Business partner b1+ | Opracowania Język angielski | Docsity

Pobierz business partner b1+ i więcej Opracowania w PDF z Język angielski tylko na Docsity! 20 Organisation1 Unit overview CLASSWORK FURTHER WORK 1.1 A news organisation Lead-in Students look at vocabulary related to typical departments in a company and the roles of each department. MyEnglishLab: Teacher’s resources: extra activities; Reading bank Pronunciation bank: p.114 Word stress Teacher’s book: Resource bank Photocopiable 1.1 p.136 Workbook: p.4 Exercises 1 and 2 Video Students watch a video featuring ve employees from ITN, a British news organisation. The employees explain their roles and responsibilities, and how the organisation works. Vocabulary Students look at vocabulary related to roles and responsibilities in the workplace. Project Students roleplay showing someone around an organisation/ campus, putting the language from this lesson into practice. 1.2 Innovative organisations Lead-in Students discuss the di erences, advantages and disadvantages of tall and at organisational structures. MyEnglishLab: Teacher’s resources: extra activities Grammar reference : p.118 Future forms Teacher’s book : Resource bank Photocopiable 1.2 p.137 Workbook: p.4 Exercise 3, p.5 Exercises 1–3, p.6 Exercises 1 and 2, p.7 Exercise 3 Listening Students listen to a radio discussion with an organisation consultant, where she talks about tall and at company structures, and their bene ts and drawbacks. Grammar Students study and practise future forms. Writing Students practise using future forms by writing an email. 1.3 Communication skills: Managing rst meetings Lead-in Students think about being polite and building relationships in rst meetings. MyEnglishLab: Teacher’s resources: extra activities; Interactive video activities; Functional language bank Pronunciation bank: p.114 Intonation and politeness Workbook : p.7 Exercise 1 Video Students watch a video about di erent ways to approach rst meetings in the workplace. Two possible options are introduced, which students explore and discuss. Re ection Students think about di erent communication styles during rst meetings and how they themselves approach rst meetings. Functional language Students look at questions and answers that are commonly used when we meet people and help to develop a business relationship. Task Students practise the functional language from the lesson through a mingling activity. 1.4 Business skills: Small talk in rst meetings Speaking Students think about small talk in rst meetings. MyEnglishLab: Teacher’s resources: extra activities; Functional language bank Workbook: p.7 Exercise 2 Listening Students listen to an interview with a communication coach about using small talk to manage rst meetings. Functional language Students look at useful language for managing small talk in rst meetings. Task Students roleplay a rst meeting with a visitor and practise making small talk. 1.5 Writing: Emails – Organising information Lead-in Students think about the organisation of an email and look at some useful phrases for di erent parts of an email. MyEnglishLab: Teacher’s resources: extra activities; Interactive grammar practice; Writing bank Workbook: p.8 Exercises 1–3 Functional language Students look at more useful phrases for the di erent parts of an email. Task Students write a reply to an invitation email. Business workshop 1 O ce space Listening Students listen to employees giving their views on their workspace. MyEnglishLab : Teacher’s resources: extra activities Reading Students read two texts about millennial-friendly workspaces. Task Students brainstorm, discuss and present their ideas for the design of a new o ce space. M01 Bus Part TB B1+ GLB 91171.indd 20 24/04/2018 15:58 21 Teacher’s notes The main aim of this unit is to introduce students to the concept of organisation . An organisation is a group of people that operate together for a particular purpose. An organisation could be a company, a government department, a service like a hospital or a worldwide organisation like UNESCO or the World Health Organization. Note that all companies are organisations but not all organisations are companies. The word organisation also refers to the way something is structured . For example, many companies are organised into departments. Each department performs certain functions , for example, the human resources department is responsible for recruiting people, providing training, promotion and discipline. Each member of sta or employee in a company or organisation has a role and responsibilities . For example, ‘Human Resources Director’ is a role and that person’s responsibilities include recruiting and training new employees. The operations of the various departments must be coordinated and teams work together. We also think of ‘organisation’ in terms of the shape of a company. For example, some companies are at , i.e. they do not have many layers and most of the employees have a similar status. There are usually only a small number of managers and often the manager will be hands-on and have direct contact with the sta . Typically, start-ups are at and small – a start-up may have only a few sta . Twitter, for example, started with four people. Smaller companies with a at structure are thought to be more innovative and more adaptable. Sta are more directly involved in the decision- making process. However, smaller companies have less security and are often in danger of being bought by bigger companies. Career opportunities for sta can be limited. Other companies are tall , i.e. there are lots of layers between the bottom and the top of the organisation. We also describe this kind of structure as hierarchical . Higher levels of management usually have limited direct contact with the sta , in many cases because the company is simply too big. Walmart, the American retail corporation, has about 2.3 million employees worldwide, so a large structure of middle management is required to run the various branches and departments in each country. Large companies have the advantage of providing employees with the opportunity for promotion , training and developing a career within the company. At the same time, large companies can be impersonal and make sta feel remote from the decision-making process. It is important to note, however, that not all large companies are necessarily hierarchical or impersonal. Often the culture of the company will depend on the approach of the CEO, and these days some CEOs prefer to avoid the stereotype of a large company and continue to operate with the exibility and speed of a smaller company, maintaining a at decision- making process and keeping all members of sta involved. It is important that students are aware of the di erent ways in which companies and organisations are structured. For students who are not yet working, understanding what kind of company they want to work for and the kind of role they want to take on will help them when they enter the job market. Working students will probably already be aware of their own company’s structure but may need to develop a wider range of understanding about how other companies work and how businesses do not always conform to the small–large stereotypes. Business brief Organisations and your students M01 Bus Part TB B1+ GLB 91171.indd 21 24/04/2018 15:58 24 Teacher’s notes Pronunciation bank p.114: Word stress Warm-up Check that students can identify the number of syllables in a word. Write vacation on the board and ask the class how many syllables it has (three). Ask students to break the word up into the three syllables: va-ca-tion. Now ask students to identify which syllable is stressed (the second syllable, ca). Get students to read the explanation in the box. Check they understand by getting a few students to pronounce photographer correctly. Model its pronunciation if necessary. Finally, ask a student to come up to the board and mark the pronunciation pattern for vacation (oOo). 1 Put students in pairs for this activity. Do advertising as an example with the class, then give pairs 3–4 minutes to categorise the rest of the words in the box. 2 P1.01 Play the recording for students to check their answers. Then play the recording a second time for students to listen and repeat. You could drill the words chorally rst, then individually. 1 Oo: programme, website 2 Ooo: manager, marketing 3 Oooo: advertising, operator 4 oO: involves, report 5 oOo: director, resources 6 oOoo: coordinate, responsible 3 Put students into pairs. Make sure each pair has one large coin and three small coins. Alternatively, you could use paper circle cut-outs. Do an example with a stronger student: put coins/circles into one of the patterns (e.g. Oo) for the student to say a word from Exercise 1 with this stress pattern (e.g. website ). Then ask him/her to use this word in a sentence. Students then practise in their pairs. Monitor and make a note of any errors/points to highlight during feedback. Project: Showing someone around Students roleplay showing someone around an organisation/ campus, putting the language from this lesson into practice. 10A Put students in pairs or small groups and explain the situation. Working students are going to show a new member of sta around their organisation. Students who are not yet working are going to show a new/overseas student around their campus. Go through the bullet points so students are clear about what they need to decide, and give students some time to prepare for their roleplays. Encourage them to make notes, and to also think about questions they could ask the three people they are being introduced to. Depending on your class size, you could put students into larger groups, and ask them to also assign roles for the people who are being introduced. 10B Students roleplay the situation. Depending on your teaching situation and the time available, students could do their roleplays in the classroom or you could get them to physically walk around the building, showing their partner(s) around. Monitor and note down any errors or points to highlight during class feedback. MyEnglishLab: Teacher’s resources: extra activities; Reading bank Pronunciation bank: p.114 Word stress Teacher’s book: Resource bank Photocopiable 1.1 p.136 Workbook: p.4 Exercises 1 and 2 1.2 Innovative organisations GSE learning objectives • Can compare the advantages and disadvantages of di erent types of company structure. • Can understand charts and visual interpretations of company structure. • Can understand the key points of a radio programme on a work-related topic. • Can express opinions and attitudes using a range of basic expressions and sentences. • Can use a range of future forms to talk about intentions, plans and predictions. • Can write an email giving some detail of work-related news and events. Warm-up Write on the board: small companies vs. large companies. Put students in small groups and ask them to think about and discuss the di erences and the advantages/ disadvantages of each. To help them, you could write prompts on the board of di erent aspects to think about (e.g. structure? number of employees? layers of management? security? career opportunities? training? contact between management and sta ?). You could also ask them to discuss whether they would prefer to work for a smaller or larger company. Give students 4–6 minutes to share their ideas. Once students have discussed in their groups, you could broaden this into a class discussion. Lead-in Students discuss the di erences, advantages and disadvantages of tall and at organisational structures. 1 Ask students to look at the two organisational structures and describe the main di erences. Ask a few questions to check that students understand the di erence between the two structures, e.g. Who is the person at the top of each structure? How many layers are there in each structure? Then discuss the question as a whole class. You could put students’ ideas on the board into a table with two columns ( Advantages and Disadvantages ) and two rows ( Tall organisation and Flat organisation ). This will allow you to come back to the list when students do Exercises 2B and 7. M01 Bus Part TB B1+ GLB 91171.indd 24 24/04/2018 15:58 25 Teacher’s notes 2A Students could do this individually or in pairs, using their dictionaries if necessary. 1 promotion 2 innovative 3 hierarchy 4 bureaucracy 5 centralised 6 decentralised 2B Put students in pairs and give them 2–3 minutes to discuss the question. Go round the class and help pairs where necessary by asking questions, e.g. Which structure is more complicated / involves more communication, emails, meetings, etc.? Then refer students to page 126 and give them another 2–3 minutes to read the information and compare their answers. As feedback, ask students if they disagree with any of the criticisms in the descriptions. Listening Students listen to a radio discussion with an organisation consultant, where she talks about tall and at company structures, and their bene ts and drawbacks. 3 Put students in pairs and ask them to look at the company pro les and discuss the questions. If your students have access to the internet, you could ask them to nd out more information about each company (e.g. its history, what sort of products it makes, where it is based). Invite a few students to share their ideas with the class, but do not con rm answers yet. Notes W. L. Gore was founded in 1958 and is based in Delaware, USA. It specialises in products derived from uoropolymers and is best known for the fabric Gore-Tex. Zappos is an online shoe and clothing store, founded in 1999 and based in Las Vegas, USA. In 2009, Amazon.com Inc. acquired Zappos for about $1.2 billion, but lets it operate as an autonomous subsidiary. 4 1.01 Tell students that they are going to listen to an organisation consultant talk about the two companies. Play the recording for them to check their answers to Exercise 3. W. L. Gore started out as a company with a at structure in the 1950s. Zappos changed to a atter structure two years ago. 5 1.01 Ask students to read the sentences and see if they can answer any of the questions from memory. Then play the recording, twice if necessary, for them to complete the activity. Check answers with the class. 1 F (Organisations with tall structures can be slow to change and innovate.) 2 F (in the 1950s) 3 T 4 T 5 T 6 F (The CEO of Zappos says the transition will take two to ve years to complete.) 6 Give students 3–4 minutes to complete the activity, individually or in pairs. If necessary, play the recording again. During feedback, you could get students to explain their answers using the audioscript on page 146 (e.g. I think Janet Wood is critical of hierarchies because she says ‘… this traditional pyramid hierarchy has many problems’ .). 1 a 2 b 3 b 4 c 7 Put students in pairs. Remind them of the list of advantages and disadvantages of tall and at companies they discussed in Exercise 2. When students have had enough time to discuss the question in pairs, have a whole-class discussion. You could also take a class poll on who would prefer to work for a tall or at organisation. Notes A lot will depend on each student’s personality. Some people will enjoy the creative freedom of the boss- free environment. They’ll feel more engaged and empowered. Some will not be happy in an organisation that does not o er a clear career path, and will be concerned about how to get promotion and pay rises. (See Zappo’s voluntary redundancy scheme.) Completely manager-free companies are the extreme version of a more general recent trend to atten out management hierarchies. In atter hierarchies the remaining managers can have much more responsibility and work. Extra activities 1.2 A Ext 1.01 Students could do this individually or in pairs, using a dictionary if necessary. Give them 3–5 minutes to complete the exercise, then play the recording for them to check their answers. 1 decision-making 2 bureaucratic 3 successful 4 fabric 5 organisational chart 6 job title 7 delegated 8 join Grammar: Future forms: Present Simple, Present Continuous and be going to Students study and practise future forms. 8A You could do this as a quick whole-class exercise, checking answers as you go along. Check that students understand the di erence between intention and arrangement . 1 a 2 d 3 b 4 c 8B Refer students to the Grammar reference on page 118. Check that they understand the explanations and clarify any points as necessary. Then give them 2 minutes to match the future forms with the examples. Check answers with the class. 1 be + going to + in nitive 2 Present Simple 3 Present Continuous 4 be + going to + in nitive M01 Bus Part TB B1+ GLB 91171.indd 25 24/04/2018 15:58 26 Teacher’s notes 9 Get students to do the exercise individually. Make it clear that there is more than one answer to some questions and remind students that they can refer to page 118. Go round the class and help where necessary. When students have nished, get them to check their answers in pairs. Monitor again and if there are any points that are still causing problems, go through them with the class during feedback. 1 a – scheduled event 2 c – personal intention 3 b – plan/arrangement with the client (Option c is also possible if viewed as an intention and the speaker doesn’t have a  xed arrangement with the client.) 4 c – personal intention 5 b – plan/arrangement with the friends (As in question 3, option c is also possible if viewed as an intention and the speaker doesn’t have a xed arrangement with his/ her friends.) 6 c – prediction 7 a – scheduled event 8 c – The speaker is asking for a prediction. 10A Tell students to work individually and, again, clarify that there may be more than one possible answer to some questions. Remind students to use contractions where possible. Do not con rm answers at this stage. 10B 1.02 Play the recording and ask students to check if they have used the same future forms as the speakers. Then play the recording a second time, pausing after each line of the conversation. Ask students to explain each answer and discuss any answers that are di erent from theirs. If time allows, you could put students in pairs and ask them to practise the conversation. 1 does the department meeting start – scheduled event 2 ’m going to be – prediction 3 Are you going to be – prediction 4 ’m giving – plan/arrangement 5 ’s going to be – prediction 6 ’re moving – plan/arrangement 7 ’m not going to tell – personal intention 8 ’m going to sit – personal intention Extra activities 1.2 B This activity gives further practice of future forms. Get students to complete the exercise individually and then check their answers in pairs before checking with the class. During feedback, ask students to explain their answers. 1 going to have (prediction) 2 are you doing (question about a plan/arrangement, i.e. the exam) 3 are meeting (plan/arrangement) 4 going to rain (prediction) 5 closes (scheduled event) 6 going to look (personal intention) 7 doesn’t nish (scheduled event) 8 going to ask (personal intention) Writing Students practise using future forms by writing an email. 11 Go through the task with students. Brainstorm ideas as a whole class and write students’ ideas for each bullet point on the board (e.g. a holiday in Japan, ying and taking bullet train; old-fashioned Japanese inn; may be hot; visit temples in Kyoto ). As the email is quite short, this exercise could be done in class. This gives you an opportunity to go round the class and give students individual advice and feedback. Model answer Hello Paul, Guess what! We’re going to Madrid for a long weekend in December. We’re taking the high-speed train from Barcelona on Thursday 1st and coming back home the following Monday. I expect it’s going to be cold there at this time of year but I don’t mind. There’s so much to see and do in Madrid. The train gets to the city at 11 a.m., so we’re going to leave our bags at the hotel and then explore. On Saturday we’re going to the Renoir exhibition. I’ve booked tickets for that. We’re staying right in the centre and it’s going to be easy to walk to lots of interesting places. Write soon and tell me your news. Best wishes, Caroline MyEnglishLab: Teacher’s resources: extra activities Grammar reference: p.118 Future forms Teacher’s book: Resource bank Photocopiable 1.2 p.137 Workbook: p.4 Exercise 3, p.5 Exercises 1–3, p.6 Exercises 1 and 2, p.7 Exercise 3 1.3 Communication skills Managing rst meetings GSE learning objectives • Can make simple recommendations for a course of action in familar everyday situations. • Can extract key details from conversations between colleagues about familiar topics. • Can initiate, maintain and close simple, face-to-face conversations on familiar topics. • Can make formal introductions in a professional or work-related situation. Warm-up Write on the board: First meetings: creating a good rst impression. Put students in pairs or small groups and ask them to think about what might help them make a good impression when they rst meet someone. You could limit this to a business context and ask students to think about a rst meeting with a particular person (e.g. a new colleague, a potential employer). Give students 3–4 minutes to discuss in their pairs/groups, then elicit ideas from di erent students and list them on the board. You could then discuss the list on the board as a whole class. M01 Bus Part TB B1+ GLB 91171.indd 26 24/04/2018 15:58 29 Teacher’s notes Extra activities 1.3 A This activity gives further practice of useful language for managing rst meetings. You could do it as a whole class, checking answers as you go, or ask students to do it individually and compare their answers in pairs before checking with the class. 1 How’s it doing going? 2 Thank you for going coming today. 3 Did you have a good travel trip? 4 Good to nally know meet you in person. 5 Have you known met Stephanie before? 6 Take Have a good trip home. 7 Let’s go to and have lunch. 8 Lovely to see you more again. 9 Sorry for to leave so soon. 10 Alistair, she this is Stephanie. Pronunciation bank p.114: Intonation and politeness Warm-up Write on the board: What do you do exactly? Turn to a student and ask him/her the question, using at, uninterested intonation. Then turn to another student and ask the same question using rising, interested intonation. Ask the class what they think the di erence is between the two versions. Elicit or explain that there is a wider range of intonation in the ‘interested’ version, and stronger stress on individual words. Get students to read the explanation in the box, and point out the importance of intonation when asking questions: incorrect intonation may result in misunderstandings or listeners even taking o ence! 1 P1.02 Explain that students will hear two versions of each of the three questions: one sounding polite and interested and one sounding impolite and uninterested. Play the recording for students to identify the intonation patterns, and check answers with the class. 1 A polite and interested; B impolite and uninterested 2 A polite and interested; B impolite and uninterested 3 A impolite and uninterested; B polite and interested 2 P1.03 Explain that this time students will only hear the polite and interested version of each question. Play the recording for students to mark the stressed words, and get them to check answers in pairs before checking with the class. Then play the recording a second time, pausing after each question for students to repeat. 1 Are you very busy at the moment? 2 Where are you based ? 3 Do you travel a lot for work? 3 Put students in pairs and explain the activity. With weaker classes, you could do an example with a stronger student. Give students 3–4 minutes to practise in their pairs. Go round monitoring and help, correct or model as necessary. As a round-up, you could ask students if intonation for sounding polite and interested is used in the same way / is also important in their language. Task Students practise the functional language from the lesson through a mingling activity. 9A With the whole class, choose an industry from the box and write it on the board (e.g. architecture ). Elicit a ctional company name (e.g. DPE Architects ), a job title (e.g. Head of Planning ), and a ( ctional) location for the company (e.g. Helby, UK ). Put students in pairs and ask them to choose an industry and do the same. Explain that they will use these details in a roleplay in the next stage. 9B Explain the scenario and make sure students have a pen and paper to make a note of any useful contacts they nd. They should stand up, mingle and try to speak to di erent people at the public event. Each time, they should introduce themselves and their colleague, ask about the other person, start some small talk and nally say goodbye, having made a note of the person’s name if they wish to. During the activity, monitor and make note of any errors students make with the functional language for this lesson to highlight later. 9C Get students to feed back to the rest of the class on people they met and contacts they think are useful. Encourage students to give as much detail as possible. 9D In the same pairs, students re ect on and discuss the roleplay: which phrases from Exercise 7 they used and any di culties they had in communicating. As feedback, get students to share their ideas with the class and highlight any errors you noted during the roleplay. Round o the task by asking how students will handle rst meetings in the future. You could get them to write three action points starting In future rst meetings I will … MyEnglishLab: Teacher’s resources: extra activities; Interactive video activities; Functional language bank Pronunciation bank: p.114 Intonation and politeness Workbook: p.7 Exercise 1 M01 Bus Part TB B1+ GLB 91171.indd 29 24/04/2018 15:58 30 Teacher’s notes 1.4 Business skills Small talk in rst meetings GSE learning objectives • Can follow a recorded interview or talk on work- related topics. • Can understand the details of someone’s personal and professional experience from an interview or presentation. • Can recognise the use of small talk when welcoming guests and visitors. • Can use polite questions to build rapport in work- related social situations. • Can initiate, maintain and close simple, face-to-face conversations on familiar topics. Warm-up Write the following questions on the board: When was the last time you met someone for the rst time? What questions did you ask him/her? What questions did he/ she ask you? How did you feel about being asked those questions? Put students in pairs or small groups and give them 3–4 minutes to discuss. Once students have discussed in their pairs/groups, ask di erent students to share their answers with the class. Try to elicit/pre-teach small talk. Lead-in Students think about small talk in rst meetings. 1 Put students into pairs and give them 3–4 minutes to discuss the questions. Then discuss as a class. Ask students for some examples of small talk and put them on the board (e.g. How was your journey? It’s hot/freezing today, isn’t it? ). Possible answers 1 Small talk is a form of polite conversation which people use in rst meetings and informal moments or between discussions of more serious topics. 2 When meeting in business, it is typical to ask questions about travel to the meeting place, to o er a drink, etc. 3 Asking questions puts some pressure on your counterpart to answer, which may be stressful. Additionally, some people may feel that asking too many questions, especially on personal topics, is impolite. Listening Students listen to an interview with a communication coach about using small talk to manage rst meetings. 2A 1.03 Tell students that they are going to listen to an interview with a communication coach about small talk and the importance of getting to know people in a business context. You could ask students to think of possible answers to the questions before they listen. Play the recording and discuss the answers as a class. 1 People are strangers; they don’t know each other and they (often) have to communicate in a foreign language. 2 You learn about the other person and so can build a relationship. 3 Short, simple, starter questions with follow-up questions. They allow an easy answer, they’re not too personal, they can quickly break the ice and get the conversation owing. 4 Ask about work responsibilities and the organisation behind the person; on a personal note, travel is a good topic. 2B 1.03 Give students time to read the questions, then play the recording again. If necessary, pause at key points to allow students enough time to note down their answers. Check answers with the class. 1 Silence in some cultures is a way to signal respect, but she thinks silence slows down the process of getting to know another person. 2 The content of some questions doesn’t matter, but the questions do help to break the ice and get the conversation owing. 3 You trust people you know well. Questions help you get to know a person and so are essential to trust-building. 2C Put students in pairs to discuss the questions, then discuss as a whole class. Possible answers 1 People from di erent backgrounds respond to questions in very di erent ways – some more positively and some less positively. Some will feel engaged; others might feel the questions are impolite in some way. At work and in life generally, we need to ask questions which are right for the other person if we want to motivate them to have a conversation. The challenge is to nd out which questions motivate others. This is often a process of trial and error. 2 Conversations can be easier if both people have something to say about a topic which they know. 3 Conversations need many things to be successful. Fundamentally, people must bring a positive attitude – to want to talk – to the conversation. Finding topics which both people are interested in will motivate interaction. Finally, balancing participation – letting people talk and listen in silence – in a way which is comfortable for everyone is important. 3A 1.04 Check that students understand the statements, then play the recording. You could get students to compare answers in pairs before checking with the class. 1 T 2 F (It’s her second visit.) 3 F (She works 20 percent in Geneva.) 4 T 5 F (Paul is leading the project.) M01 Bus Part TB B1+ GLB 91171.indd 30 24/04/2018 15:58 31 Teacher’s notes 3B 1.04 Go through the list of tips with students and ask them if they can remember Paul using any of these tips when he greets Eva. Then play the recording again for students to check their answers. With students who are working, you could ask them if they ever do any of the things on the list in rst meetings. b, c, d, e, g, h, i, j, k 3C You could ask students to discuss the question in pairs or groups and then broaden this into a class discussion. Make sure students justify their answers. Paul handles the meeting well as Eva responds positively to his questions and general style of rst meeting. Functional language: Asking and answering questions in rst meetings Students look at useful language for managing small talk in rst meetings. 4A Check that students understand the headings in the table before they begin. Explain that these are questions from the recording and refer them to the audioscript on page 146 if necessary. You could do this as a whole class, checking answers as you go along, or ask students to complete it individually and check answers in pairs before checking with the class. 1 take 2 o er 3 have 4 time 5 work 6 join 7 report 8 free 4B Again, this could be done as a whole class: nominate a student to read a question from Exercise 4A at random and then ask another student to nd the matching answer in Exercise 4B. Alternatively, get students to do this individually and then check answers with the class. a 4 b 5 c 7 d 6 e 1 f 2 g 3 Extra activities 1.4 A/B These activities provide further practice and consolidation of the functional language from this lesson. Ask students to complete both exercises individually and get them to compare answers in pairs before checking with the class. A 1 e 2 d 3 a 4 f 5 c 6 b B 1 My ight was delayed for two hours. 2 The taxi driver couldn’t nd the o ce. 3 My battery was at so I couldn’t call you. 4 I think I left my laptop on the train. 5 The hotel couldn’t nd the booking you made for me. 6 I need to buy some clothes because my luggage didn’t arrive. Task Students roleplay a rst meeting with a visitor and practise making small talk. 5A Put students in groups of three and explain the task. There are three roles: a host, a visitor and an observer, and three scenarios so that each student has the opportunity to play each role once. Allocate roles A, B and C and refer each student to the relevant page for their role card. If you don’t have the right number of students, give priority to having A and B roles. Explain that the observers can take notes while listening. Clarify that students will roleplay each scenario separately, and that each student will take the role of host, observer and visitor once. 5B Follow these steps for each scenario: give students time to read their cards and ask you questions if anything is not clear, and allow 4–6 minutes’ preparation time. Set a time limit for the roleplay. During the activity, go round monitoring, but only help out if a group or student is struggling. It is important that students learn to deal with silences and not being sure about what to say. 5C Keep students in the same groups. It is now the observers’ role to give feedback to the other two students. Try to keep in the background at this stage. Students A and B should also talk about their performance and their opinions about how to manage a rst-time meeting. You could do a whole-class round-up at the end if you feel that it would be useful. It is often good for students to hear the opinions of others, to get a balanced perspective on their own performance and an objective view of the task as a whole. MyEnglishLab: Teacher’s resources: extra activities; Functional language bank Workbook: p.7 Exercise 2 1.5 Writing Emails – Organising information GSE learning objectives • Can understand standard emails on work-related topics. • Can organise a work-related email to emphasise the main point. • Can reply to a work-related email con rming arrangements. • Can tell when to use the Present Simple and when to use the Present Continuous. Warm-up Do this quick warm-up activity to help familiarise students with the organisation and di erent parts of an email. Write the parts of an email in random order on the board (given in the correct order here): subject line, greeting/opening, reason for writing, details / main body, concluding, closing, signature . Put students in pairs and ask them to put the parts in the correct order. List them in the correct order on the board, and leave the list on the board for students to refer to during the lesson. M01 Bus Part TB B1+ GLB 91171.indd 31 24/04/2018 15:58