NEW

VISTAS
Teacher's
Resource
Manual
by LORNA JOY SWAIN

H. DOUGLAS BROWN
ANNE ALBARELLI-SIEGFRIED
ALICE SAVAGE MASOUD SHAFIEI
Internet Activities by Howard Beckerman
Heartworks International, Inc., Stony Brook, New York
New Vistas 4, Teachers Resource Manual

2001 by Prentice Hall Regents.

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

ISBN 0-13-908336-7

1 2 3 4 5 6 7 8 9 10BAM06 05 04 03 02 01
Contents
UNIT 1 Lesson 1 Moving On 3
Lesson 2 Ill ask him to give you a call. 7
Lesson 3 Working across Cultures 10
UNIT 2 Lesson 1 Learning the Corporate Culture 21
Lesson 2 Training to Be a Chef 25
Lesson 3 Planning for Retirement 29
UNIT 3 Lesson 1 Im suffering from test anxiety. 40
Lesson 2 I need some time to adjust. 44
Lesson 3 CollegeLink.com 48
UNIT 4 Lesson 1 Starting Work 59
Lesson 2 Meeting the Boss! 63
Lesson 3 Why I Hate E-mail 67
UNIT 5 Lesson 1 A Learning Experience 77
Lesson 2 Trial and Error 82
Lesson 3 E-mail Connections Unlimited 85
UNIT 6 Lesson 1 Coping at Work 96
Lesson 2 Thats how it is. 100
Lesson 3 Search Engines 104
UNIT 7 Lesson 1 Planning a Visit 114
Lesson 2 Lifelong Learning 118
Lesson 3 Work in the 21st Century 122
UNIT 8 Lesson 1 Advancement in the Workplace 133
Lesson 2 Im just beginning to learn how things work. 137
Lesson 3 Interpersonal Relations 141
UNIT 9 Lesson 1 Friendship in the Workplace 152
Lesson 2 Going Home for a Visit 156
Lesson 3 Talking over Problems 160
UNIT 10 Lesson 1 Getting Together 170
Lesson 2 Dating in the Workplace 173
Lesson 3 Workplace Etiquette 177
Tapescripts 185

iii
 Unit Topics
Moving On to the World of Work
Starting a new job; preparing for a
1 presentation; e-mail; staying in touch with
school friends; working in another culture;
the Internet
Workplaces across Cultures
Discussing corporate culture, benefits,
2 loyalty to the company; rsum writing;
retirement
Test Anxiety
Investigating how to apply to universities
3 and colleges in the U.S.; preparing for a test;
writing a college-application letter;
discussing entrance exams
Starting a New Job
Getting advice from friends and coworkers;
4 skills and abilities; interacting with the boss;
polite requests; policies and procedures;
benefits; e-mail; the help desk
A Real Job
Learning experiences on the job; the
5 characteristics of a good boss; qualities of a
good partner; problem-solving at work;
predicaments at work
Working Overtime
Working with a team; predicaments at work;
6 work schedules; computer problems; e-mail;
voice mail; search engines
Learning, Learning
Technical studies; sightseeing; lifelong
7 learning; planning a career; rehearsing for an
interview; workplace synergy; planning a
workshop
Interpersonal Relations at Work
Advancement in the workplace (getting a
8 promotion); policies and regulations; how
things work in the office; communicating
effectively
Friendship in the Workplace
Relationships at work; homesickness;
9 worrying about family; resolving conflicts at
work, at home
Reunion
Visiting Spain; dating in the office;
10 workplace etiquette; good relationships at
work
iv
Functions
Talking about the future; asking for and giving advice; offering help;
giving written advice; interpreting a schedule; making appointments;
making distinctions; discussing cross-cultural experiences; requesting and
clarifying information
Requesting information; giving job-related information; talking about
everyday activities; talking about habits; describing the manner in which
an action occurs; discuss, read, and write about frequency of action;
describing future events
Asking for and giving information; talking about past experiences;
determining the sequence of past events; stating a purpose or reason;
talking about getting/having something done; talking about making
decisions
Describing experiences; describing abilities and skills; confirming
information; making requests; accepting requests; refusing requests;
talking about past events that are continuing in the present; talking about
technology
Describing predicaments; giving opinions; identifying people, places, and
things; giving advice; suggesting alternatives; complimenting a person;
drawing conclusions; emphasizing; making excuses; apologizing
Talking about conditions; asking for advice; giving advice; confirming
information; making requests; responding to requests; interpreting an
informational article; discussing alternatives
Talking about plans; following technical directions; stating technical
information; describing likes and dislikes; talking about ambitions;
talking about sequence of events; discussing quantity; describing recent
experiences
Talking about changes; stating rules; expressing hope; speculating about
the future; drawing conclusions; expressing and responding to anger;
persuading someone not to act impulsively; talking about past
advisability; talking about possibilities; giving constructive criticism;
responding to criticism and giving excuses
Speculating about future events; talking about hypothetical situations;
making assumptions about the past; talking about past possibility; talking
about past advisability; talking about wishes; talking about present
conditions
Talking about having/getting something done; reporting opinions,
thoughts, and feelings; reporting what other people asked or said;
expressing advice; agreeing and disagreeing; complimenting
 Grammmar
Another (one), the other (one), the others
(the other ones), others (other ones)
Repeated past action/past state: used
to
Present tenses with future meaning
Modals
Simple present vs. present continuous
Present perfect
Placement of adverbs and
prepositional phrases
Adverbial clauses with future time
Embedded questions
Past perfect
Active causative (have, make, get)
Phrasal verbs: separable and
inseparable
Present perfect continuous
Affirmative and negative statements;
information questions
Relative clauses
Relative pronouns as subjects
Relative pronouns as objects
Modals of advice or suggestions about
the past
Not only . . . but (also)
Either . . . or
Both . . . and
Neither . . . nor
Direct and indirect objects
Comparison of nouns
Verb + direct object + infinitive Verb +
infinitive (to + verb); verb + gerund
(verb + -ing) Verb + either infinitive or
gerund Participles in adverbial phrases
Participles in adjective clauses
Prefixes: im-, in-, un-, ir-, anti-, is-
Passive voice in the future
Passive voice with modals
Modals in the past
Hope
Result clauses with so . . . (that)
Result clauses with such a/an . . . that
Review: Conditional in real or possible
situations
Conditional in hypothetical situations
Conditional in unreal past situations
Modals in the progressive
Modals in the past Wish Unless
Review: Active causative
Passive causative
Noun clauses as objects
Reported speech: commands;
statements
Communication Skills
LISTENING AND SPEAKING
Ask for and give advice; offer help;
make appointments; discuss
cross-cultural experiences
Discuss daily activities; listen for
details; role play a job interview; listen
and take notes
Listen for specific information; discuss
advantages and disadvantages of
applying to college online
Listen for specific information and take
notes; make polite requests at work;
listen for details; group problem-
solving
Discuss predicaments at work; discuss
qualities of a good partner; practice
small talk; make apologies; role play
problem-solving at work; take notes on
a TV show
Listen for details; take notes from a
recorded message; interview classmates
Follow spoken instructions to complete
a chart; conduct a survey; listen for
details; teach a recipe; plan and present
a workshop in class
Listen for details; draw conclusions;
role play making complaints
Listen for details; interview classmates
and record their responses; discuss how
to handle conflict situations
Role play a conversation; listen for
details; report on Internet or library
research; takes notes based on a
listening
READING AND WRITING
Give written advice; communicate via e-mails;
interpret a schedule; set up a personal journal;
scan for new words; understand words from
context
Understand words from context; interpret a
rsum; interpret graphs; scan for specific
information; write a rsum; tally the results of a
survey
Read for chronological order; read an online
advertisement; make a timeline from a reading;
write a letter of application; write a journal entry
Understand words from context; read a mind
map; create your own mind map; reading for
humor; proofreading
Understand pronoun reference; make inferences;
journal writing
Write down recorded messages; write e-mail
messages at work; write notes on interviews;
write a descriptive paragraph; interpret ads from
website companies; compare ads for search
engines; write an e-mail; select magazine articles
of your own and skim or scan for gist
Read for details; read travel ads; read a flow
chart and write a paragraph with the
information; read and write a recipe in
paragraph form; read an article for details; set
goals for more writing in English
Give personal responses to a reading; make a list
of school rules and policies; list characteristics of
a good coworker and supervisor; read an article
and take a test on interpersonal communication
skills
Take a personality test; apply dos and donts to
particular situations; set goals for doing more
reading in English
Research a topic on the Internet or in the library;
write two or three paragraphs based on the
research; draw conclusions based on information
from a reading
v
Introduction
Welcome to NEW VISTAS. This five-level course
gives adult and young-adult learners a
comprehensive set of communication skills in the
English language. Throughout each level, language
is natural and authentic, and contextualized in lively,
interesting situations with which your students can
easily identify. The lessons in NEW VISTAS
presuppose that its users are motivated by factors
typical of adults, making the series appropriate for
students who are high school age and older. Each
lesson challenges students by capitalizing on what
they know or have learned, and by encouraging
them to stretch just a little beyond their current stage
of language development. With each new step,
students are given a firm grammatical basis on
which to build their communication skills.
THE COMPONENTS OF NEW VISTAS
Each of the five levels of NEW VISTAS includes
four components to make your students learning
experience interesting and successful.
1. The Student Books consist of ten units each. Each
unit is divided into three separate lessons. Lessons
1 and 2 introduce new language through dialogs,
readings, conversation practice, and task-based
activities. Grammar is treated inductively as
students first use new structures to complete simple
communication tasks, and subsequently have their
attention drawn to those structures. Lesson 3
integrates and expands the functions and structures
taught in Lessons 1 and 2, and directs the students
toward a more personalized use of English. At the
end of each unit all grammar, vocabulary, and
communication skills are summarized. Each level
provides enough activities for approximately sixty
class sessions of 50 minutes each. The material can
be extended to ninety class sessions by using
corresponding Workbook exercises and activities
suggested in the Teachers Resource Manuals.
One of the innovative features of NEW VISTAS is a
series of exercises called Strategies for Success,
found at the end of each unit in Books 1 through 4.
These sections are designed to encourage students to
do something on their own, beyond the
classroom, to improve their skills;
vi Introduction
become aware of some of the techniques that
successful language learners have used to
achieve their highest potential;
work with another student, a learning partner,
in a cooperative venture to practice English and
reflect on their learning; and
write entries in a personal journal to reinforce
their English skills, and, starting in Book 2, to
reflect on their learning styles, their strategy
use, and their progress in English.
Your encouragement and guidance of your
students is an important factor in making the
Strategies for Success exercises doable and
practical. Research has found that if students are
simply told to do these exercises if they want to,
only a very small number of students will do so.
So what is needed is your conviction that
students can gain significantly from performing
self-help exercises outside the classroom;
making some effort on their ownwithout the
teacher there for every stepdevelops students
autonomy and pride in their accomplishments;
doing the exercises in a low-risk setting with a
learning partner will increase their motivation
to learn English;
writing in a personal journal helps to reinforce
language skills.
In other words, if you convey your own positive
outlook on strategy training and help your
students to get started, they will be interested and
challenged to perform the exercises.
2. The Teachers Resource Manuals provide clear
procedures for teaching each page of the Student
Book. First, an overview lists the topics, grammar,
and communication skills covered in each unit.
Then, step-by-step instructions for delivering
classroom lessons are given. Also included are
explanations of grammar points, pronunciation
pointers, information on cultural topics, tapescripts,
answers for each exercise, optional activities for
further practice, and specific suggestions for
implementing the Strategies for Success modules.
Each Teachers Manual for levels 14 includes a set of
tests: one mid-term (covering Units 15) and one
final (covering Units 110). Each test is accompanied
by directions to the teacher for administration and
scoring. A unique feature of the Student Placement
and Evaluation Test is that it includes sections on
spontaneous oral and written production.
The Teachers Resource Manuals are designed so that
teachers new to the field will find all the information
they need to become immediately successful in the
classroom. More experienced teachers will find a
wealth of suggestions to add to their repertoires.
3. The Workbooks include a variety of exercises to be
used either for homework or for extra classroom
practice. The exercises strengthen the students
competence in English and provide additional
interest and motivation. The answers to the
Workbook exercises are provided at the end of each
unit of the Teachers Resource Manual.
4. The Audio Programs contain recordings of dialogs,
listening-comprehension exercises, and other
exercises for which hearing examples and models
can enhance students learning. Exercises are
recorded at normal conversational speed, using a
variety of native speakers of English, so that
students can build their listening skills and practice
correct pronunciation. Recorded exercises are
indicated in the Student Book with a symbol.
5. The Companion Website is an online feature new to
the NEW VISTAS program. Ten online units accom-
pany the Student Book. Each unit consists of clearly
stated activity Objectives; Web activities that
facilitate exploration of unit themes within a multi-
sensory learning environment; E-mail activities
that prompt students to talkabout unit themes by
corresponding with a pen pal, encouraging students
to use unit vocabulary and grammatical structures in
a meaningful context; and Grammar activities that
feature instant scoring and feedback so students will
recognize their strengths and weaknesses immedi-
ately. The site also features a Teacher Notes
section, which includes Vocabulary, Wrap Up, and
Putting It Together sections, and additional links to
help facilitate student learning. The entire Teachers
Resource Manual is available online for download
(http://www.longman.com/newvistas). Navigating
through the website is simplified through easily
identified buttons. The Preferences button helps to
manage student performance by having students
e-mail all of their answers to the teacher and to
themselves for follow-up activities. The Help
button provides support to the companion website.
The Feedback button allows for better mainte-
nance of the site through teachers and students
feedback. Online activities are indicated in the
Student Book with a symbol.
FEATURES OF THE NEW VISTAS
STUDENT BOOK
Each lesson opens with an attractive illustration
and a presentation of an authentic conversation or
reading.
Exercises provide students with varied,
interesting tasks that are authentic, creative, and
interactive.
Special new sections labeled Strategies for
Success show students how to use learning
strategies outside the classroom.
Another new feature, an Online section,
introduces students to simple Internet activities.
Sprinkled through the units are various cultural
notes and information pieces.
The Wrap Up exercise is a personalized
activity that culminates each unit.
The Checkpoint section at the end of each unit
helps students evaluate their progress and think
about their learning modalities.
Summary pages at the very end of each unit
summarize the vocabulary, grammar, and
communication skills covered in that unit.
FEATURES OF THE NEW VISTAS
TEACHERS RESOURCE MANUAL
A Unit Overview listing (a) topics, grammar, and
communication skills and (b) skills standards
using CASAS and SCANS competencies.
Step-by-step, explicit instructions for taking
students through each exercise.
An Answer Key for each exercise.
Tapescripts for all audiotaped material.
Answers to Workbook exercises.
All the materials for the mid-term test (see Unit 5)
and for the final test (see Unit 10). These include:
(a) photocopy-ready student test pages
(b) complete directions for administration
Introduction vii
 (c) tapescripts for listening comprehension
sections
(d) instructions for scoring and a scoring
summary sheet
(e) answer sheets and answer keys.
BACKGROUND ON SCANS AND CASAS
The SCANS and CASAS skill standards are career
and vocational goals advocated by the federal
government and by the State of California to prepare
students for the demands and challenges of the
workplace. These skills standards constitute a
progressive series of levels of proficiency in language
and communicative functions, as well as a general
introduction to the technological and interpersonal
demands of the international workplace.
In 1990 the Secretary of Labor appointed a group
called the Secretarys Commission on Achieving
Necessary Skills (SCANS) to determine the skills
people need to succeed. The commission was
composed of 30 representatives of education,
business, labor, and state government. It was
charged with defining a common core of skills that
constitute job readiness in the current economic
environment.
Under separate auspices, the State of California
appointed an advisory committee in 1983 to help
improve education in its primary and secondary
school system. In 1988 the state superintendent of
public instruction broadened the scope of this
initiative, appointing an adult education advisory
committee as well. Their report, entitled Adult
Education for the 21st Century: Strategic Plan to Meet
Californias Long-Term Adult Education Needs, extends
Californias educational mandates to include ESL
programs for adults. The criteria in the Strategic Plan
form the foundation of English-as-a-second-language
Model Standards for Adult Education Programs.
The Comprehensive Adult Student Assessment
System (CASAS) is a widely used system for
assessing adult basic skills within a functional
context. It has been approved and validated by the
U.S. Department of Education in the area of adult
literacy. CASAS provides a framework for
implementing quality programs with a built-in
standardized accountability system for reporting
results. The assessment, training, and evaluation
are based on the critical competencies and skill
viii Introduction
areas required for success in the workplace,
community, and family.
Each NEW VISTAS Teachers Resource Manual
displays a Skill Standards Overview at the
beginning of every unit so that educators and
administrators can determine at a glance which
competencies and skill standards are addressed
within a particular unit of the Student Book.
THE NEW VISTAS APPROACH
NEW VISTAS features the best of what has come to
be known as communicative language teaching,
including recent developments in creating
interactive, learner-centered classrooms. NEW
VISTAS provides students with natural, meaningful
contexts in which to practice the communicative
functions of the language. As such, it emphasizes
the internalization of language structures and
functions through practice in using the language
from the very first day. NEW VISTAS deemphasizes
the use of grammar rule memorization,
overlearning, translation, and teacher-centered
activities. When grammar practice and explanations
occur, they are kept simple and are always
embedded in real, communicative contexts.
NEW VISTAS emphasizes practice in all four
language skills. In the process of helping students
to acquire their new language, the teacher acts as a
facilitator and guide in a student-centered
classroom. The ultimate goal of this series is to
provide students with the fluency needed to use
English in unrehearsed situations outside the
classroom. How is this goal achieved?
1. By presenting language in meaningful,
communicative, and functional contexts
NEW VISTAS emphasizes using language
functions in meaningful, communicative contexts
and not using individual structures, forms, or
sounds in isolation. Dialogs are used not for rote
memorization, but for adaptation to pair and
small-group work. And rather than focusing on
mastery through memorization, overlearning,
and drilling, NEW VISTAS places emphasis on
students attempts to communicate spontaneously,
even if those attempts have errors in them.
Students are encouraged to take risks and to use a
trial-and-error approach as they try out their new
language. Class work is learner-directed so that
students gain confidence and eventually attain
fluency and accuracy in the language.
Grammatical structures have their place in NEW
VISTAS too, but not as isolated patterns for analysis
and rule memorization. Instead, all structures are
taught within a functional and communicative
context. As students progress through units that are
grammatically sequenced, they practice functional
language that enables them to accomplish specific
communication goals. In this way, students have a
chance to use the language at the same time as they
learn about its structures and functions.
Each unit helps students do things with the
language they are learningto use the natural
functions of language in familiar, meaningful
contexts. For example, they may learn to greet
someone (Hello. How are you?), to ask for
information (What time is it?), to make a
suggestion (Lets go to a movie tonight), to give language learning and acquisition process. Of
an opinion (I think hes happy because he doesnt course, you are expected to be in charge of the
have to get up early), and so on.
NEW VISTAS provides a wide range of
opportunities for English language practice. This is
achieved through student/teacher interaction and
a great deal of pair and small-group work in which
students expand on structural and functional
models and thus gradually learn to express
themselves creatively.
2. By encouraging the integration of all four
language skills
Certain language teaching methods defer teaching
reading and writing until speech is mastered. NEW
VISTAS advocates the use of all four language
skillslistening, speaking, reading, and writing
from the very first lesson. Each unit includes
activities in each of these skills areas. Emphasis is
placed on listening activities as one of the main
sources of comprehensible input for the student;
therefore, tape recordings and tapescripts with
meaningful and communicative contexts are
provided for every lesson. The natural
interrelationship of the four skills is exploited and
developed. For example, a spoken answer follows
a spoken question, a written response may follow
the reading of a letter, and so on.
3. By focusing on student-centered
learning with the teacher as facilitator
NEW VISTAS encourages teachers to be more the
facilitators of the students language acquisition
process and less the directors of a language class
to be less directive, but no less effective. This
means motivating students to grasp the language
through their own involvement in a meaningful
and communicative process, which necessarily
involves risk-taking and trial and error.
NEW VISTAS is a student-centered series; it focuses
on student ownership of the English they are
learning from the very first lesson. Once students
have been initially exposed to correct language
models, they are expected to take the lead in using
them. Exercise instructions frequently specify that
students work in pairs or small groups not only to
practice a given conversation pattern but also to
expand on it creatively. The teachers role is
generally that of a facilitator and monitor of the
overall syllabus and how it flows, but you need not
direct all the activities at all times.
Above all, NEW VISTAS encourages students to
communicate creatively. Lesson 3 of every unit has
student-centered activities that motivate the
students to integrate and apply in an original
manner the skills and content theyve learned in
Lessons 1 and 2. For example, exercises have
students Write a postcard . . . , Interview a
classmate . . . , and so on.
4. By assigning a secondary role to
structural information and a minor role
to translation
In NEW VISTAS, structural (communicative)
information is summarized at the end of each unit
because research has demonstrated that students
should first receive meaningful and communicative
practice in the target language. Translation of
vocabulary items or whole phrases and structures
into a students native language should be resorted
to only if other means, such as paraphrasing,
gesturing, and using visuals and diagrams, have
failed to get the message across. In this way, students
wont come to depend on their native language as a
crutch. Research shows that frequent or excessive
translation can markedly slow students progress.
Introduction ix
GUIDELINES AND SUGGESTIONS FOR
USING NEW VISTAS
The following are some guidelines and suggestions
for using NEW VISTAS by skill area, with additional
notes on grammar and vocabulary. More specific
tips on classroom activities in all of these areas are
provided in the Teachers Resource Manuals.
Listening
All of the listening activities in NEW VISTAS are
recorded on cassette, with tapescripts in the
Teachers Resource Manual. As a general rule, use the
following procedure for listening exercises.
1. Preview the context of the listening exercise by
discussing where the conversation takes place, who
the speakers are, and the purpose of the
conversation. You might write new vocabulary
items on the board and check to see if your
students understand them. It is important, though,
to remind students that the usual goal of a
listening activity is to remember not the specific
words or structures, but the main idea(s).
2. Make sure that students know exactly what
they are expected to listen for: grammatical cues,
particular vocabulary items, specific information,
overall meaning, or all of these? Before you begin,
be sure to give students an opportunity to ask you
any questions about the exercise.
3. Play the cassette or read the tapescript (in a
normal, conversational tone) as many times as you
think necessary. Students often gain
comprehension confidence through repetition of
material.
4. Allow the students time to give their responses
to a listening activity. The recordings leave ample
pauses for this purpose. Students respond by
writing the answers in their books, on separate
paper, or on the board, or by answering orally.
5. Sometimes its necessary to play the cassette or
read the tapescript one more time after students
have completed all aspects of the exercise. In this
way, students can check or verify their answers.
Speaking
There are many different kinds of speaking
activities in NEW VISTAS. They range from choral
x Introduction
repetition and other forms of teacher-student
practice, to student-student practice, to free,
creative conversation. In each case, the Teachers
Resource Manual provides detailed suggestions on
how to proceed.
As a rule, follow these general guidelines for all
speaking activities.
1. Make sure your students understand what they
are saying. This means that you may need to
preview vocabulary, grammar, or context cues. In
some cases, students will be practicing phrases
whose component parts they may not completely
understand. For example, in Unit 1, Lesson 1, they
are taught to use How are you? as a formula,
without necessarily understanding question
formation or verb inversion. At the beginning of
the book, the main thing is that they understand
what they are asking when they say How are
you? One way of ensuring that they understand
meaning is to allow for or provide a native
language translation of the question.
2. Know how and when (if at all) to correct
pronunciation and grammar errors. You do not
need to correct every single error that a student
makes. If you overcorrect, your students will
become discouraged and will stop trying to make
an effort to speak; if you undercorrect, they may
learn incorrect forms of language. Your job is to
find the optimal point in between. Here are some
points to bear in mind.
Focus on errors that affect meaning, not on those that
only affect form. For example, a student who
pronounces the word that so that it sounds like dat
will still be perfectly understood when he or she says,
Dats all right. Likewise, a student who says, They
always walks home from school will be perfectly
understood. Research shows that most errors of this
type are eliminated by the student over time through
natural exposure to the correct forms.
Give students a chance to discover and correct
their own errors. For example, if a student says
Eats good for Its good, you might say,
Youve made a slight mistake. Try it again. If the
student still cant discover the error, then simply
point it out for him or her by saying Whats good?
Tell me again.
Never stop a student in mid-conversation to
correct an error; instead, repeat or rephrase
correctly what the student has said. For example, if
the student says, I need a pain to fry this, you
might say, Right! A pan is just what you need.
3. Here are some general guidelines for teaching
pronunciation.
Pronunciation is a psychomotor skill, so
students need plenty of practice to improve their
pronunciation. Dont be afraid to have them do
this practice in the form of drills, both choral
and individual. But keep these drills short and
sweetif they go on too long, pronunciation
exercises become boring!
Feel free to use the audiotape for pronunciation
exercises. Even if your own English is very good,
it gives students another voice to listen to.
Some students might be afraid to speak out and
do pronunciation exercises. You will need to
encourage these students and praise them even
for little attempts to speak. Dont ever scold or
make them feel ashamed of their own
pronunciation.
You can do little unplanned pronunciation drills
(for just a few seconds at a time) when an
English sound or an intonation, stress, or
rhythm pattern needs to be worked on.
Finally, remember that 99 out of 100 adult
learners of English will retain a bit of an accent
even when they become advanced learners.
So, ultimately your students goal in
pronunciation should be clear, comprehensible
articulation, even if a little of their own accent
still remains. In this day of international
varieties of English, there are many different
acceptable standards of pronunciation.
Reading
Reading is an important part of communication in
a new language. Through reading, students receive
language input in the form of vocabulary and
grammar. They are able to use the new words and
structures thus acquired when they speak, listen,
and write. In this series, readings are frequently
combined with listening exercises: students read
along in their books as the teacher plays a cassette
or reads a passage aloud.
Once students have learned the alphabet and basic
sound-symbol relationships, learning to read
means learning to comprehend increasingly more
complex structures and new vocabulary. The
readings gradually increase in length and
complexity from book to book. They range, for
example, from single words and phrases on a sign,
to postcard messages, to newspaper articles.
Here are some guidelines and suggestions for
conducting reading activities.
1. Help students use pre-reading techniques, such
as making predictions about what they are about to
read, guessing at main ideas and unknown words
and phrases, and mapping out the ideas in graphic
form. Where appropriate, summarize the passage
for the students before they actually read it.
2. Have students relate the main idea and other
topics in the reading to their own experiences and
surroundings.
3. Emphasize that students should read by
phrases and larger word groups rather than just
word by word.
4. Discourage students from looking up every
new word in their dictionaries. Instead teach them
how to get the meaning from the surrounding
context. Other ways of providing meanings are
through visuals, gestures, and realia, or through
peer information exchanges. You can also rephrase
unknown concepts in more familiar terms.
5. Show students how to scan reading passages
for specific information and how to skim for
general or main ideas.
6. Explain that different reading passages may
require different reading strategies. For example,
reading a sequence of information, such as a recipe,
requires slower reading than scanning a short
letter.
Writing
This series leads students from the early stages of
mechanical writing to the expression of their own
ideas on paper. Writing activities include copying,
filling in blanks, dictations, sentence transformations,
answering questions, and controlled-to-free
paragraph writing. Many of the writing exercises are
linked to listening tasksstudents write down parts
of conversations or discourses that they hear.
Introduction xi
Bear in mind these points when you teach writing.
1. During the early stages of writing practice,
provide a standard model of cursive writing for the
students to imitate. If all class members shape and
connect their letters in a similar fashion, it will be
easy for you to recognize and correct their work
and for them to read each others writing.
2. When students are expected to write based on a
spoken stimulus, make sure that what they hear is
audible and repeated until everyone has had ample
opportunity to complete the exercise.
3. When students are required to produce words,
phrases, or sentences in written form, provide
examples on the board and answer any questions
they may have about the process.
4. Model and help students identify key elements
used in writing sentences and paragraphs, such as
sentence subject + verb + object, the paragraph
topic, and supporting sentences. Make sure that
students include these key elements when they
write their own sentences and paragraphs.
5. Encourage students to write on their own. Have
them keep separate notebooks or journals in which
they can write down new words, events, ideas, or
questions as they arise. Students entries can
include the following:
Lists of new words and idiomatic expressions.
When students encounter items whose meanings
they dont know, they can jot them down and
then search for the definitions, either by asking
someone who knows (the teacher) or by looking
in a dictionary. Then they can write down the
definitions for later study or reference.
Simple descriptions. Students can write down
their personal descriptions of objects, people,
scenes, and events they encounter.
Diary entries. On a daily basis, students can
record events, for example, something they do to
improve their English. (This should probably be
an event other than the usual English class.)
They can also record their feelings, for example,
about learning English.
6. As students begin to write actual discourse,
guide them through a pre-writing stage. For
example:
Discuss the topic to be written about. Include
brainstorming to generate ideas about the topic.
xii Introduction
Gather visuals and other information about the
topic from sources such as magazines or
encyclopedias.
If possible, read over a model of the topic with
them. For example, if they are supposed to write
a paragraph describing someone, read a
description of a famous person from a magazine
or encyclopedia.
Have students take notes about the topic. Then
help them plan and write an outline of the
discourse.
7. Point out to students that risk-taking and trial
and error are important in the writing process, just
as they are in speaking. Have them write drafts
that focus on ideas rather than on the language
itself. Remind them that at this stage they should
not worry about being perfect in grammar,
spelling, or punctuation. For input in the revising
process, have them share their drafts with each
other and with you. Be careful not to overcorrect.
Follow the same general principles for correcting
students errors as mentioned earlier in Speaking.
Grammar
In this series, grammar has an ancillary or
subordinate role to the communicative functions of
language. As the students progress through units
that are grammatically sequenced, they are actually
practicing functional language that enables them to
accomplish specific communication goals.
Grammar is not the primary goal; communication
is. Of course, grammar plays a necessary part in
achieving that goal. Students absorb grammatical
principles inductively. Conscious attention to
grammatical forms comes only after students have
practiced these forms in a meaningful or
communicative context.
Some points to bear in mind:
It is important to point out to your students that
in this program rule memorization is not
important and that their ability to apply
grammar rules will come automatically as they
practice communicating in English.
Avoid using a lot of grammatical terminology. A
few useful labels for students to know after they
have practiced certain forms are terms such as
sentence, phrase, subject, object, and
noun.
 If you do give grammatical explanations, use
simple charts or boxes to illustrate a given point.
Feel free to use the students native language to
explain grammar.
Do not test students on their ability to verbalize
rules; test them, rather, on their use of the
language to express meaning and to
communicate.
Vocabulary
The acquisition of vocabulary is a key to language
development. Knowing the meanings of words
enables students to attempt and succeed at
communicating ideas. Vocabulary is the key to
communication when we speak, listen, read, or
write. All exercises and activities in the series focus
on students recognition and production of
vocabulary. Through reading and listening activities,
students acquire receptive vocabulary. Through
speaking, writing, and grammar activities, they
learn to use vocabulary productively.
Here are some suggestions and guidelines for
teaching vocabulary.
Discourage your students from memorizing lists
of isolated and unrelated words. Rather, have
them practice new words in meaningful contexts.
Dont teach each and every word in a lesson;
encourage students to guess the meanings of
unknown words or to try to determine the
meanings from the surrounding context.
Explain unknown words with words already
understood by the students or with gestures,
mime, realia, and visuals such as photos,
pictures, graphics, and diagrams.
Allow students to consult with peers to compare
and share word meanings.
At this point, have students use dictionaries for
word meanings they still dont know.
For terms students still do not understand, allow
for native language translation.
For at-home and in-class study and reference,
have students keep written logs and make
audiotapes of new words and their definitions.
As suggested in the Teachers Resource Manual,
play vocabulary games with your students.
Crossword puzzles, Hangman, and other games
are enjoyable activities for learning vocabulary.
Test students knowledge of and ability to use
vocabulary only within a context. For example,
dont simply have them match unrelated words
with definitions or write definitions for
unrelated words.
Internet Skills
Using the Internet is a skill that needs to be learned
in todays technological society. Students greatly
benefit from this multisensory environment,
especially with the use of the Web and e-mail. The
NEW VISTAS Companion Website provides unit-
specific, student-directed activities that will propel
them into using the English language. Although it
is possible for students to work independently on
the activities, all of the activities are designed for
supervised work.
Managing student work is accomplished with the
Preferences option. When clicking on the
Preferences button, students have the option to
select people to whom their completed
assignments will be mailed, i.e., the teacher and
themselves. It is most efficient for students to send
their grammar answers to you, and their e-mail
and Web answers to themselves.
Grading student work is done differently among
the three types of activities. The Web activities
involve many open-ended answers, so assignments
are designed to be concluded with a wrap-up
discussion and a culminating activity; both are
provided in the Teacher Notes section of each
unit. Student participation is stressed.
E-mail activities are best managed by having
students create a portfolio of their messages. Create
grading criteria for your students work, and make
those standards clear to them. Meet regularly with
students to review their progress. Students will be
graded against their own past work, rather than
against the work of their classmates. Grammar
activities are scored online and students are
encouraged to go back to the unit when they
answer incorrectly.
Prior to initiating student activities, familiarize
yourself with the Companion Website. All of the
Internet activities and the Teacher Notes are online
and can be accessed using the Prentice Hall URL
http://www.prenhall.com/brown_activities or
http://www.longman.com/newvistas. Help is
provided online.
Introduction xiii
Once you feel comfortable with the companion
website, conduct an online orientation for students
to learn how to navigate the website. Provide
instruction on how to use e-mail and the Web, and
introduce necessary Internet vocabulary (See Unit 1
online Teacher Notes).
During the orientation, have students choose their
assignment preferences by clicking on the
Preferences button.
Here are some tips for integrating the online
activities into your classroom.
1. Review the lesson objectives and directions with
students prior to each unit activity. Upon
xiv Introduction
completion of the online activities, students must
send their work to their chosen preferences.
2. Conclude the online activities by reviewing
student answers and discussing any concerns as a
class. Answers should also be written on the board.
Tie the discussion to and follow up with the
Putting It Together activity.
Exploring a new language is an exciting journey
for students and teacher alike. Best wishes to you
and your students as you open up for them new
vistas of meaning and understanding in their
linguistic voyages to effective communication
across international borders.
 Pronunciation Guide

Key to Pronunciation

PHONETIC SYMBOLS
Consonants Vowels

/p/ pen lamp /i/ be street

/b/ bag job // in big
/t/ teacher light /e/ age space
/d/ do bed // desk bread
/k/ clock talk // add fast
/g/ go egg // but rug
/f/ fix off /a/ clock father
/v/ very live /u/ you school
// thank bath // book would
// the together /o/ coat code
/s/ sit false // bought long
/z/ zip please /ai/ smile nice
// show wash /oi/ boy oil
// pleasure beige /au/ town out
// chair watch
// jacket age
/l/ light fall
/r/ room for
/m/ man home
/n/ news clean
// spring
/w/ we
/y/ you million
/h/ hand

STRESS AND INTONATION

Statement: Hello. My names Tony.

Yes/No question: Are you a new student?

Information question: Where are you from?

Statement with emphasis: Thats right!

Pronunciation Guide xv
 Pronunciation Guide to Names and Places Used in Student Book 4

First Names Susan szn Wu wu

Tina tn Yakamura yakmr
Alonzo lnzo Tomoki tmok
Anna n Tony tni
Anne n
Places
Tyler talr
Anthony nni Yumiko ymiko Baton Rouge btn ru
Ben bn
Brazil brazl
Beth b
Last Names Canada knd
Beverly bvrli
Carson City krsn sti
Bill bl
Artigas artgs China an
Carlos crlos
Balewa blwa England lnd
Celia sly
Brennan brnn Florida flrd
Cindy sndi
Burns brnz France frns
Debbie dbi
Chin n Germany rmni
Dilbert dlbrt
Cooper kpr Idaho adho
Eva v
Dahnke dnk Italy tli
Gina n
Day de Japan pn
Irene airn
Dillon dln Kiev kyv
Ivan ivn
Elliot liyt London lndn
Jamileh ml
Farrell frl Louisiana luizin
Jean (f.) in
Franklin frnkln Mexico mksko
Jeannette nt
Gleason glsn Milan miln
Jim m
Gorki grki Nevada nvd
Judith d
Han han New York nu yrk
Kim km
Harrison hrsn Pocatello poktlo
Lawrence lrns
Ho ho Riverside rvrsaid
Lee li
Hoffart hfrt Russia ra
Lucille lusl
Hulce hls San Francisco sn frnssko
Luisa lus
Kinkaid knkd Spain spen
Lynn ln
Licklider lklaidr St. Augustine sent gstin
Marcos mrkos
Mansoor mnsr Taiwan taiwn
Maria mr
Mari mri Ukraine yukrn
Mario mrio
Marks mrks United Kingdom (the)
Martin mrtn
Moody mdi yundd kdm
Melinda mlnd
Nash n United States (the)
Nelson nlsn
Nichols nklz yundd stets
Oscar skr
Pavlik pvlik Venezuela vnzwl
Pablo pblo
Price prais
Paul pal
Reade rid
Paula pl Nationalities and
Rehan rihn
Petra ptr Languages
Roberts rbrts
Rick rk
Sanchez snz American mrkn
Robert rbrt
Sato sto English ngl
Sam sm
Silva slv French frn
Sara sr
Simms smz Japanese pnz
Sofia sof
Sullivan slvn Russian rn
Spencer spnsr
Swain swen Spanish spn
Steve stiv

xvi Pronunciation Guide

 UNIT 1
Overview
TOPICS GRAMMAR
Starting a new job Another (one), the other (one), the
others (the other ones), others (other
Preparing for a presentation
ones)
E-mail Repeated past action/past state:
Staying in touch with school friends used to

Working in another culture Present tenses with future meaning

The Internet Modals

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Asking for and giving advice Giving written advice
Offering help Communicating via e-mails
Making appointments Interpreting a schedule
Discussing cross-cultural Setting up a personal journal
experiences
Scanning for new words
Understanding words from context

UNIT 1 1
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND 0.1. 3 Identify or use appropriate language to

COMPETENCIES / SCANS* influence or persuade
Fundamentals 4 Employment
Basic Skills 4.1. 6 Interpret general work-related vocabulary
Reading, writing, listening, and speaking 4.4. 2 Identify appropriate skills and education
for keeping a job and getting a promotion
Thinking Skills 4.4. 3 Interpret job-related signs, charts,
Decision making diagrams, forms, and procedures, and
Problem solving record information on forms, charts,
Knowing how to learn checklists, etc.
Personal Qualities 4.6. 2 Interpret and write work-related
correspondence, including notes, memos,
Responsibility
and letters
Self-Management
4.8. 1 Demonstrate ability to work cooperatively
Competencies with others as a member of a team,
contributing to team efforts, maximizing
Information the strengths of team members, promoting
Acquires and evaluates information effective group interaction, and taking
Organizes and maintains information personal responsibility for accomplishing
Interprets and communicates information goals
Interpersonal 4.8. 2 Identify ways to learn from others and to
help others learn job-related concepts and
Participates as a member of a team
skills
Negotiates
7 Learning to Learn
Resources
7.1. 1 Identify and prioritize personal, education,
Timeallocates time and prepares and follows
and workplace goals
schedules
7.1. 2 Demonstrate an organized approach to
Systems achieving goals, including identifying and
Understands systemsknows how social and achieving goals, including identifying and
organizational systems work and operates prioritizing tasks and setting and
effectively within them following an effective schedule
7.1. 3 Demonstrate personal responsibility and
Technology
motivation in accomplishing goals
Applies technology to task 7.1. 4 Establish, maintain, and utilize a physical
system of organization, such as notebooks,
GENERAL COMPETENCIES / CASAS*
files, calendars, folders, and checklists
0 Basic Communication
0.1. 2 Identify or use appropriate language for
informational purposes

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

2 UNIT 1
 Lesson 1
WARM UP
Begin the first class meeting with a mixer
activity (an activity in which the students
circulate and talk with their classmates). This
gives new students a chance to meet their
classmates and lets returning students catch up
on what their classmates have been doing.
As a class, brainstorm questions that the
students can ask new classmates. (Whats your
name? Where are you from?) Also brainstorm
questions that returning students can ask each
other. (What have you been doing lately? What did
you do during the break?)
PRESENTATION
Moving On
Note: You may wish to give your students large
index cards or half-sheets of paper to cover the
conversations during the preparation and/or
listening tasks. They can keep the cards in their
books.
Set the stage. Tell the students to cover the
conversation and look at the picture. Ask them
to describe the situation and what the people are
doing. Prompt with questions as needed. Direct
the students attention to the title. Elicit or
provide the meaning of Moving on (making
progress; changing your life).
Personalize the situation. Explain that the
people in the picture, Gina and Ivan, are former
classmates who are finding out what each other
has been doing. Call on a few students and ask:
What have you been doing lately? Ask the students
to turn to their neighbors and ask them what
theyve been doing lately. If you wish, have a
few students share their partners comments
with the class.
Focus on selected items. Write Ivans and Ginas
names on the board. Ask the students to describe
how the characters are dressed. Ask the students
to guess what their manner of dress might
indicate (Ivan is in a rush; Gina has a good job).
Set the listening task. Write the listening
questions on the board: (1) What is Ginas job?
Ask the students to interview two or three of
their classmates. Give the students about ten
minutes to complete the interviews. Recap by
going around the room, asking the class what
they know about each student in the class.
If your class is large, have the students conduct
their interviews in groups of three or four.
Recap by having two or three groups combine
to introduce their classmates to each other.
(2) What job is Ivan trying to get? What is his job
now? Play the cassette once or twice while the
students, with the conversation still covered,
listen and take notes.
Check the listening task. Ask for the students
answers, and write them on the board. (Shes a
buyers assistant in the fashion industry. Hes trying
to get a job as a help-desk technician. Hes a security
guard.) Tell the class to read along while they
listen again and check their answers. Ask what
Ivan wants Ginas advice about (a presentation
hes giving in class).
Note: For all listening activities, play the cassette a
third or fourth time if the students are having
difficulty. If the tasks are too easy, do not allow
students to read along when they check their
answers.
Practice the conversation in pairs. Ask the
students to practice the conversation with a
partner. If possible, have each pair stand apart
from the others. This allows the students to
concentrate on their own practice. Circulate and
monitor pronunciation and intonation. Ask a few
pairs to perform the dialog for the class. If you
wish, you can conduct a pronunciation
mini-lesson on one or two points that are
problematic for the whole class.
UNIT 1 3
 Engage the students in pair work. Ask a
volunteer to read the discussion questions
aloud. Ask the students to answer the questions
with a partner. Encourage the students to ask
for more detailed responses by using phrases
such as Tell me more and Oh, really? Allow seven
to ten minutes for the discussions.
EXERCISES
1 What should I wear?
 Speaking  Reading  Writing
Pair. Read the instructions aloud. Ask for
volunteers to read each Asking for advice
expression. Then ask for volunteers to read the
Giving advice phrases. Elicit the meaning of polo
shirt (a short-sleeved knit shirt with a collar), blazer
(a type of jacket), and khakis (tan or light-brown
semi-casual slacks, usually of cotton).
Complete the first item as a class. Write the
correct expressions on the board (see answers at
right). Remind the students to choose the
appropriate expression from each column in
order to complete the dialogs. Ask the students
to work with a partner to complete the rest of
the dialogs.
Recap by asking three pairs of students to read
their answers aloud. Ask for any different
answers.
Group. Read the instructions aloud. Elicit the
meaning of appropriate dress. Point out that one
meaning of dress is all the clothes that a person is
wearing (non-count noun). Point to one or two
students and ask the class whether they are
wearing formal or informal dress. (Be sure to
include male students in this demonstration.)
Divide the class into groups of three or four.
Suggest that one group member play the part of
the person giving the presentation and the
others play the part of advice-givers. Give the
students ten to fifteen minutes to prepare
4 UNIT 1
Circulate and monitor progress. Prompt the
students to ask their partners follow-up
questions. In class discussion, ask several
students to report what their partners told
them.
(page 2)
their role-plays, then ask them to perform for
the class. (Note: If time is limited, the
preparation stage can be eliminated and the
role-plays can be done as improvisations.)
Answers
(Other answers may be possible for items 2
and 3.)
1. Ivan: Would you help me decide what
to wear?
Gina: You shouldnt wear the polo shirt
and jeans. You should wear the blazer
and khakis.
2. Ivan: What should I do to create a good
relationship with the audience?
Gina: Think about what makes you feel
comfortable. You could ask them to
introduce themselves first.
3. Ivan: How can I avoid communication
problems?
Gina: Invite them to ask questions.
4. Ivan: How can I make sure they get all
the information?
Gina: You can give them written
handouts.
2 What can I do to help? (page 3)
 Speaking  Reading

Read the instructions aloud. Ask the class to
describe the situation in the first picture. Elicit
the appropriate offer for that picture (Would you
like a hand with that printer?). Elicit the meaning
of a hand in this expression (some help). Repeat
with the other three situations.
Pair. In pairs, have the students write
additional ways to offer help in each situation.
Recap by having several volunteers put one of
their expressions on the board.

Answers
1. Would you like a hand with that printer?
2. Id be happy to come over and help you
set up the new computer.
3. Would you like me to show you how to
use the new program?
4. Let me help you. You may have a virus
on your hard drive. Ill take a look at it.

3 My meeting begins at 3 oclock. (page 3)

 Reading  Writing  Speaking

Direct the students attention to the examples. occur at a specific time in the future. These are
Ask a volunteer to read the second example usually scheduled events, such as meetings or
aloud. Elicit the time frame the sentence refers classes, concerts or shows, or scheduled
to: past, present, or future time (future). Elicit transportation. Write a few example sentences
the verb tense (present continuous). Remind the on the board: The play begins at 8:00. My plane
students that the present continuous is often leaves in the morning.
used to express future plans. A time expression
Point out that be and have are also often used in
or the general context indicates when the
the simple present to refer to future
present continuous refers to the future. Write
appointments. Write the following examples on
another example sentence on the board (Im
the board: My appointment is at 4:00 tomorrow.
having dinner with a friend tonight). Elicit several
We have a meeting next Thursday at 9:00. Elicit
more examples from the class and write them
additional examples and write them on the
on the board. Ask the class how they know the
board.
sentences refer to the future (time expressions).
You may wish to elicit additional time Ask the students to look at the conversation.
expression for the future. Elicit the meaning of get in (arrive). Instruct the
students to complete the conversation by using
Ask a volunteer to read the first example
the appropriate verb tenses: simple present,
sentence aloud. Elicit the time frame and the
present continuous, or future. Ask them to use
verb tense (future time; simple present tense).
the simple present or present continuous
Write the following verbs on the board: arrive,
wherever possible. Point out that there may be
depart, leave, start, end, begin, finish, open, close.
more than one correct answer.
Explain that the simple present can be used
with these verbs to describe events that will

UNIT 1 5
 Have the students practice the completed
dialog in pairs. Encourage them to discuss any
differing answers. When they have finished,
check as a class. For each answer, ask if there is
another possible answer.
4 Im starting at 9 oclock on Monday morning.
 Reading  Writing
Pair. Ask the students to cover the e-mail at the
bottom of the page and look only at the top
e-mail. Ask them to take a few minutes to read
Ivans e-mail and discuss his presentation plan
with a partner. Remind the students to give
specific reasons for their opinions.
With the second e-mail still covered, recap the
pair work as a class. Ask several students for
their opinions about Ivans plan. Make notes on
the board.
WORKBOOK Assign Workbook Lesson 1
for homework, or do in class.
6 UNIT 1
Answers
1. is coming (is going to come)
2. gets in (is getting in)
3. am coming (am going to come)
4. am going
5. will buy (am going to buy)
6. will get (am going to get)
7. starts (will start)
8. is
(page 4)
Pair. Ask the students to read Spencers
response and rewrite Ivans presentation plan
according to Spencers advice. Circulate and
monitor the students progress. Ask a few pairs
to write their updated schedules on the board.
As a class, compare the updated schedules. Ask
whether the schedules allow enough time for
each part of the presentation. As a class, discuss
whether Spencer gave Ivan good advice.
Encourage the students to support their
opinions with specific details from the e-mails.
 Lesson 2
WARM UP
Elicit the difference between job and career. (A
job is working for a specific employer. A career is a
profession that generally requires specific training;
you can have the same career even if you change
employers.)
Ask the students what careers they would like
to have if they could choose any profession
they wanted. Write their responses on the
board.
PRESENTATION
Ill ask him to give you a call.
Set the stage. Ask the students to cover the
conversation and describe the situation in the
picture. They should be able to identify Ivan
and Gina. Review what their relationship is
(former classmates who havent seen each other in a
while).
Personalize the situation. Ask the students
which character, Ivan or Gina, suggested going
out for coffee (Gina). Elicit that the characters
are actually in a fairly nice restaurant but that
only Ivan seems to be eating. Ask the class who
they think should pay for the meal. What
would be normal in the students native
cultures? Why? Does it matter that Gina is
female and Ivan is male?
Focus on selected items. Explain that the
students will hear Gina and Ivan discussing
their former classmates and what they are
doing now. Ask the students to uncover the
dialog and scan (look quickly) for the names of
the former classmates (Tony, Sofia, Yumiko, Lynn,
Nelson). When the students have found the
names, write them in a list on the board. Ask
the students to cover the dialog again.
Set the listening task. Instruct the students to
copy the names of the former classmates onto a
piece of paper. Ask them to listen and make
notes about what each classmate is doing.
Explain that many employers want their
employees to have experience before they hire
them. Because of this, people often get part-
time or temporary jobs that help them prepare
for their careers. Elicit the types of jobs that
would help someone prepare for each of the
careers on the board. Write this information
next to each item in the list.
Remind the students to keep the conversation
covered. Play the cassette once or twice.
Check the listening task. Ask the students
what they learned about Gina and Ivans
classmates. Write this information on the board.
Instruct the students to uncover the
conversation and see if there is any information
they want to add to their notes. Focus the
students attention on the relationship, if any,
between the jobs the classmates have and their
ultimate career goals. Ask whether they think
the jobs are good preparation for the
classmates intended careers.
Practice the conversation in pairs. Ask the
students to practice the conversation with a
partner. Circulate and assist with pronunciation
and intonation as needed.
Engage the students in pair work. Ask a
volunteer to read the discussion questions
aloud. Suggest that the students first identify
their friends or former classmates goals and
then identify their current activities.
Circulate and monitor progress. Assist the
students with the task. If they have trouble
thinking of people to talk about, prompt them
with questions about friends and former
classmates. Recap with a brief class discussion.
UNIT 1 7
 EXERCISES
1 When would be a good time for us to get together?
 Listening  Reading  Writing
Note: If possible, have the students bring their
personal planners or calendars to class before
doing this exercise.
Read the instructions aloud. Direct the
students attention to Ginas and Nelsons
calendars. Ask for volunteers to read the
information from the calendars. Encourage the
use of correct prepositions (On Tuesday, Gina has
a dentist appointment at 10 A.M.).
Play the cassette twice while the students listen
and fill in the missing information. Go over the
answers as a class, writing the answers on the
board or on a transparency of the calendars.
Answers
Gina: Monday: work; lunch appointment
Tuesday: work; dinner with John
Wednesday: work
Thursday: work; shopping with Lynn
in the evening
Friday: work; birthday party in the
evening
Saturday: clean apartment in the
morning; hair appointment in the
afternoon; go out with John in the
evening
Nelson: Friday: busy all day
Saturday: write workshop report in
the morning
2 I need to make an appointment.
 Reading  Speaking
Read the instructions aloud. Remind the
students to look at what is said in each request
as well as how it is said. Elicit the meaning of
proposal (an idea for a future project). Check as a
class.
8 UNIT 1
(page 6)
Pair. Read the instructions aloud. As a class,
brainstorm the kinds of things that people
might write in their personal planners
(appointments; birthdays; things that happened
during the day; names and addresses). Write the
students ideas on the board.
Ask the students to compare their calendars in
pairs. Suggest that they look for similarities as
well as differences in the ways they use their
calendars (I write very complete information in my
calendar, but Suki writes only short notes). Recap
with a short class discussion. Ask if any of the
students write in their calendars in English.
Expansion (Writing): Ask the students to keep an
appointment calendar in English for a week. If
you wish, you can photocopy a calendar form and
distribute it to the class. Suggest that the students
write down all their time commitments, including
your class. Assist with specific vocabulary that the
students need to complete their calendars. Check
with the students on a daily basis to see how they
are doing with their English calendars. Discuss
strategies for more effective time management,
such as making an appointment with oneself to
do homework.
(page 6)
Answers
1. dentist 2. friend 3. boss
4. plumber 5. teacher
 Pair. (If possible, bring in telephones to use as As an alternative, write the numbers 1 through
props.) With a partner, the students create 5 on slips of paper. Have each pair of students
role-plays using one of the situations in the in turn draw a number for one of the situations
activity. Encourage the students to be creative and perform a spontaneous role-play.
with the situation and to expand their dialogs
so that they are two to three minutes long.
Have as many pairs as possible perform for the
class.

3 May I see another one? (page 7)

 Reading  Writing

Read the instructions aloud. Direct the

students attention to the example boxes. Ask
Answers
for volunteers to read the examples aloud. Elicit 1. another / another one
the difference between another (one in addition to 2. the other / the other one
or instead of this one) and the other (the one 3. others / other ones
remaining). Direct the students attention to the 4. another / another one
last example (There are three computers . . . ). Ask 5. others / other ones
how many the others represents (two). Elicit 6. others / other ones
another way to say the others (the other ones). 7. the other / the other one
8. others / other ones
Point out that there is no difference in meaning
between, for example, the others and the other
Expansion (Speaking, Writing): Ask the students
ones. However, some people feel that the other
to work with a partner to compare places in the
ones is less formal than the others. Students
surrounding community. As a class, brainstorm
should consider this when writing in a more
the types of places they could compare (parks;
formal style, such as for college papers or
shopping centers; produce markets; theaters). List the
business communications.
categories on the board. Practice the activity by
Grammar Note: Others is never used with a noun thinking of one or two sentences as a class (One of
or with ones; it is a pronoun that takes the place of the parks in this city has a small lake, but the others do
a noun. Other acts either as an adjective (when not). Remind the students to use the forms of other
followed by a noun or by one) or as a pronoun that they practiced in Exercise 3.
(when not followed by a noun or by one). Another
Instruct each pair to choose one of the categories
is the indefinite singular form (not an other).
on the board or one of their own. Ask them to
Ask the students to complete the activity with write a short paragraph comparing places in their
the appropriate forms of other. Circulate and category. Have the students read their paragraphs
monitor progress. Ask for volunteers to write to the class, or, if your class is large, have the pairs
their answers on the board in complete exchange and read the papers of one or two other
sentences. For each answer, elicit the other pairs.
possible answer.
Additional Activity. See Unit 1 Appendix.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

UNIT 1 9
 Lesson 3
WARM UP
As a class, brainstorm reasons why people
might work in another country (immigration;
working in a multinational company; working while
studying abroad). Write the responses on the
board.
PRESENTATION
Working across Cultures
Set the stage. Ask the students to cover the
article or to close their books. Read the article
title and instructions aloud. Elicit the meaning
of tips (ideas for success). Ask the students to
predict the kind of tips the author will provide.
Write their predictions on the board.
Personalize the situation. Ask which of your
students are working (or have worked) in a
country other than their home country. Did
anyone give them advice about working in the
new culture? If so, what was it? If not, what do
they wish they had known when they first
started working?
Focus on selected items. Ask the students to
work with a partner and write three questions
they expect this article to answer. Circulate as
they write their questions and assist as needed.
Ask several volunteers to write their questions
on the board. Try to have between nine and
twelve questions.
Set the reading task. Explain that the students
will look for the answers to some of these
questions as they read. As a class, select five
questions to be answered. Erase the rest. Ask
the class to read the article and answer the
questions that they have chosen. If you wish,
you can play the cassette while the students
read along. Encourage the students to read
without using their dictionaries. Reassure them
that they will be able to discuss new vocabulary
10 UNIT 1
Put two columns on the board. Label one
Advantages and the other Disadvantages. Elicit
some of the positive and negative aspects of
working in a different culture. Write the
responses on the board under the appropriate
heading. Leave the lists on the board for
reference during the activity.
after they have finished reading. (There is an
additional vocabulary-related activity in the
Strategies for Success section at the end of this
chapter.)
Check the reading task. Elicit or provide the
meanings for any vocabulary items that are
essential to understanding the article (relocate,
appalled). Ask for the students answers to the
questions, and write them on the board. If the
article did not answer some of the questions,
ask whether the students think the article
should have done so and why. As a class,
review the list of advantages and disadvantages
from the Warm Up activity. Put a check next to
the items that were discussed in the article.
Engage the students in pair work. Remind the
students that in the same way a new worker in
a foreign country has to adjust to a new work
culture, the workplace has to adjust to the new
worker. Point out that this process happens in
social and academic situations as well. Read the
discussion questions aloud. Clarify that the
students are to analyze how people they know
react to people from different countries.
Circulate and monitor progress. As the
students answer the questions with their
partners, circulate and help focus the discussion
if necessary. Recap the discussion as a class.
Additional Activity. See Unit 1 Appendix.
 EXERCISES
1 Didnt the mailroom use to be here?
 Listening  Speaking  Reading
Read the general instructions aloud. Direct the
students attention to the example box. Point
out that they will hear the examples as they
listen to the conversation. Play the cassette once
or twice.
Pair. Read the instructions aloud. Point out that
the students are to ask about the places in the
list. Their partners will answer based on the
information in the floor plan. Some of the
rooms that have been relocated are marked as
2 In Brazil, Tony used to call his bosses by their last names.
 Speaking  Writing
Note: This activity can be done as a writing or a
speaking activity, depending on your students
needs.
Pair. Read the instructions aloud. Ask for a
volunteer to read the example sentence to the
class. With a partner, the students make
sentences, either in writing or orally, comparing
Tonys behavior at work.
Recap as a class. For each item, elicit which
behavior is more formal and which is more
informal. Also ask which behavior is more
common in the students native cultures.
Expansion (Speaking, Writing): Have the
students give presentations about recent changes
in their native countries. (If the students have not
been in their home countries for a while, allow
them to do their presentations about another
(page 9)
such, while others are not, so the students can
invent their own versions of the previous floor
plan. Practice the activity as a class, using items
1 and 2 (the answers will contain the same
information as in the example boxes). Ask the
students to complete the activity with their
partners.
Recap by having individual students ask their
classmates questions about the factory floor
plan.
(page 9)
country, such as the one in which they are
currently studying.) As a class, brainstorm the
types of changes that the students could talk
about (political; economic; social; geographic). Ask the
students to choose just one of these types of
changes and prepare a short speech for the class.
Tell the students how long their speeches should
be. (Four to six minutes is a good length.) Also
discuss any other criteria you may have for the
presentations. As part of the preparation, have the
students write an outline of their presentations.
Have them exchange outlines with a partner for
comments and feedback. Give the students a day
or two to prepare their presentations. If your class
is large, you may want to limit the number of
presentations given in one class period by having
the students give their presentations over the
course of several days.
UNIT 1 11
3 What is the Internet, anyway?
 Speaking  Reading
As a class, quickly brainstorm what the
students know about the Internet, including
special vocabulary and concepts. Write their
responses on the board.
Direct the students attention to the e-mail
attachment. Read the instructions aloud. Ask
the students to read the attachment, looking for
information that was not mentioned in the
brainstorming activity.
Elicit or provide the meanings of vocabulary
items as needed. Ask the students what new
4 Online
(Teachers Notes for each Online activity can be found on the Web page for that activity.)
5 Wrap Up
Read the instructions aloud. Ask what an
American businessperson might say about
doing business in the students native cultures.
Read the letter to the class or ask the students
to read it silently. Clarify vocabulary and
meaning as needed.
Group. Direct the students attention to the
questions on page 11. Point out that the first
question asks the students to interpret what
they have read. The second and third questions
ask them to think about the idea of prolonged
silence, first from a cultural standpoint and
then according to their individual beliefs.
Ask the students to work in groups of three or
four to discuss the questions. Give the groups a
specific amount of time for their discussions
(ten to fifteen minutes). Recap the discussion as
a class.
A note about group work: For tasks such as this
one, it is often helpful to assign group work roles.
The roles should be rotated so that, over the
course of the term, each student has the chance to
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
12 UNIT 1
(page 10)
information they learned from the reading. Add
these items to the list on the board.
Pair. Read the instructions aloud. With a
partner, the students discuss what they know
about the Internet. Recap as a class. Ask where
people can go in your area to use the Internet if
they dont own a computer. (If possible,
provide a handout listing local resources, such
as libraries, to supplement what the students
already know.)
(page 10)
(page 10)
perform each role at least two or three times. In
addition to helping the students complete specific
classroom tasks, the roles help them learn
important communicative and negotiating skills
that can easily be transferred to other academic (or
business) environments. Depending on the task,
the following roles may be assigned:
Manager/Coordinator: Leads the discussion
and encourages everyone to participate.
Secretary/Note-taker: Takes notes of the
discussion. This role is especially important for
tasks that require the group to come to a
decision or consensus.
Reporter/Speaker: Using the Secretarys notes,
tells the class (or writes on the board) what was
discussed or decided.
Time-keeper: Makes sure the group works
quickly enough to complete the task.
No matter which roles they are assigned, all the
students in a group are responsible for
contributing ideas and information to the
discussion.
 STRATEGIES FOR SUCCESS
1. Warm Up. Explain (for EFL/monolingual
classes, in the students native language) that:
a. these strategies are designed to help each
person to become a more successful learner.
b. the strategies help students to practice
certain techniques outside of the classroom.
c. in this unit, the techniques are: (1) setting
personal goals on your own, (2) using
role-play to practice forms of giving advice,
(3) using the context of a reading passage to
determine meaning of a word.
Help each student find a Learning Partner. If
you are using your classroom time for this,
you can simply pair students as usual. If the
students do this after class, then the Partner
should be someone who can meet at a
mutually agreed-upon time for fifteen to
thirty minutes.
2. For Exercise 1, explain that a journal is like a
personal diary and that its not always
necessary to have perfect grammar in a
journal. Make sure each student has a
notebook that is easy to carry. Then point out
the suggestions of possible goals that they
might write down in their journals. Encourage
CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill
they have learned well and one skill they need
to practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
the students to recopy these goals onto a card,
brightly-colored paper, or Post-it that they
can then put on a bulletin board or some other
place as a visual reminder.
3. For Exercise 2, note that this exercise uses
role-play to practice certain parts of the unit.
In this case, partners will practice giving
advice. Refer the students to Lesson 1 for some
models on giving advice. If the students dont
understand what to do, model one role-play as
follows: A: Im going to an interview
tomorrow. What do you think I should wear?
B: Well, maybe you should wear something
simple and business-like. You look good in
blue, so you could wear blue.
4. For Exercise 3, tell the students not to use a
dictionary for this exercise. The point of the
exercise is to offer more practice in guessing
meanings of words and to get the students
away from just looking them up in a
dictionary. It is not intended to be a long
exercise.
Follow-up
If you have time in the next class, encourage the
students to report briefly on the strategies they
wrote for Exercise 1.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
UNIT 1 13
 skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They should also decide which
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review, using the
Grammar Summary. Ask the students to each
write three sentences about themselves using
used to. You may want to suggest a topic for
these sentences such as How did you use to
study? Remind the class that used to refers to
past habits, actions, or states that no longer
happen or exist.
Next, tell the students to find a partner and
exchange their lists of sentences. Instruct the
students to ask their partners questions based
on those sentences. The questions can be
Wh- questions or Yes/No questions. The partners
14 UNIT 1
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
can answer using either long or short answers.
For example, if Student A writes I used to write
all my class notes in my first language, Student B
can ask What do you do now? Student A then
answers Now I sometimes write notes in English.
Other grammar points in the Summary can be
practiced in a similar manner.
Look at the Communication Summary with the
students. Read the name of each
communication skill, and ask the students to
raise their hands if they feel they need more
practice with that skill. Elicit ways that the
students can practice each skill in their daily
lives. If enough students need extra practice
with a particular skill, you may wish to devote
class time to additional activities or role-plays
that use the skill.
Appendix
ADDITIONAL ACTIVITIES
Lesson 2, Exercise 3
I cant make up my mind.
In this activity, the students role-play choosing
from a variety of products in a store. Ask the
students to work in groups of three to prepare
their role-plays. Tell them that one of them will
play the part of the sales clerk and the other
two will be shoppers who cannot make up their
minds. Write the idiom I cant make up my mind
on the board and elicit its meaning (I cant
decide). Tell them that they must use this
expression at least once in their role-plays.
Lesson 3, Presentation
Welcome to your new job!
In this activity, the students work individually,
with a partner, or in a small group to design a
brochure for people from other countries who
are coming to work in the students home
countries. (Note: Students collaborating on one
brochure should share common knowledge of
the business protocols of a particular culture or
country.)
Explain that the students will create brochures
to help new workers understand the business
practices of a company (real or imagined) in the
students home country. Point out that the
(page 7)
Ask the students to decide what kind of store
they will use in their role-plays. Depending on
the available time and resources, you can either
ask the students to bring in props or allow
them to simply pantomime the objects in the
store. (Using actual props is much more
effective.) Give the students adequate class time
to prepare their role-plays. If the students will
be bringing in props, assign specific days that
each group is to perform its role-play.
(page 8)
students should provide information about
things that the workers might find surprising or
unusual. Elicit what types of information might
be included in the brochures (greetings; what to
expect at a business meeting; how to speak to your
boss).
Either assign the project as homework or
complete it as an in-class project. Ask the
students to present their brochures to the class.
Discuss which brochure would be the most
useful and why.
UNIT 1 15
WORKBOOK UNIT 1 ANSWER KEY
Lesson 1, pages 13
Exercise 1
Answers will vary.

Exercise 2
Possible Answers:
1. How can I get this printer to work? 3. What do you think I should do to get my
documents back?
2. How can I get this new program to work?

Exercise 3
Answers will vary.

Exercise 4
Possible Answers:
1. Would you like a hand with that box? 3. Id be happy to go over the lesson with you if
you think thatll help.
2. Would you like me to help you erase the
board? 4. Would you like me to have a look at the car?

Exercise 5
Possible Answers:
2. The 8:10 train from White Plains arrives at 4. The store opens at 9:30 A.M.
Grand Central at 9:15 A.M.
5. The store closes at 6:00 P.M.
3. The game starts at 4:00 P.M.

Exercise 6
2. I have 7. the boss is paying
3. Im meeting 8. Im getting
4. Im working 9. The concert starts
5. were having 10. Do you want
6. Im coming 11. my aunt and I are having

16 UNIT 1
WORKBOOK UNIT 1 ANSWER KEY
Lesson 2, pages 45
Exercise 1
Answers will vary.

Exercise 2
Possible Answers:
1. Are we still on for the movies this weekend? 3. Id like to make an appointment to see the
Sure. doctor.
How about tomorrow at 2:00?
2. Id like you to help me with a letter I have to
write. Can I show it to you one day after 4. I have no power. Whats the earliest time you
class? can come and fix the problem?
Certainly. What about after class next Well send someone over right away.
Tuesday?

Exercise 3
2. The other (one) 5. another
3. others 6. others
4. another 7. the other

Exercise 4
Errors are crossed out. Any necessary additions are bold.
Let me tell you about my classmates. One is from the Middle East, Saudi Arabia I think. [1] The
other Another is from Haiti. [2] Others The others are from South America and Asia. Half of them live in
the dorm like me, but the others live with their families. Some are learning English for their jobs. [3] The
others Others want to go to college here, and the others are just here on vacation. They have lots of
different interests. One is really into computers, another is a soccer fanatic, and [4] the other another is a
fantastic musician. Actually, shes already a music school student here. I cant think of the interests of all
[5] the others at the moment.

UNIT 1 17
WORKBOOK UNIT 1 ANSWER KEY
Lesson 3, pages 69
Exercise 1
Possible Answers:
2. She used to have a desk in a cubicle, but now 5. She used to work for Gamma Enterprises, but
she has her own office. now she works for DFI.
3. She didnt use to have a computer, but now 6. (Sentences will vary.)
she has one.
7. (Sentences will vary.)
4. She used to be young, but now she looks
older.

Exercise 2
Replies will vary.
2. Didnt you use to want to be 3. Didnt you use to have a 4. Didnt you use to play the
a doctor? mustache? violin?

Exercise 3
Answers will vary.

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

Exercise 5
Answers will vary.

Exercise 6
Possible Answers:
Related to computersdiskettes, home page, Not normally related to computersconference
scanner, search engine, software, website room, feedback, handout, loading dock, lobby,
mailroom, name tag, supply room
Sometimes related to computersaccess,
accounting, attachment, maintenance,
manufacturing, sales, screen

18 UNIT 1
 UNIT 2
Overview
TOPICS GRAMMAR
Discussing corporate culture, Simple present vs. present
benefits, loyalty to the company continuous
Rsum writing Present perfect
Retirement Placement of adverbs and
prepositional phrases
Adverbial clauses with future time

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Discussing daily activities
Listening for details
Role-playing a job interview
Listening and taking notes
Understanding words from context
Interpreting a rsum
Interpreting graphs
Scanning for specific information
Writing a rsum
Tallying the results of a survey

UNIT 2 19
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS*

COMPETENCIES / SCANS* 0 Basic Communication
0.1. 3 Identify or use appropriate language to
Fundamentals influence or persuade
Basic Skills 0.2. 1 Respond appropriately to common
Reading, writing, listening, and speaking personal information questions
4 Employment
Thinking Skills 4.1. 2 Follow procedures for applying for a job,
Decision making including interpreting and completing job
Problem solving applications, rsums, and letters of
Seeing things in the minds eye application
Knowing how to learn 4.1. 3 Identify and use sources of information
Personal Qualities about job opportunities such as job
descriptions, job ads, and announcements,
Self-management
and about the workforce and job market
Competencies 4.1. 5 Identify procedures involved in
interviewing for a job, such as arranging
Information for an interview, acting and dressing
Acquires and evaluates information appropriately, and selecting appropriate
Organizes and maintains information questions and responses
Interprets and communicates information 4.1. 6 Interpret general work-related vocabulary
Interpersonal 4.8. 1 Demonstrate ability to work cooperatively
with others as a member of a team,
Participates as a member of a team
contributing to team efforts, maximizing
Exercises leadership
the strengths of team members, promoting
Negotiates
effective group interaction, and taking
Resources personal responsibility for accomplishing
Timeallocates time and prepares and follows goals
schedules 6 Computation
6.7. 2 Interpret data given in a bar graph
Systems
7 Learning to Learn
Understands systemsknows how social and 7.4. 1 Identify or utilize effective study strategies
organizational systems work and operates 7.4. 2 Take notes or write a summary or an
effectively within them outline
Technology 7.5. 6 Identify or use strategies for
Applies technology to task communicating more successfully

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

20 UNIT 2
 Lesson 1
WARM UP
Ask how your students communicate with their
friends and family. Do they prefer to call, use
e-mail, or send a letter? Elicit reasons for their
choices.
PRESENTATION
Learning the Corporate Culture
Set the stage. Ask the students to cover
Yumikos letter. Read the instructions aloud.
Ask the students to predict what information
Yumiko might give Lynn about her new job.
Write the predictions on the board.
Personalize the situation. Ask the students
about the e-mails and letters they send to their
friends. Do they write in depth about one topic
in each e-mail or letter, or do they write a little
bit about several different topics? Ask which is
more common in the students cultures.
Focus on selected items. Write the following
words on the board: new hire, salary, base pay,
blame, unanimous, policy. Elicit the meanings of
the words. If the students do not know the
meaning of the words, reassure them that they
will understand them after they listen to and
read Yumikos letter. Leave the words on the
board for use after the listening task.
Set the listening task. Write on the board: What
are the four main topics that Yumiko discusses about
her job? Play the cassette twice while the
students listen for this information, keeping the
letter covered.
Check the listening task. Elicit the four main
topics of Yumikos letter. Write all the responses
on the board, even if there is disagreement
among the students. Ask the students to
uncover the letter and read it. Point out that
Write three column headings on the board:
Telephone, E-mail, Letter. As a class,
brainstorm the advantages of each of these
modes of communication. Write the responses
under the appropriate headings.
Yumiko focused on one main point in each
paragraph of her letter. Ask the class to review
their answers and decide what the four main
points are (her salary; the benefits of the job; her
responsibilities; how decisions are made in her
company).
Focus on vocabulary. Ask the students to find
each of the six vocabulary items in the text.
Elicit the part of speech of each word or phrase
(noun, noun phrase, or adjective). Help the
students use context clues to focus their
definition of each item. Write the definitions on
the board. Elicit or provide the part of speech
and meaning for any other words the class may
have questions about.
Engage the students in pair work. Ask a
volunteer to read the discussion questions
aloud. Briefly review what Yumiko said about
her company with regard to these two topics.
Ask the students to tell their partners about
these two aspects of the work environment in
their home countries. Encourage them to give
examples from their own experiences if
possible.
Circulate and monitor progress. As you
circulate, listen for interesting details or
anecdotes. Recap the discussion as a class, and
encourage the students to share these details
with the class.
UNIT 2 21
 EXERCISES

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

 Reading  Writing

Pair. Explain that the students will complete a

paragraph about Yumikos job. Read the
Answers
instructions to the class. Ask a volunteer to read 1. is working
the example aloud. Elicit the tenses used in the
2. has
sentence (simple present and present continuous)
and why they are used (the first half of the 3. decided / has decided
sentence is a statement of general truth about the 4. had taken / took
process; the second half describes how the process is
going right now). Point out that the students 5. goes
may need to use other tenses in addition to the 6. is going
simple present and present continuous when
they complete the paragraph. 7. takes

Recap as a class. 8. is taking

9. is getting
10. is
11. has to / will have to
12. finishes

2 Yumiko usually wears a lab coat, but today shes wearing (page 15)
jeans.
 Speaking

Pair. Read the instructions aloud. Ask the
students to work with a partner to compare
what Yumiko usually does with what shes
doing today. Remind the students to rely on
their speaking skills instead of writing their
answers. Encourage the students to compare
the details of each pair of pictures, such as
Yumikos clothing, the place where she is doing
the activity, or what she might be feeling.
Recap as a class. Prompt the students to make
additional statements about each pair of
pictures.
Group. Read the instructions aloud. Elicit the
questions that the students will ask their
partners. (What is your mother doing today? What
does she usually do?) As with the previous
exercise, encourage the students to go beyond
the obvious when they describe their family
members or friends activities.
Additional Activity. See Unit 2 Appendix.

22 UNIT 2
3 Yumiko hopes to become a team leader at Fujifilm.
 Speaking  Reading
Ask a volunteer to read the title aloud. Elicit the
definition of team leader. Write all of the
students ideas on the board. (The students
definitions of the term will vary, based on their
individual perceptions of what a team leader is
or should be.)
Pair. Read the instructions aloud. Elicit the
meaning of survey. Clarify that the students
should write down their partners opinions, not
their own. Encourage the students to ask their
classmates if they do not understand a
particular word or phrase in the activity. If their
classmates are unable to provide the meaning
of the word, you can write it on the board.
Instruct the students to complete the survey
first and then to discuss the items on which
they disagree. Encourage them to provide
detailed reasons for their answers.
4 Fujifilm saves the koala.
 Listening  Reading
Read the title aloud and direct the students
attention to the illustration of the koala. Ask the
class what they know about koalas. Write the
information on the board.
Read the instructions to the class. Ask for
volunteers to read the sentences aloud. Tell the
class that you will play the cassette twice while
they listen.
Recap the answers as a class. If a sentence is
false, ask the class how to rewrite it as a true
sentence.
(page 16)
Class. Recap the discussion as a class. If you
wish, make a transparency of the survey. Ask
the students to report their partners choices.
Total the class results for each item.
Expansion (Writing): Have the students work in
groups to write an employment ad for the
position of team leader at Fujifilm. Brainstorm the
kinds of information that should be included in
the ad. Write the students suggestions on the
board. Remind the students to include the
qualities from the survey that they think are
appropriate for the position. Encourage the
students to describe the qualities in their own
words instead of just copying them. Ask the
students to write their ads on the board or read
them to the class.
(page 16)
Answers
1. False (Hanimex is Fujifilms distributor in
Australia.)
2. True
3. False (The project uses satellites to
monitor the koalas.)
4. False (Many people take photographs of
koalas.)
5. True
Additional Activity. See Unit 2 Appendix.
UNIT 2 23
5 How long have you lived here? (page 17)
 Listening  Speaking  Reading  Writing

Read the instructions aloud. Ask for volunteers they might need either the present perfect or
to read Yumikos rsum aloud. Elicit or the simple past.
provide the meaning of any unfamiliar
Recap the activity as a class. Have the students
vocabulary.
ask classmates other than their partners for the
Read the title aloud. Elicit the time frame that answers.
the question refers to (from the past until now).
Before the students write their own rsums,
Ask how the question would be different if it
direct their attention to the format of Yumikos
referred to a completed action in the past (How
rsum, including the format, headings, and
long did you live there?). Elicit that the present
order of the entries (reverse-chronological).
perfect is used to talk about events that began
Circulate and help the students write their
in the past and continue to now, while the
rsums.
simple past is used for an action completed in
the past. Pair the students with classmates as they finish
their rsums. Request that they include a
Pair. Read the instructions aloud. Ask a
beginning and an end to the role-play that
volunteer to read the first cue aloud. Then ask
would be appropriate for a job interview. Tell
the class to find the information on the rsum
the students how much time they have in
and answer the question as if they were
which to prepare their role-plays. Have as
Yumiko. Ask each pair of students to ask and
many pairs as possible perform.
answer questions using the cues and also to
add questions of their own. Remind them that

WORKBOOK Assign Workbook Lesson 1

for homework, or do in class.

24 UNIT 2
 Lesson 2
WARM UP
Write the term job satisfaction on the board and Ask the students which aspect of job
elicit its meaning (being happy or satisfied in a satisfaction is most important. If they could
job). As a class, brainstorm the things that have only one item from the list, what would it
contribute to job satisfaction. Is it important to be and why? Ask them to explain their choice
enjoy your work? To earn a lot of money? To to their partners. Recap as a class.
have a good work environment? Write the
students ideas on the board.

PRESENTATION
Training to Be a Chef
Set the stage. Instruct the students to cover the Play the cassette once or twice while the
conversation. Read the instructions aloud. Elicit students listen with the conversation covered.
how Oscar and Tony know each other (they used
Check the listening task. Elicit answers to the
to be classmates). Direct the students attention to
listening questions and write them on the
the picture. Elicit the location of the picture (a
board. Ask the students to read the
restaurant kitchen). Ask the students to name as
conversation and add information to the
many objects in the picture as they can.
answers on the board if necessary.
Personalize the situation. Ask whether any of
Practice the conversation in pairs. Ask the
the students have ever worked in a restaurant.
students to practice the conversation in pairs.
What kind of jobs did they have? What were
Circulate and assist with pronunciation and
the most rewarding aspects of the job? The
intonation as necessary. If time allows, have one
most difficult? (If some of the students have
pair perform the conversation.
never worked in a restaurant, ask them to
imagine what it would be like.) Engage the students in pair work. Read the
discussion question aloud. Give the students
Focus on selected items. Ask the class how
two or three minutes to write brief notes about
owning a restaurant would be different from
the kind of restaurants they would like to open.
working in one. Encourage them to give
Then ask them to tell their partners about their
specific details about the skills needed as well
restaurants. Encourage the students to ask each
as the responsibilities that owning a restaurant
other follow-up questions.
would entail.
Circulate and monitor progress. If necessary,
Set the listening task. Explain that the students
prompt the students to provide more detail by
will hear Oscar describe his job to Tony. Write
asking them questions about their restaurant.
the following on the board: What does Oscar like
For example, what kind of food would it serve?
about his job? What is difficult about it? Point out
Would it be formal or informal? Recap by
that Oscar is considering opening a restaurant
asking several volunteers to tell the class about
of his own in the future. Add the following
their ideal restaurants.
question to those on the board: What additional
skills does Oscar need in order to open a restaurant?

UNIT 2 25
 EXERCISES

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

 Reading  Writing

Direct the students attention to the vocabulary

box. Ask the class what part of speech these
Answers
(Other answers may be possible.)
words and phrases are (adverbs and adverb
phrases). Ask for volunteers to read the words 2. easily / quickly
aloud. Assist with pronunciation as needed and
3. always / certainly
elicit the meaning of any unfamiliar items.
4. easily
Read the instructions aloud. Emphasize that
there may be two or three possible answers for 5. never
each item. As the students complete the 6. quickly / soon
paragraph, ask them to compare their answers
with those of a classmate. Instruct them to 7. soon / now / next week
discuss any differing answers. 8. always / certainly
Recap the answers as a class, preferably using a 9. financially
transparency of the activity. Be sure to ask the
class for other possible answers. 10. never

Vocabulary Note: If either of two words of similar 11. at work / here

meaning can be used in a given statement, the 12. here / at work
choice of which one to use is often simply a matter
of avoiding repetition of a previously used word 13. Unfortunately
or phrase. For this reason, the students should try 14. immensely
not to use the same adverb or adverb phrase twice
15. already / easily
in a row. At other times, a particular word or
phrase will be preferred because it is part of a 16. now / already / easily
common collocation (combination of words) or
17. carefully
expression, such as to enjoy something immensely
(item 14). Making students aware of the existence 18. soon
of collocation patterns will help them develop \

their vocabulary in a meaningful way. If your
students use vocabulary notebooks or journals,
encourage them to write down the entire sentence
in which they find each new word. In this way,
they will learn how to use the new word in
addition to learning its meaning.
Expansion (Writing): Tell the students to choose at
least one adverb from each of the four types in the
activity. Ask them to write a sentence using each
of the adverbs they have chosen. Point out that
where an adverb goes in a sentence depends on
what type of adverb it is and what its function is.
Instruct the class to review the paragraph and
notice where their adverbs are located in the
sentences. Write questions on the board to help
them analyze the placement: Where is the adverb in
relation to the main verb? In relation to the direct
object? In relation to the whole sentence? Ask as
many students as possible to write one or more of
their sentences on the board. As a class, check for
correct meaning and adverb placement.

26 UNIT 2
2 I frequently eat out.
 Speaking  Reading
Note: You may want to make photocopies of
the questionnaire so that they can be collected
and the students can tally their results.
Direct the students attention to the
questionnaire. Ask for volunteers to read each
question aloud. Elicit or provide the meaning
for any unfamiliar expressions (have dinner out;
cater). Ask the students to complete the
questionnaire individually.
Class. When the students have completed the
questionnaire, ask a volunteer to read the class
work instructions aloud. Elicit the meaning of
tally (add). Ask the class to decide on a
procedure to tally the results. Possible solutions
3 How often do you eat out?
 Reading  Writing
Pair. Ask the students to work with a partner to
complete the sentences on the right with an
adverb of frequency that conveys the same
meaning as the adverb phrases in bold in the
sentences on the left.
Review the results as a class by asking one
partner in each pair to read the sentence on the
left and the other partner to read the sentence
on the right. Elicit other possible answers.
Direct the students attention to the sentences
they have just completed. Elicit the rule for
placement of single-word adverbs of frequency
(before the main verb). Point out that this is the
most common location for these adverbs. Ask
the students how this position differs from the
(page 20)
include having one student lead the tallying
process by calling on students to give their
answers while another writes the responses of a
hand vote on the board or a transparency, or
tallying the results in small groups and then
reporting them to the class.
Discuss the results as a class. Encourage the
students to make comparative statements about
the results (Many of us eat breakfast or lunch in a
restaurant at least twice a week, but some of us do it
every day). Ask the students to give reasons for
their answers (to save time; to save money; because
my employer pays for it).
(page 20)
position of adverbial phrases such as once a
month (adverbial phrases of frequency come at the
end or beginning of the sentence). Elicit or explain
that some adverbs of frequency (sometimes;
often; occasionally) can also be used at the
beginning or end of a sentence.
Ask the students to use the adverbs of
frequency in Exercise 3 to write sentences about
their answers to the questionnaire in Exercise 2.
Have the students compare their eating habits
with those of their partners. Ask for volunteers
to tell the class how their eating habits are the
same as or different from their partners. (Both
Jamie and I often go out to eat. I eat lunch in a
restaurant more often than Jamie does.)
UNIT 2 27
4 The restaurant is busiest on Saturday nights.
 Listening  Speaking  Reading
Read the instructions aloud. Ask for volunteers
to read the sentences and answer choices aloud.
Explain that you will play the cassette twice
while the students listen and mark the correct
answers.
Recap the results as a class. If necessary, replay
the cassette.
Answers
1. a 3. b 5. b
2. a 4. b
5 Im going to start simply.
 Listening  Speaking
Read the instructions aloud. Elicit the meaning
of handle the situation (respond to the situation).
Remind the students that writing notes means
writing short phrases or single words, not
complete sentences. Point out that they should
write down anything that seems important
without worrying about spelling or grammar.
Explain that they will need to interpret what
they hear and to use their own words to
describe how each person responds to the
situation. Elicit that they will need to use
adverbs in their answers. Reassure them that
after they have taken notes they will have a
chance to organize their responses.
Explain that you will play the cassette at least
twice while they listen and take notes. Suggest
that they just listen during the first playing and
then take notes during the second playing.
Following the listening, give the class several
minutes to refine their notes. Recap the
students responses as a class, making notes of
their answers on the board. If students use
unfamiliar words, have them explain what the
words mean.
WORKBOOK Assign Workbook Lesson 2
for homework, or do in class.
28 UNIT 2
(page 21)
Pair. Ask the students to tell their partners
about their eating habits. Ask them to compare
the kinds of food or drinks they prefer at
different times of the day, when they eat their
biggest meal, and how many meals they eat in
an average day. Recap by asking for volunteers
to tell the class what is most interesting about
their partners eating habits.
(page 21)
Point out that taking notes while listening is a
skill that becomes easier with practice. Elicit
ways that the students can practice this during
your class and in other classes. Write the
responses on the board.
Answers
(Other answers may be possible.)
Uncle Alonzo: runs around hysterically
Aunt Petra: patiently tries to calm Alonzo
down
Oscar: handles the situation competently
Group. Ask a volunteer to read the group work
instructions aloud. Replay the cassette if
necessary. Assign group roles (refer to the notes
about group work in Unit 1, Lesson 3,
Exercise 5). Give the students seven to ten
minutes for their discussions. Ask each groups
Reporter to explain the groups opinion to the
class.
 Lesson 3
WARM UP
Instruct the students to close their eyes for a punctuation. Assure them that you will not
minute and imagine that they are 65 years old. collect what they write.
Ask them to think about where they are, who
Have the students tell their partners what they
they are with, and what they are doing. Are
think their lives will be like when they are
they working? Are they retired? Tell the class to
older. When they have had several minutes to
open their eyes and write for five minutes
discuss their ideas, recap the discussion as a
about what their lives will be like when they
class.
are 65. Tell them to just write freely without
worrying about grammar, spelling, or

PRESENTATION
Planning for Retirement
Set the stage. Ask the class to cover the article have the students read the article without
or close their books. Read the title and listening, listen without reading, or read while
instructions aloud. Elicit the meaning of they listen. If you use the cassette, be sure to
retirement (the point of leaving the work force, play it at least twice. Ask the students for their
especially because one is getting older). Ask the responses to the comprehension questions.
students to predict what aspects of retirement Write their responses on the board (Because
the article will discuss. Write their responses on return on investments has been low and the number
the board. of retirees has been rising; Companies have been
forced to increase employee pension-plan
Personalize the situation. While the students
contributions; Because he has made wise
keep the article covered, read the first
investments.)
paragraph aloud or play that section of the
cassette. Ask what kind of lifestyle changes Engage the students in pair work. Read the
Mr. Sato is facing as he nears retirement. Ask discussion question and instructions aloud. On
how the students think they would react to the board, outline the basic components of the
retirement. Write the responses on the board. Japanese pension system as described in the
article. Tell the students not to assume that the
Focus on selected items. Ask the students to
retirement plans in their countries are similar to
look at their list of predictions on the board.
those in their partners countries. Encourage
Brainstorm additional topics that might be
them to explain everything they know about
important to a retiring worker. Write these on
the plans, even the most basic details.
the board.
Circulate and monitor progress. Help the
Set the reading task. Remind the students that
students access their knowledge about their
this article will discuss changes in Japans
countries retirement systems by asking them
retirement system. Write on the board: Why has
questions about taxes and other fees that may
Japans retirement system been changing? What is
be withheld from their salary by the
one of these changes? Why will Mr. Sato have a
government or by an employer. Recap as a
comfortable retirement? Ask the students to read
class.
or listen for the answers to these questions.
Check the reading task. Depending on the
needs and skills of the class, you may wish to

UNIT 2 29
 EXERCISES

1 After Tomoki retires, hes going to receive a pension. (page 23)

 Reading

Read the instructions aloud. Remind the Check as a class. Ask each student who answers
students that they can determine the meaning to read the sentence (or sentences) in which the
of a word by looking at the surrounding context word occurs. Encourage the class to explain
(the sentence as well as the whole paragraph in how they know which definition is correct.
which the word occurs). In addition, one word
often has several different meanings, and it is Answers
important to know which meaning is correct in 1. b 3. a 5. b
a particular sentence.
2. a 4. b
Ask the students to complete the activity
without using their dictionaries. Circulate and
remind the students to refer to the reading in
order to find the correct meanings of the words.

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

 Speaking  Writing

Write the example sentences on the board. Ask Read the instructions aloud. Encourage the
volunteers to read the sentences aloud. Elicit students to use each of the time expressions at
the time frame that the sentences refer to (future least once. Circulate and monitor for correct
time). Ask the class to identify the verbs in the tense use.
first sentence (retires; is going to buy). Ask the
Ask several students to write their answers on
class what the tense of each verb is (simple
the board. As a class, check each sentence for
present; future). Label the verbs accordingly.
correct meaning and grammar. Ask for other
Repeat with the second example sentence. Elicit
possible answers for each scene.
that future time clause beginning with adverbs
require the simple present tense. Pair. Read the discussion questions aloud. Ask
the students to think about how persons about
Direct the students attention to the second
to retire might feel if they were asked about
sentence. Elicit the meaning of until (up to that
their pensions. Is this information considered
time). Ask the class when Tomoki will be able to
private in the students native cultures? How
take a cruise (after he retires). Elicit the difference
could the topic be approached appropriately?
in meaning between after and as soon as (as soon
Recap as a class.
as means immediately after).

3 Im going to take it easy after I retire. (page 24)

 Speaking  Reading  Writing

Pair. Read the instructions aloud. Ask
volunteers to read the examples aloud. Give the
students about five minutes to write their own
responses.
Remind the students that both partners have to
ask each other the same questions. Point out
that when two people ask each other the same
question, the second person will use contrastive
stress in the question. (Student A asks: What are

30 UNIT 2
 you going to do as soon as you get home today?
Student B answers and then asks: What are YOU
going to do when you get home today?) Point out
that this contrastive stress is important in
conversation because it signals a change in
topic.
Practice by having half the class ask the
example question and the other half repeat the
question using contrastive stress. Then switch
parts so that all the students have a chance to
practice using contrastive stress.
4 Online
(Teachers Notes for each Online activity can be found on the Web page for that activity.)
5 Wrap Up
Direct the students attention to the graphs in
the activity. Ask whether they know what kind
of charts or graphs they are (bar graphs). Ask
why data or information is often presented in
graph form (Its easy to understand and compare
the information). Ask the class to explain what
the information in the two graphs represents
(the average number of hours one person works; the
percent of the population that does not work).
Pair. Ask the students to work in pairs to
answer questions 14 on page 25. Check as a
class.
Answers
1. France and Italy
2. 7 percent
3. Japan and the United States
4. The former West Germany
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
Point out that, although it is grammatically
correct to repeat the adverb clause when
answering, it is not necessary because the time
frame is provided when the question is asked.
It would be perfectly acceptable, for example, to
answer the first question Im going to finish
painting my room.
Give the students ten to fifteen minutes to
complete the activity. Circulate and monitor as
needed. Recap by asking the students to tell the
class the two most interesting things they
learned about their partners.
(page 24)
(page 24)
Read the instructions for item 5 aloud. Elicit
sources, other than the Internet, where the
students could find relevant data about their
countries. Tell the students how many days
they have to assemble the data and whether
they will make their charts as homework or as
an in-class activity.
Ask the students to write a brief paragraph
describing the differences between the number
of hours worked and the unemployment rates
in their countries (or, if both partners are from
the same country, the difference between their
country and one or more of the countries in the
activity). Encourage them to include possible
reasons for the similarities or differences that
they discover.
UNIT 2 31
 STRATEGIES FOR SUCCESS
1. Warm Up. Review the purpose of the
Strategies for Success activities (see Unit 1).
Point out the three different activities for this
unit: practicing talking about routine activities,
role-playing an interview situation, and
scanning for specific details.
2. For Exercise 1, remind the students that good
language learners create opportunities to
practice the language. This exercise is one such
opportunity. It might be a review for some
students, but its a useful way to reinforce
frequency adverbs. If necessary, model an
exchange for the students: A: How often do
you eat out at a restaurant? B: Oh, I usually
eat out about once a week.
CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
32 UNIT 2
3. For Exercise 2, you may wish to help the
students find an English-language newspaper.
If you dont think they understand how to role
play an interview, model the beginning of one
just to begin the exercise.
4. For Exercise 3, explain to students what
scanning (looking for specific details) and
skimming (looking for the overall gist) are.
Scanning for specific details is a strategy that
they can utilize at this level of English. This
exercise is quick, and some students will not
find it difficult, but it serves as a reminder of
what it means to scan a passage.
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They also should decide which
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
 GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review using the Grammar
Summary. Direct the students attention to the
examples for simple present vs. present continuous.
Ask them to write three sentences about how
things usually are in their lives compared with
how they are these days. Model by writing one
or two sentences on the board about yourself: I
usually sleep a lot, but Im not sleeping very much
these days. Encourage the use of some adverbs
and adverb phrases learned in this lesson.
Next, tell the students to find a partner and
exchange their lists of sentences. Instruct the
students to ask follow-up questions based on
those sentences. Model by prompting the class
to ask you for more information about your
example sentence. (Why arent you sleeping very
much? Are you watching too much TV at night?)
Other grammar points in the Summary can be
practiced in a similar manner.
Look at the Communication Summary with the
students. Read the name of each communication
skill, and ask the students to raise their hands if
they feel they need more practice with that skill.
Elicit ways that the students can practice each
skill in their daily lives. If enough students need
extra practice with a particular skill, you may
wish to devote class time to additional activities
or role-plays that use the skill.
UNIT 2 33
Appendix

ADDITIONAL ACTIVITIES

Lesson 1, Exercise 2 (page 15)

Imaginary Lives

In this writing activity, the students observe a
person outside of class and compare what the
person is doing with what they imagine that
persons regular habits to be.
Model the activity by showing the class a
magazine picture or drawing of a person
engaged in an activity. (Use an overhead
transparency if possible.) Ask the class to
explain what the person in the illustration is
doing now. Write their answers on the board.
Then ask the class what the person usually
does. Encourage the students to be creative in
their responses. Write the responses on the
board.
Explain that the students will observe a person
and make notes about that persons actions or
behavior. Then they should imagine what that
persons daily life is like. They should then
write a well-organized paragraph (or two)
describing the person. Remind them that they
should include a clear topic sentence that
reflects the main idea of the paragraph. Refer to
the notes on the board and elicit one or two
possible topic sentences that could begin a
paragraph about the person in the picture
(Although Jakob usually teaches during the day,
today he is enjoying a day in the park with his
friends).
Note: If you wish to make this an in-class
activity, or if it is impractical to ask the students
to do an out-of-class observation, give each
student a magazine picture of a person to use
as the subject for the paragraphs. The person in
each picture should be engaged in an activity of
some kind.

Lesson 1, Exercise 4 (page 16)

Help the animals!

Ask the students (individually, in pairs, or in students who wish to use visual aids with their
groups) to give a short presentation about ways presentations.
that people around the world help animals.
Tell the students how long their presentations
Elicit some of the forms that this help takes
should be and what the grading criteria will be.
(projects to save endangered animals, cruelty-
As a class, brainstorm the qualities of an
prevention programs, pet adoption agencies). Tell
effective speaker (makes eye contact with the
the students that each presentation should
audience; speaks loudly and clearly; doesnt simply
focus on one specific way that people are
read the presentation).
helping animals. Encourage the students to use
the Internet as well as print media in their After each presentation, encourage the class to
research, but remind them not to plagiarize. ask the presenters follow-up questions.
If possible, provide materials such as
transparencies, paper, and colored pens to those

34 UNIT 2
WORKBOOK UNIT 2 ANSWER KEY
Lesson 1, pages 1012
Exercise 1
Possible answers:
2. Hes eating with friends today. 6. He usually wears a suit.
3. Hes playing golf today. 7. Hes talking about sports today.
4. He usually talks to his employees. 8. Hes telling jokes today.
5. He usually writes reports.

Exercise 2
Answers will vary.

Exercise 3
2. Theyve been married since 1995. They got 5. Hes known how to use a computer since
married in 1995. August 1997. He took a computer class in
August 1997.
3. Theyve known each other since December.
They met at a party in December. 6. They moved into the house in March. Theyve
lived in the house since March.
4. She graduated from high school in the year
2000. Shes had a job since the year 2000.

Exercise 4
Fora long time; a little while; a week; two days; three years
Sinceyesterday; this morning; last month; eight oclock; I started this exercise
(Sentences will vary.)

Exercise 5
Replies will vary.
1. have you had 4. have you done
2. have you known 5. has your teacher been
3. have you met

UNIT 2 35
WORKBOOK UNIT 2 ANSWER KEY
Lesson 2, pages 1315
Exercise 1
presently; recently; desperately; only; usually; financially; morally; sincerely
urgently; currently; extremely; really; possibly; genuinely; especially
1. Her husband has recently been relocated to 4. Children.
the area.
5. (Answers will vary.)
2. Financially and morally responsible.
3. A really cool place.

Exercise 2
2. Good news certainly travels fast. 5. He took the kids to the pool.
3. Well, he is actually a very personable young 6. taught them to swim quite easily.
actor.
7. He always watches them very carefully.
4. the kids are absolutely in love with him.

Exercise 3
1. absolutely 7. pleasant 13. nearly
2. prominent 8. comfortably 14. local
3. totally 9. safe 15. well
4. hard 10. importantly/important 16. quickly
5. rarely 11. friendly
6. quite 12. near

Exercise 4
1. Thank you for inviting us last weekend. 6. We are certainly glad that Bob has found
roommates as nice as you and your children.
2. We had a wonderful time in Pleasantville.
7. We hope you can come visit us soon.
3. We got home safely the day before yesterday.
8. Perhaps you can come with Bob at Christmas.
4. We drove until 6 or 7 in the evening,
5. because we decided to stop early and see the
local attractions.

36 UNIT 2
WORKBOOK UNIT 2 ANSWER KEY
Lesson 3, pages 1618
Exercise 1
2. When I have enough money, Im going to buy 4. As soon as my teacher corrects our papers,
a sailboat. Im going to buy a sailboat when I shes going to give them back. My teachers
have enough money. going to give back our papers as soon as she
corrects them.
3. Before I meet my friends for dinner, Im going
to finish what I have to do. Im going to finish 5. After we finish the course, were going to
what I have to do before I meet my friends for have a class party. Were going to have a class
dinner. party after we finish the course.

Exercise 2
Answers will vary.

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

Exercise 4
Answers will vary.

Exercise 5
Answers will vary.

UNIT 2 37
 UNIT 3
Overview
TOPICS GRAMMAR
Investigating how to apply to Embedded questions
universities and colleges in the U.S.
Past perfect
Preparing for a test
Active causative (have, make, get)
Writing a college application letter
Discussing entrance exams

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Listening for specific information
Discussing advantages and
disadvantages of applying to
college online
Reading for chronological order
Reading an online advertisement
Making a timeline from a reading
Writing a letter of application
Writing a journal entry

38 UNIT 3
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND Technology

COMPETENCIES / SCANS* Applies technology to task

Fundamentals GENERAL COMPETENCIES / CASAS*

Basic Skills 0 Basic Communication
Reading, writing, listening, and speaking 0.1. 2 Identify or use appropriate language for
informational purposes
Thinking Skills 0.2. 1 Respond appropriately to common
Creative thinking personal information questions
Decision making 0.2. 4 Converse about daily and leisure activities
Problem solving and personal interests
Knowing how to learn 1 Consumer Economics
Personal Qualities 1.1. 3 Interpret maps and graphs
7 Learning to Learn
Responsibility
7.1. 1 Identify and prioritize personal, education,
Sociabilitydemonstrates understanding,
and workplace goals
friendliness, adaptability, empathy, and exhibits
7.1. 2 Demonstrate an organized approach to
self-control
achieving goals, including identifying and
Self-management
prioritizing tasks and setting and
Integrity and honesty
following an effective schedule
Competencies 7.2. 2 Analyze a situation, statement, or process,
identifying component elements and
Information causal and part/whole relationships
Acquires and evaluates information 7.2. 6 Generate ideas using divergent
Organizes and maintains information (brainstorming) and convergent (focus)
Interprets and communicates information approaches, and also through creative
Interpersonal imagination
7.2. 7 Identify factors involved in making
Participates as a member of a team
decisions, including considering goals,
Negotiates
constrains, and consequences, and
Resources weighing alternatives
Timeallocates time and prepares and follows 7.3. 2 Devise and implement a solution to an
schedules identified problem
7.4. 1 Identify or utilize effective study strategies
Systems
7.4.10 Identify or utilize test-taking skills
Understands systemsknows how social and
organizational systems work and operates
effectively within them

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

UNIT 3 39
 Lesson 1
WARM UP
Ask the students what they find easy about
their classwork, either in English class or in
other classes. As the class brainstorms, write
their ideas on the board. Then ask what the
students find difficult or challenging about
their classes. Compare the two groups of
responses. Ask why the same aspect of learning
PRESENTATION
Im suffering from test anxiety.
Set the stage. Instruct the students to cover the
conversation and look at the title and picture.
Write test anxiety on the board and elicit the
meaning (stress or nervousness about taking a
test). Elicit or provide the names of the two
characters in the illustration (Tony and Sofia).
Personalize the situation. Ask the students
whether they have ever experienced test
anxiety. What physical or emotional symptoms
did they have (stomachache; insomnia)? What
was the cause of the anxiety (lack of preparation
for the test; knowing that one test could determine
their future)? Write the responses on the board.
Focus on selected items. Ask the class how
they could help themselves be less anxious on
test days. How could they deal with each of the
symptoms they listed? Encourage the students
to think of ways they could change their
reactions to the causes, especially those causes
that are beyond their control.
Set the listening task. Write the following
listening questions on the board: What test are
Sofia and Tony going to take? Who is more nervous,
Sofia or Tony? Why? Play the cassette once or
twice. Specify whether the students should
listen with the conversation covered or read
along.
40 UNIT 3
might be easy for some students and difficult
for others.
Ask the students what they think the purpose
of a test is. Elicit the positive and negative
aspects of test-taking. Write all the responses on
the board.
Check the listening task. As a class, answer the
listening questions (the TOEFL; Tony; because he
doesnt think he can pass it). Ask what Sofia
thinks Tony should do about his test anxiety
(think about his cover letter and study).
Practice the conversation in pairs. Have the
students practice the conversation in pairs.
Encourage them to use natural expression and
intonation as they read. Circulate and assist as
needed. Listen especially for correct
pronunciation of contractions. If time permits,
have one or two pairs perform the dialog.
Engage the students in group work. Read the
discussion questions aloud. Remind the class
that they discussed test anxiety in a general
way at the beginning of this lesson. Encourage
them to tell their groups about one or two
specific times that they felt test anxiety and to
recall some specific ways they dealt with it.
Circulate and monitor progress. Prompt the
students to be as specific as possible by asking
questions about how they felt, what they did,
and what they might do differently in the
future. Recap by asking the students to tell the
class the solutions they came up with.
 EXERCISES
1 Do you know where the TOEFL test is being given?
 Speaking  Reading  Writing
Read the instructions aloud. Ask two students
to read the example question and response.
Point out that the woman restates Tonys
question when she answers him. Write embedded
question on the board. Explain that when a
question is inside a sentence or another
question, it is called an embedded question.
Elicit the difference in word order between
Tonys question and the womans answer
(Tonys question uses question word order [the
auxiliary comes before the subject]; in the womans
answer, the subject comes before the verb [sentence
word order]).
Ask the students to complete the womans
responses. Instruct them to begin each response
with I dont know . . . . Recap by having four
students write their answers on the board and
read them to the class. Focus on the second and
fourth items in the chart. Elicit the reason that
the auxiliary does is not necessary in the second
embedded question (It is not required in
affirmative sentence word order). Also elicit the
2 Do you know what my score is?
 Listening  Speaking
Read the instructions aloud. Play the cassette
twice while the students listen and complete
the chart. Check as a class, replaying the
cassette if necessary.
Answers
Listening Structure/Writing Reading
Tony 24 24 26
Sofia 20 26 28
(page 29)
reason that the word order of the fourth
embedded question does not change (The
original question has subjectverb word order
because Who is the subject of the question).
Answers
2. I dont know what time it starts.
3. I dont know how you can find out.
4. I dont know who might be able to help
you.
5. I dont know why this is happening to
you.
Additional Activity. See Unit 3 Appendix.
Group. Read the instructions aloud. Elicit
another word for bad dream (nightmare) and
write it on the board. Encourage the students to
give details when describing their nightmares.
Recap the discussion as a class, inviting
individual students to tell the class about their
bad dreams.
(page 29)
Pair. Read the discussion question aloud. Point
out that the question relates to college students,
so the discussion should focus on tests other
than the TOEFL. Encourage the students to give
specific support for their opinions. Recap the
discussion as a class. Write the students
responses on the board under the headings
Writing Skills and Test-Taking skills.
UNIT 3 41
3 She aced the test.
 Speaking  Reading
Explain that there are many idioms and
expressions that relate to doing well (or poorly)
on tests. These expressions can be used to
describe other events as well. Ask for
volunteers to read the examples in the first
column of the example box. Ask which of these
expressions the students have heard before.
Repeat with the examples in the second
column.
Vocabulary Note: Students often learn an idiom
more easily if they know its origin. For example,
the verb ace comes from the noun ace, which
indicates an expert in a particular field (an ace
electrician; a flying ace), a meaning that originally
referred to the highest-value playing card.
Likewise, the expression with flying colors refers to
a warship arriving home safely with all its flags
(colors) flying. Cram means to quickly put a lot of
something into a small space, and students who
cram for tests try to put all the necessary
4 I passed with flying colors.
 Speaking  Reading  Writing
Read the instructions aloud. Elicit the meaning
of chronological order (the order in which events
occur in time). Remind the students that when
telling or writing a story, a person does not
necessarily relate the events in the same order
in which they occurred. Point out that the
students should choose the most important
events in Tonys story when completing the
activity on page 31.
Check as a class, listing the events on a timeline
on the board. Although the students answers
will vary depending on which events they
select, they should state that the library was
locked between the time Tony fell asleep and
the time he woke up.
Expansion (Writing): Ask the students to write a
letter to a friend about a test-taking experience
42 UNIT 3
(page 30)
information into their minds within a short time.
Additional information on the derivation of
idioms is available in many idiom dictionaries as
well as from many websites.
Ask the students to match the idioms and
expressions in the left column with the
meanings in the right column. Check as a class.
Answers
1. b 5. f
2. d 6. a
3. h 7. c
4. g 8. e
Pair. Read the pair work instructions aloud.
Encourage the students to describe one or two
specific test-taking experiences.
(page 30)
they have had. Encourage them to discuss how
they prepared, how they felt before taking the test,
and what their results were. Instruct them to
include at least two of the expressions learned in
Exercise 3. Explain that many of these idioms are
very informal and therefore should not be used in
formal speaking or writing. They are, however,
appropriate to more casual forms of
communication, such as letters to friends or
informal conversation.
Pair. Read the instructions aloud. Elicit the
meaning of a run of bad luck (a series of unlucky
events). Give the students five to seven minutes
for their discussions. Recap as a class, asking
several of the students to tell the class their
stories.
5 Ive always wanted to study medicine. (page 31)
 Listening  Speaking  Reading

Read the instructions aloud. Ask the class what Expansion (Writing): Bring in photocopies of
the purpose of Sofias letter is (to convince the instructions for writing letters of application from
university to accept her as a student). Read the several different colleges and universities. (This
letter aloud or have the students read it silently. information can often be found on the schools
websites.) Ask the students to compare the
Ask the students to make brief notes of their
instructions and decide what additional
responses to the questions. Go over the
information they would need to know in order to
responses as a class. Alternatively, you can have
write a good application letter to that particular
the students prepare more formal written
school.
answers to the questions as an in-class activity
or for homework. For homework, have each student write a letter
of application based on one of the sets of
Group. Ask a volunteer to read the discussion
instructions. Encourage the students to make
question aloud. Assign group work roles for
their letters as realistic as possible by typing
this activity. (Refer to Unit 1, Lesson 3, Exercise
them or producing them on a computer. Ask
5 for information about group work roles). Give
the students to exchange letters with a partner
the students ten to fifteen minutes for their
and give each other advice on how they could
discussions. Ask the Reporters to tell the class
improve the effectiveness of their letters.
what their groups decided. Encourage the other
members of the groups to add to the discussion
after the Reporters have finished.

WORKBOOK Assign Workbook Lesson 1

for homework, or do in class.

UNIT 3 43
 Lesson 2
WARM UP
Ask the students to freewrite for five minutes
about a time when they had to adjust to a major
change in their lives. What was the change they
had to adjust to? What was the easiest part of
the adjustment? The most difficult part?
Remind the students that freewriting is a way
of brainstorming ideas on paper. They should
not worry about spelling or grammar when
PRESENTATION
I need some time to adjust.
Set the stage. Ask the students to cover the
conversation and look at the picture. Explain
that Nelson is talking with one of his
classmates, Steve, about the adjustments hes
been making in his graphic design class.
Remind the students that Nelson is an
international student studying in the United
States.
Personalize the situation. Ask the class to
predict the kinds of adjustments that Nelson is
having to make. Write them on the board. Ask
whether the students have ever had to make
similar adjustments.
Focus on selected items. Elicit the meaning of
graphic design. Ask your students how
important English speaking skills would be in
that profession. Ask if there are other skills that
would be more important. Encourage the class
to give reasons for their responses.
Set the listening task. Write the following
questions on the board: Why does Nelson feel he
needs to make adjustments? What kind of
adjustments does he have to make? What is Steves
opinion of Nelsons class work? How did Nelson
first learn to use a computer? Ask the students to
listen with the conversation covered. Play the
cassette twice while they take notes.
44 UNIT 3
they freewrite. They also shouldnt use their
dictionaries during this activity.
Ask for volunteers to tell the class about their
experience with making adjustments.
Encourage the students to speak without
reading their notes from the freewriting session.
Check the listening task. Write the students
answers on the board. Ask the students to
uncover the conversation and check their
answers (because hes never been in a class with
Americans before; cultural and language
adjustments; Steve thinks Nelsons work is good; he
bought a used computer and started using it in his
spare time). Elicit the meaning of hands-on
(actively doing something, not just talking about it).
Practice the conversation in pairs. Ask the
students to practice the conversation in pairs.
Circulate and assist with pronunciation,
focusing on past tense verbs and past
participles. If time permits, ask a pair to
perform for the class.
Engage the students in pair work. Read the
discussion questions aloud. Elicit the meaning
of relate to (understand; empathize with). Ask the
students to discuss their experiences and
suggestions with a partner.
Circulate and monitor progress. Encourage the
students to give specific examples from their
own experience and specific suggestions that
relate to Nelsons situation. Recap the
discussion as a class.
 EXERCISES
1 I hadnt even touched a computer.
 Reading
Read the instructions aloud. Write infer on the
board. Elicit or explain that infer means to
understand a writer or speakers indirectly
stated meaning. In this activity, the students
respond to a combination of directly and
indirectly stated information.
Ask the students to first complete the activity
without looking at the conversation. They
should then reread the conversation to verify
their answers. Check as a class. Ask the
students to explain why their answers are
correct.
Answers
1. Nelson 4. Steve
2. Nelson 5. Nelson
3. Steve
Write the first sentence on the board. Elicit the
verb and tense in each clause (hadnt had, past
perfect; bought, simple past). Draw a timeline on
the board and mark an X to indicate that bought
occurred in the past. Ask the class when Nelson
didnt have a computer: before or after he
bought one (before). Elicit that the past perfect
describes an event that occurred before another
event in the past.
hadnt had bought NOW
x x
(page 33)
Direct the students attention to the verb hadnt
had. Elicit how to form the past perfect (past
tense of HAVE + past participle). Write another
example on the board: When Sue came home, her
roommate had already made dinner. Ask which
event occurred first: Sue coming home or her
roommate making dinner (her roommate making
dinner). Rewrite the sentence with both verbs in
the simple past: When Sue came home, her
roommate made dinner. Elicit that in this
sentence, the roommate made dinner after Sue
came home. Ask the students to write two or
three example sentences of their own using the
past perfect and the simple past to describe one
event occurring before another in the past.
Explain that the past perfect may be needed to
show which action occurred first. However, if
either before or after is used in the sentence, the
time relationship is clear and the simple past
can unambiguously be used for both actions
(although the past perfect can still be correctly
used for the event that occurred first).
Demonstrate by asking the students to rewrite
the sentences about Sue and her roommate
using before or after and only the simple past.
(Before Sue came home, her roommate made dinner.
After Sue came home, her roommate made dinner.)
Grammar Note: Learners of English sometimes
overuse the past perfect due to the incorrect
perception that it should be used to describe
events occurring in the distant past. Emphasize
throughout this lesson that the past perfect should
only be used to describe an event that occurred
before another event in the past or a specific point in
time in the past.
UNIT 3 45
2 Nelsons English was good because he had studied at the (page 33)
World Language Center.
 Speaking  Reading  Writing

Ask a volunteer to read the first example aloud.
Ask which part of the sentence happened first
(he studied English). Elicit that because indicates a
Check the results orally or on the board.
cause or reason for the situation.
Ask a volunteer to read the second set of
examples aloud. Elicit the meaning of in order to
and so (that) in these sentences (both phrases
show purpose). Explain that it is acceptable to
use either so or so that. Elicit that in order to is
followed by a verb phrase containing the
simple form of the verb, while so (that) is
followed by a complete clause. Point out that
the clause beginning with so (that) usually
contains a modal indicating possibility, such as
can or could. Because the clauses in this exercise
refer to the past, could is used.
As a class, number each pair of sentences to
indicate the order in which the events occurred.
Point out that the students will have to
determine the relationship between the events
in the sentences: cause and effect (because) or
action and purpose (so, so that, in order to).
Remind the students to use the past perfect for
the event that occurred first.
Answers
(Other answers may be possible.)
3. (1, 2) Nelson found the concepts in the
graphic design class easy because he
had studied design in his country.
4. (1, 2) Nelson had learned about
computers in his spare time so that he
could get a job at a company as a
website developer.
5. (2, 1) Nelson enjoyed working at the new
company because he had always wanted
to work on websites.
6. (1, 2) Nelson felt happier at his job
because he had made friends with one of
his colleagues named Joe.

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

Read the title and instructions aloud. Elicit the Remind the class that Nelsons problem was a
meaning of flashy (dramatic; fancy) and client result of the lack of communication between Mr.
(customer). Ask three volunteers to read Nelsons Franklin and his partner. Elicit ideas about what
statement, Mr. Franklins response, and the Nelson should do in this situation.
sentence that combines and restates what the
two characters said. Emphasize that this
conversation occurred in the past.
Ask the students to complete the retelling of the
conversation between Nelson and Mr. Franklin.
When they have finished, ask them to compare
their answers in pairs. Check as a class.

46 UNIT 3
 Answers
2. Mr. Franklin wanted some animation, but
Nelson hadnt put any animation in his
website.
3. Mr. Franklin wanted a link to the
Department of Transportation, but Nelson
hadnt created links to any government
agencies.
4. Mr. Franklin wanted bright colors to
attract customers, but Nelson had used
navy blue and gray.
5. Mr. Franklin didnt want his picture on the
website, but Nelson had put it there.
6. Mr. Franklin definitely wanted audio with
loud sound effects, but Nelson hadnt
included any audio.

4 A brief history of the Internet (page 35)

 Reading  Writing

Read the title to the class. Read the article aloud
or have the students read it silently. Elicit or
provide the meaning of any unfamiliar
language.
Direct the students attention to the timeline.
Ask a volunteer to read the example sentence
aloud. Instruct the class to find that information
in the article (In 1962, . . . Licklider came up with
the idea of a global computer network). Ask why
the past perfect was used in the example
sentence (because the action occurred before 1963,
which is a specific point in the past). Point out that
past perfect is often used with past time
phrases that begin with by (by my tenth birthday;
by the first of this month).
Ask the students to complete the timeline with
specific events from the article, then write
sentences describing the events. Remind the
students that they will need to use both the
simple past and the past perfect to complete the
activity.
Check as a class. Ask the students to explain
their tense choices.
Answers
(Wording may vary.)
2. By 1968, Lawrence Roberts had
published his Plan for the ARAPnet
computer network.
3. In 1969, the first tests were made at
UCLA and at Stanford.
4. In 1972, the Internet and e-mail were first
presented.
5. In 1989, the World Wide Web began.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

UNIT 3 47
 Lesson 3
WARM UP
Ask the students how they found out about the
school or program where theyre studying
English. Elicit other ways to find out about
schools, colleges, and universities. Write the
responses on the board.
Ask what the students had to do in order to
apply to your program. Write the steps on the
board. Ask how long it took to complete these
steps. Leave the notes on the board for
reference during the Presentation activity.

PRESENTATION
CollegeLink.com
Set the stage. Ask the students to close their step. Point out that the students should not
books or cover the reading. Read the copy the text of the ad but should summarize
instructions aloud. If the students mentioned each step in note form.
the Internet during the Warm Up activity,
Check the reading task. Ask the students to
remind them of the ways that they used it
compare their lists of application steps. Have
during their search for a school. If the Internet
one or two students put their lists on the board.
was not mentioned, elicit ways that it could be
Go over the lists as a class, adding or deleting
used during the college application process.
information as necessary.
Personalize the situation. As a class,
Engage the students in pair work. Read the
brainstorm the features that the students would
discussion questions to the class. Encourage the
expect from a website designed to help them
students to think about the CollegeLink
apply to college (help with the application letter or
application process in relation to the standard
form; complete listings of colleges; easy application
method of applying to college. You may want
to multiple schools). Write the responses on the
to have some pairs list the advantages while
board.
others list the disadvantages.
Focus on selected items. Direct the students
Circulate and monitor progress. Remind the
attention to their list of steps on the board. Ask
students to read the testimonials (statements
how applying to college online might differ
from people who feel the CollegeLink program is a
from the traditional application process.
good idea). If possible, have each pair present
Set the reading task. Ask the students to one piece of information to the class. If this is
uncover the text and read about CollegeLink. not practical, ask two or three pairs to write
Instruct the students to make a list of the steps their lists on the board. Finally, ask the class if
involved in applying to college through there are any other points they would like to
CollegeLink. Remind them to indicate whether add.
the applicant or CollegeLink performs each

48 UNIT 3
 EXERCISES
1 Have CollegeLink do it for you!
 Reading  Writing
Read the instructions aloud. Ask three
volunteers to read the example sentences aloud.
Listen carefully for the correct reading of
infinitive and simple (base) verb forms. Ask the
readers to repeat the sentences if necessary.
Pair. Ask the students to work in pairs to find
the additional sentences in the reading that
describe having something done. While the
students write, circulate and check for accuracy
of verb forms. Check the answers as a class.
Answers
1. [W]e . . . welcome students who have the
CollegeLink program prepare and submit
their applications.
2. We have you fill out our form once and
select your schools.
3. We get you to make any necessary
changes via your personal online
account.
Direct the students attention to the verbs in
bold in the example sentences. Explain that the
2 Mrs. Silva made Tony finish his homework before he could
watch TV.
 Speaking  Reading
Pair. Read the instructions aloud. Encourage
the students to monitor each others
grammatical accuracy while they discuss the
situations.
Check as a class, either orally or on the board.
(page 37)
verbs have, get, and make, when used in this
manner, are called causative verbs because they
describe causing something to happen. Point
out that a causative verb must be followed by
another verb that describes the action. Ask the
students to identify these verbs in the examples
(do; to accept; support). Elicit that have and make
are followed by an object and the simple (base)
form of the verb, while get must be followed by
an object and an infinitive.
Ask the students to scan the reading for an
additional use of a causative verb. Point out
that it is not the main verb of a sentence but is
used in its gerund form as the subject of a
sentence (Getting CollegeLink to submit my
application once was a lot easier than filling out
seven applications . . . ).
Again direct the students attention to the
example box. Point out that these three
causative verbs have slightly different
meanings. Elicit or explain that the strongest of
the three is make, since it means requiring
someone to do something.
(page 37)
Expansion: Ask the students to tell their partners
what they have or have had other people do for
them. Encourage them to use the causative verb
that best suits the situation they are describing.
For example, it is more appropriate to say I got my
apartment manager to fix my sink than I made my
apartment manager fix my sink. Recap by having the
students report what their partners told them.
UNIT 3 49
 Answers
(Wording may vary.)
1. Mrs. Silva made Tony finish his
homework before watching TV. She made
him take the dog for a walk (walk the
dog) after dinner. She made him brush
his teeth before he went to bed.
2. Tony got Ivan to do his laundry. He got
him to pick up his suit at the dry
cleaners. He got him to cash a check at
the bank.
3. Tony has someone wash and wax his car.
He has someone else do the painting. He
has someone deliver the paper every
Sunday.

3 Id get him to go and see the professor immediately. (page 38)

 Speaking  Reading

Read the instructions to the class. Ask
volunteers to read the first situation, the three
possible solutions, and the complete sentence
indicating which solution was chosen. As a
class, discuss why this would be the best
solution. If some students feel that another
solution (possibly b) would be better, encourage
them to explain their choice.
Read the five situations aloud to the class. Elicit
or provide the meaning of the following:
interfere with her studies (keep her from doing her
homework), not doing his fair share (not being a
responsible partner), a ton of homework (a large
amount of homework), right around the corner
(happening in the very near future).
Group. Divide the class into groups of three or
four and assign group roles (refer to the notes
about group work in Unit 1, Lesson 3,
Exercise 5). Give the students ten to fifteen
minutes to agree on the best solution to each
problem in the activity. Remind the students to
support their choices.
Recap the discussions as a class. Although the
students may use the verbs in the prompts
(persuade; advise; convince), you can also prompt
them to use causative verbs by asking What
would you get her to do in that situation? (Note:
The causative verb make is not appropriate for
the situations in this activity because a
roommate would not normally make another
roommate do something.)
Expansion (Speaking): Ask the students to think
about a situation in which they persuaded or
convinced someone to do something difficult.
Have the students tell a partner about the
situation and what they got another person to do.
Recap the discussion as a class.

4 Online (page 39)

(Teachers Notes for each Online activity can be found on the Web page for that activity.)

50 UNIT 3
5 Wrap Up
Group. Read the instructions aloud. Divide the
class into groups of three or four and assign
group roles. (Assigning a Time-keeper is
especially helpful when the discussion
questions are as detailed as they are in this
activity.) Ask the students to choose one person
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
STRATEGIES FOR SUCCESS
1. Warm Up. See Unit 1 for your introduction.
2. For Exercise 1, tell the students that successful
language learning involves good test
preparation. Ideally, this exercise will refer to a
real test they have in the near future. This
exercise helps the students to prepare for the
test ahead of time. If the students have
brainstormed in pairs, they might combine
into groups of four to review for the test.
3. For Exercise 2, the students are being asked to
focus on strategies to use during the test.
Beyond the three here, they might brainstorm
CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
(page 39)
in each group to read the article aloud while the
others read along.
Give the students ten to fifteen minutes to
discuss the questions. Recap as a class, writing
the students ideas on the board.
other strategies, such as: dont let your mind
wander; focus on the test; guess intelligently;
do the easy items first.
4. For Exercise 3, this is an individual journal-
writing exercise. If the students need some
prompting, you could lead them in a one- or
two-minute discussion of decisions they will
have to make soon. The journal writing is
mainly to reinforce the units material in
written form.
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
UNIT 3 51
 Finally, the students analyze specific activities in which lesson the activity came from. A possible
the lesson on the basis of how much they felt the format for this would be 2 (4), meaning Lesson
activities helped them improve their listening, Two, Activity Four. Remind the students to give
speaking, reading, and writing skills. As a class, specific reasons why they liked or disliked the
review the activities for each specific skill area. activity.
After you have reviewed one skill area, ask the
From time to time you may want to analyze
students to decide which activity helped them
your classs responses to the Checkpoint
improve the most in that skill area. Make sure
activities. This can be done by asking the
the students write their responses in their books.
students to photocopy the pages from their
They also should decide which specific activities
books after they complete the activity.
they liked most and least. When answering
these questions, the students should indicate

GRAMMAR AND COMMUNICATION SUMMARY

Draw the students attention to the summaries other feedback and ask follow-up questions
of the forms and skills they have learned in this after they have read each others goals and
unit. Tell the class that they can use these statements.
summaries to review and practice what they
Other grammar structures and communication
learned.
skills in the summaries can be practiced in a
Briefly model how to review using the Grammar similar manner.
Summary and Communication Summary. Direct
Look at the Communication Summary with the
the students attention to the examples for
students. Read the name of each communication
Stating a purpose or reason. Ask them to write two
skill, and ask the students to raise their hands if
complete sentences: one stating a goal that they
they feel they need more practice with that skill.
have already accomplished and the other stating
Elicit ways that the students can practice each
a goal that they are currently working toward.
skill in their daily lives. If enough students need
Instruct them to add a statement of either reason
extra practice with a particular skill, you may
or purpose to each sentence.
wish to devote class time to additional activities
Ask the students to exchange papers with their or role-plays that use the skill.
partners. Encourage the students to give each

52 UNIT 3
Appendix
ADDITIONAL ACTIVITIES
Lesson 1, Exercise 1
Information, please!
Prepare cue cards with Wh- questions on them.
There should be at least one unique question
for each student. Some of the questions should
be easy to answer (What time is it?). Other
questions should be beyond the students
knowledge (How many languages does our teacher
speak?) or answerable only by a few students
(Where does Keiko live?).
Write an example question on the board: What
time does Alberto go to bed? If the students cant
answer the question, they should begin their
responses with I dont know . . . or I cant tell
you . . . (I cant tell you what time he goes to bed). If
they can answer the question, they should
begin their responses with I can tell you . . . .
(I can tell you what time he goes to bed! He goes to
bed at 11:00.)
(page 29)
Point out that there is an important
pronunciation difference between can or cant.
Can is generally unstressed, while cant is
almost always stressed. Point out that because
the t in cant is so difficult to hear, this
difference in stress is often the only way the
listener knows which word the speaker has
used. As a class, practice saying I can TELL you
and I CANT TELL you with the correct stress
patterns.
Distribute the question cards. Instruct the
students to stand up, find a partner, and ask
and answer each others questions using
embedded questions in their answers. When
they finish with one partner, they should
exchange cards and find new partners. Allow
enough time so that the card-exchange process
can occur three to five times.
UNIT 3 53
WORKBOOK UNIT 3 ANSWER KEY
Lesson 1, pages 1920
Exercise 1
2. When 6. How long
3. What 7. What
4. Who(m) 8. How many
5. How much

Exercise 2
Possible Answers:
2. Could you tell me when it opens? 6. Can you tell me how long I have to wait
before I can cash a check?
3. Can you tell me what time it closes?
7. Could you tell me what kind of identification
4. Could you tell me who(m) I should talk to
I need?
about opening an account?
8. Can you tell me how many tellers there are in
5. Would you mind telling me how much money
the bank?
I need to open an account?

Exercise 3
1. when the deadline is 6. what the e-mail address for Admissions is
2. Where can I get 7. where it is
3. what time it opens 8. who I should address
4. Could you give me 9. Should I address
5. what it is

54 UNIT 3
WORKBOOK UNIT 3 ANSWER KEY
Lesson 2, pages 2123
Exercise 1
Part I
3. a: She left after it was clear we couldnt help 5. The same
her.
6. a: They were married when I met them.
b : We couldnt help her because she wasnt
b : They were no longer married when I met
there any more.
them.
4. The same

Exercise 2
2. By the time the train left, there had been a three-hour delay.
3. By the time they got married, they had known each other for five years.
4. By the time she got a job, she had had twenty interviews.

Exercise 3
Possible answers:
2. I hadnt seen her in a long time. 5. she hadnt written in a long time.
3. she hadnt used one before. 6. she had changed a lot.
4. he had forgotten to go to the store.

Exercise 4
1. got 9. walked 17. left
2. was 10. didnt have 18. was
3. was 11. Had he forgotten 19. had spent
4. had studied 12. wanted 20. wanted / had wanted
5. (had) gotten 13. had studied 21. had learned
6. started 14. nodded 22. was
7. sat 15. heard
8. opened 16. got

The second and fourth pictures show what happened in Ellens class.

UNIT 3 55
WORKBOOK UNIT 3 ANSWER KEY
Lesson 3, pages 2428
Exercise 1
Answers will vary.

Exercise 2
Answers will vary.

Exercise 3
Possible answers:
2. Ricky has the barber cut his hair, but he develops his own photos.
3. Ricky fixes his own car, but he has someone else wash it.
4. Ricky has others clean his house and take care of his garden.

Exercise 4
Answers will vary.

Exercise 5
Possible answers:
1. to help 5. help
2. finish 6. to answer
3. to finish / to do 7. do
4. do

Exercise 6
1. Not Just Another Essay; How to Approach 3. d
Your Topic; Getting Started; The Writing
4. c
Process
2. d

Exercise 7
Answers will vary.

Exercise 8
1. aced the test 5. passed with flying colors
2. made the honor roll 6. skipped class
3. flunked 7. blew off the test
4. crammed

56 UNIT 3
 UNIT 4
Overview
TOPICS GRAMMAR
Getting advice from friends and Phrasal verbs: separable and
co-workers inseparable
Skills and abilities Present perfect continuous
Interacting with the boss Affirmative and negative
statements; information questions
Polite requests
Policies and procedures
Benefits
E-mail
The help desk

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Listening for specific information Understanding words from context
and taking notes
Reading a mind map
Making polite requests at work
Creating your own mind map
Listening for details
Reading for humor
Group problem-solving
Proofreading

UNIT 4 57
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND Technology

COMPETENCIES / SCANS* Applies technology to task

Fundamentals GENERAL COMPETENCIES / CASAS*

Basic Skills 0 Basic Communication
Reading, writing, listening, and speaking 0.1. 2 Identify or use appropriate language for
informational purposes
Thinking Skills 0.1. 3 Identify or use appropriate language for
Creative thinking information purposes
Decision making 0.2. 1 Respond appropriately to common
Problem solving personal information questions
Knowing how to learn 4 Employment
Reasoning 4.1. 9 Identify procedures for career planning,
Personal Qualities including self-assessment
4.2. 1 Interpret wages, wage deductions,
Responsibility
benefits, and timekeeping forms
Sociabilitydemonstrates understanding,
4.6. 2 Interpret work-related correspondence,
friendliness, adaptability, empathy, and exhibits
including notes, memos, and letters
self-control
4.6. 5 Interpret written workplace
Self-management
announcements and notices
Competencies 4.8. 1 Demonstrate ability to work cooperatively
with others as a member of a team,
Information contributing to team efforts, maximizing
Acquires and evaluates information the strengths of team members, promoting
Organizes and maintains information effective group interaction, and taking
Interprets and communicates information personal responsibility for accomplishing
Interpersonal goals
7 Learning to Learn
Participates as a member of a team
7.2. 2 Analyze a situation, statement, or process,
Negotiates
identifying component elements and
Resources causal and part/whole relationships
Timeallocates time and prepares and follows 7.2. 3 Make comparisons, differentiating among,
schedules sorting, and classifying items, information,
or ideas
Systems
7.3. 1 Identify a problem and its possible causes
Understands systemsknows how social and 7.3. 2 Devise and implement a solution to an
organizational systems work and operates identified problem
effectively within them 7.4. 1 Identify or utilize effective study strategies

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

58 UNIT 4
 Lesson 1
WARM UP
Ask the students to think about a time when Ask what caused the students experiences to
they first started a new job. Ask whether their be positive or negative. Was it something the
first few days were positive or negative. student did or something the employer or
Encourage the students to give specific details co-workers did?
about what did or did not go well.

PRESENTATION
Starting Work
Set the stage. Tell the students to cover the Ask the students to look at the conversation for
conversation and look at the instructions and details about what Ivan should do to
picture. Read the instructions aloud. Elicit or accomplish these goals. Note: If the students
remind the students that Gina works in the initially respond with details but do not
fashion industry. Ask what kind of advice Ivan identify the main points, group their responses
might be asking Gina for (general information according to which suggestion they refer to.
about starting a new job). Then elicit how to summarize each set of details
into a more general statement of advice.
Personalize the situation. Tell the students to
imagine that they have a new job that is very If the students were unable to provide the
important to them. Ask them what kind of meaning for start off on the right foot and it can
advice they could expect from a friend who is make or break you, elicit or provide the meanings
working but is in a different field. Write the at this point.
responses on the board.
Practice the conversation in pairs. Ask the
Focus on selected items. Write the following students to practice the conversation with a
idioms on the board: start off on the right foot; it partner. If time permits, have a pair perform for
can either make or break you. Ask the students the class.
what they think these idioms mean (begin in a
Engage the students in pair work. Read the
positive way; it can lead to either great success or
discussion questions aloud. Instruct the
great failure). Elicit the meaning of the idioms. If
students to think of at least two suggestions of
the students are not able to define the idioms,
what you should do to start off well in a new
reassure them that they will be able to after
job and two suggestions about what not to do.
they listen to the conversation.
Circulate and monitor progress. Make sure
Set the listening task. Point out that Gina gives
that the students are completing both parts of
many details about how to succeed on the job,
the task. Ask each pair to read their suggestions
but all of her advice relates to two main ideas.
to the class. Write the responses on the board.
Write the following on the board: What are the
As a class, select the five most important
main ideas of Ginas advice to Ivan? Play the
suggestions.
cassette twice while the students listen with the
conversation covered.
Check the listening task. Ask the students for
their responses. (Do your work well and on time.
Get along with your co-workers and supervisors.)

UNIT 4 59
 EXERCISES

1 Thanks for calling me back. (page 43)

 Reading

Read the instructions aloud. Explain that, in
English, many verbs have special meanings
when they are used with certain prepositions.
These are called phrasal verbs, and the
prepositions in them are called particles.
Grammar Note: There is a difference between a
phrasal verb (verb + particle: Ivan called up his
supervisor; He looked over the users guide) and a
prepositional verb (verb + preposition: I called up the
staircase to my friend; I looked over the wall).
Although it is not necessary to analyze this
difference when introducing phrasal verbs, many
teachers feel that it is important to teach the
students the correct terminology.
Point out that although some phrasal verbs
have meanings that are easy to guess, many
phrasal verbs are idioms. The meaning of an
idiom cannot be guessed by simply
understanding the meaning of the words.
Explain that some phrasal verbs even have both
an idiomatic and a non-idiomatic meaning.
Direct the students attention to cut off. Write
the following sentence on the board: I cut off a
piece of my steak. Elicit the meaning of cut off in
this sentence. Now ask the students to find the
same phrasal verb in the conversation. Ask
whether it has the same meaning in the
conversation (it doesnt). Elicit that the idiomatic
meaning of cut off is interrupt(ed).
Pair. Instruct the students to work with a
partner to match the phrasal verbs with their
meanings. Remind them that the context of the
conversation will help them decide which
meaning is correct. Check as a class.
Answers
1. d 5. a 8. e
2. i 6. b 9. f
3. g 7. h 10. c
4. j

2 Ivan called up his supervisor. (page 43)

 Speaking  Reading  Writing

Note: This activity can be done as a spoken Check as a class. If possible, mark the answers
exercise, a written exercise, or a combination of the on a transparency of the passage.
two.
Answers
Remind the class that Ivan has just finished
asking Gina how he can succeed at his new job. 1. hung up 6. turn on
Read the instructions to the class. Ask a 2. called up 7. look over
volunteer to read the first sentence aloud. Ask
what phrasal verb can be used instead of 3. talk over 8. try out
replaced the telephone receiver on its hook (hung up). 4. come over 9. writing down
Be sure that the students used the simple past
form. 5. find out 10. looking up

Pair. Ask the students to work with a partner to

complete the passage with the appropriate
phrasal verbs. Specify whether you want them
to write their answers or to do the activity
orally.

60 UNIT 4
3 First, turn on the power. (page 44)
 Speaking  Reading

Read the instructions aloud. Ask a volunteer to pronoun cannot be placed after the particle in a
dictate the first set of example sentences while phrasal verb. Write turn on it on the board and
you write them on the board. Write transitive on draw a line through it to remind the students
the board. Point out that turn on is a transitive that this word order is not acceptable.
verb (it requires an object). Explain that most
Ask a volunteer to read the second set of
transitive phrasal verbs are separable (the verb can
examples aloud. Ask: Can I say write down
be separated from its particle). Ask the students
them? (No.) Repeat with the remaining sets of
what the object of turn on is (the power). Elicit
examples.
that the object can be placed either before or
after on. Pair. Ask the students to work with a partner to
make as many sentences as possible using the
Remind the class that sometimes a speaker or
cues in the activity. Remind the students to use
writer prefers to use a pronoun instead of a
the correct tense or form of the verbs. Recap as a
complete noun phrase. Ask the class where the
class.
pronoun is located in the third example sentence
(between turn and on). Point out that an object

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

 Speaking  Reading  Writing

Explain that, just as some phrasal verbs are Read the instructions aloud. Explain that each of
transitive and require objects, some are the phrasal verbs in the list should be used once.
intransitive and do not take objects. Write Remind the students to use the correct tense or
intransitive on the board. Point out that a good form of the verbs. Have the students check their
learners dictionary will indicate whether a verb answers by reading the conversation with a
is transitive or intransitive. Direct the students classmate. Check as a class.
attention to the list of phrasal verbs in the
activity. Ask what the abbreviation for Answers
intransitive verb is (intr.v.). Write the abbreviation 1. work out
on the board. Ask the students to guess what the
abbreviation for transitive verb might be (tr.v.). 2. warm up
Write it on the board as well. 3. go back
Vocabulary Note: Some phrasal verbs can be used 4. lie down/sit down
both transitively and intransitively with the same
meaning. For example, warm up means to get ready, 5. passed out
to exercise for a short time. This is actually a 6. standing up
reduction of a transitive structure: I need to warm up
my muscles before I exercise. In addition, other things 7. came to
can be warmed up as well. (I warmed up the soup 8. sit down/lie down
before I ate it. You should warm up your car on winter
9. go on
mornings.)

UNIT 4 61
5 Have you looked up a word in the dictionary recently? (page 45)
 Speaking  Reading

Class. Read the instructions aloud. Ask two Recap as a class. Encourage the students to use
volunteers to read the example dialog. Read complete sentences to relate their information:
each cue in the box aloud, eliciting the meaning Minh got over an illness last week.
of each phrasal verb. Ask the students to stand
and circulate to do the activity. Encourage them
to talk to as many classmates as possible.

6 I dont give up easily. (page 45)

 Speaking  Reading  Writing

Direct the students attention to Ivans mind
map of skills. Explain that mind maps can be a
helpful brainstorming tool. Elicit reasons why
Ivan might have wanted to create this mind
map (to prepare a rsum; to identify which skill
areas are strong and which need improvement).
Group. Read the instructions aloud. Divide the
class into groups of three or four. Give the
students two minutes to chose group roles.
Remind them to discuss whether Ivans job as a
help-desk technician is a good match with his
skills. Give the students five to ten minutes to
complete the task.
Group. Read the second set of instructions
aloud. Tell the students to work individually for
a few minutes, creating mind maps of their own
skills. Ask them to share their mind maps with
their groups and get advice about the kinds of
work they would qualify for.
Recap as a class. Ask several students to tell the
class what kind of work their groups thought
they would qualify for and why. Encourage
them to refer to specific skills that they had
identified in their mind maps.

WORKBOOK Assign Workbook Lesson 1

for homework, or do in class.

62 UNIT 4
 Lesson 2
WARM UP
As a class, brainstorm the different kinds of
relationships that employers can have with
their employees. Are these relationships
typically more formal in certain kinds of
businesses? In what kind of businesses are they
usually more formal?
PRESENTATION
Meeting the Boss!
Set the stage. Ask the students to cover the
conversation and look at the title and picture.
Ask a volunteer to read the instructions aloud.
Elicit whether Ivan and his boss appear to have
a formal or informal relationship. Ask what
Ivan might be feeling at the beginning of this
meeting.
Personalize the situation. Ask the students to
tell a partner about an experience they had
meeting an employer for the first time. What
was the employer like? What did he or she do
to establish the relationship with the new
employee?
Focus on selected items. Ask the students to
predict the kinds of things Ivans boss might
ask or say during this first meeting. Write the
responses on the board.
Set the listening task. Write the following on
the board: How does Ivan show respect for his new
boss? What does Mr. Sanchez do to make Ivan more
comfortable during the meeting? Ask the students
to listen with the conversation covered. Play the
cassette twice.
Ask the students which they think is better, a
more formal or more informal relationship
between an employer and employees.
Encourage them to give specific reasons for
their opinions based on their own work
experience if possible.
Check the listening task. Ask the students for
their answers. Write the responses on the board.
(Ivan calls his boss sir, Mr. Sanchez asks Ivan
how he likes his job, asks about his work history, and
shows interest in his family. He also relates his
personal experience as a newcomer to the United
States.) Ask the students to look at the
conversation and see if there is anything they
want to add.
Practice the conversation in pairs. Ask the
students to practice the conversation in pairs.
Encourage them to use natural intonation. If
time permits, ask a pair to perform for the class.
Engage the students in pair work. Read the
discussion questions aloud. Point out that there
are no right or wrong answers to these
questions.
Circulate and monitor progress. Encourage the
students to refer to specific information in the
conversation during their discussions and to
provide reasons for their analysis. Recap as a
class.
UNIT 4 63
 EXERCISES
1 Would you please fill out these forms?
 Speaking  Reading  Writing
Remind the students that it is very important to
know how to make polite requests. Explain that
in most social contexts, a direct order (Fill out
these forms) is considered too abrupt and may be
offensive.
Ask volunteers to read the examples aloud.
Remind the students to use rising intonation
with the requests that are questions. Ask for the
students opinions about the level of formality
for each request. Elicit reasons for the students
opinions. Point out that even the least formal of
these can be made more polite by using
intonation that conveys respect.
Read each prompt aloud and elicit its meaning.
Ask the students to complete the requests.
Instruct them to use each type of request at
least once. Check as a class, asking for two or
three different ways of making each request. If
2 Would you mind explaining the procedure for taking
vacations?
 Speaking  Reading  Writing
Read the instructions aloud. Ask two
volunteers to read the examples aloud. Read
each prompt aloud and elicit its meaning.
Pair. Have the students work with their
partners to complete the requests. Encourage
them to use a variety of structures for their
requests.
3 Ivans benefits package
 Speaking  Listening  Writing
Read the instructions aloud. Tell the students
that you will play the cassette two or three
times. Suggest that they just listen during the
first playing and take notes during subsequent
playings. Play the cassette.
64 UNIT 4
(page 47)
necessary, review the verb form used in each
structure (would you mind + gerund; could you +
simple (base) verb; would you + simple (base) verb).
Answers
(Answers may vary.)
Expansion (Speaking): Have the students practice
making polite requests of one another. Make
instruction or situation cards to use as prompts.
(You need a piece of paper; there is noise in the hallway
and you cant hear because the door is open.) The
prompts should relate to your classroom situation
and should generate requests that the students can
fulfill. Give one card to each student. Have each
student address his or her request to a specific
classmate. Ask the classmate to respond to the
request.
(page 47)
Check as a class. If time permits, ask for two or
three different answers for each item.
Answers
(Answers will vary.)
(page 48)
Ask for volunteers to tell the class about Ivans
benefits. Write their responses on the board or
on a transparency. Ask the rest of the class
whether they agree with the answers. If
necessary, play the cassette again while the
 students check their answers. If appropriate for
your class, elicit or provide the meaning of a
401-K retirement plan, which is a common plan
in the United States.
Answers
2. Health insurance: full medical; partial
dental
3. Sick leave: five days
4. Paid holidays: ten days
5. Work hours: forty hours/week
6. Overtime: no pay for overtime
7. Bonus: depends on how his work goes
8. Retirement plan: 401-K
9. Other: three personal days
Pair. In order to conduct this activity, you
should contact the employees at your school
and find out which of them would be willing to
be interviewed by your students. Reassure
them that they will not have to tell the students
what their salaries are (explain to the students
that it would be inappropriate to ask about
salary amounts).
4 Ivan works in a sportswear design company, doesnt he?
 Listening  Speaking  Reading  Writing
Pair. Read the instructions aloud. Complete the
first tag question as a class (doesnt he?). Elicit
the purpose of a tag question (to confirm
information). If necessary, review the structure of
tag questions (negative question + positive tag;
positive question + negative tag; use appropriate
auxiliary verbs). Ask the students to work with
their partners to complete the tag questions.
Check as a class.
Ask each pair to take turns asking and
answering the questions about Ivan. Recap as a
class.
Suggest that the students use a chart like the
one in this exercise during their interviews.
Elicit other questions that the students might
want to ask. (What is your job title? Do you work
part time or full time? How many years have you
been on the job?)
Before the students interview the school
employees, have several pairs role-play their
interviews for the class. (Either you or a student
can play the part of the employee.) Ask the
class to give the pairs suggestions for
improving their interviews. These suggestions
should focus on appropriate use of greetings,
requests, and concluding expressions of thanks.
Assign each employee to a pair or group of
students. If possible, arrange to have the
interviews conducted during your class time. If
the students are to go to the employees office,
make sure they know where to go.
Following the interviews, have the pairs or
groups meet to discuss the information they
gathered. Recap by having the students present
their information to the class.
(page 48)
Expansion (Speaking, Writing): Ask the students
to write three more tag questions about Ivan.
Have the students ask and answer the questions
in small groups or as a class. Alternatively, if the
students need to review the structure of tag
questions, have them write their questions on the
board.
UNIT 4 65
5 Small talk (page 49)
 Listening  Speaking

Read the title and instructions aloud. Elicit the beginning with No are only used after Would you
meaning of small talk (short conversations). Ask mind.
for volunteers to read the responses aloud.
Pair. Have the students work in pairs to ask
Emphasize the importance of intonation that
and answer requests about each situation. Ask
conveys sincerity. Explain that with short
two volunteers to read the example dialog.
responses such as these, much of the meaning is
Have several pairs briefly role-play each
expressed by intonation. Incorrect intonation
situation for the class.
can turn an otherwise polite refusal into an
expression of rudeness or can make an Answers
acceptance sound sarcastic or insincere. Help
the students practice appropriate intonation. (Answers will vary.)

Direct the students attention to the two forms
of acceptance that begin with No. Elicit the
specific request form that would generate these
responses (Would you mind . . . ). Explain that
although the other response forms could also be
used after Would you mind . . . , the responses
Expansion (Speaking): Repeat the expansion
activity that follows Exercise 1 (page 47). Ask the
students to use one of the responses learned in
Exercise 5 to either accept or refuse the request.
Additional Activity. See Unit 4 Appendix.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

66 UNIT 4
 Lesson 3
WARM UP
Ask the students how many of them use e-mail.
Ask how long they have used e-mail and who
they send e-mail to. Inquire whether their lives
have changed since they began using e-mail
and if so, how.
PRESENTATION
Why I Hate E-mail
Set the stage. Ask the students to cover the
article and look at the picture. Read the title
aloud. Elicit that this article was written by
someone who works in a large company or
office.
Personalize the situation. Ask what kind of
negative changes a person might experience as
a result of using e-mail. Write the responses on
the board. Ask whether the students have
experienced any of these changes themselves.
Encourage them to give detailed responses.
Focus on selected items. As a class, brainstorm
reasons why this author, who is an office
worker, might hate e-mail. Write the responses
on the board.
Set the reading and listening task. Write the
following on the board: How has Beverly Markss
work life changed since getting e-mail? Ask the
class to read along while they listen to the
cassette. Instruct them to note each place where
the author describes a change that has occurred
as a result of e-mail. Play the cassette twice if
necessary.
Check the reading and listening task. Ask the
students to compare the items they noted with
those of a partner. Have each pair make a list of
changes that occurred in the authors life.
Have the class think about people they know
who do and do not use e-mail. How are these
groups of people similar or different? Ask the
students whether they think using e-mail and
the Internet changes peoples lives. If so, how?
Check as a class. Ask the students whether any
of them have experienced these specific
changes due to using e-mail.
Focus on vocabulary. At this point, you may
elect to have the students do Exercise 2 in the
Strategies for Success section at the end of this
unit. This activity focuses on the idioms and
special expressions used in this article. After the
students have completed the activity, go over
their results as a class, noting the idioms and
their meanings on the board. Also elicit or
provide the meanings of non-idiomatic words
that the students are unfamiliar with.
Engage the students in pair work. Read the
discussion questions aloud. Have the students
discuss their opinions with a partner.
Circulate and monitor progress. As you
circulate, remind the students that it is not
necessary for them to agree with their partners
opinions. Encourage the students to refer to the
text for specific words, structures, or meanings
that indicate whether the article was meant to
be humorous. (It is meant to be humorous. The last
sentence is the clearest indicator of this, but the
authors vocabulary choices also indicate her ironic
attitude toward her subject.)
UNIT 4 67
 EXERCISES
1 People have been shopping online.
 Reading  Writing
Read the instructions aloud. Ask a volunteer to
read the example statement to the class. Elicit
that the (A) before the response indicates that
the student who answered agreed with the
statement. Ask a volunteer to read the students
reasons for agreement.
Have three volunteers read the statements in
the activity aloud. Check for comprehension by
asking for a paraphrase of each statement. Elicit
or provide the meaning for any unfamiliar
language (related services; accomplish).
2 She has been sending more e-mails.
 Speaking
Read the instructions aloud. Ask a volunteer to
read the first example sentence to the class. Ask
the class to identify the complete verb in the
first sentence (has been sending). Elicit the tense
(present perfect progressive) and the time frame
that this tense refers to (from the past until now).
Elicit or explain that the present perfect
progressive describes either a continuous action
or a repeating action that began in the past and
continues to the present.
Ask a volunteer to read the second sentence
aloud. Ask whether this sentence means that
3 I design websites.
 Listening  Speaking  Reading
Read the instructions aloud. Ask five volunteers
to read the statements aloud. If you wish, you
can have the students predict the answers
based on their knowledge of Ivan and Nelsons
jobs.
68 UNIT 4
(page 51)
Ask the students to complete the activity.
Encourage them to give at least two reasons for
their opinion.
Go over the answers as a class. For each item,
ask for a show of hands of those who agree
with the statement. Ask those students to tell
the class why they agree. Ask for a show of
hands of those who disagree and ask them to
explain the reasons for their disagreement.
(page 51)
Shelley used the phone more in the past or
whether it means that she uses it more now (she
used it more in the past).
Pair. Have the students work with a partner to
describe the changes in Shelleys life. Recap as a
class.
Class. As a class, discuss recent changes in the
students lives. Prompt the students to generate
the target structures by asking What have you
been doing more often than you used to? What is
something you havent been doing as often as you
used to?
(page 51)
Play the cassette twice while the students listen
and mark each statement according to who
performs each task. Check as a class. Encourage
the students to recall what they heard the
characters say in reference to each statement.

Answers
1. I 4. I
2. N 5. N
3. I / N
Group. Divide the class into groups of three or
four. Assign group roles (refer to the notes
about group work in Unit 1, Lesson 3,
4 Online
(Teachers Notes for each Online activity can be found on the Web page for that activity.)
5 Wrap Up
Read the instructions aloud. Ask three students
to read the first question, response, and
possible solution aloud. Elicit the meaning of
Ivans note in the last line of the first form (Ivan
wonders whether he should give his companys
employees a workshop on presentation software).
Elicit the students opinion of this solution.
Encourage them to give specific reasons for
their opinion. Repeat with the second question.
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
STRATEGIES FOR SUCCESS
1. For Exercise 1, using e-mail to practice
English is an excellent strategy. Tell the
students that they dont usually have to
worry much about grammar when they
e-mail, but that for this exercise they are
being asked to practice their proofreading
skills.
2. For Exercise 2, tell the students that this
exercise is to help them practice guessing
meanings from context. If they cant guess a
meaning, then its OK to use a dictionary. If
Exercise 5). Read the discussion questions
aloud. Play the cassette again while the
students listen and take notes.
Ask the students to compare their notes in their
groups and discuss their findings. If necessary,
replay the cassette in order to allow the
students to take additional notes. Ask the
Reporter from each group to report the groups
findings to the class.
(page 52)
(page 52)
Group. Divide the class into groups of three or
four. Have each group assign new group roles
so that the students have different roles from
the ones they had in the previous group
activity. Ask the groups to discuss the
remaining two responses that Ivan received.
Encourage them to provide specific solutions
for the problems. Ask the Reporter of each
group to explain the solutions to the class.
they still cant figure out what a word or
phrase means, they could discuss this with
the whole class if you want to take the time
to review the idioms.
3. For Exercise 3, one of the strategies that
successful learners use is making a game
out of language learning. This is a game of
sorts, in which they are to solve the puzzle
of making up a story with as many of these
phrasal verbs as possible. If time permits, ask
some or all the students to share their stories.
UNIT 4 69
 CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review using the Grammar
Summary and Communication Summary. Direct
the students attention to the examples for
Talking about past events that are continuing into
the present. Ask the students to write three things
that they have been doing more or less
frequently than they used to.
In a mixer, have the students talk about these
changes. Instruct the students to ask each other
follow-up questions to find out why their
partners made these changes and what effect the
70 UNIT 4
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They also should decide which
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
changes have had on their lives. Briefly recap
the activity by asking several students to tell the
class what they learned about their partners.
Other grammar structures and communication
skills in the summaries can be practiced in a
similar manner.
Look at the Communication Summary with the
students. Read the name of each communication
skill, and ask the students to raise their hands if
they feel they need more practice with that skill.
Elicit ways that the students can practice each
skill in their daily lives. If enough students need
extra practice with a particular skill, you may
wish to devote class time to additional activities
or role-plays that use the skill.
Appendix
ADDITIONAL ACTIVITIES
Lesson 2, Exercise 5
Language in the Real World
This activity helps the students become aware
of the different functions for which they use
English.
Ask your students to keep a log of how and
when they use English in their daily lives
outside of class. If your students live in an
English-speaking environment and use English
frequently, have them keep the log for just one
or two days. If your students use English less
frequently, have them keep the log for several
days or a week.
As a class, brainstorm a list of situations in
which the students use English. Remind them
to think about all four skills (listening; speaking;
reading; writing), not just speaking. Encourage
them to think of situations beyond the obvious
(using the Internet; writing a note to the apartment
manager; making a shopping list; writing a check;
listening to the radio; calling a store for
information).
(page 49)
Suggest that the students carry a small card or
piece of paper at all times during the logging
period so that they can make quick notes about
when, where, and how they use English. These
notes should be transferred regularly to their
logs.
Ask the students to include the following
information in their logs: the situation (place,
person, reason), the skill used (listening,
speaking, reading, writing), special language
forms used (for example: greetings, polite
requests, listing, web-search techniques).
As a follow-up, have the students discuss their
use of English with the class or in small groups.
You may also want them to write an essay
analyzing their daily use of English.
UNIT 4 71
WORKBOOK UNIT 4 ANSWER KEY
Lesson 1, pages 2931
Exercise 1
2. Shes going to call Ricky up (or call up Ricky 5. Shes going to write something down.
or call him up).
6. Shes going to call him back (or Shes going to
3. She wants to look up Rickys phone number call Ricky back).
(or look his phone number up).
7. She asks him to come over.
4. She has forgotten to turn it on (or turn her cell
8. They get along with each other.
phone on or turn on her cell phone).

Exercise 2
1. back 5. on
2. up; out 6. up
3. down 7. over
4. out; up 8. over

Exercise 3
Separable: call back; call up; figure out; find out; hang up; look over; look up; make up; talk over; try
out; turn on; warm up; write down
Inseparable: come over; count on; cut down on; face up to; get ahead; get along with; get over; get into;
give up; go back; go on; lie down; look down on; pass out; sit down; stand up; work out

Exercise 4
3. I looked the report over and I have a couple 7. X
of questions. I looked it over.
8. I want to try the new software out before you
4. X leave. I want to try it out.
5. You should always warm your muscles up 9. We need to talk the situation over before we
before doing heavy lifting. You should always make a decision. We need to talk it over.
warm them up.
10. X
6. Can you find the teachers name out? Can
you find it out?

72 UNIT 4
WORKBOOK UNIT 4 ANSWER KEY
Lesson 2, pages 3233
Exercise 1
2. The librarys on the sixth floor, isnt it? 5. This key doesnt belong to you, does it?
3. You havent taken my notebook, have you? 6. You didnt come to class last week, did you?
4. Theres no homework for tomorrow, is there? 7. You have a drivers license, dont you?

Exercise 2
1. a 3. a
2. b 4. b

Exercise 3
Answers will vary.

Exercise 4
2. Would you please show me how to use my 6. Could you please fix my light?
seat belt?
7. Would you mind telling the other passengers
3. Would you please give me some water? to keep quiet? OR Would you mind asking the
pilot to come and chat with us?
4. Could you please get me another seat?
5. Could you please give me several
newspapers?

UNIT 4 73
WORKBOOK UNIT 4 ANSWER KEY
Lesson 3, pages 3437
Exercise 1
Possible answers: 5. Shes been ironing all day.
2. Shes been jogging. 6. Shes been waiting for the bus for a long time.
3. Hes been crying
4. Hes been carrying heavy boxes.

Exercise 2
Errors are crossed out. Any necessary additions are bold.
Hi. How are you? Im fine but Ive been working work hard lately. Besides my part-time job,
Im Ive been attending school three nights a week for the last three months. I like the class a lot.
In just a short time Ive been meeting met a lot of interesting people, and Ive learned many
interesting things.
Vural has asked me to send you his best wishes. Hes okay but he still hasnt found a job. Hes a
little depressed about it since hes looked been looking for several months. I hope he finds something
soon.
What you have have you been doing lately? How is Elba? Has she still gone Is she still going
swimming every day? Im going Ive been going swimming every Tuesday night since September. I
always enjoy it.
I dont know if youve been hearing heard the news, but Carl and Ann have been getting gotten
married. The wedding was last month, and they both seem very happy.
Well, thats about it from here. Have you been making made plans for your vacation yet? If not,
why dont you come and visit us here? Wed love to have you.
Take care and write soon.

Exercise 3
1. d 3. d
2. b and d 4. b

Exercise 4
Answers will vary.

Exercise 5
Answers will vary.

74 UNIT 4
 UNIT 5
Overview
TOPICS
Learning experiences on the job
The characteristics of a good boss
Qualities of a good partner
Problem-solving at work
Predicaments at work
GRAMMAR
Relative clauses
Relative pronouns as subjects
Relative pronouns as objects
Modals of advice or suggestions
about the past
Not only . . . but (also)

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Discussing predicaments at work Understanding pronoun reference
Discussing qualities of a good Making inferences
partner
Journal writing
Practicing small talk
Making apologies
Role-playing problem-solving at
work
Taking notes on a TV show

UNIT 5 75
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND 4.8. 1 Demonstrate ability to work cooperatively

COMPETENCIES / SCANS* with others as a member of a team,
contributing to team efforts, maximizing
Fundamentals the strengths of team members, promoting
Basic Skills effective group interaction, and taking
Reading, writing, listening, and speaking personal responsibility for accomplishing
goals
Thinking Skills 4.8. 6 Demonstrate negotiation skills in resolving
Decision making differences, including presenting facts and
Problem solving arguments, recognizing different points of
Knowing how to learn view, offering options, and making
Reasoning compromises
Personal Qualities 7 Learning to Learn
7.1. 1 Identify and prioritize personal, education,
Responsibility
and workplace goals
Self-management
7.1. 2 Demonstrate an organized approach to
Competencies achieving goals, including identifying and
prioritizing tasks and setting and
Information following an effective schedule
Acquires and evaluates information 7.1. 3 Demonstrate personal responsibility and
Organizes and maintains information motivation in accomplishing goals
Interpersonal 7.1. 4 Establish, maintain, and utilize a physical
system of organization, such as notebooks,
Participates as a member of a team
files, calendars, folders, and checklists
Resources 7.3. 1 Identify a problem and its possible causes
Timeallocates time and prepares and follows 7.3. 2 Devise and implement a solution to an
schedules identified problem
7.3. 3 Evaluate the outcome of an implemented
Systems
solution and suggest modifications to the
Understands systemsknows how social and solution as needed
organizational systems work and operates 7.3. 4 Utilize problem solving strategies, such as
effectively within them breaking down the problem into
Technology component parts and generating
Applies technology to task alternative or creative solutions
7.4. 3 Identify, utilize, or create devices or
GENERAL COMPETENCIES / CASAS* processes for remembering information
4 Employment
4.6. 1 Interpret general work-related vocabulary

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

76 UNIT 5
 Lesson 1
WARM UP
Ask the class what employees should do if they
are unable to complete an assigned task. Should
they ask their co-workers for help? Should they
talk to the boss or manager?
PRESENTATION
A Learning Experience
Set the stage. Ask the students to cover the
conversation and look at the title and picture.
Have a volunteer read the title and instructions
aloud. Ask the class to describe what they
observe in the picture.
Personalize the situation. Point out that being
a student is sometimes similar to being an
employee; like an employer, a teacher assigns
tasks to the students. Also, much like an
employer, a teacher has certain expectations of
the students. Ask your class what they do when
they are unsure of what a teacher expects of
them. Inquire whether these techniques have
been successful.
Focus on selected items. Ask what the students
would do in Ivans situation. Remind them to
take into account what they know about Ivan,
his boss, and the company.
Point out that the conversation includes many
computer-related terms. Reassure the students
that they will be able to understand the gist of
the conversation even if they do not know all of
these terms.
Set the listening task. Write the following on
the board: What is the problem that Ivan is trying
to solve? What does Mr. Sanchez tell him to do?
Ask the students to listen with the conversation
covered. Remind them that you will play the
Ask what positive and negative outcomes
might result from asking for help. Is it more
acceptable to ask for help in certain businesses
or professions?
cassette twice. Encourage them to just listen the
first time you play the cassette.
Check the listening task. Ask for students
responses. Write them on the board. (Mr. Dillon
cant open his computer files. Mr. Sanchez tells Ivan
to read about magnetic media in the manual.) Ask
the class to read the conversation and see if
there is anything they want to add to their
responses.
Focus on vocabulary. Ask the students to find
all the computer-related words in the
conversation. Make a list of these on the board
and elicit their meanings. Explain any terms
that the students are unable to define.
Engage the students in pair work. Read the
instructions aloud. Elicit the meaning of
predicament (a puzzling or difficult situation).
Encourage the students to consider
predicaments in their work, school, or social life
when they talk with their partners. Remind
them to talk about how they solved their
predicaments.
Circulate and monitor progress. If the students
have trouble thinking of a predicament to
describe, prompt them with questions like Did
you ever have a problem that you couldnt solve?
What did you do to find a solution?
UNIT 5 77
 EXERCISES

1 Heres some more work. (page 56)

 Listening  Speaking  Reading  Writing

Ask your students if they ever read cartoons in
English. Elicit reasons why reading and
understanding cartoons can be easy
(illustrations aid understanding; some situations are
universally understood) and why it can be
difficult (some humor is culturally based; use of
unfamiliar slang or idioms can be confusing). Write
the responses on the board.
Ask the class to explain what is happening in
the cartoon. Make sure the students understand
why Dilberts boss gives him more work
(because Dilberts low blood pressure indicates he
doesnt have enough work). Elicit the meaning of
get away with something (to do something bad
without being caught or punished). Ask the
students to explain why the cartoon is funny
(because Dilberts boss thinks that being unstressed
at work is something Dilbert should feel guilty
about).
Pair. Ask a volunteer to read the discussion
questions aloud. Clarify that the task has two
main parts: (1) to discuss the cartoon and (2) to
make a list of the characteristics of a good boss.
Divide the class into pairs. Allow about fifteen
minutes for their discussions.
Ask the pairs to write their lists on the board.
Compare the lists as a class.

2 Rick Dillon is the sales manager who cant open his (page 56)
documents.
 Listening  Speaking  Reading

Read the instructions aloud. Direct the based on the items in the activity. (Note: In
students attention to the first item in the order to form correct questions, the students
activity, which has been matched with must have matched the items correctly.)
description c. Ask two volunteers to model the
activity by reading the example question and Answers
answer aloud. Make sure the students 2. a 5. d
understand that they must do the matching
activity before they try to form the questions. 3. e 6. b

Ask the students to work individually to match 4. f

the information in the two columns. Check by
having the students ask and answer questions

78 UNIT 5
3 Ivan works for a company that designs sportswear.
 Listening  Speaking  Reading  Writing
Read the instructions aloud. Write the first pair
of sentences from item 1 on the board. Ask
what noun is repeated in both sentences
(company). Have two volunteers read the
example question and answer aloud. As the
answer is read, cross out the company in the
second sentence on the board. Write that above
it.
Elicit or explain that the second sentence has
now become a relative clause or adjective clause.
Elicit that that designs sportswear modifies or
describes a company. Point out or elicit that
relative clauses describing a person begin with
who or that; those that describe other nouns
begin with that or which.
Pair. Ask the students to work with a partner to
combine each pair of sentences into one
sentence containing a relative clause. Then have
them ask and answer questions beginning with
4 The man who is the sales manager used to work in a
department store.
 Listening  Reading  Writing
Read the title and instructions aloud. Ask
volunteers to read the names of the employees
aloud. Assist with pronunciation as needed. Tell
the class that you will play the cassette twice
while they listen for information about each
employees previous job. Remind them to take
brief notes instead of trying to write complete
sentences.
Check as a class. Write the answers on a
transparency of the exercise or on the board. If
necessary, play the cassette again.
Expansion (Writing): Direct the students
attention to the title of Exercise 4. Ask the class to
identify the relative clause (who is the sales
manager) in the title. Ask the students to write a
sentence with a relative clause about each
employee in the chart. Encourage them to use the
(page 56)
What kind of. Point out that these questions
should be based on the noun the relative clause
modifies.
Answers
2. What kind of job does Mr. Sanchez have?
He has a job that (which) is very
interesting.
3. What kind of (tennis) shoes does Rick
sell? He sells tennis shoes that (which)
are comfortable and inexpensive.
4. What kind of reports does Judith write?
She writes reports that (which) are clear
and concise.
5. What kind of web pages does Maria
design? She designs web pages that
(which) advertise the companys
products.
(page 57)
Answers
2. tennis player
3. student
4. worked in an insurance company
5. teacher
6. worked for a fashion magazine
7. college professor
8. worked for a large import-export
company
title as a model. Ask for volunteers to write their
sentences on the board. Go over the responses as a
class.
UNIT 5 79
5 People who work in sales often have frustrating jobs.
 Listening  Speaking
Read the instructions aloud. Ask the class to
look at the picture and briefly describe the
responsibilities of the persons job. Write the
responses on the board next to the title of each
job.
Ask a volunteer to read the statement of
opinion (A). Ask other students to read the
statements of agreement, disagreement, and
partial agreement. Monitor pronunciation and
grammar (Im agree is a common error).
Group. Divide the class into groups of three or
four. Tell the students that they will not use
6 Judith is the person who(m) Mr. Sanchez introduced last
week.
 Reading  Writing
Write the following on the board: Ivan works for
a company that designs sportswear. Ask the class
to identify the relative clause (that designs
sportswear). Remind the class that a relative
clause, like all clauses, must have a subject and
a main verb. Ask the class to identify the
subject of the relative clause (that).
Write the following on the board: Judith has the
computer manual that Ivan needs to consult. Ask
the students to identify the relative clause (that
Ivan needs to consult) and its subject (Ivan) and
verb (needs to consult). Elicit from the class that
the relative pronoun that is the object of consult.
If necessary, show the students how this
sentence can be written as two sentences.
(Judith has a computer manual. Ivan needs to
consult the computer manual.) Point out that the
computer manual is the object of the second
sentence. Explain that when the relative
pronoun is the object of the verb in the relative
clause, it can be omitted, since the clause will
still have a subject. Demonstrate by erasing that.
Direct the students attention to the first
example sentence. Elicit that who/whom is the
80 UNIT 5
(page 57)
their normal group roles for this activity.
Instead, they will take turns leading the
discussion. One student will state his or her
opinion of one of the jobs and the other group
members will respond by giving their opinions.
Another student will then lead the discussion
by giving an opinion about a different job and
asking the group members for their opinions.
Give the students ten minutes to finish the
activity. Circulate and encourage the students to
use the expressions of agreement and
disagreement shown in the activity.
(page 58)
object of introduced. Point out that when the
relative pronoun who is the object of the verb in
the relative clause, the objective form whom
must be used if the relative pronoun
immediately follows a preposition. If the
pronoun does not immediately follow a
preposition, who is also acceptable in common
usage.
Grammar Note: This lesson focuses on restrictive
relative clauses. Omission of relative pronouns
occurs only in restrictive relative clauses. Non-
restrictive relative clauses require relative
pronouns; however, these are not the focus of the
lesson.
Pair. Ask the students to work in pairs to write
sentences based on the cues. Ask them to omit
the relative pronouns when possible.
Recap by having several students write their
sentences on the board. Check for correct
meaning and structure.
 Answers
(Pronouns in parentheses can be omitted.)
Cindy is the office manager (who / that) I had
lunch with yesterday. OR . . . with whom I had
lunch yesterday.
Cindy is the office manager who (OR that) has
the tax forms (that / which) I need to fill out.
Ben is the assistant (who / that / whom) Mr.
Sanchez hired right out of college.
Ben is the assistant who (OR that) has
catalogs for computer parts (that / which) I
need to order.
Rick is the sales manager (who / that / whom)
I tried to help yesterday.
Rick is the sales manager who (OR that) has
computer disks I couldnt open.

7 Id like someone whos creative. (page 58)

 Listening  Speaking  Reading

Read the instructions aloud. Elicit or explain minutes to reach consensus and record their
that to rank things means to decide on their results.
order of importance. Read the adjectives in the
Ask the Reporter from each group to write the
chart aloud and elicit or provide their
groups list on the board in order of
meanings. Give the students several minutes to
importance, with the most important at the top
rank the adjectives in their order of importance.
of the list. Compare and discuss the results as a
Group. Read the instructions aloud. Elicit the class.
meaning of come to a consensus (agree). Divide
Additional Activity. See Unit 5 Appendix.
the class into groups of three or four and assign
group roles. Give the groups ten to fifteen

WORKBOOK Assign Workbook Lesson 1

for homework, or do in class.

UNIT 5 81
 Lesson 2
WARM UP
Ask the students to think about the ways they
learn things. Do they prefer to discover answers
and solutions to problems themselves, or do
they prefer to have someone give them the
PRESENTATION
Trial and Error
Set the stage. Have the class cover the
conversation. Ask the students to describe the
problem that Ivan had in the previous lesson.
Then direct the students attention to the title of
this lesson. Elicit the meaning of trial and error
(trying out different solutions in order to solve a
problem).
Personalize the situation. Ask the students to
describe an occasion when they used the
trial-and-error method in order to solve a
problem. If they have difficulty thinking of an
example, prompt them by mentioning different
professions that sometimes use this method
(auto mechanics; physicians; scientists).
Focus on selected items. Ask the students to
list the steps in Ivans trial-and-error method. If
necessary, they can turn back to his
conversation with Mr. Sanchez in Lesson 1.
Write the steps in order on the board. (First,
Ivan tried the disk in the computer. Then he tried
another disk. Next, he rebooted the computer. After
that, he put the disk in another computer.)
Set the listening task. Write the following on
the board: What was the problem with Mr. Dillons
computer? How did Ivan figure out what the
problem was? Why didnt Mr. Sanchez tell Ivan
what was wrong? Play the cassette twice.
Check the listening task. Ask the students for
their answers. (The problem was with the diskettes,
82 UNIT 5
answers? Which method is easier? Which
method helps them learn more? Encourage the
students to give specific reasons for their
responses.
which had been sitting in bright sunshine. Ivan used
one of his own diskettes and it worked. Mr. Sanchez
wanted to test Ivans problem-solving skills.) Write
the responses on the board.
Practice the conversation in pairs. Ask the
students to look at the conversation and find
the contractions (wasnt, couldve, itd, shouldve,
wouldve, Im, didnt). Elicit the full forms that
these contractions are based on (was not, could
have, it had, should have, would have, I am, did
not). Briefly practice the contractions as a class.
Point out that these contractions are common in
spoken English. Ask the students to practice the
conversation with a partner. Circulate and
encourage the students to pronounce the
contractions clearly. If time permits, have two
students perform for the class.
Engage the students in pair work. Read the
pair discussion questions aloud. Remind the
students to illustrate their points with specific
examples.
Circulate and monitor progress. Encourage the
students to discuss both the general steps they
take (First, I identify the problem) and a specific
example of how they applied these steps (When
my car broke down, I first checked to see whether I
was out of gas). Recap the discussion as a class.
 EXERCISES

1 He should have used the manual. (page 60)

 Reading

Read the instructions aloud. Ask a volunteer to Ask the students to complete the exercise on
read the first sentence aloud. Ask whether Mr. their own. As a class, recap the answers and the
Sanchez solved the problem for Ivan (No). Elicit meaning of each sentence.
the meaning of this sentence (It was possible for
him to have resolved the problem, but he didnt). Answers
Have a volunteer read the second sentence 2. Mr. Dillon 4. Ivan
aloud. Ask who this sentence refers to (Mr. 3. Ivan 5. Mr. Sanchez
Dillon). Elicit the meaning of the sentence (This
is the only possible explanation).

2 Ivan shouldnt have done that! (page 60)

 Reading  Writing

Ask a volunteer to read the first example aloud.
Elicit the meaning of this sentence (It was
possible to ask your co-workers, and it would have
been a good idea, but you didnt). Have volunteers
read the other examples aloud. Elicit the
meaning of each sentence. Explain that using
these hypothetical structures (could have, should
have, shouldnt have) is a way to give advice
about something that happened in the past.
Elicit the grammar pattern used in these
sentences (could have + past participle; should(nt)
have + past participle).
Grammar Note: Couldnt have expresses lack of
possibility in the past; it is not used to give advice.
Pair. Read the instructions aloud. Elicit the
meaning of a chat room (a way to chat with
other people on the Internet). Ask the students to
work in pairs to read what Ivan says and give
him advice using could have, should have, or
shouldnt have.
Check as a class. Ask several students for their
advice for each situation.
Answers
(Answers will vary.)

3 Ivan shouldnt have been in such a hurry. (page 61)

 Listening  Speaking  Reading  Writing

Read the instructions aloud. Ask volunteers to have and might not have describe strong and
read the examples to the class. Elicit that advice moderate past impossibility.
beginning with should have is stronger than
Ask the students to complete the exercise
advice beginning with could have. Explain that
individually. Point out that their statements can
could have has an additional meaning. Could have
be statements of either advice or possibility.
(or might have) can also express a possible reason
why something happened. Additionally, couldnt

UNIT 5 83
 Go over the students answers orally or by
having them write them on the board. Elicit
several answers for each item. Ask whether each
answer is a statement of advice or of past
possibility.
Pair. Read the instructions aloud. Elicit the
meaning of regret (wish you hadnt done
something). Give the students five to seven
4 Regrets
 Listening  Speaking  Writing
Pair. Read the instructions aloud. Elicit other
categories of mistakes that people make
(romance; interactions with strangers; shopping).
Have the students write a brief description of a
mistake they made in each category in the chart.
Remind the students to take notes about the
5 Small talk
 Speaking  Reading  Writing
Elicit the meaning of small talk (short
conversations). Read the instructions and elicit
the meaning of the noun compliment (telling
someone something positive about themselves). Point
out that the verb form can be either compliment
[someone] or give [someone] a compliment.
Practice the phrases and sentences as a class.
Remind the students of the importance of
intonation with short small talk expressions.
Model various intonation patterns with one of
the example phrases. For example, Way to go!
could be said in an excited, approving manner
or in a sarcastic, negative way.
WORKBOOK Assign Workbook Lesson 2
for homework, or do in class.
84 UNIT 5
minutes for their pair discussions. Recap as a
class by asking several volunteers to briefly
describe what they regret having done and their
partners advice.
Answers
(Answers will vary.)
(page 62)
advice their partners give them. Allow at least
fifteen minutes for this activity.
Recap as a class. Ask volunteers to tell the class
about the best piece of advice their partners
gave them.
(page 62)
Pair. Have the students work with a partner to
choose an appropriate compliment for each
situation. Ask the pairs to write down their
responses and then practice saying the
compliments in response to each statement.
Answers
(Answers will vary.)
Class. Ask each student to stand and tell the
class, in one sentence, something positive he or
she did recently. Prompt the class to respond
with appropriate compliments.
 Lesson 3
WARM UP
As a class, brainstorm ways that the Internet,
e-mail, and the World Wide Web have changed
the relationships people have with each other.
Also elicit ways that these innovations have
changed the way people communicate. You
might want to remind the students of the ideas
PRESENTATION
E-mail Connections Unlimited
Set the stage. Ask the students to cover the
article. Read the activity title and heading of the
article aloud. Elicit or explain that E-mail
Connections Unlimited is an e-mail matchmaking
or dating service. Ask the class to explain what
a matchmaking or dating service does.
Personalize the situation. Ask the class what
kind of matchmaking or dating services exist in
their countries. Ask whether they think these
services are a good idea. If they think they are
not a good idea, elicit other ways that people
can meet people to date or possibly marry. Ask
the students whether they would ever consider
using a matchmaking or dating service.
Focus on selected items. Write the names of the
three people in the article on the board (Jeanette
Harrison, Anthony Mari, Lucille Kinkaid). Practice
saying the names as a class.
Set the listening task. Write the following on
the board: What reasons does each person give for
liking E-mail Connections Unlimited? Which person
is not interested in a long-term relationship? Which
person is going to get married soon? How long had
this person known his or her future spouse before
they met? Ask the class to listen to what three
people have to say about this online service.
Play the cassette twice while the students listen
with the article still covered.
discussed in Lesson 3 of Unit 4. Write their
responses on the board.
Ask the students whether the overall effect of
these changes has been good or bad for society
in general. Encourage the students to give
specific reasons for their opinions.
Check the listening task. Ask the class for their
answers to the listening comprehension
questions. Write their responses on the board.
Ask the students to uncover the article and
check their answers.
Focus on vocabulary. Write the following
words and phrases on the board: courtship, he
was the one, get serious, anonymously, take it to the
next level, blind date, singles bar. Instruct the
students to work with a partner to find each of
these terms in the article. Ask them to write
down the meaning for as many of the
expressions as they can without using their
dictionaries. Discuss the meanings of the terms
as a class.
Engage the students in pair work. Read the
discussion questions aloud. Remind the
students to give specific reasons for their
opinions.
Circulate and monitor progress. As you
circulate, take note of whether each pair is
focusing on the advantages or on the
disadvantages of meeting people through the
Internet. Encourage them to think of reasons to
support both sides of this issue, even if they
have a strong personal opinion about it. Recap
as a class. List the advantages and
disadvantages in two columns on the board.
UNIT 5 85
 EXERCISES
1 She might be shy.
 Reading
Read the instructions aloud. Point out to the
class that they will be drawing conclusions and
making inferences based on information in the
article. Explain that, although some statements
could refer to more than one person, the
students should choose the person that is the
best match for each description. Tell them that
you will be asking them to support their
inferences with specific information from the
article. Ask the students to complete the task
individually.
Recap as a class. For each answer, ask the
students what they read in the article that
helped them to make their inference.
Group. Read the discussion question aloud.
Divide the class into groups and ask each group
2 Not only do I work 10 hours a day, but I also study at night.
 Writing
Read the instructions aloud. Ask three
volunteers to read the examples to the class.
Encourage the students to use correct stress and
to pause at the comma (Not only do I work 10
hours a day, but Im also a student).
Direct the students attention to the structure of
the first clause in each sentence. Explain that
there is a special rule for clauses that begin with
not only. Elicit this rule from the class (The clause
must use question word order, including the
appropriate use of do or did).
Grammar Note: This sentence pattern can also be
used without but: Not only do I work 10 hours a day,
Im also a student.
Ask the students to write what Tony might say
about himself. Remind them to begin their
sentences with I. (Note: If your students need
focused practice with third-person forms,
instruct them to write about Tony, beginning
their sentences with He.)
86 UNIT 5
(page 64)
Answers
1. Lucille Kinkaid
2. Jeanette Harrison
3. Anthony Mari
4. Jeanette Harrison or Lucille Kinkaid
5. Anthony Mari
6. Lucille Kinkaid
7. Lucille Kinkaid
to assign group roles. Encourage the students to
refer to the reading when reaching their
conclusions. Ask the Reporters to tell the class
what their groups decided.
(page 64)
Have three volunteers write their answers on
the board. As a class, check for meaning and
grammar. Elicit other possible responses for
each item.
Sample answers
1. Not only do I work out, but I also take
vitamins.
2. Not only am I a great tennis player, but I
also play soccer.
3. Not only can I sing, but I also love to
dance.
Expansion (Speaking, Writing): Ask the students
to write two true statements about themselves
using Not only . . . but also. Ask the students to
read their statements to a partner. Then ask the
students to write two statements about themselves
that are not true. Encourage the students to be
wildly creative with these statements (Not only was
I elected president, but I also won the Nobel Peace
3 I wont use my computer for personal e-mail any longer.
 Speaking  Reading
Read the instructions aloud. Have two
volunteers read the e-mails aloud or have the
students read them silently. Ask the students to
make brief notes in response to the four
discussion questions.
Answer the discussion questions as a class.
When discussing the differences between the
two e-mails, prompt the students with
questions about the salutations, the sentence
length and complexity, and the level of
formality of the language used.
4 Im sorry Im late. I had to stop at the bank.
 Speaking  Writing
Ask the class to describe what is happening to
Gina in each situation (Shes late for a lunch date;
shes sick in bed; shes been pulled over by a police
officer). Ask a volunteer to read the example
sentence aloud. Remind the students that an
apology usually includes a reason or excuse.
Elicit that Ginas excuse in the first situation is
that she was delayed at work.
Ask the students to work individually to write
Ginas apologies. Ask several students to read
their answers for each situation. As a class,
decide which apology is most effective for each
situation.
Sample answers
2. Im sorry I cant come to work today. Im
very sick.
3. Im sorry I didnt stop. I didnt see the red
light.
Prize). Have the students read these statements to
the class.
(page 65)
Expansion (Writing): Ask the students to write
two e-mails apologizing for missing an
appointment. One should be written to you, their
teacher, in apology for missing class. The other
should be written to a friend, apologizing for
having missed a lunch date. Remind the students
to think of their audience when they write.
Brainstorm ways that the content, form, and
language of these two e-mails will differ. If
possible, have the students submit this assignment
by e-mailing their work to you. Ask them to send
the two e-mails separately.
(page 65)
Expansion (Speaking): Remind the students that
there are different levels of formality in spoken
English, just as there are different levels of
formality in written English. If you have an
answering machine or voice mail, ask your
students to leave a message on your phone either
(1) apologizing for missing class, (2) inviting you
to an event, or (3) requesting an appointment with
you. Remind the students to use a level of
formality appropriate to their relationship with
you. Emphasize that this phone call is a form of
role-play and that the apology, invitation, or
request should not be based in fact. Give the
students a time frame within which they should
make their calls (for example, before 4:00 P.M.
Thursday).
UNIT 5 87
5 Online (page 66)
(Teachers Notes for each Online activity can be found on the Web page for that activity.)

6 Wrap Up (page 66)

Group. Read the instructions aloud. Divide the stand up and move the classroom furniture
class into groups of five. If the number of around to make their role-plays more realistic.
students is not divisible by five, make one or
If your class is small, have each group
two groups of four. These groups will not have
improvise its role-play in front of the class.
the character of Ms. Hulce. Ask the members of
Discuss the solutions each Mr. Nash reached.
each group to count off (1, 2, 3, 4, 5). Tell all the
If your class is large, conduct all the role-plays
ones that they are Mr. Nash. Read his
simultaneously. When the groups have finished,
character description aloud and ask if there are
discuss the different solutions reached in each
any questions. Assign the other roles in the
group.
same fashion.
Give the students five to seven minutes for
their role-plays. Encourage the students to

WORKBOOK Assign Workbook Lesson 3

for homework, or do in class.

STRATEGIES FOR SUCCESS

1. For Exercise 1, this exercise offers further
practice in complimenting others, which is
not always an easy thing to learn in English.
You may need to role-play this to get the
students started: A: I won first place in the
long jump in high school. B: Really? Wow,
thats great! Youre a good athlete!
2. For Exercise 2, simply watching English-
speaking TV is a good strategy for exposing a
learner to more English. In this case, you may
need to help the students to get together to
watch a TV show. You may also need to
model their exchanges with something like:
A: I liked the star actress because she looked
beautiful. B: Well, I didnt like her. She may
look beautiful but her acting was not
convincing.
3. For Exercise 3, successful learners not only
set goals but also follow-up on them
regularly. Remind the students to look at
their original goals and to assess their success
so far. Their journal entries should reflect
their honest self-assessment along with
possible new goals.
Follow-up
Review with the students some of the strategies
they have practiced so far. List the strategies (in
the headings of the first five units of Strategies)
on the board, then ask them to give brief
examples for each of the strategies.

88 UNIT 5
 CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review using the Grammar
Summary. Direct the students attention to the
examples for Not only...but (also). Ask the
students to use this structure in three sentences
about a very embarrassing situation that
occurred in the past (the sentences should all
relate to one situation). Encourage the class to be
creative; their sentences do not have to be based
in reality.
Have the students read their sentences to a
partner. Ask the partners to give advice using
Modals of advice or suggestions about the past.
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They also should decide which
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
Other grammar structures and communication
skills in the summaries can be practiced in a
similar manner.
Look at the Communication Summary with the
students. Read the name of each communication
skill, and ask the students to raise their hands if
they feel they need more practice with that skill.
Elicit ways that the students can practice each
skill in their daily lives. If enough students need
extra practice with a particular skill, you may
wish to devote class time to additional activities
or role-plays that use the skill.
UNIT 5 89
Appendix

ADDITIONAL ACTIVITIES

Lesson 1, Exercise 7 (page 58)

The Ideal Project Partner

In this activity, the students expand the
information they developed in Exercise 7 into a
full essay which describes their ideal partner
for a school project.
Tell the students that they will write an essay
describing an ideal project partner. Ask them to
look at their personal ranking of the
characteristics in Exercise 7. Ask them to put a
checkmark next to the three characteristics that
they decided were most important to have in a
project partner. Then instruct them to make
three columns on a piece of paper and write the
characteristics as the headings of the columns.
Ask the students to brainstorm reasons why
each of these characteristics is important and
write the reasons in the columns. Circulate and
assist as needed.
Review the components of a successful essay:
an introductory paragraph, body paragraphs
with clear topic sentences and appropriate
support, and a concluding paragraph. Elicit that
the introductory paragraph usually contains a
thesis statement. In this case, the thesis
statement would usually state the three
characteristics that the writer is going to
discuss. Review your expectations regarding
topic sentences and the conclusion.
Ask the students to write their essays for
homework. If you wish, you can have the
students read each others essays and comment
on which details provided the most effective
support for the writers choice of desirable
characteristics in a project partner.

90 UNIT 5
WORKBOOK UNIT 5 ANSWER KEY
Lesson 1, pages 3841
Exercise 1
Possible answers:
2. Hes the man that works in his aunts store. 6. Sergio is the one whos having a great time in
the United States but misses his family.
3. Shes the woman who is in the United States
studying music. 7. Hes the one who is married and has two
children.
4. Sung-An is the one that likes traveling and
meeting new people. 8. Felicia is the one who studied biology in
college.
5. Fahad is the one who comes from Saudi
Arabia.

Exercise 2
2. New York is the state that has the longest 6. Colorado is the state that has the highest city.
bridge.
7. Oregon is the state that has the deepest lake.
3. Hawaii is the state that has the rainiest spot.
8. Rhode Island is the smallest state.
4. California is the state that has the lowest town
9. Mississippi and Missouri are the states that
and the lowest point.
have the longest river.
5. Maine is the state that has the highest point
on the Atlantic coast.

Exercise 3
Answers will vary.

Exercise 4
2. I really like the outfit [that or which or no
relative pronoun] you are wearing.
3. Gina was wearing beautiful shoes [that or
which or no relative pronoun] she bought at
Butlers Department Store.
4. He works in a building that (or which) is on
Fourth Street.
5. Frank is a designer that (or who) works for
Jessica Holloway.
6. Did you get the tickets [that or which or no
relative pronoun] I asked you to buy?
7. Did you see the woman [that or who or whom
or no relative pronoun] Leo introduced me to?
Did you see the woman to whom Leo
introduced me?
8. Frank and Gina are a young couple [that or
who or whom or no relative pronoun] Margo
met on their honeymoon.

Exercise 5
Answers will vary.

UNIT 5 91
WORKBOOK UNIT 5 ANSWER KEY
Lesson 2, pages 4243
Exercise 1
1. a 4. b
2. b 5. a
3. b

Exercise 2
Answers will vary.

Exercise 3
2. He could have asked the teacher for extra help 4. He could have had somebody else go to the
before the exam. He could have studied meeting. He could have postponed the
more. meeting.
3. She could have borrowed money for a car.
She could have used public transportation.

Exercise 4
Answers will vary.

92 UNIT 5
WORKBOOK UNIT 5 ANSWER KEY
Lesson 3, pages 4447
Exercise 1
2. Not only did I have to go to work early, but I 4. Not only do I work hard, but I also make very
(also) had to stay late. little money.
3. Not only have I had nothing to eat all day, but 5. Not only does my boss often seem unhappy
I also havent had anything to drink. with my work, but he is also unfriendly.

Exercise 2
2. Not only does she play the piano, but she also 5. Not only does she cook Chinese food, but she
plays the guitar. also cooks Italian food.
3. Not only does she speak Spanish, but she also 6. Not only does she take care of her daughter,
speaks French. but she also takes care of her mother.
4. Not only does she enjoy sports, but she also
enjoys concerts.

Exercise 3
2. must; might 6. must; might
3. might; must 7. might; must
4. must; might 8. must; might
5. must; might

Exercise 4
Answers will vary.

Exercise 5
1. a 3. Because your correspondent may make
assumptions about you based on your e-mail
2. You can ask questions immediately and then
communication.
get clarification if you dont understand
something. 4. b, c

Exercise 6
Answers will vary.

UNIT 5 93
 UNIT 6
Overview
TOPICS GRAMMAR
Working with a team Eitheror
Predicaments at work Bothand
Work schedules Neithernor
Computer problems Direct and indirect objects
E-mail Comparison of nouns
Voice mail
Search engines

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Listening for details
Taking notes from a recorded
message
Interviewing classmates
Writing down recorded messages
Writing e-mail messages at work
Writing notes on interviews
Writing a descriptive paragraph
Interpreting ads from website
companies
Comparing ads for search engines
Writing an e-mail
Selecting magazine articles of your
own and skimming or scanning for
gist

94 UNIT 6
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND Systems

COMPETENCIES / SCANS* Understands systemsknows how social and
organizational systems work and operates
Fundamentals effectively within them
Basic Skills Technology
Reading, writing, listening, and speaking Applies technology to task
Thinking Skills
GENERAL COMPETENCIES / CASAS*
Creative thinking
Decision making 0 Basic Communication
Problem solving 0.1. 2 Identify or use appropriate language for
Knowing how to learn information purposes
0.1. 3 Identify or use appropriate language to
Personal Qualities influence or persuade
Responsibility 1 Consumer Economics
Self-esteem 1.2. 2 Compare price or quality to determine the
Sociabilitydemonstrates understanding, best buys for goods and services
friendliness, adaptability, empathy, and exhibits 4 Employment
self-control 4.1. 9 Identify procedures for career planning,
Self-management including self-assessment
4.4. 4 Interpret job responsibilities and
Competencies performance reviews
Information 4.6. 1 Follow, clarify, give or provide feedback to
Acquires and evaluates information instructions
Organizes and maintains information 4.6. 2 Interpret and write work-related
Interprets and communicates information correspondence, including notes, memos
and letters
Interpersonal 7 Learning to Learn
Participates as a member of a team 7.1. 2 Demonstrate an organized approach to
Teaches others new skills achieving goals, including identifying and
Exercises leadership prioritizing tasks and setting and
Negotiates following an effective schedule
Resources 7.1. 3 Demonstrate personal responsibility and
motivation in accomplishing goals
Timeallocates time and prepares and follows
7.4. 4 Identify or utilize appropriate
schedules
informational resources

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

UNIT 6 95
 Lesson 1
WARM UP
Write the word stress on the board and elicit its
meaning. As a class, brainstorm the kinds of
things that can cause stress. Prompt with
questions about work, school, or family
responsibilities. Write the responses on the
board.
PRESENTATION
Coping at Work
Set the stage. Ask the students to cover the
conversation and look at the picture. Explain
that Nelson has been working very hard lately
but that hes taking a break. Ask the students to
describe what hes doing to relax (going to a
baseball game with Lynn, Ivan, and Gina).
Personalize the situation. Ask the students
what they do when they feel stressed. Do they
try to find a way to give themselves a break
and relax? If so, what do they do? How does
taking a break help them cope with their
responsibilities? Write the responses on the
board.
Focus on selected items. Ask what Nelsons job
is (website designer). Elicit the kinds of stress that
he might have in his job (conflicting instructions
from clients; deadlines to meet; technical problems).
Set the listening task. Explain that the students
will listen to Nelson and Lynn talking about the
problems Nelson is having on his job. Write the
following on the board: What problems are Nelson
having? What advice does Lynn give him? Play the
cassette twice while the students listen with the
conversation covered.
96 UNIT 6
Ask the class whether they think its important
to take time off to relax when you have a lot of
pressing responsibilities. Elicit the kinds of
things that people can do to take a break from
their responsibilities. Write the responses on the
board.
Check the listening task. Ask the students for
their answers. (Nelson has three websites to finish
by the end of the week, but the people who are
supposed to help him dont know what theyre doing.
Lynn suggests establishing a good working
relationship with the support people.) Write the
responses on the board.
Practice the conversation in pairs. Ask the
students to practice the conversation in pairs. If
time allows, have one pair perform for the
class.
Engage the students in group work. Read the
discussion questions aloud. Divide the class
into groups of three or four. Ask the groups to
assign group roles. Allow seven to ten minutes
for the discussion.
Circulate and monitor progress. Encourage the
students to think about their preferred working
style. Point out that they can talk about projects
at work or about school projects. If necessary,
prompt with questions about specific
experiences. Recap the discussion as a class.
 EXERCISES
1 If you work late too often, you should do some work on
your schedule.
 Listening  Speaking  Reading
Pair. Ask the students to work with a partner to
choose the answers that best represent their
opinions. Point out that, although the partners
should discuss their answers, they do not have
to choose the same answer. Remind them to
circle their answers.
Discuss the students answers as a class. On the
board, write the number of students that chose
each answer.
Remind the class that Lynn had specific advice
for Nelson about these same topics. Instruct
them to listen and check the answer that
2 Youve got to help me get out of this mess.
 Listening  Speaking  Reading
Read the title aloud. Elicit the meaning of get
out of a mess (find a solution to a difficult
situation).
Pair. Read the instructions aloud. Point out that
there may be more than one request possible for
each situation. Encourage the students to
discuss each situation in order to choose the
most relevant request.
Pair. When they have matched the requests
3 Theyll either fix it or replace it.
 Reading  Writing
Read the instructions aloud. Ask two volunteers
to read the first message and response aloud.
Ask what Nelson wrote after either (fix it) and
after or (replace it). Remind the class that objects
or complements that follow either and or must
be parallel (the same part of speech or the same
grammatical pattern).
(page 70)
represents Lynns advice. Play the cassette
twice.
Check as a class. If necessary, replay the
cassette, stopping to discuss Lynns advice each
time she speaks. Compare her advice with the
students answers. Ask why the students agree
or disagree with Lynns advice.
Answers
1. b 3. b
2. a
(page 70)
with the situations, have the pairs discuss what
advice they would give Nelson in each
situation. Encourage them to be specific and to
use their knowledge of technology, business,
and interpersonal relations.
Discuss the answers as a class.
Answers
(Answers will vary.)
(page 71)
Direct the students attention to the third
message. Write collaboration on the board and
elicit the meaning (working as a team with other
people).
Ask the students to write the responses that
Nelson might have had to each message.
UNIT 6 97
 Ask volunteers to write their answers on the
board. If possible, elicit several different
Answers
responses for each message. Go over the (Answers will vary.)
answers as a class. Discuss content as well as
grammatical form.

4 Career Choices (page 71)

 Speaking  Reading  Writing

Read the instructions aloud. Direct the students
attention to Nelsons notes. Point out that when
reading information that contains a slash ( / ),
we often say or in place of the slash (stay here
and suffer or find a new job). Ask volunteers to
read Nelsons notes aloud.
Write the example answer on the board. Elicit
that the first sentence describes Nelsons
options. Elicit that the second sentence describes
the hypothetical (imaginary, but possible) result of
his getting a new job.
Direct the students attention to the first clause
(If he found a new job). Ask whether this refers to
the future, present, or past (future). Elicit that
statements of hypothetical condition require a
tense backshift, so the past tense must be used.
Direct the students attention to the second
clause of the sentence. Elicit that this states the
hypothetical result of Nelsons having a new
job. Ask whether this statement indicates a
definite or a possible result (possible). Elicit that
the modal might indicates possibility. Ask what
other modals can be used in statements of
hypothetical result (would; could). Write these
modals on the board. Elicit what each of these
indicates (definite result; ability). Point out that
when the students discuss Nelsons options,
they should choose the modal that best
expresses their meaning.
Pair. Ask the students to work in pairs to
discuss Nelsons options. Encourage them to
talk about all the possible options. Remind them
to use hypothetical statements of condition and
result. (If your class needs focused practice with
these forms, have the pairs write their
statements.) Circulate and assist with the
structure as needed.
Class. Discuss the answers or ask volunteers to
write their statements on the board. As a class,
discuss which options Nelson should choose
and why.

5 I love my job! (page 72)

 Listening  Speaking  Reading  Writing

Pair. Read the instructions aloud. Ask
volunteers to read each characters list of
strengths. Elicit or provide the meaning of any
unfamiliar vocabulary.
Ask a volunteer to read the first example
sentence aloud. Elicit that Both Ivan and Nelson is
the subject of the sentence. Point out that since
the subject includes both of them, it is plural
and requires a plural verb. Model by eliciting a
few sentences about students in the class. (Both
Nikko and Sammi wear glasses. Both EunMi and
Jamie are from Korea.)
Ask a volunteer to read the second sentence
aloud. Point out that, as with either . . . or, the
words or phrases following both and and must
have parallel structure (sociable and reliable are
both adjectives).
Have the students work in pairs to complete the
activity. Specify whether you want them to write
their sentences or to do the activity orally.
Group. Read the instructions aloud. Ask a
volunteer to read the example sentence aloud.
Then write on the board Neither Gina nor

98 UNIT 6
 Nelson . . . and elicit a plausible ending for the
sentence (it should begin with is). Point out or
elicit that when Neither . . . nor is in the subject,
the verb agrees with the nearest subject. In the
example in the book, are agrees with her friends;
in the example on the board, is agrees with
Nelson.
Divide the class into groups. Ask each group to
write at least three sentences about
characteristics that the characters do not have.
Encourage the students to use all the
information they have learned about Gina,
Nelson, and Ivan, not just work-related
characteristics.
Recap as a class. If you wish, have the students
write their answers on the board.
Mixer. Read the instructions aloud. Encourage
the students to use information from the mind
WORKBOOK Assign Workbook Lesson 1
for homework, or do in class.
maps they made of their skills (Unit 4, Lesson 1,
Exercise 6) when they talk to their classmates.
Instruct the students to write at least five
characteristics for each classmate they interview.
Pair. Help match pairs of students who have
interviewed the same classmate. Have the
partners compare their notes and write a
paragraph about the classmate. Try to ensure
that no two pairs of students write about the
same person. Encourage the students to use
either . . . or, both . . . and, and neither . . . nor
(Keiko enjoys both studying and playing sports). If
you wish, have the students write their
paragraphs without using the name of the
person they are describing (This student . . . ).
Have the students read their descriptions aloud
and ask the class to guess which classmate is
being described.
UNIT 6 99
 Lesson 2
WARM UP
Ask the students to describe a typical
workweek in countries that they are familiar
with. Elicit information about the number of
hours worked per day and the number of
workdays in a week. Ask how the workweek of
a businessperson differs from other workers
schedules. Write the responses on the board.
PRESENTATION
Thats how it is.
Set the stage. Instruct the students to cover the
conversation and look at the picture. Ask them
to describe what is happening in each part of
the office. Tell the students that they will listen
to a conversation between Nelson and his
supervisor, Ms. Ho.
Personalize the situation. Ask the students
whether they think its easy to talk to a
supervisor at work. Encourage them to think
about the supervisors they (or people they
know) have had. What makes a supervisor easy
or difficult to talk to?
Focus on selected items. Ask the students to
think about the problems Nelsons been having
with his job. Have them predict what Nelson
might want to talk to his supervisor about.
Write the predictions on the board.
Set the listening task. Write the following on
the board: What problem does Nelson ask Ms. Ho
about? What is her response? Ask the students to
listen with the conversation covered. Play the
cassette twice while the students listen and take
notes.
Check the listening task. Ask for the students
responses. Write them on the board. Encourage
the class to recall the specific details of Ms. Hos
response to Nelsons question about his
schedule. (Everyone in the company has to work
100 UNIT 6
Ask how the students or people they know
balance the responsibilities of work and family.
Which is more important in the students native
cultures?
long hours because its a small company. Nelson
would be able to have a better schedule in a larger
company, but if he stays with his current job, he
might make a lot of money.) Ask the students to
uncover the conversation and add information
to their answers as necessary.
Focus on vocabulary. Write the following on
the board: to be a step ahead of our competitors;
fixed schedule. Elicit or provide the meaning of
these expressions and write them on the board
(to be more successful than other companies in the
same area of business; a work schedule that is the
same from week to week).
Engage the students in pair work. Read the
discussion questions aloud. Encourage the
students to compare Nelsons present situation
with the situation he would encounter at a
larger company. Suggest that the students
organize their ideas into four categories: (1) the
advantages of staying, (2) the disadvantages of
staying, (3) the advantages of leaving, and (4)
the disadvantages of leaving.
Circulate and monitor progress. As the
students discuss Nelsons options, circulate and
encourage them to consider all aspects of
Nelsons job, not just his work schedule. Recap
the discussion as a class.
 EXERCISES

1 Ive got to give this report to the Sales Department. (page 74)
 Speaking  Reading

Read the instructions aloud. Ask volunteers to

read the statements aloud. Elicit or provide the
Answers
meaning of any unfamiliar vocabulary (memo, 1. a 4. b
personnel, blueprints, voice mail).
2. f 5. e
Pair. Ask the students to work in pairs to
3. c 6. d
complete the activity. Remind them to assign
one statement to each cubicle.
Go over the answers as a class.

2 Ill water them twice a week. (page 74)

 Listening  Speaking  Reading

Pair. Read the instructions aloud. Ask two pairs
of volunteers to read the example requests and
responses. Point out that the partner responding
to the request should listen carefully, since there
may be more than one request possible for each
item. Ask the students to take turns asking and
responding to the requests.
Pair. Read the instructions aloud. Ask two
volunteers to read the example role-play. Point
out that the students role-plays can be about
work, school, or any other situation. Allow
about five minutes for preparation, then ask the
pairs to perform their role-plays for the class.

Sample Answers
1. Could you please fax this estimate to the
new client?
Sure, Ill do that right away.
2. Please mail these letters to Mr. Burns.
All right, Ill do that on my way home.
3. Please write a memo to the supervisors.
Certainly. Ill be happy to do that.
4. Could you send the announcements to all
our customers?
Of course, I can do that this afternoon.
5. Please give Beth the report about this
months sales.
OK, Ill give it to her tomorrow.
6. Could you take the packages to Kim in
shipping?
Sure, Ill take care of that right now.

UNIT 6 101
3 I rented you a compact car. (page 75)
 Listening  Speaking  Reading

Read the instructions aloud. Ask volunteers to
read the cues aloud. Assist with pronunciation
as needed. Have two volunteers read the
example conversation.
Pair. Ask the students to work with a partner to
create conversations based on the cues. If you
wish, this activity can be done as a mixer so that
the students have new partners for each cue.
Recap by having pairs perform each
conversation for the class.

4 Hi, Nelson, this is Gina. (page 75)

 Listening Writing

Read the instructions aloud. Ask what Ask volunteers to write their notes about
information the students should listen for (name, Nelsons phone calls on the board. Replay the
request, times or dates). Remind the students that cassette and check as a class.
they should write brief notes, not complete
sentences. Play the cassette while the students
listen and take notes.

Answers
1. From Carolyn Ho to Nelson. Photocopy
the monthly sales report.
2. From Nelson to Mary Wright in the
Photocopy Department. Make a copy of a
report hes sending her. Send it back to
him when its ready.
3. From Gina to Nelson. Pick up ice cream
for the dinner party. Shell see him around
6:00.
4. From Jim Baker in Sales to Nelson. E-mail
him his latest web page design.
5. From Nelson to Jim Baker. His e-mail isnt
working. Can he fax Jim the design
instead?

102 UNIT 6
5 Ad-Ons has more features than CyberWeb.
 Listening  Speaking  Reading  Writing
Ask volunteers to read the two ads aloud. Elicit
the meaning of the various benefits listed for
each company.
Group. Read the instructions aloud. Elicit the
rule for using fewer and less (fewer is used with
plural count nouns; less is used with noncount
nouns, although it is also sometimes used
informally with count nouns).
Divide the class into groups of three or four. Ask
the students to assign group roles. Suggest that
the students first look for features that both
WORKBOOK Assign Workbook Lesson 2
for homework, or do in class.
(page 76)
companies offer (search engine registration;
Internet website address) and then focus on the
unique benefits of each company. Remind the
groups to decide which company Gina should
choose for her website. Allow fifteen minutes for
the task.
Recap the discussion as a class. Encourage the
groups to give specific reasons why the
company they chose would be best for Ginas
situation.
Additional Activity. See Unit 6 Appendix.
UNIT 6 103
 Lesson 3
WARM UP
Write Internet search engine on the board and which Internet search engines the students have
elicit the meaning (a website that enables you to used. Which do they like the best? What are the
search for information on the Internet). (If some of benefits of those search engines? Write the
the students do not know what a search engine responses on the board.
is, ask other students to explain the term.) Ask

PRESENTATION
Search Engines
Set the stage. Tell the students that they will
read and listen to an article about Internet
search engines.
Personalize the situation. Ask the students
what additional information they would like to
know about search engines. Write their
responses on the board.
Focus on selected items. Explain that the
author suggests a three-step process for more
successful searching on the web. Ask the class
to predict what these three steps might be.
Write the results on the board. (You may need
to write several different sets of three steps.)
Set the reading and listening task. Write the
following on the board: What are the three steps
the author suggests? Ask the students to read
while you play the cassette. Instruct them to
underline the three steps in the article.
Check the reading and listening task. Elicit
what the three steps to successful web-
searching are. Encourage the students to use
their own words to paraphrase (restate) the
authors ideas. Write the responses on the
board. (Decide whether you want to locate, browse,
or consult. Choose the best search engine for the kind
of search you want to do. Before you view the web
pages, decide which results are probably the most
relevant.)
Focus on vocabulary. Direct the students
attention to the authors use of the words locate,
browse, and consult. Elicit the difference between
these terms. Ask the students how their web
searching would differ depending on their goal.
Engage the students in pair work. Read the
discussion topic aloud. Encourage the students
to think of previous academic work they have
done with the help of the World Wide Web. Ask
them to also think of additional ways they
would like to use the web for their studies.
Circulate and monitor progress. Help the
students brainstorm by reminding them of the
online activities included in this book as well as
other activities you may have assigned that
required the use of the web. Recap the
discussion as a class. Write the results on the
board.

104 UNIT 6
 EXERCISES

1 Search engines provide both news and information. (page 78)

 Reading

Read the instructions aloud. Ask volunteers to

read each sentence aloud. Clarify vocabulary
Answers
and meaning as necessary. Ask the students to 1. True
reread the article to determine which
2. False (AltaVista and Hotbot are indexes.)
statements are true and which are false. Ask
them to underline the sentences in the article 3. True
that provide the information necessary to 4. True
complete this activity.
5. False (Yahoo is more selective.)
Check as a class. Ask the students to read the
sentences that helped them choose the correct
answers. Ask the class how to rewrite the
false statements so that they are true.

2 Doing a Net search can be both confusing (page 78)

and time-consuming.
 Reading  Writing

Read the instructions aloud. Remind the

students that the words or phrases that follow
Answers
both and and must have grammatically parallel (Wording may vary.)
structure. For example, both words might be
2. Google is both simple and fun. You can
adjectives or might be noun phrases.
both shop and chat on Google.
Ask three volunteers to write their answers on
3. Ask Jeeves is both unique and practical.
the board. Check as a class. Elicit other possible
answers. 4. AltaVista can both help you find people
and tell you about the weather.

3 Neither Gina nor Paul is interested in camping. (page 79)

 Listening  Speaking  Reading  Writing

Read the instructions aloud. Ask the students to the results as a class, either orally or on the
read the e-mails silently. Elicit or provide the board. Check for both content and grammatical
meaning of any unfamiliar vocabulary or accuracy.
expressions as necessary.
Answers
Ask the students to write at least three sentences
comparing Ginas and Pauls interests. Go over (Answers will vary.)

UNIT 6 105
 Class. Read the discussion questions aloud. Ask
the class to vote on whether or not Paul is a
good match for Gina. Ask the students to
explain their opinions. Write their responses on
the board.
Have the students form pairs or small groups
with other students who share their opinion
4 Online
(Teachers Notes for each Online activity can be found on the Web page for that activity.)
5 Wrap Up
Read the instructions aloud. Ask volunteers to
read the workshop topics aloud. Check for
comprehension by asking for a paraphrase of
each topic. Ask the students to check the
workshops they would be interested in
attending.
Group. Divide the class into groups of three.
Have the students in each group interview one
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
STRATEGIES FOR SUCCESS
Exercise 1
Tell the students that good readers dont just
read things from beginning to end. They
practice scanning, skimming, highlighting, and
word-attack skills, which include analyzing any
prefixes or suffixes, writing the word in a
sentence, looking it up in a dictionary, using a
synonym, or asking someone. This activity
provides a chance for the students to practice
those skills on their own. For a pair follow-up
to this, the students could summarize the article
for a partner and talk about several new words
they learned.
106 UNIT 6
about Paul. Ask each pair or group to write an
e-mail response from Gina to Paul. If possible,
provide transparencies and pens for the
students to use. Have each pair or group read
its e-mail to the class.
(page 80)
(page 80)
another to find out which workshops the other
group members would be interested in. Remind
the students to mark the results on their charts.
Group. Ask the students to analyze their
groups results. Ask the groups to write at least
five sentences about their members choices and
the reasons for those choices. Have each group
read its sentences to the class.
Exercise 2
This is a simple journal-writing assignment in
which each student makes a list of listening
goals. You might suggest that students write
those goals on a Post-it or index card and put
it where they will see the goals and remind
themselves to practice them.
Exercise 3
Help the students to find an appropriate
magazine or newspaper, if necessary. One
purpose of this exercise is to practice critical
thinking skills (about how advertisements try to
convince you to buy their product or service).
Another goal of the activity is to stimulate more
practice of language learned in the unit.
 CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review using the Grammar
Summary. Direct the students attention to the
examples for Either . . . or. Ask the students to
use this structure to write three sentences about
their options for the future (I can either stay at the
language school for another term or return to my
regular university courses).
Have the students read their sentences to a
partner. Ask the partners to ask follow-up
questions about the options. Encourage the
students to use comparative forms when
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They also should decide which
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
responding to the follow-up questions (Ill learn
more English at the language school, but Ill make
more progress toward my degree at the university).
Other grammar structures and communication
skills in the summaries can be practiced in a
similar manner.
Look at the Communication Summary with the
students. Read the name of each communication
skill, and ask the students to raise their hands if
they feel they need more practice with that skill.
Elicit ways that the students can practice each
skill in their daily lives. If enough students need
extra practice with a particular skill, you may
wish to devote class time to additional activities
or role-plays that use the skill.
UNIT 6 107
Appendix
ADDITIONAL ACTIVITIES
Lesson 2, Exercise 5
Be a smart shopper.
This activity encourages the students to become
more knowledgeable consumers by developing
their ability to compare the features and
benefits of products or services.
As a class, brainstorm a list of products or
services that the students are considering
purchasing in the near future. This list might
include major purchases such as cars or
computers or less expensive items such as an
English-language dictionary or an appointment
book. Services that the students might be
considering can include items as diverse as
health insurance, a sightseeing tour, veterinary
services, or even car repair.
Have each student choose one product or
service to research. Ask them to find two
different sources for the product or service and
to obtain detailed information about the
features and benefits of buying from those
sources.
Ask the students to write a short essay in which
they compare and contrast the two sources and
explain which source they would purchase
from. Elicit the meaning of compare (to describe
108 UNIT 6
(page 76)
similarities) and contrast (to describe differences).
Review the components of a comparison essay
(introduction with thesis; body; conclusion with
recommendation). Point out that their
comparison/contrast essays can follow either of
two formats: (1) describe all aspects of the first
source and then describe all aspects of the
second source or (2) describe one aspect of both
sources, then an additional aspect of both
sources, and so on.
If you wish, you can ask the students to bring
their information to class before they write their
essays. Ask the students to explain the
information to a partner in order to clarify and
focus their ideas. Encourage the partners to ask
follow-up questions about the products or
services.
Have the students share their essays in small
groups before you collect them.
Note: If your students need more practice with
speaking than with writing, you can have them
give class presentations about their products or
services instead of writing essays.
WORKBOOK UNIT 6 ANSWER KEY
Lesson 1, pages 4849
Exercise 1
1. d 4. c
2. f 5. a
3. e 6. b

Exercise 2
Answers will vary.

Exercise 3
2. He eats either a sandwich or some pizza.
3. He leaves either at 5:00 or at 6:00.
4. He either plays basketball or watches TV.

Exercise 4
Answers will vary.

UNIT 6 109
WORKBOOK UNIT 6 ANSWER KEY
Lesson 2, pages 5052
Exercise 1
2. Direct object: a letter; Indirect object: all the 5. Direct object: the bill; Indirect object: me;
supervisors Indirect object: you; Direct object: the money
3. Direct object: a table; Indirect object: the two 6. Indirect object: everyone; Direct object:
of us; Direct object: you something to eat
4. Indirect object: Ms. Osmond; Direct object: the
information; Direct object: a decision

Exercise 2
2. Write all the supervisors a letter so that they
are all informed.
3. Reserve the two of us a table . . .
4. Get the information for Ms. Osmond . . .
5. Fax me the bill, and Ill send the money to you
right away.
6. Ill buy something to eat for everyone in the
office.

Exercise 3
2. to 5. for 8. for
3. for 6. 9. to
4. 7. to

Exercise 4
Possible answers:
2. Yes, Ive gotten them for them. 5. Yes, she (or he) has given it back to me.
3. No, she didnt buy them for me. 6. No, I didnt show it to her (or him).
4. No, he (or she) didnt lend it to me.

Exercise 5
2. The job at Dalton Enterprises has more 5. The job at Dalton Enterprises provides the
benefits than the job at Firsthand, Inc. same paid vacation time as the job at
Firsthand, Inc.
3. The successful job applicant has to work fewer
hours at Dalton Enterprises than at Firsthand, 6. The job at Dalton Enterprises includes fewer
Inc. responsibilities than the job at Firsthand, Inc.
4. The applicant needs the same experience at
Dalton Enterprises as at Firsthand, Inc.

110 UNIT 6
WORKBOOK UNIT 6 ANSWER KEY
Lesson 3, pages 5355
Exercise 1
Possible answers: 6. Hiro is neither efficient nor serious.
2. Marko is both neat and independent. 7. Neither Diane nor Paula is neat.
3. Both Sheila and Bob are assertive. 8. Erica is neither friendly nor responsible.
4. Both Josef and Susan are serious. 9. and 10. Answers will vary.

Exercise 2
1. d 3. c
2. b 4. Heres an idea.

Exercise 3
Answers will vary.

Exercise 4
1. are 5. have 9. knows
2. is 6. has 10. enjoy
3. are 7. are
4. lives 8. think

Exercise 5
Answers will vary.

UNIT 6 111
 UNIT 7
Overview
TOPICS GRAMMAR
Technical studies Verb + direct object + infinitive
Sightseeing Verb + infinitive (to + verb); verb +
gerund (verb + -ing)
Lifelong learning
Verb + either infinitive or gerund
Planning a career
Participles in adverbial phrases
Rehearsing for an interview
Participles in adjective clauses
Workplace synergy
Prefixes: im-, in-, un-, ir-, anti-, is-
Planning a workshop

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Following spoken instructions to
complete a chart
Conducting a survey
Listening for details
Teaching a recipe
Planning and presenting a
workshop in class
Reading for details
Reading travel ads
Reading a flow chart and writing a
paragraph with the information
Reading and writing a recipe in
paragraph form
Reading an article for details
Setting goals for more writing in
English

112 UNIT 7
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS*

COMPETENCIES / SCANS* 0 Basic Communication
0.1. 2 Identify or use appropriate language for
Fundamentals informational purposes
Basic Skills 0.1. 3 Identify or use appropriate language to
Reading, writing, listening, and speaking influence or persuade
1 Consumer Economics
Thinking Skills 1.2. 1 Interpret advertisements, labels, and
Creative thinking charts in selecting goods and services
Decision making 4 Employment
Problem solving 4.1. 9 Identify procedures for career planning,
Knowing how to learn including self-assessment
Personal Qualities 4.4. 5 Identify job training needs and set
learning goals
Responsibility
4.8. 2 Identify ways to learn from others and to
Self-management
help others learn job-related concepts and
Competencies skills
7 Learning to Learn
Information 7.2. 3 Make comparisons, differentiating among,
Acquires and evaluates information sorting, and classifying items, information,
Organizes and maintains information or ideas
Interprets and communicates information 7.2. 5 Evaluate a situation, statement, or process,
Interpersonal assembling information and providing
evidence, making judgements, examining
Participates as a member of a team
assumptions, and identifying
Exercises leadership
contradictions
Negotiates
7.2. 6 Generate ideas using divergent
Resources (brainstorming) and convergent (focus)
Timeallocates time and prepares and follows approaches, and also through creative
schedules imagination
7.4. 1 Identify or utilize effective study strategies
Systems
7.5. 6 Identify or use strategies for
Understands systemsknows how social and communicating more successfully
organizational systems work and operates
effectively within them
Technology
Applies technology to task

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

UNIT 7 113
 Lesson 1
WARM UP
Elicit the names of cities or countries where the
students have visited friends. Ask what special
places the students have seen or events they
have participated in with their friends.
Ask the students what they usually do when
they visit friends in other cities. Do they go to
PRESENTATION
Planning a Visit
Set the stage. Read the title and instructions
aloud. Elicit the meaning of an aviation school
(a school where you learn to fly planes and
helicopters).
Personalize the situation. Ask whether any of
the students are or have been pilots or aviation
students. Ask them to tell the class what kinds
of things an aviation student does while
learning to fly. If no one has had aviation
experience, have the students use their
imaginations.
Focus on selected items. Ask if any of the
students have ever visited Florida. Elicit the
names of cities or attractions they visited. Write
the responses on the board.
Set the reading and listening task. Write the
following on the board: What five things does
Pablo suggest possibly doing during the visit? Ask
the students to listen and take notes or mark
each suggestion in the text. Play the cassette
once or twice.
Check the reading and listening task. Ask the
students for their answers. Write the five items
on the board (see the flight simulator; go camping
at a river or lake; go to Lion Country Safari; visit
114 UNIT 7
special places, or do they only visit with their
friends in their homes? Ask which the students
prefer: sightseeing or only visiting. Elicit
reasons for the students opinions.
the National Archaeological Park in St. Augustine;
go to an exhibition baseball game). (Note: St.
Augustine is pronounced Saint Augustine.) Ask
the students to provide details from the reading
about each of these activities or places. Write
the details on the board.
Focus on vocabulary. Write the following on
the board: flight simulator, take off, speed, altitude.
Elicit or provide the meaning of these terms.
Discuss any other words or expressions that the
students may be unfamiliar with. Encourage
the class to work as a team to explain these
vocabulary items.
Engage the students in pair work. Read the
pair work questions aloud. If possible, have the
students work with a partner from a different
country. Encourage them to ask their partners
follow-up questions.
Circulate and monitor progress. Prompt the
students as needed by asking about different
types of places and activities a visitor might
enjoy (parks or other outdoor places; museums;
sporting events; national festivals; concerts;
shopping areas). Recap as a class.
 EXERCISES
1 Ready for Take-off
 Listening  Reading  Writing
Read the instructions aloud. Elicit the meaning
of simulated (something that appears real but is
not). Ask the class to explain what a simulated
take-off might be like. (If you have pilots or
aviation students in your class, encourage them
to explain this to the class.)
As a class, preview the chart so the students
know what kind of information they need to
listen for. Point out that the information is
presented in the same order as in the chart.
Elicit the meaning of joystick (a control lever).
Elicit or explain that a flight simulator often
uses a computer keyboard. Explain that the
students will hear some commands that refer to
special keys on the keyboard. If the students
know the abbreviations for these keys, they can
write the abbreviations. Otherwise, encourage
them to only write what they hear. Play the
cassette twice.
2 He advised them to check the parking brake.
 Speaking  Reading  Writing
Read the instructions aloud. Ask volunteers to
read the verbs in the vocabulary box. Elicit or
provide the meaning for each one. If the
students have difficulty explaining the meaning
of a verb, encourage them to illustrate the
meaning with an example (Some restaurants
forbid smoking, so you can never smoke there).
Ask two volunteers to make sentences from the
cues in the example box. Explain that some
verbs must be followed by gerunds, while
others must be followed by infinitives. Point
out that some verbs also take objects. Elicit or
explain that the verbs in this exercise all require
an object followed by an infinitive because they
refer to directions the instructor gave Ivan and
Nelson.
(page 84)
Ask the students for the information they
added to the chart. Write the answers on a
transparency or on the board. If necessary,
replay the cassette.
Answers
1. How: CTRL-DOT (control-dot)
2. When: 150; How: the nose
3. What: increasing; How: forward
4. How: G
5. How: F5, AP
6. What: 12,500; How: 1,800
(page 84)
Grammar Note: Help can be used with either the
infinitive or the simple (base) form of a verb. (She
helped me to improve my English. She helped me
improve my English.) In either case, help requires an
object for clarity. Note also that some of the verbs
in the box (expect; get; need; promise; want; would
like) can be used without an object. In this case,
the subject of the main verb also performs the
action that follows the main verb: I need to cook
dinner as opposed to I need you to cook dinner.
Pair. Ask the students to work in pairs to make
statements about the flight instructors
directions. Specify whether the students should
write the sentences or to do the activity orally.
UNIT 7 115
 Ask each pair to tell the class one or two of
their sentences. As a class, listen for correct
meaning and grammatical accuracy.
Ask the pairs to answer the questions about
you and your teaching.
Class. Recap as a class. If you wish, have the
students write their responses on the board. If
necessary, take this opportunity to clarify any
misconceptions the students may have about
your expectations or classroom rules.

3 Experience the adventure. (page 85)

 Listening  Speaking  Reading  Writing

Note: Depending on the pronunciation and Circulate and assist with vocabulary as
reading skills of your students, you may prefer to necessary. Recap as a class.
read the articles aloud yourself.
Class. Read the discussion question aloud.
Group. Read the instructions aloud. Divide the Discuss as a class. Write the students responses
class into groups of three or four. Ask the on the board. Encourage the students to
students to assign group roles. Ask the groups support their opinions.
to read the first article aloud and answer the
Expansion (Internet Skills, Speaking, Reading):
questions that follow. Instruct them to then
Ask the students to reread the two articles and
repeat the process with the second article. Point
find a specific item or place that they would like
out that there are many possible answers for
to research on the Internet. (If you have a
some of the questions.
computer lab available, take the class to the lab to
do their research together.) Encourage the
Answers
students to use one or more of the search engines
(Other answers may be possible.) described in Unit 6, Lesson 3 for their research.
Lion Country Safari: Ask them to make notes of specific data or
information about their topic. Point out that the
1. It was Americas first drive-through articles in the book, which were taken from the
cageless zoo. Internet, show the source URL for the article.
2. a habitat for endangered and threatened Explain the importance of not plagiarizing from
animal species the Internet. Ask the students to write down the
URLs where they find their information so they
3. letting visitors feed them can credit the source of their information. Have
4. a family of siamangs and a group of the students share their research in small groups.
spider monkeys Suggest that they give their groupmates handouts
of the information and URLs.
5. feed the alligators and share information
about them
St. Augustine:
1. because of its sense of antiquity
2. many historical sites, such as the oldest
house in the United States
3. guides in period costume
4. the Fountain of Youth
5. foundations and artifacts from the first
mission and colony

116 UNIT 7
4 Volunteers Invited to Chimps Birthday Party
 Listening  Speaking  Reading  Writing
Pair. Read the instructions aloud. Elicit the
meaning of press release (an informational
publicity statement given to newspapers, magazines,
and television and radio stations).
Elicit or explain that the students will choose
between gerund and infinitive forms based on
the verb that precedes each blank. Point out
that an infinitive is often used to indicate an
action that occurs after the action of the main
verb. For example, in the sentence I asked her to
open the window, open occurs after ask.
Emphasize that this is a general guideline,
however, not a rule.
Many of these verbs can be found in the
summary charts on page 96 along with
information about the forms that accompany
them. Ask the students to consult their
classmates or their English dictionaries for help
with the verbs that are not in the summary
charts.
5 I enjoy visiting theme parks, but Maria cant stand them.
 Listening  Speaking  Reading
Read the instructions aloud. Ask volunteers to
read the activities in the chart aloud. Clarify
meaning as necessary. Ask volunteers to read
the verbs in the key aloud. Elicit the meaning of
dont mind and cant stand in the key (I dont like
it, but I dont have a problem with going there; I
strongly dislike). Instruct the students to mark
their own preferences in the chart.
Mixer. Have two students model the activity by
asking and answering a question using the first
cue (Do you like to visit theme parks? OR Do you
enjoy visiting theme parks? No, I dont). Point out
that the question should use either like or enjoy.
Ask the students to circulate around the room
and interview three of their classmates.
WORKBOOK Assign Workbook Lesson 1
for homework, or do in class.
(page 86)
Answers
1. taking 5. providing
2. to attend 6. to buy
3. to bring 7. to assist
4. to have
Grammar Note: The verbs in items 2, 3, and 7
(invite; ask; recruit) all require objects and
infinitives in this context. However, since they
appear here in passive constructions, the object
comes before the main verb (Lion Country Safari
has invited the volunteers to attend becomes The
volunteers have been invited to attend). If necessary,
give a mini-lesson on the passive as it relates to
verbs requiring objects and infinitives.
Group. Read the discussion questions aloud.
Divide the class into small groups and have the
students assign group roles. Encourage the
students to support their opinions. Recap as a
class.
(page 86)
Elicit which verbs in the key require gerunds
(enjoy; dont mind) and which can take either
gerunds or infinitives (like; cant stand; hate).
When the students report their results to the
class, encourage them to use the structures they
studied in Unit 6: both . . . and, neither . . . nor,
either . . . or.
Expansion (Writing): Have the students write
eight or more sentences about the information
they gathered. Collect and check for correct use of
infinitives and gerunds as well as use of the
structures from Unit 6.
UNIT 7 117
 Lesson 2
WARM UP
Ask the students about the typical age of
college students in their countries and whether
any older students attend college. If so, elicit
information about who these students are and
why they are attending college. If older
students do not generally attend college in the
students countries, elicit why this is so. Write
the responses on the board.

PRESENTATION
Lifelong Learning
Set the stage. Ask the students to cover the people? Ask the students to listen to what Gina
conversation and look at the picture. Ask the and Lynn say about these topics. Play the
class to describe the situation. (Gina and Lynn cassette twice while the students listen with the
are relaxing. They look tired.) Read the title aloud. conversation covered and take notes.
Elicit the meaning of lifelong (throughout a
Check the listening task. Ask the students for
persons life). Tell the class that they will hear
their answers. Write their responses on the
Gina and Lynn talking about some of their
board. Ask the students to uncover and read
older classmates.
the conversation. Elicit additional details to add
Personalize the situation. Ask the class how to the responses on the board.
they would feel about having classmates who
Focus on vocabulary. Ask the class to find each
are in their 50s or 60s. (If you have students in
of the previously discussed vocabulary items in
this age group in your class, ask the students
the conversation. Elicit or provide the meanings
what the benefits are of having a wide range of
for each item. (Note: To crash is a slang
ages in the class.)
expression that means to relax and do absolutely
Focus on selected items. Write the following on nothing.) If your students were previously able
the board: I just want to come home and crash, to define all the vocabulary items, ask them to
motivated, phenomenon, age restriction, practice the conversation with a partner. Have a
determination, a different perspective. Elicit the pair perform for the class.
meanings. If the students are unable to provide
Engage the students in pair work. Read the
the meanings, leave the list on the board and
discussion question aloud. Ask the students to
assure them that they will be able to determine
explain their opinion of lifelong learning to
the meanings after they hear Gina and Lynns
their partners.
conversation.
Circulate and monitor progress. Encourage the
Set the listening task. Write the following on
students to think of older classmates they have
the board: Why did Ginas classmate come back to
had or other older people they know who have
school after retiring? How do younger students
gone back to school. Recap as a class.
benefit from having older classmates? How do the
older classmates benefit from being around younger

118 UNIT 7
 EXERCISES

1 After graduating from college, Gina is going to open her (page 88)
own business.
 Listening  Speaking  Reading  Writing

Read the instructions aloud. Direct the words such as Then, Afterwards, Next, Finally).
students attention to the flowchart in the Point out that the items in a flowchart are often
activity. Point out that Ginas goal is in the in note form, so articles are omitted. When the
center of the chart. Ask volunteers to read an students write their paragraphs, they should be
item in the flowchart, following the direction of sure to add any necessary articles.
the arrows. Clarify the meaning of any
Circulate and assist with vocabulary and
unfamiliar vocabulary. Ask what the purpose of
grammar as needed. Recap by having the
a flowchart is (to show the steps in a process).
students read their paragraphs aloud.
Elicit that this chart shows the steps Gina will
follow to achieve her goal of opening a Ask the students to work individually to create
business. a flowchart for a personal or academic goal. If
possible, provide markers and transparencies or
Pair. Ask the students to work in pairs to write
large pieces of paper for the students to use to
a paragraph describing Ginas plans. Ask a
create visual aids for their presentations. Have
volunteer to read the example sentence aloud.
the students present their flowcharts to the
Encourage the students to use this sentence
class and describe the process they will follow
pattern in some of the sentences in their
to reach their goals.
paragraph. Elicit other ways to show the
sequence of the steps in Ginas plan (sequence

2 Before starting out, list your reasons for wanting to go (page 88)
into business.
 Listening  Reading

Read the instructions aloud. Point that some of

the items paraphrase (restate) the advice the
Answers
students hear. However, some of them The following statements should be checked:
contradict the instructors advice. Still others 1, 2, 4, 6.
are not mentioned at all in the instructors
lecture. Explain that the students should check
the items that agree with the instructors
advice.
Ask volunteers to read the statements aloud.
Assist with meaning and pronunciation as
needed. Play the cassette twice. Check as a
class.

UNIT 7 119
3 Lynns schedule is very busy.
 Reading  Writing
Read the instructions aloud. Ask volunteers to
read the pairs of sentences in the example
boxes. Elicit or point out that the examples
show two ways of expressing the relationship
between two actions. The first sentence in each
box uses a complete clause that begins with an
adverb of time (an adverbial clause); the second
sentence uses an adverb of time followed by the
present participle (an adverbial phrase).
Grammar Note: As the examples show, the
adverbial clause or phrase can be placed either
before or after the main clause with no change in
meaning.
Pair. Ask the students to work in pairs to
restate the adverbial clauses as phrases.
Encourage the students to write their answers
as complete sentences. Recap by having
volunteers write the answers on the board.
4 Before going to the interview, Id rehearse my responses.
 Listening  Speaking  Reading
Pair. Read the instructions aloud. Ask a
volunteer to read the first cue and example
answer aloud. Elicit or point out that Id
(I would) is used because these are hypothetical
(imaginary) situations.
Ask volunteers to read the other cues aloud.
Clarify meaning as necessary. Remind the
5 After boiling the water, add rice to it.
 Speaking  Reading  Writing
Pair. Read the instructions aloud. Ask
volunteers to read the steps of the recipe. Elicit
or provide the definitions of the ingredients
and cooking terms. Have the students work in
pairs to rewrite the recipe. Point out that the
information within each step may need to be
rearranged for clarity.
120 UNIT 7
(page 89)
Answers
1. Since starting college a couple of months
ago, Ive never been so busy in my life.
2. After getting up in the morning, I review
my notes from the previous night.
3. Most of my classes are after 5:00, so
after getting off work, I take the bus to
school.
4. When arriving home, I crash on the
couch.
5. Before making dinner, I take a short nap.
6. After cleaning the kitchen and washing
the dishes, I study until at least 1:00
in the morning.
(page 89)
students to discuss what each partner would do
both before and after the event described in the
cue. Encourage the students to discuss the
differences between their ideas for each
situation.
Recap as a class.
(page 90)
Recap by having five pairs write the five steps
of the recipe on the board. As a class, check for
accuracy of content, sequence of events, and
grammar.

Answers
(Wording may vary.)
After heating 3 tablespoons of oil in a
nonstick pan, saut a pound of chicken
legs or breasts over medium heat for
about 20 minutes. While cooking, stir
occasionally with a wooden spoon.
After adding a teaspoon of salt, pepper,
and tumeric, add 6 pounds of chopped
spinach. After covering the dish, cook for
10 minutes over medium heat.
After adding 3 cups of pitted prunes, 1
cup of water, and 3 tablespoons of
orange juice, cover and simmer for about
an hour longer over low heat.
After checking to see that the chicken is
cooked, transfer the stew to a deep
casserole. Cover and place in a warm
oven before serving.
Before serving the chicken, prepare
saffron rice to serve with it.
Group. Ask the students to write their favorite
recipes using adverbial phrases wherever
possible. If your class is small, have the
students present their recipes to the class. For a
larger class, have the students share their
recipes in small groups. Each group should
choose one recipe to present to the class.
Expansion (Writing): Make a cookbook of the
students recipes. Provide unlined white paper for
the students to write their recipes on. Encourage
the students to illustrate their recipes with
drawings or pictures from magazines. Collect the
recipes and make as many photocopies of each as
you have students. The students can collate the
copies into recipe books. Provide sheets of colored
paper and markers so the students can make
covers for their recipe books. If possible, schedule
a potluck meal so the students can sample the
dishes they have written about.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

UNIT 7 121
 Lesson 3
WARM UP
Ask the students how they think the workplace
will change in the next ten years, the next
twenty years, and the next thirty years.
PRESENTATION
Work in the 21st Century
Set the stage. Read the title aloud. Explain that
the article is about a change that is occurring in
the way people interact at work. Direct the
students attention to the ideas they had
brainstormed about social changes in the
workplace of the future.
Personalize the situation. Ask the students to
think about social changes that have occurred
in the workplace within the last ten to thirty
years. How have peoples interactions changed?
Encourage the students to think about outward
signs of these changes: different ways of
dressing for work, changes in the design of
office spaces, new social rules regarding titles
and forms of address in the workplace.
Focus on selected items. Write the following on
the board and elicit the meanings: model,
competition, cooperation. (Note: In this context,
model means a new pattern or philosophy of
how to conduct business.) Read the title aloud.
Check for comprehension by asking for a
paraphrase the title (e.g., A new way of achieving
productivity in the workplace).
Set the reading and listening task. Write the
following on the board: What is workplace
synergy? What are some visible signs of the new
122 UNIT 7
Encourage them to think about social, physical,
and technological changes. Write their
responses on the board.
model? How are some managers helping their
employees adapt to the new workplace? Play the
cassette twice.
Check the reading and listening task. Ask the
students for their answers. If they quote
directly from the text, encourage them to
paraphrase in order to show that they
understand the information (a new type of work
environment that is based on cooperation instead of
on competition; comfortable furniture, plants,
redesigned floor plans, espresso machines; by
offering them workshops where they can learn to
understand their co-workers and work better
together).
Focus on vocabulary. Ask the students to work
in pairs to choose one word from the article that
they would like to know more about. Have
them write these words on the board. If
possible, elicit the meanings using the students
background knowledge and the context in
which each word is used.
Engage the students in class discussion. Read
the discussion question aloud. Encourage the
students to present the information in the
article and their personal opinions. Write the
responses on the board.
 EXERCISES

1 Its possible to see employees joking and laughing. (page 92)

 Speaking  Reading

Read the instructions aloud. Ask volunteers to As a class, discuss which of these statements
read each statement to the class. Clarify the describe a work environment the students
meaning of any unfamiliar vocabulary items. would enjoy and which describe an
environment that would make them
Check as a class. Ask the students to support
uncomfortable. Encourage the students to
their responses.
support their opinions.
Answers
1. WS 5. WS
2. T 6. T
3. T 7. WS
4. WS 8. T

2 I buy casual clothes when shopping for work clothes. (page 92)
 Listening  Speaking  Reading  Writing

Read the instructions aloud. Ask the class to
look at the pictures and describe them. Ask two
volunteers to read Sam Farrells and Paula
Coopers statements aloud.
Read the instructions aloud. Ask for one or two
statements that describe Sams and Paulas
management styles. Direct the students
attention to the ing (present participle) phrases
in the statements. Elicit or explain that phrases
with present participles (verb + ing) act like
adjectives and modify nouns. Point out that
these phrases follow the nouns they modify
(although not always immediately).
Pair. Encourage the pairs to discuss additional
characteristics of the two management styles
before they complete the conversation.
Encourage the use of participle phrases to
complete the conversation. Ask the pairs to
practice their conversations after they have
written their answers.
Ask students to discuss the two offices with a
partner and decide which they would prefer.
Recap as a class. Encourage the students to
explain their answers.
Have several pairs perform their conversations
for the class.
Answers
(Answers will vary.)
Additional Activity. See Unit 7 Appendix.

UNIT 7 123
3 Id like to find work helping people.
 Listening  Speaking  Reading
Read the instructions aloud. Ask volunteers to
read the items in the Interest Survey. Clarify
meaning as needed. Ask the students to check
the items that apply to them.
Pair. Read the instructions aloud. Ask two
volunteers to read the example questions and
answers. Point out that the responses contain
information beyond saying yes or no. Encourage
4 I have just been to the worst workshop of my life.
 Listening  Speaking  Reading  Writing
Pair. Read the instructions aloud. Elicit the
meaning of workshop (a seminar on a specific
topic). Ask three volunteers to read Ginas,
Lynns, and Ivans statements aloud. Ask the
students to discuss the experiences in pairs and
decide which was the worst and why. Ask how
the presenters could have made the workshops
better.
Recap as a class.
Class. Read the instructions aloud. Ask the
students to complete the activity first without
looking at the discussion. Then have them look
at the discussion and check their answers.
As the students find each word, write it on the
board as a column heading. Direct the students
attention to the beginning of each word. Elicit
or provide the term prefix and write it on the
board. Ask the students to identify the prefix in
each word (ir, anti, dis, im, un, in).
Brainstorm other words the students know that
5 Online
(Teachers Notes for each Online activity can be found on the Web page for that activity.)
124 UNIT 7
(page 93)
the students to respond in the same way. Ask
them to think of at least one job that would be
appropriate for their partners.
Recap as a class. Ask what jobs the students
recommended for their partners and why.
Encourage them to refer to their partners
responses to the Interest Survey.
(page 93)
begin with these prefixes. Write the words on
the board below the word from the activity that
begins with the same prefix.
Answers
1. irresponsible 4. impossible
2. antisocial 5. unbearable
3. disappear 6. incapable
Group. Divide the class into groups of three or
four. (It is not necessary to assign group roles
for this activity; however, you may want to
assign a discussion leader if a particular group
is especially quiet.)
Recap the discussion as a class. Ask the
students what words they were able to use
beginning with the prefixes from the activity.
Write these words on the board.
(page 94)
6 Wrap Up
Group. Read the instructions aloud. Ask
volunteers to read the workshop topics and
planning steps aloud. Divide the class into
groups. Help the students get started with
selecting their topic and beginning to prepare
their presentations.
Since this activity requires a fair amount of
student preparation, you may want to assign
dates for completion of each step of the
planning process. In this schedule, include the
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
STRATEGIES FOR SUCCESS
Exercise 1
Planning a class trip may get very elaborate,
but it requires language that the students have
been learning in this unit. The pairs should
brainstorm ideas, as well as express likes and
dislikes. In the class discussion, everyone
should use English to agree on final plans.
Exercise 2
In the previous unit (see Strategies for Success,
Unit 6, Exercise 2), the students set listening
CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in
which they need improvement. Checkpoint
activities can be done in class, or they can be done
as homework once students have learned the
procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
(page 94)
amount of class time that will be devoted to
working on the presentations. You should also
explain the criteria you will use for grading the
presentations. If possible, schedule brief
conferences to discuss the progress of each
groups presentation.
If your class is large, you may want to have the
students present over the course of several
days. Encourage the class to ask follow-up
questions after each presentation.
goals. Now, they are setting speaking goals. This
list should also be copied onto an index card or
Post-it as a daily reminder of the goals.
Exercise 3
This is another open-ended exercise in using
the material from this unit to apply to the
students lives. If time permits, you might have
the pairs report their hopes and plans to the
class.
have learned well and one skill they need to
practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
UNIT 7 125
 to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They also should decide which
GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review using the Grammar
Summary. Direct the students attention to the
verbs in the first two boxes (Verb + direct object +
infinitive; Verb + infinitive (to + verb)). Ask the
students which verbs can be used in both
patterns (expect; need; promise; want; would like).
Ask the students to write pairs of sentences for
three of these verbs. One sentence should use a
direct object and the other should not. Elicit or
provide a pair of example sentences. (I expect
you to be home by 5:00. I expect to be home at 5:00.)
Ask for an explanation of the difference between
the two sentences.
126 UNIT 7
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
Have the students read their sentences to a
partner. Ask the partners to explain the
difference in meaning between the two
sentences in each pair. Recap by having several
volunteers each read a pair of sentences. Elicit
the difference in meaning from the class.
Other grammar structures and communication
skills in the summaries can be practiced in a
similar manner.
Look at the Communication Summary with the
students. Read the name of each communication
skill, and ask the students to raise their hands if
they feel they need more practice with that skill.
Elicit ways that the students can practice each
skill in their daily lives. If enough students need
extra practice with a particular skill, you may
wish to devote class time to additional activities
or role-plays that use the skill.
Appendix
ADDITIONAL ACTIVITIES
Lesson 3, Exercise 2
In this activity, the students analyze the ways in
which a business or company could improve its
work environment and write a proposal to the
companys management team.
Point out that the students have read and
discussed different work environments and
management styles. As a class, brainstorm a list
of businesses or companies that could benefit
from some changes in these areas.
Ask the students to work in groups to choose a
company and devise a plan for improving that
companys work environment. Encourage the
groups to select a company that their
(page 92)
classmates are familiar with. Explain that each
group will present its plan to the class. The
class will role play the part of the companys
management team. Remind the groups that
they will need to use polite forms when they
present their suggestions to the managers.
If possible, provide markers and transparencies
or large sheets of paper for the students to use
as visual aids during their presentations. Have
each group present its plan to the class.
Follow with a discussion about which plan was
the most realistic or the most likely to be
accepted by the company managers.
UNIT 7 127
WORKBOOK UNIT 7 ANSWER KEY
Lesson 1, pages 5658
Exercise 1
2. She invited him to come to dinner. 5. He needs her to lend him $5.00.
3. She expected him to be home at 5:00. 6. She reminded her to pick her up at 9:00.
4. He told her to clean her room.

Exercise 2
1. a. avoid 4. c. intend
2. b. practice 5. b. am looking forward to
3. a. cant afford 6. b. recommend

Exercise 3
2. Oscar stopped buying candy. (Change in 5. Carlos stopped to speak Spanish with Lucy.
meaning) (Change in meaning)
3. Keiko prefers to work with other people. (No 6. Nelson tried to talk to his boss. (Change in
change in meaning) meaning)
4. Do you like to go to the beach? (No change in 7. I cant stand to see them like that. (No change
meaning) in meaning)

Exercise 4
Errors are crossed out. Any necessary additions are bold.
Hi. How are you? I hear you are planning coming to come to Dallas next month. I hope you decide
to stay with us. We would love to see you again. Would you enjoy to go going on a car trip to see some
of the rest of the state? I can arrange borrowing to borrow my brothers car. San Antonio is beautiful. We
could even stop visiting to visit Felipe on the way there. He called last night and we discussed to get
getting together again. He offered letting to let us stay with him a few days. This is good because I really
cant afford to stay at a hotel since I quit my job.
Let me know what you want to do. Im really looking forward to see seeing you soon.

Exercise 5
Answers will vary.

128 UNIT 7
WORKBOOK UNIT 7 ANSWER KEY
Lesson 2, pages 5960
Exercise 1
Participial phrases After placing the sliced potatoes in baking dish; After adding the wine and sour
cream; Before putting the fish in the oven
Adverbial clauses After you season the mixture; After you bake the dish

Exercise 2
2. e 2. He took the fish out of the oven after baking it
for half an hour.
3. g
3. He added more salt after tasting the dish.
4. a
4. He burned himself while lighting the oven.
5. f
5. He tried out the recipe for himself before
6. c
making it for his guests.
7. b
6. He thanked his guests for coming while
saying good night to them.
7. Hes known the people he invited since
returning to Spain.

Exercise 3
2. Kong doesnt talk to anybody when he works
(or when hes working).
3. Louisa has less free time since she started
school.
4. Lisa likes to take a break after she sits (or after
she has sat or after she has been sitting) for a
few hours at the computer.
5. Anna likes to read while she watches TV (or
while shes watching TV).
6. Laura and Roger are always careful when
they shop (or when they are shopping).
7. Juan has had more freedom since he got his
own car.

Exercise 4
Answers will vary.

UNIT 7 129
WORKBOOK UNIT 7 ANSWER KEY
Lesson 3, pages 6164
Exercise 1
2. Hes the person holding a bag. 6. Hes the person looking at his watch.
3. Hes the person sitting at a computer. 7. Shes the person drinking tea.
4. Shes the person wearing a suit. 8. Shes the woman sitting in the library with
Tony.
5. Hes the person sleeping.

Exercise 2
2. Hes the person who/that is holding a bag.
3. Hes the person who/that is sitting at a
computer.
4. Shes the person who/that is wearing a suit.
5. Hes the person who/that is sleeping.
6. Hes the person who/that is looking at his
watch.
7. Shes the person who/that is drinking tea.
8. Shes the woman who/that is sitting in the
library with Tony.

Exercise 3
Answers will vary.
2. Employees working in groups . . . 5. People using the Internet a lot at work . . .
3. People working alone . . . 6. Companies offering good benefits . . .
4. Jobs requiring people to work long hours . . .

Exercise 4
inaccurate; disagree; inappropriate; incompetent;
undependable; ineffective; inflexible;
disorganized; impersonal; unreliable; insincere
2. inappropriate 4. disorganized
3. incompetent 5. inaccurate

Exercise 5
1. c 3. a
2. c 4. b

Exercise 6
Answers will vary.

130 UNIT 7
 UNIT 8
Overview
TOPICS
Advancement in the workplace
(getting a promotion)
Policies and regulations
How things work in the office
Communicating effectively
COMMUNICATION GOALS
Listening and Speaking
Listening for details
Drawing conclusions
Role-playing making complaints
Giving constructive criticism
Responding to criticism
GRAMMAR
Passive voice in the future
Passive voice with modals
Modals in the past
Hope
Result clauses with so(that)
Result clauses with such a / anthat
Reading and Writing
Giving personal responses to a
reading
Making a list of school rules and
policies
Listing characteristics of a good
co-worker and supervisor
Reading an article and taking a test
on interpersonal communication
skills
UNIT 8 131
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS*

COMPETENCIES / SCANS* 0 Basic Communication
0.1. 3 Identify or use appropriate language to
Fundamentals influence or persuade
Basic Skills 0.1. 5 Identify or use appropriate classroom
Reading, writing, listening, and speaking behavior
4 Employment
Thinking Skills 4.1. 6 Interpret general work-related vocabulary
Decision making 4.6. 1 Follow, clarify, give, or provide feedback
Problem solving to instructions; give and respond
Knowing how to learn appropriately to criticism
Reasoning 4.6. 2 Interpret and write work-related
Personal Qualities correspondence, including notes, memos,
and letters
Responsibility
4.8. 1 Demonstrate ability to work cooperatively
Self-management
with others as a member of a team,
Competencies contributing to team efforts, maximizing
the strengths of team members, promoting
Information effective group interaction, and taking
Acquires and evaluates information personal responsibility for accomplishing
Organizes and maintains information goals
Interprets and communicates information 7 Learning to Learn
Interpersonal 7.2. 6 Generate ideas using divergent
(brainstorming) and convergent (focus)
Participates as a member of a team
approaches, and also through creative
Negotiates
imagination
Resources 7.3. 2 Devise and implement a solution to an
Timeallocates time and prepares and follows identified problem
schedules 7.3. 4 Utilize problem solving strategies, such as
breaking down the problem into
Systems
component parts and generating
Understands systemsknows how social and alternative or creative solutions
organizational systems work and operates 7.4. 1 Identify or utilize effective study strategies
effectively within them 7.5. 3 Identify or use strategies to cope with
Technology negative feedback
Applies technology to task 7.5. 6 Identify or use strategies for
communicating more successfully

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

132 UNIT 8
 Lesson 1
WARM UP
Point out that there are many different reasons
why people enjoy their jobs. Write the heading
Job Satisfaction on the board and elicit its
meaning (being satisfied or happy with your job).
As a class, brainstorm reasons why people
might be satisfied with their jobs (good salary;
meaningful work; power or status).
PRESENTATION
Advancement in the Workplace
Set the stage. Instruct the students to cover the
conversation and look at the picture. Ask them
to identify the people and describe the setting.
Personalize the situation. Explain that the
students will hear Nelson telling his friends
some very good news. Ask the class who they
tell first when they have exciting news (parents;
a wife or husband; friends; co-workers).
Focus on selected items. Direct the students
attention to the title. Ask them to guess what
Nelsons exciting news is. If the students do not
generate the word promotion, write it on the
board and elicit its meaning.
Set the listening task. Write the following on
the board: What is Nelsons new position in the
company? What job benefits does Ivan ask Nelson
about? How are Sofias and Ginas reactions
different from Ivans? Ask the students to listen
with the conversation covered. Play the cassette
twice.
Check the listening task. Ask for the students
answers. Encourage them to analyze the
Ask which the students would prefer: a high-
paying job where they did not have much
power over their work, or a lower-paying job
that allowed them to make more independent
decisions. Encourage the students to give
reasons for their preferences.
content of the three friends responses in order
to answer the third question. Replay the
cassette if necessary. (Nelson is leading the design
team. Ivan asks about money, a company car, and a
private office. Sofia and Gina are more emotionally
supportive.)
Practice the conversation in pairs. Ask the
students to practice the conversation in groups
of four. Encourage the use of natural intonation
and expression. Have a group perform for the
class.
Engage the students in pair work. Read the
discussion questions aloud. Encourage the
students to think about their own promotions
or promotions of people they know.
Circulate and monitor progress. If necessary,
prompt the students by asking about people
they know who have been promoted. Ask
whether promotions are always fair. Recap as a
class.
UNIT 8 133
 EXERCISES
1 Nelson will be given a raise soon.
 Reading
Read the instructions aloud. Ask the students to
first mark their answers based on what they
remember about the conversation. Then ask
them to reread the conversation to check their
answers.
2 Many changes will be made under Nelsons leadership.
 Listening  Speaking  Writing
Read the instructions aloud. Elicit the meaning
of foresee (predict). Ask volunteers to read the
cues aloud. Clarify meaning if necessary.
Ask a volunteer to read the example sentence
aloud. Elicit that the verb is passive. Encourage
the students to write their answers using the
passive voice if possible. Also point out that the
students will need to choose modals that
correctly express the degree of certainty or
possibility of each proposed change.
Play the cassette twice while the students listen
and take notes. Following the listening,
encourage the students to rephrase their
answers as needed so that they use the passive
voice.
Pair. Read the discussion questions aloud.
Encourage the pairs to consider each change
individually and what effect it would have on
them as a worker.
Expansion (Speaking, Writing): Ask whether it
sounded as though Nelson had consulted with his
superiors before giving his speech to his team.
Ask how Nelsons supervisors might react to the
changes hes promised his team. Divide the class
into pairs or small groups. Ask each group to
134 UNIT 8
(page 98)
Answers
The following items should be checked:
1, 5, 6.
(page 98)
Answers
(Wording may vary.)
2. Responsibilities will be based on each
individuals strengths and talents.
3. Weekly meetings will be held.
4. Suggestions can be sent to Nelson via
e-mail.
5. Bonuses may be given to the team
members with the most innovative and
effective ideas.
6. Annual meetings may be held at a resort.
7. Travel expenses will be paid by the
company.
8. Casual clothes can be worn to work.
imagine that they are Nelsons supervisors and
that they are writing Nelson a memo about the
changes he has proposed. Point out that before
they write, each group of supervisors should
decide what their general opinion of the changes
is. Ask the groups to read their memos to the
class.
3 No children are allowed at work.
 Listening  Speaking  Reading
Read the instructions aloud. Ask one or more
volunteers to read Nelsons memo aloud.
Clarify meaning as needed.
Group. Divide the class into groups of three or
four. Have each group choose group roles.
Allow about fifteen minutes for the group
discussions. Instruct the students to suggest
alternative solutions to rules that they disagree
with. Ask the Reporters to tell the class the
groups opinions. Write any alternative
suggestions on the board.
Pair. Read the instructions aloud. Ask the
students to find specific structures that Nelson
used in his memo to indicate rules ( . . . should
be made; . . . must be used; . . . should not be
used; . . . are not permitted; . . . is required). Write
these structures on the board. Elicit that all of
them are in the passive voice. Encourage the
students to use these or other passive structures
when writing the rules and policies of your
school.
4 Something has to be done!
 Reading  Writing
Read the instructions aloud. Ask two
volunteers to read the example sentences aloud.
Elicit the difference between the structure of the
two sentences (The first sentence contains a noun
clause that is the object of hope; in the second
sentence, the object of hope is a verb phrase
beginning with an infinitive).
Pair. Ask the students to work together to write
statements about what Nelson hopes to change.
If time permits, have the pairs write their
statements both ways (with a noun clause and
with a verb phrase). Recap orally or by having
the students write their answers on the board.
(page 99)
Recap as a class, either orally or on the board. If
your students misrepresent any of the school
policies in their responses, clarify the policy.
Expansion (Writing). Have the students analyze
the tone of Nelsons memo (authoritative and firm).
Ask whether they think this tone is the most
effective for a memo of this type. Elicit reasons for
the students responses. Explain that one of the
skills a good writer has is the ability to choose the
appropriate tone, or voice, for each writing task.
Ask the students to rewrite Nelsons memo using
a warmer, friendlier tone. Point out that the
content of the memo should not change. (Note:
The passive voice, which Nelson used in his
memo, often leads to a more formal tone. If your
students have difficulty achieving an informal
tone while rewriting the memo, suggest that they
try changing passive structures to active ones.)
Have the students read their memos aloud in
small groups. Ask each group to choose one
memo to read to the class. Discuss specific
changes that make the rewritten memo sound
friendlier or less formal.
(page 99)
Answers
(Other answers may be possible.)
2. Nelson hopes (that) he can help them get
along better. Nelson hopes to help them
get along better.
3. Nelson hopes (that) he can reduce
employee absences. Nelson hopes to
reduce employee absences.
4. Nelson hopes (that) he can get them to
stop downloading programs. Nelson
hopes to get them to stop downloading
programs.
5. Nelson hopes (that) he can increase
employee promptness. Nelson hopes to
increase employee promptness.
UNIT 8 135
5 A Party for Nelson (page 100)
 Listening  Speaking  Writing

Read the instructions aloud. Ask a volunteer to

read the sample response aloud. Encourage the
Answers
students to use the passive voice when writing (Wording may vary.)
what will be done to prepare for Nelsons party.
2. The guests will be invited by e-mail.
Play the cassette twice. Recap as a class.
3. The cake will be baked by Stellas
Group. Read the instructions aloud. Divide the
Bakery.
class into groups of three or four. Ask the
groups to assign group roles. Suggest that each 4. Ivans friend who plays the guitar will be
group choose five to seven reasons why people invited.
have parties.
Compare the lists as a class. Encourage the
Ask each group to write its list on the board,
students to give reasons for their choices.
with the most important reason at the top of the
list.

6 Lets speculate about the future. (page 100)

 Listening  Speaking  Reading  Writing

Read the instructions aloud. Elicit or provide
the meaning of speculate (make guesses). Ask
volunteers to read each item aloud. After each
item is read, clarify meaning as needed and ask
the students to mark whether they agree or
disagree with the prediction. Instruct them to
complete the survey with their own predictions.
Class. Ask the students to raise their hands to
indicate whether they agree or disagree with
each statement. Write their responses on a
transparency or on the board. Elicit reasons for
their responses.
Additional Activity. See Unit 8 Appendix.

WORKBOOK Assign Workbook Lesson 1

for homework, or do in class.

136 UNIT 8
 Lesson 2
WARM UP
Write personal conflict on the board and elicit the
meaning (when someone is angry with you or when
you have a misunderstanding with someone). Ask
your students what they do when they have a
personal conflict with someone. Do they ignore
the situation? Do they speak directly to the
person and try to resolve the conflict, or do
PRESENTATION
Im just beginning to learn how things work.
Set the stage. Instruct the students to cover the
conversation and look at the picture. Ask the
class to describe the situation. Ask them how
Nelson seems to be feeling (distracted;
thoughtful).
Personalize the situation. Explain that the
students will hear Nelson talking with his
client, Ms. Pavlik, about a problem hes having
at work. Ask the students what they have done
when they had a problem at work. Write the
responses on the board.
Focus on selected items. Ask the students to
think about Nelsons recent promotion and the
changes hes trying to make in the workplace.
Ask the students to predict what kind of
problems Nelson might be having at work.
Write the responses on the board.
Set the listening task. Write the following on
the board: How does Ms. Pavlik know that Nelson
is having a problem? What is Nelsons problem?
What is Ms. Pavliks reaction to hearing about his
problem? Play the cassette twice.
Check the listening task. Ask the class for their
answers. (Nelson seems distracted. One of Nelsons
co-workers is giving him a hard time. Ms. Pavlik
encourages him to tell her about his problem.) Write
they ask someone else for advice first? Write the
responses on the board.
Encourage the students to give reasons for their
approaches to coping with conflicts. Elicit
advantages and disadvantages to the different
ways of coping.
their responses on the board. Ask the students
to uncover the conversation and check their
answers. If necessary, add missing information
to the responses on the board.
Focus on vocabulary. Write the following on
the board and elicit the meanings: bells and
whistles (complicated options added to a product or
service); Are you here with me? (Are you paying
attention?); Tell me whats on your mind (Tell me
what youre thinking or whats bothering you); My
co-worker is giving me a hard time (My co-worker is
criticizing me or being angry with me).
Engage the students in group work. Read the
discussion questions aloud. Divide the students
into groups of three or four and ask them to
assign group roles. Allow seven to ten minutes
for their discussions.
Circulate and monitor progress. Encourage the
groups to think of the possible consequences of
discussing this type of problem with a client.
Point out that the group members do not have
to agree with one anothers opinions. Recap by
having the Reporters tell the class the opinions
of the group members. Encourage the other
members of the group to add to the class
discussion if they wish.
UNIT 8 137
 EXERCISES

1 She refused to speak to me. (page 102)

 Listening  Speaking  Reading  Writing

Read the instructions aloud. Write two column

headings on the board: Conclusions and
Answers
Advice. Ask which of the modals express (Answers will vary.)
conclusions (would have, may have, might have,
must have) and which express advice (could have, Group. Read the instructions aloud. Point out
should have). Write the modals under the that the students should now draw conclusions
appropriate headings. Elicit that although could about the general nature of Nelson and Paulas
have expresses advice, couldnt have expresses a relationship. Encourage the students to talk
conclusion of past impossibility. Write couldnt about similar problems they have had. Point
have under Conclusions. out that they do not have to name the person
with whom they had the conflict. Encourage
Ask volunteers to read the statement,
the students to tell their groupmates what they
conclusion, and advice in the example box.
did to resolve their problem.
Elicit other possible statements of conclusion or
advice and write them on the board. Divide the class into groups of three or four.
Ask each group to choose a manager (the other
Pair. Ask the students to work in pairs to write
roles are not needed in this discussion). Give
statements of conclusion and advice for each
ten to fifteen minutes for their discussions.
situation. Recap by asking several pairs to read
Recap as a class.
their responses to each situation. Alternatively,
have the pairs write their statements on the
board.

2 Take it easy. (page 102)

 Speaking  Writing

Read the instructions aloud. As a class, practice
the expressions in the box. Encourage the
students to use appropriate intonation for
expressing anger (a loud, strong voice) as well
as for responding to anger (a calm, soothing
voice). Clarify the meanings of the expressions
as necessary.
Cultural Note: Your students may be reluctant to
learn how to express anger in English. Point out
that it is important to know how to express
emotions accurately. If your students cannot
express anger or displeasure appropriately when
the situation calls for it, they may be taken
advantage of in social or work situations. Using a
humorous approach when practicing these
phrases may help your students overcome their
discomfort.
Pair. Ask the pairs to discuss whats happening
in each picture. Instruct them to then choose
one of the situations and write a dialog for it.
Point out that there are more than two people
in each situation, so when the pairs present
their conversations, they will need to ask a
classmate to read the additional part or parts.
(Alternatively, you can ask the students to work
in groups of three to write and perform their
conversations.) Allow fifteen to twenty minutes
for the task.
Class. Have as many pairs as possible perform
for the class.

138 UNIT 8
3 Youre late!
 Listening  Speaking
Read the instructions aloud. Elicit or provide
the meaning of act impulsively (act without
thinking first). Ask volunteers to read each
characters statements. Encourage the readers
to use appropriate intonation. Elicit or provide
the meaning of any unfamiliar vocabulary.
Group. Divide the class into groups of three or
four. Explain that each group should think
4 I should have told you about my problems.
 Listening  Speaking  Reading
Read the instructions aloud. Ask volunteers to
read the statements aloud. Point out that the
students will identify who drew each
conclusion, regardless of whether the
conclusion was correct. Play the cassette twice.
Answers
Paula concluded that Nelson wasnt happy
with her work. Nelson drew the other
conclusions.
5 If Anna hasnt come yet, the meeting may have lasted
longer than expected.
 Listening  Speaking  Reading  Writing
Pair. Read the instructions aloud. Ask the
students to work with a partner to complete the
statements with their own ideas. Circulate and
monitor for correct grammar.
Have several pairs read one of their completed
sentences.
Answers
(Answers will vary.)
(page 103)
about advice for each of the three people.
Encourage them to think of all the details about
each persons situation.
Recap as a class. Have all the groups report
their advice for Paula. Follow with a discussion
of the other two characters.
(page 103)
Class. Read the instructions aloud. Ask the
class to listen carefully to determine which
conclusions were correct. Recap as a class.
Encourage the students to recall specific things
that Nelson and Paula said during their
conversation.
Answers
It is true that Paula was not being a good
team player and that she was being rude. The
other conclusions are false.
(page 104)
Pair. Ask the students to tell their partners
about a situation they experienced that was
similar to Nelson and Paulas. Encourage them
to explain both the situation and what they did
about it. For example, how long did they wait?
Did they try to call the person? Did they get
angry? Recap as a class.
UNIT 8 139
6 Ive tried to understand what caused the conflict. (page 104)
 Listening  Speaking  Reading  Writing

Read the instructions aloud. Ask volunteers to
read each statement aloud. Check for
comprehension by asking for a paraphrase of
each statement. Ask the students to mark their
responses as each statement is read.
Give the students a few minutes to write other
things they have done when they were angry
with someone.
Pair. Read the instructions aloud. Elicit the
meaning of positive resolution (a positive result or
outcome). Ask each pair to write three or four
statements of advice for someone who gets
angry easily.
Recap by having each pair read its advice to the
class. Ask the class to paraphrase each
statement of advice. Write notes on the board.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

140 UNIT 8
 Lesson 3
WARM UP
Ask the students about cultural differences in
communication. How do people from different
cultures communicate differently? Brainstorm
ways that people communicate other than
through the words they use (body language; tone
of voice; posture; hand gestures). How do these
other ways of communicating differ from
culture to culture? Write the responses on the
board.
PRESENTATION
Interpersonal Relations
Set the stage. Remind the students that many
self-help books and articles have been written
in the last several decades. The writers of these
books and articles try to help people find ways
to improve themselves, their lives, and their
relationships with the people around them.
Personalize the situation. Ask the students
whether they have ever read a self-help book or
article. Elicit the different self-help topics the
students have read or heard about (nutrition;
spiritual development; recovery from a personal
tragedy; financial success). Write the responses on
the board.
Focus on selected items. Explain that this self-
help article presents one strategy that people
can use to improve their communication skills.
Ask how the students lives would benefit from
improved communication with friends,
co-workers, and families. Write their responses
on the board.
Set the reading and listening task. Write the
following on the board: 1. According to the
author, what kinds of questions do not improve
communication? What kinds of questions are better?
2. What are I-messages? How do they improve
communication? Ask the students to read along
while you play the cassette.
Ask the students to think of trying to
communicate with a person from a culture very
different from their own. Ask them to imagine
that a misunderstanding has occurred due to
differing styles of communication. Elicit
strategies that the students could use to repair
the misunderstanding. Write the responses on
the board.
Check the reading and listening task. Ask the
class for their answers. (1. Yes/No and Why
questions do not improve communication. Who,
What, Where, and How questions are better.
2. I-messages are statements beginning with I. They
involve both people in finding a solution to a
problem.) Ask what other points in the article
were interesting and why.
Focus on vocabulary. Write the following on
the board and elicit or provide the meanings:
proactive (acting before there is a problem), reactive
(acting after there is already a problem), motivation
(a persons reasons for doing something),
consequences (the result of an action or event), to
bark at someone (to yell at someone).
Engage the students in pair work. Read the
discussion questions aloud. Encourage the
students to give specific examples of ways in
which they are or are not good communicators.
Ask them to think of possible consequences of
not being a good communicator.
Circulate and monitor progress. Encourage the
students to think of themselves as successful
communicators. Remind them of things they
have done in your class that showed their
abilities in this area. Recap the discussion as a
class.
UNIT 8 141
 EXERCISES

1 Getting Along with Your Colleagues (page 106)

 Reading

Read the instructions aloud. Ask volunteers to
read each statement aloud. Clarify meaning and
ask the students to mark their responses.
Ask the students to tally their scores. If you
wish, have the students write their scores
anonymously on small slips of paper. Ask a
volunteer to collect the slips and read the scores
aloud while another student writes them on the
board. Discuss the results as a class,
encouraging the students to explain what
communication skills they would like to
improve.
Ask whether the students feel that some of the
ideas are not necessary for good
communication. Encourage them to explain the
reasons for their opinions.

2 Ricks such a clear speaker. (page 106)

 Reading  Writing

Read the instructions aloud. Ask two requires if the complement is a noun (such a/an)
volunteers to read the example sentences aloud. or if it is an adjective (so).
Direct the students attention to the two ways
Recap orally as a class. Ask the students to
that the sentences begin. Elicit or explain the
explain their answers.
pattern for using such or so followed by a result
clause (such a/an + noun phrase + result clause; so Answers
+ adjective phrase + result clause). Point out that
the noun in a such . . . that clause may or may 1. such a 6. such
not be preceded by an adjective. 2. such an 7. so
Ask the students to complete the sentences 3. so 8. such
using such a/an, such, or so. Remind them to
look carefully at the entire first clause. They 4. such an 9. so
should ask themselves whether the subject 5. so
complement is a noun phrase or an adjective
phrase. Review by asking what the sentence

3 Tell me about what happened. (page 107)

 Listening  Speaking  Reading  Writing

Pair. Read the instructions aloud. Write Recap as a class. Encourage the students to give
encourage and discourage on the board and elicit reasons why certain comments would
or provide the meanings. Ask the students to discourage communication.
work in pairs.

142 UNIT 8
 Answers
1. e 5. d
2. e 6. e
3. e 7. d
4. d 8. e
Ask the students to discuss the situations and
write a response to each one in pairs. Recap the
responses by having the pairs read both the
statement and response.
4 I feel so frustrated.
 Speaking  Writing
Pair. Read the instructions aloud. Ask a
volunteer to read the example sentence aloud.
Have the students work in pairs to write two or
three I-messages that they could use in their
lives. Encourage them to think about situations
in which they would like to improve their
communication (in relationships with spouses,
roommates, or parents; in school or in the
workplace). Circulate and assist with content and
language as needed.
5 Online
(Teachers Notes for each Online activity can be found on the Web page for that activity.)
6 Wrap Up
Group. Read the instructions aloud. Divide the
class into groups of three or four. Ask the
students to assign group roles. Give the
students ten minutes to write their lists of
characteristics. Circulate and assist with
vocabulary as needed.
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
Answers
(Answers will vary.)
Expansion (Speaking): Ask the pairs to expand
one of the situations in the activity into a short
role-play. Encourage the students to use the
communication techniques from this unit. After
each pair has performed, ask the class how the
people in the situation could have improved their
communication.
(page 107)
Class. Recap by having several pairs write their
I-messages on the board. As a class, discuss the
effectiveness of the I-messages. Elicit possible
ways to improve the messages. Encourage the
students to try using I-messages in their lives
and tell the class whether this technique was
successful.
(page 108)
(page 108)
Class. Ask the Reporters to write the lists on
the board. As a class, look for similarities and
differences between the lists.
UNIT 8 143
 STRATEGIES FOR SUCCESS
Exercise 1
Complaining is something that is very culture-
specific. This exercise offers the students a
chance to role play several situations in which
Exercise 3
they must complain about something. If time
permits, ask several pairs to role play for the
class. Encourage the other students to offer
ideas about how to make the complaint more
polite or effective.
Exercise 2
In the previous two units (see Strategies for
Success, Units 6 and 7, Exercise 2), the students
set listening and speaking goals. Now, they are
CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
144 UNIT 8
setting writing goals. This list, too, should be
copied onto an index card or Post-it as a daily
reminder of the goals.
It is often useful for learners to think about how
their native language differs from English. They
may need your guidance in identifying
differences to help them get started. Think of
items such as sounds and grammar points that
are different. Assist the students in making a
list of three to five problematic differences they
could concentrate on in the next week.
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They also should decide which
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
 GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries Have the students read their sentences to a
of the forms and skills they have learned in this partner and ask for his or her opinion. Recap by
unit. Tell the class that they can use these having several volunteers tell the class what
summaries to review and practice what they their topic is and what advice they gave.
learned. Encourage the class to respond to the advice
with follow-up questions or further suggestions
Briefly model how to review using the Grammar
and advice.
Summary. Ask the students to think about a
current social issue or a recent event in the news Other grammar structures and communication
that concerns them. Write the topics on the skills in the summaries can be practiced in a
board under the headings Social Issues and similar manner.
Current Events. Direct the students attention to
Look at the Communication Summary with the
the example boxes for The passive voice with
students. Read the name of each communication
modals and Modals in the past (perfect modals). Ask
skill, and ask the students to raise their hands if
the students to choose one of the topics on the
they feel they need more practice with that skill.
board and write three sentences of advice about
Elicit ways that the students can practice each
it, using the appropriate modals. Elicit that they
skill in their daily lives. If enough students need
will probably use the passive voice to discuss
extra practice with a particular skill, you may
social issues (Poor children should be given free
wish to devote class time to additional activities
medical care) and modals in the past to discuss
or role-plays that use the skill.
recent events (The robber must have had an
accomplice).

UNIT 8 145
Appendix
ADDITIONAL ACTIVITIES
Lesson 1, Exercise 6
The Crystal Ball News
In this activity, the students create a news
report based on their speculations about the
future.
Divide the class into groups of three. Ask the
students to compare their responses to the
survey in Exercise 6 and choose three
statements about the future that they agree on.
Have them elaborate on their predictions by
asking each other questions about who, where,
when, why, and how these changes would occur.
Tell the students to imagine that they are
television news reporters fifty years in the
future. Instruct them to write a script for a
three- or five-minute television news show
reporting the predictions as current events.
Clarify that the students should use verb tenses
that give the correct time frame for the events
146 UNIT 8
(page 100)
(just before the time of the news report).
Explain that the students will perform their
news reports for the class.
Explain that news teams usually have one
person who is the anchor (main reporter) and
other reporters who help present the news
stories. Suggest that the groups use this format
in their news reports. Remind them that each
group member must speak during the report.
If you wish, you can supply markers and large
sheets of paper that the students can use to
make visual aids for their reports.
Allow the students to move the classroom
furniture around in order to create a set for
their news shows. Have each group present its
news show to the class.
WORKBOOK UNIT 8 ANSWER KEY
Lesson 1, pages 6568
Exercise 1
2. will it be repaired 5. will be scheduled 8. will be returned
3. will be repaired 6. wont be deposited
4. will be analyzed 7. will the new schedule be
given out

Exercise 2
2. No change 5. No change 8. Ways to increase production
are going to be investigated.
3. Nobody will be hired for the 6. Employees will not be given
next six months. raises for at least six 9. No change
months.
4. 10 percent of the staff will
be laid off. 7. Costs are going to be cut.

Exercise 3
Answers will vary.
Exercise 4
2. Computers cant be bought for less than $100. 5. That bill should be paid by Friday.
3. That computer must be used at night. 6. The secret password must have been
discovered.
4. The meeting might (or may) be canceled.

Exercise 5
Errors are crossed out. Any necessary additions are bold.
I have received several complaints in the past week regarding our response time in customer
service. Customers must tell must be told when there is going to be a delay in service. No customer
should be asked to call back the next day. If the problem can solve be solved, it should solve be solved
right away. If we dont take immediate action to change how complaints are handled, a lot of business
will probably lose be lost. I think we can all be agreed agree that we hope that that wont be happened
happen.

Exercise 6
2. Ivan hopes hell get a better job. Ivan hopes to
get a better job.
3. Lynn hopes shell become a social worker.
Lynn hopes to become a social worker.
4. Oscar hopes hell open a restaurant. Oscar
hopes to open a restaurant.
5. Sofia hopes shell go to medical school. Sofia
hopes to go to medical school.
6. Tony hopes hell get into an American college.
Tony hopes to get into an American college.
7. Yumiko hopes shell become a team leader at
work. Yumiko hopes to become a team leader
at work.

Exercise 7
Answers will vary.

UNIT 8 147
WORKBOOK UNIT 8 ANSWER KEY
Lesson 2, pages 6970
Exercise 1
Possible answers:
2. A teller may/might have misplaced it. 6. He/She may/might have gone on vacation
without telling anyone.
3. Some children may/might have been playing
with matches. 7. He/She may/might have been injured.
4. They may/might have done well on their 8. The children may/might have volunteered to
exams. help elderly people.
5. There may/might have been a fire.

Exercise 2
Possible answers:
2. The bank teller must have stolen the money. 5. There must have been a fight.
3. The man must have forgotten he had 6. The director must have been kidnapped.
something on the stove.
7. The soccer player must have been injured.
4. The students must have gotten their awards
8. The children must have been in a show.
for helping people in need.

Exercise 3
3. He could have waited until the morning to 5. He might not have realized how tired he was.
continue driving.
6. He could have pulled over and slept for a few
4. His boss might have required him to drive too hours.
many hours.

148 UNIT 8
WORKBOOK UNIT 8 ANSWER KEY
Lesson 3, pages 7173
Exercise 1
2. such a 6. such a
3. so 7. so
4. so 8. such a
5. so

Exercise 2
Answers will vary.

Exercise 3
1. a 3. Answers will vary.
2. c 4. b

Exercise 4
Answers will vary.

Exercise 5
2. Try to cool down. OR: Cool down. 4. Im fed up . . .
3. Ive had it with my job. 5. Oh Dad, calm down.

UNIT 8 149
 UNIT 9
Overview
TOPICS GRAMMAR
Relationships at work Review: Conditional in real or
possible situations
Homesickness
Conditional in hypothetical
Worrying about family
situations
Resolving conflicts at work, at home
Conditional in unreal past
situations
Modals in the progressive
Modals in the past
Wish
Unless

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

Listening for details
Interviewing classmates and
recording their responses
Discussing how to handle conflict
situations
Taking a personality test
Applying dos and donts to
particular situations
Setting goals for doing more
reading in English

150 UNIT 9
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND Technology

COMPETENCIES / SCANS* Applies technology to task

Fundamentals GENERAL COMPETENCIES / CASAS*

Basic Skills 0 Basic Communication
Reading, writing, listening, and speaking 0.1. 2 Identify or use appropriate language for
informational purposes
Thinking Skills 0.1. 3 Identify or use appropriate language to
Decision making influence or persuade
Problem solving 0.1. 4 Identify or use appropriate language in
Knowing how to learn general social situations
Personal Qualities 4 Employment
4.8. 5 Demonstrate leadership skills, including
Responsibility
effectively communicating ideas or
Sociabilitydemonstrates understanding,
positions, motivating and respecting
friendliness, adaptability, empathy, and exhibits
others, and responsibly challenging
self-control
existing policies
Self-management
4.8. 6 Demonstrate negotiation skills in resolving
Competencies differences, including presenting facts and
arguments, recognizing different points of
Information view, offering options, and making
Acquires and evaluates information compromises
Organizes and maintains information 4.8. 7 Identify and use effective approaches to
Interprets and communicates information working within a multicultural workforce,
Interpersonal including respecting cultural diversity,
avoiding stereotypes, and recognizing
Participates as a member of a team
concerns of members of other ethnic and
Exercises leadership
gender groups
Negotiates
7 Learning to Learn
Resources 7.1. 1 Identify and prioritize personal,
Timeallocates time and prepares and follows educational, and workplace goals
schedules 7.1. 2 Demonstrate an organized approach to
achieving goals, including identifying and
Systems
prioritizing tasks and setting and
Understands systemsknows how social and following an effective schedule
organizational systems work and operates 7.4. 1 Identify or utilize effective study strategies
effectively within them 7.5. 3 Identify or use strategies to cope with
negative feedback

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

UNIT 9 151
 Lesson 1
WARM UP
Ask whether the students think its a good idea
to have personal friendships with co-workers.
Encourage them to think of their own past or
present work situations. Have they ever become
PRESENTATION
Friendship in the Workplace
Set the stage. Ask the students to cover the
conversation and look at the picture. Elicit their
opinion of Lynns expression. Read the
instructions aloud.
Personalize the situation. Ask the students
what they would do if they were in Evas
situation. Would they ask their co-worker what
she was upset about? Or do your students feel
that such a question would be inappropriate or
too personal?
Focus on selected items. Ask the class to
predict how Lynn might respond to Evas
question. Ask the students how they would feel
if a co-worker asked them what they were
upset about. Would they tell the coworker, or
would they prefer not to discuss the problem?
Set the listening task. Write the following on
the board: What happened to Lynn recently? Why
is she upset? Play the cassette twice.
Check the listening task. Ask for the students
answers. (Lynn was recently promoted. Shes
152 UNIT 9
close friends with someone they met at work?
Was the friendship successful? Elicit the
advantages and disadvantages of working with
a close friend. Write the responses on the board.
annoyed at herself for not being able to accept Ms.
Prices praising her in front of her co-workers.)
Write the responses on the board.
Practice the conversation in pairs. Ask the
students to practice the conversation in pairs.
Encourage them to use natural intonation and
expression. Ask a pair to perform for the class.
Engage the students in pair work. Read the
discussion questions aloud. Point out that these
are general questions, not specifically related to
the workplace. Encourage the students to
support their opinions with examples from
their own experience.
Circulate and monitor progress. If necessary,
prompt with questions to help the students
think about both the positive and negative
consequences of keeping feelings inside. Also
ask about the advantages and disadvantages of
talking about how you feel when youre angry
or upset.
 EXERCISES

1 Are you an open book? (page 112)

 Listening  Speaking  Reading

Read the title aloud. Ask the class to speculate After each item is read, clarify meaning as
on what it means to be an open book (people can needed and ask the students to mark the
know everything about you). Point out that appropriate response.
English has many idioms or special expressions
Pair. Read the instructions aloud. Depending on
that relate to the metaphor of an open book.
the needs of your class, you may choose to read
Write metaphor on the board. Elicit or explain
the article aloud, to have several volunteers
that a metaphor is a mental image that allows
read it aloud, or to have the students read it in
us to think of one thing in terms of another. In
pairs (either aloud or silently). Ask the students
this case, people are compared to bookssome
to discuss their results with their partners.
are open and easy to know; others are closed
Encourage them to say whether or not they
and private.
think the test accurately assessed their
Read the instructions aloud. Ask volunteers to personality. Recap the discussion as a class.
read the statements in the Open Book Test.

2 Youre easy to read. (page 112)

 Reading  Writing

Ask the students to find all the words and

phrases in the article that refer to books. Write
their responses on the board. (Note: Some of
these expressions are underlined. There are also
additional references to the book metaphor that
are not underlined: cover to cover, emotional
pages, open material, some chapters, broad
circulation, Chapters of your life, and private
papers). Leave the expressions on the board for
reference during the Expansion activity.
Pair. Direct the students attention to the chart
on page 113. Ask the students to work with a
partner and write the underlined expressions
from the article under the correct heading.
Recap as a class, writing the responses on a
transparency or on the board.
Expansion (Writing): Ask the students to write a
short paragraph about themselves using some of
the expressions on the board. Request that the
Answers
Talking about feelings: open book; easy to
read; read your face like a book; get things
off your chest; open up; get a good read; get
things out in the open.
Keeping feelings to oneself: hide behind a
thick cover; off limits; wrapped up tight;
hidden on the shelf; tucked away; hold them
in.
students not refer to the article while they write.
Ask them to look only at the expressions on the
board and in the chart. (This will help them write
original sentences instead of simply copying the
ideas presented in the article.) Ask the students to
read their paragraphs aloud in groups of three or
four.

UNIT 9 153
3 You can read their faces like a book. (page 113)
 Listening  Reading

Read the instructions aloud. Ask volunteers to

read the statements aloud. Explain that the
Answers
students will hear a short talk or lecture that 1. F 4. T
includes these ideas. Elicit predictions of the
2. T 5. F
topic of the lecture (how different people express
emotions). As a class, predict whether each 3. F 6. F
statement will be true or false. Write the
predictions on the board.
Play the cassette twice. Recap as a class,
replaying the cassette if necessary. Compare the
results with the students predictions.

4 If Lynn rides on the carousel, she might get dizzy. (page 113)
 Listening  Speaking

Read the instructions aloud. Direct the Pair. Ask the students to discuss the pictures
students attention to the first picture and set of with their partners. Encourage them to describe
cues. Elicit the meaning of carousel (merry-go- several different outcomes for each situation.
round). Ask a volunteer to read the title of this Recap as a class.
activity aloud. Elicit other possible things that
will, might, or could happen if Lynn rides the
carousel.

5 What would you do if . . . ? (page 114)

 Listening  Speaking  Reading

Read the instructions aloud. Ask volunteers to
read each cue, beginning with What would you
do if . . . Clarify meaning as needed. Ask the
students to write their own responses in the
chart.
Ask two students to stand and model the mixer
activity for the class using the first cue. Elicit or
explain that the second student does not need
to repeat the entire cue but can instead use
contrastive stress and say What would you do?
OR And what about you?
Write the contrastive-stress questions (What
would you do? And what about you?) on the
board and underline the stressed you in each.
Practice as a class. Use hand motions or tapping
to emphasize the stress patterns.
Mixer. Have the students circulate and ask their
classmates what they would do in each
situation. Instruct the students to write their
classmates names and responses in the chart.
Recap the activity by asking them to explain
what both they and their classmates would do
in each situation. Encourage the students to
give their opinions of each others ideas.

154 UNIT 9
6 They must have been enjoying themselves. (page 114)
 Reading  Writing

Read the instructions aloud. Ask a volunteer to
read the first cue and sample answer aloud.
Ask whether the speaker is very certain or only
slightly certain (very certain). Ask how the
statement would change if the speaker were
only slightly certain (They may have been
dancing). Elicit other possible responses to the
first cue.
Write the sample answer on the board. Elicit
that this sentence expresses a conclusion about
an ongoing action in the past. Ask the students
to explain how to form this structure (could have
+ been + present participle). Write this pattern on
the board.
Pair. Ask the students to work in pairs to write
statements about each picture. Recap as a class.
Encourage the students to explain why they are
or are not sure of their assumptions.
Answers
(Answers will vary.)

WORKBOOK Assign Workbook Lesson 1

for homework, or do in class.

UNIT 9 155
 Lesson 2
WARM UP
Write worry on the board and elicit its meaning. Ask when it is helpful to worry about things
Ask the students what kinds of things they and when it is unhelpful. Elicit specific reasons
worry about. Write their responses on the and examples from the students experience.
board.

PRESENTATION
Going Home for a Visit
Set the stage. Read the title aloud. Ask the had gone to visit her mother during the summer;
students to cover the conversation and look at Gina says that Lynn should call her sister and ask if
the picture. Ask them to identify the people and her mothers ill.)
describe whats happening in the picture. (Lynn
Focus on vocabulary. Write the following on
is looking at a picture and seems sad. The picture
the board: choked up; feel guilty; Stop all this
could be of her family.)
should have, could have. Ask the students to find
Personalize the situation. Write homesick on the each expression in the conversation. Elicit or
board and elicit or provide the meaning. Ask provide the meaning of each expression (very
whether the students have ever felt homesick. emotional; feel that you should have done something
Ask what they did to overcome their differently; Stop thinking about past possibilities).
homesickness. Write their responses on the Ask what the difference is between being guilty
board. and feeling guilty (The former means that you
actually did something wrong; the latter describes
Focus on selected items. Elicit reasons why
an emotional state).
Lynn might be feeling homesick or sad. Ask
what she could do to feel better. Engage the students in pair work. Read the
discussion question aloud. Elicit the meaning of
Set the listening task. Write the following on
to regret something (to wish you had done
the board: Why is Lynn worried? Why does she
something differently). Encourage the students to
think that? What does she wish she had done
describe the decision they made, why they
differently? What does Gina suggest? Play the
regretted it, and what they should have done
cassette twice.
differently.
Check the listening task. Ask the students for
Circulate and monitor progress. Encourage the
their answers. Write the responses on the board.
students to discuss the results of their choices
Ask the students to uncover the conversation
and what might have been different if they had
and check their answers. (She thinks her mother is
made another choice. Recap as a class.
sick; Her mother didnt sound good and hadnt
answered the phone the week before; She wishes she

156 UNIT 9
 EXERCISES
1 Lynn could have taken a week off from work to visit her
family.
 Reading  Writing
Direct the students attention to the picture.
Read the instructions aloud. Elicit the meaning
of what she could have done (something it was
possible for her to do but that she did not do).
Pair. Ask the students to work in pairs to
complete the activity. Recap by having
2 Lynns mother may have been tired.
 Reading  Writing
Pair. Read the instructions aloud. Ask the
students to work with a new partner to write
possible explanations for each situation.
Have several students write their answers on
the board. Elicit other possible answers. As a
3 Lynn should have been more careful.
 Reading  Writing
Read the instructions aloud. Elicit or provide
the meaning of careless mistakes (mistakes she
made because she wasnt thinking about what she
was doing).
Pair. Ask the students to find a new partner.
Point out that the students should give both
negative and affirmative advice about each of
Lynns mistakes.
Recap orally as a class.
Answers
(Answers will vary.)
(page 116)
volunteers write their answers on the board.
Elicit other possible answers.
Answers
(Answers will vary.)
(page 116)
class, decide which response is the most
probable for each situation.
Answers
(Answers will vary.)
(page 117)
Summarize the perfect modals used in
Exercises 1, 2, and 3. Write the modals could
have, may have, might have, and should have on
the board. As a class, review which modals
refer to past possibility (may have, might have,
could have) and which give advice about the
past (should have, could have). Ask the students
whether any of the negative forms have
different meanings (Couldnt have refers only to
past impossibility, and is not used to give advice
about the past).
Additional Activity. See Unit 9 Appendix.
UNIT 9 157
4 If Lynn had gone home last summer, her mother would (page 117)
have been delighted.
 Reading  Writing

Ask a volunteer to read the first example these perfect modals (would have indicates
sentence aloud. Elicit what Lynn did or did not certainty; could have indicates ability or
do last summer (She didnt go home). Elicit or possibility; might have indicates possibility).
explain that this sentence describes an unreal
Ask the students what the difference is between
condition in the past (what would have
the two example sentences (The position of the
happened if Lynn had gone home).
two clauses has been reversed, but there is no
Direct the students attention to the verbs in the difference in meaning). Point out that a comma
example sentences. Elicit that the if-clause (the must follow the condition clause when it comes
condition clause) refers to Lynns actions in the first in the sentence.
past. Remind the students that an unreal or
Ask the students to complete the sentences.
hypothetical condition clause requires two
Recap by having several students write their
changes: (1) a back-shift in tense and (2) a
answers on the board. As a class, check for
change from negative to positive (or positive to
content and grammatical accuracy.
negative). Therefore, She didnt go home becomes
If she had gone home. Expansion (Writing): Ask the students to recall
the regrets they discussed in the Presentation
Ask what the complete verb in the result clause
activity. Ask them to use unreal conditionals to
is (would have been). Elicit the three modals that
write three sentences about what might have
are used in result clauses (would; could; might).
happened if they had done something differently.
Elicit that a result clause about the past uses
Have several volunteers write their sentences on
would have, could have, or might have. Write the
the board.
modals on the board. Explain that these are
called perfect modals. Elicit the meanings of

5 What do you wish? (page 118)

 Listening  Speaking  Reading  Writing

Ask volunteers to read the example question
and response aloud. Elicit or explain that this
question and response refer to the present. Ask
whether the person responding owns a new car
(No). Elicit that the verb following wish contains
a tense back-shift because wish refers to
situations that are unreal or counterfactual
(contrary-to-fact).
Ask volunteers to read the questions. Point out
that all the questions contain a tense back-shift.
Mixer. Read the instructions aloud. Use the
second cue to model the activity with one or
two volunteers. Their responses should begin I
wish I were . . . Point out that, in standard
English, were is used for all pronouns (I, you, he,
she, it, we, they) in hypothetical or
counterfactual statements.
Explain that the students should interview
three classmates, asking all five questions.
Suggest that they just make notes about the
answers instead of writing complete sentences.
Class. Recap as a class. Ask the students to tell
the two or three most interesting things they
learned about their classmates. Assist with
grammar if needed.

158 UNIT 9
6 Nelson wishes his team got along better. (page 118)
 Reading  Writing

Read the instructions aloud. Ask two Recap orally or on the board. Assist with
volunteers to read the examples aloud. pronunciation as necessary. Focus on reminding
the students not to omit had when describing
Point out that that the students answers can
wishes about the past (this can easily occur
describe wishes for the past or the present. Ask
when using contractions). Demonstrate by
a volunteer to read the first cue aloud. Elicit
saying I wish I cooked better and I wish Id cooked
what Sofia might wish about the past (She
better and eliciting the difference in meaning
wishes she had passed the test) or the present (She
(The first sentence indicates that I dont cook well;
wishes her course grade were higher). Explain that
the second sentence indicates that I didnt cook well
the verb wish may be either past or present
on a specific occasion in the past).
tense, depending on when the person is wishing.
The tense of the second verb indicates whether
Answers
the wish is about the past or the present.
Remind the students to use a tense back-shift (Answers will vary.)
with the second verb.
Pair. Ask the students to complete the activity
with their partners. Encourage the pairs to
write more than one sentence for each situation.

7 He could have been cordial. (page 119)

 Listening  Speaking  Reading

Read the instructions aloud. Ask volunteers to
read the tips from the Dos and Donts lists aloud.
Check for comprehension by asking for a
paraphrase of each tip. Elicit or provide the
meaning of unfamiliar vocabulary as needed.
Ask volunteers to read each situation aloud.
Ask the students to explain each situation in
their own words. Elicit or provide the meaning
of any new vocabulary.
Group. Divide the class into groups of three or
four. Ask the students to assign group roles.
Clarify that each group should discuss all three
situations. (If your time is limited, assign one or
two of the situations to each group.) Ask the
groups to write at least five statements about
how they would have handled each situation.
Recap as a class. Have all the groups report
their ideas about the first situation. Follow with
discussions about the second and third
situations. Encourage the students to explain
their solutions.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

UNIT 9 159
 Lesson 3
WARM UP
Ask the students to think about how people in Ask the students to compare how they handle
their native cultures usually cope with problems with how people in other cultures
problems. Do they discuss their problems with usually handle problems. Which do they
other people, or do they keep their problems to prefer?
themselves? If they talk with other people, who
do they talk with? Does it make a difference if
its a work-related problem versus a personal or
family problem?

PRESENTATION
Talking over Problems
Set the stage. Ask the students to cover the board: What is Irenes opinion of conflict-resolution
conversation and look at the picture. Read the workshops? What does Sofia say about talking to a
instructions aloud. Elicit the meaning of conflict, counselor? Why does Sofia think she might go to the
resolution, and workshop (a problem or workshop? Play the cassette twice.
disagreement with another person; a solution; a
Check the listening task. Ask the students for
meeting or conference). Ask the students to
their answers. Write them on the board. Ask the
explain conflict-resolution workshop (a meeting that
students to uncover the conversation and check
helps people find solutions to personal disagreements
their answers.
or problems).
Focus on vocabulary. Write the following on
Personalize the situation. Ask the students
the board: tools; professional therapist; Im not sure
whether they have ever been to a workshop to
Id be comfortable; work out their differences. Ask
help improve their communication or
the students to work in pairs to discuss the
interpersonal skills. If so, encourage them to
meaning of each expression in this context
provide details about what happened and what
(techniques or strategies; a professional counselor,
they learned. If the students have not attended
psychiatrist, or psychologist; Im not sure that
this type of workshop, ask them if they would
would be emotionally acceptable; find a solution to
consider doing so. Ask them to explain their
their disagreement). Recap as a class. Write the
responses.
responses on the board.
Focus on selected items. Ask the students to
Engage the students in pair work. Read the
think about the conflict-resolution resources
discussion questions aloud. Ask the students to
that are available to them at school or at work.
think about different types of problems or
Are there special people they can talk to if they
conflicts they have.
have a problem with a classmate, a teacher, a
coworker, or a supervisor? Encourage the Circulate and monitor progress. Prompt the
students to give details about these resources. students by asking whether they have ever had
Ask whether the students would consider going a conflict at school or work and what they did
to these people for help if they had a problem. about it. Recap the discussion as a class.
Set the listening task. Explain that Irene is
Sofias classmate. Write the following on the

160 UNIT 9
 EXERCISES
1 Im willing to give up a lot to end this conflict.
 Listening  Speaking  Reading
Read the instructions aloud. Read each term in
the left-hand column aloud and ask the
students to repeat. If you wish, you can write
the terms on the board and mark the stressed
syllables. Ask volunteers to read the five
statements in the right-hand column. Elicit the
meaning of Why rock the boat? (Why cause
problems?).
Play the cassette twice. Recap as a class,
replaying the cassette if necessary.
Answers
1. c 4. e
2. a 5. b
3. d
2 I dont argue with my parents unless its very important.
 Listening  Speaking  Reading  Writing
Write the title on the board and ask a volunteer
to read it aloud. Ask the students to restate the
sentence using if. (I dont argue with my parents if
its not very important. If it is important, I argue
with my parents.)
Ask a volunteer to read the example sentence
aloud. Ask the class to explain the meaning of
the statement (If Im convinced that Im wrong, I
give in).
Read the instructions aloud. Ask the students to
compare their answers in pairs after they have
completed the activity. Recap as a class.
Answers
(Answers will vary.)
(page 121)
Group. Read the discussion questions aloud.
Divide the class into groups of three or four
and ask the students to assign group roles. Ask
the Reporters in each group to write which
style of conflict resolution each group member
uses.
Make a chart of the five styles of conflict
resolution on the board. Make a column
heading for each group. Ask the Reporters to
fill in the chart with the number of people in
their groups that use each style of conflict
resolution. Encourage the students to explain
why they use a particular method and whether
it is usually effective.
(page 121)
Group. Read the discussion question aloud.
Point out that the answers to the question will
depend on how the students completed each
sentence. Divide the class into groups of three
or four and ask the students to assign only a
Manager and a Time-keeper. Suggest that the
students take turns reading their completed
sentences aloud and discussing what style of
resolution the person uses, based on that
statement.
Recap by asking volunteers to read one of their
sentences aloud and tell the class what style of
conflict resolution that person uses. Encourage
the class to give other interpretations of that
persons style.
UNIT 9 161
3 Online
(Teachers Notes for each Online activity can be found on the Web page for that activity.)
4 Wrap Up
Pair. Read the instructions aloud. Tell the
students not to put their names on their papers.
If you want this to be even more anonymous,
distribute paper for the students to write on so
that the writers cannot be identified by the
paper they use. Point out that each pair will
choose one problem they need advice about.
Give the students a few minutes to choose their
problem and write about it. Encourage them to
make their descriptions brief but detailed
enough that another person can understand the
problem. Collect the slips of paper in a box or a
bag.
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
STRATEGIES FOR SUCCESS
Exercise 1
Good language learners are always looking for
ways to continue practicing the language, and
this exercise provides further practice. You may
ask the pairs to write a paragraph for one or
more of their descriptions.
Exercise 2
In the previous three units (see Strategies for
Success, Units 6, 7, and 8, Exercise 2), the
students set listening, speaking, and writing
goals. Now, they setting reading goals. This list
should also be copied onto an index card or
Post-it as a daily reminder of the goals.
162 UNIT 9
(page 122)
(page 122)
Class. Ask the students to be sure to listen
carefully to the advice that is given for their
own problems. Ask a volunteer to choose one
problem slip and read it aloud. If you wish, you
can ask another student to write the classs
suggestions on the board during the discussion.
Limit the discussion to a minute or two for each
so that all the problems can be discussed.
Pair. Ask each pair to talk about the advice that
was given for their problem and decide which
advice was best. Ask each pair to write a
paragraph about the problem and the advice.
Collect the paragraphs.
Exercise 3
The purpose of this activity is to get the
students to listen carefully for each others
errors and then to stimulate the students to
avoid those errors in their speech. Many of the
students may make similar errors, so they can
benefit from monitoring each others errors.
The important point is that mistakes can
become useful windows to their ability, and the
students can make mistakes work for them and
not against them.
 CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
GRAMMAR AND COMMUNICATION SUMMARY
Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review using the
Grammar Summary. Direct the students
attention to the focus boxes for Modals in the
progressive and Modals in the past (perfect modals).
Explain that the students will briefly act out a
situation about the past and the class will
describe it using these forms or other modal
forms that they have learned. (Direct the
students attention to Lesson 1, Exercise 6 as a
reminder of this type of activity.)
Ask a volunteer to come to the front of the
room. Quietly tell him or her You are hot and
sweaty because you have been running. Ask
the student to act out this description. Elicit
conclusions that could be made about the
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
Finally, the students analyze specific activities
in the lesson on the basis of how much they felt
the activities helped them improve their
listening, speaking, reading, and writing skills.
As a class, review the activities for each specific
skill area. After you have reviewed one skill
area, ask the students to decide which activity
helped them improve the most in that skill area.
Make sure the students write their responses in
their books. They also should decide which
specific activities they liked most and least.
When answering these questions, the students
should indicate which lesson the activity came
from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
the students to give specific reasons why they
liked or disliked the activity.
From time to time you may want to analyze
your classs responses to the Checkpoint
activities. This can be done by asking the
students to photocopy the pages from their
books after they complete the activity.
student. (You must have been running. You must
not be in very good shape.) Ask the students to
write brief descriptions similar to the one you
told the volunteer. Circulate and assist as
needed.
Collect the descriptions. Ask a volunteer to
choose a slip and act out the description. As a
class, draw conclusions about the situation.
Repeat until all the students have had a chance
to act out one of the situations.
Look at the Communication Summary with the
students. Read the name of each
communication skill, and ask the students to
raise their hands if they feel they need more
practice with that skill. Elicit ways that the
students can practice each skill in their daily
lives. If enough students need extra practice
with a particular skill, you may wish to devote
class time to additional activities or role-plays
that use the skill.
UNIT 9 163
Appendix

ADDITIONAL ACTIVITIES

Lesson 2, Exercise 3 (page 117)

If only I had known then what I know now!

In this activity, the students work together to
give meaningful advice about difficult personal
situations.
Ask the students to describe Lynns situation
and the decision that she made and now regrets
(She thinks her mother is sick, and she regrets not
having gone to visit her last summer).
Ask the students to work in pairs to write a
description of a difficult situation someone
might be in because of a choice that they made.
Distribute large index cards for the students to
write their descriptions on.
Point out that the situations do not need to be
based on the students own experiences. Invite
the students to use their imaginations to create
dramatic or extreme situations. Encourage the
students to include information about the
situation, what the person did, and what the
result was. Circulate and assist with ideas,
vocabulary, or grammar as needed.
Put the description cards into a box or bag and
have each pair draw a card. (If the students get
their own card, they should draw again.) Have
each pair write advice about what the person
should have done differently and how the
results might have been different.
Ask each pair to read their situation card and
their advice to the class. Encourage the class to
give additional advice about the situation.

164 UNIT 9
WORKBOOK UNIT 9 ANSWER KEY
Lesson 1, pages 7476
Exercise 1
1. Rick 3. Vivian
2. Hyun-Ju 4. Mr. Miquel

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

Exercise 3
2. If its 9:00, he must be jogging. 6. If its 6:00, he must be having dinner.
3. If its 9:30, he must be taking a shower. 7. If its 8:00, he must be attending English class.
4. If its 10:00, he must be eating breakfast. 8. If its 10:30, he must be watching TV.
5. If its 11:30, he must be working at the
restaurant.

Exercise 4
2. he must have been taking a shower. 4. he must have been attending English class.
3. he must have been working at the restaurant.

Exercise 5
2. They must have been talking. 5. They must have been studying.
3. She must have been speeding. 6. He must have been walking in the rain.
4. They must have been fighting.

UNIT 9 165
WORKBOOK UNIT 9 ANSWER KEY
Lesson 2, pages 7779
Exercise 1
1. No; No 3. Yes; No
2. Yes; No 4. No; Yes

Exercise 2
2. If Oscar hadnt gone back to Spain, he 5. If Tony had done badly on the TOEFL, he
wouldnt have started working in his uncles would have had to delay his college plans.
restaurant.
6. If Gina and Lynn hadnt taken a class together,
3. Nelsons colleagues would have liked him if they wouldnt have met.
he had gotten along with them.
4. Gina wouldnt have been happy if she hadnt
gotten a job in the fashion industry.

Exercise 3
1. If Yoko had set her clock, she wouldnt have
overslept.
2. The papers wouldnt have gotten wet if Yoko
had closed the window.
3. Yoko wouldnt have gotten a ticket if she
hadnt parked in a no-parking area.
4. Yoko wouldnt have had to pay a late fee if
she had paid her bill on time.
5. If Yoko had been more careful, she wouldnt
have sprained her ankle.
6. Yoko wouldnt have ruined her clothes if she
hadnt used too much bleach.

Exercise 4
Possible answers:
2. She wishes (that) she made more money. 6. She wishes (that) she didnt live in a noisy
neighborhood.
3. She wishes (that) she didnt get home from
class late every night. 7. She wishes (that) she had some good friends.
4. She wishes (that) she werent tired all the 8. She wishes (that) she didnt feel lonely.
time.
5. She wishes (that) she had a larger apartment.

Exercise 5
Answers will vary.

166 UNIT 9
WORKBOOK UNIT 9 ANSWER KEY
Lesson 3, pages 8082
Exercise 1
2. Unless I know a person well, I dont like to 5. I stop talking to people Im angry with unless
talk to him or her about personal matters. they apologize to me.
3. I dont get in the middle of arguments 6. Ill talk to people about anything unless they
between friends unless they ask me to. want to talk about personal matters.
4. Unless someone has hurt my feelings on
purpose, I dont stay angry for very long.

Exercise 2
Answers will vary.

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

Exercise 4
Answers will vary.

Exercise 5
1. get off my chest 5. open up
2. off limits 6. easy to read
3. get things out in the open 7. an open book
4. hold them in

UNIT 9 167
 UNIT 10
Overview
TOPICS
Visiting Spain
Dating in the office
Workplace etiquette
Good relationships at work
COMMUNICATION GOALS
Listening and Speaking
Role-playing a conversation
Listening for details
Reporting on Internet or library
research
Taking notes based on a listening
168 UNIT 10
GRAMMAR
Review: Active causative
Passive causative
Noun clauses as objects
Reported speech: commands;
statements
Reading and Writing
Researching a topic on the Internet
or in the library
Writing two or three paragraphs
based on the research
Drawing conclusions based on
information from a reading
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND GENERAL COMPETENCIES / CASAS*

COMPETENCIES / SCANS* 0 Basic Communication
0.2. 4 Converse about daily and leisure activities
Fundamentals and personal interests
Basic Skills 4 Employment
Reading, writing, listening, and speaking 4.4. 1 Identify appropriate behavior, attire,
attitudes, and social interaction, and other
Thinking Skills factors that affect job retention and
Decision making advancement
Problem solving 4.6. 1 Follow, clarify, give, or provide feedback
Knowing how to learn to instructions; give and respond
Personal Qualities appropriately to criticism
4.8. 5 Demonstrate leadership skills, including
Responsibility
effectively communicating ideas or
Self-management
positions, motivating and respecting
Competencies others, and responsibly challenging
existing policies
Information 4.8. 6 Demonstrate negotiation skills in resolving
Acquires and evaluates information differences, including presenting facts and
Organizes and maintains information arguments, recognizing different points of
Interprets and communicates information view, offering options, and making
Interpersonal compromises
7 Learning to Learn
Participates as a member of a team
7.1. 1 Identify and prioritize personal, education,
Negotiates
and workplace goals
Resources 7.1. 2 Demonstrate an organized approach to
Timeallocates time and prepares and follows achieving goals, including identifying and
schedules prioritizing tasks and setting and
following an effective schedule
Systems
7.1. 4 Establish, maintain, and utilize a physical
Understands systemsknows how social and system of organization, such as notebooks,
organizational systems work and operates files, calendars, folders, and checklists
effectively within them 7.4. 1 Identify or utilize effective study strategies
Technology 7.5. 5 Identify personal, family, and work
Applies technology to task responsibilities, and ways to accommodate
them and deal with related problems
7.5. 6 Identify or use strategies for
communicating more successfully

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

UNIT 10 169
 Lesson 1
WARM UP
Ask whether the students keep in touch with
former classmates. If they do, ask what they
enjoy most about staying in contact. If they
dont, elicit the reasons why. Write the
responses on the board.
PRESENTATION
Getting Together
Set the stage. Ask the students to cover the
conversation and look at the picture. Read the
instructions aloud. Elicit the meaning of
reminiscing (talking fondly about the past). Ask the
students to identify each character by name.
Elicit things that the friends might be talking
about. Write the responses on the board.
Personalize the situation. Ask the students to
imagine that it is three years in the future and
that they are reminiscing about their time in
your class. What would they talk about? What
would be their favorite memories of their
classmates?
Focus on selected items. Ask the students to
name the characters who are not in the picture.
Remind them that some of the characters are no
longer living in the United States. Write the
names on the board (Yumiko, Pablo, Oscar, Mr.
and Mrs. Brennan). Write reunion on the board.
Elicit or provide the meaning (getting together a
group of people who have not seen each other for a
long time).
Set the listening task. Write the following on
the board: What former classmates do the friends
170 UNIT 10
Ask the students who they talk or write to most
frequently: family, former classmates, or other
friends. Ask how often they communicate with
these people. Elicit who usually initiates the
contact.
talk about? Where are the friends going to have a
reunion? Who can and cannot come to the reunion?
Play the cassette twice.
Check the listening task. Ask the students for
their answers. Write the responses on the board.
Ask the students to uncover the conversation
and check their answers. (They talk about
Yumiko, Pablo, and Oscar; The reunion will be in
Spain; Ivan, Tony, and Gina can come, but Nelson
and Lynn cannot.)
Practice the conversation in groups. Ask the
students to practice the conversation in groups
of five. (If necessary, have one student read
both Ginas and Tonys parts.) Have a group of
students perform for the class.
Engage the students in pair work. Read the
discussion questions aloud. Encourage the
students to provide details about their reunions.
Circulate and monitor progress. Prompt with
questions about the reunions: Where did they
occur? Who was there? How many people attended?
Recap as a class.
 EXERCISES

1 Gina had her passport renewed. (page 126)

 Speaking  Reading

Read the instructions aloud. Ask two

volunteers to read the example sentences aloud.
Answers
Remind the students that they studied the 1. She had / got her passport renewed.
causative verbs have and get in Unit 3. Point out
2. She had / got her money changed.
that these example sentences also use causative
verbs, but in the passive form. They focus on 3 She had / got her camera fixed.
the task that is being done (the action and the 4. She had / got her clothes dry-cleaned.
receiver of the action), not on the person doing
it (the agent). Elicit the grammatical pattern 5. She had / got her hair cut.
used in these sentences (have / get + receiver + 6. She had / got her nails manicured.
past participle) and write it on the board. Point
out that, in this construction, there is no 7. She had / got her newspaper stopped.
difference in meaning between have and get. 8. She had / got her electricity turned off.
Pair. Ask the students to work in pairs. Recap
as a class.

2 Id like to have this film developed. (page 126)

 Listening  Speaking  Reading  Writing

Read the instructions aloud. Play the cassette
once while the students listen. Ask one or two
pairs to read the conversation aloud. Elicit that
the conversation takes place in a camera store.
Ask the students to choose a pair of items from
the list and write a brief conversation about
getting them done.
Group. Read the instructions aloud. Divide the
class into groups of four or six. Recap by
having several students tell the class what their
groupmates need to get done. (Note: If your
class is small, you can do this as a whole-class
activity.)

3 Could you get someone to photocopy these papers? (page 127)

 Reading  Writing

Read the instructions aloud. Ask volunteers to

read the example sentences aloud. Remind the
students that the active form of get requires an
infinitive. Point out that, although all of the
answers in the activity can be either active or
passive, several of them more commonly use
one form over the other.
After the students have finished, recap orally or
on the board. Elicit other possible answers.
Answers
(Other answers may be possible.)
1. have / get this prescription filled
2. have / get some papers copied
3. have someone look at it
4. have / get it cleaned
5. get it fixed; have someone fix it

UNIT 10 171
4 He was truly an amazing artist.
 Listening  Reading
Read the instructions aloud. Ask volunteers to
read the statements. Elicit or provide the
meaning of any unfamiliar vocabulary
(flamenco, bullfight). Ask what your students
know about the cultural activities the
statements describe.
Play the cassette twice. Recap as a class. Ask
what the students heard that led them to their
answers. Replay the cassette if necessary.
Answers
1. F 3. T 5. T 7. F
2. T 4. F 6. F 8. T
Pair. Replay the cassette or ask the students to
reread the statements. Instruct them to pick a
topic they are interested in. Ask them to
research the topic and bring notes to your next
class. After the students discuss their topics in
5 I think that its too late for Pablo to go to the bank.
 Speaking  Reading
Pair. Read the instructions aloud. When the
students have completed the activity, recap as a
class.
Answers
(Wording may vary.)
1. No, because the banks close at 2:00.
2. Yes, but shell have to wait until the
shops open again at 5:00.
3. Yes, because the restaurants are open
until 4:00 and the cafs are open until
well after midnight.
4. No, because the museums are closed on
Mondays.
WORKBOOK Assign Workbook Lesson 1
for homework, or do in class.
172 UNIT 10
(page 127)
pairs, the partners will report what they learned
to the class.
Before the students tell the class what they
learned from their partners, direct their
attention to the statements on page 127. Ask
them to identify all the reporting verbs (think;
believe; agree; say; understand). Point out that
these verbs are followed by a complete clause.
The clause can begin with that, but it isnt
required.
After each student reports to the class, ask the
class what reporting verbs he or she used.
Grammar Note: A tense shift often (but not
always) occurs in the clause following past tense
reporting verbs such as say, tell, ask, think, believe,
agree, or understand (She said she loved flamenco
music). This tense shift will be covered in Lesson 2.
With present tense reporting verbs, the tense shift
does not occur (She thinks flamenco music is terrific).
(page 128)
Class. Read the instructions aloud. If possible,
schedule a trip to a library so the students can
become familiar with the print resources
available to them. Also encourage the students
to improve their Internet research skills using
what they learned about search engines in Unit
6, Lesson 3.
Discuss with the class your expectations and
standards regarding plagiarizing (copying
information from other sources). Explain that their
writing should be in their own words, even
though they will be getting ideas and
information from other sources. If possible,
conduct a special mini-lesson in techniques for
quoting and citing sources without plagiarizing.
After the students have read their paragraphs
to the class, collect them for written comments.
 Lesson 2
WARM UP
Ask the students if they have ever overheard
someone talking about them. Ask whether the
people were being complimentary or critical.
Ask how the students felt when they overheard
the conversation. Did they take any action or
just pretend that they hadnt heard? If they
overheard something negative about
themselves, did they change their behavior?
PRESENTATION
Dating in the Workplace
Set the stage. Ask the students to cover the
conversation and look at the picture. Ask them
to describe the situation. Read the title and
instructions aloud.
Personalize the situation. Ask the students
what they would do if they were Lynn. Would
they stay and listen or would they leave? Elicit
reasons for their responses.
Focus on selected items. Write the following on
the board and elicit the meanings: awkward,
defensive, obvious, gossip. Point out that gossip
can be a verb or a noun. As a noun, it can refer
either to the person who gossips or to the
information that they transmit. (Shes always
gossiping. Shes such a gossip! But I dont listen to
that kind of gossip.)
Set the listening task. Write the following on
the board: What does Mrs. Chin ask Lee? Why does
she want to know? What does Lee tell her? Play the
cassette twice.
Ask the students what they would do if they
overheard someone saying something untrue
about them to another person. Would they
ignore it, confront the speaker, or talk to the
person who heard the incorrect information?
Check the listening task. Ask the students for
their answers. Write the responses on the board.
Ask the students to uncover the conversation
and add to their answers if necessary. Elicit the
meaning of Oh, man! (Oh, wow!).
Practice the conversation in pairs. Ask the
students to practice the conversation in pairs.
Encourage them to use natural intonation. Have
a pair perform for the class.
Engage the students in pair work. Read the
discussion question aloud. Encourage the
students to think of advantages as well as
disadvantages of dating in the workplace.
Circulate and monitor progress. Prompt the
students to think of situations they know about
in which co-workers began dating. Recap as a
class. Write two column headings on the board:
Advantages and Disadvantages. Write the
students responses in the appropriate columns.
UNIT 10 173
 EXERCISES

1 She said that people were talking about us. (page 130)
 Reading  Writing

Read the instructions aloud. Ask three
volunteers to read the example sentences aloud
(one volunteer reads both of Lynns
statements). Point out that Lynn is reporting
what Mrs. Chin and Lee said in the past. Ask the
students to identify the verbs in Mrs. Chins
statement and Lynns reporting statement. Elicit
that there is a tense shift in the reported
statement. Repeat with Lees statement and
Lynns reporting statement. Point out that the
word that is optional in reported statements.
Write the following on the board: Miko said, I
could help you. Point out that there is no
additional tense shift required when reporting
the past form of modals such as would, could,
and should. Ask the class to report what Miko
said (Miko said she could help me).
Write the following on the board: Jon said, I
would drive you home if I were going near your
house. Explain that there is no additional tense
shift required when reporting a hypothetical or
unreal condition clause. Ask the students to
report what Jon said (Jon said he would drive me
home if he were going near my house).
Pair. Ask the students to work in pairs to
complete the conversation. Remind them to
refer to the dialog on page 129. Ask them to
practice the conversation after they have
completed it. Circulate and assist with grammar
as needed. Ask volunteers to write the answers
on the board in complete sentences
(She said . . .).
Answers
1. (that) people had noticed (that) he was
spending a lot of time with me.
2. (that) she would try to find out.
3. (that) I would be very uncomfortable if I
knew (that) people were gossiping about
us.
4. (that) she just wanted to tell Mr. Nichols
(that) there was nothing to worry about.

2 Gina asked Lynn if something had happened to her. (page 130)

 Listening  Speaking  Reading  Writing

Pair. Read the instructions aloud. Ask two
volunteers to read the example question and
reported speech statement aloud. Ask the class
to identify how the statement differs from the
question (The statement contains if, has a tense
shift, uses sentence word order, and ends with a
period). Note these differences on the board.
Ask the students to complete the task in pairs,
first orally and then in writing.
Recap orally or on the board.
Grammar Note: Whether can be used instead of if
in reported Yes/No questions.
Class. Read the discussion question aloud and
discuss as a class. Alternatively, have the
students discuss the question in pairs or small
groups and then recap as a class.

174 UNIT 10
3 Mrs. Chin asked Lynn if she liked the company.
 Listening  Speaking  Reading
Read the instructions aloud. Review the
meaning of appropriate. Ask the students to base
their choices on their personal beliefs. Allow
several minutes for the students to complete the
task.
Pair. Read the listening questions aloud. Play
the cassette. Give the pairs several minutes to
discuss their answers and their opinions of Mrs.
Chins questions.
Recap as a class. Encourage the students to use
reported speech when giving their answers
(Mrs. Chin asked if Lynns supervisor knew that she
and Lee were spending time together). Ask the
students what they think of Mrs. Chins
questions.
Answers
Mrs. Chin asked questions 2, 4, 5, 6.
4 What would you tell her?
 Speaking  Reading  Writing
Read the instructions aloud. Ask two
volunteers to read the example sentences aloud.
Elicit or provide the meaning of interfere. Have
one student stand and read what Mrs. Chin
says (I just want to help). Have the other student
stand and give Mrs. Chin advice using the
example sentences as cues. (Be supportive. Dont
interfere.) Elicit that infinitives are used to report
imperatives. Check for comprehension by using
an imperative to tell the two students to sit
5 I didnt know she said that.
 Reading  Writing
Read the instructions aloud. Ask a volunteer to
read what Mrs. Chin told Lee. Have another
student read the sample answer. Ask the
students to complete the statements using
reported speech. Remind them that Lynn and
Lee are speaking to each other.
(page 131)
Read the second set of instructions aloud. Ask
the students to take notes while you play the
cassette.
Ask the students to report the advice that Mrs.
Chin gave Lynn. Elicit the students opinions of
the advice.
Answers
(Wording may vary.)
Mrs. Chin tells Lynn to consider whether her
relationship is interfering with her work. She
tells her to be honest with Lee about her
concerns and to make sure to be in control of
the situation. She suggests that Lynn tell Lee
that she heard Mr. Nichols had been asking
about their relationship.
(page 131)
down (Sit down) and then asking the class to
report what you said (You told them to sit down).
Ask the students to write at least three
statements of advice for each character. Ask
them to begin each statement with I would
tell . . . Write three column headings on the
board: Mrs. Chin, Lynn, Lee. Ask several
volunteers to write their responses in the
appropriate columns. Recap as a class.
(page 132)
Ask volunteers to write their answers on the
board. Check as a class.
Additional Activity. See Unit 10 Appendix.
UNIT 10 175
 Answers
2. not to let my (our) friendship interfere
with my (our) work.
3. (that) you were worried about people
talking in the office.
4. (that) Mr. Nichols knew about my
friendship with you.
5. (that) these things happened all the time
in the workplace.
6. (that) you would never want to cause
problems for me.

6 My partner says he would never date someone at work. (page 132)

 Listening  Speaking  Reading  Writing

Pair. Read the instructions aloud. Ask
volunteers to read the questions aloud. Clarify
meaning as needed. Ask the students to take
only brief notes during their interview. Point
out that their focus should be on understanding
their partners ideas, not on writing complete
sentences.
Recap the discussion as a class. Encourage the
students to clarify their opinions if their
partners do not report them accurately.
Group. Read the instructions aloud. Divide the
class into groups of three or four. Ask the
students to assign group roles. Point out that
the group must agree on what the company
policies should be. Allow fifteen minutes for the
task.
Recap by having each group write its policies
on the board. Compare the lists, looking for
similarities and differences.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

176 UNIT 10
 Lesson 3
WARM UP
Ask what is most essential to having good
relationships. Encourage the students to think
of the different interpersonal skills and
strategies they have discussed in your class. If
necessary, prompt by asking about specific
skills or qualities, such as respect for other
people, honesty, openness, kindness, and
willingness to help.
PRESENTATION
Workplace Etiquette
Set the stage. Ask the students to cover the
article and look at the picture. Ask them to
describe the situation. Read the title and
instructions aloud. Elicit or provide the
meaning of etiquette (good manners).
Personalize the situation. Ask the students to
think about their own work experiences. Elicit
examples of good or poor workplace etiquette.
Write the responses on the board.
Focus on selected items. Ask the students to
uncover the article and skim it quickly, looking
for the authors main ideas or suggestions. Give
them one or two minutes to skim. Have them
cover the article again and restate the main
points. Write the responses on the board. Elicit
the details the students expect the author to
provide as support for these main ideas. Write
the details on the board.
Set the reading and listening task. Ask the
students to read while they listen. Instruct them
to underline the words or phrases that state the
most important details of each of the authors
suggestions. Play the cassette once.
Check the reading and listening task. Direct
the students attention to the list of main ideas
that they made after skimming. Elicit any
Encourage each student to identify the one skill
or characteristic that he or she thinks is the
most important. Write the responses on the
board. Ask the students for reasons and
examples to support their choices.
changes that they may want to make. Ask for
the details they underlined in the article.
Encourage them to discuss why they feel those
details are the most important.
Focus on vocabulary. Ask the students to find
two words in the article that they are unfamiliar
with or that are used in an unfamiliar way, such
as advance being used as a verb. Ask them to
discuss these words in pairs and try to
determine the meaning from the context.
Encourage them not to use their dictionaries. As
a class, discuss as many of the words as time
permits. For homework, have the students look
up their words in a monolingual English
dictionary and then write definitions and
example sentences for each word.
Engage the students in pair work. Read the
discussion topic aloud. Point out that this topic
relates both to work and to school relationships.
Circulate and monitor progress. As you
circulate, notice whether the students are
focusing only on one type of relationship
(school or work). If they are, prompt them with
questions about how they would initiate the
other type of relationship. Recap as a class.
UNIT 10 177
 EXERCISES

1 I think thats a good idea. (page 134)

 Listening  Speaking  Reading  Writing

Pair. Read the instructions aloud. Encourage
the students to refer to the article on page 133
when choosing their answers. Circulate and
assist with vocabulary as needed.
Recap the discussion as a class. Tally the choices
on the board, then ask the students to explain
their choices.
Group. Read the discussion topic aloud. Divide
the class into groups of three or four. Ask the
groups to assign only a Manager and Time-
keeper. As the students discuss their own
situations, ask each group to choose one to
share with the class.

Answers
(Answers will vary.)

2 I cant say I agree with you. (page 135)

 Listening  Speaking  Reading  Writing

Read the instructions aloud. Point out that

some of Garth Nights opinions are quite
strong, while others are stated more
moderately. Play the cassette once or twice.
Recap as a class. Replay the cassette if needed.
Answers
(Wording may vary.)
Listening: He disagrees because a worker
can become invisible.
Responding: He agrees.
Doing your homework: He agrees.
Taking time for small talk: He disagrees
because he got into trouble this way.
Advancing new ideas cautiously: He
disagrees, because if you dont speak up,
youll never be heard.

3 Online (page 135)

(Teachers Notes for each Online activity can be found on the Web page for that activity.)

178 UNIT 10
4 Wrap Up
Group. Divide the class into groups of three or
four. Have the students assign group roles. Ask
each group to write one or two policies for each
topic in the list, in addition to one of their own.
Encourage them to use language that would be
appropriate for an employee policy manual or
other formal company document.
WORKBOOK Assign Workbook Lesson 3
for homework, or do in class.
STRATEGIES FOR SUCCESS
Exercise 1
This activity simply offers a way to review and
reinforce the communication skills the students
have already practiced. Its mechanical and
easy to do, but it may remind the students of
the many kinds of skills they have developed in
English.
Exercise 2
For this exercise, remind the students that it is
an old-fashioned grammar review process. But
point out that reviewing is appropriate not only
because the students have just completed the
course, but also because it is a strategy for
CHECKPOINT
Checkpoint activities help the students identify
their areas of success in using the communicative
skills presented in the unit as well as areas in which
they need improvement. Checkpoint activities can
be done in class, or they can be done as homework
once students have learned the procedures.
As a class, read the communicative skills listed
at the beginning of each lesson and in the
Communication Summary. Make a list of these
skills on the board. Ask the students to decide
their level of competence with each skill and
write it in one of the two columns in the book.
Ask for volunteers to tell the class one skill they
have learned well and one skill they need to
practice. Encourage them to give detailed
(page 135)
Ask the groups to write their policies on the
board or on transparencies. Alternatively, have
each group read its policies to the class. Discuss
which policies are the most easily understood
and which are the fairest.
continued learning after this course. Good
learners dont stop with a course; they keep on
working at English for the rest of their lives.
Exercise 3
At the end of a course, the students tend to feel
that their work is done now and that they can
relax. Remind them that learning English
goes on forever and that once they finish this
course, they need to keep on trying out
strategies for all skills. Help them to
understand the importance of maintaining an
intrinsic or personal motivation to learn beyond
this English course.
responses. As an alternative, the students can
discuss their responses in small groups.
In the Learning Preferences section, the students
decide which kind of activity they enjoyed most
in this unit. Explain that we do different types
of activities so that students can learn things in
different ways. In some units, a student may
prefer one type of activity but may prefer a
different type of activity in another unit. Before
completing this section, elicit examples of each
type of activity from the unit. Ask the students
to rank the types of activities according to
which type they liked the best (1) and which
they liked the least (4).
UNIT 10 179
 Finally, the students analyze specific activities should indicate which lesson the activity came
in the lesson on the basis of how much they felt from. A possible format for this would be 2 (4),
the activities helped them improve their meaning Lesson Two, Activity Four. Remind
listening, speaking, reading, and writing skills. the students to give specific reasons why they
As a class, review the activities for each specific liked or disliked the activity.
skill area. After you have reviewed one skill
From time to time you may want to analyze
area, ask the students to decide which activity
your classs responses to the Checkpoint
helped them improve the most in that skill area.
activities. This can be done by asking the
Make sure the students write their responses in
students to photocopy the pages from their
their books. They also should decide which
books after they complete the activity.
specific activities they liked most and least.
When answering these questions, the students

GRAMMAR AND COMMUNICATION SUMMARY

Draw the students attention to the summaries
of the forms and skills they have learned in this
unit. Tell the class that they can use these
summaries to review and practice what they
learned.
Briefly model how to review using the Grammar
Summary. Direct the students attention to the
summaries of causative verbs. Ask the students
to write a to do list of four or five things they
need to do in the next week. Point out that these
should be brief notes, not complete sentences
(shoes; copies; dry-cleaning). Ask the students to
tell a partner about the things on their list, using
causative verbs (I need to get my shoes repaired).
Have several volunteers report what their
partners said (JongWon said he needed to get his
shoes repaired).
Other grammar structures and communication
skills in the summaries can be practiced in a
similar manner.
Look at the Communication Summary with the
students. Read the name of each communication
skill, and ask the students to raise their hands if
they feel they need more practice with that skill.
Elicit ways that the students can practice each
skill in their daily lives. If enough students need
extra practice with a particular skill, you may
wish to devote class time to additional activities
or role-plays that use the skill.

180 UNIT 10
Appendix
ADDITIONAL ACTIVITIES
Lesson 2, Exercise 5
Dear Mom and Dad . . .
In this activity, the students predict what will
happen to Lynn and Lees relationship.
Ask the students to imagine it is now six
months in the future. As a class, brainstorm
questions the students can ask about the
relationship between Lynn and Lee. Are they
dating? If so, is it causing problems in the
workplace? Has one of them been promoted?
Have they discussed the relationship with their
families? Write the questions on the board.
Ask the students to answer these questions
with a partner. Encourage them to be creative
(page 132)
as they think of the possible outcomes of the
relationship.
Have the students write a letter from either
Lynn or Lee to their parents. The letter should
tell the parents about the relationship and, if
appropriate, ask for advice.
Ask the students to read their letters aloud.
As an extension, the students can exchange
letters and write responses as if they were Lynn
or Lees parents.
UNIT 10 181
WORKBOOK UNIT 10 ANSWER KEY
Lesson 1, pages 8385
Exercise 1
2. People go to a mechanic to have their cars 6. People go to a dry cleaner to have their
fixed. clothes cleaned.
3. People go to a dentist to have their teeth 7. People go to a hair salon to have their hair
examined. cut.
4. People go to a drugstore to have prescriptions 8. People go to a hardware store to have keys
filled. made.
5. People go to a shoe repair shop to have their
shoes repaired.

Exercise 2
2. got an optician to check your eyes 6. got a prescription filled
3. got a dentist to examine your teeth 7. got some clothes cleaned
4. had a hairdresser cut your hair 8. had a pair of shoes repaired
5. got a hardware store to make new keys for
you

Exercise 3
Answers will vary.

182 UNIT 10
WORKBOOK UNIT 10 ANSWER KEY
Lesson 2, pages 8688
Exercise 1
Lynn: That embarrasses me. Lee: Would you like to go to a party with me on
the weekend? The music will be good, and
Lee: It embarrasses me too, but theres nothing
I want you to meet some of my friends.
we can do about it. Do you want to
continue seeing me? Lynn: Id love to, but I cant go before 8 oclock.
Im expecting a call from my family before
Lynn: Yes, I do. I really enjoy your company.
that.
Lee: I like being with you too. Ive never met
Lee: Thats no problem. The party wont start
anybody before that I could talk to so
until around 9. Ill pick you up at around
easily.
8:30.
Lynn: What I like about you is that you make me
laugh. Everybody else around here is so
serious.

Exercise 2
2. She said (that) Lee was dating Lynn. 8. She said they had only been going out for a
month.
3. She said (that) Lee gave Lynn a ride home
quite often and she was curious, so she asked 10. She asked how Celia knew that.
him.
11. She asked if Lee was serious about Lynn.
4. She said (that) he didnt want to talk about
12. She wanted to know what Lynn said about
their relationship and that he and Lynn were
Lee.
both very private people.
13. She asked if Celia thought they made a good
5. She said (that) she had only talked to Lee.
couple.
6. She said (that) she didnt know Lynn at all,
14. She asked if Celia thought they would get
but Lee was a very sweet guy.
married.
7. She said it was too early to know that.

Exercise 3
2. Pat told Lynn not to go out with Lee after
work and to see him only on the weekends.
3. Marge told Lynn to ask Lee if he was serious
about his relationship with her.
4. Lucy told Lynn not to go out with Lee while
she was working at the same company.
5. Rob told Lynn not to pay attention to what
other people thought.
6. Mike told Lynn to tell the people she worked
with to mind their own business.
7. Sam told Lynn not to worry about losing her
job if she continued to see Lee.
8. Anna told Lynn not to say anything to her
family about Lee yet.

UNIT 10 183
WORKBOOK UNIT 10 ANSWER KEY
Lesson 3, pages 8992
Exercise 1
Errors are crossed out. Any necessary additions are bold.
Gina was buying for her boss some things one day when she ran into Ivan. They didnt see hadnt
seen each other for a while, so they caught up on the latest news. Gina told Ivan she got had gotten a job
in the fashion industry and really loved it. Ivan said that he is was working as a part-time security guard
while going to school. He was having so such a difficult time working and going to school at the same
time that he couldnt get enough sleep. Gina told him that things will would get better.
Tony talks is talking to Sofia in the college library. Tony knows that if he will want wants to go to
college in the US, he will have to pass the TOEFL. However, hes sure that if he doesnt didnt have to
take the TOEFL, it will would be easy for him to get into college. He is resisting to prepare preparing for
the test because he hates taking tests. Sofia is trying to encourage that he think him to think positively,
and he agrees to stop to talk talking and to start studying.
Ivan, Nelson, Tony, Gina, and Lynn have gotten together. They didnt see havent seen each other
for a while, so theyre happy to have the chance to talk. Several people who used to be in their class
arent in the States any more. Yumiko has gone back to Japan and found a job she really likes. Shes been
working there since for six months. Oscar is in Spain and hopes to open his own restaurant. Tony has
called up him has called him up a few times and knows what has Oscar been doing Oscar has been
doing. Perhaps if Oscar didnt go hadnt gone back to Spain, he would open have opened a restaurant in
the States.

Exercise 2
1. a - 5; b - 3; c - 4; d - 2 3. They spend at least 40 hours a week there
with individuals of similar backgrounds and
2. b
interests. Also, workers may be so busy that
they dont have time to socialize after work.
4. d

Exercise 3
Answers will vary.

Exercise 4
1. courage 5. usefulness 9. achievement
2. admirable 6. aware 10. accomplishment
3. creativity 7. imaginative
4. thorough 8. inspiration

184 UNIT 10
 TA P E S C R I P T S
UNIT 1
Lesson 1
Moving On (p. 1)
Listen and read.
Gina: Ivan, is that you?
Ivan: Gina? What are you doing here?
Gina: Im just picking up some supplies. Im
working as a buyers assistant, and I
run errands for her. Im finally
working in the fashion industry! Next
week I go to San Francisco with my
boss, and the week after that Im
helping to arrange a charity fashion
show here in Riverside. How are you
doing?
Ivan: Fine, . . . great, . . . a little sleepy. Im
finishing up a training course at the
technical college. Im trying to get a job
as a help-desk technician.
Gina: You look a little tired. You should get
more sleep.
Ivan: I cant. I have a part-time job as a
security guard, and my hours are
crazy. Tonight I start work at 9:00, and
all this week Im working nights until
6 A.M. Then next week after I finish my
classes, I switch to days. Its a crazy
schedule. I cant wait to get a better
job.
Gina: Dont worry. You will. Help-desk
technicians are really in demand these
days. Hey, Im not going back to work
for a couple of hours. Do you have
time for coffee? I havent seen you in a
while. We can catch up on our old
classmates.
Ivan: Sure . . . and Id also like to ask your
advice about a presentation Im giving
in class next week.
Lesson 2
Ill ask him to give you a call. (p. 5)
Listen and read.
Ivan: Im going to order another drink. Do
you want another one?
Gina: Sure, Ill have another ginger ale. Did
you say you had an e-mail from Tony?
Ivan: Yes. He works at a small factory that
makes toasters.
Gina: I thought he was interested in
journalism.
Ivan: Yes, but he wants to experience the life
of a U.S. worker before he goes to
college.
Gina: Interesting. Oh, guess what Sofias
doing.
Ivan: Working at a hospital?
Gina: Close. Shes working as a paramedic
right now. She wants to get more
experience in the medical field before
she applies to pre-med.
Ivan: That makes sense. What about
Yumiko?
Gina: She went back to Japan. And . . . Lynn
and I are sharing an apartment. Right
now shes working for a government
agency that helps immigrants find
jobs. She wants to be a social worker,
so shes going to college at night. By
the way, have you heard from Nelson?
I heard hes in the computer business.
Ivan: Yes, I talked to him the other day. He
just got a job with a company that
designs websites.
Gina: Thats great. I may need his help. Id
like to design a website for people
studying Englisha place for people
to share their experiences and get
support. Im sure similar websites
already exist, but mine is going to be
unique.
Ivan: That sounds great. Ill ask him to give
you a call.
1 When would be a good time for us to get
together? (p. 6)
Gina and Nelson are talking on the phone trying to make
an appointment to see each other. Listen to their
conversation and complete their calendars.
Nelson: Hi, Gina. This is Nelson.
Gina: Hi, Nelson. How are you doing?
Nelson: Im doing fine, thanks. Ivan said you
need help with your website.
Gina: Yes, I was wondering if we could meet
and talk about it. I work every day in
the morning, but we may be able to get
Tapescripts 185
 together in the afternoon or evening.
Nelson: Sure. Whens a good time for you?
Gina: How about Monday evening?
Nelson: Thats not a good time for me. Im
picking up a friend at the airport. I
could meet you for lunch, though.
Gina: I cant. Im having lunch with a friend.
Maybe Tuesday, oh wait, no, Tuesday
wont work either. I have to go to the
dentist in the morning, and Im having
dinner with my boyfriend, John, in the
evening. How does your Wednesday
look? Mine is open.
Nelson: Wednesday is out for me. Im
attending a workshop the whole day.
Do you have any free time on
Thursday? I need to go to the bank in
the afternoon, but Im free in the
evening.
Gina: I have a long day at work, and then
Im going shopping with Lynn in the
evening.
Nelson: And Friday Im busy the whole day.
By the way, Im going out with Ivan
and Tony in the evening. Would you
like to join us?
Gina: No, I cant. I have to get the oil
changed in my car and then Im going
to a birthday party.
Nelson: Do you work on Saturday? We may be
able to meet in the afternoon after I
finish my report on Wednesdays
workshop.
Gina: No, I dont work on Saturday, but Im
swamped all day. In the morning, Im
going to the gym and cleaning the
apartment. I have a hair appointment
in the afternoon, and Im going out
with John in the evening. Well, listen!
I really do want to talk to you about
my website. Lets try again next week.
Im sure we can find some time in our
busy schedules. Ill call you this
weekend.
Nelson: OK, sounds good.
Lesson 3
Working across Cultures (p. 8)
Have you ever thought about working in another
country? Listen and read an article with some useful tips.
Relocation within ones own country involves
changing cities, homes, schools, and offices. Moving
186 Tapescripts
abroad involves these changes, but in addition, this
relocation includes lifestyle and cultural changes
and different work ethics and attitudes.
If you have had previous experience conducting
business overseas, you will certainly have a more
realistic idea of what life and work will be like in
your new country. Yet, there is no substitute for
living there. When you actually relocate abroad, it
will help if you attempt to be flexible, tolerant, and
open-minded when you meet people with different
cultural values.
To succeed in international business efforts, you
must first understand the countrys culture and
manners as well as what is considered acceptable
business protocolin short, how individuals within
this culture think. For example, in some countries, it
is important to establish a more personal
relationship, such as at a social dinner, with your
business associates before you meet with them
professionally. Likewise, some managers will be
appalled if you begin a business transaction before
the standard getting to know you chat. In other
countries, the business dealings may take
precedence over social gatherings and may even
replace them.
In addition, little things such as the proper
presentation of business cards or addressing people
only by their last names can have a tremendous
impact on whether or not you will succeed in
business within a particular country.
If your new assignment requires another
language, you should at least have a basic
knowledge of that language before you begin
working in the country. After that, any sincere effort
to learn the language will be highly regarded and
valued by your foreign colleagues.
1 Didnt the mailroom use to be here? (p. 9)
Tonys boss, Ms. Simms, is showing the floor plan of the
newly remodeled factory to an employee who just came
back from an overseas assignment. Listen to their
conversation.
Ms. Simms: Well, tell me, Bob, how did you enjoy
working overseas?
Bob: It was great. I met some very
interesting people and learned a lot
about their customs and business
practices. By the way, whats new
around here?
Ms. Simms: Oh, havent you heard? The companys
building a new factory. As a matter of
fact, I was just looking at the floor
plan. Here, take a look.
 Bob: Hmm, quite impressive. I see where
theyve made a number of changes.
(pause) Didnt the mailroom use to be
here?
Ms. Simms: Yes, it did. But now its the supply
room.
Bob: And didnt accounting use to be here?
Ms. Simms: No. Maintenance has always been
here.
UNIT 2
Lesson 1
Learning the Corporate Culture (p. 14)
Yumiko has a job at the Fujifilm lab in Japan. Her job
is testing the newest color film. Listen as she reads her
letter to Lynn.
Yukimo: Hi, Lynn,
Guess what? I got the job at Fujifilm I was telling
you about. Im working in the film-processing lab.
My title is Film Specialist, and, as a new hire, Im in
the Class F salary range. That means that the salary
Im getting now is my base pay, and, according to
my present contract, I get a 5 percent increase each
year over that salary level.
The company has an excellent benefits program.
Ill get a bonus in the summer and in the winter. I
also have 10 paid vacation or sick days a year, plus
government-approved holidayssome as long as an
entire week! Those long holidays are a definite perk.
Dont you agree?
As a junior employee, Im expected to organize
office parties and functions like the spring flower
viewing in the park. I can anticipate working long
hours, and Im never supposed to leave the office
before my boss does.
All decisions are considered group decisions and
they require unanimous support from all the
members of our team. This slows down the process
a bit, but it allows everyone to share in the reward
or blame. I think its a very good policy.
Well, tell everyone in Riverside I send my
regards. Write soon.
Yumiko
4 Fujifilm saves the koala. (p. 16)
Listen to the news broadcast about one of Fujifilms local
projects. Mark the sentence True or False.
Hanimex, Fujifilms distributor in Australia, is
supporting a project to relocate koalas from land
under development to secure areas. The Australian
Koala Hospital Association is focusing its work on
the Gold Coast, using satellites to monitor the koalas
in their new location. Hanimex saw a natural
common interest: We thought it particularly
appropriate to assist in such a worthwhile project, as
the koala must be one of the most photographed
animals in the world. One of the relocated koalas,
Fuji, has become a TV star as crews follow her care
program.
Lesson 2
Training to Be a Chef (p. 18)
Oscar is back in Spain training to be a chef in his uncles
restaurant. Listen as he explains his plans to Tony.
Oscar: Hey, Tony, hows it going?
Tony: Wow, Oscar, are you calling from
Spain?
Oscar: Yeah, Im at my uncles restaurant. I
practically live here now.
Tony: Youre finally in the restaurant
business. So, hows it going?
Oscar: Well, I work long hoursevery night
of the weekand sometimes I feel
totally exhausted. But then I look out
into the dining room and see people
happily eating my paella or my
roasted chicken. And I feel happy, too.
Tony: You talk like a true chef. Do you plan
to open your own restaurant
sometime?
Oscar: Oh, yeah, sure. Im actually learning a
lot here, but my uncle makes all the
decisions. Its his place. Hes the boss.
Tony: Well, I know you can cook beautifully,
but what about the business side of it?
Are you learning enough to handle the
money on your own?
Oscar: Once in a while I do some ordering,
but youre right, I need a lot more
training in the business. And thats
why Im here! Well, I have to go now.
Send me an e-mail.
Tony: Sure. Tomorrow. Take care. Bye.
Oscar: Bye.
4 The restaurant is busiest on Saturday
nights. (p. 21)
Listen to the conversation between Oscar and his uncle.
Circle the correct answer to complete each sentence.
Oscar: Its not very busy today, is it?
Uncle Alonzo: Its never busy in the afternoon,
especially on Saturdays. But we do
have a few customers outside.
Tapescripts 187
 Oscar: Oh yeah, a few people are
drinking coffee at the tables
outside, but they arent ordering
any food.
Uncle Alonzo: Well, youd be surprised how all
those espressos add up.
Oscar: Really?
Uncle Alonzo: Yeah, besides, people like to go
out, but they dont always want a
full meal. I enjoy providing a
relaxed atmosphere where people
can sit and talk or just watch the
people walk by. They usually
order something, even if its only a
cup of coffee and a pastry. By the
way, how was the lunch crowd
today? I got held up at the bank.
Oscar: It was crazy. It seemed as though
everyone came in at once and
filled all the tables. They gobbled
down their food, and then they all
wanted to pay at the same time.
We couldnt move them out fast
enough.
Uncle Alonzo: It didnt use to be like that. People
used to take their time and relax at
noon, but these days everyone is
in a hurry. Their lunch break is too
short! (sighs)
Oscar: Thats the modern world. Always
in a rush! . . . We serve most of our
meals at lunchtime, dont we?
Uncle Alonzo: Oh no, it just seems that way
because youre so busy. We serve
most of our meals at dinnertime.
Remember, we serve dinner from 7
P.M. to midnight. Its just not so
rushed.
Oscar: Hmm, well, we have more people
on staff during the day, dont we?
Uncle Alonzo: Actually, we have more staff on at
night. I guess you feel more
rushed at lunchtime because
youre fixing lunch and preparing
for dinner at the same time.
Oscar: Maybe so . . . You know what?
Everybody loved that new chicken
dish I made for lunch today.
Fantastico, they said.
188 Tapescripts
5 Im going to start simply. (p. 21)
Listen to the conversation between Oscar and his father
and write notes about how each person handles the
situation.
Oscarss father: Oscar, sit down for a minute. Your
aunt Petra tells me youve been
working nonstop at the restaurant
every day.
Oscar: Its true. Last Saturday was a good
example. We were busy getting the
specials ready when a tourist
group showed up. We hadnt even
opened yet, but they would have
gone somewhere else if we didnt
let them in. Uncle Alonzo was
running around screaming
hysterically at the kitchen staff,
and Aunt Petra was patiently
trying to calm him down. The
waiters hadnt arrived yet, so I
yanked off my apron and went out
to take the drink orders.
Oscars father: Had you ever waited tables before
that?
Oscar: No, I hadnt. But I was able to
handle it just fine. Then Aunt
Petra came out to take the food
orders, so I could go back in the
kitchen and start cooking.
Oscars father: I guess there are a lot of skills
involved in running a fine
restaurant.
Oscar: Thats for sure. You have to treat
customers politely, deal with the
staff patiently, keep the books
accurately, and my favorite: you
have to cook like a maestro.
Oscars father: Im impressed. Are you thinking
of opening up your own business,
someday, or do you want to stay
with Alonzo?
Oscar: Well . . . actually, Ive been
thinking about it a lot. Ive been
planning to ask you if you would
like to go into business with me.
Oscars father: Ive been thinking about it too. I
dont want to do anything in a
hurry, but its a definite possibility.
Lets keep talking about it.
Lesson 3 Then you might have to take other
examinations. And thats before classes
Planning for Retirement (p. 22) begin.
Listen and read the article about recent changes in Tony: Yeah, I know what the TOEFL is, but I
Japans working conditions. dont know how I can possibly pass it.
Tomoki Sato cant wait until he can pack up the Sofia: What you have is a bad case of test
things in his office and never return to it. That day is anxiety. Think about the cover letter
coming up soon for him. Mr. Sato is one of the you have to write with your admission
millions of aging Japanese workers who are application and you wont feel so bad
approaching their retirement. about the TOEFL.
Japans public and private pension systems face Tony: But . . . I can be creative with a cover
serious problems because of the nations rapidly letter. Besides, Ill have you to help me
aging population. The Institute of Population write it. I have to take the TOEFL all
Problems at the Ministry of Health and Welfare by myself.
estimates that the number of people age 65 and Sofia: Well, whats wrong with that? You
older will nearly double by 2020, reaching 32 need to know that stuff if you want to
million. Senior citizens will make up about 25 get into the university. Journalists are
percent of Japans population, the highest writers, you know.
proportion in any major industrial country. Tony: Yeah, but I want to go into broadcast
Because return on investments has been low and journalism.
the number of retirees has been rising, companies Sofia: Youve still got to know how sentences
have been forced to increase employee pension-plan are put together. Anyway, the TOEFL
contributions. is not going to be that difficult.
There are two basic corporate pension schemes: Tony: It wont be for you. You probably dont
employee pension funds, which are managed by even need to study.
outside organizations, and tax qualified pensions, Sofia: Yes, I do, and if we dont get started,
managed by companies neither of us will pass. I wonder why
in-house. These pensions are completely separated we came here. We could have had this
from the public pension insurance system. conversation in a coffee shop.
At retirement, employees are usually paid their Tony: OK, I promise. I wont talk until I
pensions in one of three ways: lump sum, annuity (a know every grammar rule.
portion each year), or a combination of the two. The Sofia: Its a deal.
current eligible age for public pension payments is
60. 2 Do you know what my score is? (p. 29)
Mr. Sato has already made plans for his days Tony and Sofia have gotten the results of their TOEFL.
away from the corporate world. But he could not Listen to their conversation and write their scores in each
afford some of those plans if he were merely relying section.
on his pension. Thanks to his wise investment Sofia: Hello?
strategies, he will have enough money to take a Tony: What did you get?
cruise or buy a farm. Sofia: What did you get?
Tony: I asked you first.
UNIT 3 Sofia: You passed. I can hear it in your voice.
Lesson 1 Tony: I did pretty well. I guess I do know
English grammar.
Im suffering from test anxiety. (p. 28) Sofia: Im not surprised. I did OK, too.
Listen and read. Tony: You dont even have to tell me. You
Tony: Do you know what I hate? are so smart, its not even funny.
Sofia: No, Tony. What do you hate? Sofia: What are your scores?
Tony: Tests. I dont see how I can go to the Tony: OK, are you ready for this? A 24 in
university. Listening and 26 in Reading.
Sofia: Youll have to pass the Test of English Sofia: Thats impressive. I got 28 in Reading,
as a Foreign Language, the TOEFL. but I only got a 20 in Listening.

Tapescripts 189
 Tony: Youre kidding . . . a 20 in Listening?
Sofia: Dont rub it in. I dont know what
happened.
Tony: But you got a 28 in Reading. Thats not
too shabby. What did you get in the
Structure and Writing section?
Sofia: 26.
Tony: Wow! Thats good.
Sofia: Yes, What about you?
Tony: 24.
Sofia: So . . . our scores are pretty close
overall.
Tony: Yes. The main thing is that our scores
are high enough to qualify us for the
university! Im so relievedI think
Im finally going to be able to get a
good nights sleep.
Sofia: What a way to celebrate! My uncle is
taking us out to dinner.
Tony: Thats great. Have a good time.
Sofia: OK. Thanks for calling. Bye.
Tony: Bye.
Lesson 2
I need some time to adjust. (p. 32)
Listen and read.
Steve: So how do you like the class?
Nelson: You mean the graphic design class?
Oh, I love the class, but I need some
time to adjust.
Steve: What do you mean?
Nelson: Well, Ive never been in a class with
Americans before.
Steve: Oh . . . I think I understand. Its a
different culture. Id probably feel the
same if I were going to school in your
country.
Nelson: Yes. Part of it is cultural, and part of it
has to do with my English. When Im
with native speakers, Im worried that
I might make a mistake and be
laughed at.
Steve: I think your English is very good. Of
course you have an accent, but hey,
who doesnt? How long had you
studied English before you came here?
Nelson: For three years in high school, but I
didnt learn much. It was kind of like
the Spanish you learn here in high
school.
Steve: I know what you mean. I had studied
Spanish for a couple of years before I
190 Tapescripts
went to Mexico, but I had such a hard
time communicating with people
there. The nice thing about this class,
though, is that most of it is hands-on,
so you dont really have to talk much.
By looking at your first assignment, I
can tell youre very good at working
on the computer.
Nelson: So are you.
Steve: Im OK now, but I didnt know a thing
about computers two years ago. Before
I started my new job, I hadnt even
touched a computer. I never thought
Id be interested in it.
Nelson: I hadnt had any experience with
computers before I came here either.
As soon as I arrived, though, I bought
a used computer and started using it
in my spare time. Now my love affair
with the computer is really paying off.
UNIT 4
Lesson 1
Starting Work (p. 42)
Ivan has just completed a training program for help-desk
technicians, and hes starting his new job at Sanchez
Sports Design. Hes getting some advice from Gina.
Ivan: Hello.
Gina: Hi, Ivan. Im sorry I cut you off, but I
had to answer the other line.
Ivan: Oh, hi, Gina. Thanks for calling me
back.
Gina: So you want some advice about your
new job at Sanchez Sports Design?
Ivan: Yes, I was wondering how I can start
off on the right foot, so to speak . . .
Gina: Well, from my own experience,
companies want to find out if new
employees can do the job and if they
can get along with their co-workers
and supervisors. Both are important.
Ivan: I guess the company thinks I can do
the job since they hired me.
Gina: Yes, but to get ahead, you have to do
your work well and on time.
Companies also value people who are
easy to get along with and responsible.
The way you do your work and how
you act can either make or break you.
Ivan: Well, what can I do to get ahead?
Gina: Your supervisor will usually show you
 how to do something. Listen carefully,
watch, and then follow directions. If
you dont understand, ask questions. If
youre having trouble doing
something, dont give up. And dont
be afraid to ask others for help.
Ivan: I dont want to make mistakes, so Id
better face up to the fact that I need to
be careful.
Gina: Right. Dont try to do too much too
soon. And dont look down on your
co-workers or supervisor. Above all,
dont get into gossiping about the
company, your supervisors, and co-
workers.
Ivan: Gee, thanks, Gina. I knew I could
count on you for sound advice.
Lesson 2
Meeting the Boss! (p. 46)
Ivan is meeting his new boss, Mr. Sanchez, for the first
time. Listen and read.
Mr. Sanchez: Come in, Ivan. Have a seat.
Ivan: Thanks.
Mr. Sanchez: How do you like your job so far?
Ivan: I love it. This is the kind of
company Ive always wanted to
work for.
Mr. Sanchez: Im glad to hear that. Is all your
paperwork completed?
Ivan: No, sir. I have an orientation with
Human Resources tomorrow. I
guess well get it done there.
Mr. Sanchez: This is your first job as a help-desk
technician, isnt it?
Ivan: Yes, it is. I just finished my
training about a month ago. I
came here from Russia a couple of
years ago.
Mr. Sanchez: Interesting. I have a brother who
used to work in Kiev in Ukraine.
Ivan: Oh, I have relatives in Ukraine.
How long did he work there?
Mr. Sanchez: For a couple of years. Would you
mind if I gave him your e-mail
address? Im sure hed like to talk
with you.
Ivan: I wouldnt mind at all.
Mr. Sanchez: I come from Mexico myself, so I
know how it feels to live and work
in a new country. It takes a while
to feel completely adjusted. Ive
been here about ten years now.
Ivan: Yes . . . but its been a great
learning experience for me.
Mr. Sanchez: Im sure it has. Well, listen. Let me
know if theres anything I can do
to help. My door is always open.
Ivan: Thank you, sir.
Mr. Sanchez: Youre welcome. Its been nice to
meet you.
3 Ivans Benefits Package (p. 48)
Listen as Susan explains Ivans benefits package. Under
Ivans name, write notes about each of the benefits listed.
Susan: Ill run through the list of benefits
youre entitled to. If you have any
questions, stop me and Ill answer
them. You have two weeks vacation
with three personal days and five sick
days, as well as ten paid holidays.
Ivan: Sounds good to me! Three personal
days . . . theyre for personal business,
right?
Susan: Thats right. We have full medical
coverage and some dental coverage.
Employees pay a percentage of the
costs.
Ivan: I guess thats the way most plans are.
Susan: Yes . . . The work week is forty hours.
Ivan: Will I get paid overtime if I work more
than forty hours?
Susan: No, Im afraid notbecause youre on
a weekly salary, not an hourly wage.
Ivan: I see . . . Well, what about a bonus?
Will I get one?
Susan: That depends on how your work goes.
Now about retirement plans . . . we
have a 401-K plan. Ill give you some
materials to read about it. Then you
can come back with questions if you
have them.
Ivan: OK. Thanks a lot.
Lesson 3
Why I Hate E-mail (p. 50)
Listen and read.
Why I Hate E-mail
by Beverly Marks
Ever since e-mail came into my life, things have
been getting progressively worse at the office. Sure
e-mail makes it more convenient, but convenient for
Tapescripts 191
whom exactly? Certainly not me. My former
identity as a one-thing-at-a-time goof-off is
gradually being replaced by a multi-tasking fiend.
Ever since the beeping red light started
announcing youve got mail, I have been learning
more about company policy and issues; I have been
working longer hours; Ive been staying later at the
office; and darn it, I have become more efficient.
This may be good for the company, but it sure does
take a lot out of me.
E-mail means my superiors can send me memos
in seconds, and they can prove that I received them.
E-mail means I have to think up creative new ways
of pretending that I have not gotten instructions or
documents that I should have read before a certain
meeting. Sorry, my computer crashed will only
work so many times. And not only do my various
bosses have better lines of communication with me,
but I am also expected to respond to them in
grammatical English. I miss the old days of the
phone call when I could get through a conversation
without having to worry about where Im putting
my commas.
E-mail has also severely diminished gossip time
at the water cooler. I used to enjoy hearing about my
colleagues misadventures in boardroom meetings
and out in the field, but now my colleagues keep
large bottles of water on their desks, and all
personal information comes electronically. However,
due to the public nature of e-mail, I no longer get
the juicy bits. Instead, I receive cautiously worded
announcements. But, once in a while, I would like to
laugh the way I did when Rita from Accounting told
the story of the executive who showed up at an
important presentation wearing two different-
colored shoes.
Beverly Marks lives, works, and writes e-mail in
St Louis, Missouri.
3 I design websites. (p. 51)
Listen to Ivan and Nelson talking about their jobs. Then
read the statements. Write I next to the tasks Ivan
performs. Write N next to the ones Nelson performs.
Write I/N if they both do the task.
Nelson: I hear youre very popular with your
co-workers.
Ivan: Yes, everyone is nice to the help-desk
technician. When I first started, I was
wondering if I would fit in, but
everyone has been pleasant.
Nelson: You must be very important to them.
Ivan: They do call me a lot. Last week,
192 Tapescripts
Human Resources had to post some
policy changes on the interoffice e-mail
list, and they were having problems.
They couldnt figure out where the
address book they needed was located.
Nelson: Hmm, Im surprised they couldnt
figure that out!
Ivan: They say theyre people people, not
technology people.
Nelson: I see. I wish I were a people person.
Ive been having trouble with some
clients recently. I was supposed to get
their website finished by the first of
last month, but we kept having trouble
with the design. One partner gave me
the specifications and information, and
I had everything completed. Then his
partner came along and said I had
done it all wrong. It wasnt my fault,
but I had to change it anyway. The
second guy insisted that he wanted a
complicated cityscape in the
background. I couldnt get him to keep
it simple to use and easy to download.
But in the end I had to do it his way.
Ivan: You had to make a website that you
didnt like? That must be frustrating.
Nelson: It sure is . . . Hey, do you ever get to
work on your companys website?
Ivan: I dont get to do any design work like
you do, but I maintain it. I help the
different departments keep
information up to date, but I dont do
the creative stuff.
Nelson: Thats too bad; its fun designing. I
wish I could just design the sites, but I
have to do the maintenance as well.
Ivan: I also have to train people; thats kind
of fun.
Nelson: I bet youre a good instructor.
Ivan: I hope I am. If my training session is
effective, therell be less work for me to
do.
Nelson: Yeah, people wont be calling you for
every little thing.
Ivan: Im so busy anyway! They call, they
send e-mail, and they even come down
to the basement to talk to me in
person. But its nice to be needed. And
I do enjoy my job.
UNIT 5
Lesson 1
A Learning Experience (p. 55)
Ivan is talking to Mr. Sanchez after his first technical
assisting job. He had a hard time trying to fix the sales
managers computer.
Mr. Sanchez: Ivan, have you finished fixing Rick
Dillons computer yet?
Ivan: Is he the sales manager?
Mr. Sanchez: Yes, the one who reported that he
couldnt open his files.
Ivan: Well, I had a really hard time
trying to fix his computer.
Mr. Sanchez: Whys that?
Ivan: First of all, I tried the disk that was
in the computer.
Mr. Sanchez: And?
Ivan: I got an error message. So I asked
him if he had any other disks, and
he pointed to a diskette box that
was on the bookcase.
Mr. Sanchez: I see.
Ivan: But when I tried another disk, I
still got an error message.
Mr. Sanchez: So what did you do?
Ivan: Well, I rebooted the computer and
tried again, but I got the same
error message. Then I tried a
computer that was in the next
office, but the same thing
happened.
Mr. Sanchez: Ivan, do you remember the
woman I introduced you to in my
office last week? Judith Wu?
Ivan: Yes?
Mr. Sanchez: Well, she has a manual that I want
you to look at. Look up the section
that deals with magnetic media.
Then come back and tell me what
the problem was.
Ivan: Im on my way, Mr. Sanchez.
Mr. Sanchez: By the way, Ivan, dont ever
hesitate to talk to me about a
problem. My door is always open.
Ivan: Thanks, Mr. Sanchez.
Mr. Sanchez: And Ivan, we appreciate the work
youre doing for us. Youre a
valued member of our team.
4 The man who is the sales manager used
to work in a department store. (p. 57)
Look at the list of employees who work at Sanchez Sports
Designs. Ivan is telling Gina about them. Listen and
write what they did before.
Gina: Tell me about the people at work.
Ivan: Well, the man who is the sales
manager used to work in a department
store. His names Rick Dillon. And I
think I told you that the man who
owns the company used to be a tennis
player.
Gina: Carlos Sanchez?
Ivan: Uh-huh. And my friend Ben Yakamura
was a student. He just graduated from
college; hes Mr. Sanchezs assistant.
Gina: His assistant?
Ivan: Yes. And the woman who supervises
the Human Resources Department
used to work in an insurance company.
Thats Susan Sullivan. I think Ive
mentioned her name before.
Gina: Yes, I think you have. Shes the one
who gave you all those forms to sign.
Ivan: Thats right. Then theres our
receptionist, Sara Gleason. She used to
be a teacher. And the person who
designs our web pages used to work
for a fashion magazine. Her names
Maria Artigas.
Gina: Hmmm . . . Id like to meet her
sometime.
Ivan: And lets see. Judith Wu, the woman
who heads up our Network
Management Team, was a college
professor. And Cindy Hoffart, whos
our office manager, used to work for a
large import-export company.
Gina: That sounds like an interesting group
of people.
Ivan: Yes . . . And theyre all very nice too.
Lesson 2
Trial and Error (p. 59)
Ivan and Mr. Sanchez continue to discuss the problem
with Rick Dillons computer. Listen and read.
Mr. Sanchez: Did you get the book from Ms.
Wu, Ivan?
Ivan: No, I went to get it, but she wasnt
in her office.
Tapescripts 193
 Mr. Sanchez: You couldve left her a message.
Ivan: Yes, I guess I could have. But I did
figure out the problem.
Mr. Sanchez: Great. So what was the problem?
Ivan: There was nothing wrong with the
computer. The problem was with
the diskette.
Mr. Sanchez: The diskette?
Ivan: Yes, you see, the diskette I was
using was damaged, probably
because itd been sitting in bright
sunshine.
Mr. Sanchez: I see.
Ivan: And when I tried another diskette,
it was from the same box sitting in
the direct sunlight.
Mr. Sanchez: So how did you finally figure out
the problem?
Ivan: I got one of my own diskettes that
I was sure was fine and tried it on
Mr. Dillons computer, and it
worked. I shouldve known better.
Mr. Sanchez: You did what I wouldve done.
You followed a trial-and-error
pattern.
Ivan: Thank you, Mr. Sanchez. Oh, Im
just curious . . . you knew what
was wrong, didnt you?
Mr. Sanchez: Yes, I did, and I couldve told you
right there, but I wanted you to
figure it out yourself. Frankly, I
wanted to test your problem-
solving skills.
Ivan: And did I pass?
Mr. Sanchez: You sure did, Ivan. You sure did.
Lesson 3
E-mail Connections Unlimited (p. 63)
Listen and read the following ad.
Find True Love in the Comfort of Your Own Home.
Read three stories of e-mail romance and draw your
own conclusions.
Jeanette Harrison is flying to England next week
to take up permanent residence as Mrs. Robert
Elliot. One year ago, if you had told me that I was
going to marry an Englishman and move to London,
I would have laughed in your face, said the future
Mrs. Elliot, who currently resides in Pocatello,
Idaho. But thats not true any longer. Thanks to E-
mail Connections Unlimited, Im going to start a
whole new life. Ms. Harrison says she thoroughly
194 Tapescripts
enjoyed her online courtship of eight months. We
wrote to each other every day and sometimes more
than once a day. You can really get to know a lot
about the person that way. By the time Robert flew
out to Pocatello to meet me, I was pretty sure that he
was the one.
Anthony Mari, of Carson City, Nevada, says that
he had given up on regular dating services. I used
to use the newspaper ads, but not anymore. I would
go out with a different girl every couple of weeks,
but none of them worked out because I wasnt ready
to get serious. So, not only did I feel bad about not
calling the girl back, but I would also see her around
town sometimes, which was usually embarrassing,
if not totally awkward. As a result, I like the idea of
getting to know someone anonymously. My e-mail
connection may sit next to me on the bus and never
know who I am unless we decide to take it to the
next level.
I hate blind dates, I hate singles bars, and Im
too busy to take a class or any of those other social
activities that people suggest, says Lucille Kinkaid,
a literature teacher from Baton Rouge, Louisiana,
who is currently involved with a bookstore owner.
Basically, if I hadnt discovered E-mail
Connections, Id still be alone with my books. But I
dont feel alone any longer. Not only does Adrian
share my love of literature, but he also has a
wonderful way with language. When we met in
person for the first time, I actually suggested that
we continue to e-mail because I enjoy reading his
messages so much.
UNIT 6
Lesson 1
Coping at Work (p. 69)
Listen and read.
Nelson: Im glad Gina got these tickets. I
wouldnt have had time to even think
about going out if she hadnt called.
Lynn: Busy, huh?
Nelson: Yeah, Im either working or sleeping.
Lynn: You dont sound happy.
Nelson: Im going nuts! Ive got to finish three
websites by the end of next week! I
need some support, but everyone they
send to help me is incompetent. I dont
know what to do.
Lynn: What do you mean, everyone is
incompetent?
Nelson: I mean they dont know what theyre
 doing. I have to teach them everything.
What would you do in my situation?
Lynn: I dont know what Id do in your
situation. But when I have to work
with new people, I always take the
time to get to know them. If we can
establish a good working relationship,
I find it easier to make the projects go
more smoothly.
Nelson: How do you find the time?
Lynn: Either I postpone something thats less
important or I stay late. Once in a
while I do both.
Nelson: Hmm, Im used to figuring out
everything by myself. Maybe I should
come to you for advice more often.
1 If you work late too often, you should do
some work on your schedule. (p. 70)
Now listen to the cassette. Put a check next to the letter of
each sentence that matches Lynns advice. Did Lynn give
Nelson the advice that you agreed with? Discuss your
answers.
Nelson: I have trouble working with other
people. I always feel that I can get the
work done more quickly if I just do it
myself.
Lynn: Well, I agree that you can get work
done more quickly if you do it
yourself, but sometimes a team can
produce a better product than an
individual. You remember the old
saying that two heads are better than
one?
Nelson: Yeah, so what should I do?
Lynn: Well, I got a great deal out of the
workshop on collaboration I took. It
was difficult for me because I wasnt
used to thinking about my role in
groups. It helped me a lot and I think
it would help you.
Nelson: You think I should take a course in
getting along with people?
Lynn: I know you already get along with
other people socially. This workshop
deals with working with other people
on specific work projects.
Nelson: Oh.
Lynn: Yeah, in the workshop, I learned to
learn from other people who had skills
I didnt have and to see teamwork as
an opportunity to improve my own
skills. I bet you will too.
Nelson: I think I see what youre getting at. Its
a challenge to learn from someone
whos different from you.
Lynn: Exactly!
Nelson: But what if that person doesnt want to
learn from me? Ill lose control of the
project. I dont know how to tell
people I dont agree with their ideas,
so it seems that I either have to shut
my mouth and let them have their way
or make them angry.
Lynn: Oh, Nelson, you have more choices
than that. Youll see when you take the
workshop that there are ways of
asking questions and learning about
the other persons perspective that can
open things up for discussion without
making the person angry. Heres the
number of the organization that does
these workshops. Here Ill write it on
this card . . .
Nelson: Thanks a lot, Lynn.
Lynn: No problem. I have to go now. See you
soon.
Nelson: Bye.
Lesson 2
Thats how it is. (p. 73)
Listen and read.
Nelson: Can I talk with you for a moment, Ms.
Ho?
Ms. Ho: Make it quick, Nelson. Ive got to give
this report to the Sales Department by
the end of the day.
Nelson: Well, its about my work schedule. Ive
already worked thirty hours this week,
and its only Wednesday. Ive been
working most weekends, too.
Ms. Ho: I understand, Nelson. But thats how it
is. Were building a new company
here, and we need to be a step ahead
of our competitors. If we dont give
our customers excellent service,
someone else will.
Nelson: Then I guess there isnt any hope of
getting a fixed schedule, is there?
Ms. Ho: Youd have to work at a bigger, more
established company to be able to
work regular hours.
Nelson: I really like working here, though. Its
exciting to design websites. And,
because this is a small company, Im
Tapescripts 195
 getting so much opportunity to do
that. But I have no time for my family
and friends.
Ms. Ho: Neither of us has time for our families,
Nelson. Thats a choice for you to
make. I cant make it for you. I can tell
you this though. Youre really doing
great work here, and you could end up
making a lot more moneywe all
couldif we succeed.
4 Hi, Nelson, this is Gina. (p. 75)
Listen to the recorded messages that Nelson received
today and the messages he left for other people. Write each
callers name and the request that was made.
Carolyn: At 8:00 A.M. Carolyn Ho called and
left a message for Nelson.
Nelson, this is Carolyn. I wont be back
until next Wednesday. Will you please
photocopy the monthly sales report for
me? Thanks.
Nelson: At 9:30 Nelson called Mary Wright in
the Photocopy Department and left a
message.
Mary, this is Nelson Balewa in the
Design Department. Im sending you a
sales report. Could you make me a
copy, please? Oh, and could you send
it to me when its ready? Thanks.
Gina: At noon Gina called Nelson.
Hi, Nelson. Its Gina. Im sorry to
bother you at work, but could you buy
me some ice cream for the dinner party
tonight? Thanks. See you around 6:00.
Jim: At 3:30 Jim Baker from Sales called
Nelson.
Hello, Nelson, this is Jim Baker in the
Sales Department. Can you e-mail me
your latest web page design?
Nelson: At 4:00 Nelson called Jim Baker in
the Sales Department.
Hi, Jim. Sorry I didnt get your
message earlier. My e-mail is down.
Can I fax you a copy of the design?
196 Tapescripts
Lesson 3
Search Engines (p. 77)
Listen and read.
Search Engines
A search engine is a computer software program
that helps find information on the World Wide Web
(WWW). When you use a search engine, youre
asking it to look in its index to find matches with the
words you type in.
Many search engines are now becoming reference
sites containing much more than just search
capability. They may also have news, weather, free
software, picture indexes, ratings of websites, and
other features.
Most engines allow you to type in a word, a
phrase, or a question to find information. Chris
Sherman, an authority on the Internet, suggests
following these three steps to use search engines
most effectively.
Before you begin your search, you should have a
clear intention to either locate, browse, or consult.
This will both help you to select an appropriate
search tool and save a great deal of time.
Second, select the appropriate tool for your
search. There are three types of search facilities
available on the web: indexes, such as AltaVista and
Hotbot, which are comprehensive, unstructured
catalogs of just about everything published on the
web; directories, like Yahoo and Excite, which are far
more selective and are set up much like a library
card catalog; and guides, like About.com and Look
Smart, which are like online consultants, providing
annotated descriptions of websites written by
experts or editors.
The final step in the search process is to take a
critical look at your results before you examine
pages in detail. There are two key areas to look at.
Titles in search results are the actual links to
documents. A descriptive title can usually be one of
the best indicators that youve found what youre
looking for. The URL will also provide useful clues
about a documents value. Most search engines
provide both the title and the URL of a website.
Using search engines to find information can be
both confusing and time-consuming. Following
these three steps can make your search more
fruitful. Happy searching.
UNIT 7 Flight Instructor: Ready for take-off. Check that
the parking brake is set, and
Lesson 1
then apply full throttle by
Planning a Visit (p. 83) pressing F4. Then, wait for the
Ivan and Nelson are going to visit Pablo at the Sterling engines to build up thrust and
Flight Center Aviation School in south Florida. Read and release the parking brake by
listen to Pablos e-mail to Nelson. pushing CTRL-DOT.
Pablo: Hi Nelson. Nelson: Like this?
Im really looking forward to seeing you and
Flight Instructor: Yes, thats very good. Now
Ivan next week. Since you want me to plan the visit,
keep an eye on the speed. At
heres what I have in mind. On Thursday, Ive asked
150 knots gently pull the
my flight instructor to show you our flight
joystick back and the nose of
simulator. Youll really seem to take off and make
the plane will rise.
adjustments to speed and altitude.
Ivan: Cool.
Then, on Friday, well grab our sleeping bags and
Flight Instructor: The Boeing 737-300 owned by
head out to a river or lake somewhere and kick back
the Belgian airline Sabena has
and listen to the sounds of nature. Tell Ivan to bring
just taken off.
along his fishing pole and we can catch ourselves
Ivan: Where are the flight
some supper. Saturday, we can take a walk on the
attendants? Im hungry. (Nelson
wild side at Lion Country Safari, which is the
chuckles.)
nations first drive-through cageless zoo. The
Flight Instructor: Next you need to check and
Safari invites us to drive past more than a thousand
ensure that the speed of the
animals from around the world, and they expect us
plane is increasing during the
to give the animals the right of way!
manual climb.
On Sunday, if you dont mind a long ride, we can
Nelson: Well, the speed is still 150
visit the National Archaeological Park in St.
knots.
Augustine, the oldest historic site in the United
Flight Instructor: Push the joystick a bit forward.
States. We can even drink from the prehistoric
Nelson: Its now up to 170 knots.
Indian Spring that Ponce de Leon hoped was the
Flight Instructor: Good. Now that were airborne
Fountain of Youth. Oh, and Ivan wanted me to get
and with a positive climb, you
tickets for a baseball game, but the season hasnt
can gear up by pressing G.
officially begun yet. Tell him to let me know if he
Nelson: Speed is now 190 knots.
wants to see an exhibition game, though.
Flight Instructor: Then retract the flaps by
Ill pick you up at the airport on Wednesday, the
pressing F5 and activate the
13th, at 9:00. See you then.
autopilot.
Nelson: Which controls are they?
1 Ready for Take-off (p. 84) Flight Instructor: The ones to your right: AP,
Pablos flight instructor is showing Nelson and Ivan how Altitude, A/T arm.
to make a simulated take-off. Listen and complete the Nelson: Were now ascending to 12,500
chart as he gives them instructions. feet by climbing 1,800 feet per
Flight Instructor: Well start flying almost minute!
completely relying on the Flight Instructor: Yes, the first critical step has
automatic pilot. At first, well been taken. The autopilot is
be doing simple things, such as controlling the plane.
making adjustments to Ivan: Look, Mom, no hands!
heading, speed, and altitude. Lesson 2
Ivan: Are we actually going to take
off? Lifelong Learning (p. 87)
Flight Instructor: Well, for all practical purposes, Listen and read.
we are. However, well never Gina: Im exhausted. Working during the
really leave the ground. day and taking classes in the evening
Ivan: Thats even better. is tough.

Tapescripts 197
 Lynn: Tell me about it. After working all day
long, I just want to come home and
crash. Im exhausted. You know whats
funny though . . . I have classmates
who could be my grandparents, and
theyre full of energy.
Gina: Me too. One of the students in my
class is over 60, and shes so
motivated.
Lynn: Why do you think someone at that age
would go back to school?
Gina: I asked Melinda, my classmate, the
same question. She said she always
wanted to study fashion, so after
retiring from her job, she went back to
school.
Lynn: Personally, Id rather spend time with
my grandchildren after I retire.
Gina: I guess lifelong learning has become an
American phenomenon. As far as I
know, there are only a few countries
where theres no age restriction for
attending college.
Lynn: I think its great to have senior citizens
sitting in the same class with younger
students. It benefits both.
Gina: I agree. I really feel inspired by
students like Melinda. When Im
talking to her, I feel her passion for
learning and her determination to get
another degree.
Lynn: And I think they find it stimulating to
be around younger students too.
Gina: Yes, especially when we have class
discussions. And, having a lot of life
experience and a different perspective,
they can teach us a lot.
Lynn: Im sure our professors love to have
senior citizens in their classes. I would
if I were a teacher.
Gina: Me too.
2 Before starting out, list your reasons for
wanting to go into business. (p. 88)
Gina is taking a course on How to Start a Small
Business. Listen to the instructors advice and check the
items that contain that same advice.
Starting and managing your own business takes
motivation, desire, and talent. It also takes research
and planning. Before starting out, list your reasons
for wanting to go into business. Some of the most
common reasons for starting a business are: You
198 Tapescripts
want to be your own boss. You want financial
independence. You want creative freedom. You want
to fully use your skills and knowledge.
Next you need to determine what business is
right for you. Ask yourself these questions: What
do I like to do with my time? What technical skills
have I learned or developed? Do I have any hobbies
or interests that are marketable?
Then you should identify the niche your business
will fill. Conduct the necessary research to answer
these questions: Is my idea practical? What is my
competition? Can I deliver a better-quality service?
Before developing your plan, you should consult
the pre-business checklist. Answering the following
questions will prove to be very beneficial: What
services or products will I sell? Where will I be
located? What skills and experience do I bring to the
business? What equipment or supplies will I need?
What financing will I need? What are my resources?
Answering these questions will help you create a
focused, well-researched business plan that can
serve as a blueprint. It should detail how the
business will be operated, managed, and financed.
Lesson 3
Work in the 21st Century (p. 91)
Listen and read.
A New Model for Workplace Effectiveness
By Vivian Bradshaw
A new model of management has been slowly
spreading throughout the corporate world. Called
workplace synergy, it marks a shift away from the
old model of competition among employees to an
emphasis on developing systems that reward
cooperation.
There are on-the-job workshops and training
sessions on self-awareness and listening to and
valuing others point of view. Whereas once
managers ruled by the fear principle, Work harder
than the next guy or lose that promotion, they now
try to foster a one for all, and all for one way of
thinking.
We recognized that competitive models did not
do a thing for our productivity. Instead, they created
unnecessary tension in relationships among people
who needed to work with each other, says Sara
Cohen, who oversees an advertising agency in
downtown Cincinnati.
The changes are evident from the moment one
steps off the elevator on the 14th floor of a
downtown office building. Overstuffed couches,
plants, and rustic wooden tables give the work areas
a homelike feel. Walls and partitions have been
redesigned to allow for community as well as
privacy, and it is possible to see clusters of people
talking and laughing around an espresso machine.
Changing the atmosphere is only one aspect of
workplace synergy. At Cartwright and Wiseman, a
San Francisco investment firm, Carol Stephanopolis-
Schmidt recently led employees through a
workshop where they identified their personality
types. We find that after the training, people not
only become more tolerant of one anothers
differences, but they begin to see how different
preferences might benefit them, she says. You find
out that the other guy wants to do the part of the
project that you dread, and suddenly it all makes
sense.
The hardest part is getting people to stop trying
to change other people. Someone is always asking
me for advice on getting a coworker to be more
flexible, but thats the wrong approach. You cant do
anything about the other guy. What you can do is
work on yourself and developing your
understanding.
UNIT 8
Lesson 1
Advancement in the Workplace (p. 97)
Listen and read.
Gina: So whats the exciting news, Nelson?
Ivan: Are you getting married?
Nelson: No, not yet. The news is that . . . I was
promoted. Now Im leading the design
team at my company.
Sofia: Thats great. Congratulations.
Ivan: Does it mean more money as well as
more work?
Nelson: Well, Ive already been given more
responsibilities, but we havent talked
about the raise yet.
Gina: Youre working very hard there. Im
sure youll get a good raise.
Nelson: Yes, and I should get it soon. I owe this
promotion in part to Ms. Ho, my boss.
Shes not only supported my growth in
the company, but shes also been a
mentor for me.
Sofia: What do you mean?
Nelson: I mean Ive learned a lot from her
diligence and responsibility and her
ability to balance work and leisure. In
fact, she was promoted to a higher
management position because of her
hard work.
Ivan: How about a company car? I hope you
get one.
Gina: Ivan, stop it!
Nelson: I dont know. Maybe if I need to travel
on business . . .
Ivan: And an office to yourself.
Nelson: Actually, yes. Im getting Ms. Hos
office.
Gina: Im really happy for you, Nelson. We
all are. You really deserve it.
Nelson: Thank you. I feel very lucky right now,
having friends like you and a job I
loveeven though it makes me crazy
sometimes.
2 Many changes will be made under
Nelsons leadership. (p. 98)
Listen as Nelson tells his team about the changes he
foresees in the company. Then write a sentence briefly
explaining what he said about each of the following.
Nelson: Good Morning,
First, Id like to thank you for your nice words on
my new position at the company. I feel happy and
excited about working with such a creative and
hard-working team. My goal is to make our
company among the best in the business, and Im
confident I can count on each one of you to reach
this goal.
Im sure you agree that our first priority should
be customer satisfaction. Therefore, to give high-
quality service to our customers, Id like to divide
responsibilities based on each individuals strengths
and talents. So well hold weekly meetings to
discuss responsibilities and to share ideas. In
addition, you can send your suggestions to me via
e-mail. Im going to ask for bonuses to give to the
team members with the most innovative and
effective ideas. Also, depending on the budget, we
may hold annual meetings at a resort. To keep
abreast of the developments in the field, Ill see to it
that the company pays your travel expenses when
you attend a conference.
I would also like to make some minor changes in
our department. If you want, you can wear casual
clothes to work. I think a more comfortable
environment at work will increase our productivity.
Please let me know what you think about these
changes. Im open to your suggestions.
Tapescripts 199
5 A Party for Nelson (p. 100)
Sofia, Ivan, and Gina are planning on throwing a party
to celebrate Nelsons recent promotion. Listen and make a
list of what will be done in preparation.
Sofia: Lets have a party to celebrate Nelsons
promotion.
Gina: Sure. It can be at my house. I think we
should make it a surprise party.
Sofia: I agree. He loves surprise parties. Do
you remember the one for his
birthday?
Gina: Yes, I do. Ivan, remember its a
surprise party. Dont mention a word
about it when you see Nelson
tomorrow.
Ivan: Sure thing.
Gina: What kind of food do you think we
should have?
Sofia: He likes Middle Eastern food. I can call
the Lebanese restaurant. They cater
parties.
Gina: Good. And we can invite the guests by
e-mail.
Ivan: Do we need a cake?
Sofia: I dont know. What do you think Gina?
Gina: I think its a good idea. I know a
bakery that makes fabulous cakes
Stellas. Ill order the cake.
Sofia: And dont forget the ice cream.
Ivan: How about providing a little
entertainment? I have a friend who
plays the guitar. Should I invite him?
Gina: Sure.
Ivan: And someone will need to drive
Nelson to the party.
Sofia: I think itll be a great party if someone
that we all know doesnt spill the
beans.
Ivan: Gina, are you listening? (All three
laugh.)
Lesson 2
Im just beginning to learn how things work.
(p. 101)
Listen and read.
Ms. Pavlik: Whats the matter, Nelson? Dont you
like this place?
Nelson: Oh, yeah . . . um . . . I love it.
Ms. Pavlik: Nelson, you seem distracted. If its
about the website, I cleared the
changes. Tyler shouldnt have
suggested all those bells and whistles.
200 Tapescripts
Were going clean and simple as you
suggested.
Nelson: Uh-huh.
Ms. Pavlik: Nelson, are you here with me today?
Nelson: Oh, Im sorry. I wasnt listening. But,
Ms. Pavlik, I wouldnt dream of
bothering you with my problems. I
promise, Ill concentrate on the project.
Ms. Pavlik: Oh, Im tired of talking business. Tell
me whats on your mind. I love to talk
about personal problems. And, please,
call me Anna.
Nelson: How do you know its a personal
problem? Anyway, I dont want to
complain.
Ms. Pavlik: Go ahead, tell me.
Nelson: I feel kind of embarrassed talking to a
client, but I just got a promotion to
team leader, and now one of my
colleagues is giving me a hard time.
Im wondering if I could have done
something wrong. But dont worry. It
wont interfere with our work.
Ms. Pavlik: Ahhhh, dont worry about it. Come on,
our table is ready. Lets go sit down
and you can tell me about this
coworker of yours. Im an expert in
office politics.
Nelson: And Im just beginning to learn how
things work.
4 I should have told you about my
problems. (p. 103)
Listen to the conversation between Nelson and Paula.
Check the name of the person who has drawn each of the
conclusions.
Nelson: Paula, do you have my disks for Anna
Pavliks website?
Paula: No, why are you asking me?
Nelson: Well, were working on the site
together, and I thought maybe you
needed to borrow them.
Paula: Well, I did, but I put them back.
Nelson: Oh, OK, I guess I didnt look hard
enough. Say, Paula?
Paula: Now what?
Nelson: Whats wrong with you? You could be
a little more polite.
Paula: (defensively) What do you mean?
Youre the one whos always
complaining. Other people like my
ideas well enough.
Nelson: This isnt about your ideas. Its about
you. It seems that you have a problem
with me.
Paula: Uh-oh, now what did I do?
Nelson: You miss meetings, you dont respond
to e-mail, you take things without
asking, and you bring a lot of tension
into the office. What did I do to you?
Paula: You think Im doing this because I
dont like you?
Nelson: All I know is that its very upsetting
when a colleague refuses to cooperate.
You could have let me know that
youd miss the meeting or answered
my e-mail. Is that too much to ask?
Paula: Wait a minute. Sit down, Nelson Tell
me what Ive been doing.
Nelson: (calmer) Well, this is my first
assignment in the new position. Im
very nervous. I want it to work out
well, and I need us to be able to rely
on each other. I know you were being
considered for the promotion, but just
because I got it doesnt
mean . . .
Paula: You think I want your job?
Nelson: Well, you are upset about something.
Paula: I didnt realize it was so obvious.
Nelson: What is so obvious?
Paula: Me, my problems. I have a lot of
problems at home.
Nelson: You do?
Paula: (controlling her emotion) Yes, I guess
Im bringing my problems with me.
Nelson: Is that why you left early the other
day?
Paula: Yes, and I truly forgot about the
meeting. I would have told you if I
had remembered. And I took the disks
because I thought I could work at
home. Im sorry.
Nelson: I dont know what to say. I was so
worried about my new position that I
didnt notice. I should have paid
attention.
Paula: Its OK. Im glad you said something. I
didnt realize.
Nelson: Well, Im sorry I was so wound up
about the project. Im glad we cleared
things up. You arent mad at me?
Paula: No, of course not.
Nelson: I promise I wont jump to conclusions
like that again. I should have asked
you before I made those assumptions.
Lesson 3
Interpersonal Relations (p. 105)
Listen and read an article about communication skills.
Communication is the essence of social
interaction. It influences what others think about
you and how well they understand you. Look at the
following advice for improving your
communication skills.
Observe
Communication is a two-way operation that
involves sending and receiving signals. Good
communicators learn to receive signals so that they
can be proactive rather than reactive to what they
send. When communicating, step into the shoes of
the other person. Read body language, tone of voice,
statements, and silences. Investigate the persons
motivation and fears.
Ask open-ended questions
Remember, your goal is to get enough
information so that you can work with the person to
resolve problems. A yes/no (or closed) question will
only give you a yes or no answer. A question that
begins with why puts people on the defensive.
Think about how you react when asked questions
such as, Why were you late? Why do you act like
that? Who, what, where, and how questions
involve the other person. What leads you to make
that decision? How can we work together on solving
this problem? Who else is affected when youre late?
When do you think you can start working toward
this new goal?
Frame your responses using the I-messages
technique
Essentially you are taking responsibility for your
feelings. To begin, comment on observable factual
behaviors and state the consequences. Finish with
involving the person in a collaborative resolution.
Heres an example: When you give me your
reports at the last minute (fact), I feel frustrated
because I must rush and wonder if Im not catching
errors and I end up barking at you (give
consequences that matter to them). I wish you
would give me more lead time (ask for behavior
change in terms of start doing a versus stop doing
b) so that well both be less stressed (state the
benefits). What do you think?
Tapescripts 201
Match your words to your body language
If youre honest, your body language will
confirm it. If youre feeling angry and denying it,
your tone of voice might give you away. Be honest,
then do a body check to make sure your words
match your nonverbal gestures. Otherwise, you
wont be taken seriously.
UNIT 9
Lesson 1
Friendship in the Workplace (p. 111)
Lynn and her coworker Eva, a social worker from
Venezuela, are leaving work to go home. The two are
friendly with each other but arent close friends. Eva
notices that Lynn seems upset about something and
decides to ask her about it. Listen to their conversation.
Eva: Lynn, you seem worried about
something. Is everything OK?
Lynn: Everythings fine.
Eva: Are you sure? You look upset.
Lynn: Its no big deal.
Eva: Well, you can always talk to me if you
want. You might feel better if you do.
Lynn: Thanks, but I dont like to discuss my
feelings at work.
Eva: Then it must have been very
disappointing that I told Ms. Price how
you felt about your promotion.
Lynn: Oh, Eva, you mustnt think that Im
upset with you! Im just annoyed at
myself for not being able to accept Ms.
Prices praise of my work in front of
the whole office.
Eva: Why was that difficult for you?
Lynn: Well, being singled out makes me feel
awkward and embarrassed.
Eva: Thats hard for me to understand, but
Im glad you explained it to me. As
you know, Im rather outspoken.
Lynn: Yes, I saw you the other day letting
production know what you thought
about their procedures.
Eva: And believe me, it worked. Theyre
going to make a few adjustments to
solve the delay problems weve been
having lately.
Lynn: Thatll be great for all of us.
Eva: I certainly hope so. By the way, Im
having a picnic at the park on
Saturday. Would you like to come?
202 Tapescripts
Lynn: Id love to. Can I bring anything?
Eva: Just yourself!
Lynn: You know, Im feeling better already.
3 You can read their faces like a book.
(p. 113)
Listen to the cassette. Then read each statement and mark
it T (true) or F (false).
People all over the world experience similar
emotions, but sometimes they express them
differently. Children see their parents expressing
sadness or anger, say, and, when they grow up, they
express them in more or less the same way. In some
parts of the world, people express these emotions
very freely and you can read their faces like a book.
In other parts of the world, it is not always as easy
to know what the other person is feeling. Americans
often ask each other, Whats wrong? if they see by
a persons expression that something is bothering
him or her. Many people think that you should say
what is wrong instead of just acting upset or angry.
If a person acts upset, angry, or bothered, but
doesnt say anything about it, some Americans think
that person is being immature.
Boys and girls are sometimes taught different
things about expressing sadness. Some American
parents think its fine for little girls to cry but feel
uncomfortable when their sons cry. These parents
may say, Dont cry. Be a man! This explains, in
part, why men and women dont always express
sadness in the same way. This is an example of how
culture is learned, that is, how children learn to
express emotions from those around them.
Lesson 2
Going Home for a Visit (p. 115)
Listen and read.
Gina: Are you crying?
Lynn: No. Just choked up. I think my
mothers sick.
Gina: How do you know your mothers ill?
You talked to her this morning, didnt
you?
Lynn: Yes, I did, but she didnt sound so
good. I think shes very sick.
Gina: She could have been tired.
Lynn: How about last week? I called several
times, but she wasnt home. She may
have been in the hospital.
Gina: You dont know that.
Lynn: I should have gone back in the
 summer when she asked me to. I even
booked a ticket, but then I changed my
mind.
Gina: But you were busy with getting ready
for college and your new job.
Lynn: Still, I could have gone before I started
the job.
Gina: Stop that, Lynn.
Lynn: I wish I could take a week off and go,
but I may lose my job if I do.
Gina: You can go back for Christmas. Its
only three months away.
Lynn: Do you know what bothers me? I cant
stop thinking that she might have been
sick last summer, and thats why she
wanted me to go back.
Gina: You just feel guilty because you said
no to your mom.
Lynn: She sounded disappointed when I told
her I was too busy to go back.
Gina: She might have been, but Im sure she
understands.
Lynn: I hope so . . . Anyway, thanks for being
such a good friend. Maybe we can go
to China together for Christmas.
Gina: I wish I could go, but my family and I
are planning to spend the holidays
together in Italy.
Lynn: Well, I guess we should have gone
together last summer.
Gina: Stop all this should have, could have.
Lets get something to eat and go see a
movie. Call your sister and ask her if
your moms ill.
Lesson 3
Talking over Problems (p. 120)
Sofia and a classmate are looking at a poster of a conflict-
resolution workshop. Listen to their conversation.
Sofia: Irene, look at this flyer . . . a workshop
on conflict resolution. Hmm, do you
ever go to things like this?
Irene: Sure. Theyre great. They probably
save lots of relationships.
Sofia: Do people actually feel comfortable
talking about these things outside of
their families?
Irene: You dont have to talk about the
details. These workshops just give you
tools for solving problems. If you want
to talk about something specific, you
make an appointment to see a
counselor.
Sofia: A total stranger? I couldnt do that.
Irene: So what do you do when you have a
problem?
Sofia: I tell a friend or someone in my family.
Irene: Thats interesting. Come to think of it,
I tend to trust professional therapists
more than my family.
Sofia: Im amazed to hear you say that.
Irene: Its not such a big deal if you see a
counselor. I mean its not
embarrassing. No one thinks theres
anything wrong with you.
Sofia: Im not against it . . . really, but Im not
sure Id be comfortable doing it. I was
thinking about my cousin Jamileh and
her parents. Theyre arguing a lot. Her
parents want her to go to medical
school, and she doesnt want to go. If
she or her parents went to something
like this, maybe they could get help to
work out their differences. I bet theyd
never do it though.
Irene: Why dont you go? Then maybe you
can help them.
Sofia: Yeah, maybe Ill do that.
1 Im willing to give up a lot to end this
conflict. (p. 121)
Listen to the speaker talk about different styles for dealing
with conflicts. Then match each term with its meaning.
Good afternoon, everyone.
It looks like weve had a good turnout for this
workshop. There must be a lot of conflicts out there.
Just kidding. Im really glad youre all here because
conflict resolution can make an enormous difference
in the quality of our lives. I hope that todays
presentation will help you not only with your work
relationships but also at home.
Id like to begin by describing five ways that
people typically deal with conflicts. Unless you
never get into conflicts you will probably find that
you fit into one of these patterns, or perhaps several
of them depending on the situation.
The first one is called avoidance. A person with
this style tends to believe that if nothing is done, the
problem may resolve itself. Even when they know
about a conflict, they take an it will all work itself
out in the end philosophy. Or they might make the
excuse that the problem is not that big, so why get
into it? However, people who practice avoidance
may discover that problems that are not dealt with
Tapescripts 203
only grow bigger.
The second one is called accommodation. People
who accommodate hate conflict. As a result, they
often give up their position and let the other person
have his or her way for the sake of peace or to make
sure the situation is resolved quickly. They are great
to work with in some ways because they let others
run the show. However, sometimes they may give in
too much. Unless they are brought back into the
community, they may feel unappreciated or even
become angry due to their feeling that they have
sacrificed for the common good.
The third style is aggression. Individuals with an
aggressive style approach conflict with an eye
toward winning the argument or battle. They
believe that for each conflict there is a winner, and
so there also has to be a loser. In trying to always be
the winner, however, they may suffer in their
relationships with others. Others may consider them
hard to get along with and avoid working with
them.
The fourth style is compromise. People who
compromise seek to negotiate so that each side gives
up something in order to find a happy middle
ground. Instead of just trying to win, like the
aggressors, or losing, like the accommodators, the
compromising sort tries to split the difference. They
generally have a sense of fairness, and this is a
positive; however, neither side gets everything they
want.
The final conflict-resolution style entails a
problem-solving approach. These people are
somewhat similar to those who compromise except
for one very important difference. They believe that
a conflict can be resolved so that there are two
winners. How do they do this? By talking about the
problem until they reach an understanding in which
both sides get what they want. You are probably
thinking, Well, obviously, this is the best style, but
unless you have the patience to really work on your
conflict, this approach will only frustrate you. It is
very time- and energy-intensive.
UNIT 10
Lesson 1
Getting Together (p. 125)
Ivan, Nelson, and Tony are getting together with Lynn
and Gina in their apartment. Theyre reminiscing about
old times. Listen and read.
Gina: Do you realize that weve known each
other for three years?
204 Tapescripts
Nelson: Has it been that long?
Lynn: I remember when I first met Yumiko . .
. at the airport.
Tony: And I remember when I ran into you
too . . . I had just had my courses
approved and was on my way to the
cafeteria.
Nelson: And how could we ever forget
meeting Pablo on the beach in Mexico!
Ivan: The Piata Caper!
Gina: Well, I certainly miss Mrs. Brennan. I
wonder how shes doing.
Lynn: Oh, I forgot to tell you that Yumiko
saw Mrs. Brennan in Tokyo.
Gina: In Tokyo? What was she doing in
Tokyo?
Lynn: Mr. Brennan was on assignment there,
and they looked Yumiko up to say
hello. Theyll be in Spain next month,
Yumiko said.
Tony: Spain? I bet theyll visit Oscar.
Ivan: Hey, I have a thought. Pablo said hed
be spending his vacation with Oscar
next month. How about a reunion in
Spain?
Gina: Thats a wonderful idea! My parents
are spending two weeks in Milan, and
I can stop off in Spain before I meet
them there.
Nelson: Well, that leaves me out. Were
upgrading our entire network system
this summer, and I really cant get
away.
Lynn: Me too. Id love to go. But I have to go
home to China to see my mother.
Tony: Well, Im available. Count me in!
2 Id like to have this film developed.
(p. 126)
Listen to the conversation and practice it with a partner.
Then make up a similar conversation about one of the
items in the checklist.
A: Can I help you?
B: Yes, Id like to have this camera repaired.
A: Will there be anything else?
B: Well, while Im here, I might as well get this film
developed.
4 He was truly an amazing artist. (p. 127)
Gina, Tony, Oscar, and Ivan are talking about their plans
and their impressions of Spain. Listen to their
conversation. Then read the sentences and mark each one
T (True) or F (False).
Gina: That flamenco show was certainly
lively! I loved the blending of singing,
dancing, and guitar playing.
Oscar: Ah, thats the essence of flamenco
song, dance, and guitar.
Ivan: Its OK if you like a lot of shouting,
tapping, and clapping. Personally, I
prefer a good old Russian lullaby
anytime!
Tony: Oh, Ivan . . . Well, Im looking forward
to the bullfight on Sunday. I love all
the pageantry!
Gina: Count me out! Im going to the
museum. Bullfighting is not my thing!
Ivan: Personally, my favorite Spanish
custom is eating! Have you ever seen
such a variety of foods and recipes?
Gina: Tell me about it! Ive already gained
five pounds!
Ivan: My favorite is that rice dishyou
know, the one with rice, saffron,
seafood, chicken, and vegetables.
Oscar: Oh, youre talking about Paella
Valenciana. Thats one of my favorites,
too.
Gina: Well, we cant spend all day eating. I
want to go to the Prado Museum and
see some of the Spanish masters,
especially the works of Pablo Picasso.
Tony: Even his bullfighting ones?
Lesson 2
Dating in the Workplace (p. 129)
Lynns co-workers are talking about her. Listen and read.
Mrs. Chin: Did you give Lynn a ride home
yesterday?
Lee: Who told you that I did?
Mrs. Chin: Celia. She said you give her a ride
quite often. I guess people have
noticed that youre spending a lot of
time with Lynn.
Lee: Oh, really? What else are people
saying?
Mrs. Chin: Oh, well, people around here love to
talk about everyone in the office . . .
but, uh, are you interested in Lynn?
Lee: Lynns a great person, and right now
shes homesick.
Mrs. Chin: Uh-huh . . . , go on.
Lee: What? Did someone tell you that I
spent too much time in Lynns office?
Mrs. Chin: No, of course not, but Mr. Nichols
asked me if you two were dating. I
told him Id try to find out.
Lee: Oh, man! Thank you for telling me.
Mrs. Chin: Youre welcome, but is there anything
going on between you two? I think it
can be very awkward for two people
who are dating to work together.
Lee: Mrs. Chin, Lynn and I are both
professionals.
Mrs. Chin: Dont be so defensive, Lee. Anyone can
see that you like each other.
Lee: I didnt know it was so obvious.
Lynns a very private person. Shed be
very uncomfortable if she knew that
people were gossiping about us.
Mrs. Chin: I understand. I just want to tell Mr.
Nichols that theres nothing to worry
about.
Lee: OK, please tell him we can handle it,
and please dont tell Lynn about our
conversation.
3 Mrs. Chin asked Lynn if she liked the
company. (p. 131)
Mrs. Chin has made an appointment to talk to Lynn over
lunch. Read the questions. Check the questions that
would be appropriate for Mrs. Chin to ask.
Mrs. Chin: Im so glad we had a chance to get
together. Ive been wanting to ask you
how you like it here.
Lynn: Ive only been here a few months, but
so far I like it very much. Youve all
been very kind to me.
Mrs. Chin: Well, youve been doing an excellent
job. I think Mr. Nichols did the right
thing in hiring you.
Lynn: Really? . . . Ive been kind of worried
lately.
Mrs. Chin: What about?
Lynn: Well, its kind of embarrassing . . .
Mrs. Chin: Oh, dont be embarrassed. If theres
something you want to talk about, I
might be able to help you. Ive been
working here for ten years, and I have
a lot of experience.
Lynn: Um, . . . . (giggles nervously)
Tapescripts 205
Mrs. Chin: I have a feeling this is about Lee.
Lynn: (giggles again) OK, yes, it is. Hes been
helping me a lot, and I . . . I dont
know if I should accept his help.
Mrs. Chin: Dont tell me anything you dont want
to, Lynn, but I may be able to help you
as far as work goes. Does your
supervisor know that you and Lee are
spending time together?
Lynn: I dont know. And I certainly wouldnt
know how to tell him. He makes me
nervous. I just dont know how I could
bring it up.
Mrs. Chin: Would you like me to tell him?
Lynn: No, not yet. Lee and I havent actually
begun dating.
Mrs. Chin: Well, heres something to consider: Is
your relationship interfering with your
work?
Lynn: Hmm, not really, um, . . . I mean, hes
in a different department, so we dont
work together too closely. I guess
thats why people notice when he
comes over to see me.
Mrs. Chin: Well, thats good, because if things
dont work out, you wont have to see
him too often.
Lynn: Yikes, I never thought about that.
Youre right.
Mrs. Chin: Are you aware of the company policy
on employees dating?
Lynn: No. What is it?
Mrs. Chin: Its against company policy to date
someone who supervises you directly
or whom you supervise.
Lynn: Oh, that makes a lot of sense.
Mrs. Chin: So neither one of you will be able to be
the others boss.
Lynn: I see. Yes, that would be very
awkward. I dont think that will ever
happen, but it is something to think
about.
Mrs. Chin: Do you mind if I ask a personal
question?
Lynn: Um, no, I guess not. Go ahead.
Mrs. Chin: Did you discuss the situation at work
with Lee?
Lynn: Oh, no. I mean, were co-workers, and
thats all right now.
Mrs. Chin: Yes, but its OK to be honest with him
about your concerns. If your job is
important to you, you have to make
206 Tapescripts
sure that youre in control of the
situation. Youre an attractive and
pleasant young woman. If not Lee,
then other young men will be
interested in you, and its a good idea
to get things out in the open.
Lynn: Thats hard. I dont feel comfortable
asking him about his feelings.
Mrs. Chin: I know. Just tell him that you heard
that Mr. Nichols was asking about
your relationship. Say, I dont know
what to tell him. What should I say?
That way, you can avoid bringing the
subject up directly.
Lynn: Good idea. Thanks, Mrs. Chin. This
has been a big help.
Mrs. Chin: Im glad to be of assistance!
Lesson 3
Workplace Etiquette (p. 133)
Listen and read the advice of Dr. Iris Moody, author of
Workplace Etiquette.
OK. So you have survived filling out job
applications, doing the interviews, and waiting for
the phone calls. The company you have dreamed
about has offered you a job, and you have accepted
it. All your worries are over now. Or are they?
New research shows that the most stressful part
of a job search may be the first few days or weeks
on the job. As a new employee, you are walking into
an unfamiliar environment. At the same time, you
want to make a good impression and build healthy
relationships. After all, you may be living with
these people five days a week for a long time. The
following five pointers can help you with the
hurdles of office etiquette as you ease into your new
job:
Listen: Probably the single most important factor
in creating a good relationship is listening. Make eye
contact with the person speaking to you and give
your full attention. Your colleagues will be willing to
share information with you if you show you are
willing to hear it.
Respond: When someone speaks, respond by
addressing the issue he or she has brought up.
Changing the subject abruptly or babbling can be
offensive. You may add your own ideas, but do this
after acknowledging the other persons point of
view.
Do your homework: You may be eager to show
your talents and skills in the first few days at your
new job, but first you need to understand the
dynamics of the office. For example, you need to
find out about the process by which decisions are
made. Are they made through collaboration, or do
they come from the top? In any case, collaborate
with your co-workers.
Advance new ideas cautiously: Perhaps you
are fresh out of college and full of new ideas, and
you cant wait to share them with your colleagues.
Although you may be sincere, your co-workers may
think that you are criticizing their ways of doing
things. This will very likely result in an unfriendly
atmosphere. To avoid this unpleasant outcome, first
acknowledge the positive aspects of the old methods
before you make suggestions for improvement.
Find ways to build relationships: Bring a box
of donuts or, if you work in a health-conscious
environment, a more nutritious snack, like muffins
or fruit, to the office. This will indicate your
willingness to befriend others. Although you may be
tempted to work through your breaks at first, it may
result in your being isolated. Remember that
chatting about the job with new colleagues is as
important as getting your work done at your desk.
2 I cant say I agree with you. (p. 135)
Iris Moody is on a radio talk show, discussing her work
with talk-show host Garth Night. Listen to the
conversation and fill in the chart based on Garth Nights
reaction to the strategies.
Garth Night: And now we have with us tonight
Iris Moody, author of the popular
book Workplace Etiquette. Mrs.
Moody, welcome. Your book hit
the best-seller list.
Congratulations.
Iris Moody: Thanks, Garth. By the way, its Dr.
Moody.
Garth Night: Oh, yes, my apologies, Dr. Moody.
But I have to ask you something.
Dont you feel youre advising
new employees to take a passive
approach to their new job?
Iris Moody: What do you mean? Can you give
an example?
Garth Night: Well, the listening thing. Im all for
listening, especially if other people
are doing it. But I have to say: if a
person listens too much, wont
that person become invisible? I
mean her ideas wont be heard, so
I kind of disagree with that
approach.
Iris Moody: On the contrary, listeners become
powerful people in the work
environment. Not only do they
learn about the workplace and
their colleagues, but they become
magnets for people who like to
talk through their ideas. By
listening, they gain an
understanding that can benefit
them immensely.
Garth Night: I see your point, but I still
disagree. However, I do think that
the bit about responding is
powerful. Nothing bothers me
more than when Im talking, and
someone changes the subject.
Iris Moody: Its damaging to teamwork too.
Good collaboration happens when
all ideas receive the attention of all
people involved.
Garth Night: And the strategy of doing your
homework is very important to
consider.
Iris Moody: You can become a valuable asset to
a company by noticing, listening,
and responding appropriately. In
fact, do your homework plays
an important role as soon as
someone applies for a job.
Employers like candidates who
have taken the time to learn about
the company.
Garth Night: Absolutely . . . Now, Im not sure I
agree with this notion of stopping
work to hang out at the water
cooler, so to speak. Ive always
gotten into trouble with my bosses
when I spend too much time there.
Not that I didnt enjoy it.
Iris Moody: Of course you enjoyed it, Garth.
Youre a talker; you get paid a lot
of money just to talk to people.
Garth Night: OK, youve made your point, but
it might not be the right choice for
all employees.
Iris Moody: Its a strategic move, Garth. People
dont go to the water cooler to
avoid work; they go to learn about
a project, to bounce an idea off
someone else, or to find out who
they can team up with. So its
work in disguise.
Tapescripts 207
 Garth Night: You mean like Uh, yeah, boss,
Im not slacking off really; this is a
meeting.
Iris Moody: More or less.
Garth Night: But I still say that 90 percent of
what happens at the water cooler
is idle gossip.
Iris Moody: It could be. An observant
employee will figure that out and
stop going. Remember that these
pointers are for the first couple of
weeks on the job. If gossip is all
that happens around the water
cooler or the break room, you find
out soon enough.
Garth Night: Finally, your idea of advancing
new ideas cautiously. When I first
read it, I couldnt disagree more,
but after I thought about it, I could
see your point. Some people dont
want to hear from the up-and-
comers right away. A new kid can
really make a fool out of himself,
but on the other hand, I work in
an environment where being loud
and assertive brings rewards. If
you dont speak up, youll never
get heard.
Iris Moody: So you disagree.
Garth Night: Im afraid I do.
Iris Moody: Let me tell you why I think its
important to be cautious with new
ideas at the beginning. You dont
want to pose a threat unless you
know youre posing a threat. Ive
seen so many unhappy new
employees who made enemies
during the first few weeks without
even knowing it. So thats why I
say be sure to learn about your
company and colleagues as much
as you can before deciding on a
role for yourself.
Garth Night: I see. Well, its been great talking
with you, Dr. Moody.
Iris Moody: Its been great talking to you too,
Garth. I love a real challenge!
Garth Night: Remember to look for Dr. Moodys
book, Workplace Etiquette, at your
local bookstore. And now heres a
word from our sponsor.

208 Tapescripts