University English: the blog for ESL students

May 31, 2015

Final Speaking Exam

Filed under: final speaking exam,Tests/Exams — richardlstansfield @ 2:57 am

You will do two tasks. Your total time will be approximately 3 minutes, with a maximum of four minutes.

No reading. No Power Point presentations. Just you talking.

Task 1: Give Advice to Two People

* Your friend JP can’t find a job. He gets low test scores, has no work experience, doesn’t dress smartly, and is often tired. He asks you, “What should I do?”

* Your friend Michael is having difficulty with his studies. He is having trouble organizing his time. He asks you, “What should I do?”

Task 2: Describe Two Objects

Describe two objects. You can describe a TV (television), a flashlight, a radio, a microwave oven, a hammer, a vacuum cleaner, a shopping trolley, or something else.

You can mention the following:
– functions
– colour
– shape
– size
– features
– weight
– price
– materials
– number of parts
– where you find it
– advantages
– disadvantages

Instructions

 Arrive early and wait inside.

During the mid-term exams, some people came in late. Here are two real examples.

Real Example #1
Student: I’m ready to do my exam now.
Teacher: You missed your exam.
Student: My exam is at 2:40.
Teacher: No, your exam was at 1:40.
Student: 헐 …
Real Example #2
Student: I’m ready to do my exam now.
Teacher: You missed your exam. It was at 1:40.
Student: I was outside at 1:30.
Teacher: So why didn’t you come inside and take your exam?
Student: I don’t know.
Teacher: I don’t know either.
* So, for the final speaking exam:
– come early, and
– come inside and wait.
The teacher will not go outside and call you to come it. You should be inside the classroom when it is time for your exam.

* If anyone misses their final speaking exam, they get zero (0/25) points.

* If anyone comes in late, they will receive penalties as follows:
1 minute late: – 25%
2 minutes late: – 50%
3 minutes late: – 75%
4 minutes late: missed the exam  0 points

Remember that this counts from the time that you begin speaking, not from the time that you arrive.

Possible Material for Unit 10 Quiz

Filed under: Tests/Exams,Unit 10: Space and the Universe — richardlstansfield @ 2:53 am

* Inviting Someone Else to Speak, Interrupting (politely), and Continuing to Speak After an Interruption

* Conditionals (Type i and Type ii)

Reading and Writing Assignment

Filed under: homework — richardlstansfield @ 2:52 am

On a piece of paper, write your name, class number, and the answers to the questions below. Write complete sentences and use the conditional (condition clause + result clause). Put your paper in a box that will be in front of my office door from Monday, June 15 to Friday, June 19.

1. If you meet your friend later, what will you do?
2. If you met the leader of your country, what would you say?
3. If you spoke perfect English, would you be very proud? Why or why not?
4. If you lose your phone, will you buy a cheaper phone or a more expensive phone? Why?
5. If the weather is good tomorrow, will you go out? Why or why not?
6. If you had enough money, would you travel into space? Why or why not?
7. If you had a million dollars, what would you do?

May 29, 2015

Unit 10: Space and the Universe

Filed under: Unit 10: Space and the Universe — richardlstansfield @ 8:24 am

Synonyms
– words that have similar meanings
e.g. big, large
e.g. smart, intelligent

Homonyms
– words that have the same pronunciation
(but have different meanings)
e.g. see, sea
e.g. meet, meat

Fill in the blanks with the correct homonyms.
* Chicken, beef, and pork are different kinds of _meat_.
* I like to go to the beach and swim in the _sea_.

Page 180, Exercise 1

Underline the two words in each sentence that have the same pronunciation.

1. sun, son
2. read, red
3. whether, weather
4. ate, eight
5. There, their
6. Our, hour

Page 181, Exercise 6

Write one word in each gap.

1. whether
2. our
3. sun
4. Red
5. to … two
6. few

Page 182, Exercise 8

Is each sentence True or False? If it’s False, what is the true information?

1. F
… won’t will try to help each other.
2. T
3. T
4. F
Diamond planets are found in outside of our solar system.
5. F
Lucy is not as heavy as eight times heavier than Earth.
6. F
… one year passes in 24 18 hours.

Listen to the second part of the listening again, and answer the questions.

1. How long will the journey to Mars take?
2. Will the spacecraft land on Mars?
3. What was Lucy created by?
4. How big is Lucy?
5. How many diamonds does Lucy have?
6. Is Lucy hot or cold? How hot or cold?

Answers

1. How long will the journey to Mars take?
The journey will take 501 days.
2. Will the spacecraft land on Mars?
No, it will just circle Mars.
3. What was Lucy created by?
Lucy was created by heat.
4. How big is Lucy?
Lucy is 4,000 km across –twice as wide as the earth.
5. How many diamonds does Lucy have?
Lucy has more diamonds than all the ones found on Earth throughout history.
6. Is Lucy hot or cold? How hot or cold?
Lucy is very hot. Lucy is 3,500 degrees Celsius.

Page 182, Exercise 1

1. travel
2. travel
3. travel

4. journey

5. trip

6. voyage

Page 183, Exercise 2

1. journey
2. travel
3. cruise/voyage
4. flight
5. trip
6. voyage
7. trip
8. voyage

Page 184, Exercise 4
Match the sentence halves.
1. b
2. a

Page 184, Exercise 5
Match the conditional sentences in Exercise 4 with their functions.
i. 2
ii. 1

Condition Clause Result Clause
If + present tense will/can

If they can find a married couple, they believe the couple
will be able to help each
other.

Condition Clause Result Clause
If + past tense would/could

If the planet Lucy were mined, there would be more
diamonds than on earth.

Page 184, Exercise 7

1. If I meet my friend later, we will go to the cinema.
 i
2. If I met the president or leader of my country, I wouldn’t know what to say.
 ii
3. If I spoke perfect English, I would be very proud.
 ii
4. If I lose my phone, I will have to buy a new one.
(If I lost my phone, I would have to buy a new one.)
 i (ii)
5. If the weather is good tomorrow, I will go out.
 i
6. You could travel into space if you had enough money.
 ii

Discuss
. If you meet your friend later, what will you do?
. If you met the leader of your country, what would you say?
. If you spoke perfect English, would you be very proud? Why or why not?
. If you lose your phone, will you buy a cheaper phone or a more expensive phone? Why?
. If the weather is good tomorrow, will you go out? Why or why not?
. If you had enough money, would you travel into space? Why or why not?

Page 185, Exercise 1

Complete the words in the table.

Verb Person Noun
1. explore 2. explorer
3. research 4. research
5. worker 6. work
7. traveller
8. presenter 9. presentation
10. thinker

Discuss
– Have you heard of the International Space Station?
– What do you think it is used for?
– Do you think it is useful? Why or why not?
Page 186, Exercise 7

1. exploration

2. work

3. money

4. future

Page 186, Exercise 10

Question 1: What are they doing during the discussion?
1. describing what the Space Station looks like
2. evaluating the Space Station and its good and bad points
3. inventing a new Space Station which can do different things
Question 2: What do they mention during the discussion?
1. time taken to travel to the Space Station
2. the type of work done on the Space Station
3. routines of living there
4. money spent on the project
5. the number of astronauts living there
6. types of space shuttle to travel there

Answers

– Exercise 8:
2 to evaluate the Space Station and its good and bad points
– Exercise 9
2 the type of work done on the Space Station
and
4 money spent on the project

Page 186, Exercise 11
Match the people with their opinion about the space station.

1. Dorota Loy
c
2. Professor Chen
a
3. Raj Padow
b

Page 189, Exercise 3

Inviting Someone Else To Speak
– Let’s get your thoughts on this.
a. What is your opinion?
f. You haven’t said much. What do you think?
g. Why don’t you start us off?
i. Would anybody like to say anything else about … ?

Interrupting
– Can I just say something here?
d. Can I just cut in there?
e. Sorry, but I have to interrupt you and say …
h. Sorry, but can I just say …

Continuing To Speak
– Can I finish my point?
– Please allow me to finish.
b. Can I finish?
c. I’d like to finish my point.
j. Let me finish what I was saying.

Page 190, Exercise 4
1. a (What is your opinion?)
/g (Why don’t you start us off …)
2. d (Can I just cut in there?)
3. b (Can I finish?)
/c (I’d like to finish my point)
/j (Let me finish what I was saying.)
4. i (Would anybody like to say anything else about …)
5. f (You haven’t said much. What do you think?)
6. a (What is your opinion?)
/i (Would anybody like to say anything else about …)

Page 190, Exercise 6
1. S
2. F
3. S
4. S
5. F
6. F
Discussion

– Should we explore space? Why or why not?

– Should we build a colony on the moon? Why or why not?

– Should space be a “Weapons-free Zone”? Why or why not?

– Should we send explorers to Mars? Why or why not?

– What should we do if we find evidence of aliens?

– Which place in the solar system do you think would be the best place for humans to live (e.g. the moon, another planet in the solar system, Titan, Europa, etc.)? Why?

– What should we do if we find an asteroid coming towards the earth?

– Do you think Global Climate Change is a serious problem? Why or why not?
– How can we reduce pollution in the world?

– Should South Korea increase immigration? Why or why not?

– Should Kim Jong-un be assassinated? Why or why not?

– Should Yoo Seung-jun and MC Mong be forgiven for evading their military service? Why or why not?

Appointments for Final Speaking Exam

Filed under: final speaking exam,Tests/Exams — richardlstansfield @ 8:17 am

Class 05
Student Day Time
1 곽병준 June 9 9:00
2 곽현수 June 9 9:05
3 김남수 June 9 9:10
4 김도연 June 9 9:15
5 나민주 June 9 9:20
6 민성문 June 9 9:25
7 박아현 June 9 9:30
8 소은영 June 9 9:35
9 안성진 June 9 9:40
10 왕예예 June 9 9:45
11 유정모 June 9 10:00
12 윤현우 June 9 10:05
13 이브라힘 June 9 10:10
14 이상우 June 9 10:15
15 이유진 June 9 10:20
16 이정운 June 9 10:25
17 이호진 June 9 10:30
18 임인호 June 9 10:35
19 장월화 June 9 10:40
20 장정호 June 9 10:45
21 정인한 June 11 11:00
22 정태진 June 11 11:05
23 줄 June 11 11:10
24 진민서 June 11 11:15
25 한다빈 June 11 11:20

———-

Class 13
Student Day Time
1 김민재 June 8 11:00
2 김준서 June 8 11:05
3 나현희 June 8 11:10
4 류혜원 June 8 11:15
5 박상은 June 8 11: 20
6 박희은 June 8 11:25
7 송바롬 June 8 11:30
8 심산 June 8 11:35
9 오설 June 8 11:40
10 우미드 June 8 11:45
11 우현희 June 10 9:00
12 유명환 June 10 9:05
13 윤소윤 June 10 9:10
14 이동규 June 10 9:15
15 이용건 June 10 9:20
16 이유경 June 10 9:25
17 이혜정 June 10 9:30
18 임승현 June 10 9:35
19 임지현 June 10 9:40
20 정준호 June 10 9:45
21 조준희 June 10 10:00
22 조해윤 June 10 10:05
23 최동경 June 10 10:10
24 최지헌 June 10 10:15
25 한정훈 June 10 10:20

———-

Class 21

Student Day Time
1 김민아 June 8 1:00
2 김사언 June 8 1:05
3 김은별 June 8 1:10
4 김지현 June 8 1:15
5 김한나 June 8 1:20
6 김한솔 June 8 1:25
7 노태준 June 8 1:30
8 문용제 June 8 1:35
9 박영범 June 8 1:40
10 박요한 June 8 1:45
11 박찬호 June 8 2:00
12 사재민 June 8 2:05
13 서옥림 June 8 2:10
14 송영호 June 8 2:15
15 심규환 June 8 2:20
16 안가람 June 8 2:25
17 유하정 June 8 2:30
18 이동용 June 8 2:35
19 이승재 June 8 2:40
20 정인철 June 8 2:45
21 주진배 June 11 12:00
22 최원석 June 11 12:05
23 최종용 June 11 12:10
24 하혜연 June 11 12:15
25 한주희 June 11 12:20
26 홍성현 June 11 12:25

———-

Class 29

Student Day Time
1 고아라 June 10 1:00
2 김경선 June 10 1:05
3 김선원 June 10 1:10
4 김소원 June 10 1:15
5 김아름 June 10 1:20
6 김용민 June 10 1:25
7 박신영 June 10 1:30
8 서미선 June 10 1:35
9 신해린 June 10 1:40
10 압둘라 June 10 1:45
11 예민호 June 10 2:00
12 오홍균 June 10 2:05
13 유승준 June 10 2:10
14 유은영 June 10 2:15
15 윤지훈 June 10 2:20
16 이동언 June 10 2:25
17 이상민 June 10 2:30
18 이상봉 June 10 2:35
19 이은진 June 10 2:40
20 이청원 June 10 2:45
21 임혜진 June 12 11:00
22 정채연 June 12 11:05
23 정한보 June 12 11:10
24 조유흠 June 12 11:15
25 최용준 June 12 11:20

———-

Class 37

Student Day Time
1 김광훈 June 9 12:00
2 김나은 June 9 12:05
3 김영 June 9 12:10
4 김원위 June 9 12:15
5 김윤아 June 9 12:20
6 김은영 June 9 12:25
7 김재웅 June 9 12:30
8 김지운 June 9 12:35
9 노희수 June 9 12:40
10 서정혁 June 9 12:45
11 송주학 June 12 1:00
12 양인욱 June 12 1:05
13 오준경 June 12 1:10
14 유경환 June 12 1:15
15 윤성원 June 12 1:20
16 이규민 June 12 1:25
17 이세중 June 12 1:30
18 이진승 June 12 1:35
19 장지성 June 12 1:40
20 정은미 June 12 1:45
21 정지호 June 12 2:00
22 조희선 June 12 2:05
23 최호진 June 12 2:10

May 22, 2015

Possible Material for Unit 9 Quiz

Filed under: Tests/Exams — richardlstansfield @ 7:41 am

* find the adjectives (Page 164, Exercise 1)

* verb-ed vs. verb-ing adjectives (Page 164, Exercises 2 and 3)

* adjective forms (Page 165, Exercise 6)

* adjective forms of shapes (e.g. circle  circular, etc.)

* description wheels (Page 169, Exercise 2 and Page 170, Exercise 5)

* describing advantages and disadvantages (Page 171, Exercise 6)

* describing objects (Page 171, Exercise 1; Page 172, Exercises 2 and 3; Page 173, Exercise 7; Page 174, Exercise 1)

Unit 9: People

Filed under: Unit 9: People — richardlstansfield @ 7:33 am

In this Unit, you will learn how to describe an object and its functions.

Books closed. Listen to the teacher as he tells you about Joseph Conrad, and answer the questions.

1. What was Joseph Conrad’s job?

2. Why was he an extraordinary person?

3. What else did you learn about Joseph Conrad?

Page 166, Exercise 9

Try to write the correct form of the words in brackets in the gaps to complete the text. Then listen to the teacher as he tells the story again.

1. fascinated

2. happy

3. surprising

4. expensive

5. interesting

6. successful

7. believable

Now we will look at root words, word families, and parts of speech.

examples

fascinate (verb)  fascinated (adjective)

happy (adjective)  happiness (noun)
 happily (adverb)

surprise (verb, noun)  surprising (adjective)  surprisingly (adverb)

expense (noun)  expensive (adjective)

interest (verb, noun)  interesting (adjective)  interestingly (adverb)

succeed (verb)  success (noun)  successful (adjective)  successfully (adverb)

Page 164, Exercise 1

Look at the sentences and underline the adjectives in each one.

1. That is amazing!

2. Why are you interested in him?

3. He was a fascinating man.

4. Are you bored?

Page 164, Exercise 2
Underline the words that the adjective describes.

e.g. I gave my girlfriend a beautiful picture.

e.g. I gave my beautiful girlfriend a picture.

1. a. The news was surprising.
b. I was surprised by the news.
2. a. I was always bored when I went to see her.
b. She was boring so I tried not to see her.
3. a. He was excited by the idea for the new business.
b. His idea for the new business was exciting.
4. a. The man was very interested in my story.
b. The man told me a very interesting story.
5. a. The walk was very tiring.
b. The walk took a long time because I was tired.
6. a. What a fascinating picture!
b. My friend was fascinated by the picture.

Page 164, Exercise 3

1. Adjectives ending in _-ing_ describe the reason for a feeling (e.g. situation).

2. Adjectives ending in _-ed_ describe what people feel as a result of something.

Discussion

. Tell me about an exciting hobby.
. Tell me about an interesting person you know.
. Tell me about what makes you feel very tired.
. Tell me about the last time a book or video fascinated you.
. Tell me about the last time you were bored.
. Tell me about a boring job.

Page 165, Exercise 5

1. Suffixes come at the beginning/end of a word.

2. The suffixes –ing and –ed often make words into adjectives/nouns.

Page 165, Exercise 6

Write the adjective form of the verbs and nouns.

excite // exciting // excited // excitable
surprise // surprising // surprised
believe // believable
succeed // successful
comfort // comforted // comforting // comfortable
relax // relaxed // relaxing
shock // shocked // shocking // shockable
expense // expensive
happiness // happy
politeness // polite

Page 167, Exercise 1

Match the shapes to the nouns in the box.

1. diamond

2. square

3. oval

4. circle

5. triangle

6. rectangle

7. semicircle

Pronunciation

Stressed vs. Reduced Syllables
– more loudly – more softly
– more slowly – more quickly
– more clearly – less clearly

e.g. conditioner

# syllables =

stressed syllable = conditioner

e.g. extraordinary

# syllables =

stressed syllable = extraordinary
Page 167, Exercise 2

Underline the stressed syllable in each word.

1. diamond

2. square

3. oval

4. circle

5. triangle

6. rectangle

7. semicircle

Answers

1. diamond

2. square

3. oval

4. circle

5. triangle

6. rectangle

7. semicircle

Write down the adjective form of each shape.

1. diamond 

2. square 

3. oval 

4. circle 

5. triangle 

6. rectangle 

7. semicircle 

Answers

1. diamond  diamond-shaped

2. square  square

3. oval  oval

4. circle  circular

5. triangle  triangular

6. rectangle  rectangular

7. semicircle  semicircular

Page 167, Exercise 5

Where is the stress in each adjective form? Is it the same as the nouns?

Answers

1. diamond  diamond-shaped

2. square  square

3. oval  oval

4. circle  circular

5. triangle  triangular

6. rectangle  rectangular

7. semicircle  semicircular
Page 168, Exercise 7

Listen and match each invention with both its inventor and its picture

Invention Inventor
1. hand-dryer a
2. egg chair c
3. wheelbarrow a
4. climbing car b

Picture 1  a hand dryer
Picture 2  a wheelbarrow
Picture 3  a climbing car
Picture 4  an egg chair

Page 168, Exercise 8

Listen again and write a word in each gap.

1. (kind of) round
2. colours
3. comfortable
4. two
5. square
6. easily
7. expensive
8. rectangular
9. quickly
10. oval
11. space
12. buildings

Discussion

. Which of the inventions do you think is the best and why?
. Which of the inventions do you think is the least useful, and why?

. What objects do you use every day, and why?
. Which objects are most important to you, and why?
. Which objects would you like to own in the future, and why?

Page 169, Exercise 2
Write the words in the box in the correct sections of the description wheel.
Functions
1.
2.
Color
3.
Shape
4.
5.
Size
6.
7.
Features
8. Internet display
9.
Weight
10.
Price
11.
Materials
12.
13.

Answers

Functions
1. to provide entertainment
2. to provide information

Color
3. black

Shape
4. flat
5. rectangular

Size
6. large
7. 1 meter wide

Features
8. Internet display
9. high definition
Weight
10. heavy

Price
11. expensive

Materials
12. plastic
13. glass

Which object is described in the wheel?

 a TV

Finding the Right Word

* The word I’m looking for …
* What do you/we call ___?
* What’s it (called)?
* It’s used for ___.
* You see it ___.
* It looks like ___.
… thing …

example: a TV

* It’s used for _providing entertainment_.
* You see it _in a home_.
* It looks like _a large computer monitor_.

Introductory Exercise Two

A: The word I’m looking for is the name of an animal.
B: Is it a wild animal?
A: No, not usually. We keep it at our house. It hates cats.
B: Oh! I know what it is. It’s a dog.
A: That’s it!

B: It’s a thing. It has an iron head and a wooden handle.
A: What’s it used for?
B: It’s used for hitting things.
A: Do you mean a hammer?
B: Right.

A: What do you call the thing we used to cook something quickly?
B: You mean a stove?
A: No. It looks like a TV. And it cooks food very fast.
B: Oh, of course! A microwave oven.

A: I’m writing an essay for my class about my roommate. The word I’m looking for means “strange.”
B: What does he do?
A: He always gets up at 2 a.m. and plays video games.
B: You could use the word, “weird.”

Page 170, Exercise 4

United Kingdom North America
mechanical torch flashlight

Correct the words in italics in the description.

Answers

(1) five
 two

(2) circle
 round

(3) square
 circular

(4) short
 long
Page 170, Exercise 5
Complete the description wheel with words and phrases from the description in Exercise 4.

Colour
– pale blue
– black

Shape
round

Size
small

Features
– easy to carry
– good for the environment

Weight
light
Price
not given, but possibly cheap

Materials
– plastic
– glass

Functions
to provide/give light (there is a handle to wind up to give power)

Page 171, Exercise 6

List the advantages and disadvantages of the flashlight (“mechanical torch”).

Advantages:
– does not need electricity
– small
– easy to take with you (e.g. on journeys, in a car, etc.)
– can be used anywhere
– useful in emergencies
Disadvantages:
– have to wind it up to start it
(so it may not give light immediately and
might not be so good if you are tired)
– the handle could break

Pair Work

Student A  go to Page 195
Student B  go to Page 198

Step 1
Student A describes the vacuum cleaner to Student B. Student B listens and labels the picture.

Step 2
Student B describes the shopping trolley to Student A. Student A listens and labels the picture.

Use the description of the flashlight on Page 170 as a model.

* It’s made of ___. (“It’s made of plastic and glass.”)
* heavy / light / long / short / thin / thick
(“The handle is long and thin.”)
* It has ___ parts.
(“It has two parts: a handle and the main body.”)
* You can … (“You can pull the handle out.”)
* It’s used for __-ing … / It’s used to __ …
(“It’s used to wind up the flashlight to give it power.”)
* diamond-shaped / square / oval / circular / triangular / rectangular / semicircular / cylindrical / round
* at the front/at the back/on the side/on the bottom/on the top
(“On the side there is a handle.”)

Page 171, Exercise 1
Match the headings with the information about a radio.

1. a
2. c
3. f
4. b
5. e
6. d

Page 172, Exercise 2
Write a word in each gap in the description of the radio.

1. main
2. made
3. for
4. for
5. lets
6. to

Page 172, Exercise 3

1. What’s it made of?
It’s made of plastic and metal.
2. What does it look like?
It’s rectangular and has a handle.
3. What’s it used for?
It’s used for listening to radio programs where there is no electricity.
4. What does the antenna let you do?
The antenna lets people receive different radio programs.
5. What is the solar panel used to do?
The solar panel is used to get energy from the sun.

Let’s take another look at the phrases from Exercise 2.

a. is used for + verb-ing

The radio is used for listening to radio programs where there is no electricity.

b. is a thing for + verb-ing

The handle is a thing for winding the radio to get power.

c. is used to + verb (infinitive)

The solar panel is used to get energy from the sun.

d. lets + subject + verb (infinitive)

The antenna lets people receive different radio programs.

e. is made of + noun

The radio is made of plastic and metal.

f. has … main parts

The radio has two main parts.

Page 173, Exercise 7
Choose an object but don’t tell your partner what it is. Your partner asks you some questions to find out what it is.

– What does it look like?
– What’s it made of?
– What’s it used for?
– What is the ___ used for?
– What are its advantages?
– What are its disadvantages?
– Is it ___?
 functions / color / shape / size / features / weight / price / materials / # of parts
 You see it …
 It looks like a ___.

Page 174, Exercise 1
Choose and object and make notes about it. Here are some examples: smart phone, car, laptop, watch, glasses, bus, microwave oven, etc.

Page 174, Exercise 2
Work with a partner. Take turns telling each other about the object, but don’t say the name. You have to guess the name of each other’s object.

 functions / color / shape / size / features / weight / price / materials / # of parts
 You see it …
 It looks like a ___.
– What does it look like?
– What’s it made of?
– What’s it used for?
– What is the ___ used for?
– What are its advantages?
– What are its disadvantages?
– Is it ___?

May 13, 2015

Possible Material for Unit 8 Quiz

Filed under: Tests/Exams — richardlstansfield @ 7:38 am

* Vocabulary

take up: begin (a hobby or leisure-time activity)

look after: to take care of someone or something

mentor: (noun) an experienced person who helps someone who has less experience, especially in their job

smart: (adjective) clean and neat in appearance and dressed in nice fashionable clothes, especially in a slightly formal way

– Page 144, Exercise 1

* Writing Numbers in Words

– Page 144, Exercises 2 and 4

* Comparatives

– Page 146

* Multi-word Verbs (except for Class #5)

– Pages 148 and 149

* Job Interview Questions

– Page 151, Exercise 9

– Page 152, Exercise 2

* Giving Advice

– Page 154, Exercises 1 and 2

– Page 155, Exercise 4

– Page 156, Exercise 1

Unit 8: Business

Filed under: Unit 8: Business — richardlstansfield @ 6:39 am

In this unit, we will be talking about:
– jobs,
– job requirements,
– job seeking, and
– how to give advice (especially for job seekers).

We will begin by looking at the pictures on Page 142 and discussing the questions in Exercise 1.

Page 142, Exercise 2

1. popular
2. line
3. catch
4. dangerous
5. Fishermen
While Watching: Page 143, Exercise 4

Cape of Good Hope
– in South Africa
– Dangerous! famous for _storms_
– David’s _father_ disappeared at sea
– he _understands dangers_
– 2000 types of _fish_

Snoek (a kind of fish)
– fish
– popular _food_

David
– fisherman
– _family_ business
– teaches his _sons_
– family works _together_

Page 143, Exercise 5

Match the sentence halves.

1. e
2. b
3. d
4. f
5. a
6. c

Discussion
* Would you like to work in a job that isn’t in an office? Why or why not?
* If you couldn’t get an office job, what kind of job would you prefer, and why?
– fisherman
– farmer
– construction worker
– plumber
– carpenter
– (something else)

Page 144, Exercise 1
1. We earn money by _working_.
2. Colleagues are _people who we work with_.
3. When we spend time on something in means we _use time doing it_.
4. When we waste time we _use time badly_.
5. A project is a _piece of planned work_.

Page 144, Exercise 2
You will listen to a business student talking about a project. You will hear all of the numbers below. Write each number using words.
Example: 1  one
Example: 21  twenty-one

1. 48%
2. 1/2
3. 1/3
4. 31.5
5. 103
6. 1, 540
7. 6, 001

Answers
1. 48%
 forty-eight percent
2. 1/2
 a half // one half
3. 1/3
 one third
4. 31.5
 thirty-one point five
5. 103
 one hundred and three // a hundred and three
6. 1, 540
 one thousand five hundred and forty
7. 6, 001
 six thousand and one

Page 144, Exercise 4

1. usually after hundreds, but only after thousands if the number has thousands and then a single unit with no hundred in between
e.g. six thousand and one (6,001)
but
six thousand one hundred and one (6,101)

2. fifty percent

3. yes

4. usually we say zero (or nought in the United Kingdom)

5. usually we say “oh,” especially for phone numbers, or “zero”; in the United Kingdom, they occasionally say “nought” but not in a phone number

Page 145, Exercise 5

1. F  She hasn’t finished yet.
2. T
3. F  She looked at how people spend time at work.
4. T
5. F  A lot of people wasted time at work because they weren’t happy with their job.

Page 145, Exercise 6
Listen again and complete the information on the chart.
Time Wasted At Work
5% 
15% 
31.5% 
48% 
Reasons For Wasting Time
__ % 
__ % 
__ % 

Answers

Time Wasted At Work

5%
 texting,
making plans after work

15%
 taking longer coffee and lunch breaks than they should

31.5%
 talking to colleagues

48%
 surfing the Internet or
writing personal e-mails

Reasons for Wasting Time

33.5%
 didn’t work as hard as they should because they thought they didn’t earn enough

approx. 50%
 weren’t happy with their jobs

19 %
 said they were working too many hours

Discussion

Ask each other:
“What do you think are the two best ways to stop people from wasting time at work? Why?”

– make sure everyone has a regular break
– pay a very high wage
– shout at people who waste time
– give extra pay to people who work fast
– (something else )

Discuss and together come up with the two best ways to stop people from wasting time at work.

Report to the Class:

What two solutions did you and your partner decide upon? And why?

Example:
“My partner and I decided to make sure everyone has a regular break because sometimes people get tired and need to rest.
We also decided to give promotions to people who think of new ideas because companies need new ideas.
We decided not to shout at people who waste time because shouting at people makes them feel bad.

Discussion

Look at the sentences on Page 145, Exercise 8. Which ones do you agree with? Which ones do you disagree with? Write “agree” or “disagree” next to each sentence.

1. Earning a lot of money is/isn’t more important than having an interesting job.
2. The most exciting work is/isn’t to have your own business.
3. Younger people have/don’t have enough experience to be good managers?
4. Older people with families work/don’t work as hard as young single people.
5. People who work the longest hours do/don’t do the most work.
6. The best time to start work is/isn’t after university.

Discuss the sentences using these phrases that we learned before.
Giving Your Opinion:
I think … // It seems to me … // In my opinion … // I feel … // Don’t you think … ?
Agreeing:
I agree. // I totally agree. // That’s true. // Yes, that’s right. // Exactly! // You’re right. // That’s a good point.
Disagreeing:
Yes, but … // It’s good but … // I am not really sure. // I don’t think so. // I don’t agree with that // Yes, I see what you’re saying but … // I’m afraid I disagree. // I’m not sure I agree. // Maybe, but … // Perhaps, but … // I don’t agree.

Example
A: Don’t you think the best time to start work is after university?
B: Yes, I see what you’re saying but if you work right after university, you won’t have much experience. It seems to me that you should travel to other countries before working.
A: I’m afraid I disagree. Travelling to other countries before getting a job is good. However, I think you should travel while in university, and then start work after university.

Page 146, Exercise 1  Comparatives

Comparing Quantities

0%  the least
 less
 more
100%  the most

Page 146, Exercise 2

1. People spent the least amount of time _on the phone_.
2. People spent less time _in meetings_ than having breaks.
3. People spent the most time _working at a desk_.
4. People spent more time _having breaks_ than in meetings.

Page 146, Exercise 3









Page 148, Exercise 7  Multi-word Verbs

Multi-word verbs have more than one part: a verb and a particle or particles.

Also notice where the object (subject, verb, object) can be.

e.g. Please turn on the TV.

turn = verb
on = particle
the TV = object

e.g. Please turn the volume down.

turn = verb
down = particle
the volume = object

1. You have noted a lot of information down.
2. I haven’t finished yet –I ran out of time.
3. I noted down the key information.
4. I took part in the discussion on this.
5. I found out a larger amount of information.
6. I found a lot of information out.
7. I looked at how people spend time at work …
8. … the reasons why they didn’t get on with their work.
9. They only just had enough money to get by.

Page 148, Exercise 8

1. run out (of)
2. get on with
3. find out
4. get by
5. note down
6. take part in
7. look at

Page 149, Exercise 9

(1) I found a lot of information out.
(2) I noted down the key information.
(3) I found out a lot of information.

(4) I took part in the discussion on this.
(5) I looked at how people spend time at work.
(6) I looked at the reasons they didn’t get on with their work.

Page 149, Exercise 10

1. She looks after my children when I am at work.
– take care of // Type 2
2. She decided to take yoga up to help with stress.
– begin (a hobby or course) // Type 1
3. I need to leave the meeting early, but you can carry on.
– continue to do something // Type 3

Page 149, Exercise 11

1. Would you like to take
2. Can you get
3. If you have to find
4. Do you note
5. Have you ever run out
6. Is it easy to look

Page 150, Exercise 1

1. d
2. a
3. f
4. e
5. g
6. c
7. b
8. h

Page 151, Exercise 4
What advice does the mentor give to Sami about what he should do in an interview?
1. * 5.
2. 6. *
3. * 7. *
4. * 8. *
Page 151, Exercise 5
Number the phrases in the order that you hear them.

a.
b.
c.
d.
e.

Page 151, Exercise 6
Which of the sentences in Exercise 5 look like statements?
Which ones look like questions?

Page 151, Exercise 9

Put the words in order to make questions the mentor asked Sami in the interview.
1. Why would you like to work with us?
2. What are your strengths and weaknesses?
3. Why should we give you the job?
4. What do you want to do long term?
5. Are you always on time?
6. Are you good at working in a team?
7. What kind of qualifications have you got?
8. When did you last solve a difficult question?

Page 154, Exercise 1

What is the function of this sentence?

“If you want to do better, you should start by looking more confident.”

a. explaining
b. requesting
c. giving advice

Page 154, Exercise 2

– I think you should …
– Why don’t you … ?
– Be careful not to …

Page 154, Exercise 3

Why do you think JP can’t find a job?

“I think JP can’t find a job because … “

– his test scores are low.
– he doesn’t dress smartly.
– he looks lazy.
– he doesn’t have job experience.
– he doesn’t look confident.
– he doesn’t shave.

Page 155, Exercise 5
Underline the advice that the teacher gives.


Page 155, Exercise 4

Complete the sentences with your own ideas.

1. If I were you, I would shave.

2. I think you should study harder.

3. If you want to do better, you should get an internship or a part-time job.

4. Be careful not to be lazy.

5. You should try to dress smartly.

Pair Work

Tell each other your problems, and give advice to each other.

Student A
1. My friends are often late for appointments and waste my time.
2. When I speak English, I get so nervous.
3. I can’t use the computer very well.
Student B
1. I keep forgetting appointments.
2. I think I’m doing badly in my English class.
3. I find it difficult to do presentations because I get so nervous.
– If I were you, I would … // – You should try (not) to …
– I think you should … // – Be careful not to …
– Why don’t you … ?
– If you want to do better, you should …

Page 152, Exercise 2

1. Why would you like to _work_ with us?
2. What are your _strengths_ and weaknesses?
3. Why should we _give_ you the job?
4. What do you want to do _long term_?
5. When _did_ you last solve a difficult problem?
6. Are you good _at_ working in a team?
7. Are you always _on_ time?
8. What kind of qualifications _have_ you got?
9. Are you a patient type of _person_?

Discuss and Give Advice

Ask each other these questions, and give advice.

1. What are your strengths and weaknesses?
2. What do you want to do long term?
3. Are you always on time?
4. Are you good at working in a team?
5. When did you last solve a difficult problem?
6. Are you a patient type of person?
– If I were you, I would … // – I think you should …
– You should try (not) to … // – Why don’t you … ?
– If you want to do better, you should …
– Be careful not to …

Example

A: Are you always on time?
B: I’m sometimes late for classes and appointments.
A: If you want to do better, you should try to be more punctual.

Report to the Class

Tell us one piece of advice that you gave to your partner.

Example

My partner is sometimes late for classes and appointments.
So I told her, “If you want to do better, you should try to be more punctual.”

Page 156, Exercise 1

Look at the list of problems. Think of two or three solutions for each problem. You can use the words and phrases in the grey box to help you.

Page 156, Exercise 2
Choose two of the problems from Exercise 1 and ask your partner for help. Also, give your partner advice for his/her problems, using the phrases below.
– If I were you, I would …
– I think you should …
– If you want to do better, you should …
– Be careful not to …
– You should try (not) to …
– Why don’t you … ?
Pair Work
1. I’m working/studying long hours.
2. I’m not getting along with my boss/classmates.
3. I’m not enjoying my job/studies.
4. I’m finding it difficult to organize my time.
5. I’m finding it difficult to do my work/studies.

– If I were you, I would … // – I think you should …
– Be careful not to … // – You should try (not) to …
– If you want to do better, you should …
– Why don’t you … ?

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