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Student's Book contents map

page

4

lntroduction to the coulse

page

6

Unit

1

Time

page 22

Unit

Z

Meeting people

page 29

)

Companies

page 35

Unit

4

Great ideas.

page 4l

Unit

5

Advice

page 47

Unit

t

Writing emails

page 53

Unit

O

Pressure

pase 59

Unit

7

Careers

pase 66

Unit

8

Planning

page 72

Unit

9

Products

page 77

unit

10

setting

page 83

Tracklist

page 88

Student'J Book content| map Contents Grammar/Fu.clions vocabuL.rv

E

rtma p+ Presni

simple

r'rdv€bs of P€sonr

lrequ€ncy

conrinuouE

Besinnr^! and

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E

MatinE

p.opb

ortine

erdina

Descrbng routnes S@ al med a and

n€eorkng T6llinq the

rimo

sentene

$.ess

Two

mnvorsalions

can a anguage schoo softout ts tLmetab!€ p@blemsT

';'|t-

pr2

s ar lhe end

ol

Look ng

Eusneescrds oes.ibnq

lor

Trcfrst

F

/st mpressons

Abusinoss unch ausinesslunches

M kaerhas ro m66t

El comp.ni.s My

thrs

vis rors, but

€n heilid

themT

p2o

itsljob

T@ peopr€ brk

P6sl s mPe

aboutrh€rlrsi

Saying

Speakinq in

public

TMollhe odest omp3nrcs A prossntation Tps lor public abod a company speak n0

Strucrunnga

Scena o:The woBr comprnv in theworid?

E cbltidoas Luck2

d.les

Can Levarhan

Seelimpr@6 itt pubic mago?

p23

peopl€ Grcatbusiness rakaboul 'deas o d and newjobs Thee

Pasl s,mp 6 and Pasl

Talking dboul d€c6 ons Yor've

made

Eventsrnlhree oescnbina sorring your

idea

Geninq he6d in m€€l ngs

ExpGssons

tor

loMard

9rapns

lmonfion-

Asho( meeidg

putiino interupting and your vi€wsand ofiering your opinrcn can a iarn ade company impr@e its pe omance?

Advico p36

Dscussinq

wo*placeideas

m€€rng

ideas

E

Selngyoo. deasina

:!q"4

ftelThelFdesk Doesanyone Iakrngabout dea s wnh

€lrs

phon6

lik€ th€

lT

Ask'no 1or

S.dna/o:A toni6le

p6do

4

t

iob

Nasouh ls unhappy Shoud hoapplyJol anolhe,job?

= nor€ prrct.e ava abre o

oblioatons

depanmeni?

herp

Ask'nglor h€lp and 0v'nA

Grdmm.r /

E P@$'ie

Funrrions vocJbu

dry

p5G

Aman

Pr€sent perJed w lh

raks

P,essu@atwork Dscuss nq

hM

Erveyoudone r yetT fteseii pedectwtrl

,Etz^darefu| Geting rhinqs done Polne requests and

Po

s.enano lhe Prcssureh.adrour Orsan snq por

E c".*s

a lour sdredul€ and rhe budqel

Three B,az an and

sraqes in

a.areer

Present periecl

Th,€e

seiie oEan

sed

:f,r.ro Ch.os

E

tuodoce

Sevei ways

funk

a

lob

ro

abolt qo'ig on

presenr conr nuous

a

nt€ntons TM

p$ple

SponraneLtyal

Makngarcn9ements

Aphonecarr.

EmaLrsmakiDg

MaNing amnsemei1s Jor

Presefiand

loryou,lob

A messy success Talk ng about you, pans

will and be g.)hg tolal sponlaneous d€csions and pr€d ctons

p3o

Int€rvewns ydur panner

Adu promore n hordepa(menl?

be9ot19 foand rha ror pans and

people

ais€r lob

Srcn.ro The promorion Whowi Pl.n.ins p72

ta n'ng

wfi

Job nr€rvr€ws

E

rerequesis

'iicnariona

pasi

vistors

Product a

pass ves

Deslse n9

Des:sniealures and product rde

m alrald

ldisagrce

d

s"q

E

and sasreei^c

Agreeng

r:o cerurernsry ^,oapd v

Dnedand ndrcct

culuies

Tone aod

nlo^al on tor

a boss and

he.

o pomacy

employ€e

\r\ol€o ila{s.

s€rring pss

Mak nq

S..naio

A qood

p96

deal

Shoulda supema.ket stock a newprodudlne?

Cr.mm.r p106

Ing about maknqaid

ta

Consumerrypes lmasna,y

seco nd coi ditiona

Pairuolk

exra

Inesultrve'bs

p11s

Functionallanguase p116

An ema

tton to the covrne About the course @work is a course designed forworking adults and students who need, or will need, English in their professionallives.The course focuses on practicalEnglish used in the workplace and would suit institutions teaching general English, although it is easilv adaDtable to coverthe needs of students with more specific learnins soals. The objective of @lvorkis to give allstudents the language skills they need to function in the workplace in a lively and asDiational wav.This is how it's done:

.

.

Cohesive blended learning: The digital resources are integrated with the print material, allowing students and teachers to move between d iffe rent lormats inside and outside the classroom.This means that the learning situations are fully exploited in a rich and engaging way.

People-focused: Th is course brings a humanistic approach to professional English. lt avoids the dryness of the corporate world and motivates learners by presenting language in contexts that all students can relate to,

Gel-the-iob done l6nguage: The skills'development syllabus helps learners to construct the practical professional language and skills needed around the world in the 21st-century workplace. Learning bitos: Optional components are available via apps and the @work Learning Platform, giving today's professionals 6nd students access to engaging, useful content wherevet whenever and however they want.

Studont and teacher tlexibilityr @uvorkhaq been speci6ily designed so that teachers can customise tlie course to the available teaching hours and learning goals oftheclass. In addition, individual students can'pick and mix'extra components to getthe exact blend ofskills thatthey need to work effectively in English.

Gourse components Student's Book The Student's Book is divided into 10 units and provldes over 60 hours ofteaching material.This can be expanded with additional resources and digital add-ons, allowing teach€rs to customise the course to the number of contact hours and the students' requirements.

.

Each unit contains 3 double page lessons and a

business scenario.

. .

New lansuase is introduced in realislic contexts and students are given plenty of opportunity to practise this in communicative situations and pairwork activities. Each unit

linkstotheWriting emailssection, giving

students practice and tips for communicating

effectively via email.

.

A srammar reference section looks at important grammar points in more detail.

@tnon2;r""r* Student's Book

lntrod,uctLon to the courJe

Workbook and eWorkbook

the TheWorkbook can be used in conjunciion with bv students be used can or ir class, sr;dent's Book ln independently as a selistudv tool ol rh^ The ewo..boot rs a fully rrterdr "vF versiol l'ni1q rhF Rr \monoVLE l"d to l|; o" *" W.,i"""r. r^o students share their progress with teacners

.

Allthe key languaSe and vocabularvfrom the Siudents

.

A ranoe of activities helps siudents develop al the rsten!n'l key skills, including pronunciation and extra

. .

learnins Progress tests let students assess their own

eook lessons are covered' so students gain coniidence

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An interactlve gramrnar bank takes studenis throLrgh pract ce kev grammar rules and gives extra

.l7Nl @work Learning Platform

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www.richmondatwork'net

re-'rr'p i worr 'hor('and dio'l" orlpnl -eair'"q "r"rro- Thi\ corrdi'c "dd:!ro1" aVinual to access ano teachers and

SlJoFnr\ ano redch'rs Lcraq

i"ii'.trr'st,aent"

Learnlng Environment (VLE)

.

and For siudents, there are emailtemplates' unittests

theWorkbook answer keY

.

and CEF maPPing

:: ." tj:ti.' .'1..i;ilia: :l

.

Additional digital materials A rdnqe o'valLe_addeo sruoe"nrs

coltenl

s drso dvdildDle q J no

l'v oul the oppo'tunhv lo percoldl:se h" r lea-nrrg

innovative learnina methods and develop panrcurar

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set In Richmond Mazes are fun inieracuve readers det€rmine can students *here *..li"g "*i-"t""t", how the story develoPs

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ei BLsiness S(rlls v d'o roo rlFs I ve clJoprrs Drd'rr' presenlaiions' as such stitts' sivins soeciric Ousiness aitendins meetings and negotiatlng ln English

plav task she€ts Teachers have access to wordlists, roLe

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TheVLE allows students to work online and for teachers to monitor their students' progress

Student's Book Lesson

1

Every lesson ofthe topic'driven units starts with an oppodunity for students to talk generallv aborn ihe sLrbiecl, before exploring it in more detail The

iirsl lesson introduces lhe unil topiL wilh engagi'rg

reading and l;stening texts, involving the students in the topic and giving them the chance to see the targel language and vocabulary in context

Concise grammar presentations appear within the units, reinforcinq key concepts aid providing students wrth a quick reference to the target language Engaging practice and personalised speaking activities let students sain confidence with the new language 1n a

meaningfulcontext.

tir3 liJ r =|:l+al]J,rrEil€ r.tr;*II Ilr*,,,"..,.. fr:,fie-" ",",..",.

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This icon shows where students can find funirer practice on one ofthe manv digital

'Say it right'ptovides an oppodunitv to identiiv and practise pronunciation bY focusing on individual phonemes and stress Patterns

Allthe lessons finish with a production exercrse, where The @work Studentt Book comes with an access code for the digital materials

students can use the target language in a spoken conversation or a written piece ofwork

I^tfoductLoh to the cowfle

For more in-depth explanations 6nd further examples of the grammar covered in each unit, a grammar reference sedion can be found at the back of the book.This can be used in class as part ofthe grammar presentations, or referred to whenever siudents have a doubt.

Gnmmar

There are many listening activities throughout the course, allowing studentsto develop this essentaal skill.The listening texts often take the form of lively conversations and include a varietv ot internataonal accents to ensure students are exposed to a range of different speakers and nationalities.

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Allthe Student's Book audioscriots are Drovided at the back oI the coursebook for students ro refer tc.

I

Student's Book Lesson 2 The second lesson extends the unit topic and again begins with a general speaking activity to generate interest,

New lexis and grammar points are presented within boxes, providing a useful riference for students.

Students analyse an interesting reading or listening text which reinforces the language from the previous lesson and acts as a springboard to look at additional lexica seis and build on grammar points.

There is a variety of activities which let students practise new language in context and develop all the key ski ls.

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The two-page lesson finish es with a speaking task which rounds up the lesson with a personalised focus or a role play, allowing students to m6ke use of the language they

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lntroduction to the cowrie

Throughout the lessons students praclise their communication skills with tasks thal can be carried out in Dedicated activities provide an attractlve stlmulus to get students communicating among themse ves.

The speaking tasks, which take the form of role plays or simple dlscussion quesiions, allow students to pract se target language, as we I as build their confidence when

communicating wilh others.

Pairwork

The situations in the pain/r'ork activities are all basecl around typicalworking situations, so students will feel confident taking what they learn in class and transferring it to their professional lives.

ll

Student's Book Lesson 3 The third lesson in the unit focuses on functional Language

and gives students the opportunity to improve their cornmunication skills by learning and practising chunks of

usefullanguage,

The functional language items are included for their

usefulness in a wide variety of professional coniexts. They are presented visually for students to understand quickly and refer back to if necessary.

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As always, the lesson begins with a speaking activitY to

introduce ihe topic. Students can then see the functional language in context in a range of reading and listening exercises.

12

The lesson finishes with a speaking or role play activity to personalise and practise the language, so students can go away feeling comfortable and ready to communicate in English in a variety of situations.

lntroductlon to the courfie

At Pre-intermediate level, allthe functional language from the Student's Eook can be found in

a

us€ful reference section atthe b6ck ofthe book.

Functona language

Functional language

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Qn. udiig ind

inuiung

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rarking ab@r I ke' and disrikes

Unit5 UnitS

The functional language lesson allows students to learn how to communicate effectively with colleagues, clients, suppliers and foreign visitors, and provides students with the tools to build their confid€nce speaking English at work, in social situations and when travellino.

b amngddb

d€gotiatjng otred.gonesion3

Student's Book Scenarios final l€sson ofthe unit, students practise both the l6nguage and the skills that they have developed throughoutthe preceding lessons in a motivating real-life context in the form of 6 scenario. In the fourth and

Students int€rpret information from a wide range ol sources including adveits, emails, business cards, phone messag€s, to-do lists, webpages, maps, timetables, charts, as wellas excerpts from

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The scenario h6s a narrative thread, which sustains interest and links a'l the tasks together. Students acquire information about the situation in stages through listening and reading tasks untilthey have the overall picture ofthe situation. Students have opportunities to r€view what they hav€ understood at each stage, before progressing to the finalactivity. where th€y have to r€solve a problem.

il

Students are encourag€d to work in pairs and In small groups and are given ditferent role plays to practise the lsnguage ofthe lesson.These rolecards can bo found in the !nit pages and atthe back ofthe book.

lntroduction to the cour|e

Student's BookWriting emails In the middle of the Student's Book is the extensiveWliring

emails section, which provides templates and writing practice opportunities.

A collection of useful ohrases is supplied for siudents to refer to when compiling thear own emails.The phrases are broken down into categories for easy reference.

EachWriting emails lesson istopicdriven and relates to one ofthe units in ihe Student's Book.

Students can refer to email writing tips which cover areas such as: style, tone, formal and informal language, grammar, punctuaiion and spelling They then put these tips into practice by carrying out an

15

Workbook The@work Workbook €an be used in the classroom to extend the course or be used independentlv by students for self-study.

The Workbook conta ins exercises to review the grammar snd key vocabulary from edch lesson, as well as e)dra listening practice and activities to improve pronunciation and use functional language

TheWorkbook is divided into 10 units, which correspond to th€ student's Book, and contains a range ofactivitiesto teview the language from the Student's Book and funher develop key skills

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Notepad exercises make the language relevantto students and give them the oppondnity to personallse their learning.When puttogethet these activities will form a personal profile forthe students to referto

whenever they want.

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Kevvocabularv ftom the unit is r€vi€wed in fun activities, such as crosswords and wordsearches

lntroductLon to the courie

Atthe end of every unit there is a test for students to assess their learning. Students answer 20 multip e cholce questions on different parts ofthe language from each unrt.

To check students understand the grammar points

from

the Students Book, therejs also an inter:ctive grammar section. Students are invited to complete the grammar rules and then practisethem by doing the exlra activities.

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.*L-'.*Allthe audioscripts from the Workbook activities are supplied at the back ofthe book.

Answers to all the activities are available on the @work

ThisWorkbook is also available in digital format. Details can be found on the @work Learning Platform at: www.richmondat\,vork.net.

11

The @work Learning Platform The @work Learning Platform is where siudents and teachers can goto use @wolkon ine. Students and teachers will find extra resources as well as access to the Viltual Learning Environment (VlE).To start, go to:

wwwdchmondatwork.net. Any institution that has adopted a Richmond course can register for the @work Learning PLatform by simply clicking on the 'Register' button of the course homepage and following the registration process. An 'institution' can consisl of just a private teacher. As part of the registration process, at least oneTraining Manager musl be al ocated. Training Managers administef the institutlon's Richmond VLE.They can create classes and add teachers and students. Once a student is added, they can log in using the Access Code found at the back of their Studenfs Book.They wi I then have accessto the StudenfsArea and the additlonaldiqitalmaterialon theVLE.

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The Student's Area includes:

The Tea cher's Area lncludes:

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18

Srudenrt Book dudioscripts Role play task sheets Role play teachert notes

Workbook answers cEF mapping documents Access to theVLE

ror @@rk, Rchoond s

in

word formar

. . . . .

Emailtemplates The Business EnslishWidset Links to useful learnins sites

Workbook unit tests Access to thevLE

lntroductton to the cour|e

The Virtual Learning Environment TheVLE allows an institution to manage all their classes online.Teachers 6re able to create their own blended course by communicating with students, setting assignments, monitoring progress and much more. . Richmond providss each student with extra digitalcontent in theVLE to complementtheir course. Students have access to unittests taken from theWorkbook and interactive email activities that extend the email section in the Student's Book. New products, such as the eworkbook or theVideo lvlodules, can also be €ccessed via the VLE using the Access Codes found with these products.

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a*; VLE is organised into six differenl areas:

Uat€dals lets teachers manage the digital resources, such as uniltests and workbook activities, by giving access to students when appropriate. Libr8ry. where teachers can share usefuldocuments with theirclasses and colleagues. Forum lets teachers and students createtopics and comment on them. An excellent way to get students using English and participating in the learning procsss. Participants, where teachers can manage the students in their cl6sses,

Assignments lets tea€hers set workfortheir students.

lr.rkbook

lets teachers monitortheir students'progress so that as students complete activities, their results are uod6ted automaticallv.

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Additional digital materials

Richmond Mazes The Richmond Maz€s are eritertaining and interactive short storles set in the world of work Students must decide wh ch roLrte to take, creaiing their own adventure and dealing wiih Eng ish throughout These lnnovat ve and fun stories give students ihe chance to see and react to the language they have earnt throughout the course in a captivatlng reaL llfe storv The Richmond Mazes are available as apps lorApple and

The eworkbook For students who wlsh to practise thelr Eng lsh on the mov€. a d qital veision of theWorkbook saval abLe as a CD-ROM or via rhe a4work Learnlng Platform The eworkbook is fLlly nteractive and includes a I aud o tracKs ano answers.

The eworkbook s llnkcd with theTeacher's Markbook on the VLE, so lhat teachers can mon tor siuoenls' progress and identify any probrem arcas.

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lntrod.uctton to the cowf'e

Business Skills These modules are perfect for students who need practice in specialised business skills orforanyone who wantsto use English

2

Extensive video clips and interactive activities focus on a range of skills, inc!uding: 5

Students watch professional situations where these impoftnt skills are used and then analYse and practise the iarget language This boosts the nudents' confidence, giving them the tools thev need to deal with these situations where getting English right can be vitally important. Students can work through the material in

conjuction with the @wol*course, orthev can focus on ind;vidual modules more ntens;vely, in preparation for a specific purpose

. . .

Negotiations SocialisinS

Communications

talk about social media and adverbs offrequencY present continuous

r

nelworklng tell the time begin and end convefsations

Lesson 1l Time in Your life, Page 4 wtn rrls he ofien qoes out 10. karaoke bar or lhe c nem' nlrdiiqlil qets honre belore rarelv co Leao!es He Hef favo|]r te tinre of dav ls aie at n ghl bLrt sh' doesn i sDefd a her I m€ al work look nq :rt the stirrs throlgh l-olescoDe She speids a ot of I r.e on tlre s!percomputer sire on v llses |re a1 the un vers(v and n rneeL ngs and tn nKs Sire sonrei ghts . t-eLescope o.e or two I

LESSON OBJECTIVES:

r

'

adverbs offreq'1encY

w'et

'ncs waste of tlme beca!se th_6v Last so le:g!es ono bui sne llkes \alk fg to her co I slavorr te t me ol dav s earv n the nrorn ng becarsc tsouet.nd ca.n He o{1e. gets !pearvtopfactseand he usLra v spends lhrec of Iolr holrs plav ng i lre has .n rmportanl concert or fecllal h€pr'cisest'rlveo'sx ho!rs.To relax, ne eniovs.ooklng or laknq hls daughters lo go 1.] the park. bLrt re savs lre doesnt lrave e'oLrgirt me 10

tlral ihe neetlngs are

Warm up For Stan ihe course with a 'Getting to know You' aclivitY whiteboard: the on example, write the following areas rtt nane t nicknane,\2) honetown' \3) cuffentiob' Divide the class iii amoir;ons ana tst loobies and inteiesis' Ask stuclents number' a has student into orouDs of five Each qLrestions bY askins their in *"tv""e sroup i" Li-" time? """. "" frec in their area, e.g L4lhar do vou do in vour ng Then, students repofi back to th€ whole class' Lnlroouc evervone thev interviewed and themselves Encourage quesilons across the ctass Take notes and be readv to ieed back on anv major language problem areas Introduce yourseLf brief v to the students and encourage

Start uP co11o'ara o ouF> o'nc re O t",, r,,"*,. '* rhev wii ''\now 1"wordtr"sle lltF - .n Lime Cr-c aqo n ' dralu L\'-h'! l- oersol 5hou d l cl rhe que'rio1 . n al 1"

1.1 Focus on rhe photos and check students can

out the meanins of stylist arcl astrcnomer' pre teacr, .ome wotos trom the text, such as reciial (a musical oerformance) and spare (as in sp're time i;ee; addltional or exira) Ask students to read the tim€ o!estionnaire and then listen to tour people answeflng iire quesuonnaire.Tell students to note down the names ofihe p€ople bejng described Check the answers

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.))) 1.1 hsi He neler goes Lo mcetings He speids most ol w1h h s clstomefs He kes hls lob. bui h1s i'v

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da! ls abolt 9.00 Ln the evennig wlren he I n sres work He nerl to usua v qoes for sonrethlfg to elt at lire snack b^r rre salon He th nrs cooinq sawasteofilledheilhere d ni€r' are so m.ny good. cheao restaLrfants nearbv Afrer

22

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answered. check the answers

Reading .)))

a

ANSWERS 1

2

3

4

LBo O eg KarP nskY

6 -

esk students to complete lhe sentences with the nam of the people in O Use this exercise as a chance for stuclents to practlse using the th rd person s in therr answers. check the answers

1

TLrne ANSWERS 1 Janaki/ O eg

2 Oeg 3 Li B')

ANSWERS

1 never 2 aways 3 |]sua y

4Iaia 5

Janaki

Speaking O Divide the students

6Taa

in pairs. Do one of rhe examptes

with the who e class flfst.Then ask students ro discuss the activities. l\/onitor the conversations and provide language feedback.There are severai ways of doing this and you can vary the way you provide feedback during the course, Note: it is also motivating for siudents to see language lhey have used well and su ccessfu I y. Wriie up the stuclenis' mistakes on the whiteboard or an OHT and ask students to correct these You can write up the mistakes at home and photocopy them, and rhen hand them out to sludenis in the next lesson. Students work in palrs to correct these and then you can give genera feedback to the c ass.

Grammar Read the Gfammar box with the class. Focus on the O present

simple table. Focus atrention on ihe grarnmar

@

reference section link and look al page 106 together. C vp rlre "rLdeits d few m .lutar ro do thp e:e1i"e. Check the answers. Stld€its cai f nd more.ctvles al wwr! richrnondarw.rt nel

ANSWERS a He6-9@goes to nneet ngs He spends mosl of his time wth irs customers Ne kes his lob, but his favourle iirne of

d.y s about 9 00 n rhe even ig when he f n shes work. He @!,@goes for somethlng to ear at tl-re snack bar nexr ro the sa on He thinks cooking is a \,\raste of tin-re wher there

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c

d

are so many good, cheap resta!rants nearby After d nner, he€@goes out to a karaoke bar or the cinema whh his co easLres He(aleDgets home before m dn ghl Her favoLrrite time ol day ls laie at n ght, bLrl she doesn't spend all her ume at work ooking at the stars through a te escope. She spends a ot of t me on the supercompurer at the Lrn vers ly and In rneel ngs, and she on y Lrses the le escope one or lwo nighls a week She.56et[!E]th nks that the meet ngs are a waste of t me because ihey ast so ong, bur she lkes ra k ng ro her co leag!es. His favoLrrte 1me of day is eary ln the morn ng because l's qu et and ca m He@getsLrpearytopractseand ,re lsua y spends three or lorrr hours p irying lf he has an mportant concert or rec la, he pfactses for f ve or six ho!rs To re ax, h€ enloys cookrng or taklig lris dalghters to the cark. but he s.ys he doesn'i have eno!gh rime to go She tlrinks emails are a wasle of r me and that r's llluch

cefter to talk to people face to face. she spends mosr ot h€r : me at work n r.eetings ortrave ng Shesaysrharwrh 3 husbafd, three chidrei and a fu t me job, she doesn'r -rave any spare t me Bul shed@Dstops work a! six n the :ven is and@Dworks on Sat!rday afternoons or S!ndays.

@

ouo"rr, or rnpcldrrdndas r-Frr ro lon ur6 e rr wiih the adverbs offrequency in O. Checkthe answers. tocus

Ask students to write six sentences abouttheir own lives similartothe sentences in O. Monitor and checkthe stLrdents' sentences for accuracy-

Lesson 2: What are you doing at the moment?, page 6 LESSON OBJECTIVES: Present continuous talking about social media and networking

Warm up Find out whlch students have changed their mobile phones tor a sma.(phone. Ask if anyone has a rabler and / or a laptop. Ask students how much their life has changed wlth these new gadgets, and if their working life and social llfe has lmproved, or has become worse in any way.Why?

Start up Q. as a read ln, do a quick check as to who is on Facebook. Divide the c ass into pairs in order io discuss the questions.Take answers from the studenis and encourage f urther discussion.

ANSWERS

1..tays 2 lsuay 3 often 4 rareiy 5 never O

Tell students that in this exercise they shouro use eacn adverb of frequency once. When they hav€ completed

the sentences with the correct adverb offrequency,

Voca bu la ry

O

Ask students to skim the descriptions. Pre-teach some words from the descriptions, such as pfofile (the information you pul up about yourse t or a company) ard networking \ra be in touch with a loi peop e socially, often across the internet). Students complete the names. Check the answers

23

ANSWERS

1 Linkedln 2 Twitter 3 Facebook 4 Tumblr tl'e woros i'r L5e bot l' laLFcscft O che.l "lLdelrs ''ow piFce (d o1 eqLrpre'rt or na'hilelhrt - ore rea.n: dPv,ce

does a oarticuLar lhing) and /i'k (conn€cr) Ask students to complete the sentences wilh the words in the box Check the answers

ANSWERS '1

share 2 post 3 network 4 profile 5

[$l Stlde.ts

can l]nd more actvites at

ner

Grammar w rh I1e class l-^r us o'r Lhe O F"dd In" Grammar bo\ ls llo{ lLre - ore'err cont'ruors t.bl" L1'ck "lJoer pPrmdncal aa

e(lle

tFnpotarv. the oopo5ilF of

Tell students thev can read more aboLlt the presenr page continuous in the grammar reference secllon on 106. Ask students ao compleie theiext about Twitter wilh the verbs ln the box in the present continuous check the answers

ANSWERS

5

6 7 8

is happening s slay ng rs, chang ng are planning

@

'

Lesson 3: ls that the time?, Page 8 LESSON OBJECTIVES:

devrce

wwwr chm'ndatwor(

Students credte rive sertences about a cldssmdte' using the information lhev found out in O lf vou fFel iL is Io aDDroprialF, they could perhaos 'ead out lie se'lences the student whic5 suess iri,i"iirr r"a "Lr* "tudenrs about sentences are'""

telling the time beginning and ending conversatrons

Warm up Find out frorn students how 'sociable' theY think th€v are inia on a scale from (1) = not very sociable, prefers to stav peopte meetins lot and gains out a tikes ls\ = ierv sociabie, ar'oaa;e!. encourage ols;ussion on this ropic, sussestins pernaps tt'at we a,e more soclable when we re less tired

Start up .u"'ePt or rt'e wnileboa'd dnd qer @ w,". 'n" *o'c you wnal it redrs: som'one !oJ dor't - srLrdent' lo Iell drscuss

know and have never met Ask students to the ouestion and theY can get some deas rrom rne photos at thp top ol Ihe pige E':Li sore rdec\ 1om lh' q Dtd vor tee IhP matcn v'srcrdav:

'p"n "ir*"*, " it'll rain later? Doyou think

0) -

po nt our ro

are doing atthe moment' or'nowadavs' activitv f;r accufacv When students have finished'

ast some oi ,e stuoents to give examples of some of pro;Fcls the thinqs rnev o s"ussed e g whal 'urrelr followFd mosl s the w10 on: sLudenls- dre wo4ilq person onTwitter in the class Check the answers

ANSWERS Whrch / How many projects are vou worklng on2 \An(n e^\ 'lora d 6 vou lo'lo'1S Which books are You readlng? Whal klnd of music are vou istenlfg to7 Who are You fo low ng onTwiter? WhichTV programmes are vou watcnrng'

tl'dL in the

ur' wh''e Ih'

weatt'er's.nanqealrle,lhistopir is'reqLenrlv Jsed in conversation; Ask the students to complete ihe

net Strdents can lincl more acllvities at wwwr chmondatwork

Speaking ro nrerv ew rrFi'pa11e usirs G) p,L.r,ae"r. '" oai's fhey houlo fiad oul wl'at lhev bo. 1l're - the rcleds Monitorthe

't.aenLs

ANSWERS

o.

See

@ 1 2 3 4 5 6

.r))

t.z

r"l

"t,ount"

to

isien to the sentences ro check

t s terr ble weather, isn'i it? Look at Can vo! te L me what the t me is7

Do

that ra

n

vo! know what t me th s la k llnishes?

li's a beautifulda!, isn't lTThe suns reallv hot t must be nearY t rne for unch' was so ate Ls thal the tinre a readvT I didn'l real se t

ANSWERS

l rain 2tme Stime 4 sln 5lunch 6tme

Ti.me Vocabulary lO Put stLdents in pairs ro studv the clocl.faues Tt'ev - should w'ile down lhe corecr limF, usins rhe times in the box. Check the answers.

ANSWERS

e

.r'i r a

1 2 3 4 5 6

fs quader past three. We start at seven fortyjve. They arlve at eleven thrrly We want to fin sh before quaner to one t's akeady haLi past two Can you get here for e gl-rt fortyjve?

ANSWERS 1 lr's q!ar@past three. 2 We stafi@seven foriyjive. 3 Thev6)r veGI eeGh thrrty.

quaner past tnree

g rolrr twenly

ilwelveiorty

4 We;ant(O-iin,sh 6efore quar@@ one. 5 lt's@ready half past two. 6 Can yo! get here €reight fo.tYJve?

lO -

lO -

i

half past three

Focus srudFrts on lhe €xdrnole of an ahernative wav oi sdying the time dnd tne,r asl them Io Lor I'nuF When students have finished, ask ihem to cornpare thelr answers with a padner. Check the answers

ANSWERS See O.

@

.D)

t.f l"t

lisrer ard checr rhe', answers.

"tuo""t.to Play the audio. Check the

answers.

b

Seven forryjive or

e f g

Ouarter past three or three fifteen One fifty'five or five to two

i j

Ha f pasl three or lhree thny TweLve iofty or twenty io one

Reading @ Wrlte tne'term

smail ralA on Ine whiteboard and dsl studenls to sdy whal they undFrstdnd bv rhF term e.g talkjng about areas which are not so important, like the weather, in orderto build up a socialising relationship with someone, and not allow silences which can cause discomfort. In some cultures it is important to make small talkj it is iess so in others. Elich students thoughts and encourage fu rther d;scussion

qlarterto eght

ANSWER

Folr twenty or twenty past toLrr

Making sma ltalk is making polite conversaton about u rn porLall or I va s-ojp' rq, aL so'ia o o-srnecs occa'io-s

llf -

ANSWERS See audioscrlpt 1.3.

lgl Sr.d"n-.""1

nd mo'"

"'

.,\..

Ask studerts to work alone and practise savins ihe sentences in O Yor could lnen do sone ind v dLdl and choral drilling to encourage them to work on their pronunciation of schwas Some studenls whose first language has very strong vowel sounds, like Spanish, often struggle with this soLrnd, so it's good to do a lot of practice and consolidation.

".

a-

^^

^

c!-4-.r' r^o '

1o'

Say it right .)) t.l cn""r you' know rhe te.ms srress and @ "tudFnts oi word skess, perhaps sillable. ?tovide dn e\ample

using a name e.g. M3lta / Maria. Write this name twice on the whiteboard, drawing a small square to show the stressed syllabus overthe first svllable {lMA-ria) and then the second (lr4a - al - a) to demonstrate ihatchdnsing Ihe posirion ofword srress pioduces. completely 'different' name. Play the audio so siudents can l;sten and underline the stressed syllables.Tell students about the 'weak form' in English, which is shown bythe'schwa'symbol.Ask students to crrcle the unstressed vowels. Check the answers

Ask studenrs to 'ead rhe raxt ald lhe sD senrencFs and decide if thev are rrue or lalse Check or pre-teach: remark (a few words which give the facts or vour opinion about something) Check the answers

ANSWERS

1 False 2 True 3 True 4 False 5 False 6

False

Listening t.S eoinl out tn,t Lhere :s d delinition ot rhe worcl @ - 'D) in lhe voudbulary bor in lhe text Tell sludents vou iiboo

will play the audio of two conversations, and that thev should tickthe topics discussed in each one Checkthe

a

,,

ANSWERS

ra

I

Opening the conversation

K=Kamla,M=Mike

Now are th ngs with you?

are yo!7 M: Not too bad. How are things wth yo!? K: Good fs such a love y daY iodayl

Showing interest Bea ly?Thafs nterestrng

K: Hi, M ke How

MrYes, beallif!1,

s.1

R€a

t?

oLrr con'rpan es.

Anyway ts been n ce ta krng to yolr. M:And you. See yo! aga n soon 2

N: N4ark MrOh, hl NLkk Hows bus ness? Nr Good gol promoled aslweel! M: Rea y? I d dn't know tl-rat. Congratu atlons. N: Yep. now m a reglona m.nagerr M:Exce entl Are yo! staylng on alter the conference? N: No, bt]t mightcome back here wlh my lamivfora hohdav. an amazng ocaton, Nr Yes, il s wonderfLrl

snl

t?

M:We,ltwasnlceseelngyorr. rea y nrust rusiito th s Nr Sure, el's do llnch later M:OK. greatl

ANSWERS 1 wealhet /

2

where they are

@

bus ness gossip

/ TV

li's an amazlng

snt

(7

Yes, its

ocalion,

n ce ta krng to yo! Wel , it was n ce see ng

, ts been

wonderful.

yo!.

Speaking to *otk wilh . partner'They should choose *t @ "tra"nt" - a topic from the box and try to keep the conversatlon golng by using some of the expressions from the table in lD. Monltor the conversations and take language notes. In feedback, prais€ students for anv good

N=Nikki,M=Mark

Mrlt's

drdn't know that

Keeping the conversation Ending the conversation gorng

Kr DLd yo! hearTechio Apps are blying So systems? M:Rea y?Thats nteresl ng K: I know Do yo! th nk there lbe iob cLrtsT M: Probably, tlrafs what Lrsu: ly happens whenTechno Apps

K: Hrnm, et's hope they keep away lrom

ly?

/

where they are

fa.^ily

/

The secold t'lre vou play I'ro audro. paJse atler Pacn gdpped phr.se n oroer Io give slJoenls d (l_dnce lo complete the phrases. check the answers.

examp es of successfully making small any lmpodant anguage m stakes

ialk Polnl oui

Set up a mingling activity, where students pretend thevte at a cocktail party and they have to socialise Beiore starting, issue the siudents with 2-3 'topic cards each, and tell students to try and use each of them. ldeas fo. topic

cards are:the business news/spods news/recentfilm / recent rrip / forthcoming trip / next holiday, etc. circulate and listen in on the conversationsj take notes on common problem areas such as forgetting the third person s; pronunciation problems. Finish the activity with general feedback, using the whiteboard. Remember to praise students for any good use of language or strategres ior

showing interest, etc,

Scenario: A question of time, Page 10

ANSWERS

SCENARIO OBJECTIVES:

2

Students will look atthe problems at a language scnoor called Casa lnglesa SP

3

5 5

nterestrng taLklng 1l] you

know thal amazins

8 seeifg the pl-r.s"s rron (D ro In" to @ ntr .ruA"nt" ""nqt"r o'rhe erpressiors ro w te on tl_e Choose 50-r"

Warm up Ask students who has ever taken language c asses al a private language school. Find out what it w;s like Encourage students to say somethlng about the class sizej what tlme of day the classes werej what they liked and didn't Like about

L.ble.

whiteboard, :nd draw arrows to show ihe rise and fai oi the intonaiion. Point oLrt that this ls important to show interest- Drillthe pronunciation with students chorallv and individually (you mightfind it helpftrlto !sethe speakers on track l.5forthis).

(ru

ntr .r"ctents to ,e,o rne soLicl nelworl ng pdge o' O - Casa Inglesa SP and answer the three questions Check students know how lo pronounce the word 'personnel with the stress on the flnai sYllable Check the answers

TLme ANSWERS

.i\rt

1 A lafguase school.

H=Hernani,B=Bebekah

2

Ens sh lansuase trainlns foradults and ch dren, n'conrpany classes, exams treinlng, other language services nclud ng technical translation and lnlerpreting, Poduguese language

3

StLrden$' own answers

@ ,ltr

*uo"nr" to n"rtc.l r1a four words with thci. meanings. Check the answers, and check that they can pronounce the four words correctly.

Hr Hi, Rebekah What are your ho!rs now? Rr I work from half past seven lo ha I past e even in the morn ng and then from half past two to ha f past foLrr n the afternoon Th s s OK ln genera , bLrr the diff cLrt th ng is sta( ng at half past seven. . R:

My daughter's nursery doesf't oper unt lsevef o cock and that rneans I usua y only have 20 m nutes to gel to work

(o rf Le r.sr.
ads/

^1,

yorJr

weaknesses, Sebastan?

terrolelV.al-. BL- re\ar 1i'c

)

lessons and lth nk l'm getling a blt belter. A: OK. so wl-rat do you th nk you can offer n your iob that nobody e se canT Sr N/ly T skils and my abilty 1lr solve prob ems. A: OK, and where do yo|r seeyolrsef nfiveye.rs'tme? Sr Well, 1'm getting marr ed next year and my fancees famly are a] from here N4y future is defin te y here n Mlmbai I also know want to st€y wth this company beca!se lknow there are lols of opportun I es.

1

A=Anu,R=Rajesh A: So Fajesh. whatareyo!r weaknessesT Rr Sorryl Ar What do you lhlnk your weaknesses are, your bad poinls? Rr l.lm, er, perhaps, yes, sornetimes lwork too hard.Thafs it; push myse f and push myse f when sl-ro!ld j!st slop. A: OK, so what do yo! th nk you can offer in your job that nobody e se can?

R: My connecl ofs

n

the corporate world and my leadership

A:

see. And where do you see yourse I in five years lime? R: n five years time I can see .nyse f perhaps as head of a department, ether here or n another s miar organisation 2

ANSWERS

1 terrib e

4

hes getting married next year

@

K:

see myse f jn a role wth more responsib tythanlhave now and where can develop mywritng and p.esentaton sk Lls, brl hope sl ll be e'np oyed here.

ANSWERS

t 3

he works too hard

,a"l

to uuork in pairs to discuss if they have "tua"nt" changed their mind about the strongest candidate.

eur n g'oups of lh'"e - A. B a'rd C. Ask edcl^ @ student ",0""r" to study their information. Check students

know the following words and phrasesr drop oui (leave university or stu.iies early) and charmins {altraclive and pleasan0. Studenls should add to their list of candidates' strengths and weaknesses.

A=Anu,K=Karuna Ar What are your weaknesses, Karuna? K: We I, n-ry Eng sh co! d be belter lt's somelh ng I want to practise more wlh c ients so that feeLmore confdent. Ar OK. So le us about yo!r strengths Kr l''n very focused. ve deve oped relationsh ps wlth sma Ind an bus nesses that nobody e se wanted to work with because they can't g ve much, bLrt they're st I some of o!r rnost regular donors A: Great! And where do yoLr see yourse f in five years timeT

lvlarath

2tT

@

uave a meetins. Set a time limit, such as fifteen minutes, to exchange information and also make a decision. Monito. the discussion. At the end, have each group report back on which candidate they chose, and why. Finish the lesson with lansuase fe€dback.

Ask students to write a letter intorming the successful candidate of his / her appointment.To do this, remind students of a basic letteFwriting structure (your address / recipients address/ date/ use of correct opener such as Dearlnamel and vours s,rcerely).You can also brainstorm suitable phrases such as We are witing in connection with ... /we are delighted to inform you that... and wtite these on the whiteboard so that students can incorporatethem

eadership

4 5

head of a department

a

more responsib lity

hef English

@

.r,o.n," thar thev wilr now l^ear a1 inte.view wnh Sebasr an.Thev sho.rld comDlete rhe notes. Checl .r)) Z.U r",r

Writing emails Go to Writing emails 7 on page 50 and do the exercses. Teachers Book reference on page 56.

^L^g UNIT OBJEGTIVES:

bego,rg toand the present make arrangements continuous - plans and intentions willand be going to -

Lesson 1: Being organised , page 72 LESSON OBJECTIVES:

spontaneous decisions and

,)i x r 1

be

go,r9 to and the present condnuous - ptans and

Warm up

spend a ol of time organis ng

tt.r

ngs My desk.

f

ing cab net

complter deskrop and ema s are pedecrty organ sed. Bur l added t !p lasr week and I spe.d neary a whole day every week do ng t So, r w lt be hard, but t'm ior go ng ro be so ridy m gorng to be more re ared about nress and Jocus on work 2

Ask students to describe their desk at work (or home) to a partner. Howtidy oruntidy is it?Whatdo they tiketo have on their desks? (The teacher coutd take rhis opponunity to review some stationery vacabulaty, e.g. hole punch, paper clips, pens, erc.l

activties msureit lmakemefee betrerafo

rt up Q lst sruaents to toot< at the four photos and rel you

'm qu te nd€cis ve my co eagues seem ro be abte ro make dec s ons q!ickeithan me-and ttretr d€ciso,rs dre forworse th.n mine I m go ng ro make dec sions mofe qutckty t,n-r a so aea y happy that l'm nor going to worry abo!r mess any more

Sta

any words which come into rheir minds, e.g. urridyl tidy I organised I disoryarised. put students in pairs In ofder to answer rhe thfee quesrions. When studenrs have finished, ask ihem to reporr back on their ideas. Encourage f urther discussion.

Reading

@

asl stuaentsto reaa the titte and checkrhey know the word messy(very untidy or dirty). Ask students to predict the content of the 6hicte.Tet them to skim the text fairly quick y and then answer the question at the end oflhe paragraph.

O

Pre teach or check srudents knowthe fo owins words: sponrareous (happefing in a narural way, wirhout thinkins); response (reaciion); suryey (set of questions you ask a large number of peopte). Ask studerts to read the text carefully, and rhen answer the questions. Check

ANSWERS

1

The r offices were not wellorganised.

3

They think more cleary.

4

Look forthings

5 Wa

"LLclelts. mar J'ey cr rl a buvprs !or Roben"o1.s._ett sLuoent E-s rndr thp\ wo^ ror a co.npdny whicn mdkes past" sducFs. J.l order ro pcpdre to.lt e rote ptd). s']oLrd .ejd rhe 4{ornarron or thFir Ldrds "tLclFnts A dr the oonom o. the o.ge drd I on Ddge i0l Spt Lp rh. -ote p ays. rvonrro. e rot" D.a\s drd rdk. tdIsJoge 10.es. I rr,sh thF tessor w , .eeooa(( on .ow wp stLd.nl> usF,15. Lo']dir o, dls, a10 on any rpondnr ,arqLdge mrsrakes sludents nrade

lO

Fir sh thp S.pn",ro

bv rne srLdFnr> ro wr,re al enrc.t . on...m ng rhe"s"ins our, orre ot .e neSo..dron. Inp 5tudFn ssfoL,o .lc uoe"1y retevdrtcondiLiorcl serrence>. ( hect srrdenls wr,lirg ,or dLcLrary.

181

5p

cDl

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1.1 1.2 1.3

Lis

o

1.4

1.7 2.1

A:l I

B:

I

I

2

c:: C:l O:l

C:l

E:

2.2 2.3 2.4 2.5 3.1

3.2 3.3 3.4 3.5 3.6 3.7 3.8 4.1

4.2 4.3 4.4 5.2 5.3 5.4 5.6

e-

5.8

t- l L_

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cD2 Content Un[ 1, page 4

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Unrt 1, page 8

2

Un Un

t I, page 8 t I, page 8

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1. page 9

5 6

l

Track 6.1

6.3 6.4 6.5 7.1

7.2

Un 1 2, page 13 l.ln t 2, page 13

I 9

7.4

2, page 15 2, page 17 2, page 19 3, page 20 3, page 20 3. page 2l 3, page 23 3, page 23 3, page 25 3, page 26 3, page 27

t0

75

11

z6

12

7.7 7.4

Unit Unit Unit Unit Unit Un

t

Un t

Unt Unt Unt Unt Unlt4, page 29 Unit4, page 32 Unit4, page 32 Unit 4, paqe 35 tlnn 5, page 37 Unrt 5, page 37 Un t 5, page 39 Un t 5, page 39 Unt 5, page 41 Unt 5, page 42 Unt 5, page 42 Unt 5, page 43

13 14 '15

t6 11

t8 t9 20 21

22 23

24 25 2A

27 28 29

30 31

32

8.1

4.2 8.3 4.4 8.5 9.1

9.2 9.3 9.4 9.5 9.6 10.'l 10.2 10.3

Un t 6, page 57 Un t 6, page 58 Llnlt 6, page 59 Unit 6, page 62 Unit 6, page 63 Unit 7 page 66

Unit 7 page 66 Unit 7 page 67 Unit 7 page 69

1

2

3 5 0 7

8 9

UntTpase69 UntZpaseT0

t0

lln t Z page Tl lln t Z page Tl Un t 8, page 73

12 13

Un 18, page 73 Unlt 8, page 75 Unit 8, page 77

t5

Unit 8, page 79 Unit 9, page 82 Unit I, page 83 Unit 9, page 85 Unit I, page 85 lln t 9. page 85 Unt 9. page 87 Un t 10, page 89

18 19 2A

Un Un

t t

10, page 9l 10, page 93

1l

16 17

21

22 23 24 25

26 27