Berlitz Blended Learning Essentials 6 Instructor Manual
Berlitz Blended Learning Essentials 6 Instructor Manual
UNIT OVERVIEW 2 Task 1 - Inviting a client out 5. Have the student make mini role-plays by extending an invitation
Vocabulary: would you care to…?, commitment, perhaps, 1. Have the student read Role Card 1 and fill in the blanks. and replying twice, one accepting it and the other declining it. Be
sounds great, take a rain check, make it, sure to practice both registers until the student can do it well
how about …?, why don’t you ...? 2. First enactment: Role-play inviting a client (a co-worker, a without looking at their book.
friend, the boss) out for dinner (lunch, coffee).
1 Pre-task 1 - Review 4 Task 2 - Extending invitations
1. Tell the student they will practice making, accepting and declining 3. Post-task: Give praise, point out any mistakes, encourage 1. Have the student read Role Card 2 and fill in the blank.
invitations in this lesson. self-correction, and give feedback on other areas such as
register, intonation and pronunciation. 2. First enactment: Role-play extending an invitation to a friend (a
2. Ask a few warm-up questions: co-worker, a relative, etc). Then, switch roles to practice
— How often do you go out for dinner with co-workers? 4. Second enactment: If the student made many mistakes, do the accepting and declining invitations.
with clients? with your boss? same activity again. Otherwise, have them invite someone else.
— When was the last time you invited someone out? 3. Post-task: Give praise, point out any mistakes, encourage
— When was the last time you were invited out? Confirm achievement of the first goal self-correction, and give feedback on other areas such as
— What’s a good place to go out for dinner near here? register, intonation and pronunciation.
3. Set a customized goal for the first objective. For example: 3 Pre-task 2 - Review 4. Second enactment: If the student made many mistakes, do the
Inviting an important client out for dinner 1. Tell the student they will now practice extending formal and same activity again. Otherwise, add a complication to the role
informal invitations and how to accept and decline them. play (eg: the person is busy, doesn’t like the activity they are
4. Have the student fill in the blanks with the phrases in the gray box. invited to).
2. Set a customized goal for the second objective. For example:
5. Read the conversation together twice, switching roles. Then, have Inviting my boss out for a round of golf this weekend
Confirm achievement of the second goal
the student cover the conversation and give you a summary.
3. Have the student go through the list of expressions and mark
6. Discuss the topic of going out with clients: their use (M for making an invitation, A for accepting, or D for
— Do you invite clients out for dinner in a similar way? declining) and register (F for formal or I for informal).
— How many people usually attend these dinners?
— Do you talk about business or other things? 4. Have the student add two more expressions for each use, one
— Who pays/should pay for the meal? formal and the other informal.
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1 UNIT A We’d like you to join us.
Hank: Good. ____________________ at Ichiban. It’s one of our favorite Sorry, I can’t. I have to work that day.
She’s been ____________________ to meeting everyone. Thank you. I’d like that very much.
____________________ at her office. Tonight’s not good for me. Thanks anyway.
Unfortunately, we won’t be able to join you.
Marie: That’d be great. I’ll give her a call to ____________________ .
Would you care to join us for dinner?
M F
do you mind are you doing anything pick her up M I
Role Card 1 Call _________ to invite him/her out for _________. Role Card 2 Extend an invitation to _________________.
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1 UNIT B We’d like you to join us.
Learning objectives Socializing with colleagues and clients Entertaining
UNIT OVERVIEW 2 Task 1 - Socializing with colleagues and clients 4. Optional: Have the student come up with their own examples of
Grammar: so and such; polite requests with would and could 1. Have the student read Role Card 1 and fill in the blanks. things the host and guests would say before and during a party.
Vocabulary: happen to, to make up for something, hectic,
agony, to feel at ease, entertaining, lame 2. First enactment: Role-play starting a conversation with 4 Task 2 - Entertaining
someone they know and making small talk. 1. Have the student read Role Card 2.
1 Pre-task 1 - Review
1. Tell the student they will practice socializing with colleagues and 3. Post-task: Give praise, point out any mistakes, encourage 2. First enactment: Have the student
clients and talk about entertaining (hosting) in this lesson. self-correction, and give feedback on other areas such as talk about an experience as a host
register, intonation and pronunciation. that was either great or terrible. statement detail expansion
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1 UNIT B We’d like you to join us.
Making polite requests Complimenting the host 8. It looks like I won’t be able to make it after all.
7. Don’t touch that! 7. It was wonderful to meet you. 16. Wow! You have such a beautiful garden!
4 Task 2 - Entertaining
2 Task 1 - Socializing with colleagues and clients
Role Card 2 Talk about a great or terrible
Role Card 1 Start a conversation with _____________ at _____________.
experience you have had as a host.
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2 UNIT A What do you do for fun?
Learning objectives Talking about entertainment Expressing enthusiasm
7. Write the following modal verbs on the board: Confirm achievement of the first goal Confirm achievement of the second goal
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2 UNIT A What do you do for fun?
Expressing enthusiasm — Sarah tells me you watch a lot of movies. She says
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2 UNIT B What do you do for fun?
Learning objectives Talking about activities and events Choosing a movie
UNIT OVERVIEW 3. Post-task: Give praise, point out any mistakes, encourage Great: excellent, terrific, amazing, brilliant, remarkable
Vocabulary: incredible, listings, rock band, jazz club, self-correction, and give feedback on other areas such as Average: so-so, all right, nothing special, not too bad, OK
be into something, be crazy about, can't get enough of, register, intonation and pronunciation. Terrible: awful, horrible, lousy, rubbish, dreadful
matinee, film critic, thriller, rubbish, amazing, so-so
4. Second enactment: If the student made many mistakes, do the 4 Task 2 - Choosing a movie
1 Pre-task 1 - Review same activity again. Otherwise, have them ask you about what 1. Have the student read Role Card 2.
1. Tell the student they will talk about their favorite activities and you like to do with your friends.
practice choosing a movie. 2. First enactment: Role-play choosing a movie with a friend
Confirm achievement of the first goal (co-worker, family member). Let the student suggest the first
2. Set a customized goal for the first objective. For example: movie and then recommend a completely different genre. Have
Talking about the activities I enjoy doing most the student try to convince you why their movie is better.
3 Pre-task 2 - Review
3. Have the student cover the phrases (A-L) and guess what the 1. Tell the student they will now practice choosing a movie. 3. Post-task: Give praise, point out any mistakes, encourage
blanks should read. Then, have them use the phrases and compare self-correction, and give feedback on other areas such as
their answers. 2. Set a customized goal for the second objective. For example: register, intonation and pronunciation.
Choosing a movie with my best friend
ANSWERS I. F-B-J-H 4. Second enactment: If the student made many mistakes, do the
II. A-L-D-C 3. Have the student read the factors for choosing a movie and add an same activity again. Otherwise, practice choosing a different
III. G-K-E-I additional one. Then, have them rank the factors and explain their activity (a sporting event, a concert, etc).
choices. Finally, have them write the information (director, stars)
4. Discuss whether the student enjoys singing or playing music, about their favorite movie.
Confirm achievement of the second goal
watching or listening to musicals and/or watching foreign films.
4. Have the student think of other ways of saying great, average and
2 Task 1 - Talking about activities and events terrible and write them on the boxes. Then, practice by asking
1. Have the student read Role Card 1. What do you think of ...?. For example:
I: What do you think of the new Brad Pitt movie?
2. First enactment: Have the student talk about what activities S: I think it’s terrific!
they enjoying doing most with their friends. Push for details.
Possible answers:
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2 UNIT B What do you do for fun?
friend and I went to Toronto during the film festival. I I had no idea
Average
______ how many great movies I saw from other
J gigs
countries. Since then, I’ve ______ a small university
K couldn’t believe
theater in town that shows foreign, independent and
Terrible
classic films. I ______ what I was missing! L got interested
Role Card 1 Explain what activities you and your friends enjoy doing most together. Role Card 2 Choosing a movie with ________.
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CHAPTER
3 UNIT A The trip was perfect!
Learning objectives Describing a travel experience Talking about travel experiences
UNIT OVERVIEW 2 Task 1 - Describing a travel experience 4 Task 2 - Talking about travel experiences
Vocabulary: comfortable, first class, spacious, perfect, upgrade, 1. Have the student read Role Card 1 and fill in the blank. 1. Have the student read Role Card 2.
overbook, bumpy, special, lucky, run-down,
immaculate, cramped, rude 2. First enactment: Have the student describe their last trip 2. First enactment: Have the student tell you two stories: their
(domestic or overseas) in detail. best travel experience and their worst.
1 Pre-task 1 - Review
1. Tell the student they will talk about their last, best and worst 3. Post-task: Give praise, point out any mistakes, encourage 3. Post-task: Give praise, point out any mistakes, encourage
travel experiences in this lesson. self-correction, and give feedback on other areas such as self-correction, and give feedback on other areas such as
register, intonation and pronunciation. register, intonation and pronunciation.
2. Set a customized goal for the first objective. For example:
Describing my last travel experience to Germany 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 ask you about your same activity again. Otherwise, have them ask you about one of
3. Ask a few warm-up questions: last travel experience. your really good or really bad trips.
How often do you travel domestically?
What’s your favorite place to visit in your country? Confirm achievement of the first goal Confirm achievement of the second goal
How often do you travel abroad?
What’s your favorite country to visit?
Do you enjoy traveling alone or with others? 3 Pre-task 2 - Review
Do you like flying? Why/why not? 1. Tell the student they will now talk about their best and worst
travel experiences.
4. Have the student fill in the blanks with the phrases in the box
(A-P). Then, read the conversation twice, switching roles. 2. Set a customized goal for the second objective. For example:
Describing my best and worst travel experiences
ANSWERS C-A-I-H-L-B-G-P-
N-K-J-O-F-M-D 3. Have the student look at the list of adjectives and mark whether
they are positive or negative, what they describe (F for flight, R
5. With the book closed, have the student summarize Claire’s for hotel room, or S for service) as well as the opposite of each.
experience in Canada.
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3 UNIT A The trip was perfect!
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3 UNIT B The trip was perfect!
Learning objectives Voicing a complaint Talking about helpful/unhelpful staff
UNIT OVERVIEW 2 Task 1 - Voicing a complaint 4. Have the student transform the sentences in the box to the
Grammar: Passive voice 1. Have the student read Role Card 1 and fill in the blank. passive voice.
Vocabulary: complaint, disappointed, thoughtful, bend over
backwards, go out of your way, go the extra mile 2. First enactment: Role-play complaining at a store 4 Task 2 - Talking about helpful/unhelpful staff
(restaurant/school/government office) about a problem. 1. Have the student read Role Card 2.
1 Pre-task 1 - Review
1. Tell the student they will practice making a complaint and 3. Post-task: Give praise, point out any mistakes, encourage 2. First enactment: Have the student describe a very positive
describing helpful and unhelpful staff in this lesson. self-correction, and give feedback on other areas such as customer service experience.
register, intonation and pronunciation.
2. Set a customized goal for the first objective. For example: 3. Post-task: Give praise, point out any mistakes, encourage
Making a complaint at Prince Hotel about ... 4. Second enactment: If the student made many mistakes, do the self-correction, and give feedback on other areas such as
same activity again. Otherwise, switch roles. register, intonation and pronunciation.
3. Ask a few warm-up questions:
— Do you usually complain if you receive bad service? Confirm achievement of the first goal 4. Second enactment: If the student made many mistakes, do the
— Are complaints handled efficiently in your country? same activity again. Otherwise, have them tell you about a bad
— When was the last time you complained? What did you experience.
complain about? Was the problem solved? 3 Pre-task 2 - Review
— What do your company’s customers complain about? 1. Tell the student they will now describe a positive customer service
experience they have had. Confirm achievement of the second goal
4. Have the student fill in the blanks with the phrases in the box
(A-P). Then, read the conversation twice, switching roles. 2. Set a customized goal for the second objective. For example:
Describing a positive customer service experience at ...
ANSWERS J-A-M-O-C-F-L-B-
I-P-E-K-N-D-H-G 3. Have the student match the phrases on the left with the ones on
the right. Then, ask which expressions represent helpful staff and
5. With the book closed, have the student summarize the dialogue. which represent unhelpful staff. Finally, have the student make
similar sentences by replacing the text in gray.
6. Have the student tell you whether they have had a bad experience
in a hotel and, if so, how it was handled by the hotel staff.
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3 UNIT B The trip was perfect!
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4 UNIT A How do you like it?
Learning objective Talking about products and their features
UNIT OVERVIEW
2. Set a customized goal for the objective. For example: 2 Task - Talking about products and their features
Describing my gadgets and their features 1. Have the student read the Role Card.
3. Have the student match the six products with their features 2. First enactment: Have the student describe four or five
(four each). Depending on the student’s knowledge and electronic devices they own and the features of each. Also ask
interest in electronics, have them explain the benefit of all or how long they have had these products, why they decided to
some of the features. buy them, what they like and dislike about them and what
features they would like their products to have.
Abbreviations:
1000W = 1000 watts 3. Post-task: Give praise, point out any mistakes, encourage
1080p = high-definition video mode (p=progressive) self-correction, and give feedback on other areas such as
USB = universal serial bus register, intonation and pronunciation.
dpi = dots per inch
LCD = liquid crystal display 4. Second enactment: If the student made many mistakes, do the
GB = gygabite same activity again. Otherwise, have them describe other
RAM = random-access memory products such as furniture, appliances, clothing, software, etc.
MP = megapixels
HDMI = high-definition multimedia interface
Confirm achievement of the goal
ppm = pages per minute
SLR = single-lens reflex
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4 UNIT A How do you like it?
1 Pre-task - Review
Learning objective
Color Laser Printer Smartphone 60” Smart HDTV 14’’ Ultrabook Laptop Digital SLR Camera
Talking about products
and their features
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4 UNIT B How do you like it?
Learning objectives Explaining the purpose of a device Getting technical advice
UNIT OVERVIEW 2 Task 1 - Explaining the purpose of a device 4. Have the student fill in the blanks with the phrases in the box
Grammar: Relative clauses (who, that, which, where) 1. Have the student read Role Card 1 and fill in the blanks. (A-J). Then, read the dialogue together, switching roles.
Vocabulary: gadget, appliance, purpose, technical assistance,
helpful, knowledgeable, talk through 2. First enactment: Role-play explaining how to use a gadget, 5. Have the student cover the conversation and tell you what the
preferably one they have with them (eg, their cell phone, problem was and the solution suggested.
1 Pre-task 1 - Review laptop, camera, voice recorder).
1. Tell the student they will practice explaining the purpose of a 4 Task 2 - Getting technical advice
device and getting technical advice in this lesson. 3. Post-task: Give praise, point out any mistakes, encourage 1. Have the student read Role Card 2.
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. 2. First enactment: Practice getting technical support from a shop,
Explaining to my mother how to use her new phone a friend or relative.
4. Second enactment: If the student made many mistakes, do the
3. Have the student tell you what the three devices are called and same activity again. Otherwise, have them explain how to use a 3. Post-task: Give praise, point out any mistakes, encourage
their purpose. For example: different device. self-correction, and give feedback on other areas such as
This is a scale. A scale is a device that measures weight. register, intonation and pronunciation.
Confirm achievement of the first goal
4. Relative clauses: Have the student describe the following objects, 4. Second enactment: If the student made many mistakes, do the
places and people using who, that, or where. same activity again. Otherwise, practice getting technical advice
a microwave oven a refrigerator 3 Pre-task 2 - Review on a different device.
a GPS device a bakery 1. Tell the student they will now practice getting technical advice.
a personal trainer a foreigner
a stock market a watch 2. Set a customized goal for the second objective. For example: Confirm achievement of the second goal
a pianist a library Calling Best Buy to get technical support for my camera
Michael Jordan a backpack
3. Ask a few warm-up questions:
5. Have the student join the pairs of sentences into one using who, Have you ever had a problem with one of your devices?
which, or where. Did you call the maker or go to the store?
How long did it take for them to fix the problem?
Are you good at fixing things / troubleshooting software?
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4 UNIT B How do you like it?
3. I went to see the dentist. He told me to floss more often. Thank you very much for your help.
7. The new stadium will be opened in June. It can hold 80,000 people.
c I recently bought h trying to connect
8. My cousin said he could help me. He has been a lawyer for 10 years. d it worked i turn it back on
9. The Wizard of Oz was released in 1939. It’s one of my favorite movies. e just won’t work j what seems to be
BerlitzEnglish Level 6 16
CHAPTER
5 UNIT A Time flies!
Learning objectives Talking about the stages of life Describing important events
UNIT OVERVIEW 2 Task 1 - Talking about the stages of life 4 Task 2 - Describing important events
Grammar: Time clauses (before, when, while, until, since ...) 1. Have the student read Role Card 1 and fill in the blank. 1. Have the student read Role Card 2.
Vocabulary: birth, education, retirement, career, generation,
senior, life expectancy, crawl, nourishment, retiree 2. First enactment: Have the student talk about their favorite 2. First enactment: Have the student describe the three most
stage of their life so far. Review the stages of life, if necessary. important events in their life so far.
1 Pre-task 1 - Review
1. Tell the student they will talk about the stages of life and the most 3. Post-task: Give praise, point out any mistakes, encourage 3. Post-task: Give praise, point out any mistakes, encourage
important events in their life in this lesson. self-correction, and give feedback on other areas such as self-correction, and give feedback on other areas such as
register, intonation and pronunciation. register, intonation and pronunciation.
2. Set a customized goal for the first objective. For example:
Explaining why college was the favorite stage of my life 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, ask the student what they same activity again. Otherwise, have them tell you what future
3. Write the following time expressions on the board: would do differently if they had a chance to live their life again. life events they are looking forward to the most.
while since after
as soon as by the time before Confirm achievement of the first goal Confirm achievement of the second goal
when until
4. Have the student match the sentences and fill in the blanks with 3 Pre-task 2 - Review
the words on the board. 1. Tell the student they will now describe the most important events
in their life.
ANSWERS 1. E (before) 6. D (until)
2. G (after) 7. H (since) 2. Set a customized goal for the second objective. For example:
3. A (when) 8. F (before) Describing the three most important events in my life
4. C (while) 9. J (by the time)
5. B (as soon as) 10. I (since) 3. Have the student complete the conversation by changing the
verbs to the correct tense.
5. Optional: Have the student make sentences about their life using
the time expression on the board. 4. Discuss Ben’s situation.
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5 UNIT A Time flies!
children ... Samsung Germany. and I (go through) the same thing. Then we
6. Karen wants to stay home with her son F. ... ______________ he was (have) our second child.
at least ... accepted at NYU. — Don’t tell me you (stop) being responsible ...
— No, of course not, but I guess we (get) used to
7. ______________ Helen retired last G. ... ______________ he was
our responsibilities by then. We (be through) it
year, ... promoted to Vice President.
all before, so we (know) we could handle it.
8. Mario had applied at several H ... she has been traveling all around
— You mean, having a child didn’t seem like such a
universities ... Europe.
big deal anymore?
9. Most babies begin to crawl ... I. ... ______________ their baby was
— Well, it (be) still a big deal, sure. It’s just that we
10. Vivi and Marco haven’t been sleeping born last month.
(feel) a lot more relaxed about it.
very much ... J. ... ______________ they turn one.
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5 UNIT B Time flies!
Learning objectives Sharing exciting news Responding to announcements
3. Set a customized goal for the first objective. For example: 3 Pre-task 2 - Review
Sharing the news of my engagement with my parents 1. Tell the student they will now practice responding to good and
bad news.
4. Tell the student they need to make three separate conversations
using the sentences in the box (A-R). All three are about sharing 2. Set a customized goal for the second objective. For example:
exciting news and are made up of six lines. Responding to some unexpected news
ANSWERS 1: B - M - D - A - P - N 3. Have the student match the situations (1-12) with the responses
2: E - G - O - L - K - H (some of the responses can be used in more than one situation).
3: F - J - C - Q - I - R
4. Have the student close their book. Read the situations again and
5. Ask the student if they have heard similar news recently. have the student come up with an appropriate response.
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5 UNIT B Time flies!
BerlitzEnglish Level 6 20