class="bi x0 y0 w0 h1"
CAMBRIDGE
UNIVERSITY
PRESS
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New York, Melbourne, Madrid, Cape
Town,
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Paulo
Cambridge University
Press
The Edinburgh Building, Cambridge CB2
2RU, UK
WWW.cambrídge.org
lnformation
on this titte:
www.cambridge.orgl979o521.534703
O
Cambridge University
Press 2006
This
pubtication
is
in
copyright. Subject to
statutory
exception
and
to the
provisions

Student's
Book 2
ISBN-10
0-521,-53469-0 Student's
Book 2
ISBN-13
978-0-521 67208-5
Workbook 2
with
CD-ROM
/
Audio
CD
ISBN-1O
0-521-67208-2
Workbook
2 with CD-ROM
/
Audio CD
ISBN-13
978-0-521,-53470-3
Teacher's Book 2
ISBN-10
0-521,-53470-4
feacher's Book 2
ISBN-13
978-0-521 53471 0
Audio Cassettes
2
ISBN-10

7
Unit
8
Unit
9
Test
3
Unit 10
Unit 11
Unit 12
Test
4
Resource
sheets
Entry/Summary
test
Test
keys
Introd
uctions
Tea mwo
rk
Choices
Experience
Arrangements
Objectives
Success
Media
Strategy
Solutions

2
consists
of
1,2 units of
three
lessons
each.
The
course should
provide
50-60
hours
of ctassroom
material,
which
can
easily be
extended to
70-80
hours wíth
the use
of
Íhe
optÍonalactivÍties
and
Resource
sheets
in the Teacher's Book. The Workbook
provides
an additional 10-15 hours

covers
competencies from
[eve[
A1
of
the Common Eurooean Framework
of
Reference for
Languages
and leads into A2. Business Start-up 2
covers
competencies
from 42
and
leads ínto 81.
Absolute beginners and false beginners
At
the
beginning
of
each lesson, it is
essential to check if
students already know
any
of
the
grammar
and
target
language

their
gaps'.
You may find
the
following
suggestions
helpfu[.
o
lf
the language
is
new to
students,
carry
out the
pre-
teaching
suggested in
the Teacher's
Book
notes
on
the
units.
You wilt need
to
proceed
through
all the
stages of

quickty.
The Resource
sheets
(particutarly
those suggested
for
pre-teaching)
will
not
always be
required.
Instead,
concentrate
on
the
activities
ín
the Student's Book.
While
the Student's Book activities are
appropriate
for
real
beginners, they are also designed
to
help
false
beginners
reactivate
the language

practice.
@
lntroduction
However,
when deciding whether
or
not
to
omit
certain
activities
with
false
beginners,
be
cautious. This is
partícularly
important in
groups,
where individual
learners may have
'gaps'
in
different
places.
Don't move
on
until students
have
demonstrated

optional
warm-up
activity, often
suggested
in
the
Teacher's
Book, which
sets
the
scene and
gives
false
beginners an
opportunity
to show what they
already know. New
grammar
and vocabulary are then
presented
in
context
through
a listening
or
reading
text.
Vocabulary
and
grammar

great
attention
is
given
to
teaching
the
vocabulary
that
students need
for
their
professional
lives,
but also
for
the
social and travel situations that
they
might
find
themselves
in. Each lesson
focuses
on
one lexical
set
and
presents
new vocabulary in realistic

sheets.
At the end
of
each
lesson there
is
a Usefullanguage box.
This
contains the
key language
in
the
form
of short
sentences/phrases
in context
and vocabulary sets
for
easy
reference. False
beginners might find
these
boxes helpful,
when
preparing
a
unit
in
advance of
a

progress
tests.
Grammar
Business Start-up
contains a carefully
graded
grammatical
syllabus tailored to low-level Business English
students.
As with vocabulary,
students encounter new
grammatical
structures
in
carefulty chosen contexts. Each
grammatical
structure ís
then
presented
in
a
grammar
box, with a link to
the Grammar
reference at
the back of the book.
The
Grammar
reference
contains

in
the
unit
and
in
the
grammar
practice
activities
at
the back of the book.
Students are then encouraged to use the
new structure in
spoken
practice
before
undertaking a
freer communication
activity.
These
activities
have been
carefully
designed
to
consolidate
and
practise
the
grammar

on
problem
areas,
such
as
weak forms,
intonation
and
word
stress.
Further
practice
can
be
found
in
the
accompanying
Workbook
with
CD-ROM/Audio CD.
Speaking
Every lesson in
Business
Start-up includes a Communication
practice,
often
a
rote
play

The
listening
material
in
Business
Start-uo
is
designed to
mirror
natural
Engtish,
as
it is
spoken today,
despite
the
obvious constraints of
level and
vocabulary.
Great
care
has
been taken to
provide
natura[,
realistic-sounding
texts to
motivate
students and
prepare

back of the
Student's
Book
are
the
transcripts
of
recordings which
do not appear futly in
print
on
the
page
in
the units.
The
Teacher's
Book notes
on the units sometimes
suggest
that
students are
referred
to the transcripts so they
can
check their
answers to activities. With tonger dialogues,
it
ís also
hetpfu1

never look
at the
transcripts
before
doing the
listening
exercises.
ADD!TIONAL PRACTICE
Workbook with
CD-ROM/Audio
CD
The Workbook consists
of twetve units of consolidation
activities
in
alI
four
skills
(speaking,
[istening, reading and
writing).
Each
unit
contains
three
pages
of activities,
which
aim to be light-hearted and fun.
They include:

in
the
Workbook units. They
are free-
standing
and
can
be listened
to
without
the
book
(although
transcripts
can be
found
at
the
end of the Workbook).
This
makes
it
possible
to listen
to them
in
the car, for example.
They are designed
mainly
to

divided
into four
sections: Grammar,
Vocabulary, Business Communication and TÍme out, and
feature drag
and
drop,
gap
fill, listening
and
dictation
activities.
There's
also the
opportunity
for
students to
record
themselves to
improve their
pronunciation.
HELP
FOR TEACHERS
The Teacher's Book
The unit teaching
notes
provide
detailed
guidance
for each

material:
o
one
multiple-choice Entry/Summary
test
.
four
tests
to
assess
progress
after
every
three units
o
Resource
sheets
for
presentation
and
practice
(one
per
lesson).
There
is
a
separate
l<ey for
the

leve[. This will
give
an
indication
to the teacher of
which
items
(especiatly
in
the
early units) require less
pre-teaching
and
practice.
lt wilt also indicate
where
Introduction
the
gaps
Ín
students' knowledge
are.
Alternatívety, with
absolute
or
mixed
beginners it
can be
used at
the

addition,
the
Business
Start-up
website
at
WWW.cambridge.org/elt/start-up
contaíns
a
set of
downloadable'can-do'
statement
worksheets
based
on
competencies
from
the
Common
European
Framework
of
Reference
for
Languages. These
statements
are
written
in
graded

One-to-one
lessons
lf
you
have
one-to-one lessons,
you
will need
to
play
the
role
of the
partner
in
the
Communication
practice.lt
will
also be necessary
to
use the
cue
cards on
the
Resource
sheets
to ensure
that
the student

of
absolute beginners.
Resource
sheets
You
might find
it
useful
to:
o
photocopy
the
sheets
for
pair
work onto
card,
[aminate
them,
cut
them
up
and
store
in
envelopes in
order
to
ensure ease
of

reference
lf
you
have
a monolingual
class of absolute
beginners
you
might
find it
appropriate
to let
them ask
questíons
ín
their
own
language
to clarifrT
the meaning
and
patterns.
IThís
symbo[ Warns
you
about
common difficulties
which
speakers
of other languages

find
it
useful
to
ask
students
to learn
these
off
by
heart
as
homework
assignments.
Recycling
There
is buitt-in
review
of the
grammar
and
target language
of
each
unit. Additionally
you
can
review/reactivate
what
has

during
the
coffee
break, for
example.
Record
of
progress
lf
you
have
access
to a video recorder
it might
be
motivating
to record
students when
they are
doing
the
CommunÍcation
practice
activities. This
witl
also
provide
students with
a
positive

negative
Responsibilities
1,
Introductions
PRE.TEACHING
As
this is
the
first
lesson
and especially
if
the
class
is newly
formed,
offer
students an
opportunity to
introduce
themselves
to each
other.
Students
greet
each
other,
say
their
name

the
whole
class.
The
discussion
about
unusual
jobs
may
provide
an
opportunity for humour.
Have
one or two examples
ready
to
get
the discussion
going
(magician's
assistant?
perfume
sníffer?).
1
Ask
students
if
they
go
on training courses

OK.
Welcome
everybody.
Ah, my name's lvan
Magnusson.
I'r'n your trainer
for this
two-day course.
A course,
as you know,
called International
Custonter
Service.
Um to
besin,
I
just
want
to
explain, quicklv,
what I
do. And then
you can talk about
vour
jobs.
So
I'm
an
export consultant. I
specialise in services

Transcript
Ella My name's
Ella
Grady. I'm in
the customcr
service
department.
I'rn
the Er,rropean
customer
service n-lanager. So,
um I look
after
customer
service for Europe.
lvan
So are you in
charge of the department?
Etla
l'rn
not
the departÍlent manager,
no. I report
to
the customer
service manager. He
.s
in charge
of
the department.

just
nvo of thern.
Right.
And
how
big is
the
region
you look
after?
We're
responsibie Íbr
customers in Europe,
un-t
.
. .
eighteen countries,
altogether.
And
do you have direct contact
with
customers? Do
you speak to
thern?
Oh yes. The
difficult ones,
usually!
I
deal
with

other
person
on the
chart
is
on
the course.
Key
Ella's
boss, David Kemp.
ffi
StuOents
comptete
the sentences with
the
prepositions.
Students lÍsten
again to check
their answers.
Kry
1 after 2
to 3 of 4 for
5 with
ffi
vocabutary
practice'""}
SB Page
95,
Exercíse ]
Kqt

symbols
lvl,
ltl
and
f/
on the
boarC.
They
then
repeat
choratly
and individualty.
Teaching notes
lntroductions
Present
simple
Point
out that only the
3rd
person
singular
has a
different
form. Refer
students
to the
grammar
reference,
to
revÍew

reference
.'"v
SB Page 107, Section
3.1,.1,.
t[
StuAents do the
gap-fitt
activity to consolidate be.
Key
1 I'm, is
2 is,
He's
3
We're 4
ate,They're
5 isn't, aren't
4
Ask who
James
Bond is
and elicit a secret
agent/spy. Students listen to lvan Magnusson
talking
about
his
'secret
job'
and then complete the sentences.
Key
1 a hotel company 2 customer service

it's
perfectly
true.
I
work
for
a
hotel company.
It's
a chain of hotels. There are
about ten
other
people
who
do this
job
-
I'm
not the
only
one.
And
we check customer service
in
the
hotels
we
stay in.
When
I travel on

part-time? They
travel a
lot?
lvan That's right.
Obviously, you have to
stay
in
hotels
a
lot.
For
me, it's good,
because I travel
with
my
job
as
a trainer. Ancl,
also,
I'm in
cust()n1er
service,
so
David You're
the
perfect secret
agent.
lvan Yeah. And I
en)oy
it.

again and check their answers.
2
check I write 4 doesn't 5 don't
7 don't
ffi
Crammar
practice
'."p
SB Page
95,
Exercise 2.
Key
1 I'm in charge. I'm
not
in charge. 2 They're in my
team.
They aren't
/
They're not
in
my
team.
I lt's
an
unusual
job.
It isn't
/
It's not
an unusual

ín
London.
ffi
comMUNlcATloN
PRACTTCE
1
'3
SB Pages
78
and
88.
Divide the class into
pairs
and
each
pair
into A
and B.
Students look
at their
different
pages.
Explain
that
they
are on a traínÍng course.
Students take
it in
turns to
introduce

a
partner
about
his/her own
job
and
responsibilítíes and
gives
examples
of
things he/she does
at
work.
Students,
who
are
not
yet
in
employment, can
talk
about
a
job
they'd
like
to
have.
RESOURCE
SHEET

They
go
round the class
and
introduce
themselves to another student as that
character,
tetling them about
their
job,
where
they
work
and live. Once
they
have
introduced
themselves to each
other, they
move
on to meet another
student and
choose a different character.
Lesso n r.2
Tatking
about
products
and services
Present
simple:

fairs
as
possible
and write
them on
the board.
ffi
eoint
to the
web
page
and
give
students tíme to
look
quickty
to
find
out
what
it is
about.
Key
It's a guide to lnternationalTrade Fairs.
PRE.TEACHING
Quickty
revise higher numbers, dates
and the
alphabet, before
students

lt's
in Atlanta.
3 It
starts on the
15th of November. 4 There
are
about 1,300
companies there. 5 No,
it's only
open
to
professionals.
6
Yes, there are rollercoasters
at
the
fair.
7
Yes, the
site
is huge with
índoor
and
outdoor areas.
ffi
Crammar
practice
""p
SB
Page

students to listen and
repeat
the
model
sentences
in
the
grammar
box.
OPTIONAL
ACTIVITY
Most students need
extra
question practice
with
do/does. Consolidate
questions
orally by
giving
students answers and asking them to make
the
questions
for those
answers.
Teacher
He works
for
Stones.
Student Who
does

to ask
questíons
using the
prompts.
Stronger
pairs
could
present
their
interviews
to the class.
ffi
StuOents read
the
short text,
which is
an
introduction
to the
article
about Vekoma,
and answer the
questions.
Kqt
1 It rneans
that
international
business has its ups and
downs/its
high and

sheet and
give
each
pair
or smatl
group
one set of the cut-up text.
The
first
group
to
find
the
correct sequence
'wins'.
To make it easier
you
could
first read
out the
text, but
not
allow students to
start
putting
it
together untiI
you've
finished.
Key

advises customers about maintenance and
safety and supplies spare
parts.
Present
simple:
questions
The
question
form
of
be
should
not
prove
dífficult, but some students may
need
to
revise
the use of do/does
with
other
verbs.
Grammar
reference
'.'p
SB
Page
107, Sections
3.1,.1,
and 3.2.2.

for
the context
of the
verbs, if
they need
help.
Key
1b zf
)a 4d 5g 6e
7c
Introductions 7
Really? I manage a sn'rall fun park in
Germany.
It's
for
children up to
trvelve
years
old.
Well,
these are
perfect
for that age.
We
have a
lot of customers in
Germany.We
rvork
with a
company called

out
more
details. Refer
them to the transcript on SB
page
1.1.4
to check
their
answers.
Key
1 The company
exports
to twenty-five
countries.
2
A
company
called
DDA
installs
the
products
and
does after-sales service
in
Germany.
Woman
Rep
ffi
cotvtMuNlcATloN PRACTICE

the information in
the Student's
Book.
Explain
that
A starts. He/She is
a
representative
at a
trade fair, who speaks about his/her
products
and
services to an
interested
visitor. Student
B
listens
and
asks
questions
for further information.
Students
then
change
ro[es. Demonstrate
one
of the
role
plays
wíth

class.
Students
personalise
the
language
of the lesson by
asking a
partner
about the
products
and
services of
a company
they know
well.
With stronger
students this
could
be
expanded
to
a mini-presentation
to the
class
in
the next lesson.
S
Vocabulary
practice
p

have learned
them
incorrectly.
6
Read
through the
rubric
and the
questions
with the
class
and
check they understand the
task.
Check also that they
understand
fun
and ask
them
to
predict
what the company Fun
Farm
makes.
Then
ptay
the
recording
of a salesman
from

Rep That's right.
Alllife-size.
Cows,
horses,
sheep

Woman They're
very
realistic.
Oh, and they move!
Rep Their heads
move. They make
sounds, if you
just
toucl'r
them

Woman
Oh!
Rep They don't
walk! Our
customers
prefer
them
to Stay ín
one
place.
Woman Yes,
right.
So who are your

justifrT
their
answers.
Make sure
that
students understand
that
a
menu is divided
into three
main
partst
Starters,
Main
courses
and
Desserfs.
ffi
Oo
the
matching
activity orally
with
the
class,
if
-
students
need
the support.

eaten
in restaurants on
special
occasions
and
may have little
knowledge
of
restaurant
conventions
or
foreign cuisines.
Be aware that some
foods
are taboo
in some
cultures
and
avoid
including any that
you
think
might
be
seen
as unpleasant
or
acceptable
to
students

person
singular:
(Jan)
likes/eats
Chinese
food.
(Nina)
doesn't
often
go
to restaurants.
PRE.TEACH!NG
It's likely
that some of
your
students
will
have eaten
in restaurants
in English-speaking
countries,
so
brainstorm
to
elicit
favourite
foods. Co[late
students'
ideas on the
board under

of
magazines. Alternatively,
use
Resource
sheet
1.3
to
present
and
practise
the
food
vocabulary.
RESOURCE
SHEET
1.3
Y
Page
90.
There
is
a
lot
of
new vocabulary
in
this
[esson,
but
most is only

broccoli, salad,
flsh,
tomatoes,
leeks, soup)
using the
pictures
on the
Resource sheet. Give each
pair/group
a copy
of the
cut-out
food cards.
Ptace the cards
face down
on the
table.
The first student
takes
a card and
says:
ln my
bag
there
are some
(strawberies).
The
second
student
takes a card and

notes
Lesson
1,.3
Eating out
Understanding
a
menu
Ordering a
meal
ffi
Vocabutary
practice
""p
SB
Page
95,
Exercise 5.
Key
Meat: beeí
chicken,
lamb
Fish:
haddock, salmon,
cod
Vegetables:
potato,
broccoli,
salad, pea, carrot,leek
Fruit:
apple,

ptay
Listening 7)
and ask
a student
to
put
it into
right
column.
You
could
make this
a competitive
team
game
dividing
the
class
into two teams.
Kq
Oo: carrot,
chicken, haddock,
salad,
salmon
oO: dessert
Ooo: broccoli,
vegetable,
strawberry
oOo:
potato, tomato

This
provides
rapid
oral consolidation
of the
vocabulary.
Demonstrate
the exchange
a
few times
with
stronger
students, to
illustrate the difference
between
this/these,
before students
practise
in
their
pairs.
Check
carefully
that students
differentiate clearly
between this/these
in both
pronunciation
and
meaning.

the
rest
of the
ctass
what
their
partners
would like.
I
Students listen to a
recording
of
lvan
Magnusson and some
people
on
his
training
course at
the
restaurant Simply
Delicious. They listen for
gist
and
match
four
conversations to
stages in the
meal. Play
the

Surc.
Hello.
Hello.
We
have a
reservation. The name's
Magnusson.
A
table
for three.
Yes, OK.
If
you'd
like
to come
this way,
please.
I nanKs.
Dessert?
Yes, could
I have
the apple
pie, please.
Apple pie.
)ust
a coffee
for me, please.
Would
anyone
else

just
a
main
course.
Can
I have steak, chips and
peas, please?
How would you
like
the steak?
Um
Medium, please.
Students
fill in
the
gaps
in
the
restaurant
conversations.
With weaker
groups,
students could
do
this
in
pairs.
Introd
uctions
7

and
the
other
playing
lvan, David and
Etla)
or
in
groups
of
four,
each taking one
part,
according to the
size of
the class.
Transcript
1
Waiter
David
Waiter
David
lvan
David
Waiter
2
Waiter
lvan
Waiter
lvan

ffi
cotvtMuNlcATloN
PRACTTCE
3.""s
SB Page
78.
Divide students
into
pairs.
Tell
them
to look at the
menu
on
SB
page
78
and to
imagine
they
are in a
restaurant.
They
take
it in
turns to
be the customer and
the waiter/waitress.
Model a dialogue
with

Projects
2
Teamworl(
PRE.TEACHING
Recycle
and
practise
the
present
continuous tense
in
the
context of what
people
are doing
'around
now',
as opposed
to
exactly at this
moment. Ask students
about
things
they are currently doing:
What
project
are
you
working
on

at
the
moment
in
this context does
not mean
at this
very second, but
generally
it
is
a
fact at
the time of
speaking.
ffi
Aead
the
comments with
the
class and
check
that
everyone
understan
ds
schedule,
progress
report,
budget and out

Point
to
the
photos
of
John
Perry
a
British
architect and Vanessa Wood,
a
reporter
from European
Life magazíne. Explain
that
he is
working on a
building
project
abroad and that she
is
interviewing
him
by
phone.
Play
the
recording for students
to
listen

very,
um
.
it's
a very
old
house.
When we
started, it had no wirrdows,
no
doors
it
was
a ruin, basically.
And
now?
f
ohn Well, now, most of thework's complete.l'm
staying
in
one of the
rooms,
in
fact. So,
um,I'm
the
first guest.
Vanessa You're the
boss,
though, so you're not paying.

They're nry busincss
partners.
Vanessa
And
your
business
partners
are
hotel managers.
Is
that
right?
John
That's right. I'm managing the project
-
the
construction.
Ar-rd
they're
still living
and
working
in the UK at the
moment, organising
the
website
and
the marketing nraterial, you know, brochures
and
things. Then they plan

one
or
two
problems with

ffi
Stuaents make
present
continuous
sentences, using the
prompts.
First do
the
sentences orally
with
them,
then
ask them to
write
them.
Refer students to
the
transcript on SB
page
115 to
check
their answers.
You could
ptay
the

I'm
managing the
project. 6 At
the moment,
we're
working on the
bathrooms.
Present
continuous
/!\ Be
aware that some students
may not have
a continuous tense
in
their own language, so they
might
find
it difficutt
to understand
when it's
used.
They may also
tend to overuse the
continuous
tense once
they have learned
it.
Stress that the
present
continuous

Grammar reference
SB
Page L0B, Section
Teamworl<
2
@
Crammar
practice
.""v
SB Page
96,
Exercise 1.
W
Read
the
phrases
before
students
do
more vocabulary
Kq
1
They're building
the
walls
this morning.
2
She isn't
/'s
not managing

the
pronunciation
of
are
is the same
in sentences
1 and
3
(where
it has a contracted
schwa
sound
/a/)
but
is
different in
sentence 2, where it
is
stressed
/ol/.
Monitor
pronunciation
carefulty
and
model
any forms
which need improvement,
for
students
to

the
pictures
are doing.
Check carefutly
that
they are
using
the
contracted
form.
Encourage
students
to
take it in
turns
to ask and answer
questions.
Student A What
are
they doÍng?
Student B Thev're
decoratino
a
room.
PRE.TEACHING
Quickty
revise months
and dates with
a calendar.
Present

and budget
lubndgtl.
S
focus
students'
attention
on the schedule
for
the
opening of the
hotel.
Clarifu that
the shaded
areas
show when the work is
scheduled
to be done. Ask
students
when
different
parts
of the
project
start and
finish.
s
noint
out that the
date
ís May

of
schedule
4 overbudget
5
underbudget
6
on budget
buílding
by
findíng
and underlining
corresponding
phrases
in
the emaits.
Check the answers
oralty in class.
Key
t having
trouble 2
complete 3 running late
2 ahead
of J over
6 con'rplete
ffi
Vocabutary
practice
'""?
SB Page
96,

and then
students
take
it in
turns to say a date and ask
what's
happening
at that
time.
ffi
conaMUNtcATtoN
pRAcTtcE
4.".) sB
pages
78
and 89.
Divide
the class
into
pairs
and each
pair
into
A and B.
Give them
time to
look
at
their different
pages.

referring
to the
information.
Play
the
part
of A and
demonstrate
a
phone
catl with a
student.
Then
change
roles
and demonstrate how
to
give
an update.
Students
do the
role
play
once,
then change roles and
do it
again, so that
they both
practise
the

he/she
is
working
on
at
the moment.
First,
talk about
something
you're
currently
working on
to
provide
a clear
model.
OPTIONAL ACTIVITY
Use
pairs
of
photos
cut out
from
magazínes
to
play
a
game
in
pairs.

the
photos
of
people
in work situations.
Ask
students to suggest adjectives
to describe the
people
in
the
photos,
then
extend
to
elicit adjectives that
describe different
people
at
work
(such
as creotive,
hard-worki
ng,
reliable etc.).
ffi
nead through
the
descriptíons and the adjectives
with

one
sheet
of
dominoes and
give
one
domino card
to
each
student
or
pair
of
students. lf
you
have a
small
class,
give
more
than one
domino
to
stronger
students. The
person
with
the
'start'
card

(on
the
left) and
reading
out
new
sentences
(on
the right)
until the end domino
is reached. You could
redistribute the cards after the
first
go
and see
if
the
class can
do
the
activíty
faster
the second time.
ffi
nead
through the
rubric
with the ctass and
elicit
an

quatities
needed for
the
job.
You
may need
to
play
the recording more
than once
for
them to
complete the
tasl<.
Transcript
Rowan So, the main thing
is, we want
creative
people.
f
udith Mmm, yes,
and
creative
people
who
can'uvork
hard.
We're looking for young people, it's
probably
their

want people
r,vho
are
professional.
That's

Yes, that's the
word.
What
extra
skills does a creative
person
need to be a professional?
I mean, for example,
we want them to
work with differenr people as
well- to change
teams. That's one of
our
creative strategies, isn't it? We don't have the
same people
working
together
all the time.
Yes. So they need to cope
with change.
To
cope
with
stress.

ffi
StuOents can
look
at the
transcript on SB
page
115
to check their answers.
Check any comprehension
problems
they
may have
in
the extended
listening.
Key
(example
answers)
The people need to be: creative,
hard-working,
reliable, professional,
adaptable,
good team
players,
can cope
with stress, confident communicators.
72
Students listen
and
repeat

1 reliable 2 confident 3 experienced
4
analytical
5 ad4ptable 6 creative
f
udith
Rowan
ludith
Rowan
Judith
Rowan
f
udith
Rowan
ludith
Teaching notes
Teamwork
2
ffi
Crammar
practice
" p
SB
Page
96,
Exercise 4.
Kry
1 solving 2 organising
5 managing 6 working
3

people
need
for certain
jobs.
Then
students continue
in
pairs.
Make
sure they use
the
gerund
rather
then the
infinitive
after
like
and
enjoy.
Monitor
closely
during
the
pair
work
and
make
a
note
of

that their
first
task
is
to
decíde which
skil[s,
personal
characteristics and experience are most
important for
the
job
and to
write
a list.
After
this
initial
pair
work, collate
students'
ideas
on the
board.
Then
students
read
the
notes
about two

who
they
have
chosen
for
the
job
and to
give
their
reasons in front
of the
class.
ffi
StuOents
have
the opportunity to
personalise
the
language
of the unit by talking about the skitls and
characteristics they
need in
their own
job
or the
job
they woutd like to
have. Provide
a model by

students understand all the
questions
before they listen and answer them.
Kry
I He
works in
the creative department.
2 He's experienced,
he knows the company well, and
he
knows
what
the company
wants. 3 The problem
is that everybody
knows him
as
a
colleague.
4
(student's
own answer)
Transcript
ludith
Marco works for PAF, he's in
the creative
department,
we know him, he knows us
but
is

the
department
manaller's also a risk. OK, he enjoys working
for the company, he's
not
going to
leave
suddenly, he's popular
in
the department, but
that doesn't mean
he's
good at
managing
a team.
Rowan But the number one priority is the new
strategy.
The manager has
to sell the
new
strategy to
the team. We know Marco's a good
salesman. He likes selling ideas.
ludith
Yeah. But,
what
about the other
people
in
the department?

might find
the concept of the
gerund
difficutt.
Read
through the
examples in
the
box and
point
out that the
gerund
is
a
noun made from
an
infinitive
+
-ing.lf
the
infinitive
ends
in
-e,
this
is
removed before
-ing
is added. The
gerund

you
like
doing in
your
spare
time? What
sports do
you
watch
on
TV?
Are there any sports that
you
don't
like?
Braínstorm on other
sports
and leisure
activities
and
collate the
results
on the board. Alternatively, with
weaker
groups, you
could use
Resource
Sheet 2.3
to
present

of
the
cut-up cards.
Demonstrate
the
game
with
a
pair
of students. Place the activities
cards
face
up on the table and
give
a
mínute for
students to memoríse
them.
Te[l one
student to
look
away
while
the other student
removes
a card.
The
first
student
[ooks

foint to
the
photos
and the
list
of sports and activities
in the
Student's
Book. Students
then sav
which
activities they see in the
photos.
Model
the
vocabulary
and students
repeat. Then
ask students to work Ín
paírs
to
Ídentifu
the actívitíes on the
tist
that also
appear
in
the
photos.
Student A I can

golf
2 fishing 3 bowling
4
knitting
5
jogging
6 underwater hockey
14
One
of
the advantages of sports vocabulary
is
that
it is often
easy to
recognise.
The
disadvantage
is that
the
pronunciation
is
sometimes
different
in
Engtísh. Ask students which words are
the
Same
or
similar in their own language and

the
search results
as
well
as the
sport with
the same
name. Language is
another
problem
as some
sports, such as
tennis are the
same
in
Iots of languages, while others such as weight
training,
exist only in English.
75
Read
the rubric through with the students.
Play
the
recording for
students to listen and decide
what
the
man likes
or distikes.
Key

can't
play, that's
my
problem. I'm hopeless
at
it! lf I'm not very good
at a sport,
I
don't
like
watching it.
So what
do
you like, then?
I play
golf.
Oh
right.
My husbar-rd
plays.
I'rn not
interested
in
it,
though.
It's
not my cup of
tea. He plays golf, I
go horse riding.
Man Oh, right.

to have one. but. um

it's
expenslve.
Man Yeah. I'm quite interested in tropicalfish. I'd
like
to
have
an aquariunr, but
it's
a
problem
if
you travcl a lot
Man
Woman
Man
Woman
Woman
Man
Woman
ffi
stuaents work with
a
partner
and comptete the tíst
with the six
activíties.
Have the
the answers,

into
pairs
and
then
read
through the
rubric for
the
activity with
the
class. Ctarify
they
must
ask each other
questions
about
their
interests
and trv
to
find
five
things that they
have in
common.
Ask
them to
make a note
of
common interests.

pairs
to sum up
what
they
have in
common.
Check
that they use the
first
person plural
(We
both
playlike )
for
the feedback.
p
StuO.nts
have
encountered a lot of vocabutary in this
lesson.
This
activity
gives
them an opportunity to
recall
some of
it. Ask
students to
work with
a

what
they
do in
their
leisure time.
This
could
be a homework activitv.
Leisure interests:
WORKBOOK'"'p Pages
B-10.
Woman Tropical fish?
Man
Yeah. I'd like
to
have
some
piranhas.
Woman
Piranhas?
Man
Well,
they say a hundred piranhas can eat a
horsc in less than five minutes!
Woman Oh!
Man
I'm not
sure
if
tl'rat

He's interested in
tropical
fish
/piranhas.
fi
StuOents buitd their
vocabulary by doing
this
matching
activitv.
Key
1c 2a )d 4b
!l
Vocabulary
practice
"'"p
SB
Page
96,
Exercise
5.
Key
1S 2N ]N 4S 5N 6S
76
Students listen and
repeat
the sentences.
They
underline the
word

know about the
comparative,
using things
in
the classroom:
ls
this
table longer/wider
than
thÍs
one?
ls
this
window
as
big as that
one?
You
could
also use
photos
of
famous
people
cut out of
magazines. /s
(film
sta)
more
beautiful than

+
adjective
for
more than
one syttable).
Elícit also
the use of than
to
compare two things and os as
when
two
things
are the same.
OPTIONAL
ACTIVITY
Expand
the use
of comparatives
to the topic
of
shopping
as a lead
ínto
the lesson
theme of
online
shopping.
Ask: ls
(name
of

shopping?
lnLroduce
the
topic
of online shopping.
Tatk briefly
about
your
own
experíences of onlíne shopping, before students
talk in
pairs
about it. Then students
feed
points
from
their
pair
work into
a
class discussion. Write
them on
the
board
under
headings:
Purchases online
Products
you
never

of
three
tÍtles.
Read
the artícle
and
the titles with
weaker
students and
give
support
with unknown
vocabulary. Ask for
oral
feedback
and
expect stronger
students
to
give
reasons
for
their
choíce.
Check whether everybody agrees or
not
and
ask them
to
give

more
easily.
Divide
the class
into
pairs
or
small
groups
and
give
a set of
the
cut-up
stríps
wíth
the text on to
each
pair
or
group.
Read
out the article
first
before students
reconstruct
it.
Set
a ten-minute deadline
or

a
partner
first before feeding
back
answers orally
in
class. Pay
particular
attention to the
stress on delivery,
included
and discount.
Kry
1 delivery charges
2
included I save 4
quality
5
place 6
discount 7 goods
Key
1T 2
-t{
independently or
in
the class.
ffi
StuOents read
the
article again for

pairs
and then
feed
back orally to
Kev
1 faster 2 less expensive 3 much 4 as easy as
5 as big as
Comparatives
Write
a
list
of short and long adjectives
on
the
board
and
ask
how
many syllables
there
are in
each.
Call
out some
other
adjectives
(e.g.
low,
difficult,
bíg,

The
Reier
students
to the Grammar
reference
for
a fu[[
expianation and
notes
on two-syttable
adjectives.
ABe
sure to
monitor
students' use of
/ess with
comparatives.
In Engtish we
often use
an
adjective
with an opposite
meaning, rather than
/ess, especially
when speaking.
The
common
opposite of:
store
was busier than usual.

we don't
want
just
another
'modern'vacuum
cleaner, that's the
same as
allthe other
products we sell? We need
something different.
OK, the
Aerosaurus is
more
expensive.
But it's dffirent
And
Suntra
is making a good offer. Look
-
twelve
percent discount
-
Gild
is
only offering
five
percent. Suntra
is offering cheaper delivery,
as
rvell. We

reduced forms
of
than
/öard
and
os
/az/
.Practise
with
other examples,
if
necessarv.
ffi
cottlMuNrcATroN
PRACTTCE
7""'p
SB Page
80.
Divide
the
class
into
pairs
and explain that they
need
to
buy
new
carpets
for

what
they
chose and
give
the
reasons
why.
Students
have
the opportunity to
personalise
the
language of the lesson by
comparing with a
partner
the
price
and
quality
of
pairs
of
competing
products
and
stores they
both know. Ask stronger
pairs
to
feed

could do some dictionary
work
to expand
their
adjective base
(e.g.
group
opposites together)
and consolidate comparatives at the same time.
Students could
'test'
a
partner
or the
rest
of the
class on the
lists
they
draw
up.
o
Students could
write
their own
iumbted
adjectives
for
other students to sotve,
with a clue or a

less difficult
!l
Exptain that
Vacscape is
an online store
which setts
vacuum cleaners
(mime).
Read
through the two
quotes
from
suppliers
and clarify the
key
vocabulary before
students
work with a
partner
to compare them, using
the
adjectives
given.
Students
present
their
recommendations and
reasons
to the class.
E

like
something
from the 1960s. The
other one
has
modern look. 3 She thinks that
people
don't
want
a
vacuum
cleaner
that looks 40 years old.
4 He thinks
it's
different and that
people willlove it.
Transcript
Lionel
Marilyn,
these are both top
quality products!
The quality's the san1e.
Marilyn I know. But they don't
look
the same.
The
one
from Gild
looks like

Teaching notes
Lesso n
3.2
Discussi ng requ irements
Superlatives
Needs analysis
Superlatives
Point
out that the
pattern
for making
superlative
forms follows
similar rules
to
the
comparative
forms. Short
adjectives
use fhe
+
-est
and [ong
adjectÍves use
Íhe
+
moSt.
ln
the
negative form

revise
the
comparative and
present
and
practise
the superlative.
Ask
questions
such
as: How many
people
ore
there
here? ls
this
man
older
than
this man? Who is
the
youngest
woman in
this
group?
Do
you
like
these
cars? ls

Read out the
questions
and
then ask them to discuss
them
with
a
partner,
before
feeding
their
answers back
to
the class. Write
students'suggestions
on
the
board
under the headings:
|ikes
and
DislÍkes.
What
do
you
thÍnk
is
world?
I
think

practice
of superlatives,
students
work
ín
paírs,
taking
it in
turns
to
make
questions
using
the
prompts,
and answer the
questions.
Demonstrate
the task
with
a
stronger student before students work with
a
partner.
Teacher
Student
the best
job
in
the

that
it's
Steve Simpson, an architect.
Students [isten to
Steve
talking about the
requirements for
designing
offices.
They
tick the things on their lists that
he
talks
about
and make a note
of any other things
he mentions.
Transcript
Interviewer
So, when you design
an office, rvhere do
you start?
Steve Well,
the
first question
is, how much
space do you need?
And that's one of the
most difficult
questions,

normally have
a
room
with
a photocopicr, printers
a
fax
machine, possibly.
Interviewer
A coffce machine.
ffi
Straents
work with
a
partner
to
discuss
opinions
about
offices.
They
then
feed
back on
which
opinions they
agree/disagree with. Ask students
to
give
reasons

*
would most/teast like
to work
in.
Ask
one
student to
act as
secretary and
write
up their
reasons
on the
board as they
discuss.
W
Read through
the ten descriptions of
offices and
ctarifu
any unknown language. Students
can do the matching
actívíty
indÍvídually,
then
compare theír answers
in
pairs.
Finally,
hold

a nice
coffee
area, with seats
big
windows
?
Daylight
-
that's
a bis
consideration.
Light's extremely
irnportant.
So you want
big
windows, if possible.
Yeah, you usually want
a
lot of light.
What do
you think
r>f
open-plan
offices?
Do you
hke that sort of design?
Well, an
open-plan officc isn't
really
a

always
ask,
is
it really necessary?
Offices are expensive,
even
if you
only
have what's in the regulations
-
what's
compulsory. So, if sorrrething's an
optional extra
19
Read
through the sentences with the class
and students then
listen
again
and
decide
if
they
are
true or false.
Kq
1F
ZT
] F
@

97,
Exercise
4.
Kq
1f 2c )a 4e
5b
6d
RESOURCE
SHEET 3.2
"'"v
Page
95.
To
consolidate language
for
describing
office
needs,
use
Resource
sheet
3.2.
Divide
students
into
pairs
or
small
groups
and

afterwards.
Interviewer
Steve
lnterviewer
Steve
Choices
3
ffi
conaMUNtcATtoN
pRAcncE
B.'"3 sB
page
80.
Divide
the class
into
pairs.
Students
[ool<
at a
list
of
possible
facilities for
a
new
office and discuss which
they
think
are the most/least

in
pairs.
One
student asks the
other
about
the
problems
with his/her
present
office/workplace,
or an imaginary
office,
and
what
heishe
would
like
in
a
new
'ideat'
office. At the
end,
they
change roles.
Teaching
notes
Lesso n
3.3

the
box.
lf
there are
words
that they aren't
sure
ol ask
if
other students can
give
an
example
or
definition
of the
unfamiliar
word,
to explain
ít.
Then
students
read the
rest of
the
article
and
fitl
in the
gaps.

on
your
computer? Do
you
have a
satellite
route
finder
in
your
car? Do
you
read
guide
books
about o
town or country before
you
travel?
ffi
Straents
discuss
in class where
they
would like
to
have
a
hotiday home.
This is a

other countries
with warm
climates. For
some
nationalities,
however,
the concept of
a
holiday home
witt be
less familiar.
OPTIONAL
ACTIVITY
With
stronger students
you
might consider
the
advantages
and
disadvantages of
having
a holiday
home in
their own
country
or
abroad.
Coltate their
ideas

up
names of famous
places,
jumbled,
on the board and
ask students to
sort them
into
pairs,
then ask
what
the
pairs
are:
Mount Everest
/
The
Matterhorn
(mountains)
The Pacific
/
The
Atlantic
(oceans)
Africa
/
Australia
(continents)
The
Danube

ask
for students'
reactions. Would
they like to own this
istand?
Then ask
them to discuss
in
pairs,
where they would
like
to
have
a
private
ísland
and why. After
the
pair
work,
students
feed
back to
the
class.
Collate the
locations and the
reasons
on the board.
RESOURCE

group.
Students
test
each other's
geographical
knowledge. Check
students'answers
with
the
whole
group
afterwards.
Kq
La 2b 3a 4b 5a 6a 7b 8b
9a 10a
ffi
nead
through the
rubric with
the class and
check
understanding.
Then
demonstrate, describíng a few
places
in
your
country and
abroad
and ask students

places
are similar
in
their
language, but
have
a
different
pronunciation
from English.
22
Point
to the
photo
and
read
through
the
rubric with
the
ctass. Ask
students to
say
who the
people
are,
where
they are
and
what they're

Alps.
5
A lot of people rent
camper
vans
to travel around.
Choices
3
Transcript
Caroline
So,
what do
you
think
of
Hawaii?
Alistair Fantastic.
The beaches
are
amazing. We've
got
some
good
sr-rrfing beaches in New
Zealand, but here it's

well,
the weather's
a
lot warmer,

best
time of year to
visit?
Alistair Early summer's
nice.
Late Deccmber,
early
January.
And what's
the
weather like?
Pretty hot,
usually.
You
can
have
Christmas
dinner
on the beach, no problem! But
there's
a lot more
to
do than
iust
sit on
a beach,
obviously.
Caroline
Oh, sure.
So, what are

hundreds
of campsites, where you can
,
you
know, park and

Caroline
Yeah.
Yeah.
Alistair
I know that
area
pretty
well, so
Caroline Can
you recommend
some campsites?
Alistair
Yeah, I can
eive
you some good
addresses.
There's one
campsite,
next
to a lake
@
StuOents match
the
questions

whole extended dialogue while
you
play
it again.
Kq
1c 2a 3e 4d 5b
OPTIONAL ACTIVITY
Students could
practise
asking and answering
the
questions
from
3b
in
pairs.
23
Ptay
the
recording
for students
to
listen
and
repeat. Focus
students' attention
on the reduced vowel
sounds
in
to

coast 2 northern
5 island 6 forest
Divide
the
class
into
pairs.
Explain
that
they
are
both
visiting
each other's
country on business and that
afterwards
they are taking a week's
hotiday
to see
some of the
country.
They both need
to
recommend
three
places
of
interest for a
tourist.
Give

do the
role
plays
for the
class.
ffi
nsf<
students
to
each
think of a
tourist
destination, in
their country
or
abroad,
that
they
would
really like
to
visit. Then
ask them
to
work in
pairs,
taking
turns
to
tett

board.
Students
write
a
reply
to this email.
This
could
be
a
homework
assignment.
Hi,
How are
things?
|
hope
you're
welt.
I want to
come
to
your
city
for
a
short
visit next
year.
Can

Richard
WORKBOOK
."'p
Pages 11,-1.3.
Teaching
notes
Name:
Test
I
(units
1-3)
ffi
Fitt in the
gaps
with the
correct
present
form
of be.
1
| -
Tony Pitt and this Eleri
Southland.
We

from PH
Products.

2
He',s in
il;ff,.;
i"o;r.
3
They're late
for
the
meeting.
4
| work
in
the
Paris
office.
,
ilil;.;;;
,il;;
*;',;
;;;.*
,.
in. conrerence.
She write,
,.port,
;; i;;t;;
Comptete
the sentence
with the
correct
form of the

(to
start)
ls Danny

with
you?
(to
work)
Do
they
for
Panoil?
(to
work)
Are they
problems?
(to
have)
I
enjoy
- by
plane.
(to
travel)
He likes
.
(to
iog)
ffi
Fitt

sales
in Asia.
I deal
- all the
difficult
problems.
What do the
letters
LTD stand

?
I
advise
customers

the
installation
of
equipment.
A ls
the
project
still
-
schedule?
B Yes,
we're
running a
week
late.

one
(+
cheap)
ffi
2
a
Ferrari
/
Ford
(+
fast)
3
a flat
in
Liverpoot
/
flat in 'il;;.
,^p,e,,sÍ,,)
W
4
my
office
/
my boss's office
(:
big)
Make sentences
with the superlative.
Use the
adjectives

be
/
sotution
.
(+
'
i;;';;';;;,i;;t',*ir.
/op,ion
(+
sood)
ffi
4
5
6
7
I
9
10
Business Start-up
2
Test L
PHOTOCOPIABLE
@
Cambridge
University
Press 2006