Instructor's Manual: 2006 Edition

TM
Instructor’s Manual
1
2006 Edition
This package contains:

Levels 1 & 2
ISBN 978-1-59104-583-0
Berlitz Languages, Inc.
Princeton, NJ
9 781591 045830 USA
Copyright© 2006 Berlitz Languages, Inc.
All rights reserved. No part of this book may be reproduced or transmitted in
any form or by any means, electronic or mechanical, including photocopying,
recording or by any information storage and retrieval system without permission
in writing from the Publisher.
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Marca Registrada
ISBN 978-1-59104-583-0
Sixth Printing – November 2008

Printed in USA
For use exclusively in connection with Berlitz classroom instruction.
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Welcome to
What is BerlitzEnglish?
BerlitzEnglish is a multi-component English program for adults. Levels 1-4 take
students from the beginner to the low-intermediate level.
BerlitzEnglish presents spoken and written English as it is used around the world in
social and business contexts. In Levels 1-4, each level of the program consists of
12 chapters, with each of the ten content chapters covering a specific theme, such as
restaurants, health, and travel. Each of the themes is revisited and further developed
in the same chapter of the next level. Chapters 6 and 12 of every level are review
chapters.
The most important element of the BerlitzEnglish program is live instruction using the
Berlitz Method®. With its emphasis on oral communication and the exclusive use of
the target language in the classroom, the Berlitz Method® helps students develop the
language skills they need for successful everyday and workplace communication.
Through live instruction, we bring the language to life by interacting with our students
and encouraging them to think and communicate in English.
The BerlitzEnglish program supports the principles of the Berlitz Method® with
©2006 Berlitz Languages, Inc.
materials that focus on real-world communication and communicative goals and

activities that present and practice the vocabulary and grammar necessary to achieve
those goals.
The BerlitzEnglish program also helps students learn the language through a variety of
media (audio CD, technology component, DVD, English Passport), providing a wide
range of options for in-class practice and home study to accommodate differences in
students’ interests, preferences, and learning styles.
BerlitzEnglish 1-4 Instructor’s Manual – 2006 Edition

In response to feedback from students, instructors, and managers of instruction
around the world, the structure, content, and layout of the Instructor’s Manual have
been completely revised and a number of new features have been added. The result
is a manual that provides greater support for new Berlitz instructors by reinforcing the
techniques presented in the Berlitz Instructor Training and a resource that provides
information at a glance for more experienced Berlitz instructors.
The most significant changes in the 2006 Edition are:

➤ the Instructor’s Manual is designed in such a way that most content can be
taught without having to refer to the Student Book in class
➤ the teaching sequence has been reorganized according to the communicative
objectives of each chapter, and the vocabulary and language structures necessary
to achieve a particular objective are grouped together with the relevant objective
The Instructor Manual Layout
Chapter Overview
At the top of the first page of each chapter is an Overview which lists the topics,
objectives, grammar, key vocabulary, and expressions covered.
Unit Structure and Timing Guidelines

Each chapter is divided into four 40-minute units. Each unit is divided into sections which
show the communicative objective and timing guidelines at the top of the section.
When added up, the time allocations for Units 1-3 all come to 40 minutes. In the case of
Unit 4, you will generally find that time allocations have only been indicated for the first
15-25 minutes of the lesson. The rest of the lesson should be devoted to either a review
of the chapter’s language structure(s), the Chapter Check, or both. For the latter part of
Unit 4, you will determine the mix of activities that best suits your students’ goals, needs,
and interests.
Chapter Preview
The first unit of each chapter begins with a chapter preview and listening task which
introduces the theme and the topics to be covered.
Page Layout
The Instructor’s Manual 2006 Edition has been redesigned with a two-column layout.
The left-hand column provides reference information and lists vocabulary and language
structures to be taught. The right-hand column provides detailed, step-by-step suggestions
for presentation and practice of new material.
DESCRIPTION OF LEFT-HAND COLUMN

➤ teaching point numbers to indicate “stopping points” on the pedagogical card
➤ references to corresponding Student Book (SB) page and Activity number
➤ OP EN a “books open” icon indicating when students will need their books
for a task or activity
➤ Illustration Book (IB) picture suggestions
➤ realia suggestions
➤ audio CD track numbers
➤ a list of vocabulary and language structures to be presented and practiced at a
given point
DESCRIPTION OF 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 controlled practice techniques
➤ language notes and teaching tips
Extension Activities
Extension activities provide further expansion of content and additional opportunities for
practice. They are optional and have not been included in the time estimates for the unit
in which they appear. Extension activities are ideal when students need to practice a
particular point a little more or when you complete the unit’s activities in under 40
minutes and need an additional activity to extend the unit’s content.
Homework
Homework exercises are listed at the end of each unit along with reminders to encourage
students to take full advantage of the technology component.
Chapter Check
The Chapter Check section of the Instructor’s Manual contains concrete activity
suggestions to review chapter topics, objectives, and language structures. In many
instances, a number of objectives are reviewed together in a single activity.
SB Pages Reproductions
Black and white reproductions of the Student Book pages are located at the end of each
chapter of the Instructor’s Manual.
Review Chapters
Chapters 6 and 12 of each level are designed to show students just how much they have
learned in the preceding five chapters. These chapters also provide ample opportunity to
expand students’ knowledge with a variety of activities that simulate real-life situations.
It is expected that your students will spend four 40-minute units working through each
review chapter. Two of the four units should be devoted to the DVD and English Passport.
Lesson plans for the DVD clips and for selected articles in each edition of English Passport
have been developed. These are available from your Manager of Instruction or may be
downloaded from @Berlitz (www.atberlitz.com). If you do not have log-in credentials for
the @Berlitz intranet, please check with your Manager of Instruction.
For the remaining two units, we encourage instructors and students to select from the
other activities that have been made available for the chapter and which are described
below:
➤ Objectives Ladder – an opportunity to review the objectives 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 – a review of the main grammar points of the previous
five chapters
Appendix
Please refer to the pages following Chapter 12 for:
➤ homework exercises and answer keys
➤ audio scripts for all audio CD tracks
Feedback
We hope you enjoy using the 2006 Edition of the BerlitzEnglish Instructor’s Manual. Feel
free to send any feedback or suggestions you may have to: materials.comments@berlitz.com.
The BerlitzEnglish Advantage!
BerlitzEnglish represents a significant investment of both financial and human resources for the company.
The program has been developed because of our strong belief that we can offer our students –– and our
instructors –– a competitive advantage in English-language study.
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 their accuracy

➤ cultural-awareness-raising activities help students develop an
understanding of and sensitivity to cultural differences
Audio CD ➤ students are exposed to English spoken in many contexts and

with many different native and non-native accents
English Passport ➤ students experience authentic English by reading articles culled

(or other appropriate publication) from well-known magazines
Technology Component ➤ students develop listening, reading, and speaking skills

➤ students focus on vocabulary, grammar, expressions, and word
order
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
DVD ➤ brings “real life” into the classroom with authentic news and
human-interest clips
➤ instructor uses a variety of techniques to exploit video content

and motivate students
English Passport ➤ instructor uses level-specific activities to exploit the exciting

(or other appropriate publication) content of the magazine
Contents
CHAPTER/TITLE TOPICS OBJECTIVES GRAMMAR

1 Nice to meet you! Introductions Introducing yourself Simple present to be
Page 1 Countries and Saying where you're from Subject pronouns I, you,
nationalities Giving your phone number he/she, it, we, they
Numbers 0–10 and address Possessive pronouns my,
The alphabet Introducing yourself and your, his, her, our, their
others Possessive ‘s
Spelling your name
2 I’d like the steak, Numbers 11–100 Ordering in a restaurant Requests with would like
please. Meals and mealtimes Talking about food and drinks Questions with What
Menus and ordering Telling time kind of …?
Page 14
Ordering a meal Indefinite articles: a, an
Regular plurals: -s, -es
3 What do you do? Jobs Saying where you work in, on, under, next to
Page 28 The office Talking about jobs Simple present tense
Daily work activities Describing your office always, usually,
Numbers 101–1,000,000 Talking about what people sometimes, never
do and where they work
4 How much is it? Colors Asking about a price Present progressive

Clothing Talking about colors and tense
Page 42

Sizes clothes this, that, these, those
Prices Asking about sizes and prices Which one?
5 Have a nice trip! Travel plans Talking about travel plans Present progressive
Calendar: days of the Talking about the calendar, tense (future meaning)
Page 56
week, months, and dates seasons, and weather would like, want
Seasons and weather Making travel plans
6 Review
Page 70
2006 Edition Level 1 • Contents

CHAPTER/TITLE TOPICS OBJECTIVES GRAMMAR
7 How do I get there? Places in a city Asking for directions Imperatives
Page 80 Directions Saying where places are then, again, after
Locations Giving directions there is/there are
Reading a map
8 My husband’s People Talking about your family Irregular plurals, e.g.,

Family Describing people men
name is Steve.
Personal descriptions Talking about yourself and have
Page 92
others
9 What can you do? Work skills and abilities Talking about your job from ... to, for, until, ago
Page 106 Job experience Talking about your company Simple past to be
Company organization and your work experience Simple past regular verbs
Talking about skills and past can
work experiences
10 Let’s meet at 6:30! Leisure activities Inviting someone out Past tense: irregular
The week’s schedule Talking about your favorite verbs
Page 120
activities anything, something,

Making plans to go out nothing
11 What’s the matter? Illness and ailments Asking about someone’s health should
Page 134 Parts of the body Talking about health Object pronouns
Medicines and remedies Showing concern Past progressive tense
Concern and advice Asking for advice
12 Review
Page 146
Homework . . . . . . . . . . . . Page 156

Answer Key . . . . . . . . . . . Page 176
Audio Script. . . . . . . . . . . Page 183
Level 1 • Contents 2006 Edition

Chapter 1 Nice to meet you!
TOPICS OBJECTIVES GRAMMAR

Introductions Introducing yourself Simple present to be
Countries and nationalities Saying where you’re from Subject pronouns I, you,
Numbers 0 – 10 Giving your phone number he, she, it, we, they
The alphabet and address Possessive pronouns my, your,
Introducing yourself and others his, her, our, their
Spelling your name Possessive ’s
KEY VOCABULARY/EXPRESSIONS
countries, nationalities numbers 0 to 10 pronouns expressions
America, American zero I Hello. / Hi.
Brazil, Brazilian one you My name is …
England, English two he Nice to meet you. /
France, French three she Pleased to meet you.
Ireland, Irish four it This is …
Japan, Japanese five we Where are you from?
etc. six they I’m from …
seven What’s your first name /
eight possessives last name?
nine my How do you spell that?
ten your What’s your address?
his What’s your phone number?
verbs her
be our
their

Unit 1 Chapter Preview (4 min.)
1 Hello! / Hi! Warm-up
My name is … Write on the board and have students repeat, but don’t drill:
I’m from … Hello. / Hi.
My name is …
I’m from (city).
2 Listening 1
Play track 1, then point to the man and the woman in the photo and ask:
SB page viii Is his name Robert or John?
Activity 1 Is her name Ana or Maria?
Track 1 Listening 2
Play track 1 again and ask:
Is Maria from San Francisco or Los Angeles?
Is John from New York or Boston?
Introducing yourself (3 min.)

3 I’m … Presentation
Nice to meet you (too). Introduce yourself to each person in the class.
Practice
Pairwork. Students introduce themselves to each other.
P1: Practice by substituting names of famous people for your names.
2006 Edition Level 1 • Chapter 1

Introducing yourself (cont’d.)
4 Are you …? Presentation
– Yes, I am. Are you …?
– No, I’m not. Yes, I am. / No, I’m not.
Hi. I’m … Nice to meet you.
Excuse me. Practice: Skit
Sorry. – Excuse me. Are you …? – Excuse me. Are you …?
– Yes, I am. – No, I’m not. Sorry.
– Hi. I’m … Nice to meet you.
Saying where you are from (15 min.)

5 country Presentation
city Naming: The United States is a country. New York is a city.
SB page 1
Activity 2 I’m from (country/city). And you? (I’m from …)
I’m from … Are you from …? (Yes, I am. / No, I’m not.)
And you? Elimination: ➔ Where are you from? (I’m from …)
IB 2-4 Are you from …? Are you from Australia or …?
Where are you from? Are you from Australia? Japan? ➔ What country are you from?
Are you from London? Boston? ➔ What city are you from?
Are you from … or …?
Practice: QAQ
What country / city are Are you from …? Where are you from? Are you from … or …?
you from? And you? What country …? What city …?
6 Presentation: Matching
Write the names of countries and nationalities in two columns on the
SB page 1 board, in random order. Students match them.
Activity 2 U.S. American
U.K. British
England English
Brazil Brazilian
Japan Japanese
Germany German
France French
Mexico Mexican
Italy Italian
I’m (nationality). Presentation

What nationality …? Substitution: I’m from (the US). ➔ I’m (American).
Elimination: Are you (American)? ➔ What nationality are you?
I’m / I’m not (from) … Practice: I am / you are
You’re / You’re not I’m from … / I’m not from … I’m (nationality). / I’m not …
(from) … You’re from … / You’re not from … You’re (nationality). / You’re not …
Mr. / Ms. / Mrs. Performance: Skit – Saying where you are from
You may want to assign students names, e.g., of historical figures or
famous people.
– Hello. My name is …
– I’m … Where are you from, Mr. / Ms. …?
– I’m from … And you?
– I’m from … Nice to meet you.
– Nice to meet you, too.
Level 1 • Chapter 1 2006 Edition 1

Giving your name, address, and phone number (18 min.)
7 Is your name …? Presentation
– Yes, it is. Naming: Is your name …? ➔ Yes, it is. / No, it’s not.
– No, it’s not. Elimination: Is it …? (N) ➔ What’s your name?
What’s your name? Naming: … is my first name. … is my last name.
Practice: QAQ
first name Is your name …? What’s your first name / last name?
last name
8 numbers 0 – 10 Language note: 0 = zero (AmE), nought (BrE)

(What number is this?)
Presentation
Naming: Model three or four numbers at a time; have students repeat.
plus Drill numbers in order, then randomly.
(optional)
minus
Practice (optional)
Write several simple equations on the board; students give the answers, e.g.:
1+3=? 7–3=? 9–9=?
Is one plus three five? ➔ No, it isn’t. It’s four.
Practice: Three-in-a-row
Draw a 3 x 3 grid on the board; students draw same grid on a piece of
paper. Dictate 9 different numbers; students write the numbers anywhere
on their grids. Call out numbers (or write the numbers as words on the
board) at random; students X them off their grids. The first person with
three Xs in a row is the winner.
9 phone number Note: Teach “oh” pronunciation of zero in phone numbers.

address
SB p. 1 Presentation
zip code
Activity 4 Write your address and phone number on the board.
Naming: This is my phone number / address / zip code.

My phone number / address is …
IB 17
Practice: QA / QFS
business You may want to distribute business cards or addresses from IB.
cards What’s your phone number / address? Is your phone number … or …?
What’s your zip code?
Performance: Summary
My name is … I’m from … I’m not … My phone number is … My
address is … Your name is …, etc.
Homework
SB pg. 72 Exercises 1-4
2 2006 Edition Level 1 • Chapter 1

Unit 2 Introducing others (15 min.)
10 This is … Note: Do not present this vs. that here. This / That is presented in Chapter 4.
Who is this? Presentation
SB page 1
It’s … Naming: This is (Mrs. Rossi). Who is this? ➔ It’s Mrs. Bittner.
Activity 2
Is this …? Is this Mr. Rossi? (Yes, it is.)
Who is it? Is this Mrs. Fuentes? (No, it isn’t.) Elimination: ➔ Who is it?
IB 5
11 She / He is … Note: Switch to contracted forms as quickly as possible.

She / He isn’t …
SB page 1 Presentation
Is she / he …? Substitution: Where is Mrs. Michaud from? ➔ She is from France.
Activity 2 – Yes, she / he is. Is she French? ➔ Yes, she is.
– No, she’s / he’s not. Is she from Marseilles? ➔ No, she’s not. OR: ➔ No, she isn’t.
IB 5 What city is she from?
And Mr. Bittner? ➔ He’s from Berlin. What nationality is he? etc.
Practice: AQ
Make negative statements about pictures in SB / IB / students in class /
famous people; students ask the question.
This isn’t Toshio. ➔ Who is it?
Mr. Sutherland isn’t from the US. ➔ Where is he from?
Ms. Gould isn’t from Los Angeles. ➔ What city is she from?
Sonia isn’t Mexican. ➔ What nationality is she?
SB page 3 Pleased to meet you. Performance: Skit
Activity 7 – (Anna), this is (Peter). (He) is from …
– Nice to meet you, (Peter). ➔ Pleased to meet you.
– Pleased to meet you, too.
Be sure to also practice with Mr. / Ms. + last name.
Giving another person’s name, address, phone number (25 min.)

12 ’s True beginners: You may want to split the Presentation and Practice into two
her parts: ’s first, then his/her.
SB page 1
his Presentation
Activity 2
Whose …? Substitution: Is my last name Simpson? (No, it isn’t.)
IB 1a ➔ Ellen’s last name is Simpson.
Is Karen’s last name Simpson? (N) ➔ Her last name is Bennett.
Is Mr. Bennett’s first name John? (N) ➔ His first name is …
Elimination: Is your first name Michael? Is his first name Michael? (N)
➔ Whose first name is Michael?
SB page 1 Practice 1
Activity 4 Drill his/her + name using IB, SB, or people in group.
What is Karen’s last name? What is Mr. Bennett’s first name?
IB 17 What is Ms. Henderson’s phone number? address?
Is Mr. Stevens’ address …? etc.
Practice 2
Have students write their address and phone number on a piece of
paper. Collect them and ask Whose …? questions. P1: Use IB 17.
I: Whose phone number is …?
S1: My phone number is …
I: (asking another student) Whose phone number is …?
S2: (Peter’s) phone number is …
I: (looking confused) Whose …?
S3: (pointing) His phone number is …

Giving another person’s name, address, phone number (cont’d.)
Performance: Concentration
OP EN Give students 1-2 minutes to study the pictures on page 1, then close
their books. Students write 3 questions about the pictures, then ask their
SB page 1 questions.
Activity 2 Groups: Split into 2 teams, each team asks the other questions. The team
with the most correct answers wins.
business Extension Activity: Info-gap
cards Make several copies of a business card. On each card, blank out a
different piece of information, e.g., first name, last name, street address,
phone number, zip code. Distribute cards to students. They then ask each
other for the missing information.
Homework
SB pg. 72 Exercise 5
Unit 3 Giving information about ourselves and others (22 min.)

13 and Presentation
On the board, write the name of another instructor or a famous person
IB 5 who is the same nationality as you.
we
you (pl.) are … Build-up, then substitution:
Is Mel Gibson Australian? Am I Australian?
they (pl.)
➔ Mel Gibson and I are Australian. ➔ We are Australian.
What about you and …? ➔ You are …
Where are Mr. and Mrs. Rossi from? ➔ They are from Italy.

Practice
Pairwork. Students practice I am – you are – we are.
P1: “Pair up” student with famous person.
We are … / We aren’t …
You are … / You aren’t …, etc.
Practice: AQ
… and I aren’t British. ➔ What nationality are you?
You and … aren’t from Japan. ➔ Where are we from?
Mr. and Mrs. Bittner aren’t from Frankfurt.
➔ Where are they from? / What city are they from?
14 small Presentation
big Naming/Gesture: Russia is big.
IB 5 Contrast: Is Holland big? ➔ It’s small.
your (pl.) Point to one student: Is your country big or small?
Point to two students from same country: Is your country big or small?
their
➔ Your country is …
our And Mr. and Mrs. Bittner’s country? ➔ Their country is …
Is their last name Fuentes or Rossi?
… and I are from … ➔ Is our country small?
Practice: QA
Feel free to assign countries / names to pairs of students.
What’s their last name? Is their country big or small? And your / our
country? Is our city big?

Giving information about ourselves and others (cont’d.)
Performance: QFS (What, Where, Whose, etc.)
Write question prompts on the board. Students write down, then ask two
or three questions with we, you, they, our, your, their.
What country are … from? What’s … last name? Where are … from? Is
… city big or small? etc.
Spelling your name (18 min.)

15 letters of the alphabet Presentation
What letter is this? Naming: Model and have students repeat groups of 4 or 5 letters at a
SB page 4 time. Then drill, first in order, then randomly. Focus on those letters that
Activity 9 are easily confused (e.g., G-H-J, I-E, V-W).
How do you spell …?
IB 32 How do you spell that? Elimination: What’s …’s last name? Is that …? (spell incorrectly) ➔ How
do you spell …’s last name?
How do you spell …? (pretend you didn’t understand)
➔ I’m sorry. How do you spell that?
How do you spell “nationality”? etc.
Practice: Spelling bee
Choose 10 vocabulary items learned so far in this chapter and have a
spelling competition.
Extension Activity
Write common acronyms and abbreviations on the board and have
students say them, e.g., CD, DVD, MP3, OK, MTV, IBM, USA, JFK,
GSM, DJ, UK, PC, PR.
16 Thank you. Warm-up

You’re welcome. What’s your name? How do you spell that?
OP EN And your address? What’s your phone number?
Thank you.
You’re welcome.
SB page 4
Activity 10 Practice
Have students fill in the table in Activity 10 on page 4 with information
about other students.
Follow-up
Call on students to give information about other students.
Homework

Unit 4 Leaving a message (15 min.)
17 (phone) message Presentation
This is … (referring Write the following simple answering machine exchange on the board.
to self) Ask a student to read it aloud with you. Then label the sentences “Paolo’s
Please leave your answering machine message,” “Margaret’s message.”
name and number. – Hi, this is Paolo. Please leave your name and number. (Beep.)
– Hi, Paolo. This is Margaret. My number is 321-4567.
Practice
Using the model on the board, students substitute their own names and
practice leaving a message.
18 Pre-Listening
Go over the names and phone numbers in Activity 11 on page 4.
SB page 4
Activity 11 Listening
Write the two names on the board: Linda, Charles Brady.
Tracks 2-4 Play track 2, then ask:
Is 908-555-7784 Linda’s number or Charles Brady’s number?
Play track 3. Ask:
What is Mr. Tanaka’s phone number?
Replay the track if necessary.
(message) is for … Presentation
(message) is for …
Is Mr. Tanaka’s message for Charles Brady? (N)
Who is Mr. Tanaka’s message for? (Thompson Ltd.)
Play track 4, then ask:
Is Jim’s message for Mr. Tanaka or for Susan?
Please call me! Performance: Skit – Leaving a message
Good-bye! / Bye! Students write down a name and phone number (not their own) and

practice taking / leaving a message. Model the skit below, then have pairs
practice, sitting back-to-back. “Answering machines” have to write down
the information and then check it when the caller “hangs up.” If there is
time, pairs switch partners.
– Hello. This is … Please leave a message. (Beep.)
– Hi … This is … My number is … Please call me. Bye!
Homework

Unit 4 (cont’d.) Review: Language structures
19 subject pronouns + be Correct the teacher
Make up very obviously false statements and have students “correct”
SB page 2 you — they must use the negative (contradiction) first, then give the
Activity 5 correct statement, e.g.:
You are French. ➔ No, I’m not. I’m …
IB 5 Queen Elizabeth and Prince Charles are from Italy. ➔ No, they’re not.
They’re from England. etc.
20 possessives Sentence transformation

Use SB page 2 and add your own examples.
SB page 2 I am … ➔ My name is …
Activity 6 Gina’s last name is Cifelli. ➔ Her last name is Cifelli. etc.
21 mixed How many questions?

List on the board in columns: subject pronouns, possessive pronouns, all
the present tense forms of be, and the question words Who, What,
Where. Give students 3 minutes to write as many questions as they can,
e.g., for he / his.
What is his name? What’s his address? Where is he from?
What nationality is he? Is his last name Rossi or Bittner? etc.
Students read their questions aloud; the person with the most correctly
worded questions wins.
Review: Chapter objectives

Chapter Check A Cocktail party
Introduce yourself and others Pairwork. Assign or have students choose to be a famous person, then
introduce themselves, and then introduce their partner to someone else.
Chapter Check B Who am I?

Say where you are from Use characters in SB to practice asking names, nationalities, and where
people are from. Each student chooses to be a specific person. Students
ask questions to guess who the person is.
Chapter Check C Dictation

Spell your name and give your Dictate the names (and spelling), addresses, and phone numbers of two
address and phone number or three (fictitious) people. Give the information at a normal speed once
only. If students missed or are not sure of any information, they must ask
IB 17 others in the group for the missing information.
Homework
TECH COMPONENT Chapter 1







Chapter 2 I’d like the steak, please.

Numbers 11 – 100 Ordering in a restaurant Requests with would like
Meals and mealtimes Talking about food and drinks Questions with What kind of …?
Menus and ordering Telling time Indefinite articles: a, an
Ordering a meal Regular plurals: -s, -es
food and drinks meals and utensils verb forms
apple juice breakfast would like
cake orange cup
cherry pie dinner expressions
chicken pizza fork What would you like?
chips salad glass I’d like …
coffee steak knife May I take your order?
egg tea lunch Excuse me. I don’t have a …
fish toast napkin What kind of …?
ham water How many …?
hamburger wine time expressions
ice cream etc. It’s 9:15.
It’s 12 o’clock.
It’s dinnertime.
What time is it?

1 restaurant Presentation
waiter Use IB to present; have students repeat.
IB 33, 41 Naming: This is a restaurant. / This is a waiter.
steak
chicken He would like steak / fish / chicken.
SB page 6
fish Would he like ...? (Y/N) What would he like?
Activity 1
Would … like …? Listening
Track 5 Play track 5. Then ask:
What would … like?
What would Mr. and Mrs. Miller like?
OP EN Play track 5 again. Have students read the follow-up questions on page 6
aloud and answer them.
Talking about food and drinks / Offering something to eat and drink (35 min.)
2 coffee False beginners: Brainstorm to find out what drink items students already know,
tea then present new items.
IB 13a, b
with sugar / milk / Presentation
lemon Naming: coffee, tea, sugar, milk, lemon
What’s this? And this?
Would you like some …? Would you like some coffee or some tea? ➔ I’d like some …
I’d like some …
Elimination: Would you like tea with milk? (N) with sugar? (N)
What would you like?
➔ What would you like? (tea with lemon)

Talking about food and drinks / Offering something to eat and drink (cont’d.)
just (milk / sugar / lemon) Naming: Tea with milk (Y) and sugar (N)? ➔ Just milk, please.
black Substitution: No milk, no sugar? ➔ Black, please.
Elimination: Would you like black coffee? (N) coffee with milk? (N)
How would you like …? ➔ How would you like your coffee?
Here you are. Practice: Rejoinders

– Would you like some tea or coffee?
– Yes, please. / No, thank you.
– How would you like your tea / coffee?
– With …, please. / Black, please.
– Here you are.
3 water juice Presentation

wine beer Naming: water, juice, wine, beer
IB 13a, b What’s this?
IB 36 a glass Naming: glass, cup, bottle
a bottle (of …) Build-up: Is this a bottle? (Y) Is this water? (Y) ➔ It’s a bottle of water. etc.
a cup Practice: AQ
I’d like some milk, but not a bottle of milk.
➔ Would you like a glass of milk?
4 an egg Presentation
an orange Gesture with one finger to introduce a / an.
IB 36 an apple Naming: Is this a …? (Y/N)
a banana Is this a … or an …? (It’s a / an …)
SB page 8 fruit apple, banana, orange, lemon … ➔ fruit
Activity 7
Practice
On the board, draw a table with columns for NATIONALITY, FOOD. Write the
names of some international foods your students are likely to know;
students say what “nationality” the food is, e.g.:

curry ➔ It’s an Indian food (dish).
hot dog – American; curry – Indian; fish and chips – English;
paella – Spanish; kebab – Greek or Turkish; sushi – Japanese
5 cake Presentation
pie Naming: cake, pie, ice cream
IB 36 ice cream Brainstorm popular cake, pie, and ice cream flavors, e.g.:
cake: chocolate, strawberry
pie: apple, cherry, lemon
ice cream: vanilla, strawberry, chocolate
SB page 8 What kind of …? Elimination: Would you like some vanilla ice cream? strawberry?
Activity 6 ➔ What kind of …?
Practice: AQ
S: What would you like?
I/S: I’d like some fruit.
S: What kind of fruit would you like?
I/S: I’d like an apple.
coffee – not espresso, a piece of fruit – not an apple, etc.

Talking about food and drinks / Offering something to eat and drink (cont’d.)
Performance: Skit
– Would you like a cup of tea or coffee? – Yes, please.
– No, thanks, but I would
like …
– How would you like your (coffee)? – With …, please.
– Black, please.
a piece of – Would you like (a piece of cake)? – Yes, please.
– Here you are. – Thank you.
– You’re welcome.
Homework
Unit 2 Talking about meals (40 min.)

6 breakfast False beginners: Have students identify the items in the pictures they know and
… for (breakfast) present only items not mentioned. True beginners: present and practice each
muffin meal separately, then mix questions about all three meals.
OP EN (a bowl of) cereal Presentation
toast Naming: This is breakfast. This is a muffin. etc.
SB page 7 jam I would like a muffin for breakfast.
Activity 2 butter
Is this breakfast? (N) ➔ It’s lunch.
lunch I would like a sandwich and a salad for lunch. etc.
IB 36 hamburger
sandwich Practice: QAQ

salad Would you like a / some …?
French fries What would you like for breakfast? for lunch?
Would you like toast with butter?
dinner Would you like French fries with your hamburger?
rice
soup Practice: Would you like a, an or some?
bread Students create three lists: I would like a …, an …, some … for the
breakfast, lunch, dinner items.
cheese
7 regular plurals: Presentation

-s Draw on the board: 1 apple, 2 apples; 1 glass, 3 glasses; 1 cherry,
IB 36 -es 4 cherries.
-ies Naming: What’s this? (It’s an apple.) And this? It’s an apple, too.
➔ One apple, two apples. Label your drawing: apple, apples.
Repeat for glass – glasses, cherry – cherries.
Practice
Draw a table with three columns. Label the columns: -s, -es, -ies.
Call out singular forms of nouns learned so far; students say or write
which column they think the plural form goes in, e.g.:
-s: egg, apple, banana, salad, phone number
-es: sandwich, glass, address
-ies: cherry, strawberry, city, nationality

Talking about meals (cont’d.)
How many …? Presentation
Elimination: Would you like eggs for breakfast? (Y) one egg? (N)
2 eggs? (N)
➔ How many eggs would you like?
Practice: Singular to plural
Hold up fingers to indicate number that should be in student response.
I’d like some apples for lunch. How many would you like? (10)
➔ I’d like 10 apples. etc.
Students ask each other, using a variety of foods and drinks.
Extension Activity: Memory chain
Round 1: One student says what he would like for breakfast. Second
student repeats what the first said, and then adds what he would like.
Rounds 2–3: add … for lunch and … for dinner, and continue the chain.
I would like … for breakfast; He would like … for breakfast, and I
would like …
8 I like … Presentation
I don’t like … Teach these as fixed expressions for now. Simple present tense will be
formally presented in Ch. 3.
favorite Gesture / facial expression: I like strawberries. / I don’t like …
You like … / You don’t like …
Presentation
List several items you like (fruits, cakes, etc.), ranking them.
I like strawberries, cherries, bananas, and apples.
➔ Strawberries are my favorite fruit.
Practice: Cue-response
Name a category, students say what their favorite item within that category
is. Possible categories: fruit, ice cream, vegetables, countries, cities, drinks.
ice cream ➔ My favorite kind of ice cream is chocolate.

Performance: My favorite meal
Give students time to write down a few sentences before asking them
about their favorite meals.
My favorite meal is (lunch). I like … for lunch. I don’t like …
Homework

Unit 3 Telling time (17 min.)
9 numbers 11–100 Review: numbers 0-10.
Activity 3 Naming: Present the numbers in groups, not all at once. Drill in order,
then randomly. Pay special attention to easily confused numbers, e.g.,
13/30, 14/40, 15/50, 89/98.
Practice (optional)
Write some simple math problems on the board (focus on challenging
numbers); students solve and give the answer, e.g.:
13 + 30 + 33 = ? What is 13 plus 30 plus 33?
10 It’s … Language note: Zero is often pronounced “oh” in phone numbers and addresses.
nine-fifteen
IB 21 Presentation
six-oh-five Write several times on the board. Present simple time only, not quarter to,
twelve o’clock half past, ten to, twenty past, etc.
What time is it? Elimination: It’s (9:15). Is it …? (Y/N) ➔ What time is it?
Practice
Drill. Speed up as students become more comfortable.
Practice: Skit
– Excuse me, what time is it?
– It’s …
– Thank you.
– You’re welcome.
Talking about mealtimes (23 min.)

11 Good morning. Presentation
afternoon Naming: It’s … o’clock! ➔ Good morning / afternoon / evening / night.

IB 21 What time is it?
evening
night (9:00) Is it morning? (Y) ➔ It’s 9 a.m.
(3:00) Is it afternoon? (Y) ➔ It’s 3 p.m.
(9:00) Is it night? (Y) ➔ It’s 9 p.m.
a.m. / p.m.
noon Substitution: It’s 12 o’clock. Is it night? (Y) ➔ It’s midnight.
midnight It’s 12 o’clock. Is it night? (N) ➔ It’s noon.
Practice
What time is it? Is it 6 a.m. or 6 p.m.? Is it morning or evening?
afternoon or night?
12 eat Note: Introduce these as fixed expressions. Do not introduce 3rd person singular
drink forms. Simple present tense is formally presented and practiced in Ch. 3. The goal
here is to talk about mealtimes.
I / you eat / drink … Presentation
I / you don’t … Naming/Gesture: I eat breakfast at 6 a.m. I don’t eat breakfast at noon.
I drink coffee with my breakfast. I don’t drink tea.
at + time
Practice
I eat … / I drink …
I don’t eat … / I don’t drink …
You eat … / You drink …
You don’t eat … / You don’t drink …

Talking about mealtimes (cont’d.)
I eat breakfast at 6 o’clock in the morning. I eat lunch at 12:00 or 12:30.
We don’t eat at …, etc.
13 … in (+ country) Presentation
Naming/Gesture: We eat lunch at 2 o’clock. And they …? (point to chart
between … and … on page 10)
OP EN They eat lunch at … ➔ … in the U.S.
In the U.S., they eat breakfast between 7 a.m. and 8 a.m.
SB page 10
Activity 12 Practice: Cue-response
They don’t eat breakfast between 5 a.m. and 6 a.m. in the UK.
➔ They eat breakfast between 7 a.m. and 8 a.m. etc.
Homework
Unit 4 Ordering a meal (20 min.)

14 waiter / waitress Presentation
customer Naming: He’s a waiter. / She’s a waitress.
IB 35 Contrast: Is Mr. Simpson a waiter? (N) ➔ He’s a customer.
scrambled eggs
fried eggs Pre-Listening
OP EN pancakes Introduce as needed the food and drink items in Activity 10 on
page 9; have students guess what the two customers will order.
SB page 9
Play tracks 6 and 7. Students listen for what the woman and the man
order for breakfast and check off the items on page 9. Replay audio as
Tracks 6-7 needed.
15 menu Language notes: “The” is used for ordering specific menu items.
appetizer (starter) entrée = main course (AmE), small dish before the main course (BrE)
SB page 10 entrée / main course
Activity 11 Presentation
side dish Naming: Is an appetizer small or big? And the main course?
dessert Coffee, tea, and juice are beverages.
beverage Coke, Pepsi, and 7-Up are soft drinks. etc.
soft drink
Would you like a salad? (Y)
Point to the menu on page 10. Would you like the Caesar salad? ➔ I’d
I’d like the (+ menu item).
like the garden salad.
IB 33 May I take your order? Practice: Speech bubbles

Hand out slips of paper and have students create 3 or 4 speech bubbles
for the waiters / waitresses in the illustration, using language learned in
the chapter.

Ordering a meal (cont’d.)
Performance: Role Play – At the restaurant
The waiter should include these questions:
Good evening! May I take your order?
Would you like an appetizer? soup? salad?
What would you like for your main course?
Would you like … with that? beverage? dessert?
Homework

16 a / an / some What would you like to eat? (Go Fish)
On the board, write a, an, some. Students write down two items for each
category on separate slips of paper. S1 asks S2 if she would like one of
his items. If S2 has a match, she should respond “Yes, please,” and S1
should hand her the slip of paper. If there is no match, S2 should respond
“No, thank you.” The winner is the person who collects the most pairs.
S1: Would you like a (cup of tea)?
S2: (has no paper with “cup of tea”) No, thank you.
Would you like some cake?
S1: (has a slip of paper with “cake”) Yes, please. (S2 gives S1 the
paper.) Would you like …?

17 What kind of …? Mind map
Start a mind map of food and drink items using these categories:
WINE, BEER, JUICE, CAKE, ICE CREAM. Students name different types or
flavors within each category.
18 plurals Verbal tennis

One person says a food item in the singular; the next person makes the
item plural and then volleys another singular item back or to another
student to make plural, e.g.:
an apple – two apples; a steak – two steaks;
a bottle of water – two bottles of water, etc.
19 How many …? Drinks for our party

Pairwork. Partners write down as many How many … would you like?
questions as possible in 2-3 minutes. Have pairs share their questions
with the class.
P1: Student writes questions.

Review: Chapter objectives (20 min.)
Chapter Check A International Time Zones
Tell time On the board, write:
San Francisco Toronto London Paris Hong Kong
–8 hours –5 0 +1 +8 hours
It’s midnight in London. What time is it in Paris? San Francisco? etc.
Now it’s 3 p.m. in London. What time is it in …?
Chapter Check B&C Favorite foods / National foods menu

Talk about food and drinks Working in pairs or in groups, students create menus containing either
Order a meal their favorite foods or a menu of well-known dishes from their countries.
You may want to list menu headings (appetizer, main course, beverage,
dessert) on the board. Give a time limit of 5-7 minutes; then have
students exchange menus and order a meal.
Homework







Chapter 3 What do you do?

Jobs Saying where you work in, on, under, next to
The office Talking about jobs Simple present tense
Daily work activities Describing your office always, usually, sometimes, never
Numbers 101-1,000,000 Talking about what people do
and where they work
jobs/people in the office expressions
bank manager book pen Where do you work?
boss calendar pencil What company do you work
client cell phone phone for?
co-worker chair printer What do you do?
doctor clock report How often do you …?
engineer computer table Where’s the …?
homemaker cup etc. It’s on / in / under / next to …
marketing manager desk What’s your e-mail address?
programmer e-mail verbs
reporter fax machine do
salesman / saleswoman folder live
student Internet meet (with)
teacher laptop read
etc. letter speak
magazine use
memo work
newspaper write

1 job Warm-up
… works at Naming: George is a waiter. ➔ That’s his job.
IB 33 Substitution: George is a waiter at the Garden Restaurant.
What does … do?
Where does … work? ➔ He works at …
What’s George’s job? ➔ What does he do? (He’s a waiter.)
Elimination: Is he a waiter at McDonald’s? ➔ Where does he work?
Practice
Have students brainstorm jobs they already know, e.g., teacher, secretary,
doctor (3 or 4 are enough for this chapter preview). Add a name and a
company name to each job, then ask:
What does … do? Where does … work?
2 Listening
Write the items below on the board. Students listen for correct answers.
Track 8 Play track 8.
Ellen works at a) a computer company b) a restaurant
OP EN Ellen works with a) computer programs b) food
Play track 8 again. Students listen and read along on page 12, then
SB page 12 answer the questions.
Activity 1 Where does Ellen work? What does she do?
Briefly mention the topics that will be covered in the chapter.

Saying what you do and where you work (25 min.)
3 What do you do? Assist students in saying their own jobs and where they work. For students who
don’t work, change context to suit their situation (e.g., university students: study,
SB page 13 room, library).
work at
Activity 2
work in Presentation
~ a school Substitution: I’m a teacher. And you? ➔ What do you do?
~ an office I am / you are: I work in a school. I work at Berlitz. And you?
etc. ➔ Where do you work?
Where do you work?
Practice: I am – you are
I’m a … / I work at … / I work in …
Do you work …?
You’re a … / You work at … / You work in …
– Yes, I do.
– No, I don’t. Be sure to practice negative forms, as well.
Practice: QAQ
Have students make up a job, a company, city, country for themselves
and write them down. Then ask.
Are you a …? What do you do? Do you work in / at …? Where do you
work? Do you work in a big … or a small …?
4 meeting Presentation
boring Naming: This is a meeting. This is a meeting room.
IB 40 interesting Draw a line with boring at the left, exciting at the right, interesting in the
exciting middle.
Point out the sleeping and doodling people in the illustration:
Look! The meeting is boring.
Is your job boring? (N) Is it exciting? (N) ➔ interesting
Practice
What jobs are boring? interesting? exciting?
Ask students to think of an interesting job and an exciting job. Then
have them write their own jobs and the two other jobs along the
boring-interesting-exciting line on the board.
How interesting! Presentation

How exciting! Cue-response: (Elena), are you a banker? (Y) ➔ How interesting!
(Kristof), are you a stockbroker? ➔ How exciting!
Practice: Rejoinders
– What do you do?
– I’m a …
– How interesting / exciting!
Performance: Role Play – Saying what you do and where you
work
Ask students to choose a job on the board. Set the scene: You are at an
international meeting. Introduce yourself, say what you do and where
you work.
Homework

Unit 2 Describing your office (40 min.)
5 computer phone False beginners: Have students name as many items as they can in the
picture map illustration; present items not mentioned.
IB 11
clock lamp Presentation
Substitution: What’s in Mr. Simpson’s office? (a …)
table desk
➔ So, there’s a … in his office.
chair Is there a … in your office (room)? Yes, there is. / No, there isn’t.
Elimination: Is there one (chair) …? two (chairs)?
There’s a …
➔ How many (chairs) are there? There are … (chairs).
Is there …?
– Yes, there is. Are there three (desks)? (N) two? (N) ➔ There’s only one (desk).
– No, there isn’t.
Practice: QA – Memory
only Give students a minute or two to study Illustration 11, then turn the
illustration book over and ask questions.
Are there …? Is there a … in the office? How many … are there? Are there two or
– Yes, there are. three tables? etc.
– No, there aren’t.
6 pen pencil True beginners: Present and practice one preposition at a time.
magazine newspaper Presentation
IB 11 book notebook Naming – objects and prepositions:
(piece of) paper pen, magazine, book
pencil, newspaper, notebook, piece of paper
wall floor Elimination: Is this a pen? (N) ➔ It’s a pencil. etc.
drawer
The clock is on the wall. The pencils are in the cup.
on The newspaper is under the table. The small table is next to the door.
in Is the computer on the floor? (N) ➔ Where is the computer?
under Practice: Mixed questions
next to What’s this? Is this a … or a …? What’s on the floor? Where is / are

the …? Is there a … on / in / under / next to the …? How many … are
Where is / are the …? on / in …? etc.
SB page 13
Practice: 20 questions – What’s in my office?
Activity 3
Hold up the office picture in Activity 3 on page 13 for a few seconds
only. Tell students this is your office. Have students talk about items in
your office, where they are, asking Y/N questions, e.g.:
Is there a clock in your office? (Yes, there is.) Is it on the desk? (No, it
isn’t.) etc.
Ask students to draw and/or describe their office. Give them a few
minutes to sketch their offices or favorite room. Introduce vocabulary
as needed. Volunteers present their drawings.
Alternate: Pairwork. Student dictates what is in his office and partner
draws it.
Homework

Unit 3 Talking about what people do and where they work (40 min.)
7 live in / on Students have already practiced simple present with I / you work. Include the plural
Where do … live? forms we / you / they as soon as students are comfortable with the new verbs.
SB page 14
speak Substitution: My address is … ➔ I live in (city/country).
language ➔ I live on (street name).
What language …? Elimination: Do you live …? (N) ➔ Where do you live?
Naming: I’m from the U.S. ➔ I speak English.
Substitution: I speak English and German. ➔ I speak two languages.
And you? How many languages do you speak?
Elimination: Do you speak French? ➔ What language(s) …?
Substitution: Where do you and … live? ➔ We live …
What languages do you and … speak? We speak …
Do you and … live in / speak …? (Yes, we do. / No, we don’t.)
Where do Mr. and Mrs. Fuentes live? ➔ They live …
IB 5, 7a What languages do they speak? They speak …
Do they live / speak …? (Yes, they do. / No, they don’t.)
Practice: QA
Where do … live? Do … speak …? What languages do … speak? Where
do … speak …?
True beginners: Practice I / you, we / they separately, then mixed.
8 speaks, lives, reads Third person singular forms were covered briefly in the chapter preview. Use any
Does …? verbs presented so far.
IB 7a – Yes, … does. Presentation
– No, … doesn’t. Naming/Contrast: Do Mr. and Mrs. Fuentes speak French? (N)
SB page 14 Who (speaks) …? ➔ Mr. Fuentes speaks French, but Mrs. Fuentes doesn’t speak French.
Activities 4-5
Does … speak / live / read …? (Yes, … does. / No, … doesn’t.)
Elimination: Does Mrs. Fuentes speak German? Mr. Rossi? Mr. Michaud?
➔ Who speaks German? lives in Paris? reads Italian magazines?

Practice: AQ
Read aloud the statements about famous people below, then have one
student ask the question and another answer. Prompt with question
words as needed.
1. King George doesn’t live in Buckingham Palace. (Who …?)
2. The Queen of England doesn’t live in Hong Kong. (Where …?)
3. Queen Elizabeth doesn’t speak Greek at Buckingham Palace. (What
language …?)
4. She doesn’t read The Boston Globe newspaper. (What newspaper …?)
5. She doesn’t eat spaghetti for breakfast. (What …?)
P1: Pretend that you don’t know the answer and have student give it.
9 write Presentation
letter Naming/Gesture/Contrast:
letters memo I write letters to my friends. I don’t write magazine articles.
print-outs e-mail I use a computer, but I don’t use a fax machine.
of e-mail article Elimination: Do you write / use …? ➔ What do you write / use?
memos write to
articles Practice: Survey
use Students write 5 questions with write and use, then survey the group.
P1: Student interviews instructor.
What do you …? Set a time limit for the survey. Have students report their findings. Where
more than one person does the same thing, have students summarize by
using we / they.

Talking about what people do and where they work (cont’d.)
10 teacher False beginners: Brainstorm key words associated with the jobs listed in Activity 9
teach on page 15. True beginners: List the jobs and a few key words and have students
student match the two lists.
(Note: Bolded words below appear on the CD tracks.)
OP EN reporter
newspaper ~ Presentation
programmer teacher: teach, student
SB page 15
program reporter: write, articles, newspaper, magazine, interview
Activity 9 programmer: computer, write, program, software
software
engineer engineer: design, plan, machines
doctor doctor: hospital, doctor’s office, medicine, sick / ill
bank manager bank manager: bank, manage
manage housewife: housework, family, home
housewife Listening 1
Tracks 9-12 Play tracks 9-12. Students listen and complete the activity on page 15.
ANSWERS: 1. Beatriz / programmer 2. Brian / teacher 3. Theresa /
Who does … work for? bank manager 4. Marco / reporter
Presentation
Elimination: Does Beatriz work at Microsoft? Apple Computer? ➔ Who
does she work for?
Listening 2
Play tracks 9-12 again. Pause after each track and ask: Who does …
work for? What does … do? (elicit verbs)
11 co-worker Presentation
boss It might be useful to draw a simplified organization chart of your Language Center.
IB 40 assistant
Naming: Janet Miller is Mr. Bennett’s assistant.
LC staff: Mr. Bennett is Janet’s boss.
receptionist Janet meets with Mr. Bennett in the morning.

director … and I work at Berlitz. ➔ We are co-workers.
meet with … is the director. He / She is my boss. ... is the receptionist.
12 always Presentation
usually Draw a line with 100% to 0% and label with frequency adverbs. Point to
SB page 14 sometimes the scale as you present each of the adverbs.
Activity 6 I always speak English in the classroom.
rarely
I usually write e-mail in English at work.
never I sometimes read books on science.
I rarely use my cell / mobile phone.
How often? I never meet with (president of the country).
Elimination: Do you always speak English at home? usually?
➔ How often …?
Practice: QFS
Have students look at the chart for Activity 11 on page 15 and ask
OP EN classmates how often they do the things listed, e.g.:
How often do you read your e-mail? I always read my e-mail.
SB page 15 Performance: Talking about what people do
Activity 11 Draw the table on page 33 on the board and have students fill in the
information. Feel free to add extra categories. Then use the table to have
SB page 14 students ask and answer questions about what people do every day, e.g.:
Activities 4-6 What does … do? What’s … favorite drink? What kind of … does … read?
Do / Does …? How often …?

Talking about what people do and where they work (cont’d.)
Carlos Richard and Jan instructor student
job
company
country
languages
magazine
favorite drink
writes
uses
lunch time
Homework
Unit 4 Calling a business for information (20 min.)

13 store (shop) Talk about times only. Days of the week are presented in Chapter 5.
bakery
IB 56 Presentation
shoestore Naming: This is a bookstore. They sell books.
IB 22
butcher What kind of store is this? What do they sell?
bookstore
museum Naming/Gesture: What time is it? ➔ So, Ann’s Café is open now. Ann’s
supermarket Café is open from 7 a.m. to 11 p.m. Is Ann’s Café open at 6 a.m.? ➔ No,
they’re closed.
bank
Elimination: Is Ann’s Café open from 12 to 6? 9 to 5? ➔ What are their

pharmacy hours?
sell
Practice: QA
open
What does the supermarket sell? Where do they sell books? What is open
closed from 7 a.m. to 10 p.m.? What are the restaurant’s hours? Is the bank open
from … to … at 5 p.m.? etc.
What are … hours?
14 Listening
Play track 13. Then ask:
SB page 16 Is Peachtree a bookstore or a computer store?
Activity 12 Would the caller like a computer book or a laptop?
Track 13 What are the store’s hours? What’s their address?
15 website Write on the board the following website / e-mail addresses plus the local site /
e-mail e-mail address.
SB page 16 “dot” (.)
“at” (@) Naming:
This is the website for … ➔ www (dot) berlitzenglish (dot)com
.com ➔ www (dot) berlitz (dot) com
.co.uk This is our e-mail address. ➔ LC (at) berlitz (dot) (country)

Calling a business for information (cont’d.)
Practice: Pronunciation
OP EN Students practice saying their company’s website, their e-mail addresses
and those on the business cards on page 15 (or write your own extras on
SB page 15 the board):
Activity 10 gihupp@cisco.com / www.cisco.com
www.amazon.com / www.microsoft.com / bill.gates@microsoft.com
– What’s your company’s website address? – It’s …
– What’s your e-mail address? – It’s …
OP EN
Performance: Role Play – Call a business for information
SB page 16 Students use text in Activity 12 on page 16 as a model and call Audio
Activities Performance for information about what they sell, their hours, address,
website address.
12-13
Homework

16 adverbs of frequency How often do you do that?
Brainstorm verbs students have learned so far (eat, drink, work, read,
SB page 14 write, meet with, use, sell). Ask students to write two to three sentences
Activity 6 about themselves or someone they know using the verbs and adverbs
of frequency.
Pairwork. Student reads one sentence aloud, but without the adverb.

Partners ask questions to guess what it is, e.g.:
– Maria eats cereal in the morning.
– Does she always eat cereal in the morning?
– No, she doesn’t.
– Does she usually …? How often …?
Once the partner guesses a sentence, they switch.

Chapter Check A Alter Egos
Say where you work Students choose a picture of a person and skim the text to find out the
(simple present) person’s name, what her job is, where she works, etc. (usually found in
the caption or the lead-in text). Students then present themselves as the
English Passport person in the picture.
or other magazine / newsaper
Chapter Check B Spot the differences

Describe your office Pairwork. One student looks at Activity 3 picture on page 13; partner
looks at Chapter Check picture on page 17. Students take turns asking
(prepositions)
questions to find out what the (four) differences between the two
pictures are.
1. the printer is on / under the small table
2. the cell phone is next to / on the printer
3. the newspaper is under the table / on the chair
4. the pencils are in the cup / on the desk

Review: Chapter objectives (cont’d.)
Chapter Check C What does Mrs. Bennett do?
Talk about what people do Dictate (or write on board) the list in the left column below. Then
(simple present) whisper one or more pieces of information to each student. P1: Give
half the information.
Students then ask each other questions to find out the missing
information about Mrs. Bennett. When ready, call on students to report
their findings.
First name (Ann)
Last name (Bennett)
Address (314 Garden Street, Springfield, New York)
Languages (English, French, Spanish)
Job (language teacher)
Company (Berlitz)
Meets with (director, receptionist, co-workers)
Reads (The New York Times)
Writes (newsletter articles)
Extra challenges







Chapter 4 How much is it?

Colors Asking about a price Present progressive tense
Clothing Talking about colors and clothes this, that, these, those
Sizes Asking about sizes and prices Which one?
Prices
clothing and accessories colors nouns expressions
blouse beige cash What are you wearing?
briefcase black credit card I’m looking for …
earrings blue customer How much is it?
gloves brown salesperson What kind of …?
handbag gray Which …?
hat green adjectives Can I help you?
jeans orange big / small Cash or charge?
necklace purple cheap / expensive
pants red
verbs
shirt white
accept
shoes yellow
ask
shorts
sizes buy
skirt
small give
sneakers
medium look (for)
socks
large order
suit
extra-large pay (for)
sweater
take
sweatshirt
wear
tie
watch

etc.

1 suit Presentation
dress Naming: This is a suit. Is this a suit? (N) ➔ dress
IB 43 Is this dress a size 12? ➔ size 10
size
IB 44 Are the people in an office? ➔ They’re in a store.
2 Pre-Listening
Write the statements below on the board. Show students the photo on
SB page 18 page 18 and have them predict whether the statements are true or false.
Activity 1 1. Ms. Taylor is at work.
2. She’s looking for a suit in size 10.
Track 14 3. The suit is £195.
Listening
Play track 14. Students listen for the answers.

Talking about colors and clothes (35 min.)
3 red yellow Have students name the colors they already know.
blue green
brown black Naming: Present 3 or 4 colors at a time and have students repeat. Drill,
Activity 2
white gray then add one or two more colors until all have been presented.
orange purple Elimination: Is this blue? red? yellow? ➔ What color is this?
IB 7c
beige (pink) Is the … yellow? black? brown? ➔ What color is it?
classroom Practice: AQ
What color is this?
objects Recycle vocabulary (common office objects) from Chapter 3.
The … isn’t blue. (What color is it?)
The … aren’t red. (What color are they?) etc.
4 hat scarf Have students name the clothing items they already know.
coat sweater Presentation
IB 43, 44 blouse skirt Naming: Clothing items. Drill clothing, then present wear.
tie shirt Naming/Contrast: My coat is new. Is my (hat) new? (N) ➔ It’s old.
SB page 19 belt jacket Is your … new? old? What’s new? What’s old?
Activity 3
new old I always wear a jacket, but I never wear a red jacket.
Do you always wear a tie?
wear Practice: QA
What color is the / his / her / my / your …? Is the … red or blue?
Do you wear a suit at home? How often do you wear a …?
5 pants (trousers) Practice only the verb wearing for now. Present progressive is expanded on later
shoes in the chapter.
SB page 19 socks
gloves Naming: I usually wear black shoes, but now I am wearing brown shoes.
earrings
Elimination: Am I wearing red shoes? ➔ What color shoes am I wearing?

IB 43
Substitution: Am I wearing one brown shoe or two brown shoes?
a pair of … ➔ I am wearing a pair of brown shoes.
Naming: Am I wearing a pair of paper shoes?
wool cotton ➔ No, I am wearing a pair of leather shoes.
leather silk
Practice: QAQ
wearing What color … is he wearing? What kind of … are you wearing? Who is
wearing …? Are you / Is she / Am I wearing …?
IB 44 What … wearing? Performance: Spot the spy
Tell students there is a spy in the picture. Students ask questions to
discover who the spy is, e.g.: Is he wearing a jacket? Is the jacket blue
or brown?
6 this – that Presentation

these – those Touch items to introduce this / these, point for that / those.
IB 43 Naming/Gesture: This is (a shirt). That is (a jacket). What’s this? What’s
IB 44 that?
Is this my … or your …? ➔ That is …
Is that your … or my …? ➔ This is my … Whose … is this / that?
What color is this / that …?
Is this a …? And this? ➔ These …
What’s that? And that? ➔ Those …

Talking about colors and clothes (cont’d.)
Practice: QA
This is (my) … This … is (brown). Whose … is this / that? What color is
this …? Is this … or is that … leather? Are these your … or my …? Are
those … new?
Practice: Rejoinders 1
– Excuse me. I think that’s my (coat) / those are my (gloves).
– I’m sorry, this is my … / these are my …
– Excuse me. Is this your …? / Are these your …?
– Oh, no. That’s not my … / Those aren’t my …
nice Practice: Rejoinders 2
beautiful – That’s a nice tie you’re wearing. Is it new?
– Yes, it is. Thank you.
– Those are beautiful earrings!
– Thank you.
Performance: Talking about colors and clothes
Students interview each other to find out what they usually wear to
work / at home, then report what their partner is wearing now, what
they usually wear.
(Maria) usually / always / never wears … Today she’s wearing …
Homework

Unit 2 Asking about sizes (40 min.)
7 clothes Use local sizes to present.
small
IB 43 Presentation
medium Naming: These are Mr. and Mrs. Bennett’s clothes.
large Point to tag in illustration. What size is this? ➔ Mrs. Bennett wears
size 10.
Substitution: Is that a big size? (N) ➔ isn’t a large size
Elimination: Is it small? (N) ➔ It’s a medium.
Does Mr. Bennett wear a size 38 jacket? (N) 40? (N)
➔ What size does he wear?
Practice: QA
What size shirt / shoes … wear? Who wears a small / medium / large …?
8 looking for Present progressive is formally introduced later in this chapter. For now use the
trying on construction only with the verbs looking (for) and trying (on).
IB 45
fitting room Presentation
Naming: Where is the customer? Would she like a new dress? ➔ She’s
looking for a dress.
Is this her dress? (N) ➔ She’s trying on a dress.
Where do you try on clothes? ➔ in the fitting room

Asking about sizes (cont’d.)
IB 44 Practice: QAQ
What are they looking for? Is … looking for or trying on …? What color
… is he trying on? Is … too big or too small? What do you always / never
try on?
9 too (big / small) Presentation

long Substitution: Is the size OK? ➔ It fits.
IB 44, 45 short Naming/Gesture: He’s trying on a jacket. Does it fit? (N) ➔ It’s too big /
fit long.
It’s a little big / small. Contrast: Is … long? (N) ➔ short
Naming: Are your (shoes) my size? (N) ➔ They’re too small.
You wear size (7 1/2); I wear size (8). ➔ a little small
Do you have this in Teach this as a fixed expression, without introducing have / has.
(size 12 / blue)?
You’re trying on size … It’s a little big / small.
➔ Do you have this in size …?
You’re trying on a (brown jacket). You’d like to try on a (blue jacket).
➔ Do you have this (jacket) in (blue)?
Performance: Skit 1
– Can I help you?
– Yes, I’m looking for … in size …
– Here you are. Would you like to try it on?
– Yes, please. Where is the fitting room?
– It’s over there.
Thanks, anyway.
Performance: Skit 2
– Excuse me. This … is a little small / big. Do you have it in size …?
– Yes, we do. Just a moment. / Sorry, we don’t.
– Thank you. / Thanks, anyway.
Extension Activity: Old clothes in my closet

Tell students to think about their (or their children’s) clothes at home and
make a list of clothes they don’t wear because they are too big / small /
long / short / old.
e.g.: I don’t wear my white shoes. They’re too old and too small now. etc.
Homework
TECH COMPONENT Chapter 4: Encourage students to get a start on the activities for this chapter.

Unit 3 Asking about prices (40 min.)
10 watch Use local and regional currencies, as well.
wallet
IB 14 Presentation
sunglasses Naming: This is a watch / wallet. These are sunglasses.
dollars / cents Sunglasses are twenty dollars. Postcards are fifty cents.
pounds / pence Magazines are four dollars and fifty cents.
➔ Magazines are four-fifty.
How much …? Are newspapers $4.50? $1.50? ➔ How much are they?
Contrast: How much is this watch? ($275) ➔ This watch is expensive.
cheap Are these watches expensive? ➔ cheap
expensive Is this camera just a little expensive? (N) ➔ very expensive
very Practice: QA / QFS

How much is / are …? What’s (50¢)? What’s expensive / cheap? etc.
11 gold Presentation
plastic Naming: This watch is gold. Contrast: Is this watch gold? ➔ plastic
IB 14 Elimination: Is the plastic watch expensive?
Which …? ➔ Which watch is expensive?
SB page 20 Naming: This one / That one / The black one …
this / that one
Activity 6 Which watches are $35? ➔ These / Those / The plastic ones …
the … ones
Practice: QA
IB 8 Use IB 8 and/or classroom objects.
Which … is on the table / floor? Which … would you like? Would you
like the … ones or the … ones?
12 What kind of …? vs. Presentation

Which …? Contrast: What kind of tie would Mr. Bennett like? ➔ a silk one
IB 44 Which (silk) tie would he like? ➔ the red and yellow (striped) one
What kind of gloves would you like? ➔ leather ones

SB page 20 Which (leather) gloves would you like, the red ones or the black ones?
Activity 7
Practice: What kind of? / Which?
I’m looking for some socks, but not wool ones. (What kind of …?)
I would like some cotton socks, but not those gray ones. (Which …?)
I’m looking for a new scarf, but not a cotton one. (What kind of …?)
I’d like a silk scarf, but not that yellow one. (Which …?) etc.
IB 14 Performance: Skit – Asking about prices
IB 44 Use the IB to assign parts to students.
– Can I help you? – May I help you?
– Yes, how much is that …? – Yes, how much are those …?
– Which one? This one? – Which ones? These?
– No, that one / the … one. – No, those / the … ones.
– It’s … – They’re …
Homework

Unit 4 Making a purchase (20 min.)
13 present progressive Presentation
buying Naming: Mr. Bennett is buying a tie.
IB 44 Substitution: Is he using a credit card? ➔ He’s paying with a credit card.
paying
… cash Contrast: Does he always pay with a credit card? ➔ Sometimes he pays
SB page 20 cash.
… with a credit card
Activity 5 Elimination: Is Mr. Bennett paying cash? with a credit card?
taking
➔ How is he paying?
Contrast: Is the salesperson giving Mr. Bennett the credit card?
How … paying? ➔ No, he’s taking …
What … doing? Elimination: Is Mrs. Bennett buying a dress? trying it on?
➔ What is she doing?
Practice: QA
Expand on present progressive by recycling verbs from Chapter 3: using,
speaking, reading, writing, working, meeting.
IB 45 Practice: AQ
She usually buys blouses, but she isn’t buying a blouse now. (What?)
She sometimes looks for cotton dresses, but she isn’t looking for a cotton
dress now. (What kind of?)
She often tries on size 12, but she isn’t trying on a 12 now. (What size?)
She usually pays cash, but she isn’t paying cash today. (What? or How?)
14 I’ll take it! Presentation

How would you like to Naming: Do you like …? Would you like to buy it? ➔ I’ll take it!
pay? Elimination: Would you like to pay with a credit card? cash? ➔ How
Do you take credit would you like to pay?
Substitution: I’d like to pay with a credit card. Is that OK? ➔ Do you take
cards?
credit cards?
accept Do you take American Express? ➔ Do you accept …?
OP EN Which credit cards do you accept?
Practice
SB page 21 Students read and complete the dialog on page 21 using the expressions
Activity 10 above.
15 Warm-up
Pairwork. Assign a small part of either IB 14 or 44. Pairs work together to
IB 14 or 44 write 4 to 6 lines of dialog between a salesperson and a customer.
Alternate: Students make speech bubbles for characters in the IB.
Performance: Role Play
Students act out the dialogs they’ve written (from memory, if possible).
Ordering over the phone (10 min.)

16 credit card number Warm-up
expiration (expiry) date Do you sometimes buy clothes using the Internet or phone?
SB page 22 How do you pay?
(12/05 = mo./yr.)
Activity 12 What information do you give? (Elicit: name, address, credit card
number.)
And the expiration date?

Ordering over the phone (cont’d.)
Track 15 Listening
Set the scene: Mrs. Almeida is calling a store. She would like to order
some clothes.
Dictate (or write on the board) without the answers:
1. Mrs. Almeida is calling Land’s End. (T)
2. She’d like a skirt. (F)
3. She would like a green one. (F)
4. She’d like a [size] large. (F)
5. She would like two sweaters. (F)
6. She is giving her phone number. (F)
7. She’s paying cash. (F)
8. Her credit card number is 5288-9006-0052-3247. (F)
9. The expiration date is 12/05. (T)
Ask students to listen and correct the false statements. You may need to
play the track several times and/or pause it. Play track 15.
17 dark The point here is for students to be able to find KEY information, not to
light (colors) understand every word.
SB page 22
true Reading
Activity 11
Ask students to look over the catalog excerpt on page 22.
OP EN Follow-up
What color is “forest”? (green) And indigo? (blue)
Naming: And navy? Is it between blue and black? ➔ dark blue
Contrast: Is this dark blue? ➔ light blue
Is this light red? (N) dark red? (N) ➔ true red
Are these wool sweaters or cotton sweaters? (cotton)
(Anna), you would like a sweater. What’s the (item) number of the
sweater? (Carlos), what’s the number …?

Homework
Review: Language structures

18 present progressive Who’s doing what? What do they usually do?
vs. simple present 1. Photocopy and cut up two series from the IB and mix them up. Have
IB 34, 38, 45 students sort them, put them in the right order, and tell the stories.
True Beginners: You may want to use just one series.
2. Students retell the story, using frequency adverbs / simple present
tense to say what the people in the series always / usually / never do.

Chapter Check A Match the description with the picture
Talk about colors and clothes Select one or two illustrations with several people from the IB. One
student describes what one person is wearing; the other student(s) try to
identify the person being described. First student to identify the person
becomes the next one to describe.
Chapter Check B Bargain hunting

Ask about sizes and prices Have students individually create a price list for the items in the illustra-
tion. Ask them to think of 3 items they would like to buy and to go to
IB 44 other students to look for the item and to ask the price. They then decide
who they will buy from. Students write down what they sell. Whichever
seller makes the most money is the winner.
Chapter Check C Create a catalog listing

Order over the phone Using one or two of their own clothing / accessory items, students create
a catalog description. The description should include colors, sizes
available, what the item is made of, and price.
Homework







Chapter 5 Have a nice trip!

Travel plans Talking about travel plans Present progressive tense
Calendar: days of the week, Talking about the calendar, (future meaning)
months, and dates seasons, and weather would like, want
Seasons and weather Making travel plans
ordinal numbers nouns adjectives expressions
first calendar cold What’s the weather like?
second flight hot When are you leaving?
third flight number rainy How about …?
etc. summer sunny
trip warm
time expressions vacation
soon weather verbs
today come (back)
tomorrow go
yesterday leave
travel
want
would like

1 How are you? Presentation

Fine, thanks. Greet students: Hi! How are you?
Great! Voice, facial expression: Fine, thanks. ➔ Great!
Students greet each other.
– Hi. How are you?
– Fine, thanks. And you?
– Great!
2 going to … Presentation
going on Is Mr. Simpson in NY now? (N) ➔ going to New York
IB 23 Substitution: ➔ going on a trip to New York
~ a trip
~ a business trip Is he going to New York to work? (Y) ➔ business trip
~ vacation Are Karen and Ellen going on a trip? (Y) Are they going on a
business trip? (N) ➔ going on vacation
Where … going? Elimination: Are they going to Boston? Toronto? ➔ Where … going?
Naming: Limit days to Friday and current day.
IB 25 today Today is … This is Friday.
Friday
Practice: QA
Who is going on vacation? a business trip? Where … going?

Chapter Preview (cont’d.)
3 Listening
Play track 16, then ask:
SB page 24 Is Carla going on a business trip or on vacation?
Activity 1 Where is she going?
Is she going on vacation today or on Friday?
Track 16
Play track 16 again and have students do the follow-up questions.
Check answers by giving the wrong answers, e.g.:
Carla’s going on a business trip, right? ➔ No, she’s going on vacation.
Talking about the calendar 1 (28 min.)

4 Monday, Tuesday, etc. True beginners: Present and practice days, months, and years separately.
What day …?
IB 25 Presentation
week Naming: Monday, Tuesday, etc.
today Elimination: Is this …? (Y/N) ➔ What day is this? It’s …
SB page 25
tomorrow Naming: There are 7 days in a week.
Activity 2
January, February, etc. Today is … Gesture: And tomorrow?
Elimination: Is today Saturday? Sunday? ➔ What day is today?
What month …?
Naming: January, February, etc.
19— Elimination: Is this …? (Y/N) ➔ What month is this?
200– Write several years on the board to present and practice pronunciation of
year years, e.g., 1901, 1999, 2000, 2005.
Is this …? (Y/N) ➔ What year …?
Practice: QA / QFS
Is this … or …? What day / month / year is this? Is it …?
Practice: Days, months, years

Ask a student to say a day of the week; student next to him says the next
day of the week, and so on until you give a signal (e.g., say “Switch.”)
and the direction changes and continues. After a couple of rounds, do
the same with months, then years.
P1: Do the activity ping-pong fashion.
5 1st, 2nd, 3rd, 4th … Presentation

31st Naming: This is January first / second / third / fourth, etc.
IB 25 January is the first month of the year.
January 1st Elimination: Is today January 1st? ➔ What’s the date (today)?
SB page 26 the 1st of January Practice: What’s the date?
Activity 7 Point out the two ways of writing the date with numbers:
What’s the date (today)? MM/DD/YY (US standard) and DD/MM/YY (UK standard).
1. Write the numerical forms of dates; students say what the date is, e.g.:
10/13/01 ➔ October thirteenth two thousand and one.
2. Say a date, students write down the numerical form (specify which
standard they should use), e.g.:
October thirteenth two thousand and one ➔ 10/13/01.
Homework

Unit 2 Talking about the calendar 2 (15 min.)
6 present progressive Language note: Present progressive is used for future meaning when referring to a
(future meaning) definite plan, intention, or activity (especially with verbs such as come, go, stay,
SB page 26 arrive, leave, and those that describe a means of transport, e.g., fly).
at + time
Activity 4
on + day / date Presentation
in + month / year True beginners: Present and practice one time expression at a time.
Naming: I’m meeting my friends at 6 o’clock.
this / next week / month I’m buying a new TV on Saturday / on the 20th.
/ year I’m going to the US in August / in 2007.
on (at) the weekend This week I’m working in …; next week, I’m working in London.
Are you meeting your friends today? tomorrow? ➔ When …?
When …?
What … doing …? Elimination: Are you buying a car in August? (N) selling your house? (N)
➔ What are you doing in August? on Thursday? at 8 p.m.? next …?
What are you doing on Saturday and Sunday? ➔ on the weekend
Practice: AQ
Use verbs students are familiar with, e.g., go, buy, pay, wear, meet, sell,
work, study, eat, drink. Make up statements; have students make up
appropriate questions.
The Bennetts are selling their computer, but they’re not selling their
computer this week. (When …?)
Karen is studying tomorrow, but she’s not studying English. (What …?) etc.
Performance: Class calendar
Students choose a month; draw the calendar for the month (or hand
out photocopies of a calendar). Everyone writes what they are doing,
holidays, special events, etc., on the calendar. They then use the calendar
to ask questions, talk about what they are doing during the month.
Extension Activity: Match the abbreviations
Randomly write the abbreviations for the days, months, and the
numerical forms of the ordinal numbers (e.g., 1st, 2nd) on the board.

1. Call out day / month / number; students point to the appropriate
abbreviation.
2. Point to abbreviation, students give the full word.
Talking about travel / travel plans (25 min.)

7 walking Presentation
going by Naming: I am walking.
IB 23 (They are) going to … by train / plane / car / bus.
~ train
~ plane / flying Substitution: Is … going by plane? ➔ traveling by plane ➔ flying
SB page 26 Is … traveling by car? ➔ driving
~ car / driving
Activity 6
~ bus Elimination: Is … going by car? (N) plane? (N) ➔ How is … going …?
traveling
Practice: QA / QFS
How … going to …? Where is … going? Who is going by …? Are they going by … or …?
8 leaving Presentation
coming back Where is Oscar going? (Chicago)
IB 28 Substitution: Is he going on Monday? (Y) ➔ leaving on Monday
Naming/Gesture: He is coming back on Thursday.
Elimination: Is he coming back in 2 days? a week? ➔ When is he
coming back?

Talking about travel / travel plans (cont’d.)
Practice
OP EN Ask students questions about Mr. Webster’s itinerary on page 28.
Where is Mr. Webster going? When is he leaving? When is he coming
SB page 28 back? Is he going by train? How is he going to Toronto?
Activity 11
Practice: Summary
I am going to Portugal in January. I am leaving on … and coming back
on … We aren’t traveling by bus. We’re flying.
9 Have a nice trip! Warm-up

Students choose one of the pictures (business trip / family vacation) from
Activity 9 on page 27 and create an itinerary for themselves. Ask them to
OP EN include where they’re going, when they’re leaving, and when they’re
coming back.
SB page 27 Practice: Talking about travel plans
Activity 9 Pairwork. Model the questions below, then have partners ask and answer
them, using their itineraries.
Are you going on vacation / a trip this year?
Where are you going?
When are you leaving?
When are you coming back?
Have a nice trip!
Homework
Unit 3 Talking about seasons and weather (40 min.)

10 spring Note: Teach rainy / dry season if appropriate.
summer
IB 46 Presentation
fall / autumn Naming: spring, summer, fall, winter.
winter Elimination: Is this …? (Y/N) ➔ What season …?
SB page 25
season
Activity 3 Draw a scale on the board: hot-warm-cool-cold.
in + season
Naming/Gesture: August is hot.
Contrast: Is January hot? ➔ It’s cold.
hot
Elimination: Is May usually hot? cold? ➔ warm
cold Is October usually cold? warm? ➔ cool
warm Substitution: Which season is cold? Elicit: Winter is cold.
cool ➔ It’s cold in winter.

Talking about seasons and weather (cont’d.)
11 sunny Language note: rainy / snowy describe weather conditions in general (April is a
cloudy rainy month.); raining / snowing are used to describe current weather conditions
IB 46 (It’s raining now.).
windy
rainy / raining Presentation
SB page 25
snowy / snowing Naming: It’s sunny, cloudy, windy, rainy, snowy.
Activity 3
March is cool and windy.
What’s the weather Which months are snowy?
like? Elimination: Is (March) sunny? ➔ What’s the weather like in (March)?
Substitution: Is today rainy? Is it raining today? snowing? What’s the
weather like today?
Practice: QA
Which season is hot / cold? Which months are in spring / fall?
What kind of clothes do you wear in (season)? What’s the weather like in
(country) in (season). What kind of weather do you like? What’s your
favorite season?
12 partly cloudy / sunny Temperature conversions: -4°C = 25°F 8°C = 46°F 14°C = 57°F
degrees (°C / °F) 6°C = 43°F 9°C = 48°F 16°C = 61°F
minus Presentation
OP EN high (maximum) Contrast: Is it very cloudy in Paris today? (Y) in Rome?
low (minimum) ➔ partly cloudy / sunny
SB page 28 What’s the temperature? Naming: Is it warm in Athens? ➔ It’s 14 degrees.
Activity 12 And in Moscow? It’s minus 4 degrees.
Gesture: That’s the high!
Elimination: Is it 7 degrees in Dublin? 8 degrees? ➔ What’s the
temperature?
Practice: QFS
What’s the weather like in …? Is it cloudy in Barcelona? What’s the

temperature in …? And here? Where is it warm and sunny?
Performance: Faulty forecasts
Read the weather for the European cities on page 28, but with one piece
of incorrect information. Students must correct the information, e.g.:
I: The weather is warm and sunny in Athens today; the high temperature
is 10 degrees.
S: The high temperature is 14 degrees.
13 Warm-up
Have students draw weather symbols and write temperatures on post-it
SB page 28 notes similar to those on page 28.
Activity 12
Performance: Weather forecasters
Have students place their symbols on a map and give a weather forecast.
OP EN
IB 2-4
post-it notes
Homework
TECH COMPONENT Chapter 5: Encourage students to get a start on the activities for this chapter.

Unit 4 Making travel plans / Offering suggestions (30 min.)
14 like to Language note: want expresses a stronger desire than would like. Avoid the
would like to question What do you want? as it typically conveys annoyance.
want to Presentation
Naming: I like winter, but I don’t like to travel in winter.
I’d like to go to Antarctica, but I wouldn’t like to live in Antarctica.
Substitution: Would you like to go to (faraway place)? by bus? ➔ You
don’t want to go by bus.
Practice: I am / you are
I like to … / I don’t like to …
I’d like to …, but I wouldn’t like to …
I want to … / I don’t want to …
15 ship Presentation
cruise Naming/Substitution: Do you want to travel on a ship? ➔ go on a cruise
airfare How much is a trip to Hong Kong? Is that just the plane trip? (Y)
OP EN I don’t know.
➔ Airfare is $735.
Impossible request/Gesture: How much is the airfare to Antarctica?
Do you know? ➔ I don’t know.
SB page 28
Contrast: How much is the airfare to Paris? Do you know? (Yes, it’s …)
Activity 10
Practice: QA
Do you like to travel by ship? Would you like to go on a cruise? Do you
want to go to Las Vegas or the Bahamas? Which trip is expensive? etc.
How about …? Practice: Rejoinders
That’s a good idea. – Where are you going on vacation this summer?
– I don’t know.
– How about a Greek island cruise?
– That’s a good idea.
Listening 1
16
Set the scene: Paul and Sumi are talking about travel.
SB page 27 Play track 17. Then ask:
Activity 8 Is Sumi going on vacation or on a business trip?
What kind of weather does she like?
Track 17
Listening 2
Dictate the questions below or write them on the board. Students listen
for answers. Play track 17 again.
1. What kind of country does Sumi want to go to? (warm)
2. What is Paul’s first idea? (Thailand)
3. What’s the weather like in Thailand in summer? (hot and rainy)
4. Does Sumi like the weather in Thailand? (N)
5. What’s Paul’s second idea? (Rio de Janeiro)
6. Does Sumi like this idea? (Y)
Extension Activity (can be homework)
Say: You are Sumi. You are on vacation now. Write a postcard to Paul.
17 Presentation
Naming: Do you go to a bank to buy plane or cruise tickets?
SB page 28 ➔ travel agency
Activity 10 Who do you speak to? ➔ travel agent
travel ads

Making travel plans / Offering suggestions (cont’d.)
Performance: Role Play – At the travel agency
Use the Travel Specials on page 28 or travel ads. Elicit questions a travel
agent might ask.
Set up the situation: You are now at a travel agency. You would like to go
on vacation, but you don’t know where to go.
Possible complications:
– the airfare is too expensive
– the trip the customer is interested in leaves on Monday
– the weather in … is terrible now.
Homework

18 present progressive What I usually do
(future meaning) Students write 3 sentences about what they usually do but are not doing
SB page 26 tomorow / later this week/month/year. Others ask questions to find out
vs. simple present;
Activity 4 what classmates are doing, e.g.:
time expressions
I usually eat lunch at my office, but I’m not eating lunch at my office
tomorrow. (Where are you eating lunch tomorrow?)
I usually go on vacation in September, but I’m not going on vacation in
September this year. (When …? What …? Are you …?)
Give time expression prompts if needed: today, tomorrow, at …,

on …, in …, this / next …

Chapter Check A Find someone who …
Talk about the calendar Dictate or write the questions below on the board:
1. Who is going on a business trip next month?
2. Who is going on vacation in June?
3. Who isn’t coming to class on (Wednesday)?
4. Who isn’t going to work tomorrow?
5. Whose birthday is in January?
Give a five-minute time limit. Students ask each other Y/N questions to
find answers to the questions. Encourage them to seek details. At the end
of the time limit, students report their findings.
P1: Student asks questions about your plans for the year.
Chapter Check B&C Mind Map: Seasons

Talk about seasons and weather Students create a mind map for different seasons. Starting with the name
of the season at the center, draw branches for weather, holidays, clothing,
vacation destinations, food. (Encourage students to add branches if they
wish.)

Review: Chapter objectives (cont’d.)
Chapter Check D Where are they going?
Talk about travel plans On the board write: Who? Where? How? When?
On separate slips of paper, students write (1) a name, (2) a destination,
(3) a mode of transportation (by train, etc.), (4) a date, month, or season.
Collect each category and create 4 stacks. Each student draws one piece
of paper from each stack and builds complete sentences using the
elements, e.g.: Bill Gates is going to the North Pole by bus in January.
Homework







Chapter 6 Review
Objectives Ladder
• introduce yourself and others OPTIONS
• say where you’re from
• Review. Give a question or sentence, and students identify which
• give your phone number and objective it relates to.
address
• spell your name • Pairwork. Students come up with as many questions and responses
• order in a restaurant as they can for a particular objective, then compare results with other
• talk about food and drinks students or look back at the appropriate chapter to see if they’ve
• tell time missed anything.
• order a meal • Dictation. Choose representative sentences from the chapters for
• say where you work dictation. Alternatively, each student chooses five or six sentences from
• talk about jobs a specific chapter (or one from each chapter) and presents the dictation
• describe your office to classmates.
• talk about what people do and • Self-assessment. Students check off objectives or rate themselves on
where they work their ability to achieve each objective (e.g., with scale or thumbs up /
• ask about a price down). Review any objectives that are not checked off or which receive
• talk about colors and clothes a low rating.
• ask about sizes and prices
• talk about travel plans • Selection. Students select one or more of the objectives they would
like to practice.
• talk about the calendar, seasons,
and weather
• make travel plans
Action Modules

Action Modules: The Action Modules are information-gap role-play activities designed for
use with two role players. If you have an odd number of students in class,
1. A first meeting one person can act as an observer and note-taker and give a summary at
2. At a restaurant the end. You may want to ask students to select the Module they’d like to
3. A social gathering act out, then do another if time permits.
4. Shopping for clothes
5. Business or pleasure? Step 1
Students read through the titles of the role cards. Ask students to think
SB pages 31-34 about what the topics might be.
Step 2
Brainstorm / Review the kind of language that might come up in the
Action Module. Referring to the Objectives Ladder, students tell you
which objectives are involved.
Step 3
Assign roles. (Remind students not to look at the other person’s role card.)
Step 4
Students read their role card to make sure they understand the task. Assist
with vocabulary as needed.

Action Modules (cont’d.)
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, then correct significant or frequent errors.
Step 8
Time permitting, re-enact the module, switching roles.
Optional: Record the Action Modules and play them back later
so that students can discuss / assess their performance.
Your Turn
Topics: Students can choose a topic or you can assign one. You will want to
establish a time limit for each activity, depending on students’ abilities
1. introductions and time available.
2. food and meals
3. jobs Part A
4. clothing Students plan and present an individual presentation. Encourage other
5. travel plans students to (write down and) ask the presenter questions.
SB page 35 Part B
Students perform the activity with a partner (or partners, for odd
numbers) and then tell the class what the partner said.
Optional: Writing exercises

Part A: write a story / paragraph about the topic
Part B: write a dialog about the topic

Focus on Language
A game like Taboo
This can be played with individuals or teams. Photocopy and cut out the cards below.
Rules: Place the stack of cards on the table. Each player takes a card and has one minute to elicit from teammates as
many of the items on his card as possible. The word or phrase on the card cannot be used in describing that word or
phrase. One point is awarded for each item correctly guessed. The person / team with the most points wins.
✁
Prepositions of place Time expressions 1
in at 7 a.m.
on today
under from 9 to 5
next to in the morning
Where …? What time …?
Time expressions 2 Possessive pronouns

tomorrow your
on Sunday our
next week their
this month her
When …? Whose … is this?
Subject pronouns Questions

I What kind of …?

you Which one …?
we How many …?
they What nationality …?
Where are they from? How much is it?
Adverbs of frequency Simple present

always use
usually work
sometimes teaches
never don’t
How often …? What do you do?
Present progressive 1 Present progressive 2

wearing going by train
writing traveling
speaking coming back
buying driving
What are you doing? How are you going …?

DVD
Greetings The goal of the DVD lesson should be to develop one or more of the
or following skills: listening comprehension, vocabulary development,
Talking about the weather pronunciation, rhythm and intonation, cultural awareness, idiomatic
usage, predicting, describing.
Lesson plans are available for
Tell your students that the material is “real” English and that they
both clips. shouldn’t expect to understand every word.
English Passport (or other appropriate publication)

For each issue of English Passport, Remember that the goal of the magazine lesson is to develop students’
two lesson plans have been created confidence in reading in English and to transfer their native-language
for each level. reading skills (e.g., skimming, scanning, reading for general compre-
hension, reading for details, making inferences) to English. The goal is
not to understand (or even to read) every word of the article.
Select one of the lesson plans available, or select another article from
your students’ issue of English Passport (according to their interests).
Homework







Chapter 7 How do I get there?

Places in a city Asking for directions Imperatives
Directions Saying where places are then, again, after
Locations Giving directions there is / there are
Reading a map
neighborhood places locations street / traffic words verbs
bank across from avenue cross
gas station around the corner block go
hotel behind boulevard park
library between east take
museum left north turn
office building nearby one way walk
parking lot next to south
post office on stop sign expressions
restaurant right street How do I get there?
shopping center straight ahead traffic light Go straight ahead.
supermarket west It’s on the right.
train station
etc.

1 near here Presentation

block Use IB, or draw a simple map on the board, or use a local map.
IB 12 Pointing: We are here.
~ from here
Naming: one block, two blocks …
local map The … is one block from here. It’s near here.
right / left
on my / the ~ Face the same direction as students. This is my right / left.
Gesture: The door is on my right. The wall is on my left.
We are driving on Station Road. The … is on the right / left.
Practice: QA
Practice briefly with Y/N and OR questions.
Is the bank / Park Café near here? Is … on the right or on the left? Is it
one block or two blocks from here?
2 Listening 1
Write on the board or dictate the answer choices below. Students listen
SB page 36 and choose the correct answer. Play track 18.
Activity 1 1. Kim is looking for a) a bank
b) a store
Track 18 2. It’s a) next to Rosen’s Department Store
b) between Rosen’s Department Store and the park
Listening 2
Play track 18 again and have students say whether the statements below
are true or false.
The bank is three blocks from here. (F; 2 blocks)
The bank is on the left. (F; on the right)

Saying where places are (30 min.)
3 hotel Brainstorm places in a city; give examples from previous chapters, e.g., bank,
museum restaurant.
IB 12 office building
Presentation
train station Use local landmarks / locations when appropriate.
SB page 37 bus stop
Activity 2 Naming: The Marriott is a hotel. The Guggenheim is a museum. etc.
post office The train station is on Station Road.
park The post office is on the corner of Garden St. and Independence Ave.
parking lot / garage
Practice: QA / QFS
on (in) + street Is … on …? Is the … or the … on State St.? Where is …? What’s on the
corner corner of …?
on / at the corner (of)
4 one / another one Review: There is a … There are … How many …?

(not) any Presentation
IB 12 Are there any …? How many bus stops are there? (2) Where are they?
➔ There’s one on … and there’s another one on …
SB page 38 How many schools are there? ➔ There aren’t any schools.
Activity 6 Are there any museums in the city? (Yes, there are.)
Are there any museums on Walnut St.? (No, there aren’t.)
– Excuse me. Is there a … near here?
– Yes, there is. There’s one on … / Sorry, there aren’t (any) …
– Excuse me. Are there any good restaurants near here?
– Yes, there’s one on … and another one on …
5 behind Review: next to, between.

across from (opposite) Presentation
in front of Naming/Gesture: The bookstore is behind the Garden Restaurant.
OP EN
Contrast: Is the Garden Restaurant behind the bookstore? ➔ in front of

Is the parking lot in front of the post office? ➔ across from
SB page 37
Activity 2 Practice: QA
What’s next to / behind / in front of / between …? Is the … behind or
(IB 12) across from …? etc.
Have students form a line, then a row, then stand randomly in room. Ask:
Who is next to / between …? Where is …? etc.
Practice: What is it?
Describe the location of a building without saying what it is. Students
guess which one it is, e.g.:
It’s next to the Garden Restaurant and across from the hotel. (It’s the
parking lot.)
Alternate: Place various objects on the table; students describe the location
of the objects relative to one another and from the students’ perspectives.
Performance: Draw and describe
Students draw (on paper or board) and describe what’s on the street
where the LC, their office, or home is located.
Homework

Unit 2 Asking for directions (40 min.)
6 nearby Presentation
far (from here) Substitution: Is McDonald’s near here? ➔ It’s nearby.
How far …? Contrast: Is the airport nearby? (N) ➔ It’s far (from here).
Is the airport 10 blocks / miles / km from here? ➔ How far is it?
Practice: QAQ
Have students ask about your hometown.
How far is it from here? What places are nearby? Is … near or far?
Is there an airport near your town?
7 know where … is Presentation

Do you know where …? Build-up: Where is the Hyatt? Do you know? ➔ I know where the Hyatt is.
IB 17 Do you know where … is? (N) ➔ I don’t know where … is.
located in / on / at
Where … located? Substitution: Do you know where Electra is? ➔ It’s located in Chicago /
on State St. / at 1217 State St.
Where is Berlitz located? Where is your office located?
Practice
Where is / are … located? Do you know where … is? Is the director in
her office? Do you know where she is?
8 know where … is Listening

Do you know where …? Set the scene: A man is calling Kerim Export-Import company.
SB page 40 Dictate or write on the board the sentences below. Students listen for
located in / on / at
Activity 9 whether or not the sentences are correct. Play track 22.
Where … located?
1. Kerim Export-Import is on Summer Street.
Track 22 2. They are behind the bus station.
3. The caller doesn’t know where the bus station is.
4. The caller is going to Union Station.
OP EN Performance: Role Play – Asking for directions

Using dialog on page 40 as a model, students take turns calling and

asking for directions to places in IB, to their offices, or other locations
IB 12 in their city.
9 imperatives Presentation
We are on Broad Street, at the corner of Garden and Broad Streets.
IB 12 Naming/Gesture: I’m looking for Airport Blvd. ➔ Go straight (2 blocks).
Go straight (ahead).
I’d like to go to the … Is it straight ahead? ➔ Go right / left.
Go left / right.
SB page 37 So, at the corner I go left? ➔ Turn left. Don’t turn right!
Turn …
Activity 3 Elimination: I want to go to the park. Do I go straight? right? left?
Don’t …!
➔ How do I get to the park? ➔ How do I get there?
How do I get there? Practice: Role Play – Driving instructor
Tell students they are driving instructors, taking a student driver out for a
lesson. They must give directions to the student driver.
False beginners: You might want to present language like park, slow
down, speed up, stop.
Alternate: Blind man’s bluff. One student stands up and closes his eyes.
The other students give him directions around the room.
Extension Activity: LC tour
Tell students you are a new student at the LC. It’s your first day. Ask them
to give you a guided tour (show you where the classrooms, restrooms,
coffee machines, offices, etc., are).
Homework

Unit 3 Giving directions (40 min.)
10 then Presentation
again Ask: How do I get from (Berlitz) to (the train station)?
IB 12 Write the directions on the board as a numbered list:
after that
(1) First, go to the corner of Church and Grove Streets.
SB page 38 (2) Then, turn right and (3) go straight ahead two blocks.
Activity 5 (4) After that, turn right again and then (5) turn left at Chestnut Street.
(6) The train station is straight ahead one block.
Practice: Skit
Tell students where they are on the map. Ask them where they’d like to
go. Then give directions; students trace route on map.
– Excuse me.
– Yes?
– How do I get to … from here?
11 get on / off Presentation

Take the Naming: The man is getting on the bus.
IB 10 ~ number 10 bus Contrast: Are the girls getting on the bus? ➔ getting off
~ subway Use maps of local bus and subway lines.
SB page 39 (Underground) Naming: Which bus goes from … to …? ➔ the number … bus
Activity 8 go … stops Substitution: I would like to go to … Does the number … bus go there?
(bus / subway) line ➔ Take the … bus.
local Where do I get on / get off? ➔ Get on / off at …
transport How far do I go? one stop? two stops? ➔ Go three stops.
maps
Naming: Is there only one subway in (city)? How many subway lines
are there?
Which line goes to …? Use local terms, e.g., the blue line, E train.
How many stops is it from here to …?
Practice
Tell students you are a tourist. You want to see … (write 2 or 3
destinations on the board). You want to go by bus or subway. Ask for

walking directions from the bus / subway stop to destination. Encourage
use of sequence expressions.
– How do I get to …?
– Take the … bus / … line.
– How many stops?
– Go … stops, and get off at … Then … After that …
12 traffic light Presentation

(stop) sign Use photos on page 39 to present traffic light / stop sign / local highway
SB page 39 highway (motorway) names.
Activity 7 north / south Naming: traffic light, stop sign, highway, N/S/E/W.
east / west Substitution: I want to go to … Do I turn left? ➔ make a left
local country make a left (turn) I’m driving from here to … Which highway do I take?
or regional Elimination: Do I go north? south? ➔ Which direction do I go?
maps Which direction …? Practice: QA
Which direction is (nearby city)? Which highway goes there? How do
you get to the highway from here? Where do you get off? etc.

Giving directions (cont’d.)
13 go up / down Language note: There is little difference between going up and going down a
street (unless it’s on a hill).
Presentation
OP EN Have students look at column A on page 39.
Naming/Gesture: Do I go one block on 10th St? ➔ go up 10th St.
Do I go straight ahead on Market St.? ➔ go down Market St.
SB page 39
Activity 7 Listening 1
Students listen and complete columns B and C. Play tracks 19-21,
Tracks pausing after each and replaying them if necessary.
19-21 ANSWERS: B: 3-2-1 C: 2-3-1
Listening 2
Play tracks 19-21 again, pausing two or three times during each track
after a direction is given. Ask students for clarification, e.g.:
Track 19: So, I turn left at the third light? (No, turn right.)
I go two blocks up 10th St.? (No, 1 block.) etc.
Extension Activity: I’m coming to visit
An old friend is coming to visit. Send an e-mail with driving or public
transportation directions to your home or office.
Alternate: Phone your friend and give directions.
Homework

Unit 4 Reading a map / Describing a route (20 min.)
14 map abbreviations Practice
St. Ave. Write the abbreviations on the board. Call out the words; students match
SB page 40 Rd. Blvd. them with the abbreviations.
TIP Sq.
15 Practice: Scrambled directions

Dictate the directions below in random order (or photocopy and cut
apart lines and distribute randomly).
OP EN Victoria Embankment Gardens to Chinatown (London map, page
40)
SB page 40 1. Take the Underground from Victoria Embankment to Leicester Sq.
Activity 10 2. Go up Charing Cross Rd. to the second corner.
3. Turn left at Shaftesbury Ave.
4. Go 2 blocks and turn left again.
5. Go 1 block and turn right at Gerrard St.

Reading a map / Describing a route (cont’d.)
SB page 39 Grand Central Terminal to Rockefeller Center (NY map, page 39)
Activity 8 1. Go 4 blocks up W. 42nd St.
2. Turn right at Broadway.
3. Go 2 blocks up to Times Square.
OP EN 4. Turn right and go 1 block on W. 44th St.
5. Make a left on Ave. of the Americas and go 3 blocks straight ahead.
Tell students that they have directions for the above destinations. Using
the two maps, they should sort out the directions to each destination.
Follow-up
Check answers by having students read the directions aloud. Make sure
they use sequencers: first, then, after that.
Homework

16 prepositions of location Practice: How many ways can you say where something is?
Brainstorm prepositions of location.
IB 12 Tell students to choose one place on any of the maps they’ve used in this
chapter and to write (or call out) as many different ways of describing its
SB maps location as they can, e.g., Activity 2, The bank is:
behind (or next to) the post office; next to the department store; across
from the café; on Center St.; on the corner of Center and Main St.
17 there is / there are Practice: Inventory lists

Students create an inventory list of what’s in their bag / briefcase, in a
drawer at home or office, in the classroom. Students share lists using
there is / are.
Alternate: Have students guess what’s in your bag.

Chapter Check A – D This activity can also be done using sites in students’ cities or countries.
Ask for directions Practice: A day out in London
Say where places are Present the situation:
Give directions We are staying at the Savoy. (KEY icon between Strand and Embankment
Read a map on page 40)
We are planning a day in London.
SB page 40 What are we doing first, second, etc.? How are we getting from one
place to another? Are we walking? taking the bus? the Underground?
OP EN Students work individually, then in pairs; each pair reaches a consensus
and presents their plan for the day to the class.
Alternate: Individuals or pairs present their plans; the group chooses the
one they like the most.
Key to Symbols:
mask = theater; movie camera = movie theater (cinema); bus = bus
terminal; “Greek” building = museum or gallery; wagon = open air
market; statue = statue or monument; cross = church or cathedral
Homework







Chapter 8 My husband’s name is Steve.

People Talking about your family Irregular plurals, e.g., men
Family Describing people have
Personal descriptions Talkng about yourself and others
people family members adjectives verbs
man / woman parents single / married / have
boy / girl mother / father divorced
children son / daughter old / young expressions
teenager brother / sister tall / short How old is …?
friend husband / wife long / curly / straight What does / do …
grandparents blond look like?
grandfather etc.
grandmother
granddaughter
grandson
1 family Presentation
Naming: This is the Bennett family.

married / single
IB 1a Mr. and Mrs. Bennett are married.
husband
wife Michael is Ann’s husband. Ann is Michael’s wife.
son Steve is their son. Karen is their daughter.
The Bennetts have a son and a daughter.
daughter
Who is Ellen Simpson? ➔ Karen’s friend
friend
IB 15 Practice
Draw the Simpson family tree on the board.
Fred Simpson Susan Simpson
Ellen Simpson Andrew Simpson
What is Susan’s husband’s name? Is Ellen Fred’s wife? Who is she?

What is their son’s name?

Chapter Preview (cont’d.)
2 Listening 1: True or false?
Write the statements below on the board. Students listen and decide
SB page 42 whether they’re true or false. Play track 23.
Activity 1 1. Karen is married.
2. She has two daughters and one son.
Track 23
Listening 2
Erase the names from the family tree, and write Karen’s name in. Students
listen again and fill in the rest of the names. Play track 23, then ask:
What is Karen’s husband’s name?
What is her daughter’s name?
What is her son’s name?
Talking about families (30 min.)

3 mother Presentation
father Naming: This is Steve and Karen Bennett.
IB 1a Ann Bennett is their mother. Michael Bennett is their father.
parents
sister Ann and Michael are their parents.
brother Is Karen Steve’s mother? ➔ sister
Is Steve Karen’s father? ➔ brother
What is Steve’s sister’s name? (Steve’s sister’s name is Karen.)
double possessives: What is Ann’s daughter’s name? etc.
e.g., Ellen’s mother’s
name Practice: What’s the question?
Call out the name of one of the Simpson or Bennett family members.
Students respond with a question, e.g.:
Ann ➔ What is Mr. Bennett’s wife’s name?
What is Karen’s mother’s name?
You can make the activity competitive by awarding a point for each
correct question.
4 have Do not introduce have got (presented in Chapter 11).

has
Activity 5 Start with known objects.
dog
Substitution: Is this your black bag? ➔ You have a black bag.
cat Do you have a …? ➔ Yes, I do. / No, I don’t.
pets Does the director have a …? ➔ Yes, … does. / No, … doesn’t.
Naming: dog, cat
IB 1a Do the Bennetts have a dog and a cat? (Y) ➔ have two pets
Do you have a pet?
5 children Presentation
child Does Steve have a brother or a sister? ➔ He has a sister.
IB 1a Substitution: Do the Bennetts have a son and a daughter? ➔ have
Do / Does … have any two children
children? Contrast: … doesn’t have two children. ➔ … has one child.
brothers or sisters? Do the Simpsons have any children?
Does Ellen Simpson have any brothers or sisters?

Talking about families (cont’d.)
Practice
Do(es) … have a big or a small family? any brothers or sisters? Who has
a brother? Is / Are … married? Do(es) … have any children? How many
children …? What are their names? Do you have any pets?
Practice: AQ
Give negative statements; students ask the question. Be sure to respond
to the question.
I don’t have a son. (Do you have any daughters?)
My husband doesn’t have a Toyota. We don’t have 10 children. etc.
6 family tree Presentation

Naming: This is the Grant family’s family tree.
grand~ Contrast: Are Richard and Beth Michael and Mary’s parents?
OP EN mother / father / ➔ grandparents
parents Naming: Mary is their grandmother. Richard is their grandfather.
How many grandchildren do they have?
daughter / son /
SB page 43 Who is their grandson? granddaughter?
children
Activity 3
Practice
Create family riddles using the Grant family.
1. She is Mary’s grandmother and Steve’s mother. Who is she? (Beth)
2. He is Michael’s sister’s grandfather’s son. Who is he? (Steve)
Create additional riddles with your own family and have students do
the same.
1. He’s my mother’s son. Who is he? (your brother)
2. She is my mother’s granddaughter. Who is she? (your daughter)
Homework
SB pg. 84 Exercises 1 and 3

Unit 2 Describing people (40 min.)
7 Pre-Listening
Students read Activity 10 on page 46 and guess what the correct answers
OP EN are. Pairs act out the possible phone conversation based on their guesses.
Listening
SB page 46 Students listen and complete the activity on page 46. Play track 31.
Activity 10 ANSWERS: 1. a 2. b 3. a 4. a
Follow-up: Role Play

Track 31 Pairwork. You would like to visit a relative or friend in another country.
Ask when a good time to visit is; ask about the family.
8 …-in-law Presentation
Draw an expanded family tree on the board; label the people on the tree
aunt uncle as you present them.
niece nephew Naming: My husband’s father is my father-in-law.
So, who is my husband’s mother / sister / brother?
cousin
My mother’s sister is my aunt. Her brother is my uncle.
Their children are my cousins.
My brother’s daughter is my niece. His son is my nephew.

Describing people (cont’d.)
Practice: Paired relationships
Students give the corresponding relationship, e.g.:
Joseph is my father-in-law. ➔ You are Joseph’s daughter-in-law.
I am Marianna’s niece. ➔ Marianna is your aunt. etc.
Performance: My family tree
Students ask each other questions and try to draw their partner’s family
tree. Afterward, students present partner’s family.
P1: Student describes her family and you draw her family tree. Then
describe your family and have student draw the family tree.
9 man woman Note: If students aren’t comfortable giving their ages, ask about friends and
boy girl family members.
IB 15
Presentation
old young Use IB / SB illustration or draw stick figures.
SB page 43
Activity 2 Naming/Contrast: This is a man. Is this a man? (N) ➔ woman
How old …? Is this a man? ➔ boy
(about) … years old Is this a boy? ➔ girl
This man is old. What about this man? ➔ young
tall short Is he 30? Is he 15? ➔ How old is he?
ft./in. (m/cm) ➔ He is (about) 20 years old.
How tall …? Gesture/Contrast (draw stick figures on the board):

This man is tall. And this man? ➔ short
Use local standard for measurement. I am … feet … inches / 1 meter …
centimeters tall.
Are you (5 ft.) tall? (6 ft.) tall? ➔ How tall are you?
Practice: QAQ
Is this man old or young? How old is …? How old are your children?
brothers and sisters? your grandfather? Is (Woody Allen) tall or short? Is
(Shaquille O’Neal) short? How tall …? How tall are you?
10 men women Language note: For many students the difference between man-men and woman-
people women is very hard to hear. Have them watch the changes in the shape of your
IB 15 mouth as you pronounce the words.
Activity 4 Contrast: Is there just one man? ➔ two men
Are Janet and Susan girls? (N) ➔ women
Substitution: How many men and women and children are there?
➔ people
IB 27 or 56 Practice: How many people?
Use IB 27 or 56. You can make this competitive by listing the people to
find on the board and giving a time limit. Whoever finds the most wins.
How many … are there?
men / women? old men? children? boys? girls? policemen?
people wearing suits? people wearing hats? etc.
Homework

Unit 3 Talking about yourself and others 1 (40 min.)
11 eyes Review colors: brown, black, green, blue, gray, white, red.
hair
IB 1a, 15 Presentation
blond Naming: eyes, hair, blond
I have brown eyes and brown hair.
What color eyes / hair Elimination: Do you have blue eyes? green eyes? ➔ What color eyes do
… have? you have?
What color hair … have?
Who has …? Do you have green eyes? Does …? Who has green eyes?
… does. / … do. ➔ I do. / … does.
Practice: QA and Summary
Ask a few questions, then have students say what color eyes / hair they /
other members of group have. (Use IB if group is very homogeneous in
appearance.)
12 long short Language note: adjective order ➔ length (+ type) + color.

curly straight
Activity 6 Draw stick figures with each type of hair and label. Give figures names.
What … look like? Naming: long, short, curly, straight
Build-up: Does … have short hair? And does he have black hair?
➔ He has short, black hair.
Is his hair straight, too? ➔ He has short, straight, black hair.
Elimination: Is your boss tall or short? have blond or black hair? blue or
brown eyes?
➔ What does your boss look like?
IB 56 Practice: Police line-up (QFS)
Teach pickpocket, e.g.: He takes your wallet from your pocket.
Tell students they are police detectives and are looking for a pickpocket.
You (or a student) think you know who the pickpocket is — it’s one of the

people in the picture. Students ask questions to try to identify the person.
13 mine, yours, his, hers, Presentation

ours, theirs Substitution: Your eyes are … Are my eyes …? ➔ Mine are …
IB 29 My hair is … And your hair? ➔ Yours is …
What color are your shoes? And hers? And his?
Their room has a TV. And ours?
Our room has … chairs. And theirs?
Make a statement and point to people in classroom / IB to elicit response
using possessive pronouns, e.g.:
My tie is yellow. (point to man in class / IB) ➔ His is green.

Talking about yourself and others 1 (cont’d.)
14 Listening: False statements
Set the scene: A woman is describing her brother; a man is describing his
SB page 45 boss.
Activity 7 Dictate or write on the board the following sentences. Students listen and
correct the information. Play tracks 24 and 25.
Tracks 24-25 The woman’s brother … The man’s boss …
– has brown hair and gray eyes – has brown hair and gray eyes
– is short – is tall
– is 31 years old – is 65 years old
ANSWERS:
TRACK 24: blond hair, green eyes / tall / 21 years old
TRACK 25: gray hair, brown eyes / short / 55 years old
15 Performance: Here’s what I look like

Students read the e-mail message on page 45, then write an e-mail to a
visiting colleague, describing themselves.
OP EN
Extension Activity: Portrait painters
SB page 45 Pairwork. Students describe a person they know, and partners try to
Activity 9 draw the person, asking questions for clarification. (Artistic ability is
not important.) Volunteers present and describe their “portraits.”
Homework
Unit 4 Talking about yourself and others 2 (20 min.)

16 boyfriend Note: If this is a sensitive topic for students, talk about characters in IB, famous
girlfriend people, or students’ acquaintances.
IB 56 or 59
divorced
Presentation
ex-wife, -husband Contrast: Are the Bennetts married? And this woman? ➔ single
marital status Does she have a husband? ➔ She has a boyfriend.
Does this man have a girlfriend?
Are (Madonna and Sean Penn) married? (N) ➔ divorced
Naming: Is Sean Penn Madonna’s husband? (N)
➔ Sean Penn is Madonna’s ex-husband.
Elimination: Are you single, married, divorced?
➔ What’s your marital status?
Some famous divorced couples: Prince Andrew / Sarah Ferguson,
Mick / Bianca Jagger, Ike / Tina Turner, Elizabeth Taylor / Richard Burton
Practice: Pop culture quiz
Students list as many famous single and divorced people as they can in
three minutes. Award one point for each name, plus an extra point if they
can name the person’s boyfriend / girlfriend / ex-spouse.

Talking about yourself and others 2 (cont’d.)
17
Listening 1
Ask students to write the numbers 1 to 5 on a piece of paper.
SB page 45 Students listen for speakers’ marital status. Play tracks 26-30.
Activity 8 Are they single, married, or divorced?
Tracks 26-30
Listening 2
Play tracks 26-30 again. Ask students to take notes for more information.
Follow-up
OP EN Students match up their numbered list with the photos in Activity 8 on
page 45 and report what they learned about each person.
Extension Activity: Opposites (Tic-Tac-Toe)
Draw a 3 x 3 grid on the board and have students copy it on a piece of
paper. Dictate the words below; tell students to write them anywhere on
their grids:
A: tall old long curly single men boy husband child
Call out the words below; students cross off the opposites. (You may
need to demonstrate.)
B: short young short straight married women girl wife parent
Homework
SB pg. 85 Exercises 4 and 6

18 irregular plurals Interview – I have a big family
Pairwork. Students ask each other how many people there are in their
family, how many men, women, children, boys, girls. Students report
results and order families by size.
19 have / has Find someone who has …

Have students brainstorm items that people might have in their
possession and make a list. Each student asks the other students
if they have any of the items on their list, e.g.:
a red car
a cell phone
a pair of sunglasses
etc.
Students report and summarize their findings. Introduce the word no one
if necessary.
P1: Student thinks of the names of people he knows who have the items
on the list.

Chapter Check A Discussion: What’s a typical family like in …?
Talk about your family Call on student(s) to read the Culture Corner text on page 46. (You may
want to add a few facts about typical families in English-speaking
SB page 46 countries.) Then ask:
Culture Corner Is this true in your country? How old are people when they marry? Are
families usually big or small? How many children are there in a family?
Do your grandparents live with you? How old are children when they
leave home?
Chapter Check B&C Matchmakers

Describe people Ask students to write a description of their spouse or partner (or their
Talk about yourself and others next-door neighbor, a famous person — everyone writes a description of
the same category of person). Collect and redistribute, making sure no
one gets his own paper. Students ask each other questions to match the
description with the original writer, e.g.: Does your neighbor have red
hair? Is she old or young?
Homework







Chapter 9 What can you do?

Work skills and abilities Talking about your job from … to, for, until, ago
Job experience Talking about your company Simple past to be
Company organization and your work experience Simple past regular verbs
Talking about skills and past can
work experiences
company departments nouns verbs time expressions
accounting art call ago
human resources assistant make for
IT boss manage from
marketing chef need in 2001
sales client organize last week
etc. course start next week
design study still
designer type to
education visit year
experience work yesterday
job
president past of to be expressions
salesman was How long did …
skill were work there?
How many years’experience
do you have?

1 take a course Presentation
start Substitution: Are you studying at Berlitz? ➔ You are taking an English
finish course.
finished What time is your English lesson? (from … to …)
last (month) ➔ We start at … We finish at …
Are we starting Chapter 8 today? ➔ We are starting Chapter 9; we
finished Chapter 8 on …
Contrast/Gesture: Did we finish Chapter (6) this week? ➔ last week
Practice: QA
Did we finish Chapter 1 in (month) or (month)? When did you finish
high school?
What kinds of courses did you take? When did you start your job?
2 Listening
Dictate or write the statements below on the board. Students listen and
SB page 48
choose the correct answer. Play track 32.
Activity 1 1. Nicole a) works at the computer help desk now.
b) worked at the computer help desk last year.
Track 32 2. Nicole finished an a) English course last year.
b) art and design course last year.
3. Nicole a) has a new job.
b) doesn’t have a new job.
4. Nicole is a) a clothing designer.
b) a Web designer.

Talking about past activities (was, were) (30 min.)
3 yesterday Review: days, months, next (week), ordinal numbers, today, tomorrow, the day
the day before after tomorrow.
SB page 50
(yesterday) Presentation
Activity 4
Naming/Gesture: Is today (Wednesday)? ➔ Yesterday was …
he / she / it What day was the day before yesterday?
was Was yesterday the (date)? (Y/N) ➔ Yes, it was. / No, it wasn’t.
wasn’t Was Mr. Bennett at work yesterday afternoon? (Y) Yes, he was.
IB 24
Where was Janet Miller? ➔ She was at the bank.
Was …?
Practice: QA
IB 23 3rd person singular only.
Was Mrs. Rossi in Spain? What city was she in? Was she there on
business? Who was in Washington? etc.
4 I was / wasn’t Presentation: I am – you are

you were / weren’t I was at home yesterday morning. And you?
SB page 50 I wasn’t at the supermarket at 8 o’clock. And you?
Activity 4 Were …? You were at work yesterday. Was I?
You weren’t here.
Was I here at 8 o’clock? 6 o’clock? (Yes, you were. / No, you weren’t.)
Were you here at …? (Yes, I was. / No, I wasn’t.)
Practice: Where was I? (QFS)
Students write a sentence about where they were yesterday at a given
time. Other students ask questions to find out the information., e.g.:
I was at the National Museum yesterday at 3 o’clock.
➔ Were you at work? Where were you? Were you at the museum in the
morning? What time were you there?
5 we / they / you (pl.) Presentation

were / weren’t Build-up: Were you here last week? Was I here? ➔ We were here …
IB 23 Substitution: Where were the Bennetts? ➔ They were …

Were you (and your family) in … last summer? (Y/N) Where were you?
➔ We were …
Practice: QAQ
Were the Simpsons or the Bennetts in Toronto? When were …? Where
were …? Who was on the bus? Were Ellen and Karen in Florida or
California? Were we in this room on …? What room were we in?
6 out of town Presentation

in town Where does Mr. Simpson usually work? (New York)
IB 23 Naming: Was he in NY last week? (N) ➔ He was out of town.
Contrast: Is he out of town this week? (N) ➔ He’s in town this week.
SB page 52
Activity 12 Listening 1
Play track 33 and ask:
Was Toshi at work yesterday? Was he in town or out of town?
Track 33
Was he on a business trip or on vacation?
Listening 2
Where was Toshi? Who was he with?
Were they at Celetex? How many hours were they there?
What are they doing next week?

Talking about past activities (was, were) (cont’d.)
Summary: Where were you last month / week / year?
Last month, I was out of town. I was in … I was there for … I was there
with …, etc.
Homework
Unit 2 Talking about past activities (-ed) (16 min.)

7 Did …? Since the conjugation is the same for all persons, feel free to mix questions.
– Yes, … did. Regular verbs presented so far:
IB 29
– No, … didn’t.
/t/ /d/ /ed/
SB page 50 asked closed accepted
Activity 5 finished lived located
introduced opened started
liked ordered visited
looked spelled (Am.) wanted
worked studied
spelt (Br.) traveled
talked turned
used
Presentation
Does the receptionist use the phone every day?
Did she use the phone yesterday? (Yes, she did.)
the fax machine? (No, she didn’t.)

Practice: QA / QFS
Ask Y/N questions so students become comfortable with short answers
with did / didn’t. Then have students write or say 3 or 4 Did …?
questions. Have students share their questions.
8 used Presentation
called Naming/Gesture: The receptionist uses the phone every day.
IB 29 ➔ Yesterday she used …
watched
visited, etc. Did she call the director? teachers? ➔ called
SB page 50
What did … do? Do students watch a video every month? last month? ➔ watched
Activity 5
Does the director visit companies every week? last week? ➔ visited
Elimination: Did you watch a video on Saturday? visit friends? use your
computer? ➔ What did you do on Saturday?
Practice: QA
Use any verbs previously presented.
Ask OR and key questions to elicit the past tense forms.
Did I visit my parents or my grandparents …?
What did you do / use / watch? Who did you …?
Performance: Chain story
Write several verbs on the board. Begin the chain with Last week George
traveled to … Each student then adds a sentence, using another verb. Put
a check mark next to each verb as it is used.

Talking about past activities (-ed) (cont’d.)
Extension Activity: -ed endings – What sound do you hear?
OP EN Make a chart with 3 columns showing the 3 -ed endings. Model the three
ways to pronounce -ed (see Point 7 above). Say past tenses of verbs;
SB page 51 students write them in the column according to the -ed sound they hear.
Activity 11 Double-check results by calling on students to read aloud or make a
sentence with words in each column.
Talking about past work (academic) experience (24 min.)

9 (worked) Draw a timeline on the board for Eric Sanchez or yourself.
(studied) 1985 1988 1991 1997 now
SB page 49
(lived)
Activity 3
business student salesman Sales Manager Sales Director
UCLA Lowe’s Office Suites Beyond Business
Los Angeles Santa Monica Pasadena Los Angeles
Presentation should not be necessary — the pattern has been set.
Practice: Key questions (QAQ)

Who does Eric Sanchez work for now? Where does he live?
Where did Eric work in 1991? Who did he work for in 1988?
What did he study at UCLA? And you?
Practice: AQ
I didn’t live in New York in 1990. (Where …?) I lived …
I didn’t work for Berlitz in …? (Who …?) I worked for …
I didn’t study business in school. (What …?) I studied …
Students make their own I didn’t … sentences.
ago Review: from … to …, in + year.

10
until
for (5 years) Substitution: Did Eric Sanchez stop working at Lowe’s in 1991?
Activity 3
➔ He worked there until 1991.
How long …? Did he work there from 1988 until 1991? How many years is that?
How long ago …? ➔ He worked at Lowe’s for three years.
Elimination: Did he work at Office Suites for 3 years? 2 years?
(and) before that
➔ How long did he work there?
Naming: Did he work at Office Suites in 1995?
(count the years) ➔ He worked at Office Suites … years ago.
Elimination: Did he work at Lowe’s 10 years ago? 12 years ago?
➔ How long ago did he work there? Gesture: And before that?
Practice: 5 or 10 years ago
Students say where they were, what they did 5 or 10 years ago, how long
they were there, etc.
11 work as Note: For students who have never worked, refer to spouses, parents.
… years’ experience
Activity 3 Substitution: I’m a teacher. ➔ I work as a teacher.
How many years’
Mr. Sanchez worked as a salesman for 3 years.
experience … have? … sales manager / 5 years; sales director / (8) years.
➔ He has … years’ sales experience / management experience.

Talking about past work (academic) experience (cont’d.)
Practice: QA
Do you have experience as a …? How many years’ experience do you
have? Who has (sales) experience?
Performance: My past experience
Students create a timeline showing companies they worked for, cities /
countries they lived in, schools they attended. Pairs interview each other,
then present partner’s information.
Extension Activity: Write your résumé (can be homework)
Students use the model on page 49 to write a simple résumé. They may
want to include academic experience.
Homework
SB pg. 86 Exercises 1, 2, and 4
Unit 3 Talking about skills (40 min.)

12 very well Presentation
well Use the chart in IB and gestures to show degrees of ability.
IB 7a Gesture: Mr. and Mrs. Fuentes are Mexican, right?
a little
➔ They speak Spanish very well.
How well …? Does Mr. Rossi speak Spanish well? (N)
➔ He doesn’t speak Spanish well. ➔ He speaks a little Spanish.
Elimination: Does Mr. Michaud speak English well? very well?
➔ How well does he speak English?

Practice: QA
Use IB chart and students’ own language abilities.
Who speaks Italian well? Who speaks a little English? How well does …
speak …? Does … speak … well or very well? Which languages do you
speak well? Do you speak a little … or do you speak … well?
Practice: Sentence transformation
Mrs. Bennett is a very good teacher. ➔ She teaches very well.
Mr. Bennett is a good manager. ➔ He manages well.
Mr. Simpson isn’t a good driver. ➔ He doesn’t drive well.
13 can’t Presentation
can Impossible request: How well does Mr. Rossi speak French?
IB 7a ➔ He can’t speak French.
Can …? Naming: Can he speak …? (Yes, he can. / No, he can’t.)
SB page 50 How about you? What languages can you speak?
– Yes, … can.
Activity 7
– No, … can’t. Practice: Double responses
Ask questions with and to elicit can … but can’t … responses, e.g.: Can
you write a letter in (native language) and in English?
➔ I can write a letter in …, but I can’t write a letter in English.
1. use a computer and program a computer? 2. speak English and
speak …? 3. drive a car and a bus?

Talking about skills (cont’d.)
14 job ad Presentation
need (to) Naming: What is this? ➔ It’s a job ad.
skills Where can you see ads like this one? (newspaper, magazine, Internet)
OP EN Substitution: Is this company looking for salespeople? (N)
➔ They don’t need salespeople.
SB page 52 Contrast: What do they need? ➔ They need management trainees.
What language do you need for this job? ➔ need to speak Japanese
Activity 13
Naming: Can you speak (foreign language)? use Excel? write reports?
What can you do? ➔ These are (some of) your skills.
Reading
Give students a few moments to read the job ad, then ask:
What languages do you need to speak?
What computer software do you need to use?
How many years’ experience do you need?
Writing
Using the ad on page 52 as a model, students create a similar ad for a
job they would like to have. Dictate or write questions on board, e.g.:
1. What kind of company would you like to work for?
2. What kind of job would you like?
3. What skills do you need? How much experience?
Students read their ads aloud.
15 Follow-up
1. Using the ads they’ve created, students complete Activity 10 on page
51 (looking for a job as …, skills, experience).
OP EN 2. Go over questions in Activity 9 on page 51. Students write down 1-2
more questions to ask.
SB page 51 Performance: Role Play – Job interview
Activities 9-10 Pairwork. Students interview each other and include the additional
questions they’ve written.
Homework
Unit 4 Talking about your company and your job (25 min.)
16 make Presentation
all over the world Substitution: Is Boeing an airplane company? ➔ They make airplanes.
a lot Contrast: Boeing is an American company. Do they sell planes only
in the US? ➔ They sell planes all over the world.
What do you think? Do Boeing salespeople travel a little? ➔ a lot
Practice: QA
What does Nokia make? Who makes dinner in your family?
Do people drink Coca-Cola only in (student’s country)? Where …?
Do you read a little or a lot?
OP EN Reading comprehension
For groups, this can be done as a listening task. Ask a student to read the
part of Marie; other students should have books closed. Then ask:
SB page 51 What is Michael’s new job? Does he have sales experience?
Activity 8 What does his company make? Is it a big or a small company?
Does Michael travel a little or a lot? Where?
Where was Michael last week?

Talking about your company and your job (cont’d.)
17 department Warm-up
sales ~ Write the department names and functions below on the board in two
accounting ~ columns in random order. Students try to match the two columns.
marketing ~ IT work with company’s computers
human resources ~ Sales sell for the company
information Accounting write reports about company’s money
technology (IT) ~ Human Resources look for new people for the company
Marketing make TV, magazine, radio ads
president
OP EN Presentation
reports to Use the organization chart on page 49.
work in Substitution: Is Francis Burke the company manager? ➔ president
SB page 49 Gesture: Is Eric Judy’s boss? ➔ Judy reports to Eric.
Activity 2 Where do Eric and Judy work? ➔ work in the sales department
Practice: Correct the teacher
Have students identify the departments on the organization chart. Give
false statements about the chart; have students correct them, e.g.:
Allen Roth is the president of the company.
➔ No, he isn’t. Francis Burke is the president.
Kim Wilson works in the IT department.
Linda Price reports to Ed Pearson. etc.
Performance: Talking about your company
Students draw the organization chart for their company, then present it.
Non-business students can talk about any organization of which they are
members or the company of someone they know.

18 past tense: 20 Questions
be / regular verbs Brainstorm the names of several famous (dead) people, write them on
separate slips of paper (one for each student), and put them in an
envelope. Student draws a name, and the others ask Y/N questions to
try to guess who it is, e.g.: Did you live in the U.S.? Were you an actor?
Did you travel a lot?
19 can / can’t Survey: Find someone who can (or can’t) …

Ask students to question each other to find out who can / can’t make
paper airplanes, write with her left hand, cook very well, program his
DVD player, sing, use a fax machine, ride a camel, etc.

Chapter Check A&B Discussion or interview: My first job
Talk about your job What was your first job? How old were you? Who did you work for?
Talk about your company How long did you work there? How long ago was it? Did you do your
job well? Was it a good job? What did you do there?
Non-business: Adapt topic, e.g., first trip abroad, first day at school.
Chapter Check C&D Role Play: Hiring help

Talk about skills Read the following situation aloud and give students time to write down
Talk about past work experiences questions.
You are a very busy person and want some help. You need a
housekeeper, a chauffeur, a nanny, or a personal assistant. What
interview questions do you need to ask?
Homework







Chapter 10 Let’s meet at 6:30!

Leisure activities Inviting someone out Past tense: irregular verbs
The week’s schedule Talking about your favorite activities anything, something, nothing
Making plans to go out
leisure activities sequence words pronouns expressions
concert after anything Let’s do something tonight.
go swimming first nothing What do you want to do?
go to a play next something Sounds great / good / OK!
dancing then
listen to music
movies
museum
play tennis/golf
sports
surf the Internet
watch TV
work in the garden
etc.

1 music Warm-up
concert Create a mind map for music with branches for kinds of music and

nightclub where we can hear music.
stadium Presentation
festival If necessary, introduce jazz, rock, pop, opera ➔ music
Was (famous singer, band) here last month? ➔ There was a … concert
last month.
(local stadium name) is a stadium.
Was there just one concert at (local music festival)? (N) ➔ music festival
Practice
Do you like music? What kinds of music do you like?
Where can you listen to music? Do you go to concerts? festivals?
What concerts were at … stadium last year?
How many music festivals are there every year in …?
2 Listening 1
Play track 34 and ask:
SB page 54 Would Bill like to go to a music concert or a festival with Cindy?
Activity 1 Does Cindy want to go?
Track 34 Listening 2
When are they going?
What time does it start?
Where are they meeting?
At what time?

Inviting someone out / Accepting and declining an invitation (12 min.)
3 busy Note: Do not introduce all the object pronouns here — just the expression
free Would you like to go with me?
Presentation
I’d love to. Substitution/Contrast: Are you working Thursday afternoon?
I’m sorry, but I’m ➔ You are busy …
busy then. Are you busy Friday evening? (N) ➔ free
Cue-response:
Would you like to go
Would you like to go to a wine festival Friday? ➔ I’d love to.
… with me? How about on Thursday afternoon? ➔ I’m sorry, but I’m busy then.
Gesture: Would you like to go to the festival with John or with me?
Practice
Are you busy or free on …? Are you always busy on …? When are you
usually free? Would you like to go to …?
See you then! Performance: Inviting someone out
Maybe next time. Skit 1
– Would you like to go to a concert with me on Saturday?
– I’d love to. What time?
– It starts at 8:00. We can meet at …
– OK, see you then.
Skit 2
– Would you like to go to a concert on Sunday?
– I’m sorry, I can’t. I’m busy then.
– That’s OK. Maybe next time.
Other possibilities: go to dinner / restaurant / park / music festival.
Talking about favorite activities (20 min.)

4 free time Presentation

What do you do in your Contrast: I don’t work on the weekend. ➔ I have free time …
SB page 55 When do you have free time?
free time?
Activity 2 What do you do in your free time?
go out Gesture: Do you like to stay home or go out?
stay home Brainstorm activities students do, separating them into two categories: go
out vs. stay home.
5 go out to eat Presentation

for a walk Present activities not already mentioned by students.
SB page 55 to the movies Substitution: In your free time, do you like to go to restaurants?
Activity 2 to a play ➔ go out to eat
walk in the park? ➔ go for a walk in the park
SB page 58 go to movie theaters? ➔ go to the movies
Activity 11 Contrast: Are Hamlet, Romeo and Juliet, Cats movies? ➔ plays
Do you like to go to plays?
Practice
Ask OR and key questions, e.g.:
Do you like to see plays or movies? Is … a good or bad movie / play?
Do you go to museums? Which theater / museum / movie theater do
you like? Do you like to stay home and watch TV?

Talking about favorite activities (cont’d.)
6 go + -ing Feel free to add other activities as appropriate for your students.
running
IB 46 Presentation
swimming Naming: Karen and Ellen go running in the park after school.
dancing, etc. Do the Bennetts go running in summer? ➔ go swimming
SB page 55
Activity 2 Do you like to go to discos? ➔ go dancing
play golf
tennis What does Roger Federer do? ➔ plays tennis
SB page 58 Tiger Woods? ➔ plays golf
Activity 11 Do you play tennis? play golf?
Practice 1: Class survey
P1: Instructor interviews student.
Students survey each other to find out who likes to do these activities
and where they like to do them. Students report their findings.
Practice 2: go, go to, go for, go out to, play
Say an activity using the key word only; students create a sentence with
I like to … in my free time.
I: running ➔ S: I like to go running. I: golf ➔ S: I like to play golf.
I: walk ➔ S: go for a walk, etc.
Performance: Summary – Talk about favorite activities
Students say what their favorite free-time activities are, how often they do
them, e.g.:
In my free time I like to go dancing and go to concerts. I go dancing
every weekend, but I rarely go to concerts. I sometimes play tennis, but I
never play golf. etc.
Homework

Unit 2 Making plans to go out (40 min.)
7 nothing Presentation
(not) anything Naming: What’s on my chair? ➔ There’s nothing on my chair.
classroom Substitution: What’s in my cup? (nothing) ➔ isn’t anything
something
objects Elimination: Is there anything in my bag?
Is there anything …? ➔ There’s something …
SB page 57
Is there anything good / interesting on TV tonight? (gesture: nothing)
Activity 8
playing (movie is ~) ➔ There’s nothing (good / interesting) on TV.
What do you usually do on the weekend?
What’s / Who’s Can I see (current movie) at (local movie theater) tonight?
playing …? ➔ … is playing at …
local events
guide Is there music at the jazz club? Who’s playing …?
Practice: QFS
Write categories on the board: music, concerts, plays, movies. Brainstorm
(or use events guide) and make a list of 3 or 4 things that are playing.
What’s playing at …? When is … playing at …?

Making plans to go out (cont’d.)
8 would rather Presentation
Substitution: Would you like to go for a walk or go running?
Would you rather …? ➔ I would rather go running.
Would you rather go dancing, go out to eat, or go to a play?
Practice: QA / QFS
What would you rather do? have dinner at home / go out to eat? fly or
take the train? eat a sandwich or cereal for breakfast? etc.
9 Let’s …! Presentation
That sounds good. I would like to go for a walk. Would you? ➔ Let’s go for a walk!
I’d rather not. Is that a good idea? ➔ That sounds good.
– Let’s go to a movie!
– That sounds good. OR – I’d rather not, thanks.
Students suggest an activity; others respond appropriately.
10 see a movie Presentation

show Substitution: Would you like to go to the movies? ➔ … see a movie.
SB page 57 There’s a movie at 7 and another one at 9. ➔ There is a 7 o’clock show
Activity 9 and a 9 o’clock show.
Track 35
Listening 1
Write the statements below on the board. Students listen to determine if
they’re true or false. Play track 35.
Alan and Bess are going to the movies. (T)
They are going dancing after the movie. (F: going to dinner)
Listening 2
Which movie would Bess like to see?
Which show would she rather go to?

local events Performance: Making plans to go out
guide Pairwork. Students write down two things they’d like to do this weekend.
One partner suggests an activity from her list, the other accepts or
suggests an alternate activity from his list.
Homework

Unit 3 Talking about past activities (40 min.)
11 simple past – Presentation: Matching – Word tennis
irregular verbs On one side of the board, write the present tense forms, on the other side
SB page 56 the past tense forms of the verbs listed for Points 12 and 13 below.
Activity 5 Students match the verbs with their past tense forms. Draw a line
connecting the pairs.
Alternate: One student makes up a simple present sentence with one of
the verbs; another student puts the sentence into the past tense. Model
an example: I: Thomas always takes the train to work.
S: Yesterday he took the train to work.
12 went Presentation
took (the train) Naming/Gesture: Where did Mr. Osborne go on Monday?
left ➔ went to Boston
OP EN came Did he take the bus or the train? ➔ took the train
flew What time did the train leave? ➔ left at 6:45
Did he come back Monday evening or Tuesday morning? ➔ came back …
SB page 56 Last month, Mr. Osborne went to L.A. Did he take the train or fly? ➔ flew
Activities 5-6
Practice: Correct the teacher
Students answer with: No, he didn’t. He …
1. Mr. Osborne went shopping on Wednesday morning.
2. He took a taxi to Boston.
3. He left work at 5:00 on Friday. etc.
Practice: QA
Where did you go last week? last year? Did you fly / take the train? When
did you leave? come back?
13 wrote Presentation
read Naming/Gesture: Did Mr. Osborne write a letter or a report on Tuesday?
met ➔ wrote a report

OP EN spoke Did his wife or his boss read the report? ➔ His boss read the report.
Who did Mr. Osborne speak to on Thursday? ➔ spoke to Jim Blake
What time did he meet Jim Blake? ➔ met Jim Blake at 12:30
SB page 56
Activities 5-6 Practice: AQ
Make a negative statement, then have one student ask the question and
another answer. Prompt with question words if needed.
1. Mr. Osborne didn’t write a marketing report. (What …?)
2. He didn’t meet Mr. Blake on Wednesday. (When …?)
3. His boss didn’t read the report at home. (Where …?)
4. Mr. Osborne didn’t speak to his daughter’s teacher on Friday.
(Whose …?)
14 simple past – Presentation (optional)

irregular verbs 1. On separate slips of paper, write the present and past forms of the
SB page 56 (cont’d.) verbs presented so far. (You may also want to mark them “past”
Activity 5 and “present.”) Distribute or have students choose slips at random.
2. Students try to find the people who have the matching forms of their
verbs.
3. Say the present tense forms and have students tell you the past forms.

Talking about past activities (cont’d.)
15 had Presentation
ate Naming/Gesture: Who did the Osbornes have dinner with on Saturday?
made ➔ had dinner with Tom and Anne
OP EN Did they eat at their house or at Tom and Anne’s house? ➔ ate at …
What did … make for dinner? ➔ made … for dinner
SB page 56 Practice: Sentence transformation
Activities 5-6 1. The Osbornes never have dinner with the Bennetts. And on Saturday?
2. The Osbornes never eat dinner at McDonald’s. And before the play?
3. The Osbornes never make sushi for dinner. And last week?
1. I always make my lunch in the morning. And this morning?
2. I always have lunch with the receptionist. And yesterday?
3. I always eat at 1:00. And on Monday?
Practice: QA / QFS
Do you always eat breakfast? Did you eat breakfast this morning? Do you
usually make dinner? What did you make last night? How often do you
have dinner at a restaurant? When was the last time you had dinner out?
16 saw Presentation
bought Naming/Gesture: Did the Osbornes see a movie or a play on Sunday?
wore ➔ saw a play
OP EN drove Where did they buy the tickets? ➔ bought tickets at the theater
got Did they wear jeans to the theater? What did they wear? ➔ They wore …
Did Mr. Osborne or Mrs. Osborne drive? ➔ … drove
SB page 56 Did they get home before or after midnight? ➔ got home …
Activities 5-6
Practice: Summary
Students talk about their last outing to see a play or movie, using the
verbs. Prompt as needed.
Performance: My week
Draw a blank weekly planner on the board; students copy. Write one
activity on each day of the week, using a different verb for each activity.
Tell students to write 5 activities, using different verbs, on their planner.
Pairwork. Students ask each other questions to find out what their partner
did on each day of the week. They should ask Y/N questions only (Did
you …? Were you …?).
Homework

Unit 4 Rating a place or event (20 min.)
17 Great! / Fantastic! Presentation
Good. Brainstorm recent local events, places people go in their free time (e.g.,
SB page 55 local discos, music venues, restaurants, etc.).
OK. / Not bad.
Activity 4
So-so. Draw a scale on the board and label with ratings: 5 stars to 1 star. Use
Terrible! gestures (e.g., thumbs up / down) to emphasize meaning.
Does … have very good music? ➔ great music
How is / was …? What places have very bad music? ➔ terrible
How was it? Did you have a good weekend? (N) a bad weekend? (N)
➔ weekend was so-so
service I’d like to go out to eat. What’s a good restaurant?
Elimination: Is the food good at …? great? ➔ How is the food at …?
And the waiters? ➔ service How is the service at …?
Did you see Cats? Was it good? ➔ How was it?
Practice: Skits
– How’s the food at …? – How was (movie / play / concert)?
– It’s … – It was …
18 Reading
Call on students to read the dialog in Activity 10 aloud. Afterwards, ask a
few comprehension questions, e.g.:
OP EN Where did Bess and Alan go? What movie did they see? How was it?
What kind of restaurant did they go to? Does Bess like Mexican food?
SB page 57 Practice: Memory
Activity 10 Ask students to study the dialog for a minute; they should try to
remember as much as they can. Ask students to close their books. Then
read each line aloud, stopping where there is key information. Students
try to complete the line from memory.
Follow-up

Students use model in book to ask each other about their own activities.
Homework

19 simple past – Practice: Tic-tac-toe plus
irregular verbs Draw a 6x6 grid on the board. Call out a present tense verb and ask
one student at a time to create a past tense sentence. If the sentence is
correct, that student can write his or her initials on one of the squares of
the grid. If the sentence is incorrect, another student gets a chance with
that verb. The goal is to get four squares in a row.

Chapter Check A – C What do the stars do?
Talk about favorite activities Have students name several famous people, then brainstorm what they
Invite someone out do in their free time.
Make plans to go out Pairwork. Students assume the identity of a famous person, then call each
other to arrange a day out.
Homework







Chapter 11 What’s the matter?

Illness and ailments Asking about someone’s health should
Parts of the body Talking about health Object pronouns
Medicines and remedies Showing concern Past progressive tense
Concern and advice Asking for advice
body parts illnesses / pains drugstore terms object pronouns
arm backache aspirin me
back cold cold medicine you
ear cough cough drops him
foot earache nasal spray her
hand fever sleeping pills us
head flu tissues them
leg headache vitamins
stomach hiccups etc. expressions
etc. leg cramps Are you OK?
sick verbs / modals How are you feeling?
sneeze feel I hope you feel better soon.
sore throat hurt I’m sorry to hear that.
stomachache should Take it easy!
toothache take What’s the matter?
etc. What’s wrong?
You should see a doctor.

1 feel / felt Review: How are you? Fine. ➔ You feel fine.
headache
IB 53 Presentation
stomachache Naming/Gesture: Did Oscar feel great or terrible last week?
take (medicine) ➔ He felt terrible.
What was wrong? ➔ headache / stomachache
Did he take some medicine?
Substitution: Does he feel OK now? (Y) ➔ He feels better.
2 What’s the matter? Listening 1

With SBs closed, play track 36. Then ask:
SB page 60 How does Jill feel?
Activity 1 Does she have a stomachache or a headache?
Track 36 Listening 2
Did Jill take some aspirin?
Does she feel better?
Follow-up
OP EN Have students look at the dialog on page 60 and find the question that
means What’s wrong? ➔ What’s the matter?

Asking about someone’s health (32 min.)
3 arm Presentation
hand Naming: arm, hand, leg, foot, feet
OP EN leg Gesture/Naming: Ouch! My arm hurts. etc.
foot / feet Naming: tooth, teeth, ear, back
Substitution: My tooth hurts. ➔ I have a toothache. etc.
SB page 61 hurt(s)
Activity 3 Practice
ear Make statements, and have students act them out.
back e.g.: You have a toothache. Your left arm hurts.
tooth / teeth ache: headache, stomachache, earache, backache, toothache
hurt: arm, hand, leg, foot / feet
have a(n)
earache Anyone who acts a statement out incorrectly sits out. Have students who
toothache are “out” take over making statements. Last person standing is the winner.
backache P1: Take turns with student saying and miming ailments.
4 neck shoulder Presentation

elbow knee Naming for all items.
fingers toes
Practice
With mixed questions.
bend (v.)
Performance: Skit
I’m glad to hear that. Teach new items as fixed expressions. Be sure to practice with other
I’m sorry to hear that. people as well, e.g., husband, wife, children, etc.
I hope … feel(s) better – How are you today? – How are you?
soon. – Great! – Not so good.
– I’m glad to hear that! – What’s the matter?
– I have an earache.
– I’m sorry to hear that. I hope you
feel better soon.
5 past progressive Note: Students are familiar with both was / were and progressive -ing form;
was / were + -ing there is no need to present all persons.
Presentation
all day / night, etc.
What am I doing now? (teaching)
Gesture: And 10 minutes ago, I was teaching.
Was I teaching at … o’clock? (Y/N) Yes, you were. / No, you weren’t.
What was I doing? ➔ You were …
Substitution: What was I doing yesterday from 8 a.m. to 4 p.m.?
(teaching) ➔ So, I was teaching all day.
What about you? working all weekend? reading all night? etc.
Practice: QFS
Did you work yesterday? Were you working all day? Were you working
at 6 p.m.? What were you doing? Did you have lunch? Were you eating
lunch at noon? What … doing at …?
Homework

Unit 2 Explaining what’s wrong / Showing concern (40 min.)
6 mouth Review: eyes, see, speak.
nose
stuffy ~
Presentation
Naming: nose, mouth, face.
face What do you do with your eyes? ➔ I see with my eyes.
And your ears? ➔ hear with my ears
hear What do you speak with? ➔ I speak with my mouth.
smell
Pointing to nose: Is this my mouth? ➔ It’s my nose.
Can you hear with your nose? speak? ➔ smell …
Use a “stuffy nose” voice: Sometimes I can’t smell anything. What’s the
matter? ➔ have a stuffy nose
OP EN Practice
Ask two students to read the dialog at the top of page 63 together. Then
have other students create four similar dialogs using the model and the
SB page 63
information below it.
Activity 7
Performance: Charades
Act out the first situation listed below. Students ask questions and try to
guess what happened. The person who guesses the situation is the next
“actor.” Whisper the next situation to her. Set a 1-minute time limit for
each situation. Have each presenter restate what the problem is when
she finishes acting.
Example: swimming / all day / earache
➔ I was swimming all day and now I have an earache.
1. talking / all morning / can’t speak
2. dancing / all night / feet hurt
3. using the computer / all weekend / can’t see
4. walking in the rain / all afternoon / have a stuffy nose
7 cough Please remind students they should ask a doctor before trying any home remedy.

runny nose
SB page 61
sneeze Presentation
Activity 3 Naming: cough, runny nose, sneeze.
sore throat
Substitution: Her throat hurts. ➔ She has a sore throat.
cold Does she have a cough? ➔ She’s got a cough.
have / has got Substitution: She’s got a cough, stuffy nose, sore throat, and is sneezing.
➔ She’s got a cold.
fever Naming: muscles ➔ The muscles in his back and neck are sore.
sore muscles Substitution: His temperature is 102° (39°). ➔ He has a fever.
flu He has sore muscles and a fever. ➔ He’s got the flu.
She has a cold and he has the flu. ➔ They are sick.
sick Elimination: I have a sore throat. Does aspirin help? (N) orange juice? (N)
➔ What’s good for a sore throat? (Elicit the name of a medicine.)
good for (a cold)
Is tea with lemon and honey good for a sore throat? (Y) Is it medicine? (N)
Does it work? (Y)
home remedy
Can I make tea with lemon and honey at home? (Y) ➔ home remedy
OP EN Extension Activity: Discussion

Go over the list of home remedies on page 63, then brainstorm and add
additional home remedies to the list.
SB page 63
Activity 9

Explaining what’s wrong / Showing concern (cont’d.)
Practice
Write cold (and list symptoms), flu (and list symptoms) on the board.
Brainstorm common medications that are good for these ailments.
Practice: QA / Discussion
What’s good for …? Is … medicine or a home remedy? What home
remedy is good for …? Would you rather take medicine or use a home
remedy for …? Do you have a favorite home remedy? What is it?
Homework
SB pg. 63 Activity 8
Unit 3 Asking for / Giving advice (40 min.)

8 should(n’t) Presentation
Substitution: I have the flu. I want to go to work. Is that a good idea? (N)
SB page 62 ➔ So, I shouldn’t go to work. I should stay home.
stay in bed
Activity 4 Should I see a doctor? ➔ Yes, you should.
Yes, … should. Should I drink alcohol? ➔ No, you shouldn’t.
No, … shouldn’t. Elimination: Should I work from home? go running? ➔ stay in bed
What should I do? What medicine should I take?
Practice: What should they do?
Have students answer with both should and shouldn’t, e.g.:
Steven has a toothache. ➔ He should see a dentist / shouldn’t eat
ice cream.
1. Mr. Simpson has the flu. 2. You have a cough. 3. Mrs. Rossi has a
headache. 4. Steve and Karen have a cold.
Extension Activity: Writing – Get well soon!
Present a model for a Get Well card. Students create their own.
Dear …,
Tom said you were feeling sick all weekend. I hope you feel better soon.
Best wishes,
9 object pronouns: Review: subject pronouns, possessive adjectives.

you me
SB page 62 him her Presentation
Activity 5 Write I / my / me on the board. Give model sentences:
them us
I’m sick. My throat hurts. What’s the matter with me?
Create a table of subject pronouns and possessive adjectives.
Elicit two sentences for each of the subject pronouns and
possessive adjectives, e.g.: She’s sick / has a fever. Her neck hurts.
Now list the object pronouns randomly on the board and have students
try to match them with subject pronouns. Then ask: What’s the matter
with …?
IB 53 prescription Did the doctor give Oscar medicine? (N)
pharmacy Did he give him a piece of paper?
Is the name of a medicine on the paper? ➔ gave him a prescription
Naming: Where did Oscar take his prescription? ➔ He took it to the
pharmacy.

Asking for / Giving advice (cont’d.)
Practice: Sentence transformation
Ask students to restate the sentences using the correct object pronoun.
1. Where is Barbara? I didn’t see Barbara yesterday.
2. Tom has hiccups. You should give Tom a spoonful of sugar.
3. The director is waiting for you and me.
4. My children are sick. I am taking the children to the doctor.
5. What’s wrong with the printer? Did you try to use the printer?
Practice: Oscar’s sick!
Ask students to relate the events in the series illustration.
Oscar didn’t feel well last week. He had a headache and a stomachache.
He went to the doctor. The doctor gave him a prescription …, etc.
Expand this practice by changing the subject in the series to you, the
Simpsons, Janet Miller, I, etc.
Performance: Role Play – Ask your pharmacist
You may want to assign specific ailments to students.
You don’t feel well. You are at the pharmacy. You would like to buy some
medicine, but don’t know what to take. Ask the pharmacist for help.
– the customer has a fever and should see a doctor
– the medicine is very expensive; is there another one?
– the customer shouldn’t drive when he takes the medicine
Homework

Unit 4 Calling in sick (15 min.)
10 call in sick Warm-up
Substitution: Do you go to work when you are sick? Do you call your
office? ➔ call in sick
OP EN
Students read through the possible answers for the questions in Activity
10 on page 64 and guess which are correct.
SB page 64
Students listen for and mark the correct answers. Play track 37.
Track 37 ANSWERS: 1. b 2. a 3. b 4. a 5. a
Follow-up
Students ask each other questions about the phone call, e.g.:
Who did Tony call? How long is he staying home?
Play track 37 again if necessary.
Performance: Role Play – Calling in sick
Before beginning the role play, brainstorm: When you call in sick, what
questions does your boss / colleague ask?
– caller isn’t really sick, just wants day off
– manager thinks caller isn’t sick, asks him to come to work
– company is very busy; caller needs to come to work

Calling in sick (cont’d.)
OP EN Extension Activity: Discussion – Sick leave

How many sick days do people in the U.S. get? Do they get more or
fewer days than people in your country? How much sick leave does your
SB page 64 company give you? Do you usually use it all? How much do you use?
Activity 12 When was the last time you took sick leave? What was the matter?
Homework

11 object pronouns How many questions?
Have students look at the sentences with object pronouns and write as
OP EN many questions using the object pronouns as they can. Set a time limit of
2 minutes. You may want to put question prompts on the board, e.g.,
SB page 62 Who …? What …? Did …? Can …? … or …?
Activity 5
12 past progressive Alibis: What were you doing last night?

Explain the situation: Last night a virus got into the LC computers. Police
think a person in the Center — a student or an employee — created the
virus. They know the person sent the virus by e-mail between 7 and 9
p.m. They are asking all the people in the Center where they were and
what they were doing. Do you have a good alibi?

Chapter Check A Role Play: New in town
Talk about health You are new in town. You don’t know any doctors. Your children are very
sick. Ask your neighbor for help.

– your car is being repaired
– the neighbor is also new in town
– the neighbor only uses home or “natural” remedies and never goes
to the doctor
Chapter Check B&C Dear Gabby

Show concern Tell students the situation, then read one or both of the letters below. Ask
Ask for and give advice students to take notes as you read, then to reply to one of the letters.
(Alternatively, as a group, brainstorm possible solutions.)
Situation: You work as an advice columnist for a newspaper. People write
to you and ask you for help. You answer their letters in the newspaper.
Dear Gabby,
My husband and I don’t know what to do with our 17-year-old son. He stays
out all night and he comes home at 3 or 4 o’clock in the morning. He sleeps
all day. We tried to talk to him, but he doesn’t listen to us. Can you help?
Dear Gabby,
My job is terrible. I work 10 to 12 hours every day, and I usually work on
weekends, too. I always feel tired. I never have time for my family, and
now my wife wants a divorce. What should I do?
Homework







Chapter 12 Review
Objectives Ladder
• ask for directions OPTIONS
• say where places are
• Review. Give a question or sentence, and students identify which
• give directions objective it relates to.
• read a map
• talk about your family • Pairwork. Students come up with as many questions and responses
• describe people as they can for a particular objective, then compare results with other
• talk about yourself and others students or look back at the appropriate chapter to see if they’ve
• talk about your job missed anything.
• talk about your company and • Dictation. Choose representative sentences from the chapters for
your work experience dictation. Alternatively, each student chooses five or six sentences from
• talk about skills and past work a specific chapter (or one from each chapter) and presents the dictation
experience to classmates.
• invite someone out • Self-assessment. Students check off objectives or rate themselves on
• talk about your favorite activities their ability to achieve each objective (e.g., with scale or thumbs up /
• make plans to go out down). Review any objectives that are not checked off or which receive
• ask about someone’s health a low rating.
• talk about health
• show concern • Selection. Students select one or more of the objectives they would
like to practice.
• ask for advice
Action Modules
Action Modules: The Action Modules are information-gap role-play activities, designed for
use with two role players. If you have an odd number of students in class,

1. It’s not far at all! one person can act as an observer and note-taker and give a summary at
2. That’s a big family! the end. You may want to ask students to select the Module they’d like to
3. Job hunting act out, then do another if time permits.
4. Are you free this weekend?
5. Get well soon! Step 1
Students read through the titles of the role cards. Ask students to think
SB pp. 67 – 70 about what the topics might be.
Step 2
Brainstorm / Review the kind of language that might come up in the
Action Module. Referring to the Objectives Ladder, students tell you
which objectives are involved.
Step 3
Assign roles. (Remind students not to look at the other person’s role card.)
Step 4
Students read their role card to make sure they understand the task. Assist
with vocabulary as needed.

Action Modules (cont’d.)
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, then correct significant or frequent errors.
Step 8
Time permitting, re-enact the module, switching roles.
Optional: Record the Action Modules and play them back later so that
students can discuss / assess their performance.
Your Turn
Topics: Students can choose a topic or you can assign one. You will want to
establish a time limit for each activity, depending on students’ abilities
1. directions and time available.
2. family
3. job experience Part A
4. leisure activities Students plan and present an individual presentation. Encourage other
5. illnesses and ailments students to (write down and) ask the presenter questions.
SB p. 71 Part B
Students perform the activity with a partner (or partners, for odd
numbers) and then tell the class what the partner said.
Optional: Writing exercises

Part A: write a story / paragraph about the topic
Part B: write a dialog about the topic

Focus on Language
A game like Jeopardy
This can be played with individuals or teams.
Draw a 5x5 grid on the board. Write the category names at the top of each column and the dollar amounts in each of
the squares. (You may want to give an example for each category, depending on your students).
Rules:
The first player or team chooses a category and a dollar amount. Read the question corresponding to that choice.
If the answer is correct, that dollar amount goes to the player, and the next player chooses a category and dollar
amount. If the answer is wrong, other players or teams have a chance to answer. If they answer correctly, they get
the dollar amount and then choose the next category. The person / team with the most money wins.
Irregular plurals Show IB 15.

$100: one man, two …?
$200: Is there only one woman in the picture?
$300: There aren’t two children. There’s just one …
$400: Here is one person and another person. There are 1, 2, 3, 4, 5 … here.
$500: Mrs. Simpson was walking the dogs all morning. Now her … hurt.
Prepositions of place Show map on SB pg. 37.

$100: Is the bookstore in front of or behind the restaurant? (behind)
$200: The Park Café isn’t in the train station. It’s … (next to)
$300: Where is the gas station? It’s … the office building. (across from)
$400: Where’s the department store? It’s … the post office and the office building. (between)
$500: Where is the post office? It’s … Center and Spring Streets. (on the corner of …)
Past tense: Irregular verbs

$100: Did Karen go running or go swimming on Saturday? (went)

$200: Did Diane and Tom see a movie or a play? (saw)
$300: Where did Ed have dinner last night? (had)
$400: What did you eat for lunch yesterday? (ate)
$500: How did Mrs. Rossi get to Madrid? (flew)
Past progressive
$100: Jim worked yesterday. At 4 p.m., he … (was working)
$200: Sharon usually reads until midnight. But at midnight last night … (wasn’t reading)
$300: What were you doing at 9 o’clock yesterday morning? (I was …)
$400: Were you taking lessons at Berlitz 3 years ago? (No, I wasn’t.)
$500: Was I teaching on Sunday? (No, you weren’t.)
Object pronouns (If students find this too difficult, write the object pronouns on the board for them.)
$100: Maggie had the flu. Did her father take Maggie to the doctor or the dentist? He took … (her)
$200: Did the doctor give Oscar medicine or a prescription? He gave … (him)
$300: What did your friends give you for your birthday? They gave … (me)
$400: I call my parents every week, but I rarely see … (them)
$500: We went to dinner with the Simpsons. They met … at the restaurant. (us)

DVD
Talking about family The goal of the DVD lesson should be to develop one or more of the
or following skills: listening comprehension, vocabulary development,
Talking about health pronunciation, rhythm and intonation, cultural awareness, idiomatic
usage, predicting, describing.
Lesson plans are available
Tell your students that the material is “real” English and that they
for both clips. shouldn’t expect to understand every word.
English Passport (or other appropriate publication)

For each issue of English Passport, Remember that the goal of the magazine lesson is to develop students’
two lesson plans have been created confidence in reading in English and to transfer their native-language
for each level. reading skills (e.g., skimming, scanning, reading for general compre-
hension, reading for details, making inferences) to English. The goal is
not to understand (or even to read) every word of the article.
Select one of the lesson plans available, or select another article from
your students’ issue of English Passport (according to their interests).
Homework







156 2006 Edition Level 1 • Homework

Level 1 • Homework 2006 Edition 157



















176 2006 Edition Level 1 • Answer Key

Level 1 • Answer Key 2006 Edition 177






Level 1 • Audio Script 2006 Edition 183

184 2006 Edition Level 1 • Audio Script






Instructor's Manual: 2006 Edition

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Sixth Printing – November 2008

For use exclusively in connection with Berlitz classroom instruction.

Berlitz Languages, Inc.

materials that focus on real-world communication and communicative goals and

BerlitzEnglish 1-4 Instructor’s Manual – 2006 Edition

The most significant changes in the 2006 Edition are:

Unit Structure and Timing Guidelines

DESCRIPTION OF LEFT-HAND COLUMN

©2006 Berlitz Languages, Inc.

DESCRIPTION OF RIGHT-HAND COLUMN

➤ Objectives Ladder – an opportunity to review the objectives of the previous

STUDENT MATERIALS HOW DO STUDENTS BENEFIT?

Student Book ➤ themes and language functions are chosen specifically to

➤ photos, illustrations, and realia provide visual support for better

➤ grammar focus and exercises help students improve their accuracy

Audio CD ➤ students are exposed to English spoken in many contexts and

English Passport ➤ students experience authentic English by reading articles culled

Technology Component ➤ students develop listening, reading, and speaking skills

INSTRUCTOR MATERIALS HOW DO STUDENTS BENEFIT?

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

➤ instructor uses a variety of techniques to exploit video content

English Passport ➤ instructor uses level-specific activities to exploit the exciting

CHAPTER/TITLE TOPICS OBJECTIVES GRAMMAR

4 How much is it? Colors Asking about a price Present progressive

©2006 Berlitz Languages, Inc.

2006 Edition Level 1 • Contents

8 My husband’s People Talking about your family Irregular plurals, e.g.,

activities anything, something,

Homework . . . . . . . . . . . . Page 156

Level 1 • Contents 2006 Edition

TOPICS OBJECTIVES GRAMMAR

©2006 Berlitz Languages, Inc.

Introducing yourself (3 min.)

2006 Edition Level 1 • Chapter 1

Saying where you are from (15 min.)

I’m (nationality). Presentation

Level 1 • Chapter 1 2006 Edition 1

8 numbers 0 – 10 Language note: 0 = zero (AmE), nought (BrE)

9 phone number Note: Teach “oh” pronunciation of zero in phone numbers.

©2006 Berlitz Languages, Inc.

2 2006 Edition Level 1 • Chapter 1

11 She / He is … Note: Switch to contracted forms as quickly as possible.

Giving another person’s name, address, phone number (25 min.)

Level 1 • Chapter 1 2006 Edition 3

Unit 3 Giving information about ourselves and others (22 min.)

©2006 Berlitz Languages, Inc.

4 2006 Edition Level 1 • Chapter 1

Spelling your name (18 min.)

16 Thank you. Warm-up

Level 1 • Chapter 1 2006 Edition 5

©2006 Berlitz Languages, Inc.

6 2006 Edition Level 1 • Chapter 1

20 possessives Sentence transformation

21 mixed How many questions?

Review: Chapter objectives

Chapter Check B Who am I?

Chapter Check C Dictation

Level 1 • Chapter 1 2006 Edition 7

8 2006 Edition Level 1 • Chapter 1

Level 1 • Chapter 1 2006 Edition 9

10 2006 Edition Level 1 • Chapter 1