TOEIC

Preparation:
Pre-intermediate
(A2-B1)
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Preface
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Introduction
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Contents

Preface 2

Introduction 3

Part I 7

Unit 1.1 - The Professional Hub 9

Unit 1.2 - Professional roles and company departments 21

Part II 31

Unit 2.1 - Email basics 33

Unit 2.2 - Telephone basics 41

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PART 1

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THE
PROFESSIONAL UNIT 1

HUB
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Expemo code:
1EIF-32MB-BA54

1 Warm up

In pairs or small groups, explore the following questions.

1. Do you work from home or the office? Describe the area.

2. What facilities does your company provide at its office?

3. What do you like and dislike about your workplace and its facilities?

4. What do you think the ideal office looks like?

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1.1 The Professional Hub

2 Focus on vocabulary: the workplace and facilities (nouns)

Part A: Look at the following words and match them to the correct definition.

Group 1:

1. workstation a. a shared space you can use with others to work

2. break room b. a place to go for short or casual meetings

3. shared workspaces c. a place to work quietly

4. breakout area d. an individual space to do your work

5. quiet room e. somewhere you go to take a break

6. communal area f. a shared space to enjoy yourself

Group 2:

1. storage lockers a. a room where there should be no dust

2. assembly line b. a place where products are made

3. storage warehouse c. a place to keep your belongings

4. clean room d. a place to do sport

5. gym e. a place to leave children

6. day-care f. a large building where goods are kept

Part B: Using the words in Part A, complete the following sentences.

Group 1:

1. To ensure the quality of the parts the has to be dirt-free.

2. When they redesigned the office, they added a pool table to the .

3. When the problem arose, the team went to the to discuss it further.

4. The employees are happy to have their own equipped with computers
so that they carry out their work.

5. When I have had a busy day at work, I love to hit the .

6. Production was slow when there was a malfunction on the .

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Group 2:

1. Calming music was played in the , often used when people took a
break.

2. It’s so great I can leave the children in the .

3. The was flooded by the rain, all the merchandise had to be moved
elsewhere.

4. When the design team collaborated on projects, they used the .

5. The was certainly the best place to focus when the office was busy.

6. Remember not to leave your things in the overnight!

3 Language point: adverbs of deőnite and indeőnite frequency

Part A: Put these adverbs of indefinite frequency in order from the most frequent to the least frequent.

frequently

typically

often

always

generally

seldom

normally

occasionally

never

mostly

from time to time

rarely

sometimes

once in a while

usually

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1.1 The Professional Hub

Part B: Where do these adverbs of indefinite frequency sit in the sentence? Split the adverbs from
part A into the category of where they are placed in a sentence.

1. beginning or end:

2. before the main

verb:

Part C: Put these adverbs of definite frequency in order from the most frequent to the least frequent.
Where do they sit in the sentence?

She has a break three times a day.

I go to the office twice a week.

I visit the assembly line once a month.

I meet him in the quiet room several times a year.

I use the storage lockers once a fortnight.

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1.1 The Professional Hub

4 Language point: practice

Part A: Write your answers, what do you do....? Keep the sentence as true to life as possible.

• two times a day → . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• twice a month → . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• several times a year → . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• once every six months → . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• once a week → . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part B: Look at the box below and write down four questions using ‘how often’.

To ask someone about the frequency with which they do something, use ‘How often’.

How often do you go to the gym? I go three times a week.

How often do you use the breakout room? I always do!

• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 Exam practice: TOEIC: Part 7

Part A: In pairs, answer the following questions.

1. What is part 7 of the TOEIC?

2. Do you already know some tips to help you in Part 7 of the exam??

Tip of the lesson

Read the questions before you read the text!

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1.1 The Professional Hub

Part B: Now try to complete the following part.

Directions: You will see some single multiple-reading texts followed by some questions. Each question
has four answer choices. Choose the answer that fits best.

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1.1 The Professional Hub

1. What is the purpose of the memo?

a. announcing a new employee care advisor

b. providing information about a new booking system for gym classes

c. introducing extended gym hours and improved facilities

d. reminding staff to bring their families to the gym on weekends

2. According to the memo, what is the new weekend access policy for the gym?

a. The gym is closed on weekends.

b. There is an extra charge for accessing the gym on weekends.

c. The gym is accessible 24/7 on weekends.

d. Weekend access is restricted to specific hours.

3. What is the benefit of the new power showers mentioned in the memo?

a. They are free for all employees.

b. They contribute to a more enjoyable post-workout experience.

c. They require advanced booking.

d. They are only available during certain hours.

4. How can employees reserve a spot for an exercise class?

a. by contacting Liz Beegon directly

b. through the company intranet using the new booking system

c. by attending a trial class first

d. by bringing their family members to the class

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1.1 The Professional Hub

1. What is the main purpose of sending the letter?

a. to introduce a new service for cleaning production lines

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1.1 The Professional Hub

b. to introduce a new service and offer a discount

c. to talk about their advanced technology

d. to arrange a meeting with Mr. Chia’s assistant

2. For how long will Critical Cleaning Ltd be offering a 50% discount on ALL its services?

a. five weeks

b. three months

c. about six months

d. about the next 9 weeks

3. Who is the sender of the letter?

a. Mr. Chia

b. The head of the cleaning company

c. Jake Cooper

d. we don’t know

4. What does the letter mention as one of the reasons for choosing Critical Cleaning Ltd?

a. expertise in outdoor cleaning

b. following the rules with the residential cleaning standard

c. following the rules with industry regulations and standards

d. expertise in carpet cleaning

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1.1 The Professional Hub

Revitalize Your Workspace

In today’s business world, having a nicely designed and inviting workspace is extremely important.
At Dynamic Design, we understand that the layout and aesthetics of your office environment play an
important role in encouraging productivity, creativity, and employee wellbeing.

A. Break Room Retreats:

Our team specializes in giving boring break rooms a new life. Elevate the comfort and ambience of your break
room facilities to create a positive impression on both clients and employees. From contemporary fixtures to
thoughtful layouts, we ensure a break room experience that aligns with the professionalism of your company.

B. Shared Workspaces:

Encourage collaboration and innovation in your shared workspaces with our redesign expertise. We focus on
optimizing the layout, incorporating flexible furniture solutions, and enhancing the overall aesthetic appeal.
Whether you need an open concept or designated collaborative zones, we tailor our designs to meet your specific
needs.

C. Strategic Workstations:

The heart of productivity lies in well-designed workstations. Our team is fantastic at creating ergonomic and
beautiful workspaces that prioritize functionality. From personalized desk setups to efficient storage solutions,
our workstation designs are tailored to enhance the efficiency of your team.

D. Breakout Bliss:

Transform breakout areas into creative spaces that encourage ideas through interaction. Our redesign services for
breakout areas focus on creating comfortable seating arrangements, introducing vibrant decor, and incorporating
elements that recharge your team.

E. What’s Next:

Ready to embark on a journey to redefine your office spaces? Connect with us for a consultation. Our team
of experienced designers will assess your current setup, understand your vision, and provide a tailored plan to
breathe new life into your workplace.

Take the first step toward a more vibrant and productive office environment. Contact us at
[email protected] or visit our website at www.dyndes.com. Elevate your workspace with Dynamic
Design – where innovation meets design excellence.

Transforming Spaces. Inspiring Work.

1. In the passage, what does the company emphasize when redesigning breakout rooms?

a. creating dynamic and collaborative atmospheres

b. introducing uncomfortable seating

c. minimizing collaboration

d. ignoring the need for vibrant decor

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2. According to the passage, what does the company offer during the consultation process?

a. desk setups

b. evaluation of the current setup

c. ignoring the client’s vision

d. elimination of vibrant decor

3. What is the primary objective of the company when redesigning breakout rooms?

a. discouraging collaboration

b. introducing chaotic atmospheres

c. creating a vibrant and collaborative environment

d. overlooking the need for comfortable seating

4. How does the company describe its mission in the passage?

a. diminishing spaces

b. ignoring innovation

c. reducing vibrant décor

d. transforming spaces and inspiring collaboration

6 Talking point

In pairs or small groups, students discuss the following questions.

1. How often do you have a break at work, where do you go?

2. What do you think the benefits are of having a day care at work? Any disadvantages?

3. How often do you use the facilities in your place of work?

4. What do you think the benefits are of having a gym at work?

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PROFESSIONAL
ROLES AND UNIT 2
COMPANY
DEPARTMENTS
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Expemo code:
1EIF-32MB-1223

1 Warm up

In pairs or small groups, explore the following questions.

1. What is your job?

2. What does a typical work week involve in this role?

3. Which department do you work in?

4. Which departments do you work with?

5. Have you ever worked in any other job positions or departments?

6. If you could have any job in the world, what would it be and why?

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1.2 Professional roles and company departments

2 Focus on vocabulary: jobs and departments

Part A: Match the job to the correction definition.

Group 1:

1. research analyst a. a person selling products or services by interacting with

potential customers
2. human resources b. an administrative professional providing support by handling
director tasks like scheduling and correspondence
3. marketing manager c. a senior professional managing hiring, employee relations, and
compliance
4. sales representative d. a person who studies information to help businesses make
decisions by analyzing data and trends
5. secretary e. a person planning and executing marketing strategies to
promote products or services
6. accountant f. a professional managing financial records and ensuring accuracy
in transactions

Group 2:

1. engineer a. an expert providing support for computer systems, networks,

and software within an organization
2. customer services b. a person coordinating administrative tasks to ensure smooth
representative office operations
3. office manager c. a person applying scientific principles to design, develop, and
maintain systems or products
4. project manager d. the top executive making major decisions and managing overall
operations for company success
5. IT specialist e. an individual dealing with customer inquiries and resolving
issues for satisfaction
6. CEO f. a professional overseeing projects from initiation to completion,
managing resources and timelines

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1.2 Professional roles and company departments

Part B: Match the department to the correction definition.

Group 1:

1. marketing department

2. IT department

3. human resources department

4. finance department

5. production department

6. customer service department

a. A section within a company responsible for promoting and advertising products or services to
attract customers. It focuses on creating awareness and driving sales through various marketing
strategies.

b. The section of a business responsible for managing financial transactions, budgeting, financial
planning, and reporting. It ensures the company’s financial health and compliance with regulations.

c. The division responsible for manufacturing goods or providing services. It oversees the production
process, quality control, and efficiency to meet organizational goals.

d. The division in an organization that manages information technology resources. It is responsible

for maintaining and supporting computer systems, networks, software, and technological infrastructure.

e. The department overseeing personnel matters within a company. It manages recruitment, employee
relations, benefits, and ensures compliance with employment laws and company policies.

f. The department focused on assisting customers with inquiries, concerns, and support. It plays a
crucial role in maintaining customer satisfaction and loyalty.

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1.2 Professional roles and company departments

Group 2:

1. sales department

2. accounting department

3. research and development department

4. logistics department

5. administrative department

6. operations department

a. The division responsible for selling products or services to customers. It involves activities such
as prospecting, negotiating, and closing deals to achieve sales targets.

b. The section handling general administrative tasks such as scheduling, correspondence, and office
management. It supports overall organizational efficiency.

c. The department responsible for managing the movement of goods, materials, and information
within a company. It ensures efficient supply chain operations and timely delivery.

d. The division overseeing the day-to-day activities and processes required for a company to function.
It ensures smooth operations and effective utilization of resources.

e. The division focused on creating and improving products or services through research, innovation,
and experimentation. It aims to stay competitive and meet evolving customer needs.

f. The section managing financial records, bookkeeping, and ensuring accurate financial reporting.
It plays a vital role in tracking expenses, revenue, and maintaining financial transparency.

Part C: Discuss the following in pairs or as a class on jobs and departments.

1. Using the descriptions in Parts A and B, which two departments could you see yourself working
in and why?

2. Using the descriptions in Parts A and B, which two departments could you NOT see yourself
working in and why?

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3 Speaking practice: the dream job

Work with a partner or small group. Look at the 40 items that make a job perfect. What would be
your top five and why? Discuss your answers.

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1.2 Professional roles and company departments

4 Language point: questions words

Part A: Match the question word with the topic the question word represents.

Group 1:

1. when a. person

2. what b. place

3. which c. thing - unlimited set of options

4. why d. possession

5. who e. time

6. where f. thing – a limited set of options

7. whose g. person

8. whom – object form h. reason

Group 2:

1. how often a. distance

2. how long b. reason

3. how many c. duration

4. how much d. countable amount

5. how far e. uncountable amount

6. how come f. manner or method

7. how g. frequency

Part B: Discuss the following questions.

• Where does the question word in the question come most of the time?

• What tenses can we use with these question words?

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5 Exam practice TOEIC: Part 2

Part A: In pairs, answer the following questions.

1. What is Part 2 of the TOEIC?

2. Do you already know some tips to help you in Part 2 of the exam?

Tip of the lesson

The most important words are those at the beginning of the statements.

Here is an example for Part 2

Question 1:

i. Speaker one: Haven’t we met the new manager before?

a. The manager is in a meeting.

b. I think we have.

c. My manager wasn’t there at four.

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1.2 Professional roles and company departments

Part B: Practice for TOEIC Part 2

Directions: You are going to hear 10 questions followed by three possible answers. Choose the answer
that best corresponds with the question or statement. Note your answers on the paper. The questions
will not be written down.

Question 1

a. answer A b. answer B c. answer C

Question 2

a. answer A b. answer B c. answer C

Question 3

a. answer A b. answer B c. answer C

Question 4

a. answer A b. answer B c. answer C

Question 5

a. answer A b. answer B c. answer C

Question 6

a. answer A b. answer B c. answer C

Question 7

a. answer A b. answer B c. answer C

Question 8

a. answer A b. answer B c. answer C

Question 9

a. answer A b. answer B c. answer C

Question 10

a. answer A b. answer B c. answer C

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1.2 Professional roles and company departments

6 Talking point

In pairs or small groups, explore the following questions.

1. What is important to you when choosing a job role?

2. Which skills are important in your job?

3. How many jobs have you had?

4. Who has the best job in the world?

5. When do you plan to change jobs?

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PART 2

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EMAIL UNIT 1

BASICS
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Expemo code:
1EIF-32MB-B5C9

1 Warm up

In pairs or small groups, discuss the following questions.

1. How many emails do you receive per day for work? Are they all important?

2. What tools or techniques do you use to manage your inbox?

3. When you go on vacation or take a day off, do you put your out-of-office on or another auto-reply?

4. Do you check your emails on the weekend and on vacation? Why?

5. How often do you write emails? To whom? What are they about?

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2.1 Email basics

2 Focus on vocabulary

Part A: Understanding vocabulary associated with emails. Work in pairs and match the words to the
definitions.

Group 1:

1. etiquette a. a subsequent action or communication to check on the status of

something
2. inbox b. an automatic response

3. subject line c. a closing message at the end of an email

4. greeting d. an electronic folder where received emails are first stored

5. sign-off e. a brief description that summarizes the content of the email

6. follow-up f. an opening at the beginning of an email

7. auto-reply g. socially-acceptable behavior

Group 2:

1. BCC a. send something you have to someone else

2. CC b. when you send an email to people and their names are kept hidden

3. emoji c. remove something

4. attachments d. when you copy someone in on an email so they are aware of the
content
5. paper trail e. symbols used to convey emotions, expressions or ideas

6. delete f. files or documents added to an email

7. forward g. a record of previous communication

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2.1 Email basics

Part B: Look at the article on email etiquette, and complete the gaps using some of the words from
Part A. You may need to change the form of the word.

Top 7 Tips on Email Writing

How to create a perfect email

Nowadays, email is the most common form of business communication since we left behind the pen, letter
and postal service. It’s super easy to access, it’s fast and you can read conversations back again due to its
1 2
. However, once the email is sent and arrives in someone’s ,
it can be difficult to get it back (unless you have a super quick IT team on hand) so make sure you get it right! Here’s
3
the that you should know:
4
1. Make the appropriate - This is one of the first things your receiver sees, make
sure it fits the context of your email.
5
2. Don’t be lazy, say hello! - Start emails with a . You could use, Hello, To or Dear,
depending on whom you are writing to.
6
3. Finish what you started - You want to appear professional, then correctly.
You could use Kind regards, Thanks, Best for example.

4. Waiting for an answer? - If you are waiting for an answer, wait 24 hours before you send a
7
. Also, make sure that you respond to emails within 24 hours, you wouldn’t
want to break the rules, would you?

5. Hello, anyone there? - There’s nothing worse than someone waiting for an answer from someone and then
8
learning they are on vacation. Make sure you put your out-of-office or on!
9
6. Emojis - In some professional contexts, you should probably avoid . Follow
the other person’s lead.
10
7. Give a description - When you want the other person to read the , make sure
you ask them to, otherwise it may be missed.

Of course, we could go on with the use of capitals and punctuation marks, and so much more but, we know, you
need to go and send an email.

Have you got any tips to share with us on email etiquette for 2024? Then email us at [email protected]

Sources: Forbes, grammarly.com

Part C: Discuss in pairs the following questions.

1. What’s your preferred greeting in English?

2. What’s your preferred sign-off?

3. Have you ever received an email that wasn’t for you?

4. How do you feel about emojis in emails? Do you have a favorite?

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2.1 Email basics

3 Language point: adverbs of manner

Part A: Work with a partner or small group. The words in bold are adverbs of manner. Where do we
put this type of adverb in the sentence? How can we recognize an adverb of manner, what’s at the
end of it (most of the time)? Some are irregular, do you know what they are?

I haven’t written an email recently.

He wrote the reply well.

She forwarded the email so quickly, I am not sure she had time to read it.

Part B: Fill the gap with an appropriate adverb of manner from below, use the words in brackets to
help you choose.

Group 1:

happily late politely quietly slowly

1. Due to the fact they were all in a meeting, he tapped on his keyboard.
(little noise)

2. He always replied to his emails . (not fast)

3. Knowing that it was an important attachment, he asked if it could

be read. (in a correct way)

4. Unfortunately, she missed the deadline, the email was sent . (after
the time expected)

5. After a troubled time, the man sent his resignation letter . (with a
smile)

Group 2:

carefully easily loudly suddenly well

1. She wrote the difficult follow-up email . (good)

2. She set her auto-reply to out-of-office . (with no difficulty)

3. When the email arrived, everyone left the office . (instantly)

4. When the attachment was opened, the audio played . (with a high
volume)

5. The company inspected the paper trail . (with caution)

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2.1 Email basics

Part C: Discuss the following with a partner.

1. What do you do carefully?

2. What do you always do slowly?

3. What do you do well?

4. What do you do happily?

5. What happens suddenly?

4 Exam practice TOEIC: Part 6

Part A: In pairs, answer the following questions.

1. What is Part 6 of the TOEIC?

2. What specific exam tips have you already learned for the TOEIC Part 6?

Tip of the lesson

Take note of the dates, names of places, company names and titles on the texts.

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2.1 Email basics

Part B: TOEIC style practice.

Directions: You will see two passages, with four blank gaps to fill. Each gap has four answer choices. For
each blank, choose the word or phrase that best fits.

Passage one

Dear Employees,
I hope this message finds you well. I want to bring to your attention some ongoing email issues that our
company is currently addressing. It is very important to keep everyone informed about the situation
and the steps being taken to resolve it. Please take note of the following details:
Email disruptions:
We are currently experiencing technical issues with our email system, which may result in regular
1
disruptions. These disruptions could the sending and receiving of emails,
as well as access to your mailbox.
Resolution timeline:
2
Our dedicated IT team is actively working on resolving these issues . We think
that the resolution process will take approximately 24 hours as we carry out a thorough investigation
and implement necessary fixes.
Temporary measures:
During this period, we recommend using some temporary minimizing measures. Please consider using
3
alternative communication channels, such as for urgent matters.
Regular updates:
We understand the importance of email communication for our daily operations. To keep you informed,
we will provide regular updates on the progress of the resolution as soon as we can.
Thank you for your understanding and cooperation as we work to address these email issues
4
. If you have any urgent problems, please do not hesitate to reach
out to our IT support team on (088) 899-6533.
Best regards,
Your dedicated IT Staff

1. a. be impact b. impacted c. will impact d. impact

2. a. quickly b. slowly c. hardly d. early
3. a. telephone calls b. writing letters c. working from home d. waiting for backup
4. a. suddenly b. promptly c. happily d. softly

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2.1 Email basics

Passage two

Subject: Email Etiquette Advisory

Dear Team,

In our continuing effort to maintain a smooth and efficient communication flow, it is important that
we consider proper email etiquette. Too many emails can lead to information overload and slow down
productivity. Below, please find essential guidelines to observe when sending out emails:

Email frequency:
1
It is essential to avoid too many emails. Overloading inboxes can cause
distractions and may result in important messages being overlooked. Please think about the necessity
and urgency of your communication.

Conciseness:
2
When composing emails, keep your messages . This practice respects your
colleagues’ time and ensures that information is easy to read. Avoid unnecessary details and focus on
the key points.

Relevance:
3
Before hitting , ensure that your email content is relevant to the recipients.
Sending messages that are relevant to the involved parties helps maintain a focused and purposeful
communication channel.

Subject line clarity:

4
When writing subject lines, choose clear and descriptive wording . This
helps recipients in quickly understanding the content and purpose of the email, simplifying efficient
email management.

Thank you for your attention to these guidelines. By following proper email etiquette, we contribute
to a more streamlined communication process for the entire team.

Best regards,

Mrs. Poppins

1. a. sent b. to be sent c. sending d. send

2. a. long and detailed b. to the point c. in bullet point form d. in capital letters
3. a. send b. delete c. CC d. reply-all
4. a. quickly b. carefully c. suddenly d. softly

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2.1 Email basics

5 Talking point

In pairs or small groups, discuss the following questions.

1. What do you think makes a great email?

2. What should you avoid doing in an email?

3. What’s the next email you’re going to send?

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TELEPHONE
UNIT 2
BASICS

QrrkoD Scan to review worksheet

Expemo code:
1EIF-32MB-C540

1 Warm up

In pairs or small groups, discuss the following questions.

1. Do you prefer to communicate with others via the phone, text messages or in person?

2. How many telephone calls do you receive per day for work? Are they all important or necessary
calls?

3. What type of phone do you have at work?

4. If someone calls you at your desk and you are not there, what happens to the call?

5. When was the last time you took a message for someone else when they weren’t at their desk?

6. How often do you make professional phone calls? To whom? What are they about?

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2.2 Telephone basics

2 Focus on vocabulary
Part A: Understanding vocabulary associated with professional phones. Work in pairs and put the
words with the definitions.

Group 1:

1. speakerphone

2. dialling pad

3. headset

4. caller ID

5. hold button

a. a device worn on the head that includes headphones and a microphone, allowing hands-free
communication during a call

b. a phone feature that allows you to talk and listen to a call without holding the handset, using a
built-in speaker and microphone

c. the set of numeric buttons on a phone used for dialing numbers, letters, or special characters

d. a feature that displays the phone number or name of the person calling, helping you identify
incoming calls

e. a button on a phone that temporarily places a call on hold, allowing you to attend to other matters
before resuming the conversation

Group 2:

1. extension

2. conference call

3. hands-free

4. transfer

5. call waiting

a. a feature or device that allows you to use a phone without holding it, typically using a headset or
speakerphone

b. redirect a phone call from one line or extension to another, often used to connect callers with the
appropriate person or department

c. a feature that notifies you of an incoming call while you are already on the phone, allowing you to
switch between calls or hold one call to answer the other

d. a specific line or number within a larger phone system, often assigned to an individual or department

e. a telephone call involving multiple participants in different locations, enabling group communication

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2.2 Telephone basics

Part B: Look at the following sentences and fill in the gaps with the words from part A. Then, discuss
the questions you made. For each one, give as many examples as possible.

Student 1:

1. Have you ever participated in a ?

2. What does the number on your office phone represent?

3. Do you use a when making professional phone calls? Why?

4. Why is important when answering the phone professionally?

5. When is it appropriate to use the during a phone call?

Student 2:

1. Can you explain how to a call to another colleague where you work?

2. In what situations might you use the feature on your office phone?

3. What is the purpose of the on a professional phone?

4. Why might using a option be useful during a phone conversation?

5. How do you manage a while already on the phone?

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2.2 Telephone basics

3 Language point: past continuous

Part A: Work with a partner or small group. Look at the following sentences, you will see some past
simple and past continuous, underline the tenses that are past continuous.

1. I was speaking on the phone when the CEO rang.

2. While the customer was on hold, I was discussing the matter with the supplier.

3. The Managing Director was ringing me while I was calling her.

4. Before she was asked to leave the company, she was always interrupting people on the
conference call.

5. I was wondering if you could call the customer back.

Part B: Look at the box below listing when to use past continuous. Match the sentences from Part A
to the use in Part B (page five).

• Actions in progress

— Describing actions that were happening at a certain time in the past.

• Actions that happen at the same time

— Talking about two or more actions that were happening at the same time in the past.
• Interrupted past actions

— Highlighting an action that was in progress but got interrupted by another action.
• Repeated past actions

— Expressing actions that were happening repeatedly in the past.

• To make a request or suggestion more polite or softer

— Some common indirect expressions are:

I was wondering I was considering I was hoping I was thinking

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2.2 Telephone basics

1. I was speaking on the phone when the CEO rang.

2. While the customer was on hold, I was discussing the matter with the supplier.

3. The Managing Director was ringing me while I was calling her.

4. Before she was asked to leave the company, she was always interrupting people on the conference
call.

5. I was wondering if you could call the customer back.

a. Repeated past actions

b. Interrupted past action

c. Actions that happen at the same time

d. Actions in progress

e. To make a request or suggestion more polite or softer

Part C: Make sentences with your own ideas for each use.

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2.2 Telephone basics

4 Exam practice TOEIC: Part 2

Part A: In pairs, answer the following questions.

1. What is Part 2 of the TOEIC?

2. What specific exam tips have you already learned for the TOEIC Part 2?

Tip of the lesson

When you hear a question ask yourself – is the question open

or closed? It will prepare you for selecting the correct answer.

Closed – Can I speak to Mr. Smith, please? (requests a short yes or no type of
answer)

Open – What message would you like to leave? (requests a longer answer)

Here is an example question for Part 2

Question 1

Speaker one: Haven’t we met the new manager before?

a. The manager is in a meeting.

b. I think we have.

c. My manager wasn’t there at four.

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2.2 Telephone basics

Part B: Practice for TOEIC Part 2

Directions: You are going to hear 6 questions followed by three possible answers. Choose the answer
that best corresponds with the question or statement. Note your answers on the paper. The questions
will not be written down.

Question 1

a. answer A b. answer B c. answer C

Question 2

a. answer A b. answer B c. answer C

Question 3

a. answer A b. answer B c. answer C

Question 4

a. answer A b. answer B c. answer C

Question 5

a. answer A b. answer B c. answer C

Question 6

a. answer A b. answer B c. answer C

5 Talking point

In pairs or small groups, discuss the following questions.

1. What was the last conference call you were on? What did you discuss?

2. Do you prefer to use a hands-free device when speaking?

3. Do you prefer silence or music when you are on hold?

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Transcripts

PART 1
Unit 2
5. Exam practice TOEIC: Part 2

Speaker 1: Question 1
Speaker 1: What strategies are you planning for the upcoming product launch?
Speaker 2: A - It is a strategic plan.
Speaker 2: B - The launch is next week.
Speaker 2: C - It’s top secret, you will know next week.
Speaker 1: Question 2
Speaker 1: Where can we have our meeting with the sales team next week?
Speaker 2: A - I think the conference room is free.
Speaker 2: B - It was scheduled.
Speaker 2: C - The team building event is tomorrow.
Speaker 1: Question 3
Speaker 1: How much did they spend on business expenses last year?
Speaker 2: A - Too much in my opinion.
Speaker 2: B - They spend every day.
Speaker 2: C - Last year went well.
Speaker 1: Question 4
Speaker 1: How long did it take you to go to work by car when you were in production?
Speaker 2: A - I go by car.
Speaker 2: B - About 40 minutes.
Speaker 2: C - He took the train.
Speaker 1: Question 5
Speaker 1: When will the new HR advisor start?
Speaker 2: A - He is really experienced.
Speaker 2: B - I am hoping HR will advise me soon.
Speaker 2: C - Tomorrow.
Speaker 1: Question 6
Speaker 1: What did the accountant say?
Speaker 2: A - That we have to redo the profit and loss.
Speaker 2: B - The accountant has been here for years.
Speaker 2: C - This accountant is overqualified!
Speaker 1: Question 7
Speaker 1: Why did he decide not to be a team leader?
Speaker 2: A - She said she didn’t feel ready to be in the team.
Speaker 2: B - He didn’t like that football team.

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Speaker 2: C - He said he just wasn’t interested.

Speaker 1: Question 8
Speaker 1: Whose jacket is this in the logistics department?
Speaker 2: A - Barry’s! He always forgets things.
Speaker 2: B - Don’t forget your jacket when you leave the office.
Speaker 2: C - What do you wear in the logistics department?
Speaker 1: Question 9
Speaker 1: How are you?
Speaker 2: A - Exhausted.
Speaker 2: B - I am too old.
Speaker 2: C - Just 25.
Speaker 1: Question 10
Speaker 1: Which ad should we do next?
Speaker 2: A - Digital marketing is the main one.
Speaker 2: B - The one with the new product.
Speaker 2: C- I hate the ads.

PART 2
Unit 2
4. Exam practice TOEIC: Part 2

Speaker 1: Question 1
Speaker 1: ... While she was transferring the call, the line got disconnected!
Speaker 2: A- I can’t hear you well on this line.
Speaker 2: B - Oh, I hate it when that happens!
Speaker 2: C - One colleague was transferred last week.
Speaker 1: Question 2
Speaker 1: How will the new extension numbers impact communication within the department?
Speaker 2: A - It should be much easier now.
Speaker 2: B - Communication is key to success.
Speaker 2: C - The extended building looks great.
Speaker 1: Question 3
Speaker 1: Can I put you on hold for a moment while I have a look?
Speaker 2: A - Yes, I am looking now.
Speaker 2: B - I am holding the headset.
Speaker 2: C - Of course, yes.
Speaker 1: Question 4
Speaker 1: I was wondering if you could put me through to the manager, please.
Speaker 2: A - I was wondering the same thing.
Speaker 2: B - She’s on the other line right now.
Speaker 2: C - The manager was dealing with the issue.

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Speaker 1: Question 5
Speaker 1: The apprentice was always hanging up on customers when they complained.
Speaker 2: A - That’s not professional at all.
Speaker 2: B - The customer is always right.
Speaker 2: C - She was trained on the new telephone system quite recently.
Speaker 1: Question 6
Speaker 1: I was looking at the schedule and was wondering if we could reschedule the conference
call.
Speaker 2: A - The telephone was not working for the staff that day.
Speaker 2: B - Sure, that’s fine.
Speaker 2: C - Yes, the schedule looks perfect.

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Answer Key

PART 1
Unit 1
1. Warm up

5 mins.

This introduces the topic and asks students to think about their experience with their company building
and its facilities. Ask the students what the title means and ensure they know what ‘hub’ means. Inform
the students that at any point in the lesson they come across a word they don’t know, they should ask
the teacher or look it up in a dictionary.

If students haven’t worked in an office, ask them to imagine they do or do some online research first.

2. Focus on vocabulary: the workplace and facilities (nouns)

Part A:

5 mins.

Part A introduces some basic vocabulary for company buildings and facilities. Suggest that the students
start by matching the words they already know.

Group 1:

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

Group 2:

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

Part B:

5 mins.

Part B gets the student to reuse the vocabulary from Part A.

Group 1:

1. clean room 2. communal area 3. breakout area

4. workstations 5. gym 6. assembly line

Group 2:

1. break room 2. day care 3. storage warehouse

4. shared workspaces 5. quiet room 6. storage lockers

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3. Language point: adverbs of definite and indefinite frequency

Part A:

5 mins.

This section gets students to review and use the adverbs of definite and indefinite frequency with the
present simple tense. They won’t have studied this through the course but should have come across
this at some point in the past, as these are A1-level grammar points.

Part A, some of the adverbs of indefinite frequency may hold different meanings to different people.
For example, some people may think seldom and rare are exactly the same.

always

usually

generally

often

frequently

typically

normally

mostly

sometimes

occasionally

from time to time

once in a while

seldom

rarely

never

Part B:

5 mins.

For Part B, in terms of the placement in the sentence, explain that there is an element of flexibility,
depending on the focus of the sentence.

1. BEGINNING OR END: generally ≀ from time to time ≀ once in while

2. BEFORE THE MAIN VERB: always ≀ usually ≀ often ≀ frequently ≀ typically ≀ normally ≀ mostly
≀ sometimes ≀ occasionally ≀ seldom ≀ rarely ≀ never

Part C:

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5 mins.

In part C, before the students start, ensure they know that a fortnight is two weeks. The adverbs of
definite frequency come at the end of the sentence, to note, they could come at the beginning of the
sentence

She has a break three times a day.

I go to the office twice a week.

I visit the assembly line once a month.

I use the storage lockers once a fortnight.

I meet him in the quiet room several times a year.

4. Language point: practice

Part A:

5 mins.

In part A, suggest to the students that they keep their sentences in the present simple. Make sure the
sentence structure and context are correct.

Part B:

5 mins.

This exercise reminds students of how to ask questions about frequency.

5. Exam practice: TOEIC: Part 7

Part A:

5 mins.

Explain to the students that Part 7: Reading of various content, is the last part of the reading section
in the TOEIC exam. Students will read many passages, in the forms of letters, memos, ads and other
written documents. They will be asked between two to five questions for each text. Some of the texts
will be paired and therefore, they will need to connect the texts.

This is the first unit to discuss part 7 of the TOEIC so expect your students not to know any tips so far,
reassure them that they will learn many throughout the course.

Explain to the test takers that not only is it important to increase their vocabulary and perfect their
grammar in order to get a great result on the test but also to follow the tips. Read out the tip. Then
ask the students to read the tip aloud.

Part B:

5 mins.

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Part C, allows test takers to try out the format of the TOEIC exam for Part 7. Read out the directions.
Ask the students to remember their tips when completing the exercise. There may be some new words,
if so, ensure the students understand them by asking or using a dictionary.

After each practice, ask them how they felt about it, what was easy? What was difficult?

Memo

1. c. 2. c. 3. b. 4. b.

Letter:

1. b. 2. d. 3. b. 4. c.

Article:

1. a. 2. b. 3. c. 4. d.

6. Talking point

5 mins.

Students discuss the questions given, monitor and help if necessary.

Unit 2
1. Warm up

10 mins

This introduces the topic and asks students to think about their knowledge of job positions and company
departments. If they don’t have work experience, suggest they do some research on the internet.

2. Focus on vocabulary: jobs and departments

Part A:

5 mins.

Part A introduces the students to a wide range of jobs. Students match the jobs to the definitions.

Group 1:

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

Group 2:

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

Part B:

5 mins.

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Part B introduces the students to a wide range of departments. Students match the departments to
the definitions.

Group 1:

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

Group 2:

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

Part C:

5 mins.

Part C permits the students to reuse the vocabulary. Students discuss the questions using vocabulary
from the previous parts.

3. Speaking practice: the dream job

5 mins.

This activity extends the idea and students think about their dream jobs, this section helps to build
ideas and gain more vocabulary. Remind students to look up any new vocabulary.

Sources for list:

https://metro.co.uk/2023/03/13/almost-half-of-employed-adults-believe-the-dream-job-doesnt-exist-18432541

https://www.express.co.uk/finance/city/1745846/top-40-dream-job-requirements-working-hours-travel-opportu

4. Language point: questions words

Part A:

5 mins.

In this part of the lesson, learners will discover and practice a range of common question words that
we find in everyday questions. Students grasp the purpose of employing question words.

Group 1:

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

Group 2:

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

Part B:

5 mins.

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Part B guides students in exploring the structure and appropriate contexts for using these question
words. The question word, most often, comes at the beginning of the question. In addition, most of
them are used with a variety of tenses.

5. Exam practice TOEIC: Part 2

Part A:

5 mins.

Explain to the students that Part 2: Questions and Answers, is the second part of the listening section
in the TOEIC exam. The test-takers will listen to 25 questions followed by three possible responses.
They have to choose the most appropriate response; they will not be written down.

This is the first unit to discuss Part 2 of the TOEIC so expect your students not to know any tips so far,
reassure them that they will learn many throughout the course.

Explain to the test-takers that not only is it important to increase their vocabulary and perfect their
grammar but also to follow the tips. Read out the tip and then read the example aloud to the students.

i. b.

Part B:

5 mins.

This allows test-takers to try out the format of the TOEIC exam. Read out the directions. After each
practice, ask them how they felt about it, what was easy? What was difficult?

Question 1 → c. Question 2 → a.

Question 3 → a. Question 4 → b.

Question 5 → c. Question 6 → a.

Question 7 → c. Question 8 → a.

Question 9 → a. Question 10 → b.

6. Talking point

5 mins.

Students sum up the topic by discussing the question in pairs or small groups.

PART 2
Unit 1
1. Warm up

10 mins.

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This introduces the topic and asks students to think about their experience with email.

2. Focus on vocabulary

Part A:

5 mins.

Part A introduces key email vocabulary. Suggest that the students start by matching the words they
already know.

Group 1:

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

Group 2:

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

Part B:

5 mins.

Part B asks the students to take the words from Part A and put them into the correct place in the text.
Once the gaps have been filled, ask someone to read the text out loud.

1. paper trail 2. inbox 3. etiquette 4. subject line 5. greeting

6. sign-off 7. follow-up 8. auto-reply 9. emojis 10. attachment

Sources:

https://www.forbes.com/sites/ashleystahl/2022/03/01/10-rules-of-email-etiquette/

https://www.grammarly.com/blog/email-etiquette-rules-to-know/

Part C:

5 mins.

In Part C vocabulary is reused through discussion.

3. Language point: adverbs of manner

Part A:

5 mins.

Part A allows the student to analyze the adverbs of manner and think about the structure.

The adverb of manner normally comes after the verb or after the object and they often end in -ly.
There are irregular adverbs of manner for example: well, fast, hard, late, early, far, near, deep, high, low

Part B:

5 mins.

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Part B gets the students to reuse the words.

Group 1:

1. quietly 2. slowly 3. politely 4. late 5. happily

Group 2:

1. well 2. easily 3. suddenly 4. loudly 5. carefully

Part C:

5 mins.

Part C allows the learners to have discussion around the adverbs of manner.

4. Exam practice TOEIC: Part 6

Part A:

5 mins.

Explain to the students that Part 6: Complete Texts, is the second part of the reading section in the
TOEIC exam. There are four passages, they could be e-mails, memos, advertisements, instructions,
notices or articles. Each passage includes four questions, testing them on grammar and vocabulary.
For each question, they will have to choose the best word to fill the gap.

Tip previously covered in the units: Read the whole passage before answering the questions.

Explain to the test-takers that not only is it important to increase their vocabulary and perfect their
grammar but also to follow the tips. Read out the tip.

Part B:

5 mins.

This allows test takers to try out the format of the TOEIC exam. Read out the directions. After each
practice, ask them how they felt about it, what was easy? What was difficult?

Make sure the students read the whole text before answering the questions. There may be some
new words, if so, ensure the students understand them by asking or using a dictionary. Some of the
grammar explanations may not have been studied yet. Either explain the grammar to the student or
tell them it will be covered by the end of the course.

Passage one:

1. impact 2. quickly 3. telephone calls 4. promptly

Passage two:

1. sending 2. to the point 3. send 4. carefully

5. Talking point

5 mins.

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This finalizes the conversation on emails in general.

Unit 2
1. Warm up

5 mins.

This introduces the topic and asks students to think about their experience with being on the telephone.
If the students don’t have work, ask them to choose a job they would like to do or know and imagine
they are in that scenario.

2. Focus on vocabulary

Part A:

5 mins.

Part A introduces key basic telephone vocabulary. Suggest that the students start by matching the
words they already know.

Group 1:

1. → b. 2. → c. 3. → a. 4. → d. 5. → e.

Group 2:

1. → d. 2. → e. 3. → a. 4. → b. 5. → c.

Part B:

5 mins.

Part B asks the students to take the words from Part A and put them into the correct place in the
questions. Vocabulary is reused through discussion. For each question, get the students to discuss the
topics and give examples as much as possible.

Student 1:

1. conference call 2. extension 3. headset 4. caller ID 5. hold button

Student 2:

1. transfer 2. speakerphone 3. dialing pad 4. hands-free 5. call waiting

3. Language point: past continuous

Part A:

5 mins.

Part A introduces the student to the past continuous. If the student has never seen past continuous
get them to guess. Explain to them the structure is subject + was/were and verb+ing. Point out that
stative verbs can not be used in present nor past continuous tenses.

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Answers:

1) was speaking; 2) was discussing; 3) was ringing, was calling;

4) was always interrupting; 5) was wondering;

Part B:

5 mins.

Part B gets the students to look at when to use the past continuous tense.

1. → b. 2. → d. 3. → c. 4. → a. 5. → e.

Part C:

5 mins.

Part C allows the learners to practice the tense with their own answers.

4. Exam practice TOEIC: Part 2

Part A:

5 mins.

Explain to the students that Part 2: questions and answers, is the second part of the listening section
in the TOEIC exam. The test-takers will listen to 25 questions followed by three possible responses.
They have to choose the most appropriate response; they will not be written down.

Tip previously covered in the units: The most important words are those at the beginning of the statements.

Explain to the test-takers that not only is it important to increase their vocabulary and perfect their
grammar but also to follow the tips. Read out the tip and then read the example aloud to the students.

Speaker one: Haven’t we met the new manager

before? → b.
Part B:

10 mins.

This allows test takers to try out the format of the TOEIC exam. Read out the directions. Some of the
vocabulary or grammar may not have been studied yet. If they ask, either explain the grammar to the
student or tell them it will be covered by the end of the course.

After each practice, ask them how they felt about it, what was easy? What was difficult?

Question 1 → b. Question 2 → a. Question 3 → c.

Question 4 → b. Question 5 → a. Question 6 → b.

5. Talking point

5 mins.

This finalizes the conversation on telephones in general.

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