Choose a dialogue and act it out with a partner.

1. Choose a dialogue and act it out with a partner. C: Good morning. May I speak to the Personnel Manager? R: Who’s calling, please? C: It’s Tim Harrison from K & S Co. R: Just a moment, please. I’ll see if he’s available at the moment. V: Good morning. My name is Paul Phillips. May I speak to MrWilliam Smith? R: I’m sorry, sir. Mr. Smith isn’t in. What can I do for you? R: Collins Electronics. Good afternoon. C: Good afternoon. MrsDoris Robinson, please. R: Name, please? C: Henry Higgins. I’m her lawyer. R: Hold on a moment, MrHiggins. I’ll put you through. V: Excuse me, could I see MrJohnson? R: May I have your name, please? V: Tom Blackburn, from New Instant Technology. R: Please sit down. He’ll see you in a minute. V = Visitor R = Receptionist C = Client

2. Answer key • Give students a few minutes to practise their dialogues. • Volunteer pairs act out their new dialogues in front of their classmates. • To suggest a “telephone” situation, ask them to sit back to back. • Use the Speaking Evaluation Chart.

3. Ask someone to do something. Be polite as in the example. Example: come back later Could you come back later, please? come back later repeat that call back later call tomorrow morning spell that again wait a few seconds speak a little louder V = Visitor R = Receptionist C = Client

4. Answer key • In pairs or small groups, students take turns to practise formal and informal requests. FocusonGrammar Company policieswillrequire office workers to be courteous and politenotonly to clients and visitors, but to fellowworkers as well. Modal verbsare usedforpoliterequests: can, will, or more formal could, wouldormay.Forexample: Can I seeyoufor a moment? Theimperative. We can use theimperativefor politerequests in English, butweneed to “soften” thelanguagebyaddingplease. Forexample: Have a seat, please.

5. Complete Column A. Then ask a partner to spell out his / her answers and write them in Column B. Then change roles.

6. With a partner, write a dialogue about locating people. Use words and sentences from the unit.

7. Ask and answer questions to complete the information on your role card. Student A First name: Margaret Surname: Place of birth: Bristol Date of birth: Job: sales assistant Languages: English and ___ Phone no.: 7700 912292 Student B First name: Surname: Robinson Place of birth: Date of birth: 16/4/92 Job: Languages: ___ and French Phone no.:

8. Ask and answer questions to complete the information on your role card. Student A First name: Hayley Surname: Place of birth: New York Date of birth: Job: waitress Languages: English and ___ Phone no.: Student B First name: Surname: Wilkinson Place of birth: Date of birth: 7/26/94 Job: Languages: ___ and Spanish Phone no.: 202 555 0197

9. Ask and answer questions to complete the information on your role card. Student B First name: Surname: Black Place of birth: Date of birth: 3/10/86 Job: Languages: ___, ___ and French Phone no.: Student A First name: Peter Surname: Place of birth: London Date of birth: Job:complaints manager Languages: English, Chinese and ___ Phone no.: 7946 0234

10. Answer key • In pairs, students practise asking for the information missing to complete their role cards. • Students can spell the words if they do not understand them. Example of questions Who is she / he? What’s her / his first name? What’s her / his surname? Where was she / he born? Where does she / he come from? When was she / he born? What’s her / his job? What languages does she / he speak? What is her / his phone number? Focus on grammar A common phrase erroneously used by second language learners is Could you repeat that, please? If you are not specific about what it is that you do not understand, the speaker will most likely repeat the entire phrase exactly as he / she had said it before. Ask students to spell a specific word from the Key Vocabulary box or to use question words: Who? Could you spell your boss’ surname, please? Where? I’m afraid I don’t understand the name of the place. Could you spell it for me, please?

11. Role play the following situation. v v Student A You had a meeting with MrSmith for tomorrow morning, but you cannot attend, so you call to cancel it. Name: Caroline Hamilton Company name: Technologies Enterprise. Phone no.: 8393 6580 Student B You answer the phone call. MrSmith is not available right now. He will in a couple of hours. Take the message of the caller. Company name: ABBC Bank

12. Answer key • Give students a few minutes to practise their dialogues. To suggest a “telephone” situation, ask them to sit back to back. Volunteer pairs come to the front of the class and act out their dialogues. • Revise different uses of the future tense and the verb to be in present tense. • Students use phrases from the Key Vocabulary box to make similar conversations with a partner: Can I speak to MrSmith? I’m sorry, sir. He’s not available. They can even explain why he / she isn’t available: He’s in Munich until Friday. v Example of conversation A: Good morning. May I speak to MrSmith, please? B: Who’s calling, please? A: It’s Caroline Hamilton from Technologies Enterprise. B: Hold on a moment, MrsHamilton. I’ll see if he’s available at the moment. A: OK, thank you. B: I’m sorry, madam. MrSmith is busy right now. Any message? A: Could you please tell him to call me back at 8-3-9-3 6-5-8-0? B: Yes, madam. Call MrsHamilton to 8-3-9-3 6-5-8-0. A: Correct. Thank you very much. B: You’re welcome.

13. Role play the following situation. v v Student A You answer the call. MrBaker is not available. MrBaker has all this week busy. Come to an agreement to set the new meeting. Company name: Rogers & Sons Co. Student B You had a meeting with MrBaker for this afternoon, but you need to postpone it. Name: George Johnson Job: lawyer Phone no.: 8693 5570

14. Answer key • Give students a few minutes to practise their dialogues. To suggest a “telephone” situation, ask them to sit back to back. Volunteer pairs come to the front of the class and act out their dialogues. • Revise different uses of the future tense and the verb to be in present tense. • Students use phrases from the Key Vocabulary box to make similar conversations with a partner: Can I speak to MrSmith? I’m sorry, sir. He’s not available. They can even explain why he / she isn’t available: He’s in Munich until Friday. v Example of conversation A: Rogers and Sons Company. Good morning. B: Good morning, I’d like to talk to MrBaker. A: Name, please? B: George Johnson. I’m his lawyer. A: Hold on a moment, MrJohnson. I’ll see if he’s available at the moment. B: OK, thank you. A: I’m sorry, sir. MrBaker is in a meeting right now. Any message? B: I have a meeting with him today at 6 p.m., but I won’t be able to attend. A: OK, MrJohnson. MrBaker is busy all this week, but I can set a new meeting for you next Monday. Is it OK for you? B: Same time? A: Yes. B: OK, thank you very much. Goodbye. • Key Vocabulary • There are manyways to answerwhen a personisnotavailable. Sometimesyourbossmightevenaskyou to screencalls. Thismeansyoumighttellunwantedcallersthat he / sheisawayor in a meeting allmorning.

15. Role play the following situation. Student A MrsWhite has called to say she cannot go to work today; she is sick. You have to cancel all the meetings she had for today. Call Philip Martinez. Name: Martha McKenzie Job: secretary Department: HHRR Company name: Hudson Brothers Student B You have a job interview this afternoon at Hudson Brothers. Try to get another day for your job interview. Name: Philip Martinez

16. Answer key • Give students a few minutes to practise their dialogues. To suggest a “telephone” situation, ask them to sit back to back. Volunteer pairs come to the front of the class and act out their dialogues. • Revise different uses of the future tense and the verb to be in present tense. • Students use phrases from the Key Vocabulary box to make similar conversations with a partner: Can I speak to MrSmith? I’m sorry, sir. He’s not available. They can even explain why he / she isn’t available: He’s in Munich until Friday. Example of conversation A: Hello? B: Good morning. I’d like to talk to Philip Martinez, please. A: This is Philip. B: Hello, MrMartinez. I’m Martha McKenzie. I call you from Hudson Brothers. MrsWhite is sick and she won’t be able to attend to the meeting she had with you today. A: Oh, OK. I had a job interview. Could you give me another day? B: Well, we don’t know when she’ll get better. A: Maybe next week? B: OK, she can see you on Wednesday afternoon, at 4 p.m. A: OK, I’ll be there, thank you very much. B: Goodbye.

17. Read your card and act out the scenario. v v Student A You have just flown in from Miami and are visiting a subsidiary overseas. It is difficult for you to understand the person greeting you, so you will have to ask him / her to repeat and spell names and places. You need to arrange a meeting tomorrow afternoon with the Sales Head from this office. Student B You are greeting an important person from your subsidiary in Miami because MrSheridan, the head of the Sales Department is in a meeting until 2:00 p.m. You will be happy to take your visitor to the Four Shores hotel where he / she will be staying.

18. Answer key • Describe to each student his or her role individually. Then ask students to act out the scenario. v Don’t forget! • Polite requests: Can I take a message? • Spelling: Could you spell that, please? • Simple future: He’ll see you in a minute. I’ll call tomorrow. • The alphabet: E, I, G, J, W, Z ... • Pronunciation / i /: it, finish, busy. • Social titles: Mrs(married woman using her husband’s name). Miss (young girl or single woman). Ms(adult woman).

19. Compare the following types of texts. What differences or similarities do they have in their form, length, type of language or organisation? v v A textbook / a novel Adictionary/ a postcard v v A brochure / a diary A magazine article / a novel v v A notice / a recipe An ad / a manual

20. Answer key • In small groups, students compare the pairs of texts and organise them into different categories. • Afterwards, they discuss their opinions as a large group. • You might start the debate as a large group activity and provide students with an example before they start debating in small groups. v Example A textbook / a novel A textbookisbig in format. Thelengthdependsonthesubject. Sometextbooks are longerthanothers. Thelanguagethey use isveryclear and specific to thesubject. They are veryclearlyorganised, and theyincludetheory and practice. A textbookisnotfictionalthoughit can includefictionalpassages. A novel isusuallysmaller in format. Itdoesn’thave a specificlength. Thetype of languagedependsonthewriter. Somenovels use literarylanguage, butthey can also use languagespecific to thetype of story (detective, romance, adventure …). Thereisno set organisationfor a novel. Italsodependsonthewriter, althoughittends to be structured in chapters. A novel is, bydefinition, a fictionalwork. Walkaroundtheclasscorrectinganyproblemareas.

21. Look at the words in italics and discuss their uses and meanings. Use a dictionary if necessary. I have been studying English since September. Since he never came to class, he failed the course. He dressed up as a ghost for Halloween. Do as I say! Did you record the conversation? That’s our best record. Is there any record of the 2004 production costs? Compact discs commercially replaced vinyl records in the 1990s. The man had a very long criminal record.

22. Answer key • Students look at the words together and decide what their meanings and functions are. They can use a dictionary to settle any differences of opinion. v Answers aadverb: fromthat timebconjunction: because aadverb: thesame asbconjunction: in thesamewaythat ... averb: to tapebnoun: accomplishmentcnoun: writtenevidencednoun: plasticsoundrecordingenoun: list of actions

23. Speaking Evaluation Describe the role of each student in the mock telephone conversation. The caller uses the information on the strip of paper. The receptionist answers the telephone and takes the message. Write the following information on strips of paper: a) Your name: Mr/ MrsThompson Your company: Morris and Sons Who you are calling: MrAlexander Gale Your message: Asking about last week’s invoice. Have him call back. b)Your name: Mr/ MsVachinsky Your company: K & S Insurance Who you are calling: The Personnel Director (don’t know his / her name ...). Your message: You’ll call back later.

24. Speaking Evaluation Students look for the addresses of three companies on the Internet or in the phone book, to include: a large department store, a law firm, a university, or other organisation. Then they label three envelopes, at least one should be formal and another informal (using an imaginary addressee’s name). In small groups of four, they exchange their envelopes with their group members. Each student writes suitable salutations and complementary closes for letters for his / her three envelopes. They make sure that the style of the letter (formal or informal) matches that of the envelope. Afterwards, they put the letters inside the envelopes and return them to their original authors. The students discuss if their classmates’ letters match their envelopes or not. Write out the following scrambled letter on the board or on strips of paper. In pairs, the students arrange the letter correctly, discussing how every piece should fit the proper layout of a formal letter: 31st Street 21 July 1992 New York NY 17. Very truly yours. I am writing to apply for the vacancy of Assistant Director. I am referring to your advertisement dated 18 July 1994. Dear Sirs. I believe I have qualifications for that position. Sinclair Hughes International Consultant Office. My name is Donna Foster. P.O. Box 744102, Cincinnati, OH 22872. Answers: Consultant Office / Sinclair Hughes International / PO Box 744102 / Cincinnati, OH 22872 / 31st Street / New York / NY 17 / 21 July 1992 / Dear Sirs / My name is Donna Foster / I'm writing to apply for the vacancy of Assistant Director / I'm referring to the job advertisement dated 18 July 1994 / I believe I have qualifications for that position / Very truly yours

25. Speaking Evaluation • Photocopy different types of short newspaper or Internet articles. In pairs or small groups, students prepare an oral presentation of their articles. • First they must skim the article for: • the general topic • the type of article (sports, current events, economy, tabloids ...) • Then they must scan the article for: • why the article is important • specific details answering the 6 questions of journalism (who?, what?, when?, why?, where? and how?) • Use the Speaking Evaluation Chart • Choose a narrative text. Students read a passage from it. Ask them three of the • following questions: • What type of story is it? (scary, romantic, funny ...) • What is the writing style used? (formal, colloquial ...) • What is the scene about? • Who are the main characters? • Which sentence was the most difficult for you to read? Why? • Which sentence did you like the most? Why? • From context, what do you think the word ... means? • Have you read this before in your native language?