to move around the class asking about " Have one or two pairs come to the front to ask and different [anguages Con you speak?

After a few minutes, ask atl Student As to move and sit next to a ffi ''': new partner. Repeat this two or three times and keep the pace brisk. Ask the class two or three questions e. Can Lukos Focus on pronunciation and intonation. Go through the answers as a class and go over any p Read the brochure again as a whole class.

Where areas that caused confusion. UI n 1 can't 2 can 3 Friday 4 can 5 can o z 6 station 7 Can 8 can m z, s Look at the example together. Eticit what a negative o response would be No, you con't. Tel[ students to use the Divide the ctass into pairs. Less confident classes prompts to ask and answer questions about the can prepare the questions and answers in same-role Tokyo hotet.

Check that students are using Start the rote play. Help if Yes, you can and No, you con'tto respond, rather necesSary. Note that the prompts in the rote cards are o Ask students if they think the Hilton Tokyo is a good intentionally iumbted in order, so that students have business hote[. What facilities do they [ike? What to work out which response is required.

All rooms have high-speed I internet access. Reading: Business hotels : 2 No, you can't. The hotel doesn't have an Students read about a hotel and ask and answer : outdoor poo[, but it has an indoor poo[.

The hotel has two rooftop courts. The Musashino serves , apanese food. Ask students to name some hotels that they know. Te[[ students about the kind of hotel you 5 No, you can't. Encourage peopte. Ask students what facilities they expect to find in a business hotel. You can take the airport limousine direct to the hotel. Look at the facitities tisted. Check students' understanding. Ask students to complete the exercise, comparing m their ideas with a partner.

Have a brief feedback session with the whole class. Get students to read through the brochure again to u find the information.

Focus on the photos. Ask students to describe what Ask a student to read each question and briskty elicit they see. Ask students what country they think the hotel is in. Get students to read the titte and introductory 1 a minute walk paragraph to check Aapqn. Ask students to say some of the facitities at the. Say a word from the first column and Hilton Tokyo and write ideas on the board. Get students to read the text again quickty to check and add more information where necessary.

Students practise the Books closed. Tett students they have a new job in a language and role-play a conversation. What things do they want to know about the city? Brainstorm and write suggestions on the board. Books open, Read the information together. Hightight Eticit the negative form of there are there aren't. Are there any meeting rooms?

Monitor and hetp where needed. Students listen to a classroom using there is, there isn't, there are and dialogue and role-play a conversation between a hotel receptionist and a business travetler. Ask students questions e. Tell students Simon is booking a hotel classroom? Are there any pictures? Encourage room. On the board, write two headings: Simon and students to respond Yes, there is,Yes, there are, Receptionist.

Ask students what information Simon No, there isn't and No, there aren't. Receptionist: single or doubleT number of Look at the example and then do items 2 and 3 with nights?

Read the questions with the class and Ask students to comptete the exercise individuatty. Check the answers around the class. Pre-teach any words or phrases students may have difficulty with in the recording such as let me check.

Ptay the recording while students undertine the 3 There aren't any aiste seats available. Play the recording again and pause to elicit the answerS. Ask students to turn to the audio script on page 8 Arethere any buses from the airport to the city and practise the conversation with a partner.

Go through the phrases in the Usefu[ language box. Hetp with pronunciation and ctarify meaning where necessary. UI UT Tell students to use the prompts and the phrases o z. What things can they do to hetp communication e. Go through the phrases in the Usefu[ language box and ask students to identify usefuI phrases for booking a ftight. Te[[ students to use the information on their role cards to role-play a telephone conversation. Give students a few moments to look at the information and prepare.

Encourage students to sit back to back to simulate a telephone situation. A conference centre in Vienna, Austria, has requests for conference rooms from three companies. Ask one or two pairs to come to the front and act out one of the conversations. Circulate and help call with the finalconference organiser. Have a feedback session with the whole class, lf pairs ::r Ask check questions e. How many people are in have altocated conference rooms differently, use this the group from Minnesoto Chemicals?

Pre-teach any unfamiliar conference centre. Ask students to suggest what a vocabulary e. Ask students to listen to the conversation and note down what the conference organiser from JooC ,,, Encourage students to suggest an opening Designs wants. I am writing concerning your conference room booking. Choose a company and ask the ctass to hetp you conference, Slvins a of 65, write an e-mait on the board. Jgtat ::' Now ask students to choose another company and Task write an e-maiI individually.

Read through the questions in the first part ofthe. Ask students to work in pairs. They are going to :;r Ask students to compare their e-mails. Encourage students to make notes about their i decisions so that they can use them in the next part : One-to-one of the task.

They wilt : Now ask your student to read their e-mail in the same way and you 8u9ss the company. Attow them to make brief notes if necessary. Food and entertaining J 6r r z - Lesson 1 Starting up Practice File m Eoch lesson excluding case Students talk about the kind of food they tike Vocabutary page 20 studies is about and match dishes and countries. This does not include Vocabulary: Eating out odministrqtion and time spent Students look at food groups and different parts go i ng thro ug h ho mewo rk.

Lesson 2 Reading: Fast food in lndia Text bank Students look at how fast-food chains changed pages their menus in order to be successfut in lndia. Lesson 3 Language focus 2: Countable and uncountable Practice File nouns Language review page 21 Students identify countabte nouns and complete Course Book Skitts exercises using a lot of, mony or much. Lesson 4 Case studv: Which restaurant? Resource bank Writing Each case study is obout 30 Students decide which of three restaurants to page minutes to t hour.

Writing page 22 Writing Students write an e-maiI inviting a customer to dinner and giving details about the restaurant. For a fast route through the unit focusing mainly on speaking skitls, just use the underlined sections, For one-to-one situations, most parts of the unit lend themselves, with minimal adaptation, to use with individual students.

UNIT 5. The fashion for eating out in restaurants was adopted by the upper classes during the French Revotution. Many Engtish words relating to eating out are adopted from the French hotel, caf6, menu, chef, elc. Later, the migrations of the 20th century proved fertile ground for mingling cuisines, arrd a knowledge of the vast variety on offer is viewed as a mark of modern cosmopolitan taste.

TE Codes of eating vary from culture to culture. An American wit[ be amused to see a British person Iz struggting to balance peas on the back, rather than the curve, ofthe fork. A European witl retain rn. The order in which food is served also differs from country to country. The diners serve themselves by transferring smal[ amounts of food from communa[ bowts onto their own plates.

Anthropotogist Robin Fox believes that 'doing [unch' has tittte to do with business and everything to do with status. The traditional concept of a business [unch or dinner has broadened to encompass other meals.

First there were breakfast meetings, fottowed by a trend in the USA to have meetings over afternoon tea. Whatever the context, it is important to check what etiguette is expected and what behaviour is acceptabte. Turn off mobile phones and be polite and attentive. I , breokfost o With the whole class, run through the countries in o z supper the box and ask the students to make adiectives from them. Discourage students from using English as the z o lunch ad jective for the UK.

Keep this brisk. What time do they eat it? What time do they eat the other meals? Do they usuatty have lunch? You may wish to tell students that with the more How long is the normal [unch break in their country? Overview : Circulate and monitor. Tell students that you are going to look at [anguage for food and entertaining today. Ask them to look itu tua at the Overview section on page Poinl to each heading and eticit or exptain a littte about each. Point rl: With the whole ctass, match the dishes and to the sections you wilI be covering in this lesson, adjectives.

Hightight the exampte sentence, then do item 2 together to demonstrate Snoils are a French dish. Quotation ,; Read the quotation with the ctass.

Check students Ask students to make sentences in pairs. Ask students to say Check the answers around the ctass. Ask spaghetti - ltalian; goulash - Hungarian; burger studenis what happens in their own cultures - are - American; paella - Spanish; sweet-and-sour- conversations kept until after the meat is finished, or chicken - Chinese; faiitas - Mexican do they go on during the meal? Are there any that students the food and conversation made it a good or bad disagree with?

Ask them to think of meals they have Get students to catI out any other typical dishes that had in restaurants with business colleagues, friends they know tett them not to say the country that the or famity.

Write ideas on the board, pausing and asking students to help you spell the words. Ask the rest ofthe class to guess what country each dish comes from. Check students understand business breakfast and entertain. See ifstudents can add any more live in the sea, including those that have shells, such items to each category.

Fish con live in rivers, lokes or.! Hightight the example. Describe an unusual food that you have tried. Ask the class to guess which country you tried it in. Divide the class into pairs and tell students to choose Ihe add ene out end, er.

Encourage the ctass to use tried. If Quickty ask five of the pairs to give the answers. Ask students to work in pairs and describe the unusual food to their partner. The others are kinds of meat.

The others are kinds of where they tried the food. The others are kinds of fruit. Do the exercise with the whole ctass. The others are kinds of vegetabtes, 1 menu 2 bill 3 check 4 receipt : A.

Try to eticit the three parts of a menu for the same thing. Consolidate the vocabulary by saying: Books open. Quickly check students' understanding It's the stort of the meal, whot do you ask for? After you ' Ask students to complete the exercise individuatly. Ask the ctass to , Check the answers around the class. Ptay the first part of the recording and ask: How mony people ore speoking? Look at the dishes on the menu.

Ask students which countries the main courses are from tr taly, Spoin ond Jopan. Draw attention to the example. Ptay the first part of the recording again and pause to ask what the man e Give students time to read their rote cards.

Explain that Student A starts the conversation. To extend the activity, ask the class to turn to the audio script on page 1, Play the conversation again white students read.

Write fast food and fast-food Ask students to read the conversation with a partner, restouronts on the board and ask students to suggest then to adapt the conversation, substituting their types of fast food and any fast-food companies own choice of dishes. Write their suggestions under the correct heading. Ask students: Do you like fast food? Altow students to work in pairs for a few minutes to discuss the three questions, then briefly ,3 Highlight the example and elicit which sentence open up the discussion to the whote class.

Get students to put the remaining sentences into the correct order. Write the question on the board. Encourage students Ask students to compare answers with a partner.

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