ww & Life: €nglish for work, social a a ing & travel = Intermediate Teacher's Book a 3 Ee xoy *TOHE = = 3 woe ww Jacky Newbrook q i wo &@ @Ha Fie 30218 doe Csr noha the work ‘wgesronlongnan enfant Bear Best nts 3010 “Tero ichy Neto Mid ator of this Work ns Tree wie by bein crodance wih he Copyept Desig sn ens Alps esered no pat of spubenton may bersroduce, sare {heel so tasnid afr ory any mens ket toecaral pocping res rr whi nc pre ‘ia prseon oe ihn Phocopyig: The Publis gras permis rhe otoseyng ot {he ys nuked proc aleacordng woe og cmon, Into parca nye copes for thro i ye nes hy (oc Intute pcre na rea cos or ey he ale ‘Sud tipeison dot teste a ara tone race Under na cceources my a pat of soa be photocopied or ease is pblsed 200 in Cres stall, Spin "The ub onl eink fling Sor hind prison rept gee (Bey tat cet Eich tp) Carb Tas Space la 4 Get magn Cetin ages (0, ‘Masteeio Uk TPR DRDOHRTHRRH HHH HDHD HT HAHA TDA a aann anweewewwl ow w eG FG &@ ww ee G we oe we wo Introduction Lifestyle at a glance Teaching notes, Unit 1 Unit 2 Unit 3 Review 1-3 Unit a Unit 5, Unit 6, Review 4-6 Unit 7 Unit 8, Unit 9 Review 7-9 Unit 10 Unit 11 Unit 12 Review 10-12. Photocopiable notes Photocopiable activities. 13 a 29 37 38 46 55 64 65 74 81 ” 92 100 108 15 116 123 Contents‘Introduction Who is Lifestyle for? Welcame to Lifestyle, an intemational course in English for ‘work, socializing and travel. Lifestyle is designed to meat the practical needs of adults who need English for a variety of reasons whether it be in their work or to mix socially with foreign nationals, or for travel and interaction with other ‘savelles. Lifestyles sylabus encompasses both professional and goneral English, s0 itis particulary suitable for classes whore students have mined needs. You could use Lifestyle with any ofthe following student groups: + Stuclents who have both professional and social goals for tearing English * Company classes where the students come fram efferent sections of an organization and perform diferent jobs © Diverse groups of people wth diferent jobe and professions. These groups might ao include students ‘embarking on thes careers or people preparing fora carger change. ‘+ Students who have not yet identified a career spacialisn ‘our anticipate @ need for professional English in their ature The key goal of Lifestyle Communication strategies Lifestyle key goal sto enable students to speak English vith confidence. Conversation is unpredictable and we cannot cehearse all the diferent English conversations our stucients will have in our lessons. However, we can prepare them with coping strategies fora wice vary of situations. ‘Communication strategies are techniques for overcoming, ificultes in communicating, The communication strategies lessons in Lifestyle are dosigned to help students to explain what zhey man, build relationships and use English effectively to get things done. Functional language In addition to prectical techniques such as checking understanding and active listening, Lifestyle targets functional language. Sa it provides practice in language for making requests, offering, inviting, suggesting, thanking, agreeing, disagreeing, etc. But in addition to providing functional ‘expressions, Lifestyle aims to provide usage information on | when and how we use the expressions. \Whon we use functional language in Englith, we follow rules. Like grarnmer rules, we fllow them subconsciously and we are otter unaware of ther untl they ae broken. To 3 large extent these rules are ‘secret. They cannot be uncovered by looking a lists of examplesin the way we might dscaver w we 2 a benefit. Are you busy? can demonstrate @ polite concern that ‘vant your help lacs. Lifestyle's approach to communication strategies Critical incidents To raise cultural awareness, Lifestyle includes critical incidents. “These are short anecdotes about situations where cross-cultural ‘miscommunication has occurred, The stories are generally tol from two angles end ilustrate two cliferent ways of thinking, Both ways are logical and neither ane is right or wrong, They ‘are simply diferent. The incidents illustrate ways in which the social rules people follow can vary from culture to culture, Conversational dynamics Conversation is a dynamic process that involves tum taking, IFA says Hi, how are you? we can expact that B will espand with something like Fine thanks, and you? tis ¢ unit of conversation where ane person says something that almost requires another to respond ina certain kind of way. in Lifestyle, functional language is generally presented in pairs of utterances rather than singleter lists. The goal isto equip stucents with units of corwersation, which are the basic building blocks of conversation Communication strategies Lifestyle highlights communication strategies that English speakers commonly use when thay are getting things done. For example, when we'e thanking someone, we might express delight, fer to repay them, say they shouidh’t have _gone to any trouble or exaggerate and say things lke You's my hero or You're a Hfesaver. Same ofthese strategies will be similar to the strategies students employ in their own language. Others may be diferent ‘You wil fine! further inforation on communication sratecies inthe relevant sections of the Lifestyle Coursebook and in the etal teaching notes inthis Teacher's book Working with Lifestyle Flexible format Teaching situations vary 0 Lifestyle has been designed to have 2 flexible format 20 that you ean work with the units in| different ways, 1. You can start atthe beginning and work through fraen beginning to end. Following this path means students build ‘on grammar structures and vocabulary that have gone before ‘and steadily extend! thei sil. Lifestyle includes regular review and provides constant progression 2. Each spread in Lifestyles a stanct-alone lesson, This means you can dip in and out, selecting particular lessons to mest the specific needs and interests of your class. This approach is most effective when time is short and you doubt there will be time to complete evarything One-to-one classes Lifestyle can be used for both small and large class sizes and many of the practice activities involve working in pairs or small ‘groups. Ifyou are teaching one-to-one, you can perform the Pairwork activities by taking ane of the roles yourself. Where Introduction appropriate, you wil find ideas and suggestions for adopting the group activities to one-to-one classes in the Teacher's book notes for each lesson. Lifestyle is particularly appropriate for one-to-one situations ‘as many of the activites in the course deaw an a students individual opinions ancl experiences which can be particulady fruitful areas to explore in one-to-one settings. Components of the course Coursebook ‘The Coursebook is the central component of Lifestyle and it contains the tasks and activitias students will work on in clas. The Coursebook units are divided into double-page lessons, ‘each with a clear aim, which are designed to make the course exible and easy-to-use. The numberof units varias across the levels. See more detailed information on the structure of each levels Coursebcok in Lifestyle at a glance on pages 712. CD-ROM ‘The CD-ROM is atached to the back ofthe Coursebook ‘This component provides extra practice and self-assessment for students wotking alone through a variety of interactive civ, including Iistenings. Italo contains a minivditionary and the complete set of Coursebook aucia fies in MPS forme. Class CDs ‘Audio recordings are available on the two CDs that accompany the Coursebook and are also available as MP3 files on the Coursebook CD-ROM, Workbook “The Workbook contains further practice of areas covered in the corresponding units of the Coursebook and introduces extra vocabulary to build lexis in the topic area. The Workbook is designed to provide practice activities for personal study, allowing students to practise the language they have learnt in class independently outside clas, The answer kay ie included sa students can check their own progress Workbook CD. ‘Attached to the back of the Workbook, the CD contain al the Workbook listenings for extra practice. Teacher's book ‘This provides all the support teachers need including detailed ‘teaching notes, cukual,functianal and baekground notes and extra photocopiable materials. The Teachers book is accompanied by a Test Master CD-ROM. Test Master CD-ROM ‘Attached to the back ofthe Teacher's book, the Test Master CO-ROM is an invaluable resource to accompany Lifestyle. The tests are based strictly on the content of the Coursebools,, providing a fair measure of a students progress. The audio files forthe listening tests are conveniently located on the same CD-ROM. The tests can be printed out and used a they ‘are, oF can be adapted using Microsoht® Ward to edit them 1 suit ciferent teaching situations, The Test Master CD-ROM contains the fellowing: Unit Tests (one ‘A’ and ane ‘8 test for ‘each unit); Progress Tests (one ‘A’ and one 8 for every threeIntroduction Units plus additional optional speaking and writing tests a Final Test (one 'A’ and one ‘8! version) Website Further materials wll be available on the Pearson Longman website: www aearsonlongman.comlifestyle. These wil include free downloadable wordlists, MP3 fles of the listening material for each unit ofthe course as well as videos explaining aspects of the course forthe teacher's reference, Unit sections Speaking Speaking is atop priority skilin Lifestyle and every lesson inludes a substantial speaking task or activity. There area vide veriety of task types including roleplay, discussions, quastionnaires, talks, games, etc. These tasks provide students with opportunities to experiment with new grammar, vocabulary ar functional language and pur to use Ina freer context Talking points ‘The input lessons in Lifestyle finish with Talking points - discussion questions which invite students to express their personal ideas and apinions ‘on the topic of the lesson. They are positioned at the tendo the lesson, but the Talking paints can also be cliscussed earlorin the class if students bring them up (see Lifestyle ata glance pages 7-12) Listening Lifesye listening tents ince socil eanversations, telephone call, professional meetings, discussions, talks, atc. Students will ear peekers ith ciffrent accentsin the aucko recordings. They include British, American and other native speaker varctias and they also feature many fereign accents from around the world. The goal is to prepare students to ‘operate in international conten. ‘Audio scripts ofall the recordings can be found at the back of the Coursebook on pages 142-159, Reading ‘Thore are a variety of ciferent reading texts in Lifesyle (articles, quizzes, emails, otc) and they feature rany real people, companies, products and dilemmas. They have been designed to provide 2 clear presentation ofnew Enguage and also to prompt discussion. Reading texts are generally shortand snappy to maximize opportunities for speaking practice in dassroom time. More reeding practice is availeble inthe Workbook. Mini glossaries are provided with mast of the reading texts. These mini glossaries give the student instant definitions for those words in a reading text that are not high floquency but that students would need to know to understand the text Grammar Lfestye takes a discovery approach to grammar. Multiple ‘examples of grammar structures are presented in contextin listening and reading texts and then students are encouraged to deduce the patterns and complete the rules for themselves ‘The grammar points presented in these sections will be practised agein later with speeking practice activities in new contexts. There is also a Grammar reference at the back of the Coursebook (sce section an the Grammar reference). Word focus Lifestyle takes a systematic approach to vocabulary development. Each unit is built around a different thems and ‘ach lesson has.a ciferent topic. Togethar they cover a vide range of social and professional subjects. To help students ‘x words and phrases in their memory, each unit of Lifestyle contains one or more Word focus activites. Lifestyle pays special attention to collocations — words that are frequently used together in phrases. Writing Each unit of Lifestyle contains a writing task. Emails take priority but tasks such as writing Powe:Points, greeting card messages and reports on progress are alo featured. Thase tasks provide stuclens with an opportunity to use the language they have learnt to produce writen messages for a vatiery of work and social needs, Extra materials There are three sections with extra materials atthe back of the CCoursebook. You might want to draw your students’ attention, to them at the start ofthe caurse. Information files Those fles contain information for painork and small eroup actives Instructions for when and how to use them are provided in the Coursebook and ae labelled Tun to Filo 00, page 00. Audio scripts Scripts of all the listening materials are available on pages 142-158. Grammar reference ‘There is @ Grammar reference section on pages 160-175, of the Coursebook that dravis the grammar information together and provides a comprehensive overview. Grammar is presented step-by-step throughout the lessons in the Coursebook and there are frequent crose-eierences to the Grammar reference section set within the grammar tables andin the Reminder box of each unit. There i ako a lst of itegular verbs at the end of the Grammer reference section ‘on page 176, ann on RRR MBDBM BOHRA HHTDTHTH TO KTH OOH |Ufestyle at 0 glance a Baa fon 09 3 {o buyeoss pr oy Onan nhweveyvovusevrevueenvnenewnvne eee wove wwe Ufestyle at a glance (Z) uossa] ynduyUfestyle at a glance (g) uossa] anduy of). 8 2 HH gVvesevevsuvevts_etgvovvrervvuvnvnvvnvvovvuvevevve aS Ufestyle at a glance uossa] saiBeze.3s uoeuNWUWODLifestyle at a glance nb a Genoe oF BaP [Rr sopra uossa] U01}9e183U} RUA, POannnnnnaem Herre Hoo eo oe OO OHye VveeuuevUUuUuuvFEuuuununDnonDwoeoonenvnevnnvvnve ate Ufestyle at a glanceReading: Got things to do Ex 1 Ask Ss whether they think theic lives are busy or not. Do Ss thine they have enough free time? What da Ss doin their free time? Ex 2 Refer Ss to the to-do list. Ack them what they think oft. Ss work in pairs to discuss the questions. Take class feedback and discuss which ara Ss’ most and least popular chores. Ex 3 Before they read the text, ask Ss discuss what kind of, [people they would like to help them with jobs on their to-do Fst (with reasons), and which jobs they would most lke to have done for ther. Ss read the text quickly to decide whether they Ex 4 Ss read the text again to match words and phrases in the text with the dofinitions given. Check pronunciation of chore, Diso.ss Ss reacons tothe tx Ex 5 Ask $s to work together to identily the tenses used in the aragaphsin the website, . | i i ti > Quality ume 2 a 5a oe Listening: Assistants Ex 6 Ss discuss photos in pairs, then share ideas with the clas, 3 Aims and objectives Ex 7 3)1.1 Ss listen to the people in the photos explaining > ane hat eyo thnk, Pay fe ecodng forSs check ee In this lesson Ss wi fas. ieavereucaebeecne itl id ibve to bave's personal aisikan= = 27 = © listen for specific information a © roview and practise diferent tenses 2 7 Track 1.1: 1A, Page 5, Exercises 7 and 8 1 What a journey! It aways takes longer to get home on ‘Tuesdays. And there's 2 meeting atthe kids school tonight. Itstats at eight. 'm feeling exhausted but dl better go. 'm ‘aking the minut this evening, I'd love to have a personal assistant oF maybe a butles 2 | think Il get these ones... ar the other ones. No, the other ones wore hurting my toes. Ted's been complaining for the last half hour Why can't he give me some edvice? Im going toleave him at home next time. I ave to have a personal shopper They could help me decide what 0 buy. 3 Oh deer. Well, that new diet didn't work. I've never been good at cleting .. oF exercise, |haven't had a chanca to gett the gym this week. If had someone to help me, fd feel more motivated, Ithink I need a personal tainer. Ex 8 3) Ask Ss to read the sentences and discuss what they think the missing words might be, and which person might have said them. Play recording, Ss complete sentences and compare their ideas. Discuss which person Ss think needs most holp and wi. Grammar: Tense review Ex 9 Ask Ss to work in pairs and decide which tenses were tefored ton each sentence in x8, How cid they know?1 Quality time S135 pasting © 6 cshuturetime = 2 pastame “8d =pastipresent time Ex 10 Ack Seto underline the appropriate parts ofthe ver form in the sentences as they match the tense to the sentence, “the wil future =" the going to fatu oe the-present con the’ past simple Speaking: Past, present and future x 11 Tell Ss that they are going to talk about themselves Ling past, prosent and future tenses. Refer Ss tothe list and suggest what they could write inthe crce, e.g. (buy fresh bread every day / I idh’thave time to buy my fiends bithday present yesterday. Ask Ss to write their own examples in the sections of the circle inthe coursebook. Go round and ‘moniter their werk to cheek that they ae using the correct tenses. Ex 12 Ack Ss to workin pais to share ther ideas. Encourage Seto ask detailed questions about what their pariner has ‘iten, ano exoand on their own answers when thee partner asks them questions. After the activity eli the most interesting things thay found out about ther partner frm each pai ‘TALKING POINT Ss discuss the questions and justify their ideas. They could un the Talking point as a formal dobats, Homework suggestions © S5 think of theee points for and against Talking point 2, and then write @ short paragraph or assay. (120-150 words for the essay) © $5 propere their own ‘to-do’ lis or the following week, and explain it to a partner next lesson. Ss choose one af the things their partner wrote in one of the circle sections in Ex 11 and they discussed together in Ex 12, Sswrite an email to a friend teling them about their partner and giving moze details of what they found aut Geseaeionmse Questionforms Aims and objectives In this lesson Ss wl: listen to people talking about travelling te work and commuting © think about ways ofiling time study different question forms in the present rense © doa speaking task using different tanses Listening: Commuting ‘TALKING POINT You cou start with the Talking point to introduce the topic. Ei Ack Ss to workin pars or groups. Elicit what Ss do on their own journey to wark a college Ex 2 9) 1.2 Ss listen to people talking about commuting. Play the recording and ask $s to identify the general attitude of each speaker towards commuting. (They generally don't mind it} Pay the recording again. Ssfilin the information then compare thai ansivors. TH DH HTH [What they | usually do: ‘hey/