1 Our lives

■ Do you know
which countries
these people
come from?
■ What do you
know about
these countries?
■ Do you know
anything about
Inés Mehmet Leila life there?
■ Are these
countries similar
What you will do to the UK?
This unit is about life in different countries. These are the skills you
will practise. Which are the most useful to you? Tick the boxes.

Listening and speaking

Skill Skill code
■ Listen for information in a radio programme Lr/E3.1a, 2a, 6b

■ Listen for information about people’s lives Lr/E3.2d, 2e, 5b

■ Describe places Sc/E3.1a, 1b, 4a, 4c, 4f

■ Talk about events in the past Sc/E3.3b, 3d, 4b, 4c

■ Express feelings, likes and dislikes Sd/E3.1c

Reading and writing

Skill Skill code
■ Read factual information Rt/E3.1a, 1b, 4a, 7a

■ Punctuate a text Rw/E3.1a

■ Write in short paragraphs Wt/E3.1a, 1b, 2a, 4a

■ Write using complex sentences Ws/E3.1a, 2a

■ Practise spelling Ww/E3.1a, 1b

Project work
At the end of this unit you will write a travel information guide for a country of
your choice.

E3 ESOL Unit 1 Page 1

Describing a country

Activity A ● Reading about a country

Inés Ferrer is writing a project on her country, Colombia. You are going to read the
information she found on the Internet.

1 Before you read, think about the different types of information you could find
on the web page. Then read to see if you were right.

http://www.the_republic_of_columbia

THE REPUBLIC OF COLOMBIA ● HOME ● CONTACT

A Colombia is the fourth largest country in South America and the only one with coasts on both
the Pacific Ocean and the Caribbean Sea. It shares borders with Panama (to the north-west),
Venezuela (to the east), Brazil (to the south-east), Peru (to the south) and Ecuador (to the
south-west). Colombian territory also includes the San Andrés and Providencia island
groups.
B The population of Colombia is 39,685,000. The people are of Indian, European and African
descent. The official language of Colombia is Spanish, but there are also 75 Indian languages
still used in the country. The main religion is Catholicism, although three million people have
joined other churches such as the Anglican and Lutheran churches.
C Colombian art and music come from a mixture of Indian, Spanish and African traditions. Pre-
Colombian (pre-European) art consists primarily of stone sculpture, pottery and gold work.
Indian crafts such as basket making, weaving and pottery also go back to pre-Colombian
times but now mix modern techniques with traditional designs. Colombian music uses the
African rhythms of the Caribbean, Cuban salsa and Spanish-influenced music from the
Andes.
D Typical Colombian food consists largely of chicken, pork, potato, rice, beans and soup. Ajiaco
is an example of a regional dish from Bogotá. It is a soup made with chicken and potato. There
is an amazing variety of fruit to be found in Colombia. The coffee and beer are very good, and
every region has its own wine.

Page 2 Unit 1 E3 ESOL Rt/E3.1a, 1b, 4a, 7a; Rs/E3.1b

2 Are the statements true or false?
True False
a Colombia is an island. ■ ■
b Spanish is the main language in Colombia. ■ ■
c Most people in Colombia are Catholics. ■ ■
d Colombian art and music are very European in style. ■ ■
e You can find many different types of fruit in Colombia. ■ ■
3 Match the paragraphs A–D to the headings.

Art Food Geography People

4 Find words or phrases which mean the same as the following:

a land belonging to a country (paragraph A) territory

...............................

b the number of people in a country/region (paragraph B) ...............................

c largest, most important (paragraph B) ...............................

d mostly (paragraph C) ...............................

e surprising (paragraph D) ...............................

Activity B ● Writing about a country

1 Look at the map of Turkey and the
Information about Turkey
information in the table.
● Which continent is it situated in? Continent Europe and Asia
● Which countries does it share borders with? Official language Turkish
● Does it have any coastline? Population 65.7 million
● What is the official language?
Dominant religion Islam
● What is the size of the population?
Typical food Lamb, fish, vegetables, tea
● What is the dominant religion?
● What food is typical?

2 Use the information to BULGARIA Black Sea

write about Turkey.

GREECE
GEORGIA

ARMENIA

TURKEY

IRAN

IRAQ
SYRIA
N

Mediterranean Sea 0 200

km

E3 ESOL Unit 1 Page 3

Describing a city
Activity A ● Listening to information about a place
Inés recorded a radio programme about Bogotá, the capital
city of Colombia, for her project.

1 Before you listen, tick the topics that you think will be
mentioned in the programme. Then listen and check if
you were right.

shopping ■ banks ■ housing ■

education ■ entertainment ■ places of interest ■
2 Listen again and match the adjectives and nouns.

Adjectives Nouns

futuristic cultural life

lively and diverse architecture

busy and bustling streets

expensive churches and museums

chaotic shops

calm and relaxing cities

Activity B ● Listening: describing places

Listen to Mehmet and Leila discussing Dhaka and Istanbul. Complete the
conversations.

What’s Dhaka like?

– It’s ............................... largest cities in the Can you tell me about Istanbul?
world. It’s ......................... busy. There are – It’s ............................... and ...............................
...................................... rickshaws. but I think it’s really ............................... as
......................... ? well. It’s full of old buildings like mosques.
– Yes, they’re ................... taxis. You sit in a There’s ......................... history.
carriage pulled by a man on a bicycle. ............................................................... ?
– Well, it’s over ......................... years old, for
example.
Really?

Activity C ● Talking about a place

Work in pairs. Talk about a place you know well. Ask each other questions.

Page 4 Unit 1 E3 ESOL Lr/E3.1a, 2a, 6b; Sc/E3.3d, 4f

Comparing places
Mehmet wrote a short text comparing life in Istanbul and in Bristol.

interesting city but it’s so

I like living in Bristol. It’s an
than my city. It’s really
much smaller and quieter
to it. Istanbul is a much
taking me time to get used
is always the noise of
more chaotic place. There
ns and people calling to
traffic, the sound of car hor
s in the bazaars.
each other and the crowd
again, in Bristol the port is
Both cities are ports, but
y. I do like being near the
much smaller than in my cit
wn to the quayside and
water though. I often go do
ies it’s easy to get out to
watch the boats. In both cit
stline is much more
the coast, but I think the coa
beautiful near Istanbul.
cold and wet in England
People told me it was always
e in Bristol is often warmer
but in fact the winter her
I’m not looking forward to
than in Istanbul. I like that.
. It is definitely much
the summer in England though
colder than in my country.

Activity A ● Reading: comparing places

Underline the sentences or phrases in the text where Mehmet compares two
places.

Activity B ● Proof-reading
Here are some sentences Mehmet didn’t use in his letter. Find the mistakes and
correct them. There is one in each sentence.

a Istanbul is bigger Bristol.

b I like the wether in winter.

c Bristol have more supermarkets than Istanbul.

d We sometimes go swiming.

Activity C ● Writing: comparing places

Choose two different places you have lived in or know something about.

1 Make a list of things which are similar and things which are different. Use these
ideas to help you.

history traffic buildings position weather noise

2 Write a short text. Give it to another person to check for mistakes.

Rt/E3.1a; Wt/E3.4a; Ws/E3.2a E3 ESOL Unit 1 Page 5

Childhood days
Activity A ● Language: past simple
Mehmet wrote this text about his life in Turkey. Read the text and complete the
tasks.

As a child, I worked quite hard. I went to school but I also

helped my uncle in his carpet shop. It was really busy in the
shop during the tourist season. I also went to the market with
my mother. I always carried the shopping for her. It was really
heavy! But I enjoyed myself, too. I played football with my
friends and we swam every day.

1 Work in pairs. Underline all the past simple verbs.

2 List the regular and irregular verbs.

Regular ............................................................................................................................

Irregular ............................................................................................................................

Activity B ● Pronunciation of -ed endings

Look at the verbs in the box.

1 Decide which verbs go into each column. Listen to your teacher read the words
and check your answers.

2 Practise saying the words.

3 Work in pairs and find other verbs to go in these columns.

/d/ /d/ /t/

wanted loved ‡issed worked hated studied

closed moved opened
walked washed shopped
carried played

Activity C ● Speaking: events in the past

Use the verbs below to make questions about the past. Then ask and answer in pairs.

Example to come When did you come to the UK?

to live to get here to do to study to work

Page 6 Unit 1 E3 ESOL Rs/E3.1a; Lr/E3.2e; Sc/E3.1a, 1b

Coming to Britain
Activity A ● Reading a narrative
As part of her project, Inés has written about coming to Britain.

1 Read the paragraphs below and put them in the correct order, 1– 4.

A ■ This was a fantastic opportunity. I couldn’t believe it, to be honest.

I spent about three weeks deciding what to do. On the one hand,
I had the chance to travel to Britain and work in a new environment.
On the other hand, I would have to leave my friends and family.

B ■ My name is Inés. I come from near

Bogotá in Colombia. As you probab
know, Colombia has its problems, but ly
I love my country. I came to Bristol
five years ago, but I still miss Colom
bia.

C ■ Finally, I decided to take the job offer and in 1998 I arrived in Bristol,
nervous but excited. I’m having a great time, although I was really
lonely at first. I don’t know what to do in the future, but at the
moment I’m happy working and living in the UK.

D ■ I finished a degree in chemistry at university in 1994.Then I got a job

with a large multinational company in the same year. I was working
as a scientist in their factory in Bogotá when they offered me
promotion and a job in the UK.

2 Read the text again. Write the time expressions and the connectives in the table.

Time expressions Connectives

now but

3 The following tenses are used in the text. Find an example of each.

present simple past simple present continuous past continuous

4 Think of a suitable subheading (a title) for each of the four paragraphs.

Rt/E3.1a E3 ESOL Unit 1 Page 7

Past continuous
Activity A ● Language: past continuous
1 Look at this sentence from the text. Underline the verb forms.

I was working as a scientist in their factory in Bogotá when they offered me

promotion and a job in the UK.

2 Look at these sentences from Mehmet and Leila. Underline the past continuous
and past simple.

I was living with my grandparents when I

got permission to join my dad in the UK.

I was studying at university

when I first heard about
the plans for my marriage.

3 Complete these sentences using the words in the box.

a I .................................... for a safe journey when the plane .................................... .

was raining
took off b It .................................... when I first .................................... my husband-to-be.
was crying
waved c I .................................... when I .................................... goodbye to my family.
was praying
met

Remember
● We stress the first part of the verb:
4 Listen carefully to the past continuous was raining
in the sentences above and mark the stress. ● Was is weak (unstressed) in the
past continuous. It is pronounced
5 Practise saying the sentences.
/wəz/.

Activity B ● Using the past continuous

Work in pairs. Complete the short life stories that your teacher gives you.

Page 8 Unit 1 E3 ESOL Lr/E3.2e; Sc/E3.1a, 4a

Moving to a new place
Activity A ● Planning your writing
You are going to write about yourself, or someone you know, moving to a new
place.

1 Use the web map below to think about what to include.

Feelings about
Reasons for coming here
coming

Coming to
......................
Arriving

2 Now decide how you are going to group Remember

your ideas into paragraphs. ● A paragraph is a piece of text
about one single idea. It can be
long or short. The idea is usually
Activity B ● Writing about moving
introduced in the first sentence.
to a new place Look at this paragraph from the
Now write your text. When you finish, check text on page 2.
your writing carefully. Use the list below. Make Typical Colombian food consists
corrections and write it again. largely of chicken, pork, potato,
rice, beans and soup. Ajiaco is an
example of a regional dish from
Bogotá. It is a soup made with
chicken and potato. There is an
Checking writing amazing variety of fruit to be
* spelling found in Colombia. The coffee and
* punctuation beer are very good, and every
region has its own wine.
* grammar
* meaning
* paragraphs

Wt/E3.1a, 1b, 2a E3 ESOL Unit 1 Page 9

Reporting what someone said
Activity A ● Listening: an interview

1 Listen to Mehmet interviewing Leila

about her life in Bangladesh and the UK.
Write down the answers to the
questions Mehmet asks Leila:

a her date of arrival in the UK ...............................................................................................................................................

b her reason for coming to the UK .....................................................................................................................................

c the things she misses about her country .....................................................................................................................

d what she likes about the UK ...............................................................................................................................................

e how Bristol compares with her city ................................................................................................................................

f what she thinks of Bristol. ...................................................................................................................................................

2 Write down the questions that Mehmet asks Leila.

a When ............................................................ to the UK?

b Why ............................................................ ?

c What ............................................................ about Bangladesh?

d What ............................................................ about the UK?

e .................. Bristol .................. Dhaka?

f What ............................................................ of Bristol?

Activity B ● Listening to reported speech

Mehmet is telling his class about his interview with Leila. He is using reported speech.
Listen to how the verbs change in reported speech and complete the sentences.

Leila told me that she 1 .......................... to the UK in June 1999. She told me she
2
.......................... to get married. She said that she 3 .......................... her family because
most of them still 4 .......................... in Bangladesh. She said she also 5 ..........................
Bangladeshi films. I asked her what she liked about the UK. She told me she
6
.......................... the supermarkets, the weather and coming to college. She said that
Dhaka 7 .......................... much busier than Bristol. She told me that she
8
.................. Bristol was an interesting place.

Page 10 Unit 1 E3 ESOL Lr/E3.2a, 5b; Sc/E3.3b, 4a; Ws/E3.1a

 Remember
● Use reported speech to say what someone else has said.
● When we use reported speech we usually put the verbs in the past tense.
am/is → was are → were have/has → had will → would can → could do → did like → liked
‘I love music.’ She said she loved music.

● The past simple can stay the same: ‘I slept all night.’ He said he slept all night.

● Change the pronouns: ‘I love ...’ She said she loved ...

Activity C ● Reading reported speech

Mehmet wrote up his interview with Leila. Here is some of what he wrote.

Interview with Leila

I asked Leila about her childhood. She told me that her job was to
help her mother in the house. She told me they always had parata
(fried bread) for breakfast. She said that she still found it delicious
and she made it at the weekends in Bristol. She said that her family
loved going to the theatre to see traditional plays. She told me her
father often took her and her brothers to the theatre.

Write down what Leila actually told Mehmet.

a My job was to help my mother in the house

....................................................................................................................................................................

b We always .............................................................................................................................................

c I still .........................................................................................................................................................

d I ..................................................................................................................................................................

e My family ..............................................................................................................................................

f ....................................................................................................................................................................

Activity D ● Interviewing someone else

1 Work in pairs. Choose some of the questions that Mehmet asked. Ask your
partner about life in his or her country and the UK.

When did you come to the UK?

What do you like about the UK?

2 Write a paragraph about your interview. Use reported speech.

E3 ESOL Unit 1 Page 11

Making longer sentences
Activity A ● Listening: relative clauses
Inés interviewed Mehmet. Listen to some extracts
from the interview.

Complete these sentences.

a The bicycle .................. my brother gave me

was fantastic.

b The man .................. lived over the road was

a bit scary.

c The house .................. we first lived was

really old.

Remember
● A relative clause tells us which particular
person or thing the speaker means.
The bicycle was very old. Which bicycle?
The one that my friend gave me.
● Use who for people, which for things, that
for people and things, and where for places.

Activity B ● Combining sentences

Here are some other things Mehmet said in his interview with Inés. Change them
into sentences using relative clauses.

a I liked the swimming pool. I learnt to swim there.

...........................................................................................................................................................................

b There was a lovely teacher at my school. She taught me how to read.

...........................................................................................................................................................................

c My mum gave me a special shirt. I wore it to the mosque.

...........................................................................................................................................................................

Activity C ● Using relative clauses

Work in small groups. List some people or places that are, or have been,
important to you. Explain why they are important to you. Use relative clauses.

Examples
This is the nec‡lace which my husband gave me when we got married.
She’s the person who helped me ‰ind somewhere to live.

Page 12 Unit 1 E3 ESOL Lr/E3.2d; Ws/E3.1a; Sc/E3.4a

Spelling and vocabulary
Activity A ● The ‘double the letter’ rule
1 Why do we double the letters of some of the words below, but not others?
talk I was talking to my brother when the phone rang.
get I was getting dressed when the phone rang.
hope I hoped for a good journey.
hug I hugged my sister at the airport.
big Dhaka is bigger than Bristol.
old Istanbul is older than Bristol.

2 Complete the sentences with the correct form of these words.

sit cry beg kiss tall big

a I was ..................ing on the step when my father came home.

b She was ..................ing as the plane took off.

c He ..................ed me not to go.

d They ..................ed goodbye.

e My husband is ..................er than any of his brothers.

f Turkey is ..................er than Bangladesh.

Activity B ● Word building

1 The following adjectives are from the unit. Complete the table with the nouns
that relate to the adjectives. Use a dictionary to help you.

Adjective Noun Adjective Noun

lonely loneliness futuristic future

lively fantastic

violent chaotic

expensive relaxing

2 Make adjectives from the words in the box using these suffixes.

–ive –ly –ic

cuddle offence create

love wobble artist
optimist action bubble

Ww/E3.1a, 1b; Rw/E3.1a E3 ESOL Unit 1 Page 13

Project
You are going to use some of the language
and skills presented in this unit to write a
short guide for travellers to a country of
your choice.

Activity A ● Finding information

about a place
1 Work in small groups. Choose a country.
It can be one you know, or one you
know nothing about.

2 Decide what sort of information to

include. Here are some ideas:

people arts
food

customs
geography
places of interest

advice for travellers transport

history anything else?

cities
daily life

3 Find the information you need. You can go to a library or learning resource
centre, ask people, use the Internet, collect travel brochures, contact embassies
and bring in your own things.

4 Collect maps and photographs to illustrate your guide.

Activity B ● Writing about a place

1 Decide how to present your guide for travellers. Do you want to present it as a
booklet, a wall display or a web page?

2 Use a web map to help you to plan and organise your written text. Remember
to use paragraphs.

3 Share your guide with the rest of the group.

Page 14 Unit 1 E3 ESOL

✓ Check it
Activity A ● Adjectives
1 Here are some of the adjectives used in the unit. Match them with their opposite
meaning. Use your dictionary to check the meanings of any words you don’t know.
brilliant calm
expensive dreadful
lively bustling
quiet cheap
chaotic clean
polluted organised

2 Complete these sentences using some of the words above.

a She’s such a .............................. person. She’s always laughing, talking and doing
different things.

b The river is very .............................. . The local factories empty chemicals into it.

c That book is .............................. . It’s so well written. I really enjoyed it.

Activity B ● Proof-reading
Read the paragraph below. There are eight spelling mistakes. Correct the spellings
using the double letter rule.

I went to London for the day last week. I had a great time although I spent a lot of money – Bristol is
much cheapper than London. I travelled on the train, which was nice. My friend and I walked around a
bit. We went to a lovely park. It was full of jogers, but we don’t really like runing. Later, we went
shoping. I hopped to find some bargains, but most things were a bit expensive. We went to a café after
that. When we were siting in the café and writting postcards we saw David Beckham (I think)! We
were so excited. Well, we were geting tired, so we decided to come home after that.

Activity C ● Past continuous and past simple

Complete the sentences with the past continuous or the past simple form of the verb in
brackets.

a Abdul .............................. (wait) for me when I .............................. (arrive).

b I .............................. (not/listen) when the teacher .............................. (tell) me what to do.

c When I .............................. (leave), they .............................. (sleep).

d ........................................................... (you/listen) to the radio when I arrived?

e What ..................................................... (you/do) when the war began?

E3 ESOL Unit 1 Page 15

▼
Mini-projects
▼

▼
Activity A ● Do some research
Find out opinions about the place where you live.
● Use questions from the unit and your own
questions.
● Ask people (other learners, friends,
neighbours) what they think of your
town or city.
● Tell other learners what you find out.

Activity B ● Plan to travel

You would like to do some travelling one day in the future. Use the Internet to find
different places to go in the UK and around the world. Complete the table.

You want Possible places (city/country/other)

beautiful countryside

lively nightlife

interesting museums and galleries

a beach holiday

an adventure holiday

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with .......................................................................................................................................

...................................................................................................................................................................................

...................................................................................................................................................................................

I need more practice with ..........................................................................................................................

...................................................................................................................................................................................

...................................................................................................................................................................................

Date ........................................................................

Page 16 Unit 1 E3 ESOL

 Audio scripts
Page 4 Describing a city Leila: To get married. My husband’s family live
in Bristol.
Activity A Mehmet: What do you miss about Bangladesh?
Bogotá is the capital city of Colombia and captures Leila: Well ... obviously I miss my family. Most
the essence of this country. There is futuristic of them still live in Bangladesh. That
architecture, a lively and diverse cultural life, and makes me really sad, sometimes. I also
there are wonderful colonial churches and brilliant miss Bangladeshi films. I don’t see many
museums. There are also beggars, shanty towns, these days.
drug dealers and traffic jams. Because of this mixture Mehmet: What do you like about the UK?
of rich and poor, it is one of the world’s most Leila: The supermarkets, the weather ... and
chaotic, violent, interesting and exciting cities. coming to college.
There are so many interesting and contrasting things Mehmet: Is Bristol like Dhaka?
to see here in Bogotá. The streets are busy and Leila: Yes and no. They’re both cities, but Dhaka
bustling, the churches and museums are calm and is much busier than Bristol. That’s because
relaxing. There are expensive shops and roadside of the traffic, really.
stalls. You can watch buskers at the Plaza de Mehmet: What do you think of Bristol?
Santander, browse at the Sunday flea market at Leila: It’s an interesting place.
Mercado de las Pulgas and look at the street emerald
market on Avenida Jimenez. Activity B
For entertainment, there are theatres, classical music Leila told me that she came to the UK in June 1999.
concerts and night clubs. There are also plenty of She told me she came to get married. She said that
venues for watching football and bullfighting. she missed her family because most of them still lived
in Bangladesh. She said she also missed Bangladeshi
Activity B films. I asked her what she liked about the UK. She
Mehmet: What’s Dhaka like? told me she liked the supermarkets, the weather and
Leila: It’s one of the largest cities in the world. coming to college. She said that Dhaka was much
It’s really busy. There are thousands of busier than Bristol. She told me that she thought
rickshaws. Bristol was an interesting place.
Mehmet: Rickshaws?
Leila: Yes, they’re like taxis. You sit in a carriage Page 12 Making longer sentences
pulled by a man on a bicycle. Can you tell
me about Istanbul? Activity A
Mehmet: It’s crowded and polluted, but I think it’s One
really interesting as well. It’s full of old Mehmet: ... yes, I loved the presents I got that
buildings like mosques. There’s so much birthday.
history. Inés: Oh, what like?
Leila: What do you mean? Mehmet: Well, the bicycle that my brother gave me
Mehmet: Well, it’s over 3000 years old, for was fantastic.
example. Two
Leila: Really? Inés: What were your neighbours like in
Istanbul?
Page 10 Reporting what someone said Mehmet: Hmm .... the man who lived over the
road was a bit scary.
Activity A Three
Mehmet: When did you come to the UK? Inés: So, what was your house like in Istanbul?
Leila: In June 1999. Mehmet: Well, the house where we first lived was
Mehmet: Why did you come? really old.

E3 ESOL Unit 1 Page 17

A Answers
Pages 2 and 3 Describing a country Page 5 Comparing places
Activity A2 Activity A
a false d false I like living in Bristol. It’s an interesting city but it’s so
b false e true much smaller and quieter than my city. It’s really
c true taking me time to get used to it. Istanbul is a much
more chaotic place. There is always the noise of
Activity A3 traffic, the sound of car horns and people calling to
Art – C each other and the crowds in the bazaars.
Food – D Both cities are ports, but again, in Bristol the port is
Geography – A much smaller than in my city. I do like being near the
People – B water though. I often go down to the quayside and
watch the boats. In both cities it’s easy to get out to
Activity A4
the coast, but I think the coastline is much more
b population beautiful near Istanbul.
c main
People told me it was always cold and wet in
d primarily
England but in fact the winter here in Bristol is often
e amazing
warmer than in Istanbul. I like that. I’m not looking
forward to the summer in England though. It is
Page 4 Describing a city definitely much colder than in my country.
Activity A1 Activity B
shopping, entertainment, places of interest
a Istanbul is bigger than Bristol.
Activity A2 b I like the weather in winter.
c Bristol has more supermarkets than Istanbul.
lively and diverse cultural life
d We sometimes go swimming.
busy and bustling streets
expensive shops
chaotic cities Page 6 Childhood days
calm and relaxing churches and museums Activity A1
Activity B worked, went, helped, was, went, carried, enjoyed,
played, swam
What’s Dhaka like?
– It’s one of the largest cities in the world. It’s really Activity A2
busy. There are thousands of rickshaws.
Regular: worked, helped, carried, enjoyed, played
Rickshaws?
Irregular: went, was, swam
– Yes, they’re like taxis. You sit in a carriage pulled by
a man on a bicycle. Activity B
Can you tell me about Istanbul? /d/ wanted, studied, hated
– It’s crowded and polluted, but I think it’s really /d/ loved, moved, carried, closed, opened, played
interesting as well. It’s full of old buildings like /t/ kissed, worked, walked, shopped, washed
mosques. There’s so much history.
What do you mean?
– Well, it’s over 3000 years old, for example. Page 7 Coming to Britain
Really? Activity A
A3 B1 C4 D2

Page 18 Unit 1 E3 ESOL

A
Activity A2 Pages 10 and 11 Reporting what
Suggested answers: someone said
Time expressions: now, five years ago, in 1994, in Activity A1
the same year, in 1998, at first, in the future, at the
a June 1999
moment, when, about three weeks, then
b To get married
Connectives: but, then, on the one hand, on the
c Family, Bangladeshi films
other hand, finally, and, when, although, as
d The supermarkets, the weather and coming to
Activity A3 college
e They are both cities, but Dhaka is much busier
Suggested answers:
than Bristol.
Present simple – I come from near Bogotá.
f It’s an interesting place
Past simple – I spent about three weeks deciding
what to do. Activity A2
Present continuous – I’m having a great time.
When did you come to the UK?
Past continuous – I was working as a scientist in
Why did you come?
their factory in Bogotá.
What do you miss about Bangladesh?
Activity A4 What do you like about the UK?
Is Bristol like Dhaka?
Suggested answers:
What do you think of Bristol?
Para 1 – Introduction
Para 2 – Education/Work history Activity B
Para 3 – Making a decision
1 came
Para 4 – Coming to the UK
2 came
3 missed
Page 8 Past continuous 4 lived
5 missed
Activity A1
6 liked
I was working as a scientist in their factory in 7 was
Bogotá when they offered me promotion and a 8 thought
job in the UK.
Activity C
Activity A2
b We always had parata for breakfast.
I was living with my grandparents when I got c I still find it delicious.
permission to join my dad in the UK. d I make it at the weekends in Bristol.
I was studying at university when I first heard e My family loved going to the theatre to see
about the plans for my marriage. traditional plays.
f My father often took me and my brothers to the
Activity A3
theatre.
I was praying for a safe journey when the plane
took off.
It was raining when I first met my husband-to-be. Page 12 Making longer sentences
I was crying when I waved goodbye to my family. Activity A
Activity A4 a that
b who
I was praying for a safe journey when the plane
c where
took off.
It was raining when I first met my husband-to-be.
I was crying when I waved goodbye to my family.

E3 ESOL Unit 1 Page 19

A
Activity B Page 15 Check it
a I liked the swimming pool where I learnt to swim. Activity A1
b There was a lovely teacher at my school who
expensive – cheap
taught me how to read.
lively – calm
c My mum gave me a special shirt that/which I wore
quiet – bustling
to the mosque.
chaotic – organised
polluted – clean
Page 13 Spelling and vocabulary
Activity A2
Activity A1
a lively
When we add endings to words, we double the letter b polluted
for words ending in a vowel and consonant, c brilliant
e.g. hop → hopped but hope → hoped
Activity B
Activity A2
I went to London for the day last week. I had a great
a sitting time although I spent a lot of money – Bristol is
b crying much cheaper than London. I travelled on the train,
c begged which was nice. My friend and I walked around a bit.
d kissed We went to a lovely park. It was full of joggers, but
e taller we don’t really like running. Later, we went
f bigger shopping. I hoped to find some bargains, but most
things were a bit expensive. We went to a café after
Activity B1
that. When we were sitting in the café and writing
lonely – loneliness postcards we saw David Beckham (I think)! We were
lively – life, liveliness so excited. Well, we were getting tired, so we
violent – violence decided to come home after that.
expensive – expense
futuristic – future Activity C
fantastic – fantasy a was waiting / arrived
chaotic – chaos b wasn’t listening / told
relaxing – relaxation c left / were sleeping
d Were you listening
Activity B2
e were you doing
-ive offensive, creative, active
-ly cuddly, lovely, wobbly, bubbly
-ic artistic, optimistic

Page 20 Unit 1 E3 ESOL

2 Sport and exercise

■ What sports do you do?

■ What sports did you do

What you will do in the past?
This unit is about sport and exercise. These are the skills you
■ How important are sports
will practise. Which are the most useful for you? Tick the boxes.
and exercise for you?

Listening and speaking

Skill Skill code
■ Give opinions and agree and disagree Sd/E3.1c, 1d, 1g, 2a

■ Listen to the feelings and opinions of others Lr/E3.6a

■ Listen for information on the telephone Lr/E3.3b

■ Ask questions to get information Sc/E3.3b

■ Tell a short story using past tense Sc/E3.1a, 4a, 4c

Reading and writing

Skill Skill code
■ Read and understand a newspaper article Rt/E3.2a, 4a

■ Fill in an application form Rw/E3.2a; Wt/E3.5a

■ Read, plan and write a letter of complaint Rt/E3.1a, 2a; Wt/E3.1a, 1b, 2a, 3a; Ws/E3.1a; Ww/E3.3a

■ Use a dictionary Rw/E3.3a

Project work
At the end of this unit you will plan and give a short talk about sport and exercise.

E3 ESOL Unit 2 Page 1

Sportsman in the spotlight
Activity A ● Reading a newspaper article
1 Look at the headline of the newspaper article. What do you think the article will
say? Read and check.

APRIL 26 2002

From public enemy

number one to most
popular man in Britain
IN 1998 Beckham was losing
popularity fast. Then came the
disaster of the World Cup
match. After the referee sent
him off for tripping up
Argentina’s Diego Simeone,
everyone blamed him for
England’s defeat in the match.
His fast, luxurious lifestyle and
marriage to Victoria (‘Posh
Spice’) made him even more
unpopular. It seems the British
really do love to hate success.
Beckham picked himself up,
and ten months after the nation were sitting on the edge for Beckham to win awards
England defeat he was playing of their seats. He scored a goal than voted in the general
the best football of his in the last minute and it took election.
career for Manchester United. England into the World Cup Now Beckham’s broken foot
United fans voted him player finals. is a national disaster. Even the
of the year, but Beckham was After this he won public Prime Minister is talking about
still not a national hero. His adoration and just about every it. From being public enemy
moment of pure genius came in possible award, including a number one, Beckham is now
the game against Greece in Golden Moment Award for that the most popular man in
2001. Viewers across the vital goal. More people voted Britain.

Page 2 Unit 2 E3 ESOL Rt/E3.2a, 4a; Sc/E3.4c

2 Work in pairs. Read the article again and discuss the questions.

a What does the writer think about David Beckham?

b Why does the writer think Beckham’s lifestyle made him unpopular?

c What does the writer mean by viewers across the nation were sitting on the
edge of their seats?

Activity B ● Identifying verb tenses

1 Look at the verb tenses underlined in the article. Which are examples of the
past simple, past continuous, present simple and present continuous?

2 Look at the text again. Which of the tenses is used for

a a finished action or situation in the past past simple

........................................................

b an action in progress in the present ........................................................

c a continuous or repeated action in the past ........................................................

d an action or situation in the present ........................................................

Activity C ● Speaking: telling the story

Work in pairs. Tell the story in your own words. Use these prompts to help you.

1998 / unpopular

ntina / World Cup

blame / defeat by Arge

lifestyle / marriage

career
after that / play / best football /

1999 / vote / player of the year

best moment / come / Greece /

2001

goal / last minute / England / World Cup finals

broken foo
t / disaster

most popular / Britain

E3 ESOL Unit 2 Page 3

Saying what you think
Activity A ● Listening: opinions, agreeing and disagreeing
1 You are going to listen to a man and a woman discussing football and David
Beckham. What do you think they will say?

2 Listen to the discussion. Who do you agree with?

3 Look at the following phrases from the discussion.

a Which phrase shows the strongest agreement?

b Which phrases show the strongest disagreement?

c Which two phrases are used for expressing opinions?

But that’s nonsense. You’re right there.

I don’t think so.

Well, I think … I don’t really agree.

My point is … That’s rubbish.

I suppose you’re right.

4 Listen to the discussion again. Who do you think sounds more polite?

Activity B ● Speaking: what do you think?

Work in groups of three. Choose one of the statements.
● Football is boring.
● Sportsmen and sportswomen get too much money.
● Men are much better at sport than women.
● Never believe anything you I think football’s
read about celebrities in the one of the most
newspapers. exciting sports.
● Everyone should have to do
sport at school.

Have a short discussion using

some of the phrases in Activity A.
Take turns to start the discussion.

Well, I don’t really agree. A lot of Yes, but

games are really boring, especially it’s great when
when there’s no score. they do score.

Page 4 Unit 2 E3 ESOL Lr/E3.6a; Sd/E3.1d, 2a; Sd/E3.2b

Talking sport
Activity A ● Speaking: using adjectives and intensifiers
1 These adjectives are useful for talking about sport. Work in pairs. Decide if they
are positive or negative. Can you think of any other adjectives to describe sport?

exciting great fantastic relaxing

boring dangerous fun

2 We use intensifiers to make adjectives stronger. First underline the adjectives in

these sentences. Then circle the intensifiers.

a I think tennis is really boring.

b Aerobics is an absolutely brilliant way of keeping fit.

c Cricket is an extremely skilful sport.

d Tennis is a very exciting sport to watch.

e Jogging is a really good way of exercising.

3 Work in pairs. Discuss which sports you like or dislike. Give your reasons using
adjectives and intensifiers.
Example
I thin‡ aerobics is a really good way to ‡eep ‰it because it’s so ‰ast
and it’s ‰un too.

Activity B ● Speaking: what do you know about sport?

1 Work in groups. Agree on and write down your answers to the quiz.

1 Where is the footballer Ronaldo from?

2 What sport is played at Wimbledon?

3 How many players are there in a cricket team?

4 How many rings does the Olympic symbol have?

5 Where were the last Olympic Games held?

2 How much more do you know? Work in groups and make a quiz about sport.

Sd/E3.1c E3 ESOL Unit 2 Page 5

A passport to leisure and fitness
Activity A ● Reading about a Leisure Saver Card
1 Look at the list of activities on the application form on page 7 and match four
of them to the pictures.

a ........................................................ b .......................................................

c ........................................................ d .......................................................

2 Work in groups. What do you know about the other activities on the form?
Use a dictionary to check any you don’t know.

3 Listen to the names of the activities in the list. Mark the stressed syllable for
each one. Then practise saying them.
●
Example aerobics

4 Read the application form for a Leisure Saver Card and underline these words.

a facilities e indicate

b rates f annual

c concessionary g main

d complimentary

Use the information before and after the words to help you guess their
meaning. Use a dictionary to check.

5 Now decide what kind of Leisure Saver Card you want to apply for and
complete the form.

Page 6 Unit 2 E3 ESOL Rw/E3.2a; Wt/E3.5a

 Leisure Saver Card Application Form
What is a Leisure Saver Card? 2 Please write clearly.
The Leisure Saver Card is a passport to fun and Full name:
fitness. For the price of a card you can enjoy all
the facilities at reduced rates. Many people are
also entitled to a concessionary or even a
(Mr/Mrs/Miss/Ms)
complimentary card.

Who qualifies for a concessionary

card? Address:
Senior citizens, students in full-time education and
under 16s.

Who qualifies for a complimentary

card?
People in receipt of Unemployment Benefit,
Income Support or Disability Living Allowance.
Postcode:
1 Tick the box to indicate which type of Leisure
Saver Card you would like. The prices are for
an annual card.
Home tel no: Work tel no:
Adult ❑ £20.50
Family ❑ £40.95
Concessionary ❑ £10.95
E-mail:
Complimentary ❑ FREE

Please tick your main leisure interests:

aerobics ❑ cricket ❑ ice-skating ❑ swimming ❑

athletics ❑ cycling ❑ martial arts ❑ table tennis ❑
badminton ❑ dancing ❑ netball ❑ tennis ❑
basketball ❑ fishing ❑ roller-skating ❑ weight training ❑
boxing ❑ football ❑ rugby ❑ yoga ❑

Activity B ● Vocabulary: words used with sports

1 Look at the list of activities on the Leisure Saver Card application form. Work in
pairs. Which activities go with these words: play, do, go?

2 Now tell your partner about some activities you do or don’t do.

E3 ESOL Unit 2 Page 7

Joining a leisure centre
Ilir Baharde wants to join a local leisure centre. He phones the centre and the
receptionist puts him through to membership adviser Tom Clark.

Activity A ● Listening: phoning for information

1 Listen to the telephone conversation. Which of these adjectives would you use
to describe the conversation?

polite ■ impolite ■
formal ■ informal ■
helpful ■ unhelpful ■
2 Listen again. What information does Ilir ask for?

3 Listen again and answer the questions. Check your answers with a partner.
a Who does Ilir speak to?
b What facilities does the leisure centre have?
c When is the centre open?
d Where is the centre?

Page 8 Unit 2 E3 ESOL Lr/E3.3b; Sc/E3.3b

Activity B ● Language: asking indirect questions
When you ask for information, indirect questions sound more polite than direct
questions.

Could you tell me Do you know if

what time you open? it’s easy to park?

1 The word order in indirect questions is different from simple questions. Work in
pairs. Look at the examples. What are the rules for changing word order in
indirect questions?

Could you tell me how I can join

How can I join the leisure centre?
the leisure centre?
Could you tell me what facilities
What facilities are there?
there are?
Do you know which bus I can
Which bus can I take to the centre?
take to the centre?
Can you tell me what time the
What time does the centre open?
centre opens?

2 Listen to the audio for Activity A again. Say when you hear Ilir or the
membership adviser use indirect questions.

3 Work in pairs. Change the direct questions below to indirect questions.

Example

Where can I do aerobics in Can you tell me where I can

this area? do aerobics in this area?
a What time does the swimming pool close at weekends?
b How much does it cost to join the gym?
c Which days do you have badminton courses?
d Where can I park near the leisure centre?

Activity C ● Speaking: making a telephone call

Work in pairs. You are going to role play a telephone call to a local leisure centre.
Your teacher will give you a role card and some information. Read these and make
notes about what you will say.

E3 ESOL Unit 2 Page 9

A letter of complaint
Activity A ● Reading a letter of complaint
1 Look at this letter of complaint. What is it about?

61 Crossland Road
Marshfield
Manchester M8 6TG
The Manager
Greenbridge Leisure Centre
Central Park
Fallowfield
Manchester M8 5TR
July 8

Dear Sir/Madam,

I am writing to complain about the facilities at Greenbridge

1
Leisure Centre.

In July I visited the centre and purchased an annual membership

card. At the time, the membership adviser informed me that there
were excellent swimming facilities but I have found this is not
the case. Firstly, the pool is frequently overcrowded, as a large
part of it is roped off for use by the local swimming clubs.
2 Secondly, the changing area and toilets are extremely dirty and
also there are only two showers in the women’s changing room.
Thirdly, there are a number of fitness classes but it is impossible
to attend as they are all full. Finally, I arrived at the centre
yesterday evening to discover the pool closed. I was very annoyed
as I telephoned earlier in the evening to check it was open.

I am very dissatisfied with the facilities at the centre and

3 would like a full refund of the fee for my membership card.

I look forward to hearing from you.

Yours faithfully,
E
Natalia Evanovich N B R ID G E L E ISURE CENTR
GREE
Card
Membership
ia Evanovich
Name: Natal
no. 36210
Membership
N.......E
...... anovic......h
v...............
Signature: ....

Page 10 Unit 2 E3 ESOL Rt/E3.1a, 2a

2 In a letter of complaint, the words used are usually more formal (e.g. purchased
rather than bought). Look at the words and phrases underlined in the letter.
Find a word below with the same meaning. Use a dictionary to help you.

a money back ..................................... e find .....................................

b yearly ..................................... f often .....................................

c unhappy ..................................... g not true .....................................

d told ..................................... h go to .....................................

Activity B ● Organising a letter of complaint

1 Letters of complaint usually follow the same order. Read the letter again and
write the paragraph number which

a describes the background to the complaint

b says what the writer wants to happen

c gives the reason for writing

2 What words does the writer use to make sure the order of events is clear?
In groups, discuss other ways you could do this.

3 Linking words are used to join two simple sentences or ideas together to make
a longer sentence.

Look at the second paragraph of the letter. Put a circle around the linking
words but, as, and also. Look at each one and underline the two different parts
of the sentence joined by each linking word.

4 Now look at these groups of sentences. Use the linking words to make one
longer sentence.
a I wanted to join a fitness club. / I couldn’t. / There were no places.
b There is a sauna. / There is a steam room. / They are both closed at the
moment.
c There was a crèche. / It was closed. / It was too expensive to run. / Few
parents used it.

5 Now make three longer sentences of your own, using the linking words.

Remember
Using linking words
● but is used to join two different ideas
● and also adds a second, similar idea to the first idea
● as gives a reason for the first idea. It means the same as because.

E3 ESOL Unit 2 Page 11

Writing a letter of complaint
Activity A ● Planning your letter
Work in pairs. Think of
something you need to
complain about. Plan what
you want to say in your
letter and make some
notes. Look at the
examples in the table
below to help you.

Reasons for writing Background to complaint What you want to happen

complain about visited play area with group clear away rubbish
dangerous conditions of young children repair play equipment
in play area equipment broken / rubbish
broken glass

Activity B ● Writing sentences

Write sentences about your complaint.

1 Explain your reasons for writing.

Example
I am writing to complain about the condition o‰ the children’s play
area in the par‡.
2 Give the background to the complaint. Remember to use linking words.
Examples
There was a lot o‰ rubbish and also bro‡en glass.
I have complained several times during the past month, but the
rubbish is still there.
3 Say what you want to happen.
Please could you repair the equipment as soon as possible.

Activity C ● Drafting your letter

1 Write a first draft of your letter. Remember to check the organisation, spelling,
grammar, punctuation and linking words.

2 Work in pairs and check your letters together.

3 Write or word-process your final draft.

Page 12 Unit 2 E3 ESOL Wt/E3.1a, 1b, 2a, 3a; Ws/E3.1a; Ww/E3.3a

s
Activity A
Spelling and vocabulary
● Building vocabulary: using prefixes
A prefix is a group of letters added to the front of a root word to make a new
word with a different but related meaning.

Example
un healthy = unhealthy = not healthy

over weight = overweight = too much weight

1 Look at these other prefixes.

re dis under

Add a prefix to the root words below and write the new word.

a re train = retrain
..................................... = to train again

b weight = ..................................... = not enough weight

c qualified = ..................................... = qualifications taken away

d apply = ..................................... = apply again

e qualified = ..................................... = too many qualifications

f fit = ..................................... = not fit

g qualified = ..................................... = not enough qualifications

2 Complete the sentences using a prefix and the root word in brackets.

a The leisure centre lost my application form so I had to .....................................

(apply).

b Amir does no exercise and is getting fat. He is ..................................... (fit) and

..................................... (weight).

c I applied for a job at the centre but I have done no training. I am

..................................... (qualified).

d Yasmin doesn’t eat properly. She is ..................................... (weight).

e Rosa needs to ..................................... (train) as a nurse because she hasn’t worked

for 20 years.

3 Make a list of other words using the prefixes above. Compare your list with
another learner. Give an example of how to use the words in a sentence.

Ww/E3.1a E3 ESOL Unit 2 Page 13

▼
Project
▼

▼
Use the skills and language in this unit to prepare and give a short talk.

Activity A ● Listen to a short talk about sport

1 Listen to Juliana giving a talk about the sport she
loves. Then answer the questions.
a What sports does she like/dislike?
b What sports or exercise does she do?

2 Listen again. Make a note of:

a any special words she uses to talk about the sport (e.g. match)
b any intensifiers and adjectives she uses.

Activity B ● Plan a talk

Prepare a short talk about your experiences of sport and exercise. These are some of
the things you should do:
● Make short notes about a sport or sports you have watched or played.
● Think about what you want to say.
● Note down any special words connected with the sports you want to talk about.
● Note down any adjectives and intensifiers you want to use to give your opinion
of the sports.
● Find some pictures to illustrate your talk from newspapers, magazines or the
Internet.
● Use an OHP or Powerpoint if possible.

Look at the word web Juliana used to plan her talk. Use this way of planning if you
find it useful.
Childhood: don’t play
went to matches with dad any sports

now: SPORT
watch Cricket AND keep-fit classes
on TV EXERCISE sometimes

boring? looking after

no! kids

Activity C ● Talk!
Now give your talk.

Page 14 Unit 2 E3 ESOL

✓ Check it
Activity A ● Checking your spelling
Look at these words. Tick the correct spelling.
a athlatics ■ athletics ■
b aplication ■ application ■
c referee ■ refaree ■
d facilitys ■ facilities ■
e complimentry ■ complimentary ■
f leisure ■ liesure ■
g excelent ■ excellent ■
h finaly ■ finally ■
i concessionary ■ conseshonary ■
j dangerous ■ dangerus ■

Activity B ● Using linking words

Use linking words to join these sentences.

but and also as

a I go jogging with my girlfriend sometimes. I don’t enjoy it very much.

b I enjoy weight training. I enjoy swimming.
c My husband likes football. He never watches it on TV.
d I’d like to try yoga. I need to learn to relax more.

Activity C ● Writing a letter of complaint

Your children play tennis in the local park every
Sunday morning. Last Sunday the tennis court
was closed and there was a notice saying it
would be closed for the next four weeks. You
want the council to offer your children another
place to play.

Write a letter of complaint to the local council.

● Explain why you are writing.
● Give the background information.
● Say what you want to happen.

E3 ESOL Unit 2 Page 15

▼
Mini-projects
▼

▼
Activity A ● Study a sports news article
1 Choose a short article from the sports section of the newspaper.

2 Read your article. Use a dictionary to find the meaning of any new words about sport.

3 Tell the others about the article and give your own opinion about it. Tell the class
about any interesting new words you found, including any prefixes.

Activity B ● Phone a leisure centre

Find out where the local leisure centres are. You can go to the library, look in a phone
book or on the Internet. Phone one and ask for information about facilities and joining.
Leave a message if there is an answerphone. Give your name and address clearly.

Activity C ● Build your vocabulary for talking about sport

Complete the table for football and swimming. Then do the same for a sport you know
about.

Tennis Football Swimming .............................

People players

Place tennis court

Equipment tennis rac‡et,

tennis ball

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with .......................................................................................................................................

...................................................................................................................................................................................

...................................................................................................................................................................................

I need more practice with ..........................................................................................................................

...................................................................................................................................................................................

...................................................................................................................................................................................

Date ........................................................................

Page 16 Unit 2 E3 ESOL

 Audio scripts
Page 4 Saying what you think Page 8 Joining a leisure centre
Activity A Activity A
Ben: Well, I think Beckham deserved to be Mandy: Hello, leisure centre, Mandy speaking. How
unpopular. Throwing all that money around, can I help you?
having 20 cars … I mean, who on earth needs Ilir: Hello, um ... I’d like some information about
20 cars? joining the leisure centre.
Nina: But that’s nonsense. You can’t believe Mandy: Yes, certainly. I’ll just put you through to the
everything you read in the papers. membership adviser. Please hold for a
Ben: I suppose you’re right … but you must admit moment.
footballers get paid too much money. Tom: Tom Clark speaking. How can I help?
Nina: I don’t think so. Some earn huge amounts, but Ilir: Yes, hello, can you tell me a bit about
smaller clubs can’t pay a lot for their players. joining the leisure centre?
Ben: OK, you’re right there, but my point is they Tom: Yes, of course. So do you know much about
should all get paid the same. us?
Nina: I don’t really agree. You have to pay for talent, Ilir: Not much, actually.
don’t you? Tom: Well, we’ve got a really good gym with all
Ben: But I don’t think there’s much talent involved the latest equipment, a swimming pool,
in kicking a ball round a field. football and cricket pitches, and basketball
Nina: That’s rubbish. Everyone knows you have to be and squash courts. So you can do a lot of
really skilful to play professionally. I think different kinds of sports.
you’re just trying to wind me up! Ilir: Sounds great.
Tom: So tell me what sports you’re interested in.
Ilir: Well, weight training mainly, but I’m
Page 6 A passport to leisure and fitness
thinking about playing squash again. I need
Activity A to take off some weight.
Tom: Yeah, don’t we all! And do you know
aerobics
roughly how often you’ll want to use the
athletics
centre?
badminton
Ilir: I suppose about two or three times a week.
basketball
Tom: OK. Look, I’ll send you the information pack.
boxing
It includes an application form and
cricket
information about the centre. Come to an
cycling
open day and have a look. See what you
dancing
think.
fishing
Ilir: Great. Can you tell me what the opening
football
hours are?
ice-skating
Tom: No problem. Every day 7:30 until 10 at
martial arts
night. Except Sundays when it’s 9 to 9.
netball
Ilir: Sounds fine. Oh, yes, sorry, one other thing.
roller-skating
Could you tell me where you are exactly?
rugby
Tom: Do you know where the High Street is?
swimming
Ilir: Yes. I live near there.
table tennis
Tom: Well, we’re just behind the cinema.
tennis
Ilir: Oh yeah, I know.
weight training
Tom: Right then, could you just give me your
yoga
name and address?
Ilir: Yes, it’s Ilir Baharde, that’s B-A-H-A-R-D-E,
and the address is 27 Bothwick Road, that’s
B-O-T-H-W-I-C-K. E12 6FE.

E3 ESOL Unit 2 Page 17

 Tom: OK, got that. Well, many thanks for calling.
Bye now.
Ilir: Thank you. Bye.

Page 14 Project
Activity A
Juliana: I’ve always loved cricket … since I was a girl
in Barbados. My dad used to take me to
watch matches. I remember one match
when the West Indies beat England and
everyone ran onto the pitch. Some people
think it’s extremely slow and confusing but I
think that’s rubbish … when you’re
watching a great batsman or fast bowler it’s
really exciting. I still watch cricket on TV ...
erm ... I’m watching the test at the
moment. I don’t like watching any other
sports. I think football is incredibly boring
and … um … dangerous. The players
always seem to be kicking each other. I
don’t do any sports or much exercise
myself, although I go to keep-fit classes
sometimes, as well as looking after my kids.
That’s enough exercise for me!

Page 18 Unit 2 E3 ESOL

A Answers
Pages 2 and 3 Sportsman in the spotlight Activity A2
a I think tennis is really boring.
Activity B1
b Aerobics is an absolutely brilliant way of keeping
was losing – past continuous fit.
came – past simple
c Cricket is an extremely skilful sport.
sent – past simple
blamed – past simple d Tennis is a very exciting sport to watch.
made – past simple e Jogging is a really good way of exercising.
picked – past simple Activity B1
was playing – past continuous
1 Brazil
voted – past simple
2 Tennis
was – past simple
3 11
came – past simple
4 Five
were sitting – past continuous
5 Depends on current date: Beijing 2000, Salt Lake
scored – past simple
City 2002 (winter games), Athens 2004
took – past simple
won – past simple
voted – past simple Page 6 A passport to leisure and fitness
is – present simple
is talking – present continuous Activity A1
is – present simple a yoga
b badminton
Activity B2
c weight training
a past simple (e.g. fans voted him player of the year) d table tennis
b present continuous (e.g. Even the Prime Minister is
talking about it) Activity A3
● ●
c past continuous (e.g. Beckham was losing aerobics ice-skating
popularity) ● ●
athletics martial arts
d present simple (e.g. Now Beckham’s broken foot is a ● ●

national disaster) badminton netball

● ●
basketball roller-skating
● ●
boxing rugby
Page 4 Saying what you think ● ●
cricket swimming
Activity A3 ●
cycling
●
table tennis
●
a You’re right there. ●
dancing tennis
b But that’s nonsense. That’s rubbish. ● ●
fishing weight training
c Well, I think … My point is … ● ●
football yoga
Activity A4
The woman

Page 5 Talking sport

Activity A1
Positive: exciting; great; fun; fantastic; relaxing
Negative: boring; dangerous

E3 ESOL Unit 2 Page 19

A
Activity B1 Activity B1
Play: badminton; basketball; cricket; football; netball; a 2 b 3 c 1
rugby; table tennis; tennis
Activity B2
Do: aerobics; athletics; boxing; martial arts; weight
training; yoga Sequence markers like firstly, secondly
Go: cycling; dancing; fishing; ice-skating; roller- Activity B4
skating; swimming
Suggested answers:
a I wanted to join a fitness club(,) but I couldn’t as
Pages 8 and 9 Joining a leisure centre there were no places.
b There is a sauna and also a steam room(,) but they
Activity A1 are both closed at the moment.
polite, informal, helpful c There was a crèche(,) but it was closed as it was
too expensive to run(,) and also few parents used
Activity A2
it.
Information about joining; opening hours; where the
leisure centre is
Page 13 Spelling and vocabulary
Activity A3
a Mandy, the receptionist, then Tom Clark, the Activity A1
membership adviser a retrain
b Gym, swimming pool, football and cricket pitches, b underweight
basketball and squash courts c disqualified
c Mon–Sat 7:30 am–10 pm; Sun 9 am–9 pm d reapply
d Behind the cinema in the High Street e overqualified
f unfit
Activity B3 g underqualified
Possible answers:
a Can you tell me what time the swimming pool Activity A2
closes at weekends? a reapply
b Do you know how much it costs to join the gym? b unfit, overweight
c Could you tell me which days you have c unqualified
badminton courses? d underweight
d Can you tell me where I can park near the leisure e retrain
centre?
Page 14 Project
Pages 10 and 11 A letter of complaint
Activity A1
Activity A2 a Likes cricket; dislikes football
a refund b No sport, but sometimes goes to keep-fit classes
b annual (and looks after children!)
c dissatisfied
Activity A2
d informed
e discover Suggested answers:
f frequently a stadium; match; pitch; batsman; (fast) bowler; test
g not the case b extremely slow; confusing; great; really exciting;
h attend incredibly boring; dangerous

Page 20 Unit 2 E3 ESOL

A
Page 15 Check it Page 16 Mini-projects
Activity A Activity C
a athletics Football: players/(football) pitch/football, football
b application boots
c referee Swimming: swimmers/swimming pool/swimming
d facilities costume (swimming hat, goggles)
e complimentary
f leisure
g excellent
h finally
i concessionary
j dangerous

Activity B
Suggested answers:
a I go jogging with my girlfriend sometimes(,) but I
don’t enjoy it very much.
b I enjoy weight training and also swimming.
c My husband likes football(,) but he never watches
it on TV.
d I’d like to try yoga(,) as I need to learn to relax
more.

E3 ESOL Unit 2 Page 21

3 The health service

Where are these places?

Who works there?

Which local health services

do you use?

What you will do

This unit is about the health service and how to
use it. These are the skills you will practise.
Which are the most useful to you? Tick the boxes.

Listening and speaking

Skill Skill code
■ Listen for detail when making arrangements and appointments Lr/E3.1c, 2b, 2d

■ Listen for gist from a radio programme Lr/E3.1b

■ Listen for questions and short forms Lr/E3.2d

■ Make an appointment over the telephone Sc/E3.1a, 3a, 3b, 4d

■ Give advice about health Sd/E3.1e

■ Ask questions to get information Sc/E3.3b; Sd/E3.1d, 1g

Reading and writing

Skill Skill code
■ Read texts to find specific information Rt/E3.7a, 8a

■ Recognise specialised vocabulary for health Rw/E3.1a

■ Punctuate a text Rs/E3.2a

■ Read and fill in medical forms Rw/E3.2a; Wt/E3.5a

■ Plan, draft and proof-read letters of advice Wt/E3.1a, 2a, 4a

Project work
At the end of this unit you will answer letters from a problem page
and prepare a wall display.

E3 ESOL Unit 3 Page 1

The NHS
Activity A ● Reading about the National Health Service (NHS)
1 Work in pairs. What do you know about the National Health Service in Britain?
Discuss these questions.
● Who uses it?
● When did it begin?
● How are hospitals and other services paid for?

2 Read the leaflet on page 3 about the National Health Service. Were you correct?

3 These are the headings from the leaflet. Write them in the correct place (A, B or
C) on the leaflet.
Who can use the NHS?
Who works for the NHS?
When did the NHS start?

4 Look quickly through the leaflet. What do these numbers refer to?

700,000 50,000 1.4 million 10,000 8.5 million

5 Find words in the text with the same meaning.

a a doctor who trained in particular health problems consultant

......................................

b a meeting with a doctor .................................................

c the name for a doctor working in a health centre .................................................

d to send patients to see a specialist in the hospital .................................................

e a specialist in mental illness .................................................

6 What is the difference between Primary Care and Secondary Care?

Activity B ● Talking about health care

Work in groups and talk about how your country provides health care.
Discuss these points.
● What services are available?
● Who pays for them?
● What are the good things about health care?
● Are there any problems and difficulties?

Page 2 Unit 3 E3 ESOL Rt/E3.7a, 8a

 about the
NHS
A ………………………………………… referred to hospital for special tests
The National Health Service (NHS) or X-rays. This more specialist care
was introduced in 1948 to provide through hospitals is called
free health care for everyone. Before Secondary Care.
then, people had to pay for health
C …………………………………………
care. Not everyone could afford it.
The NHS has made a great Everyone has a right to be registered
difference to people’s lives. with a local GP, and when people
Every working person in the have a health problem, they go to a
United Kingdom pays National local surgery or health centre.
Insurance contributions. In 2002 the Consultations are free.
budget for the NHS was £65,000
million. FACTS AND FIGURES
B ………………………………………… In a typical week

Around one million people work for ■ 1.4 million people receive
the NHS in England. These include help
doctors, nurses, health visitors, ■ 700,000 people visit the
opticians, dentists and special dentist
therapists such as physiotherapists ■ Over 10,000 babies are
and psychiatrists. delivered by the NHS
When people have a health
■ NHS ambulances make over
problem, they go to their doctor,
50,000 emergency journeys
who works in a surgery or health
centre. People living in the area ■ Pharmacists give out
register with their doctor or General approximately 8.5 million
Practitioner (GP). GPs are the first items on NHS prescriptions
point of contact of the NHS. This is ■ NHS surgeons perfor m
called Primary Care. around 1,200 hip
For more specialised treatment, operations.
GPs refer patients to a hospital. Find out more by visiting the
There they may see consultants who website www.nhs.uk
specialise in particular areas of
health, for example heart specialists
or paediatricians. People are also

E3 ESOL Unit 3 Page 3

Appointments
Activity A ● Listening: telephoning for appointments

The Four Elms Health Centre is a large, busy medical centre which offers many
different services to its patients.

1 Listen to three phone calls. Write the purpose of each call in the first part of the
table.

Call Purpose of call Day and time Who with?

2 Listen again and complete the details about the appointments.

3 Listen to phone calls 1 and 2 again. What reasons do the callers give to explain
why the appointment is no good for them?

Activity B ● Speaking: changing arrangements

Work in pairs. Practise giving apologies and different explanations for these
situations.
● You didn’t phone your friend last night.
● You can’t meet your friend tomorrow.
● You are late for an appointment.

Page 4 Unit 3 E3 ESOL Lr/E3.1a, 2b; Sc/E3.1a, 3a, 4d

Activity C ● Speaking: showing preference
1 Look at these sentences from the first phone call.

She can see you

at 3 o’clock.

I’d rather come

earlier if possible.

2 You are making an appointment. Look at the receptionist’s suggestions. You are
not happy with them. What do you say?

There’s an appointment Do you mind seeing

in the morning. Can you come at a male doctor? Can you come
3 o’clock? back tomorrow?

Activity D ● Speaking: using stress to show urgency

Listen to four people asking for appointments. Underline the words the speakers
stress to show that they need the appointment urgently.
a I’m sorry, I can’t wait until tomorrow.
b I really must see him today.
c It really is important.
d It isn’t possible for me to come then.

Activity E ● Speaking: making an appointment

Work in pairs. Role play a telephone call to change an appointment with your
doctor, dentist or optician. Use the flow chart to help you.

Patient Receptionist
Give your name and explain the problem.
Suggest a new time.
Say it’s not possible and ask for another time.
Say it’s difficult and explain why.
Say how urgent your problem is and suggest
another solution. Agree. Suggest a time.
Repeat the details of the appointment and
end the call.

E3 ESOL Unit 3 Page 5

Medical forms
Activity A ● Listening and writing: filling in forms
1 Merzad Albani has moved into the area. He is at Four Elms
Health Centre to register with a GP.
Why do you think it is important to fill in a medical form?

2 Look at part of the form Merzad has to complete. How many health
problems are mentioned? Use your dictionary to find out the meanings.

3 Listen to Merzad and use the information to complete the

form with his details.

_________________
Next of kin (state relationship): ______________________________
_________________
____________________________________________________________

Medical History (ALL DETAILS WILL BE STRICTLY CONFIDENTIAL)

_________________
Please give details of any operations: ________________________
_________________
____________________________________________________________
_________________
____________________________________________________________

Do you have any of the following?

Yes No If yes, please give details
Asthma _________________________
Epilepsy _________________________
Diabetes _________________________
Heart disease _________________________

Are you taking any medicines, tablets, creams etc?

Name: How often: Date started:

____________________ ____________________ ____________________

____________________ ____________________ ____________________

etc.)?
Do you have any allergies (e.g. to medicines, foods, animals
_________________
____________________________________________________________

Do you smoke? NO / YES If yes, how many a day? ______________

Ex-smokers: When did you stop? ________________

Do you drink alcohol? NO / YES

_________________
If yes, how much do you drink each week? e.g. 5 pints of beer

Page 6 Unit 3 E3 ESOL Rw/E3.2a; Wt/E3.5a

Symptoms
Activity A ● Listening for specific information

1 What is NHS Direct? Have you used it?

2 Martha is worried about her teenage daughter so she phones NHS Direct.
Listen to the phone call and tick the correct answers.

a What are her symptoms?

rash ■ temperature ■ headache ■ dizziness ■

b What is the diagnosis?

meningitis ■ tonsillitis ■ asthma ■ migraine ■

c What advice is Martha given?

.............................................................................................................................................................

Activity B ● Practising punctuation

1 Read the information below out loud. How easy is it to understand?

is a fast 24-hour telephone helpline calls are charged at a local

rate it opened in march 1998 and the service is available in england scotland wales and

northern ireland it gives confidential health care advice and information nhs direct nurses

receive around 25,000 calls a week from people asking for medical advice you can also

get online advice on the Internet from www.nhsdirect.nhs.uk

2 Correct the punctuation and rewrite the text to make it easier to read and
understand. Use capital letters, full stops and commas.

Activity C ● Vocabulary: informal expressions

Work in small groups for this matching exercise. Your teacher will give you sets of
cards. One set has everyday informal phrases for describing how you are feeling,
and the other set gives the meanings.

Rw/E3.1a; Rs/E3.2a; Ww/E3.3a E3 ESOL Unit 3 Page 7

Advice
Activity A ● Reading a newspaper article
Read the newspaper article below. Why do you think Daniel is overweight?

Overweight?
Daniel is one of the growing
number of overweight children
in Britain.

Daniel says: ‘I usually get up

late, so I don’t have time for
breakfast, but I eat a packet
of crisps in the car on the way Daniel Thomas, 11, from Cardiff
to school. At break-time, I eat
some biscuits and drink a can I’m always starving when I
of Coke. We’ve got a new get home, so I eat a piece of
canteen at school and there’s cake. I usually play on the
a good choice of food for computer or watch TV until
lunch. Tuesdays and Fridays my mum calls me for supper.
are my favourite days because We have something like pizza,
we can have chips. pasta or chilli con carne.’

Activity B ● Listening for specific information

Listen to some extracts from a radio programme about children’s lifestyles. The
extracts mention three problems that affect children’s health. What are they?

Activity C ● Speaking: giving advice

Daniel’s mother is worried about him. What advice would you give to her?

Remember
● One way of giving advice is to use should.
What should I do?
I think you should see the doctor.
You should eat healthy meals.
You shouldn’t eat chocolate.

● Should is a modal verb and is followed by the infinitive, without to.

You should to take exercise.

Page 8 Unit 3 E3 ESOL Rt/E3.8a; Sd/E3.1e; Lr/E3.1b

Problem pages
Activity A ● Reading and writing: letters asking for advice
In many magazines and newspapers you will find an advice or problem page.
Do you ever read them? Do you find them useful? What sort of problems do the
people have?

1 Read this letter from a problem page.

How will my asthmatic four-year-old cope

with school?
My son is starting school in September, and as well as the normal worries
parents have when their child starts school, I’m really worried about how
he’ll cope if he has an asthma attack at school. I’m afraid he won’t
remember to use his inhaler and the school won’t know how to deal with it
effectively. In many ways I’d rather keep him at home until he’s a bit older
but friends say I’m being overprotective.
What do you think I should do?

2 Answer these questions about the letter.

a What is the reason for writing?
b Is the layout the same as a normal letter?

3 A problem page letter usually has three parts:

● the main title
● a description of the problem
● a sentence asking for advice.
Look at the letter and underline the parts in different colours.

4 Work in pairs. What advice would you give the writer?

Activity B ● Reading: organising information

Work in groups. Your teacher will give you the parts of two letters from a problem page.
Sort and order the sentences into two separate letters. Compare your letters with other
groups.

E3 ESOL Unit 3 Page 9

Replies
Activity A ● Reading: letters giving advice
1 Dr Martin writes replies to the problems on the problem page. Read his reply to
the letter on page 9 and answer the questions.
a How many solutions does Dr Martin give? What are they?
b Which one do you think Dr Martin prefers?

You have two choices. You can keep your son at home for a little longer or
you can send him to school now. Either way, contact the school and talk it
through with them. Many children suffer from asthma these days and
schools usually have a lot of experience with this problem. Ask them about
any training they give their staff and what they do if a child has an attack.
Also contact other parents with asthmatic children for ideas and support.
If you decide to keep him at home a little longer, this preparation is also
useful. The important thing is to make the decision that feels best for you
and your son.

2 Read the reply again and underline the phrases Dr Martin uses to give his advice.
One has been done for you.

3 Which verb form is used?

Activity B ● Writing: letters giving advice

1 Work in pairs. Choose one of the letters from Activity B. What advice can you give?
Make a list of ideas and then write three or four sentences. Start each sentence with
the imperative form of the verb.
Example
Contact your GP to discuss the problem.
Don’t try to make her eat ‰oods she doesn’t li‡e.
2 Now write your reply to the letter.

3 Work with another pair who wrote a reply to the other letter. Read and comment on
each other’s replies. Think about grammar, spelling and punctuation.

4 Rewrite or word-process your reply. Put the replies on the wall for everyone to read.

Page 10 Unit 3 E3 ESOL Wt/E3.1a, 2a, 4a

Entitlements
Activity A ● Reading about entitlements
1 Are all NHS services free? What do people have to pay for? Does everyone have
to pay?
Read this information from a leaflet.

HELP WITH HEALTH COSTS

Are you entitled to help?

● Everyone under the age of 16, and young people under the age of 19 in full-time
education, can have free prescriptions, dental treatment, sight tests and vouchers
towards glasses from the optician.
● Over 60s get free prescriptions and sight tests. If they receive income support,
housing or council tax benefits they may also get help with dental charges.
● People on income support are entitled to free prescriptions, dental treatment,
sight tests and vouchers for glasses.
● Pregnant women get free prescriptions. They also receive free dental treatment
and examinations until the child is 12 months old.
● People on a pension with savings of less than £1200 can also claim travel costs to
and from hospital.
For more information see leaflet HC11, available from any main post office,
social security office, or NHS hospital.

2 Which healthcare costs are each of these people entitled to?

Amina is 21 and has Charlie is 67. He Mustafa is 49. He is Nasreen is 18 and a

an 11-month-old baby. doesn’t receive any married and has two first-year science
She has just returned benefits, just a state children. He is student at Manchester
to her job as a medical pension. He also has unemployed and University.
receptionist. savings of £1500. receives income
support.

3 Look at the information again. Underline the health care costs you are entitled to.

Rt/E3.7a E3 ESOL Unit 3 Page 11

Going into hospital
Activity A ● Listening: asking about future arrangements
Samantha’s GP has referred her to the hospital for minor surgery. She is a day patient.
Samantha is worried and would like some more information. She phoned her health
centre and spoke to the receptionist.

1 Look at these two questions and answers. What verb does Samantha use in her questions?

When will I know the date Will I be able to go home

for my operation? straightaway ?

Early next week. Mr Hemmadi’s No, you won’t be able to

secretary will contact you. go home until the evening.

2 Samantha wants to know more about her hospital appointment. What can she
say when she phones the health centre?

Thurs – ring hospital and find out:

how long / be in? How long will I be in hospital?
...................................................
have / general anaesthetic? Will I have a general anaesthetic?
...................................................
eat or drink in the morning? ............................................................................................................................
need someone / stay / all day? ............................................................................................................................
drive home? ............................................................................................................................
work / next day? ............................................................................................................................
when / know the results?

3 Now listen to the information the receptionist gives her. Does Samantha get
answers to all her questions?

4 Listen again. What does the receptionist say about these things?
a Cancelling the operation
b Samantha’s clothes and jewellery
c Bringing someone with her to the hospital
d Going home after the operation

Page 12 Unit 3 E3 ESOL SLlr/E2.3,

Lr/E3.2b,
Wt/E2.1
2d
Activity B ● Language: explaining future arrangements
1 You form the future with will + verb
but when we speak we use the short I’ll
I will call you when
form ’ll. Look at these examples and
I get the results.
then listen to them.

He’ll
He will see you at 10 o’clock. won’t
You will not get the
results for two weeks.

2 Listen to these sentences. What words do you hear?

a The dentist will see

......................... you at 10 o’clock.

b I ......................... you with the results as soon as I get them.

c We ......................... to see the doctor again.

d You ......................... definitely feel better soon.

e It ......................... safe for you to drive home.

f She ......................... able to go home tomorrow.

3 Practise saying them.

4 Work in pairs. Practise asking and answering questions about Samantha’s visit to
hospital.

Activity C ● Speaking: discussing future arrangements

1 Think of questions you would ask in one of these situations.
● You are going to hospital for some tests.
● You are thinking about changing to contact lenses instead of glasses.
● Your child’s teeth are not straight and you think he or she needs braces.
● Someone from your family/a friend is going into hospital for an operation.

2 In pairs, role play one of the situations.

E3 ESOL Unit 3 Page 13

▼
Project
▼

▼
Use the skills and language in this unit to write and answer letters from a problem
page and prepare a wall display.

Activity A ● Write a problem page letter

A local self-help group has started a newsletter for people in the local community.
Part of the newsletter deals with health and parenting and it has a problem page.

1 Work in pairs. Think of a problem to write for advice about. You could use your
own problem or a problem you discussed in the unit.

2 Plan and draft a letter asking for advice.

3 Write or word-process the letter, checking for content, language, spelling and
punctuation. Use a dictionary if necessary.

Activity B ● Discuss problems and give advice

You work for the newsletter. You meet once a month to discuss the letters it
receives for the problem page.

1 Work in groups. Read the two letters your teacher will give you. Discuss and
agree the advice you can give for each letter.

2 Decide on the reply for each letter.

3 Work in pairs. Choose one of the problems and research any information for
your reply using, for example, the Internet, medical encyclopedias, leaflets and
magazines.

4 Prepare a draft reply for your problem.

5 Work in groups and proof-read each other’s replies.

6 Write your reply neatly or word-process it. Display it with the original letter on
the wall.

Page 14 Unit 3 E3 ESOL

✓ Check it
Activity A ● Quiz
How much can you remember from the unit?

1 When did the NHS start? 6 What are some of the

a 1944 b 1948 c 1958 symptoms of flu?

2 What does GP stand for? 7 Write two sentences, one

positive and one negative, to
3 What does next of kin mean?
give advice to someone with a
4 Where can you phone for health sore throat.
advice?
8 You need to change your dental
5 Who is entitled to free appointment. What do you say?
prescriptions? (Apologise and give an
explanation.)

Activity B ● Correcting an e-mail

Read this e-mail and correct the nine mistakes. Think about the style of the
writing, punctuation and spelling.

Dear Dot, to
Just to let you know that I won’t be able come to visit you next
month after all. Remember I told you that I wasn’t feeling very well?
I tell my GP and he think that I should to go to the hospital for an
examinasion.
My apointment will be in about four weeks, so I cant make any
plans to go away. I think I won’t have to stay in overnight but the
tests will take several hours, and Ill have to take it easy afterwards.
I must say I’m a bit nervous about it and I’d rather to come and see
you instead. I’ll definitely come to stay as soon as I can.
Give my love to Brenda, Suzanne and Elaine.
I’ll let you know when there’s any news. Don’t worry.
Love
Maria

E3 ESOL Unit 3 Page 15

▼
Mini-projects
▼

▼
Activity A ● Talk about home remedies
Do you always take medicine when you are ill? What do you do if you have an
insect sting, a cough, a sore throat or a headache? Are there any home remedies
that you use? Tell other learners what you do.

Activity B ● Write about home remedies

Write an article of about 200 words about a home remedy that is used in your
country. Word-process the article if you can.

Activity C ● Read advertisements for health products

Look through a variety of magazines and find advertisements for health products.
Which advertisements are the most effective and why?
Discuss your ideas with a partner.

Activity D ● Use the Internet to find out about NHS Direct

If you have access to the Internet, look at the NHS Direct website. What
information is available?

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with ......................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

I need more practice with .........................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

Date ....................................................

Page 16 Unit 3 E3 ESOL

 Audio scripts
Pages 4 and 5 Appointments Receptionist: I’m afraid the first appointment with
her is on Tuesday 30th at 11 o’clock.
Activity A Richard: And there’s nothing before that?
Phone call 1 Receptionist: No.
Receptionist: Good morning. Four Elms Health Richard: Oh, well, OK, I’ll have to take that, but
Centre. could you let me know if she has a
Herman: Good morning. I’d – cancellation? I’d really like to see her
Receptionist: Hold the line, please. … Sorry to keep before the 30th.
you waiting. Receptionist: That’s Tuesday 30th at 11 am,
Herman: Is it possible to make an appointment Mr Thomas, and I’ll let you know if
to see the nurse, please? there are any cancellations.
Receptionist: Yes, but she’s only here in the Richard: Thank you.
afternoon this week. She can see you
on Thursday. Phone call 3
Herman: Isn’t there anything sooner? Receptionist: Good morning. Four Elms Health
Receptionist: No, I’m afraid not. Centre.
Herman: Oh, OK. Anwar: Yes, hello. I need to see the dentist this
Receptionist: She can see you at 3 o’clock on morning.
Thursday. How’s that? Receptionist: Well, I’m afraid he’s really busy. Can
Herman: I’d rather come earlier if possible. I have you come tomorrow?
to pick my grandson up from school. Anwar: I’m sorry, my tooth’s killing me. I didn’t
Receptionist: Oh, um, it’s a bit difficult. Ah, wait a sleep at all last night. It’s really urgent. I
minute. We can fit you in at 2:30. Is just have to see him today. I can’t wait
that any better? until tomorrow.
Herman: Yes, that’s fine. Receptionist: OK. Just a minute, please. ... OK, what’s
Receptionist: OK. So what’s the name? the name, please?
Herman: Herman Deleon. That’s D-E-L-E-O-N. Anwar: Hassan. Anwar Hassan.
Receptionist: Right. I’ve got that. And your Receptionist: If you can get here by 10 o’clock the
appointment is at 2:30. dentist will see you then.
Herman: 2:30 on Thursday. Anwar: Oh, that’ll be great.
Receptionist: Yes, that’s right.
Activity D
Phone call 2 a I’m sorry, I can’t wait until tomorrow.
Receptionist: Good afternoon. Four Elms Health b I really must see him today.
Centre. c It really is important.
Richard: Oh, hello. My name’s Richard Thomas. d It isn’t possible for me to come then.
I made an appointment to see the
optician at 4 o’clock tomorrow, but I Page 6 Medical forms
need to change it.
Receptionist: Well, you haven’t given much notice, Activity A
Mr Thomas. Doctor: So tell me about your family.
Richard: I’m sorry about that, but my wife’s Merzad: Well, I live with my wife Fariba and our
arranged a weekend break in Blackpool three children.
and we’re leaving tomorrow morning. Doctor: What about your medical history?
Receptionist: I’ll have a look to see if there’s anything Merzad: Medical history? I haven’t had any serious
for next week. ... What about the same illnesses. I had a car accident in 1996, and I
time next Friday – the 26th – with had to have an operation on my leg, which
Miss Roberts? left me with a slight limp. It’s still painful
Richard: Oh. I’d rather see Mrs Razvi. I always sometimes, so I just take a couple of
see her. paracetamol when it gets bad.

E3 ESOL Unit 3 Page 17

Doctor: Do you have any allergies? Martha: Thanks very much for your advice and help.
Merzad: Allergies? No, nothing that I know of! I feel less worried now. I thought it may
Doctor: Do you smoke? have been meningitis.
Merzad: No, I decided to give up smoking last year. I Nurse: That’s all right, but in future maybe she
started having mild asthma attacks so I should avoid certain foods, like cheese or
went to the doctor about six months ago. chocolate.
She gave me a prescription for an inhaler Martha: Oh, right! Thank you very much. Bye!
and told me to give up smoking. It helped
a lot but I still need to use the inhaler about
Page 8 Advice
once a day.
Doctor: And do you drink? Activity B
Merzad: Alcohol? Oh, no, I’ve never had a drink in
Presenter: ... and this research shows that breakfast
my life.
can help kids perform better in school. It has been
shown that the behaviour and concentration of
Page 7 Symptoms children who eat breakfast improve noticeably. When
they are sleeping the body’s energy runs down, and
Activity A that’s why eating breakfast is important.
Nurse: Hello, NHS Direct. Can I help you? A bowl of cereal, for example, is a good way to give
Martha: I wonder if you could give me some advice. them the energy to start the day. …
It’s not for me, it’s for my daughter – she’s
Children these days are eating food, especially
15. She’s got a terrible headache and she
snacks, which contain a high level of sugar and fat.
really isn’t well. I’m getting a bit worried.
This food provides instant energy but has very little
Nurse: Does she have a rash?
nutritional value. Many children are overweight and
Martha: No.
are likely to grow up into obese adults with all the
Nurse: What about the following symptoms? Does
resulting health problems such as …
she have a temperature or feel hot and
sweaty? Of course another reason why today’s children are
Martha: No. becoming overweight is lack of exercise. Playing
Nurse: Is she drowsy? outside is a thing of the past – they’d rather sit in
Martha: Sorry, I didn’t quite understand. front of the television or play computer games.
Nurse: Is she sleepy all the time? Children don’t even walk to school these days. Very
Martha: Oh ... um ... no. often they are driven short distances …
Nurse: Does it hurt when she bends her neck?
Martha: No.
Pages 12 and 13 Going into hospital
Nurse: Does the light hurt her eyes?
Martha: Not really … but she was complaining Activity A
about flashing lights.
Mr Hemmadi operates on Tuesday mornings, so
Nurse: Well, I think she has a migraine. You should
don’t eat or drink anything from midnight on the
give her some paracetamol now and then
Monday. That’s very important, because he’ll have to
go to the chemist’s later – they sell tablets
cancel your operation if you’ve eaten anything and
especially for migraine. Of course she should
you’ll have to wait for another appointment.
rest, preferably in a darkened room.
Martha: So she should take paracetamol now and About clothes – they’ll give you a locker for your
then get something from the chemist’s. clothing, but don’t wear any jewellery or bring any
Nurse: That’s right. But remember that if the valuables with you. Oh, and don’t wear make up or
condition gets worse you should contact nail polish. A lot of people forget about that.
your GP.

Page 18 Unit 3 E3 ESOL

Because you’re having a general anaesthetic, you’ll Activity B1
need to bring someone with you. It can be anyone He’ll see you at 10 o’clock.
over 18. It’s important that they can stay with you
until you’re discharged. If everything is OK, I think I’ll call you when I get the results.
you’ll probably be able to leave hospital after about You won’t get the results for two weeks.
five hours. The anaesthetic may affect you for the rest
of the day, so it won’t be safe for you to drive home. Activity B2
a The dentist will see you at 10 o’clock.
Oh, and one last thing. If you’re on any tablets or
b I’ll call you with the results as soon as I get them.
medication, please bring them with you. And try not
c We’ll need to see the doctor again.
to worry, the staff are lovely and I’m sure they’ll look
d You’ll definitely feel better soon.
after you.
e It won’t be safe for you to drive home.
f She’ll be able to go home tomorrow.

E3 ESOL Unit 3 Page 19

A Answers
Pages 2 and 3 The NHS Page 6 Medical forms
Activity A3 Activity A3
Who can use the NHS? – C Suggested answers:
Who works for the NHS? – B Next of kin – Fariba / wife
When did the NHS start? – A Operations – operation on leg in 1996
Has asthma
Activity A4 Medicines – paracetamol – as required – started
700,000 = people who visit the dentist in 1996
50,000 = NHS ambulances making emergency Inhaler – once a day – started six months ago
journeys Doesn’t smoke now – stopped last year
1.4 million = people receiving help Doesn’t drink alcohol
10,000 = babies delivered
8.5 million = items on NHS prescriptions
Page 7 Symptoms
Activity A5
a consultant d refer Activity A2
b consultation e psychiatrist a Symptoms – headache
c General Practitioner (GP) b Diagnosis – migraine
c Advice given – take paracetamol and rest in
Activity A6 darkened room (then go to chemist’s for special
Primary Care = health care from a GP migraine tablets)
Secondary Care = specialist care through
hospitals Activity B2
NHS Direct is a fast 24-hour telephone helpline. Calls
are charged at a local rate. It opened in March 1998
Pages 4 and 5 Appointments and the service is available in England, Scotland,
Activity A1 Wales and Northern Ireland. It gives confidential
health care advice and information. NHS Direct
1 make an appointment nurses receive around 25,000 calls a week from
2 change an appointment people asking for medical advice. You can also get
3 make an urgent appointment online advice on the Internet from
Activity A2 www.nhsdirect.nhs.uk.
1 Thursday 2:30 pm / nurse Activity C
2 Tuesday 30th 11 am / optician a unwell e a very high temperature
3 today 10 am / dentist b being sick f dizzy
Activity A3 c diarrhoea g very tired
d very sore h very painful
Caller 1 – has to pick up grandson from school
Caller 2 – leaving for a weekend break in Blackpool
Activity C2 Page 8 Advice
Possible answers: Activity B
I’d rather come in the afternoon. not eating breakfast
I’d rather come later. eating junk food or snacks
I’d rather see a female doctor. lack of exercise
I’d rather wait.
Activity D Page 9 Problem pages
a I’m sorry, I can’t wait until tomorrow.
b I really must see him today. Activity A2
c It really is important. a to ask for advice b no
d It isn’t possible for me to come then.

Page 20 Unit 3 E3 ESOL

A
Page 10 Replies Activity A4
Suggested answers:
Activity A1 a If she eats or drinks they will have to cancel the
a to keep son at home for a little longer, or send operation.
him to school now b They will give her a locker for her clothes, but she
b to send him to school now must leave jewellery at home.
Activity A2 c She needs to bring someone with her who is over
18 and who can stay until she is discharged.
You have two choices. You can keep your son at home d She’ll probably be able to leave the hospital about
for a little longer or you can send him to school now. five hours after the operation. She won’t be able
Either way, contact the school and talk it through with to drive home.
them. Many children suffer from asthma these days
and schools usually have a lot of experience with this Activity B2
problem. Ask them about any training they give their a will see d ’ll
staff and what they do if a child has an attack. Also b ’ll call e won’t be
contact other parents with asthmatic children for ideas c ’ll need f ’ll be
and support. If you decide to keep him at home a little
longer, this preparation is also useful. The important
thing is to make the decision that feels best for you Page 15 Check it
and your son.
Activity A
Activity A3 1 1948
The imperative form 2 General Practitioner
3 a person’s closest relative
Page 11 Entitlements 4 NHS Direct
5 Everyone over the age of 60 and under the age of
Activity A2 16, young people under the age of 19 in full-time
Amina – free prescriptions and dental treatment education, people on income support, pregnant
Charlie – free prescriptions and sight tests women and mothers with a child under one
Mustafa – free prescriptions, dental treatment, sight 6 temperature, sore throat
tests and vouchers towards glasses 7 You should rest. You shouldn’t go to work.
Nasreen – free prescriptions, dental treatment, sight Activity B
tests and vouchers towards glasses
Dear Dot,
Just to let you know that I won’t be able to come to
Pages 12 and 13 Going into hospital visit you next month after all. Remember I told you
that I wasn’t feeling very well? I told my GP and he
Activity A1 thinks that I should to go to the hospital for an
Will examination.
My appointment will be in about four weeks, so I
Activity A2/3
can’t make any plans to go away. I think I won’t have
Suggested questions: (✓ = answered by receptionist) to stay in overnight but the tests will take several
How long will I be in hospital? ✓ hours, and I’ll have to take it easy afterwards.
Will I have a general anaesthetic? ✓ I must say I’m a bit nervous about it and I’d rather to
Will I be able to eat or drink in the morning? ✓ come to see you instead. I’ll definitely come to stay
Will I need someone to stay with me all day? ✓ as soon as I can.
Will I be able to drive home? ✓ Give my love to Brenda, Suzanne and Elaine.
Will I be able to go to work the next day? I’ll let you know when there’s any news. Don’t worry.
When will I know the results? Love
Maria

E3 ESOL Unit 3 Page 21

4 Getting to know the UK
■ Talk about the pictures.
Use the words below.
coast fields seaside city
countryside beach fountain

■ Work in pairs. What sort of

places do you like to visit
on holiday? Say why.

■ What is your idea of a good

day out?

What you will do

This unit is about getting to know the UK. These are the skills you will practise.
Which are the most useful to you? Tick the boxes.

Listening and speaking

Skill Skill code
■ Get travel information using the telephone Lr/E3.1a, 2a, 2b, 2c, 2e; Sc/E3.2a, 3b, 3d

■ Follow and understand the main points of discussions Lr/E3.1b, 7a, 7b, 7c

■ Give short descriptions of places Sc/E3.4a, 4f

■ Discuss and compare places and journeys Sd/E3.1a, 1d

■ Discuss places to visit and likes and dislikes Sd/E3.2a, 2b; Sc/E3.1a, 3b, 4a

Reading and writing

Skill Skill code
■ Read and get information about places Rt/E3.1a, 2a, 4a

■ Use a variety of reading strategies Rt/E3.5a, 6a, 7a, 8a

■ Plan and write a letter of complaint Wt/E3.1a, 2a, 4a; Ws/E3.2a, 3a; Ww/E3.2a, 3a

■ Spell adjectives to do with travel Ww/E3.1a, 1b

Project work
At the end of this unit you will find out about a place in Britain and write
a description. You will make a short presentation to your class.

E3 ESOL Unit 4 Page 1

Finding places in Britain
Activity A ● Speaking and listening: places in Britain
1 Look at the places in the box and mark the stressed syllable. ●

Where does the stress usually go on place-names in English? Birmingham

2 Listen to the names and check. Cardiff

3 Work in pairs. Mark the places Edinburgh

in task 1 on the map. Glasgow
4 Now listen to descriptions Liverpool
of the places on the map.
Use the information to London
check your answers. Manchester
5 Work in pairs. Ask and answer Newcastle
about the places on the map.
A: Do you know where
Manchester is? ......................................................

B: Yes, it’s a city in the

north-west of England.

......................................................

......................................................

......................................................

......................................................

......................................................

......................................................

......................................................

Page 2 Unit 4 E3 ESOL Sc/E3.4a; Lr/E3.2e

Planning where to go
Activity A ● Talking about places in Britain
Jyoti Bhat lives in Birmingham. She is looking forward to a visit
from her sister and family from India. Jyoti wants to make sure
her visitors enjoy their stay. She is talking to a neighbour about
places to visit.

1 Look at the places in the photos. Listen to the conversation.

Number the photos in the order you hear about them.
■■
■■ ■■

2 Listen again. Tick the places that Jyoti has visited.

Activity B ● Language: present perfect questions

1 Listen again to these extracts from the conversation.
Write the missing words.
1
Sally: Now, let me think. Well, have you .....................................
to Warwick Castle?
2
Jyoti: Oh, yes, I ..................................... . Yes, it’s very interesting.

Sally: Have you 3..................................... to the safari park?

It’s wonderful. It’s got lions and tigers and hippos.

Jyoti: No, we 4..................................... . That would be great.

I 5................................................. a tiger in this country!
Remember
Sally: What about the big shopping centre near Dudley?
Have 6................................................. there?
● You use the present
perfect to ask about
7
Jyoti: Oh, no, ..................................... . Is it good? experiences up to now.
Have you ever visited
2 Listen to the questions again. Does the voice go up or down at
Warwick Castle?
the end of the questions? Now practise the questions.
Have you been to the safari
3 Work in pairs. Ask and answer questions about the places on the park?
map on page 2.

Sc/E3.1a, 3b, 4a; Lr/E3.2a E3 ESOL Unit 4 Page 3

Things we have done
Activity A ● Language: present perfect
1 Read the short conversations. Underline the words which Jyoti and Sally use to
talk about things which have or haven’t happened.

No, I’ve never bought

Have you ever bought any anything on the Internet.
tickets on the Internet? I think it’s too risky.

Have you ever seen your

Yes, I have. I’ve often
sister’s children?
visited them in Bombay.

2 The past participle often ends in -ed like the regular past tense, e.g. booked,
visited, but other verbs are irregular, e.g. seen, been.
a Tick the verbs which have a participle with an -ed ending like the simple
past tense.

be ■ hire ■ leave ■ lose ■ see ■ reserve ■ arrive ■

go ■ visit ■ travel ■ meet ■ rent ■ enquire ■ book ■
b Write the irregular participles for the other verbs. Use your dictionary to
check your answers.

Activity B ● Speaking: asking and answering questions

1 Work in pairs. Prepare a questionnaire to find out things people in your class
have done or have never done. Use some of the verbs from Activity A2 above.

2 Complete the answers for yourself. Then ask two other people your questions.

Have you ever …

visit/Warwick Castle?

travel/by underground?

Page 4 Unit 4 E3 ESOL Sc/E3.3b, 4a

About places
Activity A ● Vocabulary: describing places
1 Look at the pictures. What kind of places do they show?

2 Look at these adjectives. Match them with the pictures. Use your dictionary to
check the meaning of any adjectives you do not know.

beautiful boring crowded busy dull exciting

interesting lively noisy old peaceful pretty quiet ugly

3 Work in pairs. Think about a place you visited and really liked.
Have a conversation like this.

A: (Last year) I visited ..................................... .

B: What’s it like?/What’s special about it?

A: It’s ..................................... .

Activity B ● Language: superlatives

1 How do you form the superlative of the adjectives in Activity the …-est the most …
A2 above? Which ones need -est and which need most? Work
in pairs and put the adjectives in a table like the one on the busy beauti‰ul
right.

2 Work in pairs. Compare places you have visited and say what
you liked best or least.
Remember
Example ● You use superlatives when
I thin‡ Newcastle is the one o‰ the best places to you are comparing three
visit in the north o‰ England. It’s one o‰ the liveliest or more things.
cities so there’s lots to do. And it’s got some o‰ the London is the most
most beauti‰ul countryside nearby. expensive city in Britain.
It’s got some of the worst
3 Write three sentences about places you have visited and say
traffic problems.
what you like or do not like about them.

Sc/E3.4f; Sd/E3.1d E3 ESOL Unit 4 Page 5

Planning a journey
Activity A ● Comparing methods of transport
Work in pairs. Jyoti’s sister and her family, the Daves,
also want to visit relatives in Leeds. Make a list of the
different methods of transport they can use to get
there from Birmingham.

Make notes comparing the advantages and

disadvantages.

Example
Car _ more convenient than train + cheaper

Activity B ● Listening and speaking: asking for travel information

1 Jyoti wants to find out the best way for her sister and family to get from
Birmingham to Leeds. She makes three phone calls. Make notes in the table.

Dates/times Prices Other information

Train

Coach

Car hire

2 Work in groups of three and discuss the best way for the family to get to Leeds.
Your teacher will give you some information about the family.

A: Ask B for his or her opinion.

B: Give your opinion and reasons.
A: Ask C if he or she agrees.
C: Give your opinion and reasons. Ask what A thinks.

Shahira, what do you think? What about you, Antonio?

Do you agree with Manjit?

3 Work in pairs. Jyoti and Sally are discussing the best way for the Daves to get to
Leeds. Role play the conversation between Jyoti and Sally.

Page 6 Unit 4 E3 ESOL Sc/E3.4f; Sd/E3.1a, 1d, 2a; Lr/E3.2b

Planning what to do
Activity A ● Language: –ing forms
1 The Dave family are going to visit London with Jyoti and some of her family.
Underline all the verbs which are followed by an –ing word. Circle all the
verbs which are followed by an infinitive.

Jyoti Jyoti’s sister

Jyoti enjoys gardening Tarla likes walking and
and finding out about being outside.
unusual plants and She has two young
flowers. She would children. They want
like to have a to run around and
conservatory and grow play.
tropical plants.

Jyoti’s son Jyoti’s daughter

Prakash plans to go to Nila loves animals.
university to study She enjoys watching
chemistry. He enjoys documentaries and
learning new things reading about them.
and understanding She wants to be a vet
how things work. when she grows up.

2 Work in pairs. Your teacher will give you information about Remember
some places to visit in London. Read the information and When you add -ing to a verb the
choose the best place for each person in the Dave family. spelling sometimes changes.
Give your reasons. ● Most verbs → verb + ing
visiting
Activity B ● Spelling: the –ing form ● 1 vowel + 1 consonant
→ double consonant + ing
1 Work in pairs. Ask each other about things you like doing
swimming
when you’re on holiday. Use some of these words.
● 2 vowels + 1 consonant
→ don’t double the
swimming seeing friends getting up late
consonant sleeping
visiting walking going clubbing relaxing
travelling eating local food

2 Now write five sentences about the things your partner enjoys.

Rt/E3.7a; Ww/E3.1b E3 ESOL Unit 4 Page 7

Choosing a holiday
Activity A ● Reading about places

Koffi, Shahab and Ming are in the same class at college and are very good friends.
They want to go away for a weekend. Koffi and Ming want to visit a city, but
Shahab prefers the seaside. None of them has much money.

1 Your teacher will give you information about one of three places that the
friends are thinking of visiting.

2 Read the information carefully and make notes about the place in the table
below.

3 Work in groups of three. Ask each other for information and complete the notes
for the other two places.

Blackpool Whitley Bay Cornwall

Where it is

Attractions

Activity B ● Speaking: giving opinions and reasons

Work with a different person. Compare the Remember
places you have read about. Choose the one ● When you give reasons, you often use the
you think is most suitable for Koffi and his word because.
friends to visit. Give your reasons. I think Whitley Bay is best because it has
beautiful beaches and it’s near a big city.

Page 8 Unit 4 E3 ESOL Rt/E3.7a, 8a

Phoning for information
Activity A ● Listening: asking about places to stay
1 Ming and his friends have decided to go to Whitley
Bay and Newcastle. Ming is phoning the tourist
office to ask for some information.
a What type of information do you think he needs?
b What questions can he ask?

2 Listen to Ming’s phone call to check your ideas.

3 Listen again. What are the advantages and

disadvantages of staying in:
a the youth hostel
b the caravan?

4 Work in pairs. Discuss where you think the

three friends should stay.

Activity B ● Listening and speaking:

phoning a guest house
1 Ming wants to book a guest house in Whitley Bay.
What should he find out when he books?

2 Listen to his phone call and make notes about Rosie’s Guest House.

When available

Price for two nights

Where it is

Other details

3 You want to book a guest house for you and your friends or family. What
questions do you need to ask?

How much ……………………………? Can you give …………………………………?

Where …………………………………? Does the price ..……………………………...?

4 Role play the phone call. Make sure you get all the information you need and
make notes.

Lr/E3.2a; Sc/E3.2a, 3b, 3d E3 ESOL Unit 4 Page 9

Written complaints
Activity A ● Writing: looking at letters of complaint
1 Look quickly through the letter below and answer the questions following it.

Dear Sir or Madam,

A I am writing to complain about your hotel, which I stayed in with my family
last week.
B We booked an en-suite family room, but we were most unhappy with it. Firstly,
the shower did not work so we had to use another bathroom along the
corridor. In addition, the room was very hot, but we could not open the
windows because the street outside was so noisy. Finally, my son’s bed was
very uncomfortable and it gave him backache.
C We feel that you should give us a full refund because the hotel was not of the
standard we expected and we did not enjoy our holiday at all.
Yours faithfully,

Gary Smith

a Who is the letter written to?

b What is the complaint?
c How many problems does the writer mention?
d What action does the writer want?

2 What is the purpose of each paragraph? Match each paragraph A B and C with
a purpose 1–3.

Paragraph A .................. 1 Say what result you expect.

Paragraph B .................... 2 Give your reason for writing.

Paragraph C .................... 3 Give details of the problem.

3 Look at these six sentences from different letters of complaint. Match them to
the purposes in the box.
a I would like an apology and compensation e We ordered a taxi for 2:30 pm, but it did
for the poor service. not arrive until 3 pm, so we missed our
b Although your brochure said the bungalow train.
had a view of the sea, it was on a busy f I am writing to enquire about my lost
road in the middle of the town and had luggage.
no view.
c I expect a full refund of my deposit. Reason for writing d
……..……………...……
d I am writing to complain about the long
Details of the problem ……..……………...……
delay to my journey and the rudeness of
your staff. Result you expect ……..……………...……

Page 10 Unit 4 E3 ESOL Wt/E3.2a

Activity B ● Listening to a complaint

Koffi, Ming and Shahab had a very good holiday, but unfortunately the holiday did
not start well.

Listen to what happened when Ming phoned to complain. Make notes about what
went wrong.

Activity C ● Planning and drafting a letter

1 Work in pairs. Ming drafted the beginning of two letters. Choose the better
one.
A B
had a terrible
My friends and I I am writing to co
mplain about the
very disappointed
journey and were train journey whic
h we made on
by your train. 1st July.

2 Draft the middle paragraph of Ming’s letter of complaint. Remember to use

sequencing words and include information about the following problems.

● The train left Peterborough late (say what time)

● There was a long delay in York. The train arrived in

Newcastle very late (say what time)

● You had to go to an expensive hotel (say why)

3 Choose the best ending to the letter.

A B
nsation for the
I would like compe We will never trav
as a result of the el by train again
problems we had and we are very an
gry and upset .
ice.
very poor rail serv

4 Write the first draft of the letter. If possible, work on a computer.

5 Work in pairs. Check each other’s letters. Check for:

● clear handwriting ● spelling

● punctuation ● grammar
● linking and sequence words.

6 Write your letter again, making any corrections you need.

Wt/E3.1a, 2a, 4a; Ws/E3.2a; Ww/E3.2a, 3a E3 ESOL Unit 4 Page 11

Britain’s beaches
Activity A ● Speaking: discussing a problem
1 The number of people in the UK who choose to
take their holidays in Britain is going down. What
do you think the reasons are?

2 Work in pairs. What does the picture show?

3 What can be done about the problems? Suggest

some solutions and say who needs to take action.

4 Tell the class about your solutions. Decide which

ideas could work best.

Activity B ● Reading about British beaches

1 Read part of an article about Britain's beaches.
Answer the questions.
a Are Britain’s beaches getting better or worse?
b What is a Blue Flag award?

Better British Beaches Country Beaches

More of the United Kingdom's beaches than ever Denmark 200
before have won a coveted cleanliness award. The
France 286
Blue Flag awards began in France in 1985 and
Greece 341
there are now 22 countries involved. The awards
are made yearly to mark the highest European Italy 158
standards of both clean water and beach Spain 422
management. Last year 57 British beaches qualified United Kingdom 83
for Blue Flags, but this year 83 beaches qualified

2 Work in pairs. Why do you think beaches in other countries are better than
beaches in the UK?

3 Write three sentences comparing the UK with other countries.

Activity C ● Listening to the news

1 Listen to the end of the local news and find out what has happened at a beach
in Devon.

2 Listen again and make a list of the advantages for Oddicombe of what has
happened.

3 Work in pairs. Suggest how parents and children on the beach can help to keep
it clean. What does the local council need to do?

Page 12 Unit 4 E3 ESOL Rt/E3.4a; Lr/E3.1b

Spelling
Activity A ● Changing the meaning
1 You can change the meaning of these words by adding the prefix un- or in-.

expensive interesting exciting complicated convenient

pleasant safe flexible comfortable available

Put the new words into the correct column of the table. Use your dictionary to
check if you are not sure.

un- in-

2 Mark where the stress goes on each word and practise saying it.

3 Listen and check your answers.

4 Add any other adjectives you know which you can change in the same way.

Activity B ● Learning new spellings

1 Choose six new words from this unit. Use your dictionary to check that you
know what they mean.

2 Choose one of the following strategies to try to learn the spellings.

WHAT WORKS FOR YOU?

Try out these ideas to improve your spelling

● Copy out each new word five times and then try to write the
words without looking.
● Look at each word and practise saying it out loud as you read
it. Do this three or four times for each word. Cover the word
and try to write it. Check to see if it is correct.
● Divide each word into syllables as you say it out loud,
e.g. com-pli-ca-ted. Tap out the syllables as you say the
words out loud. Then try to write the words without looking.

3 Work in small groups. Find out which strategy other people used, and which
worked best.

4 Choose five more words you would like to learn and try a different strategy.
Which one do you think works best for you?

Ww/E3.1a, 1b E3 ESOL Unit 4 Page 13

▼
Project
▼

▼
Activity A ● Get information
about a place
1 Choose a place which you have not
visited in Britain. Find it on the map and
work out how far away it is from where
you live. Make a list of things you would
like to find out about the place.

2 Find the telephone number of the local

tourist office and phone to ask
them to send you some brochures and
any other information.

3 If you have access to the Internet, find

websites which will give you more
information about places to see and
things to do.

Activity B ● Make notes

1 Look at all the information you have collected.
Skim it to see which is most useful.

2 Read the information again in more detail and make some notes about the
attractions of the place. Find out:
● how to get there
● what the main attractions are
● what you can do and see.

3 Go to the library and look at a guidebook. Use the index to help you find more
information about the place. Make some notes about any new information.

Activity C ● Write a description

1 Use your notes to write a short description of the place you have chosen. First
make a plan. List the information you want to include.

2 Write the description and check it carefully. Choose some pictures to illustrate it.

Activity D ● Tell the class about the place

1 Give a short talk to the class about the place you have researched. Show where
it is on the map and show some pictures from the tourist brochures.

2 Answer any questions people ask you.

Page 14 Unit 4 E3 ESOL

✓ Check it
Activity A ● Vocabulary for describing places
1 Do you know the meaning of these adjectives? Use your dictionary to check if
you are not sure. Then put them into alphabetical order.

peaceful lively boring interesting pretty busy quiet

crowded beautiful noisy ugly exciting dull

2 Tick all the positive adjectives.

3 Underline the ones which form the comparative and superlative using –er
and –est.

4 Write five sentences comparing places you have visited as a tourist.

Activity B ● Phoning for information

You want to travel by train from Birmingham to York. What questions will you
need to ask?

● When ...................................................................................................................................................?

● What ....................................................................................................................................................?

● How ......................................................................................................................................................?

Activity C ● Using the present perfect

Make sentences using these prompts.

a Tarla / never visit the UK before.

................................................................................................................................................................................

b Jyoti / never stay with her relatives in Leeds.

................................................................................................................................................................................

c I / see two good films this month.

................................................................................................................................................................................

d Have you / ever hire a car in Britain?

................................................................................................................................................................................

e Have you / ever visit Kew Gardens?

................................................................................................................................................................................

E3 ESOL Unit 4 Page 15

▼
Mini-projects
▼

▼
Activity A ● Find out about things to do free in your area
1 Collect information about places of interest in your area. Go to the Town Hall or
tourist information office if there is one near you. Use the Internet if you have
access to it.

2 Find out what you can visit or do free in your area.

3 Tell the class about the free attractions you have found.

Activity B ● Use the local paper

1 Look at the advertisements and entertainment page in your local newspaper for
the next two weeks.

2 Collect information about special events planned locally, e.g. fun run. Check
the paper’s website to get extra details.

3 Tell the class about things they can do locally.

Activity C ● Class survey

1 Make a list of local attractions.

2 Do a class survey to find out which ones people have visited and which ones
they would recommend to visitors.

3 Design a poster advertising the most popular tourist attractions in your area.

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with ....................................................................................................................................

................................................................................................................................................................................

................................................................................................................................................................................

I need more practice with .......................................................................................................................

................................................................................................................................................................................

................................................................................................................................................................................

Date .....................................

Page 16 Unit 4 E3 ESOL

 Audio scripts
Page 2 Finding places in Britain and if the weather’s good we can take a
picnic. The children would like that.
Activity A4 Sally: Do the children like animals?
Birmingham is in the Midlands. It was a major Jyoti: Yes, I think so.
industrial city. This is no longer the case, but it is still Sally: Have you ever been to the safari park? It’s
the second largest city in England. wonderful. It’s got lions and tigers and hippos.
Cardiff is on the south coast of Wales. It’s a pleasant Jyoti: No, we haven’t. That would be great. I’ve
city with green, open spaces. It was an important never seen a tiger in this country!
port in the past. Now the docks are being Sally: What else? Erm …
redeveloped to provide offices and housing. Jyoti: Well, my sister loves shopping! I think we’ll
have to do that too! We’ll probably go into
Edinburgh is on the east coast of Scotland. It’s a Birmingham.
beautiful city with a castle and fine streets such as Sally: What about the big shopping centre near
Princes Street. Edinburgh has a festival of music and Dudley? Have you ever been there?
drama every summer. Jyoti: Oh, no, I haven’t. Is it good?
Glasgow is on the River Clyde on the west side of Sally: It’s amazing. They’ve got everything there.
Scotland. It has a famous museum and art gallery. You can walk along the canal too, if you want
– it’s right beside it.
Liverpool is on the River Mersey, not far from Jyoti: That sounds good.
Manchester. It’s famous for its football teams and for
the Beatles. Liverpool used to be a major port and Page 6 Planning a journey
industrial city.
Activity B
London is the capital of the United Kingdom. It’s in
Call 1 Train information
the south of England. It’s an important financial
centre. It has about seven million inhabitants. Recorded
voice: For all train timetables and fare
Manchester is in the north-west of England. Like information, press 1.
Liverpool, it was a big port and industrial city before. Assistant: Hello. Which station are you travelling
And Manchester also has two famous football teams, from?
Manchester United and Manchester City. Jyoti: Birmingham New Street.
Newcastle is a lively city in the north-east of England. Assistant: And where are you travelling to?
It’s well known for art, culture and its nightlife. And Jyoti Leeds.
of course, its football team! Assistant: OK. When are you travelling?
Jyoti: On Friday 18th.
Assistant: And what sort of time?
Page 3 Planning where to go Jyoti: Late morning.
Activity A/B Assistant: OK. Right. Depart Birmingham New
Street 11:30, arrive Leeds 13:33.
Sally: Hello, how are you?
Jyoti: 11:30. OK.
Jyoti: I’m very well, thank you. How are you?
Assistant: And for your return journey – when do
Sally: Oh, not so bad. Happier now the weather’s
you want to travel?
nice.
Jyoti: Sunday 20th. Late morning as well,
Jyoti: Yes, it’s very nice, isn’t it? I hope it stays like
please.
this for my sister’s visit.
Assistant: OK, you have the 11:35, depart Leeds,
Sally: Oh, I hope so too. Have you decided what
arrive Birmingham 13:39.
you’re going to do with her while she’s here?
Jyoti: And how much is it for two adults and
Jyoti: Actually, I wanted to ask your advice.
two children?
Sally: Oh, yes?
Assistant: How old are the children?
Jyoti: You see, I still don’t know the area very well.
Jyoti: Six and one.
Do you know anywhere we could visit?
Assistant: Children aged five and under go free. So
Sally: Now, let me think. Well, have you ever been
let’s see. The cheapest ticket’s the Value 7,
to Warwick Castle?
but you’d need to book that today as you
Jyoti: Oh, yes, I have. Yes, it’s very interesting.
have to book seven days in advance. And
That’s a good idea. We’ll definitely go there,

E3 ESOL Unit 4 Page 17

 you have to book singles each way. So Jyoti: Can you give me a quote for car hire,
that’s … £6 for each adult and £3 for the please?
child, for a single. Assistant: Of course. When’s it for?
Jyoti: OK. Jyoti: This weekend. From Friday to Sunday.
Assistant: Right, now then. If you can’t book in Assistant: You can pick up the car after 8:30 am and
advance, then you can buy a Saver return you’d have to bring it back Sunday night
on the day which is £36.50 for each adult then. That’s three days you’re talking
and £18.50 for the child. about. What sort of car are you looking
Jyoti: And that’s a return ticket? for?
Assistant: That’s right. Jyoti: Something small. The cheapest.
Jyoti: OK. Thank you very much for the Assistant: And is the driver over 25 with a clean
information. licence and credit card?
Assistant: You’re very welcome. Goodbye. Jyoti: Yes.
Jyoti: Goodbye. Assistant: Our weekend rate for a Ford Fiesta is
£80.60 for up to 75 miles per day. It’s
Call 2 Coach information
20p a mile over that and it includes full
Recorded breakdown cover. Do you want to book
voice: For timetable and fare information, press that now?
2. Jyoti: No thank you. I need to talk to the other
Assistant: Good morning. My name’s Billy. How can people travelling. I’ll get back to you.
I help you? Assistant: OK. We’re open until 6 this evening.
Jyoti: I’d like to travel from Birmingham to Jyoti: Thank you very much.
Leeds. Is there a direct service? Assistant: You’re welcome. Goodbye.
Assistant: Yes, there is. When would you like to Jyoti: Goodbye.
travel?
Jyoti: Next Friday, late morning. Page 9 Phoning for information
Assistant: So, that’s Friday 18th. There’s one at
11:00, arrives Leeds at 2:05. Activity A
Jyoti : When’s the next one? Phone call to a tourist office
Assistant: At 2:00. Assistant: North-east Tourist Information. Good
Jyoti: No, that’s too late. The 11:00 is fine. afternoon. How can I help you?
Assistant: And is it a return journey? Ming: Good afternoon. My friends and I are
Jyoti: Oh, yes, coming back on the Sunday. planning a holiday at the beginning of
Assistant: So return journey on 20th. What sort of July for a weekend and we’re looking for
time? somewhere cheap to stay.
Jyoti: Also late morning. Assistant: Right, well, it would be cheapest to stay
Assistant: There’s one at 11:05, getting into in a Youth Hostel. It only costs £12 per
Birmingham at 2:15. person per night, but of course you might
Jyoti: 11:05. OK. Can you tell me the cost? It’s have to share a room with people you
for two adults and two children. don’t know.
Assistant: Right. How are old are the children? Ming: That’s very cheap though. Is there a Youth
Jyoti: Six and one. Hostel in Whitley Bay?
Assistant: OK. The one-year-old travels free, so it’s Assistant: No, in Newcastle.
£65, but I can let you have it for £60 if Ming: Well, we want to visit Newcastle of
you book today. Do you want to book course, but we really wanted to stay in
that now? Whitley Bay.
Jyoti: Er no, thank you. I need to talk to my Assistant: There are plenty of hotels and guest
sister first. Thank you very much. houses in Whitley Bay, and a caravan
Assistant: OK. You’re welcome. park.
Jyoti: Goodbye. Ming: A caravan! That sounds good! About how
Assistant: Goodbye. much is it for a weekend?
Call 3 Car hire information Assistant: Hmm … let me see … Prices start at £205
for a Leisure Economy caravan for three
Assistant: Marshall’s Cars. How can I help you?

Page 18 Unit 4 E3 ESOL

 days. It has a colour TV, kitchen, Page 11 Written complaints
bathroom and toilet and sleeps up to six
people. Activity B
Ming: Right. I’ll have to think about that. Is it Assistant: GNER Passenger Services. How can
near the centre of town? I help you?
Assistant: Oh, no, it’s in a park in the countryside. Ming: Hello, my name’s Ming Chan, and I’d like
Haven’t you got a car? to make a complaint about your service.
Ming: No, we haven’t. Assistant: Right, so what’s the problem?
Assistant: Well, then you’d be better off in a small Ming: Well, we caught the 17:30 Peterborough
hotel or guest house. There are plenty in to Newcastle train last Friday. It was due
town. They range in price from about £20 to arrive in Newcastle at 20:15.
per person per night to around £70. Shall Assistant: The 17:30 did you say?
I send you some details? Ming: Yes, arriving at 20:15. Or that’s what it
Ming: Yes please. That would be great. said on the timetable. But it didn’t even
leave Peterborough until 6 o’clock, then
Activity B there was a long delay in York so it didn’t
Call to a guest house get into Newcastle until 10 o’clock at
night.
Man: Hello, Rosie’s Guest House.
Assistant: Oh dear. Yes, I think there was a technical
Ming: Good morning. My friends and I are
problem with that train.
going to be in Whitley Bay for the first
Ming: Well, that was your problem. Our
weekend in July. How much would it cost
problem was that when we got to our
for three people, please?
guest house the doors were locked for the
Man: Let me check the dates. Right. I’ve just
night so we had to go and look for
got one twin-bedded room available
another place to stay. When we finally
then, but I could add a third bed – it’s a
found one, it was £120 for one night and
big room. It would be a fold-up bed
we’re only students so ...
though.
Assistant: Could I just stop you there, sir? I think the
Ming: How much would that cost?
best thing would be for you to put this all
Man: I could let you have that for £45 for the
in writing. I’m sure we’ll be able to
room per night.
arrange some compensation for you.
Ming: And is that en suite?
Ming: OK. Thank you. I’ll do that. Where do I
Man: No, but the bathroom is just next door.
send it to?
Ming: Hmm, I see. Does the price include
breakfast?
Man: Oh, yes of course. All our prices are for B Page 12 Britain’s beaches
and B, bed and breakfast. Activity C
Ming: OK, where are you? Are you near the sea?
Presenter: And finally on South-west News this
Man: Well, not too far away, but it’s right next
morning, it’s good news for one of Britain’s beaches.
to the metro station so it’s nice and handy
Oddicombe Beach in Devon has at last been granted
for getting into Newcastle if you like a bit
one of the coveted Blue Flag awards, which means
of city life.
the sea is clean for swimming and that the beach is
Ming: That sounds good.
safe for children to play on. A spokesperson for the
Man: Just one more thing I should tell you
local council, Mrs Jane Brown, says, ‘We’re absolutely
though. We’re a family hotel and we close
delighted, of course. We’re looking forward to lots of
our doors at 10 o’clock. If you want to
extra visitors to the area and a real boost to our
come in late at night, you need to tell us
tourist industry. Local people will be working really
so we can give you a key.
hard to make sure we keep our Blue Flag now we’ve
Ming: That sounds fine. I’ll talk to my friends
got it.’
and phone you back.
Well, that’s all from me. The next news will be at
Man: All right then. You’ve got my phone
9 o’clock. You’re listening to South-west Radio this
number, haven’t you?
morning and it’s just coming up to five past eight.

E3 ESOL Unit 4 Page 19

A Answers
Page 2 Finding places in Britain Car hire
Dates/times: Fri 18th to Sun 20th
Check your answers with your teacher. Prices: £80.60 for up to 75 miles per day;
20p per mile after that
Page 3 Planning where to go Other information: Ford Fiesta; full breakdown cover
Activity A1/2 included
Order Jyoti
Photo 1 (safari park) 2 ✗
Page 7 Planning what to do
Photo 2 (shopping centre) 3 ✗ Activity A1
Photo 3 (Warwick Castle) 1 ✓ Verbs followed by –ing: enjoy, like
Verbs followed by infinitive: would like, want, plan,
Activity B1
want
1 ever been 5 ’ve never seen
2 have 6 you ever been Activity A2
3 ever been 7 I haven’t Jyoti – Kew Gardens Prakash – The Science Museum
4 haven’t Tarla – Regent’s Park Nila – London Zoo
Activity B2
Page 8 Choosing a holiday
The voice goes down at the end of the questions.
Activity A3
Page 4 Things we have done Blackpool
Where: north-west of England
Activity A2
Attractions: pleasure beach, big wheel, sea-life centre,
a hire, reserve, arrive, visit, travel, rent, enquire, book three piers, illuminations
b been, left, lost, seen, went, met
Whitley Bay
Page 5 About places Where: north-east coast near Newcastle
Attractions: sandy beaches, St Mary’s lighthouse. In
Activity B1 Newcastle: art, culture, sport, nightlife, shopping,
the …-est walks along the Tyne
busy (busiest), dull, lively (liveliest), noisy (noisiest),
old, pretty (prettiest), quiet, ugly (ugliest), Cornwall
Where: county in the most western part of England
the most … Attractions: beautiful scenery and gardens, beaches,
beautiful, boring, crowded, exciting, interesting, good fresh food and cream teas, touring, walking,
peaceful swimming, surfing, golf, different places to stay

Page 6 Planning a journey Page 9 Phoning for information

Activity B1 Activity A3
Train Youth hostel
Dates/times: Fri 18th 11:30/13:33 Advantage – cheap
Sun 20th 11:35/13:39 Disadvantages – share a room with other people, not
Prices: £6 adult/£3 child Value 7 (single); in Whitley Bay
£36.50 adult/£18.50 child Saver return
Caravan
Other information: children under 5 free
Advantages – sleeps up to six, lots of facilities
Coach Disadvantage – not near the centre (would need a
Dates/times: Fri 18th 11:00/2:05 car)
Sun 20th 11:05/2:15
Prices: £65 or £60 if booked today Activity B2
Other information: children under 5 free When available
OK for 1st weekend of July if prepared to take twin-
bedded room and add an extra bed (fold-up bed)

Page 20 Unit 4 E3 ESOL

A
Price for two nights swim in, so beaches are not a big priority.
£45 for the room per night, so £90 for two nights Countries like Greece have big tourist industries and
Includes breakfast they need to look after their beaches, or tourists will
Standard room, not en suite go to other countries.
Where it is
Near the sea, next to metro station
Activity C1
It has won a Blue Flag award.
Other details
Door closes at 10 pm so need a key to get in after Activity C2
that
Room is next door to the bathroom It will bring lots of extra visitors.
It will boost tourism in the area.
Activity B3 More families with children will come.
Possible questions:
How much does it cost? Page 13 Spelling
Where is it? Activity A1/2
Can you give me the address?
un-
Does the price include breakfast?
uninteresting, unexciting, uncomplicated,
unpleasant, unsafe, uncomfortable, unavailable
Page 10 Written complaints
in-
Activity A1 inexpensive, inconvenient, inflexible
a the manager or owner of a hotel, but Gary doesn’t
know the name so he uses Dear Sir or Madam Page 15 Check it
b the poor standard of a room at a hotel
Activity A1/2/3
c three – shower didn’t work; room too hot;
uncomfortable bed NB The answers to task 2 are possible answers. Some
d a full refund words may have positive meanings for some people
and negative for others, e.g. busy, quiet.
Activity A2 Activity A3
A2 B3 C1 Reason for writing d, f beautiful ✓ exciting ✓ pretty ✓
Details of the problem b, e boring interesting ✓ quiet ✓
Result you expect a, c busy lively ✓ ugly
crowded noisy
dull peaceful ✓
Page 11 Written complaints
Activity C1 Activity B
B Possible answers:
When does it arrive/leave/get there?
Activity C3 What time does it leave/arrive/get into York?
A How much does it cost? How much is it?

Activity C
Page 12 Britain’s beaches
a Tarla has never visited the UK before.
Activity B1 b Jyoti has never stayed with her relatives in Leeds.
a better c I’ve seen two good films this month.
b a European award for clean and well-managed d Have you ever hired a car in Britain?
beaches e Have you ever visited Kew Gardens?

Activity B2
Possible answers:
Strong legislation by some governments.
UK water is not warm enough for many people to

E3 ESOL Unit 4 Page 21

5 Technology

How did people’s

daily
lives change as a
result
What you will do of these inventio
ns?
This unit is about technology for communication and entertainment. Which do you thin
k are
These are the skills you will practise. Which are the most useful to you? the most importan
t?
Tick the boxes.
Put them in orde
r.
Listening and speaking
Skill Skill code
■ Listen to instructions and give instructions Lr/E3.1c, 2c; Sc/E3.4e

■ Ask for help by phone Lr/E3.1c, 2a, 3b

■ Describe problems and solutions Sc/E3.4f

■ Take part in a discussion Lr/E3.4a, 6b, 7c; Sd/E3.1d, 2a, 2b

■ Make comparisons Lr/E3.2e; Sc/E3.1a, 3b, 4f

Reading and writing

Skill Skill code
■ Understand the main events and ideas in a text Rt/E3.1a, 4a

■ Select relevant texts and find information quickly Rt/E3.6a, 7a

■ Prepare and write reports Ws/E3.2a; Wt/E3.1a, 1b, 2a; Ws/E3.2a

■ Correct spelling mistakes Wt/E3.4a; Ww/E3.1a, 1b

Project work
At the end of this unit, you will find out about something new in the shops and
produce a report about it for your class.

E3 ESOL Unit 5 Page 1

Attitudes to technology
Activity A ● Listening to different points
of view
Yasmin and Andy work together. It is their coffee
break. Yasmin is reading the user guide for her
new phone.

Listen to the conversation and answer these

questions.
a Who doesn’t like modern technology?
Why not?
b Whose life has improved because of
technology? Why?
c Whose opinion do you agree with most?
Yasmin’s or Andy’s?

Activity B ● Language: used to

1 Look at this sentence. Underline the verbs which Remember
tell you about the past and now. ● Use used to + infinitive for repeated
actions or situations in the past which
Phones used to be simple, but now you contrast with the present.
need a complicated instruction booklet.

2 Listen to the conversation again. Complete the sentences below.

Past Present
a You ................... to dial the number and that was it. Now it ............. more complicated.

b I used ............. have difficulty finding telephones, but ................... there’s a phone in my pocket.

c Life used ............. ............. harder for people like me. Computers ................... help a lot.

d Children ................... ............. ................... outside. Now ................... ................... computer games all day.

Activity C ● Talking about improvements in technology

1 Do you think life has improved as a result of technology? In what ways?
Write down an example.
2 Work in groups. In turns, read out the sentences that you wrote. Do other
learners agree or disagree with the statements? Try to use phrases like these:

That’s true. You may be right, but … I wouldn’t say that.

Page 2 Unit 5 E3 ESOL Lr/E3.2b, 2d, 3b, 6b; Sd/E3.1d; Ws/E3.2a

Instructions
Activity A ● Vocabulary: verbs for technology
1 Look at the pictures. Discuss what is happening
in each one.

..........................................................................................

press
..........................................................................

..........................................................................

.........................................................................................................

2 Look at the verbs. Match them to the

adjust click connect delete
pictures. Use a dictionary to look up
any new words. insert key in press select

Activity B ● Listening to instructions: searching the Internet

1 Yasmin’s friend, Marta, wants to find some information on the Internet. She has
never used it before. Yasmin is giving her instructions over the phone.

Listen and complete these sentences.

a To find the information you want, ..............................................................................

a search page.

b .................................................... you enter the web address.

c Then, ..................................................................................................................... , you see a box.

d ....................................... some key words for the thing you’re interested in.

e Oh, and .............................................................................. with spelling. It’s really important.

f ........................................................ to select ‘UK’.

g ....................................... , click on the search button.

h .............................................................................. you get a list of web pages.

2 Work in pairs. Choose one of the pictures. Give instructions using some of the
phrases in task 1.

Sc/E3.4e; Lr/E3.2c E3 ESOL Unit 5 Page 3

A great inventor
Activity A ● Reading: selecting a website
Yasmin’s son, Walid, wants help with his homework. He has to write about a
famous inventor. Yasmin suggests he finds out about the inventor of Braille. She
tells him to search on the Internet to find out more.

Here is the result of Walid’s search. Read it quickly and choose the best web page
for him to read.

Braile

1 National Braille Press 4 Braille Monitor

Leading provider of Braille books and The Braille Monitor is a magazine that covers
electronic books for blind people. ... the events and activities of the National
www.nbp.org/ – 4k Federation of the Blind and addresses the
2 Braille Institute of America many issues...
The Braille Institute is a private non-profit www.nfb.org/bralmons.htm – 32k
organisation which helps blind people to lead 5 Louis Braille – fact sheet
normal lives. ... Information about the blind Frenchman who
www.brailleinstitute.org/ – 27k invented the reading system for blind people.
3 HotBraille – Free online transcription service Louis Braille was born in France in …
HotBraille.com is a web-based Braille www.rnib.org.uk/wesupply/fctsheet/braille.htm –
transcribing service. Send Braille letters, learn 11k
Braille, meet people, all for free. Games to
learn Braille ...
www.hotbraille.com/ – 8k

Activity B ● Reading for information

1 On the next page is the fact sheet about Louis Braille which Walid found
through his web search. Look through it quickly and find this information.
a What happened in each of these years – 1809, 1813, 1819, 1821, 1827?
b What three writing systems are referred to in the text?

2 Make notes about the main events in Louis Braille’s life.

Example
When Main events

1809 born in France

Page 4 Unit 5 E3 ESOL Rt/E3.1a, 4a, 6a, 7a

 Louis Braille was born in France in 1809. When he was
four years old, he lost his sight in an accident. In those
days, a blind child had no future. Blind people used to
beg on the streets because they could not work. But In 1827, the first book in ‘Braille’ was published.
Louis Braille was fortunate. There was a new school for Braille’s invention enabled blind people to read quickly
blind boys in Paris, and he got a place there when he and easily. Moreover, they could also write in Braille,
was ten. using a simple small machine.
The teachers taught him to read using his fingers. Nowadays, Braille is used in almost every country in
They used special paper with big raised letters that the the world and in almost every language. There are
children could feel. Reading in this way was difficult and thousands of books that blind people can read for
very slow, and blind people couldn’t write anything by pleasure and for study at schools and universities.
this method.
In 1821, a man called Charles Barbier visited the
school. He showed the students his invention, which he
called ‘night writing’. This writing system used groups
of 12 raised dots to represent sounds. Its purpose was
to enable soldiers to communicate silently at night. The
dots were easy to print by hand, but the 12-dot system
was complicated, so soldiers didn’t like it.
Louis Braille realised that this system would be good
for blind people if it was simpler. After a lot of work,
he created a system which used only six dots for each
sound.

Activity C ● Reading: main ideas

Read these sentences summarising the main points of each paragraph in the fact
sheet.

Which three summaries are not correct? Say why.

Paragraph 1: Louis Braille was more fortunate than other children.
Paragraph 2: Blind children could learn to read slowly, but they couldn’t write.
Paragraph 3: Braille heard about a system of writing with dots.
Paragraph 4: He made the system more complicated.
Paragraph 5: Blind people could read books easily, thanks to Braille.
Paragraph 6: People don’t use Braille’s system nowadays.

E3 ESOL Unit 5 Page 5

Making choices 1

Activity A ● Language: questions for

comparing products
1 Look at the pictures below. Where are
these people? What are they doing?

2 Read the questions below. Match them to the pictures.

a Have both of them got sockets for games machines? 2

b Which of these is the least expensive?

c How does the cheapest one compare with the other two?

d Do they both have teletext?

e Has it got headphones?

f Is the big one more expensive than the other one?

g Is it as strong as the others?

h Which one has the better sound quality?

i Will they all be cheaper next week?

3 Listen to the three conversations and check your answers.

Activity B ● Speaking: role play

Work in pairs. Choose one of the situations above. Prepare a role play.
Choose another situation, change roles and repeat.

Page 6 Unit 5 E3 ESOL Sc/E3.1a, 4f; Lr/E3.2e

Phrasal verbs
Activity A ● Language: using phrasal verbs
1 Listen to two conversations. Listen for the phrasal verbs and then say what each
verb means.
Conversation 1: Rafid has just used his new phone. He is talking to a friend about it.

get through hold on put you through hang up

look into it cut me off call her back

Conversation 2: Marta has just unpacked her new TV/video and is talking to a friend.

try it out set it up look for it look it up work it out plug it in

switch it on play it back Look out! look after it

2 Put all the verbs in task 1 into the correct boxes.

1 Verbs with no object 2 Pronoun object in 3 Object in end-position

mid-position

get through try it out loo‡ ‰or it

Stress: In groups 1 and 2 the verb and the preposition are both stressed, e.g. set it up.
In group 3 the stress varies, e.g. look after it, but look for it.

3 Complete the sentences with a suitable phrasal verb.

a I don’t know the phone number. I’ll have to .................................................. .

b (On the phone) Hello. Could you .................................................. to the accounts department, please?

c I’ve lost my phone. Can you help me to .................................................. ?

d Before you buy a radio, you should .................................................. .

e There’s a very simple reason why it’s not working: you haven’t .................................................. !

f I phoned him, but we were cut off. I’ll have to .................................................. .

g Your phone will get damaged if you don’t .................................................. .

h What’s 27 times 7? I can’t .................................................. .

i .................................................. ! You’ll get an electric shock if you’re not careful.

Remember
● Phrasal verbs are very common in English. A preposition is added to a verb to give
a new and sometimes very different meaning.
Examples
look for (search) look into (investigate) look after (care for)

Lr/E3.1b, 2d, 2e E3 ESOL Unit 5 Page 7

Phoning customer services
Activity A ● Listening: recorded messages
Rafid wants to know how long the battery in his new phone will last,
so he is phoning the customer services number in the user guide.

1 Listen to the first recorded message.

a Which button should he press?

b Which button should he press if he wants to listen again?

2 Listen to the second recorded message.

a Which button should he press?

b Which button should he press if he wants to ask a question?

3 Listen to the third recorded message. What is the information that he wants?

Activity B ● Language: zero conditional for instructions

1 Complete the sentences from the recorded messages.

a If your phone is lost, stolen or damaged, .......................... 3.

b If you .......................... to speak to a customer services representative, press 5.

c .................................................... another kind of problem, press 5.

d If your battery .......................... to lose charge more quickly than usual, ...................
a new one.

2 Work in pairs. Choose one of these topics and prepare some instructions or
advice. Try to make three complete sentences beginning with if.
a Adjusting a television
Example I‰ the sound is too loud, ...
b Choosing a music system
Example I‰ you want good sound quality, ...
c Safety with electrical items
Example I‰ your hands are wet, ...

Remember
● ‘Zero’ conditional sentences have two clauses, one
beginning with if. Both clauses use present tenses. They are
used for giving advice, instructions or describing situations
which are always true.
● If you drop glass on a hard surface, it breaks.

Page 8 Unit 5 E3 ESOL Lr/E3.1b, 1c, 5a; Sc/E3.4e; Ws/E3.2a

Problems and solutions
Activity A ● Listening: solving a problem on the phone
Marta has a problem with her new TV/video. She wants to contact customer
services about this.

1 Look at these words and describe what you see on the three television screens.

lines or dots vertical or horizontal light or dark thin or thick large or small

2 Listen to Marta’s conversation

with the customer services
representative and answer
the questions.
a What is the problem?
b What is the representative’s
first explanation of the
problem?
c Why is this not correct?
d What is his second
explanation?
e What is his advice?
f How do we know that
Marta understands the
representative’s advice?

Activity B ● Language: using modal verbs to discuss a problem

Complete the representative’s sentences from the conversation. Use these verbs.

must be can’t be may be should

a There ...................................... a problem with the aerial socket Remember

on the television. ● Use modal verbs must + be
and can’t + be when you are
b The problem ...................................... in the television because
almost certain about a
it works with the indoor aerial.
situation because of the
c There ...................................... a problem with your outdoor aerial. information you have. Use
may + be and should + be
d You need to fix your aerial. That ...................................... solve when you are less certain.
the problem.

Activity C ● Speaking: phoning about a problem

Work in pairs. Use the information your teacher gives you.

Lr/E3.1c, 2a; Sc/E3.4d E3 ESOL Unit 5 Page 9

Surveys and reports
Activity A ● Reading a report
This report is about a customer survey carried out by a shop selling electrical goods.

1 _____________________
The purpose of this report is to find out about customers’ experiences in our
shops and to identify areas for improvement in our service.

2 _____________________
Sales managers at three of our largest shops in Manchester, Reading and
London asked a total of 300 customers the following multiple-choice questions.
1 How satisfied were you with the quality of our products?
a very satisfied b quite satisfied c not satisfied
2 Are the staff ...?
a friendly and helpful b satisfactory c not helpful
3 Did you get good advice and information about the products?
a yes b some c not really

3 _____________________
The results indicate that the majority of our customers are satisfied with the
quality of our products. On the whole, customers also found our customer
service friendly and helpful. However, in terms of product information and
advice, customers are less satisfied. Details of the results of the survey are
shown below:
1 a 75% b 15% c 10%
2 a 69% b 19% c 12%
3 a 26% b 30% c 44%

4 _____________________
We clearly need to improve the quality of the product information and advice
that our customers are receiving in the shops. We therefore recommend an
urgent meeting of all shop managers to discuss a strategy for improvement.

Page 10 Unit 5 E3 ESOL Rt/E3.1a, 2a; Wt/E3.1a, 1b, 2a, 4a

1 Read the report. Who is it written for – the customers or the managers of the
shops?

2 How many parts does the report have? What does each one deal with?
Write these headings on the report.
Findings Introduction Survey Recommendations

3 Underline the words the writer uses to introduce the reason for writing the
report and her recommendations.

Activity B ● Writing a report

1 You are going to write a report. Choose one of these situations.

A You are involved in a project to improve facilities

at your local adult learning centre or college. You have
carried out a survey to find out how satisfied students
and other users are with the student café and to
identify any ideas for improvement.

ilities at
project to improve fac
B You are involved in a a survey
y wh ere you wo rk. You have carried out
a nurser ening
d ou t how satisfied parents are with the op
to fin ges are
and whether any chan
times of the nurser y,
needed.

2 Your teacher will give you some notes for your report. Read them and then plan
your report.
● Choose a title for your report.
● Decide how many parts the report will have.
● Decide on a heading for each part.

3 Complete this sentence explaining the reason for the survey.

The purpose of this report is …

4 Now complete this sentence with your main recommendation.

We recommend …
Remember
5 Draft your report. ● Explain the reason for your report.

6 Go back through the report and check it for: The purpose of this report is to ...
● grammar Make recommendations.
● spelling We recommend ...
● punctuation. Our recommendation is that ...

Ws/E3.3a E3 ESOL Unit 5 Page 11

What does the future hold?
Activity A ● Reading about the future
Read the newspaper article. Are the statements below true or false?

?
Is this the future? ? ?
E very year international experts meet at the
Institute of Futurology in Geneva to discuss
the future of our world.
The results this year include the following:
personal computers will almost certainly be as
small as a watch (94%) but we almost certainly
won’t have small computers inside our heads
First, each expert predicts some things that
(10%). However, we might wear very small
may happen in the next 20 years. Then the
phones under the skin below the ear (42%).
other experts give percentages to his or her
Television screens will probably be as thin as
predictions. Finally, they work out the average
paper (71%), so we’ll be able to fold them up or
percentages. For example, if a prediction gets
hang them on the wall. Blind people may wear
an average of 85%, it will probably happen,
glasses that can see and give information to the
whereas 15% means it probably won’t happen.
wearers (60%).

True False
a The predictions are all about the next twenty years. ■ ■
b The experts usually try to agree on a percentage. ■ ■
c A low percentage means the possibility is small. ■ ■
d The experts think that technology will be more visible. ■ ■

Activity B ● Language: future possibilities

1 The phrases below are used in the passage. They express differing degrees of
future possibility. Number the phrases in the correct order.
certainly will
won’t 1 2 3 4 5 6 7 8 certainly

will almost certainly ■ almost certainly won’t ■ probably won’t ■

might ■ may ■ will probably ■
2 Use some of the phrases to write four sentences giving your opinion about
future possibilities.

Page 12 Unit 5 E3 ESOL Rt/E3.4a; Rs/E3.2a; Sd/E3.2a; Lr/E2.4a; Lr/E3.7c

What do you think?
Activity A ● Listening: a discussion about life in the future

The topic of this TV discussion is ‘Will computers become more intelligent than
people?’ Listen and answer the questions.
a What does John think?
b What is the reason for his opinion?
c Why does Miriam disagree?
d Who do you think the host agrees with?

Activity B ● Discussion skills

Listen again. Complete the table with examples from the discussion.

Function Examples

Asking for an opinion What do you thin‡, John? Miriam, what’s your opinion?
Introducing an opinion

Responding to an opinion

Asking for a reason

Confirming understanding

Activity C ● Talking about life in the future

Work in small groups. Discuss your ideas about the future.
Give reasons for your opinions.

Use these phrases and any similar phrases that you know. …… may/might happen

ppen?
Do you think ...... will ha en
… will probably happ …… probably won’t happen
…

Lr/E3.6b, 7c; Sd/E3.1d, 1g, 2a, 2b E3 ESOL Unit 5 Page 13

▼
Project
▼

▼
You are going to find out about a new type of
electronic item that is now in the shops and report
to the class about it.

Activity A ● Get information

about new products
1 Look in a catalogue or a shop or at advertisements
and choose a very new electrical or electronic item,
e.g. a washing machine, an iron, a phone,
a camera, a computer, a music system.

2 Make a list of questions to ask about the item. For

example, you will need to know:
● what it can do
● how it compares with other models
● how to use it
● what it costs
● possible future developments (will there be something better in the shops
next month?).

Activity B ● Research and make notes

1 Get answers to your questions by talking to a shop assistant and by reading
about the item that you have chosen. Write notes.

2 If you have access to the Internet, try to find a review of the item. Find the best
price for it too.

3 Find a picture of the item.

Activity C ● Write a report for the class

1 First, plan your report. Decide what will interest the other learners.
Choose about four main headings. Then decide what you will include under
each heading.

2 Write the report, using information from your notes. Include a picture.

3 Finally, check your report carefully.

Activity D ● Tell the class about the product

Give a short talk to the other learners about the product that you have researched.
Show them the picture and answer any questions that people ask you.

Page 14 Unit 5 E3 ESOL

✓ Check it
Activity A ● Vocabulary: word families
How many other words can you make from these verbs? You’ll find some of them
in the unit.

Use your dictionary to check spellings.

Verb Other words

invent invention (noun) inventor (noun)

explain

print

discuss

predict

satisfy

produce

represent

Activity B ● Language: used to

1 Write the correct form of the verbs. Use either the present simple tense or used
to + infinitive.

a All personal computers ............................................ (be) very big.

b Nowadays, notebook computers ............................................ (be) small and light.

c Before the invention of e-mail, people ............................................ (write) letters

more often.

d Many homes ............................................ (have) bigger televisions than they used to.

2 Write some true sentences about your past.

a I used to play ......................................................................................................................................

b I used to have .....................................................................................................................................

c I used to live ........................................................................................................................................

d I .................................................................................................................................................................

e I .................................................................................................................................................................

f I .................................................................................................................................................................

E3 ESOL Unit 5 Page 15

▼
Mini-projects
▼

▼
Activity A ● Interview a friend
Ask a friend or relative to tell you some
things that he or she used to do in the
past. Ask how his or her life is different
now. Take notes.

Activity B ● Write about a friend

Use your notes from Activity A and write
a short piece about your friend. Give it to
another person in your class to proof-
read.

Activity C ● Research and write

Use the Internet or the library and find out who invented the telephone or the
television. Make some notes about the main events in the story. Then write a short
narrative.

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with ......................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

I need more practice with .........................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

Date ..................................................................

Page 16 Unit 5 E3 ESOL

 Audio scripts
Page 2 Attitudes to technology Marta: Hang on. I’ll write it down.
Yasmin: Then, when the page comes up on your
Activity A screen, you see a box. You enter some key
Andy: What’s the book? Is it interesting? words for the thing you’re interested in. So
Yasmin: No! It’s the user guide for my new phone. if you want to compare prices of DVD
Andy: You don’t sound too happy with it. players, enter the words DVD player and
Yasmin: Well, you know, phones used to be simple, price. Have you got that?
but now you need a 40-page instruction Marta: Yeh … I think that’s clear.
book! Yasmin: Oh, and make sure you’re careful with
Andy: That’s true. You used to dial the number spelling. It’s really important. If you key in
and that was it. Now it’s more complicated. the wrong word, you may get the wrong
Yasmin: I really hate modern technology! information.
Andy: Oh, I wouldn’t say that. Marta: OK.
Yasmin: Really? Yasmin: And don’t forget to select ‘UK’. If not you’ll
Andy: Well, a mobile phone, for example ... It get lots of international sites. After that,
makes life easier for me. I used to have click on the search button. After a short
difficulty finding telephones, but now time you get a list of web pages. They’ll all
there’s a phone in my pocket – whenever I include the words you searched for. There
need it. may be lots, so look through and click on
Yasmin: That must be useful. the one that looks most useful. It’s really
Andy: And my computer. I’ve got a visual easy when you get started.
impairment, but I can write letters and Marta: Thanks. I’ll have a go.
e-mails. And my computer can read e-mails Yasmin: And get back to me if you have any
to me. I tell you, life used to be harder problems.
for people like me. Computers can help a Marta: Thanks a lot, Yasmin. That’s really helpful …
lot.
Yasmin: You’re right, of course, but ... I don’t know
Page 6 Making choices
... I mean, take my children, for example.
When I was young, children used to play Activity A
outside. Now they play computer games all
Conversation 1
day. It can’t be good for them.
Rafid: Which of these is the least expensive?
Andy: Yes. My kids are like that too. But you
Assistant: This one is the cheapest.
know, these games teach them important
Rafid: How does the cheapest one compare with
skills.
the other two?
Yasmin: Andy, this is one topic we’re never going to
Assistant: It doesn’t have as many features. For
agree on!
example, you can’t get e-mail on this one.
Rafid: I see. Is it as strong as the others? My last
Page 3 Instructions phone got broken.
Assistant: Oh, yes, it’s just as strong.
Activity B Rafid: The problem is that prices go down all
Yasmin: Don’t worry, Marta. It’s quite easy. To find the time. Will they all be cheaper next
the information you want, it’s best to start week?
with a search page. Google is the one I Assistant: I don’t think this one will. It went down in
usually use ... but there’s also Yahoo or price only last week. It’s very good value
Altavista. Have you heard of any of them? now.
Marta: Yes, I’ve heard of Google. Rafid: OK. I’ll take it.
Yasmin: First of all you enter the web address. That’s
Conversation 2
www.google.com or www.yahoo.com. And
Marta: Have both of them got sockets for games
then–
machines?

E3 ESOL Unit 5 Page 17

Assistant: Yes, they’ve both got SCART sockets. Conversation 2
Marta: Do they both have teletext? Sam: Your new TV looks good, Marta. Are you
Assistant: Yes, they do. going to try it out?
Marta: Is the big one more expensive than the Marta: Yes. I’m setting it up now. I need the user
other one? guide. Can you look for it in that box?
Assistant: No. They’re the same price, because the Sam: OK. ... It’s not in here.
small one has more features. Marta: Oh, well. The set-up’s probably quite simple.
Marta: Which one has the better sound quality? We don’t need to look it up. We can work it
Assistant: I’ll turn up the sound, and you can listen. out.
Sam: Yes. You probably just plug it in and switch it
Conversation 3
on.
Andy: Can this play CDs?
Marta: Here’s the on/off switch. And here are the
Assistant: Yes, it can. It plays CDs and it’s got a
video controls. You just press this button to
stereo radio too.
record something and this one to play it
Andy: Good. And has it got headphones?
back.
Assistant: Yes, it has. They’re very easy to use.
Sam: Hey! Look out!
Andy: Has it got tone control?
Marta: What?
Assistant: Yes, it has treble and bass controls here
Sam: You’ve just sat on a book!
and here.
Marta: Oh. It’s the user guide.
Andy: Ah, yes. I can feel them. Thank you. How
Sam: Look after it – after all, you may need it later.
do I switch it on?
Assistant: The switch is here. You can select on, off,
radio or CD. Page 8 Phoning customer services
Andy: Right. May I listen to it?
Assistant: Yes, of course. Activity A
Message 1
Welcome to customer services. Please listen carefully
Page 7 Phrasal verbs
to the following options. For payment enquiries,
Activity A press 1. For information on service plans, press 2. If
your phone is lost, stolen or damaged, press 3. For
Conversation 1
help and advice about your phone or any phone
Rafid: Oh, dear!
problems, press 4. If you want to speak to a customer
Simon: What’s the matter?
services representative, press 5 or stay on the line. If
Rafid: I need to phone my boss, but I can’t get
you need to hear the options again, press zero.
through.
Simon: Is the line engaged? Message 2
Rafid: No. Someone answered and told me to hold Thank you. For general information on making or
on. So I waited. Then she said, ‘I’ll put you receiving calls, press 1. For advice about the battery
through,’ but nothing happened. In the end and battery life, press 2. For an explanation of the
I decided to hang up and try again. symbols on your phone’s display, press 3. For signal
Simon: What happened then? or network problems, press 4. If you have another
Rafid: Well, the same person answered. I said I was kind of problem, press 5 to transfer to a customer
having problems getting through and she services representative.
said she’d look into it. And then something
Message 3
cut me off.
Thank you. Every new battery needs charging for 16
Simon: The line went dead?
continuous hours. After that, your battery will remain
Rafid: Yes.
charged for about three days on standby. However,
Simon: Call her back. You know what they say –
your phone will use power more quickly if you make
third time lucky.
or receive calls. After the first charging, normal

Page 18 Unit 5 E3 ESOL

recharging takes about three hours. The useful life of Page 13 What do you think?
your battery is about one year. It may last longer, but
if your battery begins to lose charge more quickly Activity A/B
than usual, buy a new one. Thank you for calling. Host: The question today is this: will computers
be more intelligent than people? What do
you think, John?
Page 9 Problems and solutions
John: I think computers will certainly be more
Activity A intelligent than people. The only question
is, when will this happen?
Mark: Customer services. Mark speaking. How can I
Host: Why do you think that?
help you?
John: It’s very simple. Every year, computers
Marta: Hi. I’ve just bought a combined TV and
become more and more powerful. It’s only
video, but there’s something wrong with the
a matter of time before their processing
picture.
power will be greater than ours.
Mark: OK. Can you describe the problem?
Host: You mean they’ll become more intelligent
Marta: Well, the picture’s not very clear, and there
than us?
are little white dots all over it, like snow.
John: Exactly.
Mark: Right. Have you plugged in the outside
Host: I see. That’s an interesting idea. Miriam,
aerial?
what’s your opinion?
Marta : Yes, I have.
Miriam: Well, I don’t think processing power and
Mark: OK. There may be a problem with the aerial
intelligence are the same thing.
socket on the television. Take the aerial out of
Host: That’s a good point.
the socket.
John: Why not? Why are they not the same?
Marta: OK.
Miriam: Because processing power is about making
Mark: Now plug in the indoor aerial.
calculations very fast. Intelligence is about
Marta: The indoor aerial?
understanding.
Mark: Yes. If that works, we’ll know the socket is
Host: Right, so you feel that computers may
OK.
become faster than us but not as clever.
Marta: Right. I’ve done that, and the picture is fine
Miriam: Yes. I don’t think they will ever think and
now.
understand like us.
Mark: That means the problem can’t be in the
television because it works with the indoor
aerial. There must be a problem with your
outdoor aerial.
Marta: Oh. What can I do about that?
Mark: You need to fix your aerial. That should solve
the problem.
Marta: Should I call an electrician?
Mark: An aerial specialist would be better. Look up
aerial services in the Yellow Pages.
Marta: Aerial services … Yellow Pages. OK. Thank
you very much. Goodbye.
Mark: You’re welcome. Goodbye.

E3 ESOL Unit 5 Page 19

A Answers
Page 2 Attitudes to technology b The school’s system – used big raised letters on
special paper
Activity A Barbier’s system – used groups of 12 raised dots to
Suggested answers: represent sounds
a Yasmin. (1) It is too complicated. (2) Computer Braille’s system – used groups of six dots
games are not good for children.
b Andy’s. (1) He used to have difficulty finding a Activity C
phone, but now he has a mobile in his pocket. Paragraph 1 (He was more fortunate than other blind
(2) He can write letters and e-mails, and his children.)
computer can read e-mails to him. Paragraph 4 (He made it more simple.)
Paragraph 6 (Blind people all over the world use the
Activity B2 system.)
a used; ‘s
b to; now
Page 6 Making choices
c to be; can
d used to play; they play Activity A2/3
a Have both of them got sockets for games
Page 3 Instructions machines? – 2
b Which of these is the least expensive? – 1
Activity A2 c How does the cheapest one compare with the
Suggested answers: other two? – 1
Fax: insert, key in, press, connect d Do they both have teletext? – 2
TV: adjust, select, press e Has it got headphones? – 3
Computer: delete, select, click f Is the big one more expensive than the other
one? – 2
Activity B2 g Is it as strong as the others? – 1
a it’s best to start with h Which one has the better sound quality? – 2
b First of all i Will they all be cheaper next week? – 1
c when the page comes up on your screen
d You enter
Page 7 Phrasal verbs
e make sure you’re careful
f And don’t forget Activity A2
g After that
1 Verbs with no object: get through, hold on, hang
h After a short time
up, Look out!
2 Pronoun object in mid-position: put you through,
Pages 4 and 5 A great inventor cut me off, call her back, try it out, set it up, look
it up, work it out, plug it in, switch it on, play it
Activity A back
Page 5 3 Object in end-position: look into it, look for it,
look after it
Activity B1/2
Suggested answers: Activity A3
a 1809 – born in France a look it up f call him back
1813 – lost his sight in an accident b put me through g look after it
1819 – started at a new school for blind boys c look for it h work it out
1821 – heard about Charles Barbier’s 12-dot d try it out i Look out
system of writing e plugged it in/switched it on
1827 – first book in Braille was published

Page 20 Unit 5 E3 ESOL

A
Page 8 Phoning customer services Page 12 What does the future hold?
Activity A1 Activity A
a 4 b 0 a true
b false
Activity A2 c true
a 2 b 5 d false

Activity A3 Activity B1
The battery will last for a year or maybe longer. 1 certainly won’t
2 almost certainly won’t
Activity B1 3 probably won’t
a press c If you have 4 might
b want d begins; buy 5 may
6 will probably
7 will almost certainly
Page 9 Problems and solutions
8 will certainly
Activity A2
Suggested answers: Page 13 What do you think?
a The picture isn’t clear and there are little white
dots all over it. Activity A
b There may be something wrong with the aerial Suggested answers:
socket on the television. a He thinks computers will certainly be more
c Because it works with the indoor aerial. intelligent than people.
d There must be a problem with the outdoor aerial. b Every year, computers’ processing power becomes
e Get an aerial specialist to fix the aerial. more and more powerful.
f She repeats important phrases. c She doesn’t think processing power and
intelligence are the same thing.
Activity B d He probably agrees with Miriam (because he says
a may be c must be ‘That’s a good point’ in response to her opinion,
b can’t be d should which is more positive than his response to John).

Activity B
Pages 10 and 11 Surveys and reports
Introducing an opinion: I think .../I don’t think ...
Activity A1 Responding to an opinion: That’s an interesting
idea./That’s a good point.
Managers
Asking for a reason: Why do you think that?/Why
Activity A2 not?
Confirming understanding: You mean .../Right, so
The report has four parts:
you feel ...
1 Introduction
2 Survey
3 Findings Page 15 Check it
4 Recommendations
Activity B1
Activity A3 a used to be c used to write
The purpose of this report is … b are d have
We clearly need to …/We therefore recommend …

E3 ESOL Unit 5 Page 21

6 Lifelong Learning

Why do people learn?

ing?
Who is involved in learn
What you will do Where do people learn?

This unit is about different situations that people can learn in.
These are the skills you will practise. Which are the most useful
to you? Tick the boxes.

Listening and speaking

Skill Skill code
■ Understand and take part in discussions about education Lr/E3.1a, 7a; Sd/E3.1d

■ Talk about a course you would like to do Sc/E3.4b

■ Describe your experiences of learning Sc/E3.4a, 4b

■ Phone for information about a course Lr/E3.2b, 4a

■ Prepare for and go to an interview Lr/E3.5b; Sd/E3.1b; Sc/E3.1b

Reading and writing

Skill Skill code
■ Understand texts about courses and education Rw/E3.1a; Rt/E3.1a, 2a, 4a, 8a; Rs/E3.1a

■ Write a supporting statement for a course Rt/E3.1a, 4a; Ws/E3.1a, 2a; Wt/E3.1a, 1b, 2a, 4a

■ Learn about spelling rules when adding suffixes Ww/E3.1a

Project work
At the end of this unit you will research a course and interview another learner.

E3 ESOL Unit 6 Page 1

What is Lifelong Learning?
Activity A ● Reading
1 You are going to read some government information about Lifelong Learning.
Before you read, discuss what you think Lifelong Learning means. Then read the
text and check.

THE LEARNING A G E

I N T RO D U C T I O N

“Education is the best economic policy we have”

Rt Hon Tony Blair MP

We are in a new age – an age of information technology and global

economics. The old system of education cannot meet the needs of the
new age. We need a new type of education so we can all have the
opportunity to change our lives.
Learning is about more than just colleges and universities.
Opportunities must be provided for learning in the factory, the community
centre and at home through online courses. We must take learning to the
people who need it where they need it.
In these times of change, learning should be lifelong, not just for the
young and the qualified. We need to learn throughout our lives to be part
of a changing world.
In the past, vocational learning was regarded as second best. In the
new age in which we are living, we must give equal value to academic
and vocational qualifications to meet the needs of people and employers.
Most jobs need basic skills and too many people do not have these.
Different jobs need different types of knowledge and understanding. This
is what we mean by skills and we can only gain skills through learning.

Adapted from ‘The Learning Age’, Government Green Paper 1998

2 Read the text again. In groups, discuss what it says about:

● why we need a new education system
● who should learn
● where people should learn
● what people should learn
● the value of academic and vocational qualifications.

Page 2 Unit 6 E3 ESOL Rt/E3.4a

Different ways of learning
Activity A ● Listening: different ways of learning

1 Diane, Ahmed and Joe are discussing their learning experiences. Look at the
ways of learning they talk about in the table below. Discuss and list the
advantages and disadvantages of these different ways of learning.

2 Listen to the audio and complete the first column of the table.

Who Course Advantages Disadvantages

evening course

day release

online course

3 Listen again and complete the table with any advantages or disadvantages they
talk about. Are these the same as your list?

4 In pairs, discuss who you agree or disagree with and give a reason.
Example

I thin‡ evening classes are di‰‰icult because you always ‰eel tired.
5 Are Diane’s, Ahmed’s and Joe’s experiences of learning similar to yours?

6 How do adults learn in your country?

Activity B ● Speaking: what’s education for?

Read these statements about the purpose of education. Work in pairs and grade
them in order of importance (1 = the most important, 6 = the least important).
Discuss as a whole group and give reasons for your choice.

To learn how to be independent To be a good person

To have a good time To make lots of money

To get a job To learn about the world

Lr/E3.1a, 7a; Sd/E3.1d E3 ESOL Unit 6 Page 3

Reading about courses
Activity A ● Vocabulary: words in education
1 You are going to read some information about different courses. The words
below appear in the information. In pairs, match each word to its meaning.

a modular a piece of work you do on a course

b assessment divided into different parts

c assignment learning at home

d distance learning to join a course

e to enrol a check to see what kind or level of

course you need

2 Look at the three texts on the following page. Which text is from:
● a college prospectus? .........................

● a leaflet? .........................

● the Internet? .........................

3 Read the texts again. In pairs, discuss these questions:

● Who is the information in each text for?
● What is the purpose of each text?
● What are the differences in the language that is used in each text?

Activity B ● Speaking: what I’d like to do

Discuss a course you would like to do or are planning to do. Use these expressions.

I’d like to do an online I’m going to do a bilingual I might do a computer

course because I don’t have course because I want to course because I don’t know
time to go to college. be a translator. anything about computers.

Page 4 Unit 6 E3 ESOL Rw/E3.1a; Rt/E3.2a; Sc/E3.4b

A

print course details find a Learndirect centre

Learndirect Course: Introduction to Computing

An online modular course in 4 easy stages. For
those with no previous experience of computers
who need to learn the basics – from how to use a
mouse to designing and producing a wide variety
of documents.
Prices may vary. To find the price for this course
choose a Learndirect centre.

GREENFORD COMMUNITY LEARNING CENTRE 229 GREENFORD ROAD SW6

New Basic Skills evening classes

We now offer Basic Skills classes in the evening
★ Do you need help with reading, writing and maths? ★
B
★ Do you need to start from the beginning? ★
★ Do you need to improve your skills? ★

We have the course for you – come along to our open day on:

Saturday 14th September at 2pm

Have an assessment and enrol on a
C course to suit you

find us:

NEW HORIZONS
d Road

Who is the course for?

• Adults or mature young people who want to return to
learning after a break. The course develops your self-
confidence and study skills.
What will I study?
• Communication skills
• Essay writing
• IT skills
How and where will I study?
• At the college (some modules are available through
distance learning)
• Your work is assessed through assignments

E3 ESOL Unit 6 Page 5

Talking about learning experiences
Activity A ● Language: using the present perfect
1 Read these statements about learning experiences from the
listening activity on page 3. Are the statements about:

a a situation or action which finished in the past?

b a situation or action which started in the past

and continues up to the present?
I’ve been on a childcare course
2 In pairs, look at the sentences again. What is the
for the past six months.
difference between for and since?

3 Now complete the sentences with for or since.

a She’s been at college ................... 2001.

b I haven’t been to the Family Learning Centre ...................

two months.

c We’ve learnt a lot about spelling ................... we started

the Basic Skills class.

d I’ve used the library to study ................... the past few years.

I haven’t written
anything since 1995.
Activity B ● Talking about your learning experiences
1 Work in pairs. Look at the table below and make sentences.

studied

I’ve been interested in English since I left school.

I haven’t liked Arabic for two years.

used

2 Use the same sentence pattern. Tell another learner four different things
about your learning experiences over the past few months or years.

Page 6 Unit 6 E3 ESOL Sc/E3.4a, 4b

Phoning for information
Activity A ● Listening: when the person
you phone is not there
1 Sabha phones the college for information about
a course she has applied for. Listen to the audio.
What problems does she have?

2 Listen again. In pairs, discuss how Sabha could

get the person to be more helpful.

3 Listen to Sabha phoning the following day.

What does she say to:
a ask the person to help her?
b try to find out when to ring back?
c explain that she needs to speak to
Mr Campbell urgently?
d make sure she doesn’t have to keep
phoning back?

Activity B ● Making sure you understand

1 Mr Campbell phones Sabha. Listen and decide if the sentences are true or false.
True False
a Sabha applied for the course in October. ■ ■
b There are still some places on the course. ■ ■
c Sabha doesn’t need to fill in another application form. ■ ■
d Sabha needs to go to the college and see Vera. ■ ■
2 Listen again. What does Sabha say when:
a she wants to know the name of the person to speak to?
b she wants to ask a question?
c she wants to check what she has heard?

Activity C ● Practising phoning

Work with a partner. Your teacher will give you role cards. Practise checking you
understand and getting the person to be helpful.

Lr/E3.2b, 4a E3 ESOL Unit 6 Page 7

Reading a supporting statement
Activity A ● What’s in a supporting statement?
When you fill in an application form, you sometimes have to write a supporting
statement.

1 Work in groups. Discuss what information a supporting statement should

include.

2 Now read the statement quickly and check whether you were right.

3 In pairs, decide what each paragraph is about and write a suitable heading.

Page 8 Unit 6 E3 ESOL Rt/E3.1a, 2a, 4a

Language in supporting statements
Activity A ● Language: using different tenses
1 Look through Sivanesan’s statement and underline the parts where he writes
about his experience and qualifications.

2 In pairs, discuss the different tenses he uses to describe these.

3 Write some sentences about your own experience using the different tenses.

Activity B ● Language: using who, which, where and when

1 Look at the statement again and circle who, which, where and when.

2 Look at this sentence. The word who is used to give us more information about
the office staff.

Work in pairs. Look at the words you circled. Which word is used to give
information about:

a a thing? .........................

b a place? .........................

c a time? .........................

3 Match the two parts of the sentence and use who, which, where or when to join
them.

a I got on well with my boss, I also do the accounts.

b I work as a secretary for a small company, helped me when I came to live in the UK.

c I studied English in Bangladesh, I finish my studies.

d I hope to work as an accountant gave me a good reference when I left.

4 Now write some sentences about your learning experiences and add
information with who, which, where and when.

Rt/E3.8a; Ws/E3.1a, 2a E3 ESOL Unit 6 Page 9

Writing your supporting statement
Activity A ● Writing: planning
1 Look at Sivanesan’s plan for his statement. In pairs, think about why he uses:
● this way of planning
● abbreviations and question marks
● headings to organise his paragraphs.

2 Plan a statement for a course you would like to do. You can use the headings in
Sivanesan’s plan to help you write notes for your statement.

Activity B ● Writing: drafting

1 Your teacher will give you a writing frame. Use this to write a first draft of your
statement. Remember to use who, which, where or when to add information.

2 Check your grammar. Have you used the right tenses?

3 Work with another person. Check if the meaning is clear in each other’s
statements.

4 Write or word-process your final statement.

Page 10 Unit 6 E3 ESOL Wt/E3.1a, 1b, 2a, 4a

Preparing for an interview

Activity A ● Listening: interview expressions

1 In groups, discuss any interviews you have attended for work or education in
the UK.
Were the interviews in the UK different from interviews in your own country? If
so, how were they different?
Was anything the same or similar?

2 Listen to the first part of an interview. In pairs, describe the course Mrs Hassan
is applying for.

3 Listen again. How does she say:

● that the interviewer’s information is correct?
● that she doesn’t understand?
● that she thinks something is very good?

Activity B ● Listening: answering questions in an interview

1 Work in pairs. Before you listen to the second part of the interview discuss what
questions you think the interviewer will ask. Then listen and check.

2 Listen again. How well does Mrs Hassan answer the questions?

3 Listen again, stopping after each answer and noting what she says. Then
discuss:
● how Mrs Hassan could say more about her experience and future plans
● how she could be more positive about why she wants to do the course and
about her skills
● what kinds of questions she could ask the interviewer.

Lr/E3.4a, 5b; Sd/E3.1b E3 ESOL Unit 6 Page 11

Attending an interview
Activity A ● Speaking: an interview
Work in groups of five. You are going to role play an interview. Your teacher will
give you role cards. Two people will be restaurant managers. The other three
people will be catering students.

Restaurant managers – prepare questions Name: Kemal Nurat

to ask the catering students.
Age: 34
Catering students – prepare questions
Skills/experience:
to ask the restaurant managers.
2 yrs burger bar
Both groups – think about the kinds of
questions you are likely to be asked and 1 yr restaurant
what answers you will give. full driving licence
ish, a little English
1st language – Turk
Name: Fatima Taj
Attendance: 85%
Age: 19
Skills/experience:
Name: Susanna Smith
no catering experience
good IT skills Age: 27

1st language – Arabic, Skills/experience:

good French/English 6 months – hotel re

ceptionist
Attendance: 100% degree in mathem
atics
1st language – Engli
sh
Attendance: 60%

Activity B ● Speaking: discussing the interview

Restaurant managers
Discuss the interview.
● Did you ask good questions?
● How well did the students answer your questions?
● Which student will you choose and why?

Catering students
Discuss the interview.
● How did you feel?
● What questions were you asked?
● How well did you answer the questions?

Page 12 Unit 6 E3 ESOL Sd/E3.1b; Sd/E3.1b

Spelling
Activity A ● Long and short vowel sounds
Say these words:

tap tape hop hope sit site

How does the ‘e’ at the end of the words change the vowel sound?

Activity B ● Spelling rules: adding suffixes

A suffix is a group of letters we put at the end of a word to change the tense or
type of word. These are the spelling rules when you want to add a vowel suffix like
this:

ing ed er est en

Rule 1 Remember
When a word ends with a short vowel sound and a consonant, You cannot double a w, a y or an x.
double the consonant:

hop hopping tap tapped

Rule 2
When a word ends with a long vowel sound and a silent e,
drop the silent e:

hope hoping tape taped

Rule 3
When a word ends in a consonant + y, change the y to i when you add -ed, -er, -est:

try tried

1 Fill the gaps with a suitable form of the words in brackets.

a I am (get) ............................... a computer to help with my course.

b In my spare time I like (sew) ................................ and (swim) ............................... .

c I (stop) ............................... going to college when I got a job.

d I am (read) ............................... a lot for my assignment.

e My college was the (big) ............................... in the country.

f I have (study) ............................... English since I was 15.

g I (fax) ................................ you my references last week.

2 Choose five of the words in brackets and write some sentences about yourself.

Ww/E3.1a E3 ESOL Unit 6 Page 13

▼
Project
▼

Activity A ● Find a course

1 Find a course you would like to do. Try looking at:
● a local college prospectus
● an adult education or community learning centre prospectus
● the Internet, e.g. www.learndirect.co.uk

Find the following information:

● where you can do the course
● what you will do on the course
● what skills, experience or qualifications you need
● the times and dates
● the fees and how you apply or enrol.

2 Prepare a short presentation about the course. Tell the class about the
information you found and why and when you became interested in the
course.

Activity B ● Prepare to interview another learner

You are a course adviser. Use another learner’s supporting statement to prepare an
interview about their course application. Make short notes including:
● the information you want to give them about the course
● the questions you want to ask them.

Activity C ● Interview another learner

1 Use a tape recorder to record the interview with another learner.

2 Play the interview. Stop the tape and discuss:

● the questions you asked
● how the other person answered the questions
● good expressions he or she used.

Page 14 Unit 6 E3 ESOL

✓ Check it
Activity A ● The present perfect
Write a full answer to the question in the present perfect using for or since.

Example

When did you last read a book? I haven’t read a boo‡ ‰or two years.
a How long have you been in your English class?

b When was the last time you wrote a letter?

c How long have you known about online courses?

d When did you last go to an interview?

Activity B ● Adding information with who, which, where and when

Join the following sentences with who, which, where or when. Remember to use
a comma.

I enjoy using the Internet. It is useful for finding information.

Example I enjoy using the Internet, which is use‰ul ‰or ‰inding in‰ormation.
a I spoke to the course adviser. She said there were lots of maths courses to
choose from.

b I would like to study psychology. It is about the way people behave.

c On Tuesdays I go the Learning Centre. I do a parenting workshop.

d I got my first job in 2001. I also left college.

Activity C ● Spelling
Find and correct the ten spelling mistakes in this extract from a letter.

E3 ESOL Unit 6 Page 15

▼
Mini-projects
▼

▼
Activity A ● Prepare for a course
1 Telephone for more information about a course you would like to do. Make a
note of the information you need and think about how you are going to ask for
this before you phone.

2 Plan, draft and write a supporting statement for the course.

3 Ask a member of your family or a friend to interview you for the course.

Activity B ● Listen to an interview

Listen to an interview or chat show on the TV or radio. Think about:
● the different tenses used
● the kinds of questions asked and how they are answered
● whether the interviewer is polite
● how formal or informal it is.

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with ..................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

I need more practice with ....................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

Date ..................................................................

Page 16 Unit 6 E3 ESOL

 Audio scripts
Page 3 Different ways of learning better because the courses are more
Activity A interesting ... it’s not just about tests and
boring subjects. I’ve learnt so much in the
Diane: I’ve been on a childcare course for the past
past five years, and I’m 72 ... I’ve done art,
six months ... I work in a nursery. I do the
science, flower arranging, history ...
course at college on day release. I think it’s
quite difficult really but I need the Page 7 Phoning for information
qualification. When someone is off sick at
Activity A1/2
work, it means I can’t go ... then when I do
go they leave my work so I have to catch Secretary: Hello, Academic Office, how may I help
up when I go back. I’ve had problems you?
keeping up with my course work since April Sabha: Hello, can I speak to Mr Campbell,
when the last person was off sick. But the please?
good thing is you can practise what you Secretary: Sorry, he’s just popped out of the office.
learn. Well, erm ... what about you, Sabha: I rang yesterday – he was out then as
Ahmed? well.
Ahmed: I’ve done lots of courses since I came to Secretary: Yes, he was off sick yesterday.
the UK ... in all kinds of things. At the Sabha: Oh. He never seems to be in.
moment I’m doing an online business Secretary: He’s only gone out for a bit ... try again
course with Learndirect ... later.
Diane: Sorry, can I ask … what’s an online course? Sabha: OK.
Ahmed: You know ... through the computer ... they Activity A3
send you all the stuff you need, and you do Secretary: Hello, Academic Office, how may I help
everything through the computer. It’s a you?
good course because you don’t have to Sabha: Hello, can I speak to Mr Campbell,
travel and all that, but the problem is my please? This is Mrs Farsad. I rang
kids are always on the computer. Also you yesterday.
have to make the time to do it – it’s not Secretary: Sorry, Mrs Farsad, he’s out again.
easy ... Sabha: Well, perhaps you can help me. I need
Diane: But the thing is ... it’s much easier for men. some information about the New
You don’t have to do the housework and Horizons course.
look after the kids and all that ... You– Secretary: No, sorry ... you really need to speak to
Ahmed: Hang on a minute ... I do look after my Dave Campbell.
kids and I do help with the housework. Sabha: What’s the best time to ring?
Anyway, I’m doing the course because I Secretary: I’m not really sure ... try ringing back on
want to start my own business. It’s not easy Friday afternoon – he’s very busy today.
– I haven’t written anything since 1995 Sabha: Friday afternoon? Sorry, that’s too late –
when I left school – but working on your the course starts on Monday. Will he be in
own gives you more confidence, except later today?
you don’t have anyone to talk to ... you Secretary: Should be.
know, at least you meet other people who Sabha: It’s really important. Could you ask him to
are doing the course ... ring me? Today if possible.
Diane: Actually, I haven’t spoken to anyone on my Secretary: OK, will do ...
course since it started! I’m always rushing
around from one place to another ... Activity B
Joe: Can I interrupt here? I think you’re both Sabha: Hello.
missing the point. In my opinion education Dave: Hello, can I speak to Mrs Farsad?
is not just about work and qualifications, Sabha: Yes, speaking.
you know ... It’s something you should Dave: Hello, Mrs Farsad. Dave Campbell here ...
enjoy. I’m learning guitar at evening classes you rang me earlier today.
at the moment. Evening classes are much

E3 ESOL Unit 6 Page 17

Sabha: Oh, yes ... thanks for ringing back ... it’s Mrs Hassan: Sorry, I didn’t quite understand ...
about the New Horizons course. components?
Dave: Yes ... how can I help? Interviewer: Oh, sorry ... parts of the course are
Sabha: I applied for the course in September ... but I study skills and IT.
haven’t heard anything. Mrs Hassan: OK.
Dave: Oh, well, that’s nothing to do with me ...
Activity B
you need to speak to admin.
Part 2
Sabha: Sorry ... who do I need to speak to?
Interviewer: Right, now ... can I ask why you want
Dave: Admin ... the administration department.
to do the course?
Sabha: Administration ... yes, and, erm, who do I
Mrs Hassan: Well, I was a nurse before I came to the
speak to?
UK – my husband came here to study.
Dave: Speak to Vera ... she’s usually quite helpful.
He’s finished his studies now and got a
Sabha: Vera, OK ... and can I ask you a question?
lecturing job ... Well, I don’t have
Dave: Yes, of course.
children and I’m quite bored at home.
Sabha: Is it too late to enrol now?
Interviewer: I see ... and tell me a bit about your
Dave: No, not at all. There are still places as far as I
work as a nurse. What did you do?
know, but you need to fill in another
Mrs Hassan: Yes, of course ... I worked on a
application form and do an assessment test.
children’s ward in a hospital.
Sabha: An assessment test ... and how do I do that?
Interviewer: That’s interesting ... and how do you
Dave: Look, it’s probably best if you come in and
think that experience will help you on
see Vera ASAP rather than phoning ... she’ll
this course?
sort you out.
Mrs Hassan: Well, you see ... I’m not sure it will.
Sabha: ASAP?
It’s very different in my country. And
Dave: Sorry ... as soon as possible.
my English is very bad, that’s another
Sabha: So I need to see Vera in admin, fill in another
problem ...
application form and do a test ... is that
Interviewer: No, it’s fine. What do you think your
right?
main strengths and weaknesses are?
Dave: Exactly.
Mrs Hassan: It’s my writing ... it’s terrible. I can’t
Sabha: Well, thanks very much for your help.
spell in English at all.
Dave: Not at all.
Interviewer: And what about IT? Have you had any
Page 11 Preparing for an interview IT experience?
Activity A Mrs Hassan: No, not really ... but I do use the
computer for silly things, you know,
Part 1 games and e-mails, and I use the
Interviewer: Good morning, Mrs Hassan. Take a Internet for shopping sometimes.
seat. Interviewer: OK. The last thing I want to ask is your
Mrs Hassan: Good morning ... thank you. plans for the future ... if you do the
Interviewer: Now firstly, can I just check ... you are, course.
erm, applying for the Access to Nursing Mrs Hassan: Actually I’m not really sure what I want
course ...? to do ... erm ... but some kind of work
Mrs Hassan: Yes, that’s right. in a hospital.
Interviewer: Right, good ... erm, and can you tell Interviewer: Yes ... and is there anything you would
me what you know about the course? like to ask me?
Mrs Hassan: Well, I know it’s – well, some biology Mrs Hassan: No ... erm ... I can’t think of anything.
and health, and it’s for people who Interviewer: That’s fine. It was nice to meet you, Mrs
want to go into nursing ... is that right? Hassan. Thank you for coming ... we’ll
Interviewer: Yes ... in a nutshell ... it’s a nursing let you know.
course but it also has IT and study skills Mrs Hassan: Thank you very much.
components.

Page 18 Unit 6 E3 ESOL

A Answers
Page 2 What is Lifelong Learning? decide if you want to know more
Activity A2 Continuous text – statements about the course

Suggested answers: Text B

Why we need a new education system: Because the People who need help with basic skills
world is changing – globalisation and IT To publicise new course and open day
Who should learn: Everybody – old and young, Questions to arouse interest, bullet points rather than
qualified or unqualified full sentences
Where people should learn: At work, in the community Repetition of you to make it personal
and at home Text C
What people should learn: Vocational as well as Adults who have studied before but had a break
academic skills; basic skills To give more detailed (than text A) information about
The value of academic and vocational qualifications: a course
Should be equal Questions and answers to help you decide if the course
suits you
Page 3 Different ways of learning Bullet points to show parts of the course
Activity A2/3
Suggested answers: Page 6 Talking about learning experiences
Activity A1
Joe: evening course
Advantages: more interesting/not just about tests b
Disadvantages: none Activity A2
Diane: day release for: indicates the period of time (for six months)
Advantages: can practise what you learn since: gives the point in time when something began
Disadvantages: can’t go when someone is off (1995)
sick/difficult to work, study and run a Activity A3
family a since
Ahmed: online course b for
Advantages: no travel/working on your own gives c since
you confidence d for
Disadvantages: not meeting people/hard to make Page 7 Phoning for information
time/access to a computer Activity A1
Page 4 Reading about courses The person she wants to speak to is not there and the
Activity A1 person she does speak to is not very helpful.
a divided into different parts Activity A2
b a check to see what kind or level of course you Instead of saying he’s always out, Sabha could ask
need when he will be in, what time to phone back, stress
c a piece of work you do on a course the urgency of her query, ask for him to phone her etc.
d learning at home
e to join a course Activity A3
a Perhaps you can help me.
Activity A2 b What’s the best time to ring?
a college prospectus – C c Sorry, that’s too late/It’s really important.
a leaflet – B d Will he be in today/Could you ask him to ring me?
the Internet – A
Activity B1
Activity A3 a false (she applied for the course in September)
Suggested answers: b true
Text A c false (she needs to fill in another application form)
People with no experience of computers d true
To give brief information about the course so you can

E3 ESOL Unit 6 Page 19

A
Activity B2 Activity A3
a Sorry … who do I need to speak to? a Yes, that’s right.
b … and can I ask you a question? b Sorry, I didn’t quite understand ...
c So I need to see Vera in admin, fill in another c That’s excellent!
application form and do a test … is that right?
Activity B2
(she repeats what he has said and checks at the
Generally she doesn’t answer the questions very well.
end of the conversation)
She hasn’t thought about why she wants to do the
Page 8 Reading a supporting statement course or what she wants to know about the course.
Activity A3 She doesn’t say enough about her valuable
experience and is negative about her skills.
Possible answers:
1 Introduction: Reasons for applying Page 13 Spelling
2 Work experience Activity A
3 Education The silent e changes the vowel sound from short to
4 What I am doing now long
5 Conclusion/Future plans
Activity B1
Page 9 Language in supporting a getting
statements b sewing/swimming
Activity B2 c stopped
a which d reading
b where e biggest
c when f studied
g faxed
Activity B3
a I got on well with my boss, who gave me a good Page 15 Check it
reference when I left. Activity B
b I work as a secretary for a small company, where a I spoke to the course adviser, who said there
I also do the accounts. were lots of maths courses to choose from.
c I studied English in Bangladesh, which helped me b I would like to study psychology, which is about
when I came to live in the UK. the way people behave.
d I hope to work as an accountant when I finish my c On Tuesdays I go the Learning Centre, where I
studies. do a parenting workshop.
d I got my first job in 2001, when I also left
Page 10 Writing your supporting
college.
statement
Activity A1 Activity C
I saw your leaflet about basic skills classes but I am
Suggested answers:
not sure if I can apply. I need a lot of help with
It’s a good way of organising thoughts and ideas
reading, writing and maths. So I would really like to
He uses abbreviations to remind himself of words he
do the course.
is going to use/to save time (no need to write out
I have worked in a factory for four years, where I
words in full in a plan)
have learned/learnt how to use a computer. In
He uses question marks to remind himself that he is
addition, I have got a lot of experience of working
going to explain something
in a team.
Headings are a useful way of thinking about how you
Finally, I am taking driving lessons and I am hoping
are going to organise paragraphs
to pass my test soon.
Page 11 Preparing for an interview
Activity A2
Access to Nursing – nursing course with IT and study
skills components

Page 20 Unit 6 E3 ESOL

7 Local communities

you
What information did
to your
need when you moved
What you will do new community?
ages of
What were the advant
This unit is about moving into a new community. These are and
moving there for you
the skills you will practise. Which are the most useful for you?
your family?
Tick the boxes.
antages?
Were there any disadv

Listening and speaking

Skill Skill code
■ Listen for detail in social situations and on the phone Lr/E3.1c, 2a, 2b, 3b, 4a

■ Follow, ask for and give directions Lr/E3.2b, 2c, 4a; Sc/E3.2a, 4a, 4b; Sd/E3.1a, 1b

■ Follow and take part in discussions Lr/E3.6b, 7a; Sc/E3.1a; Sd/E3.1b, 1d, 1g, 2a, 2b

■ Take part in social conversations and phone calls

with appropriate degrees of formality Sc/E3.2a, 4a, 4b; Sd/E3.1a, 1b

Reading and writing

Skill Skill code
■ Use contents pages and indexes to locate information in texts Rt/E3.5a, 5b; Rw/E3.3a, 4a

■ Recognise purposes of different kinds of documents Rt/E3.2a

■ Use skimming and scanning to find relevant information Rt/E3.6a, 7a

■ Extract main points from newspaper articles Rt/E3.4a, 6a

■ Plan, draft and proof-read informal letters Wt/E3.1a, 2a, 4a

Project work

At the end of the unit you will write an information pack for new arrivals
to your local community.

E3 ESOL Unit 7 Page 1

Moving to Clitheroe
Activity A ● Language: talking about progress
Samuel Ejigu has got a new job in Clitheroe in
Lancashire. He and his family are moving house.

1 Work in pairs. What do you need to do on the day

you move house?

2 Look at Rahel’s list and

listen to her conversation
with her husband. Have
they done the things on
the list? Tick the box if
they have. Put a cross if
they haven’t.

3 Work in pairs. Ask questions about Rahel’s list.

Example
A: Has Samuel telephoned the council yet?
B: No, he hasn’t.

Activity B ● Speaking: checking progress Remember

Work in pairs. Your teacher will give you a list. You are both ● You use the present perfect to
new to the area. Ask your partner questions to find out what talk about progress.
he or she has already done. Answer your partner’s questions I’ve cancelled the papers.
and give any useful information. You use yet in questions and
negatives.
Example Have you said goodbye to the
A: Have you registered with a doctor yet? neighbours yet?
B: Yes, I have. I’ve registered with Dr Heath at Chantry Road I haven’t spoken to Orjana yet.
Medical Centre.

Page 2 Unit 7 E3 ESOL Sc/E3.3b, 4a; Lr/E3.3b

Meeting the neighbours
Activity A ● Listening: meeting a new neighbour
Rahel has moved into her new house in Clitheroe. She decides to introduce herself
to her next-door neighbour, Fiona Gray.

Hello.

It’s nice to meet you.

Would you like to come

in and have a coffee?

1 Read what Fiona says to Rahel. What do you think Rahel says to Fiona?

2 Now listen and compare your ideas with the actual conversation.

3 How would you describe Rahel in the conversation?

a Polite and friendly
b Polite but not very friendly

Activity B ● Listening: small talk

When we meet someone for the first time we usually talk about everyday things.
This is called small talk.

1 Work in pairs. Look at the list and say what you think Rahel and Fiona will talk
about in the first five minutes. Do not tick the boxes yet.
■ The weather ■ Politics ■ The new house
■ The news ■ The town ■ Jobs
■ Places they lived before ■ Families ■ Medical problems
■ Religion

2 Listen to the conversation. Look at the list in task 1 and tick the subjects they
talk about.

Activity C ● Speaking: role play

Work in pairs. Role play a conversation between new neighbours. Use the
information on the role cards that your teacher will give you.

Sc/E3.2a, 4b; Sd/E3.1a; Lr/E3.1c, 3b E3 ESOL Unit 7 Page 3

Phoning about services

Activity A ● Listening: phoning for information

1 When people move into a new area, they need to find out about local services.
Work in pairs. Make a list of services they would need to find out about.

2 Listen to Rahel phoning the local council. What does she want to find out about?

3 Listen again and answer the questions.

a What does the information officer say he will do?
b How does he check he has heard Rahel’s postcode correctly?

Activity B ● Language: being polite

Here are some of the phrases Rahel and the information officer use to make sure the tone
of the conversation is polite. Listen again and number them in the order you hear them.

Would you like …? How can I help you? 1

ain …?
Could I take your name ag

You’re welcome. Could you tell me …?

Yes, that would be very helpful.

Thank you very much.

I’d like to know … Do come back to me if ... You’ve been very helpful.

Activity C ● Speaking: telephone role play

Work in pairs. Role play a conversation like this.
A: You work in a college for continuing education.
B: You want information about enrolling on a course.

Answer the phone. Say who you are.

Ask if you have the right department for
information about continuing education.
Reply. Ask what information he/she needs.
Reply.
Say you will send a brochure. Ask for the address.
Give the address.
Say thank you and finish the conversation.

Page 4 Unit 7 E3 ESOL Sd/E3.1b; Lr/E3.1a, 2b, 4a

Finding a nursery
Activity A ● Reading a contents page
Rahel received a booklet about nursery education. Read the contents page. On
which pages will she find out about the following?
Page
a Nursery education for children under five ……
b How to tell if the nursery education is of a good standard ……
c How to get a child into nursery education ……
d The purposes of nursery education ……
e People allowed to run nursery education ……

Page
Contents 1
booklet 2
How to use this ion
e-school educat 2
Nursery and pr eligible?
● When w
ill my child be 3
● Three-y
ear-olds 3
● Four-ye
ar-olds
4
red?
education offe 4
Is good quality
● Quality
guidance 5
● What to
look for 7
● Parents
as partners 8
hieve?
t can pr e-sc hool education ac 9
Wha ation?
e nursery educ 10
Who can provid
to do now? 11
What do I need
How to apply

Activity B ● Reading: using Yellow Pages

Look at this section of the index from Yellow Pages. Where will Rahel find the
numbers of nursery schools?

CHERISHED NUMBER PLATES CHILDMINDING

See: number plates 648 See: Babysitting and child minding 53
CHILD CAR SEATS CHILDREN’S ENTERTAINERS
See: Baby goods & services 52 See: Discos – mobile 296
Car accessory dealers 122 Entertainers 361
CHILDCARE CHILDREN’S HOMES 197
See: Day nurseries 280 CHILDREN’S PARTIES
Play groups and pre-school 714 See: Adventure centres – children’s 26
Bouncy castles 90
Entertainers 361

Rt/E3.5a, 5b; Rw/E3.3a, 4a E3 ESOL Unit 7 Page 5

A community noticeboard
Activity A ● Reading: identifying types of texts

Rahel is interested in helping people in her free time. She goes to the local
community centre to check their noticeboard.

Look at the texts from the noticeboard. Are they examples of:

a advertisements?

b instructions?

c descriptions?

d stories about the community?

Activity B ● Reading: finding information

Look quickly through the texts for the following information.

a Where can you see a Lone Parent Adviser? ....................................................................................................................

b Which organisation is offering jobs? ...................................................................................................................................

c Whose number is 01254 01265? ..........................................................................................................................................

d Where is the meeting at 3:30 on 24th May? ..................................................................................................................

e What does the number 10486581 represent? ...............................................................................................................

f Which organisation pays travel expenses? .......................................................................................................................

Activity C ● Reading: identifying the purpose and audience of texts

Read the advertisements and answer the following questions in pairs.
a Which texts are asking for participation or help? .....................................

b Which texts describe a service? .....................................

c Are these texts for the same group of readers or different groups of readers?

Give your reasons. ......................................................................................................................................

................................................................................................................................................................................

d Which of the notices will interest Rahel most? .....................................

Page 6 Unit 7 E3 ESOL Rt/E3.2a, 6a, 7a

A

O P E N FO R U M
hich
inde pend en t vo lu ntary organisation w
We are an e are
mmunity groups. W
supports local and co ay,
m eetin g at Clith eroe Library on Sund
holding a ID EA S
discuss PR O JE C T
24th May at 3.30 to N IT Y
VA LL EY C O M M U B
FO R TH E R IB BL E here
‘Ribble Volunteers: W
in the 21st century: ic are
members of the publ
to now?’ Interested ns.
give their suggestio
cordially invited to Bringing up
C children on
your own?
• Need help finding work?
Ribble Valley Home Support • Need help with childcare?
Voluntary organisation working
with elderly people • Need financial help once you
■ Needs cleaners
get a job?
■ Must be available seven
days a week Visit a Lone Parent Adviser who
GOOD RATES OF PAY will answer all your questions:
Call Lenny Macey on 01254 01265 Market Street Community Centre,
for more information Market Street, Clitheroe
on Tuesday, 25 July
9:00 am to 1:00 pm.

HOMEFRONT
registered charity number 10486581
• We are looking for volunteers to work with
families with young children New course begins May
• Travel expenses paid For more details contact:
• Preparation course before visiting families HOMEFRONT
• Ongoing training 17 Great Whalley Rd
• Regular support meeting Clitheroe
• Chance to meet new friends Tel: 01254 86523

E3 ESOL Unit 7 Page 7

Finding places
Activity A ● Listening to directions
1 Rahel is decorating the house and needs to buy some things. Listen to the first
part of her conversation with Fiona. What does Rahel want to buy and why?

2 Listen to the second part of the

conversation. Fiona is explaining 1 We
llga A
2 te

et
K in
how to get to the shop. Look at 3

tr e
gL
an

eS
e
the map. Which letter shows Wa
y

s tl
Ca
4 Sy n

a
where it is? P ke

m
Ro
y
Mearle
B

rgate
3 Listen to Fiona’s directions again and

L ane

High oor Park

Primary

Low e
School
draw the way to the shop. 5

71
A6
M oo r

m
PE

et
C N

tre
DL
E

st S
wa
Key 6

RO
ns

hur
ee

AD
Qu

Hay
1 Police station

St a
2 Market Secondary

nd
School en
3 Main post office R oad
Hig
hfie

ad
ld

nue
4 Football ground

Ro
D Roa

Ave
Tur d
5 Castle n er S oor

field
tree
m
Bro
t

e
wn
tle

nu
6 Supermarket low

May
Lit

Str

ve
eet

tA
7 Cricket ground

on
e
Clarem

nu
7

ve
8 Rahel’s new house Peel P rk A
a 8

Activity B ● Language: directions

1 Rahel wrote down Fiona’s directions. Fill in the missing words.

1 turn le‰t
Come out of the house and ...................................... .

2 Go .................................................. Claremont Avenue.

3 Then .................................................. Peel Park Avenue and then immediately left.

4 Carry on to the end of that road. You mustn’t ...................................... .

5 You’ll ...................................... on to the A671.

6 After you’ve crossed the A671, .................................................. the hill.

7 Turn ...................................... Lowergate.

8 The curtain shop is on the right, .................................................. the car park.

2 Listen and check your ideas.

Activity C ● Speaking: asking for and giving directions

1 Listen to how Rahel shows she’s understood Fiona’s directions.

2 Work with a partner. Practise asking for and giving directions to other places on the map.

Page 8 Unit 7 E3 ESOL Sc/E3.3c, 4a, 4e; Lr/E3.2b, 4a

A phone call from a friend
Activity A ● Listening to a phone call
Azanu gets a telephone call from an old school friend who lives in Manchester.
They haven’t spoken for a long time.

1 Look at the picture and speech bubbles. Suggest how to complete the
sentences. The first one has been done for you.

Have you
............................... forgotten my voice?
seen you for
...............................
about three months.
painted it ............................... ,
....................
just like Man U’s colours.

found a really
....................
nice place to live.
put up a poster
....................
of them in my .................... .

taken up
.................... And .................... got
tennis at school. into a good school.

2 Listen to the conversation. What did Azanu actually say?

3 Listen to the conversation again. What did Azanu say about:

a her house?
b her school?
c her room?

Activity B ● Listening and speaking: showing feelings

1 Listen to some of Jade’s responses. Match the responses to the feelings. Write
the correct letter in the boxes.

What Jade said The feeling Jade showed

a Azanu! How are you? ■ pleasure

b Oh, that’s great! ■ impatience

c No! ■ disbelief

d So it’s tennis now, is it? No more football? ■ interest

e So? ■ teasing attitude

2 Listen and practise Jade’s intonation.

Lr/E3.3b, 6a; Rt/E3.8a E3 ESOL Unit 7 Page 9

A letter to a friend
Samuel is writing a letter to his friend Amjad in Manchester.

Activity A ● Planning a letter

1 These are the things Samuel wants to say in the letter.
Put them in the most suitable order.

a Give more details about the house. .........

b Conclude the letter. .........

c Greet and ask about Amjad and his family. 1

.........

d Say how the family are getting on and describe

what’s happening in the house. .........

e Say how the children are getting on at school. .........

f Say why we all like life in Clitheroe. .........

2 Work in pairs. Your teacher will give you the paragraphs of Samuel’s letter.
Put them in order.

Activity B ● Writing a letter

You are going to write to a friend.

1 Work on your own. Decide what your letter is about. Choose your own topic or
choose one of these topics:

Starting a new course or a new job Moving into a new flat

2 Work in pairs. Plan the contents of four paragraphs for both of your letters.

3 Work on your own. Write a first draft of the letter.

4 Work in pairs. Proof-read your partner’s letter. Use the proof-reading checklist
that your teacher gives you.

5 Work on your own. Write an improved second draft of the letter.

Remember
An informal letter to friends
● Start your letter with Dear + name
● Finish your letter with Best wishes or All good wishes
● With family or people you know very well you can also finish
your letter with With love or Take care

Page 10 Unit 7 E3 ESOL Wt/E3.1a, 2a, 4a

A local issue
Activity A ● Reading: an article about an accident
There was a road accident recently in Clitheroe.

1 Look at the headline of the newspaper article and the photograph. What
information do you think you will find in the article?

2 Read the article. Were your ideas right?

YOUNGSTERS’ NEAR ESCAPE IN

CITY CENTRE HIT AND RUN
1 ■ A six-year-old boy was injured and his 4 ■ Local residents were very angry about
ten-year-old sister narrowly escaped the accident. Shaheena Mumtaz spoke
injury in a hit and run accident in for many people in the area when she
Clitheroe town centre yesterday told The Advertiser : ‘This is the third
afternoon. The boy, Jason Finch, was serious accident here in the last two
taken to Preston Royal Infirmary, where years. We have complained to the
his condition was described as stable. council on numerous occasions. They
Jason suffered bruising and a broken really should do something about the
wrist. traffic.’
2 ■ The accident happened at about
4:30 p.m. at the junction of Castle Street
and York Avenue, site of two other
recent accidents. Jason was crossing
the road with his older sister, Lauren. A
car came speeding round the corner.
Lauren managed to jump out of the
way but Jason was thrown onto the
pavement. The car did not stop.
3 ■ Police are still investigating the incident.
They have appealed to people who
were in the Castle Street area yesterday
afternoon. A police spokesperson said:
‘We are looking for a male driver of a
white Ford Focus or Vauxhall Nova.’

3 Read the article again and choose the best title for each paragraph from the list below.
a Sister escapes d Local reaction
b Ford cars e Ongoing enquiries
c Preston Royal Infirmary f Driver failed to stop

Rt/E3.3b, 4a, 6a E3 ESOL Unit 7 Page 11

A public meeting
Activity A ● Speaking and listening
Fiona Gray is at a local public meeting where residents in the Castle Street area
discuss the traffic problems.

1 Listen to an extract from the meeting and answer the questions. Who do you
think the speakers are? Do they reach a decision at the meeting?

2 Listen to the discussion again. How many suggestions do the speakers make,
and what are they?

3 During the discussion, the speakers agreed or disagreed with other people’s
opinions. Below are some of the phrases they used. Write them in the correct
place in the table.

I don’t think that’s right. Well, I totally agree ...

Perhaps, but ...

Yes, but … I don’t agree at all.

Yes, exactly.

You’re absolutely right.

Complete agreement Some agreement Disagreement

4 Practise the discussion phrases using the correct intonation.

Activity B ● Discussion: role play

You are going to take part in a meeting of the Castle Street Action Group.
The purpose of the meeting is to decide how to prevent more accidents
on Castle Street.

1 Work in groups. Discuss each of the suggestions put forward at the Remember
public meeting and agree on the two best suggestions. Write these ● We often use should to
down. make a suggestion.

2 Exchange suggestions with another group. Read their suggestions I think the police should
lower the speed limit.
and discuss two arguments for and two arguments against each of
the other group’s ideas. We should give kids
somewhere safe to play.
3 As a class, appoint someone to be the chair, and role play the meeting.

Page 12 Unit 7 E3 ESOL Lr/E3.6b, 7a, 7b; Sc/E3.1a; Sd/E3.1b, 1d, 1g, 2b
Sounds and intonation
Activity A ● Listening: hearing differences in grammar
1 Work in pairs. Read the pairs of sentences aloud.

a I’ve finished my work! ■ I finished my work! ✓

■
b She’s met her new neighbours. ■ She met her new neighbours. ■
c Samuel’s got a good job. ■ Samuel got a good job. ■
d The Ejigus’ve bought a new car. ■ The Ejigus bought a new car. ■
e Rahel’s made some new friends. ■ Rahel made some new friends. ■
f We’ve visited the shop twice. ■ We visited the shop twice. ■
2 Now listen and tick the sentence you hear.

Activity B ● Pronouncing have or has with the present perfect

1 Samuel and his family are going on
holiday to Ethiopia to visit their family.
Read the conversation in pairs. Find and
underline all the examples of I have,
I’ve or I haven’t.

Decide if each one is stressed or unstressed.

Samuel: Have you got presents for

everyone?
Rahel: Yes, I have, and I’ve wrapped
them all up.
Samuel: Have you packed Dawit’s bag?
Rahel: No, I haven’t, not yet. Have
you checked the time of the flight?
Samuel: Yes, I have. It’s at 11 o’clock, and
I’ve booked a taxi for 8 o’clock.
Rahel: I think I’ve done everything. I’ve
cancelled the milk and the
papers and I’ve given Fiona
a spare key.

2 Listen and check your answers.

3 Listen again and repeat the conversation.

Sc/E3.1a, 1b; Lr/E3.2d, 2e E3 ESOL Unit 7 Page 13

▼
Project
▼

▼
A family from Kosovo has just arrived to live in your street. Your project is to
prepare an information pack which will help them to settle into your local area.

How long have you lived here?

We’ve only just moved in.

Activity A ● Discuss how to help them settle in

1 Work in groups. Discuss what difficulties and requirements the family will have
as they start their life in your town. Make a list for the different members of the
family.

2 Under the headings of shopping, health, education, local travel, community and
social life and local leisure facilities, make a list of necessary tasks for the family.
Example
Shopping – Find out where the nearest shops are

Activity B ● Collect and select information

1 Divide into groups. Each group should choose one topic: shopping, health,
education, local travel, community and social life, local leisure facilities.

2 Collect information to help the family. Use resources such as the Internet, local
library, citizens’ advice bureau, tourist information office or local council.

3 Select the most useful information and prepare your information pack.

Page 14 Unit 7 E3 ESOL

✓ Check it
Activity A ● Present perfect and past simple
Write the verb in brackets in the correct tense – present perfect or past simple.

a Samuel started
.................... his new job with the IT company at the beginning of March. (start)

b Rahel ............................................ a nursery school for Dawit yet. (not chose)

c We ............................................ all of our new neighbours yet. (not meet)

d Azanu .......................... home from school a bit late yesterday evening. (get)

e Friend: How long ................... you ................... in Clitheroe, Azanu? (be)

Azanu: About three months.

f Rahel .......................... in a solicitor’s office for three years when she lived in Manchester.
(work)

g A: ................... Azanu ever .......................... London? (visit) B: No, never.

h A: When ................... Dawit last .......................... earache? (have) B: I’m not sure.

i Samuel last .......................... a bike when he was a boy. (ride)

Activity B ● Appropriate phrases

That would be very helpful. Thank
Complete the sentences below with these phrases. you.

Could I take your name, please? You’re welcome.

Would you like …?

Could you tell me …? How can I help you? I’d like to …

a A: ........................................................ an information leaflet?

B: .......................................................................................

b A: .......................................................................................
B: Yes, it’s Fiona Gray, with an ‘a’.

c A: ........................................................ – what time does the community centre open?

B: At 10 o’clock.
A: Thanks very much..

B: ........................................................

d A: Good morning. ........................................................

B: Good morning. ........................................................ get some information about recycling.

E3 ESOL Unit 7 Page 15

▼
Mini-projects
▼

▼
Activity A ● Plan an interview and write a short article
You are a reporter on a local community newspaper. Your task is to interview a
new arrival to your area and write an article.

1 Plan what you will ask in your interview, e.g. background of person, why the
person came to your town, family connections, present or past occupation, good
and bad experiences etc.

2 Prepare questions to ask.

3 Interview a class member, neighbour or family member who is quite new to the
area.

4 Write a short article about the new arrival and his or her experiences.

Activity B ● Find out about the experience of others

There are websites on the Internet to help people who have moved to a new
community (either within a country or in a new country).

1 Search the web to find a suitable website.

2 On the website find information on an individual who has moved to a new

community.

3 Write a short comparison between the experiences of that individual and your
experiences.

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with ..................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

I need more practice with ....................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

Date ..................................................................

Page 16 Unit 7 E3 ESOL

 Audio scripts
Page 2 Moving to Clitheroe looks very nice. I’m looking forward to living
here and the children seem happy.
Activity A Fiona: Oh, yes, the children. How old are they?
Samuel: How are you getting on? Rahel: Azanu, that’s my daughter, she’s eleven, and
Rahel: Oh, OK, I think. Before I forget, have you then Dawit’s four. Do you have any children?
telephoned the council about picking up Fiona: Yes, but they’re grown up now. My son’s
the key? working and my daughter’s at university.
Samuel: Not yet, no. I’ll do it in a minute. Have you Now, would you like a cup of tea or coffee?
done everything? Rahel: A cup of tea would be very nice, thank you.
Rahel: Let’s have a look. Cancel the papers. Yes, Fiona: I won’t be a moment. Make yourself at home.
I’ve done that. Lock the garage. Yes, I’ve …
done that too. Mmm, but I haven’t paid Fiona: Here we are. Do you take milk and sugar?
the milkman yet. Rahel: Just milk, please, no sugar. Thank you. So,
Samuel: And what about the children? Have they have you lived in Clitheroe a long time?
done everything? Fiona: I suppose I’ve lived here for about ten years. I
Rahel: Yes, I think so. Azanu has emptied her like it a lot. The countryside round here’s
wardrobe and packed her clothes. And really beautiful, and Clitheroe itself’s much
she’s thrown away all those old magazines. nicer than Burnley, where I used to live.
Samuel: That’s good. And Dawit? Rahel: Yes, I’m really looking forward to getting out
Rahel: He’s said goodbye to Akram. And he’s put into the countryside …
some toys in the car for the journey.
Samuel: So we may have a peaceful journey! Page 4 Phoning about services
Rahel: Let’s hope so. Have you done everything,
Samuel? Activity A/B
Samuel: Like I said, I haven’t phoned the council Officer: Information Service. Michael Davies
yet. But I’ve posted the cheque to the speaking. How can I help you?
removal company. Rahel: Hello. My name’s Rahel Ejigu. Have I got the
Rahel: Oh, what about the electricity meter? Have right department? I’m phoning about my
you read that? son’s education. He was four in April.
Samuel: No, I haven’t. Well remembered. Right, I’ll Officer: Yes, you’ve got the right department. We
go and do it now. deal with all information and queries about
nursery, primary and secondary education.
Page 3 Meeting the neighbours Rahel: Oh, good. Well, I’d like to know what
options are available for him.
Activity A Officer: So he’s four. Well, he can start school this
Fiona: Hello. September. He’d go into a reception class.
Rahel: Good morning. I’m sorry to disturb you. Or he can go to a nursery school straight
Fiona: That’s OK. away.
Rahel: I just wanted to introduce myself – I’m your Rahel: Could you tell me – is nursery education
new next-door neighbour. free?
Fiona: It’s nice to meet you. Officer: The government-run schools are, but you
Rahel: And you. My name’s Rahel Ejigu. can also apply for a government-funded
Fiona: And I’m Fiona. Fiona Gray. So, how are you place at a private nursery. Would you like
getting on? our information pack, which gives details of
Rahel: Well, there are still boxes everywhere, but the various options?
we’re getting there! Rahel: Yes, that would be very helpful. Thank you.
Fiona: Would you like to come in and have a coffee? Officer: Could I take your name again and your
Rahel: That would be very nice. Thank you. address, and I’ll send a pack out to you?
Rahel: Yes, it’s Rahel Ejigu. That’s R-A-H-E-L and
Activity B then Ejigu is E-J-I-G-U. 332 Claremont
Fiona: So what do you think of Clitheroe? Avenue, Clitheroe, BB7 7JR.
Rahel: Well, we haven’t been here long and I Officer: Is that B for bravo, B for bravo, 7, 7, J for
haven’t seen much yet. But what I’ve seen Jimmy, R for Rome?

E3 ESOL Unit 7 Page 17

 Rahel: Yes, that’s it. pedestrian lights. After you’ve crossed the
Officer: Right, I’ll put an information pack in the A671, carry on up the hill, and you’ll come
post to you today. Do come back to me if out in Lowergate.
you have any queries once you’ve read it Rahel: So cross the road and go up the hill.
through. My name’s Michael Davies, and Fiona: Yes. Then turn right into Lowergate. There’s a
my direct line is 01254 78732. small primary school on the corner. You’ll see
Rahel: 01254 78732. OK. I’ve got that. Thank you the curtain shop on the right, just after the
very much. You’ve been very helpful. school and opposite the car park.
Officer: You’re welcome. Rahel: Great. Let me see if I got all that, if I can read
Rahel: Goodbye. my notes! So I come out of the house, and
Officer: Goodbye. walk down to Peel Park Avenue. Turn right,
then left and down to the A671.
Page 8 Finding places Fiona: Er … Yes.
Rahel: I cross the road, go up the hill and turn right
Activity A/B into Lowergate. The curtain shop is on the
Part 1 right, opposite the car park.
Rahel: … and we’ve settled in quite well. We’ve Fiona: And just after the school. Yes, that’s right. I
found most of the things we need. Actually, hope you can find what you want there …
you may be able to help me with some
information. Can I ask a question? Activity C
Fiona: I can’t promise I’ll know the answer, but I’ll Rahel: Lowergate? Where’s that?
do my best! Ask away. You mean walk down as far as Peel Park
Rahel: Well, we’ve got some curtains for Azanu’s Avenue?
room from our old house in Manchester. Her Right, then left. OK.
window here’s much bigger and the curtains Sorry, what was that again?
we brought with us don’t fit properly. So cross the road and go up the hill.
Fiona: I see. So …? Great. Let me see if I got all that …
Rahel: So I was wondering if you knew any good
shops where I can get curtain material here Page 9 A phone call from a friend
in Clitheroe. I can sew quite well and it’s
much cheaper if you make them yourself. Activity A
Fiona: Well, there’s a very nice curtain shop in Azanu: Hello, 692437.
Lowergate … Jade: Hello. It’s Jade Marshall here. Could I speak
to Azanu, please?
Part 2
Azanu: Jade! It’s me! Azanu! Have you forgotten my
Rahel: Lowergate? Where’s that?
voice?
Fiona: Well, it’s about a 20-minute walk from here.
Jade: Azanu! How are you? How’re you doing?
Would you like directions?
Azanu: I’m great, really doing well. How’re you?
Rahel: Please.
Jade: I’m fine, but I’ve missed you.
Fiona: OK. Come out of your house and turn left.
Azanu: I’ve missed you, too. I haven’t seen you for
Go to the end of Claremont Avenue …
about three months.
Rahel: You mean walk down as far as Peel Park
Jade: So how’s life in Clitheroe? Are things better
Avenue?
or worse than in Manchester?
Fiona: Yes, that’s right. Then turn right into Peel
Azanu: Most things are better, really. We’ve found a
Park Avenue and then immediately left.
really nice place to live. It’s bigger and more
Rahel: Right, then left. OK.
modern than our old house in Manchester.
Fiona: Then, erm, yes, OK, carry on to the end of
Jade: Oh, that’s great!
that road. You mustn’t turn off. You’ll see a
Azanu: Yeah. And I’ve got into a good school. It’s
big secondary school on your left and you’ll
got smaller classes than Moss Hill in
come out onto the A671. It’s a busy road.
Manchester. I’ve taken up tennis at school.
Rahel: Sorry, what was that again?
Jade: No!
Fiona: After the secondary school, you’ll see the
Azanu: Yes, it’s true.
A671 in front of you. Cross that road at the

Page 18 Unit 7 E3 ESOL

 Jade: So it’s tennis now, is it? No more football? I Man 2: Yes, exactly.
expect you’ve already stopped supporting Chair OK. Any reactions to that?
Man U now you’ve moved away. Woman 2: Well, I totally agree with the last speaker.
Azanu: Stopped supporting Man U? Never! In fact A ban on parking would really help.
I’ve just put up a poster of them in my Woman 1: Yes, but I don’t think it’s enough on its
room. own. We also need to do something
Jade: What’s your new room like? Is it as nice as about the speed of cars.
your old room? Man 3: Can I say something? I’m afraid I don’t
Azanu: We’ve painted it red and white, just like Man see how a ban on parking can work. If
U’s colours. It’s bigger than my old room there’s no street parking, where will we
and the view is much better. I can see right put our own cars? And what about the
across the valley here. local shops? They’ll lose a lot of business.
Jade: So? Woman 2: Excuse me. Can I come in here? I think
Azanu: So? So … what? there’s another way we can look at the
Jade: So aren’t you going to invite me over? problem. Kids are always playing on
Azanu: Of course I am. Listen. It’ll be half term in Castle Street and I think it’s another big
two weeks. Why don’t you … reason why there are such a lot of
accidents. They need a playground –
Activity B somewhere safe to play.
Jade: Azanu! How are you? Man 2: You’re absolutely right. We should give
Oh, that’s great! the kids somewhere safe to play. Get
No! them off the street.
So it’s tennis now, is it? No more football? Woman 1: I don’t agree at all. Kids playing on
So? Castle Street isn’t the problem. The real
problem is the cars and the speed they
Page 12 A public meeting travel. As I said before, what we need
are things like speed cameras, speed
Activity A bumps. I’m sure that’s our best solution.
Chair: Good evening, ladies and gentlemen.
Thank you very much for coming Page 13 Sounds and intonation
tonight. As you know, we’re meeting
Activity A
tonight because of the recent accidents
on Castle Street, and I’d like to hear any a I finished my work!
of your ideas about how to improve b She’s met her new neighbours.
safety. c Samuel’s got a good job.
Woman 1: Well, I think the main problem is that d The Ejigus bought a new car.
cars just drive too fast down Castle e Rahel made some new friends.
Street. I think the police should lower f We’ve visited the shop twice.
the speed limit.
Man 1: Perhaps, but lots of drivers just ignore Activity B
speed limits.
Samuel: Have you got presents for everyone?
Woman 1: Well, in that case we could ask for speed
Rahel: Yes, I have, and I’ve wrapped them all up.
cameras. That would stop people
Samuel: Have you packed Dawit’s bag?
speeding.
Rahel: No, I haven’t, not yet. Have you checked
Man 2: I don’t think that’s right. I’m not sure
the time of the flight?
speed is the real problem. Castle Street’s
Samuel: Yes, I have. It’s at 11 o’clock, and I’ve
a very narrow street and, in my view, it’s
booked a taxi for 8 o’clock.
become dangerous because too many
Rahel: I think I’ve done everything. I’ve cancelled
cars park on both sides – drivers just
the milk and the papers and I’ve given
can’t see young kids properly until it’s
Fiona a spare key.
too late.
Chair: So are you suggesting a ban on parking
on Castle Street?

E3 ESOL Unit 7 Page 19

A Answers
Page 2 Moving to Clitheroe Activity B
Activity A2 Pages 280, 714
Telephone council about key ✗
Pages 6 and 7 A community noticeboard
Post cheque to removal company ✓
Read electricity meter ✗ Activity A
Cancel papers ✓ a advertisements
Lock garage ✓
Pay milkman ✗ Activity B
Empty wardrobe ✓ a Market Street Community Centre
Pack clothes ✓ b Ribble Valley Home Support
Throw away old magazines ✓ c Lenny Macey’s
Say goodbye to Akram ✓ d Clitheroe Library
Put toys in car ✓ e Homefront’s registered charity number
f Homefront
Page 3 Meeting the neighbours
Activity C
Activity A3
Suggested answers:
a Polite and friendly
a A, C and D
Activity B2 b B
c Different (e.g. some ads are for people who need
Places they lived before The town Families
help (B), others are for people who want to offer
help)
Page 4 Phoning about services
d D
Activity A2
Suggested answer: Page 8 Finding places
She wants to find out about education options for Activity A1
Dawit.
She wants to buy new curtains for Azanu’s room
Activity A3 because the ones she brought from Manchester are
too small.
a He says he will send her an information pack.
b He uses words to check he has heard the letters Activity A2
correctly.
B
Activity B
Activity B1
1 How can I help you?
2 to the end of 6 carry on up
2 I’d like to know …
3 turn right into 7 right into
3 Could you tell me …?
4 turn off 8 opposite
4 Would you like …?
5 come out
5 Yes, that would be very helpful.
6 Could I take your name again …?
Page 9 A phone call from a friend
7 Do come back to me if …
8 Thank you very much. You’ve been very helpful. Activity A2
9 You’re welcome. Have you forgotten my voice?
I haven’t seen you for about three months.
Page 5 Finding a nursery We’ve found a really nice place to live.
Activity A I’ve got into a good school.
I’ve taken up tennis at school.
Suggested answers:
I’ve just put up a poster of them in my room.
a page 3 c page 11 e page 9
We’ve painted it red and white, just like Man U’s
b pages 4, 5 d page 8
colours.

Page 20 Unit 7 E3 ESOL

A
Activity A3 Activity B1
Suggested answers: U = unstressed, S = stressed
a It’s really nice. It’s bigger and more modern than Samuel: Have (U) you got presents for everyone?
their old house.
Rahel: Yes, I have (S), and I’ve (U) wrapped them all
b It’s a good school. It’s got smaller classes than her
up.
old school.
c It’s painted red and white. It’s bigger than her old Samuel: Have (U) you packed Dawit’s bag?
room and it has a better view. Rahel: No, I haven’t (S), not yet. Have (U) you
checked the time of the flight?
Activity B1 Samuel: Yes, I have (S). It’s at 11 o’clock, and I’ve (U)
a pleasure d teasing attitude booked a taxi for 8 o’clock.
b interest e impatience Rahel: I think I’ve (U) done everything. I’ve (U)
c disbelief cancelled the milk and the papers and I’ve (U)
given Fiona a spare key.
Page 10 A letter to a friend
Activity A1 Page 15 Check it
Suggested order: Activity A
c, d, a, e, f, b b hasn’t chosen
c haven’t met
Page 11 A local issue d got
Activity A3 e have (you) been
1f 2a 3e 4d f worked
g has (Azanu ever) visited
h did (Dawit last) have
Page 12 A public meeting
i rode
Activity A1
The speakers are local people. No, they don’t reach a Activity B
decision. a A: Would you like an information leaflet?
B: That would be very helpful. Thank you.
Activity A2 b A: Could I take your name, please?
Five suggestions: B: Yes, it’s Fiona Gray, with an ‘a’.
Lower the speed limit, speed cameras, speed bumps,
c A: Could you tell me – what time does the
a ban on parking, a playground for children
community centre open?
Activity A3 B: At 10 o’clock.
A: Thanks very much.
Complete agreement: Yes, exactly./Well, I totally
B: You’re welcome.
agree .../You’re absolutely right.
Some agreement: Perhaps, but …/Yes, but … d A: Good morning. How can I help you?
Disagreement: I don’t think that’s right./I don’t agree B: Good morning. I’d like to get some information
at all. about recycling.

Page 13 Sounds and intonation

Activity A1
a I finished my work!
b She’s met her new neighbours.
c Samuel’s got a good job.
d The Ejigus bought a new car.
e Rahel made some new friends.
f We’ve visited the shop twice.

E3 ESOL Unit 7 Page 21

 8 Working lives

Can you name the

industries in the
pictures?

What other industries

can you name?

What industries are

there in your area?

Which ones have you or

your family worked in?

What you will do

This unit is about changes in job opportunities in different cities and looking for work.
These are the skills you will practise. Which are the most useful to you? Tick the boxes.

Listening and speaking

Skill Skill code
■ Listen to other people talking about their jobs Lr/E3.1a, 2a

■ Listen to explanations/instructions on the phone Lr/E3.1c; Ws/E3.2a

■ Talk about work preferences Sc/E3.4b

■ Talk about your feelings, likes and dislikes Sd/E3.1c

■ Make suggestions and give advice to someone Sd/E3.1d, 1e

Reading and writing

Skill Skill code
■ Use vocabulary for jobs and industries Rw/E3.5a

■ Trace and understand main events of texts Rt/E3.1a

■ Scan texts to get information about employment opportunities Rt/E3.7a, 8a

■ Organise and write a letter of application Wt/E3.2a; Ws/E3.1a, 2a

Project work
At the end of this unit you will research an area of work that interests you.

E3 ESOL Unit 8 Page 1

Local industries
Activity A ● Reading about a famous city
1 Read a report about Liverpool, a major city in the north-west of England, and
underline the different industries. Which one isn’t important now?

Liverpool started as a tiny than 6.7 million visitors to the

fishing village on the banks city, and they spend £261
of the River Mersey almost million. According to the
800 years ago. The city has English Tourist Board,
seen many changes over Liverpool is Britain’s favourite
the years to become the day trip destination. Favourite
busy, successful place it is places to visit include the
today. Albert Dock, Tate Gallery, the
Beatles Story and the
In the 1950s and 1960s Liverpool Football Club
the local economy grew Museum.
and there were lots of jobs.
However, in the 1970s Other important industries
Liverpool was hit by a world today include glass
recession and trade at the manufacture, chemicals and,
docks declined. There was once again, motor vehicle
also a decline in shipbuilding manufacture. Information
at the nearby port, and in technology is also growing.
motor vehicle manufacture. There has also been an
Many companies closed down increase in the creative
and thousands of people lost industries, including music,
their jobs. In 1981 there were fashion and design and TV
riots in the poorer areas of the production. In fact, Liverpool
city. The riots were due to has become the most popular
high unemployment and a film location outside London.
feeling that there was no
future in the city. Because After the troubles of the 1970s
of the riots a group of and 1980s Liverpool is
local companies and the definitely back on the map.
government decided to help The city is once more a
and gave money to improve prosperous and lively place to
the city. live. In the future, as more
money comes into the city,
Today, tourism is one of the there will be more jobs for its
major industries in Liverpool. people.
Every year there are more

2 Read the report again.

a What effect did the world recession of the 1970s have on Liverpool?
b Which industries offer job opportunities in Liverpool today?

Activity B ● Discussing jobs in your area

Work in small groups. Who are the big employers in your area? What industries are
they in? Look at advertisements in your local paper to help you find out.

Page 2 Unit 8 E3 ESOL Rt/E3.7a, 8a; Rw/E3.5a

Job opportunities
Activity A ● Reading: job opportunities in Liverpool
1 The people in the photos were all asked this question: Are there many job
opportunities in Liverpool? How many of them said yes? Tick the boxes.

Student ■ Spokesperson for local Local MP ■

‘I’ve been here for three Chamber of Commerce ■ ‘Although there are high
years. I live in the city centre ‘In 2001 the unemployment areas of unemployment in
and there are lots of job rate was 11.1%, with 21,000 Liverpool and the surrounding
opportunities. I work nights people out of work, whereas in area, there are also a record
as a doorman because the rest of the north-west it number of job vacancies. For
during the day I study at the was just 5.7% and in the rest those who can work, there
College of Performing Arts. I of the UK 5.3%. The situation are plenty of jobs. There’s
even had a couple of jobs as today isn’t much better and really no excuse and no
a film extra in the holidays.’ Liverpool still has large reason to be unemployed
pockets of unemployment.’ today.’

Job centre Local councillor ■

spokesperson ■ ‘I live in north Liverpool
‘I read recently that and unemployment is
employment prospects higher here than in
are the best for 25 the rest of the city.
years. We’re certainly Many people are
beginning to see the unskilled and have low
difference. Lots more levels of education.
employers are coming There are signs things
to us with jobs, are improving, but it’s
especially in the very very slow.’
hotel industry.’

2 Read the texts again and answer these questions.

a What was the unemployment rate in Liverpool in 2001?
b In which industry are there a lot of new job vacancies?
c Why is the unemployment rate high in north Liverpool?

Activity B ● Vocabulary: industries and jobs

Match the jobs and industries. Complete the chart your teacher will give you.

Rw/E3.5a; Rt/E3.8a E3 ESOL Unit 8 Page 3

Changing times
Activity A ● Language: there was/were, there has/have been,
there will be
1 Look at the sentences below about Liverpool. Which sentence tells you about:

a a situation that is happening today? .................

b a change that happened in the past? .................

c a change that started in the past but is still continuing now? .................

d a change in the future? .................

1 so 2
there was al
In the 1970s . There are m
shipbuilding ore than six
a decline in visitors to th million
e city today.

3 4
In the future there wi
ll be more jobs. Recently, there has also been an
increase in the creative industries.

2 Complete the time line with the phrases in the box.

there is/are there has/have been there was/were there will be

..........................................
there is/are
..........................................

past period from the past up to now NOW future

....................................................... .....................................

3 Complete the article about employment changes in Liverpool using the phrases in task 2.

there have been a lot of changes in the city in recent years. 2 .................................................
Clearly 1 .................................................
a general improvement in the local economy and it is still continuing. Gone are the days when
3
................................................. few job vacancies and 4 ................................................. nothing to bring people
to the city. 5 ................................................. more investment recently, particularly in north Liverpool.
But the local council must continue to work towards full employment and to make sure that
6
................................................. work for all our young people in the future.

Activity B ● Describing changes

1 Work in pairs. Practise using there is/are, there was/were, there has/have been,
there will be using the cards the teacher will give you.

2 Write four sentences about changes in your local area using the same phrases.

Page 4 Unit 8 E3 ESOL Rs/E3.1b

A job you like?
Activity A ● Listening: job likes and dislikes
1 Zahra works as a housing officer for a local housing
association. Listen to her talking about her job.
Does she like her job or not?

2 Listen again. What does Zahra like and dislike about her job?

Activity B ● Talking about likes and dislikes

1 These words are for talking about jobs. Check the meaning of any words
you don’t know.

boring difficult dangerous dirty

badly paid

hard work well paid

stressful interesting repetitive

2 Look at these pictures. Which two jobs would you most like to do?
Which two jobs would you least like to do?

car mechanic
perator decorator
call centre o

bus driver
personal assistant security guard

3 Work in pairs. Take turns to explain your choices.

Example I wouldn’t li‡e to be a security guard because I thin‡ it’s

boring and o‰ten badly paid.

Sd/E3.1c; Lr/E3.2a E3 ESOL Unit 8 Page 5

Job advertisements
Activity A ● Reading: job advertisements
1 Read the three job advertisements. Match each job title with one of the
advertisements.
Community nurse .................

Receptionist .................

Warehouse assistant .................

B an organised
A Well-known company requires
Do you have a friendly and mature person to be respons ible for
welcoming manner? checking incoming deliveries,
updating files
and managing stock.
Can you remain calm and
professional no matter what is Minimum 1 year experience.
happening? This is a permanent position.

Are you flexible and good at

working in a team as well as C
Do you enjoy a challenging but
highly
independently? rewarding job?
ndly
Would you like to be part of a frie
If so, then you could be the person
district team?
we need. We are looking for a new
member for our busy team who will • We are currently looking for cari
ng and
experience
be the first point of contact for our committed staff with app ropr iate
organisation. You will have previous and professional qualifications.
l organised,
experience in this type of work, goo
d • You need to be flexible and wel
licen ce is esse ntial.
and a clean driving
communication and IT skills, and • The team cove rs a large area with a varied
enjoy working with people from all caseload.
backgrounds. some
• You must be prepared to work
unsociable hours/s hifts.
Good salary for the right person; • Good opportunities for persona
l and
flexitime available. professional dev elop men t.

2 Read the advertisements again. What kind of person are they looking for?
Underline words describing skills and personal qualities. Circle any phrases
which tell you what experience the person needs.

Activity B ● Talking about jobs

1 Choose one of the jobs above and make a list of four or five tasks you think the
person will have to do.

Example Receptionist: answer the telephone, deal with visitors to the company
2 Work in pairs. One person thinks of a job and describes what the person does.
The other person has to guess the job.

Page 6 Unit 8 E3 ESOL Rt/E3.7a, 8a; Sc/E3.4b

The right person for the job
Activity A ● Listening: matching people and jobs
1 Jan Heron runs an employment agency in Liverpool. A local garage is looking
for a tyre and exhaust fitter. Read the advertisement. What sort of person are
they looking for? What skills do you think the person should have?

Tyre & Exhaust Fitter

• Required reliable fitter for busy
fast-fit workshop
• Must be physically fit
• Some experience required
• 5-day week including full Saturday
• Good rate of pay plus bonus
• Full driving licence required
UNIFORM SUPPLIED BUT
MUST PROVIDE OWN TOOLS

2 Listen to three people talking about their experience. Do you think they are
suitable for the job at the garage?

3 Listen to what Jan says about them and make notes in the table. Were you right?

Yes/No Reasons

Anjit ……....…… …………………..........................................………………………………………………………….

Carol ……....…… …………………………..........................................………………………………………………….

John ………....… …………………………………….........................................……………………………………….

Activity B ● Talking about your skills and qualities

What skills and personal qualities do you have?

1 Complete the questionnaire that your teacher will give you.

2 Think of a job you would be good at. Work in pairs. Discuss five of
your skills or qualities that you think are important in this type of work.

3 Write a sentence about yourself, explaining why you would be

good at the job. Give reasons. Remember
Example I thin‡ I would be a good nursery wor‡er as ● We express reasons
using because or as.
I love children and I have lots o‰ energy.

Lr/E3.1a, 2a; Sd/E3.1d E3 ESOL Unit 8 Page 7

A change of career
Activity A ● Listening: two very different jobs
Kadriye Soran grew up in Liverpool. She has had two quite different jobs.

1 Listen to the first part of an interview with Kadriye.

Which picture shows the kind of work she does today?

2 Listen again and answer the questions.

a What job did Kadriye do after she left school? .......................................................................................................

b Were her parents happy about her first job? ...........................................................................................................

c What does she like most about her current job? ...................................................................................................

d What does she like least about her current job? ....................................................................................................

3 Listen to the second part of the interview. Are the statements true or false?

True False
a Kadriye changed jobs because she didn’t like being a DJ. ■ ■
b She took her A levels when she was 18. ■ ■
c She did a degree in German and international relations. ■ ■
d She did a two-year course to become a barrister. ■ ■
e She specialises in criminal law. ■ ■
f Hearings can last 15 minutes or half a day. ■ ■
g Kadriye has more freedom in her current job. ■ ■
h Being a barrister is hard work. ■ ■
i Her advice to others is to stay in their current job. ■ ■

Page 8 Unit 8 E3 ESOL Lr/E3.2a

Making choices
Activity A ● Listening: giving advice
1 Mohamed Ibrahim is a journalist. He lives and works in
Liverpool. He has been offered two new jobs. Which is the
better job? What is the problem with it?

2 Listen to the advice three of his friends give him. Which do

you agree with?

3 Listen again. What phrases do Mohamed’s friends use to

give advice?

4 Look at these questions and phrases for asking for and

giving advice. Do you know any others?

Asking for advice Giving advice

What do you think I should do? I think you should …

What would you do in my position? If you want my advice, …
I’d like to ask your advice about … I’d …
You could always …

Activity B ● Speaking: giving advice

Abdul, Gerard and Sandra needed some advice, so they visited a careers adviser.
Look at the notes the adviser made. What advice would you give each person?

Abdul Gerard
Bored with current job as Has been offered a
waiter - wants to become full-time job at the
a mechanic. Doesn’t know local supermarket –
whether to go to college needs the money.
or try to do some work Wants to go to
experience first. Not sure where university to study law but needs to
to go to get further information. improve English first. College only runs
English classes during the day.

Sandra
Has been offered a job
which asks for a fluent
Italian speaker. Italian is
very rusty. Doesn’t know
whether to tell them the
truth or wait till she’s
started the job.

Sd/E3.1d, 1e; Lr/E3.2a E3 ESOL Unit 8 Page 9

Applying for a job JUNIOR ADM
INISTRATIO
OFFICER – £ N
Activity A ● Reading: letters of application 12,000 pa
Kate Cooper and Megan O’Hara are in their last • Do you wan
t to work in a
term at college and they are looking for a job. stimulating en
vironment?
They see this advertisement in the Liverpool Echo • Do you wan
and decide to apply. t to learn all ab
• Do you wan out publishing?
t excellent care
1 Read the advertisement. Underline the er prospects?
information in the advertisement which Kate We are an exci
ting publishin
and Megan should think about when they based in the ce g company
ntre of Liverp
write their letters of application. need an office ool. We
junior who is
to work hard prepared
2 Read and compare the two letters which Kate and who is a
With excellen team player.
t communica
and Megan wrote. Which letter is better? numeracy skil tion and
Give your reasons. ls you will pla
role in the sm y a vital
ooth running
Letter 1 office. Interest of our busy
ed?
Apply in writi
ng to: Jane Sm
all, RJK Public
Lime Street, Li ations,
Jane Small verpool L1 1RD

RJK Publications
Lime Street 21 Brunswick Rd
Liverpool L1 1RD Liverpool L4 1HJ
16 May
Dear Ms Small,
I am interested in applying for the post of Junior Administration Officer
1 with your company, which was advertised in the Liverpool Echo on 14 May.
I have recently completed a BTEC National Diploma in Business
2
Administration at the College of Further Education. I have also completed
Key Skills level 2 in Application of Number, IT and Communication.
During my course I did a work placement with Bookpoint Ltd., a mail order
3
book company. I have also done a range of part-time clerical jobs through
AXIS Agency during my holidays. I am a friendly, outgoing person and enjoy
working in a team. In addition, I am very interested in the publishing industry
and would welcome the possibility of working with your organisation. I am
particularly interested that the job offers career opportunities.
I hope you will consider my application and I look forward to hearing from
4
you in the near future.
Yours sincerely,
Kate Cooper
Kate Cooper

Page 10 Unit 8 E3 ESOL Rt/E3.1a, 8a; Wt/E3.2a; Ws/E3.1a

 Letter 2
Megan O’Hara
106, Smithdown Lane
Liverpool
L6 2DT

Dear Madam
I want to apply for the job you advertised in the Liverpool Echo
last week.
I’ve just done a course at college and learnt a lot of office skills.
I’ve also done key skills courses. I did my work placment on
my course and I’ve done lots of different holiday jobs.
I am a relaxed, friendly person and like working with lots of people.
I always work hard.
I would like to work in your office. I hope you will be kind
enough to give me an interview.
Yours faithfully

Activity B ● Writing: organising ideas

1 Look at Kate’s letter. In which paragraphs did she write about:

a her experience ...............

b her personal qualities and skills ...............

c her qualifications ...............

2 Look at the table. Complete the middle sections with information about Kate’s
experience, personal qualities and qualifications.

Opening I’m interested in applying for … I’m writing to …

I would like to apply for …

Experience

Personal qualities

Qualifications

Ending I hope you will consider … I look forward to hearing from you.

Activity C ● Writing a letter of application

Your teacher will give you a range of advertisements to choose from. Read one and
prepare a letter of application. Plan and draft the letter.

E3 ESOL Unit 8 Page 11

Reporting a conversation
Activity A ● Language: reported speech
Oona Murphy is a personnel officer at William Brown, a local department store.
She rings to invite Errol Stewart for an interview. Later that day Errol tells his wife
what Oona said. Complete his sentences.
a b
We’re very interested There are a lot of
in your application. applications for the job.

She said they were very interested

..........................................................................................
She said
..........................................................................................
in my application.
......................................................................................... .........................................................................................

c d e

Can you come for an I’ll put some details Can you contact me on
interview next week? about the job in the post. Friday to fix a time?

She as‡ed i‰
.............................................................. She said
.............................................................. She as‡ed i‰
..............................................................

.............................................................. .............................................................. ..............................................................

Activity B ● Listening and writing

1 The following Monday Oona leaves a message on Errol’s answering machine.
Listen to the message and complete the information.

a We need to change the location of your .............................. .

b The interview will now be at our ..................................... .

c The office is ..................................... from the station.

d I’ll send you a .................. .

e Can you bring your ..................................... with you?

2 Rewrite the sentences in reported speech.

Example She said they needed to change the location o‰ my interview.

Page 12 Unit 8 E3 ESOL Ws/E3.2a; Lr/E3.1c

 Interview do’s and don’ts
Activity A ● Speaking: giving advice about interviews
Look at the pictures. These three people recently went for interviews. The
photographs were taken at the interviews. The people didn’t get the jobs. What
advice would you give them?

A B C

Activity B ● Reading: do’s and don’ts

1 What things do you think you should and shouldn’t do at an interview? Read
the questionnaire. Then add two more things you think are important.

Always Sometimes Never

1 Find out about the company before an interview.
2 Do most of the talking during the interview.
3 Prepare answers to questions you think the interviewer
will ask you.
4 Wear smart clothes.
5 Ask for questions to be repeated if you don’t understand.
6 Ask questions about the job at the end of the interview.
7 Ask about wages and conditions at the beginning of
the interview.
8 Say if you don’t know the answer to a question.
9 Lie when asked about your past experience and
qualifications.
10 Look at the interviewer during the interview.
11
12

2 In pairs or small groups, complete the questionnaire.

Activity C ● Speaking: asking questions at an interview

Write a list of questions you might be asked at an interview and questions you
might ask. Practise with a partner.

Sd/E3.1d, 1e; Rt/E3.8a E3 ESOL Unit 8 Page 13

▼
Project
▼

Activity A ● Find information about jobs

1 Choose an area of work which interests you.

2 Find out as much information as you can about the skills, qualifications and
personal qualities you need for that type of work.

3 Find out if there are job opportunities locally. You could do this by visiting your
local job centre, local careers advice office, a college careers adviser, local library
or by using the Internet.

4 Make a list of local companies you could contact, together with their contact
details (address, phone number etc.).

Activity B ● Find a job

1 Find two job advertisements from two different sources within your own area of
interest that you could apply for. One source should be the Internet if possible.
These jobs should be in your local area.

2 Write down all the details of the jobs and the skills, qualifications and personal
qualities needed for the jobs you have chosen.

3 Explain why you are suitable for these jobs.

Activity C ● Write a letter of application

Write a letter of application for one of the jobs. Remember to proof-read your
work.

Page 14 Unit 8 E3 ESOL

✓ Check it
Activity A ● Job advertisements
Complete the crossword puzzle. The missing words are all taken from job
advertisements.

Across
3 The company want people who are .................. and have done a similar job
before.
7 Work 36 or more hours a week.
8 A fixed regular payment for work usually paid to employees every month.
9 Work two mornings a week.
11 I work u .................. h .................. . I work at night and weekends.
12 The job is yours until you choose to leave.
13 I exercise a lot. I am .................. .................. .

Down
1 You have some choice when you start or finish work.
2 No special abilities or training needed for work.
4 I work .................. . One week I work 7 am to 3 pm, and the next week 11 pm
to 7 am.
5 The job is only for six months.
6 A fixed regular payment for work usually paid daily or weekly.
8 People who have special abilities or training are .................. workers.
10 Money due for work.

3
e x p e r i e n c e d

6 7 8

10

11

12

13

E3 ESOL Unit 8 Page 15

▼
Mini-projects
▼

▼
Activity A ● Write about a job you would like
1 Think about a job you would like to do.

2 Write a short description explaining why you would like this type of work.
Paragraph 1 – Write a short description of the job.
Paragraph 2 – Explain which parts of the job you would most enjoy.
Paragraph 3 – Write about the skills and experience you have which would be
useful in this type of work.

3 Work with a partner to improve your description.

Activity B ● Read a job advertisement

1 Select a job advertisement from your local newspaper.

2 Read the advertisement and make notes about the job, e.g. pay, contact details.

3 What kind of person are they looking for? Organise your points under these
headings:

● personal qualities
● qualifications or experience
● special skills.

4 Make a list of the other information you would need to know about this job.
Then prepare some questions you could ask to get the information.

How am I doing?
Look back at the skills listed on page 1. Then finish the sentences below.

I am confident with ......................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

I need more practice with .........................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

.................................................................................................................................................................................

Date ...........................................................

Page 16 Unit 8 E3 ESOL

 Audio scripts
Page 5 A job you like? Activity A3
Jan: The company is looking for someone who gets
Activity A on well with people because they’ll be dealing
Zahra: I’m a housing officer for a local housing with customers a lot. It has to be someone
association. I’ve just started working full time who can stand on their feet all day so the
again now my kids are a bit older. Most of person we choose needs to be very fit. I’m
the time I love my job because I enjoy afraid I wouldn’t recommend Anjit – not
helping people. I enjoy going out on visits because of his age, but because he’s had back
and seeing clients in their new homes. But I trouble. I just don’t think he’d be fit enough.
don’t like it when people shout at me. It’s He also doesn’t have a driving licence. John has
not all the time but people sometimes get only just left college and he’s qualified but the
angry because I can’t find them a home problem is he’s not free on Saturdays. Both
where they want it, or something has gone Anjit and John have some of the skills the
wrong, like the heating, and they expect me company are looking for but I think Carol’s the
to put it right. Sometimes I have to work a best person for the job. She has the skills and
lot of overtime, which I don’t like because I experience the company’s looking for and she’s
miss times with my kids. And the salary isn’t happy to work Saturdays.
fantastic. But I wouldn’t change my job. It’s
great!
Page 8 A change of career
Page 7 The right person for the job Activity A
Part 1
Activity A2 Kadriye: I grew up in Liverpool in the 60s and early
Anjit: I started out as a tyre fitter but for the last ten 70s. It was a great time for pop music. I’d
years I’ve worked as a lorry driver. always loved music so I dropped out of
Unfortunately, I lost my licence last year and school when I was 16 to become a DJ.
my job. I’ve had a bit of back trouble and I’m My parents were furious. I started doing
not as quick as I used to be, but I’ve still got private parties, then began playing in
my tools. Working Saturdays is no problem. clubs in Liverpool and ended up with gigs
all over the world. I met lots of fantastic
Carol: I’m a fully trained mechanic so obviously I’ve people and the money was good, but I did
changed tyres but I’ve never worked as a tyre get lonely sometimes. Now I’ve got a
fitter. I’m a quick worker and I have my own completely different kind of job. I’m a
tools and I don’t mind the hours I work. And barrister. It was a long training, but it was
one more thing – I’ve got a clean driving worth it. I’m in court nearly every day
licence. now. I love it, especially when a client wins
a case, but it’s awful when solicitors shout
John: I’ve just finished college and I’ve got a City at you in front of other people.
and Guilds qualification. I always got good
marks in my assessments and I did quite a bit Part 2
of tyre fitting while I was doing work Kadriye: I decided to change careers because
experience as part of my course. I passed my female DJs have short careers, so when I
driving test a couple of months ago and I’ve was 24 I took my A levels and then I did a
got my own tool set. Saturdays are a bit of a degree in German and international
problem because I play football every relations. After I graduated I did a one-year
weekend. I wouldn’t really want to give it up. course to become a barrister, and now I
specialise in family law. I deal mainly with
children’s cases. When they hold hearings
in court, they can last for 15 minutes or

E3 ESOL Unit 8 Page 17

 half a day. When it’s all over, it’s time to Activity A2/3
start preparing for the next case. It’s really Fatima: I’d get some more advice before making a
interesting work, but I don’t have as much decision. Talk to other people who are
freedom as I used to and there’s much journalists.
more pressure. My advice to others who
Jake: I think you should go to London. It’s a
want to change career is go for it, but be
great opportunity and they don’t come
prepared to work hard.
along very often.
Dave: I’d stay and work in Liverpool. If you take
Page 9 Making choices the London job, you’ll never see your
children.
Activity A1
Mohamed: I’m a journalist. I’ve been offered two
jobs. One’s in Liverpool where I live and Page 12 Reporting a conversation
the other’s in London. My wife doesn’t
want to move so I’d have to stay in Activity B
London during the week and just come Oona: Hello, it’s Oona Murphy from William Brown
home at weekends. And of course, I with a message for Errol Stewart. I’m sorry,
wouldn’t see much of my kids. The but we need to change the location of your
London job’s my dream job – interview on Wednesday. The interview will
interesting work, lots of money and now be at our head office. It’s five minutes
good promotion prospects. The one in from the station. I’ll send you a map. Can
Liverpool’s also well paid, and I should you bring your certificates with you? I’m
have lots of responsibility, but not the really sorry for changing the arrangements
same opportunities as I would in at the last minute.
London …

Page 18 Unit 8 E3 ESOL

A Answers
Page 2 Local industries Activity A2
She likes helping people, going out on visits
Activity A1
She dislikes people shouting, working overtime,
shipbuilding salary
motor vehicle manufacture
tourism
glass manufacture Page 6 Job advertisements
chemicals
information technology
Activity A1
creative industries: music, fashion and design, Community nurse – C
TV production Receptionist – A
Shipbuilding isn’t important now. Warehouse assistant – B

Activity A2
Page 7 The right person for the job
a Trade at the docks, shipbuilding and motor vehicle
manufacture declined Activity A3
b Tourism + all industries in paragraph 4 Anjit – no – bad back, no driving licence
Carol – yes – trained mechanic, quick worker, own
Page 3 Job opportunities tools, driving licence, can work Saturdays
John – no – doesn’t want to work Saturdays
Activity A1
Student, local MP, job centre spokesperson Page 8 A change of career
Activity A2 Activity A1
a 11.1% barrister
b Hotel industry
c Many people are unskilled and have low levels of Activity A2
education a DJ
b No – they were furious
Page 4 Changing times c When a client wins a case
d When solicitors shout at her
Activity A1
a2 b1 c4 d3 Activity A3
a false f true
Activity A3 b false g false
1 there have been c true h true
2 There has been d false i false
3 there were e false
4 there was
5 there has been
Page 9 Making choices
6 there will be
Activity A1
Page 5 A job you like? The job in London is the better job. The problem is
that his wife wants to stay in Liverpool.
Activity A1
She likes it.
Activity A3
I’d …
I think you should …

E3 ESOL Unit 8 Page 19

A
Pages 10 and 11 Applying for a job Page 13 Interview do’s and don’ts
Activity B1 Activity A
a paragraph 3 b paragraph 3 c paragraph 2 Suggested answers:
A You should sit properly/sit up straight and you
shouldn’t look bored.
Page 12 Reporting a conversation
B You should wear smart clothes for an interview.
Activity A You shouldn’t wear sports clothes.
C You shouldn’t bring your shopping to an interview.
b She said there were a lot of applications for the
You should wear a smart coat.
job.
You should take off your coat before you go into
c She asked if I could come for an interview next the interview room.
week.
d She said she would put some details about the job
in the post. Page 15 Check it
e She asked if I could contact her on Friday to fix a
time.
Activity A
Across
Activity B1 3 experienced
a interview 7 full time
8 salary
b head office
9 part time
c five minutes
11 unsociable hours
d map 12 permanent
e certificates 13 physically fit

Activity B2 Down
a She said they needed to change the location of my 1 flexitime
interview. 2 unskilled
b She said the interview would now be at their head 4 shifts
office. 5 temporary
c She said the office was five minutes from the 6 wages
station. 8 skilled
d She said she would send me a map. 10 pay
e She asked if I could bring my certificates with me.

Page 20 Unit 8 E3 ESOL