Berlitz Blended Learning Essentials 5 Instructor Manual
Berlitz Blended Learning Essentials 5 Instructor Manual
3 Discussing a bill 12
1 BerlitzEnglish Level 5
CHAPTER
1 UNIT A By the way, my name’s Phil.
Joanne:
Introducing others Peter: She’s doing great. You should come see her some day.
Joanne:
Joanne: Say, Peter, are you doing anything tonight? I’m having a
What’s new? How have you been?
housewarming party at my house. You and your wife are
welcome to come.
How’s it going? How do you do?
Peter:
Role Card 1 Introduce yourself and ___________ to ___________. Role Card 2 Catch up with an old friend from ________.
BerlitzEnglish Level 5 2
CHAPTER
1 UNIT B By the way, my name’s Phil.
Learning objectives Planning a social activity Following up on a contact
5. Have the student read the situations and do the role plays. After ANSWERS 3 - 7 - 9 - 5 - 2 - 6 - 10 - 8 - 1 - 4
each one, give feedback and do a second enactment if necessary.
3 BerlitzEnglish Level 5
CHAPTER
1 UNIT B By the way, my name’s Phil.
You’d like to build a You haven’t seen It’s Friday afternoon 2 as you can imagine 7 suggested I contact you
stronger relationship your brother in a and you are at the 3 I’m calling from 8 shall I come to your office
with a client. Call to long time. Call him office. Make plans
4 I look forward to meeting 9 you might be calling
invite him/her to go to make plans for with a co-worker for
out for dinner. the weekend. tonight. 5 how can I help 10 I’d be more than happy
BerlitzEnglish Level 5 4
CHAPTER
2 UNIT A So how was Greece?
Learning objectives Describing famous sites Discussing a trip
description of each. 2 Task 1 - Describing famous sites they ever took. Encourage
A) Statue of Liberty / New York / 1886 / symbol of 1. Have the student read Role Card 1 and fill in the blanks. them to elaborate using the
freedom / climb the staircase to the crown / 46m tall / BOOST technique (Build On Original STatement).
copper / a gift from France to the US 2. First enactment: Have the describe a famous site in their country
or abroad. 3. Post-task: Give praise, point out any mistakes, encourage
B) Machu Picchu / Peru / 1400 / the city of Incas; one of self-correction, and give feedback on other areas such as
the most visited attractions in Latin America / visit the 3. Post-task: Give praise, point out any mistakes, encourage register, intonation and pronunciation.
ruins / 13 sq km / ruins = stone / built at the height of the self-correction, and give feedback on other areas such as
Incan Empire as a religious site register, intonation and pronunciation. 4. Second enactment: If the student made many mistakes, do the
same activity again. Otherwise, have them ask you about one of
C) Colosseum / Rome / 70-80 AD / an iconic symbol of 4. Second enactment: If the student made many mistakes, do the your favorite trips.
Imperial Rome / tours of interior arena and subterranean same activity again. Otherwise, have them ask you about your
passageways / 24 sq km / brick and stone / used for favorite site or a famous site in your country.
Confirm achievement of the second goal
gladiatorial contests and public spectacles
Confirm achievement of the first goal
5 BerlitzEnglish Level 5
CHAPTER
2 UNIT A So how was Greece?
Role Card 1 Describe a famous site in ___________ to _____________. Role Card 2 Talk about your best trip ever. What happened?
BerlitzEnglish Level 5 6
CHAPTER
2 UNIT B So how was Greece?
Learning objectives Asking for recommendations Describing tours
7 BerlitzEnglish Level 5
CHAPTER
2 UNIT B So how was Greece?
ROME, ITALY
Situation C Situation D Rome celebrates its long history with
monuments, churches and restored ruins
You don’t know what to do for You’d like to improve your English that offer a glimpse of life in the great
your mother’s birthday. skills even further. Roman Empire. Celebrate the city’s roots
and immerse yourself in the culture over a
heaping bowl of pasta and a taste of gelato.
BerlitzEnglish Level 5 8
CHAPTER
3 UNIT A Did you enjoy your dinner?
Learning objective Talking about a dining experience
UNIT OVERVIEW Our waitress was rude and inefficient. 4. Second enactment: If the student made many mistakes, do the
Vocabulary: service, ambiance, presentation, apologize, attentive, The chicken was cooked to perfection! same activity again. Otherwise, have them talk about a different
crowded, it's worth the wait, delicious, disappointing, The presentation was beautiful. dining experience.
over-/undercooked, so-so The soup was cold.
We were greeted as soon as we entered the restaurant.
1 Pre-task - Review Confirm achievement of the goal
1. Tell the student they will describe a recent dining experience in 5. Have the student come up with an additional expression in
this lesson. each category.
2. Ask a few warm-up questions: 6. Have the student make a (formal) conversation between a
— How often do you go out for dinner? customer and a waiter following the prompts.
— What kind of restaurants do you like?
— What’s more important in a restaurant, the food, the 7. Practice the conversation a couple of times, switching roles.
service or the prices?
— When was the last time you went to a restaurant?
— Was your experience there good or bad? 2 Task - Talking about a dining experience
1. Have the student read the Role Card.
3. Set a customized goal for the objective. For example:
Describing my experience at the Blue Angel 2. First enactment: Have the student
describe a recent dining
statement detail expansion
4. Dictate the following expressions and have the student write experience. Ask them about the
them in one of the four categories. food, service, prices, waiting time,
All the waiters were very attentive. ambiance, and the restaurant.
The meal was fabulous! Encourage them to elaborate using the BOOST technique.
I think the ribs are undercooked.
I’ve had better salads than this. 3. Post-task: Give praise, point out any mistakes, encourage
It seemed as though the waiters were ignoring us. self-correction, and give feedback on other areas such as
My steak was undercooked, but the waiter took care of it. register, intonation and pronunciation.
We waited almost forty minutes for a table.
9 BerlitzEnglish Level 5
CHAPTER
3 UNIT A Did you enjoy your dinner?
1 Pre-task - Review
Customer Waiter
Learning objective
Hey you! What’s up?
Talking about a dining Good food Good service
experience I want a menu. Here. Drink?
BerlitzEnglish Level 5 10
CHAPTER
3 UNIT B Did you enjoy your dinner?
Learning objectives Discussing a bill Calling about a lost item
UNIT OVERVIEW 2 Task 1 - Discussing a bill 4. Have the student cover the conversation and summarize it.
Grammar: simple present vs. simple past vs. present perfect 1. Have the student read Role Card 1.
Vocabulary: bill, charge, tip, to treat, figure out, register, hold, 5. Ask a few follow-up questions:
locate, pick up, clear up, lost-and found 2. First enactment: Have the student explain the payment — Have you ever left something behind in a restaurant
etiquette in their country. Ask questions and encourage the or another place?
1 Pre-task 1 - Review student to give details. — Did you get it back?
1. Tell the student they will practice discussing a restaurant bill and — Do you tend to lose things like your keys or your cell
calling about a lost item in this lesson. 3. Post-task: Give praise, point out any mistakes, encourage phone? Why/why not?
self-correction, and give feedback on other areas such as
2. Set a customized goal for the first objective. For example: register, intonation and pronunciation. 4 Task 2 - Calling about a lost item
Discussing bill-paying customs in my country 1. Have the student read Role Card 2 and fill in the blank.
4. Second enactment: If the student made many mistakes, do the
3. Brainstorm expressions used when you offer to pay the bill, e.g.: same activity again. Otherwise, role-play offering to pay the bill 2. First enactment: Role-play calling a business (or a friend’s
Let me take care of the check. at a restaurant. house) to ask about a lost item.
This is my treat.
It’s my turn to pay. 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
4. Have the student fill in the blanks with the expressions in the register, intonation and pronunciation.
gray boxes (one is not used). 3 Pre-task 2 - Review
1. Tell the student they will now practice calling about a lost item. 4. Second enactment: If the student made many mistakes, do the
5. Grammar review A: Have the student put the verbs in the correct same activity again. Otherwise, practice calling about a different
form: simple present, simple past or present perfect. 2. Set a customized goal for the second objective. For example: lost item.
Calling Big Kitchen about my lost item
6. Grammar review B: Have the student make a sentence with each Confirm achievement of the second goal
of the following time expressions: 3. Have the student fill in the blanks with the words and phrases in
not yet always last week the box (A-L).
yesterday so far every morning
already in 2010 never ANSWERS F-E-J-A-H-L-B-K-C-D-G-I
11 BerlitzEnglish Level 5
CHAPTER
3 UNIT B Did you enjoy your dinner?
Last night during dinner, Philippe — complain — to the manager of the restaurant C just a moment I we’ll hold it
D come by J I’m calling
where he — have — dinner. He — eat — out quite often, and he — have, never —
E I left K near the stairway
such slow service. The manager of the restaurant — apologize — to Philippe.
F speaking L lost-and-found
Role Card 1 Discuss the payment etiquette in your country when dining with: Role Card 2 Call _______________ about
a) another person b) a large group. your lost item.
BerlitzEnglish Level 5 12
CHAPTER
4 UNIT A How did you get into that?
Learning objectives Talking about career plans Talking about career paths
UNIT OVERVIEW 2 Task 1 - Talking about career plans 4 Task 2 - Talking about career paths
Grammar: so that vs. and so; adjective + preposition + gerund 1. Have the student read Role Card 1. 1. Have the student read Role Card 2.
Vocabulary: get into, eliminated, jumped at, come up, decide on,
end up as, burn out 2. First enactment: Have the student talk about their career plans 2. First enactment: Have the student explain how they chose their
for this year, the next five years and the next ten years. major in university and why they decided to join their company.
1 Pre-task 1 - Review
1. Tell the student they will talk about their career plans and career 3. Post-task: Give praise, point out any mistakes, encourage 3. Post-task: Give praise, point out any mistakes, encourage
path in this lesson. Set a customized goal for the first objective. self-correction, and give feedback on other areas such as self-correction, and give feedback on other areas such as
Discussing my short- and long-term career plans register, intonation and pronunciation. register, intonation and pronunciation.
2. Have the student match the first group of sentences (1-7) with the 4. Second enactment: If the student made many mistakes, do the 4. Second enactment: If the student made many mistakes, do the
second group (A-G) and choose either so that or and so. same activity again. Otherwise, have the student ask you about same activity again. Otherwise, have them interview you about
your career plans. your career path.
ANSWERS 1. so that / F 5. and so / B
2. and so / D 6. so that / G Confirm achievement of the first goal
Confirm achievement of the second goal
3. so that / E 7. so that / A
4. so that / C
3 Pre-task 2 - Review
3. Have the student come up with one or two sentences with both 1. Tell the student they will now talk about their career path.
and so and so that.
2. Set a customized goal for the second objective. For example:
4. Have the student write the correct preposition used after each of Explaining how I chose my major and my company
the adjectives in the box. Then, ask the student four
questions using four of the adjectives and have the student ask 3. Have the student fill in the blanks with the words and phrases in
you four questions using four different adjectives. For example: the gray boxes.
I: What are you capable of doing very well?
S: I’m capable of speaking German well. Are you good at 4. Ask questions and have the student ask you questions using the
playing any musical instruments? phrases in the boxes (similar to Pre-task 1, point 4).
I: Yes, I’m good at playing the guitar.
13 BerlitzEnglish Level 5
CHAPTER
4 UNIT A How did you get into that?
jumped at ended up
interested _______ capable _______ responsible _______
tired _______ concerned _______ good _______
burned out eliminated
nervous_______ happy _______ used _______
BerlitzEnglish Level 5 14
CHAPTER
4 UNIT B How did you get into that?
Learning objectives Talking about career changes Discussing career choices
UNIT OVERVIEW C) I changed careers two years ago. I used to work as a Confirm achievement of the first goal
Vocabulary: tied up in meetings, good at, interested in, computer programmer, and I was good at it. But I
starting salary, happy about, to look back started having trouble with my hands, my wrists and my
neck. I did some reading about repetitive stress injuries 3 Pre-task 2 - Review
and tried to adjust my work station. But my pain didn’t 1. Tell the student they will now practice giving career advice.
1 Pre-task 1 - Review
go away. As much as I hated to do it, I started looking
1. Tell the student they will talk about career changes and practice
for a different line of work, one where I wouldn’t be at a 2. Set a customized goal for the second objective. For example:
giving career advice in this lesson.
computer so much. Now I work in event planning at a Giving career advice to a co-worker
downtown hotel. While I do spend some time at the
2. Set a customized goal for the first objective. For example:
computer every day, it’s never more than 20 to 30 3. Have the student read the list of factors to consider when
Describing the biggest change in my career
minutes at a time. The rest of the time, I’m out in the choosing a career/job and add three of their own. Then, have the
hotel meeting with clients, caterers, and florists. I miss student rank them from 1-10 (1 being the most important).
3. Have the student take notes as you read the following texts.
programming, but I don’t miss the pain at all!
A) I changed careers a few years back. It wasn’t by
4 Task 2 - Discussing career choices
choice, though. During a difficult period financially, the
4. Have the student summarize the three stories. 1. Have the student read Role Card 2.
company I was working for closed several of its offices. I
was one of about 2,000 people who were laid off. I
2 Task 1 - Talking about career changes 2. First enactment/Role-play: Have the student give you (their
decided to go back to school and pick up some new skills
1. Have the student read Role Card 1. co-worker) advice on a problem you are having with your career.
to make myself more marketable. For a year, I took
classes at night while I worked at a temporary day job.
2. First enactment: Have the student describe how the biggest 3. Post-task: Give praise, point out any mistakes, encourage
change in their career affected their life. self-correction, and give feedback on other areas such as
B) I realized one day that I’d been doing pretty much the
register, intonation and pronunciation.
same thing for thirteen years. Don’t get me wrong; I
3. Post-task: Give praise, point out any mistakes, encourage
enjoyed being a lawyer. I think I was just ready for a new
self-correction, and give feedback on other areas such as 4. Second enactment: If the student made many mistakes, do the
challenge. Everybody thought I’d lost my mind when I
register, intonation and pronunciation. same activity again. Otherwise, switch roles.
announced that I was leaving the firm to become a chef.
Now here I am, hundreds of cooking classes and many
4. Second enactment: If the student made many mistakes, do the
burned fingers later, assisting one of the best chefs in Confirm achievement of the second goal
same activity again. Otherwise, have them ask you about your
town. It’s been a lot harder than I thought it would be,
biggest career change.
but I’ve never looked back.
15 BerlitzEnglish Level 5
CHAPTER
4 UNIT B How did you get into that?
BerlitzEnglish Level 5 16
CHAPTER
5 UNIT A Happy New Year!
Learning objective Describing traditions
UNIT OVERVIEW — Have you ever thrown a surprise birthday party for a
Vocabulary: relative, sunrise, temple, toast, wealth, champagne, friend or relative?
cheer, hug, kiss, wish, confetti, fireworks, set off — What’s the best present you have ever gotten on
your birthday?
— Have you gone to a birthday party this month yet?
1 Pre-task - Review — Have you celebrated your birthday this year yet?
1. Tell the student they will talk about how they celebrate special
holidays. 2 Task - Describing traditions
1. Have the student read the Role Card.
2. Brainstorm “special holidays” and write them on the board, eg:
Christmas (Eve & Day), New Year’s (Eve & Day), Mother’s 2. First enactment: Have the student explain how they celebrate
Day, a birthday, Thanksgiving, Independence Day each of the five holidays. As a guide, have them talk about:
— When they celebrate these holidays
3. Set a customized goal for the objective. For example: — Who they usually spend them with
Describing my family’s traditions for special holidays — What they usually do
— What they like to eat and drink
4. Have the student cover the text and guess which holiday each — Any particular traditions in their family or country
picture represents.
3. Post-task: Give praise, point out any mistakes, encourage
5. Have the student read the texts one at a time. After each one, self-correction, and give feedback on other areas such as
either ask follow-up questions or have the student make a register, intonation and pronunciation.
summary without looking at the text.
4. Second enactment: If the student made many mistakes, do the
6. Grammar review: Ask the following questions to practice the same activity again. Otherwise, have them ask you about some
present perfect tense: of the traditions in your family or country.
— Which of these holidays have you already celebrated
this year?
Confirm achievement of the goal
— Have you ever hung stockings over the fireplace?
— Have you ever spent Christmas in another country?
17 BerlitzEnglish Level 5
CHAPTER
5 UNIT A Happy New Year!
1 Pre-task - Review
Learning objective
Describing traditions
The concept of The day before In America, we In Japan, the festivities In Egypt people have
celebrating Mother’s Christmas is very busy celebrate Thanksgiv- around Children’s Day lots of friends and
Day is very new in for families in Britain. ing by having a big center on the wish for family at their birthday
India. We give cards to We wrap presents, dinner with our family boys to be healthy and parties, so we often
our moms and make a bake buscuits, and and friends. In the strong. Outside the serve two birthday
meal for them so that hang stockings over morning, we watch home the koinobori, or cakes. One birthday
they can have a day’s the fireplace. Children parades and in the carp streamers, are cake has candles while
rest from the kitchen. write a letter to Father afternoon we watch displayed on a tall pole the other one doesn't.
Mother’s Day is the Christmas with their football. This tradition to signify there is a We decorate our
time to say a big thank wishes and toss their may not have started boy or boys in the homes with paper
you to our mothers for letter into the fire so with the first Thanks- home. The sweet food garlands called zeena
being a constant their wishes can go up giving dinner but that they enjoy during that look like chains of
guiding force in our the chimney. is how Americans Children’s Day is called snowflakes and are
lives. celebrate Thanksgiv- kashiwa mochi. hung all around the
ing today. house.
BerlitzEnglish Level 5 18
CHAPTER
5 UNIT B Happy New Year!
Learning objectives Talking about New Year’s activities Planning a special night
UNIT OVERVIEW
2 Task 1 - Talking about New Year’s activities — What do (you think) people do at New Year’s parties?
Vocabulary: midnight, stroke of midnight, a fresh start, countdown,
1. Have the student read Role Card 1. — What has been the best/biggest New Year’s party you
make a resolution, turn over a new leaf, plenty,
have been to?
bother, throw, dress up, count someone in/out
2. First enactment: Have the student
describe their family’s/country’s 4. Have the student put the conversation in order.
statement detail expansion
1 Pre-task 1 - Review traditions for New Year’s Eve and
1. Tell the student they will talk about New Year’s activities and New Year’s Day. Encourage them ANSWERS 3 - 9 - 2 - 6 - 8 - 10 - 7 - 1 - 5 - 4
practice planning a special night in this lesson. to give details using the BOOST technique.
5. Have the student cover the conversation and summarize it.
2. Set a customized goal for the first objective. For example: 3. Post-task: Give praise, point out any mistakes, encourage
Describing New Year’s activities in my country self-correction, and give feedback on other areas such as 4 Task 2 - Planning a special night
register, intonation and pronunciation. 1. Have the student read Role Card 2 and fill in the blanks.
3. Have the student fill in the blanks with the words and phrases in
the boxes (1-12) and then read the texts. 4. Second enactment: If the student made many mistakes, do the 2. First enactment: Role-play planning a special night with a special
same activity again. Otherwise, have them ask you about New person. It does not necessarily have to be for New Year’s Eve.
ANSWERS 8 - 3 - 11 - 12 - 1 - 4 - 7 - 2 - 6 - 10 - 5 - 9 Year’s activities in your country.
3. Post-task: Give praise, point out any mistakes, encourage
4. Grammar review: Have the student tell you how long these Confirm achievement of the first goal self-correction, and give feedback on other areas such as
people have been doing what they are doing. register, intonation and pronunciation.
— James and his friends started their New Year’s party at
9 pm. It is now 3 am. How long have they been partying? 3 Pre-task 2 - Review 4. Second enactment: If the student made many mistakes, do the
— Kevin made his first New Year’s resolution in 1990. 1. Tell the student they will now practice planning a special night. same activity again. Otherwise, practice planning a different
— Percy moved to Brazil in 2003. special night.
— I started teaching at Berlitz in ____. 2. Set a customized goal for the second objective. For example:
— Omar and Lisa got married last May. Planning a special night to celebrate New Year’s Eve
— Rose joined her gym three years ago. Confirm achievement of the second goal
— I bought my watch in 2011. 3. Ask a few warm-up questions:
— George met his girlfriend Stephanie in high school. — What kind of activities do young people like to do on
New Year’s Eve?
19 BerlitzEnglish Level 5
CHAPTER
5 UNIT B Happy New Year!
midnight, a lot of young people go out to ________ to Sure. Whatever works best for you. Do you want us
dance and have fun. It’s always a ________ party. to pick you up before we head over there?
Hi, Tina.
BerlitzEnglish Level 5 20