Instructor’s Manual

Berlitz Languages, Inc.

Princeton, NJ
USA
Author: Denise Kruelle

We would like to thank the many Berlitz instructors and staff who
have contributed to the creation of .

Copyright© 2013 Berlitz Languages, Inc.

All rights reserved. No part of this book may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying, recording
or by any information storage and retrieval system without permission in writing
from the Publisher.

Berlitz Trademark Reg. U.S. Patent Office and other countries

Marca Registrada

ISBN 978-1-62284-071-7

Second Digital Edition – June 2017

For use exclusively in connection with Berlitz classroom instruction.

Berlitz Languages, Inc.

7 Roszel Road
Princeton, NJ 08540
USA
Welcome to 1

Preface

What is BerlitzEnglish?
BerlitzEnglish is a multi-component English program for adult professionals. BerlitzEnglish presents
spoken and written English as it is used around the world in social and business contexts.

The most important element of the BerlitzEnglish program is live instruction using the Berlitz Method®.
With its emphasis on oral communication and the exclusive use of the target language in the classroom,
the Berlitz Method® helps students develop the language skills they need for successful everyday and
workplace communication. Through live instruction, we bring the language to life by interacting with our
students and encouraging them to think and communicate in English.

The BerlitzEnglish program supports the principles of the Berlitz Method® with materials that focus on
real-world communication; speaking goals and activities present and practice relevant vocabulary and
grammar in context in order to achieve those goals.

The BerlitzEnglish program also helps students learn the language through a variety of media (audio CD,
BerlitzEnglish companion website, English Passport magazine, and mobile companion), providing a wide
range of options for in-class practice and home study that accommodate differences in students’ interests,
preferences, and learning styles.

Each level of the program consists of 12 chapters, with each of the ten content chapters covering a
specific theme, such as restaurants, health, and travel. Chapters 6 and 12 of every level are review
chapters.

BerlitzEnglish Levels 1-4 take students from the beginner level to the intermediate level (CEF Levels A1-
A2.3).

BerlitzEnglish 1-4 Instructor’s Manual –2013 Edition

The layout and structure of the 2013 Instructor’s Manual is similar to the previous edition. It supports
new Berlitz instructors by reinforcing the techniques presented in the Berlitz Instructor Training and
serves as a resource that provides information at-a-glance for more experienced Berlitz instructors.

The most significant changes in the 2013 Edition are:

 Black and white reproductions of Student Book pages are interleaved in the Instructor’s Manual
 The material in the Instructor’s Manual and the Student Book follow the same sequence
 Teaching point numbers in the Instructor’s Manual correspond to the activity numbers in the
Student Book
 Tasks are gradually introduced and increase in number as students move from lower to higher
proficiency levels
 Units are broken down into speaking goals
 Answers to in-class activities (listening, reading, etc.) are provided in the Instructor’s Manual
 There is a strong linkage in the Instructor’s Manual to the Lesson Observation Form and the Berlitz
Instructor Training

©2013 Berlitz Languages, Inc.

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The Instructor Manual Layout

Unit Structure and Timing Guidelines

Each chapter is divided into four 40-minute units. Each unit is divided into sections which show the
speaking goals and timing guidelines at the top of the section. Each speaking goal section finishes with a
performance activity or task.

In general, all speaking goals are presented and practiced within the first three and a half units. The
second half of Unit 4 should be devoted to consolidation and review activities that best suit your students’
goals, needs, and interests, and should finish with a confirmation of students’ goals.

Chapter Overview
The first page of each Instructor’s Manual chapter has a chapter overview which shows the topics,
speaking goals, and grammar presented in the chapter. A similar chart is on the first page of each Student
Book chapter. In addition, the Instructor’s Manual chapter overview has a list of key vocabulary and
expressions presented in the chapter.

Page Layout
The Instructor’s Manual retains the two-column layout used in previous editions. The left-hand column
provides reference information and lists vocabulary and language structures to be taught. The right-hand
column provides detailed, step-by-step suggestions and notes for presentation and practice of new
material.

DESCRIPTION OF THE LEFT-HAND COLUMN

 teaching point numbers to indicate “stopping points” on the pedagogical card
 Student Book (SB) page number references
  a “books open” icon, indicating when students will need their books for a
task or activity
 Illustration Book (IB) picture suggestions
 realia suggestions
 audio track numbers (CD 1)
 references to any reproducible handouts or role cards (Instructor Resources)
available at the end of the Instructor Manual
 a list of vocabulary, expressions, and language structures to be presented and practiced
or reviewed at a given point

DESCRIPTION OF THE RIGHT-HAND COLUMN

 stages of the teaching cycle (Presentation, Practice, Performance) and the task cycle
 detailed presentation steps, including the names of the presentation techniques used
 detailed practice instructions, including the names of practice techniques
 answers to in-class listening and reading activities
 language notes and teaching tips
 reminders to set, adapt to, and confirm customized goals

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Warm-up Activities
Each chapter of the BerlitzEnglish Student Book begins with a chapter preview page, comprised of the
chapter overview and a combination of images, texts, or dialogues. In the Instructor’s Manual, we suggest
how these features can be used as warm-up activities for each speaking goal. These warm-up activities
give the instructor the opportunity to focus students on the topic at hand, to assess students’ familiarity
with language and structures required, and to set customized goals.

The preview page activities may also be used, at the instructor’s discretion, for chapter preview, end-of-
chapter review, and goal confirmation.

Optional Activities
Periodically, there are alternate or extension activities in a unit that provide further expansion of content
and additional opportunities for practice. They are optional and have not been included in the time
estimates for the unit in which they appear. These activities are ideal when students need to practice a
particular point a little more or when you complete the unit’s activities in less than 40 minutes and need
an additional activity to extend the unit’s content.

Homework
Homework exercises are listed at the end of each speaking goal. Toward the end of each chapter, there is
a reminder to direct students to the appropriate chapter on the BerlitzEnglish companion website.

End-of-Chapter Activities
Consolidation and Review
There are several consolidation and review activities at the end of each Instructor’s Manual chapter. The
instructor should decide which activities to do, based on his or her students’ needs and the time they have.

Consolidation activities: Consolidation activities are usually tasks involving one or more, if not all, of the
speaking goals practiced in the chapter.
Grammar review activities: These activities provide additional practice for specific grammar and
language structures.
In addition, the instructor may choose to use the Vocabulary and Expressions list or the Grammar
reference section in the Chapter Summary in the Student Book to create other review activities.

Confirm goals
This section of the Instructor’s Manual serves as a reminder at the end of each chapter to confirm with
students that they have achieved their speaking goals. Suggestions for goal confirmation activities are
provided.

Use your English!

It is important that students develop the habit of practicing and using new language they have learned,
when they leave the classroom. The Use Your English section contains suggestions for various activities
that reinforce the content of each chapter, and that students can do on their own.

Reading and Writing Practice (optional)

The Reading and Writing practice at the end of each Student Book chapter are optional, and can be done
as homework or in-class. The Instructor’s Manual provides activity instructions for in-class reading.

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Review Chapters
Chapters 6 and 12 of each level are designed to show students just how much they have learned in the
preceding five chapters. These chapters also provide many opportunities to expand your students’
knowledge with a variety of activities that simulate real-life situations.

Generally, we suggest that your students spend four 40-minute units working through each review
chapter. For three of the units, based on your students’ specific language abilities, interests, and needs, we
encourage instructors and students to select from the following activities available in each Review
chapter:
• Objectives Ladder – an opportunity to review the speaking goals of the previous five chapters
• Action Modules – a collection of information-gap role-plays that challenge students to use
the language spontaneously and to negotiate their way to a solution
• Your Turn – a collection of presentation and interview activities that provide students with an
opportunity to speak at length on the topics presented in the preceding chapters
• Focus on Language: So many questions! – a review activity that encourages students to apply
vocabulary, grammar structures, and question forms across all the topics in the previous five chapters
• Focus on Language: Game – a review of the main language structures in the preceding chapters

We strongly encourage that one unit of the Review Chapter be devoted to reading from English Passport
magazine or other suitable reading material. Lesson plans for selected articles in each edition of English
Passport are available for each level. These may be obtained from your Manager of Instruction, or may
be downloaded from @Berlitz ([Link]). If you do not have login credentials for the @Berlitz
intranet, please check with your Manager of Instruction.

Instructor Resources
All reproducible activity handouts or role cards referred to in the Instructor’s Manual are found at the end
of the Instructor Manual. The “Goal Bank” referred to in Chapter 1, which provides sample goals and
other ideas by chapter and speaking goal, is available for download on SPACE and @Berlitz.

Back Matter
Please refer to the pages following Chapter 12 for:
• audio scripts for all audio tracks on CD 1 (in-class) and CD 2 (home practice)
• homework exercises and answer keys
• answer keys for the reading comprehension questions from the optional Chapter Summary readings
• alphabetical vocabulary and expressions index

Feedback
We hope you enjoy using the 2013 Edition of the BerlitzEnglish Instructor’s Manual.
Feel free to send any feedback or suggestions you may have to: [Link]@[Link].

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The BerlitzEnglish Advantage!

BerlitzEnglish has been developed because of our strong belief that we can offer our students –– and our
instructors –– a competitive advantage in English-language study.

STUDENT MATERIALS HOW DO STUDENTS BENEFIT?

Student Book  themes and language functions are chosen specifically to address
our students’ day-to-day language needs
 photos, illustrations, and realia provide visual support for better
assimilation and retention
 grammar focus and exercises help students improve accuracy
 cultural-awareness-raising activities help students develop an
understanding of and sensitivity to cultural differences

Audio CDs  students are exposed to English spoken in many contexts and
with many different native and non-native accents

Companion website  students develop listening and reading skills

 students focus on grammar, vocabulary, and pronunciation
points specific to their needs
 additional exercises provide further practice and reinforcement

Mobile companion  mobile app provides 5-10 minutes of supplemental interactive

activities for each chapter of BerlitzEnglish 1 – 4 (available for
Blackberry, iPad, Android OSs).

English Passport magazine  students experience authentic English by reading articles culled
from well-known magazines

INSTRUCTOR MATERIALS HOW DO STUDENTS BENEFIT?

Instructor’s Manual  contains stimulating activities that will hold students’

interest and expose them to real-life situations

Illustration Book  provides visual support for the introduction and practice
of new vocabulary and concepts

In-Class Audio CD  provides listening practice during the lesson

English Passport magazine  instructor uses level-specific activities to exploit the

and lesson plans exciting content of the magazine

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©2013 Berlitz Languages, Inc.

Contents
Table of Contents
CHAPTER /TITLE TOPICS SPEAKING GOALS GRAMMAR

1 Special occasions Talk about special Passive voice, future: The party
What’s the Invitations occasions will be held on July 4th.
occasion? Attire Extend and respond Reported speech: Julie said she
Page 1 Compliments to invitations had a previous engagement.
Give and respond to Present conditional with modals:
compliments If the invitation says casual, you
can dress comfortably.

2 Favors Ask a favor Present real (1st) conditional:

Could you do Borrowing and Ask to borrow something if + present + will
me a favor? lending Make promises Reported speech: with would,
Page 28 Promises Apologize and make could
Apologies excuses within + time period

3 Products Discuss online shopping Comparative: more and more,

Do you shop Defects habits fewer and fewer, better and
online? Problems with orders Describe products better, etc.
Page 60 Product returns Describe problems with the same as, different from, similar
products to
Return an item unless

4 Trips, journeys Describe travel problems Relative clauses, object form: The
How was your Travel problems Give customer feedback hotel (that) we stayed in was old.
trip? Make a complaint should have (done): The
Page 90 airline should have given us
a refund.

5 Accidents Talk about injuries Reflexive pronouns (review,

Was anyone hurt? Injuries Report an accident expansion): cut / burned / hurt +
Page 122 Describe medical -self
emergencies Passive voice, progressive:
Call for help is being done, was being done

6
Review
Page 150

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 CHAPTER /TITLE TOPICS SPEAKING GOALS GRAMMAR

7 Job skills Describe skills and personal Present perfect progressive:

What are you Interviews qualities Jim has been working since he
good at? Personal qualities Say how well you can do was 15.
Page 162 something Negating prefixes: un-, dis-, in-,
Describe job skills im-, ir-, il-

8 Savings goals Talk about saving Present unreal (2nd) conditional:

What are you Expenses Talk about spending If I had…, I would…
saving for? Banking services Give and ask for financial If I were you, I would…
Page 192 advice I wish I could save more each
Conduct bank transactions month.

9 Environment Talk about the environment although, even though

Think globally, Energy Discuss environmental thanks to (= because of, due to)
act locally Recycling issues: energy, recycling,
Page 222 and local initiatives

10 News Describe how you stay Past perfect: By halftime, Brazil

Have you seen Current events informed had already scored three goals.
the headlines? Natural disasters Discuss news and current Reported speech past, present
events perfect: The victims said they
Page 252
Report news to others had called the police.
Share news with others Verbs used in reporting: report,
state
According to …

11 Major events in life Describe major life events wish + past perfect: I wish I had
To the future! Achievements and turning points majored in computer science.
Page 284 Hopes and dreams Describe past achievements Past unreal conditional: If I hadn’t
The future Talk about hopes and been late, I would never have
dreams met you.
Make predictions

12
Review
Page 310

Instructor Resources Page 322

Audio Script Page 333
Practice Page 346
Answer Key Page 366
Vocabulary Page 374
Expressions Page 378

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Chapter 1 What’s the occasion?
1

Chapter 1 What’s the occasion?

Topics Speaking Goals Grammar

Special occasions Talk about special occasions Passive voice, future: The party will
Invitations Extend and respond to invitations be held on July 4th.
Attire Give and respond to compliments Reported speech: Julie said she had
Compliments a previous engagement.
Present conditional with modals: If
the invitation says casual, you can
dress comfortably.

Key Vocabulary
wedding, special occasion, outfit, compliment, host, dressy, Questions
housewarming, surprise appropriate, casual, ring, What’s the occasion?
(party), baby shower, etc., diamond, necklace, bracelet, Would you care to …?
annual, formal / informal, earrings, jewelry, fabulous,
Expressions
cookout, previous handsome, pretty, etc., luncheon
I’d be delighted
engagement, bridal shower,
Verbs can’t make it
residence, attire, (evening)
gown, bow tie, tuxedo, have a party, turn (… years old),
hold (~ a party), let … know,
RSVP, attend

Instructor resources for this chapter are on page 322.

Chapter / Lesson Preview

As the IM suggests, you should do a warm-up for each speaking goal.
During this 2-5 minute warm-up and goal-setting activity, you could start with a mind map, eliciting
what students already know and providing necessary background knowledge. Ask questions to find out
about the students’ individual situation, interests, or needs relating to the chapter topic(s) and a
particular speaking goal.
As you do the warm-up activities, listen for how comfortable students already are with the speaking
goals and grammar on the preview page.
You can have them check off “OK items” by using a scale of 0 to 3 (not familiar/comfortable to very
familiar / comfortable).
Together with the student(s), set a clear goal for the lesson, customized to the students’ specific
language abilities, interests, and needs, and write this goal on the board. (Refer to the sample goals for
this Chapter in the ”Goal Bank” if you need ideas.)
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure you allow enough time per unit to include the performance activity that confirms achievement
of this goal.

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UNIT 1 Speaking Goal: Talk about special occasions (40 min.)

Warm-up A celebrate (rev.) What are these people celebrating?

celebration (rev.) Substitution: Are they at a party? → having a party
Are these people celebrating, too?
 have a party
What’s the
What are they celebrating? → What’s the occasion?
Naming: Are they getting married today? [Y]
SB p. viii
occasion? → Their wedding is today.
wedding Is a wedding an occasion we have every day or a special occasion?
special occasion
What other special occasions can you think of?

Ask questions to set a customized goal. E.g.: Do you celebrate

anniversaries? When was the last time you went to a party? What
was it for? Do you like going to birthday parties? etc. Our goal is
… e.g., to talk about an important occasion to my colleague. Write
the goal on the board and get agreement from students.

1. Presentation
Have students look at the list of celebrations in the activity. Call on
students to say what (they think) each is for. Present unfamiliar
 terms.
SB p. 1
Write your birth date on the board. Am I … years old now?
turn (… years old) Substitution: Will I be … years old on my next birthday?
anniversary → I will turn (30) on my next birthday.
(rev.) Contrast: Berlitz turned 135 years old recently.
Did the company celebrate its 135th birthday? (N)
→ 135th anniversary
My parents have been married for 40 years.
→ They celebrated their 40th anniversary last month.

Do people have parties when they move to a new house or

housewarming apartment? → housewarming party

A friend will have a baby soon.

Substitution (and Gesture): Will everyone give her lots of gifts for
the baby? → shower her with gifts for the baby
baby shower Naming: Will there be a party? → baby shower

Have you ever been to party for a friend, who didn’t know about
surprise (party) the party? → surprise party

opening Does a company celebrate the opening of a new museum / shop /

grand ~ restaurant? → grand opening celebration
reception Do people / companies organize a dinner for a special occasion?
→ reception

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Talk about special occasions (cont’d.)

Practice: Matching
Have students look at the statements.
Which celebration goes with which occasion?

Call on students to read out completed statements.

[ANSWERS: 1. surprise party 2. class reunion 3. baby shower 4. wedding

5. anniversary party 6. house-warming party]

2. passive with Presentation

simple future Substitution: Do you have parties at your home?
SB p. 1 → hold parties at your home
hold / held When did you hold your last party? → held
will be (held)
Where will they hold Tony’s surprise party? → will be held …
Will cake be served at the party?

Practice: QFS / Tease Answers

Dinner won’t be served at 9 p.m.
S1 → When will dinner be served?
S2 → It will be served at 8 p.m.

The gifts won’t be opened before the party.

The food won’t be provided by a rock band.
The birthday cake won’t be made by his mother.
The tour of the new factory won’t be given by the CEO.
The company picnic won’t be held at the zoo.
etc.

Practice: QA
What celebrations will take place in (country / city) later this year?
When / Where will they be held?
How will they be celebrated?

3. Pre-task
Have students skim the conversations for answers to the following
questions:
 1. What special occasion is each person celebrating?
2. Who are they celebrating with?
SB p. 1
3. How are they celebrating?

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Talk about special occasions (cont’d.)

Performance Task / Performance

Point to the goal on the board or elicit it from students.
Set or adapt the purpose / scenario according to the customized
student goal. E.g.: Think about the special occasions that you
celebrate. These can be family occasions, special company
occasions, or holidays. Make a list of the three or four most
important dates you would talk about with a friend or colleague, but
don’t write what the dates are for.
Pairs (P1 and instructor). Interview your partner about the days /
dates she / he has written down. Why is the day / date important?
Does she / he celebrate it every year? how?
How will it be celebrated this / next year?

Be ready to tell the rest of the class about your partner’s most
important special occasions.

Post-task
Students report what they learned from their partners.
Encourage other students to ask additional questions.

Provide feedback, praise, and corrections. Have students verbalize

what they’ve accomplished and confirm that they have achieved
their lesson goal.

Practice Exercises 1-2, p. 106

UNIT 2 Speaking Goal: Extend and respond to invitations (40 min.)

Warm-up B Have students look at the invitation.

Who sent this invitation? What is the invitation for?
What’s the occasion?
 let … know
Substitution: Should you tell them if you will or won’t go?
→ let them know if you will or won’t go
SB p. viii
RSVP By when do you have to let them know? → RSVP by July 15th

Brainstorm ways of inviting someone to a party. Write students

ideas on the board.

Ask questions to set a customized goal. E.g.: Do you usually accept

invitations? What kind of invitations do you refuse? Why? etc. Our
goal is … e.g., to respond to my manager’s invitation. Write the
goal on the board and get agreement from students.

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Extend and respond to invitations (cont’d.)

4. Presentation
annual Have students look at the invitations in the activity.
attend Substitution: Do these events happen every year? → annual
 Do you go to a lot of events like these? → (don’t) attend
SB p. 2
Naming: Is the language on the invitations the same?
formal / informal → formal vs. informal
When would you use formal language? informal language?

With students, brainstorm ways of inviting a very important client

and a good friend to the legal society banquet and the picnic.

Present new expressions, as needed:

Would you care Substitution: Would you like to go to the (banquet) with me?
to …?  Would you care to (attend) …?
I’d be delighted I’d love to go! → I’d be delighted!

previous Build-up: Are you doing anything else that day? Did you make
engagement those plans earlier? → previous engagement
can’t make it Substitution: Can you go to the picnic? [N] → I can’t make it.
I am sorry that I can’t come. → I apologize.
Can we do it later? → Can we postpone it?

Practice: Change the register (informal to formal)

Would you like to Do you want to go out for a drink with us?
join us? (rev.) Are you free on Saturday? We’d like you to come to our dance.
Sorry, I can’t go.
apologize (rev.) I’m doing something else then.
postpone (rev.) I’d really like that!
Sorry, I can’t. I’m busy that day.

5. Skits
Small groups. Go over the situations. Have students say whether
they would use more formal or more informal language.
 Assign each group a different situation. Students should practice
SB p. 2
both, inviting as well as accepting and declining invitations.

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Extend and respond to invitations (cont’d.)

6. Presentation
Reported speech, Build-up: Is your birthday in (May)? What did I ask you?
SB p. 3 formal reporting → You asked me if my birthday was in (May).
Are you going out tonight? → You asked if I was going out.
Do you like parties? → You asked if I liked parties.
When is your anniversary?
→ You asked when my anniversary was.

What did you say? → I said (that) …

… my birthday / anniversary was in …
… I was / wasn’t going out tonight.
… I liked / didn’t like parties.

Practice: Transformation
Model what students have to do as needed.
Example: I don’t like surprise parties.
→ You said you didn’t like surprise parties.

1. Our children are sick.

2. Our babysitter isn’t available that evening.
3. We have to go to a reception that night.
4. I’m flying to Rome the next day.
5. My husband/wife has to work that day.
6. I don’t have anything to wear.
7. I don’t know how to dance. etc.

7. Pre-Listening
Substitution: In summer, do people like to cook outside?
SB p. 3 cookout → like to have cookouts (= barbecue)
Contrast: Do women have baby showers before they get married?
bridal shower → bridal showers
Are packages delivered to your home?
residence → to your residence

Have students look at and identify what the three invitations are for
 in Activity 7.

Tracks 1-3 Listening 1

You will hear three conversations. Which invitation is each
conversation about?
Play the tracks straight through; students listen and match the
conversation letter with the appropriate invitation.
[ANSWERS:
cookout: Conversation 2
bridal shower: Conversation 3
dinner party: Conversation 1]

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Extend and respond to invitations (cont’d.)

Tracks 1-3 Listening 2

Listen again. Write down why each person can’t go or will be late.
Play tracks one at a time, pausing to give students time to write.

[ANSWERS: 1. dinner; he was going to be away on business over the

weekend 2. cookout; they were going to a wedding. 3. bridal shower;
she had a hairdresser’s appointment at one]

Performance Post Listening: Performance

Point to the goal on board or elicit it from students.
Pairs (P1 with instructor). Set or adapt the purpose / scenario
according to the customized student goal. E.g., pairs choose 2
invitations (or use own events) and call each other to invite him /
her, but the partner cannot go and gives reason(s).

Call on pairs to report what happened in their role-play. Check for

use of reported speech.

Discussion
Have you ever not gone to a party you were invited to? What was
the occasion? Did you call or write to the person who invited you?
Did you give a reason / excuse? What did you say?

Provide feedback, praise, and corrections.

Have students verbalize what they’ve accomplished and confirm
that they have achieved their lesson goal.

Practice Exercises 3-4, p. 106

UNIT 3 Speaking Goal: Give and respond to compliments (40 min.)

Warm-up C attire Substitution: How do people dress to go (to the opera)? → attire
(evening) gown Is the woman wearing a very long dress? → (evening) gown
tuxedo What is the man wearing?
 bow tie Naming (use photo): tuxedo, bow tie
SB p. viii
Note: In many languages, a tuxedo is called a “smoking” or
something very similar. This is a false cognate and must be
corrected.

outfit Naming: tuxedo, gown → outfit

Substitution: Your friend has a very nice, new (watch). Do you tell
compliment (n.) him, “That’s a nice watch”? → give him a compliment
host The person holding the party → host

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Give and respond to compliments (cont’d.)

Ask questions to set a customized goal. E.g.: For what occasions do

you have to wear special attire? Do you enjoy wearing a tuxedo / a
bow tie / a gown? etc. Our goal is … e.g., to compliment my host
on his / her attire. Write the goal on the board and get agreement
from students.

8. Present Presentation
conditional with Build-up: Point out the term “black tie” on the invitation on page
SB p. 4 modals [8]. What do you think this means? Can you wear a T-shirt and
jeans to this party?
If …, (then) you → If the invitation says black tie, then men must wear a tuxedo.
must … etc. Can you wear a suit and tie?
→ If the invitation says black tie, (then) you can’t wear a suit and
tie.
dressy Why not? Isn’t a suit formal enough? → not dressy enough
What should women wear if the invitation says black tie?
→ … should wear an evening gown.

Do you have to wear a (tie) all the time? When do you have to wear
a tie? → I have to wear a tie if …

Practice: cue-response
go to a dinner party / arrive an hour late
→ If you go to a dinner party, you mustn’t arrive an hour late.
go to a housewarming party / bring a gift
invitation says RSVP / write back with an answer
not sure what to wear / call the hostess
don’t have a tuxedo / rent one
drink at the party / drive home etc.

Have student make up one or two cues of their own for others to
give responses to.

9. Pre-task
Use IB to review clothing terms, as needed.
IB 43
Is it OK to wear jeans to a wedding?
SB p. 4 appropriate Are jeans the right clothing for a wedding? → not appropriate
Contrast: Why not? Aren’t jeans formal enough for a wedding?
casual → too casual

Is different attire appropriate for different occasions?

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Give and respond to compliments (cont’d.)

Have students look at the photos in Activity 9.

 What type of attire is appropriate for a wedding?
Students brainstorm business and / or social events where the attire
SB p. 4
shown in the photo would be appropriate.

Task
Look back at the invitations in the chapter and choose one. You are
planning to go to this event. “Call” your partner and tell him / her
about your invitation. Ask what you should wear. Decide whether
you will wear what your partner suggests.

Children’s Hospital dinner-dance

Legal Society banquet
Company picnic
Cookout
Bridal shower
Dinner party

Post-task
Students summarize their conversations: what the events were,
what attire was suggested, what they will wear.

10. necklace Presentation

bracelet Present as needed using Naming:
SB p. 4 earrings → necklace, bracelet, earrings, (diamond) ring
ring necklace, bracelet, earrings, ring → jewelry
diamond ~
Pre-task
silver (rev.) Substitution: At a party, what do people usually give compliments
gold (rev.) about? → What do people pay compliments on?
jewelry
Elicit, e.g.: clothing, jewelry, hairstyles, how someone looks, the
pay a compliment party / food / dinner

fantastic (rev.) And what kinds of words do we use when we give compliments?
fabulous Write on the board: great – beautiful
handsome What other words do you know that mean “great” or “beautiful”?
pretty [Elicit known vocabulary, e.g., excellent, lovely, fantastic,
 etc. wonderful, etc, then have students look at the adjectives listed in
Activity 10]
SB p. 4

What do you say when someone gives you a compliment?

Have students look at the compliments in Activity 10.
Call on students to read out the examples.

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Give and respond to compliments (cont’d.)

Rejoinders
Call out the names of some items. Students form compliments
using that item and one of the adjectives listed in the activity.
For example:
I: bag
S1: That’s a pretty bag!
S2: Do you think so? Thanks.

I: dinner party
S1: This party is fabulous!
S2: I’m glad you’re enjoying yourself.

Performance Task / Performance

Point to the goal on board or elicit it from students.
You are at a party. You arrived a few minutes ago. Greet the other
people and give each person a compliment. If someone gives you a
compliment, respond.

Post task
Students say what they were complimented on, what their
responses were. Encourage students to use reported speech!

Provide feedback, praise, and corrections.

Have students verbalize what they’ve accomplished and confirm
that they have achieved their lesson goal.

Practice Exercises 5-7, p. 107

Website: Level 4, Chapter 1

Chapter Consolidation / Review / Summary Activities (Unit 4)

It is not necessary to do all these activities in Unit 4. Instead, select those that are most appropriate for
your student, based on the customized goals and time that you have.
For example, if you feel your students need additional practice for a grammar point you are presenting,
you might use one of the Review Activities for this purpose.
It is also possible to go back to review activities when in Chapter 6 or 12, to review and further practice
grammar points, if needed.
The first Summary page should not be read in class. It is intended to be used by students as a review, now
or in the future, to see what they’ve learned in the chapter.
Time permitting, the instructor can use the lists for an oral review, quiz, or homework assignment.
The Use your English! suggestions are strategies that students can adopt to help them learn or use
English outside of the classroom.
The Readings are for students who want longer readings—they are ideal for additional homework
assignments.

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UNIT 4 Speaking Goal: Respond to invitations (20 min.)

Warm-up D: Ask students to look at the invitation on p. viii. Ask questions to set
a customized goal. E.g.: How would you respond to an invitation
like this? What kind of invitations do you receive? etc. Our goal is
 … e.g., to respond to an invitation (to a board meeting). Write the
goal on the board and get agreement from students.
SB p. viii

11. Pre-task
Review/Brainstorm expressions for extending / accepting /
declining invitations.
 Have students look at the two invitations in Activity 11. Substitute
SB p. 5
real invitations the students have received or adapt the ones in the
SB according to the customized student goal.

What are these invitations for?

luncheon Substitution: Will there be a formal lunch at the Chamber of
Commerce? → luncheon

Build-up: When you are eating, is there a right way to hold your
etiquette fork and knife? A correct place to put your napkin?
→ dining etiquette
Is there some kind of etiquette for responding to invitations? What?
Elicit students’ ideas.

When will the housewarming party be held? And the luncheon?

Is it possible to go to both events? [N]

Performance Task / Performance

You have received both of these invitations. You can only choose
one event to go to, but you must respond to both. How will you
respond? What will you say / write to each of them? You have three
minutes to plan your response.

Pair up with a partner who is going to the same event as you.

Compare your ideas for your responses, then work together to write
what you will say in your conversation or letter. Be ready to share
your letters with the rest of the group.

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Respond to invitations (cont’d.)

Post-task
Call on students to read their responses aloud. As students are
reading, note the students’ use of register (how formal / informal
the language used is) for later correction.

Was the language you used in the two responses the same? Was one
of your letters more formal? Which one?

Write on the board, or read aloud, sentences or phrases you noted

which require a change in register.

Ask students how they could reword the sentences to make them
more / less formal.

Time permitting, or assign as homework: Students rework their

responses.
Optional: Students vote on the best / nicest / most polite
response(s).

Provide feedback, praise, and corrections.

Have students verbalize what they’ve accomplished and confirm
that they have achieved their lesson goal.

Practice Exercises 8, p. 107

Website: Level 4, Chapter 1

Signposting: Inform the class that they will be doing several activities and write each on the board.

Review Grammar

12. Passive with The party list

future Note: Change event as appropriate to student interests, needs.

 You are planning a surprise birthday party for a friend of yours.

The party will be held next weekend. Make a list of 5 things you
SB p. 6
need to do before the party.

Get together with a partner. Look over and combine your lists.
(Make sure you aren’t both doing the same things!)

Then make a schedule that shows what will be done and when.
Ensure use of future passive!
Tell the class about your plans.

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Review Grammar (cont’d.)

13. Reported speech What did they say?

When two people don’t speak the same language, do they ask
intermediary someone who speaks their languages to help them? [Y]
 → intermediary
SB p. 6
Read the situation below (or distribute role cards on IM p. 322).
Photocopy: Representatives from the very small countries of Lisitania and
Role cards Mundania are meeting for the first time. The people of the two
IM p. 322 countries never speak directly to each other (no one knows why)—
they only speak through a translator or intermediary (you). When
one representative asks a question, you must say it to the other
representative, and then report the answer.

Give an example, if needed:

Lisitanian: What’s her name?
Intermediary: She asked you what your name was.
Mundanian: It’s …
Intermediary: She said her name was …

Give each person time to write down 3-4 questions.

14. Present If you attend a wedding in …

conditional with Note: Students can choose any celebration, not just weddings.
modals
 Students think of a traditional celebration (or an event celebrated in
the traditional way), and describe for a visitor what to expect, what
SB p. 6
to do if he attends such an event. Have students compare customs
with those of other students and/or those in the instructor’s country.

Confirm Goals

15. Go back to the preview page and confirm chapter goals. For
example, ask students to indicate how comfortable they feel with the
speaking goals and grammar listed on SB page viii.
 Review any “not OK” items.
SB p. viii
Make a note on the pedagogical/progress card of areas that will
need reinforcement during the next chapter.

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Use your English!

16. Go over one or more suggestions for learning more about the
chapter topics. Model or demonstrate the instructions and use
gestures or examples to help students understand.
 Brainstorm with students other ways they can practice. Challenge
SB p. 6
students to do at least one of the activities mentioned before their
next class.

Remind students to visit the Berlitz English website at

[Link].

Reading Practice: Advice on gift-giving etiquette

17. This optional expansion activity can be done in class or assigned as

homework. Present the vocabulary as needed before assigning the
homework!
 Presentation
SB p. 7
Do you ever give cash as a gift? Do some shops offer cards you can
gift card / buy and then use as cash later? Do people give these cards as gifts
certificate (gift instead of cash? → gift card / gift certificate (voucher UK)
voucher UK)
Match the questions with the answers.
Tell students to read the questions—silently or aloud. Students skim
the answers and match them up with the questions.
Go over the answers.
[ANSWERS: 1. d 2. b 3. a 4. c 5. e]

Follow-up: Discussion
Did any of the answers surprise you? Were the answers different
from what you would expect, what you would do?

Writing
Students write a paragraph about gift-giving customs in their
country, answering the questions at the bottom of SB p. 7.

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Chapter 2 Could you do me a favor?
1

Chapter 2 Could you do me a favor?

Topics Speaking Goals Grammar

Favors Ask a favor Present real (1st) conditional: if +
Borrowing and lending Ask to borrow something present + will
Promises Make promises Reported speech: with would, could
Apologies Apologize and make excuses within + time period

Key Vocabulary
favor, possible, lawnmower, get something back, pay back, Expressions
mower, ladder, reason, promise, make a promise, keep / keep an eye on
within, apology, excuse, break a promise, disturb, forgive / thank you for + -ing
noise, sink, plumber, ruler, forgave, break / broke I (really) appreciate it.
eraser, stapler, staples, (pair Don’t mention it.
of) scissors, paperclip, etc. Questions I’m sorry I …
Can you do me a favor? I’m sorry about / for …
Verbs Would it be possible for …? That’s all right.
do a favor, give … a ride, Can / May I borrow …? Don’t worry about it.
appreciate, return (the Can you lend me …? No problem.
favor), borrow, lend / lent, I have a favor to ask.

Instructor resources for this chapter are on page 323. Suggested realia include office / writing supplies
kept in / on a desk.
Chapter / Lesson Preview
As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Ask a favor (40 min.)

Warm-up A favor Have students look at the photo.

do a ~ What is this person doing?
Would he like to open the door? [Y] Can he? [N]
 Why not? [His leg is broken, he’s walking on crutches.]
Would he like someone to help him? Would he like someone to
SB p. 8
open the door for him? What will he say?
Can you do me a Can you help me? → Can you do me a favor?
favor? Can you open the door for me?
Call on pairs to act out the other situations.

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Ask a favor (cont’d.)

Are these small favors or big favors? What are some other small
favors? What are some big favors? What kind of favors do you ask
at home / work? etc.

Ask questions to set a customized goal. E.g.: Who do you call when
you need help? Do you like asking for help? Why? Can you ask the
same favors from colleagues / friends / neighbors / family? etc. Our
goal is … e.g., to ask (a colleague) for a favor. Write the goal on
the board and get agreement from students.

1. Present / Review (as needed):

Review: Could you / Would you / Would you mind –ing?/ able to
SB p. 9
Impossible request: Could you take the ceiling lamp down, please?
You can’t? → not possible
Would it be Build-up: Can we meet on (Friday)? Is that possible?
possible for …? → Would it be possible for us to meet on Friday?

polite (rev.) Do you always say Please, Thank you, You’re welcome?
→ You are polite.
Which sounds more polite: Can you do me a favor? or Could you
do me a favor?

Have students look at the ways of asking a favor on SB page 9.

 Which of these sounds the most polite?
What happens when the questions get more polite? [get longer]
SB p. 9
Are people more polite when they ask small favors or big favors?
[big favors]
→ In English, we are usually very polite when we ask other people
to do favors for us—especially if we’re asking a big favor.

Practice: Transformation
Change these requests so that you are asking for favors instead.
Make them sound more polite. Example:
Make me a cup of tea, please!
→ Could you do me a favor? Could you make me a cup of tea?

Read the requests below one at a time. Encourage students to give

different possibilities.
Can you show me how this works, please?
Would you wash the car for me, please?
Please call Dr. Truman and cancel my appointment.
Order a taxi for Ms. Richardson, please.
Can you work late on Friday?

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Ask a favor (cont’d.)

2. Review: habitual Presentation

conditional Build-up: If you need help with the homework, do you ask me?
SB p. 9 if + present + Will you need help with tonight’s homework? [maybe]
present → If you need help with the homework, you will ask me.
And if you don’t need help?
Present real (1st) → If I don’t need help, I won’t ask you.
conditional:
If I …, I will / Practice: Transformation
won’t … If I need money, I ask my parents. (next year?)
S1: → If I need money next year, I will ask my parents.
S2: → If I don’t need money, I won’t ask them.

If we go to England, we stay with my cousin. (this summer?)

If there’s a lot of work to do, I stay late. (next month?)
If I’m very busy, my husband does the shopping. (tomorrow?) etc.

 Practice: Complete the sentences

Students complete the sentences in Activity 2 in their books.
SB p. 9 Encourage students to come up with different possible answers.

Corrections: There should be no will in the if-clause; encourage

the use of won’t rather than will not.

3. Presentation
give … a [ride] Substitution: You need to go to the airport. You don’t want to drive
SB p. 9 yourself. Can you ask a friend to take you? → give you a ride
thank you for + Do you say, “Thank you for the ride”?
–ing → Thank you for giving me a ride.

Have you ever asked someone to watch your house when you were
keep an eye on away / on vacation? → to keep an eye on your house
Thanks a million! Say, “Thank you very much”? → Thanks a million!
Note: We cannot say, “Thank you a million.”

Are you happy he / she helped you? Was it important to you?

appreciate → appreciate his / her help
When someone does you a favor, do you do a favor for (him), too?
return the favor → return the favor

Practice: Skits / Rejoinders

I (really) – Thank you for helping me. I really appreciate it.
appreciate it. – It was my pleasure.

Don’t mention it. – Thanks a million for keeping an eye on the house for me.
– Don’t mention it. You can return the favor some day.

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Ask a favor (cont’d.)

Performance Performance
Point to the goal on board or elicit it from students.
Photocopy: Pairs. Photocopy and distribute (or dictate) the situations, adapting
Performance the purpose / scenario according to the customized student goal.
situations
IM p. 323 • You would like someone to help you with your homework. Ask a
classmate.
• You and your spouse would like to go out to dinner on Saturday. Ask a
neighbor to keep an eye on the kids for you.
• You are moving to a new apartment. Ask a friend to help you move.
• You are going to Boston. A friend of yours lives there. Call and ask your
friend if you can stay with her while you are in Boston.
• You don’t have time to write the monthly report. You’d like a colleague
to do it for you.
• You are sightseeing. Ask a passerby to take a photo of you and your
family.

When you are done (and the favor has been “done”), don’t forget to
thank the person who did the favor.

Provide feedback, praise, and corrections. Have students reenact

(with a complication if needed). Have students verbalize what
they’ve accomplished and confirm that they have achieved their
lesson goal.

Practice Exercises 1-2, p. 108

UNIT 2 Speaking Goal 2: Ask to borrow something (40 min.)

Warm-up B borrow I would like to use your pen for a moment.

Can I borrow → I’d like to borrow your pen.
your …? Can I borrow your phone?
 Brainstorm: What else do people borrow from friends? colleagues?
SB p. 8

Ask questions to set a customized goal. E.g.: What do you often

borrow from friends / family / colleagues? Have you ever borrowed
a car / a computer / jewelry from someone? For what occasion? etc.
So, our goal is … e.g., to borrow a colleague’s (key). Write the goal
on the board and get agreement from students.

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Ask to borrow something (cont’d.)

Note: Using lend correctly tends to be more difficult than using
4. borrow. Make sure students practice both.
Presentation
 lawnmower
mower
Have students look at the illustration.
Naming: lawnmower / mower, ladder
SB p. 10 Who has a lawnmower, George or Dave? [Dave]
ladder
Substitution: Would George like to borrow Dave’s lawnmower?
borrow some-
[Y] → borrow the lawnmower from Dave
thing from
May I borrow your book?
someone
Can I borrow a pencil from you, too?
What do you borrow from friends and family? What do people
May I borrow …?
borrow at work? Where can you borrow books? etc.
Build-up: Will Dave give the mower to George? [Y] Does he
expect George to give it back? [Y] → will lend it to George
Will he lend his car to George? → won’t lend George his car
Substitution: What did you lend me earlier?
lend / lent → lent me your book / pencil.
~ something to Can I borrow your dictionary? → Can you lend me …?
someone
~ someone Practice: Skits
something Brainstorm and list on the board sports / hobby tools, equipment
(you and) the students have.
Can you lend – You have (a bike), don’t you? Can I borrow it?
me …? – Sure. Can I borrow your (surfboard)?
– Sorry, I don’t have a (surfboard). Ask (Eric). I think he has one.
– (Eric), can I borrow your (surfboard)?
– Sure. Can I borrow your … etc.

Continue with different question forms.

Can I borrow (some paint brushes) from you?
Can you lend me (your baseball glove)?

5. Presentation
return (rev.) Substitution: Will George give the mower back today? [Y]
SB p. 10 → He’ll return it today.
When will George give the ladder back to Dave? [tomorrow]
get something → Dave will get the ladder back tomorrow. / He’ll get it back
back tomorrow.

I lent (Nina) some money for a taxi.

Substitution: Will she give the money back (to me)? [Y]
pay back → She’ll pay me back.

Do you still have my dictionary? When will I get it back?

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Ask to borrow something (cont’d.)

reported speech Will you do me a favor? → I asked if you would do me a favor.

with would, Can I borrow your TV? → I asked if I could borrow your TV.
could Did you say I could or couldn’t borrow it?
→ You said I could(n’t) … etc.

Practice: Transformation
I will give it back later. → You said you would give it back later.
Can I use your laptop? → You asked if you could use my laptop.
You will get it back right away.
I can’t lend you my car.
I will return your DVDs in a day or two.
We can’t pay you until Monday.
You can pay me back next month.
When can you bring it back?
Can I borrow five dollars for lunch? etc.

6. Pre-Task
Tell students to look at the dialogue between George and Bert (SB
Activity 4).
 Did George just ask to borrow the ladder and the mower?
What else did he say?
SB p. 10
reason Elicit: He said why he wants to borrow them. → He gave a reason.

When we ask to borrow things, we usually give a reason.

We also say when we will give back the things we borrow.

Performance Task / Performance

Point to the goal on board or elicit it from students.
Set or adapt the purpose / scenario according to the customized
student goal.

Have students look at the situations in their books.

Pairs. Each partner chooses a different situation.
How can you ask to borrow your item?
How will you say what your reason is?
When will you give the item back?

Have pairs enact their situations.

Provide feedback, praise, and corrections.
Have them reenact (with a complication if needed).

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Ask to borrow something (cont’d.)

Post-Task / Discussion
What do you lend to your friends and family? What don’t you like
to lend to anyone? What was the last thing you lent to someone?
Did you get it back? etc.

Have students verbalize what they’ve accomplished and confirm

that they have achieved their lesson goal.

Practice Exercises 3-4, p. 108

UNIT 3 Speaking Goal: Make promises (40 min.)

Warm-up C Have students look at the bottom photo and the conversation.
What did the man say he would do? He said he would call.

 promise (v.)
Gesture (hand on heart, or other appropriate gesture): Did he
promise (to call)? [Yes, he promised (to call).]
SB p. 8

make a promise Who do people make promises to? About what?

deadline (rev.) Do people make promises about schedules?
Substitution: promised for (10:00 Friday)? → deadline

Ask questions to set a customized goal. E.g.: Do you often make

promises? About what? Who do you make promises to? etc.
So, our goal is … e.g., to promise your boss you will (finish the
project on time). Write the goal on the board and get agreement
from students.

7. Presentation
Build-up: Will you be home by 7 o’clock tonight? What time will
SB p. 11 you be home by? [I’ll be home by …]
within (vs. by) Is that (3 hours) from now? → You’ll be home within 3 hours
~ an hour If we order a pizza, will it be here within an hour? (= 60 minutes)

Practice: Transformation
It’s Friday. They will finish the project by next Friday.
→ They will finish the project within a week.
It’s 9:30. Mr. Miller will be here by 10:30.
It’s the middle of September. We’ll complete this course by the
middle of November.
It’s 3 p.m. The repairman will be there by 5 p.m. etc.

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Make promises (cont’d.)

Practice: by or within
When will the director get here? (an hour)
→ She’ll be here within an hour.
When will the director get here? (11:30)
→ She’ll be here by 11:30.

When will they pay us? (24 hours)

When will I get my bicycle back? (tomorrow morning)
When will our package arrive? (7 days)
When will you submit your report? (the end of the day) etc.

8. Presentation
Build-up: Will you be here next week? Do you promise?
SB p. 11 promise + will … → You promise you will be here next week.
promise (not) Substitution: Do you promise you will be on time?
to … → promise to be on time
Contrast: You won’t be late? → promise not to be late

Did I promise to give you my brownie recipe?

→ I promised I would …

keep / break a Dictionary: When you make a promise, do you usually do what you
promise promised? → usually keep your promises
Contrast: Do you always keep your promises? [N]
→ sometimes break your promise

9. Pre-Listening
Have students look at Activity 9.
Connie and Mike each made a promise.
 What do you think you will listen for?
SB p. 11
Listening 1
Tracks 4-5 Now, listen for the answers to the questions.
Play Tracks 4 and 5 without pausing. Call on students to give their
answers.
[ANSWERS: 1. Connie promised to meet Julia (at one o’clock), but she’s
late. 3. Mike promised to pay back some money he borrowed, but hasn’t.
2. & 4. Both promises were broken.]

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Make promises (cont’d.)

Listening 2
Listen again, but this time note down any important details.
Replay Tracks 4 and 5, pausing between them to give students time
to make notes.

Ask several comprehension questions, e.g.:

When did Connie say she would meet Julia?
How late is Connie?
How long will it take her to get there?
What will Julia do if Connie doesn’t arrive by 2:15?

How long ago did Mike borrow the money from John?
When did he say he would pay it back?
How much more time does Mike want?

If no one is able to give an answer, play the tracks again straight

through. Students listen for specific answers.

Post-Listening
Students act out one of the situations:
• You are Julia. It is 2:15. Connie is still not there. Call her.
• You are Mike. It’s one week later. You have John’s money and
you’d like to pay him back. Call him.

Performance Pre-Task
Point to the goal on board or elicit it from students. Set or adapt
the purpose / scenario according to the customized student goal.

Write on the board:

I promise to __________________.
I promise I will _____________________.

What kinds of promises do you make at home? at work?

Write responses on the board, e.g.,
Home: be home / do an errand, work / take care of … / pay …
Work: call someone back / send something / finish something

Give an example, using students’ responses.

I promised to take out the trash.
I promised I would finish my report.
Have students make up similar sentences.

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Make promises (cont’d.)

Task: Make a promise

Pairs. Partners choose one of the promises on the board (or come
up with another one) and create a dialogue based on their choice.

Promise to boss: finish a report

– Is your report ready yet?
– Not yet, but I promise it will be finished by the end of the day.

Promise to spouse / parent: be home for dinner

– Will you be home in time for dinner?
– Of course, I will.
– Promise?
– I promise!

Provide feedback, praise, and corrections.

Have students reenact (with a complication if needed).

Post-Task: The last promise I made

What was the last promise you made? What did you promise? Who
to? Did you keep or break your promise?
Have students verbalize what they’ve accomplished and confirm
that they have achieved their lesson goal.

Practice Exercises 5-6, p. 109

See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Apologize and make excuses (25 min.)

Warm-up D Have students look at the last photo.

What was the man’s promise? [to call the woman]
Did he keep his promise? [No, he broke his promise.]
 apologize (rev.)
apology
Did he say, “Sorry”? → apologized
Substitution: → made an apology
SB p. 8
Did he give a reason for breaking his promise? [Y]
excuse (n.) → made an excuse

Ask questions to set a customized goal. E.g.: When do people have

to apologize? Do they always make an excuse? Why? Who have
you apologized to? etc. Our goal is … e.g., to apologize to my
colleague for (deleting his files). Write the goal on the board and
get agreement from students.

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Apologize and make excuses (cont’d.)

10. Presentation
noise Substitution: It’s noisy outside. → There’s a lot of noise.
SB p. 12 disturb Can you work when there’s a lot of noise around you? [N]
→ Noise disturbs you.

Have you ever made a lot of noise? Do you apologize?

forgive / forgave Do they say, “That’s OK, forget about it”? → forgive you
Did I forgive you? → forgave

break / broke Naming: When my cup falls on the floor, will there be many
pieces? → it breaks
Did you make it fall? [Y] → you broke my cup

I’m sorry I … You broke my favorite coffee cup. Will you apologize? How?
(rev.) I’m sorry I broke your cup.
I’m sorry about … I’m sorry about (breaking) your cup.
I’m sorry for … I’m sorry for breaking your cup.
I apologize for … I apologize for breaking your cup.
(rev.)
Practice: Cue – Response
You lost my office key. → I’m sorry I lost your key.
You didn’t answer my e-mail.
You forgot to call me.
You didn’t meet me at the station.

You kept me waiting. → I apologize for keeping you waiting.

You didn’t invite me to your party.
You didn’t leave a message.
You called me very late at night. etc.

Matching Activity
! Students look at Activity 10 in their books.
What’s on the left, the apologies, or the excuses? [apologies]
SB p. 12
Match the apologies on the left with the excuses on the right.
Go over the answers.
[ANSWERS: Oh, excuse me. I’m sorry to disturb you. / I didn't know
anyone was here. I’m terribly sorry about our appointment. / I was so busy
I completely forgot about it. I’m sorry for not writing back sooner. / There
was a problem with my computer. I apologize for raising my voice earlier.
/ It’s been a bad day. I hope you’ll forgive me.]

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Apologize and make excuses (cont’d.)

11. Pre-Listening
You will hear three people apologizing and giving excuses. Look at
Activity 11 in your books. What do you think each person will say?
 Listening 1
SB p. 12
Students listen for the answers to the statements. Go over the
Tracks 6-8 answers. [ANSWERS: A. 1. a 2. b B. 1. a 2. a C. 1. a 2. b]

Listening 2
Listen again. For each conversation, write one question about other
information you hear.

Pause after each track to give students time to write their question.
For each track, call on students to ask their questions. Have other
students give the answers. If any questions cannot be answered,
play the track(s) again.

Listening 3
If students used these terms earlier, this listening can be skipped.
After Maggie, Angela, and Mr. Stewart apologize, Arthur, Brenda,
and the woman in the conference room all say something that
means, “That’s OK.”

That’s all right. Listen again and raise your hand when you hear it.
Don’t worry When students raise their hands, have them say what the responses
about it. to the apologies were.
No problem. What did they say?
→ That’s all right. / Don’t worry about it. / No problem.

12. Post-Listening / Performance

Point to the goal on board or elicit it from students. Set or adapt
Performance the purpose / scenario according to the customized student goal.
Have students look at the photos in Activity 12 and say what they
think has happened.
 Pairs. Each pair chooses one of the photos and creates a dialogue.
SB p. 12
Call on pairs to enact their dialogues.

Provide feedback, praise, and corrections. Have students reenact

(with a complication if needed). Have students verbalize what
they’ve accomplished and confirm that they have achieved their
lesson goal.

Practice Exercises 7-8, p. 109

Website: Level 4, Chapter 2

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Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

13. Ask favors Presentation

Make apologies Substitution: Can I ask you a favor? → I have a favor to ask.
and give excuses Do you wash your hands in the bathtub? → in the sink
 I have a favor to
There’s a problem with the sink. Will you get it fixed by a
mechanic? → by a plumber
SB p. 13
ask.
sink Role Play
plumber The Plumber / Complications:
The plumber arrives while the owner is still out; the plumber
doesn’t want to wait.
The plumber decides to wait, but the owner takes much longer than
expected.
The Sick Daughter / Complications:
It’s lunchtime and you are the only person in the office; your
husband / wife is out of town on business.
Someone agrees to go to the airport, but the client’s phone is off (he
knows and is expecting you).

Challenge activity: Students brainstorm situations in which they

asked a favor and / or someone asked them a favor.
Students choose a situation and create their own role card.
Students act out the situation with a partner.
Homework option: Students write a dialogue based on their
situation.

14. Ask to borrow Pre-Task

something Have students identify items on the desk in the illustration (or
Make promises realia items, if available). Present new terms as needed.
 Call on a student to read the situation.
Brainstorm with students the kind of language they will need to
SB p. 13
complete the task.
Which items can you give back?
realia: Should you promise to give those items back?
office
supplies Task
Distribute the Need / Have cards. Students try to get the items they
Photocopy: need.
Need / Have
cards on Post-Task
IM p. 323 Students say who lent them the items they needed.
Students say who they lent items to.
Corrections, as needed.

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Review Grammar

15. simple Chain Story

conditional Start a story and have students add to it (or: have students supply
the first sentence), building on information supplied by the previous
 if + present
+ will
student, e.g.:
If you help me, I will finish on time.
SB p. 14
If I finish on time, the boss will be happy.
If the boss is happy, I will be happy.
If I’m happy, … etc.

If I win the lottery, I will stop working.

If I stop working, I will have time to travel.
If I have time to travel, I will go to New Zealand.
If I go to New Zealand, …

Time permitting, have students create the opposite story, e.g.:

If you don’t help me, I won’t finish on time. etc

16. reported speech You’re putting words in my mouth

with would, could Choose any illustration book scene. Have students make up
statements or questions with will / can for characters in the scene.
 For example: Using the hotel scene in IB 50:
Man: We will stay for two nights.
SB p. 14
Clerk: You will be in room 205.
Boy: Can we go swimming?
Girl: When can we eat?

Then have students report the statements they have created. E.g.,
The man said they would stay for two nights.
The clerk said they would be in room 205.
The boy asked if they could go swimming?
etc.

Confirm Goals

17. Use a mind map to have students verbalize what they have learned
(favors, things we lend or borrow, promises, etc.).

 Go back to the preview page and confirm chapter goals. For

example, ask students to indicate how comfortable they feel with the
SB p. 8
speaking goals and grammar listed on SB page 8.

Review any items students feel unsure of. Note on the Pedcard any
areas that will need reinforcement during the next chapter.

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Use your English!

18. Go over one or more suggestions for learning more about the
chapter topics. Model or demonstrate the instructions and use
gestures or examples to help students understand.
 Brainstorm with students other ways they can practice. Challenge
SB p. 14
students to do at least one of the activities mentioned before their
next class.

Remind students to visit the Berlitz English website at

[Link].

Reading Practice: An apology to a friend and to a customer

19. This optional expansion activity can be done in class or assigned as

homework.

 slip (your) mind

Presentation
Substitution: Do you forget to do things sometimes?
SB p. 15
→ Sometimes things slip your mind.
Dictionary: When you do something wrong, do you apologize? [Y]
make something Do you try to make things better / fix your mistake?
up to someone → try to make it up to the other person

Substitution: Has there ever been a mistake on one of your bills?

error → was an error on the bill
contact Should you call or write to someone if you see an error on your
bill? → Who should you contact?

cause Does contacting the company about the error take extra time, create
inconvenience extra work for you? → causes an inconvenience for you
Will the company take the extra charge from your next bill?
credit (n.) → give you a credit

Task 1: Sort the sentences

Tell students to skim the sentences and to sort them into two
categories: apology to a friend / apology to a customer. (Students
do not have to put sentences in the correct order at this stage).

Optional: Split class into two groups. One group looks for only the
friend sentences, the other group looks only for the company
sentences.

Have students say which sentences are in each letter.

[ANSWERS (in alphabetical order): apology to a friend: b – c – d – e – i – l
apology to a customer: a – f – g – h – j – k]
Ask: What is the friend apologizing for?
What is the company apologizing for?

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Reading practice: An apology to a friend and to a customer (cont’d.)

Task 2: Recreate the letters

If not done in the previous task, split class into two groups. Assign
each group one of the letters to recreate. (Students do not need to
write out the sentences in full; they can just write the letter for each
sentence on the numbered lines).

Call on a representative from each group to read out their letter.

[ANSWERS (some minor variation may be possible)
Apology to a friend: 1. c 2. d 3. i 4. l 5. e 6. b
Apology to a customer: 7. g 8. k 9. h 10. a 11. f 12. j]

Full versions of letters:

Apology to a friend
I am really sorry I forgot about our lunch date. I’ve been so busy
recently that it just slipped my mind. To make it up to you, I’d like
to take you to lunch next Friday. Would 12:30 p.m. be good for
you? I’ve put this date on my calendar so that I will be sure to see
it. Again, I apologize for missing our appointment.

Apology to a customer
Thank you for writing to us about the error on your bill. We
understand you were charged $15 for a service you do not have.
This was a computer error, and we apologize for any inconvenience
it has caused you. A $15 credit will appear on your next bill. Please
contact us again if you have any further questions about this error
or your credit. We appreciate your business and we thank you for
your understanding in this matter.

Post-Task
How did the friend want to make up for missing the lunch
appointment?
What did the company do to correct the problem?

Optional
Which letter uses I and which uses We?
Which uses contractions (I’ve, I’d, etc.)?
How else are letters to friends different from business letters?

Writing
Use one of the letters as a sample, and write an apology letter.
OR: Write back to Kate and tell her if the date and time she
suggested are OK.

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Chapter 3 Do you shop online?
1

Chapter 3 Do you shop online?

Topics Speaking Goals Grammar

Products Discuss online shopping habits Comparative: more and more, fewer
Defects Describe products and fewer, better and better, etc.
Problems with orders Describe problems with products the same as, different from, similar to
Product returns Return an item unless

Key Vocabulary
shopping cart, quantity, the wrong (size), different (from), Questions
payment method, similar (to), style, user’s guide What’s it made of?
department, electronics, /manual, proof of purchase, order What’s wrong with (it)?
description, made of ~, confirmation, invoice, packing
glass, metal, etc., cotton, slip, unless, replacement, refund Expressions
wool, etc., covered with …, 30 in. by 20 in.
list / sale (price), in / out of Verbs It doesn’t work. (= not function)
stock, length, etc., broken, search, select, place (an order),
damaged, cracked, etc., ship, prove, replace, exchange, to
narrow (down)

Instructor resources for this chapter are on page 324.

Chapter / Lesson Preview
As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Discuss online shopping habits (40 min.)

Warm-up A What is this a picture of? What kind of website is it?

What shopping sites do you know?
Brainstorm with students the names of big / popular / famous online
 shops / shopping websites (e.g., Amazon, [Link], eBay, local
sites).
SB p. 16

How often do you shop online?

Have you purchased anything recently? What? Where?

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Discuss online shopping habits (cont’d.)

Ask questions to set a customized goal. E.g.: Do you like to shop

online or do you prefer to do your shopping in stores? Why? Do
you have a favorite online shop? Which one? Have you ever had a
bad experience with an online shop? etc. Our goal is … e.g., to
discuss an online shopping experience with a colleague. Write the
goal on the board and get agreement from students.

1. Pre-Task
Tell students to look at the items in the activity.
Do you see these on every website? Which ones are only on
 shopping sites? What is each one for? What happens when you
click on them?
SB p. 17

Presentation (as needed)

Substitution: Do you use the Internet to look for information?
search → search for information

Naming: When you go to the supermarket, do you carry everything

you want to buy? Where do you put it?
shopping cart → into a shopping cart
select Substitution: Do you choose the items you want to buy? → select
quantity How many items do you buy? 1, 2? → quantity

When everything is in your cart, do you go to the door or the

proceed (rev.) cashier? → proceed to the cashier
Naming: Do you usually pay in cash? by check? with a credit card?
payment method → What payment method do you prefer?

Substitution: If you want to buy something online, do you have to

place (an order) order it? → have to place an order for it
ship (v.) Will they send it to you? → ship it to you

Task
You are planning to buy something online. In what order will you
use / click on each of these items?
Put the steps into a correct (logical) sequence. Some variation is
possible.
1. f. search for the item you’re looking for
2. g. add the item to your shopping cart
3. a. select the quantity you want
4. c. proceed to checkout (i.e., you don’t want to add anything else
to your cart)
5. b. enter shipping address
6. e. select payment method
7. d. place order

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Discuss online shopping habits (cont’d.)

Post-Task
Call on students to present the sequences they have put together.
Encourage students to speak in narrative form, e.g.:
The first thing I do is search what I want. When I find it, I add it to
my shopping cart. Usually I only buy one, so I don’t have to change
the quantity …

If there is disagreement among students about the order, have

students explain why they put steps in the order they did.

2. Presentation (as needed)

department store Naming: Macy’s, Harrods, (local example) → department store
IB 44
Are online stores like department stores? [Y]
SB p. 17 Can you search for things in different departments?
What kinds of departments are there in a department store / an
online store?

departments: Is there a department where you will find TVs, cameras, radios?
electronics → electronics
appliances (rev.) refrigerators, ovens, washing machines? → appliances

Present other department names as needed and relevant.

Practice
Call out names of various items (or use the items pictured in the SB
activity). Students say what department people should be able to
find it in.

I: I’m looking for a new wide screen TV.

S: Try looking in / searching in the electronics department.

3. comparative: Presentation
more and more Build-up: Do more people have an Internet connection now than 10
SB p. 17 less and less years ago? than 5 years ago? Will more people have an Internet
fewer and fewer connection next year? the year after that?
etc. → More and more people have an Internet connection.

Are computers / phones getting more and more expensive? [N]

→ less and less expensive
Are you working more and more or fewer and fewer hours?

Is life getting better and better or worse and worse?

easier and easier / harder and harder
Are phones / tablets getting smaller and smaller?

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Discuss online shopping habits (cont’d.)

Practice: Cue – response

1. Every year, more products and services are available online.
→ More and more services are available online.
2. More people buy smart phones every year.
3. Fewer people use cash to pay for purchases.
4. Traffic gets worse every year.
5. Your English is getting better every day.
6. Every summer is hotter than the previous one. etc.

Performance Performance: Discussion

Point to the goal on board or elicit it from students.
Set or adapt the purpose / scenario according to the customized
student goal.

Do you like to shop online? What kinds of things to do you buy?

Do you have a favorite online shop? What do they sell?
Is online shopping becoming more and more popular in your
country?
Is it getting easier or harder to sell online? to sell in shops?

Provide feedback, praise, and corrections.

Have students verbalize what they’ve accomplished and confirm
that they have achieved their lesson goal.

Practice Exercises 1-2, p. 110

UNIT 2 Speaking Goal: Describe products (40 min.)

Warm-up B Use IB:

Do stores show their products so you can buy them?
IB 14 shelf → put products on a shelf / some shelves

Refer to illustration in SB:

 What kind of products does this website sell?
When you shop for products online, can you read information about
SB p. 16
description the products? → read product descriptions
What kind of information is included in product descriptions?

Ask questions to set a customized goal. E.g.: Do you always read

product descriptions? Have you ever received an item that was
different from the product description? In what way? etc. Our goal
is … e.g., to describe the (piece of furniture) you just bought to a
friend. Write the goal on the board and get agreement from
students.

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Describe products (cont’d.)

4. Presentation (as needed)

made of ~ Naming (tap on window): Is this paper? → glass
SB p. 18 glass → The window is made of glass.
wood Contrast: Is the door made of glass? → wood
metal Is the table made of wood?
plastic And the table legs? → metal

cotton Is your phone made of wood? glass?

wool → What’s it made of?
leather Naming: → plastic
fabric
T-shirts → cotton
What’s it made winter sweaters → wool
of? shoes → leather
What are clothes made of? [cotton, wool, etc.] → fabric
Contrast: Are these chairs made of fabric? [N]
covered with → covered with fabric
(fabric)
IB 9, 11, 43 Practice: QFS
Students ask and answer questions about illustrations, classroom
items, and their own possessions.
Is … made of … or …?
Is your … made of …?
What’s the/this/that … made of?
Which/Whose … is made of …?
What is … covered with? etc.

Expansion:
Present other common materials as relevant / needed:
types of metal: steel, iron, aluminum, copper, silver, gold
types of fabric: cotton, wool, polyester, silk. nylon
types of wood: oak, pine, cherry
other: leather, vinyl, china, porcelain, stone

5. Pre-task: Skimming / QFS

list price Do manufacturers suggest prices for their products? [Y]
SB p. 18 → list price
Do online stores usually charge the list price? [N]
Do stores sometimes lower their prices for a short time?
sale (price) → sale (price)

Have students look at the description of the computer desk in

Activity 5. Have students skim the description for answers.
How much is the desk? [$159.99 ] Is that their usual price? [N]
What’s the online store’s usual price? [$239.99]
What was the list price? [$419.99]

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Describe products (cont’d.)

Substitution: Is this desk available? Do they have it in the store?

in stock → It’s in stock.
out of stock Have you ever tried to buy something but it wasn’t in stock?
→ was out of stock

Do product descriptions tell you how big / what size the product is?
dimensions → tell you the dimensions

Have students look again at the description of the desk.

What are the dimensions of the desk?
long (rev.) –

 length
wide (rev.) –
Present (as needed)
Naming/gesture: → The desk is 47 inches (119cm) long.
SB p. 18 width → That’s its length.
high (rev.) – → It’s 24 inches (61cm) wide. → That’s the width.
height → It’s 29 inches (74cm) high. → That’s its height.
→ The desk is 47 by 24 by 29 inches.
30 in. by 20 in.
Have students ask each other questions about the computer desk
chair.

Performance Task: Let’s sell it!

Point to the goal on board or elicit it from students. Set or adapt
the purpose / scenario according to the customized student goal.

Berlitz is going to redecorate and has decided to sell everything in

this room online. The director would like us to create short
descriptions for the items.

Assign or have pairs choose an item to prepare a description of.

Circulate and encourage students to give as much detail as
possible.

Post-task
Call on pairs to share the descriptions they have created.

Provide feedback, praise, and corrections. Have students repeat

their descriptions using the feedback they received. Have them
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercises 3-4, p. 110

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UNIT 3 Speaking Goal: Describe problems with products (40 min.)

Warm-up C Have students say what is wrong with the items in the illustration.
What’s wrong Is this a good vase? → What’s wrong with it?
with (it)? Can you still use it? [N] → It’s broken
 broken
damaged
What about this car? Is something wrong with it? [Y]
Can you still use it? [Y] → not broken, damaged
SB p. 19

Ask questions to set a customized goal. E.g., What problems have

you had with things you’ve bought (online)? Have you ever
received an item that was damaged? What did you do? etc. Our goal
is … e.g., to describe a problem with an item to customer service.
Write the goal on the board and get agreement from students.

6. cracked Presentation
scratched Naming: cracked, scratched, stained, torn
stained
 torn Practice
What can be cracked, metal or glass?
SB p. 19
Can wood be torn? What can be torn? [paper, fabric, etc.]
What kinds of things can be scratched? [glass, plastic, metal, etc.]
How can plastic objects be damaged? etc.

What will happen to a glass if you drop it? [breaks]

What might happen to your white shirt if you eat spaghetti? etc.

Performance: Skit
– There’s a problem with the jeans I bought.
– What’s wrong with them?
– The (zipper) is broken.
Students practice skit with different products and problems.

7. Presentation
Contrast: I ordered a dark green sweater online recently. They sent
IB 14, 44 the wrong (size) me a light green one. Did they send the right color?
the same as → the wrong color / size / item
SB p. 19 (rev.)
Is this (camera) the same as this one?
different (from) → It’s different from that one. / It’s different.
similar (to) Substitution: Is this camera almost the same as this one?
→ It’s similar to that one. / It’s similar.

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Describe problems with products (cont’d.)

Does (Volkswagen) only make one kind of car? [N]

model (rev.) → many models
style Build-up: Are all (pants) the same? [N] Are some dressy / casual /
timeless / etc.? → many styles

What is the latest model? Do you know what model (TV) you
have? What style pants do you wear? etc.

Practice
Students compare two items (e.g., two cell phones, two backpacks)
and say in what ways the items are similar to and how they are
different from each other.

8. Presentation / Pre-Listening
Definition: When you got your phone, was there a book with it?
SB p. 19 Does it give information how to use your phone?
user’s guide / → user’s guide / manual
manual
I dropped my phone this morning.
It doesn’t work. Can I turn it on? make calls? send messages? [N]
(= doesn’t → My phone doesn’t work.
function) When something doesn’t work, what do you do?

Listening 1
Tracks 9-11 Ask students to listen for answers to the following global
comprehension question: What are they talking about?
[ANSWERS: A: pair of (red) jeans B: a new camera C: a record collection]

 Listening 2
Have students look at Activity 8, and then have them listen and
SB p. 19 complete the sentences in their books.
[ANSWERS:
Conversation A 1. similar to 2. color / the fabric
Conversation B 1. work 2. user’s guide
Conversation C 1. records 2. scratched / play]

Post-Listening
Have you (or someone you know) ever ordered something that
didn’t work?
What did you do? Did you read the user’s guide? Did it help?
Did you return the items? Did you have them repaired?

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Describe problems with products (cont’d.)

9. Presentation
Substitution: Do receipts show that you bought something?
SB p. 20 prove → prove that you bought something
proof of purchase Naming: → receipts are a proof of purchase
Are receipts the only kind of proof of purchase?
What other kinds can you think of?
Elicit, then present as needed.

You’ve ordered something.

Will the seller send an e-mail to confirm your order?
order → order confirmation
confirmation Will the seller send you a receipt before you pay?
invoice → will send an invoice
Does an invoice show what you have paid or what you must pay?

When you receive a package, do you get a list of everything in the

packing slip box? → packing slip

Practice
 Pairs (P1: with instructor). Students look at the order confirmation
and packing slip in Activity 9. One student, the customer, calls the
SB p. 20
other, customer service, to explain that she / he didn’t get the right
item.

Performance Performance
Point to the goal on board or elicit it from students. Set or adapt
Photocopy: the roles / purpose / scenario according to the customized student
Role Cards goal. Distribute role cards and assist with vocabulary as needed.
on IM p. 324 Students enact their role-play.

Provide feedback, praise, and corrections. Have students reenact

with a complication if needed (e.g., customer hasn’t read the user’s
manual so the product may not be broken). Then have them
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercises 5-6, p. 111

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See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Return an item (25 min.)

Warm-up D When you take something back to a store, what do you want the
store to do?
Do you want to get your money back?
 Do stores like to give money back?
What do they want you to do instead?
SB p. 16
What do you need to show when you return a product?

Ask questions to set a customized goal. E.g.: What have you

returned? Did you want to exchange it or get a refund? What did
you / they say? etc. Our goal is … e.g., to return an item to
([Link]). Write the goal on the board and get agreement
from students.

10. Presentation
Can you shop online if you don’t have an Internet connection?
SB p. 20 unless → You can’t shop online unless you have an Internet connection.

Can you buy things at Amazon if you haven’t opened an account?

→ … unless you have opened an account.
I didn’t keep my receipt. Can I return my purchase?
→ …unless you kept the receipt.

Practice: Sentence transformation

1. You can’t pay for online purchases if you don’t have a credit
card.
2. Items won’t appear on your order if you haven’t added them to
your shopping cart.
3. They won’t send items as gifts if you don’t tell them to.
4. You can’t get your money back if you don’t have proof of
purchase.
5. You won’t know what should be in the package if there isn’t a
packing slip.

11. Presentation / Pre-listening

You’ve bought something and it doesn’t work. You want to return
SB p. 21 the item to the shop.
Substitution: Do you want the shop to give you the same item (but
replace working)? → you want them to replace the item /
replacement → you want a replacement

exchange Would you rather get something else instead?

refund → exchange the item for something else
Would you like to get your money back? → get a refund

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Return an item (cont’d.)

Listening 1
Tracks 12-13 Ask students to listen for answers to the following questions:
1. What is each person calling about?
2. What did the callers want to do when they called—exchange
their item, get a replacement, or get a refund?
[ANSWERS: Caller 1: wanted a refund for some headphones
Caller 2: wanted to exchange a jacket]

 Listening 2
Students look over the questions in Activity 11, then listen and note
SB p. 21
the answers.

Alternate: Students listen and note key information. Then, students

create questions based on their notes and quiz each other on the
conversations.
[ANSWERS: A. 1. She wants to return the headphones because they don’t
work. 2. She paid by credit card. 3. They will pay her shipping costs
because the headphones are defective. B. 1. He wants to return the jacket
because it doesn’t fit. 2. He’ll get a gift card because he got the jacket as a
gift. 3. He has the packing slip as proof of purchase.]

Post-Listening / Performance
Performance Point to the goal on board or elicit it from students.
Set or adapt the purpose / scenario according to the customized
student goal. E.g., Pairs. Role-play. The student wants to return a
damaged item. He talks to the customer service. Possible
complications: the customer lost his receipt / the shop doesn’t have
the item any longer.

Provide feedback, praise, and corrections. Have students reenact

(with a complication if needed). Have students verbalize what
they’ve accomplished and confirm that they have achieved their
lesson goal.

Practice Exercises 7-8, p. 111

Website: Level 4, Chapter 3

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Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

12. Pre-Task
You would like to return something to a store. You are going to call
them first to find out what to do.
 Brainstorm (write notes on board):
What questions do you think they will ask you?
SB p. 21
What information will you need to give?
photocopy:
Role Card, Task
Student B on Pairs. Assign roles and distribute role cards. Have students silently
IM p. 324 read through their roles. Briefly present terms, if needed. Students
act out the phone calls.

Post-Task
Pairs report the results of their calls. Ask the “customers” if they
were happy with the result, what they chose, what they will do next.

Note: It is not necessary for students to practice the watch terms.

13.
Pre-Task
Tell students to look at their watches.
 What is your watch made of?
What is the strap on your watch made of?
SB p. 21
Is your watch digital or analog?
Do you have a ladies’ or a men’s watch?
Is it a pocket watch or a wrist watch?

Call on students to read out the text.

Check students understand what the problem is.

500,000 items is too many to look at, isn’t it? Do we want to make
narrow (down) that number smaller? → want to narrow (down) our search
How can we do that?
Give a better description of what we are searching for.

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Consolidation (cont’d.)

Task
When you have come up with a new search term, tell me. I will tell
you how many items come up.

Below is a sample of watch-related results from one shopping site. Feel

free to adjust numbers or add additional terms and results. If students can
come up with a 6-word search term then they have probably reached their
goal.
gold watch = 84,891
ladies watch = 64,388

ladies gold watch = 17,276

ladies gold watch analog = 6,296
ladies gold watch leather strap = 2,529
ladies gold watch analog leather strap = 753

ladies gold wrist watch = 9,732

ladies gold wrist watch analog = 4,992
ladies gold wrist watch leather strap = 895
ladies gold wrist watch analog leather strap = 478

Post-Task
If you are shopping or searching for something online, how many
pages will you look at? If there are too many items to go through,
do you try to narrow your search? Have you ever done a search
where no items came up? What were you looking for?

Review Grammar

14. Is the world getting smaller and smaller?

comparatives: Write several comparative pairs on the board. Students create
more and more, questions for each pair. Some possible pairs:
 etc.
faster and faster cheaper and cheaper
SB p. 22
more and more expensive noisier and noisier
less and less interesting longer and longer

Call on students to share their questions; write them on the board.

Have students vote on which questions are the most interesting.
Use these questions as the basis for a short discussion.

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Review Grammar (cont’d.)

15. the same (as) “Real” stores or online stores?

similar (to) Do you prefer to shop in “real” stores or online?
different (from) In what ways are the two types of shopping the same or similar?
 How are they different?
SB p. 22
Students (individuals, pairs, or groups) prepare a short
presentation showing the similarities and differences between the
two types of shopping.

16. unless Life in …

Students give advice for living in / working in / visiting their city /
country using unless. For example:
 You shouldn’t come here in May unless you like rainy weather.
SB p. 22
You can’t work here unless you have a visa.

Confirm Goals

17. Go back to the preview page and confirm chapter goals. For
example, ask students to indicate how comfortable they feel with the
speaking goals and grammar listed on SB page 16.
 Review any “not OK” items. Make a note on the Pedcard of areas
SB p. 16
that will need reinforcement during the next chapter.

Use your English!

18. Go over one or more suggestions for learning more about the
chapter topics. Model or demonstrate the instructions and use
gestures or examples to help students understand.
 Brainstorm with students other ways they can practice. Challenge
SB p. 22
students to do at least one of the activities mentioned before their
next class.

Remind students to visit the Berlitz English website at

[Link].

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Reading Practice: Customer reviews

19. This optional expansion activity can be done in class or assigned as

homework. Present the vocabulary as needed before assigning the
homework!
 Presentation
SB p. 23
comment Do customers say if they liked / didn’t like a product?
waterproof → make comments about products
Do you ever read customers comments about products?
Can you wear your watch in water? → waterproof

Reading 1
Match the comments with the rating.
Tell students to skim the comments.
1. What are these people making comments about? [Mimex 365
watch]
2. How many stars did each customer give? [Customer A: 5 stars,
Customer B: 3 stars, Customer C: 1 star]

Reading 2
Choose the right answer.
Students re-read the comments, and circle the letter(s) of the
appropriate customer(s).
[ANSWERS: 1. A 2. B, C 3. A 4. C 5. B 6. B, C]

Post-Reading
Do you think customer comments are useful? Have you ever
decided to buy or not buy something because of the comments?
Do you think sellers / manufacturers read the comments too?

Writing: Customer feedback

Think about an item you have recently purchased (online or in a
store). Write comments about the item similar to the comments you
read. Rate the item (how many stars do you give it?)

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Chapter 4 How was your trip?
1

Chapter 4 How was your trip?

Topics Speaking Goals Grammar

Trips, journeys Describe travel problems Relative clauses, object form: The
Travel problems Give customer feedback hotel (that) we stayed in was old.
Make a complaint should have (done): The airline
should have given us a refund.

Key Vocabulary
complaint, indifferent, thief Verbs Expressions
/ thieves, theft, upset, angry, steal/stole/stolen, believe, give I don’t believe it!
etc., feedback, satisfied / feedback, greet, treat (well), That’s unbelievable!
dissatisfied, reasonable, complain, make a complaint, That’s incredible!
slight (delay), courteous, upgrade No way!
efficient(ly), survey, You’re joking!
Questions
customer satisfaction ~,
Did I ever tell you about …?
punctuality, extremely, etc.

We suggest having blank paper available in Unit 1 for students to take notes. Instructor resources for this
chapter are on pages 325-326.
Chapter / Lesson Preview
As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Describe travel problems (events) (40 min.)

Warm-up A When was the last time you went on a trip? Where did you go?
How did you get there? Where did you stay?
How was the trip? Was everything OK?
 Have students look at images in the SB.
SB p. 24
Was this person’s trip OK? What problems did he have?
Was he on a business trip or on vacation?

Ask questions to set a customized goal. E.g.: Have you ever been on
a trip where you did have a problem? Where? When? etc. Our goal
is … e.g., to talk about a (bad) trip you took to (Canada). Write the
goal on the board and get agreement from students.

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Describe travel problems (events) (cont’d.)

1. Presentation
Brainstorm with students things travelers complain about and write
IB 23, 26, 27, key words on the board under the headings: airlines / hotels / car
49a, 50 rental / other.

Have students look at the top complaints lists in Activity 1 and

 compare with the lists on the board. Present unknown vocabulary
as needed for comprehension only. E.g.,
SB p. 25

complaint Substitution: These are problems, aren’t they? → complaints

Naming: Are having a swimming pool, TV, restaurants, Internet,

(hotel) amenities etc. at the hotel important to guests? → amenities
What amenities are important to you?

Substitution: When you pick up a rental car, should there be gas in

fuel the tank? → should be fuel in the tank
Do people call the car rental agency at the airport they are going to
call center or a reservations office? [reservations office] → call center

Naming: Should the staff be nice, say “please” and “thank you”?
polite (rev.) → should be polite
impolite (rev.) Contrast: They shouldn’t be impolite, should they?
As a customer, you are important, right? The staff should care
indifferent about you, shouldn’t they?
→ should not be indifferent toward you

Do airlines, hotels, car rental agencies provide a product or a

service? → travel services
What other travel services have you used?
e.g., trains, travel agencies, tour operators, cruise lines

What do you expect when you use these services?

Practice / Performance
Which of these problems have you had?
Did you make a complaint?
Can you think of any other problems to add to the lists?

Pairs. Compare the complaints you have had with a partner. Talk
about where and when they happened.
Who has had more problems, you or your partner?

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Describe travel problems (events) (cont’d.)

2. Presentation
steal / stole / When you travel, do you keep an eye on your things? Why?
SB p. 25 stolen Do you think someone might take them? → steal them
Call on students to read the short conversation.
Does the man have his wallet?
Contrast: Did his friend take it? [N] → a thief
thief / thieves
Was there just one thief? → two thieves
theft
Did a thief steal his wallet? → stole
Did he tell the police? → reported the theft

Practice: QA
Was anything ever stolen from you? What? Where?
Did you tell the police? Did they find the thieves?
What kinds of things do thieves steal? Is theft a problem in this
city? etc.

3. defining relative Note: Move to the Ø pronoun form as soon as possible as this is the
clauses, object form used most commonly in spoken English.
IB 49a, 50 form (informal
Review relative clauses, subject form, as needed. (Instructor Note:
use)
Relative pronoun is required!)
SB p. 25
The flights arrived after 5. They were canceled.
The room (that)
→ The flights that arrived after 5 were canceled.
we stayed in …
The woman is a doctor. She played tennis with me.
The woman (that)
→ The woman who played tennis with me is a doctor.
I talked to …
etc. Presentation
Build-up: When you went to … did you stay in a hotel?
Was the room big or a small?
So: → The room that you stayed in was (small).
Write on the board, e.g.:
The flight was canceled. I was on it.
Was the flight that you were on canceled?
No. The flight that you were on was canceled.
Or: → The flight [Ø] you were on was canceled.
The woman was polite. I spoke to her.
→ The woman (that / who) I spoke to was polite.
Or: → The woman [Ø] I spoke to was polite.
Was the man at the front desk helpful or unhelpful?
The man (that is) at the front desk was helpful.
Student Tip / English in use:
Relative clauses (“that you were on” and “that I spoke to” in the examples
above) are always next to the nouns they describe.
INCORRECT: The flight was canceled that we were on. / The woman was
polite that I talked to.

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Describe travel problems (events) (cont’d.)

Practice: Transformation
Demonstrate what students have to do if needed.
The bags were heavy. They checked them.
→ The bags they checked were heavy.
The train is late. He’s waiting for it.
The flight was overbooked. We wanted it.
The bill was incorrect. They received it.
The clerk was very young. We spoke to her.
The man almost missed his flight. We met him in the lobby.
The couple is leaving now. We saw them on the plane. etc.

Practice
Have students use their notes from Activity 1 to make statements
with relative clauses, e.g.:
The agency we rented a car from was overbooked.
The car we got was scratched.
The man we spoke to at the hotel was indifferent.

4. Pre-task
On the board write: How was your trip?
SB p. 25 Brainstorm: When someone asks you this question, what can you
tell them about? [Elicit examples: types of transportation, travel
conditions, types of accommodation, food / meals, people on the
trip, employees, etc.]

Performance Task / Performance

Point to the goal on board or elicit it from students.
paper for Think about a trip you have taken. What can you tell us about your
notes trip? How was it? Did you have any problems? Write notes about
the trip so you can tell us about it in a summary.
Circulate and assist with vocabulary, as needed. Encourage
students to use relative clauses where possible.

Post-Task: Summary
Call on students to summarize their trips, using the notes they have
written. Encourage students to ask questions about each others’
trips.

Provide feedback, praise, and corrections. Have students repeat

their summary (or summarize a classmate’s trip). Then have them
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercises 1-2, p. 112

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UNIT 2 Speaking Goal: Describe travel problems (feelings) (40 min.)

Warm-up B How do you feel when you get bad service?

Do you tell people about your experience?
Have friends told you about terrible travel experiences?
 What did you say?
SB p. 24 Ask questions to set a customized goal. E.g.: Did you ever have
problems with a hotel / a restaurant / an airline? What kind of
problems? etc. Our goal is … e.g., to talk about a very bad
experience you had with … Airlines. Write the goal on the board
and get agreement from students.

5. Presentation
When was the last time you wanted something and didn’t get it?
disappointed How did you feel? Substitution: A little sad? → disappointed
 upset very disappointed? → upset
Elimination / Gesture: Am I disappointed? upset? → angry
SB p. 26
angry Am I angry at you? [N] I’m angry at the airline.
~ with Substitution: Are you angry at me? → not angry with me
Point out: angry with/at + someone; angry at + something
furious Substitution: very, very angry → furious
When’s the last time you were furious with someone?

Practice: QA & QFS

How did you feel when (you missed your flight)?
Were you disappointed when …?
Were you ever angry at (an airline)? When?
How do thieves make you feel? etc.
Students create questions based on the situations mentioned in
Activities 1-4.

6. believe Presentation
Do you think stories about the Bermuda Triangle / UFOs are true?
SB p. 26 → (don’t) believe those stories
I don’t believe it!
Do people say “That’s nice” when they hear about terrible trips?
That’s
What do they say?
unbelievable!
Gesture: → I don’t believe it! / That’s unbelievable!
That’s incredible!
Substitution: Do you say “That’s unbelievable!” when you hear
something very surprising? → That’s incredible!
No way!
Do you ever say “That’s impossible!” “That can’t be true”?
You’re joking!
→ No way! Substitution: → You’re joking!

Practice: Cue - Response

Call on students to read aloud the situations in Activity 6.
 Other students respond using one of the expressions above.

SB p. 26 Ask students to share any other “horror” situations they have

heard (e.g., needles in airline food, unexpected high charges).

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Describe travel problems (feelings) (cont’d.)

7. Pre-Listening
Which travel experiences do you remember more about, the good
ones or the bad ones? Which ones do you tell stories about?
 Have students look Activity 7.
SB p. 26 What do you think the story will be about?

Listening 1
Track 14 You are going to hear someone telling a friend about a trip he went
on many, many years ago. Listen for answers to these questions:
1. Where was the man traveling? 2. How?
Play Track 14 and then have a volunteer answer.
[ANSWERS: He was traveling from Barcelona to Budapest, by bus.]

Listening 2
Ask students to look at the questions in Part 1. Tell them to listen
for the missing information. Replay Track 14.
Call on students to ask each other questions, to elicit the
information, e.g.: How long should the trip take?
[ANSWERS: 1. 18 2. 30 3. broke down]

Track 15 What do you think the problem at the border was?

Elicit ideas, and then play Track 15.

Listening 3
What was the problem? Were you right?
How did the passengers get home?
[ANSWERS:
1. The driver didn’t have a passport.
2. Another bus came and took them home.]

Post-Listening
How did the man start his story?
Did I ever tell → Did I ever tell you about my trip to …?
you about …? People often start stories about their experiences this way.

Performance Performance
Point to the goal on board or elicit it from students.
Pairs / Groups: Look back at the list of travel problems you made.
Tell your partner(s) about one of your travel stories.
Time permitting: Pairs / Groups share the most “unbelievable”
story with the rest of the group. Call on students to summarize their
partner’s story.
Provide feedback, praise, and corrections. Have students verbalize
what they’ve accomplished and confirm that they have achieved
their lesson goal.

Practice Exercises 3-4, p. 112

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UNIT 3 Speaking Goal: Give customer feedback (40 min.)

Warm-up C Does your boss talk to you about your work?

(give) feedback Does he say what is good, what can be better?
→ gives you feedback on your work
 Do you ever ask for feedback on your work?
SB p. 24 Ask questions to set a customized goal. E.g.: Have you, as a
customer, ever given a hotel, airline, or other company feedback?
Do you read customer feedback before booking a hotel room / a
flight / a trip? Do you still book if the feedback is not very good?
Do you always leave feedback after a good / bad experience? etc.
Our goal is … e.g., to give customer feedback on a (hotel stay).
Write the goal on the board and get agreement from students.

8. Presentation
satisfied Substitution: Were you happy with the service you got the last time
dissatisfied you traveled? → satisfied
 reasonable
Contrast: Is there a time you weren’t satisfied? → dissatisfied
SB p. 27 Were the prices (fares) OK? not too high? → reasonable
Were there any huge delays during your trip?
slight (delay)
Is five minutes a huge delay? → slight delay
Substitution: When you arrived, did someone say “Hello” to you?
greet → greeted you
courteous Was the staff (crew) polite? → courteous
rude Substitution: Was anyone impolite? → (no one) was rude

treat (well) Dictionary: Did the staff give you what you needed? Did they help
you? Were they nice to you? → treated you well
efficient(ly) Did they do their jobs well? quickly? They didn’t waste time?
→ staff was efficient → did their jobs efficiently
complain If you are treated badly, are dissatisfied with a service, do you tell
someone? → complain

Pre-Reading
Where can you see a page that looks like this?
Internet, e.g., comments after an article or blog.
Do you usually read comments?
Have you ever looked for feedback on travel services before
booking?

Reading 1
Ask several general comprehension questions, e.g.,
1. What are these people commenting on? [an airline]
2. Who was satisfied? [Pinky]
3. Who was dissatisfied? [FlyBoy, Mike S.]
Ask students to read quickly over the comments for answers.

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Give customer feedback (cont’d.)

Reading 2: Speed read challenge

We’re going to play a speed-reading game. I will ask a question
about these comments. The first one who gives the correct answer
gets a point. Read the questions aloud one at a time. Keep track of
points on the board.

1. Who thought the cabin crew was rude? [Mike S.]

2. Who thought they were courteous? [Pinky]
3. Who was upset because the crew didn’t greet passengers?
[Flyboy]
4. Who said the service was efficient? [Pinky]
5. Did Mike S. experience delays in one direction only? [both]
6. Was there a big delay during Pinky’s flight? [slight]
7. What did Flyboy think of the seats? [comfortable]
8. What did Pinky think of the fares? [reasonable]
9. How was Pinky treated during the trip? [well]
10. Who wrote a letter to the airline? [Mike S.]

You can increase the challenge by doing this activity as a memory

game. Give students 30 seconds to study the texts. Tell them to
close or cover their books, and then read the questions.
Congratulate the winner.

Post-Reading
Have you had airline experiences similar to these?
Students briefly summarize one or two of their experiences (best or
worst or best vs. worst).

9. Presentation
supposed to Refer to FlyBoy’s comments in Activity 8.
SB p. 27 (rev.) Is the cabin crew supposed to greet passengers? [Y] Did the crew
on FlyBoy’s flight greet the passengers? [N]
should have done → The crew should have greeted the passengers.

Are flight attendants supposed to be rude? [N]

shouldn’t have Were the flight attendants on Mike S.’s flight rude? [Y]
done → They shouldn’t have been rude.

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Give customer feedback (cont’d.)

Practice: Cue - Response

Model what students have to do if needed.
1. The hotel didn’t have a room for us.
→ They should have had a room for you.
2. I didn’t get the vegetarian meal I requested.
3. They didn’t give me a wake-up call.
4. They were overbooked.
5. The car was dirty.
6. They didn’t tell us about the delay.
7. The car we reserved wasn’t available.
8. My room wasn’t clean.
9. The airline lost my luggage.
10. The agency charged us for gasoline, etc.

Practice: Transformation
1. The people across the hall were too noisy.
→ They shouldn’t have been so noisy.
→ They should have been quieter.

2. The agency accepted too many reservations.

3. The train arrived too late.
4. There was too much stuff in the bag. etc.

10. Presentation / Pre-task

Do companies sometimes ask lots of customers to give feedback at
survey the same time? → do a survey
 customer
satisfaction ~
Do companies do surveys to find out if customers are satisfied with
their services? →customer satisfaction survey
SB p. 27
Brainstorm: On a customer satisfaction survey about travel
services, what do you think they ask about?
Prices? Fares? Staff? What else?

punctuality Is it important for airlines to arrive on time?

→ punctuality is important
Will a question about punctuality be on an airline survey?

Have students look over the survey in their books.

Go over and present any additional unfamiliar terms.
extremely very, very satisfied → extremely satisfied
somewhat not satisfied, not very dissatisfied? → somewhat dissatisfied

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Give customer feedback (cont’d.)

Performance Task / Performance

Point to the goal on board or elicit it from students.
Think about a service (hotel, travel agency, car rental, airline) you
have used. Add lines for other items you would like to comment on.
Complete the survey.
Pairs. Ask your partner about the survey he / she completed.

Post-Task
Students report on their partner’s survey.
Do a hands-up survey of the class to find out who was the most /
least satisfied with the service they gave feedback on.
For negative experiences / feedback, ask students to say what the
travel service involved should have done to make the experience
better.
Optional homework (writing): Students use the information on the
survey they completed to write a short comment like the ones in
Activity 8.

Discussion
In his comments, FlyBoy said, “I’d rather pay a little more and get
better service.” Do you agree with him? Do you usually get better
service if you pay more?
Provide feedback, praise, and corrections. Have students verbalize
what they’ve accomplished and confirm that they have achieved
their lesson goal.

Practice Exercises 5-6, p. 113

See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Make a complaint (25 min.)

Warm-up D What’s happening in the picture?

Are they happy with their (room)? How do you think they feel?
Will they tell the hotel they don’t like (their room)?
 make a complaint → make a complaint
Who will they complain to?
SB p. 24
Ask questions to set a customized goal. E.g.: Did you ever have a
problem with a hotel / a tour / a flight? How did you feel? Did you
complain? etc. Our goal is … e.g., to make a complaint to a (tour
operator). Write the goal on the board and get agreement from
students.

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Make a complaint (cont’d.)

11. Pre-Task
Have students look at the framework in Activity 11.
This is a framework. It tells you what to do, step-by-step.
 Is this a framework for making a reservation? What’s it for?
Which side is for the person making a complaint?
SB p. 28
Groups: Split class into two groups. Assign each group one side of
the framework. In your groups, brainstorm some of the things you
might say at each step.
Call on groups to share their lists.

12. Pre-Listening
Janet Walker is at a car rental agency to pick up a car she reserved.
SB p. 28 What kinds of complaints might she have?
Elicit ideas, and note them on the board.
What can the car rental agency do if they get these complaints?
Present upgrade if needed.
Substitution: Do they give you a better / more expensive car?
upgrade
→ upgrade

Listening 1
Ask students to listen for the problem. Play Track 16 without
Track 16
pausing.
In one sentence, what is Ms. Walker’s problem? [The computer
isn’t showing her car rental reservation.]

 Listening 2
Have students look at the incomplete statements in Activity 12 and
SB p. 28 write answers they remember from Track 16. Ask them to listen
again to check their answers or complete the statements in the SB.
[ANSWERS (may vary):
1. The agency doesn’t have Ms. Walker’s reservation because they’ve had
trouble with their online reservation system.
2. They can’t give her a compact car because they don’t have any / all
their compacts are out.
3. The company can give her a full-size car.
4. Ms. Walker doesn’t want the other car because it’s $20 more per day
and she doesn’t need a full-size car.
5. The agent checked with the manager. He will let her have a full-size car
for the same price as a compact.

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Make a complaint (cont’d.)

Post-Listening: Reenactment
Pairs (P1 with instructor).
The manager is not busy. The clerk has told him about the problem.
He is coming out to meet with Ms. Walker now.
With your partner, act out the conversation between Ms. Walker
and the car rental agency manager. Use the framework and the
language brainstormed earlier.

13. Performance: Role Play

Point to the goal on board or elicit it from students.
Performance Students choose one of the scenarios to act out, or have them write
short scenario based on one of their own complaints.
SB p. 28
Groups / pairs / or P1 and instructor work together to create a
dialog. Call on groups to present their dialogues.
Provide feedback, praise, and corrections. Have students reenact
(with a complication if needed). Have students verbalize what
they’ve accomplished and confirm that they have achieved their
lesson goal.

Practice Exercises 7-8, p. 113

Website: Level 4, Chapter 4

Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

14. Group letter writing

Note: See IM page 325 for alternate role-cards to make this a
speaking activity.
 Pre-Task
SB p. 29
Assign students one of the role cards, A or B in Activity 14.
Optional Have students go over their role cards, and assist with vocabulary
Photocopy: as needed. Make sure students understand the task: to write a letter
Speaking of complaint about the travel situation on their role cards.
Role Cards,
Role A2, B2 Task
Response Give students approximately 5 minutes to write their letters.
role cards. Groups. Assign all the “Student A” students to one group and all
IM pp. 325- the “Student B” students to another. Using all the sample letters
326 they have created, the students in each group choose the best parts
to create one new letter. (P1: instructor helps student edit his / her
letter by asking questions to elicit other ways of saying things–e.g.,
less negatively, more politely, etc.)

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Consolidation (cont’d.)

Post-Task
Call on groups to share the new letters they have created.
Optional extension:
Have groups swap their letters. Copy and distribute Roles A2 and
B2 on IM p. 326 to each group. Groups draft a response to the
letter they “received.”

15. Pyramid list

Pairs. What are your biggest complaints about airlines, hotels, and
car rental companies? With your partner, brainstorm a list of 5 or
 more items. Put the items you list in order from the most serious to
the least serious complaint.
SB p. 29
Small group. Join another pair and compare your two lists. Agree
on a new list with no more than ten items on it. Put the list in order.
When you are done, join another group, and redo the same thing.
Continue until the “group” is the whole class.
Call on students to read aloud the items on the list.

Discussion
1. How many of you have had this problem (number 1 item on list)?
2. When / where did this happen?
3. How did you feel? Did you complain? How did the person /
people you spoke to react?
4. Did you write a letter to the company? Did you get a response?

Review Grammar

16. relative clauses Scrambled clauses

Dictate the sentences below. Students match up the sentence pairs,
and then join the pairs using relative clauses.
 1. I spoke to him this morning.
SB p. 30 2. Our son threw it out of the car.
3. The file has a virus in it.
4. The man was extremely helpful.
5. The phone was expensive.
6. The woman is our new CEO.
7. You downloaded it.
8. You met her at the meeting last month.
[ANSWERS: [3-7] The file has a virus in it. / You downloaded it.
The file you downloaded has a virus in it.
[4-1] The man was extremely helpful. / I spoke to him this morning. The
man I spoke to this morning was extremely helpful.
[5-2] The phone was expensive. / Our son threw it out of the car.
The phone our son threw out of the car was expensive.
[6-8] The woman is our new CEO. / You met her at the meeting last
month. The woman you met at the meeting last month is our new CEO.]

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Review Grammar (cont’d.)

17. should have 20-20 Hindsight

(done) Students make a list of things people should / shouldn’t do when
they are
 - traveling by air
- staying at a hotel
SB p. 30
- renting a car

Note: feel free to expand list to include other topics / situations.

Have students use the items on their lists to make statements that
are the opposite of what they wrote on their lists. Other students
say what they should / shouldn’t have done instead. For example:

S1: You shouldn’t pack your camera in your suitcase.

S1: When I went on vacation, I packed my camera in my suitcase.
S2: You shouldn’t have packed your camera in your suitcase.
S3: You should have packed your camera in your carry-on bag.
S4: You should have carried your camera.

Confirm Goals

18. Go back to the preview page and confirm chapter goals. For
example, ask students to indicate how comfortable they feel with the
speaking goals and grammar listed on SB page 24.
 Review any “not OK” items.
SB p. 24 Make a note on the Pedcard of areas that will need reinforcement
during the next chapter.

Use your English!

19. Go over one or more suggestions for learning more about the
chapter topics. Model or demonstrate the instructions and use
gestures or examples to help students understand.
 Brainstorm with students other ways they can practice. Challenge
SB p. 30 students to do at least one of the activities mentioned before their
next class.
Remind students to visit the Berlitz English website at
[Link].

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Reading Practice: A letter of complaint

20. This optional expansion activity can be done in class or assigned as

homework. Present the vocabulary as needed before assigning the
homework!
 Presentation
SB p. 31
look into (the When there is a complaint, do companies try to find out what
matter) happened, what the problem was? → look into the matter
Are there other ways to “refund” customers for a bad experience
compensate
they have had? → other ways to compensate customers
compensation
What are some types of compensation?
discount Can they give you a cheaper price? → give a discount
voucher Can they even give you a free room / trip / car / meal? Will they
give you a card or coupon for that? → voucher
assist
assistance Do customer service reps help customers? → assist them
What kind of assistance can they give you during a trip?

Pre-Reading
When was the last time you wrote a complaint letter to a company?
Why? Did you get a response?
Did you ask / Have you ever asked for compensation?
Did they compensate you?

Reading 1
Look at the letters.
1. What are these letters about?
2, Who wrote the letters?
Students skim to find the answers. Do not allow students more than
30 seconds for skimming.
Call on students to give the answers. Ask students what else they
remember (without looking back at the letters).

Reading 2 (complaint letter)

What did the customer complain about? Look at the list. Which
things didn’t she complain about?

Students scan to try to find items from list in the text.

[ANSWERS: 1. b, d, g, h are not mentioned in the complaint letter.]

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Reading Practice: A letter of complaint (cont’d.)

Reading 3 (response letter)

Look at the answer from the travel agency. Which words are
missing?
Students fill in the blanks or circle the appropriate terms.
[ANSWERS: 2. a. dissatisfied b. should have been c. arrangements
d. assistance e. regret f. compensate g. voucher h. apologies]

Post-Reading
What do you think about the customer’s complaint?
If you were this customer, would you complain?
Was the company’s response good? Why / Why not?

Have you ever waited for someone who didn’t show up?
How did that make you feel?

Writing / Thank you for your offer …

Is the discount voucher acceptable, or would you rather get a
refund?
Write back to Oceanside Travel. Thank them for their offer. Accept
or decline the voucher.
If you accept, ask what you can use the voucher for. If you decline,
give a reason for wanting the refund instead.

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Chapter 5 Was anyone hurt?
1

Chapter 5 Was anyone hurt?

Topics Speaking Goals Grammar

Accidents Talk about injuries Reflexive pronouns (review,
Injuries Report an accident expansion): cut / burned / hurt +
Describe medical emergencies -self
Call for help Passive voice, progressive: is being
done, was being done

Key Vocabulary
injured, injury, bruise, Verbs Questions
witness, crash, victim, bump, bang, burn, slip, trip, How did you hurt yourself?
accident~, brake, fault, witness, control, lose control (of), Can I give you a hand?
medical emergency, etc., run off (the road), run into, Whose fault …?
conscious, unconscious, crash, pay attention, cause, brake, What’s the nature of your
pulse, heart, blood, calm, question, rescue, breathe, choke, emergency?
worried, reassured, X-ray, beat, bleed, calm down, stay
calm, panic, reassure, examine, Expressions
emergency room (A&E
bandage, release (from hospital) Don’t panic!
Dept. UK), bandage, cast
keep a cool head
be up and about in no time

Chapter / Lesson Preview

As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page vii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Talk about injuries (40 min.)

Warm-up A Review: accident, cut, hit, fall, hurt

Do many accidents happen at home?
What kinds of accidents happen at home?
 injured
injury
Do people / children get hurt? → get injured
Are they usually injured seriously? → aren’t serious injuries
SB p. 32
Do people in your family (your office) ever have accidents?

Ask questions to set a customized goal. E.g.: Have you ever had an
accident? Where were you? What happened? etc. Our goal is …
e.g., to describe injuries I had to my colleague. Write the goal on
the board and get agreement from students.

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Talk about injuries (cont’d.)

1. Presentation
Review, as needed: parts of the body
SB p. 33 bump (v.) Naming: Did I just hit the table? → I bumped into the table
bang (v.) Substitution / Gesture: Have you ever bumped your head hard on
bruise (n.) something? → banged your head
Was there a black and blue mark on your forehead? → bruise
Review (as needed): reflexive pronouns, emphatic form
No one writes my letters for me. I write my letters myself. etc.
Have you ever cut your hand? You did that, not someone else?
hurt, cut, burn + → cut yourself
reflexive pronoun Substitution: Have you ever picked up a hot pan?
→ burned yourself
Did it hurt? → You hurt yourself
When was the last time you hurt yourself?
How did you hurt What did you do? → How did you hurt yourself?
yourself?
Optional expansion: drown / drowning, poison / poisoning,
electrocute / electrocution

Practice: What’s the question?

Change stress in statements to elicit various questions from
students. For example:
I didn’t burn my hand when I was cooking.
What did you burn when you were cooking?
I didn’t burn my hand when I was cooking.
When / How did you burn your hand?
1. Roger didn’t bump his head on the cupboard.
2. David didn’t cut himself while he was shaving.
3. The boys didn’t hurt themselves playing football.
4. I didn’t bruise my leg when I fell. etc.
Alternative practice activity:
Write on the board: bruise / cut / burn
Pairs. Give students a few minutes to create a list of situations in
which one can get a bruise, a cut, or a burn. The pair with the most
situations wins.

2. Presentation
Review: ice, slippery
SB p. 33 slip Build-up: Is walking on ice easy? Why not? [slippery]
→ You can slip on ice.
What usually happens next? → You fall down.
Have you ever slipped and fallen down the stairs?
Contrast: What happens when you’re walking up the stairs and
trip
don’t see the last stair? Do you slip? [N] → trip on the stair

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Talk about injuries (cont’d.)

Skits
If you see someone has had an accident, or has injured himself, do
you offer to help? What do you do? What do you say?
– Are you all right? You haven’t hurt yourself, have you?
– No, I’m fine. I just tripped and fell.
Can I give you a
– (Can I help you?) → Can I give you a hand?
hand?
– Yes, thank you. Or: No, thank you. I can manage.
Practice the skit using other situations, for example:
• You’re walking on an icy street. A woman has just fallen down.
• You’ve just heard a loud noise from the office kitchen. Your
colleague is holding his / her head.
• Your neighbor is standing near the top of the stairs of your
apartment building. There are groceries all over the floor.

3. dangerous (rev.) Pre-Task

safe (rev.) Where do you think most people get injured?
IB 60 In the US, almost 50% of all injuries happen at home.
In which room do you think most accidents and injuries happen?
SB p. 33
→ (The bathroom) is the most dangerous room.
Which is the least dangerous? → safest room

Task: Home is a dangerous place

Assign different rooms of the house to pairs / groups and have them
brainstorm the kinds of accidents that can happen, e.g.:
fall down stairs, cut yourself shaving, slip in the bathtub, bump /
bang your head while cleaning under a table, trip over carpets.
Set a time limit. As students are working, circulate and assist with
vocabulary, as needed.
Call on pairs / groups to share their accidents and injuries lists.

Performance Post-Task / Performance: Summary

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized student
goal. E.g., students talk about a time when they hurt themselves at
home (or at work) and describe their injuries.
Provide feedback, praise, and corrections. Have students do
another summary if needed. Then have them verbalize what they’ve
accomplished and confirm that they have achieved their lesson
goal.

Practice Exercises 1-2, p. 114

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UNIT 2 Speaking Goal: Report an accident (40 min.)

Warm-up B Have students look at the illustration.

What has happened?
Who was involved in the accident?
 witness (n., v.) Did someone see the accident? → were witnesses
Have you ever witnessed an accident?
SB p. 32
Have you ever been in an accident?

Ask questions to set a customized goal. E.g.: When people have /

see an accident, what do they have to do? Who do they have to
call? Do they have to write something? etc. Our goal is … e.g., to
report an accident I saw on the street to the police. Write the goal
on the board and get agreement from students.

4. Note: In many European languages, such as French,

crash = “carombol,” “carombolage” (or something very similar).
SB p. 34 This may be a false friend for some students.

Presentation
control Dictionary: If a traffic light isn’t working, does a police office tell
lose control (of) traffic what to do / where to go? → controls traffic
When driving, who controls the car? [the driver]
Substitution: Was there ever a time when you couldn’t control your
car? → lost control of the car

If you lose control, can the car go off the road?

run off (the road) → run off the road
run into Could you hit something? → run into something
crash (v., n.) Could you hit another car? → crash into another car
Naming: Do more car crashes happen in winter or in summer?

pay attention Substitution: Should drivers always watch the road, other cars when
they are driving? → should pay attention to road, other cars

cause Do many accidents happen because of bad weather?

→ Bad weather causes a lot of accidents

Practice: Correct the teacher

It’s easier to find control of your car when roads are slippery. [lose
control]
Several witnesses saw car run out of the tree. [run into]
The cyclist didn’t want to hit the dog; that’s why he ran into the
road. [ran off]
There was a report on TV about a train hit in India. [crash]
People who don’t pay attention because a lot of accidents. [cause]
etc.

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Report an accident (cont’d.)

5. Presentation
Refer to the accident scene on page 32.
SB p. 34
Substitution: Was the cyclist injured in the accident? [Y]
(accident) victim → an accident victim

How did the accident happen?

brake (v., n.) Did the driver try to stop the car?
→ tried to brake / stepped on the brake
Point out the spelling difference: brake vs. break

If needed, present blind spot for comprehension purposes only:

Was the cyclist in the driver’s mirror? [N] Could the driver see the
cyclist? [N] → The cyclist was in the driver’s blind spot.

fault Did you cause this accident? [N]→ It wasn’t your fault.
Whose fault …? Elimination: Was it my fault? [N] the cyclist’s fault? [N]
→ Whose fault was it?

question (v.) Substitution: When there is an accident, do the police ask people
questions? → question people

Pre-Listening
When there is an accident, who do the police talk to?

Tracks 17-19 Listening 1

The police are talking to people about the accident.
Who are they questioning?
Play Tracks 17-19 without pausing.
[ANSWERS: A. the driver B. a witness C. the cyclist]

Listening 2

 Have students look at the statements in Activity 5.

You are the police officer. Listen to the driver, the witness, and the
SB p. 34 cyclist, and check which statements are true.

Play the tracks, pausing only if students ask.

[ANSWERS: A. #2 is true B. #1 is true C. #2 & 3 are true]

Post-Listening
Pairs / Small groups. Students discuss which statements are true,
and correct the false statements. If students disagree with each
other, have them give reasons based on the “evidence” in the
transcripts on SB page 95. Play the tracks again.

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Report an accident (cont’d.)

6. Performance / Pre-Task
Point to the goal on board or elicit it from students. Set or adapt
Performance the roles / purpose / scenario according to the customized student
goal. E.g., think about a time you have been in or witnessed a car
accident. Use the form in your book to make notes about the
 accident.
SB p. 34
Task
Interview your partner / instructor about an accident he / she has
been in or has witnessed. Then create a dialog between a police
officer and a witness or someone involved in the accident.

Post-Task
Students act out the dialogs they have created. Provide feedback,
praise, and corrections. Have students reenact (with a complication
if needed (e.g., witness and driver have different stories)). Have
students verbalize what they’ve accomplished and confirm that they
have achieved their lesson goal.

Practice Exercises 3-4, p. 114

UNIT 3 Speaking Goal: Describe medical emergencies (40 min.)

Warm-up C Students look at the illustration.

Review: emergency (door, exit)
Did the cyclist have serious injuries?
 What are some (other) serious injuries?
SB p. 32
medical If someone has a heart attack, do you need a doctor fast? [Y]
emergency → A heart attack is a medical emergency
Naming: Who do you call when there’s a medical emergency (at
ambulance home, in your office)? → ambulance
paramedic Are these people doctors? (N) → paramedics
Do the paramedics only help people who have a medical
emergency? [N] Do they help get people away from dangerous
rescue places? [Y] → rescue people

Ask questions to set a customized goal. E.g.: Have you (or someone
you know) ever had a serious injury? What happened? Where? etc.
Our goal is … e.g., to ask a (patient) to explain his / her medical
condition. Write the goal on the board and get agreement from
students.

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Describe medical emergencies (cont’d.)

7. Presentation
Have students match up the statements and the photos, and then use
them in their own examples. Present and practice any terms
 students couldn’t match up with photos, or for which they couldn’t
make up their own examples.
SB p. 35 Dictionary: I’m awake, aren’t I? And I know what’s happening
conscious
around me? → I’m conscious.
unconscious
Contrast: Are all accident victims conscious after their accident?
[N] → unconscious
breathe Naming/Gesture: I can’t breathe.
choke Can you breathe if the room is full of smoke? If a piece of food is
stuck in your throat, can you breathe? → choke
pulse Naming/Gesture: What am I doing? → checking my pulse
check ~ Do you ever check your pulse? When? Why?
beat Does your pulse tell you how fast you are breathing? [N]
heart ~ → how fast your heart is beating

blood When you cut yourself, does something red come out of the cut?
bleed → blood
I cut myself earlier. Is blood still coming out?
→ I’m not bleeding anymore.

Practice: What’s wrong?

This can be done as a team competition
Give a student a word to act out / describe. Students cannot use the
term in their descriptions. Other students (teammates) try to guess
what the word is. Set a time limit of 10-15 seconds per term.
Feel free to include new terms from earlier in the chapter.

8. Presentation
calm
Naming / Gesture: → calm
stay ~
→ Shh! Calm down.
 ~ down
panic
Is it easy to stay calm if someone you know has a heart problem /
attack? [N] → panic
SB p. 35
Skit
– (My hand is bleeding)!
Don’t panic!
– Don’t panic! I’ll call an ambulance right away.
keep a cool head Do paramedics panic when there is a medical emergency? [N]
upset (rev.) Do they stay calm? → They keep a cool head.
worried Is the victim upset? → worried
Do the paramedics tell the victim that everything is going to be all
reassure (v.)
right? [Y] → they reassure the victim
reassured
Does the victim feel better? → reassured

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Describe medical emergencies (cont’d.)

Do the paramedics tell the victim he will feel better and be back on
up and about his feet soon? [Y] → They tell him, “you will be up and about in
no time.”

Practice
Ask the students to brainstorm ways of reassuring someone injured
and to write them in the spaces provided in Activity 8. E.g.:
Don’t worry. You will be fine.
Everything is going to be all right.
You’ll be up and about in no time, etc.

9. Presentation
emergency room You called an ambulance. Where will the paramedics take the
SB p. 35 (A&E Dept. patient? Elimination: Will they take him to the hospital pharmacy?
UK) the waiting room? → the emergency room
(A&E Department (Accident and Emergency) UK)
examine Will the doctors look at him to see what’s wrong? → examine
Dictionary: Will they stop the bleeding? Will they put something
on the cuts? → put a bandage on the cuts / bandage the cuts
bandage (n., v.)
 X-ray
Naming: Is the patient’s arm / leg broken? How can the doctors
find out? → X-ray
SB p. 35 Contrast: He has a broken leg. Will they put a bandage on it?
→ put a cast on it
cast
Dictionary: Will the patient be able to go home tomorrow? Did the
doctors say it’s OK? [Y]
release → They will release him from the hospital tomorrow.
~ … from the (UK: They will release him from hospital tomorrow.)
hospital
Point to the illustration on SB p. 32.
 passive voice
progressive
Substitution: Are the paramedics taking the accident victim to the
hospital? → The accident victim is being taken to the hospital.
SB pp. 32, 35 Are the police questioning the witnesses?
→ The witnesses are being questioned by the police.

Practice: Cue-Response
Have students look at the photos in the activity, and say what is
being done.

Practice: Tease answers (QFS)

Model what students have to do if needed. Use negative statements
to elicit questions.
The paramedics aren’t being questioned by the police.
[→ Who is being questioned by the police?]
1. The victim isn’t being taken to St. Joseph’s Hospital.
2. He isn’t being examined by the cardiologist.
3. He isn’t being released this afternoon.
4. His arms aren’t being X-rayed. etc.

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Describe medical emergencies (cont’d.)

Performance Performance
Point to the goal on board or elicit it from students.
Pairs. Role-play. Set or adapt roles / purpose / scenario according
to the customized student goal. E.g., tell the students that they work
at the emergency room in (Los Angeles). An injured person just
arrived. The patient describes what is wrong with him. Change
roles.

Provide feedback, praise, and corrections. Have students reenact

(with a complication if needed (e.g., patient is unconscious and
spouse has to describe what happened)). Then have them verbalize
what they’ve accomplished and confirm that they have achieved
their lesson goal.

Practice Exercises 5-7, p. 115

See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Call for help (20 min.)

Warm-up D What’s the nature When you call (local emergency number), do they need to know
of your what kind of emergency you have?
emergency? → What’s the nature of your emergency?
 Ask questions to set a customized goal. E.g.: Have you ever
SB p. 32
witnessed a medical emergency? What did you do? Did you call an
ambulance? etc. Our goal is … e.g., to call (911) to get help. Write
the goal on the board and get agreement from students.

10 a-b. Pre-Listening
Something has happened to Susan’s son, David. What do you think
SB p. 36 may have happened to him? You will hear Susan make two calls.

Listening 1
Ask questions to set purpose, e.g.:
1. Who did Susan call?
2. What has happened to David?

Tracks 20-21 Play Tracks 20–21 and check answers.

[ANSWERS:
1. Susan called the emergency number (911), then her husband, Steve.
2. David fell out of a tree.]
Encourage students to give as much detail as they can remember
about what happened to David.

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Call for help (cont’d.)

Listening 2
 Have students look at the gap-fill exercise in Activity 10a. Tell
students to listen to Susan’s calls again and to complete the
SB p. 36
statements in their books.

[ANSWERS: A. 1. a tree 2. unconscious 3. bleeding 4. move 5. hang up

B. 1. looked at / examined 2. was being 3. fractured / broken arm 4. head
5. neck]

Performance Post-Listening / Performance: Role play

Point to the goal on board or elicit it from students.
Set or adapt roles / purpose / scenario according to the customized
 student goal. E.g., students choose one of the situations in Activity
10b on page 36 (or one of their own) to act out a call either to an
SB p. 36
emergency services number or to a friend / relative to report an
accident/injury / medical emergency.

Provide feedback, praise, and corrections. Have students reenact

with a complication if needed (e.g., the situation takes place in a
hotel in Atlanta). Then have them verbalize what they’ve
accomplished and confirm that they have achieved their lesson
goal.

Follow-up
Were you ever taken to the hospital in an ambulance?
Why? What happened? Who called (911)?
Have you ever broken any bones? When? How?
Did you have a cast? For how long? etc.

Practice Exercise 8, p. 115

Website: Level 4, Chapter 5

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Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

11. Describe an Pre-Reading

accident Have students look at Activity 11 in their SBs. Encourage students
to guess meaning of unknown vocabulary from context. Assist
 students with vocabulary if needed.
Can you read about some accidents in the newspaper or online?
SB p. 37
What information does the author give? Do they always give
names? etc.

Reading
Have students look at the incorrect statements in Activity 11, and
then have them read the paragraph to correct the statements. Go
over their answers.
[ANSWERS:
1. The tourist was riding a motorbike.
2. The homeowner called 911.
3. The woman was not seriously injured.]

Post-Reading
Have students summarize what happened in an accident they
witnessed or caused, or one in which they were the victim. If they
don’t have any personal experiences to relay, ask them to
summarize one they heard about—e.g., on a traffic report they
heard on the radio

12. Pre-Task
Use any picture, photo with a caption, e.g., from a newspaper or
SB p. 37 magazine.
Naming: This sentence tells something about this picture.
→ caption

Point out the pictures and the captions.

With a partner (or group) match the captions with the pictures.
Check responses. [ANSWERS: A. 2 B. 3 C. 1]

Task
Ask students to write their own captions. Then have students get
back in their pairs / groups to share captions and decide on a new
caption for each picture.

Post-Task
Call on teams to present their new captions. Ask them to say why
they chose the caption. Have students vote for the funniest, most
accurate, most original, shortest, etc. captions.

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Review Grammar

13. reflexive Don’t do that! You’ll hurt yourself!

pronouns Pairs / Teams.
(review, Tell teams to create a table with three columns, labeled:
 expansion): cut /
burned / hurt
cut yourself burn yourself hurt yourself
SB p. 38
+ -self
Tell pairs/teams they have 3 minutes to come up with as many
warnings as they can (e.g. for children in the home). For example,
under “burn yourself”: Don’t play with matches.

When time is up, have teams call out items from their list one at a
time. The other team(s) add the appropriate exclamation.

Team 1: Don’t play with matches.

Team 2: You’ll burn yourself!

Follow up: Cue - Response

Use students’ lists to create past tense statement using various
persons. Students then give a response using the appropriate
reflexive pronoun.

I: Jimmy was playing with matches.

S: He burned himself.

14. passive voice, Last year, this year

progressive: is
being done, was Tell students to make a list of 3 - 5 things that were being done
 being done around the city / country or in their homes / offices last year.
SB p. 38
Call on students to state the items on their lists, and to say what the
situation is now.

For example: our kitchen was being remodeled

This time last year, our kitchen was being remodeled. It isn’t being
remodeled now – the work is finished.

the highway was being built

This time last year the highway was being built. They haven’t
finished it yet, it’s still being built.

Time permitting, encourage students to ask questions, add details to

build their statement(s) into a narrative.

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Confirm Goals

15. Go back to the preview page and confirm chapter goals. For
example, ask students to indicate how comfortable they feel with the
speaking goals and grammar listed on SB page 32.
 Review any “not OK” items.
SB p. 32
Make a note on the Pedcard of areas that will need reinforcement
during the next chapter.

Use your English!

16. Go over one or more suggestions for learning more about the
chapter topics.

 Brainstorm with students other ways they can practice. Challenge

students to do at least one of the activities mentioned before their
SB p. 38
next class.

Remind students to visit the Berlitz English website at

[Link].

Reading Practice: Better safe than sorry

17. This optional expansion activity can be done in class or assigned as

homework.

 Presentation
Students should try to guess meaning of new vocabulary from
SB p. 39
context. If they can’t, present as needed.

What are some dangerous things in your home / office?

danger → home / office dangers
Have you ever been injured by (mentioned item)?
suffer (injury) → suffered an injury
Do some people stop breathing / living from (mentioned item)?
death → suffer death

accidental Did you want to get injured? It was an accident, wasn’t it?
wire → accidental
wiring Naming: wire
Are there wires in the wall? in computer? → wiring
electrocute If wiring is bad or faulty, is it dangerous? Why?
electrocution → electrocute yourself / → electrocution

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Reading Practice: Better safe than sorry (cont’d.)

Do hospitals collect numbers about how many people come to the

hospital and why? collect other numbers about patients, visits?
statistics → collect statistics

poison(ous) Are all berries / mushrooms safe to eat? [N] → are poisonous
firearm Pistols, guns, rifles, shotguns, etc. → firearms

Pre-Reading
Write the title of the article on the board. Ask students to say what
they think the article might be about. [Injuries in the home.]
What do you think is the number one cause of injuries at home?

Reading 1
Ask students to skim and underline injuries mentioned in the article.

Reading 2
Students read and decide whether the statements are true or false.
Have students correct the false statements.
[ANSWERS: 1. T 2. F 3. T 4. F 5. F 6. F ]

Post-Reading
Do you think your home / office is a safe place?
Are you very careful at home / in your office? Do you think about
dangers before your start something?

Writing
Students write one paragraph about injuries that happen in their
home or office.

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Chapter 6 Review
1

Review

Speaking goals
SB p. 40
OPTIONS
Chapter 1 Review. Give a question or sentence; students identify to which
Talk about special occasions speaking goal it relates.
Extend and respond to invitations
Give and respond to compliments Pairs. Students brainstorm as many questions as they can for a
Chapter 2 particular speaking goal. Pairs then create and act out a
Ask a favor conversation using a specified number of questions.
Ask to borrow something
Make promises Dictation. Choose representative sentences from the chapters for
Apologize and make excuses dictation. Alternatively, each student chooses five sentences from a
Chapter 3 specific chapter (or one from each chapter) and presents the
Discuss online shopping habits dictation to classmates. Then ask students to put them in order.
Describe products
Describe problems with products Self-assessment. Students check off speaking goals, or rate
Return an item themselves on their ability to achieve each goal (e.g., with a scale or
Chapter 4 thumbs-up / down). Review any speaking goals that are not
Describe travel problems checked off, or which receive a low rating.
Give customer feedback
Make a complaint Selection. Students select one or more of the speaking goals they
Chapter 5 would like to practice.
Talk about injuries
Report an accident Mind map. Students select one or more goals to review and
Describe medical emergencies practice. They prepare and present a mind map with the language
Call for help items they need to achieve the goal.

Action Modules

SB pp. 41-44 The Action Modules are information-gap role-play activities

designed for use with two (occasionally three) role players. If you
1. Formal dress required have an odd number of students in class, one person can act as an
2. Can I ask you a favor? observer and note-taker and give a summary at the end. You may
3. A problem with my order want to ask students to select the Module they’d like to act out, and
4. You should have complained then do another if time permits.
5. Emergency!
Step 1
Students skim the role cards. Ask students what the topics might be.
Referring to the Speaking Goals, students tell you which goals may
be involved.

Step 2
Brainstorm / Review the kind of language that might come up in the
Action Module. Ask students for phrases that match the speaking
goal(s). E.g., you want to return an item you ordered online, what
do you say?

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Action Modules (cont’d.)

Step 3
Assign roles. (Remind students not to look at the other person’s role
card.) Be sure that all the key vocabulary / grammar forms are
reviewed before assigning roles.

Step 4
Students read their role card to make sure they understand the task.
Assist with vocabulary as needed. Make sure the complication
involves thinking skills–persuade, negotiate, list, summarize, order,
match, etc.

Step 5
Set a time limit for partners to work on each module. Take notes for
later correction and feedback.

Step 6
Students give a summary of what happened during the role-play.

Step 7
Give feedback. Be sure to give examples of students’ good use of
language, and then correct significant or frequent errors.

Step 8. Time permitting, students reenact the module, switching

roles.

Optional: Record the Action Modules and play them back later so
that students can discuss / assess their performance.

Your Turn

SB p. 45 Students can choose a topic or you can assign one. You will want to
establish a time limit for each activity, depending on students’
Topics: abilities and time available.
1. Formal and informal events
2. Borrowing and lending Part A
3. Online shopping and returns Students plan and present an individual presentation. Encourage
4. Best and worst trips other students to (write down and) ask the presenter questions.
5. Medical emergencies Set a time limit for presentations.

Part B
Students perform the activity with a partner (or partners, for odd
numbers) and then tell the class what the partner(s) said.

Optional: Writing exercises

Part A: write a story / paragraph about the topic.
Part B: write a dialog about the topic.
If there is no time for this in class, they can be assigned for
homework.

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Focus on Language: Scavenger Hunt

Pairs / Teams: Copy and distribute the worksheet below. Tell students to look through the first five
chapters of their books to find an example for each of the items on the list. The team then has to create
its own example sentence. The first team to complete the worksheet wins.

Scavenger Hunt
Hunt item + example Your example
passive voice: future
will be (done)
reported speech:
present tenses: He
said he was … / He
said he went …
reported speech:
future tense: He said
he would …
present conditional:
If … , … will …

within vs. by: He’ll be

here within … / by …
comparative, -er and
-er: … is getting …-er
and …-er
the same as / different
from / similar to

unless: You can’t …

unless …
relative clauses,
object form: The
house we bought …
relative clauses,
object form: The man
we saw …
should have: I should
have (stayed) …
passive voice,
progressive: … is/are
being (made) …

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Focus on Language: So many questions!

Individuals or teams. Photocopy and distribute the handout below.

Go over the handout. Point out the chapter topics. For each question prompt, students try to create a
question for each chapter (the ultimate goal would be to have one question in every cell of the table).
Explain that Q-word = who, what, when, where, why, how.
Remind students that some of these questions can be in different tenses!
Encourage students to look back through the chapters for ideas. Set a time limit (e.g., 7-10 minutes).
Award one point for correctly-phrased question. The person/team with the most points wins.

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5

 Special  Favors  Products  Trips,  Accidents
occasions  Borrowing  Defects journeys  Injuries
 Invitations and lending  Problems  Travel
Topics
 Attire  Promises with orders problems
 Compliments  Apologies  Product
returns
Q will…be (done)?

Did … say that …?

Q would you … if
…?
Q could you … if
…?
If …, will …?
Q did … say he
would/could …?
Did … say she
would/could …?
Is … the same as …?
Q should … have
done …?
Should … have …?
Is … getting …-er
and …-er?
Are there …-er and
…-er …?
How was the trip
you …?
Were the people
you …?
How did … (cut)
him/her/yourself?
Q is being …?
Was … being …
when?

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English Passport (or other appropriate publication)

For each issue of English Remember that the goal of the magazine lesson is to develop the
Passport, two lessons plans are students’ confidence in reading in English and to transfer their
created for each level. native-language reading skills (e.g., skimming, scanning, reading
for gist, reading for details, and making inferences) to English. The
goal is not to understand (or even to read) every word of the article.
Rather, it is to develop reading skills and to provide an opportunity
to learn vocabulary through authentic content.

Select one of the lesson plans available, or select another article

from your students’ issue of English Passport (according to their
interests).

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Chapter 7 What are you good at?
1

Chapter 7 What are you good at?

Topics Speaking Goals Grammar

Job skills Describe skills and personal Present perfect progressive: Jim has
Interviews qualities been working since he was 15.
Personal qualities Say how well you can do Negating prefixes: un-, dis-, in-, im-,
something ir-, il-
Describe job skills

Key Vocabulary
skill, skilled (at), good at / (ir)rational, hardworking / lazy, Questions
with, math (maths UK), enthusiastic (about -ing), etc., Have / Has … been …-ing …?
subject, well-known, strength / weakness, dependent / How long have you been speaking
freelance(r), personal independent(ly), expert / amateur / English?
qualities, (un)pleasant, professional, competent / How good are you?
(un)reliable, (un)fair, incompetent, proficient, area of
Expressions
(dis)honest, etc., inflexible, expertise, required, requirements,
quite a while
impolite, mature, (il)literate, candidate, self-motivated, etc.
since I was (a child / in school, etc.)
computer ~, (il)logical,
I consider myself …

Suggested realia for this chapter are resumes, job descriptions, and / or classified ads relevant to
student’s career or profession.
Chapter / Lesson Preview
As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Describe skills (40 min.)

Warm-up A Review (as needed): can (ability), know how to, be able to
Can you type?
IB 58-59 able to (rev.) Naming: Do you know how to make presentation (Power Point)
skill slides? → typing, making slides are skills
Are you a good typist? Do you know how to type well?
 skilled (at) You are a skilled typist. / You are skilled at typing.
SB p. 46 Have students look at the top photo on SB p. 46 or IB illustrations.
What do these people know how to do?
What are they skilled at?
What are some of your skills?

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Describe skills (cont’d.)

Ask questions to set a customized goal. E.g.: What are some of your
skills? Do you wish you had more / different skills? Which ones?
What skills do you want your employees to have? etc. Our goal is …
e.g., to find out what skills your new employee has. Write the goal
on the board and get agreement from students.

1. Presentation
Review (as needed): well (adv.)
IB 56, 40 Is he a good driver? He drives well. etc.
good at
Substitution: Is the police officer giving good directions? [Y]
SB p. 47 good at + -ing
→ good at giving directions
good with Are teenagers good at taking care of children?
people, children → (not) good with children
animals, words
numbers Are accountants good with numbers? → good at math
Do teachers teach math, music, English? → teach many subjects
math (maths UK) How many subjects were you good at in school?
subject Student Tip:
good at + abstract / (sometimes) uncountable noun or good at …-ing,
e.g., Sheila is good at relationships. She’s good at math. She’s good at
counting.
good with + concrete / countable noun, e.g., Sheila is good with
numbers. She’s good with people.

good / bad with = good / bad at dealing with / handling / managing

something vs. good / bad at = good / bad at doing something
Brainstorm things that we manage, handle, and deal with.
Are you good / bad with numbers? with words?
What kinds of people are good with numbers? words?
Are you good with people? animals?

Practice: good at or good with

Work with an illustration, e.g., IB 56 or 40, appropriate to your
students. Call out a noun or gerund suggested by the illustration.
Students respond using good at or good with. For example:
I: driving
S: The taxi driver is good at driving.
I: words
S: (Robert Frost) is good with words.

 Pairs. On the board, draw three columns entitled “a good …,”

“good with,” and “good at.” Give the pairs a few minutes to fill in
SB p. 47 the columns. Call on students to share their ideas with the class.
Have them complete Activity 1 (or assign for homework).

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Describe skills (cont’d.)

2. present perfect Presentation

progressive Build-up: Is this woman waiting to see the director? When did she
IB 29, 40 have / has been + arrive? → So, she has been waiting to see the director for …
-ing
Elimination: Is Mr. Bennett taking Spanish lesson? [Y]
SB p. 47
Has he been taking lessons for 6 months? [N] a year? [N]
Have / Has …
→ How long has he been taking Spanish lessons?
been …-ing …?
(How long has he been having Spanish lessons? UK)
How long have / Have you been taking lessons at Berlitz for two months? a year?
has … been … → How long have you been taking lessons at Berlitz? [I have …]
-ing?
Has the director been working since 8 o’clock this morning?
→ Yes, he has. / No, he hasn’t.
Point out / Correct if applicable: short answer is same as for
present perfect, and not: Yes, he has been. / No, he hasn’t been.
Have you been (working) for a long time? [Y]
Yes, I have. / No, I haven’t.
Substitution: Have you been doing (skill mentioned earlier) for a
long time? → for quite a while
quite a while
Build-up: Has (David Beckham) been playing soccer (football non-
US) for quite a while? Did he start playing soccer when he was a
since I was (a child? → He has been playing soccer since he was a child.
child / in school, Is the (Los Angeles Galaxy) a soccer team everyone knows?
etc.) → (not) a well-known team
What are some well-known players / teams in your country?
well-known
Do authors sometimes write articles for different magazines /
companies? [Y] Do magazines use articles from authors who are
not employees of the magazine? [Y] → print freelance articles
freelance → The authors are freelancers.
freelancer
Practice: Transformation
Model what students have to do as needed.
I’m good at playing the piano. I started playing the piano when I
was a child. → You are good at playing the piano because you have
been playing (the piano) since you were a child.
1. Paul is a good accountant. He began working as an accountant
20 years ago.
2. Maddy is good at teaching. She started teaching when she
graduated from college.
3. Mr. Bennett isn’t good at Spanish. He only started taking lessons
six months ago. etc.
Note: Most, if not all, of the examples could also use the present perfect.
You may need to tell students that either structure is OK except when the
action has stopped (e.g., I have eaten breakfast today.), in which case we
can only use the present perfect.

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Describe skills (cont’d.)

Performance Performance: Interviews

Point to the goal on board or elicit it from students.
Pairs. Set or adapt purpose / scenario according to the customized
student goal. E.g., talk to your partner. Find out three things he /
she is good at / with. Remember, you can ask about hobbies, sports,
and other leisure activities, too! Ask how long he / she has been
doing those things.
Call on students to report what they learned about their partners.
Provide feedback, praise, and corrections. Have students repeat
with a different partner. Then have them verbalize what they’ve
accomplished and confirm that they have achieved their lesson
goal.

Practice Exercises 1-2, p. 116

UNIT 2 Speaking Goal: Describe personal qualities (40 min.)

Warm-up B Contrast: Is a receptionist usually nice? friendly? helpful?

personal qualities Are these skills? [N] → personal qualities
Note: Adjectives are used for personal qualities vs. verbs and nouns
 for skills and abilities. Bill is a fair person. vs. He is a judge. He is
able to judge fairly.
SB p. 46
Students look at the first photo on p. 46. Brainstorm and list on the
board: What personal qualities should these people have?
Which qualities are necessary for their jobs?
Refer to list on board. Which of these qualities do you have?
Ask questions to set a customized goal. E.g.: Do you need to have
certain personal qualities for your job? Which ones? etc. Our goal
is … e.g., to describe my personal qualities to a recruiter. Write the
goal on the board and get agreement from students.

3.1 Presentation
unavailable (rev.) Substitution: The receptionist is on the phone. Can you talk to her?
IB 40 un- [N] → She’s unavailable.
Draw two faces happy / unhappy on the board:
SB p. 48
Is she happy? [Y] Is he happy? [N] → unhappy
The prefix un- gives words an opposite meaning.
Do you know any other words that start with un-?
[unimportant, unusual, unhealthy, unfriendly]
Substitution: Is the receptionist nice, friendly to everyone?
pleasant → pleasant

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Describe personal qualities (cont’d.)

Dictionary: Is she always there on time? Does she always do her

reliable job well? Can we expect her to do her job well? [Y]
→ She is reliable.
Does Mr. Bennett try to treat all the employees the same way? [Y]
fair Does he have any favorite employees? [N]
→ He tries to be fair.
un-
Contrast: Do children often think their parents aren’t fair?
~fair
→ unfair
~pleasant
Have you ever had an unpleasant boss / neighbor?
~reliable
Were you reliable or unreliable when you were 18?

Practice: QA/QFS
Are your co-workers friendly or unfriendly? Do you think taxes in
this country are fair? Who is the most reliable / unreliable (person
in your family / employee in your department)? When is the last
time someone was unpleasant to you? etc.

Presentation
Write on the board: satisfied, dissatisfied
“dis-” is another prefix that gives words an opposite meaning,
honest Dictionary: Does Mr. Simpson ever say something that isn’t true?
organized (rev.) [N] Does he ever steal things? [N] → He is an honest man.
dis- Contrast: Is everyone honest? → some people are dishonest
Is Mr. Simpson an organized or disorganized man?

Correct the teacher: un- or dis-?

1. My boss is a lot nicer to some people than others. He’s very fair.
→ He’s very unfair.
2. It was honest of Tim to take money from his mother’s purse.
3. Stella never completes her work on time. She’s very reliable.
4. I’m so organized that I can never find my phone.
5. The clerk we spoke to was pleasant; she never smiled once. etc.

3.2 Presentation
Write on board and review as needed:
IB 40 efficient, polite, responsible, legal
Write on board: in-, im-, il-, ir-
SB p. 48 What do you think the opposites of these words are?
Substitution: Can Mr. Bennett make decisions quickly?
decisive
→ decisive
flexible
Can he change his plans or his schedule quickly? → flexible
in-
Contrast: Is Mr. Simpson decisive or indecisive?
Is he flexible or inflexible?

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Describe personal qualities (cont’d.)

mature Dictionary: Is Emily Simpson 16 or 36? [16] Does she think and
patient speak like an adult? [Y] → She’s mature (for her age).
polite (rev.) Does Mrs. Bennett wait for her students to answer her questions?
im- [N] Does she give them time to learn? [Y]
→ She’s patient (with her students)

Contrast: Are all employees polite with customers? [N]

→ impolite (listen for correct pronunciation)
Is Andrew Simpson mature? [N] → immature
When people are waiting for the newest (iPhone) are they patient?
[N] → impatient

literate Substitution: Do you know how to read and write? → literate

computer literate Do you know how to use a computer? → computer literate
logical Contrast: Are there people who don’t know how to read and write?
il- use a computer? → (computer) illiterate

Substitution: Do computer programmers think in a very clear,

organized way? → logical thinkers
Contrast: Is English spelling always logical?
→ sometimes illogical

rational Dictionary: Are doctors usually calm in an emergency? Do they

ir- think clearly? → Doctors are rational in an emergency.
Contrast: In an emergency, do people think clearly?
→ sometimes irrational

Practice: Give us an example!

Read the statements aloud. Students state what quality they have or
need. Encourage students to use any adjectives presented so far.
Model as needed. For example:
I: Paramedics at an accident scene.
S: → They must be decisive and rational.

1. A child standing in front of the ice cream counter.

2. A subway schedule.
3. A bus driver’s schedule.
4. A college graduate looking for an IT job.
5. A 16-year-old working part-time at a fast-food restaurant. etc.
Note: Be sure to elicit positive adjectives and opposites using the
prefixes.

Expansion: Have students / pairs come up with their own

situations. Other students then state what qualities are needed.

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Describe personal qualities (cont’d.)

4. Presentation
hardworking Substitution: Is the office clerk a hard worker? → hardworking
IB 40 lazy Contrast: Are all of the people in the conference room
hardworking? → Some of them are lazy.
SB p. 48
This woman is a sales rep, isn’t she?
Substitution: Does she like selling? Is she excited by it?
enthusiastic
→ enthusiastic (about sales / selling)
(about –ing)
Contrast: Is she enthusiastic about working weekends? → indifferent
indifferent (rev.)
Dictionary: When she goes to conferences, does she talk to
outgoing everyone? strangers too? → outgoing person
shy Contrast: Is the office clerk an outgoing person, too? [N] → shy
Do sales reps make many presentations?
calm (rev.) Naming / Gesture: How does she feel before a presentation?
nervous (Deep breathe, still hands) Is she calm?
(Shaking, trembling hands) Or is she nervous?
Substitution: Do you think you are a shy person or an outgoing
I consider one? → You consider yourself an outgoing person.
myself … I consider myself an outgoing person.
seem to be … Contrast: Do you know 100% if someone is outgoing? [N]
seem like … → (he) seems to be outgoing OR: → it seems like (he’s) outgoing
strength Substitution: Is this a good quality? [Y] → strength
weakness Contrast: Is being lazy a strength, too? [N] → weakness

Pre-Task
Draw 4 lines on the board, with adjectives at one end and their
opposites at the other.
I consider myself hardworking usually – but sometimes on
weekends, I’m a little lazy. I’m always outgoing, and never shy.
Place X in the appropriate place on line.
lazy -------------X------------------------------X---- hard-working
indifferent ------------------------------------------ enthusiastic
shy X--------------------------------------------------X outgoing
nervous --------------------------------------------- calm

Task
Pairs. What about you? Are you ever lazy?
Are you usually calm? When are you nervous?
Do you consider yourself outgoing or shy?
Copy this chart onto a piece of paper and place your Xs on each
line. When you are finished, ask your partner about his / her chart.

Post-Task
Call on volunteers to share what they have learned about their
partners.

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Describe personal qualities (cont’d.)

5. Presentation / Pre-Listening
dependent Substitution: Can babies live without someone else’s help? [N]
SB p. 48 → Babies are dependent on others.
independent(ly) Contrast: Do you need someone’s help at work? [N] You can do
your work by yourself, right? [Y]→ can work independently

Listening 1
You are going to hear three people talking about their strengths and
Tracks 22-24 weaknesses. Listen for what each person does. Play Tracks 22–24.
Go over answers. [ANSWERS: Annette is a buyer for a large department
store. Daniel is a student. Charlene is a flight attendant.]
What else do you remember about Annette, Daniel, and Charlene?
Ask students what they think Charlene meant when she said I’ve
bite my tongue learned to bite my tongue. [→ not say what she’s thinking]

Listening 2
 Listen again. This time, listen for the strengths and weaknesses they
mention. Complete the sentences in your book.
SB p. 48
Play Tracks 22–24 one at a time, pausing for students to write their
answers. To elicit the answers, call on students to ask each other
questions about the statements. Ask students what else they
remember about the audios.
[ANSWERS: A. 1. decisive 2. independently 3. impatient B. 1. friendly 2.
honest 3. lazy C. 1. fast 2. organized 3. rude 4. polite (or pleasant)]

Performance Post-Listening / Performance: Summary

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized student
goal. E.g., look at the terms we’ve used to talk about personal
qualities. Which ones describe you and your best / worst qualities?
Which would you use with a recruiter? Choose two words or
expressions that you consider your biggest strengths, and one that is
your biggest weakness. Why did you choose them?
Call on volunteers to share their strengths and weaknesses.
Note: If students are uncomfortable talking about weaknesses, have
them talk about a past weakness – and have students say what they
did to improve themselves. OR: Have students talk about the
strengths / weaknesses of, e.g., someone they’ve interviewed for a
job, a former boss, a former teacher / university professor, etc., or
someone famous (actor, politician, etc.).
Provide feedback, praise, and corrections. Have students reenact,
e.g., pairs take turns being the recruiter and applicant. Then have
them verbalize what they’ve accomplished and confirm that they
have achieved their lesson goal.

Practice Exercises 3-5, pp. 116-117

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UNIT 3 Speaking Goal: Say how well you can do something (40 min.)

Warm-up C What does Ann Bennett do?

expert Substitution: Is she very good at it? → expert
beginner Is she good at using classroom software too?
 Is that new for her, is she still learning? → beginner
SB p. 46 Are you good at (skill mentioned earlier)?
Elimination: Are you a beginner? an expert?
How good are
→ How good are you?
you?
How good are you at your other skills?
Ask questions to set a customized goal. E.g., Are you good at …?
Do you wish you were better at …? Do you know someone who is
good / bad at …? etc. Our goal is … e.g., to describe what I do well
at my job / in my occupation. Write the goal on the board and get
agreement from students.

Instructor Note: Do not focus on which prepositions to use (i.e., expert at /

6. in / on, proficient in / with (software), proficient in / at doing something)
unless students say something obviously wrong.
IB 46
Presentation
SB p. 49 Skiing illustration. This man is a beginner, right? [Y]
Is this (other) man a beginner or an expert? [expert]
professional Dictionary: Is he paid to ski? Is he a skiing instructor?
amateur → professional
Is Mr. Bennett a good skier? Is he a professional skier, or is skiing
just a hobby? → an amateur skier
English in use: amateur / professional
Amateur 1. a person who does something for pleasure, not as a job
2. a person who does something poorly; a person who is not
skilled at a job or activity
Professional 1. a person who works in a job that requires special
education, training, or skill
2. a person who is paid to take part in a sport or other
activity

Dictionary: You have used (Excel) before, haven’t you? Are you an
competent expert at (Excel)? [N] But you know how to work with it?
incompetent → competent with it
What other software are you competent at using?
Contrast: What software are you incompetent with?
Note: Though synonyms for incompetent include unable, unskilled,
and incapable, it often has a more negative / insulting connotation
from its other synonyms—e.g., inept, useless, bungling, and
hopeless.
proficient Substitution: Are you very, very competent with (Word)?
→ proficient with / in

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Say how well you can do something (cont’d.)

Practice: QA
What are you proficient in (= an expert at)?
Have you started learning something new? Are you a beginner?
Are you a professional (student’s occupation) or an amateur?
Who is the most competent person in your office?
Are you proficient in English yet?
What languages are you proficient in?
How good are you (at …)? etc.

7. Presentation
Substitution: Is the LC director an expert at organizing language
SB p. 49 area of expertise courses? → one of her / his areas of expertise
What’s another area of expertise?

 Pre-Task
Have students look at the illustration. Assist with vocabulary as
realia: needed.
resumé or What is this? Where do you think you might see something like
job this? [online business networking website (LinkedIn); online
description resume / work profile]
What is this person proficient in? What do you think this person
does? [He / She is a Career Adviser.]
Do you have any of these skills?

Performance Task / Performance

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized student
goal. E.g., You have just created a profile on a business-networking
site. You’ve completed the education and employment sections.
Now you want to add your skills and areas of expertise.
Think about your job, and brainstorm some possibilities. Then
choose up to 5 skills to add to your list. Remember to choose the
most important ones! Give examples of why you chose them.
After that, discuss your list with a partner. Ask him/her if you
should change any of the skills.
Have pairs present their lists. Provide feedback, praise, and
corrections.

Post-Task
Join another pair, and discuss your lists with them. Say what skills
you chose, and why. Have students verbalize what they’ve
accomplished and confirm that they’ve achieved their lesson goal.

Practice Exercises 6-7, p. 117

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See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Describe job skills (20 min.)

Warm-up D Have students look at the ad.

What is this? What job is it for?
What information is in this ad?
 How much experience do you need?
SB p. 46
required What skills must you have? → skills are required
Do job ads usually say what skills, personal qualities are required?
requirements → state requirements for the job
What are the requirements for your job?

Ask questions to set a customized goal. E.g.: Does a person need to

have all the skills required for a job before applying for it? Could
s/he learn while on the job or not? etc. Our goal is … e.g., to
describe the skills an applicant needs for a position as a (Health and
Safety Information Officer). Write the goal on the board and get
agreement from students.

8. Presentation
candidate Substitution: Is the director talking to a job applicant?
IB 29 → candidate
bright Is the candidate educated? a quick thinker? → bright
SB p. 50 motivated Is she enthusiastic, ready to start working? → motivated
self-motivated Does she need someone to tell her what to do, or does she motivate
herself? → self-motivated
confident Does she think she will do a good job? → She’s confident

Performance Pre-Task / Performance

Point to the goal on board or elicit it from students. Set or adapt
purpose / scenario according to the customized student goal, e.g.,
 by using real classified advertisements, or recruiting websites.
Write on the board:
SB p. 50
Health and Safety Information Officer
realia: Spanish-speaking Marketing Assistant
classified job
listing(s) We are going to look at ads for these two jobs.
What qualities and skills do you think candidates for these jobs
should have?
Brainstorm, listing student responses under each job title.

Task
Pairs. Assign each partner a different ad to read.
Skim the ad, and make notes on what personal qualities and skills
candidates should have, and what they need to be proficient in.
Then, ask your partner about the ad he / she read.

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Describe job skills (cont’d.)

Post-Task
What skills were required for both jobs?
What did candidates for both positions need to be proficient in?
Would you (or someone you know) be interested in one of these
jobs? Which one? Why? Do you have the skills needed?
Provide feedback, praise, and corrections. Have students reenact
skimming another ad. Then have them verbalize what they’ve
accomplished and confirm that they have achieved their lesson
goal.

Practice Exercise 8, p. 117

Website: Level 4, Chapter 7

Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

9. Pre-Task
Skills Have students look at the photos and identify the jobs represented.
[POSSIBLE ANSWERS: attorney / executive; doctor / nurse; engineer /
 architect; baker / chef]
SB p. 51 Pairs. Have each partner choose one photo (partners need to
choose different photos).
On your own, write down 3-4 skills, you think are required for both
the job you have chosen and the one your partner has chosen.

Task
You are now applying for the job you chose. Your partner is
interviewing you for the job. Do you have the skills he / she asks
about? Will you get the job?
Students interview each other using the lists of skills they created.

Post-Task
Pairs summarize the result of their interviews. Have interviewers
say whether their partners “got” the job or not (and why).

10. Pre-Task
Have students, individually or in pairs or groups, look at the blank
job description.
 Think about your job. Imagine you are moving away, and your boss
has asked you to write up a short job description. In your
SB p. 51
description you need to include these requirements:
 education
 skills (and proficiency/ies)
 personal qualities

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Consolidation (cont’d.)

Task
You have a few minutes to take notes. Then you will present your
job description to the rest of the class / your group.

Post-Task
Students present their job descriptions to the class (or to their
group). Encourage students to ask for / give advice on how the
descriptions might be better.

11. Discussion
personal qualities Call on students to read the quotes aloud.
Do you think these are strengths or weaknesses?
 Students mark their choices individually.
(Note: there are no “right” or “wrong” answers.)
SB p. 51

For each item, take a hands-up poll of who thought it was a

strength, who thought it was a weakness.

Why do you think this is a strength / weakness?

Are these qualities always strengths? Always weaknesses?
When can a strength be a weakness? When can a weakness be a
strength?

Are you like any of these people? Which one(s)? In what way?

Review Grammar

12. How long have you been doing that?

present perfect Write the time clauses below on the board. Students make up
progressive sentences about themselves using the clauses.
 for the last few weeks for quite a while
SB p. 52
since last year since I came back from my vacation.

13. Prefix Bee (like a Spelling Bee)

negating prefixes Call out an adjective used in the chapter. Students give the
opposite. If a student gives the correct prefix, he/she continues in
 the next round. If not, she/he gets one “strike,” but continues in the
next round. If a student gets three “strikes” then he/she is out.
SB p. 52

Add to the challenge by having students make a sentence with the

word they give. Congratulate the winner at the end!

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Confirm Goals

14. Use a mind map to have students verbalize what they have learned
(e.g., brainstorm questions related to topics / speaking goals, then
act out a skit based on their questions).
 Go back to the preview page and confirm chapter goals. For
SB p. 46
example, ask students to indicate how comfortable they feel with the
speaking goals and grammar listed on SB page 46.

Review any “not OK” items.

Make a note on the Pedcard of areas that will need reinforcement
during the next chapter.

Use your English!

15. Go over one or more suggestions for learning more about the
chapter topics. Model or demonstrate the instructions and use
gestures or examples to help students understand.
 Brainstorm with students other ways they can practice. Challenge
SB p. 52
students to do at least one of the activities mentioned before their
next class.

Remind students to visit the Berlitz English website at

[Link].

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Reading Practice: To Whom It May Concern

16. This optional expansion activity can be done in class or assigned as

homework.

 reference letter
Presentation
Dictionary: When you leave a job, can you get a letter from your
SB p. 53
boss? Will the letter describe you and your work?
→ reference letter
To whom it may Does you boss know who you will give the letter to? (N) Who will
concern he write the letter to? → To whom it may concern

eager (to learn) Substitution: Are you enthusiastic about learning new things?
valuable → eager to learn
Are diamonds very expensive? → valuable
Are you an important member of your company’s staff?
→ valuable member

Read and then answer the questions

Tell students to read the questions – silently or aloud.
Then, have students skim the letter for the answers.
Go over the answers.
[ANSWERS: 1. b 2. a 3. a 4. b]

Call on students to read the letter. Then have students close or

cover their books, and ask each other questions.

Follow-up
Does your company ask for reference letters when hiring new
employees?
Have you ever asked for a reference letter? For yourself or about
someone else?
Have you ever written a reference letter? Did you recommend the
person?

Writing
Assign for homework.
Use the letter from Frank Naylor as a model, and write a reference
letter for yourself, which your boss will either edit or sign.

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Chapter 8 What are you saving for?
1

Chapter 8 What are you saving for?

Topics Speaking Goals Grammar

Savings goals Talk about saving Present unreal (2nd) conditional:
Expenses Talk about spending If I had …, I would …
Banking services Give and ask for financial advice If I were you, I would …
Conduct bank transactions I wish I could save more each month.

Key Vocabulary
bank account, direct (bank clerk UK), PIN, amount, Questions
deposit, check (cheque balance, ~ inquiry, insufficient Would … if …?
UK), etc., salary, expense, funds, five twenties, tens, etc., Where do you bank?
retirement, etc., tuition, currency, exchange rate
Expressions
rich, millionaire, broke,
Verbs Yes, … would. / No, … wouldn’t.
transaction, ~ fee, ATM
save, ~ for …, deposit, get paid, I wish I had / could / were …
(also cash machine UK),
earn, retire, invest, insert, enter, I’d like ten tens and five twenties.
savings account, etc., real
press, withdraw, inquire, transfer, I’d like it in (tens and twenties).
estate, stock, etc., teller,
~ funds, change money … (yen) to the (dollar)

Instructor resources for this chapter are on page 327.

Chapter / Lesson Preview
As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Talk about saving (40 min.)

Warm-up A Have students look at the first dialogue.

What would the man like to buy? [a sailboat]
Does he have enough money for that? [N]
 save
~ for …
Contrast: If he wants to buy the sailboat, can he spend all his
money? [N] → He has to save some money.
SB p. 54
What would you like to do? Are you saving money? [Y]
→ You’re saving for … What are some things people save for?
Ask questions to set a customized goal. E.g.: What do you want to
save for? Do you know how much you have to save? How long will
you save for it? etc. Our goal is … e.g., to talk to (an advisor) about
saving for (a new car). Write the goal on the board and get
agreement from students.

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Talk about saving (cont’d.)

Review: annual, yearly, weekly, monthly
1.
Presentation
IB 24 Why is Janet going to the bank? Does she keep her money there?
bank account → She has a bank account there.
SB p. 55 Janet works at Fermont, doesn’t she?
Dictionary: Does Fermont pay Janet in cash? [N] Do they put the
money into her bank account for her?
deposit
→ deposit the money into her account
direct deposit
→ pay her by (via) direct deposit
(transfer UK)
Have they always paid her by direct deposit? [N]
check (cheque
→ They used to pay her by check.
UK)
Does Fermont pay Janet every week? [N] every two weeks? [Y]
biweekly → They pay her biweekly → she gets paid biweekly
get paid
Note: in this sense, biweekly means every two weeks. In other
cases, especially in the UK, it can mean twice a week, so students
may need to clarify / check meaning.
How much does Fermont pay Janet a year? [$63,500]
→ Janet earns $63,500 a year. → That’s Janet’s annual salary.
earn
salary Practice: QA
How often do people in … get paid? How are they usually paid: in
cash, by check, or by direct deposit? What’s the average salary in …?
How much do (managers / doctors / lawyers) earn? What jobs pay a
good salary? etc.

2. Presentation / Pre-listening
retire Substitution: Will you stop working when you are 65? → retire
SB p. 55 retirement What is the usual retirement age in this country?
Have students look at the photos in Activity 2.
 You are going to hear 4 people talking about what they would like
to do, and how much they have saved. What do you think they are
saving for?

Listening
Tracks 25-28 Write the names of the speakers on the board: Ginny, Mark, Brian,
and Anna.
Listen and match the name of each of these people with one of the
photos of things they’re saving for. Write the person’s name under
the photo.
Play Tracks 25-28 straight through without pausing.

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Talk about saving (cont’d.)

Tracks 25-28 Listening 2

Listen again. How much has each person saved?
Write the amounts under their names.

Plays tracks again, and then call on students to say who is saving
for what, and how much they have saved so far.
[ANSWERS:
house: Brian, $10,000 car: Anna, about $2,000
retirement: Ginny, $150,000 trip to India: Mark, $1,000]

Follow-up
Do they have enough to do what they want?
Who saves regularly?
Who has saved the most? the least?

Note: Avoid the “If I were …” construction for now. It’s presented
3. later in the chapter.

SB p. 55 Presentation
Present unreal Anna would like a car, wouldn’t she? Why hasn’t she bought one?
(2nd) conditional She doesn’t have enough money.

If + past tense, … BUT → If she had enough money, she would buy a car, right?
+ would Repeat: If she had enough money, she would buy a car.

Would … if …? Would she buy a new car if she had enough money?
Yes, … would. Full sentence response: Yes, she would buy a new car if she had
No, … wouldn’t. enough money. Or: → Yes, she would.

would vs. could Would she buy a Rolls Royce? → No, she wouldn’t.
→ She could, but she wouldn’t because it’s too big.

What kind of car would she buy? → She’d buy a …

What color car would she buy?

Mark loves to travel, but he doesn’t like hot weather. Would Mark
go to Saudi Arabia? No, he wouldn’t.
→ He could, but he wouldn’t because he doesn’t like hot weather.

Practice: QA / QFS
Would Mark and his wife go to China if they had enough money?
Where would they go? What would they see?
What would Brian do?
Do you think he would buy a house in the city?
Would he buy a big or a small house? etc.

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Talk about saving (cont’d.)

Practice: Chain Story

Start the story by asking: What would Michael Bennett do if he had
a million dollars? Students take turns adding to the story by
building on the previous student’s sentence, e.g.:
If Mr. Bennett had a million dollars, he’d buy a yacht.
If he bought a yacht, he’d travel around the world.
If he traveled …

Performance Performance: Interviews / Discussion

Point to the goal on board or elicit it from students.
Pairs / Small groups. Set or adapt purpose / scenario according to
the customized student goal.

Discuss your savings plans with your partner(s). What are you
saving for? How much or how regularly do you save? What would
you do if you had the money now?

Alternative: For students who may be uncomfortable talking about

their own savings, adapt questions to “young professionals in your
country” or “teenagers.”

Provide feedback, praise, and corrections. Have students

summarize their partner’s savings goals and plans. Then have
students verbalize what they’ve accomplished and confirm that they
have achieved their lesson goal.

Practice Exercises 1-2, p. 118

UNIT 2 Speaking Goal: Talk about spending (40 min.)

Warm-up B Refer to the people in the photos.

Why don’t they buy the things they want?
Why don’t they have enough money now?
 Brainstorm:
SB p. 54
What do they spend their money on?
Which of these are everyday expenses? monthly expenses?

Ask questions to set a customized goal. E.g.: What do you spend

money on? Do you know how much you spend every month? Do
you have any annual expenses? Do you include them in your
budget? etc. Our goal is … e.g., to talk to my friend about cutting
expenses. Write the goal on the board and get agreement from
students.

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Talk about spending (cont’d.)

4. Presentation
How many people do you live with?
SB p. 56 household → Your household has … people.
~ expense If students live alone, ask about parents, celebrities, etc.
What does your household spend the most on?
→ biggest household expense
Do you own your house? Did you borrow money from the bank to
borrow (rev.)
pay for your house? [Y] → have / had a mortgage
mortgage
Do you make monthly mortgage payments?
Do banks lend money for free? [N] How do they earn money on
loans and mortgages? → charge interest
interest
How much does it cost to go to university here? → tuition
tuition Do people and companies pay money to the city, state, and country
tax to pay for services? → taxes
insurance (rev.) Is insurance only for cars? What else can we buy insurance for?
[Elicit: homes, appliances, life, etc.]

 Pre-Task
Have students look briefly at the table in Activity 4.
SB p. 56 What does this table show? [expenses]
Can you give an example for each expense item in the left column?
Quick, one-two word examples are OK.
Present additional terms if students are not able to give an
example.

Task
Do you have similar expenses each month?
Look at the list. What are this person’s five biggest expenses?
Think about your own expenses. What are your five biggest
expenses? Are they the same items?
When you have finished, pair up with a partner and compare your
top items. Together, think of some ways you could cut those
biggest expenses.

Post-Task
Students share their ideas for cutting specific expenses.

5. Presentation
rich Substitution: Does (Bill Gates) have a lot of money? [Y] → rich
IB 14 millionaire Does (…) have a million dollars? → (not) a millionaire
broke IB 14: Does this man have any money? [Y] → He’s not broke.
SB p. 56
Would I like to have a million dollars? [Y]
I wish I had …
→ I wish I had a million dollars.
I wish I were … Am I a millionaire? [N] → I wish I were a millionaire.
Am I rich? → I wish I were rich.

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Talk about spending (cont’d.)

Would I like to buy a big house in the country? Can I? [N]

I wish I could … → I wish I could buy a house.
Student Note: “would” can’t be used here (i.e., I wish I would buy a
house doesn’t make sense): If I were rich, I could and would buy a
house. I could buy a big house, but I wouldn’t buy a big house. I
would buy a small house.

Practice: Transformation
Example: I can’t retire early. → I wish I could retire early.
1. I can’t go home for the holidays.
2. I’d like to be in London now.
3. I can’t cut expenses.
4. I can’t speak five languages.
5. I don’t have enough free time.
6. I don’t have a car.
Have students make up two or three of their own “wishes.”

Performance Performance: Skits

Point to the goal on board or elicit it from students. Have students
look at the example exchanges in their books. Pairs (P1 with
 instructor). Set or adapt purpose / scenario according to the
customized student goal.
SB p. 56
Think about your “wishes” and think about your suggestions for
cutting expenses. Together, make similar conversations.
Call on students to act out the dialogues they have created. Provide
feedback, praise, and corrections. Have students reenact (with a
complication if needed). Then have them verbalize what they’ve
accomplished and confirm that they have achieved their lesson
goal.

Practice Exercises 3-4, p. 118

UNIT 3 Speaking Goal: Give and ask for financial advice (40 min.)

Warm-up C Does First Bank of Springfield offer online banking?

transaction (fee) Can you pay bills online with a First Bank account?
IB 59 → do online transactions
ATM Can you get cash from a machine?
→ get cash at an ATM (automated teller machine)
 rate (rev.)
Do you have to pay a monthly fee to have an account there?
SB p. 54 Do you have to pay a transaction fee to use the ATM?
interest ~
Do they pay you to keep your money in an account?
→ pay interest
Does First Bank of Springfield have good interest rates?

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Give and ask for financial advice (cont’d.)

Ask questions to set a customized goal. E.g.: What about your

bank? What kind of fees do they charge? Do they give you good
interest rates? Is it a good bank? Who do you ask for advice about
money? etc. Our goal is … e.g., to ask your colleague for advice
about local banks. Write the goal on the board and get agreement
from students.

6. Presentation / Pre-Task
savings account Do banks have accounts just for saving money?
SB p. 57 → savings account
checking account Are there accounts for paying everyday expenses?
(current account → checking (UK: current) account
UK) Present other accounts offered by banks if appropriate and
relevant, e.g., CDs, IRAs, mortgage, etc.
Instructor Notes: mobile check deposit allows customers to take a
photo of a check they receive and then deposit it via their cell
phone; non-network ATMs are other banks’ (networks’) ATMs.
Brainstorm: comparatives useful for talking about the two banks:
cheaper – less / more expensive
higher – lower
better – worse
less / more convenient

Task
Pairs (P1 with instructor). Each partner chooses one of the banks.
Look at the services and accounts offered by the two banks. With
your partner, compare the two banks.

Post-Task
You want to change banks, but you can only choose between these
two. Which would you choose and why? What is most important to
you?
I would choose HCM Bank because I don’t want to pay for using
the ATM. CashBank is better because their interest rate is higher.

7. Present unreal Presentation

(2nd) conditional Build-up: Is a banker here now? Could a banker give us more
SB p. 57 with were: information? → If a banker were here, he / she could give us more
If I / he were … information.
Note that both could (= can, ability) and would (= willingness,
want, desire) can work in the above example.
Do you wish you were a millionaire? Why?
→ If I were a millionaire, (I wouldn’t have to work).

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Speaking Goal: Give and ask for financial advice (cont’d.)

Practice: Cue-response
Fred isn’t here. He can’t give us a recommendation.
If Fred were here, he could give us a recommendation.
1. We aren’t in England. We can’t open an account there.
2. I’m not in the US. I won’t pay my bill with a check.
3. They’re busy. They can’t talk to us now.
4. Louis is out of town. He won’t help us. etc.

Presentation
Do you bank at CashBank? [N] I think you should bank at
If I were you …
CashBank. → If I were you, I would bank at CashBank.

 Practice
Tell students to look at the “Your turn!” statements in their book. If
SB p. 57 a friend said these things to you, what would you suggest?
Start with If I were you …
Give students a minute to think of possible responses. Call on
volunteers to give their answers.

Performance: Discussion
1. Do you like your bank? How long have you banked there?
Would you recommend it to others? Why (not)?
2. Have you ever changed banks? Why?
3. If you were planning to open a new bank account, what would
you look for?
Alternate discussion:
Put students who bank at different banks together. Students
compare their banks. Then say what they like, don’t like about their
banks. Other students can give advice / recommend other banks,
bank services to anyone who is dissatisfied

8. Presentation
Are savings accounts the only places where your money can earn
SB p. 57 money? What else can you do with your money so it earns money
for you? Elicit ideas.
Substitution: Do some people like to use their extra money to buy
real estate
houses, buildings? → buy real estate
stock Can you buy a small piece of a (public) company? → buy stocks
stock market Where are stocks bought and sold? At a supermarket?
→ stock market

invest Substitution: Should you put all your money in one company’s
investment stocks? → shouldn’t invest all your money in one company
Is it a good idea to invest in real estate? → a good investment

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Speaking Goal: Give and ask for financial advice (cont’d.)

Present and practice mutual funds, risk, and return if needed and
appropriate: Can you easily invest money in many different
companies with one investment? [Y] → mutual fund
high risk / high return (e.g., stocks) and low risk / low return (e.g.,
savings account)

Practice / Skits
Pairs. Have students complete the dialogues using the investment
forms given, or others they have mentioned.
Call on pairs to present their skits.

Practice: QA
What do you think is a good investment?
Have you ever asked for advice about what to do with your
savings? Are savings accounts a good investment in this country?
Are interest rates high or low? What’s a better investment?
If you were me, what wouldn’t you invest in? etc.

Performance Performance: Group Role Play

Point to the goal on board or elicit it from students. Set or adapt
photocopy: roles / purpose / scenario according to the customized student goal.
Instructor For P1 / P2 use Role A, and one of the other roles (B–D).
resource
IM p. 327 Role A: An aunt has recently died and left you $100,000. You don’t know
what to do with the money. Your bank doesn’t pay very much interest on
savings accounts. Ask your friends what they think you should do.

Role B: You have a friend whose aunt has recently died and left him / her
$100,000. You think the stock market is a good way to earn a lot of money
– if you choose your stocks carefully.

Role C: You have a friend whose aunt has recently died and left him / her
$100,000. You think the best way to invest money is in real estate. Over
time, prices always go up.

Role D: You have a friend whose aunt has recently died and left him / her
$100,000. You don’t think the stock market or real estate is a good
investment – you can lose everything! The best thing to invest in is a
savings account. You may not earn as much, but your money is safe!

Provide feedback, praise, and corrections. Have students reenact

(with a complication if needed). Then have them verbalize what
they’ve accomplished and confirm that they have achieved their
lesson goal.

Practice Exercises 5-6, p. 119

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See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Conduct bank transactions (25 min.)

Warm-up D Have students look at the ad.

What is this ad for?
What kinds of accounts do they have?
 Where do you
Do you have money at this bank? At (Citibank)?
SB p. 54 → Where do you bank?
bank?
Do you go inside and see a person for some transactions?
→ teller
teller
Ask questions to set a customized goal. E.g.: What transactions do
you do at the bank? When do you see a teller? What do you ask him
/ her? etc. Our goal is … e.g., to ask the teller for some cash.
Write the goal on the board and get agreement from students.

9. Presentation / Pre-Task
Review: identification / ID
SB p. 58
You’re at the ATM.
Substitution: Do you need an identification number to use an
PIN
ATM? → PIN (personal identification number)
Substitution: Do you need to put your card into the machine?
insert
→ insert your card
enter
Do you type your PIN? → enter your PIN
press
Do you push OK when you are ready? → press OK
Substitution: What do you usually go to the ATM for? [get money]
withdraw → withdraw
amount You’d like to withdraw some money. Do you have to enter how
much you’d like? → enter the amount

balance Do you ever use the ATM to see how much money you have in
inquire (enquire your account? → see what your balance is
UK) Can you “ask” the ATM what your balance is? → inquire about
(balance) inquiry balance → make a balance inquiry
(enquiry UK) Can you move money from your savings account to your checking
transfer account? → transfer money (between accounts)

Task
 You would like to make a withdrawal. In what order will you see
each of these ATM screens? Students put the screens in order.
SB p. 58
Compare your answers with your partners. Did you put the screens
in the same order? Say why you chose the order you did.
[ANSWERS: B – F – C –E – D – A]

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Conduct bank transactions (cont’d.)

Post-Task
You and a friend are on vacation in Turkey. Neither of you speak
Turkish, and your friend doesn’t speak English. Your friend would
like to withdraw some cash from an ATM, but the only languages
you can choose from are Turkish and English. Tell your friend what
he / she needs to do to make a withdrawal.

10. Presentation
If you only have ($50) in your account, can you take out ($500)?
IB 59 insufficient funds You don’t have enough money, do you? → insufficient funds
What happens at an ATM if you have insufficient funds for a
SB p. 58 withdrawal?

Practice: Skit
Using the dialogue in Activity 10 as a model, have students prepare
a skit to pay with a debit card with insufficient funds.

Discussion
1. What other problems could happen at an ATM?
2. What do you do if the machine doesn’t give you your card back?
3. What if there isn’t enough money in the machine or it gives you
the wrong amount?

11. Pre-listening
(I’d like) five Use local currency and denominations in examples.
IB 59 twenties I’d like a hundred dollars, but I don’t want one one-hundred dollar
ten tens, etc. bill. Can I get my money in smaller bills? For example,
SB p. 58 can I ask for five twenty-dollar bills?
I’d like it in … → ask for 5 twenties / 10 tens / 2 fifties
→ I’d like five twenties.
→ I’d like it in tens and twenties.

Listening 1
You are going to hear a customer speaking to a teller at a bank.
What questions do you think the teller will ask?
What information will she ask for?
Elicit ideas, and write responses on the board.

Track 29 Listen and compare the conversation with your ideas.

Play Track 29.
Which questions did we guess correctly?
What else did she ask?

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Conduct bank transactions (cont’d.)

Listening 2
 Have students look at Activity 11 in their books.
Listen again, and complete the sentences.
SB p. 58
Play Track 29 again and call on students to read the statements
Track 29 aloud. [ANSWERS: 1. withdrawal 2. identification 3. five / ten 4. in an
envelope]

Follow-up
How often do you / people go into a bank nowadays? What for?
Do you / they have a savings and a checking account?
Do you / they have online access to your account?
What transactions do you do online? at an ATM?

12. Presentation
currency What kind of money is used in Japan? [yen] Mexico? [peso]
SB p. 58 France? [euro] the U.S.? [dollar] → currency
Substitution: You are traveling to New York. Do you need to buy
change money dollars? → change money
realia: Present travelers’ checks if needed and appropriate.
list of
How much does $1 cost? → exchange rate is … to the dollar
current exchange rate
exchange … (yen) to the
Practice: Skit
rates, (dollar)
Have students choose various destinations with different
calculators
currencies, then act out buying the currencies needed for their
trips.
– Hello. May I help you?
– I’d like to change some (euros) for dollars. Can you tell me the
exchange rate?
– Today’s rate is (0.7814) euro to the (dollar). How much do you
want to change?
– (5,000) Euros.
– All right. That comes to (6,399) dollars.

Performance Performance: Role-Play

Point to the goal on board or elicit it from students.
Optional Pairs (P1 with instructor assuming teller role) Set or adapt roles /
photocopy: purpose / scenario according to the customized student goal. E.g.,
blank Students act out a conversation with a teller similar to Activity 11
withdrawal (withdrawal) or 12 (currency exchange). They can use the
slip, IM p. transcript on SB p. 96 and the dialogue at the bottom of p. 58 as
327 models.

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Conduct bank transactions (cont’d.)

Provide feedback, praise, and corrections. Have students reenact

(with a complication if needed–e.g., there are insufficient funds in
the account and they need to transfer funds from another account).
Then have students verbalize what they’ve accomplished and
confirm that they have achieved their lesson goal.

Practice Exercises 7-8, p. 119

Website: Level 4, Chapter 8

Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

13. Pre-Task
Group work. Go over the situation. Make sure students understand
SB p. 59 the task. Brainstorm words, expressions that will be useful for
giving advice to Monica.

Task
Groups come up with ideas how Monica could cut her expenses so
that she can save between $300 and $400 per month.

Post-Task
Call on groups to present their ideas.

14. Pre-Task
Go over the situation. Make sure students understand the task.
Students estimate and list the typical annual expenses for someone
 to live and work in their countries, using the table in Activity 14 as
a guide.
SB p. 59

Task
Role-play: In pairs, students take turns calling their “colleague” or
“friend” and tell him / her how much he / she should expect to
spend during the year that he / she will be living and working in the
caller’s country on the different categories in the table. If students
are from the same country, one student can, e.g., estimate expenses
for one person and the other for a family with two school-aged
children.

Post-Task
Provide feedback, praise, and corrections. Ask students to explain
any large differences they had in estimated expenses.

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Review Grammar

15. present unreal If I were 18 years old again …

conditional What would your savings and expenses be like if you were 18?
SB p. 60 What would you do differently from when you were really 18?
For younger students: What would you do if you were 30?
Business alternate: What would you do if you were the CEO of
your company?

Confirm Goals

16. Go back to the preview page and confirm chapter goals.

Have students create a mind-map for Managing Money, with
branches for Saving / Spending / Banking.
 Have students indicate how comfortable they feel with the topics,
SB p. 54 speaking goals and grammar listed on SB page 54. Review any
“not OK” items. Make a note on the Pedcard of areas that will
need reinforcement during the next chapter.

Use your English!

17. Go over one or more suggestions for learning more about the
chapter topics.

 Brainstorm with students other ways they can practice. Challenge

students to do at least one of the activities mentioned before their
SB p. 60
next class.

Remind students to visit the Berlitz English website at

[Link].

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Reading Practice: A bank statement

This optional expansion activity can be done in class or assigned as
18.
homework. Present the vocabulary as needed but encourage
students to guess meaning of new vocabulary from context.
 debit card (rev.)
Presentation / Pre-reading
SB p. 61 Dictionary: Do you get a (monthly) document from your bank
statement
about your accounts? → bank statement
How do you pay bills?
Contrast: Could you have the company just withdraw the money
from your account each month? Is that a direct deposit?
direct debit
→ direct debit
Could you call the company or go to their website and pay them
electronic
from your bank account? → electronic payment
payment
(transfer UK)
We are going to look at an online bank statement.
What information do you expect to see on the statement?
Some possibilities: name, dates, account number, beginning
balance, ending balance, deposits, withdrawals, bank transfers,
interest payments, transaction charges / fees, interest postings
Point out the year to date interest, ask:
Did the bank pay Janet $13.65 interest this month? [N]
From January 1 to now? [Y] → year to date
year to date
Reading 1
Have students look at the questions and skim the statement for the
answers.
Go over answers. Have students give full-sentence responses.
[ANSWERS: 1. Janet Miller’s 2. First Bank of Springfield
3. 21-4386-597 4. May 16 5. $80.00 6. (may vary) She paid her electric
bill and she bought groceries at BioLand Foods.]
Note: To make this a competitive activity, have students answer
questions one at a time, and award points for being the first to get
the correct answer.

Reading 2
How is this statement similar to / different from your statement?
Students compare the statement in their books with bank statements
they receive.

Post-reading / Follow-up
1. Do you have an Internet bank account?
2. Do you get paper statements? How often?
3. Do you check your statements regularly?

Writing
Ask students to write a short narrative about whether or not they
are happy with their bank and why.

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Chapter 9 Think globally, act locally
1

Chapter 9 Think globally, act locally

Topics Speaking Goals Grammar

Environment Talk about the environment although, even though
Energy Discuss environmental issues: thanks to (= because of, due to)
Recycling energy, recycling, and local
initiatives

Key Vocabulary
environment, Earth, greenhouse effect, etc., eco- Verbs
environmental, issues, friendly, batteries, source, solar, increase, decrease, affect, generate,
polluted, pollution, smog, resource, conservation, etc., turn … into …, become,
waste, landfill, dying out, renewable, non-renewable, fuel, incinerate, prevent, preserve,
endangered, (over) fossil fuel, although, even though, maintain, consume, reduce, compost,
population, populated, habit, geothermal, biomass, discard
climate, electricity, energy, recycled, recycling, valuable,
Expressions
CO2 / carbon dioxide, etc., benefit, initiative(s), organic,
thanks to …
ecology, carbon footprint, compost bin
“Think globally, act locally”

Instructor resources for this chapter are on pages 328-329.

Chapter / Lesson Preview
As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Talk about the environment (40 min.)

Warm-up A Naming: Look around outside. What do you see? What is around
environment us? → the environment → the Earth
Earth
 Start a mind map for the ENVIRONMENT. Distribute a copy of the
mind map handout on IM p. 328, or have students draw their own
SB p. 62 on a piece of paper and ask students to keep their mind map until
the end of this chapter.

Optional When you hear the word “environment,” what do you think of?
photocopy: (Optional: Have students look at the photos)
Mind map Add branches as they come up, or prompt for more ideas.
on IM p. 328 Some possible branches: AIR, LAND, WATER, PEOPLE, PLANTS,
ANIMALS

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Talk about the environment (cont’d.)

Substitution: Are there many problems with the environment in the

environmental world? → environmental problems
For example?
Substitution: Are there any environmental problems in this
issues country? → What environmental issues does this country have?

Ask questions to set a customized goal. E.g.: What environmental

issues do you hear about? Do you hear about them at work? Are
they important to you? Who do you talk with about the
environment? etc. Our goal is … e.g., to talk to (my colleagues)
about environmental issues. Write the goal on the board and get
agreement from students.

1. Pre-Task / Presentation
Have students look at and describe what they see in the photos.

 polluted
Present terms as needed.
Substitution: Is the air “dirty”? → (not) polluted
SB p. 63
pollution
Naming: Is air pollution a bigger problem in cities or in the
countryside?
Dictionary: On sunny days, can you sometimes see this air
smog pollution? Does it look like fog? → smog

Can rivers / parks be polluted? Which is more difficult to clean up,

air pollution or water pollution? What kinds of things pollute our
rivers? etc.

What do people throw in their trashcans (rubbish bins UK)? Stuff

waste (n.) they can’t use, don’t need? → waste is put into trashcans
landfill Naming: What happens to this waste? → goes to a landfill
Do you know where the landfill is? What does it look like? etc.

Are there fewer and fewer (pandas, cheetahs, tigers) in the world?
dying out → dying out
Substitution: Are (Asian elephants) in danger of dying out?
endangered → (not) endangered
What are some endangered animals / plants? What can we do to
keep them from dying out? etc.

(over) population Naming: How many people are there on Earth? → population
populated Substitution: Are there too many people? → overpopulated
What happens in overpopulated areas? Is there a lot of traffic?
noise? etc.

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Talk about the environment (cont’d.)

Build-up: Is the weather in Norway hot? [N]

climate → It has a cold climate.
increase Are the seasons changing? Are winters different now than they
decrease were 50 years ago? → climate is changing
Substitution: Are temperatures going up? → increasing
Or are they going down? → decreasing

Do you have to plug in your devices to make them work?

electricity → need electricity
Do machines need gasoline (petrol), electricity, steam to make them
energy work? → need energy

Task
Which of these issues are the most important to you?
Make a list, putting the issues in order from most important to least
important.

Post-Task
Students present the top one or two items on their lists and say why
those issues are important to them.

2. Pre-Task / Presentation
Point out the definitions.
Here are the definitions for the new words (in the “tag cloud”).
 Go over the definitions with students, present new terms (in
SB p. 63
definitions) as needed.

CO2 / carbon Write on the board: CO2 , O2 Naming: carbon dioxide, oxygen
dioxide Can you hold carbon dioxide, oxygen? pour it into a cup?
O2 / oxygen Why not? → It’s a gas.
gas Substitution: Can water be a gas, too? → water vapor
(water) vapor Can what we do change the environment? → affect
affect
Instructor note: In case a student asks, CH4 → methane, which is the main
ingredient in natural gas.

ecology Find the new words or expressions, and try to match them with
carbon footprint their definitions.
greenhouse effect [ANSWERS (tag cloud text definitions): 1. ecology 2. carbon footprint
global warming 3. greenhouse effect 4. global warming 5. eco-friendly]
eco-friendly
Briefly have students say what else comes to mind when they hear
these terms.

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Talk about the environment (cont’d.)

Performance Task / Performance

Point to the goal on board or elicit it from students.
Split class into three groups, and assign topics, setting or adapting
purpose / scenario according to the customized student goal. (P1:
student chooses one of the topics).

In your group, brainstorm what people / companies can do to:

- decrease the amount of greenhouse gases they put into the air, OR
- decrease the size of their carbon footprint,
OR
- make their homes / offices / products more eco-friendly.

Post-Task
Groups present their ideas. Class votes on the best ideas.
Provide feedback, praise, and corrections.

Follow-up: Discussion
1. Is the environment an important issue in your country?
2. What kinds of pollution are there?
3. Do people produce a lot of waste? Are landfills full?
4. Do you think climate change and global-warming are real?
5. Do you think you have a big or small carbon footprint?
6. What about the average person in your country? etc.

Have students verbalize what they’ve accomplished and confirm

that they have achieved their lesson goal.

Practice Exercises 1-3, p. 120

UNIT 2 Speaking Goal: Discuss environmental issues: energy (40 min.)

Warm-up B Think about your home or your office.

What things need energy to work? Which need electricity?
batteries Can you also use your cell phone without plugging it in?
 → runs on batteries
What runs on gasoline (petrol)?
SB p. 62

Ask questions to set a customized goal. E.g.: Is saving energy

important to you? Does your company promote energy-
conservation conservation? Do you talk to your team members about conserving
conserving energy? etc. Our goal is … e.g., to talk to (your team) about energy
issues. Write the goal on the board and get agreement from
students.

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Discuss environmental issues: energy (cont’d.)

3. Presentation
Substitution: Where can we get energy from? from the sun?
SB p. 64 source → one source of energy
solar Do you have a calculator that works on energy from the sun?
→ works on solar energy
generate Does the sun make solar energy? → generates

resource Naming: Do we use wood for making many things? → resource

natural Substitution: Is wood man-made? [N]→ natural
natural resource → natural resource
Dictionary: Can we grow more trees so we can have more wood?
renewable → renewable resource
non-renewable
Dictionary: Is oil another source of energy?
fuel Do we use oil to make engines and motors work? → oil is a fuel
fossil fuel Does oil (petroleum) come from animals and plants that have been
dead for millions of years? → fossil fuel

Can we make more fossil fuel? [N]

Contrast: So, it’s not renewable, right? → non-renewable

Dictionary: Do all scientists agree on how much oil we have left?

controversial [N] → controversial subject
What are some other controversial subjects? [e.g., politics, guns]
Substitution: Is plastic one of the main causes of pollution?
chief cause → a chief cause of pollution

 Pre-Listening
Have students look at the photos in Activity 3.
SB p. 64
Which of these are used to make heat? electricity?
Which are fossil fuels? Which are renewable resources?
Which are natural resources?

Tracks 30-33 Listening 1

Listen to each description. Which form of energy are they
describing? Play Tracks 30–33. Check answers.
[ANSWERS: A. natural gas B. solar power C. nuclear energy D. coal]

Listening 2
Listen again and note down the key points:
Are they renewable or non-renewable? clean or dirty?
fossil fuels? cheap? safe?
Replay tracks, and then call on students to share their notes.
Encourage students to fill in information others may have missed.
[ANSWERS: renewable=solar & nuclear; non-renewable=natural gas &
coal; clean=natural gas, solar, & nuclear; dirty=coal; fossil fuels=natural
gas & coal; cheap=nuclear & coal; safe=solar & generally others, unless
there’s an accident]

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Discuss environmental issues: energy (cont’d.)

Post-Listening
Which types of energy didn’t they talk about?
[petroleum / oil – wind power – hydroelectric power – bio-fuel]
Choose one (or two) and create a short description like the ones we
heard. Give students a couple of minutes to do this.
Read your description aloud, but don’t tell us which fuel you are
talking about.
Students guess what the energy source is. If no one can guess,
students ask questions to get more information until someone
correctly identifies the energy source in question.

4. Presentation
While presenting, you may want to write on the board: 1–2
SB p. 64 sentences using but, and equivalent sentences using although /even
though.

It was raining, but I walked to work.

although → Although it was raining, I walked to work.
even though → I walked to work even though it was raining.

Substitution: I wasn’t asked to conserve energy, but I conserve

energy when I can.
do so → I wasn’t asked to conserve energy, but I do so when I can.
Although I wasn’t asked to conserve energy, I do so when I can.
I conserve energy when I can even though I wasn’t asked.

Practice: Transformation
Students should combine the sentences using both although and
even though. Demonstrate if needed.
Solar energy is quite expensive. / Sunlight is free.
→ Although sunlight is free, solar energy is quite expensive.
→ Even though sunlight is free, solar energy is quite expensive.
→ Solar energy is quite expensive even though sunlight is free.

1. Gasoline is expensive. / Many people still drive every day.

2. Cities are polluted. / The majority of people live in them.
3. David’s office is far away. / He cycles to work. etc.

Practice
Students restate some of their statements or ideas from the previous
activity using although or even though.

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Discuss environmental issues: energy (cont’d.)

5. Pre-Task / Presentation
Note: Students books should be covered or closed
SB p. 64
Dictionary: Does hot water come from the ground in some places?
geothermal
Is this heat a source of energy? [Y] → geothermal energy
Do you think geothermal energy is used to create a lot of
electricity?
What percentage of electricity is generated by geothermal energy?
Guess! [The worldwide answers (2009) are in the chart in Activity
5, but students should only guess at this time.]
Dictionary: Is burning wood a source of energy? Is corn used to
biomass generate energy? Is vegetable oil reused to generate energy?
→ biomass sources of energy
Ethanol, methane gas, and firewood are examples of biomass.
photocopy:
Handout on Task: Information transformation
IM p. 328 Distribute the handout, and go over the task.
These are the different energy sources that are used to generate
electricity.
For each one, guess what percentage of all electricity is generated
by using these sources. (Don’t worry if your numbers don’t add up
to exactly 100%).
Then, compare your guesses – your figures – with a partner’s.
 How similar are your guesses?
SB p. 64 After that, look at the chart in your book, and write the numbers on
your table.

Performance Post-Task / Performance: Discussion

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized goal.
1. How close were your guesses to the real figures?
2. Were you surprised by any of the figures on the chart? Why?
3. Which sources do you think should be used more? less?
4. Do you think your country’s usage is about the same, or very
different from these worldwide figures? Why?
5. What can (your team) do to increase use of greener forms of
energy?
Provide feedback, praise, and corrections. Have students
summarize their responses during the discussion. Then have them
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercises 4-5, pp. 120-121

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UNIT 3 Speaking Goal: Discuss environmental issues: recycling (40 min.)

Warm-up C container (rev.) Naming: box, can, jar → container

What are these containers used for?
What do people put in them? Why?
 recycled
recycling
Will the newspapers, cans, bottles be used to make something else?
→ will be recycled
SB p. 62
These are recycling containers.
Ask questions to set a customized goal. E.g.: Are there recycling
containers where you live? Is recycling important to you? Why
(not)? Does your company recycle? Do you talk to your colleagues
about recycling? etc.
So, our goal is … e.g., to ask (your boss) about the company’s
recycling program. Write the goal on the board and get agreement
from students.

6. Presentation 1/ Pre-reading
turn … into … Substitution: Can glass be used to make new bottles and jars?
→ turned into new bottles, jars
 become If things aren’t recycled, will they be waste later on?
→ become waste
SB p. 65
valuable Is it expensive to replace natural resources? → natural resources are
valuable
benefit Is recycling a good thing? Why? Elicit one or two responses.
→ benefits of recycling
What other benefits of recycling can you think of?

Reading 1
Look quickly at the list of benefits. Are any of the benefits you
mentioned on the list? Which ones?
Give students a minute or two to skim the list and ask them to
answer the questions aloud.

Presentation 2
incinerate
Substitution: Do some people burn trash? → incinerate
prevent
Can we stop that? → (can/can’t) prevent it
Dictionary: Would you like the countryside / forests to stay the way
preserve
they are? → preserve them
maintain
Does someone keep the parks in the city looking nice? keeps
everything working well → maintains the parks

Reading 2
Dictate the following statements.
1. All waste is taken to landfills and kept there.
2. Recycling stops all pollution from manufacturing.
3. Recycling prevents greenhouse gases from entering the air.
4. Recycling preserves fossil fuels.
5. The environment helps maintain recycling.

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Discuss environmental issues: recycling (cont’d.)

All of these sentences are FALSE. Read the list of benefits again,
and call on students to give the corrected information.
[POSSIBLE ANSWERS: 1. Waste that isn’t recycled is taken to landfills or
incinerated. 2. Recycling stops pollution from manufacturing products
from new materials. 3. Recycling decreases the amount of greenhouse
gases that enters the air. 4. Recycling preserves natural resources.
5. Recycling helps maintain the environment.]

Post-Reading
Do you recycle? Why?
Which of these benefits do you think are the most important?

7. Presentation
Are fewer trees cut down because of recycling?
SB p. 65 thanks to … → Thanks to recycling fewer trees are cut down.
Substitution: Are fewer plastic bags put in the trash because of
recycling? [Y]
discard → Thanks to recycling fewer plastic bags are discarded.

Practice: Transformation
Demonstrate what students have to do if needed.
1. There are fewer cars on the road because of public transportation.
→ Thanks to public transportation, there are …
2. More information is available because of the Internet.
3. The project was successful because of you.
4. Energy is becoming greener because of solar and wind power.
etc.
Students make up one or two statements of their own, or transform
some of the information in the previous activity into Thanks to …
statements.

8. Pre-Task
Does recycling save energy? How much?

 Have students look at the activity. Ask students if there are any
terms they would like you to present.
SB p. 65
Task
Here are some interesting facts about recycling, but they are mixed
up. Can you re-create each fact?
Give students time to match up the sentence halves. Call on
students to read their answers aloud.
[ANSWERS: 1-e; 2-d; 3-b; 4-f; 5-a; 6-c]

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Discuss environmental issues: recycling (cont’d.)

Post-Task
Have students try to calculate some figures for their city, local
items, e.g.: If every person recycled one can / one glass bottle or
jar, how many hours could they run a TV / use a 100-watt light
bulb? How much does … cost? How much of that is the cost of
packaging? How much money are people “throwing away” in their
garbage (rubbish UK)? For how many years could homes in this
town be heated with the wood and paper that’s thrown away?

Follow-up
Do any of these figures surprise you?
Did you expect them to be bigger or smaller?
Why is recycling so important? What benefits can it have for you?
your company? the country?

Performance Performance: Role-Play

Point to the goal on board or elicit it from students. Pairs (P1 with
photocopy: instructor). Set or adapt roles / purpose / scenario according to the
Role cards customized student goal and local garbage collection procedures.
IM p. 329
Role A
A friend of yours complains because his trashcan is too small. You know
he / she doesn’t recycle, but if he / she did, there would be more room in
the trashcan. Try to convince your friend to recycle.
Role B
Tomorrow is trash day, but again your trashcan is already full. It’s just too
small – but you don’t want to pay double so you can have another one.
Your neighbor never has this problem – even though his / her family is
bigger than yours is. Ask him / her for advice.
Call on students to act out the dialogues they have created. Provide
feedback, praise, and corrections. Have students reenact (with a
complication if needed). Then have them verbalize what they’ve
accomplished and confirm that they have achieved their lesson
goal.

Practice Exercises 6-7, p. 121

See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Discuss environmental issues: local initiatives (20 min.)

Warm-up D “Think globally, Point to the chapter title (or write it on the board).
act locally” What do you think this means? Can you solve the environmental
problems of the whole world? Can you help solve problems in your
 home, your neighborhood, your city?
SB p. 62 initiative(s) Are there some “green” activities, events happening where you
live? → (local) green initiatives

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Discuss environmental issues: local initiatives (cont’d.)

Ask questions to set a customized goal. E.g.: What about at your

company? What kind of green initiatives do they support? Do all
employees take part in them? Who do you ask for advice about
promoting green initiatives? etc.
So, our goal is … e.g., to ask your boss for advice about promoting
green initiatives to your team. Write the goal on the board and get
agreement from students.

9. Presentation
Substitution: How much electricity / water do you use every
SB p. 66 consume month? → consume
Have you ever tried to decrease the amount of electricity you
reduce consume? → reduce

organic Are fresh fruits and vegetables made or grown? → organic

Do some people put organic matter (like fruits and vegetables) into
a container? Does the organic matter break down? Can it then be
used in the garden?
compost → Some people compost organic matter in a compost bin.
~ bin
Pre-listening
habit Do you always eat breakfast? go for a walk after lunch?
Make shopping lists? exercise? → (good) habits
Is recycling a habit? composting?

Tracks 34-36 Listening 1

Listen. Who does what?
Check the boxes under each person’s name in Activity 9.
Play Tracks 34–36 and check answers.
[ANSWERS: Phillip: recycles, uses public transportation
Caroline: recycles, composts
Jeremy: saves water, saves electricity]

Listening 2
Listen again, and note down more information about their habits.
Play tracks again and ask about what they could change and why.
Ask students what they wrote.

Post-Listening
Do you do these things too? How? / Why not?
What are some other good “green” habits?

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Discuss environmental issues: local initiatives (cont’d.)

10. Pre-Task
Have students look at activity.
What is this? Is it a little test?
 Do you ever do quizzes like this online? in magazines? at work?
Are they serious or just for fun?
SB p. 66
What’s this quiz about?
Students complete the quiz about themselves or the people in their
country. When they are finished, take a quick poll:
How many not green / light green / bright green people are there?

Task
Individual or group work.
Students come up with two more questions to add to the quiz.
Students survey the other students / groups.

Performance Post-Task / Performance: Discussion

Point to the goal on board or elicit it from students.
Pairs / Small groups. Set or adapt purpose / scenario according to
the customized student goal.
1. As a group, how green are we? Would you like to be greener?
2. What do you do now for the environment?
3. What could we as a group do here?
4. What’s one initiative you would like to see happen in your
workplace / your neighborhood? How can you encourage others
to participate?
Provide feedback, praise, and corrections. Have students
summarize their partner’s green initiatives. Then have them
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercise 8, p. 121

Website: Level 4, Chapter 9

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Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

11. Pre-task
Have students look at the symbol.
Have you seen this symbol before? Where? What does it mean?
 Do you know what “the three Rs” of recycling (waste management)
are? → Reduce – Reuse – Recycle
SB p. 67
What do you think these terms mean when we’re talking about
managing waste?
Call on students to read out the definitions.
Can you give one example of “reducing” and “reusing”?

Task
Pair work / Small groups.
You and your partners are going to give a short talk about the three
Rs and the environment. Use the questions here to help you
brainstorm. The first three sections are about reducing, reusing,
recycling. Point out the second section. You can choose any one
item or three different items here. It’s up to you.

The last section is for you to tie the information together – to

summarize what you’ve talked about. You have (10) minutes to
brainstorm and prepare for your presentation.

Post-task
Students give their talks. Give praise (prizes, awards) for the most
original or creative individual ideas.
Think about the different ideas we’ve heard.
Which do you already do?
Which did you like best?
Will you try out any of these ideas?

Review Grammar

12. although Complete the sentence

even though The Bennetts took out the trash …
IB 46 → The Bennetts took out the trash even though they compost.
1. Mary Beth turned off the lights …
SB p. 68 2. Mr. Bennett brought his own bags …
3. Temperatures are increasing …
… they could still save more electricity.
→ Although they conserved electricity, they could still save more.
1. … she kept taking public transportation.
2. … she still got gas (petrol UK).
3. … zoos play an important part in saving endangered animals.
Students come up with their own sentences.

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Confirm Goals

13. Go back to the preview page and confirm chapter goals.

Have students create a new mind map about the environment (or
expand on the one they started at the beginning of the chapter if
 that is still available).
SB p. 62
Have students indicate how comfortable they feel with the topics,
speaking goals and grammar listed on SB page 62.

Review any “not OK” items. Make a note on the Pedcard of areas
that will need reinforcement during the next chapter.

Use your English!

14. Go over one or more suggestions for learning more about the
chapter topics.

 Brainstorm with students other ways they can practice. Challenge

students to do at least one of the activities mentioned before their
SB p. 68
next class.

Remind students to visit the Berlitz English website at

[Link].

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Reading Practice: Earth Day

15. Presentation
law Dictionary: How fast can you drive on the highway (motorway
UK)? Will the police stop you if drive faster? Why? → law against
 aware
driving faster
Do you know what the driving laws are? → aware
SB p. 69
Substitution / Gesture: Do some people put trash next to the road?
dump (v.) → dump trash
Are there laws against this?

Substitution: Does this happen just here or everywhere in the

nationwide country? → nationwide
celebrate (rev.) Naming: When is (local holiday)? → is celebrated on …

Is (Easter / Yom Kippur / Eid Al-Fitr) celebrated by everyone? [N]

religious Why not? → religious holiday
secular Is (Independence Day) a religious holiday? → It’s a secular
holiday
milestone Substitution: What are the important dates in (country’s) history?
→ milestones

Pre-Reading
Write Earth Day on the board.
What do you know about Earth Day?

Reading 1
Students read and complete the activity in their books.
Go over the answers.
[ANSWERS: 1. April 22, 1970 2. 20 million 3. 20th 4. international
5. United Nations General Assembly 6. 180]

Reading 2
Students create their own True / False statements about the text.
Then have students close or cover their books and quiz each other.

Post-Reading
Invent your own “Day”. For example, Turn off the Lights Day.
Then give the chief cause for celebrating it and describe what will
happen on this day.
Assist students with ideas as needed—Don’t Buy Anything Day /
Walk, Don’t Drive Day / Ride Your Bikes to Work Day / Turn in
Your Old Cell Phone Day / Clean up Your Neighborhood Day

Writing
Assign for homework. Ask students to write one paragraph about
how Earth Day is celebrated in their country. (If it isn’t celebrated
in their country, ask them to pick a country where it is celebrated
and write about how it’s celebrated there.)

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Chapter 10 Have you seen the headlines?
1

Chapter 10 Have you seen the headlines?

Topics Speaking Goals Grammar

News Describe how you stay informed Past perfect: By halftime, Brazil had
Current events Discuss news and current events already scored three goals.
Natural disasters Report news to others Reported speech past, present
Share news with others perfect: The victims said they had
called the police.
Verbs used in reporting: report, state
According to …

Key Vocabulary
media, informed, section, breaking news, record (high), go on strike, report, state, declare,
news sections, politics, employed, unemployment, (trade) announce, trust
opinions, subscription, front union, accurate(ly), fact, sides (of
Expressions
page, etc., avalanche, a story), objective
Yes, … had. / No, … hadn’t.
earthquake, flood, wildfire,
Verbs by the time …
hurricane / typhoon, etc.,
stay informed, skim, keep up according to …
casualty, missing, residents,
with, destroy, restore, evacuate,
etc., major, minor, incident,

Suggested realia for this chapter includes one or more English newspapers or news magazines. Instructor
resources for this chapter are on page 330.
Chapter / Lesson Preview
As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Describe how you stay informed (40 min.)

Warm-up A source (rev.) Review: source → Newspapers are one source of news.
Students identify the different news sources depicted in the photo.
media What other sources of news are there? → news media
 Ask questions to set a customized goal. E.g.: Do you know what is
SB p. 70 happening in the world? your country? → are informed
informed
Where do you get your news? → How do you stay informed?
stay ~
What about at your company / in your neighborhood? etc.
So, our goal is … e.g., to talk with (your colleagues) about how you
to stay informed and what stories you like to stay informed about.
Write the goal on the board and get agreement from students.

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Describe how you stay informed (cont’d.)

1. Presentation
article (rev.) Substitution: Do you read all the stories in a newspaper (magazine,
website) → (don’t) read all of the articles
 section
Dictionary: Do newspapers and websites organize articles by
topics? Do they put all articles about the same topic in one place?
SB p. 71
as needed: → sections
news sections
Present section names as needed:
World (news) National (news) Business
Sports Travel Science & Technology
Lifestyle Jobs Arts & Entertainment
Are there always articles about the president / prime minister /
parliament / Congress? → politics
politics Substitution: Is there a section where readers, writers can say what
they think about news? → give their opinions
opinions
Compare section names to those in available newspapers or news
magazines.
realia:
newspaper Practice: QA
or news Are yesterday’s football scores in the Entertainment section?
magazine In what section would you find stock market information?
What kinds of articles are in the Science & Technology section?
What’s the difference between World news and National news?
Where might you read about luxury holidays in the Caribbean? etc.

Follow-up
What kinds of articles are the most interesting to you?
Do you prefer to read newspaper or website articles?
Which section of a newspaper / website do you read first / last?

2. Presentation
How do you get your (newspapers/magazines)?
SB p. 71 Dictionary: Do you pay for them ahead of time? Are they sent to
your (home / office / account)?
subscription → You have a/n (online) subscription.
Substitution: Do you usually look at the first page of the
front page
newspaper? → front page
realia:
Where are the most important stories? [on the front page]
newspaper top stories
→ top stories are on the front page

Point to SB chapter title.

title (rev.) Substitution: Is this the name of this chapter? → title
headline Contrast: Do articles have titles? → headlines
Do you read the headlines?

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Describe how you stay informed (cont’d.)

keep up with Substitution: Is it important for you to stay informed about changes
and developments in your work? → keep up with changes
Does your field / profession have any magazines?
trade journal
→ trade journals
Present academic and / or professional journal if relevant.

 Pre-Reading
Ask students to find three sources that Jason uses to stay informed
SB p. 71 according to the text in Activity 2.

Reading
Students read silently to find at least three sources. Have them
compare their answers. [POSSIBLE ANSWERS: (daily) newspaper, weekly
and monthly news magazines, website, trade journals, TV news]

Post-Reading: QFS
Pairs. Students each write three questions about Jason.
Have students close their books, and then call on students to ask
and answer their questions.

3. Pre-Task
Call on each student to name one source of news and information
he or she uses regularly.
 Task 1
SB p. 71
Have students look at the categories/ sections in the activity.
How many specific sources of news and information can you think
of? In other words, what are the names of magazines, websites, TV
channels, programs that cover these kinds of news?
You have (1 minute) to write down as many sources as you can.
Go over the sources. Compile a list on the board.
The person with the most / the most for each category wins.

Performance Task 2 / Performance

Point to the goal on board or elicit it from students.
Pairs / Small groups. Set or adapt purpose / scenario according to
the customized student goal. E.g.: Compare your list with your
partner’s. Find out which of the sources he / she uses regularly to
keep up with what’s going on in each category. What subscriptions,
if any, does he / she have? Does his / her field or profession have
any trade journals? etc. Assist with vocabulary as needed.

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Describe how you stay informed (cont’d.)

Post-Task
Call on students to report how their partner stays informed and
about what he / she keeps up with. Provide feedback, praise, and
corrections. Have students report how they stay informed
themselves and about what they keep up with. Then have them
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercises 1-2, p. 122

UNIT 2 Speaking Goal: Discuss news and current events (40 min.)

Warm-up B Have students look at the photos with the terms. Present items that
earthquake they are not familiar with.
flood
 wildfire
hurricane /
Dictionary: In places like China and California, does the earth
sometimes move suddenly? → earthquake
SB p. 70
typhoon When there’s too much rain, do rivers get too full? Does water go
tornado onto streets? → flood
When the weather is very dry, and a fire starts in national parks / a
forest / desert? → wildfire (also: forest / brush / bush fire)

Are there often very big storms with very strong wind and flooding
in Florida, Louisiana, Mexico, and the Caribbean? Do these storms
come off the ocean? [Y] → hurricane
Philippines? Japan? South Korea? China? [Y] → typhoon
(also: tropical cyclone)
Naming: a column of swirling/circulating wind over land
→ tornado

disaster Can earthquakes, hurricanes cause a lot of damage? Does it cost

natural ~ millions of dollars to fix the damage? → disasters
Are these disasters manmade? → natural disasters

Ask questions to set a customized goal. E.g.: What other natural

disasters can you think of? What natural disasters have been in the
news recently? Does everyone talk about natural disasters when
they happen? Do some people talk about them many years later?
What kind of news do you talk to your colleagues about? etc. Our
goal is … e.g., to talk to (your colleague) about current events.
Write the goal on the board and get agreement from students.

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Discuss news and current events (cont’d.)

4. Presentation
Substitution: Are many people injured or killed in some disasters?
SB p. 72 casualty → a lot of casualties
destroy Were the Twin Towers in NY City just damaged on 9/11?
→ They were destroyed.
After (name of disaster) some people couldn’t be found, could
missing they? → people were missing
Build-up: When there’s a wildfire, do firefighters put the fires out
right away? [N] Do they try to stop it from getting bigger? [Y]
under control
→ They first try to get the fire under control.

Practice: 10 Questions
Tell students to think of a natural disaster. The other students ask
questions to try to guess what it is.

5. Presentation
Substitution: Do you live in (city)?
SB p. 72 residents → You are a resident of (city).
Does the electricity ever go off suddenly where you live?
power outage → power outages
Present blackouts if needed and appropriate.
Do power outages last a long time?
When does the power come back on? After 10 minutes? an hour?
restore → Power is usually restored after (a few minutes).
Can storms damage buildings? Can they cause a lot of damage?
major
→ major damage
minor
Contrast: Do they usually cause just a little damage? → minor
If a natural disaster might cause major damage, do residents have to
evacuate
leave their homes? → must evacuate their homes
incident
Substitution: What’s an example of a minor problem or accident?
[e.g., a bad thunderstorm, 2-car collision] → minor incident
breaking news
(news flash Do they stop a TV or radio program for all news or for major
UK) incidents? [major incidents] → These are breaking news stories.

 Pre-Listening
SB p. 72 Have students look at the headlines in Activity 5; students guess
which headline goes with each story.
Student Note: (Newspaper) headlines are usually in the simple present
tense (i.e., because it is short, direct, and makes the story immediate
for the reader), but the story is not.

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Discuss news and current events (cont’d.)

Listening 1
Tracks 37-39 You will hear three different breaking news stories.
Write the correct headlines for Story A, B, and C.
Play Tracks 37–39 straight through without pausing.
 Listening 2
SB p. 72
Listen again. This time circle the terms that best complete each
sentence. Replay Tracks 37-39. Check answers.
[ANSWERS: Story A: Huge Earthquake Hits India 1. b 2. a 3. b
Story B: Tornadoes Touch Down in NYC 1. b 2. b 3. b
Story C: Floods Continue in North of England 1. b 2. a 3. a]

Post-Listening / Skit: Have you heard about …?

Students can use the natural disaster from the earlier 10 Questions
activity, or another one of their choice.

– Have you heard about …?

– No. What happened?
– It says in the paper / I saw on the news that …, etc.

6. Presentation
past perfect Build-up: Did you read the paper this morning? [Y] Did you read it
SB p. 72 before ten o’clock? [Y]
Yes, … had. → By ten o’clock, you had read the paper.
No, … hadn’t. Had you read the whole paper by then? → Yes, … had.
No. … hadn’t.
Was that before you got to work?
by the time → By the time you got to work, you had read the whole paper.
What else had you done by the time you got to work?

 Have students look at the timeline in the SB. What happened first:
The residents evacuated their homes or the hurricane hit?
SB p. 72
→ The residents had evacuated their homes by the time the
hurricane hit.
Repeat for the other two examples.

Practice: Transformation
Model what students have to do as needed.
1. The earthquake destroyed hundreds of homes before it stopped.
→ The earthquake had destroyed hundreds of homes by the time it
stopped.
2. Several accidents happened before the fog cleared.
3. The storm ended before lunchtime.
4. The fire fighters arrived before the plane landed. etc.

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Discuss news and current events (cont’d.)

Practice: QA
Tracks 37-39 Refer back to the stories in the listening activity and replay Tracks
37–39 if needed. Have students give both short and long answers.
When they reported the story of the tornados …
had the tornados left?
had they caused a lot of damage?
had there been any power outages?

At the time of the news report about the flood …

had the railway restored service?
had the residents returned to their homes?
had rescue workers taken anyone to the hospital? etc.

Performance Performance: Summary

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized student
goal. E.g.,
Have students name some (recent) major news events.
Do you remember the first story you read or saw about (event)?
What had already happened at that time?
What hadn’t happened yet?
Tell us what has happened from the beginning.

Provide feedback, praise, and corrections. Have students repeat

(with another current event if needed). Then have them verbalize
what they’ve accomplished and confirm that they have achieved
their lesson goal.

Practice Exercises 3-5, pp. 122-123

UNIT 3 Speaking Goal: Report news to others (40 min.)

Warm-up C Natural disasters are usually big news events.

What other events make the news?
Brainstorm different events, e.g.: accidents, business, sports,
 celebrity activities, local politics
When we share news with other people, do we sometimes tell them
SB p. 70
what someone said? What other words do you know that mean, “say”?

Ask questions to set a customized goal. E.g.: What kinds of news do

you tell other people about? Where do you get the news? What kind
of news do you talk about at work? Is it good news or bad news?
etc. Our goal is … e.g., to tell (your team) news about the company.
Write the goal on the board and get agreement from students.

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Report news to others (cont’d.)

7. reported speech: Review (as needed):

simple past, Dictate the quoted speech forms below, and then review the
SB p. 73 present perfect reported speech forms.

She said he had Eva said … She said that …

gone … “Henry is in the hospital.” … Henry was in the hospital.
“He feels much better.” … He felt much better.
“I am visiting him today.” … she was visiting him …
“I will bring him some books.” … she would bring …

Presentation
Write the quoted / reported forms of the verbs on the board.
“Mark went to see Henry yesterday.”
→ Eva said Mark had gone to see …

“I haven’t seen Henry since last week.”

→ Eva said she hadn’t seen Henry …

Point out: The reported form for both simple past and present
perfect is the same. Add key words for differentiation: She said she
would bring him some books last week, but she didn’t. vs. She said
she would bring him some books when she comes today.

Practice: What did the Prime Minister say?

Read the statements below aloud and have students transform them
to reported speech using, The Prime Minister said … Demonstrate
what they have to do if needed.
1. “I have spoken to people all over the country.” → The Prime
Minister said he had spoken to people all over the country.
2. “I visited schools, offices, and factories.”
3. “I listened to their problems.”
4. “The people have waited long enough.”
5. “I am planning to try something new.”
6. “We are going to start working right away.”
7. “There won’t be any new taxes.”
8. “I will do my best.” etc.

Round 2: Add key words—yesterday, last week, today, etc. to

indicate time.

Practice
Have each student report at one or two things they remember that
someone said in the news recently. Encourage students to report
past / present perfect statements.

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Report news to others (cont’d.)

8. Presentation 1
employed Substitution: Are you an employee at (student’s company)?
SB p. 73 → employed by (company)
On the news, do they say how many people in the country are
employed or how many are not employed?
unemployment → give unemployment figures

Dictionary: If the unemployment rate were (28%) today, would that

be news? [Y] Has the unemployment rate ever been that high? [N]
record (high) → a record high
Do you know what the record low unemployment rate is? [2.5% in
the U.S. in 1953]

Naming (use local examples, e.g., auto workers, teachers, railway

(trade) union workers) → (trade) union
Substitution: If union workers don’t get what they want, can they
go on strike stop working? → go on strike

Practice: QA
How long have you been employed by …? How many people are
employed by (student’s company)? Right now, is unemployment in
this city high or low? Is it at a record (high / low)? Are there many
unions in this country? Do they ever go on strike? When was the
last time one of them went on strike? Did it affect you? How? etc.

verbs used in Presentation 2

reporting: Substitution: Do reporters say what they see and hear? → report
report “This has been a good year, so far.” What did I say?
announce (Elicit: You said that this had been a good year so far.)
state → I stated that …
declare
Substitution/Gesture: “Next year is going to be a fantastic year!”
Is this a strong statement? → I declared that …
“My brother said he’s getting married!” Is this big news for my
brother? → My brother announced that …

Practice: QA & QFS

Which company reported its profits this week? What did (Apple)
announce (last year)? Which department stated the unemployment
numbers? How many power outages did the power company
declare after (the hurricane)? etc.

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Report news to others (cont’d.)

9. Pre-Task
Have students look at the headlines in Activity 9.
What tense are most of these headlines in? [present tense]
 Headlines in English are often written in present tense, even when
they are talking about past events.
SB p. 73
Which of these headlines is about something that happened in the
past? [1st, 4th, and 5th] Which are about something that will
happen in the future? [all others (clues: infinitive form of verb /
must be)]

Task
Match the headlines with the person or organization that made
them. [ANSWERS: C - F - A - B - D - E]
What do you think they actually said to the media?
Did they state, report, announce, or declare the information?
[POSSIBLE ANSWERS: Doctors reported - The Finance Minister stated - The
National Bank announced]
Rewrite each headline as a sentence using state, report, announce,
or declare and reported speech.
Call on students to share the statements they created.

Performance Post-Task / Performance

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized student
goal. E.g., Have students create similar statements about company
news (statements, announcements, declarations) they have heard
recently, and which they must report to their team.
Provide feedback, praise, and corrections. Have students repeat
their news (e.g., to an investor / client). Then have students
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercises 6-7, p. 123

See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Share news with others (25 min.)

Warm-up D Ask questions to set a customized goal. E.g.: What news do others
ask you (about)? Do people ask you if you’ve seen or heard the
weather / traffic report? What kind of news or information do you
 make sure you share with others? etc. Our goal is … e.g., to share
news you heard (from your doctor). Write the goal on the board
SB p. 70
and get agreement from students.

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Share news with others (cont’d.)

10. Presentation
You read (the Times), don’t you? Why?
SB p. 74 Substitution: Do you think they give you correct, true information?
accurate(ly) → information is accurate
→ report information accurately
Dictionary: Are they reliable? Do you believe what they tell you?
trust → You trust them.

Write a fact on the board, e.g., 100 cents = 1 dollar

fact Contrast: Is this an opinion? [N] → fact
Imagine a story about a car accident.
Who saw the accident? (elicit, e.g.: drivers, pedestrians,
passengers) People will tell the story a little differently, won’t
sides (of a story) they? → The story has different sides.

Dictionary: Do the (Times’) reporters just report facts, without

opinions? Do they give information about all sides of the story?
objective → objective
subjective Contrast: not objective? → subjective

Pre-Task
 Students compare the results for the US and UK.
Do you think the results for your country would be similar to these
SB p. 74
or different?

Task
Look at the list of news sources. Which do you trust the most / the
least? Make a list, ranking the sources from most trusted to least
trusted, and say why.

Compare your ranking with a partner’s.

Are your lists the same?
Ask your partner his / her opinion of the different media.

Post-Task
Conduct a survey of how people ranked the media.
Have students compare the groups’ results with those of the US and
UK.

 Follow-up
Call on two students to read the quotes at the end of Activity 10.
SB p. 74
Is the news we hear and read objective? Do you think we get the
whole story, or just one side of it?
Do you believe everything they say in the news? Why (not)?
Is the news we get accurate?
Is it a good or bad thing that everyday people like you and me, can
send in our own “news reports” to TV channels and websites?

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Share news with others (cont’d.)

11. Presentation
Build-up: Did you see the weather report? What did they say? What
SB p. 74 according to … kind of weather will we have today? → According to the weather
report, we will have …
My mother says I have to spend less. → According to my mother, I
have to spend less.
My doctor says walking is great exercise. → According to my
doctor, walking is great exercise.
Point out (if necessary): There is no tense change when using
“According to …”

 Practice: Cue-response
Have students change the reported speech sentences in Activities 8
SB p. 73 and 9 to sentences using According to … e.g.,
The Labor Department stated that unemployment was at a record
high. → According to the Labor Department, unemployment is at a
record high. etc.

Practice: Complete the sentence

Read a prompt and have students finish the sentences.
1. According to my best friend …
2. According to today’s newspaper …
3. According to the President … etc.
Ask students to come up with one or two statements of their own.

Performance Performance
Point to the goal on board or elicit it from students.
Pairs / Small groups. Students can take the information from one of
 the magazine covers in Activity 11 to create a dialogue in which
they share some news with someone else, or they can share real
SB p. 74
information that is relevant to their stated goal. For example, the
students can choose the health magazine cover and create a
dialogue in which a friend shares information on reasons for
avoiding stress according to the magazine article. E.g.,
– I am so tense right now.
– That’s not good. According to this article I’ve just read in Better
Health, stress can make you sick.
– What else does the article say? etc.
Have students do a role-play, using their dialogues. Provide
feedback, praise, and corrections. Have students reenact. Then
have them verbalize what they’ve accomplished and confirm that
they have achieved their lesson goal.

Practice Exercise 8, p. 123

Website: Level 4, Chapter 10

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Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

12. Pre-Task
We are going to plan a news program. But first we need to know
SB p. 75 what today’s news is.

Assign each student one or two of the articles.

Skim your article(s) and come up with a headline (for each one).
Circulate and assist with vocabulary, as needed.

Call on students to share their headlines.

Ask other students: What do you think the article was about?

Have students who created the headlines summarize their articles.

What kind of news is each article? Where do you think you would
find it in a newspaper / on a website?
Prompt if needed: Which article would you find in the Sports
section? Which article is Business news?

Task
Small groups
You work for a local TV station in the news department. Your job
is to plan the 30-minute “News at Noon” program each day. You
will include these news items in today’s program. With your team
members, decide what order you will present the news in: Which
are the top stories? How will you present them—news announcer,
reporter on the scene, interviews?

Prepare your plan and present it to the rest of the group.

As students are working, circulate and assist with vocabulary.

Post Task
Students present their plans.
Whole class: Students use the plans presented by each group to
come up with the final (one) plan for the day’s News at Noon
program.

Extension activity
Small groups.
Each group chooses one of the stories to present during the News
at Noon program, i.e., they prepare either a report or an interview
based on the information in the article.
Set a time limit for each report / interview (e.g., 1 minute).

Award “Pulitzer Prizes” for e.g., the report with the fewest
mistakes, the most interesting report, etc.

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Review Grammar

13. past perfect Peter’s bad day

Students complete the sentences using the past perfect.
SB p. 76 1. Peter got up late yesterday because …
e.g., … he had gone to a party / forgotten to set his alarm the
night before.
2. He couldn’t find anything to wear because …
3. He was hungry all morning because …
4. His boss was angry with him because …
5. He couldn’t buy any lunch because …
6. He forgot about his conference call because …
7. He left the office at 9 p.m. because …
8. When he got home he ordered a pizza because …
Time permitting, have students make up their own list of “bad day
events,” then swap with their partner / other group, and give
reasons with the past perfect.

Practice past perfect questions too, e.g.,

No. When the girl returned to look for her pet, the house hadn’t
collapsed (yet). → [Had the house (already) collapsed when the
girl returned to look for her pet?]

Alternate activity:
Pairs / small groups. Students pretend to be Sherlock Holmes (and
Watson) as they investigate and piece together the chain of events
in a crime. They interview witnesses and create the timeline,
piecing together what happened until the mystery is solved. The
more questions and answers, the better.

14. reported speech Role play: Parent-teacher meeting

SB p. 76 Role A: You are the parent of a school-age child. Your child’s

teacher has called to tell you that your child is not doing well in his
/ her language class. Today you are meeting with the teacher to find
photocopy: out what the problem is and how you can help your child.
Role cards
IM p. 330 When you get home, tell your child about the meeting with the
teacher.

Role B: You are a language teacher. Yesterday you called the

parents of one of your students to tell them their child is not doing
well in your class. You are meeting with them today to discuss how
to solve the problem.

When you see your supervisor, tell her about the meeting with the
parents.

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Review Grammar (cont’d.)

Business alternative: Report a production team that is not working

to pace (to the project manager), or report about a neighborhood
issue (to a local government clerk / official). Then report results to
colleagues / neighborhood committee.

Provide feedback, praise, and corrections.

Confirm Goals

15. Go back to the preview page and confirm chapter goals.

Have students give a summary of the last time they shared news
with someone.
 Have students indicate how comfortable they feel with the topics,
SB p. 70
speaking goals and grammar listed on SB page 70.

Review any “not OK” items. Make a note on the Pedcard of areas
that will need reinforcement during the next chapter.

Use your English!

16. Go over one or more suggestions for learning more about the
chapter topics.

 Brainstorm with students other ways they can practice. Challenge

students to do at least one of the activities mentioned before their
SB p. 76
next class.

Remind students to visit the Berlitz English website at

[Link].

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Reading Practice: Too much news?

17. Presentation
What do you think the expression “sick of the news” means?
Present if needed.
 Dictionary/Gesture: I ate too many sweets. I don’t want to eat any
more sweets for a long time. → I’m sick of sweets.
SB p. 77
sick of …
If a hurricane destroys a whole village, is that a disaster?
→ catastrophe
catastrophe
If people don’t have enough money to pay their bills / to pay for
their home, is this a big problem? → (financial) crisis
crisis / crises Can you give an example of another crisis?
e.g., banking crisis, lending crisis, oil crisis, energy crisis
→ many different crises (“crysees” vs. sing. “crysis”)
Is most of the news we hear good news or bad news? → negative
negative
At a press conference, do reporters ask (the president) lots and lots
of questions? → They bombard (the president) with questions. /
bombard The president was bombarded with questions.
Have you ever been bombarded with phone calls?

Pre-Reading
We are going to read an article called “Sick of the News?”
What do you think the article is going to be about?

Reading 1
Have students look at the questions on p. 77, and then skim the
article for the correct answers. Go over the answers.
[ANSWERS: 1. c 2. a 3. b]

Reading 2
You are going to make a memory quiz to test my memory.
Read the article again and write down three questions. I will study
the article while you are working. You have two minutes.
After two minutes, cover the article so you cannot see it.
Now, test me to see what I can remember.
Feel free to answer some questions incorrectly – then have students
give the correct answers.

Post-Reading
Have you ever been sick of hearing about something on the news?
What was it? Did you stop following the news because of it? What
happened?

Writing
Assign for homework. Ask students to write their opinions on the
idea of taking a ‘break from the news’ each month.

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Chapter 11 To the future!
1

Chapter 11 To the future!

Topics Speaking Goals Grammar

Major events in life Describe major life events and wish + past perfect: I wish I had
Achievements turning points majored in computer science.
Hopes and dreams Describe past achievements Past unreal conditional: If I hadn’t
The future Talk about hopes and dreams been late, I would never have met
Make predictions you.

Key Vocabulary
turning point, over (= prediction, currency Expressions
finished), safety, suddenly, If I hadn’t …, I would(n’t) have …
Verbs
closer, whether, regret, If I had …, I would(n’t) have …
realize, win / won, achieve,
award, prize, etc., I hope to …
succeed, hope, come true,
competition, assignment, I hope I won’t …
anticipate, predict, die
work abroad program, My dream is to …
Temp, chain, ~ of events, Questions in the near future
hope, dream, luck, lottery, Do you have any regrets?

Chapter / Lesson Preview

As the IM suggests, you should do a 2-5 minute warm-up and goal setting activity for each speaking
goal. Ask questions to find out about the students’ individual situation, interests, or needs relating to the
chapter topic(s) and a particular speaking goal. See Chapter 1, page viii for more information.
Together with the student(s), set a clear goal for the lesson, customized to the student’s specific
language abilities, interests, and needs, and write this goal on the board.
Present and practice vocabulary indicated in the middle column as needed and appropriate for the
customized goal you have set with your student(s).
Make sure to allow enough time per unit to include the performance activity that confirms achievement
of this goal.

UNIT 1 Speaking Goal: Describe major life events and turning points (40 min.)

Warm-up A What are some of the most important things that happen in a
person’s life? Elicit, e.g., finishing school, first job, marriage,
having children.
 When these things happen, does life sometimes change?
SB p. 78 turning point Write turning point on the board.
If someone says, “I’m at a turning point in my life,” what do you
think they mean? Elicit, e.g., The person’s life is going to turn a
different direction / is going to change.
Ask questions to set a customized goal. E.g.: Can you think of any
events that were turning points in your life? What about for your
family? etc. Our goal is … e.g., to describe major life events and
turning points to your friends. Write the goal on the board and get
agreement from students.

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Describe major life events and turning points (cont’d.)

1. Presentation
When someone is at a turning point, does he or she know / feel
SB p. 79 realize something must change? → realize
over (=finished) Substitution: Does a child’s school year end before the summer?
→ the school year is over (in June)
safe (rev.) Is it important to keep your family members safe?
safety → Their safety is important.
suddenly Do some things happen quickly or unexpectedly? → suddenly
closer Do you have a best friend? Do you tell him / her more than you tell
others? → you’re closer to your best friend

Practice: QA
When do people say their life is half over? What features do cars
have for safety? When did you realize you needed to learn English?
How can families get closer? When do cars have to stop suddenly?
etc.

Pre-Reading
Write on the board:
40th birthday (change as appropriate to age of students)
Serious illness / accident
The birth of your first child
Brainstorm:
Imagine one of these events has just happened to you.
What might you realize?

Reading
Skim the comments for answers to the following questions.
1. What was each person’s turning point? [Alan (A) = birth of son;
Barbara (B) = 40th birthday; Eric (E) = serious car accident]
2. What did they realize then? [(A) = that he was responsible for his
son’s happiness, safety, and future; (B) = that her life was almost half
over; (E) = how quickly life can change and how suddenly it could end]
3. Did they realize the same things we thought of?

Reading 2
Skim the comments again. This time note how the event changed
each person’s life. [(A) = he got serious about saving money and making
long-term plans; (B) = she looked at her life and what she’d accomplished,
and then made a list of things she wanted to achieve and began working
on them; (E) = he spends more time with his family doing things they
enjoy, and they have become a lot closer]

Post-Reading
Choose one of the people.
If you were that person, what else would you have done?
Call on students to share their ideas.

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Describe major life events and turning points (cont’d.)

2. Presentation
Review (as needed): I wish + past (I wish I had a car).
SB p. 79
I wanted to take a cooking class in Italy last year, but I didn’t.
wish + past
Substitution / Gesture: Am I sorry I didn’t take the class?
perfect
→ I wish I had taken the class.
I stayed here and worked instead.
→ I wish I hadn’t stayed here.
I worked too much. → I wish I hadn’t worked so much.

Practice: Cue-response
Matt saw an interesting job post, but he didn’t apply for the job.
→ He wishes he had applied for the job.
I didn’t stay in touch with my friends from school.
You didn’t ask me for help.
Eric spent all his time working.
Alan didn’t save to buy a house.
Barbara waited until she was 40 to make her list.
We spent too much time playing computer games.

3. Presentation / Pre-Listening
Substitution: Do you ever have to choose between two things? For
SB p. 79 whether example? going out or staying home
→ decide whether to go out or stay home
regret (n.) Think about your past. Is there anything you wish you had done,
but didn’t? → have some regrets
Do you have any I wish I had completed my Master’s degree. And you, do you have
regrets? any regrets?

 Have students look at Activity 3.

You are going to hear Joyce talking about a time when she had to
SB p. 79 make a choice. What do you think she had to decide?
What do you think her regrets might be?

Track 40 Listening 1
Listen to Joyce. How is the photo connected with her story? Play
Track 40.
[POSSIBLE ANSWER: The photo shows a happy Joyce, who had made the
right decision.]

Listening 2
Listen again, and complete the statements in your book.
Play Track 40 again, and then call on students for their answers.
Encourage them to add as much additional detail as they can.
[ANSWERS: 1. went out of business 2. different 3. school 4. science]

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Describe major life events and turning points (cont’d.)

Alternate activity (books covered or closed):

Listen again, but this time take notes about the turning point in
Joyce’s life, the choice(s) she had, the decision she made, and her
one regret. Use your notes to ask each other questions about Joyce.
Students ask and answer each other’s questions.

Performance Post-Listening / Performance: Discussion

Point to the goal on board or elicit it from students.
Pair interviews or small group discussions. Set or adapt purpose /
scenario according to the customized student goal. E.g.:
1. What was the biggest turning point in your life?
2. Did something happen to bring you to that point?
3. What decisions did you have to make?
4. Do you have any regrets? What do you wish you had done?
Provide feedback, praise, and corrections. Have students
summarize their discussion. Then have them verbalize what they’ve
accomplished and confirm that they have achieved their lesson
goal.

Practice Exercises 1-2, p. 124

UNIT 2 Speaking Goal: Describe past achievements (40 min.)

Warm-up B Have students look at the illustrations.

award Naming: medal, trophy, ribbon, plaque, etc. → awards
What famous awards can you think of?
 Oscar, Nobel Prize, Olympic medal, Palme d’Or (Cannes Film
Festival), etc.
SB p. 78
What do people get awards for?
Contrast: Do they get them for losing (games, matches)?
win / won → for winning
Point to exchange: What did the person win, a trophy or a ribbon?
What for? → won a trophy / an award for …
Sometimes, does more than one person win? [Y]
prize Is the best person number one? → wins first prize
Do people get awards for working hard? for doing a very good job?
achievement → get awards for achievements
Brainstorm two or three examples of achievements.
Ask questions to set a customized goal. E.g.: What are some of your
achievements? Have you ever won any awards? When do you
speak about these? etc. Our goal is … e.g., to describe your
achievements and awards to a recruiter. Write the goal on the board
and get agreement from students.

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Describe past achievements (cont’d.)

Note: for business students, What is your biggest / greatest
4. achievement? is a very common interview question.

Presentation
! Note: “Speaking goal” has been used since Level 1.
Are you working on any projects now?
SB p. 80
goal (rev.) Substitution: What’s the purpose of the project? → goal
achieve reach your goal → achieve
By when would you like to achieve your goal?

succeed Do you think you will achieve your goal? → will succeed
success So, the project will be a success? You will be successful.
successful
If you win an award (for this project), how will you feel?
Substitution / Gesture: Will you feel pleased and satisfied with your
proud (of) work? → feel proud → be proud of yourself

Do singers try to win prizes for singing? [Y]

competition → singing competition
What other competitions do you know about? Have you entered
any? Which?

What was (Henry Ford’s) greatest achievement?

→ … achievement was producing the Model T.
What was Columbus’s greatest success?
→ His greatest success was discovering the New World.

Practice: Transformation
Students transform the sentences using greatest achievement /
success, e.g.,
1. László Biró invented the ballpoint pen.
2. The Wright Brothers flew the first airplane.
3. Edmund Hilary and Tenzing Norgay climbed Mt. Everest.
4. Neil Armstrong was the first man to walk on the moon. etc.
Have students make up one or two sentences about national / local
heroes / achievers.

Practice
What is your greatest / biggest achievement so far?
What is your biggest success?
What is one of the things you are proudest of?

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Describe past achievements (cont’d.)

5. past unreal Presentation

conditional Review, if needed: should have (done)
IB 53 Oscar wasn’t at work. → He should have been at work.
He didn’t finish his project. → He should have finished …
SB p. 80 Oscar missed the deadline. → He shouldn’t have missed …

Write examples on the board.

If I hadn’t …, I Oscar was sick last week. He stayed home.
would(n’t) → If he hadn’t been sick, he wouldn’t have stayed home.
have …
Oscar had the flu. He didn’t go to work.
If I had …, I → If he hadn’t had the flu, he would have gone to work.
would(n’t)
have … Oscar didn’t go to work. He didn’t finish his project.
→ If he had gone to work, he would have finished his project.

Oscar didn’t stay in bed. He fell down the stairs.

→ If he had stayed in bed, he wouldn’t have fallen down …

Practice: Combine the sentences

Model what students have to do if needed.
1. Carl finished his MBA. He got a promotion. [→ If Carl hadn’t
finished his MBA, he wouldn’t have gotten a promotion.]
2. Karen trained hard. She finished the marathon.
3. Rob worked overtime for six months. He finished his project.
4. We didn’t get up late. We didn’t miss our flight. [→ If we had
gotten up late, we would have missed our flight.]
5. I didn’t have enough money. I didn’t go to Bangkok.
6. Kevin graduated from high school. He went to the university. etc.

6. Pre-Task
Have students look at the four sentences in the book. Assist with
SB p. 80 vocabulary if needed.
Substitution: Do some people have a job in other countries? [Y]
assignment → have an assignment abroad
Dictionary: Do students sometimes look for work abroad? Is it for
work abroad little or no money? → work abroad program
program Do companies sometimes hire someone for a short time? Do they
get this person from an agency? → temporary worker
Temp OR → Temp

chain Naming: chain

~ of events Does one event sometimes lead to another one? And does that lead
to another event? → chain of events

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Describe past achievements (cont’d.)

Performance Task / Performance

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized student
 goal. E.g.: Think about one of your achievements. What events led
to your success? Try to create your own “chain of events” by listing
SB p. 80
events that actually happened. When you are done, you will tell (“a
recruiter”) the story behind your achievement.

Post-Task
Students use their chains to tell the story of one of their
achievements. Provide feedback, praise, and corrections. Have
students repeat (using another achievement / success if needed).
Then have students verbalize what they’ve accomplished and
confirm that they have achieved their lesson goal.

Practice Exercises 3-5, pp. 124-125

UNIT 3 Speaking Goal: Talk about hopes and dreams (40 min.)

Warm-up C Call on two students to read the short conversation aloud.

What do these people want to do?
Have they already made plans to ride the Orient Express?
 hope (n.) It’s something they’d like to do, right? → One of their hopes
What would the second person like to see?
SB p. 78
dream (n.) Does it sound like she will do it? → maybe it’s just a dream
Ask questions to set a customized goal. E.g.: Do you have hopes
and dreams? What is your biggest dream? Who do you talk to about
them? etc. Our goal is … e.g., to talk to (your friend) about your
hopes and dreams. Write the goal on the board and get agreement
from students.

7. Presentation
Dictionary: Do some people buy a ticket to try to win money or a
SB p. 81 lottery car, for example? [Y] → lottery
luck Do you need skills to win the lottery? [N] → need luck

Practice: QA
Where can someone buy lottery tickets? Have you ever bought a
lottery ticket? How much have you won? What brings you good /
bad luck? etc.
Do you want to (go to New Zealand) some day?
Build-up: Do you think you might do that if you have enough time
I hope to …
and money? → hope to (go to NZ) some day

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Talk about hopes and dreams (cont’d.)

I hope I won’t … Contrast: Do you think you might lose your job? [N]
→ hope you won’t lose your job
My dream is to … What’s your dream job? Do you think you will ever have that job?
[possibly] → Your dream is to have a job (as) …

Pre-Task
Brainstorm: What kinds of things do people have hopes and dreams
about? [Elicit, e.g., health, family, home, work, leisure activities,
travel]

 Have students look over the lists in the activity. Take a quick poll:
Do you share any of these hopes, dreams?
SB p. 81
Task
Add two or three of your own hopes and dreams to these lists.
Then talk to your classmates and find out who share your hopes and
dreams.

Post-Task
Call on students to summarize their findings.
[Three people hope to … / … hopes s/he … / … and I hope we
won’t … / … dream is to … etc.]
Were there any hopes or dreams that everyone listed?
Which were the most popular hopes and dreams?
Which do you think you will do sometime in the future?
Which things will always just be dreams?

8. Pre-Listening
Have students look at Activity 8.
You are going to hear Kate, Doug, and Antonio talking about their
 hopes and dreams.
SB p. 81 come true Substitution: Do you think they will achieve their dreams? [Y]
→ their dreams will come true
in the near future Will they come true very soon? → (not) in the near future

Listening 1
Tracks 41-42 Have students look at the questions in Activity 8 and then play
Tracks 41-42. Have them write their answers and check them.
[POSSIBLE ANSWERS:
A. 1. She hopes to move into a bigger apartment soon. 2. She hopes to
have enough money to buy a house someday. 3. His big dream is to retire
early and sail around the world in his own sailboat.
B. 1. When he was younger, he wanted to be a rock star. 2. A film he saw
about doctors helping people in Africa changed his dream.
3. While he didn’t give a time period, Antonio said he hopes to join
Doctors without Borders after he’s established himself as a doctor.]

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Talk about hopes and dreams (cont’d.)

Tracks 41-42 Listening 2: True or False? / Correct the teacher

Did I understand what they said? Listen again and correct my
answers for me. Give true and false statements for each track, and
play Tracks 41-42 again.
1. Kate’s big dream is to move to a bigger apartment.
F: She hopes to move to a bigger apartment soon.
Her big dream is to have money to buy a house.
2. Doug wants to retire early and join a rock band.
F: He wants to retire early and sail around the world.
3. Antonio’s childhood dream was to be a doctor in Africa.
F: His childhood dream was to be a rock star.
4. Antonio’s dream changed when he was in Africa.
F: It changed when he saw a film about doctors in Africa. etc.

Performance Post-Listening / Performance: Interview

Point to the goal on board or elicit it from students.
Set or adapt purpose / scenario according to the customized student
goal. E.g., in pairs, ask your “friend:”
What hopes and dreams do you have now? And as a child? What
dreams have changed? When? Why?
What dreams have come true?
Call on volunteers to report what they have learned about their
partners. Provide feedback, praise, and corrections. Have other
students provide summaries. Confirm that students have achieved
their lesson goal.

Extension activity: Wishes

Go over the Culture Tip with students. Present terms as needed.
When do people make wishes in your country?
Will they come true if you tell them to others?

Practice Exercises 6-7, p. 125

See Chapter 1, page 18 for more information about Unit 4 activities.

UNIT 4 Speaking Goal: Make predictions (25 min.)

Warm-up D Are crystal balls used to “tell what will happen in the future”?
prediction → used to make predictions

 What do you think the future will be like? What changes will there
be? Will the world be better or worse?
SB p. 78
Ask questions to set a customized goal. E.g.: Do you ever make
predictions? About what? Who else makes predictions? What kind
of predictions does (your boss) make? etc. Our goal is … e.g., to
make predictions about a company’s future. Write the goal on the
board and get agreement from students.

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Make predictions (cont’d.)

9. Presentation
Substitution: What’s a very popular product nowadays? [tablet
SB p. 82 demand PCs] Are lots of people buying it? [Y]
~ is up / down → There’s a big demand for (tablet PCs) nowadays.
Do you expect next year’s sales will be higher than this year’s?
anticipate
→ anticipate sales will be higher …
Build-up: Can you forecast how many (tablets) will be sold? More
predict than 100 million? 200 million?→ You predict …
R&D predicts demand will be up for the next five years.

Practice: QA
Think about your life, your company, and your country.
What do you predict will happen in the next few years?
Where will you live? What will you be doing?
What kind of demand / sales do you predict for your company’s
products? Why?
What other products / services will experience higher demand?
Do you anticipate life will get easier? harder?

10. Presentation
currency (rev.) Are dollars used in the US? → Dollars are the currency of the US.
SB p. 82 What currency is used in England? [pound sterling]

Small group discussions

Have students form groups of 2-4 people.
Read the predictions together, and discuss:
 Which of these predictions do you agree / disagree with?
 Which do you think will never come true? Why?
 If these predictions were to come true, how would that affect your
life? your business? your family? etc.
Call on groups to summarize their discussions briefly.

11. Task / Performance

Point to the goal on board or elicit it from students.
Performance Set or adapt questions / purpose / scenario according to the
customized student goal. Assist students as needed.

 Choose one of the pictures, and think about these questions:

1. What does the image show?
SB p. 82
2. How many years in the future do you think it is?
3. What does it predict about life in the future? How will that affect
your company?
4. What’s your opinion? Do you agree or disagree with this
prediction?

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Make predictions (cont’d.)

Post-Task: Mini-presentations
Students give short presentations about the images they considered.
Encourage other students to agree, disagree, and ask questions.
Provide feedback, praise, and corrections.
Have students repeat their presentation if needed. Then have them
verbalize what they’ve accomplished and confirm that they have
achieved their lesson goal.

Practice Exercise 8, p. 125

Website: Level 4, Chapter 11

Signposting: Inform the class that they will be doing several activities and write each on the board.

Consolidation

12. Pre-Task
die Contrast: Do many people live to be 110 years old? [N]
SB p. 83 → Most people die before they are 110 years old.
bucket list Naming: bucket
Write bucket list on the board.
What do you think a bucket list could be?
Instructor or student reads the definition aloud.
Have you ever heard of such a list before?
Do people in your country make bucket lists?
What’s one thing you think most people put on their lists?
Have students look at the two lists in the activity.
How is Jill’s list similar to Jack’s? How is it different?

Task
Look at the questions, and then create your own bucket list of at
least five things you would like to see or do or achieve before you
die. Put the items in order from most important to least important.
Then team up with a partner (or group) and compare your lists.
What items are the same? Are your rankings the same? Find out
why your partner wants to do the things on his / her list.

Post-Task
Have pairs / groups say what list items they had in common.
Write these on the board, then conduct a poll to see how items were
ranked, and which are the top 3 or 5 bucket-list items for the class.

Follow-up
Now that you’ve started a list, do you think you will try to do the
things you listed? Will you add more items to your list? Do you
think it’s important to have this kind of list? Why (not)?

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Review Grammar

13. wish + past Regrets, regrets

perfect Think of one thing in your life you regret.
SB p. 84 past conditional Write that down using I wish I had … or I wish I hadn’t …

Create a chain of events (as we did earlier), but this time about your
regret. What would have happened if you had(n’t) done what you
did? What would(n’t) have happened after that?

Note: If students would rather not talk about their own regrets,
have them make up a statement for a fictional character or a
famous person. Students then create a chain story using past
conditional.

Alternative activity:
Using the bucket list that you’ve just created, imagine you are now
100 years old, and have never been able to do any of the things on
your bucket list. Next, think about if you had done them. What
would have happened and how would your life have been different?

Confirm Goals

14. Go back to the preview page and confirm chapter goals.

Have students share what they remember about classmates’
achievements, turning points, hopes, and dreams.
 OR: Have students create a mind map for LIFE with branches for
SB p. 78
PAST, FUTURE. Students add terms and expressions from the
chapter to the mind map.

Have students indicate how comfortable they feel with the topics,
speaking goals, and grammar listed on SB page 78.

Review any “not OK” items.

Make a note on Pedcard of areas that will need reinforcement
during the next chapter.

Use your English!

15. Go over one or more suggestions for learning more about the
chapter topics.

 Brainstorm with students other ways they can practice. Challenge

students to do at least one of the activities mentioned before their
SB p. 84
next class.

Remind students to visit the Berlitz English website at

[Link].

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Reading Practice: Thomas Edison: A Man Ahead of His Time

16. Presentation / Pre-Reading

Write on the board: Thomas Edison
Who was Thomas Edison?
 invent
Substitution: Can you name one of the things he created?
→ invented
SB p. 85
Did he invent many things?
If you invent something, do you want to protect your idea?
How can you do that? Do you register your idea?
patent (n., v.) → apply for a patent / patent your idea
When did Edison live? [mid 19th - early 20th c.]
Do you think he was more forward thinking than other people were
ahead of his time at that time? → a man “ahead of his time”

Reading 1
Dictate the questions. Have students read the first paragraph
silently for answers.
1. When did Edison live? [1847-1931]
2. How many patents did he have? [1,093]
3. What industries did his inventions help develop? [Many
industries, including music, motion picture, and electric]

Reading 2
Look at the illustrations and think about these questions:
1. What do each of the objects look like?
2. What do you think they are used for?
cylinder Naming: → cylinder
Now, read the texts and try to find the description that matches each
picture. Write the name of the object and the year it was patented
under the picture.
Assist with vocabulary, as needed. Go over the answers.
[ANSWERS: A: stock ticker, 1871 B: phonograph, 1877 C: fluoroscope,
1896]

Post-Reading
What would have happened if Edison had never been born?
Can you add any more of his inventions to this list?
Which invention do you think was his most important?
What are some other inventions that have changed our world?
Who else can you think of who was “ahead of his or her time”?
[e.g., Leonardo da Vinci, Galileo, Charles Babbage (English
mathematician / inventor sometimes referred to as the “father of
computing”), Steve Jobs (Apple)]

Writing
Assign for homework. Ask students to write one paragraph about a
person they think was a great achiever and his or her achievements.

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Chapter 12 Review
1

Chapter 12 Review

Speaking goals

SB p. 86 OPTIONS
Chapter 7 Review. Give a question or sentence; students identify to which
Describe skills and personal speaking goal it relates.
qualities
Say how well you can do Pairs. Students brainstorm as many questions as they can for a
something particular speaking goal. Pairs then create and act out a
Describe job skills conversation using a specified number of questions.
Chapter 8
Dictation. Choose representative sentences from the chapters for
Talk about saving
dictation. Alternatively, each student chooses five sentences from a
Talk about spending
specific chapter (or one from each chapter) and presents the
Give and ask for financial advice
dictation to classmates. Then ask students to put them in order.
Conduct bank transactions
Chapter 9 Self-assessment. Students check off speaking goals, or rate
Talk about the environment themselves on their ability to achieve each goal (e.g., with a scale or
Discuss environmental issues: thumbs-up / down). Review any speaking goals that are not
energy, recycling, and local checked off, or which receive a low rating.
initiatives
Chapter 10 Selection. Students select one or more of the speaking goals they
Describe how you stay informed would like to practice.
Discuss news and current events
Report news to others Mind map. Students select one or more goals to review and
Share news with others practice. They prepare and present a mind map with the language
Chapter 11 items they need to achieve the goal.
Describe major life events and
turning points
Describe past achievements
Talk about hopes and dreams
Make predictions

Action Modules

SB pp. 87-90 The Action Modules are information-gap role-play activities

designed for use with two (occasionally three) role players. If you
1. Looking for a housemate have an odd number of students in class, one person can act as an
2. I need some cash! observer and note-taker and give a summary at the end. You may
3. A greener office? want to ask students to select the Module they’d like to act out, and
4. Breaking news then do another if time permits.
5. Big changes
Step 1
Students skim the role cards. Ask students what the topics might be.
Referring to the Speaking Goals, students tell you which goals may
be involved.

Step 2
Brainstorm / Review the kind of language that might come up in the
Action Module. Ask students for phrases that match the speaking
goal. E.g., Do you have any regrets?

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Action Modules (cont’d.)

Step 3
Assign roles. (Remind students not to look at the other person’s role
card.) Be sure that all the key vocabulary / grammar forms are
reviewed before assigning roles.

Step 4
Students read their role card to make sure they understand the task.
Assist with vocabulary as needed. Make sure the complication
involves thinking skills—persuade, negotiate, list, summarize,
order, match, etc.

Step 5
Set a time limit for partners to work on each module. Take notes for
later correction and feedback.

Step 6
Students give a summary of what happened during the role-play.

Step 7
Give feedback. Be sure to give examples of students’ good use of
language, and then correct significant or frequent errors.

Step 8. If time permits, students reenact the module, switching

roles.

Optional: Record the Action Modules and play them back later so
that students can discuss / assess their performance.

Your Turn

SB p. 91 Students can choose a topic or you can assign one. You will want to
establish a time limit for each activity, depending on students’
Topics abilities and time available.
1. Interviews and personal
qualities Part A
2. Savings and banks Students plan and present an individual presentation. Encourage
3. Green initiatives and other students to (write down and) ask the presenter questions. Set a
environmental problems time limit for presentations.
4. Disasters and local news
5. Future and past Part B
Students perform the activity with a partner (or partners, for odd
numbers) and then tell the class what the partner(s) said.

Optional: Writing exercises

Part A: write a story / paragraph about the topic.
Part B: write a dialog about the topic.
If there is no time for this in class, they can be assigned for
homework.

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Focus on Language
Pairs. Photocopy and distribute a copy of the Answer Sheet to each student. To each pair, give one
partner Question Sheet A, the other partner Question Sheet B, copied from Instructor Resources on IM
pages 331-332. Go over the instructions. Set a time limit for completing the answer sheets (e.g., 8 min.).

-----------------------------------------------------------------------------------------------------------------

Answer Sheet A

1 6

2 7

3 8

4 9

5 10

Remember: Don’t write too much. For most answers, one sentence should be enough!
-----------------------------------------------------------------------------------------------------------------

Answer Sheet B

1 6

2 7

3 8

4 9

5 10

Remember: Don’t write too much. For most answers, one sentence should be enough!

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Focus on Language: So Many Questions!

Individuals or teams. Photocopy and distribute the handout below.

Go over the handout. Point out the chapter topics. For each question prompt, students try to create a
question for each chapter (the ultimate goal would be to have one question in every cell of the table).
Remind students that some questions can be in different tenses and be about different people!
Encourage students to look over the chapters for ideas. Set a time limit (e.g., 5–7 minutes).
Award one point for correctly phrased questions. The person / team with the most points wins.

Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11

• Job skills • Savings • Environment • News • Major events
• Interviews goals • Energy • Current in life
• Personal • Expenses • Recycling events • Achievements
Topics
qualities • Banking • Natural • Hopes &
services disasters dreams
• The future
Are you good at …?

Who is good at …?

How good is … at …?
What happened thanks
to …?
Have you been +
-ing … for …?
Since when have you been
+ -ing …?
How long have you been
+ -ing?
What had you done by the
time …?
Did … say … had …?

Would you … if …?
What would you do if you
were …?
Would you have … if you
had (had) …?
What would have
happened if …?
Do you wish …?
What do you wish you
could …?
Do you wish you had
(done) …?
What do you wish you
had (done) …?
Did … even though …?

Had … by the time …?

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English Passport (or other appropriate publication)

For each issue of English Remember that the goal of the magazine lesson is to develop
Passport, two lessons plans are students’ confidence in reading in English and to transfer their
created for each level. native-language reading skills (e.g., skimming, scanning, reading
for gist, reading for details, and making inferences) to English. The
goal is not to understand (or even to read) every word of the article.
Rather, it is to develop reading skills and to provide an opportunity
to learn vocabulary through authentic content.

Select one of the lesson plans available, or select another article

from your students’ issue of English Passport (according to their
interests).

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Instructor Resources
1

Return to page 24
Chapter 1, Grammar Review Activity (#13): Reported Speech

What did they say?

Lisitanian
You are a representative from the very small country of Lisitania, and are meeting someone from
Mundania for the first time. The people of your two countries never speak directly to each other (no one
knows why)—you only speak through a translator or intermediary. Think of 3-4 questions you’d like to
ask the Mundanian representative. Address your questions and responses to the intermediary and wait for
him/her to report the answers to you. Ask your first question.

Mundanian
You are a representative from the very small country of Mundania, and are meeting someone from
Lisitania for the first time. The people of your two countries never speak directly to each other (no one
knows why)—you only speak through a translator or intermediary. Think of 3-4 questions you’d like to
ask the Lisitanian representative. Address your questions and responses to the intermediary and wait for
him/her to report the answers to you.

Intermediary
Representatives from the very small countries of Lisitania and Mundania are meeting for the first time.
The people of the two countries never speak directly to one another (no one knows why)—they only
speak through a translator or intermediary (you). When one representative asks a question, you must
report it to the other representative, and then report the answer. Introduce yourself and wait for the first
question.

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Return to page 34
Chapter 2, Activity 3: Performance Situations Return to page 52
Photocopy and distribute two different situations to each pair.
• You would like someone to help you with your homework. Ask a classmate.

You’ve finished your homework. Thank your classmate.

• You and your spouse would like to go out to dinner on Saturday. Ask a neighbor to keep an eye on the
children for you.

You’ve just come back from dinner. Thank your neighbor.

• You are moving to a new apartment. Ask a friend to help you move.

You’ve finished moving. Thank your friend.

• You are going to Boston. A friend of yours lives there. Call your friend and ask if you can stay with her,
while you are in Boston.

You’re about to leave Boston. Thank your friend.

• You don’t have time to write the monthly report. Ask a colleague to do it for you.

The report was finished on time. Thank your colleague.

• You are sightseeing. Ask a passerby to take a photo of you and your family.

The photo is terrific. Thank the passerby.

Chapter 2, Activity 14: Office Borrowers Need / Have Cards.

P1 / P2: Distribute both A cards / both B cards to one player.

A B
You need (but don’t have): You need (but don’t have):
some white paper a pair of scissors
an eraser a red pen
You have (but don’t need): You have (but don’t need):
a stapler an eraser
a red pen some staples
pink highlighter some paperclips

A B
You need (but don’t have): You need (but don’t have):
some paper clips a yellow highlighter
a ruler a stapler
You have (but don’t need): You have (but don’t need):
blue pen a ruler
a pair of scissors some white paper
a yellow highlighter some yellow paper

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Chapter 3, Activity 9, Performance: Role Cards Return to page 76

Return to page 82
Role A
You bought a 3-D Blu-ray disc player and glasses from [Link]. You tried watching a 3-D movie
last night, but it didn’t work. All you saw, with and without the glasses were blurry pictures. The audio
was fine. Call customer service to tell them your problem.

Role B
You are a customer service representative for [Link]. You speak to customers all day. Most of
them have problems with electronics and appliances they’ve bought. Sometimes they haven’t read their
user’s manual before calling and their problem can be solved by plugging a cord into the right place.
Other times a battery needs to be inserted into a device. You were trained to listen to your customer and
to ask questions to try to resolve the problem. If they have their order number, you can see exactly what
the customer received. Answer the call.

Alternate Role Cards for Customization:

Role A

You bought ____________________________________________ from an online store.

Yesterday, you ___________________________________________________________________, but
you had a problem. The problem is ______________________________________________________.
Call the store and tell the employee about your problem with their product.

Role B
You are a customer service representative for an online store. You answer calls from customers who have
problems with the products they’ve received. Try to help the customer solve his / her problem.
All your items have a manufacturer’s warranty. So, when an item doesn’t work, you refer the customer to
the manufacturer’s customer service department.

Chapter 3, Activity 12: Role Card B

Call Center Representative

You work in the call center of an online shopping website. Customers call you when they have questions
about their orders.

Last week, there was a problem with several video game console orders. Some items for the UK were
mixed with items for Canada and the U.S. So, several customers received consoles with the wrong plug.

Unfortunately, you cannot replace the item because it is now out of stock. You can only refund
customer’s money or issue them a gift certificate.

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Chapter 4, Consolidation Activity (#14): Alternate Role-cards for Speaking Return to page 112

Role Card 1 / A

You are Jordan Miller. You are in Springfield on business this week. You’re staying at the Goldcrest
Hotel there, and you’re having a terrible stay. Some kind of construction work is happening across the
street from the hotel and the noise from the construction is waking you up at 5 o’clock every morning.
You wanted to change rooms to the other side of the hotel, but there were no rooms available. Because
of this, you are very tired during your meetings. Call or ask to see the manager of the hotel to complain.

Role Card 1 / B

You are the manager of the Goldcrest Hotel in Springfield. Your front desk clerk has just told you that
Jordan Miller, who is staying at your hotel this week, wants to speak to you. Ms. / Mr. Miller is a frequent
guest at your hotel. The new building that is under construction across the street will be finished at the
end of the month. Talk to Ms. / Mr. Miller, and apologize and say what compensation s/he will receive (if
any). You would like her/him to stay with you in the future!

Role Card 2 / A

You are Pat Tellman. You are a frequent flyer on Omega Airlines. You bought a ticket to fly from New
York to Toronto with Omega Airlines (Flight 568). When you got to the airport today, you learned the
flight was delayed due to a technical problem. At the check-in desk, you were told you would be on the
next flight—three hours later. You can’t wait that long; you have to be in Toronto for a business meeting.
So you’ve decided to book a seat on a different airline. When you asked for a refund at the Omega
Airlines desk, they told you they couldn’t give you one because your ticket was non-refundable. You
think this isn’t fair. The only reason you aren’t using the ticket is the delay. Ask to speak to a supervisor.

Role Card 2 / B

You are the head of customer service at Omega Airlines. A frequent flyer with your airline, Pat Tellman,
is asking to speak to a supervisor. The employee who passed on the call said that Ms. / Mr. Tellman
wants a refund for a non-refundable ticket because Flight 568 was delayed due to a technical problem,
and s/he can’t wait three hours for Omega Airlines’ next flight to Toronto. Talk to Ms. / Mr. Tellman, and
apologize for the situation and say what compensation s/he will receive (if any). You would like her/him
to continue to fly with your airline in the future!

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Return to page 112

Chapter 4, Consolidation Activity (#14): Writing Role-play / Responding to a Complaint

Student B: Role Card 2

You are the manager of the Goldcrest Hotel in Springfield. You have just received an e-mail from
Jordan Miller, who stayed at your hotel last week. Ms. / Mr. Miller is a frequent guest at your hotel. The
new building that is under construction across the street will be finished at the end of the month. Write
back to Ms. / Mr. Miller, apologize, say what compensation s/he will receive (if any). Keep the letter
positive—you would like her/him to stay with you in the future!

Student A: Role Card 2

You are the head of customer service at Omega Airlines. You have just received a complaint letter from
Pat Tellman, a frequent flyer with your airline. Write back to Ms. / Mr. Tellman, apologizing for the
situation, and say what compensation s/he will receive (if any). Be sure to end on a positive note—after
all, you would like her/him to continue to fly with your airline in the future!

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Chapter 8, Activity 8: Role Cards Return to page 208

Return to page 214

Role A: An aunt has recently died and left you $100,000. You don’t know what to do with the money.
Your bank doesn’t pay very much interest on savings accounts. Ask your friends what they think you
should do.

Role B: You have a friend whose aunt has recently died and left him/her $100,000. You think the stock
market is a good way to earn a lot of money – if you choose your stocks carefully.

Role C: You have a friend whose aunt has recently died and left him/her $100,000. You think the best
way to invest money is in real estate. Over time, prices always go up.

Role D: You have a friend whose aunt has recently died and left him/her $100,000. You don’t think the
stock market or real estate is a good investment – you can lose everything! The best thing to invest in is a
savings account. You may not earn as much, but your money is safe!

Chapter 8, Activity 12: Withdrawal Slip

SAVINGS & CD WITHDRAWAL

FIRST BANK of SPRINGFIELD

Customer Name (Please print): Date:

Write amount in full on above line Signature(s)

D: 0501402382

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Chapter 9, Mind Map Warm-up A, (Optional), Brainstorming Activity: “the Environment”

Land People

Water Animals

The Environment

Air
Plants

Chapter 9, Activity 5: Information Transformation

Where does electricity come from?

Guess what percentage (%) of all the electricity made in the world comes from these different sources.

electricity generation sources percentages, my guess actual percentages

coal
non-renewable
natural gas
fossil fuels
oil
biomass
geothermal
renewable /
hydroelectric
natural resources
solar
wind
nuclear

Compare your guesses with a partner’s. Then check your percentages with the actual figures in your book.
How close were your percentages to the real ones?

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Chapter 9, Activity 8: Role Cards

Role A
A friend of yours complains because his / her trashcan is too small. You know he / she doesn’t recycle,
but if he / she did, there would be more room in the trashcan. Try to convince your friend to recycle.

Role B
Tomorrow is trash day, but again your trashcan is already full. It’s just too small – but you don’t want to
pay double so you can have another one. Your neighbor never has this problem – even though his / her
family is bigger than yours is. Ask him / her for advice.

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Chapter 10, Activity 14: Role Cards for Grammar Review on Reported Speech

Parent-teacher meeting
Role A: You are the parent of a school-age child. Your child’s teacher has called to tell you that your
child is not doing well in his / her language class. Today you are meeting with the teacher to find out
what the problem is and how you can help your child.
When you get home, tell your child about the meeting with the teacher.

Parent-teacher meeting
Role B: You are a language teacher. Yesterday you called the parents of one of your students to tell
them their child is not doing well in your class. You are meeting with them today to discuss how to
solve the problem.
When you see your supervisor, tell her about the meeting with the parents.

Business Alternative:

Project Manager meeting

Role A: You are working on a special manufacturing project. You’ve noticed one of the production
teams is not working to pace. Today you are meeting with the project manager to report the problem
and to see how you can help.
After the meeting, tell your colleagues about the meeting with the project manager.

Project Manager meeting

Role B: You are the project manager for a special manufacturing project. Yesterday one of the
supervisors called to tell you that s/he noticed a problem with one of the production teams. You are
meeting with him / her today to discuss how to solve the problem.
After the meeting, tell the production team about the meeting and what you want them to do.

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Chapter 12, Focus on Language: Question Sheets A & B

Question Sheet A

Read the instructions below and write your answers on your answer sheet. Do not write too much
information – your answers should be short, usually not more than 5 words.
You do not have to write whole sentences.
When you are finished, exchange answer sheets with your partner and try to guess what your partner’s
questions were. Then, ask your partner more about what he / she has written.

 Next to number 1, write the name of the place you would go to if you had more time.

 Complete the sentence and write your answer next to number 2.

 Although I enjoy what I do now, when I retire I hope to…

 Next to number 3, write the name of an activity you have been doing since you were a child (or for a
long time).

 How would you complete this sentence? Write your answer next to number 4.
 By the time I was 18, I had…

 Next to number 5, write something you wish you had done earlier.

 If someone had given you $100,000 when you finished school, what would you have done with the
money? Write your answer next to number 6.

 If you were responsible for the energy policy in your country, what renewable energy source would
you most promote? Choose one, and write the name of that resource next to number 7.

 Next to number 8, write the name of an event you saw reported in the news recently.

 Think about one of your worst ever customer service experiences. Next to number 9, write two or
three personal qualities to describe the person (or people) you spoke with.

 Next to number 10, write your answer to this sentence:

 Life nowadays is much better, thanks to …

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Question Sheet B

Read the instructions below and write your answers on your answer sheet. Do not write too much
information – your answers should be short, usually not more than 5 words.
You do not have to write whole sentences.
When you are finished, exchange answer sheets with your partner and try to guess what your partner’s
questions were. Then, ask your partner more about what he / she has written.

 Think about one of your least favorite teachers or professors. Write two or three personal qualities
that describe him / her next to number 1.

 Next to number 2, write the number of years (or weeks or months) you have been living in your
current house or apartment.

 If someone had given you $500,000 when you finished school, what would you have done with the
money? Write your answer next to number 3.

 Next to number 4, write your answer to this sentence:

 Life nowadays is much easier, thanks to …

 How would you complete this sentence? Write your answer next to number 5.
 By the time I was 10, I had…

 Next to number 6, write the name of a person, government (agency), or company that announced
something in the news recently.

 Complete the sentence and write your answer next to number 7.

 Although I enjoy what I do now, I hope to…

 Next to number 8, write something you wish you had done earlier.

 If you were responsible for the environmental policy in your country, what problem would you like to
solve most? Write the name of the problem next to number 9.

 Next to number 10, write the name of something you would buy or do if you had more money.

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 Vocabulary 1

Vocabulary

Ch. Pt. Ch. Pt.

A by: 30 in. by 20 in. 3 5
according to … 10 11 by the time … 10 6
accurate(ly) 10 10 C
achieve 11 4 calm, ~ down, stay ~ 5 8
achievement 11 <4 candidate 7 8
affect 9 2 carbon footprint 9 2
although 9 4 cast 5 9
amateur 7 6 casual 1 9
ambulance 5 <7 casualty 10 4
amount 8 9 cause 5 4
angry, ~ with 4 5 chain, ~ of events 11 6
announce 10 8 change money 8 12
annual 1 4 check (cheque UK), paycheck 8 1
anticipate 11 9 checking account, current account (UK) 8 6
apology 2 <10 chief cause 9 3
appliance 3 2 choke 5 7
appreciate 2 3 climate 9 1
appropriate 1 9 closer 11 1
area of expertise 7 7 CO2 / carbon dioxide 9 2
assignment 11 6 come true 11 8
ATM, automated teller machine 8 <6 comparative: more and more, etc. 3 3
attend 1 4 competent 7 6
attire 1 <8 competition 11 4
award 11 <4 complain 4 8
B complaint 4 1
baby shower 1 1 compliment 1 <8
balance 8 9 compost, ~ bin 9 9
bandage (n., v.) 5 9 confident 7 8
bang (v.) 5 1 conscious 5 7
bank account 8 1 conservation, conserving 9 <3
batteries 9 <3 consume 9 9
beat, heart ~ 5 7 control 5 4
become 9 6 controversial 9 3
beginner 7 <6 cookout 1 7
believe 4 6 cotton 3 4
benefit 9 6 courteous 4 8
biomass 9 5 covered with (fabric) 3 4
bite my tongue 7 5 cracked 3 6
biweekly 8 1 crash (v., n.) 5 4
bleed 5 7 currency 8 12
blood 5 7 customer satisfaction ~ 4 10
borrow 2 <4 D
bow tie 1 <8 damaged 3 <6
bracelet 1 10 decisive 7 3.2
brake (v., n.) 5 5 declare 10 8
break / broke 2 10 decrease 9 1
break a promise 2 8 defining relative clauses, object form 4 3
breaking news (news flash UK) 10 5 demand, ~ is up / down 11 9
breathe 5 7 departments 3 2
bridal shower 1 7 dependent 7 5
bright 7 8 deposit 8 1
broke 8 5 description 3 <4
broken 3 <6 destroy 10 4
bruise 5 1 die 11 12
bucket list 11 12 different (from) 3 7
bump 5 1 dimensions 3 5

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 Vocabulary 2

Ch. Pt. Ch. Pt.

direct deposit 8 1 generate 9 3
dis- / dishonest, disorganized 7 3.1 geothermal 9 5
disappointed 4 5 get paid 8 1
disaster, natural ~ 10 <4 get something back 2 5
discard 9 7 give … a ride 2 3
dissatisfied 4 8 glass 3 4
disturb 2 10 global warming 9 2
do a favor 2 <1 go on strike 10 8
do so 9 4 goal 11 4
dream (n.) 11 <7 good at, ~ + -ing 7 1
dressy 1 8 good with people, numbers, etc. 7 1
dying out 9 1 gown, evening ~ 1 <8
E grand opening 1 1
earn 8 1 greenhouse effect 9 2
earrings 1 10 greet 4 8
Earth 9 <1 H
earthquake 10 <4 habit 9 9
eco-friendly 9 2 hardworking 7 4
ecology 9 2 have a party 1 <1
efficient(ly) 4 8 headline 10 2
electricity 9 1 high – height 3 5
electronics 3 2 hold / held 1 2
emergency room (A&E Dept. UK) 5 9 honest 7 3.1
employed 10 8 hope (n.) 11 <7
endangered 9 1 household 8 4
energy 9 1 housewarming 1 1
enter 8 9 hurricane / typhoon 10 <4
enthusiastic (about –ing) 7 4 hurt, cut, burn + reflexive pronoun 5 1
environment, environmental 9 <1 I
etiquette 1 11 il- / illiterate, illogical 7 3.2
evacuate 10 5 im- / immature, impatient 7 3.2
even though 9 4 in- / indecisive, inflexible 7 3.2
examine 5 9 in stock 3 5
exchange 3 11 in the near future 11 8
exchange rate 8 12 incident 10 5
excuse (n.) 2 <10 incinerate 9 6
expense, household ~ 8 4 incompetent 7 6
expert 7 <6 increase 9 1
extremely 4 10 independent(ly) 7 5
F indifferent 4 1
fabric 3 4 informed, stay ~ 10 <1
fabulous 1 10 initiative(s) 9 <9
fact 10 10 injured, injury 5 <1
fair 7 3.1 inquire, inquiry, balance ~ 8 9
fault 5 5 insert 8 9
favor 2 <1 insufficient funds 8 10
feedback, give ~ 4 <8 interest 8 4
flexible 7 3.2 invest, investment 8 8
flood 10 <4 invoice 3 9
forgive / forgave 2 10 ir- / irrational 7 3.2
formal / informal 1 4 issues 7 3.2
fossil fuel 9 3 J
freelance, freelancer 7 2 jewelry 1 10
front page 10 2 K
fuel 9 3 keep a promise 2 8
furious 4 5 keep a cool head 5 8
G keep an eye on 2 3
gas (not liquid or solid) 9 2 keep up with 10 2

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 Vocabulary 3

Ch. Pt. Ch. Pt.

L patient 7 3.2
ladder 2 4 pay back 2 5
landfill 9 1 pay a compliment (on) 1 10
lawnmower 2 4 pay attention 5 4
lazy 7 4 payment method 3 1
leather 3 4 personal qualities 7 <3
lend / lent 2 4 PIN 8 9
lend someone something 2 4 place (an order) 3 1
lend something to someone 2 4 plastic 3 4
let … know 1 <4 pleasant 7 3.1
list price 3 5 plumber 2 13
literate, computer ~ 7 3.2 politics 10 1
logical 7 3.2 polluted, pollution 9 1
long – length 3 5 populated, population, over~ 9 1
lose control (of) 5 4 possible 2 1
lottery 11 7 power outage 10 5
luck 11 7 predict 11 9
luncheon 1 11 prediction 11 <9
M present conditional with modals 1 8
made of ~ 3 4 present perfect progressive 7 2
maintain 9 6 present real (1st) conditional 2 2
major 10 5 present unreal (2nd) conditional w / were 8 7
make a complaint 4 <11 present unreal (2nd) conditional 8 3
make a promise 2 <7 preserve 9 6
math (maths UK) 7 1 press 8 9
mature 7 3.2 prevent 9 6
media 10 <1 previous engagement 1 4
medical emergency 5 <7 prize 11 <4
metal 3 4 professional 7 6
millionaire 8 5 proficient 7 6
minor 10 5 promise (not) to … 2 8
missing 10 4 promise (v.) 2 <7
mortgage 8 4 promise + will … 2 8
motivated 7 8 proof of purchase 3 9
mower 2 4 proud (of) 11 4
N prove 3 9
narrow (down) 3 13 pulse 5 7
natural, ~ resource 9 3 punctuality 4 10
necklace 1 10 Q
nervous 7 4 quantity 3 1
news sections: Sports, Travel, etc. 10 1 question (v.) 5 5
noise 2 10 quite a while 7 2
non-renewable 9 3 R
O rational 7 3.2
O2 / oxygen 9 2 real estate 8 8
objective 10 10 realize 11 1
opinions 10 1 reason (n.) 2 6
order confirmation 3 9 reasonable 4 8
organic 9 9 reassure, reassured 5 8
out of stock 3 5 reception 1 1
outgoing 7 4 record (high) 10 8
over (= finished) 11 1 recycled 9 <6
P recycling 9 <6
paramedic 5 <7 red letter day 1 3
passive voice progressive 5 9 reduce 9 9
passive with simple future 1 2 refund 3 11
past conditional 11 5 regret (n.) 11 3
past perfect 10 6 release (from hospital) 5 9

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 Vocabulary 4

Ch. Pt. Ch. Pt.

reliable 7 3.1 style 3 7
renewable 9 3 subject 7 1
replace 3 11 subscription 10 2
replacement 3 11 succeed, success, successful 11 4
report 10 8 suddenly 11 1
reported speech with would, could 2 5 surprise (party) 1 1
reported speech, formal reporting 1 6 survey 4 10
reported speech: She said he had gone … 10 7 T
required, requirements 7 <8 teller 8 <9
rescue (v.) 5 <7 Temp (~ workers) 11 6
residence 1 7 ten tens, etc. 8 11
residents 10 5 thank you for + –ing 2 3
resource 9 3 thanks to … 9 7
restore 10 5 theft, thief / thieves 4 2
retire, retirement 8 2 to: (…  yen) to the (dollar) 8 12
return the favor 2 3 top stories 10 2
rich 8 5 torn 3 6
ring, diamond ~ 1 10 tornado 10 <4
RSVP (v.) 1 <4 trade journal 10 2
rude 4 8 transaction, ~ fee 8 <6
run into 5 4 transfer, ~ funds 8 9
run off (the road) 5 4 treat (well) 4 8
S trip 5 2
safety 11 1 trust 10 10
salary 8 1 tuition 8 4
sale (price) 3 5 turn (…years old) 1 1
satisfied 4 8 turn … into … 9 6
save, ~ for … 8 <1 turning point 11 <1
savings account 8 6 tuxedo 1 <8
scratched 3 6 U
search 3 1 un- / unpleasant, unreliable, unfair 7 3.1
section 10 1 unconscious 5 7
seem to be (shy), seem like (they’re shy) 7 4 under control 10 4
select 3 1 unemployment 10 8
self-motivated 7 8 union, trade ~ 10 8
shelf, shelves 3 <4 unless 3 10
ship (v.) 3 1 up and about 5 8
shopping cart 3 1 upgrade 4 12
should(n’t) have done 4 9 upset 4 5
shy 7 4 user’s guide / user’s manual 3 8
sides (of a story) 10 10 V
similar (to) 3 7 valuable 9 6
since I was (a child / in school, etc.) 7 2 vapor, water ~ 9 2
sink 2 13 victim, (accident) victim 5 5
skill 7 <1 W
slight (delay) 4 8 waste (n.) 9 1
slip 5 2 weakness 7 4
smog 9 1 wedding 1 <1
solar 9 3 well-known 7 2
somewhat 4 10 whether 11 3
source 9 3 wide – width 3 5
special occasion 1 <1 wildfire 10 <4
stained 3 6 win / won 11 <4
state 10 8 wish + past perfect 11 2
steal, stole, stolen 4 2 withdraw 8 9
stock, ~ market 8 8 within, ~ an hour, (~ vs. by) 2 7
strength 7 4 witness (n., v.) 5 <4

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 Vocabulary
5

Ch. Pt. Ch. Pt.

wood 3 4 worried 5 8
wool 3 4 wrong, the ~ (size) 3 7
work (= function) 3 8 X
work abroad program 11 6 x-ray 3 7

Expressions
Ch. Pt. Ch. Pt.
be up and about in no time 5 8 I’d like (five twenties). 8 11
borrow something from someone 2 4 I’d like it in (tens and twenties). 8 11
Can I borrow your …? 2 <4 I’m sorry about … 2 10
Can I give you a hand? 5 2 I’m sorry for … 2 10
Can you do me a favor? 2 <1 It doesn’t work. 3 8
Can you lend me …? 2 4 May I borrow …? 2 4
can / can’t make it, … ~ 1 4 My dream is to … 11 7
Did I ever tell you about …? 4 7 No problem. 2 11
Do you have any regrets? 11 3 No way! 4 6
Don’t mention it 2 3 No,…wouldn’t. 8 3
Don’t worry about it. 2 11 That’s all right. 2 11
Don’t panic! 5 8 That’s incredible! 4 6
Have / Has … been …-ing …? 7 2 That’s unbelievable! 4 6
How did you hurt yourself? 5 1 Think globally, act locally. 9 <9
How good are you? 7 <6 What’s it made of? 3 4
How long have / has … been …-ing? 7 2 What’s the nature of your emergency? 5 <10
I (really) appreciate it. 2 3 What’s the occasion? 1 <1
I consider myself … 7 4 What’s wrong with (it)? 3 <6
I don’t believe it! 4 6 Where do you bank? 8 <9
I have a favor to ask. 2 13 Whose fault …? 5 5
I hope I won’t … 11 7 Would it be possible for …? 2 1
I hope to … 11 7 Would you care to …? 1 4
I wish I could … 8 5 Would … if ….? 8 3
I wish I had … 8 5 Yes, …would. 8 3
I wish I were … 8 5 You’re joking! 4 6
I’d be delighted. 1 4

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