Answers Further practice
2 core hours 7 statutory pay If students need more practice, go to Practice file 2 on
3 overtime 8 unpaid leave
4 home-working 9 paternity leave
5 annual leave 10 full pay
6 additional leave
PRONUNCIATION   Ask students to say the words aloud and
mark the stress on the compound words. They take turns to
practise in pairs by one student giving a definition and the
other giving the answer. Monitor and correct pronunciation
where necessary.
Answers
1 flexitime 6 additional leave
2 core hours 7 statutory pay
3 overtime 8 unpaid leave
4 home-working 9 paternity leave
5 annual leave 10 full pay
Exercise 5
Ask students to read the text in 2 again and use the
information to give answers.
Suggested answers
1 Yes, you can start at eight.
2 No, it isn’t. You can’t finish work before four.
3 Not less than 30 minutes.
4 Yes, you get paid for two hours.
5 No, because it’s a public holiday.
6 No. Employees with five years’ service receive an extra
two days.
7 Yes, you can take off two weeks within the first eight
weeks after the birth.
8 Yes, you do.
EXTENSION   Working in pairs, students practise by taking
turns to be the manager and employee, giving answers to
the questions.
Exercise 6
Give students a few minutes to think of answers to the
questions, that are true for their company. Tell them to do
the exercise and then ask one or two pairs to answer the
questions in whole-class feedback.
ALTERNATIVE   If all the students work for the same
company, ask them to find information about different (real)
companies from the Internet. Then ask them to work with a
partner who researched a different company to answer the
questions in 5.
PRE-WORK LEARNERS   Ask students to imagine they work for
a (real) well-known company. They could think up the terms
and conditions for the company.
You could do this activity as a further practice exercise in
the next lesson and ask students to research the necessary
information on a (real) company on the Internet for
homework.
Exercise 7
Get the students to swap roles and practise the questions
and answers in 6. Do whole-class feedback by comparing
answers from different pairs.
14 Unit 2
02_BR2e_8910_ITB_U02.indd 14
page 108 of the Student’s Book.
Exercise 8
l 2.1 Allow students time to study the table. Ask them what
kind of information they need to listen for. You may want
to check students understand time off in lieu before they
listen. Play the listening and ask students to complete the
table. They can then compare notes in pairs before listening
a second time. Check answers with the whole class. Ask
students how similar the terms and conditions are at their
companies.
Answers
What is good about the work–life balance at your company?
Speaker 1:  We have time off in lieu – if you work a day at the
weekend, you get an extra day off at other time.
Speaker 2:  We have flexible working hours, which helps me feel
like I have a life outside of just working.
What don’t you like about the system?
Speaker 1:  No paid overtime.
Speaker 2:  One problem with flexitime is that I often work
through lunch and don’t always take a break. So many people
work from home on different days it makes it very difficult to
organize project meetings, as there is always somebody not in
the office.
What would you change about it?
Speaker 1:  They should pay us for working late or give us extra
time off.
Speaker 2:  The company could tell us to take an hour off at
lunchtime. I think we need some core days in the week when
everybody is in the office for meetings.
Exercise 9
Students work in pairs. Monitor and ask students to self-
correct if you hear mistakes in pronunciation.
PRE-WORK LEARNERS   Ask students to compare the speakers’
responses and decide if they would like to work for either
company. Ask them to give reasons for their answer.
DICTIONARY SKILLS  
Write the words employer, employee and employ on the
board and point out that they are all from the same ‘word
family’. Students look up the words in a good monolingual
dictionary. Ask them how the part of speech is indicated
in the dictionary, i.e. Is it a verb, adjective or noun? How is
the main stress on the word indicated? What examples are
given for each word? (N.B. the answers will depend on the
particular dictionary they use.) Then ask them to search in
the dictionary for other words in the same family as work.
Possible answers
employ (v), employer (n), employee (n), employment (n),
employed (adj), unemployed (adj), under-employed (adj),
work (v), worker (n), home-working (n), workplace (n), work
experience (n), work-related (adj), overworked (adj), hard-
working (adj)
Photocopiable worksheet
Download and photocopy Unit 2 Working with words
worksheet from the teacher resources in the Online practice.
06/07/2018 11:57