(2002) Simulations: A Task-Based Approach EFL Instruction

Simulations

Craig Lambert Adam Hailes

The University of Kitakyushu Faculty of Foreign Studies

i Simulations

Permission is granted for teachers to print this book for non-profit use in their own classes. However, we ask that you drop us a note to let us know where you are using the materials and how they work for you

in your teaching context.

Address correspondence to:

Craig Lambert Faculty of Foreign Studies

The University of Kitakyushu 4-2-1 Kitagata, Kokuraminami-ku Kitakyushu-shi 802-8577 JAPAN

<[email protected]>

© 2002 Craig P. Lambert & Adam Hailes

Simulations ii

Table of Contents

Introduction v Module 1: Personal Problems

Unit 1: What should be done 1 Unit 2: Middle ground 5

Module 2: The Job Market

Unit 3: The best for the job 9 Unit 4: Face to face 13

Module 3: The Daily Grind

Unit 5: What’s the best way to do it? 17 Unit 6: First day on the job 21

Module 4: Customer Service

Unit 7: At your service 25 Unit 8: May I help you? 29 Unit 9: Just what you were looking for 33

Module 5: The Real Estate Business

Unit 10: Home sweet home 37 Unit 11: There’s no place like home 41 Unit 12: A place of your own 45

Appendix 1: Task Materials 50 Appendix 2: Tapescripts 72

iii Simulations

Introduction This course was designed for an undergraduate oral English program at the University of Kitakyushu in Japan, but may be adaptable to use in other contexts. The course assumes that learners have a basic

knowledge of English grammar and vocabulary, but lack experience using the language for

communication.

Although each four-page unit was designed for one 90-minute session, in contexts where classes meet for 60 minutes, it may be possible to complete each unit in two class sessions. The first two pages of the

unit (Steps 1-3) might be completed in the first class session, and the final two-pages (Steps 4 and 5)

might be completed in the second class session.

The text might also be used to provide an oral English supplement to programs based on more traditional syllabuses. In such cases, it is recommended that the teacher implement these materials independently

and allow learners to draw on their own linguistic and non-linguistic resources in completing the tasks rather than trying to use the tasks to practice the language content being taught in other class sessions.

Learners spend the majority of each class session completing a balance of input-based and output-based communication tasks in pairs and small groups. The tasks were chosen based on their relevance to the

communicative needs of Japanese university learners. They were then tailored to the classroom based on the background and learning styles of these learners. Whether learners will work in business,

education, the travel industry, or use English recreationally in Japan or while traveling abroad, the ability

to complete certain basic communication tasks in English is essential. The course aims to develop language in line with the demands of communication. The tasks sequences generally move from the

simple to the complex, the essential to the incidental, the familiar to the unfamiliar. Throughout the course, the learning occurs through communication rather than in preparation for it.

The input-based versions of each task consist of proficient speakers completing the task(s) that learners are working on in each unit. These are provided on the accompanying Audio CD for use in the classroom

and are transcribed as an appendix for learners. Meaning and form-focused listening activities provide comprehensible task-based input and direct attention to key aspects of language form. Importantly,

these samples aim to provide learners with exposure to a variety of ways in which each task might be completed. Learners are left to choose language for doing the task that is in line with their own

personalities and levels of development. Finally, an attempt has been made to provide learners with

opportunities to work on tasks that operate on learner-generated content as well as those that operate on provided content. Learners thus move from the known to the new, incorporating new language and

ideas into their current knowledge.

Teaching the course Each 90-minute unit is divided into five steps. During each step, the instructor should remain sensitive to

whether the learning goals as outlined below are being met rather than focusing on the teaching

methods and procedures associated with each step. The timings are provided as a general guideline only and should be adjusted based on learners’ performance in the class.

Step 1: Warm-up

This section aims to familiarizes learners with the pragmatic context of the unit and provides some comprehensible, task-specific language to get them started. As a general rule, not more than 5 minutes

should be spent on this activity at the beginning of each session.

Simulations iv

Step 2: Share your own ideas

This section to activate any task-specific experiences that learners have in the hope that this will enrich

their subsequent performance. 10 minutes is usually sufficient to accomplish this.

Step 3: See how well you can do the task

This section introduces the communication task or task sequence that forms the core of the unit. It

provides learners with one or more opportunities to try the task, activate current language resources, and become aware of their shortcomings. It is recommended that learners be allowed to repeat the task with

different partners until they have sufficiently accomplished these ends. In general, it is recommended that 25 minutes of each 90-minute session be devoted to this step.

Step 4: Learn new ways to do the task

This section is intended to provide learners with comprehensible task-based input. They listen to

proficient speakers performing the same tasks that they are working on in the unit, and the activities attempt to focus their attention on relevant aspects of both meaning and form. It is hoped that learners

will gain some understanding of the forms and functions that proficient speakers use in completing the task(s) in the unit. They should have the opportunity to make choices on how to improve their own

approach to the task and the language that they use to complete it. 25 minutes is usually sufficient for

this.

Step 5: Try the task again This section provides learners with a second opportunity to perform the communication task or task

sequence of the unit. The learners might be provided with some time to plan before they complete this stage of the lesson. One way or the other, they should be given a chance to repeat the task with

different partners until they develop some confidence and fluency in completing it. 25 minutes of each

90-minute session might be devoted to this stage as well.

Homework Assignments are given at the end of each unit that require review and preparation of ideas and content

for the subsequent unit. These assignments are an integral part of the course, as the success of the

subsequent unit is often directly related to the effort that learners put into them.

Revisions Eight revision assignments are required for each level of the course. All require a review of the input for

a unit or module and a written task-based conversation or monologue. These revisions provide opportunities for learners to plan the language they would like to use on task, incorporating new and

partially-mastered input into their performances.

Finally, remember to take a few minutes to write and let us know how you get on.

v Simulations

Simulations

1 Simulations

UUNNIITT 11:: WWhhaatt sshhoouulldd bbee ddoonnee??

In this unit you will work together to solve problems.

Step 1: Warm up 1 - Match the beginning and ending of each sentence. Listen and check your answers.

My friend has a problem

She likes her apartment, but

I think she’s got two options:

one, she can complain; or two, she can move.

with her accommodation.

her neighbors are really noisy.

My friend lent money to someone who

If I were in that situation, I would

I might casually

probably do something soon.

mention it to the person.

hasn’t returned or even mentioned it.

Tom may quit his job to become a painter,

Should he follow his instincts,

I recommend that he keep

or keep his job?

his job and paint in his spare time.

but he is worried about money.

Step 2: Share your own ideas Work with a partner. Choose any square and read it. Your partner will answer. Cross that square out. Then reverse roles and try again. Continue until all the squares are crossed out.

What advice would you give a

friend who gets bad grades?


friend with noisy neighbors?


friend who is owed money?


friend who wants to live

abroad but doesn’t have her

parents’ permission?


friend who wants to change

jobs for satisfaction, but would

make less money?


friend whose boss won’t let

her take time off work to catch

up on her studying?

Simulations 2

Step 3: See how well you can do the task These three letters explain problems. Discuss them and decide what each person should do.

Letter 1: Trouble with Work

Dear Abby,

I’m a nineteen-year-old university student. I have a part-time

job to pay my rent and mobile phone bill. It’s a very good job,

as my wages are higher than those of my friends. The problem

is that my boss never lets me have time off. I’ve worked every

weekend for the last six months and my schoolwork is suffering.

I have to do something soon.

Worried

Letter 2: Trouble with Friends

Dear Abby,

I went out with friends about two months ago. When it was time

to pay, one of my classmates said she had forgotten her wallet. I

usually don’t lend money, but in this case, I really had no

choice. I expected her to pay me back soon, but she hasn’t

mentioned it. I don’t feel comfortable asking for the money, but

I feel irritated whenever I meet her. What should I do?

Angry

Letter 3: Trouble with Family

Dear Abby,

Ever since primary school I’ve dreamed of going abroad, but I

always thought it would be too expensive. Recently, I received

some information about an affordable study abroad program at

my university. It would allow me to earn credits toward my

degree while living in a foreign country. I thought my parents

would be excited, but they said they were too worried about my

safety to let me go. I don’t agree, but I don’t know what to do.

Disappointed

3 Simulations

Step 4: Learn new ways to do the task Listen to native speakers trying to solve the problems that you just discussed. Decide whether each statement is T (True) or F (False), according to each conversation.

2 - Problem 1: Can’t get time off work

1. T F The student should stop working part-time.

2. T F The student should cancel her mobile phone.

3 - Problem 2: Can’t get her money back

3. T F It would be best to end the friendship.

4. T F This is a very serious problem.

4 - Problem 3: Can’t get her parent’s permission

5. T F Getting university credits should be the student’s priority.

6. T F America, Britain and Australia are equally suitable.

5 - With a partner, try to fill in the missing words in the extract from Problem 2. Then listen and

check your answers.

A: Well, if it were me in __________ situation, I would probably have to __________ something pretty

soon. I wouldn’t __________ two months anyway.

B: No, no.

A: I would wait for __________ next time I saw that person and __________ it casually – make a joke

about __________. I would say, “Could you give __________ three thousand yen because, after all, that’s

__________ you owe me?”

B: Another option would be just to __________ the same thing. She could ask __________ borrow the

same amount of __________ off her friend.

Work in pairs. Discuss each of the expressions below and number them according to the function they are most likely to serve in debating. Then add a phrase of your own for each function.

Doing Things with Language

Common Functions for Solving Problems

(1) Opening the discussion (2) Suggesting a solution

(3) Suggesting an alternative (4) Confirming a conclusion

My Own Ways

(a) (b)

(c) (d)

Some Language Used when Solving Problems

This is a difficult one. I’d like to hear what you think first.

So we think he should find a new part-time job.

That is a good idea, but it might be better to end the friendship completely. I see what you are getting at, but I feel that she has to accept her parents’ opinion.

It seems that we agree that she should ask for the money back immediately. I can’t help thinking that she should move to a quieter neighborhood. In my opinion he should follow his dream. He should quit work and spend his time painting. Let’s see if we can find a solution to this problem. Who’s first?

Simulations 4

Step 5: Try the task again Here are three more problem letters. Discuss them and decide what each person should do.

Letter 1: Trouble with School

Dear Abby,

First period begins at 9:00 at my university. I’ve always been conscious of my appearance,

and it takes me about two hours to eat and get dressed in the morning. My high school was

20 minutes from home, so I woke up at 6:30 and arrived on time. However, my university

is two hours away, so I have to wake up at 4:30. This is making me too tired, and I often

feel sick. Recently, I’ve been turning off my alarm and missing first period. I’ve always

been a good student, but I’m failing three courses this term. What can I do?

Desperate

Letter 2: Trouble at Work

Dear Abby,

I got my part-time job last year. When I started, I was told that I’d get 620 yen an hour for

the first year, but 750 yen after that. I’m now in my second year, but my pay is the same.

The person who hired me quit, and my manager gets upset easily. I’m afraid to mention

the agreement because too many other students are looking for a job like this. However, I

really need the extra money. What should I do?

Confused

Letter 3: Trouble with Money

Dear Abby,

I’m having trouble with school. I work every night at my part-time job just to pay for my

living expenses. I don’t have enough time for studying, and I have no time for relaxation.

I’m working very hard, but I’m still doing terribly in school. I’m quite discouraged. My

parents are really happy that I’m attending university, but I’m beginning to wonder if it’s

within our means. I really don’t know what to do.

Insecure

Homework: Write a problem letter of your own. Complete the box at the bottom

of Page 7.

5 Simulations

UUNNIITT 22:: MMiiddddllee ggrroouunndd

In this unit you will work together to resolve conflicts.

Step 1: Warm up 6 – Complete the following conversation with a partner. Listen and check your answers.

__ A: What do you think the mother __________ daughter should do to solve their __________?

__ B: It seems to me that the mother __________ being too possessive.

__ A: I think you are __________. I was going to say the __________ thing.

__ B: On the other hand, it __________ that her daughter is being very selfish.

__ A: __________ might be a little harsh. She is __________ at a difficult age.

__ B: Well, I __________ the central problem is a failure __________ communicate.

__ A: That’s right. They have to find a __________ to talk to each other.

Work with a partner. Discuss each turn’s function in the conversation and label it appropriately. There

may be more than one correct answer for each.

Debate Functions

(1) Asking for an opinion (2) Giving an opinion

(3) Agreeing (4) Disagreeing

(5) Identifying the problem

Step 2: Share your own ideas Work in groups of four. Discuss the letters that you prepared for homework. Discuss each problem and,

as a group, decide on the best advice to give the person who wrote the letter.

Letter 1

What’s the problem? What’s your group’s advice?

Letter 2

What’s the problem?

What’s your group’s advice?

Letter 3

What’s the problem?

What’s your group’s advice?

Simulations 6

Step 3: See how well you can do the task Work with a partner to resolve the conflicts below. One of you use this page, the other p. 51.

Conflict 1: A mother and daughter Read the letter explaining the mother’s opinion about the problem. Your partner will read the letter

explaining the daughter’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

I have a seventeen-year-old daughter who is out of control. She

never listens to me and goes out almost every evening.

Sometimes she doesn’t come home until well after midnight. We

used to have so much in common. For example, we really

enjoyed doing chores around the house together. Recently, she

hasn’t been offering to help around the house at all. Whenever I

ask her to help, she just ignores me or tells me to mind my own

business. I’m sure her grades are suffering, too. I feel like I’ve

lost my little girl. How can I get her back?

Concerned

Conflict 2: A couple Read the letter explaining the girlfriend’s opinion about the problem. Your partner will read the letter

explaining the boyfriend’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

I’m having problems with my boyfriend. I like to go out a lot. I

really enjoy new restaurants, movies, dancing at clubs, and

meeting new people. My boyfriend used to come out with me all

the time, but now he just wants to stay home. It has become like

a marriage. I want to enjoy myself while I am still young. I

don’t want to sit home and watch TV like my parents. It seems

that we just don’t have as much in common as we used to. I’m

afraid that our relationship will end if he keeps this up.

Confused

7 Simulations

Step 4: Learn new ways to do the task 7 - Listen to native speakers resolving the mother-daughter conflict. According to the opinions in

the discussion, decide whether each statement is T (True) or F (False).

1. T F Only the mother is to blame.

2. T F The daughter will probably refuse to discuss the problem with her mother.

3. T F A solution must be reached quickly.

8 - Tick () the responses that you think were used to expressions 1 and 2. Then listen again and

check.

1. What do you think they should do?

□ It seems to me that the daughter needs to help more at home.

□ I suggest that the daughter start helping at home more.

□ I think the daughter should help her mother with the housework.

2. I think they need to sit down and talk about what’s happening.

□ They are probably incapable of communicating on their own.

□ I don’t know if that will help. It hasn’t so far.

□ Do you really think that would help? It might cause more conflict.

Now work with a partner. Use any of the words below to make three expressions that you could use to

do each of these four things. You can use each word as many times as you like.

Optional: Listen to Track 7 again. Follow the tapescript on p. 75. As you listen, underline any words or expressions that you do not understand. Then make groups of four and discuss them. If there are any

that you still cannot explain, ask your teacher.

Ask for an Opinion Give an Opinion Agree or Disagree Identify the

Problem

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

What

Reach

Think

Your

Recommend

Would

Have

Compromise

Opinion

Should

Advice

You

How

They

Could

Is

Give

Done

Can

The

Be

Do

A

Talking

Suggest

Problem

Discuss

Seems

Counselor

About

Maybe

Solution

With

To

More

I

It

Me

Talk

Need

Communicating

Incapable

Probably

Disagree

Agree

Impossible

True

That

Are

Help

Of

On

Not

By

At

Root

Communication

Situation

Caused

Poor

Cause

Center

Central

Difficulty

Simulations 8

Step 5: Try the task again Here are two more conflicts. Work with a partner. One of you use this page, the other p. 52.

Conflict 1: A mother and her son* Read the letter explaining the mother’s opinion about the problem. Your partner will read the letter explaining the son’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

I am now in my early fifties. I come from a good family and grew up in a nice home. I left home

30 years ago, when I married and moved here with my husband. We had two children. I love

them more than anything in the world. Soon after my marriage, my mother got sick and the

hospital bills used all of my family’s money. It was a terrible experience for me. My husband

left and never came back. It has been hard to raise the children on my own. I have worked and

done everything I could to raise them properly. It’s the only thing that I have really wanted in

life. However, my son’s manners are sometimes very poor. When I correct his behavior, he

starts shouting at me. It makes me feel like a failure as a mother. What can I do?

Disappointed

Conflict 2: A mother and her daughter* Read the letter explaining the mother’s opinion about the problem. Your partner will read the letter explaining the daughter’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

I’m worried about my daughter. She was sick when she was young, and now she walks strangely.

She is also very shy: she never leaves the house, and it is difficult for her to meet people. I just

want her to be happy. If things continue, I don’t think that she will ever marry. I cannot take care

of her forever, and I am worried that she will grow old alone, unable to take care of herself. I am

a single mother, and I don’t have much money. However, I took a second job to send her to

business school. I thought that if she learned a skill, she would be able to provide for herself

when I’m gone. Paying for her school for the last three months has been very hard. I went to the

school today to tell her teacher that she has a cold. The teacher didn’t know who she was! I

became angry and insisted that she was mistaken. She checked her attendance book, and we

discovered that my daughter had only attended the first class. I felt very embarrassed - all of my

dreams and the money are lost. What can I do now?

Worried

*Both of these conflicts are adapted from the play The Glass Menagerie by Tennessee Williams.

Revision #1: Review the listening for Units 1-2, and write a conversation in which two people

discuss a problem of your choice and agree on a solution.

9 Simulations

UUNNIITT 33:: TThhee bbeesstt ffoorr tthhee jjoobb

In this unit you will work together to make decisions.


I suppose we should discuss

This candidate doesn’t seem

We can cross

to have enough experience.

him out straight away.

the candidates one by one.

That leaves us with

This candidate

Why don’t we

go for him?

these two.

is certainly the best match.

Step 2: Share your own ideas Read the two questions below. List your ideas in the box.

What are the most important characteristics of a good high school teacher? Why?

My ideas My group’s ideas

•

•

•

•

•

•

•

•

What are the most important characteristics of a good restaurant manager? Why?

My ideas My group’s ideas

•

•

•

•

•

•

•

•

Work in groups of four. Share your ideas and add any new ideas to the box.

Simulations 10

Step 3: See how well you can do the task Work in groups of four. Find the best person for the position below. There are four applicants. One of them is the best. You must share information to find that person.

Position: High School English Teacher

Task 1: Decide what type of person is needed Student A read about the school on p. 53. Student B read about the job on p. 55. Students C and D discuss your intuitions using pp. 57 and 59. Then return to this page, share information, and write the

requirements below.

Requirements for the Position 1.

2.

3.

4.

5.

Task 2: Review the applicants Each of you will read about one applicant. Go to the pages you used above, read the material, and fill out the evaluation form. Then use your forms to describe the applicants to each other. Make notes

about each below.

Notes about the Applicants

Trevor Maltings

Alice Heysham

Sandra Black

Alan Hall

Task 3: Decide who your group thinks is the best applicant

The Best Person for the Job

11 Simulations

Step 4: Learn new ways to do the task 10 - Listen to native speakers deciding and tick () who the correct person for the job is.

11 - Listen again and write three reasons why that person is the correct choice.

12 - With a partner, try to fill in the missing words in the extract from the discussion you just heard.

Then listen and check your answers.

B: First of all, the easiest one __________ me to eliminate is Alan Hall. __________ just doesn’t have

enough experience.

A: You are __________. He is a long way from five __________ experience. He hasn’t even taught a

proper __________ yet.

B: Yeah. We can cross him __________.

A: There was another candidate I would __________ out because she doesn’t match what is __________

asked for. I am talking about Sandra Black.

13 – Listen to expressions from another discussion about the same candidates. Try to write exactly

what was said.

1

Proposing a strategy

2

Eliminating a candidate

3


4

Recommending a candidate

5


6

Recommending a candidate

7

Confirming a final choice

14 – Listen again. Check your answers. Then work with a partner. Read what you wrote. Your

partner will follow the tapescript on p. 77 and correct. Change roles and repeat.

Optional: Listen to Track 10 again. Follow the transcript on p. 76. As you listen, underline any words or expressions you do not understand. Then make groups of four and discuss them. If there are any you

still cannot explain, ask your teacher.

Reasons

1.

2.

3.

Trevor Maltings

Alice Heysham

Sandra Black

Alan Hall

Simulations 12

Step 5: Try the task again Work in groups of four again. Student A use p. 54, Student B use p. 56, Student C use p. 58, and Student D use p. 60. This time none of the applicants is clearly the best.

Position: Restaurant Manager

Task 1: Decide what type of person is needed Student A read about the restaurant. Student B read about the job. Students C & D discuss your intuitions. Then return to this page, share information, and write the requirements below.

Requirements for the Position 1.

2.

3.

4.

5.

Task 2: Review the applicants Each of you will read about one applicant. Go to the pages you used above, read the material, and fill out the evaluation form. Then use your forms to describe the applicants to each other. Make notes

about each below.

Notes about the Applicants

Akira Tosto

Yoko Ishimoto

Vincenzo Maldini

Miki Furuta

Task 3: Decide who your group thinks is the best applicant

The Best Person for the Job

Homework: Page 13. Complete the box at the bottom of Page 15.

Revision #2: Review the listening for this unit, and write a conversation in which two people

complete Task 2 and Task 3 above.

13 Simulations

UUNNIITT 44:: FFaaccee ttoo ffaaccee

In this unit you will plan and conduct interviews.


___ A: We need to prepare

___ B: I think at least one question should be

___ A: I can go along

___ B: How about asking each candidate to

___ A: That sounds a little vague. Why not

___ B: Great. Now we just need one more

just ask about computer experience?

two more interview questions.

about previous experience.

question. Any other ideas?

with that. That’s an important factor.

run through his or her employment history?

Work with a partner. Discuss each turn’s function in the conversation and label it appropriately. There may be more than one correct answer for each.

Debate Functions

(1) Ask for an opinion

(2) Give an opinion (3) Agree

(4) Disagree (5) Note progress

Step 2: Share your own ideas Add three more interview questions to the box.

Work with a partner. Choose one of the interview questions below. Ask it. Your partner will answer.

Then cross it out and reverse roles. Continue until all of the questions are crossed out.

Easy Questions Difficult Questions Very Difficult Questions

What do you like to do

in your free time?

What are some of your

future goals or dreams?

What are your strong points

and weak points?

Have you ever visited a

foreign country?

How do you feel about

socializing after work?

What do you think

‘international’ means?

Simulations 14

Step 3: See how well you can do the task Work in groups of four. Plan an interview for the position below. Then try it out.

Position: International Sales Representative

Task 1: Plan the interview Discuss what information you need about an applicant for a sales position. Then plan a six-question interview to get that information. Include easy, difficult, and very difficult questions.

Interview Questions 1.

2.

3.

4.

5.

6.

Task 2: See if it works

Take turns being the interviewer and interviewee three times each. Change partners each time.

Interviewee #1 Interviewee #2 Interviewee #3

Task 3: Decide which interviewee gets the job Choose one of the three people you interviewed. Announce your decision to the group.

The Successful Applicant

15 Simulations

Step 4: Learn new ways to do the task 16 - Listen to native speakers planning this interview. Note the reason for asking each question in

the box provided. The first one is done for you.

Reasons Interview Questions Question 1

Ease the situation

1. What do you like to do in your free time?

Question 2

2. How much do you know about this company?

Question 3

3. If you work for this company, what kind of work do you want to do?

Question 4

4. What do you think is different between student life and society life?

Question 5

5. Who is your idol? Why is this person your idol?

Question 6

6. If the color blue describes sadness, what color describes a businessman?

17 - Listen again. Questions similar to the ones they decided on are provided above. Circle the

differences.

Now work with a partner. Use any of the words below to make three expressions that you could use to

do each of these five things. You can use each word as many times as you like.

Ask for an opinion

Give an opinion Agree Disagree Note progress

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

Question(s)

Information

Useful

Sounds

Include

Asking

Would

Should

So

The

Do

I

That

But

Like

Be

Is

What

Why

How

Who

You

A

Us

Think

Idea

Good

Still

Tell

Fine

One

Two

Of

We

Not

Ask

Have

Relax

Weak

Strong

Need

Your

Time

Seems

Already

Type

If

All

Hobbies

Free

Experience

Language

Computer

Communication

Candidate

Relevant

Better

Worse

Only

Interview

Finished

Skills

About

Plan

Simulations 16

Step 5: Try the task again Make a new group of four. Plan an interview for the position below. Then try it out.

Position: Junior High School English Teacher

Task 1: Plan the interview Discuss the information you need about an applicant for an English teaching position. Plan a six-question

interview to get that information. Include easy, difficult, and very difficult questions.

Interview Questions 1.

2.

3.

4.

5.

6.

Task 2: See if it works

Take turns being the interviewer and interviewee three times each. Change partners each time.

Interviewee #1 Interviewee #2 Interviewee #3

Task 3: Decide which interviewee gets the job

Choose one of the 3 people you interviewed for the job. Announce your decision to the group.

The Successful Applicant

Homework: Page 17.

Revision #3: Review the listening for Units 3-4, and write a conversation in which two people plan a

six-question interview for a job of your choice.

17 Simulations

UUNNIITT 55:: WWhhaatt’’ss tthhee bbeesstt wwaayy ttoo ddoo iitt??

In this unit you will make efficient agendas.

Step 1: Warm up 18 – Match the beginning and ending of each sentence. Listen and check your answers.

We are short of time,

Why don’t we start

After that

we can plan our route.

so we need to move really efficiently.

by locating the places on the map?

It would be best

Then we should keep going

The bakery is close to the post office,

along the same road to the post office.

so let’s go there next.

to go to the hospital first.

Step 2: Share your own ideas List three things you might have to do during your lunch hour in the boxes below.

Three things I have to do

1.

2.

3.

Starting from this classroom, prepare a route to the three places you must visit.

My route around campus

Work in groups of four. Take turns giving each other your directions. Look up and speak. The listener will guess the destinations. Change partners and repeat the task twice more.

Destination 1 Destination 2 Destination 3

Partner 1

Partner 2

Partner 3

Simulations 18

Step 3: See how well you can do the task Work with a partner. Read the situation. Then work together to make an efficient schedule.

Situation It is 4.30pm, and you have just finished work at the Town Hall. At 6.00pm you have to be at your friend’s house for her birthday party. You can’t be late. However, there are several things that you need

to do before the party. You have only 90 minutes to complete all of them.

Task 1: Plan your route Plan a route to accomplish all these things in the most comfortable way possible. Number the agenda items in the order that you will do them. Then draw your route on the map.

Agenda Order

✦ Collect your friend’s birthday cake from the cake shop ____

✦ Buy some painkillers at the chemist’s ____

✦ Buy some flowers at the florist’s ____

✦ Collect some tour brochures from the travel agent’s ____

✦ Collect your repaired tennis racquet from the sports shop ____

✦ Visit a friend in hospital ____

✦ Buy a gift at the toy shop ____

Task 2: Compare routes Change partners. Take turns explaining your routes to one another. As you listen (1) draw your

partner’s route on your map, (2) repeat it back to verify that it is correct, and (3) discuss the two routes

to decide which is most efficient.

19 Simulations

Step 4: Learn new ways to do the task 19 - Listen to native speakers trying to solve a similar problem. Draw the route they decide upon

on the map.

20 - With a partner, try to fill in the missing words in the extract from the discussion you just heard.

Then listen and check your answers.

B: From the department store we should __________ down Horn Street and onto South Street

__________ the chemist’s.

A: We could go that __________. What about the library though? Don’t you __________ we should go

there next?

B: I __________ thinking of going to the chemist’s, and ___________ police station before going to the

library.

21 – Listen to expressions from another discussion about the same problem. Try to write exactly

what was said.

1

Task structuring

2

Suggesting an idea

3

Suggesting an idea

4

Adding information

5

Suggesting an idea

6

Closing the task

22 – Listen again. Check your answers. Then work with a partner. Read what you wrote. Your


Simulations 20

Step 5: Try the task again Work with a new partner. Read the situation. Then work together to make an efficient schedule.

Situation Your one-week skiing trip begins tomorrow. It is 5.00pm, and you are still at home. At 7:00pm your

parents are taking you out for dinner. You can’t be late. However, there are several things that you need to do before they come. You have 2 hours to complete all of them.

Task 1: Plan your route Plan a route to accomplish all these things in the most comfortable way possible. Number the agenda items in the order that you will do them. Then draw your route on the map.

Agenda Order

✦Buy some wine for your meal tonight at the off-licence ____

✦Buy some travel sickness pills at the chemist’s ____

✦Buy a new lockable suitcase at the department store ____

✦ Return some CDs to your friend ____

✦Collect your flight tickets from the travel agent’s ____

✦Buy some skiwear at the sports shop ____

✦Find a book for the flight at the library ____

✦Get a gift for your parents at the craft shop ____

Task 2: Compare routes Change partners. Take turns explaining your routes to one another. As you listen (1) draw your partner’s route on your map, (2) repeat it back to verify that it is correct, and (3) discuss the two routes

to decide which is most efficient.

Homework: Page 21, Step 1.

21 Simulations

UUNNIITT 66:: FFiirrsstt ddaayy oonn tthhee jjoobb In this unit you will explain delivery routes.

Step 1: Warm up

23 – Complete the set of instructions with a partner. Listen and check your answers.

You are going to have a __________ morning, I’m afraid. You’ve got to __________ deliveries

at the travel agent’s, __________ sports center and the post office. __________ me tell you how

to get __________ all done as quickly as possible. __________, go straight down Bond Street

__________ the post office. When you leave the post office, __________ down Fir Street to the

sports center. __________ will be right in front of __________. You can’t miss it. Turn right

__________ of the sports center. You should __________ yourself on South Street. At the

__________ of South Street you should turn right __________ Pine Road. The travel agent’s will

__________ on your right just after the corner.

Step 2: Share your own ideas Work with a partner. Choose any square and read it. Your partner will answer. Cross that square out.

Then reverse roles and try again. Continue until all the squares are crossed out.

Explain how to get to from the

classroom to the cafeteria.

Think of a town you know

well. Describe the route from

a train station to a hospital.

Tell me three phrases you

might use when asking for

directions in an English-

speaking country.

Explain how to get from this

classroom to the library.

Think of a town you know

well. Describe the route from

a post office to a café.

Tell me three phrases you

might use if an English-

speaker asked you for

directions.

Simulations 22

Step 3: See how well you can do the task Work in groups of four. Two use this page, the other two use page 61. There are some deliveries that need to be made. You have to explain the most efficient delivery route to a foreign co-worker.

Task 1: Plan your instructions Work with your partner. Plan a delivery route from your home to the police station. Along the way, you

have to call at the florist’s, the cake shop, and the toy shop.

Task 2: Give your instructions Change partners. Take turns telling each other the delivery route. As you listen to your partner’s

instructions, draw the route that you will take on the map.

23 Simulations

Step 4: Learn new ways to do the task 24 - Listen to two sets of directions. Draw the routes on the map.

25 - Read the directions below. Listen to Delivery Route 1 again and correct the mistakes.

Five Mistakes

1. Well, first of all I’d turn left out of the post office and take the second right.

2. Go straight down Fir Street and you’ll see a furniture shop to your left.

3. Turn right out of the furniture shop and take a left.

4. As you leave the pet shop, head away from the supermarket.

5. The off-licence is opposite the supermarket.

26 – Using the map above, write the directions required. Listen and note any differences.

St

ep

5:

Tr

y

the

tas

1

Bakery

Bank

2

Craft Shop

Italian Cafe

3

Pet Shop

Dentist’s

4

Town Hall

Cinema

Simulations 24

k again Make new groups of four. Two use this page, the other two use page 62. There are some deliveries that need to be made. You have to explain the most efficient delivery route to a foreign co-worker.

Task 1: Plan your instructions Work with your partner. Plan a delivery route from your friend’s house to the bookshop. Along the way,

you must stop at the sports center, the travel agency, and the pet shop.

Task 2: Give your instructions Change partners. Take turns telling each other the delivery route. As you listen to your partner’s instructions, draw the route that you will take on the map.


Revision #4: Review the listening for this unit, and write a conversation in which a person explains a

delivery route of your choice to a fellow employee.

25 Simulations

UUNNIITT 77:: AAtt yyoouurr sseerrvviiccee

In this unit you will deal with customer service situations.

Step 1: Warm up 27 – Complete the following conversation with a partner. Listen and check your answers.

A: Good morning. How ______________________________?

B: I’d ______________________________information about flights to San Francisco.

A: Certainly, when ______________________________ to travel?

B: Actually, I’d like the cheapest fare possible.

A: Okay, ______________________________ your name and telephone number?

B: Sure, my name is Joe Woodbridge and my number is 624-8477.

A: Okay, that’s 624-8477. I’ll ______________________________as soon as possible.

B: I’ll be ______________________________ your call.

A: Thank you ______________________________ Galaxy Tours.

Step 2: Share your own ideas Work with a partner. Choose any square and read it. Your partner will answer. Cross that square out.

Then reverse roles and try again. Continue until all the squares are crossed out.

What is the best customer

service experience that you

can remember?

What do you think are the

important characteristics of a

person who will work in

customer service?

What is the worst customer

experience that you can

remember?


most important characteristics

of a good real estate agent?



of a host or a waiter/waitress

in a restaurant?



of a good travel agent?

What are three jobs for which

good customer service skills

are essential?

What is the job you are most

likely to get in the future

which requires strong

customer service skills?

What is a company in Japan

that is famous for its customer

service? Why?

Simulations 26

Step 3: See how well you can do the task

Work with a partner. One of you use this page, the other p. 63. Below are three customer service situations. Read your role and objectives in each and complete them with your partner.

Situation 1 You are the host in a family restaurant. A foreign customer has just arrived and requires assistance. The

details of your task are below.

You should greet the customer, ask about seating preferences, then take the order. You should also try to answer any questions that the customer has. Please note the following:

1. The restaurant has an area for smokers and an area for non-smokers.

2. Window seats are available. 3. The lavatories are just to the right of the cash register.

Situation 2 You are calling a travel agency to get some information about available flights. The details about yourself and the ticket you would like are below.

You would like to go to Paris. First decide your answers to the following questions:

1. When do you want to travel (between 1 June and 9 September)? 2. Would you like a one-way ticket or a return ticket?

3. How much money can you spend? 4. Are you traveling alone or with others?

Find out about flights from the travel agent. Give any information asked for so that the best

ticket and schedule can be located.

Situation 3 You are calling a real estate agency to get some information about the apartments currently available.

The details about yourself and the apartment you would like are below.

You would like to rent an apartment that is suitable for a student. First decide your answer the

following questions:

1. How much money can you afford to spend? 2. Do you want to live close to university or close to the city center?

3. What size of apartment do you want? Find out about apartments from the real estate agent. Give any information asked for so that

the best apartment can be located.

27 Simulations

Step 4: Learn new ways to do the task 28 - Native speakers will be in the same situations. Decide whether each statement is

T (True) or F (False).

Restaurant T F The customer is led to a window-seat.

T F The customer would like a chicken salad, a coffee and some ice cream.

Travel agency T F The ticket costs 138,000 yen.

T F The man’s trip will last for more than one week.

Real estate agency

T F The customer is interested in two of the apartments.

T F The customer will see the apartments in two days’ time.

29 – Listen again. Answer the questions below. All of the options are correct English

Restaurant 1. The man greeted the customer by saying: 2. The man offered to take a further order by saying:

A. Hello. Would you like a table for one?

B. Hello. A table for one?

C. Good afternoon. A table for one, sir?

A. Would you like anything else?

B. Could I get you anything else?

C. Will there be anything else?

Travel agency 1. The man offered assistance by saying: 2. The man asked for contact information by saying:

A. How can I help you?

B. What can I do for you?

C. How may I help you?

A. Could you tell me your name and phone number?

B. May I have your name and telephone number?

C. Could I take your name and telephone number?

Real estate agency 1. The man arranged to meet by saying: 2. The man closed the call by saying:

A. Are you free the day after tomorrow?

B. How about the day after tomorrow?

C. Would the day after tomorrow work?

A. Thanks for your call.

B. Many thanks for contacting us.

C. Thank you for calling.

30 – There will be a pause after each expression. Try to write exactly what was said.

31

– Listen

again.

Che

ck your

answers. Then work with a partner. Read what you wrote. Your partner will follow the tapescript on p. 83 and correct. Change roles and repeat.

1

Greeting

2

Requesting information

3

Giving information

4

Confirming and thanking

5

Thanking and closing

Simulations 28

Step 5: Try the task again Work with a partner. One of you use this page, the other p. 64. Below are three customer service situations. Read your role and objectives in each and complete them with your partner.

Situation 1 You are a customer in a family restaurant. The host is coming to assist you. The details of your the

situation and your task are below.

First, decide your answers to the following questions:

1. Would you like a window seat?

2. What do you like to eat when visiting a family restaurant? Make sure that the host understands your requirements before you allow him to seat you. Then

find out if there is a telephone in the restaurant, and whether the restaurant accepts credit cards.

Situation 2 You are a sales representative at a travel agency. You have a telephone call from a foreign customer. The details of the task and situation are below.

The information necessary to help the customer is as follows:

1. Only Thai Airlines flights are available. All other tickets are sold out. 2. Return ticket prices:

11/01 - 12/22: ¥55,000 12/23 - 01/08: ¥67,000

01/09 - 01/31: ¥52,000

3. Single ticket prices: 11/01 - 12/22: ¥35,000

12/23 - 01/08: ¥49,000 01/09 - 01/31: ¥33,000

4. A 10% discount is available to students under the age of twenty-five.

Be sure to get the customer’s contact information before the end of the conversation.

Situation 3 You are a sales representative at a real estate agency. You have a telephone call from a foreign

customer. The details of the task and situation are below.

Two suitable apartments are available. The relevant information is as follows:

1. Rent: 3 rooms - ¥67,000; 4 rooms - ¥73,000 2. Both in the city center.

3. 3-room next to a supermarket.

4. Viewing: W, Th, Fri: 10am-2pm. Try to arrange a time to show the customer the apartments.

Get the customer’s contact information.

Homework: Page 29, Step 2. Page 30, Task 1.

Revision#5: Review the listening for this unit, and write a conversation in which a clerk and a

customer complete your choice of customer service situation.

29 Simulations

UUNNIITT 88:: MMaayy II hheellpp yyoouu?? In this unit you will develop customer service skills for restaurants.


___ I’d like a coffee

___ No, cancel that. Perhaps

___ I don’t know. Which

___ Well, the most popular

___ The sauce is a local recipe

___ I’m sure that

do you recommend?

of the two is the barbeque chicken.

and the barbeque chicken.

you will love it.

and is absolutely delicious.

the lemon chicken would be better.

Functions

(1) Making an order

(2) Changing an order

(3) Requesting

information

(4) Giving information

(5) Encouraging an

order

Work with a partner. Discuss each turn’s function in the conversation and label it appropriately. There may be more than one answer for each.

Step 2: Share your own ideas Imagine that you have a part-time job at a family restaurant in Japan. List five expressions you might use when serving English-speaking customers.

Five expressions of your own

1.

2.

3.

4.

5.

Now work in groups of four. Share your ideas and add any new expressions to your list.

Other expressions from your group members

1.

2.

3.

4.

5.

Simulations 30

Step 3: See how well you can do the task Take turns being the customer and waitperson in the restaurants you designed.

Task 1: Plan an English menu for your own restaurant Make an English menu. It could be based on a real restaurant, or on your idea of the perfect restaurant. Give your restaurant a good name at the top of the menu. Be creative.

Entrees (Main Dishes)

1

2

3

Appetizers (Side Dishes)

1

2

3

Desserts (After Dinner Treats)

1

2

3

Beverages (Drinks)

1

2

3

Task 2: Take orders from foreign customers at your restaurant Work in pairs. Imagine that your partner is a foreign customer at your restaurant. Greet her, give her the menu, and take her order on one of the order forms below. Then change roles. When you finish,

change partners and repeat the task twice more.

Partner 1’s Order Partner 2’s Order Partner 3’s Order

31 Simulations

Step 4: Learn new ways to do the task The menu below is based on a small diner menu from the United States. Discuss the menu with a partner. If you were in this restaurant, what would you order from it?

From the Grill* ALL $4.99 Hamburger

Cheeseburger

Bacon Cheese Burger

Spicy Chicken Breast

Lemon Pepper Chicken

Barbecue Chicken

Three Cheese Chicken

*All served with lettuce, tomato, onion, pickles, and

fries on the side.

Salads ALL $3.99 Chicken Salad

Lettuce, fried chicken, tomato, egg and bacon with

a mustard dressing

Mexican Salad

Lettuce, spicy beef, cheese and tomato with a

salsa-based dressing

Cold Cut Salad

Lettuce, turkey, chicken, ham, tomato and cheese.

Dressing of your choice.

Breakfast ALL $7.99 Breakfast Special

Sausage and bacon with three eggs and a slice of toast

(white or wheat).

Steak and Eggs

A steak served with three eggs and fries.

Omelettes ALL $4.99 Cheese Omelette

Bacon and Cheese Omelette

Spicy Cheese Omelette

Vegetarian Omelette

Beverages ALL $1.35 Soft Drinks: Pepsi, Sprite, Fanta Orange, Ginger Ale

Juices: Orange, Grapefruit, Apple, Pineapple

Coffee

Tea

Hot Chocolate

Milk

33 – Listen to a conversation in which a waiter in this restaurant takes an order. Write the order

down in as few words as necessary to identify the items on the menu.

Order Questions Used

• Are you ____________________ order?

• ____________________ what this Three Cheese Chicken is?

• Okay. ____________________ all?

34 – Try to fill in the blanks in the questions from the conversation. Then listen and check.

35 – Listen to part of a second conversation in which the same waiter takes another order. After

each turn, there will be a pause. Try to write exactly what was said.

36

– Liste

n agai

n. Che

ck

your answers. Then work with a partner. Read what you wrote. Your partner will follow the tapescript on p.

84 and correct. Change roles and repeat.

1

Asking for information

2

Giving information

3

Encouraging an order

4

Making an order

5

Changing an order

Simulations 32

Step 5: Try the task again Task 1: Plan language that will improve your customer service skills Work in pairs. Write a short conversation in which a waitperson takes someone’s order.

Task 2: Take orders from foreign customers at your restaurant Make new groups of four. Imagine that your partner is a foreign customer at your restaurant. Greet her,

give her the menu, and take her order on one of the order forms below. Then change roles. When you finish change partners and repeat the task twice more.


Task 3: Take orders from foreign customers at your restaurant Make new groups of four. Repeat the task three more times.


Homework: Page 33.

33 Simulations

UUNNIITT 99:: JJuusstt wwhhaatt yyoouu wweerree llooookkiinngg ffoorr

In this unit you will develop customer service skills for travel sales.

Step 1: Warm up 37 - Complete the following conversation with a partner. Listen and check your answers.

A: Good morning, Transworld Travel. How may _______________ help you?

B: Hello. I’d like some _______________ about flights.

A: Okay. Where are you _______________ to go?

B: I need to be _______________ Chicago on Saturday for a meeting. _______________

possible, I would like to leave _______________ Narita on Thursday.

A: If you’ll just _______________ for a moment, I’ll check _______________.

B: Fine.

Step 2: Share your own ideas Write five expressions you might use to assist English-speaking customers in a travel agency.


1.

2.

3.

4.

5.



1.

2.

3.

4.

5.

Simulations 34

Step 3: See how well you can do the task Work with a partner. One of you use this page, the other page 65. There are two travel agency

situations below. Read your role and objectives in each. Then complete it with your partner. Please note that there is only one correct answer for this task. You must find it.

Situation 1 You are a sales assistant in a travel agency. A customer calls to make a reservation. Use the information

below to find the best possible reservation* based on the customer’s needs.

Airline Ticket Type May 21 May 22 May 23 May 24 May 25 JAL One-way

Return ￥21,000

￥40,000

￥21,000

￥40,000

￥23,000

￥44,000

￥23,000

￥44,000

￥20,000

￥38,000

ANA One-way

Return ￥19,000

￥36.000

￥19,000

￥36,000

￥20,000

￥38,000

￥20,000

￥38,000

￥18,000

￥34,000

KOREAN

AIR

One-way

Return ￥13,000

￥24,000

￥13,000

￥24,000

￥14,000

￥26,000

￥14,000

￥26,000

￥12,000

￥22,000

PAYMENT MUST BE MADE IN FULL 3 WEEKS BEFORE DEPARTURE

Collect the information necessary to complete the reservation form below.

Reservation Form Customer’s Name: Contact: Destination

Departure date

Return date

Airline

Ticket type

Price

Situation 2 You telephone a travel agency to organize your flight. Your situation is as follows:

(1) Destination: London.

(2) Preferred departure date: July 8 (July 6-10, if necessary) – one-way ticket. (3) Preferred airline: British Airways

(4) Budget: ￥170,000

During your conversation with the travel agent, note down your flight information below. Be sure to

confirm this information to make sure it is correct before you finish the conversation.

Price

Date

Airline

Payment

35 Simulations

Step 4: Learn new ways to do the task 38 – Listen to native speakers completing Situation 1. Complete the form below. Then check

your own answers. Were you able to find the best reservation?


Departure date

Return date

Airline

Ticket type

Price

39 – Now listen again. The questions that the travel agent used to get the necessary information

are provided below, but there are seven differences. Find and correct them.

Name Would you mind if I asked your name?

Destination Where are you thinking of going?

Departure When do you wish to go?

Return What about a return date?

Airline Could I ask whether you have a preferred airline?

Ticket type Would you like to travel business class or economy class?

Contact Can I have your phone number?

40 - Now listen to native speakers completing Situation 2. Complete the form below. Then

check your own answers. Were you able to find the best reservation?


Departure date

Return date

Airline

Ticket type

Price

41- With a partner try to remember the questions used to get the information on the

reservation form. Write them the best you can. Then listen and correct your answers.

Name Contact

Destination

Departure

Return

Airline

Ticket type

Price

42 – Listen to both conversations again. Follow the tapescripts on pp. 84-86. As you listen,

underline any unknown words or expressions. Then discuss them in your group. If no one in your group

can explain them, ask your teacher to explain them.

Simulations 36

Step 5: Try the task again Work with a new partner. A use this page, B use p. 66. Take turns.

Situation 1 You telephone a travel agency to organize your flight. Your situation is as follows:

(1) Destination: Hong Kong (2) Preferred departure date: November 11-12 – round-trip ticket.

(3) Preferred airline: ANA (other, if necessary).

(4) Budget:￥100,000.

During your conversation with the travel agent, note down your flight information below:

Price

Date

Airline

Payment

Situation 2 You are a sales assistant in a travel agency. A customer calls to make a reservation. Use the information

below to find the best possible reservation* based on the customer’s needs.

* Please note that there is only one correct answer for this task. You must find it.

Airline Ticket Type Feb 22 Feb 23 Feb 24 Feb 25 Feb 26 JAL One-way

Return ￥150,000

￥300,000

￥150,000

￥300,000

￥170,000

￥340,000

￥180,000

￥360,000

￥180,000

￥360,000

QUANTAS One-way

Return ￥130,000

￥210.000

￥130,000

￥210,000

￥150,000

￥230,000

￥160,000

￥250,000

￥160,000

￥250,000

ANA One-way

Return ￥100,000

￥180,000

￥100,000

￥180,000

￥110,000

￥200,000

￥120,000

￥220,000

￥120,000

￥220,000


Collect the information necessary to complete the reservation form below.


Departure date

Return date

Airline

Ticket type

Price

Homework: Page 37.

Revision #6: Review the listening for this unit, and write a conversation in which a customer and a

clerk complete Situation 2 above.

37 Simulations

UUNNIITT 1100:: HHoommee sswweeeett hhoommee

In this unit you will promote apartments.

Step 1: Warm up 43 - Match each piece of the real estate agent’s information with an appropriate customer

comment. Listen and check your answers.

Information

This is a cozy little south-facing apartment.

The rent is a little more expensive, but you

don’t have to pay a security deposit.

The key money, or agent’s commission, is

equivalent to only one month’s rent as well.

All of these apartments have a monthly

maintenance fee of 3,000 Japanese yen.

There is a 30,000 general deterioration fee for

the Japanese style apartments.

Comment

So the move-in costs are relatively low.

That must go for replacing the floor mats and

covering on the sliding doors when I move out.

I suppose that goes for mowing the grass,

washing the windows, and things like that?

.

Wouldn’t I get that back when I move out

anyway?

That means it will be sunny all year!

Step 2: Share your own ideas Read the text below. Try to guess the meaning from context, and write the Japanese equivalent in the space provided. Then work with a partner and compare your answers.

A Foreign Resident’s Guide to Accommodation in Japan

In Japan, rent is usually paid monthly on or before an agreed date. It is best to arrange to pay your rent

after your payday. On agreeing to rent an apartment, you are usually expected to pay key money to your

estate agent. This is often equivalent to three or four month’s rent and is non-refundable. At the same time

you will have to pay a security deposit to your landlord. This money will be used to repair any damage to

the property other than that caused by general wear and tear. The security deposit is refundable as long as

the property has not been seriously damaged. The cleaning and deterioration fee is also payable to your

landlord. This money is used to replace worn out Japanese style mats (a common and traditional style of

flooring) and damaged or soiled coverings on Japanese style sliding doors when you leave. A percentage

of this money is also used to cover cleaning expenses. Any excess is returnable to you. Finally, you should

be aware that a monthly maintenance fee may be required. This fee covers the mowing of grass, weeding,

cleaning and general maintenance on and around the apartment block. The maintenance fee usually

amounts to a monthly payment of between 1,000 and 3,000 yen.

Real Estate Jargon Japanese Equivalent

1. Rent

2. Key money (finder’s fee) 3. Security deposit

4. Cleaning and deterioration fee 5. Japanese-style floor mats

6. Japanese-style sliding doors 7. Maintenance fee

1.

2. 3.

4. 5.

6. 7.

Simulations 38

Step 3: See how well you can do the task Work with a partner. An apartment is described below. Decide how to make it sound attractive. Write three sentences promoting key features of each apartment.

Apartment 1

Edo Mansions Student Apartments: 40,000 – 45,000!

Costs Maintenance: 2,000 yen

Parking: 7,000 yen

Move-in Fee: 3 months

Floor Plan

This new 7-floor building is made of concrete.

It is only a 7-minute walk from the university

and only a 3-minute walk from the station!

Extras Bathtub & Shower

Western Flooring

Propane Gas

Air conditioning

BS television aerial

Auto lock door

Apartment highlights Example: The size of this apartment adds to its charm. It’s a cozy little one-room apartment that’s just perfect for a single person or a student.

1.

2.

3.

Apartment 2 Now take turns promoting apartments. A promote the apartment below, B promote the apartment on p. 67. Do your best using your own English!

Meiji Heights Single-room Apartments: 38,000-42,000!


Parking: 5,000 yen


Floor Plan

This apartment block is just two years old.

A convenience store and a supermarket are only a 5-minute walk away.

How would you like to host a house party for your friends?


Western Flooring

Air conditioning

Balcony

Gas hotplate


As a pair, decide which apartment sounded the most attractive.

Circle your decision: Meiji Heights Heian Plaza

39 Simulations

Step 4: Learn new ways to do the task 44 - Listen to a native speaker promoting key features of the Edo Mansions apartment. Note the

details of each feature.

Rent Move-in Fees

Distance to University

Distance to Station

Air Conditioning

Parking

45 - Listen again. This time write the words used to describe each feature.

Rent Move-in

Fees

Distance to

University

Distance to

Station

Air

Conditioning

Parking

‘Reasonable’

‘Unheard of’

46 - You will hear a promotion of the Meiji Heights apartment. After each sentence, there will be a

pause. Try to write exactly what was said.

47 - Listen again. Check your answers. Then work with a partner. Read what you wrote. Your


Optional: Listen to Track 45 again. Follow the transcript on p. 86. As you listen, underline any words or

expressions that you do not understand. Then make groups of four and discuss them. If there are any that you still cannot explain, ask your teacher.

1

Price

2

Price

3

Location

4

Extras

5

Fees

6

Parking

Simulations 40

Step 5: Try the task again Work with a new partner. A use this page, B use p. 68. Take turns promoting apartments.

Apartment 1 Plan your promotion of this apartment. Make each promotional feature sound as attractive as possible. Then promote the apartment to your partner. Be sure to look up when you speak.

Plan each promotional feature you will mention

Apartment 2 Now promote a second apartment without planning time. Do your best using your own English!

Heisei Dreams Three-roomed apartments: 68,000 – 73,000

Costs Maintenance: No charge

Parking: 7,000 yen


Floor Plan

Only a 4-minute walk from the station.

Resident caretaker offering security and peace of mind.

Extras Shower

Western + Japanese Flooring

Large Balcony

Air conditioning

Cable Television

Intercom with TV monitor


Revision #7: Review the listening for this unit, and write a conversation in which a real estate agent

promotes an apartment of your choice to a customer.

Yayoi Plaza Three-roomed apartments: 62,000 – 67,000


Parking: 10,000 yen


Floor Plan

A family-size apartment with an 8.2 mat living /dining room and

kitchen. Situated in the heart of the city.

Extras Shower


Bidet

Air conditioning

Balcony

Elevator

41 Simulations

UUNNIITT 1111:: TThheerree’’ss nnoo ppllaaccee lliikkee hhoommee

In this unit you will compare apartments.

Step 1: Warm up Plan a promotion for your own apartment, or an apartment of your choice. Perhaps you could collect a

brochure at a local real estate agency and choose the apartment that you like the best.

Your Apartment Promotion

Step 2: Share your own ideas Work in groups of four. Take turns promoting your apartments to the group. Write down the key features of your partners’ apartments below. Which apartment is the most popular?

Partner 1 Partner 2 Partner 3

The Most Popular Apartment

Simulations 42

Step 3: See how well you can do the task Work with a partner. One use this page, the other p. 69. Take turns promoting your apartments to each

other. Then compare them and find the five differences between them. Decide how to best explain these differences in English. The first one is done for you.

Apartment 1

Global Mansions Student Apartments: 37,000 – 42,000!


Parking: 4,000 yen


Floor Plan

A 5-minute walk to the station and a 7-minute walk to the university.

South-facing balconies available

This apartment block is only two years old.


Western Flooring

Propane Gas

Air conditioning

Balcony

Auto lock door

Five Differences 1. Apartment A is 5 min.s from the station, whereas Apartment B is 7.

2.

3.

4.

5.

Apartment 2

White Palace Student Apartments: 41,000 – 46,000!


Parking: Unavailable


Floor Plan

A view of Suzuki Park from the balcony

Just a 5-minute bicycle ride from the university

Cable television at no extra charge!


Western flooring + Loft

Electric hotplate

Air conditioning

Balcony

Cable television

Five Differences 1.

2.

3.

4.

5.

43 Simulations

Step 4: Learn new ways to do the task 48 - Listen to native speakers find the differences between two apartment blocks. Decide whether

each statement is T (True) or F (False).

1. T F Intelligence Mansions is more expensive than Global Mansions.

2. T F Global Mansions has more floor space than Intelligence Mansions.

3. T F The apartment blocks are the same distance from the station.

49 - Read the explanations of the differences below. Listen again. Correct the mistakes.

Five Differences

1. Global Mansions (GM) is less expensive than Intelligence Mansions (IM).

2. There is no maintenance fee at IM, whereas at GM it is 2000 yen.

3. IM boasts a loft whereas GM doesn’t.

4. They’re both seven minutes away from the university, but GM is closer to the station.

5. GM is two years old, but IM is newer.

Work in pairs. Discuss each of the expressions below and number them according to the function they are most likely to serve in debating. Then add a phrase of your own for each function.

Doing Things with Language

Common Functions for Debating

(1) Structuring the task

(2) Making a Judgment

(3) Supporting an opinion (4) Comparing options

My Own Ways

(a)

(b)

(c) (d)

Some Language from Debates

Let’s look at the differences.

IM has a loft, whereas GM doesn’t. IM is too expensive.

It’s nearly 20% more than GM. Let’s begin with price.

A loft is an attractive extra. There’s no parking at IM unlike GM.

I think GM will suit me better.

I don’t like the layout of GM as much as that of IM. Both apartments have south-facing balconies.

IM will be noisier because of the train tracks next door. A smoker lived in the GM apartment, so the walls are stained.

Let’s think about floor space.

I prefer GM because of the larger balcony and cable television.

Simulations 44

Step 5: Try the task again Work with a partner. One use this page, the other p. 70. Take turns promoting your apartments to each other. Then compare them and find the five differences between them. Decide how to best explain

these differences. The first one is done for you.

Apartment 1

Lion Heights Three-roomed apartments: 58,000 – 63,000


Parking: 8,500 yen


Floor Plan

Every apartment has a 14 mat living /dining room and kitchen.

Just two minutes on foot from the subway.

Extras Shower



Air conditioning

Balcony

Elevator

Five Differences 1. Apartment A has a larger living room than Apartment B.

2.

3.

4.

5.

Apartment 2

Earth Building Three-roomed apartments: 53,000 – 57,000


Parking: 8,000 yen


Floor Plan

Every Earth Building apartment is south-facing.

The beautiful flower garden outside the main entrance

will welcome you home every day.

Extras Shower


Bidet

Air conditioning

Balcony

Auto lock

Five Differences 1.

2.

3.

4.

5.

Homework: Page 45. Page 46, Step 3 (planning). Complete the box at the bottom

of Page 47.

45 Simulations

UUNNIITT 1122:: AA ppllaaccee ooff yyoouurr oowwnn

In this unit you will promote a full range of accommodation options.


___ I ‘ll tell you about four

___ I’ll give you the basic

___ Let’s begin with Sunrise, a

___ These single-room

___ The rent is surprisingly low

___ May I ask whether

details of each one to start with.

apartments are all south-facing.

apartments that might suit you.

you need a parking space?

at 42,000 yen

block in the city center.

Functions

(1) Structuring the promotion

(2) Introducing an

apartment

(3) Encouraging a sale

(4) Requesting

information

Work with a partner. Discuss each turn’s function in the conversation and label it appropriately. There may be more than one answer for each.

Step 2: Share your own ideas Imagine that you have a job at a real estate agency in Japan. List five expressions you might use when serving English-speaking customers.


1.

2.

3.

4.

5.



1.

2.

3.

4.

5.

Simulations 46

Step 3: See how well you can do the task Select four apartments from those on p. 38, p. 40, p. 42, p. 44, and pp. 67-70. Plan a promotion for each.

Make a group of four. Then work in pairs. Take turns being the real estate agent and the customer.

Compare and promote your four apartments. Your partner will choose one. Change partners twice and repeat the task.

Your choices from your partners’ apartments Your partners’ choices from your apartments

Which apartment did you promote most successfully?

Change groups again. Repeat the task. This time exchange promotions with each partner.



Change groups again. Repeat the task, exchanging promotions with each partner.



47 Simulations

Step 4: Learn new ways to do the task 51 - Listen to a real estate agent and a customer discussing three apartments. Decide whether each

statement is T (True) or F (False).

1. T F Evergreen mansions is the most expensive apartment.

2. T F A view of Suzuki Park is a main feature of the White Palace apartment.

3. T F Only Meiji Heights has parking.

4. T F The move-in fee is four months rent for all of the apartments.

5. T F White Palace comes with the highest recommendation.

52 - Listen again and note the adjectives used to describe each apartment.

Evergreen Mansions Meiji Heights White Palace

Now work with a partner. Use any of the words below to make three expressions that you could use to do each of these five things. You can use each word as many times as you like.

Structuring the promotion

Introducing an apartment

Encouraging a sale Requesting information

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

Four

Three

Details

Tell

Cheap

Others

Specific

Loft

Walk

View

Than

Would

Should

Small

Large

Close

Rent

First

Extras

Years

Have

About

These

This

Any

Like

Costs

Give

Ask

From

Suggest

Location

Recommend

Station

Supermarket

40,000 yen

Balcony

Further

Layout

Better

With

Can

Let

One

And

Be

To

Are

Old

Not

Introduce

Parking

Convenient

Beautiful

Questions

Attractive

Key money

Maintenance

University

Available

Got

I

You

Me

Is

In

A

The

Best

Get

Apartment(s)

South-facing

Extremely

Requirements

Interested

Five-minute

Move-in Fee

Anything

Minutes

Expensive

Simulations 48

Step 5: Try the task again In a new group repeat the task that you completed in Step 3. Select four different apartments from any on p. 38, p. 40, p. 42, p. 44, and pp. 67-70.



Change groups again. Repeat the task. This time exchange promotions with each partner.



Change groups again. Repeat the task, exchanging with each partner.




promotes four apartments to a customer.

49 Simulations

Simulations 50

Appendix 1: Task Materials

51 Simulations

Unit 2: See how well you can do the task (Student B)

Conflict 1: A mother and daughter Read the letter explaining the daughter’s opinion about the problem. Your partner will read the letter

explaining the mother’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

My mother is driving me crazy. She is always telling me to do

things around the house. As soon as I come home from school,

she starts in with a list of jobs for me. I’m tired after school and

need time to relax. She is never satisfied with anything I do.

Recently I’ve been going out with friends in the evening so that

I don’t have to hear her complain. I don’t mind helping her

sometimes, but it’s not my responsibility to take care of her

house. I really wish that she would give me some space.

Something has to change.

Pressured

Conflict 2: A couple Read the letter explaining the boyfriend’s opinion about the problem. Your partner will read the letter explaining the girlfriend’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

My girlfriend loves to go out. When we started dating, I went

with her because I wanted our relationship to work. However, it

has been a year, and I am tired. The truth is that I prefer to stay

home and read or watch a video. It’s more romantic - and a lot

cheaper! Over the past year, I’ve used all the money I’ve made

going out, and I have nothing to show for it. Recently I’ve been

insisting on staying home. Going out every night is unrealistic.

Couples can’t live like that. I have to teach her to be more

responsible. What do you think I should do?

Reasonable

Simulations 52

Unit 2: Try the task again (Student B)

Conflict 1: A mother and her son* Read the letter explaining the son’s opinion about the problem. Your partner will read the letter

explaining the mother’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

I am twenty-seven years old, and I live at home with my mother and sister. I can’t move out,

because my mother doesn’t make enough money. My father left many years ago. It takes all the

money that I make to support them. My dream is to become a writer. I really think that I could

do it if I had a job that allowed me more free time. I could live with less money if I was on my

own, but I am being forced to give up my own dreams for my family. I do it, but my mother

takes it for granted. She doesn’t even show me basic respect. When I get home, she treats me

like I am still a child. I can’t even relax and enjoy dinner because she continually complains. I

can’t stand it anymore. Something has got to change – and soon!

Resentful

Conflict 2: A mother and her daughter* Read the letter explaining the daughter’s opinion about the problem. Your partner will read the letter explaining the mother’s opinion. Discuss the problem and try to resolve the conflict.

Dear Abby,

I’m twenty-six years old. I live at home with my mother and brother. My father left many years

ago. I like to stay home and listen to music rather than go out. People say that I’m very shy. I

have a problem with my hip, and I walk a little strangely. I don’t like people staring at me.

Earlier this year, my mother seemed so unhappy. However, since she decided that I should go to

business school about three months ago she has been happy. I didn’t want to go, because I knew

that we couldn’t afford it. I agreed to go to make her happy. On the first day of class, however, it

felt like everyone was staring at me. I became very nervous. Suddenly, I felt sick and started to

shake. The next thing I remember, I was on the floor. I had vomited. I was very embarrassed,

and I couldn’t go back. I couldn’t tell my mother either. She had been so happy since I had

started school, and I didn’t want her to be sad again. I sat in the park all summer instead of going

to school. I have to do something soon because it’s becoming cold.

Guilty

*Both of these conflicts are adapted from the play The Glass Menagerie by Tennessee Williams.

Revision #1: Review the listening for Units 1-2, and write a conversation in which two people

discuss a problem of your choice and agree on a solution.

53 Simulations

Unit 3: See how well you can do the task (Student A)

Task 1: Read about the school below. Decide the type of person needed.

Washford High School is in London’s inner city.

Truancy, theft and violent behavior are common.

Less than 2% of the students qualify for university.

Teachers must often work weekends & evenings.

Task 2: Read the information about Mr. Maltings. Fill out the form below.

Trevor Maltings

49 years old

15 years as an English teacher

3 years as a social worker

Interests: Reading, fishing and rugby

Trevor is a terrific English teacher and good at dealing with problems. He is strict but fair with

his students. As a social worker he has helped many young criminals. Trevor regularly organizes

weekend and evening events for the local community and coaches an under-sixteen rugby team.

Applicant Evaluation Form

Name:

Age:

Previous Employment: Strengths:

Weaknesses:

Comments:

Simulations 54

Unit 3: Try the task again (Student A)

Task 1: Read about the restaurant below. Decide the type of person needed.

Tuscany is a high-class restaurant in central Tokyo.

Recently the restaurant has been losing money.

The staff consists of 5 Japanese and 3 Italians.

Sometimes there are arguments amongst the staff.

One of the Japanese staff was refused the position.

Task 2: Read the information about Mr. Tosto. Fill out the form below.

Akira Tosto

31 years old

5 years studying restaurant management in Florence, Italy.

2 years as Assistant Manager of an Italian restaurant in Yokohama.

Interests: Reading, making wine, foreign travel

Mr. Tosto has a Japanese mother and an Italian father. He speaks both Italian and Japanese

fluently. He is not a natural manager, but is able to learn from his mistakes. He is popular

amongst staff members. His excellent communication skills help him deal with customers.


Name:

Age:


Weaknesses:

Comments:




55 Simulations


Task 1: Read the advertisement below. Decide the type of person needed.

Washford High School

Full-Time English Teacher

5 years of experience

£16,000 per year (about 350万円)

Interest in sports preferred

Task 2: Read the information about Ms. Heysham. Fill out the form below.

Alice Heysham

27 years old


Interests: Creative writing, cooking

Alice is an excellent teacher. Her patience and kindness make her very good with lower ability

learners. She sometimes has trouble controlling her students, but she is never afraid to ask for

help from senior staff. Last year she taught a very successful evening class in creative writing.


Name:

Age:


Weaknesses:

Comments:

Simulations 56


Task 1: Read the advertisement below. Decide the type of person needed.

Tuscany, the finest Italian restaurant in Tokyo

- Manager -

3 years of management experience

Knowledge of Italian cuisine

Salary based on experience and ability

Task 2: Read the information about Ms. Ishimoto. Fill out the form below.

Yoko Ishimoto

37 years old

Diploma in Restaurant Management

4 years as a part-time waitress in a restaurant in Fukuoka

12 years as Assistant Manager of a successful Kobe pizzeria.

Interests: Movies, classical music

Ms Ishimoto is quiet and hardworking. While working part-time as a waitress she decided that

she wanted to become a restaurant manager. She studied Restaurant Management in Australia.

She added popular new dishes to the menu of the pizzeria she managed in Hiroshima.


Name:

Age:


Weaknesses:

Comments:




57 Simulations

Unit 3: See how well you can do the task (Student C)

Task 1: Decide the type of person needed. What type of person makes a good high school English teacher? Discuss this question with Student D and list your ideas in the box below.

A good high school English teacher

Task 2: Read the information about Ms. Black. Fill out the form below.

Sandra Black

38 years old


7 years as a journalist

Interests: Reading, theatre, music and tennis

Sandra is particularly good with high-level students. Her English classes are famous for being

very difficult, but very enjoyable. She has published two novels. She spends her weekends

writing her novels. She also spends a lot of time with her two children.


Name:

Age:


Weaknesses:

Comments:

Simulations 58

Unit 3: Try the task again (Student C)

Task 1: Decide the type of person needed. What type of person makes a good restaurant manager? Discuss this question with Student D and write down your ideas in the box below.

A good restaurant manager

Task 2: Read the information about Mr. Maldini. Fill out the form below.

Vincenzo Maldini

48 years old

16 years as Manager of a café in Milan, Italy

10 years as Assistant Manager of a restaurant in Florence

Interests: Foreign travel, Japanese culture, soccer

Mr. Maldini has published two books on restaurant management. He also worked with a team of

businessmen to open the largest Italian restaurant in Hong Kong. This restaurant is very

successful. In the past he has fired many people. He is more interested in profit than food.


Name:

Age:


Weaknesses:

Comments:




59 Simulations

Unit 3: See how well you can do the task (Student D)

Task 1: Decide the type of person needed. What type of person makes a good high school English teacher? Discuss this question with Student C and write down your ideas in the box below.

A good high school English teacher

Task 2: Read the information about Mr. Hall. Fill out the form below.

Alan Hall

23 years old

1 year as Assistant English Instructor in Italy

Interests: Poetry, movies, football and swimming

Alan is just beginning his career as a teacher. He is a very good communicator. While helping

Italians to learn English, Alan decided that he liked teaching. He loves all sports and is an

excellent athlete and coach. He trains every morning and evening.


Name:

Age:


Weaknesses:

Comments:

Simulations 60

Unit 3: Try the task again (Student D)

Task 1: Decide the type of person needed. What type of person makes a good restaurant manager? Discuss this question with Student C and write down your ideas in the box below.

A good restaurant manager

Task 2: Read the information about Ms. Furuta. Fill out the form below.

Miki Furuta

50 years old

7 years as cook at an Italian restaurant

20 years as Manager of a yakiniku restaurant

Interests: Opera, Ikebana, wine

Ms. Furuta is looking for a new challenge. She has worked well as manager of a yakiniku

restaurant in Tokyo but has become tired of the job. She is a strong leader who is respected by her

staff. She used to cook Italian food professionally, but changed to management for higher pay.


Name:

Age:


Weaknesses:

Comments:




61 Simulations

Unit 6: See how well you can do the task (Student B) There are some deliveries that need to be made. You have to explain the most efficient delivery route to a foreign co-worker.

Task 1: Plan your instructions Work with your partner. Plan a delivery route from the museum to the cinema. Along the way, you have

to call at the department store, the craft shop and the sports shop.



Simulations 62

Unit 6: Try the task again (Student B) There are some deliveries that need to be made. You have to explain the most efficient delivery route to

a foreign co-worker.

Task 1: Plan your instructions Work with your partner. Plan a delivery route from the town hall to the furniture shop Along the way, you have to call at the cake shop, the newsagent’s and the travel agency.




Revision #4: Review the listening for this unit, and write a conversation in which a person explains a

delivery route of your choice to a fellow employee.

63 Simulations


Below are three customer service situations. Read your role and objectives in each and complete them with your partner.

Situation 1 You are arriving at a family restaurant for dinner. The details about yourself and task are below.

First decide your answers to the following questions:

1. Are you a smoker or a non-smoker? 2. What do you like to eat when you visit a family restaurant?

Answer the host’s questions and find out where the lavatories are located.

Situation 2 You are a sales representative at a travel agency. You have a call from a foreign customer.

The customer would like to fly to Paris. The following information will help you to assist her:

1. Availability: ANA (others sold out) 2. Prices:

1 June – 15 July: 115,000 16 July – 20 August: 125,000

21 August – 9 September: 105,000

3. No discounts currently available Be sure to answer all of the customer’s questions and get contact information.

Situation 3 You are a sales representative at a real estate agency. You have a telephone call from an English-speaking customer. The details you need to assist her are below.

You would like to rent an apartment for a student. There are two student apartments available.

1. Rent: single-room apartment 48,000; two-room apartment 59,000 2. Both ten minutes from university

3. Viewing: weekdays 3-5pm Try to arrange a time to show the customer the apartments. Be sure to collect the customer’s

contact information.

Simulations 64


Below are three customer service situations. Read your role and objectives in each and complete them with your partner.

Situation 1 You are the host in a family restaurant. A foreign customer has just arrived and requires assistance. The details of your task are below.

You should greet the customer, ask about seating preferences, then take the order. You should

also try to answer any questions that the customer has. Please note the following: 1. The restaurant has an area for smokers and an area for non-smokers.

2. Window-seats are available.

3. The public telephone is just to the left of the salad bar.

Situation 2 You are calling a travel agency to get some information about available flights. The details about yourself and the ticket you would like are below.

You would like to go to Bangkok. First decide your answers to the following questions:

1. When do you want to travel (between 1 November and 31 January)? 2. Would you like a one-way ticket or a return ticket?

3. How much money can you spend? 4. Are you traveling alone or with others?

Then find out about flights from the travel agent. Give any information asked for so that the best ticket and schedule can be located.

Situation 3 You are calling a real estate agency to get some information about the apartments currently available.

The details about yourself and the apartment you would like are below.

You would like to rent an apartment that is suitable for a family of three. First decide your

answer the following questions:

1. How much money can you afford to spend? 2. Do you want to live close to university or close to the city center?

3. What size of apartment do you want? Then find out about apartments from the real estate agent. Give any information asked for so

that the best apartment can be located.

Homework: Page 29, Step 2. Page 30, Task 1.

Revision#5: Review the listening for this unit, and write a conversation in which a clerk and a

customer complete your choice of customer service situation.

65 Simulations


Situation 1 You telephone a travel agency to organize your flight. The details are:

(1) Destination: Seoul

(2) Departure date: 23 May – round-trip ticket (3) Preferred airline: ANA (other, if necessary) (4) Budget: ¥27,000.

(5) You will be traveling alone.


Price

Date

Airline

Payment

Situation 2 You are a sales assistant in a travel agency. A customer calls you to buy some air tickets. Use the

information below to arrange the customer’s flight (all prices are in Japanese yen).

Airline

Ticket Type July 6 July 7 July 8 July 9 July 10

JAL One-way

Return

180,000

330,000

180,000

330,000

200,000

370,000

210,000

390,000

210,000

390,000

BRITISH

AIRWAYS

One-way

Return

160,000

240.000

160,000

240,000

180,000

260,000

190,000

280,000

190,000

280,000

ANA One-way

Return

130,000

210,000

130,000

210,000

140,000

230,000

150,000

250,000

150,000

250,000


Make sure you collect at least the following information:


Departure date

Return date

Airline

Ticket type

Price

Simulations 66


Situation 1 You are a sales assistant in a travel agency. A customer calls you to buy some air tickets. Use the

information below to arrange the customer’s flight (all prices are in Japanese yen).

Airline

Ticket Type Nov 11 Nov 12 Nov 13 Nov 14 Nov 15

JAL One-way

Return

75,000

140,000

80,000

145,000

80,000

145,000

85,000

150,000

85,000

150,000

ANA One-way

Return

60,000

110.000

65,000

115,000

65,000

115,000

70,000

130,000

70,000

130,000

CATHAY

PACIFIC

One-way

Return

40,000

75,000

45,000

85,000

45,000

85,000

50,000

90,000

50,000

90,000


Make sure you collect at least the following information:


Departure date

Return date

Airline

Ticket type

Price

Situation 2 You telephone a travel agency to organize your flight. The details are:

(1) Destination: Sydney (2) Departure date: 25 February (23 or 24, if necessary) – one-way ticket

(3) Preferred airline: JAL (other, if necessary)

(4) Budget: ¥140,000 per person.

(5) You and two friends.


Price

Date

Airline

Payment

Homework: Page 37.

Revision #6: Review the listening for this unit, and write a conversation in which a customer and a

clerk complete Situation 2 above.

67 Simulations


Apartment 2 Now take turns promoting apartments. Promote the apartment below to your partner. Do your best,

using your own English!

Heian Plaza Single-room Apartments: 34,000-37,000!


Parking: 4,000 yen


Floor Plan

This apartment block is right outside a subway station

and just seven minutes from the university.

All of the balconies are south-facing.


Western Flooring

Air conditioning

Balcony

Electric hotplate

Cable Television

As a pair, decide which apartment sounded the most attractive.

Circle your decision: Meiji Heights Heian Plaza

Simulations 68


Apartment 1 Plan your promotion of this apartment. Make each promotional feature sound as attractive as possible.

Then promote the apartment to your partner. Be sure to look up when you speak.

Showa Mansions Three-roomed apartments: 68,000 – 72,000


Parking: 8,000 yen


Floor Plan

This eye-catching pink building is just a 5-minute walk from the station.

A supermarket and a primary school are only an 11-minute walk away.

Extras Shower

Western Flooring


Air conditioning

Balcony

Shower head on wash basin

Plan each promotional feature you will mention

Apartment 2 Now promote a second apartment without planning time. Do your best using your own English.

Taisho Heights Three-roomed apartments: 82,000 – 87,000


Parking: 8,000 yen


Floor Plan

This ten-floor building is within a 15-minute walk of

an elementary school and a middle school.

Parking space for two cars is available.

Extras Shower


Balcony

Air conditioning

Cable Television

Elevator



promotes an apartment of your choice to a customer.

69 Simulations

Unit 11, See how well you can do the task (Student B) Take turns promoting your apartments to each other. Then compare them and find the five differences between them. Finally, decide how to best explain these differences in English. The first one is done for

you.

Apartment 1 Intelligence Mansions

Student Apartments: 39,000 – 45,000!

Costs Maintenance: No charge

Parking: 4,000 yen


Floor Plan

Only a 7-minute walk to the station and the university.

Many south-facing balconies available

This building was completed in February of this year.


Western Flooring + Loft

Propane Gas

Air conditioning

Balcony

Auto lock door

Five Differences 1. Apartment A is 5 min.'s from the station, whereas Apartment B is 7.

2.

3.

4.

5.

Apartment 2 Evergreen Mansions

Studio Apartments: 41,000 – 46,000!


Parking: 4,000 yen


Floor Plan

Overlooking Suzuki Park

Just a 7-minute cycle ride from the university

Cable television at no extra charge!


Western flooring

Gas hotplate

Air conditioning

Balcony

Cable television

Five Differences 1.

2.

3.

4.

5.

Simulations 70

Unit 11, Try the task again (Student B) Work with a new partner to promote apartments. Find the differences. The first one is done for you.

Apartment 1 Royal Plaza

Three-roomed apartments: 56,000 – 63,000


Parking: 7,000 yen


Floor Plan

South-facing with an 11.5 mat living /dining room and kitchen.

Only a 2-minute walk from the subway.

Extras Shower


Shower head on wash basin

Air conditioning

Balcony

Elevator

Five Differences 1. Apartment A has a larger living room than Apartment B.

2.

3.

4.

5.

Apartment 2 Sky Palace

Four-roomed apartments: 53,000 – 57,000


Parking: 8,000 yen


Floor Plan

Many Sky Palace apartments are south-facing.

Bicycle parking available in front of the main entrance.

Extras Shower


Bidet

Air conditioning

Two balconies

Microwave oven

Five Differences 1.

2.

3.

4.

5.

Homework: Page 45. Page 46, Step 3 (planning). Complete the box at the bottom

of Page 47.

71 Simulations

Appendix 2: Tapescripts

73 Simulations

Unit 1 - Warm up

1 – Match the beginning and ending of

each sentence. Listen and check your answers. My friend has a problem with her accommodation. She likes her apartment,

but her neighbors are really noisy. I think

she’s got two options: one, she can complain; or two, she can move.

My friend lent money to someone who

hasn’t returned or even mentioned it. If I

were in that situation, I would probably do something soon. I might casually mention it

to the person.

Tom may quit his job to become a painter, but he is worried about money. Should he

follow his instincts, or keep his job? I

recommend that he keep his job and paint in his spare time.

Unit 1 - Learn new ways to do the task

2 – Listen to native speakers trying to

solve the problems that you just discussed. Decide whether each statement is T (True) or F (False), according to each conversation. Problem 1 A: What do you think about this problem?

Should she actually stop work, or should she

borrow money from her parents and then concentrate more on her studies?

B: I think she’s got two options: one, she

can try and borrow money from her parents;

or two, she can talk less on her mobile phone and get a job which pays less money

but allows her to take more time off work.

A: She could also probably find somewhere cheaper to live and move.

B: Yeah.

A: That might be an option. So she could actually reduce her expenses. Also, if things

do get worse with her academic work she

might just have to tell her boss straight, “I’m sorry, I can’t come every day. I need

three days off a week to concentrate on

study.”

B: Yes. I think she has to be stricter with her boss and tell him straight that her work

should come first and so far it’s been taking

a back seat. It’s about time that was changed. If it comes to the worst, and she

finds herself in serious financial difficulty, she could have a word with the university.

Hopefully that wouldn’t happen.

A: Yes. Facing the problem head-on and

making a change has to be the way to go.

3 – Problem 2

B: This is a difficult one. I’ll let you go first.

A: Well, if it were me in this situation, I would probably have to say something

pretty soon. I wouldn’t wait two months anyway.

B: No, no.

A: I would wait for the next time I saw that person and mention it casually – make a

joke about it. I would say, “Could you give me three thousand yen because, after all,

that’s what you owe me?”

B: Another option would be just to do the

same thing. She could ask to borrow the same amount of money off her friend. That

way she would get her money back. If the

friend ever mentions that she wants the money back, she could just say, “We’re even.

You borrowed the money off me in the first place.”

A: It would probably be best to smile and

clearly explain the whole situation to her.

B: You could do that, yeah.

A: She never usually lends money so I don’t

think she has a major problem. In this case,

she should try to get her money back A.S.A.P. and learn from this experience.

B: Yeah, I agree with what you said earlier.

If this friend is a good friend, she should feel open enough to ask for the money back

Simulations 74

in a lighthearted way, like, “Oh, I haven’t

got any money at the moment. Oh, how about that 3000 yen you owe me? You can

pay it back now if you like.”

A: That’s right. A friendly, humorous request

for the money would be the best thing to do.

4 – Problem 3

B: So a student wants to live abroad for a

while but her parents don’t like the idea. What advice would you give?

A: Well I think it would be good if she could go abroad to study for at least a year. It

would just make her a better person. She could see something of the world. It would

probably make her grow up a lot. Of course,

if she can actually justify it by saying she’s earning credits towards her degree at

university then that makes it all the better.

B: Exactly. Her parents should realize that globalization is becoming more important -

especially in Japan - and the more foreign

language skills and other skills she can pick up in a foreign country, the more it can help

her even if she decides to live in Japan after she comes back. It will actually give her

more options in the work place. Yes. I think

she should use those arguments to persuade her parents to let her go.

A: Well, her parents have got a good point.

They don’t want her to go just anywhere for

her own safety. I mean, I wouldn’t really recommend going to America right now,

would you?

B: I am not really sure how risky it is.

A: Okay. Well, what about Britain? I

recommend she go to London or somewhere like that.

B: I recommend she go to Australia because

it’s probably going to be cheaper for her, it’s

nearer and the weather’s nicer. I understand that there are many university exchange

systems between Australian universities and Japanese universities.

A: That sounds perfect. I agree with you. I’d

choose Australia for sure if I were her. I think that were she to travel abroad on a

university exchange system, her parents’ fears might be eased. That’s it. I’d talk

about Australia and university exchange

systems with my parents.

5 - With a partner, try to fill in the

missing words in the extract from Problem 2. Then listen and check your answers. A: Well, if it were me in this situation, I

would probably have to say something pretty soon. I wouldn’t wait two months

anyway.

B: No, no.

A: I would wait for the next time I saw that

person and mention it casually – make a joke about it. I would say, “Could you give

me three thousand yen because, after all, that’s what you owe me?”

B: Another option would be just to do the same thing. She could ask to borrow the

same amount of money off her friend. Unit 2 – Warm up

6 – Complete the following conversation

with a partner. Listen and check your answers. A: What do you think the mother and daughter should do to solve their problem?

B: It seems to me that the mother is being too possessive.

A: I think you are right. I was going to say

the same thing.

B: On the other hand, it seems that her

daughter is being very selfish.

A: That might be a little harsh. She is just at a difficult age.

B: Well, I guess the central problem is a failure to communicate.

75 Simulations

A: That’s right. They have to find a way to

talk to each other. Unit 2 – Learn new ways to do the task

7 – Listen to native speakers resolving

the mother-daughter conflict. According to the opinions in the discussion, decide whether each statement is T (True) or F (False).

A: Okay, so we’ve got this relationship problem between the seventeen-year-old

daughter and her mother. It seems that the

mother is making the daughter really busy at home, giving her lots of jobs, and the

daughter is rebelling. I don’t know. What do you think?

B: Maybe they both need to give in a little

bit. It seems to me that the mother wants

the daughter around too much and is clinging to her. On the other hand, it seems

that her daughter is being a little selfish. She has changed recently and she’s not

really being nice to her mother anymore.

A: So you think they need some kind of

compromise?

B: Yeah.

A: They need to find some middle ground?

B: Yes. They have to compromise.

A: How can that be achieved? Would you

suggest a schedule? For example, should

the daughter stay at home three nights a week? Does it need to be that strict?

B: I don’t like that.

A: What do you think they should do?

B: It seems to me that the daughter needs to help more at home. I think they need to

sit down and talk about what’s happening.

A: Do you really think that would help? It

might cause more conflict.

B: I think I agree with you. So, the real problem is communication.

A: Getting someone they trust to mediate may be the best way to go.

B: That sounds like a good idea. A third

party they can both trust might help them to

reach a compromise.

A: How would you get the daughter to do it? I don’t think the daughter would listen at

the moment. I don’t think the daughter will sit down with her mother.

B: That is probably true. But, it looks like they used to be quite close and she said she

doesn’t mind helping sometimes. So, perhaps she is still open to talk a little with

her mother. I think if she knew what the

talk was going to be about and that they were both going to contribute something, or

give up something, the daughter would be willing to communicate. I really recommend

that they talk about the problem.

A: I agree with that. Maybe they need to

discuss the problem soon because the daughter’s grades are getting worse. Yes,

this is a problem that needs addressing quickly.

B: Yeah. They should do something soon.

A: So, we recommend that they invite a third party, meet up soon, discuss it and

reach a compromise.

B: Yes. They are both going to have to give

up something, I think.

A: That’s true. Okay.

8 - Tick () the responses that you

think were used to expressions 1 and 2. Then listen again and check. Unit 3 – Warm up


each sentence. Listen and check your

answers.

Simulations 76

Opening the discussion

I suppose we should discuss the candidates one by one. This candidate doesn’t seem to

have enough experience. We can cross him out straight away.

Concluding the discussion That leaves us with these two. This

candidate is certainly the best match. Why don’t we go for him?

Unit 3 – Learn new ways to do the task

10 – Listen to native speakers deciding

and tick () who the correct person for the job is. A: Okay, so we need to find the best candidate for the post of English Teacher at

this high school. Let’s go through these candidates one by one and see who’s

suitable and who isn’t.

B: Yes, that sounds like a good idea to me.

First of all, the easiest one for me to eliminate is Alan Hall. He just doesn’t have

enough experience.

A: You are right. He is a long way from five

years’ experience. He hasn’t even taught a proper class yet.

B: Yeah. We can cross him out.

A: There was another candidate I would cross out because she doesn’t match what is

being asked for. I am talking about Sandra Black. She is good at teaching high-level

students, but at this school not so many

students go on to university.

B: You are right. She also spends her weekends writing. That’s great, but at this

school it seems that the teachers are expected to work at weekends. She just

doesn’t have the right lifestyle for the job.

A: So, why don’t we begin by eliminating

those two? It seems clear that they are not suitable for the job. We can cross them off

right away.

B: Okay. I like this Alice Heysham. She has

got enough experience.

A: Yes.

B: The thing that I like most about her is that she is good at teaching students of

lower ability. At this school she is sure to

have lower ability classes. What scares me about her, however, is that sometimes she

has difficulty controlling her students.

A: That scares me too. I think the safer bet would be Trevor because of his experience

in dealing with serious problems. He has

been an English teacher for fifteen years and worked as a social worker for three

years. That has to be a good background for a teaching post at such a difficult school. He

is even experienced in dealing with young

criminals. So the first two reasons for choosing him would be his fifteen years’

experience as a teacher and his background in social work.

B: That’s right. It also says that he is a very

good English teacher. That, of course, is

very important.

A: Of course. On top of that he is involved in community work – and this school seems to

be involved in the local community.

B: He is even interested in sport, particularly

rugby. The advertisement mentions an interest in sport. Yes. This candidate looks

perfect.

A: I agree. We have to select Trevor.

11 – Listen again and write three

reasons why that person is the correct choice.


missing words in the extract from the discussion you just heard. Then listen and check your answers.

B: First of all, the easiest one for me to

eliminate is Alan Hall. He just doesn’t have enough experience.

77 Simulations

A: You are right. He is a long way from five

years’ experience. He hasn’t even taught a proper class yet.

B: Yeah. We can cross him out.

A: There was another candidate I would cross out because she doesn’t match what is

being asked for. I am talking about Sandra Black.

13 – Listen to expressions from

another discussion about the same candidates. Try to write exactly what was said.

1. Let’s begin by discussing the candidates one by one. Proposing a strategy

2. We can cross out Alice Heysham. She

can’t control students well. Eliminating a

candidate

3. Alan Hall can go too. He is just too young and inexperienced. Eliminating a

candidate

4. Sandra Black is a possibility. She seems

to be an excellent teacher. Recommending a candidate

5. I don’t think that she is suitable. It is

unlikely that she will be happy working

weekends. Eliminating a candidate

6. It seems clear that Trevor’s experience and interests make him the strongest

candidate. Recommending a candidate

7. I agree with that entirely. Trevor is the

best choice by far. Confirming a final choice

14 – Listen again. Check your answers.

Then work with a partner. Read what you wrote. Your partner will follow the tapescript

on p. 77 and correct. Change roles and

repeat.

Unit 4 – Warm up


each sentence. Listen and check your answers. A: We need to prepare two more interview questions.

B: I think at least one question should be about previous experience.

A: I can go along with that. That’s an

important factor.

B: How about asking each candidate to run

through his or her employment history?

A: That sounds a little vague. Why not just ask about computer experience?

B: Great. Now we just need one more question. Any other ideas?


16 - Listen to native speakers planning

this interview. Note the reason for asking each question in the box provided. The first one is done for you.

A: We have to plan some interview questions for the position of International

Sales Representative. We need two easy questions, two difficult questions and a

couple of very difficult questions. I suppose

we should think about the type of information that we want. What do you

think? What type of information do we need?

B: Okay. I can think of a few things right away, but we are obviously going to have to

open with an easy question to ease the situation a little.

A: So, a simple question like, “What are

your hobbies?”

B: Yes, something like that. We should also

try to determine suitability. How about, “Why do you want a job with this

company?” This could be followed by, “If

you were to work for this company,

Simulations 78

what kind of work would you like to

do?” The candidate’s answers to these questions should tell us whether she will fit

in here. They will also let us know whether the candidate has done any research into

the company; it could really expose a poor

candidate.

A: Good. So we have three questions already. Do you have any other ideas?

B: Well, I would also like to know more

about the candidate’s personality.

A: I like the idea of looking at personality.

How about, “Who do you respect most, and why do you respect this person?”

B: Excellent. If we ask that question we should get some idea of the attitude and

potential of the candidate, but that’s a fairly difficult question. Maybe that could be our

fifth question, for our fourth question, perhaps we could ask something a little

simpler. As many of the candidates will be

straight out of university, a question about maturity might be in order. Let me think.

What about, “Are you able to handle responsibility?”

A: I like the idea, but candidates might simply answer ‘Yes’. Let me see. “What do

you think is the difference between being a student and being a member of

society?” How about that?

B: Yes, that’s much better. That question

could tell us a lot.

A: Okay. So that takes care of the fourth and fifth questions. We just need one more

question.

B: Well, just to get a final impression, how

about asking a really difficult question - just to see how well the candidate can adapt to

the situation.

A: That seems fine to me. How about

something that requires some thought, perhaps an analogy. This should give us an

idea about the candidate’s verbal skills. As they are applying for a sales position, why

not ask something like, “If the color blue

describes sadness, what color describes a salesperson?” to see how

they conceptualize this role.

B: Excellent. The answer will not only tell us

about how the candidate feels about the position, but also about the affinity it has

with their personality.

A: Yes. Well, that gives us six interview questions.

B: And I don’t think we have any weak ones at all. Okay, we’re finished.

17 – Listen again. Questions similar to

the ones they decided on are provided above. Circle the differences. Unit 5 – Warm up

18 – Match the beginning and ending

of each sentence. Listen and check your answers. We are short of time, so we need to move really efficiently. Why don’t we start by

locating the places on the map? After that we can plan our route.

It would be best to go to the hospital first.

Then we should keep going along the same

road to the post office. The bakery is close to the post office, so let’s go there next.


19 – Listen to native speakers trying to

solve a similar problem. Draw the route they decide upon on the map. A: Okay. We have got a list of seven things

to do. We have to go from place to place as efficiently as possible.

B: Right. Why don’t we locate all the places we have to visit on the map, then draw in

the best route possible. We just need to avoid backtracking.

79 Simulations

A: Okay, so we’ve got to go to the cake

shop, the chemist’s, the department store, the supermarket and the library.

B: That’s right. We’ve also got to find our

way to the police station and the post office.

Oh, don’t forget that we have to begin at our house and finish up at a friend’s house.

A: Yeah. That’s important. Okay. Well,

looking at these places on the map it seems that we should begin on the right-hand side

and work across to finish up at the friend’s

house.

B: I agree. How about starting off by going down Hill Avenue to the cake shop?

A: That seems sensible. From there we could go to the supermarket, and the

department store. Those places are right near each other.

B: Good. We’re already halfway through it.

From the department store we should head

down Horn Street and onto South Street to the chemist’s.

A: We could go that way. What about the

library though? Don’t you think we should

go there next?

B: I was thinking of going to the chemist’s, and the police station before going to the

library.

A: I think it might be quicker to go back up

Horn Street and Hill Avenue, then turn into Giles Road to the library. From there we

can keep on Giles Road to the chemist’s.

B: I see. I’m not sure which is more efficient.

We’d better make a decision.

A: Well. I would favor heading for the library before the chemist’s.

B: Fair enough. Then from the chemist’s we should follow South Street along until we

reach the police station.

A: Yes. Then I guess we should head for the post office along Fir Street.

B: Right. Then we can just leave the post office and go to the friend’s house next door.

A: That’s it. We’ve done it.


missing words in the extract from the discussion you just heard. Then listen and check your answers.

B: From the department store we should

head down Horn Street and onto South

Street to the chemist’s.

A: We could go that way. What about the library though? Don’t you think we should

go there next?

B: I was thinking of going to the chemist’s,

and the police station before going to the library.

21 – Listen to expressions from

another discussion about the same problem. Try to write exactly what was said.

1. Let’s look at the map and plan out these last three chores. Task structuring

2. How about going to the supermarket to get the groceries next? Suggesting an

idea

3. I guess we should then pick up the cake and head to the party. Okay? Suggesting

an idea

4. Don’t forget that we have to go to the

post office. Adding information

5. We can go there on the way to our

friend’s house. It is right next-door. Suggesting an idea

6. That’s it. We’ve finished. I think our plan

looks good. Closing the task



Simulations 80

on p. 79 and correct. Change roles and repeat. Unit 6 – Warm up

23 – Complete the set of instructions

with a partner. Listen and check your answers.

You are going to have a busy morning, I’m afraid. You’ve got to make deliveries at the

travel agent’s, the sports center and the

post office. Let me tell you how to get it all done as quickly as possible. First, go straight

down Bond Street to the post office. When you leave the post office, head down Fir

Street to the sports center. It will be right in

front of you. You can’t miss it. Turn right out of the sports center. You should find

yourself on South Street. At the end of South Street you should turn right onto Pine

Road. The travel agent’s will be on your right just after the corner.


24 – Listen to two sets of directions.

Draw the routes on the map.

Delivery Route 1 A: So, to make these deliveries, you need to

go from here, the post office, to the off-

licence via a pet shop, the library and a furniture shop.

B: Yes. Okay.

A: Well, first of all I’d turn left out of the post office and take the first right. You’ll find

yourself on Fir Street. Go straight down Fir Street and you’ll see a furniture shop in

front of you. It’s on Charles Road.

B: So I go straight down Fir Street and I’ll

see the furniture shop in front of me.

A: That’s it. In front of you and a little to your right.

B: Okay.

A: Next, I recommend that you head towards the library. Turn right out of the

furniture shop and take the second left.

You’ll be on Acorn Lane. Go straight along

Acorn Lane and turn right onto Crown Road. The library will be on your left.

B: So, it’s right out of the furniture shop,

second left, and right onto Crown Road.

A: You’ve got it. When you’ve finished at the

library, leave the building via the Giles Road doors, turn left and head up towards the T-

junction in front of you. You’ll see the pet shop on your right. It’s on Hill Avenue.

B: That sounds simple enough. How do I get from the pet shop to an off-licence?

A: Of course. As you leave the pet shop,

head towards the supermarket. You can’t

miss it. The off-licence is at the far end of the supermarket. It’s on Horn Street.

B: Horn Street. Okay, I think I understand.

Thank you very much.

Delivery Route 2

A: So this delivery route will take you from here, the police station, and go on to a

hardware shop, a shoe shop and a bank before arriving at the cinema.

B: I see.

A: The quickest way would be to go to the hardware shop first, then the bank, then the

shoe shop. Okay?

B: Sure.

A: Okay. As you leave the station, head up

towards a café. You’ll see it if you look to your left as you step outside. When you

reach the café, turn right. You’ll be on South

Street. The hardware shop is the third place on the right.

B: So I turn right at South Street and I’ll find

it on my right.

A: That’s right. Next, head up Horn Street as

you leave the hardware shop and you’ll see a bank on your left. After that you can keep

going up Horn Street, turn left at Hill

81 Simulations

Avenue and you’ll see a shoe shop on your

right. It’s just opposite a clothes shop.

B: So the bank is on Horn Street and the shoe shop is on Hill Avenue?

A: Yes. Good. Now, to get to the cinema, turn right out of the shoe shop and turn left

at the T-junction. Then, take the first right. The cinema will be the third building on your

left.

B: So, it’s right out of the shop, left at the T-

junction and then right.

A: Yes. I’m afraid you have a long walk ahead of you.

B: Never mind. Thanks for your time.

A: You’re welcome.

25 - Read the directions below. Listen

to Delivery Route 1 again and correct the mistakes.

26 – Using the map above, write the

directions required. Listen and note any differences.

1. Turn left out of the bakery and head

down Fir Street. You’ll see the bank on your right.

Bakery - Bank

2. Go down South Street and turn left onto

Giles Road. The Italian café is just down there on the right.

Craft Shop – Italian Café

3. Turn to your right as you leave the pet shop. As you walk down Hill Avenue you’ll

see the dentist’s in front of you.

Pet Shop – Dentist’s

4. Walk towards the museum and turn left onto Green Street. The cinema will be on

your right.

Town Hall - Cinema

Unit 7 – Warm up

27 – Complete the following

conversation with a partner. Listen and check your answers. A: Good morning. How can I help you?

B: I’d like some information about flights to

San Francisco.

A: Certainly, when are you planning to travel?

B: Actually, I’d like the cheapest fair possible.

A: Okay, could you give me your name and telephone number?

B: Sure, my name is Joe Woodbridge and

my number is 624-8477.

A: Okay, that’s 624-8477. I’ll get back to

you as soon as possible.

B: I’ll be waiting for your call.

A: Thank you for calling Galaxy Tours.


28 – Native speakers will be in the

same situations. Decide whether each statement is T (True) or F (False).

Restaurant

A: Hello. A table for one?

B: Yes please.

A: Smoking or non-smoking?

B: Non-smoking please. Would it be possible

to have a window-seat?

A: Of course. Please follow me.

A: Are you ready to order?

B: Yes, thank you. I’d like the chicken salad and a coffee, please.

Simulations 82

A: Certainly. One chicken salad and one

coffee. Would you like anything else?

B: No, that will be all. Oh, could you tell me where the toilets are, please?

A: Yes. Just walk straight past the salad bar, turn left and you’ll see them on your right.

B: Okay, thank you.

A: My pleasure.

Travel agency A: Good morning, Travel Tickets Limited.

How can I help you?

B: Hello. I’d like some information about

flights. I’m considering a trip to Paris.

A: Certainly. May I ask when you are

thinking of traveling?

B: I’ll probably make the trip in early August. Could you tell me which dates are available?

A: Well, flights leave Tokyo for Paris on the

3rd, 5th, 7th, 10th, 12th and 14th of August.

Seats are still available on all of these flights.

B: That’s great. Could you let me know how much an economy class return ticket will

cost?

A: That will be 128,000 yen.

B: I see. Are there any special offers

available?

A: This summer we are offering family

reductions. Are you planning to travel in a family group?

B: I’m afraid I’ll be traveling alone.

A: In that case, the cheapest available ticket is priced at 128,000 yen.

B: Okay. How soon should I book?

A: I recommend that you pay a deposit within a week to be sure of securing a seat.

B: Well, I’m pretty sure that I’ll be needing

one. Would it be possible to hold a seat for me for a few days? I’ll be able to come to

your shop next Wednesday to pay a deposit.

A: That should be fine. Could I take your

name and telephone number?

B: Yes, it’s Terry Waters. My number is 0941-122321.

A: 0941-122321. Could I just ask for the

date on which you wish to travel?

B: Of course. I’d like a ticket for the flight

leaving on the 5th and returning on the 23rd. Is that possible?

A: Yes. Okay, I have a ticket reserved in your name. We can hold it for a maximum

of seven days.

B: Great. Thanks very much. I’ll be in on Wednesday.

A: Thank you. Good-bye.

B: Bye.

Real estate agency

A: Good afternoon. Anderson Homes.

B: Good afternoon.

A: How can I help you?

B: I’m a student and I’d like to rent an

apartment quite close to the university from March. Do you have anything available?

A: Yes, we do. At the moment we have five

properties available in the area you are

looking for. Would you like to view them?

B: Well, first of all, could you talk to me about sizes and prices?

A: Certainly. Three of the apartments consist of a single living area and include

cooking facilities and, of course, a bathroom. Two of them cost 48,000 yen per month.

The other is a little older and, therefore, is a little cheaper. The rent is 45,000 yen per

83 Simulations

month. The other two properties are much

larger. Both have a kitchen/dining room and three tatami rooms. They cost 82,00 yen

and 85,000 yen per month. All of these properties are within a kilometer of the

university.

B: I see. I’m interested in the small

apartments. Would it be possible to take a look at them?

A: Of course. Are you free tomorrow

afternoon?

B: I’m afraid not. How about the day after

tomorrow?

A: That would be fine. Could you come to

our Kitagata office at 2.00pm?

B: Yes, I can make that. I know where the office is.

A: Good. May I just take your name and

telephone number?

B: Yes. I’m Mike Washford and my number

is 0973-532986.

A: That’s 0973-532986. Okay. A member of

our staff will be waiting for you on Thursday. Thank you for calling.

B: Thank you.

A: Good-bye.

B: Good-bye.

29 – Listen again. Answer the

questions below. All of the options are correct English.

30 – There will be a pause after each

expression. Try to write exactly what was said.

1. Hello. A and F Travel. How can I help you? Greeting

2. Hello. Could you let me know the price of

an economy class return flight from Tokyo to Berlin, please? Requesting information

3. Certainly. That would be 132,000 yen.

Giving information

4. That is 132,000 yen. Okay. Thank you

very much. Confirming and thanking

5. You’re welcome. Thank you for calling A and F Travel. Good-bye. Thanking and

closing


Then work with a partner. Read what you wrote. Your partner will follow the tapescript on p. 83 and correct. Change roles and repeat.

Unit 8 – Warm up


of each sentence. Listen and check your answers. I’d like a coffee and the barbecue chicken.

No, cancel that. Perhaps the lemon chicken would be better. I don’t know. Which do

you recommend?

Well, the most popular of the two is the

barbecue chicken. The sauce is a local recipe and is absolutely delicious. I’m sure

that you will love it. Unit 8 – Learn new ways to do the task

33 – Listen to a conversation in which

a waiter in this restaurant takes an order. Write the order down in as few words as necessary to identify the items on the menu. A: Are you ready to order?

B: I think so. Could I just ask what this Three Cheese Chicken is?

A: Well, it’s slices of roast chicken in a bun

with three types of cheese: Cheddar, Swiss

and mozzarella. Of course, it’s served with lettuce, tomato, onion, pickles and fries on

the side.

Simulations 84

B: That sounds good. Are the portions really large?

A: Yes. If you are hungry, I would

recommend it.

B: Well, I don’t know that I could eat that

much. Perhaps I should go for a salad. Is the Mexican Salad very spicy?

A: No, it’s actually rather mild.

B: Okay. I think I’ll take that and a Pepsi.

A: Okay. Would that be all?

B: Yes, thank you.

A: Okay.

34 – Try to fill in the blanks in the

questions from the conversation. Then listen and check.

35 – Listen to part of a second

conversation in which the same waiter takes another order. After each turn, there will be a pause. Try to write exactly what was said.

1. Could you tell me if it’s possible to have the Chicken Salad without dressing?

Asking for information

2. Certainly. Any of the salads can be served with or without dressing. Giving

information

3. The chicken salad is delicious with or

without. Encouraging an order

4. In that case, I’d like the Chicken Salad,

without dressing, and a cup of tea. Making

an order

5. No, change that. I think I’d like hot chocolate instead of tea. Changing an

order



on p. 84 and correct your mistakes. Change roles and repeat. Unit 9 – Warm up

37 – Complete the following

conversation with a partner. Listen and check your answers. A: Good morning, Transworld Travel. How may I help you?

B: Hello. I’d like some information about

flights.

A: Okay. Where are you planning to go?

B: I need to be in Chicago on Saturday for a

meeting. If possible, I would like to leave from Narita on Thursday.

A: If you’ll just hold for a moment I’ll check availability.

B: Fine.


38 – Listen to native speakers

completing Situation 1. Complete the form below. Then check your own answers. Were you able to find the best reservation? A: Hello, how can I help you?

B: Hello. I’m trying to get some information

about flights.

A: Okay. Where are you thinking of traveling

to?

B: I’d like to fly to Seoul.

A: When do you wish to depart?

B: I want to leave Japan on May 23rd.

A: How about a return date?

B: Well, I’d like to fly back on the 27th.

A: Okay. May I ask whether you have a preferred airline?

85 Simulations

B: I want to fly ANA if possible.

A: Okay. Would you like to fly business class

or economy class?

B: I don’t want to spend more than 27,000

yen.

A: Okay. The ANA return flight leaving May 23rd costs 38,000. The cheapest option

would be Korean Air - that’s 26,000.

B: Okay. The most important thing is my

budget this time so that’s the ticket I’d like.

A: Okay. Would you mind if I just take your name?

B: It’s Hartford. That’s H-A-R-T-F-O-R-D.

A: Can I take your phone number?

B: Yeah, it’s 0136-456-700

A: That’s 0136-456-700. Good. I should tell

you that payment must be made in full three weeks prior to departure.

B: Okay. I’ll come by and make the payment

tomorrow.

A: Thank you. And thank you for calling.

B: Good-bye.

A: Good-bye.

39 – Now listen again. The questions

that the travel agent used to get the necessary information are provided below, but there are seven differences. Find and correct them.

40 – Now listen to native speakers

completing Situation 2. Complete the form below. Then check your own answers. Were you able to find the best reservation? A: Hello. What can I do for you?

B: Well, I’d like to book a flight if possible.

A: Certainly. Where do you wish to fly to?

B: London.

A: I see. When do you wish to leave Japan?

B: If possible I’d like to fly out on July 8th.

A: July 8th. Okay. Will this be a return ticket?

B: No. I only need a one-way ticket.

A: Right. Would you like to fly with any particular airline?

B: If at all possible, I’d like to fly British

Airways.

A: Well, a British Airways one-way flight

departing for London on July 8th costs 180,000 yen.

B: Oh. That’s a little expensive.

A: May I ask how much you were thinking of spending?

B: Yes. I can’t spend more than 170,000 yen.

A: Well, you have a couple of choices. If you leave on July 6th or 7th you can fly with

British Airways for 160,000 yen. If you’d prefer, however, you could fly with ANA.

ANA’s prices are 130,000 yen for July 6th

and July 7th. A flight on July 8th would be 140,000 yen.

B: Okay. I think I’d like the July 7th flight on

British Airways.

A: Fine. Could you let me know your name?

B: Certainly. My name is Robert Ludley.

A: Thank you. Could I also take your phone

number?

B: My phone number is 0341-775-3976.

A: Okay. That’s 0341-775-3976. I’d just like

to tell you that your ticket is booked, but

Simulations 86

you’ll need to make payment in full two

weeks before your departure date.

B: That won’t be a problem. I’ll come to your shop this week.

A: That would be fine. Thank you.

B: Goodbye.

41 – With a partner try to remember

the questions used to get the information on the reservation form. Write them the best you can. Then listen and correct your answers.

42 – Listen to both conversations again.

Follow the tapescripts on pp. 84-86. As you listen, underline any unknown words or expressions. Then discuss them in your group. If no one in your group can explain them, ask your teacher to explain them. Unit 10 – Warm up

43 – Match each piece of the real

estate agent’s information with an appropriate customer comment. Listen and check your answers. This is a cozy little south-facing apartment.

That means it will be sunny all year!

The rent is a little more expensive, but you

don’t have to pay a security deposit.

Wouldn’t I get that back when I move out anyway?

The key money, or agent’s commission, is equivalent to only one month’s rent as well.

So the move-in costs are relatively low.

All of these apartments have a monthly maintenance fee of 3,000 Japanese yen.

I suppose that goes for mowing the grass,

washing the windows, and things like that?

There is a 30,000 general deterioration fee

for the Japanese style apartments.

That must go for replacing the floor mats and covering on the sliding doors when I

move out.


44 – Listen to a native speaker

promoting key features of the Edo Mansions apartment. Note the details of each feature. Here at Edo Mansions we have student

apartments. Probably the most important consideration for you is price. These prices

are really reasonable. In fact, I might even

say that they are unheard of. Rents range from only 40,000 yen to 45,000 – something

a student could handle. Move-in fees are also pretty cheap compared to other places.

The move-in fee is just three months rent. That’s unbeatable. Most people are, of

course, interested in location. Well these

apartments are close to the university. It’s only a seven-minute walk. Also, the station

is only a three-minute walk away. This location is really convenient. You’d have a

hard time finding a place that’s better

located than this. Also, some of the extras that we have here include, of course, a

bathtub and shower, it’s got Western flooring, propane gas. Comfortable,

luxurious air-conditioning is also included.

The apartments also have BS television and an auto-lock door. Finally, there is a wide

and easily accessible parking area. Parking is available for 7,000 yen per month. I

should also mention there is a maintenance fee of 2,000 yen per month.

45 – Listen again. This time write the

words used to describe each feature.

46 –You will hear a promotion of the

Meiji Heights apartment. After each sentence, there will be a pause. Try to write exactly what was said. 1. The single-room apartments at Meiji

Heights are extremely cheap. Price

87 Simulations

2. Prices range from 38,000 to 42,000 yen.

Price

3. The apartments are very conveniently located; a convenience store and a

supermarket are just a 5-minute walk away.

Location

4. Additional extras include air-conditioning, a gas hotplate, and an attractive balcony.

Extras

5. The move-in fee amounts to the

equivalent of four months rent. Fees

6. Should you require it, parking is available for 5,000 yen per month. Parking


Then work with a partner. Read what you wrote. Your partner will follow the tapescript on p. 87 and correct your mistakes. Change roles and repeat. Unit 11 – Learn new ways to do the task

48 - Listen to native speakers find the

differences between two apartment blocks. Decide whether each statement is T (True) or F (False). A: Okay let’s look at the differences between

these apartment blocks. What’s the first

difference we can find?

B: Global Mansions is a little cheaper than Intelligence Mansions. That’s an important

difference.

A: Right. The maintenance charge is another

one. There is no maintenance charge at Intelligence Mansions, but at Global

Mansions it is 2,000 yen.

B: Yes. Not having to pay a maintenance

charge could really please some students. What else have we got?

A: Intelligence Mansions has a loft whereas

Global Mansions doesn’t. That’s important,

too. A loft gives a lot of extra floor space.

B: Yes. A loft is an attractive extra. What

about location? Wasn’t one of them nearer the station?

A: Yes, you’re right. They’re both seven

minutes to the university, but Global

Mansions is a little closer to the station.

B: Good. The last difference is to do with the age of the buildings. Global Mansions is

two years old, but Intelligence Mansions is brand new.

49 - Read the explanations of the

differences below. Listen again. Correct the mistakes. Unit 12 – Warm up


of each sentence. Listen and check your answers.

I ‘ll tell you about four apartments that might suit you. I’ll give you the basic details

of each one to start with. Let’s begin with

Sunrise, a block in the city center. These single-room apartments are all south-facing.

The rent is surprisingly low at 42,000 yen. May I ask whether you need a parking

space? Unit 12 – Learn new ways to do the task

51 –Listen to a real estate agent and a

customer discussing three apartments. Decide whether each statement is true or false.

A: Okay, well I’ve got three different apartments I can tell you about. I’ll just

briefly give you a quick run-down on some of the features and then if you have

questions we can go from there.

B: Right.

A: First of all there’s Evergreen Mansions.

Those apartments are reasonably priced at 41,000 to 46,000 yen. It’s pretty close to

the university - just a seven-minute bike ride.

Yes. This block is an attractive location

Simulations 88

which makes it very popular with students.

Cable television is included.

B: Okay.

A: Then we’ve got Meiji Heights. The price

there is 38,000 to 42,000 yen a month. So, the rent is low. This is a pretty new building.

It’s only two years old. It’s in a very convenient location – there’s a convenience

store and a supermarket nearby.

B: I see.

A: Then we’ve got White Palace. These are

41,000 to 46,000, the same as Evergreen. This is very close to the university. It is just

a five-minute bike ride away. These

apartments are in a beautiful spot; they have a view over Suzuki Park. Cable

television is included at no extra charge. The deal looks quite attractive.

A: Right.

B: So, that’s just the basics. Are there any questions or can you tell me any specific

requirements you have?

A: Yes. Do any of those apartments have

parking?

B: Yes. Evergreen Mansions and Meiji Heights both have parking. Evergreen is

4,000 and at Meiji Heights it’s 5,000. Neither

is very expensive.

A: That’s 4,000 and 5,000?

B: Yes, and at White Palace I’m afraid it’s unavailable.

A: Unavailable at White Palace. Okay. Could I just ask about the availability of a loft? A

loft obviously increases floor space considerably. Do any of them have a loft?

B: Yes. Unfortunately just White Palace has a loft. Evergreen Mansions and Meiji Heights

do not. But, yes, White Palace does include a loft. That makes it quite a spacious living

space.

A: Okay. The move-in fee, of course, is

major. Maybe you mentioned it, but could you remind me about those costs?

B: Yes. For all of them it’s four months. That

is the standard charge at the moment.

A: Four months.

B: So Meiji Heights would be a little bit

cheaper because the rent there is cheaper. The difference is minimal, however.

A: From your experience, which would you say is the most attractive?

B: Well, for a student I think the price and

location are extremely important. In this

case, the prices are pretty similar. I think White Palace is probably the most attractive

to me just because of the convenience – it’s only five minutes away from the university.

Also, it’s got the nice view of Suzuki Park from the balcony, cable television’s included,

it’s got the loft…

A: Yes. Okay. Thanks for your time. I’ll get

back to you.

52 – Listen again and note the

adjectives used to describe each apartment.

(2002) Simulations: A Task-Based Approach EFL Instruction

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