UNIT 5

Overview
TOPICS GRAMMAR
• Learning experiences on the job • Relative clauses
• The characteristics of a good boss • Relative pronouns as subjects
• Qualities of a good partner • Relative pronouns as objects
• Problem-solving at work • Modals of advice or suggestions
about the past
• Predicaments at work
• Not only . . . but (also)

COMMUNICATION GOALS

Listening and Speaking Reading and Writing

• Discussing predicaments at work • Understanding pronoun reference
• Discussing qualities of a good • Making inferences
partner
• Journal writing
• Practicing small talk
• Making apologies
• Role-playing problem-solving at
work
• Taking notes on a TV show

UNIT 5 75
 SKILL STANDARDS

WORKPLACE FUNDAMENTALS AND 4.8. 1 Demonstrate ability to work cooperatively

COMPETENCIES / SCANS* with others as a member of a team,
contributing to team efforts, maximizing
Fundamentals the strengths of team members, promoting
Basic Skills effective group interaction, and taking
Reading, writing, listening, and speaking personal responsibility for accomplishing
goals
Thinking Skills 4.8. 6 Demonstrate negotiation skills in resolving
Decision making differences, including presenting facts and
Problem solving arguments, recognizing different points of
Knowing how to learn view, offering options, and making
Reasoning compromises
Personal Qualities 7 Learning to Learn
7.1. 1 Identify and prioritize personal, education,
Responsibility
and workplace goals
Self-management
7.1. 2 Demonstrate an organized approach to
Competencies achieving goals, including identifying and
prioritizing tasks and setting and
Information following an effective schedule
Acquires and evaluates information 7.1. 3 Demonstrate personal responsibility and
Organizes and maintains information motivation in accomplishing goals
Interpersonal 7.1. 4 Establish, maintain, and utilize a physical
system of organization, such as notebooks,
Participates as a member of a team
files, calendars, folders, and checklists
Resources 7.3. 1 Identify a problem and its possible causes
Time—allocates time and prepares and follows 7.3. 2 Devise and implement a solution to an
schedules identified problem
7.3. 3 Evaluate the outcome of an implemented
Systems
solution and suggest modifications to the
Understands systems—knows how social and solution as needed
organizational systems work and operates 7.3. 4 Utilize problem solving strategies, such as
effectively within them breaking down the problem into
Technology component parts and generating
Applies technology to task alternative or creative solutions
7.4. 3 Identify, utilize, or create devices or
GENERAL COMPETENCIES / CASAS* processes for remembering information
4 Employment
4.6. 1 Interpret general work-related vocabulary

* See Introduction, page viii, for additional information on SCANS and CASAS.

76 UNIT 5
 Lesson 1
WARM UP
• Ask the class what employees should do if they • Ask what positive and negative outcomes
are unable to complete an assigned task. Should might result from asking for help. Is it more
they ask their co-workers for help? Should they acceptable to ask for help in certain businesses
talk to the boss or manager? or professions?

PRESENTATION
A Learning Experience
• Set the stage. Ask the students to cover the cassette twice. Encourage them to just listen the
conversation and look at the title and picture. first time you play the cassette.
Have a volunteer read the title and instructions
• Check the listening task. Ask for students’
aloud. Ask the class to describe what they
responses. Write them on the board. (Mr. Dillon
observe in the picture.
can’t open his computer files. Mr. Sanchez tells Ivan
• Personalize the situation. Point out that being to read about magnetic media in the manual.) Ask
a student is sometimes similar to being an the class to read the conversation and see if
employee; like an employer, a teacher assigns there is anything they want to add to their
tasks to the students. Also, much like an responses.
employer, a teacher has certain expectations of
• Focus on vocabulary. Ask the students to find
the students. Ask your class what they do when
all the computer-related words in the
they are unsure of what a teacher expects of
conversation. Make a list of these on the board
them. Inquire whether these techniques have
and elicit their meanings. Explain any terms
been successful.
that the students are unable to define.
• Focus on selected items. Ask what the students
• Engage the students in pair work. Read the
would do in Ivan’s situation. Remind them to
instructions aloud. Elicit the meaning of
take into account what they know about Ivan,
predicament (a puzzling or difficult situation).
his boss, and the company.
Encourage the students to consider
• Point out that the conversation includes many predicaments in their work, school, or social life
computer-related terms. Reassure the students when they talk with their partners. Remind
that they will be able to understand the gist of them to talk about how they solved their
the conversation even if they do not know all of predicaments.
these terms.
• Circulate and monitor progress. If the students
• Set the listening task. Write the following on have trouble thinking of a predicament to
the board: What is the problem that Ivan is trying describe, prompt them with questions like Did
to solve? What does Mr. Sanchez tell him to do? you ever have a problem that you couldn’t solve?
Ask the students to listen with the conversation What did you do to find a solution?
covered. Remind them that you will play the

UNIT 5 77
 EXERCISES

1 Here’s some more work. (page 56)

 Listening  Speaking  Reading  Writing

• Ask your students if they ever read cartoons in without being caught or punished). Ask the
English. Elicit reasons why reading and students to explain why the cartoon is funny
understanding cartoons can be easy (because Dilbert’s boss thinks that being unstressed
(illustrations aid understanding; some situations are at work is something Dilbert should feel guilty
universally understood) and why it can be about).
difficult (some humor is culturally based; use of
• Pair. Ask a volunteer to read the discussion
unfamiliar slang or idioms can be confusing). Write
questions aloud. Clarify that the task has two
the responses on the board.
main parts: (1) to discuss the cartoon and (2) to
• Ask the class to explain what is happening in make a list of the characteristics of a good boss.
the cartoon. Make sure the students understand
• Divide the class into pairs. Allow about fifteen
why Dilbert’s boss gives him more work
minutes for their discussions.
(because Dilbert’s low blood pressure indicates he
doesn’t have enough work). Elicit the meaning of • Ask the pairs to write their lists on the board.
get away with something (to do something bad Compare the lists as a class.

2 Rick Dillon is the sales manager who can’t open his (page 56)
documents.
 Listening  Speaking  Reading

• Read the instructions aloud. Direct the based on the items in the activity. (Note: In
students’ attention to the first item in the order to form correct questions, the students
activity, which has been matched with must have matched the items correctly.)
description c. Ask two volunteers to model the
activity by reading the example question and Answers
answer aloud. Make sure the students 2. a 5. d
understand that they must do the matching
activity before they try to form the questions. 3. e 6. b

• Ask the students to work individually to match 4. f

the information in the two columns. Check by
having the students ask and answer questions

78 UNIT 5
3 Ivan works for a company that designs sportswear. (page 56)
 Listening  Speaking  Reading  Writing

• Read the instructions aloud. Write the first pair What kind of. Point out that these questions
of sentences from item 1 on the board. Ask should be based on the noun the relative clause
what noun is repeated in both sentences modifies.
(company). Have two volunteers read the
example question and answer aloud. As the Answers
answer is read, cross out the company in the 2. What kind of job does Mr. Sanchez have?
second sentence on the board. Write that above He has a job that (which) is very
it. interesting.
• Elicit or explain that the second sentence has 3. What kind of (tennis) shoes does Rick
now become a relative clause or adjective clause. sell? He sells tennis shoes that (which)
Elicit that that designs sportswear modifies or are comfortable and inexpensive.
describes a company. Point out or elicit that
relative clauses describing a person begin with 4. What kind of reports does Judith write?
who or that; those that describe other nouns She writes reports that (which) are clear
begin with that or which. and concise.

• Pair. Ask the students to work with a partner to 5. What kind of web pages does Maria
combine each pair of sentences into one design? She designs web pages that
sentence containing a relative clause. Then have (which) advertise the company’s
them ask and answer questions beginning with products.

4 The man who is the sales manager used to work in a (page 57)
department store.
 Listening  Reading  Writing

• Read the title and instructions aloud. Ask

volunteers to read the names of the employees
Answers
aloud. Assist with pronunciation as needed. Tell 2. tennis player
the class that you will play the cassette twice
3. student
while they listen for information about each
employee’s previous job. Remind them to take 4. worked in an insurance company
brief notes instead of trying to write complete 5. teacher
sentences.
6. worked for a fashion magazine
• Check as a class. Write the answers on a
transparency of the exercise or on the board. If 7. college professor
necessary, play the cassette again. 8. worked for a large import-export
Expansion (Writing): Direct the students’ company
attention to the title of Exercise 4. Ask the class to
identify the relative clause (who is the sales title as a model. Ask for volunteers to write their
manager) in the title. Ask the students to write a sentences on the board. Go over the responses as a
sentence with a relative clause about each class.
employee in the chart. Encourage them to use the

UNIT 5 79
5 People who work in sales often have frustrating jobs. (page 57)
 Listening  Speaking

• Read the instructions aloud. Ask the class to their normal group roles for this activity.
look at the picture and briefly describe the Instead, they will take turns leading the
responsibilities of the person’s job. Write the discussion. One student will state his or her
responses on the board next to the title of each opinion of one of the jobs and the other group
job. members will respond by giving their opinions.
Another student will then lead the discussion
• Ask a volunteer to read the statement of
by giving an opinion about a different job and
opinion (A). Ask other students to read the
asking the group members for their opinions.
statements of agreement, disagreement, and
partial agreement. Monitor pronunciation and • Give the students ten minutes to finish the
grammar (I’m agree is a common error). activity. Circulate and encourage the students to
use the expressions of agreement and
• Group. Divide the class into groups of three or
disagreement shown in the activity.
four. Tell the students that they will not use

6 Judith is the person who(m) Mr. Sanchez introduced last (page 58)
week.
 Reading  Writing

• Write the following on the board: Ivan works for object of introduced. Point out that when the
a company that designs sportswear. Ask the class relative pronoun who is the object of the verb in
to identify the relative clause (that designs the relative clause, the objective form whom
sportswear). Remind the class that a relative must be used if the relative pronoun
clause, like all clauses, must have a subject and immediately follows a preposition. If the
a main verb. Ask the class to identify the pronoun does not immediately follow a
subject of the relative clause (that). preposition, who is also acceptable in common
usage.
• Write the following on the board: Judith has the
computer manual that Ivan needs to consult. Ask Grammar Note: This lesson focuses on restrictive
the students to identify the relative clause (that relative clauses. Omission of relative pronouns
Ivan needs to consult) and its subject (Ivan) and occurs only in restrictive relative clauses. Non-
verb (needs to consult). Elicit from the class that restrictive relative clauses require relative
the relative pronoun that is the object of consult. pronouns; however, these are not the focus of the
If necessary, show the students how this lesson.
sentence can be written as two sentences.
• Pair. Ask the students to work in pairs to write
(Judith has a computer manual. Ivan needs to
sentences based on the cues. Ask them to omit
consult the computer manual.) Point out that the
the relative pronouns when possible.
computer manual is the object of the second
sentence. Explain that when the relative • Recap by having several students write their
pronoun is the object of the verb in the relative sentences on the board. Check for correct
clause, it can be omitted, since the clause will meaning and structure.
still have a subject. Demonstrate by erasing that.
• Direct the students’ attention to the first
example sentence. Elicit that who/whom is the

80 UNIT 5
 Answers
(Pronouns in parentheses can be omitted.)
Cindy is the office manager (who / that) I had
lunch with yesterday. OR . . . with whom I had
lunch yesterday.
Cindy is the office manager who (OR that) has
the tax forms (that / which) I need to fill out.
Ben is the assistant (who / that / whom) Mr.
Sanchez hired right out of college.
Ben is the assistant who (OR that) has
catalogs for computer parts (that / which) I
need to order.
Rick is the sales manager (who / that / whom)
I tried to help yesterday.
Rick is the sales manager who (OR that) has
computer disks I couldn’t open.

7 I’d like someone who’s creative. (page 58)

 Listening  Speaking  Reading

• Read the instructions aloud. Elicit or explain minutes to reach consensus and record their
that to rank things means to decide on their results.
order of importance. Read the adjectives in the
• Ask the Reporter from each group to write the
chart aloud and elicit or provide their
group’s list on the board in order of
meanings. Give the students several minutes to
importance, with the most important at the top
rank the adjectives in their order of importance.
of the list. Compare and discuss the results as a
• Group. Read the instructions aloud. Elicit the class.
meaning of come to a consensus (agree). Divide
Additional Activity. See Unit 5 Appendix.
the class into groups of three or four and assign
group roles. Give the groups ten to fifteen

WORKBOOK Assign Workbook Lesson 1

for homework, or do in class.

UNIT 5 81
 Lesson 2
WARM UP
• Ask the students to think about the ways they answers? Which method is easier? Which
learn things. Do they prefer to discover answers method helps them learn more? Encourage the
and solutions to problems themselves, or do students to give specific reasons for their
they prefer to have someone give them the responses.

PRESENTATION
Trial and Error
• Set the stage. Have the class cover the which had been sitting in bright sunshine. Ivan used
conversation. Ask the students to describe the one of his own diskettes and it worked. Mr. Sanchez
problem that Ivan had in the previous lesson. wanted to test Ivan’s problem-solving skills.) Write
Then direct the students’ attention to the title of the responses on the board.
this lesson. Elicit the meaning of trial and error
• Practice the conversation in pairs. Ask the
(trying out different solutions in order to solve a
students to look at the conversation and find
problem).
the contractions (wasn’t, could’ve, it’d, should’ve,
• Personalize the situation. Ask the students to would’ve, I’m, didn’t). Elicit the full forms that
describe an occasion when they used the these contractions are based on (was not, could
trial-and-error method in order to solve a have, it had, should have, would have, I am, did
problem. If they have difficulty thinking of an not). Briefly practice the contractions as a class.
example, prompt them by mentioning different Point out that these contractions are common in
professions that sometimes use this method spoken English. Ask the students to practice the
(auto mechanics; physicians; scientists). conversation with a partner. Circulate and
encourage the students to pronounce the
• Focus on selected items. Ask the students to
contractions clearly. If time permits, have two
list the steps in Ivan’s trial-and-error method. If
students perform for the class.
necessary, they can turn back to his
conversation with Mr. Sanchez in Lesson 1. • Engage the students in pair work. Read the
Write the steps in order on the board. (First, pair discussion questions aloud. Remind the
Ivan tried the disk in the computer. Then he tried students to illustrate their points with specific
another disk. Next, he rebooted the computer. After examples.
that, he put the disk in another computer.)
• Circulate and monitor progress. Encourage the
• Set the listening task. Write the following on students to discuss both the general steps they
the board: What was the problem with Mr. Dillon’s take (First, I identify the problem) and a specific
computer? How did Ivan figure out what the example of how they applied these steps (When
problem was? Why didn’t Mr. Sanchez tell Ivan my car broke down, I first checked to see whether I
what was wrong? Play the cassette twice. was out of gas). Recap the discussion as a class.
• Check the listening task. Ask the students for
their answers. (The problem was with the diskettes,

82 UNIT 5
 EXERCISES

1 He should have used the manual. (page 60)

 Reading

• Read the instructions aloud. Ask a volunteer to • Ask the students to complete the exercise on
read the first sentence aloud. Ask whether Mr. their own. As a class, recap the answers and the
Sanchez solved the problem for Ivan (No). Elicit meaning of each sentence.
the meaning of this sentence (It was possible for
him to have resolved the problem, but he didn’t). Answers
• Have a volunteer read the second sentence 2. Mr. Dillon 4. Ivan
aloud. Ask who this sentence refers to (Mr. 3. Ivan 5. Mr. Sanchez
Dillon). Elicit the meaning of the sentence (This
is the only possible explanation).

2 Ivan shouldn’t have done that! (page 60)

 Reading  Writing

• Ask a volunteer to read the first example aloud. • Pair. Read the instructions aloud. Elicit the
Elicit the meaning of this sentence (It was meaning of a chat room (a way to “chat” with
possible to ask your co-workers, and it would have other people on the Internet). Ask the students to
been a good idea, but you didn’t). Have volunteers work in pairs to read what Ivan says and give
read the other examples aloud. Elicit the him advice using could have, should have, or
meaning of each sentence. Explain that using shouldn’t have.
these hypothetical structures (could have, should
• Check as a class. Ask several students for their
have, shouldn’t have) is a way to give advice
advice for each situation.
about something that happened in the past.
• Elicit the grammar pattern used in these Answers
sentences (could have + past participle; should(n’t) (Answers will vary.)
have + past participle).
Grammar Note: Couldn’t have expresses lack of
possibility in the past; it is not used to give advice.

3 Ivan shouldn’t have been in such a hurry. (page 61)

 Listening  Speaking  Reading  Writing

• Read the instructions aloud. Ask volunteers to have and might not have describe strong and
read the examples to the class. Elicit that advice moderate past impossibility.
beginning with should have is stronger than
• Ask the students to complete the exercise
advice beginning with could have. Explain that
individually. Point out that their statements can
could have has an additional meaning. Could have
be statements of either advice or possibility.
(or might have) can also express a possible reason
why something happened. Additionally, couldn’t

UNIT 5 83
• Go over the students’ answers orally or by minutes for their pair discussions. Recap as a
having them write them on the board. Elicit class by asking several volunteers to briefly
several answers for each item. Ask whether each describe what they regret having done and their
answer is a statement of advice or of past partners’ advice.
possibility.
Answers
• Pair. Read the instructions aloud. Elicit the
meaning of regret (wish you hadn’t done (Answers will vary.)
something). Give the students five to seven

4 Regrets (page 62)

 Listening  Speaking  Writing

• Pair. Read the instructions aloud. Elicit other advice their partners give them. Allow at least
categories of mistakes that people make fifteen minutes for this activity.
(romance; interactions with strangers; shopping).
• Recap as a class. Ask volunteers to tell the class
Have the students write a brief description of a
about the best piece of advice their partners
mistake they made in each category in the chart.
gave them.
Remind the students to take notes about the

5 Small talk (page 62)

 Speaking  Reading  Writing

• Elicit the meaning of small talk (short • Pair. Have the students work with a partner to
conversations). Read the instructions and elicit choose an appropriate compliment for each
the meaning of the noun compliment (telling situation. Ask the pairs to write down their
someone something positive about themselves). Point responses and then practice saying the
out that the verb form can be either compliment compliments in response to each statement.
[someone] or give [someone] a compliment.
Answers
• Practice the phrases and sentences as a class.
Remind the students of the importance of (Answers will vary.)
intonation with short “small talk” expressions.
Model various intonation patterns with one of • Class. Ask each student to stand and tell the
the example phrases. For example, Way to go! class, in one sentence, something positive he or
could be said in an excited, approving manner she did recently. Prompt the class to respond
or in a sarcastic, negative way. with appropriate compliments.

WORKBOOK Assign Workbook Lesson 2

for homework, or do in class.

84 UNIT 5
 Lesson 3
WARM UP
• As a class, brainstorm ways that the Internet, discussed in Lesson 3 of Unit 4. Write their
e-mail, and the World Wide Web have changed responses on the board.
the relationships people have with each other.
• Ask the students whether the overall effect of
Also elicit ways that these innovations have
these changes has been good or bad for society
changed the way people communicate. You
in general. Encourage the students to give
might want to remind the students of the ideas
specific reasons for their opinions.

PRESENTATION
E-mail Connections Unlimited
• Set the stage. Ask the students to cover the • Check the listening task. Ask the class for their
article. Read the activity title and heading of the answers to the listening comprehension
article aloud. Elicit or explain that E-mail questions. Write their responses on the board.
Connections Unlimited is an e-mail matchmaking Ask the students to uncover the article and
or dating service. Ask the class to explain what check their answers.
a matchmaking or dating service does.
• Focus on vocabulary. Write the following
• Personalize the situation. Ask the class what words and phrases on the board: courtship, he
kind of matchmaking or dating services exist in was the one, get serious, anonymously, take it to the
their countries. Ask whether they think these next level, blind date, singles bar. Instruct the
services are a good idea. If they think they are students to work with a partner to find each of
not a good idea, elicit other ways that people these terms in the article. Ask them to write
can meet people to date or possibly marry. Ask down the meaning for as many of the
the students whether they would ever consider expressions as they can without using their
using a matchmaking or dating service. dictionaries. Discuss the meanings of the terms
as a class.
• Focus on selected items. Write the names of the
three people in the article on the board (Jeanette • Engage the students in pair work. Read the
Harrison, Anthony Mari, Lucille Kinkaid). Practice discussion questions aloud. Remind the
saying the names as a class. students to give specific reasons for their
opinions.
• Set the listening task. Write the following on
the board: What reasons does each person give for • Circulate and monitor progress. As you
liking E-mail Connections Unlimited? Which person circulate, take note of whether each pair is
is not interested in a long-term relationship? Which focusing on the advantages or on the
person is going to get married soon? How long had disadvantages of meeting people through the
this person “known” his or her future spouse before Internet. Encourage them to think of reasons to
they met? Ask the class to listen to what three support both sides of this issue, even if they
people have to say about this online service. have a strong personal opinion about it. Recap
Play the cassette twice while the students listen as a class. List the advantages and
with the article still covered. disadvantages in two columns on the board.

UNIT 5 85
 EXERCISES

1 She might be shy. (page 64)

 Reading

• Read the instructions aloud. Point out to the

class that they will be drawing conclusions and
Answers
making inferences based on information in the 1. Lucille Kinkaid
article. Explain that, although some statements
2. Jeanette Harrison
could refer to more than one person, the
students should choose the person that is the 3. Anthony Mari
best match for each description. Tell them that 4. Jeanette Harrison or Lucille Kinkaid
you will be asking them to support their
inferences with specific information from the 5. Anthony Mari
article. Ask the students to complete the task 6. Lucille Kinkaid
individually.
7. Lucille Kinkaid
• Recap as a class. For each answer, ask the
students what they read in the article that to assign group roles. Encourage the students to
helped them to make their inference. refer to the reading when reaching their
• Group. Read the discussion question aloud. conclusions. Ask the Reporters to tell the class
Divide the class into groups and ask each group what their groups decided.

2 Not only do I work 10 hours a day, but I also study at night. (page 64)
 Writing

• Read the instructions aloud. Ask three • Have three volunteers write their answers on
volunteers to read the examples to the class. the board. As a class, check for meaning and
Encourage the students to use correct stress and grammar. Elicit other possible responses for
to pause at the comma (Not only do I work 10 each item.
hours a day, but I’m also a student).
Sample answers
• Direct the students’ attention to the structure of
the first clause in each sentence. Explain that 1. Not only do I work out, but I also take
there is a special rule for clauses that begin with vitamins.
not only. Elicit this rule from the class (The clause 2. Not only am I a great tennis player, but I
must use question word order, including the also play soccer.
appropriate use of do or did).
3. Not only can I sing, but I also love to
Grammar Note: This sentence pattern can also be dance.
used without but: Not only do I work 10 hours a day,
I’m also a student. Expansion (Speaking, Writing): Ask the students
• Ask the students to write what Tony might say to write two true statements about themselves
about himself. Remind them to begin their using Not only . . . but also. Ask the students to
sentences with I. (Note: If your students need read their statements to a partner. Then ask the
focused practice with third-person forms, students to write two statements about themselves
instruct them to write about Tony, beginning that are not true. Encourage the students to be
their sentences with He.)

86 UNIT 5
wildly creative with these statements (Not only was Prize). Have the students read these statements to
I elected president, but I also won the Nobel Peace the class.

3 I won’t use my computer for personal e-mail any longer. (page 65)
 Speaking  Reading

• Read the instructions aloud. Have two Expansion (Writing): Ask the students to write
volunteers read the e-mails aloud or have the two e-mails apologizing for missing an
students read them silently. Ask the students to appointment. One should be written to you, their
make brief notes in response to the four teacher, in apology for missing class. The other
discussion questions. should be written to a friend, apologizing for
having missed a lunch date. Remind the students
• Answer the discussion questions as a class.
to think of their audience when they write.
When discussing the differences between the
Brainstorm ways that the content, form, and
two e-mails, prompt the students with
language of these two e-mails will differ. If
questions about the salutations, the sentence
possible, have the students submit this assignment
length and complexity, and the level of
by e-mailing their work to you. Ask them to send
formality of the language used.
the two e-mails separately.

4 I’m sorry I’m late. I had to stop at the bank. (page 65)
 Speaking  Writing

• Ask the class to describe what is happening to Expansion (Speaking): Remind the students that
Gina in each situation (She’s late for a lunch date; there are different levels of formality in spoken
she’s sick in bed; she’s been pulled over by a police English, just as there are different levels of
officer). Ask a volunteer to read the example formality in written English. If you have an
sentence aloud. Remind the students that an answering machine or voice mail, ask your
apology usually includes a reason or excuse. students to leave a message on your phone either
Elicit that Gina’s excuse in the first situation is (1) apologizing for missing class, (2) inviting you
that she was delayed at work. to an event, or (3) requesting an appointment with
you. Remind the students to use a level of
• Ask the students to work individually to write
formality appropriate to their relationship with
Gina’s apologies. Ask several students to read
you. Emphasize that this phone call is a form of
their answers for each situation. As a class,
role-play and that the apology, invitation, or
decide which apology is most effective for each
request should not be based in fact. Give the
situation.
students a time frame within which they should
Sample answers make their calls (for example, before 4:00 P.M.
Thursday).
2. I’m sorry I can’t come to work today. I’m
very sick.
3. I’m sorry I didn’t stop. I didn’t see the red
light.

UNIT 5 87
5 Online (page 66)
(Teacher’s Notes for each Online activity can be found on the Web page for that activity.)

6 Wrap Up (page 66)

• Group. Read the instructions aloud. Divide the stand up and move the classroom furniture
class into groups of five. If the number of around to make their role-plays more realistic.
students is not divisible by five, make one or
• If your class is small, have each group
two groups of four. These groups will not have
improvise its role-play in front of the class.
the character of Ms. Hulce. Ask the members of
Discuss the solutions each “Mr. Nash” reached.
each group to count off (1, 2, 3, 4, 5). Tell all the
If your class is large, conduct all the role-plays
“ones” that they are Mr. Nash. Read his
simultaneously. When the groups have finished,
character description aloud and ask if there are
discuss the different solutions reached in each
any questions. Assign the other roles in the
group.
same fashion.
• Give the students five to seven minutes for
their role-plays. Encourage the students to

WORKBOOK Assign Workbook Lesson 3

for homework, or do in class.

STRATEGIES FOR SUCCESS

1. For Exercise 1, this exercise offers further 3. For Exercise 3, successful learners not only
practice in complimenting others, which is set goals but also follow-up on them
not always an easy thing to learn in English. regularly. Remind the students to look at
You may need to role-play this to get the their original goals and to assess their success
students started: A: “I won first place in the so far. Their journal entries should reflect
long jump in high school.” B: “Really? Wow, their honest self-assessment along with
that’s great! You’re a good athlete!” possible new goals.
2. For Exercise 2, simply watching English- Follow-up
speaking TV is a good strategy for exposing a • Review with the students some of the strategies
learner to more English. In this case, you may they have practiced so far. List the strategies (in
need to help the students to get together to the headings of the first five units of Strategies)
watch a TV show. You may also need to on the board, then ask them to give brief
model their exchanges with something like: examples for each of the strategies.
A: “I liked the star actress because she looked
beautiful.” B: “Well, I didn’t like her. She may
look beautiful but her acting was not
convincing.”

88 UNIT 5
 CHECKPOINT
Checkpoint activities help the students identify to rank the types of activities according to
their areas of success in using the communicative which type they liked the best (1) and which
skills presented in the unit as well as areas in which they liked the least (4).
they need improvement. Checkpoint activities can
• Finally, the students analyze specific activities
be done in class, or they can be done as homework
in the lesson on the basis of how much they felt
once students have learned the procedures.
the activities helped them improve their
• As a class, read the communicative skills listed listening, speaking, reading, and writing skills.
at the beginning of each lesson and in the As a class, review the activities for each specific
Communication Summary. Make a list of these skill area. After you have reviewed one skill
skills on the board. Ask the students to decide area, ask the students to decide which activity
their level of competence with each skill and helped them improve the most in that skill area.
write it in one of the two columns in the book. Make sure the students write their responses in
Ask for volunteers to tell the class one skill they their books. They also should decide which
have learned well and one skill they need to specific activities they liked most and least.
practice. Encourage them to give detailed When answering these questions, the students
responses. As an alternative, the students can should indicate which lesson the activity came
discuss their responses in small groups. from. A possible format for this would be 2 (4),
meaning Lesson Two, Activity Four. Remind
• In the Learning Preferences section, the students
the students to give specific reasons why they
decide which kind of activity they enjoyed most
liked or disliked the activity.
in this unit. Explain that we do different types
of activities so that students can learn things in • From time to time you may want to analyze
different ways. In some units, a student may your class’s responses to the Checkpoint
prefer one type of activity but may prefer a activities. This can be done by asking the
different type of activity in another unit. Before students to photocopy the pages from their
completing this section, elicit examples of each books after they complete the activity.
type of activity from the unit. Ask the students

GRAMMAR AND COMMUNICATION SUMMARY

• Draw the students’ attention to the summaries • Other grammar structures and communication
of the forms and skills they have learned in this skills in the summaries can be practiced in a
unit. Tell the class that they can use these similar manner.
summaries to review and practice what they
• Look at the Communication Summary with the
learned.
students. Read the name of each communication
• Briefly model how to review using the Grammar skill, and ask the students to raise their hands if
Summary. Direct the students’ attention to the they feel they need more practice with that skill.
examples for Not only...but (also). Ask the Elicit ways that the students can practice each
students to use this structure in three sentences skill in their daily lives. If enough students need
about a very embarrassing situation that extra practice with a particular skill, you may
occurred in the past (the sentences should all wish to devote class time to additional activities
relate to one situation). Encourage the class to be or role-plays that use the skill.
creative; their sentences do not have to be based
in reality.
• Have the students read their sentences to a
partner. Ask the partners to give advice using
Modals of advice or suggestions about the past.

UNIT 5 89
Appendix

ADDITIONAL ACTIVITIES

Lesson 1, Exercise 7 (page 58)

The Ideal Project Partner

• In this activity, the students expand the • Review the components of a successful essay:
information they developed in Exercise 7 into a an introductory paragraph, body paragraphs
full essay which describes their ideal partner with clear topic sentences and appropriate
for a school project. support, and a concluding paragraph. Elicit that
the introductory paragraph usually contains a
• Tell the students that they will write an essay
thesis statement. In this case, the thesis
describing an ideal project partner. Ask them to
statement would usually state the three
look at their personal ranking of the
characteristics that the writer is going to
characteristics in Exercise 7. Ask them to put a
discuss. Review your expectations regarding
checkmark next to the three characteristics that
topic sentences and the conclusion.
they decided were most important to have in a
project partner. Then instruct them to make • Ask the students to write their essays for
three columns on a piece of paper and write the homework. If you wish, you can have the
characteristics as the headings of the columns. students read each other’s essays and comment
on which details provided the most effective
• Ask the students to brainstorm reasons why
support for the writer’s choice of desirable
each of these characteristics is important and
characteristics in a project partner.
write the reasons in the columns. Circulate and
assist as needed.

90 UNIT 5
WORKBOOK UNIT 5 ANSWER KEY
Lesson 1, pages 38–41
Exercise 1
Possible answers:
2. He’s the man that works in his aunt’s store. 6. Sergio is the one who’s having a great time in
the United States but misses his family.
3. She’s the woman who is in the United States
studying music. 7. He’s the one who is married and has two
children.
4. Sung-An is the one that likes traveling and
meeting new people. 8. Felicia is the one who studied biology in
college.
5. Fahad is the one who comes from Saudi
Arabia.

Exercise 2
2. New York is the state that has the longest 6. Colorado is the state that has the highest city.
bridge.
7. Oregon is the state that has the deepest lake.
3. Hawaii is the state that has the rainiest spot.
8. Rhode Island is the smallest state.
4. California is the state that has the lowest town
9. Mississippi and Missouri are the states that
and the lowest point.
have the longest river.
5. Maine is the state that has the highest point
on the Atlantic coast.

Exercise 3
Answers will vary.

Exercise 4
2. I really like the outfit [that or which or no 6. Did you get the tickets [that or which or no
relative pronoun] you are wearing. relative pronoun] I asked you to buy?
3. Gina was wearing beautiful shoes [that or 7. Did you see the woman [that or who or whom
which or no relative pronoun] she bought at or no relative pronoun] Leo introduced me to?
Butler’s Department Store. Did you see the woman to whom Leo
introduced me?
4. He works in a building that (or which) is on
Fourth Street. 8. Frank and Gina are a young couple [that or
who or whom or no relative pronoun] Margo
5. Frank is a designer that (or who) works for
met on their honeymoon.
Jessica Holloway.

Exercise 5
Answers will vary.

UNIT 5 91
WORKBOOK UNIT 5 ANSWER KEY
Lesson 2, pages 42–43
Exercise 1
1. a 4. b
2. b 5. a
3. b

Exercise 2
Answers will vary.

Exercise 3
2. He could have asked the teacher for extra help 4. He could have had somebody else go to the
before the exam. He could have studied meeting. He could have postponed the
more. meeting.
3. She could have borrowed money for a car.
She could have used public transportation.

Exercise 4
Answers will vary.

92 UNIT 5
WORKBOOK UNIT 5 ANSWER KEY
Lesson 3, pages 44–47
Exercise 1
2. Not only did I have to go to work early, but I 4. Not only do I work hard, but I also make very
(also) had to stay late. little money.
3. Not only have I had nothing to eat all day, but 5. Not only does my boss often seem unhappy
I also haven’t had anything to drink. with my work, but he is also unfriendly.

Exercise 2
2. Not only does she play the piano, but she also 5. Not only does she cook Chinese food, but she
plays the guitar. also cooks Italian food.
3. Not only does she speak Spanish, but she also 6. Not only does she take care of her daughter,
speaks French. but she also takes care of her mother.
4. Not only does she enjoy sports, but she also
enjoys concerts.

Exercise 3
2. must; might 6. must; might
3. might; must 7. might; must
4. must; might 8. must; might
5. must; might

Exercise 4
Answers will vary.

Exercise 5
1. a 3. Because your correspondent may make
assumptions about you based on your e-mail
2. You can ask questions immediately and then
communication.
get clarification if you don’t understand
something. 4. b, c

Exercise 6
Answers will vary.

UNIT 5 93