Hello... and Now What

Hello... and now what?
BY
MARI'AAGUDO MEDINA ASTRID RUIZ THIERRY MARlAJOSE GALINSOGAUCEDA
dfkjdslkf
STRRTEGIES SUCESSFUL SOCIALIZING
Contents developed by: MARIA AGUDO MEDINA MARIA JOSE GALINSOGA UCEDA ASTRID RUIZ THIERRY
Published by Editorial Stanley Design Angela Gomez Martin Front page design Diseho Irunes Layout Mizar Publicidad, S.C. Printers Imprenta Berekintza Editorial Stanley E-mail: editorial@stanleyformacion.com www.stanleyformacion.com
I.S.B.N. 84-7873-390-6 Dep. Leg. BI-2927-04 First published 2004
Index
PREFACE SURVIVAL LANGUAGE FIRST MEETINGS
Greetings and introductions Introducing yourself and others Present Simple Questions What do you do? Job description Job description practice Describing a company Possessive pronouns Past Simple Past Simple, Negative and Questions. Practice Pronunciation of-ed past Irregular verbs A day in my life
Hi 1 3
5 6 7 8 9 10 11 12 13 14 15 16 17
ATTENDING VISITORS
Getting information Welcoming visitors The Present Perfect Conversation starters Expressing opinions and ideas Expressing opinions and ideas
19
21 22 24 25 26 27
THE POLITE WAY

Modals vs. Imperative Can-Could How to use Would Offers Requests Accepting and declining Thanking and showing appreciation Complaining Apologizing Saying no
29
31 32 33 34 35 36 37 38 41 43
HELLO... AND NOW WHAT?
11
COFFEE BREAK
Describing people Adjectives Social English Eating out At the restaurant Popular misconceptions
45
47 48 50 51 52 53
FINAL ASSESSMENT ROLE-PLAY

Final Assessment role-play Basic language used in meetings
55
57 60
CONTENT DELIVERY GUIDELINES

The'why?'of a Needs Analysis Asking for basic information What do you need to do in English? First Meetings Attending Visitors The Polite Way Progress Assessment Role-play Coffee break Final Assessment Role-play
61
63 64 65 67 72 73 74 79 82
EDITORIAL STANLEY
Preface
The active language training focus and methodology The Dawning of a New Era for the Language Training Profession
It is undoubtedly clear that we are at the dawn of a new era for doing business everywhere. Political, economic, technological, and socio-cultural forces are coming together to herald a new and radically different global and interdependent economy in which communication is already the primary driving force for doing business and for competing for a share of the market. To communicate with clarity, determination, and political correctness is becoming a business imperative in which cultural savoire faire will be a valuable asset for surviving in the face of ever more accelerated change in order to do "Business at the Speed of Thought", to coin the title of Bill Gate's book. Training in communication skills in English is, therefore, a key business and economic instrument for any non-English speaking countrY: English is clearly coming to be recognized as a strategic tool for competing on the world market. A clear sign of this is that communication skills are beginning to formally be included in Competency Profiles for the assessment of management potential in many companies; and English is the primary language identified for managerial competency. English is no longer that "pending class I never took". Nor is it the wrongly tagged "language barrier". English has become a major opportunity for those firms and executives who recognize that learning another language is an open door for gaining competitive advantage. As a result of the redefinition in competency profiles throughout all business sectors, firm-based training programs are being redefined as an asset to the company. This, in turn, is leading firms to be "smarter" in choosing their training services suppliers so that programs respond appropriately to the greater awareness of language as a tool and thus appropriately address the needs of the changing workplace and the specific situations that require competent communication. This translates into a very clear training imperative: respond to client needs by training for communicative competency. Learning a language, and thus teaching it, involves much, much more than the traditional grammar program; it involves above all learning how to communicate, exchange and understand ideas and respond appropriately according to the business situation in a particular context.
III
Thus the basic conviction which guides the content of our language training materials is that teaching a language means training students to use it as a tool for turning the foreign language barrier into a strategic advantage for their company and themselves.
The Realities of Teaching Language in Business: the Culture Power model

The Business English, or Professional English environment is far-reaching and eclectic. As trainers and teachers have come from and operated in many different countries and cultural backgrounds, and have themselves, many different views on teaching, it is not surprising to find that everyone has their own idea on methodology and what does and doesn't work in the Business English classroom. This is the reality - that we all have a history (or not) in teaching, and we all have ideas formed from our 'own experience'. So what is the 'best' methodology? What are the qualities that will create, in reality, an approach that REALLY works? It is true to say that in certain countries, or with certain groups of people, one approach may work better than another, but, it is also true to say that any teaching situation is an interaction between the learner, the teacher (facilitator) and the material or activity itself. It is also safe to say that language training is not a service like others. It is special because it cannot succeed without client participation. It's not like going to a restaurant or to a movie where the service provider provides and the client consumes. The question is not 'Is such and such methodology the best approach?1 or 'Is it right to teach the Grammar rules first?'. The question is 'What is right for this group, or individual at this time?' It may appear that there is only one approach that will work for a particular mix of learner, facilitator and situation, but what would happen if you tried another approach? Would it be the disaster you think it would be? Are there any other factors that you have not taken into consideration that may allow for more flexibility?
IV
The Culture Power Methodology

Our methodology, Culture Power, champions active training and is directed at assuring a positive impact on business goals. It places the learner at the center of the learning process, with the trainer as the facilitator, and above all requires the latter's creativity and flexibility and an ability to constantly learn new things and new ways of doing the same ol' things in order to respond to be able to effectively respond to the evolution in client needs. Our language training materials are therefore based on 6 tenets: 1. Language is an evolving tool for communication in business. 2. The objective of learning a language as a tool is to build communicative competency. 3. Communicative competency is achieved through significant learning tasks and T.B.O. (teaching by objectives). 4. Achievement is measured by performance in student use of the language and teacher professionalization, and performance is the guiding principle for quality delivery of any type of training. 5. Performance is defined in terms of return on investment. 6. Language training means delivering profitable value to our clients. Learning a language means learning how to behave adequately in specific communication situations. Communication competency allows one to deal with particular contexts. This is why the objective is to speak the language fluently but to accomplish the communication needed. People just don't have 10 years to learn the language; the company will lose business before that and as a consequence, many people will lose their jobs. If the training delivered provides students with specific tools for handling specific situations, then they will be able to successfully meet their company's communication needs. Culture Power training content is, therefore, focused towards participative management where students take responsibility for their learning, as they do with any other business project they undertake. They thus are responsible for choosing what they want to learn. In fact, learning to communicate is their project, not the teacher's. The entire learning process is therefore student centered and teacher guided. Errors are considered as opportunities for and the quality of teaching is understood to result from the teacher's know-how and ability to learn about the language, as well as their
EDITORIAL STANLEY
"nativeness". Progress is measured in terms of student performance in the language, not in terms of teacher defined criteria. Motivation is thus a result of teacher facilitated activities that are significant for students. These activities focus on the question "Why am I doing this?" and allow for creativity by impelling students to look at language as a tool for problem-resolution instead of as a problem area. Content delivery notes are directed at developing student capacity to communicate as their trainer develops and strengthens their self-confidence with the language. The trainer is considered a partner in the learning process, much like a pilot to a copilot in a rally. This means that it is the teacher who must adapt to the market and business requirements inherent to student needs, and not the other way around, by continuously asking him/herself on the utility of their teaching: Am I responding to my students' needs? Culture Power training materials are therefore designed to help trainers: Reinvent the way language training is carried out for business by Optimizing the capacity of adult students to learn in A learning environment that is efficient, precise, flexible, and creative in Orientating the delivery of training towards results based on The recognition that the traditionally focused language teaching processes and methods are no longer valid for business reality today. Our aim is to help trainers meet the challenge of teaching the increasingly wide variety of learners they must address, professionals from different jobs, cultures and educational backgrounds. We provide training contents focused on the needs and concerns of students and the business people we teach and the necessary training tools and ideas to help the trainer be flexible and creative enough to respond to those needs within the boundaries of whatever the reality is at any particular moment. Our ultimate goal is to bring a higher recognition and status to the language training profession and to help them reap greater rewards in terms of their our own job satisfaction, as well as increase the value placed on them by both employers and students. We strongly believe that language trainers are not only English (or French, or Japanese) teachers; they are creative learning facilitators of tools for communicating in another language, and they will be in greater demand as they become better at what they do!
The Business Challenge of Language Trainers

Business success is based on results that create value and wealth: any trainer is paid to improve the ability of his/her client to communicate better so that they can do better business. The major challenge faced by language training professionals today is how to provide and deliver learning content that adds profitable value for their clients. This requires language trainers to do three things: 1. Abandon yesterday. The question is not "How good are we?" but "What will our products and services produce for our clients?". 2. Measure performance. It is necessary to continuously and systematically assess student progress from the point of view of their business reality imperative and to look for and anticipate needed changes in content delivery is addressing their specific professional needs. The basic question here is: "What constitutes performance?" 3. Innovate, not imitate. The trainer's job is to ask: "Is this an opportunity for me to innovate? And innovation is, of course, never risk free. Indeed, it is risky to try to make the future, but it is even riskier to not try to make it. After all one cannot manage change. One can only be ahead of it. And that is what our English training materials guarantee its users: a helpful tool in order to be able to stay one step ahead by providing content that has the best ratio between opportunity and risk. Your first step as a professional in the field is to identify any possible problems you have with our methodology and turn into an opportunity for your professional growth. Astrid Ruiz Thierry CEO, Business Bridges
Introduction
Very often, an EFL learner who has been studying the language for some time discovers that he/she cannot truly communicate when trying to speak in this language; in spite of knowing the grammar, structures, and vocabulary, the pre-intermediate, or even intermediate and upper-intermediate, learner still finds great difficulty in getting the message through, and they find themselves at a serious loss in terms of communicating ability. But why can this be so? It is not only a matter of not mastering the language fully; it is rather a question of not knowing the language strategies necessary to communicate in real life situations. Thus, learning the grammar is not enough; one must learn how native speakers use the language in specific situations. And no situation is more frustrating for an EFL student, no matter the level, than one involving socializing skills. This book aims to provide English learners, with a preintermediate and above level, with the basic language strategies and vocabulary necessary to improve the learner's fluency and self-confidence in situations requiring social English. By looking at different typical situations, the student will learn what to say and how to act when receiving visitors, having lunch or dinner at a restaurant, and what expressions are useful to have handy in your mind when participating in meetings. At the end of the course, the student will be able to consider what type of register is needed in each situation, and, more importantly, he/she will be able to use the language adequately and efficiently.
Objectives:
To build and improve basic social language skills to ensure confidence and fluency. To enhance confidence for starting and maintaining conversations and discussions. To ensure confident application of the skills acquired in key social and business situations. To understand the basics of cross-cultural etiquette in both social and business situations.
Survival language
Asking for something, asking about words, asking to repeat. Can I have a pen, please? What does invoice mean? Can you help me, please? Could you repeat that, please?
How do you say "..."in English?
Apologising, asking for help.
I don't understand
Is this right / wrong? I need help! I m sorry
Excuse me? How do you spell "management"? What's "..." in English? Can you say that again, please?
This page intentionally left blank
FirstMeetings
FIRST MEETINGS
Greetings and introductions

Good morning Good evening Good I afternoon
People you already know (informal). Response.

Greetings
Strangers or people in formal situations. Response.
Greetingsandintroduction
Hello / Hi Hello, I am ... Nice to meet you.
Let me introduce ...
Hello / Hi
Hello, my name is ... Pleased to meet you. Nice to meet you. Nice to meet you, too.
This is ...
How are you?
How's everything?
Fine thanks, and you?
It's a pleasure.
How do you do? How do you do?
Conversation
starters
How's work?
Very busy, and you?
How is the family?
ok
Fine.
Conversationstarters
Where are you from? What do you do? What company are you with?
Parting
See you later.
Goodbye
See you soon. Have a nice day.
Bye.
I'm Irish / I'm from Ireland.
I'm a consultant.
I work for IBM.
Goodnight.
Parting
sorry, but I must go. It was nice to meet you. It was a pleasure meeting you.
FIRST MEETINGS
Introducing yourself andothers

Read these two conversations aloud: 1. Introducing yourself A: Hello. I'm Bill Strauss. B: Pleased to meet you. I'm Sarah McBarrister. A: Are you English? B: Yes, I'm from Birmingham, but I live in Oxford. A: What do you do? B: I'm a lawyer at Wolverton & Associates. A: Oh, really? I'm a lawyer, too. Let's talk! In groups, try to find your partners' identities. Complete the table with what you find out, and then present it to the rest of the class.
Name
Nationality
Company Name
Job
2. Introducing others A: C: B: A: Mark, this is Sarah McBarrister. Nice to meet you. Nice to meet you, too. Sarah is English, and she lives in Birmingham. She is a lawyer. C: How interesting!
Jobs (Occupation)
Wha t do you do?

Look at this business card:
I work as a
I'm a
sales manager engineer technician accountant shop assistant consultant operator waiter/waitress doctor mechanic receptionist actor/actress journalist managing director lawyer manager personal assistant (PA) secretary driver teacher
EDITORIAL STANLEY
FIRST MEETINGS
Present Simple
The Present Simple tense in English is formed with the simple form of the verbs. To form the 3rd person singular of these verbs, you add an s. All the other forms are the same as the simple form: Afirmative I work you work we work they work he/she/it works
Negative I do not (don't) work. you do not (don't) work. we do not (don't) work. they do not (don't) work. he/she/it does not (doesn't) work.
Remember that...
We use Present simple to talk about
a general rule or truth: Children like spaghetti. a habitual or routine action: I usually take the bus at 9:30am. feelings or opinions: I like animals. I don't want to work this weekend.
FIRST MEETINGS
Questions
Questions
with
"be"
Interrogative
What
be
is Are are Is Are
subject
your name? you you he you your phone number? you your boss?
the rest
Spanish? from? from Madrid? an engineer?
Where
What
is Are
married?
Who
I is
is
Are Aren't
it?
I they you your co-workers? I Javier Ruiz?
Questions made with auxiliary verbs and modals

You have learned to ask the following questions to get information.
Interrogative
How How What
auxillary
I do I do does Can Can
subject
you you | invoice you
verb
say I spell | mean say borrow
other
I book in French? I management? [ ? that again? your pen? |
How
do
Can
you
do
help
-?
you?
EDITORIAL STANLEY
FIRST MEETINGS
What do you do? Job description

My name is Isaac O'Fire. I am the Head of Human Resources at ACEX, a company based in Dublin, and I have been working for this company for 6 years. I supervise the recruitment process, the training of our employees and different projects, and I enjoy my job very much.
5. Do you travel?
6. Where are your offices located?
7. Does your company have subsidiaries or branches?
Answer the following questions about your job. Try to avoid short answers (remember: we are trying to socialize!).
1. What do you do?
2. Who do you work for?

I work for
as a (an) in the
(company)
Cob)
3. What are your responsibilities in the company?
I deal with \ am responsible for
(department) (kind of work) (-ing form) (-ing form)
My job involves
a lot of
4. Do you meet people from other countries?
What I like about my job is I've been with (period of time) the company for since (point in time) I've been in my (period of time) present job for
1O
FIRST MEETINGS
Job description practice

Which of the following verbs talk about your work?
* write *sell * discuss * make a presentation * answer the phone * read the mail * send a letter * * * * * * * meet purchase fire make an invoice pay the bills attend clients write a report * read * buy * hire * send an e-mail * print a document * fax / send a fax * do the figures * * * * * * * negotiate phone type have an interview sort out a problem attend a meeting have a break
Can you think of any other verbs that apply to your job? In what kind of other jobs do you find these tasks? Introduce yourself! Use this guideline to make a brief presentation about your job. Good morning. My name is (name) and I'm from (country/city). I work for
(a
Think of a famous person, but do not say who he/she is. Write a brief description about what he/she does, responsibilities, etc., and then read it aloud to the rest of the class. Who is he/she?
company) as a (occupation), and I have been in this company for years / months. I have different responsibilities, such as
and I am
(happy / unhappy) with my current job because (give a reason).
EDITORIAL STANLEY
FIRST MEETINGS
11
Describing a company
Now write a brief description of your company using the new words we have seen.
Matthew Lester works for ITERNIS Inc., a company devoted to the publishing of books. He is the Sales Manager, and he has been in the company for almost ten years. ITERNIS Inc. is based in Springfield, II., near Chicago. It is devoted to the publishing and distribution of books and specialized texts. It is a medium-sized company with a staff of around 100 people. It is owned by one of the US' biggest publishing companies. The parent company also has subsidiaries in England and Mexico.
Useful vocabulary * * * * * * based in small is owned by subsidiary located in medium-sized * * * * * * a staff of branch is devoted to large / big parent company head office
12
FIRST MEETINGS
Possessive pronouns
I
you
we
like like like like likes likes likes
my
your
job.
Complete the following sentences, using a possessive pronoun.
job(s). jobs. jobs.

job. job.
our
their
his
e.g. My mother's name is Mabel. She likes her job. 1.

is because I like
they
favorite restaurant food.
He
She
It
her
job. (a horse)
2. My boss has a house in the suburbs. house is very big and expensive. 3. company is a large multinational, but we are all friends and colleagues.
4. Spain is a very mountainous country. population is about 40 million. 5. Do you have own private office or do you work in a big office with co-workers?
EDITORIAL STANLEY
FIRST MEETINGS
13
Past Simple
infinitive read work type invite have positive you he she we you they Question you he she we you they read? work? type? invite? have? go? do? read worked typed invited had went did
you he she we you they
Negative read work type invite have
did not didn't
go
do
go
do
The negative: present simple do not/does not * I don't write reports. past simple
did not (didn't)
Did
Question Study the word order in questions:

Did Did Did you he/ she
* I didn't write the report.

my book?
the film?
bring like
we use:
did / didn't + infinitive (go / work / do etc.): * I worked
* We did
go
park arrive? travel?
to school? the car?
Where did When How

did did
we
you
they
but not
but not
I didn't work 'I didn't worked' we didn't do 'We didn't did'
* You went
but ... Did you go? not ... 'Did you went?'
-* They spoke but ... Did they speak? not ... 'Did they spoke?'
I went to your office but I didn't see you. I liked the restaurant, but I didn't like the wine.
Remember that.
i read a book every week (PreaantSimpie)|n:d|
Iread that book years ago past simple red
14
FIRST MEETINGS
Past Simple, Negative and Questions. Practice

Match the columns in order to read about Mr. Murphy's day.
Imagine you are Mr. Murphy. Tell about your day using the present simple. You can make some alterations so that the sentences make sense. e.g.,This morning I got up at 7.30 and took the bus to work. Every morning I get up at 7.30 and take the bus to work.
4. 5. 6. 7. 8. 9.
2.
3.
EDITORIAL STANLEY
FIRST MEETINGS
15
Pronunciation of ed past tense

ed:
Rules: There are three different pronunciations of ed regular past tense verbs: If a verb ends in t or d, the final ed is pronounced/id/. If a verb ends in p, s, k, f, sh, ch or th, the final ed is pronounced /t/. If a verb ends in b, g, I, z, v, n, r, or a vowel sound (i, y), the final ed is pronounced /d/.
/d/ * phoned
/t/ * cooked
/id/ * landed
Put the verbs in the right column, according to the pronunciation of-ed: * * * * helped missed looked invited * offered * started * called * asked * * * * reached lived tried jumped * * * * saved needed discovered waited
/id/
in
/d/
16
FIRST MEETINGS
Irregular verbs
infinitive participle was / were became began broke brought built bought chose came cost
cut
gerund been became begun broken brought built bought chosen come cost
cut
infinitive lose mean make mean meet

pay put
participle lost meant made meant

met
gerund lost meant made meant

met
be
become begin break bring build
buy
paid
put
paid
put
choose come cost

cut
read ring
say see
read rang said

saw
read rung said seen sold sent shown sung

sat
drive
eat
drove
ate
driven eaten fallen felt fought fought forgotten

got
sell send show sing

sit
sold sent showed sang

sat
fall feel fight find forget
fell felt fought fought forgot

got
sleep speak spend stand steal take tell think understand wake wear
win
slept spoke spent stood stole took told thought understood woke wore
won
slept spoken spent stood stolen taken told thought understood woken worn
won
get
give
gave went
had
given gone
had
go
have hear hold keep know leave lend
let
heard held kept knew left lent

let
heard held kept known left lent

let
write
wrote
written
EDITORIAL STANLEY
FIRST MEETINGS
17
A day in my life
My name is Jessica Oak. I am a PA at MAGAM International. Every morning I get up at 7 a.m. I have breakfast and I go to work by bus. I write letters, send faxes and e-mails. I attend meetings and receive clients. At half past one I have lunch, usually a salad, a sandwich, crisps and fruit. Then I get back to work. At five o'clock I go home, and I have supper at eight. After that, I like to read or watch TV, and at 11 p.m. I go to sleep. However, today my day was different. I didn't get up until 8o'clock and I didn't take thebus but the subway. When I got to the office, before turning on the computer, I had some coffee. After that, I had a meeting with my boss and my colleagues. Then, I went back to my desk and found a beautiful bouquet of flowers and some presents... it was my birthday, and my colleagues had prepared a little surprise party for me!
Signal Words First, Then, Alter that, Beforethat Next, Finally
Everyday actions .. have breakfast ..get up ..go to work .. go to class .. have lunch .. have a shower .. get dressed .. brush my teeth .. have tea .. go to the gym .. play the piano .. watch TV .. have supper .. cook .. play basketball .. read a book .. take the bus ..get off the bus .. listen to music .. have guests
what do
you do every day? I
What did you do yesterday?
AttendingVisitors
ATTENDING VISITORS
21
Getting information
When attending visitors you will need to obtain some information. What questions do you ask to know the visitor's:
1.
name?
1. What is your name? 2. 3. 4. 5.
2. nationality? 3. position in the company? 4. company where he/she works? 5. company address and phone number?
Fill in these business cards with information about the rest of students in the class:
Lucia Blanco
Accountant Caliber S.A. P. Castellana 261 28O42 Madrid, Spain
(+34) 91 315 48 62
22
ATTENDING VISITORS
Welcoming visitors
Below are some expressions that we normally use when receiving a visitor. Match the phrases in list A (questions) with those in list B (answers).
1.
Good to meet you.
a. Yes, this is my third time. b. No, I was very tired. c. Yes, please. A G&T. d. Good to meet you, too. e. About eleven. f. On that coat stand.
2. What time did you arrive yesterday? 3. Where can I leave my coat? 4. Have you been to this city before? 5. Did you visit the city last night? 6. Can I get you a drink?
You are Enrique Lopez and work for COMTRUM in Madrid, Spain. You must welcome Robert Wright, a counterpart from an American company. It's the first time you see him, although you have spoken to him on the phone many times.
You:
Robert:
Write a dialogue with the information in the box below.
You:
You:
Nice to meet you. Good journey? First time in Spain?

Robert:
Coffee?
Problems finding our company?
EDITORIAL STANLEY
ATTENDING VISITORS
23
YOu
Remember that...
We use Present Perfect to talk about finished actions. But if we want to describe the actions or to know when something happened, we always use Simple Past.
Robert
You
Robert
You
Robert
24
ATTENDING VISITORS
The Present Perfect

We use the present perfect to link the past and the present. We use this tense when we are not interested in when the action occurred; what is important is the action itself . We also use the present perfect when it is a finished action which has occurred in a time which has not finished yet These are some questions you can ask a visitor. In pairs, try practicing them by creating mini-dialogues. Remember you can also use question tags. 1. Have you been to [country/city] before? 2. Have you had a nice [flight/trip]? I have been to Morocco three times. This week I have seen your assistant twice: on Monday and Thursday. (The week has not finished yet) 3. Have you met [a colleague] before? 4. Have you seen [a famous monument, building] yet? 5. Have you tried [a dish/drink] yet?
Complete the sentences with the correct form of the verb in brackets. 1. Have you ever Paris? (be) 2. Michael is not here; he has to meet a to
have
I have
you he/she
past
written written written written written written
participle
client, (go) 3. I have never makluba. Is it good? (try) 4. I haven't the invoice yet. They have to authorize it first, (send) 5. Mr. Holmes hasn't yet. Where can he be? (arrive)
have
has
have you have they have

we
EDITORIAL STANLEY
ATTENDING VISITORS
25
Conversation starters
When we meet someone for the first time, the first minutes can be difficult. However, we can use questions of a general nature to break the ice. Here are some topics we can talk about when starting a conversation. To show interest you can use the following expressions: Conversation starters With visitors from another town or country. flight weather
Following expresions
previous visits visitor's plans in town accommodation drink & food
country
job
Really?
I see.
Is that so? Is that right? That's interesting.
Yes?
Question
tags
Other
for social chit chat TV
hsitory
topics
Question tags are excellent conversation starters: New York is a fascinating city, isn't it? * In Spain people don't drink tea, do they? * You're French, aren't you?
0 famous people
regional products
movies architecture sports
natural resources famous places
Add the conversational question tags to the following sentences. 1. It's yours, 2. You like paella, 3. Sales are increasing, 4. You're a consultant, 5. They have not sent the results, ? ? ? ?
Let's talk! Use question tags to start a conversation about the topics proposed: 1. The weather in your city. 2. Asking a visitor about his/her trip. 3. French cuisine. 4. Technology and your job. 5. A typical custom of your country.
?
6. He's German, 7. She doesn't eat seafood, ?
6. The influence of the media.
?
S.You speak Italian, 9. There are enough, 10. You are not the manager, ? ?
26
ATTENDING VISITORS
Expressing opinions and ideas

What do you think about the results of the survey? In my opinion, the results are good, but we still need to improve. When you are with people, they will often ask for your opinion. Try practicing the expressions on the next page.
In pairs, think of topics or news items that interest you. Make a list of four, and then tell the rest of the class your opinion about them. The other students will then give their opinion too. Remember to use the expressions we have seen.
EDITORIAL STANLEY
ATTENDING VISITORS
27

Weak
Strong
My impression is that... I suppose... It seems to me that... I guess...
I'm quite/fairly certain ...
I feel sure that,..
There is no doubt that...
I,m pretty
sure
I am convinced that...
Medium
Asking for an opinion

What do you think about this?
I think ... Idon't think,,, I believe ...
Any comments
As I see It...
Do you have
any comments
In my (personal)
opinion... My opinion is...
How do you fell about this?

What's the general feeling about this?
From my point ofview
The Polite Way
THE POLITE WAY
31
Modals vs. Imperative

Modal verbs are used in everyday English, and they are called modals because they modify the verb that they accompany. Modals will be very important when we want to be polite. It is much politer to use a modal to make a request than an imperative, which sounds much more aggressive. You can also use modals to change the register (i.e. being more formal or informal).
There are twele model verbs in english

can could dare may might must need (to) ought to shall should will would
Imperative
* Give me the pen. * Open the door. * Make another copy for me.
Modal
Can you give me the pen? * Could you open the door? Would you make another copy for me?
Positive
To use them in the affirmative, we put the modal verb between the subject and the main verb. * I can speak French and Italian.
Questions:
The position of the modal and the subject are changed. Will you come with me? Won't you come with me? Can you finish this, please? Can't you finish this, please? Could you stay until 7:00? Couldn't you stay until 7:00?
* They should come before 10 pm. * It might rain today, so take the umbrella.
Negative:
We form it by adding not after the modal. You shouldn't say that. I will not (= won't) go to work on Saturday. You mustn't leave the computer on when you leave the office.
32
THE POLITE WAY
Can Could
Can + infinitive can do * can play -* can come speak english.
can cannot (can't)
I
you he she it
To ask people to do something, we use Can you ... ?. If we want to be politer, we can use COULD. * Can you open the window, please? or * Could you open the window, please? * Can you wait a moment, please? or * Could you wait a moment, please?
ride a bike. sing. come tomorrow. watch TV. attend the meeting.
we
you they
I can do something = I know how to do it or it is possible for me to do it: it also means that you have permission to do something, that you are allowed to do something. * I can play tennis. * My boss can speak German, but she can't speak Portuguese. * 'Can you skate?' 'No, I can't'. -* We're having a meeting tomorrow, but Peter can't attend.
Who can do these things? Go around the class and find out! e.g., Can you speak Chinese? Student Write poetry Bake a cake Use Excel Play chess
Can
Can't
Can
Can't
Can
Can't
Can
Can't
Can
Can't
EDITORIAL STANLEY
THE POLITE WAY
33
How to use Would

We use would for different purposes. Asking for things
* * * I would like some red wine, please. I'd like some more information on the special offers. I'd like to go to the movies tonight. *
Preferences
I would like... = I want
I'm thirsty. I'd like a drink.
* I'd like some information about hotels, please. * * I'd prefer a salad, if you don't mind. I'd prefer to meet tomorrow morning.
Suggestions
* * * I'd order more of those, we will need them in the future. I would suggest to meet on Friday morning. I'd send a letter of apology, the client is very upset.
Suggestions
I'd order the soup. It's the specialty. I would suggest an Albarino wine. I'd put on a sweater. It's cold outside.
Offers
Would you like some coffee while you wait? Would you like a copy of the minutes of the meeting? What would you like, to meet at 9.00 or 11.15? Would you like us to make the travel arrangements?
* Would you like to have dinner with me? Yes, I'd love to. * What would you like to do tomorrow?
34
THE POLITE WAY
Offers
To offer things or actions
HP
/ Can/Could I get you ( some coffee? Would you like a copy of the minutes of the meeting? Would you like us to make the travel arrangements? Would you like me to fax it to you? Shall I pick you up at the airport?
How about some coffee? Do you want a copy of the minutes of the meeting? Do you want us to make the travel arrangements? Do you want me to fax it to you? Do you want me to pick you up at the airport?
3. You have gone to the station to pick up a visitor. When you meet him he is carrying two suitcases, which look very heavy.
Let's practice! Read the situations and offer what you think is appropriate. 6.9., You are attending a congress. At the end of the day you hear that one of your colleagues has no money for a cab and there are no buses. You have your car, and he lives near you. Do you want a lift?/ Would you like a lift?
1. A foreign client is visiting you. He mentions he would like to taste a typical dish of your region. It happens that very close to your office there is a restaurant which prepares that dish wonderfully.
4. You are having a meeting. The agenda includes some issues that were discussed at a previous meeting. A colleague could not attend that meeting, so he needs to know what was said then. You have a copy of the minutes of the meeting.
2. At a tradeshow a client shows interest in one of your products and would like some more information. You have run out of brochures, but you have more in your office.
EDITORIAL STANLEY
THE POLITE WAY
35
Requests
Making requests polite Can I have a cup of tea? Situation Could you fax this for me? Would you make another copy for the manager? Would you mind sending me the agenda before the meeting? Do you think you could finish this before 5pm? You are on a business trip. You have visited a client and now want to go to the hotel. Request
A pen.
Match the situation with what you would request:
Salt, olive oil and vinegar. You are taking notes and your pen stops writing. The salad has no dressing. You are signing a very important contract.
A cab.
Bill.
Now try to make your request in each situation.
You have just finished a meal in a restaurant. You are visiting a client and when you leave, you notice it is raining.
An umbrella.
e.g.,
1. Could anybody get me a cab?
A copy of the contract.
2.
3.
4.
5.
6.
36
THE POLITE WAY
Accepting and declining

In English it is not very polite to use 'yes' or 'no' on their own. We should always try to use some of the expressions below in order to sound more natural and politer, and less aggressive.
Accepting Could you think of a question for each of the answers? Yes, I think so. Is she attending the meeting? Yes, please.
Declining Could you think a question for each of the answers? I'm afraid I need a little more time. Can you finish the report for Friday?
No, not yet.
Certainly.
I'm afraid not.
Of course; help yourself.
Thank you, but it's not necessary.
Yes, that would be very nice.
I'm afraid I've no idea.
Yes, that'll be fine.
Not at the moment, thank you.
Yes, I totally agree.
I'd rather have the meeting now.
You can count on me.
I'm sorry, but I'm busy right now.
Yes, that's very kind of you.
EDITORIAL STANLEY
THE POLITE WAY
37
Thanking and showing appreciation

Thanking phrase
Thank you very
much
Thank you very much for inviting me.
You're welcome. It's nothing.
Thank you very much for the meal. Thank you very much for your kindness. It was very kind of you to (invite me).
Thank you very much for your hospitality.
That's ok. Don't mention it.
Thank you very much for everything.
It was no trouble.
Thanks. Thanks for taking me to the movies. Thanks for the drink. Thanks for your help.
Let's practice! Read the situations below and decide which phrase of thanks is more appropriate for each. 1. A supplier has invited you to have dinner at a very good restaurant. 2. You invite a foreign client who is visiting you to the theatre, to see a play which is very popular. What does he say? 3. Some friends invite you to spend the weekend at their country house. 4. The receptionist at the hotel hands you a message when you return. 5. You have attended a one-week course and because of your work you have not been able to go to all the sessions. A colleague has made copies of all his notes for you, helping you with doubts you had.
Request
a. Thanks. b. Thank you very much for everything, you have been very helpful. c. Thank you very much for the meal; everything was delicious. d. It was very kind of you to get me a ticket, I really loved the play. e. It was very kind of you to invite me; I really had a great time, and the house was beautiful.
How do you say thank you in other languages? Match the word with the language.
Spanish
Italian
French
German
Japanese
Portuguese
38
THE POLITE WAY
Complaining
Match the statements with their correspondent in the column on the right. I'm afraid you have overcharged us. I'm sorry, but this is not what I expected. The service is simply not what we paid for. I'm tempted to send a letter to your manager. I insist that you give us the extra discount you had promised. 't believe the number of This is not acceptable. to state something very firmly to insist to introduce your complaint to make your irritation clear to introduce it in a firmer way to suggest a threat. to express indignation
Read the following dialogue.
Waiter
Now, what is the problem?
Waiter
This is a Double Cheese Chicken Sandwich. Is it? Well, in the picture it has toasted bread, a lot of melting cheese, grilled chicken, lettuce, tomato and mayonnaise; and in this sandwich there is only a slice of cheese, the bread isn't toasted, the lettuce is not fresh, and the chicken is burnt!
I'm afraid that this sandwich is not what I ordered, l asked for a Double Cheese & Chicken Sandwich like the one in the picture in the menu.
Customer
Customer
EDITORIAL STANLEY
THE POLITE WAY
39
Waiter
Well, maybe it doesn't look like in the picture, but it has the ingredients the menu says. So 1 can't do anything. You should have ordered a different sandwich. I'm sorry, but I don't think that's the correct response.
Waiter
He hasn't arrived yet, so you'll have to deal with me. I can't believe your attitude. This is not acceptable. I insist that you bring me a sandwich like the one in the picture, or I will write a formal complaint and call the press. Customer
Customer Waiter
If you don't like the sandwich, try another one the next time you come. I can't believe what I'm hearing. I'm tempted to call the manager.
Waiter
Oh, well, I guess you're right. Of course I am! And what's more, I will write to your manager to complain about the terrible way you treated me!
Customer
How would you complain in the following situations?
Customer
a. You bought a jacket. When you got home you realized that one button was missing, so you go back to the shop and ask for a jacket with all the buttons. c. A hotel brochure says that all the rooms have a view to the sea. You make a reservation, and when you go to your room, you see that the window looks onto a back garden. This is not what you expected.
b. You are traveling to Guadalajara and need two trains to get there. You have already bought the tickets, and you have twenty minutes from the moment you get to the station on one train until you take the second one. It's more than enough time. However, the first train arrives late at the station and you miss the second one. You are very upset.
4O
THE POLITE WAY
Imagine you work for an international company.
You deal with clients everyday, and even though you are very efficient, sometimes customers have complaints. In pairs, think of the problems you may find, and decide what to do in each case.
EDITORIAL STANLEY
THE POLITE WAY
41
Apologizing
What do these words and expressions mean? a misunderstanding a slip-up to mislay something to offend someone to make a fool of yourself to upset someone to put your foot in it a mix-up Below you will find some useful expressions used for apologizing: When things go wrong, how easy do you find it to say sorry, or accept apologies from other people?
Before you disturb someone. I'm sorry. Excuse me. After you have inconvenienced someone. Sorry.
Small mistakes only.
Sorry about that.
I'm very sorry.
I do apologize.
I really am very sorry..

Very strong.
I'm sorry, but...
Stronger than I'm sorry. Add to any response which will seem unhelpful to the other person. It makes strong negative response acceptable. To reply, you can say: Oh, don't worry.
I'm afraid ..
When you want to clarify something, express disagreement or ask for clarification.
That's (quite) all right.
It's OK.
42
THE POLITE WAY
Work in pairs. One student should apologize at the end of each of the following situations. The other student should reply. e.g., I've just realized I haven't sent the email yet. I'm very sorry. Oh, don't worry. That's quite all right. 1. I hate being late for the meeting, but I had a flat.
Communication activity In pairs, create mini-dialogues around the following situations. 1. You have just discovered that you have overcharged a client. 2. You have had a complaint about the rude treatment a guest received from a trainee receptionist at your hotel. 3. A colleague has badly damaged the photocopier by trying to photocopy onto a sheet of plastic which has melted inside the machine.
2. I didn't know you were allergic to seafood. You're not going to enjoy this restaurant, the Lobster House.
4. A colleague tells you that they have just been speaking to someone who was sent the wrong order not just once, but three times! 5. A colleague tells you that they have left their car in the managing director's parking space. You know that the MD will be angry! 6. You asked a junior colleague to complete some important documents for you. Unfortunately he/she has made a mess of it and is very upset. You realize that it was really your fault because you didn't explain carefully what to do.
3. I bought soda instead of juice. I hope you don't mind.
4. Oh, I dropped the wine on your pants! I'll pay the cleaner's.
5. So the reservation was for five people, not three. I'll have to prepare another table.
EDITORIAL STANLEY
THE POLITE WAY
43
Saying no
Saying no
I'm not keen on doing... I don't particularly like doing... I can't stand/bear doing... If snot my idea to do... I'd rather not do... Let's practice! In pairs, student A will propose different ideas to student B, who will politely refuse them, suggesting some others instead. Then it will be student B's turn to give ideas while student A proposes some other alternatives.
A preference
I'd prefer to do I'd rather do... I'd really much rather do...
Student A
1. Let's go to the movies. You love action and war movies, and Van Damme's last movie has just been released. Let's go out for dinner. You love exotic cuisine such as Thai and Japanese, and they have just opened a beautifully decorated Asian restaurant very near your house! 3. Let's arrange a meeting. You think that the best time to hold a meeting is 9.00 in the morning, as you believe one can think better at the beginning of the day. 4. Your idea of an evening out is going to a jazz club where you can sit and enjoy live music. 5. You don't want to order many units as you are not too sure you will be able to sell them.
Student B
1. You like watching romantic movies and comedies; you go to the movies to have a good time, not to watch blood and weapons. 2. You like traditional, simple, cuisine: fried eggs with fries and bacon is your favorite dish! It's cheap, delicious, and you know what you're eating! 3. You are certain that the best time for a meeting is just after lunch, as in the morning people are sleepy. 4. Let's go out for a drink. You like going to trendy clubs, where you can have a wild time and dance till 6 am. 5. Let's order 2000 units. It's cheaper to buy big quantities as the supplier offers a 20% off.
CoffeeBreak
COFFEE BREAK
47
Describing people
When socializing we will have to describe ourselves and people we know. Below are some words that are used to describe people. Write (P) next to the ones that are positive and (N) next to the negative. In pairs match the adjectives to their antonyms (their opposite).
1. ambitious
2. bright 3. careful 4. competitive 5. flexible 6. imaginative 7. impulsive 8. outgoing 9. selfish 10. solitary
11. tidy 12. tough 13. well-organized
Which apply to you? aggressive decisive loyal serious ambitious dynamic methodical shy amusing easy-going optimistic sincere bossy emotional outgoing sociable bright hard pessimistic strong * calm * hard-working * quiet * stubborn * careless * honest * realistic * successful * cheerful * idealistic * relaxed * talented * cold * impulsive * reliable * talkative * considerate * kind * sensitive * tidy
A B C D E
F G H I J K L M
uncompetitive sociable stubborn cautious unambitious careless disorganized kind dull introvert unimaginative messy introvert
How would you describe yourself?
Let's practice! Use some of the adjectives above to describe people you know.
48
COFFEE BREAK
Adjectives
An adjective describes a noun. The comparative in English can be built in two ways:
Adjective position
Before a noun a nice car After the verb to be John is nice A few adjectives come after the verb to be but do not normally come before a noun. afraid ill well alive alone awake asleep By adding -er big - bigger small - smaller By using more... than A DVD costs 29. A CD costs 18. A DVD is more expensive than a CD.
Order of two or more adjectives.

subjective opinion qualifier (size, age, shape) color origin what the noun is made of purpose what kind head noun
fantastic cheap aggressive
brand-new giant-size
red
. -
microwave oven shampoo marketing bottle strategy container model chips
American plastic silicon
new
attractive
tiny
Japanese -
We add erwhen the adjective is monosyllabic (one syllable), or when it is disyllabic (two syllables) ending in y.
We use more... than when the adjective has two syllables or more (except when it is two syllables ending in y). 2. more ... than boring expensive > more boring than more expensive than
1. er ending
sharp happy sharper happier
EDITORIAL STANLEY
COFFEE BREAK
49
Some common adjectives are
big
tall good interested boring stupid expensive great quiet fast nice ugly kind mean funny
small short
Make sentences comparing the two words given. You can choose the adjective that you like. e.g Madrid - Seville Madrid is colder than Seville. 1. Your current job - your previous job
bad
bored interesting intelligent cheap awful loud slow horrible beautiful selfish friendly strange happy bitter
2. Pop music -jazz music
3. London Athens
sad
sweet cold
hot
Can you turn them into comparative adjectives?
4. Taking the airplane - taking the bus
5. Reading a book - watching TV
5O
COFFEE BREAK
Social English
How would you respond to these comments? What would you do in these situations? Match the statements in the column on the left with the most appropriate alternative on the left.
"Tomorrow I have a very important negotiation." You are the best-man at a wedding. After the speech you ... Somebody sneezes.
"Bless you!" "Neither do I", or "Me neither." "Congratulations!" "Never mind". "Do you? So do I!" or "Me too."
"Can I have some more coffee?" You're drinking with some friends.
You have been promoted
"Happy birthday!"
"Of course, help yourself."
I don't like horror movies

Thank you for your lelp with the report"
... make a toast: "Here's to the happy couple"
"You're welcome" "Today is my birthday." "Good luck!". "Cheers!" "I like skiing." "Cheers!" I have forgotten to close the window.
In pairs, create mini-dialogues to practice these expressions.

EDITORIAL STANLEY
COFFEE BREAK
51
Eating out
When receiving visitors, you may have to take them out for dinner. Here are some expressions that you will use and hear at a restaurant. Which are said by the waiter? Which are said by the customer? And to drink? I I Good evening, can I help you? Here you are. I'd like a table.
Is that all?
One person please. Still mineral water. Yes. I'd like some chicken soup, and a steak, please.
Can I take your order? Certainly, sir.
How many people?
Medium, please. How would you like it cooked?

Oh, and can I have a green salad, too?
Come this way.
Could I have the bill, please?
Now try to organize the expressions so you create a conversation.
1.
9.
2.
10.
3.
11
4.
12.
5.
13.
6.
14.
7.
15.
8.
16.
52
COFFEE BREAK
At the restaurant
Read this conversation:
Good afternoon, can 1 help you? We'd like a table for two. Customer 1: Certainly, sir. Come this way, please. Do you like this table? Waiter: What would you like?
Can we have that one over there?

Customer 2: Of course. Waiter: I'll have the Caesar salad. Customer 1:
Waiter:
I think 111 have the chicken soup. What about you?

Customer 2: And to drink? Waiter:
Customer 1: Would you like to order? Waiter: Yes. We would like the tomato soup and the Caesar salad for starters.
A bottle of red wine. What would you suggest? Customer 1:
And for the main dish?
I would suggest a Vina Ardanza, it's a Rioja. Customer 1:
Waiter:
I'd like the steak with chips.

Customer 2:
Waiter: Excellent. And a bottle of mineral water. Right, sir.

Waiter:
We'll have a steak with fries and roast chicken. Customer 1: Can we have the bill, please? Customer 1: Here it is. ... Thank you sir. Have a good day. Waiter:
EDITORIAL STANLEY
Customer 1:
Imagine you are in a restaurant. In pairs or groups of three try having a similar conversation.
COFFEE BREAK
53
Popular misconceptions
There are some general truths which are not so "true". Below you will find some useful expressions to say what the real fact is. Introducing the information
It may seem that..., Many people think.., Some people say..., You've probably heard that...,
Linking
but in fact... but actually... but the truth is
Introducing the information

Even though Although Despite the fact that... it may seem that..., many people think..., some people say....
Linking
the truth is ... the truth of the matter is
Work in pairs with the following statements below, taking turns to explain what is wrong with them.
4. If you drink water after milk you get a stomach-ache.
e.g., Some people say that drinking water makes you fat, but in fact, water has no calories. 1. The lion is the "king of the jungle" (when in fact, it lives in the savannah).
5. If you get hiccups, hold your breath and count to ten.
6. In Spain most men are bullfighters.
2. Spaghetti were invented in Italy. 7. Men can stand greater pain than women.
3. Crocodiles cry.
8. Men are always better bosses than women.
Final Assessment
Role-play
57
Final Assessment Role-play:

Public Transportation: the Good, the Bad and the Ugly! Background
Six months ago, the City Council of Madrid retained the services of People Cities Inc. in order to carry out intensive research regarding the problem of pollution within the City center and the proposed closure of the center to petrol vehicles.
Research indicates a drastic increase, over the past 15 years, of stress related absenteeism at work and at school, with a resulting 25% increase in public health costs over this period. 30 percent of absenteeism at work is directly related to traffic related effects (noise and air pollution) and has resulted in an average loss of 10 percent of net earnings across all types of companies, regardless of size or sector. The growing rate of pollution-related absenteeism has detrimentally affected families because the stress factors have flowed into the family environment, causing stress in children and other family members, including pets.
Schools are suffering the effects of the psychological aspects derived from the stress related symptoms of parents as well as teachers. Evidence of this is an increasing rate of failure at school. Further research is being carried out in order to study the secondary effects of traffic and noise-related stress, absenteeism and school failure on domestic animals, as there is evidence of increased violence toward family pets as well as increased aggressiveness between dogs in the public parks, which have at times been directed at children playing.
People Cities has proposed attacking the problem of inner city pollution by addressing the public transport system: if it were greatly improved it would resolve a great part of the pollution and congestion problems being faced at the moment. The City Council voted last week to close the city boundaries to all private vehicles, except cabs. Several organizations have been invited to present information at an extraordinary meeting in order to establish the steps necessary to upgrade the public transport system to meet the added demands that will arise from closing the city boundaries to private vehicles. The organizations and departments involved are:
58
Green Cities Worldwide A non-governmental organization involved in environmental protection and a member of the European Forum for Green Cities.
Action Before getting into the role-play and preparing your role card for the meeting, it is necessary to Review language seen in this text. Review basic language needed for meetings Read and understand the objectives Agree on an Agenda Elect a Chairman
Alternative Moving Energies Association A forum of experts in the field of alternative energy sources for transportation.
Union of Public Transport Workers Representing the rights of all drivers of public transport.
The Objectives of the Meeting are to:

1. Decide on the boundaries to be set. In which areas will petrol driven traffic be prohibited? It is suggested that these could be linked to the final destination of the underground and bus lines, because then people could use the underground and buses to enter the city. 2. Agree on what improvements need to be made to existing services, and what steps can be taken to ensure that these improvements are made. For example, bus drivers could be retrained so that they become more considerate towards the comfort of commuters and do not close doors when someone runs to "beat the whistle" or allow too many people to enter the buses at once! 3. Seta clear agenda and budget for these improvements and establish how they will be financed. For example, will there be a special added taxation so that the cost is passed on to the public, or will the government be expected to finance it without it costing the public anything?
The Association of Motor Industries Representing manufacturers of cars, lorries, buses and motorcycles.
Ministry of Transport and Energy Government representative body responsible for establishing improvements and costs to set any necessary taxation.
EDITORIAL STANLEY
59
Write your agenda here:
Now as a group, discuss the Agendas you have written and decide on the final Agenda. Once your Agenda has been finished, you will be given Role Cards to study and then you will be ready to have your meeting.
6O
Basic language used in meetings

Asking
I'm going to... We're planning to... I'm/we're intending to... We're hoping to... What do you think about...? I feel confident that... I doubt if... I expect that... What do you think we should do? We'll need to... We have to/must... First we need to... then we can... We are going to need to... Above all we must... It will be necessary to...
Giving advice
Giving
I'd like to ask your opinion about...
Do you think...?
I'd be surprised if...
Is it possible that...?
I would suppose..
You should... Why don't you...? If I were you, I'd...
It might be a good idea to... I would advise you to... Let me warn you that...
Most likely
It's likely
Least likely
Its unlikely
Probably May/might
We are bound to
It certainly won't I'm not sure about that... We'll have to think about that. At least... It could be, but anyway... I am not in full agreement, but... I don't believe that will work...
It's impossible
There's a good chance It's possible / it possibly could
If I were you, I'd...
EDITORIAL STANLEY
Conntent Delivery Guidelines
CONTENT DELIVERY GUIDELINESS
63
Needs Analysis
Information and general questions for the completion of needs analysis forms for groups or one-to-one students
The 'why?' of a Needs Analysis

The Needs Analysis is important to find out what the needs of your student(s) are and to help them establish goals and priorities in their learning. One of our basic philosophies is that the best way to motivate students is to involve them actively in their learning process from the outset, by providing a learning experience based on three constructive factors: 1. A sense of self control based on a choice over what they learn: the opportunity to choose is a powerful motivation, and it is important for the teacher, from the outset, to foster in students selfdetermination over their learning by having them participate in choosing their learning path. This is a powerful tool for encouraging students to consider their English classes as an adequate opportunity for satisfactory achievement. 2. A purpose for going to class: everyone needs to find a reason and a sense for doing what they do, especially if it involves an extra effort. Through the Needs Analysis, the teacher should aim to help students discover a sense of purpose for attending class (clearly defined learning objectives with a clearly defined pay-off for achieving them) and give them the opportunity of actually achieving that purpose (final role-plays and assessment role-plays). 3. A sense of achieving competency: people like jobs they do well, and so competent achievement of a task results in natural enjoyment of that task. The sense of progressing in the English the learning process is directly tied to feeling competent or better at using the language. This is a powerful pay-off for the effort made by students, and it is important for teachers to recognize the need to provide students the opportunity to commit themselves to a learning process that is worthwhile for them.
64
Asking for basic information

1. What does the company you work for do?
2. What is your job /job title?
3. What are your responsibilities?
4. In which areas of English do you need more practice? Speaking? Listening? Vocabulary? Writing? Reading? 5. What are your priorities for study on this course?
6. Have you ever studied English before?
7. How long ago?
8. What did you find most difficult?
EDITORIAL STANLEY
65
What do you need to do in English?

Do you have to give presentations?
Who do you give them to? What are they about?
Do you have to take part in meetings and discussions?

What are they about? Who are they with?
Do you have to negotiate?

Who do you negotiate with? What do negotiate about?
Do you have to explain graphs, figures etc.?

Who to?
What are they about?
Do you have to speak on the telephone?

Who do you speak to? What are the calls normally about?
Do you have to show visitors around your place of work?

Who are they? What are they interested in seeing?
Do you have to write letters, faxes, emails, reports etc.?

Who to?
What are they about?
Do you have to greet visitors and entertain them?

Who are the visitors? How do you normally entertain them?
67
Activities
Survival Language
Students should use English at all times and the teacher should avoid using the students' native language at all times.. .and definitely should offer no translations. It's always preferable to offer synonyms, or explain the word by referring to the action or thing in a situation. For example: "What does invoice mean?" Explanation 1: An invoice is a bill. Explanation 2: An invoice is a paper you send or give a client specifying the amount of money they have to pay. This requires that on the first day of class you provide students with basic survival language for successful learning, and in order to follow the ground rules they are not to use their native language in class. Go through the different expressions provided in the material and make sure they understand them. Add any others you think appropriate. Then quiz them, perhaps by dividing them into teams. student. They should go around the room and greet each other and begin a conversation. Give them 2-3 minutes, then have them end that conversation and begin another one with a different student, and so forth, until all students have had a chance to greet everyone.
Present Simple
Introduce the present simple tense then practice. Ask students to brainstorm verbs related to their everyday working life, and then ask students to form sentences using those verbs. Add any others you think are relevant. Introduce questions and question formation. Have students write three questions they would like to ask other students in the class, and have them write each one on an index card. Collect all the cards and shuffle them. Place them in a pile in the center of the table. Then have students take turns picking up a card and directing the question at a specific student, who, in turn, must answer the question as best he/she can. Do this until all the cards have been used. To close the activity, brainstorm common questions they make or receive at work or with clients and the possible answers they can give. Now put it all together. Prepare a set of cards, each one with the name of the person, position, company and address, and other extra information (Careful! Point out to students that some information may not be appropriate to ask, such as marital status and age) (see examples below). Ask students to choose a card and then introduce themselves to each other using the information on their card.
First Meetings
Greetings and Introductions
Brainstorm greetings with students. Ask them to call out expressions and write them up on the board. Complete the list with any others you think are necessary or appropriate, and any "slang" expressions to point out regional language differences. For example: What's up? How are ya? How's it going? Now ask students to consider different social situations and choose a correct expression. The objective is to differentiate between formal and informal expressions. Introduce conversation starters and parting expressions, following the same technique as for greetings. Now put it all together by asking students to represent different people associated with their organization. Write up a set of cards indicating the position (for example: General Manager, Sales Manager, Janitor, Receptionist, regular client, new client, etc.), cut them up and give one to each
68
Name:
Pamela Schwartz Irish

JAge: 24
Name:
Jonathan Wise
Nationality:
Nationality: American Status: Single

Age: 53
Status: Single Address: 34 Grafton Street Dublin Ireland Company: Position:
Address: 19 South Street Champaign, Illinois, USA Company: Position: Lessing School Head Master
BLCB Finance Analysts Chief Economist
Name:
Sonny Jonsen
Name:
Tamiko Mitsubishi
Nationality: Australian Status: Married

Age: 28
Nationality: Japanese
I
Status: Married
I Age: 32
| I
Address: 39 Smithbottom Road Melbourne, Australia Company: Green Winds, Ltd. Position: International Director
Address: 36 Yamamoto Avenue Tokyo, Japan Company: Skyoto Consulting Position: Crosscultural Advisor
Name:
Hank Dehn
Name:
Pascale Jondelle
Nationality: German Status: Married

Age: 40
Nationality: Swiss Status: Divorced | |

Age: 45
Address: 34 Danzinger Strasse 345 Holzminden, Germany Company: Handel Strumphe Position: Sales Manager
Address: 93 Avenue La Verne Lausanne, Switzerland Company: Chocolat Supreme Position: HR Director
Name:
Francois Marchand French

Age: 33
Name:
Michelle Starkus British

Age: 28
Nationality:
Nationality:
I
Status: Divorced
Status: Single Address: 10 Picadilly Street London, England Company: Position: BBC Radio
Address: 2 bis, Rue de Boulois Paris, France Company: Position: Dittes Direct Marketing Manager
Production Manager
EDITORIAL STANLEY
69
Questions and answers

The aim of this game is to practice recognizing and matching common questions and answers. Time: 10-15 minutes.
How to play:
1. Divide the class into pairs (or groups of three or four). 2. Explain the game to the students: with the cards face down, the first person turns up three, one being necessarily a question card. The aim for the people in each group is to match more pairs than their partner. To make cards match, one has to be a question card and the other, the matching answer card; if the two cards the student has chosen do match, he/she collects the pair and turns up two more cards. If the pair doesn't match, two cards are turned face down again, leaving one face up (it doesn't matter whether it is a question or answer card). Then it's the other student's turn to turn up two more cards (but always making sure that they are not all question cards or answer cards!). 3. Give each group a set of cards, and let them start the game. The students play by themselves, but watch out that inaccurate pairs are not collected, or the game will not finish correctly. 4. The game finishes when all the cards have been collected, and the winner will be the student who has made more matches than his/her partner.
Notes:
Cut up the cards (remember you need one set of cards for each group). As the answer and question cards must be differentiated when facing down, write a question mark on the back of the question cards, or mount the cards on different colored paper.
7O
Aren't you Myrtle Thomas?
Did you enjoy the play last night?
How do you do?
Yes, I am. Have we met before?
Yes, the actors were very good. And the costumes were fantastic.
How do you do.
Where do you work?
How was the flight?
Would you like anything to drink?
I work at CIT Microelectronics.
Ok, but I'm a little tired.
No, thank you. I just had some coffee.
What's musaka?
Where are you from?
Can I have your telephone number?
It's a Greek dish. It's made with vegetables and meat.
I'm French. I was born in Marseille, in the south of France.
It's 61998929.
How are you?
What time do you go to work?
Would you like some coffee?
Fine, thanks. And you?
I leave my house at 7.30, but I don't get to the office until 8.30.
Oh yes, please, With milk.

EDITORIAL STANLEY
Could you spell your name, please?
It's H-I-G-H-S-M-I-T-H.
71
What do you do?

Introduce the subject by going through the example of Isaac O'Fire, and have each student answer the questions orally on their job. Then go on to talk about job description. Have the group come up with a list of at least 20 verbs that apply to their job.
Game:
Tell students they are going to play a game to practice asking questions to find out who the other students are. Ask students to imagine they are someone else (a movie star, a politician, a famous business person). Students are to take turns asking each other questions to find out who they are and what they do. They should answer the questions as best they can and may even have to invent information. This game can be played in one of two ways: 1. One student at a time receives questions from the rest of the group until someone guesses who he/she is. 2. Students take turns asking whomever they want one questions (and no more than one at a time). In this case, it will be useful for you to provide each student with a chart as follows in order to take notes:
Questions 1. 2. 3. 4.
Student 1
Student 2
Student 3
Student 4
After all the students have had their identity unveiled ask them to introduce themselves using the guidelines provided in the material. Then have them work individually to write it. This is a good opportunity to assess their writing skills level more closely by collecting their papers and correcting them for the next session.
72
Describing a company
Introduce possessive pronouns and the past simple. When you take a look at the list of irregular verbs, go through them one by one and ask students to form a sentence for each. Then ask them to choose 5 or 6 and take a few minutes to write a paragraph on whatever they would like. Then ask each student to read it out loud to the rest of the class. The "audience" should listen carefully and think of one question to ask the author (Refer them back to questions and question formation). Now tell students they are going to construct a group story using the list of irregular verbs. You begin the story by making a sentence using one of the verbs from the list. Go around the class/table so that each student adds a sentence to the previous one. There are two ways to do this activity: a. If done orally, do at least two rounds so that each student has the chance to make two sentences and is forced to listen carefully. b. If done in writing, distribute a sheet to each student with your first sentence. They add the second sentence and then pass the sheet to the person on their left, who in turn adds the third sentence, and so forth until each student gets his/her original sheet back. They then have to add the concluding sentence. Have them each read the story out loud so that you can make appropriate corrections. Now they are ready to write a brief description of their own company.
Look at everyday actions and have students brainstorm additional ones. Then have them practice forming questions by taking turns asking each other what they do every day. Tell them to listen carefully to the answers. And you should take careful notes so that at the end of a couple of question and answer rounds you can ask students "Who did...? This tests students' comprehension and active listening skills.
Attending Visitors
Getting information
Introduce getting information expressions and follow through by brainstorming questions that students can ask to get information: From a client who has a problem From a friend From their boss From their girlfriend/boyfriend/wife/husband From a colleague Etc. Now have students make a business card for themselves with a fictitious identity. Through a question and answer session, each student should fill in a business card for each person in the class. Introduce welcoming visitors and apply it to Enrique Lopez and a dialogue. Prepare a set of cards with the name, position, company and one or two specific information points of relevant business personalities in your community. Give one to each student and ask them to go around the class to find out who the other students are and as much specific information as possible. Once everyone has had a chance to find out who everyone else is, ask each student to welcome one person to their company.
A Day in My Life
Introduce the present perfect. Go back to the list of 20 verbs the group came up with when looking at irregular verbs in the past simple, and ask them to form a sentence in the present perfect with each one. Then ask students to choose 3 or 4 verbs to describe something they did or that happened yesterday or this morning. Now read through Jessica Oak's description, pointing out the uses of the different verb tenses and signal words.
EDITORIAL STANLEY
73
Conversations starters
Introduce the specific expressions and the use of question tags. Then ask each student to begin a 3-5 minute conversation on a topic of their choice. You can also provide them with a set of topic cards which you place face down in the center of the table, and have students take turns picking up one and initiating a conversation.

Introduce the different expressions and degrees for expressing opinions and ideas and then ask students to work in pairs to think of topics of their choice. They are then to tell the rest of the class what topics they chose and what their opinion about them is. And then ask the other students what their opinion is.
Bring in 8 or 9 different news articles in your own language on polemic current events. Prepare a set of cards with different expressions for expressing opinions and ideas. The objective is for students to use as many different opinion expressions as possible. Distribute the articles (one for each student) and put the cards face down in the middle of the table. Ask each student to take his/her turn presenting their article and explaining what the controversy is. The group is to discuss the issue. Each student is to choose an expression card and use it during the discussion. Once they've used the expression they should immediately put it face down under the pile of cards and take another one.
74
Progress Assessment Role-play

This role-play has been designed as an assessment tool to evaluate student progress mid-way through the course. The objective is to provide them with the opportunity to apply the language skills related with basic social skills. The aim of this role play is for students to put in practice what they have learned; they will be given a situation and some specific information (role cards) so that they practice the strategies seen .
Procedure:
1. Divide the class into pairs or groups of three. 2. Explain that you are going to give them a card with a situation, and that they will have to play the role of the character on the card. There are two types of characters: one is the "host", and the other is the "visitor". The host has to receive and welcome the visitor, make a small presentation about him/herself and his/her job, and tell the visitor what the program of the visit is going to be (this he/she has to invent). He/she will have to answer the questions from the visitors, and make sure that there are no uncomfortable silences. The visitors will listen and ask questions about the company, the host's job, the city, country, etc. They have to be prepared to answer any questions the host may ask. If they don't agree with something they should say so. 3. Give the students 5-10 minutes to prepare their part. 4. Start with the role-plays. Each group has a couple of minutes to play their role in front of the class. 5. When all the groups have done their part, there is a group assessment, getting feedback from the students.
Notes:
There are three sets of role-plays. If there are more than three groups in the class, you can repeat the situations; it may be interesting to see how different the students may act using the same information. Make sure that the students use the strategies and vocabulary seen in class.
EDITORIAL STANLEY
75
Role cards
Company A
Presenter:
Your name: Department: Company: Product/service: Head Office: Employees:
Maria Jose /Jose Martinez Marketing and Public Relations, Assistant Bodegas Galinsoga Wine |
Pamplona, Navarra (North of Spain)

26 permanent staff - 9 administrative staff - (plus about 50 seasonal workers) Very prestigious company, not very big but very well known among wine lovers. Production of quality wines. European Union - 26% Other countries - 28% I | I
Company activities: Markets: Internal-37% Future:
UK -9%
The company hopes to export to Central Europe and Asia. Notes:
Your visitors are wine importers from Central Europe. They have been invited to learn about your company, as you are planning to do business together.
Visitors
You are visitors to: Bodegas Galinsoga You are Central European wine importers. You are visiting the company in order to know more about it; you have heard many good things, but you want to see first-hand. You are planning to import its wines if you like the company. During your stay, you will meet the managers, visit the facilities, taste the wines. You would like to know more about Spanish culture, so you want to see bullfighting and maybe flamenco in the evening. Ask the person who receives you things about the company, the program, or anything you can think of. You will have a formal meeting with the management, but would like to get some general information from the employee who is receiving you
76
Company B
Presenter:
Your name: Department: Company: Product/service: Head Office: Employees: Paula / Pablo Bravo Marketing and Public Relations, Assistant Acertex, S.A. Engine components [ Oviedo, Asturias (North of Spain) - Factory 10kms from the office. 45 workers in the factory -15 administrative staff , Production of engine components. The company was founded in 1957. I France and Portugal - 22% I
Company activities: Markets: Future:
Internal - 78%
I The company hopes to open market in other European countries.
Notes:
Your visitors are investors from England and Italy. They have been invited to learn about your company, as they may invest in it to help you extend to other markets. You are picking them up at the airport. Remember, you should: - Welcome the visitors - Introduce yourself and your job - Talk about the company, answering the visitor's questions. - Ask about the visitor's jobs, countries, etc. - Give an overview of what the program of the visit is going to be. - Offer your help.
Visitors You are visitors to Aceritex, S.A. You are English and Italian. You are visiting the company in order to know more about it. You may invest in it and help it do business in your respective countries by presenting it to potential clients. During your stay, you will meet the managers and visit the factory. Besides, you would like to know more about Spanish culture, so you want to see bullfighting and maybe flamenco in the evening. Ask the person who receives you things about the company, the program, or anything you can think of. You will have a formal meeting with the management, but would like to get some general information from the employee who is receiving you.
EDITORIAL STANLEY
77
Company C
Presenter:
Your name: Department: Company: Product/service: Head Office: Employees: Martina / Martin Frances Marketing and Public Relations, Assistant Ruiz & Thierry Abogados Lawyers and advisors Madrid, Spain 40 employees - 5 partners Lawyers, tax and legal advisors France and Portugal - 22%
Company activities: Markets: Future:
Internal - 78%
The firm hopes to open market in other European countries.
Notes:
Your visitors represent some of most important law firms in South America. They have come to Spain to meet the partners of the firm, as they want to sign a collaboration-agreement. You are picking them up at the airport. Remember, you should: Welcome the visitors Introduce yourself and your job Talk about the company, answering the visitor's questions. Ask about the visitor's jobs, countries, etc. Give an overview of what the program of the visit is going to be. Offer your help
Visitors
You are visitors to Ruiz & Thierry Abogados. You are Argentinean and Brazilian. You are visiting the company in order to sign a co-operation agreement. During your stay, you will meet the managers and have negotiations. Besides, you would like to see what Spanish culture is like, and you are really interested in attending a Real Madrid soccer match. Ask the person who receives you things about the company, the program, or anything you can think of. You will have a formal meeting with the management, but would like to get some general information from the employee who is receiving you
78
The Polite Way

Modal verbs
Introduce modal verbs and the imperative. Practice by having students ask each other to do something using the imperative and being as rude as possible, and then by using modals and being as polite as possible. Do the same thing to apply question tags. Practice using the modal verb can. Practice the use of would. Have students think of typical situations they face at work and outside of work and use would to deal with them. Now ask students to think of something that really bothers them about their husband/wife/boyfriend/girlfriend, and write it down on a piece of paper. Have them exchange papers. The "complaint" indicated on the paper is to be extrapolated to the group (i.e. this is what bothers the student about the group). Each student must then politely explain to the group what their complaint is and what they want them to do about it.
Offers and Requests

Introduce the expressions for offering things and offering to do something, and do the practice situations. Add a fifth one of your own that is directly relevant to your students' work reality. Introduce expressions for accepting and declining, then apply them to the situations practiced for offers above. Introduce expressions for saying no, and do the practice pair work exercise. Introduce requests, and do the exercises. Introduce thanking and showing appreciation, and do the practice exercises. Now design a set of cards with all the different expressions in this section, as well as those for greetings and conversation starters, and a set of cards with conversation current events themes and issues related to your students' work and responsibilities. Cut them up and shuffle them. Put them in the center of the table in two piles - expressions in one and themes/issues in another - and tell students that, as a group, they are going to initiate and maintain a conversation dealing with different current events. Each student picks one theme/issue card and two expression cards. The objective of the activity is to introduce their theme/issue into the conversation and use their two expressions during the conversation. Once they've used up their cards they are to pick up another theme card and two more expression cards, and so on until all the cards have been used.
EDITORIAL STANLEY
79
Coffee Break
Complaining and Apologizing
Introduce the expressions for complaining and ask two students to act out the dialogue in this section. The "audience" should listen carefully and write down all the complaining expressions they hear. Go through the complaint situations on the following page, and then ask students to imagine they work for an international company and, in pairs, think of problems they may find and what they would do in each case. Then ask each pair to report back to the class. As a group, find common problems identified by the different pairs and different solutions to those same problems. If the solutions are all similar brainstorm other possible solutions. Go through the expressions for apologizing and do the pair work activity.
Describing People
Before getting into the list of words used to describe people, ask students to write down 5 or 6 adjectives to describe themselves, and then have them present themselves to the rest of the class. Then go through the list of words. Ask students to indicate which ones are positive and which ones negative. Practice by using them to describe people they know. Then do the exercise on antonyms. Expand on this by asking them to take their own initial list of adjectives to describe themselves and ask them to indicate the antonym. Introduce the order in which adjectives go in a sentence, and practice by having each student describe another student in the class by using as many adjectives as possible. Then ask them to describe a famous personality, without saying the name. The rest of the class has to ask questions using adjectives in order to find out who that person is. Introduce the comparative. Practice making comparisons using the earlier descriptions made by students of themselves. Then ask them to compare themselves to a series of famous crooks and criminals.
80
I would like most to be... - Game How to play:

1. Distribute one copy of the worksheet to each participant. 2. Explain that each participant is to list three different character names: one you would most like to be, one you would least like to be, and the one who is most like you. a. The character may be chosen from real life, fiction, the news, movies, cartoons or whatever else fits. The students should also write the reason why the chose a particular character. b. The participants will have five minutes to complete this task. 3. Divide the participants into groups of four or five members each. 4. Explain that the participants are to take turns sharing their lists with their teammates, but without saying the name of the character they've chosen, just the reasons. The teammates should guess who the character is. 5. Time the activity for fifteen minutes, giving a five minute warning; then stop the teams when time expires.
Discussion:
What kind of characters were mentioned most often in any of the categories? In what ways did individuals' perceptions of the characters differs? What were some of the reasons five for those characters you would most like to be?
EDITORIAL STANLEY
81
Worksheet
The character I would most like to be is
I because
I because
because
82
Social English
Introduce Social English by doing the first set of matching exercises. Then ask students to create a mini-dialogue to practice them. Do the second matching exercise and then ask students to create another mini-dialogue to practice them. Introduce the expressions for eating out. Have students work in pairs to create a conversation. Each pair should act out their conversation. Then ask 3 students to act out the Restaurant conversation, and afterwards compare with the conversations they created in the previous activity. Have a group discussion on what subjects are appropriate to talk about over lunch or dinner in their country and compare with other cultures. Introduce popular misconceptions and the specific expressions indicated. Now put everything together by telling students they are going to do a role-play as a group. They are to imagine they are all meeting for dinner to celebrate the company's success on the market. However, they each have 1. a complaint to make (use your complaint cards) 2. a specific issue they are worried about (use the news articles used earlier) 3. a specific request to make (use student requests made to the group in an earlier activity)
EDITORIAL STANLEY
83
Business lunch - Game

The aim of this game is to practice making polite requests, suggestions and enquiries, thus practicing the language of business lunches. Time: 30 minutes.
How to play:
1. Divide the class in pairs or groups of three or four. The game can be played in pairs or individually (but there must always be at least two parties with every set of materials). 2. Explain to the students how to play: a. Each person throws the dice. The person with the highest score starts. b. Each person (or pair) chooses a marker. c. The person who starts throws the dice again and moves his/her marker forward the number that die says. The student takes a card, reads aloud the instructions (they can also be read by a different student), and then does what the instructions say. If the rest of students agree that what the person has said is correct, he/she will stay in that space until it is his/her turn again. If the answer is not accepted, he/she moves one space back and stays there until it's his/her turn again. d. The next person throws the dice and the game continues. e. The game finishes when a player reaches the finish square. 3. Check if the students have any questions about how to play the game. 4. When the students seem sure of what to do, let them organize themselves as far as possible. 5. The game can start.
Recommendations:
As a warm-up, put the following questions on the board for the students to discuss in pairs or as a group: What is the purpose of a business lunch? Who normally pays for the lunch? How often do you have to attend business lunches? Do you enjoy going to business lunches? After explaining to the group the instructions of the game, you can establish the rules together. Students like setting their own rules, and this way they will make sure they are followed.
84
You don't like the table. What do you say to the waiter? You've been waiting 20 minutes for the main dish. What do you tell the waiter? The waiter spills some wine on your jacket. How do you react? The waiter serves you the wine, and it tastes like vinegar. What do you do? You need to go to the restroom, but don't know where it is. How do you ask?
You asked for your meat medium rare, and when you cut it you notice it is overcooked. What do you say? You are at your favorite restaurant with some clients. They ask you for suggestions. What do you tell them? You are with guests, and you have ordered typical Spanish food for starters. You realize they are not eating. Do something.
When you finish dinner you want to offer liquors and coffee to your guests. How do you do it? You're celebrating your anniversary at a charming (and expensive!) restaurant. The people at the next table are very noisy. Say something. You booked a table at 1.30, but it's 1.45 and you're still waiting. What do you do?
You ask for the Chef salad. When served, you realize it has almonds, and you're allergic. What do you do? You are in a hurry as you have to attend an important meeting. You've asked for the bill, but are still waiting. Ask again.
You have Japanese guests. What kind of restaurant would you take them to? Give 3 reasons. You've invited a foreign guest to dinner. He asks you what "lasagna" is. Try to explain it to him.
You see "teriyaki" on the menu. Ask the waiter what it is like.
You're having mushroom soup for starter and hake for the main course. Ask the waiter to suggest a wine.
Your guest has asked for chicken soup. Although he doesn't say anything, he doesn't seem to like it. It looks cold. What do you say? The waiter asks you: "How would you like your meat cooked?". Answer, and ask for fries too. You are an expert with wines. You ask for an expensive wine bottle, but they bring you a not so good one. The price is the same. Ask for the one you ordered.
Your glass is dirty. What do you do?
A foreign guest asks you to suggest three typical regional dishes. What do you suggest? Describe them. You're eating at a Japanese restaurant, and you don't know how to use the chopsticks. What do you do?
After lunch you always have coffee and dessert. You are eating with colleagues, and after the main course, it looks like they're going to ask for the bill, with no dessert. Do something!
You are in a very expensive restaurant. You ordered a very special dish, but as the table next to you is smoking cigars you don't fully appreciate the exquisite taste. What do you do?
When the bill arrives you discover they are overcharging you. Instead of 120, they are charging you 180.
You are dining with some colleagues, when you see two more colleagues who have just arrived. You want to eat together, so ask the waiter if he can set two more places.
EDITORIAL STANLEY
86
Final Assessment Role-play

Public Transportation: the Good, the Bad and the Ugly!
This role-play has been designed to be used as a final assessment tool to evaluate the global progress achieved by students at the completion of the course. The situation chosen is one that is real: pollution in cities. The aim of this role-play is to provide students with the opportunity to use the language skills covered in the course. Although the role-play has been designed for use with all levels, students with a level below pre-intermediate will need more help understanding the situation and revising the vocabulary.
Note: All statiscal and descriptive information offered is not real and has been developed specifically for this activity.
Instructions: Role-play
1. The role play should take THREE one hour sessions or TW01.5 hour sessions which will allow you to explore the subject fully and prepare your students for the meeting, especially the lower level groups. 2. Explain the situation and procedures to your students thoroughly. This can include some information on meeting protocol, etc. 3. Students will need some time (approximately half an hour) in which to prepare their ideas before the meeting. Depending on the size of the group you may need to have two representatives from some of the organizations, or, alternatively you may have to leave out some of the roles for smaller groups. The role-play does not depend on the all the roles being present. 4. Do not offer any help once the role-play has begun. Your job is to help the students during the preparation stage and to evaluate the final meeting.
Preparation: Survey
As a lead-in to the entire role-play carry out the following survey in class. It's a research survey of transport alternatives that can reduce public health costs related to pollution and traffic related stress. Tell students they are going to apply all the expressions they've seen so far in the course by doing the Role-Play Public Transportation: The Good, the Bad and the Ugly! It would be a good idea to do a general review.
Specific objectives: Students should be able to:

Use language that is effective and productive in a meeting situation. Apply basic techniques for expressing ideas and opinions. Agree and disagree politely. Give information using basis statistics. Interact with others during discussion. Clarify information, comparing and contrasting ideas. Listen actively.
EDITORIAL STANLEY
87
Survey questionnaire for healthier cities

1. What stresses you out the most on your way to work?
Traffic congestion Motorcycles
Traffic noise Pedestrians
Traffic fumes
2. How would you rate your city's stress level? No one notices No one can stand me I can drive others up the wall some of the time Everyone drives each other crazy
3. How many times have you been absent from work? Why?
4. How many times have your children been absent from school? Why?
5. Have your children flunked at school? How many times / subjects?
6. How would you rate your children's' level of stress?
It doesn't affect me
I can ignore it
Driving me up the wall
7. Do you think traffic noise, congestion and fumes have anything to do with your stress level and your children's' stress level?
Yes
No
8. Which of the following modes of transportation would you consider using in the future, if your city were closed off to cars, buses and motorbikes?
Rechargeable battery powered roller skates. Solar battery skate board Motor powered scooter Motor powered hang-glider Ideas and suggestions Traditional bicycle
88
Read the following statistics When the rest of the world comes to a halt, Spain will roll on into the future
Research indicates a drastic increase, over the past 15 years, of stress related absenteeism at work and at school, which have increased public health costs by 25% over this same period. 30% of absenteeism at work is directly related to the effects of traffic-related stress (noise and pollution), and has resulted in an average loss of 10% of net earnings across all types of companies, irregardless of size and sector. The growing rate of pollution-related absenteeism has detrimentally affected families because the stress factors have flowed into the family environment, causing stress in children and other family members. Schools are suffering the effects of the psychological aspects derived from the stress-related symptoms of adults, parents as well as teachers. Evidence of this is an increasing rate of school failure. Research is being carried out in order to study the secondary effects of traffic and noise-related stress, absenteeism and school failure on domestic animals, and the increase in violence towards cats and dogs.
The City Council of Madrid has met with the other major City Councils in Europe with a view to finding solutions to the problem at heart: cities are becoming dangerous to our health. People Cities Inc. has been hired to carry out an exhaustive survey in your country of these statistics, in conjunction with A Healthy Europe Inc., a special investigation unit. The common objective is to reduce traffic created pollution (noise, fumes and stress) by finding alternative modes of transportation. The cities involved in this initiative (Berlin, Brussels, Copenhagen, Frankfurt, Lisbon, Lyon, Milan, Moscow, Munich, Naples, Paris, Oslo, Rome, Vienna) have agreed to close off central city areas to all traffic, including cars, buses and motorcycles. People Cities Inc. is researching reactions to this initiative and to alternative modes of transportation, and is also seeking public input of ideas for other means of transport.
Discuss the following modes of transportation proposed by People Cities Inc. to meet the varied needs and "pockets" of our citizens, and discuss the factors that will have to be taken into account.vv
1. Roller skates with a rechargeable electrical motor, similar to a cell phone battery, with a complementary rain and sun umbrella canopy. 2. Motor powered skateboards with rechargeable solar batteries and an incorporated bar stool and umbrella pole. 3. Motor powered scooters. 4. Electrical golf carts for the elderly and disabled. These will be subsidized by the government and will be available only for those who meet requirements. 5. Electrical motor powered hang gliders for those who work in buildings with 15 or more floors.
Changes to be taken into account

1. Gas stations would be redesigned so that gas pumps are replaced by recharging centers, where roller transport drivers could roller up to a plug or exchange their solar batteries for recharged ones. 2. Ground drivers will be required to wear a hands-free whistle holder for road safety at all times and a specially designed helmet with rear-view mirrors and headlights. 3. The roofs of buildings with 15 or more floors will be designed into rooftop landing sites. 4. Ramps will be installed for all staircases throughout the city. 5. Shopping centers and office buildings will be required to facilitate storage facilities. 6. Training will be provided for the use of these new modes of transportation.
EDITORIAL STANLEY
89
Role cards
You are the
Representative of Green Cities

Cars, trucks and buses account for more than 20 percent of greenhouse gas emissions, as well as soot and smog that damage human lungs. You are promoting an "earthsmartcars" campaign in order to harness the latest technologies and put cleaner cars on the roads. You are also working towards getting diesel fuelled trucks and buses, which pose serious health threats, off the city roads.
No environmental task is more critical than maintaining clean air for life. Because motor vehicles and electrical power plants are the biggest sources of air pollution and its myriad effects, from lung damage to acid rain to global warming, you focus your attention on those industries. * You favor the introduction of a Clean Air Act and strict laws and regulations to govern vehicle pollution and to promote public transportation.
You are the
Expert in Alternative Energies:

Using one natural gas bus rather than a diesel one would be equivalent to removing _ 55 cars off the road. These natural gas buses could be a bridge to the longer-term solution of fuel-cell powered buses that run on a renewable hydrogen energy source. The fuel-cell powered buses offer the greatest air quality benefits, are efficient and silent, but they are still in the pilot stage of development and will initially be costly. Electric vehicles are costly, have associated unhealthy power plant emissions and a limited battery life, which means limited operating range.
You advocate that all public fleets reduce their use of diesei in order to help clean the air in cities. Not only will switching to cleaner fuels have environmental benefits, but it will also reduce the country's dependence on imported petroleum. You favor the introduction of a Clean Air Act and strict laws and regulations to govern vehicle pollution and to promote public transportation. You have statistics to prove that natural gas is the best option for heavy-duty applications due to moderate initial costs and wide range in horsepower ratings, potential savings in maintenance and operating costs, and substantial reductions in toxic emissions.
9O
You are the
Representative of the Public Transport Workers Union: [

You advocate stricter laws for the public using public transport, which will ensure that they have greater respect for the drivers. Because of the increase in the use of public transportation, the stress levels for drivers will increase, and this will mean that they will need to take more frequent breaks and / or work for shorter hours. Inner city speed limits should be increased to allow drivers to meet the increased demands. Metro drivers are demanding more and longer smoking and coffee breaks, which should include free coffee and cigarettes to make up for the added stress. All public vehicle drivers will demand a 30 percent increase in wages once the new legislation is passed.
Your members include all bus, taxi and metro drivers You believe that any new legislation encouraging greater use of public transport will adversely affect their drivers, as they will have to work longer hours and are unlikely to receive increases in pay. More drivers would need to be employed, and your members are already unhappy with work conditions, which they believe will get worse. The taxi divers will be the worst affected, as the Clean Air Act will make it compulsory for them to change vehicles to the expensive gas or electric ones, or they will be out of work.
You are the
Representative of the Association of Motor Industries:

The changes in technologies needed to produce the new "earthsmartcars" are exorbitantly expensive and would involve reconstructing whole factories. The motor vehicle and motorbike manufacturers are opposed to any changes in legislation regarding the use of private vehicles. Your industry will be severely affected by the new moves, and you are attending the meeting to strongly oppose the whole idea.
Any new laws involving reduction in petrol-powered vehicles will adversely affect this industry. You believe that improvements to engines over the last few years have sufficiently reduced harmful emissions. Advocating greater use of public transportation will reduce the number of private cars used and bought.
EDITORIAL STANLEY
91
You are the
Representative from the Public Health Service:

lung disorders, is enormous and puts a tremendous strain of the National Health budget. Another concern you have is that with a greater number of people using the metro lines, more people will be expose to "passive smoking" in the stations, as no one pays attention to the No Smoking indicators. You are in favor of all the changes advocated and would also like to see the No Smoking regulations enforced more vigorously. You are particularly interested in seeing that natural gas school buses are introduced, to reduce the cancer risk in children.
There is overwhelming evidence to prove that people exposed to diesel exhaust fumes are at greater risk of lung cancer. Other forms of lung damage and increased susceptibility to bacterial or viral respiratory infections, and the noticeable increase in asthma sufferers, have been directly linked to minute airborne particles in the air, which are from exhaust emissions. Statistics show that this could amount to an additional 8 cancers in every 1,000 people, which translates to approximately 20,000 more cancer patients in a year. The cost of treating this number of additional cancer patients, as well as the other related
You are the
Representative of the Ministry of Transport and Power: I

Statistics show that over the last six years, government expenditure on public transport has increased while use of public transport has decreased by 11 percent. Your Ministry is considering introducing another law, which will prevent cars carrying only one person from entering the city boundary car parks, in a move to reduce the use of private cars. Your Ministry recommends financial incentives to encourage taxi drivers to purchase new alternative fuel vehicles. There will also be financial incentives offered to car manufacturers who will change to manufacturing "earthsmartcars".
Your Ministry, in line with other European Ministries, is in favor of the advocated changes. These changes do, however, present a challenge of a financial nature, as any upgrading of public transport will be expensive - you have to gather as much information as you can to convince your Government that the expenditure will be worthwhile. You believe that the reductions in Public Health costs will adequately offset the increase in Transport costs. Statistics show that over the last six years, government expenditure on public transport has increased by less than 1 billion Euros, whilst the increase in Public Health expenditure for the same period has increased by 2.5 billion Euros.

Hello... and Now What

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hello... and Now What

Uploaded by

Copyright:

Available Formats

Hello... and now what?

STRRTEGIES SUCESSFUL SOCIALIZING

I.S.B.N. 84-7873-390-6 Dep. Leg. BI-2927-04 First published 2004

THE POLITE WAY

FINAL ASSESSMENT ROLE-PLAY

CONTENT DELIVERY GUIDELINES

The Realities of Teaching Language in Business: the Culture Power model

The Culture Power Methodology

The Business Challenge of Language Trainers

HELLO... AND NOW WHAT?

Apologising, asking for help.

Is this right / wrong? I need help! I m sorry

HELLO... AND NOW WHAT?

This page intentionally left blank

This page intentionally left blank

Greetings and introductions

People you already know (informal). Response.

Strangers or people in formal situations. Response.

How are you?

Fine thanks, and you?

How do you do? How do you do?

Very busy, and you?

How is the family?

See you soon. Have a nice day.

I'm Irish / I'm from Ireland.

I work for IBM.

Introducing yourself andothers

Wha t do you do?

HELLO... AND NOW WHAT?

Questions made with auxiliary verbs and modals

What do you do? Job description

6. Where are your offices located?

7. Does your company have subsidiaries or branches?

1. What do you do?

2. Who do you work for?

3. What are your responsibilities in the company?

I deal with \ am responsible for

(department) (kind of work) (-ing form) (-ing form)

4. Do you meet people from other countries?

HELLO... AND NOW WHAT?

Job description practice

(happy / unhappy) with my current job because (give a reason).

HELLO... AND NOW WHAT?

like like like like likes likes likes

Complete the following sentences, using a possessive pronoun.

job(s). jobs. jobs.

e.g. My mother's name is Mabel. She likes her job. 1.

favorite restaurant food.

Negative read work type invite have

did not didn't

Question Study the word order in questions:

* I didn't write the report.

to school? the car?

Where did When How

I didn't work 'I didn't worked' we didn't do 'We didn't did'

HELLO... AND NOW WHAT?

Past Simple, Negative and Questions. Practice

Pronunciation of ed past tense

HELLO... AND NOW WHAT?

infinitive lose mean make mean meet

participle lost meant made meant

gerund lost meant made meant