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Im Not Sure American English Teacher
Im Not Sure American English Teacher
I’M NOT
SURE
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1 Warm up
2 Focus on vocabulary
1. confidently (adv.) → in a way that shows you know what and how to do it
5. possibly (adv.) → used to say that may happen, but without being 100% sure
6. surely (adv.) → used to say what will happen and think other people should agree
Part B: Pronunciation. Decide how many syllables each of the words from Part A have. Then for each
word of more than one syllable, decide which syllable is stressed.
Part C: Complete the gaps in the following sentences with different parts of speech from the same
word family as the Part A words.
1. I really don’t think it’s going to be to finish the report by 2pm. There’s just too
much to do.
2. I have great that this year will be our best year yet for sales.
3. I think Hamish is undoubtedly the best person for the job, in my opinion. He’s better qualified
than anyone else.
4. This company we’re using for our advertisement have no idea what they are doing.
They don’t have any good ideas at all.
5. I don’t think this project is going to work. It’s based on the situation that we have
enough people to do the work, and we don’t.
6. My manager gave me a pay increase today. I had no idea that he was going to do
that.
7. I asked him if he could arrive by 10 am but he said he was because of the problems
with the trains.
8. It’s very difficult to how popular this decision is going to be with our customer.
They may not like it.
Gabrielle: First, I would like to discuss when we think we can complete this project. As you all
know, senior management wants everything completed by the end of June next year.
However, there are a few factors which might make it difficult for us to confidently 1
agree to that. Ivan, what do you think?
2
Ivan: To be perfectly honest, it’s going to be difficult to make a at the moment.
I’ve just had an email this morning that our supplier in Brazil has had some problems.
3
Their company is going through some difficult changes and it is when,
or if, that will end. Obviously, we must have their parts for our products.
4
Ruth: , we could change supplier? I believe there’s one in Germany that could
5
do the same thing? I think there’s also one in Vietnam who I might be
able to help us.
Ivan: Yes, we’ve already looked into that, Ruth. We’ve worked with both of them before.
The German supplier may be an option, but it’s far more expensive and would increase
the cost per unit for us by around 45%. The Vietnamese company is smaller and they
6
that they can give us the number of parts we need in time. On a more
personal note, I’ve worked with the Brazilian team for a number of years and they have
always been excellent, giving us exactly what we need, when we need it and at the best
price. I think dropping them when they need us the most isn’t good business.
Gabrielle: I see your point, but they must have known that losing business would be an
7 8
result of their problems. I think before we can know
what action to take, we need to set up a video call with them and see what they can
definitely promise.
Ivan: That’s no problem. I can organize that. Is tomorrow morning good for you all?
Gabrielle: Yes, I might be meeting Deborah, but I can rearrange it if I need to. This is more
important. Let’s say 11 am.
4 Reading comprehension
Complete the following notes with one, two or three words or a number from the conversation above.
5 Modal verbs
Part A: Read the information and then complete the tasks.
1. do – 6. get –
2. be – 7. come –
3. have – 8. bring –
4. go – 9. know –
Now, write sentences using may/might/must/could (not) + have + the verb in brackets and the information
to help you.
1. I don’t think Steven is here. His car isn’t outside. (leave) → Steven must have left .
2. I saw some pizza in the kitchen earlier. I don’t know if there’s any left. (eat) → Someone
all the pizza.
3. Gary isn’t here in the meeting. I forgot to tell him about it. (know) → Gary that
we are having a meeting now.
4. I didn’t know it was going to rain. I have an umbrella at home. (bring) → If I’d known it was going
to rain, I my umbrella.
5. Susan’s train was at 3:40 pm. It takes 20 minutes to get to the station. She left the office at 3:35pm.
(know) → Susan she would miss her train.
6. Trisha went to the see the manager an hour ago. Now she looks really happy. (get) → Trisha
a promotion.
7. Naseem was saying he felt hungry. Now he’s not here. It’s midday. (go) → Naseem
to lunch early.
8. Tariq is sitting at his desk looking tired. (have) → Tariq a good night’s sleep.
Listen to Conversation 1 and complete the sentences below using the verb in brackets.
Please note that American English uses "can’t" instead of "mustn’t" in this
situation.
Complete the second sentence so that it means the same as the first sentence.
1. I’ve got a lot to do. I don’t know if I can complete my presentation today. → I’m quite busy so I
my presentation today.
3. It’s important that we don’t miss the 5:45 pm train. → We the 5:45 pm train.
4. Beth said she was sick last night, so I’m not sure if she will come to work today. → Beth
to work today because she felt ill last night.
6. Stephanie has a lot to do so it’s possible she will stay in the office later than usual. → Stephanie
later than usual to get all of her work done.
1. Edward and Sheila the supplier before they leave the country.
1
I have to work late tonight, so I to Luxembourg until tomorrow morning. I’ve got
2
some friends who live there so I with them or I may be staying in a hotel. We’ve got
3
some German customers who said they are planning to go there at the same time so I
4
them. Brigitte has a meeting there tomorrow morning, so she there tonight. I know
5
that she hates flying so she the train. I’ve got to give a presentation on Friday, so I
6
home until the weekend.
1. Martha thought that Lance his trip because he has to give a presentation.
2. When Martha and Lois saw the email from the airline, they realized Lance to go
to Munich.
6 Talking point
Your teacher will give you and your partner a timetable. You have a presentation you need to work
on together on Tuesday and Wednesday and you think you will need at least four hours to complete
it.
You have a busy timetable but nothing you have planned has a fixed time and you can move things
around to find the time. Do not show your partner your timetable.
Talk with your partners to arrange times to meet. Remember to use language from the lesson.
For example:
Student A
Tuesday Wednesday
3-5 Leave early for the dentist Go and visit customers for
an hour
Student B
Tuesday Wednesday
Student C
Tuesday Wednesday
7 Extended activity/Homework
Write a paragraph about your professional plans for the next year.
You should:
Transcripts
5. Modal verbs
Audio : -1-
Ben: Ah, yes, I think he was having problems with his laptop. Did he go to the IT desk to get
some help?
Alex: Oh wait, I’ve got an email from him. He says he’s really hungry and had to go and get a
sandwich.
Audio: -2-
Sheila: Edward, I’m afraid I need to go to the hospital this afternoon. My daughter has had an
accident.
Edward: Oh dear. I’m sorry to hear that, Sheila. Shall I cancel the meeting with our supplier this
afternoon?
Sheila: I don’t think we can leave it any later. They are leaving the country tomorrow.
Sheila: I wonder if it is possible to meet them first thing in the morning for breakfast?
Edward: I can call them and ask when they have to be at the airport.
Sheila: Good idea. If that isn’t possible, then perhaps we can meet them tonight. Tell them I’m
very sorry.
Audio: -3-
Lois: Hey, Martha. Do you know what Lance’s plans are next week?
Martha: Not sure, Lois. I’ll take a look at his calendar. Hmmm. On Tuesday and Wednesday, it says
Munich.
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Martha: Neither did I, and I thought he had to give a presentation here on Wednesday morning.
Perhaps he is going to cancel his trip?
Martha: Ah, yes, it is. It looks like he bought tickets. There are two of them. So maybe he is going
with someone else?
Lois: Maybe he will do the presentation in a video call. I don’t think he would forget about the
presentation.
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Key
2. Focus on vocabulary
15 mins.
Part A
Part A introduces some key vocabulary for the topic. Ask students to complete the exercise unaided in the first
instance, but allow them to use a reference later if needed. In Part B, encourage them to sound out the words,
look at the syllables and think about the stressed syllables. The point of Part C is to get students to think about
other forms which are connected to the new vocabulary they have learned. They are likely to need a reference
for this, but it is a good habit for them to look at connected words in the same family when they acquire new
vocabulary so that they can more easily expand their knowledge. Note that they be looking at different parts of
speech from the words in Part A and also may have to add a prefix or a suffix to change the meaning of the word.
1. to do 2. not
3. will happen 4. an idea
5. something 6. you know
7. is going to 8. sure
Part B
con/fi/dent/ly (4);
doubt (1);
ex/pec/ted (3);
i/mag/ine (3);
pos/sib/ly (3);
sure/ly (2);
pre/dic/tion (3);
un/clear (2)
Part C
5 mins.
This recycles the vocabulary from Part A of the vocabulary section and gives the students an opportunity to read
the text ahead of doing the comprehension which requires more detailed reading.
4. Reading comprehension
5 mins.
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This gets students to focus on the words from the text which will complete the sentences with the important
information.
5. Modal verbs
20 mins.
Part A
This section looks at using may/might/must/could to look at possibilities in the past, present and future. This
assumes students have encountered these modals previously and focus on accuracy. For the sake of this lesson,
the may/might/could/must + have + past participle structure is presented as talking about past possibility. However,
as you will know, it is possible to use that structure with a time reference in a future perfect sense to talk about
the future: e.g., I might have finished my report by 5 pm. You may want to tell your students this, depending on their
level, though for lower-level students, it may be confusing. A sample of irregular verbs is given in this section, but
you should encourage students to be familiar with all of the irregular verb forms at this level.
Part B
Part C
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6. Talking point
10 mins.
Students should be split into pairs and given different timetables. The idea is to elicit the language of possibility
and allow them to manipulate their timetables so that they can have enough time to meet with their partners.
Ideally, this is an exercise for pairs of students but a third timetable is provided in case a three is unavoidable.
More advanced students may be able to use might/may/could/must + have + past participle + time reference to
talk about the future. E.g., I may have finished my conference call by...
7. Extended activity/Homework
20 mins+.
Ask students to write about their plans using the language from the lesson. Be sure to give them feedback on
their work.
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