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Berlitz Blended Learning Level 2 Instructor Manual
Berlitz Blended Learning Level 2 Instructor Manual
1 7
Asking for someone on the phone / Scheduling a meeting 2 Getting travel information 22
2 8
Describing food and cooking methods 6 Describing the rooms of a house/furniture 26
3 9
Talking about jobs and responsibilities 10 Talking about job searches 1 30
4 10
Talking about stores and clothing 14
Talking about leisure activities 36
Asking for information 16
Planning a leisure activity 36
Asking for assistance 16
5 11
Checking into/out of a hotel 18 Discussing exercise routines 38
UNIT OVERVIEW 2 Task 1 - Talking about schedules 4. Have the student think of two more ways of asking for a meeting:
Grammar: present progressive vs will; can I, could you, may I 1. Have the student read Role Card 1 and fill in the blank. Can you meet me ... ? / I’d like to meet ... / Are you busy ... ?
Vocabulary: busy, available, schedule, meet
Expressions: that sounds good; I’m sorry, but ... 2. First enactment: Have the student describe his plans and If the student is unable to give you examples, give them clues, such as
expectations for either tomorrow or next week. the first one or two words of each of the expressions above.
1 Pre-task 1 - Review
1. Tell the student they will talk about their schedules in this lesson. 3. Post-task: Give praise, point out any mistakes, encourage 6. Do the same for the other three categories.
Ask a few warm-up questions: self-correction, and give feedback on other areas such as style, I’m sorry, I’m not free then. / I’m busy that day.
Do you usually have a busy schedule? How about this week? intonation and pronunciation. How about ... ? / Would ... work? / How is ... ?
That’ll be fine. / That sounds good. / That works for me.
2. Set a customized goal for the first objective. For example: 4. Second enactment: If the student made many mistakes, do the
Talking about my schedule for tomorrow/next week same activity again. Otherwise, have them ask you about your 7. Have the student read the expressions once more. Then, have
day tomorrow, take notes and then summarize. them cover their book and tell you the expressions again.
3. Ask questions about David’s business trip to practice the contrast
between the present progressive (future) and the future with will: Confirm achievement of the first goal 4 Task 2 - Asking for someone on the phone / Scheduling ...
Where is David going tomorrow? What time is he leaving? 1. Have the student read Role Card 2 and fill in the blanks.
What time will he probably get there? 3 Pre-task 2 - Review
What is he doing at 11:00? 1. Tell the student they will practice scheduling a meeting now. Ask 2. First enactment: Have the student call the person they’d like to
How many people do you think he will meet with? a few warm-up questions: schedule a meeting with.
How often do you have meetings? Who do you meet with?
4. Have the student transform these sentences into their correct Do you set up the meetings yourself? 3. Post-task: Give praise, point out any mistakes, encourage
future forms: What do you usually discuss in your meetings? self-correction, and give feedback on other areas such as style,
It rains this weekend. » It will probably ... intonation and pronunciation.
I work all day tomorrow. » I’m (not) working ... 2. Set a customized goal for the second objective. For example:
Brazil wins the next soccer World Cup. » I think Brazil will ... Scheduling a meeting with one of our vendors 4. Second enactment: If the student made many mistakes, do the
Our sales increase next year. » Our sales will probably ... same activity again. Otherwise, have them schedule a meeting
I go home after this lesson. » I am (not) going ... 3. Have the student read the title of this chapter and tell you which with someone else on a different day.
I go out tonight. » I am (not) going ... box they would put that expression in. Have them write it in the
Next summer is very hot. » Next summer will probably ... first box. Confirm achievement of the second goal
1 BerlitzEnglish Level 2
CHAPTER
1 UNIT A Can we meet tomorrow?
2:00
5:00
2 Task 1 - Talking about schedules 4 Task 2 - Asking for someone on the phone / Scheduling a meeting
Role Card 1 Talk about your schedule for ________: Role Card 2 Call ______________________ to schedule a
— What are you doing? meeting on ______________ to discuss
— What will you probably do? ______________________.
BerlitzEnglish Level 2 2
CHAPTER
1 UNIT B Can we meet tomorrow?
Learning objectives Making, changing and cancelling appointments Taking and leaving a message
UNIT OVERVIEW 2 Task 1 - Making, changing and cancelling appointments 4. Have the student tell you who says each sentence and write C or R.
Grammar: polite requests: could you, may I, could I 1. Have the student read Role Card 1 and fill in the blank.
Vocabulary: appointment, reschedule; take/leave (a message) 5. Write the following on the board:
Expressions: I’m afraid...; out of the office 2. First enactment: Have the student make an appointment and Could you tell him that ...?
then reschedule it. Could you tell him to ...?
1 Pre-task 1 - Review
1. Tell the student they will practice making and changing 3. Post-task: Give praise, point out any mistakes, encourage 6. Have the student give you 2-3 examples using those expressions.
appointments as well as taking and leaving a message. self-correction, and give feedback on other areas such as style,
intonation and pronunciation. 7. Have the student read and do the role-play in the box. Be
2. Set a customized goal for the first objective. For example: sure to practice both leaving and taking a message.
Making an appointment with my doctor 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them set up an appoint- 4 Task 2 - Taking and leaving a message
3. Tell the student they will be having a conversation with a ment with someone else (a client, the dentist ...). 1. Tell the student to read Role Card 2 and fill in the blank.
receptionist at BC Medical Center, a clinic. Have them read the
receptionist’s first line. Confirm achievement of the first goal 2. First enactment: Again, practice both leaving and taking a
message.
4. Now have them read their first prompt. Brainstorm different ways
of setting up an appointment, for example: 3 Pre-task 2 - Review 3. Post-task: Give praise, point out any mistakes, encourage
I’d like to set up an appointment to see ... 1. Tell the student they will now practice taking and leaving self-correction, and give feedback on other areas such as style,
Could I set up an appointment with ...? messages on the phone. Ask a few warm-up questions: intonation and pronunciation.
I need to see Dr. Chow. Do you sometimes take messages? Who are the callers?
Do you leave messages in people’s voice mails? 4. Second enactment: If the student made many mistakes, do the
5. Do the same with the rest of the conversation. When finished, What do you say when you leave a message? same activity again. Otherwise, have them practice taking more
practice it a few times, switching roles. “difficult” messages.
2. Set a customized goal for the second objective. For example:
6. Have the student read and do the role-play in the box. Leaving a message for my co-worker in London Confirm achievement of the second goal
3 BerlitzEnglish Level 2
CHAPTER
1 UNIT B Can we meet tomorrow?
“He can see you at 9:00. Would that Nine-thirty would be better for Thank you for calling Universal Pictures.
work for you?” you. When will he be available?
Oh no! Your son’s soccer game is also on Monday. Call the clinic and Call Universal Pictures and ask for Benjamin Tiles.
reschedule your appointment with Dr. Chow for a different day. If he’s not available, leave a message for him.
2 Task 1 - Making, changing and cancelling appointments 4 Task 2 - Taking and leaving a message
Role Card 1 Make an appointment with __________________. Role Card 2 Call ____________ and leave a message.
BerlitzEnglish Level 2 4
CHAPTER
2 UNIT A I love Mexican food!
Learning objectives Describing food flavors Describing food and cooking methods
spicy: curry, chili, Jalapeño peppers, wasabi 4. Second enactment: If the student made many mistakes, do the Second enactment: If the student made many mistakes, do the
sweet: ice cream, cake, bananas, honey same activity again. Otherwise, have them ask you about your 4. same activity again. Otherwise, have them ask you how your
salty: French fries, ham, soy sauce, nuts favorite food, take notes and then summarize. favorite dishes are prepared
sour: lemons, grapefruit, vinegar, green apples
bitter: dark chocolate, tonic water, beer, cabbage Confirm achievement of the first goal Confirm achievement of the second goal
5 BerlitzEnglish Level 2
CHAPTER
2 UNIT A I love Mexican food!
sour foods? Role Card 2 Describe how your favorite dishes are prepared.
BerlitzEnglish Level 2 6
CHAPTER
2 UNIT B I love Mexican food!
Learning objectives Describing how to make a dish Ordering a take-out meal
UNIT OVERVIEW 6. Have the student tell you how much/many of these food items 4 Pre-task 2 - Review
Grammar: present progressive vs will; can I, could you, may I they eat/drink using the words on the board: 1. Set a customized goal for the second objective. For example:
Vocabulary: busy, available, schedule, meet pork milk tomatoes coffee Ordering a take-out meal with my husband
Expressions: that sounds good; I’m sorry, but ... bread yogurt potato chips beer
cookies cake rice chicken 2. Have the student put the two conversations in order. The first one
1 Pre-task 1 - Review apples oranges beans water is between a husband and his wife; the second one, between the
1. Tell the student they will describe a recipe and order a take-out husband and the restaurant staff.
meal in this lesson. Ask a few warm-up questions: 7. QFS: have the student ask you a few questions with how much
Do you like cooking? / Are you good at cooking? and how many. 3. Discuss:
What can you cook? How often do you order delivery or take-out?
What’s the best dish you can make? 2 Task 1 - Describing how to make a dish What kind of food do you get?
1. Have the student read Role Card 1. How many nights a week do you go out for dinner?
2. Set a customized goal for the first objective. For example: Do you prefer to cook at home or go to a restaurant? Why?
Describe the recipe for Fettucini Alfredo 2. First enactment: Have the student tell you the ingredients
needed and the instructions to make their favorite dish. 4 Task 2 - Ordering a take-out meal
3. Have the student fill in the blanks for the Cajun Chicken Salad 1. Tell the student to read Role Card 2.
recipe with the words below the recipe. Assist with vocabulary. 3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style, 2. First enactment: This activity is divided into two role-plays:
4. Review much/many/a little/a few by asking: intonation and pronunciation. deciding what to order and ordering the meal.
To make this salad, do you need a little or a lot of water?
How much chicken do you need? 4. Second enactment: If the student made many mistakes, do the 3. Post-task: Give praise, point out any mistakes, encourage
Do you need many or few ingredientes? same activity again. Otherwise, have them ask you how your self-correction, and give feedback on other areas such as style,
How many onions do you think you need? favorite dish is made. intonation and pronunciation.
How much mustard would you use?
Confirm achievement of the first goal 4. Second enactment: If the student made many mistakes, do the
5. Write the following words on the board: same activity again. Otherwise, have them order from a
many a lot of some different restaurant.
enough a few a little
not many not much not any Confirm achievement of the second goal
7 BerlitzEnglish Level 2
CHAPTER
2 UNIT B I love Mexican food!
6. Cut up the lettuce and ________ a bowl half-way full. Is that all?
7. ______ peppers, celery and onions and add them to the _______ . May I have your name and address please ...
8. ________ the chicken over the salad. Vito’s Pizza. May I take your order?
Yes, thank you.
Yes, I’d like to order a pizza for delivery.
minutes fill add cover
We’d like a large pepperoni pizza, an order of chicken wings
cut boil mix bowl and two Cokes, please.
BerlitzEnglish Level 2 8
CHAPTER
3 UNIT A What do you do there?
Learning objectives Talking about companies Talking about jobs and responsibilities
UNIT OVERVIEW 5. Now ask them what kind of companies the following are and ANSWERS sales, research and development (R&D),
Vocabulary: manufacture, develop, provide, manufacuring, provider, what they do: human resources (HR), accounting, finance,
pharmaceutical; departments in a company Sony Pfizer Google marketing, legal, information technology (IT),
Expressions: be responsible for, be in charge of Citi Heineken Apple customer service
1 Pre-task 1 - Review 2 Task 1 - Talking about companies 3. Have the student tell you what the following departments are
1. Tell the student they will talk about their company and their job in 1. Have the student read Role Card 1. responsible for.
this lesson. Set a customized goal for the first objective. For public relations (PR) operations
example: 2. First enactment: Have the student describe their company: procurement corporate planning
Describing what my company does name, industry, what they do, location of HQ and other offices.
4. Have the student tell you what department the people in the
2. Have the student read about the first company and ask: 3. Post-task: Give praise, point out any mistakes, encourage box work in and what they do there.
What kind of company does Bonnie work for? self-correction, and give feedback on other areas such as style,
intonation and pronunciation. 4 Task 2 - Talking about jobs and responsibilities
3. Ask the same question about the other people. 1. Have the student read Role Card 2.
4. Second enactment: If the student made many mistakes, do the
ANSWERS telecommunications manufacturing same activity again. Otherwise, have them give you even more 2. First enactment: Have the student answer the questions.
financial software dev. details about their company. Remind them to use the BOOST technique and elaborate.
pharmaceutical real estate
retailing transportation Confirm achievement of the first goal 3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
3 Pre-task 2 - Review intonation and pronunciation.
4. Have the student give you examples of companies in these 1. Tell the student they will talk about their jobs and their
industries and then tell you what they do. responsiblities now. Set a customized goal for the second 4. Second enactment: If the student made many mistakes, do the
accounting trading food & beverage objective. For example: same activity again. Otherwise, have them ask you about your
consumer products hardware/IT (electric) power Talking about my job and my responsibilities job and your responsibilities.
Eg. Deloitte is an accounting company. They provide 2. Brainstorm typical departments within a company and then have
Confirm achievement of the second goal
accounting and other professional services. the student read and answer the questions.
9 BerlitzEnglish Level 2
CHAPTER
3 UNIT A What do you do there?
$
Craig’s company Nicole’s company
provides services such makes computer 3. hiring and training employees?
Talking about jobs
as loans and credit. programs.
and responsibilities 4. handling the company’s payments?
Martin’s company Kim’s company sells 5. making budgets and financial reports?
makes medicines and and rents out houses
drugs. and buildings. 6. advertising the company and its products?
2 Task 1 - Talking about companies Role Card 2 — What department do you work in? What
is it responsible for?
BerlitzEnglish Level 2 10
CHAPTER
3 UNIT B What do you do there?
Learning objectives Reading and responding to a job listing Talking about obligations
UNIT OVERVIEW 5. Tell the student: 2. Set a customized goal for the second objective. For example:
Grammar: need to, have to, must Imagine you are a famous researcher and want to apply for Talking about my obligations for next week
Vocabulary: responsibility, obligation; weekly, report, report, this job. Call CCRC to apply and answer some questions
presentation, part-time, share, balance they will ask you. Please ask some questions, too. 3. Ask questions about the schedule book to practice need to, have
to and must.
1 Pre-task 1 - Review 6. Role-play: Ask the student questions about “their” skills and
1. Tell the student they will respond to a job listing and talk about experience. 4. Have the student make a sentence about each of the following
their obligations in this lesson. Ask a few warm-up questions: jobs using need to, have to or must.
What company would you like to work for? 7. After the RP, give feedback and tell them they will now practice police officer doctor receptionist
What kind of job would you like to have there? applying for a job at (the company stated in the goal). parent teacher manager
taxi driver salesperson pilot
2. Set a customized goal for the first objective. For example: 2 Task 1 - Reading and responding to a job listing
Responding to a job listing at Google! 1. Have the student read Role Card 1 and fill in the blank. 4 Task 2 - Talking about obligations
1. Have the student read Role Card 2.
3. Brainstorm ways of looking for a job: in the newspaper, online, 2. First enactment: Have the student call the company they
through a recruiter would like to work for and apply for a job there. 2. First enactment: Have the student tell you about their
obligations for next week using BOOST.
4. Have the student read the online job ad and then tell you whether 3. Post-task: Give praise, point out any mistakes, encourage
these sentences are true or false: self-correction, and give feedback on other areas such as style, 3. Post-task: Give praise, point out any mistakes, encourage
1. Job Master is looking for a Senior R&D Manager. intonation and pronunciation. self-correction, and give feedback on other areas such as style,
2. The job is not in North America. intonation and pronunciation.
3. This is a low-paying job. 4. Second enactment: If the student made many mistakes, do the
4. The Senior R&D Manager has to supervise scientists. same activity again. Otherwise, ask them different questions 4. Second enactment: If the student made many mistakes, do the
5. He/she doesn’t have to take care of any problems. during the role-play. same activity again. Otherwise, have them ask you about your
6. He/she must know a little about organic chemistry. schedule for next week.
7. A good candidate must have training skills. Confirm achievement of the first goal
8. Five years experience is good enough to get this job. Confirm achievement of the second goal
9. A good candidate needs to speak Japanese fluently. 3 Pre-task 2 - Review
10. You must call if you want to apply for this job. 1. Tell the student they will talk about their obligations.
11 BerlitzEnglish Level 2
CHAPTER
3 UNIT B What do you do there?
BerlitzEnglish Level 2 12
CHAPTER
4 UNIT A May I help you?
Learning objectives Getting help in a store Talking about stores and clothing
UNIT OVERVIEW 2 Task 1 - Getting help in a store 4. Have the student look at the box. Tell the
Grammar: comparatives 1. Have the student read Role Card 1 and fill in the blank. student you will ask them a question with the first
Vocabulary: departments: men’s, ladies’, housewares, linens, etc...; word and they should ask you a question with the
upstairs, downstairs, escalator 2. First enactment: Tell the student they are looking for several second word, and so on. Have the student use the
items at their favorite store. A++ technique when answering these questions:
1 Pre-task 1 - Review Answer, Add details, Ask a question.
1. Tell the student they will talk about stores in this lesson. Ask a few 3. Post-task: Give praise, point out any mistakes, encourage
warm-up questions: self-correction, and give feedback on other areas such as style, 4 Task 2 - Talking about stores and clothing
Do you like shopping? How often do you go? intonation and pronunciation. 1. Have the student read Role Card 2.
What’s your favorite store? Department store?
Do you prefer shopping at department stores or smaller 4. Second enactment: If the student made many mistakes, do the 2. First enactment: Have the student tell you not only what their
ones? Why? same activity again. Otherwise, have them ask for help at a favorite stores are but also compare them to other similar
Do you like shopping online? Why or why not? different store or with different items. stores. For example:
My favorite store for work clothes is Giorgio Armani. It’s
Confirm achievement of the first goal
2. Set a customized goal for the first objective. For example: one of the most expensive stores, but the quality is the
Getting help at Macy’s Department Store best. It’s smaller than Ralph Lauren, but nicer and more
3 Pre-task 2 - Review convenient.
3. Brainstorm departments commonly found in a department store. 1. Tell the student they will now compare their favorite stores.
3. Post-task: Give praise, point out any mistakes, encourage
4. Have the student look at the six departments and tell you 4-5 2. Set a customized goal for the second objective. For example: self-correction, and give feedback on other areas such as style,
items they can find in each one. Comparing my favorite stores intonation and pronunciation.
5. Have them put the conversation in order and then practice it with 3. Using the information on the table, ask questions to practice the 4. Second enactment: If the student made many mistakes, do the
other items and departments. following comparatives and superlatives. same activity again. Otherwise, have them ask you about your
larger/largest smaller/smallest favorite stores.
more/less expensive most/least expensive
cheaper/cheapest older/oldest
newer/newest better/best Confirm achievement of the second goal
13 BerlitzEnglish Level 2
CHAPTER
4 UNIT A May I help you?
Getting help
size small medium large
in a store 5F FURNITURE
prices
Talking about stores 4F ELECTRONICS
and clothing
founded 1909 1969 1984
3F MEN’S
service very good good bad
2F HOUSEWARES
popularity
1F LADIES’
Thank you.
colder most important less boring
What floor is that on?
smartest more difficult bigger
In the men’s accessories department.
least expensive richest worse
Hello, welcome to City Department Store. May I help you?
Yes, where can I find wallets and belts for men? 4 Task 2 - Talking about stores and clothing
2 Task 1 - Getting help in a store Role Card 1 Talk about your favorite stores for:
BerlitzEnglish Level 2 14
CHAPTER
4 UNIT B May I help you?
Learning objectives Asking for information Asking for assistance
UNIT OVERVIEW 2 Task 1 - Asking for information 4. Ask the student what they would say in the following scenarios:
Grammar: asking polite questions: could you, can you, can I, may I 1. Have the student read Role Card 1 and fill in the blank. A. You’re in the fitting room trying on a shirt. Tell the
Vocabulary: sale, order, try on, look for, discount, fitting room, clerk it’s too small and you’d like him to bring you
assistance, customer service 2. First enactment: Role-play: the student asks questions about the same shirt in a large size.
the item they’d like to buy.
1 Pre-task 1 - Review B. You just bought a necklace for your mother. Tell
1. Tell the student they will practice asking for information and 3. Post-task: Give praise, point out any mistakes, encourage the clerk it’s a gift so you’d like them to wrap it.
assistance in this lesson. Ask a few warm-up questions: self-correction, and give feedback on other areas such as style,
What would you like to buy next? intonation and pronunciation. C. You are shopping for a gift for your spouse, but are
Where will you buy it? Why there? not sure what to buy. Ask the clerk to help you find
What questions would you ask the store clerk about it? 4. Second enactment: If the student made many mistakes, do the something good for him/her.
same activity again. Otherwise, have them ask for information
2. Set a customized goal for the first objective. For example: on a different item.
Asking for information on a new computer 4 Task 2 - Asking for assistance
Confirm achievement of the first goal 1. Have the student read Role Card 2 and fill in the blank.
3. Have the student fill in the blanks with the phrases on the right.
3 Pre-task 2 - Review 2. First enactment: Role-play: The student asks for assistance at
4. Ask comprehension questions about the dialogue. 1. Tell the student they will now practice asking for assistance at their favorite store.
Where is the customer? their favorite store.
What is she looking for? 3. Post-task: Give praise, point out any mistakes, encourage
Which TV did the store clerk recommend? 2. Set a customized goal for the second objective. For example: self-correction, and give feedback on other areas such as style,
What features does that TV have? Asking for assitance at BigCity Electronics intonation and pronunciation.
How much is the TV?
Will she buy it? 3. Tell the student to imagine they are shopping at a department 4. Second enactment: If the student made many mistakes, do the
store. Have them read the first scenario and tell you what they same activity again. Otherwise, have them ask for assistance
5. Ask the student about their experience buying their TV. would say to the clerk. For example: with different situations.
Excuse me, can I try on these pants?
Confirm achievement of the second goal
4. Do the same with the other five scenarios.
15 BerlitzEnglish Level 2
CHAPTER
4 UNIT B May I help you?
— Great. _____?
8 does it have
— It’s $1,200, but _____ today — all TVs
are 20% off. So you can take it home today for only 9 what exactly is
$960 and _____ free delivery. You’d like more informa- You want to know the
— Okay, _____! 10 could you tell me tion on this laptop. price of these skis.
Role Card 1 Ask for information on _________________________. Role Card 2 Ask for assistance at ______________.
BerlitzEnglish Level 2 16
CHAPTER
5 UNIT A I’d like to make a reservation.
Learning objectives Reserving a room Checking into /out of a hotel
UNIT OVERVIEW 2 Task 1 - Reserving a room 4 Task 2 - Checking into / out of a hotel
Vocabulary: reserve, make a reservation, single/double room, 1. Have the student read Role Card 1 and fill in the blank. 1. Have the student read Role Card 2 and fill in the blank.
wake-up call, check in, check out
2. First enactment: Have the student reserve a room and ask 2. First enactment: Have the student practice checking into their
some questions about the hotel. favorite hotel.
1 Pre-task 1 - Review
1. Tell the student they will practice reserving a hotel room and then 3. Post-task: Give praise, point out any mistakes, encourage 3. Post-task: Give praise, point out any mistakes, encourage
checking into that hotel. Ask a few warm-up questions: self-correction, and give feedback on other areas such as style, self-correction, and give feedback on other areas such as style,
Are you planning to stay at a hotel soon? intonation and pronunciation. intonation and pronunciation.
If so, which one?
If not, what city/hotel would you like to visit? 4. Second enactment: If the student made many mistakes, do the 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them make a different same activity again. Otherwise, practice checking out.
2. Set a customized goal for the first objective. For example: reservation.
Reserving a room at Hilton Hotel in Chicago
Confirm achievement of the first goal Confirm achievement of the second goal
5. QFS: Have the student ask you five questions about the dialogue.
17 BerlitzEnglish Level 2
CHAPTER
5 UNIT A I’d like to make a reservation.
Ask for her name Joanne Norton — Yes, please. _______ where the concierge’s office is?
Tell her there is one on the second floor. Ask what time the pool opens. 2 could you tell us 6 shall I call a porter
4:30 am - 11:30 pm. Confirm the reservation. Thank her. 3 for seven nights 7 like to check-in
BerlitzEnglish Level 2 18
CHAPTER
5 UNIT B I’d like to make a reservation.
Learning objectives Making polite requests Talking about hotels
UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage 5. SB closed: have the student fill in the table with the information
Grammar: polite requests: can you, could you self-correction, and give feedback on other areas such as style, they remember.
Vocabulary: maid, concierge, bellman, room service, front desk clerk; intonation and pronunciation.
luggage, room rate 6. Have them open their book and check their answers.
4. Second enactment: If the student made many mistakes, do the
1 Pre-task 1 - Review same activity again. Otherwise, practice different scenarios. 7. Have the student tell you about Chris’s hotel experience.
1. Tell the student they will practice making polite requests and
talking about hotels in this lesson. Confirm achievement of the first goal 4 Task 2 - Talking about hotels
1. Have the student read Role Card 2.
2. Set a customized goal for the first objective. For example:
Making polite requests in a hotel 3 Pre-task 2 - Review 2. First enactment: Have the student describe their last hotel stay.
1. Tell the student they will now talk about the last time they stayed Encourage them to use the BOOST technique to elaborate.
3. Brainstorm jobs in a hotel: concierge, bellman, front desk in a hotel.
clerk/staff, maid, room service staff ... 3. Post-task: Give praise, point out any mistakes, encourage
2. Set a customized goal for the second objective. For example: self-correction, and give feedback on other areas such as style,
4. Have the student read scenario A and ask: Talking about my last hotel stay intonation and pronunciation.
Who would you call/talk to?
How would you request that politely? 3. Have the student make this table in their notebook: 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them ask you about your
5. Do the same with scenarios B to I. Hotel’s name: last experience at a hotel, take notes and report back.
Location:
6. Scenarios J to M are not related to hotels. Have the student tell Facilities: Confirm achievement of the second goal
you how to make those requests politely. Service:
Activities:
2 Task 1 - Making polite requests
Room rate:
1. Have the student read Role Card 1.
What’s included:
19 BerlitzEnglish Level 2
CHAPTER
5 UNIT B I’d like to make a reservation.
You need a taxi You’d like to stay for You want your room to Chris: You can go swimming at the private beach or play
golf at one of their two courses; they also have
for tonight. one more night. be cleaned later. watersports and waterskiing, and a couple of
really good spas inside the hotel.
Jane: That sounds wonderful. Was it very expensive?
J K L M
Chris: Not really, their room rates start from $250 per
You didn’t hear You’d like to Your friend calls You’d like to
person per night. And it includes everything:
what your boss know someone’s you when you know the price
meals, local tours and all activities.
said. name. are busy. of a camera.
Jane: Great. I think I’ll make a reservation tonight.
Role Card 1 You are staying at a hotel. Role play three of the scenarios from A-I. Role Card 2 Talk about your last hotel stay.
BerlitzEnglish Level 2 20
CHAPTER
7 UNIT A One-way or round trip?
Learning objectives Asking about schedules Getting travel information
UNIT OVERVIEW 2. First enactment: Have the student practice asking about 4. Have the student tell you about the second flight. Then, have
Grammar: question words: how long, how many times a ... schedules at a bus or train station. them ask you about the third flight.
Vocabulary: once, twice; one-way, round-trip; ticket, ticket window;
to run, to leave 3. Post-task: Give praise, point out any mistakes, encourage 5. Now ask questions about the first flight on the departures board:
self-correction, and give feedback on other areas such as style, Where is flight 727 leaving for/going to?
1 Pre-task 1 - Review intonation and pronunciation. What gate is it leaving from?
1. Tell the student they will practice asking about schedules and What time does it leave/depart?
other travel information in this lesson. Ask a few warm-up 4. Second enactment: If the student made many mistakes, do the Is it running on time?
questions: same activity again. Otherwise, have them ask about schedules
How often do you travel by plane? by bus? by train? at a different station. 6. Have the student tell you about the second flight. Then, have
What questions do you ask at stations/airports? them ask you about the third flight.
Confirm achievement of the first goal
2. Set a customized goal for the first objective. For example: 7. Have the student read the box and then practice confirming
Asking about train schedules in London that flight information.
3 Pre-task 2 - Review
3. Have the student come up with the questions the customer 1. Tell the student they will now practice confirming a flight. Ask a 4 Task 2 - Getting travel information
should ask to complete the dialogue. few warm-up questions: 1. Have the student read Role Card 2 and fill in the blank.
Are you flying somewhere soon?
4. Read the completed dialogue twice, switching roles. Then, (If so ...) Where are you going? 2. First enactment: Have the student practice confirming the flight
practice it substituting the key words with new ones. (If not ...) Where would you like to fly to next? stated in the goal.
5. Ask the student six questions using the phrases in the 2. Set a customized goal for the second objective. For example: 3. Post-task: Give praise, point out any mistakes, encourage
box. Now, have the student ask you six different questions using Confirming my flight to Mexico City self-correction, and give feedback on other areas such as style,
the same phrases. intonation and pronunciation.
3. Ask questions about the first flight on the arrivals board:
Where is flight 421 arriving from? 4. Second enactment: If the student made many mistakes, do the
2 Task 1 - Asking about schedules What gate will it arrive to? same activity again. Otherwise, practice confirming a different
1. Have the student read Role Card 1 and fill in the blanks with the What time does it arrive? flight.
city they are in and the city they would like to go to. Is the flight running on time?
Confirm achievement of the second goal
21 BerlitzEnglish Level 2
CHAPTER
7 UNIT A One-way or round trip?
Asking about schedules Clerk: Trains go to Chicago every twenty minutes. FLIGHT FROM GATE ARRIVES STATUS
Customer: ? DEPARTURES
Clerk: You can catch the train on track 2. 812 LONDON 21 09:25 ON TIME
and going to ________________________. Role Card 2 Call _________________ Airlines to confirm your
Ask about schedules at the station. flight to _________________.
BerlitzEnglish Level 2 22
CHAPTER
7 UNIT B One-way or round trip?
Learning objectives Understanding travel announcements Asking for help
23 BerlitzEnglish Level 2
CHAPTER
7 UNIT B One-way or round trip?
Understanding
Arriving from: Arrival time: Gate number:
travel announcements
Role Card 1 Listen to the announcement and summarize Role Card 2 You are in ______________ and want to get to
what you hear. ______________. Ask a local for help.
BerlitzEnglish Level 2 24
CHAPTER
8 UNIT A How’s your new home?
Learning objectives Talking about your home Describing the rooms of a house / furniture
UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage 4 Task 2 - Describing the rooms of a house / furniture
Grammar: infinitives and gerunds self-correction, and give feedback on other areas such as style, 1. Have the student read Role Card 2.
Vocabulary: house, apartment; living room, bedroom, kitchen, intonation and pronunciation.
dining room/area, bathroom; various types of furniture 2. First enactment: Have the student describe the furniture in their
4. Second enactment: If the student made many mistakes, do the place. Encourage them to use the BOOST technique to
1 Pre-task 1 - Review same activity again. Otherwise, encourage them to give details. elaborate.
1. Tell the student they will describe where they live today.
Confirm achievement of the first goal 3. Post-task: Give praise, point out any mistakes, encourage
2. Set a customized goal for the first objective. For example: self-correction, and give feedback on other areas such as style,
Describing where I live intonation and pronunciation.
3 Pre-task 2 - Review
3. Have the student look at the illustration and tell them this is 1. Tell the student they will now talk about the furniture they have 4. Second enactment: If the student made many mistakes, do the
where Mary lives. in their place. same activity again. Otherwise, have them ask you about your
furniture, take notes and report back.
4. QFS: Have the student ask you about Mary’s place using the 2. Set a customized goal for the second objective. For example:
questions on the left. Prompt if needed: Talking about the furniture in my house
Confirm achievement of the second goal
Ask me what kind of place she lives in.
Ask me where it is. 3. Point to the illustration and ask:
And so on ... Does Mary have a bed?
Where does she have it?
5. Have the student tell you about Mary’s apartment. What does she do on it?
6. Tell the student they should now ask you the same questions So ... she has a bed in the bedroom where she sleeps.
about where you live and then summarize.
4. Have the student make similar sentences about:
2 Task 1 - Talking about your home dining table sofa desk
1. Have the student read Role Card 1. bookcase refrigerator TV
shower stove night table
2. First enactment: The student tells you about their place. sink armchair closet
25 BerlitzEnglish Level 2
CHAPTER
8 UNIT A How’s your new home?
Location
Describing the rooms
of a house / furniture
Number of bedrooms
Other rooms
Like to do / bedroom
2 Task 1 - Talking about your home 4 Task 2 - Describing the rooms of a house / furniture
Role Card 1 Talk about where you live using the information in the box above. Role Card 2 Describe your furniture.
BerlitzEnglish Level 2 26
CHAPTER
8 UNIT B How’s your new home?
Learning objectives Talking about daily routines / home activities Talking about a favorite room
UNIT OVERVIEW She GOES to bed late, usually at 1:00, so she doesn’t SLEEP 4. Read the following texts and ask the same questions as above.
Grammar: infinitives and gerunds very much. In fact, she only SLEEPS five hours. I love my living room! We have a large sofa and I love
Vocabulary: daily routine: wake up, get up, go to bed, renting a movie and watching it with my husband. We have
start/get off work 2 Task 1 - Talking about daily routines / home activities a great time!
1. Have the student read Role Card 1.
1 Pre-task 1 - Review What’s my favorite room? I guess it’s my bedroom. I’m a
1. Tell the student they will describe what they do every day. Set a 2. First enactment: The student explains what they do every day. writer and it’s very quiet in my room. I can write for hours
customized goal for the first objective. For example: Encourage them to give as many details as they can. when I’m in my room.
Describing a typical day in my life
3. Post-task: Give praise, point out any mistakes, encourage What I love the most about my house is the backyard. My
2. Have the student read about Olivia and fill in the blanks with the self-correction, and give feedback on other areas such as style, family and I have a barbeque every weekend in the
appropriate verbs. intonation and pronunciation. summer. It’s a really large yard!
Every morning, Olivia WAKES UP at 6:00 and then she TAKES
a shower. She EATS/HAS breakfast and DRINKS coffee with 4. Second enactment: If the student made many mistakes, do the 4 Task 2 - Talking about a favorite room
milk. After that, she BRUSHES her teeth and PUTS ON her same activity again. Otherwise, have them ask you about your 1. Have the student read Role Card 2.
make up. She LEAVES her house at around 7:30. typical day, take notes and report back.
2. First enactment: The student talks about their favorite room.
She WALKS to the station and TAKES the subway to work; it Confirm achievement of the first goal
TAKES her 45 minutes to get to work, but she enjoys 3. Post-task: Give praise, point out any mistakes, encourage
TAKING/RIDING the train! self-correction, and give feedback on other areas such as style,
3 Pre-task 2 - Review intonation and pronunciation.
She STARTS work at 8:30 and GETS OFF at 5:30. After work, 1. Tell the student they will now talk about their favorite room.
she usually GOES running or out for dinner with friends. She 4. Second enactment: If the student made many mistakes, do the
LIKES/LOVES to spend time with her friends! 2. Set a customized goal for the second objective. For example: same activity again. Otherwise, have them ask you about your
Talking about my favorite room favorite room.
Most days, she GETS home after 9:00, so she IS usually very
tired. As soon as she gets home, she brushes her teeth, 3. After the student reads each text, ask:
Confirm achievement of the second goal
WASHES her face and WATCHES TV. She also enjoys What is his/her favorite room?
SURFING/BROWSING the Internet while watching TV. What does he/she do there? Why does he/she like it?
27 BerlitzEnglish Level 2
CHAPTER
8 UNIT B How’s your new home?
2 Task 1 - Talking about daily routines / home activities 4 Task 2 - Talking about a favorite room
Role Card 1 Decribing a typical day in our life. Role Card 2 Talk about your favorite room.
BerlitzEnglish Level 2 28
CHAPTER
9 UNIT A How’s the job search going?
Learning objectives Discussing your background Talking about job searches 1
UNIT OVERVIEW 2. First enactment: Have the student compare his previous job to 4 Task 2 - Talking about job searches 1
Grammar: used to; still / (not) anymore the current one. Also ask where they used to work and study. 1. Have the student read Role Card 2.
Vocabulary: background, field, skill, employed, unemployed, decide,
accept, decline, resume, job offer, interview, application 3. Post-task: Give praise, point out any mistakes, encourage 2. First enactment: Have the student describe the process by
self-correction, and give feedback on other areas such as style, which the found their job. Encourage them to give details.
1 Pre-task 1 - Review intonation and pronunciation.
1. Tell the student they will talk about their work experience and Post-task: Give praise, point out any mistakes, encourage
how they found their job in this lesson. 4. Second enactment: If the student made many mistakes, do the 3. self-correction, and give feedback on other areas such as style,
same activity again. Otherwise, have them ask you about your intonation and pronunciation.
2. Set a customized goal for the first objective. For example: previous job.
Discussing my professional background Second enactment: If the student made many mistakes, do the
Confirm achievement of the first goal 4. same activity again. Otherwise, have them ask you how you
3. Ask about Lisa’s jobs: found your job.
Where did Lisa use to work? Does she still work there?
Where does she work now? 3 Pre-task 2 - Review
What did she use to do at Nordic? 1. Tell the student they will now describe how they found their job. Confirm achievement of the second goal
Does she still do that? What does she do now?
... 2. Set a customized goal for the second objective. For example:
Talking about how I found my job
4. Ask a few follow-up questions:
What kind of experience does Lisa have? (sales) 3. Have the student read the first line and ask:
Is her current job better than her previous one? Why? Do they have a job? Are they employed? So they are ...
Is she busier now than before? Why (not)?
4. Give hints / ask questions to help the student with the rest of the
5. Have the student make sentences that end with the expressions blanks in the story:
in the box. unemployed, laid off, quit, fired (UK: sacked)
resumes, Help Wanted ads, search
2 Task 1 - Discussing your background fill out, interview, offer, accept, hired, looking
1. Have the student read Role Card 1.
29 BerlitzEnglish Level 2
CHAPTER
9 UNIT A How’s the job search going?
Role Card 1 Discuss your academic and professional background. Role Card 2 Talk about how you found your job.
BerlitzEnglish Level 2 30
CHAPTER
9 UNIT B How’s the job search going?
Learning objectives Talking about job searches 2 Talking to a recruiter
UNIT OVERVIEW 2 Task 1 - Talking about job searches 2 What did you study in university?
Grammar: verb + infintive or gerund; used to 1. Have the student read Role Card 1 and fill in the blank. What can you do / What are you good at?
Vocabulary: headhunter, recruiter, network, self-employed
consultant, goal, letter of reference 2. First enactment: Role-play: You just lost your job and the 4. Have the student tell you about Chris Fisher’s experience,
student will help you find a new one. education and skills. Ask questions to guide the student:
1 Pre-task 1 - Review Where did he used to work? What did he do there?
1. Tell the student they will help someone find a job and practice 3. Post-task: Give praise, point out any mistakes, encourage What did he major in?
talking about their experience and education. self-correction, and give feedback on other areas such as style, What year did he graduate?
intonation and pronunciation. What programming languages does he know?
2. Set a customized goal for the first objective. For example: What software can he use well?
Helping my sister Maria find a new job 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them help a different 4 Task 2 - Talking to a recruiter
3. Have the student read about Elena and then ask them a few friend find a job. 1. Have the student read Role Card 2 and fill in the blank.
follow-up questions:
Does Elena have a boss? Confirm achievement of the first goal 2. First enactment: Role-play: interview the student for a job at X
What kind of business does she have? Why does she like it? company. Ask questions similar to the ones in the warm-up.
Would you like to be self-employed?
3 Pre-task 2 - Review 3. Post-task: Give praise, point out any mistakes, encourage
4. Have the student read about Danny and then ask: 1. Tell the student they will now practice talking to a recruiter. Ask: self-correction, and give feedback on other areas such as style,
What does Danny do? How did he find his job? What company would you like to work for in the future? intonation and pronunciation.
When did he start working there?
Have you ever talked to a headhunter or recruiter? 2. Set a customized goal for the second objective. For example: 4. Second enactment: If the student made many mistakes, do the
Talking to a recruiter to get a job at KPMG same activity again. Otherwise, interview the student for a
5. Have the student read about Gina and then ask: different job.
What was the recruiting process at the cosmetics company? 3. Ask: What questions do recruiters ask job candidates?
Did she get the job? Why do you think she didn’t? Elicit: What kind of job are you looking for?
Confirm achievement of the second goal
What does she have to do now? What was your previous job?
How many interviews did you have before getting your Why did you stop working there?
current job? How many jobs have you had?
31 BerlitzEnglish Level 2
CHAPTER
9 UNIT B How’s the job search going?
Talking about
Chris Fisher
4509-2302 | [email protected]
job searches 2
Gina: “Two days ago I went to a job interview skills Programming: HTML, CSS, JavaScript
at a cosmetics company. I had to fill out a job Graphic design: Photoshop & Illustrator
Languages: English, French & Spanish
application and bring my resume. The interviewer
Other: Project Management,
was very nice to me, but her questions were really Presentation
tough. Unfortunately, this morning I got a call from
her telling me I didn’t get the job. Oh well, I’ll just
have to keep looking.”
4 Task 2 - Talking to a recruiter
2 Task 1 - Talking about job searches 2 Role Card 2 You are interviewing for a job at
_________________. Talk to a recruiter to
explain your experience, education and skills.
Role Card 1 Help ______________________ find a job.
BerlitzEnglish Level 2 32
CHAPTER
10 UNIT A Do you have any hobbies?
Learning objective Talking about hobbies
UNIT OVERVIEW AKIHIRO 3. Post-task: Give praise, point out any mistakes, encourage
Vocabulary: hobby, creative, collect, collection, worth, valuable, I’d like to have a hobby, but I have no time. I work from 7 self-correction, and give feedback on other areas such as style,
stamp, painting, sewing, photography, video games, am to 10 pm from Monday to Saturday. And on Sunday I intonation and pronunciation.
indoors, outdoors, instrument, board games spend time with my children. What should I do?
4. Second enactment: If the student made many mistakes, do the
1 Pre-task - Review ZOE same activity again. Otherwise, have them ask you about your
1. Tell the student they will talk about their hobbies in this lesson. My hobbies are playing videos games and playing hobbies.
volleyball. I love doing both, but they are not very
2. Set a customized goal for the first objective. For example: creative. I want to take some lessons to learn something
Confirm achievement of the goal
Talking about my hobbies creative. What do you think I should study?
4. For creative hobbies, have the student also tell you what the 2 Task - Talking about hobbies
person who does each hobby is called (the person), what each 1. Have the student read Role Card 1.
action is (the verb) and what they create (the creation).
2. First enactment: After the student answers the questions in
5. Read the following texts and have the student recommend a Role Card 1, feel free to ask additional questions about their
hobby to each person and explain why. hobbies. For example:
WILLIAM What do you think is the most interesting hobby?
I don’t have any hobbies. I finish work at 5 pm every day The most boring? The most expensive? The most fun?
and just go home and watch TV; and on weekends, I sleep Do you like playing or watching any sports?
all day. I don’t like playing sports or doing exercise; I love Do you play any card games? board games? video games?
staying home. What hobby do you recommend? Do you collect anything?
Did you use to have a collection when you were younger?
SUSAN If you had lots of money, what would you like to collect?
My hobby is collecting stamps, but I have too many now Do you have any creative hobbies?
and it’s not interesting anymore. I’d like to start collecting What hobbies would you like to start doing?
something new. What should I collect? Would you like to learn something new?
33 BerlitzEnglish Level 2
CHAPTER
10 UNIT A Do you have any hobbies?
1 Pre-task - Review
Learning objective Hobbies at home Outdoor hobbies Collection hobbies
Talking about hobbies
Role Card Describe your hobbies: What are they? How often do you do them? Why do you like them? Are they easy? Creative? Expensive?
BerlitzEnglish Level 2 34
CHAPTER
10 UNIT B Do you have any hobbies?
Learning objectives Talking about leisure activities Planning a leisure activity
UNIT OVERVIEW 2. First enactment: Have the student tell you how they do each of 4
Grammar: adverbs; going to the activities on the list. 1. Task 2 - Planning a leisure activity
Vocabulary: careful, serious, frequent; fix, repair Have the student read Role Card 2.
Expressions: take something seriously 3. Post-task: Give praise, point out any mistakes, encourage 2.
self-correction, and give feedback on other areas such as style, First enactment: Role-play: Discuss your weekend plans for this
1 Pre-task 1 - Review intonation and pronunciation. coming weekend. Encourage the student to give details and ask
1. Tell the student they will talk about leisure activities in this lesson. questions.
4. Second enactment: If the student made many mistakes, do the 3.
2. Set a customized goal for the first objective. For example: same activity again. Otherwise, have them tell you how they do Post-task: Give praise, point out any mistakes, encourage
Talking about how I do leisure activities other leisure activities (using the adverbs practiced so far). self-correction, and give feedback on other areas such as style,
intonation and pronunciation.
3. Practice adverbs and their comparative and superlative forms by Confirm achievement of the first goal 4.
asking questions: Second enactment: If the student made many mistakes, do the
Is James a careful driver? (yes, a little / no) same activity again. Otherwise, talk about plans for a different
So he drives a little carefully / doesn’t drive carefully. 3 Pre-task 2 - Review period (eg. this summer).
Who drives more carefully than James? 1. Tell the student they will now talk about their plans for this
Confirm achievement of the second goal
Does Anna drive more carefully than Rob? coming weekend. Set a customized goal for the second objective.
So Anna drives the most carefully. Talking about my plans for this weekend
4. Have the student make three sentences with each verb: 2. Have the student tell you what Ray is going to do this weekend.
Anna studies English seriously. James studies more (Note: futsal is five-on-five indoor football/soccer).
seriously than her, but Rob studies the most seriously.
3. OPTIONAL: To contrast going to (used for plans) and will (used
Note: Be sure to point out that the following adverbs are for guesses/expectations) ask questions such as:
5. irregular and thus do not use the -ly suffix: Where is Ray going to play poker on Friday?
fast, good, high, bad, early, late How much money do you think he will lose?
What time is the concert going to start?
2 Task 1 - Talking about leisure activities What time will it probably finish?
1. Have the student read Role Card 1.
35 BerlitzEnglish Level 2
CHAPTER
10 UNIT B Do you have any hobbies?
BerlitzEnglish Level 2 36
CHAPTER
11 UNIT A Do you like to exercise?
Learning objectives Talking about exercise Discussing exercise routines
UNIT OVERVIEW 2. First enactment: Have the student explain why they are in or 4 Task 2 - Discussing exercise routines
Grammar: tag questions out of shape. Encourage them to elaborate. 1. Have the student read Role Card 2 and fill in the blank.
Vocabulary: in shape, out of shape; exercise, work out, gym;
lose/gain weight, stay in shape; fit, overweight 3. Post-task: Give praise, point out any mistakes, encourage 2. First enactment: Have the student explain their exercise routine.
self-correction, and give feedback on other areas such as style,
1 Pre-task 1 - Review intonation and pronunciation. 3. Post-task: Give praise, point out any mistakes, encourage
1. Tell the student they will talk about exercise in this lesson. self-correction, and give feedback on other areas such as style,
4. Second enactment: If the student made many mistakes, do the intonation and pronunciation.
2. Set a customized goal for the first objective. For example: same activity again. Otherwise, have them ask you about your
Describing my current physical condition health. 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them ask you about your
3. Ask questions about Arnold: Confirm achievement of the first goal routine.
Is Arnold in good health? (» in shape/fit)
Why does he exercise? (» to stay in shape)
Confirm achievement of the second goal
Why is he healthy? (» exercises, has a balanced diet, gets 3 Pre-task 2 - Review
enough sleep, doesn’t smoke, doesn’t drink much, goes to 1. Tell the student they will now discuss their exercise routine.
the gym, drinks plenty of water, etc...)
2. Set a customized goal for the second objective. For example:
4. Now ask questions about Marty: Discussing my current / old / dream exercise routine
Is Marty in shape? (» out of shape/overweight)
Why does he need to exercise? (» to lose weight) 3. Have the student fill in the blanks by asking you questions. For
Why is he unhealthy? (» doesn’t exercise, eats junk food, example:
doesn’t get enough sleep, smokes, drinks alcohol, etc...) Who does Jeremy go jogging with?
What park does he go to?
5. Have the student cover the answers and tell you about Arnold How long does he jog for?
and Marty.
4. Feel free to come up with your own answers.
2 Task 1 - Talking about exercise
1. Have the student read Role Card 1. 5. Do the same with Reuben’s story.
37 BerlitzEnglish Level 2
CHAPTER
11 UNIT A Do you like to exercise?
Are you more like Arnold or like Marty? Role Card 2 Discuss your ________________ exercise routine.
BerlitzEnglish Level 2 38
CHAPTER
11 UNIT B Do you like to exercise?
Learning objectives Describing exercise habits Choosing/calling a health club
UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage 4 Task 2 - Choosing/calling a health club
Grammar: tag questions self-correction, and give feedback on other areas such as style, 1. Have the student read Role Card 2.
Vocabulary: sit-ups, athlete, yoga; fitness center, membership, intonation and pronunciation.
weight room, facilities, health club 2. First enactment: Have the student call the health club, ask a few
4. Second enactment: If the student made many mistakes, do the questions and sign up for a membership.
1 Pre-task 1 - Review same activity again. Otherwise, have them ask you about the
1. Tell the student they will talk about exercise habits in this lesson. types of exercise you’d like to try someday. 3. Post-task: Give praise, point out any mistakes, encourage
self-correction, and give feedback on other areas such as style,
2. Set a customized goal for the first objective. For example: Confirm achievement of the first goal intonation and pronunciation.
Talking about types of exercise I’d like to try
4. Second enactment: If the student made many mistakes, do the
3. Have the student fill in the blanks with tag questions. 3 Pre-task 2 - Review same activity again. Otherwise, have them call a local gym.
1. Tell the student they will now practice calling a health club. Ask a
4. Dictate the following tag questions and have the student make few warm-up questions.
a sentence with each. Do you go to a gym? Why or why not? Confirm achievement of the second goal
... don’t you? ... isn’t he? If they do, ask: What do you like about your gym?
... are you? ... can they? What don’t you like?
... doesn’t she? ... weren’t you? What factors are important when choosing a gym?
... do you? ... was he?
... won’t you? ... aren’t you? 2. Set a customized goal for the second objective. For example:
... can you? ... are they? Calling Fitness PRO to ask for information
3. Have the student read the ad about Fitness PRO. Assist with
2 Task 1 - Describing exercise habits vocabulary as needed.
1. Have the student read Role Card 1.
4. Ask a few follow-up questions:
2. First enactment: Have the student tell you about types of What do you like / dislike about this health club?
exercise they would like to try. How does it compare to yours / the ones in your country?
What is the special offer at this health club?
39 BerlitzEnglish Level 2
CHAPTER
11 UNIT B Do you like to exercise?
to try / start doing in the future. Role Card 2 Call Fitness PRO and ask about their services.
BerlitzEnglish Level 2 40