Instructor's Manual: 2006 Edition
Instructor's Manual: 2006 Edition
Instructor’s Manual
1
2006 Edition
ISBN 978-1-59104-583-0
Berlitz Languages, Inc.
Princeton, NJ
9 781591 045830 USA
Copyright© 2006 Berlitz Languages, Inc.
All rights reserved. No part of this book may be reproduced or transmitted in
any form or by any means, electronic or mechanical, including photocopying,
recording or by any information storage and retrieval system without permission
in writing from the Publisher.
Berlitz Trademark Reg. U.S. Patent Office and other countries
Marca Registrada
ISBN 978-1-59104-583-0
What is BerlitzEnglish?
BerlitzEnglish is a multi-component English program for adults. Levels 1-4 take
students from the beginner to the low-intermediate level.
BerlitzEnglish presents spoken and written English as it is used around the world in
social and business contexts. In Levels 1-4, each level of the program consists of
12 chapters, with each of the ten content chapters covering a specific theme, such as
restaurants, health, and travel. Each of the themes is revisited and further developed
in the same chapter of the next level. Chapters 6 and 12 of every level are review
chapters.
The most important element of the BerlitzEnglish program is live instruction using the
Berlitz Method®. With its emphasis on oral communication and the exclusive use of
the target language in the classroom, the Berlitz Method® helps students develop the
language skills they need for successful everyday and workplace communication.
Through live instruction, we bring the language to life by interacting with our students
and encouraging them to think and communicate in English.
The BerlitzEnglish program supports the principles of the Berlitz Method® with
©2006 Berlitz Languages, Inc.
The BerlitzEnglish program also helps students learn the language through a variety of
media (audio CD, technology component, DVD, English Passport), providing a wide
range of options for in-class practice and home study to accommodate differences in
students’ interests, preferences, and learning styles.
When added up, the time allocations for Units 1-3 all come to 40 minutes. In the case of
Unit 4, you will generally find that time allocations have only been indicated for the first
15-25 minutes of the lesson. The rest of the lesson should be devoted to either a review
of the chapter’s language structure(s), the Chapter Check, or both. For the latter part of
Unit 4, you will determine the mix of activities that best suits your students’ goals, needs,
and interests.
Chapter Preview
The first unit of each chapter begins with a chapter preview and listening task which
introduces the theme and the topics to be covered.
Page Layout
The Instructor’s Manual 2006 Edition has been redesigned with a two-column layout.
The left-hand column provides reference information and lists vocabulary and language
structures to be taught. The right-hand column provides detailed, step-by-step suggestions
for presentation and practice of new material.
Extension Activities
Extension activities provide further expansion of content and additional opportunities for
practice. They are optional and have not been included in the time estimates for the unit
in which they appear. Extension activities are ideal when students need to practice a
particular point a little more or when you complete the unit’s activities in under 40
minutes and need an additional activity to extend the unit’s content.
Homework
Homework exercises are listed at the end of each unit along with reminders to encourage
students to take full advantage of the technology component.
Chapter Check
The Chapter Check section of the Instructor’s Manual contains concrete activity
suggestions to review chapter topics, objectives, and language structures. In many
instances, a number of objectives are reviewed together in a single activity.
SB Pages Reproductions
Black and white reproductions of the Student Book pages are located at the end of each
chapter of the Instructor’s Manual.
Review Chapters
Chapters 6 and 12 of each level are designed to show students just how much they have
learned in the preceding five chapters. These chapters also provide ample opportunity to
expand students’ knowledge with a variety of activities that simulate real-life situations.
It is expected that your students will spend four 40-minute units working through each
review chapter. Two of the four units should be devoted to the DVD and English Passport.
Lesson plans for the DVD clips and for selected articles in each edition of English Passport
have been developed. These are available from your Manager of Instruction or may be
downloaded from @Berlitz (www.atberlitz.com). If you do not have log-in credentials for
the @Berlitz intranet, please check with your Manager of Instruction.
For the remaining two units, we encourage instructors and students to select from the
other activities that have been made available for the chapter and which are described
below:
©2006 Berlitz Languages, Inc.
Appendix
Please refer to the pages following Chapter 12 for:
➤ homework exercises and answer keys
➤ audio scripts for all audio CD tracks
Feedback
We hope you enjoy using the 2006 Edition of the BerlitzEnglish Instructor’s Manual. Feel
free to send any feedback or suggestions you may have to: [email protected].
The BerlitzEnglish Advantage!
BerlitzEnglish represents a significant investment of both financial and human resources for the company.
The program has been developed because of our strong belief that we can offer our students –– and our
instructors –– a competitive advantage in English-language study.
order
Instructor’s Manual ➤ contains stimulating activities that will hold students’ interest
and expose them to real-life situations
Illustration Book ➤ provides visual support for the introduction and practice of new
vocabulary and concepts
DVD ➤ brings “real life” into the classroom with authentic news and
human-interest clips
2 I’d like the steak, Numbers 11–100 Ordering in a restaurant Requests with would like
please. Meals and mealtimes Talking about food and drinks Questions with What
Menus and ordering Telling time kind of …?
Page 14
Ordering a meal Indefinite articles: a, an
Regular plurals: -s, -es
3 What do you do? Jobs Saying where you work in, on, under, next to
Page 28 The office Talking about jobs Simple present tense
Daily work activities Describing your office always, usually,
Numbers 101–1,000,000 Talking about what people sometimes, never
do and where they work
5 Have a nice trip! Travel plans Talking about travel plans Present progressive
Calendar: days of the Talking about the calendar, tense (future meaning)
Page 56
week, months, and dates seasons, and weather would like, want
Seasons and weather Making travel plans
6 Review
Page 70
9 What can you do? Work skills and abilities Talking about your job from ... to, for, until, ago
Page 106 Job experience Talking about your company Simple past to be
Company organization and your work experience Simple past regular verbs
Talking about skills and past can
work experiences
10 Let’s meet at 6:30! Leisure activities Inviting someone out Past tense: irregular
The week’s schedule Talking about your favorite verbs
Page 120
©2006 Berlitz Languages, Inc.
11 What’s the matter? Illness and ailments Asking about someone’s health should
Page 134 Parts of the body Talking about health Object pronouns
Medicines and remedies Showing concern Past progressive tense
Concern and advice Asking for advice
12 Review
Page 146
KEY VOCABULARY/EXPRESSIONS
countries, nationalities numbers 0 to 10 pronouns expressions
America, American zero I Hello. / Hi.
Brazil, Brazilian one you My name is …
England, English two he Nice to meet you. /
France, French three she Pleased to meet you.
Ireland, Irish four it This is …
Japan, Japanese five we Where are you from?
etc. six they I’m from …
seven What’s your first name /
eight possessives last name?
nine my How do you spell that?
ten your What’s your address?
his What’s your phone number?
verbs her
be our
their
2 Listening 1
Play track 1, then point to the man and the woman in the photo and ask:
SB page viii Is his name Robert or John?
Activity 1 Is her name Ana or Maria?
Track 1 Listening 2
Play track 1 again and ask:
Is Maria from San Francisco or Los Angeles?
Is John from New York or Boston?
6 Presentation: Matching
Write the names of countries and nationalities in two columns on the
SB page 1 board, in random order. Students match them.
Activity 2 U.S. American
U.K. British
©2006 Berlitz Languages, Inc.
England English
Brazil Brazilian
Japan Japanese
Germany German
France French
Mexico Mexican
Italy Italian
Mr. / Ms. / Mrs. Performance: Skit – Saying where you are from
You may want to assign students names, e.g., of historical figures or
famous people.
– Hello. My name is …
– I’m … Where are you from, Mr. / Ms. …?
– I’m from … And you?
– I’m from … Nice to meet you.
– Nice to meet you, too.
Homework
SB pg. 72 Exercises 1-4
12 ’s True beginners: You may want to split the Presentation and Practice into two
her parts: ’s first, then his/her.
SB page 1
his Presentation
Activity 2
Whose …? Substitution: Is my last name Simpson? (No, it isn’t.)
IB 1a ➔ Ellen’s last name is Simpson.
Is Karen’s last name Simpson? (N) ➔ Her last name is Bennett.
Is Mr. Bennett’s first name John? (N) ➔ His first name is …
Elimination: Is your first name Michael? Is his first name Michael? (N)
➔ Whose first name is Michael?
SB page 1 Practice 1
Activity 4 Drill his/her + name using IB, SB, or people in group.
What is Karen’s last name? What is Mr. Bennett’s first name?
IB 17 What is Ms. Henderson’s phone number? address?
Is Mr. Stevens’ address …? etc.
Practice 2
Have students write their address and phone number on a piece of
paper. Collect them and ask Whose …? questions. P1: Use IB 17.
I: Whose phone number is …?
S1: My phone number is …
I: (asking another student) Whose phone number is …?
S2: (Peter’s) phone number is …
I: (looking confused) Whose …?
S3: (pointing) His phone number is …
Homework
SB pg. 72 Exercise 5
14 small Presentation
big Naming/Gesture: Russia is big.
IB 5 Contrast: Is Holland big? ➔ It’s small.
your (pl.) Point to one student: Is your country big or small?
Point to two students from same country: Is your country big or small?
their
➔ Your country is …
our And Mr. and Mrs. Bittner’s country? ➔ Their country is …
Is their last name Fuentes or Rossi?
… and I are from … ➔ Is our country small?
Practice: QA
Feel free to assign countries / names to pairs of students.
What’s their last name? Is their country big or small? And your / our
country? Is our city big?
Thank you.
You’re welcome.
SB page 4
Activity 10 Practice
Have students fill in the table in Activity 10 on page 4 with information
about other students.
Follow-up
Call on students to give information about other students.
Homework
SB pg. 73 Exercise 6
18 Pre-Listening
Go over the names and phone numbers in Activity 11 on page 4.
SB page 4
Activity 11 Listening
Write the two names on the board: Linda, Charles Brady.
Tracks 2-4 Play track 2, then ask:
Is 908-555-7784 Linda’s number or Charles Brady’s number?
Play track 3. Ask:
What is Mr. Tanaka’s phone number?
Replay the track if necessary.
(message) is for … Presentation
(message) is for …
Is Mr. Tanaka’s message for Charles Brady? (N)
Who is Mr. Tanaka’s message for? (Thompson Ltd.)
Play track 4, then ask:
Is Jim’s message for Mr. Tanaka or for Susan?
Please call me! Performance: Skit – Leaving a message
Good-bye! / Bye! Students write down a name and phone number (not their own) and
Homework
SB pg. 73 Exercise 7
Say where you are from Use characters in SB to practice asking names, nationalities, and where
people are from. Each student chooses to be a specific person. Students
ask questions to guess who the person is.
Homework
TECH COMPONENT Chapter 1
KEY VOCABULARY/EXPRESSIONS
food and drinks meals and utensils verb forms
apple juice breakfast would like
cake orange cup
cherry pie dinner expressions
chicken pizza fork What would you like?
chips salad glass I’d like …
coffee steak knife May I take your order?
egg tea lunch Excuse me. I don’t have a …
fish toast napkin What kind of …?
ham water How many …?
hamburger wine time expressions
ice cream etc. It’s 9:15.
It’s 12 o’clock.
It’s dinnertime.
What time is it?
Talking about food and drinks / Offering something to eat and drink (35 min.)
2 coffee False beginners: Brainstorm to find out what drink items students already know,
tea then present new items.
IB 13a, b
with sugar / milk / Presentation
lemon Naming: coffee, tea, sugar, milk, lemon
What’s this? And this?
Would you like some …? Would you like some coffee or some tea? ➔ I’d like some …
I’d like some …
Elimination: Would you like tea with milk? (N) with sugar? (N)
What would you like?
➔ What would you like? (tea with lemon)
4 an egg Presentation
an orange Gesture with one finger to introduce a / an.
IB 36 an apple Naming: Is this a …? (Y/N)
a banana Is this a … or an …? (It’s a / an …)
SB page 8 fruit apple, banana, orange, lemon … ➔ fruit
Activity 7
Practice
On the board, draw a table with columns for NATIONALITY, FOOD. Write the
names of some international foods your students are likely to know;
©2006 Berlitz Languages, Inc.
5 cake Presentation
pie Naming: cake, pie, ice cream
IB 36 ice cream Brainstorm popular cake, pie, and ice cream flavors, e.g.:
cake: chocolate, strawberry
pie: apple, cherry, lemon
ice cream: vanilla, strawberry, chocolate
SB page 8 What kind of …? Elimination: Would you like some vanilla ice cream? strawberry?
Activity 6 ➔ What kind of …?
Practice: AQ
S: What would you like?
I/S: I’d like some fruit.
S: What kind of fruit would you like?
I/S: I’d like an apple.
coffee – not espresso, a piece of fruit – not an apple, etc.
Homework
SB pg. 74 Exercises 4-5
8 I like … Presentation
I don’t like … Teach these as fixed expressions for now. Simple present tense will be
formally presented in Ch. 3.
favorite Gesture / facial expression: I like strawberries. / I don’t like …
You like … / You don’t like …
Presentation
List several items you like (fruits, cakes, etc.), ranking them.
I like strawberries, cherries, bananas, and apples.
➔ Strawberries are my favorite fruit.
Practice: Cue-response
Name a category, students say what their favorite item within that category
is. Possible categories: fruit, ice cream, vegetables, countries, cities, drinks.
©2006 Berlitz Languages, Inc.
Homework
SB pg. 74 Exercise 1
SB pg. 75 Exercise 6
SB page 7 Presentation
Activity 3 Naming: Present the numbers in groups, not all at once. Drill in order,
then randomly. Pay special attention to easily confused numbers, e.g.,
13/30, 14/40, 15/50, 89/98.
Practice (optional)
Write some simple math problems on the board (focus on challenging
numbers); students solve and give the answer, e.g.:
13 + 30 + 33 = ? What is 13 plus 30 plus 33?
10 It’s … Language note: Zero is often pronounced “oh” in phone numbers and addresses.
nine-fifteen
IB 21 Presentation
six-oh-five Write several times on the board. Present simple time only, not quarter to,
twelve o’clock half past, ten to, twenty past, etc.
What time is it? Elimination: It’s (9:15). Is it …? (Y/N) ➔ What time is it?
Practice
Drill. Speed up as students become more comfortable.
Practice: Skit
– Excuse me, what time is it?
– It’s …
– Thank you.
– You’re welcome.
12 eat Note: Introduce these as fixed expressions. Do not introduce 3rd person singular
drink forms. Simple present tense is formally presented and practiced in Ch. 3. The goal
here is to talk about mealtimes.
I / you eat / drink … Presentation
I / you don’t … Naming/Gesture: I eat breakfast at 6 a.m. I don’t eat breakfast at noon.
I drink coffee with my breakfast. I don’t drink tea.
at + time
Practice
I eat … / I drink …
I don’t eat … / I don’t drink …
You eat … / You drink …
You don’t eat … / You don’t drink …
13 … in (+ country) Presentation
Naming/Gesture: We eat lunch at 2 o’clock. And they …? (point to chart
between … and … on page 10)
OP EN They eat lunch at … ➔ … in the U.S.
In the U.S., they eat breakfast between 7 a.m. and 8 a.m.
SB page 10
Activity 12 Practice: Cue-response
They don’t eat breakfast between 5 a.m. and 6 a.m. in the UK.
➔ They eat breakfast between 7 a.m. and 8 a.m. etc.
Homework
SB pg. 74 Exercises 2-3
SB pg. 75 Exercise 9
page 9; have students guess what the two customers will order.
SB page 9
Activity 10 Listening
Play tracks 6 and 7. Students listen for what the woman and the man
order for breakfast and check off the items on page 9. Replay audio as
Tracks 6-7 needed.
15 menu Language notes: “The” is used for ordering specific menu items.
appetizer (starter) entrée = main course (AmE), small dish before the main course (BrE)
SB page 10 entrée / main course
Activity 11 Presentation
side dish Naming: Is an appetizer small or big? And the main course?
dessert Coffee, tea, and juice are beverages.
beverage Coke, Pepsi, and 7-Up are soft drinks. etc.
soft drink
Would you like a salad? (Y)
Point to the menu on page 10. Would you like the Caesar salad? ➔ I’d
I’d like the (+ menu item).
like the garden salad.
Homework
SB pg. 75 Exercises 7-8
Homework
TECH COMPONENT Chapter 2
©2006 Berlitz Languages, Inc.
KEY VOCABULARY/EXPRESSIONS
jobs/people in the office expressions
bank manager book pen Where do you work?
boss calendar pencil What company do you work
client cell phone phone for?
co-worker chair printer What do you do?
doctor clock report How often do you …?
engineer computer table Where’s the …?
homemaker cup etc. It’s on / in / under / next to …
marketing manager desk What’s your e-mail address?
programmer e-mail verbs
reporter fax machine do
salesman / saleswoman folder live
student Internet meet (with)
teacher laptop read
etc. letter speak
magazine use
memo work
newspaper write
2 Listening
Write the items below on the board. Students listen for correct answers.
Track 8 Play track 8.
Ellen works at a) a computer company b) a restaurant
OP EN Ellen works with a) computer programs b) food
Play track 8 again. Students listen and read along on page 12, then
SB page 12 answer the questions.
Activity 1 Where does Ellen work? What does she do?
Briefly mention the topics that will be covered in the chapter.
4 meeting Presentation
boring Naming: This is a meeting. This is a meeting room.
IB 40 interesting Draw a line with boring at the left, exciting at the right, interesting in the
exciting middle.
Point out the sleeping and doodling people in the illustration:
Look! The meeting is boring.
Is your job boring? (N) Is it exciting? (N) ➔ interesting
Practice
What jobs are boring? interesting? exciting?
Ask students to think of an interesting job and an exciting job. Then
have them write their own jobs and the two other jobs along the
©2006 Berlitz Languages, Inc.
Homework
SB pg. 76 Exercise 1
6 pen pencil True beginners: Present and practice one preposition at a time.
magazine newspaper Presentation
IB 11 book notebook Naming – objects and prepositions:
(piece of) paper pen, magazine, book
pencil, newspaper, notebook, piece of paper
wall floor Elimination: Is this a pen? (N) ➔ It’s a pencil. etc.
drawer
The clock is on the wall. The pencils are in the cup.
on The newspaper is under the table. The small table is next to the door.
in Is the computer on the floor? (N) ➔ Where is the computer?
under Practice: Mixed questions
next to What’s this? Is this a … or a …? What’s on the floor? Where is / are
Homework
SB pg. 76 Exercise 2
8 speaks, lives, reads Third person singular forms were covered briefly in the chapter preview. Use any
Does …? verbs presented so far.
IB 7a – Yes, … does. Presentation
– No, … doesn’t. Naming/Contrast: Do Mr. and Mrs. Fuentes speak French? (N)
SB page 14 Who (speaks) …? ➔ Mr. Fuentes speaks French, but Mrs. Fuentes doesn’t speak French.
Activities 4-5
Does … speak / live / read …? (Yes, … does. / No, … doesn’t.)
Elimination: Does Mrs. Fuentes speak German? Mr. Rossi? Mr. Michaud?
©2006 Berlitz Languages, Inc.
9 write Presentation
letter Naming/Gesture/Contrast:
letters memo I write letters to my friends. I don’t write magazine articles.
print-outs e-mail I use a computer, but I don’t use a fax machine.
of e-mail article Elimination: Do you write / use …? ➔ What do you write / use?
memos write to
articles Practice: Survey
use Students write 5 questions with write and use, then survey the group.
P1: Student interviews instructor.
What do you …? Set a time limit for the survey. Have students report their findings. Where
more than one person does the same thing, have students summarize by
using we / they.
11 co-worker Presentation
boss It might be useful to draw a simplified organization chart of your Language Center.
IB 40 assistant
Naming: Janet Miller is Mr. Bennett’s assistant.
LC staff: Mr. Bennett is Janet’s boss.
receptionist Janet meets with Mr. Bennett in the morning.
12 always Presentation
usually Draw a line with 100% to 0% and label with frequency adverbs. Point to
SB page 14 sometimes the scale as you present each of the adverbs.
Activity 6 I always speak English in the classroom.
rarely
I usually write e-mail in English at work.
never I sometimes read books on science.
I rarely use my cell / mobile phone.
How often? I never meet with (president of the country).
Elimination: Do you always speak English at home? usually?
➔ How often …?
Practice: QFS
Have students look at the chart for Activity 11 on page 15 and ask
OP EN classmates how often they do the things listed, e.g.:
How often do you read your e-mail? I always read my e-mail.
SB page 15 Performance: Talking about what people do
Activity 11 Draw the table on page 33 on the board and have students fill in the
information. Feel free to add extra categories. Then use the table to have
SB page 14 students ask and answer questions about what people do every day, e.g.:
Activities 4-6 What does … do? What’s … favorite drink? What kind of … does … read?
Do / Does …? How often …?
Homework
SB pg. 76 Exercise 3
SB pg. 77 Exercise 4
14 Listening
Play track 13. Then ask:
SB page 16 Is Peachtree a bookstore or a computer store?
Activity 12 Would the caller like a computer book or a laptop?
Play track 13 again and ask:
Track 13 What are the store’s hours? What’s their address?
15 website Write on the board the following website / e-mail addresses plus the local site /
e-mail e-mail address.
SB page 16 “dot” (.)
Activity 14 Presentation
“at” (@) Naming:
This is the website for … ➔ www (dot) berlitzenglish (dot)com
.com ➔ www (dot) berlitz (dot) com
.co.uk This is our e-mail address. ➔ LC (at) berlitz (dot) (country)
Homework
SB pg. 77 Exercises 6-8
Extra challenges
TECH COMPONENT Chapter 3
©2006 Berlitz Languages, Inc.
KEY VOCABULARY/EXPRESSIONS
clothing and accessories colors nouns expressions
blouse beige cash What are you wearing?
briefcase black credit card I’m looking for …
earrings blue customer How much is it?
gloves brown salesperson What kind of …?
handbag gray Which …?
hat green adjectives Can I help you?
jeans orange big / small Cash or charge?
necklace purple cheap / expensive
pants red
verbs
shirt white
accept
shoes yellow
ask
shorts
sizes buy
skirt
small give
sneakers
medium look (for)
socks
large order
suit
extra-large pay (for)
sweater
take
sweatshirt
wear
tie
watch
2 Pre-Listening
Write the statements below on the board. Show students the photo on
SB page 18 page 18 and have them predict whether the statements are true or false.
Activity 1 1. Ms. Taylor is at work.
2. She’s looking for a suit in size 10.
Track 14 3. The suit is £195.
Listening
Play track 14. Students listen for the answers.
4 hat scarf Have students name the clothing items they already know.
coat sweater Presentation
IB 43, 44 blouse skirt Naming: Clothing items. Drill clothing, then present wear.
tie shirt Naming/Contrast: My coat is new. Is my (hat) new? (N) ➔ It’s old.
SB page 19 belt jacket Is your … new? old? What’s new? What’s old?
Activity 3
new old I always wear a jacket, but I never wear a red jacket.
Do you always wear a tie?
wear Practice: QA
What color is the / his / her / my / your …? Is the … red or blue?
Do you wear a suit at home? How often do you wear a …?
5 pants (trousers) Practice only the verb wearing for now. Present progressive is expanded on later
shoes in the chapter.
SB page 19 socks
Activity 3 Presentation
gloves Naming: I usually wear black shoes, but now I am wearing brown shoes.
earrings
©2006 Berlitz Languages, Inc.
Homework
SB pg. 78 Exercises 1-3
8 looking for Present progressive is formally introduced later in this chapter. For now use the
trying on construction only with the verbs looking (for) and trying (on).
IB 45
fitting room Presentation
Naming: Where is the customer? Would she like a new dress? ➔ She’s
looking for a dress.
Is this her dress? (N) ➔ She’s trying on a dress.
Where do you try on clothes? ➔ in the fitting room
Homework
TECH COMPONENT Chapter 4: Encourage students to get a start on the activities for this chapter.
11 gold Presentation
plastic Naming: This watch is gold. Contrast: Is this watch gold? ➔ plastic
IB 14 Elimination: Is the plastic watch expensive?
Which …? ➔ Which watch is expensive?
SB page 20 Naming: This one / That one / The black one …
this / that one
Activity 6 Which watches are $35? ➔ These / Those / The plastic ones …
the … ones
Practice: QA
IB 8 Use IB 8 and/or classroom objects.
Which … is on the table / floor? Which … would you like? Would you
like the … ones or the … ones?
Homework
SB pg. 78 Exercise 4
SB pg. 79 Exercises 6-7
SB page 21 Students read and complete the dialog on page 21 using the expressions
Activity 10 above.
15 Warm-up
Pairwork. Assign a small part of either IB 14 or 44. Pairs work together to
IB 14 or 44 write 4 to 6 lines of dialog between a salesperson and a customer.
Alternate: Students make speech bubbles for characters in the IB.
Performance: Role Play
Students act out the dialogs they’ve written (from memory, if possible).
17 dark The point here is for students to be able to find KEY information, not to
light (colors) understand every word.
SB page 22
true Reading
Activity 11
Ask students to look over the catalog excerpt on page 22.
OP EN Follow-up
What color is “forest”? (green) And indigo? (blue)
Naming: And navy? Is it between blue and black? ➔ dark blue
Contrast: Is this dark blue? ➔ light blue
Is this light red? (N) dark red? (N) ➔ true red
Are these wool sweaters or cotton sweaters? (cotton)
(Anna), you would like a sweater. What’s the (item) number of the
sweater? (Carlos), what’s the number …?
Homework
TECH COMPONENT Chapter 4
©2006 Berlitz Languages, Inc.
KEY VOCABULARY/EXPRESSIONS
ordinal numbers nouns adjectives expressions
first calendar cold What’s the weather like?
second flight hot When are you leaving?
third flight number rainy How about …?
etc. summer sunny
trip warm
time expressions vacation
soon weather verbs
today come (back)
tomorrow go
yesterday leave
travel
want
would like
2 going to … Presentation
going on Is Mr. Simpson in NY now? (N) ➔ going to New York
IB 23 Substitution: ➔ going on a trip to New York
~ a trip
~ a business trip Is he going to New York to work? (Y) ➔ business trip
~ vacation Are Karen and Ellen going on a trip? (Y) Are they going on a
business trip? (N) ➔ going on vacation
Where … going? Elimination: Are they going to Boston? Toronto? ➔ Where … going?
Naming: Limit days to Friday and current day.
IB 25 today Today is … This is Friday.
Friday
Practice: QA
Who is going on vacation? a business trip? Where … going?
Homework
SB pg. 80 Exercises 1-3
8 leaving Presentation
coming back Where is Oscar going? (Chicago)
IB 28 Substitution: Is he going on Monday? (Y) ➔ leaving on Monday
Naming/Gesture: He is coming back on Thursday.
Elimination: Is he coming back in 2 days? a week? ➔ When is he
coming back?
Homework
SB pg. 80 Exercise 4
SB pg. 81 Exercise 5
©2006 Berlitz Languages, Inc.
12 partly cloudy / sunny Temperature conversions: -4°C = 25°F 8°C = 46°F 14°C = 57°F
degrees (°C / °F) 6°C = 43°F 9°C = 48°F 16°C = 61°F
minus Presentation
OP EN high (maximum) Contrast: Is it very cloudy in Paris today? (Y) in Rome?
low (minimum) ➔ partly cloudy / sunny
SB page 28 What’s the temperature? Naming: Is it warm in Athens? ➔ It’s 14 degrees.
Activity 12 And in Moscow? It’s minus 4 degrees.
Gesture: That’s the high!
Elimination: Is it 7 degrees in Dublin? 8 degrees? ➔ What’s the
temperature?
Practice: QFS
What’s the weather like in …? Is it cloudy in Barcelona? What’s the
13 Warm-up
Have students draw weather symbols and write temperatures on post-it
SB page 28 notes similar to those on page 28.
Activity 12
Performance: Weather forecasters
Have students place their symbols on a map and give a weather forecast.
OP EN
IB 2-4
post-it notes
Homework
TECH COMPONENT Chapter 5: Encourage students to get a start on the activities for this chapter.
15 ship Presentation
cruise Naming/Substitution: Do you want to travel on a ship? ➔ go on a cruise
airfare How much is a trip to Hong Kong? Is that just the plane trip? (Y)
OP EN I don’t know.
➔ Airfare is $735.
Impossible request/Gesture: How much is the airfare to Antarctica?
Do you know? ➔ I don’t know.
SB page 28
Contrast: How much is the airfare to Paris? Do you know? (Yes, it’s …)
Activity 10
Practice: QA
Do you like to travel by ship? Would you like to go on a cruise? Do you
want to go to Las Vegas or the Bahamas? Which trip is expensive? etc.
How about …? Practice: Rejoinders
That’s a good idea. – Where are you going on vacation this summer?
– I don’t know.
– How about a Greek island cruise?
– That’s a good idea.
Listening 1
©2006 Berlitz Languages, Inc.
16
Set the scene: Paul and Sumi are talking about travel.
SB page 27 Play track 17. Then ask:
Activity 8 Is Sumi going on vacation or on a business trip?
What kind of weather does she like?
Track 17
Listening 2
Dictate the questions below or write them on the board. Students listen
for answers. Play track 17 again.
1. What kind of country does Sumi want to go to? (warm)
2. What is Paul’s first idea? (Thailand)
3. What’s the weather like in Thailand in summer? (hot and rainy)
4. Does Sumi like the weather in Thailand? (N)
5. What’s Paul’s second idea? (Rio de Janeiro)
6. Does Sumi like this idea? (Y)
Extension Activity (can be homework)
Say: You are Sumi. You are on vacation now. Write a postcard to Paul.
17 Presentation
Naming: Do you go to a bank to buy plane or cruise tickets?
SB page 28 ➔ travel agency
Activity 10 Who do you speak to? ➔ travel agent
travel ads
Homework
SB pg. 81 Exercises 6-7
Homework
TECH COMPONENT Chapter 5
©2006 Berlitz Languages, Inc.
Objectives Ladder
• introduce yourself and others OPTIONS
• say where you’re from
• Review. Give a question or sentence, and students identify which
• give your phone number and objective it relates to.
address
• spell your name • Pairwork. Students come up with as many questions and responses
• order in a restaurant as they can for a particular objective, then compare results with other
• talk about food and drinks students or look back at the appropriate chapter to see if they’ve
• tell time missed anything.
• order a meal • Dictation. Choose representative sentences from the chapters for
• say where you work dictation. Alternatively, each student chooses five or six sentences from
• talk about jobs a specific chapter (or one from each chapter) and presents the dictation
• describe your office to classmates.
• talk about what people do and • Self-assessment. Students check off objectives or rate themselves on
where they work their ability to achieve each objective (e.g., with scale or thumbs up /
• ask about a price down). Review any objectives that are not checked off or which receive
• talk about colors and clothes a low rating.
• ask about sizes and prices
• talk about travel plans • Selection. Students select one or more of the objectives they would
like to practice.
• talk about the calendar, seasons,
and weather
• make travel plans
Action Modules
Step 2
Brainstorm / Review the kind of language that might come up in the
Action Module. Referring to the Objectives Ladder, students tell you
which objectives are involved.
Step 3
Assign roles. (Remind students not to look at the other person’s role card.)
Step 4
Students read their role card to make sure they understand the task. Assist
with vocabulary as needed.
Step 6
Students give a summary of what happened during the role play.
Step 7
Give feedback. Be sure to give examples of students’ good use of
language, then correct significant or frequent errors.
Step 8
Time permitting, re-enact the module, switching roles.
Optional: Record the Action Modules and play them back later
so that students can discuss / assess their performance.
Your Turn
Topics: Students can choose a topic or you can assign one. You will want to
establish a time limit for each activity, depending on students’ abilities
1. introductions and time available.
2. food and meals
3. jobs Part A
4. clothing Students plan and present an individual presentation. Encourage other
5. travel plans students to (write down and) ask the presenter questions.
©2006 Berlitz Languages, Inc.
SB page 35 Part B
Students perform the activity with a partner (or partners, for odd
numbers) and then tell the class what the partner said.
✁
Prepositions of place Time expressions 1
in at 7 a.m.
on today
under from 9 to 5
next to in the morning
Where …? What time …?
Select one of the lesson plans available, or select another article from
your students’ issue of English Passport (according to their interests).
Homework
TECH COMPONENT Chapter 6
©2006 Berlitz Languages, Inc.
KEY VOCABULARY/EXPRESSIONS
neighborhood places locations street / traffic words verbs
bank across from avenue cross
gas station around the corner block go
hotel behind boulevard park
library between east take
museum left north turn
office building nearby one way walk
parking lot next to south
post office on stop sign expressions
restaurant right street How do I get there?
shopping center straight ahead traffic light Go straight ahead.
supermarket west It’s on the right.
train station
etc.
2 Listening 1
Write on the board or dictate the answer choices below. Students listen
SB page 36 and choose the correct answer. Play track 18.
Activity 1 1. Kim is looking for a) a bank
b) a store
Track 18 2. It’s a) next to Rosen’s Department Store
b) between Rosen’s Department Store and the park
Listening 2
Play track 18 again and have students say whether the statements below
are true or false.
The bank is three blocks from here. (F; 2 blocks)
The bank is on the left. (F; on the right)
Briefly mention the topics that will be covered in the chapter.
Homework
SB pg. 82 Exercise 1
SB pg. 83 Exercise 4
9 imperatives Presentation
We are on Broad Street, at the corner of Garden and Broad Streets.
IB 12 Naming/Gesture: I’m looking for Airport Blvd. ➔ Go straight (2 blocks).
Go straight (ahead).
I’d like to go to the … Is it straight ahead? ➔ Go right / left.
Go left / right.
SB page 37 So, at the corner I go left? ➔ Turn left. Don’t turn right!
Turn …
Activity 3 Elimination: I want to go to the park. Do I go straight? right? left?
Don’t …!
➔ How do I get to the park? ➔ How do I get there?
How do I get there? Practice: Role Play – Driving instructor
Tell students they are driving instructors, taking a student driver out for a
lesson. They must give directions to the student driver.
False beginners: You might want to present language like park, slow
down, speed up, stop.
Alternate: Blind man’s bluff. One student stands up and closes his eyes.
The other students give him directions around the room.
Extension Activity: LC tour
Tell students you are a new student at the LC. It’s your first day. Ask them
to give you a guided tour (show you where the classrooms, restrooms,
coffee machines, offices, etc., are).
Homework
SB pg. 83 Exercise 5
Presentation
OP EN Have students look at column A on page 39.
Naming/Gesture: Do I go one block on 10th St? ➔ go up 10th St.
Do I go straight ahead on Market St.? ➔ go down Market St.
SB page 39
Activity 7 Listening 1
Students listen and complete columns B and C. Play tracks 19-21,
Tracks pausing after each and replaying them if necessary.
19-21 ANSWERS: B: 3-2-1 C: 2-3-1
Listening 2
Play tracks 19-21 again, pausing two or three times during each track
after a direction is given. Ask students for clarification, e.g.:
Track 19: So, I turn left at the third light? (No, turn right.)
I go two blocks up 10th St.? (No, 1 block.) etc.
Extension Activity: I’m coming to visit
An old friend is coming to visit. Send an e-mail with driving or public
transportation directions to your home or office.
Alternate: Phone your friend and give directions.
Homework
SB pg. 82 Exercise 2
SB pg. 83 Exercise 3
Homework
SB pg. 83 Exercise 6
Homework
TECH COMPONENT Chapter 7
KEY VOCABULARY/EXPRESSIONS
people family members adjectives verbs
man / woman parents single / married / have
boy / girl mother / father divorced
children son / daughter old / young expressions
teenager brother / sister tall / short How old is …?
friend husband / wife long / curly / straight What does / do …
grandparents blond look like?
grandfather etc.
grandmother
granddaughter
grandson
1 family Presentation
Naming: This is the Bennett family.
You can make the activity competitive by awarding a point for each
correct question.
5 children Presentation
child Does Steve have a brother or a sister? ➔ He has a sister.
IB 1a Substitution: Do the Bennetts have a son and a daughter? ➔ have
Do / Does … have any two children
children? Contrast: … doesn’t have two children. ➔ … has one child.
brothers or sisters? Do the Simpsons have any children?
Does Ellen Simpson have any brothers or sisters?
Homework
SB pg. 84 Exercises 1 and 3
8 …-in-law Presentation
Draw an expanded family tree on the board; label the people on the tree
aunt uncle as you present them.
niece nephew Naming: My husband’s father is my father-in-law.
So, who is my husband’s mother / sister / brother?
cousin
My mother’s sister is my aunt. Her brother is my uncle.
Their children are my cousins.
My brother’s daughter is my niece. His son is my nephew.
9 man woman Note: If students aren’t comfortable giving their ages, ask about friends and
boy girl family members.
IB 15
Presentation
old young Use IB / SB illustration or draw stick figures.
SB page 43
Activity 2 Naming/Contrast: This is a man. Is this a man? (N) ➔ woman
How old …? Is this a man? ➔ boy
(about) … years old Is this a boy? ➔ girl
This man is old. What about this man? ➔ young
tall short Is he 30? Is he 15? ➔ How old is he?
ft./in. (m/cm) ➔ He is (about) 20 years old.
10 men women Language note: For many students the difference between man-men and woman-
people women is very hard to hear. Have them watch the changes in the shape of your
IB 15 mouth as you pronounce the words.
SB page 44 Presentation
Activity 4 Contrast: Is there just one man? ➔ two men
Are Janet and Susan girls? (N) ➔ women
Substitution: How many men and women and children are there?
➔ people
IB 27 or 56 Practice: How many people?
Use IB 27 or 56. You can make this competitive by listing the people to
find on the board and giving a time limit. Whoever finds the most wins.
How many … are there?
men / women? old men? children? boys? girls? policemen?
people wearing suits? people wearing hats? etc.
Homework
SB pg. 84 Exercise 2
SB pg. 85 Exercise 5
Homework
SB pg. 85 Exercise 7
16 boyfriend Note: If this is a sensitive topic for students, talk about characters in IB, famous
girlfriend people, or students’ acquaintances.
IB 56 or 59
divorced
Presentation
ex-wife, -husband Contrast: Are the Bennetts married? And this woman? ➔ single
marital status Does she have a husband? ➔ She has a boyfriend.
Does this man have a girlfriend?
Are (Madonna and Sean Penn) married? (N) ➔ divorced
Naming: Is Sean Penn Madonna’s husband? (N)
➔ Sean Penn is Madonna’s ex-husband.
Elimination: Are you single, married, divorced?
➔ What’s your marital status?
Some famous divorced couples: Prince Andrew / Sarah Ferguson,
Mick / Bianca Jagger, Ike / Tina Turner, Elizabeth Taylor / Richard Burton
Practice: Pop culture quiz
Students list as many famous single and divorced people as they can in
three minutes. Award one point for each name, plus an extra point if they
can name the person’s boyfriend / girlfriend / ex-spouse.
Tracks 26-30
Listening 2
Play tracks 26-30 again. Ask students to take notes for more information.
Follow-up
OP EN Students match up their numbered list with the photos in Activity 8 on
page 45 and report what they learned about each person.
Extension Activity: Opposites (Tic-Tac-Toe)
Draw a 3 x 3 grid on the board and have students copy it on a piece of
paper. Dictate the words below; tell students to write them anywhere on
their grids:
A: tall old long curly single men boy husband child
Call out the words below; students cross off the opposites. (You may
need to demonstrate.)
Homework
SB pg. 85 Exercises 4 and 6
Homework
TECH COMPONENT Chapter 8
©2006 Berlitz Languages, Inc.
KEY VOCABULARY/EXPRESSIONS
company departments nouns verbs time expressions
accounting art call ago
human resources assistant make for
IT boss manage from
marketing chef need in 2001
sales client organize last week
etc. course start next week
design study still
designer type to
education visit year
experience work yesterday
job
president past of to be expressions
salesman was How long did …
skill were work there?
How many years’experience
do you have?
2 Listening
Dictate or write the statements below on the board. Students listen and
SB page 48
choose the correct answer. Play track 32.
Activity 1 1. Nicole a) works at the computer help desk now.
b) worked at the computer help desk last year.
Track 32 2. Nicole finished an a) English course last year.
b) art and design course last year.
3. Nicole a) has a new job.
b) doesn’t have a new job.
4. Nicole is a) a clothing designer.
b) a Web designer.
Briefly mention the topics that will be covered in the chapter.
Homework
SB pg. 86 Exercise 3
8 used Presentation
called Naming/Gesture: The receptionist uses the phone every day.
IB 29 ➔ Yesterday she used …
watched
visited, etc. Did she call the director? teachers? ➔ called
SB page 50
What did … do? Do students watch a video every month? last month? ➔ watched
Activity 5
Does the director visit companies every week? last week? ➔ visited
Elimination: Did you watch a video on Saturday? visit friends? use your
computer? ➔ What did you do on Saturday?
Practice: QA
Use any verbs previously presented.
Ask OR and key questions to elicit the past tense forms.
Did I visit my parents or my grandparents …?
What did you do / use / watch? Who did you …?
Performance: Chain story
Write several verbs on the board. Begin the chain with Last week George
traveled to … Each student then adds a sentence, using another verb. Put
a check mark next to each verb as it is used.
10
until
SB page 49 Presentation
for (5 years) Substitution: Did Eric Sanchez stop working at Lowe’s in 1991?
Activity 3
➔ He worked there until 1991.
How long …? Did he work there from 1988 until 1991? How many years is that?
How long ago …? ➔ He worked at Lowe’s for three years.
Elimination: Did he work at Office Suites for 3 years? 2 years?
(and) before that
➔ How long did he work there?
Naming: Did he work at Office Suites in 1995?
(count the years) ➔ He worked at Office Suites … years ago.
Elimination: Did he work at Lowe’s 10 years ago? 12 years ago?
➔ How long ago did he work there? Gesture: And before that?
Practice: 5 or 10 years ago
Students say where they were, what they did 5 or 10 years ago, how long
they were there, etc.
11 work as Note: For students who have never worked, refer to spouses, parents.
… years’ experience
SB page 49 Presentation
Activity 3 Substitution: I’m a teacher. ➔ I work as a teacher.
How many years’
Mr. Sanchez worked as a salesman for 3 years.
experience … have? … sales manager / 5 years; sales director / (8) years.
➔ He has … years’ sales experience / management experience.
Homework
SB pg. 86 Exercises 1, 2, and 4
13 can’t Presentation
can Impossible request: How well does Mr. Rossi speak French?
IB 7a ➔ He can’t speak French.
Can …? Naming: Can he speak …? (Yes, he can. / No, he can’t.)
SB page 50 How about you? What languages can you speak?
– Yes, … can.
Activity 7
– No, … can’t. Practice: Double responses
Ask questions with and to elicit can … but can’t … responses, e.g.: Can
you write a letter in (native language) and in English?
➔ I can write a letter in …, but I can’t write a letter in English.
1. use a computer and program a computer? 2. speak English and
speak …? 3. drive a car and a bus?
15 Follow-up
1. Using the ads they’ve created, students complete Activity 10 on page
51 (looking for a job as …, skills, experience).
OP EN 2. Go over questions in Activity 9 on page 51. Students write down 1-2
more questions to ask.
SB page 51 Performance: Role Play – Job interview
Activities 9-10 Pairwork. Students interview each other and include the additional
©2006 Berlitz Languages, Inc.
Homework
SB pg. 87 Exercises 5-6
Unit 4 Talking about your company and your job (25 min.)
16 make Presentation
all over the world Substitution: Is Boeing an airplane company? ➔ They make airplanes.
a lot Contrast: Boeing is an American company. Do they sell planes only
in the US? ➔ They sell planes all over the world.
What do you think? Do Boeing salespeople travel a little? ➔ a lot
Practice: QA
What does Nokia make? Who makes dinner in your family?
Do people drink Coca-Cola only in (student’s country)? Where …?
Do you read a little or a lot?
OP EN Reading comprehension
For groups, this can be done as a listening task. Ask a student to read the
part of Marie; other students should have books closed. Then ask:
SB page 51 What is Michael’s new job? Does he have sales experience?
Activity 8 What does his company make? Is it a big or a small company?
Does Michael travel a little or a lot? Where?
Where was Michael last week?
Homework
TECH COMPONENT Chapter 9
©2006 Berlitz Languages, Inc.
KEY VOCABULARY/EXPRESSIONS
leisure activities sequence words pronouns expressions
concert after anything Let’s do something tonight.
go swimming first nothing What do you want to do?
go to a play next something Sounds great / good / OK!
dancing then
listen to music
movies
museum
play tennis/golf
sports
surf the Internet
watch TV
work in the garden
etc.
2 Listening 1
Play track 34 and ask:
SB page 54 Would Bill like to go to a music concert or a festival with Cindy?
Activity 1 Does Cindy want to go?
Track 34 Listening 2
Play track 34 again and ask:
When are they going?
What time does it start?
Where are they meeting?
At what time?
Briefly mention the topics that will be covered in the chapter.
Presentation
I’d love to. Substitution/Contrast: Are you working Thursday afternoon?
I’m sorry, but I’m ➔ You are busy …
busy then. Are you busy Friday evening? (N) ➔ free
Cue-response:
Would you like to go
Would you like to go to a wine festival Friday? ➔ I’d love to.
… with me? How about on Thursday afternoon? ➔ I’m sorry, but I’m busy then.
Gesture: Would you like to go to the festival with John or with me?
Practice
Are you busy or free on …? Are you always busy on …? When are you
usually free? Would you like to go to …?
See you then! Performance: Inviting someone out
Maybe next time. Skit 1
– Would you like to go to a concert with me on Saturday?
– I’d love to. What time?
– It starts at 8:00. We can meet at …
– OK, see you then.
Skit 2
– Would you like to go to a concert on Sunday?
– I’m sorry, I can’t. I’m busy then.
– That’s OK. Maybe next time.
Other possibilities: go to dinner / restaurant / park / music festival.
Homework
SB pg. 88 Exercise 1
9 Let’s …! Presentation
That sounds good. I would like to go for a walk. Would you? ➔ Let’s go for a walk!
I’d rather not. Is that a good idea? ➔ That sounds good.
Practice: Rejoinders
– Let’s go to a movie!
– That sounds good. OR – I’d rather not, thanks.
Students suggest an activity; others respond appropriately.
Track 35
Listening 1
Write the statements below on the board. Students listen to determine if
they’re true or false. Play track 35.
Alan and Bess are going to the movies. (T)
They are going dancing after the movie. (F: going to dinner)
Listening 2
Play track 35 again and ask:
Which movie would Bess like to see?
©2006 Berlitz Languages, Inc.
Homework
SB pg. 88 Exercises 2-3
SB pg. 89 Exercise 5
12 went Presentation
took (the train) Naming/Gesture: Where did Mr. Osborne go on Monday?
left ➔ went to Boston
OP EN came Did he take the bus or the train? ➔ took the train
flew What time did the train leave? ➔ left at 6:45
Did he come back Monday evening or Tuesday morning? ➔ came back …
SB page 56 Last month, Mr. Osborne went to L.A. Did he take the train or fly? ➔ flew
Activities 5-6
Practice: Correct the teacher
Students answer with: No, he didn’t. He …
1. Mr. Osborne went shopping on Wednesday morning.
2. He took a taxi to Boston.
3. He left work at 5:00 on Friday. etc.
Practice: QA
Where did you go last week? last year? Did you fly / take the train? When
did you leave? come back?
13 wrote Presentation
read Naming/Gesture: Did Mr. Osborne write a letter or a report on Tuesday?
met ➔ wrote a report
16 saw Presentation
bought Naming/Gesture: Did the Osbornes see a movie or a play on Sunday?
wore ➔ saw a play
OP EN drove Where did they buy the tickets? ➔ bought tickets at the theater
got Did they wear jeans to the theater? What did they wear? ➔ They wore …
Did Mr. Osborne or Mrs. Osborne drive? ➔ … drove
SB page 56 Did they get home before or after midnight? ➔ got home …
Activities 5-6
Practice: Summary
Students talk about their last outing to see a play or movie, using the
verbs. Prompt as needed.
Performance: My week
©2006 Berlitz Languages, Inc.
Draw a blank weekly planner on the board; students copy. Write one
activity on each day of the week, using a different verb for each activity.
Tell students to write 5 activities, using different verbs, on their planner.
Pairwork. Students ask each other questions to find out what their partner
did on each day of the week. They should ask Y/N questions only (Did
you …? Were you …?).
Homework
SB pg. 89 Exercise 4
18 Reading
Call on students to read the dialog in Activity 10 aloud. Afterwards, ask a
few comprehension questions, e.g.:
OP EN Where did Bess and Alan go? What movie did they see? How was it?
What kind of restaurant did they go to? Does Bess like Mexican food?
SB page 57 Practice: Memory
Activity 10 Ask students to study the dialog for a minute; they should try to
remember as much as they can. Ask students to close their books. Then
read each line aloud, stopping where there is key information. Students
try to complete the line from memory.
Follow-up
Homework
SB pg. 89 Exercise 6
Homework
TECH COMPONENT Chapter 10
©2006 Berlitz Languages, Inc.
KEY VOCABULARY/EXPRESSIONS
body parts illnesses / pains drugstore terms object pronouns
arm backache aspirin me
back cold cold medicine you
ear cough cough drops him
foot earache nasal spray her
hand fever sleeping pills us
head flu tissues them
leg headache vitamins
stomach hiccups etc. expressions
etc. leg cramps Are you OK?
sick verbs / modals How are you feeling?
sneeze feel I hope you feel better soon.
sore throat hurt I’m sorry to hear that.
stomachache should Take it easy!
toothache take What’s the matter?
etc. What’s wrong?
You should see a doctor.
1 feel / felt Review: How are you? Fine. ➔ You feel fine.
headache
IB 53 Presentation
stomachache Naming/Gesture: Did Oscar feel great or terrible last week?
take (medicine) ➔ He felt terrible.
What was wrong? ➔ headache / stomachache
Did he take some medicine?
Substitution: Does he feel OK now? (Y) ➔ He feels better.
Track 36 Listening 2
Play track 36 again and ask:
Did Jill take some aspirin?
Does she feel better?
Follow-up
OP EN Have students look at the dialog on page 60 and find the question that
means What’s wrong? ➔ What’s the matter?
Briefly mention the topics that will be covered in the chapter.
5 past progressive Note: Students are familiar with both was / were and progressive -ing form;
was / were + -ing there is no need to present all persons.
Presentation
all day / night, etc.
What am I doing now? (teaching)
Gesture: And 10 minutes ago, I was teaching.
Was I teaching at … o’clock? (Y/N) Yes, you were. / No, you weren’t.
What was I doing? ➔ You were …
Substitution: What was I doing yesterday from 8 a.m. to 4 p.m.?
(teaching) ➔ So, I was teaching all day.
What about you? working all weekend? reading all night? etc.
Practice: QFS
Did you work yesterday? Were you working all day? Were you working
at 6 p.m.? What were you doing? Did you have lunch? Were you eating
lunch at noon? What … doing at …?
Homework
SB pg. 90 Exercises 1-2
7 cough Please remind students they should ask a doctor before trying any home remedy.
Homework
SB pg. 63 Activity 8
SB pg. 91 Exercise 5
1. Mr. Simpson has the flu. 2. You have a cough. 3. Mrs. Rossi has a
headache. 4. Steve and Karen have a cold.
Extension Activity: Writing – Get well soon!
Present a model for a Get Well card. Students create their own.
Dear …,
Tom said you were feeling sick all weekend. I hope you feel better soon.
Best wishes,
Homework
SB pg. 90 Exercise 3
SB pg. 91 Exercise 4
Follow-up
Students ask each other questions about the phone call, e.g.:
Who did Tony call? How long is he staying home?
Play track 37 again if necessary.
Performance: Role Play – Calling in sick
Before beginning the role play, brainstorm: When you call in sick, what
questions does your boss / colleague ask?
Possible complications:
– caller isn’t really sick, just wants day off
– manager thinks caller isn’t sick, asks him to come to work
– company is very busy; caller needs to come to work
Homework
SB pg. 91 Exercise 6
Homework
TECH COMPONENT Chapter 11
Objectives Ladder
• ask for directions OPTIONS
• say where places are
• Review. Give a question or sentence, and students identify which
• give directions objective it relates to.
• read a map
• talk about your family • Pairwork. Students come up with as many questions and responses
• describe people as they can for a particular objective, then compare results with other
• talk about yourself and others students or look back at the appropriate chapter to see if they’ve
• talk about your job missed anything.
• talk about your company and • Dictation. Choose representative sentences from the chapters for
your work experience dictation. Alternatively, each student chooses five or six sentences from
• talk about skills and past work a specific chapter (or one from each chapter) and presents the dictation
experience to classmates.
• invite someone out • Self-assessment. Students check off objectives or rate themselves on
• talk about your favorite activities their ability to achieve each objective (e.g., with scale or thumbs up /
• make plans to go out down). Review any objectives that are not checked off or which receive
• ask about someone’s health a low rating.
• talk about health
• show concern • Selection. Students select one or more of the objectives they would
like to practice.
• ask for advice
Action Modules
Action Modules: The Action Modules are information-gap role-play activities, designed for
use with two role players. If you have an odd number of students in class,
Step 2
Brainstorm / Review the kind of language that might come up in the
Action Module. Referring to the Objectives Ladder, students tell you
which objectives are involved.
Step 3
Assign roles. (Remind students not to look at the other person’s role card.)
Step 4
Students read their role card to make sure they understand the task. Assist
with vocabulary as needed.
Step 6
Students give a summary of what happened during the role play.
Step 7
Give feedback. Be sure to give examples of students’ good use of
language, then correct significant or frequent errors.
Step 8
Time permitting, re-enact the module, switching roles.
Optional: Record the Action Modules and play them back later so that
students can discuss / assess their performance.
Your Turn
Topics: Students can choose a topic or you can assign one. You will want to
establish a time limit for each activity, depending on students’ abilities
1. directions and time available.
2. family
3. job experience Part A
4. leisure activities Students plan and present an individual presentation. Encourage other
5. illnesses and ailments students to (write down and) ask the presenter questions.
©2006 Berlitz Languages, Inc.
SB p. 71 Part B
Students perform the activity with a partner (or partners, for odd
numbers) and then tell the class what the partner said.
Past progressive
$100: Jim worked yesterday. At 4 p.m., he … (was working)
$200: Sharon usually reads until midnight. But at midnight last night … (wasn’t reading)
$300: What were you doing at 9 o’clock yesterday morning? (I was …)
$400: Were you taking lessons at Berlitz 3 years ago? (No, I wasn’t.)
$500: Was I teaching on Sunday? (No, you weren’t.)
Object pronouns (If students find this too difficult, write the object pronouns on the board for them.)
$100: Maggie had the flu. Did her father take Maggie to the doctor or the dentist? He took … (her)
$200: Did the doctor give Oscar medicine or a prescription? He gave … (him)
$300: What did your friends give you for your birthday? They gave … (me)
$400: I call my parents every week, but I rarely see … (them)
$500: We went to dinner with the Simpsons. They met … at the restaurant. (us)
Select one of the lesson plans available, or select another article from
your students’ issue of English Passport (according to their interests).
Homework
TECH COMPONENT Chapter 12
©2006 Berlitz Languages, Inc.