Berlitz English 2 IG

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English
Berlitz Languages, Inc.
Princeton, NJ
USA
Instructor’s Guide
9 781642 101744
ISBN 978-1-64210-174-4
2
9 781642 101652
ISBN 978-1-64210-165-2
Writers: Damon Finos, Denise Kruelle
We would like to thank the many Berlitz instructors and staff who have 
contributed to the creation of this course.
Disclaimer:
Brands and company, product, and service names mentioned in this publication 
are for identification purposes only, and are not affiliated with Berlitz. All 
trademarks and registered trademarks are the property of their respective 
owners.
Copyright© 2018 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: 978-1-64210-165-2
First Digital Edition — August 2018
For use exclusively in connection with Berlitz language instruction.
Berlitz Languages, Inc.
7 Roszel Road
Princeton, NJ 08540 
USA
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English 2
WELCOMES YOU TO
Berlitz English and Business English are multi-component English programs for adult 
professionals. Spoken and written English is presented as it is used around the world in social and 
business contexts.
The Berlitz English and Business English programs have been developed because of our strong 
belief that we can offer our students—and our instructors—a competitive advantage in language 
study.
As a Berlitz instructor, you are the most important part of the Berlitz English programs and the 
Berlitz Method®. With this Instructor Guide, you can help students develop the language skills 
they need for successful everyday and workplace communication. 
This Instructor Guide supports the principles of the Berlitz Method® and focuses on real-world 
interaction; communicative and personalized speaking goals; and activities that present and 
practice relevant vocabulary and grammar in context in order for students to achieve those goals.
We hope you enjoy teaching from this Instructor Guide as much as we enjoyed making it for you. 
Feel free to report any errata or share any feedback and suggestions to ww.brdreport@berlitz.com.
The Berlitz Research & Development Team
iv ©2018 Berlitz Languages, Inc.
Each unit provides a more visible goal-oriented Speaking Goal that is customized at the 
start of the lesson, and confirmed at the end.
Sub-sections between dotted lines indicate more detailed instructions to support 
instructors who need it. These can be expanded or collapsed in the digital edition.
Student Guide previews help instructors point out visuals to students. Clear icons also 
indicate when the lesson plan points to the SG or the Illustration Book. In the digital 
edition, each SG preview image is in full color and can be enlarged.
Audio CD track numbers are clearly visible to help instructors set up listening 
activities―with audio scripts found at the end of the book. In the digital edition, tracks 
include an embedded player for even easier use.
Lower priority activities have been marked as ‘extra’ to give instructors more flexibility
and tools to manage their class time and lesson plan.
Instructor Guide Features
For Instructors...
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The brand new Instructors Portal makes it quick and easy to find specific units of content, by 
keyword search or by navigating the full catalogue. 
Full digital course content can be previewed and accessed on the Instructors Portal. Click a 
unit’s tile to open the corresponding Instructor Guide or Student Guide, or access the MP3 
audio files, audio scripts, or PDF as needed.
Physical audio CDs are available in case MP3 tracks cannot be used. A QR code readable by 
all smartphones provides a link to the MP3 download for instructors’ and students’ 
convenience.
A completely redrawn Illustration Book is available in digital and print formats to support 
instructors using fresher and more realistic images that more closely relate to today’s 
modern and diverse reality.
Additional Features and Components
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SPEAKING GOAL PAGE TOPICS GRAMMAR
Describe travel plans 1 Flights; Travel plans Present progressive vs. present 
progressive with future meaning
Simple present vs. present progressive
Ask about schedules 6 Travel schedules; 
Telling time
Frequency with ordinal and cardinal 
numbers: once, twice, three times (a 
day), every (ten minutes).
Time expressions (review): half past …, 
quarter after …, quarter past …, quarter 
to …, five after …, five past …, ten to …
Simple present with schedules
Ask about fares and 
buy tickets
12 Fares; Tickets How long does it take …?
Give travel updates 18 Travel delays and 
cancellations; Flight 
itinerary
Simple future with will
Talk about a business 
trip
24 Business travel Simple past (irregular verbs for business 
travel)
Introduce your 
company and 
describe its products 
and services
30 Types of companies Order of adjectives
Inclusive with
Describe your 
company’s 
organization
37 Company organization Relative clauses (subject form) with who
and that
Describe your 
colleagues’ 
responsibilities
44 Jobs; Job 
responsibilities
Express responsibility using to be 
responsible for and to be in charge of
Talk about your job 
and your 
responsibilities
49 Jobs; Job 
responsibilities
Simple past: more irregular verbs
Review 55
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CONTENTS
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SPEAKING GOAL PAGE TOPICS GRAMMAR
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Describe vacation 
plans
58 Vacations; Flights Future with to be going to
Describe favorite 
vacation activities
64 Summer and winter 
activities; Packing for 
a trip
Express amounts with too much, too 
many, enough, not enough.
Give travel advice 70 Weather; Clothing and 
travel items
Give advice with should and in case.
Express probability with may.
Ask for information 
about a hotel and 
make a reservation
75
Check into a hotel 
and speak to hotel 
staff
82 Polite offers with shall
Using object pronouns with direct 
objects
Describe your stay 
and check out
89 Superlative forms: adj. + -est; the most / 
the least + adj.
Reserve a table 94 Types of restaurants; 
Reservations
to feel like + -ing
Compare restaurants 99 Restaurants; 
Atmosphere and 
service
Make comparisons using as … as: (not) 
as (good) as, (not) as many (customers) 
as, (not) as much (food) as.
Describe food and 
preferences
104 Food likes / dislikes; 
Food preparation
to prefer + noun
to like vs. would like
Review 109
Describe a meal 112 Food flavors a little too …
much too …
Say how you’re 
feeling
117 Parts of the body; 
Aches, pains, and 
injuries
Using to have to express obligation
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SPEAKING GOAL PAGE TOPICS GRAMMAR
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Describe what 
happened
122 Aches, pains, and 
injuries; Leisure and 
daily activities
Past progressive: was / were + -ing
Describe your 
symptoms and ask 
about medicines
127 Ailments and 
symptoms; Medicines
don’t have to
shouldn’t vs. don’t have to
get + adjective: to get sick / well, to get 
better / worse, to get cold / hot, to get 
cooler / warmer, etc.
good for
Talk about your 
favorite books and 
music
134 Leisure activities;Books and music
Using to enjoy + -ing form
Using to like / love / hate + -ing form
Using to like / love / hate + infinitive.
Talk about TV shows 
and movies and invite 
someone out
140 Leisure activities; TV 
and movies
would rather … than …
I’d rather … than …
rather not
Would you like to go to (a vs. the vs. no 
article) (concert)?
Talk about your 
hobbies
147 Hobbies and interests Using to start / stop + -ing form
Using still / not anymore
Using -ly adverbs of manner
Irregular adverb of manner: well
Describe exercise 
habits
152 Exercise; Fitness Frequency adverbs: regularly, 
occasionally, etc.
Habitual conditional with if
Give exercise advice 157 Exercise; Fitness; 
Health
That sounds like fun. vs. That sounds 
exciting.
If you want to …, you have to …
Review 163
Ask for and respond 
to requests for 
information
166 Gym / Club 
membership
Ask for information using Do you know / 
Can you tell me + (if / question word)
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SPEAKING GOAL PAGE TOPICS GRAMMAR
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Respond to requests for information 
with I don’t know + (if / question word)
Talk about moving 171 Homes; Moving to move
to move into
Describe your home 176 Homes Number-noun adjectives: a two-story 
building, a two-car garage, etc.
Tag questions with negative tags: aren’t 
you, isn’t it, don’t I, doesn’t she, can’t he,
didn’t they, wasn’t she, weren’t we, won’t 
you, wouldn’t I
Describe your 
neighborhood
181 Neighborhoods; 
Neighbors
Reflexive pronouns (emphatic use)
Welcome visitors 187 Homes; Visitors; 
Compliments
What a + adjective + noun! 
Say what you use 
something for
192 Appliances and 
devices
Express purpose with use + (a device) + 
infinitive
Express purpose with use + (a device) + 
for + -ing
Describe what people 
used to do
199 Appliances and 
devices; People’s 
former activities
Express past habits with used to + verb
Talk about past 
events
205 Childhood; Trends; 
Past and current 
events
Time expressions: the (90s), in (the 90s)
to remember + -ing
Compare modern and 
past times
211 Life now and then Modal (ability, permission): could
a little vs. little
Qualifying comparatives: a little,
somewhat, much, a lot + (-er, more, less)
Review 216
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SPEAKING GOAL PAGE TOPICS GRAMMAR
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Index V-1
Complete Audio 
Scripts
A-1
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In this lesson you will ...
Describe travel plans
Vocabulary & Expressions Grammar Items
flight to travel Present progressive vs. present progressive with future 
meaning
Simple present vs. present progressive
Introductions or review of last lesson and homework.
Greet students, introduce yourself, and have students introduce 
themselves briefly if this is their first lesson. Review key points from their 
previous lesson if it is not.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you go on trips? Where do you go? Do you go by plane? by train? by car? 
Are you going on a trip this year? etc.
Set a customized speaking goal. For example: Our goal is to talk about 
your trip to (Venezuela next week). Write the goal on the board.
Warm up. Present and practice, as needed: to fly (rev.) / flight / to travel / 
to drive (rev.)
Substitution: Is Mrs. Rossi going to Madrid? [Y] Is she going to Madrid by 
train or by plane? [by plane]
→ She’s flying to Madrid.
→ She is on a flight to Madrid.
Do the Bennetts live in Toronto? [N] Are they going to Toronto? [Y]
→ They are traveling (travelling UK) to Toronto.
Are they traveling by bus or by car? [by car] → They are driving.
 
Do you travel a lot? Do you drive to work? Did you fly to …? Was the flight 
short or long?
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GOAL-SETTING01
Describe travel plans • Unit 1 | 1
UNIT 1
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Present or review and practice, as needed: Present progressive vs. 
present progressive with future meaning
Review: Present progressive (present meaning)
Where is Mrs. Rossi flying from? [Rome]
Where is her flight going? Is she going on vacation?
Why is she going to Madrid? [to meet a client]
Is she reading or eating? What is she eating? etc.
Contrast: Present progressive (future meaning)
Is Mrs. Rossi flying back to Rome today? No, she isn’t flying back to Rome 
today.
When is she flying back to Rome? → She is flying back to Rome tomorrow.
Is she meeting her Spanish client now? No, she isn’t meeting her Spanish 
client now.
When is she meeting her client? She is meeting her Spanish client on 
Friday. etc.
Use IB.
Are Karen and Emily traveling to Monterey or San Francisco now? Are they 
traveling back to Springfield this week or next week? Was Mr. Simpson in 
Washington? Is Mr. Simpson traveling back home today? When is he going 
to Washington again? etc.
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Tease answers
Provide cues (in parentheses) if needed.
1. Oscar is going on a business trip, but he isn’t going on a trip today. 
(tomorrow)
2. He isn’t leaving at 6:30 in the morning. (7:30)
3. He isn’t taking a bus to the airport. (taxi)
4. He isn’t traveling to Miami tomorrow. (Chicago)
5. He isn’t taking flight AL 73. (AL 72)
6. He isn’t coming back on Friday. (Thursday)
[ANSWERS: 1. He is going on a trip tomorrow.  2. He is leaving at 7:30 in the 
morning. 3. He is taking a taxi to the airport.  4. He is traveling to Chicago 
tomorrow.  5. He is taking flight AL 72.  6. He is coming back on Thursday.]
Skits. Have students read aloud the exchanges in the SG.
Pairs. Students act out the exchanges, substituting their own information.
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  When are you going?
PRACTICE
PRESENTATION
03
02
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 1 • 2 • 3 • 4
Pre-listening. Dictate the following questions:
1. Is the man taking a taxi to the train station?
2. Is Melissa going home or to work?
3. Are George and his wife flying to Germany?
4. Are Beth and Karen taking the bus or the subway?
Listening 1. Set task: Listen for the answers to the questions.
Play recordings one at a time, pausing to give students time to note their 
answers. Check answers.
[ANSWERS: 1. No, he isn’t. He’s taking a taxi to the airport. 2. She’s going 
home. 3. No, they aren’t. They are flying to Austria. 4. They are taking the 
subway.]
Listening 2. Point out the sentences in the SG. Set task: Listen for the 
right answer.
Play the recordings straight through without pausing. Ask questions to 
check answers.
[ANSWERS: 1. a (now) 2. b (in about an hour) 3. b (on Saturday) 4. a (now)]
Post-listening. QFS
Students ask each other questions about the conversations. Prompt, if 
needed.
[Some possibilities: How is the man getting to the airport? When is Melissa 
going home? Why isn’t she going home now? How are George and his wife 
getting to Austria? How long are they going for? Why is Karen taking the 
subway to work today?]
  Now or later?
Track:
Present or review and practice, as needed: Simple present vs. present 
progressive
Use IB series to review: What is Oscar doing (now)? vs. What does Oscar 
usually do?
What time is it? Is Oscar going to the train station or the bus stop? [He’s 
going to the bus stop now.]
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PRESENTATION
LISTENING
05
04
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Does he go to the bus stop at eight o’clock every day? He always goes to 
the bus stop at eighto’clock.
How does Oscar usually get to work?
 
Which bus is Oscar taking? [the number 36 bus] Does he always take the 
number 36 bus?
Is Oscar getting off the bus at State Street? [at Main Street] Does he 
sometimes get off at State Street?
Is Oscar buying a magazine or a newspaper (now)? Does he usually buy the 
newspaper before or after work? etc.
AQ
Have students look at the photos in the SG. Provide question cues (in 
parentheses) if needed.
Example: The bus isn’t going to Chicago. (Where?) → Where is the bus 
going?
1. The woman isn’t getting on a bus. (What?)
2. She doesn’t always go on business trips. (sometimes?)
3. The woman isn’t visiting for her mother. (Who?)
4. The man doesn’t sometimes meet clients at the airport. (always?)
5. The flight isn’t leaving at six-twenty. (When?)
6. This bus never goes to San Francisco. (Where?)
7. The man isn’t going home. (Where?)
8. He doesn’t usually take the subway to work. (How?)
[ANSWERS: 1. What is she getting on? 2. Does she sometimes go on 
business trips? 3. Who is she visiting? 4. Does he always meet clients at the 
airport? 5. When is the flight leaving? 6. Where does it go? 7. Where is he 
going? 8. How does he usually get to work?]
Cue–Response. Point out the sentence-completion activity in the SG. Go 
over the example. Students complete the statements in the SG. Call on 
students to give their answers.
[ANSWERS: 1. No, but I’m leaving the office at five o’clock tomorrow. 2. No, 
but she’s working late today. 3. No, but he’s flying to Montreal on Monday.]
Summary. Students say two or three things they are doing this week and 
then contrast them with statements about how often they do those 
things.
  What are they doing?
 They’re taking a taxi tonight
PRACTICE06
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For example: I am going home after the lesson today. I always go home 
after the lesson.
Remind students what the goal was and point it out on the board: Our 
goal is to talk about your trip to (Venezuela next week).
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Students brainstorm questions they can ask each other. Go over Useful 
Expressions, as needed: Where are you traveling to? How are you getting 
there? When are you coming back?
Task. Pairs. Students ask each other about an upcoming trip. Set a time 
limit. Avoid interruptions during the first enactment. Provide praise, 
feedback, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, have 
the students add more detail using contrasting tenses, e.g., I’m going to 
Mexico next week. I don’t usually go to Mexico. I usually go to Italy.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students.
  Performance     Useful Expressions
Extension 1. QFS
Students ask you about your travel plans.
Extension 2. Summary
Students take on the role of one of the characters in the IB and describe 
their travel plans.
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Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
PERFORMANCE
09
08
07
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6 | Ask about schedules • Unit 2 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Ask about schedules
Vocabulary & Expressions Grammar Items
track
passenger
platform
(three) times a (day)
once
twice
to run (every ten minutes)
How often …?
How many times …?
to leave for (city)
to leave from (track 2)
to depart (for)
to arrive
to arrive in (city)
to arrive on (track 3)
to arrive from (city)
Frequency with ordinal and cardinal numbers: once, 
twice, three times (a day), every (ten minutes).
Time expressions (review): half past …, quarter after …, 
quarter past …, quarter to …, five after …, five past …, ten 
to …
Simple present with schedules
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about student’s 
needs and experiences.
When do you take the train? Is there a station near your house? Is your 
workplace far from home? Do you know what time the train to … leaves? 
etc.
Set a customized speaking goal. For example: Our goal is to ask about 
train schedules (from New York to Washington, DC). Write the goal on the 
board.
Warm up. Present and practice, as needed: track / passenger / platform
Naming: track
Are these people getting on the train? → passengers
Contrast: Are the passengers standing on the track? → on the platform
 
Is this track 2 or track 3? What track is this? Are these passengers on 
platform 3 getting on or getting off the train? etc.
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GOAL-SETTING01
UNIT 2
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Present and practice, as needed: Frequency with ordinal and cardinal 
numbers: (three) times a (day), once, twice, every (ten minutes) / How 
often …? / to run (every ten minutes) / How many times …?
Substitution: Does Mr. Simpson travel every year? [Y] Does he travel in 
February, April, and June? [Y]
→ He travels three times a year.
Does Oscar take the bus every day? [Y] two times a day? [Y] → He takes the 
bus twice a day.
Do I go on vacation four times a year? [N] One time? [Y] → You go on 
vacation once a year.
Elimination: Does Mr. Simpson travel once a year? twice? every month? → 
How often does he travel?
Build-up: Is Oscar’s bus coming at 9:10? [Y] Is another bus coming ten 
minutes after that? [Y]
→ The bus runs every ten minutes.
Elimination: Does the train to … run every (two / four) hours? [N] → How 
many times a day does it run?
 
How often do you do you go on vacation? How often do you take the train? 
How often do you go on business trips? Do trains run from here to …? Does 
your bus run once an hour? How many times an hour does it run? etc.
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QA
1. How many times a day do you …? (eat, check your mail, etc.)
2. How many times a month do you …? (go to the movies, see friends, etc.)
3. How many times a year do you …? (see a dentist, go on vacation, etc.)
4. How often do you …? (go shopping, take the bus, etc.)
AQ. Provide question cues, if needed.
1. Mrs. Rossi doesn’t fly to Madrid once a month. (How often?)
2. Mr. Simpson doesn’t go to Washington five times a year. (How many 
times?)
3. The Bennetts don’t travel to Toronto twice a year. (How often?)
4. Emily doesn’t go on vacation three times a year. (How many times?)
[ANSWERS: 1. How often does Mrs. Rossi fly to Madrid?  2. How many times 
a year does Mr. Simpson go to Washington?  3. How often do the Bennetts 
travel to Toronto?  4. How many times a year does Emily go on vacation?]
PRACTICE
PRESENTATION
03
02
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QFS. Point out the practice activity in the SG. Go over the example. 
Students use the cues to ask each other questions. Students write down 
their partner’s responses.
[ANSWERS: 1. a. How often do you go on vacation? b. Answers will vary. 2. a. 
How many times a year do you go on trips? b. Answers will vary. 3. a. How 
many times a day do you check your email? b. Answers will vary. 4. a. How 
often do you miss your bus? b. Answers will vary.]
  How often do you take the subway?
Present or review and practice, as needed: (twenty) (past / after) (six) 
(rev.) / (a) quarter (past / after) (six) (rev.) / half past (four) (half (four) UK) 
(rev.) / (ten) to (two) / (a) quarter to (four) (rev.)
Note: this was an optional presentation activity in Level 1, Unit 15, Tell thetime, so it might not be review.
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Substitution: What time is it? [6:20] → It’s twenty minutes past / after six → 
twenty past / after six
What time is it? [4:15] → a quarter past / after four
What time is it? [4:30] → half past four, half four (UK)
What time is it? [1:50] → It’s ten minutes to two. → ten to two
What time is it? [4:45] → (a) quarter to five
What time is it? Is it eleven forty or eleven forty-five? etc.
Point out the list of times in the SG. Students say what the times are. 
Encourage students to give alternate versions, where possible.
[ANSWERS: 1. It’s five-oh-one /one (minute) (past / after) five / (just past / 
just after) five. 2. It’s twelve fifteen / (a) quarter (past / after) twelve. 3. It’s 
two thirty-five / twenty-five (minutes) to three. 4. It’s four thirty / half past 
four (half four UK). 5. It’s eleven-oh-five / five (minutes) (past / after) eleven. 
6. It’s six forty / twenty to seven.]
  What time is it?
Present and practice, as needed: to leave for (city) / to leave from (track 
2) / to depart (for)
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PRESENTATION
PRACTICE
PRESENTATION
06
05
04
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Naming: This is an arrivals / departures board.
Substitution: Is this train going to Montreal? [Y] → It’s leaving for Montreal.
What track is it on? [track 2] → It’s leaving from track 2. → It’s departing 
from track 2.
 
When is the train on track 3 leaving for Washington or Philadelphia? Is the 
Boston train departing at five to eleven or at five to twelve? Is it leaving 
from track 4 or from track 5? etc.
Present and practice, as needed: to arrive / to arrive in (city) / to arrive on 
(track 5) / to arrive from (city)
Contrast: Is this train departing? [N] → It’s arriving.
Substitution: Is this train station in New York? [Y] → The train is arriving in
New York.
What track is this? [5] → The train is arriving on track 5.
Is it coming from Boston? [Y] → It’s arriving from Boston.
 
Is this train leaving or arriving? Are these passengers arriving from Boston 
or from Washington? What time is this this train arriving in Philadelphia? 
etc.
Present and practice, as needed: Simple present with schedules
Point out the schedule in the SG.
Is this a train schedule? [Y]
Is the train to New York leaving at 12:00? [N] What time is it leaving? [at 
12:45]
OR: What time does it leave? → It leaves at 12:45.
What track does it leave from? [It leaves from track 8.]
What time does the train from Boston arrive? → It arrives at 12:48.
What track does it arrive on? [It arrives on track 2.]
  What time does the train leave?
QA. Students answer using the schedule in the SG.
1. Does the train to Fredericksburg depart at 12:15 or 1:15?
2. What track does the train to Richmond leave from?
3. Does the train from Miami arrive on track 2 or track 3?
4. Does the train from New York arrive at 12:45 or 12:55?
  What time does the train leave?
PRACTICE
PRESENTATION
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[ANSWERS: 1. It departs at 1:15. 2. It leaves from track 1. 3. It arrives on 
track 3. 4. It arrives at 12:55.]
Cue–Response
1. The train to Richmond doesn’t leave at 2:30.
2. The train from Boston doesn’t arrive on track 11.
3. The train to New York doesn’t depart at 12:57.
4. The train from Miami doesn’t arrive at ten past two.
[ANSWERS: 1. It leaves at 2:28. 2. It leaves from track 1. 3. The train to 
Baltimore departs at 12:57. 4. It arrives at five past two.]
QA / QFS. Ask a few questions using the IB to demonstrate and then have 
the students ask questions.
What time does the flight to … depart? When does the flight from … arrive? 
Does the flight to … leave at …? When do you leave for work in the morning? 
When do you arrive at the office? etc.
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Remind student what the goal was and point it out on the board: Our goal 
is to ask about train schedules (from New York to Washington, DC).
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Task. Pairs. Students ask questions about the departures and arrivals of 
trains going to and coming from cities you’ve chosen as a class or from 
cities listed in the SG schedule.
If students have Internet access, have them look at a real schedule. Set a 
time limit. Avoid interruptions during the first enactment.
Provide praise, feedback, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence.
  Performance
 What time does the train leave?
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PERFORMANCE09
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For a strong performance, have students ask about flight schedules.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students.
Extension 1. QFS.
Students ask about how they get to work and everyday travel schedules
Extension 2. AQ.
Give statements about your activities. Students create questions that lead 
to the answers you have given.
Examples: No, I don’t go on vacation twice a year. → Do you go on vacation 
twice a year?
I have meetings every Monday. → How often do you have meetings?
We go swimming three times a week. → How many times a week do you go 
swimming?
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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12 | Ask about fares and buy tickets • Unit 3 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Ask about fares and buy tickets
Vocabulary & Expressions Grammar Item
ticket
about (= approximately)
It takes …
one-way (single UK)
round-trip (return UK)
fare
seat
class
first class
business class
coach (also second class UK)
economy (class)
around + time
duration
express (train)
How long does it take …?
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about student’s 
needs and experiences.
How much does it cost to fly to (New York)? To travel by train or plane, 
what do you need to buy? [→ ticket] Are you traveling soon? Where are you 
going? How are you getting there? Do you need a ticket? etc.
Set a customized speaking goal. For example: Our goal is to buy a ticket 
(from New York to Washington, DC). Write the goal on the board and get 
agreement from students.
Warm up. Present and practice, as needed: ticket
Naming: This is a train ticket.
Is this ticket for a child or an adult? [adult]
Where is the passenger going? [to Westport]
Where is the passenger leaving from? [New York]
When does the train leave? [at 11:43]
When does it arrive in Westport? [at 12:47]
  Warm-up
GOAL-SETTING01
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Present and practice, as needed: about (= approximately) / It takes … / 
How long does it take …?
When does the train to Boston depart? [at 11:55]
And when does it arrive in Boston? [at 3:00]
Substitution: How many hours is that? [3 hours, 5 minutes] → It’s about 
three hours.
→ It takes about three hours get to Boston.
Elimination: Does it take an hour to get to Philadelphia? two hours? ten 
hours?
→ How long does it take to get to Philadelphia?
 
Does it take about an hour to get home? How long does it take to get here? 
to get to London? etc.
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QA. Ask questions based on the timetable in the SG.
1. Does it take about an hour or about two hours to get to Cardiff?
2. About how long does it take to get to Edinburgh from London?
3. Does it takeabout three hours to get to Liverpool?
4. How long does it take?
[ANSWERS: 1. It takes about two hours to get to Cardiff. 2. It takes about four 
and a half hours to get from Edinburgh to London. 3. No, it doesn’t. 4. It 
takes about two hours.]
AQ
1. It doesn’t take half an hour to get home.
2. It doesn’t take twenty hours to fly to (Sydney).
3. It doesn’t take five minutes to get from here to the post office.
[ANSWERS: 1. How long does it take to get home? 2. How long does it take to 
fly to (Sydney)? 3. How long does it take to get from here to the post 
office?]
QFS
Students ask each other two or three questions. Prompt by suggesting 
destinations, if needed.
  How long does it take to get there?
PRACTICE
PRESENTATION
03
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Present or review and practice, as needed: one-way (single UK) / round-
trip (return UK) / fare
Dictionary: Would you like a ticket from New York to Boston only? [Y / N] 
→ (don’t) want a one-way ticket (single UK)
Do you want a ticket from New York to Boston and from Boston to New 
York? 
→ round-trip ticket (return UK)
Point out the fare column in the London timetable.
Substitution: How much is a ticket from London to Stratford-on-Avon? [£30] 
→ The fare is £30.
Is that a one-way fare or a round-trip fare? [one-way]
 
Are you flying to (New York) next week? How much is the fare? Is that for a 
one-way ticket or a round-trip ticket? etc.
Present or review and practice, as needed: seat / class / first class / 
business class / coach (also second class UK) / economy (class)
Substitution: Is this my chair? → my seat
Dictionary: On a train or plane, are some seats more expensive than other 
seats? [Y] → different classes
How many classes are there on a flight? [Three]
→ First class is the most expensive ticket.
→ A business-class ticket is cheaper than a first-class ticket.
→ A coach (second class UK) ticket is cheaper than a business-class ticket.
Substitution: An economy-class ticket is cheaper than a business-class 
ticket.
 
Do you usually fly first class, business class, or economy? How much is (an 
economy-class) ticket to …? etc.
  How long does it take to get there?
QFS. You would like to buy a ticket to Madrid. What questions can you 
ask? Prompt, if needed.
Possible questions: How much is the fare to Madrid? Is that one-way or 
round-trip? How much is a first-class seat? Do you have any seats in 
business class? How long does the trip take?
Dialog completion
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  One-way or round-trip?
PRACTICE
PRESENTATION
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Students complete the conversations in the SG using the terms in the word 
box. Call on pairs of students to read out the completed exchanges.
[ANSWERS: 1. fare 2. first class 3. seats 4. one-way 5. round-trip]
Skits. Point out the Baltimore–New York–Boston timetable and fare 
chart. Pairs act out buying a ticket to one of the destinations.
For example:
– I’d like to buy a ticket to …
– Business class or coach?
– Business class.
– One-way or round-trip?
– Round-trip please.
– The fare is …
– How long does it take to get there?
– It takes …
– Thank you very much.
  I’d like to buy a ticket to …
 5
Pre-listening. Present or review and practice, as needed: around + time / 
duration / (not) available (rev.) / express (train)
Have students look at the Baltimore–New York–Boston timetable.
Substitution: Does a train to Baltimore leave at about twelve o’clock? [Y] →
It leaves around twelve o’clock.
How long does the trip to Baltimore take? [40 minutes] → The duration of 
the trip is forty minutes.
Can you buy a first-class ticket to Baltimore? [N] → First-class tickets are 
not available.
Is there a fast train from here to …? [Y] → express train
Listening 1. Set the scene: A passenger is asking about train schedules 
and fares. Set task: Listen for the answers to these questions (dictate or 
write on the board):
1. Where would the passenger like to go?
2. What time would the passenger like to leave?
Play audio straight through. Check answers.
[ANSWERS: 1. The passenger would like to go to Baltimore. 2. At noon.]
  I’d like to buy a ticket to …
Track:LISTENING06
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Listening 2. Point out chart in the SG.
Set task: Listen again and fill in the information about the two trains.
Play the audio, pausing if needed to give students time to note their 
answers. Ask questions to check answers.
[ANSWERS: Northeast express: departs 12:00; arrives 12:28; duration 28 
mins.; first class fare $70; business class fare $55.
Northeast regional: departs 12:02; arrives 12:43; duration 41 mins.; 
business class fare $39; coach fare $27].
Post-listening. Students compare the trips and tickets, e.g., Which train 
would you take? Why?
The Northeast Regional leaves (a little) later and takes longer, but it’s 
cheaper.
The Northeast Express trip is more expensive, but you get there sooner.
The Northeast Express doesn’t have any coach seats.
  A one-way ticket to Baltimore, please
Remind student what the goal was and point it out on the board: Our goal 
is to buy a ticket (from New York to Washington, DC).
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Task. Pairs. Say: You are at a train station and would like to travel to 
(student’s stated destination). Ask about fares and buy a ticket.
If students have Internet access, have them look at a real timetable and 
fare schedule. Set a time limit. Avoid interruptions during the first 
enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication, e.g., their choice of ticket is sold out or the train is full.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students. 
  Performance
PERFORMANCE07
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Extension 1. Transportation information.
Say: I am in this city for the first time. Can you tell me about bus and 
subway tickets? Ask specific questions, as needed, e.g., How much is the 
bus / subway fare? Where can I buy tickets? How often does the bus / 
subway run? How long does it take to get from … to … by bus? Is it better to 
take a taxi? How much is the taxi fare?
Extension 2. How long does it take to get there?
Say: I would like to see some other places in this country. Where can I go? 
How do I get there? How long does it take to get there?
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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08
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18 | Give travel updates • Unit 4 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Give travel updates
Vocabulary & Expressions Grammar Items
scheduled (time)
on time
late
early
airline
cancellation
delay (n., v.)
delayed
to land
update (n.)
(to take a) direct flight
to board
connecting flight
to miss a connection
Simple future with will
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
When you travel, is a friend or colleague waiting for you at the airport? Do 
flightsusually leave at the time on the arrivals / departures board? What do 
you do when your flight doesn’t leave at the right time? Do you call your 
friend or colleague? What do you say? etc.
Set a customized speaking goal. For example: Our goal is to tell your 
colleague that your flight is arriving late. Write the goal on the board and 
get agreement from students.
Warm up. Present or review and practice, as needed: to depart (rev.) / to 
arrive (on) (rev.) / to wait (for) (rev.) / scheduled (time) / on time / late / 
early
Is the train on track 2 arriving or departing? [departing]
Which train is arriving on track 5? [the Boston train]
Point to the people in the bottom right of the illustration (on track 5):
What are these people doing? [waiting for the train; waiting on the platform 
for the train]
What time is the Toronto flight arriving? [at 4:45]
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GOAL-SETTING01
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Substitution: Is that the time on the schedule? [Y] → scheduled arrival time
Do flights usually arrive at the scheduled time? [Y] →They arrive on time.
Do they sometimes arrive after the scheduled time? [Y] → They sometimes 
arrive late.
Do flights arrive before the scheduled time? → They sometimes arrive early.
 
Do trains here usually run on time? Is your bus usually early or late? etc.
Have students look at the photo.
What is this woman waiting for? Is (the flight) on time? Is it early or late?
  Warm-up
Sentence completion. Students complete the activity in the SG.
[ANSWERS: 1. departing 2. leaving 3. arriving on 4. waiting on]
  Arriving or departing?
Present or review and practice, as needed: airline / to cancel (rev.) / 
canceled (cancelled UK) (rev.) / cancellation / delay (n., v.) / delayed / to 
land / update (n.)
Naming: British Airways, Lufthansa, JAL → airlines
When there is a lot of snow, do flights depart? [N] → Airlines cancel flights. 
→ Flights are canceled.
Are many flights canceled when it snows? [Y] → There are many (flight) 
cancellations.
Substitution: When the weather is bad, do flights arrive late? → Bad weather 
delays flights.
→ Flights are delayed when the weather is bad.
My last flight arrived twenty minutes late. → There was a twenty-minute 
delay.
The plane arrived at the airport twenty minutes late. → It landed twenty 
minutes late.
Build-up: When my flight arrived late, did I call my friend? [Y] Did I tell her my 
new travel schedule? [Y]
→ I gave my friend an update (on my travel schedule).
 
Which airlines do you like? Was your last flight canceled or not? Were there 
a lot of cancellations last winter? Were you delayed this morning? What 
delayed you? Did your flight to (Washington) land on time or was there a 
delay? Did you give a colleague a travel update? etc.
PRESENTATION
PRACTICE
03
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QA
Point out the flight arrivals / departures board in the SG.
1. Is the Cleveland flight departing on time or is it delayed?
2. How long is the delay?
3. Was the Davenport flight’s departure delayed or canceled?
4. Is the Des Moines flight arriving twenty-five minutes late?
5. How many flight cancellations are there?
[ANSWERS: 1. It is delayed. 2. The delay is twenty minutes. 3. It was canceled. 
4. No, it’s not. It’s arriving thirty-five minutes late. 5. There are two flight 
cancellations.]
Skits
Call on students to read aloud the exchanges in the SG. Then have 
students use information from the arrivals / departure board in the SG to 
create their own exchanges.
  Is our flight on time?
Present and practice, as needed: Simple future with will
Refer to the flight arrivals / departures board in the SG.
It is two o’clock. Is the Cincinnati flight arriving now? [N]
Substitution: Is it arriving in five minutes? → It will arrive in five minutes.
Will the Chicago flight arrive on time? [Y] → Yes, it will.
Will the Des Moines flight arrive on time? [N] → No, it won’t.
Will the Cleveland flight depart at 3:10 or 3:12? [It will depart at 3:12.] → It’ll
depart …
Will Flight 512 depart at 4:30? Will the Madrid flight arrive at seven o’clock? 
Will the Madrid flight arrive at 4:20 or 5:20? What time will the Toronto flight 
land? Where will flight 568 go? etc.
If needed, use I am – You are technique to demonstrate that will does not 
conjugate. Start with I and you then add other persons.
for example:
I: I will go to Tahiti this year. – S: I will go to Cancun this year.
I: I won’t take a taxi to work tomorrow. – S: I won’t walk to work tomorrow.
You will … You won’t …
We will … We won’t ….
The Bennetts will … They won’t … etc.
 Is our flight on time?
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PRESENTATION
PRACTICE
05
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Transformation. Contracted form of will
Read the sentences below aloud; students give the contracted form.
Example: Will Lisa take the six o’clock train? → Yes, she will. She’ll take the 
six o’clock train.
1. Will John leave at five?
2. Will Tim and Carla arrive on time?
3. Will Martina and I meet with the director tomorrow?
4. Will you and I be here next week?
[ANSWERS: (1.) Yes, he will. He’ll leave at five. (2.) Yes, they will. They’ll arrive 
on time. (3.) Yes, you will. You’ll meet with the director tomorrow. (4.) Yes, 
we will. We’ll be here next week.]
Mixed questions
Say: The Bennetts are going to Paris!
How long will they stay in Paris? What will they do there? Will they stay in a 
hotel? What kind of food will they eat? When will they come back? etc.
QFS
Students ask each other questions using will.
-27
Pre-reading. Present and practice, as needed: (to take a) direct flight / to 
board / connecting flight / to miss a connection
Substitution: Can we travel from New York to London on one flight? [Y] →
We can take a direct flight
Build-up: Will the Bennetts take a direct flight from Springfield to Paris? [N] 
Will the Bennetts’ plane stop in New York? [Y] Will they get on another plane 
in New York? [Y]
→ They will board another plane.
Contrast: Is this flight a direct flight? [N] → It’s a connecting flight.
The Bennetts’ plane arrives in New York five hours late. Will they get to their 
connecting flight on time? [N] → They will miss their connection.
 
Do you usually take direct flights? Are connecting flights cheaper than 
direct flights? When you miss a connection, do you wait for the next flight?
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  When will you get home?
READING
PRACTICE
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Reading 1. Call on students to read the dialog out loud.
Reading 2. Correct the teacher
Read out the statements below. Students skim the dialog and give the 
correct answers.
1. Tim is in Montreal.
2. His flight was canceled.
3. He is waiting for his connecting flight.
4. He will call Ann back after he boards on the plane.
[ANSWERS: (1.) He’s in Toronto. (2.) His flight was delayed. (3.) He missed his 
connection. (4.) He will call her back before he boards the plane.]
Post-reading. What do you think?
Will Tim get on another flight today?
Will it be a direct flight or a connecting flight?
When will he get home? etc.
Remind student what the goal was and point it out on the board: Our goal 
is to tell your colleague that your flight is arriving late.
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Task. Pairs. Say: Your flight has a two-hour delay.
A friend is meeting you at the airport. Call and tell your friend about the 
delay. Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise,and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication, e.g., the colleague has an important appointment after the 
scheduled arrival time and can’t go to the airport to meet the traveler.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students.
  Performance
PERFORMANCE08
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Extension 1. What was the delay?
Start a story about a travel delay that you experience. Students ask 
questions to elicit details. Try to respond using was / were or verbs that 
have regular past tenses. for example: My flight from London to New York 
was canceled …
possible questions: Did bad weather delay the flight? Was it a connecting 
flight? Did you stay in London? Did you stay at a hotel? When did you leave 
London? arrive in New York?
Extension 2. What will you do this weekend?
Students ask each other about their plans for the weekend. Call on 
students to summarize their discussions. Listen for use of contracted 
forms.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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24 | Talk about a business trip • Unit 5 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Talk about a business trip
Vocabulary & Expressions Grammar Items
on business
gate
(Flight 231) is now 
boarding.
(to make) an 
announcement
went
met
made
gave
took
left
bought
suitcase
to put (in / on)
to pack
Simple past (irregular verbs for business travel)
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about student’s 
needs and experiences.
Do you go on business trips? When you come back, do you tell people 
about your trip? Who do you tell? What do you tell them? Where was your 
last trip to? etc.
Set a customized speaking goal. For example: Our goal is to tell a friend / 
colleague about your last business trip. Write the goal on the board and 
get agreement from students.
Warm up. Present and practice, as needed: on business
Substitution: Do you travel to other places for your job? → You go there on 
business.
 
Do you go to other countries on business? Where do you go on business? 
What do you do when you are there? etc.
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GOAL-SETTING01
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Present and practice, as needed: gate / (Flight 308) is now boarding. / (to 
make) an announcement
Contrast: Do planes leave from a track? [N] → Planes leave from a gate.
Substitution: Are passengers boarding the plane now? [Y] → The plane is 
now boarding.
Naming: At an airport, do you hear things like, “British Airways Flight 308 for 
Paris is now boarding at Gate 6”? [Y] → You hear an announcement.
Do you hear announcements only at airports? Where else do they make 
announcements? [train, bus, subway stations, hospitals, etc.]
 
Use IB. What gate is the flight to London leaving from? [16] Why is this man 
running? Was there an announcement about this man’s flight? Is his plane 
boarding now or later? etc.
-27
QA
1. Where will passengers on Flight 424 board their plane?
2. Which flight will arrive at Gate 30?
3. Will the Mexico City flight or the Paris flight depart from Gate 13?
[ANSWERS: 1. They will board at Gate 24. 2. The (Toronto flight / Flight 590) 
will arrive at Gate 30. 3. The Paris flight will depart from Gate 13.]
-27
 6 • 7
Pre-listening. Brainstorm: What kinds of announcements do you hear at 
train stations and airports?
Assist with vocabulary, as needed.
For example: The Northeastern Express is now arriving on Track 12. Please 
stand back from the edge of the platform. / ICE 223 to Vienna is now 
boarding from Platform 6. / Flight 631 for Newport is now boarding at Gate 
12. Passengers on Flight 631 please proceed to Gate 54 immediately. / 
Would passenger on Flight 884 Frank Murphy please report to the BA 
customer-service desk.
Listening 1. Set task: Point out the photos in the SG. Say: You will hear 
two announcements. Which announcement goes with which picture?
  Attention all passengers
Track:LISTENING
PRACTICE
PRESENTATION
04
03
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Play recordings straight through without pausing.
[ANSWERS: The first announcement is at a train station. The second 
announcement is at an airport.]
Listening 2. Set task: Point out the listening activity in the SG.
Say: Listen to the announcements again and fill in the missing information.
Play recordings one at a time, pausing as needed to give students time to 
note their answers. Replay, if needed. Ask questions to elicit answers.
[ANSWERS: Train announcement: 1. Washington; 2. Track 4; 3. Philadelphia 
and New York; Flight announcement: 1. Flight 958; 2. London; 3. Gate 28B]
Post-listening. Skit
– Excuse me. Was that announcement about (Flight 958 / the train from 
Washington)?
– Yes, it was.
– What gate is the flight boarding from? / What track is the train arriving 
at?
– From Gate 28B. / At Track 4.
Present and practice, as needed: Simple past (irregular verbs): went / 
met / made / gave / took / left / bought
Did Mr. Bennett go to work yesterday? [Yes, he did.] → He went to went to 
work yesterday.
Did he meet with a client? [Y] → He met with a client.
Did the client make an appointment? [Y] → He made an appointment.
Did the sales manager give a presentation? [Y] → She gave a presentation.
 
Elicit long answers. Did you go to work last week? Where did you go after 
work? Did you meet with your friends on the weekend? Who did you meet 
with? Did you make any phone calls yesterday? Who did you call? Did you 
give a presentation last year? etc.
 
Did the mail clerk take the papers to the receptionist? [N] Did he take them 
home? [N]
Where did he take them? → He took them to (the office manager).
What time did Janet leave the office yesterday? → She left (at 5:00).
Did Mr. Bennett buy the newspaper? [N] Did Mr. Simpson buy it? [N] → Who 
bought the newspaper?
→ (The receptionist) bought the newspaper.
 
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PRESENTATION05
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Did you take your laptop to work yesterday? What did you take to work? Did 
you leave home at four o’clock in the morning? What time did you leave 
home? Where did you buy your phone? Who bought a car last year? etc.
Dialog completion. Students complete the dialog in the SG. Ask questions 
to elicit answers.
[ANSWERS: 1. went; 2. took; 3. made; 4. bought; 5. met; 6. gave; 7. left]
QA
Where did you go last month? What did you buy? Who did you meet with 
last week? Did you take the train this morning? What time did you leave 
work? Who made dinner last night, you or …? etc.
AQ. Provide question prompts in parentheses, if needed.
1. I didn’t go to Spain last year. (Where?)
2. I didn’t take the bus to work yesterday. (Did you …?)
3. I didn’t leave home at seven this morning. (What time?)
4. I didn’t make a hundred phone calls last week. (How many?)
5. I didn’t give a presentation on Monday. (When?)
6. I didn’t meet with you after work. (Who did you …?)
7. I didn’t buy this bag. (Who?)
[ANSWERS: 1. Where did you go? 2. Did you take (the subway)? 3. What time 
did you leave home? 4. How many phone calls did you make? 5. When did 
you give a presentation? 6. Who did you meet with? 7.Who bought that 
bag?]
  Talk about your trip
Present and practice, as needed: suitcase / to put (in / on) / to pack
Is Betty going on a trip? [Y]
Substitution: Will she take a bag with her? → She will take a suitcase.
What is in the suitcase? [clothes] → Betty is putting clothes in her suitcase.
Is she putting my clothes in her suitcase? [N] → She’s packing her clothes.
Contrast: Did Betty put her suitcase in the bed? [N] → She put (past tense!)
her suitcase on the bed.
Did she pack a big bag? [N] → She packed a small bag.
 
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PRESENTATION
PRACTICE
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Do you always pack before a trip? What do you pack? Did you take a big 
suitcase with you on your last trip? What did you pack? Did you put your 
name on your suitcase? etc.
QA. Simple present vs. simple past
Mr. Murphy goes on a lot of business trips. What did he do last 
Wednesday? → He went on a business trip.
1. He always packs a suitcase. And last Wednesday? → He packed a 
suitcase.
2. He always takes a taxi to the station. And on Wednesday? → He took a 
taxi to the station.
Students continue to describe all of the pictures in the series using both the 
simple present and simple past.
Prompt, if needed.
3. buy a ticket
4. give him a ticket
5. buy a newspaper
6. wait on the platform / read the newspaper
7. take the train / the train leaves the station on time
8. arrive on time / gets to Boston at 3:00
9. take a taxi to hotel
Series summary or QFS. Students use the pictures to say or ask about 
what Mr. Murphy does every time he goes on a business trip.
For example: Every time he goes on a trip, Mr. Murphy packs his suitcase. 
Then, he takes a taxi to the station …
Students then use the same pictures to explain what Mr. Murphy did on his 
business trip last month. For example: Last month, Mr. Murphy packed his 
suitcase. Then, he took a taxi to the station …
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Remind students what the goal was and point it out on the board: Our 
goal is to tell a friend / colleague about your last business trip.
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Task. Pairs. Set task: You have just returned from a business trip.
  Performance
PERFORMANCE
PRACTICE
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Tell your (friend / colleague) about it. Set a time limit. Avoid interruptions 
during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, 
students should add details using the simple present, e.g., Last month I 
went on a business trip to Asia. I usually go to Asia once a year.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students.
Extension 1. Discussion: Business and pleasure?
When you go on a business trip, do you only meet with clients or 
colleagues? Do you like to see the city? Do you go out to eat? buy 
postcards? visit museums? What else do you do when you are out of town 
on business? etc.
Extension 2. Question challenge
Write on the board the past tenses practiced in the unit. Challenge students 
to create at least one question for each of the verbs in three minutes or 
less. Give students one point for each correctly worded question. The 
person with the most points wins. Then have students ask each other their 
questions.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Introduce your company and describe its products and 
services
Vocabulary & Expressions Grammar Items
employee
over (= more than)
a company with over …
multinational
world
all over the (world)
medium-sized
branch (office)
headquarters
to make (= to manufacture)
clothing (company)
product
to manufacture
manufacturer
to provide services
service provider
to export (to)
exporter
to import (from)
importer
Order of adjectives
Inclusive with
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about student’s 
needs and experiences.
Is … a big company or a small company? Do they have an office in …? How 
many people work for …? → … employees
What do they do? What do they sell? Do people ask you questions about 
your company? What do you tell them? etc.
Set a customized speaking goal. For example: Our goal is to tell a new 
customer about your company and what it sells (or to tell a new neighbor 
about the local supermarket). Write the goal on the board and get 
agreement from students.
Warm up
Do your customers ask you about your company and its goods and 
services? Do they ask how big your company is? Do they ask you where 
your (stores) are? What other questions do they ask?
For university students: Ask questions about campuses, students, faculty 
employees, departments, etc.
For social learners / homemakers: Ask questions about an area of 
relevance, e.g., a store they may know.
GOAL-SETTING01
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Present and practice, as needed: over (= more than) / a company with 
over … / multinational / world / all over the world / medium-sized
Substitution: Does (Coca-Cola) have more than 50,000 employees? [Y] → It 
has over 50,000 employees.
→ It’s a company with over 50,000 employees.
Dictionary: What company has offices in many countries? [McDonald’s, VW, 
etc.] → It’s a multinational company.
Substitution: Does this map show every country? → map of the world
Present names of continents as relevant and needed.
Does (company name) have offices / factories in Europe, Australia, Asia, 
Africa, North America, and South America? → They have offices all over the 
world.
Contrast: (Company) has 250 employees. Is it a large company? [N] a small 
one? [N] → It’s a medium-sized company.
 
Does your company have over 1,000 employees? Do you have offices all 
over the world? Is it a large, medium-sized, or small company? etc.
-4
Present and practice, as needed: Order of adjectives / Inclusive with
Build-up: Is (McDonald’s) a large company? [Y] Is it a multinational 
company? → It’s a large multinational company.
Does it have fast-food restaurants all over the world? → It’s a large 
multinational company with restaurants all over the world.
 
Pavo Light is a small company. It’s a Mexican company. It has fifty-nine 
employees.
→ Pavo Light is a small Mexican company with fifty-nine employees.
 
Is your company a small Mexican company? What is it? Is it a company 
with fifty-nine employees? Is it a company with offices all over the country? 
etc.
Pre-reading. Say: We will read some information about three companies. 
Write down these questions:
1. Which company has offices in five European cities?
2. What kind of company is SCW Ltd.?
3. Which company is a multinational company?
  It’s a medium-sized company
READING
PRESENTATION
PRESENTATION
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Reading 1. Students skim the texts in the SG for the answers to the 
questions.Check answers and ask students what else they know about 
the three companies.
[ANSWERS: 1. UBV Ltd. has offices in five European cities. 2. SCW Ltd. is a 
small Canadian company with thirty-five employees. 3. PB&J Inc. is a 
multinational company.]
Reading 2 (optional)
Call on students to read the company descriptions aloud, focusing on 
pronunciation and intonation.
Post-reading. Point out the transformation activity in the SG.
Call on students to combine the information into one sentence using with.
[ANSWERS: 1. It’s a small Japanese company with offices in Tokyo and 
Osaka. 2. It’s a medium-sized American company with 800 employees. 3. 
It’s a large German company with stores all over Europe.]
Students create one or two sentences about their own companies 
following the model.
Present and practice, as needed: branch (office) / headquarters
Note: Headquarters is both a singular and plural noun, depending on its 
use. When referring to company management, it is usually singular: 
Headquarters is auditing our branch next week. When referring to facilities 
or offices, it might be either.
Draw a simple organization chart for EuroTech (New York) with four 
branches: Los Angeles, Mexico City, Berlin, Shanghai.
Does EuroTech have an office in Berlin? [Y] → branch office
How many branch offices does EuroTech have? → four branches
Contrast: Is the NY office a branch office? [N] → the company’s 
headquarters
 
Present relevant geographic regions as needed; e.g., Middle East, Central 
America, Southeast Asia, Oceania / Australia, etc.
 
Where is your company’s headquarters? Does the company have branches 
in other cities in this country? etc.
PRESENTATION05
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Skits. Call on two students to read the dialog.
Ask a couple of basic comprehension questions.
Does Ann work in New York? Where does her company have branch 
offices?
Pairs act out the dialog, substituting their own company information or 
information they know about other companies.
  Where are your headquarters?
Present and practice, as needed: to make (= to manufacture) / clothing 
(company) / product
Contrast: Does (Honda) sell cars at its factory? [N] → They make cars at 
their factory.
What does (Gap) make? [clothes] → It is a clothing company.
Substitution: Does (Apple) make cell phones and computers?
→ Cell phones and computers are (Apple’s) products.
 
What other clothing companies do you like? Who makes computers? Does 
… make cell phones? What products do they make? etc.
Present and practice, as needed: to manufacture / manufacturer / 
services (rev.) / to provide services / service provider
Substitution: Does Ford make cars? → They manufacture cars. → They are 
a car manufacturer.
Contrast: Does (Expedia) sell products? [No] → It sells (travel) services. OR: 
→ It provides services.
→ (Expedia) is a service provider.
 
What airplane / car manufacturers do you know? What companies provide 
phone services? travel services? etc.
Cue–Response
Give students prompts or write them on the board and ask them to define 
the companies.
For example: Boeing / airplanes → Boeing is an airplane manufacturer. 
They manufacture airplanes.
1. Coca-Cola / soft drinks
2. Thomas Cook / travel services
3. Berlitz / language services
PRACTICE
PRESENTATION
PRACTICE
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4. student’s company / products or services.
[ANSWERS: 1. Coca-Cola is a soft-drink manufacturer. They manufacture 
soft drinks. 2. Thomas Cook is a travel service provider. They provide travel 
services. 3. Berlitz is a language service provider. They provide language 
services. 4. My company is a … We …]
QA
What does … manufacture?
What other companies manufacture …?
What services does … provide?
What other companies provide services?
Is … a manufacturer or a service provider?
Who is your Internet service provider? etc.
Expand with other local company products / services and allow students 
to provide prompts for further practice.
Present and practice, as needed: to export (to) / exporter / to import 
(from) / importer
Build-up: Is BMW a German car manufacturer? [Y] Do they sell cars in other 
countries? [Y]
→ BMW exports cars to other countries. → BMW is an exporter.
Substitution: Does BMW export cars to the US? [Y]
→ The US imports BMWs from Germany. → The US is a BMW importer.
 
Does (student’s country) export …? What does it import? Does your 
company export or import products? etc.
Pre-task. Write on the board or dictate the lists below. Briefly present any 
words unfamiliar to students.
(1) Saudi Arabia, France, Switzerland, China, South Africa, Brazil, The 
Netherlands, Madagascar, Colombia
(2) watches and clocks, electronics, aircraft, oil, tulips, coffee, diamonds, 
coffee, vanilla
Task. Pairs. Students match the countries with a product they export.
Post-task. Pairs present and compare their lists with the class. The pair 
with the most correct answers wins.
PRACTICE
PRESENTATION
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[ANSWERS: Saudi Arabia / oil; France / aircraft; Switzerland / watches and 
clocks; China / electronics; South Africa / diamonds; Brazil / oranges; 
Madagascar / vanilla; Holland / tulips; Colombia / coffee]
Students try to guess what other products the countries from the list or 
their own countries may export.
For example: The Netherlands also exports oil and electronics; Colombia / 
flowers; Brazil / oranges, oil; South Africa / gold.
 8 • 9 • 10
Pre-listening. Set scene: We will hear three people talking about their 
companies.
Go over the statements to check students know what they are listening for.
Listening. Set task: Listen and choose the best answer from the box.
Play the audio, pausing or replaying as needed. Call on students to give the 
answers.
[ANSWERS: 1. b, importer  2. d, sell  3. f, makes  4. g, headquarters  5. i, 
Canadian  6. l, satellite TV]
Post-listening. Guess what company
Using the statements in the SG as a model, students take turns describing 
a real company in two short sentences, but without saying the company 
name. Other students try to guess what company it is.
  What kind of company is it?
Track:
Remind students what the lesson goal was and point it out on the board: 
Our goal is to tell a new customer about your company and what it sells 
(or to tell a new neighbor about the local supermarket).
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Go over the form and brainstorm questions they can ask to get this 
information about a company.
  Performance
PERFORMANCE
LISTENING
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Students complete the form with information they know about their 
companies (or other companies they know).
Task. Pairs. Set task: You are meeting with a new (customer).
Answer your (customer’s) questions about (your company). Set a time limit. 
Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, have 
the students add more detail, such as a new product or service that their 
company will introduce soon.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievementwith students.
Extension 1. My favorite store
Students ask each other or describe their favorite stores: what kind of store 
it is, what it sells, how many stores they have, etc.
Extension 2. Order of adjectives
Write on the board or dictate several nouns and related adjectives. 
Students put the adjectives in the correct order.
for example: restaurant / Korean / new → new Korean restaurant
car / big / German → big German car
tie / red / silk → red silk tie
city / old / beautiful → beautiful old city
Students come up with sentences using the phrases they created.
for example: Tonight we are going to the new Korean restaurant.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Describe your company’s organization
Vocabulary & Expressions Grammar Items
organization (organisation UK)
organization chart
department
accounting
human resources (HR)
IT
marketing
customer service
research and development 
(R&D)
production
legal
president (managing director 
UK)
vice president (VP)
manager
to manage
to report to
to supervise
supervisor
to hire
to need (= to require)
to train
training
to develop
Relative clauses (subject form) with who and 
that
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Are there many people at your company? Do you work with all of them? Do 
you all work in the same group? etc.
Set a customized speaking goal. For example: Our goal is to describe the 
organization of your company to a new employee (or to tell a friend the 
organization of a local club). Write the goal on the board and get 
agreement from the students.
Warm up. Present and practice, as needed: organization (organisation 
UK) /  organization chart
Dictionary: a group of people who work together → organization
→ This is an organization chart
 
  Warm-up
GOAL-SETTING01
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What is on an organization chart? Does this chart look the same or different 
from your company’s organization chart? Who is at the top of the chart? 
etc.
Present and practice, as needed: department / sales representative (rev.) / 
accounting / human resources (HR) / IT / marketing / customer service / 
research and development (R&D) / production / legal
Also present students’ departments, as needed.
Substitution: Carol’s company has six large groups of employees.
Does she work in the group with the sales representatives? [Y] → She works 
in the sales department.
Contrast: Do the accountants work in the sales department, too? [N] →
They work in the accounting department.
Have students look over the names of departments in the SG. Define a 
department by listing its activities; students guess which department 
you’re referring to.
Dictionary: This department …
… helps a company’s employees and hires new employees →human 
resources (HR)
… works with the company’s computers and information networks → IT
(information technology)
… tells people why the company’s products are good → marketing
… helps customers with a company’s products → customer service
… plans and develops new products → research and development (R&D)
… makes the company’s products → production
… has lawyers to help the company → legal
 
Does your company have all of these departments? How many 
departments does your company have? Do you work in one of these 
departments? Which is the biggest department at your company? etc.
  What department do you work in?
Summary
Students take turns listing the various departments in their company and 
their roles.
QFS
Students ask each other about their departments. Prompt, if needed. For 
example: What department do you work in? How many people work in your 
department? What do you do there?
PRACTICE
PRESENTATION
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Present and practice, as needed: president (managing director UK) / vice 
president (VP) / team (rev.) / manager / to manage / sales rep (rev.) / to 
report to
Point out the organization chart with names and titles in the SG.
Substitution: Is Mr. Burke the director of the company? → He’s the 
president (managing director UK) of the company.
Naming: Is Mr. Roth the president, too? [N]→ vice president (VP)
Contrast: Is Eric Sanchez a vice president? [N] What is he? → a director
Is he the HR director or the sales director? [He’s the sales director.]
Substitution: Is Ms. Lake one of the people in his department? [Y] → She’s 
on his team.
Contrast: Is Ms. Lake a sales director? [N] → She’s the sales manager. →
She manages the sales team.
Substitution: Are the sales representatives under Ms. Lake? [Y] → The sales 
reps report to Ms. Lake.
 
Is Linda Price the IT director or the marketing director? Does Steven Taylor 
manage the marketing or the accounting team? Who is the HR director? 
Who reports to the IT director? Who does Mr. Roth report to? etc.
Present and practice, as needed: to supervise / supervisor / to hire / to 
need (= to require) / to train / training / to develop
Substitution: Who manages the advertising team? [Ed Pearson] → Ed 
Pearson supervises the advertising team.
→ He’s the department supervisor.
Does HR find new employees? [Y] → HR hires new employees.
Contrast: Do companies hire new people when they have enough 
employees? [N] → They hire new people when they need more employees.
Substitution: Does the manager teach his new employees to do their jobs? 
→ He trains them.
How long does he train them? → The training takes (three to six months).
Do companies sometimes make their own training courses? [Y] → They 
develop training courses.
 
Who hired you? Does your department need more people? Do you have a 
supervisor? What’s your supervisor’s name? Did … train you? How long was 
the training? etc.
  Who reports to the president?PRESENTATION04
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Tease answers
Students create a question based on the cue. Call on others to give the 
correct answer (short answer).
1. Mr. Roth isn’t the president.
2. The directors don’t report to the president.
3. Ed Pearson doesn’t manage the sales team.
4. John Burns doesn’t supervise the accounting team.
5. The IT department doesn’t hire new employees.
6. Linda Price doesn’t develop training courses.
[ANSWERS: 1. Who is the president? Mr. Burke is. 2. Who do the directors 
report to? To the vice president. 3. Who manages the sales team? Judy 
Lake does. 4. Who does John Burns supervise? The HR team. 5. Who / 
Which department hires new employees? The HR department does. 6. Who 
develops training courses? Vera Santos does.]
 QFS
Students ask each other questions based on the text in the SG.
QA
Are you a manager? Who do you supervise? Who do you report to? Who 
reports to you? Who hires people in your company? Do you work with a big 
or a small team? etc.
  Who reports to the president?
Present and practice, as needed: relative clauses (subject form): (a / the) 
person who …
Substitution: Who manages the sales department? [Mr. Sanchez]
→ Mr. Sanchez is the person who manages the sales department.
 
Build-up: Is Mr. Sanchez a director? [Y] Does he work at Eliot Global? [Y] Is 
he the only director at Eliot Global? [N] → He is a director who works at Eliot 
Global.
 
Is JohnBurns a director? [Y] Does he supervise Vera Santos? [Y] Do other 
directors supervise Vera? [N]
→ John Burns is the director who supervises Vera Santos.
 
Are directors people? [Y] Do they manage departments? [Y]
  Who reports to the president?
PRESENTATION
PRACTICE
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→ Directors are people who manage departments.
What is a …?
1. What’s a director? [A director is a person who …]
2. What’s an office manager?
3. What’s a receptionist?
4. What’s a sales rep? etc.
QA. Elicit long answers.
1. Is Ms. Wilson the director who supervises the accounting department?
2. Is Ed Pearson the person who manages the company’s networks?
3. Who are the people who report to Mr. Roth, the managers or the 
directors?
4. Who is the person who hires new employees?
[ANSWERS: 1. Yes, Ms. Wilson is the director who supervises the accounting 
department. 2. No, Taro Suzuki is the person who manages the company’s 
networks. 3. The directors are the people who report to Mr. Roth. 4. John 
Burns / The HR director is the person who hires new employees.]
  Who reports to the president?
Present and practice, as needed: relative clauses (subject form): (a / the) 
company that …; (the) companies that …
Build-up: Is (Apple) a company? [Y] Does it make computers? [Y] Is it the 
only company that makes computers? [N] → (Apple) is a company that
makes computers.
 
Does (Apple) make (iPads)? [Y] Is it the only company that makes (iPads)? 
[Y] → (Apple) is the company that makes (iPads).
 
Are (BMW) and (Ford) companies? [Y] Do both companies make cars? [Y] 
Are they the only companies that make cars? [N] → (BMW) and (Ford) are 
companies that make cars.
Transformation. Model what students have to do, as needed.
1. John works for a bank. It has offices all over the world.
2. I want to buy a computer. It costs $2,000.
3. Peter supervises a department. It has twenty-five employees.
PRACTICE
PRESENTATION
PRACTICE
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4. J&J Silk is a medium-sized company. It imports clothing.
5. These are big companies. They sell office equipment.
[ANSWERS: 1. John works for a bank that has offices all over the world. 2. I 
want to buy a computer that costs $2,000. 3. Peter supervises a 
department that has twenty-five employees. 3. J&J Silk is a medium-sized 
company that imports clothing. 4. These are big companies that sell office 
equipment.]
Sentence completion. Students complete the gap-fill activity in the SG.
[ANSWERS: 1. that 2. who 3. who 4. that]
QA / QFS
Is Berlitz a company that teaches languages? What kind of company is 
(Coca Cola)? Do you work for a company that makes …? Who is the person 
who manages your … department? What’s the name of the person who …? 
etc.
  who or that?
Remind student what the lesson goal was and point it out on the board: 
Our goal is to describe the organization of your company to a new 
employee (or to tell a friend the organization of a local club).
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Have students create a rough organization chart for their company or their 
department.
Task. Pairs / Small groups. Students present their organization charts to 
their partner(s).
Set a time limit. Avoid interruptions during the first enactment. Provide 
feedback, praise, and corrections.
Second enactment
  Performance
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For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, have 
the students choose one person on their charts and add more details, e.g., 
what department they manage, what they do, how many people are in the 
department, who they supervise.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students.
Extension 1. Discussion
Say: Next week, you are going to work in (the customer service) 
department. How do you feel? Are you happy? Would you like to work in this 
department? Why (not)? Which department would you like to work in? 
Which department wouldn’t you like to work in?
Extension 2. Ten questions: Is it a person who …?
Call on a student to think of a job title or a specific, well-known person. 
Other students ask questions to try to guess who the person is. Encourage 
students to formulate their questions using relative clauses.
For example: Is this a person who is in this room? a person who we know? 
the person who is sitting next to you?
Call on another student to think of a job or a person. Students repeat for 
objects (time permitting).
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Describe your colleagues’ responsibilities
Vocabulary & Expressions Language Focus
to get a job
got the job
That’s impressive!
to update
computer network
to set up
responsibility
to be responsible for 
(something / doing 
something)
What are you responsible for?
to check
to be in charge of
to make sure
to create
Express responsibility using to be responsible 
for and to be in charge of
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Who pays the bills at your company? Who hires employees? Who answers 
the phones? Do new employees or clients know who does what at your 
company? etc.
Set a customized speaking goal. For example: Our goal is to tell a new 
employee what your (colleagues) do (or, to tell a new volunteer what 
people in your (club) do). Write the goal on the board and get agreement 
from the students.
Warm up. Brainstorm tasks that various people in an office do.
Use the illustration to help students brainstorm or create a mind map of 
typical office tasks and who does them.
For example:
receptionist: welcomes visitors, answers the phone, gives directions
sales manager: gives presentations, has meetings with the sales team, 
writes reports
secretary: writes notes, types letters, makes appointments for her boss
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GOAL-SETTING01
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Present and practice, as needed: to get a job / got the job / That’s 
impressive! / to update / computer network / to set up
When were you hired by your company? [Elicit year or month.]
Substitution: I’m sorry, when did you get the job at your company? → You 
got the job at your company (in 2006).
The Sales Department sold 500,000 widgets last year. Was that a lot? [Y]
Gesture: Wow! → That’s impressive!
Substitution: Does your company have a website? [Y] Does the company 
sometimes put new messages on the website? [Y] → They update the 
website.
Dictionary: Is your computer at work connected to other computers, the 
printers, the Internet? [Y] → You have a computer network at your company.
Build-up: When a new employee gets a laptop, can he use it right away? [N] 
Does IT need to do some things so the employee can get his emails and 
use the computer network? [Y] → IT needs to set up the laptop first.
 
When did you get your first job? Can you set up a computer network? Do 
you update the company’s website? Mr. Bennettcan fly an airplane. Is that 
impressive? etc.
Present and practice, as needed: responsibility / to be responsible for 
doing something / to be responsible for something / What are you 
responsible for?
When were you hired by your company? [Elicit year or month.]
Build-up: Does the HR department hire new people? [Y] Is that their job? [Y] 
→ It’s their responsibility.
→ They are responsible for hiring new employees.
Substitution: Are the company’s training courses HR’s responsibility? → HR 
is responsible for the company’s training courses.
Elimination: Are you responsible for selling products? [N] writing accounting 
reports? [N] training new employees? [N] → What are you responsible for?
 
Are sales reports the receptionist’s responsibility? Whose responsibility are 
the sales reports? Which department is responsible for the computers? 
Who is responsible for typing Mr. Bennett’s letters? What is the office clerk 
responsible for? etc.
-40
PRESENTATION
PRESENTATION
03
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Transformation. Students change the sentences in the SG using 
responsible for + -ing.
[ANSWERS: 1. Jane Wells is responsible for hiring new employees. 2. I’m 
responsible for setting up the new computer network. 3. Brian Murphy is 
responsible for updating the company’s website. 4. Satoshi Takamura is 
responsible for supervising the sales team.]
QFS. Students ask each other questions with responsible for based on 
the information in the SG activity.
For example: Who is responsible for updating the company’s website? Is 
Satoshi Takamura responsible for supervising the R&D Department? What 
am I responsible for?
QA
What are you responsible for at home? at work? Who’s responsible for 
selling products? for paying the employees? Whose responsibility is it to 
help customers? etc.
  What are you responsible for?
 11 • 12 • 13 • 14
Pre-listening 1. Present and practice, as needed: to check / to be in charge 
of
Build-up: Before you make an appointment, do you look at your calendar? 
[Y] → You check your calendar.
Are you responsible for the Sales Department? → You are(n’t) in charge of 
the Sales Department.
Do you check the prices on receipts? Do you check phone numbers when 
you make a phone call? Are you in charge of your company’s money? Who 
is? Who is in charge of paying employees? What are you in charge of? etc.
Pre-listening 2. Ask students what a director, a factory supervisor, a 
human resources manager, a computer programmer, and an accountant 
are responsible for. Note responses on the board.
Listening. Set the scene: You will hear four people talking about their 
responsibilities.
  What responsibilities do they have?
Track:LISTENING
PRACTICE
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Point out the listening activity in the SG. Set task: Listen and fill in the 
missing information.
Play recordings one at a time, pausing to give students time to note their 
answers. Replay, if needed. Ask questions to elicit answers.
[ANSWERS: 1. supervisor; 2. twenty; 3. HR; 4. employees; 5. computer games; 
6. writing; 7. accounting; 
8. checking; paying]
Post-listening. Summary
Students say what departments some of their colleagues are in and name 
two or three of their responsibilities. Assist with language as needed.
Pre-reading 1. Present and practice, as needed: to make sure / to create
Substitution: Do you look at receipts to check that the prices are right? [Y] 
→ You make sure the prices are right.
Did you make you company’s website? [N] → You didn’t create the website.
Before you get on a train, do you make sure it’s the right one? Who creates 
your training courses? etc.
Pre-reading 2. Ask students to name some common departments in 
companies and what they are responsible for / in charge of.
For example: HR is responsible for helping a company’s employees. 
Marketing is in charge of advertising.
Students brainstorm several questions they can ask about people’s 
responsibilities.
Reading 1. Dictate the statements below. Students skim the text and 
correct the information.
1. Mike Larson is the sales director.
2. He makes sure the company has the right employees.
[ANSWERS: 1. Mike Larson is the marketing director. 2. He makes sure the 
company has the right product for the right customer at the right price.]
Reading 2. Students read again and complete the activity in the SG.
[ANSWERS: 1. c 2. b 3. c 4. a]
  Mike Larson, Director of Marketing
READING06
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Post-reading. Students say two or three sentences about a director or 
manager that they know.
Remind student what the lesson goal was and point it out on the board:
Our goal is to tell a new employee what your (colleagues) do (or, to tell a 
new volunteer what people in your (club) do).
Pre-task. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Task. Role play
Pairs. Students tell (a new employee) about the responsibilities of one or 
two colleagues in the department. Set a time limit. Avoid interruptions 
during the first enactment. Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, have 
the students state some of the responsibilities of one or two key people in 
other departments.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students.
  Performance
Extension 1. Discussion
Students describe job responsibilities of famous people.
Extension 2. Interview and report
Students interview each other about their job responsibilities and report the 
findings to the class.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
PERFORMANCE
09
08
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In this lesson you will ...
Talk about your job and your responsibilities
Vocabulary & Expressions Grammar Items
ago
How long ago …?
flew
sat
ate
drove
read
saw
sold
wrote
sent
began
came (back)
paid
cost
told
knew
taught
Simple past: more irregular verbs
Greet students, review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about student’s 
needs and experiences.
Who do you talk to about your job and your responsibilities? Do you have to 
do this in English? etc.
Set a customized speaking goal. For example: Our goal is to tell a 
(colleague / friend) about your job and your responsibilities. Write the goal 
on the board and get agreement from the students.
Warm up. Ask students to brainstorm a list of four or five verbs that 
describe tasks they do every day.
Write the verbs on the board. Prompt, if needed. Make sure the list includes 
a few irregular verbs. For example: I’m a teacher. Every day I teach, go / 
come to Berlitz, check homework, talk to other teachers, write notes.
Present and review as needed: Past tense of irregular verbs: gave, took, 
made, put, got, bought, met, went, left (all rev.) / ago / How long ago …?
Did I give you my phone number? my address? → Yes, you gave me … / No, 
you didn’t give me …
How long did it take you to get here today? → It took me …
PRESENTATION
GOAL-SETTING
02
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Who made dinner last night? → … made dinner last night.
What did you put in your bag this morning? → I put … in my bag.
Naming: When did you get your job? → You got your job (three years) ago.
Elimination: Did you buy your (phone) a year ago? [N] six months ago? [N]
→ How long ago did you buy your phone?
→ I bought my phone … ago.
 
How long ago …
… did we meet? [We met …]
… did you go to (Paris)? [I went …]
… did you leave home? [I left …]
Present and practice, as needed: Past tense of irregular verbs: flew, sat,
ate, drove, read, saw
Use IB to present. Write past tense forms on the board as they are 
presented.
Did Mrs. Rossi fly to Rome or to Barcelona last month? → She flew to 
Barcelona.
Did she sit next to the window? [Y] → She sat next to the window.
Did she eat a big meal or a small meal on the plane? → She ate a (small) 
meal on the plane.
Did the Bennetts fly or drive to Toronto last week? → They drove to Toronto.
Did Mrs. Bennett read a book or a magazine in the car? → She read a 
magazine.
Did the Bennetts see friends or relatives in Toronto? → They saw (friends) in 
Toronto.
 
Did Mrs. Rossi fly home on Monday or Tuesday? Did Karen Bennett sit next 
to her friend or her brother on the bus? Did Karen read a book or a 
newspaper? Did Mr. Simpson eat dinner in Washington or New York? Did he 
see a customer or a friend in Washington? Did Mr. Bennett or Mrs. Bennett 
drive the car? etc.
Present and practice, as needed: Past tense of irregular verbs: sold, wrote, 
sent, began, spoke, came (back)
Point out the chart in the SG. Ask students to respond to the presentation 
prompts using the verbs in the chart.
Contrast: The sales rep sells products. Last week, did he sell products or 
services?
→ Last week he sold products. He didn’t sell services.
He writes reports every week. Last week, did he write reports or a book?
→ Last week, he wrote reports. / He didn’t write a book.
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He sends emails every day. Yesterday, did he send emails or pictures?
→ Yesterday, he sent emails. / He didn’t send pictures.
His meetings always begin at 9:00. Did his meeting on Monday begin at 
9:00 or 10:00?
→ His meeting on Monday began at 9:00. / It didn’t begin at 10:00.
He always speaks to the sales manager on Fridays. Last Friday, did he 
speak to the sales or the production manager?
→ Last Friday, he spoke to the sales manager. / He didn’t speak to the 
production manager.
He was on a business trip last week. Did he come back on Thursday or on 
Friday?
→ He came back on (Thursday). / He didn’t come back on (Friday).
 
Did you sell your (car) last year? How many emails did you write yesterday? 
Who did you send them to? Did you go to a meeting last week? When did it 
start? Did you speak to your boss last night? Who did you speak to? etc.
Present and practice, as needed: Past tense of irregular verbs: paid, cost,
told, knew, taught
Encourage students to answer using the past tense forms in the table in 
the SG.
What did this man buy at the airport? [He bought a newspaper.]
Did he pay cash or with a credit card? → He paid cash. / He didn’t pay with 
a credit card.
How much did the newspaper cost? → It cost $1.25.
What’s Mr. Bennett’s first name? [It’s Michael.]
I’m sorry. What did you tell me? → You told me that his first name is 
Michael.
Did you know that this is his son, David? → Yes, I knew that. / No, I didn’t 
know that.
Does Mrs. Bennett teach English? [Y] Did she teach last week? [Y] → She 
taught last week.
 
How much did your (laptop) cost? Did your phone cost …, too? Did you pay 
cash or with a credit card? Did I tell you my nationality? Did you know me 
two years ago? a month ago? Did I teach yesterday? on Sunday? etc.
-14    What did you do?
Text completion. Have students look at the gapped text in the SG.
Students complete the text using the verbs in the word box. Ask questions 
to check answers.
  What did Mike Larson do at work?
PRACTICE03
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[ANSWERS: 1. got; 2. gave; 3. spoke; 4. drove; 5. saw; 6. met with; 7. went; 8. 
ate; 9. paid]
Transformation
Have students look at the table in the SG. One student makes up a 
sentence in the simple present; another student puts the sentence into the 
past tense. Model what students are to do, if necessary.
For example:
I / S1: Thomas flies to (China) twice a year.
S2: Last month he flew to (China).
QFS. Pairs. Refer to the list of verbs students brainstormed during the 
warm-up. Students ask each other questions about their everyday and 
past tasks using those verbs.
For example: Do you write reports? Did you write a report last week? What 
kind of report did you write?
  What did you do?
Pre-reading. Ask students to look at the photo in the SG.
What do you think Diane’s job was in this picture?
Reading 1. Dictate the questions below. Students skim the conversation 
for the answers.
1. What kind of work did Diane do when she was young?
2. How long did she do that?
Encourage students to deduce the meaning of unfamiliar vocabulary, e.g.,
couple (of years), give lessons, make money, babies, college, university.
[ANSWERS: 1. She was a swimming instructor. 2. She did that for a couple of 
years.]
Reading 2. Ask reading-comprehension questions one at a time; students 
read the text again for details.
1. How old was Diane when she got her first job?
2. Who did she teach?
3. Did she give lessons every day?
4. Did she make a lot of money?
  My first job
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[ANSWERS: 1. She was seventeen. 2. She taught babies, children, and some 
older people. 3. No, she didn’t. She gave lessons almost every day. 4. She 
made enough money to pay for her first year at the university.]
Post-reading. Using the dialog in the SG as a model, students interview 
each other about their first jobs and take notes. Then ask students to 
present their partner’s information to the class.
Remind student what the lesson goal was and point it out on the board:
Our goal is to tell a (colleague / friend) about your job and your 
responsibilities.
Pre-task 1. Go over the task in the SG. Adapt according to students’ needs 
and the lesson goal.
Pre-task 2. Brainstorm and review key phrases students can use.
For example: I’m responsible for … / I’m in charge of … / I report to … / Every 
day, I … / Last week, I …
Task. Pairs. Set task: You are at a company party and you meet (an 
employee from another department).
Ask each other questions about your job and your responsibilities. Say 
what you usually do and what you did last week. Set a time limit. Avoid 
interruptions during the first enactment. Provide feedback, praise, and 
corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, tell 
students: It is now the year (2021). You left your job (three) years ago. Tell 
us what you did at your last job.
Post-task. Have students summarize what they have learned. Confirm 
lesson goal achievement with students.
  Performance
PERFORMANCE05
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Extension 1. Who was I?
Each student chooses the name of a famous, well-known person who is no 
longer alive. Other students ask up to (ten)questions to guess who the 
student is thinking of.
Extension 2. Chain story
Write several irregular verbs on the board. Begin the chain with Last week, 
George went on a business trip … Each student then adds a sentence using 
another verb. Check off each verb as it is used.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
07
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The Objectives Ladder is designed to show students just how much they 
have learned in the previous nine units and provides an opportunity to 
review the objectives in these units. Have students go over the speaking 
goals in the objectives ladder to identify areas for further vocabulary / 
grammar and performance review.
OPTIONS
Review. Give a question or sentence; students identify to which speaking 
goal it relates.
Pairs. Students brainstorm as many questions and expressions as they can 
for a particular speaking goal. Pairs then create and act out a conversation 
using a specified number of questions.
Dictation. Choose representative sentences from the content units for 
dictation. Alternatively, each student chooses five sentences from a 
specific unit (or one from each unit) and presents the dictation to 
classmates. Then ask students to put them in order.
Self-assessment. Students check off speaking goals, or rate themselves on 
their ability to achieve each goal (e.g., with a scale or thumbs-up / down). 
Review any speaking goals that are not checked off, or which receive a low 
rating.
Selection. Students select one or more of the speaking goals they would 
like to practice, focusing on the vocabulary & expressions (and grammar if 
any) supporting each goal.
Mind map. Students select one or more goals to review and practice. They 
prepare and present a mind map with the vocabulary items (and grammar 
if any) they need to achieve the goal.
OBJECTIVES LADDER1
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 15
The Practice activities in this section are designed to trigger the students' 
memory of the target grammar points and / or vocabulary with short 
games in rapid succession, including informal scoring for on-the-spot 
assessment.
It may be necessary to go over two, or even three short games or 
activities to cover as many review points as possible, but the goal would 
not be to cover everything, as this is only intended for review.
Please note that these activities can be done at home ahead of the live 
review lesson, in which case you would just go over them quickly for 
correction, praise, and feedback; then, you could use optional expansion 
activities to practice speaking.
Step 1. Students read the instructions individually or as a group.
Step 2. Confirm understanding and assign a challenging time limit.
Step 3. Students complete the activity individually, in pairs, or as a group.
Step 4. Give correction, feedback, and praise.
Optional expansion activities (after completing a practice activity):
True or False. Have one student at a time read a sentence from the activity, 
choosing to either read it correctly or to replace the correct target word 
with a wrong one. Other students have to say whether the sentence is 
correct or incorrect (and correct it).
 
Dictation. Have only one student at a time read from the SG, saying one of 
the target items found in the activity out loud to the other students, who 
have to spell it correctly (orally or in writing). Add a competitive element by 
saying that the fastest student to spell it correctly is the winner.
 
Recycling. Ask students to create a new sentence using the target item 
they just reviewed. Modulate difficulty to differentiate between students' 
abilities, e.g., by requiring affirmative, negative, or interrogative forms.
 
Instructor note: Czechia (pronounced CHEH-khiyah or CHEK-iyah) is the 
optional and informal short name, approved in May 2016, for the Czech 
Republic, and is used in the practice activity for Goal 06.
Track:
GRAMMAR / VOCABULARY 
PRACTICE
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The Action Modules are information-gap role plays designed for use with 
two (occasionally more) role players. If you have an odd number of 
students in class, one role can usually be assigned to more than one of 
them or a person can act as an observer and note-taker and give a 
summary at the end. 
For Email Tasks, students are asked to write (individually or 
collaboratively) an email matching a certain situation. You may want to 
ask students to select the Module / Task they’d like to work on, and then 
do another if time permits.
Step 1. Students skim the role cards or task cards. Ask students what the 
topics might be. Referring to the Speaking Goals, students tell you which 
goals may be involved.
Step 2. Brainstorm / Review the kind of language that might come up in the 
Action Module / Task. Ask students for phrases that match the speaking 
goal(s). For example: You want to request payment from a client, what do 
you say?
Step 3 (Action Modules only). Assign roles. (Remind students not to look at 
the other person’s role card.) Be sure that all the key vocabulary (and 
grammar if any) is reviewed before assigning roles.
Step 4. Students read their role card or task card to make sure they 
understand the task. Assist with vocabulary as needed. Make sure the 
complication involves thinking skills–persuade, negotiate, list, summarize, 
order, match, etc.
Step 5. Set a time limit for partners to work on each Module / Task. Take 
notes for later correction and feedback.
Step 6 (Action Modules only). Students give a summary of what happened 
during the role play.
Step 7. Give feedback. Be sure to give examples of students’ good use of 
language, and then correct significant or frequent errors.
Step 8. Time permitting, students reenact the Module, switching roles, or 
redo the Task.
Optional (Action Modules only): With the students' approval and in 
accordance with local rules, record the Action Modules and play them back 
later so that students can discuss / assess their performance.
YOUR TURN!3
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Review
OBJECTIVES LADDER
Talk about your job and your responsibilities
Describe your colleagues’ responsibilities
Describe your company’s organization
Introduce your company and describe its products and services
Talk about a business trip
Give travel updates
Ask about fares and buy tickets
Ask about schedules
Describe travel plans
Now you can …
UNIT 10
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PRACTICE
1. Do you go to Frankfurt often? → No, but I (go) to Frankfurt next week.
2. Do you ever travel by bus? → No, I never (travel) by bus.
3. Does Mr. Williams usually have lunch at 12:30? → Yes, but today he (have) lunch at 
1:30.
4. Mark usually (leave) work at five. → But today, he is leaving at four.
5. (fly) to Boston on Friday? → No, we’re driving.
1. The train to Boston runs an hour.
2. The 9:03 train from track 7.
3. The 7:03 train in Boston at 10:33.
4. When does the next train leave Boston?
5. How many a day does the train to Boston run?
 GOAL 02
 GOAL 01
Review • Unit 10 | R-2
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R-3 | Review • Unit 10 ©2018 Berlitz Languages, Inc.
How often do the buses run?
1. Do the Airport Transit buses stopat the Carlton Hotel?
2. How often do the buses run on Sundays?
3. How long does it take to get to the hotel from the airport?
4. How much is the one-way fare?
15
Will or won't?
The Bennetts are going to Montreal this weekend. They aren’t driving to Montreal; they will fly 
there. They will take a direct flight. The Bennetts won’t stay in a hotel; they’ll stay with friends. 
They will eat out once or twice while they are there. They will leave on early on Friday morning, 
so they won’t miss their flight. They’ll return home late Sunday night.
will won’t
1. The Bennetts … be at home this weekend.
2. They … fly to Montreal.
3. They … take a connecting flight.
4. The Bennetts … leave Friday afternoon.
5. They … stay with friends.
6. They … fly home on Monday.
My notes
 GOAL 04
 GOAL 03
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What did they do last month?
1. Stan gives updates once a month. → He last month.
2. I usually leave home at eight o’clock in the morning. → Yesterday, at eight 
o’clock.
3. Do you go shopping every week? → last week?
4. Mr. Simpson takes the train to work every day. → On Monday, he to work, too.
5. The sales reps meet with the sales manager on Fridays.
→ They their manager last Friday.
6. Polly always buys souvenirs when she goes out of town.
→ She when she was in Paris.
7. I sometimes go home early. → Last Wednesday, early.
8. My boss doesn’t make a lot of phone calls. → She any phone calls yesterday.
1. factories / in Poland and Czechia / manufacturer / medium-sized / Polish / with
→ TDH is a .
2. branches all over the world / company / large / multinational / over 25,000 employees and /
with
→ Tina works for a .
3. company / in / Italian / Milan and Venice / small / stores / with
→ Mode Mia is a .
My notes
 GOAL 06
 GOAL 05
Review • Unit 10 | R-4
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R-5 | Review • Unit 10 ©2018 Berlitz Languages, Inc.
Who or that?
who that
1. HR is the department … hires new employees.
2. Linda Price is the supervisor … met with us.
3. Tim McKenna is the man … called earlier.
4. I work for a company … provides training services.
5. Sales reps are people … sell products.
6. J&J Silks and UBV Ltd are companies … export to the US.
Did you (1) the job at PB&J?
Yes, I did. I (2) last week.
What are you (3) for?
I help (4) computer networks.
Really? What are you (5) of?
I set up new systems and (6) they work right.
That’s (7) !
 responsible impressive make sure started in charge create get
–
–
–
–
–
–
–
My notes
 GOAL 08
 GOAL 07
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1. Karen and her boyfriend, Roger, a movie last night.
2. Mrs. Fuentes to Chicago on Monday and back on Friday.
3. I a new job two weeks ago.
4. Pasta again? We pasta yesterday!
5. I my report last night and it to you this morning.
6. Your laptop $2000! I think you too much.
7. Their supervisor them about the training.
8. On our last flight, I next to the window and a good, long book.
a. saw b. went c. paid
a. fly / come b. flew / came c. flew / went
a. began b. begin c. start
a. eat b. paid c. ate
a. wrote / send b. write / send c. wrote / sent
a. cost / paid b. cost / pay c. costs / pay
a. tell b. told c. taught
a. sit / read b. sat / read c. sat / red
My notes
 GOAL 09
Review • Unit 10 | R-6
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R-7 | Review • Unit 10 ©2018 Berlitz Languages, Inc.
YOUR TURN!
Role A
You are going on vacation to Italy next week for ten days. You are flying to Rome, and then 
taking the train to Florence and Venice.
You see a friend. Your friend is also planning a trip. Ask your friend about his / her trip and 
tell your friend about your trip.
Role B
You are going on a business trip next week. You are leaving on Monday. You are flying to 
Tokyo, Seoul, and Bangkok. You are coming back in two weeks.
You see a friend. Your friend is also planning a trip. Ask your friend about his / her trip and 
tell your friend about your trip.
Role A
You are in London. You would like to visit a 
friend in Edinburgh, Scotland. You are at 
the train station. Ask about trains to 
Edinburgh.
Role B
You work in the ticket office at the train 
station. A passenger is asking about trains 
to Edinburgh. These trains run every day of 
the week.
 GOAL 02
 GOAL 01
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Role A
It’s 11:45 a.m. You are at a train station in 
Washington, D.C. You’d like to leave for 
New York soon. You have a meeting there 
tomorrow morning.
Go to the ticket window and buy a ticket.
Role B
You work at the ticket window at the train 
station in Washington, D.C. It is 11:45 a.m. 
This is the departure schedule for the next 
half hour.
Role A
You are traveling to Atlanta from your home city. It is now 5:00 p.m. and you are in New 
York. Your flight was delayed because of bad weather and you missed your connecting 
flight. The airline will put you on another flight—it leaves at 8:00 p.m. and will arrive in 
Atlanta at around 10:45 p.m.
A friend is meeting you at the airport in Atlanta. Call and tell your friend about the flight.
Role B
You live in Atlanta. It is now 5:00 p.m. In a few minutes, you will drive to the airport to pick 
up a friend.
Your phone is ringing. Answer it.
 GOAL 04
 GOAL 03
Review • Unit 10 | R-8
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R-9 | Review • Unit 10 ©2018 Berlitz Languages, Inc.
Ask a classmate about a (business) trip he / she took. Write down five questions to ask.
1.
2.
3.
4.
5.
You are a writer for a business blog. You would like information about the kinds of companies 
people work for and what their companies do.
Write down the questions you want to ask. Then talk to one or two people.
My notes
 GOAL 06
 GOAL 05
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Asking about a company’s organization chart
Role A
Judy Lake
President
↓‾‾‾‾‾‾ ‾‾‾ ‾‾‾‾‾‾↓‾‾‾‾‾‾ ‾‾‾ ‾‾‾‾‾‾↓‾‾‾‾‾‾ ‾‾‾ ‾‾‾‾‾‾↓
Ed Pearson Ann Mendez
Sales Director IT Director
Sally Carson
HR Director
↓ ↓ ↓ ↓
Advertising Mgr
Bill North Tina Lee
Network Mgr Training Mgr
Role B
President
↓‾‾‾‾‾‾ ‾‾‾ ‾‾‾‾‾‾↓‾‾‾‾‾‾ ‾‾‾‾‾‾ ‾‾‾‾‾‾↓‾‾‾‾‾‾ ‾‾‾ ‾‾‾‾‾‾↓
Ed Pearson
Marketing Dir. Sales Director
Tom Wilson Sally Carson
↓ ↓ ↓ ↓
Kate Parks Bill North
Sales Manager
Tina Lee Alan Wells
Training Mgr
Tell a classmate what a friend or family member does at work.
Notes: 
 GOAL 08
 GOAL 07
Review • Unit 10 | R-10
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R-11 | Review • Unit 10 ©2018 Berlitz Languages, Inc.
Ask a friend what he / she did (at work) last month. Think of four or five questions to ask.
Unit Photo Credits (listed from beginning-to-end, left-to-right 
within this unit): Berlitz, Berlitz, Berlitz
English 2
©2018 Berlitz Languages, Inc. All rights reserved.
 GOAL 09
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58 | Describe vacation plans • Unit 11 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Describe vacation plans
Vocabulary & Expressions Grammar Items
to fly (out of / from) …
to fly (into / to) …
to fly with + airline
What airline (do you) fly with?
What airport (do you) fly (out 
of / into)?
to take (a bag) with (= bring)
to visit
to pick (me) up
camera
to go on a tour
tour guide
to forget (to)
forgot
reminder
to remember (to)
remembered (to)
passport
to remind (you) to …
Future with to be going to
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Where are you going on your next vacation? Do you tell your friends your 
plans? etc.
Set a customized speaking goal. For example: Our goal today is to 
describe your vacation plans (to a friend). Write the goal on the board and 
get agreement from students.
Warm up. Review and practice as needed: to fly (rev.)
Review: Take the plane → fly
Do you fly to go on vacation? Where do you go? Do you fly in winter or 
summer? etc.
GOAL-SETTING01
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Present and practice, as needed: to fly (out of / from) / to fly (into / to) / to 
fly (with) + airline / What airport (do you) fly out of? / What airport (do 
you) fly into?
Substitution: Oscar flies often. Does he usually leave from Springfield 
Airport? [Y] → He usually flies out of Springfield Airport.
Does he often go to Chicago? [Y] He often flies into O’Hare.
He often flies from Springfield Airport to O’Hare.
Substitution: Does he take United Airlines? [Y] → He flies (with) United 
Airlines.
Elimination: Does he fly with American? British Airways?
→ What airline does he fly with?
→ What airport does he fly out of?
→ What airport does he fly into?
 
What airport do you fly out of when you go to (city)? What airport do you fly 
into when you go to (city)? What airline do you fly with when you go to 
(city)? etc.
-28
AQ
Give students negative statements stressing the preposition, and have 
students ask questions. Model what they have to do as needed:
1. Oscar isn’t going to New York City. [Where is he going?]
2. He isn’t flying out of O’Hare Airport. [What airport is he flying out of?]
3. He isn’t flying into JFK. [Which airport is he flying into?]
4. He isn’t flying with American. [What airline is he flying with?]
5. The plane isn’t coming from Los Angeles. [What city is the plane coming 
from?] etc.
QFS
Pairs. Students interview each other about their travel habits, for example, 
How often do you travel on business? Where do you go? What airline do 
you usually fly with? What airport do you leave from? etc.
Pairs report their findings to the class.
PRACTICE
PRESENTATION
03
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Present and practice: Future with going to + root verb (all persons) / to 
take (a bag) with (= bring) / to visit / to pick (me) up
Note: The going to form is used for plans that have gone past the initial 
stage of speculation, for example, I think I’m going to visit Florida this year.
(Later) I made up my mind. We are going to book the trip tomorrow. Or
predictions: The sky is very dark. It’s going to rain. (vs. I think it will rain 
tomorrow.)
Substitution: Is Oscar going to Chicago next week? [Y] Is he taking a plane? 
[Y]
→ He’s going to fly to Chicago next week.
He’s going to leave on Tuesday.
He’s going to take a taxi to the airport.
He’s going to fly into O’Hare Airport.
He’s going to stay two days.
He’s going to meet some clients.
He’s going to go home on Thursday. etc.
Substitution: Is Oscar going to have one bag for his trip?
→ He’s going to take one bag with him.
Is he going to see some clients? → He is going to visit some clients.
Are my parents going to come to the airport? → Are they going to pick me 
up at the airport?
→ They’re going to pick me up at the airport.
Then, we’re going to drive to their home.
We’re going to go out to eat.
Then I’m going to meet some friends. etc.
-47
QA
Is Oscar going to take a taxi to the airport? [Yes, he is going to take a taxi.]
Is he going to return home on Wednesday? [No, he isn’t going to return 
home on Wednesday.]
What day is he going to return home? [He is going to return home on 
Thursday.] etc.
Pre-task. Present and practice, as needed: camera
I’m going to Florida this summer.
Gesture: I’m going to take many pictures with my camera.
Task. Students ask each other or the instructor about their next vacation 
and take notes.
Post-task. Students report their findings to the class as a summary.
PRACTICE
PRACTICE
PRESENTATION
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05
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Example summary:
(Hannah) is going to fly to Florida this summer.
She is going to visit her parents.
She is going to take her camera with her.
She is going to swim in the ocean. She’s not going to go skiing. etc.
 16
Pre-listening 1. Present and practice, as needed: to go on a tour / tour 
guide
Dictionary: Do you like to visit cities? on a bus with other people? → go on a 
tour
a person who shows you the city → tour guide
Pre-listening 2. Ask students what people typically do when they’re going 
on a business trip, a city tour, or a weekend in the mountains.
Note keywords on the board. Have students look at the text in the SG and 
guess what could be in the gaps.
Listening. Play the recording.
Replay as necessary. Students fill in the blanks.
[ANSWERS: pick; going; visit; lunch; have; shopping; drum]
Post-listening (optional)
Students pretend to be going on a city tour and say what they are going to 
do before, during, and after the tour. Encourage others to ask questions.
  What are we going to see?
Track:
Present and practice, as needed: to forget (to) / forgot / reminder / to 
remember (to) / remembered (to) / passport / to remind (you) to …
Build-up: Do you sometimes leave your cell phone at home? [Y]
→ forget it at home / forget to take it with you
Did you leave your wallet at home? [Y] → forgot it at home
Dictionary: Do you write important dates on your calendar? Do you write 
them so you won’t forget? [Y] → It’s a reminder.
Contrast: Did you forget my name? [N] → You remember my name.
PRESENTATION
LISTENING
08
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Did you remember to do your homework last week? [Y] → remembered to 
do your homework
Substitution: Do you usually need ID when you travel to another country? [Y] 
→ need a passport
“Don’t forget your passport!” → I’m reminding you to bring your passport.
“Don’t forget to call me!” → I’m reminding you to call me.
 
Did you forget your keys in the car this morning? Do you usually remember 
to (check your email)? What do you sometimes forget? Do you use 
reminders at work / in your email program? Who reminds you to (buy 
something at the store)? etc.
Pronunciation
Call on students to read the exchanges in the SG for pronunciation and 
intonation.
Did you remember?
Students substitute their own ideas for each reminder in the SG, for 
example, Did you remember to pack a sweater? Don’t forget your keys. etc.
  Don’t forget your tickets!
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to describe your 
vacation plans (to a friend).
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customizedstudent goal.
For example, each student plans a week-long trip to a destination of his / 
her choice; they decide where they’re going to go, how they’re going to get 
there, what they’re going to do, etc. Ask students questions to find out the 
details of their plans.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
 Performance
PERFORMANCE
PRACTICE
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For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., remind the students of things 
they should do before or on their trip, and they must respond appropriately.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Role play: Remind me
Switch roles and have students ask you many questions about your next 
trip and then provide helpful reminders to you before you go.
Extension 2. Discussion: I forgot
Students talk about things they forgot to take on a trip or forgot 
somewhere during a trip.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
12
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64 | Describe favorite vacation activities • Unit 12 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Describe favorite vacation activities
Vocabulary & Expressions Language Focus
to sunbathe
suntan
sunscreen (sun cream UK)
to put on sunscreen
sunburn
sunburned (sunburnt UK)
swimsuit (swimming 
costume UK)
umbrella
coat
scarf
hat
boots
hike (v., n.)
to go hiking
to go on a hike
soap
to wash
tooth
teeth
to brush (one’s teeth)
toothbrush
toothpaste
brush (n.)
comb (v., n.)
to shave
shaving cream
razor
stuff
Express amounts with too much, too many, 
enough, not enough.
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Are you going to the mountains this year? When are you going? What do 
you like to do there? Are you going to do that this year? Will you go to the 
beach this summer? etc.
Set a customized speaking goal. For example: Our goal is to tell (your 
friend) what you like to do in summer / winter. Write the goal on the board 
and get agreement from students.
Warm up. Review and practice, as needed: the four seasons / gloves / 
jacket / shoes / skiing, skating, etc.(all rev.)
Use mind maps for each season to elicit known vocabulary for activities 
and clothing. Save these mind maps for future reference / use.
What do you wear when you go to the beach? to the mountains? on a 
business trip? etc.
GOAL-SETTING01
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Present or review and practice, as needed: summer vocabulary (sun, hot, 
picnic, ocean, etc.) (rev.) / to sunbathe / suntan / sunscreen (sun cream 
UK) / to put on sunscreen / sunburn / sunburned (sunburnt UK) / 
swimsuit (swimming costume UK)
Review summer vocabulary: sun, hot, picnic, ocean, swimming, sailing, 
sunglasses, shorts, T-shirt, etc.
Substitution: Do some people like to sit in the sun? → They like to sunbathe.
→ They want to get a suntan / tan.
Dictionary: What do people put on their face, etc., before they sunbathe? → 
sunscreen (sun cream UK) → They put on sunscreen.
Dictionary: Why do they put on sunscreen? → They don’t want to get 
sunburned (sunburnt UK) / a sunburn.
Naming: clothes used while swimming → She is wearing a swimsuit 
(swimming costume UK).
 
Do you always use sunscreen when you’re in the sun? Why (not)? What do 
you do when you get sunburned? etc.
If relevant, present other beach activities, for example, Frisbee, surfing,
volleyball, water-skiing, windsurfing, etc.
-46
QA & QFS
What do you like to do at the beach? in the water? Where do people 
sunbathe? Do you usually get a suntan or sunburn? When are you going to 
go to the beach? What are you going to do there? Where do people wear 
swimsuits? etc.
Present or review and practice, as needed: winter vocabulary (snow, cold, 
skiing, etc.) (rev.) / umbrella / coat / sweater (rev.) / scarf / hat / boots / 
to hike / to go hiking / to go on a hike
Use illustration in SG or IB 46.
Review winter vocabulary: snow, cold, skiing, ice skating, gloves, etc.
Dictionary: What do people need when it rains? → umbrella
Naming: This is a coat / a sweater / a scarf / a hat. These are boots.
Substitution: Oscar likes to take long walks in the countryside and 
mountains. → He likes to hike. → He’s likes to go hiking.
Oscar is going hiking. → He’s going on a hike.
 Let’s make a snowman!      -46
PRESENTATION
PRACTICE
PRESENTATION
04
03
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What do you like to do in the snow? What do you wear when it’s cold? Did 
you wear a scarf or a sweater yesterday? When do you wear a hat? How 
many pairs of boots do you have? Do you wear them only when you’re 
hiking? etc.
If relevant, present other winter activities, for example, sled, sledding,
snowball, snowball fight, etc.
Summary. What are they wearing?
Students describe what people in IB 46 are wearing. Then they say what 
they usually wear in cold weather.
Favorites
Students list the tools / items they use for their favorite winter and summer 
activities and explain what they use them for.
Interview & Report
Pairs. Students interview each other about what kinds of activities they like 
doing in winter and summer. Then, call on students to share their reports in 
front of the class.
-46
Present and practice, as needed: soap / to wash / tooth / teeth / to 
brush / to brush (your) teeth / toothbrush / toothpaste / brush (n.) / comb 
(n., v.) / to shave / shaving cream / razor
Ask students what they take on a trip if they have to stay overnight. Note 
the items on the board and, if needed, introduce the new vocabulary listed 
at left.
Naming: What’s this? → It’s soap.
What do we do with soap? (Gesture) → We wash our hands.
What’s that? → It’s a tooth. / They are teeth.
What do we do in the morning? (Gesture) → We brush our teeth.
What do we use to brush? →We brush with a toothbrush.
What do you put on it? → We put toothpaste on the toothbrush.
-51
PRESENTATION
PRACTICE
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Contrast: What else do we brush? [hair] Do we use a toothbrush to brush 
our hair? [N] → We use a brush to brush our hair.
Or: → comb → Oscar combs his hair with a comb.
Naming: What do men do in the morning? (Gesture) → They shave.
What do they use to shave their beards? → shaving cream, razor
Expand with other relevant vocabulary, for example, shampoo, makeup, 
etc., as needed and appropriate.
-52
What’s it for?
Students name the items in the illustration in the SG and then say what we 
use them for.
QA
How often do people brush their teeth? When do you brush your teeth? 
What kind of a toothbrush do you have? How often do you shave? What 
kind of razor do you use? Do you brush or comb your hair? Where (do you 
brush your teeth)? etc.
  I need a toothbrush
Present and practice: thing (rev.) / stuff / Express amounts: too many, too 
much, enough, not enough
Ask students what they see in IB 1a. [window, clock, chair, table, lamp, 
phone, newspaper, etc.] → You see many things in the picture.
Use IB 48:
Substitution:Are there a lot of things in Betty’s suitcase? → There is a lot of 
stuff in her suitcase.
Build-up: Is Betty’s suitcase full? [Y] Are there are a lot of clothes in her 
suitcase? [Y] Does she need them all? [No, she doesn’t.] → There are too 
many clothes in her suitcase.
→ She packed too many socks / shoes / sweaters.
Does she need it all? [No, she doesn’t.] → There is too much stuff in her 
suitcase.
→ She packed too much soap / sunscreen / toothpaste.
-1a      -48
PRESENTATION
PRACTICE
08
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Contrast: Is Betty going to Thailand for a week? [Y] Did she pack too many 
pairs of socks? [No, she didn’t] → She didn’t pack enough socks.
→ She packed enough pairs of shoes. etc.
Pairs. Students look at the items listed in the table in the SG and decide 
whether there are too many or not enough items.
For example, for:
(1) a one-week trip to Hawaii in summer;
(2) a one-month trip to Japan in the fall;
(3) a three-month trip to Russia in winter;
(4) an overnight trip this weekend to (a local destination).
  Do you need all this?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to tell (your friend) 
what you like to do in summer / winter.
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students talk about their favorite seasonal activities and what 
they use to do them. Set a time limit. Avoid interruptions during the first 
enactment.
Provide feedback, praise, and corrections.
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., students must give examples 
of the last time they did their favorite activities.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
Second enactment
PERFORMANCE
PRACTICE
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Extension 1. Role play: Oh no!
Students have arrived at their travel destination in order to enjoy their 
favorite activity, but oh no, they have not packed enough of an important 
item. What are they going to do?
Extension 2. Discussion: A million dollars
The students have a million dollars to use toward their favorite activities. 
Where are they going to go? What are they going to buy?
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Give travel advice
Vocabulary & Expressions Language Focus
driver’s license (driving 
licence UK)
That sounds like fun.
maybe
Just in case.
Give advice with should and in case.
Express probability with may.
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
What do you put in your suitcase when you go on vacation / a business 
trip? Where are you going on your next trip? Do your colleagues or friends 
ask about what to take on a trip? Do you go on trips with your friends? etc.
Set a customized speaking goal. For example: Our goal is to give (your 
friend) advice on what clothes and things to take on a trip with you to 
(Scotland). Write the goal on the board and get agreement from students.
Present and practice, as needed: driver’s license (driving licence UK) / 
passport (rev.)
Naming: this is a driver’s license (driving licence UK).
Can you go to another country with just your driver’s license? [No, not 
usually.] → You need a passport when you go to another country.
 
What do you put in your pocket / purse / coat before you leave the house? 
Did you put your suitcase in the car before you drove to the airport? What 
did you do with your passport? etc.
Skit. Present and practice, as needed: That sounds like fun.
– Would you like to (drive to the mountains) this weekend?
– Yes, I would. That sounds like fun.
  Warm-up
PRESENTATION
GOAL-SETTING
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Students practice the skit with other activities.
Present and practice, as needed: to need (to) (rev.) / should / Yes, (you) 
should. / No, (you) shouldn’t.
Build-up: I think it’s going to rain. Do I have to (→ need to) take an umbrella? 
→ I don’t need to take an umbrella, but I should.
It’s cold. Should I / you wear a scarf? → Yes, (I / you) should.
Should I / you leave my / your coat at home? → No, (I / you) shouldn’t.
What should we do when it’s hot? → We should have a cold drink.
What should people wear when it’s raining? → They should wear boots.
Is it good to wear a T-shirt and shorts in winter? [N] → You shouldn’t wear a 
T-shirt and shorts in the winter.
Is it OK to walk through a store with an open umbrella? [N] → You shouldn’t 
walk through a store with an open umbrella.
  What should I take?
QA
What should we take with us when we’re going on a trip?
Should we or shouldn’t we take …? What should we leave at home? What 
should people do when …? etc.
What should I do?
Pairs. Assign a vacation or business trip destination to each student and 
the number of people traveling with him / her. Students ask each other 
what they should and shouldn’t do, should and shouldn’t take, put in their 
bags, etc. For example:
Should we take a camera? Should we visit Big Ben? etc.
Then each student presents his or her recommendations to the class, for 
example, Lisa and Richard should fly with (airline). They should stay at the 
… Hotel. They shouldn’t visit the city by bus. etc.
Present and practice, as needed: forecast (rev.) / maybe / Express 
probability with may
Review vocabulary and expressions pertaining to the weather.
-46
PRESENTATION
PRACTICE
PRESENTATION
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Substitution: What did the weather report say about tomorrow’s weather? 
→ What is the weather forecast?
Do you think it’s going to rain tomorrow?
Gesture: → I don’t know. Maybe.
Substitution: Maybe it’s going to rain tomorrow. → It may rain tomorrow.
 17 • 18
Pre-listening 1. QA
What is the weather like now? Did you hear or see a weather forecast for 
this weekend? What’s the weather going to be like? Is it going to (rain)? etc.
Pre-listening 2. Ask students to look at the activity in their SGs.
Set scene: You will hear two forecasts. Set task: Listen for and fill in the 
answers.
Listening 1. Play the recordings.
Repeat as needed. Students complete the activity in the SG.
[ANSWERS: Forecast 1. 1. b 2. a 3. a; Forecast 2. 4. b 5. a 6. b]
Listening 2. Dictate the questions below. Play the recordings again. 
Students listen for the answers to the questions.
1. Is it going to be cloudy or rainy all weekend in Malibu?
2. What is the temperature going to be at the beach?
3. What is the Aspen weather forecast for tomorrow evening?
4. What is the temperature going to be in the mountains?
[ANSWERS: 1. It is going to be cloudy all weekend and it may rain. 2. It’s going 
to be 65° to 68°. 3. They’re forecasting up to ten inches of fresh snow. 4. It’s 
going to be in the mid to high 20s.]
Post-listening. P1 or Pairs.Student(s) prepare and present a short 
weather forecast for tomorrow that uses forecast, it’s going to, and it 
may.
Assign each student or pair a different country / region to vary the reports. 
Help with weather vocabulary as needed.
  What’s the weather going to be like?
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Present and practice: because (rev.) / in case
Why do some people take an umbrella? → People take an umbrella because
it may rain.
Substitution: You should take an umbrella because it may rain. → You 
should take an umbrella in case it rains.
 
Should I wear a coat in case it rains? etc.
Transformation
Oscar has a credit card because he may need to buy something.
→ He has a credit card in case he needs to buy something.
1. Susan is wearing a coat because it may get cold later.
2. I’m buying some aspirin because we may need it. etc.
Skit. Present and practice, as needed: just in case
– Is it going to rain today?
– I think so. We should bring an umbrella, just in case.
Cue–Response
Students use the cues in the SG to create sentences using in case.
Why did you pack that?
Give students a few minutes to create a packing list of eight to fifteen items 
for a five-day trip. Call on students to present the lists and to justify their 
selections, e.g.,
We’re packing a bathing suit in case we go to the beach.
We’re taking an umbrella because it may rain. etc.
What to do?
Students name one thing they should and shouldn’t do before a trip. List 
their answers on the board and present Dos and Don’ts.
 Just in case
 Travel and packing Dos & Don’ts
PRESENTATION
PRACTICE
PRACTICE
PRESENTATION
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Students write down four to five additional items for the Do / Don’t columns 
in the SG.
Students read the items in their lists to the class and justify their choices.
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to give (your friend) 
advice on what clothes and things to take on a trip with you to (Scotland).
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students are going on a trip next week with each other or the 
instructor to a location chosen by the students. Students give advice on 
what the other students / instructor should pack for the trip. Set a time 
limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., have the students ask 
questions about the weather forecast before deciding what advice to give. 
Use may to make sure students use “in case” in the performance.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
Extension 1. Discussion: Dos and Don’ts
When is a good time to visit your country? What are some dos and don’ts 
for visitors? What do visitors need to pack for a summer / winter trip? etc.
Extension 2. Top five places a visitor should see
Students make lists of the top five places a visitor should see or visit in 
their city / country. Students should compare lists and try to agree on the 
top five choices.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
PERFORMANCE
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In this lesson you will ...
Ask for information about a hotel and make a 
reservation
Vocabulary & Expressions Grammar Items
information
to make a reservation
single room
double room
balcony
bathroom
bed
king-size bed
minibar
all (= every)
Internet access
WiFi
free WiFi
complimentary
swimming pool
(airport) shuttle bus
fitness center
business center
amenities
close to
both
convenient
to be located
location
per (night)
rate (vs. price)
What are your rates?
suite
Does that include breakfast?
motel
bed and breakfast (B&B)
to reserve (a room)
for one person
for (two) people
for (three) nights
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Before you stay at a hotel, what do you want to know? Do you use the 
Internet or ask friends about hotels? What kind of hotel do you look for? Do 
you call the hotel to tell them what day you want to go? etc.
Set a customized speaking goal. For example: Our goal is to ask for 
information about a hotel and make a reservation for your next vacation. 
Write the goal on the board and get agreement from students.
Warm up. Present and practice, as needed: information / to make a 
reservation
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Substitution: What kinds of things do you want to know about a hotel 
before you go? [Elicit student ideas, prompt as needed.] → You want 
information about the hotel.
Before you go to a hotel, do you call them or go to their website? Do you tell 
them what day you will go?
→ You make a reservation.
 
How do you get information about a hotel? Do you use the Internet? ask 
friends? When you make a reservation, what information does the hotel ask 
for? etc.
-50
Present and practice, as needed: guest (rev.) / single room / double 
room / balcony / bathroom / bed / king-size bed / minibar / all (= every) / 
Internet access / WiFi / free WiFi / complimentary
Note: For WiFi, focus on the English pronunciation: (long I) “why fy” vs. 
most of Europe (long E) “wee fee”
Contrast: Are the Bennetts hotel employees? [N] → They made reservations; 
they are visiting; they are guests.
Substitution: a room for one person → single room
When Mr. and Mrs. Bennett travel, do they reserve a single room? [No] →
Two people stay in a double room.
Use the illustration in the SG to present:
Naming: Does this room have a balcony? a bathroom? a bed?
→ It has a king-size bed.
Naming / Substitution: Is this a refrigerator? →It is a minibar.
Does every room have a minibar? [Y/N] → (Not) all rooms have minibars.
Substitution: Can guests use the Internet in their rooms?
→ All rooms have Internet access.
→ All rooms have WiFi.
Do they have to pay to use the Internet? [N] → The room has free WiFi.
Substitution: The room has free WiFi, soap, etc. → It has complimentary
WiFi, soap, etc.
What complimentary things would you like / want in your room? [tea, 
coffee, shampoo]
Have students deduce the meaning of standard (guest room), coffee 
maker, hair dryer, and other things found in hotel rooms. Present 
vocabulary as relevant and needed.
-50
  What does the hotel have?
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QA
What kind of room do the Bennetts have?
Do they have a balcony? Where’s the bathroom?
What’s Mrs. Bennett taking out of the minibar?
How many rooms have a TV? etc.
-49a
Present and practice, as needed: swimming pool / (airport) shuttle bus / 
fitness center / business center / amenities
Use the diagram and text in the SG:
Substitution: Does the hotel have a place to swim? [Y] → It has a swimming 
pool.
Does a bus go between the airport and the hotel? [Y] → There isan airport 
shuttle bus.
Have students deduce the meaning of fitness center and business center. 
Present vocabulary as relevant and needed.
Substitution: swimming pool, fitness center, business center, etc. → hotel 
amenities
  What does the hotel have?
QA & QFS
Does the hotel or the airport have a shuttle bus? Does the hotel have a 
fitness center or a business center? How many rooms have Internet 
access? What services are complimentary? Which services / things do you 
like / need? etc.
Present and practice: close to / both / convenient / to be located / 
location
Substitution: Is the hotel near the airport? [Y] → The hotel is close to the 
airport.
Is the hotel close to the airport and the subway? [Y] → The hotel is close to 
both the airport and the subway.
Dictionary: Is the hotel close to shops, the subway, downtown, etc.? [Y] Do 
guests like that? [Y] → It’s a convenient location.
What street is the hotel / Berlitz on? →It’s located on … (Street).
Is the hotel / center located in a good place? [Y] → It’s in a good location.
PRACTICE
PRESENTATION
PRESENTATION
PRACTICE
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QA
Use local information to ask questions. Which (local hotel) is in a 
convenient location? Which (bank) is located on …? Is there a (pharmacy) 
close to your (office)? Where is (a supermarket) located? Are (the bank and 
the hotel) both in a convenient location? etc.
Present and practice, as needed: per (night) / rate (vs. price) / What are 
your rates? / suite / to include (rev.)
Substitution: Does a room cost $179 for one night? → It costs $179 per 
night.
→ The room rate is $179 per night.
→ What are your rates?
Dictionary: Does a suite have just one room? [N] How many rooms does the 
deluxe suite have? [It has two rooms.] → A suite has more than one room.
Do you pay for breakfast? [Y/N] → The rate includes / does not include
breakfast.
  What are your rates?
QA
What was the rate at the last hotel you stayed in? What was the room like? 
Did the price include (parking and breakfast)? What did the price include? 
etc.
Skit. Present and practice, as needed: Does that include breakfast?
– Excuse me, what is the rate for a deluxe suite?
– It’s $365 per night.
– Does that include breakfast?
– Yes, it does.
Students practice skit with other rooms, rates, and complimentary 
amenities.
Present and practice, as needed: motel / bed and breakfast (B&B)
Dictionary: a small hotel near a highway with parking in front → It is a motel
(= motor + hotel).
  Hotel, motel, and B&B
PRACTICE
PRESENTATION
PRESENTATION
PRACTICE
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Contrast: Is the Country Garden a hotel? a motel? → It is a bed and 
breakfast.
Substitution: bed and breakfast → B&B (pronunciation: B ’n’ B)
 
Are motels usually cheaper or more expensive than hotels? Are there many 
B&Bs in (this city)? etc.
Present other relevant terms if needed, e.g., resort (hotel), motor inn.
QA & Comparative review
Are there any motels in …? Do you prefer (hotels) or (B&Bs)? Why? Where 
did you sleep on your last vacation? Why? Which hotel is cheaper, … or …? Is 
… bigger or smaller than …? Is … more or less expensive than …? Which 
room is less expensive than the …? etc.
Present and practice, as needed: to reserve (a room) / for one person / for 
(two) people / for (one) night(s)
Substitution: Before you go to a hotel, do you tell them you want a room? 
[Y] → I would like to reserve a room.
The last time you stayed at a hotel, did you reserve a room just for you? [Y] 
→ reserved a room for one person
Did you make a reservation for you and another person? [Y] → made a 
reservation for two people
Did you stay (three nights)? → reserved a room for (three) nights
 
Do you always reserve a room before you go on a trip? On your last trip, you 
reserved a room for how many nights? for how many people? etc.
QA & QFS
How many rooms did the Bennetts reserve? How many people did they 
need a reservation for? Did they reserve single or double rooms? How many 
nights did they stay? Are you or your family going on a trip? What kind of 
room will you reserve? How many rooms will you need? How long will you 
stay?
 
-50
PRACTICE
PRESENTATION
PRACTICE
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 19
Pre-listening
Ask students what they would say if they wanted to make a hotel 
reservation over the phone. Note some keywords on the board. Set task: 
Have students look at the activity in the SG and tell them to listen for this 
information.
Listening. Play the recording. Students fill in the caller’s information in the 
SG.
[ANSWERS: Guest’s name: Diana Clark; Number of guests: one; Arrival date: 
Jan. 7; Type of room: single; Departure date: Jan. 11; Rate: $175 / night]
Post-listening. Role play
Pairs. S1 plays a potential hotel guest and S2 a reservation agent. Review 
key language, then one student calls a hotel to make a reservation. 
Students then switch roles.
 I’d like to make a reservation
Track:
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to ask for information 
about a hotel and make a reservation for your next vacation.
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students decide where they are going for their next vacation. 
They call a hotel for information and to make a reservation. Set a time limit. 
Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., students call two hotels for 
information and then compare the two before choosing one.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
PERFORMANCE
LISTENING
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Extension 1. Interview and report
Students ask each other about good and bad experiences staying at hotels 
and then share their findings in summaries presented to the class.
Extension 2. Where’s your office located?
Students use key language from the SG activity (close to, close to both the 
… and the …, a convenient location, etc.) to ask about each other’s office.
  Where are you located?
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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82 | Check into a hotel and speak to hotel staff • Unit 15 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Check into a hotel and speak to hotel staff
Vocabulary & Expressions Grammar Items
staff
front desk (reception UK)
front desk clerk (receptionist 
UK)
bellman (porter UK)
to check in
to check out
I have a reservation.
check-out time
Enjoy your stay!
entrance
ground floor
(first / second) floor
on the (ninth) floor
elevator (lift UK)
(a piece of) luggage
to carry
I can manage.
to show
to bring
Excuse me, can you show me 
where (the exercise room) is?
Can you tell me where (ice 
machines) are?
This way, please.
room serviceconcierge
maid (chambermaid UK)
to clean
housekeeping
wake-up call
Polite offers with shall
Using object pronouns with direct objects
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
When did you last stay in a hotel? Did you need help from any hotel 
employees? When will you stay in a hotel again? Who do you speak to at a 
hotel? etc.
Set a customized speaking goal. For example: Our goal is to check in at a 
hotel in (Sydney) and speak to the hotel staff. Write the goal on the board 
and get agreement from students.
Warm up. Present and practice, as needed: lobby (rev.) / staff
Naming: Where are these people? → they’re in a (hotel) lobby.
Contrast: Point to bellman and people behind the desk:
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Are these people hotel guests? [N] → They’re hotel staff.
Using IB 50, encourage students to say what they can about hotels—what 
happens in a lobby, what staff do, and what guests need. Elicit what 
students have learned so far about hotels and accommodations, and then 
ask what people do when they have a room reservation and arrive at their 
hotel. Note some key words on the board.
Present and practice, as needed: front desk (reception UK) / front desk 
clerk (receptionist UK) / bellman (porter UK) / to check in / to check out / I 
have a reservation. / check-out time / Enjoy your stay!
Note: hyphenated check-in is the noun or adjective. Use two words for the 
compound verb: Go to the lobby to check in.
Present vocabulary as needed.
Naming: front desk, front desk clerk, bellman
Build-up: What happens when you arrive at the hotel? Can you just go to a 
room? [N] Do you tell the hotel you are there? [Y] → You check in at the 
hotel.
Contrast: At the end of your stay, do you check in? [N] →You check out at 
the end of your stay.
Substitution: What do you say when you arrive at the hotel?
→ I’d like to check in. → I have a reservation. The name is …
Substitution: When do hotel guests usually need to check out? →The hotel’s 
check-out time is at (noon).
Contrast: After you check in, does the front desk clerk say, “Good-bye”? 
“Have a nice day”? [N] → Enjoy your stay!
 
What does the bellman do? Who is this? What is he / she doing? What are 
they doing? etc.
-50
Fill in the blanks.
Have students cover the dialog in the SG and look at the terms in the box. 
Call on volunteers to give you a sentence with each of them. Then students 
complete the dialog using the terms in the box.
Skit
  I’d like to check in
PRACTICE
PRESENTATION
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Give students one minute to memorize the dialog in the SG. Then have 
them cover the dialog and recreate the skit as closely as they can. 
Encourage them to substitute the information they would use to make their 
own reservation.
Present and practice, as needed: entrance / ground floor / (first / second) 
floor / on the (third) floor / elevator (lift UK)
Use the SG to present relevant US and UK terms.
Substitution: Is this the door of the hotel? [Y]→ It is the entrance.
Dictionary: Is the street outside the entrance? [Y] → So, this is the ground 
floor / first (US; not UK) floor.
→ The hotel entrance is on the (ground) floor.
Gesture: The next floor is the first (UK) / second (US) floor. etc.
Naming: → This is an elevator (lift UK).
 
Is the elevator close to the front desk? Is there an elevator on every floor? 
Where is the elevator at your office? Berlitz? What floor do you live on? etc.
  Your room is on the third floor
AQ
Instructor gives students negative statements stressing the incorrect 
information, and students ask questions. Model what they have to do as 
needed.
1. The pool isn’t in the hotel. (Where is it?)
2. The Restaurant isn’t on the ground floor. (What floor is it on?)
3. The gift shop isn’t on the third floor. (What’s on …?)
4. Our rooms aren’t on the fourth floor. (What floor are …?) etc.
Present or review and practice: (a piece of) luggage / many bags (rev.) /
suitcases (rev.) / pieces of luggage vs. much luggage (rev.) / to carry
Using IB 47: Substitution: Does Oscar have many suitcases? [N] → He 
doesn’t have a lot of luggage.
Does he have one suitcase? [Y] → He has a piece of luggage.
Using IB 50, pointing to the bellhop: And the bellman? → He has three 
pieces of luggage.
-47      -50
PRESENTATION
PRACTICE
PRESENTATION
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Review as needed: many bags / suitcases / pieces of luggage vs. much 
luggage.
Naming / Gesture: The bellman carries the luggage to the room.
 
Who carries your luggage? Will the Bennetts or the bellman carry their 
luggage to their room? etc.
Skit. Present and practice: Polite offers with shall / I can manage.
Substitution: Would you like me to open the window? → Shall I open the 
window?
– Shall I carry your bags?
– Yes, please. / No, thanks. I can manage.
Students practice the skit with various examples.
open the door for you?
call a taxi for you?
make a dinner reservation for you?
reserve a ticket for you?
put your luggage in the car? etc.
Present and practice: Using object pronouns with direct objects / to 
show / to bring / … bring (me) / … show (me) / … tell (me)
Substitution: The clerk gives the key to Mrs. Bennett.
→ He gives the key to her.
OR: → The clerk gives her the key.
Substitution: “Look at this picture!” → I’m showing you this picture.
Who shows you where (the elevator / your room) is? etc.
Point to the café:
Build-up: The couple ordered coffee. What is the server doing?
→ She is bringing coffee to the couple.
→ She’s bringing them coffee.
Is she bringing me / him / her / us / you coffee? etc.
Substitution: Where is the swimming pool? → Can you tell me where the 
swimming pool is?
 
What is the front desk clerk doing? What am I giving you? Am I showing a 
picture to (Juan) or to you? Who am I giving …? Can you tell me where the 
elevator is? etc.
-50
PRESENTATION
PRACTICE
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Transformation
Call on students to give the object pronoun form of the questions, followed 
by a full-sentence response in past tense, for example,
I: Could you bring some menus to us?
→ S1: Could you bring us some menus?
→ S2: They brought us some menus.
1. Could you pass the bread to me?
2. Did you send your report to them yesterday?
3. Should I write a letter to her?
4. Shall I give the money to him?
5. Will he show the pictures to you? etc.
Rejoinder. Present and practice, as needed: Excuse me, can you show 
(me) where (the bathroom) (is / are)? / Can you tell me where (the office) 
(is / are)? / This way, please.
– Excuse me. Can you tell / show me where the … is?
– Of course. This way, please.
 
Students practice different locations in the room, learning center, or 
building, as appropriate.
Present and practice, as needed: room service / concierge / maid 
(chambermaid UK) / to clean / housekeeping / wake-up call
Have students look at the photos in the SG.
Who brings food to your room when you’re in a hotel?
→ A hotel’s room service brings food to guests’ rooms.
At a hotel, who can you ask for information about the city?
→ A concierge gives information about the city.
What does the maid (chambermaid UK) do? → The maid cleansthe room.
Substitution: maid → housekeeping
Substitution: Can you ask the hotel to wake you up with a phone call? [Y] →
The hotel gives you a wake-up call.
 
You would like a wake-up call. Who do you ask? What recommendations do 
you like to ask the concierge for? What do you like to order from room 
service? etc.
  Hotel services
PRESENTATION
PRACTICE
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Pre-listening. Have students look at the pictures in the SG. Ask them if 
they can guess what the guests are talking to the hotel employees about.
Set task: Tell them to listen for who’s speaking to each of the hotel guests.
Listening 1. Play the recordings. Students write the conversation letter 
that corresponds to each hotel employee and present their answers.
[ANSWERS: I’d like to check in: maid = B;  bellman = A;  room service = C; 
 concierge = D]
Listening 2. Have students look at the incomplete statements in the SG 
and tell them to listen for the answers.
Play the recordings again. Students write in the correct answers.
[ANSWERS: I’d like to check in: (A.) 1. b 2. a. (B.) 3. a (C.) 4. b 5. a (D.) 6. b]
Post-listening. Skits
Students act out calls for one or two of the following situations. Encourage 
students to use the object pronoun + direct object structure where 
appropriate.
1. You’d like someone to clean your room.
2. You would like a wake-up call at 5:00 a.m.
3. You need help with your luggage.
4. You’d like to see a show tonight.
5. You want breakfast in your room tomorrow.
6. You would like someone to call a taxi for you. etc.
For example:
– Room service.
– Yes, could you bring us a bottle of champagne, please?
– Certainly. Your room number?
– 514.
  Hotel services
Track:
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to check in at a 
(Hilton) hotel in (Sydney) and speak to the hotel staff.
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
  Performance
PERFORMANCE
LISTENING
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For example, students check in at a hotel and speak to hotel staff about 
bringing a meal to their room, getting more towels, getting help with 
luggage, etc. Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., students try to check in but 
the hotel has the wrong reservation information, no reservation, or it’s too 
late to order a meal from room service.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Role play: No rooms available
Switch roles and have students act as the front desk clerk. The hotel 
doesn’t have any rooms available for tonight because some guests didn’t 
check out because of bad weather.
Extension 2. Discussion
Which hotel do you think visitors should stay at in your city and why?
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Describe your stay and check out
Vocabulary & Expressions Grammar Item
happy with (your room)
problem
bill
to enjoy
Did you enjoy your stay?
view
to have a view of
cheapest
biggest
smallest
the most expensive
the least convenient
the best
the worst
Superlative forms: adj. + -est; the most / the 
least + adj.
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
What do you do when something is not OK (→ you have a problem) in a 
hotel? Who do you talk to? etc.
Set a customized speaking goal. For example: Our goal is to tell (the front 
desk clerk) about (a problem) when you check out. Write the goal on the 
board and get agreement from students.
Warm up. Present and practice, as needed: happy with / problem
Substitution: Do you like hotel beds? hotel rooms? [Y] → You are happy with
hotel rooms.
Not happy with your room? → I have a problem with my room.
Start a mind map for things that people are happy with or not happy with 
when they stay at a hotel. Elicit student ideas, prompt and present 
vocabulary as needed.
GOAL-SETTING01
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Present and practice, as needed: bill / to enjoy / Did you enjoy your stay?
Naming: Are the Bennetts checking out? [Y] → This is their bill.
Substitution: Do you like staying in hotels? [Y / N] → You (don’t) enjoy
staying in hotels.
When you check out, does the hotel ask, “Were you happy with your room / 
the service?” → Did you enjoy your stay?
Does the bill say how long the Bennetts stayed? What was the room rate? 
Do you think they enjoyed their stay? etc.
-49b
QFS
Students ask questions using the bill in the SG.
  Did you enjoy your stay?
Present and practice, as needed: comfortable (rev.) / view / to have a view 
of
Do you prefer your bed at home or the beds at hotels? [I prefer my bed.]
→ My bed is more comfortable than beds at hotels.
Point to a window (in the room or IB): What do you see? → You have a view
of (the street).
How did you enjoy your stay? Brainstorm responses
Brainstorm what students can say when asked: How did you enjoy your 
stay?
Make two lists with Good and Bad headers.
PRESENTATION
PRACTICE
PRACTICE
PRESENTATION
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Pre-listening
Set scene: Tell students they will listen to two conversations of hotel 
guests checking out. Set task: Have students look at the cards in the SG 
and ask them what information they will need. Tell them to listen for this 
information.
Listening. Play the recordings. Students complete the comment cards.
Replay the audio if needed. Check their cards.
[ANSWERS: (A) name: Ms. Shelby; room number: 1130; happy with room: No; 
comment: “the bed wasn’t very comfortable”; (B) name: Mr. Parker; room 
number: 322; happy with room: Yes; comment: “the view of the lake was 
wonderful”]
Post-listening. Role play
Students reenact the checkout scenarios as Ms. Shelby or Mr. Parker. 
Students then try the role play again, substituting their own reasons for 
enjoying / not enjoying their stay or their room.
 How was your stay?
Track:
Present and practice: superlatives with adjectives: the + -est (the 
cheapest, the biggest, the smallest, etc.) / the most (expensive) / the least 
(comfortable) / the best / the worst
Build-up: Is the SleepRite Motel cheaper than the Country Garden B&B? [Y] 
Is it cheaper than the Goldcrest Hotel, too? [Y]
→SleepRite is the cheapest.
→ Goldcrest Hotel is the biggest.
→ Country Garden is the smallest, etc.
Which hotel is less expensive than the Country Garden B&B and the
Goldcrest Hotel? → SleepRite is the least expensive.
Contrast: Is the Country Garden the least expensive? [N] → Country Garden
is the most expensive.
Which is better, the motel or the hotel? [hotel] the hotel or the B&B? [B&B] →
The B&B is the best.
Which is in a worse location(for a business traveler) than the motel? the 
hotel?
→ X is in the worst location (for a business traveler).
Which place is in the most / the least convenient location?
 Which is the best?
PRESENTATION
LISTENING
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QA
Practice using any familiar (regular) adjectives.
What’s the best / most expensive hotel in this city?
Which is the biggest? the smallest? the newest? the oldest?
Which is most convenient for business travelers? the closest?
What’s the least expensive motel in …? least convenient? etc.
 26
Pre-listening
Set the scene: Tell the students that they will hear Matthew talking to his 
friend about a trip he went on.
Listening
Play the recording and have students choose the correct answers.
[ANSWERS: 1. a 2. b. 3. a. 4. a 5. a 6. b]
Post-listening. QFS & Summary
Students ask questions about Matthew’s trip using the information in the 
SG and what they heard in the recording. Students then give a summary of 
Matthew’s story.
  How was your trip?
Track:
Summary. How was your vacation?
Students describe a recent vacation, including details of their hotel.
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to tell (the front desk 
clerk) about (a problem) when you check out.
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
  Performance
PRACTICE
PERFORMANCE
LISTENING
PRACTICE
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For example, students go to the front desk to check out and describe a 
problem that they had during their stay. Set a time limit. Avoid interruptions 
during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., information on their bill is also
incorrect.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Did you enjoy your stay?
Students take turns describing a hotel stay that they enjoyed while the 
other students ask questions about the hotel.
Extension 2. Discussion: A nice hotel
Students discuss the importance of staying at a nice hotel.
Do you usually stay at a nice hotel with a swimming pool and other 
amenities, or do you usually stay at a simple hotel? How much of your 
vacation time do you spend at your hotel? Do you only return to your hotel 
to take a shower and sleep?
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Reserve a table
Vocabulary & Expressions Grammar Items
fast food
takeout (takeaway UK)
to serve
pasta
fish
crab
shrimp
seafood
meat
vegetarian
place (= restaurant)
to book (= reserve)
a table for (four)
to feel like + -ing
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
What’s your favorite restaurant? Why? What can you order there? Do you 
want to go there with your friends? Before you go, do you need to call to 
reserve a table? etc.
Set a customized speaking goal. For example: Our goal is to reserve a 
table at (Maggiano’s) for (you and your friends) this weekend. Write the 
goal on the board and get agreement from students.
Warm up. Present and practice, as needed: fast food / takeout (takeaway 
UK)
Note: takeout is also carryout in US and Scottish English.
Dictionary: What kind of restaurant is (McDonald’s)? →It’s a fast-food
restaurant.
You want to buy something and take it back to your office.What kind of 
restaurant do you go to?
→ You go to a takeout restaurant.
Use a mind map to brainstorm some of the foods served at a restaurant.
(Include items from different menu sections, e.g., beverages, desserts, side 
dishes)
GOAL-SETTING01
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Present and practice, as needed: to serve / pasta / fish / crab / shrimp / 
seafood / meat / vegetarian / place (= restaurant)
Substitution: What can you order at an Italian restaurant? → They serve
(spaghetti).
Do they serve spaghetti, lasagna, and ravioli? → The serve pasta.
Naming (SG illustrations, but if you need an illustration of fish, use IB 35): 
Do you like fish? What about crab, shrimp? → So, you (don’t) like seafood!
Do you eat steak, chicken, and ham? → So, you (don’t) like meat!
Contrast: Did Gandhi eat meat? [N] → He was a vegetarian.
Substitution: What’s a good restaurant for seafood?
→ (…) is a good place for seafood.
  What do they serve?
QA & QFS
What’s a good place to go for …? Are there any vegetarian restaurants 
around here? Where do they serve good pasta? etc.
Present and practice, as needed: to feel like + -ing
Instructor note: feel like is followed by the stem of a verb + -ing rather than 
a to-infinitive.
Substitution: I’d like (to have) some (seafood) for lunch. → I feel like having
seafood for lunch.
I’d like to go to Rico’s for dinner. → I feel like going to Rico’s for dinner.
I’d like to eat pasta. → I feel like eating pasta. etc.
 
What do you feel like having for lunch? for dinner? etc.
Skits
Have students act out the conversations in the SG, substituting their own 
ideas for restaurants and kinds of food.
  What do they serve?
PRESENTATION
PRACTICE
PRACTICE
PRESENTATION
04
05
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Pre-listening
Set scene: Tell students that they are going to listen to two conversations 
of people making plans to eat together. Have students scan the sentences 
in the SG.
Listening. Play the recordings.
Students enter the correct answers and then read the sentences with their 
answers out loud.
[ANSWERS: A. 1. a  2. b  3. a  4. a B. 5. a  6. b  7. b  8. a]
Post-listening. Skit
Students act out a short skit asking each other to lunch or dinner, this time 
without the aid of the SG.
  What do you feel like having?
Track:
Present and practice, as needed: to book (= reserve) / a table for (four)
Substitution: Did these people make a reservation before they went to the 
restaurant? [Y]
→ They booked a table.
They reserved a table for how many guests? [four] → They booked a table 
for four.
Did you book a table for three the last time you went to a restaurant? What 
else can you book? [flights, hotel rooms, etc.]
-33
Fill in the blanks
Give students a minute or two to go through the dialog in the SG and fill in 
the missing words.
[ANSWERS: 1. book  2. for  3. people  4. check  5. name]
Skits
  I’d like to reserve a table for two
PRACTICE
PRESENTATION
LISTENING
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Students read through the conversation, substituting their own ideas for 
restaurants and times.
 29
Pre-listening. Have students look at the activity in their SGs.
When you call a restaurant to book a table, what information do you give? 
What questions do they ask you?
Elicit ideas and note some keywords on theboard.
Set task: Tell students to listen to the conversation to complete the dialog.
Listening
Play the recording. Replay it if needed.
Students listen and complete the dialog. Call on volunteers to compare 
their answers to the actual conversation.
[ANSWERS: 1. two for  2. what time  3. check  4. don’t have any  5. 8:00  6. 
seven  7. nine o’clock  8. my wife  9. name  10. We’ll see you]
Post-listening. Students describe their favorite restaurant. Assist with 
additional vocabulary if necessary.
  I’d like to book a table
Track:
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to reserve a table at 
(Maggiano’s) for (you and your friends this weekend).
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students call a restaurant to make a reservation. Set a time 
limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., the restaurant is very popular 
and it is hard to find a time when there is a table available.
  Performance
PERFORMANCE
LISTENING
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Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Role play: Table for two?
Switch roles and have students act out the role play as a restaurant 
employee answering the phone.
Extension 2. Discussion: Top five restaurants
Students make a list of their five favorite restaurants and ask each other 
about their lists and what the restaurants serve.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Compare restaurants
Vocabulary & Expressions Grammar Item
friendly
unfriendly
crowded
fast
slow
noisy
quiet
the same (menu) as
excellent
terrific
terrible
awful
all right
so-so (adj.)
Make comparisons using as … as: (not) as (good) as, 
(not) as many (customers) as, (not) as much (food) as.
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
What kind of restaurant is more / less expensive? What kinds of 
restaurants do you like? Which has better food? Which is bigger? nicer? etc.
Set a customized speaking goal. For example: Our goal is to compare 
restaurants in (your city) with (a friend). Write the goal on the board and 
get agreement from students.
Warm up. Present and practice, as needed: friendly / unfriendly
Substitution: Do servers greet you and welcome you? [Y] → Servers are 
friendly.
Not friendly? → They are unfriendly.
 
Which restaurants near here have friendly servers? Do you sometimes get 
an unfriendly server? etc.
-33
GOAL-SETTING01
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Present and practice, as needed: crowded / fast / slow / noisy / quiet / 
Make comparisons using (not) as (good) as
Substitution: Are there many people at (McDonald’s) at lunchtime? [Y] → It’s 
crowded at lunchtime.
Contrast/Gesture: Is the service slow at (McDonald’s)? [N] → The service at 
(McDonald’s) is fast.
Substitution: Are there a lot of people at (McDonald’s) at lunchtime? [Y] Is 
there a lot of noise? [Y] → It’s noisy.
Contrast: Are there a lot of people at (McDonald’s) at 3:00 in the afternoon? 
[N] Is there a lot of noise? [N] → It’s quiet.
Substitution: Which restaurant is faster (McDonald’s or KFC)? Are both 
restaurants fast? → (KFC) is as fast as (McDonald’s).
Is (local restaurant) as fast as (McDonald’s)? [N] → (…) is not as fast as 
(McDonald’s).
→ (McDonald’s) is (not) as quiet as (…).
→ At (…), the food is as good as at (…) etc.
Have students look at the descriptions of Antonio’s and the Wharf in their 
SGs. Encourage students to deduce the meaning of cuisine, rating, 
atmosphere, cozy, and family-style. Present as needed.
Substitution: Do you like (Indian) food? → You (don’t) like (Indian) cuisine.
Dictionary: Are you sometimes asked to say how much you like a 
restaurant? Do you use 1-2-3-4-5? → You give the restaurant a rating.
Do you sometimes want to go to a restaurant that is quiet / fun / crowded?
→ You want a restaurant that has a quiet / fun / crowded atmosphere.
Do couples sometimes want an atmosphere that is quiet, friendly, 
comfortable, and warm? → cozy
Are some restaurants better for families with young children? Do some 
have a children’s menu? Do some serve food in large bowls and plates so 
customers can serve themselves? → family-style
Ask two or three questions, for example,
What kind of food does (Antonio’s) have?
Which restaurant is more expensive? more convenient?
What kind of place is (the Wharf)?
QA & QFS
Students give long answers with as … as and the comparative. Then have 
students ask and answer questions.
I: Is Antonio’s as expensive as the Wharf?
S1: No, it isn’t. Antonio’s isn’t as expensive as the Wharf. It’s cheaper than
the Wharf.
  Is Antonio’s as good as the Wharf?
PRACTICE
PRESENTATION
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1. Is the Wharf as big as Antonio’s?
2. Is the service at Antonio’s as slow as at the Wharf?
3. Is this place as noisy as that one?
4. Is the food as good here as at Antonio’s?
5. Are the waiters at the Wharf as fast as those at Antonio’s?
6. Are they as friendly here as there? etc.
Present and practice: (few)-er than … (rev.) / (more / less) than (rev.) / 
Make comparisons using as … as: (not) as many (tables) as, (not) as 
much (water) as / the same (rating) as
Instructor Note: make sure students are not using “so” instead of the first 
“as” in as … as statements.
Have students look at the chart in the SG and deduce any unknown 
vocabulary. Present as needed.
Build-up: How many tables does Sonny’s have? [10] And Spice? [20]
→ Sonny’s has fewer tables than Spice does.
→ Spice has more tables than Sonny’s does.
→ Sonny’s doesn’t have as many tables as Spice does.
How much water does Sonny’s serve? [50 bottles / day] And Spice? [80 
bottles / day]
→ Sonny’s serves less water than Spice does.
→ Spice serves more water than Sonny’s does.
→ Sonny’s doesn’t serve as much water as Spice does.
What’s the rating for Antonio’s? And the Wharf?
→ Both restaurants have the same rating.
→ The rating for Antonio’s is the same as for the Wharf.
 as much … as / as many … as
Transformation
Tell students sentences comparing Sonny’s and Spice that don’t use as … 
as. Students use as … as to restate the sentences. Model as needed.
I: Sonny’s has fewer employees than Spice.
S: Sonny’s doesn’t have as many employees as Spice.
1. Sonny’s is open for fewer hours than Spice.
2. Spice has fewer customers per day than Sonny’s.
3. Sonny’s customers spend less than Spice’s customers do.
4. Sonny’s sells less water than Spice. etc.
Fill in the blanks
  The restaurant isn’t as busy for lunch as it is for dinner
PRACTICE
PRESENTATION
05
04
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Give students a couple of minutes to fill in answers inthe SG. Then have 
them compare their answers. After going over the answers, students make 
two or three original sentences using their own information.
[ANSWERS: (1.) isn’t as good as (2.) isn’t as slow as (3.) doesn’t have as many 
tables as (4.) doesn’t have as many servers as (5.) isn’t as noisy as]
Present and practice, as needed: excellent / terrific / terrible / awful / all 
right / so-so (adj.)
Substitution: Is the food at (…) very good? [Yes, very good.] → The food 
there is excellent / terrific.
Contrast: The food and service at (…) are bad. Is the restaurant excellent? 
[No, it’s bad.]
→ The restaurant is terrible / awful.
Is the coffee here excellent? [N] terrible? [N]
Gesture / Naming: OK? [Y] → It’s all right.
Substitution: It’s not terrible, but it’s not good? [Y] → It’s so-so.
How good was the food?
Elicit the name of a restaurant a student has recently been to and write it 
on the board. Add two columns for food and service. Ask the following:
How good was the food? How was the service?
Assign stars as appropriate and ask follow-up questions:
Why was the food (good) but not (excellent)?
Why was the service (excellent)?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal is to compare restaurants in 
(your city) with (a friend).
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students create lists of 3-4 restaurants they know. In pairs, 
students then ask each other to compare and rate the places and justify 
their opinions. Ask students to present their findings. Set a time limit. Avoid 
interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
  Performance
PERFORMANCE
PRACTICE
PRESENTATION
08
07
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For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., have the students add more 
detail by saying how the restaurant has changed (comparing how it was 
five years ago and how it is now).
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Role play
Students make plans to go out to eat together. They must compare 
restaurants using this unit’s grammar before making a decision.
Extension 2. Discussion
Compare two restaurants you visited in the past.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
10
09
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In this lesson you will ...
Describe food and preferences
Vocabulary & Expressions Language Focus
to like (Greek food) more than 
(Italian)
to prefer (seafood) to (steak)
to cook
cooked
raw
to boil
boiled
to fry
fried
(frying) pan
to steam
steamed
oven
to roast
roasted
to bake
baked
How do you cook …?
hungry
thirsty
rare
medium
well done
How do you like your (steak)?
to prefer + noun
to like vs. would like
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you like meat / seafood / vegetarian dishes? Do you like (menu item)? 
Would you like to order it? When / Where will you order it in English? etc.
Set a customized speaking goal. For example: Our goal is to tell (a server) 
how you would like your food. Write the goal on the board and get 
agreement from students.
Warm up
Ask students to look at the menu in the IB and present food names as 
needed and relevant, e.g., carrots, green onions, peanuts, ginger, corn,
peppers, mushrooms.
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GOAL-SETTING01
UNIT 19
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Present and practice: to like (Italian food) more than (Greek food) / to 
prefer + noun / to prefer (pasta) to (chicken)
Build up: Do you like Italian food? Greek food? Which is better?
→ You like (Italian food) more than (Greek food).
Substitution: Do you like steak more than seafood? → You prefer steak.
Do you prefer pasta or chicken? → You prefer pasta to chicken.
 
Which do you like more: seafood or vegetables? Which do you prefer: steak, 
or chicken? etc.
QA
Use examples mentioned by students in the warm-up activity.
Which restaurant do you like more, … or …? Do you prefer Mexican food to 
Japanese food? What kind of restaurants do you prefer for lunch? Which 
foods do you prefer? Why do you prefer … to …? etc.
QFS
Students use the prompts in the SG to ask each other questions with 
prefer.
Summary
Students say what the other students in the class prefer.
  Which do you prefer?
Present and practice, as needed: to cook / cooked / raw / to boil / to fry / 
pan / boiled / fried / to steam / steamed / oven / to roast / roasted / to 
bake / baked / How do you cook (your beans)?
Substitution: Who makes lunch / dinner in your family?
→ (…) cooks dinner in my family.
What did (…) cook last night? → … cooked … last night
Contrast: Do you cook salad vegetables? [N] → You eat them raw.
Naming: Use SG illustrations to present boil, fry, pan, steam, oven, roast, 
bake.
Naming: How do you make a cup of tea? → You boil water to make tea.
  Would you like a baked potato?
PRESENTATION
PRACTICE
PRESENTATION
04
03
02
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How do you make French fries (chips UK)? → You fry potatoes to make 
French fries.
Naming: How do you fry chicken? → You fry chicken in a (frying) pan.
Which do you prefer, boiled chicken or fried chicken?
Do you boil vegetables or steam them?
Which do you prefer, fried vegetables or steamed vegetables?
Where are the muffins? →They are in the oven.
Do you cook meat in the oven? → You roast meat.
Do you like roasted chicken?
Do you cook muffins? bread? → You bake bread.
Where can you buy baked foods?
Elimination: Do you boil your steaks? bake them? steam them?→ How do 
you cook them?
How do you cook green beans? broccoli? pasta? What vegetables do you 
eat raw? etc.
QA & QFS
How do you cook spaghetti? Do you cook peanuts? Do you fry or bake 
chicken? Do you boil broccoli? How long do you boil it? What do you bake? 
steam? What do you eat raw? Which do you prefer, … or …? etc.
Brainstorm. How do you cook …?
Students brainstorm foods they usually eat raw, steam, boil, fry, bake, and 
roast. Some foods may be listed in more than one category. Encourage 
students to mention local / national dishes.
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Present and practice, as needed: hungry / thirsty
Build-up: Is it almost (lunchtime)? [Y] Do you want something to eat? [Y] →
You are hungry.
Do you want something to drink? [Y] → You are thirsty.
 
Are you hungry / thirsty now? When do you get hungry / thirsty? etc.
Present and practice: like vs. would like
Write on the board: What do you like? What would you like?
PRESENTATION
PRESENTATION
PRACTICE
07
06
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Ask students to explain the difference between the two questions (usually
vs. now). Then ask a few questions:
Are you hungry? Do you like cookies? Would you like some?
Are you thirsty? Would you like some orange juice? etc.
Interview. What do you like?
Students look at the menu from IB 32 (or use real menus) and interview 
each other about the foods they like/ don’t like on the menu. Then they 
decide which items they would like to order.
-32
Present and practice, as needed: raw / rare / medium / well done / How 
do you like your (steak)? / How would you like (your vegetables)? (rev.)
Use the pictures in the SG to introduce vocabulary for meat:
Do you like your meat raw? rare? medium? well done?
Elimination: How do you like your steak?
Contrast: Does the server ask, “How do you like your …?” [N] → How would 
you like your steak / your vegetables?
 How would you like your steak?
QA
What do you eat raw? How do you like your meat? hamburgers? etc.
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to tell (a server) how 
you would like your food.
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
  Performance
PRACTICE
PERFORMANCE
PRESENTATION
PRACTICE
10
11
09
08
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For example, in a restaurant, students look at the items they would like to 
order (chosen earlier in the lesson) and think of one question to ask the 
server (how it’s cooked, what it’s served with, etc.). Then students act out 
the situation. Set a time limit. Avoid interruptions during the first 
enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., students switch roles and ask 
the customers many questions, e.g., How do you like …?, How would you 
like …?, When would you like …?
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Birthday party
Students plan their birthday party menu. They must explain the full menu to 
the class by answering questions about their favorite foods and how they 
are cooked.
Extension 2. Top three dishes
Students make a list of their top three dishes at their favorite restaurant
and explain why they like them.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
13
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The Objectives Ladder is designed to show students just how much they 
have learned in the previous nine units and provides an opportunity to 
review the objectives in these units. Have students go over the speaking 
goals in the objectives ladder to identify areas for further vocabulary / 
grammar and performance review.
OPTIONS
Review. Give a question or sentence; students identify to which speaking 
goal it relates.
Pairs. Students brainstorm as many questions and expressions as they can 
for a particular speaking goal. Pairs then create and act out a conversation 
using a specified number of questions.
Dictation. Choose representative sentences from the content units for 
dictation. Alternatively, each student chooses five sentences from a 
specific unit (or one from each unit) and presents the dictation to 
classmates. Then ask students to put them in order.
Self-assessment. Students check off speaking goals, or rate themselves on 
their ability to achieve each goal (e.g., with a scale or thumbs-up / down). 
Review any speaking goals that are not checked off, or which receive a low 
rating.
Selection. Students select one or more of the speaking goals they would 
like to practice, focusing on the vocabulary & expressions (and grammar if 
any) supporting each goal.
Mind map. Students select one or more goals to review and practice. They 
prepare and present a mind map with the vocabulary items (and grammar 
if any) they need to achieve the goal.
OBJECTIVES LADDER1
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The Practice activities in this section are designed to trigger the students' 
memory of the target grammar points and / or vocabulary with short 
games in rapid succession, including informal scoring for on-the-spot 
assessment.
It may be necessary to go over two, or even three short games or 
activities to cover as many review points as possible, but the goal would 
not be to cover everything, as this is only intended for review.
Please note that these activities can be done at home ahead of the live 
review lesson, in which case you would just go over them quickly for 
correction, praise, and feedback; then, you could use optional expansion 
activities to practice speaking.
Step 1. Students read the instructions individually or as a group.
Step 2. Confirm understanding and assign a challenging time limit.
Step 3. Students complete the activity individually, in pairs, or as a group.
Step 4. Give correction, feedback, and praise.
Optional expansion activities (after completing a practice activity):
True or False. Have one student at a time read a sentence from the activity, 
choosing to either read it correctly or to replace the correct target word 
with a wrong one. Other students have to say whether the sentence is 
correct or incorrect (and correct it).
 
Dictation. Have only one student at a time read from the SG, saying one of 
the target items found in the activity out loud to the other students, who 
have to spell it correctly (orally or in writing). Add a competitive element by 
saying that the fastest student to spell it correctly is the winner.
 
Recycling. Ask students to create a new sentence using the target item 
they just reviewed. Modulate difficulty to differentiate between students' 
abilities, e.g., by requiring affirmative, negative, or interrogative forms.
Track:
GRAMMAR / VOCABULARY 
PRACTICE
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The Action Modules are information-gap role plays designed for use with 
two (occasionally more) role players. If you have an odd number of 
students in class, one role can usually be assigned to more than one of 
them or a person can act as an observer and note-taker and give a 
summary at the end. 
For Email Tasks, students are asked to write (individually or 
collaboratively) an email matching a certain situation. You may want to 
ask students to select the Module / Task they’d like to work on, and then 
do another if time permits.
Step 1. Students skim the role cards or task cards. Ask students what the 
topics might be. Referring to the Speaking Goals, students tell you which 
goals may be involved.
Step 2. Brainstorm / Review the kind of language that might come up in the 
Action Module / Task. Ask students for phrases that match the speaking 
goal(s). For example: You want to request payment from a client, what do 
you say?
Step 3 (Action Modules only). Assign roles. (Remind students not to look at 
the other person’s role card.) Be sure that all the key vocabulary (and 
grammar if any) is reviewed before assigning roles.
Step 4. Students read their role card or task card to make sure they 
understand the task. Assist with vocabulary as needed. Make sure the 
complication involves thinking skills–persuade, negotiate, list, summarize, 
order, match, etc.
Step 5. Set a time limit for partners to work on each Module / Task. Take 
notes for later correction and feedback.
Step 6 (Action Modules only). Students give a summary of what happened 
during the role play.
Step 7. Give feedback. Be sure to give examples of students’ good use of 
language, and then correct significant or frequent errors.
Step 8. Time permitting, students reenact the Module, switching roles, or 
redo the Task.
Optional (Action Modulesonly): With the students' approval and in 
accordance with local rules, record the Action Modules and play them back 
later so that students can discuss / assess their performance.
YOUR TURN!3
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Review
OBJECTIVES LADDER
Describe food and preferences
Compare restaurants
Reserve a table
Describe your stay and check out
Check into a hotel and speak to hotel staff
Ask for information about a hotel and make a reservation
Give travel advice
Describe favorite vacation activities
Describe vacation plans
Now you can …
Review • Unit 20 | R-12
UNIT 20
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R-13 | Review • Unit 20 ©2018 Berlitz Languages, Inc.
PRACTICE
going to
1. you / take that / with you / ? →
2. Greg / not / go on a tour / . →
3. I / not / forget / my passport / ! →
4. Alicia / take / a camera / ? →
5. they / be there / for two weeks / . →
6. what / airport / fly into / ? →
7. what / I / wear / ?! →
1. You packed three tubes of toothpaste? That’s toothpaste!
2. There people on the first bus. They had to wait for the next one.
3. We sunscreen – we’ll need to buy some more.
4. He only took $50 in cash? That’s for six days.
a. too many b. too much c. not enough
a. were too many b. were too much c. weren’t enough
a. don’t have too many b. don’t have too much c. don’t have enough
a. too many b. too much c. not enough
My notes
 GOAL 12
 GOAL 11
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in case, may, should, or shouldn’t?
1. Bring a swimsuit because we go to the beach.
2. When you’re here, you always carry your passport 
with you.
3. You should pack a sweater or jacket the weather 
is cool.
4. You leave cash in your hotel room.
5. Don’t forget your umbrella! It rain later today.
6. Take some aspirin with you–just .
7. Where we go for dinner?
What does the hotel offer?
YES NO
free breakfast
restaurant
free internet access
swimming pool
fitness center
 30
My notes
 GOAL 14
 GOAL 13
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R-15 | Review • Unit 20 ©2018 Berlitz Languages, Inc.
1. Did she give the key?
2. Shall I make a reservation ?
3. Would you like to take your bags to your room?
4. Could you bring some coffee?
5. I’ll send the bill today.
6. I told to come back later.;
a. for you b. to you c. you
a. for you b. to you c. you
a. I b. for me c. me
a. to us b. us c. we
a. them b. to them c. their
a. she b. her c. to her
1. The Goldcrest Hotel isn’t the smallest hotel in the city; it’s
the . (big)
2. Is Hong Kong the cheapest or the city in the 
world? (expensive)
3. The time to visit our country is in summer. (good)
4. Don’t stay at the SleepRite motel! They have the
 rooms. (comfortable)
5. That was the vacation! It rained every day! (bad)
6. Don’t drive. The way to get around the city is 
by subway. (convenient)
7. Room 101 is our room. (small)
 GOAL 16
 GOAL 15
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I (1) cooking tonight. Let’s go out to (2) .
OK. What do you feel like (3) ?
I (4) having seafood.
What about the Wharf? That’s a great place for seafood. I (5) my clients there.
Do they (6) shrimp?
Of course they do. I’ll (7) us a table for seven o’clock. Is that all right?
Perfect!
 feel like serve eat don’t feel like book take eating
–
–
–
–
–
–
–
(not) as … as …
1. Antonio’s is noisier than the Lafayette. (quiet) → Antonio’s isn’t
the Lafayette.
2. Our old receptionist was friendlier. (friendly) → Our new receptionist
our old one.
3. The Sea Bass restaurant isn’t better or worse than the Wharf. (good)→ The Sea Bass
the Wharf.
4. Motels are cheaper than hotels. (expensive) → Motels
hotels.
5. There are always a lot of people at the Fat Cat Bistro. (crowded)→ The Bento Box
 the Fat Cat Bistro.
 GOAL 18
 GOAL 17
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R-17 | Review • Unit 20 ©2018 Berlitz Languages, Inc.
YOUR TURN!
1. Thai food is all right, but I
2. I’m thirsty. I
3. In the morning, I
4. Harry doesn’t
5. Would you
6. Do you
7. Would you
8. Which do you
a. prefer coffee, not tea.
b. prefer, seafood or steak?
c. like something to eat?
d. like fish and chips for dinner tonight?
e. like fried food.
f. like pasta?
g. would like something to drink.
h. like Japanese food more.
Ask a friend what he / she is going to do 
for vacation. Think of five questions to 
ask.
1. Where ?
2. What ?
3. Who ?
4. Are ?
5. ?
 GOAL 11
 GOAL 19
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Role A
A friend from another country is coming to visit you this summer. Make a list of some things 
you and your friend can do when he / she comes.
Your phone is ringing. Answer it.
Role B
You are going to visit a friend in another country this summer. Make a list of some of your 
favorite outdoor activities.
Now, call and ask your friend what you two can do while you are there.
My notes
 GOAL 12
Review • Unit 20 | R-18
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R-19 | Review • Unit 20 ©2018 Berlitz Languages, Inc.
A friend is going to be in your city in December. What advice can you give your friend?
Compare your list with your classmates’ lists.
DOs DON’Ts
Role A
You are an employee at the Parkview Hotel.
• You have no rooms available on June 11.
• From June 12–14, there are only two double rooms available:
    Room 101 (first floor, no balcony)  $150 / night
    Room 316 (third floor, balcony, view of city)  $195 / night.
All rooms have free WiFi. Breakfast is $15 per person.
Your phone is ringing. Answer it.
Role B
You would like to reserve a hotel room for your family. You are a family of three. You’d like to 
reserve a room for three nights for June 11–13 or June 12–14. You’d like a double room 
with a view of the park.
Call the Parkview Hotel. Ask for information about their rooms and the room rates.
 GOAL 14
 GOAL 13
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Role A
It is 11:00 p.m. You are at the Warwick Hotel and 
you would like to check in. Your trip was ten hours 
long and you are very hungry. You have two very big 
suitcases, and you’d like the bellman to take them 
to your room.
Check in and ask the front desk clerk about the 
restaurant and the bellman.
Role B
You are the front desk clerk at the Warwick Hotel.
A guest is coming to the front desk. He / She has two 
big suitcases.
It is 11:00 p.m. The restaurant is closed, and the 
bellman left an hour ago.
My notes
 GOAL 15
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R-21 | Review • Unit 20 ©2018 Berlitz Languages, Inc.
Ask a friend about the last hotel he / she stayed at. Think offive questions to ask.
1. Did ?
2. Were ?
3. How ?
4. ?
5. ?
Role A
You and three friends would like to eat at the Lafayette restaurant this evening.
Call the restaurant, and book a table for four for eight o’clock.
Role B
You work at the Lafayette restaurant.
• You have no free tables for eight o’clock this evening.
• There is a free table near the kitchen at 7:30 and a free table
near the window at 8:30.
Your phone is ringing. Answer it.
 GOAL 17
 GOAL 16
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Role A
You and a friend would like to go out to eat. Here are notes about two of your favorite 
restaurants:
• Taj Mahal – Indian food; good vegetarian dishes; desserts are so-so; great service
• Zorba’s – excellent Greek food, fantastic desserts; very good fresh fish; friendly service
Speak to your friend and compare your favorite restaurants. Choose a restaurant to go to.
Role B
You and a friend would like to go out to eat. Here are notes about two of your favorite 
restaurants:
• Horse Feathers – British pub; great roast beef and fish and chips; salads not good; can
be noisy
• Great Wall – Chinese restaurant; big menu; wonderful vegetable dishes; desserts so-so;
excellent service
Speak to your friend and compare your favorite restaurants. Choose a restaurant to go to.
My notes
 GOAL 18
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R-23 | Review • Unit 20 ©2018 Berlitz Languages, Inc.
Make a list of three of your favorite foods. Why do you like them?
1.
2.
3.
Ask a classmate about his / her favorite foods.
Unit Photo Credits (listed from beginning-to-end, left-to-right 
within this unit): Berlitz, iStockphoto, iStockphoto
English 2
©2018 Berlitz Languages, Inc. All rights reserved.
 GOAL 19
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112 | Describe a meal • Unit 21 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Describe a meal
Vocabulary & Expressions Grammar Items
(chili) pepper
potato chips (crisps UK)
sweet
sour
bitter
hot (= spicy)
spicy
salty
How does … taste?
What else …?
too (sour) for me (to eat)
dish (= food)
a little too …
much too …
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you like Mexican / French / Japanese food? Why / Why not? Is the food 
always cooked how you like it? Do you tell the server? etc.
Set a customized speaking goal. For example: Our goal is to (answer 
questions) about a meal you ate (at a Thai restaurant) recently. Write the 
goal on the board and get agreement from students.
Present and practice, as needed: (chili) pepper / potato chips (crisps UK) / 
sweet / sour / bitter / hot / spicy / salty / How does (ice cream) taste? / 
What else (tastes sweet)?
Use SG illustrations.
Naming: sugar, lemon, (chili) pepper, potato chips
Point out the Tip! in the SG if relevant: (potato) chips in the US are not the 
same as chips in the UK.
Gesture: Sugar is sweet. Lemons are sour. Coffee is bitter.
Some peppers are hot. → They are spicy.
Potato chips are salty.
Elimination: Is ice cream salty? sour? bitter? → How does ice cream taste?
Does apple pie taste sweet, too? → What else tastes sweet?
 
  How does it taste?
PRESENTATION
GOAL-SETTING
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01
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What tastes (sour)? What else tastes (sour)? How does (chocolate) taste? 
etc.
Brainstorm
With students, brainstorm other foods to add to the flavor categories in 
the SG and write them on the board. Encourage them to add local, 
national foods to the lists.
Some possibilities:
sweet: cake, honey, candy (sweets UK), baklava, nougat, bananas
sour: pickles, sauerkraut, green apples, grapefruit
hot: chili, Tabasco sauce, ginger, wasabi
spicy: curry, salsa, pepperoni
salty: feta cheese, soy sauce, anchovies, olives
bitter: dark chocolate, kale, chicory
Instructor tip for students: add -y to describe food: meaty tastes like meat, 
cheesy tastes like cheese, minty tastes like mint, etc.
QA
What sweet foods do you like? Which foods are …? Is honey as sweet as 
sugar? Which of these foods (on the board) do you like? Which ones don’t 
you like? Why not? What’s your favorite food? How does it taste? How is it 
cooked?
Discussion
Pairs. Using the lists on the board, students discuss the items and compare 
them using as … as and not as … as, e.g.,
Kung pao is (not) as spicy as (chili relleno).
Bananas are (not) as sweet as (chocolate chip cookies), etc.
Students then report their findings to the class.
Present and practice: a little (sour) (rev.) / very (sour) (rev.) / too (sour) for 
me (to eat) / a little too (salty) / much too (spicy)
Gesture: Are lemons a little sour or very sour?
I don’t like to eat lemons. They’re too sour for me (to eat).
Substitution: I like the cheese, but it’s salty. → It’s a little too salty.
I can’t eat the kung pao chicken. It is very very spicy. → It is much too spicy.
PRESENTATION
PRACTICE
04
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Skit
Pairs. Students practice substituting their own adjectives and foods.
– How is everything?
– It’s a little too (salty) for me.
 
– Would you like some (kung pao shrimp)?
– No, thanks. That’s much too (spicy) for me.
etc.
 31 • 32 • 33
Pre-listening. Have students look over the activity in the SG.
Set scene: You will hear three conversations about food. Tell students to 
listen for answers to the question, “How is it?”
Listening 1
Play the recordings. Repeat if necessary. Students choose the correct 
answers in the SG.
[ANSWERS: 1. a little spicy  2. too salty  3. not sweet enough]
Listening 2. Dictate the questions below.
1. Was the woman happy with her curry?
2. What did the man ask for?
3. What did the woman want for her tea?
Play the recordings again. Students note the answers.
[ANSWERS: 1. Yes, but it was a little spicy.   2. He asked for his main course.   
3. She wanted more sugar for her tea.]
Post-listening. Students describe a restaurant meal that wasn’t quite 
right. Prompt with questions, if necessary: What did you do? Did you say 
anything to the server? etc.
  How is it?
Track:
Fill in the blanks
Have students read the example in the SG. Give them a couple of minutes 
to choose the correct answers before presenting them to the class.
  How is everything?
PRACTICE
LISTENING
PRACTICE
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[ANSWERS: 1. too sour  2. too rare  3. too spicy  4. too hot  5. too salty]
Pairs. Students read through the completed dialogs, focusing on 
pronunciation and speed.
Present and practice, as needed: dish (= food)
Substitution: What do you like to order in an Italian restaurant? [lasagna] →
Lasagna is an Italian dish.
 
What’s your favorite (Italian) dish? Do you have a favorite (Korean) dish? 
etc.
Pre-reading. Ask students if they ever go to restaurants with visitors from 
other countries. Brainstorm a few questions their visitors ask them in a 
restaurant. Note them on the board.
Reading 1
Ask a few reading-comprehension questions and have students skim the 
dialogs in the SG for answers.
For example:
What is kimchi?
Is it sweet or spicy?
What is ceviche?Is it cooked or raw?
Reading 2 (Optional)
Call on students to read the conversations aloud, focusing on 
pronunciation and intonation.
Post-reading
Students reenact one of the dialogs, substituting one of their own national 
dishes. Call on volunteers to act out their dialogs.
  Try it. I think you’ll like it!
READING
PRESENTATION
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Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal is to talk about the food you 
ate at a (Thai) restaurant.
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, to (answer questions) about a meal they ate (at a Thai 
restaurant). Prepare them with a few questions, for example, Are you 
always happy with the food you get in restaurants? Was there something 
you ordered that wasn’t OK? What was it? Did you ask for something else? 
etc. Students interview each other about a recent restaurant experience 
and then report their findings to the class.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., change the setting to a 
restaurant with a customer and server; the server must report the 
customer’s complaints to the manager.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
Extension 1. Role play
Students role-play a server in a restaurant and react to problems with a 
customer’s meal.
Extension 2. Three dishes
Students make a list of three traditional local dishes. They must describe 
each one of them in three sentences.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
PERFORMANCE
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In this lesson you will ...
Say how you’re feeling
Vocabulary & Expressions Language Focus
arm
hand
leg
foot
feet
neck
finger
shoulder
My … hurt(s). (= in pain)
to hurt (= injure)
to cut
to hit
to fall
What’s the matter?
back (= body part)
head
ear
stomach
to feel
felt
… don’t / doesn’t feel well
What’s wrong (with him)?
to have a (headache)
toothache
earache
backache
stomachache
I’m glad to hear that.
I’m sorry to hear that.
I hope you feel better soon.
Using to have to express obligation
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
What do you do when you have a problem with your leg / head? Who do 
you see? etc.
Set a customized speaking goal. For example: Our goal is to tell (your 
friend) how you are feeling. Write the goal on the board and get 
agreement from students.
Warm up. Point to your arm / leg / hand, etc. Students identify the parts 
of the body they know.
Act out / Describe different aches; students say what hurts.
GOAL-SETTING01
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Present and practice, as needed: arm / hand / leg / foot / feet / eyes 
(rev.) / neck / finger / shoulder
Naming for body parts (as needed). Drill.
Present and practice, as needed: My (foot) hurts. (= in pain) / to cut / to 
hit / to fall
Note: For some cultures, there isn’t a linguistic difference between leg and 
foot.
Gesture / Naming: Ouch! → My foot hurts. My eyes hurt, etc.
My finger hurts. Ask me why. [Why does your finger hurt?]
Gesture / Naming: → I cut it with a knife.
Note: I cut my finger with a moving object such as a knife or hammer. But, I 
cut my finger on a stationary object (e.g., a piece of glass).
My eye hurts. Ask me why. [Why does your eye hurt?]
Gesture / Naming: → A tennis ball hit me in the eye.
My leg hurts. Ask me why. [Why does your leg hurt?]
Gesture / Naming: → I fell on it.
 
What things can hit people? What do people fall on? When was the last 
time you cut your finger? What did you do? Where were you? What were 
you doing? etc.
It hurts
Act out different aches; students say what hurts and why.
Skit
Students practice dialog, substituting body parts and how they were hurt.
Present and practice, as needed: What’s the matter? / to hurt (= injure)
– Ouch!
– What’s the matter?
– I hurt my finger.
– How did you hurt it?
– I cut it with a knife.
PRACTICE
PRESENTATION
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Present and practice, as needed: back (= body part) / head / ear / 
stomach / tooth (rev.) / teeth (rev.) / to feel / felt / … (don’t / doesn’t) feel 
well / What’s wrong (with him)? / to have a (headache) / stomachache / 
toothache / earache / backache
Naming for body parts (as needed). Drill.
Substitution: How are you today? [Fine.] → You feel fine today.
Naming: And yesterday? → I felt fine yesterday.
Substitution: Does Oscar feel fine? [N] → He doesn’t feel well.
What’s the matter with him? → What’s wrong with him?
[head / stomach hurts] → He has a headache / stomachache. etc.
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Transformation
Jack’s head hurts. → He has a headache.
Isabel’s tooth hurts. → She has a toothache.
My ear hurts. → I have an earache.
Your back hurts. → You have a backache.
Maya’s stomach hurts. → She has a stomachache.
Skits. Students substitute different options for each skit.
Present and practice, as needed: I’m glad to hear that. / I’m sorry to hear 
that. / I hope you feel better soon.
– Are you OK?
– No. I don’t feel well.
– What’s the matter?
– I have (an earache).
– I’m sorry to hear that. I hope you feel better soon.
 
– How are you today?
– Great! / Fine.
– I’m glad to hear that!
 I don’t feel well
Present and practice: Using have to express obligation: has to / have to / 
had to
Note: don’t / doesn’t have to are presented in Unit 24 and contrasted with 
shouldn’t.
PRESENTATION
PRACTICE
PRESENTATION
06
05
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Substitution: Does Oscar need to see the doctor? [Y]
→ He has to see the doctor.
Did he have to stay home or go to work?
→ He had to stay home.
Do you have to go to work every day?
What time do you have to be there? → I have to be there at …
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QA
What do you have to do today? Do you have to … today, or can you do it 
tomorrow? Do you have to go shopping today or on the weekend? Do you 
have to stay home or go to work when you (have a toothache)? Do you 
have to see a doctor or dentist this month? What did you have to do last 
week / last month? Where (do you / did you) have to go? etc.
 34 • 35 • 36
Pre-listening
Set scene: Tell students they are going to listen to three people describe 
problems to others.
Listening
Play the recordings. Students select the correct answers.
[ANSWERS: (A.) 1. b  2. a  (B.) 3. b  4. b  (C.) 5. a  6. b]
Post-listening. Skit
Students act out a short skit using basic information from one of the audio 
recordings.
 How are you feeling?
Track:
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to tell (your friend) 
how you are feeling.
  Performance
PERFORMANCE
LISTENING
PRACTICE
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Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, have students pick numbers between one and eight. Assign 
students aches / pains information based on their numbers. Students tell 
their partners what hurts and why, for example,
S1: What’s wrong?
S2: I hurt my finger.
S1: How did you hurt it?
S2: I closed the door on it.
S1: Sorry to hear that. I hope you feel better soon.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Situation examples: 1. hurt finger / closed the door on it  2. have an 
earache / got water in it  3. have a stomachache / ate too much fruit  4. 
hurt nose / a baseball hit it  5. have a headache / hit head on the car door  
6. have a toothache / ate some caramels  7. hurt foot / cut it on something 
in the street  8. hurt hand / burned it with hot water.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., students have two problems 
they must describe.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Charades
Students act out a scene where they get injured or sick. Others must 
identify the situation and problem correctly.
Extension 2. Email: Why I need to stay home
Students write a short email to their boss or school explaining why they 
can’t go today.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
11
10
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In this lesson you will ...
Describe what happened
Vocabulary & Expressions Grammar Item
to tell / ask someone 
what happened
to describe
(to feel) fine
sick
Past progressive: was / were + -ing
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Present and practice: to tell someone 
what happened
Dictionary: Do your friends sometimes tell you that they hurt something? 
Do you ask them how they hurt it? → You ask them what happened.
Ask questions to find out about students’ needs and experiences.
How can you hurt your head / teeth / back / leg?
Do you tell your friends / doctor how you hurt your (leg)? → You tell them 
what happened. etc.
Set a customized speaking goal. For example: Our goal is to ask (your 
friend) what happened. Write the goal on the board and get agreement 
from students.
Warm up. Present and practice: to feel (rev.), to describe
Substitution: Is Oscar OK? [N] → He doesn’t feel well.
Have the students tell you what’s happening to Oscar.
Are you telling me what’s happening to Oscar? [Y] → You’re describing 
what’s happening.
Describe how Oscar looks / feels.
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GOAL-SETTING01
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Pre-listening. Discussion
Point to the Oscar at the top of IB 53. Does he feel well? [N]
When you don’t feel well, what do you do? Do you have to go to work, or can 
you stay home? When you’re at work and don’t feel well, do you stay at 
work or go home? What do you do when your children don’t feel well?
Listening 1
Set scene: You will hear some people talking to their bosses. Set task: 
Listen for answers to the following questions:
Conversation 1: What’s the matter?
Conversation 2: Will they stay home or go to work?
Conversation 3: Stay at work or go home?
Play the recordings. Replay as necessary. Check answers.
[ANSWERS: 1. Barbara has a toothache  2. stay home  3. go home]
Listening 2. Students listen and complete the activity in the SG.
Call on students to give the answers.
[ANSWERS: (A): 1. b  2. a  3. a  (B): 4. a  5. a  6. b  (C): 7. a  8. b]
Post-listening 1. Follow-up questions
Who has to go to the dentist?
Who has to stay home?
Does Linda have to go home or should she go home?
Post-listening 2. Skit
You don’t feel well. Call your boss and tell him / her you’re not coming to 
work today.
Give students a moment or two to think of what ailment they have, and 
then have pairs make the calls.
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  What’s the matter?
Track:
LISTENING02
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Present and practice: fine / sick
Substitution: Do you feel OK today? [Y] → I feel fine.
How are you feeling right now? → I’m feeling (OK / a bit tired).
Does Oscar feel well? [N] → He feels sick.
What is Oscar doing? [He is seeing his doctor.]
Note: Use an adjective (not adverb) with feel to describe feeling and 
emotion: I feel bad. (Not: I feel badly.) The progressive form can be used 
when talking about immediate or short-lived feelings: I’m feeling nervous.
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Present and practice: Past progressive: (was / were) + -ing
Yesterday, Oscar had a doctor’s appointment at 10:00 a.m. Is he speaking 
to his doctor now? [N]
→ He was speaking to his doctor yesterday at 10:00. He wasn’t feeling well.
→ The doctor was asking questions. Oscar was answering them.
Gesture/Naming: → He was saying hello.
Oscar’s head was hurting. The doctor was asking Oscar questions. etc.
Was (Oscar) …? [Y/N] Yes, he was. / No, he wasn’t.
What am I doing now? [You are teaching.]
What was I doing at (ten o’clock)? → I was teaching.
Was I teaching at …? [Y/N] Yes, you were. / No, you weren’t.
 
What were you doing this morning? at midnight? etc.
Note: The past progressive is used to talk about
(1) activities in progress at a specific time in the past (“We were playing 
cards last night at midnight.”)
(2) a past activity that happens simultaneously with another (“I was 
sleeping when he got home.” / “My children were sleeping while I was 
watching TV.”)—these structures will be presented in Level 3—and
(3) a repetition of some ongoing action in the past (“I was sneezing all 
morning.”).
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QA
Who worked yesterday? Were you working at …? What were you doing? 
Were you eating lunch at noon? What … doing at …? How were you feeling? 
etc.
Interview
PRACTICE
PRESENTATION
PRESENTATION
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Pairs. Partners interview each other about what they did yesterday, e.g.,
What were you doing at 9:00 yesterday? Where were you at noon? Were 
you (eating) at …? etc.
Students summarize their interviews using the past progressive.
Brainstorm
Make a chart on the board with three columns:
I was verb + -ing     all part of day     and now my problem … hurts / I have a 
… ache.
I was dancing     all night     and now my feet hurt.
I was carrying boxes    all day    and now my back hurts.
I was studying    all week    and now I have a headache.
Provide a couple of examples and have students brainstorm what can go in 
the columns, using verbs they know.
Fill in the blanks
Have students read the example in the SG, and then give them a couple of 
minutes to write the correct answers in the blanks. Students read their 
answers out loud.
[ANSWERS: 1. was wearing, hurt; 2. were dancing, hurt; 3. was sleeping, fell; 4. 
were talking, hurts; 5. was making, cut; 6. was hurting, took]
  What happened?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to ask (your friend) 
what happened.
Task. Charades
Act out the first situation listed below. 
P1: The student and the instructor take turns acting out and guessing the 
situations.1. talking / all morning / can’t speak
2. dancing / all night / body hurts
3. typing / all day / fingers hurt
4. biking / all day / legs hurt
5. wearing new shoes / all week / feet hurt
6. working on the computer / all day yesterday / neck hurts
7. watching TV / all night / eyes hurt
  Performance
PERFORMANCE
PRACTICE
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8. working in the garden / all afternoon / backache
9. reading / all morning / headache
10. sleeping in chair / all night / neck hurts
For example:
reading / all day / eyes hurt
Act out reading a book, rubbing eyes, etc.
Students guess: You were reading all day, and now your eyes hurt.
Students ask questions and try to guess what happened. The person who 
guesses the situation correctly is the next “actor.” Have students select a 
situation or whisper a situation to him / her. Set a one-minute limit for each 
situation. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., after a student’s performance 
is correctly identified, he / she must give more details about what 
happened.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Game: Two truths and a lie
Students give three sentences about what they were doing at various times 
during the last week. Two sentences are true but one is false. Others must 
correctly identify the false sentence.
Extension 2. Discussion: Celebrity news
Students discuss what they think various celebrities or world leaders were 
doing at different times last week.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
09
08
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In this lesson you will ...
Describe your symptoms and ask about medicines
Vocabulary & Expressions Language Focus
Get well soon.
to get some rest
nose
runny nose
to sneeze
throat
sore throat
cough (n., v.)
a cold
the flu
symptom (usu. pl.)
fever
tired
(to take) medicine
Bless you!
to call in sick
pill
to take (pills) for (a cold)
(cough) syrup
prescription (adj., n.)
don’t have to
shouldn’t vs. don’t have to
to get + adjective: to get sick / well, to get better / 
worse, to get cold / hot, to get cooler / warmer, etc.
good for
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you always go to a doctor when you are sick? Who else can you talk to? 
etc.
Set a customized speaking goal. For example: Our goal is to tell (a 
pharmacist) how you’re feeling and ask (what you can take or do to feel 
better). Write the goal on the board and get agreement from students.
Warm up. Present and practice, as needed: Get well soon. / to get some 
rest
Build-up: I am sick. Do my friends want me to be sick? [N] Do they want me 
to get better (soon)? [Y]
→ They want me to get well (soon).
Contrast: When you are sick, should you go to work? go running / 
swimming? [N]
→ You should stay in bed and get some rest.
Note: Do not offer medical opinions or advice—none of the content of this 
unit is to be taken as constituting medical advice. In the event of illness, 
students should consult a medical practitioner.
GOAL-SETTING01
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UNIT 24
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Present and practice, as needed: nose / runny nose / to sneeze / throat / 
sore throat / cough (n., v.) / a cold / symptom (usu. pl.) / fever / tired / the
flu / (to take) medicine
Act out the words sneezing, coughing, sore throat with “sound effects.”
Elicit symptoms students know by acting them out and having students 
guess the name of the symptom. For example:
(in a hoarse voice) I can’t talk. → [You have a sore throat.]
(sniffling) My nose feels terrible. → [You have a runny nose.]
Present and practice items students could not guess.
Naming: nose / runny nose, to sneeze, cough (n., v.), throat
Substitution: Does her throat hurt? → She has a sore throat.
Dictionary: Donna has a cough, runny nose, sore throat, and she is 
sneezing. → She has a cold.
Naming: These are cold symptoms.
Substitution: Does Adam have a high temperature? [Y] → He has a fever.
Does he want to sleep a lot? [Y] → He is tired.
Dictionary: Adam’s neck and back hurt, he has a fever, and he’s very tired. 
He doesn’t have a cold. → He has the flu. (= influenza)
These are flu symptoms.
Does Donna feel better? Why? → She took some medicine.
  A cold or the flu?
Discussion / Summary
When was the last time you were sick?
How did you feel? Did you have a fever? What (other) symptoms did you 
have?
Did you take any medicine? What did you take?
Did you go to work or stay home? etc.
Rejoinder. Present and practice, as needed: Bless you!
– Achoo!
– Bless you!
– Thank you.
Present and practice: need to (rev.) / don’t have to / shouldn’t (rev.) / to 
call in sick
  You shouldn’t go out in the rain
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Substitution: When Donna has a cold, does she need to see the doctor? [N] 
→ She doesn’t have to see the doctor.
Does she need to stay home from work tomorrow? [N] → She doesn’t have 
to stay home tomorrow.
Contrast: What about Adam? Does he have to stay home? Can he go to 
work? [N]
→ He shouldn’t go to work.
Substitution: → He has to call in sick.
You don’t have to
Students complete the sentences in the SG using shouldn’t or don’t have 
to. Ask the questions below to check answers and confirm comprehension:
Should I take aspirin? → You don’t have to take aspirin, you can take cold 
medicine.
Should children go to school when they’re sick? [No, they shouldn’t.]
Should we meet today? [No, we don’t have to.]
Should you walk on that leg? [No, I shouldn’t.]
Cue–Response
Model what students have to do as needed.
drink orange juice → You don’t have to drink orange juice; you can drink 
water.
walk in the snow without a coat → You shouldn’t walk in the snow without a 
coat.
take aspirin with water → You don’t have to take aspirin with water; you can 
take it with juice.
brush your teeth with Colgate toothpaste → You don’t have to brush your 
teeth with Colgate toothpaste; you can brush with Crest toothpaste.
use a hairdryer near water → You shouldn’t use a hairdryer near water. etc.
  You shouldn’t go out in the rain
Present and practice: get + adjective (sick / well / better / worse / cold / 
hot / cooler / warmer / etc.)
Substitution: Are people sick after eating too much? → People get sick after 
eating too much.
Are they better in two or three hours? → They get better.
Does a person with the flu feel hot? → S(he) gets hot. etc.
Was Oscar sick on Monday? [N] And on Tuesday? [Y]
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PRESENTATION
PRACTICE
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→ Oscar got sick on Tuesday.
Did he get some medicine? [Y]
Is he feeling better? [Y] Is he 100% well? [N]
→ But he’s getting better.
QA
How often do you / your children get sick?How long does it take to get 
better when you have a cold? the flu? Is your English getting better or 
worse? Is the weather getting warmer or colder? etc.
Contrast
Contrast too and not … enough with all new health-related adjectives 
introduced so far: too tired, too sick, too weak, too hot vs. not well enough, 
not tired enough to sleep, not sick enough to stay home, etc.
QA
What do you do when you’re too sick / not strong enough to go to work? 
When do you feel too tired to go to work? etc.
Present and practice, as needed: pill / (cough) syrup
Use photos in SG to present.
Naming: pill(s), (cough) syrup
Add additional relevant vocabulary as needed, e.g., lozenges, ointment, 
(nasal) spray, shot.
Refer to any products mentioned in the warm-up activity. Have students 
sort them according to type of product.
  What do you take for the flu?
Present and practice: take (aspirin) for (a headache) / (tea is) good for (a 
sore throat)
Substitution: Do you take aspirin when you have a headache? [Y] → You
take aspirin for a headache.
What is cough syrup for? What are pills for?
PRESENTATION
PRESENTATION
PRACTICE
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Build-up: Do some people drink tea with lemon and honey when they have a 
sore throat? Why? Does it work? → They think tea with lemon and honey is 
good for a sore throat.
QA
What’s good for (headaches)? Do you use (Motrin) when you have a 
headache or backache? Is (Tylenol) good for (headaches) or (earaches)? 
What do you take for (stomachaches)? What do you do for (a cold)? etc.
Present and practice, as needed: pharmacy (chemist’s UK) (rev.) / 
pharmacist (chemist UK) (rev.) / prescription (adj., n.)
What do you buy at a pharmacy? [medicine] Who works at a pharmacy? 
[pharmacist]
Dictionary: Is there some medicine that Oscar can buy from only a 
pharmacist? Does he ask the doctor for it? [Y] Does the doctor give him the 
medicine? [N] → The doctor writes a prescription.
Oscar needs a doctor’s prescription for prescription medicine.
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Pre-listening
Set scene: You are going to hear a man talking to a pharmacist. What does 
he want? What does the pharmacist give him?
Tell students to look at the sentences in the SG. Call on students to say 
what they think the missing information might be.
Listening. Set task: Listen and complete the sentences in the SG.
Play the recording. Replay as necessary. Elicit answers through questions:
Does the man have a cold or the flu? [He has a cold.]
What are the pills for? [They are for the cough and runny nose.]
How often should he take the pills? [He should take them twice a day.]
What did the pharmacist give him for his sore throat? [She gave him tea.]
How should he drink the tea? [He should drink it hot with lemon.]
Post-listening. Discussion
  I need something for a cold
Track:LISTENING
PRESENTATION
PRACTICE
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What do people go to a pharmacist for? What kinds of questions do they 
ask?
Review or present as relevant and appropriate: take with food, after food, 
on an empty stomach, twice a day, etc.
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to tell (a pharmacist) 
how you’re feeling and ask (what you can take or do to feel better).
Task. Role play at the pharmacy. Pairs. Assign role cards.
Customer: You aren’t feeling well. You are at the pharmacy. Tell the 
pharmacist your symptoms. Ask him / her what you should take and what 
you have to do to get better.
Pharmacist: You are with a customer. Ask what his / her symptoms are; 
answer any questions. Tell your customer what he / she should / shouldn’t 
take and what he / she should / has to / doesn’t have to do to get better.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., have the students summarize 
the information given to them by the pharmacist.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
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Extension 1. What’s in your medicine cabinet?
Make a list of the medicines you take (or have in your medicine cabinet) 
and say what you take them for or what they are good for. Do you prefer 
syrups, pills, or shots?
Extension 2. Role play: At the doctor’s office
The pharmacist told the customer to visit his / her doctor’s office. The 
students talk with their doctor, and then call their friends and explain why 
they can’t meet them.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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134 | Talk about your favorite books and music • Unit 25 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Talk about your favorite books and music
Vocabulary & Expressions Grammar Items
free time
author
by (+ author)
story
stories
What do you enjoy reading 
the most / the least?
guitar
violin
piano
instrument
musician
to play music
to play an instrument
to play the (guitar)
to sing
singer
song
band
orchestra
composer
guitarist
violinist
pianist
to spend time with
to spend time doing 
something
to love
excited
bored
to hate
Using to enjoy + -ing form
Using to like / love / hate + -ing form
Using to like / love / hate + infinitive
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you like to read? listen to music? What do you like to do when you’re not 
working? What kind of music do you like to listen to? etc.
Set a customized soeaking goal. For example: Our goal is to talk to (your 
friend) about books and music. Write the goal on the board and get 
agreement from students.
Warm up. Review and practice as needed: to read (rev) / book (rev) / free 
time
What is Mrs. Bennett doing?
Build-up: Does she like reading? [Yes] Can she read at work? [No]
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Is she at work? [No] → She likes to read the paper in her free time.
And her children?
Present and practice: book genres / author / by (+ author) / story / 
stories / enjoy + -ing form: enjoy reading, enjoy listening, etc. / prefer (rev.) / 
What do you enjoy reading the most? / What do you enjoy reading the 
least? / favorite (favourite UK) (rev.)
Have students look at the illustrations in the SG.
With students, brainstorm book titles or writers for each genre. Use locally 
known titles and authors, and use culturally relevant genres, e.g., Horror: 
Stephen King; Mystery: John Grisham; Romance: Nora Roberts; Science 
Fiction: H. G. Wells (The Time Machine).
Present terms using titles and authors mentioned by students.
Substitution: Is (Stephen King) a writer? [Y] →He’s an author.
Did he write The Testament? [N]
Naming: Who wrote The Testament? → It is by John Grisham.
→ The Testament is a mystery.
→ Mile 81 (or Misery) is a horror story by Stephen King.
Substitution: Do you like horror stories?
→ You (don’t) enjoy reading horrorstories.
Do you like (horror stories) or (mysteries)? → You prefer (mysteries).
What kind of story do you enjoy reading?
→ What do you enjoy reading the most?
→ What do you enjoy reading the least?
Whose stories do you enjoy reading the most? → … is your favorite author
  What do you enjoy reading?
QA & QFS
Do you enjoy reading in your free time? What do you read?
What kinds of stories do you enjoy reading? Do you have a favorite author? 
Who? Do you think he / she enjoys writing … stories? Do you have a favorite 
book / story? What is it? Do you read / enjoy reading e-books? Which do 
you prefer? etc.
Present and practice, as needed: music genres / guitar / violin / piano / 
instrument / to play (rev.) / to play the (guitar) / to play an instrument / 
musician / to play music / singer / to sing / song / band / orchestra / 
composer
Naming: List on the board: rock, pop, opera, classical, jazz
PRESENTATION
PRACTICE
PRESENTATION
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What other kinds of music do people listen to? [e.g., folk, blues, country]
Ask students to give an example for each. Prompt or provide as needed.
Naming / Gesture: piano, violin, guitar → They are instruments.
What instrument does … play? (He) plays (the guitar).
Dictionary: Does … play an instrument? Is that …’s job? → (She’s) a 
musician.
What kind of music does … play? → He plays (rock) music.
What does (popular singer) do? → (She’s) a singer.
Is (Andrea Bocelli) an opera singer? What does … sing?
Does … sing (name of song)? → It’s a song.
Contrast: Is (band) a singer? → It’s a band.
Is (The Berlin Philharmonic) a rock band? → It’s an orchestra.
Substitution: Did Beethoven write music? → He’s a composer.
QA
Do you have a favorite singer or composer?
Do you have a favorite band or orchestra?
Do you like to go to concerts?
Do you listen to music online?
Present and practice, as needed: violinist / guitarist / pianist
Go over the instruments in the illustrations in the SG.
Brainstorm other instruments with students.
Did (Vivaldi) play the violin? → He’s a violinist.
Did (Jimi Hendrix) play the guitar? → He’s a guitarist.
Did (Glenn Gould) play the piano? → He’s a pianist.
Or ask students to provide names for famous guitarists / pianists / 
violinists.
  What kind of music do you like?
QA
Do you play an instrument?
Did you play an instrument when you were a child?
Are you a good (guitar player / guitarist)?
Interview
PRACTICE
PRESENTATION
PRACTICE
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Pairs. Partners ask each other two or three questions about what kind of 
music they like and what instruments they play.
(Optional: Students report back to the class.)
Note: Some verbs can be followed by an infinitive, others by an -ing form, 
and still other verbs can be followed by both. In this section, focus on 
verbs that take both.
Present and practice: to like (rev.) / to like + noun (rev.) / to like + infinitive 
(rev.) / to like + -ing form / to spend time with / to spend time doing 
something / to love / to love + noun / to love + -ing form /exciting (rev.) /
boring (rev.) / excited / bored
Substitution: Do you like being
Do you like music? What kind do you like?
Do you like to listen to music or to make music?
→ You like listening to classical music.
Do you like reading / like going to the movies? What do you like doing in 
your free time? etc.
Do you like being with (your children / friends) as much as possible?
→ You like spending time with (your children / friends).
Do you like (reading) as much as possible in your free time?
→ You like to spend time (reading) in your free time.
 
Substitution: Peter really likes the movie, (title). It’s his favorite.
→ He loves that movie.
→ You love watching Westerns / love eating … etc.
Substitution: I love classical music. → I love listening to classical music.
Do you love reading / love listening to music / love going to the movies?
What do you love doing in your free time?
Do you think Westerns are exciting or boring? [exciting]
→ You feel excited when you watch Westerns.
Contrast: Do you feel excited when you sit in long meetings? [N]
→ You feel bored when you sit in long meetings.
 
Are you excited / bored right now? Why? Which movies do you love? What 
kind of food do you love? What kind of music do you like to listen to? What 
books do you love reading? What songs do you listen to in the car? Who do 
you like spending time with? What do you like to spend time doing on 
Saturday mornings? etc.
Present and practice: love + infinitive / to hate / hate + noun / hate + 
infinitive / hate + -ing form
Instructor note regarding UK usage: -ing forms, not infinitives, follow 
negatives such as hate, dislike, or detest.
Substitution: Peter loves going to the movies.
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→ He loves to go to the movies.
I really don’t like TV ads. → I hate TV ads.
Do you love to … or hate to …?
What do you hate doing on weekends?
 
What do you like / love to do when you have time? Where do you love to go 
for dinner? Is there anything you really hate? etc.
QA & QFS
After asking the class some questions, have students ask each other 
questions in pairs.
What kind of (music) do you like to listen to? What (books) do you like (to 
read) in your free time? What do you love (eating) on weekends? (at 
weekends UK) What do you hate (listening to)? etc.
 41 • 42
Pre-listening
Set scene: Tell the students they will listen to people having conversations 
about music.
Have students read the questions in the SG.
Listening
Play the recordings and repeat if necessary. Students write out their 
answers in full sentences.
[ANSWERS: (A.) 1. He listens to classical music the most.  2. No, he doesn’t. 
He likes many composers.  (B.) 3. No, she doesn’t. She plays in a rock band. 
 4. Her son Michael does.]
Post-listening
If time allows, have students try to recreate the conversations.
  Do you like music?
Track:
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to talk to (your friend) 
about books and music.
 Performance
PERFORMANCE
LISTENING
PRACTICE
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Task. As a group, students think of a list of famous books / authors / 
musicians. Then students ask other students their opinions about the list 
(expressed using love / like / don’t like / hate).
Students summarize the opinions of everyone in the class. Set a time limit. 
Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., have students provide more 
details / examples to explain their opinions. For the summary, have 
students express multiple opinions in single sentences.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Discussion: Favorites
Have students discuss the favorite music / books in their country right now 
and whether they’re also their favorites right now.
Extension 2. Top five list
Students list and discuss their all-time top five songs, albums, books, etc.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE& APPLY
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140 | Talk about TV shows and movies and invite someone out • Unit 26 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Talk about TV shows and movies and invite someone 
out
Vocabulary & Expressions Language Focus
to invite
channel
program (programme UK)
program guide
the news
documentary
on + channel
on at + time
What (time / channel) is it on?
What’s on at …?
When’s … on?
actor
to play (character’s name)
to play (= to show)
What’s / Who’s playing (at the 
…)?
Do you have plans for 
(Saturday night)?
Sure!
I have other plans.
Maybe some other time.
would rather … than …
I’d rather … than …
rather not
Would you like to go to (a vs. the vs. no article) 
(concert)?
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you watch TV? How often? Do you like going to the movies (cinema 
UK)? What kind of movie do you like to see? Do you like to go with friends? 
etc.
Set a customized speaking goal. For example: Our goal is to talk to (a 
friend) about (a movie you would like to see) and invite him / her (to see it 
with you). Write the goal on the board and get agreement from students.
Warm up. Review and practice as needed: movies (rev) / to invite
Who enjoys watching TV? Who enjoys watching movies?
Brainstorm / List: What do you watch on TV?
Substitution: Do you sometimes ask a friend to go to the movies? → invite
your friend …
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Present and practice, as needed: channel / program (programme UK) / 
program guide / the news / documentary
Naming: (three or four local channels) → … are TV channels.
Naming: (several popular programs) → … are TV programs.
Substitution: Do you look at a magazine / list that gives program times? →
You look at a program guide.
What kinds of programs are on (CNN)? → It has news programs. → You 
watch the news on (CNN).
Contrast: Do you watch the daily news on Nat Geo (the National 
Geographic Channel)? [N] → You watch documentaries.
 
Which channels do you watch? Which programs do you like to watch? How 
often do you watch the news? etc.
Present and practice, as needed: on + channel / on at + time / What time 
is it on? / When’s (the news) on? / What channel is it on? / What’s on at 
(5:00 p.m.)?
Have students name kinds of programs people watch (e.g., sports, drama, 
reality, talk shows, business). Write their categories on the board. Ask 
students to give an example for each. Assist as needed.
Substitution: Which channel shows …? → … is on …
When can you watch …? → … is on at …
Elimination: Is (Family Guy) on at 4:00? 5:00? → What time is it on? → 
When’s (it) on?
Is it on (Nat Geo)? (Disney)? → What channel is it on?
Is (The Simpsons) on at 5:00? Is (Sesame Street) on at 5:00? → What’s on 
at 5:00 p.m.?
QA
Ask students to name some of their favorite programs.
What kind of program is …?
What channel is it on? When is it on?
What is your favorite channel?
What kinds of programs do you prefer to watch?
What’s on at eight o’clock tonight? Are there any programs on at …?
AQ
Use a local program guide or guide in SG.
The ZBC News Hour isn’t on at 7:00 p.m. → When’s the ZBC News Hour on?
Starship Titanic isn’t on ZBC. → What channel is Starship Titanic on?
 What’s on TV?
PRACTICE
PRESENTATION
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North Park isn’t a documentary. → Is North Park a documentary?
etc.
Present and practice: would rather (watch movies) than (game shows) / 
prefer (dramas) to (comedies) (rev.) / I’d rather (watch sports) than 
(news) / rather not
Substitution: Do you prefer movies or game shows? [movies] → You would 
rather watch movies than game shows.
Do you prefer dramas or comedies? →I prefer (dramas). → I prefer dramas 
to comedies.
→ I’d rather watch dramas than comedies.
Would you like to watch the news now? [No] OR → I’d rather not.
QA & QFS
Which program on ZBC would you rather watch? Do you prefer … to …? 
What would you rather watch at seven o’clock? Would you rather watch 
sports or Detective Mike? etc.
  What’s on TV?
Present and practice, as needed: movie genres
Tell students to look at the movie types listed in the SG.
Ask students to brainstorm examples for each genre, e.g., Spiderman: 
action, Frozen: animation, Whiskey Tango Foxtrot: comedy, The Dark 
Knight: thriller, The Hateful Eight: western, etc.
Present and practice, as needed: actor / to play (character’s name)
Naming: (Johnny Depp) is an actor.
→ He played (Jack Sparrow) in (Pirates of the Caribbean).
 Do you like westerns?
PRESENTATION
PRACTICE
PRESENTATION
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QFS
Students ask each other yes / no / key / or questions using the different 
genres.
Is Toy Story an animation or a western? Would you rather see a comedy or 
a thriller? Is Titanic a comedy? etc.
 43 • 44 • 45
Pre-listening. Ask students to read the incomplete statements in the SG.
Have them try to come up with reasons for watching or not watching a 
particular program, e.g., it’s boring, saw it before, like the actors / story, etc.
Set task: Tell students you will play three conversations twice. The first 
time they should listen to see what the speakers would rather watch. The 
second time they should listen for a reason.
Listening
Play the recordings and have students complete the first statement for 
each conversation in their SGs. Then play the tracks again and have 
students complete the second statements.
[ANSWERS: 1. A. watch Starship Titanic   B. watch Sing for the Stars  C. read 
her book  2. A. He thinks it’s more interesting.  B. He doesn’t like it.  C. She’s 
tired.]
Post-listening
Pairs. Use local program guides or SG (one student has SG open, the other 
closed). Each pair continues the conversation until they decide on a 
program to watch.
A: What time is it?
B: It’s …
A: Is there anything interesting on TV?
B: There’s … on Channel 1 and … on Channel 2.
A: Is that all? What’s on Channel …? etc.
 What would you rather watch?
  What’s on TV?
Track:LISTENING
PRACTICE
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Present and practice, as needed: to play (= to show) / What’s playing (at 
the cinema)? / Who’s playing (at the auditorium)? / play (n.) (rev.) / Do you 
have plans for (Saturday night)?
Have students look at the newspaper section in their SGs or a current 
listing of things to do around town.
Substitution: What movie is at the Garden Cinema? [My Three Kids] → (My 
Three Kids) is playing at the Garden Cinema at 7:30.
What’s playing at the Grandview?
Is there a jazz concert at the Wellington Auditorium? [Y]
Who’s playing at the Wellington Auditorium? → Swingtime is playing at the 
Wellington Auditorium.
Are there any plays to see this weekend? [Yes. Yes, Sir! and Out the Back 
Door]
Substitution: Are you doing anything on Saturday night? → Do you have 
plans for Saturday night?
Note: Do you have plans? ≠ Do you have a plan?
  Do you have plans for Saturday?
QA & QFS
What’s playing at …? Who’s playing at …?
Which movie / concert / game / play would you rather go to? Why?Do you have plans for the weekend? What are your plans?
Review and practice, as needed: would you like to go to (a vs. the vs. no 
article) (concert)
Would you like to go to a concert this weekend?
Would you like to the Swingtime concert?
Would you like to see a play next weekend? [Y]
Would you like to see Yes, Sir! next Friday?
Note: Guide students through examples to discover these patterns:
a (concert) = any concert, movie, etc.
the … concert = specific concert
the theater / the movies = place
no article before a play or movie title
PRESENTATION
PRACTICE
PRESENTATION
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Skit. Present and practice, as needed: Sure! / I have other plans. / Maybe 
some other time.
– Do you have plans for Saturday night?
– No, I don’t.
– Would you like to go to a concert / the Swingtime concert?
– I’d love to! → Sure! When?
 
– Would you like to see My Three Kids on Friday?
– I’m sorry, I can’t. I have other plans.
– Maybe some other time.
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to talk to (a friend) 
about (a movie you would like to see) and invite him / her (to see it with 
you).
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students take turns inviting each other to see a movie or to 
other activities taking place this weekend. Set a time limit. Avoid 
interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., have the students decline the 
first invitation because they have plans, but then successfully find a date 
and time which work.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
PERFORMANCE
PRACTICE
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Extension 1. Top five movies
Students list their all-time top five movies / TV shows / actors, etc. and 
discuss.
Extension 2. What are you doing this weekend?
In pairs, students make plans to do something this weekend—go to a 
concert, a play, a sports event, a restaurant, the mall, etc.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Talk about your hobbies
Vocabulary & Expressions Grammar Items
game
to draw
hobby
popular
to collect
collection
collector
antique (n.)
to start
to stop
still
not anymore
beautiful
serious
quickly
slowly
badly
beautifully
to take (something) 
seriously
well (adv.)
Using to start / stop + -ing form
Using still / not anymore
Using -ly adverbs of manner
Irregular adverb of manner: well
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you play sports often? Which sports? What do you like to do in your free 
time? → What hobbies do you have? Do you have enough time to enjoy 
(them)? etc.
Set a customized speaking goal. For example: Our goal is to talk to (a 
friend) about your hobbies. Write the goal on the board and get 
agreement from students.
Warm up. Present and practice as needed: game / to draw / hobby / 
popular
Ask students to identify what people are doing in each of the photos in the 
SG and illustrations in IB 46.
Contrast: Is (name of game, e.g., Monopoly, checkers, chess) a sport? [N] →
It’s a game.
Is this man and woman playing a game? [Y] → They’re playing a video 
game.
Is this woman painting a picture? [N] → She’s drawing a picture
  Warm-up      -46
GOAL-SETTING01
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Dictionary: Do people do these things at work or in their free time? [free 
time] → They are hobbies.
Substitution: Do many children play video / computer games? [Y] → (Video 
games) are popular with children.
 
What are some popular hobbies? What is a popular (video) game? Do you 
like to draw? Etc.
Present and practice: to collect / collection / collector / antique / Using to 
start + -ing form: start playing, start collecting, start doing, etc. / Using to 
stop + -ing form: stop playing, stop collecting , stop doing, etc. / still / not 
… anymore
Naming: Do some people have lots of old stamps? → They collect stamps. 
They have a stamp collection.
Do you collect stamps? → You are (not) a stamp collector.
Substitution: Do some people like to collect very old things? [Y] → They 
collect antiques.
What are some other things people collect? [e.g., coins, dolls, cars, 
matchbooks, antique maps]
Build up: Do you have any hobbies / collections? Did you start your hobby / 
collection yesterday?
→ When did you start (playing the piano / baseball) / (collecting coins)?
Did you have any hobbies when you were a child? [Y] Do you … now?
[Yes] → I still (play the piano).
[No] → I do not (collect stamps) anymore.
→ When did you stop doing that?
Instructor note: Give students enough examples to discover that stop + 
infinitive ≠ stop + -ing form:
I stopped to buy coffee. (= I bought some.)
I stopped buying coffee. (= I gave it up.)
QA & QFS
What kinds of hobbies do you prefer? What hobbies do you have now? 
When did you start …? How often do you …? What hobbies did you have as a 
child? etc.
Transformation
 Do you still play the piano?
PRACTICE
PRESENTATION
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Have students read the examples in the SG and then give them a couple of 
minutes to write out their answers. Students present their answers to the 
class.
[ANSWERS 1. No, not anymore. He stopped a few years ago.  2. Yes, I do. I 
started last year.  3. No, not anymore. She stopped when she started 
working at the bank.]
Present and practice: Using -ly adverbs of manner: quickly, slowly, badly,
beautifully, seriously, etc. / beautiful / serious / to take (something) 
seriously / Irregular adverb: well
Instructor note: though slow is also used as an adverb instead of slowly—
depending somewhat on which sounds better in a given context—only 
provide examples using slowly in this unit.
Review known adjectives:
slow, good, bad, quick, fast, nice, boring, interesting, noisy, quiet, happy, 
comfortable, different
Are you a slow driver? Do you live on a quiet street? etc.
Introduce the regular adverbs for known adjectives first:
Substitution: Oscar is a quiet worker. → He works quietly. etc.
Build-up: Can you draw pictures? [Y] Are your pictures very nice? [Y]
→ You draw beautiful pictures. → You draw beautifully.
Contrast: Is music just a hobby for (well-known / popular musician)? [N]
→ (...) is a serious musician → (…) takes music seriously.
Substitution: Are you good at (soccer)? [Y] → You play (soccer) well.
 
Do you take your hobby / your work seriously? Are you good at games? 
sports? Which?
QA
Do you write well or badly? Who writes well? Do you sometimes eat 
quickly? When? Do you ever need to talk quietly? etc.
 46 • 47
Pre-listening
Set scene: You are going to hear some people talking about their hobbies.
Tell studentsto read the sentences in the SG.
  Correct the sentences
Track:LISTENING
PRACTICE
PRESENTATION
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Set task: Each of these sentences has incorrect information in it. Listen to 
the conversations carefully, and as you listen, correct the sentences in your 
book.
Listening. Play the recordings. Replay as necessary. Check student 
answers orally.
[ANSWERS: A. 1. Jake makes furniture in his free time.  2. This weekend he’s 
going to make a coffee table. 3. Paula collects antiques.  B. 1. Phil is going 
to start taking a watercolor painting class.  2. He draws people well.  3. He 
never took art class seriously when he was in school.]
Post-listening. Discussion
Ask students if they or someone they know have any of the same hobbies. 
If not, why not?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to talk to (a friend) 
about your hobbies.
Task. Interview
Students brainstorm a list of hobbies. Help group them into different 
categories such as games (video games, chess, etc.), sports (tennis, golf, 
etc.), collections (comic books, stamps, coins, etc.), and creative hobbies 
(drawing, painting, photography, etc.). Students interview each other about 
activities they did when they were younger / a child, and what they still do 
or don’t do anymore. Students present the information to the class. Set a 
time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., have the students also ask 
questions about which new hobbies the other students would like to try.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
PERFORMANCE07
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Extension 1. Role play: Hobbies.
Pairs. Students say why they like a hobby and invite their partner to try it 
next weekend. They agree on a time and place and then switch roles
Extension 2. Top five most popular hobbies.
Students make a list of what they think are the top five most popular 
hobbies in their country and compare their lists.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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152 | Describe exercise habits • Unit 28 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Describe exercise habits
Vocabulary & Expressions Grammar Items
exercise (n., v.)
gym
to do aerobics
to lift weights
outdoors
indoors
regularly
often
occasionally
hardly ever
if / if not
Frequency adverbs: regularly, occasionally, etc.
Habitual conditional with if
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
What do you like to do on the weekend? Do you like to run? swim? play 
sports? (→ Do you like to exercise?) What kind of exercise don’t you like? 
What kind of exercise do you do often / every week? (→ exercise habit) etc.
Set a customized speaking goal. For example: Our goal is to describe your 
exercise habits to (your friends). Write the goal on the board and get 
agreement from students.
Warm up. Present and practice as needed: exercise (n., v.)
Use IB 46 to elicit terms students know.
What are they doing?
Naming: Are they playing sports? [Y] → They’re exercising. → They’re getting 
some exercise.
Does Karen run every day? [Y] → She exercises every day.
-46
Present and practice, as needed: fitness center (rev.) / gym / to run (rev.) / 
to lift weights / to do aerobics / to swim (rev.) / outdoors / indoors
PRESENTATION
GOAL-SETTING
02
01
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Use SG images to present.
Naming: Where are these people? → They are at a fitness center / gym.
Brainstorm other things people can do at a gym / fitness center.
Naming: What is Diego doing? → He is running. He is lifting weights.
And Tara? → She is doing aerobics. She is swimming.
Note: aerobics is a noun; aerobic is an adjective.
Contrast: Is Tara swimming in a gym? [N] → She is swimming outdoors.
Is Diego lifting weights outdoors? [N] → He’s lifting weights indoors.
 
Do you like going to the gym? What do you do at the gym? Do you prefer 
exercising indoors or outdoors? etc.
  What kind of exercise do you do?
Present and practice: never (rev.) / rarely (rev.) / often / sometimes (rev.) / 
regularly / occasionally / hardly ever / Do you ever … (rev.)
How often do you speak (native language) in my class? [→ never]
How often do you speak English with your family? [→ rarely]
Substitution: What language do you usually speak at home / work? → You 
often speak … at home / work.
Do you also speak (other language) at home / work? [Y] → You sometimes
speak … at home / work.
Substitution: Does Diego go running every day? [Y]
→ He runs regularly.
→ Tara does aerobics regularly. She exercises regularly.
Substitution: Does Diego sometimes lift weights? [Y] → He occasionally lifts 
weights.
Does Diego rarely go swimming? [Y] → He hardly ever goes swimming.
Elimination: Do you walk to work every day? [N] on Mondays? [N] Do you 
ever walk to work? → [occasionally / rarely / hardly ever / never]
Note: Here ever means sometimes and it’s in the present tense.
 
Do you occasionally lift weights? How often do you lift weights? swim? 
dance? Do you ever go skiing? etc.
  What kind of exercise do you do?
QA & QFS
Do you exercise regularly, occasionally, or hardly ever? What is your favorite 
kind of exercise? What kind don’t you like? Would you rather exercise in a 
gym or at home? How often do you (exercise)? etc.
PRACTICE
PRESENTATION
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Present and practice: usually (rev.) / Habitual conditional: if + simple 
present, simple present clause
Substitution: When Paul is hungry, he usually eats something.
→ Paul eats something if he’s hungry.
→ If Paul is hungry, he eats something.
Note: Here if = when, whenever, every time.
 
What do you do if you are thirsty? What do you do if it rains? Do you feel 
better or worse if you exercise regularly? If you’re on vacation, do you 
exercise? etc.
Transformation
Tell students you are going to give them two phrases (they may want to 
write the phrases down): A and B. Students have to use if to combine the 
two phrases into a sentence.
For example:
A. hungry / B. eat an apple → If I’m hungry, I eat an apple.
1.) A. rain / B. umbrella
2.) A. thirsty / B. drink something
3.) A. cold / B. put on something
etc.
Skit. Present and practice, as needed: if not
– What kind of exercise do you like?
– If the weather’s good, I like to go on a bike ride. If not, I go to the gym.
Students practice with other times (before / after work, Friday nights, etc.) 
or other verbs (run, lift weights, swim, etc.).
Interview
Ask the students to write down the following conditions: good weather, 
time off, tired, etc. Students ask each other what they usually do if the 
aforementioned conditions apply, and report their findings to the class.
 48 • 49 • 50 • 51
Pre-listeningSet scene: You are going to hear four people talk about exercise.
  Do they exercise regularly?
Track:LISTENING
PRACTICE
PRESENTATION
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Have students look at the activity in the SG. Brainstorm possible answers 
to the following questions:
1. Who exercises regularly? Who doesn’t?
2. What kinds of exercise do they do?
Listening 1
Set task: Students listen and check the box that answers the following 
question: Does (Alan / Tina / Jim / Laura) exercise regularly? Play the 
recordings. Repeat as necessary.
[ANSWERS: Alan - no / Tina - yes / Jim - yes / Laura - no]
Listening 2
Play the recordings again. Students listen for what kind of exercise each 
speaker does and write the appropriate letters below each picture in the SG.
[ANSWERS: Alan: d; Tina: a & h; Jim: b, c, e, & f; Laura: g.]
Post-listening. Discussion
Students discuss the following questions:
Should people exercise more? Why (not)?
Which is better, indoor or outdoor exercise? Why?
Matching
Give students a couple of minutes to match the correct response to each 
question.
Students report their answers to the class.
Pairs. Have students practice asking and answering the questions to work 
on speed and pronunciation.
[ANSWERS: 1. d  2. f.  3. e  4. a  5. c  6. b]
  Do you play tennis?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to describe your 
exercise habits to (your friends).
Task. Interviews
  Performance
PERFORMANCE
PRACTICE
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Students extend the dialog from the if not skit they practiced earlier. This 
time they add questions connected to the interviewee’s answers. Set it up 
by modeling an example with one of the students, for example,
I: (Naomi), what kind of exercise do you like to do?
S: I like to cycle if the weather is good. If not, I do aerobics.
I: What kind of bike do you have? / Where do you do aerobics? etc.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, e.g., have the students expand 
their range of questions to talk about the past, e.g., college days.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students. 
Extension 1. Top five exercises
Students make a list of their top five exercises. They then compare and 
discuss their lists.
Extension 2. Role play
Students set a time and place to meet and exercise together.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Give exercise advice
Vocabulary & Expressions Grammar Items
weight
overweight
underweight
to gain weight
to lose weight
in shape
out of shape
to get in shape
to stay in shape (by running)
Why don’t you try (dancing)?
Why don’t you go (to the 
gym)?
Why don’t you do (aerobics) 
(instead)?
Why don’t you (swim)?
That’s a great idea!
healthy
unhealthy
diet
to go on a diet
important
If you want to (lose weight), 
you (have to) (go on a diet).
advice
to give advice
That sounds like fun. vs. That sounds exciting.
If you want to …, you have to …
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Is (running) fun / boring / good for you? Would you like to start dancing / 
biking / hiking? Is it good for you? etc.
Set a customized speaking goal. For example: Our goal is to talk to (a 
friend) about what we can do to get in shape. Write the goal on the board 
and get agreement from students.
Warm up. Review (or present) and practice as needed: fun / That sounds 
like fun! / That sounds (exciting).
Is (dancing) boring? Do you enjoy it? → It’s (no) fun.
What other exercises are (lots of / no) fun to do?
Is … fun?
Skit
–Would you like to (go bike riding) this weekend?
– That sounds like fun.
(But: That sounds exciting / boring / good / etc.)
GOAL-SETTING01
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Have students brainstorm other positive / negative comments to add to 
That sounds (like) …
Note: Do not offer medical opinions or advice—none of the content of this 
unit is to be taken as constituting medical advice. If there’s a therapeutic 
need to gain or lose weight, students should consult a medical practitioner.
Present and practice, as needed: weight / overweight / underweight / to 
gain weight / to lose weight / in shape / out of shape / to get in shape / to 
stay in shape (by running)
Direct the students’ attention to the images in the SG.
Naming: Is Marty 210 pounds? Nod. [Y] → That’s his weight.
Substitution: Is Marty too big? [Y] → He’s overweight.
Contrast: Is John overweight? [N] → He’s (a little) underweight.
Note: 1 kg ≈ 2.2 lb.; 1 lb. ≈ 0.45 kg
Build-up: Was Marty 200 pounds last year? [Y] Is he 210 pounds now? [Y] →
Marty gained weight. Marty gained ten pounds.
Contrast: → He needs to lose weight.
Build-up: Is Lisa overweight? [N] Does she exercise regularly? [Y] → She’s in 
shape.
Contrast: Is Marty in shape? [N] → He’s out of shape.
Does Marty want to be in shape? [Y] → He wants to get in shape.
Contrast: Does Lisa need to get in shape? [N] → She wants to stay in shape.
How does Lisa stay in shape? → She stays in shape by exercising.
 
Does John need to lose weight or gain weight? How do people lose / gain 
weight? How can people get in shape? How do people stay in shape? How 
do employees stay / get in shape? etc.
  Are you in shape?
AQ
Students ask questions to follow up on the statements. Model what they 
have to do if needed. Stress the underlined word when reading.
1. Marty isn’t underweight. [→ Is he overweight?]
2. John doesn’t have to lose weight. [→ Does he have to gain weight?]
3. Lisa isn’t out of shape. [→ Is Lisa in shape?]
4. Marty doesn’t need to stay in shape. [→ Does he need to get in shape?]
5. Lisa doesn’t want to get in shape. [→ Does she want to stay in shape?]
6. She doesn’t stay in shape by watching TV. [→ Does she stay in shape by 
exercising?]
PRACTICE
PRESENTATION
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Present and practice, as needed: Why don’t you try (yoga)? / Why don’t 
you go (dancing) (instead)? / Why don’t you do (aerobics)? / Why don’t 
you (lift weights)?
Brainstorm ways to get / stay in shape. Leave list on the board to use later 
in a skit.
Build-up: Is running boring? [Y] What do you like to do? [dance] Is dancing 
the same as running? [N]
→ Why don’t you try dancing (instead of running)?
→ Why don’t you go to the gym instead?
→ Why don’t you do aerobics?
→ Why don’t you lift weights? swim? play tennis? etc.
Cue–Response
Read the sentence and prompt to the students. Students must make a 
suggestion from the prompt.
1. I don’t like swimming. (tennis?) [→ Why don’t you try tennis?]
2. Peter doesn’t like skiing. (cycling?) [→ Why doesn’t he try cycling?]
3. The Bennetts don’t like driving to work. (take the subway?) [→ Why don’t 
they try (taking) the subway?]
4. I don’t like orange juice. (apple juice?)[ → Why don’t you try apple juice?]
The following don’t need “try.”
5. We don’t know what to do this weekend. (go shopping?) [ → Why don’t 
you go shopping?]
6. I don’t know what to eat tonight. (Italian restaurant?) [ → Why don’t you 
go to an Italian restaurant?] etc.
Skit. Present and practice, as needed: That’s a great idea!
– I’d like to get in shape. What should I do?
– Why don’t you try …?
– That’s a great idea! / That sounds (like) …
Present and practice, as needed: healthy / unhealthy / diet / to go on a 
diet / important
Contrast: Is Lisa sick? [N] → She is healthy.
Is Marty healthy? [N] → He is unhealthy.
Does Marty eat healthy meals? [N] → He doesn’t eat a healthy diet.
Should he eat less food / more healthy food? [Y] → He should go on a diet.
Build-up: Does he need to exercise? [Y] Is exercising good for his health? [Y] 
→ Exercising is important.
PRESENTATION
PRACTICE
PRESENTATION
06
05
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Present and practice: If you want to …, you have to … / advice / to give 
advice
Build-up: Does Marty want to get in shape? Does he have to exercise?
→ If he wants to get in shape, he has to / needs to / should exercise.
Note: Here if = because.
Does he have to go on a diet if he wants to lose weight? etc.
Naming: Lisa says to Marty: “You should (exercise / eat less) …” → She’s 
giving Marty advice.
QA
Do most people in your country eat a healthy or unhealthy diet? What do 
you think is important for staying healthy? What do you have to do if you 
want to eat healthy foods? Do you often give people advice? What kind? 
What kind of advice can you give someone about diet / exercise? Who 
gives you advice? etc.
Skit
– I’d like to get in shape. What should I do?
– If you want to get in shape, you have to …
– But I don’t like …
– OK, why don’t you try … instead?
– That’s a great idea! / That sounds (like) …
 52
Pre-listening. Mr. Hammond is seeing his doctor. Why do you think he is 
there?
Have students look at the text in the SG and guess the missing words. 
Then tell them to listen to the conversation to see if they guessed right.
Listening
Play the recording. Students complete the sentences in the SG. Replay 
audio, if necessary.
[ANSWERS: 1. out of shape  2. healthy  3. vegetables  4. meat  5. gym  6. 
walking]
Post-listening
  Some good advice
Track:LISTENING
PRACTICE
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Students list some other foods and drinks that Mr. Hammond should eat / 
drink if he wants to lose weight, e.g., less ice cream, cake, potatoes, soda; 
more water, fish, salad, etc. Then they discuss what other outdoor exercise 
he could try in addition to his new diet, e.g., swimming, aerobics, playing 
golf, etc.
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to talk to (a friend) 
about what we can do to get in shape.
Task. Skit
Students prepare and enact a skit in which they exchange advice with their 
friend using the structures in the second and third activities, for example,
– We have to get in shape.
– Why don’t we (try) …?
– That sounds (like) …
– … is important if we want to get in shape.
– You’re right. Thanks for the advice.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, S2 doesn’t agree with 
the initial suggestions, so S1 must ask questions before deciding what 
advice to give, e.g.,
– Why don’t we try going to the gym?
– No, I don’t like difficult exercise.
– Do you like going to the park?
– Yes. There is a nice park near my house.
– Why don’t we go for a walk in the park a few times a week…
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
PERFORMANCE09
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Extension 1. Discussion: Great advice
Students discuss great advice someone gave them and how it improved 
their lives.
Extension 2. Top five health tips
Students make a list of the top five things people can do to be healthier and 
then compare lists.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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10
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The Objectives Ladder is designed to show students just how much they 
have learned in the previous nine units and provides an opportunity to 
review the objectives in these units. Have students go over the speaking 
goals in the objectives ladder to identify areas for further vocabulary / 
grammar and performance review.
OPTIONS
Review. Give a question or sentence; students identify to which speaking 
goal it relates.
Pairs. Students brainstorm as many questions and expressions as they can 
for a particular speaking goal. Pairs then create and act out a conversation 
using a specified number of questions.
Dictation. Choose representative sentences from the content units for 
dictation. Alternatively, each student chooses five sentences from a 
specific unit (or one from each unit) and presents the dictation to 
classmates. Then ask students to put them in order.
Self-assessment. Students check off speaking goals, or rate themselves on 
their ability to achieve each goal (e.g., with a scale or thumbs-up / down). 
Review any speaking goals that are not checked off, or which receive a low 
rating.
Selection. Students select one or more of the speaking goals they would 
like to practice, focusing on the vocabulary & expressions (and grammar if 
any) supporting each goal.
Mind map. Students select one or more goals to review and practice. They 
prepare and present a mind map with the vocabulary items (and grammar 
if any) they need to achieve the goal.
OBJECTIVES LADDER1
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 53 • 54
The Practice activities in this section are designed to trigger the students' 
memory of the target grammar points and / or vocabulary with short 
games in rapid succession, including informal scoring for on-the-spot 
assessment.
It may be necessary to go over two, or even three short games or 
activities to cover as many review points as possible, but the goal would 
not be to cover everything, as this is only intended for review.
Please note that these activities can be done at home ahead of the live 
review lesson, in which case you would just go over them quickly for 
correction, praise, and feedback; then, you could use optional expansion 
activities to practice speaking.
Step 1. Students read the instructions individually or as a group.
Step 2. Confirm understanding and assign a challenging time limit.
Step 3. Students complete the activity individually, in pairs, or as a group.
Step 4. Give correction, feedback, and praise.
Optional expansion activities (after completing a practice activity):
True or False. Have one student at a time read a sentence from the activity, 
choosing to either read it correctly or to replace the correct target word 
with a wrong one. Other students have to say whether the sentence is 
correct or incorrect (and correct it).
 
Dictation. Have only one student at a time read from the SG, saying one of 
the target items foundin the activity out loud to the other students, who 
have to spell it correctly (orally or in writing). Add a competitive element by 
saying that the fastest student to spell it correctly is the winner.
 
Recycling. Ask students to create a new sentence using the target item 
they just reviewed. Modulate difficulty to differentiate between students' 
abilities, e.g., by requiring affirmative, negative, or interrogative forms.
Track:
GRAMMAR / VOCABULARY 
PRACTICE
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The Action Modules are information-gap role plays designed for use with 
two (occasionally more) role players. If you have an odd number of 
students in class, one role can usually be assigned to more than one of 
them or a person can act as an observer and note-taker and give a 
summary at the end. 
For Email Tasks, students are asked to write (individually or 
collaboratively) an email matching a certain situation. You may want to 
ask students to select the Module / Task they’d like to work on, and then 
do another if time permits.
Step 1. Students skim the role cards or task cards. Ask students what the 
topics might be. Referring to the Speaking Goals, students tell you which 
goals may be involved.
Step 2. Brainstorm / Review the kind of language that might come up in the 
Action Module / Task. Ask students for phrases that match the speaking 
goal(s). For example: You want to request payment from a client, what do 
you say?
Step 3 (Action Modules only). Assign roles. (Remind students not to look at 
the other person’s role card.) Be sure that all the key vocabulary (and 
grammar if any) is reviewed before assigning roles.
Step 4. Students read their role card or task card to make sure they 
understand the task. Assist with vocabulary as needed. Make sure the 
complication involves thinking skills–persuade, negotiate, list, summarize, 
order, match, etc.
Step 5. Set a time limit for partners to work on each Module / Task. Take 
notes for later correction and feedback.
Step 6 (Action Modules only). Students give a summary of what happened 
during the role play.
Step 7. Give feedback. Be sure to give examples of students’ good use of 
language, and then correct significant or frequent errors.
Step 8. Time permitting, students reenact the Module, switching roles, or 
redo the Task.
Optional (Action Modules only): With the students' approval and in 
accordance with local rules, record the Action Modules and play them back 
later so that students can discuss / assess their performance.
YOUR TURN!3
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Review
OBJECTIVES LADDER
Give exercise advice
Describe exercise habits
Talk about your hobbies
Talk about TV shows and movies and invite someone out
Talk about your favorite books and music
Describe your symptoms and ask about medicines
Describe what happened
Say how you’re feeling
Describe a meal
Now you can …
UNIT 30
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PRACTICE
1. Could you bring me some water, please? This chili is a spicy.
2. Iris won’t eat baklava. She says it’s much too sweet .
3. The soup is a little too hot . You should wait a minute or two.
4. I’m sorry, I can’t eat this. It’s too salty!
a. little too b. much too
a. for her b. to her
a. for eating b. to eat
a. little b. much
What did you have to do last night?
1. Did you work late last night?
2. Frank has an earache. He see a doctor.
3. I was sick yesterday. I go home early.
4. We’re out of coffee. We’ll buy some more.
5. What does Bert do today?
My notes
 GOAL 22
 GOAL 21
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1. Where was Sam this morning?
2. Why are you so tired?
3. Why weren’t you here yesterday?
4. What happened to Janet’s finger?
5. Why didn’t you answer your phone?
a. I had stay home because my son
wasn’t feeling well.
b. She was making dinner and she cut it.
c. He was meeting with a client.
d. We were playing video games until
3:00 a.m.
e. I was working outside and I didn’t hear
it ring.
My notes
 GOAL 23
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At the doctor’s office
53
1. Ms. McIntyre thinks she has .
a. a cold b. the flu
2. She a fever.
a. has b. doesn’t have
3. Her symptoms include .
a. a sore throat b. a sore neck
4. The doctor will give her .
a. a prescription b. some medicine
5. Ms. McIntyre go to work this week.
a. should b. shouldn’t
6. She stay home if she feels better on Monday.
a. has to b. doesn’t have to
7. She should get better in days.
a. three to four b. five to seven
My notes
 GOAL 24
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1. What do you enjoy in your free time?
2. I would like to play the guitar.
3. Try to arrive on time. Mr. Richards hates for people.
4. Carrie loves . Detective stories are her favorite.
5. I don’t like presentations.
6. What kind of music do you like to?
 reading giving waiting to learn doing to listen
My notes
 GOAL 25
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What’s on tonight?
1. Starship Titanic .
 starts soon     started a few minutes ago
2. Married with Kids is on .
 now     later
3. is on DocuTV now.
a documentary about the Alps  Voyage to Jupiter
4. Sing for the Stars is on at .
 eight     nine
5. The woman would rather than watch TV right now.
 listen to music     read
54
My notes
 GOAL 26
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1. Why did Miranda stop the piano?
2. I collected stamps when I was a kid, but I don’t collect them .
3. My parents don’t go dancing very often, but they .
4. Harry takes his work very .
5. You should drive when it’s raining.
6. How does Lisa speak Spanish?
a. playing b. to play
a. anymore b. still
a. don’t enjoy it anymore b. still enjoy it
a. serious b. seriously
a. slow b. slowly
a. good b. well
1. do / ever / lift / weights / you / ?
→
2. ever / go out / hardly / to eat / we / .
→
3. exercise / I / regularly / try to / .
→
4. if / go biking / is nice, / the weather / we / .
→
5. doesn’t go / he’s sick / if / Stan / to the gym / .
→
 GOAL 28
 GOAL 27
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YOUR TURN!
1. If you want to lose weight,
2. Marty is out of shape
3. I stay in shape
4. If you don’t like exercising,
5. I don’t like swimming, but water polo
6. I’d rather go biking outdoors. Spinning
a. by doing aerobics regularly.
b. why don’t you try dancing instead?
c. sounds boring to me.
d. you have to eat a healthier diet.
e. because he doesn’t exercise.
f. sounds like fun!
Describe a meal
Ask a classmate about the last meal he / she ate ata restaurant. Think of four or five 
questions to ask.
1. Where ?
2. What ?
3. How ?
4. ?
5. ?
 GOAL 21
 GOAL 29
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Role A
You are at work. You don’t feel well and you think you should go home.
Tell your manager how you feel.
Role B
You are a manager. One of the employees in your department is at your desk. He / she 
doesn’t look well.
Ask what’s wrong.
Describe what happened
Tell a classmate about a time when you got hurt.
• Where were you?
• What were you doing?
• What happened?
My notes
 GOAL 23
 GOAL 22
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Role A
You are at the doctor’s office. You have a cold. It started three days ago. You have a 
headache, a sore throat, and a bad cough.
You have a meeting with an important client tomorrow and you need to feel better before 
then.
Role B
You are a doctor. It is cold and flu season.
• For the flu, you usually give your patients a prescription for medicine for the fever and
tell them they must stay home and rest for three or four days.
• For colds, you tell your patients to pick up a good cold medicine at the pharmacy. They
don’t have to stay home (but they should stay home if the symptoms are very bad).
Your next patient is coming into your office.
Talk about your favorite books and music
Ask a classmate about the kinds of books or music he / she likes. Think of three or four 
questions to ask.
1. What kinds of ?
2. Do you have ?
3. ?
4. ?
 GOAL 25
 GOAL 24
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Role A
You’d like to do something this weekend. You saw 
these ads for two movies and a concert.
Call a friend and invite him / her out.
Role B
You would like to do something this weekend, but you don’t know what. Maybe go to a 
movie or a concert?
Your phone is ringing. Answer it.
Ask a classmate about a hobby he / she had when he / she was younger. Think of four or five 
questions to ask.
1. What ?
2. Did you ?
3. Do you still ?
4. When did ?
5. ?
 GOAL 27
 GOAL 26
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Describe exercise habits
Ask a classmate about his / her exercise habits. Think of a few questions to ask before you 
begin.
1. Do ?
2. What kind ?
3. How often ?
4. ?
5. ?
Role A
You are the manager of the Healthy Life fitness studio. You offer three different fitness 
programs.
Program 1 Program 2 Program 3
Daily exercise for serious 
work-outs. Includes:
• Weighlifting
• Stairmaster
• Swimming
• Spinning
• High-energy aerobics
Three to four times a week for 
staying fit. Includes:
• Jogging or walking
• Swimming
• Aerobics
All aerobics classes use 
dance routines.
Twice a week for exercise and 
weight loss. Includes:
• Walking
• Swimming
• Diet program
A customer is waiting to speak to you. Help the customer choose a program.
 GOAL 29
 GOAL 28
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Role B
You are visiting the Healthy Life fitness studio. Choose one of the options below, then ask 
the fitness studio manager for advice.
• Option 1
You love sports and are looking for an advanced exercise program.
• Option 2
You don’t like to exercise, but you want to lose weight. Your doctor told you to start a
regular fitness program.
Unit Photo Credits (listed from beginning-to-end, left-to-right 
within this unit): Getty Images, Age Fotostock, Berlitz
English 2
©2018 Berlitz Languages, Inc. All rights reserved.
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166 | Ask for and respond to requests for information • Unit 31 ©2018 Berlitz Languages, Inc.
In this lesson you will ...
Ask for and respond to requests for information
Vocabulary & Expressions Grammar Items
ad (advert UK)
to offer
fee
monthly fee
to work (= operate, run)
equipment
I don’t know what the fees 
are.
member
membership (fee)
to join
Ask for information using Do you know / Can you tell 
me + (if / question word)
Respond to requests for information with I don’t know 
+ (if / question word)
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you go to a gym? Would you like to? Why / Why not? What would you 
like to do there? etc.
Set a customized speaking goal. For example: Our goal is to ask for and 
respond to requests for information (at a health club). Write the goal on 
the board and get agreement from students.
Warm up. Present and practice, as needed: ad (advert UK) / to offer / fee / 
monthly fee
Naming: Point to the ad for the Riverside health club in the SG. → This is an 
ad. (advert UK)
What is this ad for?
Substitution: What kinds of classes do they have? [yoga, aerobics, etc.] →
They offer yoga, aerobics classes, etc.
How much does it cost? [$49] → The fee is $49.
Is that per month or per year? [per month] → It’s a monthly fee.
 
Does your gym offer …? Do you have to pay to go there? What’s the fee? 
etc.
  Warm-up
GOAL-SETTING01
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Present and practice: to work (= to operate, to run) / equipment / Can you 
tell me (if) …? / Do you know (if) …? / I don’t know (if) …?
Dictionary: When you go to a gym for the first time, do you know what you 
have to do? [N] Where you have to go / pay? [N] How you schedule classes, 
and so on? [N]
→ You don’t know how the gym works.
Does the gym have things to help you with lifting weights, aerobics, and 
other kinds of exercise? [Y]
→ has exercise equipment
Do you ask someone to tell you how the gym works? → Can you tell me
how the gym works?
Do you ask someone to show you how the equipment works? etc.
Substitution: Does Ben like to exercise? [I don’t know.]
→ I don’t know if Ben likes to exercise.
Do you know if he likes to dance?
Do they offer cardio training at Springfield Fitness Studio? Do you know?
→ Do you know if they offer cardio training at SFS?
→ Sorry, I don’t know if they offer cardio training at SFS.
Build-up: Is the cardio trainer in his office? Can you tell me?
→ Can you tell me if the cardio trainer is in his office?
→ Sorry, I don’t know if the cardio trainer is in his office.
Transformation
Focus on Do you know / Can you tell me + if construction for now.
1. Is the new fitness center open? Do you know?
2. Are aerobics classes expensive? Can you tell me?
3. Is Andy working today? Do you know?
4. Is Aerobics at Home on TV tonight? Can you tell me? etc.
QA
Do you know if (the café) is open?
Can you tell me if (a family member) is coming next week? etc.
Present and practice: Can you tell me + question word (who, when, how, 
etc.) …? / Do you know + question word …? / I don’t know + question 
word …?
Build-up: Tell students to close their eyes and ask one student:
What time is it? [I don’t know.]
Ask another student: → Do you know what time it is?
→I don’t know what time it is.
PRESENTATION
PRACTICE
PRESENTATION
04
03
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Elicit questions and answers from various students.
Where is the receptionist? Do you know?
→ Do you know where the receptionist is?
→ I don’t know where she is.
How does the weightlifting machine work?
→ Can you tell me how the weightlifting machine works?
→ I don’t know how it works.
How much is the monthly fee?
→ Do you know how much the monthly fee is?
→ I don’t know how much it is.
What are my fees?
→ Do you know what my fees are?
→ I don’t know what your fees are.
Can you tell me when the gym opens?
→ I don’t know when it opens. etc.
AQ
1. I don’t know who this is. [Can you tell me who this is?]
2. I don’t know how much John weighs. [Do you know how much John 
weighs?]
3. I don’t know where Lisa exercises. [Can you tell me where Lisa 
exercises?]
4. I don’t know why Jenna wants to lose weight. [Do you know why Jenna 
wants to lose weight?] etc.
Fill in the blanks
Give students a couple of minutes to answer the questions in the SG and 
then share their answers with the class. If there is time, ask students the 
questions and have them answer with I don’t know (if / how much / where / 
what) …
[ANSWERS: 1. how much the monthly fee is? 2. where the yoga class is? (or
what room the yoga class is in?) 3. what I / we need for this class? 4. who 
the aerobics instructor is? (or what the name of the yoga instructor is?) 5. if 
the swimming class started?]
  What’s the question?
Present and practice, as needed: member / membership (fee) / to include 
(rev.) / to join
Build-up: Does George go to the gym? [Y] Does he pay a fee every (month / 
year)? [Y]
PRESENTATION
PRACTICE
06
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→ He is a member.
How much does he pay to be a member?
→ The membership fee is $300.
Substitution: What does he get with his membership? → What does his 
membership include?
When did he start going to the gym? [He started (two years ago).] → He 
joined (two years ago).
QA
Are you a member of a fitness center / gym? How much is the membership 
fee? When did you join? Do you pay a membership fee for other places? Are 
you a member of (club / organization / etc., e.g., the American Medical 
Association)?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to ask for and respond 
to requests for information (at a health club).
Task. Role play
Give students a couple of minutes to look at the Maximum Fitness table in 
their SGs. Students come up with questions they can ask about fees and 
membership using the questions practiced in this unit, for example, Can 
you tell me if I have to pay an application fee? Students call the gym and 
ask their questions. Set a time limit. Avoid interruptions during the first 
enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, (1) there is a sale, but 
today is the last day of the sale; (2) the ad is old and the prices or services 
have changed, e.g., there is no longer a yoga class.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
PERFORMANCE
PRACTICE
08
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Extension 1. Discussion: The perfect fitness center
As a class, students talk about what they would want in a perfect fitness 
center.
Extension 2. Alternate role play
Students ask for information in a different situation, e.g., calling a business 
or talking to a waiter in a restaurant.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
10
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In this lesson you will ...
Talk about moving
Vocabulary & Expressions Language Focus
apartment
house
place (= home)
kitchen
bedroom
living room
dining room
dining area
study
through
closet (wardrobe / cupboard 
UK)
to own
rent (n., v.)
to move (into)
to guess
Guess what?
Where to?
bright
lovely
garden
flower
tree
to move
to move into
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you live far from here? Would you like a bigger / smaller home? Would 
you like to live in another city? etc.
Set a customized speaking goal. For example: Our goal is to tell (a 
colleague) where you’d like to move. Write the goal on the board and get 
agreement from students.
Warm up. Present and practice, as needed: apartment / house / place (= 
home)
Naming (if necessary): apartment and house
Substitution: How many rooms does your house / apartment have? → Your 
place has … rooms.
 
Is your place an apartment? a house? Is it big? small?
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Present and practice, as needed: bathroom (rev.) / kitchen / bedroom / 
living room / dining room / dining area / study / hall (rev.) / through / 
closet (wardrobe / cupboard UK)
Naming using IB: How many rooms does this house have?
In what room do people cook? → People cook in the kitchen.
Sleep? → People sleep in the bedroom.
Watch TV? → People watch TV in the living room.
Is there a room just for eating? → People eat in the dining room.
Is there a place in the kitchen for eating? → People eat in the dining area.
In which room can people study or work? → People work in the study
(home office).
Contrast: Do guests come into your home in the living room? [N] → hall
→ They come in through the hall (to the living room).
Naming: What’s in the bedroom? → There`s a closet in the bedroom.
-60
QA & QFS
What’s in the living room? What’s next to the (living room)? What room is 
this? What do people do in the …? How many rooms does your … have? etc.
Summary
Students read the dialog in the SG. Then, they describe their homes to the 
rest of the class.
-60
  We’re looking for a new home
Present and practice: to own / rent (v., n.) / to move / to move into / to 
guess
Dictionary: Did the Bennetts buy their house? [Y] Is the house theirs? [Y] →
They own their house.
Contrast: Does Janet own her apartment? [N] → She rents it.
→ Her rent is $900 per month.
-20
PRESENTATION
PRACTICE
PRESENTATION
04
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Dictionary: Do people sometimes go live in a new city? [Y] Do they take their 
things with them? [Y]
→ People move to a new city.
Build-up: Do you rent or own your place? When did you move there? → You 
moved into your (house / apartment) … years ago.
Do you know what I have in (my pocket)? [N] What do you think is in (my 
pocket)? → Guess what is in my pocket.
 55
Pre-listening. Skit
Present and practice, as needed: Guess what! / Where to?
– Guess what!
– What?
– I’m moving!
– Really? Where to?
– To (a house / an apartment) in (neighborhood) / on (street name).
– Great. What’s it like?– It has …
Listening
Play the recording. Replay as necessary. Students fill in the blanks in the 
SG.
[ANSWERS: 1. an apartment  2. two  3. kitchen  4. dining room  5. dining area 
6. renting]
Post-listening. Role play
Using the skit and dialog as models, students pretend they’re moving into a 
new place.
 We’re moving
Track:
Present and practice, as needed: bright / lovely / garden / flower / tree
Substitution: Which room has many windows? → (…) is a sunny, bright
room.
Do you think it’s a beautiful room? → It’s (not) a lovely room.
Naming: What’s this? → garden, flowers, trees
-60
PRESENTATION
LISTENING
06
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Why do some people like bright rooms? Do you have a garden? What’s it 
like? etc.
Fill in the blanks
Give students a couple of minutes to select the correct answers in the SG. 
Have students read the sentences out loud to the class to check answers.
[ANSWERS: 1. kitchen  2. dining room  3. windows  4. trees  5. bedrooms  6. 
study 7. an apartment  8. bathroom]
  Do you live in a house or an apartment?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to tell (a colleague) 
where you’d like to move.
Task. Interviews
Have students ask each other about where they’d like to move. They can 
use the apartment listings in the SG if they haven’t thought about moving. 
Students report their findings to the class. Set a time limit. Avoid 
interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, have the students ask 
questions to get more details about why their partner would like to move to 
the place he / she said.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
PERFORMANCE
PRACTICE
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Extension 1. Discussion: What’s moving like?
Is moving easy to do? Is it expensive? Is it better to call a moving company 
or move by yourself? What are some things you should ask about before 
you move?
Extension 2. Top five areas to live in my country
Students make a list of the top five areas to live in their country / city and 
compare their lists.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
10
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In this lesson you will ...
Describe your home
Vocabulary & Expressions Grammar Items
What’s your place like? (= 
tell me about your place)
story (storey UK)
garage
two-story house
two-car garage
light (n.)
dark (= not bright / 
without light)
Number-noun adjectives: a two-story building, a two-
car garage, etc.
Tag questions with negative tags: aren’t you, isn’t it,
don’t I, doesn’t she, can’t he, didn’t they, wasn’t she,
weren’t we, won’t you, wouldn’t I
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
How many rooms do you have in your house? Do you have a garden? 
Would you like to have a garden? What kind of home would you like to own? 
big? small? Do you like lots of windows? etc.
Set a customized speaking goal. For example: Our goal is to describe your 
(dream) home to (a colleague). Write the goal on the board and get 
agreement from students.
Warm up. Present or review and practice, as needed: place (rev.) / What’s 
your place like?
Do you ever go to your friends’ house / apartment? → go to their place.
Elimination: Is your place an apartment? a house? Is it big? small? → What’s 
your place like? (= tell me about your place)
Present and practice: floor (rev.) / story (storey UK) / garage / Number-
noun adjectives: two-story house, two-car garage, etc.
Are we on the (ground) floor? What floor are we on now?
Substitution: How many floors does this building have? → It has (…) stories 
(storeys UK)
-60
PRESENTATION
GOAL-SETTING
02
01
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Does the Simpsons’ house have two stories? [Y] → It’s a two-story house.
How many bedrooms does it have? [two] → It’s a two-bedroom house.
Naming: Where is the car? → The car is in the garage.
Do they have a one-car or a two-car garage?
 
What about you? Do you have a two-story home? a two-car garage? etc.
Transformation
1. The Bennetts’ car has four doors. → It’s a four-door car.
2. The Bennetts’ house has two stories. → It’s a two-story house.
3. Their house has three bedrooms. → It’s a three-bedroom house.
4. My apartment has one bedroom. → It’s a one-bedroom apartment.
5. This report has fifteen pages. → It’s a fifteen-page report.
6. The Madison Hotel has fifty rooms. → It’s a fifty-room hotel.
etc.
Present and practice, as needed: window (rev.) / light (n.) / dark (= not 
bright / without light)
Build-up: Can you read at night without a lamp? Why not? → There’s no 
light.
Contrast: Are closets usually bright? [N] → Closets are dark.
 
Does your (kitchen) have a lot of light, or is it dark? your bedroom? etc.
-60
QA
What kind of garden does your (house / apartment building) have? Does it 
have flowers? (where?) trees? (how many?)
Is your place bright and sunny or dark?
Which rooms are the brightest / the darkest? etc.
QFS
Students ask questions to each other or the instructor about the various 
rooms of their places.
  What’s your place like?
PRACTICE
PRESENTATION
PRACTICE
05
04
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Matching
Give students a couple of minutes to find the correct answers in the SG and 
report them to the class.
[ANSWERS: 1. c  2. e  3. f  4. b  5. d  6. a]
Present and practice: Tag questions with negative tags: aren’t you, isn’t it,
don’t I, doesn’t she, can’t he, didn’t they, wasn’t she, weren’t we, won’t you,
wouldn’t I
Substitution: I think you’re coming to class next week, but I’m not sure.
→ You are coming to class next week, aren’t you?
→ Yes, I am. / No, I’m not.
Is … teaching you next week? [N]
I’m teaching you next week, aren’t I? etc.
Substitution: Michael can sing, right?
→ Michael can sing, can’t he? etc.
Repeat with other persons / tag questions.
Cue–Response
Write negative question tags on the board:
aren’t they?
doesn’t he?
isn’t there?
can’t we?
isn’t it?
won’t we? etc.
Read the fragments below and have students complete them using the 
appropriate tag.
1. The receptionist’s name is Martha, … (isn’t it?)
2. Marty needs to lose weight, … (doesn’t he?)
3. Marty and John are working now, … (aren’t they?)
4. They’d like to take a vacation, … (wouldn’t they?)
5. We can write in our books, … (can’t we?)
6. There is a coffee machine here, … (isn’t there?)
7. We will take a break soon, … (won’t we?)
8. Jane should talk to her boss, … (shouldn’t she?)
9. Jim was at the Toronto office yesterday, … (wasn’t he?)
10. Sally started packing for her trip, … (didn’t she?) etc.
Memory
PRACTICE
PRESENTATION
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Give students 1–2 minutes to studyIB 46, and then close the book. 
Students ask questions, e.g.,
1. Ellen and Karen went running in the park, didn’t they?
2. It was raining when the Bennetts walked their dog, wasn’t it?
3. The Bennetts’ dog is white, isn’t it?
4. Karen likes to skate, doesn’t she? etc.
-46
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to describe your 
(dream) home to (a colleague).
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students describe their homes (or dream home) and may use 
the photos in the SG if they want. They should address the following: 
apartment or house, number of rooms, types of rooms, location, what they 
like / don’t like.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, have the students 
compare their current / dream home with a previous one or one from the 
photos.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
PERFORMANCE08
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Extension 1. Comparison
Students compare their home with the Simpsons’ home on IB 60.
Extension 2. Discussion
Students discuss what’s good and / or bad about each of the homes in the 
SG photos. Why would / wouldn’t they want to live in homes like these?
-60
  Performance
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
10
09
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In this lesson you will ...
Describe your neighborhood
Vocabulary & Expressions Grammar Item
neighborhood (neighbourhood 
UK)
downtown
suburbs
neighbor (neighbour UK)
traffic
advantage
disadvantage
myself
yourself
himself
herself
itself
to build
to decorate
to take a picture
yourselves
ourselves
themselves
Reflexive pronouns (emphatic use)
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you know a lot of the people who live on your street? (→ neighbors) 
What part of town do you live in? (→ neighborhood) Is there a movie 
theater / a bank / a park in your neighborhood? Do you like it? Why / Why 
not? etc.
Set a customized speaking goal. For example: Our goal is to describe your 
neighbors and neighborhood to (a new friend). Write the goal on the board 
and get agreement from students.
Warm up. Present and practice, as needed: neighborhood (neighbourhood 
UK) / downtown / suburbs / noisy (rev.) / quiet (rev.)
Would you like to live around here? [Y / N] → You (don’t) like this 
neighborhood.
Is this neighborhood in the center of the city? [Y] → This neighborhood is 
downtown.
Are there a lot of cars? people talking? [Y / N] → It is noisy. / It is quiet.
Is (pick name of local community, e.g., near NYC: Larchmont, Scarsdale, 
White Plains, Ridgewood) in the city? [N] near the city? [Y] → It is in the
suburbs.
 
GOAL-SETTING01
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Do you live in the city or in the suburbs? Is your neighborhood quiet or 
noisy? Is your office downtown? What do / don’t you like about (the 
suburbs)? etc.
Present and practice, as needed: neighbor (neighbour UK) / friendly 
(rev.) / traffic
What apartment does Janet live in? [308]
Naming: Do other people live in this building? [Y] → She has neighbors.
Dictionary: Are they good neighbors? [Y] Does Janet talk to them? [Y] → She 
has friendly neighbors.
Substitution: Are there many cars on your street? [Y / N] → There is (not) a 
lot of traffic.
 
Is there a lot of traffic in the city? in your neighborhood? Do you talk to your 
neighbors often? Do you have friendly neighbors?
-20
 56 • 57 • 58
Pre-listening
Have students look at the gap-fill activity in the SG and ask them to guess 
the answers. Then tell them to listen to the conversations to see if they 
guessed right.
Listening
Play the recordings. Repeat as necessary. Students fill in the blanks in the 
SG.
[ANSWERS: (A.) 1. doesn’t live  2. the suburbs  3. quieter  (B.) 1. two  2. $5,000 
 3. expensive  (C.) 1. bedrooms  2. bright  3. balcony  4. noise and / or traffic 
 5. friendly]
Post-listening
Students compare their own neighborhood to Barbara’s, Anita’s, or Nancy’s. 
Call on volunteers to present their comparisons.
 What’s the neighborhood like?
Track:LISTENING
PRESENTATION
03
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Present and practice, as needed: advantage / disadvantage
With students, make a list of things students have said about their 
neighbors and neighborhoods in the previous activity.
quiet neighborhood
not much traffic
nice neighborhood
friendly neighbors
etc.
Substitution: The neighborhood is very quiet. Is that a good thing? → It’s an 
advantage.
Contrast: noisy street, dark apartment, etc. Are these good things? [N]→
They are disadvantages.
 
What are the advantages of your home? your neighborhood? Are there any 
disadvantages? What are they? etc.
Brainstorming
Have students look at the chart in the SG. Give them several minutes to 
brainstorm a few items for each of the categories. Then call on pairs to 
share what they have listed.
Ask students to say how to improve the disadvantages or increase the 
advantages without moving.
  Advantages and disadvantages
Present and practice: Singular reflexive pronouns (emphatic use): myself,
yourself, himself, herself, itself
Write the pronouns on the board as you present them.
Contrast: Does my neighbor make dinner for me? [N] → I make it myself.
Do I clean your home for you? [N] → You do it yourself.
Does Mrs. Simpson clean her son’s room? [N] → He cleans it himself.
Does Mrs. Simpson have a chef who cooks dinner? [N] → She cooks it 
herself.
Does her oven clean itself?
-60
PRESENTATION
PRACTICE
PRESENTATION
06
05
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QA
Does someone pay my bills for me? Who takes care of the garden for Mr. 
Simpson? Did someone cook dinner for you last night? Who drives me / you 
to work? What do / don’t you do yourself? etc.
Present and practice, as needed: to build / to decorate / to take a picture
Substitution: Does Paul make houses? [Y] → He builds houses. He built his 
(table / closets) himself.
Build-up: Is Janet painting her new apartment herself? [Y] Is she buying 
paintings, tables, chairs, etc.? [Y]
→ She’s decorating her apartment.
Do you have a camera? [Y] → You use it to take pictures.
 
Did you build your house yourself? Did you decorate your home yourself or 
did someone help you? Do you take pictures of (your children)? What do 
people take pictures of? Who took this picture? etc.
Present and practice: Plural reflexive pronouns (emphatic use): ourselves,
yourselves, themselves
Contrast: We want to put some pictures on the wall. Do we need help? [N] →
We can do it ourselves.
And you? → You can do it yourselves.
The Bennetts won’t call a painter to paint their house. → They’ll do itthemselves.
Point out the Tip! box in the SG: when we add by before myself it means I 
did it alone.
 Tip!
Cue–Response
1. Did you help John build the closet? [ → No, I didn’t. He built it himself.]
2. Did your mother buy the house for you? [ → No, she didn’t. I bought it 
myself.]
3. Does Paul have a maid to clean his apartment? [ → No, he doesn’t. He 
cleans it himself.]
PRESENTATION
PRACTICE
PRESENTATION
PRACTICE
09
10
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4. Do Steve and Karen ask their mother to pack their suitcases? [ → No, 
they don’t. They do it themselves.]
5. Did the Bennetts need help decorating their house? [ → No, they didn’t. 
They did it themselves.]
6. Will we hire movers to move the furniture? [ → No, we won’t. We’ll do it 
ourselves.] etc.
Use question tags for extension and additional challenge—e.g.,
You helped Janet decorate her apartment, didn’t you? [ → No, I didn’t. She 
decorated it herself.]
Give students a couple of minutes to complete the sentences in the SG 
before presenting their answers to the class.
[ANSWERS: 1. himself  2. themselves  3. myself  4. yourself / yourselves  5. 
ourselves]
 Did you make it yourself?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to describe your 
neighbors and neighborhood to (a new friend).
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students describe their neighborhoods and their neighbors to 
a new friend. Set a time limit. Avoid interruptions during the first 
enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, have the students 
welcome a new neighbor to their neighborhood. Students recommend 
places to go in the neighborhood.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
PERFORMANCE11
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Extension 1. Discussion: Best places to live
Students discuss the various neighborhoods in their city and where the 
best places to live are.
Extension 2. Do it yourself
Students discuss things that they can’t do but would like to learn to do 
themselves, for example, develop their pictures themselves, cut their hair 
themselves, etc.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
13
12
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In this lesson you will ...
Welcome visitors
Vocabulary & Expressions Grammar Item
visitor
(to give a) compliment
What a beautiful house you 
have!
pretty
nice
fantastic
wonderful
vase
Welcome to (our home).
Make yourself at home.
I’m glad you could join us.
(Please) Have a seat.
Make yourself comfortable.
Would you care for (some 
coffee)?
stairs
upstairs
downstairs
to show (them) around
What a + adjective + noun! 
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about student’s’ 
needs and experiences.
When you have a guests (→ visitors), what do you say to them? Do you 
offer them coffee / tea? Do you tell them you are happy to see them? etc.
Set a customized speaking goal. For example: Our goal is to welcome (a 
new friend) to (your home). Write the goal on the board and get 
agreement from students.
Warm up. Do you often have visitors / friends / colleagues at your place? 
Do you sometimes visit other people’s houses? When? etc.
Present and practice: visitor / (to give a) compliment / What a beautiful 
house you have! / What a + adjective + noun / beautiful (rev.) / great (rev.) 
/ terrific (rev.) / lovely (rev.) / pretty / nice / fantastic / wonderful / view 
(rev.) / vase
Substitution: guest → visitor
Does the guest usually say something good about the house? [Y] → give a 
compliment
You have a beautiful house.
→ What a beautiful house you have!
PRESENTATION
GOAL-SETTING
02
01
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Brainstorm other words for beautiful, for example, great, terrific, good-
looking, lovely, pretty, nice, fantastic, wonderful
Have students look at the apartment (office) illustration.
What else can you give compliments about?
→ What a nice room / a lovely painting / nice garden / fantastic view! etc.
Naming IB 40: Are there any flowers at the reception desk? [Y]
→ They are in a vase.
→ What a lovely vase.
-60      -40
Rejoinders
Pairs. Students take turns being the apartment resident and the 
complimenting partner.
– That’s a lovely …!
– Thank you. I got it (from my husband / for my birthday).
 
– What a fantastic …! Is it new?
– Yes, it is. We bought it a few days ago.
– Where did you get it?
– We got it at …
Skit. Present and practice, as needed: Welcome to (our new home). / 
Make yourself at home.
Skit: What do you say when friends visit your home the first time? (Or: when 
a client visits your company the first time?)
Elicit students’ ideas. Present and practice the skit.
– Hi, … Welcome to our home.
– Thank you.
– Please, come in and make yourself at home.
– Thanks. You have a lovely home.
– Thank you. Would you like some coffee or tea?
– Coffee would be great.
Pre-reading. Have students look at the two conversations in the SG and 
identify the setting for each.
two friends speaking at a home (informal)
 Make yourself comfortable
READING
PRESENTATION
PRACTICE
05
04
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two business partners speaking at an office (formal)
Reading
Tell students to skim the formal conversation and find words or sentences 
that have a similar meaning to the following words and phrases:
Hello! [→ Welcome to …]
I’m happy you came. [→ I’m glad you could join us.]
Sit down. [→ (Please) Have a seat. / Make yourself comfortable.]
Would you like some coffee? [→ Would you care for some coffee? / Can I 
get you some coffee?]
Note: answer to the last question is Yes, please. / Yes, I would. Never: Yes, 
I’d care for some coffee.
Post-reading. Skit. Review and practice, as needed: I’m glad you could join 
us. / Have a seat. / Make yourself comfortable. / Would you care for 
(some coffee)?
Pairs. Students use the formal conversation as a template to practice the 
phrases.
Shuffled dialog
Give students a couple of minutes to put the shuffled dialog conversation 
in the SG in order before saying their answers out loud.
[ANSWERS: (1.) Hi, Amanda. Thank you for coming. (2.) How are you Barbara? 
You have a lovely home! (3.) Thank you. Would you like a cup of coffee? (4.) 
That would be great, thanks. What a beautiful kitchen! (5.) Do you like it? It’s 
my favorite room. (6.) I love it. I can see why it’s your favorite room. It’s 
beautiful.]
Students read through the conversation to practice pronunciation and 
speed.
  What a lovely house!
Present and practice, as needed: hall (rev.) / stairs / upstairs / 
downstairs / to show (them) around
Use IB to elicit meanings.
Naming / Gesture: This is the hall.
Where are the stairs?
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PRESENTATION
PRACTICE
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Are the bedrooms upstairs?
What’s downstairs?
Build-up: If guests come to your house for the first time, do you show them 
your home? [Y] → You show them around.
 
Who showed you around Berlitz? your company when you started? At work, 
do you like to take the elevator or the stairs? etc.
QA
Did your friends show you around when they bought their new home? How 
many floors do they have? What was upstairs? Who shows new employees 
around your company? etc.
 59
Pre-listening. Summary
Students give a summary by giving each other a ‘tour’ of the house, using 
the IB. Review ordinal numbers as needed.
What did we see first? etc.
Ask students in what order they showed each other the rooms, and why. 
Set scene: Tell them they will listen to a woman giving her guest a tour of 
her home. Set task: They should listen for the order in which the rooms 
are presented.
Listening 1
Play the recording. Repeat as necessary. Students list the rooms or areas 
of the house in the order in which they were presented to the guest.
[ANSWERS: 1. kitchen  2. dining room  3. home office  4. bathroom  5. stairs 
6. balcony]
Listening 2
Ask students to look at the gap-fill activity in the SG. Ask them what 
information they think they will need to listen for. Play the recording again. 
Students complete the sentences in their SG.
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 Let me show you around
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[ANSWERS: 1. big and sunny  2. a home office  3. to the balcony at the back 
of the house (and / or bedrooms)  4. a view of the whole countryside]
Post-listening. Discussion
Do you like ‘touring’ other people’s homes? What do you enjoy seeing? 
What do you like showing guests when they come to your home? etc.
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to welcome (a new 
friend) to your homevisitors.
Task. Role play. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, a new friend is visiting their home; they need to welcome their 
friend, take their coat, and offer something to drink. Set a time limit. Avoid 
interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance add a 
complication / extra details / questions, for example, have the students 
give a tour of their home after offering coffee.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
  Performance
Extension 1. Game: Guess which room
Students secretly choose a room of their house. Then, they take turns 
asking their partner questions to guess what room it is.
Extension 2. Role play: Dream house
Students take turns welcoming each other into their dream houses.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
PERFORMANCE
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In this lesson you will ...
Say what you use something for
Vocabulary & Expressions Grammar Items
to explain
refrigerator (inf. fridge)
stove
microwave oven
toaster
dishes
dishwasher
appliance
washing machine
dryer
to heat
to keep … cold
to toast
What do you use (it) for?
device
a device for (calling people)
remote control
tablet (PC)
on
off
to turn on
to turn off
button
key (= keyboard key)
knob
dial
icon
touch screen
What’s it for?
to press
to click
to double-click
to tap
to drag
each other
to phone (each other)
to stay in touch (with …)
to communicate
to share
blog (entry)
to post
communication
entertainment
social networking (site)
Express purpose with use + (a device) + 
infinitive
Express purpose with use + (a device) + for + 
-ing
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you use a phone / smartphone / computer / iPad? How often? What can 
you do with a (smartphone)? etc.
Set a customized speaking goal. For example: Our goal is to explain what 
you use your (new smartphone) for. Write the goal on the board and get 
agreement from students.
Warm up. Present and practice as needed: to explain
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Substitution: Do you sometimes tell a person how to do something and 
why? [Y] → explain something
Present and practice, as needed: refrigerator (inf. fridge) / stove / oven 
(rev.) / microwave oven / toaster / dishes / dishwasher / to use (rev.) / 
appliance / washing machine / dryer
Naming: refrigerator (fridge), stove, oven, microwave oven, toaster
Substitution: plates, cups, glasses, etc. → They are dishes.
Contrast: Do you wash your dishes yourself? [N] → You wash dishes with a 
dishwasher.
→ You use a dishwasher.
Substitution: refrigerator, stove, oven, etc. → They are appliances.
Do you have an appliance to wash your clothes? [Y] → You wash them with 
a washing machine.
→ You use a washing machine.
Contrast: Can you wear your clothes when you take them out of the 
washing machine? [N] → You put them in the dryer.
 
Is this a stove or a toaster? Is this a washing machine or a dryer? etc.
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QA
Do you have a microwave oven? How often do you use it? When do you use 
a stove? etc.
Present and practice: use + infinitive: to cook (rev.), to bake (rev.), to wash 
(rev.), to heat, to keep (food) cold, to toast, etc.
Substitution: Do you use a dishwasher?
→ You use a dishwasher to wash your dishes.
stove → You use a stove to cook food.
oven → You use an oven to bake a cake.
microwave oven → You use a microwave to heat food very quickly.
refrigerator (→ fridge)→ You use a refrigerator to keep food cold.
toaster → You use a toaster to toast bread.
PRESENTATION
PRACTICE
PRESENTATION
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QA
What appliances do you use every day? What appliance do you use to heat 
your food? Do you use an appliance to dry your clothes? What appliance 
can you use to toast bread? etc.
Present and practice: What do you use (it) for? / use (a stove) for + -ing / 
device / a device for + -ing
Elimination: Do you use a stove to write emails? to watch TV?
→ What do you use it for?
Substitution: I use a stove to cook food. → I use it for cooking.
Dictionary: Is your cell phone a small machine? [Y]
→ It’s a device.
→ It’s a device for calling people / taking pictures, etc.
 
Do you use your cell phone for texting / emailing / surfing the net / chatting 
with friends? etc.
Present and practice, as needed: remote control / tablet (PC)
Use SG images to present.
Naming: What’s a remote control? Is it a device for changing channels on 
TV?
And what kind of device is a tablet? What do you use it for?
  What do you use it for?
Classify it!
On the board, draw a table with headings for appliances, devices. With 
students, brainstorm several appliances and devices they use every day 
(at home / work). Have students tell you where to list items.
Define it!
Have students create their own definitions for the items they 
brainstormed. Call on students to give their definitions, but without saying 
what the item is. Other students guess what it is.
For example:
S1: It’san appliance for cooking food. Or: It’s an appliance. You use it to 
cook food.
S2: Is it a stove?
PRACTICE
PRACTICE
PRESENTATION
PRACTICE
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Present and practice, as needed: on / off / to turn on / to turn off
Note: You could bring in real examples, i.e., devices with buttons, keys, 
knobs, icons, etc., or a catalog of electronic gadgets.
Demonstration: The lights are on / off.
Naming / Gesture: I (don’t) want to watch TV. What do I do? → I turn it on / 
off.
 
Is your cell phone on or off right now? Do you turn off the computer after 
work? the TV before you go to sleep? When do you turn on your cell phone? 
etc.
Present and practice, as needed: button / key (= keyboard key) / knob / 
dial / icon / touch screen / What’s it for? / to press / to click / to double-
click / to tap / to drag
Use realia or images in SG to present.
Naming: button, knob, dial, key, icon, touch screen
Do I use this button to turn on the TV? etc.
Substitution: What do you use this button for? → What’s it for?
What’s this key / knob / icon / button for? etc.
Gesture: I want to watch TV / delete something on the computer. What do I 
do?
→ You need to press the button / the DEL key.
open a computer program / an app?
→ You need to (double-)click / tap the icon.
move an icon / file? → You need to drag it.
find a radio station? → You need to turn the knob / dial.
 
How do I turn on this phone? What’s this key for? Do I have to click or 
double-click this icon to …? Which key do I press to …? etc.
 What does this button do?
Explain it
Pairs. Students inquire about their partner’s cell phones or other (digital) 
devices.
For example:
What do you use this (app) for?
Which (button) do you press to …?
What does this (key) do?
Students then report their findings to the class.
PRACTICE
PRESENTATION
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Present and practice, as needed: each other (to write each other, to call 
each other, to see each other, etc.) / to phone / to stay in touch (with …) / 
to communicate / to share / blog / blog entry / to post
Substitution: Steve writes his mom notes, and she writes him notes.
→ Steve and his mom write each other.
Steve calls his friends and they call him.
→ Steve and his friends call each other.
→ They phone each other.
Build-up: How often do you and … phone / email / see each other? 
Regularly? [Y]
→ You stay in touch with each other.
Substitution: to phone / to email / to write / etc. → to communicate
Build-up: How do you communicate with your friends / colleagues? Do you 
send each other news, photos? [Y] →You share (news / photos) with each 
other.
Naming: Steve writes about his life on the Internet every week. → He writes 
a blog.
He writes a new blog article every week.
→ He writes a new entry every week.
→ He posts a new entry every week.
QA
How often do we see each other? How do you communicate with (your 
boss)? Who do you keep in touch with on the Internet? What do you share 
with each other? Is (Facebook) a good or bad way to communicate? What 
is a good way to communicate (with clients)? How often do you post new 
messages? Do you read blogs? About what? Do you have a blog? How 
often do you post new entries? etc.
 60 • 61 • 62
Present and practice, as needed: information (rev.) / communication / 
entertainment / social networking / social networking site
Write the following categories on the board and present if needed: 
information, communication, entertainment, social networking
Ask students what they use the Internet for and have them brainstorm two 
to three examples for each category. For example:
Information: read news; learn about something
Communication: emails; phone calls
Entertainment: play games, listen to music
Social networking: chat with friends, share photos
etc.
Substitution: Facebook, LinkedIn, Google+, etc. → social networking sites
Track:LISTENING
PRACTICE
PRESENTATION
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Pre-listening
Set scene: You will hear three people talk about how they use the Internet. 
Set task: Tell students to listen and complete the sentences in the SG.
Listening
Play the recordings. Repeat as necessary. Students complete the 
statements in the SG.
[ANSWERS: (A.) 1. blog  2. posts  3. entry  4. enjoys  5. hobbies (B.) 1. news  2. 
look for  3. networking  4. stay (C.) 1. best  2. each other]
Post-listening
Ask students to give examples of sites / services they use for the following:
information: Google, Wikipedia, weather.com, etc.
communication: Yahoo!, Gmail, Twitter, Skype, etc.
entertainment: YouTube, iTunes, etc.
social networking: Facebook, LinkedIn (professional), Google+, etc.
  What do you use the Internet for?
Matching
Give students a couple of minutes to complete the matching activity in the 
SG.
In pairs, have students read the statements and responses.
[ANSWERS: 1. c  2. e  3. f  4. a  5. b  6. d]
  What do you use it for?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to explain what you 
use your (new smartphone) for.
Task. Interviews. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students interview each other about a device that they bought 
recently and what they use it for. Students report on their partner’s 
devices. 
 Performance
PERFORMANCE
PRACTICE
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Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, have the students add 
more detail, such as why they bought that model instead of another.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
Extension 1. Design a new appliance or device
Small groups. Students imagine and design a new appliance or device. 
Students then share the new appliance with the class and say what it 
would be used for. Encourage questions.
Extension 2. Presentations: Devices I use at work
Describe the devices you have at the office and explain how one works.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Describe what people used to do
Vocabulary & Expressions Grammar Item
record
record player
cassette
cassette player
CD
CD player
MP3 player
MP3 file
to download (files)
present (= now)
past
used to
Did (you) use to (listen to 
records)?
(They) didn’t use to (send 
emails).
typewriter
videocassette
nowadays
in the old days
useless
useful
obsolete
old-fashioned
scanner
Express past habits with used to + verb
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Did you have records / cassettes / a Walkman / a Game Boy when you 
were a child? What do you think of them now? etc.
Set a customized speaking goal. For example: Our goal is to describe 
things from your pastto (a young friend). Write the goal on the board and 
get agreement from students.
Warm up. Students look at and identify the items in the photos in the SG. 
Present and practice, as needed: record / record player / cassette / 
cassette player / MP3 player / CD / CD player / MP3 file / to download 
MP3 files / today (rev.) / present / past
Naming: record, record player, cassette, cassette player, MP3 player
Do people still have records, cassettes? What about CDs? And you?
→ MP3 files → You download MP3 files.
Which things can you still buy today?
  Warm-up
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→ (…) are things we can buy in the present.
Which can’t you buy anymore?
→ (…) are things we could buy in the past.
 
Do you ever listen to records? What about CDs? Do you still have a CD 
player? a cassette player? etc.
Review and practice, as needed: still (rev.) / not anymore (rev.)
Did you (watch TV) when you were 10? [Yes / No]
And now? [Y] → I still do. / I don’t anymore.
[N] → I still don’t. / I do now.
Present and practice: used to + verb / didn’t use to / Did (you) use to …?
Build-up: Did people have email 100 years ago? How did they communicate 
with each other? [They wrote letters.]
Did they send each other letters? [Y] Do they still send …? [N]
(not anymore) → People used to send each other letters.
What do they send each other now? [email]
Did they send each other email (twenty) years ago? [N]
(now, not before) → They didn’t use to send each other email.
Did people use to buy records forty years ago or ten years ago?
→ They used to (buy records) forty years ago.
QA & QFS
What kind of mail did you get twenty years ago? Did people send letters or 
email thirty years ago? How did people use to get from one country to 
another? [They used to go by ship / by train.] What did people use to use 
before laptops? electric stoves? DVDs? What did people use to listen to 
before TV? etc.
Transformation
Model what students have to do as needed.
1. People didn’t use to use social networking sites to stay in touch. → 
People used to write letters to stay in touch.
2. People didn’t use to download movies. → People used to rent / buy DVDs.
3. People didn’t use to watch music videos on YouTube. → People used to 
watch music videos on TV / MTV.
4. I didn’t use to use Skype to call home. → I used to call home by phone.
5. You didn’t use to live in (country / city). → You used to live in (…).
PRACTICE
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6. We didn’t use to wash dishes with a dishwasher. → We used to wash 
dishes by hand.
etc.
Pre-reading. Present and practice, as needed: typewriter / videocassette / 
nowadays / in the old days
Naming: typewriter, videocassette (tape)
Do most people still get from Europe to America by ship? [N]
→ Nowadays most people fly. (= these days …)
In the past, did most people get from Europe to America by ship? [Y]
→ In the old days most people used to get from …
Reading
Students read the three short narratives in the SG for answers to the 
following questions:
1. What did people do in the old days?
2. What do we do nowadays?
[Answers may vary: 1. a. used to use payphones  b. used to use typewriters  
c. used to watch movies on videocassettes; 2. a. use cell phones  b. use 
computers  c. watch movies on tablets / smartphones]
Post-reading. How many questions?
Pairs or individual students. Assign each pair / student photos or texts 
from the SG. Ask them to make up as many questions with use(d) to as 
they can. Call on pairs / students to ask their questions; other students (or 
the instructor) answer(s).
Sample questions:
Did people use to (have / use / etc.) …?
What did … use to …?
Who used to …?
How did … use to …?
etc.
  What did they use to do?
Present and practice, as needed: useless / useful / obsolete / old-
fashioned / scanner
Substitution: My pen doesn’t work. I can’t use it. → It’s useless.
I use my smartphone all the time. → It’s very useful.
PRESENTATION
READING
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Build-up: Did people use to use typewriters? [Y] Do they use them 
nowadays? [N] Why not? [can’t buy them] → They are obsolete.
Naming: Did many people use a pocket watch in the old days? [Y] Do many 
people use a pocket watch nowadays? [N]→ They are old-fashioned.
Build-up: Do some printers make copies? copy your document into a file on 
your computer? [Y] → They have a scanner.
QA
Do you have a scanner? What kind? What machines or appliances are 
obsolete nowadays? What is old-fashioned? What devices do you find 
useful / useless? etc.
Sentence completion
Students look at the chart in the SG and complete the sentences. Go over 
the example:
Before there were DVDs, people used to use videocassettes to watch 
movies.
Assist with vocabulary as needed. Following your example, students match 
up the remaining items. Call on students to read their sentences aloud.
[ANSWERS: 1. DVDs – videocassettes – watch movies  2. MP3 players – 
records, cassettes, and CDs – listen to music  3. scanners – photocopiers 
– make copies of documents  4. tweets, email, and text messages – letters, 
cards, and faxes – send short messages]
Give students two minutes to brainstorm more things to add to the list.
For example, before there were cars, people used to use horses to ride from 
one place to another; electric / gas stoves → wood stoves → to cook; TVs →
radios → to hear the news; etc.
  These products are obsolete
 63 • 64 • 65
Pre-listening
  Is this device still useful?
Track:LISTENING
PRACTICE
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Set scene: Tell students that they are going to listen to three conversations 
between two people. One person is asking questions about something the
other person owns. Set task: Students listen and select the correct answers 
from the choices in the SG.
Listening
Play the recordings. Students select the correct answers. Repeat as 
needed.
[ANSWERS: (A.) 1. a 2. b (B.) 3. b 4. a (C.) 5. b 6. a]
Post-listening. Discussion
Students discuss the people they just heard in the recordings. Are they like 
the speakers in the conversations: How often do they buy new computers? 
Do they prefer new or old-fashioned devices?
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today to describe things you 
used to do when you were young to (a young friend).
Task. Mind map. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, have students create a mind map for when they were young; 
tell them to add branches for Clothing / Fashion, Movies, Music, Toys / 
Other Fads, TV. Give students time to add a few items to each category. 
Then call on students to summarize what’s on their mind maps. They 
should use full sentences.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, have the students ask 
each other for more details about their mind maps and to summarize each 
other’s information.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
PERFORMANCE09
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Extension 1. Role play: What I used to use
Students pretend that while cleaning they found something that they used 
to use when they were young. The students describe what they used it for 
and answer questions about it.
Extension 2. Game
Students make a list of three things that they used to have when they were 
young, two being true and one being something they didn’t have. Other 
students must guess the incorrect thing.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Talk about past events
Vocabulary & Expressions Grammar Items
teenager
childhood
the (90s)
in (the 90s)
to grow up
fad
trend
trendy
fashionable
to happen
What happened in (1976)?
What happened on (July 
9th)?
event
past event
current event
memory
to bring back memories
Time expressions: the (90s), in (the 90s)
to remember + -ing
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Do you sometimes talk about when you were a child? (→ your childhood) 
With whom? When did you go to your first dance (and other “firsts” / family 
occasions)? Do you know some stories about a friend’s childhood? etc.
Set a customized speaking goal. For example: Our goal is to talk about 
your childhood with (a new friend). Write the goal on the board and get 
agreement from students.
Present and practice, as needed: teenager / childhood / Time 
expressions: the (1990s), in (the 90s) / to grow up
Are Ellen and Karen children? [N] → They are teenagers.
When is a person an adult? From age 18? 21?
And before that? → It is their childhood.
Substitution: Did Steve live in London between 1990 and 1999? [Y] → He 
lived in London in the 90s.
During his childhood, did he live in London? [Y] → He grew up in London.
-1a
PRESENTATION
GOAL-SETTING
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Did he enjoy those years? [Y] → He liked the 90s.
Note: 2000s = the two-thousands; 2010s = the twenty-tens
QA & QFS
Where did you grow up? Can you name three things from your childhood? 
from the (1980s)? Did you like the (1980s)? Where did you live in the (90s)? 
in the …? etc.
Present and practice, as needed: popular (rev.) / fad / trend / trendy / 
fashionable
Substitution: Do many people like (current fad: e.g., digital photography)? →
(…) is popular today.
Build-up: (Fad item students are familiar with) were very popular, weren’t 
they? They were popular for a short time, weren’t they? → (…) was a fad
Substitution: Was (…) a fad (in the 90s)? → It was a trend.
popular → trendy, fashionable
QA & QFS
What was popular in the 90s? What was trendy when you were in high 
school? Did you always wear fashionable clothes when you were in 
college? etc.
Present and practice: past progressive (rev.) / remember + -ing
Are you using your phone now? [N] What about when I walked into the 
classroom? [Y]
→ You were using your phone when I walked into the classroom.
Substitution: When I was fifteen, I went to my first concert. I remember 
that.
→ I remember going to my first concert (when I was fifteen).
My dad says I ate dog biscuits when I was a child. I don’t remember that!
→ I don’t remember eating dog biscuits when I was a child.
PRACTICE
PRESENTATION
PRESENTATION
PRACTICE
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QA
What do you remember doing as a young man / woman?
What do you remember about getting your first job?
What do your parents remember you doing that you don’t remember?
What don’t you remember doing? etc.
Present and practice, as needed: to happen / What happened in (1982)? / 
What happened on (June 12)? / event / past event / current event
Substitution: Neil Armstrong walked on the moon. That was in 1969.
→ That happened in 1969.
→ It happened on July 20th.
What happened in (1989)? [e.g., Berlin Wall came down]
What happened on (November 9, 1989)?
Do many people remember when it happened? [Y] Do they remember 
watching it on TV. [Y]
→ It was an event.
Did it happen many years ago? [Y] → It is a past event.
Contrast: Is (name an event of the present time) a past event? [N] → It is a 
current event.
 
What happened in …? What other events do you remember? When did that 
happen? What happened yesterday? etc.
QA
Refer to the dates and events below as prompts for the following 
questions:
Do you read about current events in the news?
What events happened when you were a child?
What happened in …?
What happened on …?
What were you doing when …? etc.
1989: Salvador Dalí died (January 23); Berlin Wall came down
1990: Nelson Mandela freed (February 11), end of Apartheid in South Africa
1991: Soviet Union dissolved
1997: Asian financial crisis; Princess Diana (August 31) and Mother Teresa 
(September 5) died
1999: Euro created
2004: Tsunami in Indonesia, Thailand (December 26)
2005: Hurricane Katrina
2010: Earthquake in Haiti (January 12)
2011: Earthquake / tsunami in Japan (March 11)
2012: American robot Curiosity on Mars; super storm Sandy in US
PRACTICE
PRESENTATION
PRACTICE
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2013: Nelson Mandela and Margaret Thatcher died; Pope Benedict XVI 
resigned
2014: Ebola Virus outbreak, Malaysia Air flight disappears, Malaysia Air 
flight shot down over the Ukraine
2015: Flowing liquid water found on Mars, Microsoft launched Windows 10
2016: Zika Virus spreads in US and other countries
Present and practice, as needed: memory / to bring back memories / 
souvenir (rev.) / to remind (rev.)
Substitution: Do you remember a lot about your childhood?
→ You (don’t) have a lot of childhood memories.
Do some foods, music, TV programs help you remember your childhood?
→ They bring back memories.
What brings back memories of your vacation? [souvenirs, pictures]
→ (…) remind you of your vacation.
QA. Refer to images of famous fads in the SG.
Do you remember playing with a (Hula-Hoop / puzzle cube / yo-yo)? Does it 
bring back memories? Does it remind you of any childhood events? What 
(toys / movies) bring back memories of your childhood? etc.
  Famous fads
 66 • 67
Pre-listening
Ask students to list 3–4 childhood memories of their own on paper. Set 
scene: Tell students they’re going to listen to two conversations about 
memories. Set task: Have them look at the questions in the SG and listen 
for the correct answers.
Listening
Play the recordings. Students complete the activity in the SG.
[ANSWERS: (A.) 1. a  2. b  3. a; (B.) 4. b  5. a  6. b]
Post-listening. Summary
  The good old days
Track:LISTENING
PRACTICE
PRESENTATION
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Students summarize one of the conversations in their own words.
Shuffled dialog
Give students a couple of minutes to put the shuffled dialog in the SG in 
order. Check answers.
[ANSWERS: (1.) Look what I found … (2.) Wow! How old is that … (3.) Maybe 
twenty years … (4.) That’s Maggie, the neighbor … (5.) That’s her brother … 
(6.) Maggie and Anthony …]
Pairs. Students read through the conversation andfocus on speed and 
pronunciation.
  It brings back so many memories!
Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to talk about your 
childhood with (a new friend).
Task. Interviews. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, students interview their classmates about their childhood 
with questions such as:
What are your favorite childhood memories?
Do some (famous rock) songs / foods / movies bring back memories of a 
place or time in your childhood? Which ones? What are the memories?
They then report their findings to the class.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, have the students add 
more detail and examples, especially about their favorite events.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
PERFORMANCE
PRACTICE
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Extension 1. Discussion: Three best memories
Students rank and discuss the three best memories of their childhood.
Extension 2. Role play: Time machine
Students find a time machine. They decide which year in the past to visit.
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
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In this lesson you will ...
Compare modern and past times
Vocabulary & Expressions Grammar Items
generation
modern
when … (was / were) little
life (= way of living)
complicated
somewhat
life (= the time period 
during which a person 
lives)
Modal (ability, 
permission): could
a little vs. little
Qualifying comparatives:
a little, somewhat, much,
a lot + (-er, more, less)
Greet students and review previous lesson and homework.
Review key points from previous lesson, check any assigned homework, 
and check for questions.
Set customized Speaking Goal. Ask questions to find out about students’ 
needs and experiences.
Is it often difficult for different age groups (→ generations) to communicate 
with each other? Do you think old and young people communicate better / 
worse nowadays than before? Why / Why not? etc.
Set a customized speaking goal. For example: Our goal is to compare 
your generation with another generation. Write the goal on the board and 
get agreement from students.
Warm up. In pairs, ask students to think about a famous event from the 
last twenty years. The other pairs ask questions to guess what the event 
is. Present and practice new vocabulary as necessary: generation / 
modern
Dictionary: Do your grandparents usually think the same way you do? [N] 
What about your children? [N] → Your grandparents’ generation doesn’t 
think the same as your generation / your children’s generation.
Contrast: Are (blogs) old-fashioned? [N] → modern
Present and practice, as needed: when (I) was little / when (we) were little
Substitution: Were you able to do everything you do now when you were 
very young? [N]
→ You weren’t able to do the same things when you were little.
→ I wasn’t able to do the same things when I was little.
PRESENTATION
GOAL-SETTING
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Present and practice: Modal (ability, permission): could (= past of can) / 
Could you (ride a bike)? / Yes, I could. / No I couldn’t.
(ability)
Build-up: Can you ride a bike now? And when you were five?
→ Could you ride a bike when you were five?
→ Yes, I could. / No, I couldn’t.
What sports could you play when you were fifteen? Could you swim at age 
five? Could your children read and write when they were three? etc.
 
(permission)
Can you have dessert before your meal now?
→ Could you have dessert before your meal when you were a child?
Where could you go when you were fifteen? Could you have a computer in 
your room? etc.
QA
Dictate the following questions:
What can we do now that people couldn’t do … years ago? [drive, use 
computers, etc.]
What could people do earlier that we can’t do now? [ride horses in the 
street, grow our own food, etc.]
What can you do now that you couldn’t do when you were younger? [drive, 
not eat vegetables, go to bed late, etc.]
What can’t you do now that you could do before? [run fast, ride a bike, see 
my grandparents, etc.]
Assist students with vocabulary as needed.
Complete the sentences
Have students look at the chart in the SG. Students answer the questions 
by writing an example in each of the sections.
Call on students to read out their answers. Make sure they contrast past 
and present situations using both could and can.
For example:
When I was younger I couldn’t drive, but now I can.
When I was a teenager, I could study all night, but I can’t do that anymore.
QA & QFS
Could women work one hundred years ago? [Yes, they could.]
Could people go to the movies?
Could people rent movies to watch at home?
  What could you do when you were little?
PRACTICE
PRESENTATION
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Could you use a computer when you were ten? etc.
Present and practice, as needed: life (= way of living) / complicated
Build-up: Do we live the same way now (as we did twenty years ago)? [N] → 
Life is different now.
Is life easier now than in the past?
Is everything easier today? [N] Are some things more difficult? [Y]
→ Some things are complicated now.
Present and practice: Qualifying comparatives: (a little (rev.) / somewhat / 
a lot (rev.) / much) + (-er / more / less)
Gesture: Is life a little easier? (e.g., 10%) a lot easier? (e.g., 80%)
→ How much easier is / was it?
Substitution: Is the weather this week a little better than last week? [Y] → It 
is somewhat better / worse (e.g., 30%).
Is (gasoline) a lot more expensive now than a few years ago?
→ It is much more / less expensive.
If students need additional clarification, draw a bar graph or line diagram 
representing a little, somewhat, and a lot / much.
Point out the Tip! in the SG to show difference between a little and little.
What do you do when you have little time? When was the last time you had 
a little time to yourself? etc.
  Tip!
Students read the statements in the SG.
Ask students whether they agree or disagree.
If students disagree, have them change the statements by using a different 
modifier or by changing the adjective, e.g., Life was a lot more difficult in 
the old days.
Students make up one or two additional sentences and discuss them in 
class.
  Agree or disagree?
PRACTICE
PRESENTATION
PRESENTATION
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Pre-task 1. Have students look over the chart of Dan’s life. Present or 
review and practice, as needed: life (pl. lives) / used to (rev.)
Build-up: Is Dan’s life now different from his life in the 90s? [Y] Is my life 
now different from my life in the 90s? [Y] Is your life the same? [N]
→ Our lives are different.
Does Dan live in Springfield? [N] → He used to live in Springfield.
Did Dan use to wear a suit and tie? [N] → He used to wear an old army 
jacket.
Pre-task 2. Studentsask questions about Dan’s life.
For example,
Where did Dan use to live?
What kind of music did he use to like?
What’s his hobby now? What did he use to do?
Task. Interview
Partners interview each other and complete the chart in the SG with their 
partner’s information.
Post-task
Students report their findings to the class. Encourage others to ask 
questions, for example,
Which TV show did she / he use to like?
  Dan’s life then and now
Scrambled sentences
Students read the example in the SG and then put the sentences in order.
[ANSWERS: 1. What do you use this knob for? 2. How much faster is 
communication today? 3. Did you go dancing when you were fifteen? 4. Did 
people have cell phones in the 90s? 5. Are computers less expensive than 
they used to be?]
  Did you use tapes when you were a child?
PRACTICE
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Pre-task. Elicit what the lesson goal was from students, or remind them 
of it and point it out on the board: Our goal today is to compare your 
generation with another generation.
Task. Summary. Set or adapt roles / purpose / scenario according to the 
customized student goal.
For example, give students a few minutes to prepare a summary about 
how life used to be in their countries vs. how it is nowadays. Students 
compare modern and past times by saying what people could / couldn’t do 
in the past and what they can / can’t do nowadays.
Set a time limit. Avoid interruptions during the first enactment.
Provide feedback, praise, and corrections.
Second enactment
For a weak performance, set up a second enactment and focus on 
increasing speed, fluency, and confidence. For a strong performance, add a 
complication / extra details / questions, for example, ask students to also 
predict what the next generation will say about our current lifestyles; ask 
them to summarize their comparisons for the class.
Post-task. Have students summarize what they have learned. Confirm
lesson goal achievement with students.
 Performance
Extension 1. Role play: What life used to be like
Students choose a famous person from their country’s history (or their 
parents). Students become their person and describe how they think life 
was using could and qualifying comparisons.
Extension 2. Discussion: What life will be like
Students talk about what life will be like fifteen years in the future. They 
should use qualifying comparatives but this time focus on the future, for 
example, “It will be a lot easier to travel around the world in 15 years.”
Remind students to complete their homework activities online.ONLINE PRACTICE
CONSOLIDATE & APPLY
PERFORMANCE
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The Objectives Ladder is designed to show students just how much they 
have learned in the previous nine units and provides an opportunity to 
review the objectives in these units. Have students go over the speaking 
goals in the objectives ladder to identify areas for further vocabulary / 
grammar and performance review.
OPTIONS
Review. Give a question or sentence; students identify to which speaking 
goal it relates.
Pairs. Students brainstorm as many questions and expressions as they can 
for a particular speaking goal. Pairs then create and act out a conversation 
using a specified number of questions.
Dictation. Choose representative sentences from the content units for 
dictation. Alternatively, each student chooses five sentences from a 
specific unit (or one from each unit) and presents the dictation to 
classmates. Then ask students to put them in order.
Self-assessment. Students check off speaking goals, or rate themselves on 
their ability to achieve each goal (e.g., with a scale or thumbs-up / down). 
Review any speaking goals that are not checked off, or which receive a low 
rating.
Selection. Students select one or more of the speaking goals they would 
like to practice, focusing on the vocabulary & expressions (and grammar if 
any) supporting each goal.
Mind map. Students select one or more goals to review and practice. They 
prepare and present a mind map with the vocabulary items (and grammar 
if any) they need to achieve the goal.
OBJECTIVES LADDER1
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The Practice activities in this section are designed to trigger the students' 
memory of the target grammar points and / or vocabulary with short 
games in rapid succession, including informal scoring for on-the-spot 
assessment.
It may be necessary to go over two, or even three short games or 
activities to cover as many review points as possible, but the goal would 
not be to cover everything, as this is only intended for review.
Please note that these activities can be done at home ahead of the live 
review lesson, in which case you would just go over them quickly for 
correction, praise, and feedback; then, you could use optional expansion 
activities to practice speaking.
Step 1. Students read the instructions individually or as a group.
Step 2. Confirm understanding and assign a challenging time limit.
Step 3. Students complete the activity individually, in pairs, or as a group.
Step 4. Give correction, feedback, and praise.
Optional expansion activities (after completing a practice activity):
True or False. Have one student at a time read a sentence from the activity, 
choosing to either read it correctly or to replace the correct target word 
with a wrong one. Other students have to say whether the sentence is 
correct or incorrect (and correct it).
 
Dictation. Have only one student at a time read from the SG, saying one of 
the target items found in the activity out loud to the other students, who 
have to spell it correctly (orally or in writing). Add a competitive element by 
saying that the fastest student to spell it correctly is the winner.
 
Recycling. Ask students to create a new sentence using the target item 
they just reviewed. Modulate difficulty to differentiate between students' 
abilities, e.g., by requiring affirmative, negative, or interrogative forms.
Track:
GRAMMAR / VOCABULARY 
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The Action Modules are information-gap role plays designed for use with 
two (occasionally more) role players. If you have an odd number of 
students in class, one role can usually be assigned to more than one of 
them or a person can act as an observer and note-taker and give a 
summary at the end. 
For Email Tasks, students are asked to write (individually or 
collaboratively) an email matching a certain situation. You may want to 
ask students to select the Module / Task they’d like to work on, and then 
do another if time permits.
Step 1. Students skim the role cards or task cards. Ask students what the 
topics might be. Referring to the Speaking Goals, students tell you which 
goals may be involved.
Step 2. Brainstorm / Review the kind of language that might come up in the 
Action Module / Task. Ask students for phrases that match the speaking 
goal(s). For example: You want to request payment from a client, what do 
you say?
Step 3 (Action Modules only). Assign roles. (Remind students not to look at 
the other person’s role card.) Be sure that all the key vocabulary (and 
grammar if any) is reviewed before assigning roles.
Step 4. Students read their role card or task card to make sure they 
understand the task. Assist with vocabulary as needed. Make sure the 
complication involves thinking skills–persuade, negotiate, list, summarize, 
order, match, etc.
Step 5. Set a time limit for partners to work on each Module / Task. Take 
notes for later correction and feedback.