(2003) English for Communication Book 4 (3rd Edition)

English for Communication Book 4

Adam Hailes Craig Lambert

The University of Kitakyushu Faculty of Foreign Studies

English for Communication Book 4 i

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]>

© 2003 Adam Hailes & Craig Lambert

English for Communication Book 4 ii

Table of Contents

Introduction v Module 1: Travel Plans

Unit 1: Britain by rail 1 Unit 2: America by Amtrak 5

Unit 3: A month in the States 9

Module 2: Personal Interpretations

Unit 4: Framing thoughts 13 Unit 5: Every syllable counts 17 Unit 6: Modern news, modern views 21 Unit 7: Odd one out 25

Module 3: Meaning Business Unit 8: Just give me the facts 29

Unit 9: Troubleshooter 33

Appendix 1: Task Materials 38 Appendix 2: Tapescripts 58 Homework Schedule 73

English for Communication Book 4 iii

Introduction This four-level course was designed for use in a two-year 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.

English for Communication Book 4 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.

English for Communication Book 4 v

English for Communication

Book 4

English for Communication Book 4 1

UNIT 1: Britain by rail

In this unit you will plan train journeys around Great Britain.

Warm up Order the sentences to make a conversation.

_ _ That would suit me fine. Then, I’d like four days in London.

___ Okay. That should be enough time for Cambridge. How about leaving on the 12:45?

_8_ We won’t have time for Plymouth. Why not go straight through to Bath and finish up there?

_1_ So, let’s plan our time in southern England.

___ Good. I was hoping to be in London for a while. What time do you want to leave?

___ Yes. Why don’t we spend the first day in Cambridge, then move on to London?

___ Well, I’d like to get the 8:24 from London so that we can be in Brighton well before lunch.

___ Right. We’ll spend Day 6 on the beach in Brighton. Next we should hit Plymouth.

1 – Now listen and check your answers.

Share your own ideas Look at the map below. Choose the seven places you would most like to visit.

NEWCASTLE – Metrocentre, the largest

shopping area in Europe

Tour of Newcastle United’s football stadium

DURHAM - 11th century cathedral

Harry Potter film location

YORK - York Castle Museum

National Railway Museum

Historical shopping streets

CAMBRIDGE – Tour of university colleges

Traditional river tour

LONDON - Buckingham Palace – Harrods

Sightseeing bus tour – West End musicals

British Museum – London Zoo – Tate Gallery

EDINBURGH – Edinburgh Castle – Edinburgh Classic

Tour – Shopping on the Royal Mile

Princes Street Gardens – National Gallery of Scotland

GLASGOW – Sightseeing bus

tour – Glasgow Cathedral

Hunterian Museum and Art Gallery

WINDERMERE – Mountain hiking

Home of Beatrix Potter

LIVERPOOL – The Beatles Tour

Maritime Museum – Walker Art Gallery

BIRMINGHAM – Bullring Shopping Centre

STRATFORD - Royal Shakespeare Theatre

BATH – Roman Bath Museum - Antiques

PLYMOUTH – Largest aquarium

in Britain - Royal Citadel tour

– Traditional fish and chips BRIGHTON - Beach and water sports

Royal Pavilion (18th century Indian-

style building)


See how well you can do the task Make groups of four. Students A and B use this page, Students C and D, use p. 39. Use the timetable to plan a ten-day train trip around southern England. Write the details in the schedule

below.

7: 30 Dp 12.45 Dp 13.50 Dp Cambridge 8:24 Ar

8:27 Dp

13: 39 Ar

13: 42 Dp

14:44 Ar

14:47P Dp London

9:28 Ar 9:31 Dp

14:43 Ar 14:46 Dp

15:48 Ar 15:51 Dp

Brighton

11:47 Ar

11:55 Dp

17:02 Ar

17:10 Dp

18:07 Ar

18:15 Dp Plymouth

14:55 Ar 15:04 Dp

20:10 Ar 20:19 Dp

21:15 Ar 21:24 Dp

Bath

17:12 Ar

17:16 Dp

22:27 Ar

22:31 Dp

23:32 Ar

23:36 Dp Stratford

17:52 Ar 23:07 Ar 00:12 Ar Birmingham

My ten-day trip around southern England

Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:

Change partners. Exchange trip itineraries with your new partner. Note the details below.

My partner’s ten-day trip around northern England and Scotland Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:

In your group, discuss the trips and decide which one sounds most attractive. Circle your decision.

The most attractive trip was: The South The North and Scotland


Learn new ways to do the task 2 - Listen to native speakers plan a trip around southern England. Note the details below.

A ten-day trip around southern England Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:

3 – Listen to native speakers plan a trip around Scotland and northern England. After each

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

4 – Listen again and check your answers. Now work with a partner. Read what you wrote. Your partner will follow the tapescript on p. 60 and correct. Change roles and repeat.

1

2

3

4

5

6

7


Try the task again Make groups of four. Students A and B use this page, Students C and D, use p. 40. Plan a ten-day train trip around northern England and Scotland. Write the details in the schedule below.

6:05 Dp 11.12 Dp 15:46 Dp Edinburgh 7:07 Ar 7:20 Dp

12: 14 Ar 12: 27 Dp

16:48 Ar 17:01 Dp

Glasgow

9:58 Ar

10:06 Dp

15:05 Ar

15:13 Dp

19:39 Ar

19:47 Dp Windermere

11:28Ar 11:32 Dp

16:35 Ar 16:39 Dp

21:09 Ar 21:13 Dp

Liverpool

13:17 Ar

13:22 Dp

18:24 Ar

18:29 Dp

22:58 Ar

23:03 Dp York

14:18 Ar

14:22 Dp

19:25 Ar

19:29 Dp

23:59Ar

00:03 Dp Durham

14:50 Ar 19:57 Ar 00:31Ar Newcastle

My ten-day trip around northern England and Scotland

Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:


My partner’s ten-day trip around southern England Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:




UNIT 2: America by Amtrak

In this unit you will plan train journeys across the East Coast.

Warm up Order the sentences to make a conversation.

___ We can spend Day 8 in Savannah and take the 9:59 to Jacksonville on the morning of Day 9.

___ That’s not much time. Why don’t we stay overnight in Philadelphia?

___ How about having three days in New York before taking the 10.12 to Philadelphia on Day 4?

___ So, we’ve got ten days to look around the East Coast.

___ Yes. If we leave Washington at 8:46 we’ll arrive in Savannah by 10.00am on the next day.

___ Good. That will give us the last day and a half to enjoy Florida.

___ Yes. Let’s look at this timetable and plan which trains to take.

___ Then we can have six or seven hours in Philadelphia before travelling to Washington.

___ Great. I’d like to spend about three days in Washington and reach Savannah on Day 8.

___ Okay. We could get the 7:48 in the morning and be in Washington by 9:50.


Share your own ideas Look at the maps below. Tell each other anything you know or have heard about any of the

places marked.


See how well you can do the task Make groups of four. Students A and B use this page, Students C and D, use p. 41. Use the timetable to plan a ten-day train trip around the East Coast. Write the details in the schedule

below.

Train No: 48 Train No: 49 Train No: 50 7: 30P Dp 12.45P Dp 6.05A Dp Chicago, IL 1:06A Ar

1:25A Dp

6: 21P Ar

6: 40P Dp

11.41A Ar

12:00P Dp Toledo, OH

3:24A Ar

3:31A Dp

8:39P Ar

8:46P Dp

1:59P Ar

2:06P Dp Cleveland, OH

6:37A Ar

6:47A Dp

11:52P Ar

12:02A Dp

5:02P Ar

5:12P Dp Buffalo, NY

7:55A Ar

7:59A Dp

1:10A Ar

1:14A Dp

6:20P Ar

6:24P Dp Rochester, NY

9:10A Ar 9:16A Dp

2:25A Ar 2:31A Dp

7:35P Ar 8:41P Dp

Syracuse, NY

11:25A Ar

11:28A Dp

4:40A Ar

4:43A Dp

10:50P Ar

10:53P Dp Scheneclady, NY

11:55A Ar 12:01P Dp

5: 10A Ar 5:16A Dp

11:20P Ar 11:26P Dp

Albany, NY

2:59P Ar 8:14A Ar 2:24A Ar New York, NY

My ten-day trip around the East Coast

Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:


My partner’s ten-day trip around the East Coast Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:


The most attractive trip was: Chicago-New York New York-Jacksonville


Learn new ways to do the task 6 - Listen to native speakers plan a trip around the East Coast. Note the details below.

A ten-day trip around the East Coast Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:

7 – Listen to native speakers plan the New York-Jacksonville trip. After each turn, there will

be a pause. Try to write exactly what was said. You will hear each turn twice.

8 – Listen again and check your answers. Now work with a partner. Read what you wrote. Your partner will follow the tapescript on p. 61 and correct. Change roles and repeat.

1

2

3

4

5

6

7


Try the task again Make groups of four. Students A and B use this page, Students C and D, use p. 42. Plan a ten-day train trip around the East Coast. Write the details in the schedule below.

Train No: 48 Train No: 49 Train No: 50 6:05A Dp 10.12A Dp 5.01P Dp New York, NY 7:43A Ar

7:48A Dp

11: 50A Ar

11: 55A Dp

6:39P Ar

6:44P Dp Philadelphia, PA

9:03A Ar 9:06A Dp

1:10P Ar 1:13P Dp

7:59P Ar 8:02P Dp

Baltimore, MD

9:50A Ar

9:55A Dp

1:57P Ar

2:02P Dp

8:46P Ar

8:51P Dp Washington, DC

2:27P Ar 2:34P Dp

6:34P Ar 6:41P Dp

1:23A Ar 1:30A Dp

Richmond, VA

4:22P Ar

4:29P Dp

8:29P Ar

8:36P Dp

3:18A Ar

3:25A Dp Raleigh, NC

9:25P Ar 9:28P Dp

1:32A Ar 1:35A Dp

8:21A Ar 8:24A Dp

Charleston, SC

11:03P Ar

11:09P Dp

3:10A Ar

3:16A Dp

9:59A Ar

10:05A Dp Savannah, GA

1: 34A Ar 5:41A Ar 12:30P Ar Jacksonville, FL


Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:



Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:




UNIT 3: A month in America

In this unit you will plan trips around the United States of America.

Warm up Match the beginning and ending of each sentence.

A: We have a complete month in America. Let’s

B: Right. Well, first off I definitely want

A: That suits me. How about spending the

B: Okay. From there we can get a train to

A: Then we could stay there for three days

B: That would mean missing out Charlotte

A: Yes. We haven’t got time to visit every part

and get the 7:45 to New Orleans.

to visit New York and Los Angeles.

plan where to go and how to get there.

of the States. Let’s focus on the main cities.

Washington. There’s one leaving at 3:15pm.

and Atlanta. Are you happy with that?

first five days in New York?


Share your own ideas Make groups of four. Look at the map below. Using the information you collected for homework,

plan a month-long tour. Draw in your itinerary. In the boxes, note how many days you will spend at each location. You may fly where indicated.


See how well you can do the task Make pairs. Use the timetables on p. 43 to plan a month-long trip around the U.S.A. Write the details on the calendar below.

February

1 8 15 22

2 9 16 23

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28


February

1 8 15 22

2 9 16 23

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28 Discuss the trips and decide which one sounds most attractive. Circle your decision.

The most attractive trip was: Ours Theirs


Learn new ways to do the task 10 - Listen to native speakers plan a trip around the States. Note the details below.

February

1 8 15 22

2 9 16 23

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

The text below is an extract from the conversation you just heard. With a partner, try to fill in the

missing words.

A: Okay, so we’ll stay in L.A. __________ the 14th

to the 21st.

B: Right. __________ should give us time to see what ___________ want to see.

A: Then we can __________ some time by flying to New Orleans.

B: __________. Then, as we’re in our final __________, why not just make a quick stop

__________ New Orleans, then visit Disneyland in Orlando __________ charging up to

New York?

B: Okay __________. So, we’ll catch the 10.30 out __________ New Orleans on the 21st.

That’s 10.30 __________ night, so we can spend a day __________ New Orleans. We’ll

reach Orlando at 8:45pm __________ the 22nd

.

A: That means that we’ll spend the 23rd

__________ Disneyland.

B: Do you think that’ll leave us __________ time for New York?

A: To be __________, I wouldn’t mind giving Disneyland a __________, and heading

north after a day __________ New Orleans.



Try the task again Make new pairs. Use the timetables on p. 43 to plan a month-long trip around the U.S.A. Write the details on the calendar below.

February

1 8 15 22

2 9 16 23

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28


February

1 8 15 22

2 9 16 23

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

Discuss the trips and decide which one sounds most attractive. Circle your decision.

The most attractive trip was: Ours Theirs


UNIT 4: Framing thoughts

In this unit you will interpret pictures.


A: Let’s look at this picture. What does

B: Well, the first thing that strikes

A: Yes. I agree with that. The bars leave

B: You know, I feel sorry for the bear behind

A: You know, another interesting aspect

B: Yes. It looks really gentle and lovable,

A: To me, this looks like the kind of picture that

me is the feeling of imprisonment.

but the bars imply that it’s dangerous.

it say to you?

of the picture is how gentle the bear looks.

is used to protest against zoos.

the bars. He must want to escape.

a strong impression.

12 - Now listen and check your answers.

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.

Describe a scene that makes

you feel happy.


you feel lonely.


you feel sad.

Describe a scene that suggests

that speeding in a car is

dangerous.


that war is evil.


that cigarettes damage your

health.

What kind of picture enters

your mind when you hear the

word ‘relaxation’?



word ‘rich’?



word ‘work’?


See how well you can do the task Make pairs. Student A use this page, Student B turn to p. 44. Fill in the table below with information about your partner’s picture.

What’s in the picture?

How does the picture make you feel?

What might happen next?

Who do you think took

the picture?


Learn new ways to do the task 13 - Listen to native speakers discuss the picture of the bear. Decide whether each

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

1. T F The bear is the main focus of the picture.

2. T F The picture makes the speaker feel sorry for the bear.

3. T F The picture was probably taken by a tourist.

14 – Listen to native speakers discuss the picture of the orang-utan. Decide whether each

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

1. T F The orang-utan is the main focus of the picture.

2. T F The picture is amusing rather than sad.

3. T F The picture was probably taken by an animal lover.

Now add the number of each phrase into one or more of the four groups to show how it can

function in conversation. Then add one or more phrases of your own to each group.

1. Perhaps something dramatic will happen next. What if the bear escaped?

2. The background is rather bare. I can only see some steps and a wall.

3. I feel a little bit sorry for the bear. He looks lonely.

4. The foreground is dominated by the two weather-beaten bars.

5. I guess the photographer is an animal rights protestor.

6. The cage looks clean, but sterile. I don’t think the bear is happy.

7. My reaction is mixed. I want to hug the bear, but the bars tell me he is dangerous.

8. I can only imagine the bear will continue to pad around his cage aimlessly.

9. Right in the centre of the picture there is a polar bear.

10. This zoo could be short of money. The place is hardly luxurious.

11. Perhaps snow will fall and the bear will cheer up.

12. We can infer that the bear is bored. He seems to have nothing to do.

Description

Emotional

Reaction

Inference Prediction

Your own way(s) Your own way(s) Your own way(s) Your own way(s)


Try the task again Make pairs. Student A use this page, Student B turn to p. 45. Fill in the table below with information about your partner’s picture.




Who do you think took the picture?


UNIT 5: Every syllable counts

In this unit you will interpret haiku.

Warm up In each of the boxes below, write a haiku in English.

Share your own ideas Make groups of four and share your haiku. Discuss how the haiku make you feel. As you talk,

note down the reactions to the haiku in the boxes below.

My haiku

1.

2.

_________’s haiku

1.

2.

_________’s haiku

1.

2.

_________’s haiku

1.

2.


See how well you can do the task Make pairs. Student A use this page, Student B turn to p. 46. Fill in the table below with information about your partner’s haiku.

What’s the haiku about?

How does the haiku make you feel?


Who do you think wrote the haiku?

The child sits, hungry.

Soft, brown eyes stare at the lens.

There is only heat.


Learn new ways to do the task 15 - Listen to native speakers discuss the first haiku. Comments similar to the ones they

made are provided below. Circle the differences.

Comments on the first haiku

1. To me, it seems to draw an image of a starving child.

2. A camera is included in the poem, so I also imagine a tall Western photographer.

3. There is a sense of overpowering heat communicated by the haiku.

4. Above all, the poem makes me feel deeply sorry for the child.

16 - Listen to native speakers discuss the second haiku. Comments similar to the ones they


Comments on the second haiku

5. It seems to be focusing on some kind of tragedy – perhaps an accident, perhaps a bomb.

6. The haiku explains that official phone calls have to be made.

7. Well, I find the colours in the haiku most disturbing.

8. The haiku also clearly projects a sense of our inability to turn back the clock.

17 – You will hear another conversation about the first haiku. After each turn there will be a

pause. Try to write exactly what was said. You will hear each turn twice.

1.

2.

3.

4.

5.

6.

7.

18 – Listen again and check your answers.

Now work with a partner. Read what you wrote. Your partner will follow the tapescript on p. 66 and correct. Change roles and repeat.


Try the task again Make pairs. Student A use this page, Student B turn to p. 47. Fill in the table below with information about your partner’s haiku.





Black and white join hands.

Music accompanies smiles.

Spring petals falling.


UNIT 6: Modern news, modern views

In this unit you will interpret news stories.

Warm up In each of the boxes below, write a summary of a recent news story.

Share your own ideas Make groups of four and share your news stories. Discuss how they make you feel. As you talk,

note down the reactions to the news stories in the boxes below.

My news stories

1.

2.

_________’s new stories

1.

2.

_________’s news stories

1.

2.

_________’s news stories

1.

2.


See how well you can do the task Make pairs. Student A use this page, Student B turn to p. 48. Fill in the table below with information about your partner’s news story.

What’s the news story about?

How does the news story make you feel?

What should be done?

What other situations does this story bring to

mind?

A multi-national team of students working in Berlin

have proven that it is possible to make human clones.

These scientists are protesting against International Law

which does not allow the creation of humans through

cloning. A number of letters written by the scientists

have been published in various magazines and

newspapers. These letters suggest that cloned humans

could be used in medical research so as to find cures for

terminal diseases afflicting naturally born humans.


Learn new ways to do the task 19 - Listen to native speakers discuss the cloning story. Comments similar to the ones they


Comments on the cloning story

1. This story focuses on a group of scientists who are able to make human clones.

2. Well, my initial reaction is to feel sickened by the attitude of the scientists.

3. Well, when I gave it more thought, I felt that a more balanced reaction might be more

appropriate.

4. This story also ties in to the use of animals for medical research.

20 - Listen to native speakers discuss the video-game story. Comments similar to the ones

they made are provided below. Circle the differences.

Comments on the video-game story

5. Well, this piece of news is closer to my world.

6. To be honest, I don’t have any really strong opinions about this.

7. It also bothers me that this story only focuses on male students. What about the females?

8. On reading this story I found myself thinking about other, perhaps more serious, teenage

addictions.

21 – You will hear another conversation about the cloning story. After each turn there will

be a pause. Try to write exactly what was said. You will hear each turn twice.

1.

2.

3.

4.

5.

6.

7.


Now work with a partner. Read what you wrote. Your partner will follow the tapescript on p. 68 and correct. Change roles and repeat.


Try the task again Make pairs. Student A use this page, Student B turn to p. 49. Fill in the table below with information about your partner’s news story.





mind?

A married couple have given birth to sextuplets

following fertility treatment. Having tried

unsuccessfully to have children for five years, the

couple spent their life savings on fertility treatment and

now have six children of their own. It is rumoured that

the parents wish to put up three of the children for

adoption. The father is reported to have said, ‘In order to

bring the happiness of parenthood to couples like us, we

would like to send three of our children to new homes. It

is, of course an emotional decision – nothing is definite

yet.’


UNIT 7: Odd one out

In this unit you will make selections based on personal interpretation.


A: We have an apple, a banana, a plum

B: Right. Well, I immediately think of

A: Well, that’s one answer. We might also

B: The banana? How can the banana be the

A: It’s simple. Only the banana cannot grow

B: Yes. Here’s another one: The banana

A: Great. I guess that we could find several

say that the banana is the odd one out.

and a cabbage. Which is the odd one out?

answers to this odd one out problem.

outside of tropical or sub-tropical areas.

the cabbage. All of the others are fruits.

is the only one that grows in bunches.

odd one out? I don’t get it.


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.

Who is the odd one out in your

family? Why?

Think about your CDs or

books. Which ones are odd

ones out?

In a week, which day is the

odd one out for you? Why?

Name four celebrities.

Who is the odd one out? Why?

Name four drinks.

Which is the odd one out?

Why?

Name four animals.


Why?

Now take turns to respond to each of the three squares below.

Answer two of the questions

above from the point of view

of one of your close friends.

Offer an alternative answer for

every question you have been

asked so far.

Answer two of the questions

above from the point of view

of one of your relatives.


See how well you can do the task Make groups of four. Discuss the four animals below. In the spaces provided note the odd one out and the reason for the choice.


Pig Spider Monkey Whale

Odd one out

Reason for selection

Repeat the task.


Photo Painting Movie Play

Odd one out



Learn new ways to do the task 24 - Listen to native speakers discuss the four animals. Note their choices and reasons.

Odd one out



The text below is an extract from a conversation about the photo, painting, movie and play. With a partner, try to fill in the missing words.

A: If I could include a personal __________, I would say that the photo __________ the

odd one out as it’s __________ only one that I’ve created.

B: That’s __________. I’ve got a personal one, too. __________ movie is the only one of

the __________ that I would pay to see.

A: You __________ like plays or visiting galleries?

B: Yes. __________ right.

A: Okay. How about saying that __________ play is the odd one out __________ it is the

only one that __________ ‘live’.

B: I can go along with __________. I guess a movie feels live, __________ that’s just an

illusion.

A: Yeah. How __________ saying that the photo is the __________ one that doesn’t

have to be __________ by an artist?

B: That’s problematic. How __________ you define an artist?



Try the task again Make new groups of four. Discuss the four jobs below. In the spaces provided note the odd one out and the reason for the choice.

Who is the odd one out?

Politician Doctor Policeman Priest

Odd one out


As a group, think of four items for an odd one out discussion. List them in the box below.


Shuffle groups. List your group members’ odd one out items in the other boxes. Find the odd ones out and give reasons.





UNIT 8: Just give me the facts

In this unit you will relay business information.

Warm up Match the sentences below to the appropriate chart.

Chart

1. Beer peaked in the 3rd

Quarter at about 68% of total profit.

2. Wine profits only reached about 9% of total profit in the 3rd

Quarter.

3. Beer reached as much as 78% of total profit in the 4th

Quarter.

4. Soft drinks stayed stable at 25% of total profit for the first two quarters.

5. Wine produced the lowest percentage of total profit – only 2% in the 4th

Quarter.

6. Soft drink percentages rose steadily, then dropped to 20% in the 4th

Quarter.

Jay’s

Jay’s

Jay’s

Jay’s

Jay’s

Jay’s

Zed’s

Zed’s

Zed’s

Zed’s

Zed’s

Zed’s


Share your own ideas Work in pairs. Consider the information provided in the charts above. In the boxes below, write

down three suggestions for each company.

Jay’s Bar

1. Jay’s Bar needs to organize a wine-tasting campaign to increase wine sales.

2.

3.

Zed’s Bar

1. The manager should drop wine and focus on beer and soft drinks to increase profits.

2.

3.

Jay’s Bar - % of profit of beverage types, 2001

01020

3040

5060

70

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

Beer

Wine

Soft Drinks

Zed’s Bar - % of profit of beverage types, 2002

0

20

40

60

80

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

Beer

Wine

Soft Drinks


See how well you can do the task Make groups of four. Students A and B use this page, Students C and D turn to p. 50. Plan sentences to explain the information provided in the charts in the boxes provided.

Green’s Store - % of profit of product types - 1999

0

10

20

30

40

50

60

70

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

Fruit & Veg.

Clothing

Dairy Products

A-Plus Records - % of loss of product types - 2000

0

10

20

30

40

50

60

70

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

Magazines

CDs

DVDs

Now make new pairs in your group. Exchange information to complete the charts below.

_________________________________________

0

5

10

15

20

25

30

35

40

45

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

__________

__________

__________

__________________________________________

0

10

20

30

40

50

60

70

80

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

__________

__________

__________

Now discuss the four companies and make suggestions regarding future company policy.


Learn new ways to do the task You will hear native speakers discussing the chart for Green’s Store. Circle the phrase that you think will be used for each function. Listen and check your answers.

Confirming information Describing the chart Listing information

Did you say, ‘percentage of profit of product types’?

The chart is divided into four sections; the 1st, 2nd, 3rd and 4th quarters.

Fruit & Veg made 52% of total profit, Clothing 10% & Dairy Products 38.

Was that, ‘percentage of profit of product types’?

The chart is made up of four parts; the 1st, 2nd, 3rd and 4th quarters.

Fruit & Veg created 52% of profit, Clothing 10%, Dairy Products 38%

Is that, ‘percentage of profit of product types’?

The chart is broken into four parts; the 1st, 2nd, 3rd and 4th quarters.

Fruit & Veg formed 52% of profit, Clothing 10% & Dairy Products 38%.

That was, ‘percentage of profit of product types’?

The chart has four sections; the 1st, 2nd, 3rd and 4th quarters.

Fruit & Veg produced 52% of profit, Clothing 10% & Dairy Products 38%.


The text below is an extract from a conversation about Café Firenze. With a partner, try to fill in the missing words.

A: It’s clear that pasta dishes are __________ for most of the company’s profits.

__________ it isn’t broken, I don’t think __________ should fix it.

B: Right. I agree. Desserts __________ the biggest problem. Look at the __________ for

the fourth quarter. What is __________? 2% of total profit?

A: That’s right. __________ is low, but at least the __________ isn’t losing money on

desserts.

B: I __________, however, that they either introduce a __________ to promote their

desserts, or search __________ cheaper ingredients so that profit margins __________ be

raised.

A: I like the idea __________ promoting the restaurant’s desserts. People can

__________ encouraged to order desserts through a __________ campaign. I wouldn’t

recommend the use __________ cheaper ingredients, however. I think that that

__________ lead to a drop in quality and, __________, a drop in sales.

B: You might be __________. More research is required before a __________ can be

made.



Try the task again Make new groups of four. Students A and B use this page, Students C and D turn to p. 51. Plan sentences to explain the information provided in the charts in the boxes provided.

Wesley’s – gross sales to Europe – 1999

(In Thousands of US$)

0

100

200

300

400

500

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

France

Germany

Italy

U.K.

Wesley’s sales worldwide (%)

0

10

20

30

40

50

60

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Australia

Europe

N. America

S. America


__________________________________________

0

20

40

60

80

100

120

140

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

__________

__________

__________

__________

____________________________________________

0

10

20

30

40

50

60

70

80


__________

__________

__________

__________

Now discuss the two companies and make suggestions regarding future company policy.


UNIT 9: Troubleshooter

In this unit you will find strategies to solve business problems.

Warm up The text below is an answering machine message from a company president to an executive

director. With a partner, try to fill in the missing words.

Hello, this is Greg Campbell. I’m __________ we have a problem at the Seoul __________. I

have just received a memo __________ Mr. Kim – an upper-level manager in Seoul.

__________ seems that he is no longer __________ to communicate with Anderson, our

president __________ there. Kim is concerned about the __________: Anderson’s managerial

reorganization; the shutting down __________ the I.T. Research Centre (that has __________

twelve job losses); Anderson’s failure to __________ these changes before implementation. Mr

Kim has __________ suggested that Anderson’s behaviour is showing __________ of racial

prejudice. It seems that __________ number of the Korean staff are __________ to resign. We

need to get together as soon __________ possible to discuss policy regarding these __________.

I’m hoping that you’ll be free __________ discuss this after tomorrow’s progress meeting.

__________ get back to me as soon __________ possible.


Share your own ideas Work with a partner. Choose any square and read it. Discuss the question and suggest answers. Cross that square out. Continue until the three squares are crossed out.

What difficulties might

arise in business

relationships between

people from different

countries?

Is profit-making more

important than saving

jobs. Why? Why not?

Is a friendly relationship

between a company

president and his

employees necessary for

a business to succeed?


See how well you can do the task Work in groups of four. Student A use this page; B, p. 52; C, p. 53; D, p. 55.

Step 1: Explain one aspect of the situation There are four pieces of information about the problems at Compuco, Seoul. You have one piece below. Your partner’s have the other pieces. Exchange information as a group. Take notes.

Compuco, Seoul Losses 2002 (In Thousands of US$)

0

10

20

30

40

50

60

70

80


Research Centre

Hardware Production

Software Production

Anderson’s Memo

Mr. Kim’s Memo Research Centre Letter

Step 2: Plan a company strategy

Discuss the information and plan a company strategy to address the problems. Your strategy

should consist of three points.

Compuco, Seoul: Three-point strategy

1.

2.

3.

Step 3: Select the best company strategy Shuffle groups. Discuss each member’s strategy. Agree on the best strategy and note it below.


1.

2.

3.


Learn new ways to do the task You will hear native speakers discussing Anderson’s closure of the Research Centre. Circle the phrase that you think will be used for each function.

Suggesting an option Outlining consequences Finalising the strategy

The Research Centre should be closed.

The closure could leave Compuco behind its competitors in the future.

So we feel that the Research Centre should be re-opened and funded.

Anderson was right to close down the Research Centre.

The loss might hit Compuco hard. Where will new ideas come from?

We disagree with the closure of the centre and suggest it be re-opened.

The Research Centre is too expensive to maintain. Anderson is right.

If the centre is lost, the development of new technology will drop.

We have reached a consensus. The centre should be opened again.

All loss-making enterprises must be closed. Anderson’s policy is good.

Research leads to profit. The centre’s closure is a backward step.

So, we now agree that the centre should be opened again.

31 – Now Listen and check your answers.

32 – Listen to the rest of the discussion about Compuco, Seoul. List the next two strategy

points the speakers agree on.

1.

2.

The text below is an extract from the conversation you just heard. With a partner, try to fill in the missing words.


A: We should also think about the __________ reorganization problem. What should be done

__________ that?

C: I have no doubt whatsoever __________ unnecessary employees should not be on

__________ pay roll. Why spend money on a __________ when he or she isn’t required?

__________ business is not a charity.

B: The __________, however, is whether these managers are __________ to requirements.

Anderson could be wrong. __________ Kim thinks that he just wants __________ American staff

members.

D: How about requesting __________ full report from Anderson outlining his __________for the

reorganization? This should help __________ to fully analyse the situation.


Try the task again Work in groups of four. Student A use this page; B, p. 56; C, p. 54; D, p. 57.

Step 1: Explain one aspect of the situation There are four pieces of information about the problems at Chemilon, York and Lisbon. You have one piece below. Your partner’s have the other pieces. Exchange information as a group. Take

notes.

Chemilon Profits 2002 (In Thousands of US$)

0

10

20

30

40

50

60

70

80


Paint

Agricultural Chemicals

Pharmaceuticals

Mr. White’s Memo

Mr. Fielding’s Memo Mr. Figo’s Letter




Chemilon, York and Lisbon: Three-point strategy

1.

2.

3.



1.

2.

3.


Appendix 1: Task Materials


Unit 1 See how well you can do the task (C, D) Use the timetable to plan a ten-day train trip around northern England and Scotland. Write the details in the schedule below.

6:05 Dp 11.12 Dp 15:46 Dp Edinburgh 7:07 Ar 7:20 Dp

12: 14 Ar 12: 27 Dp

16:48 Ar 17:01 Dp

Glasgow

9:58 Ar

10:06 Dp

15:05 Ar

15:13 Dp

19:39 Ar

19:47 Dp Windermere

11:28Ar 11:32 Dp

16:35 Ar 16:39 Dp

21:09 Ar 21:13 Dp

Liverpool

13:17 Ar

13:22 Dp

18:24 Ar

18:29 Dp

22:58 Ar

23:03 Dp York

14:18 Ar

14:22 Dp

19:25 Ar

19:29 Dp

23:59Ar

00:03 Dp Durham

14:50 Ar 19:57 Ar 00:31Ar Newcastle

My ten-day trip around northern England and Scotland

Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:


My partner’s ten-day trip around southern England Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:




Unit 1 Try the task again (C, D) Use the timetable to plan a ten-day train trip around southern England. Write the details in the schedule below.

7: 30 Dp 12.45 Dp 13.50 Dp Cambridge 8:24 Ar 8:27 Dp

13: 39 Ar 13: 42 Dp

14:44 Ar 14:47P Dp

London

9:28 Ar

9:31 Dp

14:43 Ar

14:46 Dp

15:48 Ar

15:51 Dp Brighton

11:47 Ar 11:55 Dp

17:02 Ar 17:10 Dp

18:07 Ar 18:15 Dp

Plymouth

14:55 Ar

15:04 Dp

20:10 Ar

20:19 Dp

21:15 Ar

21:24 Dp Bath

17:12 Ar

17:16 Dp

22:27 Ar

22:31 Dp

23:32 Ar

23:36 Dp Stratford

17:52 Ar 23:07 Ar 00:12 Ar Birmingham

My ten-day trip around southern England

Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:


My partner’s ten-day trip around northern England and Scotland Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:




Unit 2 See how well you can do the task (C, D) Use the timetable to plan a ten-day train trip around the East Coast. Write the details in the schedule below.

Train No: 48 Train No: 49 Train No: 50 6:05A Dp 10.12A Dp 5.01P Dp New York, NY 7:43A Ar

7:48A Dp

11: 50A Ar

11: 55A Dp

6:39P Ar

6:44P Dp Philadelphia, PA

9:03A Ar 9:06A Dp

1:10P Ar 1:13P Dp

7:59P Ar 8:02P Dp

Baltimore, MD

9:50A Ar

9:55A Dp

1:57P Ar

2:02P Dp

8:46P Ar

8:51P Dp Washington, DC

2:27P Ar 2:34P Dp

6:34P Ar 6:41P Dp

1:23A Ar 1:30A Dp

Richmond, VA

4:22P Ar

4:29P Dp

8:29P Ar

8:36P Dp

3:18A Ar

3:25A Dp Raleigh, NC

9:25P Ar 9:28P Dp

1:32A Ar 1:35A Dp

8:21A Ar 8:24A Dp

Charleston, SC

11:03P Ar

11:09P Dp

3:10A Ar

3:16A Dp

9:59A Ar

10:05A Dp Savannah, GA

1: 34A Ar 5:41A Ar 12:30P Ar Jacksonville, FL


Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:



Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:




Unit 2 Try the task again (C, D) Use the timetable to plan a ten-day train trip around the East Coast. Write the details in the schedule below.

Train No: 48 Train No: 49 Train No: 50 7: 30P Dp 12.45P Dp 6.05A Dp Chicago, IL 1:06A Ar

1:25A Dp

6: 21P Ar

6: 40P Dp

11.41A Ar

12:00P Dp Toledo, OH

3:24A Ar 3:31A Dp

8:39P Ar 8:46P Dp

1:59P Ar 2:06P Dp

Cleveland, OH

6:37A Ar

6:47A Dp

11:52P Ar

12:02A Dp

5:02P Ar

5:12P Dp Buffalo, NY

7:55A Ar 7:59A Dp

1:10A Ar 1:14A Dp

6:20P Ar 6:24P Dp

Rochester, NY

9:10A Ar

9:16A Dp

2:25A Ar

2:31A Dp

7:35P Ar

8:41P Dp Syracuse, NY

11:25A Ar 11:28A Dp

4:40A Ar 4:43A Dp

10:50P Ar 10:53P Dp

Scheneclady, NY

11:55A Ar

12:01P Dp

5: 10A Ar

5:16A Dp

11:20P Ar

11:26P Dp Albany, NY

2:59P Ar 8:14A Ar 2:24A Ar New York, NY


Day 1:

Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:



Day 6:

Day 2:

Day 7:

Day 3:

Day 8:

Day 4:

Day 9:

Day 5:

Day 10:




Unit 3 A month in the States – Travel information

Rail Travel

Eastern Routes Read Down Mile Read Up

---------- 3:15P Dp

New York 0 ---------- 1:52P Ar

7:25P Ar 7:45P Dp

Washington 225 9:45A Dp 9:30A Ar

3:35A Ar 4:05A Dp

Charlotte 601 1:29A Dp 1:03A Ar

9:33A Ar 9:53A Dp

Atlanta 859 7:46P Dp 7:16P Ar

8:28P Ar -----------

New Orleans 1377 7:00A Dp -----------

City of New Orleans Read Down Mile Read Up

---------- 8:00P Dp

Chicago 0 ---------- 9:00A Ar

6:32A Ar 6:55A Dp

Memphis 520 10:35P Dp 10:05P Ar

3:40P Ar ----------

New Orleans 926 1:55P Dp ----------

Sunset Limited Read Down Mile Read Up

---------- 1:15P Dp (SuTuTh)

Orlando 0 ---------- 8:45P Ar (WeSaMo)

4:45P Ar 5:00P Dp (SuTuTh)

Jacksonville 147 5:00P Dp 4:40P Ar (WeSaMo)

9:20A Ar 12:45A Dp (MoWeTh)

New Orleans 769 10:30P Dp 7:25p Ar (TuFrSu)

8:05A Ar (WeFrSu)

---------- Los Angeles 2764 10:30P Dp (SuWeFr)

----------

Coast Starlight Read Down Mile Read Up

---------- 9:45A Dp

Seattle 0 ---------- 8:25P Ar

6:35A Ar 6:42A Dp

Sacramento 828 12:08A Dp 11:59P Ar

9:05P Ar 10:10P Dp

Los Angeles 1389 10:00A Dp 8:50A Ar

12:50A Ar ----------

San Diego 1518 6:12A Dp ----------

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Domestic Flight Details

Chicago L.A. Memphis New Orleans New York

Chicago 4 hours 10 daily

1 hour 20 mins. 5 daily

2 hours 8 daily

1 hour 30 mins 12 daily

L.A. 4 hours 10 daily

4 hours 6 daily

4 hours 8 daily

6 hours 12 daily

Memphis I hour 20 mins. 5 daily

4 hours 6 daily

50 mins 4 daily

2 hours 8 daily

New Orleans 2 hours 8 daily

4 hours 8 daily

50 mins 4 daily

2 hours 30 mins. 8 daily

New York 1 hour 30 mins. 12 daily

6 hours 12 daily

2 hours 8 daily

2 hours 30 mins. 8 daily


Unit 4 See how well you can do the task (B) Fill in the table below with information about your partner’s picture.






Unit 4 Try the task again (B) Fill in the table below with information about your partner’s picture.






Unit 5 See how well you can do the task (B) Fill in the table below with information about your partner’s haiku.





Red, then white, then loss.

A silent moment and screams.

Cold morning phone calls.


Unit 5 Try the task again (B) Fill in the table below with information about your partner’s haiku.





Warm, gentle waves break

As eyes speak words beyond words.

Sunset, but no kiss.


Unit 6 See how well you can do the task (B) Fill in the table below with information about your partner’s news story.





mind?

A recent survey shows that male high school students

are, on average, spending as much as 2.5 hours per day

playing video games. The results of the survey were

published just as reports highlighting a drop in academic

performance at schools have started to appear. Whilst

there is no empirical evidence to suggest that the two

situations are related, education officials are asking

students to curb their gaming habits and concentrate on

study. A head teacher has described video games as

being ‘legal, twenty-first century drugs’.


Unit 6 Try the task again (B) Fill in the table below with information about your partner’s news story.





mind?

A thirteen-year-old schoolboy is in a coma having been

attacked by three of his classmates. Reports suggest that the

attack happened in school grounds in front of numerous

witnesses in daylight. An investigation has uncovered the

fact that the boy had been paying his attackers considerable

amounts of money on a weekly basis for the past three

months, but refused to make further payments two days prior

to the incident. The class teacher was aware that the

relationship between the boy and his attackers had become

‘problematic’, but said that she did not imagine that such a

brutal attack would take place. The attackers are too young to

be convicted under Criminal Law, but are likely to be sent to

a juvenile detention centre for a maximum of one year.


Unit 8 See how well you can do the task (C, D) Plan sentences to explain the information provided in the charts in the boxes provided.

Baker’s Pride - % of loss of product types - 1997

0

10

20

30

40

50

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

Bread

Doughnuts

Cakes

Café Firenze - % of profit of food types - 2001

0

10

20

30

40

50

60

70

80

1st Qtr 2nd

Qtr

3rd Qtr 4th Qtr

Pasta

Dishes

Pizza

Dishes

Desserts


______________________________________

0

10

20

30

40

50

60

70

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

__________

__________

__________

________________________________________

0

10

20

30

40

50

60

70

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

__________

__________

__________

Now discuss the four companies and make suggestions regarding future company policy.


Unit 8 Try the task again (C, D) Plan sentences to explain the information provided in the charts in the boxes provided.

Morton’s – gross sales within the U.S. - 1999

(In Thousands of US$)

0

20

40

60

80

100

120

140

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

Boston

Chicago

New York

Philadelphi

a

Morton’s – sales worldwide - 1999 (%)

0

10

20

30

40

50

60

70

80


Australia

N. America

N. Zealand

S. America


__________________________________________

0

100

200

300

400

500

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

__________

__________

__________

__________

____________________________________________

0

10

20

30

40

50

60


__________

__________

__________

__________

Now discuss the two companies and make suggestions regarding future company policy.


Unit 9 See how well you can do the task (B) Step 1: Explain one aspect of the situation There are four pieces of information about the problems at Compuco, Seoul. You have one piece

below. Your partner’s have the other pieces. Exchange information as a group. Take notes.

Memo From: Peter Anderson To: Mr. Kim Re: The future of Compuco, Seoul

Since you seem to be unwilling to talk to me face-to-face I am sending you this memo to explain

clearly my reasons for the managerial reorganization and the closure of the Research Centre.

1: Managerial Reorganization:

The current team of 8 managers have failed to put a stop to company losses.

Current staffing levels suggest that only five managers are required.

2: Closure of the Research Centre

The centre is too expensive to keep open. Continued losses threaten the whole company.

The current team of researchers have not yet produced any marketable data/products.

There is no hard evidence to suggest that this failure to produce is likely to change.

I am still unhappy about the Korean staff’s unwillingness to cooperate with me. I was previously

looking forward to working in Seoul, but the workforce has disappointed me. This must change.

Compuco, Seoul Losses 2002

Mr. Kim’s Memo Research Centre Letter





1.

2.

3.



1.

2.

3.


Unit 9 See how well you can do the task (C) Step 1: Explain one aspect of the situation There are four pieces of information about the problems at Compuco, Seoul. You have one piece



Mr. Anderson’s Memo Research Centre Letter





1.

2.

3.



1.

2.

3.

Memo From: Kim (Seoul) To: Mr. Campbell (Los Angeles) Re: The future of Compuco, Seoul

The situation in Seoul is getting worse. Communication between Mr. Anderson and the Korean

staff has broken down. Can you advise me as to what I should do?

1: Managerial Reorganization:

Mr. Anderson says he wants to reorganize, but I believe he means fire! The Korean managers

think he wants to employ some Americans as he doesn’t speak Korean too well. We all suspect

racial bias. He wants only five managers, but this could lead to overworking and inefficient

production. Fewer leaders means less control. He has refused to call a meeting to discuss this.

2: Closure of the Research Centre

I felt that the Research Centre was on the edge of a turnaround. The current team work well

together, but they have all been fired. Their most recent report outlines three projects for the next

two years. I saw potential, but Mr. Anderson saw loss. The close down happened very quickly

and was never fully discussed at our meetings.

Many of my Korean colleagues have seriously mentioned resigning.

I await your reply.


Unit 9 Try the task again (C)


notes.

Memo From: Pat Fielding (Policy) To: Colin White (Pharmaceuticals) Re: Lisbon Plan

I have carefully considered your proposal. Below is my understanding of the situation.

Profits in pharmaceuticals are currently high, but the market is unstable.

Maintaining an interest in various products cushions losses incurred by any one product.

Lisbon continues to be profitable. Why change anything?

Closure of our Lisbon plant would result in over 300 people losing employment

Previous attempts to abolish the Portuguese siesta to raise production have resulted only in

arguments and anger.

Despite these points, the argument for expanding pharmaceuticals is strong. The enormous profits

available are attractive and, I can assure you, support for your proposal is growing.

Chemilon Profits 2002

Mr. White’s Memo

Mr. Figo’s Letter


Discuss the information and plan a company strategy to address the problems. Your strategy should consist of three points.


1.

2.

3.



1.

2.

3.


Unit 9 See how well you can do the task (D) Step 1: Explain one aspect of the situation There are four pieces of information about the problems at Compuco, Seoul. You have one piece



Mr. Anderson’s Memo Mr. Kim’s Memo


Discuss the information and plan a company strategy to address the problem. Your strategy



1.

2.

3.



1.

2.

3.

Dear Mr. Campbell,

We are writing to you to request a careful investigation into the closure of the Research Centre at

Compuco, Seoul. Mr. Anderson has suggested that the centre had to be closed as it costs too

much money to run. While we accept that cuts might have to be made, we found a complete

closure to be too dramatic and wasteful. The research completed over the past two years has been

wasted. Progress that could lead to improved Compuco products has been thrown away. To be

honest, we are all rather concerned that Mr. Anderson did not spend enough time analyzing our

research before making his decision. He always seemed rather hostile toward us and we are far

from sure that his decision was rational. The eight managers have expressed similar fears

regarding the Management Reorganization.

We await your response.

The 12 members of the Compuco, Seoul Research Team (no longer in Compuco’s employment)


Unit 9 Try the task again (B)


notes.

Memo From: Colin White To: Pat Fielding (Policy) Re: Growth of Pharmaceuticals

I understand that you oppose my proposal to expand our pharmaceuticals production by closing

down our Lisbon paint production plant and re-opening as a new pharmaceuticals plant. Reasons

are as follows:

1: Reasons to expand pharmaceuticals

Profits are currently high. (over 300% that of paint)

Our current plants in York and Birmingham are unable to meet demand

An ageing population suggests further rises in sales

2: Reasons to close Lisbon’s paint manufacturing plant and reopen as a pharmaceuticals plant

Profits from paint manufacture are low

The current paint production system is archaic - our competitors are doing much better.

The closure of the paint plant would allow us to create a new pharmaceuticals plant on land

that we already own - no need to buy a new site.

Possibility of introducing new working hours to employees, thus abolishing the siesta


Mr. Fielding’s Memo Mr. Figo’s Letter





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2.

3.



1.

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3.


Unit 9 Try the task again (D)


notes.

Dear Sir,

I have noticed that more and more employees of Chemilon are discussing a potential closure of

the paint production plant here in Lisbon. The plan, as I understand it, is to replace paint

production with pharmaceuticals production. The rumour has reached the ears of my employees

and they feel uneasy. Many are worried that they will lose their jobs in the near future. I have

informed them that nothing definite has been decided, but I would appreciate an official letter

from yourself, President of the company, confirming that there is no plan to put an end to paint

production and jobs are not threatened.

It is also rather unfortunate that the relationship between British management and Portuguese

workers is unhealthy as a result of the ongoing attempts to abolish the siesta. It is my

understanding that your personal opinion is that the siesta should stay. It would improve morale

in Lisbon if you could also state that there will be no further attempts to take away the siesta.

Sergio Figo

(Director, Chemilon Paints, Lisbon)


Mr. White’s Memo Mr. Fielding’s Memo





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Appendix 2: Tapescripts


Unit 1

Warm up 1 – Now listen and check your answers.

A: So, let’s plan our time in southern

England.

B: Yes. Why don’t we spend the first day in

Cambridge, then move on to London?

A: Okay. That should be enough time for Cambridge. How about leaving on the

12:45?

B: That would suit me fine. Then, I’d like

four days in London.

A: Good. I was hoping to be in London for a while. What time do you want to leave?

B: Well, I’d like to get the 8:24 from London so that we can be in Brighton well before

lunch.

A: Right. We’ll spend Day 6 on the beach in

Brighton. Next we should hit Plymouth.

B: We won’t have time for Plymouth. Why not go straight through to Bath and finish up

there?

Learn new ways to do the task

2 - Listen to native speakers plan a trip

around southern England. Note the details below. A: Well, we’ve got ten days to look around

southern England. How about spending a day in Cambridge, then moving on to

London?

B: That sounds good to me. Let’s get to

London as soon as we can. Perhaps we should leave Cambridge in the afternoon of

our first day. There’s a train that leaves at

ten to two.

A: Fine. How about staying in London for around three full days and leaving for

Brighton on the 14.47?

B: That would be on the fourth day, right?

A: Yeah, that’s right.

B: Sounds good to me. Now, let me see –

we’ll arrive in Brighton at about ten to four. How about spending a day there, then

moving on to Plymouth?

A: Yeah. We’ve only got ten days, so we shouldn’t spend too long at one place.

B: Okay. Let’s catch the 14:46 out of Brighton, spend a day in Plymouth and get

the 11:55 to Bath.

A: You know, I wouldn’t mind missing out

Bath and going straight to Stratford. What do you think?

B: Yes. I don’t mind. That means that we’d

arrive in Stratford at 17:12. What day are we on?

A: Well, that will be Day 6.

B: I’d like to stay in Stratford for a couple of days. I think hopping from place to place

each day will tire us out.

A: You’re probably right. Let’s take it easy in

Stratford and leave for Birmingham on Day 8.

B: Okay. Which train should we catch?

A: How about the 17:16? The other two are a bit late.

B: That’s true. Great. We can spend the final

two days in Birmingham.

A: That seems like a good plan. I guess we

can always change things if we feel like it.

B: Yeah. Good.

3 – Listen to native speakers plan a trip

around Scotland and northern England. After each turn, there will be a pause. Try


to write exactly what was said. You will hear each turn twice. 1. Let’s plan which trains we’ll be using on

our trip.

2. How about having three days in

Edinburgh, then catching the 11:05 on Day 4?

3. That sounds alright. Then we can spend

two days in Glasgow and, on Day 6, catch the 12:14.

4. Okay. We’ll be in Windermere by five past three. How about leaving on the 19:47?

5. We’ll get into Liverpool at just after nine.

I’d like at least a couple of days there.

6. I don’t mind that. How about leaving on

the 11: 28 on Day 9?

7. Then we can finish up in York. Well, that sorts out our travel plans.

4 – Listen again and check your

answers.

Unit 2

Warm up 5 - Now listen and check your answers.

A: So, we’ve got ten days to look around the East Coast.

B: Yes. Let’s look at this timetable and plan

which trains to take.

A: How about having three days in New

York before taking the 10.12 to Philadelphia on Day 4?

B: Then we can have six or seven hours in

Philadelphia before travelling to Washington.

A: That’s not much time. Why don’t we stay

overnight in Philadelphia?

B: Okay. We could get the 7:48 in the

morning and be in Washington by 9:50.

A: Great. I’d like to spend about three days in Washington and reach Savannah on Day

8.

B: Yes. If we leave Washington at 8:46 we’ll

arrive in Savannah by 10.00am on the next day.

A: We can spend Day 8 in Savannah and

take the 9:59 to Jacksonville on the morning

of Day 9.

B: Good. That will give us the last day and a half to enjoy Florida.


6 - Listen to native speakers plan a trip

around the East Coast. Note the details below.

A: Well, we’ve got ten days to look around the East Coast. How about spending a

couple of days in Chicago then moving on to

Toledo?

B: That sounds good to me. There’s plenty to see in Chicago. Perhaps we should leave

Chicago early in the morning on Day 3.

A: I agree. Looking at the timetable, it

seems that we can take a train from Chicago to Toledo at 6:05 am. That would get us to

Toledo by 11:41.

B: Great. We can have lunch in Toledo,

then spend the day looking around. Should we spend the night there?

A: Yes, I think so. After such an early start

in Chicago we won’t feel like travelling again

in the evening. Why don’t we take the 12:00 train from Toledo for Cleveland on the

next day?

B: Okay. That will bring us into Day 4. How long do you want to spend in Cleveland? We

can leave for Syracuse at either 8:39 in the

evening, try the 3:24am train or wait a


complete day and catch Train 50 again. That

train departs at 2:06 in the afternoon.

A: I don’t mind taking the 3:24 - Train 48. We could get some sleep on the train and

avoid paying for a hotel.

B: That sounds pretty exhausting, but I’m

keen to save money, too.

A: Okay. That’s it then. On Day 5 we’ll take the 3:24 from Cleveland. We should arrive

in Syracuse at 9:10. Wow, that’s over six

hours on the train.

B: Yes. Let’s hope that we can sleep.

A: Okay. So we’re going to spend a day in

Syracuse. Do you think we should get the 9:16 departure for New York? This will be

the seventh day of our trip.

B: Let’s see. I guess we’ll be tired by this point. We’re not going to fancy another

night on a train. We should either catch the

one you just mentioned, or take it really easy and catch the 7:35 on the following

evening.

A: That would lose us a day in New York.

Let’s get the 9:16. If we do that, we’ll arrive in New York at, let me see, just before three

in the afternoon. Then we can have over three days to enjoy New York.

B: Okay. That’s our schedule. It sounds like a busy trip.

7 – Listen to native speakers plan the

New York-Jacksonville trip. After each turn, there will be a pause. Try to write exactly what was said. You will hear each turn twice. 1. Let’s plan which trains we’ll be using on

our trip.

2. How about spending three days in New York, then catching the 6:05 on Day 4.

3. Good. Then we can spend two days in

Philadelphia and, on Day 6, catch the 11:55.

4. That sounds okay. We’ll be in Washington

by 2.00pm. How about leaving on the 8:46?

5. We should definitely do that. We can sleep while we travel and arrive in Savannah

at 9:59 on Day 9.

6. Then we could spend the day in

Savannah before catching the 11:09 for Jacksonville.

7. We’ll arrive at 1:34, get some sleep, and

then spend the final day of our trip in

Jacksonville. 8 – Listen again and check your answers. Unit 3

Warm up 9 – Now listen and check your answers.

A: We have a complete month in America. Let’s plan where to go and how to get there.

B: Right. Well, first off I definitely want to

visit New York and Los Angeles.

A: That suits me. How about spending the

first five days in New York?

B: Okay. From there we can get a train to

Washington. There’s one leaving at 3:15pm.

A: Then we could stay there for three days and get the 7:45 to New Orleans.

B: That would mean missing out Charlotte and Atlanta. Are you happy with that?

A: Yes. We haven’t got time to visit every

part of the States. Let’s focus on the main cities.


10 - Listen to native speakers plan a

trip around the States. Note the details below.


A: Isn’t that marvellous? We have a complete month to travel around America.

B: Yes. I suppose we should take a look at

the map and plan where to go. The more

carefully we plan, the better our trip will be.

A: Fine. How about starting off at Seattle and then making our way down the West

Coast? I guess Los Angeles will be our main port of call.

B: Okay. I was going to suggest beginning in New York, but I’m not too bothered.

A: If you’d prefer to begin in New York, I

wouldn’t mind that.

B: No, no. Let’s go with your plan and begin

by touring down the West Coast.

A: Okay, so how about beginning with three days in Seattle, then, on the 4th, taking a

train to Sacramento?

B: Let me see. There’s a train that leaves

Seattle at 9:45 in the morning. We’ll get into Sacramento at 6:35 on the next day. Yes,

6:35 in the morning.

A: These distances are amazing. What are

we going to do on a train for twenty-one hours?

B: Sleep, eat and enjoy the view. Right then, how long should we spend in Sacramento?

Just a couple of days?

A: Yes, that should do it. I’ll be looking forward to getting to Los Angeles.

B: You know, I wouldn’t mind going straight on from Sacramento to San Diego, then

cutting back to Los Angeles. Then we can fly from L.A. to New Orleans.

A: That’s a pretty good plan. Okay, we’ll leave Sacramento at 6:42 on February 7th,

then go straight through to San Diego.

B: I hope these trains are comfortable. We

won’t reach San Diego until just before one in the morning of the next day.

A: That’s all right. It’ll be an adventure.

B: So, now we are on February 8th.

A: Yes. I’ve heard good things about San Diego. How about spending about five days

there? That should also give us time to recover from the train journey.

B: That would be fine with me. Then we can head back up the same train line on, well,

on February 14th. That’s an early train – it leaves at 6:12.

A: Happy Valentine’s Day! So, we’ll be in L.A. before 9.00 in the morning.

B: Yeah. Now, how long do you want to

spend here, ten days?

A: I’d love to, but we’re already halfway

through our holiday. Perhaps we’d better limit it to seven days.

A: Okay, so we’ll stay in L.A. from the 14th

to the 21st.

B: Right. That should give us time to see

what we want to see.

A: Then we can save some time by flying to

New Orleans.

A: Yeah. Then, as we’re in our final week, why not just make a quick stop in New

Orleans, then visit Disneyland in Orlando before charging up to New York?

B: Okay then. So, we’ll catch the 10.30 out of New Orleans on the 21st. That’s 10.30 at

night, so we can spend a day in New Orleans. We’ll reach Orlando at 8:45pm on

the 22nd.

A: That means that we’ll spend the 23rd at

Disneyland.

B: Do you think that’ll leave us enough time for New York?


A: To be honest, I wouldn’t mind giving Disneyland a miss, and heading north after

a day in New Orleans.

B: Right. Let’s spend a day in New Orleans,

then fly to New York on the 23rd.

A: It says here that there are eight flights a day, so we should be able to book tickets

for a morning flight.

B: Great. Lunch in Manhattan on the 23rd,

then another five days to explore New York. I think we have a plan.

A: This is looking good.

11 – Now listen and check your

answers. A: Okay, so we’ll stay in L.A. from the 14th to the 21st.

B: Right. That should give us time to see what we want to see.

A: Then we can save some time by flying to

New Orleans.

A: Yeah. Then, as we’re in our final week,

why not just make a quick stop in New Orleans, then visit Disneyland in Orlando

before charging up to New York?

B: Okay then. So, we’ll catch the 10.30 out

of New Orleans on the 21st. That’s 10.30 at night, so we can spend a day in New

Orleans. We’ll reach Orlando at 8:45pm on the 22nd.

A: That means that we’ll spend the 23rd at Disneyland.

B: Do you think that’ll leave us enough time

for New York?

A: To be honest, I wouldn’t mind giving

Disneyland a miss, and heading north after a day in New Orleans.

Unit 4

Warm up 12 – Now listen and check your

answers. A: Let’s look at this picture. What does it say to you?

B: Well, the first thing that strikes me is the feeling of imprisonment.

A: Yes. I agree with that. The bars leave a

strong impression.

B: You know, I feel sorry for the bear

behind the bars. He must want to escape.

A: You know, another interesting aspect of the picture is how gentle the bear looks.

B: Yes. It looks really gentle and lovable, but the bars imply that it’s dangerous.

A: To me, this looks like the kind of picture

that is used to protest against zoos.


13 - Listen to native speakers discuss

the picture of the bear. Decide whether each statement is T (True) or F (False). A: Okay then, let’s start. First of all, could

you tell me what’s in your picture?

B: Sure. My picture is of a polar bear that

appears to be in some kind of a compound in a zoo. I mentioned the polar bear first,

but actually the bars around the compound are the main feature of the picture.

A: I can’t quite see what you mean.

B: Well, the bars are sharp and in focus. It seems that the photographer was more

interested in the theme of imprisonment

than in the animal itself.

A: Okay I see what you mean.


B: It’s rather difficult to describe the rest of

the picture. The background is just an empty, slightly sterile compound. There are

some steps for the bear to climb around on.

A: There’s nothing else in there?

B: No, nothing. It’s a little sad. You get the

impression that the bear has a rather dull, lonely life. I’d like to cheer the poor thing up.

A: Okay, I think I’ve seen that kind of

picture before. Well, what do you think

might happen next?

B: I can’t really tell. I guess that the bear will keep on circling around the compound

for years to come. Yes, it’s really sad.

A: So, who do you think took the

photograph?

B: Well, I suppose most zoo photos are taken by tourists, but this one looks as if it

was taken by someone who wanted to

capture an image of a trapped animal on film. Perhaps it was taken by an animal

rights protestor.

A: Okay, thanks.

14 – Listen to native speakers discuss

the picture of the orang-utan. Decide whether each statement is T (True) or F (False). A: So, could you describe your picture?

B: Well, right in the centre is an orang-utan. Like your polar bear, he’s in a cage in a zoo.

He’s just sitting in his cage staring out at the humans who are, no doubt, looking at him.

There’s a lump of rock or something right

behind him.

A: Any other details?

B: Well, it must be a little cold as the orang-utan is wearing some kind of coat. Perhaps

he has draped a sack around his head and

shoulders. He looks as if he doesn’t belong in this environment.

A: How does this picture make you feel?

B: Well, I would have to say that I have mixed feelings about it. I would have to say

that the orang-utan stands out more than

the cage - and I find him kind of charming. He looks a little bit lost, but there’s a little

humour in the picture, too. The orang-utan’s expression and clothing make him almost

human.

A: So, you find the picture to be funny

because it shows an animal in an almost human state?

B: Yes, that’s right.

A: I can follow that. Okay, who do you think took the photograph?

B: Well, it could have been anybody. I guess

it was just a visitor to the zoo who happened to be checking out the orang-

utans when this one struck this funny pose.

Yes, it looks like a holidaymakers photo.

A: Okay. Thank you.

Unit 5

Learn new ways to do the task 15 - Listen to native speakers discuss

the first haiku. Comments similar to the ones they made are provided below. Circle the differences.

A: So, tell me about your haiku. What do you think it’s about?

B: Well, it’s not completely clear. To me, it

seems to draw a picture of a starving child.

Yes, a child from a Third World country.

A: I see. Anything else?

B: Yes. A camera is mentioned in the poem,

so I also imagine a tall Western photographer. He is taking the child’s

photograph, but the child is too desperate or weak to respond. He just stares into the

lens.


A: Okay.

B: I should also mention the heat. There is a sense of overpowering heat within the haiku.

The heat, or drought, has left the child with

no food.

A: Okay, thanks. How does the haiku make you feel?

B: Primarily, the poem makes me feel

deeply sorry for the child. He seems to be

beyond help in an environment which is killing him. I also feel disturbed by the fact

that a starving child is being photographed by a healthy adult. I guess I feel that the

adult might be me.

A: Anything else?

B: Well, I can almost smell the heat. It’s like

an enormously powerful force – slowing down life.

A: So, what might happen next?

B: Well, I suppose the photo will be taken and will end up in a newspaper or magazine

somewhere – but nothing will change for

the child.

A: That’s hard. I guess it’s quite a disturbing poem.

B: Yes.

A: Right. Who do you think wrote the poem?

B: Well, I’m not sure. I would have to say it was somebody who isn’t starving. Yes. The

poem was written by an outsider observing

this situation from a position of comfort. Perhaps someone who cares about the

starving millions and is trying to move people to think about such poor children.

A: Anything else to add?

B: No, I think that’s just about it.


the second haiku. Comments similar to the ones they made are provided below. Circle the differences. A: So, what about your haiku? What do you

think it’s about?

B: Well, this is a little bit more difficult. It seems to be about some kind of tragedy –

perhaps an accident, perhaps a bomb.

A: Uh-huh.

B: Then, after that there is a disturbing

moment of silence followed by people realizing what has happened. People start to

scream.

A: Anything else?

B: Well, after the screams there is a sudden

return to the cold practicalities of the real world. There is a suggestion that official

phone calls have to be made. I suppose that

people have to be informed about the loss of friends or relatives.

A: How does the poem make you feel?

B: Well, I find the sounds of the haiku most disturbing. There is a sudden movement

from a moment of violence which I somehow sense is loud to silence, then

screams, then the chilling sound of a phone

ringing. Each ring sounds like cold, unchangeable bad news. The haiku also

strongly communicates a sense of our inability to turn back the clock. When a life

is lost, we cannot get it back. The loss of life in this haiku happens in a sudden and

unforeseeable instant. It’s an awful thing.

A: I think I can understand what you are

getting at. Let’s look at the next question. What might happen next?

B: Well, I have kind of hinted at that already. Relatives and friends will answer their

telephones and be given some awful news.

A: So, who do you think wrote the haiku?


B: Perhaps somebody who wanted to

communicate our helplessness in moments of sudden loss. I don’t think that it was

necessarily anybody who has been personally affected by such a situation. It

could be a reaction to the sudden and

violent loss of life that is often reported in the news or shown in films.

A: I see. Thanks.

17 – You will hear another

conversation about the first haiku. After each turn there will be a pause. Try to write exactly what was said. You will hear each turn twice. 1. This haiku makes me feel empty inside.

2. Could you be a little more precise?

3. I get the feeling that the child will die

soon, and knows it.

4. What makes you think that?

5. Perhaps it’s the description of the eyes.

The child’s eyes are central to the poem

6. Do you have anything else to say?

7. Yes. The final line is very powerful. To me,

nothing but heat means nothing but death.


answers.

Unit 6

Learn new ways to do the task 19 - Listen to native speakers discuss

the cloning story. Comments similar to the ones they made are provided below. Circle the differences.

B: Okay, could you fill me in on your news story? What’s it about?

A: Well, it’s rather controversial. This story

is about a group of scientists who are able

to make human clones. They are voicing

their opposition to International Law. You know that people are not allowed to clone

humans – well, these scientists have written letters in support of human cloning. They

say that these clones could be used to find

cures diseases like cancer and AIDS.

B: Okay, I get it. How do you feel about this story?

A: Well, my first reaction is to feel sickened

by the attitude of the scientists. I can’t

believe that they would be willing to make humans for research.

B: I can understand that. Anything else?

A: Well, when I thought about it more carefully, I felt that a more balanced

reaction might be more appropriate. I find the idea of human clones creepy, but if a

cure for cancer could be found the world would be a much happier place.

B: So you sympathise with the scientists?

A: I wouldn’t go that far. The story led me to think that we might have to adjust our

values to make progress, however. Yes,

that’s about it.

B: Right. What should be done about this situation?

A: Well, I guess that the scientists have the right to voice their opinion, but I don’t think

the law should be dramatically changed just yet. I don’t think that we understand exactly

what the life of a clone means. There are all kinds of moral problems to sort out before

clones should be created. Actually, I don’t

even agree with cloning animals.

B: That kind of leads into my next question. Here we go. What other situations does this

story bring to mind?

A: Well, I’ve mentioned the moral questions

regarding the cloning of animals. This story is also connected to the use of animals for

medical research. I still find that situation problematic.


B: What do you mean by ‘problematic’?

A: Well, on reading this news story, grotesque images of animals in laboratories

fill my mind. I find it all distasteful, but I

know that cures are being found for serious illnesses as a result of experimentation on

animals. My heart wants the cure without the abuse of the animals. My head tells me

that that is impossible.

B: Okay, thanks for your answers.

A: You’re welcome


the video-game story. Comments similar to the ones they made are provided below. Circle the differences.

A: So, why don’t you fill me in on the details of your story?

B: Well, this piece of news is a little bit

closer to home. A survey says that male

high school students are spending too much time playing computer games, or video

games. It says that the average amount of time spent playing these games every day is

2.5 hours.

A: Uh-huh. That’s a long while.

B: Yes. Mind you, you can never be sure

how accurate these surveys are.

A: Yes. That’s true.

B: Well, the main point of the news story is

that there may be a connection between a drop in academic standards and this rise in

video game usage. I suppose that teachers

and parents are concerned that these video games are a waste of time – or perhaps

they are affecting the way young people think.

A: I see. How does it make you feel?

B: To be honest, I don’t have any really strong feelings about this. I’m not a great

fan of video games, but I don’t think that

they are that damaging. Students will always prefer to play rather than study –

that’s human nature. This news story makes me think that people are searching for a

simple solution to a complex problem. This

old story of the older generation attacking a new fad that they don’t understand makes

me a little bit angry. If academic standards are dropping – and we should remember

that they might not be – there could be thousands of reasons for this drop. Blaming

video games seems to me to be

unreasonable. It also bothers me that this story only talks about male students. What

about the females?

A: I get the picture. So, what do you think

should be done?

B: Well, that’s a difficult question. If academic standards are dropping the

problem should be faced and measures taken to arrest the slide. I don’t think that

video games should be made the scapegoat,

however.

A: What other situations does this story bring to mind?

B: On reading this story I was reminded of other, perhaps more serious, teenage

addictions. Teenagers who are dealing with drug and alcohol addictions are surely in a

harsher world than those who spend a few

hours every day playing these video games. I feel that those putting their energies into

trying to stop students playing these games should drop the topic and turn their

attentions toward more serious issues.

A: Okay, that’s just about it. Thank you.

B: Thank you.

21 – You will hear another

conversation about the cloning story. After each turn there will be a pause. Try to write exactly what was said. You will hear each turn twice.


1. This news story leaves me fearing for our

future.

2. Could you explain that further?

3. This piece of news suggests that humans

want to make humans for a single, chilling purpose.

4. Do you have any other reactions?

5. Well, this story reminds me of the slave

trade. I imagine a sad world full of slave

clones.

6. What do you think should be done about this?

7. I believe that the law forbidding the creation of human clones should be

maintained and enforced.


answers.

Unit 7

Warm up 23 – Now listen and check your

answers. A: We have an apple, a banana, a plum and

a cabbage. Which is the odd one out?

B: Right. Well, I immediately think of the

cabbage. All of the others are fruits.

A: Well, that’s one answer. We might also say that the banana is the odd one out.

B: The banana? How can the banana be the odd one out? I don’t get it.

A: It’s simple. Only the banana cannot grow

outside of tropical or sub-tropical areas.

B: Yes. Here’s another one: The banana is

the only one that grows in bunches.

A: Great. I guess that we could find several answers to this odd one out problem.



the four animals. Note their choices and reasons. A: Well, we have four animals and have to keep finding odd ones out.

B: Yes. I can start us off. The spider could

be an odd one out because, of all of these

four, only spiders can be poisonous.

A: Good. That’s one done. Now, let’s have a think.

B: There’s the obvious choice of the whale. I mean, it’s the only one of the animals that

lives in the sea.

A: Good. What about singling out the pig as being the only farm animal?

B: Yes. That’s another clear one. We could also say that the spider is the only insect.

Oh, and we can say that the spider is the only one that lays eggs.

A: Great. You’re on a roll. Keep talking.

B: Well, the pig could be the odd one out as it’s the only one that I’ve ever eaten.

A: That’s a fair answer. I’ve eaten whale, however, so I can’t say the same thing. How

about the monkey being the only one of the animals to have opposable thumbs?

B: Perfect. Yes, good. Oh, the spider is the

only one without a tail.

A: The spider is getting rather easy. Let’s

get some more for the other animals.

B: Well, of these only monkeys live in trees.

A: That’s not true. Spiders live in trees,

don’t they?

B: Oh. Yes, I suppose they do. I’m sorry.

A: I’ve got one. Of all these, the only one

I’ve never seen in the wild is a whale.


B: Okay. That’s got to be enough. I bet there are hundreds of options if we really

start thinking.


answers.

26 –Now listen and check your

answers.

A: If I could include a personal one, I would say that the photo is the odd one out as it’s

the only one that I’ve created.

B: That’s okay. I’ve got a personal one, too.

A movie is the only one of the three that I would pay to see.

A: You don’t like plays or visiting galleries?

B: Yes. That’s right.

A: Okay. How about saying that a play is the odd one out as it is the only one that is ‘live’.

B: I can go along with that. I guess a movie feels live, but that’s just an illusion.

A: Yeah. How about saying that the photo is

the only one that doesn’t have to be created

by an artist?

B: That’s problematic. How would you define an artist?

Unit 8

Warm up


answers. A: So, I’ll give you some information about Jay’s Bar. This chart details the percentage

of profit of beverage types for 2001.

B: Okay. Off you go.

A: First of all, beer was the source of 60%

of total profit in the first quarter, then rose

to 65% in the second quarter. Beer peaked

in the third quarter at about 68% of total profit. It then dropped back to 60% in the

fourth quarter.

B: Okay. What about soft drinks?

A: Yes, okay. Soft drinks stayed stable at

25% of total profit for the first two quarters. There was then a slight drop to 23% in the

third quarter and a jump up to 30% in the fourth quarter.

B: Right. I’ve got that.

A: I’ve also got the figures for wine. Would you like me to go on?

B: Yes, please.

A: Okay. 15% for the first quarter, slipping to 10% in the second. Let me see. Wine

profits only reached about 9% of total profit in the third quarter. This then rose slightly

to 10% in the fourth quarter.

A: Now for Zed’s Bar. Okay?

B: Okay.

A: Beer produces the greatest percentage of total profit. It produced 68% of total profit

in the first and second quarters, then

dropped to 65% for the third quarter. Beer sales then reached as much as 78% of total

profit in the fourth quarter.

B: I see. How about wine?

A: Wine produced the lowest percentage of

total profit – only 2% in the fourth quarter. The figures for the first, second and third

quarters are 10%, 7% and 5% respectively. Shall I go on to soft drinks?

B: Yes, please.

A: Soft drinks percentages rose steadily, then dropped to 20% in the fourth quarter.

Do you want the exact figures?

B: Yes.


A: Okay, 23% for the first quarter, 25% for the second, 30% for the third and, as I said,

20% for the fourth.

B: Great. That’s it. Thank you.


answers. A: Okay. I’ll tell you about this chart. The

title is ‘Green’s Store - % of profit of product types – 1999’.

B: Was that, ‘% of profit of product types’?

A: Yes. For Green’s Store, for 1999.

B: Okay.

A: The chart is divided into four sections:

the 1st, 2nd, 3rd, and 4th quarters. For each of these three-month sections, information is

provided for three product types: Fruit & Veg, Clothing, and Dairy Products.

B: Okay. I can follow that. If you let me know the figures, I can complete the chart.

A: Okay. In the 1st quarter, Fruit & Veg

produced 52% of profit, Clothing 10% and

Dairy Products 38%.

B: I’ve got that. How about the 2nd quarter?

A: Well, there’s a similar pattern. Fruit & Veg rises to about 54%, Clothing rises to

18% and Dairy Products drop to 28%.

B: Okay. Go on.

A: Right. Now we’re on the 3rd quarter. Fruit

& Veg is close to 60%, perhaps 58%,

Clothing is still at 18% and Dairy Products have slipped down to 24%.

B: 58, 18 and 24. Okay. How about the 4th

quarter?

A: Well, Fruit & Veg rises higher still to 65%,

Clothing plummets to 12% and Dairy Products drop slightly to 23%.

B: Okay. I think I understood that. Thanks.


answers.

A: It’s clear that pasta dishes are responsible for most of the company’s

profits. If it isn’t broken, I don’t think you should fix it.

B: Right. I agree. Desserts are the biggest problem. Look at the figures for the fourth

quarter. What is that? 2% of total profit?

A: That’s right. That is low, but at least the restaurant isn’t losing money on desserts.

B: I recommend, however, that they either introduce a campaign to promote their

desserts, or search for cheaper ingredients so that profit margins can be raised.

A: I like the idea of promoting the restaurant’s desserts. People can be

encouraged to order desserts through a well-designed campaign. I wouldn’t

recommend the use of cheaper ingredients, however. I think that that would lead to a

drop in quality and, consequently, a drop in

sales.

B: You might be right. More research is required before a decision can be made.

Unit 9

Warm up 30 –Now listen and check your

answers.

Hello, this is Greg Campbell. I’m afraid we

have a problem at the Seoul plant. I have just received a memo from Mr. Kim – an

upper-level manager in Seoul. It seems that he is no longer able to communicate with

Anderson, our president over there. Kim is concerned about the following: Anderson’s

managerial reorganization; the shutting

down of the I.T. Research Centre (that has produced twelve job losses); Anderson’s


failure to discuss these changes before

implementation. Mr Kim has even suggested that Anderson’s behaviour is showing signs

of racial prejudice. It seems that a number of the Korean staff are ready to resign. We

need to get together as soon as possible to

discuss policy regarding these points. I’m hoping that you’ll be free to discuss this

after tomorrow’s progress meeting. Please get back to me as soon as possible.



answers. A: We need to decide on a three-point

strategy to help ease the problems at Compuco, Seoul. Perhaps we should start by

looking at the Research Centre. What do you think?

B: This is difficult. I guess that we have to weigh potential against current losses. Mr.

Kim mentioned that the Research Centre was working well. He seemed to feel that

positive result were just around the corner.

C: I disagree. All loss-making enterprises

must be closed. Anderson’s policy is good.

B: I can understand why you say that. I feel,

however, that the long term is more important than the short term. The closure

could leave Compuco behind its competitors in the future.

A: I agree with that. Current losses could be

recouped if the Research Centre produces

results that increase sales.

D: What’s more, the company will come to a standstill with no Research Centre.

Innovation leads to business success. By

closing down the Research Centre, Anderson has lost a potential source of innovation.

B: So we feel that the Research Centre

should be re-opened and funded.

A: Yes. That would be the first stage in our

three-point strategy.

C: I am still not so sure about that, but it seems that I am outnumbered. I will have to

go along with you.

32 – Listen to the rest of the

discussion about Compuco, Seoul. List the next two strategy points the speakers agree on. D: Let’s go on to the next point. I think that

we have to look carefully at the problems caused by miscommunication or poor

communication. Anderson doesn’t seem to be doing too well.

C: There are clearly problems in Seoul, but I’m not sure who is to blame. We need a

strategy that will encourage the fighting factions to work together.

A: I agree. I think that they should replace

Anderson with somebody who is more

comfortable in a Korean environment – someone who speaks Korean fluently.

B: That might be a little drastic. How about calling a meeting to assess how bad the

relationship between Anderson and the

Korean management has become. The top management of the company should sit the

Seoul management team down and discuss the situation with them. They shouldn’t be

too hasty in hiring and firing.

C: That seems fair. Okay. So, Point Two of

our three-point strategy would be to call this meeting.

D: That’s right. Good.

A: We should also think about the management reorganization problem. What

should be done about that?

C: I have no doubt whatsoever that

unnecessary employees should not be on the pay roll. Why spend money on a

manager when he or she isn’t required. A business is not a charity.

B: The question, however, is whether these

managers are surplus to requirements.


Anderson could be wrong. Mr. Kim thinks

that he just wants new American staff members.

D: How about requesting a full report from

Anderson outlining his reasons for the

reorganization? This should help us to fully analyse the situation.

B: Yes, it would also give him a chance to

think it through really clearly. The Korean staff have suggested that he is rushing

things and could be making mistakes. If

Anderson produces a full and detailed report, his reasons for wanting to make changes

will become apparent.

A: That’s true. This will give him the chance

to prove that the changes are warranted. If they are not, his mistakes should come to

the surface.

C: So, requesting the report from Anderson would be the third part of our strategy. If

we all agree on that, we have finished.

33 –Now listen and check your

answers. A: We should also think about the management reorganization problem. What

should be done about that?

C: I have no doubt whatsoever that

unnecessary employees should not be on the pay roll. Why spend money on a

manager when he or she isn’t required. A business is not a charity.

B: The question, however, is whether these

managers are surplus to requirements.

Anderson could be wrong. Mr. Kim thinks that he just wants new American staff

members.

D: How about requesting a full report from

Anderson outlining his reasons for the reorganization? This should help us to fully

analyse the situation.


Homework Schedule Tick when

completed

Review 1

Write a conversation in which two people plan a ten-day trip around Great Britain.

Preparation 1

Use the library and the Internet to collect information about the

places on the timetables on p. 5. and p. 6.

Review 2

Write a conversation in which two people plan a ten-day trip around the East Coast.

Preparation 2

Use the library and the Internet to collect information about the

places on the map on p. 9.

Review 3

Write a conversation in which two people plan a month-long trip around the United States of America.

Preparation 3

Prepare comments for Share your own ideas, p. 13.

Review 4

Write a conversation in which two people discuss a picture of your choice.

Preparation 4

Complete Warm up, p. 17.

Review 5

Write a conversation in which two people discuss a haiku of your choice.

Preparation 5

Complete Warm up, p. 21.

Review 6

Write a conversation in which two people discuss a news story of

your choice.

Preparation 6


Review 7

Write a conversation in which two people complete an odd-one-

out task of your choice.

Preparation 7


Review 8

Write a conversation in which one person relays information from

any two charts to another person.

Preparation 8


Review 9

Write a conversation in which four people discuss the problems at

Chemilon and agree on a three-point strategy.

(2003) English for Communication Book 4 (3rd Edition)

Documents

Transcript of (2003) English for Communication Book 4 (3rd Edition)