CAMBRIDGEProfessional English Telephoning in English Third Edition . Jean Naterop Rod Revell
Third edition B. Jean Naterop Rod revel E CAMBRIDGE 罗 UNIVERSITY PRESS
CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 2RU, UK www.cambridge,org Informationonthistitlewww.cambridge.org/9780521539111 c Cambridge University Press 1987, 1997, 2004 This publication is in copyright, Subject to statutory exception and to the provisions of relevant collective licensing agreement no reproduction of any part may take place without the written permission of Cambridge University Press First published 1987 Second edition 1997 Third edition 2004 Reprinted 2005 Printed in Dubai by Oriental Press ISBN-13978-0-521-53911-1Book ISBN-100521-539110Bo ISBN-13978-0-521-539128 Cassette Set BN-10 0-521-53912-9 Cassette Set ISBN-13 978-0-521-53913-5 Audio CD Set ISBN-100-521-53913-7 Audio CD Set
Contents Teacher's notes )verview Unit 1 How can I help you? Unit 2 Hold the line, please Unit 3 Making enquiries Unit 4 Bookings and arrangements Unit: a change of plan Unit 7 what's the problem? Handling complaints Student 'B' Role plays(Task 13) Key
For icaraers using he course without a teacher Aims of the course The main aim of Telephoning in English is to give you practice in understanding and making phone calls in English. The course is for peopie who are orking, or will be working, in business and whose mother tongue is not English. Most of the material gives practice in listening and speaking, but there are also writing exercises, generally in the form of note-taking or message-taking What will I learn? You will learn to understand British and American people and people from other parts of the world when they are speaking about normal business matters You will learn to speak in a way that will help you when you need to make and an swer telephone calls How do l use Telephoning in English? There is a book, divided into eight units, and a set of two aud cassettes or CDs(Compact Discs) Each unit consists of three sections: Listening, Language study and g The Overview on page vll gives a breakdown of the contents of each The following flow chart shows the stages it is necessary to take through each unit
Listen to the conversation(s) Listen Were you able to Do the task for that call omplete the task? Check your answers in the Key and tapescript Listen again while reading the tapescript. Study each What to say-what to expect. Do Tasks 3, 4, and 8. Check lake sure you understand everything your answers in the Key. Use your dictionary if necessary. Language study Read the examples in Do Tasks 9 and 10 Check your answers Tasks 9 and 10 carefully. in the Key Speakin ng / Listen to Task 11 Pause the recording Compare your answers and respond ith the answers on he cassette/CD and in Are they the same? Listen again while reading Listen to Task 12 Pause the record Compare your answers with the model answers in the Key. Are they the same? Listen again while reading
Teacher's notes Structure and use of the material Istening This is the longe est section in each of the eight units. It provides the main thematic and linguistic input for the unit. Each section contains telephone conversations and/or recorded messages, using a variety of British, American and non-native voices. The comprehension activities in this section are designed to encourage the extraction of general and detailed information, and to give practice in information recording techniques appropriate to telephone usage. These activities include tables, taking notes, and completing messages, faxesdno o email Introduce the conversations briefly Play them through once without stopping so that the learners can do the comprehension tasks while they listen. If there are two comprehension tasks, play the conversations once more. Discuss the learners'answers with them. At this stage, you may like to play the conversations again and allow the learners to read at the same time in order to confirm their understanding. They should in any case, not have looked at the text of the conversations before this ced at the back of the book(pa 77-114). Between work on the conversations, you should make sure that the learners have studied and know all the What to say -what to expect'items. Doing Tasks 3, 4 and 8 will also confirm that they can pply what they have learnt le stu a pair of lar to the type of call being studied and to the learners' level of ability in English are taken out of the listenings for detailed study and exercise. The approach to nese items and the way they are exercised are varied Introduce each of the language points covered by the exercises in this section. Discuss any difficulties and provide further examples if le assistance if
Speaker IF here are three activities in this section. The first two Tasks 1l and 12) are recorded and the student is required to pause the recording and make appropriate responses. Task 13(role play)enables pairs of learners to simulate real calls and apply the language they have learnt in the course of the unit In the first Speaking exercise(Task 11), introduce the language point that is exercised. Give further examples if necessary and then allow students to listen to the cassette first to help them if necessary. Ask the class to listen to the prompts on the recording and produce appropriate responses before they hear the model responses. This work can be done by the whole class, groups, pairs or individuals. Task 12 is best done individually. Help to set the scene and allow students to listen to the ecording first if necessary. Ask students to repeat the exercise for further practice. If you have access to a language laboratory, it could be f use when doing these exert The role plays(Task 13)can be done by learners in pairs In each of the role plays notes are provided for the caller (A)ar nd the person wh answers(B). The A notes are included in the units while the b notes are at the back of the book(pages 72-76). Each pair of learners can do any or all of the role plays in order. They may also reverse roles after the first completion of the role play. The role plays should not be attempted relevant language since this activity is an opportunity for re ered the application and expression and is not easily monitored
verview Listening anguage study Countries and nationalities role plays Unit 2 Connecting people Asking questions Giving dates Wrong numbers Note-taking Role pla Unit3 Enquiries for prices Passing on messages Abbreviations/spelling and discounts Note-taking Role plays Unit 4 Ordering lking about the future Giving references Nouns and verbs and numbers Unit 5 Hotel and travel Probability and possibility Question tags arrangements Reporting questions Role plays Changing arrangements Future possibilities Giving information/spelling Phrasal verbs Role Unit7 Checking up on apologising Figures and calculations problems Getting things done Role plays Unit8Making and handling Fault diagnosis g information/spelling complaints Nouns and verbs
1 How can i help you Listening Task 1 Listen to two phone conversations and complete the table Call Where is the person the caller wants? Country of meeting Number of caller Task 2 a 0 Listen to the two calls in Task 1 again. Write a message for each of the people the callers wanted Phone message Caller: David BarNett Call from:二 Message You will find the tapescript on page 77
