1

TEACHERS NOTES: HIGHER INTERMEDIATE RED

BOOKLET 1B Why we work CONTENTS

PAGES 2, 3 1. All About You : Thinking about work.

4, 5 2. About Your World: The best job in the world.

6-8 3. Real World (Listening): It doesnt feel like work.

9, 10 4. Real World (Reading): Ive won!

11, 12 5. Real World (Writing): To gap or not to gap

13, 14 6. Finding Out ( Reading): Changing offices

15, 16 7. Finding Out (Listening): What gets us out of bed in the morning?

17, 18 8. Sharing Information (Writing): Short-cut to success

19-21 9. About Your World: Its a different world.

22, 23 Consolidation

24-47 Teachers Extra Resources

Unit Objectives

Grammar Present perfect simple vs. present perfect continuous Used to + infinitive Would + infinitive Expressing ability Past and present tenses (review)

Vocabulary Describing peoples character Work and jobs Sport (review)

Listening Listen for specific information Note main points Listen for main ideas Note key words Follow talks on abstract topics

Reading Read actively by creating content questions before you start Adapt reading style and speed to a particular reading purpose

Speaking Ask follow-up questions Give reasons for your opinions Ask and answer questions Retell information accurately Respond to follow-up questions appropriately Speak spontaneously in response to audience questions Give well-developed descriptions and explanations Negotiate agreement Deliver a presentation from notes Use clear signposts to show the organisation of a presentation

Writing Write a formal email

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1. ALL ABOUT YOU: Thinking about work.

PAGES 26 & 27

Objectives

Vocabulary: describing peoples character

Speaking: ask follow-up questions; give reasons for your opinions

A Vocabulary

Warmer: Play back to the board with different jobs. Write a job on the board behind the learners

head and split the class into groups to elicit the word

from the learner by giving good descriptions. Award

point to the team who manages to make the learner

guess.

1a Lead-in by eliciting /pre-teaching the following adjectives to the board: ambitious; creative;

sociable; conscientious. Elicit types of kind of job

which would suit someone with these qualities. Ask

learners if they would like to do these jobs.

Learners write down their four jobs and the

associated qualities.

b Either pair learners to compare or do a class mingle where learners attempt to find another

learner who would like/ wouldnt like a similar job to

them.

c Pair learners to discuss how far they agree/disagree.

2a Learners scan the text for the adjectives. Ask learners to check with a partner before questioning

you. Allow use of dictionaries if available.

Answers: enthusiastic, organised, patient, sensitive,

sociable, talented, confident, ambitious, assertive,

energetic, charismatic, intuitive, dynamic, creative,

hardworking, determined, practical, approachable,

friendly, independent.

b With a partner learners decide on a job for each candidate. In feedback elicit reasons for their

choices. As a class, vote on the best job choice for

each candidate.

3a/b Learners work in pairs to brainstorm additional character adjectives and then categorise

these into positive or negative.

Optional: Elicit learners feedback by attempting an

alphabetical word race. Group learners and tell them

to pool their word lists. For each letter they need to

say how many character adjectives they think they

can name (for some letters you may get none).

Award points to the team who supplies the longest

correct list for each letter.

Example: A ambitious, aggressive, articulate B bossy,

bright C charismatic, conscientious, critical, cool D

decent, diligent, dependable etc.

B Speaking

4 Focus attention on each column and add a few points of information about your own experience.

Elicit relevant vocabulary from the class. Learners

complete the table individually.

3

Teachers Note: To stimulate vocabulary and

prepare learners for the interview task, complete

the table with your information on the board or

highlight on the IWB. Tell learners to interview you

about these aspects of your life. In pairs they should

write one or two questions for each section and then

interview you as a class. Tell them if they want more

information theyll need to ask you follow-up

questions. E.g. if teacher puts Taught in China in

work history, then the class can brainstorm

questions based on wh- question words (which the

teacher only answers if grammatically correct). e.g.

how long were you there? when did you go? why did

you go? where did you teach? who did you teach?

how much Chinese did you learn?

Monitor for learners use / understanding of the

difference between I taught in China for two

years., Ive been teaching at Kaplan for two years.

I started teaching at Kaplan two years ago. etc.

These are grammar points which will be covered

later in the unit.

5a-c In pairs learners use the information in their partners table to ask and answer follow-up

questions and gain more details about the others

life. Learners then suggest a future job for their

partner and discuss it, explaining why they agree or

disagree with the choice.

Monitor and take notes for feedback. Highlight good

uses of vocabulary and follow-up questions. Elicit

additional feedback by asking learners to describe

something interesting/ surprising/ similar about

their partners background and character.

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2. ABOUT YOUR WORLD The best job in the world.

PAGES 28 & 29

Objectives

Vocabulary: work and jobs

Listening: listen for specific information

Speaking: ask and answer questions

A Speaking

Warmer: Books closed. If you have an IWB search

for jobs voted worst in the world this year and write

on the board (do not show the link to the students).

If you dont have an IWB some commonly reported

worst jobs in 2012 were: lumberjack; dairy farmer;

enlisted soldier; oil rig worker; newspaper reporter;

waiter/waitress; meter reader; dishwasher; butcher;

broadcaster.

See: http://www.guardian.co.uk/money/work-

blog/2012/apr/12/best-worst-careers-2012-

lumberjack

Write them on the board and check the meaning of

each job. Ask learners to discuss in pairs what they

think the connection between them might be.

1 Ask a learner to read the information aloud. Pair learners to discuss their ideas. Elicit ideas from each

pair and vote as a class.

2 Learners look at the questions for the audio. Ask learners to predict vocabulary from the recording

based on the lead-in and questions. In pairs learners

prepare brief definitions or each word in bold. Elicit

the meaning of the words by asking pairs to read out

their definitions for the other learners to guess the

correct word.

B Listening

3 Play the recording. Learners answer the questions individually before checking in pairs.

N.B. As an alternative you could refer to the

authentic advert which can be found on You Tube:

http://www.youtube.com/watch?v=SI-rsong4xs

Answers: 1 island caretaker 2 an island on the Great

Barrier Reef 3 6 months 4 AUD 4150,000 5 none

6 cleaning the pool; feeding the fish; collecting the

mail and writing a blog about island life 7 record a

video application and upload to the tourism website

C Speaking

4 Do a class poll to find out who thinks it was the best job in the world. Pair learners, preferably in

opposites, to discuss the reasons why. In feedback

elicit whether anyone changed their mind after

listening to their partner.

5a Group learners. Set a time limit for them to decide on their own best job in the world and the

relevant details of it. Ensure learners cover the same

details listed in the questions in activity 3.

Optional: Learners decide on a format for the job advert e.g. should it be a video like this one was

originally? A radio advert? A print advert? Learners

work together to create their ad which could be

presented in writing or performed if audio/video

was the preferred choice.

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b Look at the best job in the world ad, or relevant adverts from other sources together. Bear in mind

that most students will not be able to work here due

to visa regulations so reading job advertisements is

not a widely held target need. Elicit the ad you selects features and the type of information it

covers. Learners work together to create their own

adverts which could be displayed on posters.

Advert text: In 2009, the tourism board in

Queensland, Australia, launched a new campaign to

promote tourism in their area. They did it by offering

people a prize. But it wasnt an ordinary prize. The

prize was a job. Based on one of the islands in the

Great Barrier Reef, the job was for just 6 months. It

was for the position of island caretaker. And the pay

for being island caretaker for 6 months was an

amazing AUD$150,000. The work itself involved

cleaning the pool, feeling the fish, collecting the mail

and writing a blog about life on the island. And, best

of all, anyone could apply. People didnt have to

have any particular qualifications or experience. All

they had to do was record a video application and

upload it to the tourism boards website. People

then voted on their favourite video. Ben Southall

from the UK was the ultimate winner, beating over

36,000 other applicants. And Bens verdict after the

job finished? It really was the best job in the world.

6 Split the groups in half and tell the first half to mingle around the room finding out about the other

jobs and asking questions to the part of the group

that remains. Allow enough time for learners to

mingle around the room before repeating with

learners swapping roles.

D Writing

7 Learners choose their preferred job. Elicit common conventions for application letter writing if

relevant to your class- see teachers extra resource.

You may want to adapt this to an email since it is a

more common way to apply for jobs nowadays.

Give learners time to plan and prepare their writing.

Monitor and provide support as necessary. Ask

learners to complete their letter and send it to the

relevant group.

TEACHERS EXTRA RESOURCE: WRITING A FORMAL

LETTER OR EMAIL OF APPLICATION PAGES 24-28

E Speaking

8a In groups, learners review the applications they have received. If a groups job advert didnt receive

any applications they should join up with other

groups. Groups review the applications and decide

on the order they want to interview their applicants.

b Learners work together to create some interview questions and interview their applicants. Learners

will have to leave their own group if they are called

to interview by another group. Once all applicants

have been interviewed the group decides together

who should get the job.

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3. REAL WORLD (LISTENING) It doesnt feel like work.

PAGES 30 &31

Objectives

Vocabulary: sport (review)

Grammar: present perfect simple vs. present perfect continuous

Listening: note main points

Speaking: retell information accurately; ask follow-up questions; respond to follow-up questions appropriately

A Vocabulary

Warmer: If you have an IWB show a video of an

extreme video e.g.

http://www.youtube.com/watch?v=T92Kp2BXNvo

http://www.channel4.com/programmes/xtremists/4

od#2927974

Elicit the sports which are shown in the clip or

alternatively if no IWB available, play hangman with

the word Extreme and elicit associated sports; Play a

quick game of Have you ever? Ask learners to

stand up and come into the centre of the room in a

circle. The first person asks a question that they can

answer with yes e.g. have you ever been

snowboarding? etc. and if the learners have they

stay standing up. If they havent, they sit down and

are out. Going clockwise around the circle, the next

learner creates another have you ever question

(preferably related to extreme sports) e.g. have you

everseen an extreme sports competition? and the

process repeats until only one learner is left

standing.

1a/b Open books and draw attention to the images (in book or IWB). Pair learners to discuss the

questions and add words to the categories. Briefly

discuss each image eliciting vocabulary from pairs.

Answers: Learners own answers. Images show;

skateboarding; free running; BMX; parachuting; and

rock climbing.

B Pre- Listening

2a Ask the question to the class and elicit their responses.

b Pair learners to discuss the question. Elicit feedback from a few pairs.

C Listening

Extension: Play Chinese whispers- preferably with a

longish message that could easily go wrong e.g.

Extreme sports arent easy to do especially if you

have many fears. Talk about how messages can get

distorted and the importance of notes in longer

messages.

3a-c This is a jigsaw listening. The easiest way to set it up is to send half of the class outside the room for

5 minutes while you play the relevant section of the

recording. (Part 1 ends at 03.17 with this line They do get lots of free trainers and sports clothing, as you

can imagine though! Play Part 2 from 03.17)

Before playing the recording, discuss the features of

good notes e.g. content words, key points, brevity, notes that reflect the order and hierarchy of

information.

Ask learners to read the questions and then listen to

the interview and makes notes for each question.

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Answers: a Part 1 Free running Part 2 sky diving b Part 1 Sponsorship Part 2 He turned the sky diving club into a business and receives money in the form of membership and people doing jumps for special occasions. c Part 1 His friends helped him make videos and a website to show people the sport and lots of people saw it including a major sports brand that sponsored him to be the face of the brand. Part 2 He used his inheritance to set up the business. He did a business management course and received lots of help and advice from his friends.

4a/b Give learners time to read their notes. Pair learners to share their half of the information and

take notes. Monitor to ensure learners are sharing

information orally and not just showing their notes.

5a-c Focus attention on the instructions then play the recording again. Learners correct or amend their

notes based on the second listening. Once finished,

as a class compare this to the accuracy of the

Chinese whispers game they played in activity 3. In

feedback for c lead in to a discussion of taking notes on only main points for a particular purpose i.e. to

gain a general understanding, to be able share the

information. Ask learners what constitutes missing

information when note-taking during listening i.e. all

the missing details, information that is necessary to

understand the context/cotext, information that

allows you to answer questions/purpose for

listening.

D Language Focus

6a Tell learners to focus on grammatical accuracy when they are writing down what they hear. You

may want to allow them to compare with a partner.

b Learners rewrite the excerpts without contractions.

c Pair learners to discuss everything they notice about the sentences. To stimulate discussion you

could write the following on the board: time, in

progress, complete, results, time phrases.

Excerpts: The following sentences taken from the

listening:

1 Theyve taken their hobbies and turned them into

careers.

2 Ive been doing it for about five years now.

3 A lot of our listeners probably havent heard of free-running. 4 Since then, Ive been doing a lot of TV commercials. 5 Ive been working on it really hard over the last three years. 6 Weve started doing lots of events. 7 Its surprising how many people have always dreamt of doing jumps. 8 Some of the club members have formed a display team.

7 Teachers note: Deciding when to use present perfect simple or continuous is often a confusing

decision for learners at this level. You may want to

talk through some contrastive examples as a class

before directing learners to the grammar file. Write

the following sentences and questions on the board

or prepare for the IWB:

Which sentence

A emphasises the length of the action?

B indicates that something might not be complete?

C focuses on the result of an action?

D describes a permanent situation?

1 Weve listened to the recording. Now lets do the

exercises.

2 Weve been listening to the recording for half the

lesson! We should do the exercises now.

3 The recordings been playing for about 5 minutes

now!

4 Weve been studying perfect forms since

Elementary.

5 Perfect forms have always been used in English.

Learners work in pars to discuss the sentences and

questions. Discuss the examples and alternative

explanations as a whole class.

Answers: a 2 b 3, 4 c 1 d 5

Refer learners to Grammar file 3 on page 57 and ask

them to complete the exercises.

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Grammar File 3 Present Perfect Simple vs. Present

perfect Continuous

Practice Exercises

1 Learners work individually to complete the

sentences using the verb provided in either the

present perfect simple or continuous.

Answers: a has agreed

b have been raising

c have been preparing

d has contributed

e has not hired

f have been talking

g has designed

h have realized

i havent seen

2 Learners work individually correct the relevant

sentences. Allow pair checking.

Answers: a Ive known her for 10 years.

b He hasnt appeared in a movie for three years.

c Correct

d Have you fastened your seat belt?

e Roger has decided to take a year off between

school and university.

f Correct

g No, hes had a job for a month.

3 Learners complete the sentences using one of the

verbs provided in the correct aspect.

Answers: a have finished

b has been running

c have arranged

d has earned

e have been falling

f has settled down

g has been avoiding

h has been supplying

E Using the Language

8 a/b & 9 /b Tell learners they are going to think about making a career out of their own hobbies.

Explain that they will listen to a partner talking about

their hobby and take notes while listening to help

them make suggestions for how their partner can

turn their hobby into a career. They have to ask

follow up questions to get sufficient information.

Use an example of one of your own hobbies as a

model and elicit follow up questions from the

learners before they give you some advice for

making it into a career.

Learners work individually to prepare their own

notes about a hobby of their choice. In pairs learners

share their information and take notes and ask

follow up questions to their partner. In pairs learners

share their suggestions.

F Out in the Real World

10a-c Encourage learners to think of people in their network in this country who they could interview.

Elicit a few intended interviewees from the learners.

You may wish to elicit some example questions as a

class prior to setting this homework task.

11 a/b In the following lesson have learners mingle around the room to find out about their classmates

interviews before comparing and contrasting the

answers to 10c.

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4. Real World (READING) Ive won. PAGES 32 & 33

Objectives

Vocabulary: work and jobs

Grammar: used to + infinitive; would + infinitive

Reading: read actively by creating content questions before you start

A Speaking

EXTRA TEACHERS RESOURCE Have you won

the lottery? PAGES 29-31

1a/b Following the warmer, learners discuss the questions in pairs. Quickly review conditionals with

would. Tell them that the text theyre going to read

uses would in a different way.

Answers: Learners own answers.

B Pre-reading

2 Bring up the relevant section on the IWB and discuss a few ideas as a class. Tell students that good

readers are questioning readers. They constantly ask

themselves questions they think will be answered

and then read for them. This is one aspect of active

reading. Its also a good way of getting inside

examiners heads which is great for exams. Learners

work individually to write their own five questions.

Answers: Learners own answers. E.g. How much

money did they win? Did they get married? Did he

share the money with Emma Cox? What did he do

with the money? Does he still work for McDonalds?

C Reading

3 Set an appropriate time limit for your class. Learners read the text quickly to answer their own

questions. If their questions werent answered ask

them to think about why not e.g. did they

understand the text? Were their prediction based on

a good understanding of the topic and context?

Pair learners to compare their questions and the

information they found out. Elicit feedback from a

few pairs.

4a/b Focus on the questions and draw attention to the fact they are looking for changes between his

past and present lifestyle.

Answers: a His life isnt very different now. He and

Emma are married, have bought a house and dont

have to work but Luke chooses to. b Quite different.

He continues to work every day and is still at

McDonalds but he married Emma and bought a

house.

5a/b Pair learners to discuss then elicit opinions as a class.

Answers: a Learners own answers but it implies that

work is also about social networks and relationships

and about contributing to the world you live in giving

purpose and motivation.

D Vocabulary

6a Learners individually match the words to definitions before checking with a partner.

Answers: a 4 b 5 c 1 d 3 e 2

b Refer learners to the text to scan for the collocating verbs.

Answers: work shifts; enjoy retirement; hand in

your resignation; invest/discover income; earn

wages

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E Language Focus

7a-c On the board write example sentences from the text containing would e.g. They would get up at

5.00 am most mornings and arrive at work just in

time for the early shift.

First of all, they would resign from their jobs.

Ask learners if would has the same kind of meaning

in each sentence. (Answer: No. The first uses would

to describe a repeated action in the past the second

has a conditional meaning) Elicit the meanings from

the learners then ask them to answer questions a-c

before checking in pairs.

8 Refer learners to Grammar file 4 on page 59 and ask them to complete the practice exercises if

necessary.

Grammar File 4 Used to & Would

Practice exercises

1 Learners review the correct form of used to by

choosing the appropriate verb from a list and

completing the sentences accurately.

Answers:

a used to sponsor b use to commute

c used to manufacture d used to manage

e use to charge f used to disagree

g use to serve h use to accept

2 Learners reformulate the sentences using would if

appropriate.

Answers:

a No b When he got home every night, he would

complain to his wife about his colleagues. c No

d He would fly to New York several times a year.

e No

f She would go there every Thursday and read

stories to the residents.

g No h No

i He would to have long discussions with

housemates every evening.

3 Learners read the sentences and decide if a

mistake has been made in the target forms. If so,

learners rewrite the sentence in the past simple.

Answers:

a Correct b Olivers grandfather designed the boat,

and Oliver helped him put it together.

c After a few years, he quit because his family moved

house. d Correct e What did you discuss?

f A German astronomer called William Herschel

discovered the planet Uranus in 1781.

F Using the language

9 You may wish to use Teachers Extra Resource: Find Someone who used to/would prior to this

activity.

Initiate a discussion of periods in life that are usually

quite different e.g. childhood/ young adulthood;

being at school/ at work; living at home/ living

abroad. Discuss briefly as a class before learners

begin writing. Learners work individually to describe

some of the changes in their life between two

periods.

G Out in the real world

10a-c Set up the task so that learners can present in the following lesson. If there is time remaining you

could send learners to the multimedia room to begin

their research. Hold a class discussion after the

presentations.

EXTRA TEACHERS RESOURCE

Find someone who would/used to Pages 32-33

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5. Real Word (Writing) To gap or not to gap.

PAGES 34 & 35

Objectives

Grammar: expressing ability

Listening: listen for main ideas

Speaking: ask follow-up questions; speak spontaneously in response to audience questions; give reasons for your

opinions

A Speaking

1a/b Pair learners to discuss the questions. Ask them if theyve taken gap years and encourage them

to share any experiences. Some of them might be on

gap years and describe it differently.

2 Group pairs to discuss. Elicit the advantages and disadvantages to the board.

B Pre-Listening

3 Tell learners about what they are going to hear. Focus them on the questions and elicit advice and

answers from the class.

C Listening

4 Play the recording. Learners match the Answers to the questions in activity 3.

5a Tell learners you will now play the full recording for them to check their answers and also note down

ideas they agree and disagree with.

Optional: Hand out 6 slips of paper to each learner.

Ask them to write the numbers 1-6 on individual

slips of paper. On the board draw up a hopscotch

grid i.e. 1 2 1 2 etc.. During feedback learners

can move forward one space on the grid for every

match they made correctly. The best listeners should

reach the top of the grid.

Answers: Answer A: 6 Answer B: 3 Answer C: 2

Answer D: 4 Answer E: 5 Answer F: 1

b Pair learners to share their opinions. Do a brief class vote on how far the class agrees with each

answer. You might want to play the recording again

pausing after each section to discuss.

D Language Focus

6a Learners complete the gaps without listening. Refer them to the audioscript on page 50-51 to

check. Answers: 1 its great to be able to meet people and have a bit of company 2 You cant do that if youve arranged everything in advance 3 they are looking for people who can help with specific projects 4 in the past, having gap years on your CV could be a problem 5 When I was young, I thought I wouldnt be able to take a gap year 6 I couldnt afford to buy a round-the-world ticket

b Refer learners to Grammar file 5 on page 60 and ask them to do the practice exercises if necessary.

12

Grammar File 5: Ability Practice Exercises 1 Learners complete the sentences using the correct ability form and verb. Answers: a can meet b cant guarantee c was able to schedule d can purchase e cant access f been able to reply g be able to grow h can devote i be able to transport 2 Learners rearrange the words in brackets into the correct order. Answers: a researchers succeeded in creating a device b she was unable to participate in c wont be able to pay back d they are unable to predict when e be able to analyse the data f for being able to solve difficult 3 Learners complete the sentences using could/couldnt or managed to with one of the verbs from the list. Answers: a managed to negotiate b couldnt persuade c could navigate d couldnt observe e could understand f managed to repair g couldnt replace

E Preparation

7a Group learners to select a topic to become experts in. You may want to book time in the multimedia room to allow learners to do a bit of research.

b In their groups learners anticipate the questions they might be asked and prepare the information they would like to share.

c Write the selected topics on the board so the class know which topics to prepare questions for. Tell learners to prepare at least three questions for each topic.

F Speaking

8a-c Set up the question panel with each group taking a turn to be asked questions.

Optional: You could set this task up by showing a clip of a panel show e.g. http://www.youtube.com/watch?v=nG8kZwPNzS4 http://www.youtube.com/watch?v=zKfS7DKYzJw http://www.youtube.com/watch?v=BA9Qkl2S8jw

TEACHERS EXTRA RESOURCE Gap Years are Good for you PAGES 34-39

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6. FINDING OUT (READING) Changing offices PAGES 36 &37

Objectives:

Reading: adapt reading style and speed to a particular reading purpose

Speaking: give well-developed descriptions and explanations

A Pre-reading

Warmer: If you have an IWB source brand images of

famous companies and elicit their names from the

learners. Alternatively, write the names of some

large companies on the board. Group learners to

imagine what the offices of these companies are like

and then which theyd most like to work in. Again if

you have an IWB you could source images of these

offices to confirm or contradict the learners ideas.

Google vs. Facebook offices

http://www.chilloutpoint.com/science_and_technol

ogy/google-office-versus-facebook-office.html

Innocent:

http://www.innocentdrinks.co.uk/us/careers

EA Games: http://insideea.com/tag/head-office/

1a-c Focus attention on the images of the offices and pair learners to discuss the questions. Pre-teach

cubicle and ask learners how offices might differ for

ordinary employees, managers and directors. Elicit

the advantages and disadvantages to the board and

as a class decide on which is the best office scenario.

Ask learners to name the main features of an office

and elicit these to the board.

2 Pick a future date and ask learners to think about how offices might have changed by that point. Pair

learners to discuss.

B Reading

3a Ask the learners to read the question then elicit exactly what information they need to find i.e. a

paragraph letter. Ask learners if they will need to

read the whole text (possibly but they could stop

once theyve found the paragraph they are looking

for). Ask learners what they might do if they think

theyve found the correct paragraph (i.e. read on to

confirm, go back and skim other places in the text to

make sure they have selected the correct paragraph,

re-read the task). Set time limit for skimming and

feedback by eliciting asking learners to raise their

hand when you shout out the letter of the paragraph

containing the relevant information.

Answer: Paragraph D

b Ask learners to focus on what they are reading for this time (i.e. for details) and how they might read

differently for this purpose. You could ask learners

how much time they think theyll need to complete

this task- more or less than for task a?

Learners re-read the relevant paragraph for detail.

Compare with a partner before eliciting the

differences to the board and comparing against the

lists created in activity 1.

Answer: There are no cubicles or specific desks (this

information from paragraph C). The space is open,

not sectioned off, the restaurant and coffee bar is in

the same space as the working spaces. Employees

use different spaces for different purposes. There

are more meeting rooms including private ones in a

separate area.

14

4 Learners complete the summary by referring to the text. Again focus on how learners might read the

text to support this task i.e. skimming and scanning

to find the correct position in the text, then careful

reading to select the correct words.

Pair learners to compare their answers before

feedback.

Answers: 1 not enough

2 people worked

3 working efficiently

4 the desks

5 cloud computing

6 from home

7 more productive

8 much happier

9 following suit

C Vocabulary

5a Direct attention to paragraph C and ask learners to read it again to define the term cloud

computing. Pair learners to come up with their own

definitions. Cambridge Learners Dictionary:

http://dictionary.cambridge.org/dictionary/business

-english/cloud-computing?q=cloud+computing

the use of technology, services, software, etc. on the

internet rather than software and hardware that you

buy and install on your computer:

Google took cloud computing a step further last

October by offering free word-processing and

spreadsheet software over a browser.

b/c Learners work in pairs to discuss the questions and prepare a list of computer terminology with

additional meanings. To lead in you could ask

learners to name elements of a computer e.g.

window, mouse and talk about the different

meanings.

Optional: Group learners to compete against the

other half of the class for the best and most

comprehensive list of words.

D Speaking

6a Ask learners to think about the class room they are in now and the classrooms of their previous

experience. Elicit whether there is a big difference and if so which versions they prefer.

Ask learners to skim the article again to identify the

process Rinsema went through to re-design the

office space and then follow the same process to

think about learning spaces- i.e. first he thought

about why people come into an office to work

think about why people come to a shared space to

learn? Etc.

Group learners to think about how they could

redesign learning spaces according to the ideas in

the article.

Tell learners to prepare a brief presentation with

visual aids or a poster if you have the time and

resources.

b Groups present their ideas to the class. You could vote for the best suggestions.

EXTRA TEACHERS RESOURCE:

Changing Offices Crossword pages 40-41

15

7. Finding Out (LISTENING) What gets us out of bed in the

morning? PAGES 38 & 39

Objectives

Listening: listen for main ideas; note key ideas; follow talks on abstract topics

Speaking: give reasons for your opinions; negotiate agreement

A Pre-Listening

Optional: Books closed. You could lead-in to the topic by writing the time you got up this morning on

the board and asking learners to guess what the

numbers mean. The open books or write/bring up

the questions from 1a on the board and give

learners 5 minutes to mingle around the classroom

trying to find out the answers to the questions.

1a Group learners to discuss the questions.

b Elicit the answer to this as a whole class.

c/d Group learners to discuss these questions. Elicit ideas from the whole class. Encourage learners to

think about exciting situations as well as practical

reasons.

B Pre-listening

2a Elicit ideas from the class. Steer the ideas away from tangible things like alarms towards work

motivation. Elicit their ideas to the board.

b Play part 1 of the recording for learners to check their predictions. Ask learners which items you can

tick off from the list on the board.

c Pair learners to brainstorm ideas for the remaining content based on what theyve heard so far in part

1. As a class agree on a list of the top five things that

motivate people at work.

C Listening

3 Refer learners to the form on page 39. Tell students theyre going to have to write down a few

words that they dont know / dont know how to

spell. Ask them what strategies they usually use if

theyre trying to note down something they hear but

they dont know how to spell e.g. an address from

the radio. Play the second half of the recording.

Answers: Examples for model 3 may vary but ideas

are given below. Model 1: 1 Affiliation 2

Achievement= strive to reach goals and experience a

sense of accomplishment 3 Power= a need to be

influential and create an impact Model 2: 1 hygiene

= a reasonable salary, a company car, good working

conditions, good relationships with co-workers. 2

motivational = achievement, recognition, the work

itself, responsibility or progress Model 3: 1 money=

knowing youll be able to achieve what you need and

potentially more 2 influence= do people listen to

you? 3 expertise = are you good at what you do? 4

independence = who makes the decisions in your

job? 5 relationships= is your enjoyment linked to the

friendships you have at work? 6 security= do you

worry about what will happen in the future or if are

unable to work? 7status= are you proud when

people find out what you do? 8 meaning &

fulfilment= do you feel like your work is making a

difference in the world?

16

D Speaking

4 As a class, discuss the question and tick off any ideas listed from activity 2c.

5 Group learners to rank the motivational keys into an order from most to least important. Remind

learners that in a group discussion they will have to

discuss, negotiate and agree. Monitor the

conversations for issues e.g. with turn-taking, lack

of participation, dominating, not supporting

opinions, etc. In debrief, dont pick on individuals,

but elicit features of good negotiative discussion

behaviour. Also watch out for the use of

comparatives and superlatives.

Optional: You could set this up as a pyramid

discussion beginning with pairs who must agree then

combining pairs into fours to persuade one another

or come to a new consensus. The fours become two

eights and then finally the whole class discusses.

17

8. SHARING INFORMATION (Writing) Short-cut to success

PAGES 40 & 41

Objectives

Grammar: past and present tenses (review)

Writing: write a formal email

A Pre-reading

Warmer: On the board write up the following scenarios. Pair or group learners to rank them into

the most successful to least successful.

A You are very wealthy and own five houses on

three continents. You dont have to work but you

choose to because you enjoy the challenge. You

have no family.

B You live in the town you grew up in in the same

house as your immediate family, two aunties and

your cousins. You share a room with your three

younger brothers/ sisters. You work part time at a

fast food restaurant. You have just qualified for the

World Championships in 100m freestyle and will

probably get a sponsorship deal.

C You have met the woman/man of your dreams and

are about to marry. Your family live nearby and you

are very close to them. You have a large social

network with friends in all sorts of businesses and

industries. You dont have any educational

qualifications and are unemployed.

D You have graduated from university with excellent

grades. You speak two languages fluently. You share

a flat with your best friend. You have a great

relationship with your family and friends. You cant

get a job in the field you want to work in.

E You love what you do working as a volunteer for an

NGO. You have lived in 5 different countries and met

people from all over the world and many cultures.

You never see your family and have lost contact with

most of your friends. You feel like youre making a

difference in the world.

1a Pair learners to discuss the question. Elicit if any of the scenarios in the warmer are similar to their

ideas of success.

b Learners work individually to write their descriptions of their future successful selves.

Monitor for correct use of tenses. Write down

slightly modified examples of sentences you noted

with mistakes. Hand out to learners and ask them to

find the mistakes and correct them.

B Reading

2 Distribute or display the learners success stories around the room for learners to find their match.

3 Write short-cut to success on the board. Tell learners that the text will give them information

about this. Discuss the best strategy to use to find

this answer most efficiently.

Answer: having a good mentor who is more

experienced in your field and can give you help and

guidance.

C Vocabulary

4a/b Focus on the instruction and again elicit appropriate reading strategies. Learners can

compare their definition with the partner they found

in activity 2.

Answer: a A mentor can be any successful person

who has more experience than you and who can

18

give you the help and guidance you need to reach

your goals. They have the usually achieved the level

of success that you are aiming for and can act as

your very own guide. b Students own answers but

from Cambridge Learners dictionary: mentoring- to

help and give advice to someone who has less

experience that you, especially in your job. Mentee-

someone who is given support and advice about

their job by a mentor (= a more experienced person

who helps them).

c Pairs work together to create lists of similar words. Suggested answers: interviewee/interviewer;

employee/employer; abduct(or)/ abductee

D Planning

5a Learners work individually to re-read their success stories and consider possible mentors.

b Learners write a description of their ideal mentor. Elicit useful language as a class e.g. adjectives:

supportive; patient; motivating etc. verb phrases:

should be able to; would be good if collocations: a

gifted professional; a strong motivator; a

considerable support.

E Writing

6 Set the scene. Learners are looking for a mentor to help them achieve their success goals. They have

been given the email address of their preferred

mentor but have not been introduced. Their email

should therefore be formal. Elicit the features of a

formal email and prepare an outline structure on the

board.

Learners work individually to write their emails

covering the points listed.

7a/b Pair learners to check their writing and make corrections for a second draft.

19

9. ABOUT YOUR WORLD Its a different world.

PAGES 42 & 43

Objectives

Speaking: deliver a presentation from notes; use clear signposts to show the organisation of a

presentation

A Pre-Listening

Warmer: On the board prepare the following information in a random order.

Pair learners to match the numerical

information to the topic. They should have

two numbers for each topic. Then write

1962 & 2012 on the board and ask learners

to sort the information. (Information from

USA Labor Statistics

http://blog.nwjobs.com/careercenter/then

_and_now_employment_changes_over_the

_past_50_years.html)

1962 2012

5.5% 8.3% unemployment rate

$1.15 $7.25 minimum wage

$5,956 $60,088 avg family income

57% 80% no. of women with

a degree who are working

As a class briefly discuss the prospect of

working in 2012 compared to 1962 to lead-

in to activity 1a.

1a/b Pair learners to discuss the questions and take notes. Remind learners to discuss

reasons for their ideas. You may want to

write some example notes onto the

whiteboard to give learners a structure e.g.

No longer popular Why?

e.g. Physical labour Wages/better

education

Differences in working life

e.g. 9am-5pm/Flexible hours

Why? Avoid/reduce commute times,

billable hours

2 Refer learners to the listed expressions to discuss and order with their partner.

Combine pairs to check orders then elicit

the predicted order to the board. You

might want to elicit the function of each

phrase from the class e.g. Which phrases

would you use to introduce a list of

information? Which phrases would you use

to repeat an idea or make a link to an

earlier point? etc.

Answers: learners own answers but

possible order is:

Today, Im going to talk about

If you have any questions

Ok, Lets get started.

Firstly

As I said earlier

So, in summary

20

B Listening

3a-c Tell learners to read over their notes from activity 1 again. Play the recording for

learners to listen and check through their

notes, adding information as appropriate

and numbering the phrases from activity 2.

Answers:

Well, Lets get started.

If you have any questions

Today, Im going to talk about

Firstly

As I said earlier

So, to summarize

4a Ask learners when they might need to give presentations and elicit study/work

situations when they would be relatively

formal and pre-planned. Tell learners that

presentations are similar to essays in that

they have a structure and which we do not

usually deviate from: intro; body;

conclusion. Signposting words/phrases

indicate the moves between these sections

and ideas in the whole presentation.

Play the recording a second time and ask

learners to organise their notes clearly.

Again draw attention to features of good

note-taking i.e. an awareness of structure

and order; all the main points; details when

significant. Allow time for rewriting.

Answers: Learners own answers but an

outline of clear note sections might be:

Intro: Work in 10years time- shift away

from physical jobs.

Body:

Reasons for this change:

More education; increased technology.

[Affecting young & old people.]

Modern business is faster, uses technology

to cope with this. Removed middle

management and administration.

People cant improve as easily because

technology has replaced some skills e.g.

typing, production lines in factories. Now

people have to work at the very bottom e.g.

stacking shelves, or at the top doing things

computers cant.

More service jobs.

Conclusion:

We have to embrace technology.

b Pair learners to compare their notes and answer the questions. Combine pairs to

check their answers before feedback.

Answers: (1) The speaker asks a direct

question to the audience and is silent while

they consider it. The speaker uses real

person examples. (2) The speaker

summarizes the main point and indicates

appropriate reaction to the change.

C Preparation

5a-c Draw attention to the topics and elicit a few ideas about each from the class to

help them decide. You might want to book

out some time in the multimedia room for

learners research.

Learners work individually to prepare their

outline and ideas.

d Pair learners to practice their presentations together. On the board write

up the following checklist to help learners

improve and provide peer feedback:

21

Do we know what youre going to speak

about?

Is there a clear structure?

Do you use signposting language?

Have you got example to explain your

point?

Do you summarize the main idea?

Do you speak clearly?

Can you answer follow-up questions?

D Task

6 Focus on the while listening tasks in activity 7 and tell learners to make sure

they have covered these points in their own

presentations. You might want to group

learners to deliver their presentations.

Monitor and take notes on points a-c in

activity 7 for later feedback.

7 Learners listen to their classmates and ask follow-up questions. Collect feedback

from the whole class and add your own

using the notes you took while monitoring.

EXTRA TEACHERS RESOURCES

END OF UNIT A-Z QUIZ PAGES 42-43

WORLD OF WORK DISCUSSION PAGES 44-

47

22

CONSOLIDATION PAGES 44 - 46

Grammar

A Present perfect simple and continuous 1 Learners work individually to complete the sentences using the verb in brackets in the correct tense. Answers: a wasfelt b have you been travelling c Have you seen saw d have been thinking Ive started e didnt work

2 Learners work individually to correct the errors before checking in pairs. Answers: a I was really busy before lunch but things are much quieter now, thank goodness. b I have been doing a computer course, The last class is next week. c When did you arrive? d Have you been doing this job for long? e I have learned a lot so far.

B Used to/ would + infinitive 3 Learners work individually to complete the sentences using would + infinitive where possible. Answers: a I used to have a much more hectic lifestyle when I was in banking. b Did you use to travel much more in your last job? c My father used to own his own business. He sold it years ago. d We would often get together for lunch but for some reason that all stopped when Sam got his new job. e When I lived in Sydney I would get up incredibly early and go for a swim in the sea before work.

C Expressing ability

4 Learners correct the sentences by changing the verbs in bold. Answers: a In six months time we will be able to see the results of all this hard work. b Tom could swim much further 10 years ago. Hes slowed down. c Were you able to make the meeting this morning? I know you were very busy. d I cant come this evening. I have a dinner meeting. e Things were simpler in the past. Everyone could forget about work more easily- there were no mobile phones to keep us connected to our jobs 24 hours a day.

Vocabulary

D Jobs 5 Learners work individually to complete the text using the words provided. Pair learners to compare their texts. Answers: When I was at university, I got a job as a waitress in a hotel restaurant. The wages were very low, and I had to work very long hours. It was hard work, but at least I got a free meal at the end of each shift. While I was at working at the hotel, I realised that running a hotel was a very difficult job. But I decided that that was what I wanted to do with my life. When I graduated from university, I decided to apply to be a trainee hotel manager. There were a lot of applicants, but because of my experience working in a hotel, I got the job. Over the years, I was promoted many times and now I am the manager of one of the largest five star hotels in London. My salary is over twenty times the amount I earned in my first hotel job. But thats not why I love what I do. I get a lot of satisfaction from knowing that the hotel guests enjoy their

23

stay with us. Whether they are visiting London on business or as tourists, we provide them with everything they could wish for.

E Free-time activities 6a Learners match the words to the correct activity. Answers: Learners own answers but possibly: Free-running- urban; safety gear; trainers; built-up areas Parachuting- parachute; countryside; safety gear; terrifying

b Learners write down the free-time activity associated with the remaining words. Answers: Answers may vary. wetsuit; mask; sea; tank- SCUBA DIVING

24

Higher Intermediate Unit 1b Red - Teachers Extra Resources

Writing a Formal Letter or Email of application. The Best Job in the World page 28-29,

exercise 7.

Time: 15-20 mins

Preparation: Pair learners. Copy and distribute one worksheet per pair.

Method:

A. In pairs, learners read the advert and discuss the questions. Elicit feedback from a few pairs and check any

relevant vocabulary.

B. Discuss these questions as a class and elicit answers to the board.

C. Explain that the first speaker is Arnold. Model the dialogue with a learner or nominate a pair to perform

to class. Concept check vocabulary and elicit answers as a class.

D. Check the information listed in the second column and elicit anticipated information/ language/ position

for each from the class. Refer pairs to the email and allow them to check their answers in pairs. Elicit

feedback in whole class.

E. Focus attention on the prompts listed in E. Check understanding of each and highlight key vocabulary.

Learners compare language in the dialogue and email and note relevant phrases. Elicit answers to board

and highlight the different ways of giving each piece of information from the question, dialogue and

email. Highlight the more formal examples in each.

Draw attention to the conventions for beginning and ending formal letters. Remind learners to use the language

and structure modelled here when they are writing their own application letters.

Answers: A Learners own answers.

B Key tasks: customer service, providing tourist information, guiding tourists, responding to queries on and off

line and updating online information. Skills & Experience: strong communication skills, fluent in more than one

language, ability to deal with people from a range of backgrounds, ability to communicate in online and offline

environments, previous experience in a similar area.

C He thinks his skills and experience correspond to what the employer is looking for.

D What the job is: A; Expression of thanks E; Where Arnold saw it advertised A;

How Arnold will follow-up E; The reason for writing A; Brief explanation of why Arnolds skills and experience are

relevant for this job B & C.

1. He has just finished university. Dialogue: Im just out of uni Email: As a recent graduate

2. He has good communication skills. Dialogue: My degree is in communications and I can speak three

languages! Email: excellent communication skills. With high-level qualifications in two modern European

languages as well as an award for Best Young Tour Guide I believe I am a competitive candidate.

3. He has related experience. Dialogue: And, Ive got experience. Ive been a Junior tour guide for 5 years.

Email: I believe the five years experience I have of working within the tourism industry as a Junior Tour

Guide has given me the skills and knowledge that are necessary for the job.

4. He is comfortable working with people from different backgrounds. Dialogue: Email:

5. He has web design skills. Dialogue: I know what Im doing with people from other countries. Email: I am

confident that I can interact with people of all ages and backgrounds.

6. He thinks he would do a good job. Dialogue: I can do this! Email: I believe that I can make a significant

contribution to the role of Tourism Assistant.

7. He will work hard. Dialogue: You know Im a hard worker too! / you are very conscientious Email: strong work ethic.

25

Writing a Formal Letter or Email of application

A Work with a partner. Read the job advert.

Does this sound like a job you would be good at? Who is best suited to the role?

B

1. What are the key tasks of the role?

2. What skills and experience should the ideal candidate have?

Tourism Assistant

Come and work for one of the largest companies in the tourism industry! This is your chance

to start in a junior position, learn from the best and progress in your career. You will be

working in a customer-facing role providing tourist information, guides, responding to online

queries and keeping our online community up to date with events in the area.

The ideal candidate will be a strong communicator, comfortable talking to people from a range

of backgrounds, cultures and languages and preferably fluent in more than one language.

Demonstrable ability to communicate in digital environments in addition to face-to-face

situations would be highly advantageous but not essential, as would previous experience in a

similar field.

Apply in writing with a copy of your CV and details of two referees.

26

C Read the dialogue why does Arnold think he should apply for the job?

Have you seen this job? Its perfect for me!

Yeah, I saw it. It looks pretty good. Why do you think its perfect for you?

Well, it says it wants a junior who wants to learn and progress. Im just out of uni so Im looking for

that kind of role.

Oh yeah it also says you need to be a strong communicator.

Well, you know Im good at that! My degree is in communications and I can speak three languages!

And, Ive got experience. Ive been a Junior tour guide for 5 years. I know what Im doing with people

from other countries.

What about this demonstrable ability to communicate in digital environments?

Well, I think that means online communication like social media and responding to emails, tweets

and all of that. I can build and edit websites and my final year project was on social media for tourism

so I can talk about that if I get an interview. You know Im a hard worker too! I can do this!

Yes, you are very conscientious! Good luck I hope you get an interview!

27

D

Read the letter. Match the paragraph to the information it contains:

A

B

C

D

E

What the job is.

Expression of thanks.

Where Arnold saw it advertised.

How Arnold will follow-up.

The reason for writing.

Brief explanation of why Arnolds skills and

experience are relevant for this job.

E Compare the dialogue and the email. Which words and phrases does Arnold use

in the dialogue and email to say:

1. He has just finished university.

2. He has good communication skills.

3. He has related experience.

4. He is comfortable working with people from different backgrounds.

5. He has web design skills.

6. He thinks he would do a good job.

7. He is a hard worker.

28

Dear Sir/Madam,

[A] I am writing to apply for the position of Tourism Assistant as advertised on

www.tourismjobs.com on 23rd August 2012. As requested I am attaching a copy of my CV

and the contact details of two referees.

[B] The position is extremely attractive to me as I believe the five years experience I have

of working within the tourism industry as a Junior Tour Guide has given me the skills and

knowledge that are necessary for the job. My key strengths are a strong customer focus

and excellent communication skills. With high-level qualifications in two modern

European languages as well as an award for Best Young Tour Guide I believe I am a

competitive candidate. I am confident that I can interact with people of all ages and

backgrounds.

[C] As a recent graduate in Communication Technology I have a clear understanding of

the need for efficient administration and use of online systems such as web design, blogs

and social media. I believe that I can make a significant contribution to the role of

Tourism Assistant by combining my skills and knowledge with my enthusiasm and strong

work ethic.

[D] Please see my curriculum vitae for more information about my education and

experience and do not hesitate to contact me if you require further clarification.

[E] I thank you in advance for considering my application. I am available for interview at

your convenience and can be contacted via email or by phone on 0775674321. I look

forward to hearing from you and discussing the position in more detail.

Yours Faithfully,

Arnold Reichmann

29

Have you won the lottery?

This activity is designed as a warmer for the lesson Ive won! on pages 32-33 of the students book. Its a quiz based activity designed to introduce the theme of the lesson. Time: 10-15 mins Preparation: Pair learners and distribute one quiz sheet to each. Prepare lottery envelopes. In one envelope

give students all the answers, in others, 9 answers, 8 answers, etc. There should be several students who receive

no answers. They need a sorry you havent won a prize message.

Method: Do the quiz and then collect the results. Ask learners how they felt and elicit that it was unfair that some of them

had won the lottery. Ask if students have lotteries to win money in their country. Ask if they buy tickets, if

theyve ever won tickets, etc. Students think about what theyd do if they won a million pounds in a lottery. Elicit

ideas with reasons.

Answers: 1 a 2 c 3 d 4 c 5 b 6 d 7 c 8 a 9 d 10 a

30

Have you won the lottery? 1 The Oscar winning film Slumdog Millionaire was directed by A Danny Boyle B Stephen Spielberg C Martin Scorsese D Joe Wright 2 Complete this phrase. Thats like the pot calling the kettle A hot B burnt C black D heavy

3 Whats the name of the written or spoken agreement that is enforced by law. A pact B will C deed D contract 4 It is unlikely you will find the Bedouin in which of these countries? A Eritrea B Morocco C Gabon D Yemen 5 Whats the name of the Zodiac sign that is represented by a pair of animals. A Capricorn B Pisces C Libra D Gemini 6 Former Secretary-General of the United Nations Kofi Anan was born in which country? A Mali B Togo C Burkina Faso D Ghana 7 The young of which of the following animals is called a cria? A mole B goat C llama D bison 8 In Hinudism they name who as the Goddess of light, beauty, good fortune and wealth? A Lakshmi B Rama C Vishnu D Shiva

31

9 How many vowel sounds are there in the English language including Diphthongs? A 5 B 6 C 18 D 19 10 Which of these Queens of England reigned in the 12th Century? A Eleanor of Aquitaine B Anne Boleyn C Mary Queen of Scots D Elizabeth I

32

Find someone who would/used to A mingle activity to practise would/used to for past habits and states. This can follow or replace Exercise 9, page 33 Ive won!

Preparation: Photocopy a sheet, cut up the strips and give one to each student.

Method:

1 Having given each student a strip with an instruction on, tell them to transform it into a direct question

they can ask everyone in the class, e.g. Find someone who used to smoke = Did you use to smoke? Find someone who wouldnt eat vegetables as a child = Did you (use to) eat/like vegetables when you were a child?

2 Students mingle and ask each student their question. Encourage them to ask follow-up questions.

3 When everyone has finished speaking to each other, give students a minute or two to go through and

choose the most interesting answer they were given and to tell the class.

Find someone who

...used to hate learning English.

would sometimes pretend to be ill so they didnt have to go to school/work.

used to believe in Santa Claus.

would go to the same place on holiday every year with their parents.

wouldnt eat vegetables as a child.

wouldnt go to sleep without a light on when they were a child.

used to have a boring job?

used to be happier than they are now?

would get up early at the weekends as a child.

used to have an imaginary friend when they were young.

33

used to have more friends than they do now.

used to argue with their parents.

didnt use to like reading.

never used to watch television when they were young.

would cry or sulk if they didnt get their way.

never used to get bored as a child.

used to pick their nose.

used to have nightmares.

34

Gap years are good for you A two-part activity where students read about four different types of gap year holiday and discuss the

merits of each.

They then debate gap years from a viewpoint that may not be their own view.

They then discuss their real attitudes towards gap years.

This activity should come at the end of pages 34-35 To gap or not to gap.

Time: 30-50 minutes

Preparation:

Photocopy and cut up a copy of PART A (Gap Year A-D) for each group of 4 students.

Photocopy and cut up a copy of PART B (Debate for each group of 4 students.

Method:

PART A:

1 After having referred back to the lessons topic (Gap years), put students into groups of four and tell them they are going to read about four different gap year holidays.

2 Give each member of the group one of the sheets and tell them to read it individually, using dictionaries

if necessary for any unfamiliar vocabulary.

They should make note of the important details and decide what characteristics the ideal volunteer would

have, the positive and negative aspects of the holiday and if it would ever appeal to them.

3 Students then tell each other about their gap year holiday (not reading it to each other, but in

summarised form).

4 Students then try to rank them in order of preference. Ask them to then order them in two other ways,

e.g. how much difference it makes to peoples/volunteers lives/most environmentally friendly/most likely to impress a potential employer, etc.

5 Ask for feedback and see if different groups agree there may be gender/nationality/age differences and this is something you can talk about as justifications for their choices.

PART B:

1 Divide the class into four groups and tell them they are going to debate the usefulness of gap years.

2 Give each group a card (1-4) which will have a viewpoint on it. Tell them that this is the line their group

must take, whether they actually agree with it or not. They need to come up with arguments for that point

of view and present it to the class where other groups will challenge them.

3 Give students time to formulate their ideas and decide who is going to say what. It is important to stress

to them that all of them are required to speak in the debate. Monitor, but only give minimal help.

4 Begin the debate, making note of good/bad language use to go over later. Dont interfere too much, but be prepared to move people on so that one person isnt talking for too long. For an introduction into conducting different types of debate in class, look at:

http://idebate.org/about/debate/formats

5 Get some general feedback at the end and then ask pairs to say what they really think about gap years.

35

PART A

Gap Year A

Be an eco-warrior in America!

Where?

Catalina Island, California, USA

What will I do there?

More than 60,000 school children come to this beautiful island each year to find out more about the

wonderful wildlife and so we are in desperate need of volunteers to help maintain nature trails and paths,

to erect and repair fences and to protect the native plant and animal species.

Hours of work: Our volunteers typically work 10 hours a day. Its hard work, but youll gain satisfaction from helping the environment, saving species and getting very fit! Most people come for just a fortnight,

but claim it is the best two weeks they have ever had. Many come back time and time again.

Where will I stay?

There are two main campsites on the island and youll be sharing with a group of like-minded people who love being outside and experiencing extreme weather conditions. Youll get your meals included as the camps are very remote and far from any towns or nightlife.

How much is it?

One two-week project costs approximately 600, but there are discounts if you wish to work longer. All

the money will go towards the projects we are a non-profit organisation.

What will I get out of it?

A sense of achievement and satisfaction from helping preserve the environment.

A new circle of friends.

A new perspective on what really matters in life.

A lot of muscles you never knew you had!

A better-looking CV that will impress potential employers.

36

Gap Year B

African Adventure

Where?

Kenya, Africa. Many different locations.

What will I do there?

There are a large number of projects to get involved in. You could work with children in after-school

clubs teaching sport and other subjects; you could help build and maintain local village schools,

orphanages and hospitals; you could help out in community recycling and sanitation schemes or medical

and rehabilitation programmes, or you could work with nature conservation and help protect sea life or

monkeys. If you have a skill, we can use it!

Hours of work:

Depends on the project you choose. Dont expect a normal 9-5 routine though. You may find yourself working seven days a week or at nights, so come with an open mind.

You can choose to stay anything from a fortnight to a whole year depending on your commitment and

financial resources. Most people who come become part of the community and find it hard to leave.

Where will I stay?

Depending on the project you choose, you may find yourself sleeping in a tent, in a log cabin on a

campsite or in a local persons home. Your accommodation and food is included in your fee.

How much is it?

Your length of stay will determine how much you pay us as we need to feed and shelter you. Be safe in

the knowledge your money is not wasted, but goes towards helping the communities and environmental

products.

What will I get out of it?

Youll get close to some of the most beautiful animals in the most stunning surroundings in the world. A chance to make a real difference to peoples lives. A sense of achievement and satisfaction from helping people much worse off than you.

Develop your range of skills.

A great-looking CV.

Youll make friends for life with a diverse group of people.

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Gap Year C

90-day Art and Culture Trip

Where?

England, France and Italy

What will I do there?

You will travel from London to Paris to Italy, learning about each countries art and culture. You start off

learning about English literature, architecture and art by visiting some of the most wonderful buildings

and monuments in London. There will be a chance to visit Oxford and other historical places near to

London and each evening you will have the opportunity to visit some of the greatest theatres in the world.

In Paris we will take you to the Louvre and introduce you to modern painting, and the work of Picasso.

There will be lots of exposure to all the food Paris has to offer before you go to Italy for two-weeks. In

Montepulciano, Tuscany you can relax in the sun, take up courses in Italian language and cookery or use

some of the artistic skills you picked up on the course.

Then you will take part in the six-week tutorial course where you will have lessons in the art, architecture,

myths, politics, history and geography of Italy while visiting beautiful cities such as Venice, Pisa and

Rome.

Hours of work:

Work? This isnt work; this is pure relaxation (with a little bit of studying).

Where will I stay?

In some very highly-rated hotels offering an array of accommodation to suit all tastes and serving some of

the most delicious dishes known to man.

How much is it?

From 1100 to 15900, depending on how long you decide to stay. It really is value for money and the

chance of a lifetime.

What will I get out of it?

Youll see some of the greatest works of art in three of the worlds best cities. A greater understanding of the history, traditions and culture of three influential countries.

A chance to relax and travel with like-minded people.

Brush up your foreign languages.

A chance to eat the best food available.

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Gap Year D

Volunteer Sports Coach

Where?

Argentina or Ecuador

What will I do there?

You will teach an array of sports to disadvantaged children in Argentina or Ecuador (or both if you

prefer). You will organise coaching sessions and matches in schools and townships where children get

little contact with the outside world. If Argentina sounds like the place for you, we are looking for coaches in: baseball, basketball, football, hockey and rugby. In Ecuador, meanwhile we need football and

tennis coaches. The children tend to be from the ages of 4-16.

Hours of work:

We ask volunteers to commit to anything from 2-12 weeks as you will be given a full induction course

into the sport youll be coaching and local orientation upon your arrival. Normal working hours are Monday to Friday, when youll coach for about 4-6 hours a day. You may sometimes have to teach sport at the weekends, or oversee tournaments but these will usually be free for excursions and leisure

activities.

NB: We require all volunteers to have basic conversational Spanish as the vast majority of our children do

not speak English. You should also have knowledge of the game you hope to teach and be reasonably fit

and healthy.

Where will I stay?

You will either stay with local families, giving you a chance to become fully immersed in South

American life, or on campsites with other volunteers.

How much is it?

Prices start at 690 for two weeks. Each additional week costs 130. Your money will go towards buying

these deprived children much-needed sports equipment.

What will I get out of it?

Besides helping some of the most underprivileged children in South America, you will get to see some

truly amazing countryside: rain forests, snow-capped mountains, lush valleys, South America has it all.

As part of your course, in some sports you will be able to train with professional sports stars. In Ecuador,

for example, you can play with a semi-professional team at the Universidad Catlica, a top Ecuadorian

university. Here you can learn what makes South American football the most exciting version of the game

in the world.

You will also get to meet the stars of Liga Deportiva, one of Ecuadors best teams. Meet people who are as passionate about sport as you if not more! Get fit, get healthy, get a suntan.

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PART B

Gap Year Debate Viewpoint Cards

1 Gap years are a bad idea. It is getting harder and harder for young people to find meaningful jobs nowadays,

so they need to concentrate on studying. The youth of today need to work hard at

school and get good grades so they can go straight to university and then start

earning a wage.

If they go on one of these holidays, they are wasting time and money and putting

their future happiness at risk. They should stop daydreaming and get on with life!

Without a good job, how will they get married and have children?

2 Gap years are only for rich, privileged children. These people are generally lazy and have no ambition or any drive to get on and study.

Most people who go on gap years are not really interested in helping other people;

theyre more interested in getting a tan and putting up photos on Facebook of them standing next to the Taj Mahal or riding a camel.

There is plenty of time later in life for travel; stop being such a spoilt brat and do

something useful like getting a job or going to college.

3 Gap years are a great way of seeing the world and unwinding after all the hard study students do to finish secondary school. Students who go straight from school to

university to work have had no life experience.

Going on a much-deserved holiday will open their eyes to all the beautiful places out

in the world and make them realise the importance of studying hard so that they can

get jobs that allow them long holidays in exotic countries, sitting on the beach while

someone else does all the hard work.

4 Gap years are a marvellous opportunity for young people to give something back to society. By volunteering in some of the poorest, most disadvantaged countries in the

world, gap year students transform peoples lives. The satisfaction from seeing a small boy or girl smile simply because you have played

football with them, or helped set up a new well so they can have clean water, is

immeasurable.

When gap year students look back on their time abroad when they are old, they have a

sense of pride that they made a difference to this world.

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Changing Offices Crossword This activity can be done at the end of Changing Offices, pages 36-37 as revision. Each answer has two words and the crossword uses phrases from the reading on page 36. It can also be given for homework.

Time: 10 minutes

Preparation: Photocopy one copy for each student.

Method:

1 Allow students to work in pairs if necessary, but dont allow them to use their books to find the answers.

2 Go through the answers as a class when everyone has finished.

Answers:

ACROSS:

2 improved productivity

6 relaxed environment

8 follow suit

9 cloud computing

11 work efficiently

DOWN:

1 meeting rooms

3 happy workforce

4 brainstorm ideas

5 general manager

7 trial period

10 office space

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Across 2. when the rate of work or number of goods made increases(8,12)

6. when the conditions you work in are not stressful (7,11)

8. to copy someone's idea and do what they do (6,4)

9. software used on the internet rather than installed on your laptop (5,9)

11. do your job effectively in an organised way (4, 11)

Down

1. you might have to go to these to hear the boss talk or to discuss ideas (7,5)

3. describes employees who are satisfied with their job and its conditions (5,9)

4. a group of people sit around and make suggestions before choosing the best one (10,5)

5. the person in charge of all or part of a company (7,7)

7. a practical test of something new to see if it works (5,6)

10. how much room you have at your desk (6,5)

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End of Why we work unit A-Z quiz An activity that can be given to students to do individually, in pairs or in teams at the end of the unit Why we work. It revises vocabulary from this unit.

Preparation: Photocopy one worksheet per student.

Time: 20-30 mins

Method: Give the worksheets out and remind students that each successive question either has the next

letter of the alphabet as a starting word or the answer must begin with that letter of the alphabet. After a set time limit, stop the activity and get students to swap their answers. Check as a class, getting

students to mark each others work and totalling up the score.

Answers:

1 assertive

2 an area with lots of buildings

3 cubicle

4a) lots of ideas/enthusiasm

b) want to do something and wont let anything stop you. Award one point per correct answer. 5 expertise

6 a feeling of pleasure because you are getting what you want out of your job/life/ etc.

7 Great Barrier Reef

8 hostelling

9 influence

10 Students own answers, e.g. swimming instructor, sailor, fisherman, diver, etc. Award one point per correct answer.

11 keen

12 retire, resign, get fired/sacked, be made redundant. Accept any other logical answers. Award

one point per correct answer.

13 someone who gives somebody advice and guidance over a period of time

14 Students own answers. Accept any other logical answers. Award one point per correct answer. 15 obvious

16 panel

17 Accept any other logical answer. A skill is something you are good at; a qualification is a piece of

paper saying you have completed a course.

18 run

19 Accept any other logical answer. A salary is the amount of money you get each month or year

and does not change. A wage is usually calculated per hour.

20 trekking

21 unforgettable

22 voluntarily

23 workmate

24 Students own answers. Award one point per answer. 25 youth

26 Students own answers. Award one point per answer

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1 Someone who is confident and not afraid to say what they think is.1pt 2 Describe a built-up area. 1pt 3 A small workspace with (temporary) walls or curtains around it:. 1pt 4 Describe these personal qualities: 2pts

a) dynamic

b) determined

5 If you have a high level of knowledge or skill in something, you have: 1pt

6 What is a feeling of fulfilment? 1pt 7 A huge area of coral in Australia. 1pt

8 Staying in accommodation with lots of other people, often in the same room (verb)

1pt

9 If you can make people listen to you and follow your ideas, you have .(noun) 1pt 10 Name 4 jobs connected with water. 4pts

11 A synonym of enthusiastic beginning with K 1pt 12 Name three ways you may leave your job. 3pts

13 What does a mentor do? 1pt

14 Name three qualities necessary to be a teacher. 3pts

15 Something that is clear to see, recognise or understand is: 1pt 16 A group of experts is often called a 1pt 17 What is the difference between qualifications and skills? 2pts

18 What R means to be in charge of a business? 1pt 19 What is the difference between salary and wage? 2pts

20 What T means to go on a long mountain walk? 1pt 21 What U describes something that you will always remember? 1pt 22 What is the adverb of volunteer? 1pt 23 What W is another word for colleague? 1pt 24 Name two extreme sports 2pts 25 The period of your life when you are young. 1pt

26 Name three qualities a zookeeper needs. 3pts

TOTAL: ../38

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World of Work Discussion This activity could be done at any point in the unit, but is designed for the end of the unit as it revises

some topics and vocabulary from the unit.

Time: 20-35 minutes (depending on how many cards you give each group)

Preparation: Photocopy and cut up enough copies of the worksheet for each group of three/four students.

Put the sets in envelopes.

Method:

1 Give each group a set of the question cards and get them to discuss them. Each student picks a card

from the envelope and reads it aloud to the group before giving his answer. The others then give their

answers/opinions.

2 Get some feedback at the end.

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What hobby do you have that youd like to make a living out of? How possible would this be?

Its not what you know, but who you know. Do you agree?

What are the advantages and disadvantages of a 9 to 5 job?

What are the advantages and disadvantages of being self-employed?

Have you ever lied or exaggerated the truth on your CV?

Have you ever lied or exaggerated the truth at a job interview?

Are you a spontaneous person or do you like to plan and organise things in advance?

Are you doing the job you expected to be doing when you were younger?

Whats more important to you a good salary or being recognised by your boss for your effort?

Does what you do in your job make a difference to the world?

Have you ever phoned in sick just because you wanted a day off?

Do you get on with your colleagues? Are you friends with any of them outside of work?

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Work is a four-letter word! What does this mean and do you agree?

If you won 1 million on the lottery, would you keep working?

Have you ever had a boss you didnt like? Why not? What did you do about it?

What skills do you have that are difficult to learn? Can you teach them to your group?

Your boss tells you that you have to work longer hours for less pay. How do you react?

If you were made redundant tomorrow, how would you feel and what would you do?

How would you feel if your husband/wife earned a lot more money than you?

Would you like to work in a foreign country? If so, where/ If not, why not?

Seeing the world is the only education you need. Do you agree?

What might make you resign from your (current) job?

How important is modern technology in your work? Could you do your job without it?

Do you do extra work in the evenings or at weekends? Is this paid or unpaid?